Zambia Primary School English Syllabus

Republic of Zambia
Ministry of Education, Science, Vocational Training and Early Education
ZAMBIA PRIMARY SCHOOL ENGLISH SYLLABUS

GRADES 2 – 7
PUBLISHED BY THE Curriculum Development Centre

P.O. Box 50092
LUSAKA
2012
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© CURRICULUM DEVELOPMENT CENTRE, 2012
All rights reserved. No parts of this publication may be reproduced, stored in a retrieval system or transmitted by electronic,
mechanical, photocopying, recording or other means, without the prior permission of the Curriculum Development Centre
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VISION
Quality, life-long education for all which is accessible, inclusive and relevant to individual, national and global needs and value
systems.
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CONTENTS
Page
Preface…………………………………………………………………………………………
Acknowledgments ……………………………………………………………………….
Introduction …………………………………………………………………………………
Literacy and English Language
General Outcomes ……………………………………………………………………….

Grade 2 ………………………………………………………………………………………..
Grade 3 ………………………………………………………………………………………..
Grade 4 ………………………………………………………………………………………..
Grade 5 ………………………………………………………………………………………..
Grade 6 ………………………………………………………………………………………..
Grade 7 ………………………………………………………………………………………..
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PREFACE
This syllabus was produced as a result of the Education Curriculum Reforms aimed at improving the provision of education at all
levels.
The reforms were necessitated by the need to solve long standing challenges in the existing curriculum such as being overloaded,
compartmentalized, examination oriented and inflexible. The reforms were also an attempt by the Ministry of Education, Science and
Vocational Training to capture the latest technological, economic, political and social developments in a fast changing world. The
syllabus focuses on the development of literacy in English, based on what the child has already learnt in Grade One in his or her
familiar language.
The syllabus has been reviewed to make it outcomes-based, learner-centred and continuous-assessment oriented.
It is my sincere hope that this outcomes-based syllabus will greatly improve the quality of education provided at the Primary School
level as defined and recommended in the policy document, ‘Educating our Future’ 1996.
Nkosha C.
Permanent Secretary
MINISTRY OF EDUCATION, SCIENCE, VOCATIONAL TRAINING AND EARLY EDUCATION
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ACKNOWLEDGMENTS
The Curriculum presented here is a result of broad-based consultation involving several stakeholders within and outside the education
system.
Many individuals, institutions and organizations were interviewed throughout the country in order to gather views on the existing
curriculum and also to accord them an opportunity to make suggestions for the new curriculum. The Ministry of Education, Science
and Vocational Training and Early Education wishes to express heartfelt gratitude to all those who participated for their valuable
contributions, which resulted in the development of this new syllabus.
The Curriculum Development Centre worked closely with other sister departments and institutions to create this document. We
sincerely thank the Directorate of Standards and Curriculum, the Directorate of Teacher Education and Specialised Services, the
Examinations Council of Zambia, the University of Zambia, schools and other institutions too numerous to mention, for their support.
We pay special tribute to cooperating partners for rendering support in the production of this syllabus.
Special appreciation also goes to Curriculum Development Centre support staff and all those who were involved in the development
of this syllabus in one way or another.
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INTRODUCTION
The new syllabus is out-come based, and focuses on results rather than goals. The outcomes-based approach recognizes that learners
do not attain the outcomes through a set of prescribed learning experiences in one learning area. They attain them through exposure to
a wide range of experiences and varied content drawn from all Learning Areas.
Literacy and Languages specifically aims at developing the four skills of listening, speaking, reading and writing. The use of a
familiar language for initial literacy (at Grade One) should be used as a starting point for literacy in English. The Zambia Primary
School English syllabus (Grades 2 – 7) is a result of extensive consultation undertaken to reform the Basic Education Curriculum.
The new English Syllabus starts from Grade 2 to Grade 7. This has been a result of a lot of debate on the medium of instruction for the
initial literacy. Many views indicate that it is rather confusing for the child who comes straight from an environment in which he or
she speaks a Zambian familiar language to be introduced to English upon arrival in Grade 1 in school. The aim of introducing English
at Grade 2 is therefore to give the child a year to first master the initial literacy skills in his or her Familiar Language. Equipped with
this knowledge, the child will be able to graduate into English in Grade 2.
The Outcome-based education places emphasis on observable and measurable skills, knowledge and values to be acquired by learners
at specified levels of their schooling. It emphasizes learner centredness and provides for increased learner-teacher contact time,
different ability groups and use of a familiar language for initial literacy.
Continuous Assessment is another prominent feature of the new curriculum. This allows for regular monitoring of individual learning
progress, diagnosis of learning difficulties and provision of remedial teaching.
The new syllabus integrates Life Skills as solution to cross-cutting issues and themes such as HIV/AIDS, Gender, Human Rights,
Reproductive Health, Corruption, Good Governance, Environmental Education and Water Sanitation across the syllabus to ensure
holistic development of the learner. Throughout the learning process, the curriculum will lead to the development of entrepreneurship
skills.
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METHODOLOGY
The English syllabus from Grades 2 to 4 has three main parts. These are Listening and Speaking, Reading, Writing. Matters of
grammar are tackled within the different components. For example, within Listening and Speaking, Reading and Writing. The
assumption is that by the end of Grade 4 they will have been equipped with the basic language content to comprehend syntactical
issues.
From Grade 5 to 7, Grammar can be tackled as an independent area. At this time it is expected that elementary definitions and
explanations of concepts can be introduced to the learners. For example, terms such as ‘verb’ or ‘noun’ can be defined and explained.
The teaching methodology should be based on a communicative approach whose features include:
1. Integration of the basic literacy and language skills;
2. Using the literacy and language skills in real life situations;
3. Teaching literacy and language in context;
4. Using authentic teaching materials;
5. Using a variety of reading and writing activities including writing about real experiences and for a real purpose;
6. Placing learners in ability groups;
7. Using continuous assessment; and
8. Using varied-learner centered communicative, interactive and participatory techniques such as:
• Role play
• Drama
• Problem solving
• Information transfer
• Pair or group discussion
• Field trips or project work
• Case studies
• Debate
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GENERAL OUTCOMES FOR GRADES 2 - 7
1. Listening and Speaking:

