MINISTRY OF PRIMARY AND SECONDARY

EDUCATION

INDIGENOUS LANGUAGES SYLLABUS

FORMS 1 – 4

2023 – 2030

Curriculum Development Unit

P.O. Box MP133

Mount Pleasant

Harare

All Rights Reserved 2024©

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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 Form 1-4 Indigenous Languages Syllabus Panel

• Ministry of Higher and Tertiary Education, Innovation, Science and Technology
Development (MoHTEISTD)
• United Nations Educational, Scientific and Cultural Organisation (UNESCO)
• United Nations Children's Fund (UNICEF)
• Zimbabwe Schools Examination Council (ZIMSEC)

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TABLE OF CONTENTS
ACKNOWLEDGEMENTS ................................................................................................... 2
1. PREAMBLE ................................................................................................................... 4
1.1 Introduction ........................................................................................................... 4
1.2 Rationale ............................................................................................................... 4
1.3 Summary of content ............................................................................................. 4
1.4 Assumptions ......................................................................................................... 5
1.5 Cross-cutting themes ........................................................................................... 5
2. PRESENTATION OF THE SYLLABUS ........................................................................ 5
3. AIMS ............................................................................................................................. 5
4. SYLLABUS OBJECTIVES ........................................................................................... 6
5. METHODOLOGY AND TIME ALLOCATION ............................................................... 7
5.1 Methodology ......................................................................................................... 7
5.2 Time allocation...................................................................................................... 8
6. SYLLABUS TOPICS..................................................................................................... 8
7. SCOPE AND SEQUENCE ............................................................................................ 9
8. COMPETENCE MATRIX .............................................. Error! Bookmark not defined.
9. ASSESSMENT.............................................................. Error! Bookmark not defined.
9.1 ASSESSMENT OBJECTIVES ............................... Error! Bookmark not defined.
9.2 ASSESSMENT MODEL ......................................... Error! Bookmark not defined.
9.2.1 SCHEME OF ASSESSMENT .......................... Error! Bookmark not defined.
9.2.2 LEARNER PROFILING ................................... Error! Bookmark not defined.

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 1.0 PREAMBLE

1.1 Introduction

The Indigenous Languages Forms 1 - 4 syllabus is a progression from the Junior Syllabus.
It promotes the development of language skills to enhance communication and instill
indigenous values and norms. The syllabus intends to develop the linguistic skills of
listening/observing, speaking/signing, reading and writing/brailing as well as cognitive,
technical, digital, socio-emotional and other 21st Century skills necessary for life and
learning. The teaching and learning of visual, manual and tactile skills is emphasised to
foster inclusivity. This heritage- based syllabus is intended for use by both formal and non-
formal learners in the development of individuals who conform to the norms and values of
their culture (Ubuntu/Unhu/Vumunhu).

1.2 Rationale

The syllabus aims to promote heritage-based education by developing learners’ proficiency

in Indigenous Languages. It seeks to preserve cultural heritage, empower learners to value
their linguistic roots and foster critical thinking, creativity and problem-solving skills. Through
a comprehensive and inclusive approach, learners will develop listening/observing,
speaking/signing, reading and writing/brailing skills in indigenous languages, explore
cultural significance and historical context and apply these to economic development
through entrepreneurship.

1.3 Summary of content

The Forms 1 – 4 Indigenous Languages syllabus focuses on the development of

macro linguistic skills of listening/ observing, speaking/ signing, reading and writing/
brailing. The syllabus also promotes the 21st century skills such as problem solving,
creativity, critical thinking, innovation, teamwork, digital skills, self- control and
research. These skills will be developed through the following topics: Comprehension
and Summary, Composition, Language Usage, Language Structures and Literature.

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 NB: The linguistic skills are developed using the topics. They are not taught in
isolation but complement each other.

1.4 Assumptions

It is assumed that learners:

• are able to communicate in an Indigenous Language
• are motivated to learn Indigenous Language
• have an appreciation of tangible and intangible heritage
• have been exposed to creative writing
• have knowledge of ICT

1.5 Cross-cutting themes

The following are some of the crosscutting themes that have to be taken into
consideration in the teaching and learning of Indigenous Languages in Forms 1 – 4:

• Health and wellness

• Disaster risk, reduction and management
• Climate change
• Information Communication Technology
• Entrepreneurship
• Environmental management

2.0 PRESENTATION OF THE SYLLABUS

The Forms 1 - 4 Indigenous Languages syllabus is presented as one document. It

contains the introduction, aims, objectives and syllabus topics as well as the scope and
sequence, competence matrix and assessment. The syllabus also suggests resources and
methods to be used in the teaching and learning process.

3.0 AIMS

The syllabus aims to enable learners to:

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 3.1 acquire skills of listening/observing, speaking/signing, reading,
writing/brailing as well as visual, tactile and other 21st century skills for
different purposes
3.2 develop a life-long reading culture in Indigenous Language for personal
enjoyment, cultural appreciation, economic empowerment and national
identity
3.3 appreciate their national heritage and culture to strengthen
Ubuntu/Unhu/Vumunhu, cultural etiquette, self identity, sense of belonging
and cross-cultural understanding
3.4 expose learners to ideological, social, political, economic, scientific and
technological experiences in literary works for application in real life
3.5 develop problem solving skills on emerging and prevailing cross-cutting
themes using their tangible and intangible heritage
3.6 create wealth using Indigenous Languages

4.0 SYLLABUS OBJECTIVES

Learners should be able to:

4.1 locate detail and answer comprehension questions based on given texts
4.2 plan, organize and write different types of compositions displaying
knowledge and understanding of a variety of issues
4.3 construct, spell and punctuate words, phrases and sentences correctly
4.4 summarise whole or part of texts
4.5 complete, interpret and use figurative language correctly
4.6 explain the construction of various grammatical structures
4.7 explain ideas and issues raised in texts
4.8 identify moral lessons from texts
4.9 discuss contextual and crosscutting themes in texts
4.10 identify literary techniques used in texts
4.11 describe actions, feelings, motives, roles and qualities of characters in texts
4.12 relate literary works to personal, social, political and economic experiences

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 4.13 display tolerance, moral understanding, self-pride, sense of belonging and
cultural etiquette
4.14 communicate in a style and register appropriate to the subject matter
4.15 analyse heritage, cultural aspects and practices portrayed in literary works
4.16 earn a living through production of creative works

5.0 METHODOLOGY AND TIME ALLOCATION

5.1 Methodology

In the teaching and learning of Indigenous Languages at Forms 1 - 4, the

Communicative Approach is recommended. Learning should be enquiry based and
flipped approaches must be employed while emphasising inclusivity. Learners should
be exposed to more than one method in a lesson. The following learner centred
methods are suggested:

• Discovery method
• Research
• Project
• Debate
• Dramatising
• Discussion
• Question and answer
• Seminar
• Case study
• Internship
• Problem solving
• Experiential learning
• Arts based learning
• Educational tours
• Story telling
• Group work
• Games, songs and poetry

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 • Quiz
• Information Communication Technology

5.2 Time allocation

For the successful implementation of this syllabus, at least 6 periods of 35

minutes each per week are recommended. This is inclusive of one double
period.

