zimbabwean indigenous languages syllabus · syllabus form 1 - 4 2015-2022 curriculum development...

MINISTRY OF PRIMARY AND SECONDARY EDUCATION

ZIMBABWEAN INDIGENOUSLANGUAGES SYLLABUS

FORM 1 - 42015-2022

Curriculum Development and Technical Services, P.O. Box MP 133, Mount Pleasant, Harare

© All Rights ReservedRevised 2015

ZIMBABWE

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ii

Indigenous Langauges - (From 1 -4) Syllabus

ACKNOWLEDGEMENTS

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

l The National Food Technology and Design Syllabus Panel

l The National Form 1 to 4 Zimbabwean Indigenous Languages Syllabus panel

l Government departments

l Representatives of various organisations

l Publishers

l ZIMSEC

l UNICEF

l UNESCO

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Indigenous language (Form 1 - 4) Syllabus

TABLE OF CONTENTS1.0 ACKNOWLEDGEMENTS ...............................................................................iv

1.0 PREAMBLE.....................................................................................................iv1.1 INTRODUCTION .............................................................................................iv1.2 RATIONALE...... ...............................................................................................iv1.3 SUMMARY OF CONTENT...............................................................................iv1.4 ASSUMPTIONS ...............................................................................................iv1.5 CROSS-CUTTING THEMES ...........................................................................iv

2.0 PRESENTATION OF THE SYLLABUS...........................................................iv

3.0 AIMS................ .................................................................................................v

4.0 SYLLABUS OBJECTIVES...............................................................................v

5.0 METHODOLOGY AND TIME ALLOCATION.................................................vii5.1 METHODOLOGY ............................................................................................vii5.2 TIME ALLOCATION.........................................................................................vii

6.0 TOPICS................... ........................................................................................vii

7.0 SCOPE AND SEQUENCE ASSESSMENT ......................................................1

7.0 COMPETENCY MATRIX ..................................................................................1

9.0 ASSESSMENT................................................................................................369.1 Assessment Objectives ..................................................................................369.2 Scheme of Assessment...... ............................................................................369.3 Specification Grid............................................................................................389.4 Description of Papers......................................................................................389.5 Assessment Model..........................................................................................399.6 Learner Profile... .............................................................................................40

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iv

Indigenous Languages (Form 1 - 4) Syllabus

1.0 PREAMBLE

1.1 IntroductionThe Zimbabwean Indigenous Languages Form 1 to4 Syllabus is a four-year learning phase that shouldenhance listening, speaking, reading, writing andnon-verbal skills in learners. The teaching andlearning of visual, manual and tactile skills isemphasised in order to accommodate learners withdiverse needs. It is a progression from the Grades3 to 7 Zimbabwean Indigenous LanguagesSyllabus which prepares learners for their study ofindigenous languages at higher levels. Thissyllabus is intended for use by both formal and non-formal learners. The syllabus equips learners withskills such as creativity, critical thinking, researchand problem solving. The syllabus also promotesthe integration of different related speechvarieties/dialects for unity and understanding ofZimbabwean heritage, cultural diversities as well aseffective communication.

1.2 Rationale

The Zimbabwean Indigenous Languages Forms 1to 4 Syllabus is intended to broaden the learners’language and literary appreciation skills through thecommunicative approach in order for the learner tocommunicate effectively. The syllabus also seeksto inculcate a sense of Unhu/Ubuntu/Vumunhu andcultural identity whilst promoting enterprising skillsto enhance economic development. It also enablesthe learners to fit into their social, cultural, politicaland technological environment.

1.3 Summary of ContentThe Zimbabwean Indigenous Languages Forms 1to 4 Syllabus focuses on the teaching and learningof comprehension, language usage, registers,language structure, composition and creativewriting; taking into cognisance learner’s diversities.The Indigenous Languages Syllabus enableslearners to develop skills in critical thinking, problemsolving, leadership, translation, decision-makingand self-initiative.

1.4 ASSUMPTIONSIt is assumed that learners:

l learn better in their Indigenous Languagel have had exposure to creative writingl are conversant with some aspects of Indigenous

Knowledge Systems.l have knowledge of Information and

Communication Technoloygy (ICT)

1.5 CROSS-CUTTING THEMESIn the teaching of Zimbabwean Indigenous Languages,the following cross-cutting themes should be taken intoconsideration:

l Heritage studiesl Genderl Health issues, HIV and AIDSl Disaster Risk Managementl Children’s rights and responsibilitiesl Respect for human rightsl Environmental issuesl Enterprisel Financial literacyl Cross-cultural issuesl Conflict managementl Information and Communication Technology (ICT)

PRESENTATION OF SYLLABUS

The Forms 1 to 4 Zimbabwean IndigenousLanguages Syllabus is presented as a singledocument.

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3.0 Aims

The syllabus aims to help learners to:l develop in learners listening, speaking, reading and

writing skills; including visual, tactile, manual andnon-verbal communication skills

l develop in learners the love, respect and appreciationof Indigenous Languages

l enable learners to use the language accurately, appropriately and effectively in communication

l inculcate among learners a lifelong habit of readingextensively and intensively, a variety of texts inZimbabwean Indigenous Languages

l develop in learners composition writing skillsl develop in learners an appreciation of the norms and

values determined by the social, cultural, political,technological and economic factors in Zimbabwe

l develop in learners an appreciation of aestheticqualities of language

l develop in learners the ability to create wealth in anindigenised economy

l enable learners to embrace diversities of otherindigenous cultures’ norms and values

l develop in learners an appreciation of nationalheritage and culture

l develop in learners skills that will enable them to useICT intensively and extensively

4.0 SYLLABUS OBJECTIVESBy the end of the four-year learning phase, learners shouldbe able to:l plan, organise and write different types of

compositions displaying knowledge andunderstanding of a variety of issues

l construct, spell and punctuate words, phrases andsentences correctly

l write in a style and register appropriate to the subjectmtatter

l locate detail and answer comprehension questionsbased on given texts

l identify and place a series of events in achronological order

l deduce the meaning of words and phrases as usedin a text

l summarise a whole or part of a textl identify and use language structures correctly in

given contextsl explain the construction of grammatical structures in

their various formsl identify, interpret and use figurative language in

contextl describe heritage and cultural aspects/practices as

presented in various formsl use Information and Communication Technology

(ICT)l earn a living through creative works

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5.0 METHODOLOGY AND TIME ALLOCATION5.1 MethodologyThe communicative approach is recommended in the teaching of this syllabus. In language usage, teachingfrom contexts is recommended at all times.The following methods are suggested:

l Observationl Interviewl Educational toursl Projectl Discussionl Case studyl Researchl Group workl Debatel Seminarl Dramatisationl Team teachingl Modellingl Story tellingl Songsl Information and Communication

Technology (ICT)

5.2 Time AllocationThe subject should be allocated six periods of 35 minutesper week inclusive of one double period.

6.0 TOPICSl Compositionl Language usage and Registersl Comprehension and Summaryl Language structure

NB: Indigenous, cultural aspects and cross-cutting issuesshould be incorporated in the teaching of the above topics.

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1Indigenous Langauges (Grade 1 -4) Syllabus

TOPI

C FO

RM 1

FO

RM 2

FO

RM 3

FO

RM 4

COM

POSI

TION

Type

s of

com

posit

ions

Stru

ctur

e of

co

mpo

sitio

ns

Cr

eativ

e w

ritin

g

Orth

ogra

phic

accu

racy

Styl

e of

writ

ing

Ty

pes o

f co

mpo

sitio

ns

St

ruct

ure

of

com

posit

ions

Crea

tive

writ

ing

Or

thog

raph

ic ac

cura

cy

St

yle

of w

ritin

g

Ty

pes o

f co

mpo

sitio

ns

St

ruct

ure

of

com

posit

ions

Crea

tive

writ

ing

Or

thog

raph

ic ac

cura

cy

St

yle

of w

ritin

g

Ty

pes o

f com

posit

ions

Stru

ctur

e of

co

mpo

sitio

ns

Cr

eativ

e w

ritin

g

Orth

ogra

phic

accu

racy

Styl

e of

writ

ing

LANG

UAGE

US

AGE

AND

REGI

STER

S

Fi

gura

tive

expr

essio

ns

Ho

mop

hone

s, sy

nony

ms a

nd

anto

nym

s in

cont

ext

Co

untin

g

Rela

tions

Ancie

nt a

nd

mod

ern

way

s of

com

mun

icatio

n

Dire

ctio

ns, r

eque

sts

and

inst

ruct

ions

Appr

opria

te

regi

ster

s

Fi

gura

tive

expr

essio

ns

Ho

mop

hone

s, sy

nony

ms a

nd

anto

nym

s in

cont

ext

Co

untin

g

Re

latio

ns

An

cient

and

mod

ern

way

s of

com

mun

icatio

n

Dire

ctio

ns, r

eque

sts

and

inst

ruct

ions

Appr

opria

te re

gist

ers

Fi

gura

tive

expr

essio

ns

H

omop

hone

s, sy

nony

ms a

nd

anto

nym

s in

cont

ext

Co

untin

g

Rela

tions

Ancie

nt a

nd

mod

ern

way

s of

com

mun

icatio

n

Dire

ctio

ns a

nd

anno

unce

men

ts

Ap

prop

riate

re

gist

ers

Fi

gura

tive

expr

essio

ns

Ho

mop

hone

s, sy

nony

ms a

nd

anto

nym

s in

cont

ext

Co

untin

g

Re

latio

ns

An

cient

and

mod

ern

way

s of c

omm

unica

tion

Di

rect

ions

and

an

noun

cem

ents

Appr

opria

te re

gist

ers

7.0 SCOPE AND SEQUENCE



TOPI

C FO

RM 1

FO

RM 2

FO

RM 3

FO

RM 4

COM

PREH

ENSI

ON

AND

SUM

MAR

Y

St

orie

s, ne

ws,

song

s, po

ems,

folk

tale

s,rep

orts

Grap

hs, p

ictur

es,

map

s, pu

zzle

s, ca

rtoo

ns

Q

uest

ions

and

an

swer

s bas

ed o

n a

varie

ty o

f pas

sage

s

Infe

renc

e of

wor

ds

and

phra

ses i

n co

ntex

t

Su

mm

arie

s

Tone

and

stre

ss

Cu

lture

and

he

ritag

e

St

orie

s, ne

ws,

song

s, po

ems,

folk

tale

s,rep

orts

Grap

hs, p

ictur

es,

map

s, pu

zzle

s, ca

rtoo

ns

Q

uest

ions

and

an

swer

s bas

ed o

n a

varie

ty o

f pas

sage

s

Infe

renc

e of

wor

ds

and

phra

ses i

n co

ntex

t

Sum

mar

ies

To

ne a

nd st

ress

Cultu

re a

nd h

erita

ge

St

orie

s, ne

ws,

song

s, po

ems,

folk

tale

s, re

port

s

Grap

hs, p

ictur

es,

map

s, pu

zzle

s, ca

rtoo

ns

Q

uest

ions

and

an

swer

s bas

ed o

n a

varie

ty o

f pas

sage

s

Infe

renc

e of

wor

ds

and

phra

ses i

n co

ntex

t

Sum

mar

ies

To

ne a

nd st

ress

Ancie

nt a

nd

mod

ern

way

s of

com

mun

icatio

n

Cultu

re a

nd

herit

age

St

orie

s, ne

ws,

song

s, po

ems,

folk

tale

s, re

port

s

Grap

hs, p

ictur

es, m

aps,

puzz

les,

cart

oons

Que

stio

ns a

nd a

nsw

ers

base

d on

a v

arie

ty o

f pa

ssag

es

In

fere

nce

of w

ords

and

ph

rase

s in

cont

ext

Su

mm

arie

s

Tone

and

stre

ss

An

cient

and

mod

ern

way

s of c

omm

unica

tion

Cultu

re a

nd h

erita

ge

LANG

UAGE

STRU

CTUR

E

Pa

rts o

f spe

ech

Cons

truc

tion

of

noun

s

Pa

rts o

f spe

ech

Cons

truc

tion

of a

ll no

uns a

nd p

rono

uns

Pa

rts o

f spe

ech

Cons

truc

tion

of a

ll pa

rts o

f spe

ech

Pa

rts o

f spe

ech

Cons

truc

tion

of a

ll pa

rts o

f spe

ech



8

SUB

TOPI

C

OBJ

ECTI

VES

Le

arne

rs sh

ould

be

able

to:

CONT

ENT

(Ski

lls A

ttitu

des,

an

d kn

owle

dge)

SU

GGES

TED

LEAR

NING

AC

TIVI

TIES

AND

NOT

ES

SUGG

ESTE

D RE

SOUR

CES

COM

POSI

TION

Type

s of c

ompo

sitio

ns

di

ffere

ntia

te th

e ty

pes o

f co

mpo

sitio

ns

w

rite

diffe

rent

type

s of

com

posit

ions

disc

uss c

ross

-cut

ting

and

cros

s-cu

ltura

l iss

ues

Co

mpo

sitio

ns su

ch a

s: -

narr

ativ

e -

desc

riptiv

e -

fact

ual

- le

tter

s (fo

rmal

an

d in

form

al)

