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

1
 © 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

2
VISION

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

3
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.

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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

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CONTENTS
Page
Preface…………………………………………………………………………………………
Acknowledgments ……………………………………………………………………….
Introduction …………………………………………………………………………………

Literacy and English Language

General Outcomes ……………………………………………………………………….

Grade 2 ………………………………………………………………………………………..
Grade 3 ………………………………………………………………………………………..
Grade 4 ………………………………………………………………………………………..
Grade 5 ………………………………………………………………………………………..
Grade 6 ………………………………………………………………………………………..
Grade 7 ………………………………………………………………………………………..

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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

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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 FOR GRADES 2 - 7

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:

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 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 ENGLISH

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.

Component Topic Specific outcomes Knowledge Skills Values

Listening and 2.1.1. Greetings 2.1.1.1 -Good morning Application of Knowledge and
speaking Demonstr -Good afternoon different types of awareness of
ate -Good evening greetings different types of
different greetings
types of
greetings
2.1.2 Objects 2.1.2.1 Identify Eg: Cups, plates, pots Application of Knowledge and
found in a home objects found in a etc. vocabulary on awareness of
home objects found in a vocabulary on
home objects found in a
home
2.1.3 Story telling 2.1.3.1 Sequencing pictures Application of Knowledge and
Recogniz in a logical sequence knowledge on awareness of story
e picture story telling telling
strips in a
logical
sequence
2.1.3.2. Retell
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 simple stories
2.1.4 Animals 2.1.3.1 Identify Eg: cat, dog, cow, Application of Knowledge and
domestic goat, sheep vocabulary on awareness of
animals. domestic animals domestic
amnimals
2.1.3.2 Identify Eg: lion, elephant, Application of Knowledge and
wild zebra, leopard, vocabulary on awareness of
animals. wild animals vocabulary on
wild animals
2.1.5 Colours 2.1.5.1 Identify Red, blue, yellow, Application of Knowledge and
and brown, orange, green, vocabulary on awareness of
discrimina black and white colours vocabulary on
te colours
different
colours
2.1.6 Games 2.1.6.1 Talk about Sheep sheep come Application of Knowledge and
games home, hide and seek, vocabulary in awareness of
Simon says, games vocabulary in
games
Community 2.1.7 Community 2.1.7.1 Describe Application of Knowledge and
practices practices good health knowledge on awareness of
practices in Community Community
the practices practices
community
2.1.7.2 Describe bad
practices in
the
community
2.1.8 Occupations 2.1.8.1 Mention E.g, Teachers, Application of Knowledge and
different nurses , watchmen, vocabulary on awareness of
workers doctors, different vocabulary on
in the occupations different
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 communit occupations
y.
2.1.9 Objects 2.1.9.1 Identify Fruits(orange, Application of Knowledge and
and banana, apple); vocabulary on awareness of
classify Furniture(chair, table, classifying vocabulary on
simple desk); Tools( hoe, different objects classifying
objects. axe, rake); different objects
2.1.10 2.1.10.1 Describe Adjectives(describing Application of Knowledge and
Description objects, words); big/small; vocabulary on awareness of
people fat/thin; tall/short; describing objects vocabulary on
and black/white; and people describing objects
events scaring/interesting and people
etc
2.1.11 Personal 2.1.11.1 Talk Birthdays, going to Application of Knowledge and
experience about personal the market, church vocabulary on awareness of
experiences. narrating vocabulary on
experiences narrating
experiences
Reading 2.2.1 The 2.2.1.1 Sound out Sounds of the Application of Knowledge and
Alphabet letters of alphabet knowledge of the awareness of
the (/a/,/b/,/c/,/k/,/e/) sounds of the sounds of the
alphabet alphabet alphabet
2.2.1.2 Recognize Names of letters of Application of Knowledge and
and name letters the alphabet knowledge of the awareness of
of the alphabet letters of the letters of the
alphabet alphabet
2.2.2 Capital and 2.2.2.1 E.g Aa, Bb, Cc, Dd, Application of Knowledge and
small letters Distinguis Gg knowledge of awareness of
h capital capital and small capital and small
and small letters letters
letters of
the
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 alphabet.
2.2.2.2 Identify Vowels(a, e, i, o, u) Application of Knowledge and
vowels and consonants(E.g, knowledge of awareness of
consonants b,c,d,f,g) vowels and vowels and
consonants consonants
2.2.3 Syllable 2.2.3.1 Form and E.g, d-o-g, b-a-g, p- Application of Knowledge and
Formation read o-t, knowledge on awareness of on
syllables syllable formation syllable formation
2.2.4 Word 2.2.4.1 Form Eg, ba-na-na, Ma- Application of Knowledge and
formation words ngo, Ca-t knowledge on awareness on
using word formation word formation
syllables
2.2.5 Sentence 2.2.5.1 Form and  Subject + Verb Application of Knowledge and
formation read (e.g, Mother is knowledge on awareness on
simple washing). sentence sentence
sentences  Subject + Verb + formation formation
object (e.g,
Martha is kicking
the ball).
2.2.5.2 Read short Reading Paragraphs Application of Knowledge and
paragraphs with understanding knowledge awareness of
fluently and with Reading Reading
understanding. Paragraphs with Paragraphs with
understanding understanding
Writing 2.3.1 The 2.3.1.1.Write all capital and small Application of Knowledge and
alphabet the letters letters. knowledge on awareness of
of the writing capital capital and small
alphabet, and small letters letters
2.3.1.2 Sequence Arranging words in
letters of alphabetical order
the eg: apple, ball, cat,
alphabet banana, beans,
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 in the bin
correct
order
2.3.2 Punctuation 2.3.2.1 Use Capital letters Application of Knowledge and
capital Full stop knowledge of awareness of
letters and punctuation by using capital
a full stop using capital letters and a full
in a letters and a full stop
sentence. stop
2.3.3 Sentence 2.3.3.1 Write Familiar words Application of Knowledge and
formation simple knowledge awareness of
sentences sentence sentence
using formation formation
word-
cards
2.3.4 Spelling 2.3.4.1 Spell out Familiar words Application of Knowledge and
words on paper. alphabet knowledge on awareness of
spelling spelling
2.3.6 Hand writing 2.3.6.1 Write Marion Richardson Application of Knowledge and
legibly and neatly. Copying words knowledge on awareness of
2.3.6.2 Copy handwriting using handwriting using
familiar Marion Marion
words and Richardson Richardson
sentences
in a list
Words, Phrases, 2.3.7 Write simple Words or sentences Application of Knowledge and
Sentences words or about a picture knowledge awareness of
sentences writing simple writing simple
about a words and words and
picture. sentences sentences

