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Junior English Syllabus MoPSE 2024

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Table of Contents
ACKNOWLEDGEMENTS ............................................................................................................................................. 4
1 PREAMBLE ................................................................................................................................................................. 5
1.1 Introduction ...................................................................................................................................................... 5
1.2 Rationale ........................................................................................................................................................... 5
1.3 Summary of Content ......................................................................................................................................... 6
1.4 Assumptions ...................................................................................................................................................... 6
1.5 Cross Cutting Themes ........................................................................................................................................ 7
2 PRESENTATION OF THE SYLLABUS ............................................................................................................................ 7
3 AIMS .......................................................................................................................................................................... 7
4 SYLLABUS OBJECTIVES ............................................................................................................................................... 8
5 METHODOLOGY AND TIME ALLOCATION ................................................................................................................. 8
5.1 Methodology ..................................................................................................................................................... 8
5.2 Time allocation .................................................................................................................................................. 9
6 SYLLABUS TOPICS ...................................................................................................................................................... 9
7 SCOPE AND SEQUENCE ........................................................................................................................................... 10
7.1 TOPIC 1: LISTENING / OBSERVING................................................................................................................... 10
7.2 TOPIC 2: SPEAKING / SIGNING ........................................................................................................................ 11
7.3 TOPIC 3 READING ............................................................................................................................................ 12
7.4 TOPIC 4: WRITING ........................................................................................................................................... 14
8 COMPETENCY MATRIX ............................................................................................................................................ 16
8.1 GRADE 3 TOPIC 1: LISTENING / OBSERVING ................................................................................................... 16
8.2 GRADE 3 TOPIC 2: SPEAKING / SIGNING ......................................................................................................... 18
8.3 GRADE 3 TOPIC 3: READING / SIGNING........................................................................................................... 21
8.4 GRADE 3 TOPIC 4: WRITING ............................................................................................................................ 23
8.5 GRADE 4 TOPIC 1: LISTENING / OBSERVING ................................................................................................... 25
8.6 GRADE 4 TOPIC 2: SPEAKING / SIGNING ......................................................................................................... 27
8.7 GRADE 4 TOPIC 3: READING / SIGNING........................................................................................................... 30
8.8 GRADE 4 TOPIC 4: WRITING ............................................................................................................................ 32
8.9 GRADE 5 TOPIC 1: LISTENING / OBSERVING ................................................................................................... 34
8.10 GRADE 5 TOPIC 2: SPEAKING / SIGNING ......................................................................................................... 36
8.11 GRADE 5 TOPIC 3: READING ............................................................................................................................ 38
8.12 GRADE 5 TOPIC 4: WRITING / BRAILLING ........................................................................................................ 40
8.13 GRADE 6 TOPIC 1: LISTENING / OBSERVING ................................................................................................... 44
8.14 GRADE 6 TOPIC 2: SPEAKING / SIGNING ......................................................................................................... 47
8.15 GRADE 6 TOPIC 3: READING ............................................................................................................................ 49

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8.16 GRADE 6 TOPIC 4: WRITING ............................................................................................................................ 52

8.17 GRADE 7 TOPIC 1: LISTENING / OBSERVING ................................................................................................... 56
8.18 GRADE 7 TOPIC 2: SPEAKING / SIGNING ......................................................................................................... 58
8.19 GRADE 7 TOPIC 3: READING ............................................................................................................................ 60
8.20 GRADE 7 TOPIC 4: WRITING / BRAILLING ........................................................................................................ 62
9 SUPPORTING LANGUAGE STRUCTURES .................................................................................................................. 66
10 ASSESSMENT ....................................................................................................................................................... 67
10.1 Assessment Objectives .................................................................................................................................... 68
10.2 Assessment Model .......................................................................................................................................... 68
10.3 Scheme of Assessment .................................................................................................................................... 70
10.4 DESCRIPTION OF THE SUMMATIVE ASSESSMENT STRUCTURE ...................................................................... 72
10.5 SKILLS WEIGHTING GRID ................................................................................................................................. 73
10.6 Specification grid ............................................................................................................................................. 73
10.7 ASSESSMENT INSTRUMENTS/TOOLS: ............................................................................................................. 74
The following are suggested tools........................................................................................................................... 74

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ACKNOWLEDGEMENTS

The Ministry of Primary and Secondary Education wishes to acknowledge the

following for their valued contribution in the production of this syllabus:
• The National Primary English Language syllabus panel
• The Zimbabwe School Examinations Council (ZIMSEC)
• Ministry of Higher and Tertiary Education, Innovation, Science and Technology
Development (MoHTEISTD)
• United Nations Children’s Fund (UNICEF)
• United Nations Educational Scientific and Cultural Organisation (UNESCO)

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1 PREAMBLE

1.1 Introduction
The Junior English Language Syllabus as a build up from the Infant English Language
Syllabus, is anchored on a Heritage-Based Curriculum, emphasising inclusivity and
recognising the vital role of English as one of the media for communication and a
driver for cultural, political, religious, social and economic transformation. Integrating
the Competency-based Education principles, the syllabus does not only promote the
mastery of the four macro language skills (listening/observing, speaking/signing,
reading and writing/brailing) but also enhances learners’ appreciation of our tangible
and intangible heritage. In this endeavour, the syllabus cultivates knowledge, skills,
values, attitudes and dispositions that contribute to national development. The
syllabus adopts a multi-dimensional approach in the teaching and learning of English
Language addressing the cognitive, psycho-motor, affective and digital domains,
thereby supporting the comprehensive growth and development of learners. Focused
on grades 3 to 7, it prepares learners to apply language skills across various learning
areas and life contexts. In addition, it seeks to equip learners with life-long
competencies, ensuring they are well prepared for the demands of a globally
interconnected world, while preserving their cultural identity and heritage.

1.2 Rationale
The Heritage-Based Junior English Language Syllabus is designed to foster a learner
centred, interactive learning environment, where learners can engage with and
internalise essential linguistic concepts. By actively participating in language-based
activities, learners not only acquire the ability to communicate effectively, but also
demonstrate these skills in practical real-life contexts. This approach enhances
learners’ appreciation of language as a means of expression and preserving both
tangible and intangible aspects of our heritage, fostering cultural pride and continuity.
Furthermore, the syllabus empowers learners with communicative competencies
needed to participate confidently on both local and global platforms. By promoting
critical thinking, creativity and cultural awareness, the syllabus equips learners with
the tools to engage meaningfully in a rapidly evolving world, ensuring their readiness
for the demands of 21st century communication.

The study of English Language enhances the development of skills in:

• communication
• problem-solving

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• adaptability
• critical thinking
• research and scientific inquiry
• decision-making
• conflict resolution
• leadership and integrity
• innovation
• self-management
• digital literacy
• entrepreneurship
• creative thinking
• cultural awareness

1.3 Summary of Content

The Heritage-Based Junior English Language Syllabus fosters the development of the
macro language skills (listening/observing, speaking/signing, reading and
writing/brailing), together with their sub skills like fluency, pronunciation, editing and
summarising. It also instils knowledge and nurtures attributes such as values,
attitudes and dispositions commensurate with the Heritage Based Curriculum. The
syllabus infuses the teaching and learning of visual and tactile skills in order to
accommodate learners with diverse learning needs.

1.4 Assumptions
The teaching and learning of English Language assume the following:
• learners have basic listening/observing, speaking/signing, reading and
writing/brailing skills.
• learners have an appreciation of their tangible and intangible heritage.
• learners have basic English language literacy.
• learners are motivated to learn English Language.
• skills acquired by learners in their first language (L1) if not English, can be
transferred to the learning of English Language as a second language (L2).
• all learners are capable of learning English Language.
• learners have basic knowledge of Information and Communication Technology
(ICT).

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1.5 Cross Cutting Themes

The teaching and learning of English Language in the context of a Heritage-Based
Curriculum should include but not be limited to the following cross-cutting themes:
➢ children’s rights and responsibilities
➢ health and wellbeing
➢ disaster risk management
➢ environmental issues
➢ climate change
➢ entrepreneurship
➢ technology and digital literacy

2 PRESENTATION OF THE SYLLABUS

The Heritage-Based Junior English Language Syllabus is a single document
comprising preamble, aims, objectives, topics, scope and sequence, methodology,
competency matrix, supporting language structures and assessment. The scope and
sequence chart shows the progression of topics from Grade 3 to Grade 7. The
competency matrix shows the breadth and depth of content to be covered. This
syllabus also includes a list of suggested methods, activities and resources

3 AIMS

The syllabus aims to:

• instil knowledge and nurture values, attitudes and dispositions

commensurate with the Heritage Based Curriculum
• enable learners to appreciate their tangible and intangible heritage
• instil Ubuntu/Unhu/Vumunhu by preparing learners for participatory
citizenship, peace and sustainable development
• nurture an appreciation of English language as a means of
communication
• develop the macro language skills namely, listening / observing,
speaking /signing, reading and writing / brailing together with their sub
skills like fluency, pronunciation, editing and summarising
• enable learners to express themselves in a variety of situations that
involve the use of functional English language

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• enable learners to appreciate the use of English language for academic,

cultural, political, religious, social and environmental development
• integrate ICT in the learning of English Language.

4 SYLLABUS OBJECTIVES
By the end of the junior course, learners will be able to:
• demonstrate an appreciation of the use of English Language for political,
religious, social, environmental, technological and economic
development
• demonstrate effective listening skills to understand spoken information
and facilitate meaningful responses
• speak/sign proficiently to engage meaningfully and confidently in various
contexts
• read written texts to enhance comprehension and critical thinking skills in
problem solving, team building and tolerance culturally relevant materials
• write/ braille accurately in English for effective communication
• demonstrate the use of ICT in aspects of listening, speaking, reading
and writing
• write/braille a variety of creative texts
• explore the world’s cultural identities through digital platforms.

5 METHODOLOGY AND TIME ALLOCATION

5.1 Methodology
In using this syllabus, the Functional, Communicative and Multi-Sensory
Approaches as well as principles of individualisation, concreteness, totality and
wholeness are recommended, operating within the spiral framework. Using
these approaches, language forms and structures are taught by using them in
various contexts rather than as isolated forms. All activities and methods should
be participatory and learner centred starting from simple to complex.
The following methods are recommended:
• communicative language teaching (CLT)
• demonstration
• debate and discussion

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• individual and group presentations

• drama
• role play/ imitation/miming
• poetry
• educational tours/excursions
• e-learning
• case study
• animation
• situational language teaching/learning
• individual learning plans (IPS)
• diorama
• resource persons
• classroom-based project
• story telling / signing
• games and quizzes
• simulation
• puppetry
• experimentation
• discovery
• gamification

5.2 Time allocation

For effective learning of English Language at Grade 3 to 7, 9 periods of 30
minutes per week are recommended.

