Syllabus For English Language STD III-Vii English Medium Schools

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

(English Medium Schools)
STANDARD III–VII
i
© Ministry of Education, Science and Technology, 2019
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
Tel: +255 22 2773005

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. (2019). English Language Syllabus for Primary School
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
Foreword ........................................................................................................................................................... iv
List of tables ...................................................................................................................................................... v
1.0 Introduction ............................................................................................................................................ 1
2.0 Relationship between the syllabus and the curriculum ......................................................................... 1
2.1 Objectives of primary school education ................................................................................................ 1
2.2 Competencies in primary school education for Standard III–VII............................................................... 2
2.3 Objectives of learning the English language subject.................................................................................. 2
2.4 English language subject competencies..................................................................................................... 2
2.5 Teaching and learning the English language subject .................................................................................. 4
2.6 Assessment of learning .......................................................................................................................... 4
3.0 Syllabus contents .................................................................................................................................... 5
3.1 Main competencies ................................................................................................................................ 5
3.2 Specific competencies ............................................................................................................................ 5
3.3 Activities to be performed by the pupil...................................................................................................... 5
3.4 Assessment criteria ................................................................................................................................ 5
3.5 Benchmarking ....................................................................................................................................... 5
3.6 Number of periods ................................................................................................................................. 5
3.7 Contents for Standard III ....................................................................................................................... 6
3.8 Contents for Standard IV ....................................................................................................................... 20
3.9 Contents for Standard V ........................................................................................................................ 31
3.10 Contents for Standard VI ....................................................................................................................... 46
3.11 Contents for Standard VII ...................................................................................................................... 53
iii
Foreword
Quality education is the right of every Tanzanian. The Ministry of Education, Science and Technology has been improving the
primary school education curriculum to ensure that it provides quality education to prepare the pupil to cope with his or her
environment. This goal has necessitated the Ministry to improve teaching and learning the English language subject using this
syllabus. The syllabus has been prepared based on the 2019 edition of the 2015 Standard I–II and 2016 Standard III–VI curricula.
This syllabus emphasises teaching and learning that focus on developing the pupil’s competencies. It contains competencies
required to help the upper primary school learner to grow into a competent user of the English language by the end of Standard VII.
The syllabus consists of various components, namely main competencies, specific competencies, student assignments, criteria and
assessment standards as well as the number of periods for each specific competency. These components will help the teacher to
determine how to teach and measure the pupil’s performance based on their ability to demonstrate the competencies. However,
Reading, Writing and Arithmetic (3Rs) are emphasised in the English language subject.
The teacher is expected to use this syllabus by adhering to the given instructions. However, they can plan how to implement this
syllabus depending on their surroundings.
The Ministry of Education, Science and Technology continues to receive useful suggestions from teachers and other stakeholders
for improving this syllabus. All suggestions should be directed to the Director General of the Tanzania Institute of Education.
................................................
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 the Standard III pupil ................................................................. 6
Table 4 Detailed syllabus contents ................................................................................................................ 7
Table 5 Competencies to be developed by the Standard IV pupil ................................................................. 20
Table 7 Competencies to be developed by the Standard V pupil .................................................................. 31
Table 9 Competencies to be developed by the Standard VI pupil ................................................................. 46
Table 11 Competencies to be developed by the Standard VII pupil ................................................................ 53
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1.0 Introduction
This English language syllabus is meant for English medium schools. The syllabus is divided into three parts: the introduction,
the curriculum overview, and the syllabus content.
The English language syllabus has been prepared following the introduction of the Basic Education Curriculum of 2015 that
introduces the English language subject in primary schools from Standard III. Pupils in Standards I and II are taught literacy
and numeracy competencies. The teaching of the English language subject aims to develop 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 teaching and learning the English language. Teachers are advised to be creative by providing more activities which
will suit and enable the learner to acquire the intended competencies.
2.0 Relationship between the syllabus and the curriculum

The curriculum for basic education comprises of various interrelated aspects. These aspects include objectives of primary
school education, competencies of primary school education, objectives of the English language subject, the main and specific
competencies, the teaching and learning of the English language, and the assessment of learning. In line with these aspects, the
syllabus analyses competencies, activities to be performed by the pupil, assessment criteria, benchmarking, and the number of
periods. The description provided enables the teacher to interpret and use this syllabus for teaching and learning the English
language subject effectively.
2.1 Objectives of primary school education
The objectives of primary school education are to enable the pupil to
a) develop reading, writing, arithmetic, and oral communication skills;
b) know, use and appreciate the Kiswahili language;
c) know the foundation of the rule of law;
d) value Tanzanian culture and those of other countries;
e) think creatively and solve problems;
f) recognise the importance of ethics, integrity, and accountability as the qualities of a good citizen;
g) participate in games and sport and value artistic activities;
h) discover and develop talents and abilities;
i) value and like to work;
1
j) recognise, value, and use science and technology; and
k) prepare for the next level of education and enhance the spirit of lifelong learning.
2.2 Competencies in primary school education for Standard III–VII
The primary school education intends to enable the pupil to demonstrate the ability to
a) communicate correctly in Kiswahili and English in both speech and writing;
b) read confidently and understand specified texts;
c) apply theoretical and mathematical principles in real-life situations;
d) apply scientific, technological and vocational skills in real-life situations;
e) value their culture and that of others in daily-life situations;
f) respect the diverse beliefs and ideologies of the community in which he/she lives;
g) participate in games and sport activities and artistic activities;
h) respect oneself and others;
i) do patriotic duties in daily life situations;
j) participate in different age-appropriate activities;
k) participate in various activities which enhance his/her logical and analytical thinking; and
l) cooperate with others in doing acceptable activities in the community.
2.3 Objectives of learning the English language subject
The objectives of teaching and learning the English language subject in primary school 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 (or lip-reading), speaking, reading and (braille) writing through the 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 similar 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 Tables 1 and 2). It is necessary to include these competencies to ensure that the pupil
has a strong foundation in English language learning.
2
Table 1: English language subject competencies for Standard III
Main competencies Specific competencies

1.1 Listening and comprehending oral information
1.0 Comprehending oral and written information 1.2 Listening and comprehending phonemic symbols
1.3 Listening, pronouncing, and reading phonemic symbols
2.1 Communicating simple ideas through speech
2.0 Communicating in speech and writing
2.2 Communicating simple ideas through writing
3.1 Developing and using appropriate vocabulary through
Acquiring and using vocabulary through the four
listening and speaking
3.0 language skills (listening, speaking, reading, and
3.2 Developing vocabulary through reading
writing)
3.3 Using appropriate vocabulary in writing
Table 2: English language subject competencies for Standard IV-VII

1.1 Listening and comprehending information presented orally
1.0 Comprehending oral and written information
1.2 Reading and comprehending written information
2.1 Communicating simple ideas through speech
2.0 Communicating in speech and writing
3.1 Developing and using appropriate vocabulary through
Acquiring and using vocabulary through the four lan- listening and speaking
3.0
guage skills (listening, speaking, reading and writing) 3.2 Developing vocabulary through reading
3
2.5 Teaching and learning the English language subject
The teaching and learning of the English language subject focus on three main competencies, namely comprehension,
communication, vocabulary development and use. The English language subject in primary school education is designed
for beginners; therefore; it starts with simple concepts (concrete objects in the immediate surrounding) to complex concepts
(abstract ideas and those beyond the immediate surrounding).
In addition, specific competency expectations change from Standard III to Standard VII, beginning with the emphasis on
listening and speaking as the first step toward the mastery of the language. These competencies are supported by putting efforts
to read and write in a supported setting. This follows research-based best practice in second language learning and provides
a strong set of foundational skills for the real-world applied use of the English language. As pupils master spoken English,
the curriculum gradually moves to Standard IV–VII toward a balance of reading, writing, speaking, and listening to develop
of well-rounded English users.
eaching and learning emphasizes pupils’ ability to perform tasks by applying all four aspects of language. The outcome of
T
the process foresees the learner who can communicate simple ideas in speaking and writing, while comprehending oral and
written information. The teaching and learning of the English language subject in primary school education is important
because English is used as an official language besides 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:
communicating in speech and writing, comprehending oral and written information, and acquiring and using vocabulary
through the four language skills. Therefore, assessment will involve the competencies achieved in teaching and learning the
subject. Assessing comprehension competency will involve listening to information presented orally to explain the speech and
reading written information to explain the content. 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
listening, speaking, reading, and writing skills.
4
3.0 Syllabus content
This content comprises information on main competencies, specific competencies, activities to be performed by the pupil,
assessment criteria, benchmarking, and the number of periods for each specific competency.
3.1 Main competencies

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

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

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

These are levels of efficiency in the 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 Standards 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 Contents for Standard III
Table 3: Competencies to be developed by a Standard III Pupils

