MINISTRY OF PRIMARY AND SECONDARY EDUCATION

FORMS 1 TO 4
ZIMBABWEAN INDIGENOUS LANGUAGES SYLLABUS

Curriculum Development Unit

P.O. Box MP 133
Mount Pleasant
HARARE Copyright 2016
ACKNOWLEDGEMENTS

The Ministry of Primary and Secondary Education wishes to acknowledge the following for their valued contribution
in the production of this syllabus:

- The National Forms 1 to 4 Zimbabwean Indigenous Languages Syllabus panel

- Government departments
- Representatives of various organisations
- Publishers
- ZIMSEC
- UNICEF
- UNESCO

Table of Contents
ACKNOWLEDGEMENTS..................................................................................................................... i
1.0 PREAMBLE.............................................................................................................................. 1
1.1 INTRODUCTION.............................................................................................................................................1
1.2 RATIONALE....................................................................................................................................................1
 1.3 SUMMARY OF CONTENT................................................................................................................................1
1.4 ASSUMPTIONS..............................................................................................................................................2
1.5 CROSS-CUTTING THEMES.............................................................................................................................2
2.0 PRESENTATION OF SYLLABUS.................................................................................................. 2
3.0 AIMS...................................................................................................................................... 3
4.0 SYLLABUS OBJECTIVES............................................................................................................ 4
5.0 METHODOLOGY AND TIME ALLOCATION.................................................................................... 5
5.1 Methodology.................................................................................................................................................5
5.2 Time allocation.............................................................................................................................................5
6.0 TOPICS................................................................................................................................... 5
7.0 SCOPE AND SEQUENCE ASSESSMENT........................................................................................ 7
8.0 COMPETENCY MATRIX............................................................................................................. 9
9.0 ASSESSMENT........................................................................................................................ 42
9.1 Assessment Objectives...............................................................................................................................42
9.2 Scheme of assessment...............................................................................................................................42
9.3 Specification Grid.......................................................................................................................................44
9.4 Description of papers.................................................................................................................................45
9.5 Assessment model.....................................................................................................................................46
9.6 Learner profile...........................................................................................................................................48
1.0 PREAMBLE

1.1 INTRODUCTION
The Zimbabwe Indigenous Languages Forms 1 to 4 Syllabus is a four-year learning phase that should
enhance listening, speaking, reading, writing and non-verbal skills in learners. The teaching and learning
of visual, manual and tactile skills is emphasised in order to accommodate learners with diverse needs.
It is a progression from the Grades 3 to 7 Zimbabwean Indigenous Languages Syllabus which prepares
learners for their study of indigenous languages at higher levels. This syllabus is intended for use by
both formal and non-formal learners. The syllabus equips learners with skills such as creativity, critical
thinking, research and problem solving. The syllabus also promotes the integration of different related
speech varieties/dialects for unity and understanding of Zimbabwean heritage, cultural diversities as
well as effective communication.

1.2 RATIONALE
The Zimbabwe Indigenous Languages Forms 1 to 4 Syllabus is intended to broaden the learners
language and literary appreciation skills through the communicative approach in order for the learner to
communicate effectively. The syllabus also seeks to inculcate a sense of Unhu/Ubuntu/Vumunhu and
cultural identity whilst promoting enterprising skills to enhance economic development. It also enables
the learners to fit into their social, cultural, political and technological environment.

1.3 SUMMARY OF CONTENT

The Zimbabwe Indigenous Languages Forms 1 to 4 Syllabus focuses on the teaching and learning of
comprehension, language usage, registers, language structure, composition and creative writing; taking
into cognisance learners diversities. The Indigenous Languages Syllabus enables learners to develop
skills in critical thinking, problem solving, leadership, translation, decision-making and self-initiative.

1.4 ASSUMPTIONS
 It is assumed that learners:

are able to communicate in an Indigenous Language

learn better in their indigenous language
have had exposure to creative writing
are conversant with some aspects of Indigenous Knowledge Systems.
have knowledge of Information and Communication Technoloygy (ICT)

1.5 CROSS-CUTTING THEMES

In the teaching of Zimbabwean Indigenous Languages the following cross-cutting themes should be
taken into consideration:

Heritage studies
Gender
Health issues, HIV and AIDS
Disaster risk management
Childrens rights and responsibilities
Respect for human rights
Environmental issues
Enterprise
Financial literacy
Cross-cultural issues
Conflict management
Information and Communication Technology (ICT)

2.0 PRESENTATION OF SYLLABUS

The Forms 1 to 4 Zimbabwean Indigenous Languages Syllabus is presented as a single document.

3.0 AIMS
The syllabus aims to:
develop listening, speaking, reading and writing skills; including visual, tactile, manual and non-
verbal communication skills
develop in learners the love, respect and appreciation of indigenous languages
use the language accurately, appropriately and effectively in communication
inculcate among learners a lifelong habit of reading extensively and intensively, a variety of texts in
Zimbabwean
indigenous languages
develop in learners composition writing skills
appreciate the norms and values determined by the social, cultural, political, technological and
economic factors in Zimbabwe
develop in learners an appreciation of aesthetic qualities of language
develop in learners the ability to create wealth in an indigenised economy
embrace diversities of other indigenous cultures norms and values
develop in learners an appreciation of national heritage and culture

4.0 SYLLABUS OBJECTIVES

By the end of the four-year learning phase, learners should be able to:
plan, organise and write different types of compositions displaying knowledge and understanding of
a variety of issues
construct, spell and punctuate words, phrases and sentences correctly
write in a style and register appropriate to the subject matter
locate detail and answer comprehension questions based on given texts
identify and place a series of events in a chronological order
 deduce the meaning of words and phrases as used in a text
summarise a whole or part of a text
identify and use language structures correctly in given contexts
explain the construction of grammatical structures in their various forms
identify, interpret and use figurative language in context
describe heritage and cultural aspects/practices as presented in various forms
use Information and Communication Technology (ICT)
earn a living through creative works

5.0 METHODOLOGY AND TIME ALLOCATION

5.1 Methodology

The communicative approach is recommended in the teaching of this syllabus. In language usage,
teaching from contexts is recommended at all times.

The following methods are suggested:

Observation
Interview
Educational tours
Project
Discussion
Case study
Research
Group work
Debate
Seminar
Dramatisation
Team teaching
 Modelling
Story telling
Songs
Information and Communication Technology (ICT)

5.2 Time allocation

The subject should be allocated six periods of 35 minutes per week.

