The United Republic Of Tanzania Ministry Of Education, Science And .
THE UNITED REPUBLIC OF TANZANIAMINISTRY OF EDUCATION, SCIENCE AND TECHNOLOGYENGLISH LANGUAGE SYLLABUSFOR PRIMARY EDUCATION(Kiswahili Medium Schools)Standard III - VII
Ministry of Education, Science and Technology, 2015First edition, 2015Second edition, 2016Third edition, 2019ISBN 978-9987-09-057-0Tanzania Institute of EducationP. O. Box 35094Dar es SalaamTanzaniaTel:Fax:Email:Website: 255 22 2773005/ 255 22 277 1358 255 22 2774420director.general@tie.go.tzwww.tie.go.tzThis syllabus should be cited as:Tanzania Institute of Education. (2015). English language syllabus for Primary Education;Kiswahili medium schools. Dar es Salaam: Ministry of Education, Science and Technology.All rights reserved. No part of this syllabus may be reproduced, stored in any retrieval system or transmitted in any form or by anymeans; electronic, mechanical, photocopying, recording or otherwise without the prior permission of the Ministry of Education,Science and Technology.ii
Table of contentsPageForeword . . ivList of tables . v1.Introduction.12.Relationship between the syllabus and the curriculum. 12.1 Basic education objectives . 12.2 Basic education competencies. 22.3 English Language Subject objectives. 22.4 English Language Subject competencies.22.5 Teaching and learning of the English Language Subject .42.6 Assessment of learning.43.Syllabus content.53.1 Main competencies. 53.2 Specific competencies.53.3 Activities to be performed by pupil. 53.4 Assessment criteria.53.5 Benchmarking.53.6 Number of periods. 53.7 Syllabus content for Standard III . 63.8 Syllabus content for Standard IV. 213.9 Syllabus content for Standard V. 323.10 Syllabus content for Standard VI. 483.11 Syllabus content for Standard VII. 59iii
ForewordThe English Language Syllabus has been prepared following the introduction of Primary Education Curriculum of 2015, 2016and 2019 that introduces English Language Subject in primary schools from Standard III. Some reforms in the curriculum havebeen introduced to facilitate its implementation. Some old subjects have been retained or reorganised while new ones have beenintroduced in the Standard III- VII curriculum. In the curriculum reform, now English Language Subject begins in Standard III inpublic schools instead of Standard I in the previous syllabus. This is to allow young pupils to learn language skills first in Kiswahilibefore they apply the same skills to learn English.English language is the medium of instruction in secondary schools and tertiary institutions. As much as possible, every childshould have good mastery of English Language Subject to excel academically and in other social endeavours in the upper levels.Clearly, the quality of English language instruction in our schools is affected by the quality of curriculum programmes that arepresented throughout syllabi and support materials.This syllabus contains competencies required to help the upper primary school learner to grow into competent user of the Englishlanguage by the end of Standard VII. Thus, this syllabus also provides teachers with guidance on how to assess learners’ progressat every stage of learning. I believe this syllabus will be a handy tool in the hands of teachers.The Ministry of Education, Science and Technology takes this opportunity to thank all organisations, coordinators and experts whocontributed to designing and writing of this syllabus. The Ministry of Education, Science and Technology expresses its gratitude toteachers for their input and regular feedback which contributed significantly to the development of this syllabus. We will appreciateto receive relevant feedback from all stakeholders so as to improve the English language syllabus. All recommendations should besent to the Director of Tanzania Institute of Education.The Ministry of Education, Science and Technology urges all teachers of English to make the syllabus their companion and a usefulresource in the planning and teaching of English.Dr. Lyabwene M. MtahabwaActing Commissioner for EducationMinistry of Education, Science and Technologyiv