1. Comprehending oral and written information 1.1 Listening and comprehending oral information
1.2 Listening and comprehending phonemic symbols
1.3 Listening, pronouncing, and reading phonemic symbols
2. Communicating in speech and writing 2.1 Communicating simple ideas through speech
3. Acquiring and using vocabulary through the four 3.1 Developing and using appropriate vocabulary through
language skills of listening, speaking, reading and listening and speaking
writing 3.2 Developing vocabulary through reading
Note: Vocabulary in the teaching and learning process is embedded across all four language skills. Specific competencies 3.1, 3.2
and 3.3 of the main competency: “Acquiring and using vocabulary through the four language skills’’ are embedded within
listening, speaking, reading and writing related activities,” as shown in the arrangement of the syllabus contents.
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Table 4 Detailed syllabus Contents
Activities to be Benchmarking of pupil’s performance No.
Main Specific Assessment
performed by the of
competencies competencies criteria Beginning Average Good Very good
pupils periods
1.0 Comprehending 1.1 Listening a) Listening to Familiar Recognises Recognises the Recognises Uses familiar 18
oral and written and comprehending recognise words and some familiar most familiar familiar words and basic
information oral information all familiar basic phrases words and words and words and phrases
words and concerning the basic phrases basic phrases basic phrases concerning the
basic phrases self, the family concerning the concerning the concerning the self, the family
concerning the and immediate self, the family self, the family self, the family and immediate
self, the family surroundings and immediate and immediate and immediate surroundings
and immediate are recognised surroundings. surroundings. surroundings to identify new
surroundings well with relevant words.
examples.
b) Listening to The main Captures the Captures most Captures Captures the
comprehend points in short, main points of the main all the main main points
the main points clear, simple in short, points in short, points in short, in short,
in short, clear messages and clear, simple clear, simple clear, simple clear, simple
and simple announcements messages and messages and messages and messages and
messages and are captured announcements announcements. announcements. announcements
announcements correctly with omissions. and attempts
to add some
comments.
7
performed by the of
pupils periods
c) Listening Simple Responds Responds Responds Responds
to simple instructions to simple to simple to simple to simple
instructions in different instructions instructions instructions instructions
in different situations are in different in different in different in different
situations responded to situations with situations with situations situations
to respond correctly errors. some errors. correctly. correctly and
accordingly attempts to ask
questions
concerning the
instruction.
1.2 Listening and a) Identifying Rhyming words Identifies Identifies Identifies Identifies 30
comprehending rhyming words are identified rhyming words rhyming words rhyming rhyming
phonemic in stories and correctly with difficulty. with some words that are words that are
symbols poems read out support. appropriate appropriate to
aloud to grade level grade level and
correctly. attempts to add
more rhyming
words.
b) Generating Rhyming words Generates very Generates Generates a Generates
rhyming words based on a few rhyming a range of wider range rhyming words
based on a given given rhyming words. rhyming words. of rhyming that show
rhyming pattern pattern are words that are mastery of the
generated appropriate language in any
to grade level given pattern.
correctly.
8
performed by the of
pupils periods
c) Supplying words Words that Supplies a Supplies words Supplies a Supplies words
that rhyme with rhyme with limited range that rhyme with range words that rhyme with
spoken words spoken words of words that spoken words that rhyme with spoken words
are supplied rhyme with with few errors. spoken words and uses them
correctly spoken words. correctly. in sentences.
d) Supplying words Words that Struggles to Supplies correct Supplies correct Supplies
that have the have the same supply correct words that words that correct words
same beginning beginning or words that have the same have the same that have the
or ending sound ending sound have the same beginning or beginning or same beginning
(phoneme) as (phoneme) as beginning or ending sound ending sound or ending sound
the given words given words ending sound (phoneme) as (phoneme) as (phoneme) as
are correctly (phoneme) as given words given words given words
supplied given words. with some with ease. and creates
difficulty. more words
besides these
provided.
e) Substituting Beginning Substitutes Substitutes Substitutes Attempts to
the beginning phonemes the beginning the beginning the beginning create simple
phonemes (sounds) of phonemes phonemes phonemes stories/poems
(sounds) to rhyming words (sounds) of (sound) of (sounds) of by substituting
make new are substituted rhyming words rhyming words rhyming words in a
words in stories to create new to make new to make relevant words to form given story/
and poems read words correctly but irrelevant new words with new words poem.
out aloud words. a few errors. correctly.
9
performed by the of
pupils periods
1.3 Listening, a) Listening Words Pronounces Pronounces Pronounces Able to 30
pronouncing to recorded in the recorded words they hear words from words from pronounce
and reading materials and materials are from recorded the recorded the recorded words and
phonemic pronouncing the listened to and materials with materials with materials repeats
symbols words they hear pronounced omissions of the less support. correctly. complete
correctly required sounds sentences heard
and additions from recorded
of unrequired materials.
sounds.
b) Using words Sentences are Struggles Constructs Constructs Constructs
heard from constructed to construct sentences using sentences compound
recorded correctly using sentences using words heard using words sentences using
materials to words heard words heard from recorded from recorded words heard
construct simple from recorded from recorded materials materials from recorded
sentences materials materials. with a few correctly. materials.
grammatical
errors.
10
performed by the of
pupils periods
c) Reading short Short and Struggles to Reads and Reads and Reads and
and simple texts simple texts pronounce and pronounces pronounces pronounces
aloud to recognise with common read common common names, common names, common
common names, names, words names, words words and basic words and names,
words and basic and basic and basic phrases with basic phrases words and
phrases in simple phrases are read phrases. some supports. correctly with basic phrases
notices with good and pronounced slight hesitation. fluently.
pronunciation correctly
(including moral
values e.g.
environmental
issues and
corruption texts)
d) Responding to Short and Responds to Responds Responds Responds

