Belize District

Education
Center,
October 2014

LANGUAGE ARTS
DRAFT CURRICULUM MAPPING DOCUMENT for MONITORING and SUPERVISING SCHOOLS in the
BELIZE DISTRICT UPPER DIVISION
 Contents
INTRODUCTION...................................................................................................................................................................................................................................................................
2 HOW THE DOCUMENT IS DESIGNED
.................................................................................................................................................................................................................................. 2 HOW THE DOCUMENT IS TO BE
USED................................................................................................................................................................................................................................ 2 MANDATE AND
STATUTE.................................................................................................................................................................................................................................................... 3
National Curriculum: ....................................................................................................................................................................................................................................................... 3
 Language Arts Curriculum............................................................................................................................................................................................................................................... 3
THE LANGUAGE ARTS CURRICULUM ..................................................................................................................................................................................................................................
4 The Second Language Acquisition Approach..................................................................................................................................................................................................................
5 Key Learning Goals and Content Standards Distribution for SLAS .............................................................................................................................................................................. 6
National Language Arts Curriculum .............................................................................................................................................................................................................................. 13
DIVISIONAL OUTLINE – CONTENT STANDARDS AND LEARNING OUTCOMES by Count........................................................................................................................................... 13
DIVISIONAL OUTLINE – CONTENT STANDARDS AND LEARNING OUTCOMES by Skill and Description.................................................................................................................... 14
Scope and Sequence .........................................................................................................................................................................................................................................................
24 Standard 5 –Sample Distribution ..................................................................................................................................................................................................................................
24 Standard 6 – Content Distribution ................................................................................................................................................................................................................................
27 A proposed plan for improving PSE writing scores.......................................................................................................................................................................................................
32 TEACHING PLANS
.............................................................................................................................................................................................................................................................. 33
INSTRUCTIONAL CALENDAR................................................................................................................................................................................................................................................
0

TRANSFORMING AND REFORMING OUR SCHOOLS FOR EXCELLENCE Page 1

INTRODUCTION
In November 2014, the Belize District Education Center’s (BDEC) team of Education Officers-Supervisors conducted partial supervision visits in the government, grant
aided and private primary schools in the district to monitor implementation of the curriculum and targeted administrative practices and policies. Partial supervision for Belize
District schools focuses on school policy, delivery of the curriculum and student achievement; in addition, it collects evidence to provide targeted and diagnostic feedback on
predetermined areas within schools using the following supervision instruments of the Ministry of Education, Youth and Sports:
1. School Policy Assessment Tool 2. School Curriculum Assessment Tool 3. School Profile Checklist 4. Classroom Observation Instrument 5.
Facilities Checklist
 The outcome of these visits showed inadequate progress with respect to the implementation of the curriculum in the district. There were variations across the district
and in schools in regard to the planning and delivery of the curriculum. There is a need therefore to standardize the approach and promote uniformity in curriculum planning,
implementation and support in the district. This initiative attempts to operationalize the following goals:
∙ establish standardized planning in schools of the Belize district
∙ ensure students in the Belize district have consistent academic experience
∙ allow Belize district teachers to articulate and refine teaching plans
∙ improve vertical coordination (content and skill progression from the lower to middle to upper divisions)
∙ strengthen horizontal coordination (curricular collaboration of content, skills and assessment)
This document provides a framework for the enhancement of planning, implementing and sustaining the Language Arts curriculum in the Upper division and seeks to
strengthen curriculum delivery in the classroom through the coordination of the different components mandated by the Ministry of Education. It is, also, a direct response to the
strategic objective no. 2.2 – improve effectiveness of teachers in supporting student achievement … as outlined in the Belize Education Sector Strategy (BESS).

HOW THE DOCUMENT IS DESIGNED

This document is designed to facilitate division and classroom planning for development, appraisal and continuous improvement. It outlines both a process and a set of
tools to aid classroom teachers in articulating and aligning the national and school curriculum content and outcomes into instructional units and lesson plans. It presents a
design for curriculum delivery within a 10-week teaching term. Therefore, each school is responsible to ensure a full fifty-day teaching plan (at minimum) is in place by division
and class for every term. The grids or matrices are a means of organizing curriculum information in ways that enable vertical and horizontal alignment, content coherence and
achievable delivery within prescribed timelines.

HOW THE DOCUMENT IS TO BE USED

The national and school curriculum directs teaching and learning scope, sequence and experiences in our schools. Therefore, this document in no way replaces nor
diminishes the value and use of the national documents. Rather, this framework supplements the achievement of the goals and objectives of the Ministry and school
managements. It must be used in consultation with the national curriculum to gain further insight into content depth and delivery strategies. This document does not mandate
nor dictated formats for annual, unit plans, and weekly plans. Schools must establish a coherent and effective way to organize and produce their plans.

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MANDATE AND STATUTE
National Curriculum: The Ministry of Education shall establish… national curriculum… (Handbook of Policies and
Procedures for Schools, 2000, Rule 116 (1-3) National Curriculum - Areas of Study:
Area 1: Language (English and Spanish)
Area 2: Mathematics, Science, Work & Technology. (aspect of technology relating to production)
Area 3: Social Studies and Personal Development (aspect of personal development relating to social/cultural, spiritual, economics).
Area 4: The Expressive Arts, Physical Education, Health, (including the physical aspect of personal development)
 School Curriculum: The Principal… shall be responsible for developing a school curriculum… for each grade level. The school curriculum shall
be directed at achieving all learning outcomes specified in the national curriculum. Rule 117 (1-4).

Duties of a teacher: Teachers are required to develop … annual and weekly teaching plans with reference to the national and school
curriculum … (S.I. No. 187 of 2012, Education (Amendment) Rules, 2012 – Rule 40 - (1)
Teaching Plans: Each teacher shall prepare:
(i) before the commencement of the school year… a Class Plan which shall outline the work to be done in each subject for the year… by
term. Rule 118 (1).
(ii) a plan of work for the upcoming week (Weekly Teaching Plan) based on Class Plan. Rule 118 (3-4).

Goal 11 of the National Goals of Education in Belize - Language: … all students should have the ability to communicate proficiently in English (Handbook of Policies and
Procedures for School Services (2000) pg. 178

Language Arts Curriculum Proposed Schedule of Teaching Weeks – Belize District Primary Schools Belize National Standards and Curriculum Web for
Language Arts outlines *may need to be adjusted according to major term breaks and holidays
…content standards have been categorized according to skill areas: Term 1 Term 2 Term 3
No. Skills CS No. Total
Month Weeks Month Weeks Month Weeks
1 Listening 1-5 5
September 3 December 2 March 3
2 Viewing 6-7 2
October 4 January 4 April 3
3 Speaking 8 - 19 12
November 3 February 4 May 4
4 Reading 20 - 33 14
June 1
5 Writing 34 - 45 12
Total 10 10 11
Total 5 45

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THE LANGUAGE ARTS CURRICULUM

 Planning for the delivery of Language Arts in the upper division of our primary schools requires incorporating nationally mandated dimensional concepts
aiming at GOAL 11 of the National Goals of Education in Belize: By the end of primary school, all students should have the ability to communicate proficiently in
English (National Syllabus, pg.5). Although no learning outcome in the national syllabus specifically addresses second language learning, its supporting initiatives
are mostly built on guiding principles for language and literacy instruction for students whose home language is not English. In response, this planning and
monitoring document outlines expectations of:

∙ The Second Language Acquisition Strategy (SLAS): Supporting students in acquiring English as an additional language – a proposed unpublished guide by
consultants of Mount Saint Vincent University, Halifax, Canada

∙ The Belize National Standards and Curriculum Web for Language Arts – Upper Division (Language Arts Curriculum)

The presentation of the above efforts in this document aims at providing guidelines to assist upper division teachers in the Belize District in aligning their
teaching plans and schemes to the initiative being implemented in their schools. The initiatives are aligned to the National Language Arts Curriculum (NLC).

Schools may choose to utilize either of the options stated above and which are both outlined in this document to structure their Language Arts program.

