THE UNITED REPUBLIC OF TANZANIA MINISTRY OF ... for Primary Education...iv Preparation of any...

THE UNITED REPUBLIC OF TANZANIAMINISTRY OF EDUCATION, SCIENCE, TECHNOLOGY AND VOCATIONAL TRAINING

SYLLABUS FOR PRIMARY EDUCATIONSTANDARD II

2016

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© Ministry of Education, Science,Technology and Vocational Training, 2016

ISBN.

First edition, 2016

Designed and prepared by:Tanzania Institute of EducationPlot No. 686, Ali Hassan Mwinyi RoadP. O. Box 35094Dar Es SalaamTanzania

Tel: 255 22 2773005Fax: 255 22 2774420Website:www.tie.go.tz /Baruapepe: [email protected]

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.

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TABLE OF CONTENTS

Acknowledgments ....................................................................................................................................................... ivForeword ...................................................................................................................................................................... v1.0 Introduction ........................................................................................................................................................... 12.0 Structure of the syllabus ........................................................................................................................................ 13.0 Objectives .............................................................................................................................................................. 14.0 Competence ........................................................................................................................................................... 24.1 Reading ................................................................................................................................................................. 24.2 Writing .................................................................................................................................................................. 24.3 Numeracy .............................................................................................................................................................. 24.4 To maintain health and the environment ............................................................................................................... 34.5 To play and promote arts ....................................................................................................................................... 35.0 Main Competence: READING ........................................................................................................................... 36.0 Main Competence: WRITING ........................................................................................................................... 98.0 Main Competence: TO MAINTAIN HEALTH AND THE ENVIRONMENT .................................................... 179.0 Main Competence: TO PLAY AND PROMOTE ARTS ........................................................................................ 22

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Preparation of any curriculum involves several stakeholders. The Ministry of Education and Vocational Training (MoEVT) together with the Tanzania Institute of Education appreciate the contribution of all the stakeholders who were involved in the preparation of this syllabus. Special thanks go to the following organisations, groups and individuals: TZ21, EQUIP-T, CBP together with curriculum developers, teachers and tutors from teacher training colleges who participated in the preparation of the syllabus.

Acting Director GeneralTanzania Institute of Education

Acknowledgements

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Foreword

The decision to improve the curriculum for standard I and II was a result of government plan to develop the skills of Reading, Writing and Arithmetic (3Rs). This plan has taken into account results from research 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 organized 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 learning pro-cess. It is my expectation that pupils will develop the intended competencies.

Prof. Eustella BhalalusesaCommissioner of EducationThe Ministry of Education and Vocational Training

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This syllabus has been prepared from the primary school curriculum for Standard I and II of the year 2015. The main objective of this syllabus is to enable the pupil of Standard II 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.

1.1 Introduction

This syllabus is focused on activities for pupils, which form the main basis for the Standard I and II so that he or she can wholesomely implement it as intended. The content of this syllabus is organized 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 criteria, and (4) assessment of pupils’ level of performance.

2.0 Structure of the syllabus

This syllabus has been prepared to enable the Standard II pupil to:a) Develop skills of Reading, Writing and Numeracy, b) Communicate in a simple way, c) Maintain health, hygiene and environmentd) Develop a strong body, e) Develop sense of cooperation with others,f) Have a positive attitude towards learning,g) Appreciate the environment, and h) Develop self-awareness and talents andi) Promote creativity in sports, games and arts.

3.0 Objectives

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4.0 Competence This syllabus is focused on five key competencies that are divided into different areas that will enable a student to build key competencies as follows:

4.1 Reading a) Communicating orally b) Phonics (sound-letter relationship) c) Reading and listening for comprehension d) Reading Fluently e) Using vocabulary

4.2 Writing a) Forming letters and developing hand writing b) Forming word in print style c) Writing in correct sequence of events d) Writing with sensation and originality e) Writing with accuracy and coherency

4.3 Numeracy a) Recognizing numbers. b) Using number operations c) Recognizing numbers and relationships d) Recognizing measurements e) Recognising shapes and figures f) Listing and collecting objects

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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 environment. d) Cleaning and caring the environment e) Identifying different ways of providing first aid.

