ZIMBABWE MINISTRY OF PRIMARY AND SECONDARY EDUCATION FOREIGN LANGUAGES ( )

Transcription

1 Foreign Languages Junior qxp_Layout 1 13/10/ :59 PM Page 1 ZIMBABWE MINISTRY OF PRIMARY AND SECONDARY EDUCATION FOREIGN LANGUAGES junior (GRADE 3-7) SYLLABUS ( ) Curriculum Development and Technical Services, P.O. Box MP 133, Mount Pleasant, Harare All Rights Reserved Revised 2015

2 Foreign Languages Junior qxp_Layout 1 13/10/ :59 PM Page i ACKNOWLEDGEMENTS The Ministry of Primary and Secondary Education wishes to acknowledge the following for their valued contribution in the production of this syllabus: l The National Junior Primary Foreign Languages syllabus panel l Ministry of Higher and Tertiary Education Science and Technology Development l Representatives from Teachers Colleges l The Zimbabwe Schools Examinations Council (ZIMSEC) l University of Zimbabwe: Department of Foreign Languages and Literature l Bindura University of Science Education: Languages and Communication Skills Department l Great Zimbabwe University: Department of African Languages and Literature l Publishers l United Nations Children s Emergency Fund (UNICEF) l United Nations Educational Scientific Cultural Organisation (UNESCO) i

3 Foreign Languages Junior qxp_Layout 1 13/10/ :59 PM Page ii TABLE OF CONTENTS Acknowledgements...i 1.0 PREAMBLE Introduction Rationale Summary of Content Assumptions Cross-Cutting Themes PRESENTATION OF THE SYLLABUS AIMS SYLLABUS OBJECTIVES METHODOLOGY...2 Time Allocation SKILLS SCOPE AND SEQUENCE COMPETENCY MATRIX SUPPORTING LANGUAGE STRUCTURES LEARNER PROFILE...31 ASSESSMENT MODEL...34 ii

4 Foreign Languages Junior qxp_Layout 1 13/10/ :59 PM Page PREAMBLE 1.1 Introduction The Grade 3-7 Syllabus for Foreign Languages (Chinese, French, Kiswahili and Portuguese) is designed to introduce a Foreign Language base for Junior level and develop communicative and functional skills for learners. It takes into account the importance of Foreign Languages as a communicative tool for cultural, religious, social and economic development. The syllabus recognises the use of a Foreign Language as a tool for inclusivity that encourages learners to appreciate diversity and differences. This promotes learners to be competent citizens of the global village. The syllabus seeks to promote Unhu/Ubuntu/Vumunhu among learners through the selection of appropriate learning materials and ICTs. 1.2 Rationale This syllabus encourages the use of learner centred and interactive activities that enable leaners to develop and understand linguistic concepts and their usage in everyday life. Being global languages they offer learners an opportunity to communicate in a variety of situations such as: business and entrepreneurship, arts and culture, science and technology. The Foreign Languages are central in the economic development of any given country. These Foreign Languages help learners to develop understanding and communication skills that are necessary for meaningful and active participation in society and the global village. These are: l Enterprise development l Empowerment l Intercultural communication and exchange of ideas l Creativity and innovation l Problem solving l Critical thinking l Decision making l ICT l Conflict management l Leadership l Self-management 1.3 Summary of Content The Foreign Languages syllabus emphasises the learning and teaching of the four macro learning skills namely; listening, speaking, reading and writing as well as numeracy skills. The teaching and learning of visual, manual and tactile skills is emphasised so as to accommodate learners with diverse learning needs. 1.4 Assumptions The learning and teaching of Foreign Languages at this level assumes that the learners: l have a functional knowledge of an Indigenous Language and English l have an interest in learning a Foreign Language l are capable of learning a Foreign Language l are capable of using skills acquired in learning English in the learning of a Foreign Language 1.5 Cross-Cutting Themes In teaching and learning of Foreign Languages, the following cross-cutting themes should be taken into consideration through listening, speaking, reading and writing l Gender l Collaboration l Disaster Risk Management l Heritage Studies l Rights and responsibilities l Child Protection l Enterprise l Health issues such as HIV and AIDS and other chronic diseases l Environmental Issues l Digital literacy l The Constitution of Zimbabwe 1

