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Table of Contents
ACKNOWLEDGEMENTS ............................................................................................................................................................................................................................................. 4
1 PREAMBLE ................................................................................................................................................................................................................................................................ 5
1.1 Introduction ...................................................................................................................................................................................................................................................... 5
1.2 Rationale........................................................................................................................................................................................................................................................... 5
1.3 Summary of Content ........................................................................................................................................................................................................................................ 6
1.4 Assumptions ..................................................................................................................................................................................................................................................... 6
1.5 Cross-Cutting Themes....................................................................................................................................................................................................................................... 6
2 PRESENTATION OF THE SYLLABUS............................................................................................................................................................................................................................ 7
3 SYLLABUS AIMS......................................................................................................................................................................................................................................................... 7
4 SYLLABUS OBJECTIVES .............................................................................................................................................................................................................................................. 7
5 METHODOLOGY AND TIME ALLOCATION................................................................................................................................................................................................................. 8
5.1 Methodology .................................................................................................................................................................................................................................................... 8
5.2 Time allocation ................................................................................................................................................................................................................................................. 9
5.3 Skills, and Sub- skills ....................................................................................................................................................................................................................................... 10
5.4 Competences .................................................................................................................................................................................................................................................. 11
6 SYLLABUS SKILLS ..................................................................................................................................................................................................................................................... 11
7 SCOPE AND SEQUENCE........................................................................................................................................................................................................................................... 13
7.1 SKILL 1 LISTENING /OBSERVING ..................................................................................................................................................................................................................... 13
7.2 SKILL 2- SPEAKING/SIGNING ........................................................................................................................................................................................................................... 14
7.3 SKILL3-READING/SIGNING .............................................................................................................................................................................................................................. 14
7.4 SKILL 4-WRITING ............................................................................................................................................................................................................................................. 15
8 COMPETENCY MATRIX ........................................................................................................................................................................................................................................... 17
8.1 SKILL 1: LISTENING/OBSERVING (ECD A) ........................................................................................................................................................................................................ 17

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8.2 SKILL 2: SPEAKING/SIGNING(ECD A) ............................................................................................................................................................................................................... 19

8.3 SKILL 3: READING/SIGNING(ECD A) ................................................................................................................................................................................................................ 23
8.4 SKILL 4: WRITING(ECD A) ................................................................................................................................................................................................................................ 25
8.5 SKILL 1: LISTENING/OBSERVING(ECD B) ......................................................................................................................................................................................................... 26
8.6 SKILL 2: SPEAKING/SIGNING(ECD B) ............................................................................................................................................................................................................... 28
8.7 SKILL 3: READING/SIGNING(ECD B) ................................................................................................................................................................................................................ 33
8.8 SKILL 4: WRITING/BRAILLING(ECD B) ............................................................................................................................................................................................................. 34
8.9 SKILL 1: LISTENING/OBSERVING(GRADE 1) .................................................................................................................................................................................................... 35
8.10 SKILL 2: SPEAKING/SIGNING(GRADE 1) .......................................................................................................................................................................................................... 38
8.11 SKILL 3: READING /SIGNING(GRADE 1) ........................................................................................................................................................................................................... 41
8.12 SKILL 4: WRITING/ BRAILING(GRADE 1).......................................................................................................................................................................................................... 43
8.13 SKILL 1: LISTENING/OBSERVING(GRADE 2) .................................................................................................................................................................................................... 47
8.14 SKILL 2: SPEAKING/SIGNING(GRADE 2) .......................................................................................................................................................................................................... 49
8.15 SKILL 3: READING /SIGNING(GRADE 2) ........................................................................................................................................................................................................... 52
8.16 SKILL 4: WRITING(GRADE 2) ........................................................................................................................................................................................................................... 54
9 ASSESSMENT........................................................................................................................................................................................................................................................... 56
9.1 Assessment Objectives ................................................................................................................................................................................................................................... 56
9.2 Assessment Model ......................................................................................................................................................................................................................................... 57
9.3 Scheme of Assessment ................................................................................................................................................................................................................................... 58
9.4 School – Based Project Assessment Scheme .................................................................................................................................................................................................. 59
9.5 Grade Level Assessment Matrix ..................................................................................................................................................................................................................... 60
Scheme of Assessment .................................................................................................................................................................................................................................................. 61

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ACKNOWLEDGEMENTS

The Ministry of Primary and Secondary Education wishes to acknowledge the following for their valued contributions in the production of the syllabus:
• The National Primary English syllabus panel
• The Zimbabwe School Examinations Council (ZIMSEC)
• Representatives from Universities and Teacher’s Colleges
• United Nations Children’s Fund (UNICEF)
• United Nations Educational Scientific and Cultural Organisation (UNESCO)

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1 PREAMBLE

1.1 Introduction
The Infant English language syllabus is Heritage Based with the principle of inclusivity. It fosters the development of language structures, the four macro
linguistic skills (listening/observing, speaking/signing, reading/signing and writing) and the acquisition of competencies such as skills, knowledge, values,
attitudes and dispositions which are key to national development. The implementation of this syllabus focuses on the cognitive, psychomotor and affective
domains, to cater for the holistic development of the learner. It covers the learning and teaching of the English language at ECD A to Grade Two. It
promotes an understanding and appreciation of tangible and intangible heritage. It seeks to develop individuals who conform to culturally appropriate
norms and values.
1.2 Rationale
The Infant English language syllabus encourages the use of learner-centred and interactive activities that enable learners to develop and understand
linguistic concepts and their usage in everyday life. It promotes learners’ appreciation, understanding and expression of our heritage through effective
communication. Learners will uphold and preserve the tangible and intangible heritage. English being a language that has a widely spread use, offers
Infant learners an opportunity to communicate in the wider world.

The study of the English language enhances the development of competences in:
• problem-solving
• adaptability
• critical thinking
• research and scientific inquiry
• decision-making
• conflict resolution
• leadership and integrity
• innovation
• self-management
• communication

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• digital literacy
• entrepreneurship
• creative thinking
• cultural awareness
1.3 Summary of Content
The Infant English language syllabus emphasises the development of sub skills that include auditory discrimination, visual memory, tactile and
competences, namely; knowledge, skills, values, attitudes and dispositions).
1.4 Assumptions
It is assumed that learners:
• have an appreciation of the tangible and intangible heritage
• have been exposed to the English language
• are motivated to learn the English language
• have skills acquired in L1 (if not English) which can be transferred to the learning of English language as an L2
• are all capable of learning English language
• have knowledge of Information Communication Technology (ICT).
1.5 Cross-Cutting Themes
The teaching and learning of English language in the Heritage -Based Curriculum should include the following cross-cutting themes:

• Disaster Risk Management

• Health
• Career Guidance
• Climate Change
• ICT
• Business Enterprise Skills

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2 PRESENTATION OF THE SYLLABUS

The Infant English language syllabus is a single document that consists of the preamble, aims, objectives, topics, scope and sequence, competency matrix
and assessment. The scope and sequence chart show the progression of topics from ECD A to Grade Two. Included in this syllabus is a list of suggested
methodology, activities and resources.