6.0 SYLLABUS TOPICS

• Comprehension and summary

• Composition
• Language usage
• Language structures
• Literature

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7.0 SCOPE AND SEQUENCE

TOPIC FORM 1 FORM 2 FORM 3 FORM 4

COMPREHENSION • Stories, poems, • Stories, poems, • Stories, poems, • Stories, poems,

graphs, pictures, graphs, pictures, graphs, pictures, graphs, pictures,
AND SUMMARY maps maps maps maps
• Inference of words • Inference of words • Inference of words • Inference of words
and phrases and phrases and phrases and phrases
• Cross cutting and • Cross cutting and • Cross cutting and • Cross cutting and
emerging issues emerging issues emerging issues emerging issues
• Summary • Summary • Summary • Summary

COMPOSITION • Different types of • Different types of • Different types of • Different types of

compositions compositions compositions compositions
- narrative - narrative - narrative - narrative
- descriptive - descriptive - descriptive - descriptive
- speech - speech - speech - speech
- reports - reports - reports - reports
- letters - letters - letters - letters
(formal and (formal and (formal and (formal and
informal) informal) informal) informal)
- dialogue - dialogue - dialogue - dialogue
- e-mail - e-mail - e-mail - e-mail

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 • Structure of • Structure of • Structure of • Structure of
compositions compositions compositions compositions
• Punctuation and • Punctuation and • Punctuation and • Punctuation and
orthographic orthographic orthographic orthographic
accuracy accuracy accuracy accuracy
• Style of writing • Style of writing • Style of writing • Style of writing
• Creative writing • Creative writing • Creative writing • Creative writing
LANGUAGE USAGE • Figurative • Figurative • Figurative • Figurative
expressions expressions expressions expressions
-proverbs -proverbs -proverbs -proverbs
-idioms -idioms -idioms -idioms
-idiophones -idiophones -idiophones -idiophones
-similes -similes -similes -similes
-metaphors -metaphors -metaphors -metaphors
• Sense relations • Sense relations • Sense relations • Sense relations
-antonyms -antonyms -antonyms -antonyms
-synonyms -synonyms -synonyms -synonyms
-homographs -homographs -homographs -homographs
• Numbers in • Numbers in • Numbers in • Numbers in
indigenous indigenous indigenous indigenous
language language language language

LANGUAGE • Parts of speech • Parts of speech • Parts of speech • Parts of speech

-nouns -nouns -nouns -nouns
STRUCTURE
-pronouns -pronouns -pronouns -pronouns
-qualificatives -qualificatives -qualificatives -qualificatives
• Construction of • Construction of -verbs -verbs
nouns nouns and -adverbs -adverbs
pronouns -copulatives -copulatives
-conjunctives -conjunctives
-questions -questions
• Construction of all • Construction of all
parts of speech parts of speech

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LITERATURE • Genres of • Title and author • Title and author • Title and author
literature; prose, • Setting • Setting • Setting
poetry, drama • Plot and sub-plots • Plot and sub-plots • Plot and sub-plots
• Indigenous • Characterisation • Characterisation • Characterisation
knowledge • Lessons in texts • Lessons in texts • Lessons in texts
systems (orature) • Themes • Themes and sub- • Themes and sub-
• Title and author • Conflicts and themes themes
• Setting conflict • Literary techniques • Literary techniques
• Plot and sub-plots management in texts in texts
• Characterisation • Conflicts and • Conflicts and
• Lessons in texts conflict conflict
• Themes management management
• Significance of • Significance of
literature in society literature in society

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 8.0 COMPETENCE MATRIX
FORM 1
COMPREHENSION AND SUMMARY
TOPIC OBJECTIVES UNIT CONTENT SUGGESTED LEARNING SUGGESTED
(Skills, attitudes and ACTIVITIES AND NOTES RESOURCES
Learners should be able to:
knowledge)
Comprehension • read stories, poems, • Stories • Listening to various texts • ICT tools
graphs, pictures and maps • News • Reading intensively for • Newspapers
• retell stories and poems • Songs comprehension • Magazines
• answer questions on • Poems • Discussing cross cutting • Work cards
stories, poems, graphs, • Letters themes and emerging issues • Dictionary
pictures and maps • Plays raised in news, stories, • Puzzles
• infer contextual meanings • Folktales poems, plays and folktales • Braille books
of words and phrases • Words and phrases • Deducing information from • Large print
• relate texts to the social • Cross cutting and graphs, pictures and maps books
reality, cultural values and emerging issues • Answering questions from • Talking books
heritage stories, poems, graphs,
pictures and maps
• Inferring contextual
meanings of words and
phrases from texts read

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TOPIC OBJECTIVES UNIT CONTENT SUGGESTED LEARNING SUGGESTED
(Skills, attitudes and ACTIVITIES AND NOTES RESOURCES
Learners should be able to:
knowledge)

• Relating texts to the social

reality, cultural values and
heritage

Summary • read for comprehension • Stories • Reading for comprehension • ICT tools
• follow the rules of • News • Discussing rules of summary • Newspapers
summary writing • Songs writing • Magazines
• identify main points from • Poems • Writing general and guided • Work cards
texts • Letters summaries • Dictionary
• summarise texts • Plays • Identifying main points in • Puzzles
• Folktales texts • Braille books
• Summarising various texts • Large print
books
• Talking books

COMPOSITION
SUB TOPIC OBJECTIVES CONTENT (Skills, SUGGESTED LEARNING SUGGESTED
Attitudes and ACTIVITIES AND NOTES RESOURCES
Learners should be able to:
knowledge)
Types of compositions • differentiate types of • Compositions: • Identifying different types of • ICT tools
compositions - narrative compositions • Print media
• write different types of - descriptive • Discussing cross-cutting • Work cards
compositions - speech themes and emerging • Letters
• discuss cross cutting themes - report contemporary issues • Model
and emerging issues - letters (formal • Researching on cross- compositions
and informal) cutting themes and • Charts
- dialogue emerging contemporary • Braille books
issues
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SUB TOPIC OBJECTIVES CONTENT (Skills, SUGGESTED LEARNING SUGGESTED
Attitudes and ACTIVITIES AND NOTES RESOURCES
Learners should be able to:
knowledge)
- e-mail • Role playing emerging and • Large print
contemporary issues books
• Cross-cutting themes • Reading a variety of model • Resource
• Emerging and compositions persons
contemporary issues • Writing different types of
compositions

Structure of • discuss the elements of an • Introductions • Outlining the structure of • ICT tools
composition introduction, body and • Paragraphs compositions • Charts
conclusion - topic sentence • Discusssing the elements • Model
• write relevant introductions - developers of an introduction, body and compositions
• sequence paragraphs in a - unity of ideas conclusion • Braille books
chronological and coherent - chronological • Discussing characteristics • Large print
order sequence in of a relevant introduction books
• write well-structured time and space • Sequencing paragraphs in • Print media
compositions chronological and coherent
• Conclusion order
• Dialogue • Writing well-structured
• Letters (formal and compositions
informal) • Discussing the structure of
formal and informal letters
• Writing dialogues
• Reading sample
compositions

Orthographic accuracy • spell words accurately • Spellings • Spelling words • ICT tools
• observe rules of word division • Word division • Observing rules of word • Braille books
• punctuate sentences • Punctuation division • Charts
• Sentence construction • Magazines
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SUB TOPIC OBJECTIVES CONTENT (Skills, SUGGESTED LEARNING SUGGESTED
Attitudes and ACTIVITIES AND NOTES RESOURCES
Learners should be able to:
knowledge)

• Constructing well- • Newspapers

structured sentences • Word cards
• Punctuating sentences • Sentence strips
• Talking books
• Large print
books
• Resource
persons
• Dictionary

Style of writing • apply figurative expressions in • Figurative expressions • Discussing various • ICT tools
writing` • First person narrative figurative expressions • Large print
• apply different styles of writing • Third person narrative • Researching on figurative books
• use appropriate register to the • Flashback expressions • Braille books
subject • Appropriate register • Applying figurative • Novels
expressions in writing • Newspapers
• Reseaching different styles • Magazines
of writing • Talking books
• Using different styles of • Model
writing compositions
• Discussing appropriate
registers to different subject
matter
• Taking part in writing
competitions
• Showcasing compositions
on stage