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GRADE 3 ENGLISH

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.

Specific
Component Topic Knowledge Skills Values
outcomes
Listening and 3.1.1 3.1.1.1 Talk Roles e.g. cooking, sweeping, Application of Knowledge
Speaking Conversation about chores and gardening vocabulary on and awareness
responsibilities of Responsibilities e.g. caring, talking about of vocabulary
family members obedience, chores and on talking
responsibilities about chores
Take part in in homes and
simple dialogues responsibilities
in homes
3.1.2 Time 3.1.2.1 Tell time  Times of a day (hours) Application of Knowledge
of the day vocabulary on and awareness
 Days of the week time of vocabulary
3.1.2.2 Recall  Months of a year on time
days of the week
and months of
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 the year.
3.1.3.Telling 3.1.3.1 Retell Retelling stories; Application of Knowledge
Stories traditional and Sequencing of events knowledge on and awareness
modern stories retelling and retelling and
sequencing sequencing
events in events in
stories stories
3.1.4. Puzzles 3.1.4.1 Recognise Puzzles eg: word puzzles Application of Knowledge
and solve puzzles knowledge on and awareness
solving on solving
puzzles puzzles
3.1.5. 3.1.5.1 Recognise Interpreting simple Proverbs Application of Knowledge
Proverbs/Sayings and interpret e.g Birds of the same feather, knowledge on and awareness
proverbs flock together interpreting on interpreting
proverbs proverbs
3.1.6. Drama 3.1.6.1 Dramatise Dramatising, Application of Knowledge
familiar stories Voice projection knowledge on and awareness
Confidence taking part in on taking part
Role play drama in drama
3.1.7. Poetry, 3.1.7.1 Recite Reciting; Application of Knowledge
simple Poems Poems and Tongue-twisters knowledge on and awareness
and Tongue- Rhymes reciting poems on reciting
twisters Patterns poems
3.1.8. Occupations 3.1.8. Identify Occupations and tools/ Application of Knowledge
occupations in equipment used e.g. vocabulary on and awareness
the locality and fishing/boat/net different of vocabulary
the tools used occupations in on different
Farming/hoe/axe/plough/tractor the community occupations in
and tools used the community
and tools used
3.1.9 Objects 3.1.9.1 Talk e.g. tables, desks, chairs, board Application of Knowledge
found in school about objects etc vocabulary on and awareness
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 found in school objects found of vocabulary
in school on objects
found in
school
3.1.10 Colours 3.1.10.1 Different colours in objects Application of Knowledge
Discriminate vocabulary on and awareness
colours in different of different
different objects colours colours
3.1.11. Antonyms 3.1.11.1 Identify Synonyms –words which have Application of Knowledge
and synonyms antonyms and similar meaning eg : knowledge on and awareness
synonyms Fast/quick; angry/cross antonyms and of antonyms
Antonyms- words which are synonyms and synonyms
opposites in meaning eg
Bad/good
Sad /happy
3.1.13. Using 3.1.13.1 Use E.g. Expressing gratitude or Application of Knowledge
Appropriate socially disapproval e.g Thank you. (If vocabulary on and awareness
language in a acceptable they agree) or No, thank you. expressing of vocabulary
social setting language in (When they disapprove) feelings and on expressing
expressing Acknowledgement e.g You are thoughts in feelings and
feelings and welcome. various thoughts in
thoughts in situations various
various situations situations
Animals 3.1. 13 Identify Names of wild animals- lion, Application of Knowledge
names of wild elephant, leopard, antelope, vocabulary on and awareness
animals zebra wild animals of wild
animals
Games Use language in Eg pick it now, pick it all, if Application of Knowledge
playing games you want now, pick it all… vocabulary in and awareness
One man and a dog, walking playing games of vocabulary
to… in playing
games
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 Community Talk about Good and bad practices in Application of Knowledge
practices community communities knowledge of and awareness
practices community of community
practices practices
Riddles Recognize and Riddles eg Application of Knowledge
interpret riddles A house without a door/an egg interpreting and awareness
riddles of interpreting
riddles
Processes Describe Eg how to make a paper boat Application of Knowledge
processes describing and awareness
processes of describing
Reading Reading words Read familiar and Reading new vocabulary eg Application of Knowledge
new words names of wild animals knowledge and awareness
of
The alphabet Identify capital Application of Knowledge
and small letters knowledge and awareness
of
Pronounce words Correct word pronunciation eg Application of Knowledge
correctly Car / ka: knowledge and awareness
Cup/ kᴧp of
Syllable Identify syllables Syllable identification eg /d/ /o/ Application of Knowledge
Identification of familiar words /g/ = dog or /ma/ /ke/ = make knowledge and awareness
or /fo/ /re/ /st/ = forest of
Word formation Form words Word formation eg banana, Application of Knowledge
using syllables dog knowledge and awareness
of
Sentence Form sentences Application of Knowledge
formation knowledge and awareness
of
Intensive reading Practice silent Silent reading skills eg avoid Application of Knowledge
reading lip reading, finger pointing etc knowledge and awareness
of
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 3.2.2.1 Read a Reading and comprehension; Application of Knowledge
3.2.2. Reading given text at an Appropriate pace knowledge and awareness
aloud appropriate pace, Correct pronunciation of
acceptable
pronunciation
and with
understanding
3.2.3. Stories 3.2.3.1 Identify Themes or Application of Knowledge
themes of stories Central idea of a stories knowledge and awareness
of
3.2.4. Interpreting 3.2.4. Locate e.g. Charts, Graphs, Tables, Application of Knowledge
information in information in Maps knowledge and awareness
print resources print resources proximity of

