The Omani Curriculum

Standards Framework
English Language GRADES 1-9

1
 Table of Contents

2
Section 1: The Introduction
• Underlying Principles of Curriculum Standards 04
• Prominent Updates of Curriculum Standards 05
• Visual Explanation of the Components of Curriculum Standards 06

Section 2: The Document

1. Concept maps: Visual representation of the main topics and key outcomes 11
2. Description of English Language Strands 15
• Why Phonics, Spelling and Vocabulary as one strand? 15
• Scheme of Work and Pace of Introducing Phonics 17
• Key Aspects of Phonics and Spelling Outcomes take it out 17
• Learning High Frequency Words 18
• Why Oral Communication Strand? 19
3. English Language Contribution to the general aims of Education 20
4. English language Contribution to the general outcomes 21
5. English Language General Expectation 25

SECTION 3: Distribution of the Standards and Outcomes grades (1-4) 27

STRAND 1: PHONICS, SPELLING & VOCABULARY 27
STRAND 2: ORAL COMMUNICATION 31
STRAND 3: READING 35
STRAND 4: WRITING 39
STRAND 5: GRAMMAR & PUNCTUATION 44

SECTION 4: Distribution of the Standards and Outcomes grades (5-9) 48

STRAND 1: PHONICS, SPELLING & VOCABULARY 48
STRAND 2: ORAL COMMUNICATION 53
STRAND 3: READING 59
STRAND 4: WRITING 64
STRAND 5: GRAMMAR & PUNCTUATION 69
Appendix 75
References 86
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 Section 1 Introduction

The Omani Curriculum Standards Framework has been developed to provide a framework for the planning of quality learning experiences
for all children. The curriculum standards of English Language Subject act as a set of expectations in the subject of English as a foreign
language that combine both knowledge and skills. Young Omani learners should master these standards by the end of each grade level
to be on track for success in everyday life and as an initial preparation for their future college and professional careers. The expectations
are well-defined and specified on both a basic scope of topics and a progression of skills.

There are five major strands which form the English Language Subject Standards. The first is the Language strand which encompasses
Phonics, Spelling and Vocabulary. The second is the Oral Communication strand which combines listening and speaking. The third is
Reading and the fourth is Writing. The final strand is Grammar and Punctuation.

Underlying Principles of Curriculum Standards

•• Philosophy of education in the Sultanate of Oman.

•• Sustainable development requirements.

•• The results of international and national studies (World Bank, BIRLS, the results of academic achievement, etc.).

•• Rapid Scientific and technological progress in all aspects of life.

•• Meet the requirements of the labor market.

•• Enhance the 21st century skills in English language Subject.

•• The recommendations of seminars, conferences and research of national and international education.

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Prominent Updates of Curriculum Standards

•• Thes-e standards and outcomes are presented in a more specific manner to ensure clarity and progression across grades and to
show the development of standards over academic years.

•• There is a clear focus on the integration of knowledge with English language skills in the standards and outcomes.

•• The outcomes of the subject in this document contribute to the acquisition of 21st century competencies such as: ICT, reflection,
appreciation/evaluation, and creating.

•• The outcomes are measurable and therefore lend themselves to the development of quantifiable indicators.

•• This document takes into account the integration of the outcomes with other subjects.

•• This document introduces Omani learners to a range of concepts including those related to society, health, the environment,
economics and so on. These concepts have been distributed in line with the characteristics of each grade level.

•• The standards forefront the importance of building students’ long-life learning skills.

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Visual Explanation of the Components of Curriculum Standards

1. English Language Contributions to the general aims of Education:

The aims of the Omani education system are clearly-defined in terms of serving as a basis for curriculum development and
as a reference for assessing and evaluating students’ achievements. The formulation of education aims in Sultanate of Oman
takes into consideration the importance of learners’ personal development, the maintenance of Islamic principles and values,
and the development of 21st century skills including informed citizenship. The core purposes of English language teaching
and learning in the country are related to these general aims.

English Language Contribution to the general aims of Education

Aim 1: Positive, well rounded individuals, who have developed intellectually, emotionally, physically and socially, take the
initiative in different situations in life. Contribution to this aim:

Provide learners with the English language knowledge and skills they need to communicate and express themselves effectively and
positively in a wide range of situations.

Aim 2: Committed learners who apply Islamic principles and values, appreciate the Arabic Language and Omani culture,
and respect others’ cultures and views. Contribution to this aim:

Enhance learners’ application of Islamic principles, cultural values and traditions, through English texts that emphasis the role of
Islamic and Arabic heritage in developing human civilization with appreciation of others.

Aim 3: Life-long learners who are equipped with the knowledge, skills and values to succeed and be creative in the world of
the 21st Century. Contribution to this aim:

Develop English language skills which encourage learners to be autonomous and creative in different life situations.

Aim 4: Responsible citizens, who appreciate their country, contribute to the place of Oman in the world and act to advance
their society and their environment, nationally and internationally.

Promote learners’ loyalty about Oman through accessing different sources of knowledge in English to contribute effectively to their
society, its people and its place in the world.

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6
2. English language Contributions to the general outcomes:
The general aims are broken into specific outcomes that can be easily absorb when developing the curriculum. The followings
are examples of these outcomes.

Grades 1-4 Grades 5-9

7
3. English Language General Expectations
These expectations clearly demonstrate what students are expected to learn by the end of each education cycle so that
parents and teachers can understand and support their learning. The general expectations provide guidance for curriculum
development, instruction and assessment.
English Language General Expectation

Grades 1-4
Cycle One Grades 5-9
Cycle Two

Strands
By the end of the cycle theGrades
learners 1-4
should be able to: By the end of the cycle theGrades 5-9 be able to:
learners should

• Read, spell, and understand basic vocabulary using

Phonics,
knowledge of the alphabetic principles and context • Read, spell, and understand high frequency/more
spelling, &
1 clues. vocabulary using context clues, word knowledge and
vocabulary
resources.
• Respond to simple texts and interact with others using
Oral communication strategies and common language • Respond to a range of texts, give presentation, and interact
2 communication functions. with others selecting from a range of communication
strategies and language functions.

Reading • Read and comprehend a variety of simple texts using

• Read and comprehend a variety of longer texts using
basic strategies.
3 appropriate strategies.

Writing • Write short simple texts for different purposes applying • Write to communicate with different audience applying the
simple sentence structure and adequate handwriting writing process principles and using appropriate
4
patterns. vocabulary, grammar, and spelling.

5 Grammar • Demonstrate awareness of some basic grammatical • Use common grammatical conventions in writing and
structure in simple sentences. speaking.

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8
 4. A Model of Standards Distributions of Cycle One According to One Strand across the Four

Visual Explanation
Grades:
4. A Model of Standards Distributions of grades 1-4 According to One Strand across the Four Grades

 
1-4
 

 
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5. Description of the Main Elements of the Standards and Outcomes Document.
Visual Explanation

Five language strands have

been specified. They are:
1. Phonics, spelling and
vocabulary It explains what knowledge,
skills, values and attitudes Evidence through which we can assure/
2. Oral communication check that the learner achieves the
3. Reading the learner is expected to
achieve in a specified period specified standard. These outcomes can be
4. Writing knowledge, skills, or emotional outcomes
5. Grammar of time and through certain
content. and can be measured.

It means the integration of

the subject (e.g., English)
with other subjects. This
intergration may appear in
Two to three topics have the strand, or the standard
been specified for each and sometimes it may
language strand. appear in the outcomes.

General skills and 21st

century skills which can
be achieved through the
outcomes, such as creativity,
reflection group work... etc.

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Section 2 The Document Concept Maps

Phonics, Spelling & Vocabulary

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 Reading

Concept Maps
Focus Area
Strand

Main
Topics Grades:
1 2 3 4 5 6 7 8 9 10 11 12
Basic print
awareness
Reading Development
Read simple Read simple Read longer
Read Grade level texts
familiar sentences familiar texts familiar texts
Reading

Read simple Main

Non-Fiction +Simple descriptions +Interactive texts Main ideas and supporting details
instructions ideas

Basic elements of
+Sequence of the
short stories +Morals of short stories
events
Fiction +songs +rhymes

+Poems

Writing
Focus Area
Strand

Main
Topics Grades:
1 2 3 4 5 6 7 8 9 10 11 12
Directionality, basic
Directionality
handwriting patterns,
fine motor skills
Writing

Simple
Alphabet, words, and short
Writing Development sentence Writing process principles (planning, revising, and editing)
simple sentences
structure

Descriptive, interactive, instructional writing and

Fiction & Non-fiction + informational and persuasive writing
narratives

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 Grammar & Punctuation

Concept Maps
Focus Area
Strand

Main
Topics Grades:

1 2 3 4 5 6 7 8 9 10 11 12

count/
Plurals regular plurals + irregular plurals
uncount.

Articles a & an + the + the

capital letters , full stop & + commas in series & apostrophe in

Punctuation question mark contraction
Grammar & Punctuation

Conjunctions and & or + but, because & other conjunctions

Pronouns possessive adj + personal pronouns +possessive +reflexive

present +present +Simple

+ past simple + past continuous + perfect continuous
simple continuous. perfect tense
Tenses

Future [ will ] going to

Comparative &
short adjectives long
superlative

Passive voice

Conditionals

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14
 Description of Strands

Description of English Language Strands:

As mentioned previously that there are five major strands which form the English Language Curriculum Standards:

• Phonics, Spelling and Vocabulary.

• Oral Communication.

• Reading.

• Writing.

• Grammar and Punctuation.

Why Phonics, Spelling and Vocabulary as one strand?

Phonics, spelling and vocabulary are three important language elements and are considered as one whole strand in the Omani
Standards framework. This strand acts as a supportive strand for the reading, writing and the oral communication strand. There are
two main topics that come under the Phonics, spelling and vocabulary strand; Alphabetic Principle and Vocabulary Development.

Alphabetic Principle is composed of two parts; alphabetic understanding and phonological recoding. Alphabetic understanding
refers to the understanding that words are composed of letters that represent sounds. This understanding is characterized in phonemic
awareness outcomes that are introduced in grade one and continued till grade three. On the other hand, phonological recoding
involves using letter –sound correspondences to pronounce (read) and spell words. Phonological Recoding is evident in reading
regular or decodable words, reading un-decodable or tricky words in addition to acquiring rules in advanced word analysis.

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 In the Omani National standards, Alphabetic Principle is used to cover outcomes in both Phonics and Spelling. Phonics is a method
of teaching word reading that is based on the relationship between letters and sounds. Students apply their knowledge of letter–
sound relationship in reading and spelling of words. There are two main types of phonics instruction; synthetic phonics and analytic
phonics. In the National Standards of Oman, synthetic phonics method is adopted because of its significant effect, as influential
reading research indicates, on developing reading skills of English learners. In addition, the synthetic phonics program has already
been implemented in Omani government schools since the academic year 2013/ 2014 and teachers and parents have shown their
satisfaction with the positive results of method.

