ENGLISH Syllabus III-VII 09 July 2019 Press B Final

THE UNITED REPUBLIC OF TANZANIA
MINISTRY OF EDUCATION, SCIENCE AND TECHNOLOGY
ENGLISH LANGUAGE SYLLABUS

FOR PRIMARY EDUCATION
(Kiswahili Medium Schools)
Standard III - VII
© Ministry of Education, Science and Technology, 2015
First edition, 2015

Second edition, 2016
Third edition, 2019
ISBN 978-9987-09-057-0
Tanzania Institute of Education

P. O. Box 35094
Dar es Salaam
Tanzania
Tel: +255 22 2773005/+255 22 277 1358

Fax: +255 22 2774420
Email: director.general@tie.go.tz
Website: www.tie.go.tz
This syllabus should be cited as: Tanzania Institute of Education. (2015). English language syllabus for Primary Education;
Kiswahili medium schools. Dar es Salaam: Ministry of Education, Science and Technology.
All rights reserved. No part of this syllabus may be reproduced, stored in any retrieval system or transmitted in any form or by any
means; electronic, mechanical, photocopying, recording or otherwise without the prior permission of the Ministry of Education,
Science and Technology.
ii
Table of contents
Page
Foreword……………………………………………………………………………...........................……..................... iv
List of tables…………………........................................................................................................................................... v
1. Introduction............................................................................................................................................................. 1
2. Relationship between the syllabus and the curriculum............................................................................................ 1
2.1 Basic education objectives ...................................................................................................................................... 1
2.2 Basic education competencies................................................................................................................................. 2
2.3 English Language Subject objectives...................................................................................................................... 2
2.4 English Language Subject competencies................................................................................................................ 2
2.5 Teaching and learning of the English Language Subject ........................................................................................ 4
2.6 Assessment of learning............................................................................................................................................ 4
3. Syllabus content....................................................................................................................................................... 5
3.1 Main competencies.................................................................................................................................................. 5
3.2 Specific competencies.............................................................................................................................................. 5
3.3 Activities to be performed by pupil......................................................................................................................... 5
3.4 Assessment criteria.................................................................................................................................................. 5
3.5 Benchmarking.......................................................................................................................................................... 5
3.6 Number of periods................................................................................................................................................... 5
3.7 Syllabus content for Standard III ............................................................................................................................ 6
3.8 Syllabus content for Standard IV............................................................................................................................. 21
3.9 Syllabus content for Standard V.............................................................................................................................. 32
3.10 Syllabus content for Standard VI............................................................................................................................. 48
3.11 Syllabus content for Standard VII........................................................................................................................... 59
iii
Foreword
The English Language Syllabus has been prepared following the introduction of Primary Education Curriculum of 2015, 2016
and 2019 that introduces English Language Subject in primary schools from Standard III. Some reforms in the curriculum have
been introduced to facilitate its implementation. Some old subjects have been retained or reorganised while new ones have been
introduced in the Standard III- VII curriculum. In the curriculum reform, now English Language Subject begins in Standard III in
public schools instead of Standard I in the previous syllabus. This is to allow young pupils to learn language skills first in Kiswahili
before they apply the same skills to learn English.
English language is the medium of instruction in secondary schools and tertiary institutions. As much as possible, every child
should have good mastery of English Language Subject to excel academically and in other social endeavours in the upper levels.
Clearly, the quality of English language instruction in our schools is affected by the quality of curriculum programmes that are
presented throughout syllabi and support materials.
This syllabus contains competencies required to help the upper primary school learner to grow into competent user of the English
language by the end of Standard VII. Thus, this syllabus also provides teachers with guidance on how to assess learners’ progress
at every stage of learning. I believe this syllabus will be a handy tool in the hands of teachers.
The Ministry of Education, Science and Technology takes this opportunity to thank all organisations, coordinators and experts who
contributed to designing and writing of this syllabus. The Ministry of Education, Science and Technology expresses its gratitude to
teachers for their input and regular feedback which contributed significantly to the development of this syllabus. We will appreciate
to receive relevant feedback from all stakeholders so as to improve the English language syllabus. All recommendations should be
sent to the Director of Tanzania Institute of Education.
The Ministry of Education, Science and Technology urges all teachers of English to make the syllabus their companion and a useful
resource in the planning and teaching of English.
................................................
Dr. Lyabwene M. Mtahabwa
Acting Commissioner for Education
Ministry of Education, Science and Technology
iv
List of tables
Table 1 English Language Subject competencies for Standard III .................................................................. 3
Table 2 English Language Subject competencies for Standard IV – VII ........................................................ 3
Table 3 Competencies to be developed by Standard III pupil ....................................................................... 6
Table 4 Detailed syllabus content .................................................................................................................. 6
Table 5 Competencies to be developed by Standard IV pupil ....................................................................... 21
Table 7 Competencies to be developed by Standard V Pupil ........................................................................ 32
Table 9 Competencies to be developed by Standard VI Pupil ....................................................................... 48
Table 11 Competencies to be developed by Standard VII ............................................................................... 59
v
1. Introduction
This English Language syllabus is for Kiswahili medium schools. It is prepared based on the 2015 Primary Education
Curriculum, third edition of 2019. The syllabus is divided into three parts. The first part is the introduction; the second part is
the curriculum overview and the third part is the syllabus content.
The English Language Syllabus has been prepared following the introduction of Basic Education Curriculum of 2015 that
introduces English Language Subject in primary schools from Standard III. Pupils in Standard, I and II are taught literacy
and numeracy competencies. The teaching of English Language Subject aims at developing the four language skills namely
Listening, Speaking, Reading and Writing according to class level. It is based on the communicative approach to language
teaching and learning.
In designing this syllabus, special attention has been paid to the prevailing linguistic situation in Tanzania, and the need to
enhance the teaching and learning of English language. Teachers are advised to be creative by providing more activities which
will suit and enable the learner to acquire the intended competencies.
2. Relationship between the syllabus and the curriculum

The curriculum for basic education comprises of various aspects which shows that, the curriculum is an inclusive concept of various
aspects that correlate. The curriculum aspects includes; objectives of Primary Education, competencies of primary education,
the English Language Subject objectives, the main and specific competencies, teaching and learning the English language and
assessment of learning. In line with these aspects, the syllabus deeply analyses competencies, activities to be performed by the
pupil, assessment criteria, the benchmarking and number of periods. The description provided, enables the teacher to interpret and
use this syllabus for effective teaching and learning English language.
2.1 Basic education objectives in Standard III-VII
The objectives of Basic Education are to enable the pupil to:
a) develop skills in reading, writing, arithmetic and oral communication;
b) know, use and appreciate the Kiswahili language;
c) know the foundation of the rule of law;
d) appreciate the Tanzanian culture and those of other countries;
e) think, create and solve problems;
f) recognize the importance of ethics, integrity and accountability as being the qualities of a good citizen;
g) participate in games and sports and appreciate artistic activities;
h) discover and develop talents and abilities;
1
i) appreciate and like to work;
j) recognise, appreciate and make use of science and technology; and
k) get prepared for the next level of education and enhance a spirit of lifelong learning.
2.2 Basic education competencies for Standard III-VII
a) communicate correctly in Kiswahili and English orally and in writing;
b) read confidently and understand specified texts;
c) use theoretical and mathematical principles in daily life situations;
d) apply scientific, technological and vocational skills in real life situations;
e) use their culture and that of other communities in daily life situations;
f) respect the diverse beliefs and ideologies of the community in which he/she lives;
g) participate in games and sports and artistic activities;
h) respect oneself and others;
i) use patriotic duties in daily life situations;
j) participate in different activities which are in line with his/her age;
k) participate in activities which enhance his/her logical and analytical thinking; and
l) collaborate with other people to perform acceptable activities in the community.
2.3 English Language Subject objectives
The objectives of teaching and learning English language in Basic Education Standard III-VII are to:
a) enable the pupil to express him/herself appropriately in a given situation;
b) develop the pupil’s basic skills in listening (lip reading, for the deaf), speaking, reading and writing (writing into Braille
for the blind) through English language;
c) acquire and use vocabulary through the four language skills;
d) enable the pupil to acquire and apply correct English grammar; and
e) provide the pupil with a sound base for higher education and further personal advancement through
English language use.
2.4 English Language Subject competencies
The main and specific competencies for Standard III – VII are the same except for the inclusion of competencies in Standard
III. These competencies focus on listening and comprehending phonemic symbols (1.2), listening, pronouncing, and reading
English phonemic symbols (1.3) (See table 1 and 2). It is necessary to include these competencies to ensure that pupils have
a strong foundation in English language learning.
2
Table 1: English Language Subject competencies for Standard III
Main competencies Specific competencies

1.1 Listen and comprehend information presented orally
1.0 Comprehend oral and written information 1.2 Listen and comprehend phonemic symbols
1.3 Listen, pronounce and read phonemic symbols
2.1 Communicate simple ideas through speaking

2.0 Communicate orally and through writing
2.2 Communicate simple ideas through writing
3.1 Develop and use appropriate vocabulary through
Acquire and use vocabulary through the four language listening and speaking
3.0
skills (listening, speaking, reading and writing) 3.2 Develop vocabulary through reading
3.3 Use appropriate vocabulary when writing
Table 2: English Language Subject competencies for Standard IV – VII

1.1 Listen and comprehend information presented orally
1.0 Comprehend oral and written information
1.2 Read and comprehend written information
2.1 Communicate simple ideas through speaking
2.0 Communicate orally and through writing
3.1 Develop and use appropriate vocabulary through listening
Acquire and use vocabulary through the four language and speaking
3.0
skills (listening, speaking, reading and writing) 3.2 Develop vocabulary through reading
3
2.5 Teaching and learning of English Language Subject
Teaching and learning of English Language focuses on the three main competencies namely; comprehension, communication,
development and use of vocabulary. The English language in basic education is designed for beginners; therefore; it starts
with simple concepts (concrete objects in the immediate surroundings) to complex concepts (abstract ideas and beyond
surroundings).
In addition, the specific competency expectations change from Standard III to Standard VII, beginning with an emphasis on
listening and speaking as a first step toward mastery of the language. These competencies are supported by putting efforts
at reading and writing in a supported setting. This follows research-based best practices in second-language learning, and
provides a strong set of foundational skills for real-world applied use of the English language. As pupils master spoken
language, the curriculum gradually moves to Standard IV - VII toward a balance of reading, writing, speaking, and listening
to support development of well-rounded English users.
eaching and learning emphasises on pupils ability to perform tasks by applying all four aspects of any language. The outcome
T
of the process foresees a learner who is able to communicate simple ideas, speaking and writing, while comprehending oral
and written information. The teaching and learning of English Language in primary education is important because English
Language is used as an official language alongside Kiswahili in Tanzania. It is a dominant business language and it opens the
door to learn different cultures and get more knowledge.
2.6 Assessment of learning