Creative writing • identify different forms of • Stories • Discussing different forms • ICT tools
creative writing • Poems of creative writing
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 SUB TOPIC OBJECTIVES CONTENT (Skills, SUGGESTED LEARNING SUGGESTED
Attitudes and ACTIVITIES AND NOTES RESOURCES
Learners should be able to:
knowledge)

• create stories, poems, songs, • Songs • Creating stories, poems, • Large print
cartoons and plays • Cartoons songs, cartoons and plays books
• showcase creative work • Plays • Researching on copyright • Braille books
• Crosscutting themes issues • Novels
• Emerging issues • Writing a variety of creative • Newspapers
• Copyrights work • Magazines
• Showcasing creative work • Talking books
• Attending arts festivals • Model
compositions
• School on the
shop floor

LANGUAGE USAGE
TOPIC OBJECTIVES CONTENT SUGGESTED LEARNING SUGGESTED
ACTIVITIES AND NOTES RESOURCES
Learners should be able to:
Figurative expressions • give meanings of figurative • Figurative expressions • Identifying figurative • Charts
expressions - idioms expressions • ICT tools
• complete figurative - proverbs • Using figurative • Jaws software
expressions - similes expressions in sentences • Resource persons
• use figurative expressions - idiophones • Completing figurative • Large print books
in sentences - metaphors expressions • Braille books
• Researching on figurative • Reference books
expressions • Newspapers
• Applying figurative • Library books
expressions in creative
work

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Sense Relations • give sense relations for • Sense relations: • Identifying sense relations • Charts
provided words • Constructing sentences • ICT tools
• - Homographs
use sense relations in using selected words • Jaws software
- Synonyms
context • Explaining sense relations • Resource persons
- Antonyms
• Discussing sense relations • Large print books
• Playing language games • Braille books
• Quiz • Reference books
• Newspapers
• Library books

Numbers in Indigenous • count in indigenous • Numbers • Counting in indigenous • ICT tools

Language
language language • Games
-hundreds
• use numbers in Indigenous • Using numbers in • Charts
Language in sentences -thousands Indigenous Language in • Work cards
• conduct transactions using -millions
sentences • Newspapers
numbers in Indigenous • Role playing transactions • Exchange rate
Language using numbers in tables
Indigenous Language • Talking books
• Large print
• Braille books

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LANGUAGE STRUCTURE
TOPIC OBJECTIVES CONTENT SUGGESTED LEARNING SUGGESTED
ACTIVITIES AND NOTES RESOURCES
Learners should be able (Skills, Attitudes and
to:
knowledge)

Parts of speech • identify different parts of • Parts of speech • Identifying parts of speech • ICT tools
speech -nouns • Using parts of speech in • Charts
• use parts of speech in -pronouns context • Dictionaries
context -qualificatives • Constructing nouns • Work cards
• explain the construction • Construction of nouns • Researching on parts of • Reference books
of nouns speech • Braille books
• Talking books
• Large print books
• Games

LITERATURE

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SUB TOPIC OBJECTIVES CONTENT (Skills, SUGGESTED LEARNING SUGGESTED
Attitudes and ACTIVITIES AND NOTES RESOURCES
Learners should be able to:
knowledge)
Background to the study of • explain literature • Definition of • Researching on the • ICT tools
literature • discuss the importance literature definitions of literature • Print media
of literature in society • Importance of • Discussing the importance of • Dictionaries
• identify the different literature literature • Audio books
genres of literature • Genres of literature • Identifying different genres • Braille books
- poetry • Reciting poems • Talking books
- prose • Dramatising • Resource
- drama • Creating literature of different persons
genres • Set books

Indigenous Knowledge • explain Indigenous • Folktales • Researching on Indigenous • Newspapers

Systems
Knowledge Systems • Songs Knowledge Systems • Magazines
(orature) • Riddles • Explaining Indigenous • Library books
• discuss the significance • Games Knowledge Systems • Setbooks
of Indigenous Knowledge • Myths and taboos (orature) • Resource
Systems • Discussing the significance persons
• identify different forms of of Indigenous Knowledge • Audio books
orature Systems • Braille books
• Identifying different forms of • Talking books
orature • ICT tools
• Role playing myths and
taboos
• Educational tours
Title and Author • identify the author and • Titles • Researching the author and • Setbooks
their background • Authors their background • Resource
• explain how the author’s • Poets • Explaining how the author’s persons
background influences background influences their • Audio books
their writing writing • Braille books
• discuss the meaning of • Talking books
the title and its • ICT tools
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SUB TOPIC OBJECTIVES CONTENT (Skills, SUGGESTED LEARNING SUGGESTED
Attitudes and ACTIVITIES AND NOTES RESOURCES
Learners should be able to:
knowledge)
appropriateness to the • Discussing the meaning of
story the title and its
appropriateness to the story
Setting, Plot and sub-plots • identify place and time in • Place • Identifying place and time in • ICT tools
stories • Time texts • Print media
• narrate events in order of • Chronological order • Discussing events in order of • Dictionaries
occurrence of events occurrence • Audio books
• Storyline • Dramtisation • Braille books
• Comprehension of • Educational tours • Talking books
plot • Resource
persons
• Set books
• Heritage sites
Characterisation • list characters in the • Major and minor • Discussing major and minor • ICT tools
text characters characters in the text • Print media
• identify character • Roles of characters • Identifying character • Audio books
relationships and their relationships • Braille books
• state roles of relationships • Stating roles of characters • Talking books
characters • Cultural belies and • Dramatising different • Resource
• explain cultural beliefs morals of characters characters persons
and morals displayed • Discussing cultural beliefs • Set books
by characters and morals displayed by
characters
Lessons in texts • identify lessons learnt • Lessons in texts • Discussing lessons learnt • ICT tools
from texts • Cross cutting from texts • Print media
• relate lessons to cross themes • Relating lessons to social, • Audio books
cutting themes and • Emerging issues economic and cultural • Braille books
emerging issues experiences • Talking books
• Commenting on the lessons
learnt
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SUB TOPIC OBJECTIVES CONTENT (Skills, SUGGESTED LEARNING SUGGESTED
Attitudes and ACTIVITIES AND NOTES RESOURCES
Learners should be able to:
knowledge)

• Resource
persons
• Set books
Themes • identify main and sub- • Main themes • Identifying main and sub- • ICT tools
themes in texts • Sub-themes themes in texts • Print media
• relate themes to • Emerging issues • Relating themes to emerging • Dictionaries
emerging issues issues in the society • Audio books
• Dramatising emerging and • Braille books
contemporary issues raised • Talking books
in texts • Resource
persons
• Set books
• Heritage sites

FORM 2
COMPREHENSION AND SUMMARY

TOPIC OBJECTIVES UNIT CONTENT SUGGESTED LEARNING SUGGESTED

(Skills, attitudes and ACTIVITIES AND NOTES RESOURCES
Learners should be able to:
knowledge)

Comprehension • read stories, poems, • Stories • Listening to various texts • ICT tools
graphs, pictures and maps • News • Reading intensively for • Newspapers
• retell stories and poems • Songs comprehension • Magazines
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TOPIC OBJECTIVES UNIT CONTENT SUGGESTED LEARNING SUGGESTED
(Skills, attitudes and ACTIVITIES AND NOTES RESOURCES
Learners should be able to:
knowledge)

• answer questions on • Poems • Discussing cross cutting • Work cards

stories, poems, graphs, • Letters themes and emerging issues • Dictionary
pictures and maps • Plays raised in news, stories, • Puzzles
• infer contextual meanings • Folktales poems, plays and folktales • Braille books
of words and phrases • Words and phrases • Deducing information from • Large print
• relate texts to the social • Cross cutting and graphs, pictures and maps books
reality, cultural values and emerging issues • Answering questions from • Talking books
heritage stories, poems, graphs,
pictures and maps
• Inferring contextual
meanings of words and
phrases from texts read
• Relating texts to the social
reality, cultural values and
heritage
Summary • read for comprehension • Stories • Reading for comprehension • ICT tools
• follow the rules of • News • Discussing rules of summary • Newspapers
summary writing • Songs writing • Magazines
• identify main points from • Poems • Writing general and guided • Work cards
texts • Letters summaries • Dictionary
• summarise texts • Plays • Identifying main points in • Puzzles
• Folktales texts • Braille books
• Summarising various texts • Large print
books
• Talking books