Using phonics rules enables students to read decodable words. Because the English language is alphabetic, decoding becomes the
primary source of learning word reading. When beginner readers decode, it means they are able to read from left to right simple
unfamiliar regular words. They are able also to translate speech to print using phonemic awareness and knowledge of letter sounds
correspondences. In addition to regular word reading (or fully decodable words), students can use phonics rules to read unfamiliar
irregular words (or partially decodable words) such as the and was. Words that contain letter sounds that students have not yet
learned are also considered irregular. In both cases, students can read some parts of the word using decoding. The teaching procedure
recommended in these cases is to attract students’ attention to the decodable part while considering the un-decodable or the unlearned
part as tricky.

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Scheme of Work and Pace of Introducing Phonics:
The intensity and pace of introducing phonics vary across the different grade levels. In grade one and two, students are expected to
take two phonics a week, ideally in two separate lessons from the overall seven English weekly lessons. After having a solid base
in phonics and decoding, students continue to take some phonics rules within the weekly Reading Fluency Lessons in grades three
and four. In grades five and six, there are also no phonics lessons and students continue to take some phonics rules within reading
comprehension lessons.

The progression of letters in the outcomes of the Omani National Standards for English is mainly guided by previous experience of
introducing phonics in the National Curriculum of the UK, current experience of introducing phonics to Omani grade one students in
government and international schools in addition to international principles for high quality systematic phonics programs. However,
it should also be noted that due to the limited exposure in EFL setting, it becomes difficult to stick strictly to international phonics
programs that are designed for native speakers. For example, the ideal pace for introducing phonics is 3 to 5 phonics per week. This
pace, however, is considered fast for EFL learners who are learning English for 7 lessons of 40 minutes’ length a week if we bear
in mind that each phonic needs at least one lesson to teach. In addition, current research on L1 interference reveals some areas of
difficulty for EFL Arab learners and, thus, recommends considering these areas while designing phonics programs. For example,
Arab learners of English confuse the short and long vowels diagraphs and find it difficult to pronounce /p/ which does not exist in
Arabic. This is why /p/ and /b/ are introduced separately. The vowel digraphs are introduced only in grade two, thus, allowing longer
time for consolidating the learning of the short vowels in grade one before moving to the confusing vowel digraphs in grade two.

Key Aspects of Phonics and Spelling Outcomes:

Systematic Progression

• It begins with learning grapheme-phoneme correspondences starting with common consonants and short vowels till all the 40+
phonemes are covered in a systematic manner.

• High Frequency words are also taught in a planned order.

• Alternative pronunciations and spelling for graphemes are then taught.

• The Application of GPCs taught in reading and writing is provided throughout.

See appendix page 75 (Table 2) for the description of the eighth phases of learning phonics and the progression of the outcomes in
the National Omani standards for the English language.

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Learning High Frequency Words:
The ability to recognize a set of high frequency words instantly and without a moment of hesitation contributes to reading fluency and,
consequently, to reading comprehension. About half of every newspaper article, textbook, children’s story, and novel is composed of
100 words known as high frequency words. As a result, students need extensive practice reading and spelling those words.

The Omani National Standards for the English language adopted the Fry 300 list of High Frequency Words. The list originally has
1000 instant words, as Fry called it but only the first 300 words are taught in cycle one (Refer to table 2). Fry compiled his word lists
from the American Heritage List which calculates the frequency of words taken from materials used in grades 3 to 9.

High Frequency words are incorporated into phonics lessons, either as fully decodable or as partially decodable. If a word is
decodable, students are encouraged to decode it by sounding out each phoneme and then running the sounds together to say the
word. After repeated exposure to the same word in different contexts, students gain automaticity and it becomes part of their sight
vocabulary. In the case of partially decodable words, it is advisable that teachers attract students’ attention to the decodable part and
deal with the un-decodable part as tricky.

Below are some strategies that could be used to teach High Frequency partially decodable words effectively:

1. Grouping words by phoneme and spelling pattern. For example, the words he, she, we, me, be are all partially decodable words
that makes the /ee/ phoneme. No, go and so also comes with /o / that says its letter name.

2. Looks like/ sounds like

A simple chant can be used with children to highlight that words may look like one thing but sound like another.

Example: It looks like ___________________ but sounds like ___________________.

See appendix page 77 (Table 3) for the List of High Frequency Words distributed according to grade level.

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Why Oral Communication Strand?
Oral communication is a two-way process between the speaker and the listener that involves the productive skills of speaking and the
receptive skills of understanding (Byrne 1986). So, the communication is dependent on a number of factors which cannot be isolated
from other important interpersonal skills such as non-verbal communication, listening skills and clarification. Therefore, listening
skill can be developed indirectly by integrating it with speaking.

The oral communication strand in this document focuses on development of the effective strategies that are important for listeners
and speakers to understand and communicate with others. Therefore, the students will have chances to listen and to talk about
different topics including personal information, interests, and other related matters.

The overall expectations of Oral Communication strand are the following; students will:

• Respond to simple texts and interact with others using communication strategies and common language functions.

• Respond to a range of texts, give presentation, and interact with others selecting from a range of communication strategies and
language functions.

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 English Language Contribution to the general aims of Education

Aim 1: Positive, well rounded individuals, who have developed intellectually, emotionally, physically and socially, take the
initiative in different situations in life. Contribution to this aim:

Provide learners with the English language knowledge and skills they need to communicate and express themselves effectively and
positively in a wide range of situations.

Aim 2: Committed learners who apply Islamic principles and values, appreciate the Arabic Language and Omani culture,
and respect others’ cultures and views. Contribution to this aim:

Enhance learners’ application of Islamic principles, cultural values and traditions, through English texts that emphasis the role of
Islamic and Arabic heritage in developing human civilization with appreciation of others.

Aim 3: Life-long learners who are equipped with the knowledge, skills and values to succeed and be creative in the world of
the 21st Century. Contribution to this aim:

Develop English language skills which encourage learners to be autonomous and creative in different life situations.

Aim 4: Responsible citizens, who appreciate their country, contribute to the place of Oman in the world and act to advance
their society and their environment, nationally and internationally.

Promote learners’ loyalty about Oman through accessing different sources of knowledge in English to contribute effectively to their
society, its people and its place in the world.

20
English Language Contribution to the General Outcomes

Grades 1-4 Grades 5-9

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 AIM: committed learners who apply Islamic principles and values, appreciate Arabic language and Omani culture, and respect others’ cultures and views

Apply the teachings and values of Islam in Adhere to the teachings and values of Islam in their
Behave well, according to Islamic values
their daily lives. daily lives.

• Apply Islamic values when dealing with • Recognize and participate in different • Committed to Islamic heritage and culture.
others. Islamic celebrations. • Support to preserve Islamic principles and
• Be honest and committed when • Take part in representing Islamic values values.
accomplishing their work. in different occasions.

Are proud of their Arabic Language and of

Communicate actively in Arabic and maintain Contribute to promote the place of their Arabic
belonging to their Omani culture.
the Omani cultural heritage. Language and Omani culture.

• Learn about Omani culture through • Identify the influence of Arabic language • Use English language to represent Omani
English. and Arabic scholars on other culture and heritage nationally and
• Participate in different Omani occasions. civilizations. internationally.
• Appreciate the Omani culture and • Research the impact of the Omani culture and
heritage. heritage.

Respect others and cultures Uphold fairness for all Act to support justice in personal and public life

• Learn about other’s cultures and • Treat others fairly and equally. • Sustain values in different life situations when
occasions. • Be aware of international human rights. interacting with others.
• Respect other’s cultures and views. • Use their skills in English to support justice
nationally and internationally.

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 AIM 3: life-long learners who are equipped with the knowledge, skills and values to succeed and be creative in the world of the 21st Century

Want to learn Enjoy learning Learn independently

• Show interest in learning English. • Connect knowledge to real life situations. • Use higher order thinking skills in learning,
• Check that they have achieved tasks • Select their sources of knowledge such as creating, reflection, and
properly. according to their interest. evaluation/appreciation.
• Develop learning skills independently.

Adapt to different situations at home and Anticipate what will help and act to support Learn from new situations and act to improve the
school those around them future

• Adjust their behavior and learning to • Predict challenges while learning. • Organize their learning by use diaries and
suite different situations. • Prepare plans and solutions to solve journals to record events.
• Cooperate with others to overcome them. • Use knowledge and skills acquired to plan for te
challenges. future.

Use their knowledge and skills in different Utilize what they know to try out different
Come up with various approaches to achieve results
situations ways to do things

• Adapt their knowledge in new situations. • Develop creative learning strategies to do • Create appropriate strategies to achieve results.
• Use language skills in authentic things differently. • Apply language skills confidently to
situations. • Initiate alternative ways when doing communicate well.
things.

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 AIM 4: Responsible citizens, who appreciate their country, contribute to the place of Oman in the world and act to advance their society and their
environment, nationally and internationally.

Think appropriately and overcome

Set up plans and put them into action Have an entrepreneurial approach to their futures
difficulties

• Think positively when dealing with • Develop a scheme of work to deal with • Set up clear aims for their future.
difficulties. different tasks. • Focus their attention on accomplishing their
• Suggest solutions to overcome • Act upon the suggested plans. aims.
difficulties.
Contribute actively to help their society and
Strive to achieve what is best for their country and
Enjoy being part of their local communities protect their
the wider world.
environment

• Involve in different community projects. • Interact with global issues through being • Have awareness of the current issues that have
• Use what they have learnt to preserve a member in environmental club or an impact on their country.
local community. organization • Exploit their knowledge to serve their country
• Participate in different environmental and the wider world.
campaigns.

Support their country in all aspects of life. Develop their country and promote its place in the
Are proud of their country
world.

• Be proud and supportive to the Omani • Promote Omani citizenship. • Participate in national and international
heritage. • Encourage and market Omani products. competitions and projects
• Contribute willingly in activities that • Represent Oman in cultural exchange programs
promote their culture.

 
 

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 English Language General Expectations
English Language General Expectation

Grades 1-4
Cycle One Grades 5-9
Cycle Two

Strands
By the end of the cycle the learners should be able to: By the end of the cycle the learners should be able to:

• Read, spell, and understand basic vocabulary using

Phonics,
knowledge of the alphabetic principles and context • Read, spell, and understand high frequency/more
spelling, &
1 clues. vocabulary using context clues, word knowledge and
vocabulary
resources.
• Respond to simple texts and interact with others using
Oral communication strategies and common language • Respond to a range of texts, give presentation, and interact
2 communication functions. with others selecting from a range of communication
strategies and language functions.

