MINISTRY OF PRIMARY AND SECONDARY

EDUCATION

ENGLISH LANGUAGE SYLLABUS

FORMS 1 - 4

2024 - 2030

Curriculum Development Unit

P. O. Box MP 133
Mount Pleasant
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 Secondary English Language Syllabus Panel

• The Zimbabwe School Examinations Council (ZIMSEC)

• Ministry of Higher and Tertiary Education, Innovation, Science and

Technology Development (MoHTEISTD)

• United Nations Children’s Fund (UNICEF)

• United Nations Educational, Scientific and Cultural Organisation

(UNESCO)

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Table of Contents

ACKNOWLEDGEMENTS .................................................................................................................. i
Table of Contents ..............................................................................................................................ii
1.1 Introduction ............................................................................................................................ 1
1.2 Rationale ................................................................................................................................ 1
1.3 Summary of Content ............................................................................................................ 1
1.4 Assumptions .......................................................................................................................... 2
1.5 Cross-cutting themes ........................................................................................................... 2
2.0 PRESENTATION OF THE SYLLABUS ............................................................................ 2
TOPIC/SKILL 1: LISTENING/OBSERVING ................................................................................ 1
TOPIC/ SKILL 2: SPEAKING/SIGNING ...................................................................................... 2
TOPIC/SKILL 3: READING/SIGNING ......................................................................................... 3
TOPIC/SKILL 4: WRITING/BRAILLING ...................................................................................... 5
TOPIC/SKILL 5: SUPPORTING LANGUAGE STRUCTURES................................................ 6
FORM 1 TOPIC/SKILL 1: LISTENING/OBSERVING ............................................................ 9
FORM 1 TOPIC/SKILL 2: SPEAKING/SIGNING ............................................................ 11
FORM 1 TOPIC/SKILL 3: READING ................................................................................ 13
FORM 1 TOPIC/SKILL 4: WRITING/BRAILLING ........................................................... 16
FORM 2 TOPIC/SKILL 1: LISTENING/OBSERVING ........................................................ 18
FORM 2 TOPIC/SKILL 2: SPEAKING/SIGNING ............................................................ 20
FORM 2 TOPIC/SKILL 3: READING/SIGNING .............................................................. 23
FORM 2 TOPIC/SKILL 4: WRITING/WRITING ............................................................... 25
FORM 3 TOPIC/SKILL 1: LISTENING/OBSERVING ....................................................... 27
FORM 3 TOPIC/SKILL 2: SPEAKING/SIGNING ............................................................ 28
FORM 3 TOPIC/SKILL 3: READING/SIGNING .............................................................. 31
FORM 3 TOPIC/SKILL 4: WRITING/BRAILLING ........................................................... 34
FORM 4 TOPIC/SKILL 1: LISTENING/OBSERVING ......................................................... 37
FORM 4 TOPIC/SKILL 2: SPEAKING/SIGNING ................................................................. 38
FORM 4 TOPIC/SKILL 3: READING ..................................................................................... 41
FORM 4 TOPIC/SKILL 4: WRITING/BRAILLING ................................................................ 44
9.3 Scheme of Assessment ............................................................................................................... 3
9.4 School – Based Project: Continuous Assessment Scheme ............................................................. 3
9.5 Description of the Summative Assessment Scheme ...................................................................... 4
9.6 Skills Weighting Grid and the Specification Grid ............................................................................ 5
9.7 Assessment Instruments/Tools: ................................................................................................... 5
The following are suggested tools ................................................................................................ 6

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1.0 PREAMBLE

1.1 Introduction

The Forms 1-4 English Language Syllabus is anchored on the heritage-based

philosophy, covering the teaching and learning of English Language. It takes
into account the importance of language as one of the vehicles for
communication and a tool for cultural, political, religious, social and economic
development. The syllabus uses the communicative-functional approach to the
teaching and learning of English Language. It allows for tolerance and
appreciation of individual differences and diversity. The teaching and learning
of the heritage-based English Language aims to produce learners who are not
only linguistically competent, but whose norms and values are firmly grounded
in the appreciation of their tangible and intangible heritage. It seeks to enable
learners to communicate through ethical and responsible use of Information and
Communication Technologies (ICTs).

1.2 Rationale

The heritage-based English Language syllabus for Forms 1-4 seeks to produce
learners who can communicate effectively in a variety of contexts. The syllabus
promotes the development of the four macro language skills namely:
listening/observing, speaking/signing, reading and writing/brailling, and their
sub-skills through learner- centred and interactive methodologies. Through
learner-centred methodologies, the syllabus fosters effective exploration of both
tangible and intangible aspects of our heritage, thereby encouraging cultural
identity, pride and continuity. In addition, it also promotes the development of
21st century skills in learners, thus preparing them to function productively in the
global context.

1.3 Summary of Content

The heritage-based English Language syllabus for forms 1-4 emphasises the
teaching and learning of the four macro skills: listening/observing,
speaking/signing, reading and writing/brailling and their sub skills. The syllabus
also promotes the development of psycho-motor, cognitive and affective
domains in learners through appropriate use of language. The teaching and
learning of English Language involves careful selection of texts and ICT tools to
promote the appreciation of tangible and intangible heritage.

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 1.4 Assumptions

It is assumed that learners have:

• prior knowledge of English Language

• the desire to learn English Language
• some level of tolerance
• appreciation of ICT
• some knowledge about their heritage

1.5 Cross-cutting themes

In the teaching and learning of English Language, the following are some
of the cross-cutting themes that should be taken into consideration:
• Health and wellbeing
• Gender and equity
• Children’s rights and responsibilities
• Disaster risk reduction and management
• Climate change
• ICT
• Entrepreneurship
• Environmental Management

2.0 PRESENTATION OF THE SYLLABUS

The heritage-based English Language syllabus is presented as a single

document that emphasises the teaching and learning of the four macro-
skills and their sub-skills.

3.0 AIMS

The heritage-based English Language syllabus aims to:

3.1 promote patriotism and appreciation of tangible and intangible

heritage through effective use of English Language in a variety of
situations
3.2 develop in learners the four macro language skills for application in
various situations
3.3 instil in learners an awareness of the usefulness of English
Language as one of the media of national and international
communication, as well as the value of effective language command
and use for personal and national development

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 3.4 equip learners with communicative proficiency in English Language
using the four macro language skills in different situations
3.5 develop linguistic competencies that enhance communication
proficiency for application in the business world
3.6 enhance the development of 21st century skills in learners through
effective communication in English Language

4.0 SYLLABUS OBJECTIVES

Learners should be able to:

4.1 use the four macro language skills in various communicative

contexts
4.2 utilise appropriate language (register) in diverse situations
4.3 express themselves proficiently using English Language in career
and entrepreneurship interactions
4.4 demonstrate an appreciation of tangible and intangible heritage
aspects in various communicative settings
4.5 exude patriotism and values of Ubuntu/Unhu/Vumunhu through
effective use of English Language
4.6 expand interactive skills using Information Communication
Technology
4.7 apply 21st century skills in effective communication in the dynamic
global context

5.0 METHODOLOGY AND TIME ALLOCATION

5.1 Methodology

This syllabus uses the functional-communicative and multi-sensory

approaches. It encourages learner-centred and interactive
methodologies which equip learners with appropriate linguistic skills and
register. Within the functional-communicative approach, the following are
some of the recommended methods:

• Debate and discussion

• Individual and group presentations
• Drama
• Role-play/imitation/simulation
• Poetry, music and dance
• Educational tours
• E-learning and digitisation
• Research
• Projects
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 • Puppetry
• Diorama
• School on the shop floor

5.2 Time allocation

For effective teaching and learning of English Language, a minimum

of 6 periods of 40 minutes each per week is recommended.

