This syllabus is designed to guide the teaching and learning of Literature in English at Ordinary Level Secondary Education for Form III and IV. It contains useful information that will enable teachers to plan their teaching and support students in the learning process.
Therefore, teachers are required to read the information provided in this syllabus to become acquainted with the competencies, objectives, topics, and subtopics to be covered in teaching Literature in English as a Subject.
Literature in English is an elective subject studied at the Ordinary Level of Secondary Education. It has fully-fledged
teaching and learning objectives, and it has its own workload and instructional time in the secondary education curriculum.
The pedagogical significance of Literature in English in Tanzania classrooms is to promote literary and other communication skills, creativity, and critical thinking. Literature in English subjects allows students to build their characters, understand other people’s characters, and better understand the world. It also serves as a bridge for learners to appreciate their rich literary traditions, heritage, and cultures.
Importance of the Syllabus
Literature in English is an essential supportive subject for learning the English language at the Ordinary Level. It is therefore essential to have Literature in English syllabus to enable teachers to:
- consistently handle the scope and sequence of the content according to the stated objectives and competencies;
- lay the foundation for Literature in English at advanced levels;
- help the student to apply Literature to learn the English language better;
- help the student to apply Literature as a tool to learn other life skills;
- plan the workload and use different methods in teaching and learning Literature in English; help the student appreciate his/her rich literary traditions, heritage, and cultures and guide the student in building his/her character, understanding other people’s characters and cultures, and getting a better knowledge of the world.
Objectives of Education in Tanzania
The objectives of Literature in English Subject reflects the general objectives of education in Tanzania, which are to:
- guide and promote the development and improvement of the personalities of the citizens of Tanzania, their human resources, and effective utilization of those resources in bringing about individual and national development;
- promote the acquisition and appreciation of the culture, customs, and traditions of the people of Tanzania;
- promote the acquisition and appropriate use of literacy, social, scientific, vocational, technological, professional, and other forms of knowledge, skills, and attitudes toward the development and improvement of the condition of humans and society;
- develop and promote self-confidence and inquiring mind, understanding and respect for human dignity and human rights, and readiness to work hard for personal self-advancement and national development;
- promote and expand the scope of acquisition, improvement, and upgrading of mental, practical, productive, and other skills needed to meet the changing needs of industry and the economy;
- enable every citizen to understand and uphold the fundamentals of the national constitution as well as protect human and civil rights, obligations, and responsibilities; and promote love for work, self and wage employment and improved performance in the production and service
Objectives of Secondary Education in Tanzania
The objectives of Literature in English reflect the objectives of Secondary Education in Tanzania. The objectives of
secondary education in Tanzania is to:
- Consolidate, broaden, and develop a deeper understanding of the ideas and concepts acquired at the primary education level;
- enhance and further develop an appreciation for cultural values, including national unity, identity, democracy, ethics, personal integrity, readiness to work, human rights, customs, traditions, civic responsibilities, and obligations;
- develop linguistic ability and effective use of communication skills in Kiswahili, English, and at least one foreign language;
- develop readiness for tertiary and higher education, vocational, technical and professional training;
- inculcate a sense and ability for self-study, self-confidence, and self-advancement in new frontiers of science and technology, academic and occupational knowledge and skills, and
- develop readiness to join the world of work.
Competencies of the Subject
By the end of the course, students should be competent in:
- analyzing issues critically with informed arguments;
- evaluating aesthetic and moral values;
- presenting opinions and facts;
- communicating effectively; and
- composing literary
Objectives of the Subject
By the end of Form IV, students who opted for Literature in English should be able to:
- communicate effectively using the English language;
- explore, examine, and reflect on various issues in literary works;
- appreciate aesthetic and moral values in different situations and contexts;
- appreciate and analyze literary works and their genres;
- promote Tanzanian cultural heritage and identity;
- appreciate multiculturalism, develop self-consciousness, and
- prepare a foundation to pursue Literature courses at higher levels of
Structure and Organisation of the Syllabus
This syllabus has two parts. The first part comprises class-level competencies and objectives. The second part is the syllabus content presented in the matrix. The matrix includes the topics, sub-topics, specific objectives, teaching and learning strategies, teaching and learning resources, assessment criteria, and number of periods.
