MINISTRY OF PRIMARY AND SECONDARY EDUCATION

PRIMARY INDIGENOUS LANGUAGES SYLLABUS

ECD TO GRADE 2

Curriculum Development Unit

P. O. Box MP 133
Mount Pleasant
HARARE All Rights Reserved
Revised 2015

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1.0. ACKNOWLEDGEMENT

The Ministry of Primary and Secondary Education wishes to acknowledge the following for their valued contribution in the
production of this syllabus:

- The National ECD, Grade 1 and 2 Indigenous Languages panel

- Government departments
- Representatives of various organisations
- Publishers
- ZIMSEC
- UNICEF
- UNESCO

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CONTENTS

PAGE

Acknowledgement 1

Preamble 3

Aims 3

Assessment objectives 4

Scheme of Assessment 4

Methodology and Time Allocation 5

Presentation of the Syllabus 5

Scope and Sequence Chart 6

Grade 1: Topics 9 - 15

Grade 2: Topics 16 – 23

Grade 3: Topics 24 – 36

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2.0 PREAMBLE

2.1 Introduction

This Zimbabwean Indigenous Languages Primary School syllabus covers ECD, Grade 1 and 2 primary education. It provides a basic foundation for the
development of language skills in everyday life. It is meant to enhance effective communication. The syllabus is progressive in the scope and sequence chart.
It intends to develop the four main language skills of listening, speaking, reading and writing as well as other literacy and numeracy skills . The teaching and
learning of visual, manual and tactile skills is emphasised in order to accommodate learners with disabilities . This syllabus is intended for use by both formal and non-
formal learners in the development of individuals who conform to the norms and values of their culture (Unhu/Ubuntu).

2.2 Rationale

The learning of Indigenous Languages inculcates the values of Unhu/Ubuntu. It promotes and cherishes the Zimbabwean identity. The understanding of
Indigenous Languages concepts and ability to apply the concepts in practical situations are valuable attributes in life.

2.3.Summary of Content

The Primary Indigenous Languages syllabus focuses on the following skills among others:
- Listening
- Speaking
- Reading
- Writing
- Tactile
- Visual
- Manual

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 - Team building
- Problem solving
- Critical thinking
- Evaluation and analysis
- Leadership
- Self management
- Technological
- Innovation
- Entrepreneurship
- Creative
- Interpersonal
- Decision making

2.4 Methodology and time allocation

Methodology

In the teaching of Indigenous Languages at primary level the Communicative Approach is recommended. As much as possible, all activities and methods
should be participatory and learner centred. Learners should be exposed to a variety of methods, among them the following:

 Story telling
 Imitation or simulation
 Exploration
 Research
 Project
 Games and quizzes
 Problem solving
 Educational tours/use of immediate environment

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 Drama, song, poetry
 Demonstration
 Group discussion
 Debate
 Question and answer
 Resource persons
 Gallery walk

It is advisable that the learner be exposed to more than one method in a lesson.

Time allocation

For the successful implementation of this syllabus, the following time allocation is recommended:
ECD should be allocated 5 periods of 20 minutes each per week
Grades 1 and 2 should be allocated at least 8 periods of 30 minutes each per week

2.5 Assumptions

It is assumed that learners:

 are able to speak an indigenous language
 are motivated to learn the Indigenous languages
 learn better in their indigenous language
 have knowledge of ICT

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 2.6 Cross Cutting Themes

Through the teaching and learning of Indigenous languages in ECD, Grade 1 and 2, the following cross-cutting themes have to be taken into
consideration to foster competency development for further studies and life:

1. Gender
2. Children’s rights
3. Disaster risk management
4. Financial literacy (play store)
5. Sexuality, HIV and AIDS
6. Child protection
7. Heritage studies
8. Human rights
9. Collaboration
10. Environmental issues
11. Guidance and counselling
12. Enterprise

3.0 PRESENTATION OF SYLLABUS

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 The ECD, Grade 1 and 2 school Indigenous Languages syllabus is in the form of one document which consists of four main language skills areas:
Listening, speaking, reading and writing. This syllabus is further divided into sub topics.

4.0 AIMS

The syllabus aims to enable learners to:

4.1 acquire skills of Listening, Speaking, Reading and Writing as well as visual, tactile and
manual skills for different purposes

4.2 communicate effectively in different situations

4.3 develop a life-long reading culture in the Indigenous languages learners should have an indigenous langfor personal, cultural and national identity

4.4 appreciate indigenous languages for personal, cultural and national identity.

4.5 appreciate the diversity in the indigenous languages

4.6 acquire skills of critical thinking on prevailing and emerging cross-cutting issues

4.7 use ICT in learning indigenous languages

4.8 develop aspects of orature to enhance national heritage and culture.

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5.0 OBJECTIVES OF THE SYLLABUS

Learners should be able to:

5.1 write creative work

5.2 write in an appropriate register to the subject matter

5.3 write with grammatical accuracy, correct spelling and appropriate punctuation

5.4 demonstrate understanding of material they read through answering questions

5.5.demonstrate understanding of instructions

5.6 tell stories onstories on emerging and prevailing cross-cutting themes

5.7 retell folktales

5.8 identify moral lessons from the folktales

5.9 debate, dramatise, recite poems/rhymes, play games, solve puzzles and answer quiz questions

5.10 demonstrate the ability to use ICT tools

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4.0 Assessment

The Indigenous Language syllabus scheme of assessment has been developed with the
principle of inclusivity.
Arrangements, accommodations and modification must be visible in both continuous and
summative assessments to enable candidates with special needs to access assessments.

Assessment Objectives

Assessment objectives outline the skills, which may be assessed by public examinations.
However, teachers should not limit themselves to the assessment objectives.
Teaching should be driven by the teaching objectives and the syllabus aims.
For that reason, teachers should not just teach the learners for examinations but for life.

By the end of the primary course learners should be able to:

4.1 Speaking:

4.1.1 greet and respond to greetings

4.1.2 describe events and situations
4.1.3 make polite requests

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 4.1.4 carry out a short conversation

4.2 Listening

4.2.1 dialogue both formal and informal

4.2.2 narrate up to a maximum of 100 words
4.2.3 respond to news items and answer questions

4.3 Reading

4.3.1 read dialogues

4.3.2 read narratives
4.3.3 read descriptions
4.3.4 read authentic materials

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 4.4 Writing:

4.4.1 write all forms of letters of up to 120 words

4.4.2 write narratives of up to 120 words
4.4.3 write descriptions of up to 120 words
4.4.4 write poems of 80 to 100 words
4.4.5 write grammatically correct sentences observing the basic sentence structures
4.4.6 write dialogues

5.0 Scheme of Assessment

The assessment will be continuous and based on achieving the learning outcomes for each topic and grade level. There
should be learner profiling to inform of the learners progress and those areas that will need to be further developed in the
future. The learner profile record must state the learner’s entry abilities and potential at every level in addition to language
concepts and skills and knowledge the child has acquired and developed.

