Republic of Zambia

Ministry of Education, Science, Vocational Training and Early Education

ENGLISH LANGUAGE SYLLABUS

GRADES 2 – 7

Prepared and Published by the Curriculum Development Centre

P.O. Box 50092
LUSAKA

2013
i
 Copyright © CURRICULUM DEVELOPMENT CENTRE, 2013

All rights reserved. No parts of this publication may be reproduced, stored in a retrieval system or transmitted by electronic,
mechanical, photocopying, recording or other means, without the prior permission of the Curriculum Development Centre

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VISION

Quality, life-long education for all which is accessible, inclusive and relevant to individual, national and global needs and value
systems.

iii
Contents Page
VISION .......................................................................................................................................................................................iii
PREFACE.................................................................................................................................................................................. vii
Acknowledgements.................................................................................................................................................................... viii
PREFACE................................................................................................................................................................................... ix
ACKNOWLEDGMENTS ............................................................................................................................................................ x
INTRODUCTION....................................................................................................................................................................... xi
GRADE 2 .....................................................................................................................................................................................1
2.1 LISTENING AND SPEAKING................................................................................................................................................................................................................ 2
2.1.1. Greetings ......................................................................................................................................................................................................................................................... 2
Application of different types of greetings....................................................................................................................................................................................................... 2
2.2 READING.......................................................................................................................................................................................................................................................... 3
2.2.1 The Alphabet................................................................................................................................................................................................................................................... 3
Sounds of the alphabet (/a/,/b/,/c/,/k/,/e/).......................................................................................................................................................................................................... 3
Application of knowledge of the sounds of the alphabet............................................................................................................................................................................. 3
2.3 WRITING .......................................................................................................................................................................................................................................................... 4
2.3.1 The alphabet................................................................................................................................................................................................................................................... 4
Application of knowledge on writing capital and small letters.................................................................................................................................................................. 4

GRADE 3 .....................................................................................................................................................................................6
3.1 LISTENING AND SPEAKING................................................................................................................................................................................................................ 7
3.1.1 Conversation ................................................................................................................................................................................................................................................... 7
3.1.1.1 Talk about chores and responsibilities of family members ......................................................................................................................................................... 7
3.1.1.2 Take part in simple dialogues ............................................................................................................................................................................................................... 7
3.2 Reading................................................................................................................................................................................................................................................................ 9
3.2.1 Reading words................................................................................................................................................................................................................................................ 9
Reading new vocabulary eg names of wild animals ..................................................................................................................................................................................... 9
3.3 WRITING ........................................................................................................................................................................................................................................................10
iv
3.3.1 The alphabet ..................................................................................................................................................................................................................................................10
The alphabet.............................................................................................................................................................................................................................................................10
GRADE 4 ................................................................................................................................................................................... 12
LISTENING AND SPEAKING ........................................................................................................................................................................................................................13
4.2 READING........................................................................................................................................................................................................................................................14
Intensive Reading...................................................................................................................................................................................................................................................14
Good reading habits ..............................................................................................................................................................................................................................................14
4.3 WRITING ........................................................................................................................................................................................................................................................15
4.3.1 Word and Sentence ...................................................................................................................................................................................................................................15
4.4 STRUCTURE.................................................................................................................................................................................................................................................17
4.4.1 Tenses..............................................................................................................................................................................................................................................................17
4.4.1.1 Use simple present tense........................................................................................................................................................................................................................17

GRADE 5 ................................................................................................................................................................................... 18
5.2 READING........................................................................................................................................................................................................................................................20
5.3 WRITING ........................................................................................................................................................................................................................................................21
5.3.1 Sequencing.....................................................................................................................................................................................................................................................21
5.3.1.1 Re-arrange sentences ..............................................................................................................................................................................................................................21
5.4 STRUCTURE.................................................................................................................................................................................................................................................22
5.4.1 Tenses..............................................................................................................................................................................................................................................................22

GRADE 6 ................................................................................................................................................................................... 24
6.1. LISTENING AND SPEAKING................................................................................................................................................................................................................25
6.2 READING........................................................................................................................................................................................................................................................26
6.2.1 Intensive Reading.......................................................................................................................................................................................................................................26
6.3 WRITING ........................................................................................................................................................................................................................................................27
6.3.1 Descriptive writing......................................................................................................................................................................................................................................27
6.4 STRUCTURE.................................................................................................................................................................................................................................................28
6.4.1 Tenses..............................................................................................................................................................................................................................................................28
GRADE 7 ................................................................................................................................................................................... 30
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LISTENING AND SPEAKING.....................................................................................................................................................................................................................31
Drama.........................................................................................................................................................................................................................................................................31
Acting: .......................................................................................................................................................................................................................................................................31
7.2 READING........................................................................................................................................................................................................................................................32
7.2.1 Intensive reading.........................................................................................................................................................................................................................................32
Reading and comprehension:..............................................................................................................................................................................................................................32
7.3 WRITING ........................................................................................................................................................................................................................................................32
7.3.1 Letters..............................................................................................................................................................................................................................................................32
7.4 STRUCTURE.................................................................................................................................................................................................................................................33
7.4.1 Nouns ..............................................................................................................................................................................................................................................................33

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PREFACE
The syllabus was produced as a result of the Curriculum review process carried out by the Ministry of Education, Science, Vocational
Training and Early Education under the auspices of the Curriculum Development Centre (CDC). The curriculum reform process
started way back in 1999 when the Ministry of Education commissioned five (5) curriculum studies which were conducted by the
University of Zambia. These studies were followed by a review of the lower and middle basic and primary teacher education
curriculum. In 2005 the upper basic education National survey was conducted and information from learners, parents, teachers, school
managers, educational administrators, tertiary institutions traditional leaders civic leaders and various stakeholders in education was
collected to help design a relevant curriculum ,.
The recommendations provided by various stakeholders during the Upper Basic Education National survey of 2005 and National
symposium on curriculum held in June 2009 guided the review process.
The review was necessitated by the need to provide an education system that would not only incorporate latest social, economic,
technological and political developments but also equip learners with vital knowledge, skills and values that are necessary to
contribute to the attainment of Vision 2030.
The syllabus has been reviewed in line with the Outcome Based Education principles which seek to link education to real life
experiences that give learners skills to access, criticize analyze and practically apply knowledge that help them gain life skills. Its
competences and general outcomes are the expected outcomes to be attained by the learners through the acquisition of knowledge,
skills, techniques and values which are very important for the total development of the individual and the nation as a whole.
Effective implementation of Outcome Based Education requires that the following principles be observed: clarity of focus, Reflective
designing, setting high expectations for all learners and appropriate opportunities.
It is my sincere hope that this Outcome Based syllabus will greatly improve the quality of education provided at Junior Secondary
School as defined and recommended in various policy documents including Educating Our Future`1996 and the `Zambia Education
Curriculum Framework `2013.

Chishimba Nkosha
Permanent Secretary
MINISTRY OF EDUCATION, SCIENCE, VOCATIONAL TRAINING AND EARLY EDUCATION.

vii
Acknowledgements
The syllabus presented here is a result of broad-based consultation involving several stakeholders within and outside the education
system.

Many individuals, institutions and organizations were consulted to gather their views on the existing syllabus and to accord them an
opportunity to make suggestions for the new syllabus. The Ministry of Education wishes to express heartfelt gratitude to all those who
participated for their valuable contributions, which resulted in the development of this syllabus.