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The Second Language Acquisition Approach

 Consultants from Mount Saint Vincent University, Halifax, Canada conducted intensive study of the use and organization of the Belize National Language Arts Curriculum. The analysis
yielded a classification of the existing content standards into Second Language Acquisition categories and strategies. The proposed categorization for the national Language Arts Curriculum
follows:
Social Language Development Academic Language Development

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Key Learning Goals and Content Standards Distribution for SLAS
Learning Goals
Standard 5 Standard 6
 Multiple Literacy Advanced Speaking Skills Critical Thinking Advanced Speaking Skills Critical Thinking
Reading Comprehension Advanced Writing skills Producing Original Writing Advanced Writing Skills Producing Original Writing

Content Standards for SLAS

Standard 5 Standard 6

Academic Language Development

1. Reading Comprehension Skills

CS22 Use Context Clues CS28 Interpret Stories CS24 Use a Dictionary
CS27 Comprehend CS31 Comprehend CS30 Read and Relate
Fiction Texts Non Fiction Texts to Poetry

2. Advanced Speaking Skills

CS9 Express Opinions and CS11 Deliver Reports and Speeches CS14 Recite Poetry CS18 Use Appropriate Styles CS17 Use Correct
Communicate Ideas and Registers in Speech Grammatical Structures in
Speech

3. Advanced Writing Skills

CS23 Display Word Power CS38 Plan and Edit Writing CS39 Present Written Work CS44 Apply Correct CS45 Incorporate Stylistic Devices
Appropriately Grammatical Forms in Writing in Original Writing

4. Critical Thinking Skills

CS3 Interpret and Evaluate Oral Presentations CS26 Select Appropriate Reading Material CS32 Research from Non- Fiction Texts CS33 Analyse the Language, Nature
and structure of texts

5. Producing Original Writing Skills

CS34 Write Stories CS35 Write Poetry CS36 Write Letters CS37 Write Non-Fiction

Social Language Development

1. Multiple Literacy Skills

 CS2 Listen for Information CS7 Respond to Visual Images
CS6 Comprehend and Interpret CS10 Narrate Real and Fictional Events
Visual Images

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Key Learning Goals, Content Standards and Learning Outcomes for SLAS
Content Standards and Description Learning Outcomes for Standard Five Standard Six

1. Reading Comprehension Skills – Standard five ONLY

CS22 Use Context Clues 22.23 Identify, and explain the purpose of, similes and metaphors in a written text.
Interpret and apply knowledge of visual images,
vocabulary, grammar, the text's topic and textual features
to deduce the meaning of an unknown word or phrase.

CS24 Use a Dictionary 24.9 Use a dictionary as a guide to pronunciation.

Use a dictionary to find information pertaining to the 24.10 Use a thesaurus to find synonyms and antonyms.
spelling, meaning, derivation, syllabication, parts of
speech, inflection and pronunciation of words and to
discover new words.

CS27 Comprehend Fiction Texts 27.15 Be aware of different voices in a story, e.g. differentiating between the narrator's voice and characters'
Find, sequence and retell story information. voices. 27.16 Recognize that idioms and figures of speech do not necessarily have a literal meaning.
27.17 Sequence events from a non-chronological story or historical narrative.

CS28 Interpret Stories
Discuss story plot, setting, characterization, structure
and likely outcomes; and compare, contrast and
evaluate different stories.
28.21 Evaluate the merits of one story compared to another.
28.22 Compare different predictions made about a story and justify a preference with evidence from
it. 28.23 Discuss how settings and relationships in stories can influence a character's choices and
actions. 28.24 Using fiction as a guide, discuss the culture of other countries.
28.25 Compare and contrast different versions of the same story.

CS30 Read and Relate to Poetry 30.10 Make an anthology of favourite poems and discuss the selection with the teacher and with peers.
Comprehend and interpret poetry, and make connections
to personal choices, experiences, emotions, ideas and
moral values.
 CS31 Comprehend Non-Fiction Texts
Extract, sequence, synthesise and use information
contained in non-fiction texts.
2. Advanced Speaking Skills
CS9 Express Opinions and Communicate Ideas
Effectively and clearly state, develop, explain and
justify opinions and ideas.
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Content Standards and Description
CS11 Deliver Reports and Speeches
Prepare and confidently and effectively deliver formal
reports and speeches for a variety of purposes on a variety
of topics.
CS14 Recite Poetry
Recite poetry with confidence and with appropriate
pace, volume, intonation and stress.
31.11 Compare and contrast information from more than one source on the same topic.
31.12 Read newspaper articles for information and enjoyment and use information in the text and their
own experience to arrive at a considered judgment.
9.13 Use a range of simple, compound and
complex sentences when expressing ideas.
9.14 Explain and justify ideas with evidence drawn
from books and their own experience.
9.15 Take a position on a current or important issue and
use language, details and evidence persuasively in
support of it.
Learning Outcomes for Standard Five
9.16 Demonstrate originality and creativity when
expressing and justifying opinions.
9.17 Explain ideas using devices such as similes,
metaphors, anecdotes and analogies.
9.18 Synthesise ideas, details and evidence from
various sources when expressing and explaining
ideas.
9.19 When expressing ideas, choose words and
language structures that convey the intended
meaning and are appropriate to the audience and the
situation.
Standard Six
11.11 Deliver prepared speeches for different purposes,
for example to inform, entertain, or persuade, that have
clear and effective beginning, middle and end structures.
11.12 When delivering a report or speech, vary volume
and tone of voice and pace of delivery to hold the
audience's attention.
14.10 When reciting a poem, vary volume and tone of
voice and pace of delivery to hold the audience's
attention.
 CS17 Use Correct Grammatical Structures in Speech Use
sentence structure, word order, agreement patterns and
other grammatical features correctly.
CS18 Use Appropriate Styles and Registers in Speech
Choose and switch between appropriate styles of
speech, formal and informal registers, standard
English, Kriol and other languages.
3. Advanced Writing Skills
CS23 Display Word Power
Use a range of vocabulary items to convey precise
meaning, differentiate between words of similar
meaning, homophones and homonyms, and analyse the
structure of words.
CS38 Plan and Edit Writing
Plan writing by selecting topics, considering purpose
and audience, organizing thoughts, displaying and
outlining information; and edit writing at word,
sentence and text levels.
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Content Standards and Description
17.10 Demonstrate, consistently, correct
subject-verb agreement when speaking standard
English.
18.9 Discuss the similarities and differences between
standard English and Kriol, and other languages and show
awareness of how one language or code may interfere
with another in their speech.
23.13 Understand a rich variety of vocabulary
words encountered while reading.
23.14 Read and understand words with a wide range
of prefixes and suffixes.
38.18 Edit a piece of writing by changing sentence
structures for effect.
38.19 Without prompting, organize ideas using a variety
of graphic organizers.
Learning Outcomes for Standard Five
17.11 Correctly apply a range of different grammatical
forms for asking questions, giving commands and
instructions and giving information in simple, compound
and complex sentences.
17.12 Vary the use of simple, compound and
complex sentence structures for effect.
18.10 Discuss the linguistic differences between Kriol
and Standard English, for example comparing the
different way verb tenses are formed or the use of
pronouns.
18.11 In appropriate situations, use a variety of "polite"
forms of the standard English language.
23.15 Understand specialized vocabulary from
different academic, social and professional settings,
for
example politics and science.
23.16 Discuss how writers use words to give accurate
and precise meaning.
38.21 Routinely edit a piece of writing to eliminate
mistakes, irrelevance and unnecessary repetition, and to
improve it by enhancing word choice, sentence,
paragraph and overall structure, and the sequencing of
ideas.
Standard Six

CS39 Present Written Work Appropriately
Neatly present written work according to established
norms and conventions.
CS44 Apply Correct Grammatical Forms in Writing
Combine words into correctly structured sentences
using appropriate word endings, word order and other
rules of language.
CS45 Incorporate Stylistic Devices in Original
Writing Deploy and vary words, phrases and
sentence types for effect, including similes,
metaphors and proverbs.
4. Critical Thinking Skills
CS3 Interpret and Evaluate Oral Presentations
Discuss, interpret, evaluate and analyse oral presentations.
CS26 Select Appropriate Reading Material
38.20 Make notes on a topic to be written about
from a report, encyclopedia entry or internet site.
44.16 Consistently apply correct subject-verb
agreement during writing.
44.17 Appropriately use interjections in original writing.
44.18 Appropriately use both active and passive voice
forms in original writing.
45.7 Personify abstract concepts, animals and things
in original writing.
45.8 Use an adverb to modify adjectives and other adverbs
in an original writing.
45.9 Use proverbs in original writing.
3.12 Comment on the overall impact of an oral
presentation. 3.13 Evaluate whether a speaker supports
their points with sufficient evidence.
3.14 Demonstrate sustained concentration and
attention while listening to an oral presentation.
3.15 Engage positively in discussion following an oral
presentation by asking questions to clarify the
speaker's message.
26.16 Select and read for pleasure short novels written for
38.22 Use a dictionary or a thesaurus to improve
the vocabulary used in a piece of original writing.
38.23 Revise a draft by checking its meaning, by checking
the sequencing of ideas, adding extra details, improving
word choices, and eliminating irrelevant material.
39.10 Prepare a piece of written work for display, paying
attention to lay out, lettering and other elements of
graphic design.
44.19 Appropriately use present and past continuous
verb forms in original writing.
44.20 Appropriately use prepositional phrases in
original writing.
45.10 Write using similes and metaphors to
enhance description.
45.11 Use sentences of a range of different sentence
types for effect in original writing.
3.16 Make inferences based on oral report or
presentations. 3.17 Compare and contrast information
presented by a speaker with own previous knowledge
and opinions. 3.18 Paraphrase oral presentations.
3.19 Evaluate the effectiveness of a speaker by
commenting on his/her purpose, techniques, content,
visual aids, body language and facial expression.
3.20 Discuss information, ideas and opinions expressed in
an oral presentation, to determine their relevance to the
speaker's topic.
3.21 Formulate relevant questions designed to
probe a speaker's opinions.
26.18 Select reading material in order to seek answers