Reading • Read and comprehend a variety of simple texts using

• Read and comprehend a variety of longer texts using
basic strategies.
3 appropriate strategies.

Writing • Write short simple texts for different purposes applying • Write to communicate with different audience applying the
simple sentence structure and adequate handwriting writing process principles and using appropriate
4
patterns. vocabulary, grammar, and spelling.

5 Grammar • Demonstrate awareness of some basic grammatical • Use common grammatical conventions in writing and
structure in simple sentences. speaking.

25

25
26
Section 3 Distribution of the Standards and Outcomes
Grades 1 - 4

Grade One 27
  

STRAND PHONICS, SPELLING & VOCABULARY

Integration with
General
Learning Outcomes
Grade

Topic Standards other subjects

Skills
and skills

 Blend spoken sounds to form a two syllable word.

Apply knowledge of

principle in reading
and spelling words.
Alphabetic Principle

 Segment two syllable words into its individual syllables and phonemes.
the alphabetic

 Identify letters of the alphabet (upper case and lower case).

ICT Arabic
 Decode and spell regularly-spelled two-syllable words (by applying the most common
letter- sound correspondences including single letters, consonant digraphs, vowel
digraphs and consonant blends).
Grade 2

 Spell out a simple sentence with decodable and familiar high frequency words as
dictated.
 Recognise more basic vocabulary related to topics such as the self, family, the
clues and basic
Develop basic

using context

environment, etc.
Development

vocabulary
Vocabulary

knowledge

 Identify the meaning of words using pictures and other illustrations.

word

 Classify learned words into conceptual categories (e.g. home, school, etc.). --- --
 Recognise base words and their plurals inflections.
 Recognise antonyms
 

28   Grade Two
28
  

STRAND PHONICS, SPELLING & VOCABULARY

Integration with
General
Learning Outcomes
Grade

Topic Standards other subjects

Skills
and skills

 Blend spoken sounds and syllables to form a multi-syllable word.

Apply knowledge of the
alphabetic principle in
reading and writing
Alphabetic Principle

 Segment a multi-syllable word into its individual syllables and phonemes.

 Use phonics knowledge to read and spell multisyllabic words and compound words.
words.

 Recognise and use alternative ways of pronouncing and spelling the graphemes already ICT Arabic
taught (e.g. the letter ‘C’ in coat and city).
 Read compound words, contractions, and words with common inflectional endings.
Grade 3

 Spell out a short text (10 – 15 words) containing decodable and high frequency words as
dictated.
 Recognise more grade appropriate level vocabulary.
clues and word
using context
Development

vocabulary
Vocabulary

knowledge
Expand

 Identify the meaning of new words from context clues. --- ---
 Classify learned words into conceptual categories.
 Recognize base words and their inflections (e.g. play, plays, playing)
 Recognise more antonyms.
 

  Grade Three 29
30 Grade Four
 STRAND ORAL COMMUNICATION

Integration
General with other
Learning Outcomes
Grade

Topic Standards
Skills subjects and
skills

 Follow some basic listening and speaking rules (at least; listening to others and not
Communication Strategies

communication strategies
& language functions to
interrupting).
Language Functions

interact with others.

Develop basic

ICT
 Show awareness of non-verbal communication strategies: (at least; tone of voice, gestures Arabic
and visual cues).
&

Appreciati
on/
Islamic
Evaluation
 Begin to interact with others for different purposes (e.g., greetings, introducing, valediction,
thanking, apologising, expressing needs, etc.).
Grade 1

 Listen and follow simple one to two-step instructions and classroom commands.
Listen, comprehend and respond

 Listen and respond to Yes/No and basic wh-questions about themselves and familiar topics.
to simple types of texts.
Speaking Applications

 Listen for enjoyment and information.

Listening &

 Listen and join in a range of texts (e.g. short stories & songs). Math
 Listen to short stories and identify the main setting and characters (with visual support).
 Listen and recite a minimum of three nursery short rhymes that includes: repetitive words ICT
with basic actions, numbers, body parts, etc). Science
 Recall and express two actions in order based on a sequence of pictures.

 Use learned vocabulary to talk about familiar topics and to interact with others.

31

Grade One 31
 STRAND ORAL COMMUNICATION

Integration
General with other
Learning Outcomes
Grade

Topic Standards
Skills subjects and
skills
language functions to interact
 Follow basic listening and speaking rules (at least; listening to others, not interrupting &
communication strategies &
Communication Strategies

asking to repeat).
Language Functions
Develop some basic

ICT
with others

 Demonstrate understanding of non-verbal communication strategies (at least; tone of Arabic

voice, gestures and visual cues).
&

Appreciati
on/ Islamic
Evaluation
 Interact with others for different purposes (e.g., greetings, introducing, valediction,
thanking, apologising, expressing needs, etc.).
Grade 2

 Listen, follow and give simple one to two-step instructions and classroom commands.
Listen, comprehend and respond to

 Begin to ask Yes/No and basic wh-question about familiar topics.

Speaking Applications

 Listen for enjoyment and information.

simple types of texts

 Listen and join in a range of texts (e.g. short stories and songs).
Listening &

Math
 Listen to short stories and identify the main setting, characters and events (with visual
support). ICT Science
 Recall and express three actions in order based on a sequence of pictures.
Music
 Listen and recite a minimum of four short nursery rhymes that include: repetitive words
with basic actions, numbers, body parts, etc).

 Use learned vocabulary to talk about familiar topics and to interact with others.

32

32 Grade Two
GRADE TWO
 STRAND ORAL COMMUNICATION

Integration
General with other
Learning Outcomes
Grade

Topic Standards
Skills subjects and
skills

 Follow some listening and speaking rules (at least; listening to others with care, not
Communication Strategies

communication strategies
& language functions to
interrupting, asking to repeat and turn taking).
Language Functions

interact with others

Develop more

 Begin to use non-verbal communication strategies: (at least; tone of voice & gestures). ICT
Arabic
&

Appreciati Islamic
 Interact with others using simple sentences for different purposes (e.g. greetings,
introducing, valediction, thanking, apologizing, and expressing needs, etc.). on/
evaluation
Grade 3

 Listen, follow and give simple three to four-step instructions and classroom commands.
Listen, comprehend and respond to
Listening &Speaking Applications

 Ask Yes/No and basic wh-questions about familiar topics.

simple types of texts.

 Listen and extract specific information from short texts.

 Listen and join in a range of texts (e.g. short stories and songs).
Math
 Listen to short stories and identify the main setting, characters and events (with visual
support). ICT
 Recall and express four actions in order based on a sequence of pictures.
Science
 Listen and recite a minimum of five short nursery rhymes that include: repetitive words
with basic actions, numbers, body parts, etc.).

 Use learned vocabulary to talk about familiar topics and to interact with others.

33
Grade Three 33
 STRAND ORAL COMMUNICATION

Integration
General with other
Learning Outcomes
Grade

Topic Standards
Skills subjects and
skills

 Follow some listening and speaking rules (at least: listening attentively, not interrupting,
Communication Strategies

communication strategies
& language functions to

asking to repeat and turn taking).

Language Functions

ICT
interact with others

Arabic
Develop more

 Use non-verbal communication strategies: (at least; tone of voice and gestures)
&

Appreciati
on/ Islamic
evaluation
 Interact with others using simple sentences for different purposes (e.g., greetings,
introducing, valediction, thanking, apologising, and expressing needs).
Grade 4

 Listen, follow and give simple three to four-step instructions and classroom commands.
Listen, comprehend and respond to
Listening &Speaking Applications

 Ask Yes/No and basic wh- questions about familiar topics.

simple types of texts.

 Listen and extract specific information from short texts.

 Listen and join in a range of texts (e.g. short stories and songs).
 Listen to short stories and identify the main setting, characters and events (with visual
support). Music

 Recall and express a minimum of five actions in order based on a sequence of pictures.

 Listen and recite a minimum of five short nursery rhymes that include: repetitive words
with basic actions, numbers, body parts, etc.).

 Use learned vocabulary to talk about familiar topics and to interact with others.

34
34 Grade Four
 STRAND READING
Integration with
General
Learning Outcomes
Grade

Topic Standards other subjects

Skills
and skills

 Know that print is read from left to right and top to bottom.
understanding
Early Reading Development

of basic print
Demonstrate

awareness
 Track print as text is being read.
---- Arabic
 Distinguish between letters, words, and sentences.

 Know the parts of a book (e.g. the front and back covers, the title, page, contents.)
appropriate

 Join in and track familiar songs and simple stories.

strategies
skills and
Learn to
read by
using

 Recognize their names and other familiar names. ---- ----

 Read on sight high-frequency words and other familiar words.
 Read familiar simple sentences at a sufficient rate.
Grade 1

 Read and follow one-step simple written instructions/directions with visual support.
Begin to read and

print and non-

instructions in

print format
comprehend
Non-fiction

 Begin to read labels, lists and captions to locate information.

 Begin to use visual support (e.g. picture cues) to construct meaning. ---- Math

 Read and understand very simple sentences on familiar topics.

 Recognize numbers in digits (from 1-20).

 Develop awareness of basic elements of short stories; title, characters, and setting.
and respond to
Begin to read

short stories.

 Develop awareness of the beginning, middle and end features of short stories.
Fiction

Appreciati
 Begin to make simple predictions about short stories using visual support and the title.
on/ Arabic
 Begin to develop personal preferences for stories and songs by drawing symbols. evaluation
 Develop awareness of the morals of short stories.
 

35
Grade One 35
 STRAND READING
Integration with
General
Learning Outcomes
Grade

Topic Standards other subjects

Skills
and skills

simple texts by  Join in and track familiar, songs and simple stories.
Begin to read
Development

appropriate
very short

strategies
skills and
Reading

using
 Read on sight more high-frequency words and other familiar words. ---- ----

 Read simple familiar texts at a sufficient rate and with sufficient expression.

 Read and follow two-step simple written instructions/directions.

descriptions in print and
simple instructions and
Read and comprehend

 Read labels, lists and captions to locate information.

non-print format

 Use pictures and context to construct meaning from a very simple written text.
Non-fiction

 Read and understand short simple descriptive paragraph about (e.g. people, places and ----
---- Math
animals).
Grade 2

 Read questions and answer with support.

 Recognize numbers in digits (from 1-100).

 Read numbers in words (from 1-20).

 Identify basic elements of short stories; title, characters and setting.
Read and respond to

 Identify the beginning, middle and end features of short stories with support.
short stories

 Make simple predictions about short stories using visual support and the title.
Fiction

 Show personal preferences in reading (likes and dislikes). Appreciati

on/ Arabic
 Demonstrate awareness of the sequence of events in short stories. evaluation
 Develop more awareness of the morals of short stories.
 Read and answer questions about characters and important events in short stories with
guidance.
 