6 SYLLABUS TOPICS
The teaching and learning of English Language will focus on the following:
• Listening/Observing
• Speaking/Signing
• Reading
• Writing / Brailling

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7 SCOPE AND SEQUENCE

7.1 TOPIC 1: LISTENING / OBSERVING
GRADE 3 GRADE 4 GRADE 5 GRADE 6 GRADE 7
• The 44 English • The 44 English • The 44 English • The 44 English • The 44 English
phonemes phonemes phonemes phonemes phonemes
• Silent • Homophones • A series of • Words that have the • Listening to a variety
consonants (words with consecutive same initial sound of texts
and vowels same sound but commands or • Words that have the • Responses to
• Instructions in different spelling instructions same terminal utterances with
a row and meanings) • Intensive sound emphasis on
• News and such as listening: • Stress and responses such as,
stories told heal/heel, knit/ • Information intonation “I agree/strongly
from electronic neat, herd / retention: Short • Long and short agree,
media head. responses and vowel sounds definitely/absolutely,”
• News and • Cardinal vowel statements • Diphthongs and justifying
short stories sounds, that is, such as • Triphthongs responses
from the local 8 diphthongs true/false or • Intensive listening • Dictation words and
environment. such as: take, yes/no such as listening to sentences from a
• Dictation and make, road and responses utterances or variety of texts
spelling 12 • Dictation: extended speech • Summary writing
• True / False or monophthongs • Words and from texts • Aural
Yes / No such as: rod, sentences from • Responses to comprehension
statements pot, bend, gate various texts utterances with • News and stories
(compared to • Listening to statements such as, from electronic
the 5 sounds in various texts “I agree/strongly media and re-telling
the indigenous for agree, them
language) comprehension definitely/absolutely, • Diphthongs
• Commands and • Listening to true/false.” • Triphthongs
instructions incomplete • Dictation words and
• Statements stories and sentences
which require complete them • Stories and news
True / False logically told from electronic
answers either • Dipthongs media
absolutely (such • Triphthongs
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as: the earth is • Aural

flat), or relative comprehension
to a story or
description
• Texts / stories
from various
sources
• Dictated /
Signed words,
short sentences
and stories

7.2 TOPIC 2: SPEAKING / SIGNING

GRADE 3 GRADE 4 GRADE 5 GRADE 6 GRADE 7
• Articulating / • Articulating / • Articulation: • Articulation: • Articulation:
signing and signing: stress Stress patterns for Fluency markers Fluency markers
understanding patterns for single single words such as tone, such as tone,
words with: words - Intonation pauses, pace, pauses, pace,
- silent • Direct and indirect patterns stress and stress and
consonants questions - Non-verbal intonation in intonation in
such as know, • Public speaking features speech speech
calm, often such as; debates, • Public speaking • Pronouncing • Appropriate
• silent vowels drama, impromptu skills words often register for
such as feather, - Short prepared confused such as communicative
speeches and
fruit, group and impromptu bird/bed, sat/set situations such as
recitations.
• Asking and speeches on • Appropriate greetings, online
answering the • Appropriate cross-cutting registers for and physical
WH- questions. register for social themes and online and interactions,
• Parts of speech interactions. emerging physical introductions,
issues interactions
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• News and • Processes such as • Debate • Instructions and requests and

storytelling e.g cooking sadza and • Appropriate directions condolences
short stories, baking register in • Public speaking: • Public speaking:
folktales and • Sequence of functions such as - Prepared - Prepared
news events related to apologising, speeches speeches
• Appropriate forms other learning requesting, - impromptu - Impromptu
of greeting, agreeing and speeches speeches
areas on the
thanking, disagreeing - Emerging - Emerging
curriculum such as
apologising, • Processes or issues issues
requesting and Prize Giving Day sequence of • Story telling such • Debate
instructing. • Descriptions of a events related to as factual and • Description of a
• Conversation on person, place or other learning imaginary person, a place,
cross-cutting an object areas on the • Debate an object, an
themes such as, • Dialogue curriculum • Description of a experience, a
the environment • Conversation on • Descriptions of person, place, scene/event
and natural cross-cutting events, scenes object, process or • Summarising aural
phenomena like themes such as, and places sequence of or read stories
weather and the environment • Appropriate use of events • Dialogue
seasons and natural grammatical • Summarising
• Expressing mood, phenomena like structures to aural or read
attitude and weather and convey messages stories
emotion using seasons • Summarising • dialogue
stress and aural or read
intonation or non- stories
verbal features.
• Dialogues
• Descriptions of
people, animals
and objects.

7.3 TOPIC 3 READING

GRADE 3 GRADE 4 GRADE 5 GRADE 6 GRADE 7
• Phonics: reading • Phonics: reading • Phonics: words • Intensive reading • Intensive reading
words with silent homophones such with similar ending of various texts of a variety of texts
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consonants such as; fair/fare, sounds but • Extensive reading • Extensive reading
as knife, knock, bought/boat. different spellings of a variety of of a variety of texts
know, bomb, • Reading to an such as texts • Reading for
light, night audience with teacher/signature • Reading for fluency,
• Reading a range clarity and write/right fluency, understanding
of suitable texts expression • Reading for understanding and answering
with numbers and • Reading silently fluency and and answering questions
pictures for and answering understanding questions • Skimming and
understanding comprehension • Intensive reading • Skimming and scanning through
and answering of questions, of various texts scanning a variety of texts
questions retelling, miming • Extensive reading - Words in context such as books,
• Silent reading or dramatising of a variety of • Referencing skills: magazines,
• Retelling texts passages texts the use of the newspaper,
read • Skimming and • Skimming and dictionary, atlas, telephone
• Reading fluently scanning scanning directory, glossary directory,
and with • Referencing skills • Referencing skills: and internet for brochures and
expression such as: use of the the use of the information internet
• Reading for dictionary, atlas, dictionary, atlas, • Instructions and • Referencing skills:
enrichment directory and directory and warnings on the use of the
• Punctuation internet for internet for packets and dictionary, atlas,
marks such as information. information containers of directory, glossary
capital letters, full • Instructions on • Instructions and common and internet for
stops and packets and warnings on commodities information
question marks in containers of packets and • Instructions and
a paragraph. common containers of warnings on
commodities common packets and
• Reading for commodities containers of
comprehension. common
commodities

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7.4 TOPIC 4: WRITING

GRADE 3 GRADE 4 GRADE 5 GRADE 6 GRADE 7
• Grade 3 to 7 • Grade 3 to 7 Nelson • Grade 3 to 7 Nelson • Grade 3 to 7 • Grade 3 to 7
Nelson Script / Script / relevant Script / relevant Braille Nelson Script / Nelson Script /
relevant Braille Braille contractions contractions relevant Braille relevant Braille
contractions • Parts of speech • Parts of speech such contractions contractions
• Practising such as nouns, as nouns, pronouns, • Parts of speech • Parts of speech
hand-eye verbs, prepositions verbs, adverbs, such as nouns, such as nouns,
coordination and adjectives in prepositions, pronouns, verbs, pronouns, verbs,
• Parts of sentences conjunctions and adverbs, adverbs,
speech such • Sentence adjectives in prepositions, prepositions,
as; nouns, construction sentences and conjunctions and conjunctions,
verbs, • Comprehension paragraphs adjectives in adjectives,
prepositions questions • Sentence construction sentences and interjections and
and adjectives • Multiple choice • Formal / business and paragraphs articles in
in sentences questions and Informal / friendly • Sentence sentences and
• Guided and answers on letters construction paragraphs
controlled vocabulary and • Comprehension • Formal / business • Sentence
composition of grammatical questions and Informal / construction
different types structures and - Multiple choice friendly letters • Comprehension
such as; comprehension. - Literal and inferential • Comprehension questions
descriptive and • Summarising given questions in questions • Multiple choice
narrative texts. complete and correct • Multiple choice • Literal and
• Free sentences • Literal and inferential
compositions inferential questions in

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• Description of • Formal / business • Language structures questions in complete and

people, objects, and Informal / (Refer to section 8.0) complete and correct sentences
pictures and friendly letters • Composition writing: correct sentences • Language
places. • Composition - controlled, guided, • Language structures (Refer to
• Friendly letter -controlled / guided free narrative and structure (Refer to section 8.0)
• WH- composition descriptive section 8.0) • Composition:
comprehension -free descriptive and compositions • Composition: controlled, guided,
questions narrative - Report, dialogue, controlled, guided, free narrative and
• Dictation: words compositions speech, diaries, free narrative and descriptive
and short -creative writing: poetry, wall descriptive compositions
sentences. stories, poems, and newspapers compositions • Report, dialogue,
• Punctuation wall newspapers. • Completing various • Report, dialogue, speech, diaries,
marks such as; • Punctuation marks forms such as speech, diaries, poetry, wall
capital letter, full such as; capital indemnity, poetry, wall newspapers
stop, question letter, full stop, confirmation forms, newspapers • Summarising a
mark, question mark, bank slips, vetting • Summarising a variety of text
exclamation exclamation mark forms, and passport variety of text • Completing various
mark and and apostrophe in forms. • Completing forms such as
apostrophe in sentences and • Summarising a variety various forms indemnity, passport
sentences and paragraphs of text such as indemnity, forms, confirmation
paragraphs • Dictated / signed • Punctuation marks confirmation forms, bank slips,
words or short such as full stop, forms, bank slips, vetting forms
sentences question mark, vetting forms • Announcements for
comma, semi-colon, • Punctuation marks different purposes
apostrophe, such as full stop, • Punctuation marks
exclamation mark question mark, such as full stop,
• Dictation and spelling comma, semi- question mark,
colon, apostrophe, comma, semi-
exclamation mark, colon, apostrophe,
opening and exclamation mark,
closing inverted opening and
commas, hyphen closing inverted
• Dictation and commas, hyphen,
spelling colon, semi-colon

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• Dictation and
spelling

8 COMPETENCY MATRIX
8.1 GRADE 3 TOPIC 1: LISTENING / OBSERVING
CONCEPT OBJECTIVES CONTENT (values, SUGGESTED SUGGESTED
Learners should be knowledge, skills, LEARNING RESOURCES
able to: dispositions and ACTIVITIES AND
attitudes) NOTES
LONG AND SHORT • distinguish words • Long and short • Listening to words • Vowel chart
VOWEL SOUNDS with long and vowel words such with long and short • Flash cards
short vowel as: ship / sheep, vowel sounds • ICT tools
sounds dip / deep, slip / • Sounding the long
sleep, fill / feel, pull and short vowel
/ pool, full / fool sounds made by the
and cut / cart. teacher/audio
materials.
• Distinguishing words
with long vowel
sounds from those
with short vowel
sounds
WORDS WITH • identify silent • Silent consonants • Identifying words • Flashcards
SILENT consonants and such as; knot, with silent • Phonetic alphabet
CONSONANTS AND vowels in given knife, knee and consonants. • ICT tools
VOWELS words know. • Resource persons
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• articulate / sign • Silent vowel • Grouping words with

words with silent sounds such as; the same silent
consonants and laugh, load and vowels.
vowels coat.

SIMPLE • follow two simple • Two simple • Following two simple • Sentence strips
INSTRUCTIONS instructions in a instructions such instructions in a row. • ICT tools
row. as; Thandi, kneel • Listening and • Sign posts
and greet your responding • Game
grandmother. accurately to environment
• Instructions for instruction. • Newspapers and
games and • Giving each other Magazines
puzzles. instructions.
• Dramatising / role
playing given
instructions.
• Playing games
(traditional and
contemporary)
NEWS AND STORY • retell stories heard • News • Listening to stories • Field trips
TELLING on living heritage. • Stories. -from the local • Recorded stories
environment. • Resource persons
-about Zimbabwean • Pictures of heroes
heroes and and heroines.
heroines. • ICT tools
• Retelling heard • Story books
stories • Blissy Symbolics
• Role playing
• Dramatising stories
DICTATION AND • write • Spellings • Listening to • ICT tools
SPELLING dictated/signed • Sentences dictated/signed • Flash cards
words and words or sentences • Sentence strips
sentences • Writing • Work cards
dictated/signed
words or sentences
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• Playing various
spelling or word
games
RESPONSES TO • respond to • Questions and • Answering questions • ICT tools
UTTERANCES statements which statements which require yes / • Sentence strips
require a true / no • Work cards
false answer. • Responding to • Games
• respond to statements with true
questions which / false.
require a yes / no
answer.