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Content Standards and Description
CS32 Research from Non- Fiction Texts
Locate information in non-fiction texts using knowledge
of the features of a book or text, by using the internet,
and by interpreting diagrams, tables and visual images.
a teenage audience and stories with unfamiliar
Learning Outcomes for Standard Five
settings and complex plots.
26.17 Skim read sections of a book, for example the
first page, when making reading selections.
32.9 Summarise in one sentence the main idea of a page
of non-fiction text.
32.10 Use a search engine to find information on topics
of interest using the internet.
32.11 Evaluate the usefulness of a non-fiction text for
their purposes.
32.12 Quickly scan indexes, tables, diagrams, and sub
headings to locate relevant information in non-fiction
texts. 32.13 Understand that writers of non-fiction texts
may be biased.
32.14 Locate relevant information stored electronically
on CD-ROMs and the internet.
to issues in their own lives.
Standard Six
26.19 Independently, select and read a variety of
non-fiction texts, including books about science, page
length newspaper reports, articles from age-appropriate
magazines, and multi page length accounts of historical
events.
26.20 Independently select and read a variety of fiction
texts, including novels written for teenagers, short stories
from various countries and cultures, traditional stories,
myths and legends.
32.15 Summarise, by re-writing in a limited number of
their own words, several paragraphs of informational text.
32.16 Locate information on the same topic from more
than one source and select and summarize the
information that is most useful for their purpose.
32.17 Conduct research using libraries and electronic
sources with minimal guidance from the teacher
32.18 Navigate an internet site with more than one page.
32.19 Discuss texts displaying different points of view on
the same topic and evaluate the merits of each argument.
32.20 Locate information confidently and efficiently
through using contents, indexes and headings.
32.21 Locate information confidently and efficiently
by skimming text.
32.22 Compare the information of one web-page with that
of another on the same topic.
 CS33 Analyse the Language, Nature and Structure of
Texts Evaluate and discuss the language, utility, purpose,
reliability and structure of written texts.
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Content Standards and Description
5. Producing Original Writing Skills
CS34 Write Stories
Compose stories using a variety of genres,
techniques, structures and settings.
CS35 Write Poetry
Compose poetry, demonstrating an understanding of
rhyme, metre, alliteration, and other devices.
33.9 Judge if an argument is clearly argued and supported
by sufficient evidence.
33.10 Recognize that there are different genres of story,
e.g. science fiction, romantic, horror, thriller, mystery, etc.
and express a preference for one or more genres.
33.11 Recognize character "stereotypes" in stories. 33.12
Distinguish between written standard English and
written Kriol and note how some Belizean writers use
Kriol, especially for dialogue.
Learning Outcomes for Standard Five
33.13 Identify various elements of fictional stories and
use appropriate technical language to describe them.
34.18 Use knowledge of stories, poems and drama
as a stimulus for original writing.
34.19 Retell the same story from the point of view
of different characters.
34.20 Include short descriptive paragraphs while
composing stories.
34.21 Compose a story with a clear structure,
introduction, development and conclusion.
34.22 Include items of sustained dialogue in story writing.
33.14 Compare and contrast the openings, endings,
pace, sequencing, plot structure and characterization of
different stories.
33.15 Evaluate the reliability of information in a
non-fiction written or electronic text by comparing it
with another source.
33.16 Compare and contrast language use across a variety
of fiction and non-fiction texts.
Standard Six
33.17 Discuss the advantages and disadvantages of
using written Kriol, for narration, for story dialogue
and in non fiction texts.
33.18 Compare the way different types of written
and electronic texts present information.
34.23 When writing stories, include detailed descriptions
of settings and characters.
34.24 Compose a story containing a main plot and at
least one sub-plot.
35.6 Make an anthology of poems on a single theme
or a variety of themes.
35.7 Write poems that include alliteration.
35.8 Compose rhyming poems of several verses.
 CS36 Write Letters
Compose, with appropriate structure and language,
letters for a range of social and professional purposes.
CS37 Write Non-Fiction
Write essays, journals, reports and other texts to
instruct, inform, record, summarise, evaluate, discuss
and persuade.
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Content Standards and Description
1. Multiple Literacy Skills
CS2 Listen for Information
Extract relevant information, including directions, main
ideas and other details from a spoken text.
36.10 Without help, apply the appropriate format to a
variety of letter types.
36.11 Demonstrate the ability to vary language
forms according to the type of letter being written.
37.26 Write a short, biographical account, of
another person's life.
37.27 Compose an informative item in the style of a
news report or a newspaper.
37.28 Compose a report, written in the third person,
based on scientific observation.
Learning Outcomes for Standard Five
Social Language Skills
2.21 Respond to a story, interview, or oral report
by summarizing key points.
2.22 Perform a task after listening to a procedural
text. 2.23 Determine central ideas of spoken
messages, draw inferences and select items for a
summary.
2.24 Make written notes during an oral
36.12 Write letters of request or complaint to a
politician, organization or business institution, choosing
the appropriate format and using appropriate formal
language. 36.13 Write letters of application.
36.14 Write a well-developed letter to a friend that is
uses a range of interesting vocabulary and
37.29 Compose an essay based on facts and
information researched from sources such as
encyclopedias, research books, and the internet.
37.30 Compose multiparagraph non-fiction essays that
have a clear introduction, main body and conclusion.
37.31 Recount the same event in a variety of ways, for
example as a story, in a letter, in a news report, and as
a journal entry.
Standard Six
37.32 Write a book report including a detailed,
justified evaluation of the book's merits.
37.33 Compose several paragraphs that present a specified
point of view, presenting points logically and supporting
them with explanation and evidence.
2.26 Summarise a speakers’ point of view.
2.27 Accurately deliver a message containing
several elements.
2.28 Identify evidence used by a speaker to support his or
her points.
 presentation. 2.25 Grasp the sequence, details
and meaning of announcements and
introductions.

CS6 Comprehend and Interpret Visual Images
Discuss the purpose, usefulness and reliability of visual
images and extract their apparent and/or covert
meaning.
6.13 Infer what is not directly present in a visual image. 6.17 Discuss how a visual image can be used to persuade
6.14 Compare and contrast different visual interpretations or mislead for propaganda purposes.
of the same event or piece of fiction.
6.15 Identify icons used in information technology
and understand their purpose.
6.16 Identify purposes for viewing and evaluate whether
the purposes have been achieved.

CS7 Respond to Visual Images 7.7 Respond intellectually and emotionally to mood 7.6 Explain an emotional response to a picture.
Connect visual images to personal choices, and setting as seen in pictures from a variety of
experiences, emotions, ideas and moral values. media.

CS10 Narrate Real and Fictional Events 10.11 When relating an incident or telling a story 10.12 When relating an incident or telling a story, use
Effectively and clearly describe events and stories they use a variety of simple, compound and complex spoken language and gesture confidently and adjust the
have witnessed, heard, or invented. sentences. narrative according to the audience and their reaction.

Note: Refer to Curriculum document for complete content, suggested strategies/Activities for Assessment

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National Language Arts Curriculum

DIVISIONAL OUTLINE – CONTENT STANDARDS AND LEARNING OUTCOMES by Count
Here is an overview of the Upper Division distribution by count of the content standards and learning outcomes taken from the Belize National Standards and Curriculum
Web for LANGUAGE ARTS - Upper Division. It represents an overall view of the Language Arts curriculum indicating areas and class where emphasis on specific teaching and
learning skills are placed. This section may be used to set up time line and calendar weeks. For Language Arts, skill areas are presented in an independent manner, however,
many overlaps exist within the placement and distribution of learning outcomes and several outcomes are repeated in each class.
Language Arts
UPPER DIVISION

No. Major Skill Areas Std. 5 Std. 6 Total

Content Standard Learning Outcomes Content Standard Learning Outcomes Content Standard Upper Division
Learning Outcomes

1 Listening 1-5 37 1-5 34 5 71

2 Viewing 6-7 15 6-7 24 2 39

3 Speaking 8-19 14 8-19 20 12 34

4 Reading 20-33 37 20-33 34 14 71

5 Writing 34-45 24 34-45 23 12 47

6 Missing/ Not 39,40,41 N/A 13,21,42 N/A 6 N/A

listed (3) (3)

Total 40 127 42 135 39 262

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DIVISIONAL OUTLINE – CONTENT STANDARDS AND LEARNING OUTCOMES by Skill and Description
This section describes what is expected to be attained in the upper division for each class by content standards and learning outcomes for each of the skill areas in
Language Arts. This section may be used to plan the divisional annual plan and to set divisional and yearly class tests.