Continuous Assessment
Learners from ECD to Grade 6 should be continuously assessed throughout the learning cycle in areas of: speaking,
listening, reading and writing: (Tasks per term)

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Grade Seven Examination

The Grade Seven examination paper will be written in three papers as below:

PAPE SECTIONS AND MARK DURATION PAPER WEIGHTING

R DESCRIPTIONS S
1 Multiple choice questions:
Language structure and 40 1 hour 30 10 minutes 30%
usage
2 Section A: Guided
Composition (20) 30 1 hour 45 10 minutes 50%
Section B: Comprehension
(10)
3 Continuous Assessment 10 20%
TOTAL 80 100

5.1 Detailed Paper Descriptions

5.1.1 Paper 1: This paper consists of fifty (50) multiple choice questions that the candidate is expected to
answer in two (2) hours. Each question carries one mark. The paper will have four comprehension
passages each being 150 to 200 words in length followed by a set of five to seven multiple choice

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 comprehension questions. Each set of comprehension questions will be followed by a set of five to
seven supporting language structures questions. Language structures will, therefore, be tested in
context.

5.1.2 Paper 2: This one and half (1 ½) hour paper consists of two (2) sections, that is, section A and B.
Section A: This section has two (2) guided compositions 1(a) and 1(b) each worth twenty (20) marks.
Candidates are expected to answer one question - either 1 (a) or 1 (b). The length of the candidates’
compositions should be 80-120 words. The nature of the guided compositions may be narrative,
descriptive, expository/factual, discursive, argumentative, reports about the candidates’ experiences or
letters - formal and informal. The information to be given may be in form of notes, statistical data or
graphs. Candidates are expected to correctly interpret, amplify, organise the given information and add
their own relevant ideas to produce a coherent composition.

Section B: This section has a comprehension passage of 150 to 200 words length. The candidates
have to read the passage and answer all questions. The total for this section is ten (10) marks.

6.0 Skills Weighting Grid

Paper Skills
Simple Comprehensio Analysis, TOTAL
Recall n Synthesis, and
Evaluation
1 60% 20% 20% 100%

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2 50% 30% 20% 100%
Section B: Comprehension
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TOPICS

GRADE LISTENING SPEAKING/SIGNING READING WRITING

ECD 1. Identification of 1. Me, my family and 1. Picture reading 1. Penmanship
voices/handshapes others 2. Book handling 2. Writing patterns
2. Recognition of 2. Greeting and times of 3. Book opening 3. Drawing/embossing
sounds/movement/location/sig the day 4. Discrimination/comparisons
ning frame 3. Describing pictures 5. Visual/tactile memory 4. painting
3. Listening to news, stories and 4. Body parts
folktales 5. Events
4. Requests and instructions 6. Objects in the
5. Rhymes and jingles environment
6. Listening to sentences and 7. Requests

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 questions 8. Dialogue
7. Listening to dialogue 9. Counting
10. Rhymes, jingles and
poems
11. Days of the week
12. Months of the year
13. News, folktales and
stories
1 1. Identification of voices 1. Me, my family and 1. Reading/Orientation 1. Penmanship
2. Recognition of sounds/signs others 2. Letter sounds/signs skills/brailling
3. News, folktales and stories 2. Greeting and times of 3. Syllables, words and 2. Orientation
4. Requests and instructions the day sentences 3. Letter shaping/braille
5. Rhymes, jingles and poems 3. Body parts 4. Punctuation/non-manual alphabet
6. Sentences and questions 4. Colours, events and features 4. Syllables and names
7. Dialogue situations 5. Fluency 5. Words, sentences and
5. Events 6. Extensive reading punctuation
6. Objects in the 7. Comprehension 6. Comprehension
environment 7. Languages structures
7. Requests
8. Dialogue
9. Counting
10. Days of the week
11. Months of the year
and weathers
conditions
12. News and stories
2 1. Identification of sounds/sign 1. The extended family 1. Consonant sounds 1. Penmanship
words 2. Occupations 2. Oral reading/signing skills/brailling

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 2. Instructions and requests 3. Greetings 3. Reading/Orientation 2. Date
3. Sentences and questions 4. Months and weather 4. Letter sounds/signs 3. Language usage
4. News and stories conditions 5. Syllables, words and 4. Language structures
5. Dialogue 5. Requests and sentences 5. Short stories
6. Rhymes and jingles questions 6. Punctuation/non-manual 6. Comprehension
6. Simple stories features 7. Spelling and dictation
7. Counting 7. Fluency
8. Dialogue 8. Extensive reading
9. Events and situations 9. Comprehension
10. Objects in the
environment
11. directions

7.0 SCOPE AND SEQUENCE

7.1 Listening/Watching signs

ECD GRADE 1 GRADE 2

 Identify their teachers’
voices/different handshapes
and movements
 Identify their friends and other
learners voices/friends signs
 Identify sounds of objects in
their immediate environment
 Identify sounds made by
 Distinguish their teachers’ voices
 Distinguish their friends’ and other
learners’ voices
 Differentiate and imitate sounds made by
objects in their immediate environment
 Engage in dialogue
 Distinguish and imitate sounds made by
common domestic animals
 Differentiate and imitate sounds made by a
variety of objects
 Distinguish and imitate sounds made by a
variety of wild animals and birds
 Engage in dialogue
 Identify and repeat all vowels and consonant
sounds of the language
 Repeat up to four syllable words after a