short and simple simple messages on to messages correctly to correctly to
messages messages cards/flashcards, on cards/ messages messages
on cards/ on cards / posters and flashcards, on cards/ on cards/
flashcards, flashcards, catalogues posters and flashcards, flashcards,
posters and posters and with minimal catalogues with posters and posters and
catalogues catalogues success. less support. catalogues. catalogues and
are read/ and attempts to
responded to initiate new
correctly conversation
based on the
messages.
11
performed by the of
pupils periods
e) Reading to Content Reads and Reads and Reads and Reads and
explain ideas of simple explains explains explains explains
of the content information the content the content correctly the content
of simple material and of simple of simple the content of simple
informational short simple informational informational of simple informational
material and descriptions material and material and information material and
short simple are explained short simple short simple material and short simple
descriptions correctly descriptions descriptions short simple descriptions
(including on with much with less descriptions. correctly and
moral values support. support. attempts to
e.g. road safety create their
texts) own content
of simple
information
material
and short
descriptions.
1.4 Developing a) Reading various Texts are read Struggles to Reads aloud Reads aloud Reads aloud 24
vocabulary texts aloud aloud and read various and pronounces fluently a more fluently
through to develop vocabulary in texts aloud texts with a text correctly texts correctly
reading vocabulary different fields to develop few errors and develops and develops
in different is developed vocabulary in and develop vocabulary in vocabulary
fields, family, correctly different fields. vocabulary in different fields. in different
surroundings, etc different fields. fields with
explanations.
12
performed by the of
pupils periods
b) Reading texts to Sufficient Reads and Reads and Reads and Attempt to read
develop sufficient vocabulary to develops develops develops and re-write the
vocabulary to communicate vocabulary to vocabulary to sufficient text using other
communicate in in everyday communicate in communicate in vocabulary to words that
everyday simple simple everyday simple everyday simple communicate in have the same
transactions transactions transactions transactions everyday simple meaning.
(such as family, are read and with difficulty. with some transactions
hobbies and developed support. appropriately.
current events, appropriately
which include
moral values
finance and
entrepreneurship
c) Using texts to Words with Identifies words Identifies words Identifies words Can identify
identify words similar and with similar with similar with similar words with
with similar opposite and opposite and opposite and opposite similar and
and opposite meanings meanings from meanings from meanings opposite
meanings are identified the text with the text with from the text meanings and
correctly many errors. minimal errors. correctly. uses them
properly in
sentences.
13
performed by the of
pupils periods
2.0 Communicating 2.1 Communicating a) Using cards or Conversation Struggles to Converses Converses and Converses and 52
in speech and simple ideas pictures with and interaction converse and and interacts interacts on interacts on
writing through speech common topics about common interact on on common common topics common topics
to converse and topics are common topics. topics with less effectively. effectively and
interact in a carried out support. attempts to
simple way effectively converse about
unfamiliar
topics.
b) Asking and Simple Responds Responds Responds to Responds to
responding to questions to simple to simple simple questions some questions
simple questions in areas of questions in questions in in selected conversantly.
in areas of immediate selected topics selected topics topics logically.
immediate need needs or on with a lot of with some
or on selected selected topics inconsistency. inconsistency.
topics are responded
to logically
c) Following short Short and Follows simple Follows simple Follows simple Follows simple
and simple simple and short and short and short and short
directions given directions directions with directions with a directions directions more
orally given orally many error. few errors. effectively. effectively and
are followed promptly.
effectively
d) Using dialogue to Everyday needs Expresses Expresses Expresses Expresses
express every day are expressed everyday everyday everyday needs everyday
needs. (including correctly needs through needs through through dialogue needs through
on financial and through dialogue with dialogue with correctly with dialogue
entrepreneurial dialogue many errors. some errors. sufficient fluently and
matters) fluency. with ease.
14
performed by the of
pupils periods
e) Using Conversation Introduces, Introduces, Introduces, Attempts to
conversation on introduction, greets and greets and bids greets and create own
to make an greetings bids farewell farewell with bids farewell conversation
introduction, and bidding with many less omissions. approriately. in making
greetings and farewell is omissions. introductions,
bid farewell appropriately greetings
done and bidding
farewell.
f) Making and Requests are Makes and Makes and Makes and Makes and
responding to made and responds to responds to responds responds to
requests responded to requests with requests with to a range a wide range
flawlessly many errors. few errors. of requests of requests
flawlessly. flawlessly and
independently.
g) Discussing Numbers, Minimally Discusses Discusses Discusses
numbers, quantities, discusses numbers, numbers, numbers,
quantities, cost cost and time numbers, quantities, cost quantities, cost quantities, cost
and time (first, are discussed quantities, cost and time with and time with and time with
second, last, one, correctly and time with less difficulty. some relevant many relevant
two, three, many, much difficulty. example. examples.
now, etc. including
financial and
entrepreneurial
matters
15
performed by the of
pupils periods
h) Indicating Time is Indicates Indicates Indicates Indicates
time using indicated time using time using time using time using
phrases such correctly using phrases such phrases such phrases such phrases such
as next week, phrases such as next week, as next week, as next week, as next week,
last Friday, as next week, last Friday, last Friday, in last Friday, last Friday, in
in November, last Friday, in November, November, three in November, November,
three o’clock, in November, three o’clock o’clock with three o’clock three o’clock
etc three o’clock, with many few errors. correctly. and adds more
etc errors. phrases time.
i) Conversing Conversation Converses about Converses about Converses about Converses very
about the self about the self the self and the self and the self and well about
and other and other other people, other people, other people, the self and
people, where people, where where they where they live, where they other people,
they live, they live, live, people people they live, people where they
people they people they they know and know and things they know and live, people
know, and know and things they have they have with things they have they know,
things they have things they unclearly. some clarity. clearly. and things
have is carried they have and
out clearly attempts to
begin a new
conversation.
16
performed by the of
pupils periods
2.2 Developing and a) Developing and Sufficient Develops and Develops and Develops and Develops and 12
using vocabulary using sufficient words for uses sufficient uses words uses sufficient uses sufficient
through listening words for expressions of oral words for for expressing words for oral words for
and speaking expressions of communicative expressing communicative expressing expressing
communicative needs are communicative needs less communicative communicative
needs, for correctly needs effectively. needs effectively. needs more
example, survival developed and ineffectively. effectively.
needs, routine used
transactions
(including gender
issues)
b) Using word Words with Identifies words Identifies words Identifies words Identifies words
cards/ charts to similar and with similar with similar with similar with similar
identify words opposite and opposite and opposite and opposite and opposite
with similar meanings meanings on meanings on meanings on meanings on
and opposite are identified word cards/ word cards/ word cards/ word cards/
meaning correctly using charts with charts with less charts correctly. charts correctly
word cards/ many errors. errors. and uses them
charts in sentences.
17
performed by the of
pupils periods
2.3 a) Using different Personal details Uses some Uses different Uses different Attempts to 18
Communicating written forms on different written forms written forms written forms give clearer
simple ideas to complete written forms to complete to complete to complete open ended
through writing personal details are completed personal details personal details personal details personal
accurately with difficulty. with less accurately. details.
difficulty.
b) Writing short Short and Writes short Writes short Writes short Attempts to
and simple post- simple and simple and simple and simple write longer
card messages post-card post-card post-card post-card post-card
for different messages messages with messages with messages messages.
occasions for different much support. less support. correctly.
occasions are
written correctly
c) Writing numbers Numbers in Writes numbers Writes numbers Writes numbers Attempts to
in words, days words and in words and in words in words write a true/
of the week dates, days days of the and days of and days of fictions text
and month, of the week week and the week the week with numbers
own name, and month, month dates, and months, and months, and days of
nationality, own name, own name, own name own name, the week
address, age, nationality, nationality, nationality, nationality, and months,
date of birth or address, age, address, age, address, age, address, age, nationality,
arrival in the date of birth, date of birth or date of birth or date of birth or address, age,
country; such or arrival in the arrival in the arrival in the arrival in the date of birth or
as on a hotel country form country form country form country form arrival in the
registration form are written with many with less errors. correctly. country form.
or filled out errors.
correctly
18
performed by the of
pupils periods
2.4 Using a) Writing simple Simple words Struggles to Writes simple Writes simple Attempts to 12
appropriate words when are written write simple words when words when create clear
vocabulary handling familiar effectively words when handling handling complete
when writing situations and when handling handling familiar topics familiar topics sentences.
communication familiar topics familiar topics and situations and situations
needs (traveling, and situations and situations. with a few effectively.
settling quarrels, errors.
transactions/
shopping,
greetings, asking
for permission)
b) Writing simple Simple Writes simple Writes simple Writes simple Attempts to
texts: letters, texts using texts using ap- texts using texts using write more
reports, orders appropriate propriate words appropriate appropriate advanced
(including on vocabulary with much word with less words correctly. texts using
environmental are written difficulty. difficult. appropriate
issues) correctly words.
19
3.8 Contents for Standard IV
Table 5 The competencies to be developed by a Standard IV Pupil
3. Acquiring and using vocabulary through the four lan- 3.1 Developing and using appropriate vocabulary through
guage skills of listening, speaking, reading and writing listening and speaking
20
Table 6: Detailed syllabus Contents
performed by the of
pupils periods
1.0 1.1 Listening and a) Listening to Phrases which Understands Understands to a Understands Understands 24
Comprehending comprehending words/ phrases give orders are minimally oral good extent oral well oral very well oral
oral and written oral which give listened phrases which phrases which phrases which phrases which
information information orders and obey to and the orders give orders and give orders and give orders and give orders
those orders are obeyed hence obeys a obeys a good obeys most of and obeys
few orders. number of those the orders. all the orders
orders. accordingly.
b) Listening to Recorded Identifies a Identifies Identifies Comprehends
oral or recorded announcements few main ideas some of the many of the the whole
announcements are listened of recorded main ideas main ideas announcement
and identifying to and the announcements. of recorded of recorded thoroughly.
the main idea main ideas announcements. announcements
are identified successfully.
successfully
21
performed by the of
pupils periods
c) Listening to Main ideas of Understands and Listens to Listens to Listens to the
narration about narrations are lists the main narrations and narrations and narrations,
general topics listened to and ideas narrated lists some of the lists the main then lists
and listing the listed well about general main ideas about ideas about and explains
main ideas topics. general topics. general topics the main
(for example competently. ideas about
on Good general topics
Governance competently
and the Rule of and attempts to
Law) work on longer
texts.
1.2 Reading and a) Reading simple Contents of Interprets the Interprets Interprets the Attempts to 51
comprehending texts to interpret various simple contents of the correctly the contents of interpret the
written the contents texts are read simple texts with contents of various simple contents of
information (timetables, and interpreted many errors. various simple texts well. various simple
menu, properly texts with a few texts with
directions, errors. details and
instructions in some examples.