6.0 SYLLABUS TOPICS

The teaching and learning of the English Language focuses on the

following macro skills and their sub skills:

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

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7.0 SCOPE AND SEQUENCE

TOPIC/SKILL 1: LISTENING/OBSERVING

CONCEPTS/ASPECTS FORM 1 FORM 2 FORM 3 FORM 4

Listening • Attentive listening • Attentive listening • Attentive listening • Attentive listening
comprehension • Simple recall • Simple recall • Simple recall • Simple recall
• Comprehension • Comprehension • Comprehension • Comprehension
• Note taking • Note taking • Note taking • Note taking
• Summary • Summary
• Inference • Inference
• Evaluation • Evaluation
Oral instructions • Instructions • Instructions • Instructions • Instructions
• Announcements • Announcements • Announcements • Announcements
• Simple directions • Simple directions • Complex • Complex
• Messages • Messages directions directions
• Messages • Messages
Conversations • Dialogues • Dialogues • Dialogues • Dialogues
• Register • Register • Interviews • Interviews
• Verbal and non- • Verbal and non- • Register • Register
verbal cues verbal cues • Verbal and non- • Verbal and non-
• Conversational • Conversational verbal cues verbal cues
etiquette etiquette • Conversational • Conversational
etiquette etiquette
Purposeful listening • Directed listening • Directed listening • Directed listening • Directed listening
• Dictation • Dictation • Selective listening • Selective listening
• Pronunciation • Pronunciation • Dictation • Dictation
• Specific questions • Specific questions • Pronunciation • Pronunciation

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 CONCEPTS/ASPECTS FORM 1 FORM 2 FORM 3 FORM 4
• Tone and • Tone and • Specific questions • Specific questions
intonation intonation • Tone and • Tone and
intonation intonation

TOPIC/ SKILL 2: SPEAKING/SIGNING

CONCEPTS/ASPECTS FORM 1 FORM 2 FORM 3 FORM 4

Pronunciation • Vowels • Vowels • Vowels • Vowels
• Consonant • Consonant • Consonant clusters • Consonant clusters
clusters clusters • Consonants • Consonants
• Consonants • Consonants • Diphthongs • Diphthongs
• Diphthongs • Diphthongs • Triphthongs • Triphthongs
Register • Formality and • Formality and • Formality and • Formality and
informality informality informality informality
• Introductions • Introductions • Expression of • Expression of opinion
• Greetings • Greetings opinion • Complaints
• Requests • Requests • Complaints • Condolences
• Invitations • Invitations • Condolences • Interviews
• Apologies • Apologies • Interviews • Persuasion
• Compliments • Compliments • Persuasion • Announcements
• Telephone • Telephone • Announcements • Counselling
etiquette etiquette • Counselling • Personality traits
• Expression of • Expression of • Personality traits • Advising
gratitude gratitude • Advising
• Advising • Advising

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 CONCEPTS/ASPECTS FORM 1 FORM 2 FORM 3 FORM 4
Descriptions • Self • Self • Self • Self
• Objects • Objects • Objects • Objects
• People • People • People • People
• Scenes • Scenes • Scenes • Scenes
• Flora and • Flora and • Flora and fauna • Flora and fauna
fauna fauna • Processes • Processes
• Processes • Processes • Products • Products
• Events • Events
Debates • Debating • Debating • Debating styles • Debating styles
procedures procedures • Topical issues • Topical issues
• Topical • Topical
issues-local issues-local

Speeches • Impromptu • Impromptu • Impromptu • Impromptu

• Prepared • Prepared • Prepared • Prepared
• Appropriate • Appropriate • Appropriate • Appropriate register
register register register • Presentations
• Presentations

TOPIC/SKILL 3: READING/SIGNING

CONCEPTS/ASPECTS FORM 1 FORM 2 FORM 3 FORM 4

Intensive reading • Skimming • Skimming • Skimming • Skimming
• Scanning • Scanning • Scanning • Scanning
• Note making • Note making • Note making • Note making
• Summary writing • Summary writing • Summary writing • Summary writing
• Types of questions • Types of questions • Paraphrasing • Paraphrasing
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CONCEPTS/ASPECTS FORM 1 FORM 2 FORM 3 FORM 4
• Contextual • Contextual • Types of • Types of
meaning meaning questions: questions:
• Characterisation • Characterisation • Contextual • Contextual
• Setting • Setting meaning meaning
• Evaluation • Evaluation
• Analysis • Analysis
• Synthesis • Synthesis
• Tone and mood • Tone and mood
Extensive reading • Characterisation • Characterisation • Characterisation • Characterisation
• Setting • Setting • Plot • Plot
• Themes • Themes • Setting • Setting
• Plot • Plot • Style • Style
• Themes • Themes
• Research • Research
• Moral lessons • Moral lessons
• Media literacy • Media literacy

Referencing • Online resources • Online resources • Reference • Reference

• Reference sources • Reference sources sources sources
• Sections of a book • Sections of a book • Sections of a • Sections of a
book book
• Online resources • Online resources

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TOPIC/SKILL 4: WRITING/BRAILLING

CONCEPTS/ASPECTS FORM 1 FORM 2 FORM 3 FORM 4

Aspects of • Basic • Basic • Types of sentences • Types of sentences

composition writing sentence sentence • Linking devices • Linking devices
construction construction • Amplification of notes • Amplification of notes
• Types of • Types of • Figurative language • Figurative language
sentences sentences • Paragraphing • Paragraphing
• Paragraphing • Paragraphing • Appropriate register • Appropriate register
• Linking • Linking • Diction Diction
devices devices
• Appropriate Appropriate
register register
Free compositions • Creative • Creative • Narrative • Narrative
writing writing • Descriptive • Descriptive
techniques techniques • Informative • Informative
• Paragraphing • Paragraphing • Argumentative • Argumentative
• Narrative • Narrative • Discursive • Discursive
writing writing
techniques techniques
• Descriptive • Descriptive
writing writing
techniques techniques

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 CONCEPTS/ASPECTS FORM 1 FORM 2 FORM 3 FORM 4

• Informative • Informative
writing writing
techniques techniques

Guided compositions • Letters • Letters • Memoranda • Memoranda

• Reports • Reports • Letters • Letters
• Speeches • Speeches • Articles • Articles
• Curriculum vitae • Curriculum vitae
• Reports • Reports
• Speeches • Speeches
• Completion of forms • Completion of forms

TOPIC/SKILL 5: SUPPORTING LANGUAGE STRUCTURES

The heritage-based English Language syllabus is functional-communicative in nature. The following language
structures should be taught contextually so that learners connect with their heritage, making teaching and learning
relevant and functional in the dynamic world.

