GHANA EDUCATION SERVICE

(MINISTRY OF EDUCATION)

REPUBLIC OF GHANA

ENGLISH LANGUAGE CURRICULUM

FOR BASIC 7 – 10
(COMMON CORE PROGRAMME)

SEPTEMBER 2020

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 English Language Curriculum for B7- B10

Enquiries and comments on this Curriculum should be addressed to:

The Director-General
National Council for Curriculum and Assessment (NaCCA)
Ministry of Education
P. O. Box CT PMB 77
Cantonments Accra

Telephone: 0302909071, 0302909862

Email: [email protected]
Website: www.nacca.gov.gh

©2020 National Council for Curriculum and Assessment (NaCCA)

This publication is not for sale. All rights reserved. No part of this
publication may be reproduced without prior written permission
from the Ministry of Education, Ghana.

Ministry of Education
Ghana

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 FOREWORD

The Ministry of Education, acting through the National Council for Curriculum have been integrated into the CCP as part of a comprehensive assessment
and Assessment (NaCCA) has, in recent times, been working on curriculum programme, including assessment of knowledge, skills, attitudes and values
and assessment reforms to improve the quality and relevance of learning that mainly emphasise what learners can do. It is hoped that the content
experiences in pre-tertiary schools in Ghana. This curriculum, known as the of this curriculum will promote better high school education that meets
Common Core Programme (CCP), is a sequel to the Kindergarten-Primary the varied learning needs of the young people in the country and addresses
standards-based school curriculum, the implementation of which commenced the shortfalls in the current school curriculum in relation to learning and
with the 2019/2020 academic year. The CCP is carefully designed for learners assessment.
in Basic 7 to Basic 10 (JHS 1 – SHS 1) as part of a holistic learning experience
that prepares them for post-secondary education, the world of work or both.
The Ministry of Education is committed to ensuring that our schools
The curriculum focuses on building character and nurturing values, in addition
develop globally competitive high school graduates who have the requisite
to ensuring a seamless progression for all learners from JHS to SHS and
employable skills and workplace ethos. The CCP curriculum will, therefore,
creates clear pathways for academic and career-related programmes from
play an important role in this regard. The Ministry will support the effective
Basic 11 to Basic 12 (SHS2 - SHS3).
implementation of the CCP to include capacity development of all teachers to
ensure improved learning experiences and outcomes for our young people.
In the twenty-first century, memorisation of facts and figures is no longer a
sufficient learner attribute. Therefore, the CCP focuses on the acquisition of
the 4Rs (Reading, wRiting, aRithmetic and cReativity) and core competencies Dr. Matthew Opoku Prempeh (MP)
to afford learners the ability to apply knowledge innovatively to solve everyday The Honourable Minister of Education
problems. Personal projects, community projects and community service

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 ACKNOWLEDGEMENTS

This Common Core Programme (CCP) curriculum was developed together

with the National Pre-tertiary Learning Assessment Framework (NPLAF) and
Teacher’s and Learner’s Resource Packs. All these documents were developed
by the National Council for Curriculum and Assessment (NaCCA), under
the oversight and strategic direction of the Ministry of Education (MoE) with
support from some agencies of the MoE and other relevant stakeholders.

NaCCA, acting on behalf of the Ministry of Education (MoE), would like

to express its sincere gratitude to all its partners who participated in
the professional conversations and discussions during the course of the
development of the CCP curriculum.

NaCCA also extends special commendations to the leadership of the Ghana

Education Service (GES), National School Inspectorate Authority (NaSIA),
National Teaching Council (NTC), Commission for Technical and Vocational
Education and Training (Commission for TVET) and other agencies of the
MoE.

Additionally, NaCCA acknowledges the contributions of staff from various

Universities and Colleges of Education as well as teachers and learners within
the Ghana Education Service.

Special thanks go to those who also contributed to shaping this curriculum

content through the consultation process, including the national stakeholder
engagement conducted in Accra in February, 2020.

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 CONTENTS

FOREWORD iii
ACKNOWLEDGEMENT iv
INTRODUCTION ix
RATIONALE x
PHILOSOPHY xi
AIMS xi
EXPECTED LEARNING BEHAVIOURS xii
ASSESSMENT xv
CREATIVE PEDAGOGICAL APPROACHES xvii
CORE COMPETENCIES xx
INSTRUCTIONAL EXPECTATIONS xxi
ORGANISATION OF THE ENGLISH LANGUAGE CURRICULUM xxi
NOTE TO THE TEACHER xxiii
SCOPE AND SEQUENCE xxvi

BASIC 7 1

STRAND 1: ORAL LANGUAGE (LISTENING AND SPEAKING) 2

SUB-STRAND 1: CONVERSATION/EVERYDAY DISCOURSE 2
SUB-STRAND 2: LISTENING COMPREHENSION 5
SUB-STRAND 3: ENGLISH SOUNDS 6

STRAND 2: READING 7
SUB-STRAND 1: COMPREHENSION 7
SUB-STRAND 2: SUMMARISING 11

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 STRAND 3: GRAMMAR USAGE 12
SUB-STRAND 1: GRAMMAR 12
SUB-STRAND 2: PUNCTUATION AND CAPITALISATION 21
SUB-STRAND 3: VOCABULARY 22

STRAND 4: WRITING 24
SUB-STRAND 1: PRODUCTION AND DISTRIBUTION OF WRITING 24
SUB-STRAND 2: TEXT TYPES AND PURPOSES 26
SUB-STRAND 3: BUILDING AND PRESENTING KNOWLEDGE 34

STRAND 5: LITERATURE 35
SUB-STRAND 1: NARRATIVE, DRAMA AND POETRY 35

BASIC 8 37

STRAND 1: ORAL LANGUAGE (LISTENING AND SPEAKING) 38

SUB-STRAND 1: CONVERSATION/EVERYDAY DISCOURSE 38
SUB-STRAND 2: LISTENING COMPREHENSION 41
SUB-STRAND 3: ENGLISH SOUNDS 42

STRAND 2: READING 44
SUB-STRAND 1: COMPREHENSION 44
SUB-STRAND 2: SUMMARISING 49

STRAND 3: GRAMMAR AND GRAMMAR USAGE 50

SUB-STRAND 1: GRAMMAR 50
SUB-STRAND 2: PUNCTUATION AND CAPITALISATION 56
SUB-STRAND 3: VOCABULARY 57

STRAND 4: WRITING 58
SUB-STRAND 1: PRODUCTION AND DISTRIBUTION OF WRITING 58

STRAND 4: WRITING 68
SUB-STRAND 3: BUILDING AND PRESENT KNOWLEDGE 68

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 STRAND 5: LITERATURE 69
SUB-STRAND 1: NARRATIVE, DRAMA AND POETRY 69

BASIC 9 71

STRAND 1: ORAL LANGUAGE (LISTENING AND SPEAKING) 72

SUB-STRAND: CONVERSATION/EVERYDAY DISCOURSE 72
SUB-STRAND 2: LISTENING COMPREHENSION 75
SUB-STRAND 3: ENGLISH SOUNDS 76

STRAND 2: READING 78
SUB-STRAND 1: COMPREHENSION 78
SUB-STRAND 2: SUMMARISING 84

STRAND 3: GRAMMAR USAGE 85

SUB-STRAND 1: GRAMMAR 85
SUB-STRAND 2: PUNCTUATION AND CAPITALISATION 89
SUB-STRAND 3: VOCABULARY 91

STRAND 4: WRITING 92
SUB-STRAND 1: PRODUCTION AND DISTRIBUTION OF WRITING 92
SUB-STRAND 2: TEXT TYPES AND PURPOSES 95
SUB-STRAND 3: BUILDING AND PRESENTING KNOWLEDGE 101

STRAND 5: LITERATURE 102

SUB-STRAND 1: NARRATIVE, DRAMA AND POETRY 102

BASIC 10 105

STRAND 1: ORAL LANGUAGE (LISTENING AND SPEAKING) 106

SUB-STRAND 1: CONVERSATION/EVERYDAY DISCOURSE 106
SUB-STRAND 2: LISTENING COMPREHENSION 108
SUB-STRAND 3: ENGLISH SOUNDS 110

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 STRAND 2: READING 111
SUB-STRAND 1: COMPREHENSION 111
SUB-STRAND 2: SUMMARISING 115

STRAND 3: GRAMMAR USAGE 116

SUB-STRAND 1: GRAMMAR 116
SUB-STRAND 2: PUNCTUATION AND CAPITALISATION 119
SUB-STRAND 3: VOCABULARY 120

STRAND 4: WRITING 121

SUB-STRAND 1: PRODUCTION AND DISTRIBUTION OF WRITING 121
SUB-STRAND 3: BUILDING AND PRESENTING KNOWLEDGE 130

STRAND 5: LITERATURE 131

SUB-STRAND 1: NARRATIVE, DRAMA AND POETRY 131

ENGLISH LANGUAGE SUBJECT PANEL MEMBERS, CONTRIBUTORS AND REVIEWERS 134

APPENDICES 136
BIBLIOGRAPHY 142

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 INTRODUCTION
4Rs CORE COMPETENCIES
In the first four years of high school education, learners are expected to take a The 4Rs refer to Reading, Describe the relevant global skills for
wRiting, aRithmetic and learning that the
Common Core Programme (CCP) that emphasises a set of high, internationally- cReativity, in which all learners CCP helps learners to
must become develop in addition
benchmarked career and tertiary education readiness standards. Learners proficient. CO to the 4Rs.
RE
need to acquire these for post-secondary education, the workplace or both. s
CO

M
4R
The standards articulate what learners are expected to know, understand EN

PE
G

TE
and be able to do by focusing on their social, emotional, cognitive and physical

AG

NC
S
CT

EM

IES
PROJE
development. The CCP runs from Basic 7 through Basic 10.

ENT
COMMON
CORE LEARNER
ATTRIBUTES
The common core attributes of the learner, which describe the essential

PE DA
outcomes in the three domains of learning (i.e. cognitive, psychomotor and

GO

S
EA
PEDAGOGICAL S E RV I C E LEARNING
affective), are at the centre of the CCP (see Figure 1). Inspired by the values

GI

AR
APPROACHES AREAS

CA
LA

G
N
which are important to the Ghanaian society, the CCP provides an education The CCP emphasises PP
RO NI
R The CCP comprises of
AC H LE A
creative and inclusive ES the following subject areas:
of the heart, mind and hands in relation to the learner’s lifetime values, well- pedagogies that are anchored 1. Languages (English Language,
on authentic and enquiry-based Ghanaian Languages, French, Arabic)
being, physical development, metacognition and problem-solving abilities. learning, collaborative and 2. Mathematics 3. Science
Ultimately, this will produce character-minded learners who can play active cooperative learning, differentiated 4. Creative Arts & Design 5. Career
and holistic learning as well as cross Technology 6. Social Studies
roles in dealing with the increasing challenges facing Ghana and the global disciplinary learning. 7. Computing 8. RME 9. PHE.
society.

The features that shape the Common Core Programme are shown in Figure Figure 1: CCP Learner Attributes
1. These are:

• learning and teaching approaches – the core competencies, pedagogical Learning and Teaching Approaches
approaches and 4Rs; • The core competencies: The core competencies describe the
• learning context – engagement service and projects; relevant global skills for learning that the CCP helps learners to develop
in addition to the 4Rs. The global skills for learning allow learners
• learning areas – mathematics, science, computing, languages (English to become critical thinkers, problem-solvers, creators, innovators,
Language, Ghanaian Language, French and Arabic), career technology, good communicators, collaborators, digitally literate, and culturally
social studies, physical and health education, creative arts and design, and globally sensitive citizens who are life-long learners with a keen
and religious and moral education. interest in their personal development.
• Pedagogical approaches: The CCP emphasises creative and inclusive
pedagogies that are anchored on authentic and enquiry-based learning,
collaborative and cooperative learning, differentiated learning, and
holistic learning as well as cross disciplinary learning.

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 • The 4Rs across the Curriculum: The 4Rs refer to Reading, wRiting, user friendly because it provides a detailed preamble that covers the rationale,
aRithmetic and cReativity, which all learners must become fluent in. philosophy, aims, profile of expected learning behaviours (i.e. knowledge, skills,
attitudes and values), pedagogical approaches, core competencies, the 4Rs,
Learning Context assessment practices and instructional expectations.
The CCP places emphasis on engagement of learners in the classroom
activities, projects (in and outside classroom). These projects can involve
individual or group tasks which all learners are required to complete by RATIONALE
the end of Basic 10. The CCP projects provide learners with contexts to
demonstrate creativity and inventiveness in various areas of human endeavour. Language is both a medium of communication and a library in which the
Community service offers opportunity for learners to nurture, love and care elements of culture are stored. It remains the most reliable means through
for, and solve problems in their community. which the elements of one’s culture and that of other people are transmitted
from generation to generation. First, the study of English as a second Language
Learning Areas will equip learners with effective communication skills that will provide them
The CCP comprises the following learning areas: with an appreciation of the values embodied in the language and culture
1. Languages (English Language, Ghanaian Languages, French, Arabic) of others. In the light of present-day global development and technological
advancement, the learning of a second language and the acquisition of literacy
2. Mathematics must promote the respect for the language and culture of others.
3. Science
Secondly, the special status of English as a language across the curriculum and
4. Creative Arts and Design (CAD) as the official language of Ghana and the role it plays in national life including
5. Career Technology being the language of government business and administration, commerce as
well as the media, makes it important that Ghanaian learners learn English as
6. Social Studies a second language.
7. Computing
Also, to enable our learners become members of the international community,
8. Religious and Moral Education (RME) they must be exposed to English, the most widely used global language. This
9. Physical and Health Education (PHE) means that success in education at all levels depends, to a very large extent,
on the individual’s proficiency in the English language. However, learners must
This document sets out the standards for learning English language in the first be given a strong foundation in their first language to make the learning
Common Core Programme (CCP). The standards in the document are of English easier for them as confirmed by research. It is for these and other
posited in the expectation that the CCP (B7–B10) will offer quality education reasons that English Language is a major subject of study in Ghanaian schools.
for all types of learners.The design of this curriculum is based on the features
of the CCP as shown in Figure 1. It emphasises a set of high internationally-
benchmarked career and tertiary education readiness standards. Learners
need to acquire these competencies in English Language for post-secondary
education, workplace training or both.The curriculum has been designed to be
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 PHILOSOPHY AIMS

Teaching Philosophy General Aims

The English Language curriculum is informed by two major ideas, namely the The general aim of the language and literacy curriculum is to enable learners
Developmental Theory and the Social Constructivism which is a built-up on develop an appreciation and understanding of the English Language and to use
the theory of cognitivism. it effectively, making meaning with it in ways that are purposeful, imaginative,
creative and critical.
In teaching English Language, the curriculum adopts the socio-constructivist
dimensions to learning. Learners go through developmental stages as they
learn language and research is clear that they develop language at their own Specific Aims
pace as they interact with the social environment around them. Therefore, The overriding aim for the Language and Literacy curriculum (in both Ghana-
when learners are provided with a good social environment, they develop ian Language and English Language) in basic schools is to promote high stand-
language faster than learners who are in a non-interactive and poor language ards of language and literacy by equipping pupils with a good command of the
environment. Learners have in-built potentials to develop and acquire new spoken and written word to enable them to:
languages while approximating grammatical structures as they learn to
• acquire the basic skills that will help them decode any text;
speak. As they interact, they gradually learn the appropriate language of the
community. • read age-level texts easily, fluently and with comprehension;

Thus, a participatory approach and task-based approaches to teaching should • cultivate the habit of reading widely for pleasure and information;
be emphasised to help learners connect language learning in the classroom • acquire a wide stock of vocabulary and understanding grammatical
to solving real world problems in their environment and world around them. structures as well as linguistic conventions for easy reading, good
The teacher should promote interaction and make learners active in their writing and speaking;
own learning. Learners’ differences in the language classroom should not be
• write clearly, accurately and coherently, adapting their first language
taken as a deficit, but provide the teacher with the background to support
style in a range of contexts for varied purposes and audiences;
learners.
• read with pleasure, literary materials and appreciate a great stock of
literary repertoire;
Learning Philosophy
• acquire the skill of self-expression and be able to communicate their
Learners develop language at their own pace and are able to take owner-
ideas to different audiences to achieve the intended purpose;
ship of their own learning through authentic tasks. Therefore, a task-based
approach to language learning which puts the learner in real-life language • develop and cultivate the skill and ability to read the lines, in-between
learning situations is recommended. the lines and beyond the lines; and to find out hidden meanings and
ideas.

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 EXPECTED LEARNING BEHAVIOURS which the teacher has to teach. The focus is to move teaching and learning
from the didactic acquisition of “knowledge” where there is fact memorisation,
A central aspect of this curriculum is the concept of learning domains that heavy reliance on formulae, remembering facts without critiquing them or
should be the basis for instruction and assessment. These are: relating them to the real world – surface learning – to a new position called –
- Knowledge, Understanding, Application, Analyses, Synthesis, deep learning. Learners are expected to deepen their learning by knowledge
Evaluation and Creating; application to develop critical thinking skills and to generate creative ideas to
solve real life problems in their school lives and later, in their adult lives. This
- Attitudes and Values. is the position where learning becomes beneficial to the learner. details of the
domains are as follows:
Knowledge, Understanding, Application
Knowing: This is the ability to remember, recall, identify, define,
Under this domain, learners acquire knowledge through some learning describe, list, name, match, state principles, facts and concepts.
experiences. They may also show understanding of concepts by comparing, Knowledge is the ability to remember or recall concepts
summarising, re-writing, etc. in their own words and constructing meaning already learnt and this constitutes the lowest level of learning.
from instruction. The learner may also apply the knowledge acquired in some
Understanding: This is the ability to explain, summarise, translate, rewrite,
new contexts. At a higher level of learning behaviour, the learner may be
paraphrase, give examples, generalise, estimate or predict
required to analyse an issue or a problem. At a much more higher level, the
consequences based on a trend. Understanding is generally
learner may be required to synthesise knowledge by integrating a number
the ability to grasp the meaning of some concepts that may
of ideas to formulate a plan, solve a problem, compose a story, or a piece
be verbal, pictorial, or symbolic.
of music. Further, the learners may be required to evaluate, estimate and
interpret a concept. At the last level, which is the highest, learners may be Applying: This dimension is also referred to as “Use of Knowledge”.
required to create, invent, compose, design and construct. It is the ability to use knowledge or apply knowledge, apply
rules, methods, principles, theories, etc. to situations that are
In this curriculum, learning indicators are stated with action verbs to show new and unfamiliar. It also involves the ability to produce,
what the learner should know and be able to do. For example, the learner solve, plan, demonstrate, discover, etc.
will be able to describe something. Being able to “describe” something after
teaching and learning has been completed means that the learner has acquired Analysing: This is the ability to break down concepts/information into
“knowledge”. Being able to explain, summarise and give examples etc. means its component parts; to differentiate, compare, distinguish,
that the learner has understood the concept taught. outline, separate, identify significant points, etc., ability to
recognise unstated assumptions and logical fallacies; ability to
Similarly, being able to develop means that the learner can “apply” the recognise inferences from facts, etc.
knowledge acquired in some new context. Each of the indicators in the
Synthesising: This is the ability to put parts or ideas together to form
curriculum contains an “action verb” that describes the behaviour the learner
a new whole. It involves the ability to combine, compile,
will be able to demonstrate after teaching and learning has taken place.
compose, devise, plan, revise, organise, create and generate
Each action verb in any indicator outlines the underlying expected outcome. new ideas and solutions.
Each indicator must be read carefully to know the learning domain towards

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 Evaluating: This is the ability to appraise, compare features of different • Speaking: This is the ability to speak a language clearly and in a way
things and make comments or judgment, contrast, criticise, that will be understood by listeners. This is an oral communication
justify, support, discuss, conclude, make recommendations skill that learners should be encouraged to practise to perfection.
etc. Evaluation refers to the ability to judge the worth or • Writing: This is the ability to express oneself clearly and
value of some concepts based on some criteria. comprehensively in writing. Writing may be in the form of simple
Creating: This is the ability to use information or materials to plan, sentences, short essays, compositions, summaries, letters, etc.
compose, produce, manufacture or construct products. The four skills can be put into two major skills: receptive and productive skills.
From the foregoing, creating is the highest form of thinking Listening and Reading are referred to as “Receptive Skills.” These are the skills
and learning and is, therefore, a very important behaviour. through which a learner receives communication. Speaking and Writing are
This, unfortunately, is the area where most learners perform referred to as “Productive Skills” since they require the learner to produce
poorly. In order to get learners to develop critical thinking knowledge acquired through speaking and writing.
skills, it is advised that teachers do their best to help their
learners develop analytic skills as already stated.
Attitudes and Values
To be effective, competent and reflective citizens who will be willing and
Language Skills capable of solving personal and societal problems, learners should be exposed
There are four main language skills to develop in learners at this level. These to situations that challenge them to raise questions and attempt to solve
are: problems. Learners, therefore, need to acquire positive attitudes, values and
• Listening psychosocial skills that will enable them to participate in debates and take a
stand on issues affecting them and others.
• Reading
• Speaking Attitudes
• Writing • Curiosity: It is an inclination or a feeling towards seeking information
about how things work in a variety of fields.
Explanation of the meaning of the four skills is as follows:
• Listening: This is the ability to accurately receive and interpret • Perseverance: This is the ability to pursue a problem until a satisfying
messages in the communication process. For example, the ability to solution is found.
listen to, understand and follow directions, instructions, etc. given in a • Flexibility in Ideas: It is the willingness to change an opinion in the
language. face of more plausible evidence.
• Reading: This is the ability to read and understand what is conveyed • Respect for Evidence: It is the willingness to collect and use data in
in a piece of writing. The reader must be able to read coherently and one’s investigation and also have respect for data collected by others.
must be able to answer questions arising from the passage read. He/
she should also be able to summarise passages read in his/her own
words to show understanding of the passages.

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 • Reflection: This is the habit of critically reviewing ways in which an • Truth and Integrity: The curriculum aims to develop Ghana’s learners
investigation has been carried out to see possible faults and other into individuals who will consistently tell the truth, irrespective of the
ways by which the investigation could be improved upon. consequences, be morally upright with the attitude of doing the right
thing, even when no one is watching, be true to themselves and lawful
Values beliefs, and be willing to live the values of honesty and compassion.
At the heart of the curriculum is the belief in nurturing honest, creative and Equally important, the ethos of the workplace, including integrity and
responsible citizens. As such, every part of this curriculum including the relat- grit, must underpin the learning processes to allow learners to see and
ed pedagogy should be consistent with the following set of values: apply academic skills and competencies in the world of work.
• Respect: This includes respect for the nation of Ghana, its institutions,
laws and culture and respect among its citizens and the friends of
Ghana.
• Diversity: Ghana is a multicultural society in which every citizen
enjoys fundamental rights and responsibilities. Learners must be
taught to respect the views of all persons and to see national diversity
as a powerful force for nation development. The curriculum promotes
social cohesion.
• Equity: The socio-economic development across the country is uneven.
Consequently, it is necessary to ensure an equitable distribution of
resources based on the unique needs of learners and schools. Ghana’s
learners are from diverse backgrounds, which requires the provision
of equal opportunities for all, and that all should strive to care for one
another, both personally and professionally.
• Commitment to achieving excellence: Ghana’s learners must be
taught to appreciate the opportunities provided through the curriculum
and persist in doing their best in whatever field of endeavour as global
citizens. The curriculum encourages innovativeness through creative
and critical thinking and the use of contemporary technology. Ghana,
thus, will instil the value of excellent service above the self.
• Teamwork/Collaboration: Ghana’s schools are to be dedicated to
a constructive and team-oriented working and learning environment.
This also means that learners should live peacefully with all persons
with an attitude of tolerance and collaboration.

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 ASSESSMENT It is worth noting that the assessment strategies one uses i.e. self-assessment,
peer-assessment, class assessments, homework, projects, etc. complement
Assessment is a process of collecting and evaluating information about learners one another to provide a comprehensive information on learners’ progress
and using the information to make decisions to improve their learning. In this and achievements. The focus of assessment should not be on the form but
curriculum, it is suggested that assessment is used to promote learning. Its how the information gathered is used to improve teaching and learning.
purpose is to identify the strengths and weaknesses of learners to enable
teachers ascertain their learners’ response to instruction. What do we assess?
Assessment is both formative and summative. Formative assessment is viewed Assessment in the CCP emphasises:
in terms of Assessment as learning and Assessment for learning.
• the Common Core Learner Attributes, which are essential outcomes
in the three domains of learning (i.e. cognitive, psychomotor, and
Assessment as Learning (AaL) affective);
Assessment as learning relates to engaging learners to reflect on the • knowledge and skills with emphasis on the 4Rs in the learning areas;
expectations of their learning. Information that learners provide the teacher
forms the basis for refining teaching-learning strategies. Learners are assisted • the core competencies with emphasis on attitudes and values.
to play their roles and to take responsibility for their own learning to improve The process is illustrated diagrammatically in Figure 2.
performance. Learners set their own goals and monitor their progress.

Assessment for Learning (AfL)

Assessment for learning is an approach used to monitor learners’ progress
and achievement. It is a continuous process that happens at all stages of the
instructional process to monitor the progress of learners and to offer feedback
or change teaching strategies to improve improve learners’ performance. AfL
provides learners with information and guidance so they can plan and manage
their learning. Assessment for learning has a wide range of strategies.

Assessment of Learning (AoL)

This is summative assessment. It describes the level learners have attained
in the learning, what they know and can do over a period. The emphasis is
to evaluate the learner’s cumulative progress and achievement. Through AoL,
stakeholders such as parents and guardians are informed about the extent
learners have attained expected learning outcomes at the end of their grade
or programme.

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 Figure 2 Essential Assessment Features Details of guidelines on SBA can be found in the National Pre-tertiary Learning
Assessment Framework (NPLAF) document (Ministry of Education, 2020a) and
How do we monitor progress? the School-Based Assessment Guidelines (Ministry of Education, 2020b).

