THE UNITED REPUBLIC OF TANZANIA MINISTRY OF EDUCATION, SCIENCE, TECHNOLOGY AND VOCATIONAL TRAINING SYLLABUS FOR PRIMARY EDUCATION STANDARD I 2016
Ministry of Education, Science,Technology and Vocational Training, 2016 First edition, 2016 ISBN. Designed and prepared by: Tanzania Institute of Education Plot No. 686, Ali Hassan Mwinyi Road P. O. Box 35094 Dar Es Salaam Tanzania Tel: 255 22 2773005 Fax: 255 22 2774420 Website:www.tie.go.tz /Baruapepe: director.general@tie.go.tz All rights reserved. No part of this syllabus may be reproduced, stored in any retrieval system or transmitted in any form or by any means electronic, mechanical, photocopying, recording or otherwise without the prior permission of the Ministry of Education, Science,Technology and Vocational Training. ii
TABLE OF CONTENTS Acknowledgements... iv Foreword... v 1.0 Introduction... 1 2.0 Structure of the syllabus... 1 3.0 Objectives... 1 4.0... 2 4.1 Reading... 2 4.2 Writing... 2 4.3 Numeracy... 2 4.4 To maintain Health and the Environment... 3 4.5 Playing and Promoting Arts... 3 5.0 Main Competence: READING... 4 6.0 Main Competence: WRITING... 10 7.0 Main : NUMERACY... 15 8.0 Main Competence: TO MAINTAIN HEALTH AND THE ENVIRONMENT... 20 9.0 Main Competence: TO PLAY AND PROMOTE ARTS... 24 iii
Acknowledgements Preparation of any curriculum involves several stakeholders. The Ministry of Education, Science, Technology and Vocational Training together with the Tanzania Institute of Education appreciate the contribution of all stakeholders who were involved in the preparation of this syllabus. Special thanks go to the following organizations, groups and individuals: TZ21, EQUIP-T, CBP as well as curriculum developers, teachers and tutors from Teacher Training Colleges who participated in the preparation of this syllabus. Dr. Leonard D. Akwilapo Acting Executive Director Tanzania Institute of Education iv
Foreword The decision to improve the curriculum for standard I was a result of government plan to develop the skills of Reading, Writing and Arithmetic (3Rs). This plan has taken into account results from different researches that show that some pupils complete primary school without acquiring the 3Rs skills. This syllabus focuses on building the capacity of teachers to help pupils to develop their skills in the 3Rs and it has been prepared taking into consideration the primary school curriculum for Standard I and II of 2005. The curriculum emphasizes the use of learner-centered teaching and learning approaches and the phonics approach in learning how to read. The content of this syllabus is organised into the competences of Reading, Writing and Arithmetic, Health and Hygiene, Environmental Education, Sports and Games, and Fine and Performing Arts. This syllabus is supposed to be implemented as directed. However, schools have the opportunity of taking into account their school contexts when planning and implementing the syllabus. It is important to make sure that pupils get the recommended number of lessons for each major skill as indicated in the syllabus for Standard I and II. Moreover, assessment will be done with consideration of the set standards of performance. Therefore, all teachers and non-teaching staff in schools have the responsibility of ensuring that this syllabus is implemented successfully and all pupils get equal opportunities in the learning process. It is my expectation that pupils will develop the intended competencies. Prof. Eustella Bhalalusesa Commissioner of Education Ministry of Education, Science, Technology and Vocational Training v
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1.0 Introduction This syllabus has been prepared from the Primary School Curriculum for Standard I of the year 2015. The main objectives of this syllabus are to enable the pupil of Standard I to build competences of Reading, Writing and Arithmetic (3Rs). These skills are an important base for enabling the pupil to effectively learn and cope with different subjects at higher levels. Also, the learning of 3Rs is aimed at providing the pupils with strategies for independent learning. 2.0 Structure of the syllabus This syllabus is focused on activities for pupils, which form the main basis for the Standard I so that he or she can wholesomely implement it as intended. The content of this syllabus is organised into introduction, objectives and the competences intended to be developed in Reading, Writing and Arithmetic, Health and Hygiene, Environmental Education, Sports and Games, and Fine and Performing Arts. The fourth part of this syllabus consists of matrices for teaching which have four (4) columns namely; (1) Specific competence, (2) learners activities, (3) assessment, and (4) assessment of pupils level of performance. 3.0 Objectives This syllabus has been prepared to enable the Standard I pupil to: a) develop skills of Reading, Writing and Numeracy, b) communicate in a simple way, c) maintain health, hygiene and d) develop a strong body, e) develop sense of cooperation with others, f) have a positive attitude towards learning, g) appreciate the, and h) develop self-awareness and talents. 1