SUB TOPIC FORM 1 FORM 2 FORM 3 FORM 4

Nouns • Types of • Types of • Types of nouns • Types of nouns
nouns nouns • Plural forms • Plural forms
• Plural forms • Plural forms • Opposites • Opposites
• Opposites • Opposites • Masculine and • Masculine and
feminine nouns feminine nouns
• Noun formation • Noun formation
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SUB TOPIC FORM 1 FORM 2 FORM 3 FORM 4
• Masculine and • Masculine and
feminine feminine
nouns nouns
• Noun • Noun
formation formation
Verbs • Tenses • Tenses • Tenses • Tenses
• Sequence of • Sequence of • Sequence of • Sequence of tenses
tenses tenses tenses • Subject-verb
• Subject-verb • Subject-verb• Subject-verb agreement
agreement agreement agreement • Active and passive
• Active and passive forms
forms • Auxiliaries and modals
• Auxiliaries and • Phrasal verbs
modals
• Phrasal verbs
Pronouns • Personal • Personal • Personal • Personal
• Relative • Relative • Relative • Relative
• Possessive • Possessive • Possessive • Possessive
• Reflexive • Reflexive • Reflexive • Reflexive
• Demonstrative • Demonstrative • Demonstrative • Demonstrative
• Interrogative • Interrogative • Interrogative • Interrogative
• Indefinite • Indefinite
• Reciprocal • Reciprocal
Adjectives • Formation • Formation • Order when more • Order when more than
• Comparatives • Comparatives than one follow one follow each other
• Superlatives • Superlatives each other • Non-gradable
• Opposites • Opposites • Non-gradable

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SUB TOPIC FORM 1 FORM 2 FORM 3 FORM 4
Adverbs • Types of • Types of • Adverbials of time, • Adverbials of time,
adverbs adverbs place, manner and place, manner and
• Formation • Formation reason reason
• Adverbial phrases • Adverbial phrases and
and clauses clauses
Spelling and • Consonant- • Consonant- • Noun formation • Noun formation
word formation vowel vowel • Prefixes and • Prefixes and suffixes
combinations combinations suffixes • Spelling rules
• Spelling rules • Spelling rules • Spelling rules • Derivative words
• Prefixes and • Prefixes and • Derivative words • Homonyms
suffixes in suffixes in • Homonyms • Homophones
word formation word formation • Homophones • Homographs
• Anagrams • Anagrams • Homographs • Anagrams
• Homonyms • Homonyms • Anagrams
• Homophones • Homophones
• Homographs • Homographs
Sentence • Simple and • Simple and • Simple, compound • Simple, compound
construction compound compound and complex and complex
• Conjunctions • Conjunctions • Clauses • Clauses
• Punctuation • Punctuation • Phrases • Phrases
• Articles • Articles • Conjunctions • Conjunctions
• Determiners • Determiners • Determiners • Determiners
• Prepositions • Prepositions • Prepositions • Prepositions
• Questions • Questions • Punctuation and • Punctuation and
• Commands • Commands meaning meaning
• Exclamations • Exclamations • Questions • Questions
• Phrases • Phrases • Question tags • Question tags
• Question tags • Question tags • Commands • Commands
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 SUB TOPIC FORM 1 FORM 2 FORM 3 FORM 4
• Exclamations • Exclamations
• Discourse markers • Discourse markers
• Sentence modifiers • Sentence modifiers
• Articles • Articles
Direct and • Punctuation • Punctuation • Punctuation • Punctuation
indirect speech • Switching • Switching • Switching • Switching

8.0 COMPETENCY MATRIX

FORM 1 TOPIC/SKILL 1: LISTENING/OBSERVING

CONCEPTS/ASPECTS OBJECTIVES CONTENT SUGGESTED SUGGESTED

Learners should be (Attitudes, Skills, NOTES AND RESOURCES
able to: values and ACTIVITIES
Knowledge)
Listening • answer questions • Recall questions • Listening to oral • Print media
comprehension • retell stories heard • Comprehension texts • ICT tools
• take notes • Attentive • Responding to • Story books
listening questions • Specialised
• Note taking • Narrating stories materials
listened to
• Writing notes from
an oral text

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CONCEPTS/ASPECTS OBJECTIVES CONTENT SUGGESTED SUGGESTED
Learners should be (Attitudes, Skills, NOTES AND RESOURCES
able to: values and ACTIVITIES
Knowledge)
• Retelling
headlines from
broadcasts
Oral instructions • follow directions • Directions • Taking • ICT tools
• respond to • Instructions appropriate action • Specialised
instructions • Messages as directed materials
• relay messages • Announcements • Conveying • Audio books
accurately accurate
• repeat messages
announcements • Stating the gist of
announcements
Conversations • engage in • Dialogues • Role playing • Telephone
meaningful • Register • Turn-taking • School calendar of
dialogues • Speech events
etiquette • Personal diaries
Purposeful listening • take dictation • Dictation • Writing dictated • ICT tools
• select relevant • Specific texts • Print media
information to questions • Answering • Specialised
answer specific • Mood and tone specific questions materials
questions • Working out • Audio books
• deduce meaning meaning from the
from the tone and tone and
intonation of the intonation of the
speaker speaker

10
FORM 1 TOPIC/SKILL 2: SPEAKING/SIGNING

CONCEPTS/ASPECTS OBJECTIVES CONTENT SUGGESTED SUGGESTED

Learners should be (Attitudes, Values, NOTES AND RESOURCES
able to: Skills and ACTIVITIES
Knowledge)
Pronunciation • distinguish pure • Consonant • Reading words • ICT tools
vowels from other clusters with various • Word cards
vowels • Diphthongs combinations of • Specialised
• articulate • Silent vowels and materials
consonant clusters consonants consonants • Audio books
and diphthongs • Vowels • Practising
• reproduce silent articulating the
consonants cardinal vowels
• Practising
pronunciation
Register • demonstrate use • Introductions • Introducing • ICT tools
of appropriate • Greetings oneself or others • Puppets
language in given • Requests • Exchanging • Pictures
situations • Invitations greetings • Specialised
• Apologies • Making requests materials
• Compliments • Giving invitations
• Phone or turning them
conversations down
• Phone etiquette
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CONCEPTS/ASPECTS OBJECTIVES CONTENT SUGGESTED SUGGESTED
Learners should be (Attitudes, Values, NOTES AND RESOURCES
able to: Skills and ACTIVITIES
Knowledge)
• Apologising or
accepting
apologies
• Conducting phone
conversations
Descriptions • describe self, • Self • Giving details of • ICT tools
objects and the • Objects one self • Objects within the
environment • Environment • Producing environment
• explain simple • Processes detailed • Specialised
processes descriptions of materials
objects and
activities
• Giving descriptive
details about the
environment
• Discussing simple
processes
Debates • debate on topical • Debating • Holding debates • ICT tools
and selected procedures on topical and • Print media
cross- cutting • HIV and AIDS selected cross- • Local events
issues • Children`s rights cutting issues • Specialised
• express opinions and • Giving pros and materials
• distinguish facts responsibilities cons on given
from opinions • ICT topics
• Environment
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 CONCEPTS/ASPECTS OBJECTIVES CONTENT SUGGESTED SUGGESTED
Learners should be (Attitudes, Values, NOTES AND RESOURCES
able to: Skills and ACTIVITIES
Knowledge)
• Justifying one`s
stance on given
issues
• Defending one`s
opinion(s)
Speeches • present prepared • Prepared • Presenting • ICT tools
speeches speech prepared • Print media
• present impromptu • Impromptu speeches • Specialised
speeches speech • Presenting materials
• Appropriate impromptu
register speeches

