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ACKNOWLEDGEMENTS

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

TABLE OF CONTENTS
Acknowledgement…………………………………………………………………………………………………

1.0 Preamble …………………………………………………………………………………………………

1.1 Introduction ……………………………………………………………………………………
1.2 Rationale ………………………………………………………………………………………..
1.3 Summary of content ……………………………………………………………………………
1.4 Assumptions ……………………………………………………………………………………….
1.5 Cross cutting themes ……………………………………………………………………………..
2.0 Presentation of the syllabus …………………………………………………………………………
3.0 Aims ………………………………………………………………………………………………………
4.0 Syllabus objectives ……………………………………………………………………………………..
5.0 Methodology and time allocation …………………………………………………………………….
5.1 Methodology ……………………………………………………………………………………..

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 5.2 Time allocation …………………………………………......................................................
6.0 Syllabus topics / Skills ……………………………………….......................................................
7.0 Junior Scope and Sequence …………………………………….................................................
8.0 Competency Matrix ………………………………………………………………………………….
9.0 Assessment …………………………………………………………………………………………
9.1 Assessment objectives ………………………………………………………………………….
9.2 Scheme of assessment ………………………………………………………………………

1.0 PREAMBLE

1.1 Introduction
The Junior English Language Syllabus as a build up from the Infant English Language Syllabus, is anchored on a
Heritage-Based Curriculum, emphasising inclusivity and recognising the vital role of English as one of the media for
communication and a driver for cultural, political, religious, social and economic transformation. Integrating the
Competency-based Education principles, the syllabus does not only promote the mastery of the four macro language
skills (listening/observing, speaking/signing, reading and writing/brailing) but also enhances learners’ appreciation of our
tangible and intangible heritage. In this endeavour, the syllabus cultivates knowledge, skills, values, attitudes and
dispositions that contribute to national development. The syllabus adopts a multi-dimensional approach in the teaching

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and learning of English Language addressing the cognitive, psycho-motor, affective and digital domains, thereby
supporting the comprehensive growth and development of learners. Focused on grades 3 to 7, it prepares learners to
apply language skills across various learning areas and life contexts. In addition, it seeks to equip learners with life-long
competencies, ensuring they are well prepared for the demands of a globally interconnected world, while preserving
their cultural identity and heritage.

1.2 Rationale
The Heritage-Based Junior English Language Syllabus is designed to foster a learner centred, interactive learning
environment, where learners can engage with and internalise essential linguistic concepts. By actively participating in
language-based activities, learners not only acquire the ability to communicate effectively, but also demonstrate these
skills in practical real-life contexts. This approach enhances learners’ appreciation of language as a means of
expression and preserving both tangible and intangible aspects of our heritage, fostering cultural pride and continuity.
Furthermore, the syllabus empowers learners with communicative competencies needed to participate confidently on
both local and global platforms. By promoting critical thinking, creativity and cultural awareness, the syllabus equips
learners with the tools to engage meaningfully in a rapidly evolving world, ensuring their readiness for the demands of
21st century communication.

The study of English Language enhances the development of skills in:

 communication
 problem-solving
 adaptability
 critical thinking
 research and scientific inquiry
 decision-making
 conflict resolution
 leadership and integrity
 innovation
 self-management
 digital literacy
 entrepreneurship
 creative thinking
 cultural awareness

1.3 Summary of Content

The Heritage-Based Junior English Language Syllabus fosters the development of the macro language skills
(listening/observing, speaking/signing, reading and writing/brailing), together with their sub skills like fluency,
pronunciation, editing and summarising. It also instils knowledge and nurtures attributes such as values, attitudes and
dispositions commensurate with the Heritage Based Curriculum. The syllabus infuses the teaching and learning of visual
and tactile skills in order to accommodate learners with diverse learning needs.

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1.4 Assumptions
The teaching and learning of English Language assumes the following:
 learners have basic listening/observing, speaking/signing, reading and writing/brailing skills.
 learners have an appreciation of their tangible and intangible heritage.
 learners have basic English language literacy.
 learners are motivated to learn English Language.
 skills acquired by learners in their first language (L1) if not English, can be transferred to the learning of English
Language as a second language (L2).
 all learners are capable of learning English Language.
 learners have basic knowledge of Information and Communication Technology (ICT).
1.5 Cross Cutting Themes
The teaching and learning of English Language in the context of a Heritage-Based Curriculum should include but not be
limited to the following cross-cutting themes:
 gender
 national heritage
 children’s rights and responsibilities
 child protection
 sexuality
 HIV/AIDS education
 disaster risk management
 financial literacy
 health
 human rights
 collaboration
 environmental issues
 career guidance
 climate change
 entrepreneurship
 drug and substance abuse
 peace and conflict resolution
 technology and digital literacy

2.0 PRESENTATION OF THE SYLLABUS

The Heritage-Based Junior English Language Syllabus is a single document comprising preamble, aims,
objectives, topics, scope and sequence, methodology, competency matrix, supporting language structures and
assessment. The scope and sequence chart shows the progression of topics from Grade 3 to Grade 7. The
competency matrix shows the breadth and depth of content to be covered. This syllabus also includes a list of
suggested methods, activities and resources
3.0 AIMS

The syllabus aims to:

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instil knowledge and nurture values, attitudes and dispositions commensurate with the Heritage Based Curriculum
3.1 enable learners to appreciate their tangible and intangible heritage
3.2 instil Ubuntu/Unhu/Vumunhu by preparing learners for participatory citizenship, peace and sustainable
development
3.3 nurture an appreciation of English language as a means of communication
3.4 develop the macro language skills namely, listening / observing, speaking /signing, reading and writing /
brailing together with their sub skills like fluency, pronunciation, editing and summarising
3.5 enable learners to express themselves in a variety of situations that involve the use of functional
English language
3.6 enable learners to appreciate the use of English language for academic, cultural, political, religious,
social and environmental development
3.7 integrate ICT in the learning of English Language.

4.0 SYLLABUS OBJECTIVES

By the end of the junior course, learners will be able to:
4.1 demonstrate an appreciation of the use of English Language for political, religious, social,
environmental, technological and economic development
4.2 demonstrate effective listening skills to understand spoken information and facilitate meaningful
responses
4.3 speak/sign proficiently to engage meaningfully and confidently in various contexts
4.4 read written texts to enhance comprehension and critical thinking skills in problem solving, team
building and tolerance culturally relevant materials
4.5 write/ braille accurately in English for effective communication
4.6 demonstrate the use of ICT in aspects of listening, speaking, reading and writing
4.7 write/braille a variety of creative texts
4.8 explore the world’s cultural identities through digital platforms.

5.0 METHODOLOGY AND TIME ALLOCATION

5.1 Suggested Methodology

In using this syllabus, the Functional, Communicative and Multi-Sensory Approaches as well as
principles of individualisation, concreteness, totality and wholeness are recommended, operating within
the spiral framework. Using these approaches, language forms and structures are taught by using them
in various contexts rather than as isolated forms. All activities and methods should be participatory and
learner centred starting from simple to complex.
The following methods are recommended:
 communicative language teaching (CLT)
 demonstration
 debate and discussion
 individual and group presentations
 drama
 role play/ imitation/miming

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  poetry
 educational tours/excursions
 e-learning
 case study
 animation
 situational language teaching/learning
 individual learning plans (IPS)
 diorama
 resource persons
 classroom-based project
 story telling / signing
 games and quizzes
 simulation
 puppetry
 experimentation
 discovery
 gamification

5.2 Time allocation

For effective teaching of English Language, the following time allocation is recommended: Grade 3 to 7: 9
periods of 30 minutes per week.

6.0 SYLLABUS TOPICS

The teaching and learning of English Language will focus on the following:
 Listening/Observing
 Speaking/Signing
 Reading
 Writing / Brailling

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7.0 SCOPE AND SEQUENCE
7.1 TOPIC 1: LISTENING / OBSERVING
GRADE 3 GRADE 4 GRADE 5 GRADE 6 GRADE 7
 The 44 English  The 44 English  The 44 English  The 44 English  The 44 English
phonemes phonemes phonemes phonemes phonemes
 Silent consonants and  Homophones (words with  A series of  Words that have the  Listening to a variety of
vowels same sound but different consecutive same initial sound texts
 Instructions in a row spelling and meanings) commands or  Words that have the  Responses to utterances
 News and stories told such as heal/heel, knit/ instructions same terminal sound with emphasis on
from electronic media neat, herd / head.  Intensive listening:  Stress and intonation responses such as, “I
 News and short stories  Cardinal vowel sounds,  Information  Long and short vowel agree/strongly agree,
from the local that is, 8 diphthongs such retention: Short sounds definitely/absolutely,” and
environment. as: take, make, road and responses and  Diphthongs justifying responses
 Dictation and spelling 12 monophthongs such statements such as  Triphthongs  Dictation words and
 True / False or Yes / No as: rod, pot, bend, gate true/false or yes/no  Intensive listening such sentences from a variety of
statements (compared to the 5 sounds responses as listening to utterances texts
in the indigenous  Dictation: or extended speech from  Summary writing
language)  Words and texts  Aural comprehension
 Commands and sentences from  Responses to utterances  News and stories from
instructions various texts with statements such as, electronic media and re-
 Statements which require  Listening to various “I agree/strongly agree, telling them
True / False answers texts for definitely/absolutely,  Diphthongs
either absolutely (such as: comprehension true/false.”  Triphthongs
the earth is flat), or relative  Listening to  Dictation words and
to a story or description incomplete stories sentences
 Texts / stories from various and complete them  Stories and news told
sources logically from electronic media
 Dictated / Signed words,  Dipthongs  Aural comprehension
short sentences and  Triphthongs
stories

7.2 TOPIC 2: SPEAKING / SIGNING

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GRADE 3 GRADE 4 GRADE 5 GRADE 6 GRADE 7
 Articulating / signing and  Articulating / signing  Articulation: Stress  Articulation: Fluency  Articulation: Fluency
understanding words :stress patterns for single patterns for single words markers such as tone, markers such as tone,
with: words - Intonation patterns pauses, pace, stress and pauses, pace, stress and
- silent consonants  Direct and indirect - Non-verbal features intonation in speech intonation in speech
such as know, calm, questions  Public speaking skills  Pronouncing words often  Appropriate register for
often  Public speaking such as; - Short prepared and confused such as communicative situations
 silent vowels such as debates, drama, impromptu speeches bird/bed, sat/set such as greetings, online
feather, fruit, group impromptu speeches and on cross-cutting  Appropriate registers for and physical interactions,
 Asking and answering the themes and emerging online and physical introductions, requests
recitations.
WH- questions. issues interactions and condolences
 Appropriate register for
 Parts of speech  Debate  Instructions and  Public speaking:
social interactions. - Prepared speeches
 News and storytelling e.g  Appropriate register in directions
short stories, folktales  Processes such as functions such as  Public speaking: - Impromptu speeches
and news cooking sadza and baking apologising, requesting, - Prepared speeches - Emerging issues
 Appropriate forms of  Sequence of events agreeing and disagreeing - impromptu speeches  Debate
greeting, thanking, related to other learning  Processes or sequence of - Emerging issues  Description of a person, a
apologising, requesting areas on the curriculum events related to other  Story telling such as place, an object, an
and instructing. such as Prize Giving Day learning areas on the factual and imaginary experience, a scene/event
 Conversation on cross-  Descriptions of a person, curriculum  Debate  Summarising aural or read
cutting themes such as, place or an object  Descriptions of events,  Description of a person, stories
the environment and  Dialogue scenes and places place, object, process or  Dialogue
natural phenomena like  Conversation on cross-  Appropriate use of sequence of events
weather and seasons cutting themes such as, grammatical structures to  Summarising aural or
 Expressing mood, the environment and convey messages read stories
attitude and emotion natural phenomena like  Summarising aural or  dialogue
using stress and weather and seasons read stories
intonation or non-verbal
features.
 Dialogues
 Descriptions of people,
animals and objects.