School-Based Assessments (SBA) covers all forms/modes of assessment,

including AfL, AaL and AoL (see Table 1), that can be undertaken by any Reporting School-Based Assessment (SBA) in the CCP
school-level actor (learner, teacher, head teacher) to monitor the learner’s The CCP uses a criterion-referenced model of presenting and reporting
achievement over a period of time. Data collection and keeping records of school-based assessment data. School-based assessment throughout the
the data are central to the conduct of SBA. four-year duration of CCP is done against criteria linked to performance
standards and not against the work of other learners. The CCP provides
Table 1: Sample Modes of Assessment
levels of proficiency to be attained and descriptors for all grade levels of the
Assessment for Assessment of Assessment as programme (see Table 2).
Learning Learning Learning
Table 2 Benchmarks, levels of proficiency and the grade level descriptors
Class exercises Class Assessment Portfolio Level of
Task (CAT) Benchmark Grade Level Descriptor
Proficiency
Quizzes End of term tests Journal entries 1: Highly 80% + Learner shows high level of proficiency
proficient in knowledge, skills and values and can
Class tests (written, End of year tests Project work
(HP) transfer them automatically and flexibly
oral, aural and/or
through authentic performance tasks.
practical)
2: Proficient 68-79% Learner demonstrates sufficient level
Class Assessment Task Checklist
(P) of proficient knowledge, skills and
(CAT)
core understanding; can transfer them
Questionnaire independently through authentic
performance tasks.
The following are samples of relevant records that can be kept on the
3: Approaching 54-67% Learner is approaching proficiency in
Learner’s learning.
Proficiency terms of knowledge, skills and values
• Learner’s Progress Record (Cumulative Record) (AP) with little guidance and can transfer
understanding through authentic
• Learner’s Report Card
performance tasks.
• School-Based Assessment Termly Recording Register

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 Level of CREATIVE PEDAGOGICAL APPROACHES
Benchmark Grade Level Descriptor
Proficiency
These are the approaches, methods and strategies for ensuring that every
4: Developing 40-53% Learner demonstrates developing level learner benefits from appropriate and relevant teaching and learning episodes
(D) of knowledge, skills and values but needs which are timely assessed and feedback provided to the learner and other
help throughout the performance of stakeholders, such as parents and education authorities. These approaches
authentic tasks. include the type and use of appropriate and relevant teaching and learning
resources to ensure that all learners make the expected level of learning
5: Emerging 39% and Learner is emerging with minimal
outcomes. The curriculum emphasises:
(E) below understanding in terms of knowledge,
skills, and values but needs a lot of help. • the creation of learning-centred classrooms through the use
of creative approaches to teaching and learning as strategies to
The grading system presented shows the letter grade system and equivalent ensuring learner-empowerment and independent learning;
grade boundaries. In assigning grades to learners’ test results, or any form • the positioning of inclusion and equity at the centre of quality
of evaluation, the above grade boundaries and the descriptors may be teaching and learning;
applied. The descriptors (Highly Proficient [HP], Proficient [P], Approaching • the use of differentiation and scaffolding as teaching and learning
Proficiency [AP], Developing [D], Emerging [E]), indicate the meaning of each strategies for ensuring that no learner is left behind;
grade. • the use of Information Communications Technology (ICT) as a
pedagogical tool;
In addition to the School-Based assessment (SBA), a national standards
• the identification of subject specific instructional expectations
assessment test is conducted in Basic 8 to provide national level indicators
needed for making learning in the subject relevant to learners; and
on learners’ achievement.
• the integration of assessment into the teaching and learning process
and as an accountability strategy.

Learning-Centred Pedagogy
The learner is at the centre of learning.At the heart of the national curriculum
is the learning progression and improvement of learning outcomes for
Ghana’s young people, with a focus on the 4Rs – Reading, wRiting, aRithmetic
and cReativity. It is expected that at each curriculum phase, learners would
be offered the essential learning experiences to progress seamlessly to the
next phase.Where there are indications that a learner is not sufficiently ready
for the next phase, a compensatory provision through differentiation should
be provided to ensure that such a learner is ready to progress with his/her
group. At the primary school level, the progression phases are B7 – B10.

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 The curriculum encourages the creation of a learning-centred classroom, with in every school in Ghana. The daily learning activities to which learners are
the opportunity for learners to engage in meaningful “hands-on” activities exposed should ensure that their right to equal access to quality education
that bring home to the learner what they are learning in school and what is being met. The curriculum suggests a variety of approaches that address
they know from outside of school. The learning-centred classroom is a place learners’ diversity and special needs in the learning process, which when
for the learners to discuss ideas and through the inspiration of the teacher, effectively used in lessons, will contribute to the full development of the
to also actively engage in looking for answers, working in groups to solve learning potential of every learner. Learners have individual needs and differ-
problems, researching for, analysing and evaluating information.The aim of the ent learning styles, learning experiences and different levels of motivation for
learning-centred classroom approach is to develop learner-autonomy so that learning. Planning, delivery and reflections on daily learning episodes should
learners can take ownership of their learning. It provides the opportunity for consider these differences. The curriculum, therefore, promotes:
deep learning to take place. • learning that is linked to the learners’ background and to their prior
experiences, interests, potential and capacities;
The teacher should create a learning atmosphere that ensures that:
• learners feel safe and accepted; • learning that is meaningful because it aligns with learners’ ability (e.g.
learning that is oriented towards developing general capabilities and
• learners are given frequent opportunities to interact with varied
solving the practical problems of everyday life); and
sources of information, teaching and learning materials and ideas in a
variety of ways; • the active involvement of the learners in the selection and organisation
of learning experiences, making them aware of their importance and
• teacher assumes the position of a facilitator or coach who;
also enabling them to assess their own learning outcomes.
• helps learners to identify a problem suitable for investigation via
project work; Differentiation and Scaffolding
• connects the problem with the context of the learners’ world so that Differentiation is a process by which differences between learners are ac-
it presents authentic opportunities for learning; commodated so that all learners in a group have the best chances of learning.
• organises the subject matter around the problem, not the discipline; It could be by task, support and outcome. Differentiation, as a way of ensuring
each learner benefits adequately from the delivery of the curriculum, can be
• gives learners responsibility for defining their learning experience and achieved in the classroom through:
planning to solve the problem;
i. task,
• encourages learners to collaborate in learning; and
ii. pastoral support and
• expects all learners to demonstrate the results of their learning
iii. outcome.
through a product or performance.
• Differentiation by task involves teachers setting different tasks
Inclusion for learners of different abilities, e.g. in sketching the plan and shape
of their classroom, some learners could be made to sketch with
Inclusion is ensuring access and learning for all learners, especially, those free hand, while others would be made to trace the outline of the
disadvantaged. All learners are entitled to a broad and balanced curriculum plan.

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 • Differentiation by support involves the teacher referring weak Information Communication Technology
learners to the Guidance and Counselling Unit for academic
ICT has been integrated into this curriculum as a teaching and learning tool
support.
to enhance deep and independent learning. Some of the expected outcomes
• Differentiation by outcome involves the teacher allowing learners that this curriculum aims to achieve through ICT-use for teaching and learning
to respond at different levels. Weaker learners are allowed more are:
time for complicated tasks. • improved teaching and learning processes;
Scaffolding in education refers to the use of a variety of instructional • improved consistency and quality of teaching and learning;
techniques aimed at moving learners progressively towards stronger • increased opportunities for more learner-centred pedagogical
understanding and ultimately, greater independence in the learning process. approaches;
It also involves breaking up the learning episodes, experiences or concepts • improved inclusive education practices by addressing inequalities in
into smaller parts and then providing learners with the support they need to gender, language, ability;
learn each part. The process may require a teacher assigning an excerpt of a
• improved collaboration, creativity, higher order thinking skills; and
longer text to learners to read, engage them to discuss the excerpt to improve
comprehension of its rationale, and then guide them through the key words/ • enhanced flexibility and differentiated approach of delivery.
vocabulary to ensure learners have developed a thorough understanding of The use of ICT as a teaching and learning tool is to provide learners access
the text before engaging them to read the full text. Common scaffolding to large quantities of information online. It also provides the framework
strategies available to the teacher are: for analysing data to investigate patterns and relationships in a geographical
• give learners a simplified version of a lesson, assignment or reading context. Once learners have made their findings, ICT can then help them
and then gradually increase the complexity, difficulty or sophistication organise, edit and present information in many different ways.
over time; Learners need to be exposed to the various ICT tools around them, including
• describe or illustrate a concept, problem or process in multiple ways calculators, radios, cameras, phones, television sets and computer-related
to ensure understanding; software like Microsoft Office packages – Word, PowerPoint and Excel, as
teaching and learning tools.The exposure that learners are given at the primary
• give learners an exemplar or a model of an assignment they will be
school level to use ICT in exploring learning will build their confidence and
asked to complete;
will also increase their level of motivation to apply ICT use in later years, both
• give learners a vocabulary lesson before they read a difficult text; within and outside of education.Thus, the ICT use for teaching and learning is
• clearly describe the purpose of a learning activity, the directions expected to enhance the quality and learners’ level of competence in the 4Rs.
learners need to follow and the learning goals they are expected to
achieve; and
• explicitly describe how the new lesson builds on the knowledge and
skills leaners were taught in a previous lesson.

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 CORE COMPETENCIES Learners make use of the knowledge, skills, competencies and attitudes
acquired to contribute effectively towards the socio-economic development
In using this curriculum, we hope that certain core competencies will be of the country and on the global stage. Learners build skills to critically identify
developed in learners to help them develop our country, Ghana. These and analyse cultural and global trends that enable them to contribute to the
competencies include: global community.

1. Critical Thinking and Problem-Solving (CP) 5. Personal Development and Leadership (PL)
This skill enables learners to develop their cognitive and reasoning abilities PL involves improving self-awareness, self-knowledge, skills, health, building
to analyse issues and situations leading to the resolution of problems. and renewing self-esteem; identifying and developing talents, fulfilling dreams
Critical thinking and problem-solving skills enable learners to draw on and and aspirations and developing other people or meeting other people’s needs.
demonstrate what they have learned from their own experiences to analyse It involves recognising the importance of values such as honesty and empathy;
situations and choose the most appropriate out of a number of possible seeking the well-being of others; distinguishing between right and wrong;
solutions. It requires that learners embrace the problem at hand, persevere fostering perseverance, resilience and self-confidence; exploring leadership,
and take responsibility for their own learning. self-regulation and responsibility, and developing a love for lifelong learning.

2. Creativity and Innovation (CI) 6. Digital Literacy (DL)

This competence promotes in learners, entrepreneurial skills through their DL involves developing learners to discover, acquire and communicate through
ability to think of new ways of solving problems and developing technologies for ICT to support their learning and make use of digital media responsibly.
addressing the problem at hand. It requires ingenuity of ideas, arts, technology
and enterprise. Learners having this competency can think independently and
creatively as well.

3. Communication and Collaboration (CC)

This competence promotes in learners the skills to make use of languages,
symbols and texts to exchange information about themselves and their life
experiences. Learners actively participate in sharing their ideas, engage in
dialogue with others by listening to and learning from others in ways that
respect and value the multiple perspectives of all persons involved.

4. Cultural Identity and Global Citizenship (CG)

This involves developing learners to put country and service foremost
through an understanding of what it means to be active citizens. This is done
by inculcating in them a strong sense of social and economic awareness.

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 INSTRUCTIONAL EXPECTATIONS ORGANISATION OF THE ENGLISH LANGUAGE
CURRICULUM
Teachers are expected to:
1. guide and facilitate learning by generating discourse among learners The English Language Curriculum is organised into strands, sub-strands,
and challenging them to accept and share responsibility for their own content standards, indicators and exemplars.
learning, based on their unique individual differences;
Strands are the broad learning areas of the content to be studied.
2. select English Language content, adapt and plan lessons to meet the
interests, knowledge, understanding, abilities and experiences of Sub-strands are the sub-divisions of the broad learning areas or strands.
learners;
Content standards are the expected level of knowledge, skill and/or
3. work together as colleagues within and across disciplines and grade
attitude that a learner must attain at each grade level.
levels to develop communities of English Language learners who exhibit
good communication skills and positive attitudes towards the learning Indicators are the distinct outcomes that learners must exhibit for each
of English Language; content standard at each level of learning.
4. use multiple methods to systematically gather data about learners’
Exemplars clearly explain the distinct outcomes or indicators.They support
understanding and ability in order to guide the teaching and learning
of English Language, and also to provide feedback to both learners and and guide the facilitator/teacher in helping learners to achieve the content
parents; standards.

5. design and manage learning environments that provide learners with

the time, space and resources needed for learning English Language. Curriculum Reference numbers
A unique annotation used for numbering the strands, sub-strands, content
SUGGESTED TIME ALLOCATION standards and indicators in the curriculum for the purpose of easy referencing
A total of (4) periods a week, each period consisting of 50 minutes, is allocated is shown below:
to the teaching of English Language at Basic Seven to Basic Ten.

Strand Number

Class/Year

B7.1.1.1.1 Learning Indicator Number

Sub-strand Number Content Standard Number

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 Class/Year Strand Number Sub-strand Number Content Standard Number Learning Indicator Number

Strand 3: Grammar Usage

Sub-Strand 1: Grammar
B7 B8 B9 B10
B7.3.1.1: Apply the B8.3.1.1: Apply the B9.3.1.1: Apply the B10.3.1.1: Apply the
knowledge of word classes knowledge of word classes knowledge of phrases and knowledge of phrases and
and their functions in and their functions in clauses and their functions in clauses and their functions in
Communication. Communication Communication. Communication.
B7.3.1.1.1. Demonstrate B8.3.1.1.1. Demonstrate B9.3.1.1.1. Identify and use noun B10.3.1.1.1. Use the noun
command and application of command of the functions of phrases accurately in context clause accurately in context
nouns in text. nouns in situational analysis

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 NOTE TO THE TEACHER Reading
The reading strand seeks to help learners acquire comprehension skills. In
this regard, the teacher is encouraged to expose them to a variety of reading
Integration of Skills materials as well as reading comprehension strategies at the stages of the
A key concept of this curriculum is the integrated approach to the teaching reading process (Pre-reading strategies such as skimming and scanning; While
of language skills. reading strategies like making connections with texts; Post-reading strategies
such as comparing, contrasting and synthesising information within and across
This is because Listening, Speaking, Reading and Writing complement one texts, evaluating, drawing conclusions and expressing own opinion).
another in use, while Grammar simply sets the rules for speaking, reading
and writing correctly. It is, therefore, advantageous, at this level, to adopt an Grammar
integrated approach in the teaching of language skills.
It is important to point out that at the primary school, grammar is basically
This means, for example, that as you teach a writing/composition lesson, internalised. It must be seen as an integral part of listening and speaking and
relevant grammatical issues must be raised and explained in relation to treated as such. The main task is to assist learners to learn to use the listed
the writing task. Similarly, such a lesson must have significant aural and oral language/grammatical items correctly and fluently.These should be introduced
components. in meaningful situations in the context of everyday activities, modelled
adequately and practised orally by every learner. As much as is possible, the
Another issue worthy of note is the integration of laudable human values. learners must not be bothered with grammatical terminologies, definitions
This is not to shift the focus of language lessons to preaching these values. and lengthy explanations of abstract grammatical concepts.
Small doses of these values are fused into literature and composition as well
as reading and oral work.
Writing
The focus of writing in this curriculum is to prepare learners to be able to
Oral Language (Listening and Speaking)
communicate ideas fluently and effectively through writing. The process ap-
Oral Language, referred to as “Listening and Speaking” in this syllabus, has proach to writing is recommended. This approach not only affords learners
the following sub-strands: Conversation/Everyday Discourse, Listening the opportunity to be actively engaged in their own writing but also, take
Comprehension and English Sounds.The purpose of each of these segments is ownership of their writing.The main stages of process approach are, planning,
to encourage learners to listen carefully, and speak English with confidence. In drafting, revising, editing and publishing.
B7 to B10, the Grammar has been integrated into the Listening and Speaking
• Planning: The planning stage is the stage where, among others, the
as well as Writing aspects of the lessons. The teacher must give the segments
learner is guided to generate and organise ideas and plan the structure
their due weight, balance and influence in the teaching process. Above all, the
of their writing.
teacher must endeavour to get his/her learners to speak English, as much as
possible, for them to be able to acquire effective skills in speaking the English • Drafting: At the drafting stage, an outline of the composition is
Language. developed using the points identified at the previous stage (Planning).

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 • Revision: During revision, the learner reads through the composition List of Suggested Topics for Reading
to effect any major changes regarding the content, the language and
The following topics have been selected to be used in developing materials
organisation of the piece.
for reading from B7 to B10. The teacher is encouraged to look for materials
• Editing: Editing involves going through the composition once more that may be relevant to these topics or select passages from other sources
to identify and correct minor errors such as wrong choice of words, that will be of interest to learners at each class level. Materials for reading
wrong spelling and incorrect use of grammatical structures. must also include the basic types of prose: narrative, descriptive, expository
• Publishing: Publishing is the final stage of the process when the and argumentative, as well as bits of drama/play and poetry.
finished work is delivered. The teacher should select relevant and interesting reading materials that will
help improve learners’ understanding and use of English at all levels – B7 to
Literature B10.
Literature has one sub-strand: Narrative, Drama and Poetry. The purpose is
to help learners develop the love for reading, appreciate oral and written B7
literature and develop the skills of creative writing. To achieve this, learners 1. Ghana’s Natural Resources – Gold, Diamonds, Bauxite, Manganese,
must be exposed to a variety of reading materials and encouraged to do Timber, Water Resources, Oil and Gas
independent reading. Additionally, the teacher must create an environment 2. Mining
that allows learners to discuss and share texts read with their peers and most
importantly, freely express their views on texts read. 3. Environment – Degradation, Preservation
4. Industrialisation In Ghana
Reading Material
5. Energy Conservation
To help the teacher to achieve the indicators of the strand “Reading”, a list of
6. Diseases and their Prevention – Malaria, Diarrhoea, T. B., STIs, Cholera
topics for reading has been provided below.The topics, which are not exhaustive,
etc.
have been carefully selected to help learners acquire vital information on
health issues, as well as information on issues of current interest. The teacher 7. Festivals
is further encouraged to use his/her initiative in improvising and planning new
8. Destruction of Water Bodies
materials. It is a requirement that each learner should read, at least, five books
on different topics each term, that is, fifteen books per year. 9. Adolescent Reproductive Health

The teacher is further encouraged to constantly look for other supplementary 10. Entrepreneurship
materials which will enhance the teaching/learning especially of the sections 11. Health – Exercise, Diet Etc.
on “Listening and Speaking” and “Reading”. Materials that focus on moral,
12. Social Issues – Child Labour, Child Trafficking, Child Abuse, Kidnapping,
ethical and social values such as honesty, diligence, integrity are particularly
Bribery and Corruption, Armed Robbery etc.
recommended.
13. Education
14. Tourism

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 15. Technology 7. Transportation – Land, Air and Sea.
B8 8. International Organisations - ECOWAS, AU, UN etc.
1. Tourism 9. Drug Abuse
2. Modern Communication 10. Climate Change
3. Space Crafts 11. Adolescent Reproductive Health
4. Banking 12. Entrepreneurship
5. Sports and Games 13. Health - Exercise, Diet etc.
6. Inventions – Local and Foreign 14. Social Issues - Child Labour, Child Trafficking, Child Abuse, Kidnapping,
7. Communication – E-mail, Internet, Print and Electronic Media Bribery and Corruption, Armed Robbery etc.

8. Diseases and their Control – Guinea Worm, Bird Flu etc 15. Education

9. Agriculture 16. Technology

10. Environmental Degradation B10

1. Values: Attitude to Work: Loyalty, Honesty, Courtesy, Assertiveness,
11. Adolescent Reproductive Health
Hardwork, Patriotism, Tolerance
12. Entrepreneurship
2. Water Resources/Bodies
13. Health - Exercise, Diet etc.
3. Environmental Issues/Natural Disasters e.g. Floods, Bush Fires,
14. Social Issues – Child Labour, Child Trafficking, Child Abuse, Kidnapping, Sanitation etc.
Bribery and Corruption, Armed Robbery etc
4. Nature: The Natural Environment – Plants, Animals, Birds
15. Technology
5. Entertainment: Sports, Games, Music & Dance
16. Education
6. Social Issues e.g. Child Labour, Child Trafficking, Child Abuse,
B9 Kidnapping, Bribery and Corruption, Armed Robbery etc.
1. Governance – Forms (Communism, Socialism and Democracy) 7. Diseases: Aids, Malaria Etc.
2. Media – Social, Print, Aaudio, Visual etc. 8. Transportation: Land, Air, Rail & Sea
3. Social, Moral & Cultural Values such as Honesty, Diligence, Patriotism, 9. Adolescent Reproductive Health
Commitment, Respect for Elders, Care for Public Property, etc.
10. Entrepreneurship
4. Important Rivers of the World and their Uses
11. Health: Exercise, Diet etc..
5. Forest Depletion

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 12. International Organisations - ECOWAS, AU, UN etc.
13. Education

SCOPE AND SEQUENCE

S/N STRAND SUB-STRAND

1 Oral Language 1. Conversation/Everyday Discourse

2. Listening Comprehension
3. English Sounds

2 Reading 1. Comprehension
2. Summarising

3 Grammar Usage 1. Grammar

2. Punctuation and Capitalisation
3. Vocabulary

4 Writing 1. Production and Distribution of Writing

2. Text Types and Purposes
3. Building and Presenting Knowledge

5 Literature 1. Narrative, Drama and Poetry

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 BASIC 7

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 STRAND 1: ORAL LANGUAGE (LISTENING AND SPEAKING)
SUB-STRAND 1: CONVERSATION/EVERYDAY DISCOURSE

CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B7.1.1.1: Demonstrate B7.1.1.1.1. Use appropriate register in everyday communication CC7.5: Identify and analyse different points of
use of appropriate (informal and formal) with diverse partners on grade-level view of the speaker
language orally in topics/texts/issues
CC8.2: Explain ideas in a clear order with
specific situations
• Identify formal situations. E.g. interactions between strangers on relevant details, using correct construction and
varied themes, announcements, standards for work, school and structure of speech
public offices and business settings. PL6.8: Actively assist group to identify changes
• Use appropriate language to participate in formal interactions. (No or modifications necessary in the group
slang/jargon). activities and work towards carrying out those
duties
• Identify informal conversations: E.g. casual or intimate relationship
CI 6.7: Look and think about things differently
between friends and acquaintances, family and teammates, etc.
and from different perspectives
• Use appropriate language to participate in conversations in the following
Communication and Presentation
situations: Greetings, requests, encouragements, partings etc.
NB: Examples of informal language include; slang words, jargon, contracted
forms and non-verbal communication.

B7.1.1.1.2. Ask questions that elicit elaboration and respond to CC7.5: Identify and analyse different points of
others’ questions in conversation view of speaker
• Identify words that can help give elaborate responses to questions CC8.2: Explain ideas in a clear order with
in conversation (e.g. why, how, for what reason). relevant detail, using correct construction and
structure of speech
• Engage in conversation using these words to elicit elaboration e.g.
PL6.8: Actively assist group to identify changes
Ama: Do you think babies should talk? or modifications necessary in the group
Aziz: Yes activities and work towards carrying out those
Ama: Why do you think so? duties
CI 6.7: Look and think about things differently
and from different perspective
Communication and Presentation

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 BASIC 7 Strand 1: Oral Language (Listening and Speaking) Sub-Strand 1: Conversation/Everyday Discourse

CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B7.1.1.1.3. Use appropriate language orally to describe CC7.5: Identify and analyse different points of
experiences about oneself and others view of the speaker
• Use CC8.2: Explain ideas in a clear order with
relevant details, using correct construction and
o language: tense structures, variety of sentences, figurative
structure of speech
expressions etc.
o vocabulary: nouns, adjectives, adverbs, etc. to communicate PL6.8: Actively assist group to identify changes
about one’s experiences and those of others in specific situations or modifications necessary in the group
e.g. the hospital, shopping in a market/supermarket, at a bus activities and work towards carrying out those
terminal/station, etc. duties
CI 6.7: Look and think about things differently
and from different perspectives
Communication and Presentation

B7.1.1.1.4. Listen to and give accurate directions to familiar CC7.5: Identify and analyse different points of
places view of the speaker
• Use appropriate language (e.g. opposite, adjacent, a few metres CC8.2: Explain ideas in a clear order with
away, ten minute-walk /drive, turn left/right) and landmarks (church, relevant details, using correct construction and
mosque, hospital, filling station, etc.) to give directions. structure of speech

• Direct people using a range of these vocabularies and expressions PL6.8: Actively assist group to identify changes
appropriately to given locations. or modifications necessary in the group
activities and work towards carrying out those
duties
CI 6.7: Look and think about things differently
and from different perspectives
Communication and Presentation

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 BASIC 7 Strand 1: Oral Language (Listening and Speaking) Sub-Strand 1: Conversation/Everyday Discourse

CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B7.1.1.1.5. Use techniques (voice modulation and eye contact) CC7.5: Identify and analyse different points of
for effective oral communication view of speaker
• Converse using appropriate voice (pace, volume, tone, stress) e.g. CC8.2: Explain ideas in a clear order with
word and sentence stress. E.g.: increase (noun) and increase (verb). relevant details, using correct construction and
structure of speech
• Maintain eye contact (look in the eyes/face of the person speaking,
maintain appropriate posture and facial expression) in conversation. PL6.8: Actively assist group to identify changes
or modifications necessary in the group
• Engage in conversation using voice modulation and maintaining eye activities and work towards carrying out those
contact. Monitor how your partner shows this in the conversation. duties
• Demonstrate appropriate non-interruptive verbal and non-verbal CI 6.7: Look and think about things differently
cues/responses to show attention. and from different perspectives
Communication and Presentation

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 STRAND 1: ORAL LANGUAGE
SUB-STRAND 2: LISTENING COMPREHENSION

CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B7.1.2.1: Demonstrate B7.1.2.1.1. Listen to level-appropriate text attentively and CC7.5: Identify and analyse different points of
the ability to listen to identify key information view of speaker
extended reading and
• Identify key points: CC8.2: Explain ideas in a clear order with
identify key information
relevant details, using correct construction and
o intent or purpose of the message (e.g. to inform, persuade,
structure of speech
instruct);
o the speaker’s enthusiasm and passion for the topic; PL6.8: Actively assist group to identify changes
or modifications necessary in the group
o main idea (s) and supporting points.
activities and work towards carrying out those
• Read out and cross check the information written. duties
CI 6.7: Look and think about things differently
and from different perspectives
Communication and Presentation

B7.1.2.1.2. Listen to, discuss ideas and share opinions from a Communication and Collaboration
level-appropriate text
Critical Thinking and Problem Solving
• Listen to and write key points from texts/speeches/presentations. Personal Development and Leadership
• Discuss key points identified and share opinions.

