LITERATURE IN ENGLISH SYLLABUS - Home - Free ZIMSEC .

8m ago
228 Views
31 Downloads
269.31 KB
26 Pages
Last View : 2d ago
Last Download : 5d ago
Upload by : Macey Ridenour
Share:
Transcription

ZIMBABWEMINISTRY OF PRIMARY AND SECONDARY EDUCATIONLITERATURE IN ENGLISHSYLLABUSFORMS 1 - 42015 - 2022Curriculum Development and Technical ServicesP. O. Box MP 133Mount PleasantHarare All Rights Reserved2015

Literature in English Syllabus Forms 1 - 4ACKNOWLEDGEMENTSThe Ministry of Primary and Secondary Education wishes to acknowledge the following for their valuedcontribution in the production of this syllabus: - The National Literature in English syllabus panelRepresentatives of the following organisations:Colleges and universitiesPublishersZimbabwe School Examinations CouncilUnited Nations Children’s Fund (UNICEF)United Nations Educational, Scientific and Cultural Organisation (UNESCO)i

Literature in English Syllabus Forms 1 - 4CONTENTSACKNOWLEDGEMENTS. iCONTENTS. ii1.0 PREAMBLE. 12.0 PRESENTATION OF SYLLABUS. 13.0 AIMS. 14.0 SYLLABUS OBJECTIVES. 25.0 METHODOLOGY AND TIME ALLOCATION. 26.0 TOPICS. 27.0 SCOPE AND SEQUENCE. 38.0 COMPETENCY MATRIX. 6FORM 1. 6FORM 2. 9FORM 3. 11FORM 4. 149.0 ASSESSMENT. 17ASSESSMENT MODEL. 19ii

Literature in English Syllabus Forms 1 - 41.0 PREAMBLE 1.1 IntroductionThe Forms 1 to 4 Literature in English syllabus outlinesareas to be covered in the learning of Literature inEnglish. Literature is an ideological tool which is used tocreate self-awareness, inculcate the principle of inclusivity and acceptable attitudes, values and habits. TheLiterature in English syllabus focuses on the literary qualities of imaginative prose, poetry and drama from whichUnhu/Ubuntu/Vumunhu (societal norms and values),identity and the prevailing ideological framework arepromoted in the learner. It generates interest in literaturein general and Zimbabwean literature in particular, so asto help learners acquire knowledge about themselvesand their society as well as other societies. 1.5 Cross - Cutting ThemesThrough the teaching and learning of Literature inEnglish in secondary education, the followingcross-cutting themes should be taken into consideration: 1.2 RationaleThe syllabus is intended to capture the experiences ofZimbabweans, Africans and other peoples of the world. Itbuilds on the foundation laid at Infant and Junior Levelsand also lays a broad foundation for Advanced LevelLiterature and imparts life-long skills of appreciatingliterature and literary works. It provides sound background knowledge for ‘A’ level literature. The syllabuspromotes environmental and heritage awareness.The learners’ knowledge of literature enables them totackle life situations with a critical eye, at the same timehandle social relations humanely. The syllabus promotesenterprise skills through creative writing and audio-visualperformances.Children’s rights and responsibilitiesCommunicationGender EquityHuman RightsSexuality, HIV and AIDSChild ProtectionHeritageCollaborationEnterprise SkillsEnvironmental IssuesGuidance and CounsellingLife Skills2.0 PRESENTATION OFSYLLABUSThe Literature in English syllabus is a single documentcovering Forms 1- 4.1.3 Summary of Content3.0 AIMSThe Forms 1 to 4 Literature in English syllabus coversliterature from Zimbabwe, Africa and the rest of theworld. The emphasis is on Zimbabwean literary heritagewhich is traceable in pre-colonial, colonial andpost-colonial phases. The syllabus will encompass thestudy of drama, prose and poetryThe syllabus aims to:3.1 develop skills of critical thinking in learners3.2 cultivate a culture of extensive reading forknowedge and enjoyment3.3 instil in learners Zimbabwean values of Unhu/Ubuntu/Vumunhu3.4 enhance patriotism and appreciation of nationalheritage3.5 develop in learners the knowledge and content ofthe different genres of literature3.6 equip learners with skills necessary for teamwork,leadership and enterprise1.4 AssumptionIt is assumed that the learners: have basic exposure to the different genres ofliterature , that is, drama, prose and poetryhave a culture to which they can relatehave had an awareness of contemporary issuessuch as HIV/AIDS, poverty, gender issues andcorruption among othersare aware of the local literary writers and theirworksappreciate the need to study literatureare able to read and express themselves inEnglish1