3 SYLLABUS AIMS
The syllabus should enable learners to:
I. develop the four basic language skills namely, listening/ observing, speaking/signing, reading/signing, writing together with their sub-
skills which include fluency, pronunciation, auditory memory, and visual discrimination
II. instil knowledge and nurture values, attitudes and dispositions in line with the Heritage-Based Curriculum
III. express themselves freely in a variety of situations that involve the use of functional English as well as heritage issues
IV. demonstrate proficiency in use of different language structures
V. cultivate an appreciation of the use of the English language as a tool for cultural, political, religious, social, environmental,
technological and economic development
VI. prepare for present and future studies in English language and other learning areas
VII. develop a reading and creative writing culture
VIII. appreciate the use of ICTs in the learning of the English language.

4 SYLLABUS OBJECTIVES
By the end of the Infant school module, learners will be able to:
4.1 speak/sign for effective communication
4.2 demonstrate mastery of different language structures
4.3 read/braille pictures and texts that embrace their culture for comprehension
4.4 demonstrate pre-writing/writing and pre-reading/reading skills
4.5 listen to/observe and understand short texts or any form of communication in English

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4.6 construct simple English sentences

4.7 express themselves verbally and non-verbally in an appropriate manner
4.8 develop critical thinking, tolerance, problem-solving and team-building skills through reading texts
4.9 retell stories, news and folktales
4.10 answer low and high-order comprehension questions
4.11 solve problems and propose alternative solutions
4.12 create, discover, present, defend opinion and make judgments about information
4.13 demonstrate the use of ICT tools

5 METHODOLOGY AND TIME ALLOCATION

Learning at the Infant level is play-based. Pupils learn better and develop skills, attitudes, knowledge, values and positive dispositions through play
activities rather than through teacher-centred approaches. This approach is based on the understanding that, at this age, children are naturally playful,
curious and learn best through exploration, experimentation and discovery. Learning methods at Infant level are diverse and tailored to meet the unique
needs of learners. This syllabus encourages the use of participatory activities and methods where some examples are given in section 5.1.
5.1 Methodology
The following methods are suggested:
• Play way
• Classroom-based project
• Research
• Debate and discussion
• Hands-on activities
• Theme-based
• Sensory Integration

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• Individual and group presentations

• Drama/Role play/Imitation and Simulation
• Story-telling
• Drawing
• Poetry
• Summary
• Singing and dancing
• Educational tours
• Playing games and quizzes
• e-Learning
• Puppetry
• Individual Learning Programmes (ILPs)
• Puzzles
• Dialoguing
• Models/Resource persons
• Observation
• Experimentation
• Discovery
• Cutting and pasting
• Cutting and pasting

The application of learner-centred and multisensory approaches to learning should enhance the above-suggested methods. These include tactile,
concreteness, individualisations, self-activity, totality and wholeness. Teachers are also encouraged to address learners’ compensatory senses during
teaching and learning sessions.

5.2 Time allocation

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The following time allocation is recommended for effective English language learning: ECD A and B have 5 periods of 20 minutes per week while Grades 1
and 2 have 8 periods of 30 minutes per week.
5.3 Skills, and Sub- skills
The learning and teaching of English language will focus on major skills which are listening/observing, speaking/signing, reading/signing and writing. The
sub-skills are specific abilities that contribute to the effective development of the major skills. The major skills and their sub-skills are as follows:

Listening/Observing
- Auditory/visual discrimination
- Auditory/visual memory
- Attention
- Aural comprehension
Speaking/Signing
- Fluency
- Oral language development
- Pronunciation
Pre- Reading/Signing
- Visual Discrimination
- Visual Memory
- Left to right orientation
-Right to left orientation (for the visually impaired)
- Top to bottom orientation

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-Vocabulary
Pre-Writing/Writing
- Left to right orientation
-Right to left orientation (for the visually impaired)
-Top to bottom orientation
- Eye-hand coordination
- Manual dexterity
5.4 Competences
The learning process will be carried out and organised such that learners acquire the following competences as per the dictates of the Heritage
Based Curriculum Framework:
• skills
• knowledge
• values
• attitudes
• positive dispositions

6 SYLLABUS SKILLS
The learning and teaching of the English language will focus on the following skills:

• Listening / Observing
• Speaking / Signing
• Reading / Signing
• Writing

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7 SCOPE AND SEQUENCE

7.1 SKILL 1 LISTENING /OBSERVING
ECD A ECD B GRADE 1 GRADE 2

• Sounds in the • Sounds in their • Sounds made by • Long and short vowel
immediate immediate environment different objects and sounds
environment - Sounds of objects animals in their locality • Words with similar
- Sounds of - Voices of people • The (44) English phonic terminal sounds
objects - Musical instruments sounds • Cardinal vowels
- Voices of • Vowel sounds • Diphthong sounds
people • Instructions • Initial consonant sounds • Consonants blends
- Sources of • Stories • Stories • Single instructions up to
sounds • Yes/No responses • Yes/No statements ten words
- Musical • Letter sounds • Instructions • Stories
instruments • Dictation and spelling
• True/false statements
• Instructions
• Yes/No statements
• News and Stories
• Yes/No responses

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7.2 SKILL 2- SPEAKING/SIGNING

ECD A ECD B GRADE 1 GRADE 2

• Verbal greetings • Verbal greetings • Phonic sounds • Phonic sounds

• Names, contact details • Names, contact numbers • Interpersonal • Sentence construction
• Stories and news and home addresses communication • Fluency, confidence and accuracy
• Likes and dislikes • Stories and news • Asking and answering development
• Yes/No questions • Likes and dislikes questions • Attitudes, feelings, opinions and
• People, animals and objects • Yes/No questions • Responses to short
interests
in their immediate • Objects in the immediate • Objects and pictures at school and
questions about concrete
environment environment objects and pictures home
• Action words • Action words • Songs and rhymes • Appropriate registers for different
• Time • Time • Appropriate forms situations
of
• Phonics • Phonics greetings • Folktales, news and stories
• Polite requests
• Feelings and attitudes