4.0 This syllabus is focused on five main areas of competences which are: 4.1 Reading a) Communicating orally b) Phonemic awareness (sound recognition) c) Phonics (sound-letter relationship) d) Reading Fluently e) Reading and listening for comprehension f) Using vocabulary 4.2 Writing a) Using basics of writing b) Forming alphabetic letters c) Writing with accuracy and coherency d) Writing in correct sequence of events e) Writing in printing style 4.3 Numeracy a) Recognizing numbers. b) Using number operations. c) Recognizing numbers and relationships d) Recognising measurements e) Recognising shapes and figures f) Listing and collecting objects e) Identifying different ways of providing first aid. 2
4.4 To maintain Health and the Environment a) Recognizing parts of the human body. b) Identifying ways of protection against diseases. c) Recognizing living things found in the. d) Cleaning and caring the e) Identifying different ways of providing first aid. 4.5 Playing and Promoting Arts a) Playing familiar games b) Drawing, decorating and modeling c) Singing and playing simple musical instruments d) Performing arts/ role plays that promote the skills of 3Rs 3
5.0 Main Competence: READING The main competence of Reading is organized into specific sequenced competences which, when completed, will enable the pupil to read according to the objectives of the curriculum. The sequence is shown clearly in the following matrix: Specific 5.1 Communicating orally a) To greet in formal (e.g. good morning Mr. Kibwana) and informal situation (e.g. Hi Jane). Greeting with understanding formally and informally in school situation. greet with understanding formally and informally. Able to greet with understanding informally. Able to greet with understanding appropriately, formally and informally in school situations Able to greet with understanding appropriately, formally and informally in classroom, school, and life situations b) To introduce oneself and others using simulations Self-introduction and introducing others using simulations has been done. introduce one-self and others Able to introduce oneself, but failed to introduce others Able to introduce one-self and others Able to introduce one-self and others in a variety of real-life situations c) To bid farewell in various ways (e.g. bye-bye, see you, have a nice day, good night) using role plays. Bidding farewell in various ways to different people in different situations have been done. 4 bid farewell Able to bid farewell in few ways but failed in other ways. Able to bid farewell in various ways (e.g. bye-bye, see you, have a nice day, good night) Able to bid farewell in various ways (e.g. bye bye, see you, have a nice day, good night) in different situations
d) To use polite language to seek permission and to request for different things Seeking permission and requesting for different things using polite language. use polite language to seek permission and to request for different things Able to use polite language to seek permission in limited issues and able to request for limited things Able to use polite language to seek permission and to request for different things Able to use polite language to seek permission and to request for different things in a variety of real-life situations e) To use simple language to report events by responding to questions (e.g. Why are you late? My mother is sick.) Reporting events by responding to questions using simple language use simple language to report events Able to use simple language to report limited events with no details Able to use simple language to report some events with details Able to use higher level language to report events 5.2 Phonemic awareness (awareness that spoken language is made up of words and single sounds a) To identify different sounds in the learner s (e.g. sounds of animals, hand claps) Identifying different sounds from different sources in the learner s identify different sounds in the Able to identify few different sounds in the different sounds in the multiple sounds in the and imitate those sounds b) To imitate sounds of things presented in pictures Imitating sounds of things presented in pictures has been done imitate sounds of things presented in pictures Able to imitate sounds of few things presented in pictures Able to imitate sounds of most things presented in pictures Able to imitate sounds of all the things presented in pictures 5