5 Foreign Languages Junior qxp_Layout 1 13/10/ :59 PM Page PRESENTATION OF THE SYLLABUS The Grades 3-7 Foreign Languages syllabus is presented as a single document that emphasises the teaching of the four macro skills as well as numeracy skills. 3.0 AIMS The syllabus should enable learners to: 3.1 acquire and develop the four macro-skills which are: listening, speaking, reading and writing in Foreign Languages with emphasis on visual and manual skills. 3.2 express themselves freely in a variety of situations. 3.3 develop an awareness of the importance of the target language in the context of Zimbabwe s economic, scientific and cultural realm with SADC, AU and the international community. 3.4 appreciate other people s language, culture, religion and socio-economic environment. 3.5 develop transferable skills, (Soft Skills) such as; problem solving and drawing of inferences. 3.6 appreciate the target language as a means of communication in the global village. 3.7 relate Unhu/Ubuntu/Vumunhu to cultural values of other countries. 4.0 SYLLABUS OBJECTIVES By the end of the junior course learners should be able to: 4.1 listen attentively for communication. 4.2 reproduce sounds in the target language well enough for a native speaker to understand. 4.3 read a variety of Foreign Language texts for comprehension purposes. 4.4 write accurately in a Foreign Language observing use of accents where necessary. 4.5 communicate needs, emotions and feelings in formal and informal situations. 4.6 respond to brief and direct questions as well as instructions. 4.7 utilise ICTs in aspects of learning, speaking, reading and writing. 4.8 demonstrate Unhu/Ubuntu/Vumunhu in both written and spoken discourse in relation to appropriate use of register. 4.9 initiate conversations. 5.0 METHODOLOGY In this syllabus, the functional communicative approaches in teaching Foreign Languages are used. Through this approach, language forms and structures are to be taught within relevant cultural, social and economic contexts. The participatory approach where learners are involved in problem solving, collaborative and critical thinking activities are encouraged. The following teaching methods are recommended: l Communicative language teaching l Demonstration l Discussion l Individual and group presentation l Videos and films l Games and quizzes l Diorama l Models/resource persons l Drama l Song and dance l Role play l Poem recitation l E-Learning 2

6 Foreign Languages Junior qxp_Layout 1 13/10/ :59 PM Page 3 l Animation l Puppetry l Cultural immersion 6.0 SKILLS The learning and teaching of the Foreign Languages will focus on the following macro skills and their sub-skills: 5.1 Time Allocation For effective teaching of Foreign Languages at this level, a time of 3-4 periods of 30 minutes per week is recommended. l l l l Listening/Signing Speaking/Signing Reading/Brailing Writing/Brailling 3

7 Foreign Languages Junior qxp_Layout 1 13/10/ :59 PM Page SCOPE AND SEQUENCE 7.1 SKILL 1: LISTENING/ SIGNING 4

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12 Foreign Languages Junior qxp_Layout 1 13/10/ :59 PM Page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14 Foreign Languages Junior qxp_Layout 1 13/10/ :59 PM Page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