LISTENING
Learning Outcomes for Upper Division - LISTENING SKILLS
 STANDARD 5 STANDARD 6 Content Standard
Number and Description

CS1 Identify and Distinguish between Sounds CS1 Identify and Distinguish between Sounds CS1 Identify and
There are no Standard 5 learning outcomes for this content standard. There are no Standard 5 learning outcomes for this content standard. Distinguish between
Teachers should refer to outcomes for the other grade levels for Teachers should refer to outcomes for the other grade levels for Sounds
guidance. guidance.

2.21 Respond to a story, interview, or oral report by summarizing key 2.26 summaries a speakers’ point of view. CS2 Listen for Information
points. 2.22 Perform a task after listening to a procedural text. 2.27 Accurately deliver a message containing several elements.
2.23 Determine central ideas of spoken messages, draw inferences 2.28 Identify evidence used by a speaker to support his or her
and select items for a summary. points.
2.24 Make written notes during an oral presentation.
2.25 Grasp the sequence, details and meaning of announcements
and introductions.

3.12 Comment on the overall impact of an oral presentation. 3.13
Evaluate whether a speaker supports his/her points with sufficient
evidence.
3.14 Demonstrate sustained concentration and attention while listening
to an oral presentation.
3.15 Engage positively in discussion following an oral presentation by
asking questions to clarify the speaker's message.
3.16 Make inferences based on oral report or presentations. CS3 Interpret and
3.17 Compare and contrast information presented by a speaker with Evaluate Oral
own previous knowledge and opinions. Presentations
3.18 Paraphrase oral presentations.
3.19 Evaluate the effectiveness of a speaker by commenting on his/her
purpose, techniques, content, visual aids, body language and facial
expression. 3.20 Discuss information, ideas and opinions expressed in an
oral presentation, to determine their relevance to the speaker's topic. 3.21
Formulate relevant questions designed to probe a speaker's opinions.

4.8 Recognize persuasive techniques and determine when a statement 4.10 Evaluate speech skills of self, peers and presenter in areas CS4 Listen and Communicate
is credible. of pronunciation, articulation, voice quality and standard
4.9 Demonstrate an ability to interpret spoken information and English use.
apply information to solve problems.

CS5 Respond to Spoken Texts 5.11 Compare and contrast the views expressed in a variety of poems, CS5 Respond to
stories, poetry and songs presented orally. Spoken Texts

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Learning Outcomes for Upper Division - LISTENING SKILLS
 STANDARD 5 STANDARD 6 Content Standard
Number and Description

There are no Standard 5 learning outcomes for this content standard.

Teachers should refer to outcomes for the other grade levels for
guidance.

VIEWING
Learning Outcomes for Upper Division- VIEWING SKILLS

STANDARD 5 STANDARD 6 Content Standard

Number and Description

6.13 Infer what is not directly present in a visual image. 6.17 Discuss how a visual image can be used to persuade or mislead CS6 Comprehend and
6.14 Compare and contrast different visual interpretations of the same for propaganda purposes. Interpret Visual Images
event or piece of fiction.
6.15 Identify icons used in information technology and understand
their purpose.
6.16 Identify purposes for viewing and evaluate whether the purposes
have been achieved.

7.7 Respond intellectually and emotionally to mood and setting as seen 7.6 Explain an emotional response to a picture CS7 Respond to Visual Images
in pictures from a variety of media.

SPEAKING
Learning Outcomes for Upper Division- SPEAKING SKILLS

STANDARD 5 STANDARD 6 Content Standard

Number and Description

CS8 Ask and Answer Questions 8.14 Ask questions that elicit interpretations, opinions and CS8 Ask and Answer Questions
There are no Standard 5 learning outcomes for this judgments. 8.15 Answer questions that require interpretation by
content standard. Teachers should refer to outcomes providing opinions supported by explanations.
 for the other grade levels for guidance.
9.13 Use a range of simple, compound and
complex sentences when expressing ideas.
9.14 Explain and justify ideas with evidence drawn
from books and their own experience.
TRANSFORMING AND REFORMING OUR SCHOOLS FOR EXCELLENCE Page 15
STANDARD 5
9.15 Take a position on a current or important issue
and use language, details and evidence persuasively
in support of it.
9.16 Demonstrate originality and creativity
when expressing and justifying opinions.
10.11 When relating an incident or telling a story,
use a variety of simple, compound and complex
sentences.
CS11 Deliver Reports and Speeches
There are no Standard 5 learning outcomes for this
content standard. Teachers should refer to outcomes
for the other grade levels for guidance.
12.10 Defend an opinion even when it is
unfashionable or unpopular.
12.11 Show willingness to reevaluate their
expressed opinions in response to the comments
of others
9.17 Explain ideas using devices such as similes, metaphors, anecdotes CS9 Express Opinions and Communicate Ideas
and analogies.
9.18 Synthesize ideas, details and evidence from various sources
when expressing and explaining ideas.
Learning Outcomes for Upper Division- SPEAKING SKILLS
STANDARD 6 Content Standard
Number and Description
9.19 When expressing ideas, choose words and language structures that
convey the intended meaning and are appropriate to the audience and
the situation.
10.12 When relating an incident or telling a story, use spoken language CS10 Narrate Real and Fictional Events
and gesture confidently and adjust the narrative according to the
audience and their reaction.
11.11 Deliver prepared speeches for different purposes, for example CS11 Deliver Reports and Speeches
to inform, entertain, or persuade, that have clear and effective
beginning, middle and end structures.
11.12 When delivering a report or speech, vary volume and tone of voice
and pace of delivery to hold the audience's attention.
12.12 Express and take ownership of an ethical, political and social code. CS12 Display Self-Esteem while Speaking
12.13 Explore generalizations, stereotyping and prejudices and express
ideas that are tolerant and carefully considered.
12.14 Demonstrate a willingness to express and explore a range of
abstract ideas, for example moral values and concepts of spirituality.
 13.11 In a group, develop a sketch, role-play or CS13 Perform Drama Not Evident CS13 Perform Drama
presentation that deals with a moral issue and
perform it to the class, an assembly or at the Festival
of Arts. 13.12 Based on a script, play the part of a
character in a drama with confidence, voice variation
and ‘stage craft’

CS14 Recite Poetry 14.10 When reciting a poem, vary volume and tone of voice and pace CS14 Recite Poetry
There are no Standard 5 learning outcomes for this of delivery to hold the audience's attention.
content standard. Teachers should refer to outcomes
for the other grade levels for guidance.

TRANSFORMING AND REFORMING OUR SCHOOLS FOR EXCELLENCE Page 16

Learning Outcomes for Upper Division- SPEAKING SKILLS

STANDARD 5 STANDARD 6 Content Standard

Number and Description

15.10 In a group, discuss an issue in order to reach a 15.13 Follow and apply rules in a formal discussion, for example a debate CS15 Participate in Group Discussions
consensus position and share it with the class. 15.11 or using parliamentary procedure.
In a group situation be sufficiently assertive to be
heard but not so assertive as to completely dominate
the discussion.
15.12 Complete a group project that is sustained
over several lessons.

CS16 Pronounce Words Appropriately 16.4 Pronounce words appropriately, clearly enunciating all the sounds. CS16 Pronounce Words Appropriately
There are no Standard 5 learning outcomes for this
content standard. Teachers should refer to outcomes
for the other grade levels for guidance.

