NSSCO Syllabuses SL-En Jun2009

Republic of Namibia
MINISTRY OF EDUCATION
NAMIBIA SENIOR SECONDARY CERTIFICATE (NSSC)
ENGLISH SECOND LANGUAGE SYLLABUS

ORDINARY LEVEL
SYLLABUS CODE: 4116
GRADES 11 - 12
2010
DEVELOPED IN COLLABORATION WITH

UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS
Republic of Namibia
MINISTRY OF EDUCATION
NAMIBIA SENIOR SECONDARY CERTIFICATE (NSSC)
ENGLISH SECOND LANGUAGE SYLLABUS
ORDINARY LEVEL
This Syllabus Replaces Previous NSSC syllabuses

and will be implemented in 2010 in Grade 11
Ministry of Education
National Institute for Educational Development (NIED)
Private Bag 2034
Okahandja
Namibia
© Copyright NIED, Ministry of Education, 2009

NSSCO English Second Language Syllabus for Grades 11&12
ISBN: 99916-58-80-7
Printed by NIED
Publication date: 2009

TABLE OF CONTENTS
1. Introduction .................................................................................................................................... 1
2. Rationale ........................................................................................................................................ 2
3. Aims ............................................................................................................................................... 2
4. Overview of Learning Content ....................................................................................................... 3
4.1 General .................................................................................................................................. 3
4.2 Textbooks and Resources ............................................................................................. 3
5. Learning Content ............................................................................................................................ 9
5.1 Listening ............................................................................................................................... 4
5.2 Speaking ................................................................................................................................ 6
5.3 Reading ................................................................................................................................. 8
5.4 Writing ................................................................................................................................ 10
5.5 Language Usage .................................................................................................................. 12
6 Assessment ................................................................................................................................... 14
6.1 Assessment Objectives ........................................................................................................ 14
6.2 Scheme of Assessment ........................................................................................................ 14
6.3 Marks and Weighting Of Papers ......................................................................................... 14
6.4 Description of Papers .......................................................................................................... 15
6.5 Specification Grid ............................................................................................................... 18
7. Grade Descriptions ....................................................................................................................... 19
8. Glossary of Terms ........................................................................................................................ 21
Addendum A: Notes on Conducting Oral Tests .............................................................................. 22
Addendum B: Marking Grid for Oral Assessment (Paper 4) .......................................................... 26
Addendum C: Marking Grid for Written Work (Paper 1 & 2) ....................................................... 27

1. INTRODUCTION
The Namibia Senior Secondary Certificate Ordinary Level (NSSCO) is designed as a two-year course for
examination after completion of the Junior Secondary Certificate. The syllabus is designed to meet the
requirements of the National Curriculum for Basic Education in Namibia and has been approved by the
National Examination, Assessment and Certification Board (NEACB). The main sections are:
• Aims
• Learning Content
• Assessment
• Grade Descriptions
As part of life-long learning, the National Curriculum Guidelines, applicable to Senior Secondary
education, recognise the uniqueness of the learner and adhere to the philosophy of learner-centred
education.
The Namibia National Curriculum Guidelines aim to:

• recognise that learning involves the development of values and attitudes as well as knowledge and
skills;
• promote self-awareness and an understanding of the attitudes, values and beliefs of others in a
multilingual and multicultural society;
• encourage respect for human rights and freedom of speech;
• provide insight and understanding of crucial global issues in a rapidly changing world which affect
quality of life: the AIDS pandemic; global warming; environmental degradation; mal-distribution of
wealth; expanding and increasing conflicts; the technological explosion and increased connectivity;
• recognise that as information in its various forms becomes more accessible learners need to develop
higher cognitive skills of analysis, interpretation and evaluation to use the information effectively;
• challenge and motivate learners to reach their full potential and to contribute positively to the
environment, economy and society.
Thus the Namibian National syllabi should provide opportunities for developing essential/core skills
across the various fields of study. Such skills cannot be developed in isolation and they may differ from
context to context according to the field of study.
Language contributes directly to the development of the six core skills marked *.
• Communication Skills *
• Numeracy Skills
• Information Skills*
• Problem-solving Skills*
• Self-management and Competitive Skills*
• Social and Co-operative Skills*
• Physical Skills
• Work and Study Skills*
NSSCO English 2nd Language Syllabus, NIED 2009 1

2. RATIONALE
As the national official language of Namibia, English occupies an important position in the citizen’s life.
This is reflected in the position of English as one of the compulsory subjects in the curriculum. Through
the curriculum and the efforts of the teachers, the Namibian education system must meet its constitutional
obligation to “ensure proficiency in the official language”.
Language stimulates personal growth and assists in the development of general knowledge, attitudes,
critical abilities, moral values, and the aesthetic sense. This potential is enhanced by the rich and varied
heritage of literary and scholarly work that has accumulated in English. Among Namibians English will
operate as one of the most important languages of national unity and identity by virtue of it being the one
language all Namibian learners will study. In the wider sphere it is a language of access to the
international community and a worldwide information network.
3. AIMS
The aims of the syllabus are the same for all learners. They are set out below and describe the
educational purpose of a course in English as a Second Language for the Ordinary Level examination.
They are not listed in order of priority.
The aims are to enable learners to:

• develop the ability to use English effectively, accurately and appropriately for the purpose of practical
communication in speech and writing;
• understand and respond appropriately to what they hear, read and experience;
• enjoy and appreciate the variety of language;
• enjoy the reading of literature and explore areas of universal human concern;
• form a sound base for the skills required for further study or employment using English as the
medium;
• develop an awareness of the nature of language and language-learning skills;