Assessment of the English language subject for Standard III - VII, focuses on three main demonstrations of learning namely,
communicating orally and through writing, comprehending oral and written information and acquisition and the use of
vocabulary through the four language skills. Therefore; assessment will involve competencies achieved in teaching and
learning the subject. Assessing comprehension competency will involve assessing listening using information presented orally
with ability to explain the speech and reading information in texts with ability to explain the content of the text. Assessing
communication competency will involve direct use of speaking and writing skills. Both comprehension and communication
competencies include the development and use of vocabulary in the four language skills (listening, speaking, reading and
writing)
4
3. Syllabus content
This content comprises of information on main competencies, specific competencies, activities to be performed by the pupil,
assessment criteria, the benchmarking and number of periods for each specific competency.
3.1 Main competencies

Main competencies represent the long-term language skills, pupils develop over time. They are enabled by several specific
competencies that are developed within direct instructional experiences, and build on each other to create a large set of usable
skills.
3.2 Specific competencies

These are enabling competencies that are developed by a pupil in performing small different tasks.
3.3 Activities to be performed by the pupil

These are tasks that a pupil is expected to perform in achieving specific competencies based on the pupil’s class level and
ability.
3.4 Assessment criteria

These are levels of efficiency in a pupil’s performance towards achieving specific competencies.
3.5 Benchmarking
These are levels of achievements in each task against the assessment criteria.
3.6 Number of periods

This is an appropriate length of instructional time estimated against the complexity of the specific competency and tasks.
Generally, pupils should engage in English instruction for 40 minutes during each instructional time. The recommended
number of periods for Standard III and IV is 7 per week while for Standard V to VII is 6 periods. However, the number of
periods can be changed depending on the teaching and learning contexts.
5
3.7 Syllabus content for Standard III
Table 3: Competencies to be developed by Standard III pupil

Competencies Specific competencies
1. Comprehend oral and written information 1.1 Listen and comprehend information presented orally
1.2 Listen and comprehend phonemic symbols
1.3 Listen, pronounce and read phonemic symbols
2. Communicate orally and through writing 2.1 Communicate simple ideas through speaking
3. Acquire and use vocabulary through the four language 3.1 Develop and use appropriate vocabulary through listening
skills (listening, speaking, reading and writing) and speaking
3.2 Develop vocabulary through reading
Note: Vocabulary in the teaching and learning process is embedded in all four language skills. The specific competencies 3.1,
3.2 and 3.3 of the main competency, “Develop and use vocabulary through the four language skills” are embedded in all
skills depending on what skill is in the process. The arrangement of the syllabus content therefore shows how these specific
competencies are embedded following the skills. For example, the specific competency 3.2 appears as 1.4 in the matrix
table, 3.1 appears as 2.2 and 3.3 appears as 2.4 in the matrix table.
6
Table 4: Detailed syllabus content
Activities to be Benchmarking No.
Main Specific Assessment
performed by of
competencies competencies
the pupil
criteria Below average Average Good Very good periods
1.0 Compre- 1.1 Listen and a) Listen in order Familiar Recognises Recognises Recognises Uses familiar 18
hend oral comprehend to recognise words and some familiar most familiar familiar words and
and written information all familiar basic phrases words and words and words and basic phrases
information presented words and concerning basic phrases basic phrases basic phrases concerning
orally basic phrases self, family concerning self, concerning self, concerning self, family
concerning and immediate family family self, family and immediate
self, surroundings and immediate and immediate and immediate surroundings
family and are recognised surroundings surroundings surroundings to identify
immediate well with relevant new words
surroundings examples
b) Listen in order The main Captures main Captures most Captures all Captures main
to comprehend points in short/ points in short, main points main points points in short,
the main points clear, simple clear, simple in short, in short, clear, simple
in short, clear messages and messages and clear, simple clear, simple messages and
and simple announcements announcements messages and messages and announcements
messages and are captured with omissions announcements announcement and attempts
announcements correctly to add
comments
7
performed by of
the pupil
criteria Below average Average Good Very good periods
c) Listen to Simple Struggles Responds Responds to Responds to
simple instructions to respond to simple instructions simple
instructions in different to simple instructions in different instructions in
in different situations are instructions in different situations different
situations responded to in different situations with correctly situations and
attempts to
in order to correctly situations much teacher’s
ask questions
respond support
concerning the
instructions
1.2 Listen and a) Listen to Words which Forms some Forms a range Forms a wide Forms words 68
comprehend alphabetic begin with words which of words which range of which begin
phonemic letters to form selected letters begin with the begin with words which with selected
symbols words which are listened to selected letters selected letters begin with letters and
begin with the and formed with support selected letters attempts to
selected letter correctly correctly use the words
in simple
sentences
b) Listen to and Different words Listen to and Pronounces Listens to Pronounces
pronounce are pronounces words with attentively and words
different listened to and very few words much support pronounces accurately and
words pronounced accurately accurately attempts to
accurately a variety of use the words
words in simple
sentences
8
performed by Below of
competencies competencies criteria Average Good Very good
the Pupil average periods
c) Identify Rhyming Identifies Identifies Identifies Identifies rhyming 68
rhyming words are rhyming rhyming rhyming words that are
words in identified words with words with words that are appropriate to
stories and correctly difficulty some support appropriate grade level and
poems read to grade level attempts to add
aloud correctly more rhyming
words
d) Generate Rhyming words Generates very Generates Generates a Generates rhyming
rhyming words based on a few rhyming a range of wider range of words that show
based on a given rhyming words rhyming words rhyming words mastery of the
given rhyming pattern are that are appro- language in any
pattern generated priate to grade given pattern
level correctly
e) Substitute the Beginning Substitutes Substitutes Substitutes Attempts to
beginning phonemes the beginning the beginning the beginning create simple
phonemes (sounds) of phonemes phonemes phonemes stories/poems by
(sounds) to rhyming (sounds) of (sound) of (sounds) of substituting words
make new words are rhyming rhyming rhyming in a given story/
words in substituted words to words to make words to form poem
stories and to make make new relevant new new words
poems read new words irrelevant words with correctly
aloud correctly words few
errors
9
performed by the Below of
pupil average periods
1.3 Listen, a) Listen to Words Pronounces Pronounces Pronounces Able to 30

pronounce recorded in the recorded words heard words from words from pronounce
and read materials and materials are from recorded the recorded the recorded words and
phonemic pronounce the listened to and materials with materials with materials repeats complete
symbols words you hear pronounced omissions less support correctly sentences heard
correctly of required from recorded
sounds and materials
additions of
unrequired
sounds
b) Use words heard Sentences are Struggles Constructs Constructs Constructs
from recorded constructed to construct sentences sentences compound
materials to correctly using sentences using words using words sentences
construct simple words heard using words heard from from the using words
sentences from recorded heard from the recorded recorded heard from
materials recorded materials materials the recorded
materials with few correctly. materials
grammatical
errors
10
pupil periods
average
c) Read short and Short and simple Struggles to Reads and Reads and Reads and
simple texts texts with pronounce and pronounces pronounces pronounces
aloud in order common names, read common common common common names,
to recognise words and basic names, words names, words names, words and basic
common names, phrases are read and basic and basic words and phrases fluently
words and basic and pronounced phrases phrases with basic phrases
phrases on correctly some supports correctly
simple notices with slight
with good hesitation
pronunciation
(Including moral
values e.g.
environmental
issues and
corruption texts)
d) Respond to short Short and simple Responds to Responds Responds Responds to
and simple messages on messages on to messages correctly to messages on
messages on cards / flashcards, cards/flashcard, on cards/ messages cards/ flashcards,
cards/flashcards, posters and posters and flashcards, on cards/ posters and
posters and catalogue catalogue posters and flashcards, catalogue and
catalogue are read/ and with minimal catalogue with posters and attempts to
responded to success less supports catalogue initiate new
correctly conversation
based on the
messages
11
pupil periods
average
e) Read in order Content of Reads and Reads and Reads and Reads and
to explain ideas simple explains explains explains explains content
of the content information content ideas content correctly of simple
of simple material and of simple of simple content informational
information short simple informational informational of simple material and
material and descriptions material and material and information short simple
short simple are explained short simple short simple material and descriptions
descriptions correctly descriptions descriptions short simple correctly and
(include moral with much with less descriptions attempts to create
values e.g road support supports her/his own
safety texts) content of simple
information
material and short
descriptions
1.4 Develop a) Read words with Words are read Pronounces Pronounces Pronounces Pronounces
and use correct and pronounced word read in words with less words read in a words read
vocabulary pronunciation correctly a text with support text correctly in a text and
through omissions attempt to make
reading of required sentences using
sounds and these words
additional of
unrequired
sounds
12
b) Read various Texts are read Struggles to Reads aloud and Reads a text Reads a text
texts aloud aloud and read various pronounces texts aloud correctly, aloud more
to develop vocabulary in texts aloud with few errors develop correctly and
vocabulary different fields to develop and develops vocabulary in develops
in different is developed vocabulary in vocabulary in different fields vocabulary in
fields ( family, correctly different fields different fields different fields
surroundings, etc
c) Read texts to Sufficient Reads and Reads and Reads and Attempts to read
develop sufficient vocabulary to develops develops develops and re-write
vocabulary to communicate vocabulary to vocabulary to sufficient the text using
communicate in in everyday communicate communicate in vocabulary to other words that
everyday simple simple in everyday everyday simple communicate have the same
transactions (such transactions simple transactions with in everyday meaning
as family, hobbies are read and transactions some support simple
and current developed with difficulty transactions
events, (include appropriately appropriately
moral values
finance and
entrepreneurship
13
2.0 Communicate 2.1 Communicate a) Use cards or Conversation and Struggles to Converses Converses and Converses and 75
orally and simple ideas pictures with interaction about converse and and interacts interacts about interacts about
through through common topics common topics interact about about common common topics common topics
writing. speaking to converse and are carried out common topics with less effectively effectively and
interact in a effectively topics support attempts to
converse about
simple way
unfamiliar topics
b) Ask and respond Simple questions Responds Responds Responds Responds to
to simple in areas of to simple to simple to simple some questions
questions in areas immediate needs questions in questions in questions in conversantly
of immediate or on selected selected topics selected topics selected topics
need or on topics are with a lot of with some logically
responded
selected topics inconsistency inconsistency
logically
c) Follow short and Short and simple Follows simple Follows simple Follows simple Follows simple
simple directions directions and short and short and short and short
given orally given orally directions with directions with directions directions more
are followed many errors few errors effectively effectively and
effectively promptly
d) Use dialogue to Every day needs Expresses Expresses Expresses Expresses
express every day are expressed everyday everyday everyday everyday needs
needs through
needs. (include correctly through needs through needs through through dialogue
dialogue
financial and dialogue dialogue, with dialogue with correctly with with more
entrepreneurial many errors some errors sufficient fluency
matters) fluency
14
e) Ask how people Questions and Struggles Asks and Asks and Attempts to
are and respond news about to ask and responds to responds make own
to conversation how people respond to few questions correctly to conversation
are, are asked questions about news a range of with new
and responded about news and how questions words
correctly and how people are about news
people are with some and how
difficulty people are
f) Use Conversation Makes Makes Makes Attempts to