7.3 TOPIC 3 READING

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 GRADE 3 GRADE 4 GRADE 5 GRADE 6 GRADE 7
 Phonics: reading words  Phonics: reading  Phonics: words with  Intensive reading of  Intensive reading of a
with silent consonants homophones such as; similar ending sounds but various texts variety of texts
such as knife, knock, fair/fare, bought/boat. different spellings such as  Extensive reading of a  Extensive reading of a
know, bomb, light, night  Reading to an audience teacher/signature variety of texts variety of texts
 Reading a range of with clarity and expression write/right  Reading for fluency,  Reading for fluency,
suitable texts with  Reading silently and  Reading for fluency and understanding and understanding and
numbers and pictures for answering comprehension understanding answering questions answering questions
understanding and questions, retelling,  Intensive reading of  Skimming and scanning  Skimming and scanning
answering of questions miming or dramatising various texts - Words in context through a variety of texts
 Silent reading passages  Extensive reading of a  Referencing skills: the use such as books,
 Retelling texts read  Skimming and scanning variety of texts of the dictionary, atlas, magazines, newspaper,
 Reading fluently and with  Referencing skills such as:  Skimming and scanning directory, glossary and telephone directory,
expression use of the dictionary, atlas,  Referencing skills: the use internet for information brochures and internet
 Reading for enrichment directory and internet for of the dictionary, atlas,  Instructions and warnings  Referencing skills: the use
 Punctuation marks such information. directory and internet for on packets and containers of the dictionary, atlas,
as capital letters, full  Instructions on packets information of common commodities directory, glossary and
stops and question marks and containers of common  Instructions and warnings internet for information
in a paragraph. commodities on packets and containers  Instructions and warnings
 Reading for of common commodities on packets and containers
comprehension. of common commodities
7.4 TOPIC 4: WRITING
GRADE 3 GRADE 4 GRADE 5 GRADE 6 GRADE 7
 Grade 3 to 7 Nelson  Grade 3 to 7 Nelson Script /  Grade 3 to 7 Nelson Script /  Grade 3 to 7 Nelson Script  Grade 3 to 7 Nelson Script /
Script / relevant Braille relevant Braille contractions relevant Braille contractions / relevant Braille relevant Braille contractions
contractions  Parts of speech such as  Parts of speech such as nouns, contractions  Parts of speech such as
 Practising hand-eye nouns, verbs, prepositions pronouns, verbs, adverbs,  Parts of speech such as nouns, pronouns, verbs,
coordination and adjectives in sentences prepositions, conjunctions and nouns, pronouns, verbs, adverbs, prepositions,
 Parts of speech such  Sentence construction adjectives in sentences and adverbs, prepositions, conjunctions, adjectives,
as; nouns, verbs,  Comprehension questions paragraphs conjunctions and interjections and articles in
prepositions and  Multiple choice questions  Sentence construction adjectives in sentences sentences and paragraphs
adjectives in and answers on vocabulary  Formal / business and Informal and paragraphs  Sentence construction
sentences and grammatical structures / friendly letters  Sentence construction  Comprehension questions
 Guided and controlled and comprehension.  Comprehension questions  Formal / business and  Multiple choice
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 composition of  Summarising given texts. - Multiple choice Informal / friendly letters  Literal and inferential
different types such  Formal / business and - Literal and inferential  Comprehension questions questions in complete and
as; descriptive and Informal / friendly letters questions in complete and  Multiple choice correct sentences
narrative  Composition correct sentences  Literal and inferential  Language structures (Refer
 Free compositions -controlled / guided  Language structures (Refer to questions in complete and to section 8.0)
 Description of people, composition section 8.0) correct sentences  Composition: controlled,
objects, pictures and -free descriptive and  Composition writing:  Language structure(Refer guided, free narrative and
places. narrative compositions - controlled, guided, free to section 8.0) descriptive compositions
 Friendly letter -creative writing: stories, narrative and descriptive  Composition:  Report, dialogue, speech,
 WH- comprehension poems, and wall compositions controlled, guided, free diaries, poetry, wall
questions newspapers. - Report , dialogue, speech, narrative and descriptive newspapers
 Dictation: words and  Punctuation marks such as; diaries, poetry, wall compositions  Summarising a variety of
short sentences. capital letter, full stop, newspapers  Report, dialogue, speech, text
 Punctuation marks such question mark, exclamation  Completing various forms such diaries, poetry, wall  Completing various forms
as; capital letter, full mark and apostrophe in as indemnity, confirmation newspapers such as indemnity, passport
stop, question mark, sentences and paragraphs forms, bank slips, vetting forms,  Summarising a variety of forms, confirmation forms,
exclamation mark and  Dictated / signed words or and passport forms. text bank slips, vetting forms
apostrophe in short sentences  Summarising a variety of text  Completing various forms  Announcements for
sentences and  Punctuation marks such as full such as indemnity, different purposes
paragraphs stop, question mark, comma, confirmation forms, bank  Punctuation marks such as
semi-colon, apostrophe, slips, vetting forms full stop, question mark,
exclamation mark  Punctuation marks such comma, semi-colon,
 Dictation and spelling as full stop, question apostrophe, exclamation
mark, comma, semi-colon, mark, opening and closing
apostrophe, exclamation inverted commas, hyphen,
mark, opening and closing colon, semi-colon
inverted commas, hyphen  Dictation and spelling
 Dictation and spelling

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 COMPETENCY MATRIX
7.5 GRADE 3 TOPIC 1: LISTENING / OBSERVING
CONCEPT OBJECTIVES CONTENT ( Knowledge, SUGGESTED LEARNING SUGGESTED RESOURCES
Learners should be able to: Skills and Attitudes) ACTIVITIES AND NOTES
LONG AND SHORT VOWEL  distinguish words with  Long and short vowel  Listening to words with long  Vowel chart
SOUNDS long and short vowel words such as: ship / and short vowel sounds  Flash cards
sounds sheep, dip / deep, slip /  Sounding the long and short  ICT tools
sleep, fill / feel, pull / pool, vowel sounds made by the
full / fool and cut / cart. teacher/audio materials.
 Distinguishing words with
long vowel sounds from those
with short vowel sounds
WORDS WITH SILENT  identify silent consonants  Silent consonants such as;  Identifying words with silent  Flashcards
CONSONANTS AND VOWELS and vowels in given words knot, knife, knee and consonants.  Phonetic alphabet
 articulate / sign words with know.  Grouping words with the  ICT tools
silent consonants and  Silent vowel sounds such same silent vowels.  Resource persons
vowels as; laugh, load and coat.

SIMPLE INSTRUCTIONS  follow two simple  Two simple instructions  Following two simple  Sentence strips
instructions in a row. such as; Thandi, kneel and instructions in a row.  ICT tools
greet your grandmother.  Listening and responding  Sign posts
 Instructions for games and accurately to instruction.  Game environment
puzzles.  Giving each other  Newspapers and
instructions. Magazines
 Dramatising / role playing
given instructions.
 Playing games(traditional and
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 contemporary)
NEWS AND STORY TELLING  retell stories heard on  News  Listening to stories  Field trips
living heritage.  Stories. -from the local environment.  Recorded stories
-about Zimbabwean heroes  Resource persons
and heroines.  Pictures of heroes and
 Retelling heard stories heroines.
 Role playing  ICT tools
 Dramatising stories  Story books
 Blissy Symbolics
DICTATION AND SPELLING  write dictated/signed  Spellings  Listening to dictated/signed  ICT tools
words and sentences  Sentences words or sentences  Flash cards
 Writing dictated/signed words  Sentence strips
or sentences  Work cards
 Playing various spelling or
word games
RESPONSES TO  respond to statements  Questions and statements  Answering questions which  ICT tools
UTTERANCES which require a true / false require yes / no  Sentence strips
answer.  Responding to statements  Work cards
 respond to questions with true / false.  Games
which require a yes / no
answer.

GRADE 3 TOPIC 2: SPEAKING / SIGNING

CONCEPT OBJECTIVES CONTENT ( Knowledge, Skills SUGGESTED LEARNING SUGGESTED RESOURCES
Learners should be able to: and Attitudes) ACTIVITIESAND NOTES
WORDS WITH  identify words with silent  Words with silent  Articulating / signing words with  Phonetic alphabet
SILENT consonant sounds consonants such as; sign silent consonant sounds  THRASS chart and sing
CONSONANT  pronounce words with silent and often.  Grouping words with the same along audio book.
AND VOWEL vowel sounds  Words with silent vowels silent vowel  ICT tools
SOUNDS such as; feather, fruit and  Reciting rhymes  Rhymes
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 group.  Flash cards
PARTS OF  use appropriate forms of  Parts of speech such as;  Practising parts of speech through  Charts with different
SPEECH parts of speech in different nouns, pronouns, verbs, activities such as; drills, games, language structures
contexts adverbs, prepositions and songs and rhymes.  Flash cards
adjectives  Conducting dialogues  Games
 Presenting prepared and  Work cards
impromptu speeches on topical  Cloze passages
issues such as; pollution, gender  ICT tools
roles, children’s rights and
responsibilities using appropriate
structures.
 Completing cloze passages

NEWS AND  tell stories in sequence  Short stories and news  Narrating stories  Picture stories
STORIES  report news from their  Reports on local events.  Retelling stories  Newspapers
community  Reporting news and events  Story books
 Commenting on news, stories and  ICT tools
events  Rhymes
 Resource persons
 Cloze passages
MOOD,  express mood, attitude and  Use of stress, intonation  Expressing mood, attitude and  Video clips
ATTITUDE AND emotions. or non-verbal features to emotions through stress,  Pictures
EMOTIONS / express mood, attitude intonation and non-verbal features  Smileys on cards
NON- VERBAL and emotions.  Dramatising relevant scenes to  Sentence strips.
FEATURES show mood, attitude and
emotions.
 Role playing relevant scenes to
show mood, attitude and emotions
QUESTIONS  ask oral questions  WH- questions and their  Asking oral questions in a given  Question strips
AND  answer oral questions answers context  Flash cards
ANSWERS  Responding to WH questions  Arbitrary sound charts
orally  Story books
 Magazines
 Newspapers
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  Liberation war literature
 ICT tools
DIALOGUES  express their opinions on  Cross-cutting themes  Expressing their opinion on  Pictures of sacred
identified cross cutting  Natural resources selected cross-cutting themes places
themes  Weather and seasons  Talking about tangible and  Weather chart
 use correct English to talk  Tangible and intangible intangible heritage in the  Weather instruments
about tangible and heritage such as, hot environment.  Historical write-ups of
intangible resources in their springs, and totems  Conducting educational tours to sacred places
environments sacred places and landforms.
 use correct English to
discuss the importance of
conserving Zimbabwe’s
natural heritage.
LANGUAGE  use appropriate language  Appropriate language for  Demonstrating the appropriate  ICT tools
FUNCTIONS structures for different greeting, thanking, forms of greeting, thanking,  Picture stories
situations instructing, apologizing instructing, apologising and  Resource persons
and requesting. requesting
 Simulating use of appropriate
forms of language for greeting,
instructing, thanking, apologising
and requesting.
 Distinguishing formal and informal
forms of greeting, thanking,
apologising and requesting.