4. OVERVIEW OF LEARNING CONTENT
(See paragraphs 5.1 to 5.5 for more detail)
4.1 GENERAL
The Learning Content is the same for all learners. The Learning Content in English as a
Second Language has been grouped according to the five skill areas tested by the
examination. Therefore the content is listed under the columns Skills, Objectives and
Competencies. The integration of Reading and Writing and Listening and Speaking is
considered desirable in order to reflect the way in which language is actually used.
Note: Although Language Usage had been listed as a separate skill in this document it should
be taught in accordance with the practice of teaching language in an integrated way.
4.1.1 Listening
4.1.2 Speaking
4.1.3 Reading
4.1.4 Writing
4.1.5 Language Usage
4.2 TEXTBOOKS AND RESOURCES
Although literature is not formally assessed in the NSSCO curriculum, it forms part of the
reading programme for learners and teachers have to include poetry, prose and drama in their
choice of texts. Teachers may consult the Textbook Catalogue for suitable literary texts. In
their choice of reading texts teachers should consider the background knowledge, age and
interests of their learners as well as suitability of the texts to learners.
The Textbook Catalogue is a viable source of approved titles to choose from. Schools may
also use textbooks previously listed in the Textbook Catalogue but which do not appear
anymore. Examples of other viable sources teachers may wish to use are newspapers,
magazines, listening cassettes and CD’s, dictionaries, encyclopaedia and the Internet.

5. LEARNING CONTENT
5.1 LISTENING
SKILLS OBJECTIVES COMPETENCIES
Learners will: Learners should be able to:
1. Listening listen to and understand a range of • demonstrate understanding of specific details, information and semiformal
texts announcements, e.g. lessons, talks, news, radio broadcasts, interviews,
dialogues, stories, weather forecasts, songs, schedules, poems, travel,
telephone conversations.
2. Carrying out instructions listen to and understand instructions • identify and interpret key words in instructions, such as:
- compare
- discuss
- define
- contrast
- name
• demonstrate understanding of oral instructions in class and examinations
• follow directions
3. Active listening listen actively to information for a • listen for pleasure and enjoyment (poems, short stories, etc.)
variety of purposes • demonstrate understanding
• identify sequence
• identify cause and effect
• use and apply information heard
• interpret and synthesise information (such as establishing similarities and
differences, advantages and disadvantages)
• predict likely outcomes in spoken texts
• use information heard to complete a task
• take notes from oral texts
4. Comprehension distinguish between different types of • respond to both objective and open-ended questions appropriately
questions and respond appropriately • respond to “yes” or “no” questions and question tags appropriately
• respond precisely and relevantly to questions that require further information
• recognise rhetorical questions
• respond appropriately to various texts and
- make informed decisions based on information heard

5.1 LISTENING (continued)

4. Comprehension understand information from a variety • use style and register suited to task
(continued) of sources for specific purposes • form an opinion based on what is heard
• draw conclusions from and identify the relationship between ideas within the
material that has been heard
• compare and contrast material
• report on oral material
• demonstrate general comprehension of the speaker’s intentions where
appropriate
• show awareness of major variations in register
5. Identifying gist identify the gist of a speech or • take notes of what they are listening to
discussion • recall the main points of an oral presentation (such as a radio broadcast or a
sermon)
• select relevant key points
• interpret tone of speaker
• recognise intention, attitude, mood, themes
6. Evaluation evaluate what they hear • infer what a speaker is implying
• make deductions based on what is heard
• distinguish between important and less important information in what is heard

5.2 SPEAKING

1. Communication communicate information and ideas • convey information and facts clearly
• develop ideas in a logical way
• present ideas in a coherent manner
2. Articulation, intonation speak clearly using appropriate • project the voice when speaking to other people
and stress intonation and word stress • use pronunciation of words and rhythm of speech to make meaning clear
• express mood through the use of correct intonation and word stress
3. Vocabulary usage use appropriate vocabulary in different • use wide range of vocabulary
situations • explain words and phrases in context
4. Sharing and exchanging use language to request or pass on • ask for information
information information and to accomplish • provide information on request
appropriate transactions • ask for and give directions
• place orders or ask for specific services
• ask for permission
• convey information about time, qualities, quantities, measurements, direction
and areas
• relay autobiographical information about themselves, family and home,
hobbies and interests, future hopes and plans
5. Awareness and audience adapt speech for different purposes and • use standard English in official or formal situations (such as talking to
audiences authorities, at ceremonies and in interviews)
• use informal English in appropriate situations (such as conversing with family
or friends)
• use language registers appropriate to situation and environment (such as
medical terms in a hospital or clinic)
6. Responding make appropriate verbal responses in • demonstrate greater flexibility in dealing with new, topical ideas
appropriately different contexts • show a sense of audience and an awareness of style and register
• ask relevant questions to clarify what has been heard
• respond appropriately in a dialogue or conversation
• express a point of view on a discourse

5.2 SPEAKING (continued)

7. Presentation develop skills of oral presentation • demonstrate competence in a range of speech activities, e.g. respond to
questions on topics within a defined range such as past and present schooling,
future plans, current affairs
• conduct a sustained conversation in a simulation activity
• use appropriate body language and eye contact for effective delivery
• speak clearly and audibly as appropriate
• use appropriate pitch, tone and speech in all forms of oral communication
(such as in telling a story, role play and drama)
• deliver a short speech before a group (such as classmates, club members, etc.)
• deliver a speech before a group (such as a debate or at school assembly)
• give an impromptu talk on a topic
8. Expressing attitude use language to express and establish • express approval and disapproval
individual attitudes • express pleasure, disappointment, anxiety, etc.
• disagree politely
• present or challenge a point of view or opinion
• express and settle uncertainty
9. Discussion and debate resolve issues through discussions and • play a part in group discussions
debate • articulate ideas in discussion
• ask for necessary information or explanation
• introduce a topic
• defend an opinion
• challenge a viewpoint
• conclude an argument
• explore solutions to real or simulated problems
10. Negotiation use negotiation skills • express one’s own view clearly
• restate accurately other people’s views to show understanding
• suggest alternative views where appropriate
• acknowledge other people’s opinions
• synthesise views and suggestions to reach agreement or compromise