Class level competencies
The class-level competencies are the general competencies intended to be achieved within the class level or within each year of study. These competencies reflect the skills, knowledge, and attitudes that the learner should demonstrate within a particular level of class. However, the competencies are not discrete but relatively continuous. A particular competency may require more than one year to be fully developed.
Class level objectives
The class-level objectives are intended to be achieved within the class level. These are specific instructional objectives at a particular class level. The class-level objectives in this syllabus are stated in general terms and have been derived from the competencies. For each competency intended to be achieved, one or more objectives have been stated to achieve it.
Topics/sub-topics
This part describes the subject matter. The major topics in this syllabus have been derived from the class-level competencies and objectives.
Every major topic has been divided into several subtopics. Each subtopic comprises a portion of the topic’s content. The subtopics have also been arranged to attain a logical order and facilitate the learning process.
The horizontal treatment of this syllabus is controlled by the subtopics. This means that for every subtopic, there are teaching and learning strategies, teaching and learning resources, assessment strategies, and the estimated number of periods.
Specific objectives
These include statements describing results in knowledge, attitude, skill, and behavior that a student is expected to achieve and perform after completing the program. They also reflect attaining the specified cognitive, affective, and psychomotor competencies.
Teaching and learning strategies
Teaching and learning strategies indicate what the teacher and the student are expected to do in the teaching and learning process. However, the teacher is free to design his/ her own teaching and learning strategies.
The teacher is expected to work as a facilitator to support students’ learning. Participatory and cooperative learning-based activities are encouraged so that students can work in groups and participate effectively in learning processes.
Teaching and learning resources/materials
Many resources will be needed to teach and learn this subject. The teacher and students should collaborate to collect or improvise alternative resources available in the school environment when needed.
The teacher is also expected to constantly seek information from various sources to teach the topics well. The Ministry of Education, Science and Technology shall provide the list of texts for reference (plays, novels, short stories, and poetry).
Assessment criteria and methods
Assessment is stated in terms of questions. However, during teaching and learning, the teacher should use different assessment tools and strategies to engage students in learning and assess their understanding of the specific content. Assessment shall focus on assessing students’ ability to demonstrate knowledge, attitudes, skills, and values of literary works.
Assessment comprises formative and summative assessments. Formative assessment shall entail classroom-based assessment practices and school-based summative assessment. School-based summative assessment shall be done in a term as a mid-term test, terminal, and annual examination. The summative evaluation shall also constitute national examinations. Part of school-based summative assessment marks (i.e., project work marks, tests, and examinations) shall be submitted to NECTA as continuous assessment.
Periods
Literature in English at Ordinary Level Secondary Education is taught in Form III and IV. One class has 156 periods for one academic year. Teachers are advised to budget their time and workload carefully to cover the syllabus.
FORM III
CLASS LEVEL COMPETENCIES
By the end of Form III, the student should be competent in:
- using literary terms appropriately;
- analyzing the importance and functions of Literature;
- analyzing the functions of language in Literature;
- describing form and content of oral and written Literature;
- appreciating/analyzing literary works; and
- applying literary devices to creative
CLASS LEVEL OBJECTIVES
By the end of Form III, the student should be able to:
- define basic literary terms;
- explain the importance of language in Literature;
- explain the importance and functions of Literature;
- identify forms and genres of Literature;
- describe the form and content of pieces of literary works;
- analyze literary devices;
- compose simple literary works, and
- Explain the relationship between language and
Complete English Syllabus in PDF Format
LITERATURE IN ENGLISH SYLLABUS FOR SECONDARY SCHOOLS FORM III-IV
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