4.5 To play and promote arts a) Playing familiar games b) Drawing, decorating and modelling c) Singing and playing simple musical instruments d) Performing arts/ role plays that promote the skills of 3Rs

The main competence in reading is organized into specific sequenced reading competences, that when completed is expected to enable pupils to read according to the objectives of the curriculum. The sequence is shown clearly in the following table:

5.0 Main Competence: READING

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Specific Competence

Pupil’s Activities Performance Criteria

BenchmarkingBeginning Developing Competence Above Competence

5.1 Communicating orally

a) To conduct oral communication between two pupils in the game of their choice

Oral communication between two pupils in the game of their choice is conducted correctly

Conducts oral communication with his/her friends in the game of their choice with many errors

Conducts oral communication with his/her friends in the game of their choice with a few errors

Conducts oral communication with his/her friends or colleagues in the game of their choice correctly

Conducts oral communication with his/her friends in different games

b) To narrate a story and explain the message conveyed from that story

Narration of a story and explanation of the message conveyed from that story is done correctly

Narrates a story but fails to explain the message conveyed in that story

Narrates a story and explain the message conveyed in that story with errors

Narrates a story and explains the message conveyed from that story correctly

Narrates various events about ceremonies

c) To narrate various events about ceremonies

Narration of various events about ceremonies has been done correctly

Narrates some events about ceremonies with many errors

Narrates various events about ceremonies with few errors

Narrates various events about ceremonies correctly

Narrates various events of different kind

5.2 Phonics (sound-letter relationship)

a) To identify isolated (e.g. t, b, a, g, d) and blended sounds (e.g. ch, tr, gl, ea ,ee) by pronouncing the given words

Isolated and blended sounds by pronunciation of given words are identified correctly

Identifies isolated and blended sounds by pronouncing given words with many errors

Identifies isolated and blended sounds by pronouncing given words with a few errors

Identified isolated and blended sounds by pronouncing given words correctly

Reads and recites isolated and blended sounds in words

5

Specific Competence



b) To read and recite isolated and blended sounds in words by using games and word cards

Isolated and blended sounds in words by using games and word cards are read and recited accurately

Reads and recites sounds by using games and word cards with many errors

Reads and recites sounds by using games and word cards with a few errors

Reads and recites sounds by using games and word cards accurately

Reads and re-cites similar and different sounds in words by using games and minimal pairs

c) To identify and recite similar and different sounds in words by using games and minimal pairs

Similar and different sounds in words by using games and minimal pairs are identified and recited accurately

Identifies and recites similar and different sounds using games and minimal pairs with many errors

Identifies and recites similar and different sounds using games and minimal pairs with a few errors

Identifies and re-cites similar and different sounds using games and minimal pairs accurately

Identifies and recites similar and different sounds using various tools

5.3 Reading and Listening for comprehension

a) To use a text to predict series of events

The use of a text to predict series of events is done correctly

Reads a text to pre-dict series of events with many errors

Reads a text to predict series of events with a few errors

Reads a text to predict series of events correctly

Use pictures in text to describe characters in the story

b) To use pictures in text to describe characters in the story

The use of pictures in a text to describe characters in a story is done correctly

Uses pictures in a text to describe characters in a story with many errors

Uses pictures in a text to describe characters in a story with a few errors

Uses pictures in a text to describe characters in a story correctly

Uses a text to read and answer questions for comprehension and vocabulary development

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Specific Competence



c) To use a text to read and answer questions for comprehension and vocabulary development

Reading a text and answering questions for comprehension and vocabulary development is done correctly

Uses a text to read and answer questions for comprehension and vocabulary development with many errors

Uses a text to read and answer questions for comprehension and vocabulary development with a few errors

Uses a text to read and answer questions for comprehension and vocabulary development correctly

Uses a text to identify new vocabulary used to develop comprehension in reading

d) To use a text to identify new vocabulary used to develop comprehension in reading

The use of a text to identify new vocabulary used to develop comprehension in reading is done correctly

Uses a text to identify new vocabulary used to develop comprehension in reading with many errors.