DESCRIPTIONS  describe people, animals,  Descriptive words of size,  Describing people, animals, plants  Pictures, pointers
plants and objects. colour, shape including and objects.  Variety of objects in the
their opposites and  Drawing/ feeling real objects, environment
comparative forms where people and animals.  chart
applicable  Completing cloze passages.  Sentence strips

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 GRADE 3 TOPIC 3: READING / SIGNING
CONCEPT OBJECTIVES CONTENT SUGGESTED LEARNING SUGGESTED RESOURCES
Leaners should be able (Knowledge, Skills and ACTIVITIES AND NOTES
to: Attitudes)
WORDS WITH SILENT  pronounce words  Words with silent letters:  Listing words with silent  Sentence strips
CONSONANTS AND correctly - Silent consonants: consonants  Word lists
VOWELS Knife, knock, know, bomb,  Reading words with silent  Flash cards
light and night vowels  ICT tools
- Silent vowels: cough,  Constructing sentences using  Braille texts
measure and bread. words with silent consonants
and vowels
 Reading sentences using
words with silent consonants
and vowels
COMPREHENSION  read a range of texts  Variety of texts  Reading a variety of texts  Reading texts
for understanding  Silent reading skills  Role playing characters or  Story books
events in texts read  E-books
 Answering comprehension  Reading cards
questions  Braille texts
 Retelling texts read

FLUENT READING /  read fluently / sign  Fluent reading with emphasis  Reading aloud  Reading text
PROFICIENT SIGNING proficiently with on voice projection, correct  Observing punctuation marks  Story books
expression. word pronunciation, word to when reading  Reading cards
word intonation, stress,  Pronouncing / signing words  Reading texts on ICT gadgets
observation of punctuation with stress and intonation  Pointers
marks and appropriateness of  Simulating news reading  Punctuation marks chart
speed.  Braille texts
 Proficient signing with
emphasis on hand shapes,
hand movement and non-
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 manual features

ENRICHMENT READING  read a variety of texts  Variety of texts  Playing reading games  Newspapers / magazines
for enrichment  Retelling texts read  Storybooks
 Dramatising texts read  E-books
 Braille texts
 Large print books

PUNCTUATION MARKS  observe punctuation  Capital letters, full stops,  Observing punctuation marks  Charts with punctuation
marks when reading question marks, commas and in a text. marks
paragraphs.  Punctuating sentences and  Variety of texts
paragraphs  E-books, braille text
 Large print books

GRADE 3 TOPIC 4: WRITING

CONCEPT OBJECTIVES CONTENT (Knowledge, Skills SUGGESTED LEARNING SUGGESTED RESOURCES
Learners should be able to: and Attitudes ) ACTIVITIES AND NOTES
PENMANSHIP  write letters with loops  Grade 3 – 7 Nelson Script /  Practising Grade 3 – 7  Grade 3 – 7 Nelson script
 join looped letters in relevant Braille contractions Nelson Script / relevant chart
continuous writing Braille contractions  Braille contraction chart
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  write legibly using the  Braille alphabet chart
Grade 3 – 7 Nelson Script  Slate and stylus
/ relevant Braille  ICT tools (jaws software)
contractions
HAND-EYE  practise left to right hand-  Texts for transcription  Transcribing texts accurately  Texts
COORDINATION / TACTILE eye coordination / tactile  Accuracy in writing with emphasis on hand-eye  Slate and stylus
RIGHT TO LEFT right to left Braille script coordination / tactile right to  ICT tools (Jaws software)
COORDINATION writing movement left coordination.
PARTS OF SPEECH  identify parts of speech in Parts of speech: nouns,  Listing parts of speech  Charts
given texts pronouns, verbs, prepositions  Using parts of speech in  Word cards
 construct meaningful and adjectives (refer to context  Sentence strips
sentences using parts of section 8.0 of this syllabus)  Cloze passages
speech ICT gadgets
COMPOSITION  write controlled, guided,  Samples of controlled  Writing controlled, guided,  Picture or recorded
picture and free narrative compositions such as filling in picture and free narrative and guidelines
and descriptive : The name of my teacher is descriptive compositions  Cloze compositions
compositions _____
My teacher is _______ (male /
female)
 Or guided such as: What is
the name of your teacher? Is
your teacher male or female?
 Picture composition
 Free composition – writing on
a given topics

PUNCTUATION MARKS  identify punctuation marks  Punctuation marks such as  Identifying punctuation marks  Charts with punctuation
in sentences capital letters, question  Discussing the use of marks
 insert appropriate marks, commas and full stops punctuation marks  Chart with sign language
punctuation marks in  Punctuating given work punctuation marks
sentences  A variety of texts
 E-books
LETTER WRITING  outline features of an  Informal / friendly letter  Stating components of an  ICT tools
informal/friendly letter format: address, date, informal / friendly letter  Sample letters

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  write / braille the letter salutation, body, closure and  Writing a short informal /
using correct format signature line friendly letter of at least five
 write / braille an informal /  Informal / friendly letter sentences using correct
friendly letter using format.
correct format
COMPREHENSION  answer WH-  WH- questions: what, when,  Discussing WH- questions  A variety of texts
comprehension questions who, why, and which together  Reading texts  Chart with WH- questions
with expected answers  Answering WH- questions  Sentence strips
 A variety of texts  Work cards
 Sample questions  Dictionary
DICTATION AND  write / braille dictated /  Words  Writing / brailling dictated /  Flash cards
SPELLING signed words correctly  Sentences signed words correctly  Sentence strips
 write / braille dictated /  Filling in blank spaces in  Dictionary
signed sentences sentences with correctly spelt  ICT tools
correctly words.

GRADE 4 TOPIC 1: LISTENING / OBSERVING

CONCEPT OBJECTIVES CONTENT (Knowledge, Skills and SUGGESTEDLEARNING SUGGESTED

Leaners should be able to: Attitudes) ACTIVITIES AND NOTES RESOURCES
PHONICS  identify the 44 phonemes in  20 vowel sounds  Identifying the 44 phonemes  THRASS chart
English 24 consonant sounds in English.  Phoneme machine
 distinguish long and short  short vowel sounds  Exploring the phoneme  Chart with cardinal
vowel sounds such as: pull /  Long vowel sounds machine. vowels
pool, full / fool, cut / cart /  Cardinal vowels such as; u, e, i , o,  Listening to words with  Word cards
distinguished signed words ea, oo, ee, ai various sounds  Chart with word
 list words that sound the same.  Identifying words with long signs
and short sounds  Pictures

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  Saying out words with long  Rhyming words on
and short vowel sounds. cards
 Playing rhyming games  ICT tools
HOMOPHONES  identify words with same sound  Words with the same sounds but  Listening to recorded words  ICT tools
but different spelling and different spelling and meaning with same sounds but  Word cards
meaning such as; weak /week /  Homophones in sign language different meaning / observe  Sign language
wick signed words dictionary
 group words with same sound  Identifying words with different  Chart with
but with different spelling and meaning but same sound homophones
meaning  Grouping words with same  Cardinal vowel
sound but different spelling charts
and meaning.
SERIES OF INSTRUCTIONS  respond to given instructions in  A series of instructions such as:  Following a series of  Instruction cards
a row Open the cupboard, collect the red instructions  Multimedia
books from the top shelf and give  Giving a series of instructions resources
them to the class monitor. in a row and following them
 Dramatising / miming or role
playing given instructions
RETENTION OF INFORMATION  respond appropriately to  Statements which require true / false  Listening to text read  A variety of texts
statements basing on prior answers correct / incorrect, yes / no  Generating statements from  ICT tools
knowledge using words true /  Various texts texts read  Sentence strips with
false, correct / incorrect, yes /  News and stories from local  Responding appropriately to statements
no environment statements using the words  Resource persons
 retell news and stories heard true / false, correct / incorrect,
yes / no
 Listening to news and stories
 Playing listening games such
as: the Chinese whisper game
COMPREHENSION  retell stories read  Various stories / texts reflecting our  Listening to stories / texts  A variety of texts
 answer / sign comprehension heritage being read based on our  ICT tools
questions heritage  National Anthem
Key words and phrases  Retelling stories read  Story books
Comprehension questions  Discussing stories read  Resource books
 Answering questions from  Multimedia tools.

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 stories read.
DICTATION AND SPELLING  write /braille dictated words  Words for dictation  Discussing meanings and  Recorded texts
 write /braille dictated sentences  Short sentences for dictation usage of words to be dictated  Sentence strips
 spell dictated words  Short stories for dictation  Writing dictated words and  Flash cards
stories  ICT tools
 Peer dictation
 Word sorting
GRADE 4 TOPIC 2: SPEAKING / SIGNING
CONCEPT OBJECTIVES CONTENT (Knowledge, Skills SUGGESTED LEARNING ACTIVITIES AND SUGGESTED
Leaners should be able to: and Attitudes) NOTES RESOURCES
PHONICS  pronounce words with correct  Various texts  Practising pronunciation  Word cards
stress and intonation  Selected words for stress  Identifying different combinations of vowels and  Dictionaries
 blend sounds to form words. and intonation consonants in words such as: au, ei, ea, bl- -lb,  ICT tools
 segment words to identify sk- -ks
vowel and consonant sounds  Segmenting words to identify vowel and
consonant sounds.
DIRECT AND  ask direct and indirect  Questions based on the  Discussing the structure of direct and indirect  National Flag
INDIRECT questions in long and short National Heritage questions  Calendar with public
QUESTIONS forms  Direct questions such as  Asking and answering direct and indirect holidays
 respond to direct and indirect What is your name? / questions.  Coat of Arms
questions in long and short What’s your name?  ICT tools
forms  Indirect questions such as I  Local Heritage Sites
want to know your name

PUBLIC SPEAKING  express opinions on topical  Debate topics  Identifying topical issues  Pictures of informal
issues using correct English  Discussion topics  Holding / engaging in debates traders
 Impromptu speech topics  Conducting discussions on topical issues  Charts
 Participating in public speaking on topical issues  Recordings
 Reciting poems on topical issues  Video clips
 Presenting on various topics.  Pamphlets
 Resource person

REGISTERS  use appropriate registers for  Appropriate registers for  Demonstrating appropriate registers in given  ICT tools
various functions such as various social interactions situations online or physical interactions.  Pictures
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 greeting, making such as; greetings,  Practising dialogues  Social media platforms
introductions, apologising, introductions, apologies,  Role playing social interactions  Cards such as
requesting and requests and Christmas cards
congratulating congratulations
SEQUENCING  narrate events and  Appropriate experiments  Explaining experiments and processes  ICT tools
processes logically such as: transpiration and  Outlining stages of a process using time  Resource persons
filtration of water connectors  Appropriate apparatus
 Processes such as cooking  Reporting logically on public occasions relating and ingredients
sadza and baking to their own experiences  Pictures
 Appropriate time  Recipes
connectors eg; firstly,
secondly, lastly and finally
DESCRIPTION  describe people, places,  Descriptive words and  Listing descriptive words and phrases  Pictures of heritage
scenes and events phrases (adjectives)  Describing people, scenes, events and places sites
 Description of people, such as heritage sites.  Pictures / video clips of
places, scenes and events National events
 Pictures / video clips of
social gatherings
 Audio clips
 Resource persons
DIALOGUE  dialogue confidently using  Dialogue on a variety of  Practising conversations on given real life  Pictures
appropriate registers on real life situations eg; First situations.  Videos
given topics day at school between  Demonstrating turn taking skills in a dialogue.  ICT tools
teacher and learner, nurse  Articulating issues confidently.  Chart with dialogues
and a patient  Demonstrating empathy and other emotions  Props for different
appropriately. occupations