The Curriculum Development Centre worked closely with other sister departments and institutions to create this document. We
sincerely thank the Directorate of Teacher Education and Specialized Services, the Directorate of Planning and Information, the
Directorate of Human Resource and Administration, the Directorate of Open and Distance Education ,the Examinations Council of
Zambia, the University of Zambia, schools and other institutions too numerous to mention, for their steadfast support.

We pay special tribute to co-operating partners especially JICA and UNICEF for rendering financial technical support in the
production of the syllabus.

C.N.M Sakala (Mrs)

Director-Standard and Curriculum
MINISTRY OF EDUCATION, SCIENCE, VOCATIONAL TRAINING AND EARLY EDUCATION

viii
PREFACE

This syllabus was produced as a result of the Education Curriculum Reforms aimed at improving the provision of education at all
levels.

The reforms were necessitated by the need to solve long standing challenges in the existing curriculum such as being overloaded,
compartmentalized, examination oriented and inflexible. The reforms were also an attempt by the Ministry of Education, Science and
Vocational Training to capture the latest technological, economic, political and social developments in a fast changing world. The
syllabus focuses on the development of literacy in English, based on what the child has already learnt in Grade One in his or her
familiar language.

The syllabus has been reviewed to make it outcomes-based, learner-centred and continuous-assessment oriented.

It is my sincere hope that this outcomes-based syllabus will greatly improve the quality of education provided at the Primary School
level as defined and recommended in the policy document, ‘Educating our Future’ 1996.

Nkosha C.
Permanent Secretary
MINISTRY OF EDUCATION, SCIENCE, VOCATIONAL TRAINING AND EARLY EDUCATION

ix
ACKNOWLEDGMENTS

The Curriculum presented here is a result of broad-based consultation involving several stakeholders within and outside the education
system.

Many individuals, institutions and organizations were interviewed throughout the country in order to gather views on the existing
curriculum and also to accord them an opportunity to make suggestions for the new curriculum. The Ministry of Education, Science
and Vocational Training and Early Education wishes to express heartfelt gratitude to all those who participated for their valuable
contributions, which resulted in the development of this new syllabus.

The Curriculum Development Centre worked closely with other sister departments and institutions to create this document. We
sincerely thank the Directorate of Standards and Curriculum, the Directorate of Teacher Education and Specialised Services, the
Examinations Council of Zambia, the University of Zambia, schools and other institutions too numerous to mention, for their support.

We pay special tribute to cooperating partners for rendering support in the production of this syllabus.

Special appreciation also goes to Curriculum Development Centre support staff and all those who were involved in the development
of this syllabus in one way or another.

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INTRODUCTION
The new syllabus is out-come based, and focuses on results rather than goals. The outcomes-based approach recognizes that learners
do not attain the outcomes through a set of prescribed learning experiences in one learning area. They attain them through exposure to
a wide range of experiences and varied content drawn from all Learning Areas.

Literacy and Languages specifically aims at developing the four skills of listening, speaking, reading and writing. The use of a
familiar language for initial literacy (at Grade One) should be used as a starting point for literacy in English. The Zambia Primary
School English syllabus (Grades 2 – 7) is a result of extensive consultation undertaken to reform the Basic Education Curriculum.

The new English Syllabus starts from Grade 2 to Grade 7. This has been a result of a lot of debate on the medium of instruction for the
initial literacy. Many views indicate that it is rather confusing for the child who comes straight from an environment in which he or
she speaks a Zambian familiar language to be introduced to English upon arrival in Grade 1 in school. The aim of introducing English
at Grade 2 is therefore to give the child a year to first master the initial literacy skills in his or her Familiar Language. Equipped with
this knowledge, the child will be able to graduate into English in Grade 2.

The Outcome-based education places emphasis on observable and measurable skills, knowledge and values to be acquired by learners
at specified levels of their schooling. It emphasizes learner centredness and provides for increased learner-teacher contact time,
different ability groups and use of a familiar language for initial literacy.

Continuous Assessment is another prominent feature of the new curriculum. This allows for regular monitoring of individual learning
progress, diagnosis of learning difficulties and provision of remedial teaching.

The new syllabus integrates Life Skills as solution to cross-cutting issues and themes such as HIV/AIDS, Gender, Human Rights,
Reproductive Health, Corruption, Good Governance, Environmental Education and Water Sanitation across the syllabus to ensure
holistic development of the learner. Throughout the learning process, the curriculum will lead to the development of entrepreneurship
skills.

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METHODOLOGY
The English syllabus from Grades 2 to 4 has three main parts. These are Listening and Speaking, Reading, Writing. Matters of
grammar are tackled within the different components. For example, within Listening and Speaking, Reading and Writing. The
assumption is that by the end of Grade 4 they will have been equipped with the basic language content to comprehend syntactical
issues.

From Grade 5 to 7, Grammar can be tackled as an independent area. At this time it is expected that elementary definitions and
explanations of concepts can be introduced to the learners. For example, terms such as ‘verb’ or ‘noun’ can be defined and explained.

The teaching methodology should be based on a communicative approach whose features include:
1. Integration of the basic literacy and language skills;
2. Using the literacy and language skills in real life situations;
3. Teaching literacy and language in context;
4. Using authentic teaching materials;
5. Using a variety of reading and writing activities including writing about real experiences and for a real purpose;
6. Placing learners in ability groups;
7. Using continuous assessment; and
8. Using varied-learner centred communicative, interactive and participatory techniques such as:
 Role play
 Drama
 Problem solving
 Information transfer
 Pair or group discussion
 Field trips or project work
 Case studies
 Debate

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GENERAL OUTCOMES.

1. Listening and Speaking:

The Listening and Speaking skills are very important. Learning to listen accurately and respond to the spoken word increases
the pupils’ confidence, builds up their receptive skills and allows them to be exposed to different forms of language. This is
therefore why listening and speaking skills are the basis of all language work.
Therefore, by the end of Grade 7 a learner should:
a) Perform the following outcomes using the appropriate language forms:
 Identify and classify
 Describe, narrate and report
 Find out
 Deny and concede
 Express and elicit intellectual attitudes
 Express personal meaning
 Get things done
 Communicate for social purposes
 Express concepts and relationships
 Talk about quality and quantity
 Understand the most common and useful grammatical terms and their functions;
b) Manipulate accurately and appropriately the core structures in the context of the functions set in (a) above
c) Use language effectively in and out of school, and demonstrate by responding in an appropriate way a spoken message;
d) Use the spoken language forms which are appropriate to different social contexts.

2. Reading
In reading, a learner will be required to read for comprehension from the beginning, and then be introduced to the types of
functional reading, which will enable learners to gradually read for specific purposes in crucial areas.

By the end of Grade 7, a learner should be able to:

xiii
 a) Understand the different types of reading material which they are likely to meet both in and out of school, ie. Texts and
passages in the Learner’s Books and graded supplementary readers, reading materials in real life, eg. Signs, instructions,
etc.; and reading materials related to other learning areas;
b) Have a reading vocabulary of at least 2500-3000 words, including a basic sight vocabulary of names, signs and labels
needed by the learner to operate in any society and be able to read with understanding a wide variety of narrative,
functional and instructional materials;
c) Read for pleasure and for specific information;
d) Read at a speed a speed appropriate to their purpose ( a speed of at least 100 words a minute is recommended for reading
for pleasure by the end of Grade 7);
e) Begin to read critically and make judgments on the materials read.

3. Writing:
Writing in Grades 2 – 7 comprises learning to form letters and write neatly and legibly (handwriting), learning to spell
(spelling) and learning to do grammatical exercises and controlled, guided and free writing. By the end of Grade 7, the learners
should have acquired those writing skills necessary for work in all learning areas for continued learning, and for the world of
work if they do not continue beyond Grade 7.