List of tablesTable 1English Language Subject competencies for Standard III .3Table 2English Language Subject competencies for Standard IV – VII .3Table 3Competencies to be developed by Standard III pupil .6Table 4Detailed syllabus content .6Table 5Competencies to be developed by Standard IV pupil .21Table 6Detailed syllabus content .22Table 7Competencies to be developed by Standard V Pupil .32Table 8Detailed syllabus content .33Table 9Competencies to be developed by Standard VI Pupil .48Table 10Detailed syllabus content .49Table 11Competencies to be developed by Standard VII .59Table 12Detailed syllabus content .60v
1.IntroductionThis English Language syllabus is for Kiswahili medium schools. It is prepared based on the 2015 Primary EducationCurriculum, third edition of 2019. The syllabus is divided into three parts. The first part is the introduction; the second part isthe curriculum overview and the third part is the syllabus content.The English Language Syllabus has been prepared following the introduction of Basic Education Curriculum of 2015 thatintroduces English Language Subject in primary schools from Standard III. Pupils in Standard, I and II are taught literacyand numeracy competencies. The teaching of English Language Subject aims at developing the four language skills namelyListening, Speaking, Reading and Writing according to class level. It is based on the communicative approach to languageteaching and learning.In designing this syllabus, special attention has been paid to the prevailing linguistic situation in Tanzania, and the need toenhance the teaching and learning of English language. Teachers are advised to be creative by providing more activities whichwill suit and enable the learner to acquire the intended competencies.2.Relationship between the syllabus and the curriculumThe curriculum for basic education comprises of various aspects which shows that, the curriculum is an inclusive concept of variousaspects that correlate. The curriculum aspects includes; objectives of Primary Education, competencies of primary education,the English Language Subject objectives, the main and specific competencies, teaching and learning the English language andassessment of learning. In line with these aspects, the syllabus deeply analyses competencies, activities to be performed by thepupil, assessment criteria, the benchmarking and number of periods. The description provided, enables the teacher to interpret anduse this syllabus for effective teaching and learning English language.2.1 Basic education objectives in Standard III-VIIThe objectives of Basic Education are to enable the pupil to:a) develop skills in reading, writing, arithmetic and oral communication;b) know, use and appreciate the Kiswahili language;c) know the foundation of the rule of law;d) appreciate the Tanzanian culture and those of other countries;e) think, create and solve problems;f) recognize the importance of ethics, integrity and accountability as being the qualities of a good citizen;g) participate in games and sports and appreciate artistic activities;h) discover and develop talents and abilities;1
i) appreciate and like to work;j) recognise, appreciate and make use of science and technology; andk) get prepared for the next level of education and enhance a spirit of lifelong learning.2.2Basic education competencies for Standard III-VIIa) communicate correctly in Kiswahili and English orally and in writing;b) read confidently and understand specified texts;c) use theoretical and mathematical principles in daily life situations;d) apply scientific, technological and vocational skills in real life situations;e) use their culture and that of other communities in daily life situations;f) respect the diverse beliefs and ideologies of the community in which he/she lives;g) participate in games and sports and artistic activities;h) respect oneself and others;i) use patriotic duties in daily life situations;j) participate in different activities which are in line with his/her age;k) participate in activities which enhance his/her logical and analytical thinking; andl) collaborate with other people to perform acceptable activities in the community.2.3English Language Subject objectivesThe objectives of teaching and learning English language in Basic Education Standard III-VII are to:a) enable the pupil to express him/herself appropriately in a given situation;b) develop the pupil’s basic skills in listening (lip reading, for the deaf), speaking, reading and writing (writing into Braillefor the blind) through English language;c) acquire and use vocabulary through the four language skills;d) enable the pupil to acquire and apply correct English grammar; ande) provide the pupil with a sound base for higher education and further personal advancement throughEnglish language use.2.4English Language Subject competenciesThe main and specific competencies for Standard III – VII are the same except for the inclusion of competencies in StandardIII. These competencies focus on listening and comprehending phonemic symbols (1.2), listening, pronouncing, and readingEnglish phonemic symbols (1.3) (See table 1 and 2). It is necessary to include these competencies to ensure that pupils havea strong foundation in English language learning.2