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 COMPOSITION
SUB TOPIC OBJECTIVES CONTENT (Skills, SUGGESTED LEARNING SUGGESTED
Attitudes and ACTIVITIES AND NOTES RESOURCES
Learners should be able to:
knowledge)
Types of compositions • differentiate types of • Compositions: • Identifying different types of • ICT tools
compositions - narrative compositions • Print media
• write different types of - descriptive • Discussing cross-cutting • Work cards
compositions - speech themes and emerging • Letters
• discuss cross cutting themes - report contemporary issues • Model
and emerging issues - letters (formal • Researching on cross- compositions
and informal) cutting themes and • Charts
- dialogue emerging contemporary • Braille books
issues • Large print books
- e-mail
• Role playing emerging and • Resource persons
• Cross-cutting themes contemporary issues
• Emerging and • Reading a variety of model
contemporary issues compositions
• Writing different types of
compositions

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SUB TOPIC OBJECTIVES CONTENT (Skills, SUGGESTED LEARNING SUGGESTED
Attitudes and ACTIVITIES AND NOTES RESOURCES
Learners should be able to:
knowledge)
Structure of • discuss the elements of an • Introductions • Outlining the structure of • ICT tools
composition
introduction, body and • Paragraphs compositions • Charts
conclusion - topic sentence • Discusssing the elements • Model
• write relevant introductions - developers of an introduction, body and compositions
• sequence paragraphs in a - unity of ideas conclusion • Braille books
chronological and coherent - chronological • Discussing characteristics • Large print books
order sequence in of a relevant introduction • Print media
• write well-structured time and space • Sequencing paragraphs in
compositions chronological and coherent
• Conclusion order
• Dialogue • Writing well-structured
• Letters (formal and compositions
informal) • Discussing the structure of
formal and informal letters
• Writing dialogues
• Reading sample
compositions
Orthographic accuracy • spell words accurately • Spellings • Spelling words • ICT tools
• observe rules of word division • Word division • Observing rules of word • Braille books
• punctuate sentences • Punctuation division • Charts
• Sentence construction • Constructing well- • Magazines
structured sentences • Newspapers
• Punctuating sentences • Word cards
• Sentence strips
• Talking books
• Large print books
• Resource persons
• Dictionary

24
SUB TOPIC OBJECTIVES CONTENT (Skills, SUGGESTED LEARNING SUGGESTED
Attitudes and ACTIVITIES AND NOTES RESOURCES
Learners should be able to:
knowledge)
Style of writing • apply figurative expressions in • Figurative expressions • Discussing various • ICT tools
writing` • First person narrative figurative expressions • Large print books
• apply different styles of writing • Third person narrative • Researching on figurative • Braille books
• use appropriate register to the • Flashback expressions • Novels
subject • Appropriate register • Applying figurative • Newspapers
expressions in writing • Magazines
• Reseaching different styles • Talking books
of writing • Model
• Using different styles of compositions
writing
• Discussing appropriate
registers to different subject
matter
• Taking part in writing
competitions
• Showcasing compositions
on stage

Creative writing • identify different forms of • Stories • Discussing different forms • ICT tools
creative writing • Poems of creative writing • Large print books
• create stories, poems, songs, • Songs • Creating stories, poems, • Braille books
cartoons and plays • Cartoons songs, cartoons and plays • Novels
• showcase creative work • Plays • Researching on copyright • Newspapers
• Crosscutting themes issues • Magazines
• Emerging issues • Writing a variety of creative • Talking books
• Copyrights work • Model
• Showcasing creative work compositions
• Attending arts festivals • School on the
shop floor

25
 LANGUAGE USAGE
SUB TOPIC OBJECTIVES CONTENT SUGGESTED LEARNING SUGGESTED
ACTIVITIES AND NOTES RESOURCES
Learners should be able to:
Figurative expressions • give meanings of figurative • Figurative expressions • Identifying figurative • Charts
expressions - idioms expressions • ICT tools
• complete figurative - proverbs • Using figurative • Jaws software
expressions - similes expressions in sentences • Resource persons
• use figurative expressions - idiophones • Completing figurative • Large print books
in sentences - metaphors expressions • Braille books
• Researching on figurative • Reference books
expressions • Newspapers
• Applying figurative • Library books
expressions in creative
work
Sense Relations • give sense relations for • Sense relations: • Identifying sense relations • Charts
provided words • Constructing sentences • ICT tools
• - Homographs
use sense relations in using selected words • Jaws software
- Synonyms
context • Explaining sense relations • Resource persons
- Antonyms
• Discussing sense relations • Large print books
• Playing language games • Braille books
• Quiz • Reference books
• Newspapers
• Library books

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Numbers in Indigenous • count in indigenous • Numbers • Counting in indigenous • ICT tools
Language
language language • Games
-hundreds
• use numbers in Indigenous • Using numbers in • Charts
Language in sentences -thousands Indigenous Language in • Work cards
• conduct transactions using -millions
sentences • Newspapers
numbers in Indigenous • Role playing transactions • Exchange rate
Language using numbers in tables
Indigenous Language • Talking books
• Large print
• Braille books

LANGUAGE STRUCTURE
SUB TOPIC OBJECTIVES CONTENT SUGGESTED LEARNING SUGGESTED
ACTIVITIES AND NOTES RESOURCES
Learners should be able (Skills, Attitudes and
to:
knowledge)

27
Parts of speech • identify different parts of • Parts of speech • Identifying parts of speech • ICT tools
speech -nouns • Using parts of speech in • Charts
• use parts of speech in -pronouns context • Dictionaries
context -qualificatives • Researching on parts of • Work cards
speech • Reference books
• Braille books
• Talking books
• Large print books
• Games

Nouns and Pronouns • place nouns in noun • Constructional pattern • Constructing nouns and • ICT tools
classes of nouns pronouns • Charts
• explain the construction • Noun prefix • Explaining classification of • Dictionaries
pattern of nouns • Noun stem nouns • Work cards
• identify different types of • Noun classes • Researchin on nouns and • Reference books
pronouns • Constructional pattern pronouns • Braille books
• explain the of pronouns • Talking books
constructional pattern of • Large print books
pronouns • Games
• Resource persons

LITERATURE

28
SUB TOPIC OBJECTIVES CONTENT (Skills, SUGGESTED LEARNING SUGGESTED
Attitudes and ACTIVITIES AND NOTES RESOURCES
Learners should be able to:
knowledge)
Title and Author • identify the author and • Titles • Researching the author and • Setbooks
their background • Authors their background • Resource
• explain how the author’s • Poets • Explaining how the author’s persons
background influences background influences their • Audio books
their writing writing • Braille books
• discuss the meaning of • Discussing the meaning of • Talking books
the title and its the title and its • ICT tools
appropriateness to the appropriateness to the story
story
Setting, Plot and sub-plots • identify place and time in • Place • Identifying place and time in • ICT tools
stories • Time texts • Print media
• narrate events in order of • Chronological order • Discussing events in order of • Dictionaries
occurrence of events occurrence • Audio books
• Storyline • Dramtisation • Braille books
• Comprehension of • Educational tours • Talking books
plot • Resource
persons
• Set books
• Heritage sites
Characterisation • list characters in the • Major and minor • Discussing major and minor • ICT tools
text characters characters in the text • Print media
• identify character • Roles of characters • Identifying character • Audio books
relationships and their relationships • Braille books
• state roles of relationships • Stating roles of characters • Talking books
characters • Cultural belies and • Dramatising different • Resource
• explain cultural beliefs morals of characters characters persons
and morals displayed • Discussing cultural beliefs • Set books
by characters and morals displayed by
characters