conversation on introduction, introduction, introduction, create own
to make an Introduction, greets and greets and greets and conversation
introduction, greetings bids farewell bids farewell bids farewell in
greetings and bidding with many with less appropriately introduction,
and bidding farewell is omissions omissions greetings
farewell appropriately and bidding
expressions done farewell
g) Make and Requests are Makes and Makes and Makes and Makes and
respond to made and respond to responds to responds responds to
requests responded to requests with requests with to a range a wide range
flawlessly many errors less errors of requests of requests
flawlessly flawlessly and
independently
15
h) Discuss numbers, Numbers, Minimally Discusses Discusses Discusses
quantities, cost quantities, discusses numbers, numbers, numbers,
and time (first, cost and time numbers, quantities, quantities, quantities, cost
second, last, one, are discussed quantities, cost and time cost and time and time with
two, three, many, correctly cost and time with less with some many relevant
now, etc.) (Include with much difficulty relevant examples
financial and
difficulty examples
entrepreneurial
matters
i) Indicate time by Time by Indicates time Indicates time Indicates time Indicates time by
phrases like next phrases as by phrases as by phrases as by phrases as phrases as next
week, last Friday, next week, next week, next week, next week, week, last Friday,
in November, last Friday, last Friday, last Friday, last Friday, in November,
three o’clock, etc in November, in November, in November, in November, three o’clock and
three o’clock three o’clock three o’clock three o’clock adds more time
are indicated with many with few correctly phrases
correctly errors errors
16
j) Converse Conversation Converses Converses Converses Converses very
about self and about self and about self and about self and about self and
well about
other people, other people, other people, other people, other people,
self and other
where they where they where they where they where they people, where
live, people live, people live, people live, people live, peoplethey live, people
they know and they know and they know and they know they know and
they know and
things they things they things they and things things they things they have
have have is carried have unclearly they have with have clearlyand attempts
out clearly some clarity to begin new
conversation
2.2 Develop (a) Develops and Sufficient Develops and Develops and Develops and Develops and
and use use sufficient words for uses sufficient uses words for uses sufficient uses sufficient 8
vocabulary words for expressions of oral words for expressions of words for oral words for
through expressions of communicative expressions of communicative expressions of expressions of
listening communicative needs are communicative needs less communicative communicative
and needs, for correctly needs effectively needs needs more
speaking example, developed and ineffectively effectively effectively
survival used
needs, routine
transactions
(include
gender)
17
the pupil average periods
b) Use word Words with Identifies Identifies words Identifies Identifies words
cards/ charts similar and words with with similar words with with similar
to identify opposite similar and and opposite similar and and opposite
words with meanings opposite meanings on opposite meanings on
similar and are identified meanings on word cards/ meanings word cards/
opposite correctly using word cards/ charts with less on word charts correctly
meaning word cards/ charts with errors cards/ charts and uses them in
charts many errors correctly sentences
2.3 Communicate a) Use different Personal details Use some Uses different Uses different Attempts to give 18
simple ideas written on different written forms written forms written forms clearer open
through forms to written forms to complete to complete to complete ended personal
writing complete are completed personal personal details personal details
personal accurately details with with less details
details difficulty difficulty accurately
b) Write short Short and Writes short Writes short Writes short Attempts to
and simple simple postcards and simple and simple post and simple write longer
postcard for for different post cards cards with less post card post-cards
different occasions are with much support correctly
occasions written correctly support
18
competencies competencies criteria Average Good very Good
c) Write numbers Numbers in Write numbers Writes Writes Attempts to write
in words, days words and in words and numbers in numbers in a true/fictions text
of the week dates, days days of the words and words and with numbers
and month, of the week week and days of the days of the and days of the
own name, and month, month dates, week and week and week and months,
nationality, own name, own name, months, months, own nationality,
address, age, nationality, nationality, own name name, address, age, date
date of birth or address, age, address, age, nationality, nationality, of birth or arrival
arrival in the date of birth date of birth or address, age, address, age, in the country
country; such or arrival in arrival in the date of birth or date of birth or
as on a hotel the country; country with arrival in the arrival in the
registration form are writ- many errors country with country
form ten correctly less errors correctly
2.4 Use a) Write simple Simple words Struggles to Writes simple Writes simple Attempts to create 12
appropriate words when are written write simple words when words when clear complete
vocabulary handling effectively words when handling handling sentences
when familiar when handling handling familiar topics familiar topics
writing situations and familiar familiar topics and situations and situations
communication situations and and situations with few effectively
needs (traveling, communication errors
settling quarrels, needs
transaction/
shopping,
greetings,
asking for
permission)
19
performed by the
criteria Below of
Average Good Very good periods
pupil average
b) Write simple Simple texts Write simple Writes simple Writes simple Attempts to
texts; letters, using ap- texts using texts using texts using write more
reports, orders, propriate appropriate appropriate appropriate advanced
(including vocabulary words with word with less words texts using
environmental are written much diffi- difficulty correctly appropriate
issues) using correctly culty words
appropriate
vocabulary
20
3.8 Syllabus content for Standard IV
Table 5: The competencies to be developed by Standard IV pupil

Competencies Specific Competencies
3. Acquire and use vocabulary through the four language 3.1 Develop and use appropriate vocabulary through
skills (listening, speaking, reading and writing) listening and speaking
Note: Vocabulary in the teaching and learning process is embedded across all four language skills. The specific competencies
3.1, 3.2 and 3.3 of the main competency, “Develop and use vocabulary through the four language skills” are embedded within
listening, speaking, reading and writing. The arrangement of the syllabus content shows the embedded feature.
21
performed by of
competencies competencies criteria Below average Average Good Very good periods
the pupil
1.0 Comprehend 1.1 Listen and a) Listen to words/ Phrases which Understands Understand to a Understands Understands 24
oral and comprehend phrases which give orders are minimally oral good extent oral well oral very well oral
written information give orders and listened phrases which phrases which phrases which phrases which
information presented obey the orders to and the give orders and give orders and give orders and give orders and
orally orders are hence obeys few hence obeys a hence obeys hence obeys
obeyed orders number of the most of the the orders
orders orders excellently
b) Listen to oral Recorded Identifies few Identifies Identifies Comprehends

or recorded announcements main ideas some of the many of the the whole
announcements are listened to of recorded main ideas main ideas announcement
and identify and main ideas announcements of recorded of recorded thoroughly
main ideas are identified announcements announcements
successfully successfully
c) Listen to Main ideas of Understand and Listens to Listens to Listens to

narration narrations are list main ideas narrations and narrations narrations
about general listened to and narrated about lists some main and lists main then lists
topics and list listed well general topics ideas about ideas about and explains
main ideas general topics general topics the main
(include Good competently ideas about
Governance general topics
and the Rule of competently
Laws) and attempts to
work on longer
texts
22
1.2 Read and a) Read simple Contents Interprets Interprets Interprets Attempts 51
com- texts to interpret of various contents of the correctly contents of to interpret
prehend the contents simple texts simple texts contents of various simple contents of
written (time tables, are read and with many various simple texts well various simple
informa- menu, directions, interpreted errors texts with less texts with
tion instructions in well errors more details
public places and giving some
simple manuals) examples
b) View warning Warning signs Matches Matches Matches Matches

signs and match are viewed warning signs warning signs warning signs warning signs
them with their and matched with their with their with their with their
corresponding with their corresponding corresponding corresponding corresponding
simple and short corresponding descriptions descriptions descriptions descriptions
descriptions descriptions with many with less successfully successfully
(include road successfully errors errors and attempts
signs) to give simple
explanations
for each
c) Read simple and Necessary Identifies few Identifies a Identifies all Attempts to
short personal parts of the necessary range of nec- necessary explain the
letters to identify letter are iden- parts of the essary parts of parts of the significance
necessary parts tified correctly letter with personal letter letter of each part of
of the letter little success the letter
23
d) Read simple Simple and Minimally Reads and Reads and Adds details to the
and short short personal understands makes some makes replies of personal
personal letters are read personal relevant relevant letters
letters and relevant letters and replies to replies to
and make replies to hence makes personal personal
relevant personal irrelevant letters letters
replies letters are replies
made well
e) Read simple Simple texts Reads and Reads and Reads and Reads and
texts on on different comprehends comprehends comprehends comprehends
different topics are simple texts simple texts well simple simple texts well
topics for read and on different on different texts on and attempts to
comprehension comprehended topics with topics with different compose simple
well difficult less difficult topics texts on different
topics
f) Read Information Reads Reads and Reads and Reads and

