Seychelles Primary Creole Curriculum

Creole Language Development (Key Stage 2)

The Seychelles Primary Creole curriculum emphasizes Creole as a subject and language of instruction in the early childhood years, playing a vital role as a support language throughout the education system. In Primary 3, Creole continues to be taught as a subject. The curriculum focuses on developing communicative competence (know-how) and linguistic competence (knowledge) of the language structure. Teaching and learning activities are conducted in Creole. The curriculum aims to equip students with the literacy skills needed for thinking, learning, and communicating effectively within and outside of school. It promotes reading as a learning tool and encourages a positive self-image by valuing the students' linguistic backgrounds. The curriculum also fosters understanding among different cultures and aims to develop multilingual citizens.

Primary 3 Creole Attainment Targets:

By the end of Primary 3, students are expected to achieve the following competencies:

• Listening Comprehension:
• Listen to various forms of media, form opinions, and comment on what they have heard.
• Identify and extract specific points or key information from spoken texts or conversations.
• Distinguish differences in conversations among different groups of people.
• Listen attentively to conversations, memorize, observe, and note changes in body language and tone of voice.
• Oral Expression (Speaking):
• Produce different types of narrative and descriptive texts using appropriate and rich vocabulary.
• Construct well-structured and grammatically correct sentences.
• Participate effectively in conversations, make appropriate contributions, and demonstrate knowledge of topics and others' reactions.
• Interact with others, negotiate plans and activities, and wait their turn to speak.
• Use appropriate language to convey information, ask for or seek meaning of complex and abstract words.
• Reproduce complex conversations according to their level and age on different themes and topics.
• Speak confidently using rich vocabulary when addressing different people in various social contexts or situations.
• Distinguish short, long, and nasal vowels when reading words regularly.
• Reading Comprehension:
• Identify and explain the form and characteristics of various narrative, descriptive, and dialogue texts, as well as some differences between them.
• Select and read a variety of stories for pleasure and personal needs.
• Build and use an appropriate vocabulary, exploring the meaning and sound of new words in different text types.
• Learn and use reading strategies and comprehension procedures with confidence.
• Find specific information in various long texts (stories, poems, short stories) to answer questions.
• Connect ideas and information from texts using learned techniques.
• Explain the organization of a text, including alphabetical order, illustrations, bullet points, etc.
• Recognize how words are formed and expanded, including the use of suffixes and prefixes.
• Identify the main idea of a text and reformulate key details.
• Know and use different parts of a text (title, table, subtitle, table of contents, menu, icons, etc.) to identify key facts or information.
• Ask and answer questions to demonstrate understanding of key details in a text.
• Written Production:
• Compose simple, short texts on different visual media, respecting learned punctuation marks.
• Attempt to write for different contexts and audiences, developing simple, short texts such as lists, sentences, stories, poems, and instructions.
• Write legibly and respect language conventions in their writing (using upper and lowercase letters, grammar, and spelling) in sentences, and maintain correct spacing between words.

Supporting Documents:

• [PRIMARY 1-6](
• [The Seychelles Framework for Early Childhood Care & Education](