7.3 SKILL3-READING/SIGNING
ECD A ECD B GRADE 1 GRADE 2

• Left to right • Left to right orientation/right to • Left to right /right to left

orientation/right left orientation orientation • Phonics

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to left orientation • Top-to-bottom orientation • Reading words and sentences • Reading with expression
• Top-to-bottom • Picture reading • Matching • Reading for leisure
orientation • Indigenous and modern games • Reading simple phonic words • Reading for comprehension and story
• Picture reading • Sequencing objects and picture with the same initial sound retelling
• Reading games stories • Reading words beginning with • Punctuation marks
• Picture phonics • Picture phonics consonant digraphs • Reading for enrichment
• Rear objects in the environment • Word attack skills • Silent reading
• Punctuation marks • Reading words and sentences
• Reading for leisure

7.4 SKILL 4-WRITING

ECD A ECD B GRADE 1 GRADE 2

• Handling writing tools • Handling writing tools • Penmanship skills • Penmanship skills
• Left to right • Left to right • Writing small and capital • Guided creative
orientation/right to left orientation/right to left letters of the alphabet writing/Picture description
orientation orientation • Short sentence • Grammatical structures
• Top-to-bottom • Top-to-bottom construction • Picture sequence
orientation orientation • Grammatical structures • Spelling and dictation
• Eye-hand coordination • Eye-hand coordination • Comprehension work • Comprehension
• Drawing and colouring • Drawing and colouring • Dictation and spelling • Sentence construction
• Tracing objects • Tracing objects • Guided creative
• Patterns • Patterns writing/Picture description

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8 COMPETENCY MATRIX

8.1 SKILL 1: LISTENING/OBSERVING (ECD A)

[Link] four macro skills cannot be taught in isolation. They complement each other.
KEY CONCEPT OBJECTIVES CONTENT SUGGESTED SUGGESTED
Pupils should be able to: (Skills, values, attitudes, ACTIVITIES RESOURCES
dispositions and
knowledge)
Sounds in the -identify different sounds -Animal and object • Listening to different
immediate of animals and objects sound sounds in the • Games
environment: in the immediate immediate • ICT tools
-Animals and objects environment -letter sounds environment • Musical instruments
sound -sound the first letter of • Identifying different • Pictures
-Phonic sounds the shown object sounds • Locally available
• Imitating different materials
sounds • Environment
• Playing listening • Pictures
-state sources of the games • Work cards
-Sources of sounds sounds • Stating sources of • Alphabet cards
Sources of sounds different sounds
-Respond to given • Responding to simple
-Following instructions instructions instructions
Simple instructions • Playing Indigenous
and modern listening
games
• Singing traditional
and modern songs
-Tell news and stories

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KEY CONCEPT OBJECTIVES CONTENT SUGGESTED SUGGESTED

Pupils should be able to: (Skills, values, attitudes, ACTIVITIES RESOURCES
dispositions and
knowledge)
News and stories -Retell stories • Reciting rhymes
News and stories • Telling their news and
-own stories and news stories
-folktales • Retelling news and
stories (Indigenous
stories)
• Dramatising stories

-answer /sign questions

Yes/No responses with yes /no responses • Responding/signing
Questions with yes /no to questions with
-play games on yes/no responses yes/no
responses • Playing yes/no
Yes/No games games

Sub -skills
- Auditory
discrimination
- Attention
- Oral language
development
- Visual discrimination
- Fluency
- Eye-hand
coordination
- Manual dexterity

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KEY CONCEPT OBJECTIVES CONTENT SUGGESTED SUGGESTED

Pupils should be able to: (Skills, values, attitudes, ACTIVITIES RESOURCES
dispositions and
knowledge)
- Top to bottom
orientation
- Left to right
orientation
-Right to left orientation
(for the visually impaired)

8.2 SKILL 2: SPEAKING/SIGNING(ECD A)

KEY CONCEPT OBJECTIVES CONTENT SUGGESTED SUGGESTED
Pupils should be able to: (Skills, values, attitudes, ACTIVITIES RESOURCES
dispositions and
knowledge)
• State/sign their • names and contact • Stating/ signing • Resource persons
• Names, contact names in full details their names in full • ICT tools
details • Describe/ sign where • Describing /signing • Songs
they stay where they stay • Learners
• Pictures of foods
• Verbal greetings • greet/sign each in • Informal greetings • Greeting/signing
informal situations • Formal greetings each other
• greet /sign each informally at • Slate/stylus braille
other in formal different times of • Different
situations the day Indigenous and
• role play greeting • Greeting/signing modern foods

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KEY CONCEPT OBJECTIVES CONTENT SUGGESTED SUGGESTED

Pupils should be able to: (Skills, values, attitudes, ACTIVITIES RESOURCES
dispositions and
knowledge)
situations each other • Pictures of animals
formally at • Locally available
different times of materials
the day • The immediate
• News and stories • tell/sign news and • News and stories • Role playing environment
stories different greeting • Educational tours
• mime/sign news situations • Pictures
and stories • Telling/signing • Pictures showing
• create stories news and stories different times of
• Likes and dislikes from pictures • Picture stories in • Miming/signing the day
a sequence news and stories • The environment
• state /sign their • Indigenous and • Songs
likes and dislikes modern food • Creating stories • ICT tools
• Behaviour from pictures • Games
• identify things • Animals arranged in a
they like and • Hobbies sequence
dislike • Stating/signing
their likes and
• play games on dislikes
likes and dislikes
• Identifying things
• sort objects they like and
according to likes dislike
and dislikes
• Playing games on
likes and dislikes

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KEY CONCEPT OBJECTIVES CONTENT SUGGESTED SUGGESTED

Pupils should be able to: (Skills, values, attitudes, ACTIVITIES RESOURCES
dispositions and
knowledge)

• Yes/No questions • Sorting objects

Yes /no questions according to likes
• ask/sign and dislikes
questions that
require yes /no
• play indigenous
and modern
games with yes
/no responses
• Asking/signing
questions that
require yes//no
answers
• Playing indigenous
and modern games
with yes/no
responses
• Domestic and
• Answering with yes /
• Objects in their • name/sign objects wild animals
no responses to
immediate in their immediate • Objects and
environment people in the appropriate cultural
environment
environment values
• name/sign
domestic • Vegetation:
animals flowers, trees, • Naming objects
insects, grass
• name/sign wild • Naming domestic

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KEY CONCEPT OBJECTIVES CONTENT SUGGESTED SUGGESTED

Pupils should be able to: (Skills, values, attitudes, ACTIVITIES RESOURCES
dispositions and
knowledge)
animals and wild animals
• describe/sign
animals, people • Describing domestic
and objects in the and wild animals
locality
• match animals • Describing people
with their young
ones • Matching animals
and young ones
• demonstrate
• Action words actions
• Action words • Imitating animal
• describe their
sounds
actions
• Collecting pictures of
• Times of the day animals, people and
• tell /sign different • Days of the week objects
Time times of the day • Time and
• tell/sign times for activities
• Demonstrating
different activities
actions
• say/sign the
• Describing/signing
different days of
the week Sub skills their actions
- Visual discrimination • Telling different times
- Attention of the day
- Oral language • Stating/signing days
development