6.0 TOPICS

Composition
Language usage and Registers
Comprehension and Summary
Language structure

NB: Indigenous, cultural aspects and cross-cutting issues should be incorporated in the teaching of
the above topics.
7.0 SCOPE AND SEQUENCE ASSESSMENT

TOPIC FORM 1 FORM 2 FORM 3 FORM 4

COMPOSITION Types of Types of Types of Types of
compositions compositions compositions compositions
Structure of Structure of Structure of Structure of
compositions compositions compositions compositions
Creative writing Creative writing Creative writing Creative writing
Orthographic Orthographic Orthographic Orthographic
accuracy accuracy accuracy accuracy
Style of writing Style of writing Style of writing Style of writing

LANGUAGE Figurative Figurative Figurative Figurative

USAGE AND expressions expressions expressions expressions
Homophones, Homophones, Homophones, Homophones,
REGISTERS synonyms and synonyms and synonyms and synonyms and
antonyms in antonyms in antonyms in antonyms in
context context context context
Counting Counting Counting Counting
Relations Relations Relations Relations
Ancient and Ancient and Ancient and Ancient and
modern ways of modern ways of modern ways of modern ways of
communication communication communication communication
Directions, Directions, Directions and Directions and
requests and requests and announcements announcements
instructions instructions Appropriate Appropriate
Appropriate Appropriate registers registers
registers registers
COMPREHENSION Stories, news, Stories, news, Stories, news, Stories, news,
AND SUMMARY songs, poems, songs, poems, songs, poems, songs, poems,
folktales folktales folktales, folktales, reports
Graphs, Graphs, pictures, reports Graphs, pictures,
pictures, maps, maps, puzzles, Graphs, maps, puzzles,
TOPIC FORM 1 FORM 2 FORM 3 FORM 4
puzzles, cartoons pictures, maps, cartoons
cartoons Questions and puzzles, Questions and
Questions and answers based cartoons answers based on
answers based on a variety of Questions and a variety of
on a variety of passages answers based passages
passages Inference of on a variety of
Inference of words and passages Inference of words
words and phrases in Inference of and phrases
phrases in context words and
context phrases

Summaries
Tone and stress Summaries Summaries
Summaries Tone and stress Tone and stress
Tone and stress Ancient and Ancient and
modern ways of modern ways of
communication communication
Culture and
heritage Culture and
Culture and heritage Culture and
heritage heritage
LANGUAGE Parts of speech Parts of speech Parts of speech Parts of speech
STRUCTURE Construction of Construction of Construction of Construction of all
nouns all nouns and all parts of parts of speech
pronouns speech
 8.0 COMPETENCY MATRIX

FORM 1
SUB TOPIC OBJECTIVES CONTENT (Skills SUGGESTED LEARNING SUGGESTED
Learners should be able Attitudes, and ACTIVITIES AND NOTES RESOURCES
to: knowledge)
COMPOSITION
Types of differentiate the types of Compositions such Differentiating types of ICT tools
compositions compositions as: compositions Reference
write different types of - narrative Writing different types books
compositions - descriptive of compositions Letters
discuss cross-cutting and - factual Discussing on cross- Samples of
cross-cultural issues - letters (formal cutting and cross- written
and informal) cultural issues compositions
Cross-cutting and Researching on cross- Braille
cross-cultural issues cutting and cross- equipment
such as: cultural issues Talking books
- childrens
Large print
rights
books
- myths and
beliefs Pictures
- health, HIV
and AIDS

Structure of write a relevant Introductions Discussing ICT tools

compositions introduction Paragraphs characteristics of a Reference
sequence paragraphs in a sentences relevant introduction books
chronological and coherent - topic Sequencing paragraphs Letters
order sentences in chronological and Samples of
discuss the elements of - developers coherent order written
an introduction, body and unit of ideas Discussing the elements composition
conclusion chronological of an introduction, body Braille
write a well structured sequence in time and conclusion equipment
composition and space Writing a well structured Talking books
Conclusion composition Large print
SUB TOPIC OBJECTIVES CONTENT (Skills SUGGESTED LEARNING SUGGESTED
Learners should be able Attitudes, and ACTIVITIES AND NOTES RESOURCES
to: knowledge)
books
Pictures
Orthographic construct well structured Sentence Constructing well ICT tools
accuracy sentences construction structured sentences Reference
punctuate sentences Punctuation Punctuating sentences books
spell words accurately Spellings Spelling words Letters
observe rules of word Word division accurately Written
division Tenses Observing rules of word composition
division Braille
Playing spelling games equipment
Talking books
Large print
books
Pictures
Magazines
Slate and stylus
Newspapers
Style of writing apply figurative Figurative Applying figurative ICT tools
expressions in writing expressions such as expressions in writing Reference
proverbs, similes, books
idioms, euphemism Letters
and metaphors Samples of
use different styles of Style of writing such Using different styles of written
writing as writing compositions
- first person Braille
narrative equipment
- third person Talking books
narrative
Large print
- flash back
books
- flash forward applying appropriate
apply appropriate registers Pictures
registers to the subject
to the subject matter matter Magazines
Appropriate Slate and stylus
SUB TOPIC OBJECTIVES CONTENT (Skills SUGGESTED LEARNING SUGGESTED
Learners should be able Attitudes, and ACTIVITIES AND NOTES RESOURCES
to: knowledge)
registers Newspapers

Creative writing identify different forms of Creative works such Discussing different ICT tools
creative writing as: forms of creative writing Resource
create stories, poems, - stories, Creating stories, persons
folktales, cartoons and - poems, poems, folktales, Reference
plays - folktales, cartoons, songs and books
showcase creative work - cartoons plays Samples of
- plays Showcasing creative creative works
- songs works Zimbabwe
constitution
discuss cross-cutting Cross-cutting issues Braille
issues Copyright issues Discussing cross-cutting equipment
discuss copyright issues issues Talking books
Discussing copyright Pictures
issues Magazines
Newspapers
Novels

TOPIC OBJECTIVES UNIT SUGGESTED LEARNING SUGGESTED

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

Figurative
Figurative expressions identify figurative Identifying figurative ICT tools/Jaws
expressions such
expressions expressions software
as:
give meaning to Defining figurative Resource
- idioms
figurative expressions - proverbs expressions persons
use figurative - similes Using figurative Talking books
expressions in context - ideophones expressions in context Braille
- metaphors equipment
TOPIC OBJECTIVES UNIT SUGGESTED LEARNING SUGGESTED
Learners should be CONTENT(Skills, ACTIVITIES AND NOTES RESOURCES
able to: attitudes and
knowledge)
- euphemism Reference
books

Identify homophones, Homophones Identifying synonyms,

Homophones, synonyms synonyms, antonyms Synonyms antonyms and
in context Antonyms homophones Workcards
and antonyms give synonyms and Discussing homophones, ICT tools
antonyms for provided synonyms and antonyms Brailled cards
words Constructing sentences Puzzles
use homophones, using selected Talking books
synonyms and homophones, synonyms Braille
antonyms in context and antonyms
equipment
Playing language games
Reference
Answering quiz questions books
identify relations in the Family relations
Relations family Family tree
discuss family Describing different
relations ICT tools
structures
Discussing family Resource
structures persons
Role playing Talking books
Braille
equipment
Types of registers Reference
Registers explain different types Registers in books
of registers context such as: Drama
use appropriate - greetings costumes and
registers in different - churches Explaining different types props
situations - funerals of registers
- traditional Using appropriate
courts registers in different
- ceremonies situations ICT books
TOPIC OBJECTIVES UNIT SUGGESTED LEARNING SUGGESTED
Learners should be CONTENT(Skills, ACTIVITIES AND NOTES RESOURCES
able to: attitudes and
knowledge)
Role playing Resource
persons
Talking books
Braille
equipment
Reference
books
Drama
costumes and
props

