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INDIGENOUS LANGUAGES INFANT (EARLY CHILDHOOD DEVELOPMENT - GRADE 2) SYLLABUS

2015-2022

MINISTRY OF PRIMARY AND SECONDARY EDUCATIONZIMBABWE

Curriculum Development Unit © All Rights ReservedP.O.BOX MP133 2015Mount PleasantHarare

Indigenous Languages Infant 05-10-16.qxp_Layout 1 13/10/2016 12:26 PM

Indigenous Languages Infant 05-10-16.qxp_Layout 1 13/10/2016 12:26 PM

MINISTRY OF PRIMARY AND SECONDARY EDUCATIONZIMBABWE

INDIGENOUS LANGUAGES

INFANT (EARLY CHILDHOOD DEVELOPMENT - GRADE 2)

SYLLABUS

2015-2022

Curriculum Development Unit © All Rights ReservedP.O.BOX MP133 2015Mount PleasantHarare

Indigenous Languages Infant 05-10-16.qxp_Layout 1 13/10/2016 12:26 PM Page i

INFANT (EARLY CHILDHOOD DEVELOPMENT - GRADE 2) SYLLABUS 2015-2022

TABLE OF CONTENTS

Acknowledgements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1

1.0 Preamble . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2

1.1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2

1.2 Rationale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2

1.3 Summary of Content . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2

1.4 Assumptions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2

1.5 Cross Cutting Themes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2

2.0 Presentation of the Syllabus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3

3.0 Aims . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3

4.0 Syllabus Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3

5.0 Methodology and Time Allocation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4

5.1 Methodology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4

5.2 Time Allocation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4

6.0 Topics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5

7.0 Scope and Sequence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

8.0 Competency Matrix ECD A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13

9.0 Competency Matrix ECD B . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19

10.0 Competency Matrix Grade 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26

11.0 Competency Matrix Grade 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .33

12.0 Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .39

12.1 Assessment Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .39

12.2 Scheme of Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .39

12.3 Specification Grid . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .40

Indigenous Languages Infant 05-10-16.qxp_Layout 1 13/10/2016 12:26 PM Page ii

1INFANT (EARLY CHILDHOOD DEVELOPMENT - GRADE 2) SYLLABUS 2015-2022

ACKNOWLEDGEMENTS

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

l The National ECD, Grade 1 and 2 Indigenous Languages panel

l Government departments

l Representatives of various organisations

l Publishers

l ZIMSEC

l UNICEF

l UNESCO

Indigenous Languages Infant 05-10-16.qxp_Layout 1 13/10/2016 12:26 PM Page 1

1.0 PREAMBLE

1.1 IntroductionThe Zimbabwean Indigenous Languages Primary School syllabus covers Early ChildhoodDevelopment (ECD), Grade 1 and 2 primary educations. It provides a basic foundation for thedevelopment of language skills in everyday life. It is meant to enhance effective communication.The syllabus is progressive in the scope and sequence chart. It intends to develop the fourmain language skills of listening, speaking, reading and writing as well as other literacy andnumeracy skills. The teaching and learning of visual, manual and tactile skills is emphasisedin order to accommodate learners with disabilities. This syllabus is intended for use by bothformal and non-formal learners in the development of individuals who conform to the normsand values of their culture (Unhu/Ubuntu/Vumunhu).

1.2 Rationale

The learning of Indigenous Languages inculcates the values of Unhu/Ubuntu/Vumunhu. Itpromotes and cherishes the Zimbabwean identity. The understanding of Indigenous Languagesconcepts, literature and ability to apply the concepts in practical situations are valuableattributes in life.

1.3 Summary of ContentThe Infant Indigenous Languages syllabus focuses on concepts such as registers, grammar,folktales, stories, news, poetry and comprehension. In the teaching and learning of the InfantIndigenous Languages, learners should be continuously assessed throughout the learning ofthe four main language skills including visual, manual and tactile.