Therefore, by the end of Grade 7, learners should be able to:

a. Produce the kind of writing which are likely to be required of them if they leave school after Grade 7, e.g. letters (both
formal and informal); filling in forms; writing advertisements; writing simple reports, etc.
b. Produce the kind of writing in addition to the above that will be required of them in Grade 8, e.g. continuous free prose
writing and written work as required by other learning areas;
c. Spell and punctuate correctly;
d. Express clearly and correctly in writing their personal experiences, ideas, opinions and knowledge;
e. Take pride in their written work by writing neatly and keeping their work clean.

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GRADE 2
GENERAL OUTCOMES
 Develop listening and speaking skills
 Develop reading and writing skills
Key competences
 Demonstrate ability to express feelings, thoughts, experiences and
convictions clearly and effectively in speech and writing.
 Demonstrate ability to apply life skills as solutions to challenges in
life using English language.
 Apply reading skills to comprehend written texts in English language
for use in academic work.
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 Content
Component Topic Specific outcomes
Knowledge Skills Values
2.1 2.1.1. Greetings 2.1.1.1 Demonstrate -Good morning Application of Knowledge and
LISTENING different types of -Good afternoon different types of awareness of
AND greetings -Good evening greetings different types of
SPEAKING greetings
2.1.2 Objects 2.1.2.1 Identify objects Eg: Cups, plates, pots Application of Knowledge and
found in a home found in a home etc. vocabulary on objects awareness of
found in a home vocabulary on objects
found in a home
2.1.3 Story telling 2.1.3.1 Recognize picture Sequencing pictures in a Application of Knowledge and
strips in a logical sequence logical sequence knowledge on story awareness of story
2.1.3.2. Retell simple telling telling
stories
2.1.4 Animals 2.1.4.1 Identify domestic Eg: cat, dog, cow, goat, Application of Knowledge and
animals. sheep vocabulary on awareness of
domestic animals domestic animals
2.1.4.2 Identify wild Eg: lion, elephant, zebra, Application of Knowledge and
animals. leopard, vocabulary on wild awareness of
animals vocabulary on wild
animals
2.1.5 Colours 2.1.5.1 Identify and Red, blue, yellow, Application of Knowledge and
discriminate brown, orange, green, vocabulary on awareness of
different colours black and white colours vocabulary on
colours
2.1.6 Games 2.1.6.1 Talk about games Sheep sheep come home, Application of Knowledge and
hide and seek, Simon vocabulary in games awareness of
says, vocabulary in games
2.1.7 Community 2.1.7 Community practices 2.1.7.1 Describe good Application of Knowledge and
practices health practices in the knowledge on awareness of
2
 Content
Component Topic Specific outcomes
Knowledge Skills Values
community Community practices Community practices
2.1.7.2 Describe bad
practices in the
community
2.1.8 Occupations 2.1.8.1 Mention different E.g. Teachers, nurses , Application of Knowledge and
workers in the watchmen, doctors, vocabulary on awareness of
community. different occupations vocabulary on
different occupations
2.1.9 Objects 2.1.9.1 Identify and classify Fruits(orange, banana, Application of Knowledge and
simple objects. apple); Furniture(chair, vocabulary on awareness of
table, desk); Tools( hoe, classifying different vocabulary on
axe, rake); objects classifying different
objects
2.1.10 Description 2.1.10.1 Describe objects, Adjectives(describing Application of Knowledge and
people and events words); big/small; vocabulary on awareness of
fat/thin; tall/short; describing objects vocabulary on
black/white; and people describing objects
scaring/interesting etc and people
2.1.11 Personal 2.1.11.1 Talk about personal Birthdays, going to the Application of Knowledge and
experience experiences. market, church vocabulary on awareness of
narrating experiences vocabulary on
narrating experiences
2.2 READING 2.2.1 The Alphabet 2.2.1.1 Sound out letters of Sounds of the alphabet Application of Knowledge and
the alphabet (/a/,/b/,/c/,/k/,/e/) knowledge of the awareness of sounds
sounds of the of the alphabet
alphabet
2.2.1.2 Recognize and name Names of letters of the Application of Knowledge and
letters of the alphabet alphabet knowledge of the awareness of letters
letters of the alphabet of the alphabet
2.2.2 Capital and 2.2.2.1 Distinguish capital E.g Aa, Bb, Cc, Dd, Gg Application of Knowledge and
3
 Content
Component Topic Specific outcomes
Knowledge Skills Values
small letters and small letters of the knowledge of capital awareness of capital
alphabet. and small letters and small letters
2.2.2.2 Identify vowels and Vowels(a, e, i, o, u) Application of Knowledge and
consonants consonants(E.g, b,c,d,f,g) knowledge of vowels awareness of vowels
and consonants and consonants
2.2.3 Syllable 2.2.3.1 Form and read E.g, d-o-g, b-a-g, p-o-t, Application of Knowledge and
Formation syllables knowledge on awareness of on
syllable formation syllable formation
2.2.4 Word 2.2.4.1 Form words using Eg, ba-na-na, Ma-ngo, Application of Knowledge and
formation syllables Ca-t knowledge on word awareness on word
formation formation
2.2.5 Sentence 2.2.5.1 Form and read  Subject + Verb (e.g, Application of Knowledge and
formation simple sentences Mother is washing). knowledge on awareness on
 Subject + Verb + sentence formation sentence formation
object (e.g, Martha is
kicking the ball).
2.2.5.2 Read short Reading Paragraphs with Application of Knowledge and
paragraphs fluently and with understanding knowledge Reading awareness of Reading
understanding. Paragraphs with Paragraphs with
understanding understanding
2.3 WRITING 2.3.1 The alphabet 2.3.1.1 Write all the letters  Capital and small Application of Knowledge and
of the alphabet, letters. knowledge on writing awareness of capital
2.3.1.2 Sequence letters of  Arranging words in capital and small and small letters
the alphabet in the alphabetical order e.g.: letters
correct order apple, ball, cat,
banana, beans, bin
2.3.2 Punctuation 2.3.2.1 Use capital letters  Capital letters Application of Knowledge and
and a full stop in a  Full stop knowledge of awareness of using
sentence. punctuation by using capital letters and a
capital letters and a full stop
4
 Content
Component Topic Specific outcomes
Knowledge Skills Values
full stop
2.3.3 Sentence 2.3.3.1 Write simple Familiar words Application of Knowledge and
formation sentences using knowledge sentence awareness of
word-cards formation sentence formation
2.3.4 Spelling 2.3.4.1 Spell out words on Familiar words Application of Knowledge and
paper. alphabet knowledge on awareness of spelling
spelling
2.3.5 Hand writing 2.3.5.1 Write legibly and Marion Richardson Application of Knowledge and
neatly. Copying words knowledge on awareness of
2.3.5.2 Copy familiar words handwriting using handwriting using
and sentences in a list Marion Richardson Marion Richardson
2.3.6 Words, 2.3.6.1 Write simple words Words or sentences Application of Knowledge and
Phrases, or sentences about a about a picture knowledge writing awareness of writing
Sentences picture. simple words and simple words and
sentences sentences