29
Lessons in texts • identify lessons learnt • Lessons in texts • Discussing lessons learnt • ICT tools
from texts • Cross cutting from texts • Print media
• relate lessons to cross themes • Relating lessons to social, • Audio books
cutting themes and • Emerging issues economic and cultural • Braille books
emerging issues experiences • Talking books
• Commenting on the lessons • Resource
learnt persons
• Set books
Themes • identify main and sub- • Main themes • Identifying main and sub- • ICT tools
themes in texts • Sub-themes themes in texts • Print media
• relate themes to • Emerging issues • Relating themes to emerging • Dictionaries
emerging issues issues in the society • Audio books
• Dramatising emerging and • Braille books
contemporary issues raised • Talking books
in texts • Resource
persons
• Set books
• Heritage sites
Conflicts and conflict • identify conflicts in • Conflicts • Identifying conflicts in texts • ICT tools
resolution texts • Conflict build up • Explaining causes of • Print media
• explain causes of • Conflict resolution conflicts in texts • Dictionaries
conflicts in texts • Discussing conflict build up • Audio books
• discuss conflict and conflict lines • Braille books
resolution and • Discussing conflict • Talking books
management in texts resolution and management • Resource
in texts persons
• Relating conflicts and conflict • Set books
resolutions to real life
situations

30
 FORM 3
COMPREHENSION AND SUMMARY
TOPIC OBJECTIVES UNIT CONTENT SUGGESTED LEARNING SUGGESTED
(Skills, attitudes and ACTIVITIES AND NOTES RESOURCES
Learners should be able to:
knowledge)
Comprehension • read stories, poems, • Stories • Listening to various texts • ICT tools
graphs, pictures and maps • News • Reading intensively for • Newspapers
• retell stories and poems • Songs comprehension • Magazines
• answer questions on • Poems • Discussing cross cutting • Work cards
stories, poems, graphs, • Letters themes and emerging issues • Dictionary
pictures and maps • Plays raised in news, stories, • Puzzles
• infer contextual meanings • Folktales poems, plays and folktales • Braille books
of words and phrases • Words and phrases • Deducing information from • Large print
• relate texts to the social • Cross cutting and graphs, pictures and maps books
reality, cultural values and emerging issues • Answering questions from • Talking
heritage stories, poems, graphs, books
pictures and maps
• Inferring contextual
meanings of words and
phrases from texts read
• Relating texts to the social
reality, cultural values and
heritage
Summary • read for comprehension • Stories • Reading for comprehension • ICT tools
• follow the rules of • News • Discussing rules of summary • Newspapers
summary writing • Songs writing • Magazines
• identify main points from • Poems • Writing general and guided • Work cards
texts • Letters summaries • Dictionary
• summarise texts • Plays • Identifying main points in • Puzzles
• Folktales texts • Braille books
• Summarising various texts
31
TOPIC OBJECTIVES UNIT CONTENT SUGGESTED LEARNING SUGGESTED
(Skills, attitudes and ACTIVITIES AND NOTES RESOURCES
Learners should be able to:
knowledge)

• Large print
books
• Talking
books

COMPOSITION
SUB TOPIC OBJECTIVES CONTENT (Skills, SUGGESTED LEARNING SUGGESTED
Attitudes and ACTIVITIES AND NOTES RESOURCES
Learners should be able to:
knowledge)
Types of compositions • differentiate types of • Compositions: • Identifying different types of • ICT tools
compositions - narrative compositions • Print media
• write different types of - descriptive • Discussing cross-cutting • Work cards
compositions - speech themes and emerging • Letters
• discuss cross cutting themes - report contemporary issues • Model
and emerging issues - letters (formal • Researching on cross- compositions
and informal) cutting themes and • Charts
- dialogue emerging contemporary • Braille books
issues • Large print
- e-mail
• Role playing emerging and books
• Cross-cutting themes contemporary issues • Resource
• Emerging and • Reading a variety of model persons
contemporary issues compositions
• Writing different types of
compositions

32
SUB TOPIC OBJECTIVES CONTENT (Skills, SUGGESTED LEARNING SUGGESTED
Attitudes and ACTIVITIES AND NOTES RESOURCES
Learners should be able to:
knowledge)
Structure of • discuss the elements of an • Introductions • Outlining the structure of • ICT tools
composition
introduction, body and • Paragraphs compositions • Charts
conclusion - topic sentence • Discusssing the elements • Model
• write relevant introductions - developers of an introduction, body and compositions
• sequence paragraphs in a - unity of ideas conclusion • Braille books
chronological and coherent - chronological • Discussing characteristics • Large print
order sequence in of a relevant introduction books
• write well-structured time and space • Sequencing paragraphs in • Print media
compositions chronological and coherent
• Conclusion order
• Dialogue • Writing well-structured
• Letters (formal and compositions
informal) • Discussing the structure of
formal and informal letters
• Writing dialogues
• Reading sample
compositions

Orthographic accuracy • spell words accurately • Spellings • Spelling words • ICT tools
• observe rules of word division • Word division • Observing rules of word • Braille books
• punctuate sentences • Punctuation division • Charts
• Sentence construction • Constructing well- • Magazines
structured sentences • Newspapers
• Punctuating sentences • Word cards
• Sentence
strips
• Talking books
• Large print
books

33
SUB TOPIC OBJECTIVES CONTENT (Skills, SUGGESTED LEARNING SUGGESTED
Attitudes and ACTIVITIES AND NOTES RESOURCES
Learners should be able to:
knowledge)

• Resource
persons
• Dictionary
Style of writing • apply figurative expressions in • Figurative expressions • Discussing various • ICT tools
writing` • First person narrative figurative expressions • Large print
• apply different styles of writing • Third person narrative • Researching on figurative books
• use appropriate register to the • Flashback expressions • Braille books
subject • Appropriate register • Applying figurative • Novels
expressions in writing • Newspapers
• Reseaching different styles • Magazines
of writing • Talking books
• Using different styles of • Model
writing compositions
• Discussing appropriate
registers to different subject
matter
• Taking part in writing
competitions
• Showcasing compositions
on stage
Creative writing • identify different forms of • Stories • Discussing different forms • ICT tools
creative writing • Poems of creative writing • Large print
• create stories, poems, songs, • Songs • Creating stories, poems, books
cartoons and plays • Cartoons songs, cartoons and plays • Braille books
• showcase creative work • Plays • Researching on copyright • Novels
• Crosscutting themes issues • Newspapers
• Emerging issues • Writing a variety of creative • Magazines
• Copyrights work • Talking books
• Showcasing creative work • Model
• Attending arts festivals compositions
34
 SUB TOPIC OBJECTIVES CONTENT (Skills, SUGGESTED LEARNING SUGGESTED
Attitudes and ACTIVITIES AND NOTES RESOURCES
Learners should be able to:
knowledge)

• School on the
shop floor

LANGUAGE USAGE
TOPIC OBJECTIVES CONTENT SUGGESTED LEARNING SUGGESTED
ACTIVITIES AND NOTES RESOURCE
Learners should be able to:
S
Figurative expressions • give meanings of figurative • Figurative expressions • Identifying figurative • Charts
expressions - idioms expressions • ICT tools
• complete figurative - proverbs • Using figurative • Jaws
expressions - similes expressions in sentences software
• use figurative expressions - idiophones • Completing figurative • Resource
in sentences - metaphors expressions persons
• Researching on figurative • Large print
expressions books
• Applying figurative • Braille books
expressions in creative • Reference
work books
• Newspapers
• Library
books