GRADE 4 TOPIC 3: READING / SIGNING

CONCEPT OBJECTIVES CONTENT (Knowledge, Skills SUGGESTED LEARNING ACTIVITIES AND SUGGESTED
Learners should be able to: and Attitudes) NOTES RESOURCES
PHONICS  identify words with same  Homophones such as fair /  Reading words with same sounds but different  Word cards
sounds but different fare and boat/ bought spellings and meanings.  Charts
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 meanings  Grouping words with same sounds.  ICT tools
 Language sign charts
 Cardinal vowels charts
FLUENT READING  read a variety of texts fluently  A variety of texts  Demonstrating fluent reading / proficient signing  Word cards
with appropriate expressions - Fluent reading skills  Identifying punctuation marks in texts  ICT tools
and emotions such as voice projection,  Pronouncing words correctly in given texts  Story books
pronunciation, intonation,  Sentence strips
stress, speed and  Chart with punctuation
observation of punctuation marks
marks.  A variety of texts
- Proficient signing skills  Braille texts
such as, hand shapes,
hand movements and
non-manual features.
COMPREHENSION  read a range of suitable texts  A variety of texts  Skimming to get the gist of texts.  Story books
with understanding  Skimming and scanning  Reading a variety of heritage related texts.  A variety of texts
 answer comprehension skills  Scanning for given information in a text.  Braille texts
questions correctly  Comprehension questions  Retelling stories in sequence  Large print books
 Key words and phrases  Answering comprehension questions.  Brailler / Embosser
 Role playing characters in a text.
REFERENCING  apply referencing skills for  Use of the directory,  Finding information from a directory, dictionary,  ICT tools
various purposes internet, dictionary, atlas atlas, maps, glossary and internet.  Dictionary
and maps for information  Scanning for information from reference  Atlas / Maps
materials  Directory

FUNCTIONAL  read instructions on packets  Instructions, symbols and  Reading symbols, warnings and instructions  Packets and
READING and containers such as warnings on different  Interpreting symbols and instructions containers
pesticides and medication containers  suggesting ways of storing dangerous packages  Charts
 apply functional reading skills  Functional reading from  Multimedia resources
in daily life. the local environment e.g.  Large prints
 observe symbols on packets instructions on packets and  Braille texts
and containers containers of commodities.

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 GRADE 4 TOPIC 4: WRITING
CONCEPT OBJECTIVES CONTENT (Knowledge, Skills and SUGGESTED LEARNING ACTIVITIES SUGGESTED
Leaners should be able to: Attitudes) AND NOTES RESOURCES
PENMANSHIP  write legibly using Grade 3 –  Grade 3 – 7 Nelson Script.  Practising writing letters of the  Grade 3 – 7 Nelson
(HANDWRITING) 7 Nelson Script alphabet using Grade 3 – 7 Nelson Script handwriting chart
Script  Braille chart
 Writing words and sentences using  Brailler / Embosser
the Grade 3 - 7 Nelson Script
PARTS OF SPEECH  construct sentences using a  Parts of speech such as: verbs,  Identifying parts of speech in a given  A variety of texts
variety of parts of speech nouns, adverbs and adjectives in text  Chart with parts of
 identify parts of speech in a context. (refer to section 8.0 of  Using parts of speech in context speech
given text this syllabus)  Writing correct sentences using  Word cards
selected parts of speech.  ICT tools
SENTENCE  construct grammatically  Basic sentence pattern (subject +  Identifying the basic elements of a  Sentence strips
CONSTRUCTION correct sentences (subject + verb + object) sentence (subject + verb + object)  ICT tools
verb + object)  Sentence construction  Constructing simple sentences  Games
 Scrambled / jumbled
sentences.
COMPREHENSION  read given texts or pictures  A variety of texts  Reading comprehension passages  Story books
 answer a variety of  Comprehension questions.  Listening to passages read  Comprehension
comprehension questions  Answering comprehension passages
questions.  Dictionary
 ICT gadgets
SUMMARY  read given passages.  A variety of texts  Reading given texts  Word cards
 identify main ideas from  Listening to passages read / stories  Story books
texts told  E-books
 summarise given texts  Writing summaries of given texts or  ICT tools
stories told.  A variety of texts
COMPOSITION  write / braille controlled,  Controlled compositions such as:  Arranging main ideas in  Charts
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 guided, free narrative and The name of our school head is chronological order  Samples of
descriptive compositions ___. Our head is____. (female /  Writing topic sentences and compositions
male) supporting developers.  Pictures
 Guided compositions e.g.  Writing controlled, guided and free  Sentence strips
pictures, charts and guidelines. compositions  ICT tools
 Free compositions- writing about
topical issues such as aspects of
our heritage issues
 Poems
LETTER WRITING  outline features of a  Features of formal and informal  Stating components of informal /  ICT tools
formal/business letter letters friendly and formal/business letter  Sample letters
 identify the differences and - Informal letter layout  Stating differences and similarities  Charts
similarities between formal One address, date, salutation, between formal and informal letter
and informal letters body, ending, block writing
 write/braille informal/friendly paragraphing  Writing informal / friendly and
and formal/business letter - Formal letter layout formal/ business letters using
using correct format - Two addresses, date, correct format.
salutation, reference, body,
ending (Yours
faithfully/sincerely), block
paragraphing
PUNCTUATION  identify punctuation marks in  Punctuation marks such as:  Identifying punctuation marks in  Charts with punctuation
written text question marks, capital letters, written texts. marks
 explain appropriate use of commas, exclamation marks,  Discussing the use of punctuation  Written texts
punctuation marks apostrophe and full stops. marks  Sentence strips
 use punctuation marks  Punctuation marks and their uses  Punctuating sentences.  ICT tools
appropriately  Punctuation marks in context.
DICTATION AND SPELLING  dictated / signed words  Words and sentences.  Dictating words and sentences  ICT tools
correctly  Writing correct spellings of dictated  Flash cards
 write dictated / signed words and sentences.  Sentence strips
sentences correctly.

GRADE 5 TOPIC 1: LISTENING / OBSERVING

CONCEPT OBJECTIVES CONTENT (Knowledge, Skills SUGGESTED LEARNING ACTIVITIES AND SUGGESTED
25
 Leaners should be able to: and Attitudes) NOTES RESOURCES
PHONICS  distinguish the 44 phonemes  The 44 phonemes in English.  Differentiating the 44 phonemes in English.  Phonetic alphabet
in English. -20 vowel sounds such as /oo/  Listening to different texts read  A variety of texts
-20 vowel sounds /ae/ /ee/  Exploring the phoneme machine.  ICT tools
-24 consonant sounds. -24 consonant sounds such as  Articulating words with diphthong and  Phoneme machine
 articulate words with /b/, /m/, /f/, /g/, /n/ /gr/, /br/ triphthong sounds
diphthong and triphthong  Stress patterns for two or
sounds more syllabic words.
 pronounce words with correct  diphthongs and triphthongs.
stress and intonation
SERIES OF  respond to more than three  A series of instructions/  Listening to/observing a set of given  Pictures
INSTRUCTIONS/ given instructions/ commands commands such as: Stand up, instructions/ commands  Recordings of
COMMANDS in a row jump around, clap your hands  Responding appropriately to a set of given instruction/ commands
and sit instructions/ commands  Instruction cards
 Role playing  ICT tools
INTENSIVE  respond appropriately to  Short responses such as  Answering questions using short responses  Recordings
LISTENING questions using words such as true/false, it’s true/it isn’t true,  Charts
true/false, yes/no, yes/no, yes it is/no it isn’t,  Pictures
correct/incorrect correct/ incorrect e.g Mbuya
Nehanda took part in the first
Chimurenga. (True/false)
LISTENING  read a variety of texts and  A variety of texts and stories  Listening to a variety of texts read or played  Various texts
COMPREHENSION stories or audio materials. or audio materials. including those depicting aspects of our  ICT tools
 Key words and phrases tangible and intangible heritage  Reading cards
 respond appropriately to  Comprehension questions  Answering questions  Question strips
questions from different texts  Miming actions from texts read.
heard.
DICTATION AND  write dictated words and  Words and sentences.  Listening and writing dictated words and  Dictionary
SPELLING sentences correctly. sentences  Crossword puzzles
 Playing spelling games such as the Spelling  A variety of texts
Bee game and the Treasure hunt game  ICT tools
LISTENING TO  complete stories logically  Incomplete stories  Listening to incomplete stories including  Pictures
INCOMPLETE those depicting aspects of our tangible and  ICT tools
STORIES intangible heritage.  Story books

26
  Completing stories
 Dramatising possible endings of the story

GRADE 5 TOPIC 2: SPEAKING / SIGNING

CONCEPT OBJECTIVES CONTENT (Knowledge, Skills and SUGGESTED LEARNING ACTIVITIES SUGGESTED
Leaners should be able to: Attitudes) AND NOTES RESOURCES
ARTICULATION  pronounce words  Stress patterns for single words  Pronouncing/signing words correctly  Sign language charts
correctly/sign words such as factory, driver, doctor  Practising reading news  Sign language
accurately  Intonation patterns  Recording learners speaking/signing alphabet
 Non-verbal features and playing back the recordings.  ICT tools
 Multimedia tools
PUBLIC SPEAKING  express themselves  Public speaking skills such as self-  Displaying public speaking skills  A variety of texts
confidently before an expression, clarity, posture, voice  Making notes for prepared speech  Recordings
audience projection, gestures and  Rehearsing for public speaking  Resource persons
 present prepared and confidence  Reciting poems  ICT tools
impromptu speeches.  Prepared and impromptu  Researching on topical issues.
speeches on cross-cutting themes
and topical issues
DEBATE  express themselves in correct  Debating procedures  Outlining debate procedures  A variety of texts
English through debate on  Debating skills such as confidence,  Discussing topical and other issues  Resource persons
topical and other issues clarity, coherence of ideas, eye  Analysing views of other learners  Recordings
contact, tone, strategic  Holding debates and shows on  ICT tools
competence and guiding notes topical and other issues
 Non-verbal features  Engaging in school-based or cluster-
based debate seminars
REGISTERS  use appropriate registers to  Appropriate registers for  Demonstrating the appropriate ways  Pictures
express themselves in communicative situations such as of expressing ideas in different  Comic books
different situations persuading, complimenting and communicative situations such as  Magazine/ newspaper
requesting e.g. May I…., persuading, complimenting, articles
Please….. requesting and resolving conflicts.  ICT tools
SEQUENCING  describe various processes  Processes such as vegetable  Identifying appropriate linking words  Resource persons