5
GRADE 3
GENERAL OUTCOMES
 Acquire listening and speaking skills
 Acquire reading and writing skills
Key competences
 Demonstrate ability to express feelings, thoughts, experiences and
convictions clearly and effectively in speech and writing.
 Demonstrate ability to apply life skills as solutions to challenges in life
using English language.
 Apply reading skills to comprehend written texts in English language for
use in academic work.
6
 CONTENT
Component Topic Specific outcomes
Knowledge Skills Values
3.1 LISTENING 3.1.1 Conversation 3.1.1.1 Talk about chores Roles e.g. cooking, Application of Knowledge and
AND SPEAKING and responsibilities of family sweeping, gardening vocabulary on talking awareness of
members Responsibilities e.g. caring, about chores and vocabulary on
obedience, responsibilities in talking about
3.1.1.2 Take part in simple homes chores and
dialogues responsibilities in
homes
3.1.2 Time 3.1.2.1 Tell time of the day  Times of a day (hours) Application of Knowledge and
vocabulary on time awareness of
3.1.2.2 Recall days of the  Days of the week vocabulary on time
week and months of the year.  Months of a year
3.1.3.Telling 3.1.3.1 Retell traditional and Retelling stories; Application of Knowledge and
Stories modern stories Sequencing of events knowledge on awareness retelling
retelling and and sequencing
sequencing events in events in stories
stories
3.1.4. Puzzles 3.1.4.1 Recognise and solve Puzzles eg: word puzzles Application of Knowledge and
puzzles knowledge on solving awareness on
puzzles solving puzzles
3.1.5. 3.1.5.1 Recognise and Interpreting simple Proverbs Application of Knowledge and
Proverbs/Sayings interpret proverbs e.g Birds of the same feather, knowledge on awareness on
flock together interpreting proverbs interpreting
proverbs
3.1.6. Drama 3.1.6.1 Dramatise familiar Dramatising, Application of Knowledge and
stories Voice projection knowledge on taking awareness on
Confidence part in drama taking part in
Role play drama
3.1.7. Poetry, 3.1.7.1 Recite simple Poems Reciting; Application of Knowledge and
7
 CONTENT
Component Topic Specific outcomes
Knowledge Skills Values
and Tongue-twisters Poems and Tongue-twisters knowledge on awareness on
Rhymes reciting poems reciting poems
Patterns
3.1.8. Occupations 3.1.8.1 Identify occupations Occupations and tools/ Application of Knowledge and
in the locality and the tools equipment used e.g. vocabulary on awareness of
used fishing/boat/net different occupations vocabulary on
in the community and different
Farming/hoe/axe/plough/trac tools used occupations in the
tor community and
tools used
3.1.9 Objects 3.1.9.1 Talk about objects e.g. tables, desks, chairs, Application of Knowledge and
found in school found in school board etc vocabulary on objects awareness of
found in school vocabulary on
objects found in
school
3.1.10 Colours 3.1.10.1 Discriminate Different colours in objects Application of Knowledge and
colours in different objects vocabulary on awareness of
different colours different colours
3.1.11. Antonyms 3.1.11.1 Identify antonyms Synonyms –words which Application of Knowledge and
and synonyms and synonyms have similar meaning eg : knowledge on awareness of
Fast/quick; angry/cross antonyms and antonyms and
Antonyms- words which are synonyms synonyms
opposites in meaning eg
Bad/good
Sad /happy
3.1.12 Using 3.1.12.1 Use socially E.g. Expressing gratitude or Application of Knowledge and
Appropriate acceptable language in disapproval e.g Thank you. vocabulary on awareness of
language in a expressing feelings and (If they agree) or No, thank expressing feelings vocabulary on
social setting thoughts in various situations you. (When they disapprove) and thoughts in expressing feelings
Acknowledgement e.g You various situations and thoughts in
8
 CONTENT
Component Topic Specific outcomes
Knowledge Skills Values
are welcome. various situations
3.1.13 Animals 3.1. 13.1 Identify names of Names of wild animals- lion, Application of Knowledge and
wild animals elephant, leopard, antelope, vocabulary on wild awareness of wild
zebra animals animals
3.1.14 Games 3.1.14.1 Use language in Eg pick it now, pick it all, if Application of Knowledge and
playing games you want now, pick it all… vocabulary in playing awareness of
One man and a dog, walking games vocabulary in
to… playing games
3.1.15 Community 3.1.15.1 Talk about Good and bad practices in Application of Knowledge and
practices community practices communities knowledge of awareness of
community practices community
practices
3.1.16 Riddles 3.1.16.1 Recognize and Riddles eg Application of Knowledge and
interpret riddles A house without a door/an interpreting riddles awareness of
egg interpreting riddles
3.1.17 Processes 3.1.17.1 Describe processes Eg how to make a paper boat Application of Knowledge and
describing processes awareness of
describing
3.2 Reading 3.2.1 Reading 3.2.1.1 Read familiar and Reading new vocabulary eg Application of Knowledge and
words new words names of wild animals knowledge awareness of

3.2.2 The alphabet 3.2.2.1 Identify capital and Application of Knowledge and
small letters knowledge awareness of
3.2.2.2 Pronounce words Correct word pronunciation Application of Knowledge and
correctly eg Car / ka: knowledge awareness of
Cup/ kᴧp
3.2.3 Syllable 3.2.3.1 Identify syllables of Syllable identification eg /d/ Application of Knowledge and
Identification familiar words /o/ /g/ = dog or /ma/ /ke/ = knowledge awareness of
make or /fo/ /re/ /st/ = forest
3.2.4 Word 3.2.4.1 Form words using Word formation eg banana, Application of Knowledge and
9
 CONTENT
Component Topic Specific outcomes
Knowledge Skills Values
formation syllables dog knowledge awareness of
3.2.5 Sentence 3.2.5.1 Form sentences Application of Knowledge and
formation knowledge awareness of
3.2.6 Intensive 3.2.6.1 Practice silent Silent reading skills eg avoid Application of Knowledge and
reading reading lip reading, finger pointing knowledge awareness of
etc
3.2.7 Reading 3.2.7.1 Read a given text at Reading and comprehension; Application of Knowledge and
aloud an appropriate pace, Appropriate pace knowledge awareness of
acceptable pronunciation and Correct pronunciation
with understanding
3.2.8 Stories 3.2.8.1 Identify themes of Themes or Application of Knowledge and
stories Central idea of a stories knowledge awareness of
3.2.9 Interpreting 3.2.9.1 Locate information in e.g. Charts, Graphs, Tables, Application of Knowledge and
information in print resources Maps knowledge awareness of
print resources proximity

3.3 WRITING 3.3.1 The alphabet 3.3.1.1 Recognise and The alphabet Application of Knowledge and
arrange longer words in Consider the first and second knowledge awareness of
alphabetical order letters
3.3.2 Handwriting 3.3.2.1 Write legibly and Handwriting eg Richardson Application of Knowledge and
neatly Marion and cursive knowledge awareness of
3.3.3 Sequencing 3.3.1.1 Rearrange sentences Arranging sentences in Application of Knowledge and
in a logical logical order knowledge awareness of
sequence.
3.3.4 3.3.4.1 Use and and but to E.g. I am tired. I am hungry. Application of Knowledge and
Conjunctions join simple phrases (and) knowledge awareness of
Jane went to the river.
She failed to swim. (but)
3.3.5 Singular and 3.3.5.1 Write plural and Nouns ending with s, y, o Application of Knowledge and
plural singular forms of words. e.g. boy/boys, bus/buses, knowledge awareness of
10
 CONTENT
Component Topic Specific outcomes
Knowledge Skills Values
tomato/tomatoes,
3.3.6 Dictation 3.3.6.1 Take dictation Taking dictation Application of Knowledge and
knowledge awareness of
3.3.7 Sentence and 3.3.7.1 Construct short Short paragraphs of one to Application of Knowledge and
Paragraph paragraphs on three sentences eg prevention knowledge awareness of
construction topical issues. of cholera

3.3.8 Punctuation 3.3.8.1 Punctuate sentences Capital letter for proper Application of Knowledge and
and short paragraphs. nouns and at the beginning knowledge awareness of
of sentence;
Full stop;
Comma ;
Question mark.
3.3.9 Summary 3.3.9.1 Summarise simple  Identifying Content words Application of Knowledge and
stories  Identifying important knowledge awareness of
points in a story

11
GRADE 4

GENERAL OUTCOMES Key competences

 Develop listening, speaking, reading and
writing skills
 Develop appreciation of literature, culture and
life skills
 Demonstrate ability to express feelings, thoughts, experiences and
convictions clearly and effectively in speech and writing.
 Demonstrate ability to apply life skills as solutions to challenges in life
using English language.
 Apply reading skills to comprehend written texts in English language for
use in academic work.