information is read and correctly but summarises summarises summarises
and summarised minimally information information information in
summarise correctly in summarises in writing to in writing writing to the right
ideas in writing the a sufficiently to a nearly length
writing information in ample length appropriate
writing length
24
performed by of
competencies competencies criteria Below average average good Very good periods
the pupil
g) Read simple Simple texts Reads and Reads and Reads and Reads and
texts to describing struggles to describes describes describes
describe events are read describe events events in events in events in
events on correctly in simple texts simple texts simple texts simple texts
different topics with less correctly correctly and
(school, home) support attempts to
(including write simple
Road Safety texts with
issues) descriptions of
events
1.3 Develop a) Read and use Vocabulary Reads and uses Reads Reads and uses Reads and uses 24
vocabulary vocabulary related to time vocabulary and uses vocabulary vocabulary
through related to time reading is related to time vocabulary related to related to
reading reading read and used reading with related to time time reading time reading
correctly many errors reading with correctly and attempts
few errors to construct
correct
sentences
25
b) Read and use Familiar vocabulary Reads and uses Reads and uses Reads and uses Reads and uses
familiar vocab- related to personal vocabulary vocabulary vocabulary more vocabulary
ulary related to letters , menu, related to related to related to related to letters,
personal letters , directions in persona personal personal menu, directions
menu, directions public places, letters, menu, letters, menu, letters , menu, in public places,
in public places, such as banks, directions in directions in directions in such as banks,
such as banks, hotels, hospital and public places, public places, public places, hotels, hospitals
hotels, hospitals libraries, quantifiers such as banks, such as banks, such as banks, and libraries,
and libraries, in written texts hotels, hospital hotels, hospital hotels, hospitals quantifiers in
quantifiers in are read and used and libraries, and library, and libraries, written texts
written texts through reading quantifiers in quantifiers in quantifiers in competently and
through reading successfully written texts written texts written texts creates more
with many with less errors successfully vocabulary related
errors to them
c) Read short Short and simple Reads short and Reads short and Reads short and Reads short and
and simple text texts on occupations simple texts simple texts simple texts simple texts
on occupations are read to on occupations on occupations on occupations on occupations
to acquire acquire occupation and acquire with less correctly and correctly
occupation related vocabulary occupation with difficult thus hence acquires to acquire
related correctly much difficult acquiring sufficient occupation related
vocabulary thus acquiring are a number occupation vocabulary
minimal occupations related and attempts
vocabulary related vocabulary to read short
related to vocabulary complex texts on
occupations occupations
26
performed by the
criteria Below of
Average Good Very good periods
pupil average
2.0 Commu- 2.1 Communi- a) Use conversa- Invitations to Makes Makes Makes Attempts to 24
nicate cate tion to make ceremonies, invitations, invitations, invitations, carry further;
orally and simple invitations to apologies to apologies to apologies to apologies to the respective
through ideas ceremonies, invitations and invitations invitations invitations conversation
writing through apologies to expression of and expresses and expresses and expresses and any other
speaking invitations preferences preferences preferences preferences familiar topics
and to express are made in with many with less appropriately
preferences conversation errors errors
appropriately
b) Use Familiar Talks about Talks about Talks about Attempts to

conversation topics are familiar familiar familiar carry further;
to talk about talked about topics, asks topics, asks topics, the respective
familiar and responded and responds and responds asks and conversation
topics, ask to in to questions in to questions responds to and any other
and respond conversation conversation in conversa- questions in familiar topics.
to questions accurately with much tion with less conversation
about travel, support support accurately
shopping and
eating, goods,
services,
(including
Education of
Finance )
27
c) Participate and Familiar Contributes Contributes Contributes Attempts to
contribute points topics in life points in points in points in contribute points in
in debate about are debated debates about debates about debates about debates about less
familiar topics about with general topics familiar topics familiar topics familiar
in life (include contribution in life with in life with in life clearly
child rights, of points little success some clarity
responsibilities successfully unclearly
and drug
abuse)
2.2 Develop a) Use prefixes Prefixes Forms a few Forms a Forms a wide Forms a wider 24
and use and suffixes and suffixes words using narrow range range of range of correct
vocabulary orally in are used to prefixes and of correct correct words words using
through different form words suffixes with words using using prefixes prefixes and
listening situations to correctly multiple errors prefixes and and suffixes suffixes
and form words suffixes
speaking
b) Use simple Simple words Creates Creates Creates Attempts to create
words to that express simple words simple words correct simple difficult words that
express preferences that express that express words that express preferences
preferences are created preferences preferences express
correctly with much with much preferences
support some support independently
28
c) Use simple to Words related Expresses Expresses Expresses Attempts to expresse
words to express to apologies, properly a properly a properly a complex words
apologies, countable and small number number of wide range related to apologies,
countable and non-countable of words words related words countable and non
non-countable nouns and related to to apologies, related to countable nouns and
nouns, and ceremonies apologies, countable and apologies, ceremonies
ceremonies are expressed countable and non-countable countable
properly non-countable nouns and and non-
nouns and ceremonies countable
ceremonies nouns and
ceremonies
2.3 Communicate a) Use picture Words/texts Writes words/ Writes words/ Writes Writes well 24
simple ideas cards or visual related to texts related to texts related to words/texts organised texts
through support to picture cards picture cards picture cards related to related to picture
writing write words/ and visual and visual and visual picture cards cards and visual
texts related to support support with support with and visual support with more
them are written many errors few errors support ideas
correctly correctly
b) Write simple Personal Writes Writes Writes Writes more accurate

personal notes notes personal personal notes personal and comprehensive
expressing expressing notes to to express notes to personal notes to
various feelings various express various express express various
feelings various feelings various feelings
are written feelings with some feelings
accurately inaccurately accuracy accurately
29
c) Write simple Texts which Writes simple Writes simple Writes simple Writes
short texts explain short texts short texts short texts longer texts
which explain different that explain that explain that explain that explain
different events events in different different different different events
in different different events in events in events in in different
situations (using situations different different different situations using
instructed word are written situations with situations with situations more precise
formations) correctly many errors less errors correctly words
2.4 Use a) Reads and Words related Reads and Reads and Reads and Reads and 24
appropriate writes words to quantifiers writes words writes writes a good writes many
vocabulary related to are read related to vocabulary number of words related
when quantifiers and written quantifiers related to words related to quantifiers
writing correctly with much quantifiers to quantifiers independently
support with less correctly and attempts
support to use them in
sentences
b) Use the verb Verb ‘to Struggles to Uses verb ‘to Uses verb ‘to Uses verb ‘to
‘to be’ words be’ words use verb ‘to be’ words be’ in simple be’ words in
(positive/ are used in be’ words in in simple and and short texts simple and short
negative) in short short and simple and short texts correctly text correctly as
and simple texts simple texts short texts with less well as in long
through writing correctly support and complex
(eg. is, am, are, texts
was. were)
30
Activities to Benchmarking No.
be performed Below of
by the pupil average periods
c) Write short Short and Writes short Writes short Writes short Attempts to
and simple simple and simple and simple and simple write long
sentences sentences sentences sentences sentences and difficult
which which express which express which express which express sentences/
express routines, routines, routines, routines, texts which
routines, obligations obligations obligations obligations express
obligations and apologies and apologies and apologies and apologies routines,
and are written with many with less correctly obligation and
apologies correctly errors errors apologies
31
3.9 Syllabus content for Standard V
Table 7: The competencies to be developed by Standard V Pupil

3. Acquire and use vocabulary through the four lan- 3.1 Develop and use appropriate vocabulary through listening
guage skills (listening, speaking, reading and writing) and speaking
3.1, 3.2 and 3.3 of the main competency, “Develop and use vocabulary through the four language skills” are embedded
within listening, speaking, reading and writing. The arrangement of the syllabus content shows the embedded feature.
32
1. Comprehend 1.1 Listen and a) Listen to words Words Struggles to Pronounces Pronounces Pronounces 52
oral and comprehend presented orally presented pronounce presented presented presented
written information in order to orally are presented words with words correctly words correctly
information presented pronounce them listened to and words teacher’s and uses them
orally pronounced support in sentences
correctly coherently
b) Listen to Important Struggles Interprets with Interprets Attempts
recorded messages to interpret less support correctly to interpret
materials, radio, from recorded important important important remotely
TV broadcast, materials, messages messages messages connected
explanations, radio, TV from recorded from recorded from recorded messages
orally presented broadcast materials, materials, materials, from recorded
instructions and orally radio, TV radio, TV radio, materials, radio,
which require presented broadcast, broadcast, TV broadcast, TV broadcast,
demonstration instructions explanations explanations explanations explanations and
to interpret which require and orally and orally and orally orally presented
important demonstration presented presented presented instructions
messages are listened instructions instructions instructions which require
to and which require which require demonstration
interpreted demonstration demonstration
correctly
33
c) Listen to Processes of Describes Describes Describes Attempts to
explanation making and the process the process the process describe more
about the operating of making of making of making equipments more
process of things are and operating and operating and operating correctly
making and described things with things with things
operating correctly multiple few errors correctly
things in order errors
to describe
the processes
(radio,
phones, music
system, TV,
and kitchen
equipment)
d) Listen to Main ideas Struggles Listens to Listens to Listens to
dialogue on on common to listen to dialogue on dialogue on dialogue on
common issues are dialogue on common common common issues
issues and listened to common issues and issues and and identifies
identify main and identified issues and identifies identifies main ideas easily
ideas (include correctly unable to main ideas main ideas and attempts
environmental identify main with few correctly to listen and
issues) ideas errors work on more
dialogue
34
e) Listen to Recorded Comments Comments Comments on Can elaborate
recorded discussions on discussion on discussion discussion correctly on
discussion are listened to on everyday about about a range of
on everyday and comments activities with everyday everyday discussions
activities in about much support activities with activities heard from
order to make everyday less support correctly recorded
comments activities materials
are made
correctly
f) Listen to Sentence Listens to Listens to Listens to Listens to
recorded construction recorded recorded recorded recorded
conversation and use in conversation conversation conversation conversation
in order to different and struggles in order to and learns to and attempts
learn sentence contexts to learn and learn and construct and to transfer
constructions are learnt use sentences use sentence use sentences applications
and use in correctly in different construction correctly of sentences
different through contexts with in different in many other
contexts listening to multiple errors contexts with contexts
recorded few errors
materials
35
g) Listen to Directions of Comprehends Comprehend Comprehends Attempts to
announcements, place and time and shows and shows and shows comprehend some
messages are shown direction of direction of direction of orally presented
on concrete correctly place and time place and place and time abstract topics with
topics to show through with many time with few correctly different directions
directions of announcements errors errors accurately
place and time and messages
(prepositions)
h) Listen to a Main ideas Struggles Listens to a Listens to a Attempts to

