THE UNITED REPUBLIC OF TANZANIA

MINISTRY OF EDUCATION, SCIENCE AND TECHNOLOGY

LITERATURE IN ENGLISH SYLLABUS FOR ORDINARY

SECONDARY EDUCATION
FORM III–IV
2023
© Tanzania Institute of Education, 2023
Published 2023

ISBN: 978–9987–09–729–6

Tanzania Institute of Education

P.O. Box 35094
Dar es Salaam, Tanzania

Tel: +255 735 041 170 / 735 041 168

E-mail: [email protected]
Website: www.tie.go.tz

This document should be cited as: Ministry of Education, Science and Technology (2023). Literature in English Syllabus for
Ordinary Secondary Education Form III–IV. Tanzania Institute of Education.

All rights reserved. No part of this syllabus may be reproduced, stored in any retrieval system, or transmitted in any form or by any
means electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the Tanzania Institute
of Education.

ii
 Table of Contents
List of Tables.................................................................................................................................................................................... iv
Abbreviations and Acronyms............................................................................................................................................................ v
Acknowledgments............................................................................................................................................................................ vi
1.0 Introduction................................................................................................................................................................................. 1
2.0 Main Objectives of Education in Tanzania................................................................................................................................. 1
3.0 Objectives of Ordinary Secondary Education............................................................................................................................. 2
4.0 General Competences for Ordinary Secondary Education......................................................................................................... 3
5.0 Main and Specific Competences................................................................................................................................................. 3
6.0 Roles of Teachers, Students and Parents in Teaching and Learning........................................................................................... 4
6.1 The teacher...............................................................................................................................................................................4
6.2 The student...............................................................................................................................................................................5
6.3 The parent/guardian.................................................................................................................................................................5
7.0 Teaching and Learning Methods.................................................................................................................................................. 6
8.0 Teaching and Learning Resources............................................................................................................................................... 6
9.0 Assessment...................................................................................................................................................................................6
10.0 Number of Periods.....................................................................................................................................................................7
11.0 Contents of the Syllabus............................................................................................................................................................7
Form III...............................................................................................................................................................................................8
Form IV.............................................................................................................................................................................................31
Bibliography.....................................................................................................................................................................................39

iii
 List of Tables

Table 1: Main and Specific Competences for Form III–IV.............................................................................................................. 3

Table 2: Contribution of Continuous Assessment and National Examination in the final score..................................................... 7

Table 3: Detailed Contents for Form III........................................................................................................................................... 8

Table 4: Detailed Contents for Form IV......................................................................................................................................... 31

iv
 Abbreviations and Acronyms

ICT Information and Communication Technology

TIE Tanzania Institute of Education

v
 Acknowledgments

The writing of the Literature in English Syllabus for Ordinary Secondary Education Form III–IV involved various experts from
both public and private institutions. Therefore, the Tanzania Institute of Education (TIE) would like to thank all the experts who
participated in writing of this syllabus, namely, lecturers, tutors, school quality assurance officers, teachers and curriculum developers
from TIE. The Institute is also grateful to the National Technical Committee that was formed by the Minister for Education, Science
and Technology for coordinating the curriculum review process for pre-primary, primary, secondary and teacher education. The
Committee discharged its responsibilities professionally by ensuring that the contents of this syllabus are in line with the main
objective of the 2023 curriculum review, which is to ensure that the graduates acquire skills, knowledge and attitude that will enable
them to create self-employment, employ others, be employed and able to sustain themselves.
Finally, TIE thanks the Ministry of Education, Science and Technology in a special way for facilitating the preparation and
distribution of this syllabus.

Dr Aneth A. Komba
Director General
Tanzania Institute of Education

vi
1.0 Introduction
Literature in English for Ordinary Secondary Education is an elective subject for students who choose to join the Language or
Arts or Music streams. The purpose of learning Literature is to help students appreciate character’s beliefs, identities, cultures
and perspectives in order to develop self-understanding. It also helps students to develop logical thinking, analytical, creative,
communicative and interpersonal skills. Furthermore, the subject helps students to develop English language skills that in turn
improves the general performance in other subjects.
The literature in English syllabus is designed to guide the teaching and learning of Literature in English at Ordinary Secondary
Education, Form III–IV in the United Republic of Tanzania. The syllabus interprets the competences indicated in the 2023
Ordinary Secondary Education Curriculum. It provides information that will enable teachers to plan their teaching process
effectively. It also provides teaching and learning opportunities that guide teachers to apply different methods and strategies
to promote students literary skills and develop 21st century skills which include creativity, critical thinking, communication,
collaboration and problem solving.