identify ancient and ICT tools

Communication Ancient and Identifying ancient and
modern ways of Resource
modern ways of modern ways of
communication persons
communication communication
discuss advantages Horns
such as : Discussing advantages
and disadvantages of - Horns Drums
and disadvantages of
ancient and modern - Smoke Attire
ancient and modern
ways of - Drums ways of communication Telephone/cell
communication - Messenger phone
- Telephone/ Talking books
Cellphone Braille
- Internet equipment
- Telegram Reference
Directions, books
Directions, requests and requests, and Identifying cardinal
instructions points
instructions identify the cardinal
Following directions, ICT tools
points
instructions and Maps
give directions using
orientation Compass
cardinal points
Locating places in the
follow instructions Puzzles
TOPIC OBJECTIVES UNIT SUGGESTED LEARNING SUGGESTED
Learners should be CONTENT(Skills, ACTIVITIES AND NOTES RESOURCES
able to: attitudes and
knowledge)
locate places in the community and maps Work cards
community on maps Searching games Talking books
make polite requests Making polite requests Braille
equipment
Reference
books
Embossed
cardinal points
COMPREHENSION AND SUMMARY

read for Stories, news, Listening to/noting ICT tools

Comprehension
comprehension songs, various texts from Newspapers
retell news, stories, poems,letters, different media Magazines
poems, plays and plays and Reading intensively for Work cards
folktales folktales comprehension Dictionary
answer questions on Retelling news, stories, Puzzles
various texts poems, plays and Reference
infer meanings of folktales
books
words and phrases Answering questions
Large print
relate texts to the from various texts
Talking books
environment Inferring meanings of
Braille
discuss cross-cutting words and phrases
equipment
issues raised Relating issues to the
environment
Discussing cross-cutting
issues raised
Graphs
ICT tools
interpret graphs, Pictures Interpreting graphs,
Graphs
pictures, tables, maps Maps pictures, maps,tables,
and cartoons Pictures
Tables cartoons
discuss information Discussing information Cartoons
Cartoons
relayed through from graphs, tables, Maps
TOPIC OBJECTIVES UNIT SUGGESTED LEARNING SUGGESTED
Learners should be CONTENT(Skills, ACTIVITIES AND NOTES RESOURCES
able to: attitudes and
knowledge)
pictures, tables,maps pictures and maps Work cards
and cartoons Answering questions on Embossed
answer questions on graphs, pictures, tables, pictures/tables
graphs, pictures, maps and cartoons Braille/large
tables, maps and Linking information from print books
cartoons graphs, maps, tables, Tables
link information from pictures, cartoons to the
Summary graphs, maps, tables, envornment
pictures and cartoons
to the environment Summaries
Identifying main points Magazines
Summarising various Talking books
identify main points texts Large
summarise various Summarising information print/Braille
texts relayed on graphs,tables, books
summarise information pictures, maps and Letters
relayed through cartoons Tables
graphs, tables,
pictures, maps and
cartoons

Culture and heritage discuss cultural and Childrens rights Discussing cultural and ICT tools
heritage issues health, HIV and heritage issues Heritage sites
deduce moral lessons AIDS Debating on cultural and Resource
from cultural and Myths, taboos and heritage issues persons
heritage issues legends Deducing moral lessons Gallery
link seasons of the ICT (social media) from myths, taboos and Calendars
year to cultural events Heritage sites legends Talking books
that follow them Seasons of the Linking seasons of the Large print
examine the impact of year year to cultural events Braille
social media on culture Totems Examining the impact of equipment
state ones totems social media on culture Reference
TOPIC OBJECTIVES UNIT SUGGESTED LEARNING SUGGESTED
Learners should be CONTENT(Skills, ACTIVITIES AND NOTES RESOURCES
able to: attitudes and
knowledge)
Conducting educational books
tours
Stating ones totems

Tone and Stress discuss the Stress Discussing the Talking books
contribution of tone Intonation contribution of tone and Braille
and stress to meaning Fluency stress to meaning of equipment
of words and phrases words and phrases in Reference
in texts texts books
LANGUAGE STRUCTURE

Parts of speech identify different parts Nouns Identifying parts of ICT tools
of speech Pronouns speech Charts
define the parts of Qualificatives Defining parts of speech Puzzles
speech Verbs Using parts of speech in Dictionaries
use parts of speech Adverbs sentence form Word cards
Copulatives Sign language
Conjunctives dictionaries
Games
Talking books
Braille
equipment
Reference
books

Nouns
Types of Nouns
identify the different Identifying the different
Constructional Work cards
types of nouns types of nouns
pattern of nouns Dictionaries
explain the Explaining the
- Prefixes Charts
constructional patterns constructional patterns of
- Suffixes
of nouns nouns ICT tools
- stems
TOPIC OBJECTIVES UNIT SUGGESTED LEARNING SUGGESTED
Learners should be CONTENT(Skills, ACTIVITIES AND NOTES RESOURCES
able to: attitudes and
knowledge)
classify the noun prefix Classification of Classifying the noun Talking books
noun prefixes prefix Braille
equipment
Reference
books
Sign language
dictionaries

FORM 2

SUB TOPIC OBJECTIVES UNIT CONTENT (Skills, SUGGESTED SUGGESTED RESOURCES

attitudes and knowledge) LEARNING ACTIVITIES
COMPOSITION
Types of differentiate the Compositions such as Differentiating ICT tools
compositions types of - narrative types of Work cards
compositions - descriptive compositions Letters
write different - factual Writing different Written compositions
types of - letters (formal and types of Charts
compositions informal) compositions Reference books
discuss cross- - proverbs Discussing on
- dialogue Braille equipment
cutting and cross- cross-cutting and
Cross-cutting and cross- Talking books
cultural issues cross-cultural
cultural issues such as issues Large print books
- childrens rights Researching on Pictures
- myths and beliefs cross-cutting and
- health, HIV and cross-cultural
AIDS issues
- collaboration

Structure of write a relevant Introductions Discussing ICT tools

SUB TOPIC OBJECTIVES UNIT CONTENT (Skills, SUGGESTED SUGGESTED RESOURCES
attitudes and knowledge) LEARNING ACTIVITIES
compositions introduction Paragraphs characteristics of a Reference books
sequence sentences relevant Letters
paragraphs in a - topic sentences introduction Samples of written
chronological and - developers Sequencing compositions
coherent order unit of ideas paragraphs in Braille equipment
discuss the chronological chronological and Talking books
elements of an sequence in time and coherent order
Large print books
introduction, body space Discussing the
Pictures
and conclusion Structure of elements of an
write a well compositions such as: introduction, body
structured - dialogue and conclusion
composition - letter Writing a well
Conclusion structured
composition