5.3 READING

1. Following instructions read and understand instructions and • carry out written instructions
and directions directions • identify and interpret key words such as:
- explain/indicate
- identify
- construct
- estimate
- describe
- illustrate
- compare
- contrast
- define
- compile/list
2. Comprehension recognise and understand a wide range • determine the overall meaning of a text
of texts likely to be within the • report on or retell content of texts read
experience of and reflecting the • extract relevant specific information from texts such as:
interests of young people from various - forms
cultural backgrounds - letters
- brochures
- public notices and signs/posters
- timetables
- advertisements
- reports
- articles (newspapers, magazines and other)
- reviews (film, book)
• infer the meaning of words and phrases in different contexts
• interpret correctly information presented in tables, diagrams or other graphic
forms
3. Flexible reading speed/ apply a range of reading skills (reading • skim a variety of texts for general understanding
reading techniques with varying speed using a range of • scan for specific information
reading techniques) • read intensively for understanding
• use reference material effectively, such as :
- a dictionary for a variety of purposes
- an encyclopaedia for general knowledge and specific information

5.3 READING (continued)

3. Extensive reading read extensively for wider knowledge or • read and understand a range of material for pleasure such as books,
pleasure, making use of available newspapers, magazines, etc.
library facilities • read for specific information and general knowledge, e.g. guides
• read, understand and enjoy texts from different genres such as novels, short
stories, plays and poetry
4. Critical reading read critically materials from different • distinguish between information which is true, false or a matter of opinion
sources • identify the author’s intentions and bias
• draw conclusions from a text
• see relationships between different texts
• analyse texts constructively and logically

5.4 WRITING

1. Developing and produce well organised coherent pieces • write a paragraph to describe a particular idea/theme
organising ideas into of writing • use complete sentences
coherent sentences, • use introductory, developmental and concluding paragraphs
paragraphs and whole • link and develop ideas
texts • plan, structure, draft and edit written work before attempting piece of writing
2. Writing a wide range of write appropriately for specific • write in a style appropriate to the audience and register
texts purposes write:
• informal letters
• formal letters (application, complaint)
- application
- complaint
• articles to local newspapers, school magazines
• reports:
- accident
- crime
- sport
- social activities
• essays:
- narrative
- descriptive, argumentative
• summaries:
- paragraph form
- note form
• speeches
• diary entries
• form filling
3. Style differentiate between written and • use contracted forms of writing where appropriate (such as in friendly letters)
spoken forms • use figurative language and imagery in writing
• apply devices in writing interviews, articles, reports
• use appropriate format/layout to enhance understanding

5.4 WRITING (continued)

4. Clarity and conciseness demonstrate flexibility in writing about • focus on interpretation of the topic to give direction to writing
facts, feelings and opinions • give factual information (form-filling)
• express thoughts and feelings, using different types of register
• defend ideas and opinions logically and convincingly
5. Spelling and punctuation show competence in the use of spelling • use basic punctuation marks correctly such as:
and punctuation - full stop
- comma
- inverted commas
- question mark
- exclamation mark
- apostrophe
- capital letters
• punctuate writing using:
- colon
- semicolon
- dash
- brackets
- hyphen
• use punctuation marks appropriately to achieve effect in writing
• show an understanding of and apply the basic spelling rules such as:
- correct syllabification of words
- writing hyphenated words
- contractions
- fractions
- possessive case
- words commonly confused e.g. lend/borrow; habit/custom
• spelling of words in the continuous tense (-ing forms)
6. Vocabulary usage use appropriate vocabulary in • use direct, unambiguous vocabulary
different contexts and situations • use appropriate vocabulary for a variety of personal, social and academic
purposes
• use rich and varied vocabulary to describe, explain and argue
• use technical terms and specialised vocabulary suited to the task

5.5 LANGUAGE USAGE
Although the aspects of language usage have been listed separately and marked under assessment objectives 1 and 2 only, they form the basis of
all language skills and should be taught continuously in an integrated way. The rationale behind studying language structures is to help learners
to use the language accurately and appropriately. Knowledge of and competence in the application of language structures is a prerequisite for
analyses, evaluation, referencing, etc.

1. Grammar and usage recognise the use and meaning of the • know and use:
tenses - present tense
- present continuous tense
- present perfect tense
- simple past tense
- past continuous tense
- past perfect tense
- simple future tense
- future continuous tense
- future perfect tense
use the first conditional • use the first conditional when something is likely to happen, for example: "If
you ask the teacher, she will help you"
use the second conditional • use the second conditional for things which might happen, but probably
won't: "If he worked harder, he might/would/could pass his exams."
correctly use: • recognise and use countable and uncountable nouns, for example:
countable nouns - countable: twenty books, two stories
uncountable nouns - uncountable: some news, some advice
simile and metaphor • recognise and respond to basic linguistic devices and register
synonyms • substitute given words with words with more or less the same meaning
antonyms • substitute given words with words with opposite meanings
question forms • ask direct and indirect questions, for example:
- direct questions: "How are you?"
- indirect questions: She asked me how I am.
negative forms • change statements and questions into the negative and vice versa
gender forms • distinguish between male and female gender forms

5.5 LANGUAGE USAGE (continued)

1. Grammar and usage use appropriate grammatical structures • use articles correctly (a, an, the)
(continued) in writing • distinguish between common and proper nouns
• use pronouns appropriately
• use the correct form of the verb with singular and plural nouns and pronouns
• apply the correct verb tense as appropriate (e.g. saying We have a house
instead of saying We are having a house)
• use the active and passive voice as appropriate
• use different prepositions correctly
• use and place adjectives and adverbs correctly
• structure simple sentences in writing
• use phrases correctly
• use conjunctions and connectives correctly to write compound and complex
sentences
• use concord
• use modal verbs (such as can/could; will/would)
• use direct and indirect speech
• know all the tenses and uses of the verb
• use degrees of comparison
• use relative clauses
• use idioms and idiomatic expressions
use grammatical structures correctly in • use articles correctly
speech • use pronouns appropriately
• use singular and plural subjects with the correct verb form
• use correct verb tenses
• use appropriate prepositions
• use adjectives and adverbs correctly
• use conjunctions and connectives correctly in compound and complex
sentences
• use elisions, contractions, repetitions and interjections as appropriate in
speech

