ZIMBABWE

MINISTRY OF PRIMARY AND SECONDARY EDUCATION

LITERATURE IN ENGLISH
SYLLABUS

FORMS 5 - 6

2015 - 2022

Curriculum Development and Technical Services

P. O. Box MP 133
Mount Pleasant
Harare

© All Rrights Reserved

2015
Literature in English Syllabus Forms 5 - 6

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

- The National Literature in English panel

- Colleges and universities
- Publishers
- Zimbabwe School Examinations Council (ZIMSEC)
- United Nations Children’s Fund (UNICEF)

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Literature in English Syllabus Forms 5 - 6

CONTENTS

ACKNOWLEDGEMENTS........................................................................................................................... i

CONTENTS................................................................................................................................................. ii

1.0 PREAMBLE..........................................................................................................................................
explanatory introduction 1

2.0 PRESENTATION OF SYLLABUS........................................................................................................ 1

3.0 AIMS...................................................................................................................................................... 1

4.0 SYLLABUS OBJECTIVES................................................................................................................... 2

5.0 METHODOLOGY AND TIME ALLOCATION........................................................................................ 2

6.0 TOPICS................................................................................................................................................. 2

7.0 SCOPE AND SEQUENCE.................................................................................................................... 3

8.0 COMPETENCY MATRIX....................................................................................................................... 4

FORM 5....................................................................................................................................................... 4

FORM 6....................................................................................................................................................... 11

9.0 ASSESSMENT.................................................................................................................................. 20

APPENDIX A............................................................................................................................................... 24

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Literature in English Syllabus Forms 5 - 6

1.0 PREAMBLE • is able to read and communicate views on a text

independently
• has studied different genres of literature and can
1.1 INTRODUCTION
identify different techniques used in such
• can comment on contemporary issues such as
The Forms 5 – 6 Literature in English syllabus enhances
HIV and AIDS, poverty, corruption and gender
learners` ability to appreciate, analyse and present argu-
raised in texts
ments (views, opinions) comprehensively. The syllabus
• is able to identify and explain plot, setting, themes
endeavours to instil the principles of inclusivity, accept-
and characters in a given text
able attitudes, values and habits. Literature is a vehicle
through which Unhu/Ubuntu/Vumunhu (societal norms
and values) and experiences of Zimbabweans, Africans
1.5 CROSS-CUTTING THEMES
and other peoples of the world are interrogated. For this
reason, the Zimbabwean and the Comment and Appreci- The following cross-cutting themes should be addressed
ation Papers have been made compulsory. through the teaching and learning of Literature in English
at Forms 5 and 6:

1.2 RATIONALE
• Children’s Rights and Responsibilities
• Communication
The syllabus is intended to sharpen and broaden the
• Gender Equity
learners` appreciation of different genres (poetry, prose
• Human Rights
and drama). It enhances analytical skills and creates
• Sexuality, HIV and AIDS
independent thought. The syllabus cultivates heritage
• Disaster Risk Reduction
awareness, patriotism and tolerance of other peoples
• Heritage Studies
and their cultures. The learners` knowledge enables
• Collaboration
them to discern and handle social relations objectively.
• Environmental Issues
The syllabus promotes enterprise skills through creative
• Guidance and Counselling
writing, audio-visual performances, public displays and
• Enterprise Skills
creative arts. In addition, learners will acquire the follow-
• Life Skills
ing life skills:

• Communication
• Creative writing and Innovation 2.0 PRESENTATION OF
• Self-management and Moral judgment SYLLABUS
• Problem solving
• Leadership skills and Teamwork The Literature in English syllabus is presented as a sin-
• Technology integration gle document that covers Forms 5 and 6.
• Research
• Decision making
• Conflict resolution
3.0 AIMS
1.3 SUMMARY OF CONTENT
The syllabus aims to:
The Forms 5 and 6 Literature in English syllabus cov-
• develop an appreciation of, and an informed personal
ers literature from Zimbabwe, Africa and the rest of the
response to Literature in English in a variety of texts
world. The emphasis is on the analysis and evaluation
in different genres and from different historical periods
of experiences of various peoples and how writers use
and cultures
language and style to convey meaning. The syllabus
• develop skills of critical literary analysis
focuses on the study of drama, poetry and prose.
• enrich learners’ qualities of Unhu/Ubuntu/Vumunhu;
strengthening patriotism and appreciation of national
1.4 ASSUMPTIONS
culture and heritage
• empower learners with relevant knowledge and skills
It is assumed that the learner:
to solve problems in different situations