15 Foreign Languages Junior qxp_Layout 1 13/10/ :59 PM Page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

16 Foreign Languages Junior qxp_Layout 1 13/10/ :59 PM Page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

17 Foreign Languages Junior qxp_Layout 1 13/10/ :59 PM Page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

18 Foreign Languages Junior qxp_Layout 1 13/10/ :59 PM Page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

19 Foreign Languages Junior qxp_Layout 1 13/10/ :59 PM Page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

20 Foreign Languages Junior qxp_Layout 1 13/10/ :59 PM Page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

21 Foreign Languages Junior qxp_Layout 1 13/10/ :59 PM Page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

22 Foreign Languages Junior qxp_Layout 1 13/10/ :59 PM Page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

23 Foreign Languages Junior qxp_Layout 1 13/10/ :59 PM Page GRADE 5/SKILL 4: WRITING/ BRAILLING "W@"5677 "I-(('AE+A,JC*, FC*K+B'CA Q@X:LH6V:" 7-+*A-*%%MC#(,$-+$(- BC8 H-#%&H*-:$1$#'(%.& 45,.47&% 71#5:H*-:$ H-#%&5&(#756 LQ<H:<HY5ACJ(-,E-Z"&'((%+A, ;BB'B#,-%[ 9*'$*5#:4%#*'*?H-#%#'($I#55$ 5&4-'%#',-&C#*1$(-4:&$ /,&55#'($4':H*-:?*-+4%#*' P90H-#%#'($I#55$ "-AB-AD- DCA%B*#DB'CA H-#%&H*-:$1$#'(%.&,.*'#)45,.47&% )*'$%-1)%H*-:$ )-&4%&$&'%&')&$ #:&'%#?6,4-%$*?$,&&). LCKIC%'B'CAJ*'B'AE?#55#'(4,$%*)*+,5&%& $&'%&')&$ -&$,*':%*R1&$%#*'$ H-#%&#'?*-+455&%%&- K*#'#'(5&%%&-$%*?*-+H*-:$ 3-&&H-#%#'( LCKI*-M-A%'CA -&$,*':%*R1&$%#*'$ -&)455#'?*-+4%#*'?-*+ 4%&O% <#K-*+DN )*1'%'1+7&-$ H-#%&'1+7&-$ E1+7&-$]V@^W ;46$*?%.&H&&I <*'%.$*?%.&6&4- "W)):"H:?7:;><6<) ;LH6V6H6:";<?<QH:" K*#'#'(5&%%&-$2).4-4)%&-$ %*?*-+H*-:$ /,&55#'(H*-:$)*--&)%56,4-%#)#,4%#'(#'%.&$,&55#'( X&& 9*+,*$#'(H*-:$ 3*-+#'(H*-:$4':,.-4$&$ 0-4'$)-#7#'(H*-:$4':,.-4$&$ J-#%#'($&'%&')&$ G546#'(H*-:(4+&$ /*5C#'(,1YY5&$ N&4--4'(#'($)-4+75&: H*-:$ 9*+,5&%#'($&'%&')&$ 0-4'$54%#'('1+7&-$ J-#%#'(#'?*-+455&%%&-$ ='$H&-#'(R1&$%#*'$ ;&$)-#7#'(,#)%1-&$ 9*'$%-1)%#'($&'%&')&$ ='$H&-#'(+15%#,5&).*#)& R1&$%#*'$ N&$,*':#'(%*J` R1&$%#*'$ J-#%#'('1+7&-$ 3#55#'(,&-$*'45:&%4#5$ "W)):"H:? >:"QW>L:" 354$.)4-:$ P90%**5$ B4+&$ 9.4-%$,1YY5&$ 354$.)4-:$ P90%**5$ B4+&$ 9.4-%$ G1YY5&$ /&'%&')&$%-#,$ P90%**5$ /)-4+75&: $&'%&')&$ G-#'%+&:#4 /&'%&')&$%-#,$ P90%**5$ G-#'%+&:#4 P90%**5$ G-#'%+&:#4 045I#'(7**I$ /54%&4':$%651$ 20