Orthographic construct well Sentence construction Constructing well ICT tools

accuracy structured Punctuation structured Reference books
sentences Spellings sentences Letters
punctuate Word division Punctuating Samples of written
sentences Tenses sentences compositions
spell words Spelling words Braille equipment
accurately Observing rules of Talking books
observe rules of word division Large print books
word division Playing spelling Pictures
games Magazines
Sentence strips
Newspapers
Style of writing apply figurative Figurative expressions Applying ICT tools
expressions in such as proverbs, figurative Reference books
writing similes, idioms, expressions in Work cards
euphemism and writing Letters
metaphors Written compositions
Braille equipment
SUB TOPIC OBJECTIVES UNIT CONTENT (Skills, SUGGESTED SUGGESTED RESOURCES
attitudes and knowledge) LEARNING ACTIVITIES
use different styles Talking books
of writing Style of writing such as: Using different Large print books
- first person narrative styles of writing Pictures
- third person Magazines
narrative Newspapers
- flash back
apply appropriate - flash forward
registers to the applying
subject matter Appropriate registers appropriate
registers to the
subject matter

Creative writing identify different Creative works such as: Discussing ICT tools
forms of creative - stories different forms of Resource persons
writing - poems creative writing Reference books
research on - folktales researching on Samples of creative works
different issues - cartoons and different issues Zimbabwe constitution
create stories, - plays Creating stories, Braille equipment
poems, folktales, - songs poems, folktales, Talking books
cartoons, songs cartoons, songs
Pictures
and plays and plays
showcase creative Showcasing Magazines
work creative work Newspapers
Discussing cross- Novels
Cross-cutting issues cutting issues
discuss cross- Discussing
cutting issues copyright issues
copyright issues Conducting an
discuss copyright educational tour
issues

LANGUAGE USAGE AND REGISTERS

Figurative expressions
SUB TOPIC OBJECTIVES UNIT CONTENT (Skills, SUGGESTED SUGGESTED RESOURCES
attitudes and knowledge) LEARNING ACTIVITIES
Figurative identify figurative such as : Identifying ICT tools/Jaws software
expressions - idioms figurative Resource persons
expressions
give meaning to - proverbs expressions Talking books
figurative - similes Defining figurative Braille equipment
expressions - ideophones expressions Reference books
use figurative - metaphors Using figurative
expressions in - euphemism expressions in
context context

Homophones
ICT tools
Homophones, Synonyms
Puzzles
identify Antonyms Identifying
synonyms and Talking books
homophones, homophones,
Braille equipment
antonyms synonyms and synonyms and
antonyms in antonyms Reference books
context Discussing
give homophones,
homophones,syno synonyms and
nyms and antonyms
antonyms for Constructing
provided words sentences using
use homophones, selected
synonyms and homophones,
antonyms in synonyms and
context antonyms
Playing language
games ICT tools
Relationship
Answering quiz Resource persons
Relations management questions Talking books
Family roles
Braille equipment
Family tree
Presenting a family Reference books
tree Drama costumes and
discuss roles of Discussing roles of props
family members family members
SUB TOPIC OBJECTIVES UNIT CONTENT (Skills, SUGGESTED SUGGESTED RESOURCES
attitudes and knowledge) LEARNING ACTIVITIES
suggest ways of Discussing ways of
strengthening strengthening
family relations family relations
Dramatising roles
Registers of family members

Registers in context ICT books

such as: Resource persons
- greetings Talking books
- churches Braille equipment
- funerals Discussing use of Reference books
apply appropriate
- traditional courts registers in various
registers in Drama costumes and
- ceremonies situations
different situations props
- social gatherings
Role playing using
appropriate
registers in
different situations

identify ancient
Communication Ancient and modern Identifying ancient
and modern ways ICT tools
ways of communication and modern ways
of communication Resource persons
such as : of communication
discuss Horns
- Horns Discussing
advantages and - Smoke Drums
advantages and
disadvantages of - Drums Attire
disadvantages of
ancient and - Messenger Telephone/cellphone
ancient and
modern ways of - Telephone/ modern ways of Talking books
communication Cellphone communication Braille equipment
- Internet Reference books
- Telegram

Directions, identify the

Directions, requests, and Identifying ICT tools
cardinal points
requests and instructions cardinal points Maps
give directions
Following
instructions using cardinal Compass
SUB TOPIC OBJECTIVES UNIT CONTENT (Skills, SUGGESTED SUGGESTED RESOURCES
attitudes and knowledge) LEARNING ACTIVITIES
points directions, Puzzles
follow instructions instructions and Talking books
locate places in orientation Braille equipment
the community on Locating places in Reference books
maps the community Embossed cardinal points
make polite and maps
requests Searching games
Making polite
requests

COMPREHENSION AND SUMMAFRY

read for Stories, news, songs, Listening to/noting ICT tools

Comprehension
comprehension poems,letters, plays and various texts from Newspapers
retell news, folktales different media Magazines
stories, poems, Reading Puzzles
plays and folktales intensively for Reference books
answer questions comprehension Talking books
on various texts Retelling news,
Braille equipment
infer meanings of stories, poems,
words and phrases plays and folktales
relate texts to the Answering
environment questions from
discuss cross- various texts
cutting issues Inferring meanings
raised of words and
SUB TOPIC OBJECTIVES UNIT CONTENT (Skills, SUGGESTED SUGGESTED RESOURCES
attitudes and knowledge) LEARNING ACTIVITIES
phrases
Relating issues to
the environment
Discussing cross-
Graphs cutting issues
interpret graphs, raised
Pictures ICT tools
pictures, tables,
maps and cartoons Maps Graphs
discuss Tables Pictures
information Cartoons Interpreting Cartoons
relayed through graphs, pictures, Maps
pictures, maps,tables,and Reference books
tables,maps and cartoons Talking books
cartoons Discussing
answer questions Braille equipment
information from
on graphs, graphs, tables,
pictures, tables, pictures and maps
maps and cartoons Answering
link information questions on
from graphs, graphs, pictures,
maps, tables, tables, maps and
Summary
pictures and cartoons
cartoons to the Summaries
Linking information ICT tools
environment from graphs, maps, Graphs
tables, pictures,
Pictures
cartoons to the
envornment Cartoons
identify main Maps
points Reference books
summarise various Identifying main Talking books
texts points Braille equipment
summarise Summarising
information various texts
relayed through Summarising
graphs, tables, information
SUB TOPIC OBJECTIVES UNIT CONTENT (Skills, SUGGESTED SUGGESTED RESOURCES
attitudes and knowledge) LEARNING ACTIVITIES
pictures, maps and relayed on
cartoons graphs,tables,
pictures, maps and
cartoons

Culture and discuss cultural Childrens rights

Discussing cultural ICT tools
heritage and heritage Health, HIV and AIDS and heritage Heritage sites
issues Myths, taboos issues
and Resource persons
deduce moral legends
Debating on Gallery
lessons from ICT (social media) cultural and Calendars
cultural and Heritage sites heritage issues Talking books
heritage issues Seasons of the year
Deducing moral
Large print
present praise lessons from
Praise poetry Braille equipment
poems myths, taboos and
examine the legends Reference books
impact of social presenting praise
media on culture poems
examining the
impact of social
media on culture
Conducting
educational tours
LANGUAGE STRUCTURE