c) To identify words with two syllables Identification of words with two syllables identify two syllables in a word. Able to identify two syllables in a few simple words (errors when attempting) two syllables in familiar words two syllables in unfamiliar words (decoding) d) To identify initial sounds of words Identification of initial sounds of words have been done identify initial sounds of simple words initial sounds of a few simple words initial sounds of many simple and familiar words initial sounds of new or unfamiliar words. 5.3 Phonics (Awareness of Sound- Letter Relationship) a) To relate sounds with letters of English language alphabets Relating sounds with letters of English language alphabets relate sounds with letters of English language alphabet Able to relate sounds with letters of few English language letters Able to relate sounds with most letters of English language alphabet Able to relate sounds with letters of all English language alphabets b) To identify vowel sounds Identification of vowel sounds identify vowel sounds few vowel sounds vowel sounds Able to use vowel sounds to decode at higher level (c) To identify consonant sounds Identification of consonant sounds has been done identify consonant sounds few consonant sounds most consonant sounds all consonant sounds (d) To form syllables Formation of syllables has been done form syllables Able to form single multi-letter syllables that are part of familiar words Able to form two different syllables that together make a familiar word Able to form syllables, with vowels and consonants to create new words 6
5.4 Reading Fluently with understanding (with speed, precision and according to punctuation) (e) To form three letter words (f) To combine letters to form different English words (g) To differentiate and reorganize sounds to form new words (h) To omit and add letters to form new words (a) To read aloud demonstrating appropriate tone for understanding Formation of three letter words has been done Combination of letters to form words Differentiating and reorganizing sounds to form new words Omission and replace of letters to form new words Reading with understanding of texts with appropriate pronunciation has been done form three letter words combine letters to form different English words differentiate and reorganize sounds to form new words omit and add letters to form new words read aloud Able to form few three letter words, with non-standard spelling (still recognizable) Able to combine letters to form a few English words, with non-standard spelling Able to differentiate and reorganize sounds to form simple words with some errors Able to omit and replace with simple words with errors. Able to read aloud with no sense of appropriate tone (monotone) Able to form a few familiar three letter words Able to combine letters to form a few English words, with standard spelling Able to differentiate and reorganize sounds to form simple words Able to omit and replace with simple words. Able to read aloud with appropriate tone Able to form many familiar three letter words Able to combine letters to form many different English words, with standard & non-standard spelling Able to differentiate and reorganize sounds to form complex words Able to omit and replace with higher level words. Able to read aloud more complex text with appropriate tone 7
(b) To read a text of appropriate level with appropriate speed Reading of texts of appropriate level with appropriate speed read aloud Able to read aloud slowly Able to read aloud with appropriate speed. Able to read aloud more difficult text with appropriate speed. 5.5 Listening and Reading for comprehension (a) To interpret and describe pictures in a comprehension text Interpreting and describing a picture or pictures in a comprehension text interpret and describe pictures in a comprehension text Able to interpret and describe a few pictures in a comprehension text Able to interpret and describe some pictures in a comprehension text Able to interpret and describe all pictures in a comprehension text (b) To predict the content of a story by using pictures, titles and other clues Predicting the content of a story using pictures and titles has been done predict the content of a story by using pictures and titles Able to predict the content of a story using pictures only (non-reader cannot read title) Able to predict the content of a story by using pictures and titles Able to develop questions about text prior to reading (c) To listen to texts of appropriate level in order to comprehend Comprehending to texts listened listen and comprehend the given text Able to listen but cannot comprehend to the given text Able to listen and comprehend the given text Able to listen and comprehend different varieties of texts. (d) To read silently texts of appropriate level in order to comprehend Reading texts for comprehension read or understand appropriately leveled text Able to read text silently, but fails to comprehend Able to read silently and comprehend main ideas of the text Able to read silently and comprehend main ideas and details of the text 8
5.6 Using Vocabulary (a) To develop common vocabulary of at least 50 objects and 20 simple actions Development of common vocabulary using pictures, real objects and actions has been done use common vocabulary to describe objects. Able to use common vocabulary of objects but fails to develop common vocabulary of simple actions. (nouns, not verbs) Able to use common vocabulary of objects and simple actions (nouns and verbs) Able to use multiple words that describe the same object or action (b) To identify words with similar and opposite meanings Identification of words with similar or different meanings identify simple words with similar and opposite meanings simple words with similar meaning but failed to identify words with opposite meanings simple words with similar and opposite meanings higher-level words with similar and opposite meanings (c) To develop the meaning of vocabulary during listening and reading comprehension Building vocabulary from listening and reading comprehension understand the meaning of new vocabulary during listening comprehension Able to understand the meaning of new vocabulary during listening comprehension Able to develop the meaning of new vocabulary during listening and reading comprehension Able to develop the meaning of higherlevel vocabulary during listening and reading comprehension 9