6 ASSESSMENT
6.1 ASSESSMENT OBJECTIVES

Using a range of stimuli, learners should be able to:
1. understand and convey information;

2. order and present facts, ideas and opinions;
3. evaluate information and select what is relevant to specific purposes;
4. understand gist and identify main points;
5. recognise implicit meanings and attitudes;
6. articulate experience and express what is felt, thought and imagined;
7. communicate successfully in spoken and written language, using a range of
vocabulary;
8. show a sense of audience, an awareness of style and register;
9. demonstrate an awareness of the conventions of grammatical structures,
paragraphing, spelling and punctuation.
6.2 SCHEME OF ASSESSMENT
Note: Teachers should accept the responsibility to enter learners for the level that best
suits their ability and will guarantee maximum performance/achievement. The norm is
that learners demonstrating average to above-average ability are entered for the
Extended level, while those below this level of achievement are entered for the Core
level.
Learners entered for the Core level will take Papers 1, 3 and 4 and are eligible for the
awards of grades C to G only. All three components will contribute to the final grade.
Learners who are entered for the Extended level and take Papers 2, 3 and 4 are eligible
for the awards of grades A* to E only. The papers for assessment are as follows:
Core Level Extended Level
Grades C - G awarded Grades A*- E awarded
Paper 1 (1h 45m) Paper 2 (2h 30m)

Reading and Directed Writing Reading and Directed Writing
Paper 3 (approximately 45 minutes)
Listening Comprehension
Paper 4 (approximately 15 minutes)
Oral Communication
6.3 MARKS AND WEIGHTING OF PAPERS

FOR CORE AND EXTENDED LEVELS
Core Level Extended Level
Paper Marks Weighting Paper Marks Weighting

1 60 60% 2¹ 90÷3x2=60 60%
3 30 30% 3 30 30%
4 10 10% 4 10 10%
TOTAL 100 100% TOTAL 100 100%
¹NOTE: The actual paper will carry 90

(maximum) marks, but to achieve the correct
weighting, it will be converted to 60
(maximum) marks.

6.4 DESCRIPTION OF PAPERS
6.4.1 Papers 1 and 2: Reading and Directed Writing
CORE LEVEL
PAPER 1: READING AND DIRECTED WRITING (1h 45m)
PART 1 Objective: Emphasis on reading skills
1.1.1 Short texts such as notes, advertisements with brief questions on
factual detail (5)
1.1.2 Text with questions designed to test skim-reading ability (5)
1.1.3 Text with questions testing detailed comprehension (5)

PART 2 Objective: Integrated reading and writing skills
1.2.1 Close test or Text with questions testing language such as:
Rules of Concord, Direct and Indirect Speech, Active and Passive Voice,
Conjunctions, Punctuation, Negatives (8)
1.2.2 Form filling exercise (7)
1.2.3 Text with a question requiring a summary/note answer

(80-100 words) (8)
PART 3 Objective: Emphasis on writing skills

1.3.1 Stimulus material, predominantly visual, requiring a response
connected to writing of a personal or factual nature
(100 words) (10)
1.3.2 Stimulus, either visual or verbal, requiring a response which will

demonstrate the ability to narrate, give simple descriptions, e.g.
Article, Report, Diary entry
(150 words)
(Learners may be given a choice of subject for this question) (12)
TOTAL: 60 marks

EXTENDED LEVEL
PAPER 2: READING AND DIRECTED WRITING (21/2 HOURS)
PART 1 Objective: Emphasis on reading skills
2.1.1 As in Paper 1 with extra, more difficult questions (7)
2.1.2 Text with questions designed to test the ability to follow argument, assess
content or evaluate (7)
2.1.3 As in Paper 1 with extra, more difficult questions or a more
challenging text with the same type of questions (8)
PART 2 Objective: Integrated reading and writing skills
2.2.1 As in Paper 1, with more difficult questions testing the same
language skills. The same language areas as well as paraphrasing
and rephrasing (10)
2.2.2 Text with visual/graphic materials testing detail, comprehension

(interpretation, analyses) requiring sentence length responses
(2-3 mark questions) (10)
2.2.3 Text with a question requiring a summary answer

(80-100 words) (10)
PART 3 Objective: Emphasis on writing skills
2.3.1 As in Paper 1 (150 words) (10)
2.3.2 As in Paper 1 (150 words) (12)
2.3.3 Stimulus material requiring a directed response, which demonstrates the

ability to use language for a purpose, e.g. describe, persuade, comment
Tasks such as the following may be required:
Essays, Reviews, Reports (police, crime, sport), Articles (200 words)
(16)
TOTAL: 90 ÷ 3 x 2 = 60 marks

6.4.2 Paper 3 Listening Comprehension
This paper is offered by all learners (both Core and Extended Levels)
PAPER 3: (approximately 45 minutes) LISTENING (recorded CDs to be provided)

Part 1
Six very short comprehension questions referring to a series of different situation pieces. (6)
Part 2
Semi-formal conversation or monologue requiring comprehension of factual detail demonstrated
in minimal written response (e.g. one word answers, labelling of diagram, box ticking,
True/False). There will be two questions testing two different listening texts. (12)
Part 3
Conversation or monologue with questions testing gist comprehension and the ability to identify
attitudes, emotions and causal relationships requiring answers up to sentence length. (12)
TOTAL: 30 marks
6.4.3 Paper 4 Oral Communications
This paper is offered by all learners (both Core and Extended Levels)
PAPER 4: (approximately 15 minutes) ORAL
The oral test can be described as a conversation between the learner and the examiner/teacher. For
each examination a range of cards, dealing with contemporary issues, will be distributed to the
centres by the DNEA. These are accompanied by detailed notes on how the examination should be
conducted. Each set of cards is accompanied by a set of guidelines for the examiner/teacher on how
to structure the interview. The objective of the oral assessment is to test the spoken language and
not subject knowledge.
TOTAL: 30 ÷ 3 = 10 marks

6.5 SPECIFICATION GRID
Assessment Papers 1&2 Reading Paper 3 Listening Paper 4 Oral

Objectives and Directed Writing Comprehension
1 √ √ √
2 √ √ √
3 √ √ √
4 √ √ √
5 √ √
6 √ √ √
7 √ √
8 √ √ √
9 √
Note: It is not possible to provide actual marks against each skill because assessment, like
teaching, is done on an integrated basis and one skill (assessment objective) overlaps
with the others.