Uses a text to identify new vocabulary used to develop comprehension in reading with a few errors

Uses a text to identify new vocabulary used to develop comprehension in reading correctly

Uses stories to identifies new vocabulary used to develop compre-hension in reading

e) To associate the story from the text with real-life situations

Association of the story from the text with real life experiences is done correctly

Associates a story from a text without real-life experiences

Associates a story from a text with real-life experiences with a few errors

Associates a story from a text with real-life experiences correctly

Identifies real-life situations from the stories

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Specific Competence



5.4 Reading fluently

a) To read letters, syllables, words and sentences by using charts and passages/text correctly

Reading of letters, syllables, words and sentences by using charts and text is done correctly

Reads letters, syllables, words and sentences by using charts and texts with many errors

Reads letters, syllables, words and sentences by using charts and texts with a few errors

Reads letters, syllables, words and sentences by using charts and passages/texts correctly

Reads by moving the eyes (scanning) across the lines that form the text in order to build accuracy in reading

b) To read by moving the eyes (scanning) across the lines that form the text in order to build accuracy in reading

Reading by moving the eyes across the lines that form the text in order to build accuracy in reading is done accurately

Reads by moving the eyes across the lines that form the text in order to build accuracy in reading with many errors

Reads by moving the eyes across the lines that form the text in order to build accuracy in reading with a few errors

Reads by moving the eyes across the lines that form the text in order to build accuracy in reading accurately

Reads simple stories to develop accurate reading

c) To use punctuation marks (.,?!) in reading appropriately

The use of punctuation marks(.,?!) in reading is done appropriately

Able to use punctuation marks (.?) in reading appropriately

Able to use punctuation marks (.,?) in reading appropriately

Able to use punc-tuation marks (.,?!) in reading appropriately

Uses multiple punctuation marks in reading

d) To read simple stories to develop accurate reading

Reading of simple stories to develop accuracy is done correctly

Reads simple stories with many errors

Reads simple stories with a few errors

Reads simple stories correctly

Able to read long stories

a) To read texts with fluency

Reading of texts with fluency is done correctly

Reads texts with no fluency

Reads texts with less fluency

Reads text with fluency

Reads stories with fluency

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Specific Competence



5.5 Using Vocabulary

a) To develop common vocabulary using pictures, real objects and actions

Common vocabulary are developed correctly using pictures, real objects and actions

Develops less vocabulary using pictures, real objects and actions

Develops some vocabulary using pictures, real objects and actions with much support

Develops common vocabulary using pictures, real objects and actions with less support

Develops vocabulary using multiple ways

b) To develop common vocabulary by forming family words

Common vocabulary by forming family words are developed correctly

Develops less vocabulary by forming family words

Develops some vocabulary by forming family words with much support

Develops common vocabulary by forming family words correctly

Develops vocabulary through listening and reading comprehension

c) To develop vocabulary through listening and reading comprehension

Vocabulary are developed through listening and reading comprehension

Develops less vocabulary through listening and reading comprehension

Develops some vocabulary through listening and reading comprehension with much support

Develops vocabulary through listening and reading comprehension with less support

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Specific Competence



6.1 Forming letters and developing handwriting (forms of writing)

a) To write sentences with joined letters in order to improve handwriting

Sentences with joined letters in order to improve handwriting are written correctly

Unable to write sentences with joined letters

Writes sentences with joined letters with some errors

Writes sentences with joined letters correctly in order to improve handwriting

Attempt to write a coherent paragraph by joining letters (cursive style)

a) To write a text of 2 paragraphs (cursive style)

A text of 2 paragraphs (cursive style) is written correctly

Writes a text in print style

rites a text of 2 paragraphs mixing print and cursive styles

Writes a text of 2 paragraphs in cursive style correctly

Writes a longer text in cursive style

6.2 Forming words in print style

a) To write English words of two or more syllables

English words of two or more syllables are written correctly

Able to write English words of one and two syllables with errors

Writes English words of two and three syllables with errors

Writes English words of two or more syllables correctly

Writes syllables conversantly

b) To write words using three consonants and a vowel common in English words (e.g. stra, stro, scre )

Writing three consonants and a vowel to form a syllable which is common in English language words is done correctly

Unable to write three consonants and a vowel to form a syllable

Writes three consonants and a vowel to form a syllable in English words with errors

Writes three consonants and a vowel to form a syllable in English words language words correctly

Writes three syllable words above grade level

c) To use capital and lower case letters correctly

Using of capital and lower case letters correctly

Uses capital letters at the beginning of a sentence

Uses capital letters for proper nouns, with errors

Uses capital letters at the beginning of a sentence and for proper nouns.