2.0 Main Objectives of Education in Tanzania

The main objectives of education in Tanzania are to enable every Tanzanian to:
(a) Develop and improve his or her personalities so that he or she values himself or herself and develops self-confidence;
(b) Respect the culture, traditions and customs of tanzania, cultural differences, dignity, human rights, attitudes and inclusive
actions;
(c) Advance knowledge and apply science and technology, creativity, critical thinking, innovation, cooperation,
communication and positive attitudes for his or her own development and the sustainable development of the nation and
the world at large;
(d) Understand and protect national values, including dignity, patriotism, integrity, unity, transparency, honesty, accountability
and the national language;
(e) Develop life and work-related skills to increase efficiency in everyday life;
(f) Develop a habit of loving and valuing work to increase productivity and efficiency in production and service provision;

1
 (g) Identify and consider cross-cutting issues, including the health and well-being of the society, gender equality, as well as
the management and sustainable conservation of the environment; and
(h) Develop national and international cooperation, peace and justice per the constitution of the united republic of tanzania
and international conventions.

3.0 Objectives of Ordinary Secondary Education

The objectives of Ordinary Secondary Education, General Education, are to:
(a) Strengthen, broaden and develop a deeper understanding of the knowledge, skills and attitudes developed at the Primary
Education level;
(b) Safeguard customs and traditions, national unity, national values, democracy, respect for human and civil rights, duties
and responsibilities associated with such rights;
(c) Develop self-confidence and the ability to learn in various fields, including science and technology as well as theoretical
and technical knowledge;
(d) Improve communication using Tanzanian Sign Language (TSL), tactile communication, Kiswahili and English. The
student should be encouraged to develop competence in at least one other foreign language, depending on the school
situation;
(e) Strengthen accountability for cross-cutting social issues, including health, security, gender equality and sustainable
environmental conservation;
(f) Develop competence and various skills which will enable the student to employ himself or herself, to be employed and
to manage his or her life by exploiting his or her environment well; and
(g) Develop readiness to continue with tertiary and Advanced Secondary Education.

2
4.0 General Competences for Ordinary Secondary Education
The general competences for Ordinary Secondary Education are to:
(a) Use the knowledge and skills acquired in Primary Education to strengthen and expand academic understanding;
(b) Appreciate citizenship and national values;
(c) Demonstrate self-confidence in learning various fields including science and technology, theoretical and technical
knowledge;
(d) Use language skills including Tanzanian Sign Language (TSL), Kiswahili, English and at least one other foreign
language to communicate;
(e) Use knowledge of cross-cutting issues to manage the environment, economic and other social issues; and
(f) Use knowledge and skills skills for employing oneself, being employed and managing life and environment.

5.0 Main and Specific Competences

The main and specific competences to be developed are presented in Table 1.

Table 1: Main and Specific Competences for Form III–IV

Main competences Specific competences

1.0 Develop awareness of and empathy with 1.1 Demonstrate empathy for other people’s experiences nationally and
national and global literary works globally
1.2 Appreciate multiculturalism and develop self-consciousness
1.3 Reflect values, perspectives and identities, and the impact of beliefs
and actions on society

3
 Main competences Specific competences
2.0 Appreciate different implications and layers of 2.1 Appreciate the use of literary devices in the works of art
meaning in literary works 2.2 Apply critical thinking when reading, discussing and writing about
literary texts
2.3 Justify interpretations based on evidence and logic
3.0 Compose literary works 3.1 Synthesize literary characteristics, themes, and/or approaches in
several literary texts
3.2 Recognise ambiguity and uncertainty as necessary in creating literary
works
3.3 Create imaginative and original literary works

6.0 Roles of Teachers, Students and Parents in Teaching and Learning

A good relationship between a teacher, student and parent or guardians is fundamental to ensuring successful learning. This
section outlines roles for each participant in facilitating effective teaching and learning of Literature in English.

