The document defining the content of the Summative Assessment for the term

Subject Programme for “English” (within the framework of updating the content of secondary education) for Grades 5-9 of basic secondary education.

3. Expected outcomes on the subject “English”, Grade 5 Content

A learner develops skills needed for success in a range of academic subjects such as using speaking and listening skills to solve problems, organising information clearly for others and developing intercultural awareness through reading and discussion.

Listening

A learner understands the main idea of a text on curricular topics; identifies essential facts distinguishing them from non-essential; understands details within the framework of familiar topics; formulates complex questions based on listening material in order to obtain additional information; deduces the meaning of listening material using context clues; identifies specific information within the framework of familiar topics; recognizes inconsistencies in arguments within the framework of familiar topics.

Reading

A learner identifies the main ideas of texts and details in texts of a range of styles and genres within the framework of familiar topics; uses a range of information sources (reference materials, dictionaries, the Internet); recognizes specific information in a text and a range of styles and genres within the framework of familiar topics; predicts the content of a text using the heading, pictures, key words, extracts; identifies the attitude and opinion of the author; evaluates information from different texts.

Writing

A learner fills in tables, diagrams, schemes, questionnaires, forms; plans, writes, edits and proofreads texts within the framework of familiar topics; makes notes based on a text according to a communicative task; describes real and/or imagined events of the past, present, and future using the knowledge of topics studied before; links and coordinates sentences and paragraphs in a text within the framework of familiar topics; correctly uses punctuation in a text within the framework of familiar topics; creates texts of a range of styles and genres using appropriate rules and layout.

Speaking

A learner conveys the main ideas of a text within the framework of familiar topics logically organizing events; uses the formal and informal registers; presents information within the framework of familiar topics; predicts the content of a text using the heading, pictures, key words, extracts within the framework of familiar topics; asks simple and complex questions to obtain specific information; interacts with peers (in a pair, group) to fulfill learning tasks; compares and contrasts texts within the framework of familiar topics; expresses and opinion providing arguments.

Use of English

A learner expresses him/herself using a good lexical range and variety of language with a generally high degree of accuracy. A learner develops ability to use a range of past, present and future forms and a wider range of modals.

 

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4. Level of thinking skills on subject ‘English’, Grade 5

Strand	Level of thinking skills	Description	Recommended type of question
Listening	Knowledge                   and comprehension	Understand classroom instructions on curricular topics; understand basic and personal questions on general and curricular topics; understand meaning of the talk on curricular topics; understand detail information of the talk within the framework of familiar topics; recognise the meaning of a story with some support; identify speakers’ opinion on curricular topics;	Questions with multiple choice answers. Questions that require short answer. Questions requiring an extended answer.
	Higher     order thinking skills	figure out the content of a conversation with some support in an extended talk;
Speaking	Application	use syntax, subject-specific vocabulary in a talk; make up coherent sentences on familiar, general and curricular topics; retell stories and events on familiar topics; present information within framework of familiar topics; ask simple questions and answer the questions on curricular topics;	Questions that require short answer. Questions requiring an extended answer.
	Higher order of thinking skills	express own points of view and attitude with supporting arguments on curricular topics; interact in a pair and group work;
Reading	Knowledge                   and comprehension	recognise the main and specific information of a text on different genres and style within the framework of familiar topics; read short fiction and non-fiction texts on curricular topics; recognise writer’s opinion and attitude;	Questions with multiple choice answers. Questions that require short answer. Questions requiring an extended answer.
	Application	use different reference resources;
	Higher     order thinking skills	deduce the meaning from context in short texts; distinguish facts and opinions in a text on curricular topics;

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Writing	Application	links and coordinates sentences and paragraphs in a text within the framework of familiar topics; use spelling, grammatical and stylistic norms of the language correctly and punctuation marks;	Questions that require short answer. Questions requiring an extended answer.
	Higher order of thinking skills	plan, write, edit and proofread texts within the framework of familiar topics; write sequence of short sentences in a paragraph; write extended sentences that provides personal information; describe people, places and objects, real and imaginary events in past, present and future on curricular topics.

 

Administration rules

During the Assessment cover all visual materials like, diagram, schemes, posters and maps that can serve as prompts for the learners.

At the beginning of the Assessment read out the instructions and inform the learners about the assessment duration. Remind learners that they are not allowed to talk with each other during the Summative Assessment. After the instructions, make sure they have understood given instructions and ask if they have any questions before the start of the assessment.

Ensure that the learners are working individually and not helping each other. During the Summative Assessment learners should not have any access to additional resources that can help them, for example, dictionaries (excluding the cases when it is allowed in specification).

Recommend learners to cross the wrong answers instead of using an eraser.

During the assessment you can answer learners’ questions, regarding the instructions and the assessment duration. You should not spell, paraphrase or provide any information that could give the learner an advantage.

Always tell the learners that they have 5 minutes left before the end of the Summative Assessment.

Tell the learners to stop writing and put down their pens/pencils on the desks at the end of the Summative Assessment.

 

Moderation and marking

All teachers use the same version of the mark scheme. During the moderation process it is necessary to check learner sample papers with the marks awarded to ensure there are no deviations from the standardized mark scheme.

 

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