Source document: https://docs-lawep.s3.us-east-2.amazonaws.com/1696588574770.pdf (Zimbabwe)
English Language Infant 05-10-16.qxp_Layout 1 13/10/2016 12:16 PM Page 1 ZIMBABWE MINISTRY OF PRIMARY AND SECONDARY EDUCATION ENGLISH LANGUAGE INFANT (EARLY CHILDHOOD DEVELOPMENT - GRADE 2) SYLLABUS 2015-2022 Curriculum Development Unit P.O.BOX MP133 Mount Pleasant Harare © All Rights Reserved 2015 English Language Infant 05-10-16.qxp_Layout 1 13/10/2016 12:16 PM Page 2 English Language Infant 05-10-16.qxp_Layout 1 13/10/2016 12:16 PM Page i ZIMBABWE MINISTRY OF PRIMARY AND SECONDARY EDUCATION ENGLISH LANGUAGE INFANT (EARLY CHILDHOOD DEVELOPMENT - GRADE 2) SYLLABUS 2015-2022 Curriculum Development Unit P.O.BOX MP133 Mount Pleasant Harare © All Rights Reserved 2015 English Language Infant 05-10-16.qxp_Layout 1 13/10/2016 12:16 PM Page ii TABLE OF CONTENTS Acknowledgements .
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.1 1.0 Preamble .

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.2 1.1 Introduction .

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.2 1.2 Rationale .

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.2 1.3 Summary of Content .

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.2 1.4 Assumptions .

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2 1.5 Cross Cutting Themes .

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.3 2.0 Presentation of the Syllabus .

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.3 3.0 Aims .

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3 4.0 Syllabus Objectives .

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.3 5.0 Methodology and Time Allocation .

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.4 5.1 Methodology .

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4 5.2 Time Allocation .

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.5 6.0 Skills .

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.5 7.0 Scope and Sequence .

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.6 8.0 Competency Matrix .

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.10 9.0 Assessment .

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.40 9.1 Assessment Objectives .

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.40 9.2 Speaking/Signing .

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.40 9.3 Listening/Observing .

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.40 9.4 Reading/Signing .

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.40 9.5 Writing/Brailling .

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.40 9.6 Comprehension .

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.40 9.7 Scheme of Assessment .

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.41 9.8 Continuous Assessment .

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.41 INFANT (EARLY CHILDHOOD DEVELOPMENT - GRADE 2) SYLLABUS 2015-2022 English Language Infant 05-10-16.qxp_Layout 1 13/10/2016 12:16 PM Page 1 ACKNOWLEDGEMENTS The Ministry of Primary and Secondary Education wishes to acknowledge the following for their valued contribution in the production of this syllabus: l l l l l l The National Primary English syllabus panel The Zimbabwe School Examinations Council (ZIMSEC) Representatives from Universities, Technical Colleges and Teachers’ Colleges Representatives of the Zimbabwe Book Publishers Association and other Publishers United Nations Children’s Fund (UNICEF) United Nations Educational Scientific and Cultural Organization (UNESCO) INFANT (EARLY CHILDHOOD DEVELOPMENT - GRADE 2) SYLLABUS 2015-2022 1 English Language Infant 05-10-16.qxp_Layout 1 13/10/2016 12:16 PM Page 2 English Language 1.0 PREAMBLE 1.1 Introduction This syllabus covers the learning and teaching of English Language from ECD to Grade 2, taking into account the importance of English as a tool for communication and cultural, political, religious, social and economic development.
It seeks to utilise Information and Communication Technologies (ICTs) to enhance teaching and learning of the English Language.

The syllabus seeks to prepare learners to use English in studying other learning areas across the curriculum while also offering opportunities for lifelong learning.

The syllabus promotes the use of the communicative and functional approach to the teaching and learning of English language.
1.2 Rationale This syllabus encourages the use of learner centred and interactive activities that enable learners to develop and understand linguistic concepts and their usage in everyday life.

As a medium of instruction, the English Language assists in the teaching and learning of other subjects across the curriculum.

Being a global language it offers learners an opportunity to communicate in a wider spectrum.
The study of the English Language will enhance development of skills in: l l l l l l l l l problem solving critical thinking decision making conflict resolution leadership self management communication technology and innovation entrepreneurship 1.3 Summary of Content The English Language syllabus emphasises the learning and teaching of the four basic skills, which are: listening, speaking, reading and writing as well as other literacy and numeracy skills.
The teaching and learning of visual, manual and tactile skills is encouraged in order to accommodate learners with diverse needs.

1.4 Assumptions The learning and teaching of English Language assumes the following: ➢ ➢ ➢ ➢ Learners have been exposed to the English Language.