The Listening and Speaking skills are very important. Learning to listen accurately and respond to the spoken word increases
the pupils’ confidence, builds up their receptive skills and allows them to be exposed to different forms of language. This is
therefore why listening and speaking skills are the basis of all language work.
Therefore, by the end of Grade 7 a learner should:
a) Perform the following outcomes using the appropriate language forms:
• Identify and classify
• Describe, narrate and report
• Find out
• Deny and concede
• Express and elicit intellectual attitudes
• Express personal meaning
• Get things done
• Communicate for social purposes
• Express concepts and relationships
• Talk about quality and quantity
• Understand the most common and useful grammatical terms and their functions;
b) Manipulate accurately and appropriately the core structures in the context of the functions set in (a) above
c) Use language effectively in and out of school, and demonstrate by responding in an appropriate way a spoken message;
d) Use the spoken language forms which are appropriate to different social contexts.
2. Reading
In reading, a learner will be required to read for comprehension from the beginning, and then be introduced to the types of
functional reading, which will enable learners to gradually read for specific purposes in crucial areas.
By the end of Grade 7, a learner should be able to:

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a) Understand the different types of reading material which they are likely to meet both in and out of school, ie. Texts and
passages in the Learner’s Books and graded supplementary readers, reading materials in real life, eg. Signs, instructions,
etc.; and reading materials related to other learning areas;
b) Have a reading vocabulary of at least 2500-3000 words, including a basic sight vocabulary of names, signs and labels
needed by the learner to operate in any society and be able to read with understanding a wide variety of narrative,
functional and instructional materials;
c) Read for pleasure and for specific information;
d) Read at a speed a speed appropriate to their purpose ( a speed of at least 100 words a minute is recommended for reading
for pleasure by the end of Grade 7);
e) Begin to read critically and make judgments on the materials read.
3. Writing:
Writing in Grades 2 – 7 comprises learning to form letters and write neatly and legibly (handwriting), learning to spell
(spelling) and learning to do grammatical exercises and controlled, guided and free writing. By the end of Grade 7, the learners
should have acquired those writing skills necessary for work in all learning areas for continued learning, and for the world of
work if they do not continue beyond Grade 7.
Therefore, by the end of Grade 7, learners should be able to:

a. Produce the kind of writing which is likely to be required of them if they leave school after Grade 7, e.g. letters (both
formal and informal); filling in forms; writing advertisements; writing simple reports, etc.
b. Produce the kind of writing in addition to the above that will be required of them in Grade 8, e.g. continuous free prose
writing and written work as required by other learning areas;
c. Spell and punctuate correctly;
d. Express clearly and correctly in writing their personal experiences, ideas, opinions and knowledge;
e. Take pride in their written work by writing neatly and keeping their work clean.
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GRADE 2 ENGLISH

GENERAL OUTCOMES:
• Develop listening and speaking skills
• Develop reading and writing skills
Key competences
• Demonstrate ability to express feelings, thoughts, experiences and convictions clearly and effectively in speech and
writing.
• Demonstrate ability to apply life skills as solutions to challenges in life using English language.
• Apply reading skills to comprehend written texts in English language for use in academic work.
Content
Component Topic Specific outcomes
Knowledge Skills Values
2.1 2.1.1. Greetings 2.1.1.1 Demonstrate different -Good morning Effective • Awareness
Listening types of greetings -Good afternoon communication • Respect
and -Good evening • Appreciation
Speaking
2.1.2 Objects 2.1.2.1 Identify objects found Eg: Cups, plates, pots etc. Identification Awareness
found in a home in a home Appreciation
2.1.3 Story telling 2.1.3.1 Recognize picture Sequencing pictures in a logical Story telling Creativity
strips in a logical sequence Logical thinking Orderliness
sequence Critical thinking
2.1.3.2. Retell simple stories
2.1.4 Animals 2.1.3.1 Identify domestic Eg: cat, dog, cow, goat, sheep Identification Awareness
animals. Appreciation
2.1.3.2 Identify wild animals. Eg: lion, elephant, zebra, leopard, Identification Awareness
Appreciation
2.1.5 Colours 2.1.5.1 Identify and Red, blue, yellow, brown, orange, Identification Awareness
discriminate different green, black and white Discrimination Appreciation
colours
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Content
2.1.6 Games 2.1.6.1 Talk about games Sheep sheep come home, hide and Identification Appreciation of
seek, Simon says, culture
2.1.7 Community 2.1.7.1 Describe good health E.g, Washing hands after using the Effective • Awareness
practices practices in the toilet; boiling drinking water communication • Appreciation
community Critical thinking
2.1.7.2 Describe bad practices E.g Child Abuse, smoking, drug
in the community abuse and corruption
2.1.8 Occupation 2.1.8.1 Mention different E.g, Teachers, nurses , watchmen, • Identification • Awareness
workers in the doctors, • Classification • Appreciation
community.
2.1.9 Objects 2.1.9.1 Identify and classify Fruits(orange, banana, apple); • Identification Appreciation
simple objects. Furniture(chair, table, desk); Tools( • Classification
hoe, axe, rake);
2.1.10 2.1.10.1 Describe objects, Adjectives(describing words); Effective • Awareness
Description people and events big/small; fat/thin; tall/short; communication • Appreciation
black/white; scaring/interesting etc
2.1.11 Personal 2.1.11.1 Talk about personal Birthdays, the market place • Narration Appreciation
experience experiences.
2.2 Reading 2.2.1 The 2.2.1.1 Sound out letters of the Sounds of the alphabet • Effective • Awareness
Alphabet alphabet (/a/,/b/,/c/,/k/,/e/) communication • Appreciation
2.2.1.2 Recognize and name Names of letters of the alphabet Identification