FORM 1 TOPIC/SKILL 3: READING

CONCEPTS/ OBJECTIVES CONTENT SUGGESTED SUGGESTED

ASPECTS Learners should be (Attitudes, Values, NOTES AND RESOURCES
able to: Skills and Knowledge) ACTIVITIES
Intensive reading • answer a variety • Types of questions • Responding to a • Novels
of questions • Skimming variety of • Textbooks
• skim and scan • Scanning questions • Newspapers
texts • Contextual • Magazines
meaning • ICT tools
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CONCEPTS/ OBJECTIVES CONTENT SUGGESTED SUGGESTED
ASPECTS Learners should be (Attitudes, Values, NOTES AND RESOURCES
able to: Skills and Knowledge) ACTIVITIES
• draw inferences • Note making • Reading texts for • Statistical data
from written texts • Summary writing general • Specialised
• make notes on • Characterisation information materials
read texts • Setting • Stating
• summarise a text - Tone and mood information that is
read not explicitly
given
• Working out
contextual
meanings of
words and
phrases
• Compiling notes
on texts read
• Role playing
• Debating on texts
read
• writing
summaries of
texts read
• evaluating texts
read
Extensive • summarise texts • Plot • Giving • Novels
reading read • Characterisation background • Magazines
• identify characters • Setting information of • Short stories
in books read • Themes texts read
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CONCEPTS/ OBJECTIVES CONTENT SUGGESTED SUGGESTED
ASPECTS Learners should be (Attitudes, Values, NOTES AND RESOURCES
able to: Skills and Knowledge) ACTIVITIES
• outline the setting • Presenting • Specialised
of stories read summaries of materials
• list themes from texts read
read texts • Listing characters
in texts read
• Explaining the
setting of texts
• Identifying
themes in texts
read
• Maintaining
vocabulary
notebooks
Referencing • find information • Reference sources: • Locating • Dictionaries
from a variety of - Dictionaries information from • Directories
sources - Directories a variety of • Novels
• identify different - Maps reference • Maps
sections of a book - Catalogues sources • ICT tools
• reference online - Online • Discussing • Specialised
resources properly resources different sections materials
• Sections of a book: of books and
- Contents table their purposes
- Preface • Referencing
- Glossary online resources
- Index
- Appendices
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 CONCEPTS/ OBJECTIVES CONTENT SUGGESTED SUGGESTED
ASPECTS Learners should be (Attitudes, Values, NOTES AND RESOURCES
able to: Skills and Knowledge) ACTIVITIES
• Cyber ethics

FORM 1 TOPIC/SKILL 4: WRITING/BRAILLING

CONCEPTS/ OBJECTIVES CONTENT SUGGESTED SUGGESTED

ASPECTS Learners should be (Attitudes, Values, NOTES AND RESOURCES
able to: Skills and ACTIVITIES
Knowledge)
Aspects of • write • Sentence • Writing • ICT tools
composition grammatically construction grammatically • Textbooks
writing correct simple • Types of correct simple • Print media
sentences sentences sentences • Specialised
• distinguish simple • Paragraphing • Distinguishing materials
from compound • Appropriate between simple
sentences register and compound
• write coherent • Linking devices sentences
paragraphs • Composing a
• write using coherent
appropriate paragraph
register in different
situations
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CONCEPTS/ OBJECTIVES CONTENT SUGGESTED SUGGESTED
ASPECTS Learners should be (Attitudes, Values, NOTES AND RESOURCES
able to: Skills and ACTIVITIES
Knowledge)
• use linking • Writing using
devices appropriate
appropriately in register
writing • Writing using
appropriate
linking devices
Free • write creatively • Creative writing • Writing creatively • Newspapers
compositions • apply various techniques • Applying various • ICT tools
paragraphing • Paragraphing paragraphing • Charts
techniques • Narrative writing techniques • Textbooks
• use various techniques • Using various • Heritage sites
narrative writing • Descriptive narrative writing • Artefacts
techniques writing techniques • Resource
• paint vivid images techniques • Painting vivid person(s)
through use of • Informative images through • Specialised
language in writing writing use of language materials
• give relevant techniques in writing
information in • Giving relevant
writing information in
writing

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 CONCEPTS/ OBJECTIVES CONTENT SUGGESTED SUGGESTED
ASPECTS Learners should be (Attitudes, Values, NOTES AND RESOURCES
able to: Skills and ACTIVITIES
Knowledge)
Guided • write letters using • Letters • Writing different • Textbooks
compositions the correct formats • Reports types of letters • ICT tools
• compile reports • Speeches using correct • Heritage sites
using the correct formats
format • Compiling
• write prepared meaningful
speeches using reports using
correct format correct format
• Writing prepared
speeches using
correct format

FORM 2 TOPIC/SKILL 1: LISTENING/OBSERVING

CONCEPTS/ASPECTS OBJECTIVES CONTENT SUGGESTED SUGGESTED

Learners should be Attitudes, Values, NOTES AND RESOURCES
able to: Skills and ACTIVITIES
Knowledge)
Listening • answer questions • Simple recall • Listening to oral • Print media
comprehension • retell stories heard • Comprehension texts • ICT tools
• take notes • Attentive • Responding to • Story books
listening questions
• Note taking • Narrating stories
listened to

18
CONCEPTS/ASPECTS OBJECTIVES CONTENT SUGGESTED SUGGESTED
Learners should be Attitudes, Values, NOTES AND RESOURCES
able to: Skills and ACTIVITIES
Knowledge)
• Writing notes from
an oral text
• Retelling
headlines from
broadcasts
Oral instructions • follow directions • Directions • Taking • ICT tools
• respond to • Instructions appropriate action
instructions • Messages as directed
• relay messages • Announcements • Conveying
accurately accurate
• repeat messages
announcements • Stating the gist of
announcements
Conversations • engage in • Dialogues • Role playing • Telephone
meaningful • Register • Turn-taking • School calendar of
dialogues • Speech events
etiquette • Personal diaries
Purposeful listening • take dictation • Dictation • Writing dictated • ICT tools
• select relevant • Specific texts • Print media
information to questions • Answering
answer specific • Mood and tone specific questions
questions • Working out
• deduce meaning meaning from the
from the tone and tone and

19
CONCEPTS/ASPECTS OBJECTIVES CONTENT SUGGESTED SUGGESTED
Learners should be Attitudes, Values, NOTES AND RESOURCES
able to: Skills and ACTIVITIES
Knowledge)
intonation of the intonation of the
speaker speaker

FORM 2 TOPIC/SKILL 2: SPEAKING/SIGNING

CONCEPTS/ASPECTS OBJECTIVES CONTENT SUGGESTED SUGGESTED

Learners should be Attitudes, Values, NOTES AND RESOURCES
able to: Skills and ACTIVITIES
Knowledge)
Pronunciation • distinguish pure • Consonant • Reading words • ICT tools
vowels from other clusters with various • Word cards
vowels • Diphthongs combinations of
• articulate • Silent vowels and
consonant clusters consonants consonants
and diphthongs • Vowels • Practising
• reproduce silent articulating the
consonants cardinal vowels
• Practising
pronunciation
Register • demonstrate use • Introductions • Introducing • ICT tools
of appropriate • Greetings oneself or others • Puppets
• Requests • Pictures
20
CONCEPTS/ASPECTS OBJECTIVES CONTENT SUGGESTED SUGGESTED
Learners should be Attitudes, Values, NOTES AND RESOURCES
able to: Skills and ACTIVITIES
Knowledge)
language in given • Invitations • Exchanging
situations • Apologies greetings
• Compliments • Making requests
• Phone • Giving invitations
conversations or turning them
• Phone etiquette down
• Apologising or
accepting
apologies
• Conducting phone
conversations