Learners are motivated to learn the English Language Skills acquired by learners in L1( if not English) can be transferred to the learning of English Language as an L2 All learners are capable of learning English Language.
2 INFANT (EARLY CHILDHOOD DEVELOPMENT - GRADE 2) SYLLABUS 2015-2022 English Language Infant 05-10-16.qxp_Layout 1 13/10/2016 12:16 PM Page 3 English Language 1.5 Cross Cutting Themes In the teaching and learning of English Language, the following cross cutting themes should be taken into consideration.
➢ ➢ ➢ ➢ ➢ ➢ ➢ ➢ ➢ ➢ Gender Children’s Rights and Responsibilities Child Protection Disaster Risk Management Financial Literacy Sexuality, HIV and AIDS Education Heritage Studies Human Rights Collaboration Environmental Issues 2.0 PRESENTATION OF THE SYLLABUS The ECD to Grade 2 English Language syllabus is presented as one single document 3.0 AIMS The syllabus should enable learners to: 3.1 3.2 3.3 3.4 3.5 develop the four basic skills which are, listening/ observing, speaking/signing, reading/signing and writing/brailling in the English Language as well as visual, tactile and manual skills for some learners with disabilities express themselves freely in a variety of situations that involve the use of functional English cultivate an appreciation of the use of English Language as a tool for cultural, political, religious, social, environmental, technological and economic development prepare for present and future studies in English Language and other learning areas develop an appreciation of the English Language as a means of global communication 3.6 develop a reading and creative writing culture using the English Language 3.7 use ICTs in the learning of the English Language 3.8 acquire basic skills of analysing literary works 3.9 Use the English Language to express their culture 4.0 SYLLABUS OBJECTIVES By the end of the Infant course learners should be able to: 4.1. listen attentively for communication INFANT (EARLY CHILDHOOD DEVELOPMENT - GRADE 2) SYLLABUS 2015-2022 3 English Language Infant 05-10-16.qxp_Layout
 1 13/10/2016 12:16 PM Page 4 English Language 4.2 4.3 4.4 4.5 4.6 4.7 4.8 4.9 speak fluently for effective communication read short English texts for fluency and comprehension write accurately in English listen to and understand short texts or any form of communication in English construct correct English sentences in spoken or written forms use writing conventions correctly express themselves orally in a correct and appropriate manner express themselves using non-verbal skills 4.10 write a variety of creative texts 4.11 comment meaningfully on texts read to develop skills such as critical thinking, problem solving, team building and tolerance 5.0 METHODOLOGY AND TIME ALLOCATION In using this syllabus, the functional communicative approach is recommended, operating within the spiral framework.
Using this approach, language forms and structures are learnt by using them in various contexts rather than as isolated forms.

All activities and methods should be participatory and learner centred starting from simple to complex.
5.1 Methodology The following methods are recommended: l l l l l l l l l l l l l l l l l Debate and Discussion Individual and group presentation Drama/Role play/Imitation and Simulation Story telling Drawing Poetry Summary Song and dance Educational tours Games and quizzes e-Learning Case study Puppetry Individual Learning Programmes (ILPs) Puzzles Dialogue Diorama l Models/Resource persons The above suggested methods should be enhanced by the application of orthodidactic principles and multisensory approaches to teaching.
These include tactile, concreteness, individualization, self-activity, totality and wholeness.

Teachers are also encouraged to address learners’ compensatory senses during teaching.
4 INFANT (EARLY CHILDHOOD DEVELOPMENT - GRADE 2) SYLLABUS 2015-2022 English Language Infant 05-10-16.qxp_Layout 1 13/10/2016 12:16 PM Page 5 English Language 5.2 Time Allocation For effective teaching and learning of English Language the following time allocation is recommended: l l ECD: 5 periods of 20 minutes per week Grade 1 – 2: 8 periods of 30 minutes per week 6.0 SKILLS The learning and teaching of English Language will focus on the following skills and their sub skills: l Listening/Observing l l l Speaking/Signing Reading/Signing Writing/Brailling INFANT (EARLY CHILDHOOD DEVELOPMENT - GRADE 2) SYLLABUS 2015-2022 5 English Language Infant 05-10-16.qxp_Layout 1 13/10/2016 12:16 PM Page 6 English Language
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INFANT (EARLY CHILDHOOD DEVELOPMENT - GRADE 2) SYLLABUS 2015-2022 37 English Language Infant 05-10-16.qxp_Layout 1 13/10/2016 12:16 PM Page 38 English Language 8.6 Supporting Language Structures: The following supporting language structures are for the whole primary school English course.
Teachers are to select what is appropriate to the level of their learners NOTE: At higher levels (Gr 5-7) some grammatical terms like noun, verbs, adjectives, adverbs, preposition, conjunction and others may be used to clarify or shorten explanation but should be kept to a minimum.
By the end of the Primary school education, learners should be able to: Effectively use, among others, the following language structures: l l l l l l l l l l l l l l l l l l l l nouns- personal nouns, impersonal nouns, proper nouns, compound nouns, common nouns, possessive pronouns, gender, reflexive nouns, pronouns, relative pronouns, countable and uncountable nouns, singular and plural nouns concrete and abstract nouns, collective nouns, demonstrative pronouns antonyms/opposites synonyms similes verb tenses adjectives - their comparative and superlative forms.
adverbs and adverbial clauses prepositions problematic verbal clauses: e.g.

cope with, succeed in, reply to coordinate conjunctions e.g.