17.10 Demonstrate, consistently, correct
subject-verb agreement when speaking standard
English.
17.11 Correctly apply a range of different grammatical forms for CS17 Use Correct Grammatical Structures
asking questions, giving commands and instructions and giving in Speech
information in simple, compound and complex sentences.
17.12 Vary the use of simple, compound and complex sentence structures
for effect.
 18.9 Discuss the similarities and differences
between standard English and Kriol, and other
languages and show awareness of how one
language or code may interfere with another in
their speech.
CS19 Use Speech Prosody and Gesture
There are no Standard 5 learning outcomes for this
content standard. Teachers should refer to outcomes
for the other grade levels for guidance.
Note: Refer to Curriculum document for complete content, suggested strategies/Activities for Assessment
TRANSFORMING AND REFORMING OUR SCHOOLS FOR EXCELLENCE Page 17
READING
STANDARD 5
20.28 When using phonics knowledge to read an
unknown word, demonstrate a sense of which sound
patterns are unlikely to occur in English
21.9 Read on sight technical words from other subject
areas. 21.10 Accurately and fluently read, on sight, most
irregularly spelt words.
22.23 Identify, and explain the purpose of, similes
and metaphors in a written text
18.10 Discuss the linguistic differences between Kriol and Standard CS18 Use Appropriate Styles and Registers
English, for example comparing the different way verb tenses are formed in Speech
or the use of pronouns.
18.11 In appropriate situations, use a variety of "polite" forms of
the standard English language.
19.8 Demonstrate control over and effective use of eye contact, CS19 Use Speech Prosody and Gesture
facial expression, hand gestures and other aspects of body
language to communicate meaning.
19.9 When speaking, vary voice tone, pace, volume, intonation and
stress patterns to meet the needs of the situation.
Learning Outcomes for Upper Division - READING SKILLS
STANDARD 6 Content Standard
Number and Description
20.29 Display a complete and comprehensive knowledge CS20 Apply Phonics Knowledge
of the alphabet code, including common and irregular
letter sound relationships and the frequency with which
they occur.
CS21 Recognize Words by Sight-Not Evident CS21 Recognize Words by Sight
22.24 Interpret and apply knowledge of visual images, CS22 Use Context Clues
vocabulary, grammar, the text's topic and textual features
to deduce the meaning of an unknown word or phrase.
 23.13 Understand a rich variety of vocabulary
words encountered while reading.
23.14 Read and understand words with a wide range
of prefixes and suffixes.
24.9 Use a dictionary as a guide to pronunciation.
24.10 Use a thesaurus to find synonyms and
antonyms.
25.23 Use variations in the use of the voice to express
fully the meaning and aesthetic quality of prose, poetry
and drama.
25.24 Recognize and take account of commas,
question marks, exclamation marks and quotation
marks when reading aloud.
25.25 When reading aloud vary tone of voice to add
flavour and to denote different characters.
25.26 Adjust speed depending on the purpose for reading
or in response to audience reaction.
TRANSFORMING AND REFORMING OUR SCHOOLS FOR EXCELLENCE Page 18
STANDARD 5
23.15 Understand specialized vocabulary from CS23 Display Word Power
different academic, social and professional settings,
for example politics and science.
23.16 Discuss how writers use words to give accurate
and precise meaning.
24.11 Use a range of conventional and electronic CS24 Use a Dictionary
dictionaries, including a thesaurus, and "adult" dictionaries
to find the spelling, meaning, pronunciation, inflection and
derivation of words.
25.27 Without pausing, scan ahead while reading aloud. CS25 Read Aloud
25.28 When reading aloud, pronounce the vast majority of
words appropriately and clearly, including multisyllabic
words and technical vocabulary from other subjects.
Learning Outcomes for Upper Division - READING SKILLS
STANDARD 6 Content Standard
Number and Description
26.16 Select and read for pleasure short novels written
for a teenage audience and stories with unfamiliar
settings and complex plots.
26.17 Skim read sections of a book, for example the
first page, when making reading selections.
27.15 Be aware of different voices in a story, e.g.
differentiating between the narrator's voice and
characters' voices.
27.16 Recognize that idioms and figures of speech do
not necessarily have a literal meaning.
27.17 Sequence events from a non-chronological story
or historical narrative.
28.21 Evaluate the merits of one story compared to
another. 28.22 Compare different predictions made about
a story and justify a preference with evidence from it.
28.23 Discuss how settings and relationships in stories
can influence a character's choices and actions.
28.24 Using fiction as a guide, discuss the culture of
other countries.
28.25 Compare and contrast different versions of the
same story.
29.10 Discuss the dilemmas faced by characters in a story
with an understanding that sometimes people are faced
with difficult choices and relate this to their own
experiences.
26.18 Select reading material in order to seek answers CS26 Select Appropriate Reading Material
to issues in their own lives.
26.19 Independently, select and read a variety of
non-fiction texts, including books about science,
page-length newspaper reports, articles from
age-appropriate magazines, and multi page length
accounts of historical events.
26.20 Independently select and read a variety of fiction
texts, including novels written for teenagers, short stories
from various countries and cultures, traditional stories,
myths and legends.
27.18 Sequence events in short novels with complex CS27 Comprehend Fiction Texts
structures including flashbacks and "stories within
stories". 27.19 Discuss and/or write about the key events
of a longer story or short novel
28.26 Make predictions by synthesizing information CS28 Interpret Stories
from various parts of a story.
28.27 Discuss an event from the point of view of
different characters.
28.28 Discuss the ways in which men and women, young
and old, and people from different ethnic and cultural
groups are represented in stories
29.11 Discuss, with reference to their own lives, CS29 Relate Personally to Stories
complex moral issues encountered during reading.
29.12 Through literature, understand the different values
and experiences of men and women from different
countries and
TRANSFORMING AND REFORMING OUR SCHOOLS FOR EXCELLENCE Page 19
STANDARD 5
30.10 Make an anthology of favourite poems and discuss
the selection with the teacher and with peers.
31.11 Compare and contrast information from more
than one source on the same topic.
31.12 Read newspaper articles for information and
enjoyment and use information in the text and their
own experience to arrive at a considered judgment.
32.9 summarize in one sentence the main idea of a page
of non-fiction text.
32.10 Use a search engine to find information on topics
of interest using the internet.
32.11 Evaluate the usefulness of a non-fiction text for
their purposes.
32.12 Quickly scan indexes, tables, diagrams, and sub
headings to locate relevant information in non-fiction
texts. 32.13 Understand that writers of non-fiction texts
may be biased.
32.14 Locate relevant information stored electronically
on CD-ROMs and the internet.
Learning Outcomes for Upper Division - READING SKILLS
STANDARD 6 Content Standard
Number and Description
different periods of time and compare them with their
own experiences.
30.11 Discuss poetry using appropriate terms, including CS30 Read and Relate to Poetry
rhyme, verse, alliteration, rhythm, rap and limerick.
30.12 Discuss the word choices made by a poet and
discuss the difference between the language of poetry
and that of prose.
30.13 Read for pleasure a variety of poems.
31.13 Read and comprehend information texts CS31 Comprehend Non-Fiction Texts
containing diagrams, flow-charts, maps, tables and
other graphical displays of information.
32.15 summarize, by re-writing in a limited number of CS32 Research from Non-Fiction Texts
their own words, several paragraphs of informational text.
32.16 Locate information on the same topic from more
than one source and select and summarize the
information that is most useful for their purpose.
32.17 Conduct research using libraries and electronic
sources with minimal guidance from the teacher
32.18 Navigate an internet site with more than one page.
32.19 Discuss texts displaying different points of view on
the same topic and evaluate the merits of each argument.
32.20 Locate information confidently and efficiently
through using contents, indexes and headings.
32.21 Locate information confidently and efficiently
by skimming text.
32.22 Compare the information of one web-page with that
of another on the same topic.
TRANSFORMING AND REFORMING OUR SCHOOLS FOR EXCELLENCE Page 20
STANDARD 5
33.9 Judge if an argument is clearly argued and supported
by sufficient evidence.
33.10 Recognize that there are different genres of story,
e.g. science fiction, romantic, horror, thriller, mystery, etc.
and express a preference for one or more genres.
33.11 Recognize character "stereotypes" in stories. 33.12
Distinguish between written standard English and
written Kriol and note how some Belizean writers use
Kriol, especially for dialogue.
33.13 Identify various elements of fictional stories and
use appropriate technical language to describe them.
WRITING
STANDARD 5
Learning Outcomes for Upper Division - READING SKILLS
STANDARD 6 Content Standard
Number and Description
33.14 Compare and contrast the openings, endings, CS33 Analyze the Language, Nature and Structure of Texts
pace, sequencing, plot structure and characterization of
different stories.
33.15 Evaluate the reliability of information in a
non-fiction written or electronic text by comparing it
with another source.
33.16 Compare and contrast language use across a variety
of fiction and non-fiction texts.
33.17 Discuss the advantages and disadvantages of
using written Kriol, for narration, for story dialogue
and in non fiction texts.
33.18 Compare the way different types of written
and electronic texts present information.
Learning Outcomes for Upper Division -WRITING SKILLS
STANDARD 6 Content Standard
Number and Description
 34.18 Use knowledge of stories, poems and drama
as a stimulus for original writing.
34.19 Retell the same story from the point of view
of different characters.
34.20 Include short descriptive paragraphs while
composing stories.
34.21 Compose a story with a clear structure,
introduction, development and conclusion.
34.22 Include items of sustained dialogue in story writing.
CS35 Write Poetry
TRANSFORMING AND REFORMING OUR SCHOOLS FOR EXCELLENCE Page 21
STANDARD 5
There are no Standard 5 learning outcomes for this
content standard. Teachers should refer to outcomes for
the other grade levels for guidance.
36.10 Without help, apply the appropriate format to a
variety of letter types.
36.11 Demonstrate the ability to vary language
forms according to the type of letter being written.
34.23 When writing stories, include detailed descriptions CS34 Write Stories
of settings and characters.
34.24 Compose a story containing a main plot and at
least one sub-plot.
35.6 Make an anthology of poems on a single theme CS35 Write Poetry
or a variety of themes.
35.7 Write poems that include alliteration.
Learning Outcomes for Upper Division -WRITING SKILLS
STANDARD 6 Content Standard
Number and Description
35.8 Compose rhyming poems of several verses.
36.12 Write letters of request or complaint to a politician, CS36 Write Letters
organization or business institution, choosing the
appropriate format and using appropriate formal language.
36.13 Write letters of application.
36.14 Write a well-developed letter to a friend that uses
a range of interesting vocabulary and stylistic devices.
 37.26 Write a short, biographical account, of
another person's life.
37.27 Compose an informative item in the style of a
news report or a newspaper.
37.28 Compose a report, written in the third person,
based on scientific observation.
38.18 Edit a piece of writing by changing sentence
structures for effect.
38.19 Without prompting, organize ideas using a variety
of graphic organizers.
38.20 Make notes on a topic to be written about
from a report, Encyclopedia entry or internet site.
TRANSFORMING AND REFORMING OUR SCHOOLS FOR EXCELLENCE Page 22
STANDARD 5
CS 39 Present Written Work Appropriately Not Evident
37.29 Compose an essay based on facts and CS37 Write Non-Fiction
information researched from sources such as
encyclopedias, research books, and the internet.
37.30 Compose multi-paragraph non-fiction essays that
have a clear introduction, main body and conclusion.
37.31 Recount the same event in a variety of ways, for
example as a story, in a letter, in a news report, and as
a journal entry.
37.32 Write a book report including a detailed,
justified evaluation of the book's merits.
37.33 Compose several paragraphs that present a specified
point of view, presenting points logically and supporting
them with explanation and evidence.
38.21 Routinely edit a piece of writing to eliminate CS38 Plan and Edit Writing
mistakes, irrelevance and unnecessary repetition, and to
improve it by enhancing word choice, sentence,
paragraph and overall structure, and the sequencing of
ideas.
38.22 Use a dictionary or a thesaurus to improve
the vocabulary used in a piece of original writing.
Learning Outcomes for Upper Division -WRITING SKILLS
STANDARD 6 Content Standard
Number and Description
38.23 Revise a draft by checking its meaning, by checking
the sequencing of ideas, adding extra details, improving
word choices, and eliminating irrelevant material.
39.10 Prepare a piece of written work for display, paying CS 39 Present Written Work Appropriately
attention to lay out, lettering and other elements of
graphic design.
 CS 40 Write Clearly and Legibly Not Evident
CS41 Spell Words Appropriately Not Evident
42.13 Demonstrate a thorough understanding of when to
use and not use capital letters.
43.12 Appropriately punctuate direct speech.
43.13 Appropriately use colons.
43.14 Appropriately use quotation marks for indicating
the title of a poem or article.
43.15 Appropriately use commas to set off phrases or
clauses in compound and complex sentences.
44.16 Consistently apply correct subject-verb
agreement during writing.
44.17 Appropriately use interjections in original writing.
44.18 Appropriately use both active and passive voice
forms in original writing.
45.9 Use proverbs in original writing.
Note: Refer to Curriculum document for complete content, suggested strategies/Activities for Assessment
TRANSFORMING AND REFORMING OUR SCHOOLS FOR EXCELLENCE Page 23
Scope and Sequence
40.18 Consistently write both print and cursive forms CS40 Write Clearly and Legibly
fluently, accurately and legibly, with good spacing and
clear and appropriate letter formation.
41.10 Spell most words, including technical vocabulary CS41 Spell Words Appropriately
encountered in other subjects and unusually spelt
words correctly
CS42 Use Capital Letters Appropriately Not Evident CS42 Use Capital Letters Appropriately
43.16 Appropriately use a range of punctuation marks, CS43 Use Punctuation Appropriately
including commas, apostrophes, quotation marks, colons
and semi-colons.
44.19 Appropriately use present and past continuous CS44 Apply Correct Grammatical Forms in Writing
verb forms in original writing.
44.20 Appropriately use prepositional phrases in
original writing.
45.10 Write using similes and metaphors to CS45 Incorporate Stylistic Devices in Original Writing
enhance description.
45.11 Use sentences of a range of different sentence
types for effect in original writing.
 This section presents all Language Arts outcomes to be attained in the Upper division. It presents a guide for planning when and where the outcomes can be addressed as
well as where certain outcomes can be repeated. It is organized by class and the outcomes are numbered and ordered by skill areas. Those outcomes that are continuous and are
to repeat in each month by class are identified with **. This distribution may be used to construct and establish annual and unit plans.