speech on a from the to identify speech and speech and paraphrase
given topic to speech are main ideas identifies identifies correctly the whole
identify main identified from speech main ideas main ideas speech
ideas (include correctly with minimal with few correctly
road safety success errors
issues)
36
1.2 Read and a) Read sentences Sentences that tell Reads sentences Reads sentences Reads sentences Attempts to read 41
comprehend that tell about about present, past that tell about that tell about that tell about more difficult
written present, past and and future events present, past and present, past and present, past and texts that tell
information future events are read correctly future events future events future events about present,
to practice with much with much less correctly past and future
language use support support events fluently
b) Read to get Announcements, Reads and get Reads to get Reads to get Attempts to read
information from messages, posters, information information from information and comprehend
announcements, brochures and from announcements, from more complex
messages, texts which show announcements, messages, announcements, work which show
posters, directions are messages, posters, messages, directions
brochures and read correctly to posters, brochures and posters,
texts which show get information brochures and texts which show brochures and
directions (to texts which directions with texts which
home, market, show directions few errors show directions
bus stop) with many correctly
errors
c) Read texts on Texts on familiar Reads texts Reads texts Reads texts Attempts to
familiar issues issues are read and answers and answers and answers explain the
then answers and questions questions orally questions orally questions orally contents of
questions orally are answered with multiple with few errors correctly the text on
(including correctly, orally errors familiar issues
corruption text) competently
37
competencies competencies criteria average Good Very good
d) Read and Description Reads and Reads and Reads and Attempts to
summarise of events, summarises summarises summarises correspond with
description of feelings, description description description of friends in letters
events, feelings, wishes in of events, of events, events, feelings written somehow
wishes in personal feelings feelings and wishes in comprehensively
personal letters letters are and wishes and wishes personal letters
in order to read and in personal in personal correctly
correspond with summarised letters with letters with
friends correctly many errors less support
e) Read factual Factual text, Reads Reads and Reads and Reads and retells
text, passages, passages, and retell somehow retells clearly very well the
paragraph on paragraph messages retells clearly messages messages from
common school on common from passages the messages from passages passages with
subjects in school and paragraph from passages and paragraph details of the
order to retell subjects are related to and paragraph related to subject
the messages read and factual texts related to factual text
(include Child messages are and retells factual text
Rights) retold clearly the message
unclearly
f) Read grade Grade Reads grade Reads grade Reads grade Attempts to read
appropriate texts appropriate appropriate appropriate appropriate higher grade texts
with accuracy texts are read texts texts texts accurately fluently with
and speed with speed accurately but accurately and and with accuracy
(leveled text) and accuracy with hesitation fluently speed,
completely
38
g) Scan texts to Texts are Scans and Scans and Scans and Attempts to
pick the main scanned explains main explains main explains main add carefully
ideas in them and main ideas in texts ideas in texts ideas in texts argued
(Include ideas picked with some with few correctly comments in
entrepreneurship correctly errors errors the point of the
texts) text
lexical,
syntactical,
semantic,
dictionary use
h) Read texts for Specific Reads and Reads and Reads and Attempts to
c omprehension information identifies identifies identifies elaborate about
to identify is identified poorly specific better specific correctly the information
specific correctly information information specific very well
information from the text from the texts information
from the texts
1.3 Develop a) Read the Selected Reads Reads Reads Reads 20
vocabulary selected synonyms and synonyms synonyms and synonyms synonyms
through synonyms and antonyms of and antonyms antonyms of and antonyms and antonyms
reading antonyms words are read of words words with of words of words
correctly with much less difficulty correctly correctly and
difficulty. attempts to find
their multiple
meanings
39
performed by the of
competencies competencies criteria Below average Average Good Very good
pupil periods
b) Read and write Variety of Reads and Reads and Reads and Attempts to
varieties of words are read writes variety writes variety writes variety form correct
words by using and written of words with of words with of words sentences
word formation correctly multiple errors few errors correctly independently
strategies(simple
prefixes and
suffixes,
plurals)
c) Read and write Words related Reads less Reads Reads a wide Can read
words related to to selected fluently and somehow range of words simple
selected subject subject areas writes few fluently and and writes sentences
areas through are read words related to writes a range many words fluently and
reading and written selected subject of words related to write very
correctly areas related to selected subject clearly
selected subject areas correctly.
areas with few
errors
2.0 Communicate 2.1 Communicate a)Ask and answer Questions Asks and Asks and Asks and Attempts 26
orally and simple ideas questions orally are asked answers answers answers to create
through writing through in various and answered questions questions orally questions orally well argued
speaking situation correctly orally with less with some correctly a simple
relevance relevance conversation
40
Activities to be Benchmarking No
b) Use dialogue Personal views Expresses Expresses Expresses Attempts
in selected and ideas personal personal personal to express
contexts in selected views and views and views and personal views
to express contexts are ideas in ideas in ideas in and ideas
personal expressed selected selected selected in selected
views and correctly contexts in contexts in contexts contexts
ideas isolated words poorly made in clear with clear
or phrases sentences sentences supporting
examples and
evidence in
dialogue
c) Debate on the Main ideas on Identifies Identifies Identifies Identifies
common the common main ideas on main ideas on clearly main ideas
matters matters the common familiar main ideas on familiar
around the around the matters matters on familiar matters around
school, home, school, home, around the around the matters the
work places work places school, home, school, home, around the school, home,
in order to are identified work places work places school, home, work places
identify main clearly through through through work places through debate
ideas debate debate debate with through independently,
(including unclearly some clarity debate and attempts to
Sex and give very clear
Reproduction explanation
Health
Education)
41
d) Re-tell stories Stories about Retells stories Retells stories Retells stories Retells stories
about past events past events are about past about past about past about past events
(focus on words retold correctly events with events with events and attempts to
when/ while) many errors in errors in tenses correctly create own stories
tenses combining past
and perfective
tense
e) Use short Relevant Explains Explains Explains Explains relevant
speech to information relevant relevant relevant information very
explain relevant is explained information information information clearly in long
information clearly using a through through short clearly through speech
(include drug short speech short speech speech with short speech
abuse) unclearly some clarity
2.2 Develop a) Read words Words related Reads words Reads words Reads words Attempts to create 20
and use related to familiar to familiar related to related to related to stories using
appropriate context to context familiar context familiar context familiar context words related to
vocabulary express personal to express to express to express to express familiar context
through experiences, personal personal personal personal more clearly
listening and weather, season experiences, experiences, experiences, experiences,
speaking and every day weather, season weather, season weather, season weather season,
activities and every day and every and every day and every
activities are day activities activities day activities
read correctly unclearly with less clarity clearly
42
pupil average Periods
b) Read and use words Words related Reads well Reads and uses Reads and uses Can create
related to common to common and uses words related words related accurate own
subject matters in subject matters words related to common to common conversation by
conversation in conversation to common subject matters subject matters using words
are read and subject matters in conversation in conversation related to less
used correctly in conversation with some accurately common subject
inaccurately accurate
2.3 Communicate a) Write short texts Short texts in Writes unclear Writes less Writes clear Attempts to write 55
simple ideas in selected subject selected subject short texts in clear short texts short texts in more clear and
through matters in given matters in selected subject in selected selected subject long texts in
writing contexts given contexts matters in subject matters matters in selected subject
are written given contexts in given given contexts matters in given
clearly contexts contexts
b) Write texts about Texts about Writes unclear Writes with Writes clearly Attempts to write
the impacts of the impacts of texts about some clarity texts about clearly about
selected subject selected subject impacts of texts about impacts of the impacts of a
matters (include matters are selected subject impacts of selected subject range of subject
environmental clearly written matters selected subject matters matter with vivid
degradation caused matters examples
by change of
weather around
the school, home,
travel, drug abuse,
corruption, culture
and traditions, etc)
43
c) Write sentences Sentences Writes Writes Writes Attempts to
that express that express sentences sentences sentences write clearly a
present, past and present, past that express that express that express short passage
future events in future events present, past present, past present, expressed in
order to practice are writte and future and future past and combination of
language use correctly events with events with future events tenses
many tense few tense correctly
errors errors
d) Write a personal Personal letter Writes a Writes a Writes a Attempts to write
letter to a friend to to a friend personal personal letter personal letter a detailed personal
convey sad /happy conveying letter to to a friend to a friend letter to a friend
information sad /happy a friend conveying conveying conveying sad/
information conveying sad /happy sad/ happy happy information
sad /happy
is written information information with more precise
information
correctly with less correctly words
with much
support
support
e) Write compositions Compositions Writes unclear Writes less Writes a Attempts to
with specific with specific and irrelevant clearly and composition write clearly and
information about information a composition irrelevantly with specific relevantly a detailed
school, travel, are written with specific composition information composition with
home, festivals clearly and information with specific clearly and specific information
(include Child relevant information relevantly
rights, Drug abuse)
44
f) Write stories Stories Writes short Writes short Writes short Attempts to
with suggested with given stories with stories with stories with write his/her
endings:(Include endings are mismatching given endings matching own attractive
e.g. moral values written with beginning with less beginnings stories with the
drug abuse etc) a matching to the given matching to the given beginnings and
beginning endings beginning endings endings
g) Write short Short stories Writes Writes short Writes Attempts