6.1 The teacher

The teacher is expected to:
(a) Help the student to learn and acquire the intended competencies in Literature in English;
(b) Use teaching and learning approaches that will allow students with different needs and abilities to:
(i) Develop the competencies needed in the 21st century;
(ii) Actively participate in the teaching and learning process;
(c) Use student centred instructional strategies that make the student a centre of learning which allow them to think, reflect
and search for information from various sources;
(d) Create a friendly teaching and learning environment;

4
 (e) Prepare and improvise teaching and learning resources;
(f) Conduct formative assessment regularly by using tools and methods which assess theory and practice;
(g) Treat all students equally irrespective of their differences;
(h) Protect the student while at school;
(i) Keep track of the student’s daily progress;
(j) Identify individual student’s needs and provide the right intervention;
(k) Involve parents/guardians and the society at large in the student’s learning process; and
(l) Integrate cross-cutting issues and ICT in the teaching and learning process.

6.2 The student

The student is expected to:
(a) Develop the intended competences by participating actively in various learning activities inside and outside the
classroom; and
(b) Participate in the search for knowledge from various sources, including textbooks, reference books and other publications
in online libraries.

6.3 The parent/guardian

The parent/guardian is expected to:
(a) Monitor their child’s academic progress in school;
(b) Where possible, provide the child with the needed academic support;
(c) Provide the child with a safe and friendly home environment which is conducive for learning;
(d) Keep track of the child’s progress in behaviour;
(e) Provide the child with any necessary materials required in the learning process; and
(f) Instil in their child a sense of commitment and positive value towards education and work.

5
7.0 Teaching and Learning Methods
The teaching and learning methods are instrumental in developing student’s competences. This syllabus suggests teaching and
learning methods for each activity which includes but not limited to discussions, presentations, field visits, practical work,
research and project works. However, a teacher is advised to plan and use other appropriate methods based on the environment
or context. All the teaching and learning methods should be integrated with the everyday lives of students.

8.0 Teaching and Learning Resources

The process of teaching and learning requires different resources. In that regard, both the teacher and students should work
together to identify and collect or improvise alternative resources available in the school and home environment when needed.
Moreover, the teacher is expected to constantly seek for information from various sources in order to facilitate the teaching
and learning process effectively. The list of approved textbooks and reference books shall be provided by TIE.

9.0 Assessment
Assessment is important in teaching and learning of Literature in English subject. It is divided into formative and summative
assessments. Formative assessment informs both the teacher and students on the progress of teaching and learning, and in
making decisions on improving the teaching and learning process. Teachers are, therefore, expected to apply a wide range
of formative assessment methods which include but not limited to discussions, presentations, oral questions, brainstorming,
experiments, observations, practical and projects.

Summative assessment, on the other hand, will focus on determining student’s achievement of learning. Teachers are expected
to use a variety of summative assessments including mid-term tests, terminal, mock examinations and projects. The scores
obtained from these assessments will be used as Continuous Assessment (CA). Therefore, the continuous assessments shall
contribute 30% and the National Form IV Examination shall be 70% of the student’s final achievement, as indicated in Table 2.

6
Table 2: Contribution of Continuous Assessment and National Examination in the final score

Assessment Tools Marks (%)

Form III Terminal Examination 5
Form III Annual Examination 5
Form III Project 5
Form IV Terminal Examination 5
Form IV Mock Examination 10
Form IV National Examination 70
Total 100

10.0 Number of Periods

The Literature in English Syllabus for Ordinary Secondary Education provides estimates of the time that will be spent in
teaching and learning by considering the complexity of the specific competence and the learning activities. Two periods of
40-minutes each have been allocated for this subject per week.

11.0 Teaching and Learning Contents

The contents of this syllabus are presented in matrix form with seven columns which include main competences, specific
competences, learning activities, suggested methods, assessment criteria, suggested teaching and learning resources and
number of periods as presented in Table 2–3.

7
 Form III

Table 3: Detailed Contents for Form III

Suggested Number
Main Specific Suggested teaching Assessment teaching
Learning activities of
competences competences and learning methods criteria and learning
resources periods
1.0 Develop 1.1 Demonstrate (a) Explain the Concept mapping: The concept of Selected 8
awareness empathy for concept of Guide students through literature and its literary texts,
of and other people’s literature and its explaining the concept functions are well pictures and
empathy experiences functions of literature explained audio/
with nationally and Discussion: Guide audio-visual
national globally students in manageable materials
and global groups through
literary discussing the
works functions of literature
Story telling: Guide
students through
narrating a story and
writing down notes
on what they perceive
as possible literary
qualities and functions
of that story