8.2 GRADE 3 TOPIC 2: SPEAKING / SIGNING

CONCEPT OBJECTIVES CONTENT (values, SUGGESTED LEARNING SUGGESTED
Learners should be knowledge, skills, ACTIVITIESAND NOTES RESOURCES
able to: dispositions and
attitudes)
WORDS WITH • identify words with • Words with silent • Articulating / signing • Phonetic
SILENT silent consonant consonants such words with silent alphabet
CONSONANT sounds as; sign and consonant sounds • THRASS chart
AND VOWEL • pronounce words often. • Grouping words with and sing along
SOUNDS with silent vowel • Words with silent the same silent vowel audio book.
sounds vowels such as; • Reciting rhymes • ICT tools
feather, fruit and • Rhymes
group. • Flash cards
PARTS OF • use appropriate • Parts of speech • Practising parts of • Charts with
SPEECH forms of parts of such as; nouns, speech through different
speech in different pronouns, verbs, activities such as; language
contexts adverbs, drills, games, songs structures
prepositions and and rhymes. • Flash cards
adjectives • Conducting dialogues • Games
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• Presenting prepared • Work cards

and impromptu • Cloze passages
speeches on topical • ICT tools
issues such as;
pollution, gender
roles, children’s rights
and responsibilities
using appropriate
structures.
• Completing cloze
passages

NEWS AND • tell stories in • Short stories and • Narrating stories • Picture stories
STORIES sequence news • Retelling stories • Newspapers
• report news from • Reports on local • Reporting news and • Story books
their community events. events • ICT tools
• Commenting on news, • Rhymes
stories and events • Resource
persons
• Cloze passages
MOOD, • express mood, • Use of stress, • Expressing mood, • Video clips
ATTITUDE AND attitude and intonation or attitude and emotions • Pictures
EMOTIONS / emotions. non-verbal through stress, • Smileys on
NON- VERBAL features to intonation and non- cards
FEATURES express mood, verbal features • Sentence strips.
attitude and • Dramatising relevant
emotions. scenes to show mood,
attitude and emotions.
• Role playing relevant
scenes to show mood,
attitude and emotions
QUESTIONS • ask oral questions • WH- questions • Asking oral questions • Question strips
AND • answer oral and their in a given context • Flash cards
ANSWERS questions answers

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• Responding to WH • Arbitrary sound

questions orally charts
• Story books
• Magazines
• Newspapers
• Liberation war
literature
• ICT tools
DIALOGUES • express their • Cross-cutting • Expressing their • Pictures of
opinions on themes opinion on selected sacred places
identified cross • Natural cross-cutting themes • Weather chart
cutting themes resources • Talking about tangible • Weather
• use correct • Weather and and intangible instruments
English to talk seasons heritage in the • Historical write-
about tangible and • Tangible and environment. ups of sacred
intangible intangible • Conducting places
resources in their heritage such as, educational tours to
environments hot springs, and sacred places and
• use correct totems landforms.
English to discuss
the importance of
conserving
Zimbabwe’s
natural heritage.
LANGUAGE • use appropriate • Appropriate • Demonstrating the • ICT tools
FUNCTIONS language language for appropriate forms of • Picture stories
structures for greeting, greeting, thanking, • Resource
different situations thanking, instructing, persons
instructing, apologising and
apologizing and requesting
requesting. • Simulating use of
appropriate forms of
language for greeting,
instructing, thanking,

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apologising and
requesting.
• Distinguishing formal
and informal forms of
greeting, thanking,
apologising and
requesting.

DESCRIPTIONS • describe people, • Descriptive • Describing people, • Pictures,

animals, plants words of size, animals, plants and pointers
and objects. colour, shape objects. • Variety of
including their • Drawing/ feeling real objects in the
opposites and objects, people and environment
comparative animals. • chart
forms where • Completing cloze • Sentence strips
applicable passages.

8.3 GRADE 3 TOPIC 3: READING / SIGNING

CONCEPT OBJECTIVES CONTENT (values, SUGGESTED SUGGESTED
Leaners should knowledge, skills, LEARNING RESOURCES
be able to: dispositions and ACTIVITIES AND
attitudes) NOTES
WORDS WITH • pronounce • Words with silent • Listing words with • Sentence strips
SILENT words correctly letters: silent consonants • Word lists
CONSONANTS - Silent consonants: • Reading words with • Flash cards
AND VOWELS Knife, knock, know, silent vowels • ICT tools
bomb, light and night • Constructing • Braille texts
- Silent vowels: sentences using
cough, measure words with silent
and bread. consonants and
vowels
• Reading sentences
using words with

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silent consonants and

vowels
COMPREHENSION • read a range of • Variety of texts • Reading a variety of • Reading texts
texts for • Silent reading skills texts • Story books
understanding • Role playing • E-books
characters or events • Reading cards
in texts read • Braille texts
• Answering
comprehension
questions
• Retelling texts read

FLUENT READING / • read fluently / • Fluent reading with • Reading aloud • Reading text
PROFICIENT sign emphasis on voice • Observing • Story books
SIGNING proficiently with projection, correct punctuation marks • Reading cards
expression. word pronunciation, when reading • Reading texts on
word to word • Pronouncing / signing ICT gadgets
intonation, stress, words with stress and • Pointers
observation of intonation • Punctuation marks
punctuation marks • Simulating news chart
and appropriateness reading • Braille texts
of speed.
• Proficient signing
with emphasis on
hand shapes, hand
movement and non-
manual features

ENRICHMENT • read a variety • Variety of texts • Playing reading • Newspapers /

READING of texts for games magazines
enrichment • Retelling texts read • Storybooks
• Dramatising texts • E-books
read • Braille texts
• Large print books

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PUNCTUATION • observe • Capital letters, full • Observing • Charts with

MARKS punctuation stops, question punctuation marks in punctuation marks
marks when marks, commas and a text. • Variety of texts
reading paragraphs. • Punctuating • E-books, braille text
sentences and • Large print books
paragraphs

8.4 GRADE 3 TOPIC 4: WRITING

CONCEPT OBJECTIVES CONTENT (values, SUGGESTED SUGGESTED
Learners should be knowledge, skills, LEARNING RESOURCES
able to: dispositions and ACTIVITIES AND
attitudes) NOTES
PENMANSHIP • write letters with • Grade 3 – 7 Nelson • Practising Grade 3 – • Grade 3 – 7 Nelson
loops Script / relevant 7 Nelson Script / script chart
• join looped letters Braille contractions relevant Braille • Braille contraction
in continuous contractions chart
writing • Braille alphabet
• write legibly using chart
the Grade 3 – 7 • Slate and stylus
Nelson Script / • ICT tools (jaws
relevant Braille software)
contractions
HAND-EYE • practise left to • Texts for • Transcribing texts • Texts
COORDINATION / right hand- eye transcription accurately with • Slate and stylus
TACTILE RIGHT coordination / • Accuracy in writing emphasis on hand- • ICT tools (Jaws
TO LEFT tactile right to left eye coordination / software)
COORDINATION Braille script tactile right to left
writing movement coordination.
PARTS OF • identify parts of Parts of speech: • Listing parts of • Charts
SPEECH speech in given nouns, pronouns, speech • Word cards
texts verbs, prepositions • Using parts of • Sentence strips
• construct and adjectives (refer speech in context • Cloze passages
meaningful to section 8.0 of this ICT gadgets
syllabus)
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sentences using
parts of speech
COMPOSITION • write controlled, • Samples of • Writing controlled, • Picture or recorded
guided, picture controlled guided, picture and guidelines
and free narrative compositions such free narrative and • Cloze compositions
and descriptive as filling in: The descriptive
compositions name of my teacher compositions
is _____
My teacher is
_______ (male /
female)
• Or guided such as:
What is the name of
your teacher? Is your
teacher male or
female?
• Picture composition
• Free composition –
writing on a given
topic

PUNCTUATION • identify • Punctuation marks • Identifying • Charts with

MARKS punctuation marks such as capital punctuation marks punctuation marks
in sentences letters, question • Discussing the use • Chart with sign
• insert appropriate marks, commas and of punctuation marks language
punctuation marks full stops • Punctuating given punctuation marks
in sentences work • A variety of texts
• E-books
LETTER WRITING • outline features of • Informal / friendly • Stating components • ICT tools
an letter format: of an informal / • Sample letters
informal/friendly address, date, friendly letter
letter salutation, body, • Writing a short
• write / braille the closure and informal / friendly
letter using signature line letter of at least five
correct format
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• write / braille an • Informal / friendly sentences using

informal / friendly letter correct format.
letter using
correct format
COMPREHENSION • answer WH- • WH- questions: • Discussing WH- • A variety of texts
comprehension what, when, who, questions • Chart with WH-
questions why, and which • Reading texts questions
together with • Answering WH- • Sentence strips
expected answers questions • Work cards
• A variety of texts • Dictionary
• Sample questions
DICTATION AND • write / braille • Words • Writing / brailling • Flash cards
SPELLING dictated / signed • Sentences dictated / signed • Sentence strips
words correctly words correctly • Dictionary
• write / braille • Filling in blank • ICT tools
dictated / signed spaces in sentences
sentences with correctly spelt
correctly words.

8.5 GRADE 4 TOPIC 1: LISTENING / OBSERVING

CONCEPT OBJECTIVES CONTENT (values, SUGGESTEDLEARNING SUGGESTED

Leaners should be knowledge, skills, ACTIVITIES AND RESOURCES
able to: dispositions and NOTES
attitudes)
PHONICS • identify the 44 • 20 vowel sounds • Identifying the 44 • THRASS
phonemes in English 24 consonant sounds phonemes in English. chart
• distinguish long and • short vowel sounds • Exploring the • Phoneme
short vowel sounds • Long vowel sounds phoneme machine. machine
such as: pull / pool, • Cardinal vowels such as; • Listening to words with • Chart with
full / fool, cut / cart / u, e, i , o, ea, oo, ee, ai various sounds cardinal
distinguished signed • Identifying words with vowels
words long and short sounds • Word cards

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• list words that sound • Saying out words with • Chart with
the same. long and short vowel word signs
sounds. • Pictures
• Playing rhyming • Rhyming
games words on
cards
• ICT tools
HOMOPHONES • identify words with • Words with the same • Listening to recorded • ICT tools
same sound but sounds but different words with same • Word cards
different spelling and spelling and meaning sounds but different • Sign
meaning such as; • Homophones in sign meaning / observe language
weak /week / wick language signed words dictionary
• group words with • Identifying words with • Chart with
same sound but with different meaning but homophones
different spelling and same sound • Cardinal
meaning • Grouping words with vowel charts
same sound but
different spelling and
meaning.
SERIES OF • respond to given • A series of instructions • Following a series of • Instruction
INSTRUCTIONS instructions in a row such as: Open the instructions cards
cupboard, collect the red • Giving a series of • Multimedia
books from the top shelf instructions in a row resources
and give them to the and following them
class monitor. • Dramatising / miming
or role-playing given
instructions
RETENTION OF • respond • Statements which • Listening to text read • A variety of
INFORMATION appropriately to require true / false • Generating statements texts
statements basing on answers correct / from texts read • ICT tools
prior knowledge incorrect, yes / no • Responding • Sentence
using words true / • Various texts appropriately to strips with
false, correct / • News and stories from statements using the statements
incorrect, yes / no local environment words true / false,

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• retell news and correct / incorrect, yes • Resource

stories heard / no persons
• Listening to news and
stories
• Playing listening
games such as: the
Chinese whisper game
COMPREHENSION • retell stories read • Various stories / texts • Listening to stories / • A variety of
• answer / sign reflecting our heritage texts being read based texts
comprehension on our heritage • ICT tools
questions Key words and phrases • Retelling stories read • National
Comprehension questions • Discussing stories Anthem
read • Story books
• Answering questions • Resource
from stories read. books
• Multimedia
tools.
DICTATION AND • write /braille dictated • Words for dictation • Discussing meanings • Recorded
SPELLING words • Short sentences for and usage of words to texts
• write /braille dictated dictation be dictated • Sentence
sentences • Short stories for dictation • Writing dictated words strips
• spell dictated words and stories • Flash cards
• Peer dictation • ICT tools
• Word sorting

8.6 GRADE 4 TOPIC 2: SPEAKING / SIGNING

CONCEPT OBJECTIVES CONTENT (values, SUGGESTED LEARNING SUGGESTED
Leaners should be knowledge, skills, ACTIVITIES AND NOTES RESOURCES
able to: dispositions and
attitudes)
PHONICS • pronounce words • Various texts • Practising pronunciation • Word cards
with correct stress • Selected words for • Identifying different combinations • Dictionaries
and intonation stress and of vowels and consonants in • ICT tools
intonation
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• blend sounds to words such as: au, ei, ea, bl- -lb,
form words. sk- -ks
• segment words to • Segmenting words to identify
identify vowel and vowel and consonant sounds.
consonant sounds
DIRECT AND • ask direct and • Questions based • Discussing the structure of direct • National Flag
INDIRECT indirect questions in on the National and indirect questions • Calendar with
QUESTIONS long and short Heritage • Asking and answering direct and public holidays
forms • Direct questions indirect questions. • Coat of Arms
• respond to direct such as What is • ICT tools
and indirect your name? / • Local Heritage
questions in long What’s your Sites
and short forms name?
• Indirect questions
such as I want to
know your name