letters of the alphabet
2.2.2 Capital and 2.2.2.1 Distinguish capital E.g Aa, Bb, Cc, Dd, Gg Identification Awareness
small letters and small letters of the
alphabet.
2.2.2.2 Identify vowels and Vowels(a, e, i, o, u) consonants(E.g, Identification Awareness
consonants b,c,d,f,g) appreciation
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Content
2.2.3 Syllable 2.2.3.1 Form and read E.g, d-o-g, b-a-g, p-o-t, Effective Awareness
Formation syllables communication
2.2.4 Word 2.2.4.1 Form words using Eg, ba-na-na, Ma-ngo, Ca-t • Critical thinking Awareness
formation syllables • Creativity Appreciation
2.2.5 Sentence 2.2.5.1 Form and read simple • Subject + Verb (e.g, Mother is • Critical thinking Appreciation
formation sentences washing). • Creativity
• Subject + Verb + object (e.g,
Martha is kicking the ball).
2.2.5.2 Read short paragraphs Reading Paragraphs with • Reading Appreciation
fluently and with understanding • Fluency
understanding. • Comprehension
2.3 Writing 2.3.1 The 2.3.1.1.Write all the letters of Letters of the alphabet by hand. • Accuracy • Awareness
alphabet the alphabet, both • Manipulation • Appreciation
capital and small • Ordering
letters • Critical thinking
2.3.1.2 Sequence letters of the Arranging words in alphabetical
alphabet in the correct order
order eg: apple, ball, cat,
banana, beans, bin
2.3.2 2.3.2.1 Use capital letters Capital letters and a full stop Effective • Awareness
Punctuation and a full stop in a communication • Appreciation
sentence.
2.3.3 Sentence 2.3.3.1 Write simple Writing sentences using word- Critical thinking Accuracy
formation sentences using word- cards Creativity
cards He is cutting ….(firewood).
2.3.4 Spelling 2.3.4.1 Spell out words on Simple words. Spelling Accuracy
paper.
2.3.5 Sentence 2.3.5.1 Build simple Eg Mother is feeding the baby. • Critical thinking Appreciation
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Content
Building sentences • Creativity
2.3.6 Hand 2.3.6.1 Write legibly and Marion Richardson Handwriting Accuracy
writing neatly. Copying words Creative thinking Neatness
2.3.6.2 Copy familiar words
and sentences in a list
2.3.7Composing 2.3.7 Write simple words or Words or sentences about a picture • Composing Appreciation
sentences about a • Communication
picture.
GRADE 3 ENGLISH
GENERAL OUTCOMES:
• Acquire listening and speaking skills
• Acquire reading and writing skills
Key competences
writing.
Component Topic Specific outcomes Content

3.1. 3.1.1 3.1.1.1 Talk about chores and Roles e.g. cooking, sweeping, Effective Appreciation
Listening and Conversation responsibilities of family gardening communication
Speaking members Responsibilities e.g. caring,
obedience,
3.1.2 Time 3.1.2.1 Tell time of the day • Times of a day (hours) • Identification Awareness
• Communication Appreciation
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Content
3.1.2.2 Recall days of the week • Days of the week
and months of the year. • Months of a year
3.1.3.Telling 3.1.3.1 Retell traditional and Retelling stories; • Narration • Appreciation
Stories modern stories Sequencing of events • Creative • Orderliness
thinking
3.1.4. Puzzles 3.1.4.1 Recognise and solve Puzzles eg: word puzzles • Critical thinking • Reasoning
puzzles • Problem • Wisdom
solving
3.1.5. Proverbs 3.1.5.1 Recognise and interpret Interpreting simple Proverbs Critical thinking • Awareness
proverbs • Appreciation
• Wisdom
3.1.6. 3.1.6.1 Dramatise familiar Dramatising, • Public speaking • Self-
Dramatising stories Voice projection • Self expression confidence
Confidence • Assertiveness
Role play
3.1.7. Poetry, 3.1.7.1 Recite simple Poems and Reciting; • Reciting • Appreciation
Tongue-twisters Poems and Tongue-twisters • Effective
Rhymes communication
pattern,
3.1.8. 3.1.8. Identify occupations in the Occupations and tools/ • Identification • Awareness
Occupations locality and the tools used equipment used e.g. • Critical thinking • Appreciation
fishing/boat/net
Farming/hoe/axe/plough/tractor
3.1.9 Objects 3.1.9.1 Talk about objects found e.g. tables, desks, chair, board Identification Awareness
found in school in school
3.1.10 Colours 3.1.10.1 Discriminate colours in Different colours Identification • Awareness
different objects • Appreciation
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Content
3.1.11. Antonyms 3.1.11.1 Identify antonyms and Synonyms –words which have • Identification • Awareness
and synonyms synonyms similar meaning eg : Fast/quick; • Classification • Appreciation
angry/cross
Antonyms- words which are
opposites in meaning eg
Bad/good
Sad /happy
3.1.12. Dialogue 3.1.12.1 Take part in simple Simple dialogues about Effective Self-expression
dialogue different subjects communication
3.1.13. Using 3.1.13.1 Use socially acceptable E.g. Take leave, Effective • Awareness,
Appropriate language in expressing feelings Goodbye, good night, extending communication • Courtesy
language in a and thoughts in various greetings, good morning, how
social setting situations are you , may I be excused
3.2. Reading 3.2.1Reading 3.2.1.1 Read familiar and new Reading new vocabulary Reading • Fluency
words words • Accuracy
3.2.2.1 Read a given text at an Reading and comprehension; • Reading Appreciation