8
 Suggested Number
Main Specific Suggested teaching Assessment teaching
Learning activities of
competences competences and learning methods criteria and learning
resources periods
(b) Explain the Project activity: The concepts of
concepts of Guide students through oral and written
collecting literary
oral and written literature are clearly
materials found and
literature shared in their explained
community
Discussion: Guide
students in manageable
groups through
discussing how the
literary materials they
have collected are
stored and shared
Questions and
answers: Guide
students in manageable
groups through
discussing the meanings
and characteristics
of oral and written
literature
Skills Lab: Guide
students in manageable
groups through
classifying the collected
oral and written literary
materials in terms of
their genres and
sub-genres

9
 Suggested Number
Main Specific Suggested teaching Assessment teaching
Learning activities of
competences competences and learning methods criteria and learning
resources periods
(c) Relate people’s Discussion: People’s life
life experiences Guide students in experiences with
with folktales, manageable groups folktales, songs,
songs, riddles, through identifying riddles, proverbs,
proverbs, fables various people’s life fables and
and idioms from experiences evident idioms from the
the Tanzanian in their immediate Tanzanian contexts
context surroundings are well related
Project activity:
Guide students through
collecting folktales,
songs, riddles,
proverbs, fables
and idioms found
and shared in their
community
Engaging with
oral materials:
Organise students in
manageable groups to
analyse people’s life
experiences reflected
in oral materials

10
 Suggested Number
Main Specific Suggested teaching Assessment teaching
Learning activities of
competences competences and learning methods criteria and learning
resources periods
(d) Reflect on the Close reading: Guide Characters actions,
characters’ students through attitudes and
actions, studying characters’ experiences in
attitudes and personalities (gender, selected novels are
experiences status, deeds, choices, well reflected on
in selected appearance, feelings
novels and judgement) in a
selected novel
Discussion: Guide
students through
discussing characters’
actions, attitudes
and experiences in a
selected novel
1.2 Appreciate (a) Explain the Role play: Guide The concepts of Selected 6
multiculturalism concepts of students through multiculturalism literary texts
and develop multiculturalism role playing various and and audio/
self- and personalities of interest self-consciousness audio-visual
consciousness self- to them in the context of materials
consciousness Simulation: Guide literature are well
in the context students through explained
of literature simulating various
personalities of interest
to them

11
 Suggested Number
Main Specific Suggested teaching Assessment teaching
Learning activities of
competences competences and learning methods criteria and learning
resources periods
Discussion:
Guide students
through discussing
the concepts of
multiculturalism and
self-consciousness
in the context of
literature
Close reading: Guide
students through
identifying and
discussing varying
beliefs, values,
symbols, customs,
language and practices
in a selected text

12
 Suggested Number
Main Specific Suggested teaching Assessment teaching
Learning activities of
competences competences and learning methods criteria and learning
resources periods
(b) Reflect on Brainstorming: Guide One’s cultural
one’s cultural students in manageable values against
values against groups through sharing those depicted in
those depicted information on beliefs, selected novels are
in selected customs, values and well reflected on
novels taboos they associate
with
Questions and
answers: Guide
students through
discussing and
reflecting on their
cultural values against
those depicted in a
selected novel
(c) Assess the Discussion: The development
development of Guide students in of protagonist
the protagonist manageable groups and antagonist
and antagonist through discussing characters in
characters in protagonist and selected novels is
selected novels antagonist characters’ clearly assessed
personalities,

13
 Suggested Number
Main Specific Suggested teaching Assessment teaching
Learning activities of
competences competences and learning methods criteria and learning
resources periods
backstories, goals,
strengths and
weaknesses
Jigsaw: Guide
students through
discussing their
insights on characters’
development

1.3 Reflect values, (a) Explain the Discussion: Guide Concepts Selected 4
perspectives concepts students through of values, literary texts
and identities, of values, discussing attitudes, perspectives and and audio/
and the impact perspectives and thoughts, religious identities are well audio-visual
of their beliefs identities and cultural values explained materials
and actions on familiar to them
society Role play: Guide
students through role
playing the impact
of their actions and
beliefs in a society

14
 Suggested Number
Main Specific Suggested teaching Assessment teaching
Learning activities of
competences competences and learning methods criteria and learning
resources periods
(b) Reflect on the Engagement with a The characters’
characters’ text: Guide students perspectives, and
perspectives, individually through values against
and values identifying the main one’s own are
against one’s and minor characters’ clearly reflected on
own perspectives and
values
Discussion: Guide
students in manageable
groups through
discussing characters’
perspectives and
values and relate them
with their own

2.0 2.1 Appreciate the (a) Analyse Brainstorming: Narrative Selected 8

Appreciate use of literary narrative Guide students in techniques and literary texts
different devices in the techniques and manageable groups stylistic devices and audio/
implications works of art stylistic devices through brainstorming in selected literary audio-visual
and layers of in selected about what makes the texts are clearly materials
meaning in literary texts literary works they analysed
literary works know interesting.