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KEY CONCEPT OBJECTIVES CONTENT SUGGESTED SUGGESTED

Pupils should be able to: (Skills, values, attitudes, ACTIVITIES RESOURCES
dispositions and
knowledge)
- Fluency of the week
- Eye-hand • Matching times and
coordination activities
- Manual dexterity • Sequencing different
- Top to bottom
times and activities of
orientation
the day
- Left to right
orientation • Singing songs on
-Right to left orientation days of the week
(for the visually impaired)

8.3 SKILL 3: READING/SIGNING(ECD A)

KEY CONCEPT OBJECTIVES CONTENT SUGGESTED SUGGESTED
Pupils should be able to: (Skills, values, attitudes, ACTIVITIES RESOURCES
dispositions and
knowledge)
• read/sign from left • Left to right/right to • Reading pictures • Pictures
• Left to right to right and right to left orientation from left to • Objects in the
orientation/right to left left • Top-to-bottom right/right to left environment
orientation orientation • Reading pictures • ICT tools
• Top-to-bottom • Picture reading from top-to-bottom • Reading materials

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KEY CONCEPT OBJECTIVES CONTENT SUGGESTED SUGGESTED

Pupils should be able to:
(Skills, values, attitudes, ACTIVITIES RESOURCES
dispositions and
knowledge)
orientation • read/sign from top- • Arranging objects
• Picture reading to-bottom from left to right
• read pictures from • Phonics
left to right and • Reading different
right to left pictures

• sound the first Sub skills • Recognising their

• Picture phonics letter of the name - Visual discrimination photos
of the shown - Visual memory
object - Attention • Identifying pictures
- Oral language from left to right
development and top-to-bottom
- Fluency
- Eye-hand • Sounding the first
coordination letter of the shown
- Manual dexterity objects
- Top to bottom
orientation
- Left to right
orientation
-Right to left orientation
(for the visually impaired)

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8.4 SKILL 4: WRITING(ECD A)

KEY CONCEPT OBJECTIVES CONTENT SUGGESTED SUGGESTED
Pupils should be able to: (Skills, values, attitudes, ACTIVITIES RESOURCES
dispositions and
knowledge)
• Handling writing tools • handle writing • Writing tools • Handling writing • A variety of
• Left to right tools correctly • Dotted pictures tools correctly objects
orientation/right to left • demonstrate left to • Patterns • Demonstrating left • Writing tools
orientation right/right to left to right /right to left • Stencils
• Top-to-bottom orientation movement • ICT tools
orientation • demonstrate top- • Demonstrating top- • The environment
• Eye-hand to-bottom Sub skills to-bottom • Crayons
coordination movement - Auditory movement • Bond paper/
• Drawing and • trace objects discrimination • Tracing different workbook
colouring • draw different - Auditory memory objects • Slate/stylus braille
• Tracing objects images - Visual memory • Demonstrating paper
• Patterns/scribbling • scribble in the right - Attention correct sitting • Locally available
direction - Oral language posture materials
development • Drawing/brailling
- Visual discrimination different images
- Fluency • Colouring an
- Eye-hand object or animal
coordination • Writing patterns
- Manual dexterity • Scribbling patterns

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8.5 SKILL 1: LISTENING/OBSERVING (ECD B)

KEY CONCEPT OBJECTIVES CONTENT SUGGESTED SUGGESTED
Pupils should be able to: (Skills, values, attitudes, ACTIVITIES RESOURCES
dispositions and
knowledge)
Sounds in the • identify different • Animals and objects • Listening to different
immediate sounds of animals sounds sounds in the • Games
environment: and objects in the immediate • ICT tools
-Animals and objects immediate • Letter sounds environment • Musical instruments
sounds environment • Identifying different • Pictures
-Phonic sounds • sound the first letter sounds • Locally available
of the shown object • Imitating different materials
sounds • Picture alphabet
-Sources of sounds: • state the source of • Sources of sounds • Playing listening • The environment
-voices of people the sounds games
-musical instruments • Stating sources of
different sounds
• respond to given • Simple instructions • Responding to simple
Following instructions instructions instructions
• Playing Indigenous
and modern listening
games
• Singing traditional
and modern songs
• Reciting rhymes

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KEY CONCEPT OBJECTIVES CONTENT SUGGESTED SUGGESTED

Pupils should be able to: (Skills, values, attitudes, ACTIVITIES RESOURCES
dispositions and
knowledge)
News and stories • tell news and stories • News and storytelling: • Telling news and
-own stories and news stories
• retell stories -folktales • Retelling news and
stories (Indigenous
• answer /sign stories)
Yes/No responses questions with yes • Dramatising stories
/no responses • Questions with yes /no
responses
• play games on
yes/no responses • Yes/no games • Responding/signing
to questions with
yes/no
• Playing yes/no
• sound letters of the games
alphabet • Phonic sounds • Sounding letters of
Phonics the alphabet

Sub skills
- Auditory
discrimination
- Attention
- Oral language
development
- Visual discrimination
- Fluency
- Eye-hand
coordination

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KEY CONCEPT OBJECTIVES CONTENT SUGGESTED SUGGESTED

Pupils should be able to: (Skills, values, attitudes, ACTIVITIES RESOURCES
dispositions and
knowledge)
- Manual dexterity
- Top to bottom
orientation
- Left to right
orientation
-Right to left orientation
(for the visually impaired)

8.6 SKILL 2: SPEAKING/SIGNING(ECD B)

KEY CONCEPT OBJECTIVES CONTENT SUGGESTED SUGGESTED
Pupils should be able to: (Skills, values, attitudes, ACTIVITIES RESOURCES
dispositions and
knowledge)
• state/sign their • Names and contact • Stating/ signing • Resource persons
Names, contact numbers names in full numbers and their names in full • ICT tools
and home addresses • tell/sign addresses • Telling/signing • Songs
parents/guardians’ parents/guardians’ • Learners
numbers numbers • Pictures of foods
• state/sign home • Stating home • Slate/stylus braille
addresses addresses • Different
Indigenous and
Verbal and non-verbal • greet/sign each other • Informal greetings • Greeting/signing modern foods
greetings in informal /formal • Formal greetings each other • Pictures of animals
situations informally/formally • Locally available
• role play greeting at different times materials
situations of the day • The immediate