3.2.2. Reading appropriate pace, acceptable Appropriate pace • Comprehension
aloud pronunciation and with Correct pronunciation
understanding
3.2.3. Stories 3.2.3.1 Identify themes of Themes or Comprehension Appreciation
stories Central idea of a stories
3.2.4. Interpreting 3.2.4. Locate information in e.g. Charts, Graphs, Tables, • Interpretation Appreciation
information in print resources Maps • Comprehension
print resources
3.3 Writing 3.3.1 Sequencing 3.3.1.1 Rearrange sentences in a Arranging sentences in logical • Ordering Orderliness
logical sequence. order • Critical Thinking
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Content
3.3.2 3.3.2.1 Use and and but to join E.g. I am tired and hungry • Communication Awareness
Conjunctions simple phrases Jane went to the river but • Application
failed to swim
3.3.3 Dictation 3.3.3.1 Take dictation Taking dictation Note taking • Accuracy
• Attentiveness
3.3.4 Paragraphs 3.3.4.1 Construct short Short paragraphs of one to three Composing Appreciation
paragraphs. sentences
3.3.5 Summary 3.3.5.1 Summarise simple • Identifying Content words • Identification • Awareness
stories • Identifying important points • Summarising • Brevity
in a story
3.3.6 Punctuation 3.3.6.1 Punctuate sentences and Capital letter for proper nouns Punctuation • Awareness
short paragraphs. and at the beginning of • Appreciation
sentence;
Full stop;
Comma ;
Question mark.
3.3.7 Singular 3.3.7.1 Write plural and singular Nouns ending with s, y, o Effective Appreciation
and plural forms of words. e.g. boy/boys, bus/buses, communication
tomato/tomatoes,

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GRADE 4 ENGLISH
GENERAL OUTCOMES:
• Develop listening, speaking, reading and writing skills
• Develop appreciation of literature, culture and life skills
Key competences
writing.
Content
4.1 4.1.1 Stories 4.1.1.1 Tell stories in the Sequencing events in a story • Narration Appreciation
Listening and right sequence • Communication
Speaking 4.1.2 4.1.2.1 Take part in a Responding appropriately in a Effective • Self confidence
Conversation short conversation on a conversation communication • Accuracy
familiar topic
4.1.3. Puzzles 4.1.3. Recognise and give Solving puzzles • Critical thinking • Appreciation
meaning to puzzles E.g. word puzzles • Problem solving • Wisdom
4.1.4. Greetings 4.1.4.1 Demonstrate Responding politely to greetings Effective • Respect
politeness in greetings communication • Politeness
• Appreciation
4.1.5 Plays 4.1.5.1 Perform simple Acting/dramatising simple plays: Effective Appreciation
plays Voice projection, stage communication
movement, public speaking,
confidence
4.1.6. Poetry 4.1.6.1 Recite and Elements poetry; e.g. rhyme, Reciting Appreciation
recognise some elements imagery, figures of speech, Effective
of poetry communication
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Content
4.1.7. 4.1.7.1 Respond to and e.g. follow instructions on how Attentiveness • Accuracy
Understanding follow a series of to make a paper boat Creative thinking • Creativity
oral instructions instructions • Appreciation
4.1.7.2 Get and respond e.g. go straight, turn right, turn • Accuracy Appreciation
to oral directions about left, opposite, behind • Attentiveness
locating a place
4.1.8.1 Tell seasons of E.g. Rainy season- digging, Effective • Appreciation
4.1.8. Time the year and describe the planting, weeding communication • Awareness
activities done
4.1.9. Antonyms 4.1.9.1 Use antonyms Synonyms -words with same Effective Appreciation
and synonyms and synonyms meaning (e.g. scared/afraid,) communication
Antonyms- words opposite in
meaning(weak/strong, poor/rich)
4.1.10. Socially 4.1. 10.1 Use socially e.g. May I.., Could you.., Please Effective Appreciation
accepted acceptable language to sir/madam …, communication Appropriacy
language make polite requests
Reading 4.2.1 4.2.1.1 Read silently any Avoiding bad reading habits e.g. Silent Reading Appreciation
Silent Reading given passages and do pointing words with fingers, lip
follow-up activities reading
4.2.2. Reading 4.2.2.1 Read a given Reading with fluency and • Reading • Appreciation
Aloud passage at an appropriate comprehension • Comprehension • Self confidence
pace, acceptable
pronunciation and with
understanding
4.2.3. 4.2.3.1 Read a passage i.e. What is the name of… Comprehension Appreciation
Comprehension and answer the wh Who …..
questions; Where did…
When…….
Why….
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Content
4.2.3.2 Read and Information illustrated in charts, • Critical thinking • Appreciation
interpret information graphs, diagrams, tables and • Effective • Accuracy
expressed in charts, maps communication
graphs, diagrams, tables • Comprehension
and maps
4.2.4. Extensive 4.2.4.1 Read a variety of Reporting main message on the • Summarising Appreciation
reading materials and report on materials read. • Reading
the main points
4.3 Writing 4.3.1 Word and 4.3.1.1 Rearrange words • Sequencing words • Sequencing Understanding
Sentence order and sentences in • Sequencing sentences(up to • Critical thinking
a logical order. five) in logical order
4.3.2 4.3.2.1 Write stories Developing stories Composing • Appreciation
Composition using given • Creativity
vocabulary
4.3.3 Sentence 4.2.3.1 Construct Sentence construction using Effective Appreciation