12
 CONTENT
Component Topic Specific outcomes
Knowledge Skills Values
4.1 4.1.1 Etiquette 4.1.1.1 Demonstrate good Responding politely to Application of Knowledge and
LISTENING AND manners and courteous requests and situations knowledge awareness of
SPEAKING behaviour
4.1.2 Conversation 4.1.2.1 Take part in a dialogue Responding Application of Knowledge and
on chores and responsibilities of appropriately in a knowledge awareness of
family members conversation

4.1.2.2 Talk about objects found Eg shops, clinics, buses

in the community grinding mill etc

4.1.2.3 Talk about characteristics Characteristics of

of domestic and wild animals animals eg. Fierce,
friendly, harmful,
4.1.2.4 Talk about effects of bad harmless, carnivores,
practices in the community omnivores etc
Bad practices eg
pollution, garbage
disposal, drug and
alcohol abuse
4.1.3 Stories 4.1.3.1 Tell modern simple Sequencing events in a Application of Knowledge and
stories in the right sequence story knowledge awareness of
4.1.4 Puzzles 4.1.4.1 Recognise and give Solving word puzzles Application of Knowledge and
meaning to puzzles knowledge awareness of
4.1.5 Drama 4.1.5.1 Perform simple plays Acting/dramatising Application of Knowledge and
simple plays: knowledge awareness of
Voice projection, stage
movement, public
speaking, confidence
4.1.6. Poetry 4.1.6.1 Recite poems and Elements of poetry; Application of Knowledge and
13
 CONTENT
Component Topic Specific outcomes
Knowledge Skills Values
recognise basic elements of e.g. rhyme, imagery, knowledge awareness of
poetry figures of speech,
4.1.7.Oral 4.1.7.1 Respond to and follow a e.g. follow instructions Application of Knowledge and
instructions series of instructions on how to make a paper knowledge awareness of
boat
4.1.7.2 Get and respond to oral e.g. go straight, turn Application of Knowledge and
directions about locating a place right, turn left, knowledge awareness of
opposite, behind
4.1.8 Processes 4.1.8.1 Describe simple Simple processes eg a Application of Knowledge and
processes game or how to play a knowledge awareness of
simple sport
4.1.9 Time 4.1.9.1 Tell seasons of the year Seasons E.g. Rainy Application of Knowledge and
and describe the activities done season- digging, knowledge awareness of
planting, weeding
4.1.10 Antonyms 4.1.10.1 Use antonyms and Synonyms -words with Application of Knowledge and
and synonyms synonyms same meaning (e.g. knowledge awareness of
scared/afraid,)
Antonyms- words
opposite in
meaning(weak/strong,
poor/rich)
4.1.11 Appropriate 4.1. 11.1 Use socially acceptable e.g. May I.., Could Application of Knowledge and
language in a social language to make polite requests you.., Please sir/madam knowledge awareness of
setting …,

4.2 READING 4.2.1 4.2.1.1 Read silently any given Good reading habits Application of Knowledge and
Intensive Reading passages and do follow-up e.g. avoid pointing knowledge awareness of
activities words with fingers, lip
reading
4.2.1.2 Identify themes of simple
14
 CONTENT
Component Topic Specific outcomes
Knowledge Skills Values
stories Themes or main lesson
in the story
4.2.1.3 Read a passage and Discuss new Application of Knowledge and
answer the wh questions; vocabulary knowledge awareness of
i.e. What is the name
of…
Who …..
Where did…
When…….
Why….
4.2.1.4 Read and interpret Information illustrated Application of Knowledge and
information expressed in charts, in charts, graphs, knowledge awareness of
graphs, diagrams, tables and diagrams, tables and
maps maps
4.2.2. Reading 4.2.2.1 Read a given passage at Reading with fluency Application of Knowledge and
Aloud an appropriate pace, acceptable and comprehension knowledge awareness of
pronunciation and with
understanding
4.2.3 Extensive 4.2.3.1 Read a variety of Reporting main Application of Knowledge and
reading materials and report on the main message on the knowledge awareness of
points materials read.
4.3 WRITING 4.3.1 Word and 4.3.1.1 Rearrange words and  Sequencing words Application of Knowledge and
Sentence order sentences in a logical  Sequencing knowledge awareness of
order. sentences(up to five)
in logical order
4.3.2 Punctuation 4.3.2.1 Use correct punctuation Capital letter, full stop, Application of Knowledge and
marks comma, question mark, knowledge awareness of
exclamation mark and
speech marks
4.3.3 Informal letter 4.3.3.1 Write informal letters. E.g. a letter to a friend Application of Knowledge and
15
 CONTENT
Component Topic Specific outcomes
Knowledge Skills Values
Features; one address, knowledge awareness of
salutation, body,
language, ending
4.3.4 Handwriting 4.3.4.1 Demonstrate and practice Designing posters and Application of Knowledge and
good handwriting through notices in legible knowledge awareness of
posters and notices handwriting in Cursive
and Marion Richardson
4.3.4.2 Copy given paragraphs
4.3.5 Guided 4.3.5.1 Write stories using given Developing stories Application of Knowledge and
Composition vocabulary from given vocabulary knowledge awareness of
4.3.5.2 Write stories on given
Developing stories
picture of topical issues
from given pictures on
topical issues eg HIV
and AIDS, Child
Abuse, Corruption and
Substance abuse.
4.3.6 Sentence 4.3.6.1 Construct simple Sentence construction Application of Knowledge and
Construction sentences using S+ V(Jesus knowledge awareness of
wept.)
Subject+Verb+ object (
Mulenga kicked the
ball)
Subject+Verb+ Direct
Object+indirect Object
(I bought a dress for
my mother)
4.3.7 Dictation 4.3.7.1 Write dictated sentences Legibility, spellings Application of Knowledge and
and passages. and punctuations knowledge awareness of
4.3.8 Summary 4.3.8.1 Recognise the main summary Application of Knowledge and
16
 CONTENT
Component Topic Specific outcomes
Knowledge Skills Values
points in a given paragraph knowledge awareness of
4.4 STRUCTURE 4.4.1 Tenses 4.4.1.1 Use simple present tense e.g. Application of Knowledge and
 You like bananas. knowledge awareness of
 She goes to school
every day.
4.4.1.2 Use the simple E.g. She is reading Application of Knowledge and
progressive tense (Present knowledge awareness of
continuous)
4.4.1.3 Use the simple past tense Application of Knowledge and
E.g. I saw Mary knowledge awareness of
yesterday
4.4.2 Parts of 4.4.2.1 Use adverbs of manner Adverbs of manner; Application of Knowledge and
speech: slowly, hurriedly, knowledge awareness of
Adverbs hungrily,
4.4.3 Singular and 4.4.3.1 Write singular and plural Eg knife/knives Application of Knowledge and
Plural Nouns forms of regular and irregular Box/boxes knowledge awareness of
nouns. Teacher/ teachers
Wife/wives
Potato/potatoes

17
GRADE 5

GENERAL OUTCOME KEY COMPETENCES

 Develop listening, speaking, reading and
writing skills
 Develop appreciation of literature, culture and
life skills
 Express feelings, thoughts, experiences and convictions clearly and
effectively in speech and writing.
 Apply life skills as solutions to challenges in life using English language.
 Apply reading skills to comprehend written texts in English language for
use in academic work.