Distinguishes when to use capital letters for proper or regular nouns

The main competence of writing is organised 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 Table:

6.0 Main Competence: WRITING

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Specific Competence



d) To use pictures to develop vocabulary (nouns and verbs)

Using pictures to develop vocabulary (nouns and verbs) is done appropriately

able to use pictures to develop simple vocabulary

Uses pictures to develop few vocabulary (nouns and verbs)

Uses pictures to develop vocabulary (nouns and verbs) appropriately

Attempt to use vocabulary to construct complex sentences

e) To construct complex sentences (more than six words, with comma)

Constructing complex sentences (more than six words, with comma) is done correctly

Unable to construct complex sentences

Constructs complex sentences with errors

Constructs complex sentences correctly

Attempts to use dialogue in simple sentence

6.3 Writing in correct sequence of events

a) To write guided sentences in developmentally appropriate logical flow

Writing guided sentences in developmentally appropriate logical flow is done correctly

Writes guided sentences in inappropriate logical flow

Writes some of the guided sentences in appropriate logical flow

Writes guided sentences in developmentally appropriate logi-cal flow

Writes a story in logical order

b) To write a short story in logical order

Writing a short story in logical order is done correctly

Writes a short story in poor logical flow

Writes a short story in logical order story with errors

Writes a short story in logical order correctly

Write a long story in logical order

6.4 Writing with sensation and originality (Adhering to appropriate principles of writing)

a) To write complex sentences with the correct use of the punctuation marks (.! ?, ‘)

Writing of complex sentences with the correct use of the punctuation marks (, .! ? ’) is done correctly

Writes complex sentences with the use of three basic punctuation marks (.!?)

Writes complex sentences with the use of four punctuation marks (.!?,)

Writes complex sentences with the use of five basic punctuation marks (.!?,’)

Write complex sentences using quotation marks

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Specific Competence



6.5 Writing with accuracy and coherency

a) To write a coherent and comprehensible short story (1 to 2 paragraphs)

Writing a coherent and comprehensible short story (1 to 2 paragraphs) is done correctly.

Attempts to write a paragraph with few sentences with errors

able to write a short story (1-2 paragraphs) with errors in sentence structure and coherence

Writes a coherent and comprehensible short story (1 to 2 paragraphs)

Writes longer coherent and comprehensible story with extended details

b) Write a coherent and comprehensible informational text

Writing a coherent and comprehensible informational text

Unable to write a coherent and comprehensible informational text

Write a coherent and comprehensible informational text with errors

Write a coherent and comprehensible informational with limited understanding of proper form

Writes informational text with proper form

c) Write a meaningful and coherent letter

Writing a meaning-ful and coherent is done properly

Writes personal information to a friend, but not in form of a letter

Attempts form of a letter with errors

Writes a simple coherent letter in proper form

Writes a coherent letter in proper form with extended description and details

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Specific Competence

Learner’s Activities Performance Criteria


7.1 Recognizing numbers.

a) Counting things or objects from 100 to 1000

Counting of different things or objects from 100 to 1000 has been performed correctly.

Able to count objects from 100 to 1000

Able to count objects from 100 to 1000 with errors

Able to count objects from 100 to 1000

Able to count objects into the thousands

b) Reading numbers from 100 to 1000

Reading numbers from 100 to 1000 has been performed correctly.

Unable to read numbers from 100 to 1000

Able to read numbers from 100 to 1000 with mistakes in pronunciations

Able to read numbers from 100 to 1000

Able to read numbers into the thousands

c) Filling non- sequential numbers.

Numbers in non-sequential have been filled correctly.

Able to fill sequential numbers

Able to fill non-sequential numbers with errors.

Able to fill non-sequential numbers correctly.

Able to fill numbers in a complex pattern.

d) Writing of numbers 100-1000.

Numbers from 100-1000 have been written correctly.

Unable to write numbers 100-1000

Able to write numbers 100-1000 with errors

Able to write numbers 100-1000

Able to write numbers into the thousands

a) Identifying number value (ones, tens and hundred)

Number value has been identified correctly.