7. GRADE DESCRIPTIONS
Grade descriptions are provided for judgemental grades A, C, E and G and give a general
indication of the standards of achievement likely to have been shown by learners awarded
particular grades. The descriptions must be interpreted in relation to the learning content
specified in the syllabus, keeping in mind that learners are offering the subject at second
language level. The grade awarded will depend in practice upon the extent to which the learner
has met the assessment objectives overall. Shortcomings in some aspects of assessment may be
balanced by better performances in others.
A Grade A learner will be expected to:

1. understand, convey and defend arguments and information;
2. order and present facts, ideas and opinions at a complex level;
3. evaluate and select relevant materials from texts suited to the question, showing
independence of thought;
4. understand gist and identify main points and detail in a variety of texts, drawing
relevant/suitable inferences and forming conclusions;
5. recognise and explain subtle and implicit meanings and attitudes;
6. describe and reflect upon experience and express very effectively what is felt and imagined;
7. communicate effectively, appropriately and clearly, using a sophisticated range of
vocabulary;
8. vary style suited to purpose in a variety of tasks, showing a clear sense of audience;
9. use well-constructed paragraphs and sentences. obey and demonstrate knowledge of
grammatical conventions and use spelling and punctuating accurately.
A Grade C learner will be expected to:

1. understand, convey and partially defend arguments and information;
2. order and present facts, ideas and opinions at a satisfactory level;
3. evaluate and select relevant material from texts in answer to questions and provide
straightforward explanations and developments;
4. understand gist and identify some main points in a variety of texts, drawing inferences and
forming conclusions;
5. recognise and explain the more obvious implicit meanings and attitudes;
6. describe and reflect upon experience and express effectively what is felt and imagined;
7. communicate effectively, appropriately and clearly, using a wide range of vocabulary;
8. vary style in a variety of tasks, showing some sense of audience;
9. use adequate paragraphing and some variety of sentence construction, obey and
demonstrate knowledge of grammatical conventions and use correct spelling and
punctuation.
A Grade E learner will be expected to:

1. understand and convey arguments and information;
2. order and present facts, ideas and opinions;
3. evaluate and select material from texts in answer to questions and provide basic
explanations;
4. understand some gist and identify some main points in a variety of types of texts, drawing
inferences;
5. recognise obvious meanings and attitudes;
6. describe experience and explain satisfactorily what is felt and imagined;
7. communicate successfully, using a range of vocabulary suited to some of the tasks;
8. use simple sentences with the possibility of varying them in a variety of tasks;
9. use paragraphing and some variety of sentence construction, with some regard to everyday
grammatical conventions, spelling and punctuating, so that weaknesses do not seriously
impair communication.

A Grade G learner will be expected to:
1. understand and convey information;
2. order and present facts, ideas and opinions at an elementary level;
3. evaluate and select material from texts in answer to questions, sometimes providing
minimal explanations;
4. partially understand a few main points in texts;
5. sometimes recognise the most obvious meanings;
6. describe experience and explain what is felt and imagined;
7. communicate with some success, using a limited range of vocabulary;
8. use simple sentences;
9. use paragraphing with limited regard to everyday grammatical conventions, with spelling
and punctuation which impair communication.

8. GLOSSARY OF TERMS
Difficult or unfamiliar words are listed in this glossary.
1. autobiographical giving information about oneself

2. bias a tendency of mind which influences decision or thought
3. citation a short passage taken from something written or spoken by
someone else
4. coherent naturally and reasonably connected and therefore easy to
understand
5. collocation a combination of words in a language, that happens very often
and more frequently than would happen by chance e.g. blue
Monday, blue murder, sprained ankle
6. complex consisting of many different and connected parts
7. compound composed of two or more separate elements, e.g. A sentence
with more than one verb
8. concise short and clear/expressing a lot in a few words
9. concord agreement between a verb and the subject of a sentence
10. contraction a shortened form of a word/words
11. converse to talk informally/have a conversation
12. elision the omission of a sound or syllable in speech
13. graphic concerned with or including drawing or printing
14. hyponym a word with a particular meaning that is included in the
meaning of a more general word e.g. spoon and fork are
hyponym of cutlery
15. idiomatic expression expression containing an idiom, e.g. It is raining cats and dogs
16. imagery the use of metaphorical language to produce pictures in the
minds of readers or listeners
17. impromptu said or done at once without preparation
18. interjections a phrase, word or set of sounds expressing feelings such as
shock, disapproval or pleasure
19. intonation rise and fall in the level (pitch) of the voice, which often adds
meaning to what is being said
20. metaphor figure of speech in which a word/phrase is applied to
something to which it is not literally applicable, e.g. food for
thought/ to cut off one’s nose to spite one’s face
21. phonological showing constructive relationships among the fundamental
speech sounds of a language
22. relative clause part of a sentence containing a verb, joined to the rest of the
sentence by who, which, where, etc.
23. rhetorical a question asked to gain effect, and not expecting any answer
e.g. Who cares?
24. simile an expression describing one thing by directly comparing it
with another, using words as or like
25. simulated made to look, feel, etc. like the real thing
26. speculative based on reason alone and not facts about the world
27. stylistic devices of or concerning style, especially literary style
28. syllabification the division of words into syllables
29. syntax rules of grammar used for ordering and connecting words to
form phrases or sentences. Use of a variety of different types of
sentences, e.g. simple/complex and compound sentences
30. synthesise to make up or produce by combining parts

