South Sudan Secondary 2 English Language Curriculum

The following information is based on a 2021 syllabus adjustment and may not reflect the current curriculum. It is recommended to consult the Ministry of General Education and Instruction for the most up-to-date information.

2021 Syllabus Adjustment:

This syllabus adjustment was implemented to address learning disruptions caused by COVID-19 school closures in 2020. The adjustment involved selecting units from both the Secondary 1 and Secondary 2 textbooks to ensure coverage of key concepts and skills.

Units to be Covered in Secondary 2 (2021):

The following units were selected for the 2021 academic year:

• From the Secondary 1 Textbook:
• Unit 3: Climate Change
• Unit 7: Tourism
• From the Secondary 2 Textbook:
• Unit 1: Leadership
• Unit 4: Technology
• Unit 5: Drug Abuse
• Unit 6: Electricity and Sustainable Development
• Unit 7: Radio and TV

Rationale for Unit Selection:

The units were chosen to ensure the development of key learning outcomes, including:

• Understanding extended speech in unfamiliar contexts and summarizing key points and details.
• Taking a leading role in discussions and speaking coherently in various situations.
• Understanding texts outside their field of expertise, noting key points and details, identifying key features, themes, and characters, and selecting supporting evidence.
• Producing well-structured texts expressing arguments or specific viewpoints using a wide range of language.

Key Features of Secondary 1 & 2 English:

The focus in these early secondary years is not just on comprehension and accuracy, but also on the range and variety of language use and the ability to analyze and evaluate literary and informational texts. Progression from Secondary 1 to Secondary 2 involves increasing complexity in text comprehension and the ability to select and use textual evidence to support viewpoints.

Assessment:

Ongoing classroom-based formative assessment is emphasized to ensure learning is tailored to individual student needs, especially given the potential for varied learning experiences during school closures. A "triangulation" approach is recommended, involving conversations with learners, observation of their work, and analysis of their written products.