24 Foreign Languages Junior qxp_Layout 1 13/10/ :59 PM Page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

25 Foreign Languages Junior qxp_Layout 1 13/10/ :59 PM Page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

26 Foreign Languages Junior qxp_Layout 1 13/10/ :59 PM Page GRADE 6/SKILL 3: READING/ BRAILLING "W@"5677 Q@X:LH6V:" 7-+*A-*%%MC#(,$-+$(- BC8 >-+,'AE,-*'*1')&,.*'#)H*-:$ (#C&H*-:+&4'#'($ -&4:%&O%$ %-4'$54%&$&'%&')&$ -&4:,#)%1-&$ )*1'%'1+7&-$ -&)*('#$&,1')%14%#*' +4-I$ -&4:?*-1':&-$%4':#'( %4I&,4-%#')15%1-45 4)%#C#%#&$ >-F-*-AD'AE 4,,56-&?&-&')&$I#55$?*- C4-#*1$,1-,*$&$ 1$&-&$&4-).#'?*-+4%#*' LQ<H:<HY5ACJ(-,E-Z"&'((% +A,;BB'B#,-%[ J*-:%*,#)%1-&+4%).#'( N&4:#'(*-4556?*-?51&')6 4':1':&-$%4':#'( N&4:#'(4H#:&-4'(&*? %&O%$H#%.'1+7&-$4':,#)%1-&$?*-1':&-$%4':#'( 915%1-454)%#C#%#&$ /&'%&')&%-4'$54%#*' J*-::#)%#*'4-6 P'%&-'&% G#)%*-#45&')6)5*,4&:#4 "W)):"H:?7:;><6<);LH6V6H6:" ;<?<QH:" P:&'%#?6#'(4':4-%#)154%#'($*1':$ 0-4'$54%#'($&'%&')&$ <4%).#'(H*-:$4':,#)%1-&$ N&4:#'($#+,5&%&O%$ 9*1'%#'('1+7&-$ 87$&-C#'(,1')%14%#*'+4-I$ G4-%#)#,4%#'(#')15%1-454)%#C#%#&$ 3#':#'(#'?*-+4%#*'?-*+4H*-: :#)%#*'4-6F#'%&-'&%4':,#)%*-#45 &')6)5*,4&:#4 G-&$&'%#'()15%1-454$,&)%$ "W)):"H:? >:"QW>L:" P90%**5$ X-4#55& B4+&$ 354$.)4-:$ 045I#'(7**I$ N&$*1-)&,&-$*'$?*-?&$%#C45$ 915%1-45?&$%#C45$ P90%**5$ J*-::#)%#*'4-6 =%54$ <4,$ G#)%*-#45 &')6)5*,4&:#4 23

27 Foreign Languages Junior qxp_Layout 1 13/10/ :59 PM Page GRADE 6/SKILL 4: WRITING/ BRAILLING "W@"5677 "I-(('AE+A,,'DB+B'CA Q@X:LH6V:" 7-+*A-*%%MC#(,$-+$(- BC8 $,&55:#)%4%&:H*-:$ 4':$&'%&')&$ )*--&)%56 %6,&1$#'(%4-(&% 54'(14(& LQ<H:<HY5ACJ(-,E-Z"&'((%+A, ;BB'B#,-%[ J*-:$4':$&'%&')&$?-*+ :#??&-&'%5&4-'#'(4-&4$ P90H-#%#'($I#55$ "-AB-AD-DCA%B*#DB'CA K*#'5&%%&-$%*?*-+ H*-:$F,.-4$&$4': $&'%&')&$ b$&)*'a1')%#*'$%* @)*'A1')%#*'$ B-4++4%#)45$%-1)%1-&$$1). 4$'*1'$FC&-7$F,-&,*$#%#*'$4':4:A&)%#C&$ "&%%&-$%*?*-+H*-:$,.-4$&$4':$&'%&')&$ LCKIC%'B'CAJ*'B'AE H-#%&4,4-4(-4,. H-#%&)-&4%#C&56 H-#%&)*'%-*55&:2(1#:&: )*+,*$#%#*'$?*-+154%&4:#45*(1&?-*+(#C&'$#%14%#*'$ ;#45*(1& "W)):"H:?7:;><6<) ;LH6V6H6:";<?<QH:" ;#)%4%#'(H*-:$4': $&'%&')& J-#%#'()*--&)%$,&55#'($*? :#)%4%&:H*-:$4': $&'%&')&$?-*+:#??&-&'% 5&4-'#'(4-&4$ G-4)%#$#'(%6,#'(#'%.& %4-(&%54'(14(& G546#'(H*-:71#5:#'( (4+&$ 9*'$%-1)%#'($&'%&')&$ b$#'(,1')%14%#*'+4-i$ ;&C&5*,#'(4,4-4(-4,. P:&'%#?6#'(?&4%1-&$*?4?*-+452#'?*-+455&%%&- 9-&4%#'(4':$&':#'(&+4#5$ ;&$)-#7#'(4,#)%1-& ;&$#('#'(4'6%#+&)4-:$ b$#'(4,,-*,-#4%&-&(#$%&- 4&5-641-& &5-#' (#C&'$#%14%#*'$ "W)):"H:? >:"QW>L:" P90%**5 354$.)4-:$ /&'%&')&$%-#,$ =1:#*)5#,$ /4+,5&5&%%&-$ P90%**5$ 354$.)4-:$ G-#'%+&:#4 P90%**5$ 354$.)4-:$ G-#'%+&:#4 24