Construction sentences Subject+Verb+Adjective( Sitali communication
is tall)
Subject+Verb+Object+Object
(Mother bought me a dress)
4.3.4 Dictation 4.3.4.1 Write dictated Legibility, spellings and • Attentiveness Appreciation
sentences and punctuations • Accuracy
passages. • Comprehension
4.3.5 Tenses 4.3.5.1 Use simple e.g. Effective Appreciation

present tense • You like bananas. communication
• He eats oranges on Monday
• She goes to school everyday.
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Content
4.3.5.2 Use the simple E.g. She is reading
progressive
tense (Present
continuous)
4.3.5.3. Use the simple
past tense E.g. I saw Mary yesterday
4.3.6 Free 4.3.6.1 Write sentences Nouns, verbs and objects • Critical thinking Appreciation
writing about a given • Composing
picture.
4.3.7 Guided 4.3.7.1 write a Composing a story on : HIV and • Critical thinking Appreciation
writing paragraph on a AIDS, Child Abuse, • Composing
picture with Corruption and Substance
structured abuse.
support
4.3.8 4.3.8.1 Write informal E.g. a letter about a party or • Composing Appreciation
Informal letter letters. ceremony • Effective
Features; one address, salutation, communication
body, language, ending
4.3.9 Posters and 4.3.9.1 Design simple Designing posters and notices • Creative • Creativity
notices posters and thinking • Appreciation
notices from • Critical thinking
given
vocabulary
4.3.10 Parts of 4.3.10.1 Use adverbs of Adverbs of manner; Effective Appreciation
speech manner slowly, fastly, hungrily, communication
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GRADE 5 ENGLISH
GENERAL OUTCOME:
Key competences
writing.
Content
5.1 Listening 5.1.1 Analysing 5.1.1.1 Name major and Major and minor characters • Identification Appreciation
and a story minor characters in • Analysis
Speaking a story • Critical
thinking
5.1.2.1 Seek and give E.g. asking for directions to a • Interpersonal • Appreciation
5.1.2. Finding factual place; Where can I find skills • Etiquette
out information Manda hill shopping mall? • Effective
Manda hill shopping mall is communication
along great east road
5.1.3. Proverbs/ 5.1.3.1 Use proverbs E.g. Not all that glitters is Effective • Appreciation
sayings and sayings gold communication • Wisdom
Critical thinking
5.1.4. Drama 5.1.4.1 Dramatise Role play Effective • Appreciation
stories Voice projection communication • Self confidence
Confidence
Fluency
5.1.5. Praises 5.1.5.1 Recite common • Praises about God, chiefs, Reciting Appreciation
praises
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Content
heroes and natural
beauties
• Intonation
• rhyming
5.1.6. Processes 5.1.6.1 Describe simple E.g.: How to prepare nshima; • Description Appreciation
processes how to make fire; First, • Communication
then…
5.1.7. Calendar 5.1.7.1 Discuss calendar E.g.: holiday, weekend, • Identification,
vocabulary dates, days, month end, • Classifcation Awareness
lunar, leap year
E.g: Effective Appreciation
5.1.8. Making 5.1.8.1 Make polite I would like to invite communication
requests requests you…, May I invite …
5.1.9. Debates 5.1.9.1 Debate on cross- E.g. Gender stereotype; boys • Public • Appreciation
cutting issues and themes are stronger than girls; It is speaking • Self
better to be a teacher than a • Critical confidence
nurse. thinking
• Effective
communication
5.1.10. Messages 5.1.10.1 Transmit E.g. by word of mouth, • Effective • Appreciation
messages to another phone or radio communication • Accuracy
person • Interpersonal • Appropriacy
skills
5.1.11. Denying 5.1.11.1 Deny and affirm E.g. I deny, I don’t agree … Effective Appreciation
and affirming statements I accept……., I agree…… Communication
5.1.12 Speeches 5.1.12.1 Make short E.g. Speech of introduction Effective • Appreciation
speeches communication • Assertiveness
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Content
5.1.13. Use 5.1.13.1 Express and E.g., I am sorry; I forgive Effective Appreciation
language in a accept apologies you communication
social setting
5.2. Reading 5.2.1. Intensive 5.2.1.1 Read a passage Knowledge of the text, back Reading and Appreciation
reading and answer multiple referencing, infering comprehension
choice, surface and
inference questions
5.2.1.2 Read and Interpreting Charts, Graphs, • Critical thinking • Appreciation
interpret information Tables, Maps • Analysis • Brevity
presented in print • Comprehension
resources
5.2.2. Skimming 5.2.2.1 Demonstrate Reading for specific • Skimming Appreciation
and scanning reading skills such as information • Scanning
skimming and scanning Reading to get the • Critical thinking
general/overall impression of
the passage
5.2.3. Figures of 5.2.3.1 Read and • Similes; He is like a snake • Effective Appreciation
speech interpret text with in the grass. communication
figurative language • Metaphors; He is a snake • Critical thinking
in the grass.
5.2.4. Summary 5.2.4.1 Summarise • Summary skills • Summarising Appreciation
stories • Functional words • Comprehension
5.2.5. Extensive 5.2.5.1 Read materials E.g. • Reading • Appreciation
reading from other subject areas • Causes and effects • Comprehension • Application
rural/urban migration
• The importance of water in
the soil
5.3. Writing 5.3.1 Reports 5.3.1.1 Write reports The past perfect tense Effective
on events in the communication Appreciation
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Content
local
community.
5.3.2 Letters 5.3.2.1 Write formal Formal letters Effective Appreciation
letters. Two Addresses communication
Salutation
Body of letter with each
different idea written in
different paragraphs
Ending
Signing off
5.3.3. 5.3.3.1 Write notices Notices • Composing Appreciation
Notices and and E.g. Be aware/Take • Effective
advertisements advertisements notice/Be informed that communication
there will be…
Advertisements
E.g. Job opportunity; Baby
seaters wanted
at…qualifications… first
come first served!!
5.3.4 5.3.4.1 Re-arrange Sequencing sentences to • Synthesis • Appreciation
Sequencing sentences in make paragraphs • Critical thinking • Orderliness
logical order to
form paragraphs.
5.3.5 Summary 5.3.5.1 Summarise Title and Theme Summarising Appreciation
simple stories
5.3.6 Use of 5.3.6.1 Write E.g. the past perfect simple • Effective Appreciation
Tenses paragraphs and past perfect continuous communication
using selected • Critical
tenses. thinking
5.3. 7 Guided 5.3.7.1 Compose simple Guided compositions Composing Appreciation
25