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ECD
domestic animals
 Imitate sound made by
domestic animals
 Identify sounds made by wild
animals
 Imitate sounds made by wild
animals
 Identify letter sounds/alphabet
signs and sign words
 Listen to news and short stories
told or read
 Retell stories
 Respond to requests
 Follow simple instructions or
commands
 Listen to sounds made by
musical instruments, short
rhymes and jingles and repeat
them
 Listen to dialogue
NOTE: Some learners with speech and or hearing impairment will watch the signs whilst others are listening
GRADE 1
 Identify and imitate sounds made by wild
animals
 Distinguish and repeat the five vowels
after a model
 Repeat up to three syllable words after a
model
 Listen to two minute stories and news
told or read and retell
 Respond to an oral request
 Follow up to two instructions or
commands in a row
 Repeat short simple sentences after a
model
 Listen to sounds made by musical
instruments, short rhymes and jingles and
repeat them
 Identify and imitate all letter
sounds/alphabet signs relevant to the
language
GRADE 2
model
 Repeat up to three simple sentences in a
row after a model
 Follow up to three short
instructions/commands in a row
 Listen to a three-minute story from any
medium and retell it and/or answer
questions
 Listen to an incomplete short story and
complete it appropriately
 Listen to sounds from musical instruments,
short rhymes and jingles and repeat them
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7.2 Speaking
ECD
 Say their names and those of
others
 Talk about their family
 Greet and respond
 Identify colours
 Identify shapes
 Identify pictures
 Describe pictures
 Compare pictures
 Identify body parts
 State the functions of body parts
 Describe events within their
environment
 Identify objects in their
environment
 Describe objects in their
environment
 Compare objects in their
environment
 Make polite requests
 Engage in dialogues
 Count orally up to 10
GRADE 1
 Say their names/sign names and those of
others and talk briefly about themselves
and their families
 Describe simple objects in their
environment
 Name primary colours
 Name body parts and state their functions
 Make polite requests
 Tell simple stories
 Express and respond appropriately to
greetings
 Recite rhymes and dialogues
 Count orally up to fifty
 Name days of the week
 Name months of the year
 Ask and answer short simple questions
orally.
 Describe different weather conditions/
terms
 Describe events and situations within their
immediate environment
 Engage in minute dialogue
GRADE 2
 Talk about extended families both
maternally and paternally
 Talk about occupations
 Make a variety of polite requests
 Tell simple stories
 Express and respond to greetings using
appropriate registers
 Count orally up to one hundred
 Describe objects
 Give directions
 Recite rhymes and poems
 Dialogue
 Answer questions orally
 Describe weather conditions and types
of clothes worn
 Describe events and situations within
their immediate environment
 Talk about seasons and related activities
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ECD GRADE 1 GRADE 2
 Recite rhymes, jingles and poems
 Say days of the week and months
of the year
 Say news
 Retell folktales
 Tell short stories

NOTE: Signing is used for some learners with speech and or hearing impairment

READING

ECD GRADE 1 GRADE 2

 Picture reading
 Book handling and
maintenance
 Book opening
 Practise left to right and top to
bottom reading skills
 Sequencing
 Differentiate pictures
 Compare pictures
 Practise good reading habits such as posture
and book handling
 Practise left to right and top to bottom reading
skills
 View and say what they see in a picture or series
of pictures
 Recognise vowels and consonants and articulate
them
 Read/sign up to three letter syllables
 Read without using fingers or moving
heads except for sign language users
 Practise silent reading skills
 Read/sign and short paragraphs of at
least 5 lines both orally and silently
then answer oral questions
 Read/sign sentences from a variety of
texts
 Articulate cluster sounds

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  Visual memory  Read/sign words with up to 4 syllables
 Tactile  Practice pronouncing words correctly/signing
word correctly
 Read/sign phrases and short sentences
Read/sign short paragraphs of at least 3 lines
and answer questions
 Practise pronouncing words correctly
 Read/sign phrases and short sentences
for comprehension
 Read/sign folk tales, stories, class
library books, charts and answer
comprehension questions
 Retell folk tales, news and stories
 Read/sign sequence picture stories
 Read all cluster sounds

NOTE: Some learners with visual impairment read braille and those with speech or and hearing impairment use signs

7.4 Writing

ECD GRADE 1 GRADE 2

 Orientation  Develop penmanship skills/brailing  Penmanship skills/ brailing reinforced
 Handling writing tools  Practise writing patterns/orientation  Reinforce writing patterns/orientation
 Scribbling  Write own names  Shape letters correctly
 Draw/embossing  Match writing patterns to  Write words with two or more syllables
 Painting letters/orientation  Reinforce use of capital letters, full stops
 Tracing  Write vowels and consonants/brailing and question marks
 Patterns  Write names of objects from immediate  Recognition of comma, quotation marks and
 Colouring environment exclamation marks including non-manual
 Use ICT tools  Use capital letters and full stops features for some leaners with speech or
 Recognition of comma, question mark and hearing impairment
quotation marks  Write short sentences about themselves

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ECD GRADE 1
 Draw objects and write their names and
sentences about them/embossing objects
 Write simple spelling words
 Write dates
 Write words with one or more syllables
 Write sentences of at least two words
 Answer simple comprehension questions
 Use ICT tools to draw and paint/pasting
 Use various language structures
NOTE: For some learners with visual
impairment, use brailing for writing activities.
Emphasise right to left orientation for Braille
users.
GRADE 2
 Draw pictures and write words and
sentences about them/emboss
 Write short stories of at least four lines
 Write simple spelling words
 Write dates
 Answer comprehension questions in written
form
 Use ICT tools to draw and paint/paste
 Use various language structures
NOTE. For some learners with visual impairment,
use brailing for writing activities. Emphasise right
to left orientation for Braille users.
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7.5 SUPPORTING LANGUAGE STRUCTURES
ASPECT ECD
7.5.1 Noun and  Common nouns: names
Pronoun of objects in the home
and classroom
 Proper names such as
people, rivers,
mountains, days of the
week and months of the
year
 Names of places where
domestic animals and
people live
 Personal pronouns, both
singular and plural
7.5.2 Verbs  Simple verbs such
as :gara/hlala
GRADE 1
 Common nouns: names of
objects in the home and
classroom in their singular
and plural forms
 Proper names such as people,
rivers, mountains, days of the
week and months of the year
 Collective nouns of common
entities such as svinga
/umnyaba
 Names of places where
domestic animals and people
live such as danga/isibaya
 Personal pronouns, both
singular and plural such as
ini/mina
 Simple present (habitual)
such as ndinodya/ngiyadla
 Progressive/continuous such
GRADE 2
 Wider range of common nouns
 More on proper nouns, still in their
simple or basic forms
 More collective nouns
 Names of places where domestic
animals and people live such as
danga/isibaya
 Personal pronouns, both singular and
plural such as ini/mina
 Simple present (habitual) such as
ndinodya/ngiyadla
 Progressive/continuous such as ndiri
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ASPECT ECD GRADE 1
as ndiri kudya/ngiyadla
 Simple past such as
ndakadya/ngadla
 Immediate/recent past such
as ndadya/ngidlile
 Simple future such as
ndichadya/ngizakudla
NOTE: Positive forms only
7.5.3 Qualifiers and  Basic colour adjectives  Basic colour adjectives such as
Modifiers  Adjectives of size and nhema, kumnyama
their opposites  Adjectives of size and their
opposites such as mutete, mukobvu
 Qualifiers of degree or
intensity and their opposites such Qualifiers of degree or intensity and their
as chaizvo/sibili
7.5.4. Sentence  Simple sentences  Simple sentences (Subject-
Verb-Object) in the basic
tenses under verb
 Use of one qualifier in a
sentence
 Positive and negative
sentences
 Simple direct question forms
 Use of conjunctions such as
GRADE 2
kudya/ngiyadla
 Simple past such as ndakadya/ ngadla
 Immediate/recent past such as
ndadya/ngidlile
 Simple future such as
ndichadya/ngizakudla
NOTE: Now add negatives
 Basic colour adjectives such as
nhema, /mnyama
 Adjectives of size and their
opposites such as muhombe,
mudiki /omkhulu, omncane
opposites such as chaizvo/sibili
 Simple sentence (Subject-Verb-Object)
in the basic tenses under verb
 Use of one qualifier or modifier in a
sentence
 Positive and negative sentences
 Simple direct question forms
 Use of conjunctions such as na/lo
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ASPECT ECD GRADE 1 GRADE 2
na/lo
7.5.5 Punctuation Use of Use of
 full stop  full stop
 capital letters  capital letters
Recognition of  question mark
 comma Recognition of
 question mark  comma
 quotation marks  quotation marks
 exclamation mark