6.0 Main Competence: WRITING The main competence of writing is organized into specific sequenced competences which, when completed, will enable the pupil to write according to the objectives of the curriculum. The sequence is shown clearly in the following matrix: Specific 6.1 Using basics of writing (a) To draw various shapes with fingers and sticks on the ground to get the concept of signs of writing and skills of forming shapes. Drawing various shapes with fingers and sticks on the ground to get the concept of signs of writing and skills of forming shapes draw various shapes with fingers and sticks on the ground to get the concept of signs of writing and skills of forming shapes Draws few shapes with fingers and sticks on the ground to get the concept of signs of writing and skills of forming shapes Draws various shapes with fingers and sticks on the ground to get the concept of signs of writing and skills of forming shapes Draws standard letters with fingers and sticks on the ground (b) To draw by copying, tracing and creating shapes by using a piece of chalk and slate to get better shapes and skills of using writing Drawing by copying, tracing and creating shapes using a piece of chalk and slate has been done. draw by copying, tracing and creating shapes using a piece of chalk and slate. Draws by copying, tracing and creating few shapes using a piece of chalk and slate, with lack of control Draws by copying, tracing and creating shapes using a piece of chalk and slate. Draws letters by copying, tracing and creating shapes using a pencil and piece of paper (c) To draw using a pencil and exercise book to develop skills of using a pencil and exercise book. Drawing using a pencil in the exercise book to develop skills of using a pencil and exercise book draw using a pencil in an exercise book 10 Draws using a pencil in the exercise book with lack of control Draws using a pencil in the exercise book Draws and writes real letters using a pencil in the exercise book
6.2 Forming alphabetic letters (a) To write all English language letters (both lower and uppercase) in print style Writing all English language letters (both lower and uppercase) in print style accurately write English language letters (both lower and uppercase) in print style Writes some English language letters (both lower and uppercase) in with lack of control Writes most English language letters (both lower and uppercase) in print style accurately Writes all English language letters (both lower and uppercase) in print style accurately (b) To write sentences with words of consonant blends (sh, st, ch, gl, cl Writing sentences with words consonant blends (sh, st, ch, gl, cl) write sentences with words of consonant blends (sh, st, ch, gl, cl) Writes sentences with few words of consonant blends (sh, st, ch, gl, cl) with errors Writes sentences with few words of consonant blends (sh, st, ch, gl, cl). Writes sentences with words of multiple consonant blends (str, scr) 6.3 Writing with accuracy and coherency (a) To write by joining two parts of a sentence to get meaningful sentences Writing by joining two parts of a sentence to get meaningful sentences write by joining two parts of a sentence to get meaningful sentences Writes by joining two parts of a sentence, but not coherent Writes by joining two parts of a sentence to create meaningful sentences Write complex sentences (b) To write correct sentences from a group of jumbled words. Writing correct sentences from a group of jumbled words has been done. write sentences Writes incoherent sentences from a group of jumbled words. Writes coherent sentences from a group of jumbled words. Attempt to write complex sentences from a group of jumbled words. 11
(c) To construct sentences from given words Constructing sentences by using given words construct sentences from given words Constructs sentences with few errors from given words Constructs simple sentences from given words Construct complex sentences using given words (d) To write a missing word or words in a sentence to complete the meaning Writing of a missing word or words in a sentence to complete the meaning has been done write a missing word or words in a sentence Write incorrect missing word or words in a sentence Writes a correct missing word or words in a sentence to complete the meaning Writes alternative missing words (not given) in a sentence to complete the meaning (e) To construct coherent sentences of not more than six words Constructing coherent sentences of not more than six words has been done construct coherent sentences Constructs sentences of less than six words that are incoherent Constructs coherent sentences of not more than six words Constructs complex sentences (f) To use basic punctuation marks in a sentence (full stop, question mark and exclamation mark) Using basic punctuation marks. use basic punctuation marks in a sentence (full stop, question mark and exclamation mark) Use a full stop and question mark at the end of a sentence Use three basic punctuation marks in a sentence (full stop, question mark and exclamation mark) Attempt to use comma in a sentence 12