Parts of speech identify different Nouns Identifying parts of ICT tools

parts of speech Pronouns speech Puzzles
use different parts Qualificatives Constructing Dictionaries
of speech in Verbs sentences using Sign language dictionary
sentences Adverbs different parts of Talking books
Copulatives speech Large print
Braille equipment
Reference books
Nouns
SUB TOPIC OBJECTIVES UNIT CONTENT (Skills, SUGGESTED SUGGESTED RESOURCES
attitudes and knowledge) LEARNING ACTIVITIES
identify the Types of Nouns Identifying the Work cards
different types of Constructional pattern different types of Dictionaries
nouns of nouns nouns Charts
explain the - Prefixes Explaining the ICT tools
constructional - Suffixes constructional Talking books
patterns of nouns - stems patterns of nouns Braille equipment
classify the noun Classification of noun Classifying the
Reference books
prefix prefixes noun prefix
Sign language dictionaries

Pronouns
ICT tools
Types of pronouns Identifying the
identify the different types of Dictionaries
Constructional pattern
different types of of pronouns pronouns sign language dictionary
pronouns Explaining the Talking books
explain the constructional Large print
constructional patterns of Braille equipment
pattern of pronouns Reference books
pronouns

FORM 3
SUB TOPIC OBJECTIVES UNIT CONTENT SUGGESTED LEARNING SUGGESTED
Learners should be able to: (Skills, attitudes, ACTIVITIES RESOURCES
knowledge)
COMPOSITION
Types of discuss different types of Compositions discussing different ICT tools
compositions compositions such as: types of compositions Samples of written
write different types of - narrative Interpreting graphs, compositions
compositions - descriptive tables, maps and Reference books
research on cross-cutting - factual pictures Braille equipment
and cross-cultural issues - dialogue Talking books
- argumentati Writing different types Large print books
ve of compositions
- proverbs Pictures
Researching on cross-
- report cutting and cross-
- speech cultural issues
- letters
(formal and
informal)
Interpretation of
graphs, tables,
maps and
pictures
Cross-cutting
and cross
cultural-issues
such as
-conflict
management
-health issues
-heritage
-environmental
issues
-financial literacy
-gender issues
-rites of passage
SUB TOPIC OBJECTIVES UNIT CONTENT SUGGESTED LEARNING SUGGESTED
Learners should be able to: (Skills, attitudes, ACTIVITIES RESOURCES
knowledge)
Structure of write a relevant Introductions Discussing ICT tools
compositions introduction Paragraphs characteristics of a Samples of written
sequence paragraphs in sentences relevant introduction compositions
a chronological and - topic Sequencing Reference books
coherent order sentence paragraphs in Braille equipment
discuss elements of an - developers chronological and Talking books
introduction, body and unit of ideas coherent order Large print books
conclusion chronological Discussing the
Pictures
write a well structured sequence in elements of an
composition time and introduction, body and
space conclusion
Conclusion Writing a well
structured composition

Orthographic construct well structured Sentence Constructing well ICT tools

accuracy sentences construction structured sentences Reference books
punctuate words and Punctuation Punctuating words and Samples of written
sentences correctly Spellings sentences correctly compositions
spell words accurately Word division Spelling words Braille equipment
observe rules of word Tenses accurately Talking books
division Observing rules of Large print books
word division Pictures
Playing spelling games Magazines
Newspapers
Style of writing explore different styles of Style of writing Exploring different ICT tools
writing such as: styles of writing Reference books
- first person Braille equipment
narrative Talking books
- third person Large print books
use different styles of narrative Using different styles
Pictures
writing - flash back of writing
- flash forward Magazines
- interior Newspapers
SUB TOPIC OBJECTIVES UNIT CONTENT SUGGESTED LEARNING SUGGESTED
Learners should be able to: (Skills, attitudes, ACTIVITIES RESOURCES
knowledge)
apply figurative monologue Applying figurative
expressions in writing expressions expressions in writing
such as:
proverbs,
similes, idioms,
euphemism,
personification
and metaphors
applying appropriate
apply appropriate registers Appropriate registers to the
to the subject matter registers subject matter

Creative writing discuss the roles of

Creative works Discussing the roles of ICT tools
creative writing in society such as: creative writing in Samples of written
write a variety of creative - stories society compositions
pieces - poems Writing a variety of Reference books
preserve creative work - dialogues creative pieces Braille equipment
exhibit creative work - folktales Participating in Talking books
- cartoons creative writing Large print books
- songs competitions
- plays Pictures
Exhibiting creative
Cross-cutting Magazines
research on cross-cutting work
issues such as: Newspapers
issues Researching cross-
discuss copyright issues - climate cutting issues
change Discussing copyright
- collaboration issues
- enterprise
copyright issues
LANGUAGE USAGE AND REGISTERS

Figurative locate figurative Figurative Locating figurative ICT tools

expressions expressions in given expressions such expressions in given Jaws software
contexts as: contexts Resource persons
SUB TOPIC OBJECTIVES UNIT CONTENT SUGGESTED LEARNING SUGGESTED
Learners should be able to: (Skills, attitudes, ACTIVITIES RESOURCES
knowledge)
deduce meanings of - idioms Deducing meanings of Braille equipment
figurative expressions in - proverbs figurative expressions Reference books
given contexts - similes in given contexts Talking books
explain significant - ideophones Explaining the
features of figurative - metaphors significance of
expressions - euphemism figurative expressions
describe cultural aspects - personificatio in real life situations
depicted in figurative n Playing language
expressions - hyperbole games and quiz
use figurative Describing cultural
expressions in different aspects as depicted in
contexts figurative expressions
Researching on the
cultural aspects for
figurative expressions

Homophones, explain homophones, Homophones, Explaining ICT tools

synonyms, synonyms, antonyms and synonyms, homophones, Jaws software
antonyms and homonyms antonyms and synonyms, antonyms Braille equipment
homonyms use homophones, homonyms and homonyms Reference books
synonyms, antonyms and Constructing
homonyms in sentences sentences, phrases
distinguish the and paragraphs using
differences among the homophones,
terms given in different synonyms, antonyms
contexts and homonyms

Relations discuss family relations Family relations Discussing family Resource persons
describe relations among Community relations ICT tools
community members relations Researching on family Large print books
identify causes of Conflict relations and totems Jaws software
conflicts in families and management/ Discussing family Braille equipment
communities resolution totems and salutations Reference books
strategies
SUB TOPIC OBJECTIVES UNIT CONTENT SUGGESTED LEARNING SUGGESTED
Learners should be able to: (Skills, attitudes, ACTIVITIES RESOURCES
knowledge)
suggest conflict Describing relations
management/resolution within communities
strategies among Discussing conflict
members of the management/resolutio
community n strategies
explain roles of explaining roles of
community leaders in community leaders in
conflict management conflict management
Drammatising conflict
management/resolutio
n strategies
Registers research on registers in Registers in Researching on Resource persons
different situations contexts such as: registers in different ICT tools
use of appropriate - interviews situations Jaws software
registers in different - telephone Role playing using Interview guide
situations conversation appropriate registers Braille equipment
- communicati in formal and informal Reference books
ng with situations
leaders at
different
levels
- condolences
- complaints
- courtship