8.0 DETAILED CONTENT BREAKDOWN (MATRIX)

EARLY CHILDHOOD DEVELOPMENT (ECD)

1. LISTENING

TOPIC 0BJECTIVES UNIT CONTENT SUGGESTED SUGGESTED

Learners should be LEARNING RESOURCES
able to: ACTIVITIES AND
NOTES
Identification of -identify their teacher’s -voice of teachers -listening to different Teacher, classmates,
voices/hand-shapes voice voices and identifying ICT tools
-identify their friends’ -voice of friends speakers

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 voices
-identify voices of -voice of other learners
other learners
Recognition of sound -identify sounds of -sounds from various -listening to sounds Various objects in their
objects in their objects made by various environment. ICT
immediate environment objects tools. Teacher.
-identify sounds made -matching sounds with Learners, pictures,
by domestic animals -sounds from domestic objects picture books, toys.
-imitate sounds made animals -imitating sounds of Pictures of the alphabet
by domestic animals -sounds domestic animals Picture dominoes
-identify sounds made -matching sounds with
by wild animals -sounds from wild pictures of domestic
-Imitate sounds made animals animals
by wild animals. -picture representation -imitating sounds of
-identify letter of the alphabet wild animals
sounds/signs -matching sounds of
wild animals with
pictures
Listening to letter
sounds/watching signs
-repeating letter sounds
-reciting rhymes with
letter sounds
Listening to news, -retell stories and -stories -listening to stories, Story books, resource
stories and folktales folktales -folktales folktales and news persons, ICT tools,

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 -answer questions -news items -retelling stories, pictures
-pictures folktales and news
items
-role playing
Requests and -follow simple -simple instructions -responding to simple Teacher, learners,
instructions instructions instructions objects, charts, ICT
-responding to simple tools
requests
-Chinese whispering
Rhymes, jingles and  Recite rhymes -Rhymes, jingles, -reciting rhymes Rhymes, sing for joy,
poems and jingles poems -reciting jingles booklet, percussion,
 Recite poems -reciting poems ICT tools
 Play percussions -playing percussions
-singing
-imitating

Sentences and  Say simple -simple sentences -repeating simple Teacher, learners,
questions sentences -simple questions sentences books, ICT tools
 Respond to -responding to
simple questions questions
asked
Dialogue  Participate in -dialogues -engaging in simple ICT tools,
dialogue dialogues

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2. READING

TOPIC OBJECTIVES UNIT CONTENT SUGGESTED SUGGESTED

Learners should be able LEARNING RESOURCES
to: ACTIVITIES
Picture reading -demonstrate the left to -pictures -discriminating between Picture books
right orientation the right to left hand, top ICT Tools
-demonstrate top to to bottom Dominoes
bottom orientation -coordinating hand eye Charts
movement for reading
Sequencing -follow picture -picture stories -arranging pictures in Picture cards
sequence sequence Picture books
-arrange story picture -following picture Puzzles
in sequence sequence Blocks
-arrange objects in -putting puzzles together Objects
sequence -building blocks ICT tools
-build blocks in -arranging dominoes Dominoes
sequence -arranging objects in Games
-arrange dominoes in sequence Songs
sequence

Differentiate pictures -identify pictures -differentiate -playing games such as a Game cards
-identify the similarities pictures/objects big big circle versus a Picture dominoes
between -compare small small circle Pictures

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 objects/pictures pictures/objects -playing sorting and Shapes
-identify the differences matching games Blocks
between -imitating action pictures ICT tools
objects/pictures -playing games such as, Real objects
what is missing?
Visual memory -identify objects and -identification of -identifying objects and Real objects
pictures within their objects and pictures pictures Shapes
local environment -playing odd one out Blocks
-identify parts missing games Pre-formal learning
from objects and -playing guessing games Kit
pictures -playing tactile games Picture books
-recall details such as : blind folding, Game cards
Jim bus Cloth
-Kim’s game Jigsaw
-what is missing? Puzzles
-how many are missing? ICT tools

3. SPEAKING

TOPIC OBJECTIVES UNIT CONTENT SUGGESTED SUGGESTED

Learners should be able LEARNING RESOURCES
to: ACTIVITES AND
NOTES
Me, my family and -say their names in full -self -saying their names in Learners

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others -say their teacher’s name -family full Pictures of
-say their friend’s names -friends -saying their teacher’s learners
-say their family name Family pictures
members’ names -saying names of their Pictures of
-talk about themselves friends friends
-talk about their family -saying names of family
members members
-talk about their friends -playing games on names
-talk about their teacher -talking about
themselves, family
members, friends and
teacher
Greetings and times of -identify different times -times of the day: -stating the different Pictures
the day of the day morning, afternoon, times of the day Charts
-greet using appropriate evening -greeting their teacher, ICT tools
registers friends and visitors using Puppets
-respond to greetings -greetings using the suitable registers
appropriate registers -responding to greetings
-role playing
Describe pictures -name pictures -pictures -naming pictures Picture books
-describe pictures -describing pictures Charts
-compare pictures -comparing pictures Pictures from
magazines
Body parts -identify body parts -human body -naming body parts Pictures on body
-name body parts -reciting rhymes on body parts

30
 -state the functions of parts ICT tools
body parts -playing games on the Puppets
function of body parts Dolls
-reciting poems on the
functions of body parts
Events -describe events within -events and situations -identifying events and Pictures
their environment situations ICT tools such as
-describing events and video tapes
situations
-dramatising events
-role playing