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 STRAND 1: ORAL LANGUAGE
SUB-STRAND 3: ENGLISH SOUNDS

CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B7.1.3.1: Articulate B7.1.3.1.1. Produce pure vowel sounds(short vowels) in context Communication and Collaboration
English speech sounds
• Identify and produce pure vowels e.g. /a/, /i/, /e/ in context. Critical Thinking and Problem Solving
to develop confidence
and skills in listening and • Articulate pure vowels clearly in speech. PL6.8: Actively assist group to identify changes
speaking or modifications necessary in the group
activities and work towards carrying out those
duties

B7.1.3.1.2. Produce pure vowel sounds(long vowels) in context CC7.5: Identify and analyse different points of
view of speaker
• Identify and produce long vowels in context. E.g.: part, peel, bloom.
CC8.2: Explain ideas in a clear order with
• Distinguish between long and short vowels in context.
relevant detail, using correct construction and
• Listen to and produce sounds as used in connected speech. structure of speech
PL6.8: Actively assist group to identify changes
or modifications necessary in the group
activities and work towards carrying out those
duties

B7.1.3.1.3. Produce diphthongs in context (centering and CC7.5: Identify and analyse different points of
closing) view of speaker
• Identify centering diphthongs e.g. /eǝ / /iǝ/ in context. CC8.2: Explain ideas in a clear order with
relevant detail, using correct construction and
• Identify closing diphthongs e.g. /au/, /ai/ in context.
structure of speech
• Listen and distinguish between vowels and diphthongs in context. PL6.8: Actively assist group to identify changes
• Use vowels and diphthongs accurately in connected speech. or modifications necessary in the group
activities and work towards carrying out those
duties

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 STRAND 2: READING
SUB-STRAND 1: COMPREHENSION

CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B7.2.1.1: Demonstrate B7.2.1.1.1. Read and understand a range of texts using CC8.2: Explain ideas in a clear order with
increasing confidence monitoring and mental visualisation strategies to interpret relevant details, using correct construction and
and enjoyment in texts structure of speech
independent reading
• Engage narrative texts and create mental pictures to aid PL6.8: Actively assist group to identify changes
understanding. necessary in the group activities and work
towards carrying out those duties
• Read fluently to build confidence.
DL5.5: Evaluate the quality and validity of
• Engage in meaningful interaction with text and peers. information.
• Monitor for understanding and self-correct where necessary. Communication and Presentation
• Make connections with what is read to own experiences.

B7.2.1.1.2. Use prediction to assess and improve understanding CC8.2: Explain ideas in a clear order with
of texts relevant detail, using correct construction and
structure of speech
• Make predictions about the content of a text using:
PL6.8: Actively assist group to identify changes
o prior knowledge;
necessary in the group activities and work
o typographical and visual features; towards carrying out those duties.
o text features;
DL5.5: Evaluate the quality and validity of
o organisational patterns; information
o organisational structure.
Communication and Presentation
• Ask questions to form ideas.
• Answer questions to elicit understanding (meaning).

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 BASIC 7 Strand 2: Reading Sub-Strand 1: Comprehension

CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B7.2.1.1.3. Generate and answer questions to increase CC8.2: Explain ideas in a clear order with
understanding and independent reading of fiction texts relevant details, using correct construction and
structure of speech
• Read a text closely for implicit meaning.
PL6.8: Actively assist group to identify changes
• Write questions to guide reading.
necessary in the group activities and work
• Look back at questions as you read and create a link with text. towards carrying out those duties
• Provide and interpret evidence to support understanding. DL5.5: Evaluate the quality and validity of
information
• Answer questions accurately.
Communication and Presentation
• Use the answers to identify the main idea of the text.

B7.2.1.1.4. Use text structure to understand and read texts CC8.2: Explain ideas in a clear order with
independently relevant details, using correct construction and
structure of speech
• Interact with a variety of texts.
PL6.8: Actively assist group to identify changes
• Examine the topic sentences that give clues to a specific structure.
necessary in the group activities and work
• Identify how the structure (how the information is organised) of the towards carrying out those duties
text influences meaning. These may include: DL5.5: Evaluate the quality and validity of
o description, information
o sequence, Communication and Presentation
o problem and solution,
o cause and effect and
o compare and contrast.
• Use a graphic organiser to make a chart of the text structure.
• Write paragraphs that follow a specific text structure.
• Read independently and identify how text structure helps with
understanding other texts.

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 BASIC 7 Strand 2: Reading Sub-Strand 1: Comprehension

CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B7.2.1.2: Read, B7.2.1.2.1. Identify the main text features of a non-literary texts CC8.2: Explain ideas in a clear order with
comprehend and relevant details, using correct construction and
• Use samples of varied texts such as non-fiction – articles, formal
interpret texts structure of speech
letters (business letters, newsletters), etc. to identify text features
(Print, Graphic, and Organisational): PL6.8: Actively assist group to identify changes
necessary in the group activities and work
o Print Features: title, heading/sub-heading, bold Print, italics, towards carrying out those duties
caption, etc.
o Graphic Features: Photograph with or without caption, Drawing, DL5.5: Evaluate the quality and validity of
Diagram, Map, Graph, Chart, etc. information
o Organisational Features: Table of Content, Index, Glossary, etc. Communication and Presentation
• Discuss how the text features aid in the comprehension of a text.
E.g.
o A title indicates the topic, subject matter or the main idea of an
entire text.
o Bold print signals important vocabulary and/or a phrase that is
integral to understanding the content of a text.

B7.2.1.2.2. Interpret non-fiction texts pointing out attitudes, CC8.2: Explain ideas in a clear order with
opinions, biases and facts relevant details, using correct construction and
structure of speech
• Write out essential questions.
PL6.8: Actively assist group to identify changes
• Read the text.
necessary in the group activities and work
• Make connections between texts and personal experiences. towards carrying out those duties
• Research or make inferences and share opinions on biases and facts DL5.5: Evaluate the quality and validity of
in texts. information
• Distinguish between facts and opinions in a range of non-fiction Communication and Presentation
texts.
Interpret the different attitudes exhibited by the choice of words in texts
to support understanding.

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 BASIC 7 Strand 2: Reading Sub-Strand 1: Comprehension

CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B7.2.1.2.3. Interpret a non-literary text showing personal CC8.2: Explain ideas in a clear order with
responses and supporting responses with textual evidences relevant detail, using correct construction and
structure of speech
• Read a variety of texts discussing the main ideas.
PL6.8: Actively assist group to identify changes
• Identify how a writer’s choice of words and intentions contribute to
necessary in the group activities and work
meaning. towards carrying out those duties
• Differentiate viewpoints with textual evidence. DL5.5: Evaluate the quality and validity of
• Examine the impact of different viewpoints and how these contribute information
to meaning. Communication and Presentation

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 STAND 2: READING
SUB-STRAND 2: SUMMARISING

CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B7.2.2.1: Demonstrate B7.2.2.1.1. Use summarising to understand key ideas in a range CC8.2: Explain ideas in a clear order with
an understanding in of texts relevant details, using correct construction and
summarising structure of speech
• Read a variety of passages and identify the main ideas.
PL6.8: Actively assist group to identify changes
• Analyse and decide what is important.
necessary in the group activities and work
o Do not write the same words as the author. towards carrying out those duties
o Think and write in your own words. DL5.5: Evaluate the quality and validity of
o Ask, “What is the whole write up about?” information
• Restate or map out the gist/main idea and key details. Communication and Presentation
• Put up a defence for the choice/ answer.
• Restate the main ideas in own words.

B7.2.2.2: Demonstrate B7.2.2.2.1. Determine and analyse central and supporting ideas CC8.2: Explain ideas in a clear order with
understanding of textual of texts relevant detail, using correct construction and
evidence that supports a structure of speech
• Read a variety of texts for main ideas.
writing piece
PL6.8: Actively assist group to identify changes
• Identify the main idea/topic sentence in the paragraphs.
necessary in the group activities and work
• Identify supporting details and how these relate to main details in towards carrying out those duties
texts. DL5.5: Evaluate the quality and validity of
• Summarise main ideas of texts in own words and peer edit it. information
Communication and Presentation

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 STRAND 3: GRAMMAR USAGE
SUB-STRAND 1: GRAMMAR

CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B7.3.1.1: Apply B7.3.1.1.1. Demonstrate command and application of nouns in CC8.2 Explain ideas in a clear order with
the knowledge of speaking and texts relevant details, using correct construction and
word classes and structure of speech
• Identify noun types (common, proper, countable and uncountable,
their functions in
concrete) from passages. CC9.3: Understand roles during group
Communication.
activities
• Construct sentences using noun types.
PL6.8: Actively assist group to identify changes
• Categorise plural noun forms (emphasis on irregular nouns) in or modifications necessary in the group
passages e.g. mouse – mice, child – children, sheep – sheep, half – halves. activities and work towards carrying out those
• Use plural noun forms in paragraphs. duties
DL5.3: Ability to find and utilise digital content
Communication and Presentation

B7.3.1.1.2. Use types of pronouns accurately in speaking and CC8.2 Explain ideas in a clear order with
texts relevant details, using correct construction and
structure of speech
• Explore the use of types of pronouns in narratives:
CC9.3: Understand roles during group
o Personal Pronouns
activities
o Possessive Pronouns
PL6.8: Actively assist group to identify changes
o Relative Pronouns
or modifications necessary in the group.
o Reflexive Pronouns activities and work towards carrying out those
o Interrogative Pronouns duties
o Demonstrative Pronouns DL5.3: Ability to find and utilise digital content
• Use pronouns in contextual sentences.
Communication and Presentation

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 BASIC 7 Strand 3: Grammar Usage Sub-Strand 1: Grammar

CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B7.3.1.1.3. Explore accurate use of adjectives in texts CC8.2 Explain ideas in a clear order with
relevant details, using correct construction and
• Recognise the effective use of adjectives in paragraphs:
structure of speech
o directly before nouns. E.g. Asiedu is an excellent singer.
CC9.3: Understand roles during group
o with the verb “to be” to describe the subject of the sentence. activities
E.g. Adzo was very tired.
PL6.8: Actively assist group to identify changes
• Use adjectives with sense verbs (sight, taste, smell, touch, hearing)
or modifications necessary in the group.
or verbs of appearance to modify the nouns, which come before the activities and work towards carrying out those
verb. E.g. The fish tasted awful. He seemed very upset. duties
DL5.3: Ability to find and utilise digital content
Communication and Presentation

B7.3.1.1.4. Relate forms of verbs to everyday activities (Tense &

Aspects) in context, role play, radio,TV, films and narratives
CC8.2: Explain ideas in a clear order with
Present Tense relevant detail, using correct construction and
structure of speech
1. Identify the use of verbs that show present tense and aspect in
sentences CC9.3: Understand roles during group
activities
o simple present tense – I wash a car.
o present progressive – I am washing a car. PL6.8: Actively assist group to identify changes
or modifications necessary in the group.
o present perfect – I have washed the car.
activities and work towards carrying out those
o present perfect progressive – I have been washing the car duties
Past Tense
DL5.3: Ability to find and utilise digital content
2. Identify the use of verbs that show past tense and aspect in
Communication and Presentation
sentences:
o simple past tense – I washed the car.
o past progressive – I was washing the car.
o past perfect – I had washed the car.
o past perfect progressive – I had been washing the car.

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 BASIC 7 Strand 3: Grammar Usage Sub-Strand 1: Grammar

CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B7.3.1.1.5. Use adverbs to modify verbs accurately at the phrase CC8.2: Explain ideas in a clear order with
and sentence level relevant details, using correct construction and
structure of speech
3. Recognise the effective use of adverbs in paragraphs;
PL6.8: Actively assist group to identify changes
o to give more information about the verb. E.g. She slowly entered
or modifications necessary in the group
the room.
activities and work towards carrying out those
o to give more information about the adjective. E.g. The test was duties
extremely difficult.
DL5.3: Ability to find and utilise digital content
4. Explore using the first adverb to give more information about the
second adverb in sentences. E.g. The cheetah runs incredibly quickly. Communication and Presentation

B7.3.1.1.6. Use conjunctions accurately to link ideas in everyday CC8.2: Explain ideas in a clear order with
discourse relevant detail, using correct construction and
structure of speech
• Explore sentences using coordinating conjunctions. E.g. for, and, nor,
but, or, yet, and so. PL6.8: Actively assist group to identify
changes or modifications necessary in the
• Construct sentences using correlative conjunctions. E.g. either... or, group activities and work towards carrying out
neither... nor, and not only... but also. those duties
• Use subordinating conjunctions to link ideas. E.g. because, since, as, DL5.3: Ability to find and utilise digital content
although, though, while, and whereas.
Communication and Presentation
• Use adverbs that function as conjunctions in sentences. E.g. until,
after, or before.

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 BASIC 7 Strand 3: Grammar Usage Sub-Strand 1: Grammar

CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B7.3.1.1.7. Demonstrate command of the use of prepositions in CC8.2: Explain ideas in a clear order with
daily discourse (TV, radio, social media, news, home, role play) relevant details, using correct construction and
structure of speech
• Use complex prepositions (more than one word) in constructing
sentences. e.g. consist of, in front of, on behalf of, in view of, in spite of, CC9.3: Understand roles during group
due to, near to, because of, by means of, by dint of (hard work), etc. activities
E.g.: PL6.8: Actively assist group to identify changes
o The tree is in front of the house. or modifications necessary in the group
activities and work towards carrying out those
o The prefect spoke on behalf of the class. duties
• Use complex prepositions to express:
DL5.3: Ability to find and utilise digital content
o place e.g. near/close to, in front of, out of, far from, by the side of, etc.
Communication and Presentation
o time e.g. in time of, about to, during the course of, at noon, for one
week, etc.
o reason e.g. due to, because of, on account of, as a result of, etc.
o concession e.g. in spite of, apart from etc.

B7.3.1.1.8. Identify and use determiners in speaking and texts CC8.2: Explain ideas in a clear order with
relevant detail, using correct construction and
• Identify determiners from texts.
structure of speech
o Articles are the most popular types of determiners. E.g. definite
CC9.3: Understand roles during group
article ‘the,’ indefinite ‘a,’ and ‘an.’
activities
o Possessives provide context in a sentence by informing the
reader what belongs to the subject, such as ‘our,’ ‘your,’ my,’ ‘their,’ PL6.8: Actively assist group to identify changes
‘her,’ and ‘his’. or modifications necessary in the group
activities and work towards carrying out those
E.g. Her car is over there.
duties
o Demonstratives (that, this, there, these, and those) identify an
object based on its location. DL5.3: Ability to find and utilise digital
content
• Use determiners in sentences and paragraphs.
Communication and Presentation
E.g. That cat is very fat. An apple fell from the tree. Is your
coffee on the counter?

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 BASIC 7 Strand 3: Grammar Usage Sub-Strand 1: Grammar

CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B7.3.1.2: Demonstrate B7.3.1.2.1. Identify and use subject and predicate in text CC8.2: Explain ideas in a clear order with
command of structural relevant details, using correct construction and
• Distinguish elements of a sentence.
and functional use of structure of speech
sentences • Use the knowledge of the composition of subject.
CC9.3: Understand roles during group
• Know the composition of predicate of a sentence. activities
PL6.8: Actively assist group to identify changes
or modifications necessary in the group
activities and work towards carrying out those
duties
DL5.3: Ability to find and utilise digital content
Communication and Presentation
B7.3.1.3: Demonstrate B7.3.1.2.1. Demonstrate command and use of compound CC8.2: Explain ideas in a clear order with
command of structural sentences relevant details, using correct construction and
and functional use of structure of speech
• Construct independent clauses.
sentences.
PL6.8: Actively assist group to identify changes
E.g. Kofi arrived late.
or modifications necessary in the group
He missed the exam. activities and work towards carrying out those
• Join two or more independent clauses to form compound sentences duties
using coordinating conjunctions (and, but, or, so, etc.) DL5.3: Ability to find and utilise digital
• Analyse compound sentences to identify the various independent content
clauses in them. Communication and Presentation

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 BASIC 7 Strand 3: Grammar Usage Sub-Strand 1: Grammar

CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B7.3.1.4: Apply B7.3.1.4.1.Use dependent and independent clauses CC8.2: Explain ideas in a clear order with
knowledge of clauses in appropriately in speaking and writing relevant details, using correct construction and
communication structure of speech
• Recognise sentences as independent/dependent clauses in texts.
PL6.8: Actively assist group to identify changes
E.g. We danced at the party all night long.
or modifications necessary in the group
• Construct sentences by combining dependent and independent activities and work towards carrying out those
clauses. duties
DL5.3: Ability to find and utilise digital content
Communication and Presentation

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 BASIC 7 Strand 3: Grammar Usage Sub-Strand 1: Grammar

CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B7.3.1.5: Demonstrate B7.3.1.5.1. Use conditional sentences in communication to CC8.2: Explain ideas in a clear order with
understanding of the use indicate a possible condition and its possible result relevant details, using correct construction and
of conditional tenses in structure of speech
• Construct simple sentences using the future time, e.g. We will go
communication
home tomorrow. PL6.8: Actively assist group to identify
changes or modifications necessary in the
• Construct complex sentences and analyse them to show the main group activities and work towards carrying out
clause and the subordinate clause(s). those duties
e.g. When we came, they were at a meeting. DL5.3: Ability to find and utilise digital content
When we came – subordinate clause
Communication and Presentation
They were at a meeting – main clause
• Use if- clauses appropriately in communication (to indicate varied
possible conditions and their possible results). e.g. If it rains, we will
get there late.
• Analyse given conditional sentences (main clause and subordinate
clauses).
Note: In a Type 1 conditional sentence, the tense in the ‘if ’
clause is the simple present, and the tense in the main clause is
the simple future. E.g. I will be happy if you come to my party.
The ‘If clause’ is the condition while main clause is the result and
the order of the clauses are not fixed. Conditional sentence Type 1 is
used to communicate real situations.

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 BASIC 7 Strand 3: Grammar Usage Sub-Strand 1: Grammar

CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B7.3.1.6: Demonstrate B7.3.1.6.1. Use passive sentences for a range of functions CC8.2: Explain ideas in a clear order with
mastery of use of active relevant details, using correct construction and
• Use the passive voice to:
and passive voice structure of speech
o describe processes.
PL6.8: Actively assist group to identify changes
o talk/write about past actions (when we do not know who did or modifications necessary in the group
them). activities and work towards carrying out those
o talk/write about past actions (when we know who did them). duties
o write reports and other formal texts. DL5.3: Ability to find and utilise digital
• Construct sentences in the active voice (subject, verb and object). content
E.g. The class won the game. Communication and Presentation
• Reconstruct active sentences into the passive voice.
E.g. The game was won by the class.

B7.3.1.6.2. Demonstrate use and command of reported speech CC8.2: Explain ideas in a clear order with
relevant detail, using correct construction and
• Compose sentences in the direct speech and change them to
structure of speech
reported speech.
PL6.8: Actively assist group to identify changes
• Report what people say in formal and informal situations. or modifications necessary in the group
e.g. activities and work towards carrying out those
‘She agreed she would meet me after school.’ duties
‘He regretted he was busy on Saturday and wouldn’t be able DL5.3: Ability to find and utilise digital content
to come.’ Communication and Presentation
‘You admitted there wasn’t any homework.’
‘He reported he had been walking along the road when the
car hit the tree.’
• Compose news reports.

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 BASIC 7 Strand 3: Grammar Usage Sub-Strand 1: Grammar

CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B7.3.1.7: Show B7.3.1.7.1. Use question tags accurately CC8.2: Explain ideas in a clear order with
understanding and relevant details, using correct construction and
• Listen to dialogues involving question tags.
use of question tags in structure of speech
communication • Identify statements with question tags.
PL6.8: Actively assist group to identify changes
e.g. ‘You’re not going to play football today, are you?’ or modifications necessary in the group
‘You like tea, don’t you?’ activities and work towards carrying out those
‘She’s older than me, isn’t she?’ duties

• Compose statements with question tags. DL5.3: Ability to find and utilise digital content
Communication and Presentation

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 STRAND 3: GRAMMAR
SUB-STRAND 2: PUNCTUATION AND CAPITALISATION

CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B7.3.1.1: Demonstrate B7.3.1.1.1. Identify and use punctuation marks (question, CC8.2: Explain ideas in a clear order with
use and mastery exclamation, full-stop, comma) in given texts relevant details, using correct construction and
of capitalisation structure of speech
• Identify and use punctuation marks (question, exclamation, full-
and punctuation in
stop, comma) in given texts. PL6.8: Actively assist group to identify changes
communication
or modifications necessary in the group
• Correct punctuation errors in paragraphs. activities and work towards carrying out those
duties
DL5.3: Ability to find and utilise digital content
Communication and Presentation

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 STRAND 3: GRAMMAR
SUB-STRAND 3: VOCABULARY

CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B7.3.3.1: Demonstrate B7.3.3.1.1. Apply vocabulary appropriately in specific contexts

appropriate use
• Use appropriate vocabulary in specific contexts and situations. CC8.2: Explain ideas in a clear order with
of vocabulary in
relevant detail, using correct construction and
communication E.g.:
structure of speech
1. When asking for and giving advice
PL6.8: Actively assist group to identify changes
Asking for advice: or modifications necessary in the group
o I need some advice. I’ve no idea what to do. activities and work towards carrying out those
duties
o What do you think I should do?
o What would you recommend? DL5.3: Ability to find and utilise digital
content
o What would you do if you were me?
o Do you think I should ...? Communication and Presentation
Giving advice: possible suggestions
o You could always … (go to the shop and ask for an exchange).
o My advice would be to ... (take it back and ask for a refund).
o What you need to do is ... (make a copy in case the original gets
lost).
o One thing you could do is ... (read your speech/presentation to a
friend).
2. When agreeing and disagreeing
Agreeing:
o I tend to agree with you.
o That’s a good idea.
o I’m with you on that point.
o I’ll go along with that.

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 BASIC 7 Strand 3: Grammar Usage Sub-Strand 3:Vocabulary

CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

Disagreeing:
o I see things differently.
o I tend to disagree with that idea.
o I agree up to a point. However, ...
o You have a point there, but ...
3. when ordering food in a restaurant
4. when speaking at a friend’s birthday party
5. when in conversation with peers, adults etc.

B7.3.4.1: Demonstrate B7.3.4.1.1. Explore the use of proverbs to enrich communication CC8.2: Explain ideas in a clear order with
understanding of use of relevant detail, using correct construction and
• Identify and examine proverbs in context to figure out their
aesthetic language to structure of speech
meanings.
enrich communication
PL6.8: Actively assist group to identify changes
• Find Ghanaian proverbs to match the English ones identified. or modifications necessary in the group
• Use proverbs to construct meaningful sentences. activities and work towards carrying out those
duties
DL5.3: Ability to find and utilise digital content
Communication and Presentation

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 STRAND 4: WRITING
SUB-STRAND 1: PRODUCTION AND DISTRIBUTION OF WRITING

CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B7.4.1.1: Develop, B7.4.1.1.1. Use cohesive devices (pronouns, punctuations and CC8.3: Use appropriate diction and sentences
organise and express conjunctions) to link sentences for narratives, persuasive imaginative and
ideas coherently and expository purposes
• Consolidate basic understanding of compound sentences using
cohesively in writing
conjunctions (connectives): nor, or, so, then, yet. PL6.8: Actively assist group identify changes
or modifications necessary in the group
• Write complex sentences using subordinating conjunctions: activities and work towards carrying out those
o time clauses: when, before, after, since, while, as, until duties
o conditional clauses: if, unless DL5.3: Ability to find and utilise digital content
o purpose clauses: in order to, so that Communication and Presentation
o reason clauses: because, since, as
o result clauses: so that
o concessive clauses: although, though, while
o place clauses: where, wherever
o clauses of manner: as, like, the way.
• Use pronouns to connect ideas in paragraphs:
E.g.
- subject pronouns (he, she, they, etc.)
- object pronouns (me, him, them, etc.)
- demonstrative pronouns (these, this, those, that)
• Use appropriate punctuation (question, exclamation, full-stop,
comma, quotation (speech) marks).
NB. Use logical connectors, pronouns and the repetition of words,
synonyms and antonyms to create a cohesive text (i.e. a text in which
sentences and paragraphs are linked together to show meaning and
beauty).

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 BASIC 7 Strand 4:Writing Sub-Strand 1: Production and Distribution of Writing

CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B7.4.1.2: Create B7.4.1.2.1. Organise information in a logical manner. CC8.3: Use appropriate diction and sentences
different paragraphs on for narratives, persuasive imaginative and
• Write a paragraph beginning with topic (main) sentence and
a given topic expository purposes
supporting sentences.
PL6.8: Actively assist group identify changes
• Organise sentences in a logical sequence to create a coherent or modifications necessary in the group
paragraph that is appropriate for the text type (narrative, descriptive, activities and work towards carrying out those
instruction (directions), persuasive, explanation (notice), etc.). duties
• Use logical connectors to link sentences in a paragraph: DL5.3: Ability to find and utilise digital content
o ordering ideas: firstly, secondly, finally, etc. Communication and Presentation
o addition: moreover, furthermore, in addition, etc.
o similarity: similarly, likewise, in the same way, etc.
o contrast: however, nevertheless, although, though, on the other hand,
etc.
o cause/effect: because, therefore, as a result, consequently, etc.
o sequence in time: next, soon, after, then, later, suddenly, afterwards,
etc.
NB. Use logical connectors, pronouns and the repetition of words,
synonyms and antonyms to create a cohesive text (i.e. a text in which
sentences and paragraphs are linked together to show meaning and
beauty).

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 STRAND 4: WRITING
SUB-STRAND 2:TEXT TYPES AND PURPOSES

CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B7.4.2.1: Develop, B7.4.2.1.1. Write personal narratives using effective techniques CC8.3: Use appropriate diction and sentences
organise and express incorporating descriptive details and logical event sequences. for narratives, persuasive imaginative and
ideas coherently and expository purposes
• Plan and record ideas detailing personal experiences or past events:
cohesively in writing for
PL6.8: Actively assist group identify changes
a variety of purposes o Use:
or modifications necessary in the group
(description, narration, - descriptive details (setting, experiences or series of events). activities and work towards carrying out those
exposition/information - first-person point of view to convey feelings, experiences and duties
and persuasion), thoughts.
audiences and contexts DL5.3: Ability to find and utilise digital
- appropriate grammatical structures. content
 adjectives and adjective phrases for producing vivid
Communication and Presentation
descriptions
 adverbs and adverbials for describing how an action has
been carried out
 connectors for showing sequence of events
 direct and indirect speech for variation and adding interest
 nouns and noun phrases (e.g., participants, objects)
 prepositions and prepositional phrases
 first-person pronouns
• Edit/Proofread the writing for sense, meaning and effect (targeted
audience reaction).
• Publish writing using different media including ICT.