Communication describe various ancient Ancient and Describing various ICT tools
and modern ways of modern ways of ancient and modern Gallery
communication communication ways of Museum
evaluate effectiveness of such as: communication Resource persons
the various ancient and - gun signals Evaluating Concrete media
modern ways of - sentinel effectiveness of the Braille equipment
communication - omens various ancient and
- stones Reference books
modern ways of
SUB TOPIC OBJECTIVES UNIT CONTENT SUGGESTED LEARNING SUGGESTED
Learners should be able to: (Skills, attitudes, ACTIVITIES RESOURCES
knowledge)
- e-mail communication
- internet
- cellphone
COMPREHENSION AND SUMMARY

Comprehension read intensively for Comprehension Reading for ICT tools

comprehension texts comprehension Newspapers
define words and phrases Cultural Defining words and Dictionaries
used in texts practices phrases in a variety of Sign language
answer comprehension and Cross- texts in context dictionary
questions cutting issues Answering Braille equipment
evaluate issues raised in Graphs comprehension Reference books
the various texts Pictures questions Maps
Interpret graphs, Tables Evaluating issues
Graphs
pictures, tables, maps Maps raised in various texts
Cartoons
and cartoons Cartoons interpreting graphs,
Embossed graphs
analyse information from tables, maps, pictures
graphs,pictures,tables, and cartoons
maps and cartoons Analysing information
relate information to real from graphs, pictures,
life situations tables,maps and
cartoons
Relating information to
Summary real life situations

locate details from a Comprehension

variety of texts texts Locating details from a
summarise whole or part variety of texts
of a variety of texts Summaries Summarising whole or
summarise information part of a variety of
from texts
graphs,pictures,tables, Summarising
SUB TOPIC OBJECTIVES UNIT CONTENT SUGGESTED LEARNING SUGGESTED
Learners should be able to: (Skills, attitudes, ACTIVITIES RESOURCES
knowledge)
maps and cartoons information from
graphs, pictures,
tables, maps and
cartoons

Culture and discuss cultural and Ancestors and

Discussing cultural ICT tools
heritage heritage issues spirit mediums
and heritage issues Resource persons
evaluate cultural and Evaluating cultural
Traditional Reference books
heritage issues healers and heritage issues Talking books
relate the indigenous Relating the
Indigenous Large print books
calendar to cultural calendar (lunar
indigenous calendar to Artefacts
activities months) cultural activities
relate the indigenous Conducting researches
Indigenous
knowledge systems to Knowledge on cultural and
their cultural activities Systems such as:
heritage issues
- taboos Relating the
- myths indigenous knowledge
- legends systems to their
- omens cultural activities
Conducting
educational tours in
their immediate
environment
LANGUAGE STRUCTURE

Parts of speech identify different parts of Nouns Identifying parts of ICT tools
speech Pronouns speech Puzzles
explain constructional Qualificatives Explain constructional Dictionaries
patterns of parts of Verbs patterns of parts of Reference books
speech Adverbs speech Braille equipment
construct sentences Copulatives Constructing
using parts of speech sentences using parts
Conjunctives
of speech
SUB TOPIC OBJECTIVES UNIT CONTENT SUGGESTED LEARNING SUGGESTED
Learners should be able to: (Skills, attitudes, ACTIVITIES RESOURCES
knowledge)

Qualificatives Adjectives ICT tools

identify the different Quantitatives Dictionaries
types of qualificatives Enumeratives Identifying the Sign language
use qualificatives in Selectors different types of dictionaries
sentences qualificatives Reference books
Demonstratives
explain the Using qualificatives in Braille equipment
Relatives
constructional patterns of sentences Talking books
Possessives
different types of Explaining the
qualificatives constructional
patterns of different
qualificatives
Copulatives Copulatives
inflections and ICT tools
allomorphs Dictionaries
identify copulatives
Sign language
inflections and their
allomorphs Identifying copulatives dictionaries
use copulatives in inflections and their Reference books
sentences allomorphs Braille equipment
explain the Using copulatives in Talking books
constructional pattern of sentences
different types of Explaining the
copulatives constructional
patterns of different
copulatives
 Form 4
SUB TOPIC OBJECTIVES UNIT CONTENT SUGGESTED SUGGESTED
Learners should be (Skills, attitudes LEARNING RESOURCES
able to: and knowledge) ACTIVITIES AND
NOTES
COMPOSITION
Types of discuss different Compositions Discussing different ICT tools
compositions types of compositions such as: types of Samples of written
write different types - narrative compositions compositions
of compositions - descriptive Interpreting graphs, Reference books
research on cross- - factual tables, Braille equipment
cutting and cross- - dialogue maps,cartoons and Talking books
cultural issues - argumentati pictures Large print books
ve Writing different
- proverbs Pictures
types of
- report compositions
- speech Researching on
- letters cross-cutting and
(formal and cross-cultural issues
informal)
Interpretation of
graphs, tables,
maps,cartoons
SUB TOPIC OBJECTIVES UNIT CONTENT SUGGESTED SUGGESTED
Learners should be (Skills, attitudes LEARNING RESOURCES
able to: and knowledge) ACTIVITIES AND
NOTES
and pictures
Cross-cutting
and cross-
cultural issues
such as:
- conflict
manageme
nt
- health
issues
- heritage
- environme
ntal issues
- financial
literacy
- gender
issues
- rites of
passage

Structure of write a relevant Introductions Discussing ICT tools

compositions introduction Paragraphs characteristics of a Samples of written
sequence paragraphs sentences relevant introduction compositions
in a chronological and - topic Sequencing Reference books
coherent order sentence paragraphs in Braille equipment
write a well - developers chronological and Talking books
structured unit of ideas coherent order Large print books
composition chronological Writing a well
Pictures
sequence in structured
time and composition
space
Conclusion
SUB TOPIC OBJECTIVES UNIT CONTENT SUGGESTED SUGGESTED
Learners should be (Skills, attitudes LEARNING RESOURCES
able to: and knowledge) ACTIVITIES AND
NOTES
Orthographic construct well Sentence Constructing well ICT tools
accuracy structured sentences construction structured Reference books
punctuate words and Punctuation sentences Samples of written
sentences Spellings Punctuating words compositions
spell words Word division and sentences Braille equipment
accurately Tenses Spelling words Talking books
observe rules of word Observing rules of Large print books
division word division Pictures
Playing spelling Magazines
games Newspapers
Style of writing explore different Styles of writing Exploring different ICT tools
styles of writing such as: styles of writing Reference books
- first person Braille equipment
narrative Talking books
- third person Using different Large print books
use different styles of narrative styles of writing Pictures
writing - flash back
- flash forward Magazines
- interior Applying figurative Newspapers
apply figurative monologue expressions in
expressions in writing expressions writing
such as:
proverbs,
similes, idioms,
euphemism,
Apply appropriate personification
registers to the and metaphors Writing appropriate
subject matter Appropriate registers to the
registers subject matter
SUB TOPIC OBJECTIVES UNIT CONTENT SUGGESTED SUGGESTED
Learners should be (Skills, attitudes LEARNING RESOURCES
able to: and knowledge) ACTIVITIES AND
NOTES
Creative writing discuss the roles of
Creative works Discussing the roles ICT tools
creative writing in such as: of creative writing in Samples of written
society - stories society compositions
write a variety of - poems Writing a variety of Reference books
creative pieces - dialogues creative pieces Braille equipment
preserve creative - folktales Participating in Talking books
works - cartoons creative writing Large print books
exhibit creative works - songs competitions
- plays Pictures
Exhibiting creative
Crosscutting Magazines
work
issues such as: Newspapers
Researching cross-
research cross cutting - climate cutting issues
issues change Discussing copyright
discuss copyright - collaboration issues
issues - enterprise
copyright issues
LANGUAGE USAGE AND REGISTERS