Standard 5 –Sample Distribution

September October November December January February March April May June

2.21 2.21 2.21 2.21

2.22

2.23 2.23 2.23 2.23

2.24 2.24 2.24

2.25 2.25

3.12 3.12 3.12

3.13 3.13 3.13 3.13

3.14 3.14 3.14 3.14

3.15 3.15 3.15 3.15

4.8 4.8 4.8

4.9 4.9

6.13 6.13 6.13

6.14 6.14

6.15 6.15 6.15

6.16 6.16 6.16

7.7
 9.14 9.14 9.14 9.14

9.15 9.15 9.15 9.15

9.16 9.16

10.11 10.11 10.11

12.10 12.10

12.11 12.11 12.11

13.11

13.12

15.10 15.10 15.10 15.10

15.11 15.11 15.11 15.11

TRANSFORMING AND REFORMING OUR SCHOOLS FOR EXCELLENCE Page 24

September October November December January February March April May June

19.3 19.3

15.12 15.12

17.10** 17.10** 17.10**

18.9 18.9

19.3 19.3

20.28 20.28 20.28 20.28

21.9 21.9 21.9

21.10**
 22.23

23.13** 23.13**

23.14 23.14 23.14 23.14 23.14

24.9 24.9 24.9 24.9

24.10 24.10 24.10 24.10

25.23** 25.23** 25.23**

25.24**

25.25**

25.26**

26.16 26.16

26.17

27.15 27.15 27.15

27.16 27.16

27.17

28.21 28.21

28.22 28.22 28.22

28.23 28.23

28.24 28.24 28.24

28.25

29.10

30.10 30.10 30.10

 31.11 31.11 31.11

31.12 31.12

32.9 32.9 32.9

32.10 32.10

32.11 32.11 32.11

32.12 32.12 32.12

TRANSFORMING AND REFORMING OUR SCHOOLS FOR EXCELLENCE Page 25

September October November December January February March April May June

32.13 32.13

32.14

33.9 33.9 33.9

33.10 33.10 33.10

33.11 33.11 33.11

33.12 33.12 33.12 33.12

33.13 33.13 33.13

34.18 34.18

34.19 34.19

34.20 34.20

34.21 34.21 34.21 34.21

34.22 34.22 34.22

 36.10 36.10 36.10 36.10 36.10

36.11 36.11 36.11 36.11 36.11

37.26 37.26

37.27 37.27

37.28 37.28 37.28

38.18 38.18 38.18 38.18

38.19 38.19 38.19 38.19 38.19

38.20 38.20 38.20

42.13 42.13 42.13

43.12 43.12 43.12

43.13 43.13

43.14 43.14 43.14

43.15

44.16 44.16 44.16** 44.16**

44.17

44.18 44.18

45.7 45.7

45.8 45.8 45.8 45.8

45.9

Note: Refer to Curriculum document for complete content, suggested strategies/Activities for Assessment
TRANSFORMING AND REFORMING OUR SCHOOLS FOR EXCELLENCE Page 26
Standard 6 – Content Distribution

The Standard Six Annual plan may require teachers to estimate achievable content standards and learning outcomes from the mandated scope in an effort to meet students’
individual needs for the national examination and the transition to secondary school. Most of content of this grid may be attempted during first and second terms contingent to
the location of the PSE. Those content areas and learning outcomes that directly impact comprehension and transitional skills may be addressed after the PSE. This grid may be
used to develop fully integrated and strategic Language Arts plans aiming at specific targets and events.
Standard Six – Language Arts Scope