Writing The alphabet Recognise and The alphabet Application of Knowledge

arrange Consider the first and second knowledge and awareness
longer letters of
words in
alphabeti
cal order
3.3.2 Handwriting Write legibly and Handwriting eg Richardson Application of Knowledge
neatly Marion and cursive knowledge and awareness
of
3.3.3 Sequencing 3.3.1.1 Rearrange Arranging sentences in logical Application of Knowledge
sentences order knowledge and awareness
in a of
logical
sequence
.
3.3.4 3.3.2.1 Use and E.g. I am tired. I am hungry. Application of Knowledge
Conjunctions and but (and) knowledge and awareness
to join Jane went to the river. She of
22
 simple failed to swim. (but)
phrases
3.3.8 Singular 3.3.7.1 Write Nouns ending with s, y, o Application of Knowledge
and plural plural e.g. boy/boys, bus/buses, knowledge and awareness
and tomato/tomatoes, of
singular
forms of
words.

3.3.5 Dictation 3.3.3.1 Take Taking dictation Application of Knowledge

dictation knowledge and awareness
of
3.3.6 Sentence 3.3.4.1 Construct Short paragraphs of one to Application of Knowledge
and short three sentences eg prevention knowledge and awareness
Paragraph paragrap of cholera of
construction hs on
topical
issues.
3.3.7 Punctuation 3.3.6.1 Punctuate Capital letter for proper nouns Application of Knowledge
sentences and at the beginning of knowledge and awareness
and short sentence; of
paragrap Full stop;
hs. Comma ;
Question mark.
3.3.9 Summary 3.3.5.1  Identifying Content words Application of Knowledge
Summarise  Identifying important points knowledge and awareness
simple stories in a story of

23
GRADE 4 ENGLISH

GENERAL OUTCOMES:
 Develop listening, speaking, reading and writing skills
 Develop appreciation of literature, culture and life 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.

24
 Component Topic Specific outcomes Knowledge Skills Values
4.1 4.1.1 Etiquette 4.1.1.1 Responding politely Application of Knowledge and
Listening and Demonstrate good to requests and knowledge awareness of
Speaking manners and situations
courteous
behaviour
4.1.2 4.1.2.1 Take part Responding Application of Knowledge and
Conversation in a dialogue on appropriately in a knowledge awareness of
chores and conversation
responsibilities of
family members