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 BASIC 7 Strand 4:Writing Sub-Strand 2:Text Types and Purposes

CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B7.4.2.1.2. Use precise (technical) vocabulary, phrases and CC8.3: Use appropriate diction and sentences
sensory language to convey a vivid mental picture of people and for narratives, persuasive imaginative and
experiences expository purposes
• Describe people using precise words (e.g. He staggers, to say PL6.8: Actively assist group identify changes or
precisely how someone walks), phrases and sensory details (words modifications necessary in the group activities
that appeal to sight, sound, smell, taste, and touch). and work towards carrying out those duties

• Use appropriate grammatical structures: DL5.3: Ability to find and utilise digital content

o adjectives and adjective phrases for producing vivid descriptions Communication and Presentation
in paragraph
o adverbs and adverbials for describing how an action has been
carried out
o connectors to show sequence of events and extend ideas
o direct and indirect speech for variation and adding interest
o nouns and noun phrases (e.g. participants, objects)
o prepositions and prepositional phrase
o first-person pronouns
• Revise and edit the writing for sense or meaning, and effect
(emotional reaction).
• Proofread to self-correct or peer-correct.

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 BASIC 7 Strand 4:Writing Sub-Strand 2:Text Types and Purposes

CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B7.4.2.1.3. Create advertisements to persuade a given audience CC8.3: Use appropriate diction and sentences
to take decisions on products and services for narratives, persuasive imaginative and
expository purposes
• Compose advertisement for the sale of products, services, events
following appropriate format/style using process approach: e.g. PL6.8: Actively assist group identify changes
or modifications necessary in the group
o Title
activities and work towards carrying out those
o body – information about the product or service including design duties
and pictures, the buyer (target market/audience) and selling
points (what is good about the product or service, why is the DL5.3: Ability to find and utilise digital content
product or service better than others?) Communication and Presentation
• Use:
o the simple present for conveying timeless statements and facts
o modals or imperative(command) for persuasive effect and
hedging
o mental verbs (e.g. I think, I believe) for conveying a viewpoint
o verb phrases
o rhetorical questions and repetition for persuasion
• Edit/Proofread the writing for sense or meaning, and effect
(emotional reaction).
• Publish writing using different media including ICT

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 BASIC 7 Strand 4:Writing Sub-Strand 2:Text Types and Purposes

CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B7.4.2.1.4. Compose a paragraph to explain a process, social CC8.3: Use appropriate diction and sentences
and natural phenomena (how to do or use something, how for narratives, persuasive imaginative and
something works) expository purposes
• Write the steps taken to do or make something or how something PL6.8: Actively assist group identify changes or
works (e.g. rules of a game or sport, recipes, instructions on how modifications necessary in the group activities
to use a device, volcanic eruption, flooding) by: and work towards carrying out those duties
o writing the aim of the text DL5.3: Ability to find and utilise digital content
o listing the materials needed Communication and Presentation
o sequencing and/or describing items to be carried out or
conditions to be observed
o using appropriate text features (e.g., main headings, sub-headings,
diagrams/illustrations, bullets/numbering)
• Use:
o adjectives and adjective phrases for describing materials and
objects
o connectors for showing sequence in steps
o nouns and noun phrases (e.g., ingredients in recipes)
o quantifiers for indicating amounts of ingredients and materials
o simple present for indicating the timeless nature of procedures

B7.4.2.2: Apply writing B7.4.2. 2.1 Compose informal letters on varied topics using CC8.3: Use appropriate diction and sentences
skills to specific life appropriate format for narratives, persuasive imaginative and
situations expository purposes
• Identify features of informal letters (writer’s address, date, salutation,
body, subscription, name). PL6.8: Actively assist group identify changes or
modifications necessary in the group activities
• Use the correct features of informal letters appropriately. and work towards carrying out those duties
• Write informal letters on a range of themes to friends and relatives. DL5.3: Ability to find and utilise digital content
(E.g. of themes; school life, excursions, games, festivals etc.).
Communication and Presentation
• Correct errors of informal letters written by others.
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 BASIC 7 Strand 4:Writing Sub-Strand 2:Text Types and Purposes

CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B7.4.2. 2.2 Compose formal writing (application, invitation, CC8.3: Use appropriate diction and sentences
email, media texts) on given topics using appropriate format for narratives, persuasive imaginative and
expository purposes
• Identify features of formal letters (writer’s address, recipient
address, date, heading, salutation, body, subscription, signature, PL6.8: Actively assist group identify changes
name, etc.). or modifications necessary in the group
activities and work towards carrying out those
• Write formal letters to offices. (E.g. to the Headmaster, the duties
Director of Education, the Assembly Man, the SMC chairman, the
PTA Chairman etc.). DL5.3: Ability to find and utilise digital content
Communication and Presentation
• Correct errors of formal letters written by others.
• write notices to class or club members to provide updates on rules,
schedules or programmes.
• Create a variety of media texts for different purposes and audiences
using appropriate forms, conventions, and techniques.
• Reflect on and identify strengths, areas for improvement, and the
strategies found most helpful in understanding and creating media
texts.
• Edit/Proofread the writing for sense or meaning, and effect
(emotional reaction).
• Publish writing using different media including ICT.

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 BASIC 7 Strand 4:Writing Sub-Strand 2:Text Types and Purposes

CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B7.4.2. 2.3.Take notes for academic and other purposes CC8.3: Use appropriate diction and sentences
for narratives, persuasive imaginative and
• Identify and record:
expository purposes
o source information (title, author, date etc.)
PL6.8: Actively assist group identify changes
o headings to help you identify the key topics or modifications necessary in the group
o key points, examples, names, new ideas activities and work towards carrying out those
o triggers to make your notes more memorable – such as duties
mnemonics, colour or drawings. DL5.3: Ability to find and utilise digital content
o further reading and ideas to follow up later.
Communication and Presentation
• Identify and select key ideas.
• Organise ideas and make connections.
• Plan and structure written assignments.
• Write notes while listening to the teacher, reading a text, viewing a
video recording or revising.
• Edit/Proofread the writing for sense or meaning, and effect
(emotional reaction).
• Record/represent writing in a flow chart, illustrations and notes in
other media including ICT.

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 BASIC 7 Strand 4:Writing Sub-Strand 2:Text Types and Purposes

CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B7.4.2. 2.3.Design notices and posters for different purposes and CC8.3: Use appropriate diction and sentences
audiences for narratives, persuasive imaginative and
expository purposes
• Write notices/posters of different lengths for different purposes and
audiences, using appropriate forms, conventions, and techniques PL6.8: Actively assist group identify changes
(posters on a school excursion, notices on voluntary cleaning etc.) or modifications necessary in the group
activities and work towards carrying out those
• Edit/Proofread the writing for sense or meaning, and effect duties
(emotional reaction).
DL5.3: Ability to find and utilise digital content
• Record/represent writing in a flow chart and illustrations and other
Communication and Presentation
design packages including ICT.

Writing the article B7.4.2. 2.4 Write articles on given issues for publication in class CC8.3: Use appropriate diction and sentences
and club magazines. for narratives, persuasive imaginative and
expository purposes
• Identify the topic for, purpose of, and audience for article writing.
PL6.8: Actively assist group identify changes or
• Generate ideas about more challenging topics and identify those
modifications necessary in the group activities
most appropriate for the purpose. and work towards carrying out those duties
• Write, using a variety of strategies and a wide range of print and DL5.3: Ability to find and utilise digital content
electronic resources.
Communication and Presentation
• Sort and classify ideas and information for writing a variety of
articles.
• Write articles of different lengths on given issues for publication(e.g.,
a rap poem or jingle, to express a personal view to the class; a
report for a community newspaper about a public meeting
on an environmental issue affecting local neighbourhoods; an
autobiography for a youth magazine, web page, blog, or zine).

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 BASIC 7 Strand 4:Writing Sub-Strand 2:Text Types and Purposes

CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B7.4.2.2.5. Create dialogues between two interlocutors on CC8.3: Use appropriate diction and sentences
different themes for narratives, persuasive imaginative and
expository purposes
• Compose dialogues of different lengths on given topics by using the
following strategies: PL6.8: Actively assist group identify changes
or modifications necessary in the group
o say the dialogue out loud
activities and work towards carrying out those
o keep your dialogue brief and impactful duties
o give each character a unique voice
DL5.3: Ability to find and utilise digital content
o add world-appropriate slang
Communication and Presentation
o be consistent with the characters’ voices
o remember who they’re speaking to
o avoid long dialogue paragraphs
o cut out greetings
• Use appropriate grammatical conventions and structures e.g.
o capitalisation
o use of speech (quotation) marks
o comma
o question mark where needed
o full-stops

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 BASIC 7 Strand 4:Writing Sub-Strand 3: Building and Presenting Knowledge

STRAND 4: WRITING
SUB-STRAND 3: BUILDING AND PRESENTING KNOWLEDGE

CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B7.4.3.1: Research B7.4.3.1.1. Identify and record information from non-text CC8.3: Use appropriate diction and sentences
to build and present sources (figures and tables), organise and present it in writing for narratives, persuasive imaginative and
knowledge expository purposes
• Identify and record:
PL6.8: Actively assist group identify changes
o source information (title, author, date etc.)
or modifications necessary in the group
o headings to help you identify the key topics activities and work towards carrying out those
o key points, examples, names, new ideas duties
o triggers to make your notes more memorable – such as DL5.3: Ability to find and utilise digital content
mnemonics, colour or drawings.
Communication and Presentation
o further reading and ideas to follow up later.
• Identify and select key ideas.
• Organise ideas and make connections: (Write sentences to describe
simple graphical data accurately).
• Edit/Proofread the writing for sense or meaning, and effect.
• Record/represent writing in a flow chart, illustrations and notes in
other media including ICT.
• Describe simple graphical data in words during presentation.

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 STRAND 5: LITERATURE
SUB-STRAND 1: NARRATIVE, DRAMA AND POETRY

CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B7.5.1.1: Demonstrate B7.5.1.1.1. Demonstrate understanding of oral literature CC9.6: Ability to work with all group
understanding of how (narratives, poetry, drama) and how the different genres members to complete a task.
various elements contribute to meaning
CP5.1: Ability to combine information
of literary genres
• Narrative and ideas from several sources to reach a
contribute to meaning
conclusion
o Identify and distinguish between the types of oral narratives:
folktales, myths and legends. PL5.6: Ability to set and maintain personal
o Write simple folktales, myths and legends. standards and values
• Poetry Communication and Presentation
o Read aloud and distinguish between the types of poetry by
function (African poems such as dirges, lullabies, war and praise
songs) paying attention to the rhythmic variations.
o Discuss the cultural and social significance of the poems.
o Write and recite poems (African poems such as dirges, lullabies,
war and praise songs).
• Drama
o Read and listen to traditional drama (drama according to social
function: outdooring, puberty rites, marriages, festivals and
enstoolment/enskinment etc.) texts.
o Distinguish types of traditional drama according to their social
functions.
o Determine cultural/social significance of drama.
o Act or performa traditional drama.

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 BASIC 7 Strand 5: Literature Sub-Strand 1: Narrative, Drama and Poetry

CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B7.5.1.1.2. Analyse the elements of written literature (narrative, CC9.6: Ability to work with all group
drama, or poetry) members to complete a task
• Narrative CP5.1: Ability to combine information
and ideas from several sources to reach a
o Identify and describe the plot, setting, characters.
conclusion
o Compare plot, setting and characters between two texts.
PL5.6: Ability to set and maintain personal
o Compose and read out simple narratives.
standards and values
• Drama
Communication and Presentation
o Identify and describe the plot, setting, characters.
o Compare plot, setting and characters between two texts.
o Compose and act out a simple drama.
• Poetry
o Read and distinguish between poems looking at the different
types and functions.
o Discuss and make connections with values in poems
o Compose and perform poems illustrating values e.g. love for
neighbour, respect for one another and public property etc.

B7.5.1.1.3.Use basic literary devices in texts (e.g. metaphor, CC9.6: Ability to work with all group
simile, personification, alliteration, assonance, consonance, etc.) members to complete a task.
• Identify the use of basic literary devices in selected genres (poetry, CP5.1: Ability to combine information
narrative and drama). and ideas from several sources to reach a
conclusion
• Use basic literary devices in texts (e.g. metaphor, simile,
personification, alliteration, assonance, consonance, etc). PL5.6: Ability to set and maintain personal
standards and values
Communication and Presentation

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 BASIC 8

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 STRAND 1: ORAL LANGUAGE (LISTENING AND SPEAKING)
SUB-STRAND 1: CONVERSATION/EVERYDAY DISCOURSE

CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B8.1.1.1: Demonstrate B8.1.1.1.1. Use appropriate register in everyday communication CC7.5: Identify and analyse different points of
use of appropriate (informal and formal) with diverse partners on grade-level view of the speaker
language orally in topics/texts/issues
CC8.2: Explain ideas in a clear order with
specific situations
• Converse using appropriate register (informal language) in everyday relevant details, using correct construction and
situations, e.g. about a football match, at a fast food joint. Etc. structure of speech
• Converse using appropriate register in formal situations e.g. making PL6.8: Actively assist group to identify changes
reservations at a travel and tour office, inviting the District Chief or modifications necessary in the group
Executive to a function in your school. activities and work towards carrying out those
duties
CI 6.7: Look and think about things differently
and from different perspectives
Communication and Presentation

B8.1.1.1.2. Ask and respond to specific questions with CC7.5: Identify and analyse different points of
elaboration by making comments that contribute to texts, view of the speaker
issues or topics under discussion
CC8.2: Explain ideas in a clear order with
• Use open ended questions (e.g. why is it…, how can…,) in relevant details, using correct construction and
conversation on texts/ topics/issues. structure of speech
o Examples of texts/issues/topics are, cultural practices, peace and PL6.8: Actively assist group to identify changes
patriotism. or modifications necessary in the group
E.g.: activities and work towards carrying out those
duties
Tetteh: “It is December. Why is it raining so heavily?”
Naa: “I think…” CI 6.7: Look and think about things differently
and from different perspectives
Tetteh: “How can this…?”
Communication and Presentation

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 BASIC 8 Strand 1: Oral Language (Listening and Speaking) Sub-Strand 1: Conversation/Everyday Discourse

CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B8.1.1.1.3. Use appropriate language orally to describe familiar Communication and collaboration
places and events
Critical Thinking and Problem Solving
• Identify descriptive language e.g. adjectives and words that appeal to Personal Development and Leadership
the senses (foggy, creepy, tingling, piercing, tantalising, stale, bumpy,
staggering), figurative language (simile, metaphor, etc.) and adverbs.
• Describe familiar places and events e.g. a tourist site, a durbar of a
festival.

B8.1.1.1.4. Listen to and give accurate directions of complex CC7.5: Identify and analyse different points of
routes to different locations view of the speaker
• Listen to and identify vocabulary and expressions used in giving CC8.2: Explain ideas in a clear order with
accurate directions to complex locations e.g. street names, complex relevant details, using correct construction and
prepositions (in between, etc.), quite a distance, a day’s journey, etc. structure of speech

• Use relatively permanent landmarks as guides to specific locations PL6.8: Actively assist group to identify changes
e.g. highrises, supermarkets avenues churches, mosques, schools, or modifications necessary in the group
hospital, etc. activities and work towards carrying out those
duties
• Use these in giving directions to complex locations e.g. from the
CI 6.7: Look and think about things differently
airport to the Jubilee House.
and from different perspectives
Communication and Presentation

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 BASIC 8 Strand 1: Oral Language (Listening and Speaking) Sub-Strand 1: Conversation/Everyday Discourse

CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B8.1.1.1.5. Demonstrate appropriate turn taking for effective CC7.5: Identify and analyse different points of
oral communication view of the speaker
• View turn taking in conversations (e.g. between friends, at a snack CC8.2: Explain ideas in a clear order with
bar,) meetings (e.g. class/ club/ Student Representative Council relevant details, using correct construction and
meetings) and round table conferences (e.g. executives of societies/ structure of speech
clubs at a district conference). PL6.8: Actively assist group to identify
• Use the different strategies to show turn taking (e.g. listening patiently changes or modifications necessary in the
while keeping eye contact/noting points for further clarification group activities and work towards carrying out
those duties
using a toy microphone, flag, word cards) in conversations and
discussions on varied topics/issues. CI 6.7: Look and think about things differently
and from different perspectives
• Use body language, gestures, eye contact, signal interest and
attention through appropriate expressions and posture to involve
others in the conversation.
• Demonstrate effective turn taking in everyday discourse and
discussions on varied topics/issues.

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 STRAND 1: ORAL LANGUAGE
SUB-STRAND 2: LISTENING COMPREHENSION

CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B8.1.2.1: Demonstrate B8.1.2.1.1. Listen to a level-appropriate dialogue/discussion by CC7.5: Identify and analyse different points of
the ability to listen to more than one speaker attentively and identify key information view of the speaker
extended reading and
• Listen to and note important issues in a range of level-appropriate CC8.2: Explain ideas in a clear order with
identify key information
dialogues/discussions by more than one speaker. e.g. message, relevant details, using correct construction and
mood, tone. structure of speech

• Listen to and compare the issues in the dialogues/discussions by PL6.8: Actively assist group to identify changes
more than one speaker with what was noted in first listening. or modifications necessary in the group
activities and work towards carrying out those
• Identify implicit meaning based on vocabulary/language used in the duties
selected dialogue or discussion.
CI 6.7: Look and think about things differently
and from different perspectives
Communication and Presentation

B8.1.2.1.2. Listen to and discuss ideas and share opinions from a CC7.5: Identify and analyse different points of
level-appropriate text view of speaker
• Listen and write down key information from texts/talk shows/news. CC8.2: Explain ideas in a clear order with
relevant detail, using correct construction and
• Discuss the key information from texts and add opinions.
structure of speech
PL6.8: Actively assist group to identify changes
or modifications necessary in the group
activities and work towards carrying out those
duties
CI 6.7: Look and think about things differently
and from different perspectives
Communication and Presentation

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 STRAND 1: ORAL LANGUAGE
SUB-STRAND 3: ENGLISH SOUNDS

CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B8.1.3.1: Articulate B8.1.3.1.1. Produce consonant sounds in context (plosives) CC7.5: Identify and analyse different points of
English speech sounds view of speaker
• Listen to and identify plosives in context e.g. /p/, /t/, /g/.
to develop confidence
CC8.2: Explain ideas in a clear order with
and skills in listening and • Distinguish between voiced and voiceless plosives in context e.g. /b/
relevant detail, using correct construction and
speaking and /p/. structure of speech
• Use plosives in connected speech. PL6.8: Actively assist group to identify changes
or modifications necessary in the group
activities and work towards carrying out those
duties
CI 6.7: Look and think about things differently
and from different perspectives

B8.1.3.1.2.Produce consonant sounds (fricatives) in context CC7.5: Identify and analyse different points of
view of speaker
• Listen to and identify fricatives in context e.g. /f/, /v/, /Ө/ /ð/
CC8.2: Explain ideas in a clear order with
• Distinguish between voiced and voiceless fricatives in context e.g.
relevant detail, using correct construction and
/f/, /v/. structure of speech
• Use fricatives in connected speech. PL6.8: Actively assist group to identify changes
or modifications necessary in the group
activities and work towards carrying out those
duties
CI 6.7: Look and think about things differently
and from different perspectives

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 BASIC 8 Strand 1: Oral Language (Listening and Speaking) Sub-Strand 3: English Sounds

CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B8.1.3.1.3. Produce consonant sounds (nasals and affricates) CC7.5: Identify and analyse different points of
view of speaker
in context
CC8.2: Explain ideas in a clear order with
• Distinguish between nasals sounds e.g. /m/,/n/ in context.
relevant detail, using correct construction and
• Distinguish between affricates in context e. g. /ʧ/ and /ʤ/. structure of speech
• Listen to nasals and affricates in context e.g. /m/, /ʧ /. PL6.8: Actively assist group to identify changes
or modifications necessary in the group
• Use nasals and affricates in connected speech.
activities and work towards carrying out those
duties
CI 6.7: Look and think about things differently
and from different perspectives

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 STRAND 2: READING
SUB-STRAND 1: COMPREHENSION

CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B8.2.1.1: Demonstrate B8.2.1.1.1. Use Monitoring and mental visualisation to engage CC8.2: Explain ideas in a clear order with
increasing confidence and understand non-fictional texts relevant details, using correct construction and
and enjoyment in structure of speech
• Read narrative texts and create mental pictures to aid understanding.
independent reading.
PL6.8: Actively assist group to identify
• Identify the basic information and then move to more complex and
changes necessary in the group activities and
detailed information as arranged in texts. work towards carrying out those duties
• Underline main ideas of the text and how they add to meaning. DL5.5: Evaluate the quality and validity of
• Engage in meaningful interaction with text and peers. information
Communication and Presentation

B8.2.1.1.2. Use prediction to assess and improve engagement CC8.2: Explain ideas in a clear order with
and understanding of non-fiction texts relevant details, using correct construction and
structure of speech
• Make connections with your prior knowledge and experiences.
PL6.8: Actively assist group to identify
• Think critically ahead and ask own questions.
changes necessary in the group activities and
• Re-read/ skim portions of the text to better understand or to recall work towards carrying out those duties
facts about events. DL5.5: Evaluate the quality and validity of
• Restate the gist/main idea and key details. information
• Monitor your understanding of the text. Communication and Presentation

• Explain and support personal response to text.

• Develop own experience using textual evidence.
• Generate thought-provoking questions.

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 BASIC 8 Strand 2: Reading Sub-Strand 1: Comprehension

CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B8.2.1.1.3.Generate and answer questions to increase CC8.2: Explain ideas in a clear order with
confidence and independent reading through a variety of non- relevant detail, using correct construction and
fiction texts structure of speech
• Have a specified purpose for your reading PL6.8: Actively assist group to identify
changes necessary in the group activities and
• Read the text closely for interpretation.
work towards carrying out those duties
• Think actively as you read and monitor for comprehension. DL5.5: Evaluate the quality and validity of
• Make connections between texts and your prior experience to information
build confidence. Communication and Presentation
• Think about the sequence of events in the text.
• Identify and restate the key words in the questions and relate to the
text.
• Generate relevant answers to different types of questions.
o Right there questions
o Think and search questions
o Author and you questions
o On your own questions

B8.2.1.1: Read, B8.2.1.2.1. Identify the main text features of non-fiction texts CC8.2: Explain ideas in a clear order with
comprehend, interpret relevant detail, using correct construction and
• Read a text closely for interpretation.
texts structure of speech
• Make connections between the text and your prior experience.
PL6.8: Actively assist group to identify
• Generate relevant answers to questions. changes necessary in the group activities and
work towards carrying out those duties
DL5.5: Evaluate the quality and validity of
information
Communication and Presentation

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 BASIC 8 Strand 2: Reading Sub-Strand 1: Comprehension

CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B8.2.1.2.2. Use contextual clues (topic sentence, vocabulary CC8.2: Explain ideas in a clear order with
knowledge, cohesive devices, text features) to analyse text relevant details, using correct construction and
structure of speech
• Read age-appropriate texts.
PL6.8: Actively assist group to identify changes
• Use contextual cues to understand the text.
necessary in the group activities and work
• Identify ways that any of the cues help with meaning. towards carrying out those duties
• Identify ways through which cues like date of writing/author/culture DL5.5: Evaluate the quality and validity of
influence the writing to help with meaning. information
• Find other texts and use contextual cues to help with meaning. Communication and Presentation

B8.2.1.2.3. Read silently and answer more complex CC8.2: Explain ideas in a clear order with
comprehension questions on texts /passages relevant detail, using correct construction and
structure of speech
• Read a text closely for interpretation.
PL6.8: Actively assist group to identify changes
• Make connections between texts and prior experience.
necessary in the group activities and work
• Read silently to comprehend a text. towards carrying out those duties
• Answer questions appropriately. DL5.5: Evaluate the quality and validity of
information
Communication and Presentation

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 BASIC 8 Strand 2: Reading Sub-Strand 1: Comprehension

CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B8.2.1.2.4. Provide evidence and show mastery to support CC8.2: Explain ideas in a clear order with
understanding of texts relevant details, using correct construction and
structure of speech
• Read a text closely for interpretation.
PL6.8: Actively assist group to identify changes
• Interpret the text, citing evidence to support ideas that help with
necessary in the group activities and work
implicit meaning. towards carrying out those duties
• Generate relevant answers to questions. DL5.5: Evaluate the quality and validity of
information
Communication and Presentation

B8.2.1.2.5. Generate simple themes from a text and apply to CC8.2: Explain ideas in a clear order with
different situations relevant details, using correct construction and
structure of speech
• Read a text closely for interpretation.
PL6.8: Actively assist group to identify changes
• Identify the main ideas.
necessary in the group activities and work
• Generate simple themes from the text. towards carrying out those duties
• Gather relevant details to support the themes. DL5.5: Evaluate the quality and validity of
information
• Apply these themes to relevant situations.
Communication and Presentation

B8.2.1.2.6. Examine the connections between a text and other CC8.2: Explain ideas in a clear order with
points of view relevant details, using correct construction and
structure of speech
• Read a text closely for interpretation.
PL6.8: Actively assist group to identify changes
• Make connections between the text and your prior experiences.
necessary in the group activities and work
• Make connections between the text and different viewpoints. towards carrying out those duties
• Identify relevant answers to questions and provide evidence. DL5.5: Evaluate the quality and validity of
information
Communication and Presentation

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 BASIC 8 Strand 2: Reading Sub-Strand 1: Comprehension

CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B8.2.1.2.7. Use derivation to expand vocabulary to new contexts CC8.2: Explain ideas in a clear order with
(historical, cultural, political) relevant details, using correct construction and
structure of speech
• Read a text closely for interpretation.
PL6.8: Actively assist group to identify changes
• Use word formation strategies to expand vocabulary.
necessary in the group activities and work
• Use appropriate vocabulary in sentences and to the situation. towards carrying out those duties
DL5.5: Evaluate the quality and validity of
information
Communication and Presentation

B8.2.1.2.8. Integrate appropriate grade level vocabulary in CC8.2: Explain ideas in a clear order with
different contexts relevant details, using correct construction and
structure of speech
• Use grade level-appropriate texts to identify the needed vocabulary.
PL6.8: Actively assist group to identify changes
• Integrate the vocabulary in different contexts.
necessary in the group activities and work
• Use the vocabulary in meaningful sentences. towards carrying out those duties
DL5.5: Evaluate the quality and validity of
information
Communication and Presentation

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 STRAND 2: READING
SUB-STRAND 2: SUMMARISING

CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B8.2.2.1: Cite the textual B8.2.2.1.1. Determine the central idea in paragraphs and CC8.2: Explain ideas in a clear order with
evidence that supports analyse to identify supporting ideas relevant detail, using correct construction and
an analysis of a text to structure of speech
• Read a text for information.
determine the central
PL6.8: Actively assist group to identify
idea and provide an • Identify the most important/central idea in the paragraphs that
changes necessary in the group activities and
objective summary make up the text. work towards carrying out those duties
• Eliminate unnecessary information as you write down the main DL5.5: Evaluate the quality and validity of
ideas. information
• State details in own words as far as possible. Communication and Presentation
• Summarise the ideas in specific detail.