Objects in the -identify objects in their -objects in the immediate -identifying objects Different objects
environment environment environment -describing objects Pictures
-describe objects in their -colours -reciting rhymes on Shapes
environment - shapes colours Blocks
-sort objects - sizes -playing games on Crayons
-compare objects in their - textures sorting objects according Paints
environment to size, colour, shape, ICT tools
texture Dominoes
-comparing objects
through play
Requests -make polite request -appropriate registers -making requests Picture books
-respond politely to -polite requests -responding to requests Video tapes
requests -polite responses to -role playing Pictures

31
 requests -singing jingles on Puppets
appropriate requests ICT tools
-imitating people making
requests/responses

Dialogue -speak about interesting -dialogue -talking to one another Pictures

activities at home and about interesting Videos
school activities at home or Game cards
school Shop play centre
-shopping game Puppets
ICT tools
Counting -count orally up to 5 -counting --playing counting games Songs
-singing counting games Poems
-reciting rhymes on Rhymes
counting Videos
Pictures

Rhymes, jingles and -sing rhymes and jingles -rhymes, jingles and -reciting rhymes and Percussion
poems -recite rhymes and poems jingles instruments
poems -singing rhymes and Sing for joy
-create rhymes jingles booklet
-clapping to rhymes and Audio tapes
jingles Video tapes
-reciting poems

32
 -singing songs with
rhyming words
Days of the week and -say days of the week -days of the week -saying the days of the Calendar
months of the year -say months of the year -months of the year week in sequence ICT tools such as
-singing rhymes on days videos, audio
of the week and months tapes
of the year
-playing games on days
of the week and months
of the year

News, folktales and -say news -news -telling news in turns Pictures
stories -retell folktales -folktales -saying stories ICT tools such as
-tell short stories -stories -retelling folktales videos and audio
-dramatising stories tapes
-role playing Picture books
Play centre

4. WRITING

TOPIC OBJECTIVES UNIT CONTENT SUGGESTED SUGGESTED

Learners should be able LEARNING RESOURCES
to: ACTIVITES AND

33
 NOTES
Penmanship -handle writing tools -handling patterns -handling and using Crayons
-express thoughts writing instruments Paint
Brush
ICT tools

Writing skills -practise hand-eye -tracing tracing around objects Plain paper
coordination -painting -writing patterns Charts with patterns
-draw patterns from left -drawing -drawing objects and Picture cuts
to right and right to left -colouring pictures Stencils
for learners with -typing -painting pictures Slates and stylus
visually impairment -brailing -typing Manila
-draw pictures -brailing Glue
-embossing patterns and Pairs of scissors
objects ICT tools
Sand
Seeds
Strings

34
 GRADE ONE

8.1 Listening

TOPIC OBJECTIVES UNIT CONTENT SUGGESTED SUGGESTED

Learners should be able LEARNING RESOURCES
to: ACTIVITIES AND
NOTES
8.1.1 Identification of  recognize  Voices/signs of  Listening to different Magazines, Picture
voices/signs voices/signs and signs different people voices and identifying books
of people in their speakers Actual voices
immediate  Signing on different ICT tools

35
 TOPIC OBJECTIVES UNIT CONTENT SUGGESTED SUGGESTED
Learners should be able LEARNING RESOURCES
to: ACTIVITIES AND
NOTES
environment people Puppets
Talking book
Drums
Pictures/alphabet
8.1.2 Recognition of  identify sounds/signs  Different animals  imitating sounds of ICT tools
sounds/signs made by domestic sounds/signs common domestic and Toys, pictures of
and wild animals in wild animals/sign Domestic and Wild
their environment domestic and wild animals
 distinguish  Sounds/signs of a animals Variety of objects
sounds/signs made by variety of objects Cards
a variety of  Identifying sounds Talking books
objects/different  Vowels , alphabet made by a variety of Musical instruments
movements signs, letter and objects
 distinguish the consonant  Listening to and
different vowel and sounds/signs repeating different
consonant vowel and consonant
sounds/blended signs sounds/signs

8.1.3 News, folktales  Retell/sign short  A variety of stories  Retelling or Story books
and stories stories heard/signed from different media dramatising stories Magazines/
 Answer questions heard newspapers

36
TOPIC OBJECTIVES UNIT CONTENT SUGGESTED SUGGESTED
Learners should be able LEARNING RESOURCES
to: ACTIVITIES AND
NOTES
 Dramatise the story ICT tools
Note: Stories of up to 2 Resource person
minutes

8.1.4 Requests and  respond orally to  Different oral  Responding to

instructions given requests requests requiring different requests
verbal responses  Reacting to different
 follow simple oral  Simple oral simple oral
instructions instructions instructions
8.1.5 Rhymes and  repeat simple  Simple rhymes and  Reciting simple
jingles rhymes and jingles jingles rhymes and jingles
8.1.6 Sentences and  recite simple  Simple sentences  Repeating simple
questions sentences and and questions sentences and
questions questions after a
model
8.1.7 Dialogue  engage in dialogue  Dialogues  Conducting simple 
dialogues

37
8.2 Speaking

TOPIC OBJECTIVES UNIT CONTENT SUGGESTED SUGGESTED

Learners should be able ACTIVITIES AND RESOURCES
to: NOTES
8.2.1 Me, my  Say/sign their  Personal names  Saying names in full Family tree, names,
family and others names in full and  Friends’ names, the of self, friends , ICTs, slides, pictures.
those of their teacher’s and family teacher and family Family photographs,
friends, teacher, members’ names members magazines
classmates and  Details of self and family  Giving details of
family members including surnames and self and family
 Talk/sign about totems including surnames
their friends,  Likes and dislikes and totems
teacher,  Common nouns  Stating likes and
classmates and  Proper nouns dislikes
family members  Cultural awareness
 Talk/sign about NOTE:
likes and dislikes
 There are different
types of families
 Rhymes, songs and
games can be used
to teach the

38
TOPIC OBJECTIVES UNIT CONTENT SUGGESTED SUGGESTED
Learners should be able ACTIVITIES AND RESOURCES
to: NOTES
activities
8.2.2 Greetings  name different  terms used for different  naming different Charts
and times of the times of the day times of the day times of the day Appropriate concrete
day and activities  activities done at  talking about what objects
done different times of the day they do during ICT tools
 greet and  greetings and responding different times of Work cards
respond to according to one’s the day
greetings using culture  greeting and
appropriate responding to
registers greetings
 role playing
appropriate
greetings

8.2.3 Body parts  Name different  Names of body parts  Naming body parts Pictures
body parts.  functions of body parts  Stating functions of Models
 state their body parts Word cards
functions  Singing/signing Dolls
about body parts
8.2.4 Events  describe events  Events and situations  Describing events Resource person,
and situations  Cultural and intercultural and situations textbooks, ICT tools,
awareness of events  Discussing cultural photos, songs