Talk about objects

found in the Eg shops, clinics,
community buses grinding mill
etc
Talk about
characteristics of Characteristics of
domestic and wild animals eg. Fierce,
animals friendly, harmful,
harmless, carnivores,
Talk about effects omnivores etc
of bad practices in Bad practices eg
the community pollution, garbage
disposal, drug and
alcohol abuse
4.1.3 Stories 4.1.3.1 Tell Sequencing events in Application of Knowledge and
modern simple a story knowledge awareness of
stories in the right
25
 sequence
4.1.3. Puzzles 4.1.3. Recognise Solving word puzzles Application of Knowledge and
and give meaning knowledge awareness of
to puzzles
4.1.5 Drama 4.1.5.1 Perform Acting/dramatising Application of Knowledge and
simple plays simple plays: knowledge awareness of
Voice projection,
stage movement,
public speaking,
confidence
4.1.6. Poetry 4.1.6.1 Recite Elements of poetry; Application of Knowledge and
poems and e.g. rhyme, imagery, knowledge awareness of
recognise basic figures of speech,
elements of poetry
4.1.7.Oral 4.1.7.1 Respond to e.g. follow Application of Knowledge and
instructions and follow a series instructions on how to knowledge awareness of
of instructions make a paper boat
4.1.7.2 Get and e.g. go straight, turn Application of Knowledge and
respond to oral right, turn left, knowledge awareness of
directions about opposite, behind
locating a place
Processes Describe simple Simple processes eg a Application of Knowledge and
processes game or how to play a knowledge awareness of
simple sport
4.1.8.1 Tell Seasons E.g. Rainy Application of Knowledge and
4.1.8. Time seasons of the year season- digging, knowledge awareness of
and describe the planting, weeding
activities done
4.1.9. Antonyms 4.1.9.1 Use Synonyms -words Application of Knowledge and
and synonyms antonyms and with same meaning knowledge awareness of
synonyms (e.g. scared/afraid,)
Antonyms- words
26
 opposite in
meaning(weak/strong,
poor/rich)
4.1.10. 4.1. 10.1 Use e.g. May I.., Could Application of Knowledge and
Appropriate socially acceptable you.., Please knowledge awareness of
language in a language to make sir/madam …,
social setting polite requests

Reading 4.2.1 4.2.1.1 Read Good reading habits Application of Knowledge and
Intensive Reading silently any given e.g. avoid pointing knowledge awareness of
passages and do words with fingers,
follow-up lip reading
activities
Themes or main
Identify themes of lesson in the story
simple stories
4.2.3.1 Read a Discuss new Application of Knowledge and
passage and vocabulary knowledge awareness of
answer the wh i.e. What is the name
questions; of…
Who …..
Where did…
When…….
Why….
4.2.3.2 Read and Information Application of Knowledge and
interpret illustrated in charts, knowledge awareness of
information graphs, diagrams,
expressed in tables and maps
charts, graphs,
diagrams, tables
and maps
4.2.2. Reading 4.2.2.1 Read a Reading with fluency Application of Knowledge and
27
 Aloud given passage at and comprehension knowledge awareness of
an appropriate
pace, acceptable
pronunciation and
with
understanding
4.2.4. Extensive 4.2.4.1 Read a Reporting main Application of Knowledge and
reading variety of message on the knowledge awareness of
materials and materials read.
report on the main
points
Writing 4.3.1 Word and 4.3.1.1 Rearrange  Sequencing words Application of Knowledge and
Sentence order words and  Sequencing knowledge awareness of
sentences sentences(up to
in a five) in logical
logical order
order.
Punctuation Use correct Capital letter, full Application of Knowledge and
punctuatio
stop, comma, knowledge awareness of
n marks question mark,
exclamation mark and
speech marks
4.3.8 4.3.8.1 Write E.g. a letter to a Application of Knowledge and
Informal letter informal friend knowledge awareness of
letters. Features; one address,
salutation, body,
language, ending
4.3.9 Handwriting 4.3.9.1 Designing posters and Application of Knowledge and
Demonstr notices in legible knowledge awareness of
ate and handwriting in
practice Cursive and Marion
good Richardson
28
 handwriti
ng
through
posters
and
notices

Copy given
paragrap
hs
4.3.2 Guided 4.3.2.1 Write Developing stories Application of Knowledge and
Composition stories from given knowledge awareness of
using vocabulary
given
vocabular Developing stories
y from given
Write stories on pictures on
given topical
picture of issues eg
topical HIV and
AIDS, Child Abuse,
issues
Corruption and
Substance
abuse.
4.3.3 Sentence 4.2.3.1 Construct Sentence construction Application of Knowledge and
Construction simple using S+ V(Jesus knowledge awareness of
sentences wept.)
Subject+Verb+ object
( Mulenga kicked the
ball)
Subject+Verb+ Direct
29
 Object+indirect
Object (I bought a
dress for my mother)
4.3.4 Dictation 4.3.4.1 Write Legibility, spellings Application of Knowledge and
dictated and knowledge awareness of
sentences punctuations
and
passages.
Summary Recognise the summary Application of Knowledge and
main knowledge awareness of
points in
a given
paragrap
h
Structure Tenses 4.3.5.1 Use simple e.g. Application of Knowledge and
present  You like bananas. knowledge awareness of
tense  She goes to school
every day.
4.3.5.2 Use the E.g. She is reading Application of Knowledge and
simple knowledge awareness of
progressi
ve tense
(Present
continuo
us)
4.3.5.3. Use the Application of Knowledge and
simple E.g. I saw Mary knowledge awareness of
past tense yesterday
4.3.10 Parts of 4.3.10.1 Use Adverbs of manner; Application of Knowledge and
speech: adverbs slowly, hurriedly, knowledge awareness of
Adverbs of hungrily,
manner
30
 Singular and Write singular and Eg knife/knives Application of Knowledge and
Plural Nouns plural Box/boxes knowledge awareness of
forms of Teacher/ teachers
regular Wife/wives
and Potato/potatoes
irregular
nouns