Table 1: English Language Subject competencies for Standard IIIMain competenciesSpecific competencies1.0Comprehend oral and written information1.11.21.3Listen and comprehend information presented orallyListen and comprehend phonemic symbolsListen, pronounce and read phonemic symbols2.0Communicate orally and through writing2.12.2Communicate simple ideas through speakingCommunicate simple ideas through writing3.1Develop and use appropriate vocabulary throughlistening and speakingDevelop vocabulary through readingUse appropriate vocabulary when writing3.0Acquire and use vocabulary through the four languageskills (listening, speaking, reading and writing)3.23.3Table 2: English Language Subject competencies for Standard IV – VIIMain competenciesSpecific competencies1.0Comprehend oral and written information1.1 Listen and comprehend information presented orally1.2 Read and comprehend written information2.0Communicate orally and through writing2.1 Communicate simple ideas through speaking2.2 Communicate simple ideas through writing3.03.1 Develop and use appropriate vocabulary through listeningAcquire and use vocabulary through the four languageand speakingskills (listening, speaking, reading and writing)3.2 Develop vocabulary through reading3.3 Use appropriate vocabulary when writing3
2.5 Teaching and learning of English Language SubjectTeaching and learning of English Language focuses on the three main competencies namely; comprehension, communication,development and use of vocabulary. The English language in basic education is designed for beginners; therefore; it startswith simple concepts (concrete objects in the immediate surroundings) to complex concepts (abstract ideas and beyondsurroundings).In addition, the specific competency expectations change from Standard III to Standard VII, beginning with an emphasis onlistening and speaking as a first step toward mastery of the language. These competencies are supported by putting effortsat reading and writing in a supported setting. This follows research-based best practices in second-language learning, andprovides a strong set of foundational skills for real-world applied use of the English language. As pupils master spokenlanguage, the curriculum gradually moves to Standard IV - VII toward a balance of reading, writing, speaking, and listeningto support development of well-rounded English users. eaching and learning emphasises on pupils ability to perform tasks by applying all four aspects of any language. The outcomeTof the process foresees a learner who is able to communicate simple ideas, speaking and writing, while comprehending oraland written information. The teaching and learning of English Language in primary education is important because EnglishLanguage is used as an official language alongside Kiswahili in Tanzania. It is a dominant business language and it opens thedoor to learn different cultures and get more knowledge.2.6 Assessment of learningAssessment of the English language subject for Standard III - VII, focuses on three main demonstrations of learning namely,communicating orally and through writing, comprehending oral and written information and acquisition and the use ofvocabulary through the four language skills. Therefore; assessment will involve competencies achieved in teaching andlearning the subject. Assessing comprehension competency will involve assessing listening using information presented orallywith ability to explain the speech and reading information in texts with ability to explain the content of the text. Assessingcommunication competency will involve direct use of speaking and writing skills. Both comprehension and communicationcompetencies include the development and use of vocabulary in the four language skills (listening, speaking, reading andwriting)4