39
TOPIC OBJECTIVES UNIT CONTENT SUGGESTED SUGGESTED
Learners should be able ACTIVITIES AND RESOURCES
to: NOTES
and intercultural Cultural centres
events.
 Role playing
cultural and
intercultural
activities
 Visiting cultural
centres in their
environment

8.2.5 Objects in the  name various  Objects found in the  Naming various Real objects in the
environment objects found in immediate environment objects found in the immediate
the immediate  Primary colours immediate environment, colours,
environment  Names of objects environment work cards, resource
 name primary  Describing person
colours similarities and
 describe differences of
similarities and objects such as by
differences of colour, size
objects  Carrying out an
educational tour in

40
TOPIC OBJECTIVES UNIT CONTENT SUGGESTED SUGGESTED
Learners should be able ACTIVITIES AND RESOURCES
to: NOTES
their immediate
environment

8.2.6 Requests  make polite  Polite requests and  Making polite Textbooks
requests responses requests work cards
 respond politely  Questions and responses  Responding politely pictures
to requests  Appropriate registers to requests ICT tools
  Role playing Charts

8.2.7 Dialogue  ask simple  questions and responses  Constructing Textbooks

questions  Dialogue skills questions ICT tools
 answer questions  Responding to Puppets
appropriately questions
 Engaging in
dialogue
8.2.8 Counting  count up to fifty  Counting up to fifty  Counting numbers Textbooks, counters,
 Counting songs/rhymes up to fifty Songs, rhymes
 Playing number Number line
games Abacus

8.2.9 Days of the  name days of the  Days of the week  Talking/signing Textbooks,
week week in correct  Activities associated with about what they do ICT tools,

41
TOPIC OBJECTIVES UNIT CONTENT SUGGESTED SUGGESTED
Learners should be able ACTIVITIES AND RESOURCES
to: NOTES
sequence certain days of the week on each day of the Work cards
 say what they do week Charts
on each day of  Singing/signing
the week days of the week
 Reciting poems on
days of the week
8.2.10 Months of  name months of  Months of the year  Saying/signing Calendars, ICT tools,
the year and the year in  Terms for weather months of the year word cards, weather
weather conditions correct sequence conditions in correct sequential chart, pictures,
 describe the order samples of clothes.
different weather  Saying terms of the
conditions/terms weather conditions
and describing the
attire associated
with them

8.2.11 News,  Tell/sign news,  Stories, folktales and  Telling/signing ICT tools
folktales and folktales and news stories, folktales in Charts with stories
stories stories turns Textbooks
 narrate news  Retelling/signing Picture stories
items and dramatizing
 dramatize stories stories and folktales

42
TOPIC OBJECTIVES UNIT CONTENT SUGGESTED SUGGESTED
Learners should be able ACTIVITIES AND RESOURCES
to: NOTES
and folktales  Narrating stories
and folktales
 Sharing simple news
items

8.3 Reading

TOPIC OBJECTIVES UNIT CONTENT SUGGESTED SUGGESTED RESOURCES

Learners should be LEARNING
able to: ACTIVITIES AND
NOTES
8.3.1  handle books  Posture  Practising correct Magazines,
Reading/orientat correctly  Left to right posture and book Picture books,
ion  read from left to orientation handling Magazine,
right  Picture sequence  Practising left to Jigsaw puzzle,
 read from top to  Top to bottom right, top to bottom Text books,
bottom orientation orientation through ICT tools
Braille books

43
TOPIC OBJECTIVES UNIT CONTENT SUGGESTED SUGGESTED RESOURCES
Learners should be LEARNING
able to: ACTIVITIES AND
NOTES
a sequence of Large print books
pictures and games Beads
Strings
Note: Some learners Glue
may be left handed Games
and should not be Sand
discouraged from
using the left hand
8.3.2 Syllables,  Sound/sign the  Vowels  Sounding/signing Flash card. Chart,
vowels and vowels and all  Consonants vowels and Reading
words consonants all syllables consonants Fish games
 read all syllables  Word building  Reading all
 use syllables to  Sentences syllables
form words  Joining syllables to
 construct form words
sentences  Reading/signing
words aloud and
sentences
 Constructing
sentences

8.3.3  Pronounce/sign  Pronunciation/sign  Reading with Sentence strips, flash cards,

Fluency/proficie words correctly  Short paragraphs correct books
ncy  read short of at least 3 lines pronunciation
paragraphs with words up to 4  Reading short

44
TOPIC OBJECTIVES UNIT CONTENT SUGGESTED SUGGESTED RESOURCES
Learners should be LEARNING
able to: ACTIVITIES AND
NOTES
Punctuation syllables paragraphs
 Reading, observing
full stop, comma,
question mark

8.3.4 Extensive  read short  Picture series  Reading short Library books, newspapers,
reading stories, charts  Short stories stories, library Magazines,
and class  Class library books for Story cards
library books materials enjoyment ICT tools
 answer  Narrating what
questions they have read
 tell sequence  Answering
picture stories questions
orally
 Telling picture
stories
sequentially
8.3.5  Read short  Short stories  Reading short Story cards, textbooks,
Comprehension stories and  Pictures stories, reading Flash cards,
answer pictures Work card,
questions  Narrating the Pictures
story ICT tools
 Answering
questions

45
8.4 Writing

TOPIC OBJECTIVES UNIT CONTENT SUGGESTED SUGGESTED RESOURCES

Learners should be LEARNING
able to: ACTIVITIES AND
NOTES
8.4.1  Demonstrate  Posture  Practising correct Writing and drawing tools,
Penmanship correct  Pen and book sitting position Text Books
skills penmanship handling  Practising handling Newsprint
skills  Left to right of pencils and Colouring books
orientation crayons Crayons
 Top to bottom  Handling papers Paint
orientation and books Braille paper
 Patterns and  Practising left to
drawings right and top to
bottom movement
 Colouring pictures

Note: Consider left-

handed learners (left
to right orientation).
Emphasise right to
left orientation for
some learners with
visual impairment
8.4.2 Letter  write  Patterns  Practising  Joining dots to form a

46
TOPIC OBJECTIVES UNIT CONTENT SUGGESTED SUGGESTED RESOURCES
Learners should be LEARNING
able to: ACTIVITIES AND
NOTES
shaping/Orien patterns  Vowels and pattern writing letter
tation linked to consonants in the air,  Exercise books
letters  Small and computers, on  Pencils
 shape capital letters ground or paper  Braille Alphabet
capital and  Practising  Slated stylus
small letters writing in braille  Braille puppet
correctly using slate and  ICT tools
 Write stylus
vowels and  Practising
consonants/ writing vowels
brailling and consonants
 Writing small
and capital
letters