27
 using cohesive devices growing, broiler rearing, cooking  Describing different processes using  Pictures
appropriately e.g firstly, and compost making appropriate cohesive devices  A variety of texts
secondly, then, after that,  Multimedia tools.
lastly
DESCRIPTIONS  use correct adjectives to  Descriptive words of events,  Outlining descriptive words, their  Pictures
describe events, scenes and scenes and places and their comparatives and superlatives  Chart with descriptive
places. comparatives and superlatives  Describing events, scenes and words and signs
places  Recorded descriptions
 Completing cloze passages of places, events and
scenes
CONVEYING MESSAGES  use the correct language  Direct and indirect speech.  Practising direct and indirect speech  Picture stories
structures to convey - He/she wants (someone) to  Conveying messages in pairs/groups  Instruction cards
messages go to town  Games on conveying messages.  ICT tools
- He/she says (that)…….
- He/she means…….
- He/she is saying that……
SUMMARISING STORIES  summarise stories  A variety of texts and audio  Identifying main ideas/points  ICT tools
materials.  Organizing information logically  Story books
 Retelling stories  Resource persons
 Paraphrasing

GRADE 5 TOPIC 3: READING

CONCEPT OBJECTIVES CONTENT (Knowledge, Skills and SUGGESTED LEARNING ACTIVITIES SUGGESTED
Leaners should be able to: Attitudes) AND NOTES RESOURCES
WORDS WITH THE SAME  read words with the same  Words with the same ending  Reading texts  A variety of texts
ENDING SOUND AND ending sound but different sounds but different spellings such  Identifying words with the same  Reading cards
DIFFERENT SPELLING spelling as signature/teacher, ending sound but different spelling  ICT tools
 read given texts stationery/stationary  Grouping words with the same  Braille text

28
  identify words with same ending sound but different spelling  Talking books
ending sounds but different  Large print texts
spellings from given passages
READING FOR FLUENCY  read texts fluently  Fluent reading skills such as  Identifying and observing punctuation  A variety of texts
intonation, stress, punctuation, marks in a text  Chart with punctuation
word recognition, word attack and  Pronouncing words from a given text marks
pronunciation/hand shape, accurately  Braille texts
movement and location when  Imitating a news reader  Talking books
signing  Demonstrating reading accurately,  Large print texts
confidently, fluently with appropriate  ICT tools
speed
SKIMMING AND  skim and scan through a text  A variety of texts  Identifying main points in read texts.  A variety of texts
SCANNING  surf information  A variety of question types such as  Evaluating  Braille texts
 answer comprehension closed, open ended and multiple  Answering comprehension questions  Talking books
questions choice  Large print texts
 ICT tools
INTENSIVE READING  read texts silently  A variety of texts  Reading texts silently  A variety of texts
 identify new words in texts  Contextual meaning of words  Identifying new words in given texts  ICT tools
 give contextual meanings of  Key words and phrases  Giving contextual meanings of words  Braille texts
words read  Talking books
 Large print texts
 Word cards
EXTENSIVE READING  read a variety of texts for  A variety of texts  Reading a variety of texts silently  A variety texts
leisure  Contextual meaning of words including those depicting aspects of  ICT tools
 give contextual meanings of  Key words and phrases our tangible and intangible heritage  Word cards
words from a variety of texts  Identifying new words in given texts  Large print books
 Giving contextual meanings of words  Braille texts
read
REFERENCING  use referencing skills to find  Information from: directories,  Finding information from various  Reference sources
information from different dictionaries, atlases, maps, reference materials such as dictionaries,
sources encyclopedias, internet, table of  Applying referencing skills in different directories, atlases,
contents, indices and glossary learning areas and situations e.g maps, encyclopedias,
sections when looking up a contact in the internet, table of
phonebook or when giving/looking for contents, indices and
29
 directions glossary sections
 ICT tools
WARNINGS AND  read instructions, warnings  Warnings on containers and  Reading warnings and instructions  Pictures of containers
INSTRUCTIONS and symbols on containers packets of different commodities on packets of different commodities  ICT tools
and packets  Instructions on containers and  Interpreting instructions and warnings  Charts
 explain the meanings of packets of different commodities on packets of different commodities  Empty packets of
instructions, warnings and  Answering questions on instructions commodities
symbols on containers and and warnings on packets of different
packets commodities

GRADE 5 TOPIC 4: WRITING / BRAILLING

CONCEPT OBJECTIVES CONTENT (Knowledge, Skills and SUGGESTED LEARNING ACTIVITIES SUGGESTED
Leaners should be able to: Attitudes) AND NOTES RESOURCES
PENMANSHIP  write legibly following the  Letters of the alphabet  Shaping letters of the alphabet  Alphabet chart
(HANDWRITING) Grade 3-7 Nelson Script/  Grade 3-7 Nelson Script/ Braille  Demonstrating letter formation  Braille alphabet
relevant braille contractions alphabet and contractions  Observing the Grade 3-7 Nelson  Nelson script chart
script handwriting on the charts  Braille contraction
 Practising the Grade 3-7 Nelson sheets
script/ modelling braille writing  Sign language
alphabet
PARTS OF SPEECH  identify parts of speech in a  Parts of speech such as: verbs,  Identifying parts of speech in a given  A variety of texts
given text nouns, pronouns, prepositions, text  Charts
 construct sentences using conjunctions, adverbs and  Using parts of speech in context  Word cards
parts of speech adjectives in context. (refer to  Writing correct sentences using  ICT tools
section 8.0 of this syllabus) selected parts of speech.  Multimedia tools
SENTENCE  construct grammatically  Basic sentence pattern (subject +  Identifying the basic elements of a  Word cards
CONSTRUCTION correct sentences (subject + verb + object) sentence (subject + verb + object)  Sentence strips
verb + object)  Compound and complex  Constructing simple sentences  ICT tools
sentences  Constructing sentences incorporating  Games
various parts of speech e.g (The tall  Scrambled / jumbled
boy is sitting on a small chair) sentences.
 Constructing compound and complex
sentences
30
LETTER WRITING  identify the differences and  Features of formal and informal  Stating components of informal /  ICT tools
similarities between letters friendly and formal/business letters  Sample letters
formal/business and - Informal letter layout  Identifying differences and similarities  Charts
informal/friendly letters One address, date, salutation, between formal and informal letter
 write/braille informal/friendly body, ending, block writing
and formal/business letters paragraphing  Writing informal / friendly and formal/
 amplify given guidelines - Formal letter layout business letters using correct format.
- Two addresses, date, salutation,  Amplifying given guidelines to write a
reference, body, ending (Yours letter
faithfully/sincerely), block
paragraphing
 Formal and informal letters on
issues such as invitations,
requests, applications, complaints
etc
 Letter guidelines
COMPOSITION  write controlled, guided and  Structure of a composition:  Outlining a composition framework  Sample poems
free compositions using Introduction, body (developmental  Writing controlled, guided and free  Sample compositions
correct language structures paragraphs) and conclusion compositions including those  Pictures
 write poems, stories, reports,  Paragraphing skills such as use of depicting aspects of our tangible and  ICT tools
speeches, dialogues and topic sentences, developers and intangible heritage  Diaries
diaries using appropriate terminators  Sequencing given pictures and  Magazines
language structures  Cohesive devices (words that writing compositions based on the
make a paragraph flow such as at pictures
first, and later, then, finally)  Recording significant activities in
 Format and elements of: diaries
- Poems  Composing poems on topical issues
- Reports and reading or reciting them to others
- Speeches  Compiling school magazine articles
-Dialogues  Writing reports, dialogues and
speeches
COMPLETING FORMS  complete various forms  A variety of forms such as deposit  Reading instructions on a variety of  ICT tools
accurately and withdrawal slips, vetting, bio forms  A variety of forms
data, indemnity, medical aid,  Completing various forms
application forms and online
31
 surveys
COMPREHENSION  read a variety of texts for  A variety of texts  Reading various texts  A variety of texts
comprehension  Comprehension questions  Answering comprehension questions  Charts
 give contextual meaning of  Meanings of words in context in complete and correct sentences  Braille books
new words  Unfamiliar words  Answering multiple choice questions  Pictures
 answer multiple choice  Working out contextual meanings of  Work cards
questions words and using them in own  Large print books
 answer questions in complete sentences  Talking book
and correct sentences
 use new words in own
sentences
SUMMARY WRITING  identify main points from a  Note making  Reading a variety of texts  A variety of texts
variety of texts  Summary aspects such as  Identifying main ideas from texts read  Samples of summaries
 summarise a variety of texts - Appropriate title for a given  Making notes using the main ideas  Charts on punctuation
passage from texts read marks
- The main ideas of a passage  Providing titles for passages  Note books
- Grammatical accuracy and  Writing summaries of short stories  Braille texts
punctuation and newspaper articles in sequential  Work cards
- Sequencing of ideas order  Word cards
- Length of the summary as given  Talking books
in words  Large print texts
PUNCTUATION  punctuate sentences using  Punctuation marks  Identifying punctuation marks in texts  Charts with
inverted commas, - Inverted commas  Reading texts and observing the use punctuation marks
exclamation marks, capital - Exclamation mark of punctuation marks  A variety of texts
letters, question marks, - Hyphen  Demonstrating use of punctuation  Sentence strips
apostrophe and hyphen - Capital letters marks  Braille books
- Question marks  Punctuating given paragraphs and
- Apostrophe sentences
LANGUAGE  use various language  Conjunctions, quantifiers,  Identifying the language structures in  A variety of texts
STRUCTURES structures in a variety of intensifiers, question tags, texts  Sentence strips
context neither…nor/either…or  Explaining how the various language  Charts
(Refer to section 8.0 of this structures are used in sentences  Work cards
syllabus)  Writing sentences using the  Braille texts
language structures correctly  Word cards
32
  Multimedia resources
DICTATION AND  write /braille dictated words  Words, sentences and short  Listening to texts or audio material  Dictionary
SPELLING  write /braille dictated stories  Reading texts  A variety of texts
sentences  Writing dictated words, sentences  Flash cards
 spell dictated words and stories  Braille punctuation
mark sheet
 Recorded text
 Sentence strips
 ICT tools
 Spelling games