15
 Suggested Number
Main Specific Suggested teaching Assessment teaching
Learning activities of
competences competences and learning methods criteria and learning
resources periods
Close reading: Guide
students through
analysing the narrative
techniques and stylistic
devices used in a
selected literary text
Jigsaw: Guide
students through
discussing the
narrative techniques
and stylistic devices
used in a selected
literary text

(b) Explain the Discussion: Significance

significance Guide students in of narrative
of narrative manageable groups techniques and
techniques and through discussing stylistic devices in
stylistic devices the significance of selected novels are
in selected narrative techniques well explained
novels and stylistic devices in
a selected novel

16
 Suggested Number
Main Specific Suggested teaching Assessment teaching
Learning activities of
competences competences and learning methods criteria and learning
resources periods
(c) Discuss literary Concept mapping:
devices which Guide students through
evoke emotions explaining the concept
in selected of literary devices
novels Engagement with
texts: Guide students
through discussing
literary devices which
evoke emotions in a
selected novel
2.2 Apply (a) Discuss the roles Brainstorming: Guide Roles of Selected 16
critical of observation, students through observation, literary texts
thinking analysis, brainstorming various analysis, inference, and audio/
when reading, inference, methods of problem- communication and audio-visual
discussing and communication solving problem-solving in materials
writing about and Discussion: Guide literature are well
literary texts problem-solving students in manageable discussed
in literature groups through
discussing the roles
of observation,
analysis, inference,
communication and
problem-solving in
literature

17
 Suggested Number
Main Specific Suggested teaching Assessment teaching
Learning activities of
competences competences and learning methods criteria and learning
resources periods
Engagement with
texts: Guide students
through suggesting
solutions to problems
depicted in a selected
text
(b) Assess the Brainstorming: The relationship
relationship Guide students among characters
among through brainstorming in selected novels is
characters in how people are well assessed
selected novels variously related in the
community
Close reading:
Guide students
through assessing the
characters’ relationship
in a selected text
(c) Discuss the Think-Ink-Share: Lessons derived
lessons derived Guide students through from the choices
from the choices sharing various and decisions
and decisions lessons they have of characters in
of characters in learned following their selected novels are
selected novels decisions and choices well discussed
made in various life
contexts

18
 Suggested Number
Main Specific Suggested teaching Assessment teaching
Learning activities of
competences competences and learning methods criteria and learning
resources periods
Engagement with a
text: Guide students
through discussing
characters’ choices and
decisions
Discussion: Guide
students in manageable
groups through
discussing possible
lessons resulting from
characters’ actions and
decisions
(d) Identify major Scaffold reading: Major issues in the
themes in the Guide students through selected novels are
selected novels four reading stages correctly identified
(setting the scene,
assigning tasks, asking
questions and giving
feedback) to grasp
details such as how
the story starts and
ends, major and minor
events, and their likes
and dislikes about the
story

19
 Suggested Number
Main Specific Suggested teaching Assessment teaching
Learning activities of
competences competences and learning methods criteria and learning
resources periods
(e) Analyse Thematic triad: Themes such as
themes such Guide students corruption and
as corruption through identifying bribery in selected
and bribery in thematic ideas found novels are correctly
selected novels in a selected novel and analysed
evaluate them to get
themes Discussion:
Guide students in
manageable groups
through discussing
themes conveyed in a
selected text
1.3 Justify (a) Justify the Brainstorming: The actions Selected 6
interpretations actions and Guide student through and context of literary texts
based on context of brainstorming how characters in and audio/
evidence and characters issues in their society relation to themes audio-visual
logic in relation are related to people’s in selected novels materials
to themes in actions and context are correctly
selected novels Close reading: Guide justified
students through
studying characters’
actions, language and
context in a selected
novel

20
 Suggested Number
Main Specific Suggested teaching Assessment teaching
Learning activities of
competences competences and learning methods criteria and learning
resources periods
Discussion: Guide
students through
discussing how the
setting, circumstances,
language and
characters’ actions,
contribute to the
development of themes
(b) Discuss the Project activity: The relationship
relationship Engage students in between the title
between the title manageable groups and messages in
and messages in to collect several selected novels is
selected novels stories and news titles well discussed
and identify which
and why some titles
grab attention, predict
content and establish
tone of the story
Follow-up on project
activity: Guide
students through
reflecting on the mind-
set and skills they used
to study the titles they
collected to identify