Note: To group
patterns
according to
shapes of letter
such as mm uuu
www for letter m,

47
TOPIC OBJECTIVES UNIT CONTENT SUGGESTED SUGGESTED RESOURCES
Learners should be LEARNING
able to: ACTIVITIES AND
NOTES
n, u, v and w
8.4.3 Names  write down  Own names  Writing own Name tags
and own names  Common names Pictures
syllables  write names objects  Writing Word cards
of common  Syllables letter Concrete objects
objects  Days of the syllables Calendars
 write days week ,  Writing Charts
of the week months of names of Flash cards
, months of the year and objects Magnifying glasses
the year dates  Drawing Braille books
and dates  Objects and and labelling ICT tools
 write their names common Large print books
syllables objects
 draw and  Writing days
label of the week,
objects months of
the year and
dates

8.4.4 Words,  Join syllables  Word building  Building words Thick pencils

48
TOPIC OBJECTIVES UNIT CONTENT SUGGESTED SUGGESTED RESOURCES
Learners should be LEARNING
able to: ACTIVITIES AND
NOTES
sentences and into words  Sentences and writing Syllable cards
Punctuation  construct  Capital letters them Flash cards
simple and full stop  Constructing Sentence strips
sentences of at
 Spellings and simple Puzzles
least 2 words dictation sentences and Braille tools
 use full stops
 Creative writing punctuating Slate and stylus
and capital them correctly
letters  Writing
 spell words spellings and
correctly dictation
 write creative  Drawing
work pictures and
writing
sentences about
the pictures
8.4.5  answer simple  Comprehension  Answering Picture stories
Comprehensi comprehension questions comprehension Braille tools
on questions questions by Textbooks
completing
sentences
8.4.6  use nouns,  Common,  Writing  Drawing and writing

49
TOPIC OBJECTIVES UNIT CONTENT SUGGESTED SUGGESTED RESOURCES
Learners should be LEARNING
able to: ACTIVITIES AND
NOTES
Language pronouns, proper and sentences in tools
structures tenses, collective nouns correct tenses  Braille tools
punctuation, of objects in the  Listing objects  Flash cards
qualifiers and immediate  Drawing objects  Sentence strips
modifiers in environment and labelling  Charts
writing  Pronouns  Practising using  ICT tools
sentences  Verbs and language
tenses structures
 qualifiers:
adjectives of
size and colour
 Opposites
 Simple sentence
construction
 Punctuation:
capital letters,
full stop
NOTE: For some learners
with visual impairment
emphasize brailing for
writing, embossing for

50
TOPIC OBJECTIVES UNIT CONTENT SUGGESTED SUGGESTED RESOURCES
Learners should be LEARNING
able to: ACTIVITIES AND
NOTES
drawing and pasting for
painting.

GRADE TWO
8.5 Listening

TOPIC/SKILL OBJECTIVES UNIT CONTENT SUGGESTED SUUGGESTED

Learners should be able ACTVITIES RESOURCES
to:
8.5.1Identification of  distinguish  Sounds/signs  Listening to ICT
sounds/signs sounds/signs made made by a variety sounds/signs made Musical
by a variety of of objects and by a variety of instruments
objects and instruments objects and Different
instruments/differ instruments instruments

51
TOPIC/SKILL OBJECTIVES UNIT CONTENT SUGGESTED SUUGGESTED
Learners should be able ACTVITIES RESOURCES
to:
ed movement  Rhymes and  Reciting rhymes
 recite rhymes and jingles and jingles
jingles  Sounds/signs of  Imitating
 distinguish animals sounds/signs made
sounds/signs made  Letter by animals
by animals sounds/signs  Repeating
 distinguish sounds/signs of
sounds/signs of vowels and
the letters of the consonants
alphabet
8.5.2 Instructions and  respond to 3 short  Oral requests and  Responding to 3 Sentence strips
requests oral requests in a instructions short different oral ICT tools
row  Polite requests requests
 follow 3 short oral  Reacting to 3 short
instructions in a different oral
row instructions
8.5.3 Sentences and  answer 3 simple  Questions for  Responding to a ICT tools
questions oral questions learners to variety of Sentence strip
appropriately respond to questions verbally Puppets
 repeat 3 simple  Sentences to or by actions toys
sentences after a repeat  Reciting sentences
model after a model

52
TOPIC/SKILL OBJECTIVES UNIT CONTENT SUGGESTED SUUGGESTED
Learners should be able ACTVITIES RESOURCES
to:

8.5.4 News and stories  listen to short  A variety of short  Retelling parts or ICT tools
stories stories from whole story Puppets
different media  Dramatise stories

Note: Stories should be

at most 3 minutes long

NOTE: use signs for visually impaired.

8.6 Speaking

TOPIC/SKILL OBJECTIVES UNIT CONTENT SUGGESTED SUGGESTED

Learners should be able ACTIVITIES AND RESOURCES
to: NOTES
8.6.1 The extended  identify and name  Members of the  Talking about ICT tools,
family members of their extended family simple family tree Embossed
extended family and their roles diagram showing Slides

53
TOPIC/SKILL OBJECTIVES UNIT CONTENT SUGGESTED SUGGESTED
Learners should be able ACTIVITIES AND RESOURCES
to: NOTES
 explain roles of members of their Magazines
members of the extended family
extended family  Describing the
roles of members
of their extended
family
 Dramatising roles
of family members
Note: There are various
types of families
8.6.2 Occupations  name different  Occupations  Naming different Textbooks
occupations of occupations Name Cards
people found in  Role playing Pictures
the immediate occupations
environment  Reciting poems on
 role play various occupations
occupations
8.6.3 Greetings  extend greetings  Greetings and  Extending and Textbooks,
appropriate to responses responding to ICT tools
situations greetings
 respond to appropriate to a
greetings variety of

54
TOPIC/SKILL OBJECTIVES UNIT CONTENT SUGGESTED SUGGESTED
Learners should be able ACTIVITIES AND RESOURCES
to: NOTES
appropriately situations
 ask and answer a  Playing question
variety of and answer games
questions on on greetings
greetings  Role playing
appropriate
greetings
8.6.4 Months and  name months of  Months of the year  Saying months of Calendars
weather conditions the year and related the year in their ICT tools
 state the related activities proper sequence Charts
activities  Weather conditions  Stating the related Weather chart
 describe weather and activities activities and attire
conditions and  Dramatising
related activities activities
associated with the
months and
different weather
conditions
 Completing a
weather chart