GRADE 5 ENGLISH

GENERAL OUTCOME:
 Develop listening, speaking, reading and writing skills
 Develop appreciation of literature, culture and life skills

Key competences
 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.
Component Topic Specific outcomes Knowledge Skills Values
Listening and 5.1.1 Stories 5.1.1.1 Name major Major and minor Application of Knowledge and
31
speaking (characterization) and characters knowledge awareness of
minor
characters in
a story
5.1.2.1 Seek and E.g. asking for Application of Knowledge and
5.1.2. Language in give factual directions to a knowledge awareness of
a social setting information place;
seeking and giving Question: Where
directions can I find the
clinic?
Answer: The clinic
is near the market.
5.1.3. Proverbs/ 5.1.3.1 Use E.g. Not all that Application of Knowledge and
sayings proverbs and glitters is gold knowledge awareness of
sayings Once beaten, twice
shy.
5.1.4. Drama 5.1.4.1 Dramatise Role play Application of Knowledge and
stories Voice projection knowledge awareness of
Confidence
Fluency
5.1.5. Poetry 5.1.5.1 Recite  Praises about Application of Knowledge and
common praises God, chiefs, knowledge awareness of
heroes and
natural beauties
 Intonation
 rhyming
5.1.6. Processes 5.1.6.1 Describe E.g.: How to Application of Knowledge and
simple processes prepare nshima; knowledge awareness of
how to make fire
etc
Using sequence
indicators eg First,
32
 Second, Then…etc
5.1.7. Calendar 5.1.7.1 Recognise E.g.: dates, days, Application of Knowledge and
Vocabulary and discuss calendar weekend, holiday, knowledge awareness of
vocabulary month, month end,
year, leap year etc
Extension of an Application of Knowledge and
5.1.8. Polite 5.1.8.1 Make polite invitation eg: knowledge awareness of
requests requests I would like to
invite you…, May I
invite …
5.1.9.Debate 5.1.9.1 Debate on E.g. Gender Application of Knowledge and
familiar topics stereotype; boys are knowledge awareness of
stronger than girls;
It is better to be a
teacher than a
nurse.
5.1.10. 5.1.10.1 Transmit E.g. by word of Application of Knowledge and
Messages messages to another mouth, phone or knowledge awareness of
person radio
5.1.11Language 5.1.11.1 Deny and E.g. I deny, I don’t Application of Knowledge and
use in a social affirm agree … knowledge awareness of
setting statements I accept……., I
agree……
5.1.11.2 Express and
accept Eg I am sorry; I
apologies forgive you
Reading Intensive Reading 5.2.1.1 Read a Knowledge of the Application of Knowledge and
passage and answer text, back knowledge awareness of
multiple choice, referencing,
surface and inference inferring meanings
questions of unfamiliar
words, phrases,
33
 idiomatic
expressions,
figurative language

5.2.1.2 Read and Interpreting Charts, Application of Knowledge and

interpret information Graphs, Tables, knowledge awareness of
presented in print Maps
resources
5.2.2.1 Demonstrate Reading for specific Application of Knowledge and
reading skills such as information knowledge awareness of
skimming and Reading to get the
scanning general/overall
impression of the
passage
Reading Aloud 5.2.2.1 Read a given Reading with Application of Knowledge and
passage at an fluency and knowledge awareness of
appropriate pace, comprehension
acceptable
pronunciation and
with understanding
5.2.2.2 Observe good Avoid finger
reading habits pointing, head
movement,
whispering
5.2.5. Extensive 5.2.5.1 Read E.g. Science, Application of Knowledge and
reading materials from other Social Studies etc knowledge awareness of
subject areas

Writing 5.3.4 Sequencing 5.3.4.1 Re-arrange Sequencing Application of Knowledge and