(g) To write a short text from a dictation Writing a short text from a dictation has been done write a short text from a dictation Write a short text from a dictation with some errors. Writes a short text from a dictation Writes a longer text from a dictation 6.4 Writing in correct sequence of events (a) To write a short story from pictures arranged according to a sequence of events Writing short stories using simple class level language from pictures arranged according to a sequence of events is done write short stories from pictures Writes simple short stories from pictures, with lack of coherence Writes simple short stories from pictures, with coherence Writes detailed short stories from pictures with coherence (b) To write by arranging jumbled sentences to get a sequence of events Writing by arranging jumbled sentences to get a sequence of events is done write sentences to get a sequence of events Writes by arranging jumbled sentences with incorrect sequence of events Writes by arranging jumbled sentences to get a sequence of events Attempts to compose own sentences to get a sequence of events (c) To write simple sentences showing a sequence of daily activities Writing simple sentences showing a sequence of daily activities is done write simple sentences showing a sequence of daily activities Writes some simple sentences showing a sequence of daily activities Writes simple sentences showing sequence of daily activities Attempts to write complex sentences sequentially for daily activities 13
(d) To write by composing a story with a good flow of events Writing by composing a story with sequencing of events is done write by composing stories with good sequencing of events Writes by composing simple stories with poor sequencing of events Writes by composing simple stories with correct sequencing of events Writes by composing detailed stories with correct sequencing of events 6.5 Writing text in print style (a) To write a text in print style Writing a text in print style is done write text in print style Writes a text in print style with errors or lack of control Writes a text in print style Attempt to write a text in cursive style (b) To write sentences by dictation in print style Writing sentences by dictation in print style write sentences by dictation in print style Writes sentences by dictation in print style errors or lack of control Writes sentences by dictation in print style Attempt to write sentences by dictation in cursive style (c) To compose and write a short story in print style Composing and writing short stories in good print style compose and write short stories in print style Composes and writes simple short stories in print style, with lack of control Composes and writes short stories in print style. Composes and writes short stories in excellent print style 14
7.0 Main : NUMERACY The main competence of numeracy consists of specific competences to be accomplished for the learner to acquire appropriate numerical literacy as per curriculum goals. The details are presented in the matrix below: Specific 7.1 Recognizing numbers a) Counting things or objects from 1-99 Counting of different things or objects from 1-99 has been performed count different things or objects from 1-99 Able to count part of the way, or with errors, or with skipping of numbers Able to count different things or objects from 1-99 Able to count into the hundreds b) Reading numbers 1-99 Pupils are able to read numbers from 1-99 read numbers 1-99 Able to read some of numbers 1-99 or with mistakes in pronunciations Able to read numbers 1-99 Able to read numbers into hundreds c) Writing of numbers 1-99 Numbers from 1-99 have been written Unable to write numbers 1-99 Able to write some of numbers 1-99 or with error in numerals Able to write numbers 1-99 Able to write numbers to hundreds 7.2 Number Operations a) Adding objects to get a total not exceeding 99, Adding objects to get a total not exceeding 99 has been performed add objects to get a total not exceeding 99 Able to add objects to get a total not exceeding 99 with some errors Able to add objects to get a total not exceeding 99 Able to add objects to get a total of 100 or more 15