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KEY CONCEPT OBJECTIVES CONTENT SUGGESTED SUGGESTED

Pupils should be able to: (Skills, values, attitudes, ACTIVITIES RESOURCES
dispositions and
knowledge)
• Role playing environment
different greeting • Educational tours
situations • Pictures
News and stories • tell/sign news and • News and stories • Pictures showing
stories • Picture stories in a • Telling/signing different times of
• mime/sign news and sequence news and stories the day
stories • Miming/signing • Songs
news and stories • ICT tools
• Answering • Games
• create stories from questions from • Different pictures
pictures stories of facial
• Creating stories expressions on a
from pictures chart
arranged in a • Picture freeze on
sequence occupations
• state /sign their likes • Sequencing • Clothes for
Likes and dislikes and dislikes • Indigenous and picture stories different
modern food occupations
• identify things • Behaviour • Stating/signing
they like and • Animals their likes and
dislike • Hobbies dislikes

• play games on • Identifying things,

likes and dislikes they like and
dislike
• sort objects

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KEY CONCEPT OBJECTIVES CONTENT SUGGESTED SUGGESTED

Pupils should be able to: (Skills, values, attitudes, ACTIVITIES RESOURCES
dispositions and
knowledge)
according to likes • Playing games on
and dislikes likes and dislikes

• Sorting objects
according to likes
and dislikes

• Feelings and
Feelings and opinions • express their opinions • Expressing their
feelings towards feelings towards
given situations given situations
• Saying their
opinions to given
situations

Yes/No questions • Yes /No Asking/signing questions

• ask/sign responses that yes//no answers
questions that • Playing indigenous
require yes /no and modern games
responses with yes/no
• play indigenous responses
and modern
• Answering yes / no to
games with yes
/no responses appropriate cultural
value
• Domestic and
Objects in their • name/sign objects wild animals • Naming objects

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KEY CONCEPT OBJECTIVES CONTENT SUGGESTED SUGGESTED

Pupils should be able to:(Skills, values, attitudes, ACTIVITIES RESOURCES
dispositions and
knowledge)
immediate environment in their immediate • Objects and
environment people in the • Naming domestic
• name/sign environment and wild animals
domestic • Vegetation:
animals flowers, trees, • Describing domestic
insects, grass and wild animals
• name/sign wild • Occupations
animals • Describing people
• describe/sign
animals, people
• Miming
and objects in the
locality
• Matching animals
• match animals
with young ones and young ones
• identify different
occupations in • Imitating animal
their community sounds
• dramatise
different • Collecting pictures of
occupations animals, people and
objects

• Action words
Actions words • demonstrate • Demonstrating
actions actions
• describe actions • Singing action words

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KEY CONCEPT OBJECTIVES CONTENT SUGGESTED SUGGESTED

Pupils should be able to: (Skills, values, attitudes, ACTIVITIES RESOURCES
dispositions and
knowledge)
• Describing/signing
their actions

• Times of the day

Time • Days of the week • Telling different times
• tell /sign different • Time and of the day
times of the day activities • Stating/signing days
• tell/sign times for of the week
different activities • Matching times and
• say/sign the Sub skills activities
different days of - Visual discrimination • Sequencing different
the week - Attention times and activities of
- Oral language the day
development
• Simple present and
- Fluency
- Eye-hand past tenses
coordination • Singing songs on
- Manual dexterity days of the week
- Top to bottom
orientation
- Left to right
orientation
-Right to left orientation
(for the visually impaired)

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8.7 SKILL 3: READING/SIGNING (ECD B)

KEY CONCEPT OBJECTIVES CONTENT SUGGESTED SUGGESTED
Pupils should be able to: (Skills, values, attitudes, ACTIVITIES RESOURCES
dispositions and
knowledge)
Left to right • read/sign from left • Left to right/right to • Reading pictures • Pictures
orientation/right to left to right and right to left orientation from left to • Objects in the
orientation left right/right to left environment
• Reading pictures • ICT tools
Top-to-bottom • Top-to-bottom from top-to-bottom • Name tags
orientation • read/sign from top- orientation • Arranging objects
to-bottom from left to right

• Reading different
Picture reading • Picture reading pictures
• read pictures from • Identifying pictures
left to right and from left to right
right to left and top-to-bottom
Phonics
• Sounding the first
Sub skills letter of the shown
Phonics • sound the first - Visual discrimination objects
letter of the name - Visual memory
of the object - Attention • Recognising letter
- Oral language sounds
• Sound letters of development
the alphabet - Fluency
- Eye-hand

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KEY CONCEPT OBJECTIVES CONTENT SUGGESTED SUGGESTED

Pupils should be able to: (Skills, values, attitudes, ACTIVITIES RESOURCES
dispositions and
knowledge)
coordination
- Manual dexterity
- Top to bottom
orientation
- Left to right
orientation
-Right to left orientation
(for the visually impaired)

8.8 SKILL 4: WRITING/BRAILLING (ECD B)

KEY CONCEPT OBJECTIVES CONTENT SUGGESTED SUGGESTED

Pupils should be able to: (Skills, values, attitudes, ACTIVITIES RESOURCES
dispositions and
knowledge)
Handling writing tools • handle writing • Writing tools • Handling writing • A variety of objects
tools correctly • Dotted pictures tools correctly • Writing tools
Left to right • demonstrate left to • Patterns • Demonstrating left • Stencils
orientation/right to left right/right to left to right /right to left • ICT tools
orientation orientation Sub skills movement • The environment
Top-to-bottom • demonstrate top- - Auditory • Demonstrating • Crayons
orientation to-bottom discrimination top-to-bottom • Bond paper/
movement - Auditory memory movement workbooks
- Visual memory • Tracing different • Slate/stylus braille
Tracing • trace objects - Attention dotted objects

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KEY CONCEPT OBJECTIVES CONTENT SUGGESTED SUGGESTED

Pupils should be able to: (Skills, values, attitudes, ACTIVITIES RESOURCES
dispositions and
knowledge)
- Oral language • Demonstrating paper
Drawing • draw different development correct sitting • Locally available
images - Visual discrimination posture materials
Colouring - Fluency • Drawing different
• colouring pictures - Eye-hand images
Patterns coordination • Colouring pictures
• make patterns - Manual dexterity of objects/animals
• Making patterns

8.9 SKILL 1: LISTENING/OBSERVING (GRADE 1)

KEY CONCEPT OBJECTIVES CONTENT SUGGESTED SUGGESTED
Pupils should be able to: (Skills, values, attitudes, ACTIVITIES RESOURCES
dispositions and
knowledge)
Sounds made by • identify sources of • People, animals, • Producing sounds • Prerecorded
different objects and sounds vehicles and using different sounds
animals in their locality • match different object sounds objects • Musical
sounds to their • Phonic sounds • Matching different instruments
sources • Sentence building sounds to their • Sounds from the
The (44) phonic sounds • sound/sign the • Word making sources environment
different letter • Identifying sounds • ICT tools
sounds from recorded • Alphabet cards
sources • Picture cards