Cr

oss-

cutt

ing

and

cr

oss-

cultu

ral i

ssue

s suc

h as

: -

and

resp

onsib

ilitie

s -

myt

hs, l

egen

ds

and

belie

fs

- he

alth

, HIV

and

AI

DS

Di

ffere

ntia

ting

type

s of

com

posit

ions

Writ

ing

diffe

rent

type

s of

com

posit

ions

Disc

ussin

g on

cros

s-cu

ttin

g an

d cr

oss-

cultu

ral i

ssue

s

Rese

arch

ing

on cr

oss-

cutt

ing

and

cros

s-cu

ltura

l iss

ues

IC

T to

ols

Re

fere

nce

book

s

Lett

ers

Sa

mpl

es o

f writ

ten

com

posit

ions

Brai

lle e

quip

men

t

Talk

ing

book

s

Larg

e pr

int b

ooks

Pict

ures

Stru

ctur

e of

com

posit

ions

w

rite

a re

leva

nt in

trod

uctio

n

sequ

ence

par

agra

phs i

n a

chro

nolo

gica

l and

cohe

rent

ord

er

di

scus

s the

ele

men

ts o

f an

intr

oduc

tion,

bod

y an

d co

nclu

sion

w

rite

a w

ell s

truc

ture

d co

mpo

sitio

n

In

trod

uctio

ns

Pa

ragr

aphs

sent

ence

s -

topi

c sen

tenc

es

- de

velo

pers

unit

of id

eas

ch

rono

logi

cal

sequ

ence

in ti

me

and

plac

e

Conc

lusio

n

Di

scus

sing

char

acte

ristic

s of a

re

leva

nt in

trod

uctio

n

Sequ

encin

g pa

ragr

aphs

in

chro

nolo

gica

l and

cohe

rent

or

der

Di

scus

sing

the

elem

ents

of a

n in

trod

uctio

n, b

ody

and

conc

lusio

n

Writ

ing

a w

ell s

truc

ture

d co

mpo

sitio

n

IC

T to

ols

Re

fere

nce

book

s

Lett

ers

Sa

mpl

es o

f writ

ten

com

posit

ion

Br

aille

equ

ipm

ent

Ta

lkin

g bo

oks

La

rge

prin

t boo

ks

Pi

ctur

es

8.0 COMPETENCY MATRIX

FORM 1



SUB

TOPI

C

OBJ

ECTI

VES

Le

arne

rs sh

ould

be

able

to:

CONT

ENT

(Ski

lls A

ttitu

des,

an

d kn

owle

dge)

SU

GGES

TED

LEAR

NING

AC

TIVI

TIES

AND

NOT

ES

SUGG

ESTE

D RE

SOUR

CES

Orth

ogra

phic

accu

racy

cons

truc

t wel

l str

uctu

red

sent

ence

s

punc

tuat

e se

nten

ces

sp

ell w

ords

acc

urat

ely

ob

serv

e ru

les o

f wor

d di

visio

n

Se

nten

ce co

nstr

uctio

n

Punc

tuat

ion

Sp

ellin

gs

W

ord

divi

sion

Te

nses

Co

nstr

uctin

g w

ell s

truc

ture

d se

nten

ces

Pu

nctu

atin

g se

nten

ces

Sp

ellin

g w

ords

acc

urat

ely

Ob

serv

ing

rule

s of w

ord

divi

sion

Pl

ayin

g sp

ellin

g ga

mes

IC

T to

ols

Re

fere

nce

book

s

Lett

ers

W

ritte

n co

mpo

sitio

n

Brai

lle e

quip

men

t

Talk

ing

book

s

Larg

e pr

int b

ooks

Pict

ures

Mag

azin

es

Sl

ate

and

styl

us

Ne

wsp

aper

s St

yle

of w

ritin

g

appl

y fig

urat

ive

expr

essio

ns in

w

ritin

g

use

diffe

rent

styl

es o

f writ

ing

appl

y ap

prop

riate

regi

ster

s to

the

subj

ect m

atte

r

Fi

gura

tive

expr

essio

ns

such

as p

rove

rbs,

simile

s, id

iom

s, eu

phem

ism a

nd

met

apho

rs

St

yle

of w

ritin

g su

ch a

s -

first

per

son

narr

ativ

e -

third

per

son

narr

ativ

e -

flash

bac

k

- fla

sh fo

rwar

d

Appr

opria

te re

gist

ers

Ap

plyi

ng fi

gura

tive

expr

essio

ns in

writ

ing

Usin

g di

ffere

nt st

yles

of

writ

ing

ap

plyi

ng a

ppro

pria

te re

gist

ers

to th

e su

bjec

t mat

ter

IC

T to

ols

Re

fere

nce

book

s

Lett

ers

Sa

mpl

es o

f writ

ten

com

posit

ions

Brai

lle e

quip

men

t

Talk

ing

book

s

Larg

e pr

int b

ooks

Pict

ures

Mag

azin

es

Sl

ate

and

styl

us

Ne

wsp

aper

s

Crea

tive

writ

ing

id

entif

y di

ffere

nt fo

rms o

f cr

eativ

e w

ritin

g

crea

te st

orie

s, po

ems,

folk

tale

s, ca

rtoo

ns a

nd p

lays

show

case

crea

tive

wor

k

Cr

eativ

e w

orks

such

as:

-

stor

ies

- p

oem

s -

folk

tale

s -

cart

oons

-

pla

ys

Di

scus

sing

diffe

rent

form

s of

crea

tive

writ

ing

Cr

eatin

g st

orie

s, po

ems,

folk

tale

s, ca

rtoo

ns, s

ongs

and

pl

ays

Sh

owca

sing

crea

tive

wor

ks

IC

T to

ols

Re

sour

ce p

erso

ns

Re

fere

nce

book

s

Sam

ples

of c

reat

ive

wor

ks



SUB

TOPI

C

OBJ

ECTI

VES

Le

arne

rs sh

ould

be

able

to:

CONT

ENT

(Ski

lls A

ttitu

des,

an

d kn

owle

dge)

SU

GGES

TED

LEAR

NING

AC

TIVI

TIES

AND

NOT

ES

SUGG

ESTE

D RE

SOUR

CES

di

scus

s cro

ss-c

uttin

g iss

ues

di

scus

s cop

yrig

ht is

sues

- so

ngs

- pi

ctur

es

Cros

s-cu

ttin

g iss

ues

Co

pyrig

ht is

sues

Di

scus

sing

cros

s-cu

ttin

g iss

ues

Di

scus

sing

copy

right

issu

es

Zi

mba

bwe

cons

titut

ion

Br

aille

equ

ipm

ent

Ta

lkin

g bo

oks

Pi

ctur

es

M

agaz

ines

New

spap

ers

No

vels

TO

PIC

OBJ

ECTI

VES

Le

arne

rs sh

ould

be

able

to:

UNIT

CON

TENT

(Ski

lls,

attit

udes

and

kno

wle

dge)

SU

GGES

TED

LEAR

NING

ACT

IVIT

IES

AND

NOTE

S SU

GGES

TED

RESO

URCE

S LA

NGUA

GE U

SAGE

AND

REG

ISTE

RS

Figu

rativ

e ex

pres

sions

Hom

opho

nes,

syno

nym

s and

anto

nym

s

id

entif

y fig

urat

ive

expr

essio

ns

gi

ve m

eani

ng to

figu

rativ

e ex

pres

sions

use

figur

ativ

e ex

pres

sions

in

cont

ext

Id

entif

y ho

mop

hone

s, sy

nony

ms,

anto

nym

s in

cont

ext

gi

ve sy

nony

ms a

nd

anto

nym

s for

pro

vide

d w

ords

use

hom

opho

nes,

syno

nym

s an

d an

tony

ms i

n co

ntex

t

Fi

gura

tive

expr

essio

ns

such

as:

- id

iom

s -

prov

erbs

-

simile

s -

ideo

phon

es

- m

etap

hors

-

euph

emism

Ho

mop

hone

s

Syno

nym

s

Anto

nym

s

Id

entif

ying

figu

rativ

e ex

pres

sions

Defin

ing

figur

ativ

e ex

pres

sions

Usin

g fig

urat

ive

expr

essio

ns in

co

ntex

t

Iden

tifyi

ng sy

nony

ms,

anto

nym

s and

hom

opho

nes

Di

scus

sing

hom

opho

nes,

syno

nym

s and

ant

onym

s

Cons

truc

ting

sent

ence

s usin

g se

lect

ed h

omop

hone

s, sy

nony

ms a

nd a

nton

yms

Pl

ayin

g la

ngua

ge g

ames

Answ

erin

g qu

iz qu

estio

ns

IC

T to

ols/

Jaw

s so

ftwar

e

Reso

urce

per

sons

Talk

ing

book

s

Brai

lle e

quip

men

t

Refe

renc

e bo

oks

Wor

kcar

ds

IC

T to

ols

Pu

zzle

s

Talk

ing

book

s

Brai

lle e

quip

men

t

Refe

renc

e bo

oks



TOPI

C O

BJEC

TIVE

S

Lear

ners

shou

ld b

e ab

le to

: UN

IT C

ONTE

NT(S

kills

, at

titud

es a

nd k

now

ledg

e)

SUGG

ESTE

D LE

ARNI

NG A

CTIV

ITIE

S AN

D NO

TES

SUGG

ESTE

D RE

SOUR

CES

Rela

tions

Regi

ster

s

id

entif

y re

latio

ns in

the

fam

ily

di

scus

s fam

ily st

ruct

ures

expl

ain

diffe

rent

type

s of

regi

ster

s

use

appr

opria

te re

gist

ers i

n di

ffere

nt si

tuat

ions

Fa

mily

rela

tions

Fam

ily tr

ee

Ty

pes o

f reg

ister

s

Regi

ster

s in

cont

ext

such

as:

- gr

eetin

gs

- ch

urch

es

- fu

nera

ls -

trad

ition

al co

urts

-

cere

mon

ies

De

scrib

ing

diffe

rent

rela

tions

Disc

ussin

g fa

mily

stru

ctur

es

Ro

le p

layi

ng

Ex

plai

ning

diff

eren

t typ

es o

f re

gist

ers

Us

ing

appr

opria

te re

gist

ers i

n di

ffere

nt si

tuat

ions

Role

pla

ying

IC

T to

ols

Re

sour

ce p

erso

ns

Ta

lkin

g bo

oks

Br

aille

equ

ipm

ent

Re

fere

nce

book

s

Dram

a co

stum

es

and

prop

s

ICT

tool

s

Reso

urce

per

sons

Talk

ing

book

s

Brai

lle e

quip

men

t

Refe

renc

e bo

oks

Dr

ama

cost

umes

an

d pr

ops

Com

mun

icatio

n

id

entif

y an

cient

and

mod

ern

way

s of c

omm

unica

tion

di

scus

s adv

anta

ges a

nd

disa

dvan

tage

s of a

ncie

nt a

nd

mod

ern

way

s of

com

mun

icatio

n

An

cient

and

mod

ern

way

s of

com

mun

icatio

n su

ch

as: -

horn

s -

smok

e

- dr

ums

- m

esse

nger

Id

entif

ying

anc

ient

and

mod

ern

way

s of c

omm

unica

tion

Di

scus

sing

adva

ntag

es a

nd

disa

dvan

tage

s of a

ncie

nt a

nd

mod

ern

way

s of

com

mun

icatio

n

IC

T to

ols

Re

sour

ce p

erso

ns

Ho

rns

Dr

ums

At

tire

Tele

phon

e/

cellp

hone

Talk

ing

book

s

Brai

lle e

quip

men

t



TOPI

C O

BJEC

TIVE

S

Lear

ners

shou

ld b

e ab

le to

: UN

IT C

ONTE

NT(S

kills

, at

titud

es a

nd k

now

ledg

e)

SUGG

ESTE

D LE

ARNI

NG A

CTIV

ITIE

S AN

D NO

TES

SUGG

ESTE

D RE

SOUR

CES

Dire

ctio

ns,

requ

ests

an

d

inst

ruct

ions

id

entif

y th

e ca

rdin

al p

oint

s

give

dire

ctio

ns u

sing

card

inal

po

ints

follo

w in

stru

ctio

ns

lo

cate

pla

ces i

n th

e co

mm

unity

on

map

s

mak

e p

olite

requ

ests

- te

leph

one/

ce

llpho

ne

- in

tern

et

- te

legr

am

Di

rect

ions

Requ

ests

Inst

ruct

ions

Iden

tifyi

ng ca

rdin

al p

oint

s

Follo

win

g di

rect

ions

, in

stru

ctio

ns a

nd o

rient

atio

n

Loca

ting

plac

es in

the

com

mun

ity a

nd m

aps

Se

arch

ing

gam

es

M

akin

g po

lite

requ

ests

Re

fere

nce

book

s

ICT

tool

s

Map

s

Com

pass

Puzz

les

W

ork

card

s

Talk

ing

book

s

Brai

lle e

quip

men

t

Refe

renc

e bo

oks

Em

boss

ed ca

rdin

al

poin

ts

COM

PREH

ENSI

ON

AND

SUM

MAR

Y Co

mpr

ehen

sion

re

ad fo

r com

preh

ensio

n

rete

ll ne

ws,

stor

ies,

poem

s, pl

ays a

nd fo

lkta

les

an

swer

que

stio

ns o

n va

rious

te

xts

in

fer m

eani

ngs o

f wor

ds a

nd

phra

ses

re

late

text

s to

the

envi

ronm

ent

di

scus

s cro

ss-c

uttin

g iss

ues

raise

d

St

orie

s

New

s

Son

gs

P

oem

s

Lett

ers

P

lays

Fol

ktal

es

Lis

teni

ng to

/not

ing

vario

us

text

s fro

m d

iffer

ent m

edia

Read

ing

inte

nsiv

ely

for

com

preh

ensio

n

Rete

lling

new

s, st

orie

s, po

ems,

play

s and

folk

tale

s

Answ

erin

g qu

estio

ns fr

om

vario

us te

xts

In

ferr

ing

mea

ning

s of w

ords

an

d ph

rase

s

Rela

ting

issue

s to

the

envi

ronm

ent

Di

scus

sing

cros

s-cu

ttin

g iss

ues

raise

d

IC

T to

ols

Ne

wsp

aper

s

Mag

azin

es

W

ork

card

s

Dict

iona

ry

Pu

zzle

s

Refe

renc

e bo

oks

La

rge

prin

t

Talk

ing

book

s

Brai

lle e

quip

men

t



TOPI

C O

BJEC

TIVE

S

Lear

ners

shou

ld b

e ab

le to

: UN

IT C

ONTE

NT(S

kills

, at

titud

es a

nd k

now

ledg

e)