GRADE 6 TOPIC 1: LISTENING / OBSERVING

CONCEPT OBJECTIVES CONTENT (Knowledge, Skills and SUGGESTED LEARNING ACTIVITIES SUGGESTED
Leaners should be able to: Attitudes) AND NOTES RESOURCES
PHONICS  distinguish the 44 English  The 44 English phonemes  differentiating various phonetic  various texts
phonemes 20 Vowel sounds sounds  braille books
24 consonant sounds  listening to different texts  recordings
 distinguish different sounds in  listing words with long and short  ICT tools
a set of given words  words that have the same initial vowel sounds  Phonic programmes
 classify words according to sound such as pick/pink  listening to different stress and  Rhyming games
initial sounds  words that have the same terminal intonation patterns  Phoneme machine
 identify words with the same sound such as sink/think,  identifying diphthongs and
terminal sounds dress/chess triphthongs from a list of words
 identify rhyming words  long and short vowel sounds such  playing rhyming games
 pronounce words with correct as fill/feel, sit/seat, bit/beat
stress and intonation  stress and intonation
 contrast words with long and  diphthongs such as side, gate, why
33
 short vowel sounds  triphthongs such as quiet, choir
 articulate words with
diphthong and triphthong
sounds
INTENSIVE LISTENING  respond appropriately to an  Poems, rhymes, utterances and  Listening to utterances/observing  Songs
utterance instructions signs and responding appropriately  Large print books
 repeat utterances  Retelling stories heard  Recordings
 recite heard poems, rhymes  Reciting poems and rhymes including  ICT tools
and lyrics those depicting aspects of our  Poems and rhymes
 ask questions for clarity tangible and intangible heritage  Audio content
 Reciting and singing words of songs
 Asking questions seeking clarification
on content from other learning areas
RESPONSES TO  respond appropriately to given  Responses using words such as  Listening and responding to  ICT tools
STATEMENTS AND statements surely, definitely, absolutely, agree statements appropriately  Recordings
QUESTIONS  justify responses given e.g. it is cold today, I agree/I  Giving reasons for their responses  Work cards
 identify purpose, tone and strongly agree/disagree
attitude of statements  Justification of responses given
e.g. Is Mr. Moyo a good teacher?
- Response: Definitely!
- Justification: His learners are
always passing.
- Evaluation of statements
DICTATION AND  spell words and sentences  Words and sentences  Listening and writing dictated words  Flash cards
SPELLING correctly and sentences  Dictionary
 Playing spelling games  Crossword puzzles
 A variety of texts
 ICT tools
LISTENING TO  narrate topical issues heard  Topical issues  Listening to electronic media  Electronic media
ELECTRONIC MEDIA over the electronic media programmes  Recordings
 rephrase sentences from  Articulating information heard over
audio or video texts electronic media
 Discussing issues heard on
electronic media

34
LISTENING  read stories or texts  Variety of texts  Listening to stories told or texts read  A variety of texts
COMPREHENSION  answer comprehension  Questions including those depicting aspects of  Question strips
questions our tangible and intangible heritage  Resource persons
 Responding to comprehension
questions
 Dramatising texts heard

GRADE 6 TOPIC 2: SPEAKING / SIGNING

CONCEPT OBJECTIVES CONTENT (Knowledge, Skills and SUGGESTED LEARNING ACTIVITIES SUGGESTED
Leaners should be able to: Attitudes) AND NOTES RESOURCES
ARTICULATION  pronounce or sign words  Fluency markers such as tone,  Discussing/signing topical issues  Sign language charts
correctly pauses, intonation, stress and pace  Conducting debates  Sign language
 Use appropriate gestures in  Communicative competencies such  Reciting poems alphabet
speech as non-verbal and socio-cultural  Presenting impromptu speeches on  Multimedia tools
features topical issue using appropriate  Word Cards
gestures
REGISTERS  use appropriate register to  Appropriate register for  Demonstrating the appropriate ways  Pictures
express themselves in communicative situations using word of expressing ideas in different  Comic books
different situations such as: May I…., Excuse me…., communicative situations either  Magazine/ newspaper
Please….., I’m sorry… online or physical interactions articles
 Applying registers in simulations of  Multimedia resources
real life situations
PRONUNCIATION  pronounce/sign distinctly  Homophones such as  Reading and extracting confusing  ICT tools
pairs of words often steal/steel/still, bad/bird/bed, pat/pet, words from texts  Word cards
confused  Correctly pronouncing words that are  Sign language charts
often confused e.g bad/bird  Pictures
INSTRUCTIONS AND  give instructions and  Directions and instructions using  Giving each other directions to follow  Compasses
DIRECTIONS directions phrases such as  Following given directions and  Chart with compass
 follow instructions and - turn left, instructions points
directions - go straight,  Google maps
- turn south,  Maps
- south of,  ICT tools
- to the north of  Local environment
35
 - on the left-hand side

PUBLIC SPEAKING  express themselves  A variety of topics  Reciting poems  A variety of texts
confidently before an  Cross-cutting themes and topical  Researching on topical issues.  Recordings
audience issues  Structuring content chronologically.  Resource persons
 research on topical issues  Displaying public speaking skills  Multimedia resources.
 structure content  Rehearsing for public speaking
 present prepared and
impromptu speeches
DEBATE  express themselves  A variety of topics  Outlining debate procedures  A variety of texts
confidently before an  Cross-cutting themes and topical  Discussing topical and other issues  Resource persons
audience issues  Analysing views of other learners  Recordings
 research on topical issues  Debating procedures  Holding debates and shows on  Multimedia resources.
 structure content  Debating skills such as confidence, topical and other issues
 sustain discussions or clarity, coherence of ideas, eye  Engaging in school-based or cluster-
arguments on topical and contact, tone, gestures, strategic based debate seminars
other issues. competence and guiding notes
 Argument sustenance markers such
as:
- Therefore,
- Thus,
- Subsequently,
- Nevertheless,
- Apparently,
STORY TELLING  tell stories in a coherent  Stories: factual, narrative or  Narrating folktales, factual narratives  Various texts
manner imaginary with appropriate expressions  Pictures
 re-tell stories  Aspects of a story (paralinguistic skill)  Charts
 summarising stories - Story telling skills such as:  Re-telling stories from a variety of  Multimedia resources
- Voice modulation texts
- Gestures  Discussing aspects of stories such
- Sequencing as plot, theme, setting, title and
- Coherence character
 Paraphrasing using own words in
 Summary brief and to the point
 Organising information logically.
36
DESCRIPTIONS  use correct adjectives to  Descriptive words of processes,  Completing cloze passages  Pictures
describe processes, events, scenes and places and their  Describing processes, events,  Chart
events, scenes and places. comparatives and superlatives scenes and places  Multimedia resources
 Words depicting sequence such as  Demonstrating processes such as  Recipes
after, later, firstly, finally compost making, baking, harnessing  Large print books
 Processes such as compost making, donkeys
harnessing donkeys, baking
GRADE 6 TOPIC 3: READING
CONCEPT OBJECTIVES CONTENT (Knowledge, Skills and SUGGESTED LEARNING ACTIVITIES SUGGESTED
Leaners should be able to: Attitudes) AND NOTES RESOURCES
INTENSIVE READING  read various texts for detail  A variety of texts  Reading a variety of texts for detail  A variety of texts
 increase their sight vocabulary  Vocabulary  Identifying the setting, main theme,  ICT tools
for information and knowledge  Aspect of a story such as: plot, main and minor characters from  Braille texts
 analyse and evaluate - Theme(s) texts  Talking books
information from texts read - Main idea(s)  Outlining the sequence of events in  Large print texts
- Plot (sequence of events) the text  Word cards
- Characters  Constructing sentences using  Dictionaries
- Setting (time and place) vocabulary and structures selected  Glossaries
from texts  Atlases
 Compiling vocabulary notebooks  Indices
 Writing notes and summaries of texts
 Analysing texts.
EXTENSIVE READING  read a variety of texts for  A variety of texts  Reading a variety of texts silently  A variety texts
leisure  Contextual meaning of words  inferring contextual meanings of  ICT tools
 infer contextual meanings of words read  Word cards
words from a variety of texts  Large print books
 Braille texts
 Multimedia resources.

SKIMMING AND  skim through a text  A variety of texts  Skimming through texts to get the  A variety of texts
SCANNING  scan through a text  A variety of question types such as gist  Braille texts
 answer comprehension closed, open ended and multiple  Scanning through texts for main  Talking books
questions choice points  Large print texts
 Playing reading games
37
  Answering comprehension questions  ICT tools
READING FOR  read texts fluently within a  A variety of texts  Identifying and observing punctuation  A variety of texts
FLUENCY specified time marks in a text  Chart
 read with expression.  Pronouncing words from a given text  Braille texts
 observe punctuation marks accurately  Talking books
when reading  Expressing feelings when reading  Large print texts
 read passages without through the use of intonation and  ICT tools
regressing non-verbal cues
 read with stress and intonation  Imitating a news reader
 Demonstrating reading accurately,
confidently, fluently with appropriate
speed
INSTRUCTIONS AND  read instructions, warnings and  Warnings on containers and  Reading warnings on packets of  Pictures
WARNINGS symbols on containers and packets of different commodities different commodities  ICT tools
packets  Instructions on containers and  Reading instructions on packets of  Empty containers
 explain the meanings of packets of different commodities different commodities  Multimedia resources
instructions, warnings and  Interpreting instructions and
symbols on containers and warnings on packets of different
packets commodities
 Answering questions on instructions
and warnings on packets of different
commodities

REFERENCING  use referencing skills to find  Referencing sources  Finding information from various  Reference sources
information from different reference materials such as dictionaries,
sources  Applying referencing skills in different directories, atlases,
learning areas and situations e.g maps, encyclopedias,
when looking up a contact in the internet, table of
phonebook or when giving/looking for contents, indices and
directions glossary sections
 ICT tools

GRADE 6 TOPIC 4: WRITING

38
CONCEPT OBJECTIVES CONTENT (Knowledge, Skills SUGGESTED LEARNING SUGGESTED
Leaners should be able to: and Attitudes) ACTIVITIES AND NOTES RESOURCES
PENMANSHIP (HANDWRITING)  write legibly following the  Letters of the alphabet  Shaping letters of the alphabet  Alphabet chart
Grade 3-7 Nelson Script/  Grade 3-7 Nelson Script/  Demonstrating letter formation  Braille alphabet
relevant braille contractions Braille alphabet and  Observing the Grade 3-7 Nelson  Nelson script chart
contractions script handwriting on the charts  Braille contraction
 Practising the Grade 3-7 Nelson sheets
script/ modelling braille writing  Sign language alphabet
PARTS OF SPEECH  identify modals in texts  Modals such as may, might,  Writing sentences using modals  charts
 use modals in sentences can, could, will, shall and ought correctly  a variety of texts
to (refer to section 8.0 of this  braille books
syllabus)  large print books
 ICT Tools
PARTS OF SPEECH  identify parts of speech in a  Parts of speech such as:  Identifying parts of speech in a  A variety of texts
given text verbs, nouns, pronouns, given text  Charts
 construct sentences using prepositions, conjunctions,  Using parts of speech in context  Word cards
parts of speech adverbs and adjectives in  Writing correct sentences using  ICT tools
context. (refer to section 8.0 of selected parts of speech.  Multimedia tools
this syllabus)
LETTER WRITING  write/braille informal/friendly  Formal and informal letters  Writing informal / friendly and  ICT tools
and formal/business letter of  E-mail. formal/ business letters using  Sample letters
the required length -components of an email. correct format.  Letter format charts
 compose an email  Responding to letters and
advertisements using appropriate
language structures (registers)
 Composing e-mails
COMPOSITION  write controlled, guided and  Structure of a composition:  Outlining a composition  Sample poems
free compositions using Introduction, body framework  Sample compositions
correct language structures (developmental paragraphs)  Writing controlled/guided and free  Pictures
 use appropriate language and conclusion compositions  ICT tools
structures to write poems,  Paragraphing skills such as  Sequencing given pictures and  Diaries
stories, reports, speeches, use of topic sentences, writing compositions based on the  Magazines
dialogues and diaries developers and terminators pictures
 Cohesive devices (words that  Recording significant activities in