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KEY CONCEPT OBJECTIVES CONTENT SUGGESTED SUGGESTED

Pupils should be able to: (Skills, values, attitudes, ACTIVITIES RESOURCES
dispositions and
knowledge)
• Imitating different • Word cards
sounds produced by
different sources
• Saying /signing
vowel sounds
• Saying/signing
consonants sounds
• Building words and
sentences

• Listening
to/observing stories
Stories • listen to/observe • Stories • Answering/signing
stories questions
• answer/sign short • Construct/signing
questions short sentences
• construct /sign
short sentences • Using true or false to
using words from answer questions
the story
• state whether
True/false statements are true
or false • True/ false

• Answering questions
using yes/no

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KEY CONCEPT OBJECTIVES CONTENT SUGGESTED SUGGESTED

Pupils should be able to: (Skills, values, attitudes, ACTIVITIES RESOURCES
dispositions and
knowledge)
responses
• Asking questions
Yes/No statements • answer /sign • Yes/No responses that require yes/no
questions using answers
yes/no responses • Responding to
• ask questions that instructions
require yes/no • Giving instructions
answers Listening to
• respond to instructions
instructions • Simple instructions • Following
• give instructions instructions
listen to • Playing instructions
Instructions instructions games such as
• follow given Chinese whisper
instructions Sub skills • Role playing giving
• give instructions to - Auditory and following
classmates discrimination instructions
- Attention
- Oral language
development
- Visual discrimination
- Fluency
- Eye-hand
coordination
- Manual dexterity

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8.10 SKILL 2: SPEAKING/SIGNING (GRADE 1)

KEY CONCEPT OBJECTIVES CONTENT SUGGESTED SUGGESTED

Pupils should be able to:(Skills, values, attitudes, ACTIVITIES RESOURCES
dispositions and
knowledge)
• Say out/sign • Consonants’
Phonic sounds consonants sounds • Songs
sounds • Saying/signing • ICT tools
• articulate/sign • Vowel sounds vowel sounds • Pre-recorded
vowel sounds • Saying /signing dialogues and
consonants’ rhymes
• engage in sounds • Alphabet cards
Dialogues dialogues • Word cards
• Dialogues • Engaging in • Concrete objects
• respond to short dialogues • Pictures
Questionsand answers questions

• ask simple • Asking and • Responding to

questions answering short questions about
questions concrete objects and
• sing songs • Songs and rhymes pictures
Songs and rhymes • Answering simple
• recite rhymes questions

• greet different • Appropriate forms • Asking simple

Greetings of greeting questions
people

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KEY CONCEPT OBJECTIVES CONTENT SUGGESTED SUGGESTED

Pupils should be able to: (Skills, values, attitudes, ACTIVITIES RESOURCES
dispositions and
knowledge)
appropriately

• greet people • Singing songs

according to • Reciting rhymes
different times of • Miming actions
the day
• Greeting different
people
appropriately

• Greeting people
according to
different times of
the day

• Role playing
greeting people at
different times of
the day
• make polite
Polite requests requests • Polite requests • Making polite
requests

• express feelings
Feelings and opinions and opinions • Feelings and • Expressing their
opinions

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KEY CONCEPT OBJECTIVES CONTENT SUGGESTED SUGGESTED

Pupils should be able to: (Skills, values, attitudes, ACTIVITIES RESOURCES
dispositions and
knowledge)
different feelings

Sub skills • Give their

- Auditory opinions
discrimination
- Auditory memory
- Visual discrimination
- Attention
- Oral language
development
- Fluency

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8.11 SKILL 3: READING /SIGNING (GRADE 1)

KEY CONCEPT OBJECTIVES CONTENT SUGGESTED SUGGESTED
Pupils should be able to: (Skills, values, attitudes, ACTIVITIES RESOURCES
dispositions and
knowledge)
Left to right /right to left • read/ sign from left • Left to right /right • Reading from left • Picture stories
orientation to right/ right to left to left orientation to right / right to • Resource person
movement. left • Prerecorded
Reading whole words • read/sign words • Whole word attack • Attacking whole stories
Matching • match words and words • Story books
pictures • Picture word • Matching word and • ICT tools
appropriately. match pictures
• read/sign words • Reading using
Reading simple phonic using phonic • Phonic reading phonics
words with the same method
initial sound

Reading words • read words with • Reading word

beginning with initial consonant • Consonants beginning with
consonant digraphs digraphs digraphs consonant
digraphs
Word attack skills • read/sign words
and sentences • Attacking words
using different • Word attack skills using different
Capital letters and full techniques techniques
stop • Observing capital
• punctuate words • Punctuation marks letters and a full
and sentences stopwhen reading
with capital letters
and full stop • Reading for leisure
Reading for leisure

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KEY CONCEPT OBJECTIVES CONTENT SUGGESTED SUGGESTED

Pupils should be able to: (Skills, values, attitudes, ACTIVITIES RESOURCES
dispositions and
knowledge)

• read for leisure • Supplementary

reading
Sub skills
- Auditory
discrimination
- Attention
- Oral language
development
- Visual discrimination
- Fluency
- Eye-hand
coordination
- Top to bottom
orientation
- Left to right
orientation
-Right to left orientation
(for the visually impaired)
- Manual dexterity

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8.12 SKILL 4: WRITING/ BRAILING (GRADE 1)

KEY CONCEPT OBJECTIVES CONTENT SUGGESTED SUGGESTED
Pupils should be able to: (Skills, values, attitudes, ACTIVITIES RESOURCES
dispositions and
knowledge)
Penmanship skills • Write using writing • Penmanship skills • Writing using • ICT tools
tools writing tools • Crayons
• Bond paper/ work
book
Letter shaping • Shape letters • Letter shaping • Shape letters • Slate/stylus braille
correctly correctly using paper
Nelson’s • Locally available
handwriting script materials
• write words and for grades 1&2 • Nelson’s
sentences using handwriting script
Small and capital letters small and capital • Small and capital for grades 1&2
letters letters • Writing words and • A chart with
sentences with punctuation marks
small and capital • Pencils
letters

Sentence construction • Sentence

• construct construction • Construct own
sentences sentences using
given words
Punctuation marks
• punctuate • Punctuation marks
sentences • Punctuating
correctly sentences
Creative writing • Creative writing correctly
• create stories

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KEY CONCEPT OBJECTIVES CONTENT SUGGESTED SUGGESTED

Pupils should be able to: (Skills, values, attitudes, ACTIVITIES RESOURCES
dispositions and
knowledge)

• Creating own
Comprehension • Comprehension stories/sentences
• answer on subject/topic of
comprehension choice
questions
• Answering
• write dictated • Dictation and comprehension
Dictation and spelling sentences and spelling questions
words