Able to identify number value into two digits (ones and tens)

Able to identify number value into three digits (ones, tens and hundred) with errors

Able to identify number value into three digits (ones, tens and hundreds)

Able to identify number value into four digits (ones, tens, hundreds and thousands)

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

7.0 Main Competence: NUMERACY

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Specific Competence



7.2 Using number operations.

a) Adding objects to get a sum not exceeding 1000.

Adding objects to get a sum not exceeding 1000 has been performed correctly.

Able to add objects to get a sum of dou-ble digits

Able to add objects to get a sum not exceeding 1000 with errors

Able to add objects to get a sum not exceeding 1000

Able to add objects into the thousands

a) Adding numbers to get a sum not exceeding 1000.

Addition of numbers has been performed correctly.

Able to add numbers into double digits

Able to add numbers to get a sum not exceeding 1000 with errors

Able to add num-bers to get a sum not exceeding 1000

Able to add numbers into the thousands

b) Subtracting numbers less than 1000

Subtraction of numbers has been performed correctly

Able to subtract double digit numbers

Able to subtract numbers less than 1000 with errors

Able to subtract numbers less than 1000

Able to subtract numbers involving thousands

7.3 Recognizing numbers.

a) Identifying one third of an object

One third of an object has been identified correctly.

Unable to identify one third of an object

Able to identify one third of an object with errors

Able to identify one third of an object

Able to identify one third of an object and to read the numeral 1/3

b) Reading and writing one third

One third has been read correctly.

Unable to read one third

Able to read and write one third with errors

Able to read one third

Able to read and write 1/3

a) Identifying, reading and writing two third of an object.

Two third of an object has been identified correctly.

Unable to identify, read and write two thirds

Able to identify and read two thirds with errors

Able to identify, read and write two thirds

Able to identify, read and write any fractions

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Specific Competence


BenchmarkingBeginning Developing Competence Above Compe-

tence7.4 Recognizing numbers and relationships

a) Adding Tanzania coins not exceeding 1000

Relevant Tanzanian coins have been added correctly.

Unable to add Tanzania coins

Able to add Tanzania coins with errors

Able to add Tanzania coins

Able to add Tanzania coins into thousands

b) Comparing values of Tanzanian coins.

Tanzanian coins have been compared in terms of their values correctly

Unable to compare values of Tanzanian coins

Able to compare values of Tanzanian coins with errors

Able to compare values of Tanzanian coins

Able to compare Tanzanian notes

c) Identifying Tanzanian bank notes

Tanzanian bank notes have been identified correctly

Unable to identify Tanzanian bank notes

Able to identify Tanzanian bank notes with errors

Able to identify Tanzanian bank notes

Able to identify Tanzanian bank notes and compare their value

d) Comparing values of Tanzanian bank notes.

Comparing values of Tanzanian bank notes have been performed correctly.

Unable to compare values of Tanzanian bank notes

Able to compare values of Tanzanian bank notes with errors

Able to compare values of Tanzanian bank notes contrast

Able to add Tanzanian shillings into thousands

e) Add Tanzanian shillings to obtain a sum not exceeding 1000 shillings

Addition involving Tanzanian shillings has been performed correctly

Unable to add Tanzanian shillings to obtain sum not exceeding 1000 shillings

Able to add Tanzanian shillings to obtain a sum not exceeding 1000 shillings, with errors

Able to add Tanzanian shillings to obtain a sum not exceeding 1000 shillings

Able to add Tanzanian shillings into ten thousands

f) Subtracting Tanzanian shillings

Subtraction involving Tanzanian shillings has been performed correctly

Unable to subtract Tanzanian shillings

Able to subtract Tanzanian shillings with errors

Able to subtract Tanzanian shillings

Able to subtract Tanzanian shillings with five digits (10,000 Tsh)

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Specific Competence



7.5 Recognising measurements

a) Identifying measurement tools of length

Measurement tools of length have been identified correctly.

Unable to identify measurement tools of length

Able to identify measurement tools of length with errors

Able to identify and use measurement tools of length with errors

Able to identify and use different measurement tools

b) Identifying measurement tools of weight.

Measurement tools of weight have been identified correctly.

Unable to identify measurement tools of weight

Able to identify measurement tools of weight with errors

Able to identify and use measurement tools of weight with errors


c) Identifying measurement tools of volume

Measurement tools of volume have been identified correctly.