Descriptions • describe self, • Self • Giving details of • ICT tools

objects and the • Objects one self • Objects within the
environment • Environment • Producing environment
• explain simple • Processes detailed
processes descriptions of
objects and
activities
• Giving descriptive
details about the
environment
• Discussing simple
processes

21
CONCEPTS/ASPECTS OBJECTIVES CONTENT SUGGESTED SUGGESTED
Learners should be Attitudes, Values, NOTES AND RESOURCES
able to: Skills and ACTIVITIES
Knowledge)
Debates • debate on topical • Debating • Holding debates • ICT tools
and selected procedures on topical and • Print media
cross- cutting • HIV and AIDS selected cross- • Local events
issues • Children`s rights cutting issues
• express opinions and • Giving pros and
• distinguish facts responsibilities cons on given
from opinions • ICT topics
• Environment • Justifying one`s
stance on given
issues
• Defending one`s
opinion(s)
Speeches • deliver prepared • Prepared • Presenting • ICT tools
speeches speech prepared • Print media
• present impromptu • Impromptu speeches
speeches speech • Delivering
• Appropriate impromptu
register speeches

22
FORM 2 TOPIC/SKILL 3: READING/SIGNING

CONCEPTS/ OBJECTIVES CONTENT SUGGESTED SUGGESTED

ASPECTS Learners should be Attitudes, Values, NOTES AND RESOURCES
able to: Skills and Knowledge) ACTIVITIES
Intensive reading • answer a variety • Types of questions • Responding to a • Prescribed
of questions • Skimming variety of textbooks
• skim and scan a • Scanning questions • Newspapers
text • Contextual • Reading texts for • Magazines
• draw inferences meaning general • ICT tools
from written texts • Note making information • Statistical data
• make notes on • Summary writing • Stating
read texts • Evaluation: information that is
• summarise a text - Characters not explicitly
read - Style given
- Setting • Working out
- Tone and mood contextual
meanings of
words and
phrases
• Compiling notes
on texts read
• Role playing
• Debating on texts
read
• writing
summaries of
texts read

23
CONCEPTS/ OBJECTIVES CONTENT SUGGESTED SUGGESTED
ASPECTS Learners should be Attitudes, Values, NOTES AND RESOURCES
able to: Skills and Knowledge) ACTIVITIES
• evaluating texts
read
Extensive • summarise a text • Plot • Summarising a • Novels
reading read • Character text read • Magazines
• identify characters identification • Identifying • Short stories
in a book read • Setting characters in a
• outline the setting • Themes book read
of a story read • • Outlining the
• list the themes setting of a story
from a read text read
• listing the themes
from a read text
Referencing • find information • Reference sources: • Locating • Dictionaries
from a variety of - Dictionaries information from • Directories
sources - Directories a variety of • Novels
• identify different - Maps reference • Maps
sections of a book - Catalogues sources • ICT tools
• reference online - Online • Discussing
resources properly resources different sections
• Sections of a book: of books and
- Contents table their purposes
- Preface • Referencing
- Glossary online resources
- Index properly
- Appendices
• Cyber ethics
24
FORM 2 TOPIC/SKILL 4: WRITING/WRITING

CONCEPTS/ OBJECTIVES CONTENT SUGGESTED SUGGESTED

ASPECTS Learners should be Attitudes, Values, NOTES AND RESOURCES
able to: Skills and ACTIVITIES
Knowledge)
Aspects of • write sentences • Basic sentence • Writing • ICT tools
composition with Subject Verb construction grammatically • Textbooks
writing Object • Types of correct simple • Print media
combinations sentences sentences
• distinguish simple • Paragraphing • Distinguishing
from compound • Appropriate between simple
sentences register and compound
• write coherent • Linking devices sentences
paragraphs • Composing a
• write using coherent
appropriate paragraph
register in different • Writing using
situations appropriate
• use linking register
devices • Writing using
appropriately in appropriate
writing linking devices

25
CONCEPTS/ OBJECTIVES CONTENT SUGGESTED SUGGESTED
ASPECTS Learners should be Attitudes, Values, NOTES AND RESOURCES
able to: Skills and ACTIVITIES
Knowledge)
Free • write creatively • Creative writing • Writing creatively • Newspapers
compositions • apply various techniques • Applying various • ICT tools
paragraphing • Paragraphing paragraphing • Charts
techniques • Narrative writing techniques • Textbooks
• use various techniques • Using various • Heritage sites
narrative writing • Descriptive narrative writing • Artefacts
techniques writing techniques • Resource
• paint vivid images techniques • Painting vivid person(s)
through use of • Informative images through
language in writing writing use of language
• give relevant techniques in writing
information in • Giving relevant
writing information in
writing
Guided • write letters using • Letters • Writing different • Textbooks
compositions the correct formats • Reports types of letters • ICT tools
• compile reports • Speeches using correct • Heritage sites
using the correct formats
format • Compiling
• write prepared meaningful
speeches using reports using
correct format correct format
• Writing prepared
speeches using
correct format
26
FORM 3 TOPIC/SKILL 1: LISTENING/OBSERVING

CONCEPTS/SKILLS OBJECTIVES CONTENT SUGGESTED SUGGESTED

Learners should be Attitudes, Values, NOTES AND RESOURCES
able to: Skills and ACTIVITIES
Knowledge)
Listening • report on news • Broadcasts • Reporting on • Print media
comprehension and other events • Narrations news and other • ICT tools
from different events from • Resource persons
media different media
• take notes • Taking notes
• summarise • Summarising
broadcasts broadcasts
• draw morals from • drawing morals
stories heard from stories heard
Oral instructions • follow a series of • Complex • Following a series • ICT tools
directions and directions of directions and • Oral texts
instructions • Messages instructions
• convey messages • Instructions • Conveying
correctly • Broadcasts messages
• report on correctly
announcements • Reporting on
announcements

Conversations • engage in • Cross-cutting • Engaging in • ICT tools

dialogues on any themes dialogues on any • Print media
27
 CONCEPTS/SKILLS OBJECTIVES CONTENT SUGGESTED SUGGESTED
Learners should be Attitudes, Values, NOTES AND RESOURCES
able to: Skills and ACTIVITIES
Knowledge)
cross- cutting • Research cross- cutting
themes and other • Dialogues themes and other
issues • Interview issues
procedures
Purposeful • take dictation • Dictations • Taking dictation • ICT tools
listening accurately • Presentations accurately • Print media
• give reports on • Giving reports on • Resource person
any presentation any presentation
listened to listened to

FORM 3 TOPIC/SKILL 2: SPEAKING/SIGNING

CONCEPTS/ASPECTS OBJECTIVES CONTENT SUGGESTED SUGGESTED

Learners should be (Attitudes, Values, NOTES AND RESOURCES
able to: Skills and ACTIVITIES
Knowledge)
Pronunciation • pronounce words • Tone and mood • Pronouncing • ICT tools
accurately words accurately
• express emotion • Expressing
using tone emotion using
tone
Register • express opinions • Condolences • Expressing • ICT tools
clearly • Complaints opinions clearly • Resource persons
28
CONCEPTS/ASPECTS OBJECTIVES CONTENT SUGGESTED SUGGESTED
Learners should be (Attitudes, Values, NOTES AND RESOURCES
able to: Skills and ACTIVITIES
Knowledge)
• converse • Persuasion • Conversing
appropriately in • Interviews appropriately in
different formal • Announcements different formal
and informal • Personality and informal
interactions traits: interactions
• identify personality - Manner • Identifying
traits portrayed in - Character personality traits
different situations - Feelings portrayed in
- Reaction different situations
Descriptions • describe • Processes • Describing • ICT tools
processes and • Events processes and
procedures • Descriptive procedures
• recount events words, phrases • Recounting
and clauses events