PUBLIC • express opinions on • Debate topics • Identifying topical issues • Pictures of

SPEAKING topical issues using • Discussion topics • Holding / engaging in debates informal traders
correct English • Impromptu speech • Conducting discussions on • Charts
topics topical issues • Recordings
• Participating in public speaking • Video clips
on topical issues • Pamphlets
• Reciting poems on topical issues • Resource
• Presenting on various topics. person

REGISTERS • use appropriate • Appropriate • Demonstrating appropriate • ICT tools

registers for various registers for registers in given situations • Pictures
functions such as various social online or physical interactions. • Social media
greeting, making interactions such • Practising dialogues platforms
introductions, as; greetings, • Role playing social interactions • Cards such as
apologising, introductions, Christmas
requesting and apologies, cards
congratulating requests and
congratulations
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SEQUENCING • narrate events and • Appropriate • Explaining experiments and • ICT tools
processes logically experiments such processes • Resource
as: transpiration • Outlining stages of a process persons
and filtration of using time connectors • Appropriate
water • Reporting logically on public apparatus and
• Processes such as occasions relating to their own ingredients
cooking sadza and experiences • Pictures
baking • Recipes
• Appropriate time
connectors eg;
firstly, secondly,
lastly and finally
DESCRIPTION • describe people, • Descriptive words • Listing descriptive words and • Pictures of
places, scenes and and phrases phrases heritage sites
events (adjectives) • Describing people, scenes, • Pictures / video
• Description of events and places such as clips of National
people, places, heritage sites. events
scenes and events • Pictures / video
clips of social
gatherings
• Audio clips
• Resource
persons
DIALOGUE • dialogue confidently • Dialogue on a • Practising conversations on given • Pictures
using appropriate variety of real-life real life situations. • Videos
registers on given situations eg; First • Demonstrating turn taking skills in • ICT tools
topics day at school a dialogue. • Chart with
between teacher • Articulating issues confidently. dialogues
and learner, nurse • Demonstrating empathy and • Props for
and a patient other emotions appropriately. different
occupations

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8.7 GRADE 4 TOPIC 3: READING / SIGNING

CONCEPT OBJECTIVES CONTENT (values, SUGGESTED LEARNING SUGGESTED
Learners should be knowledge, skills, ACTIVITIES AND NOTES RESOURCES
able to: dispositions and
attitudes)
PHONICS • identify words with • Homophones such • Reading words with same • Word cards
same sounds but as fair / fare and sounds but different spellings • Charts
different meanings boat/ bought and meanings. • ICT tools
• Grouping words with same • Language sign
sounds. charts
• Cardinal vowels
charts
FLUENT READING • read a variety of • A variety of texts • Demonstrating fluent reading / • Word cards
texts fluently with - Fluent reading proficient signing • ICT tools
appropriate skills • Identifying punctuation marks in • Story books
expressions and such as voice texts • Sentence strips
emotions projection, • Pronouncing words correctly in • Chart with
pronunciation, given texts punctuation
intonation, stress, marks
speed and • A variety of
observation of texts
punctuation • Braille texts
marks.
- Proficient
signing skills
such as, hand
shapes, hand
movements and
non-manual
features.
COMPREHENSION • read a range of • A variety of texts • Skimming to get the gist of texts. • Story books
suitable texts with • Skimming and • Reading a variety of heritage • A variety of
understanding scanning skills related texts. texts
• Comprehension • Scanning for given information • Braille texts
questions in a text.
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• answer • Key words and • Retelling stories in sequence • Large print

comprehension phrases • Answering comprehension books
questions correctly questions. • Brailler /
• Role playing characters in a Embosser
text.
REFERENCING • apply referencing • Use of the • Finding information from a • ICT tools
skills for various directory, internet, directory, dictionary, atlas, • Dictionary
purposes dictionary, atlas maps, glossary and internet. • Atlas / Maps
and maps for • Scanning for information from • Directory
information reference materials
FUNCTIONAL • read instructions on • Instructions, • Reading symbols, warnings and • Packets and
READING packets and symbols and instructions containers
containers such as warnings on • Interpreting symbols and • Charts
pesticides and different instructions • Multimedia
medication containers • suggesting ways of storing resources
• apply functional • Functional reading dangerous packages • Large prints
reading skills in from the local • Braille texts
daily life. environment e.g.
• observe symbols on instructions on
packets and packets and
containers containers of
commodities.

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8.8 GRADE 4 TOPIC 4: WRITING

CONCEPT OBJECTIVES CONTENT (values, SUGGESTED LEARNING SUGGESTED
Leaners should be knowledge, skills, ACTIVITIES AND NOTES RESOURCES
able to: dispositions and
attitudes)
PENMANSHIP • write legibly using • Grade 3 – 7 Nelson • Practising writing letters • Grade 3 – 7
(HANDWRITING) Grade 3 – 7 Nelson Script. of the alphabet using Nelson Script
Script Grade 3 – 7 Nelson handwriting
Script chart
• Writing words and • Braille chart
sentences using the • Brailler /
Grade 3 - 7 Nelson Script Embosser
PARTS OF • construct sentences • Parts of speech such • Identifying parts of • A variety of texts
SPEECH using a variety of as: verbs, nouns, speech in a given text • Chart with parts
parts of speech adverbs and adjectives • Using parts of speech in of speech
• identify parts of in context. (refer to context • Word cards
speech in a given section 8.0 of this • Writing correct sentences • ICT tools
text syllabus) using selected parts of
speech.
SENTENCE • construct • Basic sentence pattern • Identifying the basic • Sentence strips
CONSTRUCTION grammatically (subject + verb + elements of a sentence • ICT tools
correct sentences object) (subject + verb + object) • Games
(subject + verb + • Sentence construction • Constructing simple • Scrambled /
object) sentences jumbled
sentences.
COMPREHENSION • read given texts or • A variety of texts • Reading comprehension • Story books
pictures • Comprehension passages • Comprehension
• answer a variety of questions. • Listening to passages passages
comprehension read • Dictionary
questions • Answering • ICT gadgets
comprehension
questions.
SUMMARY • read given • A variety of texts • Reading given texts • Word cards
passages. • Story books
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• identify main ideas • Listening to passages • E-books

from texts read / stories told • ICT tools
• summarise given • Writing summaries of • A variety of texts
texts given texts or stories told.

COMPOSITION • write / braille • Controlled • Arranging main ideas in • Charts

controlled, guided, compositions such as: chronological order • Samples of
free narrative and The name of our school • Writing topic sentences compositions
descriptive head is ___. Our head and supporting • Pictures
compositions is____. (female / male) developers. • Sentence strips
• Guided compositions • Writing controlled, guided • ICT tools
e.g. pictures, charts and free compositions
and guidelines.
• Free compositions-
writing about topical
issues such as aspects
of our heritage issues
• Poems
LETTER WRITING • outline features of a • Features of formal and • Stating components of • ICT tools
formal/business informal letters informal / friendly and • Sample letters
letter - Informal letter layout formal/business letter • Charts
• identify the One address, date, • Stating differences and
differences and salutation, body, similarities between
similarities between ending, block formal and informal letter
formal and informal paragraphing writing
letters - Formal letter layout • Writing informal / friendly
• write/braille - Two addresses, date, and formal/ business
informal/friendly salutation, reference, letters using correct
and body, ending (Yours format.
formal/business faithfully/sincerely),
letter using correct block paragraphing
format
PUNCTUATION • identify punctuation • Punctuation marks • Identifying punctuation • Charts with
marks in written text such as: question marks in written texts. punctuation
marks, capital letters, marks
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• explain appropriate commas, exclamation • Discussing the use of • Written texts

use of punctuation marks, apostrophe and punctuation marks • Sentence strips
marks full stops. • Punctuating sentences. • ICT tools
• use punctuation • Punctuation marks and
marks appropriately their uses
• Punctuation marks in
context.
DICTATION AND • dictated / signed • Words and sentences. • Dictating words and • ICT tools
SPELLING words correctly sentences • Flash cards
• write dictated / • Writing correct spellings • Sentence strips
signed sentences of dictated words and
correctly. sentences.

8.9 GRADE 5 TOPIC 1: LISTENING / OBSERVING

CONCEPT OBJECTIVES CONTENT (values, SUGGESTED LEARNING SUGGESTED
Leaners should be knowledge, skills, ACTIVITIES AND NOTES RESOURCES
able to: dispositions and
attitudes)
PHONICS • distinguish the 44 • The 44 phonemes in • Differentiating the 44 • Phonetic
phonemes in English. phonemes in English. alphabet
English. -20 vowel sounds • Listening to different texts • A variety of
-20 vowel sounds such as /oo/ /ae/ /ee/ read texts
-24 consonant -24 consonant • Exploring the phoneme • ICT tools
sounds. sounds such as /b/, machine. • Phoneme
• articulate words with /m/, /f/, /g/, /n/ /gr/, • Articulating words with machine
diphthong and /br/ diphthong and triphthong
triphthong sounds • Stress patterns for sounds
• pronounce words two or more syllabic
with correct stress words.
and intonation • diphthongs and
triphthongs.
SERIES OF • respond to more • A series of • Listening to/observing a set of • Pictures
INSTRUCTIONS/ than three given instructions/ given instructions/ commands
COMMANDS commands such as:
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instructions/ Stand up, jump • Responding appropriately to • Recordings of

commands in a row around, clap your a set of given instructions/ instruction/
hands and sit commands commands
• Role playing • Instruction
cards
• ICT tools
INTENSIVE • respond • Short responses • Answering questions using • Recordings
LISTENING appropriately to such as true/false, short responses • Charts
questions using it’s true/it isn’t true, • Pictures
words such as yes/no, yes, it is/no it
true/false, yes/no, isn’t, correct/
correct/incorrect incorrect e.g Mbuya
Nehanda took part in
the first Chimurenga.
(True/false)
LISTENING • read a variety of • A variety of texts • Listening to a variety of texts • Various texts
COMPREHENSION texts and stories or and stories or audio read or played including • ICT tools
audio materials. materials. those depicting aspects of our • Reading cards
• Key words and tangible and intangible • Question strips
• respond phrases heritage
appropriately to • Comprehension • Answering questions
questions from questions • Miming actions from texts
different texts heard. read.
DICTATION AND • write dictated words • Words and • Listening and writing dictated • Dictionary
SPELLING and sentences sentences. words and sentences • Crossword
correctly. • Playing spelling games such puzzles
as the Spelling Bee game • A variety of
and the Treasure hunt game texts
• ICT tools
LISTENING TO • complete stories • Incomplete stories • Listening to incomplete • Pictures
INCOMPLETE logically stories including those • ICT tools
STORIES depicting aspects of our • Story books
tangible and intangible
heritage.