36
36 Grade Two
 STRAND READING
Integration with
General
Learning Outcomes
Grade

Topic Standards other subjects

Skills
and skills

 Join in and track familiar songs and simple stories.

simple texts by
Development

appropriate
Read short

strategies
skills and
Reading

using
 Read simple familiar texts at a sufficient rate and with sufficient expression. ---- -----

 Read on sight more high-frequency words and other familiar words.

 Read and follow multi-step simple written instructions/directions.

variety of simple written
Read and comprehend a

 Use pictures, contexts and illustrations to construct meaning from short written texts.
Social studies
 Read and locate information in short written texts (linear or nonlinear texts).
Non-fiction

 Read and understand different types of short descriptive texts (locations, appearance,
texts

directions, and shapes)

Grade 3

 Read questions and answer appropriately with support. Math

 Recognize numbers in digits (from 1-1000).

 Read numbers in words (from 1-100).

 Identify the elements of short stories; title, characters, setting and events.
Read and respond to

 Identify the beginning, middle and end features of short stories.

short stories

 Demonstrate awareness of the morals in short stories.

 Make simple predictions about short stories using visual support, the title and prior
Fiction

knowledge. Appreciati
Arabic
 Begin to sequences the key events in short stories [e.g placing pictures or sentences in on/
the correct sequence] evaluation
 Read and answer questions about characters and important events in short stories with
guidance.
 Express personal preferences in reading with guidance.

37
Grade Three 37
 STRAND READING
Integration with
General
Learning Outcomes
Grade

Topic Standards other subjects

Skills
and skills
Developmen

Read simple

appropriate

strategies
skills and
 Read longer familiar texts at a sufficient rate and with sufficient expression.
Reading

texts by
using
--- ----
t

 Read on sight more high-frequency words and other familiar words.

 Read and follow multi-step written instructions/directions.

variety of texts for different
Read and comprehend a

 Use reading strategies appropriate for grade level to comprehend written texts before,
during and after reading.
 Read and locate specific information in simple written texts.
Non-fiction

purposes

 Read and understand different types of short descriptive and interactive texts.
Math
Grade 4

 Read questions and answer appropriately with support.

 Recognize numbers in digits (from 1-1000).

 Read numbers in words (1-1000)

 Identify and describe the elements of short stories; title, characters, setting and events.
Read and respond to

 Identify the beginning, middle and end features of short stories.

Creating
short stories

 Understand the morals in short stories.

Fiction

 Predict what might happen next in a short story. Arabic

Appreciati
 Sequences the key events in short stories [e.g placing pictures or sentences in the
on/
correct sequence]
evaluation
 Read and answer questions about characters and important events in short stories.
 Express personal preferences in reading independently.

38
38 Grade Four
  

STRAND WRITING

Integration
General with other
Learning Outcomes
Grade

Topic Standards
Skills subjects and
skills
to right, top to down)
 Distinguish writing from pictures.
written English (left
Demonstrate the

and develop fine

directionality in
development of
Directionality

motor skills
 Demonstrate an awareness of directionality.

 Develop an effective pencil grip. Arabic

 Write left to right and top to bottom.

 Develop basic motor skills (eye-hand control)

Grade 1

 Form letters of the alphabet correctly (lower-case).

Write letters of the alphabet,
Early writing development

words, and short simple

 Use phonetic knowledge to write familiar simple words.

 Begin to write short simple sentences (with guidance).

sentences

 Write digits (from 1-20).

Reflection Math
 Write their names.

 Use symbols (drawings, letters, and words) to communicate thoughts.

 Develop awareness of spacing between words.

 

39
Grade One 39
40
 STRAND WRITING

Integration
General with other
Learning Outcomes
Grade

Topic Standards
Skills subjects and
skills

 Write appropriately with correct directionality and spacing.

Directionality

directionality

Write letters of the alphabet correctly, English (left

develop fine
motor skills
down) and
in written

right, top
Apply

 Develop more advanced motor skills (eye-hand control).

Arabic

 Use basic handwriting patterns.

and write words, and simple sentences

 Form letters of the alphabets correctly (Upper case)

 Use phonetic knowledge to write familiar words (two syllables).

Grade 2

writing development

 Write simple sentences (with support).

 Write digits (from 1-100)

Reflection Math
 Write numbers (from1-20) in words.

 Begin to use learned vocabulary in their writing.

 Use symbols (drawings, letters, and words) to create instruction, narratives, and
descriptions about people, places, or things.
 Use spacing between words.
 

40
Grade Two 41
 STRAND WRITING

Integration
General with other
Learning Outcomes
Grade

Topic Standards
Skills subjects and
skills

 Use learned basic grammatical conventions in their writing.

with adequate handwriting patterns
Apply simple sentence-structure

 Begin to use basic punctuation and capitalization.

writing development

in their writing

 Use high-frequency words and familiar words in their writing.

Arabic
 Use appropriate spacing between words. Reflection
Math
 Write digits (from 1- 1000).
Grade 3

 Write numbers (from 1-100) in words.

 Learn to edit their written work with the teacher's support.

Fiction and non-

Begin to write

 Write short simple descriptions about people, and places.

Communicati

short simple

purposes
(Written

different
texts for
fiction

on)

 Write short simple instructions and directions.

Creating
 Write to communicate using short simple notes/messages (e.g. thank you notes,
apology notes, etc).
 

42 Grade Three 41
 STRAND WRITING

Integration
General with other
Learning Outcomes
Grade

Topic Standards
Skills subjects and
skills

 Use learned basic grammatical conventions in their writing

handwriting patterns in their
structure with adequate
Apply simple sentence-

 Use learnt punctuations (apostrophes in contractions, commas, question mark and

writing development

capitalization).

 Use appropriate spacing between words Arabic

writing

Reflection
 Use correct letter formation when writing (manuscript or cursive). Math

 Write large numbers.

Grade 4

 Learn to edit their written work with the teacher's support.

 Write short simple descriptions about people, objects and places.

Write short simple
texts for different
Fiction and non-

purposes

 Write short simple instructions and directions for specific audiences.

fiction

Creating
 Begin to write short simple stories (with support)

 Write to communicate using simple messages/letters (e.g. a simple friendly letter).

Grade Four 4342

 STRAND GRAMMAR & PUNCTUATION
Integration
General with other
Learning Outcomes
Grade

Topic Standards
Skills subjects and
skills
grammatical structure commonly used at this

 Identify singular and plural nouns (e.g. cat- cats).

 Recognize high frequency basic sentences/ structures:
Develop awareness of some basic

Have/has got - There is/there are

Can/cannot - It is ( a book)/ It's Sunday
This is (a book)/ - These are (books)
Structure awareness

 Identify basic determiners; indefinite articles: a and an

Grade 1

level

 Demonstrate understanding of frequently used spatial prepositions (in – on - under).

 Demonstrate awareness of capital letters used for the pronoun I and for the
beginning of a sentence.

 Demonstrate awareness of end punctuation (full stop and question mark).

 Recognize and use the connective and.

 Identify personal pronouns and possessive adjectives.

44 Grade One
43
  

STRAND GRAMMAR & PUNCTUATION

Integration
General with other
Learning Outcomes
Grade

Topic Standards
Skills subjects and
skills

 Form plural nouns by adding "s"

Recognise some basic grammatical structure

 Use high frequency basic sentences/ structures: - Have/has got - There is/there
are

 Use some basic determiners (indefinite articles and the quantifier some)
commonly used at this level

 Demonstrate understanding of more prepositions that are frequently used for spatial
Structure awareness

location (e.g., behind - in front of - next to - above).

 Use capital letters for names of people, days, and months.

Grade 2

 Use end punctuation (full stop, question mark)

 Recognise and use the connective and & or

 Recognise the use personal pronouns and possessive adjectives.

 Understand the use of the present simple tense.

 Understand the use of adjective + noun (e.g. red car).

44
Grade Two 45
 STRAND GRAMMAR & PUNCTUATION
Integration
General with other
Learning Outcomes
Grade

Topic Standards
Skills subjects and
skills

 Form plural nouns by adding "es" and "ies" (e.g., fox- foxes, city- cities.)
Use some basic grammatical structure in

 Use some basic determiners (indefinite articles and quantifiers, e.g., a lot of, a little).
Phrase & sentence construction

 Understand the use of prepositions of time and movement (e.g. to – through - across)
simple sentences

 Use capital letters for nouns, such as months, names of places and nationalities.
Grade 3

 Use end punctuation (full stop, question mark).

----
 Begin to use personal pronouns and possessive adjectives.

 Understand the use of the past simple tense.

 Identify the use of sequencers (First, Then, Next, and Finally).

 Identify the use of comparative form of adjective.

46   Grade Three  
 STRAND GRAMMAR & PUNCTUATION
Integration
General with other
Learning Outcomes
Grade

Topic Standards
Skills subjects and
skills

 Use most frequent irregular plural nouns (e.g. children).

Use some basic grammatical structure in simple

 Use basic determiners (definite and indefinite articles and frequent quantifiers).
Phrase & sentence construction

 Use prepositions of place, time and movement.

 Understand the use of commas in series and the use of apostrophes in contractions
(e.g., can't, it's etc.).
sentences

 Use end punctuation (full stop, question mark, exclamation mark).

Grade 4

 Recognise and use the conjunctions but & because.

 Use present simple and past simple (regular & irregular).

 Use personal pronouns and possessive adjectives.

 Use the sequencers First, Then, Next and Finally.

 Identify the use of the superlative form of adjectives.

  Grade Four 47
 Section 4 Distribution of the Standards and Outcomes
Grades 5 - 9

STRAND PHONICS, SPELLING & VOCABULARY

Integration
General with other
Learning Outcomes
Grade

Topic Standards
Skills subjects and
skills

 Read unfamiliar words including words containing complex letter patterns /word
writing more

families (e.g. -ought, -aught, -ould, -ight).

reading and
principle in
Alphabetic

alphabetic
Principle

complex
Apply

words

 Spell learned content words including words containing complex letter patterns. --- ----

 Write a grade appropriate short text as dictated.

 Increase vocabulary by listening to and reading a variety of texts.

Grade 5

Expand vocabulary using

Vocabulary Development

knowledge and resources

context clues, word

 Identify the meaning of new words using context clues and other strategies. (e.g.
semantic maps, prior knowledge, etc.).
ICT Arabic
 Use knowledge of grade-appropriate affixes to understand the meaning of words.

 Demonstrate understanding of the relationship between words (e.g. synonyms,

antonyms).
 Use resources to find out the meaning and pronunciation of unfamiliar words (e.g.
glossary, dictionary and other available technology).
 