Debates • present opinions • Land reform • Presenting • ICT tools

on a variety of programme opinions on a • Print media
topics • Climate change variety of topics
• express ideas for • Sexuality, HIV • Expressing ideas
or against given and AIDS for or against
subjects • Human rights given subjects
• Environmental
issues
• Disaster Risk
Management
29
CONCEPTS/ASPECTS OBJECTIVES CONTENT SUGGESTED SUGGESTED
Learners should be (Attitudes, Values, NOTES AND RESOURCES
able to: Skills and ACTIVITIES
Knowledge)
• Use of discourse
markers
Speeches • use information • Guidelines for • Using information • ICT tools
gathered to prepared gathered to • Print media
present prepared speech: present prepared
speeches - Research speeches
• emphasize - Planning • Emphasizing
important points in - Organizing important points
an argument - Presentation in an argument
• deliver meaningful • Guidelines for • Delivering
impromptu impromptu meaningful
speeches speech: impromptu
- Quick speeches
thinking
- Critical
thinking
- Creativity
- Presentation

30
FORM 3 TOPIC/SKILL 3: READING/SIGNING

CONCEPTS/ASPECTS OBJECTIVES CONTENT SUGGESTED SUGGESTED

Learners should be (Attitudes, Values, NOTES AND RESOURCES
able to: Skills and Knowledge) ACTIVITIES
Intensive reading • answer a variety • Types of questions: • Responding to a • Prescribed
of questions - Simple recall variety of textbooks
• skim and scan a - Comprehension questions • Newspapers
text - Application • Reading texts for • Magazines
• draw inferences - Analysis general • ICT tools
from written texts - Synthesis information • Statistical data
• paraphrase given - Evaluation • Stating
information • Skimming information that is
• make notes on • Scanning not explicitly
read texts • Contextual meaning given
• summarise a text • Note making • Working out
• Summary writing contextual
• Evaluation: meanings of
- Characters words and
- Style phrases
- Setting • Compiling notes
- Tone and mood on texts
• Role playing
• Debating on texts
31
CONCEPTS/ASPECTS OBJECTIVES CONTENT SUGGESTED SUGGESTED
Learners should be (Attitudes, Values, NOTES AND RESOURCES
able to: Skills and Knowledge) ACTIVITIES
• writing
summaries of
passages
• Analysing texts
Extensive reading • research on • Research • Researching on • Novels
authors • Plot authors • Short stories
• summarise a text • Characterisation: • Summarising a • ICT Tools
• describe - Major and minor text • Advertisements
characters in a • Setting • Describing • Access billboards
book read • Themes characters in a • Print media
• compare and • Morals/lessons book read • Specialised
contrast • Language use • Comparing and materials
characters in a • Media literacy: contrasting
text - Bias characters in a
• describe the - Stereotype text
setting of a story - Stigma • Describing the
• draw - Persuasion setting of a story
relationships • Drawing
among themes in relationships
a text among themes in
• identify the style a text
in a text • Identifying the
• evaluate style in a text
information from • Evaluating
various media information from
sources
32
CONCEPTS/ASPECTS OBJECTIVES CONTENT SUGGESTED SUGGESTED
Learners should be (Attitudes, Values, NOTES AND RESOURCES
able to: Skills and Knowledge) ACTIVITIES
various media
sources
Referencing • find information • Reference sources: • Locating • Dictionaries
from a variety of - Dictionaries information from • Directories
sources - Directories a variety of • Novels
• identify reference - Maps sources • Maps
sections of a - Catalogues • Identifying • Catalogues
book - Thesauruses different sections • Thesauruses
• reference online - Online resources of books and their • ICT Tools
resources • Sections of a book: purposes • Encyclopaedias
properly - Contents table • Referencing • Journals
- Preface online resources • Anthologies
- Glossary properly • Specialised
- Index materials
- Appendices
• Cyber ethics

33
FORM 3 TOPIC/SKILL 4: WRITING/BRAILLING
CONCEPTS/ OBJECTIVES CONTENT SUGGESTED SUGGESTED
ASPECTS Learners should be Attitudes, Values, NOTES AND RESOURCES
able to: Skills and Knowledge) ACTIVITIES
Aspects of • write different • Types of • Writing different • ICT tools
composition types of sentences types of sentences • Pictures
writing sentences • Discourse • Using discourse • Anthologies
• use discourse markers markers in • Textbooks
markers in • Amplification of sentences correctly • Charts
sentences notes • Amplifying given • Dictionary
correctly • Figurative notes appropriately • Journals
• amplify given language • Using figurative • Specialised
notes • Characteristics language materials
appropriately in of a paragraph • Writing a
writing • Appropriate paragraph using
• use figurative register the characteristics
language • Diction of a paragraph
appropriately in (topic sentence,
writing developer,
• Write properly terminator)
structured • Using appropriate
paragraphs register in
• use appropriate composition writing
register in • Applying
composition appropriate diction
writing in writing
• use appropriate
diction

34
CONCEPTS/ OBJECTIVES CONTENT SUGGESTED SUGGESTED
ASPECTS Learners should be Attitudes, Values, NOTES AND RESOURCES
able to: Skills and Knowledge) ACTIVITIES
Free • write creatively • Creative writing • Writing creatively • ICT tools
compositions • Use various • Narrative • Using various • Print media
narrative writing • Descriptive narrative writing • Anthologies
techniques • Informative techniques • Diorama
• paint vivid images • Argumentative • Painting vivid • Specialised
through • Discursive images through materials
descriptive descriptive
language in writing language in writing
• give relevant • Giving relevant
responses to open responses to open
ended topics ended topics
• give relevant • Giving relevant
information in information in
writing writing
• write informed and • Writing informed
balanced and balanced
arguments arguments
• present • Presenting
discussions in discussions in
writing writing
Guided • write memoranda • Memoranda • Writing • ICT tools
compositions using correct (memo) memoranda using • Print media
format • Letters a correct format • Newspapers
• write different • Articles • Writing different • Magazines
types of letters • Curriculum Vitae types of letters • Journals
(CV) • Forms
35
CONCEPTS/ OBJECTIVES CONTENT SUGGESTED SUGGESTED
ASPECTS Learners should be Attitudes, Values, NOTES AND RESOURCES
able to: Skills and Knowledge) ACTIVITIES
using correct • Report using the correct • Specialised
format • Speech layout materials
• compile articles • Forms • Compiling an
using the correct article using the
format correct format
• write informative • Writing informative
CVs CV using the
• compile reports correct format
using correct • Compiling report
format using the correct
• write informative format
speeches using • Preparing and
correct format presenting
• complete forms informative speech
properly using the correct
format
Completing forms
appropriately