1.4 AssumptionsIt is assumed that learners:

➢ are able to speak an indigenous language

➢ are motivated to learn the Indigenous languages

➢ learn better in their indigenous language

➢ have knowledge of ICT

1.5 Cross Cutting ThemesThrough the teaching and learning of Indigenous languages in ECD, Grade 1 and 2, thefollowing cross-cutting themes have to be taken into consideration to foster competencydevelopment for further studies and life:

1. Gender 2. Children’s rights and responsibilities 3. Disaster risk management 4. Sexuality, HIV and AIDS Education 5. Child protection 6. Heritage studies 7. Human rights 8. Environmental issues 9. Guidance and counselling 10. Enterprise

Indigenous Language




Indigenous Languages

2.0 PRESENTATION OF THE SYLLABUS

The Infant Indigenous Languages syllabus is in the form of one document which consists offour main language skills areas: Listening, Speaking, Reading and Writing. This syllabus isfurther divided into sub topics.

3.0 AIMS

The syllabus aims to enable learners to:

3.1 acquire skills of Listening/ Observing, Speaking/ Signing, Reading/ Signing andWriting/ Brailling as well as Visual, Tactile and Manual skills for different purposes

3.2 communicate effectively in different situations

3.3 develop a life-long reading culture in the Indigenous Languages for personal,cultural and national identity

3.4 acquire skills of critical thinking on prevailing and emerging cross-cutting issues

3.5 develop aspects of orature to enhance national heritage and culture

3.6 use ICT in learning Indigenous Languages

4.0 SYLLABUS OBJECTIVES

Learners should be able to:

4.1. demonstrate understanding of instructions

4.2 retell folktales

4.3 identify moral lessons from the folktales

4.4 tell stories and news on emerging and prevailing cross-cutting themes

4.5 demonstrate understanding of material they read through answering questions

4.6 dramatise, recite poems/rhymes, play games, solve puzzles and answer quizquestions

4.7 write creative work

4.8 write in an appropriate register to the subject matter

4.9 write with grammatical accuracy, correct spelling and appropriate punctuation

4.10 demonstrate the ability to use ICT tools


5.0 METHODOLOGY AND TIME ALLOCATION

5.1 MethodologyIn the teaching of Indigenous Languages at infant level the Communicative Approach isrecommended. As much as possible, all activities and methods should be participatory andlearner centred. Learners should be exposed to a variety of methods, among them thefollowing:

l Story tellingl Imitation or simulationl Explorationl Researchl Projectl Games and quizzesl Problem solvingl Educational tours/use of immediate environmentl Drama, song, poetryl Demonstrationl Group discussionl Debatel Question and answerl Resource personsl Gallery walk

N.B: It is advisable that the learner be exposed to more than one method in a lesson.

5.2 Time AllocationFor the successful implementation of this syllabus, the following time allocation isrecommended:

ECD should be allocated 5 periods of 20 minutes each per week

Grades 1 and 2 should be allocated at least 8 periods of 30 minutes each per week






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12.0 ASSESSMENT

a) Assessment Objectives

12.1 Speaking/ Signing12.1.1 greet and respond to greetings

12.1.2 describe events and situations

12.1.3 make polite requests

12.1.4 carry out a short conversation

12.2 Listening/ Observing 12.2.1 dialogue both formal and informal

12.2.2 tell and retell news, folktales and stories

12.2.3 respond to instructions and requests

12.2.4 answer questions

12.3 Reading/ Signing 12.3.1 match objects

12.3.2 read pictures

12.3.3 read dialogues

12.3.4 read news, folktales and stories

12.4 Writing/ Brailling12.4.1 penmanship

12.4.2 colour

12.4.3 join dots

12.4.4 write/braille spellings

12.4.5 write/braille correct sentences

12.4.6 write/braille creative work

12.4.7 answer questions




12.5

Ass

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Ass

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lChecklists

lRating Scale

lObservation Guide

lExercises

lTheory Tests


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