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 STRAND 3: GRAMMAR AND GRAMMAR USAGE
SUB-STRAND 1: GRAMMAR

CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B8.3.1.1: Apply B8.3.1.1.1. Use an increasing range of singular and plural forms CC8.2: Explain ideas in a clear order with
the knowledge of of compound nouns correctly and appropriately in sentences relevant details, using correct construction and
word classes and structure of speech
• Identify and use plural forms of compound nouns correctly in a
their functions in
variety of communication. CC9.3: Understand roles during group
Communication
activities
E.g.
PL6.8: Actively assist group to identify
changes or modifications necessary in the
compound noun plural form
group activities and work towards carrying out
car park car parks those duties
blackboard blackboards
DL5.3: Ability to find and utilise digital
mother-in-law mothers-in-law content
passer-by passers-by
grown-up grown-ups

B8.3.1.1.2 Demonstrate use of relative pronouns (who/whom, CC8.2: Explain ideas in a clear order with
which/that, whose) correctly in speaking and writing relevant detail, using correct construction and
structure of speech
• Construct sentences with relative pronouns that relate to human
beings (who/whose/that). PL6.8: Actively assist group to identify changes
or modifications necessary in the group
E.g. The boy (who/that) won the competition is Kwame.
activities and work towards carrying out those
The girl whose picture you sent me is now our prefect. duties
• Construct sentences with relative pronouns that relate to non- DL5.3: Ability to find and utilise digital content
human entities (which/that).
Communication and Presentation
The car (which/that) is sprayed dark brown is for Bashiru.
• Use relative pronouns to join two independent clauses together.
E.g. I like friends. They are helpful. I like friends that are helpful.

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 BASIC 8 Strand 3: Grammar and Grammar Usage Sub-Strand 1: Grammar

CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B8.3.1.1.3. Demonstrate command of the use of adjectives in CC8.2: Explain ideas in a clear order with
discourse relevant details, using correct construction and
structure of speech
• Use adjectives to provide vivid descriptions of participants:
PL6.8: Actively assist group to identify changes
o opposing sides in a football match e.g. The team captain arrived
or modifications necessary in the group
wearing bushy hair.
activities and work towards carrying out those
o settings (urban, rural, environment) duties
E.g.:The hotel is situated in a serene environment.
DL5.3: Ability to find and utilise digital
o materials (textile/cloth) content
o objects etc.
Communication and Presentation

B8.3.1.1.4.Use verb forms correctly when talking about future CC8.2: Explain ideas in a clear order with
events relevant details, using correct construction and
structure of speech
Future Time
PL6.8: Actively assist group to identify changes
1. Use the future form of verbs to talk/write about future events.
or modifications necessary in the group
o simple future– I will wash my clothes. activities and work towards carrying out those
o future progressive – We shall be doing the dished. duties
o future perfect – They will have washed their clothes. DL5.3: Ability to find and utilise digital
o future perfect progressive – He will have been washing his clothes. content
Communication and Presentation

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 BASIC 8 Strand 3: Grammar and Grammar Usage Sub-Strand 1: Grammar

CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B8.3.1.1.5. Demonstrate command of the knowledge of adverbs CC8.2: Explain ideas in a clear order with
relevant details, using correct construction and
• Use adverbs to modify adjectives e.g. That was a very funny
structure of speech
comedian.
CC9.3: Understand roles during group
• Use adverbs to pre-modify another adverb. activities
E.g.: I saw many very fast-moving vehicles on the road. PL6.8: Actively assist group to identify changes
• Use adverbs to pre-modify prepositions or prepositional phrases. or modifications necessary in the group
E.g.: The bullet went right through the shooter. activities and work towards carrying out those
duties
o Use adverbs to pre-modify:
- indefinite pronouns, e.g. Nearly everybody bought the DL5.3: Ability to find and utilise digital content
same vehicle. Communication and Presentation
- pre-determiners, e.g. I paid more than three thousand
Ghana cedis for the laptop.
- cardinal numerals, e.g. We will stay for about three
weeks.

B8.3.1.1.7. Demonstrate command of use of prepositions in CC8.2: Explain ideas in a clear order with
speaking and writing relevant details, using correct construction and
structure of speech
• Use different types of prepositions to convey a variety of meanings:
CC9.3: Understand roles during group
o Time – I’m just going to study for two hours.
activities
o Place – We slept under the canopy.
PL6.8: Actively assist group to identify changes
o Movement – She doesn’t like running her bike up the hills.
or modifications necessary in the group
o Agent – This book is written by Ama Ata Aidoo. activities and work towards carrying out those
o Direction – She went to the Boomerang Club. duties
o Instrument – Kwame comes by train daily. DL5.3: Ability to find and utilise digital content
Communication and Presentation

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 BASIC 8 Strand 3: Grammar and Grammar Usage Sub-Strand 1: Grammar

CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B8.3.1.2: Demonstrate B8.3.1.2.1. Demonstrate command of use of declarative, CC8.2: Explain ideas in a clear order with
command of structural interrogative exclamative and imperative sentences relevant details, using correct construction and
and functional use of structure of speech
• Use declarative sentences effectively to communicate information.
sentences
PL6.8: Actively assist group to identify changes
• Use interrogative sentences to elicit the right response.
or modifications necessary in the group
• Use imperative sentences to give instructions or make requests. activities and work towards carrying out those
duties
• Use exclamative sentences to express surprise about something
unexpected or extraordinary. DL5.3: Ability to find and utilise digital content
Communication and Presentation

B8.3.1.3: Apply B8.3.1.3.1: Use compound and complex sentences appropriately CC8.2: Explain ideas in a clear order with
knowledge of the in communication. relevant details, using correct construction and
structure of sentences in structure of speech
• Use coordinating conjunctions (and, but, or, so, nor, yet, for) to
communication.
construct compound sentences. PL6.8: Actively assist group to identify changes
or modifications necessary in the group
• Use subordinating conjunctions to construct complex sentences. activities and work towards carrying out those
duties
DL5.3: Ability to find and utilise digital content
Communication and Presentation

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 BASIC 8 Strand 3: Grammar and Grammar Usage Sub-Strand 1: Grammar

CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B8.3.1.4: Demonstrate B8.3.1.4.1: Use conditional sentences in communication to CC8.2: Explain ideas in a clear order with
understanding of the use indicate an unlikely condition and its probable result relevant details, using correct construction and
of conditional tenses in structure of speech
• Use if- clauses to construct conditional sentences type 2 to indicate
communication
an unlikely condition and its probable result. PL6.8: Actively assist group to identify changes
or modifications necessary in the group
e.g.
activities and work towards carrying out those
1. If I were taller, I would buy this dress. duties
2. If I were you, I would give up smoking.
DL5.3: Ability to find and utilise digital content
3. If I won the prize, I would buy a new car.
Communication and Presentation
• Analyse given conditional sentences (type 2) into main clause and
subordinate clauses (if- clauses)
• Use a variety of conditional sentences (types 1&2) appropriately in
communication.

B8.3.1.5: Demonstrate B8.3.1.5.1. Use passive sentences for a range of functions CC8.2: Explain ideas in a clear order with
mastery of the use of relevant details, using correct construction and
• Describe a process using passive sentences.
active and passive voice structure of speech
• Use the passive form to talk or write about past actions without
PL6.8: Actively assist group to identify changes
showing the agent. or modifications necessary in the group
• Use passive forms to write reports on events. activities and work towards carrying out those
duties
DL5.3: Ability to find and utilise digital content
Communication and Presentation

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 BASIC 8 Strand 3: Grammar and Grammar Usage Sub-Strand 1: Grammar

CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B8.3.1.5.2. Demonstrate command of the use of reported CC8.2: Explain ideas in a clear order with
speech relevant details, using correct construction and
structure of speech
• Compose text using reported speech.
PL6.8: Actively assist group to identify changes
• Report questions in different situations.
or modifications necessary in the group
e.g. She asked, “When will Kofi meet Alfred at the school?” – direct activities and work towards carrying out those
speech duties
She wanted to know when Kofi would meet Alfred at the school. DL5.3: Ability to find and utilise digital content
- reported speech
Communication and Presentation
• Use reported speech to talk/write about past events.
• Write news reports.

B8.3.1.6: Show B8.3.1.6.1. Demonstrate command of question tags CC8.2: Explain ideas in a clear order with
understanding and relevant details, using correct construction and
• Use question tags in everyday expressions.
use of question tags in structure of speech
communication E.g. You’re not going to play football today, are you?
PL6.8: Actively assist group to identify changes
You like tea, don’t you? or modifications necessary in the group
She’s older than me, isn’t she? activities and work towards carrying out those
duties
DL5.3: Ability to find and utilise digital content
Communication and Presentation

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 STRAND 3: GRAMMAR
SUB-STRAND 2: PUNCTUATION AND CAPITALISATION

CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B8.3.1.1: Demonstrate B8.3.1.1.1. Use punctuation marks (colon, semi-colon, CC8.2: Explain ideas in a clear order with
mastery of capitalisation apostrophe) in context relevant details, using correct construction and
and punctuation in structure of speech
• Use a colon to:
communication
PL6.8: Actively assist group to identify changes
o introduce a list.
or modifications necessary in the group
o introduce speech in plays. activities and work towards carrying out those
o separate chapters from verses. duties
o separate hours from minutes. DL5.3: Ability to find and utilise digital content
• Use a semi-colon to:
Communication and Presentation
o separate two independent clauses when a coordinating
conjunction is not used.
o separate different items in a list that has commas.
• Use an apostrophe to:
o show possession in singular and plural nouns.
o indicate indefinite case of possessive pronouns
o indicate possessive form of the last word in compound nouns
o show names of business firms
o show contraction.
• Construct texts and punctuate them correctly.

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 STRAND 3: GRAMMAR
SUB-STRAND 3: VOCABULARY

CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B8.3.3.1: Demonstrate B8.3.3.1.1. Use vocabulary appropriately in speaking and writing CC8.2: Explain ideas in a clear order with
appropriate use relevant details, using correct construction and
• Use word relationships (synonyms, antonyms, analogy) in context.
of vocabulary in structure of speech
communication • Use connotations (associations) of words with similar denotations.
PL6.8: Actively assist group to identify changes
or modifications necessary in the group
activities and work towards carrying out those
duties
DL5.3: Ability to find and utilise digital content
Communication and Presentation

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 STRAND 4: WRITING
SUB-STRAND 1: PRODUCTION AND DISTRIBUTION OF WRITING

CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B8.1.1: Develop, B8.4.1.1.1 Demonstrate understanding of how different CC8.3: Use appropriate diction and sentences
organise and express sentences relate within a paragraph using appropriate cohesive for narratives, persuasive imaginative and
ideas coherently and devices (e.g., connectors, pronouns, repetition of vocabulary or expository purposes
cohesively in writing grammatical structures)
PL6.8: Actively assist group identify changes
• Use logical connectors to create a cohesive paragraph. or modifications necessary in the group
activities and work towards carrying out those
E.g.
duties
o time clauses: when, before, after, since, while, as, until
DL5.3: Ability to find and utilise digital content
o conditional clauses: if, unless
o purpose clauses: in order to, so that Communication and Presentation
o reason clauses: because, since, as
o result clauses: so that
o concessive clauses: although, though, while
o place clauses: where, wherever
o clauses of manner: as, like, the way.
• Use pronouns to connect ideas in paragraphs.
E.g.
o subject pronouns (he, she, they, etc.)
o object pronouns (me, him, them, etc.)
o demonstrative pronouns (these, this, those, that)
• Use repetition of words, synonyms and antonyms to create a
cohesive paragraph (i.e. a paragraph with links that hold it together
and give it meaning).
• Use defining and non-defining relative clauses to expand sentences.
• Use noun phrases, adjectival phrases and adverbial phrases to
expand sentences.

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 BASIC 8 Strand 4:Writing Sub-Strand 1: Production and Distribution of Writing

CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

NB. Use logical connectors, pronouns and the repetition of words, CC8.3: Use appropriate diction and sentences
synonyms and antonyms to create a cohesive text (i.e. a text in which for narratives, persuasive imaginative and
sentences and paragraphs are linked together to show meaning and expository purposes
beauty).
PL6.8: Actively assist group identify changes or
modifications necessary in the group activities
B8.4.1.2: Create B8.4.1.2.1. Record and use different techniques to capture the
and work towards carrying out those duties
different paragraphs reader’s attention in introductory paragraphs
within a composition on DL5.3: Ability to find and utilise digital content
• Write paragraphs using different techniques to capture the reader’s
a given topic
attention in introductory paragraphs, e.g. using anecdotes, facts etc. Communication and Presentation
• Write introductory paragraphs showing how the sentences are
organised in a logical sequence to create a coherence appropriate
for the text type.
• Use logical connectors to link sentences in a paragraph:
o contrast: however, nevertheless, although, though, on the other hand,
etc
o cause/effect: because, therefore, as a result, consequently, etc
o conditions: if, provided that, unless, etc
NB. Use logical connectors, pronouns and the repetition of words,
synonyms and antonyms to create cohesion and coherence and unity and
completeness of paragraph.

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 BASIC 8 Strand 4:Writing Sub-Strand 1: Production and Distribution of Writing

CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B8.4.2.1: Use a process B8.4.2.1.1. Write personal narratives using effective techniques CC8.3: Use appropriate diction and sentences
approach to compose incorporating descriptive details and logical event sequences. for narratives, persuasive imaginative and
descriptive, narrative/ expository purposes
• Plan and record ideas detailing personal experiences or past events:
imaginative, informational,
PL6.8: Actively assist group identify changes
persuasive and o Use:
or modifications necessary in the group
argumentative texts - descriptive details (setting, experiences or series of events). activities and work towards carrying out those
- first person’s point of view to convey feelings, experiences duties
and thoughts.
DL5.3: Ability to find and utilise digital content
- appropriate grammatical structures.
Communication and Presentation
 adjectives and adjective phrases for producing vivid
descriptions
 adverbs and adverbials for describing how an action has
been carried out
 connectors for showing sequence of events
 direct and indirect speech for variation and adding interest
 nouns and noun phrases (e.g., participants, objects)
 prepositions and prepositional phrases
 first-person pronouns
• Edit/Proofread the writing for sense, meaning and effect (targeted
audience reaction).
• Publish writing using different media including ICT.

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 BASIC 8 Strand 4:Writing Sub-Strand 1: Production and Distribution of Writing

CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B8.4.2.1.2. Use precise words phrases and sensory language to CC8.3: Use appropriate diction and sentences
convey a vivid mental picture of places and events for narratives, persuasive imaginative and
expository purposes
• Describe places using adjectives such as ancient, beautiful, boring,
bustling, charming and contemporary. PL6.8: Actively assist group identify changes
or modifications necessary in the group
• Describe events using words such as: activities and work towards carrying out those
ultimate, rare, far-off divine, violent, stellar, common, cross-cultural, duties
unusual, unhinged, historic, freakishly, major, memorable, dire, huge, DL5.3: Ability to find and utilise digital content
inexplicable, tortuous, unusual and significant.
Communication and Presentation
• Use appropriate grammatical structures:
o adjectives and adjective phrases for producing vivid descriptions
o adverbs and adverbials for describing how an action has been
carried out
o connectors for showing sequence of events
o direct and indirect speech for variation and adding interest
o nouns and noun phrases (e.g., participants, objects)
o prepositions and prepositional phrases
o first-person pronouns
• Edit/Proofread the writing for sense, meaning and effect (targeted
audience reaction).
• Publish writing using different media including ICT.

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 BASIC 8 Strand 4:Writing Sub-Strand 1: Production and Distribution of Writing

CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B8.4.2.1.3. Create shorter transactional texts to convince an CC8.3: Use appropriate diction and sentences
audience to accept an opinion for narratives, persuasive imaginative and
expository purposes
• Compose texts on advertisements, diary entries, postcards,
invitation cards, etc. using the appropriate formats/style using PL6.8: Actively assist group identify changes
process approach: e.g. or modifications necessary in the group
activities and work towards carrying out those
o title duties
o body – information about the product or service including design
and pictures, the buyer (target market/audience) and selling DL5.3: Ability to find and utilise digital content
points (what is good about the product or service, why is the Communication and Presentation
product or service better than others?)
• Use:
o the simple present for conveying timeless statements and facts
o modals/imperative (commanding) verbs for persuasive effect
o mental verbs (e.g. I think, I believe) for conveying a viewpoint
o phrasal verbs (e.g. pick up, run into, turn down, come across)
o appropriate persuasive devices such as rhetorical questions and
repetition

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 BASIC 8 Strand 4:Writing Sub-Strand 1: Production and Distribution of Writing

CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B8.4.2.1.4. Compose paragraphs that identify an issue, give CC8.3: Use appropriate diction and sentences
details about it and suggest solutions for narratives, persuasive imaginative and
expository purposes
• Analyse and write about a topic by identifying a problem and
proposing one or more solutions: PL6.8: Actively assist group identify changes
or modifications necessary in the group
o Explain your solution clearly.
activities and work towards carrying out those
o Give details about how this solution will solve the problem. duties
o Explain who will be in charge and how it will be funded.
DL5.3: Ability to find and utilise digital content
o Give evidence that your solution will work (expert opinion,
examples of when it has worked before, statistics, studies, or Communication and Presentation
logical argument).
• Write to show the following clearly in the body of a problem/
solution text. That the solution you provide:
o will solve the problem.
o is cost-effective.
o is feasible to implement.
o is a reasonable solution to the problem.
o can stand up to possible objections.
o is better than other solutions.

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 BASIC 8 Strand 4:Writing Sub-Strand 1: Production and Distribution of Writing

CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B8.4.2. 2: Apply writing B8.4.2. 2.1 Compose formal writing (business letters, email) on CC8.3: Use appropriate diction and sentences
skills to specific life given topics using the appropriate format for narratives, persuasive imaginative and
situations expository purposes
• Write formal letters (request / complaint / application / thanks /
congratulations / sympathy) PL6.8: Actively assist group identify changes
or modifications necessary in the group
• Correct errors of formal letters written by others. activities and work towards carrying out those
• Write notices to class or club members to provide updates on duties
rules, schedules or programmes. DL5.3: Ability to find and utilise digital content
• Identify and interpret media texts, highlighting overt and implied Communication and Presentation
messages as evidence for their interpretations (e.g., explain why the
advertisements used in a particular magazine are appropriate for
that magazine, identifying the messages that would appeal to the
magazine’s audience).
• Create a variety of media texts (e.g. write emails to news editors
to make suggestions, compliments or complaints) for different
purposes and audiences using appropriate forms, conventions, and
techniques.
• Edit/Proofread the writing for sense or meaning, and effect
(emotional reaction).
• Publish writing using different media including ICT

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 BASIC 8 Strand 4:Writing Sub-Strand 1: Production and Distribution of Writing

CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B8.4.2. 2.2 Compose notes, brochures and flyers for different CC8.3: Use appropriate diction and sentences
purposes and audiences for narratives, persuasive imaginative and
expository purposes
• Compose flyers for different purposes.
PL6.8: Actively assist group identify changes
• Use:
or modifications necessary in the group
o Small size e.g. A5 paper activities and work towards carrying out those
o Eye-catching headline, slogan or logo duties
o Brief description of a product DL5.3: Ability to find and utilise digital content
o List of benefits or offers Communication and Presentation
o Contact information e.g. website
• Write notices/posters of different lengths for different purposes and
audiences, using appropriate forms, conventions, and techniques
(posters on school excursions, notices on voluntary cleaning etc.).

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 BASIC 8 Strand 4:Writing Sub-Strand 1: Production and Distribution of Writing

CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B8.4.2. 2.3. Write articles on given issues for publication in CC8.3: Use appropriate diction and sentences
school magazines for narratives, persuasive imaginative and
expository purposes
• Identify the topic, purpose, and audience for article writing.
PL6.8: Actively assist group identify changes
• Generate ideas about more challenging topics and identify those
or modifications necessary in the group
most appropriate for the purpose. activities and work towards carrying out those
• Writing, using a variety of strategies and a wide range of print and duties
electronic resources. DL5.3: Ability to find and utilise digital content
• Sort and classify ideas and information for writing in a variety of ways Communication and Presentation
that allow manipulating information and see different combinations
and relationships data gathered.
• Identify and order main ideas and supporting details and group them
into units that could be used to develop a multi-paragraph piece of
writing, using a variety of strategies.
• Determine whether the ideas and information gathered are
relevant, appropriate, and sufficiently specific for the purpose, and
do more research if necessary (e.g., check for errors or omissions
in information using a T-chart).
• write articles of different lengths on given issues for publication(e.g.,
a rap poem or jingle, to express a personal view to the class; a
report for a community newspaper about a public meeting
on an environmental issue affecting local neighbourhoods; an
autobiography for a youth magazine, web page or blog).

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 BASIC 8 Strand 4:Writing Sub-Strand 1: Production and Distribution of Writing

CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B8.4.2. 2.4. Create dialogues among multiple interlocutors on CC8.3: Use appropriate diction and sentences
different themes for narratives, persuasive imaginative and
expository purposes
• Writing dialogues of different lengths on given topics by using the
following strategies: PL6.8: Actively assist group identify changes or
modifications necessary in the group activities
o Write the names of the characters on the left side of the page;
and work towards carrying out those duties
o Use a colon after the name of the character who is speaking;
DL5.3: Ability to find and utilise digital content
o Use a new line to indicate each new speaker;
o Advice to characters (or readers) on how to speak or present the Communication and Presentation
action must be given in brackets before the words are spoken;
o Sketch a scenario before you start writing.

B8.4.2. 2.5. Compose speeches for different purposes and CC8.3: Use appropriate diction and sentences
occasions. for narratives, persuasive imaginative and
expository purposes
• Write a speech by combining narrative, descriptive, explanatory and
persuasive skills to make both logical and emotional appeals: PL6.8: Actively assist group identify changes or
modifications necessary in the group activities
o Tell what you are going to tell them (introduction).
and work towards carrying out those duties
o Tell them (body).
DL5.3: Ability to find and utilise digital content
o Tell them what you told them (conclusion).
Communication and Presentation

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 STRAND 4: WRITING
SUB-STRAND 3: BUILDING AND PRESENT KNOWLEDGE

CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B8.4.3.1: Research B8.4.3.1.1. Use information from non-text sources (figures, CC8.3: Use appropriate diction and sentences
to build and present tables graphs, and maps) to support ideas in writing for narratives, persuasive imaginative and
knowledge expository purposes
• Interpret non-textual elements, such as figures, tables, graphs and
maps. PL6.8: Actively assist group identify changes or
modifications necessary in the group activities
• Use the information retrieved to support ideas/opinions in writing. and work towards carrying out those duties
DL5.3: Ability to find and utilise digital content
Communication and Presentation

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 STRAND 5: LITERATURE
SUB-STRAND 1: NARRATIVE, DRAMA AND POETRY

CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B8.5.1.1: Demonstrate B8.5.1.1.1. Analyse the types of characters in texts CC9.6: Ability to work with all group
understanding of how members to complete a task
• Narrative
various elements
CP5.1: Ability to combine information
of literary genres o Examine the different types of characters (round/dynamic and
and ideas from several sources to reach a
contribute to meaning flat/static) in texts.
conclusion
o Compare different types of characters in two texts.
PL5.6: Ability to set and maintain personal
o Create texts to illustrate different types of characters.
standards and values
• Drama
o Examine the different types of characters (round/dynamic and
flat/static) in texts.
o Compare different types of characters in two texts.
o Create texts to illustrate different types of characters.
o Perform drama created.

B8.5.1.1.2. Examine the features of different types of poems CG5.4: Develop and exhibit a sense of cultural
identity
• Identify and recognise the types of poems(sonnet, acrostic, haiku
etc.).
• Compose different types of poems(sonnet, acrostic, haiku etc.).
• Perform different types of poems.

B8.5.1.1.3.Examine how monologues and dialogues are used to CI5.5: Ability to try new alternatives and
convey characters in narratives and play scripts (drama) different approaches
• Identify monologues and dialogues in texts.
• Create dialogue and monologue using appropriate punctuation.

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 BASIC 8 Strand 5: Literature Sub-Strand 1: Narrative, Drama and Poetry

CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B8.5.1.1.4. Use literary devices (euphemism, hyperbole, DL5.5: Evaluate the quality and validity of
onomatopoeia, etc.) in texts information
• Identify the use of euphemism, hyperbole, onomatopoeia etc. in
selected narrative, poetry and drama.
• Use euphemism, hyperbole, onomatopoeia etc. in speech and
writing.

B8.5.1.1.5. Analyse the sequence of events in film/media,

narratives and play scripts (drama)
• Identify and narrate events in film/media, narratives and play
scripts (drama).
• Analyse events in film/media, narratives and play scripts
(drama).
• Create film/media, narratives and play scripts(drama).

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 BASIC 9

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 STRAND 1: ORAL LANGUAGE (LISTENING AND SPEAKING)
SUB-STRAND: CONVERSATION/EVERYDAY DISCOURSE

CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B9.1.1.1: Demonstrate B9.1.1.1.1. Use appropriate register in everyday communication CC7.5: Identify and analyse different points of
the use of appropriate (informal and formal) with diverse partners on grade-level view of speaker
language orally in topics/texts/issue
CC8.2: Explain ideas in a clear order with
specific situations
• Identify some slang words and jargon accepted locally and relevant details, using correct construction and
internationally. structure of speech
• Use these in conversation on grade-level topics/texts/issues, PL6.8: Actively assist group to identify changes
or modifications necessary in the group
e.g. informal (talking about music, sports, hobbies, going out with activities and work towards carrying out those
friends, social media,) the cause of poor academic performance. duties
• Create and act scenes on texts/issues/topics using both formal and
CI 6.7: Look and think about things differently
informal register to distinguish characters.
and from different perspectives
Communication and Presentation

B9.1.1.1.2. Ask questions that link the ideas of several speakers CC7.5: Identify and analyse different points of
and respond to others’ questions in a discussion view of speaker
• Use open ended questions to enable speaker link ideas of other CC8.2: Explain ideas in a clear order with
speakers on topics/issues. relevant details, using correct construction and
structure of speech
E.g.
o In your opinion, what are the views of people on…? PL6.8: Actively assist group to identify changes
or modifications necessary in the group
o What are the views of people on…?
activities and work towards carrying out those
o How do you think we should . . .? duties
o Why don’t you …?
CI 6.7: Look and think about things differently
o Which of these do you prefer... .? and from different perspectives
• Listen attentively to view points on topics/issues in a conversation Digital Literacy
and respond appropriately.
Communication and Presentation
• Engage in conversations on topics/issues with several speakers and
respond to different views.