21
 Suggested Number
Main Specific Suggested teaching Assessment teaching
Learning activities of
competences competences and learning methods criteria and learning
resources periods
the relationship
between titles of
selected novels and
messages they are
likely to convey

(c) Discuss the Brainstorming: Guide The relevance of

relevance of the students in manageable the content to one’s
novel to one’s groups through society is well
society brainstorming several discussed
socio-political and
economic issues in
their community
Discussion: Guide
students through
discussing and relating
issues they have
identified to those
depicted in a selected
novel

22
 Suggested Number
Main Specific Suggested teaching Assessment teaching
Learning activities of
competences competences and learning methods criteria and learning
resources periods
3.0 Compose 3.1 Synthesize (a) Discuss forms Engagement with Forms of poetry Selected 12
literary literary of poetry and texts: Guide students and figurative literary texts
works characteristics, figurative in manageable groups language are well and audio/
themes, and/or language through identifying discussed audio-visual
approaches in sound patterns, verse materials
several literary and stanza’s structures,
texts style and language of
several types of poems
(haiku, ballad, sonnet
and lyrics)
Discussion: Engage
students through
discussing forms
of poetry and
mwanipulation of
language
Resource person:
Invite a guest speaker
to present the forms of
poetry and figurative
language

23
 Suggested Number
Main Specific Suggested teaching Assessment teaching
Learning activities of
competences competences and learning methods criteria and learning
resources periods
(b) Analyse themes Recitation: Guide Themes portrayed
portrayed in students through in selected poems
selected poems reciting selected are well analysed
poems in class and
identifying themes
portrayed
Discussion: Guide
students in manageable
groups through
discussing themes
portrayed in selected
poems
(c) Discuss lessons Jig saw: Guide Lessons derived
derived from students in manageable from selected
selected poems groups through poems are well
studying repetitions discussed
and persona’s actions
and speeches focusing
on how they suggest
varying lessons
Discussion: Guide
students in manageable
groups through
discussing lessons
derived from selected
poems

24
 Suggested Number
Main Specific Suggested teaching Assessment teaching
Learning activities of
competences competences and learning methods criteria and learning
resources periods
Discussion: Guide
students in manageable
groups through
discussing lessons
derived from selected
poems
(d) Apply literary Project activity: Literary skills
skills to Guide students in for composing a
compose a manageable groups poem are correctly
poem through thinking applied
about a topic, and
form, writing the first
line, developing ideas
and devices, writing
the closing line and
editing the poem
Shared composition:
Collaborate with
students to compose a
poem
Collaborative
composition: Guide
students in pairs
or groups through
composing a poem

25
 Suggested Number
Main Specific Suggested teaching Assessment teaching
Learning activities of
competences competences and learning methods criteria and learning
resources periods
Independent
composition: Guide
students through
composing a poem on
a topic of their choice
3.2 Recognise (a) Explain the Story telling: Guide The concepts Selected 6
ambiguity and concepts of students through of antithesis, literary texts
uncertainty as antithesis, telling stories and anticlimax, and audio/
necessary in anticlimax, identifying exciting, paradox, irony, audio-visual
creating literary paradox, irony, apprehensive and unreliable narrator materials
works unreliable uncertain conditions, and suspense are
narrator and disappointing ends, well explained
suspense in self-contradicting
literary works statements, and
deliberate misleads
Discussion: Guide
students through
discussing antithesis,
anticlimax, paradox,
irony, unreliable
narrator and suspense
in literary works
Explanation: Guide
students in manageable
groups through

26
 Suggested Number
Main Specific Suggested teaching Assessment teaching
Learning activities of
competences competences and learning methods criteria and learning
resources periods
applying the acquired
knowledge to explain
antithesis, anticlimax,
paradox, irony,
unreliable narrator and
suspense
(b) Discuss the Think-Ink-Share: The relationship
relationship Guide students between the title
between the title through sharing the and content of
and the content relationship between selected plays is
of selected plays people’s physical well discussed
appearance and
behaviour
Close reading:
Guide students in
manageable groups
through relating the
title and the central
idea of selected plays
Discussion: Guide
students through
discussion how the
tittle relates to the
content of selected
plays