SUGG

ESTE

D LE

ARNI

NG A

CTIV

ITIE

S AN

D NO

TES

SUGG

ESTE

D RE

SOUR

CES

Sum

mar

y

in

terp

ret g

raph

s, pi

ctur

es,

tabl

es, m

aps a

nd ca

rtoo

ns

di

scus

s inf

orm

atio

n re

laye

d th

roug

h pi

ctur

es, t

able

s, m

aps a

nd ca

rtoo

ns

an

swer

que

stio

ns o

n gr

aphs

, pi

ctur

es, t

able

s, m

aps a

nd

cart

oons

link

info

rmat

ion

from

gr

aphs

, map

s, ta

bles

, pi

ctur

es a

nd ca

rtoo

ns to

the

envi

ronm

ent

id

entif

y m

ain

poin

ts

su

mm

arise

var

ious

text

s

sum

mar

ise in

form

atio

n re

laye

d th

roug

h gr

aphs

, ta

bles

, pict

ures

, map

s and

ca

rtoo

ns

Gr

aphs

Pict

ures

Map

s

Tabl

es

Ca

rtoo

ns

Su

mm

arie

s

In

terp

retin

g gr

aphs

, pict

ures

, m

aps,t

able

s, ca

rtoo

ns

Di

scus

sing

info

rmat

ion

from

gr

aphs

, tab

les,

pict

ures

and

m

aps

An

swer

ing

ques

tions

on

grap

hs,

pict

ures

, tab

les,

map

s and

ca

rtoo

ns

Lin

king

info

rmat

ion

from

gr

aphs

, map

s, ta

bles

, pict

ures

, ca

rtoo

ns to

the

envo

rnm

ent

Id

entif

ying

mai

n po

ints

Sum

mar

ising

var

ious

text

s

Sum

mar

ising

info

rmat

ion

rela

yed

on g

raph

s, ta

bles

, pi

ctur

es, m

aps a

nd ca

rtoo

ns

IC

T to

ols

Gr

aphs

Pict

ures

Cart

oons

Map

s

Wor

k ca

rds

Em

boss

ed

pict

ures

/tab

les

Br

aille

/larg

e pr

int

book

s

Tabl

es

M

agaz

ines

Talk

ing

book

s

Larg

e pr

int/

Brai

lle

book

s

Lett

ers

Ta

bles

Cultu

re a

nd H

erita

ge

di

scus

s cul

tura

l and

her

itage

iss

ues

de

duce

mor

al le

sson

s fro

m

cultu

ral a

nd h

erita

ge is

sues

link

seas

ons o

f the

yea

r to

cultu

ral e

vent

s tha

t fol

low

th

em

ex

amin

e th

e im

pact

of s

ocia

l m

edia

on

cultu

re

and

resp

onsib

ilitie

s

heal

th, H

IV a

nd A

IDS

M

yths

, ta

boos

an

d le

gend

s

ICT

(soc

ial m

edia

)

Herit

age

sites

Seas

ons o

f the

yea

r

Tote

ms

Di

scus

sing

cultu

ral a

nd h

erita

ge

issue

s

Deba

ting

on cu

ltura

l and

he

ritag

e iss

ues

De

ducin

g m

oral

less

ons f

rom

m

yths

, tab

oos a

nd le

gend

s

Linki

ng se

ason

s of t

he y

ear t

o cu

ltura

l eve

nts

Ex

amin

ing

the

impa

ct o

f soc

ial

med

ia o

n cu

lture

Cond

uctin

g ed

ucat

iona

l tou

rs

IC

T to

ols

He

ritag

e sit

es

Re

sour

ce p

erso

ns

Ga

llery

Cale

ndar

s

Talk

ing

book

s

Larg

e pr

int

Br

aille

equ

ipm

ent

Re

fere

nce

book

s



TOPI

C O

BJEC

TIVE

S

Lear

ners

shou

ld b

e ab

le to

: UN

IT C

ONTE

NT(S

kills

, at

titud

es a

nd k

now

ledg

e)

SUGG

ESTE

D LE

ARNI

NG A

CTIV

ITIE

S AN

D NO

TES

SUGG

ESTE

D RE

SOUR

CES

Tone

and

Str

ess

di

scus

s the

cont

ribut

ion

of

tone

and

stre

ss to

mea

ning

of

wor

ds a

nd p

hras

es in

te

xts

St

ress

Into

natio

n

Fl

uenc

y

Di

scus

sing

the

cont

ribut

ion

of

tone

and

stre

ss to

mea

ning

of

wor

ds a

nd p

hras

es in

text

s

Ta

lkin

g bo

oks

Br

aille

equ

ipm

ent

Re

fere

nce

book

s

LANG

UAGE

STR

UCTU

RE

Part

s of s

peec

h No

uns

id

entif

y di

ffere

nt p

arts

of

spee

ch

de

fine

the

part

s of s

peec

h

use

part

s of s

peec

h

id

entif

y th

e di

ffere

nt ty

pes

of n

ouns

expl

ain

the

cons

truc

tiona

l pa

tter

ns o

f nou

ns

cla

ssify

the

noun

pre

fix

No

uns

Pr

onou

ns

Q

ualif

icativ

es

Ve

rbs

Ad

verb

s

Copu

lativ

es

Co

njun

ctiv

es

Ty

pes o

f nou

ns

Co

nstr

uctio

nal p

atte

rn

of n

ouns

-

Pref

ixes

- Su

ffixe

s -

stem

s

Clas

sifica

tion

of n

oun

pref

ixes

Id

entif

ying

par

ts o

f spe

ech

De

finin

g pa

rts o

f spe

ech

Us

ing

part

s of s

peec

h in

se

nten

ce fo

rm

Iden

tifyi

ng th

e di

ffere

nt

type

s of

nou

ns

Ex

plai

ning

the

cons

truc

tiona

l pa

tter

ns o

f nou

ns

Cl

assif

ying

the

noun

pre

fix

IC

T to

ols

Ch

arts

Puzz

les

Di

ctio

narie

s

Wor

k ca

rds

S

ign

lang

uage

di

ctio

narie

s

Gam

es

T

alki

ng b

ooks

Brai

lle e

quip

men

t

Refe

renc

e bo

oks

Wor

k ca

rds

Di

ctio

narie

s

Char

ts

IC

T to

ols

Ta

lkin

g bo

oks

Br

aille

equ

ipm

ent

Re

fere

nce

book

s

Sig

n la

ngua

ge

dict

iona

ries



SUB

TOPI

C OB

JECT

IVES

UN

IT C

ONTE

NT (S

kills

, att

itude

s an

d kn

owle

dge)

SU

GGES

TED

LEAR

NING

AC

TIVI

TIES

SU

GGES

TED

RESO

URCE

S

COM

POSI

TION

Ty

pes o

f com

posit

ions

di

ffere

ntia

te th

e ty

pes o

f co

mpo

sitio

ns

w

rite

diffe

rent

ty

pes o

f co

mpo

sitio

ns

di

scus

s cro

ss-

cutt

ing

and

cros

s-cu

ltura

l iss

ues

Co

mpo

sitio

ns su

ch a

s -

narr

ativ

e -

desc

riptiv

e -

fact

ual

- le

tter

s (fo

rmal

and

in

form

al)

- pr

over

bs

- di

alog

ue

Cr

oss-

cutt

ing

and

cros

s-cu

ltura

l iss

ues s

uch

as

- a

nd

resp

onsib

ilitie

s -

myt

hs, l

egen

ds a

nd

belie

fs

- he

alth

, HIV

and

AID

S -

colla

bora

tion

Di

ffere

ntia

ting

type

s of

com

posit

ions

Writ

ing

diffe

rent

type

s of

com

posit

ions

Disc

ussin

g on

cros

s-cu

ttin

g an

d cr

oss-

cultu

ral i

ssue

s

Rese

arch

ing

on cr

oss-

cutt

ing

and

cros

s-cu

ltura

l iss

ues

IC

T to

ols

W

ork

card

s

Lett

ers

W

ritte

n co

mpo

sitio

ns

Ch

arts

Refe

renc

e bo

oks

Br

aille

equ

ipm

ent

Ta

lkin

g bo

oks

La

rge

prin

t boo

ks

Pi

ctur

es

Stru

ctur

e of

co

mpo

sitio

ns

w

rite

a re

leva

nt

intr

oduc

tion

se

quen

ce

para

grap

hs in

a

chro

nolo

gica

l and

co

here

nt o

rder

disc

uss t

he

elem

ents

of a

n in

trod

uctio

n, b

ody

and

conc

lusio

n

writ

e a

wel

l st

ruct

ured

co

mpo

sitio

n

In

trod

uctio

ns

Pa

ragr

aphs

sent

ence

s -

topi

c sen

tenc

es

- de

velo

pers

unit

of id

eas

ch

rono

logi

cal s

eque

nce

in

time

and

plac

e

St

ruct

ure

of co

mpo

sitio

ns su

ch

as: -

dial

ogue

-

lett

er

Co

nclu

sion

Di

scus

sing

char

acte

ristic

s of a

re

leva

nt in

trod

uctio

n

Sequ

encin

g pa

ragr

aphs

in

chro

nolo

gica

l and

co

here

nt o

rder

Disc

ussin

g th

e el

emen

ts

of a

n in

trod

uctio

n, b

ody

and

conc

lusio

n

Writ

ing

a w

ell s

truc

ture

d co

mpo

sitio

n

IC

T to

ols

Re

fere

nce

book

s

Lett

ers

Sa

mpl

es o

f writ

ten

com

posit

ions

Brai

lle e

quip

men

t

Talk

ing

book

s

Larg

e pr

int b

ooks

Pict

ures



SUB

TOPI

C OB

JECT

IVES

UN

IT C

ONTE

NT (S

kills

, att

itude

s an

d kn

owle

dge)

SU

GGES

TED

LEAR

NING

AC

TIVI

TIES

SU

GGES

TED

RESO

URCE

S

Or

thog

raph

ic ac

cura

cy

co

nstr

uct w

ell

stru

ctur

ed

sent

ence

s

punc

tuat

e se

nten

ces

sp

ell w

ords

ac

cura

tely

obse

rve

rule

s of

wor

d di

visio

n

Se

nten

ce co

nstr

uctio

n

Punc

tuat

ion

Sp

ellin

gs

W

ord

divi

sion

Te

nses

Co

nstr

uctin

g w

ell

stru

ctur

ed se

nten

ces

Pu

nctu

atin

g se

nten

ces

Sp

ellin

g w

ords

Obse

rvin

g ru

les o

f wor

d di

visio

n

Play

ing

spel

ling

gam

es

IC

T to

ols

Re

fere

nce

book

s

Lett

ers

Sa

mpl

es o

f writ

ten

com

posit

ions

Brai

lle e

quip

men

t

Talk

ing

book

s

Larg

e pr

int b

ooks

Pict

ures

Mag

azin

es

Se

nten

ce st

rips

New

spap

ers

Styl

e of

writ

ing

ap

ply

figur

ativ

e ex

pres

sions

in

writ

ing

us

e di

ffere

nt st

yles

of

writ

ing

appl

y ap

prop

riate

re

gist

ers t

o th

e su

bjec

t mat

ter

Fi

gura

tive

expr

essio

ns su

ch a

s pr

over

bs, s

imile

s, id

iom

s, eu

phem

ism a

nd m

etap

hors

Styl

e of

writ

ing

such

as:

-

first

per

son

narr

ativ

e -

third

per

son

narr

ativ

e -

flash

bac

k

- fla

sh fo

rwar

d

Appr

opria

te re

gist

ers

Ap

plyi

ng fi

gura

tive

expr

essio

ns in

writ

ing

Usin

g di

ffere

nt st

yles

of

writ

ing

Ap

plyi

ng a

ppro

pria

te

regi

ster

s to

the

subj

ect

mat

ter

IC

T to

ols

Re

fere

nce

book

s

Wor

k ca

rds

Le

tter

s

Writ

ten

com

posit

ions

Brai

lle e

quip

men

t

Talk

ing

book

s

Larg

e pr

int b

ooks

Pict

ures

Mag

azin

es

Ne

wsp

aper

s

Crea

tive

writ

ing

id

entif

y di

ffere

nt

form

s of c

reat

ive

writ

ing

re

sear

ch o

n di

ffere

nt is

sues

Cr

eativ

e w

orks

such

as:

-

stor

ies

- p

oem

s -

folk

tale

s -

cart

oons

Di

scus

sing

diffe

rent

fo

rms o

f cre

ativ

e w

ritin

g

Rese

arch

ing

on d

iffer

ent

issue

s

IC

T to

ols

Re

sour

ce p

erso

ns

Re

fere

nce

book

s

Sam

ples

of c

reat

ive

wor

ks

Zi

mba

bwe

cons

titut

ion



17

SUB

TOPI

C OB

JECT

IVES

UN

IT C

ONTE

NT (S

kills

, att

itude

s an

d kn

owle

dge)