public places
and simple
manuals)
22
performed by the of
pupils periods
b) Viewing Warning signs Matches warning Matches Matches Matches
warning signs are viewed signs with their correctly warning signs warning signs
and matching and matched corresponding warning signs with their with their
them with their with their descriptions with with their corresponding corresponding
corresponding corresponding many errors. corresponding descriptions descriptions
simple and short descriptions descriptions with successfully. successfully
descriptions successfully a few errors. and attempts
(include road to give simple
signs) explanations for
each one.
c) Reading simple Necessary Identifies a few Identifies a range Identifies all the Attempts to
and short parts of a letter necessary parts of necessary necessary parts explain the
personal letters are identified of a letter with parts of a of the letter. significance of
to identify correctly little success. personal letter. each part of the
necessary parts letter.
of a letter
d) Reading simple Relevant and Minimally Reads and makes Reads and Adds details to
and short appropiate understand some relevant makes relevant the replies of
personal letters replies to personal letters and appropiate and appropiate personal letters.
and making personal letters and hence makes replies to replies to
relevant and are made well irrelevant and personal letters. personal letters.
appropiate appropiate
replies replies.
23
performed by the of
pupils periods
e) Reading Simple texts on Reads and Reads and Reads and Reads and
simple texts different topics comprehends comprehends comprehends comprehends
on different are read and simple texts on simple texts well simple simple texts
topics for comprehended different topics on different texts on well and
comprehension well with difficult. topics with less different topics. attempts to
difficult. compose
simple texts on
different topic.
f) Reading Information Reads correctly Reads and Reads and Reads and
information and is read and but minimally summarises summarises summarises
summarising summarised summarises the information information information in
ideas in writing correctly in information in in writing to in writing writing to the
writing writing. a sufficiently to a nearly right length.
ample length. appropriate
length.
g) Reading simple Simple texts Reads but Reads and Reads and Reads and
texts to describe describing struggles to describes describes events describes events
events on events are read describe events events in simple in simple texts in simple texts
different topics correctly in simple texts. texts with less correctly. correctly and
for example, support. attempts to
school and home write simple
(include Road texts with
Safety issues) descriptions of
events.
24
performed by the of
pupils periods
1.3 Developing a) Reading and Vocabulary Reads and uses Reads and uses Reads and uses Reads and uses 24
vocabulary using vocabulary related to time vocabulary vocabulary vocabulary vocabulary
through related to time is read and used related to time related to time related to time related to time
reading correctly with many with a few correctly. and attempts
errors. errors. to construct
correct
sentences.
b) Reading and Familiar Reads and uses Reads and uses Reads and uses Reads and
using familiar vocabulary vocabulary vocabulary vocabulary uses more
vocabulary related to related to related to related to vocabulary
related to personal letters, personal letters, personal letters, personal letters, related to
personal menu, directions menu, directions menu, directions menu, directions letters, menu,
letters, menu, in public places, in public places, in public places, in public places, directions in
directions in such as banks, such as banks, such as banks, such as banks, public places,
public places, hotels, hospitals hotels, hospitals hotels, hospitals hotels, hospitals such as banks,
such as banks, and libraries in and libraries in and libraries in and libraries in hotels, hospitals
hotels, hospitals written texts are written texts written texts with written texts and libraries in
and libraries in read and used with many a few errors. successfully. written texts
written texts through reading errors. competently
through reading successfully and creates
more
vocabulary
related to them.
25
performed by the of
pupils periods
c) Reading short Short and Reads short and Reads short and Reads short and Reads short and
and simple texts simple texts on simple texts simple texts on simple texts simple texts
on occupations occupations are on occupations occupations with on occupations on occupations
to acquire read to acquire and acquires less difficult, correctly and, correctly
occupation occupation occupation with thus acquiring hence, acquires to acquire
related related much difficult, a number sufficient occupation
vocabulary vocabulary thus acquiring of related to occupation related
correctly minimal occupations related vocabulary
vocabulary vocabulary. vocabulary. and attempts
related to to read short
occupations. complex texts
on occupations.
2.0 2.1 a) Using Invitations to Creates Creates Creates Attempts to 24
Communicating Communicating conversation ceremonies, invitations, invitations, invitations, carry, further
in speech and simple ideas to create apologies to apologies to apologies to apologies to the respective
writing through speech invitations to invitations and invitations invitations invitations conversation
ceremonies, expression of and express and expresses and expresses and any other
apologies to preferences preferences with preferences with preferences familiar topics.
invitations are made in many errors. a few errors. appropriately.
and to express conversation
preferences appropriately
26
performed by the of
pupils periods
b) Using Familiar topics Talks about Talks about Talks about Attempts to
conversation are talked about familiar topics, familiar topics, familiar topics, carry further
to talk about and responded to asks and asks and asks and the respective
familiar topics, in conversation responds to responds to responds to conversation
asking and accurately questions in questions in questions in and any other
responding to conversation conversation conversation familiar topics.
questions on with much with less accurately.
travel, shopping support. support.
and eating,
goods, services,
(include
Education of
Finance)
c) Contributing Contribution Contributes Contributes Contributes Attempts to
points during of points on points during points during points during contribute
debate on familiar topics debates on debates on debates on points during
familiar topics in life are made general topics familiar topics familiar topics debates on less
in life (include successfully in life with little in life with some in life clearly. familiar topics.
Child Rights, success. clarity.
Responsibilities
and Drug
Abuse)
27
performed by the of
pupils periods
2.2 Developing a) Using prefixes Prefixes and Forms a few Forms a narrow Forms a wide Forms a wider 24
and using and suffixes suffixes are used words using range of correct range of correct range of correct
vocabulary orally in to form words prefixes and words using words using words using
through different correctly suffixes with prefixes and prefixes and prefixes and
listening and situations to multiple errors. suffixes. suffixes. suffixes.
speaking form words
b) Using simple Simple words Creates Creates Creates correct Attempts
words to that express simple words simple words simple words to create
express preferences are that express that express that express difficult words
preferences created correctly preferences with preferences preferences that express
much support. with much some independently. preferences.
support.
c) Using simple Words related Expresses Expresses Expresses Attempts
words to express to apologies, properly a small properly a properly a to express
apologies, countable and number of number of wide range complex
countable and non-countable words related words related words related words related
non-countable nouns and to apologies, to apologies, to apologies, to apologies,
nouns, and ceremonies countable and countable and countable and countable and
ceremonies are expressed non-countable non-countable non-countable non-countable
properly nouns and nouns and nouns and nouns and
ceremonies. ceremonies. ceremonies. ceremonies.
28
performed by the of
pupils periods
2.3 a) Using picture Words/texts Writes words/ Writes words/ Writes words/ Writes well 24
Communicating cards or visual related to picture texts related to texts related to texts related organised
simple ideas support to write cards and visual picture cards and picture cards and to picture texts related to
through writing words/texts support are visual support visual support cards and picture cards
related to them written correctly with many with a few visual support and visual
errors. errors. correctly. support with
many ideas.
b) Writing simple Personal notes Writes personal Writes personal Writes personal Writes more
personal notes expressing notes to express notes to express notes to express accurate and
expressing various feelings various feelings various feelings various feelings comprehensive
various feeling are written inaccurately. with some accurately. personal notes
accurately accuracy. to express
various feeling.
c) Writing simple Texts which Writes simple Writes simple Writes simple Writes
short texts explain short texts short texts short texts longer texts
which explain different events that explain that explain that explain that explain
different events in different different events different events different events different events
in different situations are in different in different in different in different
situations (using written correctly situations with situations with a situations situations using
guided text) many errors. few errors. correctly. more precise
words.
29
performed by the of
pupils periods
2.4 Using a) Reading and Word related to Reads and writes Reads and writes Reads and Reads and 24
appropriate writing words quantifiers are words related to vocabulary writes a good writes many
vocabulary in related to read and written quantifiers with related to number of words related
writing quantifiers correctly much support. quantifiers with words related to quantifiers
less support. to quantifiers independently
correctly. and attempt
to use them in
sentences.
b)Using the verb Verb ‘to be’ Struggles to Uses the verb Uses the verb Uses the verb
‘to be’ words words are used use the verb ‘to ‘to be’ words in ‘to be’ in simple ‘to be’ words
(positive/ in short and be’ words in simple and short and short texts in simple and
negative) in short simple texts simple and short texts with less correctly. short text
and simple texts correctly texts with much support. correctly as
through writing difficulty. well as in long
(e.g. is, am, are, and complex
was, were) ones.
c) Writing short Short and simple Writes short Writes short Writes short Attempts to
and simple sentences which and simple and simple and simple write long
sentences express routines, sentences which sentences which sentences and difficult
which express obligations and express routines, express routines, which express sentences/texts
routines, apologies are obligations and obligations and routines, which express
obligations and written correctly apologies with apologies with a obligations routines,
apologies many errors. few errors. and apologies obligation and
correctly. apologies.
30
3.9 Contents for Standard V
Table 7: The competencies to be developed by a Standard V Pupil
3. Acquiring and using vocabulary through the four lan- 3.1 Developing and using appropriate vocabulary through
guage skills (listening, speaking, reading and writing) listening and speaking
3.3 Using appropriate vocabulary when writing
31
Table 8: Detailed Syllabus Contents
performed by the of
pupils periods
1.0 Comprehending 1.1 Listening and a) Listening Words presented Struggles to Pronounces Pronounces Pronounces 52
oral and written comprehending to words orally are pronounce presented words presented words presented
information oral presented listened to and presented with teacher’s correctly. words correctly
information orally to pronounced words. support. and uses them
pronounce correctly in sentences
them correctly coherently.
b) Listening Important Poorly interprets Interprets Interprets Attempts
to recorded messages important important correctly to interpret
materials, from recorded messages messages important remotely
radio, TV materials, radio, from recorded from recorded messages connected
broadcasts, TV broadcasts materials, radio, materials, radio, from recorded messages
explanations, and orally TV broadcasts, TV broadcasts, materials, radio, from recorded
orally presented explanations, explanations, TV broadcasts, materials,
presented instructions orally presented orally presented explanations, radio and TV
instructions which require instructions instructions orally presented broadcasts.
which require demonstration which require which require instructions
demonstration are listened to demonstration. demonstration which require
of the and interpreted interpretation demonstration.
interpretation correctly with some
of important errors.
messages
32
performed by the of
pupils periods
c) Listening to Processes of Describes the Describes the Describes the Attempts to
explanations making and process of process of process of describe more
on the process operating things making and making and making and equipment more
of making and are described operating things operating things operating things correctly.
operating things correctly with multiple with a few correctly.
and describing errors. errors.
the processes
(radio, phones,
music system,
TV, and kitchen
equipment)
d) Listening to Main ideas on Struggles Listens to Listens to Listens to
dialogue on common issues to listen to dialogue on dialogue on dialogue on