• cultivate a culture of intensive and extensive reading

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Literature in English Syllabus Forms 5 - 6

for personal development and enrichment • Interviews

• enhance enterprise skills in learners for self-suste- • Use of resource persons
nance
5.2 Time Allocation

The learning area should be allocated at least 10 periods

4.0 SYLLABUS OBJECTIVES of 35-40 minutes per week and at least 2 Educational
Tours, that is, one in Form 5 and one in Form 6.
It is expected that by the end of the two-year period of
study, learners will be able to:

• appreciate the contexts in which literary works are

6.0 TOPICS
written and understood
• Genres
• comment on the ways in which writers’ choices of
• Critical Appreciation
form, structure and language shape meaning
• Background to set texts
• produce knowledgeable, independent opinions
• Setting
and judgements on literary texts
• Plot
• communicate clearly and effectively the knowl-
• Themes
edge, understanding and insight appropriate to
• Literary techniques
Unhu/Ubuntu/Vumunhu philosophy in Zimbabwe-
• Characterisation
an and other literatures
• relate literary works to their personal and social
experiences
• read a variety of texts for enjoyment and personal
enrichment
• create their own literary works
• use ICT skills to research on a variety of literary
issues and cross cutting themes
• use literary skills to start and manage own busi-
nesses

5.0 METHODOLOGY AND TIME

ALLOCATION

5.1 METHODOLOGY

Interactive, multi-sensory and holistic approaches are
recommended to enhance inclusive participation in the
teaching and learning of Literature in English. In this
regard, the following learner-centred methodologies are
suggested in order to enrich and develop the learners:

• Research
• Discussions
• Presentations
• Seminars
• Debate and public speaking
• Theatre and drama
• Educational tours
• Use of ICT tools

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Literature in English Syllabus Forms 5 - 6

7.0 SCOPE AND SEQUENCE

7.0 SCOPE AND SEQUENCE

TOPIC FORM 5 FORM 6

GENRES  Prose, poetry, drama  Prose, poetry, drama
 Form, structure and language  Form, structure and language
CRITICAL APPRECIATION  Approaches and methods to critical appreciation  Approaches and methods to critical
 Effectiveness of literary techniques appreciation
 Narrative techniques and stylistic devices  Effectiveness of literary techniques
 Techniques in drama  Narrative techniques and stylistic devices
 Techniques in drama
BACKGROUND TO SET TEXTS  Historical background:  Historical background:
-Social -Social
-Political -Political
-Economical -Economical
-Cultural -Cultural
 Writers’ background • Writers’ background
SETTING  Setting (time and place)  Setting (time and place)
PLOT  Plots and sub-plots  Plots and sub-plots
THEMES/CONCERNS  Major and minor themes in a text  Major and minor themes in a text
 Themes in relation to learners` experiences  Themes in relation to learners` experiences
LITERARY TECHNIQUES  Titling  Titling
 Narrative methods and style  Narrative methods and style
 Techniques in drama  Techniques in drama
 Poetic devices  Poetic devices
CHARACTERISATION  Characters  Characters

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Literature in English Syllabus Forms 5 - 6

8.0 COMPETENCY MATRIX

FORM
8.0 5
COMPETENCY MATRIX

8.1.1 TOPIC
FORM1:
5 GENRES

8.1.1 TOPIC 1: GENRES

SUB TOPIC OBJECTIVES: UNIT CONTENT SUGGESTED LEARNING SUGGESTED

Learners should be able to: (Knowledge, skills and ACTIVITIES AND NOTES LEARNING
attitudes) RESOURCES
PROSE, POETRY,  state the characteristics of each  Characteristics of  Researching on the  Reference materials
DRAMA genre each genre characteristics of each  Sample texts
 assess the appropriateness of  Suitability of genre to genre  ICT tools
the genre to express the content  Analysing set texts
content
FORM,  comment on the form, structure  Relationship between  Discussing the significance  Reference materials
STRUCTURE AND and language used form, language and of form, structure and  Sample texts
LANGUAGE structure to meaning language used  ICT tools
 analyse the writer`s use of  Writer`s use of  Commenting on ways in
language to convey meaning language which writers use language
to convey meaning