35
Sense Relations • give sense relations for • Sense relations: • Identifying sense relations • Charts
provided words • Constructing sentences • ICT tools
• - Homographs
use sense relations in using selected words • Jaws
- Synonyms
context • Explaining sense relations software
- Antonyms
• Discussing sense relations • Resource
• Playing language games persons
• Quiz • Large print
books
• Braille books
• Reference
books
• Newspapers
• Library
books
Numbers in indigenous • use indigenous numbers in • Numbers in Indigenous • Counting in indigenous • ICT tools
language
sentences Languages language • Games
• conduct transactions using • Using numbers in • Charts
numbers in Indigenous Indigenous Languages in • Work cards
Language sentences • Newspapers
• Conducting transactions • Exchange
using numbers in rate tables
Indigenous Language • Talking
• Dramatising scenarios books
using numbers in • Large print
Indigenous Language • Braille books
• Songs
• Poems

36
 LANGUAGE STRUCTURE

SUB TOPIC OBJECTIVES: CONTENT SUGGESTED LEARNING SUGGESTED

ACTIVITIES AND NOTES RESOURCE
Learners should be able (Skills, Attitudes and S
to:
knowledge)

Parts of speech • identify different parts of • Parts of speech • Identifying parts of speech • ICT tools
speech -nouns • Researching on parts of • Charts
• use parts of speech in -pronouns speech • Dictionaries
context -qualificatives • Using different parts of • Work cards
-copulatives speech in sentences • Reference
-verbs books
-adverbs • Braille books
-conjunctives • Talking books
-questions • Large print
books
37
 • Games

Qualificatives • identify different types of • Adjectives • Identifying different types • ICT tools
qualificatives of qualificatives • Charts
• Quantitatives
• use qualificatives in • Using qualificatives in • Dictionaries
sentences • Enumeratives sentences • Work cards
• • • Reference
explain construction • Selectors Explaining construction
patterns of different patterns of different books
qualificatives • Demonstratives qualificatives • Braille books
• • Talking books
• Possessives Researching on different
qualificatives • Large print
books
• Games
Copulatives • use copulatives in • Copulative inflection • Using copulatives in • ICT tools
sentences sentences • Charts
and allomorphs
• identify copulative • Identifying copulative • Dictionaries
inflections and their inflections and their • Work cards
allomorphs allomorphs • Reference
• explain the • Explaining the books
constructional pattern of constructional pattern of • Braille books
different copulatives different copulatives • Talking books
• Researching on copulative • Large print
books
inflections and their
• Games
allomorphs

38
LITERATURE

39
SUB TOPIC OBJECTIVES CONTENT (Skills, SUGGESTED LEARNING SUGGESTED
Attitudes and ACTIVITIES AND NOTES RESOURCES
Learners should be able to:
knowledge)
Significance of Literature in • identify the significance • Importance of • Explaining the importance of • ICT tools
Society of literature in society literature in society literature in society • Print media
• explain the significance • Role playing • Audio
of literature in society books
• Braille
books
• Talking
books
• Resource
persons
Title and Author • identify the author and • Titles • Researching the author and • Setbooks
their background • Authors their background • Resource
• explain how the author’s • Poets • Explaining how the author’s persons
background influences background influences their • Audio
their writing writing books
• discuss the meaning of • Discussing the meaning of • Braille
the title and its the title and its books
appropriateness to the appropriateness to the story • Talking
story books
• ICT tools

40
Setting, Plot and sub-plots • identify place and time in • Place • Identifying place and time in • ICT tools
stories • Time texts • Print media
• narrate events in order of • Chronological order • Discussing events in order of • Dictionaries
occurrence of events occurrence • Audio
• Storyline • Dramtisation books
• Comprehension of • Educational tours • Braille
plot books
• Talking
books
• Resource
persons
• Set books
• Heritage
sites
Characterisation • list characters in the • Major and minor • Discussing major and minor • ICT tools
text characters characters in the text • Print media
• identify character • Roles of characters • Identifying character • Audio
relationships and their relationships books
• state roles of relationships • Stating roles of characters • Braille
characters • Cultural belies and • Dramatising different books
• explain cultural beliefs morals of characters characters • Talking
and morals displayed • Discussing cultural beliefs books
by characters and morals displayed by • Resource
characters persons
• Set books

41
Lessons in texts • identify lessons learnt • Lessons in texts • Discussing lessons learnt • ICT tools
from texts • Cross cutting from texts • Print media
• relate lessons to cross themes • Relating lessons to social, • Audio
cutting themes and • Emerging issues economic and cultural books
emerging issues experiences • Braille
• Commenting on the lessons books
learnt • Talking
books
• Resource
persons
• Set books
Themes • identify main and sub- • Main themes • Identifying main and sub- • ICT tools
themes in texts • Sub-themes themes in texts • Print media
• relate themes to • Emerging issues • Relating themes to emerging • Dictionaries
emerging issues issues in the society • Audio
• Dramatising emerging and books
contemporary issues raised • Braille
in texts books
• Talking
books
• Resource
persons
• Set books
• Heritage
sites

42
Conflicts and conflict • identify conflicts in • Conflicts • Identifying conflicts in texts • ICT tools
resolution texts • Conflict build up • Explaining causes of • Print media
• explain causes of • Conflict resolution conflicts in texts • Dictionaries
conflicts in texts • Discussing conflict build up • Audio
• discuss conflict and conflict lines books
resolution and • Discussing conflict • Braille
management in texts resolution and management books
in texts • Talking
• Relating conflicts and conflict books
resolutions to real life • Resource
situations persons
• Set books
Poetry • read poems for • Poems • Reading different poems • Set books
understanding - Poets • Identifying poets of different • ICT tools
• analyse different poems - Content poems • Resource
identifying themes and - Poetic devices • Analysing different poems persons
poetic devices - Feelings • Discussing themes themes • Dictionary
- Lessons raised in poems • Braille
• Relating poems to social equipment
realities • Print media
• Creating poems • Audio
books

43
 FORM 4
COMPREHENSION AND SUMMARY

TOPIC OBJECTIVES UNIT CONTENT SUGGESTED LEARNING SUGGESTED

(Skills, attitudes and ACTIVITIES AND NOTES RESOURCES
Learners should be able to:
knowledge)
Comprehension • read stories, poems, • Stories • Listening to various texts • ICT tools
graphs, pictures and maps • News • Reading intensively for • Newspaper
• retell stories and poems • Songs comprehension s
• answer questions on • Poems • Discussing cross cutting • Magazines
stories, poems, graphs, • Letters themes and emerging issues • Work cards
pictures and maps • Plays raised in news, stories, • Dictionary
• infer contextual meanings • Folktales poems, plays and folktales • Puzzles
of words and phrases • Words and phrases • Deducing information from • Braille
• relate texts to the social • Cross cutting and graphs, pictures and maps books
reality, cultural values and emerging issues • Answering questions from • Large print
heritage stories, poems, graphs, books
pictures and maps • Talking
• Inferring contextual books
meanings of words and
phrases from texts read
• Relating texts to the social
reality, cultural values and
heritage

Summary • read for comprehension • Stories • Reading for comprehension • ICT tools
• News
44
TOPIC OBJECTIVES UNIT CONTENT SUGGESTED LEARNING SUGGESTED
(Skills, attitudes and ACTIVITIES AND NOTES RESOURCES
Learners should be able to:
knowledge)

• follow the rules of • Songs • Discussing rules of summary • Newspaper

summary writing • Poems writing s
• identify main points from • Letters • Writing general and guided • Magazines
texts • Plays summaries • Work cards
• summarise texts • Folktales • Identifying main points in • Dictionary
texts • Puzzles
• Summarising various texts • Braille
books
• Large print
books
• Talking
books
COMPOSITION