Unable to identify measurement tools of volume

Able to identify measurement tools of volume with errors

Able to identify and use measurement tools of volume with errors


7.6 Recognising shapes and figures

a) Identifying triangles, quadrilaterals and circles figures.

Quadrilateral, triangles, and circles figures have been identified correctly.

Able to identify triangles, quadrilaterals and circles, with errors

Able to identify triangles, quadrilaterals and circles

Able to identify triangles, quadrilaterals and circles, and describe characteristics

Able to identify triangles, quadrilaterals and circles, and compare their characteristics

b) Drawing triangles, quadrilaterals and circles figures.

Quadrilateral, triangles, and circles figures have been drawn correctly.

Unable to draw triangles, quadrilaterals and circles.

Able to draw triangles, quadrilaterals and circles with errors.

Able to draw triangles, quadrilaterals and circles.

Able to draw dimensional figures.

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Specific Competence



c) Differentiate dimensional figures.

Dimensional figures have been differentiated correctly.

Unable to differentiate dimensional figures.

Able to differentiate dimensional figures with errors.

Able to differentiate dimensional figures.

Able to describe dimensional figures.

d) Explaining two dimensional figures.

Two dimensional figures have been explained correctly.

Unable to name explain two dimensional figures.

Able to explain name two dimensional figures with errors.

Able to explain name three dimensional figures.

Able to name and describe three dimensional and three-dimensional figures

e) Drawing two dimensional figures.

Two dimensional figures have been drawn correctly.

Unable to draw two dimensional figures.

Able to draw two dimensional figures with errors.

Able to draw two dimensional figures.

Able to draw two- and three-dimensional figures, and describe how they are drawn.

7.7 Gathering Data

a) Identifying real objects from the environment.

Real objects have been identified correctly.

Unable to ask or answer questions using number.

Able to ask questions that can be answered using number.

Able to ask and participate in data collection to answer questions that can be answered using number

Able to ask and answer questions that can be answered using numbers.

b) Collecting and analyzing real objects from the environment

Real objects have been collected and analyzed correctly

Unable to gather data.

Able to gather data that is incomplete.

Able to gather simple data correctly.

Able to gather complicated data.

c) Representing quantities of real objects by using drawings

Representation of quantities of real objects by using drawings has been performed correctly

Unable to represent data,

Able to represent data with errors in the representation,

Able to represent data accurately,

Able to represent data using complex representations.

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The main competence is to maintain healthy and environment. It is divide into specific competences where by upon their successful completion will enable pupils to maintain personal health, hygiene and the environment according to the objectives of the curriculum. The organization of the specific competences is shown in the following table:

8.0 Main Competence: TO MAINTAIN HEALTH AND THE ENVIRONMENT

Specific Competence



8.1 Recognizing parts of the human body

a) To describe the functions of external parts of human body

Functions of external parts of human body are described correctly

Able to identify external parts of the human body and explain functions of eyes, nose, ears, mouth and hands.

Able to explain with some mistake the functions of some external parts of human body

Describes functions of many external parts of human body

Able to describe functions of many external parts of human body and explain how to clean them

8.2 Recognizing ways of protection against diseases

a) To describe various ways of keeping water and food safe and clean.

Various ways of keeping water safe and clean are described correctly

Able to identify various ways of keeping water safe and clean.

Able to explain some basic ways of keeping water safe and clean

Describe basic ways of keeping water safe and clean

Able to describe and advise others on ways of keeping water safe and clean

b) To use cleaning procedure to clean utensils

Cleaning procedure to clean utensils are used appropriately

Unable to use cleaning procedures to clean utensils

Able to use some cleaning procedures to clean utensils

Uses cleaning procedures to clean utensils appropriately

Able to use cleaning procedures to clean utensils and advise others

c) To describe procedures for using toilet properly

Procedures for using toilet properly are described

Identify procedures for using toilet properly

Able to describe some main procedures for using toilet properly

Describes main procedures for using toilet properly

Describes main procedures for using toilet properly and advice others how to use toilet properly

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Specific Competence



d) To wash clothes and describe procedures for ironing clothes

Washing clothes and description of procedures for ironing them are done effectively

Either able to wash clothes with limited productive results or to describe some procedures for ironing clothes