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Literature in English Syllabus Forms 5 - 6

8.1.2 TOPIC 2: CRITICAL APPRECIATION

8.1.2 TOPIC 2: CRITICAL APPRECIATION

SUB TOPIC OBJECTIVES: UNIT CONTENT (Knowledge, SUGGESTED LEARNING SUGGESTED

Learners should be able to: skills and attitudes) ACTIVITIES AND NOTES LEARNING
RESOURCES
APPROACHES AND  demonstrate an  Approaches such as:  Researching,  ICT tools
METHODS TO understanding of different - Gender presenting and  Reference
CRITICAL approaches and methods - Formalist discussing approaches materials
APPRECIATION to critical appreciation - Biographical and methods to critical  Sample texts
 compose own literary - Historical appreciation  Resource persons
works - Reader Response  Creating own literary
- Mythological works
- Sociological  Critiquing sample texts
- Psychological
 Use of comparison, contrast,
continuation of passages
 Effectiveness of approaches
and methods to critical
appreciation
LITERARY  analyse the effectiveness  Effects of literary techniques  Researching on  ICT tools
APPRECIATION of literary devices used in  Literary techniques in given relevance of techniques  Reference
(POETRY) poetry contexts materials
 use appropriate literary  Tone  Discussing  Personal portfolio
devices in their creative  Mood effectiveness of literary  Resource persons
writing  Atmosphere devices used in poetry
 Writing and performing
poetry on cross cutting
issues such as HIV and
AIDS, poverty,
corruption
 Attending public
performances by
professional poets
NARRATIVE  analyse different narrative  Narrative techniques such as:  Discussing different  ICT tools
TECHNIQUES AND techniques and stylistic - Author`s point of view narrative techniques  Reference
STYLISTIC DEVICES devices used in texts - Flashback and stylistic devices material
(PROSE) under study - Foreshadowing used in texts under  Set texts
 evaluate the  Stylistic devices study  Sample texts
appropriateness of  Appropriateness of narrative  Evaluating the  Resource persons
narrative techniques to techniques to the message of appropriateness of
the message of the text texts narrative techniques to

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Literature in English Syllabus Forms 5 - 6

SUB TOPIC OBJECTIVES: UNIT CONTENT (Knowledge, SUGGESTED LEARNING SUGGESTED

Learners should be able to: skills and attitudes) ACTIVITIES AND NOTES LEARNING
RESOURCES
 Tone the message of the text
 Mood  Creating literary works
 Atmosphere
TECHNIQUES IN  explore techniques in  Dramatic techniques such as:  Analysing techniques in  Relevant texts
DRAMA drama drama  ICT tools
 examine the effectiveness  Evaluating the  Reference
- Soliloquy

of dramatic techniques effectiveness of materials

- Aside

dramatic techniques in  Resource persons

- Costume

 Effectiveness of dramatic texts

- Characterisation

techniques  Dramatising extracts

 Tone from texts
 Mood
 Atmosphere

8.1.3 TOPIC 3: BACKGROUND TO SET TEXTS

8.1.3 TOPIC 3: BACKGROUND TO SET TEXTS

SUB TOPIC OBJECTIVES: UNIT CONTENT SUGGESTED LEARNING SUGGESTED

Learners should be able to: (Knowledge, skills and ACTIVITIES AND NOTES LEARNING
attitudes) RESOURCES
HISTORICAL  analyse historical background  Historical background:  Researching on historical  Set text
BACKGROUND of selected texts - social information on a text under  ICT tools
- political study  Reference
- economic materials
- cultural  Resource
persons
 comment on the relationship  writers’ background  Assessing the extent to which
between the background and  Critique of background the background contributes to
the central ideas in a text of a text the understanding of the text

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Literature in English Syllabus Forms 5 - 6