stories to describing short stories stories short stories to write
describe cultural describing describing describing long stories
cultural matters matters are cultural cultural cultural describing
(festivals, written matters. matters with matters cultural matters
dances, correctly incorrectly some support correctly with vivid
clothing, food, examples
language,
initiations)
h) Write notes Notes Writes notes Writes notes Writes notes Can correspond
conveying conveying conveying conveying conveying well about
simple personal simple simple simple simple personal
information (to personal personal personal personal information
friends, service, information information information information
people, teachers are written with many with few correctly
and others who correctly errors errors
feature in every
day life)
45
i) Write guided texts Guided texts Writes Writes texts Writes texts Attempts to use
with proper use with proper use texts with with less with proper use more punctuation
of punctuations; of punctuation improper use proper use of of punctuation and quotation
full stop, comma, marks (full of punctuation punctuation marks marks properly
question mark, and stop, comma, marks marks
exclamation mark question
(include women mark, and
participation in exclamation
decision making) mark) are
written
j) Write summaries Summaries Writes Writes Writes Write summaries
of main ideas from of main ideas summaries summaries summaries of main ideas
various leveled from various of main ideas of main ideas of main ideas from various
texts leveled texts from various from various from various leveled texts by
are written leveled texts leveled texts leveled texts using own words
relevantly irrelevantly less relevantly relevantly
2.4 Use a) Read and write Grade Reads and Reads and Reads and Reads and write 20
appropriate prefixes and appropriate write grade writes grade writes grade grade appropriate
vocabulary suffixes to acquire vocabulary appropriate appropriate appropriate vocabulary and
when grade appropriate are read and vocabulary vocabulary vocabulary attempts to create
writing vocabulary e.g. written using using prefixes using prefixes using prefixes and to use words
redo unable undo, prefixes and suffixes and suffixes and suffixes with prefixes
unlawful spoonful and suffixes with few errors correctly and suffixes in
invisible correctly sentences
46
b) Read and write Appropriate Reads and Reads and Reads and Reads and
appropriate words in plural writes writes writes writes more
vocabulary forms are read appropriate appropriate appropriate appropriate
through plural and written vocabulary in vocabulary in vocabulary in vocabulary in
forms correctly plural forms plural forms plural forms plural forms
with teacher’s correctly
support
c) Group words Words are Groups words Groups words Groups words Groups words
into different grouped into into appropriate into appropriate into appropriate into appropriate
appropriate appropriate classes with classes with classes correctly classes
classes classes difficulty less support correctly and
correctly attempts to
relate and
differentiate
the groups of
words
d) Read and write Words of topic Reads with Reads with Reads and writes Reads fluently
words of topic related to hesitation less hesitation words of topic and writes a
related to public public services and writes and writes with related to public wide range of
services are read incorrectly some errors services correctly words correctly
(Schools, and written words of topic words of topic from other
hospitals, home, correctly related to related to fields besides
and community) public services public school, home,
services hospital and
community
47
3.10 Syllabus content for Standard VI
Table 9: The Competencies to be developed by Standard VI Pupil

Main Competencies Specific competencies
3. Acquire and use vocabulary through the four 3.1 Develop and use appropriate vocabulary through listening and
language skills (listening, speaking, reading and speaking
writing) 3.2 Develop vocabulary through reading
3.1, 3.2 and 3.3 of the main competency, “Develop and use vocabulary through the four language skills” are embedded within
listening, speaking, reading and writing. The arrangement of the syllabus content shows the embedded feature.
48
performed by the of
pupil periods
1.0 Comprehend 1.1 Listen and a) Listen to Questions Answers orally Answers Answers orally Asks questions 37
oral and comprehend recorded related to questions orally questions for more
written information materials about common issues related to questions related to clarification
information presented common issues are answered common issues related to common issues
orally and answer orally correctly with many common correctly
questions orally errors issues with
(related to few errors
family planning
and surroundings
cleanliness)
b) Listen to and Information on Retells Retells Retells Can retell a range
retell school matters information on information information on of information
information on is school matters on school school matters precisely
school retold correctly with much matters with correctly
matters support less support
c) Listen to Main ideas Listens to Listens to Listens to Attempts to

recorded about everyday recorded recorded recorded make own
conversation matters are conversation conversation conversation conversation
and identify identified in and identifies and identifies and identifies and makes a
main ideas about a recorded main ideas main ideas main ideas summary of it
everyday matters conversation about everyday about about everyday
correctly matters with everyday matters
much support matters with correctly
less support
49
Performed by the of
pupil
d) Listen to Personal Gives personal Gives personal Gives personal Attempts using
announcements views about views about views about views about his/her own
and give personal announcements announcements announcements announcements words to make
views are given irrelevantly with less correctly a wide range of
(Include correctly relevance announcements
environmental
conservation and
road safety
issues)
1.2 Read and a) Read and Various texts Reads Reads various Reads various Reads various 28
comprehend comprehend on familiar various texts texts on texts on texts on familiar
written various texts topics (hunting on familiar familiar topics familiar topics topics and
information on familiar wild animals, topics but comprehends comprehends comprehends
topics (hunting keeping comprehends various topics most of the text about the texts
wild animals, animals, village various topics with less appropriately very well
keeping life, town with difficulty difficulty
animals, life, sports,
village traveling,
life, town disasters,
life, sports, family issues
traveling, and personal
disasters, letters) are
family issues read and
and personal comprehended
letters) appropriately
50
Performed by the of
pupil
b) Scan texts and Texts are Struggles to Scans texts and Scans texts Scans texts
explain relevant scanned and scan texts and misses out to and explains and explains
ideas (include relevant ideas misses out to explain few relevant ideas relevant ideas
corruption explained explain many ideas correctly correctly and
text, lexical, correctly ideas gives opinion
syntactical, about the text
semantic,
dictionary use)
51
performed by the of
pupil periods
1.3 Develop a) Read and Selected Struggles to Reads Reads and Reads and 28
vocabulary use selected synonyms and read and use and uses uses synonyms attempts to
through synonyms and antonyms are synonyms and synonyms and and antonyms identify the
reading antonyms read and used antonyms antonyms with correctly synonyms and
correctly few errors antonyms in
other texts
b) Read and use A variety of Reads and Reads and Reads and uses Reads and uses
varieties of words are uses a variety uses a variety a variety of a variety of
words by using read and used of words of words words through words through
word formation through word through word through word word formation word formation
(compound formation formation formation correctly in sentences
words) correctly with much with less
support support
c)Read and use Multiple Reads and Reads and Reads and Reads and
multiple mean- meaning words uses multiple uses multiple uses multiple attempts to
ing words are read and meaning meaning meaning of use multiple
used correctly words with words with words correctly meaning words
many errors less errors in sentences
52
performed by the of
pupil periods
2.0 Communicate 2.1 Communi- a) Use simple Different Narrates Narrates Narrates Attempts to 28
orally and cate simple conversation to events in different events different different narrate more
through ideas narrate different various topics in various events in events in the events and
writing through events in various are narrated topics, asks the various various asks extra
speaking topics, ask and in simple and answers topics, asks topics, asks questions on
answer questions conversation, questions orally and answers and answers various topics
orally in order to questions are to exchange questions questions
exchange personal asked and personal views orally to orally to
views on various answered on the various exchange exchange
topics such as orally on topics with personal personal
traveling, festivals, various much support views on the views on
games, football topics such various topics various
matches, school as traveling, with less topics
day, family day festivals, support correctly
(include cross games, football
cutting issues matches,
e.g. corruption, school day,
drug abuse, family day, etc.
entrepreneurship appropriately
and environmental
conservation.)
53
performed by the of
pupil periods
b) Participate in Participation in Participates in Participates in Participates in Participates in
conversations on conversations conversations conversations conversations conversations
common topics on common on common on common on common on common
(include financial topics is done topics with topics with topics actively and less
management, actively much support less support familiar topics
entrepreneurship, actively and
hobbies, travel, attempts to
current events and give views to
child labour) support ideas
2.2 Develop a) Create and use Words related Struggles to Uses a range Uses a wide Attempts to 28
and use words related to to daily use words of words range of use common
vocabulary daily interactions, interactions, related related to words related words related
through personal events personal to daily daily to daily to daily
listening and experiences, events and interactions, interactions, interactions, interactions to
and objects found at experiences, personal personal personal create a short
speaking school, home, objects found at events and events and events and story with
hotels and school, home, experiences, experiences, experiences, demonstration
playground, etc hotels and objects objects objects of higher
playground, found at found at found at word power
are created and school, home, school, home, school, home,
used correctly hotels, and hotels and hotels and
playgrounds playground playground
correctly
54
performed by the of
pupil periods
2.3 Communicate a) Write to express News and Writes news Writes news Writes news Attempts to 56
simple ideas news and views views related and views and views and views provide details
through related to various to various related to related to related to of the news
writing contexts contexts various context various various and writes
are written with many contexts with contexts views related
correctly errors few errors correctly to various
contexts
b) Write an Official letter Writes an Writes an Writes an Attempts to
official letter with specific official letter official letter official letter write several
with specific purpose with specific with specific with specific official letters
purpose, notes is written purpose with purpose with purpose with various
to immediate correctly many errors few errors correctly specific
people in order purposes
to convey simple
information,
texts to inquire
for information
related to school
requirements
55
performed by the of
pupil periods
c) Write Paragraphs Writes a short Writes Writes a Writes most
paragraphs with correct paragraphs several short number of paragraphs with
with correct flow of with the paragraphs paragraphs correct flow
flow of ideas ideas using correct flow with correct with correct of ideas with
using appropriate of ideas and flow of flow of appropriate
appropriate punctuation inappropriate ideas with ideas with punctuation
punctuation marks, punctuation appropriate appropriate marks,
marks and connectives marks punctuation punctuation connectives and
connectives. and sequence connectives marks, marks, sequence
(but., and, markers and sequence connectives connectives markers and
also, …), are written markers and sequence and sequence attempts to use
sequence correctly markers markers other unfamiliar
markers correctly punctuation
(moreover, marks in a
in addition paragraph,
to, critically,
above all,
lastly, etc)
d) Write simple Simple Writes simple Writes simple Writes simple Attempts to
short stories short stories short stories short stories short stories write short
to express to express to express to express to express stories with
personal personal personal personal personal demonstration
feelings feelings are feelings with feelings with feelings of higher word
composed much support less support correctly and power
correctly independently
56
performed by of
the pupil periods
2.4 Use a) Read and Words with Hardly use Uses a num- Uses a wide Uses a wide 29
appropriate write words suffixes and words with ber of words range of range of
vocabulary with suffixes prefixes are suffixes and with suffixes words with words with
when and prefixes read and prefixes to and prefixes to suffixes and suffixes and
writing to enrich written to enrich acqui- enrich acqui- prefixes prefixes to
acquisition of enrich sition of grade sition of grade to enrich enrich
grade acquisition of appropriate appropriate acquisition acquisition of
appropriate grade vocabulary vocabulary of grade grade
vocabulary appropriate appropriate appropriate
vocabulary vocabulary vocabulary
correctly and uses them
in sentences
b) Group words Words are Groups words Groups words Groups words Attempts
into different grouped into into different into different into different to make
classes/ different classes/ classes/ classes/ sentences
categories classes/ categories categories categories using the
appropriate categories with much with less appropriately different
for the grade appropriately support support classes/
level categories of
words
57
performed by of
the pupil periods
c) Read and Words related Reads and Reads and Reads and Reads and
write words to school and writes some writes a range writes a writes a wider
related home context words related of words wide range of range of
to school are read to school and related to words related words related
and home and written home contexts school and to school and to school and
contexts correctly with much home context home context home context
support with less correctly and attempts
support to make
sentences
58
3.11 Syllabus content for Standard VII
Table 11: Competencies to be developed by Standard VII pupil