3.Syllabus contentThis content comprises of information on main competencies, specific competencies, activities to be performed by the pupil,assessment criteria, the benchmarking and number of periods for each specific competency.3.1 Main competenciesMain competencies represent the long-term language skills, pupils develop over time. They are enabled by several specificcompetencies that are developed within direct instructional experiences, and build on each other to create a large set of usableskills.3.2 Specific competenciesThese are enabling competencies that are developed by a pupil in performing small different tasks.3.3 Activities to be performed by the pupilThese are tasks that a pupil is expected to perform in achieving specific competencies based on the pupil’s class level andability.3.4 Assessment criteriaThese are levels of efficiency in a pupil’s performance towards achieving specific competencies.3.5 BenchmarkingThese are levels of achievements in each task against the assessment criteria.3.6 Number of periodsThis is an appropriate length of instructional time estimated against the complexity of the specific competency and tasks.Generally, pupils should engage in English instruction for 40 minutes during each instructional time. The recommendednumber of periods for Standard III and IV is 7 per week while for Standard V to VII is 6 periods. However, the number ofperiods can be changed depending on the teaching and learning contexts.5
3.7 Syllabus content for Standard IIITable 3: Competencies to be developed by Standard III pupilCompetenciesSpecific competencies1.Comprehend oral and written information1.11.21.3Listen and comprehend information presented orallyListen and comprehend phonemic symbolsListen, pronounce and read phonemic symbols2.Communicate orally and through writing2.12.2Communicate simple ideas through speakingCommunicate simple ideas through writing3.Acquire and use vocabulary through the four language 3.1skills (listening, speaking, reading and writing)3.23.3Develop and use appropriate vocabulary through listeningand speakingDevelop vocabulary through readingUse appropriate vocabulary when writingNote: Vocabulary in the teaching and learning process is embedded in all four language skills. The specific competencies 3.1,3.2 and 3.3 of the main competency, “Develop and use vocabulary through the four language skills” are embedded in allskills depending on what skill is in the process. The arrangement of the syllabus content therefore shows how these specificcompetencies are embedded following the skills. For example, the specific competency 3.2 appears as 1.4 in the matrixtable, 3.1 appears as 2.2 and 3.3 appears as 2.4 in the matrix table.6
Table 4: Detailed syllabus contentMaincompetenciesSpecificcompetencies1.0 Compre1.1 Listen andhend oralcomprehendand ties to beperformed bythe pupilAssessmentcriteriaBenchmarkingBelow averageAverageGoodVery goodNo.ofperiodsa) Listen in orderto recogniseall familiarwords andbasic phrasesconcerningself,family andimmediatesurroundingsFamiliarwords andbasic phrasesconcerningself, familyand immediatesurroundingsare recognisedwellRecognisessome familiarwords andbasic phrasesconcerning self,familyand immediatesurroundingsRecognisesmost familiarwords andbasic phrasesconcerning self,familyand immediatesurroundingsRecognisesfamiliarwords andbasic phrasesconcerningself, familyand immediatesurroundingswith relevantexamplesUses familiar 18words andbasic phrasesconcerningself, familyand immediatesurroundingsto identifynew wordsb) Listen in orderto comprehendthe main pointsin short, clearand simplemessages andannouncementsThe mainpoints in short/clear, simplemessages andannouncementsare capturedcorrectlyCaptures mainpoints in short,clear, simplemessages andannouncementswith omissionsCaptures mostmain pointsin short,clear, simplemessages andannouncementsCaptures allmain pointsin short,clear, simplemessages andannouncementCaptures mainpoints in short,clear, simplemessages andannouncementsand attemptsto addcomments7