common issues are listened to dialogue on common issues common issues common issues
and identifying and identified common issues and identifies the and identifies and identifies
the main correctly and unable to main ideas with the main ideas the main
ideas (include identify the main a few errors. correctly. ideas easily
environmental ideas. and attempts
issues) to listen and
work on more
dialogues.
e) Listening Recorded Comments on Comments on Comments on Can elaborate
to recorded discussions the discussion the discussion the discussion correctly on
discussion are listened to of everyday of everyday of everyday a range of
on everyday and comments activities with activities with activities discussions
activities to on everyday much support. less support. correctly. heard from
make comments activities are recorded
made correctly materials.
33
performed by the of
pupils periods
f) Listening Sentence Listens to Listens to Listens to Listens to
to recorded construction and recorded recorded recorded recorded
conversation to use in different conversation conversation conversation conversation
learn sentence contexts are but struggles to learn and and learns to and attempts
construction for learned correctly to learn and use sentence construct and to transfer
use in different through listening use sentences construction in use sentences applications
contexts to recorded in different different contexts correctly. of sentences
materials contexts because with a few to many other
of multiple errors. contexts.
errors.
g) Listening to Directions of Comprehends Comprehends Comprehends Attempts to
announcements, place and time and shows and shows and shows comprehend
messages on are shown direction of direction of place direction of some orally
concrete topics to correctly through place and time and time with a place and time presented
show directions announcements with many few errors. correctly. abstract topics
of place and time and messages errors. with different
(prepositions) directions
accurately.
h) Listening to a Main ideas Struggles to Listens to a Listens to a Attempts to
speech on a given from the speech identify the speech and speech and paraphrase
topic to identify are identified main ideas from identifies main identifies main correctly the
main ideas correctly speech with ideas with a few ideas correctly. whole speech.
(include Road minimal success. errors.
Safety issues)
34
performed by the of
pupils periods
1.2 Reading and a) Reading Sentences Reads sentences Reads sentences Reads sentences Attempts to 41
comprehending sentences that tell about that tell about that tell about that tell about read more
written that tell about present, past and present, past and present, past and present, past difficult texts
information present, past and future events are future events future events and future that tell about
future events as read correctly with much with much less events correctly. present, past
part of language support. support. and future
usage practice events fluently.
b) Reading to get Announcements, Reads and gets Reads to gets Reads to gets Attempts
information from messages, information from information from information to read and
announcements, posters, announcements, announcements, from comprehend
messages, brochures and messages, messages, announcements, more complex
posters, texts which show posters, posters, messages, work which
brochures and directions are brochures and brochures and posters, show directions.
texts which show read correctly to texts which show texts which show brochures and
directions (to the get information directions with directions with a texts which
home, market, many errors. few errors. show directions
bus stop) correctly.
c) Reading texts Texts on familiar Reads texts Reads texts Reads texts Attempts to
on familiar issues are read and answers and answers and answers explains the
issues then and questions questions orally questions orally questions orally contents of
answers are answered with multiple with a few correctly. the text on
questions orally correctly errors. errors. familiar issues
(include text on competently.
corruption)
35
performed by the of
pupils periods
d) Reading and Description of Reads and Reads and Reads and Attempts to
summarise events, feelings, summarises the summarises the summarises the corresponds with
description of wishes in description of description of description of friends in letters
events, feelings, personal letters events, feelings events, feelings events,feelings written somehow
wishes in are read and and wishes in and wishes and wishes in comprehensively.
personal letters summarised personal letters in personal personal letters
to correspond correctly with many letters with less correctly.
with friends errors. support.
e) Reading factual Factual texts, Reads and Reads and Reads and Reads and retells
texts, passages, passages, retells messages somehow retells clearly very well the
paragraphs on paragraphs on from passages retells clearly messages from messages from
common school common school and paragraph the messages passages and passages with
subjects to retell subjects are read related to factual from passages paragraph details of the
the messages and messages are texts and retells and paragraph related to subject.
(include one on retold clearly the message related to factual factual text.
Child Rights) unclearly. text.
f) Reading grade Grade appropriate Reads grade Reads grade Reads Attempts to read
appropriate texts texts are read appropriate texts appropriate texts completely higher grade
with accuracy with speed and accurately but accurately. grade texts fluently.
and speed (level accuracy with hesitation. appropriate texts
led text) accurately and
with speed.
36
performed by the of
pupils periods
g) Scanning texts to Texts are Scans for and Scans for and Scans for and Attempts to
get the main ideas scanned and explains the explains the explains the add carefully
from them (include a the main ideas main ideas in main ideas in main ideas in arguments and
entrepreneurship text are picked texts with some texts with a few texts correctly. comments on
lexical, syntactical, correctly errors. errors. the main points
semantic, dictionary of the text.
use)
h) Reading texts for Specific Reads and Reads and Reads and Attempts to
comprehension to information identifies identifies identifies elaborate on
identify specific is identified poorly specific better specific correctly the information
information correctly information information specific very well.
from the text. from the texts. information
from the texts.
1.3 Developing a) Reading the Selected Reads Reads Reads Reads 20
vocabulary selected synonyms synonyms and synonyms and synonyms and synonyms synonyms
through and antonyms of antonyms of antonyms of antonyms of and antonyms and antonyms
reading words words are read words with words with less of words of words
correctly much difficulty. difficulty. correctly. correctly
and attempts
to find their
multiple
meanings.
b) Reading and writing Variety of Reads and Reads and Reads and Attempts to
variety of words words are read writes a variety writes a variety writes a variety form correct
using word formation and written of words with of words with a of words sentences
strategies(simple correctly multiple errors. few errors. correctly. independently.
prefixes and suffixes,
plurals)
37
performed by the of
pupils periods
c) Reading and Words related Reads less Reads somehow Reads a wide Can read
writing words to the selected fluently and fluently and range of words simple
related to the subject areas writes a few writes a range and writes many sentences
selected subject are read words related of words related words related fluently and
areas through and written to the selected to the selected to the selected writes very
reading correctly subject areas. subject areas subject areas clearly.
with a few correctly.
errors.
2.0 Communicating 2.1 Communicating a)Asking and Questions Asks and Asks and Asks and Attempts to 26
in speech and writing simple ideas answering are asked answers answers answers create a well
through speech questions orally and answered questions questions orally question orally argued simple
in various correctly orally with less with some correctly. conversation.
situations relevance. relevance.
b) Using dialogue Personal views Expresses Expresses Expresses Attempts
in selected and ideas personal views personal views personal views to express
contexts in selected and ideas and ideas in and ideas personal views
to express contexts are in selected selected contexts in selected and ideas
personal views expressed contexts in in poorly contexts in clear in selected
and ideas correctly isolated words constructed sentences. contexts
or phrases. sentences. with clear
supporting
examples and
evidence in
dialogues.
38
performed by the of
pupils periods
c) Debating on Main ideas on Identifies the Identifies main Identifies Identifies
the common the common main ideas on ideas on familiar clearly the main main ideas on
matters matters around the common matters around ideas on the familiar matters
around the the school, home, matters the school, home, familiar matters around the
school, home, workplaces are around the workplaces around the school, home,
workplaces to identified clearly school, home, through debate school, home, workplaces
identify main through the workplaces with some work places through
ideas (include debate through debate clarity. through debate. the debate
Sex and unclearly. independently,
Reproduction and attempts to
Health give very clear
Education) explanations.
d) Re-telling Stories about Retells stories Retells stories Retells stories Retells stories
stories about past events are about past events about past events about past about past
past events retold correctly with many errors with some errors events correctly. events and
(focus on words in tenses. in tenses. attempts
when/ while) to create
own stories
combining past
and perfect
tenses.
e) Using short Relevant Explains Explains relevant Explains Explains
speech to information is unclearly information relevant relevant
explain relevant explained clearly relevant through short information information
information using a short information speech with clearly through very clearly in
(include drug speech through short some clarity. short speech. an organised
abuse) speech. long speech.
39
performed by the of
pupils periods
2.2 Developing a) Reading Words related Reads words Reads words Reads words Attempts to 20
and use words related to familiar related to related to related to create stories
appropriate to familiar context to familiar familiar familiar using words
vocabulary context to explain personal contexts to contexts to contexts to related to
through explain personal experiences, explain personal explain personal explain personal familiar
listening and experiences, weather, season experiences, experiences, experiences, contexts more
speaking weather, season and every day weather, season weather, season weather season, clearly.
and every day activities are read and everyday and everyday and everyday
activities correctly activities activities with activities
unclearly. less clarity. clearly.
b) Reading and Words related to Reads well Reads and uses Reads and uses Can create
using words common subject and uses words related words related to accurate own
related to matters in a words related to common common subject conversation
common subject conversation are to common subject matters matters in a using words
matters in a read and used subject matters in a conversation conversation related less to
conversation correctly in conversation with some accurately. the common
inaccurately. accuracy. subject
matters.
2.3 Communicating a) Writing short Short texts on Writes unclearly Writes less Writes clearly Attempts 55
through texts on selected subject short texts on clearly short short texts on to write
writing selected subject matters in given selected subject texts on selected selected subject more clearly
matters in given contexts are matters in given subject matters in matters in given long texts
contexts written clearly contexts. given contexts. contexts. on selected
subject matters
in given
contexts.
40
performed by the of
pupils periods
b) Writing texts Texts on impacts Writes unclearly Writes with some Writes clearly Attempts to
on the impacts of selected texts on the clarity texts on texts on the write clearly
of the selected subject matters impacts of the impacts of impacts of the on the about
subject matters are clearly selected subject selected subject selected subject impacts of a
(include written matters. matters. matters. range of subject
enviromental matters with
degradation vivid examples.
caused by
change of
weather around
the school,
home, travel,
drug abuse,
corruption,
culture and
traditions, etc)
c) Writing Sentences that Writes sentences Writes sentences Writes Attempts to
sentences that express the that express the that express the sentences that write clearly a
express the present, past present, past and present, past and express the short passage
present, past and future events are future events future events present, past that expresses a
future events written correctly with many tense with a few tense and future combination of
to practise errors. errors. events correctly. tenses.
language usage
41
performed by the of
pupils periods
d) Writing a Personal letter Writes a Writes a personal Writes a Attempts to
personal letter to a friend personal letter letter to a friend personal letter write a detailed
to a friend conveying to a friend conveying to a friend personal letter
to convey sad /happy conveying sad /happy conveying to a friend
sad /happy information is sad /happy information with sad/ happy conveying
information written correctly information with less support. information sad/ happy
much support. correctly. information
with more
precise words.
e) Writing Compositions Writes an Writes less clear Writes a clear Attempts to