‘and’, ‘so’, ‘also’, ‘but’; subordinate conjunctions e.g.

‘because’, ‘although’, ‘though’ punctuation marks – full stop, capital letters, comma, question mark, exclamation mark, quotation marks, hyphen, semicolon and colon.

quantifiers: e.g.
quantifiers: e.g.

little, few, a few, much, more, enough, scarcely/hardly any/about/ over/almost/nearly, all, both intensifiers: very, so…that… extremely, structures that show cause and affect e.g.

The rains came late, so/for that reason the harvest was poor.

The harvest was poor because/for/since the rains had come late.

question tags modals: e.g.

may, might, can, could, shall, should, must, ought to, will, would conditional clauses: e.g.

If I were the man, I would have run away.


If he is to be imprisoned, his family will suffer a lot.

Unless it rains, all crops will wilt.
direct and indirect (reported) speeches the passive and the active voice spelling 38 INFANT (EARLY CHILDHOOD DEVELOPMENT - GRADE 2) SYLLABUS 2015-2022 English Language Infant 05-10-16.qxp_Layout 1 13/10/2016 12:16 PM Page 39 English Language l l l l l l word formation (Affixes, that is, suffixes and prefixes) word choice and register unless/ in spite of/ despite the fact that neither…nor, either…or abbreviations Construct simple statements, commands and questions that observe the basic structure of a sentence.
Handle sentences where certain sentence structures have been omitted (ellipsis) to avoid unnecessary repetition e.g.

Taurai has finished, but John hasn’t.

Vusa liked the play.

Did you?

NOTE: This list of language structures is not exhaustive.
INFANT (EARLY CHILDHOOD DEVELOPMENT - GRADE 2) SYLLABUS 2015-2022 39 English Language Infant 05-10-16.qxp_Layout 1 13/10/2016 12:16 PM Page 40 English Language 9.0 ASSESSMENT The English Language syllabus scheme of assessment has been developed with the principle of inclusivity.

Learners at Infant level will be assessed entirely by continuous assessment and profiling.

9.1 Assessment Objectives Assessment objectives outline the skills, which may be assessed.
However, teachers should not limit themselves to the assessment objectives.

Teaching should be driven by the teaching objectives and the syllabus aims.

For that reason, teachers should not teach the learners just for assessment but for life.
9.2 Speaking/Signing Learners should be able to: 9.2.1 9.2.2 9.2.3 9.2.4 Greet and respond to greetings Describe events and situations Make polite requests Carry out a short conversation 9.3 Listening/Observing Learners should be able to understand: 9.3.1 9.3.2 9.3.3 Dialogue both formal and informal Narratives up to a maximum 100 News items and respond to question 9.4 Reading/Signing Learners should be able to read: 9.4.1 9.4.2 9.4.3 9.4.4 Dialogues Narratives Descriptions Authentic materials 9.5 Writing/Brailling 9.5.1 Write legibly using the appropriate Nelson Script 9.5.2 Construct correct sentences 9.5.3 Write a coherent short narrative or dialogue 9.5.4 Write a story based on a picture or sequence of pictures 9.6 Comprehension 9.6.1 9.6.2 9.6.3 Answer questions based on an oral or written text Follow a conversation and respond/interject appropriately Read a short story and be able to retell/summarise it 40 INFANT (EARLY CHILDHOOD DEVELOPMENT - GRADE 2) SYLLABUS 2015-2022 English Language Infant 05-10-16.qxp_Layout 1 13/10/2016 12:16 PM Page 41 English Language 9.7 Scheme of Assessment The assessment will be continuous and based on achieving the learning outcomes for each topic and grade level.
There should be learner profiling to inform of the learners progress and those areas that will need to be further developed in the future.

The learner profile record must state the learner’s entry abilities and potential at every level.

In addition to language concepts and skills and knowledge the child has acquired and developed.

9.8 Continuous Assessment Learners from ECD to Grade 2 should be continuously assessed throughout the learning cycle in areas of: speaking, listening, reading and writing.
INFANT (EARLY CHILDHOOD DEVELOPMENT - GRADE 2) SYLLABUS 2015-2022 41 English Language Infant 05-10-16.qxp_Layout 1 13/10/2016 12:16 PM Page 42 English Language 42 INFANT (EARLY CHILDHOOD DEVELOPMENT - GRADE 2) SYLLABUS 2015-2022 English Language Infant 05-10-16.qxp_Layout 1 13/10/2016 12:16 PM Page 43 English Language Infant 05-10-16.qxp_Layout 1 13/10/2016 12:16 PM Page 44