 
48   Grade Five
 STRAND PHONICS, SPELLING & VOCABULARY
Integration
General with other
Learning Outcomes
Grade

Topic Standards
Skills subjects and
skills
complex words

 Read unfamiliar words with common spelling patterns (e.g. - tion, -sion).
writing more
reading and
principle in
Alphabetic

alphabetic
Principle

Apply

 Spell learned content words including words with common spelling patterns. --- ----

 Write a grade appropriate short text as dictated.

Vocabulary Development  

knowledge and resources.  

 Increase vocabulary by listening to and reading a variety of texts.

Expand vocabulary using
Grade 6

context clues, word

 Identify the meaning of new words using context clues and other strategies. (e.g.
semantic maps, prior knowledge, etc.).
ICT Arabic
 Use knowledge of grade-appropriate affixes to understand the meaning of words.

 Demonstrate understanding of the relationship between words (e.g. synonyms,

antonyms).
 Use resources to find out the meaning and pronunciation of unfamiliar words (e.g.
glossary, dictionary and other available technology).
 

  Grade Six 49
  

STRAND PHONICS, SPELLING & VOCABULARY

Integration
General with other
Learning Outcomes
Grade

Topic Standards
Skills subjects and
frequency words skills
content words

 Spell learned grade appropriate content words.

Alphabetic

Spell more
Principle

and high

--- ---

 Write a grade appropriate short text as dictated.

 Increase vocabulary by listening to and reading a variety of texts.

Grade 7

Expand vocabulary using

Vocabulary Development

knowledge and resources

context clues, word

 Identify the meaning of new words using context clues and other strategies. (e.g.
semantic maps, prior knowledge, etc.).
ICT Arabic
 Use knowledge of grade-appropriate affixes to understand the meaning of words.

 Demonstrate understanding of the relationship between words (e.g. synonyms,

antonyms, homophones).
 Use resources to find out the meaning and pronunciation of unfamiliar words (e.g.
glossary, dictionary and other available technology).
 

   

50 Grade Seven 51
  

STRAND PHONICS, SPELLING & VOCABULARY

Integration
General with other
Learning Outcomes
Grade

Topic Standards
Skills subjects and
frequency words skills
content words

 Spell learned grade appropriate content words.

Alphabetic

Spell more
Principle

and high

--- ---

 Write a grade appropriate text as dictated.

 Increase vocabulary by listening to and reading a variety of texts.

Grade 8

Expand vocabulary using

Vocabulary Development

knowledge and resources

context clues, word

 Understand the meaning of new words using context clues (definitions or examples).
ICT Arabic
 Use knowledge of grade-appropriate affixes to understand the meaning of words.

 Demonstrate understanding of the relationship between words (e.g. synonyms,

antonyms, homophones, and collocations).
 Use resources to find out the meaning and pronunciation of unfamiliar words (e.g.
glossary, dictionary and other available technology).
 

Grade Eight 51
52
 STRAND PHONICS, SPELLING & VOCABULARY
Integration
General with other
Learning Outcomes
Grade

Topic Standards
Skills subjects and
skills

frequency words
content words

 Spell learned grade appropriate content words.

Alphabetic

Spell more
Principle

and high

--- ---

 Write a grade appropriate short text as dictated.

 Increase vocabulary by listening to and reading a variety of texts.

Grade 9

Expand vocabulary using

Vocabulary Development

knowledge and resources

context clues, word

 Understand the meaning of new words using context clues (definitions or examples).
ICT Arabic
 Use knowledge of grade-appropriate affixes to understand the meaning of words.

 Demonstrate understanding of the relationship between words (e.g. synonyms,

antonyms, homophones and collocations).
 Use resources to find out the meaning and pronunciation of unfamiliar words (e.g.
glossary, dictionary and other available technology).
 

52 Grade Nine 53
  

STRAND ORAL COMMUNICATION

Integration
General with other
Learning Outcomes
Grade

Topic Standards
Skills subjects and
skills

 Use appropriate listening and speaking rules (at least; interacting respectfully and positively
Communication Strategies

language functions when

giving presentations and
Use communication and

in group discussions).
interacting with others
Language Functions

Life Skills
 Use non-verbal communication strategies when given presentation (at least; voice tone,
intonation, facial expressions, eye contact and body language). Arabic
Appreciati
&

on/
Evaluation
Islamic
 Use appropriate expressions in different situations for greetings, introducing, valediction,
requesting, offering and apologizing.
Grade 5

 Listen to and follow multi-step instructions(e.g. follow several orally presented steps to
respond to a range of texts.

complete a task).
Listen, comprehend and
Speaking Applications

 Ask and respond to wh-questions about familiar topics.

 Listen and extract specific information from longer texts.
Listening &

 Give simple descriptions of past events (e.g. oral recount).

ICT IT
 Give simple short oral presentations about familiar topics.

 Listen to and participate in rhymes, songs and simple poems.

 Use learned vocabulary and expressions to talk and interact in familiar contexts.

54

Grade Five 53
GRADE FIVE
  

STRAND ORAL COMMUNICATION

Integration
General with other
Learning Outcomes
Grade

Topic Standards
Skills subjects and
skills

 Use appropriate listening and speaking rules (at least; interacting respectfully and positively
Communication Strategies

in group discussions).
strategies and language

interacting with others

functions when giving
Language Functions

Life skills
Use communication

presentations and

 Use non-verbal communication strategies when given presentation (at least;. voice tone,
intonation, facial expressions, eye contact and body language). Appreciati
&

on/ Arabic
Evaluation

 Use appropriate expressions in different situations to make requests and

approval/disapproval. Islamic
Grade 6

 Listen to and follow multi-step instructions(e.g. follow several orally presented steps to
complete a task).
respond to a range of texts
Listen, comprehend and
Speaking Applications

 Ask and respond to wh-questions about familiar topics.

 Listen and extract specific information from longer texts.
Listening &

 Retell a simple narrative using appropriate language.

 Give simple short oral presentations about familiar topics. IT
ICT

 Listen to and participate in rhymes, songs and simple poems.

 Use learned vocabulary and expressions to talk and interact in familiar contexts

55
54 Grade Six
  

STRAND ORAL COMMUNICATION

Integration
General with other
Learning Outcomes
Grade

Topic Standards
Skills subjects and
skills

 Use appropriate listening and speaking rules (at least; interacting respectfully, positively in
Communication Strategies

group discussions and asking for clarification).

strategies and language

interacting with others

functions when giving
Language Functions
Use communication

presentations and

Life Skills
 Use non-verbal communication strategies when given presentation (at least; voice tone,
intonation, facial expressions, eye contact and body language). Appreciati Arabic
&

on/
Evaluation
Islamic
 Use appropriate expressions in different situations for apologies, preferences and giving
advice.
Grade 7

 Follow multi-step procedures/processes (e.g. rules of a game, recipes, etc.).

respond to a range of texts
Listen, comprehend and
Speaking Applications

 Ask and respond to wh-questions about familiar topics.

 Listen and extract specific information from different text types.
Listening &

 Listen to texts to express opinions.

IT
 Retell a simple narrative using appropriate language. ICT

 Give simple oral presentations about familiar topics.

 Use learned vocabulary and expressions to talk and interact in familiar contexts.

56
Grade Seven 55
 STRAND ORAL COMMUNICATION

Integration
General with other
Learning Outcomes
Grade

Topic Standards
Skills subjects and
skills

 Use appropriate listening and speaking rules (at least; interacting respectfully, positively
Communication Strategies

in group discussion and asking for clarification).

strategies and language

interacting with others

functions when giving
Language Functions
Use communication

presentations and

Life Skills
 Use non-verbal communication strategies when given presentation (at least; voice tone,
intonation, facial expressions, eye contact and body language). Appreciati Arabic
&

on/
Evaluation
Islamic
 Use appropriate expressions in different situations for preferences and compliments.
Grade 8

 Follow multi-step procedures/processes (e.g. rules of a game, recipes, etc.).

respond to a range of texts
Listen, comprehend and
Speaking Applications

 Ask and respond to Wh-questions (closed and open questions).

 Listen and extract specific information and main ideas from different text types.
Listening &

 Listen to texts to express opinions.

IT
 Retell a simple narrative that includes a logical sequence. ICT

 Give longer oral presentations about familiar topics using reasoning and creative thinking.

 Use learned vocabulary and expressions to talk and interact in a variety of contexts.

56 Grade Eight 57
 STRAND ORAL COMMUNICATION

Integration
General with other
Learning Outcomes
Grade

Topic Standards
Skills subjects and
skills

 Use appropriate listening and speaking rules (at least; interacting respectfully and
Communication Strategies

positively in group discussions, asking for clarification, and contributing relevant

strategies and language

interacting with others

functions when giving

comments and questions).

Language Functions
Use communication

presentations and

Life Skills
 Use non-verbal communication strategies when given presentation (at least; voice tone,
intonation, facial expressions, eye contact and body language). Appreciati Arabic
&

on/
Evaluation
Islamic
Grade 9

 Use appropriate expressions in different situations for more forms of request,

asking/giving directions and debate.

 Ask and respond to Wh-questions (closed and open questions).

comprehend and

range of texts

Appreciati
Applications
Listening &

respond to a

 Listen to longer texts to express opinions.

Speaking

on/
Listen,

 Give longer oral presentations about familiar topics using reasoning and creative thinking. Evaluation IT
 Retell a simple narrative that includes a logical sequence. ICT
 Use learned vocabulary and expressions to talk and interact in a variety of contexts.
 

Grade Nine 57
58
58
 STRAND READING
Integration with
General
Learning Outcomes
Grade

Topic Standards other subjects

Skills
and skills
Development

appropriate
fluently by  Read on sight more high-frequency words and other familiar words.

strategies
skills and
Reading

using
Read

 Read grade level texts with sufficient accuracy, rate and phrasing in successive Reflection ---
readings.
 Reflect on the techniques they found useful in automatic reading of texts.

 Read and follow multi-step advanced written instructions/directions.

grade level informational
texts using more reading
Read and comprehend

 Use grade level appropriate reading strategies comprehend written texts before, during
and after reading.
Non-fiction

strategies

 Identify, with their teacher’s guidance, reading strategies they found most helpful.
Grade 5

Reflection Arabic
 Read and locate specific information in simple written texts.

 Read questions and answer appropriately.

 Make simple inferences based on what is stated in the text.

 Identify and describe the elements of short stories including characters, events, settings
knowledge of story
comprehend short

using appropriate

and plots.
narrative texts

strategies and

 Infer the moral in short stories with support.

Read and

structure

Arabic
Fiction

Appreciatio
 Recount a series of events in short stories. n/
 Read and answer questions about key details in short stories. evaluation
Islamic
 Predict the end of stories.

59
Grade Five 59
 STRAND READING
Integration with
General
Learning Outcomes
Grade

Topic Standards other subjects

Skills
and skills

appropriate skills
 Recognise an increasing number of words including learned content words

and strategies
Read fluently
Development

automatically.
Reading

using

 Read grade level texts with sufficient accuracy, rate and expression in successive Reflection ----
readings.