SN Main competencies Specific competencies
1.0 Comprehend oral and written information 1.1 Listen and comprehend information presented orally
2.0 Communicate orally and through writing 2.1 Communicate simple ideas through speaking
3.0 Acquire and use vocabulary through the four 3.1 Develop and use appropriate vocabulary through listening and
language skills (Listening, speaking, reading speaking
and writing) 3.2 Develop vocabulary through reading
Note: Vocabulary in the teaching and learning process is embedded across all four language skills. The specific competencies 3.1,
3.2 and 3.3 of the main competency to “Acquire and use vocabulary through the four language skills’’ are embedded within
listening, speaking, reading and writing related activities. The arrangement of the syllabus content shows the embedded
feature.
59
performed by the of
pupil periods
1.0 Comprehend 1.1 Listen and a) Listen to oral Oral sentences Listens to Listens to Listens to oral Listens to oral 32
oral and comprehend sentences, are listened to, oral sentences oral sentences sentences, sentences,
written information identify single word and identifies and identifies identifies identifies
information presented single word coordinators single word single word single word single word
orally coordinators are identified coordinators coordinators coordinators coordinators
and use and used in and uses and uses some and uses most and uses all
them in oral oral sentences them in oral of them in of them in of them in
sentences correctly sentences with oral sentences oral sentences oral sentences
correctly in different difficulty correctly correctly correctly
in different situations in limited in different in different
situations situations situations situations
b) Listen to Oral stories are Listens to Listens to Listens to Listens to