MaincompetenciesSpecificcompetenciesActivities to beperformed bythe pupilc) Listen tosimpleinstructionsin differentsituationsin order torespond1.2 Listen anda) Listen tocomprehendalphabeticphonemicletters to formsymbolswords whichbegin with theselected letterb) Listen to arkingBelow averageAverageGoodVery goodNo.ofperiodsSimpleinstructionsin differentsituations areresponded tocorrectlyStrugglesto respondto simpleinstructionsin differentsituationsRespondsto simpleinstructionsin differentsituations withmuch teacher’ssupportResponds toinstructionsin differentsituationscorrectlyResponds tosimpleinstructions indifferentsituations andattempts toask questionsconcerning theinstructionsWords whichbegin withselected lettersare listened toand formedcorrectlyForms somewords whichbegin with theselected letterswith supportForms a rangeof words whichbegin withselected lettersForms a widerange ofwords whichbegin withselected letterscorrectlyForms words 68which beginwith selectedletters andattempts touse the wordsin simplesentencesDifferent wordsarelistened to andpronouncedaccuratelyListen to andPronouncespronounceswords withvery few words much supportaccuratelyListens toattentively andpronouncesaccuratelya variety ofwordsPronounceswordsaccurately andattempts touse the wordsin simplesentences8
MaincompetenciesSpecificcompetenciesActivities to beperformed bythe ngwords withdifficultyBenchmarkingAverageGoodVery goodIdentifiesrhymingwords withsome supportIdentifiesrhymingwords that areappropriateto grade levelcorrectlyIdentifies rhymingwords that areappropriate tograde level andattempts to addmore rhymingwordsc) Identifyrhymingwords instories andpoems readaloudRhymingwords areidentifiedcorrectlyd) Generaterhyming wordsbased on agiven rhymingpatternRhyming words Generates very Generatesbased on afew rhyming a range ofgiven rhyming wordsrhyming wordspattern aregeneratedGenerates awider range ofrhyming wordsthat are appropriate to gradelevel correctlyGenerates rhymingwords that showmastery of thelanguage in anygiven patterne) Substitute thebeginningphonemes(sounds) tomake newwords instories andpoems readaloudBeginningphonemes(sounds) ofrhymingwords aresubstitutedto makenew wordscorrectlySubstitutesthe beginningphonemes(sounds) ofrhymingwords to formnew wordscorrectlyAttempts tocreate simplestories/poems bysubstituting wordsin a given story/poemSubstitutesthe beginningphonemes(sounds) ofrhymingwords tomake newirrelevantwords9Substitutesthe beginningphonemes(sound) ofrhymingwords to makerelevant newwords withfewerrorsNo.ofperiods68
MainSpecificcompetencies competencies1.3 Listen,pronounceand readphonemicsymbolsActivities to beperformed by AverageGoodVery gooda) Listen torecordedmaterials andpronounce thewords you hearWordsin the recordedmaterials arelistened to andpronouncedcorrectlyPronounceswords heardfrom recordedmaterials withomissionsof requiredsounds andadditions ofunrequiredsoundsPronounceswords fromthe recordedmaterials withless supportPronounceswords fromthe recordedmaterialscorrectlyAble topronouncewords andrepeats completesentences heardfrom recordedmaterialsb) Use words heardfrom recordedmaterials toconstruct simplesentencesSentences areconstructedcorrectly usingwords heardfrom recordedmaterialsStrugglesto constructsentencesusing wordsheard fromrecordedmaterialsConstructssentencesusing wordsheard fromthe recordedmaterialswith fewgrammaticalerrorsConstructssentencesusing wordsfrom ntencesusing wordsheard fromthe recordedmaterials10No.ofperiods30
MaincompetenciesSpecificcompetenciesActivities to beperformed by AverageGoodVery goodc) Read short andsimple textsaloud in orderto recognisecommon names,words and basicphrases onsimple noticeswith goodpronunciation(Including moralvalues e.g.environmentalissues andcorruption texts)Short and simpletexts withcommon names,words and basicphrases are readand pronouncedcorrectlyStruggles topronounce andread commonnames, wordsand basicphrasesReads andpronouncescommonnames, wordsand basicphrases withsome supportsReads andpronouncescommonnames,words andbasic phrasescorrectlywith slighthesitationReads andpronouncescommon names,words and basicphrases fluentlyd) Respond to shortand simplemessages oncards/flashcards,posters andcatalogueShort and simplemessages oncards / flashcards,posters andcatalogueare read/ andresponded tocorrectlyResponds tomessages oncards/flashcard,posters andcataloguewith minimalsuccessRespondsto messageson cards/flashcards,posters andcatalogue withless supportsRespondscorrectly tomessageson cards/flashcards,posters andcatalogueResponds tomessages oncards/ flashcards,posters andcatalogue andattempts toinitiate newconversationbased on themessages11No.ofperiods