 Reflect on the techniques they found useful in automatic reading of texts

 Read and follow multi-step advanced written instructions/directions.

grade level informational
texts using more reading
Read and comprehend

 Use grade level appropriate reading strategies to comprehend written texts before,
during and after reading.
Non-fiction
Grade 6

strategies

 Identify, with their teacher’s guidance, reading strategies they found most helpful.
Reflection Arabic
 Read for specific information.

 Identify the main idea of short informational texts.

 Make simple inferences based on what is stated in the text.

 Identify and describe the elements of different types of stories including characters,
short narrative

story structure
strategies and
knowledge of

events, settings and plots.

comprehend

appropriate
texts using
Read and

Arabic
Fiction

 Infer the moral in short stories with support. Appreciatio

n/
 Recount a series of events in stories. Islamic
evaluation
 Read and answer questions about key details in stories.
 

60
60 Grade Six
 STRAND READING
Integration
General with other
Learning Outcomes
Grade

Topic Standards
Skills subjects and
skills
Read fluently
Development

appropriate  Recognise an increasing number of words including learned content words automatically.

strategies
skills and
Reading

using

Reflection ----
 Read grade level texts with sufficient accuracy, rate and expression in successive readings.

 Reflect on the techniques they found useful in automatic reading of texts.

 Use grade level appropriate reading strategies to comprehend written texts before, during
grade level informational

and after reading.

texts using more reading
Read and comprehend

 Identify reading strategies they found most helpful with support.

Non-fiction

strategies
Grade 7

 Read for specific information.

Reflection Arabic

 Identify the main idea and supporting details in short informational texts.

 Make inferences using information in the text.

 Identify and describe the elements of different types of stories including characters, events,
using appropriate

knowledge of text

settings, plots and morals.

strategies and
fictional texts
comprehend
Read and

structure

 Recount a series of events in stories Appreciat

Fiction

ion/
Arabic
 Read and answer questions about key details in stories. evaluatio
n
 Read a simple poem to get the sense of it.

61

Grade Seven 61
GRADE SEVEN
 STRAND READING
Integration
General with other
Learning Outcomes
Grade

Topic Standards
Skills subjects and
skills

 Recognise an increasing number of words including learned content words

Read fluently
Development

appropriate
automatically.
strategies
skills and
Reading

using

 Read grade level texts with sufficient accuracy, rate and expression in successive Reflection ----
readings.
 Reflect on the techniques they found useful in automatic reading of texts.

 Use grade level appropriate reading strategies to comprehend written texts before,
level informational texts using
Read and comprehend grade

during and after reading.

more reading strategies

 Identify reading strategies they found most helpful with support.

Non-fiction

 Read for specific information.

Grade 8

 Identify the main idea and supporting details in informational texts. Reflection Arabic

 Make inferences using information in the text.

 Distinguish between facts and opinions.

 Identify and describe the elements of different types of stories including characters,
strategies and

text structure
fictional texts

knowledge of
comprehend

appropriate

events, setting, plots and morals.

Read and
Fiction

Appreciat
using

 Retell stories and events in a logical sequence. ion/ Arabic

evaluation
 Read and understand simple poems.
 

62

62 Grade Eight
GRADE EIGHT
 STRAND READING
Integration
General with other
Learning Outcomes
Grade

Topic Standards
Skills subjects and
skills

Read fluently  Recognise an increasing number of words including learned content words
Development

appropriate
automatically.

strategies
skills and
Reading

using
 Read grade level text with sufficient accuracy, rate and expression in successive Reflection ---
readings.
 Reflect on the techniques they found useful in automatic reading of texts.

 Use grade level appropriate reading strategies to comprehend written texts

level informational texts using
Read and comprehend grade

before, during and after reading.

more reading strategies

 Identify reading strategies they found most helpful.

Non-fiction

 Read for specific information.

Grade 9

 Identify the main idea and supporting details in informational texts. Reflection Arabic

 Make inferences using information in the text.

 Distinguish between facts and opinions based on information given in text.

fictional texts

 Compare the characters and events in a story.

comprehend

appropriate
Read and

strategies
Fiction

Appreciati
using

 Retell stories and events in a logical sequence. on/ Arabic

evaluation
 Read and understand the elements of poems.
 

63

Grade Nine 63
GRADE NINE
  

STRAND WRITING

Integration
General with other
Learning Outcomes
Grade

Topic Standards
Skills subjects and
skills

 Develop ideas for writing using pre-writing techniques such as; graphic organizers,
process principles (planning,
revising and editing) in their

lists, discussions and models, etc.

Apply basic grammatical
conventions and writing
writing development

 Use complete sentences including simple and compound sentences in their writing.
written work

 Write a paragraph that follows a logical sequence with a beginning, middle, and end.
Reflection Arabic
 Use learnt grammatical conventions in their writing.
Grade 5

 Revise their work with teacher support

 Edit their work with teacher support (with a focus on capitalization, punctuation,
handwriting and spelling).
 Write simple descriptions about people, objects, places, and events using language
audiences for a
Fiction and

appropriate for grade level.

non-fiction

variety of
Write for

purposes
different

Creating
 Write short simple narratives based on a model.
Arabic
 Write to communicate (e.g. a simple friendly letter, short simple ICT
instructions/directions, invitations etc.).
 

64

64 Grade Five
GRADE FIVE
 STRAND WRITING

Integration
General with other
Learning Outcomes
Grade

Topic Standards
Skills subjects and
skills

 Develop ideas for writing using pre-writing techniques such as; graphic organizers,
conventions and writing process
principles ( planning, revising
and editing) in their written

lists, discussions and models, etc.

Apply basic grammatical
writing development

 Use complete sentences including simple and compound sentences in their writing.

 Write a paragraph that follows a logical sequence with a beginning, middle, and end.
work

Reflection Arabic
 Use learnt grammatical conventions in their writing.
Grade 6

 Revise their work with teacher support.

 Edit their work with teacher support (with a focus on capitalization, punctuation,
handwriting and spelling).
 Write simple descriptions about people, objects, places, and events using language
audiences for
Fiction and

a variety of

appropriate for grade level.

non-fiction

Write for

purposes
different

Creating
 Write short simple narratives that follow a logical sequence.
Arabic
 Write to communicate (e.g. a simple friendly letter, short simple ICT
instructions/directions, invitations etc.).
 

Grade Six 65 65
 STRAND WRITING

Integration
General with other
Learning Outcomes
Grade

Topic Standards
Skills subjects and
skills

 Develop ideas for writing using pre-writing techniques such as; graphic organizers,
conventions and writing process
audiences for principles (planning, revising
and editing) in their written

lists, discussions and models, etc.

Apply basic grammatical
writing development

 Use complete sentences including simple and compound sentences in their writing.

 Write a paragraph that follows a logical sequence with a beginning, middle, and end.
work

Reflection Arabic
 Use learnt grammatical conventions in their writing.
Grade 7

 Revise their work with teacher support.

 Edit their work with teacher support (with a focus on capitalization, punctuation,
handwriting and spelling).
 Write simple descriptions about people, objects, places, and events using language
Fiction and

a variety of

appropriate for grade level.

non-fiction

Write for

purposes
different

Creating IT
 Write informational pieces that use language appropriate for a specific audience (e.g.
letters/e-mails, instructions, and book reviews).
Arabic
 Write short narratives with a sequence of events that develop a plot. ICT

66 Grade Seven 66
 STRAND WRITING

Integration
General with other
Learning Outcomes
Grade

Topic Standards
Skills subjects and
skills

 Develop ideas for writing using pre-writing techniques such as; graphic organizers,
Apply grammatical conventions

(planning, revising and editing)

and writing process principles

lists, discussions and models, etc.

in their written work.
writing development

 Use complete sentences including simple and compound sentences in their writing.

 Write a text that follows a logical sequence with a beginning, middle, and end.
Reflection Arabic
 Use learnt grammatical conventions in their writing.
Grade 8

 Revise the organization and development of content in written work.

 Edit their work (with a focus on capitalization, punctuation, and spelling).

 Write descriptions using appropriate language and supporting details.

audiences for
Fiction and

a variety of
non-fiction

Write for

purposes
different

Creating IT
 Write informational pieces that use language appropriate for a specific audience (e.g.
letters/e-mails, instructions, and reports).
Arabic
 Write short narratives with a sequence of events that develop a plot. ICT

Grade Eight 67
67
 STRAND WRITING

Integration
General with other
Learning Outcomes
Grade

Topic Standards
Skills subjects and
skills

 Develop ideas for writing using pre-writing techniques such as; graphic organizers,
Apply grammatical conventions

(planning, revising and editing)

and writing process principles

lists, discussions and models, etc.

in their written work
writing development

 Use complete sentences including simple and compound sentences in their writing.

 Write a text that follows a logical sequence with a beginning, middle, and end.
Reflection Arabic
 Use learnt grammatical conventions in their writing

 Revise the organization and development of content in written work.

Grade 9

 Edit their work (with a focus on capitalization, punctuation, and spelling)

variety of purposes

 Write descriptions using appropriate language and supporting details.

Write for different
Fiction and non-

audiences for a

 Write informational pieces that use language appropriate for a specific audience (e.g.
Creating IT
fiction

letters/e-mails, reports, book/product reviews).

 Write short narratives with a sequence of events that develop a plot and a point of Arabic
view.
ICT
 Write persuasive text given reasons and evidence.

68
68 Grade Nine
 STRAND GRAMMAR & PUNCTUATION
Integration
General with other
Learning Outcomes
Grade

Topic Standards
Skills subjects and
skills

 Use regular (-s, -es, and–ies) and irregular plural nouns.

Use common grammatical conventions and punctuation with

 Use demonstratives this, that, these, those.

Grammatical conventions and punctuation

 Use prepositions of place, time and movement.

 Begin to form affirmative and negative statements with verbs "be" and "do".

 Use the present and past simple.

some control

 Use the present continuous.

Grade 5

Arabic
 Use the future tense with will.

 Begin to form simple Wh- questions and Yes/No questions in the present and past
tense.

 Use conjunctions and, or, but & because.

 Use personal pronouns and possessive adjectives.

 Use simple frequency adverbs (e.g. always, sometimes, never).

 Use capital letters, end punctuations and apostrophes in contractions and possession.

69
Grade Five 69
 STRAND GRAMMAR & PUNCTUATION
Integration
General with other
Learning Outcomes
Grade

Topic Standards
Skills subjects and
skills

 Use definite and indefinite articles.

Use common grammatical conventions and punctuation

 Use comparative and superlative adjectives (e.g. old – older – oldest).

Grammatical conventions and punctuation

 Use more prepositions of movement.

