ENGLISH LANGUAGE · English Languages Junior (Grade 3 - 7) Syllabus 1.0 PREAMBLE 1.1 Introduction...

MINISTrY Of PrIMArY AND SECONDArY EDUCATION

ENGLISH LANGUAGE

jUNIOr (GrADE 3-7) SYLLABUS

(2015 - 2022)

Curriculum Development and Technical Services, P.O. Box MP 133, Mount Pleasant, Harare

ZIMBABWE

All Rights ReservedRevised 2015

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English Languages Junior (Grade 3 - 7) Syllabus

ACKNOWLEDGEMENTSThe Ministry of Primary and Secondary Education wishes to acknowledge the followingfor their valued contribution in the production of this syllabus:

l The National Primary English syllabus panell The Zimbabwe School Examinations Council (ZIMSEC)l Representatives from Universities and Teachers’ Collegesl Representatives from Book Publishers l United Nations Children’s Fund (UNICEF)l UNESCO

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TABLE OF CONTENTSAcknowledgements .....................................................................................................i1.0 PREAMBLE......................................................................................................1

1.1 Introduction ...........................................................................................11.2 Rationale...............................................................................................11.3 Summary of Content.............................................................................11.4 Assumptions .........................................................................................11.5 Cross-Cutting Themes..........................................................................1

2.0 PRESENTATION OF THE SYLLABUS...........................................................1

3.0 AIMS.................................................................................................................2

4.0 SYLLABUS OBJECTIVES...............................................................................2

5.0 METHODOLOGY .............................................................................................2Time Allocation..................................................................................................2

6.0 TOPICS/SKILLS...............................................................................................3

7.0 JUNIOR SCOPE AND SEQUENCE.................................................................4

COMPETENCE MATRIX ..................................................................................9

8.0 SUPPORTING LANGUAGE STRUCTURES.................................................54

9.0 ASSESSMENT ...............................................................................................55

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1.0 PREAMBLE

1.1 IntroductionThis syllabus covers the learning and teaching ofEnglish Language from Grade 3 to Grade 7, takinginto account the importance of English as a tool forcommunication, cultural, political, religious, socialand economic development. It seeks to utiliseInformation and Communication Technologies(ICTs) to enhance the teaching and learning of theEnglish Language. The syllabus seeks to preparelearners to use English in studying other learningareas across the curriculum while also offeringopportunities for lifelong learning. The syllabuspromotes the use of the Communicative andFunctional approaches to the teaching and learningof English Language.

1.2 RationaleThis syllabus encourages the use of learner centredand interactive activities that enable learners todevelop and understand linguistic concepts andtheir usage in everyday life. As a medium ofinstruction, the English Language assists in theteaching and learning of other learning areasacross the curriculum. Being a global language itoffers learners an opportunity to communicate in awider spectrum. The study of the English Language will enhanceteamwork in learners and the development of skillsin:l Problem solvingl Critical thinkingl Decision makingl Conflict resolutionl Leadershipl Self-managementl Communicationl Technology and innovationl Entrepreneurship

1.3 Summary of ContentThe English Language syllabus emphasises thelearning and teaching of the four basic skills and

their sub-skills, namely: listening, speaking, readingand writing as well as other literacy and numeracyskills. The teaching and learning of visual, manualand tactile skills is emphasised in order toaccommodate learners with diverse learning needs.

1.4 AssumptionsThe learning and teaching of English assumes thefollowing:l learners have been exposed to English

Languagel learners are motivated to learn the English

Languagel skills acquired by learners in L1 (if not English)

can be transferred to the learning of English asan L2

l all learners are capable of learning EnglishLanguage

1.5 Cross-Cutting Themes In teaching and learning English Language, thefollowing cross-cutting themes should be taken intoconsideration:l Genderl Children’s Rights and responsibilitiesl Child Protectionl Disaster Risk Managementl Financial Literacyl Sexuality, HIV and AIDS Educationl Heritage Studiesl Collaborationl Environmental Issues

2.0 PRESENTATION OF THESYLLABUSThe English Junior syllabus is presented in a singledocument covering Grade 3 to Grade 7

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3.0 AIMSThe syllabus should enable learners to:

3.1 develop the four basic skills namely: listening,speaking, reading and writing in the EnglishLanguage with emphasis on visual, manual andtactile skills

3.2 express themselves freely in a variety of situationsthat involve the use of functional English

3.3 cultivate an appreciation of the use of EnglishLanguage as a tool for cultural, political, religious,social and environmental development

3.4 prepare for present and future studies in the EnglishLanguage and other learning areas

3.5 develop an appreciation of the English Languageas a means of wider communication

3.6 promote a reading and creative writing culture usingthe English Language

3.7 promote the use of ICTs in the learning of theEnglish Language

3.8 develop basic skills of analysing literary works

3.9 develop communicative competence in the EnglishLanguage

4.0 SYLLABUS OBJECTIVES

By the end of the junior school level learners shouldbe able to:

4.1 listen attentively for effective communication

4.2 speak fluently/sign proficiently for effectivecommunication

4.3 read a variety of English texts for fluency andcomprehension

4.4 write accurately in English

4.5 listen to/observe and understand texts or any formof communication in English

4.6 use writing conventions correctly

4.7 use the English language for communication indifferent situations

4.8 express themselves in a correct and appropriatemanner

4.9 utilise ICTs in aspects of listening, speaking,reading and writing

4.10 use non-verbal cues to express themselves

4.11 write a variety of creative texts

4.12 comment meaningfully on texts read to developskills such as critical thinking, problem solving,team building and tolerance

4.13 use appropriate language in both written andspoken discourse in line with our cultural values

5.0 METHODOLOGY 5.1 Suggested Methodology In using this syllabus, the Functional,Communicative and Multi-Sensory Approachesas well as principles of individualisation,concreteness, totality and wholeness arerecommended, operating within the spiralframework. Using these approaches,language forms and structures are taught byusing them in various contexts rather than asisolated forms. All activities and methods should beparticipatory and learner centred starting fromsimple to complex.

The following methods are recommended:

l Communicative Language Teaching (CLT)l Demonstrationl Debate and Discussion


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l Individual and group presentationsl Dramal Role play/ Imitation and Simulation/Mimingl Poem recitationl Educational tours/Excursions l E-Learningl Case studyl Animationl Situational language teaching/learningl Individual Learning Programmes (ILPs)l Dioramal Models/Resource persons

The suggested methods above should beenhanced by the application of orthodidacticprinciples and multi-sensory approaches toteaching. These include tactile, concreteness,individualization, self-activity, totality andwholeness. Teachers are also encouraged toaddress learner’s compensatory senses duringteaching.

5.2 Time AllocationFor effective teaching of English the followingtime allocation is recommended:

Grade 3 to 7: 9 periods of 30 minutes perweek

6.0 TOPICS/SKILLSThe learning and teaching of the EnglishLanguage will focus on the following skills:

l Listening/Observingl Speaking/Signingl Reading/Signingl Writing/ Brailing


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7.0

JUNIOR

SCO

PE AND

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SKILL 1: LISTENING

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! ! ! !

SKILL 3: READING

/SIGNING


7


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! ! ! !

SKILL 4: WRITING

/ BRA

ILLING


8


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COMPETENC

Y MATRIX

GRAD

E 3/SKILL 1: LISTENING

/ OBSERVING


10


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8.0 SUPPORTING LANGUAGE STRUCTURESThe following supporting language structures are recommended for the Junior English course.Teachers are to select what is appropriate to the level of their learners and bear in mind that thestructures 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, thefollowing language

structures:l Nouns: proper, common, compound and collective. Nouns may be masculine, feminine or

neutral, countable or uncountable, singular or plural, concrete or abstract. l Pronouns: personal, impersonal, possessive, relative, demonstrative, reflexive, l Opposites/antonyms l Synonymsl Similesl Verb tenses: simple forms of the present, past future

- continuous forms of the present, past future and participlesl Adverbs and adverbial clausesl Adjectives- with or without comparative and superlative formsl Prepositionsl Conjunctions for example; and, so, but; subordinate conjunctions such as; because,

although, thoughl Punctuation marks – full stop, capital letters, comma, question mark, exclamation mark,

quotation marks, hyphen, semicolon and colon.l Quantifiers: for example; little, few, a few, much, more, enough, scarcely, hardly any, about,

over, almost, nearly, all, bothl Intensifiers: very, so…that…, extremely, too…tol 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.l Question tags: for example, she is a competent teacher, isn’t she? He isn’t here today, is

he?l Modals: for example, may, might, can, could, shall, should, must, ought to, will, would, is and

wasl Conditional clauses: for example, If I were John, I would have gone to South Africa; If he is to

be imprisoned, his family will suffer a lot; Unless it rains, all crops will wilt.l Direct and indirect (reported) speechesl The passive and the active voice e.g. The bone was eaten by the dog. The dog ate the bonel Word formation (suffixes and prefixes)l Unless/ in spite of/ despite the fact thatl Neither…nor/either…orl Abbreviations and acronyms

NOTE: This list of language structures is not exhaustive.

9.0 ASSESSMENT


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The scheme of assessment for the Junior English syllabus covers continuous andsummative assessments. The four main language skills which are Speaking,Listening, Reading and Writing and their sub-skills will be assessed. The assessmentis grounded on the principle of inclusivity. Arrangements, accommodations andmodifications must be visible in both continuous and summative assessments toenable candidates with diverse learning needs to access assessments.