Content
composition stories using
given
vocabulary.
5.3.8 5.3.8.1 Re-write short Re-writing sentences Paraphrasing Appreciation
Paraphrasing sentences on
what has been
read using own
words
5.3.9 Tenses 5.3.9.1 Change word E.g. walk/walked, sleep/slept • Transformation • Appreciation
forms to • Critical thinking • Creativity
suitable tenses.
5.3. 10 5.3.10.1 Punctuate given E.g. Exclamation and Punctuation Accuracy
Punctuations paragraphs. question marks.
5.3.11 Negative 5.3.11.1 Change E.g.: like/dislike Communication • Appreciation
forms sentences from Clean/unclean • Awareness
positive to Able/ unable
negative form
and vice versa.
5.3.12 5.3.12.1 Identify Similarly spelt words with • Identification • Appreciation
Homographs homographs in
different meanings e.g. • Discrimination • Awareness
sentences minute referring to
measurement of time and
minute meaning very small
size
A live debate/I live in Kitwe
5.3.13 Synonyms 5.3.13 Write synonyms Synonyms and antonyms • Identification • Appreciation
and and antonyms of Words that have similar • Discrimination • Awareness
antonyms words. meaning
Words that are opposite in
meaning
26

GRADE 6 ENGLISH
GENERAL OUTCOME:
Key competences
writing.
Content
6.1.1. Processes 6.1.1.1 Describe different Descriptive language Communication Application
6.1. Listening and activities activities e.g. sports day, drama, music
and Speaking and dance festival,
6.1.1.2 Describe simple How to make oral
processes rehydration solution(ORS),
first…. last
6.1.2. 6.1.2.1 Identify the main E.g. What happened?, Effective
Conversation points in a where?, when?, who was communication Appreciation
conversation involved?
6.1.3. Language 6.1.3.1 Express E.g. Please, accept my
in social setting condolences condolences, Effective • Appreciation
I am sorry for your loss, communication • Appropriacy
6.1.3.2 Decline an Thank you for the invitation Effective • Appreciation
invitation and but …, however communication
give an excuse
6.1.4 Stories 6.1.4.1 Identify major Characterisation • Effective • Awareness
and minor (How they look/what they communication • Appreciation
characters in a say/how the author describes • Critical thinking
27

Content
story them) • Analysis
6.1.5. Drama 6.1.5.1 Dramatise Role play • Fluency • Self
legends and famous Voice projection and • Public speaking confidence
folklores articulation • Assertiveness
6.1.6. Songs and 6.1.6.1 Compose songs Characteristics of poems and • Creative thinking • Creativity
poems and poems on Songs (rhyming, rhythm, • Communication • Appreciation
cross cutting stanza) • Awareness
issues. e.g. HIV and AIDS,
corruption, gender based
violence
6.1.7. 6.1.7.1 Describe location Descriptive language: Communication Accuracy
Description of places south/north of…/10km
from…., before or after…
6.1.8. Debate 6.1.8.1 Debate cross- Salutation/protocol, voice • Articulation • Politeness
cutting issues in a projection, clarity, • Public speaking • Responsibility
logical manner facts/justification e.g. on • Self
HIV/AIDS, Child labour, confidence
gender violence,
6.2 Reading 6.2.1 Reading 6.2.1.1 Read different Reading different materials Comprehension Appreciation
types of text with Read and answer questions
understanding on any crosscutting topic
6.2.2 Using 6.2.2.1 Use reference Referencing Referencing Awareness
reference books in respect Content, glossary, indexes
books to content,
glossary and
indexes
6.2.3 Skimming 6.2.3.1 Find information Skimming and Scanning • Skimming • Appreciation
and in passages using passages • Scanning • Awareness
scanning skimming and
28