• Writing dictated
Plurals words and
write words in • Plurals spellings
singular and plural
forms
Writing words in
Tenses • Present and past singular and plural
• change verbs from tenses forms
present to past
tense

Opposites
• give the • Opposites • Changing verbs
reverse/opposite from present to
of words past tense

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KEY CONCEPT OBJECTIVES CONTENT SUGGESTED SUGGESTED

Pupils should be able to: (Skills, values, attitudes, ACTIVITIES RESOURCES
dispositions and
knowledge)

Prepositions • state the

location/place of • Prepositions • Giving the
objects opposites of given
words

Conjunctions • join two short

sentences with • Conjunctions
conjunctions • Stating the
location/place of
different
objects/people/ani
mals
Auxiliary/helping verbs • use helping verbs
in sentences • Helping verbs
• Joining two short
sentences with
Sub skills given words (and,
- Auditory but)
discrimination
- Visual memory
- Attention
- Oral language
development
- Visual discrimination • Using helping
- Fluency verbs such as is,
- Eye-hand are, has, have,

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KEY CONCEPT OBJECTIVES CONTENT SUGGESTED SUGGESTED

Pupils should be able to: (Skills, values, attitudes, ACTIVITIES RESOURCES
dispositions and
knowledge)
coordination was, were in
- Top to bottom sentences
orientation correctly
- Left to right
orientation
-Right to left orientation
(for the visually impaired)
- Manual dexterity

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8.13 SKILL 1: LISTENING/OBSERVING (GRADE 2)

KEY CONCEPT OBJECTIVES CONTENT SUGGESTED SUGGESTED

Pupils should be able to:(Skills, values, attitudes, ACTIVITIES RESOURCES
dispositions and
knowledge)
Long and short vowel • repeat short vowel • Long and short • Repeating words • Prerecorded
sounds sounds vowel sounds with short/ long sounds
-long vowel sounds vowel • Musical
instruments
• Sounds from the
Words with similar • pronounce words • Terminal sounds • Pronouncing environment
terminal sounds with terminal words with similar • ICT tools
sounds sound at the end • Alphabet cards
• Saying the • Picture cards
Diphthong sounds • say the diphthong • Diphthong (words diphthong sounds • Word cards
sounds with two vowel such as house,
sounds) chair, fear

Consonant blends • pronounce words • Consonant blends • Pronouncing

with consonant words with
blends consonant blends

• follow single • Single instructions • Following single

Single instructions instructions instructions

• Retelling of

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KEY CONCEPT OBJECTIVES CONTENT SUGGESTED SUGGESTED

Pupils should be able to:
(Skills, values, attitudes, ACTIVITIES RESOURCES
dispositions and
knowledge)
Folktales • retell folktales • Folktales folktales and other
stories
• Spelling the given
Dictation and spelling • spell given words • Dictation and words orally
orally spelling

• Responding with
True or false statements • responds with • True or falls true/false to given
true/false to given statements statements
statements
• Answering
Yes / No statements • answer questions • Yes / No questions which
with yes/ no statements require yes/ no
responses responses

• Retelling folktales
Stories • retell stories • Folktales and and contemporary
contemporary stories
• answer questions stories
from stories • Answering
questions from
stories told/ read

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KEY CONCEPT OBJECTIVES CONTENT SUGGESTED SUGGESTED

Pupils should be able to: (Skills, values, attitudes, ACTIVITIES RESOURCES
dispositions and
knowledge)

8.14 SKILL 2: SPEAKING/SIGNING (GRADE 2)

KEY CONCEPT OBJECTIVES CONTENT SUGGESTED ACTIVITIES SUGGESTED
Pupils should be able to: (Skills, values, attitudes, RESOURCES
dispositions and
knowledge)
Phonics sounds • Pronounce • Phonic sounds • Pronouncing/signing
different phonic different phonic sounds • Songs
sounds • ICT tools
• Pre-recorded
dialogues

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KEY CONCEPT OBJECTIVES CONTENT SUGGESTED ACTIVITIES SUGGESTED

Pupils should be able to: (Skills, values, attitudes, RESOURCES
dispositions and
knowledge)
Sentence construction • Constructing sentences • Alphabet cards
• Construct • Sentence orally • Word cards
sentences orally construction • Concrete objects
• Expressing themselves • Pictures
Fluency, confidence and fluently in dialogues,
accuracy development • Express • Fluency, rhymes, drama and role
themselves confidence and play
fluently accuracy
development
• Saying out their
Feelings, opinions and opinions to express
interests • say out their • Feelings, opinions their feelings and
opinions to and interests interests
express their
feelings and • Objects and
interests pictures at home
Objects and pictures at and school • Identifying different
home and school • identify objects at:- objects at home and
home • Registers for school
-school different situations
• describe different • Describing different
objects objects
• Folktales, news
• use appropriate and stories • Using appropriate
registers to suit registers o suit different
Registers for different different situations situations
situations

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KEY CONCEPT OBJECTIVES CONTENT SUGGESTED ACTIVITIES SUGGESTED

Pupils should be able to: (Skills, values, attitudes, RESOURCES
dispositions and
knowledge)
• demonstrate the • Demonstrating the use
use of registers in of registers in different
different situations situations through
drama, dialogue and
role play

• Telling folktales, news

and stories

• Answering questions
from the stories told or
read
Folk tales, news and
stories • Dramatising stories told
• tell folktales, news or read
and stories
• answer questions
from the stories

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8.15 SKILL 3: READING /SIGNING (GRADE 2)

KEY CONCEPT OBJECTIVES CONTENT SUGGESTED SUGGESTED
Pupils should be able to: (Skills, values, attitudes, ACTIVITIES RESOURCES
dispositions and
knowledge)
Phonics • pronounce words • Phonics • Pronouncing • Picture stories
phonetically words phonetically • Resource persons
• Pre-recorded
• read with gestures stories
Reading with expression and other • Reading with • Reading with • Story books
variations for expression gestures and other • ICT tools
effective meaning variations for • Reading materials
effective meaning • Story cards

Reading for leisure • read for enjoyment • Reading for leisure • Reading different
materials for
enjoyment

Comprehension • answer • Comprehension • Answering

comprehension questions about
questions the text/ story read
• retell what has • Retelling what has
been read been read from the
text / story

• observe • Punctuation marks • Observing

Punctuation marks punctuation punctuation marks
marks in a text in a text / story

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KEY CONCEPT OBJECTIVES CONTENT SUGGESTED SUGGESTED

Pupils should be able to:(Skills, values, attitudes, ACTIVITIES RESOURCES
dispositions and
knowledge)
• Reading for • Reading a variety
Reading for enrichment • read /sign a variety enrichment of literature for
of literature personal
enrichment