Able to wash clothes with limited productive results and describe some procedures for ironing clothes

Washes clothes successful and describe procedures for ironing clothes

Able to wash clothes successful and describe procedures for ironing clothes and teach others

e) To describe ways of protecting against infectious diseases to human health (HIV and AIDS and cholera, diarrhea, TB )

Ways of protecting against infectious diseases to human health are described correctly

Able to identify ways of protecting against infectious diseases to human health

Able to identify and explain some ways of protecting against infectious diseases to human health

Describes main ways of protecting against infectious diseases to human health correctly

Describes main ways of protecting against infectious diseases to human health and advice others

8.3 Recognizing living things found in the environment

a) To value and describe the benefits of domestic animals found in their environment

The benefits of domestic animals found in their environment are valued and explained effectively

Able to identify domestic animals and explain some of their benefits

Able to describe main benefits of domestic animals found in their environment

Values and describes the benefits of domestic animals found in their environment effectively

Able to value and describe benefits of the domestic animals found in their environment and advice on how to protect them

b) To describe the benefits of wild animals found in their environment

The benefits of wild animals found in their environment are described correctly

Able to identify wild animals and explain some of their benefits

Able to describe some benefits of wild animals found in their environment

Describes main benefits of wild animals found in their environ-ment

Describes benefits of the wild animals and advice how to protect them

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Specific Competence



c) To describe effect of harmful animals and insects found in the environment

The effect of harmful animals and insects found in the environment are correctly

Able to identify harmful animals and insects found in the environment

Able to describe some harmful animals and insects found in the environment

Describes the effect of harmful animals and insects found in the environment correctly

Describes the effect of harmful animals and insects found in the environment and explain how to protect against them

d) To describe benefits of plants found in the environment

The benefits of plants found in the environment are described correctly

Able to identify some beneficial plants found in the environment

Able to describe some of basic benefits of plants found in the environment

Describes benefits of plants found in the environment correctly

Describes benefits of plants found in the environment and teach others how to protect them

8.4 Cleaning and caring the environment

a) To use various tools for cleaning the environment

Various tools for cleaning the environment are used appropriately

Able to identify various tools for cleaning environment

Able to use some tools for cleaning the environment

Uses tools effectively for cleaning environment appropriately

Able to use tools for cleaning environment and advise others to clean environment

b) To describe common risky behaviors and its prevention in the environment

Common risky behaviors and its prevention in the environment are described correctly

Able to identify common risky behaviors and its prevention in the environment

Able to explain some common risky behaviors and its prevention in the environment

Describes common risky behaviors and its prevention in the environment correctly

Able to describe common risky behaviors and its prevention in the environment and advice others

c) To describe and use the procedures for planting seeds

The procedures for planting seeds are described and used effectively

Able to list some procedures for planting seeds

Able to describe the some procedures for planting seeds

Describes the main procedures and uses them for planting seeds effectively

Able to describe the main procedures and use for planting seeds and teach others

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Specific Competence



8.5 Identifying different ways of providing first aid

a) To describe uses of precaution signs

Uses of precaution signs are described correctly

Able to identify pictures of precaution signs

Describes purpose of some precaution signs

Identifies and describes purpose of most common precaution signs correctly

Able to identify and describe purpose of most common precaution signs and make precaution signs

b) To differentiate procedures for provision of first aids for cuts and electric shock victims

Procedures for provision of first aids for cuts and electric shock victims are differentiated correctly

Able to identify some procedures for provision of first aids for cuts and some for electric shock victims

Identify common procedures for provision of first aids for cuts and electric shock victims

Able to differentiate procedures for provision of first aids for cuts and electric shock victims correctly

Able to differentiate procedures for provision of first aids for cuts and electric shock victims and explain importance of first aids provision

c) To use role plays to demonstrate provision of first aid for cuts victims

Role plays to demonstrate provision of first aid for cuts are used effectively

Unable to use role plays to demonstrate provision of first aid for cuts

Able to use role plays to demonstrate provision of first aid for cuts at a limited level

Uses role plays to demonstrate provision of first aid for cuts clearly effectively

Able to use detailed role plays to demonstrate provision of first aid for cuts and discuss with others how to prevent accidents

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Specific Competence



d) To demonstrate procedures for provision of first aid for electric shock victims