sentences in sentences to make knowledge awareness of
logical order paragraphs
to form
34
 paragraphs.
Narratives Narrate a story based Composing Application of Knowledge and
on series of sentences on given knowledge awareness of
pictures picture strips
Keeping and Keep and write a Note making Application of Knowledge and
writing a Diary diary Eg knowledge awareness of
Sunday- went to
church with mother.
Mon- got 10/10 in
maths
Tues – punished for
reporting late at sch.
5.3.3. 5.3.3.1 Write Notices Application of Knowledge and
Notices and notices and E.g. Be aware/Take knowledge awareness of
advertisements advertiseme notice/Be informed
nts that there will be…
Advertisements
E.g. Job
opportunity; Baby
seaters wanted at…
qualifications…
first come first
served!!
Application of Knowledge and
knowledge awareness of
5.3.2 Letter 5.3.2.1 Write informal letters Application of Knowledge and
writing informal/ one address knowledge awareness of
friendly Salutation
letters. Body of letter
Ending
Signing off
5.3.5 Summary 5.3.5.1 Identify Title and Theme Application of Knowledge and
35
 titles and themes of knowledge awareness of
stories
Structure Tenses Change word form to Regular verbs eg Application of Knowledge and
suitable walk/ walked knowledge awareness of
tenses Irregular Verbs eg
sleep/ slept
Punctuation 5.3.10.1 Punctuate E.g. Speech marks, Application of Knowledge and
given Question and knowledge awareness of
paragraphs. Exclamation mark.
Direct Speech Recognise and use Words directly Application of Knowledge and
direct spoken by someone knowledge awareness of
speech and use of speech
marks
Synonyms and 5.3.13 Write Synonyms- Application of Knowledge and
antonyms synonyms words that have knowledge awareness of
and similar eg halt/stop;
antonyms of red/scarlet
words. Antonyms -words
that are opposite in
meaning cold/hot;
up/down
Homographs 5.3.12.1 Identify Similarly spelt Application of Knowledge and
homographs words with different knowledge awareness of
in sentences meanings e.g. A
live debate/I live in
Kitwe
Produce (noun)
The company
produces
mattresses/ produce
(verb)
The company has
36
 reduced prices on
their produce.
Sentence 5.3.11.1 Change E.g.: I like Application of Knowledge and
construction sentences nshima. /I dislike knowledge awareness of
from nshima.
positive to This class is clean./
negative This class is
form and unclean.
vice versa. I’ll come with you.
I’ll not come with
you.
The Noun Recognise and use Types of nouns: Application of Knowledge and
different Proper, Common, knowledge awareness of
types of Collective and
nouns Countable and un
countable
The Verb Recognise and use Types of verbs: Application of Knowledge and
different regular and knowledge awareness of
types of irregular
verbs
Conjunctions Join phrases using Eg I am late Application of Knowledge and
because, because, I woke up knowledge awareness of
since and late.
yet Njekwa will write
an exam this year,
since she is in grade
7.
Debora is still
writing yet, it is
time up.
Adjectives Recognise and use Adjectives- words Application of Knowledge and
adjectives that describe nouns knowledge awareness of
37
 e.g small/big/tall/
short/
beautiful/handsome
Bupe is handsome.
Adverbs Recognise and use Adverbs- words that Application of Knowledge and
adverbs describe how an knowledge awareness of
action is taking
place e.g Mwamba
Spellings Spell the given words is walking slowly.
correctly Phonemic
awareness (Letter
sounds)

GRADE 6 ENGLISH

GENERAL OUTCOME:
• Develop listening, speaking, reading and writing skills
• Develop appreciation of literature, culture and life 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.
38
 Apply reading skills to comprehend written texts in English language for use in academic work.

Component Topic Specific outcomes Knowledge Skills Values

6.1.1. Processes 6.1.1.1 Describe Use descriptive Application of Knowledge and
6.1. Listening and and activities different language knowledge awareness of
Speaking activities (adjectives)
e.g. a wonderful
sports day, drama,
an enjoyable music
and dance festival,
6.1.1.2 Describe
simple eg How to make
processes oral rehydration
solution(ORS), use
sequence indicators
eg first, second,
last
6.1.2. 6.1.2.1 Identify the E.g. What Application of Knowledge and
Conversation main points happened?, where?, knowledge awareness of
in a when?, who was
conversatio involved?
n
6.1.3. Language in 6.1.3.1 Express E.g. Please, accept Application of Knowledge and
a social setting condolence my condolences, knowledge awareness of
s I am sorry for your
loss,
6.1.3.2 Decline Thank you for the Application of Knowledge and
an invitation but …, knowledge awareness of
invitation however
and give
39
 an excuse
6.1.4 Stories 6.1.4.1 Identify Characterisation Application of Knowledge and
major and (their names, how knowledge awareness of
minor they look/what
characters they say/how the
in a story author describes
them/what other
characters say
about them)
6.1.5. Drama 6.1.5.1 Dramatise Role play Application of Knowledge and
legends and Voice projection knowledge awareness of
famous folklores and articulation
6.1.6. 6.1.6.1 Compose Features of poems Application of Knowledge and
Poetry/Songs songs and and Songs knowledge awareness of
poems on (rhyming, rhythm,
cross stanza)
cutting e.g. HIV and
issues. AIDS, corruption,
gender based
violence
6.1.7. 6.1.7.1 Describe Use descriptive Application of Knowledge and
Information location of language: eg knowledge awareness of
a locate south/north
places of…/10km
from…., before or
after…
6.1.8. Debate 6.1.8.1 Debate Salutation/protocol, Application of Knowledge and
cross- voice projection, knowledge awareness of
cutting clarity,
issues in a facts/justification
logical e.g. on HIV/AIDS,
manner Child labour,
40
 gender violence,
Reading 6.2.1 Intensive 6.2.1.1 Read Reading different Application of Knowledge and
Reading silently types of texts on knowledge awareness of
passages cross cutting issues
on cross Read and answer
cutting multiple, surface
issues with and inference
understandi questions
ng
6.2.2 Using 6.2.2.1 Use Referencing Application of Knowledge and
reference reference Table of content, knowledge awareness of
books books in glossary,
respect to dictionaries
content,
glossary
and
indexes
6.2.3 Skimming 6.2.3.1 Find Skimming and Application of Knowledge and
and scanning informatio Scanning passages knowledge awareness of
n in
passages
using
skimming
and
scanning.
6.2.4 Reading 6.2.4.1 Read a Reading with Application of Knowledge and
aloud given appropriate knowledge awareness of
passage at expression and
appropriate observing correct
pace, with punctuation and
acceptable pronunciation.
pronunciati
41
 on and
with
understandi
ng
6.2.5 Extracting 6.2.5.1 Extract Print resources: Application of Knowledge and
information informatio maps, graphs, knowledge awareness of
from print n from charts and tables.
resources print
resources
Extensive Reading 1 Read different Application of Knowledge and
types of texts with knowledge awareness of
understandi
ng
Writing Descriptive 6.3.1.1Write short Introduction, Application of Knowledge and
writing descriptive body, knowledge awareness of
compositio paragraphing,
ns on conclusion,
given descriptive
topics language (use of
adjectives)
6.4.5Punctuation 6.4.5.1 Use Punctuation marks: Application of Knowledge and
different speech marks, knowledge awareness of
Punctuatio exclamation mark,
n marks. colon, semicolon,