Literature in English Syllabus Forms 1 - 45.1 Time Allocation3.7 promote creative writing skills for livelihood andeconomic developmentThe learning area should be allocated 4 periods ofat least 35 minutes per week. At least 1 educationaltour and one performance and display per year arerecommended.4.0 SYLLABUS OBJECTIVESIt is expected that by the end of the four-year period ofstudy, learners will be able to:4.14.24.34.44.54.64.74.84.94.106.0 TOPICScritically analyse different literary textsdisplay an understanding of both literal andmetaphorical meanings of literary textsoffer solutions to challenges raised in thestudied textssynthesise ideas and produce comprehensiveargumentsrespond independently to literary works relating them to their own experiencesdemonstrate an enjoyment of the differentgenres of literatureappreciate the Zimbabwean values of Unhu/Ubuntu/Vumunhuacknowledge and be proud of their identity asZimbabweanscreate own literary works to make a living andcreate employmentuse literary skills to manage their own lives 5.0 METHODOLOGY AND TIMEALLOCATIONInteractive, multi-sensory and holistic approaches arerecommended in the teaching of Literature in English.The use of the following suggested methods should meetthe diverse needs of all learners: ResearchPresentations by students and resource personsDiscussionDebatePerformance and DisplayUse of ICT toolsDramaRole playSong and danceEducational toursInterviews2Introduction to literatureRationale for the study of literatureGenres of literatureLiterary elementsBackground to set textsSettingPlots and sub-plotsThemesCharacterisationLiterary techniquesCritical appreciation

3BACKGROUND TO SETTEXTSLITERARY ELEMENTSGENRES OF LITERATURETOPICINTRODUCTION TOLITERATURE Historical background ofselected texts- Political- Social- Economic- CulturalAuthor’s backgroundBasic literary elementsMeanings of basicliterary elementsFunctions of literaryterms in the set textsDifferent genres inliteratureBasic features of eachgenreFORM 1 Definition of literature Forms of literature:oralwritten Literature and itsfunctions- as entertainment- as a reflection ofsociety- as an awarenessmedium for topicaland contemporaryissues Literature as a subject ofstudy:7.0 SCOPEAND7.0SCOPEANDSEQUENCESEQUENCE Historical background ofselected texts- Political- Social- Economic- CulturalAuthor’s backgroundExplanation of meaningsof the basic literaryelementsFunctions of literaryelements in the set textsLiterary genresClassification of sampletexts into their respectivegenresFORM 2 Literature and its functions- as entertainment- as a reflection ofsociety- as an awarenessmedium for topical andcontemporary issues Literature as a mirror ofUnhu/Ubuntu/ Vumunhu Literature as a tool forappreciation of othercultures and culturalpractices Literature as a subject ofstudy: Significance ofbackground on selectedtextsContexts within whichtexts were written andtheir contribution tomeaning:- Political- Social- Economic- Cultural- Author’s backgroundExplanation of meaningsof literary elementsFunctions of literaryelements in the set textsCharacteristics of eachgenreFORM 3 Promotion of Zimbabweanvalues(Unhu/Ubuntu/Vumunhu)through literature-Identity and patriotism-Appreciation of othercultures 5Significance ofbackground on selectedtextsContexts within whichtexts were written and theircontribution to meaning:- Political- Social- Economic- Cultural- Author’s backgroundExplanation of meaningsof literary elementsFunctions of literaryelements in the set textsCharacteristics of eachgenreFORM 4 Promotion of Zimbabweanvalues(Unhu/Ubuntu/Vumunhu)through literature-Identity and patriotism-Appreciation of otherculturesLiterature in English Syllabus Forms 1 - 4