b) Identifying and use an addition sign (+) An addition sign (+) has been identified and used identify and use an addition sign (+) to get a sum not exceeding 99 and use an addition sign (+) with errors in number operations and use an addition sign (+) to get a sum not exceeding 99 Identify and use an addition sign (+) with multiple digit numbers c) Subtracting number of objects from the given number of objects An exercise of subtracting number of objects from the given number of objects has been performed subtract a number of objects from the given number of objects Able to subtract some number of objects from the given number of objects with errors Able to subtract number of objects from the given number of objects to get a correct answer Able to subtract using numerals d) Identifying and use subtraction sign (-) Subtraction sign (-) has been identified and used identify and use subtraction sign (-) and use subtraction sign (-) with errors in number operations and use subtraction sign (-) and use subtraction sign (-) with multiple digit numbers 7.3 Fraction Recognition a) Identifying, reading and writing half A half has been identified, read and written identify, read and write half half, but. but unable to read half, read and write half,, read, write, and explain half b) Identifying, reading and writing quarter a quarter has been identified, read and written identify, read and write quarter half, but unable to read quarter, read and write quarter, read, write, and explain quarter 16
7.4 Recognizing numbers and relationships a) Identifying Tanzanian currency Tanzania currency has been identified identify Tanzanian currency some Tanzanian currency all widely used Tanzanian currency Able to differentiate Tanzanian currency from other currency b) To compare the value of Tanzanian coins The comparison of values for various coins has been performed compare the value of Tanzanian coins Able to compare the value of Tanzanian coins with errors Able to compare the value of Tanzanian coins Able to compare the value of Tanzanian coins and notes c) Adding Tanzanian shillings to obtain a sum not exceeding 100 Addition involving Tanzanian shillings has been performed add Tanzanian shillings to obtain a sum not exceeding 100 Able to add Tanzanian shillings to obtain a sum not exceeding 100 with errors Able to add Tanzanian shillings to obtain a sum not exceeding 100 Able to add Tanzanian shillings into hundreds d) Subtracting Tanzanian shillings involving numerals less than 100 Subtraction involving Tanzanian shillings has been performed subtract Tanzanian shillings Able to subtract Tanzanian shillings with some errors Able to subtract Tanzanian shillings Able to subtract Tanzanian shillings involving hundreds numerals 7.5 Recognizing measurements a) Use words that indicate time Words indicating time are used use words that indicate time. Able to use some words indicating time with errors Able to use words indicating time. Able to use numerals indicating time 17
b) Compare weight of objects Weight of objects are compared compare weight of objects Able to compare weight of objects with some errors Able to compare weight of objects units of weights c) Compare volume of things Volume of things are compared compare volume of things Able to compare volume of things with some errors Able to compare volume of things units of volume d) Compare length of objects Length of objects are compared compare length of objects Able to compare length of objects with some errors Able to compare length of objects units length e) To identify various measurement tools used in local context Locally used measurement tools have been identified identify various measurement tools used in local context few measurement tools. various measurement tools used in local context Able to use various measurement tools 7.6 Recognizing shapes. a) Identify two and three dimensional figures Identify two and three dimensional figures identify two and three dimensional figures two and three dimensional figures with some errors two and three dimensional figures Able to list some two and three dimensional figures b) List two and three dimensional figures Two and three dimensional figures have been listed list two and three dimensional figures Able to list two dimensional figures but failed to list three dimensional figures Able to mention two and three dimensional figures Able to draw two and three dimensional figures 18
7.7 Gathering data a) Collecting and sorting real objects from the Real objects have been collected and sorted collect and sort real objects into groups Able to collect and sort real objects into groups with some errors Able to collect and sort real objects into groups Able to sort and classify real objects into several different groups b) Representing quantities of real objects by using drawings Representation of quantities of real objects by using drawings has been done represent quantities of real objects Able to represent quantities of real objects by using drawings with errors Able to represent quantities of real objects by using drawings Able to represent and interpret quantities of real objects by using drawings 19