28 Foreign Languages Junior qxp_Layout 1 13/10/ :59 PM Page 25 GRADE 6/SKILL 4: WRITING/ BRAILLING LCKI*-M-A%'CA -&4:(#C&'%&O%$ 4'$H&-4C4-#&%6*? )*+,-&.&'$#*' R1&$%#*'$ 9*+,-&.&'$#*'R1&$%#*'$4': 4'$H&-$ S 0-1&2345$&R1&$%#*'$ S <15%#,5&).*#)&R1&$%#*'$ S J`R1&$%#*'$ S 3#55#'R1&$%#*'$ <#K-*+DN H-#%&'1+7&-$ 1$&'1+7&-$#'C4-#*1$ $#%14%#*'$ )*'$%-1)%$&'%&')&$ 1$#'('1+7&-$4': :4%&$ E1+7&-$^V@aW 0#+& ;4%&$ ;46$*?%.&H&&I <*'%.$*?%.&6&4- =(& N&4:#'(,4$$4(& P:&'%#?6#'(1'?4+#5#4-H*-:$ B#C&+&4'#'($*?1'?4+#5#4- H*-:$ ='$H&-#'(+15%#,5&).*#)& R1&$%#*'$ ='$H&-#'()*+,-&.&'$#*' R1&$%#*'$#'*'&H*-:*-,.-4$&$ 3#55#'(#',&-$*'45:&%4#5$ J-#%#'(:4%&$ 3*-+154%#'(:#45*(1&$ /%*-67**I$ 9*+,-&.&'$#*',4$$4(&$ ;#)%#*'4-#&$ P90(4:(&%$ 045I#'(7**I$ <*:&5$ P90%**5$ 95*)I$ 945&':4-25

29 Foreign Languages Junior qxp_Layout 1 13/10/ :59 PM Page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

30 Foreign Languages Junior qxp_Layout 1 13/10/ :59 PM Page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b$#'(4??#-+4%#c&4':'&(4%#c& $%4%&+&'%$ X1#5:#'(*7A&)%$%*7-*4:&' C*) N&$,*':#'(%*D&$2E*R1&$%#*'$ ;-4+4%#$#'((#C&'$#%14%#*'$ 9*':1)%#'(&:1)4%#*'45%*1-$ 9*':1)%#'(4,-*A&)%*':#??&-&'% $).**54$,&)%$4':,-&$&'%#'(4% 4(4%.&-#'( "W)):"H:? >:"QW>L:" P90%**5$ /*'($ N.6+&$4': A#'(5&$ 045I#'(7**I$,1,,&%$ P90%**5$ G#)%1-&$ 354$.)4-:$ B4+&$ 045I#'(7**I$ 87A&)%$ 354$.)4-:$ /&'%&')&$%-#,$ P90%**5$ 045I#'(7**I$ 27