ADDENDUM A: NOTES ON CONDUCTING ORAL TESTS
1. GENERAL
The oral test takes place in the period before the main examination timetable (for papers 1, 2,
and 3). Each Centre decides on a convenient period advised by the DNEA for its oral tests.
Centres must ensure well in advance of the tests that a suitably quiet room is available and that
recording equipment is in good order.
Centres must adhere to dates for completion of the oral tests as advised by the DNEA and for
the receipt of mark sheets and recordings to allow sufficient time for external moderation. It is
vital that material does not arrive late.
There should be only one Examiner per Centre where possible. Each Centre will select its own
Examiner. This is normally a teacher within the English Language department, but could be
someone local from outside the Centre. A group of neighbouring Centres might choose the
same teacher to conduct all their tests; in such a case each Centre is still responsible for
submitting properly completed forms and samples of recorded interviews. (If a person not
related to the Centre is used to conduct the oral tests, the DNEA will not be held responsible
for paying such a person for his/her services).
Centres with large numbers of learners using more than one Examiner must make
arrangements for their examiners to undertake internal moderation so that a common standard
is applied to all learners.
Centres entering learners for the examination will receive a set of Oral Assessment Cards,
notes about administration and forms for entering marks. Teachers/Examiners responsible for
conducting the oral tests should familiarise themselves with these materials before the tests are
held. The Oral Assessment Cards must remain confidential and must be kept in a secure place
by the Centre until the end of the examination period.
Each Centre must send the following to the DNEA: (1.1) digitally voice recorded sample on
CD; (1.2) completed MS 1 Forms; (1.3) completed Oral Assessment Summary Form(s).
Examiners should take care to adhere to instructions given on the forms regarding their
completion and return.
1.1 Voice-recorded sample

Each Centre must provide a sample of oral interviews, to be recorded on CD. The size
of the sample required is given in the instructions on the back of the Oral Assessment
Summary Form.
The teacher responsible for internal standardisation at the Centre must ensure that the
sample is representative of the whole mark range of the learners at the Centre, with
marks spaced as evenly as possible from the top mark to the lowest mark. Where there
is more than one teacher involved, the sample must include, in equal number, learners
tested by all teachers.
For instructions on recording the samples see section 3 below. CDs must be clearly
labelled with details of the candidates whose interviews have been recorded.

1.2 MS 1 Form
This is a computer-printed mark sheet, which is completed by transferring the mark for
each learner from the Total Mark column on the Oral Assessment Summary Form. It
consists of three parts:
• the first page/top copy should be placed in the envelope together with the other
relevant documents sent to the DNEA;
• the second page/middle copy (for use by the external examiner), together with the
sample CD and the Oral Assessment Summary Form is also sent to the DNEA;
• the third page/last copy remains at the Centre in case documents get lost or for
future reference, until after the results have been published.
1.3 Oral Assessment Summary Form

This is a document on which marks for each learner are to be entered in detail.
Instructions for its completion will be found on the reverse side of the form.
Examiners should carefully check that all marks have been correctly calculated. The
Oral Assessment Summary Form must show the breakdown of marks for all the
learners, not just those selected for the sample. Please put an asterisk (*) against the
names of candidates whose interviews have been recorded on the cassette.
The sample CD along with the completed MS 1 and Oral Assessment Summary Forms
should be returned as specified as soon as the oral tests have been completed.
Examiners do not need to wait until the final date of the assessment period before
sending them to the DNEA.
2. CONDUCTING THE ORAL TESTS

The oral tests should proceed along the following lines:
Step 1 Hand the Oral Assessment Card to the learner. Any necessary explanation
should be given at this point, followed by a short preparation period
(approximately 2-3 minutes), when the learner is at liberty to ask questions.
The learner may not make notes during this period. While Learner A is being
examined Learner B could be preparing in a separate room.
Step 2 Start the digital voice recorder.. Give the learner’s number and name.
Welcome the learner and explain briefly what is going to happen in the course
of the test.
Step 3 Warm-up section: Conduct a general conversation by asking the learner a few
questions about herself/himself, the school, etc. to give the learner time to get
used to the examination situation. The purpose of this section of the test is to
put learners at ease. As a guide, about 2-3 minutes should be spent on this
section.
Step 4 Main part of the test: Conversation based on the Oral Assessment Card. (The
notes on the assessment cards give an idea of possible questions and ideas
which may be considered during the course of the conversation). Either the
Examiner or the learner may start the conversation. This section of the test
should last approximately 8-10 minutes.
The total duration of the oral test, from the beginning of Step 2 to the end
of Step 4, should be approximately 15 minutes.
Note that while Step 2 to Step 4 must be recorded, only Step 4 is to be

assessed.
The oral test must be conducted in English throughout.

Examination conditions must prevail in the area where the oral tests take place. Adequate
supervision must be provided to ensure that learners leaving the room for the oral tests do not
communicate with those waiting to enter.
No other person should be present during the oral test, with the exception of another
Teacher/Examiner, Moderator or representatives of the DNEA.
Learners may be examined singly or in pairs, but only recordings of individual learners may be
submitted for moderation.
Learners are not allowed to bring any notes into the examination room, nor are they allowed to
consult dictionaries.
A range of Oral Assessment Cards is provided, and the Examiner (not the learner) chooses the
card to be used for each learner. As wide a variety as possible of the cards should be used
during the oral tests at the Centre. In order that learners are given every chance to do
themselves justice, the Assessment Card should be selected with care. Remember that the test
is one of spoken language, not subject knowledge: if it becomes apparent that the learner finds
the topic difficult or inappropriate it is perfectly permissible to move into more productive
areas. There is no need to stick rigidly to the Examiner prompts in such cases.
The Examiner should be positioned so that s/he is facing the learner, with a table or desk in
between. Learners should not be able to see notes made on Oral Assessment Summary Forms
or similar paperwork.
3. RECORDING THE SAMPLE