8.6.5 Requests and  make polite  Requests and  Expressing and Textbooks

55
TOPIC/SKILL OBJECTIVES UNIT CONTENT SUGGESTED SUGGESTED
Learners should be able ACTIVITIES AND RESOURCES
to: NOTES
questions requests responses responding to ICT tools
 ask and answer  Appropriate requests Pictures
questions registers  Playing question Questions on cards
and answer games
 Using appropriate
registers
8.6.6 Simple stories  tell simple stories  Simple stories  Narrating simple Textbooks
stories of up to 3 Picture stories
minutes Charts
textbooks
8.6.7 Counting  count up to one  Counting up to one  Saying numbers Textbooks
hundred hundred up to one hundred Counters
 Counting in a variety of Puzzles
songs/rhymes ways such as ICT tools
rhymes
 Playing number
games
8.6.8 Dialogue  ask simple  Questions and  Constructing Textbooks
questions responses questions ICT tools
 answer questions  Dialogue skills  Responding to Pictures
appropriately questions cartoons
 Engaging pupils in

56
TOPIC/SKILL OBJECTIVES UNIT CONTENT SUGGESTED SUGGESTED
Learners should be able ACTIVITIES AND RESOURCES
to: NOTES
dialogue
8.6.9 Events and  describe events  Events and  Role playing Resource person
situations and situations in situations events and Textbooks
their immediate situations in their ICT tools
environment environment Pictures and photos
 Describing events
and situations in
their immediate
environment
 Singing cultural
songs


GRADE 2

8.7 Reading

57
TOPIC/SKILL OBJECTIVES UNIT CONTENT SUGGESTED SUGGESTED RESOURCES
Learners should be able LEARNING
to: ACTIVITIES AND
NOTES

8.7.1  sound and read  Letter consonant  Sounding and Flash card, work cards, jigsaw puzzle,
Consonant all consonant sounds reading up to 3 fish game
sounds sound  Words and letter consonant
 use all consonant sentences sounds
sound to form  Using syllables to
words and build meaningful
sentences words and
 read without sentences
using their  Reading words
fingers or and sentences
moving their from cards
heads without using
fingers or moving
heads
Syllables, word  Read syllable  Syllables, word  Read syllables Flash cards, work card, sentence
and sentences word and sentences  Building word stories
sentences  Read sentences
correctly
8.7.2 Reading  read a paragraph  Sentences  Reading words Story cards, textbooks, picture, flash
for of at least 5 lines  Paragraph of at and sentences cards, work card
comprehension both orally and least 5 lines orally
silently  Questions  Reading the
 answer passage silently
comprehension  Answering

58
TOPIC/SKILL OBJECTIVES UNIT CONTENT SUGGESTED SUGGESTED RESOURCES
Learners should be able LEARNING
to: ACTIVITIES AND
NOTES

questions questions

8.7.3 Oral  pronounce  Word and  Pronouncing Charts, flash cards, sentence strips
reading words correctly sentence words correctly
 read observing intonation  Observing
Signing the use of ,  Punctuation punctuation marks
comma, full  Oral questions  Responding to
Punctuation stops and oral questions
question mark,
exclamation
mark
8.7.4 Extensive  read simple  Simple sentences  Creating sentences Story cards, library books,
reading sentences  Punctuation from pictures newspapers, books
correctly  Paragraphs of at  Reading simple
 read sequence least 5 lines sentences from
picture stories  Picture stories cards
 recognise a full  Folk tales, stories,  Reading a variety
stop and a poems/rhymes of texts with
capital letter and charts emphasis on
when reading  Pronunciation of recognition of
 read a paragraph words exclamation
of at least 5 lines  Class library marks, comma
for books and full stops
comprehension  Enforcing

59
TOPIC/SKILL OBJECTIVES UNIT CONTENT SUGGESTED SUGGESTED RESOURCES
Learners should be able LEARNING
to: ACTIVITIES AND
NOTES

 pronounce acceptable
words correctly pronunciation and
intonation
 retell

Note: Use of
supplementary reading
is recommended for the
acquisition of good
reading skills

8.8 Writing

60
TOPIC OBJECTIVES UNIT CONTENT SUGGESTED ACTIVITIES SUGGESTED RE
Learners should be able to: AND NOTES
8.8.1 Penmanship  Demonstrate correct Penmanship  Posture  Practising correct sitting Drawing tools
/Brailing skills skills  Left to right orientation position Newsprint
 handle and use pencils and  Top to bottom orientation  Practising handling of Braile books
crayons properly  Patterns and pictures pencils and crayons Pictures
 shape letters correctly NOTE: consider right to left  Handling papers and
 demonstrate left to right orientation for some learners with books
orientation, right to left for some visual impairment  Practising left to right
learners with special needs. and top to bottom
 Demonstrate top to bottom movement
orientation  Practising writing
 Write patterns and pictures patterns
Note: Consider left-handed
pupils left to right orientation

8.8.1 Penmanship cont..  write patterns linked to letters  Pattern  Practising pattern writing Flash cards
 shape capital and small letters  Vowels and consonants in the air, on ground or Alphabet
correctly  Small and capital letters paper/ICT Charts
 space letters and words correctly  Practising writing Talking computer
vowels and consonants Stylus
 Writing small and capital Braile book
letters
Note: Group patterns
according to shapes of letter
such as mm uuu www for
letter m, n, u, v and w
8.8.2 Short stories  write sentences about themselves  Sentences  Constructing sentences Writing
 draw pictures and objects and  Drawings  Drawing and writing Stylus

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TOPIC OBJECTIVES UNIT CONTENT SUGGESTED ACTIVITIES SUGGESTED RE
Learners should be able to: AND NOTES
describe them  Stories on: gender equality, stories that reflect culture ICT
 write a story of at least four citizenship, ethics and ethical  Writing about
sentences on a given topic or behaviour themselves
picture  Cultural awareness Note: Make use of computers
to draw and paint where
possible

8.8.3 Comprehension
8.8.4 Spelling and
dictation
8.8.5 Date
8.8.6 Language structures
 answer comprehension questions  Texts, stories and news  Answering Picture stories
comprehension questions Textbooks
Note: Make use of computers Braile books
where possible
 spell words correctly  Spelling words and dictation  Writing dictated words
passages and passages
 write days of the week  Days, months and dates  Writing days, month and
 write months of the year year
 write dates correctly  Writing dates correctly
 use nouns, pronouns, tenses  Common, proper and collective  Using correct tenses
punctuation, qualifiers and nouns of objects in the immediate  Listing objects
modifiers in writing sentences environment  Drawing objects and
 build words using more than 2  Verbs and tenses labelling
letter syllables  Qualifiers: adjectives of size,  Practising using
 punctuate sentences correctly colour language structures
using capital letters and full stops  Opposites  Colouring pictures
 Sentence construction:
capital letters, question mark

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