27
 Suggested Number
Main Specific Suggested teaching Assessment teaching
Learning activities of
competences competences and learning methods criteria and learning
resources periods
(c) Discuss the Think-ink-share: The effect of
effect of ironical Guide students through ironical titles in
titles in selected sharing statements/ selected plays are
plays scenarios/ well discussed
events reflecting
something said but
means the opposite;
the opposite of what
is expected happens;
and the audience
knows something that
characters do not
Knowledge-based
approach: Guide
students through using
gained knowledge
from the previous
activity to discuss
the effectiveness
of ironical titles of
selected plays

28
 Suggested Number
Main Specific Suggested teaching Assessment teaching
Learning activities of
competences competences and learning methods criteria and learning
resources periods
3.3 Create (a) Explain the Discussion: Guide The concepts of Selected 10
imaginative concepts of students through creativity and literary texts,
and original creativity and discussing features of visualization ICT tools and
literary works visualization newspapers, fictional in literary audio/
in literary and non-fictional composition are audio-visual
composition works correctly explained materials
Knowledge-based
approach: Guide
students through
applying the
knowledge gained
from the discussion to
explain the concepts
of creativity and
visualisation/
imagination
(b) Make a plan Project activity: A plan for
for composing Task students to composing a poem
a poem research about is clearly made
(decide what several issues within
to write about, their immediate
determine the surroundings and
best format, compose a poem about
explore words, them
rhymes, and
rhythm)
29
 Suggested Number
Main Specific Suggested teaching Assessment teaching
Learning activities of
competences competences and learning methods criteria and learning
resources periods
Shared planning:
Collaborate with
students to make a
plan (outline, select
words, write, edit,
revise and organise the
idea into a full poem)
for composing a poem
(c) Apply writing Independent Writing skills
skills to composition: Guide for composing a
compose a each individual student poem are correctly
poem through composing applied
a poem on a topic of
their choice
(d) Apply ICT Skills lab: Task ICT tools and
tools and digital students to use ICT digital platforms
platforms in tools and writing skills are appropriately
writing and to compose poems
publishing a Publishing: Guide
poem students through
publishing their poems
on available digital
platforms

30
 Form IV

Table 4: Detailed Contents for Form IV

Suggested teaching Suggested Number
Main Specific Learning Assessment teaching and
and learning of
competence competences activities criteria learning
methods resources periods
1.0 Appreciate 1.1 Apply critical (a) Analyse Engagement with a Themes depicted Selected literary 25
different thinking themes text: Guide students in selected plays are texts and audio/
implications when depicted in in manageable well analysed audio-visual
and layers reading, selected plays groups through materials
of meaning discussing reading, analysing
in literary and writing and discussing the
depicted themes in a
works about literary
selected play
texts
Discussion:
Guide students in
manageable groups
through discussing
themes depicted in
selected plays
(b) Analyse Discussion: Conflicts portrayed
conflicts Guide students in selected plays are
portrayed in in manageable well analysed
selected plays groups through
discussing characters
relationships,
tensions and
misunderstandings in
selected plays

31
 Suggested teaching Suggested Number
Main Specific Learning Assessment teaching and
and learning of
competence competences activities criteria learning
methods resources periods
(c) Relate personal Brainstorming: Personal experiences
experiences Guide students in are well related to
to themes in manageable groups themes in selected
selected plays through brainstorming plays
personal life
experiences
Discussion: Guide
students through
relating personal life
experiences to themes
portrayed in selected
plays

(d) Discuss the Engagement with a Motivations of

motivations text: Guide students characters’ choices
of characters’ in manageable groups and decisions in
choices and through discussing selected plays are
decisions in intrinsic and extrinsic well discussed
selected plays reasons for character’s
behaviors, choices and
decisions in selected
plays

32
 Suggested teaching Suggested Number
Main Specific Learning Assessment teaching and
and learning of
competence competences activities criteria learning
methods resources periods
(e) Suggest Dramatisation: Guide Solutions to
solutions to students through challenges depicted
challenges staging some scenes in selected plays are
depicted in portraying challenges clearly suggested
selected plays in a selected play
Discussion: Guide
students through
discussing and
suggesting solutions
to the depicted
challenges by
applying principles of
resolution (affiliate,
empathize, engage,
own, self-restrain and
build trust)
2.0 Compose 2.1 (a) Explain the Discussion: The concepts of Selected literary 15
literary Synthesize concepts of Guide students in character, plot, texts and audio/
works literary character, plot, manageable groups setting, stage audio-visual
characteristics, setting, stage through discussing the direction and materials
themes, and/or direction and concepts of character, spectacle are well
approaches in spectacle in plot, setting, stage explained
several literary a play direction and spectacle
texts