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• Completing stories
• Dramatising possible endings
of the story

8.10 GRADE 5 TOPIC 2: SPEAKING / SIGNING

CONCEPT OBJECTIVES CONTENT (values, SUGGESTED LEARNING SUGGESTED
Leaners should be knowledge, skills, ACTIVITIES AND NOTES RESOURCES
able to: dispositions and
attitudes)
ARTICULATION • pronounce words • Stress patterns for • Pronouncing/signing • Sign language
correctly/sign words single words such as words correctly charts
accurately factory, driver, doctor• Practising reading news • Sign language
• Intonation patterns • Recording learners alphabet
• Non-verbal features speaking/signing and • ICT tools
playing back the • Multimedia tools
recordings.
PUBLIC • express themselves • Public speaking skills • Displaying public • A variety of
SPEAKING confidently before an such as self-expression, speaking skills texts
audience clarity, posture, voice • Making notes for prepared • Recordings
• present prepared projection, gestures and speech • Resource
and impromptu confidence • Rehearsing for public persons
speeches. • Prepared and speaking • ICT tools
impromptu speeches on • Reciting poems
cross-cutting themes • Researching on topical
and topical issues issues.
DEBATE • express themselves • Debating procedures • Outlining debate • A variety of
in correct English • Debating skills such as procedures texts
through debate on confidence, clarity, • Discussing topical and • Resource
topical and other coherence of ideas, eye other issues persons
issues contact, tone, strategic • Analysing views of other • Recordings
competence and guiding learners • ICT tools
notes
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• Non-verbal features • Holding debates and

shows on topical and
other issues
• Engaging in school-based
or cluster-based debate
seminars
REGISTERS • use appropriate • Appropriate registers for • Demonstrating the • Pictures
registers to express communicative appropriate ways of • Comic books
themselves in situations such as expressing ideas in • Magazine/
different situations persuading, different communicative newspaper
complimenting and situations such as articles
requesting e.g. May I…., persuading, • ICT tools
Please….. complimenting, requesting
and resolving conflicts.
SEQUENCING • describe various • Processes such as • Identifying appropriate • Resource
processes using vegetable growing, linking words persons
cohesive devices broiler rearing, cooking • Describing different • Pictures
appropriately e.g and compost making processes using • A variety of
firstly, secondly, appropriate cohesive texts
then, after that, lastly devices • Multimedia
tools.
DESCRIPTIONS • use correct • Descriptive words of • Outlining descriptive • Pictures
adjectives to events, scenes and words, their comparatives • Chart with
describe events, places and their and superlatives descriptive
scenes and places. comparatives and • Describing events, scenes words and signs
superlatives and places • Recorded
• Completing cloze descriptions of
passages places, events
and scenes
CONVEYING • use the correct • Direct and indirect • Practising direct and • Picture stories
MESSAGES language structures speech. indirect speech • Instruction
to convey messages - He/she wants • Conveying messages in cards
(someone) to go to pairs/groups • ICT tools
town

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- He/she says • Games on conveying

(that)……. messages.
- He/she means…….
- He/she is saying
that……
SUMMARISING • summarise stories • A variety of texts and • Identifying main • ICT tools
STORIES audio materials. ideas/points • Story books
• Organizing information • Resource
logically persons
• Retelling stories
• Paraphrasing

8.11 GRADE 5 TOPIC 3: READING

CONCEPT OBJECTIVES CONTENT (values, SUGGESTED LEARNING SUGGESTED
Leaners should be knowledge, skills, ACTIVITIES AND NOTES RESOURCES
able to: dispositions and
attitudes)
WORDS WITH • read words with the • Words with the same • Reading texts • A variety of
THE SAME same ending sound ending sounds but • Identifying words with the texts
ENDING SOUND but different spelling different spellings such same ending sound but • Reading cards
AND DIFFERENT • read given texts as signature/teacher, different spelling • ICT tools
SPELLING • identify words with stationery/stationary • Grouping words with the • Braille text
same ending sounds same ending sound but • Talking books
but different spellings different spelling • Large print texts
from given passages
READING FOR • read texts fluently • Fluent reading skills • Identifying and observing • A variety of
FLUENCY such as intonation, punctuation marks in a texts
stress, punctuation, text • Chart with
word recognition, word • Pronouncing words from a punctuation
attack and given text accurately marks
pronunciation/hand • Imitating a news reader • Braille texts
shape, movement and • Demonstrating reading • Talking books
location when signing accurately, confidently, • Large print texts
• ICT tools
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fluently with appropriate

speed
SKIMMING AND • skim and scan • A variety of texts • Identifying main points in • A variety of
SCANNING through a text • A variety of question read texts. texts
• surf information types such as closed, • Evaluating • Braille texts
• answer open ended and • Answering • Talking books
comprehension multiple choice comprehension questions • Large print texts
questions • ICT tools
INTENSIVE • read texts silently • A variety of texts • Reading texts silently • A variety of
READING • identify new words in • Contextual meaning of • Identifying new words in texts
texts words given texts • ICT tools
• give contextual • Key words and phrases • Giving contextual • Braille texts
meanings of words meanings of words read • Talking books
• Large print texts
• Word cards
EXTENSIVE • read a variety of • A variety of texts • Reading a variety of texts • A variety texts
READING texts for leisure • Contextual meaning of silently including those • ICT tools
• give contextual words depicting aspects of our • Word cards
meanings of words • Key words and phrases tangible and intangible • Large print
from a variety of heritage books
texts • Identifying new words in • Braille texts
given texts
• Giving contextual
meanings of words read
REFERENCING • use referencing skills • Information from: • Finding information from • Reference
to find information directories, dictionaries, various reference sources such as
from different atlases, maps, materials dictionaries,
sources encyclopedias, internet, • Applying referencing skills directories,
table of contents, in different learning areas atlases, maps,
indices and glossary and situations e.g when encyclopedias,
sections looking up a contact in the internet, table of
phonebook or when contents,
giving/looking for indices and
directions
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glossary
sections
• ICT tools
WARNINGS AND • read instructions, • Warnings on containers • Reading warnings and • Pictures of
INSTRUCTIONS warnings and and packets of different instructions on packets of containers
symbols on commodities different commodities • ICT tools
containers and • Instructions on • Interpreting instructions • Charts
packets containers and packets and warnings on packets • Empty packets
• explain the meanings of different commodities of different commodities of commodities
of instructions, • Answering questions on
warnings and instructions and warnings
symbols on on packets of different
containers and commodities
packets

8.12 GRADE 5 TOPIC 4: WRITING / BRAILLING

CONCEPT OBJECTIVES CONTENT (values, SUGGESTED LEARNING SUGGESTED
Leaners should be knowledge, skills, ACTIVITIES AND NOTES RESOURCES
able to: dispositions and
attitudes)
PENMANSHIP • write legibly • Letters of the alphabet • Shaping letters of the • Alphabet chart
(HANDWRITING) following the Grade • Grade 3-7 Nelson alphabet • Braille alphabet
3-7 Nelson Script/ Script/ Braille alphabet • Demonstrating letter • Nelson script
relevant braille and contractions formation chart
contractions • Observing the Grade 3-7 • Braille
Nelson script handwriting contraction
on the charts sheets
• Practising the Grade 3-7 • Sign language
Nelson script/ modelling alphabet
braille writing
PARTS OF • identify parts of • Parts of speech such • Identifying parts of • A variety of
SPEECH speech in a given as: verbs, nouns, speech in a given text texts
text pronouns, prepositions, • Using parts of speech in • Charts
conjunctions, adverbs context • Word cards
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• construct sentences and adjectives in • Writing correct sentences • ICT tools

using parts of context. (refer to section using selected parts of • Multimedia
speech 8.0 of this syllabus) speech. tools
SENTENCE • construct • Basic sentence pattern • Identifying the basic • Word cards
CONSTRUCTION grammatically (subject + verb + object) elements of a sentence • Sentence strips
correct sentences • Compound and complex (subject + verb + object) • ICT tools
(subject + verb + sentences • Constructing simple • Games
object) sentences • Scrambled /
• Constructing sentences jumbled
incorporating various sentences.
parts of speech e.g (The
tall boy is sitting on a
small chair)
• Constructing compound
and complex sentences
LETTER WRITING • identify the • Features of formal and • Stating components of • ICT tools
differences and informal letters informal / friendly and • Sample letters
similarities between - Informal letter layout formal/business letters • Charts
formal/business and One address, date, • Identifying differences
informal/friendly salutation, body, and similarities between
letters ending, block formal and informal letter
• write/braille paragraphing writing
informal/friendly and - Formal letter layout • Writing informal / friendly
formal/business - Two addresses, date, and formal/ business
letters salutation, reference, letters using correct
• amplify given body, ending (Yours format.
guidelines faithfully/sincerely), • Amplifying given
block paragraphing guidelines to write a letter
• Formal and informal
letters on issues such
as invitations, requests,
applications, complaints
etc
• Letter guidelines

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COMPOSITION • write controlled, • Structure of a • Outlining a composition • Sample poems

guided and free composition: framework • Sample
compositions using Introduction, body • Writing controlled, guided compositions
correct language (developmental and free compositions • Pictures
structures paragraphs) and including those depicting • ICT tools
• write poems, stories, conclusion aspects of our tangible • Diaries
reports, speeches, • Paragraphing skills such and intangible heritage • Magazines
dialogues and as use of topic • Sequencing given
diaries using sentences, developers pictures and writing
appropriate and terminators compositions based on
language structures • Cohesive devices the pictures
(words that make a • Recording significant
paragraph flow such as activities in diaries
at first, and later, then, • Composing poems on
finally) topical issues and
• Format and elements of: reading or reciting them
- Poems to others
- Reports • Compiling school
- Speeches magazine articles
-Dialogues • Writing reports, dialogues
and speeches
COMPLETING • complete various • A variety of forms such • Reading instructions on a • ICT tools
FORMS forms accurately as deposit and variety of forms • A variety of
withdrawal slips, vetting, • Completing various forms forms
bio data, indemnity,
medical aid, application
forms and online
surveys
COMPREHENSION • read a variety of • A variety of texts • Reading various texts • A variety of
texts for • Comprehension • Answering texts
comprehension questions comprehension questions • Charts
• give contextual • Meanings of words in in complete and correct • Braille books
meaning of new context sentences • Pictures
words • Unfamiliar words • Answering multiple • Work cards
choice questions
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• answer multiple • Working out contextual • Large print

choice questions meanings of words and books
• answer questions in using them in own • Talking book
complete and correct sentences
sentences
• use new words in
own sentences
SUMMARY • identify main points • Note making • Reading a variety of texts • A variety of
WRITING from a variety of • Summary aspects such • Identifying main ideas texts
texts as from texts read • Samples of
• summarise a variety - Appropriate title for a • Making notes using the summaries
of texts given passage main ideas from texts • Charts on
- The main ideas of a read punctuation
passage • Providing titles for marks
- Grammatical accuracy passages • Note books
and punctuation • Writing summaries of • Braille texts
- Sequencing of ideas short stories and • Work cards
- Length of the summary newspaper articles in • Word cards
as given in words sequential order • Talking books
• Large print texts
PUNCTUATION • punctuate sentences • Punctuation marks • Identifying punctuation • Charts with
using inverted - Inverted commas marks in texts punctuation
commas, - Exclamation mark • Reading texts and marks
exclamation marks, - Hyphen observing the use of • A variety of
capital letters, - Capital letters punctuation marks texts
question marks, - Question marks • Demonstrating use of • Sentence strips
apostrophe and - Apostrophe punctuation marks • Braille books
hyphen • Punctuating given
paragraphs and
sentences
LANGUAGE • use various • Conjunctions, • Identifying the language • A variety of
STRUCTURES language structures quantifiers, intensifiers, structures in texts texts
in a variety of question tags, • Explaining how the • Sentence strips
context neither…nor/either…or various language • Charts
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(Refer to section 8.0 of structures are used in • Work cards

this syllabus) sentences • Braille texts
• Writing sentences using • Word cards
the language structures • Multimedia
correctly resources
DICTATION AND • write /braille dictated • Words, sentences and • Listening to texts or audio • Dictionary
SPELLING words short stories material • A variety of
• write /braille dictated • Reading texts texts
sentences • Writing dictated words, • Flash cards
• spell dictated words sentences and stories • Braille
punctuation
mark sheet
• Recorded text
• Sentence strips
• ICT tools
• Spelling games