18
 CONTENT
Component Topic Specific outcomes
Knowledge Skills Values
5.1 LISTENING 5.1.1 Stories 5.1.1.1 Name major and minor Major and minor characters Application of Knowledge and
AND SPEAKING (characterization) characters in a story knowledge awareness of
5.1.2. Language in a 5.1.2.1 Seek and give factual E.g. asking for directions Application of Knowledge and
social setting seeking information to a place; knowledge awareness of
and giving directions Question: Where can I find
the clinic?
Answer: The clinic is near
the market.
5.1.3. Proverbs/ 5.1.3.1 Use proverbs and E.g. Not all that glitters is Application of Knowledge and
sayings sayings gold knowledge awareness of
Once beaten, twice shy.
5.1.4. Drama 5.1.4.1 Dramatise stories Role play Application of Knowledge and
Voice projection knowledge awareness of
Confidence
Fluency
5.1.5. Poetry 5.1.5.1 Recite common  Praises about God, Application of Knowledge and
praises chiefs, heroes and knowledge awareness of
natural beauties
 Intonation
 rhyming
5.1.6. Processes 5.1.6.1 Describe simple E.g.: How to prepare Application of Knowledge and
processes nshima; how to make fire knowledge awareness of
etc
Using sequence indicators
eg First, Second,
Then…etc
5.1.7. Calendar 5.1.7.1 Recognise and discuss E.g.: dates, days, weekend, Application of Knowledge and
Vocabulary calendar vocabulary holiday, month, month end, knowledge awareness of
year, leap year etc
5.1.8. Polite requests 5.1.8.1 Make polite requests Extension of an invitation Application of Knowledge and
19
 CONTENT
Component Topic Specific outcomes
Knowledge Skills Values
eg: knowledge awareness of
I would like to invite
you…, May I invite …
5.1.9.Debate 5.1.9.1 Debate on familiar E.g. Gender stereotype; Application of Knowledge and
topics boys are stronger than knowledge awareness of
girls; It is better to be a
teacher than a nurse.
5.1.10. 5.1.10.1 Transmit messages to E.g. by word of mouth, Application of Knowledge and
Messages another person phone or radio knowledge awareness of
5.1.11 Language use 5.1.11.1 Deny and affirm E.g. I deny, I don’t agree… Application of Knowledge and
in a social setting statements I accept……., I agree…… knowledge awareness of
5.1.11.2 Express and accept Eg I am sorry; I forgive
apologies you
5.2 READING 5.2.1 Intensive 5.2.1.1 Read a passage and Knowledge of the text, Application of Knowledge and
Reading answer multiple choice, back referencing, inferring knowledge awareness of
surface and inference questions meanings of unfamiliar
words, phrases, idiomatic
expressions, figurative
language
5.2.1.2 Read and interpret Interpreting Charts, Application of Knowledge and
information presented in print Graphs, Tables, Maps knowledge awareness of
resources
5.2.1.3 Demonstrate reading Reading for specific Application of Knowledge and
skills such as skimming and information knowledge awareness of
scanning Reading to get the
general/overall impression
of the passage
5.2.2 Reading Aloud 5.2.2.1 Read a given passage at Reading with fluency and Application of Knowledge and
an appropriate pace, acceptable comprehension knowledge awareness of
pronunciation and with Avoid finger pointing,
20
 CONTENT
Component Topic Specific outcomes
Knowledge Skills Values
understanding head movement,
5.2.2.2 Observe good reading whispering
habits
5.2.3 Extensive 5.2.3.1 Read materials from E.g. Science, Social Application of Knowledge and
reading other subject areas Studies etc knowledge awareness of
5.3 WRITING 5.3.1 Sequencing 5.3.1.1 Re-arrange sentences in Sequencing sentences to Application of Knowledge and
logical order to form make paragraphs knowledge awareness of
paragraphs.
5.3.2 Narratives 5.3.2.1 Narrate a story based Composing sentences on Application of Knowledge and
on series of pictures given picture strips knowledge awareness of
5.3.3 Keeping and 5.3.3.1 Keep and write a diary Note making Application of Knowledge and
writing a Diary E.g. knowledge awareness of
Sunday- went to church
with mother.
Mon- got 10/10 in maths
Tues – punished for
reporting late at sch.
5.3.4 Notices and 5.3.4.1 Write notices and Notices Application of Knowledge and
advertisements advertisements E.g. Be aware/Take knowledge awareness of
notice/Be informed that
there will be…
Advertisements
E.g. Job opportunity; Baby
seaters wanted
at…qualifications… first
come first served!!
5.3.5 Letter writing 5.3.5.1 Write informal/ informal letters Application of Knowledge and
friendly letters. one address knowledge awareness of
Salutation
Body of letter
21
 CONTENT
Component Topic Specific outcomes
Knowledge Skills Values
Ending
Signing off
5.3.6 Summary 5.3.6.1 Identify titles and Title and Theme Application of Knowledge and
themes of stories knowledge awareness of
5.4 STRUCTURE 5.4.1 Tenses 5.4.1.1 Change word form to Regular verbs eg walk/ Application of Knowledge and
suitable tenses walked knowledge awareness of
Irregular Verbs eg sleep/
slept
5.4.2 Punctuation 5.4.2.1 Punctuate given E.g. Speech marks, Application of Knowledge and
paragraphs. Question and Exclamation knowledge awareness of
mark.
5.4.3 Direct Speech 5.4.3.1 Recognise and use Words directly spoken by Application of Knowledge and
direct speech someone and use of speech knowledge awareness of
marks
5.4.4 Synonyms and 5.4.4.1 Write synonyms and Synonyms- Application of Knowledge and
antonyms antonyms of words. words that have similar eg knowledge awareness of
halt/stop; red/scarlet
Antonyms -words that are
opposite in meaning
cold/hot; up/down
5.4.5 Homographs 5.4.5.1 Identify homographs in Similarly spelt words with Application of Knowledge and
sentences different meanings e.g. A knowledge awareness of
live debate/I live in Kitwe
Produce (noun)
The company produces
mattresses/ produce (verb)
The company has reduced
prices on their produce.
5.4.6 Sentence 5.4.6.1 Change sentences from E.g.: I like nshima. /I Application of Knowledge and
construction positive to negative dislike nshima. knowledge awareness of
22
 CONTENT
Component Topic Specific outcomes
Knowledge Skills Values
form and vice versa. This class is clean./ This
class is unclean.
I’ll come with you. I’ll not
come with you.
5.4.7 The Noun 5.4.7.1 Recognise and use Types of nouns: Application of Knowledge and
different types of Proper, Common, knowledge awareness of
nouns Collective and Countable
and un countable
5.4.8 The Verb 5.4.8.1 Recognise and use Types of verbs: regular and Application of Knowledge and
different types of verbs irregular knowledge awareness of
5.4.9 Conjunctions 5.4.9.1 Join phrases using Eg I am late because, I Application of Knowledge and
because, since and yet woke up late. knowledge awareness of
Njekwa will write an exam
this year, since she is in
grade 7.
Debora is still writing yet,
it is time up.
5.4.10 Adjectives 5.4.10.1 Recognise and use Adjectives- words that Application of Knowledge and
adjectives describe nouns e.g knowledge awareness of
small/big/tall/ short/
beautiful/handsome
Bupe is handsome.
5.4.11 Adverbs 5.4.11.1 Recognise and use Adverbs- words that Application of Knowledge and
adverbs describe how an action is knowledge awareness of
taking place e.g Mwamba
is walking slowly.
5.4.12 Spellings 5.4.12.1 Spell the given words Phonemic awareness
correctly (Letter sounds)

23
 GRADE 6

GENERAL OUTCOMES KEY COMPETENCES

• Develop listening, speaking, reading and
writing skills
• Develop appreciation of literature, culture and
life skills
 Demonstrate ability to express feelings, thoughts, experiences and convictions
clearly and effectively in speech and writing.
 Demonstrate ability to apply life skills as solutions to challenges in life using
English language.
 Apply reading skills to comprehend written texts in English language for use
in academic work.