4LITERARY TECHNIQUESCHARACTERISATIONTHEMES IN PROSE, DRAMAAND POETRYPLOTTOPICSETTING Identification of basicliterary techniques in settexts:- prose- poetry- dramaIdentification ofcharactersDescription of charactersPersonal response tocharactersDefinition of themeIdentification andexplanation of themesFORM 1 Setting- Place (general andspecific)- Time (general andspecific) Definition of Plot Story line Linear plot Literary techniques in settexts:- prose- poetry- dramaMajor and minorcharactersPersonal response tocharactersDescription of charactersPortrayal of charactersThemesCross cutting themesFORM 2 Setting- Place (general andspecific)- Time (general andspecific) Main plot Sub-plot Story line7.0 SCOPE AND SEQUENCE CONTD. Literary techniques in:prose, poetry and dramaTechniques specific to atext under studyLiterary techniques andtheir effectivenessCharacterisationPersonal response tocharactersRelationships amongcharactersAptness of namesMajor themes in the settextsMinor themesThemes in relation tolearners’ experiencesFORM 3 Significance of setting-Links between settingand events in a text-Relationship betweensetting and plot Plot types Stages of plotdevelopment Comprehension of thestory and plot Sub-plots and theirrelationship to the mainplot 6Literary techniques in:prose, poetry and dramaTechniques specific to atext under studyLiterary techniques andtheir effectivenessIdentification of characters:- major and minor- flat- roundPersonal response tocharactersPresentation of charactersRelationships amongcharactersAptness of namesPortrayal of charactersMajor themes in the settextsMinor themesThemes in relation tolearners’ experiencesFORM 4 Significance of setting- Links between settingand events in a text- Relationship betweensetting and plot Stages of plotdevelopment Significance of identifiedplot types Comprehension of thestory and plot Sub-plots and theirrelationship to the mainplotLiterature in English Syllabus Forms 1 - 4

TOPICCRITICAL APPRECIATIONFORM 1 Basic understanding ofstyle and form Identification of stylisticdevices used Moral lessons learnt in atext under studyFORM 2 Basic understanding ofstyle and form Identification of stylisticdevices used Moral lessons learnt in atext under study7.0 SCOPE AND SEQUENCE CONTD.FORM 3 Stylistic devices used Effectiveness of style inbringing out themes Form, content, valuesand meaning7FORM 4 Stylistic devices used Effectiveness of style inbringing out themes Form, content, values andmeaningLiterature in English Syllabus Forms 1 - 45

6BACKGROUND TO SETTEXTSLITERARY ELEMENTSGENRES OF LITERATUREINTRODUCTION TOLITERATUREFORM 1TOPIC/SKILLFORM 18.0list literary elementsstate the functions ofliterary elements in settextsexplain meanings ofliterary elementslist the different genres ofliterature describe theterm genredescribe the term genre outline the contextualbackground of set texts state similarities anddifferences between thetexts’ social backgroundand that of the learner identify the cultural valuesof the society in the set Different genres inliterature:- Poetry- Prose- dramaBasic features of eachgenreBasic literary elementssuch as theme, character,plotFunctions of literaryelements in set textsMeanings of literaryelements Historical background:- Political- Social- Economic- Cultural Author’s background UNIT CONTENT (Knowledge,skills and attitudes) Forms of literature:-oral (values andpractices)-written Literature and its functions- as entertainment- as a reflection of society- as an awarenessmedium for topical andcontemporary issues Literature as a subject ofstudyCOMPETENCY MATRIXOBJECTIVES:Learners should be able to: define literature identify forms of literature state the functions ofliterature explain literature as asubject of study examine literature as areflection of society8.0 COMPETENCY MATRIXDefining literary elementsin set textsIdentifying basic literaryelements in textsIdentifying the functions ofliterary elements in settexts.Listing genres of literatureMatching sample textswith respective genresWriting pieces in differentgenres for the schoolmagazine Researching for contextualinformation on texts understudy Discussing on similaritiesand differences between thetexts’ social background andthat of the learners Presenting group findings on SUGGESTED LEARNINGACTIVITIES AND NOTES Retelling of tales - oralliterature Discussing values andfunctions of oral andwritten literature Analysing videos fromZimbabwe and otherAfrican countries Dramatising oral literature 8Set textsBiographiesReference booksICT toolsNewspapersNovelsPoetry booksStory booksICT ToolsICT toolsSet textsResource personsRelevant literatureSUGGESTED LEARNINGRESOURCES Set texts Relevant literature Resource persons ICT toolsLiterature in English Syllabus Forms 1 - 4