Procedures for provision of first aid for electric shock victims are demonstrated correctly

Able to identify procedures for provision of first aid for electric shock victims

Able to demonstrate some procedures for provision of first aid for electric shock victims

Demonstrates main procedures for provision of first aid for electric shock victims

Able to demonstrate main procedures for provision of first aid for electric shock victims and explain the effect of that accident

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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, and performing arts according to the objectives of the curriculum. The organization of the specific competences is shown in the following table:

9.0 Main Competence: TO PLAY AND PROMOTE ARTS

Specific Competence



9.1 Playing simple games

a) To play simple games following their rules correctly

Playing simple games following their rules correctly

Unable to play simple games following their rules

Able to play some simple games according to their rules correctly

Able to play given simple games according to their rules correctly

Able to play given simple games and others according to their rules correctly

b) To play children’s familiar games correctly

Playing children’s familiar games correctly

Unable to play children’s familiar games

Able to play some children’s familiar games correctly

Able to play given children’s familiar games correctly

Able to play children’s familiar and other games correctly

c) To perform physical exercises well.

Performing physical exercises well

Unable to perform physical exercise

Able to perform some physical exercises well

Able to perform given physical exercises well

Able to perform all given physical exercises excellently

d) To play ball games according to the rules.

Playing ball games according to their rules competently

Unable to play ball games

Able to play some ball games according to their rules competently

Able to play given ball games according to their rules competently

Able to play all given ball games and others according to their rules competently

e) To play athletic sports

Playing athletic sports according to their rules competently

Unable to play athletic sports according to their rules

Able to play some athletic sports according to their rules competently

Able to play given athletic sports according to their rules competently

Able to play given athletic sports according to their rules highly competently

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Specific Competence



9.2 Drawing, decorating and modelling

a) To draw letters of the alphabet in three dimensions and decorate them

Drawing and decorating the letters of the alphabet in three dimensions well

Unable to draw and decorate letters of the alphabet in three dimensions

Able to only draw some letters of the alphabet in three dimensions well

Able to drawn and decorate1letters of the alphabet in three dimensions very well

Able to draw and decorate letters of the alphabet in three dimensions excellently

b) To draw numerals in three dimensions and decorate them

Drawing numerals in three dimensions sand decorating them well

Unable to draw numerals in three dimensions and decorated them

Able to draw some numerals in three dimensions well

Able to draw given numerals in three dimensions and decorated them well

Able to drawn given numerals in three dimensions and decorated them very well

c) To model letters of alphabet and numerals by using various materials.

Modeling letters of alphabet and numerals using various materials successfully.

Unable to model letters of alphabet and numerals using various materials

Able to model only letters of alphabet successfully

Able to model given letters of alphabet and numerals successfully

Able to model given letters of alphabet and numerals and put decorations successfully

d) To print motifs (pattern) of numbers and letters of alphabet by pressing

Printing numerals and letters of alphabet by pressing correctly.

Unable to print motifs of numerals and letters of alphabet

Able to print some motifs of numerals and letters of alphabet by pressing correctly

Able to print given motifs of numerals and letters of alphabet by pressing correctly

Able to print given motifs of numerals and letters of alphabet by pressing using different colors correctly

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Specific Competence



9.3 Singing and playing simple musical instruments

a) Sing and play simple musical instruments

Singing songs to promote the skills of 3Rs successfully

Unable to sing songs to promote the skills of 3Rs

Able to sing some songs to promote 3Rs successfully

Able to sing all given songs to promote 3Rs successfully

Able to sing all given songs and patriotic ones to promote 3Rs successfully

b) To play musical instruments

Playing musical instruments well

Unable to play musical instrument

Able to play some musical instru-ments well

Able to play all given musical instruments well

Able to play all given and other musical instruments very well

9.4 Performing arts/role plays that promote the skills of 3Rs

To perform plays that promote skills of 3Rs

Performing plays that promote 3R skills

Unable to perform plays that promote skills of 3Rs

Able to perform some plays that promote skills of 3Rs

Able to perform all given plays that promote skills of 3Rs

Able to perform all given plays and others that promote skills of 3Rs correctly

THE UNITED REPUBLIC OF TANZANIA MINISTRY OF ... for Primary Education...iv Preparation of any...

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