compositions with specific unclear and and less relevant and relevant write a relevant
with specific and relevant irrelevant composition composition and detailed
information information are composition with specific with specific composition
on the school, written clearly with specific information. information. with specific
travel, home, information. information
festivals more clearly.
(include Child
rights, Drug
abuse)
f) Writing stories Stories with Writes short Writes short Writes short Attempts to
with suggested given endings stories with stories with given stories with write attractive
endings (include are written with beginning that endings with matching stories with
e.g. moral values a matching are incongruent less matching beginnings appropriate
drug abuse, etc) beginning with the endings. beginning. to the given beginnings and
endings. endings through
own creativity.
42
performed by the of
pupils periods
g) Writing Short stories Writes Writes short Writes Attempts
short stories describing short stories stories describing short stories to write
to describe cultural matters describing cultural matters describing long stories
cultural matters are written cultural matters with some cultural matters describing
(festivals, correctly incorrectly. support. correctly. cultural matters
dances, with vivid
clothing, food, examples.
language,
initiations)
h) Writing notes Notes conveying Writes notes Writes notes Writes notes Can correspond
conveying simple personal conveying conveying conveying well about
simple personal information are simple personal simple personal simple personal personal
information (to written correctly information with information with information information.
friends, service many errors. a few errors. correctly.
people, teachers
and others
who feature in
everyday life)
i) Writing guided Guided texts Writes texts with Writes texts with Writes texts Attempts
texts using proper with proper use improper use less proper use with proper use to use more
punctuations: of punctuation of punctuation of punctuation of punctuation punctuation and
fullstop, comma, marks (full marks. marks. marks. quotation marks
question mark, stop, comma, properly.
and exclamation question mark,
mark (include and exclamation
women’s mark)
participation in
decision-making)
43
performed by the of
pupils periods
j) Writing Summaries of the Writes Writes Writes Writes
summaries of main ideas from summaries of summaries of the summaries of summaries of
main ideas from texts of various the main ideas main ideas from the main ideas the main ideas
texts of various levels are written from texts of texts of various from texts of from texts of
levels as required various levels levels less various levels various levels
out of context. relevantly. correctly. using own
words.
2.4 Using a) Reading and Grade Reads and Reads and writes Reads and Reads and 20
appropriate writing prefixes appropriate writes grade grade appropriate writes grade writes grade
vocabulary in and suffixes to vocabulary are appropriate vocabulary using appropriate appropriate
writing acquire grade read and written vocabulary prefixes and vocabulary vocabulary
appropriate using prefixes using prefixes suffixes with a using prefixes and attempts
vocabulary e.g. and suffixes and suffixes with few errors. and suffixes to create and
redo, unable correctly many errors. correctly. use words
undo, unlawful, with prefixes
spoonful, and suffixes in
invisible sentences.
b) Reading Appropriate Reads and writes Reads and writes Reads and Reads and
and writing words in plural appropriate appropriate writes writes more
appropriate forms are read vocabulary in vocabulary in appropriate appropriate
vocabulary and written plural forms. plural forms vocabulary in vocabulary in
through plural correctly with teacher’s plural forms plural forms.
forms support. correctly.
44
performed by the of
pupils periods
c) Grouping 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 wrongly. classes with classes classes correctly
classes classes correctly teacher’s support. correctly. and attempts
to relate and
differentiate
the groups of
words.
d) Reading and Words on topic Reads with Reads with less Reads and Reads fluently
writing words of related to public hesitation hesitation and writes words on and writes a
topic related to services are and writes writes with some topic related to wide range of
public services read and written incorrectly errors words on public services words correctly
(schools, correctly words on the topic related to correctly. from other
hospitals, topic related to public services. fields besides
homes, and the public services. the school,
community) the home, the
hospital and
community.
45
3.10 Contents for Standard VI
Table 9: Competencies to be developed by a Standard VI Pupil
1. Comprehending oral and written information 1.1 Listening and comprehending information
3. Acquiring and using vocabulary through the four 3.1 Developing and using appropriate vocabulary through listening
language skills listening, speaking, reading and and speaking
writing 3.2 Developing vocabulary through reading
46
Table 10: Detailed Syllabus Contents
performed by the of
pupils periods
1.0 Comprehending 1.1 Listening and a) Listening Questions related Answers orally Answers orally Answers orally Asks 37
oral and written comprehending to recorded to common issues questions related questions related questions questions
information oral materials on are answered to common to common related to for more
information common issues correctly orally issues with issues with much common issues clarification.
and answer many errors. less errors. correctly.
questions orally
(include family
planning,
surroundings
and cleanliness)
b) Listening to Information on Retells Retells Retells Retells a
and retelling school matters is information on information on information on range of
information on retold correctly school matters school matters school matters information
school matters with much with less support. correctly. precisely.
support.
c) Listening Main ideas on Listens to Listens to Listens to Attempts to
to recorded everyday matters recorded recorded recorded make own
conversation are identified conversation and conversation and conversation conversation
and identify in a recorded identifies the identifies the and identifies and makes a
the main ideas conversation main ideas on main ideas on the main ideas summary of it.
on everyday correctly everyday matters everyday matters on everyday
matters with much with less support. matters
support. correctly.
47
performed by the of
pupils periods
d) Listening to Personal Gives personal Gives personal Gives personal Attempts to
announcements and views on views on views on views on use his/her own
giving personal announcements announcements announcements announcements words to make
views (include are given with no with less correctly. a wide range of
environmental correctly relevance. relevance. announcements.
conservation and
road safety issues)
1.2 Reading and a) Reading and Various texts on Reads various Reads various Reads various Reads 28
comprehending comprehending familiar topics texts on texts on familiar texts on familiar various texts
written various texts on (e.g. hunting wild familiar topics topics and topics and on familiar
information familiar topics animals, keeping but with little comprehends comprehends topics and
(e.g. hunting animals, village comprehension. about half of the most of the text comprehends
wild animals, life, town life, text. appropriately. the whole text
keeping animals, sports, travelling, very well.
village life, disasters, family
town life, sports, issues and
travelling, personal letters)
disasters, family are read and
issues and comprehended a
personal letters) ppropriately
b) Scanning Texts are scanned Struggles to scan Scans over the Scans over Scans over texts
the texts and and relevant over texts and texts and fails the texts and and explains
explaining ideas explained fails to explain to explain a few explains relevant relevant ideas
relevant ideas correctly many ideas. ideas. ideas correctly. correctly and
(include gives opinion
corruption regarding the
text, lexical, texts.
syntactical,
semantic,
dictionary use)
48
performed by the of
pupils periods
1.3 Developing a) Reading and Selected Struggles to Reads and uses Reads and Reads and 28
vocabulary using selected synonyms and read and use synonyms and uses synonyms attempts to
through synonyms and antonyms are synonyms and antonyms with and antonyms identify the
reading antonyms read and used antonyms. few errors. correctly. synonyms and
correctly antonyms in
other texts.
b) Reading and A variety of Reads and uses a Reads and uses a Reads and uses Reads and uses
using variety words are read variety of words variety of words a variety of a variety of
of words using and used through through word through word words through words through
word formation word formation formation with formation with word formation word formation
(compound correct much support. less support. correctly. in sentences.
words)
c) Reading and Multiple Reads and Reads and Reads and Reads and
using multiple meaning words uses multiple uses multiple uses multiple attempts to
meaning words are read and used meaning words meaning words meaning of use multiple
correctly with many with a few words correctly. meaning words
errors. errors.. in sentences.
49
performed by the of
pupils periods
2.0 Communicating 2.1 Communicating a) Using simple Different events Narrates Narrates Narrates Attempts to 28
in speech and simple ideas conversation to on various topics different events different events different events narrate more
writing through speech narrate different are narrated on various on various on the various events and asks
events on various in simple topics. Asks topics; asks topics; asks extra questions
topics. Ask and conversation; and answers and answers and answers on various
answer questions questions are questions orally questions orally questions orally topics.
orally to exchange asked and to exchange to exchange and correctly
personal views answered personal views personal views to exchange
on various topics orally and on the various on the topics personal views
such as travelling, appropriately topics with with less on various
festivals, games, on various much support. support. topics.
football matches, topics such
school day, family as travelling,
day (include festivals,
cross-cutting games, football
issues e.g. matches, school
corruption, day, family day,
drug abuse, etc
entrepreneurship
and environmental
conservation)
b) Participating in Participation in Participates in Participates in Participates in Participates in
conversations on conversations on conversations conversations conversations on conversations on
common topics common topics on common on common common topics common and
(include financial is done actively topics with topics with less actively. less familiar
management, much support. support. topics actively
entrepreneurship, and attempts
hobbies, travel, to give views
current events to support the
and child labour) ideas.
50
performed by the of
pupils periods
2.2 Developing a) Creating and Words related to Has a little Uses a range Uses a wide Attempts to use 28
and using using words daily interactions, word power of words range of words common words
vocabulary related to daily personal events to use words related to daily related to daily related to daily
through interactions, and experiences, related to daily interactions, interactions, interactions to
listening and personal events objects found at interactions, personal events personal events create a short
speaking and experiences, school, home, personal events and experiences, and experiences, story with
objects found at hotels and and experiences, objects found at objects found demonstration
school, home, playground, are objects found at school, home, at school, of higher word
hotels and created and used school, home, hotels and home, hotels power.
playground, etc correctly hotels, and playground. and playground
playgrounds. correctly.
2.3 a) Writing to News and views Writes news and Writes news and Writes news and Attempts to 56
Communicating express news and related to various views related to views related to views related to provide details
simples ideas views related to contexts are various context various contexts various contexts of the news
through writing various contexts written correctly with many with a few errors. correctly. and writes
errors. views related
to various
contexts.
b) Writing an Application letter Writes an Writes an Writes an Attempts to
application letter with a specific application letter application letter application write several
with a specific purpose is written with a specific with a specific letter with a letters with
purpose; notes correctly purpose with purpose with a specific purpose various specific
to people who many errors. few errors. correctly. purposes.
are close to
convey simple
information;
texts to inquire
for information
related to school
requirements
51
performed by the of
pupils periods
2.4 Using a) Reading and Words with Hardly uses Uses a number Uses a wide Uses a wide 29
appropriate writing words suffixes and words with of words with range of words range of words
vocabulary in with suffixes and prefixes are suffixes and suffixes and with suffixes with suffixes
writing prefixes to enrich read and written prefixes to prefixes to enrich and prefixes and prefixes
the acquisition of to enrich the enrich the the acquisition of to enrich the to enrich the
grade appropriate acquisition of acquisition grade appropriate acquisition acquisition
vocabulary grade appropriate of grade vocabulary. of grade of grade
vocabulary appropriate appropriate appropriate
correctly vocabulary. vocabulary. vocabulary and
uses them in
sentences.
b) Grouping words Words are Groups words Groups words Groups words Attempts to
into different grouped into into different into different into different make sentences
classes/ different classes/ classes/ classes/ classes/ using the
categories categories categories with categories with categories different
appropriate for appropriately much support. less support. appropriately. classes/
the grade level categories of
words.
c) Reading and Word related Reads and writes Reads and Reads and Reads and
writing words to school and some words writes a range of writes a wide writes a wider
related to school home context are related to the words related to range of words range of words
and home read and written school and home school and home related to related to the
contexts correctly contexts with context with less school and school and
much support. support. home context home context
correctly. and attempts to
make sentences.
52
3.11 Contents for Standard VII
Table 11: Competencies to be developed by a Standard VII pupil