33
 Suggested teaching Suggested Number
Main Specific Learning Assessment teaching and
and learning of
competence competences activities criteria learning
methods resources periods
(b) Analyse Project activity: Stages of plot
stages of plot Task students to development are
development analyse stages of correctly analysed
plot development a
play of their choice
(exposition, rising
action, climax, falling
action and resolution)
Exploration:
Guide students in
manageable groups
through exploring
stages of plot
development

(c) Apply literary Collaborative Literary skills

skills to composition: Guide for composing a
compose a students in pairs two-acts play are
two-acts play or groups through correctly applied
composing a play

34
 Suggested teaching Suggested Number
Main Specific Learning Assessment teaching and
and learning of
competence competences activities criteria learning
methods resources periods
2.2 Recognise (a) Discuss Engagement with Dramatic and 15
ambiguity dramatic and texts: Guide students situational irony in
and situational through analysing selected plays are
uncertainty irony in congruities between well discussed
as necessary selected plays what happens and
in creating what is expected;
literary works what is known to
audience and what is
known to characters
Discussion: Guide
students through
discussing dramatic
and situational irony
in selected plays
Explanation: Guide
students through
explaining the
concepts of dramatic
and situational ironies

35
 Suggested teaching Suggested Number
Main Specific Learning Assessment teaching and
and learning of
competence competences activities criteria learning
methods resources periods
(b) Discuss the Engagement with The effectiveness
effectiveness texts: Guide students of suspense in
of suspense in in manageable groups selected plays is well
selected plays through analysing how discussed
conflict, pacing, red
herrings, atmosphere
and high stakes are
used in selected plays
Discussion:
Guide students in
manageable groups
through discussing
how suspense controls
the story line in
selected plays
(c) Explain how Engagement Creation of
antithesis with texts: Guide ambiguity through
creates students through antithesis in selected
ambiguity in identifying exciting, plays is well
selected plays apprehensive and explained
uncertain conditions;
disappointing ends;
self-contradicting
statements; and
deliberate misleads in
selected plays

36
 Suggested teaching Suggested Number
Main Specific Learning Assessment teaching and
and learning of
competence competences activities criteria learning
methods resources periods
Discussion: Guide
students through
discussing how
antithesis creates
ambiguity in selected
plays

1.3 Create (a) Make a Shared planning: A plan for Selected literary 15
imaginative plan Collaborate with composing a play is texts, ICT tools
and original for composing students to make a correctly made and audio/
literary a play (plot, plan for composing a audio-visual
works setting, play materials
characterisation Collaborative
and stage planning: Guide
direction) students in pairs or
manageable groups
through making a plan
for composing a play

(b) Apply literary Independent Literary skills

skills to composition: Guide for composing a
compose a individual students two-acts play are
two-acts play through composing a correctly applied
two-acts play

37
 Suggested teaching Suggested Number
Main Specific Learning Assessment teaching and
and learning of
competence competences activities criteria learning
methods resources periods
(c) Apply ICT Skills lab: Guide ICT tools and
tools and students through digital platforms are
digital composing a play appropriately applied
platforms in using ICT tools in writing and
writing and Publishing: publishing a play
publishing a Guide students
play independently or in
manageable groups
through publishing
their plays on
available digital
platforms

38
 Bibliography
Arts Council of England (n.d.). Literature in the 21st century: understanding models of support for literary fiction. Arts Council of
England.
Botswana Ministry of Education (2000). Botswana senior assessment syllabus for literature in English. Botswana Ministry of
Education.
Blight, D. (2018). Contemporary English Literature. Faculty of Education.
Childs, P. & Fowler, (2006). The routledge dictionary of literary terms. Taylor and Francis.
Finnegan, R. (2012). Oral literature in Africa. Open Book Publishing.
Fleming, J. (2021). Teaching multicultural literature in college classroom. Southern Eastern University.
Warren, L. (2005). Using multicultural literature to develop empathy and compassion in pre-service teachers: a first step in
preparing responsive teachers. Southern University.
Schirova, L. (2006). How to analyse fiction. USSR.
Sosiowati, G. & Malini, N. Eds. (2017). English prose analysis: from theories to practice. Udayana University.

39