8.13 GRADE 6 TOPIC 1: LISTENING / OBSERVING

CONCEPT OBJECTIVES CONTENT (values, SUGGESTED LEARNING SUGGESTED
Leaners should be knowledge, skills, ACTIVITIES AND NOTES RESOURCES
able to: dispositions and
attitudes)
PHONICS • distinguish the 44 • The 44 English • differentiating various • various texts
English phonemes phonemes phonetic sounds • braille books
20 Vowel sounds • listening to different texts • recordings
• distinguish different 24 consonant sounds • listing words with long • ICT tools
sounds in a set of and short vowel sounds • Phonic
given words • words that have the • listening to different programmes
• classify words same initial sound such stress and intonation • Rhyming
according to initial as pick/pink patterns games
sounds • words that have the • identifying diphthongs • Phoneme
• identify words with same terminal sound and triphthongs from a list machine
the same terminal such as sink/think, of words
sounds dress/chess • playing rhyming games
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• identify rhyming • long and short vowel

words sounds such as fill/feel,
• pronounce words sit/seat, bit/beat
with correct stress • stress and intonation
and intonation • diphthongs such as
• contrast words with side, gate, why
long and short vowel • triphthongs such as
sounds quiet, choir
• articulate words with
diphthong and
triphthong sounds
INTENSIVE • respond • Poems, rhymes, • Listening to • Songs
LISTENING appropriately to an utterances and utterances/observing • Large print
utterance instructions signs and responding books
• repeat utterances appropriately • Recordings
• recite heard poems, • Retelling stories heard • ICT tools
rhymes and lyrics • Reciting poems and • Poems and
• ask questions for rhymes including those rhymes
clarity depicting aspects of our • Audio content
tangible and intangible
heritage
• Reciting and singing
words of songs
• Asking questions seeking
clarification on content
from other learning areas
RESPONSES TO • respond • Responses using words • Listening and responding • ICT tools
STATEMENTS appropriately to such as surely, to statements • Recordings
AND QUESTIONS given statements definitely, absolutely, appropriately • Work cards
• justify responses agree e.g. it is cold • Giving reasons for their
given today, I agree/I strongly responses
• identify purpose, agree/disagree
tone and attitude of • Justification of
statements responses given e.g. Is

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Mr. Moyo a good

teacher?
- Response: Definitely!
- Justification: His
learners are always
passing.
- Evaluation of
statements
DICTATION AND • spell words and • Words and sentences • Listening and writing • Flash cards
SPELLING sentences correctly dictated words and • Dictionary
sentences • Crossword
• Playing spelling games puzzles
• A variety of
texts
• ICT tools
LISTENING TO • narrate topical • Topical issues • Listening to electronic • Electronic
ELECTRONIC issues heard over media programmes media
MEDIA the electronic media • Articulating information • Recordings
• rephrase sentences heard over electronic
from audio or video media
texts • Discussing issues heard
on electronic media
LISTENING • read stories or texts • Variety of texts • Listening to stories told or • A variety of
COMPREHENSION • answer • Questions texts read including those texts
comprehension depicting aspects of our • Question strips
questions tangible and intangible • Resource
heritage persons
• Responding to
comprehension questions
• Dramatising texts heard

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8.14 GRADE 6 TOPIC 2: SPEAKING / SIGNING

CONCEPT OBJECTIVES CONTENT (values, SUGGESTED LEARNING SUGGESTED
Leaners should be knowledge, skills, ACTIVITIES AND NOTES RESOURCES
able to: dispositions and attitudes)
ARTICULATION • pronounce or sign • Fluency markers such as • Discussing/signing topical • Sign language
words correctly tone, pauses, intonation, issues charts
• Use appropriate stress and pace • Conducting debates • Sign language
gestures in speech • Communicative • Reciting poems alphabet
competencies such as • Presenting impromptu • Multimedia
non-verbal and socio- speeches on topical issue tools
cultural features using appropriate • Word Cards
gestures
REGISTERS • use appropriate • Appropriate register for • Demonstrating the • Pictures
register to express communicative situations appropriate ways of • Comic books
themselves in using word such as: May expressing ideas in • Magazine/
different situations I…., Excuse me…., different communicative newspaper
Please….., I’m sorry… situations either online or articles
physical interactions • Multimedia
• Applying registers in resources
simulations of real-life
situations
PRONUNCIATION • pronounce/sign • Homophones such as • Reading and extracting • ICT tools
distinctly pairs of steal/steel/still, confusing words from • Word cards
words often bad/bird/bed, pat/pet, texts • Sign language
confused • Correctly pronouncing charts
words that are often • Pictures
confused e.g bad/bird
INSTRUCTIONS • give instructions • Directions and • Giving each other • Compasses
AND DIRECTIONS and directions instructions using directions to follow • Chart with
• follow instructions phrases such as • Following given directions compass points
and directions - turn left, and instructions • Google maps
- go straight, • Maps
- turn south, • ICT tools
- south of,
- to the north of
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- on the left-hand side • Local

environment
PUBLIC • express • A variety of topics • Reciting poems • A variety of
SPEAKING themselves • Cross-cutting themes and • Researching on topical texts
confidently before topical issues issues. • Recordings
an audience • Structuring content • Resource
• research on topical chronologically. persons
issues • Displaying public • Multimedia
• structure content speaking skills resources.
• present prepared • Rehearsing for public
and impromptu speaking
speeches
DEBATE • express • A variety of topics • Outlining debate • A variety of
themselves • Cross-cutting themes and procedures texts
confidently before topical issues • Discussing topical and • Resource
an audience • Debating procedures other issues persons
• research on topical • Debating skills such as • Analysing views of other • Recordings
issues confidence, clarity, learners • Multimedia
• structure content coherence of ideas, eye • Holding debates and resources.
• sustain discussions contact, tone, gestures, shows on topical and
or arguments on strategic competence and other issues
topical and other guiding notes • Engaging in school-based
issues. • Argument sustenance or cluster-based debate
markers such as: seminars
- Therefore,
- Thus,
- Subsequently,
- Nevertheless,
- Apparently,
STORY TELLING • tell stories in a • Stories: factual, narrative • Narrating folktales, factual • Various texts
coherent manner or imaginary narratives with • Pictures
• re-tell stories • Aspects of a story appropriate expressions • Charts
• summarising - Story telling skills (paralinguistic skill) • Multimedia
stories such as: • Re-telling stories from a resources
- Voice modulation variety of texts
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- Gestures • Discussing aspects of

- Sequencing stories such as plot,
- Coherence theme, setting, title and
character
• Summary • Paraphrasing using own
words in brief and to the
point
• Organising information
logically.
DESCRIPTIONS • use correct • Descriptive words of • Completing cloze • Pictures
adjectives to processes, events, passages • Chart
describe scenes and places and • Describing processes, • Multimedia
processes, events, their comparatives and events, scenes and resources
scenes and places. superlatives places • Recipes
• Words depicting • Demonstrating processes • Large print
sequence such as after, such as compost making, books
later, firstly, finally baking, harnessing
• Processes such as donkeys
compost making,
harnessing donkeys,
baking

8.15 GRADE 6 TOPIC 3: READING

CONCEPT OBJECTIVES CONTENT (values, SUGGESTED LEARNING SUGGESTED
Leaners should be able knowledge, skills, ACTIVITIES AND NOTES RESOURCES
to: dispositions and
attitudes)
INTENSIVE • read various texts for • A variety of texts • Reading a variety of texts • A variety of
READING detail • Vocabulary for detail texts
• increase their sight • Aspect of a story such • Identifying the setting, • ICT tools
vocabulary for as: main theme, plot, main • Braille texts
information and - Theme(s) and minor characters from • Talking books
knowledge - Main idea(s) texts • Large print texts
• Word cards
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• analyse and evaluate - Plot (sequence of • Outlining the sequence of • Dictionaries

information from texts events) events in the text • Glossaries
read - Characters • Constructing sentences • Atlases
- Setting (time and using vocabulary and • Indices
place) structures selected from
texts
• Compiling vocabulary
notebooks
• Writing notes and
summaries of texts
• Analysing texts.
EXTENSIVE • read a variety of texts • A variety of texts • Reading a variety of texts • A variety of
READING for leisure • Contextual meaning of silently texts
• infer contextual words • inferring contextual • ICT tools
meanings of words meanings of words read • Word cards
from a variety of texts • Large print
books
• Braille texts
• Multimedia
resources.

SKIMMING AND • skim through a text • A variety of texts • Skimming through texts to • A variety of
SCANNING • scan through a text • A variety of question get the gist texts
• answer types such as closed, • Scanning through texts • Braille texts
comprehension open ended and multiple for main points • Talking books
questions choice • Playing reading games • Large print texts
• Answering • ICT tools
comprehension questions
READING FOR • read texts fluently • A variety of texts • Identifying and observing • A variety of
FLUENCY within a specified time punctuation marks in a texts
• read with expression. text • Chart
• observe punctuation • Pronouncing words from • Braille texts
marks when reading a given text accurately • Talking books
• Large print texts
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• read passages • Expressing feelings when • ICT tools

without regressing reading through the use
• read with stress and of intonation and non-
intonation verbal cues
• Imitating a news reader
• Demonstrating reading
accurately, confidently,
fluently with appropriate
speed
INSTRUCTIONS • read instructions, • Warnings on containers • Reading warnings on • Pictures
AND warnings and and packets of different packets of different • ICT tools
WARNINGS symbols on commodities commodities • Empty
containers and • Instructions on • Reading instructions on containers
packets containers and packets packets of different • Multimedia
• explain the meanings of different commodities commodities resources
of instructions, • Interpreting instructions
warnings and and warnings on packets
symbols on of different commodities
containers and • Answering questions on
packets instructions and warnings
on packets of different
commodities

REFERENCING • use referencing skills • Referencing sources • Finding information from • Reference
to find information various reference sources such as
from different sources materials dictionaries,
• Applying referencing skills directories,
in different learning areas atlases, maps,
and situations e.g when encyclopedias,
looking up a contact in the internet, table of
phonebook or when contents,
giving/looking for indices and
directions glossary
sections
• ICT tools
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8.16 GRADE 6 TOPIC 4: WRITING

CONCEPT OBJECTIVES CONTENT (values, SUGGESTED SUGGESTED
Leaners should be knowledge, skills, LEARNING ACTIVITIES RESOURCES
able to: dispositions and AND NOTES
attitudes)
PENMANSHIP • write legibly • Letters of the alphabet • Shaping letters of the • Alphabet chart
(HANDWRITING) following the Grade • Grade 3-7 Nelson alphabet • Braille alphabet
3-7 Nelson Script/ Script/ Braille alphabet • Demonstrating letter • Nelson script
relevant braille and contractions formation chart
contractions • Observing the Grade 3- • Braille
7 Nelson script contraction
handwriting on the sheets
charts • Sign language
• Practising the Grade 3- alphabet
7 Nelson script/
modelling braille writing
PARTS OF SPEECH • identify modals in • Modals such as may, • Writing sentences • charts
texts might, can, could, will, using modals correctly • a variety of texts
• use modals in shall and ought to • braille books
sentences (refer to section 8.0 of • large print books
this syllabus) • ICT Tools