ASSESSMENT MODELAssessment of learner performace

in English Language

100%

FINAL MARK ENGLISH LANGUAGE

100%

Continuous Assessment

35%Continuous Assessment Summative Assessment

Continuous Assessment Mark =

30%

Continuous Assessment

35%

Examination Mark =

70%

Pro!ling

Pro!le

ProjectsTests &

AssignmentOral / Aural

Essays &Comprehension

40%

EXITPROFILE

Multiple Choice Questions- Language

Structures, Usage & Comprehension

30%

(a) ASSESSMENT OBJECTIVESAssessment objectives outline the skills which may be assessed by public examinations. However, teachersshould not limit themselves to the assessment objectives. Teaching should be driven by the teaching objectivesand the syllabus aims. For that reason, teachers should not just teach the learners for examinations but for life.


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i. LISTENING/SIGNING Listening/signing is going to be assessed continuously.By the end of the Junior course learners will be expected to:- follow a series of instructions- respond appropriately to statements and questions- retell/sign various utterances heard- write dictated words

ii. SPEAKING/SIGNINGSpeaking/signing is going to be assessed continuouslyBy the end of the Junior course learners will be expected to:- participate in public speaking and debates- use appropriate register in specific language functions- describe people, objects, places, scenes, processes and events- pronounce words distinctly - sustain discussions on topical issues and cross-cutting themes- dramatise texts read

iii. READING/ SIGNINGReading will be assessed through both continuous and summative assessmentBy the end of the Junior course learners will be expected to:- read fluently - read a variety of texts for leisure and for comprehension- infer meanings of words from the context- read to an audience with clarity and expression

iv. WRITING/ BRAILLING Writing will be assessed through both continuous and summative assessmentBy the end of the Junior course learners will be expected to:

- write legibly and neatly- write grammatically correct sentences observing the basic sentence structure:

Subject +Verb + Object (SVO)- use correct punctuation marks such as the full- stop, capital letters, comma, hyphen, apos-

trophe, question mark, quotation mark/opening and closing inverted commas , exclamationmark and colon

- spell words accurately- correctly interpret, rearrange and amplify given notes, statistical data or graphs to produce a

coherent piece of continuous writing- organise their work into paragraphs - use a variety of apt vocabulary, discourse markers and appropriate register in their writing- write continuous narrative/descriptive, argumentative, expository/factual guided composi-

tions, reports about their personal experiences or letters – formal and informal - from givennotes, diagrams, graphs or statistical data

- write pieces of a creative nature


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v. COMPREHENSIONBy the end of the Junior course learners should be able to:- read and comprehend a text on any subject/topic within the vocabulary, cognitive develop-

ment and experiences of twelve to thirteen year old learners.- draw inferences from given statements in a text- employ the skills of skimming and scanning effectively to get the gist of a text and specific in-

formation that answers given questions- follow the sequence of a process, events or the development of an argument in a text- show knowledge of how language is used to develop and present relationship of ideas- infer the contextual meanings of words, phrases and clauses - express answers to comprehension questions in complete and grammatically correct sen-

tences- suggest a suitable title to a passage or paragraph- analyse, synthesise and evaluate given information and character’s/characters’ motive(s)- summarise a given text.

LEARNER PROFILEThe learner profile will comprise those aspects that cannot be assessed through the continuousand summative modes. The profiling will include soft skills and other aspects. The profile of thelearner will be compiled by the teacher and passed on to the next teacher through out the JuniorCourse. The profile will not contribute to the final mark at the end of grade seven as shown on theassessment model but will assist to give a full picture of the learner’s competence.

CONTINUOUS ASSESSMENT (30%)Specific tasks and assignments will be administered from term one Grade 6 to term two Grade 7and marks collated. The marks will contribute 30% of the final mark at the end of Grade Seven.

SUMMATIVE ASSESSMENT (70%)At the end of Grade 7 learners sit for a National Examination. The setting and designing of testitems in English Language is guided and informed by the skills weighting chart and the specificationgrid.

Skills weighting chart

SKILL WEIGHTING

Reading 20%

Writing 50%


DESCRIPTION OF THE SUMMATIVE ASSESSMENTSTRUCTUREThe Summative assessment comprises two components as follows:

Paper 1. 1hr 30 minutes (40 marks) 30%

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

Paper 2. 1hr 45 minutes (35 marks) 40%

Paper 2 comprises Section A and B. Section A comprises 2 guided compositions and candidatesare required to choose one. This section carries 20 marks. Section B is a comprehension andsummary section carrying 15 marks.

SKILLS WEIGHTING GRID

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(b) SCHEME OF ASSESSMENT The Primary School English Syllabus Content (Knowledge, Skills and Attitudes) will be assessedat the end of the seven year course as follows:

Comprehension carries 10 marks. The answers should be short and precise

PaperSkills

Simple Recall ComprehensionAnalysis, Synthesis,

and EvaluationTOTAL

1. Multiple Choice 60% 20% 20% 100%

2. Section B: Comprehension and Summary 50% 30% 20% 100%

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ENGLISH LANGUAGE · English Languages Junior (Grade 3 - 7) Syllabus 1.0 PREAMBLE 1.1 Introduction...

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