36
FORM 4 TOPIC/SKILL 1: LISTENING/OBSERVING

CONCEPTS/SKILLS OBJECTIVES CONTENT SUGGESTED SUGGESTED

Learners should be Attitudes, Values, NOTES AND RESOURCES
able to: Skills and ACTIVITIES
Knowledge)
Listening • report on news • Broadcasts • Reporting on • Print media
comprehension and other events • Narrations news and other • ICT tools
from different events from • Resource persons
media different media
• take notes • Taking notes
• summarise • Summarise
broadcasts broadcasts
• draw morals from • Drawing morals
stories heard from stories heard
Oral instructions • follow a series of • Complex • Following a series • ICT tools
directions and directions of directions and • Oral texts
instructions • Messages instructions
• convey messages • Instructions • Conveying
correctly • Broadcasts messages
• report on correctly
announcements • Reporting on
announcements
Conversations • engage in • Cross-cutting • Engaging in • ICT tools
dialogues on any themes dialogues on any • Print media
cross- cutting • Research cross- cutting
themes and other • Dialogues themes and other
issues • Interview issues
procedures
37
 CONCEPTS/SKILLS OBJECTIVES CONTENT SUGGESTED SUGGESTED
Learners should be Attitudes, Values, NOTES AND RESOURCES
able to: Skills and ACTIVITIES
Knowledge)
Purposeful • take dictation • Dictations • Taking dictation • ICT tools
listening accurately • Presentations accurately • Print media
• give reports on • Giving reports on • Resource
any presentation any presentation person(s)
listened to listened to • Specialised
materials

FORM 4 TOPIC/SKILL 2: SPEAKING/SIGNING

CONCEPTS/ASPECTS OBJECTIVES CONTENT SUGGESTED SUGGESTED

Learners should be (Attitudes, Values, NOTES AND RESOURCES
able to: Skills and ACTIVITIES
Knowledge)
Pronunciation • pronounce words • Tone and mood • pronouncing • ICT tools
accurately words accurately • Specialised
• express emotion • express emotion materials
using tone using tone • Flash cards
• Textbooks
Register • express opinions • Condolences • Expressing • ICT tools
clearly • Complaints opinions clearly • Resource
• converse • Persuasion • Conversing person(s)
appropriately in • Interviews appropriately in • Specialised
different formal • Announcements different formal materials

38
CONCEPTS/ASPECTS OBJECTIVES CONTENT SUGGESTED SUGGESTED
Learners should be (Attitudes, Values, NOTES AND RESOURCES
able to: Skills and ACTIVITIES
Knowledge)
and informal • Personality and informal • Props and
interactions traits: interactions costumes
• identify personality - Manner • Identifying
traits portrayed in - Character personality traits
different situations - Feelings portrayed in
- Reaction different situations
Descriptions • describe • Processes • Describing • ICT tools
processes and • Events processes and • Specialised
procedures • Descriptive procedures materials
• recount events words, phrases • Recounting • Print media
and clauses events • Story books
Debates • present opinions • Land reform • Presenting • ICT tools
on a variety of programme opinions on a • Print media
topics • Climate change variety of topics • Specialised
• express ideas for • Sexuality, HIV • Expressing ideas materials
or against given and AIDS for or against
subjects • Human rights given subjects
• Environmental
issues
• Disaster Risk
Management
• Use of discourse
markers

39
CONCEPTS/ASPECTS OBJECTIVES CONTENT SUGGESTED SUGGESTED
Learners should be (Attitudes, Values, NOTES AND RESOURCES
able to: Skills and ACTIVITIES
Knowledge)
Speeches • use information • Guidelines for • Using information • ICT tools
gathered to prepared gathered to • Print media
present prepared speech: presenting • Specialised
speeches - Research prepared materials
• emphasise - Planning speeches • Work cards
important points in - Organising • Emphasising
an argument - Presentation important points
• deliver meaningful • Guidelines for in an argument
impromptu impromptu • Delivering
speeches speech: meaningful
- Quick impromptu
thinking speeches
- Critical
thinking
- Creativity
- Presentation

40
FORM 4 TOPIC/SKILL 3: READING

CONCEPTS/ASPECTS OBJECTIVES CONTENT SUGGESTED SUGGESTED

Learners should be (Attitudes, Values, NOTES AND RESOURCES
able to: Skills and Knowledge) ACTIVITIES
Intensive reading • answer a variety • Types of questions: • Responding to a • Textbooks
of questions - Simple recall variety of • Newspapers
• skim and scan a - Comprehension questions • Magazines
text - Application • Reading texts for • ICT tools
• draw inferences - Analysis general • Statistical data
from written texts - Synthesis information • Specialised
• Paraphrase - Evaluation • Stating materials
given information • Skimming information that is • Novels
• make notes on • Scanning not explicitly
read texts • Contextual meaning given
• summarise a text • Note making • Working out
• Summary writing contextual
• Evaluation: meanings of
- Characters words and
- Style phrases
- Setting • Compiling notes
- Tone and mood on texts
• Role playing
• Debating on texts
• writing
summaries of
passages
• Analysing texts

41
CONCEPTS/ASPECTS OBJECTIVES CONTENT SUGGESTED SUGGESTED
Learners should be (Attitudes, Values, NOTES AND RESOURCES
able to: Skills and Knowledge) ACTIVITIES
Extensive reading • Research on • Research • Carrying out • Novels
authors • Plot research on • Short stories
• summarise a text • Characterisation: different authors • ICT Tools
• describe - Major and minor • Giving • Advertisements
characters in a • Setting background • Access billboards
book read • Themes information of • Print media
• compare and • Morals/lessons texts • Specialised
contrast • Language use • Presenting materials
characters in a • Media literacy: summaries of
text - Bias texts
• describe the - Stereotype • Linking events to
setting of a story - Stigma their respective
• draw - Persuasion characters in a
relationships text
among themes in • Tracing
a text relationships of
• identify the style characters
in a text • Identifying
• evaluate relationships
information from among themes in
various media a text
sources • Analysing the
style in a text
• Recognizing bias
and stereotyping
in texts
42
CONCEPTS/ASPECTS OBJECTIVES CONTENT SUGGESTED SUGGESTED
Learners should be (Attitudes, Values, NOTES AND RESOURCES
able to: Skills and Knowledge) ACTIVITIES
Referencing • find information • Reference sources: • Locating • Dictionaries
from a variety of - Dictionaries information from • Directories
sources - Directories a variety of • Novels
• identify reference - Maps sources • Maps
sections of a - Catalogues • Discussing • Catalogues
book - Thesauruses different sections • Thesauruses
• reference online - The Internet of books and their • ICT Tools
resources • Sections of a book: purposes • Encyclopaedias
appropriately - Contents table • Referencing • Journals
- Preface online resources • Anthologies
- Glossary appropriately
- Index
- Appendices
• Cyber ethics

43
FORM 4 TOPIC/SKILL 4: WRITING/BRAILLING
CONCEPTS/ OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED
ASPECTS Learners should be able (Attitudes, Values, AND ACTIVITIES RESOURCES
to: Skills and
Knowledge)
Aspects of • write different types • Types of • Writing different types • ICT tools
composition of sentences sentences of sentences • Pictures
writing • use discourse • Discourse • Using discourse • Anthologies
markers in sentences markers markers in sentences • Textbooks
correctly • Amplification correctly • Charts
• amplify given notes of notes • Amplifying given notes • Dictionary
appropriately in • Figurative appropriately • Journals
writing language • Using figurative • Specialised
• use figurative • Characteristi language materials
language cs of a • Writing paragraphs
appropriately in paragraph using the
writing • Appropriate characteristics of a
• Write properly register paragraph (topic
structured • Diction sentence, developer,
paragraphs terminator)
• Use appropriate • Using appropriate
register in register in composition
composition writing writing
• Use appropriate • Applying appropriate
diction diction in writing