PARTS OF SPEECH • identify parts of • Parts of speech such • Identifying parts of • A variety of texts
speech in a given as: verbs, nouns, speech in a given text • Charts
text pronouns, • Using parts of speech • Word cards
• construct sentences prepositions, in context • ICT tools
using parts of conjunctions, adverbs • Writing correct • Multimedia tools
speech and adjectives in sentences using
context. (refer to selected parts of
section 8.0 of this speech.
syllabus)
LETTER WRITING • write/braille • Formal and informal • Writing informal / • ICT tools
informal/friendly and letters friendly and formal/ • Sample letters
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formal/business • E-mail. business letters using • Letter format

letter of the required -components of an correct format. charts
length email. • Responding to letters
• compose an email and advertisements
using appropriate
language structures
(registers)
• Composing e-mails
COMPOSITION • write controlled, • Structure of a • Outlining a composition • Sample poems
guided and free composition: framework • Sample
compositions using Introduction, body • Writing compositions
correct language (developmental controlled/guided and • Pictures
structures paragraphs) and free compositions • ICT tools
• use appropriate conclusion • Sequencing given • Diaries
language structures • Paragraphing skills pictures and writing • Magazines
to write poems, such as use of topic compositions based on
stories, reports, sentences, developers the pictures
speeches, and terminators • Recording significant
dialogues and • Cohesive devices activities in diaries
diaries (words that make a • Composing poems on
paragraph flow such topical issues and
as at first, and later, reading or reciting
then, finally) them to others
• Format and elements • Compiling school
of: magazine articles
- Poems • Writing reports,
- Reports dialogues and
- Speeches speeches
- Dialogues
COMPREHENSION • read a variety of Variety of texts • Reading various texts • A variety of texts
texts for • Key words and including those • Charts
comprehension phrases depicting aspects of • Braille books
• give contextual our tangible and • Pictures
meaning of intangible heritage • Work cards
unfamiliar
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• answer multiple • Answering • Large print

choice questions comprehension books
• answer questions in questions in complete • Multimedia
complete and and correct sentences Tools
correct sentences • Answering multiple
• use new words in choice questions
own sentences • Working out contextual
meanings of words and
using them in own
sentences
SUMMARY WRITING • identify main points • Variety of texts • Reading a variety of • A variety of texts
• summarise a variety texts • Samples of
of texts • Identifying main ideas summaries
from texts read • Charts on
• Making notes using the punctuation
main ideas from texts marks
read • Notebooks
• Sequencing of ideas • Braille texts
• Providing titles for • Work cards
passages • Word cards
• Maintaining stipulated • Talking books
length of the summary • Large print texts
as given in words
• Writing summaries of
short stories and
newspaper articles in
sequential order
LANGUAGE • use various • Conjunctions, • Identifying language • A variety of texts
STRUCTURES language structures quantifiers, structures • Sentence strips
for effective intensifiers, question • Demonstrating how the • Charts
communication tags, various language • Work cards
neither…nor/either…or structures are used in • Braille texts
• (Refer to section 8.0 of sentences • Word cards
this syllabus)

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• Writing sentences • Multimedia

using the language resources
structures correctly
PUNCTUATION • punctuate • Punctuation marks • Punctuating given • Charts
sentences and - Full stop paragraphs and • A variety of texts
paragraphs - Inverted commas sentences • Sentence strips
appropriately. - Exclamation mark • Braille books
- Hyphen • Multimedia
- Capital letters resources
- Semi colon
- Colon
- Question mark
COMPLETING FORMS • complete various • Various forms such as • Reading instructions on • ICT tools
forms accurately deposit and a variety of forms • A variety of
withdrawal slips, • Completing various forms
vetting, bio data, forms
indemnity, medical aid
and application forms.
DICTATION AND • spell dictated words • Words, sentences and • Writing dictated words, • A variety of texts
SPELLING short passages. sentences and • Flash cards
passages. • Braille
punctuation
mark sheet
• Sentence strips
• ICT tools
• Spelling games

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8.17 GRADE 7 TOPIC 1: LISTENING / OBSERVING

CONCEPT OBJECTIVES CONTENT (values, SUGGESTED LEARNING SUGGESTED
Leaners should be knowledge, skills, ACTIVITIES AND NOTES RESOURCES
able to: dispositions and
attitudes)
PHONICS • differentiate the 44 • 44 English phonemes • differentiating various • various texts
English phonemes -20 vowel sounds phonetic sounds • braille books
-24 consonant sounds. • listening to different texts • phoneme
• distinguish different • words that have the • listing words with long machine
sounds in a set of same initial sound such and short vowel sounds • Multimedia
given words as brain/braid, • reading different resources
• classify words picks/pigs sentences with correct • THRASS chart
according to initial • words that have the stress and intonation for • Rhyming
sounds same terminal sound fluency and meaning games
• identify words with such as stream/cream, • identifying words with the
the same terminal dress/chess same terminal sounds
sounds • rhyming words such as • identifying diphthongs
• identify rhyming clay/play, night/light and triphthongs from a
words • long and short vowel list of words
• pronounce words sounds such as fill/feel, • playing rhyming games
with correct stress sit/seat, bit/beat
and intonation • stress and intonation
• contrast words with • diphthongs such as
long and short vowel side, gate
sounds • triphthongs such as
• articulate words with quiet, choir
diphthong and
triphthong sounds
INTENSIVE • respond • Poems, rhymes, • Listening to • Songs
LISTENING appropriately to an utterances and utterances/observing • Large print
utterance instructions signs and responding books
• repeat utterances appropriately • Recordings
• Retelling stories heard • ICT tools
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• recite heard poems, • Reciting poems and • Poems and

rhymes and lyrics rhymes including those rhymes
• ask questions for depicting aspects of our • Audio content
clarity tangible and intangible
heritage
• Reciting and singing
words of songs
• Asking questions seeking
clarification on content
from other learning areas
RESPONSES TO • respond • Responses using • Listening and responding • Multimedia
STATEMENTS and appropriately to words such as surely, to statements resources.
QUESTIONS given statements definitely, absolutely, appropriately • Work cards
• justify responses agree e.g. it is cold • Giving reasons for their
given today, I agree/I strongly responses
• identify purpose, agree/disagree.
tone and attitude of • Justification of
statements responses given e.g.
Would you like to visit
the Great Zimbabwe
Monuments?
- Response: Definitely,
certainly, absolutely!
- No; No I wouldn’t
- Justification
- I would like to learn
more about our
heritage.
- I have been there
before.
- Evaluation of
statements
DICTATION AND • spell words • Words, sentences and • Listening and writing • Flash cards
SPELLING • write sentences and passages. dictated words and • Dictionary
passages correctly sentences
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• Playing spelling games • Crossword

puzzles
• A variety of
texts
• ICT tools
LISTENING • retell stories read • Variety of texts • retelling stories • A variety of
COMPREHENSION • answer • Comprehension • Responding to texts
comprehension questions comprehension questions • Question strips
questions • Dramatising stories. • Resource
persons

8.18 GRADE 7 TOPIC 2: SPEAKING / SIGNING

CONCEPT OBJECTIVES CONTENT (values, SUGGESTED LEARNING SUGGESTED
Leaners should be knowledge, skills, ACTIVITIES AND NOTES RESOURCES
able to: dispositions and attitudes)
ARTICULATION • pronounce or sign • Fluency markers such • Discussing/signing topical • Sign language
words correctly as tone, pauses, issues charts
• use appropriate intonation, stress and • Conducting debates • Sign language
gestures in speech pace • Reciting poems alphabet
• Communicative • Presenting impromptu • Multimedia tools
competencies such as speeches on topical issue • Word Cards
non-verbal and socio- using appropriate
cultural features gestures
•
REGISTERS • use appropriate • Appropriate register for • Demonstrating the • Pictures
register to express communicative appropriate ways of • Comic books
themselves in situations such as expressing ideas in • Magazine/
different situations expressing empathy, different communicative newspaper
congratulations. situations either online or articles
physical interactions • Multimedia
• Applying registers in resources
simulations of real-life
situations

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PUBLIC • express themselves • A variety of topics • Reciting poems • A variety of

SPEAKING confidently before an • Cross-cutting themes • Researching on topical texts
audience and topical issues issues. • Recordings
• research on topical • Structuring content • Resource
issues chronologically. persons
• structure content • Displaying public • Multimedia
• present prepared speaking skills resources.
and impromptu • Rehearsing for public
speeches speaking

DEBATE • express themselves • A variety of topics • Outlining debate • A variety of

confidently before an • Cross-cutting themes procedures texts
audience and topical issues • Researching on topical • Resource
• research on topical • Debating procedures issues such as erosion of persons
issues • Debating skills such as the indigenous culture • Recordings
• structure content confidence, clarity, • Discussing topical and • Multimedia
• sustain discussions coherence of ideas, eye other issues resources.
or arguments on contact, tone, gestures, • Analysing views of other
topical and other strategic competence learners
issues. and guiding notes • Holding debates and
• Argument sustenance shows on topical and
markers such as: other issues
- Therefore, • Engaging in school-based
- Thus, or cluster-based debate
- Subsequently, seminars
- Nevertheless,
- Apparently,
DESCRIPTIONS • describe processes, • Descriptive words of • Describing processes, • Pictures
events, scenes and processes, events, events, scenes and • Chart
places. scenes and places and places • Multimedia
• demonstrate their comparatives and • Demonstrating processes resources
processes. superlatives such as preparing • Recipe books
• Words depicting indigenous fruit juice e.g • Large print
sequence such as after, baobab juice, weaving, books
later, firstly, finally pottery
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• Processes such as • Braille books

preparing indigenous
fruit juice e.g baobab
juice, weaving, pottery
SUMMARISING • select main points • A variety of texts • Retelling stories • Story books
STORIES from stories and • Identifying main ideas • Resource
texts heard • Organizing information persons
• paraphrase stories or logically • Folk stories
texts heard • Paraphrasing • Multimedia
resources

8.19 GRADE 7 TOPIC 3: READING

CONCEPT OBJECTIVES CONTENT (values, SUGGESTED SUGGESTED
Leaners should be able knowledge, skills, LEARNING ACTIVITIES RESOURCES
to: dispositions and AND NOTES
attitudes)
INTENSIVE • read various texts for • Variety of texts • Reading a variety of • A variety of texts
READING detail texts for detail • Braille texts
• give contextual • Giving contextual • Large print texts
meanings of words and meanings of words • Word cards
phrases from texts or and phrases from • Multimedia
passages texts or passages resources
• analyse texts read • Compiling vocabulary
• evaluate ideas from notebooks
texts read • Analysing texts read
• Evaluating ideas from
texts read
• Commenting on read
texts

EXTENSIVE • read a variety of texts • A variety of texts • Reading a variety of • A variety of texts
READING for leisure texts silently • ICT tools
• retell stories read • Retelling stories read • Large print books
• Braille texts
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• Dictionaries
SKIMMING AND • skim for the gist of a • Skimming and • Skimming through • A variety of texts
SCANNING text scanning skills texts to get the gist • Braille texts
• scan for specific • A variety of texts • Scanning through • Talking books
information from the • Different types of texts for specific • Large print texts
text questions such as information. • ICT tools
• answer oral closed, open ended • Answering oral
comprehension and multiple choice comprehension
questions questions
READING FOR • read texts fluently • A variety of texts. • Reading a variety of • A variety of texts
FLUENCY within a specified time • Fluent reading skills texts. • Charts
-read with expression such as intonation, • Observing • Braille texts
-observe punctuation stress, observe punctuation marks in • Talking books
marks when reading punctuation marks, a text • Large print texts
• passages without word recognition, • Pronouncing words • ICT tools
regressing word attack and from a given text
• read with stress and pronunciation accurately
intonation • Hand shape, • Expressing feelings
movement and when reading through
location when the use of intonation
signing and non-verbal cues

INSTRUCTIONS • read instructions, • Warnings in the • Reading instructions, • Pictures

AND WARNINGS warnings and symbols environment such as warnings and • Posters
in the environment. on containers, symbols in the • Multimedia
• explain the meanings of electronic devices. environment. resources
instructions, warnings commodities • Explaining the • Local environment
and symbols in the • Instructions on meanings of
environment. containers and instructions, warnings • ICT tools
packets of different and symbols in the
commodities environment.