Centres must ensure that their recording equipment is in good working order. Only CDs must
be used. The recorder and the CDs should be tested on site, some time before the actual oral
tests, ideally with one of the learners. The warm-up section of the test also provides an
opportunity to check audibility. Where possible it is advisable to use a recorder with external
microphones so that separate microphones can be used for learner and Examiner. If only one
microphone is used it should be placed facing the learner.
It is important to check audibility levels before taping begins; adjustments to the volume
control during an examination should normally be avoided. Care should be taken to avoid
extraneous noise and long gaps. Checks should be made throughout the oral testing session to
ensure that voices on the tapes are clearly audible.
Once the oral test has begun the CD should run without interruption.
At the end the Examiner should state “No further recordings”.
Each CD should begin with a clear statement by the Examiner as follows:
“Centre Number: [e.g.] NA 999

Centre Name: [e.g.] Abcxyz Academy
Examination: 0510 English as a Second Language
Examiner‘s Name: [e.g.] Ms Z. Abced
Date: [e.g.] 1 October 2009”
Each candidate recoded on the sample should be clearly indicated on the recording by the
teacher as follows:
“Learner’s Number: [e.g.] 1234

Learner’s Name: [e.g.] Abdi Zachariah”
At the end of the sample the Examiner should state clearly “End of Sample”.
Before the CD is dispatched, spot checks must be made to ensure that every learner is clearly
audible. The contents of each CD must be clearly labelled.
4. GENERAL ADVICE
Please bear in mind the following when marking:
Be Objective. Do not allow any knowledge of learner’s personality and attitude to

influence objective assessment. (For example, knowledge that a learner is very
conscientious in her homework is irrelevant in assessing her oral test). If the learner’s
performance is affected because s/he faces difficult circumstances or personal
problems at the time of the test, this is a matter to be dealt with via Special
Considerations procedures, for which Examinations Officers at Centres complete
separate documentation. Oral Test Examiners must not make any separate allowance
themselves in such cases.
Be realistic. Remember that it is not necessary for a learner to be of native speaker

standard to be given maximum marks within any single category. But knowledge of a
learner’s first language must not lead a marker to ignore particular habitual errors and
overlook inaccuracy.
Be consistent. It is important that the marking criteria are applied in the same way for
all learners at the Centre, so that a reliable rank order for the Centre is obtained.
Be positive. Marking the test should be seen as giving credit for what learners can do,
not penalising them for what they cannot do. (This does not mean that matters of
accuracy in, for example, grammar and pronunciation are to be overlooked, but is a
reminder that an NSSCO oral test is intended to credit positive achievement).
To conduct oral tests effectively, good Examiners:

• always put learners at their ease from the outset (smiling as learners enter the room,
indicating where they should sit, etc.), while maintaining a clear sense that the oral test is
being conducted in a formal examination situation;
• never walk about or distract learners;
• always appear interested, even in mundane matters;
• never interrupt with their own views;
• never correct mistakes;
• never show undue surprise or impatience;
• never give the impression that there must be “right” answers to questions;
• always bring the best out of their learners by asking ‘open’ questions which allow
learners to respond at length, not strings of ‘closed’ questions prompting yes/no answers;
• never conduct the oral test as if it is a test of knowledge;
• never indicate their opinion of the learner’s performance during or after the oral test – a
good Examiner will normally send a learner out of the test smiling, no matter how good
or bad the learner’s performance has been.

ADDENDUM B:MARKING GRID FOR ORAL ASSESSMENT (PAPER 4)
Award a mark out of 10 for each category (Structure, Vocabulary, Development and Fluency), add these marks to get a total out of 30 and then divide it by 3 to
obtain an overall total mark out of 10.
Mark Structure [out of 10] Vocabulary [out of 10] Development and Fluency [out of 10]
The learner demonstrates ability to use a The learner shows enough command of The learner shows sustained ability to maintain a
variety of structures accurately and vocabulary to respond with some precision. conversation and to contribute at some length. The
consistently. There may be errors when Shades of meaning are achieved and some learner can respond to change in direction of the
9-10 sophistication is attempted, but the sophisticated information/ideas are conversation and perhaps initiate new topics.
examiner is convinced that the learner is communicated. There will be only the Pronunciation and intonation are appropriate, with
confidently in control of the structures occasional misuse of vocabulary only the occasional slip
used
There may be mostly simple structures, The learner has a sufficient range of The learner responds relevantly to questions and at
but some more complex sentences will vocabulary to convey information and ideas a length which makes frequent prompting
7-8 be attempted successfully. There will be but there is lack of precision. Vocabulary is unnecessary. Stress and intonation patterns are
some errors but these will not impede not wide or varied generally accurate. Little effort is required by the
communication listener
The learner will be uneasy and error- Vocabulary conveys simple ideas and The learner makes a real attempt to respond to
prone when venturing beyond simple information clearly but lacks precision. questions. S/he may need frequent prompting and
structures. However, simple accuracy There is some searching for words and will tend to offer one sentence at a time, but keeps
5-6
will often be achieved and hesitation when going beyond simplicity conversation going. Some noticeable inaccuracy of
communication will be maintained stress and intonation, but unlikely to impede
communication
Responses will usually be single words Vocabulary will sometimes be inadequate to Responses tend to be brief and widely spaced. The
or very simple sentences - with errors. convey even simple ideas and there will be learner has to be encouraged to go beyond the
Error will tend to blur but not obscure frequent pauses single- word response. Stress and intonation
3-4
communication inaccuracy causes some communication difficulty,
but the learner can usually be understood by a
sympathetic listener
Single word responses will be the norm Enough English words are known to convey Responses are so brief and imprecise that little is
and attempts at structured sentences will occasional snippets of information, but communicated. Use of single words is the norm,
rarely achieve communication. However, conversation will be very limited and and there will be long gaps. Stress and intonation
1-2
some attempt at a response will be made confused patterns cause difficulty for even the most
at points during the interview sympathetic listener. Repetition is necessary to
achieve communication
Completely limited/no attempt at a Completely limited/no attempt at a response No response/inaccuracy of stress and intonation
0
response prevents communication even after several repetitions
ADDENDUM C: MARKING GRID FOR WRITTEN WORK (PAPER 1&2)
ENGLISH SECOND LANGUAGE