MainSpecificcompetencies competencies1.4 Developand usevocabularythroughreadingActivities to beperformed by thepupilAssessmentcriteriae) Read in orderto explain ideasof the contentof simpleinformationmaterial andshort simpledescriptions(include moralvalues e.g roadsafety texts)Content ofsimpleinformationmaterial andshort simpledescriptionsare explainedcorrectlya) Read words withcorrectpronunciationWords are readand pronouncedcorrectlyBenchmarkingBelowaverageReads andexplainscontent ideasof simpleinformationalmaterial andshort simpledescriptionswith muchsupportPronouncesword read ina text withomissionsof requiredsounds andadditional ofunrequiredsounds12AverageReads andexplainscontentof simpleinformationalmaterial andshort simpledescriptionswith lesssupportsGoodReads andexplainscorrectlycontentof simpleinformationmaterial andshort simpledescriptionsVery goodReads andexplains contentof simpleinformationalmaterial andshort simpledescriptionscorrectly andattempts to createher/his owncontent of simpleinformationmaterial and ds with less words read in a words readsupporttext correctly in a text andattempt to makesentences usingthese wordsNo.ofperiods
MaincompetenciesSpecificcompetenciesActivities to beperformed by thepupilb) Read varioustexts aloudto developvocabularyin differentfields ( family,surroundings, etcc) Read texts todevelop sufficientvocabulary tocommunicate ineveryday simpletransactions (suchas family, hobbiesand currentevents, (includemoral valuesfinance exts are read Struggles toaloud andread variousvocabulary in texts alouddifferent fields to developis developedvocabulary incorrectlydifferent fieldsSufficientvocabulary tocommunicatein everydaysimpletransactionsare read anddevelopedappropriatelyReads anddevelopsvocabulary tocommunicatein everydaysimpletransactionswith difficulty13BenchmarkingAverageGoodVery goodReads aloud andpronounces textswith few errorsand developsvocabulary indifferent fieldsReads a textaloud correctly,developvocabulary indifferent fieldsReads a textaloud morecorrectly anddevelopsvocabulary indifferent fieldsReads anddevelopsvocabulary tocommunicate ineveryday simpletransactions withsome supportReads anddevelopssufficientvocabulary tocommunicatein everydaysimpletransactionsappropriatelyAttempts to readand re-writethe text usingother words thathave the samemeaningNo.ofperiods
MaincompetenciesSpecificcompetenciesActivities to beperformed by thepupil2.0 Communicate 2.1 Communicate a) Use cards orsimple ideasorally andpictures withthroughthroughcommon topicsspeakingwriting.to converse andinteract in asimple wayb) Ask and respondto simplequestions in areasof immediateneed or onselected topicsAssessmentcriteriaBelowaverageConversation and Struggles tointeraction about converse andcommon topics interact aboutare carried onversesand interactsabout commontopics with lesssupportConverses andinteracts aboutcommon topicseffectivelyVery good75Converses andinteracts aboutcommon topicseffectively andattempts toconverse aboutunfamiliar topicsSimple questionsin areas ofimmediate needsor on selectedtopics arerespondedlogicallyRespondsto simplequestions inselected topicswith a lot ofinconsistencyRespondsto simplequestions inselected topicswith someinconsistencyRespondsResponds toto simplesome questionsquestions inconversantlyselected topicslogicallyc) Follow short and Short and simplesimple directions directionsgiven orallygiven orallyare followedeffectivelyd) Use dialogue to Every day needsexpress every day are expressedneeds. (include correctly throughfinancial anddialogueentrepreneurialmatters)Follows simpleand shortdirections withmany errorsFollows simpleand shortdirections withfew err
Tanzania Institute of Education P. O. Box 35094 Dar es Salaam Tanzania Tel: 255 22 2773005/ 255 22 277 1358 Fax: 255 22 2774420 . the English Language Subject objectives, the main and specific competencies, teaching and learning the English language and assessment of learning. In line with these aspects, the syllabus deeply analyses .
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education in Tanzania and defines the roles of national and local education bodies. Sources: UNESCO-IBE (2010). World Data on Education VII Ed. 2010/11. United Republic of Tanzania. Geneva: UNESCO-IBE. United Republic of Tanzania (1997). National Council for Technical Education Act. Dodoma: United Republic of Tanzania.
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