SN Main competencies Specific competencies
1.0 Comprehending oral and written information 1.1 Listening and comprehending oral information
2.0 Communicating in speech and writing 2.1 Communicating simple ideas through speech
3.0 Acquiring and using vocabulary through the 3.1 Developing and using appropriate vocabulary through listening and
four language skills (Listening, speaking, speaking
reading and writing) 3.2 Developing vocabulary through reading
listening, speaking, reading, and writing related activities,” as shown in the arrangement of the syllabus contents.
53
Table 12: Detailed syllabus contents
performed by the of
pupils periods
1.0 1.1Listening and a) Listening to Oral sentences Listens Listens to oral Listens Listens to oral 32
Comprehending comprehending oral sentences, are listened to oral sentences, to oral sentences,
oral and oral information identifying to and sentences, identifies sentences, identifies
written single word single word identifies single word identifies single word
information coordinators coordinators single word coordinators, single word coordinators,
(so, or, yet, are identified coordinators, and uses some coordinators, and uses all
nor) and and used and uses of them in and uses most of them in
using them correctly in them in oral oral sentences of them in oral sentences
correctly in oral sentences sentences, correctly oral sentences correctly
oral sentences in different but with in limited correctly in different
in different situations. difficulty situations in different situations
situations situations
b) Listening 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,
(so that, in and used and uses and uses some and uses most and uses
order that, so correctly in a few of of them in of them in all of them
as, in order to) oral sentences them in oral oral sentences oral sentences correctly in
and using them in various sentences correctly in correctly in oral sentences
correctly in contexts. with given contexts given in various
oral sentences difficulty contexts contexts
in various
contexts
54
performed by the of
pupils periods
c) Listening to Dialogues with Listens to Listens to Listens to Listens to
dialogues, expressions dialogues, dialogues, dialogues, dialogues,
identifying for seeking identifies identifies identifies identifies
expressions confirmation expressions expressions expressions expressions
used to seek are listened for seeking for seeking for seeking for seeking
confirmation, to; questions confirmation, confirmation, confirmation, confirmation,
answering are answered and answers answers only answers answers
questions correctly; and a few some questions most of the questions
correctly, expressions are questions correctly, questions correctly,
and using the used correctly but with but faces correctly, and and uses the
expressions in different difficulty, challenges in uses most of expressions
in different communicative and uses the using some the expressions in different
communicative situations. expressions expressions in different communicative
situations with mistakes in different communicative situations
communicative situations
situations
55
performed by the of
pupils periods
1.2 Reading and a) Reading written Written texts Reads written Reads written Reads written Reads written 42
comprehending texts with with texts with the texts with the texts with the texts with the
written expressions expressions expressions 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 but with with a lot of with minimal with correct
pronunciation, with correct pronunciation pronunciation pronunciation pronunciation,
identifying the pronunciation; mistakes, challenges, challenges, identifies the
expressions the expressions identifies the identifies the identifies the expressions
used to seek used to seek expressions expressions expressions in the texts,
confirmation, confirmation in the texts, in the texts, in the texts, answers
answering are identified answers only a answers some answers questions,
questions, from the texts; few questions questions most of the and uses the
and using the questions are correctly, correctly, and questions expressions
expressions answered; and and uses the uses a few correctly, and correctly
correctly the expressions expressions expressions uses most of in different
in different are used in given correctly the expressions communicative
communicative correctly communicative in some correctly situations
situations in different situations but communicative in some
communicative with difficulty situations communicative
situations. situations
56
performed by the of
pupils periods
b) Reading simple Simple and Reads some Reads simple Reads simple Reads simple
and complex complex stories simple stories, stories, and some and complex
stories, are read; identifies identifies and complex stories, identifies
identifying expressions and uses few uses some stories, and uses
and using for seeking expressions expressions identifies and expressions
expressions confirmation for seeking for seeking uses most for seeking
for seeking are identified confirmation, confirmation, expressions confirmation,
confirmation, and used; and answers and answers for seeking and answers
and answering and questions few questions some questions confirmation, questions
questions are answered with difficulty with difficulty and answers correctly
correctly correctly in some in some questions in different
in different in different contexts contexts correctly contexts
contexts contexts. in simple
stories, with
difficulties
in complex
stories in
different
contexts
57
performed by the of
pupils periods
c) Reading All general ideas Reads a few Reads different Reads different Reads different
different texts, from different texts, skims texts, skims texts, skims texts, skims
skimming for texts are the general some of the most of the all the general
all general skimmed, and a ideas with general ideas, general ideas, ideas, and
ideas, and guided summary difficulties, writes a guided and writes writes a guided
writing correctly is written and writes summary using a guided summary using
a guided correctly using a guided expressions summary using expressions
summary using expressions summary for seeking the expressions for seeking
expressions for seeking using confirmation, for seeking confirmation
for seeking confirmation expressions but with some confirmation, correctly
confirmation for seeking mistakes with minimal
confirmation, mistakes
with a lot of
mistakes
58
performed by the of
pupils periods
d) Reading simple Simple and Reads some Reads all Reads all Reads all simple
and complex complex simple simple and simple and and complex
selected class selected class selected class some of the complex selected class
selected
library and library and class library and complex library and class
class library
class readers readers are read class readers selected class readers with
and class
with required with required with limited library and the required
readers with
proficiency for proficiency for proficiency to class readers considerable proficiency to
comprehending comprehending comprehend with some proficiency to comprehend
and developing and developing and develop proficiency to comprehend and develop
the required the required the required comprehend and develop the required
independent independent independent and develop the required independent
reading skills reading skills. reading skills the required independent reading skills
independent reading skills
reading skills
59
performed by the of
pupils periods
1.3 Developing a) Listening Poems are Listens Listens and Listens Listens and 32
vocabulary and reciting listened to and recites recites poems, and recites recites poems
through poems, and recited; poems, identifies poems, and identifies
listening and identifying, figures of identifies few some figures identifies and and uses figures
reading and using speech are figures of of speech, uses most of of speech
figures identified and speech, but uses some the figures correctly in
of speech used correctly uses them of them in of speech sentences
(metaphor, in sentences. incorrectly sentences, but correctly in
simile, with difficulty sentences
personification,
hyperbole)
correctly in
sentences
b) Reading texts Texts are read; Reads texts, Reads texts, Reads texts, Reads texts
and finding the meanings finds the finds the finds the and finds the
the meaning of of the words meaning meaning meaning meaning of all
words using are found using of few of some of most words using
dictionaries dictionaries words using words using words using dictionaries
and using and the dictionaries, dictionaries, dictionaries, and uses them
the words words are but uses them and uses and uses them appropriately
correctly correctly used incorrectly them, but with appropriately in different
in different in different difficulty in limited contexts
contexts contexts. contexts
60
performed by the of
pupils periods
c) Reading texts Texts are read Reads texts, Reads texts, Reads texts, Reads texts
to identify and words identifies identifies identifies identifies words
and use words with similar words with words with words with with similar
with similar spellings but similar similar similar spellings
spellings with different spellings spellings spellings but different
but different meanings are but different but different but different meanings,
meanings identified and meanings, and meanings, and meanings, and and uses all of
(homographs) used correctly uses few of uses some of uses most of them correctly
in different in different them correctly them correctly them correctly in different
contexts contexts. in limited in limited in some contexts
contexts contexts contexts
61
performed by the of
pupils periods
2.0 Communicating 2.1 Communicating a) Role playing The chosen Role plays Role plays Role plays Role plays 32
in speech and simple ideas a chosen dialogue with the chosen the chosen the chosen the chosen
writing throught speech dialogue with prepositions of dialogue with dialogue with dialogue with dialogue with
prepositions movement are prepositions prepositions prepositions prepositions
of movement role played; and of movement, of movement, of movement, of movement,
(to, towards, prepositions of identifies the identifies the identifies the identifies the
through, movement are prepositions prepositions prepositions, prepositions
into, onto, identified from from the from the and uses from the
over, across), the dialogue and dialogue, and dialogue, and most of them dialogue, and
identifying the used correctly uses a few of uses some of correctly uses all of
prepositions in different them correctly them correctly in different them correctly
from the communicative in limited in some communicative in different
dialogue and contexts. communicative communicative contexts communicative
using all of contexts contexts contexts
them correctly
in different
communicative
contexts
62
performed by the of
pupils periods
b) Role playing The chosen Role plays Role plays Role plays Role plays the
the chosen dialogue, the chosen the chosen the chosen chosen dialogue
dialogue, showing dialogue dialogue dialogue showing
showing directions showing showing showing directions using
directions using using cardinal directions directions using directions cardinal points,
cardinal points; points, is role using cardinal points, using cardinal identifies the
identifying the played, and cardinal identifies points, cardinal points,
cardinal points cardinal points points the cardinal identifies and uses all of
correctly and are correctly but with points, and the cardinal them correctly
using them identified difficulty, uses some of points, and to express
to express and used in identifies them correctly uses most of directions
directions different the cardinal to express them correctly in different
in different communicative points directions to express communicative
communicative contexts. correctly, in limited directions contexts
contexts and uses communicative in some
few of them contexts communicative
correctly contexts
to express
directions
in limited
contexts
63
performed by the of
pupils periods
c) Role playing A dialogue with Role plays the Role plays the Role plays the Role plays the
the chosen words that dialogue with dialogue with dialogue with dialogue with
dialogue with show direction words that words that words that words that
words that is role played show direction show direction show direction show direction
show direction using correct but with but with some with minimal using correct
(left, right, pronunciation difficulty in pronunciation pronunciation pronunciation,
centre, straight, and words pronunciation, challenges, challenges, identifies, and
forward, that show identifies and identifies, and identifies, and uses the words
backward, turn direction are uses few uses some uses most correctly in
left, turn right) identified and words in of the words of the words various
using correct used correctly sentences but correctly correctly communicative
pronunciation, in various with some in some in most contexts
identifying communicative errors communicative communicative
and using contexts. in limited contexts contexts
them correctly communicative
in various contexts
communicative
contexts
64
performed by the of
pupils periods
2.2 Communicating a) Using relevant Relevant Uses relevant Uses relevant Uses relevant Uses relevant 32
simple ideas in correlative correlative correlative correlative correlative correlative
writing conjunctions conjunctions conjunctions, conjunctions to conjunctions conjunctions
(so...that, that express with difficulty express results correctly to correctly to
too...to) to results are used and errors, to in sentences express results express results
express results in sentences express results correctly and in sentences in sentences
in sentences and in guided in sentences uses words, and uses and in guided
and in guided composition in guided but with words, with composition
composition in various composition some errors, a few errors, in various
correctly communicative in various in guided in guided communicative
in various contexts. communicative composition composition contexts
communicative contexts in various in various
contexts communicative communicative
contexts contexts
65
performed by the of
pupils periods
b) Identifying and Correlative Identifies Identifies Identifies Identifies and
using either... conjunctions some correlative and uses uses correlative
or, neither... are identified correlative conjunctions correlative conjunctions
nor, not only... from written conjunctions and uses conjunctions from
but also, and texts and used from some of them and uses various written
both...and to appropriately written correctly most of them texts and uses
coordinate in various texts and in writing correctly all of them
ideas from written texts incorrectly in different in writing appropriately
written texts in different uses some situations in different in writing
and use them situations. of them in situations in different
appropriately writing in situations
in writing different
in different situations
situations
66
performed by the of
pupils periods
c) Writing 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 compositions compositions compositions
correctly using correctly using using using using correctly using
possessive
possessive possessive possessive possessive possessive
pronouns to
pronouns to talk pronouns to talk pronouns to pronouns with pronouns to talk
talk about
about family about family talk about a few errors about family
family
relationships relationships family in talking relationships
relationships
in different in different relationships about family in different
with
communicative communicative with some relationships communicative
difficulties
contexts contexts. in the use of errors in in some contexts
possessive some of the communicative
pronouns in communicative contexts
most of the contexts
communicative
contexts
67
performed by the of
pupils periods
d) Writing free Free Writes free Writes free Writes free Writes free
compositions compositions compositions compositions compositions compositions
correctly with with the on various on various with some correctly with
the logical flow logical flow topics with topics with logical flow the logical flow
of ideas on of ideas on the flow of the logical of ideas on of ideas on
various topics flow of ideas,
various topics ideas, but most of the various topics
(short stories, to some
are written they are topics
news, views, extent, on a
correctly. illogical in
emails, phone few topics
most of the
text messages)
topics
68
performed by the of
pupils periods
2.3 Developing a) Reading Vocabulary Reads Reads Reads Reads 32
and using 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 a few using correct
speaking and pronunciation, pronunciation; pronunciation, difficulty in pronunciation pronunciation,
writing developing new develops new pronunciation, challenges, develops new
new vocabulary vocabulary vocabulary develops and develops new vocabulary
by providing is developed with difficulty, uses new vocabulary by providing
words with by providing but uses them vocabulary, by providing words with
opposite and words with wrongly in but with some words with opposite
similar meanings similar and oral sentences errors in oral opposite and similar
(antonyms and opposite and in guided sentences and similar meanings,
synonyms), meaning; and writing and in guided meanings, and uses the
and using the the developed writing and uses the developed
developed vocabulary is developed vocabulary
vocabulary correctly used vocabulary correctly in
correctly in oral to make oral with a few oral sentences
sentences and sentences in mistakes in and in guided
guided writing guided writing. oral sentences writing
and in guided
writing
69
performed by the of
pupils periods
b) Reading 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,
identifying read; the identifies identifies and identifies identifies and
and using the words are the words uses some and uses uses them
words to make identified and from the of them, but the words to make
sentences, used to make texts, and incorrectly to make sentence, and
and applying sentences; uses them, in sentences, sentences applies them
them correctly and they are but with and applies correctly, in completing
to complete applied in difficulty, them in and applies short texts
short texts completing to make completing them in correctly
in different short texts sentences short texts completing in different
contexts in different and to with some short texts contexts
contexts. complete errors with a few
short texts in given errors in
in given contexts different
contexts contexts
70
performed by the of
pupils periods
c) Reading texts Texts with Reads texts Reads texts Reads texts Reads texts
with words that words that with words with words that with words that with words that
express quality, express quality that express express quality, express quality, express quality,
identifying and are read; the quality, identifies identifies and identifies and
using them words are identifies and and uses the uses the words uses the words
to construct identified uses the words words but with to construct to construct
sentences and from the texts in sentences, some errors sentences with sentences and
to complete and used to but with errors, to construct a few errors complete short
short texts construct to construct sentences in to complete texts correctly
correctly sentences to sentences completing short texts in different
in different complete short and complete short texts with few errors communicative
communicative texts correctly short texts in different in different situations
situations in different in different communicative communicative
communicative communicative situations situations
situations situations
71