 Form affirmative and negative statements with verbs "be" and "do" and other common
verbs.
with some control

 Use the present and past simple.

Grade 6

 Use the present continuous. Arabic

 Use past simple continuous.

 Form simple Wh- questions and Yes/No questions in present and past tense.

 Use future tense with will.

 Use common modals (e.g., should, can).

 Use capital letters, end punctuations and apostrophes in contractions and possession.

70
70 Grade Six
  

STRAND GRAMMAR & PUNCTUATION

Integration
General with other
Learning Outcomes
Grade

Topic Standards
Skills subjects and
skills

 Use more frequency adverbs (e.g. usually, often, rarely).

Use common grammatical conventions and
Grammatical conventions and punctuation

 Use possessive pronouns (e.g. mine, ours).

punctuation with some control

 Use the present and past simple.

 Use the present continuous.

Grade 7

 Use the past continuous.

 Use future tense with will.

 Use common modals.

 Use end punctuations, capital letters (e.g. for holidays, languages, special events, etc.).

 Use more conjunction words.

71

Grade Seven GRADE SEVEN 71

  

STRAND GRAMMAR & PUNCTUATION

Integration
General with other
Learning Outcomes
Grade

Topic Standards
Skills subjects and
skills

 Use singular/ plural (countable and uncountable).

Use common grammatical conventions appropriately

 Use more quantifiers.

 Use more conjunctions.

Grammatical conventions

 Use more prepositions of place, time and movement.

 Use common modals.

Grade 8

 Use adverbs of manner (e.g. loudly- fast – slowly).

 Use future tense with will and going to.

 Use the present continuous and past continuous.

 Use the passive voice.

 Use more conjunction words.

 Use comparative and superlative (longer, longest, more, most, etc.).

72
72 Grade Eight
  

STRAND GRAMMAR & PUNCTUATION

Integration
General with other
Learning Outcomes
Grade

Topic Standards
Skills subjects and
skills

 Use the passive voice.

Use common grammatical conventions

 Use the simple perfect (present and past).

Grammatical conventions

 Use reflexive pronouns (e.g. myself, himself).

appropriately

 Use adverbs of degree (e.g. certainly, definitely).

Grade 9

 Use conditionals.

 Use common modals.

 Use relative clauses.

 Use more conjunction words.

73

Grade Nine 73
GRADE NINE
74
Appendix

75
 (Table 1)

The Technical Terminologies in Knowledge Strands and Topics of the English Language Subject

Is a bound morpheme that is added to a root or stem to form a new word. If added before the stem, an affix is
Affixes called a prefix, as -ed added to talk to form talked. If added after the stem, an affix is called a suffix, as –im
added to possible to form impossible.
Refers to the understanding that the letters we use in print represent the sounds we use in speech. In the Omani
Alphabetic Principle
National Standards for English, Alphabetic Principle is used to cover elements of phonics and spelling.
Blending Is the process of saying the individual sounds in a word then running them together to make the word.

Are words that have meaning. They can be contrasted with grammatical words which are structural in nature.
Content words Nouns, main verbs, adjectives and adverbs are usually content words. Auxiliary verbs, pronouns, articles and
prepositions are usually grammatical words.

Is the regular use of some words and phrases with others, especially in a way that is difficult to guess for
Collocations people who are learning to speak the language. "Run out of time and have a break" are two examples of
collocations.
Decoding Is translating graphemes (written letters) into phonemes (spoken sounds). i.e. reading. Involves
Digraph Is two successive letters that make a single sound.

Directionality/Directional Is the ability to understand the concepts of left and right, up and down, in and out, top and bottom, and front
and back. It involves experiences with movement where direction is important to develop these skills and is
Awareness vital for the child's development of movement awareness.

Is one step of writing process concerned with improving the clarity, organization and correctness of language.
Editing Editing often involves replacing and deleting words, phrases or sentences in addition to correcting errors in
spelling, grammar, mechanics and usage.

75

76
Fiction Refers to literature created from the imagination. The purpose of fiction is to entertain and to provide a deeper
understanding of human conditions.
High-frequency words Are the most commonly used words in printed texts and can help learners to read quickly and fluently.
Homophone Is one of two or more words that have the same pronunciation but differ in meaning.
Homograph Is one of two or more words that have the same spelling but differ in meaning or pronunciation.
Language Function Refers to the purpose for which speech is being used.
Multiple-step Written or oral language that comes at the beginning of every task or activity and consists of two or more
instructions action verbs.

Non-fiction Refers to literature based on facts.

One–step instructions Written or oral language that comes at the beginning of every task or activity and consists of one action verb.
One-step instructional Refers to text that tells readers what to do or explains how to do or make something one step at a time.
e.g. Cut the paper.
texts
Refers to two language skills - listening and speaking -which combine to be one language strand. It is used as
Oral communication
PYP (a well-known skills-based curriculum and program) and adopts a similar approach to the two skills.
Phoneme Is the smallest unit of speech sound. For example, the word cat consists of three phonemes; /c/, /a/, /t/.
Refers to the awareness that spoken sounds consist of a sequence of phonemes. Students can demonstrate this
Phonemic Awareness
awareness by , for example, blending and segmenting component sounds.
Refers to an individual's awareness of the phonological structure, or sound structure, of words. Phonological
Phonological awareness
awareness is an important and reliable predictor of later reading ability.
Is a method for teaching the reading and writing of English by developing learners' phonemic awareness (the
Phonics ability to hear, identify, and manipulate phonemes) in order to teach the correspondence between sounds and
the spelling patterns.

76
77
 An author’s use of words to illustrate a scene, event, phenomenon, object, or character; descriptions in literary
Description texts usually contain carefully chosen imagery that appeals to the audience’s sense of sight, sound, smell,
touch, or taste.

Conjunction Used to connect words, phrases, clauses, or sentences.

Series of related words that has both a subject and a predicate: for example, because the child laughed. See
Clause Phrase.

Claim Statement taking a position on what is true, usually one with which reasonable people might disagree.

Figurative language Language enriched by imagery and figures of speech such as simile, metaphor, or personification.

Inference Conclusion drawn from evidence and reasoning.

Simple type of theme or lesson taught in a work such as a fable: for example, Do not count your chickens
Moral before they are hatched.

Action or sequence of related events in a (usually fiction) narrative. Plot is usually a series of related incidents
Plot that builds and grows as the story develops. Plot lines commonly contain five basic elements: exposition, rising
action, climax, falling action, and resolution or denouement.

Persuasive texts a genre of writing that attempts to convince readers to embrace a particular point of view

 
78
 
 (Table 2)

Progression of Phonics and Spelling Outcomes  

Grade Phase Progression of Phonics and Spelling Outcomes

Phase 1 • Recognizing that words are made of phonemes (and represented by graphemes).
Phonemic Awareness (This • Blending spoken sounds to form a single syllable word.
phase continues till grade 3 • Segmenting one- syllable words into individual phonemes.

• Identifying the lower case letters of the alphabet.

• Decoding and spelling regular one syllable words.
One Phonics:
Phase 2 Set 1 s, a, t, p, n (ss)
Common Consonants and Set 2 i, m, n, d, c (k, ck)
Vowels Set 3 e, g, h, f, r (ff)
Set 4 o, b, sh , ch, y
Set 5 u, l, v, ng, z(ll, zz)
Set 6 x, oo, j, qu, ee

• Identifying letters of the alphabet (upper case and lower case).

Phase 3 • Orally blending and segmenting two syllable words.
Learning Upper case Letters

Two • Reading and spelling one syllable and two syllable words (including words with long
Phase 4
vowels).
Learning
Phonics:
Long Vowel Digraphs
er , ar, ear, air, ar, or,

79
79
 ur, ow, oi, ai, igh, oa

•Reading and spelling one syllable and two syllable words (including words with consonants
Phase 5 blends).
Learning consonants blends

• Orally blending and segmenting phonemes in multisyllabic words and compound words.
• Reading and spelling multisyllabic words and compound words.
• Using alternative ways of pronouncing and spelling/air/
theinphonemes
there and graphemes already
taught.
Phase 6 Examples: /s/ in ceiling
Three Learning alternative spellings /k/ in school
/r/ in wrong & writing
(of phonemes already taught ) Magic e rules
/j/ in rage
/f/ in photo

Phase 7
Four Automaticity in Reading and • Reading an increasing number of words including multisyllabic words.
Spelling of words

• Reading and spelling unfamiliar words including words with common and complex letter
patterns / word families.
• Complex letter patterns include:
Five Phase 8 • triple-letter blends
and Common Spelling Patterns and • spelling variations of final /k/, /ch/ and /j/

Six Complex Word Families • hard and soft c and g

• silent consonants
• Examples of Word Families that need direct teaching:
-ought, -ight, -ould, -ain, -ine

80
80
 (Table 3)

List of High Frequency Words Distributed According to Grade Level

Outcome To read high frequency words at sight

Grade List of High Frequency Words

One
the, of, and, a, to, in, is, you, that, it , he, was, for, on ,are, as, with, his, the, I
(20 words)
at, be, this, have, from, or, one, had, by, word, but, not, what, all, were, we, when, your, can, said, there, use, an,
Two
each, which, will, up, other, about, out, many, then, them, these, so, some, her, would, make, like, him, into,
(60 words)
time, has, look, two, more, write, go, see, number, no, way, could, people

My, than, first, water, been, call, who, oil, sit, now, find, long, down, day, did, get, come, made, may, part, over,
new, sound, take, only, little, work, know, place, year, live, me, back, give, most, very, after, thing, our, just,
Three
name, good, sentence, man, think, say, great, where, help, old, any, same, tell, boy, follow, came, want, show,
(100 words) also, around, form, three, small, set, put, end, does, another, well, large, must, big, even, such, because, turn,
here, why, ask, went, men, read, need, land, different, home, us, move, try, kind, hand, picture, again

Change, off, play, spell, air, away, animal, house, point, page, letter, mother, answer, found, study, still, learn,
should, America, world, high, every, near, add, food, between, own, below, country, plant, last, school, father,
Four keep, tree, never, start, city, earth, eye, light, thought, head, under, story, saw, left, don’t, few, while, along,
(120 words) might, close, something, seem, nest, hard, open, example, begin, life, always, those, both, paper, together, got,
group, often, run, important, until, children, side, feet, car, mile, night, walk, white, sea, began, grow, took, river,
four, carry, state, once, book, hear, stop, without, second, later, miss, Idea, enough, eat, face, watch, far, Indian,
real, almost, let, above, girl , sometimes, mountain, cut, young, talk, soon, list, song, begin, leave, family, it’s

81

81
 (Table 4) (Table 4)

General ConceptsGeneral
For English
Concepts
Language
For English
SubjectLanguage Subject