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 BASIC 9 Strand 1: Oral Language (Listening and Speaking) Sub-Strand: Conversation/Everyday Discourse

CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B9.1.1.1.3. Use appropriate language and open-ended questions CC7.5: Identify and analyse different points of
to discuss grade-level national issues view of speaker
• Identify grade-level national issues (the youth in agriculture, CC8.2: Explain ideas in a clear order with
sanitation, life style diseases). relevant detail, using correct construction and
structure of speech
• Discuss grade-level national issues with several speakers, using
appropriate register and open ended questions. PL6.8: Actively assist group to identify changes
or modifications necessary in the group
activities and work towards carrying out those
duties
CI 6.7: Look and think about things differently
and from different perspectives
Communication and Presentation

B9.1.1.1.4. Give opinions and advice on a range of everyday CC7.5: Identify and analyse different points of
issues and situations clearly view of speaker
• Identify a range of everyday issues, e.g. road/domestic accidents, CC8.2: Explain ideas in a clear order with
domestic violence, child abuse. relevant detail, using correct construction and
structure of speech
• Engage in conversations on these issues giving your opinions and
advice. PL6.8: Actively assist group to identify changes
or modifications necessary in the group
activities and work towards carrying out those
duties
CI 6.7: Look and think about things differently
and from different perspectives
Communication and Presentation

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 BASIC 9 Strand 1: Oral Language (Listening and Speaking) Sub-Strand: Conversation/Everyday Discourse

CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B9.1.1.1.5. Demonstrate appropriate turn taking and use CC7.5: Identify and analyse different points of
techniques for effective argument (debating) view of speaker
• Identify interesting topic/issues appropriate for argument and CC8.2: Explain ideas in a clear order with
debate e.g. children should be allowed to take decisions on matters relevant detail, using correct construction and
concerning them. structure of speech

• Engage in arguments and debates on topics/issues using appropriate PL6.8: Actively assist group to identify changes
register. or modifications necessary in the group
activities and work towards carrying out those
• Observe and use the skills of turn taking in arguments and debates. duties
CI 6.7: Look and think about things differently
and from different perspectives

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 STRAND 1: ORAL LANGUAGE
SUB-STRAND 2: LISTENING COMPREHENSION

CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B9.1.2.1: Demonstrate B9.1.2.1.1. Listen to audio-visual texts attentively and support CC7.5: Identify and analyse different points of
the ability to listen to ideas with vocabulary/ language/figures view of speaker
extended reading and
• Listen to, and watch audio-visuals for about 200 words per 2 CC8.2: Explain ideas in a clear order with
identify key information
minutes and write key information (message, theme, tone, mood, relevant details, using correct construction and
character) from them. structure of speech
Examples of audio -visual texts include: PL6.8: Actively assist group to identify changes
o Films or modifications necessary in the group
o Television programmes activities and work towards carrying out those
o Documentaries duties
o Recordings CI 6.7: Look and think about things differently
o Radio programmes and from different perspectives
o Music videos
o Dramas
• Make inferences (about purpose, intention, theme/ message) and
simple connections to real life and personal experiences.

• B9.1.2.1.2. Initiate and participate in meaningful and CC7.5: Identify and analyse different points of
collaborative discussions using texts and related materials, view of speaker
building on others’ ideas and expressing their own clearly CC8.2: Explain ideas in a clear order with
and persuasively relevant details, using correct construction and
• Listen to and identify key issues in level-appropriate texts/speeches/ structure of speech
dialogues e.g. argumentative texts, news, presentations. PL6.8: Actively assist group to identify changes
or modifications necessary in the group
• Initiate discussions on ideas and share opinions on level-appropriate
activities and work towards carrying out those
texts/speeches/dialogues.
duties
• Engage in conferences to discuss ideas noted from texts/speeches/
CI 6.7: Look and think about things differently
dialogues and express your own clearly and persuasively. and from different perspectives

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 STRAND 1: ORAL LANGUAGE
SUB-STRAND 3: ENGLISH SOUNDS

CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B9.1.3.1: Articulate B9.1.3.1.1. Produce /r/ and /l/ sounds in different positions in CC7.5: Identify and analyse different points of
English speech sounds word view of speaker
to develop confidence
• Listen to and produce /r/ and /l/ in different positions in words. CC8.2: Explain ideas in a clear order with
and skills in listening and
relevant details, using correct construction and
speaking Positions in words
structure of speech
o Beginning
PL6.8: Actively assist group to identify changes
o Middle or modifications necessary in the group
o End activities and work towards carrying out those
• Distinguish between the sounds and reproduce them in speech. duties
CI 6.7: Look and think about things differently
and from different perspectives

B9.1.3.1.2.Produce consonant clusters in context CC7.5: Identify and analyse different points of
view of speaker
• Listen to texts and produce consonant clusters in context (e.g. pl,
pr, cr, cl, tr, sm, sp, spl, spr, gh, etc.). CC8.2: Explain ideas in a clear order with
relevant details, using correct construction and
• Produce consonant clusters accurately in connected speech. structure of speech
PL6.8: Actively assist group to identify changes
or modifications necessary in the group
activities and work towards carrying out those
duties

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 BASIC 9 Strand 1: Oral Language (Listening and Speaking) Sub-Strand 3: English Sounds

CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B9.1.3.1.3. Produce mono-syllabic and di-syllabic words with CC7.5: Identify and analyse different points of
accurate stress in speech view of speaker
• Listen to and produce mono and di-syllabic words in context CC8.2: Explain ideas in a clear order with
(dialogues). relevant details, using correct construction and
structure of speech
• Listen to and write words containing di-syllabic words, e.g. travel,
visit, etc. PL6.8: Actively assist group to identify changes
or modifications necessary in the group
• Produce mono and di-syllabic words accurately in speech. activities and work towards carrying out those
duties
CI 6.7: Look and think about things differently
and from different perspectives

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 STRAND 2: READING
SUB-STRAND 1: COMPREHENSION

CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B9.2.1.1: Demonstrate B9.2.1.1.1. Read a variety of grade level texts and CC8.2: Explain ideas in a clear order with
increasing confidence and demonstrate understanding relevant details, using correct construction and
enjoyment in independent structure of speech
• Read a variety of age-appropriate texts for enjoyment and
reading.
knowledge. PL6.8: Actively assist group to identify changes
necessary in the group activities and work
• Set specific learning purposes to be achieved at the end of the towards carrying out those duties
reading task.
DL5.5: Evaluate the quality and validity of
• Apply appropriate strategies to answer questions on the information
texts.
Communication and Presentation

B9.2.1.1.2. Reflect on how reading impacts self and CC8.2: Explain ideas in a clear order with
others see the world (contrasting viewpoints, evaluating relevant details, using correct construction and
reasoning, determining importance or credibility) structure of speech
• Read a variety of texts. PL6.8: Actively assist group to identify changes
necessary in the group activities and work
• Identify texts that give general view of oneself and others.
towards carrying out those duties
• Identify the different points of view through different DL5.5: Evaluate the quality and validity of
approaches and texts. information
• Compare the views of others in achieving success. Communication and Presentation
• Peer edit information gathered.

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 BASIC 9 Strand 2: Reading Sub-Strand 1: Comprehension

CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B9.2.1.1.3. Evaluate ways that the media helps to CC8.2: Explain ideas in a clear order with
disseminate information via different text types relevant details, using correct construction and
structure of speech
• Gather samples of media messages/articles/stories kindle)
from credible sources. PL6.8: Actively assist group to identify changes
necessary in the group activities and work
• Critique these messages and suggest improvements. towards carrying out those duties
• Identify better ways to use the media for messaging. DL5.5: Evaluate the quality and validity of
• Create your own articles/stories etc. and post using ICT. information
Communication and Presentation
B9.2.1.1.4. Expand various ideas and perspectives in texts CC8.2: Explain ideas in a clear order with
relevant details, using correct construction and
• Read a level appropriate text.
structure of speech
• Identify the main ideas and the writer’s point of view.
PL6.8: Actively assist group to identify changes
• Compare own ideas with other points of view. necessary in the group activities and work
towards carrying out those duties
• Peer review other ideas.
DL5.5: Evaluate the quality and validity of
• Put ideas together to expand the different perspectives. information
Communication and Presentation

B9.2.1.2: Read, B9.2.1.2.1. Read given text, within a specific time, for CC8.2: Explain ideas in a clear order with
comprehend, and analyse specific information relevant details, using correct construction and
varieties of texts structure of speech
• Read age-appropriate texts for the main ideas.
PL6.8: Actively assist group to identify changes
• Read within given time for specific information.
necessary in the group activities and work
• Answer simple questions on the texts. towards carrying out those duties
• Peer review the information gathered. DL5.5: Evaluate the quality and validity of
information
Communication and Presentation

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 BASIC 9 Strand 2: Reading Sub-Strand 1: Comprehension

CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B9.2.1.2.2. Make predictions, identify patterns and CC8.2: Explain ideas in a clear order with
relationships of ideas to analyse texts relevant details, using correct construction and
structure of speech
• Read a set text.
PL6.8: Actively assist group to identify changes
• Using prediction, make a summary of the main ideas.
necessary in the group activities and work
• Follow up with other strategies to find patterns and towards carrying out those duties
relationships between ideas. DL5.5: Evaluate the quality and validity of
• Put all information together and peer edit. information
Communication and Presentation
B9.2.1.2.3. Make generalisations from text and link to real CC8.2: Explain ideas in a clear order with
life situations relevant details, using correct construction and
structure of speech
• Read a text and identify specific patterns that form
generalisations. PL6.8: Actively assist group to identify changes
necessary in the group activities and work
• Identify the highest points and link to real life situations. towards carrying out those duties
• Modify portions of texts to suit the realities of life. DL5.5: Evaluate the quality and validity of
information
Communication and Presentation

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 BASIC 9 Strand 2: Reading Sub-Strand 1: Comprehension

CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B9.2.1.2.4. Compare the language, style, structure and CC8.2: Explain ideas in a clear order with
purpose, as well as the ideas/information from different relevant details, using correct construction and
types of texts structure of speech
• Have different types of texts: PL6.8: Actively assist group to identify changes
necessary in the group activities and work
o narrative
towards carrying out those duties
o expository
DL5.5: Evaluate the quality and validity of
o procedural
information
• Compare the language, style, structure and purpose, as well as
the ideas/themes/information in any two related texts. Communication and Presentation

• Compare ideas through discussion, notes etc.

B9.2.1.2.5. Read silently and answer more complex CC8.2: Explain ideas in a clear order with
comprehension questions on texts /passages relevant details, using correct construction and
structure of speech
• Skim for details.
PL6.8: Actively assist group to identify changes
• Scan for main ideas.
necessary in the group activities and work
• Read for details and answer questions. towards carrying out those duties
• Relate passages to personal experiences. DL5.5: Evaluate the quality and validity of
information
Communication and Presentation

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 BASIC 9 Strand 2: Reading Sub-Strand 1: Comprehension

CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B9.2.1.2.6. Show the effect a text has on the reader CC8.2: Explain ideas in a clear order with
relevant details, using correct construction and
• Identify different literary devices used by the writer
structure of speech
• Link the effect of the devices to the meaning of the text.
PL6.8: Actively assist group to identify changes
• Identify the impact of literary devices on the reader and how necessary in the group activities and work
they add to meaning. towards carrying out those duties
DL5.5: Evaluate the quality and validity of
information
Communication and Presentation
B9.2.1.2.7. Interpret use of words/ phases (figurative, CC8.2: Explain ideas in a clear order with
symbolic, sensory) in complex texts relevant details, using correct construction and
structure of speech
• Read a variety of texts.
PL6.8: Actively assist group to identify changes
• Interpret text in simple sentences.
necessary in the group activities and work
• Identify the use of imagery for meaning; towards carrying out those duties
o The senses DL5.5: Evaluate the quality and validity of
o Symbolism information
o Figurative language Communication and Presentation
• Identify how language (words/ phrases) helps with interpreting
meaning.

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 BASIC 9 Strand 2: Reading Sub-Strand 1: Comprehension

CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B9.2.1.2.8. Demonstrate conceptual understanding of CC8.2: Explain ideas in a clear order with
academic, domain-specific, and technical vocabulary in relevant details, using correct construction and
varied context structure of speech
• Identify the use of different registers for specific texts. PL6.8: Actively assist group to identify changes
necessary in the group activities and work
• Read texts that make distinctions in language use for a variety
towards carrying out those duties
of purpose.
DL5.5: Evaluate the quality and validity of
• Use the right vocabulary in complex sentences/paragraphs. information
Communication and Presentation
B9.2.1.2.9 Make conceptual connections between known CC8.2: Explain ideas in a clear order with
and unknown words/phrases and analyse nuances of words/ relevant details, using correct construction and
phrases in texts structure of speech
• Read grade-appropriate texts. PL6.8: Actively assist group to identify changes
necessary in the group activities and work
• Identify known and unknown words meaningfully.
towards carrying out those duties
• Connect these words and phrases to the text and analyse the DL5.5: Evaluate the quality and validity of
effect. information
Communication and Presentation

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 STRAND 2: READING
SUB-STRAND 2: SUMMARISING

CONTENT
INDICATORS AND EXEMPLARS CORE COMPETENCIES
STANDARDS
B9.2.1.3: Cite the textual B9.2.1.3.1. Analyse critically a given text in entirety and CC8.2: Explain ideas in a clear order with
evidence that supports provide an objective summary relevant details, using correct construction and
an analysis of what the structure of speech
• Analyse a text.
text says, determining
PL6.8: Actively assist group to identify changes
the central idea of a text • Identify the main and supporting ideas.
necessary in the group activities and work
and provide an objective • Provide an objective summary on the text. towards carrying out those duties
summary
Provide answer questions for summary questions. DL5.5: Evaluate the quality and validity of
information
Communication and Presentation

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 STRAND 3: GRAMMAR USAGE
SUB-STRAND 1: GRAMMAR

CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B9.3.1.1: Apply the B9.3.1.1.1. Use noun phrases accurately in context CC8.2: Explain ideas in a clear order with
knowledge of phrases relevant details, using correct construction and
• Use noun phrases in texts.
and clauses and structure of speech
their functions in e.g.
PL6.8: Actively assist group to identify
Communication. i. I want a dress for Christmas. changes necessary in the group activities and
ii. The brown kente vase is up for sale. work towards carrying out those duties
iii. I saw a beautiful bird. DL5.3: Ability to find and utilise digital content
iv. Kwaku lives in a blue dorm.
Communication and Presentation
v. Having been a chef, he knew how to bake).
• Determine and discuss the functions of noun phrases in texts.
Functions:
o subject of sentences – The tall lady teaches English in
Bakano JHS.
o subject complement – The man is an awesome welder.
o direct object of transitive verbs – I like the sleek Apple
laptop.
o objects of prepositions – He bought a vehicle for the
winner of the race.
o apposition – My hometown, Tamale, is a wonderful place.
Kwame Aidoo, the class prefect of Grade 8, is my friend.

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 BASIC 9 Strand 3: Grammar Usage Sub-Strand 1: Grammar

CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B9.3.1.1.2. Demonstrate command using multiple adjectives in CC8.2: Explain ideas in a clear order with
the correct order, and using quantifiers effectively in speaking relevant details, using correct construction and
and writing structure of speech
• Use adjective phrases to provide vivid descriptions of: PL6.8: Actively assist group to identify changes
or modifications necessary in the group
o Participants - The dazzlingly beautiful winner walked down
activities and work towards carrying out those
the aisle. The man covered with mud crawled his way out of
duties
the mudslide.
o Settings – The journey begun on a rainy Monday morning. DL5.3: Ability to find and utilise digital content
o Materials - Amma is wearing a bright coloured African print. Communication and Presentation
o Objects - The old rickety bus stopped in the middle of the road.

B9.3.1.1.3. Use more complex phrasal verbs accurately in speech CC8.2: Explain ideas in a clear order with
and writing relevant details, using correct construction and
structure of speech
• Identify phrasal verbs in texts and determine what they mean in
context (come after, come along, blow up, make up, etc). PL6.8: Actively assist group to identify changes
or modifications necessary in the group
• Use phrasal verbs in developing meaningful paragraphs. activities and work towards carrying out those
duties
DL5.3: Ability to find and utilise digital content
Communication and Presentation

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 BASIC 9 Strand 3: Grammar Usage Sub-Strand 1: Grammar

CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B9.3.1.1.4. Use the knowledge of the adverbial phrase and its CC8.2: Explain ideas in a clear order with
functions relevant details, using correct construction and
structure of speech
• Use adverb phrases to:
PL6.8: Actively assist group to identify changes
o Describe how — e.g. Aysha passed the exam quite easily. or modifications necessary in the group
o Describe where — e.g. I met Kwame near the bridge. activities and work towards carrying out those
o Describe why — e.g. The law was abolished to end duties
discrimination of girls in school. DL5.3: Ability to find and utilise digital content
o Describe when — e.g. The disgraced thief left the scene as Communication and Presentation
quickly as possible.

B9.3.1.2: Demonstrate B9.3.1.2.1. Use conditional sentences in communication to CC8.2: Explain ideas in a clear order with
understanding of the use indicate an impossible condition in the past and its probable relevant details, using correct construction and
of conditional tenses in result structure of speech
communication PL6.8: Actively assist group to identify changes
• Use if- clauses to construct conditional sentences (type 3) to refer
to an impossible condition in the past and its probable result. or modifications necessary in the group
activities and work towards carrying out those
E.g. If I had worked harder, I would have passed the exam. You could have duties
been on time if you had caught the bus.
DL5.3: Ability to find and utilise digital content
• Construct and analyse given conditional sentences (1-3) into main Communication and Presentation
clauses and subordinate clauses (if-clauses).

B9.3.1.2.2. Use defining and non-defining relative clauses CC8.2: Explain ideas in a clear order with
appropriately in speech and writing. relevant details, using correct construction and
structure of speech
• Apply the functions of dependent and independent clauses in
sentences and texts. PL6.8: Actively assist group to identify changes
or modifications necessary in the group
activities and work towards carrying out those
duties
DL5.3: Ability to find and utilise digital content
Communication and Presentation

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 BASIC 9 Strand 3: Grammar Usage Sub-Strand 1: Grammar

CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B9.3.1.3: Demonstrate B9.3.1.3.1. Identify and use subject and predicate in texts CC8.2: Explain ideas in a clear order with
command of structural relevant details, using correct construction and
• Distinguish elements of a sentence.
and functional use of structure of speech
sentences • Use the knowledge of the composition of subject. PL6.8: Actively assist group to identify changes
• Know the composition of predicate of a sentence. or modifications necessary in the group
activities and work towards carrying out those
duties
DL5.3: Ability to find and utilise digital content
Communication and Presentation

B9.3.1.4: Demonstrate B9.3.1.4.1. Use passive forms appropriately in speech and in CC8.2: Explain ideas in a clear order with
mastery of the use of writing relevant details, using correct construction and
active and passive voice structure of speech
• Change active to passive sentences.
PL6.8: Actively assist group to identify changes
• Construct an opinion using active and passive sentences in speech or modifications necessary in the group
and in writing. activities and work towards carrying out those
duties
DL5.3: Ability to find and utilise digital content
Communication and Presentation

B9.3.1.3.2. Demonstrate command of the use of reported CC8.2: Explain ideas in a clear order with
speech relevant details, using correct construction and
structure of speech
• Use reported speech in oral communication.
PL6.8: Actively assist group to identify changes
• Compose text using reported speech. or modifications necessary in the group
activities and work towards carrying out those
duties
DL5.3: Ability to find and utilise digital content
Communication and Presentation

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 STRAND 3: GRAMMAR
SUB-STRAND 2: PUNCTUATION AND CAPITALISATION

CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B9.3.1.1: Demonstrate B9.3.1.1.1. Identify and use punctuation marks (dash, hyphen, CC8.2: Explain ideas in a clear order with
mastery of capitalisation bracket) in context relevant details, using correct construction and
and punctuation in structure of speech
• Use the dash to:
communication PL6.8: Actively assist group to identify changes
o mark the beginning and the end of an interruption in a sentence. or modifications necessary in the group
E.g. My son - where has he gone - will be happy to see you. activities and work towards carrying out those
o introduce an explanation of a word or an expression earlier duties
mentioned. DL5.3: Ability to find and utilise digital content
E.g. It was not a lion - it was a tiger - furiously lashing its way Communication and Presentation
through the undergrowth.
o introduce a list. E.g. Everyone needs good qualities – loyalty,
discipline, honesty etc.
• Use hyphen to:
o form compound words. E.g. father-in-law
o join words in attributive compound. E.g. a well-known artist
o join a prefix to a root word. E.g. co-ordinate
o mark expressions that look the same but different. E.g.
a poor-rate collection;
a poor rate-collection.
o separate two similar consonant or vowel sounds. E.g. pre-empt,
Ross-shire etc.
o indicate fractions or multipliers. E.g. two-thirds, hundred-folds
etc

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 BASIC 9 Strand 3: Grammar Usage Sub-Strand 2: Punctuation and Capitalisation

CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

• Use the hyphen at the end of a line when writing to indicate that the
word is not hyphenated. It is broken for lack of space. Such words
should be broken at a syllable. E.g. edu-cation, informa-tion etc.
o
She gave me informa-
tion about the lost boy.

• Use bracket to:

o enclose something that is added to the sentence but not
considered to be of major importance.
o offer explanation to something that was said earlier.
o enclose cross reference.

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 STRAND 3: GRAMMAR
SUB-STRAND 3: VOCABULARY

CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B9.3.3.1: Demonstrate B9.3.3.1.1. Interpret vocabulary appropriately in more complex CC8.2: Explain ideas in a clear order with
appropriate use texts relevant details, using correct construction and
of vocabulary and structure of speech
• Demonstrate appropriate use of vocabulary in context.
spelling conventions in
PL6.8: Actively assist group to identify changes
communication
or modifications necessary in the group
activities and work towards carrying out those
duties
DL5.3: Ability to find and utilise digital content
Communication and Presentation

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 STRAND 4: WRITING
SUB-STRAND 1: PRODUCTION AND DISTRIBUTION OF WRITING

CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B9.4.1.1: Develop, B9.4.1.1.1. Compose logically connected paragraphs to show CC8.3: Use appropriate diction and sentences
organise and express unity, completeness and coherence using appropriate cohesive for narratives, persuasive imaginative and
ideas coherently and devices, e.g., connectors, pronouns, repetition of vocabulary or expository purposes
cohesively in writing grammatical structures
PL6.8: Actively assist group identify changes
• Use coordinating conjunctions to join clauses in compound or modifications necessary in the group
sentences: and, but, nor, or, so, then, yet. activities and work towards carrying out those
duties
• Use subordinating conjunctions to join clauses in complex sentences:
DL5.3: Ability to find and utilise digital
o time clauses: when, before, after, since, while, as, until content
o conditional clauses: if, unless
Communication and Presentation
o purpose clauses: in order to, so that
o reason clauses: because, since, as
o result clauses: so that
o concessive clauses: although, though, while
o place clauses: where, wherever
o clauses of manner: as, like, the way.
• Expand sentences in to paragraphs using defining and non-defining
relative clauses. E.g. the men who stole the car were jailed. (defining)
The men, who stole the car, were jailed. (non-defining) differences
between the two may show in the comma marks.
• Use noun phrases, adjectival phrases and adverbial phrases to
expand sentences.
Much of this content is the same as B7. Relative clauses should be moved
into another section.

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 BASIC 9 Strand 4:Writing Sub-Strand 1: Production and Distribution of Writing

CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B9.4.1.1.2. Develop a paragraph to show paragraph unity CC8.3: Use appropriate diction and sentences
and completeness using supporting details (e.g. explanation, for narratives, persuasive imaginative and
elaboration, definition, examples) expository purposes
• Write paragraphs showing the topic sentence, minor and major PL6.8: Actively assist group identify changes
supporting sentences using transitional devices to bring about or modifications necessary in the group
cohesion and coherence, e.g. activities and work towards carrying out those
duties
o and, again, and then, besides, equally important, finally,
o whereas, but, yet, on the other hand, however, nevertheless DL5.3: Ability to find and utilise digital content
o yet, still, however, nevertheless, in spite of, Communication and Presentation

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 BASIC 9 Strand 4:Writing Sub-Strand 1: Production and Distribution of Writing

CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B9.4.1.2: Create B9.4.1.2.1. Compose more complex paragraphs using CC8.3: Use appropriate diction and sentences
different paragraphs a appropriate strategies for narratives, persuasive imaginative and
given topic expository purposes
• Write mixed paragraph (paragraph with the topic sentence located
in the middle) and periodic paragraphs (paragraph with the topic PL6.8: Actively assist group identify changes
sentence at the end) using transitional devices to create effect and or modifications necessary in the group
purpose. activities and work towards carrying out those
duties
• Organise sentences in a logical sequence to create coherence and
beauty that sustains interest in an introductory paragraph. DL5.3: Ability to find and utilise digital content
Communication and Presentation
• Use logical connectors to link sentences in a paragraph:
o ordering ideas: firstly, secondly, finally, etc.
o addition: moreover, furthermore, in addition, etc.
o similarity: similarly, likewise, in the same way, etc.
o contrast: however, nevertheless, although, though, on the other hand,
etc.
o cause/effect: because, therefore, as a result, consequently, etc.
o conditions: if, provided that, unless, etc.
o sequence in time: next, soon, after, then, later, suddenly, afterwards,
etc.
• Use logical connectors, pronouns and the repetition of words,
synonyms and antonyms to create cohesion and coherence and
unity and completeness of paragraph.