• Silent reading • Practising reading

Silent reading • practise reading silently
silently

• Reading for • Reading:

Reading for fluency • read words and fluency -words
sentences fluently -sentences
-texts fluently

• Word attack • Attacking

Word attack • attack unfamiliar unfamiliar words
words

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8.16 SKILL 4: WRITING (GRADE 2)

Key concept Objectives CONTENT Suggested activities Suggested resources
Pupils should be able to (Skills, values, attitudes,
dispositions and
knowledge)
Penmanship • shape letters • Penmanship • Shaping letters • ICT tools
correctly correctly using • Crayons
Nelson’s • Bond paper/ work
handwriting book
script for grades • Slate/stylus braille
1-2 paper
Guided creative writing • write sentences • Guided creative • Writing/brailling • Locally available
using pictures writing own sentences materials
using pictures • Nelson’s
• complete given • Completing given handwriting script
sentences sentences for grades 1&2
• A chart with
punctuation marks
Grammatical structures • write sentences Grammatical structures - • Writing/brailing • Charts
with correct -plurals sentences
grammatical -tenses correctly using
structures -opposite grammatical
-pronouns structures
-conjunctions
-auxiliary /verbs
-quantifiers
-adverbs
-comparisons

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Key concept Objectives CONTENT Suggested activities Suggested resources

Pupils should be able to
(Skills, values, attitudes,
dispositions and
knowledge)
-punctuation marks • Writing dictated
Dictation and spelling • write dictated • Dictation and words and
words and spelling: sentences
sentences -sentences • Answering
• answer -words comprehension
Comprehension comprehension • Comprehension questions from the
questions text/ story read

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9 ASSESSMENT

Learners shall be assessed through continuous assessment and summative assessment. These assessments shall be guided by the principles of inclusivity,
practicability, authenticity, transparency, flexibility, validity and reliability. The principles are crucial for creating a supportive and effective learning environment
that fosters growth and development in learners at infant school module. Arrangements, accommodations and modifications shall be visible to enable
learners with special needs to access assessments.

This section covers the assessment objectives, the assessment model, the scheme of assessment and School – Based Project Assessment Scheme.

9.1 Assessment Objectives

Learners shall be assessed on their ability to:

9.1.1 enquire about events and things in the environment

9.1.2 execute problem solving skills
9.1.3 make rational choices and decisions
9.1.4 apply knowledge of ICT
9.1.5 express themselves in English language (L2)
9.1.6 submit polite requests
9.1.7 demonstrate good eye/hand co-ordination
9.1.8 distinguish left from right/right from left
9.1.9 illustrate top to bottom orientation
9.1.10 shape letters
9.1.11 show mastery of gross and fine motor skills
9.1.12 apply skills of technological possibilities in the 21st century
9.1.13 communicate effectively in English language
9.1.14 appreciate their tangible and intangible heritage
9.1.15 cooperate with others to achieve a common goal

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9.1.16 act independently

9.1.17 manage emotions
9.1.18 share
9.1.19 exhibit tolerance, sympathy and empathy
9.2 Assessment Model

School Based Continuous Assessment only shall be used for learners in ECD A and B. There shall not be any Summative assessment for ECD A and B.

Grade 1 and 2 shall have both Continuous and Summative Assessments. Continuous assessment shall include recorded School Based Continuous
Learning and Assessment activities marks. The mark shall be included on learners’ end of term and year reports. Summative assessment shall be school
tests which are at the end of the term and year. This is illustrated in Figure 1.

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Assessment Of Learner
Performance in English
Language

School Based Continuous Summative Assessment

Assessment (For Grade 1 and 2)
20% 80%

School
Based (Paper 1)
Project (Paper 2)
Profiling Multiple
20% Choice Structured Paper
Questions

Exit Continuous Assessment Summative

Mark (20%) Assessment Mark
Profile (80%)
Certificate

Final Mark (Continuous +

Summative = 100%)

Fig. 1 Assessment Model

In addition, learners shall be profiled and learner profile records established. Learner profile certificates shall be issued at the end of Grade 2. The
certification is to officially verify and validate that a pupil has acquired competences at the point of exit of Infant School Module.
9.3 Scheme of Assessment
The table below shows the Scheme of Assessment for Grade 1 and 2 where 50% is allocated to Continuous Assessment and 50% to Summative Assessment
as school-based assessment.

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FORM OF ASSESSMENT WEIGHTING

Continuous Assessment 50%
Summative Assessment 50%
Total 100%

Of the 50% for continuous assessment, 20% shall be allocated to the School Based Project. The remaining 30% shall be for other school based continuous
learning activities that learners do at school as part of formative assessment.

Both the continuous and summative assessment marks shall be recorded on the learners’ reports on a termly basis.
9.4 School – Based Project Assessment Scheme

The Table given below shows the Learning and Assessment Scheme for the School Based Project.
Project Execution Project Stage Description Timeline Marks
Stages
1 Understanding and adoption of what is to be January - April 5
done according to teacher or learner theme
2 Exploration of the theme as guided by the May 10
teacher
3 Participation in engagement activities June 10
4 Collecting or selecting relevant materials to use July 5
5 Creating the project August - September 10
6 Collaboration with others in refining the project October 5
7 Presentation of the project November - December 5
TOTAL 50

The assessment scheme shows the stages that shall be executed by pupils and the timelines at which each stage shall be carried out. Possible marks, totalling 50, are
highlighted to indicate how much can be allocated.

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9.5 Grade Level Assessment Matrix

FORM OF
LEVEL ASSESSMENT ASSESSMENTTASKS NATURE FREQUENCY
INFANTS Continuous Assessment tasks can be School Based • Daily
Projects or pen and paper activities based on the Individual, or basis
following: group activities • Weekly
• Singing • Fortnightl
• Drawing
y
• Monthly
• Colouring • Termly
• Storytelling • Yearly
• Speaking
• Listening
• Reading
• Playing children's games
• Reciting
• Matching
• Writing
Summative • End of week, month, term and year tests Individual • Daily
• Check points assessment activities basis
• Weekly
• Classroom exercises • Fortnightl
y
• Monthly
• Termly
• Yearly

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Scheme of Assessment
48

Learners will be assessed through Continuous and Summative Assessment as shown by the table below:

Level Form of Assessment Weighting

ECD Formative / Continuous 100%
Assessment
Grade 1 and Grade 2 Summative 80%
Formative/Continuous 20%
Assessment

9.7 Domains Weighting

The weighting of the domain to be assessed are as follows:

Domain Continuous %
Cognitive 40
Physical 25
Social 20
Emotional 15
Total 100

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Infant English Language Syllabus MoPSE 2024