24
 CONTENT
Component Topic Specific outcomes
Knowledge Skills Values
6.1. LISTENING 6.1.1. Processes and 6.1.1.1 Describe different Use descriptive language Application of Knowledge and
AND SPEAKING activities activities (adjectives) knowledge awareness of
e.g. a wonderful sports day,
drama, an enjoyable music
and dance festival,

6.1.1.2 Describe simple eg How to make oral

processes rehydration solution(ORS),
use sequence indicators eg
first, second, last
6.1.2. Conversation 6.1.2.1 Identify the main E.g. What happened?, where?, Application of Knowledge and
points in a when?, who was involved? knowledge awareness of
conversation
6.1.3. Language in a 6.1.3.1 Express condolences E.g. Please, accept my Application of Knowledge and
social setting condolences, knowledge awareness of
I am sorry for your loss,
6.1.3.2 Decline an Thank you for the invitation Application of Knowledge and
invitation and give an but …, however knowledge awareness of
excuse
6.1.4 Stories 6.1.4.1 Identify major and Characterisation (their names, Application of Knowledge and
minor characters in a story how they look/what they knowledge awareness of
say/how the author describes
them/what other characters
say about them)
6.1.5. Drama 6.1.5.1 Dramatise legends Role play Application of Knowledge and
and famous folklores Voice projection and knowledge awareness of
articulation
6.1.6. Poetry/Songs 6.1.6.1 Compose songs and Features of poems and Songs Application of Knowledge and
poems on cross (rhyming, rhythm, stanza) knowledge awareness of
cutting issues. e.g. HIV and AIDS,
25
 CONTENT
Component Topic Specific outcomes
Knowledge Skills Values
corruption, gender based
violence
6.1.7. Information 6.1.7.1 Describe location of Use descriptive language: eg Application of Knowledge and
a locate places south/north of…/10km knowledge awareness of
from…., before or after…
6.1.8. Debate 6.1.8.1 Debate cross-cutting Salutation/protocol, voice Application of Knowledge and
issues in a logical projection, clarity, knowledge awareness of
manner facts/justification e.g. on
HIV/AIDS, Child labour,
gender violence,
6.2 READING 6.2.1 Intensive 6.2.1.1 Read silently Reading different types of Application of Knowledge and
Reading passages on cross texts on cross cutting issues knowledge awareness of
cutting issues with Read and answer multiple,
understanding surface and inference
questions
6.2.2 Using 6.2.2.1 Use reference Referencing Application of Knowledge and
reference books books in respect to content, Table of content, glossary, knowledge awareness of
glossary and indexes dictionaries
6.2.3 Skimming and 6.2.3.1 Find information in Skimming and Scanning Application of Knowledge and
scanning passages using skimming passages knowledge awareness of
and scanning.
6.2.4 Reading aloud 6.2.4.1 Read a given Reading with appropriate Application of Knowledge and
passage at appropriate expression and observing knowledge awareness of
pace, with acceptable correct punctuation and
pronunciation and with pronunciation.
understanding
6.2.5 Extracting 6.2.5.1 Extract information Print resources: maps, graphs, Application of Knowledge and
information from from print resources charts and tables. knowledge awareness of
print resources

26
 CONTENT
Component Topic Specific outcomes
Knowledge Skills Values
6.2.6 Extensive 6.2.7 Read different types of Application of Knowledge and
Reading texts with understanding knowledge awareness of
6.3 WRITING 6.3.1 Descriptive 6.3.1.1 Write short Introduction, body, Application of Knowledge and
writing descriptive compositions on paragraphing, conclusion, knowledge awareness of
given topics descriptive language (use of
adjectives)
6.3.2 Punctuation 6.3.2.1 Use different Punctuation marks: Application of Knowledge and
Punctuation marks. speech marks, exclamation knowledge awareness of
mark, colon, semicolon,
6.3.2.2 Use correct
punctuation marks in Direct speech marks, comma
speech
6.3.3 Guided report 6.3.3.1 Write short reports Introduction, body, Application of Knowledge and
writing on given situations. paragraphing, conclusion, knowledge awareness of
Use of the past perfect tense
6.3.4 Narratives 6.34.1 Write imaginative Imaginative compositions(e.g. Application of Knowledge and
compositions winning a lottery, winning a knowledge awareness of
bursary) using future perfect
tense
6.3.5 Stories 6.3.5.1 Compose a story Figurative language e.g. Application of Knowledge and
based on a picture in a Similes, metaphors, idioms knowledge awareness of
correct sequence. Correct sequencing of events
6.3.6 Diary 6.3.6.1 Maintain a diary. Writing short forms of words Application of Knowledge and
e.g.: Min of ed., knowledge awareness of
abbreviations, acronyms
6.3.7 Filling-in forms 6.3.7.1 Fill in simple forms. Different forms e.g. Application of Knowledge and
application forms, money knowledge awareness of
transfer, claim forms
6.3.8 Notices 6.3.8.1 Write notices Different notices(fun fare, Application of Knowledge and
birth days, club meetings) knowledge awareness of
27
 CONTENT
Component Topic Specific outcomes
Knowledge Skills Values
6.3.9 Letters 6.3.9.1 Write a semi-formal One address, date Application of Knowledge and
letter Salutation knowledge awareness of
Main body
Conclusion
Ending
6.3.10 Summary 6.3.10.1 Summarise given Content and functional words, Application of Knowledge and
stories. the main points knowledge awareness of
6.4 STRUCTURE 6.4.1 Tenses 6.4.1.1 Change from one Tenses – e.g.: from past tense Application of Knowledge and
tense to another. to future tense knowledge awareness of
I went yesterday / I will go
tomorrow.
6.4.2 Nouns 6.4.2.1 Change irregular Irregular nouns. E.g: bully – Application of Knowledge and
nouns from singular to bullies, shelf/shelves, knowledge awareness of
plural stadium/stadia

6.4.2.2 Make nouns from Changing verbs into nouns (

verbs. writer/ write, driver/drive)
6.4.3 Verbs 6.4.3.1 Identify and use E.g. Application of Knowledge and
interrogative forms of How, what, who, when, why knowledge awareness of
verbs.
6.4.4 Adjectives 6.4.4.1 Use adjectives to Comparatives eg Application of Knowledge and
compare objects. -clean/cleaner knowledge awareness of
- intelligent/ more intelligent
- good/ better
6.4.5 Adverbs 6.4.5.1 Recognise and Use Adverbs of manner eg slowly, Application of Knowledge and
adverbs of manner and quickly, fast, hungrily, knowledge awareness of
place carefully
Adverbs of place eg near,
beyond, far,
6.4.6 Homographs 6.4.6.1 Recognise and use Cover a book/cover a Application of Knowledge and
28
 CONTENT
Component Topic Specific outcomes
Knowledge Skills Values
words that are spelt distance, beat someone/beat knowledge awareness of
the same but with of sound, mean/stingy,
different meanings. mean/imply
6.4.7 Synonyms and 6.4.7.1 Write synonyms and Synonyms (huge/enormous) Application of Knowledge and
antonyms antonyms of words. Antonyms (Cheap/expensive) knowledge awareness of
6.4.8 6.4.8.1 Use correct E.g.: since, also, but, and Application of Knowledge and
Conjunctions conjunctions to connect knowledge awareness of
parts of a sentence.
6.4.9 Active and 6.4.9.1 Recognise and Active eg The boy swept the Application of Knowledge and
Passive Voice change Active to passive house. knowledge awareness of
voice The house was swept by the
boy.