Syllabus For English Language STD III-Vii English Medium Schools

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Syllabus For English Language STD III-Vii English Medium Schools

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THE UNITED REPUBLIC OF TANZANIA

MINISTRY OF EDUCATION, SCIENCE AND TECHNOLOGY

ENGLISH LANGUAGE SYLLABUS FOR PRIMARY SCHOOL EDUCATION

First edition 2015

Tanzania Institute of Education

Tel: +255 22 2773005

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 the Standard III pupil ................................................................. 6

Table 4 Detailed syllabus contents ................................................................................................................ 7

Table 5 Competencies to be developed by the Standard IV pupil ................................................................. 20

Table 6 Detailed syllabus contents ................................................................................................................ 21

Table 7 Competencies to be developed by the Standard V pupil .................................................................. 31

Table 8 Detailed syllabus contents ................................................................................................................ 32

Table 9 Competencies to be developed by the Standard VI pupil ................................................................. 46

Table 10 Detailed syllabus contents ................................................................................................................ 47

Table 11 Competencies to be developed by the Standard VII pupil ................................................................ 53

Table 12 Detailed syllabus contents ................................................................................................................ 54

2.0 Relationship between the syllabus and the curriculum

Main competencies Specific competencies

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

Main competencies Specific competencies

d) Responding to Short and Responds to Responds Responds Responds

e) Writing Compositions Writes an Writes less clear Writes a clear Attempts to

Table 11: Competencies to be developed by a Standard VII pupil

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