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 STRAND 4: WRITING
SUB-STRAND 2:TEXT TYPES AND PURPOSES

CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B9.4.2.1: Use a process B9.4.2.1.1. Create effective descriptive sentences when CC8.3: Use appropriate diction and sentences
approach to compose describing characters, settings or mood. for narratives, persuasive imaginative and
descriptive, narrative/ expository purposes
• Write descriptive essays using the following:
imaginative, informational
PL6.8: Actively assist group identify changes
and persuasive, o multiple, powerful adjectives for effect
or modifications necessary in the group
argumentative texts o sentence structure for effect e.g. frontloading, listing, climactic activities and work towards carrying out those
sentence structure duties
• Make selective use of detail for effect when describing a character.
DL5.3: Ability to find and utilise digital content
• Proofread to self-correct or peer-correct. Communication and Presentation

B9.4.2.1.2: use different narrative techniques to manipulate CC8.3: Use appropriate diction and sentences
time in a story for narratives, persuasive imaginative and
expository purposes
Compose narrative essays showing the following:
PL6.8: Actively assist group identify changes
• Backstory
or modifications necessary in the group
• Flashback and flash forward activities and work towards carrying out those
duties
• Foreshadowing
DL5.3: Ability to find and utilise digital
• Express feelings and thoughts through free writing on self-selected
content
topics, using emotive/ sensory details
Communication and Presentation

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 BASIC 9 Strand 4:Writing Sub-Strand 2:Text Types and Purposes

CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B9.4.2.1.2. Write a well-organised persuasive piece (e.g. CC8.3: Use appropriate diction and sentences
argumentative) that states and defends a position for narratives, persuasive imaginative and
expository purposes
• Compose an argumentative piece suitable following appropriate
format/style using process approach. PL6.8: Actively assist group identify changes or
modifications necessary in the group activities
• Use: and work towards carrying out those duties
o the simple present for conveying timeless statements and facts DL5.3: Ability to find and utilise digital content
o modals for persuasive effect and hedging
Communication and Presentation
o mental verbs (e.g. I think, I believe) for conveying a viewpoint
o verb phrases
• Write a rejoinder for publication noting the following:
o An address to the rejoinder. (own address. ...)
o A date. After the address comes a date
o A reference should be included. All rejoinders require
references.
o The recipient’s address.

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 BASIC 9 Strand 4:Writing Sub-Strand 2:Text Types and Purposes

CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B9.4.2.1.3. Write an informative, explanatory text on a familiar CC8.3: Use appropriate diction and sentences
or unfamiliar topic for narratives, persuasive imaginative and
expository purposes
• Write an informational text to show how and why something
happened: PL6.8: Actively assist group identify changes
or modifications necessary in the group
o Vividly describe a situation.
activities and work towards carrying out those
o Give details of how a problem/situation occurs duties
- show what needs to be done
DL5.3: Ability to find and utilise digital
- indicate how it needs to be done content
- tell why it will work
Communication and Presentation
• Use appropriate, objective language to explain points.
• Organise ideas and points in an information text logically.
• Using selected topics, write reports that are devoid of decisions
based on personal bias, cultural differences and any other criterion
that cannot be measured or proven

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 BASIC 9 Strand 4:Writing Sub-Strand 2:Text Types and Purposes

CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B9.4.2. 2: Apply writing B9.4.2.2.1. Compose formal writing (business letters, email, CC8.3: Use appropriate diction and sentences
skills to specific life minutes, programme agenda reports) on given topics using for narratives, persuasive imaginative and
situations appropriate format expository purposes
• Formal letters PL6.8: Actively assist group identify changes or
modifications necessary in the group activities
Use appropriate text features (e.g., section headings in letters/email,
and work towards carrying out those duties
main and sub-headings, bullets/numbering) to write various formal
letters on a variety of themes. DL5.3: Ability to find and utilise digital content
• Provide information, explain a situation and/or express points of Communication and Presentation
view:
• Describe, elaborate on and/or support/explain key points
• Apply the appropriate format (e.g. salutation in letters/email, signing
off for notes/letters).
• Use formal language, avoid using short forms and abbreviations.
• Edit/Proofread the writing for sense or meaning, and effect.
• Publish writing using various media including ICT.

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 BASIC 9 Strand 4:Writing Sub-Strand 2:Text Types and Purposes

CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B9.4.2. 2.2. Compose short text (flyers, posters, invitation cards, CC8.3: Use appropriate diction and sentences
email, etc. ) for different purposes and audiences for narratives, persuasive imaginative and
expository purposes
• Write flyers or posters of varied kinds using:
PL6.8: Actively assist group identify changes or
o Small size e.g. A5 paper
modifications necessary in the group activities
o Eye-catching headline, slogan or logo and work towards carrying out those duties
o Brief description of product
DL5.3: Ability to find and utilise digital content
o List of benefits or offers
Communication and Presentation
o Contact information e.g. website
o Include a visual and or a design element
• Design an invitation card to incorporate the following:
o Nature of the event
o Where it will take place
o Date and time (could include dress code)
o Name of invitee (could include RSVP)
o Could have a visual and or a design element
• Write emails to contacts, parents or teachers ensuring that the
following are present:
o The recipient’s address–which,in most cases, is the recipient’s
name and the server point. For example, aziz65(name)@gmail.
(server).
o CC: These may be additional recipients whose attention are
called to the email.
o Subject: This is a summary of the content of the email.
o Message
o Sender’s name and contact.

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 BASIC 9 Strand 4:Writing Sub-Strand 2:Text Types and Purposes

CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B9.4.2. 2.3. Write articles (short reports, letters and case CC8.3: Use appropriate diction and sentences
studies) on given issues for publication for narratives, persuasive imaginative and
expository purposes
• Write short reports, case studies and letters to the Editor on given
issues for publication, e.g. PL6.8: Actively assist group identify changes or
modifications necessary in the group activities
o Self-publication.
and work towards carrying out those duties
o Letters to the Editor.
DL5.3: Ability to find and utilise digital content
o Newspapers & publications with a staff of writers.
o Literary Magazines. Communication and Presentation
o Other types of magazines.
o Scholarly journals.
o Webzines.

B9.4.2. 2.4. Compose speeches for different purposes and Creativity and Innovation
occasions.
Communication and Collaboration
• Compose a speech: Personal Development and Leadership
o Tell what you’re going to tell them (introduction) Critical Thinking and Problem Solving
o Tell them (body).
Cultural Identity and Global Citizenship
o Tell them what you told them (conclusion).
• Use the following to create effect:
o Emotive adjectives e.g. ‘Wonderful, magnificent, fantastic,
disgraceful, shocking, outrageous.’
o Tripling e.g. “It’s your country, it’s my country, it’s our future!”
o Repetition
o Parallel sentence structure
o Powerful imagery e.g. “I have a dream.”
o Use of ‘we’ to include everyone (inclusive language) e.g. “We all
know… you and I agree…”

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 STRAND 4: WRITING
SUB-STRAND 3: BUILDING AND PRESENTING KNOWLEDGE

CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B9.4.3.1: Research B9.4.31.1. Conduct short research projects based on focused CC8.3: Use appropriate diction and sentences
to build and present questions, and present key findings in writing for narratives, persuasive imaginative and
knowledge expository purposes
• Identify issues of interest in your environment/school/community
and conduct an investigation on them based on focused questions. PL6.8: Actively assist group identify changes or
modifications necessary in the group activities
E.g. Investigating into the different brands of a product and their
and work towards carrying out those duties
prices, i.e., different brands of sachet/bottled water or variety of
cocoa products (production and price). DL5.3: Ability to find and utilise digital content
o Sample research questions Communication and Presentation
What are the different types of cocoa products found
in your area? How, where and from what is it produced?
Manufacturing companies, prices, advertising and marketing?
o Record, organise findings for presentation.
o Make a list of references to avoiding plagiarism.
o Individual/group presentation of findings.

NB: Digital sources can be used to collect data (information).

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 STRAND 5: LITERATURE
SUB-STRAND 1: NARRATIVE, DRAMA AND POETRY

CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B9.5.1.1: Demonstrate B9.5.1.1.1. Analyse the use of language to convey characters in CC8.3: Use appropriate diction and sentences
understanding of how film/media, narratives and play scripts for narratives, persuasive imaginative and
various elements expository purposes
• Describe characters by their appearance, what they do, say, and
of literary genres
what others say about them.
contribute to meaning

B9.5.1.1.2. Create monologues and dialogues narratives in play PL6.8: Actively assist group identify changes
scripts or modifications necessary in the group
activities and work towards carrying out those
• Identify monologues and dialogues in texts.
duties
• Create dialogue using appropriate punctuation.

B9.5.1.1.3. Analyse the sequence of events across texts DL5.3: Ability to find and utilise digital content
(descriptive, auto-biography, biography, narrative and play script/
drama
• Identify and explain the key events in film/media, narratives and play
scripts.
• Compare events across film/media, narratives and play scripts.
• Create film/media, narratives and play scripts.

B9.5.1.1.4. Create different types of poems Communication and Presentation

• Compose different types of poems (sonnet, acrostic, haiku etc.).
• Perform the different types of poems.

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 BASIC 9 Strand 5: Literature Sub-Strand 1: Narrative, Drama and Poetry

CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B9.5.1.1.5. Use literary devices (imagery) in texts

• Use imagery such as personification, simile, metaphors, idiomatic
expressions in speech and writing.
• Create and apply imagery such as personification, simile, metaphors,
idiomatic expressions.

B9.5.1.1.6.Analyse common themes in texts DL5.3: Ability to find and utilise digital content
• Identify common themes in film/media, narratives and play scripts. Communication and Presentation
• Analyse common themes in film/media, narratives and play scripts.
• Adapt a narrative form or style to compose own stories around
given theme.
• Use a range of ICT tools to present their composition.
Note: The teacher should always encourage learners to reflect
independently and critically on their writing.

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 BASIC 10

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 STRAND 1: ORAL LANGUAGE (LISTENING AND SPEAKING)
SUB-STRAND 1: CONVERSATION/EVERYDAY DISCOURSE

CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B10.1.1.1: Demonstrate B10.1.1.1.1. Use appropriate register in everyday CC7.5: Identify and analyse different points of
use of appropriate communication (informal and formal) with diverse partners on view of speaker
language orally in grade-level topics/texts/issues
CC8.2: Explain ideas in a clear order with
specific situations
• Create and act dialogues/skits using a combination of formal and relevant details, using correct construction and
informal register. structure of speech
• Use appropriate register accurately in spontaneous conversation. PL6.8: Actively assist group to identify changes
or modifications necessary in the group
activities and work towards carrying out those
duties
CI 6.7: Look and think about things differently
and from different perspectives

B10.1.1.1.2. Ask questions that link the ideas of several speakers CC7.5: Identify and analyse different points of
and respond to others’ questions and comments in a discussion view of speaker
• Use a range of more complex open-ended question types to conduct CC8.2: Explain ideas in a clear order with
oral interviews on level-appropriate topics/issues. relevant details, using correct construction and
structure of speech
Eg. How did you manage…and why?
How long will it take to…? Do I need. . .? PL6.8: Actively assist group to identify changes
or modifications necessary in the group
Which one is correct? Is there a better option?
activities and work towards carrying out those
How does that process work now? duties
What are the best things about that process?
CI 6.7: Look and think about things differently
• Initiate and use open-ended questions to get people to respond to and from different perspectives
and comment on level-appropriate issues/topics.

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 BASIC 10 Strand 1: Oral Language (Listening and Speaking) Sub-Strand 1: Conversation/Everyday Discourse

CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B10.1.1.1.3. Use appropriate language orally to discuss grade- CC7.5: Identify and analyse different points of
level global issues view of speaker
• Identify and explain grade-level global issues e.g. violence, kidnapping, CC8.2: Explain ideas in a clear order with
terrorism, child trafficking. relevant details, using correct construction and
structure of speech
• Discuss orally grade-level global issues/ topics using appropriate
language e.g. Register/Vocabulary/, phrasal verbs, idioms. PL6.8: Actively assist group to identify changes
or modifications necessary in the group
activities and work towards carrying out those
duties
CI 6.7: Look and think about things differently
and from different perspectives

B10.1.1.1.4. Use appropriate language to produce spontaneous CC7.5: Identify and analyse different points of
and planned spoken texts and present them in multi-modal view of speaker
ways, where appropriate
CC8.2: Explain ideas in a clear order with
• Identify types of spoken texts to address purpose, audience, context relevant details, using correct construction and
and culture. structure of speech
Eg. PL6.8: Actively assist group to identify changes
Conversations eg. Make request, panel discussion, carry out a or modifications necessary in the group
self-introduction. activities and work towards carrying out those
duties
Narratives eg. Elaborate on likes and dislikes, re-tell a story,
describe an activity, event or person. CI 6.7: Look and think about things differently
Expositions eg. A persuasive talk to convince the audience, and from different perspectives
reviews of movies/shows/ books.
• Use appropriate language to initiate conversation/discussions on
selected spoken texts.

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 STRAND 1: ORAL LANGUAGE (LISTENING AND SPEAKING)
SUB-STRAND 2: LISTENING COMPREHENSION

CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B10.1.2.1: Demonstrate B10.1.2.1.1 Listen to level-appropriate texts and use appropriate CC7.5: Identify and analyse different points of
the ability to listen to skills and strategies to process meaning view of speaker
extended reading and
• Listen to recorded texts/speeches/news/announcements/films/ CC8.2: Explain ideas in a clear order with
identify key information
images and use appropriate strategies to process meaning. relevant details, using correct construction and
Correct codes to B10 structure of speech
E.g.
PL6.8: Actively assist group to identify changes
o Identify the sequence of events or ideas
or modifications necessary in the group
o Compare and contrast information activities and work towards carrying out those
o Distinguish between cause and effect duties
• Discuss and present the information in groups. CI 6.7: Look and think about things differently
and from different perspectives

B10.1.2.1.2 Listen to and respond to audio and visual texts. Communication and Collaboration
• Listen to and identify ideas in audio texts/speeches/ news/ Personal Development and Leadership
announcements and visual texts. The listening should be 250 Digital Literacy
words/2 minutes 30 seconds.
• Initiate a discussion and share opinions, ideas from texts/speeches/
news/announcements and visual texts relating them to personal
experiences.

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 BASIC 10 Strand 1: Oral Language (Listening and Speaking) Sub-Strand 1: Conversation/Everyday Discourse

CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B10.1.3.1.3. Identify features of connected speech, including CC7.5: Identify and analyse different points of
stress patterns, tone, intonation view of speaker
• Listen to and identify words which are stressed in connected speech CC8.2: Explain ideas in a clear order with
e.g. nouns, verbs, etc. relevant details, using correct construction and
structure of speech
• Listen to connected speech and practice tone, intonation in a range
of texts. PL6.8: Actively assist group to identify changes
or modifications necessary in the group
• Listen to connected speech and practice the way sounds change activities and work towards carrying out those
from word level to connected speech. duties
• Use speech skills confidently to converse on a range of level CI 6.7: Look and think about things differently
appropriate topics/issues. and from different perspectives

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 STRAND 1: ORAL LANGUAGE (LISTENING AND SPEAKING)
SUB-STRAND 3: ENGLISH SOUNDS

CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B7.1.3.1: Articulate B10.1.3.1.1. Pronounce pure vowel sounds and diphthongs with CC7.5: Identify and analyse different points of
English speech sounds appropriate stress and intonation in context (words, phrases view of speaker
to develop confidence and clauses)
CC8.2: Explain ideas in a clear order with
and skills in listening and
• Listen to and pronounce words/phrases/clauses with correct stress relevant details, using correct construction and
speaking
and intonation. structure of speech
E.g.: export- noun PL6.8: Actively assist group to identify changes
export - verb or modifications necessary in the group
activities and work towards carrying out those
• Use appropriate and accurate stress and intonation in connected duties
speech/conversation.
CI 6.7: Look and think about things differently
and from different perspectives

B10.1.3.1.2. Demonstrate the use of appropriate stress patterns CC7.5: Identify and analyse different points of
in dialogues. view of speaker
• Listen to and identify stress patterns in level appropriate dialogues. CC8.2: Explain ideas in a clear order with
relevant details, using correct construction and
• Converse confidently using stress patterns appropriately.
structure of speech
PL6.8: Actively assist group to identify changes
or modifications necessary in the group
activities and work towards carrying out those
duties
CI 6.7: Look and think about things differently
and from different perspectives

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 STRAND 2: READING
SUB-STRAND 1: COMPREHENSION

CONTENT STANDARDS INDICATORS AND EXEMPLARS CORE COMPETENCIES

B10.2.1.1: Demonstrate B10.2.1.1.1. Use Monitoring and mental visualisation to CC8.2: Explain ideas in a clear order with
increasing confidence in engage and understand complex expository and information relevant detail, using correct construction and
independence in reading. texts structure of speech
• Read a variety of age-appropriate texts. PL6.8: Actively assist group to identify changes
necessary in the group activities and work
• Create mental pictures to aid understanding.
towards carrying out those duties
• Monitor own reading and self-correct. DL5.5: Evaluate the quality and validity of
• Engage in meaningful interaction with expository and narrative information
texts and peers. Communication and Presentation

B10.2.1.1.2. Use predicting and summarising to assess CC8.2: Explain ideas in a clear order with
and improve engagement and understanding of complex relevant detail, using correct construction and
expository and information texts structure of speech
• Use key ideas to predict the main ideas of the text. PL6.8: Actively assist group to identify changes
necessary in the group activities and work
• Summarise the main points into complex sentences in own
towards carrying out those duties
words.
DL5.5: Evaluate the quality and validity of
• Use complex information from text to help monitor understanding. information
Communication and Presentation

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 BASIC 10 Strand 2: Reading Sub-Strand 1: Comprehension

CONTENT STANDARDS INDICATORS AND EXEMPLARS CORE COMPETENCIES

B10.2.1.1.3.Generate and Answer questions to increase CC8.2: Explain ideas in a clear order with
confidence and independent reading of complex expository relevant detail, using correct construction and
structure of speech
• Read age appropriate texts.
PL6.8: Actively assist group to identify changes
• Monitor understanding and self-correct.
necessary in the group activities and work
• Answer questions accurately on the different texts. towards carrying out those duties
DL5.5: Evaluate the quality and validity of
information
Communication and Presentation
B10.2.1.1.4.Use text structure to consolidate confidence CC8.2: Explain ideas in a clear order with
and independence in reading complex expository and relevant detail, using correct construction and
information texts structure of speech
• Read a text closely for interpretation. PL6.8: Actively assist group to identify changes
necessary in the group activities and work
• Identify the text structure that is significant to helping with
towards carrying out those duties
meaning.
DL5.5: Evaluate the quality and validity of
• Engage texts and interpret to support understanding. information
• Monitor for understanding and self-correct to build confidence. Communication and Presentation
• Answer questions accurately.
B10.2.1.2: Read, B10.2.1.2.1. Evaluate the main features of more complex CC8.2: Explain ideas in a clear order with
comprehend, interpret texts relevant detail, using correct construction and
texts structure of speech
• Use samples of varied complex texts to identify other text
features ( apart from print, graphic, and organisational) PL6.8: Actively assist group to identify changes
necessary in the group activities and work
• Discuss how the text features aid in the comprehension of a towards carrying out those duties
text.
DL5.5: Evaluate the quality and validity of
• Examine other ways text organisation helps with meaning. information
Communication and Presentation

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 BASIC 10 Strand 2: Reading Sub-Strand 1: Comprehension

CONTENT STANDARDS INDICATORS AND EXEMPLARS CORE COMPETENCIES

B10.2.1.2.2. Use contextual clues to show explicit meaning of CC8.2: Explain ideas in a clear order with
of more complex texts relevant detail, using correct construction and
structure of speech
• Read level-appropriate texts with meaning.
PL6.8: Actively assist group to identify changes
• Find meanings of words in context.
necessary in the group activities and work
• Use these in meaningful sentences. towards carrying out those duties
DL5.5: Evaluate the quality and validity of
information
Communication and Presentation
B10.2.1.2.3.Use prior knowledge to show implicit meaning of CC8.2: Explain ideas in a clear order with
more complex texts relevant detail, using correct construction and
structure of speech
• Read level-appropriate text.
PL6.8: Actively assist group to identify changes
• Draw on experiences from the past to make meaning.
necessary in the group activities and work
• Make reference to experiences that bring meaning. towards carrying out those duties
• Relate the knowledge to find meaning to complex texts. DL5.5: Evaluate the quality and validity of
information
Communication and Presentation
B10.2.1.2.4.Interpret more complex texts pointing out attitudes, CC8.2: Explain ideas in a clear order with
opinions, biases and facts relevant detail, using correct construction and
structure of speech
• Read complex texts.
PL6.8: Actively assist group to identify changes
• Discuss writer’s attitude, opinions and biases.
necessary in the group activities and work
• Make a comparison and see how it links to meaning. towards carrying out those duties
• Answer questions accurately. DL5.5: Evaluate the quality and validity of
information
Communication and Presentation

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 BASIC 10 Strand 2: Reading Sub-Strand 1: Comprehension

CONTENT STANDARDS INDICATORS AND EXEMPLARS CORE COMPETENCIES

B10.2.2.1.5. Critique more complex texts showing personal CC8.2: Explain ideas in a clear order with
responses and supporting responses with textual evidences relevant detail, using correct construction and
structure of speech
• Read level appropriate texts and identify main ideas.
PL6.8: Actively assist group to identify changes
• Give a genuine response to the text.
necessary in the group activities and work
• Critique a text with supporting responses from personal towards carrying out those duties
experience, known facts and stated worldviews (back up with DL5.5: Evaluate the quality and validity of
clear demonstrable facts). information
Communication and Presentation

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 STRAND 2: READING
SUB-STRAND 2: SUMMARISING

CONTENT STANDARDS INDICATORS AND EXEMPLARS CORE COMPETENCIES

B10.2.2.1: Cite the textual B10.2.2.1.1. Use main and supporting ideas to Summarise CC8.2: Explain ideas in a clear order with
evidence that supports an complex texts relevant detail, using correct construction and
analysis of ideas contained structure of speech
• Identify the main ideas from text.
in a text and providing an
PL6.8: Actively assist group to identify changes
objective summary • Summarise the ideas into meaningful chunks.
necessary in the group activities and work
• Put the main ideas into sentences. towards carrying out those duties
• Answer specific questions with appropriate responses. DL5.5: Evaluate the quality and validity of
information
Communication and Presentation
B10.2.2.1.2.Answer questions on complex summary texts CC8.2: Explain ideas in a clear order with
relevant detail, using correct construction and
• Read level-appropriate texts.
structure of speech
• Follow the steps in summarising.
PL6.8: Actively assist group to identify changes
• Identify key ideas and use own words as possible. necessary in the group activities and work
towards carrying out those duties
• Answer factual and inferential questions on passage.
DL5.5: Evaluate the quality and validity of
.
information
Communication and Presentation

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 STRAND 3: GRAMMAR USAGE
SUB-STRAND 1: GRAMMAR

CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B10.3.1: Apply the B10.3.1.1.1. Demonstrate command of noun clauses in CC8.2: Explain ideas in a clear order with
knowledge of phrases sentences for communicative purposes relevant detail, using correct construction and
and clauses and structure of speech
• Use noun clauses to provide more information.
their functions in
PL6.8: Actively assist group to identify
Communication. E.g. Your assumption, that things will improve, is refreshing.
changes or modifications necessary in the
• Use noun clauses to convey specific meanings and add variety and group activities and work towards carrying out
interest to writing or presentations. those duties
E.g. DL5.3: Ability to find and utilise digital
o That we live in a surreal environment is an content
understatement. Communication and Presentation
o That we shall overcome is certain.
o The students are hopeful that they will pass the exam.

B10.3.1.1.2. Demonstrate command of adjectival clauses in CC8.2: Explain ideas in a clear order with
sentences for communicative purposes relevant detail, using correct construction and
structure of speech
• Use adjectival clauses to convey specific meanings and add variety
and interest to writing or presentations. PL6.8: Actively assist group to identify
changes or modifications necessary in the
E.g.
group activities and work towards carrying out
o The house where the teachers stay was renovated. those duties
o The reason why Kwame did visit us was given.
DL5.3: Ability to find and utilise digital
o The time when the thief escaped was 4pm. content
o The manner how Aziz runs reminds me of Usain Bolt.
Communication and Presentation

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 BASIC 10 Strand 3: Grammar Usage Sub-Strand 1: Grammar

CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B10.3.1.1.3. Demonstrate command of relative clauses in CC8.2: Explain ideas in a clear order with
sentences for communicative purposes relevant detail, using correct construction and
structure of speech
• Use relative clauses to convey specific meanings and add variety and
interest to writing or presentations: PL6.8: Actively assist group to identify changes
or modifications necessary in the group
o The student who won the race has been awarded.
activities and work towards carrying out those
o The book that was found belongs to Justina. duties
o Kojo picked the ruler which I left on the table.
DL5.3: Ability to find and utilise digital content
o Kojo picked the ruler I left on the table.
Communication and Presentation
o This is the politician whose dog was shot.
o The English teacher whom we met is my uncle.
o The man, who won the scholarship, is my elder brother.
o The man who won the scholarship is my elder brother.

B10.3.1.1.4. Demonstrate command of adverbial clauses in CC8.2: Explain ideas in a clear order with
sentences for communicative purposes relevant detail, using correct construction and
structure of speech
• Use adverbial clauses to convey specific meanings and add variety
and interest to writing or presentations: PL6.8: Actively assist group to identify changes
or modifications necessary in the group
o Time: The student entered before the Mr. Koranteng arrived.
activities and work towards carrying out those
o Place: He sleeps wherever he finds convenient. duties
o Purpose: We have studied so that we might pass the exam). DL5.3: Ability to find and utilise digital content
o Result: He studied so he passed the exam.
Communication and Presentation
o Comparison: Kwaku runs faster than I can.
o Reason: We have gone to the library because we want to read.
o Concession: Though times were difficult, we passed our exams.
o Manner: Dede speaks like Sir Karim does.
o Condition: You will pass if you study well.

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 BASIC 10 Strand 3: Grammar Usage Sub-Strand 1: Grammar

CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B10.3.1.2: B10.3.1.2.1. Analyse accurately the elements within the subject CC8.2: Explain ideas in a clear order with
and predicate relevant detail, using correct construction and
Demonstrate command
structure of speech
of structural and • Identify the elements (subject, verb, object, adjunct) that make up a
functional use of sentence. PL6.8: Actively assist group to identify changes
sentences or modifications necessary in the group
• Explore the use of subject and predicate in sentences. activities and work towards carrying out those
duties
DL5.3: Ability to find and utilise digital content
Communication and Presentation

B10.3.1.3: Understand B10.3.1.3.1. Apply the knowledge of the rules when converting CC8.2: Explain ideas in a clear order with
and use direct and indirect speech into direct speech relevant detail, using correct construction and
reported speech structure of speech
• Use reported speech in different situations, e.g. everyday discourse,
appropriately
news reporting etc. PL6.8: Actively assist group to identify changes
or modifications necessary in the group
E.g.
activities and work towards carrying out those
o Kwame pleaded he needed more time for the test. duties
o Afua promised she would see me the next day.
DL5.3: Ability to find and utilise digital content
o The teacher screamed she wanted to see the student then.
Communication and Presentation
o The teacher told the student that was the correct answer.
o Genevieve said that she had won the contest.
o Justina said she lived there.
NB: Learners should be guided to discover the rules for converting
indirect speech into direct speech in context.
o Change the past tense into present tense wherever the reporting
verb is in the past tense.
o Convert the past perfect either into past tense or present
perfect as found necessary.