Use correct speech marks,

punctuatio comma
n marks in
Direct
speech
Guided report 6.3.1.2 Write short Introduction, body, Application of Knowledge and
writing reports on paragraphing, knowledge awareness of
42
 given conclusion,
situations. Use of the past
perfect tense

Narratives 6.3.1.3 Write Imaginative Application of Knowledge and

imaginativ compositions(e.g. knowledge awareness of
e winning a lottery,
compositio winning a bursary)
ns using future perfect
tense
Stories 6.3.2.1 Compose a Figurative Application of Knowledge and
story based language e.g. knowledge awareness of
on a Similes, metaphors,
picture in a idioms
correct Correct sequencing
sequence. of events
Diary 6.3.3.1 Maintain a Writing short Application of Knowledge and
diary. forms of words knowledge awareness of
e.g.: Min of ed.,
abbreviations,
acronyms
Filling-in forms 6.3.4.1 Fill in Different forms Application of Knowledge and
simple e.g. application knowledge awareness of
forms. forms, money
transfer, claim
forms
Notices 6.3.6.1Write Different Application of Knowledge and
notices notices(fun fare, knowledge awareness of
birth days, club
meetings)

Letters Write a semi- One address, date Application of Knowledge and

43
 formal Salutation knowledge awareness of
letter Main body
Conclusion
Ending
6.3.9 Summary 6.3.9.1 Summarise Content and Application of Knowledge and
given functional words, knowledge awareness of
stories. the main points
Structure 6.4.1 Tenses 6.4.1.1.Change Tenses – e.g.: from Application of Knowledge and
from one past tense to future knowledge awareness of
tense to tense
another. I went yesterday / I
will go tomorrow.
6.4.3Nouns 6.4.3.1 Change Irregular nouns. Application of Knowledge and
irregular E.g: bully – bullies, knowledge awareness of
nouns from shelf/shelves,
singular to stadium/stadia
plural .
Make nouns from Changing verbs
verbs. into nouns ( writer/
write, driver/drive)
6.4.4 Verbs 6.4.4.1 Identify E.g. Application of Knowledge and
and use How, what, who, knowledge awareness of
interrogativ when, why
e forms of
verbs.
Adjectives Use adjectives to Comparatives eg Application of Knowledge and
compare objects -clean/cleaner knowledge awareness of
- intelligent/ more
intelligent
- good/ better
Adverbs Recognise and Use Adverbs of manner Application of Knowledge and
adverbs of eg slowly, quickly, knowledge awareness of
44
 manner and fast, hungrily,
place carefully
Adverbs of place
eg near, beyond,
far,
6.4.6 6.4.6.1Recognise Cover a book/cover Application of Knowledge and
Homographs and use a distance, beat knowledge awareness of
words that someone/beat of
are spelt sound,
the same mean/stingy,
but with mean/imply
different
meanings.
6.4.7 6.4.7.1 Write Synonyms Application of Knowledge and
Synonyms and synonyms (huge/enormous) knowledge awareness of
antonyms and Antonyms
antonyms (Cheap/expensive)
of words.
6.4.8 6.4.8.1 Use correct E.g.: since, also, Application of Knowledge and
Conjunctions conjunctio but, and knowledge awareness of
ns to
connect
parts of a
sentence.
Active and Passive Recognise and Active eg The boy Application of Knowledge and
Voice change swept the house. knowledge awareness of
Active to The house was
passive swept by the boy.
voice

45
GRADE 7 ENGLISH

GENERAL OUTCOMES:

 Develop listening, speaking, reading and writing skills

 Develop appreciation of literature, culture and life 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.