SU

GGES

TED

LEAR

NING

AC

TIVI

TIES

SU

GGES

TED

RESO

URCE

S

cr

eate

stor

ies,

poem

s, fo

lkta

les,

cart

oons

, son

gs

and

play

s

show

case

crea

tive

wor

k

disc

uss c

ross

-cu

ttin

g iss

ues

di

scus

s cop

yrig

ht

issue

s

- p

lays

-

song

s

Cr

oss-

cutt

ing

issue

s

copy

right

issu

es

W

ritin

g a

varie

ty o

f cr

eativ

e pi

eces

Crea

ting

stor

ies,

poem

s, fo

lkta

les,

cart

oons

, so

ngs a

nd p

lays

Show

casin

g cr

eativ

e w

ork

Di

scus

sing

cros

s-cu

ttin

g iss

ues

Di

scus

sing

copy

right

iss

ues

Co

nduc

ting

edu

catio

nal

tour

s

Br

aille

equ

ipm

ent

Ta

lkin

g bo

oks

Pi

ctur

es

M

agaz

ines

New

spap

ers

No

vels

LA

NGUA

GE U

SAGE

AND

REG

ISTE

RS

Figu

rativ

e ex

pres

sions

Hom

opho

nes,

syno

nym

s and

anto

nym

s

id

entif

y fig

urat

ive

expr

essio

ns

gi

ve m

eani

ng to

fig

urat

ive

expr

essio

ns

us

e fig

urat

ive

expr

essio

ns in

co

ntex

t

iden

tify

hom

opho

nes,

syno

nym

s and

an

tony

ms i

n co

ntex

t

give

hom

opho

nes,

syno

nym

s and

Fi

gura

tive

expr

essio

ns su

ch a

s: -

idio

ms

- pr

over

bs

- sim

iles

- id

eoph

ones

-

met

apho

rs

- eu

phem

ism

Hom

opho

nes

Sy

nony

ms

An

tony

ms

Id

entif

ying

figu

rativ

e ex

pres

sions

Defin

ing

figur

ativ

e ex

pres

sions

Usin

g fig

urat

ive

expr

essio

ns in

cont

ext

Id

entif

ying

hom

opho

nes,

syno

nym

s and

ant

onym

s

Disc

ussin

g ho

mop

hone

s, sy

nony

ms a

nd a

nton

yms

Co

nstr

uctin

g se

nten

ces

usin

g se

lect

ed

IC

T to

ols/

Jaw

s sof

twar

e

Reso

urce

per

sons

Talk

ing

book

s

Brai

lle e

quip

men

t

Refe

renc

e bo

oks

IC

T to

ols

Pu

zzle

s

Talk

ing

book

s

Brai

lle e

quip

men

t

Refe

renc

e bo

oks



SUB

TOPI

C OB

JECT

IVES

UN

IT C

ONTE

NT (S

kills

, att

itude

s an

d kn

owle

dge)

SU

GGES

TED

LEAR

NING

AC

TIVI

TIES

SU

GGES

TED

RESO

URCE

S

Rela

tions

Regi

ster

s

anto

nym

s for

pr

ovid

ed w

ords

use

hom

opho

nes,

syno

nym

s and

an

tony

ms i

n co

ntex

t

di

scus

s rol

es o

f fa

mily

mem

bers

sugg

est w

ays o

f st

reng

then

ing

fam

ily re

latio

ns

ap

ply

appr

opria

te

regi

ster

s in

diffe

rent

situ

atio

ns

Re

latio

nshi

p m

anag

emen

t

Fam

ily ro

les

Fa

mily

tree

Regi

ster

s in

cont

ext s

uch

as:

- gr

eetin

gs

- ch

urch

es

- fu

nera

ls -

trad

ition

al co

urts

-

cere

mon

ies

- so

cial g

athe

rings

hom

opho

nes,

syno

nym

s an

d an

tony

ms

Pl

ayin

g la

ngua

ge g

ames

Answ

erin

g qu

iz qu

estio

ns

Pr

esen

ting

a fa

mily

tree

Disc

ussin

g ro

les o

f fam

ily

mem

bers

Disc

ussin

g w

ays o

f st

reng

then

ing

fam

ily

rela

tions

Dram

atisi

ng ro

les o

f fa

mily

mem

bers

Disc

ussin

g us

e of

re

gist

ers i

n va

rious

sit

uatio

ns

Role

pla

ying

usin

g ap

prop

riate

regi

ster

s in

diffe

rent

situ

atio

ns

IC

T to

ols

Re

sour

ce p

erso

ns

Ta

lkin

g bo

oks

Br

aille

equ

ipm

ent

Re

fere

nce

book

s

Dram

a co

stum

es a

nd p

rops

ICT

tool

s

Reso

urce

per

sons

Talk

ing

book

s

Brai

lle e

quip

men

t

Refe

renc

e bo

oks

Dr

ama

cost

umes

and

pro

ps

IC

T to

ols



SUB

TOPI

C OB

JECT

IVES

UN

IT C

ONTE

NT (S

kills

, att

itude

s an

d kn

owle

dge)

SU

GGES

TED

LEAR

NING

AC

TIVI

TIES

SU

GGES

TED

RESO

URCE

S

Com

mun

icatio

n

Dire

ctio

ns, r

eque

sts

and

inst

ruct

ions

id

entif

y an

cient

an

d m

oder

n w

ays

of co

mm

unica

tion

di

scus

s adv

anta

ges

and

disa

dvan

tage

s of

anc

ient

and

m

oder

n w

ays o

f co

mm

unica

tion

id

entif

y th

e ca

rdin

al p

oint

s

give

dire

ctio

ns

usin

g ca

rdin

al

poin

ts

fo

llow

inst

ruct

ions

loca

te p

lace

s in

the

com

mun

ity o

n m

aps

m

ake

polit

e re

ques

ts

An

cient

and

mod

ern

way

s of

com

mun

icatio

n su

ch a

s: -

horn

s -

smok

e

- dr

ums

- m

esse

nger

-

tele

phon

e/ ce

llpho

ne

- in

tern

et

- te

legr

am

Di

rect

ions

Req

uest

s

Inst

ruct

ions

Id

entif

ying

anc

ient

and

m

oder

n w

ays o

f co

mm

unica

tion

Di

scus

sing

adva

ntag

es

and

disa

dvan

tage

s of

ancie

nt a

nd m

oder

n w

ays o

f com

mun

icatio

n

Id

entif

ying

card

inal

po

ints

Follo

win

g di

rect

ions

, in

stru

ctio

ns a

nd

orie

ntat

ion

Lo

catin

g pl

aces

in th

e co

mm

unity

and

map

s

Sear

chin

g ga

mes

Mak

ing

polit

e re

ques

ts

Re

sour

ce p

erso

ns

Ho

rns

Dr

ums

At

tire

Tele

phon

e/ce

llpho

ne

Ta

lkin

g bo

oks

Br

aille

equ

ipm

ent

Re

fere

nce

book

s

ICT

tool

s

Map

s

Com

pass

Puzz

les

Ta

lkin

g bo

oks

Br

aille

equ

ipm

ent

Re

fere

nce

book

s

Embo

ssed

card

inal

poi

nts



SUB

TOPI

C OB

JECT

IVES

UN

IT C

ONTE

NT (S

kills

, att

itude

s an

d kn

owle

dge)

SU

GGES

TED

LEAR

NING

AC

TIVI

TIES

SU

GGES

TED

RESO

URCE

S

Com

preh

ensio

n

re

ad f

or

com

preh

ensio

n

rete

ll ne

ws,

stor

ies,

poem

s, pl

ays a

nd fo

lkta

les

an

swer

que

stio

ns

on v

ario

us te

xts

in

fer m

eani

ngs o

f w

ords

and

phr

ases

rela

te te

xts t

o th

e en

viro

nmen

t

disc

uss c

ross

-cu

ttin

g iss

ues

raise

d

inte

rpre

t gra

phs,

pict

ures

, tab

les,

map

s and

cart

oons

disc

uss

info

rmat

ion

rela

yed

thro

ugh

pict

ures

, tab

les,

map

s and

cart

oons

answ

er q

uest

ions

on

gra

phs,

pict

ures

, tab

les,

map

s and

cart

oons

link

info

rmat

ion

from

gra

phs,

map

s, ta

bles

, pi

ctur

es a

nd

St

orie

s

New

s

Song

s

Poe

ms

Le

tter

s

Pla

ys

F

olkt

ales

Grap

hs

Pi

ctur

es

M

aps

Ta

bles

Cart

oons

Lis

teni

ng to

/not

ing

vario

us te

xts f

rom

di

ffere

nt m

edia

Read

ing

inte

nsiv

ely

for

com

preh

ensio

n

Rete

lling

new

s, st

orie

s, po

ems,

play

s and

fo

lkta

les

An

swer

ing

ques

tions

fro

m v

ario

us te

xts

In

ferr

ing

mea

ning

s of

wor

ds a

nd p

hras

es

Re

latin

g iss

ues t

o th

e en

viro

nmen

t

Disc

ussin

g cr

oss-

cutt

ing

issue

s rai

sed

In

terp

retin

g gr

aphs

, pi

ctur

es, m

aps,

tabl

es,

and

cart

oons

Disc

ussin

g in

form

atio

n fro

m g

raph

s, ta

bles

, pi

ctur

es a

nd m

aps

An

swer

ing

ques

tions

on

grap

hs, p

ictur

es, t

able

s, m

aps a

nd ca

rtoo

ns

Lin

king

info

rmat

ion

from

gr

aphs

, map

s, ta

bles

, pi

ctur

es, c

arto

ons t

o th

e en

vorn

men

t

IC

T to

ols

Ne

wsp

aper

s

Mag

azin

es

Pu

zzle

s

Refe

renc

e bo

oks

Ta

lkin

g bo

oks

Br

aille

equ

ipm

ent

IC

T to

ols

Gr

aphs

Pict

ures

Cart

oons

Map

s

Refe

renc

e bo

oks

Ta

lkin

g bo

oks

Br

aille

equ

ipm

ent

COMPREHENSION AND SUMMARY



SUB

TOPI

C OB

JECT

IVES

UN

IT C

ONTE

NT (S

kills

, att

itude

s an

d kn

owle

dge)

SU

GGES

TED

LEAR

NING

AC

TIVI

TIES

SU

GGES

TED

RESO

URCE

S

Sum

mar

y

cart

oons

to th

e en

viro

nmen

t

iden

tify

mai

n po

ints

sum

mar

ise v

ario

us

text

s

sum

mar

ise

info

rmat

ion

rela

yed

thro

ugh

grap

hs, t

able

s, pi

ctur

es, m

aps a

nd

cart

oons

Sum

mar

ies

Gr

aphs

Pict

ures

Map

s

Tabl

es

Ca

rtoo

ns

Iden

tifyi

ng m

ain

poin

ts

Su

mm

arisi

ng v

ario

us

text

s

Sum

mar

ising

in

form

atio

n re

laye

d on

gr

aphs

, tab

les,

pict

ures

, m

aps a

nd ca

rtoo

ns

ICT

tool

s

Grap

hs

Pi

ctur

es

Ca

rtoo

ns

M

aps

Re

fere

nce

book

s

Talk

ing

book

s

Brai

lle e

quip

men

t

Cultu

re a

nd h

erita

ge

di

scus

s cul

tura

l an

d he

ritag

e iss

ues

de

duce

mor

al

less

ons f

rom

cu

ltura

l and

he

ritag

e iss

ues

pr

esen

t pra

ise

poem

s

exam

ine

the

impa

ct o

f soc

ial

med

ia o

n cu

lture

and

resp

onsib

ilitie

s

Heal

th, H

IV a

nd A

IDS

M

yths

, le

gend

s ta

boos

an

d le

gend

s

ICT

(soc

ial m

edia

)

Herit

age

sites

Seas

ons o

f the

yea

r

Prai

se p

oetr

y

Di

scus

sing

cultu

ral a

nd

herit

age

issue

s

Deba

ting

on cu

ltura

l and

he

ritag

e iss

ues

De

ducin

g m

oral

less

ons

from

myt

hs, t

aboo

s and

le

gend

s

pres

entin

g pr

aise

poe

ms

ex

amin

ing

the

impa

ct o

f so

cial m

edia

on

cultu

re

Co

nduc

ting

educ

atio

nal

tour

s

IC

T to

ols

He

ritag

e sit

es

Re

sour

ce p

erso

ns

Ga

llery

Cale

ndar

s

Talk

ing

book

s

Larg

e pr

int

Br

aille

equ

ipm

ent

Re

fere

nce

book

s



SUB

TOPI

C OB

JECT

IVES

UN

IT C

ONTE

NT (S

kills

, att

itude

s an

d kn

owle

dge)

SU

GGES

TED

LEAR

NING

AC

TIVI

TIES

SU

GGES

TED

RESO

URCE

S

Pa

rts o

f spe

ech

Noun

s Pr

onou

ns

id

entif

y di

ffere

nt

part

s of s

peec

h

use

diffe

rent

par

ts

of sp

eech

in

sent

ence

s

iden

tify

the

diffe

rent

type

s of

noun

s

expl

ain

the

cons

truc

tiona

l pa

tter

ns o

f nou

ns

cla

ssify

the

noun

pr

efix

iden

tify

the

diffe

rent

type

s of

pron

ouns

expl

ain

the

cons

truc

tiona

l pa

tter

n of

pr

onou

ns

No

uns

Pr

onou

ns

Q

ualif

icativ

es

Ve

rbs

Ad

verb

s

Copu

lativ

es

Ty

pes o

f Nou

ns

Co

nstr

uctio

nal p

atte

rn o

f no

uns -

Pref

ixes

- Su

ffixe

s -

stem

s

Clas

sifica

tion

of n

oun

pref

ixes

Ty

pes o

f pro

noun

s

Cons

truc

tiona

l pat

tern

of

pron

ouns

Id

entif

ying

par

ts o

f sp

eech

Cons

truc

ting

sent

ence

s us

ing

diffe

rent

par

ts o

f sp

eech

Iden

tifyi

ng th

e di

ffere

nt

type

s of n

ouns

Expl

aini

ng th

e co

nstr

uctio

nal p

atte

rns

of n

ouns

Clas

sifyi

ng th

e no

un

pref

ix

Iden

tifyi

ng th

e di

ffere

nt

type

s of p

rono

uns

Ex

plai

ning

the

cons

truc

tiona

l pat

tern

s of

pro

noun

s

IC

T to

ols

Pu

zzle

s

Dict

iona

ries

Si

gn la

ngua

ge d

ictio

nary

Talk

ing

book

s

Larg

e pr

int

Br

aille

equ

ipm

ent

Re

fere

nce

book

s

Wor

k ca

rds

Di

ctio

narie

s

Char

ts

IC

T to

ols

Ta

lkin

g bo

oks

Br

aille

equ

ipm

ent

Re

fere

nce

book

s

Sig

n la

ngua

ge d

ictio

narie

s

IC

T to

ols

Di

ctio

narie

s

sign

lang

uage

dict

iona

ries

Ta

lkin

g bo

oks

La

rge

prin

t

Brai

lle e

quip

men

t

Refe

renc

e bo

oks



SUB

TOPI

C OB

JECT

IVES

Le

arne

rs sh

ould

be

able

to:

UNIT

CON

TENT

(Ski

lls,

attit

udes

, kno

wle

dge)

SU

GGES

TED

LEAR

NING

AC

TIVI

TIES

SU

GGES

TED

RESO

URCE

S

COM

POSI

TION

Ty

pes o

f com

posit

ions

di

scus

s diff

eren

t typ

es o

f co

mpo

sitio

ns

w

rite

diffe

rent

type

s of

com

posit

ions

rese

arch

on

cros

s-cu

ttin

g an

d cr

oss-

cultu

ral i

ssue

s

Co

mpo

sitio

ns su

ch

as: -

narr

ativ

e -

desc

riptiv

e -

fact

ual

- di

alog

ue

- ar

gum

enta

tive

- pr

over

bs

- re

port

s -

spee

ch

- le

tter

s (fo

rmal

an

d in

form

al)

In

terp

reta

tion

of

grap

hs, t

able

s, m

aps

and

pict

ures

Cros

s-cu

ttin

g an

d cr

oss c

ultu

ral-i

ssue

s su

ch a

s

di

scus

sing

diffe

rent

type

s of

com

posit

ions

Inte

rpre

ting

grap

hs, t

able

s, m

aps a

nd p

ictur

es

Writ

ing

diffe

rent

type

s of

com

posit

ions

Rese

arch

ing

on cr

oss-

cutt

ing

and

cros

s-cu

ltura

l iss

ues

IC

T to

ols

Sa

mpl

es o

f writ

ten

com

posit

ions

Refe

renc

e bo

oks

Br

aille

equ

ipm

ent

Ta

lkin

g bo

oks

La

rge

prin

t boo

ks

Pi

ctur

es

FORM 3



SUB

TOPI

C OB

JECT

IVES

Le

arne

rs sh

ould

be

able

to:

UNIT

CON

TENT

(Ski

lls,

attit

udes

, kno

wle

dge)

SU

GGES

TED

LEAR

NING

AC

TIVI

TIES

SU

GGES

TED

RESO

URCE

S

-con

flict

m

anag

emen

t -h

ealth

issu

es

-her

itage

-e

nviro

nmen

tal

issue

s -fi

nanc

ial l

itera

cy

-gen

der i

ssue

s -ri

tes o

f pas

sage

Stru

ctur

e of

co

mpo

sitio

ns

w

rite

a re

leva

nt in

trod

uctio

n

sequ

ence

par

agra

phs i

n a

chro

nolo

gica

l and

cohe

rent

or

der

di

scus

s ele

men

ts o

f an

intr

oduc

tion,

bod

y an

d co

nclu

sion

w

rite

a w

ell s

truc

ture

d co

mpo

sitio

n

In

trod

uctio

ns

Pa

ragr

aphs

sent

ence

s -

topi

c se

nten

ce

- de

velo

pers

unit

of id

eas

ch

rono

logi

cal

sequ

ence

in ti

me

and

plac

e

Conc

lusio

n

Di

scus

sing

char

acte

ristic

s of

a re

leva

nt in

trod

uctio

n

Sequ

encin

g pa

ragr

aphs

in

chro

nolo

gica

l and

cohe

rent

or

der

Di

scus

sing

the

elem

ents

of

an in

trod

uctio

n, b

ody

and

conc

lusio

n

Writ

ing

a w

ell s

truc

ture

d co

mpo

sitio

n

IC

T to

ols

Sa

mpl

es o

f writ

ten

com

posit

ions

Refe

renc

e bo

oks

Br

aille

equ

ipm

ent

Ta

lkin

g bo

oks

La

rge

prin

t boo

ks

Pi

ctur

es

Orth

ogra

phic

accu

racy

cons

truc

t wel

l str

uctu

red

sent

ence

s

punc

tuat

e w

ords

and

sent

ence

s co

rrec

tly

sp

ell w

ords

acc

urat

ely

ob

serv

e ru

les o

f wor

d di

visio

n

Se

nten

ce

cons

truc

tion

Pu

nctu

atio

n

Spel

lings

Wor

d di

visio

n

Tens

es

Co

nstr

uctin

g w

ell s

truc

ture

d se

nten

ces

Pu

nctu

atin

g w

ords

and

se

nten

ces c

orre

ctly

Spel

ling

wor

ds a

ccur

atel

y

Obse

rvin

g ru

les o

f wor

d di

visio

n

Play

ing

spel

ling

gam

es

IC

T to

ols

Re

fere

nce

book

s

Sam

ples

of w

ritte

n co

mpo

sitio

ns

Br

aille

equ

ipm

ent

Ta

lkin

g bo

oks

La

rge

prin

t boo

ks

Pi

ctur

es

M

agaz

ines

New

spap

ers

Styl

e of

writ

ing

ex

plor

e di

ffere

nt st

yles

of

writ

ing

St

yle

of w

ritin

g su

ch

as:

Ex

plor

ing

diffe

rent

styl

es o

f w

ritin

g

ICT

tool

s

Refe

renc

e bo

oks



SUB

TOPI

C OB

JECT

IVES

Le

arne

rs sh

ould

be

able

to:

UNIT

CON

TENT

(Ski

lls,

attit

udes

, kno

wle

dge)

SU

GGES

TED

LEAR

NING

AC

TIVI

TIES

SU

GGES

TED

RESO

URCE

S

us

e di

ffere

nt st

yles

of w

ritin

g

ap

ply

figur

ativ

e ex

pres

sions

in

writ

ing

ap

ply

appr

opria

te re

gist

ers t

o th

e su

bjec

t mat

ter

- fir

st p

erso

n na

rrat

ive

- th

ird p

erso

n na

rrat

ive

- fla

sh b

ack

- fla

sh fo

rwar

d -

inte

rior

mon

olog

ue

ex

pres

sions

such

as:

prov

erbs

, sim

iles,

idio

ms,

euph

emism

, pe

rson

ifica

tion

and

met

apho

rs

Appr

opria

te re

gist

ers

Us

ing

diffe

rent

styl

es o

f w

ritin

g

Ap

plyi

ng fi

gura

tive

expr

essio

ns in

writ

ing

appl

ying

app

ropr

iate

re

gist

ers t

o th

e su

bjec

t m

atte

r

Br

aille

equ

ipm

ent

Ta

lkin

g bo

oks

La

rge

prin

t boo

ks

Pi

ctur

es

M

agaz

ines

New

spap

ers

Crea

tive

writ

ing

di

scus

s the

role

s of c

reat

ive

writ

ing

in so

ciety

writ

e a

varie

ty o

f cre

ativ

e pi

eces

pres

erve

crea

tive

wor

k

exhi

bit c

reat

ive

wor

k

rese

arch

on

cros

s-cu

ttin

g iss

ues

di

scus

s cop

yrig

ht is

sues

Cr

eativ

e w

orks

such

as

: - st

orie

s -

poe

ms

- di

alog

ues

- fo

lkta

les

- ca

rtoo

ns

- so

ngs

- p

lays

Cros

s-cu

ttin

g iss

ues

such

as:

- cli

mat

e ch

ange

-

colla

bora

tion

- en

terp

rise

co

pyrig

ht is

sues

Di

scus

sing

the

role

s of

crea

tive

writ

ing

in so

ciety

Writ

ing

a va

riety

of c

reat

ive

piec

es

Pa

rtici

patin

g in

crea

tive

writ

ing

com

petit

ions

Exhi

bitin

g cr

eativ

e w

ork

Re

sear

chin

g cr

oss-

cutt

ing

issue

s

Disc

ussin

g co

pyrig

ht is

sues

IC

T to

ols

Sa

mpl

es o

f writ

ten

com

posit

ions

Refe

renc

e bo

oks

Br

aille

equ

ipm

ent

Ta

lkin

g bo

oks

La

rge

prin

t boo

ks

Pi

ctur

es

M

agaz

ines

New

spap

ers



SUB

TOPI

C OB

JECT

IVES

Le

arne

rs sh

ould

be

able

to:

UNIT

CON

TENT

(Ski

lls,

attit

udes

, kno

wle

dge)

SU

GGES

TED

LEAR

NING

AC

TIVI

TIES

SU

GGES

TED

RESO

URCE

S

LANG

UAGE

USA

GE A

ND R

EGIS

TERS

Figu

rativ

e ex

pres

sions

loca

te fi

gura

tive

expr

essio

ns in

gi

ven

cont

exts

dedu

ce m

eani

ngs o

f fig

urat

ive

expr

essio

ns in

giv

en co

ntex

ts

ex

plai

n sig

nific

ant f

eatu

res o

f fig

urat

ive

expr

essio

ns

de

scrib

e cu

ltura

l asp

ects

de

pict

ed in

figu

rativ

e ex

pres

sions

use

figur

ativ

e ex

pres

sions

in

diffe

rent

cont

exts

Fi

gura

tive

expr

essio

ns su

ch a

s: -

idio

ms

- pr

over

bs

- sim

iles

- id

eoph

ones

-

met

apho

rs

- eu

phem

ism

- pe

rson

ifica

tion

- hy

perb

ole

Lo

catin

g fig

urat

ive

expr

essio

ns in

giv

en

cont

exts

Dedu

cing

mea

ning

s of

figur

ativ

e ex

pres

sions

in

give

n co

ntex

ts

Ex

plai

ning

the

signi

fican

ce

of fi

gura

tive

expr

essio

ns in

re

al li

fe si

tuat

ions

Play

ing

lang

uage

gam

es a

nd

quiz

De

scrib

ing

cultu

ral a

spec

ts

as d

epict

ed in

figu

rativ

e ex

pres

sions

Rese

arch

ing

on th

e cu

ltura

l as

pect

s for

figu

rativ

e ex

pres

sions

IC

T to

ols

Ja

ws s

oftw

are

Re

sour

ce p

erso

ns

Br

aille

equ

ipm

ent

Re

fere

nce

book

s

Talk

ing

book

s

Hom

opho

nes,

syno

nym

s, an

tony

ms a

nd

hom

onym

s

ex

plai

n ho

mop

hone

s, sy

nony

ms,

anto

nym

s and

ho

mon

yms

us

e ho

mop

hone

s, sy

nony

ms,

anto

nym

s and

hom

onym

s in

sent

ence

s

dist

ingu

ish th

e di

ffere

nces

am

ong

the

term

s giv

en in

di

ffere

nt co

ntex

ts

Ho

mop

hone

s, sy

nony

ms,

anto

nym

s an

d ho

mon

yms

Ex

plai

ning

hom

opho

nes,

syno

nym

s, an

tony

ms a

nd

hom

onym

s

Cons

truc

ting

sent

ence

s, ph

rase

s and

par

agra

phs

usin

g h

omop

hone

s, sy

nony

ms,

anto

nym

s and

ho

mon

yms

IC

T to

ols

Ja

ws s

oftw

are

Br

aille

equ

ipm

ent

Re

fere

nce

book

s

Rela

tions

disc

uss f

amily

rela

tions

desc

ribe

rela

tions

am

ong

com

mun

ity m

embe

rs

Fa

mily

rela

tions

Com

mun

ity re

latio

ns

Di

scus

sing

fam

ily re

latio

ns

Re

sear

chin

g on

fam

ily

rela

tions

and

tote

ms

Re

sour

ce p

erso

ns

IC

T to

ols

La

rge

prin

t boo

ks



SUB

TOPI

C OB

JECT

IVES

Le

arne

rs sh

ould

be

able

to:

UNIT

CON

TENT

(Ski

lls,

attit

udes

, kno

wle

dge)

SU

GGES

TED

LEAR

NING

AC

TIVI

TIES

SU

GGES

TED

RESO

URCE

S

id

entif

y ca

uses

of c

onfli

cts i

n fa

mili

es a

nd co

mm

uniti

es

su

gges

t con

flict

m

anag

emen

t/re

solu

tion

stra

tegi

es a

mon

g m

embe

rs o

f th

e co

mm

unity

expl

ain

role

s of c

omm

unity

le

ader

s in

conf

lict m

anag

emen

t

Co

nflic

t m

anag

emen

t/

reso

lutio

n st

rate

gies

Di

scus

sing

fam

ily to

tem

s an

d sa

luta

tions

Desc

ribin

g re

latio

ns w

ithin

co

mm

uniti

es

Di

scus

sing

conf

lict

man

agem

ent/

reso

lutio

n st

rate

gies

expl

aini

ng ro

les o

f co

mm

unity

lead

ers i

n co

nflic

t man

agem

ent

Dr

amm

atisi

ng co

nflic

t m

anag

emen

t/re

solu

tion

stra

tegi

es

Ja

ws s

oftw

are

Br

aille

equ

ipm

ent

Re

fere

nce

book

s

Regi

ster

s

rese

arch

on

regi

ster

s in

diffe

rent

situ

atio

ns

us

e o

f app

ropr

iate

regi

ster

s in

diffe

rent

situ

atio

ns

Re

gist

ers i

n co

ntex

ts

such

as:

