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The SMILE Curriculum adopts communicative approaches for teaching
English as a foreign language at the basic level in Sudan. Communicative
mechanisms such as Total Physical Response (TPR), storytelling, guessing
games, roleplays, body language, problem solving drills, spelling practice,
phonic drills and the incorporation of cross-curricular material ensure that
pupils are exposed to many ways to practise English communicatively.
The SMILE Curriculum’s evaluation and assessment methods utilise both
formative and summative approaches. At all levels, assessment emphasises
the achievement of both standards and their indicators for each grade, aiming
to attain and guarantee a high quality assurance curriculum and to confirm a
High Stake Standards Benchmark (HSSB) syllabus. Moreover, at all levels,
a cross-curricular dimension that also includes life skills, morals, traditions
and values has been incorporated thoroughly into the content of the syllabus;
adding relevance and cohesion with the rest of the basic level curricula
subjects.
By the end of the basic level at grade 9 pupils should:
1. have developed a positive attitude towards the English language.
2. have participated in enjoyable pupil-centred learning, which employs the
use of interactive drills, simple stories, rhymes, chants, language games,
phonic activities, arts, project work and integrated language skills
development.
3. have built their confidence and self-esteem through active use of the
language.
4. have acquired a strong foundation for the four linguistic skills: listening,
speaking, reading and writing.
5. be able to understand, reply to and participate in dialogues, roleplays
and interviews using a variety of lexical sets and formulaic expressions.
6. be able to read and write a variety of different text types for a variety of
purposes suitable to their age group.
7. have developed various life skills, including critical thinking, problem
solving and decision making.