NSSCO 1 2 3 4 5
• Creative use of • Competence in • Appropriate choice of • Many grammar, • Density of error
Language + Structure
vocabulary + idiom vocabulary + idiom vocabulary spelling and obscures meaning
• Few grammar and • Few grammar + • Simple sentences punctuation errors • Whole sections
spelling mistakes spelling mistakes • Mistakes do not • Basic language used impossible to recognise
• Audience met • Some sense of impede understanding • Wrong choice of sense as pieces of English
• Interesting paragraphs audience • Some lack of sense of of audience writing
• Useful paragraphs audience • Flaws in paragraphing • No paragraphing
• Paragraphs used
Content and Style
TOTALS 10 12 16 10 12 16 10 12 16 10 12 16 10 12 16
• Original, creative spark

• Instructions followed
1 9-10 11-12 14-16 8 9-10 12-13 7 8 10-11 6 7 9 5 6 8
• Information correctly interpreted
• Quality is sustained; Form complements
• Convincingly executed
• Instruction and information correctly
2 8 9 12-13 7 8 10-11 6 7 9 5 6 8 4 5 7
executed; Suitable form
• Mistakes do not affect the text
• Fairly convincing
• Some instructions used
3 • Irrelevant information used 7 8 10-11 6 7 9 5 6 8 4 5 7 3 4 5-6
• Fulfils the task, Form acceptable
• Average content
• Content not particularly relevant
• Mistakes hamper precision
4 • Most instructions not met 6 7 9 5 6 8 4 5 7 3 4 5-6 2 2-3 3-4
• Form inconsistent
• There may be repetition
• Very little engagement with task 2
5 • Instructions not followed; Lack of form 5 6 8 4 5 7 3 4 5-6 2-3 3-4 0-1 0-1 0-2
• Occasional patch of clarity
Example: (If Content and Style = level 3 and Language and Structure = level 4) Calculation: Content & Style 3 4 or 5 or 7
Language & Structure 4 10 12 16
If topic is totally misinterpreted, no mark will be awarded.

The National Institute for Educational Development
P/Bag 2034
Okahandja
NAMIBIA
Telephone: +264 62 509000

Facsimile: + 264 62 509073
E-mail: info@nied.edu.na
Website: http://www.nied.edu.na
© NIED 2009

NSSCO Syllabuses SL-En Jun2009

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Republic of Namibia

NAMIBIA SENIOR SECONDARY CERTIFICATE (NSSC)

ENGLISH SECOND LANGUAGE SYLLABUS

DEVELOPED IN COLLABORATION WITH

NAMIBIA SENIOR SECONDARY CERTIFICATE (NSSC)

ENGLISH SECOND LANGUAGE SYLLABUS

This Syllabus Replaces Previous NSSC syllabuses

© Copyright NIED, Ministry of Education, 2009

Publication date: 2009

4. Overview of Learning Content ....................................................................................................... 3

4.1 General .................................................................................................................................. 3

4.2 Textbooks and Resources ............................................................................................. 3

5. Learning Content ............................................................................................................................ 9

5.1 Listening ............................................................................................................................... 4

5.2 Speaking ................................................................................................................................ 6

5.3 Reading ................................................................................................................................. 8

5.4 Writing ................................................................................................................................ 10

5.5 Language Usage .................................................................................................................. 12

6.1 Assessment Objectives ........................................................................................................ 14

6.2 Scheme of Assessment ........................................................................................................ 14

6.3 Marks and Weighting Of Papers ......................................................................................... 14

6.4 Description of Papers .......................................................................................................... 15

6.5 Specification Grid ............................................................................................................... 18

7. Grade Descriptions ....................................................................................................................... 19

8. Glossary of Terms ........................................................................................................................ 21

Addendum A: Notes on Conducting Oral Tests .............................................................................. 22

Addendum B: Marking Grid for Oral Assessment (Paper 4) .......................................................... 26

Addendum C: Marking Grid for Written Work (Paper 1 & 2) ....................................................... 27

The Namibia National Curriculum Guidelines aim to:

NSSCO English 2nd Language Syllabus, NIED 2009 1

The aims are to enable learners to:

NSSCO English 2nd Language Syllabus, NIED 2009 2

(See paragraphs 5.1 to 5.5 for more detail)

4.2 TEXTBOOKS AND RESOURCES

NSSCO English 2nd Language Syllabus, NIED 2009 3

NSSCO English 2nd Language Syllabus, NIED 2009 4

SKILLS OBJECTIVES COMPETENCIES

NSSCO English 2nd Language Syllabus, NIED 2009 5

SKILLS OBJECTIVES COMPETENCIES

NSSCO English 2nd Language Syllabus, NIED 2009 6

SKILLS OBJECTIVES COMPETENCIES

NSSCO English 2nd Language Syllabus, NIED 2009 7

SKILLS OBJECTIVES COMPETENCIES

NSSCO English 2nd Language Syllabus, NIED 2009 8

SKILLS OBJECTIVES COMPETENCIES

NSSCO English 2nd Language Syllabus, NIED 2009 9

SKILLS OBJECTIVES COMPETENCIES

NSSCO English 2nd Language Syllabus, NIED 2009 10

SKILLS OBJECTIVES COMPETENCIES

NSSCO English 2nd Language Syllabus, NIED 2009 11

SKILLS OBJECTIVES COMPETENCIES

NSSCO English 2nd Language Syllabus, NIED 2009 12

SKILLS OBJECTIVES COMPETENCIES

NSSCO English 2nd Language Syllabus, NIED 2009 13

6.1 ASSESSMENT OBJECTIVES

1. understand and convey information;

6.2 SCHEME OF ASSESSMENT

Core Level Extended Level

Grades C - G awarded Grades A*- E awarded

Paper 1 (1h 45m) Paper 2 (2h 30m)