LISTENING SPEAKING READING WRITING

CS2 Listen for Information
2.26 summaries a speakers’ point of view.
2.27 Accurately deliver a message
containing several elements.
2.28 Identify evidence used by a speaker
to support his or her points.
CS8 Ask and Answer Questions
8.14 Ask questions that elicit
interpretations, opinions and judgments.
8.15 Answer questions that require
interpretation by providing
opinions supported by
explanations.
CS20 Apply Phonics Knowledge
20.29 Display a complete and
comprehensive knowledge of the alphabet
code, including common and irregular
letter-sound
relationships and the frequency with
which they occur.
CS34 Write Stories
34.23 When writing stories, include
detailed descriptions of settings and
characters. 34.24 Compose a story
containing a main plot and at least one
sub-plot.
 CS3 Interpret and Evaluate Oral
Presentations
3.16 Make inferences based on oral report
or presentations.
3.17 Compare and contrast information
presented by a speaker with own
previous knowledge and opinions.
3.18 Paraphrase oral presentations.
3.19 Evaluate the effectiveness of a
speaker by commenting on his/her
purpose,
techniques, content, visual aids,
body language and facial
expression.
3.20 Discuss information, ideas and
opinions expressed in an oral
presentation, to determine their
relevance to the speaker's topic.
3.21 Formulate relevant questions
designed to probe a speaker's opinions.
CS4 Listen and Communicate
TRANSFORMING AND REFORMING OUR SCHOOLS FOR EXCELLENCE Page 27
LISTENING
4.10 Evaluate speech skills of self, peers
and presenter in areas of pronunciation,
articulation, voice quality and standard
English use.
CS9 Express Opinions and
Communicate Ideas
9.17 Explain ideas using devices such as
similes, metaphors, anecdotes and
analogies. 9.18 Synthesize ideas, details
and evidence from various sources when
expressing and explaining ideas.
9.19 When expressing ideas, choose words
and language structures that convey the
intended meaning and are appropriate to
the audience and the situation.
CS10 Narrate Real and Fictional Events
Standard Six – Language Arts Scope
SPEAKING
10.12 When relating an incident or telling
a story, use spoken language and gesture
confidently and adjust the narrative
according to the audience and their
reaction.
CS22 Use Context Clues
22.24 Interpret and apply knowledge of
visual images, vocabulary, grammar, the
text's topic and textual features to deduce
the meaning of an unknown word or
phrase.
CS23 Display Word Power
READING
23.15 Understand specialized
vocabulary from different academic,
social and
professional settings, for example politics
and science.
23.16 Discuss how writers use words to
give accurate and precise meaning.
CS35 Write Poetry
35.6 Make an anthology of poems on a
single theme or a variety of themes.
35.7 Write poems that include
alliteration. 35.8 Compose rhyming
poems of several verses.
CS36 Write Letters
WRITING
36.12 Write letters of request or complaint
to a politician, organization or business
institution, choosing the appropriate
format and using appropriate formal
language. 36.13 Write letters of application.
36.14 Write a well-developed letter to
a friend that uses a range of

CS5 Respond to Spoken Texts
5.11 Compare and contrast the views
expressed in a variety of poems,
stories, poetry and songs presented
orally.
CS6 Comprehend and Interpret
Visual Images
6.17 Discuss how a visual image can be
used to persuade or mislead for
propaganda purposes.
TRANSFORMING AND REFORMING OUR SCHOOLS FOR EXCELLENCE Page 28
LISTENING
CS11 Deliver Reports and Speeches
11.11 Deliver prepared speeches for
different purposes, for example to inform,
entertain, or persuade, that have clear and
effective beginning, middle and end
structures. 11.12 When delivering a report
or speech, vary volume and tone of voice
and pace of delivery to hold the audience's
attention.
CS12 Display Self-Esteem while
Speaking 12.12 Express and take
ownership of an ethical, political and
social code.
12.13 Explore generalizations,
stereotyping and prejudices and express
ideas that are tolerant and carefully
considered.
Standard Six – Language Arts Scope
SPEAKING
CS24 Use a Dictionary
24.11 Use a range of conventional and
electronic dictionaries, including a
thesaurus, and "adult" dictionaries to find
the spelling, meaning, pronunciation,
inflection and derivation of words.
CS25 Read Aloud
25.27 Without pausing, scan ahead
while reading aloud.
25.28 When reading aloud, pronounce
the vast majority of words
appropriately and
READING
interesting vocabulary and stylistic
devices.
CS37 Write Non-Fiction
37.29 Compose an essay based on facts
and information researched from sources
such as encyclopedias, research books,
and the internet.
37.30 Compose multi-paragraph
non-fiction essays that have a clear
introduction, main body and conclusion.
37.31 Recount the same event in a variety
of ways, for example as a story, in a letter,
in a news report, and as a journal entry.
37.32 Write a book report including a
detailed, justified evaluation of the
book's merits.
37.33 Compose several paragraphs that
present a specified point of view,
presenting points logically and supporting
them with explanation and evidence.
CS38 Plan and Edit Writing
38.21 Routinely edit a piece of writing
to eliminate mistakes, irrelevance and
unnecessary repetition, and to improve it
by enhancing word choice, sentence,
paragraph and overall
WRITING

CS7 Respond to Visual Images
7.6 Explain an emotional response
to a picture
12.14 Demonstrate a willingness to
express and explore a range of abstract
ideas, for example moral values and
concepts of spirituality.
CS14 Recite Poetry
14.10 When reciting a poem, vary volume
and tone of voice and pace of delivery to
hold the audience's attention.
CS15 Participate in Group Discussions
15.13 Follow and apply rules in a
formal discussion, for example a
debate or using parliamentary
procedure.
CS16 Pronounce Words Appropriately
16.4 Pronounce words appropriately,
clearly enunciating all the sounds.
clearly, including multisyllabic words
and technical vocabulary from other
subjects.
CS26 Select Appropriate Reading Material
26.18 Select reading material in order to
seek answers to issues in their own lives.
26.19 Independently, select and read a
variety of non-fiction texts, including books
about science, page-length newspaper
reports, articles from age-appropriate
magazines, and multi-page length accounts
of historical events.
26.20 Independently select and read a
variety of fiction texts, including novels
written for teenagers, short stories from
various countries and cultures, traditional
stories, myths and legends.
CS27 Comprehend Fiction Texts
27.18 Sequence events in short novels
with complex structures including
flashbacks and "stories within stories".
27.19 Discuss and/or write about the
key events of a longer story or short
novel
CS28 Interpret Stories
28.26 Make predictions by
synthesizing information from various
parts of a story.
structure, and the sequencing of ideas.
38.22 Use a dictionary or a thesaurus
to improve the vocabulary used in a
piece of original writing.
38.23 Revise a draft by checking its
meaning, by checking the sequencing of
ideas, adding extra details, improving
word choices, and eliminating irrelevant
material.
CS 39 Present Written Work
Appropriately 39.10 Prepare a piece of
written work for display, paying attention
to lay out, lettering and other elements
of graphic design.
CS40 Write Clearly and Legibly
40.18 Consistently write both print and
cursive forms fluently, accurately and
legibly, with good spacing and clear and
appropriate letter formation.
CS41 Spell Words Appropriately
41.10 Spell most words, including
technical vocabulary encountered in
other subjects and unusually spelt
words correctly
TRANSFORMING AND REFORMING OUR SCHOOLS FOR EXCELLENCE Page 29
Standard Six – Language Arts Scope

LISTENING SPEAKING READING WRITING

28.27 Discuss an event from the point of

view of different characters.
28.28 Discuss the ways in which men
and women, young and old, and
people from different ethnic and
cultural groups are represented in
stories

CS17 Use Correct Grammatical Structures
in Speech
17.11 Correctly apply a range of different
grammatical forms for asking questions,
giving commands and instructions and
giving information in simple, compound
and complex sentences.
17.12 Vary the use of simple, compound
and complex sentence structures for
effect.
CS29 Relate Personally to Stories
29.11 Discuss, with reference to their
own lives, complex moral issues
encountered during reading.
29.12 Through literature, understand the
different values and experiences of men
and women from different countries and
different periods of time and compare
them with their own experiences.
CS43 Use Punctuation
Appropriately 43.16 Appropriately
use a range of
punctuation marks, including commas,
apostrophes, quotation marks, colons
and semi-colons.

CS18 Use Appropriate Styles and Registers
in Speech
18.10 Discuss the linguistic differences
between Kriol and Standard English, for
example comparing the different way verb
tenses are formed or the use of pronouns.
18.11 In appropriate situations, use a
variety of "polite" forms of the standard
English language.
CS30 Read and Relate to Poetry
30.11 Discuss poetry using appropriate
terms, including rhyme, verse,
alliteration, rhythm, rap and limerick.
30.12 Discuss the word choices made by a
poet and discuss the difference between
the language of poetry and that of prose.
30.13 Read for pleasure a variety of
poems.
CS44 Apply Correct Grammatical Forms
in Writing
44.19 Appropriately use present and
past continuous verb forms in original
writing. 44.20 Appropriately use
prepositional phrases in original
writing
 CS19 Use Speech Prosody and Gesture
19.8 Demonstrate control over and
effective use of eye contact, facial
expression, hand gestures and other
aspects of body language to communicate
meaning.
19.9 When speaking, vary voice tone,
pace, volume, intonation and stress
patterns to meet the needs of the
situation.
CS31 Comprehend Non-Fiction Texts 31.13
Read and comprehend information texts
containing diagrams, flow-charts, maps,
tables and other graphical displays of
information.
CS45 Incorporate Stylistic Devices in
Original Writing
45.10 Write using similes and metaphors
to enhance description.
45.11 Use sentences of a range of
different sentence types for effect in
original writing.