39
 make a paragraph flow such as diaries
at first, and later, then, finally)  Composing poems on topical
 Format and elements of: issues and reading or reciting
- Poems them to others
- Reports  Compiling school magazine
- Speeches articles
- Dialogues  Writing reports, dialogues and
speeches
COMPREHENSION  read a variety of texts for Variety of texts  Reading various texts including  A variety of texts
comprehension  Key words and phrases those depicting aspects of our  Charts
 give contextual meaning of tangible and intangible heritage  Braille books
unfamiliar  Answering comprehension  Pictures
 answer multiple choice questions in complete and correct  Work cards
questions sentences  Large print books
 answer questions in  Answering multiple choice  Multimedia Tools
complete and correct questions
sentences  Working out contextual meanings
 use new words in own of words and using them in own
sentences sentences
SUMMARY WRITING  identify main points  Variety of texts  Reading a variety of texts  A variety of texts
 summarise a variety of texts  Identifying main ideas from texts  Samples of summaries
read  Charts on punctuation
 Making notes using the main marks
ideas from texts read  Notebooks
 Sequencing of ideas  Braille texts
 Providing titles for passages  Work cards
 Maintaining stipulated length of  Word cards
the summary as given in words  Talking books
 Writing summaries of short  Large print texts
stories and newspaper articles in
sequential order
LANGUAGE STRUCTURES  use various language  Conjunctions, quantifiers,  Identifying language structures  A variety of texts
structures for effective intensifiers, question tags,  Demonstrating how the various  Sentence strips
communication neither…nor/either…or language structures are used in  Charts

40
  (Refer to section 8.0 of this sentences  Work cards
syllabus)  Writing sentences using the  Braille texts
language structures correctly  Word cards
 Multimedia resources
PUNCTUATION  punctuate sentences and  Punctuation marks  Punctuating given paragraphs  Charts
paragraphs appropriately. - Full stop and sentences  A variety of texts
- Inverted commas  Sentence strips
- Exclamation mark  Braille books
- Hyphen  Multimedia resources
- Capital letters
- Semi colon
- Colon
- Question mark
COMPLETING FORMS  complete various forms  Various forms such as deposit  Reading instructions on a variety  ICT tools
accurately and withdrawal slips, vetting, of forms  A variety of forms
bio data, indemnity, medical  Completing various forms
aid and application forms.
DICTATION AND SPELLING  spell dictated words  Words, sentences and short  Writing dictated words, sentences  A variety of texts
passages. and passages.  Flash cards
 Braille punctuation mark
sheet
 Sentence strips
 ICT tools
 Spelling games

GRADE 7 TOPIC 1: LISTENING / OBSERVING

CONCEPT OBJECTIVES CONTENT (Knowledge, Skills and SUGGESTED LEARNING ACTIVITIES SUGGESTED
Leaners should be able to: Attitudes) AND NOTES RESOURCES

41
PHONICS  differentiate the 44 English  44 English phonemes  differentiating various phonetic  various texts
phonemes -20 vowel sounds sounds  braille books
-24 consonant sounds.  listening to different texts  phoneme machine
 distinguish different sounds  words that have the same initial  listing words with long and short  Multimedia resources
in a set of given words sound such as brain/braid, vowel sounds  THRASS chart
 classify words according to picks/pigs  reading different sentences with  Rhyming games
initial sounds  words that have the same correct stress and intonation for
 identify words with the same terminal sound such as fluency and meaning
terminal sounds stream/cream, dress/chess  identifying words with the same
 identify rhyming words  rhyming words such as clay/play, terminal sounds
 pronounce words with correct night/light  identifying diphthongs and
stress and intonation  long and short vowel sounds such triphthongs from a list of words
 contrast words with long and as fill/feel, sit/seat, bit/beat  playing rhyming games
short vowel sounds  stress and intonation
 articulate words with  diphthongs such as side, gate
diphthong and triphthong  triphthongs such as quiet, choir
sounds
INTENSIVE LISTENING  respond appropriately to an  Poems, rhymes, utterances and  Listening to utterances/observing  Songs
utterance instructions signs and responding appropriately  Large print books
 repeat utterances  Retelling stories heard  Recordings
 recite heard poems, rhymes  Reciting poems and rhymes  ICT tools
and lyrics including those depicting aspects of  Poems and rhymes
 ask questions for clarity our tangible and intangible heritage  Audio content
 Reciting and singing words of songs
 Asking questions seeking
clarification on content from other
learning areas
RESPONSES TO  respond appropriately to  Responses using words such as  Listening and responding to  Multimedia resources.
STATEMENTS and given statements surely, definitely, absolutely, statements appropriately  Work cards
QUESTIONS  justify responses given agree e.g. it is cold today, I  Giving reasons for their responses
 identify purpose, tone and agree/I strongly agree/disagree.
attitude of statements  Justification of responses given
e.g. Would you like to visit the
Great Zimbabwe Monuments?
- Response: Definitely, certainly,
42
 absolutely!
- No; No I wouldn’t
- Justification
- I would like to learn more about
our heritage.
- I have been there before.
- Evaluation of statements
DICTATION AND SPELLING  spell words  Words, sentences and passages.  Listening and writing dictated words  Flash cards
 write sentences and and sentences  Dictionary
passages correctly  Playing spelling games  Crossword puzzles
 A variety of texts
 ICT tools
LISTENING  retell stories read  Variety of texts  retelling stories  A variety of texts
COMPREHENSION  answer comprehension  Comprehension questions  Responding to comprehension  Question strips
questions questions  Resource persons
 Dramatising stories.

GRADE 7 TOPIC 2: SPEAKING / SIGNING

CONCEPT OBJECTIVES CONTENT (Knowledge, Skills and SUGGESTED LEARNING ACTIVITIES SUGGESTED
Leaners should be able to: Attitudes) AND NOTES RESOURCES
ARTICULATION  pronounce or sign words  Fluency markers such as tone,  Discussing/signing topical issues  Sign language charts
correctly pauses, intonation, stress and  Conducting debates  Sign language
 use appropriate gestures in pace  Reciting poems alphabet
speech  Communicative competencies  Presenting impromptu speeches on  Multimedia tools
such as non-verbal and socio- topical issue using appropriate  Word Cards
cultural features gestures

REGISTERS  use appropriate register to  Appropriate register for  Demonstrating the appropriate ways  Pictures
express themselves in communicative situations such as of expressing ideas in different  Comic books
different situations expressing empathy, communicative situations either  Magazine/ newspaper
congratulations. online or physical interactions articles
 Applying registers in simulations of  Multimedia resources
real life situations

43
PUBLIC SPEAKING  express themselves  A variety of topics  Reciting poems  A variety of texts
confidently before an  Cross-cutting themes and topical  Researching on topical issues.  Recordings
audience issues  Structuring content chronologically.  Resource persons
 research on topical issues  Displaying public speaking skills  Multimedia resources.
 structure content  Rehearsing for public speaking
 present prepared and
impromptu speeches
DEBATE  express themselves  A variety of topics  Outlining debate procedures  A variety of texts
confidently before an  Cross-cutting themes and topical  Researching on topical issues such  Resource persons
audience issues as erosion of the indigenous culture  Recordings
 research on topical issues  Debating procedures  Discussing topical and other issues  Multimedia resources.
 structure content  Debating skills such as confidence,  Analysing views of other learners
 sustain discussions or clarity, coherence of ideas, eye  Holding debates and shows on
arguments on topical and contact, tone, gestures, strategic topical and other issues
other issues. competence and guiding notes  Engaging in school-based or cluster-
 Argument sustenance markers based debate seminars
such as:
- Therefore,
- Thus,
- Subsequently,
- Nevertheless,
- Apparently,
DESCRIPTIONS  describe processes, events,  Descriptive words of processes,  Describing processes, events,  Pictures
scenes and places. events, scenes and places and scenes and places  Chart
 demonstrate processes. their comparatives and  Demonstrating processes such as  Multimedia resources
superlatives preparing indigenous fruit juice e.g  Recipe books
 Words depicting sequence such as baobab juice, weaving, pottery  Large print books
after, later, firstly, finally  Braille books
 Processes such as preparing
indigenous fruit juice e.g baobab
juice, weaving, pottery
SUMMARISING STORIES  select main points from  A variety of texts  Retelling stories  Story books
stories and texts heard  Identifying main ideas  Resource persons
 paraphrase stories or texts  Organizing information logically  Folk stories
heard  Paraphrasing  Multimedia resources
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 GRADE 7 TOPIC 3: READING
CONCEPT OBJECTIVES CONTENT (Knowledge, Skills SUGGESTED LEARNING SUGGESTED RESOURCES
Leaners should be able to: and Attitudes) ACTIVITIES AND NOTES
INTENSIVE READING  read various texts for detail  Variety of texts  Reading a variety of texts for  A variety of texts
 give contextual meanings of detail  Braille texts
words and phrases from texts or  Giving contextual meanings of  Large print texts
passages words and phrases from texts  Word cards
 analyse texts read or passages  Multimedia resources
 evaluate ideas from texts read  Compiling vocabulary
notebooks
 Analysing texts read
 Evaluating ideas from texts
read
 Commenting on read texts

EXTENSIVE READING  read a variety of texts for leisure  A variety of texts  Reading a variety of texts  A variety of texts
 retell stories read silently  ICT tools
 Retelling stories read  Large print books
 Braille texts
 Dictionaries
SKIMMING AND SCANNING  skim for the gist of a text  Skimming and scanning skills  Skimming through texts to get  A variety of texts
 scan for specific information from  A variety of texts the gist  Braille texts
the text  Different types of questions  Scanning through texts for  Talking books
 answer oral comprehension such as specific information.  Large print texts
questions closed, open ended and  Answering oral comprehension  ICT tools
multiple choice questions
READING FOR FLUENCY  read texts fluently within a  A variety of texts.  Reading a variety of texts.  A variety of texts
specified time  Fluent reading skills such as  Observing punctuation marks  Charts
-read with expression intonation, stress, observe in a text  Braille texts
-observe punctuation marks when punctuation marks, word  Pronouncing words from a  Talking books
reading recognition, word attack and given text accurately  Large print texts
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  passages without regressing pronunciation  Expressing feelings when  ICT tools
 read with stress and intonation  Hand shape, movement and reading through the use of
location when signing intonation and non-verbal cues

INSTRUCTIONS AND  read instructions, warnings and  Warnings in the environment  Reading instructions, warnings  Pictures
WARNINGS symbols in the environment. such as on containers, and symbols in the  Posters
 explain the meanings of electronic devices. environment.  Multimedia resources
instructions, warnings and commodities  Explaining the meanings of  Local environment
symbols in the environment.  Instructions on containers instructions, warnings and
and packets of different symbols in the environment.  ICT tools
commodities

REFERENCING  use referencing skills to find  Referencing skills  Finding information from  Reference sources such as
information from different sources various reference materials dictionaries, directories,
 Applying referencing skills in atlases, maps,
different situations such as encyclopedias, internet,
when looking up contacts in table of contents, indices
physical and online and glossary sections
phonebooks.  ICT tools

