0

(2013-2014)

1

(2013-2014)

1.

2.

3.

4.

5. (2014-2015 )

6. 2013

7.

8.

2016

2

1.

3

2.

4

3.

*

(M1)

(M2)

*

5

4.

/BAFS //X M1/M2

/ M1/M2

BAFS //X

// // M1/M2

/

//X M1/M2

/

/

/

/

/

/

/ M1/M2

/ M1/M2

///

/// /

/// //

//

/// //

/// //

/// /

/// X /

/// /

/

ICT X

ICT X

ICT X

/// ICT/

/ //

/// ICT/

6

5. (2014-2015 )

334

*

1

4C + 1X Level 3 Level 3 Level 2 Level 2 Level 2

2

4C + 1X Level 3 Level 3 Level 2 Level 2 Level 2

3

4C + 2X Level 3 Level 3 Level 2 Level 2 Level 3

4

4C + 1X Level 3 Level 3 Level 2 Level 2 Level 2

5

4C + 2X Level 3 Level 3 Level 2 Level 2 Level 3

6 4C + 2X Level 3 Level 3 Level 2 Level 2 Level 3

7

4C + 2X Level 3 Level 3 Level 2 Level 2 Level 2

8 4C + 1X Level 3 Level 3 Level 2 Level 2 Level 2

*4C 4 1X 2X

X Level4

6. 2013

2013 9

4C / 4C

16.9 4.2 4.1 - 20.1 5.8 4.6

16 3.7 4.1 - 22.6 6.3 5.6

20.5 5.3 4.9 - 22.8 6 5.4

18.6 4.8 4.3 - 22.3 5.6 5.4

15.8 4 3.9 - 24.2 6.6 6.1

16.8 4.1 4.2 - 24.5 6.4 5.9

* 16-21 /4-5 4-5 4-5 * 20-25 / 5-6 6-7 5-6

4C

/

4C

15.5 3.8 3.7 15.5 3.8 3.7

16.3 3.7 3.8 15.7 3.5 3.9

18.2 4.4 4.1 16.3 3.7 3.8

16.5 3.8 3.8 18.5 4.8 4

15.9 3.7 3.8 15.4 3.7 3.8

* 16-18 /4-5 4-5 4 * 16-19 / 4-5 4-5 4

* 1 =1 5 =5 , 5*=6 , 5**=7

7

4C / 4C

17.3 4.6 4.3 - 17 4.5 4

17.1 4 4.8 - 18.8 4.4 5.2

20.4 4.8 5.4 - 17.9 4.3 4.5

20.9 5.5 5.2 - 22.2 5.4 5.3

17.7 4.8 4.7 - 17.9 4.4 4.5

16.3 3.7 4.2 - 21.9 5.4 5.2

15.4 3.6 3.8 - 17.2 4 4.4

14.8 3.4 3.9 - 20.7 5.1 5.2

* 15-21 /4-5 4-6 4-5 * 17-22 / 4 -5 4-6 4-5

4C

17.6 4.1 5.3

19.8 5.6 5.1

17.7 4.8 4.7

16.3 3.8 4.7

* 16-20 / 4-5 4-6 4-5

* 1 =1 5 =5 , 5*=6 , 5**=7

7.

OLE

(OEA in Competitions / Activities)

OLE OEA

8

8.

2 20 (1)

4 11

5 5

5 8 (2)

5 13 ()

5 15

6 10 - 25

7 2

7 7 ()

7 21 ()

9

(1)

(2)

(3)

(4)

10

+

1.

2.

3.

1.

2.

3.

11

1.

2.

3.

4.

5.

12

1.

2.

3.

15 19

13

/

14

(ICT)

(BAFS)

15

2016

(1)

(2)

(3)

(4)

24% 24% 18% 14%

1 15

1 30

1 30

25

6%

14%

1

1

2

ENGLISH LANGUAGE

Assessment Objectives: To assess candidates achievement with respect to the following broad learning outcomes as stated in Chapter 2 of the Curriculum and Assessment Guide: Reading: To assess the ability of candidates to: understand and interpret the purpose and meaning of a broad range of texts identify the main theme and key details of a broad range of texts identify the contextual meaning of words and phrases interpret the tone and mood of a writer distinguish and evaluate views, attitudes or arguments in fairly complex texts understand the use of a range of language features in fairly complex texts interpret, analyze, select and organize ideas and information from various sources Writing: To assess the ability of candidates to: write texts for different contexts, audiences and purposes with relevant content and adequate

supporting details convey meaning using varied vocabulary, linguistic devices and language patterns appropriately and

accurately plan and produce coherent and structured texts with ideas effectively presented and developed write texts using appropriate tone, style and register and the salient features of different genres draft and revise written texts Listening: To assess the ability of candidates to: understand and interpret the purpose and meaning of a range of spoken texts identify the key details of a range of spoken texts interpret speakers feelings, views, attitudes and intentions understand speakers with a range of accents and language varieties in speech delivered at a

moderate pace understand the use of a range of language features in fairly complex spoken texts Speaking: To assess the ability of candidates to: express information and ideas (e.g. personal experiences, feelings, opinions, imaginative ideas and

evaluative remarks) with suitable elaboration

16

convey meaning using a range of vocabulary and language patterns appropriate to the context, purpose and audience

establish and maintain relationships/spoken exchanges using formulaic expressions and appropriate communication strategies (e.g. making an appropriate opening and closing, negotiating meaning, making suggestions, using appropriate degrees of formality)

produce coherent and structured speeches with ideas effectively/clearly presented and developed pronounce words clearly and accurately use appropriate pace, volume, intonation, stress, eye contact and gesture to support effective

communication Mode Of Assessment: The assessment will consist of a public examination component and a school-based assessment component as outlined in the following table:

Component Weighting Duration Public Examination

Paper 1 Reading Paper 2 Writing Paper 3 Listening & Integrated Skills Paper 4 Speaking

20% 25% 30% 10%

1 hours 2 hours About 2 hours About 20 minutes

School-based Assessment (for school candidates only) 15%

1.

2.

3.

4.

1.

2.

1.

2.

65%

35%

2

1

100% 2

100% 2

17

//

//

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50% 2

30% 1 15

20%

18

(1)

(2)

(3)

(4)

(5)

(6)

2016

34% 66%

2

2

(1)

(2)

(3)

80%20%

48% 2

6 32% 120

20%

1.

2.

3.

4.

5.

6.

7.

2016

30% 1

30%

2 15

/

31%

/

9%

19

1.

2.

3.

4.

5.

6.

(a)

(b)

(c)

(d)

(e)

(f)

(g)

(h)

(i)

(j)

2016

70% 30%

/

. (22%) . //(18%)

. // (36%) . (12%)

. (12%)

1. 20

2.

3.

4.

5.

1.

2.

3.

20

*

(

)

50% 145

(

)

30% 130

7%

13%

20% -----------

* ()2 .()3 b

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

60% 230

20% 1

20% --------------

1.

2.

3.

4.

5.

6.

7.

21

8.

9.

10.

11.

60%

20%

20%

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

60% 230

20% 1

20%

1.

2.

3.

4.

2016

40% 115

()

60% 215

22

1.

2.

3.

4.

5.

55% 2

2(A)

2(B)

2(C)

2(D)

25% 130

20%