TRANSFORMING AND REFORMING OUR SCHOOLS FOR EXCELLENCE Page 30

Standard Six – Language Arts Scope

LISTENING SPEAKING READING WRITING

CS32 Research from Non-Fiction Texts

32.15 summarize, by re-writing in a limited number of their own words, several paragraphs
of informational text.
32.16 Locate information on the same topic from more than one source and select
and summarize the information that is most useful for their purpose.
32.17 Conduct research using libraries and electronic sources with minimal guidance from
the teacher
32.18 Navigate an internet site with more than one page.
32.19 Discuss texts displaying different points of view on the same topic and evaluate
the merits of each argument.
32.20 Locate information confidently and efficiently through using contents, indexes
and headings.
32.21 Locate information confidently and efficiently by skimming text.
32.22 Compare the information of one web-page with that of another on the same topic.
 CS33 Analyze the Language, Nature and Structure of Texts
33.14 Compare and contrast the openings, endings, pace, sequencing, plot structure
and characterization of different stories.
33.15 Evaluate the reliability of information in a non-fiction written or electronic text
by comparing it with another source.
33.16 Compare and contrast language use across a variety of fiction and non-fiction texts.
33.17 Discuss the advantages and disadvantages of using written Kriol, for narration, for
story dialogue and in non-fiction texts.
33.18 Compare the way different types of written and electronic texts present information.

Note: Refer to Curriculum document for complete content, suggested strategies/Activities for Assessment

TRANSFORMING AND REFORMING OUR SCHOOLS FOR EXCELLENCE Page 31

A proposed plan for improving PSE writing scores

Narrative Writing Proposed Schedule - PSE

PSE Improvement

Schedule Assignment Learning Outcomes

Day 1 – Week 1 planning for writing CS34 Write Stories

CS37 Write Non-Fiction
Day 2 – Week 1 the introduction CS38 Plan and Edit Writing
CS 39 Present Written Work Appropriately
Day 3 – Week 2 the development CS40 Write Clearly and Legibly
CS41 Spell Words Appropriately
 Day 4 – Week 2 the conclusion CS42 Use Capital Letters Appropriately
CS43 Use Punctuation Appropriately
Day 5 – week 2 publish CS44 Apply Correct Grammatical Forms in Writing
CS45 Incorporate Stylistic Devices in Original
Writing

Letter Writing Proposed Schedule - PSE

PSE Improvement

Schedule Assignment Learning Outcomes

Day 1 – Week 1 planning for writing CS36 Write Letters

CS38 Plan and Edit Writing
Day 2 – Week 1 the response CS 39 Present Written Work Appropriately
CS40 Write Clearly and Legibly
Day 3 – Week 1 review (tone, vocabulary… CS41 Spell Words Appropriately
CS42 Use Capital Letters Appropriately
Day 4 – Week 2 the conclusion
CS43 Use Punctuation Appropriately
Day 5 – week 2 rewrite and publish CS44 Apply Correct Grammatical Forms in Writing
CS45 Incorporate Stylistic Devices in Original
Writing

TRANSFORMING AND REFORMING OUR SCHOOLS FOR EXCELLENCE Page 32

TEACHING PLANS
This document provides a framework to assist in the development, monitoring and supervising of teaching plans and should not conflict with schools’ and
managements’ annual, unit, weekly, daily and subject plans. Most of its content was extracted verbatim from the national documents with little or no re
arrangement of structure and content. Schools may re-arrange the layouts outlined here to facilitate their internal and localized guides. In addition, schools
should choose the arrangements that best accommodate their needs. The arrangements of the outcomes in this document are intended to facilitate a more
efficient method to guide education officers and supervisors in monitoring curriculum delivery. Teachers are to always present national curriculum, their annual,
unit and weekly plans at time of supervision.
i. Obtain the set of content and outcomes for each subject area by
Annual plan
division
iv. Break the weeks down by
ii. Distribute curriculum content and outcomes by class and term a.
a. topics
set up school calendar of activities
b. outcomes
b. determine number of teaching weeks by term c. days
c. design matrix for subject’s content and outcomes by term and d. horizontal integration
weeks e. vertical integration
Unit plans Daily plans
iii. Set up content and outcomes by lessons and objectives a. Identifyv. Develop lesson plans for
themes a. student centeredness
b. Connect horizontally b. activity based
c. Produce an outline of the units by term c. continuity in learning and assessment
Weekly plans

TRANSFORMING AND REFORMING OUR SCHOOLS FOR EXCELLENCE Page 33

INSTRUCTIONAL CALENDAR
Sample Calendar of Teaching Weeks August 2014 September 2014 October 2014

Teaching days 1 2 1 2 3 4 5 6 1 2 3 4

Unauthorized Non-teaching days 3 4 5 6 7 8 9 7 8 9 10 11 12 13 5 6 7 8 9 10 11

CPD CPD CPD CPD CPD

Authorized vacation and Public & Bank 10 11 12 13 14 15 16 14 15 16 17 18 19 20 12 13 14 15 16 17 18

CPD CPD CPD CPD CPD

Schools may make adjustments 17 18MG 19 20 21 22 23 21 22 23 24 25 26 27 19 20 21 22 23 24 25

where necessary T MGT MGT MGT MGT

24 25 26 27 28 29 30 28 29 30 26 27 28 29 30 31
SCH SCH SCH SCH SCH

31 WK1: 3-12; WK2: 15-18; WK3:23-26 WK4:29-3 WK5:6-10; WK6:14-17

WK7:20-24; WK8: 27-31

November 2014 December 2014 January 2015 February 2015

Su Mo Tu We Th Fr Sa Su Mo Tu We Th Fr Sa Su Mo Tu We Th Fr Sa Su Mo Tu We Th Fr Sa

1 1 2 3 4 5 6 1 2 3 1 2 3 4 5 6 7

2 3 4 5 6 7 8 7 8 9 10 11 12 13 4 5 6 7 8 9 10 8 9 10 11 12 13 14

9 10 11 12 13 14 15 14 15 16 17 18 19 20 11 12 13 14 15 16 17 15 16 17 18 19 20 21

16 17 18 19 20 21 22 21 22 23 24 25 26 27 18 19 20 21 22 23 24 22 23 24 25 26 27 28

23 24 25 26 27 28 29 28 29 30 31 25 26 27 28 29 30 31

30 Wk9: 3-7; wk10:10-14: wk11:17-21 WK1:1-10 WK2: 5-9; WK3:12-16; WK4:19-23; WK5:26-30 WK6:2-6; WK7:9-13; WK8:16-20; WK9:23-27

March 2015 April 2015 May 2015 June 2015

Su Mo Tu We Th Fr Sa Su Mo Tu We Th Fr Sa Su Mo Tu We Th Fr Sa Su Mo Tu We Th Fr Sa

1 2 3 4 5 6 7 1 2 3 4 1 2 1 2 3 4 5 6

8 9 10 11 12 13 14 5 6 7 8 9 10 11 3 4 5 6 7 8 9 7 8 9 10 11 12 1
PSE 3

15 16 17 18 19 20 21 12 13 14 15 16 17 18 10 11 12 13 14 15 16 14 15 16 17 18 19 2
0

22 23P 24 25 26 27 28 19 20 21 22 23 24 25 17 18 19 20 21 22 23 21 22 23 24 25 26 2
SE 7

29 30 31 26 27 28 29 30 24 25 26 27 28 29 30 28 29 30

WK10:2-6; WK1:16-20; WK2:23-27 WK3:13-17; WK4:20-24; WK5:27-30 31 WK6:4-8;WK7:11-15;WK8:18-22; WK10:1-5; WK11:8-12

 WK9:26-30

Produced and Designed by:

Dr. Yvonne Davis

and the team of Education Officers at the Belize District Education Centre (Belize City Office):

∙ Nelma Mortis, M.Ed. Numeracy, Mathematics, Science, Technology and Information and
∙ Sebastian Cab, B.Ed. Computer Technology Integration

∙ Eleanor Murillo, B.A Social Studies, HFLE, Religion/Spirituality, Physical Education,

∙ Cheree King, B.Ed. Student Welfare and Support Services, and SEN Monitoring

∙ Donnalee Flowers, M.Ed. Literacy, Language Arts-English & Spanish and Expressive Arts
TRANSFORMING AND REFORMING OUR SCHOOLS FOR EXCELLENCE
Page 1