- in

terv

iew

s -

tele

phon

e co

nver

satio

n -

com

mun

icatin

g w

ith le

ader

s at

diffe

rent

leve

ls -

cond

olen

ces

- co

mpl

aint

s -

cour

tshi

p

Re

sear

chin

g on

regi

ster

s in

diffe

rent

situ

atio

ns

Ro

le p

layi

ng u

sing

appr

opria

te re

gist

ers i

n fo

rmal

and

info

rmal

sit

uatio

ns

Re

sour

ce p

erso

ns

IC

T to

ols

Ja

ws s

oftw

are

In

terv

iew

gui

de

Br

aille

equ

ipm

ent

Re

fere

nce

book

s

Com

mun

icatio

n

de

scrib

e va

rious

anc

ient

and

m

oder

n w

ays o

f co

mm

unica

tion

ev

alua

te e

ffect

iven

ess o

f the

va

rious

anc

ient

and

mod

ern

way

s of c

omm

unica

tion

An

cient

and

mod

ern

way

s of

com

mun

icatio

n su

ch

as: -

gun

signa

ls -

sent

inel

-

omen

s -

ston

es

De

scrib

ing

vario

us a

ncie

nt

and

mod

ern

way

s of

com

mun

icatio

n

Eval

uatin

g ef

fect

iven

ess o

f th

e va

rious

anc

ient

and

m

oder

n w

ays o

f co

mm

unica

tion

IC

T to

ols

Ga

llery

Mus

eum

Reso

urce

per

sons

Conc

rete

med

ia

Br

aille

equ

ipm

ent

Re

fere

nce

book

s



SUB

TOPI

C OB

JECT

IVES

Le

arne

rs sh

ould

be

able

to:

UNIT

CON

TENT

(Ski

lls,

attit

udes

, kno

wle

dge)

SU

GGES

TED

LEAR

NING

AC

TIVI

TIES

SU

GGES

TED

RESO

URCE

S

- e-

mai

l -

inte

rnet

-

cellp

hone

COM

PREH

ENSI

ON

AND

SUM

MAR

Y

Com

preh

ensio

n Su

mm

ary

re

ad in

tens

ivel

y fo

r co

mpr

ehen

sion

de

fine

wor

ds a

nd p

hras

es u

sed

in te

xts

an

swer

com

preh

ensio

n qu

estio

ns

ev

alua

te is

sues

raise

d in

the

vario

us te

xts

In

terp

ret g

raph

s, pi

ctur

es,

tabl

es, m

aps a

nd ca

rtoo

ns

an

alys

e in

form

atio

n fro

m

grap

hs,p

ictur

es,ta

bles

, map

s an

d ca

rtoo

ns

re

late

info

rmat

ion

to re

al li

fe

situa

tions

loca

te d

etai

ls fro

m a

var

iety

of

text

s

sum

mar

ise w

hole

or p

art o

f a

varie

ty o

f tex

ts

su

mm

arise

info

rmat

ion

from

gr

aphs

,pict

ures

,tabl

es, m

aps

and

cart

oons

Co

mpr

ehen

sion

text

s

Cultu

ral p

ract

ices

and

Cros

s-cu

ttin

g iss

ues

Gr

aphs

Pict

ures

Tabl

es

M

aps

Ca

rtoo

ns

Co

mpr

ehen

sion

text

s

Sum

mar

ies

Re

adin

g fo

r com

preh

ensio

n

Defin

ing

wor

ds a

nd p

hras

es

in a

var

iety

of t

exts

in

cont

ext

An

swer

ing

com

preh

ensio

n qu

estio

ns

Ev

alua

ting

issue

s rai

sed

in

vario

us te

xts

in

terp

retin

g gr

aphs

, tab

les,

map

s, pi

ctur

es a

nd ca

rtoo

ns

An

alys

ing

info

rmat

ion

from

gr

aphs

, pict

ures

, tab

les,

map

s and

cart

oons

Rela

ting

info

rmat

ion

to re

al

life

situa

tions

Loca

ting

deta

ils fr

om a

va

riety

of t

exts

Sum

mar

ising

who

le o

r par

t of

a v

arie

ty o

f tex

ts

Su

mm

arisi

ng in

form

atio

n fro

m g

raph

s, pi

ctur

es,

tabl

es, m

aps a

nd ca

rtoo

ns

IC

T to

ols

Ne

wsp

aper

s

Dict

iona

ries

Si

gn la

ngua

ge d

ictio

nary

Brai

lle e

quip

men

t

Refe

renc

e bo

oks

M

aps

Gr

aphs

Cart

oons

Embo

ssed

gra

phs

Sam

ples

of s

imm

arie

s

Text

s

Refe

renc

e bo

oks

Ta

lkin

g bo

oks

Gr

aphs

Map

s

Tabl

es

Ca

rtoo

ns

Pi

ctur

es



SUB

TOPI

C OB

JECT

IVES

Le

arne

rs sh

ould

be

able

to:

UNIT

CON

TENT

(Ski

lls,

attit

udes

, kno

wle

dge)

SU

GGES

TED

LEAR

NING

AC

TIVI

TIES

SU

GGES

TED

RESO

URCE

S

Cultu

re a

nd h

erita

ge

di

scus

s cul

tura

l and

her

itage

iss

ues

ev

alua

te cu

ltura

l and

her

itage

iss

ues

re

late

the

indi

geno

us ca

lend

ar

to cu

ltura

l act

iviti

es

re

late

the

indi

geno

us

know

ledg

e sy

stem

s to

thei

r cu

ltura

l act

iviti

es

An

cest

ors a

nd sp

irit

med

ium

s

Trad

ition

al h

eale

rs

In

dige

nous

cale

ndar

(lu

nar m

onth

s)

In

dige

nous

Kn

owle

dge

Syst

ems

such

as:

-

tabo

os

- m

yths

-

lege

nds

- om

ens

Di

scus

sing

cultu

ral a

nd

herit

age

issue

s

Eval

uatin

g cu

ltura

l and

he

ritag

e iss

ues

Re

latin

g th

e in

dige

nous

ca

lend

ar to

cultu

ral

activ

ities

Cond

uctin

g re

sear

ches

on

cultu

ral a

nd h

erita

ge is

sues

Rela

ting

the

indi

geno

us

know

ledg

e sy

stem

s to

thei

r cu

ltura

l act

iviti

es

Co

nduc

ting

educ

atio

nal

tour

s in

thei

r im

med

iate

en

viro

nmen

t

IC

T to

ols

Re

sour

ce p

erso

ns

Re

fere

nce

book

s

Talki

ng b

ooks

Larg

e pr

int b

ooks

Arte

fact

s

LANG

UAGE

STR

UCTU

RE

Pa

rts o

f spe

ech

Qua

lifica

tives

id

entif

y di

ffere

nt p

arts

of

spee

ch

ex

plai

n co

nstr

uctio

nal p

atte

rns

of p

arts

of s

peec

h

cons

truc

t sen

tenc

es u

sing

part

s of

spee

ch

id

entif

y th

e di

ffere

nt ty

pes o

f qu

alifi

cativ

es

u

se q

ualif

icativ

es in

sent

ence

s

expl

ain

the

cons

truc

tiona

l pa

tter

ns o

f diff

eren

t typ

es o

f qu

alifi

cativ

es

Noun

s

Pron

ouns

Qua

lifica

tives

Verb

s

Adve

rbs

Co

pula

tives

Conj

unct

ives

Adje

ctiv

es

Q

uant

itativ

es

En

umer

ativ

es

Se

lect

ors

De

mon

stra

tives

Rela

tives

Poss

essiv

es

Id

entif

ying

par

ts o

f spe

ech

Ex

plai

n co

nstr

uctio

nal

patt

erns

of p

arts

of s

peec

h

Cons

truc

ting

sent

ence

s us

ing

part

s of s

peec

h

Id

entif

ying

the

diffe

rent

ty

pes o

f qua

lifica

tives

Usin

g qu

alifi

cativ

es in

se

nten

ces

Expl

aini

ng th

e co

nstr

uctio

nal p

atte

rns o

f di

ffere

nt q

ualif

icativ

es

IC

T to

ols

Pu

zzle

s

Dict

iona

ries

Re

fere

nce

book

s

Brai

lle e

quip

men

t

ICT

tool

s

Dict

iona

ries

Si

gn la

ngua

ge

dict

iona

ries

Re

fere

nce

book

s

Brai

lle e

quip

men

t

Talk

ing

book

s



SUB

TOPI

C OB

JECT

IVES

Le

arne

rs sh

ould

be

able

to:

UNIT

CON

TENT

(Ski

lls,

attit

udes

, kno

wle

dge)

SU

GGES

TED

LEAR

NING

AC

TIVI

TIES

SU

GGES

TED

RESO

URCE

S

Copu

lativ

es

iden

tify

copu

lativ

e in

flect

ions

an

d th

eir a

llom

orph

s

use

copu

lativ

es in

sent

ence

s

expl

ain

the

cons

truc

tiona

l pa

tter

n of

diff

eren

t typ

es o

f co

pula

tives

Co

pula

tive

infle

ctio

ns

and

allo

mor

phs

Iden

tifyi

ng co

pula

tive

infle

ctio

ns a

nd th

eir

allo

mor

phs

Us

ing

copu

lativ

es in

se

nten

ces

Ex

plai

ning

the

cons

truc

tiona

l pat

tern

s of

diffe

rent

copu

lativ

es

IC

T to

ols

Di

ctio

narie

s

Sign

lang

uage

di

ctio

narie

s

Refe

renc

e bo

oks

Br

aille

equ

ipm

ent

Ta

lkin

g bo

oks



SUB

TOPI

C O

BJEC

TIVE

S

Lear

ners

shou

ld b

e ab

le to

: UN

IT C

ONTE

NT (S

kills

, at

titud

es a

nd

know

ledg

e)

SUGG

ESTE

D LE

ARNI

NG

ACTI

VITI

ES A

ND N

OTES

SU

GGES

TED

RESO

URCE

S

COM

POSI

TION

Ty

pes o

f

com

posit

ions

di

scus

s diff

eren

t typ

es o

f co

mpo

sitio

ns

w

rite

diffe

rent

type

s of

com

posit

ions

rese

arch

on

cros

s-cu

ttin

g an

d cr

oss-

cultu

ral i

ssue

s

Co

mpo

sitio

ns su

ch

as: -

narr

ativ

e -

desc

riptiv

e -

fact

ual

- di

alog

ue

- ar

gum

enta

tive

- pr

over

bs

- re

port

-

spee

ch

- le

tter

s (fo

rmal

an

d in

form

al)

In

terp

reta

tion

of

grap

hs, t

able

s, m

aps,

cart

oons

and

pict

ures

Cros

s-cu

ttin

g an

d cr

oss-

cultu

ral i

ssue

s su

ch a

s:

- co

nflic

t m

anag

emen

t -

heal

th is

sues

-

herit

age

-env

ironm

enta

l iss

ues

Di

scus

sing

diffe

rent

type

s of

com

posit

ions

Inte

rpre

ting

grap

hs,

tabl

es, m

aps,

cart

oons

an

d pi

ctur

es

W

ritin

g di

ffere

nt ty

pes o

f co

mpo

sitio

ns

Re

sear

chin

g on

cros

s-cu

ttin

g an

d cr

oss-

cultu

ral

issue

s

IC

T to

ols

Sa

mpl

es o

f writ

ten

com

posit

ions

Refe

renc

e bo

oks

Br

aille

equ

ipm

ent

Ta

lkin

g bo

oks

La

rge

prin

t boo

ks

Pi

ctur

es

FROM

4



SUB

TOPI

C O

BJEC

TIVE

S

Lear

ners

shou

ld b

e ab

le to

: UN

IT C

ONTE

NT (S

kills

, at

titud

es a

nd

know

ledg

e)

SUGG

ESTE

D LE

ARNI

NG

ACTI

VITI

ES A

ND N

OTES

SU

GGES

TED

RESO

URCE

S

- fin

ancia

l lit

erac

y -

gend

er is

sues

-

rites

of

pass

age

St

ruct

ure

of

com

posit

ions

writ

e a

rele

vant

in

trod

uctio

n

sequ

ence

par

agra

phs i

n a

chro

nolo

gica

l and

cohe

rent

or

der

w

rite

a w

ell s

truc

ture

d co

mpo

sitio

n

In

trod

uctio

ns

Pa

ragr

aphs

sent

ence

s -

topi

c se

nten

ce

- de

velo

pers

unit

of id

eas

ch

rono

logi

cal

sequ

ence

in ti

me

and

plac

e

Conc

lusio

n

Di

scus

sing

char

acte

ristic

s of

a re

leva

nt in

trod

uctio

n

Sequ

encin

g pa

ragr

aphs

in

chro

nolo

gica

l and

co

here

nt o

rder

Writ

ing

a w

ell s

truc

ture

d co

mpo

sitio

n

IC

T to

ols

Sa

mpl

es o

f writ

ten

com

posit

ions

Refe

renc

e bo

oks

Br

aille

equ

ipm

ent

Ta

lkin

g bo

oks

La

rge

prin

t boo

ks

Pi

ctur

es

Orth

ogra

phic

accu

racy

cons

truc

t wel

l str

uctu

red

sent

ence

s

punc

tuat

e w

ords

and

se

nten

ces

sp

ell w

ords

acc

urat

ely

ob

serv

e ru

les o

f wor

d di

visio

n

Se

nten

ce

cons

truc

tion

Pu

nctu

atio

n

Spel

lings

Wor

d di

visio

n

Tens

es

Co

nstr

uctin

g w

ell

stru

ctur

ed se

nten

ces

Pu

nctu

atin

g w

ords

and

se

nten

ces

Sp

ellin

g w

ords

Obse

rvin

g ru

les o

f wor

d di

visio

n

Play

ing

spel

ling

gam

es

IC

T to

ols

Re

fere

nce

book

s

Sam

ples

of w

ritte

n co

mpo

sitio

ns

Br

aille

equ

ipm

ent

Ta

lkin

g bo

oks

La

rge

prin

t boo

ks

Pi

ctur

es

M

agaz

ines

New

spap

ers

Styl

e of

writ

ing

ex

plor

e di

ffere

nt st

yles

of

writ

ing

St

yles

of w

ritin

g su

ch

as:

- fir

st p

erso

n na

rrat

ive

Ex

plor

ing

diffe

rent

styl

es

of w

ritin

g

IC

T to

ols

Re

fere

nce

book

s

Brai

lle e

quip

men

t

Talk

ing

book

s

Larg

e pr

int b

ooks



SUB

TOPI

C O

BJEC

TIVE

S

Lear

ners

shou

ld b

e ab

le to

: UN

IT C

ONTE

NT (S

kills

, at

titud

es a

nd

know

ledg

e)

SUGG

ESTE

D LE

ARNI

NG

ACTI

VITI

ES A

ND N

OTES

SU

GGES

TED

RESO

URCE

S

us

e di

ffere

nt st

yles

of

writ

ing

appl

y fig

urat

ive

expr

essio

ns in

writ

ing

Appl

y ap

prop

riate

regi

ster

s to

the

subj

ect m

atte

r

- th

ird p

erso

n na

rrat

ive

- fla

sh b

ack

- fla

sh fo

rwar

d -

inte

rior

mon

olog

ue

ex

pres

sions

such

as:

prov

erbs

, sim

iles,

idio

ms,

euph

emism

, pe

rson

ifica

tion

and

met

apho

rs

Ap

prop

riate

regi

ster

s

Us

ing

diffe

rent

styl

es o

f w

ritin

g

Ap

plyi

ng fi

gura

tive

expr

essio

ns in

writ

ing

Writ

ing

appr

opria

te

regi

ster

s to

the

subj

ect

mat

ter

Pi

ctur

es

M

agaz

ines

New

spap

ers

Crea

tive

writ

ing

di

scus

s the

role

s of

crea

tive

writ

ing

in so

ciety

writ

e a

varie

ty o

f cre

ativ

e pi

eces

pres

erve

crea

tive

wor

ks

ex

hibi

t cre

ativ

e w

orks

rese

arch

cros

s cut

ting

issue

s

disc

uss c

opyr

ight

issu

es

Cr

eativ

e w

orks

such

as

: - st

orie

s -

poe

ms

- di

alog

ues

- fo

lkta

les

- ca

rtoo

ns

- so

ngs

- p

lays

Cros

scut

ting

issue

s su

ch a

s: -

clim

ate

chan

ge

- co

llabo

ratio

n -

ente

rpris

e

copy

right

issu

es

Di

scus

sing

the

role

s of

crea

tive

writ

ing

in so

ciety

Writ

ing

a va

riety

of

crea

tive

piec

es

Pa

rtici

patin

g in

crea

tive

writ

ing

com

petit

ions

Exhi

bitin

g cr

eativ

e w

ork

Re

sear

chin

g cr

oss-

cutt

ing

issue

s

Disc

ussin

g co

pyrig

ht

issue

s

IC

T to

ols

Sa

mpl

es o

f writ

ten

com

posit

ions

Refe

renc

e bo

oks

Br

aille

equ

ipm

ent

Ta

lkin

g bo

oks

La

rge

prin

t boo

ks

Pi

ctur

es

M

agaz

ines

New

spap

ers

LANG

UAGE

USA

GE A

ND R

EGIS

TERS



SUB

TOPI

C O

BJEC

TIVE

S

Lear

ners

shou

ld b

e ab

le to

: UN

IT C

ONTE

NT (S

kills

, at

titud

es a

nd

know

ledg

e)

SUGG

ESTE

D LE

ARNI

NG

ACTI

VITI

ES A

ND N

OTES

SU

GGES

TED

RESO

URCE

S

Figu

rativ

e ex

pres

sions

lo

cate

figu

rativ

e ex

pres

sions

in g

iven

co

ntex

ts

de

duce

mea

ning

s of

figur

ativ

e ex

pres

sions

in

give

n co

ntex

ts

ex

plai

n sig

nific

ant f

eatu

res

of fi

gura

tive

expr

essio

ns

us

e fig

urat

ive

expr

essio

ns

in d

iffer

ent c

onte

xts

de

scrib

e cu

ltura

l asp

ects

in

figur

ativ

e ex

pres

sions

Fi

gura

tive

expr

essio

ns su

ch a

s: -

idio

ms

- pr

over

bs

- sim

iles

- m

etap

hors

-

ideo

phon

es

- eu

phem

ism

- hy

perb

ole

- pe

rson

ifica

tion

Id

entif

ying

figu

rativ

e ex

pres

sions

in th

eir

cont

exts

Expl

aini

ng m

eani

ngs o

f fig

urat

ive

expr

essio

ns

Pl

ayin

g la

ngua

ge g

ames

an

d qu

iz

Desc

ribin

g cu

ltura

l as

pect

s as d

epict

ed in

fig

urat

ive

expr

essio

ns

Re

sear

chin

g on

the

cultu

ral a

spec

ts fo

r fig

urat

ive

expr

essio

ns

W

ritin

g te

xts u

sing

vario

us fi

gura

tive

expr

esss

ions

IC

T to

ols

Ja

ws s

oftw

are

Re

sour

ce p

erso

ns

Br

aille

equ

ipm

ent

Re

fere

nce

book

s

Talk

ing

book

s

Hom

opho

nes,

syno

nym

s, an

tony

ms

and

hom

onym

s

ex

plai

n h

omop

hone

s, sy

nony

ms,

anto

nym

s and

ho

mon

yms

us

e ho

mop

hone

s, sy

nony

ms,

anto

nym

s and

ho

mon

yms i

n se

nten

ces

di

stin

guish

the

diffe

renc

es

amon

g th

e te

rms g

iven

in

diffe

rent

cont

exts

Ho

mop

hone

s, sy

nony

ms,

anto

nym

s an

d ho

mon

yms

Ex

plai

ning

hom

opho

nes,

syno

nym

s, an

tony

ms a

nd

hom

onym

s

Cons

truc

ting

sent

ence

s, ph

rase

s and

par

agra

phs

usin

g ho

mop

hone

s, sy

nony

ms,

anto

nym

s and

ho

mon

yms

IC

T to

ols

Ja

ws s

oftw

are

Br

aille

equ

ipm

ent

Re

fere

nce

book

s

Rela

tions

dics

uss f

amily

rela

tions

desc

ribe

rela

tions

am

ong

com

mun

ity m

embe

rs

id

entif

y ca

uses

of c

onfli

cts

in fa

mili

es a

nd

com

mun

ities

Fa

mily

rela

tions

Com

mun

ity re

latio

ns

Co

nflic

t m

anag

emen

t/

reso

lutio

ns st

rate

gies

Di

scus

sing

fam

ily

rela

tions

Rese

arch

ing

on fa

mily

re

latio

ns a

nd to

tem

s

Disc

ussin

g fa

mily

tote

ms

and

salu

tatio

ns

Re

sour

ce p

erso

ns

IC

T to

ols

La

rge

prin

t boo

ks

Ja

ws s

oftw

are

Br

aille

equ

ipm

ent

Re

fere

nce

book

s



SUB

TOPI

C O

BJEC

TIVE

S

Lear

ners

shou

ld b

e ab

le to

: UN

IT C

ONTE

NT (S

kills

, at

titud

es a

nd

know

ledg

e)

SUGG

ESTE

D LE

ARNI

NG

ACTI

VITI

ES A

ND N

OTES

SU

GGES

TED

RESO

URCE

S

su

gges

t con

flict

m

anag

emen

t/re

solu

tion

stra

tegi

es a

mon

g m

embe

rs

of th

e co

mm

unity

expl

ain

role

s of c

omm

unity

le

ader

s in

conf

lict

man

agem

ent

De

scrib

ing

rela

tions

w

ithin

com

mun

ities

Disc

ussin

g co

nflic

t m

anag

emen

t/re

solu

tion

stra

tegi

es

ex

plai

ning

role

s of

com

mun

ity le

ader

s in

conf

lict m

anag

emen

t

Dram

mat

ising

conf

lict

man

agem

ent/

reso

lutio

n st

rate

gies

Co

mm

unica

tion

ex

plai

n th

e im

port

ance

of

com

mun

icatio

n

eval

uate

chan

nels

of

com

mun

icatio

n in

fam

ilies

co

mm

uniti

es,n

atio

ns a

nd

orga

nisa

tions

sugg

est w

ays o

f im

prov

ing

com

mun

icatio

n in

fa

mili

es, c

omm

uniti

es,

natio

ns a

nd o

rgan

isatio

ns

Im

port

ance

of

com

mun

icatio

n

Chan

nels

of

com

mun

icatio

n in

: -

fam

ilies

-

com

mun

ities

-

orga

nisa

tions

-

natio

ns

Ex

plai

ning

the

impo

rtan

ce o

f co

mm

unica

tion

Ev

alua

ting

chan

nels

of

com

mun

icatio

n in

fa

mili

es, c

omm

uniti

es,

natio

ns a

nd o

rgan

isatio

ns

Su

gges

ting

way

s of

impr

ovin

g co

mm

unica

tion

in

fam

ilies

, com

mun

ities

, na

tions

and

org

anisa

tions

Role

pla

ying

Deba

ting

IC

T to

ols

Ga

llery

Reso

urce

per

sons

Conc

rete

med

ia

Br

aille

equ

ipm

ent

Re

fere

nce

book

s

Regi

ster

s

rese

arch

on

regi

ster

s in

diffe

rent

situ

atio

ns

us

e re

gist

ers i

n di

fere

nt

situa

tions

Re

gist

ers i

n co

ntex

ts

such

as:

-

inte

rvie

ws

- te

leph

one

conv

ersa

tions

-

cond

olen

ces

- ra

ising

co

mpl

aint

s

Re

sear

chin

g an

d do

cum

entin

g re

gist

ers

Ro

le p

layi

ng u

sing

appr

opria

te re

gist

ers i

n fo

rmal

and

info

rmal

sit

uatio

ns

Re

sour

ce p

erso

ns

IC

T to

ols

Ja

ws s

oftw

are

In

terv

iew

gui

de

Br

aille

equ

ipm

ent

Re

fere

nce

book

s



SUB

TOPI

C O

BJEC

TIVE

S

Lear

ners

shou

ld b

e ab

le to

: UN

IT C

ONTE

NT (S

kills

, at

titud

es a

nd

know

ledg

e)

SUGG

ESTE

D LE

ARNI

NG

ACTI

VITI

ES A

ND N

OTES

SU

GGES

TED

RESO

URCE

S

Pr

otoc

ol a

t cul

tura

l an

d so

cial g

athe

rings

CO

MPR

EHEN

SIO

N AN

D SU

MM

ARY

Com

preh

ensio

n Su

mm

ary

re

ad in

tens

ivel

y fo

r co

mpr

ehen

sion

de

fine

wor

ds a

nd p

hras

es

used

in te

xts

an

swer

com

preh

ensio

n qu

estio

ns

ev

alua

te is

sues

raise

d in

th

e va

rious

text

s

inte

rpre

t gra

phs,

pict

ures

, ta

bles

, map

s and

cart

oons

anal

yse

info

rmat

ion

from

gr

aphs

, pict

ures

, tab

les,

map

s and

cart

oons

rela

te in

form

atio

n to

real

lif

e sit

uatio

ns

m

ake

diag

ram

mat

ical

repr

esen

tatio

n of

giv

en

info

rmat

ion

lo

cate

det

ails

from

a

varie

ty o

f tex

ts

Co

mpr

ehen

sion

text

s

Cultu

ral p

ract

ices

and

cros

s-cu

ttin

g iss

ues

Gr

aphs

Pict

ures

Tabl

es

M

aps

Ca

rtoo

ns

Co

mpr

ehen

sion

text

s

Sum

mar

ies

Re

adin

g fo

r co

mpr

ehen

sion

De

finin

g w

ords

and

ph

rase

s in

a va

riety

of

text

s in

cont

ext

An

swer

ing

com

preh

ensio

n qu

estio

ns

Ev

alua

ting

issue

s rai

sed

in

vario

us te

xts

in

terp

retin

g gr

aphs

, ta

bles

, map

s, pi

ctur

es

and

cart

oons

Anal

ysin

g in

form

atio

n fro

m g

raph

s, pi

ctur

es,

tabl

es, m

aps a

nd

cart

oons

Rela

ting

info

rmat

ion

to

real

life

situ

atio

ns

M

akin

g di

agra

mm

atica

l re

pres

enta

tion

of g

iven

in

form

atio

n

Lo

catin

g de

tails

from

a

varie

ty o

f tex

ts

IC

T to

ols

Ne

wsp

aper

s

Dict

iona

ries

Si

gn la

ngua

ge d

ictio

nary

Brai

lle e

quip

men

t

Refe

renc

e bo

oks

M

aps

Gr

aphs

Cart

oons

Embo

ssed

gra

phs

Sam

ples

of s

umm

arie

s

Text

s

Refe

renc

e bo

oks

Ta

lkin

g bo

oks



SUB

TOPI

C O

BJEC

TIVE

S

Lear

ners

shou

ld b

e ab

le to

: UN

IT C

ONTE

NT (S

kills

, at

titud

es a

nd

know

ledg

e)

SUGG

ESTE

D LE

ARNI

NG

ACTI

VITI

ES A

ND N

OTES

SU

GGES

TED

RESO

URCE

S

su

mm

arise

who

le o

r par

t of

a v

arie

ty o

f tex

ts

su

mm

arise

info

rmat

ion

from

gra

phs,

pict

ures

, ta

bles

, map

s and

cart

oons

Su

mm

arisi

ng w

hole

or

part

of a

var

iety

of t

exts

Sum

mar

ising

info

rmat

ion

from

gra

phs,

pict

ures

, ta

bles

, map

s and

ca

rtoo

ns

Gr

aphs

Map

s

Tabl

es

Ca

rtoo

ns

Pi

ctur

es

Cultu

re a

nd H

erita

ge

di

scus

s cul

tura

l and

he

ritag

e iss

ues

ev

alua

te cu

lture

and

he

ritag

e iss

ues

re

late

the

indi

geno

us

cale

ndar

to cu

ltura

l ac

tiviti

es

re

late

the

Indi

geno

us

Know

ledg

e Sy

stem

s to

th

eir c

ultu

ral a

ctiv

ities

An

cest

ors a

nd sp

irit

med

ium

s

Trad

ition

al h

eale

rs

In

dige

nous

cale

ndar

(lu

nar m

onth

s)