Content
scanning.
6.2.4 Reading 6.2.4.1 Read aloud Reading with appropriate Effective • Appreciation
aloud appropriately expression and observing communication • Self
correct punctuations and confidence
pronunciation.
6.2.5 Extracting 6.2.5.1 Extract Print resources: maps, • Communication Brevity
information information from graphs, charts and tables. • Interpretation
from print print resources
resources
6.3 Writing 6.3.1 6.3.1.1Write short Introduction, body, • Effective • Appreciation
Composition descriptive paragraphing, conclusion, communication • Awareness
compositions on descriptive language • Critical thinking • Creativity
given topics • Creative thinking
6.3.1.2 Write short Introduction, body,

reports on given paragraphing, conclusion,
situations. Use of the past perfect tense
6.3.1.3 Write imaginative Imaginative

compositions compositions(e.g. winning a
lottery, winning a bursary)
using future perfect tense
6.3.2 Stories 6.3.2.1 Compose a story Figurative language e.g. • Effective • Appreciation
based on a Similes, metaphors, idioms communication • Creativity
picture. • Critical thinking • Self-
expression
6.3.3 Diary 6.3.3.1 Maintain a diary. Writing short forms of words Summary Brevity
e.g.: Min of ed.,
abbreviations, acronyms
29

Content
6.3.4 Filling-in 6.3.4.1 Fill in simple Different forms e.g. • Effective Appreciation
forms forms. application forms, money communication
transfer, claim forms • Application
6.3.5 Dictation 6.3.5.1 Write short Spellings, punctuation • Listening Accuracy
paragraphs from marks, hand writing • Writing
dictation.
6.3.6 Writing 6.3.6.1Write notices Different notices(fun fare, • Application • Clarity
notices birth days, club meetings) • Effective
communication
6.3.8 Sentences 6.3.8.1 Build up correct Subject + Verb +Object + Sentence building • Appreciation
sentences Complement (We chose him • Awareness
class captain)
6.3.9 Summary 6.3.9.1 Summarise given Content and functional Summary Appreciation
stories. words, the main points
6.4 Language 6.4.1 Tenses 6.4.1.1.Change from one Tenses – e.g.: from past Application Awareness
Structure tense to another. tense to future tense
I went yesterday – I will go
tomorrow
6.4.2 Singular 6.4.2.1Change singular to Irregular nouns. E.g: bully - Application • Awareness
and Plural plural for bullies • Appreciation
forms irregular nouns.
6.4.3Nouns 6.4.3.1 Make nouns from Changing verbs into nouns ( Application Awareness
verbs. writer/ write, driver/drive)
6.4.4 Verbs 6.4.4.1 Identify and use E.g. Identification • Awareness
interrogative How, why, Did he come • Appreciation
forms of verbs.
6.4.5Punctuation 6.4.5.1 Use different Punctuation marks(colon, • Punctuation • Awareness
s Punctuation semicolon, invited comma, • Writing • Appreciation
30

Content
marks. exclamation mark) • Accuracy
6.4.6 6.4.6.1Write words that Cover a book/cover a • Application • Awareness
Homographs are spelt the same distance, beat someone/beat • Clarity
but with different of sound, mean-stingy mean-
meanings. imply
6.4.7 6.4.7.1 Write synonyms Synonyms (huge/enormous) Application • Awareness
Synonyms and and antonyms of Antonyms( • Appreciation
antonyms words. Cheap/expensive)
6.4.8 6.4.8.1 Use correct E.g.: however Effective • Awareness
Conjunctions conjunctions to communication ideas • Appreciation
connect parts of a
sentence.
31

GRADE 7 ENGLISH
GENERAL OUTCOMES:

Key competences
writing.
Content
7.1.1. 7.1.1.1 Compose Logical arrangement of • Critical thinking, • Creativity,
7.1. Stories different stories events, fluency • Creative thinking • Innovativeness
Listening and 7.1.2. 7.1.2.1
speaking
7.1.3. 7.1.3.1 Act in plays Acting: • Public speaking • Self-expression
Acting Voice projection, pitch, • Acting • Awareness
intonation, stress, articulation, • Creative thinking • Appreciation
7.1.4.Delivering 7.1.4.1 Deliver a E.g. Peter said he will not be • Communication • Appreciation
Messages complex message from around for lunch… • Accuracy
one person to another
7.1.5. 7.1.5.1 Explain riddles, Riddles(….), proverbs ( blood • Identification • Appreciation

Figures of proverbs and idioms is thicker than water) and • Communication • Wisdom
speech idioms(pull up your socks)
7.1.5.2 Use riddles,
proverbs and idioms in
speech
32