oral stories listened to and oral stories, oral stories, oral stories, oral stories,
to identify multi-word identifies identifies identifies identifies
multi-word coordinators multi-word multi-word multi-word multi-word
coordinators are identified coordinators coordinators coordinators coordinators
and use them and used and uses a few and uses some and uses most and uses
correctly in correctly in of them in oral of them in of them in all of them
oral sentences oral sentences sentences with oral sentences oral sentences correctly in
in various in various difficulty correctly in correctly in oral sentences
contexts contexts given contexts given in various
contexts contexts
60
performed by the of
pupil periods
c) Listen to Dialogue with Listens to Listens to Listens to Listens to
dialogue, expressions dialogue, dialogue, dialogue, dialogue,
identify for seeking identifies identifies identifies identifies
expressions confirmation, expression expression expression expression
used to seek are listened for seeking for seeking for seeking for seeking
confirmation, to, questions confirmation confirmation, confirmation, confirmation,
answer are answered and answers a answers answers answers
questions correctly and few questions, only some most of the questions
correctly the expressions with difficulty questions questions correctly
and use the are used and uses the correctly correctly and and uses the
expressions correctly expressions and faces uses most of expressions
in different in different with mistakes challenges in the expressions in different
communicative communicative using some in different communicative
situations situations expressions communicative situations
in different situations
communicative
situations
61
performed by the of
pupil periods
1.2 Read and a) Read written Written texts Reads written Reads written Reads written Reads written 42
comprehend texts with with texts with texts with texts with texts with
written expressions expressions expression expressions expressions expressions
information used to seek used to seek for seeking used to seek used to seek used to seek
confirmation confirmation confirmation confirmation confirmation confirmation
with correct are read with with a lot of with minimal with correct
pronunciation, with correct pronunciation pronunciation pronunciation pronunciation,
identify the pronunciation, mistakes, challenges, challenges, identifies the
expressions and the identifies the identifies the identifies the expressions
used to seek expressions expressions expressions expressions in the texts,
confirmation, used to seek in the texts, in the texts, in the texts, answers
answer confirmation answers only a answers some answers questions
questions are identified few questions questions most of the and uses the
and use the from the texts, correctly correctly and questions expressions
expressions questions are and uses the uses a few correctly and, correctly
correctly answered and expressions expressions uses most of in different
in different the expressions in given correctly the expressions communicative
communicative are used communicative in some correctly situations
situations correctly situations with communicative in some
in different difficulty situations communicative
communicative situations
situations
62
performed by the of
pupil periods
b) Read simple Simple and Reads some Reads simple Reads simple Reads simple
and complex complex simple stories, stories, and some and complex
stories, identify stories are read, identifies identifies and complex stories,
and use expressions and uses few uses some stories, identifies
expressions for seeking expressions expressions identifies and and uses
for seeking confirmation for seeking for seeking uses most expressions
confirmation are identified confirmation, confirmation, expressions for seeking
and answer and used, and answers few answers some for seeking confirmation
questions questions questions with questions with confirmation, and answers
correctly about them difficulty in difficulty in answers questions
in different are answered some contexts some contexts questions correctly
contexts correctly correctly in different
in different in simple contexts
contexts stories, with
difficulties in
complex stories
in different
contexts
63
performed by the of
pupil periods
c) Read different All the general Reads a few Reads different Reads different Reads different
texts, skim ideas from texts, skims texts, skims texts, skims texts, skims
for all general different texts the general some of the most of the all the general
ideas and are skimmed ideas with general ideas, general ideas ideas and
write a guided and guided difficulties, and writes guided and writes writes guided
summary using summary using writes guided summary using guided summary using
expressions expressions summary using expressions summary using expressions
for seeking for seeking expressions for seeking expressions for seeking
confirmation confirmation are for seeking confirmation for seeking confirmation
correctly written correctly confirmation with some confirmation correctly
with a lot of mistakes with minimal
mistakes mistakes
d) Read simple All selected Reads some Reads all simple Reads all Reads all simple
and complex simple and simple selected and some of simple and and complex
selected class complex class class library and the complex complex selected class
selected
library and library and class class readers selected class library and class
class library
class readers readers are read with limited library and readers with
and class
with required with required proficiency to class readers the required
readers with
proficiency for proficiency for comprehend with some considerable proficiency for
comprehending comprehending and develop proficiency to proficiency to comprehending
and developing and developing the required comprehend and comprehend and developing
the required the required independent develop required and develops the required
independent independent reading skills independent required independent
reading skills reading skills reading skills independent reading skills
reading skills
64
performed by the of
pupil periods
1.3 Develop a) Listen and Poems are Listens and Listens and Listens and Listens and 32
vocabulary recite poems, listened to and recites poems, recites poems, recites poems, recites poems,
through identify and recited, figures identifies few identifies some identifies and identifies and
listening and use figures of speech are figures of figures of uses most of uses figures
reading of speech identified and speech and speech, uses the figures of speech
correctly in used correctly uses them some of them of speech correctly in
sentences in sentences incorrectly in sentences correctly in sentences
with difficulty sentences
b) Read texts Texts are read Reads texts Reads texts Reads texts Reads texts
and find the and meaning of and finds the and finds the and finds the and finds the
meaning of the words are meaning of few meaning of meaning of meaning of
words by using found by using words by using some words most words all the words
dictionaries dictionaries dictionaries by using by using by using
and use and the and uses them dictionaries dictionaries dictionaries
the words words are incorrectly and uses them and uses them and uses them
correctly correctly used with difficulty correctly correctly
in different in different in limited in different
contexts contexts contexts contexts
65
performed by the of
pupil periods
c) Read texts to Texts are Reads texts, Reads texts, Reads texts, Reads texts
identify and read, words identifies identifies identifies identifies
with similar words with words with words with words with
use words
spellings but similar similar similar similar
with similar spellings
with different spellings spellings spellings
spellings but different
meanings but different but different but different
but different meanings
(homographs) meanings meanings meanings
(homographs)
meanings are identified (homographs), and uses (homographs) (homographs)
(homographs) and used uses few of some of them and uses and uses all of
in different correctly in them correctly correctly most of them them correctly
different in limited in limited correctly in in different
contexts
contexts contexts contexts some contexts contexts
2.0 Communicate 2.1 Communicate a) Role play Chosen Role plays Role plays Role plays Role plays 32
orally and simple ideas a chosen dialogue with a chosen the chosen the chosen the chosen
through through dialogue with prepositions of dialogue with dialogue with dialogue with dialogue with
writing speaking prepositions movement are prepositions prepositions prepositions prepositions
of movement, role played, of movement, of movement, of movement, of movement,
identify the prepositions identifies the identifies the identifies the identifies the
prepositions of movement prepositions prepositions prepositions prepositions
from the are identified from the from the and uses from the
dialogue and from the dialogue and dialogue and most of them dialogue and
use all of dialogue and uses a few of uses some of correctly uses all of
them correctly used correctly them corectly them correctly in different them correctly
in different in different in limited in some communicative in different
communicative communicative communicative communicative contexts communicative
contexts contexts contexts contexts contexts
66
performed by the of
pupil periods
b) Role play the Chosen Role plays Role plays Role plays Role plays
chosen dialogue dialogue the chosen the chosen the chosen the chosen
showing showing dialogue dialogue dialogue dialogue
directions by directions by showing showing showing showing
using cardinal using cardinal directions by directions directions directions
points, identify points is using cardinal by using by using by using
the cardinal role played, points with cardinal points cardinal points, cardinal points,
points correctly cardinal points difficulty, correctly, identifies identifies the
and use them are correctly identifies the identifies the the cardinal cardinal points
to express identified cardinal points cardinal points points and and uses all of
directions and used in correctly and correctly and uses most of them correctly
in different different uses few of uses some of them correctly to express
communicative communicative them to express them correctly to express directions
contexts contexts directions to express directions in different
correctly directions in some communicative
in limited in limited communicative contexts
contexts communicative contexts
contexts
67
performed by the of
pupil periods
c) Role play Dialogue with Role plays Role plays the Role plays the Role plays the
the chosen words that the dialogue dialogue with dialogue with dialogue with
dialogue with show direction with words words that words that words that
words that is role played that show show direction show direction show direction
show direction using correct direction with with some with minimal using correct
(left, right, pronunciation, difficulty in pronunciation pronunciation pronunciation,
centre, straight, words that pronunciation, challenges, challenges, identifies and
forward, show direction identifies and identifies and identifies and uses the words
backward, turn are identified uses few uses some uses most of correctly in
left, turn right) and used words in of the words words correctly a variety of
using correct correctly in sentences with correctly in most of communicative
pronunciation, a variety of some mistakes in some communicative contexts
identify and use communicative in limited communicative contexts
them correctly contexts communicative contexts
in a variety of contexts
communicative
contexts
68
performed by the of
pupil periods
2.2 Communicate a) Use relevant Relevant Uses relevant Uses relevant Uses relevant Uses relevant 32
simple ideas correlative correlative correlative correlative correlative correlative
through conjunctions to conjunctions conjunctions to conjunctions to conjunctions to conjunctions to
writing express results that express express results express results express results express results
in sentences results are used with difficulty in sentences in sentences in sentences
and in guided in sentences in sentences correctly correctly and in guided
composition and in guided and with many and uses the and uses the composition
correctly composition mistakes words with words with a correctly
in various in various in guided some mistakes few mistakes in various
communicative communicative composition in guided in guided communicative
contexts contexts in various composition composition contexts
communicative in various in various
contexts communicative communicative
contexts contexts
69
performed by the of
pupil periods
b) Identify and Correlative Identifies Identifies Identifies Identifies
use correlative conjunctions some correlative and uses and uses
conjunctions to that express correlative conjunctions correlative correlative
express results results are conjunctions that express conjunctions conjunctions
from identified that express results and that express that express
written texts from written results from uses some of results and results from
and use them texts and used written texts them correctly uses most a variety of
in writing appropriately and uses in writing of them written texts
in different in a variety some of them in different correctly and uses all
situations of written incorrectly situations in writing of them in
appropriately texts in in writing in different writing in
different in different situations different
situations situations situations
appropriately
70
performed by the of
pupil periods
c) Write Controlled Writes Writes Writes Writes
controlled and guided controlled controlled controlled controlled
and guided compositions and guided and guided and guided and guided
compositions are written compositions composition compositions compositions
correctly using correctly using using possessive using using correctly using
possessive possessive pronouns to talk possessive possessive possessive
pronouns to talk pronouns to talk about family pronouns pronouns pronouns to
relationships
about family about family in talking with minimal talk about
with difficulties
relationships relationships in about family mistakes family
in the use of
in different different relationships in talking relationships
possessive
communicative communicative with some about family in different
pronouns in
contexts contexts mistakes in relationships in communicative
most of the
communicative some of the some contexts
contexts communicative communicative
contexts contexts
d) Write free Free Writes free Writes free Writes free Writes free
compositions compositions compositions compositions compositions compositions
correctly with with logical on various on various with some correctly with
logical flow flow of ideas topics with topics with logical flow logical flow
of ideas on on various flow of ideas logical flow of ideas on of ideas on
various topics of ideas to
topics are which are not most of the various topics
(short stories, some extent
written logical in most topics
news, views, on few topics
correctly of the topics
emails, phone
messages,)
71
performed by the of
pupil periods
2.3 Develop a) Read Vocabulary Reads Reads Reads Reads 32
and use vocabulary in in chosen vocabulary in vocabulary in vocabulary in vocabulary in
vocabulary chosen texts texts are read chosen texts chosen texts chosen texts chosen texts
through using correct using correct using incorrect with some with minimal using correct
speaking pronunciation, pronunciation, pronunciation, difficulties in pronunciation pronunciation,
and develop new new develops new pronunciation, challenges, develops new
writing vocabulary vocabulary vocabulary develops and develops new vocabulary
by providing is developed with difficulty uses new vocabulary by providing
words with by providing and uses them vocabulary by providing words with
opposite and words with wrongly in with some words with opposite
similar meanings similar and oral sentences mistakes in opposite and similar
(antonyms and opposite and in guided oral sentences and similar meanings
synonyms), use meaning, the writing and in guided meanings, and uses the
the developed developed writing and uses the developed
vocabulary vocabulary is developed vocabulary
correctly in oral correctly used vocabulary correctly in
sentences and in to make oral with minimal oral sentences
guided writing sentences in mistakes in and in guided
guided writing oral sentences writing
correctly and in guided
writing
72
performed by the of
pupil periods
b) Read texts Texts with Reads texts Reads texts Reads texts Reads texts
with words words that with words with words with words with words
that express express that express that express that express that express
quantity, quantity are quantity, quantity, quantity, quantity,
identify and read and identifies the identifies identifies and identifies and
use them identified, words from and uses uses them uses them
to make used to make the texts and some of them to make to make
sentences and sentences and uses them with incorrectly in sentences sentences and
apply them to applied in difficulties sentences and correctly and applies them
complete short completing in making applies them applies them in completing
texts correctly short texts sentences and in completing in completing short texts
in different in different in completing short texts short texts correctly
contexts contexts short texts in a with some with minimal in different
given mistakes in a mistakes contexts
contexts given in different
contexts contexts
73
performed by the of
pupil periods
c) Read texts Texts with Reads texts Reads texts Reads texts Reads texts
with words that words that with words that with words that with words that with words that
express quality, express quality express quality, express quality, express quality, express quality,
identify and are read, and identifies and identifies identifies and identifies
use them to identified from uses them in and uses the uses the words and uses
construct the texts, used sentences with words with to construct these words
sentences and to construct mistakes in limited ability sentences to construct
to complete sentences and constructing to construct with minimal sentences and
short texts to complete sentences and sentences and mistakes to to complete
correctly short texts in completing with some complete short short texts
in different correctly short texts in mistakes in texts with correctly in
communicative in different different completing minor mistakes different
situations communicative communicative short texts in in different communicative
situations situations different communicative situations
communicative situations
situations
74

ENGLISH Syllabus III-VII 09 July 2019 Press B Final

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

ENGLISH Syllabus III-VII 09 July 2019 Press B Final

Uploaded by

Copyright:

Available Formats

THE UNITED REPUBLIC OF TANZANIA

MINISTRY OF EDUCATION, SCIENCE AND TECHNOLOGY

ENGLISH LANGUAGE SYLLABUS

First edition, 2015

Tanzania Institute of Education

Tel: +255 22 2773005/+255 22 277 1358

Table 1 English Language Subject competencies for Standard III .................................................................. 3

Table 2 English Language Subject competencies for Standard IV – VII ........................................................ 3

Table 3 Competencies to be developed by Standard III pupil ....................................................................... 6

Table 4 Detailed syllabus content .................................................................................................................. 6

Table 5 Competencies to be developed by Standard IV pupil ....................................................................... 21

Table 6 Detailed syllabus content .................................................................................................................. 22

Table 7 Competencies to be developed by Standard V Pupil ........................................................................ 32

Table 8 Detailed syllabus content .................................................................................................................. 33

Table 9 Competencies to be developed by Standard VI Pupil ....................................................................... 48

Table 10 Detailed syllabus content .................................................................................................................. 49

Table 11 Competencies to be developed by Standard VII ............................................................................... 59

Table 12 Detailed syllabus content .................................................................................................................. 60

2. Relationship between the syllabus and the curriculum

Main competencies Specific competencies

2.1 Communicate simple ideas through speaking

Table 2: English Language Subject competencies for Standard IV – VII

Main competencies Specific competencies

2.6 Assessment of learning

3.1 Main competencies

3.2 Specific competencies

3.3 Activities to be performed by the pupil

3.4 Assessment criteria

3.6 Number of periods

Table 3: Competencies to be developed by Standard III pupil

1.3 Listen, a) Listen to Words Pronounces Pronounces Pronounces Able to 30

f) Use Conversation Makes Makes Makes Attempts to

Table 5: The competencies to be developed by Standard IV pupil

b) Listen to oral Recorded Identifies few Identifies Identifies Comprehends

c) Listen to Main ideas of Understand and Listens to Listens to Listens to

b) View warning Warning signs Matches Matches Matches Matches

f) Read Information Reads Reads and Reads and Reads and

b) Use Familiar Talks about Talks about Talks about Attempts to

b) Write simple Personal Writes Writes Writes Writes more accurate

Table 7: The competencies to be developed by Standard V Pupil

h) Listen to a Main ideas Struggles Listens to a Listens to a Attempts to

g) Write short Short stories Writes Writes short Writes Attempts

Table 9: The Competencies to be developed by Standard VI Pupil

c) Listen to Main ideas Listens to Listens to Listens to Attempts to

Table 11: Competencies to be developed by Standard VII pupil

b) Listen to Oral stories are Listens to Listens to Listens to Listens to

You might also like