29
 GRADE 7

GENERAL OUTCOMES KEY COMPETENCES

 Develop listening, speaking, reading and writing  Demonstrate ability to express feelings, thoughts, experiences and
skills convictions clearly and effectively in speech and writing.
 Develop appreciation of literature, culture and life  Demonstrate ability to apply life skills as solutions to challenges in life
using English language.
skills
 Apply reading skills to comprehend written texts in English language
for use in academic work.

30
 CONTENT
Component Topic Specific Outcomes
Knowledge Skills Values
7.1 7.1.1 7.1.1.1 Act in plays Acting: Application of Knowledge and
LISTENING Drama Voice projection, stress, knowledge awareness of
AND articulation,
SPEAKING
7.1.2. 7.1.2.1 Compose simple E.g. Application of Knowledge and
Messages message Kindly tell the teacher that I am knowledge awareness of
not able to come to school
because I am sick.
7.1.3 7.1.3.1 Explain riddles, Riddles- I walk on four in the Application of Knowledge and
Figures of speech proverbs and idioms morning, two at midday and knowledge awareness of
three in the evening. What am I?
7.1.3.2 Use riddles, proverbs Proverbs - Blood is thicker than
and idioms in speech water)
Idioms- (Pull up your socks)
7.1.4 7.1.4.1 Identify and discuss e.g. Kuomboka, umutomboko, Application of Knowledge and
Conversation the customs of a ukusefya pa Ng’wena knowledge awareness of
particular people use speech indicators such as;
First, then, thereafter, finally etc
7.1.5 7.1.5.1 Debate issues of Debate formalities Application of Knowledge and
Debate national importance -Proposing, opposing, raising knowledge awareness of
points of order, opinions, facts,
interjections
7.1.6 Language 7.1.6.1 Express personal e.g. Application of Knowledge and
use in a social opinions by stating I like, I prefer, I would like knowledge awareness of
setting preferences and intentions
7.1.7 Polite 7.1.7.1 Influence other people E.g. Could we vote for Application of Knowledge and
requests through polite requests and Mushaukwa? Please let me use knowledge awareness of
persuasion your bicycle?
May I go to the bathroom.
31
 CONTENT
Component Topic Specific Outcomes
Knowledge Skills Values
7.1.8 7.1.8.1 Narrate stories about Stories of heroes ,heroines and Application of Knowledge and
Stories legends and myths myths knowledge awareness of
Logical arrangement of events,
fluency
7.2 READING 7.2.1 Intensive 7.2.1.1 Read different types of Reading and comprehension: Application of Knowledge and
reading text with understanding and Working out meanings of knowledge awareness of
do follow up activities unfamiliar words and phrases
Following sequence of events
Retelling detail of texts
Recognizing main prepositions
Answering facts and inference
questions
7.2.2 Reading 7.2.2.1 Read lively and Reading expressively (i.e. Application of Knowledge and
aloud expressively with intonation, stress, punctuation knowledge awareness of
understanding marks).
7.2.3 Using 7.2.3.1 Use reference and Use of reference materials e.g. Application of Knowledge and
References textbooks effectively. index, table of content, glossary, knowledge awareness of
dictionary.
7.2.4 Extensive 7.2.4.1 Read a variety of Silent reading Application of Knowledge and
reading materials including Fast reading but with knowledge awareness of
those from other understanding.
subject areas . Inferring information directly or
indirectly stated
7.2.5 Interpreting 7.2.5.1 Read and interpret Maps, tables, Charts and graphs Application of Knowledge and
information in information in charts and knowledge awareness of
Print Resources graphs
7.3 WRITING 7.3.1 Letters 7.3.1.1 Write formal Features of letters e.g. Application of Knowledge and
address(es),date, , salutation, knowledge awareness of
reference, introduction, main
body, conclusion, farewell or
32
 CONTENT
Component Topic Specific Outcomes
Knowledge Skills Values
valediction.
7.3.2 Guided 7.3.2.1 Write essays on given Essay layout e.g. title, Application of Knowledge and
Essays topics introduction, body, knowledge awareness of
paragraphing, and conclusion.
7.3.3 Notices and 7.3.3.1 Write notices and Persuasive and catchy Application of Knowledge and
adverts advertisements language(e.g. mouth watering knowledge awareness of
Scones on sale at 50 Ngwee
Features of a report Application of Knowledge and
(The five WHs – what, where, knowledge awareness of
when, who, why)
7.3.4 Composing 7.3.4.1 Compose texts using Interpreting charts, maps, Application of Knowledge and
texts from print information presented in graphs, tables. knowledge awareness of
resources print resources
7.3.5 Summary 7.3.5.2 Summarise stories. Content and functional words Application of Knowledge and
knowledge awareness of
7.3.6 Dictation 7.3.6.1 Write from dictation. Correct Spelling, punctuation, Application of Knowledge and
knowledge awareness of
7.4 7.4.1 Nouns 7.4.1.1 Identify and use Regular (e.g. Boy, girl) Application of Knowledge and
STRUCTURE different types of nouns. Irregular(e.g. Man, sheep) knowledge awareness of
Countable(e.g. stone, book)
Uncountable (e.g. salt, water)
Proper (e.g. Peter, Jane)
7.4.2 Adjectives 7.4.2.1 Identify and use Superlatives – biggest, tallest, Application of Knowledge and
adjectives to compare more heaviest, most intelligent, most knowledge awareness of
than two objects. handsome
7.4.3 Adverbs 7.4.3.1 Use adverbs to qualify E.g. The teacher walked into Application of Knowledge and
verbs in sentences. class quietly. knowledge awareness of
You must finish writing quickly.
She ate the scone slowly.
7.4.4 Active and 7.4.4.1 Use the active and Active (E.g.: The dog bit Mary). Application of Knowledge and
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 CONTENT
Component Topic Specific Outcomes
Knowledge Skills Values
passive passive voice. Passive (e.g. Mary was bitten by knowledge awareness of
voice the dog).
7.4.5 Punctuation 7.4.5.1 Punctuate different E.g. capital letter, comma, full Application of Knowledge and
texts. stop, exclamation mark, colon, knowledge awareness of
semicolon, question mark,
speech marks
7.4.6 Direct and 7.4.6.1 Use direct and indirect Direct speech (e.g.: John said, “I Application of Knowledge and
indirect speech speech will come.” knowledge awareness of
Indirect(Eg: John said that he
would go)
7.4.7 7.4.7.1 Connect sentences Therefore, Because of, As a Application of Knowledge and
Conjunctions using conjunctions result, since.…, either…or…, knowledge awareness of
neither… nor.., too…to…., so….
that….

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