45
SUB TOPIC OBJECTIVES CONTENT (Skills, SUGGESTED LEARNING SUGGESTED
Attitudes and ACTIVITIES AND NOTES RESOURCES
Learners should be able to:
knowledge)
Types of compositions • differentiate types of • Compositions: • Identifying different types of • ICT tools
compositions - narrative compositions • Print media
• write different types of - descriptive • Discussing cross-cutting • Work cards
compositions - speech themes and emerging • Letters
• discuss cross cutting themes - report contemporary issues • Model
and emerging issues - letters (formal • Researching on cross- compositions
and informal) cutting themes and • Charts
- dialogue emerging contemporary • Braille books
issues • Large print
- e-mail
• Role playing emerging and books
• Cross-cutting themes contemporary issues • Resource
• Emerging and • Reading a variety of model persons
contemporary issues compositions
• Writing different types of
compositions

Structure of • discuss the elements of an • Introductions • Outlining the structure of • ICT tools
composition
introduction, body and • Paragraphs compositions • Charts
conclusion - topic sentence • Discusssing the elements • Model
• write relevant introductions - developers of an introduction, body and compositions
• sequence paragraphs in a - unity of ideas conclusion • Braille books
chronological and coherent - chronological • Discussing characteristics • Large print
order sequence in of a relevant introduction books
• write well-structured time and space • Sequencing paragraphs in • Print media
compositions chronological and coherent
• Conclusion order
• Dialogue • Writing well-structured
• Letters (formal and compositions
informal) • Discussing the structure of
formal and informal letters
46
SUB TOPIC OBJECTIVES CONTENT (Skills, SUGGESTED LEARNING SUGGESTED
Attitudes and ACTIVITIES AND NOTES RESOURCES
Learners should be able to:
knowledge)

• Writing dialogues
• Reading sample
compositions

Orthographic accuracy • spell words accurately • Spellings • Spelling words • ICT tools
• observe rules of word division • Word division • Observing rules of word • Braille books
• punctuate sentences • Punctuation division • Charts
• Sentence construction • Constructing well- • Magazines
structured sentences • Newspapers
• Punctuating sentences • Word cards
• Sentence
strips
• Talking
books
• Large print
books
• Resource
persons
• Dictionary
Style of writing • apply figurative expressions in • Figurative expressions • Discussing various • ICT tools
writing` • First person narrative figurative expressions • Large print
• apply different styles of writing • Third person narrative • Researching on figurative books
• use appropriate register to the • Flashback expressions • Braille books
subject • Appropriate register • Applying figurative • Novels
expressions in writing • Newspapers
• Reseaching different styles • Magazines
of writing • Talking
• Using different styles of books
writing

47
SUB TOPIC OBJECTIVES CONTENT (Skills, SUGGESTED LEARNING SUGGESTED
Attitudes and ACTIVITIES AND NOTES RESOURCES
Learners should be able to:
knowledge)

• Discussing appropriate • Model

registers to different subject compositions
matter
• Taking part in writing
competitions
• Showcasing compositions
on stage
Creative writing • identify different forms of • Stories • Discussing different forms • ICT tools
creative writing • Poems of creative writing • Large print
• create stories, poems, songs, • Songs • Creating stories, poems, books
cartoons and plays • Cartoons songs, cartoons and plays • Braille books
• showcase creative work • Plays • Researching on copyright • Novels
• Crosscutting themes issues • Newspapers
• Emerging issues • Writing a variety of creative • Magazines
• Copyrights work • Talking
• Showcasing creative work books
• Attending arts festivals • Model
compositions
• School on
the shop
floor

LANGUAGE USAGE
TOPIC OBJECTIVES CONTENT SUGGESTED LEARNING SUGGESTED
ACTIVITIES AND NOTES RESOURCE
Learners should be able to:
S

48
Figurative expressions • give meanings of figurative • Figurative expressions • Identifying figurative • Charts
expressions - idioms expressions • ICT tools
• complete figurative - proverbs • Using figurative • Jaws software
expressions - similes expressions in sentences • Resource
• use figurative expressions - idiophones • Completing figurative persons
in sentences - metaphors expressions • Large print
• Researching on figurative books
expressions • Braille books
• Applying figurative • Reference
expressions in creative books
work • Newspapers
• Library books
Sense Relations • give sense relations for • Sense relations: • Identifying sense relations • Charts
provided words • Constructing sentences • ICT tools
• - Homographs
use sense relations in using selected words • Jaws software
- Synonyms
context • Explaining sense relations • Resource
- Antonyms
• Discussing sense relations persons
• Playing language games • Large print
• Quiz books
• Braille books
• Reference
books
• Newspapers
• Library books

49
Numbers in indigenous • use indigenous numbers in • Numbers in Indigenous • Counting in indigenous • ICT tools
language
sentences Languages language • Games
• conduct transactions using • Using numbers in • Charts
numbers in Indigenous Indigenous Languages in • Work cards
Language sentences • Newspapers
• Conducting transactions • Exchange rate
using numbers in tables
Indigenous Language • Talking books
• Dramatising scenarios • Large print
using numbers in • Braille books
Indigenous Language • Songs
• Poems

LANGUAGE STRUCTURE

SUB TOPIC OBJECTIVES: CONTENT SUGGESTED LEARNING SUGGESTED

ACTIVITIES AND NOTES RESOURCES
Learners should be able (Skills, Attitudes and
to:
knowledge)

Parts of speech • identify different parts of • Parts of speech • Identifying parts of speech • ICT tools
speech -nouns • Researching on parts of • Charts
-pronouns speech • Dictionaries
50
 • use parts of speech in -qualificatives • Using different parts of • Work cards
context -copulatives speech in sentences • Reference
-verbs books
-adverbs • Braille books
-conjunctives • Talking books
-questions • Large print
books
• Games
Qualificatives • identify different types of • Adjectives • Identifying different types • ICT tools
qualificatives of qualificatives • Charts
• Quantitatives
• use qualificatives in • Using qualificatives in • Dictionaries
sentences • Enumeratives sentences • Work cards
• • • Reference
explain construction • Selectors Explaining construction
patterns of different patterns of different books
qualificatives • Demonstratives qualificatives • Braille books
• • Talking books
• Possessives Researching on different
qualificatives • Large print
books
• Games
Copulatives • use copulatives in • Copulative inflection • Using copulatives in • ICT tools
sentences sentences • Charts
and allomorphs
• identify copulative • Identifying copulative • Dictionaries
inflections and their inflections and their • Work cards
allomorphs allomorphs • Reference
• explain the • Explaining the books
constructional pattern of constructional pattern of • Braille books
different copulatives different copulatives • Talking books
• Researching on copulative • Large print
books
inflections and their
• Games
allomorphs

51
Verbs • identify verbs and their • Types of verb radicals • Researching on verbs and • ICT tools
different forms their different forms • Charts
• Verb extensions
• explain different types of • Discussing different types • Dictionaries
verb extensions • Verb tenses of verb extensions • Work cards
• identify different types of • Using different types of • Reference
verb tenses verb tenses books
• Braille books
• Talking books
• Large print
books
• Games
Adverbs • identify types of adverbs • Adverb of • Researching on types of • ICT tools
• use different types of adverbs • Charts
-place
adverbs • Using adverbs to describe • Dictionaries
-time verbs • Work cards
-likeness • Identifying different types • Reference
of adverbs books
-manner • Braille books
-instrumentality • Talking books
• Large print
-degree books
-agency • Games
Questions • construct different forms • Types of questioning • Identifying differe • ICT tools
of questions questioning techniques • Charts
techniques
• Formulating different forms • Work cards
of questions • Reference
books
• Braille books
• Talking books
• Large print
books