7 identify characters in thetext describe characters in a settext perform selected roles bycharacters in a set textCHARACTERISATION define plot identify the story line of aset text describe a linear plotPLOT define the term theme identify various themes inthe set texts explain how themes aredeveloped in set texts define the term setting identify different settings inset texts describe different settingsin set textsSETTINGTHEMES IN PROSE, DRAMAAND POETRYOBJECTIVES:Learners should be able to:texts illustrate the link betweenthe author’s life and thestoryTOPIC/SKILL CharactersCharacter traitsPersonal responseDefinition of theme:- Identification andexplanation of themesDefinitionStory lineLinear plotSetting:- place (general andspecific)- time (general andspecific)UNIT CONTENT (Knowledge,skills and attitudes) Identifying characters in aset text Describing the characters Performing selectedcharacter roles Discussing the relevance ofcharacter traits to learners’experiences Researching on themes Discussing themes in groups Explaining a plot Tracing a story linefrom a set text Outlining events in a linearplot Dramatising events relatingto a plot in the set text Explaining the meaning ofsetting Discussing different settingsin set texts Visiting similar settingsSUGGESTED LEARNINGACTIVITIES AND NOTESthe background in the settexts Exploring the cultural valuesof the society in the set texts Relating issues and mattersin the texts to the author’sbackground 9Set textsReference materialICT toolsResource personsCostumes and propsSet textsICT toolsReference materialResource personsSet textsReference materialICT ToolsSet textsPicturesICT ToolsDrama costumes andpropsSUGGESTED LEARNINGRESOURCESLiterature in English Syllabus Forms 1 - 4

CRITICAL APPRECIATIONLITERARY TECHNIQUESTOPIC/SKILL explain style and form find basic stylistic devicesfrom given texts deducemoral lessons from a giventext deduce moral lessons froma given textOBJECTIVES:Learners should be able to: define literary techniques list the basic literarytechniques discuss specific techniquesin the texts under studyUNIT CONTENT (Knowledge,skills and attitudes) Definition of literarytechniques Basic literary techniquesin:- prose- poetry- drama Techniques specific to atext under study Style and form Stylistic devices used Moral lessons in a textunder study Identifying the main themeof a given text Stating the stylistic devicesused in a given text Discussing the morallessons that are in giventexts Drawing a pictorial depictionof the story Creating own poems, shortstories and sketchesSUGGESTED LEARNINGACTIVITIES AND NOTES Discussing identifiedtechniques Analysing a given passage Compiling portfolios onliterary techniques 10ICT toolsReference materialsSUGGESTED LEARNINGRESOURCES Set texts ICT tools Resource personsLiterature in English Syllabus Forms 1 - 48

9 outline the contextualbackground of set texts identify similarities anddifferences between thetexts’ social backgroundand that of the learner illustrate the link betweenthe author’s life and thestory assess the cultural valuesof the society in the settextsBACKGROUND TO SETTEXTSidentify literary elementsexplain meanings ofliterary elementscontrast the differentliterary genresclassify sample texts intorespective genresexplore literature as asubject of studydiscuss literature and itsfunctionsexamine literature as areflection of societyrelate their ownUnhu/Ubuntu/Vumunhuwith other cultures OBJECTIVES:Learner will be able to:LITERARY ELEMENTSGENRES OF LITERATUREINTRODUCTION TOLITERATURETOPICFORM 2FORM 2 Historical background- Political- Social- Economic- CulturalAuthor’s backgroundLiterary elements such asplot, character, setting,climax and anti-climaxPoetryProseDramaLiterature: as entertainment as reflection of society as an awarenessmedium for topical andcontemporary issuesLiterature as a mirror ofUnhu/Ubuntu/VumunhuLiterature as a tool forappreciation of otherculturesUNIT CONTENT (Knowledge,skills and attitudes)Naming various literaryelements in textsDiscussing literary elementsIllustrating meanings ofliterary elementsDiscussing the similaritiesand differences of the variousgenresWriting pieces in differentgenres for the communitymagazine or newspaperDiscussing values andfunctions of literatureAnalysing videos fromZimbabwe and other AfricancountriesDramatising excerpts fromstudied texts Researching for contextualinformation on texts understudy Discussing similarities anddifferences between the texts’social background and that ofthe learners Exploring the cultural values ofthe society in the set texts Relating issues and matters inthe texts to the author’sbackground SUGGESTED LEARNINGACTIVITIES AND NOTES 11Set textsICT toolsReference booksResource personsNewspapersVarious texts ofdifferent genresICT ToolsResource personsICT toolsResource personsNovelsPoetry booksPlaysSUGGESTEDLEARNINGRESOURCES Set texts Relevant literature Resource persons ICT toolsLiterature in English Syllabus Forms 1 - 4

TOPICOBJECTIVES:Learner will be able to:UNIT CONTENT (Knowledge,skills and attitudes)stories, plays and sketchesSUGGESTED LEARNINGACTIVITI

The Forms 1 to 4 Literature in English syllabus outlines areas to be covered in the learning of Literature in English. Literature is an ideological tool which is used to create self-awareness, inculcate the principle of inclu-sivity and acceptable attitudes, values and habits. The Literature in English syllabus focuses on the literary qual-