In

dige

nous

Kn

owle

dge

Syst

ems

such

as:

-

tabo

os

- m

yths

-

lege

nds

- om

ens

Di

scus

sing

cultu

ral a

nd

herit

age

issue

s

Eval

uatin

g cu

ltura

l and

he

ritag

e iss

ues

Re

latin

g th

e in

dige

nous

ca

lend

ar to

cultu

ral

activ

ities

Cond

uctin

g re

sear

ches

on

cultu

ral a

nd h

erita

ge

issue

s

Rela

ting

the

Indi

geno

us

Know

ledg

e Sy

stem

s to

thei

r cul

tura

l act

iviti

es

Co

nduc

ting

educ

atio

nal

tour

s in

thei

r im

med

iate

en

viro

nmen

t

IC

T to

ols

Re

sour

ce p

erso

ns

Re

fere

nce

book

s

Talki

ng b

ooks

Larg

e pr

int b

ooks

Arte

fact

s

Brai

lle e

quip

men

t

LANG

UAGE

STR

UCTU

RE

Pa

rts o

f spe

ech

Noun

s

IC

T to

ols



SUB

TOPI

C O

BJEC

TIVE

S

Lear

ners

shou

ld b

e ab

le to

: UN

IT C

ONTE

NT (S

kills

, at

titud

es a

nd

know

ledg

e)

SUGG

ESTE

D LE

ARNI

NG

ACTI

VITI

ES A

ND N

OTES

SU

GGES

TED

RESO

URCE

S

Verb

s Ve

rb te

nses

M

oods

id

entif

y di

ffere

nt p

arts

of

spee

ch

de

fine

the

part

s of s

peec

h

use

part

s of s

peec

h co

rrec

tly in

sent

ence

s

iden

tify

verb

s and

thei

r di

ffere

nt fo

rms

ex

plai

n th

e co

nstr

uctio

nal

patt

erns

of d

iffer

ent t

ypes

of

ver

bs

ex

plai

n us

age

of v

erb

exte

nsio

ns

iden

tify

verb

tens

es

us

e ve

rb te

nses

in

sent

ence

s

iden

tify

moo

ds o

f the

ver

bs

Pr

onou

ns

Q

ualif

icativ

es

Ve

rbs

Ad

verb

s

Copu

lativ

es

Co

njun

ctiv

es

Q

uest

ions

Defin

ition

of v

erb

Ty

pes o

f ver

b ra

dica

ls

Type

s of v

erba

l ex

tens

ions

and

thei

r m

eani

ngs

Co

nstr

uctio

nal

patt

erns

of v

erbs

Usag

e of

ver

bal

exte

nsio

ns

Te

nses

: pre

sent

, pr

esen

t con

tinuo

us,

past

, rem

ote

past

, ha

bitu

al p

ast,

futu

re,

near

futu

re, p

oten

tial

and

part

icipi

al.

Moo

ds su

ch a

s: -

indi

cativ

e/

Id

entif

ying

par

ts o

f sp

eech

Defin

ing

part

s of s

peec

h

Usin

g pa

rts o

f spe

ech

corr

ectly

in se

nten

ce

Iden

tifyi

ng th

e di

ffere

nt

form

s of v

erbs

expl

aini

ng th

e co

nstr

uctio

nal p

atte

rns o

f di

ffere

nt ty

pes o

f ver

bs

Ex

plai

ning

usa

ge o

f ver

bal

exte

nsio

ns

Iden

tifyi

ng d

iffer

ent t

ypes

of

ver

b te

nses

Usin

g ve

rb te

nses

in

sent

ence

s

id

entif

ying

moo

ds o

f the

ve

rbs

Pu

zzle

s

Dict

iona

ries

Re

fere

nce

book

s

Brai

lle e

quip

men

t

ICT

tool

s

Dict

iona

ries

Si

gn la

ngua

ge d

ictio

narie

s

Refe

renc

e bo

oks

Br

aille

equ

ipm

ent

Ta

lkin

g bo

oks

ICT

tool

s

Dict

iona

ries

Si

gn la

ngua

ge d

ictio

narie

s

Refe

renc

e bo

oks

Br

aille

equ

ipm

ent

Ta

lkin

g bo

oks

ICT

tool

s

Dict

iona

ries

Si

gn la

ngua

ge d

ictio

narie

s



SUB

TOPI

C O

BJEC

TIVE

S

Lear

ners

shou

ld b

e ab

le to

: UN

IT C

ONTE

NT (S

kills

, at

titud

es a

nd

know

ledg

e)

SUGG

ESTE

D LE

ARNI

NG

ACTI

VITI

ES A

ND N

OTES

SU

GGES

TED

RESO

URCE

S

Adve

rbs

Conj

unct

ives

Id

eoph

ones

ex

plai

n co

nstr

uctio

nal

patt

erns

of m

oods

of t

he

verb

s

use

diffe

rent

moo

ds in

se

nten

ces

id

entif

y ty

pes o

f adv

erbs

expl

ain

usag

e of

adv

erbs

expl

ain

cons

truc

tiona

l pa

tter

ns o

f adv

erbs

iden

tify

diffe

rent

type

s of

conj

unct

ives

expl

ain

the

usag

e of

co

njun

ctiv

es in

sent

ence

s id

entif

y di

ffere

nt ty

pes o

f id

eoph

ones

e

xpla

in u

sage

of i

deop

hone

s

prin

cipal

-

pote

ntia

l -

infin

itive

-

hort

ativ

e -

subj

unct

ive

- im

pera

tive

- pa

rtici

pial

-

cons

ecut

ive

- re

lativ

e

Type

s of a

dver

bs:

time,

pla

ce, l

iken

ess,

man

ner,

inst

rum

enta

lity,

ag

ency

and

deg

ree

Us

age

of a

dver

bs

Conj

unct

ives

Type

s of i

deop

hone

s su

ch a

s: -

simpl

ex

- re

dupl

icate

d

- de

rived

ex

plai

ning

cons

truc

tiona

l pa

tter

ns o

f moo

ds o

f the

ve

rbs

us

ing

diffe

rent

moo

ds in

se

nten

ces

iden

tify

type

s of a

dver

bs

ex

plai

n us

age

of a

dver

bs

ex

plai

n co

nstr

uctio

nal

patt

erns

of a

dver

bs

Id

entif

ying

diff

eren

t typ

es

of co

njun

ctiv

es

Ex

plai

ning

the

usag

e of

co

njun

ctiv

es in

sent

ence

Id

entif

ying

diff

eren

t typ

es

of id

eoph

ones

Expl

aini

ng u

sage

of

ideo

phon

es

Re

fere

nce

book

s

Brai

lle e

quip

men

t

Talk

ing

book

s

IC

T to

ols

Di

ctio

narie

s

Sign

lang

uage

dict

iona

ries

Re

fere

nce

book

s/Br

aille

Brai

lle e

quip

men

t

Talk

ing

book

s

ICT

tool

s

Dict

iona

ries

Si

gn la

ngua

ge d

ictio

narie

s

Refe

renc

e bo

oks

Br

aille

equ

ipm

ent

Ta

lkin

g bo

oks

IC

T to

ols

Di

ctio

narie

s

Sign

lang

uage

dict

iona

ries

Re

fere

nce

book

s



SUB

TOPI

C O

BJEC

TIVE

S

Lear

ners

shou

ld b

e ab

le to

: UN

IT C

ONTE

NT (S

kills

, at

titud

es a

nd

know

ledg

e)

SUGG

ESTE

D LE

ARNI

NG

ACTI

VITI

ES A

ND N

OTES

SU

GGES

TED

RESO

URCE

S

Que

stio

ns

id

entif

y di

ffere

nt

ques

tioni

ng te

chni

ques

cons

truc

t diff

eren

t for

ms

of q

uest

ions

Type

s of q

uest

ions

: Si

mpl

ex a

nd co

mpl

ex

ques

tion

form

s

Que

stio

ning

te

chni

ques

Id

entif

ying

diff

eren

t qu

estio

ning

tech

niqu

es

Fo

rmul

atin

g di

ffere

nt

form

s of q

uest

ions

Br

aille

equ

ipm

ent

Ta

lkin

g bo

oks

IC

T to

ols

Di

ctio

narie

s

Sign

lang

uage

dict

iona

ries

Re

fere

nce

book

s

Brai

lle e

quip

men

t

Talk

ing

book

s


36

Indigenous Langauges (Grade 1 -4) Syllabus

9.0 ASSESSMENT

The syllabus scheme of assessment is based on the principle of inclusivity. Arrangements, ac-commodation and modification must be visible in both continuous and summative assessment toenable candidates with diverse needs to access assessment.

The learning area will be assessed through continuous and summative assessment. Continuousassessment will constitute 30% and summative assessment 70%

9.1 Assessment Objectives

By the end of the four years learners are expected to:

9.1.1 plan, organise and write different types of compositions adhering to correct authography and displaying an understanding of a variety of issues

9.1.2 write in a style and register appropriate to the subject matter

9.1.3 produce, edit, exhibit or publish creative works

9.1.4 locate detail and answer comprehension questions based on a variety of texts

9.1.5 identify and place a series of events in a chronological order

9.1.6 deduce the meanings of words, phrases and figurative expressions as used in a text

9.1.7 write a summary to a whole or part of a text

9.1.8 identify and use language structures correctly in given contexts

9.1.9 explain the constructional patterns of grammatical structures

9.1.10 identify, interpret and use figurative language in context

9.1.11 describe heritage and cultural aspects or practices within the text

9.1.12 use Information and Communication Technology (ICT) appropriately

9.2 Scheme of assessmentThe subject will be assessed through continuous and summative assessment. The summative assessment will consistof two papers.


37


9.2.1 CONTINUOUS ASSESSMENT (30%)

Profiling, Tests and Oral/ Aural (Receptive and Expressive) Assignments are administered andcollated from Form 1 through to Form 4. Projects on creative works are done and assessedfrom Form 1 through to Form 4. All the marks scored from the aforementioned aspects, save forprofiling, will contribute to the final mark.

Projects on c

LEVEL FORM OF ASSESSMENT ASSESSMENT TASK FREQUENCY WEIGHTING Form1 Continuous Practical assignment

Theory test Project (creative work)

1 per term 1 per term 1 per year

2% 1% 2%

Form 2 Continuous Practical assignment Theory test Project (creative work)


2% 1% 2%

Form 3 Continuous Practical assignment Theory test Project (creative work)


4% 2% 4%

Form 4 Continuous 2 Practical assignments 1 project (creative work)

1per term 1per year

6% 4%

TOTAL 30%

9.2.2 SUMMATIVE ASSESSMENT

PAPER DESCRIPTION DURATION MARKS WEIGHTING

Paper 1

Composition and comprehension

Section I: Composition

Section II: Comprehension

Summary

2hours 80

50

20

10

40%

Sub-total 80 40%

Paper 2

Language usage, Registers and

Language structure

Section I: Language usage

registers

Section II: Language structure

2 hours

60

20

10

30

30%

Sub-total 60 30%

Grand Total 140 70%


38


9.2.3 Specification Grid

Assessment

objectives

composition comprehension summary Language usage registers Language

structure

9.1.1

9.1.2

9.1.3

9.1.4

9.1.5

9.1.6

9.1.7

9.1.8

9.1.9

9.1.10

9.1.11

9.1.12

9.2.4 Description of papers

Paper 1: Composition, Comprehension and summaryThis paper will be in two sections.Section I: Composition (50 marks)This section will consist of seven free composition topics covering any of the following:

l Narrative

l Factual

l Descriptive

l Argumentative

l Dialogue

l Proverb


39


l Letter

l Report

l Interpretation of graphs, maps, pictures, tables and charts

Candidates are to write on any one topic. All topics will carry an equal mark of 50. The length of the compositionshould be 450 – 500 words.

Section II: Comprehension and Summary (30 marks)The length of the comprehension passage will be 450 – 500 words. The summary should not exceed 50 words.Candidates are to answer all questions in this section.

Paper 2 Language usage, Registers and Language structureThis paper will be in two sections.

Section I: Language usage (20 marks) : Registers (10marks)This section consists of four language usage questions and one question on registers. Candidates are expected toanswer all questions. For Language usage each question carries five marks.

Section ll: Language structure (30marks)This section consists of five questions. Candidates are to answer three questions only. Each question carries tenmarks.

9.3 Assessment modelThe assessment in Indigenous Language has an emphasis on the four main language skills which include: Listen-ing (receptive), speaking (expressive), reading and writing

Assessment of learner performance in indigenous languages

Assessment of learner performance in Indigenous Languages 100%

Continuous assessment 30%

Summative Assessment 70%

Language usage, registers and language

structures 30%

Composition, comprehension and

summary 40%

Projects 10%

Tests 10%

Oral/Aural/ Alternatives

10%

Profiling

Continuous assessment

30%

Summative assessment

70%

Profile

EXIT PROFILE FINAL MARK

100%

+


40


9.4 Learner profile

The learner profile will comprise those aspects that cannot be assessed through the ContinuousAssessment model. The profiling will include soft skills and other aspects. The profile of thelearner will be compiled by the teacher and passed on to the next teacher throughout the sec-ondary course. The profile will not contribute to the final mark at the end of the Forms 1 to 4 asshown on the assessment model but will assist to give full picture of the learner’s competency


zimbabwean indigenous languages syllabus · syllabus form 1 - 4 2015-2022 curriculum development...

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