8.0 Main Competence: TO MAINTAIN HEALTH AND THE ENVIRONMENT The main competence is to maintain healthy and. It is divide into specific competences where by upon their successful completion will enable pupils to maintain personal health, hygiene and the according to the objectives of the curriculum. The organization of the specific competences is shown in the following table: Specific 8.1 Recognizing parts of the human body a) To identify external parts of the human body and explain functions of eyes, nose, ears, mouth, legs and hands Identify external parts of the human body and explain functions of eyes, nose, ears, mouth, legs and hands some external parts of human body some of external parts of the human body and give limited explanation functions of eyes, nose, ears, mouth, legs and hands Identify external parts of the human body and explain functions of eyes, nose, ears, mouth, legs and hands Able to describe many external parts of the human body and state their functions 8.2 Recognizing ways of protection against diseases a) To clean human body (personal hygiene) Clean of the human body (i.e. face, mouth, hair, fingers and whole body) clean human body (i.e face, mouth, hair, fingers and whole body) Able to clean some parts of human body among the following; face, mouth, hair and whole body) Clean parts of human body (i.e face, mouth, hair, fingers and whole body) Clean parts of human body (i.e face, mouth, hair, fingers and whole body) and advise others to clean b) To explain characteristics of safe and clean water Explain characteristics of safe and clean water explain characteristics of safe and clean water Able to state some characteristics of safe and clean water Explain major characteristics of safe and clean water Able to explain major characteristics of safe and clean water and advise others to use 20
c) To explain uses of clean and safe water Explain uses of clean and safe water characteristics of clean and safe water Able to explain uses of clean and safe water with limited explanation. Explain main uses of clean and safe water Able to explain main uses of clean and safe water and advise others to use safe and clean water. d) To identify infectious diseases to human health (HIV and AIDS and cholera, diarrhea, TB ) Identify Infectious diseases to human health (HIV and AIDS and cholera, diarrhea, TB ) identify infectious diseases to human health some infectious diseases to human health Identify main infectious diseases to human health infectious diseases to human health and explain ways of protecting against those diseases 8.3 Recognizing living things found in the a) To identify domestic animals found in their. Identify domestic animals found in their Unable to identify domestic animals found in their some common domestic animals in their Identify common domestic animals found in their and describe common domestic animals found in their b) To identify different wild animals found in the Identify different wild animals found in the identify wild animals found in the by using chart some common wild animals found in their Identify common wild animals found in their wild animals found in their and with description of limited benefits c) To identify various plants found in the Identify various plants found in the identify various plants found in the some common various plants found in the Identify common various plants found in the and describe benefit of the plants found in the 21
8.4 Cleaning and caring the a) To explain uses of various tools in cleaning the To explain uses of various tools in cleaning the various tools in clearing the and explain uses of some home tools in cleaning the Explain uses of various tools in cleaning the Able to describe and advise how to use various tools in cleaning the b) To identify unsafe s at school and home Identify unsafe s at school and home identify unsafe s at school and home Able to identify some common unsafe at school and home Identify unsafe at school and home unsafe at school and home and explain how to make them safe. c) To explain risky behaviors in the Explain risky behaviors in the Able to identify risky behaviors in the Able to explain some common risky behaviors in the Explain common risky behaviors in their Able to explain common risky behaviors in the and their prevention. d) To describe harmful objects in the Describe harmful objects in the some harmful objects in the Able to explain some harmful objects in the Describe harmful objects in the Able to describe harmful objects in the and how to prevent harm 8.5 Identifying different ways of providing first aid a) To identify situations and accidents that require first aid (school and home) To identify situations and accidents that require first aid (school and home) identify situations and accidents that require first aid (school and home) some major situations and accidents that require first aid (school and home) Identify major situations and accidents that require first aid (school and home) situations and accidents that require first aid (school and home) and explain their prevention 22