Content
7.1.6. 7.1.6.1 Identify and e.g. Kuomboka, umutomboko, • Oral • Appreciation
Customs discuss the ukusefya pa Ng’wena, communication • Awareness
customs of • Identification
particular people
7.1.7. 7.1.7.1 Debate issues of Debate formalities • Public speaking • self
Debate national -Proposing, opposing, raising • Critical thinking confidence
importance points of order, opinions, facts • Assertiveness
7.1.8 7.1.8.1 Report their own Features of a report • Communication • Clarity
Reports and other (The five WHs – what, where, • Application • Reasoning
people’s when, who, why) • Brevity
experiences
7.1.9. 7.1.9.1 Express personal e.g. Application • Appreciation
Preferences opinions by stating I like, I prefer, I would like
preferences and
intentions
7.1.10. 7.1.10.1 Influence other E.g. Could, may, please • Communication • Politeness,
Persuasion people through polite • Humility
requests and persuasion
7.1.11. 7.1.11.1 Narrate Stories of heroes ,heroines • Communication • Appreciation
Stories stories about and myths • Critical thinking • Awareness
legends and
myths
7.2 Reading 7.2.1 Intensive 7.2.1.1 Read different Answering techniques e.g. • Reading • Appreciation
reading types of text with elimination, explanation • Comprehension
understanding • Interpretation.
7.2.2 Reading 7.2.2.1 Read lively and Reading expressively (i.e. Reading. Appreciation
aloud (oral expressively . intonation, stress, punctuation
reading) marks).
7.2.3 References 7.2.3.1 Use reference Use of reference materials e.g. Skimming and • Awareness
33

Content
and textbooks index, table of content. scanning. • Appreciation
effectively.
7.2.4 Extensive 7.2.4.1 Read a variety of New knowledge and • Comprehension Appreciation
reading materials vocabulary, writing styles. • Reading
including those • Study
from other subject
areas .
7.3 Writing 7.3.1 Essays 7.3.1.1 Write essays on Essay layout e.g. title, • Writing Appreciation
given topics introduction, body, • Communication
paragraphing, and conclusion.
7.3.2. Letter 7.3.2.1 Write formal Features of letters e.g. • Writing • Clarity.
writing and informal address(es), beginning, • Application. • Awareness
letters. salutation, reference, main
body, ending.
7.3.3. Summary 7.3.3.1 Summarise Content and functional words Summary Objectivity.
stories.
7.3.4. Notices 7.3.4.1 Write notices Persuasive and catchy • Advertising • Awareness
and and language(e.g. mouth watering • Communication • Appreciation
advertisements advertisements scones on sell/50% discount • Clarity
on limited stock)
7.3.5.Developing 7.3.5.1 Compose texts Interpreting charts, maps, • Analysis • Awareness
text from using graphs, tables. • Interpretation • Appreciation
print information • Critical thinking • Accuracy
resources presented in • Identification
print resources
7.3.6. Writing 7.3.6.1 Write minutes of Features of minutes. e.g. date, • Note taking • Appreciation
minutes a meeting venue, attendance, agenda, • Application • Orderliness
main body, resolutions and • Communication • Clarity
use of past tenses
7.3.7. Dictation 7.3.7.1 Write from Spelling, punctuation, • Writing. • Attentiveness.
34

Content
dictation. • listening • Accuracy
7.4. 7.4.8 Nouns 7.4.8.1 Identify different Regular (e.g. Boy, girl) • Identification. • Awareness
Grammar/ types of nouns. Irregular(e.g. Man, sheep) • Classification • Appreciation
Writing Countable(e.g. stone, book)
Uncountable (e.g. salt, water)
Proper (e.g. Peter, Jane)
7.4.9 Adjectives 7.4.9.1 Use adjectives to E.g. Michael is good, Big • Communication. • Awareness
and nouns qualify nouns books are heavy to carry • Identification • Appreciation.
7.4.10 Adverbs 7.4.10.1 Use adverbs to E.g. The teacher walked into • Communication • Awareness
qualify verbs. class quietly. • Application • Appreciation
You must finish writing
quickly,
She slowly ate the scone
7.4.11 Active 7.4.11.1 Use the active Active (E.g.: The dog bit • Communication. Awareness.
and passive and passive Mary). Passive (e.g. Mary • Application
voice voice. was bitten by the dog).
7.4.12 7.4.12.1 Punctuate E.g. capital letter, comma, full • Punctuation • Awareness
Punctuation different texts. stop, exclamation mark, • Application • Appreciation
colon, semicolon, question
mark, inverted commas,
7.4.13 Direct 7.4.13.1 Use direct and Direct speech (e.g.: John said, • Punctuation • Awareness
and indirect indirect speech “I will come.” • Application • Appreciation
speech Indirect(Eg: John said that he
would go)
7.4.14 7.4.14.1 Connect Therefore, Because of this as • Application • Awareness
Conjunctions sentences using a result, since.…, • Communication • Appreciation
conjunctions either…or…, neither… nor..,
too…to…., so…. that….
35

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Ministry of Education, Science, Vocational Training and Early Education

ZAMBIA PRIMARY SCHOOL ENGLISH SYLLABUS

PUBLISHED BY THE Curriculum Development Centre

Literacy and English Language

General Outcomes ……………………………………………………………………….

1. Listening and Speaking:

By the end of Grade 7, a learner should be able to:

Therefore, by the end of Grade 7, learners should be able to:

2.2.1.2 Recognize and name Names of letters of the alphabet Identification

Component Topic Specific outcomes Content

3.2.2.1 Read a given text at an Reading and comprehension; • Reading Appreciation

4.3.3 Sentence 4.2.3.1 Construct Sentence construction using Effective Appreciation

4.3.5 Tenses 4.3.5.1 Use simple e.g. Effective Appreciation

6.3.1.2 Write short Introduction, body,

6.3.1.3 Write imaginative Imaginative

• Develop listening, speaking, reading and writing skills

7.1.5. 7.1.5.1 Explain riddles, Riddles(….), proverbs ( blood • Identification • Appreciation

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