Component Topic Specific Outcomes Knowledge Skills Values

Listening and 7.1.3. 7.1.3.1 Act in plays Acting: Application of Knowledge and
speaking Drama Voice projection, knowledge awareness of
stress, articulation,
7.1.4. 7.1.4.1 Compose E.g. Application of Knowledge and
Messages simple message Kindly tell the knowledge awareness of
teacher that I am
not able to come to
school because I
am sick.
7.1.5. 7.1.5.1 Explain Riddles- I walk on Application of Knowledge and
Figures of speech riddles, proverbs and four in the knowledge awareness of
idioms morning, two at
midday and three
7.1.5.2 Use riddles, in the evening.
proverbs and idioms What am I?
in speech Proverbs - Blood is
46
 thicker than water)
Idioms- (Pull up
your socks)

7.1.6. 7.1.6.1 Identify and e.g. Kuomboka, Application of Knowledge and

Conversation discuss the umutomboko, knowledge awareness of
customs of a ukusefya pa
particular Ng’wena
people use speech
indicators such as;
First, then,
thereafter, finally
etc
7.1.7. 7.1.7.1 Debate issues Debate formalities Application of Knowledge and
Debate of -Proposing, knowledge awareness of
national opposing, raising
importance points of order,
opinions, facts,
interjections
7.1.9. 7.1.9.1 Express e.g. Application of Knowledge and
Language use in a personal opinions by I like, I prefer, I knowledge awareness of
social setting stating preferences would like
and intentions
7.1.10. 7.1.10.1 Influence E.g. Could we vote Application of Knowledge and
Polite requests other people through for Mushaukwa? knowledge awareness of
polite requests and Please let me use
persuasion your bicycle?
May I go to the
bathroom.
7.1.11. 7.1.11.1 Narrate Stories of Application of Knowledge and
Stories stories about heroes ,heroines knowledge awareness of
legends and and myths
47
 myths Logical
arrangement of
events, fluency
Reading 7.2.1 Intensive 7.2.1.1 Read Reading and Application of Knowledge and
reading different types comprehension: knowledge awareness of
of text with Working out
understanding meanings of
and do follow unfamiliar words
up activities 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 Reading Application of Knowledge and

aloud and expressively (i.e. knowledge awareness of
expressively intonation, stress,
with punctuation
understanding marks).
7.2.3 Using 7.2.3.1 Use reference Use of reference Application of Knowledge and
References and textbooks materials e.g. knowledge awareness of
effectively. index, table of
content, glossary,
dictionary.
7.2.4 Extensive 7.2.4.1 Read a Silent reading Application of Knowledge and
reading variety of Fast reading but knowledge awareness of
materials with
48
 including understanding.
those from Inferring
other subject information
areas . directly or
indirectly stated
Interpreting Read and interpret Maps, tables, Application of Knowledge and
information information in Charts and graphs knowledge awareness of
in Print charts and
Resources graphs
Writing Letters 7.3.2. Write formal Features of letters Application of Knowledge and
e.g. knowledge awareness of
address(es),date, ,
salutation,
reference,
introduction, main
body, conclusion,
farewell or
valediction.
Guided Essays 7.3.1. Write essays Essay layout e.g. Application of Knowledge and
on given title, introduction, knowledge awareness of
topics body,
paragraphing, and
conclusion.
Notices and 7.3.4. Write notices Persuasive and Application of Knowledge and
adverts and catchy knowledge awareness of
advertisemen language(e.g.
ts mouth watering
Scones on sale at
50 Ngwee
Features of a report Application of Knowledge and
(The five WHs – knowledge awareness of
what, where, when,
49
 who, why)
Composing texts 7.3.5 Compose texts Interpreting charts, Application of Knowledge and
from print using maps, graphs, knowledge awareness of
resources information tables.
presented in
print
resources
Summary 7.3.3 Summarise Content and Application of Knowledge and
stories. functional words knowledge awareness of
Dictation 7.3.7 Write from Correct Spelling, Application of Knowledge and
dictation. punctuation, knowledge awareness of
Structure Nouns 7.4.8.1 Identify and Regular (e.g. Boy, Application of Knowledge and
use different girl) Irregular(e.g. knowledge awareness of
types of Man, sheep)
nouns. Countable(e.g.
stone, book)
Uncountable (e.g.
salt, water)
Proper (e.g. Peter,
Jane)
Adjectives 7.4.9.1 Identify and Superlatives – Application of Knowledge and
use adjectives biggest, tallest, knowledge awareness of
to compare heaviest, most
more than intelligent, most
two objects. handsome

Adverbs 7.4.10.1 Use adverbs E.g. The teacher Application of Knowledge and
to qualify walked into class knowledge awareness of
verbs in quietly.
sentences. You must finish
writing quickly.
She ate the scone
50
 slowly.
Active and passive 7.4.11.1 Use the Active (E.g.: The Application of Knowledge and
voice active and dog bit Mary). knowledge awareness of
passive Passive (e.g. Mary
voice. was bitten by the
dog).
Punctuation 7.4.12.1 Punctuate E.g. capital letter, Application of Knowledge and
different comma, full stop, knowledge awareness of
texts. exclamation mark,
colon, semicolon,
question mark,
speech marks
Direct and indirect 7.4.13.1 Use direct Direct speech (e.g.: Application of Knowledge and
speech and indirect John said, “I will knowledge awareness of
speech come.”
Indirect(Eg: John
said that he would
go)
Conjunctions 7.4.14.1 Connect Therefore, Because Application of Knowledge and
sentences of, As a result, knowledge awareness of
using since.…, either…
conjunctions or…, neither…
nor.., too…to….,
so…. that….

51
52