31 Foreign Languages Junior qxp_Layout 1 13/10/ :59 PM Page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34 Foreign Languages Junior qxp_Layout 1 13/10/ :59 PM Page Supporting language structures The following supporting language structures should be taught from grades 3-7. Teachers are to select what is appropriate to the level of their learners and bear in mind that the structure should be taught in context and spread across all the language skills. l Gender and types of nouns with emphasis on articles, partitives definite and indefinite, l Pronouns: personal and impersonal, demonstrative and reflexive l Verb tenses: present, immediate future and recent past tenses l Adverbs l Adjectives: possessives, demonstratives, descriptive l Prepositions l Punctuation marks l Conjunctions; and, so, but and because l Expressions of quantity l Intensifiers: very, so, that, too l Question types: Is it that? What is? Who? Where? When? l Use of register l Negation: not /never/nothing NB: This list of supporting language structures is not exhaustive 10.0 LEARNER PROFILE The learner profile will comprise those aspects that cannot be assessed through continuous and summative modes. The profiling will include soft skills and other aspects. The profile of the learner will be compiled by the teacher and passed on to the next teacher throughout the Junior Course. The profile will not contribute to the final mark at the end of Grade 7 as shown on the assessment model but will assist to give a full picture of the leaner s competence ASSESSMENT The scheme of assessment for the grades 3 to 7 Foreign Languages syllabus covers continuous and summative assessments. The four macro language skills as well as numeracy skills will be tested. The syllabus scheme of assessment is grounded on the principle of inclusivity. Arrangements, modifications and accommodations must be visible in both continuous and summative assessments to enable learners with diverse needs to access assessments ASSESSMENT OBJECTIVES By the end of the 5-year Junior course learners should be able to: 31

35 Foreign Languages Junior qxp_Layout 1 13/10/ :59 PM Page 32 Listening l Respond to brief and direct questions and instructions l Identify specific details in formal and informal dialogues, announcements and requests Speaking l Construct and deliver grammatically correct sentences l Give a simple account of common activities in personal or everyday life l Communicate needs, emotions and feelings in formal and informal conversations l Speak fluently/sign proficiently for effective communication on cultural issues Reading l Read dialogues, narratives, descriptions and letters l Respond to written questions showing ability to recall, comprehend, apply, synthesize and evaluate. Writing l Write formal and informal letters, s, messages, narratives and descriptions l Write guided compositions: letters, speeches, dialogues, poems and pictures in a style and register appropriate to the subject matter. CONTINUOUS ASSESSMENT (30%) Specific tasks and assignments will be administered from term one Grade 6 to term two Grade 7. Marks shall be collated. The marks will contribute (30%) to the final mark at the end of Grade 7. SUMMATIVE ASSESSMENT (70%) At the end of Grade 7 learners will sit for the National Examination. The setting and designing of test items in Foreign Languages is guided and informed by the skills weighting chart and the specification grid. SCHEME OF ASSESSMENT The Primary School Foreign Languages syllabus will be assessed as follows: Paper Sections and Descriptions Marks Duration Paper Weighting 1 40 Multiple Choice questions 40 1hr 30 minutes 50% 2 Section A:Guided Composition 20 1hr 45 minutes 50% Section B: Comprehension 20 Total % 32

36 Foreign Languages Junior qxp_Layout 1 13/10/ :59 PM Page 33 DESCRIPTION OF THE SUMMATIVE ASSESSMENT STRUCTURE The summative assessment comprises of two components as follows: Paper 1: 1 hour 30 minutes 40 marks weighed to 50% There are 40 multiple choice questions based on registers, comprehension and language usage and structure. Candidates are required to answer all questions. Paper 2: 1 hour 45 minutes comprises Section A and B Section A: Comprises of two Guided compositions. Candidates are required to choose one. This section carries 20 marks. Section B: Comprises of comprehension questions carrying 20 marks. SKILLS WEIGHTING GRID Paper skills Paper Simple recall Comprehension Appreciation Synthesis Evaluation Total 1 60% 10% 10% 10% 10% 100% 2 60% 10% 10% 10% 10% 100% 33

37 Foreign Languages Junior qxp_Layout 1 13/10/ :59 PM Page 34 ASSESSMENT MODEL Assessment of learner performace in Foreign Language 100% Continuous Assessment Continuous Assessment 35% Summative Assessment Profiling Projects Tests & Assignment Oral / Aural Multiple Choice Questions- Language Structures, Usage & Comprehension 30% Essays & Comprehension 40% Profile Continuous Assessment Mark = 30% Continuous Examination Assessment Mark = 35% 70% EXIT PROFILE FINAL MARK FOREIGN LANGUAGE 100% 34