Figurative locate figurative Figurative Identifying figurative

expressions expressions in given expressions such expressions in their ICT tools
contexts as: contexts Jaws software
deduce meanings of - idioms Explaining meanings Resource persons
figurative expressions - proverbs of figurative Braille equipment
in given contexts - similes expressions Reference books
explain significant - metaphors Playing language Talking books
features of figurative - ideophones games and quiz
expressions - euphemism Describing cultural
use figurative - hyperbole aspects as depicted
expressions in - personificati in figurative
different contexts on expressions
describe cultural Researching on the
SUB TOPIC OBJECTIVES UNIT CONTENT SUGGESTED SUGGESTED
Learners should be (Skills, attitudes LEARNING RESOURCES
able to: and knowledge) ACTIVITIES AND
NOTES
aspects in figurative cultural aspects for
expressions figurative
expressions
Writing texts using
various figurative
expresssions
Homophones, explain homophones, Homophones, Explaining ICT tools
synonyms, synonyms, antonyms synonyms, homophones, Jaws software
antonyms and and homonyms antonyms and synonyms, Braille equipment
homonyms use homophones, homonyms antonyms and Reference books
synonyms, antonyms homonyms
and homonyms in Constructing
sentences sentences, phrases
distinguish the and paragraphs
differences among using homophones,
the terms given in synonyms,
different contexts antonyms and
homonyms
Relations dicsuss family Family relations Discussing family Resource persons
relations Community relations ICT tools
describe relations relations Researching on Large print books
among community Conflict family relations and Jaws software
members management/ totems Braille equipment
identify causes of resolutions Discussing family Reference books
conflicts in families strategies totems and
and communities salutations
suggest conflict Describing relations
management/resoluti within communities
on strategies among Discussing conflict
members of the management/resolut
community ion strategies
explain roles of explaining roles of
community leaders in community leaders
SUB TOPIC OBJECTIVES UNIT CONTENT SUGGESTED SUGGESTED
Learners should be (Skills, attitudes LEARNING RESOURCES
able to: and knowledge) ACTIVITIES AND
NOTES
conflict management in conflict
management
Drammatising
conflict
management/resolut
ion strategies
Communication explain the Importance of Explaining the ICT tools
importance of communication importance of Gallery
communication Channels of communication Resource persons
evaluate channels of communication Evaluating channels Concrete media
communication in the in: of communication in Braille equipment
familyies - families the families, Reference books
communities,nations - communities communities,
and organisations - organisations nations and
suggest ways of - nations organisations
improving Suggesting ways of
communication in the improving
families, communication in
communities, nations the families,
and organisations communities,
nations and
organisations
Role playing
Debating
Registers research on registers Registers in Researching and Resource persons
in different situations contexts such as: documenting ICT tools
use registers in - interviews registers Jaws software
diferent situations - telephone Role playing using Interview guide
conversations appropriate registers Braille equipment
- condolences in formal and Reference books
- raising informal situations
complaints
Protocol at
SUB TOPIC OBJECTIVES UNIT CONTENT SUGGESTED SUGGESTED
Learners should be (Skills, attitudes LEARNING RESOURCES
able to: and knowledge) ACTIVITIES AND
NOTES
cultural and
social gatherings

COMPREHENSION AND SUMMARY

Comprehension read intensively for Comprehension Reading for ICT tools

comprehension texts comprehension Newspapers
define words and Cultural Defining words and Dictionaries
phrases used in texts practices phrases in a variety Sign language
answer and cross-cutting of texts in context dictionary
comprehension issues Answering Braille equipment
questions Graphs comprehension Reference books
evaluate issues raised Pictures questions Maps
in the various texts Tables Evaluating issues
Graphs
interpret graphs, Maps raised in various
Cartoons
pictures, tables, maps Cartoons texts
interpreting graphs, Embossed graphs
and cartoons
analyse information tables, maps,
from pictures and
graphs,pictures,tables cartoons
, maps and cartoons Analysing
relate information to information from
real life situations graphs, pictures,
make diagrammatical tables,maps and
representation of cartoons
given information Relating information
Summary to real life situations
Making
diagrammatical
Comprehension representation of
SUB TOPIC OBJECTIVES UNIT CONTENT SUGGESTED SUGGESTED
Learners should be (Skills, attitudes LEARNING RESOURCES
able to: and knowledge) ACTIVITIES AND
NOTES
locate details from a texts given information
variety of texts Summaries
summarise whole or
part of a variety of Locating details from
texts a variety of texts
summarise Summarising whole
information from or part of a variety
graphs, pictures, of texts
tables, maps and Summarising
cartoons information from
graphs, pictures,
tables, maps and
cartoons

Culture and discuss cultural and Ancestors and Discussing cultural ICT tools
heritage heritage issues spirit mediums and heritage issues Resource person
evaluate culture and Traditional Evaluating cultural Reference books
heritage issues healers and heritage issues Talking book
relate the indigenous Indigenous Relating the Large print books
calendar to cultural calendar (lunar indigenous calendar Artefacts
activities months) to cultural activities Braille equipment
relate the Indigenous Indigenous Conducting
Knowledge Systems Knowledge researches on
to their cultural Systems such as: cultural and heritage
activities - taboos issues
- myths Relating the
- legends Indigenous
- omens Knowledge Systems
to their cultural
activities
Conducting
educational tours in
their immediate
SUB TOPIC OBJECTIVES UNIT CONTENT SUGGESTED SUGGESTED
Learners should be (Skills, attitudes LEARNING RESOURCES
able to: and knowledge) ACTIVITIES AND
NOTES
environment

LANGUAGE STRUCTURE

Parts of speech identify different Nouns Identifying parts of ICT tools

parts of speech Pronouns speech Puzzles
define the parts of Qualificatives Defining parts of Dictionaries
speech Verbs speech Reference books
use parts of speech Adverbs Using parts of Braille equipment
correctly in sentences Copulatives speech correctly in
sentence
Conjunctives
Questions

Definition of verb ICT tools

identify verbs and Dictionaries
Verbs Types of verb Identifying the
their different forms Sign language
explain the radicals different forms of
Types of verbal dictionaries
constructional verbs
extensions and Reference books
patterns of different explaining the
their meanings Braille equipment
types of verbs constructional
explain usage of verb Constructional patterns of different Talking books
extensions patterns of verbs types of verbs
Usage of verbal Explaining usage of
extensions verbal extensions