GRADE 7 TOPIC 4: WRITING / BRAILLING

CONCEPT OBJECTIVES CONTENT (Knowledge, Skills and SUGGESTED LEARNING SUGGESTED
Leaners should be able to: Attitudes) ACTIVITIES AND NOTES RESOURCES
PENMANSHIP (HANDWRITING)  write legibly following the  Letters of the alphabet  Shaping letters of the alphabet  Alphabet chart
Grade 3-7 Nelson Script/  Grade 3-7 Nelson Script/ Braille  Demonstrating letter formation  Braille alphabet
relevant braille contractions alphabet and contractions  Observing the Grade 3-7  Nelson script chart
Nelson script handwriting on  Braille contraction
the charts sheets
 Practising the Grade 3-7
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 Nelson script/ modelling braille  Sign language
writing alphabet
PARTS OF SPEECH  Identify parts of speech in a  Parts of speech such as: verbs,  Identifying parts of speech in a  A variety of texts
given text nouns, pronouns, prepositions, given text  Charts
 construct sentences using conjunctions, adverbs and  Using parts of speech in  Word cards
parts of speech adjectives in context. (refer to context  ICT tools
section 8.0 of this syllabus)  Writing correct sentences  Multimedia tools
using selected parts of
speech.
LETTER WRITING  write/braille informal/friendly  Formal and informal letters  Writing informal / friendly and  ICT tools
and formal/business letter of  E-mail. formal/ business letters using  Sample letters
the required length -components of an email. correct format.  Letter format charts
 compose an email  Responding to letters and
 attach files on composed advertisements using
mail appropriate language
structures (registers)
 Composing e-mails
 Attaching files
COMPOSITION  write controlled, guided and  Structure of a composition:  Outlining a composition  Sample poems
free compositions using Introduction, body framework  Sample compositions
correct language structures (developmental paragraphs) and  Writing controlled/guided and  Pictures
 use appropriate language conclusion free compositions  ICT tools
structures to write poems,  Paragraphing skills such as use  Sequencing given pictures  Diaries
stories, reports, speeches, of topic sentences, developers and writing compositions  Magazines
dialogues and diaries and terminators based on the pictures
 Cohesive devices (words that  Recording significant activities
make a paragraph flow such as in diaries
at first, and later, then, finally)  Composing poems on topical
 Format and elements of: issues and reading or reciting
- Poems them to others
- Reports  Compiling school magazine
- Speeches articles
- Dialogues  Writing reports, dialogues and
speeches

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COMPREHENSION  read a variety of texts for Variety of texts  Reading various texts  A variety of texts
comprehension  Key words and phrases including those depicting  Charts
 give contextual meaning of aspects of our tangible and  Braille books
words intangible heritage  Pictures
 answer multiple choice  Answering comprehension  Work cards
questions questions in complete and  Large print books
 answer questions in correct sentences  Multimedia Tools
complete and correct  Answering multiple choice
sentences questions
 use new words in own  Working out contextual
sentences meanings of words and using
them in own sentences
SUMMARY WRITING  Identify main points  Variety of texts  Reading a variety of texts  A variety of texts
 summarise a variety of texts  Identifying main ideas from  Samples of
texts read summaries
 Making notes using the main  Charts on punctuation
ideas from texts read marks
 Sequencing of ideas  Notebooks
 Providing titles for passages  Braille texts
 Maintaining stipulated length  Work cards
of the summary as given in  Word cards
words  Talking books
 Writing summaries of short  Large print texts
stories and newspaper articles
in sequential order
LANGUAGE STRUCTURES  use various language  Conjunctions, quantifiers,  Identifying language structures  A variety of texts
structures for effective intensifiers, question tags,  Demonstrating how the  Sentence strips
communication neither…nor/either…or various language structures  Charts
 (Refer to section 8.0 of this are used in sentences  Work cards
syllabus)  Writing sentences using the  Braille texts
language structures correctly  Word cards
 Multimedia resources
PUNCTUATION  punctuate sentences and  Punctuation marks  Punctuating given paragraphs  Charts
paragraphs appropriately. - Full stop and sentences  A variety of texts

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 - Inverted commas  Sentence strips
- Exclamation mark  Braille books
- Hyphen  Multimedia resources
- Capital letters
- Semi colon
- Colon
- Question mark
COMPLETING FORMS  complete various forms  Various forms such as deposit  Reading instructions on a  ICT tools
accurately and withdrawal slips, vetting, bio variety of forms  A variety of forms
data, indemnity, medical aid and  Completing physical and
application forms. online forms.
DICTATION AND SPELLING  spell dictated/ signed words  Words, sentences and short  Writing dictated words,  A variety of texts
passages. sentences and passages.  Flash cards
 Braille punctuation
mark sheet
 Sentence strips
 ICT tools
 Spelling games

8.0 SUPPORTING LANGUAGE STRUCTURES

The following supporting language structures should be taught in the heritage-based Junior English course. Teachers are to select what is appropriate
for the level of their learners and bear in mind that the structures should be taught in context and spread across all the language skills. By the end of the
Junior course, learners should be able to effectively use, among others, the following language structures:

 Nouns: proper, common, compound and collective. Nouns may be masculine, feminine or neutral, countable or uncountable, singular or plural, concrete
or abstract.
 Pronouns: personal, impersonal, possessive, relative, demonstrative, reflexive
 Opposites /antonyms
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  Synonyms
 Similes
 Verb tenses: simple forms of the present, past, future
- continuous forms of the present, past, future and participles
 Adverbs and adverbial clauses
 Adjectives- with or without comparative and superlative forms
 Prepositions
 Conjunctions for example; and, so, but; subordinate conjunctions such as; because, although, though
 Punctuation marks – full stop, capital letters, comma, question mark, exclamation mark, apostrophe
quotation marks, hyphen, semicolon and colon.
 Quantifiers, for example, little, a little, few, a few, less, many, much, more, enough, scarcely, hardly any, about, over, almost, nearly, all, both, least,
most
 Intensifiers, for example, very, so…that…, extremely, too…to, absolutely, totally, strongly, definitely, abundantly
 Structures that show cause and effect for example, the rains came late, so the harvest was
poor, the harvest was poor (because / for/ since) the rains had come late.
 Question tags, for example, she is a competent teacher, isn’t she? He isn’t here today, is
he?
 Modals, for example, may, might, can, could, shall, should, must, ought to, will, would, is,
was
 Conditional clauses, for example, If I were Rutendo, I would have shown respect to my grandmother; If we work hard, we will succeed; Unless it rains,
all crops will wilt.
 Direct and indirect (reported) speeches
 The passive and the active voice e.g. The people were addressed by the Chief. The Chief addressed the people.
 Word formation (suffixes and prefixes)
 Unless/ in spite of/ despite the fact that

 Neither…nor/either…or
 Abbreviations and acronyms

NOTE: This list of language structures is not exhaustive and the teacher is urged to draw examples from tangible and intangible heritage.

9.0 ASSESSMENT

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English Language learning area at Junior level shall be assessed through School Based Continuous Assessment (SBCA) and Summative Assessment (SA).
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 junior level. In addition to SBCA and SA,
those aspects that cannot be assessed through the continuous and summative modes will be assessed through learner profiling. The aspects to be profiled will
include soft skills among others. The macro language skills which are Listening, Speaking, Reading and Writing as well as their sub-skills will be assessed.
Arrangements, accommodations and modifications must be visible to enable candidates with special needs to access assessments. This section covers the
assessment objectives, the assessment model, the scheme of assessment, and the specifications for SBCA.

9.1 Assessment Objectives

Learners will be assessed on their ability to:

1. respond appropriately to statements and questions

2. retell/sign various utterances heard
3. use appropriate registers in specific language functions
4. describe people, objects, places, scenes, processes and events
5. read a variety of texts fluently for comprehension and leisure
6. analyse information read and make inferences
7. write coherent and well organised sentences, summaries and creative work.

9.2 Assessment Model

The assessment will follow both Continuous and Summative assessment. Continuous Assessment will include recorded activities from the School Based
Project and other activities done by the learners for assessment while summative will include terminal examinations; end of week, month, term, and year or
check-points assessments.

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 ASSESSMENT MODEL AT JUNIOR LEVEL

ASSESSMENT OF LEARNER
PERFORMANCE IN ENGLISH

SCHOOL BASED
CONTINUOUS ASSESSMENT SUMMATIVE
ASSESSMENT
20%
80%

SCHOOL BASED
PROJECT (Paper 1) (Paper 2)
PROFILING
20% Multiple Choice STRUCTURED
Questions (MCQ) PAPER
50% 30%

EXIT
PROFILE CA MARK (20%)
CERTIFICATE
SA MARK (80%)

FINAL MARK (CA

MARK + SA MARK
= 100%)

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9.3 Scheme of Assessment
Learners at Junior level will be assessed using both School Based Continuous Assessment and Summative Assessment. From grade 3 to 7, learners will do a
school-based project per grade, per year and per learning area which will contribute 20% to the end of term and year mark. Public examination candidates at
Junior level are expected to complete 2 school-based projects per learning area at grade 6 and grade 7 level, which will contribute 20% to the final mark at Grade
7.

FORM OFASSESSMENT WEIGHTING

School Based Continuous Assessment 20%
Summative Assessment 80%
Total 100%

9.3: School – Based Project: Continuous Assessment Scheme

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 Project Stage Completion Marks Project Mark Weight
Date (Year 1) by end of
each stated month below:
Project Execution
Stages from Grade 3-6
1 Problem Identification and its January-February 5
context
2 Possible methods of solving the February-March 10
problem
3 Selecting the most suitable March-April 5
method
4 Development of Ideas May-July 15
5 Presentation of Results July-September 10
6 Evaluation and October 5
Recommendations
TOTAL 50 10%
Project Two at Grade 7 (Year 2)
1 Problem Identification and its January-February 5
context
2 Possible methods of solving the February-March 10
problem
3 Selecting the most suitable March-April 5
method
4 Development of Ideas May-June 15
5 Presentation of Results June-July 10
6 Evaluation and July-September 5
Recommendations
Total 50 10%
Grand Total 100 20 %

9,4 SUMMATIVE ASSESSMENT (80%)

Skills weighting chart

SKILL WEIGHTING
Reading 30%
Writing 50%

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 PAPER SECTIONS AND MARKS DURATION PAPER WEGHTING
DESCRIPTIONS
1 Forty multiple choice 40 1hr 30minutes 50%
questions
2 Section A guided 20 1hr 45 minutes 30%
composition
Section B- Comprehension
and Summary:
i. Comprehension
ii. Summary 10
5
TOTAL 75 80%

9.4 DESCRIPTION OF THE SUMMATIVE ASSESSMENT STRUCTURE

The Summative assessment comprises two components as follows:
Paper 1. (40 marks) 50%
1hr 30 minutes
There are 40 multiple choice questions based on register, comprehension, language usage and structure. Candidates are required to
answer all questions.

Paper 2. (35 marks) 30%

1hr 45minutes
Paper 2 comprises sections A and B. Section A comprises 3 guided compositions and candidates are required to choose one. This section
carries 20 marks. The candidate must answer any one of the questions in words between 80 and 120.Section B is a comprehension and
summary section carrying 15 marks. The candidate must answer all the 10 comprehension questions with a possible total of 10 marks. The
candidate must also write a summary of not more than 50 words scoring a possible total of 5 marks.

9.6 SKILLS WEIGHTING GRID

Skill Weight %
1 Knowledge and comprehension 50
2 Application 30
3 Analysis, Evaluation and creativity 20

9.6.1 Specification grid

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 Paper 1
Topic Skill 1 Skill 2 Skill 3 Total
Comprehension 11 6 4 21
Language structures 8 5 3 16
Punctuation 1 1 1 3
Total 20 12 8 40
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Paper 2
Topic Skill 1 Skill 2 Skill 3 Total
Section A
Creative writing 9 6 5 20
Section B
Comprehension 5 3 2 10
Summary 4 1 0 5
Total 18 10 7 35

9.7 ASSESSMENT INSTRUMENTS/TOOLS:

The following are suggested tools
 Check list
 Observation schedules
 Tests
 Rating Scale
 Exercises
 Practical activities
 School based project

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