Main Concepts Main Concepts Cycle 1 (1-4) Cycle 1 (1-4) Cycle 2 (5-9) Cycle 2 (5-9) Cycle3 (10-12) Cycle3 (10-12)
Ecological Balance (TheEcological
ozone Layer) Balance (The ozone Layer)
Biodiversity
Biodiversity (Natural resources: Water-(NaturalPreserving
resources:the ecosystem
Water- Preserving
(Recycling-the ecosystem (Recycling-
Preserving the ecosystem Preserving the ecosystem
(Environmental Plants-Animal)
(Environmental Plants-Animal) Afforestation- Solar Power )
Afforestation- Solar Power )
awareness- Conserve natural
awareness-
resources) Ecological
Conserve natural resources) Ecological
Balance (Natural BalanceThe
Reserves) climate
(Natural origin(storms
Reserves) The andclimate origin(storms and hurrican
hurricane)
Environmental Education
Environmental Education
Biodiversity (Natural resources:
Biodiversity
Water- Pollution Water-
(Natural resources: (Waste) Pollution (Waste) Tectonic origin (Tsunami) Tectonic origin (Tsunami)
Plants-Animal) Plants-Animal) Ways of(First
Ways of dealing with disasters dealing with disasters
Pollution (First
(waste) Pollution (waste)
Aid- Emergency Situations) Ways of dealing with disasters
Aid- Emergency Situations) Ways of dealing with disasters
(Evacuation Plan- Sheltering)
(Evacuation Plan- Sheltering)
Life and Security (Health Life
andand Security (Health and Social
Social
Property (Enjoy rest andProperty
leisure) (Enjoy rest and leisure)
Care- Personal Safety) Care- Personal Safety)
Freedom (freedom of scientific
Freedom research)
(freedom of scientific research
Education(Free Education- Education(Free
Provide Education- Provide
Marriage and family composition
Marriage and family composition
Educational Opportunities Educational
for all) Opportunities for all)
Human and Children’s
Human
Rights
and Children’s Rights
Life and Security Life and
(Clothing- food-Security (Clothing- food- (marriage for adults-family
(marriage
composition)
for adults-family composition
Freedom (Freedom of Expression-
Freedom (Freedom of Expression-
Education Education
Adequate Housing) Adequate Housing)
freedom of thought) freedom of thought)
Participation in public life
Participation in public life (Election an
(Election and
nomination) nomination)
Participation in Public life
Participation
(Participationin Public life (Participation
Work (provide work opportunities-
Work (provide work opportunities-
in Cultural life- Participation
in Cultural
in the life- Participation in the
Gender equality at work)Gender equality at work)
customs and traditions) customs and traditions)
Basic economic conceptsBasic and economic concepts and
Population dynamics and Population dynamics and
information (Omani product-
information (Omani product-
conditions(size of population-population
conditions(size of population-population
Commercial and industrial Commercial
ports) and industrial ports)
density) density)
Economic resources andEconomic
population resources and population
Economic resources andEconomic
population resources
( and population (
(energy consumption) (energy consumption)
agriculture and industry- agriculture
Trade) and industry- Trade)
Population Education
Population Education
Tourist attractions (natural
Tourist
sights)
attractions (natural sights) Manpower and its role in Manpower
development and its role in developmen
Population growth and Population
available growth and available
(Emphasis on vocational (Emphasis
and technicalon vocational and technical
resources (rapid growth resources (rapid growth of population
of population
education) education)
causes pollution and waste)causes pollution and waste)
Missions of education inMissions
economic of education in economic
Tourist attractions
Tourist attractions (Archaeological sites (Archaeological sites
development conditionsdevelopment
(Rationalization conditions (Rationalizatio
- museums) - museums)
of the use and consumptionof the
of goods-
use and consumption of goods-

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 Rationalization of power consumption-
Rationalization of water consumption)
Activities of international organizations
(UNESCO’s activities)
Tourist Constituents (natural
Constituents)
The health care and enlightenment The Nutrition Health (The suitable The health care and enlightenment
(personal hygiene) nutriment- ingredients of healthy (teenager’s health- importance of medical
The Nutrition Health (importance of nutriment) examination)
nutrition) First aid (importance of first aid- first aid First aid (succor of injuries and
Health Education box) accidents)
The health care and enlightenment Health problems (smoking- drug abuse)
(The role of physical activity in health
enhancement)
Rights that protect intellectual
property (Moral rights: author’s right)
Statute of the State (Rights and duties) Areas of intellectual property (trade
Law Education Consumer’s rights (product’s health and Marks)
safety assurance ) Cybercrimes (Information theft)
Abide by Traffic Law (the law of
driving licenses)
The sender and the receiver ,body Mean of communication (Modern
language( voice tone- movements or communication techniques)
gestures) types of Communications (Successful
The message (The elements of the Contact)
Social phenomena (peers-friendship)
message) Social phenomena (social issues)
Family and its functions (relationship of
Mean of communication (Modern Self-management (time management-
Psychological and Social family members)
communication techniques) problem solving- making decision)
Education Aspects of volunteering (Helping the
Social phenomena (mutual respect-work Psychological Aspects (Tension-
needy)
within a team) relaxation)
The Human values (cooperation)
Self-management (self-confidence/ Self- Aspects of volunteering (Humanitarian
esteem/ self-evaluation ) aids – Relief- The practice of voluntary
Psychological Aspects (Motivation) work)
Aspects of volunteering (blood donation) The Human values (respecting others-

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 The Human values (toleration- Animal Affiliation- Loyalty to the homeland-
welfare) responsibility)

Electronic applications and services

Electronic applications and services
(Educational software)
(Social networks)
Information Security (electronic Risk
The ethics of the use of technology (The
Information and Media Technology in Education (educational and threats- The harmful effects of
positive use of technology- Dealing with
Education programs)
social networks)
addiction to the use of technology and the
Internet)
Technology in Education (Interaction
The role of media in education and
through educational sites)
culture service (Educational films)
Accidents (Causes of accidents)
Accidents (results of accidents- impact of
Cases of abnormal incidents (The
Road users (driver-passengers- pedestrians- accidents on individuals and on society)
impact of weather)
Traffic Education/Road Safety Areas of walk and play) Cases of abnormal incidents (alcohol-
Journeys (Vehicle inspection)
Education Journeys (the proper way to sit in a vehicle)
Traffic (The speed- Means of safety on
drugs)
traffic (Types of roads) The Vehicle (safety equipment in the
the road)
vehicle)
Secure Options ( traffic awareness)
Political responsibility (Affiliation and
loyalty to Oman- loyalty to his majesty;
Political responsibility(Affiliation and
the Sultan- The development of
Political responsibility (Affiliation and loyalty to Oman-favor of the homeland-
civilization of Oman)
loyalty to Oman) Omani relations through history)
Social Responsibility (community
Social Responsibility (customs and Social Responsibility (Community
Education for Citizenship service-a good citizen)
traditions) participation)
Cultural responsibility ( Omani identity-
Religious Responsibility (Islamic values Cultural responsibility (Tangible and
Arabic language-Tangible and intangible
and ethics) intangible heritage-positive cultural
heritage)
openness)
Environmental responsibility
(maintaining local environment)

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 The skills of 21st century (anticipation
and independency- Motivation to achieve
The skills of 21st century (Critical and
the goals) founding and improving
analytical thinking Qualities-creative
projects (Initiatives – pioneering ideas)
thinking- working within a team)
Qualities/ Entrepreneurs’ behavior
Qualities/ Entrepreneurs’
(time management)
The skills of 21st century (Critical and behavior(appreciating the value of the
To seek a job skills (Effective CV
analytical thinking) Qualities/ work)
writing- job seeking - Job advertisements-
Entrepreneurs’ behavior Types of handicrafts (Pottery and
Vocational Education interview skills)
(Planning and organization- problem porcelain industry- Silver jewelry
vocational Guidance and training
solving) industry- industry of copper and metals)
(Vocational guidance- Areas of work or
Benefits of handicrafts(utilizing the
labor)
natural raw materials)
Employment(The needs of the labor
Preserving traditional crafts (Pride in
market)
crafts)
Types of handicrafts (Incense
industry—fronds/palm industries- Wool
textile industry- Cotton textile industry)

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 References:

1. Australian Curriculum and Assessment Reporting Authority. (2014). Foundation to Year 10 Curriculum: Language, Language for Interaction (ACELA1428).
Retrieved from/ http://www.australiancurriculum.edu.au/english/Curriculum/F10?y=F&y=7&y=8&y=9&y=10&s=LA&s=LT&s=LY&layout=1
2. California English Language Development Standards. (2013). Retrieved from/ http://www.cde.ca.gov/sp/el/er/ eldstandards.asp
3. Common Core State Standards Initiative: Preparing America’s Students for College & Career (2012). Retrieved from/ www.corestandards.org.
4. Common European framework of reference for languages: Learning, teaching, assessment. (2001). Cambridge: Cambridge University Press.
5. Council of Europe, Common European Framework of Reference for Languages : Learning, teaching, assessment. (2001). Retrieved from/ http://www.coe.int/t/dg4/
education/elp/elp-reg/Source/Key_reference/CEFR_EN.pdf.
6. English as a new language standards: For teachers of students ages 3-18+ (3rd printing). (1998).Arlington, VA: National Board for Professional Teaching Standards.
7. ESL standards for pre K-12 students. (1997). Alexandria, VA: TESOL, Inc.
8. Government of the United Kingdom. (no date). The national curriculum. Retrieved from/ https://www.gov.uk/national-curriculum
9. International Baccalaureate Organization. (2013). Connecting IB to the Core. IB and the Common Core State Standards. Relationship studies: Resources to inform
curriculum alignment. Geneva, Switzerland: Author. Retrieved from/ http://www.ibo.org/iba/commoncore/documents/CCRS_ELA_2013.pdf
10. Massachusetts Curriculum Framework for English Language Arts and Literacy (2011). Malden, MA: Massachusetts Department of Elementary and Secondary
Education: Author. Retrieved from/ www.doe.mass.edu/frameworks
11. National Standards in Foreign Language Project. (1996). Standards for foreign language learning: Preparing for the 21st Century. Yonkers, NY: National Standards in
Foreign Language Project.
12. Oxford, R. (2001). Integrated skills in the ESL/EFL classroom. ERIC Digest, EDO-F- 01-05. Retrieved from/ http://www.cal.org/ericcll/digest/0105oxford.html
13. Partnership for 21st Century Skills. (2011). Framework for 21st century learning. Retrieved from/ http://p21.org/overview/skills-framework.
14. The New Zealand Curriculum Online. Understanding the standards / Reading and writing standards / National Standards / Kia ora. N.p., n.d. Retrieved from/ http://
nzcurriculum.tki.org.nz/National-Standards/Reading-and-writing-standards/Understanding-the-standards>.

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