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 STRAND 3: GRAMMAR
SUB-STRAND 2: PUNCTUATION AND CAPITALISATION

CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B10.3.1.1: Demonstrate B10.3.1.1.1. Identify and use punctuation marks (parenthesis, CC8.2: Explain ideas in a clear order with
mastery of capitalisation quotation marks) in context relevant detail, using correct construction and
and punctuation in structure of speech
• Use parenthesis appropriately to provide additional information in
communication
texts. PL6.8: Actively assist group to identify changes
or modifications necessary in the group
E.g. The president (and his assistant) travelled by private jet.
activities and work towards carrying out those
• Create texts using parenthesis and quotation marks. duties
DL5.3: Ability to find and utilise digital content
Communication and Presentation

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 STRAND 3: GRAMMAR
SUB-STRAND 3: VOCABULARY

CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B10.3.3.1Demonstrate B10.3.3.1.1. Identify and use vocabulary appropriately in speech CC8.2: Explain ideas in a clear order with
appropriate use of and writing relevant detail, using correct construction and
vocabulary and in structure of speech
• Create texts incorporating the right vocabulary and expressions:
communication
PL6.8: Actively assist group to identify changes
o Proverbs
or modifications necessary in the group
o Complex phrasal verbs activities and work towards carrying out those
o Idioms duties
o Idiomatic expressions DL5.3: Ability to find and utilise digital content
• Analyse the meaning of proverbs, complex phrasal verbs, and
Communication and Presentation
idiomatic expressions in given passages.
• Use proverbs, complex phrasal verbs, and idiomatic expressions
to convey specific meanings and add variety and interest to enrich
communication.

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 STRAND 4: WRITING
SUB-STRAND 1: PRODUCTION AND DISTRIBUTION OF WRITING

CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B10.4.1.1: Develop, B10.4.1.1.1. Use an extended range of cohesive devices(e.g., CC8.3: Use appropriate diction and sentences
organise and express connectors to show addition, contrast, results etc.) to improve for narratives, persuasive imaginative and
ideas coherently and intra and inter-paragraph coherence expository purposes
cohesively in writing
• Write paragraphs using cohesive devices effectively to achieve PL6.8: Actively assist group to identify changes
coherence in them. Examples include: or modifications necessary in the group
activities and work towards carrying out those
o To Add: next, lastly, what’s more, moreover, in addition, then,
duties
besides, equally important, finally, further, furthermore etc.
o To Compare: whereas, on the other hand, however, DL5.3: Ability to find and utilise digital content
nevertheless, on the contrary, by comparison, where, compared Communication and Presentation
to, up against, balanced against, vis a vis, although, conversely,
meanwhile, after all, in contrast, although this may be true…
o To Prove: because, for, since, obviously, evidently, furthermore,
moreover, besides, indeed, in fact, in addition, in any case, that is,
for the same reason, etc.
o To Show Exception: yet, still, in spite of, despite, of course, once
in a while, sometimes etc.
o To Show Time: immediately, thereafter, soon, after a few hours,
finally, later, previously, formerly, next, and then etc.
o To Repeat: in brief, as I have said, as a reminder, once again, etc.
o To Emphasise: definitely, extremely, obviously, in fact, indeed,
in any case, absolutely, naturally, surprisingly, always, forever,
emphatically, unquestionably, without a doubt, certainly,
undeniably, without reservation, etc.
o To Show Sequence: next, then, following this, at this time, now,
at this point, after, afterward, subsequently, finally, consequently,
previously, before this, simultaneously, concurrently, thus,
therefore, hence, next, and then, soon, etc.

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 BASIC 10 Strand 4:Writing Sub-Strand 1: Production and Distribution of Writing

CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

o To Give an Example: for example, for instance, in this case, in

another case, on this occasion, in this situation, take the case of,
to demonstrate, to illustrate, as an illustration, to illustrate
o To Summarise or Conclude: in brief, on the whole, summing up,
to conclude, in conclusion, as I have shown, as I have said, hence,
therefore, accordingly, thus, as a result, consequently

B10.4.1.1.2.Develop a paragraph, focusing on the elements of CC8.3: Use appropriate diction and sentences
unity, coherence – direct references and transitional words) for narratives, persuasive imaginative and
expository purposes
• Write paragraphs showing the topic sentence, major and minor
supporting details using the following cohesive devices appropriately PL6.8: Actively assist group identify changes or
and accurately: modifications necessary in the group activities
and work towards carrying out those duties
o time clauses: when, before, after, since, while, as, until
o conditional clauses: if, unless DL5.3: Ability to find and utilise digital content
o purpose clauses: in order to, so that Communication and Presentation
o reason clauses: because, since, as
o result clauses: so that
o concessive clauses: although, though, while
o place clauses: where, wherever
o clauses of manner: as, like, the way.

B10.4.1.1.3.Compose an essay with a thesis statement from CC8.3: Use appropriate diction and sentences
which topic sentences can be developed for narratives, persuasive imaginative and
expository purposes
• Write an introductory paragraph that contains a thesis question
and thesis statement: PL6.8: Actively assist group identify changes or
modifications necessary in the group activities
o State the topic upon which people could express their views.
and work towards carrying out those duties
o Clearly state the main idea(s) in the paragraph.
DL5.3: Ability to find and utilise digital content
Communication and Presentation

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 BASIC 10 Strand 4:Writing Sub-Strand 1: Production and Distribution of Writing

CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B10.4.1.2: Create B10.4.1.2.1. Critically analyse and compose body and concluding CC8.3: Use appropriate diction and sentences
different paragraphs paragraphs on a given topic for narratives, persuasive imaginative and
within a composition on expository purposes
• Organise sentences in a logical sequence to create coherence and
a given topic
beauty that sustains interest in an introductory paragraph. PL6.8: Actively assist group identify changes or
modifications necessary in the group activities
• Use logical connectors to link sentences in a paragraph: and work towards carrying out those duties
o ordering ideas: firstly, secondly, finally, etc. DL5.3: Ability to find and utilise digital content
o addition: moreover, furthermore, in addition, etc.
Communication and Presentation
o similarity: similarly, likewise, in the same way, etc.
o contrast: however, nevertheless, although, though, on the other hand,
etc.
o cause/effect: because, therefore, as a result, consequently, etc.
o conditions: if, provided that, unless, etc.
o sequence in time: next, soon, after, then, later, suddenly, afterwards,
etc.
• Use pronouns and repetition of words, synonyms and antonyms to
create cohesion and coherence of paragraph.
• Create a body of paragraphs on given themes by:
o Explaining an occurrence.
o Giving details about how it happened.
o Explaining who is/are involved.
o Giving evidence to justify view point (expert opinion, examples
of when it happened, statistics, studies, or logical argument).

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 BASIC 10 Strand 4:Writing Sub-Strand 1: Production and Distribution of Writing

CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B10.4.2.1: Use a B10.4.2.1.1. Write short stories, using precise words and phrases CC8.3: Use appropriate diction and sentences
process approach to and sensory language to convey a vivid picture of experiences, for narratives, persuasive imaginative and
compose descriptive, events, setting, and/or characters expository purposes
narrative/imaginative,
• Compose a story using metaphors, similes, personification, imagery, PL6.8: Actively assist group identify changes or
informational, persuasive
hyperbole, and alliteration to bring out the style of a narrative piece. modifications necessary in the group activities
and argumentative texts
and work towards carrying out those duties
• Create a story using flashback, flash-forward, and foreshadowing to
bring out the plot in the narrative. DL5.3: Ability to find and utilise digital content

• Write a story using first person, second person, third person, and Communication and Presentation
third-person omniscient to show the person telling the story.
• Revise and edit the writing for sense or meaning, and effect
(emotional reaction).
• Proofread to self-correct or peer-edit.
• Publish or present in various media including ICT.

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 BASIC 10 Strand 4:Writing Sub-Strand 1: Production and Distribution of Writing

CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B10.4.2.1.2. Write a persuasive piece(e.g. debate) that states CC8.3: Use appropriate diction and sentences
and defends a position and responds to objections raised for narratives, persuasive imaginative and
about it expository purposes
• Compose argumentative piece suitable for a school debate following PL6.8: Actively assist group identify changes or
appropriate format/style. modifications necessary in the group activities
and work towards carrying out those duties
o Essentials of debate writing include:
o A proposition DL5.3: Ability to find and utilise digital content
o An outline of the main points Communication and Presentation
o Vocatives
• Use:
o the simple present form to convey timeless statements and facts.
o modals for persuasive effect and hedging.
o opinion verbs (e.g. I think, we believe) to convey viewpoints.

B10.4.2.1.3. Write a rejoinder for different audiences CC8.3: Use appropriate diction and sentences
for narratives, persuasive imaginative and
• Write a rejoinder for publication (in school magazine,
expository purposes
national newspaper, international newspaper/magazine)
noting the following: PL6.8: Actively assist group identify changes or
modifications necessary in the group activities
o An address to the rejoinder. (own address. ... and work towards carrying out those duties
o A reference should be included. All rejoinders require
references.(date, code and special numbers) DL5.3: Ability to find and utilise digital content
o The recipient’s address. Communication and Presentation
Note: Using the process approach to teach the above will be the
preferable option.

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 BASIC 10 Strand 4:Writing Sub-Strand 1: Production and Distribution of Writing

CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B10.4.2.1.4. Compose paragraphs to compare and contrast CC8.3: Use appropriate diction and sentences
given issues or situations for narratives, persuasive imaginative and
expository purposes
• Write paragraphs to compare and contrast two things, events and
places. PL6.8: Actively assist group identify changes or
modifications necessary in the group activities
• Write a thesis that clearly states the two subjects that are to be and work towards carrying out those duties
compared, contrasted, or both and the reason for doing so. The
thesis could lean more toward comparing, contrasting, or both. DL5.3: Ability to find and utilise digital content
Remember, the point of comparing and contrasting is to provide Communication and Presentation
useful knowledge to the reader. Take the following thesis as an
example that leans more toward contrasting:
o Carefully consider the two (or more) texts being required to
write about.
o Make a list of the key similarities and differences in your texts.
o Isolate the most important points and turn them into your
central argument.
o Write an outline that will form the skeleton of your essay.
o Use simple present tense to indicate the timeless nature of
procedures.
o Fill in textual details to write your essay.
o Edit and proofread.

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 BASIC 10 Strand 4:Writing Sub-Strand 1: Production and Distribution of Writing

CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B10.4.2. 2; Apply writing B10.4.2.2.1. Compose formal letters (business letters, email CC8.3: Use appropriate diction and sentences
skills to specific life for narratives, persuasive imaginative and
on given topics using appropriate format
situations expository purposes
• Write business letter and emails for specific purposes and audiences:
PL6.8: Actively assist group identify changes or
o use the appropriate format (e.g., salutation in letters/ email, modifications necessary in the group activities
signing off for notes/letters) and work towards carrying out those duties
o use appropriate text features (e.g., section headings in letters/ DL5.3: Ability to find and utilise digital content
email, main and sub-headings, bullets/ numbering)
Communication and Presentation

B10.4.2. 2.2 Compose notes for different purposes and CC8.3: Use appropriate diction and sentences
audiences for narratives, persuasive imaginative and
expository purposes
• Write notes and notices of varied kinds:
PL6.8: Actively assist group identify changes or
o thank you notes, greeting or invitation cards
modifications necessary in the group activities
o letters or email to a pen-pal, parent or teacher and work towards carrying out those duties
o notices to the class providing information on an event
DL5.3: Ability to find and utilise digital content
o news bulletins for the class or school
Communication and Presentation
o eye-witness accounts of an incident to a teacher

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 BASIC 10 Strand 4:Writing Sub-Strand 1: Production and Distribution of Writing

CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B10.4.2. 2.3 Write articles on given issues for publication in CC8.3: Use appropriate diction and sentences
international magazines for narratives, persuasive imaginative and
expository purposes
• identify the topic, purpose, and audience for article writing.
PL6.8: Actively assist group identify changes or
• generate ideas about the topic and identify those most appropriate
modifications necessary in the group activities
for the purpose. and work towards carrying out those duties
• writing, using a variety of strategies and a wide range of print and DL5.3: Ability to find and utilise digital content
electronic resources.
Communication and Presentation
• sort and classify ideas and information for writing in a variety of ways
that allow manipulating information and see different combinations
and relationships data gathered.
• identify and order main ideas and supporting details and group them
into units that could be used to develop a multi-paragraph piece of
writing, using a variety of strategies.
• determine whether the ideas and information gathered are
relevant, appropriate, and sufficiently specific for the purpose, and
do more research if necessary (e.g., check for errors or omissions
in information using a T-chart).
• write articles of different lengths on given issues for publication
(e.g., a rap poem or jingle, to express a personal view to the class;
a report for a community newspaper about a public meeting
on an environmental issue affecting local neighbourhoods: an
autobiography for a youth magazine, web page or blog).

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 BASIC 10 Strand 4:Writing Sub-Strand 1: Production and Distribution of Writing

CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B10.4.2. 2.4 Compose speeches for different purposes and CC8.3: Use appropriate diction and sentences
occasions. for narratives, persuasive imaginative and
expository purposes
• Write a speech to make both logical and emotional appeals:
PL6.8: Actively assist group identify changes or
o Have an introduction.
modifications necessary in the group activities
o Have a body. and work towards carrying out those duties
o Have a logical conclusion.
DL5.3: Ability to find and utilise digital content
Communication and Presentation

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 Strand 4: Writing
SUB-STRAND 3: BUILDING AND PRESENTING KNOWLEDGE

CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B10.4.2.8: Retrieve information from multiple print and digital CC8.3: Use appropriate diction and sentences
sources, organise and present it in writing for narratives, persuasive imaginative and
expository purposes
• Gather relevant information from multiple print and digital sources,
assess the credibility and accuracy of each source. PL6.8: Actively assist group identify changes or
modifications necessary in the group activities
• Organise information while acknowledging the sources of the and work towards carrying out those duties
information.
DL5.3: Ability to find and utilise digital content
• Use simple graphs, tables, charts,and other pictorial representation
effectively to present structure and writing style. Communication and Presentation

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 STRAND 5: LITERATURE
SUB-STRAND 1: NARRATIVE, DRAMA AND POETRY

CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B10.5.1.1: Demonstrate B10.5.1.1.1Use language to convey characters in film/media, CC9.6: Ability to work with all group
understanding of narratives and play scripts members to complete a task.
how various literary
• Identify how writers use language (sentence forms or styles) to Communication and Presentation
elements of literary
portray characters.
genres contribute to
meaning • Adapt (create) varied sentence construction forms or styles to
describe or convey characters.

B10.5.1.1.2. Apply the use of monologues and dialogues in CP5.1: Ability to combine information
narratives or play scripts, films and new scripts and ideas from several sources to reach a
conclusion
• Identify monologues and dialogues in texts.
PL5.6: Ability to set and maintain personal
• Demonstrate effective use of monologue and dialogue including
standards and values
appropriate punctuation in narrative writing.
Communication and Presentation

B10.5.1.1.3. Develop the sequence of events across texts CG5.4: Develop and exhibit a sense of cultural
(descriptive, auto-biography, biography, narrative, film/media identity
and play script/drama
Communication and Presentation
• Identify the feature of film/media/play scripts.
• Create film/media/play scripts from known traditional narrative
texts/folklore.

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 BASIC 10 Strand 5: Literature Sub-Strand 1: Narrative, Drama and Poetry

CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B10.5.1.1.4. Respond and appreciate different types of poems CI5.5: Ability to try new alternatives and
different approaches
• Compare the structure and language of two poems by different
writers. Communication and Presentation
• Analyse and write own poem using what structures and techniques
identified.
• Refine and redraft own poem focusing on word choice.
• Perform poems(individual/groups).

B10.5.1.1.5. Explore common themes in texts DL5.5: Evaluate the quality and validity of
information
• Compare how a common theme is presented in different texts.
Communication and Presentation
• Select a theme and present in another form (poetry, story, etc).
• Use a range of ICT tools to present composition.

B10.5.1.1.6. Use imagery (expressive and figurative language) in DL5.5: Evaluate the quality and validity of
texts information
• Identify the structure of expressive and figurative language to create Communication and Presentation
images and atmosphere in texts.
• Explore the use of imagery (literary devices) using role play.
• Create a performance text using imagery for film or stage.

B10.5.1.1.7. Convert narrative to play script and vice versa DL5.5: Evaluate the quality and validity of
information
• Turn a film/media/play scripts into a narrative.
Communication and Presentation
Note:The teacher should always encourage learners to reflect
independently and critically on their writing.

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 BASIC 10 Strand 5: Literature Sub-Strand 1: Narrative, Drama and Poetry

CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B10.5.1.1.4. Analyse how writers use effective descriptions to DL5.5: Evaluate the quality and validity of
create settings information
• Identify and describe the setting in detail in narrative, drama, or Communication and Presentation
poetry.
• Analyse the influence of setting on the conflict and its resolution.
• Analyse the relevance of setting (e.g. place, time, customs) to the
mood and theme of a text.
• Examine how writers use effective descriptions to create settings.
o Giving lots of details about the settings
o Creating a link between the plot and the settings
o Making time relevant in settings
o Using the setting in a symbolic way
o Giving descriptions about the settings that appeal to the five
senses
o Using action to describe a setting

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 ENGLISH LANGUAGE SUBJECT PANEL MEMBERS, CONTRIBUTORS AND REVIEWERS

NAME INSTITUTION

Ama Nyarko Marfo (Lead) EYE Africa

Genevieve Mensah NaCCA
Alfred Quaittoo Kaneshie Senior High Technical School
WRITERS Abdul-Aziz Abdul-Moomin Nusrat Jahan Ahmadiyya, College of Education, Wa
Freda Quao Accra College of Education
Comfort Dorvlo Accra College of Education
James Tetteh SDA College of Education, Koforidua

Joana Vanderpuije NaCCA

Moses Gemeh NaCCA
Collins Amoako Nsukwao M/A Basic School
CONTRIBUTORS
Richard Ayitey Basic Education Division, GES-HQ
Hazel Konadu Sarpong NTC
Edwin Offei Atuah OG Associate

Cambridge International

Rev. Prof. Philip Arthur Gborsong UCC

REVIEWERS
Prof. Kwame Asante University of Education, Winneba

Mr. Ishmael Twum Odoom Al-Rayan International School

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 NAME INSTITUTION

Dr. Prince H. Armah Director-General, (Ag.) NaCCA

SUPERVISORS
Prof. Kwame Osei Kwarteng Council Chairman, NaCCA

GRAPHIC DESIGNER Eugene OffeiTettey

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 APPENDICES

APPENDIX 1: CORE COMPETENCIES AND SUBSKILLS OF THE COMMON CORE PROGRAMME (CCP)

1.COMMUNICATION AN COLLABORATION (CC)

B7-B10
CC7: LISTENING CC8: PRESENTING CC9:TEAMWORK
CC7.1: Identify words or sentences in context CC8.1: Speak clearly and explain ideas. Share a CC9.1: Demonstrate behaviour and skills of
appropriately narrative or extended answer while speaking to a working towards group goals
group
CC7.2: Interpret correctly and respond to non- CC8.2: Explain ideas in a clear order with CC9.2: Understand and use interpersonal skills
verbal communication such as facial expressions, relevant detail, using correct construction and
cues and gestures structure of speech
CC7.3: Provide feedback in areas of ideas, CC8.3: Apply appropriate diction, and structure CC9.3: Understand roles during group activities
organisation, voice, word choice and sentence sentences correctly for narrative, persuasive,
fluency in communication imaginative and expository purposes
CC7.4: Identify underlying themes, implications CC8.4: Anticipate different responses from the CC9.4: Help group work on relevant activities
and issues when listening audience and plan for them
CC7.5: Identify and analyse different points of CC8.5:Vary the level of detail and the language CC9.5: Appreciate the importance of including
views of speaker used when presenting to make it appropriate to all team members in discussions and actively
the audience encourage contributions from them
CC9.6: Ability to work with all group members to
complete a task successfully
CC9.7: Effectively perform multiple roles within
the group
CC9.8: Demonstrate an awareness of the wider
team dynamics and work to minimise conflicts in
the team

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 2. CRITICAL THINKING AND PROBLEM SOLVING (CP)

B7-B10
CP5: CRITICAL THINKING CP6: PROBLEM SOLVING
CP 5.1: Ability to combine Information and ideas from several sources to CP 6.1: Ability to effectively define goals towards solving a problem
reach a conclusion
CP 5.2: Analyse and make distinct judgement about viewpoints expressed in CP 6.2: Ability to explain plans for attaining goals
an argument
CP 5.3: Create simple logic trees to think through problems CP 6.3: Identify important and appropriate alternatives
CP 5.4: Generate hypothesis to help answer complex problems CP 6.4: Ability to identify important and appropriate criteria and use them
to evaluate available alternatives
CP 5.5:Effectively evaluate the success of solutions used in an attempt to CP 6.5: Ability to select alternative(s) that adequately meet selected criteria
solve a complex problem
CP 5.6: Demonstrate a thorough understanding of a generalised concept CP 6.6: Preparedness to recognise and explain results after implementation
and facts specific to task or situation of plans
CP 5.7:Provide new insight into controversial situation or task CP 6.7: Implement strategies with accuracy
CP 5.8: Identify and prove misconceptions about a generalised concept or
fact specific to a task or situation
CP 5.9: Identify and explain a confusion, uncertainty, or a contradiction
surrounding an event
CP 5.10: Develop and defend a logical plausible resolution to a confusion,
uncertainty or contradiction surrounding an event

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 3. PERSONAL DEVELOPMENT AND LEADERSHIP (PL)

B7-B10
PL5: PERSONAL DEVELOPMENT PL6: LEADERSHIP
PL5.1:Understanding oneself (strengths, weaknesses, goals and aspirations) PL6.1: Ability to serve group members effectively
in reacting and adjusting to novel situations
PL5.2: Demonstrate a sense of belongingness to a group PL6.2: Division of tasks into solvable units and assigning group members to
task units
PL5.3: Recognise one’s emotional state and their preparedness to apply PL6.3: Ability to manage time effectively
emotional intelligence
PL5.4: Ability to understand one’s personality traits PL6.4: Ability to manage and resolve conflicts
PL5.5: Desire to accept one’s true self and overcome weaknesses PL6.5: Ability to monitor team members to ascertain progress
PL5.6: Ability to set and maintain personal standards and values PL6.6: Ability to mentor peers
PL6.7: Actively promote effective group interaction and the expression of
ideas and opinions in a way that is sensitive to the feelings and background of
others
PL6.8: Actively assist group identify changes or modifications necessary in
the group activities and work towards carrying out those changes

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 4. CULTURAL IDENTITY AND GLOBAL CITIZENSHIP (CG)

B7-B10
CG5: CULTURAL IDENTITY CG6: GLOBAL CITIZENSHIP
CG5.1:Show a strong sense of belongingness to one’s culture CG6.1:Understanding of influences of globalisation on traditions, languages
and cultures
CG5.2:Develop and exhibit ability to defend one’s cultural beliefs, practices CG6.2:Recognise resistance to global practices that are inimical to our
and norms culture
CG5.3:Develop and express respect, recognition and appreciation of others’ CG6.3:Know the global discourse about the roles of males and females
cultures
CG5.4:Develop and exhibit a sense of cultural identity CG6.4:Exhibit a sense of nationality and global identity
CG5.5:Adjust to the demands of customs, traditions, values and attitudes of
society

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 5. CREATIVITY AND INNOVATION (CI)

B7-B10
CI5: KNOWLEDGE, UNDERSTANDING, SKILLS AND CI6: REFLECTION AND EVALUATION
STRATEGIES
CI 5.1:Examine alternatives in creating new things CI 6.1: Exhibit strong memory, intuitive thinking, and respond appropriately
CI 5.2: Ability to merge simple/complex ideas to create novel situations or CI 6.2: Ability to reflect on approaches to creative tasks and evaluate the
things effectiveness of tools used
CI 5.3: Identification of requirements of a given situation and justification of CI 6.3: Ability to select the most effective creative tools for work, and give
more than one creative tool that will be suitable reasons for the choice
CI 5.4: Ability to visualise alternatives, see possibilities, and identify problems CI 6.4: Imagining and seeing things in a different way
and challenges
CI 5.5: Ability to try new alternatives and different approaches CI 6.5: Anticipate and overcome difficulties relating totaking initiatives
CI 5.6: Understand and use analogies and metaphors CI 6.6: Being open-minded, adapting and modifying ideas to achieve creative
results
CI 5.7: Putting forward constructive comments, ideas, explanations and new CI 6.7: Look and think about things differently and from different
ways of doing things perspectives
CI 6.8: Recognise and generalise information and experience; search for
trends and patterns
CI 6.9: Interpret and apply learning in new contexts
CI 6.10: Reflect on work and explore the thinking behind thoughts and
processes

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 6. DIGITAL LITERACY (DL)

B7-B10
DL5: PHOTO-VISUAL AND INFORMATION LITERACY DL6: SOCIO-EMOTIONAL AND REPRODUCTION LITERACY
DL5.1:Ability to ascertain when information is needed and be able to DL 6.1: Understand the sociological and emotional aspects of cyberspace
identify, locate, evaluate and effectively use it to solve a problem
DL5.2:Ability to recognise and avoid traps in cyberspace DL 6.2: Create a meaningful and original piece of work, or its interpretation
by integrating existing information
DL5.3:Ability to find and utilise digital content DL6.3:Use digital tools to create novel things
DL5.4:Ability to construct knowledge from a non-linear hyper-textual DL6.4:Adhere to behavioural protocols that prevail in cyberspace
navigation
DL5.5:Evaluate the quality and validity of information DL6.5:Recognition of societal issues emanating from the use of digital
technologies
DL5.6:Preparedness to make better decisions using available information DL6.6:Knowledge and recognition of ethical use of information

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 BIBLIOGRAPHY
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