52
LITERATURE

53
SUB TOPIC OBJECTIVES CONTENT (Skills, SUGGESTED LEARNING SUGGESTED
Attitudes and ACTIVITIES AND NOTES RESOURCES
Learners should be able to:
knowledge)
Significance of Literature in • identify the significance • Importance of • Explaining the importance of • ICT tools
Society of literature in society literature in society literature in society • Print media
• explain the significance • Role playing • Audio
of literature in society books
• Braille
books
• Talking
books
• Resource
persons
Title and Author • identify the author and • Titles • Researching the author and • Setbooks
their background • Authors their background • Resource
• explain how the author’s • Poets • Explaining how the author’s persons
background influences background influences their • Audio
their writing writing books
• discuss the meaning of • Discussing the meaning of • Braille
the title and its the title and its books
appropriateness to the appropriateness to the story • Talking
story books
• ICT tools

54
Setting, Plot and sub-plots • identify place and time in • Place • Identifying place and time in • ICT tools
stories • Time texts • Print media
• narrate events in order of • Chronological order • Discussing events in order of • Dictionaries
occurrence of events occurrence • Audio
• Storyline • Dramtisation books
• Comprehension of • Educational tours • Braille
plot books
• Talking
books
• Resource
persons
• Set books
• Heritage
sites
Characterisation • list characters in the • Major and minor • Discussing major and minor • ICT tools
text characters characters in the text • Print media
• identify character • Roles of characters • Identifying character • Audio
relationships and their relationships books
• state roles of relationships • Stating roles of characters • Braille
characters • Cultural belies and • Dramatising different books
• explain cultural beliefs morals of characters characters • Talking
and morals displayed • Discussing cultural beliefs books
by characters and morals displayed by • Resource
characters persons
• Set books

55
Lessons in texts • identify lessons learnt • Lessons in texts • Discussing lessons learnt • ICT tools
from texts • Cross cutting from texts • Print media
• relate lessons to cross themes • Relating lessons to social, • Audio
cutting themes and • Emerging issues economic and cultural books
emerging issues experiences • Braille
• Commenting on the lessons books
learnt • Talking
books
• Resource
persons
• Set books
Themes • identify main and sub- • Main themes • Identifying main and sub- • ICT tools
themes in texts • Sub-themes themes in texts • Print media
• relate themes to • Emerging issues • Relating themes to emerging • Dictionaries
emerging issues issues in the society • Audio
• Dramatising emerging and books
contemporary issues raised • Braille
in texts books
• Talking
books
• Resource
persons
• Set books
• Heritage
sites

56
Conflicts and conflict • identify conflicts in • Conflicts • Identifying conflicts in texts • ICT tools
resolution texts • Conflict build up • Explaining causes of • Print media
• explain causes of • Conflict resolution conflicts in texts • Dictionaries
conflicts in texts • Discussing conflict build up • Audio
• discuss conflict and conflict lines books
resolution and • Discussing conflict • Braille
management in texts resolution and management books
in texts • Talking
• Relating conflicts and conflict books
resolutions to real life • Resource
situations persons
• Set books
Poetry • read poems for • Poems • Reading different poems • Set books
understanding - Poets • Identifying poets of different • ICT tools
• analyse different poems - Content poems • Resource
identifying themes and - Poetic devices • Analysing different poems persons
poetic devices - Feelings • Discussing themes themes • Dictionary
- Lessons raised in poems • Braille
• Relating poems to social equipment
realities • Print media
• Creating poems • Audio
books

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9.0 ASSESSMENT
Indigenous Languages Form 1 to 4 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 at secondary level. Those aspects that cannot be
assessed through the SBCA and SA modes will be assessed through learner profiling.
Arrangements, accommodations and modifications must be visible to enable candidates with
special needs to access assessments.

9.1 Assessment objectives

Learners will be assessed on their ability to:

9.1.1 locate detail and answer comprehension questions based on given texts
9.1.2 deduce the contextual meaning of words and phrases as used in a text
9.1.3 summarise events in a text
9.1.4 plan, organize and write different types of compositions displaying knowledge and
understanding of a variety of issues
9.1.5 construct, spell and punctuate words, phrases and sentences correctly
9.1.6 complete, interpret and use figurative language correctly
9.1.7 explain the construction of various grammatical structures
9.1.8 evaluate appropriateness of the title of a set text
9.1.9 explain themes, lessons, conflicts raised in texts
9.1.10 critique actions, feelings and qualities of characters in texts
9.1.11 identify literary techniques used in texts
9.1.12 analyse heritage, cultural aspects and practices portrayed in literary works

9.2 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 INDIGENOUS
LANGUAGE

SCHOOL BASED
CONTINUOUS SUMMATIVE
ASSESSMENT ASSESSMENT
20% 80%

SCHOOL BASED
PROJECT
PROFILING (Paper 1) (Paper 2)
20%
45% 35%

EXIT
PROFILE CA MARK (20%)
CERTIFICATE SA MARK (80%)

FINAL MARK (CA MARK + SA MARK) = 100%

Fig. 1 Assessment Model

9.3 Scheme of Assessment

Learners will be assessed using both School Based Continuous Assessment and Summative
Assessment. From form 1 - 4, learners will do a school-based project per form, per year, which will
contribute 20% to the end of term and year mark. Public examination candidates are expected to
complete 2 school-based projects at Form 3 and Form 4, which will contribute 20% to the final mark
at form 4.

FORM OFASSESSMENT WEIGHTING

School Based Continuous Assessment 20%
Summative Assessment 80%
Total 100%

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9.4: School – Based Project: Continuous Assessment Scheme (20%)

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

The learning and 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.

9.5 Description of the Summative Assessment Scheme (80%)

ZIMSEC Summative Assessment shall be a public examination at Form 4. The examination shall
consist of two (2) papers of different weighting.

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 Paper Description Duration Marks Paper Weighting %
weighting %
1 Composition, 2 hours 100 45 80
Language usage,
Comprehension
and Summary
2 Language 2 hours 100 35
Structure and
Literature

Paper 1 (100 marks)

This component comprises 3 sections. (Section A, B and C)

Section A consist of 7 free composition topics each carrying 50 marks. Candidates must answer 1
question. Length of the composition 300 - 350 words.

Section B consists of Comprehension and Summary 30 marks. Candidates must answer all
questions

Section C consists of Language usage 20 marks. Candidates must answer all questions

Paper 2 (100 marks)

This component comprises 3 sections. (Section A, B and C)

Section A consists of questions on Language structure. This section consists of 4 questions.

Candidates must answer any 2 questions totalling 25 marks.

Section B (Poetry) consist of 3 questions each carrying 25 marks. Candidates must answer 1
question. The total for this section is 25 marks. There will be one prescribed poetry anthology with
demarcations for each examination year

Section C (Prose and Drama) consist of 4 questions each carrying 25marks. There will be 3
prescribed texts including literature from precolonial times, contemporary, drama and prose.
Candidates must answer any 2 questions, one from contemporary literature and one from
precolonial literature. The total for this section is 50 marks.

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NB: Form 1 and 2 shall complete at least two prescribed set books selected at provincial level for
Continuous Assessment Check Point.

9.6 Skills Weighting Grid and the Specification grid

Skill Weight %
1. Knowledge and comprehension 30
2. Application 30
3. Analysis, Evaluation and Creativity 40

Specification grid

Paper 1

Topic Skill 1 Skill 2 Skill 3 Total

Comprehension and 5 2 1 8
Summary
Language usage 2 1 1 4
Compositions 2 2 3 7
Total 9 5 5 19

Paper 2

Topic Skill 1 Skill 2 Skill 3 Total

Section A
Language Structure 2 1 1 4
Section B
Literature - Poems 1 1 1 3
Section C
Literature - Novels 2 1 1 4
Total 5 3 3 11

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