44
CONCEPTS/ OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED
ASPECTS Learners should be able (Attitudes, Values, AND ACTIVITIES RESOURCES
to: Skills and
Knowledge)
Free • write creatively • Creative • Writing creatively • ICT tools
compositions • use various narrative writing • Using various narrative • Print media
writing techniques • Narrative writing techniques • Anthologies
• paint vivid images • Descriptive • Painting vivid images • Diorama
through descriptive • Informative through descriptive • Specialised
language in writing • Argumentati language in writing materials
• give relevant ve • Giving relevant
responses to open • Discursive responses to open
ended topics ended topics
• give relevant • Giving relevant
information in writing information in writing
• write informed and • Writing informed and
balanced arguments balanced arguments
• present discussions • Presenting discussions
in writing in writing

Guided • write memoranda • Memoranda • Writing memoranda • ICT tools

compositions using correct format (memo) • using a correct format • Print media
• Write different types • Letters • Writing different types • Newspapers
of letters using • Articles of letters using the • Magazines
correct format • Curriculum correct layout • Journals
Vitae (CV) • Compiling an article • Forms
• Report using the correct format
45
CONCEPTS/ OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED
ASPECTS Learners should be able (Attitudes, Values, AND ACTIVITIES RESOURCES
to: Skills and
Knowledge)
• Compile articles • Speech • Writing informative CV • Specialised
using the correct • Forms using the correct format materials
format • Compiling report using
• Write informative CVs the correct format
• Compile reports • Preparing and
using correct format presenting informative
• Write informative speech using the
speeches using correct format
correct format • Completing forms
• Complete forms appropriately
properly

46
9.0 ASSESSMENT
The heritage-based English Language learning area at lower secondary 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 secondary 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 aspect to be profiled will include soft skills among others.
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 continuous
assessment.

9.1 ASSESSMENT OBJECTIVES

9.1.1 Writing/brailling

During and by the end of the four-year programme, learners will be assessed
on their ability to:
9.1.1.1 write with grammatical accuracy, spell and punctuate their work
correctly
9.1.1.2 Write continuous narratives, detailed descriptions, persuasive/
argumentative, informative/ expository compositions
9.1.1.3 write formal and informal letters, speeches, reports, articles, memos,
based on notes, diagrams, statistical data and
graphs
9.1.1.4 use different supporting language structures in context
9.1.1.5 write in a style and register appropriate to the subject matter
9.1.1.6 construct sentences with a variety of sentence structures
9.1.1.7 use a wide range of vocabulary and appropriate expressions
9.1.1.8 organise their work into coherent paragraphs
9.1.1.9 use linking words correctly
9.1.1.10 9.1.1.10 show originality and creativity in their writing

1
 9.1.2 Reading comprehension
9.1.2.1 answer recall questions
9.1.2.2 follow the sequence of events in a narrative or descriptive text
9.1.2.3 follow the development of an argument or discussion
9.1.2.4 recognise how language is used in a text to indicate
relationships of ideas
9.1.2.5 distinguish main propositions from exemplifying or qualifying
details
9.1.2.6 infer information that is indirectly stated
9.1.2.7 work out the contextual meanings of words and phrases
9.1.2.8 paraphrase ideas from a text
9.1.2.9 identify the tone and mood of a text
9.1.2.10 identify the writer’s attitude(s) towards his/her subject
9.1.2.11 summarise specific aspects of a text

9.1.3 Speaking
9.1.3.1 communicate ideas clearly, accurately, and fluently on a
variety of topics
9.1.3.2 discuss and debate confidently on topical issues
9.1.3.3 use appropriate tone, intonation and non-verbal cues in
communication
9.1.3.4 use appropriate register depending on the situation such as
place, audience, subject matter and time

9.1.4 Listening
9.1.4.1 listen with concentration
9.1.4.2 answer recall, interpretive and evaluative questions based on what they
have listened to
9.1.4.3 react appropriately to different oral texts
9.1.4.4 summarise oral texts

9.2 Assessment Model

Assessment of learners at lower secondary level for heritage-based English Language will
be both Continuous and Summative. 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.

2
 ASSESSMENT OF LEARNER
PERFORMANCE IN ENGLISH
LANGUAGE

SCHOOL BASED
CONTINUOUS SUMMATIVE
ASSESSMENT ASSESSMENT
20% 80%

SCHOOL BASED
PROJECT
PROFILING Paper 1 Paper 2
20%
(40%) (40%)

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

FINAL MARK
(CA MARK + SA
MARK ) = 100%

9.3 Scheme of Assessment

Learners at lower secondary level will be assessed using both School Based Continuous Assessment and
Summative Assessment. From Form 1-4, learners will do a school-based project per form, per year and per learning
area which will contribute 20% to the end of term and year mark. Public examination candidates at lower secondary
level are expected to complete two school-based projects at Form 3 and 4 level, which will contribute 20% to the
final mark at Form 4.

FORM OFASSESSMENT WEIGHTING

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

9.4 School – Based Project: Continuous Assessment Scheme

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The Table given below shows the Learning and Assessment Scheme for the School Based
Project.
Project Execution Description Timelines Marks
Stages
1 Problem Identification January 5
2 Investigation of related February 10
ideas to the
problem/innovation
3 Generation of possible March 10
solutions
4 Selecting the most suitable April-May 5
solution
5 Refinement of selected June 5
solution
6 Presentation of the final July 10
solution
7 Evaluation of the solution August-September 5
and Recommendations
TOTAL 50

The learning and assessment scheme shows the stages that shall be executed by pupils and
the timeline at which each stage shall be carried out. Possible marks, totalling 50, are
highlighted to indicate how much can be allocated.
9.5 Description of the Summative Assessment Scheme
Summative Assessment (80%)
Paper Description Duration Marks Paper Weighting %
weighting %
1 Free and guided 1 Hour 30 50 40% 80
compositions minutes
2 Comprehension, 2 Hours 50 40%
Summary and
Supporting
Language
Structures

Paper 1: The paper will consist of two sections: A and B.

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Section A: 30 marks – Seven questions on different subjects, embracing cross-cutting
themes, will be set. The topics set may be narrative, descriptive, informative, argumentative
or discursive. Candidates will be expected to attempt one question. Each question will
carry 30 marks.

Section B: 20 marks – One compulsory guided question will be set. Information that will
be given may be in the form of notes, text, graphs and statistical data. The question may
be a letter, speech, report, article or memorandum.

Paper 2: The paper will consist of two sections: A and B.

Section A: 40 marks – A prose passage will be set from which candidates will be expected
to answer comprehension questions and a summary question. Questions 1 and 2
(comprehension) will carry 20 marks. Question 3 (summary) will carry 20 marks.

Section B: 10 marks – Context-based questions on different supporting language

structures will be set. That is to say, the supporting language structures will not be tested in
isolation but in the context of the comprehension passage in Section A.

9.6 Skills Weighting Grid and the Specification Grid

The Forms 1 - 4 English Language Paper 1 examination will give thrust to the candidates’
linguistic competence.

The Forms 1 - 4 English Language Paper 2 examination will conform to the following
specification grid:

Skill Weight %
1 Recall 12%
2 Comprehension 80%
3 Analysis, synthesis and evaluation 8%
Total 100%

9.7 Assessment Instruments/Tools:

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The following are suggested tools
⚫ Check list
⚫ Observation schedules
⚫ Tests
⚫ Rating Scale
⚫ Exercises
⚫ Practical activities
⚫ School based continuous projects