b) To describe things used in the provision of first aid (first aid kit) Describe things used in the provision of first aid (first aid kit) identify things used in the provision of first aid (first aid kit) and explain some of the things used in the provision of first aid (first aid kit) Describe things used in the provision of first aid (first aid kit). Able to describe things used in the provision of first aid and explain how to handle them c) To report an accident that has occurred Report an accident that has occurred report an accident that has occurred Able to report an accident has occurred without clear information Report clearly an accident has occurred with clear information Able to report accidents that occurred and advise them measures to be taken to assist 23
9.0 Main Competence: TO PLAY AND PROMOTE ARTS The main competence of playing and promoting arts is divide into specific competences where by upon their successful completion will enable pupils to engage in playing sports and games fine and performing arts according to the objectives of the curriculum. The organization of the specific competences is shown in the following table: Specific 9.1 Playing familiar games a) To play children s local familiar games competently Local familiar children s games are played competently play children s local familiar games competently Able to play local familiar games, with lack of understanding of all rules and procedures Able to play children s local familiar games competently Able to play children s local familiar games competently and teach others b) To perform physical exercises Performing physical exercises is done successfully perform physical exercise Able to perform physical exercise, with lack of strength or coordination creating difficulties Able to perform physical exercises successfully Able to perform physical exercises with high dexterity c) To play ball games according to the rules Ball games are played according to the rules competently play ball games according to the rules Able to play ball games with difficulty following rules Able to play ball games Able to play ball games according to the rules and teach others 24
d) To play various athletic games Athletic games are played according to rules competently play athletic games according to rules Able to play some athletic games with difficulty following rules) Able to play athletic games according to rules Able to play athletic games and teach others to play 9.2 Making various artistic works a) To draw numeral shapes artistically 10 Arabic numeral shapes are drawn artistically draw Arabic numeral shapes artistically Able to draw few Arabic numeral shapes artistically Able to draw all given Arabic numeral shapes artistically Able to draw and shade all given Arabic numeral shapes artistically b) To draw letter shapes Roman alphabet shapes are drawn artistically draw Roman alphabet shapes artistically Able to draw some Roman alphabet shapes artistically Able to draw all given Roman alphabet shapes artistically Able to draw and shade all given Roman alphabet shapes artistically c) To colour letter and numeral shapes Colouring of Roman alphabet and Arabic numeral shapes artistically is done colour Arabic numeral and Roman alphabet shapes artistically Able to colour some Arabic numeral and Roman alphabet shapes in a single colour Able to colour all given Arabic numeral and Roman alphabet shapes Able to colour with different colour all given Arabic numeral and Roman alphabets shapes artistically d) To model familiar things Modeling clay figures is done model a figure with clay Able to model an incomplete figure with clay Able to model the given figure with clay Able to model a given figure with clay and decorate it 25
e) To print texture by rubbing and pressing methods Printing texture by rubbing and pressing methods is done complete rubbings or pressings Able to attempt rubbings and pressings, with limited results Able to complete rubbings and pressings Able to find and select textures to use in successful rubbing and pressings 9.3 Singing simple songs a) To sing simple songs Singing simple songs sing simple songs Able to sing a few simple songs Able to sing common simple songs correct Able to sing more complicated or unusual songs b) To play simple musical instruments Playing simple musical instruments is done well play simple musical instrument Able to experiment with playing a simple musical instrument Able to play a simple musical instrument Able to create their own rhythm on a simple musical instrument 9.4 Performing plays/drama a) To watch plays and respond to simple questions Answering questions about plays and role plays respond to simple questions after viewing plays and role plays Able to respond to simple questions, with errors Able to respond to simple questions Able to pose questions about plays and role plays they have seen b) To act plays of their experience Play acting is done Has acted given play s with a lot of errors Has acted given play with few errors Has acted given plays competently Has acted all given plays competently with additional improvisation 26
c) Tell thematic simple story Thematic simple story is narrated narrate a story Able to narrated a story in a forgetful manner Able to narrate a story Able to narrate a story with additional creations d) To make jokes Jokes are been made successfully make jokes Able to make jokes with hesitations Able to make jokes successfully Able to make jokes successfully and instructed others 27