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REFERENCING • use referencing skills to • Referencing skills • Finding information • Reference sources
find information from from various such as
different sources reference materials dictionaries,
• Applying referencing directories,
skills in different atlases, maps,
situations such as encyclopedias,
when looking up internet, table of
contacts in physical contents, indices
and online and glossary
phonebooks. sections
• ICT tools

8.20 GRADE 7 TOPIC 4: WRITING / BRAILLING

CONCEPT OBJECTIVES CONTENT (values, SUGGESTED SUGGESTED
Leaners should be knowledge, skills, LEARNING RESOURCES
able to: dispositions and attitudes) ACTIVITIES AND
NOTES
PENMANSHIP • write legibly • Letters of the alphabet • Shaping letters of the • Alphabet chart
(HANDWRITING) following the Grade • Grade 3-7 Nelson alphabet • Braille alphabet
3-7 Nelson Script/ Script/ Braille alphabet • Demonstrating letter • Nelson script
relevant braille and contractions formation chart
contractions • Observing the Grade • Braille
3-7 Nelson script contraction
handwriting on the sheets
charts • Sign language
• Practising the Grade alphabet
3-7 Nelson script/
modelling braille
writing

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PARTS OF SPEECH • Identify parts of • Parts of speech such • Identifying parts of • A variety of
speech in a given as: verbs, nouns, speech in a given texts
text pronouns, text • Charts
• construct sentences prepositions, • Using parts of • Word cards
using parts of conjunctions, adverbs speech in context • ICT tools
speech and adjectives in • Writing correct • Multimedia
context. (refer to sentences using tools
section 8.0 of this selected parts of
syllabus) speech.
LETTER WRITING • write/braille • Formal and informal • Writing informal / • ICT tools
informal/friendly and letters friendly and formal/ • Sample letters
formal/business • E-mail. business letters • Letter format
letter of the required -components of an using correct format. charts
length email. • Responding to letters
• compose an email and advertisements
• attach files on using appropriate
composed mail language structures
(registers)
• Composing e-mails
• Attaching files
COMPOSITION • write controlled, • Structure of a • Outlining a • Sample poems
guided and free composition: composition • Sample
compositions using Introduction, body framework compositions
correct language (developmental • Writing • Pictures
structures paragraphs) and controlled/guided and • ICT tools
• use appropriate conclusion free compositions • Diaries
language structures • Paragraphing skills • Sequencing given • Magazines
to write poems, such as use of topic pictures and writing
stories, reports, sentences, developers compositions based
speeches, and terminators on the pictures
dialogues and • Cohesive devices • Recording significant
diaries (words that make a activities in diaries
paragraph flow such • Composing poems
as at first, and later, on topical issues and
then, finally)
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• Format and elements reading or reciting

of: them to others
- Poems • Compiling school
- Reports magazine articles
- Speeches • Writing reports,
- Dialogues dialogues and
speeches
COMPREHENSION • read a variety of Variety of texts • Reading various • A variety of
texts for • Key words and texts including those texts
comprehension phrases depicting aspects of • Charts
• give contextual our tangible and • Braille books
meaning of words intangible heritage • Pictures
• answer multiple • Answering • Work cards
choice questions comprehension • Large print
• answer questions in questions in books
complete and complete and correct • Multimedia
correct sentences sentences Tools
• use new words in • Answering multiple
own sentences choice questions
• Working out
contextual meanings
of words and using
them in own
sentences
SUMMARY WRITING • Identify main points • Variety of texts • Reading a variety of • A variety of
• summarise a variety texts texts
of texts • Identifying main • Samples of
ideas from texts read summaries
• Making notes using • Charts on
the main ideas from punctuation
texts read marks
• Sequencing of ideas • Notebooks
• Providing titles for • Braille texts
passages • Work cards
• Word cards
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• Maintaining • Talking books

stipulated length of • Large print
the summary as texts
given in words
• Writing summaries of
short stories and
newspaper articles in
sequential order
LANGUAGE • use various • Conjunctions, • Identifying language • A variety of
STRUCTURES language structures quantifiers, intensifiers, structures texts
for effective question tags, • Demonstrating how • Sentence strips
communication neither…nor/either…or the various language • Charts
• (Refer to section 8.0 of structures are used • Work cards
this syllabus) in sentences • Braille texts
• Writing sentences • Word cards
using the language • Multimedia
structures correctly resources
PUNCTUATION • punctuate • Punctuation marks • Punctuating given • Charts
sentences and - Full stop paragraphs and • A variety of
paragraphs - Inverted commas sentences texts
appropriately. - Exclamation mark • Sentence strips
- Hyphen • Braille books
- Capital letters • Multimedia
- Semi colon resources
- Colon
- Question mark
COMPLETING FORMS • complete various • Various forms such as • Reading instructions • ICT tools
forms accurately deposit and withdrawal on a variety of forms • A variety of
slips, vetting, bio data, • Completing physical forms
indemnity, medical aid and online forms.
and application forms.
DICTATION AND • spell dictated/ • Words, sentences and • Writing dictated • A variety of
SPELLING signed words short passages. words, sentences texts
and passages. • Flash cards

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• Braille
punctuation
mark sheet
• Sentence strips
• ICT tools
• Spelling games

9 SUPPORTING LANGUAGE STRUCTURES

The following supporting language structures should be taught in the heritage-based Junior English course.
Teachers are to select what is appropriate for the level of their learners and bear in mind that the structures should
be taught in context and spread across all the language skills. By the end of the Junior course, learners should be
able to effectively use, among others, the following language structures:

• Nouns: proper, common, compound and collective. Nouns may be masculine, feminine or neutral,
countable or uncountable, singular or plural, concrete or abstract.
• Pronouns: personal, impersonal, possessive, relative, demonstrative, reflexive
• Opposites /antonyms
• Synonyms
• Similes
• Verb tenses: simple forms of the present, past, future - continuous forms of the present, past, future and
participles
• Adverbs and adverbial clauses
• Adjectives- with or without comparative and superlative forms
• Prepositions
• Conjunctions for example; and, so, but; subordinate conjunctions such as; because, although, though
• Punctuation marks – full stop, capital letters, comma, question mark, exclamation mark, apostrophe,
quotation marks, hyphen, semicolon and colon.

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• Quantifiers, for example, little, a little, few, a few, less, many, much, more, enough, scarcely, hardly any,
about, over, almost, nearly, all, both, least, most
• Intensifiers, for example, very, so…that…, extremely, too…to, absolutely, totally, strongly, definitely,
abundantly
• Structures that show cause and effect for example, the rains came late, so the harvest was poor, the
harvest was poor (because / for/ since) the rains had come late.
• Question tags, for example, she is a competent teacher, isn’t she? He isn’t here today, is he?
• Modals, for example, may, might, can, could, shall, should, must, ought to, will, would, is, was
• Conditional clauses, for example, If I were Rutendo, I would have shown respect to my grandmother; If
we work hard, we will succeed; Unless it rains, all crops will wilt.
• Direct and indirect (reported) speeches
• The passive and the active voice e.g. The people were addressed by the Chief. The Chief addressed
the people.
• Word formation (suffixes and prefixes)
• Unless/ in spite of/ despite the fact that
• Neither…nor/either…or
• Abbreviations and acronyms

NOTE: This list of language structures is not exhaustive and the teacher is urged to draw examples from
tangible and intangible heritage.

10 ASSESSMENT

The learners shall be assessed through School Based Continuous Assessment (SBCA) and Summative Assessment
(SA). These assessments shall be guided by the principles of inclusivity, practicability, authenticity, transparency,
flexibility, validity and reliability. The principles are crucial for creating a supportive and effective learning environment
that fosters growth and development in learners. Arrangements, accommodations and modifications shall be visible
to enable candidates with special needs to access assessments.

This section covers the assessment objectives, the assessment model, the scheme of assessment, the specification
grid and assessment tools.
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10.1 Assessment Objectives

Learners shall be assessed on their ability to:

• respond appropriately to statements and questions
• retell/sign various utterances heard
• use appropriate registers in specific language functions
• describe people, objects, places, scenes, processes and events
• read a variety of texts fluently for comprehension and leisure
• analyse information read and make inferences
• write coherent and well organised sentences, summaries and creative work.

10.2 Assessment Model

Assessment of learners shall be both Continuous and Summative as illustrated in Figure 1. School Based
Continuous Assessment shall include recorded activities from the School Based Projects done by the learners. The
mark shall be included on learners’ end of term and year reports. Summative assessment at school level shall
include terminal examinations which are at the end of the term and year.

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Assessment Of Learner
Performance in English
Language

School Based Continuous

Assessment Summative Assessment
20% 80%

School Based (Paper 2)

Project (Paper 1)
Profiling Composition,
20% Multiple Choice Comprehension and
Questions Summary

Exit Continuous Assessment Summative Assessment

Profile Mark (20%) Mark (80%)
Certificate

Final Mark (Continuous + Summative

= 100%)

Fig. 1 Assessment Model

In addition, learners shall be profiled and learner profile records established. Learner profile certificates shall be
issued for checkpoints assessment in schools as per the dictates of the Teacher’s Guide to Learning and
Assessment. The aspects to be profiled shall include learner’s prior knowledge, values and skills, and subsequently
the new competences acquired at any given point.

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10.3 Scheme of Assessment

The Assessment Model shows that learners shall be assessed using both School Based Continuous Assessment
and Summative Assessment for both School and ZIMSEC assessments.

The table shows the Scheme of Assessment where 20% is allocated to School Based Continuous Assessment and
80% to School or ZIMSEC Summative Assessment.
FORM OF ASSESSMENT WEIGHTING
School Based Continuous Assessment 20%
Summative Assessment 80%
Total 100%

Description of School Based Continuous Assessment

Learners shall do one school-based project per grade which contributes to 20% of the end of year final mark. The
end of year summative assessment shall then contribute 80%. However, for ZIMSEC public examinations, two (2)
school-based projects shall be considered as School Based Continuous Assessment at Grade 7. The two School
Based Projects shall include those done during Grade 6 and 7 sessions. Each will contribute 10%.

School – Based Project Continuous Assessment Scheme

Table given below shows the Learning and Assessment Scheme for the School Based Project.
Project Execution Description Timelines Marks
Stages
1 Problem Identification January 5
2 Investigation of related February 10
ideas to the
problem/innovation
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3 Generation of possible March 10

solutions
4 Selecting the most April-May 5
suitable solution
5 Refinement of selected June 5
solution
6 Presentation of the final July 10
solution
7 Evaluation of the August-September 5
solution and
Recommendations
TOTAL 50

The assessment scheme shows the stages that shall be executed by pupils and the timeline at which each stage
shall be carried out. Possible marks, totalling 50, are highlighted to indicate how much can be allocated.

Description of the ZIMSEC Summative Assessment

ZIMSEC Summative Assessment shall be a public examination at Grade 7. The examination shall consist of two
(2) papers.

PAPER SECTIONS AND MARKS DURATION PAPER

DESCRIPTIONS WEGHTING
1 Forty multiple choice 40 1hr 30minutes 50%
questions
2 Section A guided 20 1hr 45 minutes 30%
composition
Section B-
Comprehension and
Summary:
i. Comprehension 10

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ii. Summary 5
TOTAL 75 80%

Specification Grid

Skill Paper 1 Paper 2

Knowledge and comprehension 40% 40%
Application and Analysis 40% 40%
Problem solving 20% 20%
TOTAL 100% 100%

SUMMATIVE ASSESSMENT (80%)

Skills weighting chart

SKILL WEIGHTING
Reading 30%
Writing 50%

10.4 DESCRIPTION OF THE SUMMATIVE ASSESSMENT STRUCTURE

The Summative assessment comprises two components as follows:
Paper 1. (40 marks) 50%
1hr 30 minutes

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There are 40 multiple choice questions based on register, comprehension, language usage and structure.
Candidates are required to answer all questions.

Paper 2. (35 marks) 30%

1hr 45minutes
Paper 2 comprises sections A and B. Section A comprises 3 guided compositions and candidates are required to
choose one. This section carries 20 marks. The candidate must answer any one of the questions in words between
80 and 120.Section B is a comprehension and summary section carrying 15 marks. The candidate must answer all
the 10 comprehension questions with a possible total of 10 marks. The candidate must also write a summary of not
more than 50 words scoring a possible total of 5 marks.

10.5 SKILLS WEIGHTING GRID

# Skill Weight %
1 Knowledge and comprehension 50
2 Application 30
3 Analysis, Evaluation and creativity 20

10.6 Specification grid

Paper 1
Topic Skill 1 Skill 2 Skill 3 Total
Comprehension 11 6 4 21
Language structures 8 5 3 16
Punctuation 1 1 1 3
Total 20 12 8 40

Paper 2
Topic Skill 1 Skill 2 Skill 3 Total
Section A
Creative writing 9 6 5 20
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Section B
Comprehension 5 3 2 10
Summary 4 1 0 5
Total 18 10 7 35
48

10.7 ASSESSMENT INSTRUMENTS/TOOLS:

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

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