Verb tenses identify verb tenses Tenses: present,

present ICT tools
use verb tenses in
continuous, past, Identifying different Dictionaries
sentences
SUB TOPIC OBJECTIVES UNIT CONTENT SUGGESTED SUGGESTED
Learners should be (Skills, attitudes LEARNING RESOURCES
able to: and knowledge) ACTIVITIES AND
NOTES
remote past, types of verb tenses Sign language
habitual past, Using verb tenses in dictionaries
future, near sentences Reference books
Moods future, potential Braille equipment
and participial. Talking books
identify moods of the
verbs ICT tools
explain constructional identifying moods of
Moods such as: Dictionaries
patterns of moods of the verbs
- indicative/pri Sign language
the verbs explaining
ncipal dictionaries
use different moods constructional
- potential Reference books
in sentences patterns of moods of
- infinitive the verbs Braille equipment
- hortative using different Talking books
- subjunctive moods in sentences
- imperative
- participial
- consecutive
Adverbs identify types of - relative
adverbs
explain usage of Types of adverbs:
adverbs time, place, identify types of
explain constructional likeness, adverbs ICT tools
patterns of adverbs manner, explain usage of Dictionaries
instrumentality, adverbs Sign language
agency and dictionaries
Conjunctives explain
degree Reference books/Braille
constructional
Usage of adverbs Braille equipment
patterns of adverbs
Talking books
identify different
types of conjunctives
explain the usage of
Conjunctives
conjunctives in ICT tools
SUB TOPIC OBJECTIVES UNIT CONTENT SUGGESTED SUGGESTED
Learners should be (Skills, attitudes LEARNING RESOURCES
able to: and knowledge) ACTIVITIES AND
NOTES
Ideophones sentences Identifying different Dictionaries
types of Sign language
conjunctives dictionaries
Explaining the usage Reference books
of conjunctives in Braille equipment
identify different sentence Talking books
types of ideophones Types of
explain usage of ideophones such
Questions ideophones as:
ICT tools
- simplex
- reduplicated Dictionaries
Identifying different
- derived Sign language
types of ideophones
dictionaries
Explaining usage of
Reference books
ideophones
identify different Braille equipment
questioning Types of Talking books
techniques questions:
construct different Simplex and ICT tools
forms of questions complex Discussing different Dictionaries
question forms questioning Sign language
Questioning techniques dictionaries
techniques Formulating Reference books
different forms of Braille equipment
questions Talking books
9.0 ASSESSMENT

The syllabus scheme of assessment is based on the principle of inclusivity. Arrangements, accommodation and
modification must be visible in both continuous and summative assessment to enable candidates with diverse needs
to access assessment.

The learning area will be assessed through continuous and summative assessment. Continuous assessment will
constitute 30% and summative assessment 70%

9.1 Assessment Objectives

By the end of the four years learners are expected to:

9.1.1 plan,organise and write different types of compositions adhering to correct authography and displaying
an understanding of a variety of issues.
9.1.2 write in a style and register appropriate to the subject matter
9.1.3 produce, edit, exhibit or publish creative works
9.1.4 locate detail and answer comprehension questions based on a variety of texts
9.1.5 identify and place a series of events in a chronological order
 9.1.6 deduce the meanings of words, phrases and figurative expressions as used in a text
9.1.7 write a summary to a whole or part of a text
9.1.8 identify and use language structures correctly in given contexts
9.1.9 explain the constructional patterns of grammatical structures
9.1.10 identify, interpret and use figurative language in context
9.1.11 describe heritage and cultural aspects or practices within the text
9.1.12 use Information and Communication Technology (ICT) appropriately

9.2 Scheme of assessment

The subject will be assessed through continuous and summative assessment. The summative assessment will consist
of two papers.

9.2.1 CONTINUOUS ASSESSMENT (30%)

Profiling, Tests and Oral/ Aural (Receptive and Expressive) Assignments are administered and collated from Form 1
through to Form 4. Projects on creative works are done and assessed from Form 1 through to Form 4. All the marks
scored from the aforementioned aspects, save for profiling, will contribute to the final mark.

LEVEL FORM OF ASSESSMENT ASSESSMENT TASK FREQUENCY WEIGHTING

Form1 Continuous Practical assignment 1 per term 2%
Theory test 1 per term 1%
Project (creative work) 1 per year 2%
Form 2 Continuous Practical assignment 1 per term 2%
Theory test 1 per term 1%
Project (creative work) 1 per year 2%
Form 3 Continuous Practical assignment 1 per term 4%
Theory test 1 per term 2%
Project (creative work) 1 per year 4%
Form 4 Continuous 2 Practical assignments 6%
1 project (creative work) 4%
TOTAL 30%

9.2.2 SUMMATIVE ASSESSMENT

 PAPER DESCRIPTION DURATIO MARKS WEIGHTIN
N G
Paper 1 Composition and 2hours 80 40%
comprehension
Section I: Composition 50
Section II : Comprehension 20
Summary 10

Sub-total 80 40%
Paper 2 Language usage, Registers 2 hours 60 30%
and Language structure
Section I: Language usage 20
registers 10
Section II: Language structure 30

Sub-total 60 30%
Grand Total 140 70%

9.3 Specification Grid

 Assessment composition comprehensi summary Language registers Language
objectives on usage structure
9.1.1
9.1.2
9.1.3
9.1.4
9.1.5
9.1.6
9.1.7
9.1.8
9.1.9
9.1.10
9.1.11
9.1.12

9.4 Description of papers

Paper 1: Composition, Comprehension and summary

This paper will be in two sections.
Section I: Composition (50 marks)
This section will consist of seven free composition topics covering any of the following:
Narrative
Factual
Descriptive
Argumentative
Dialogue
Proverb
Letter
 Report
Interpretation of graphs, maps, pictures, tables and charts

Candidates are to write on any one topic. All topics will carry an equal mark of 50.
The length of the composition should be 450 500 words.

Section II: Comprehension and Summary (30 marks)

The length of the comprehension passage will be 450 500 words. The summary should not exceed 50 words.
Candidates are to answer all questions in this section.

Paper 2 Language usage, Registers and Language structure

This paper will be in two sections.
Section I: Language usage (20 marks)
: Registers (10marks)

This section consists of four language usage questions and one question on registers. Candidates are expected to
answer all questions. For Language usage each question carries five marks.

Section ll: Language structure (30marks)

This section consists of five questions. Candidates are to answer three questions only. Each question carries ten
marks.

9.5 Assessment model

The assessment in Indigenous Language has an emphasis on the four main language skills which include:
Listening (receptive), speaking (expressive), reading and writing

Assessment of learner performance in indigenous languages

Assessment of learner performance in Indigenous Languages

100%

Summative Assessment
Continuous assessment
70%
30%

Language usage, Composition,

Profiling Projects Tests Oral/Aural/
registers and language comprehension and
10% 10% Alternatives
structures summary
10%
30% 40%

Profile Continuous Summative

assessment assessment
+ 70%
30%
 EXIT PROFILE FINAL MARK

100%

9.6 Learner profile

The learner profile will comprise those aspects that cannot be assessed through the Continuous Assessment model.
The profiling will include soft skills and other aspects. The profile of the learner will be compiled by the teacher and
passed on to the next teacher throughout the secondary course. The profile will not contribute to the final mark at
the end of the Forms 1 to 4 as shown on the assessment model but will assist to give full picture of the learners
competency