8.1.4 TOPIC 4: SETTING

8.1.4 TOPIC 4: SETTING

SUB TOPIC OBJECTIVES: UNIT CONTENT SUGGESTED LEARNING SUGGESTED

Learners should be able to: (Knowledge, skills and ACTIVITIES AND NOTES LEARNING
attitudes) RESOURCES
SETTING (TIME  identify different settings in a  Setting  Distinguishing different settings  Maps
AND PLACE) text - Place and time in a text  ICT tools
 assess the relationship  Significance of setting  Discussing the relevance of  Reference
between setting and events in a in a text setting to unfolding events materials
text  Relating setting to different  Resource
prevailing situations in set texts persons

8.1.5 TOPIC 5: PLOT

8.1.5 TOPIC 5: PLOT

SUB TOPIC OBJECTIVES: UNIT CONTENT SUGGESTED LEARNING SUGGESTED

Learners should be able to: (Knowledge, skills and ACTIVITIES AND NOTES LEARNING
attitudes) RESOURCES
PLOTS AND SUB-  analyse different plot types  Types of plots:  Discussing the significance of  ICT tools
PLOTS - Linear the plots  Reference
- Cyclical materials
- Fragmented  Set texts
- Flashback and  Resource
foreshadowing persons
 explore the relationship  Significance of identified  Exemplifying different plot  Costumes and
between main plots and sub- types of plot types props
plots  Relationship between  Dramatizing events in set texts
sub-plots and main plots
 trace the development of plot  Plot development  Critiquing the plot
in given texts development

 create short stories and drama  Writing short stories and

using different plot types drama using different plot
types

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Literature in English Syllabus Forms 5 - 6

8.1.6 TOPIC 6: THEMES/CONCERNS

8.1.6 TOPIC 6: THEMES/CONCERNS

SUB TOPIC OBJECTIVES: UNIT CONTENT SUGGESTED LEARNING SUGGESTED

Learners should be able to: (Knowledge, skills and ACTIVITIES AND NOTES LEARNING
attitudes) RESOURCES
MAJOR AND  identify major and minor  Main concerns in a text  Researching on major and  ICT tools
MINOR CONCERNS concerns minor themes  Reference
 evaluate major themes and  Minor themes in a text  Discussing major and minor materials
minor themes  Relationship between themes  Set texts
SUB TOPIC OBJECTIVES: UNITmajor and minor
CONTENT SUGGESTED LEARNING Resource persons
SUGGESTED
Learners should be able to: (Knowledge,
themes skills and ACTIVITIES AND NOTES LEARNING
attitudes) RESOURCES
THEMES IN  relate themes in a text to  Themes in relation to  Critiquing themes in relation  ICT tools
RELATION TO learners’ experiences learners’ experiences to individual experience  Set texts
LEARNERS`  create stories, poems and  Composing stories, poems  Reference
EXPERIENCES drama on contemporary and and drama on contemporary materials
cross-cutting themes from texts and cross-cutting themes for  Resource persons
performance and publication  Costumes and
props

8.1.7 TOPIC 7: LITERARY TECHNIQUES

8.1.7 TOPIC 7: LITERARY TECHNIQUES

SUB TOPIC OBJECTIVES: UNIT CONTENT (Knowledge, skills SUGGESTED SUGGESTED

Learners should be able to: and attitudes) LEARNING ACTIVITIES LEARNING
AND NOTES RESOURCES
TITLING  evaluate the relevance of the  Types of titles  Discussing the relevance of  Set texts
title to the text - Metaphorical titles of studied texts  ICT tools
- Ironic  Reference
- Eponymous materials
 deduce meaning from texts`  Pictures and colours of  Explaining the meanings  Resource
cover graphics the cover of a text conveyed by the cover pictures persons
 comment on the significance of and colours of texts
texts` cover designs
 design cover graphics for  Creating own cover graphics
studied texts for studied texts

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Literature in English Syllabus Forms 5 - 6

SUB TOPIC OBJECTIVES: UNIT CONTENT SUGGESTED LEARNING SUGGESTED

Learners should be able to: (Knowledge, skills and ACTIVITIES AND NOTES LEARNING
attitudes) RESOURCES
NARRATIVE  assess the effectiveness of  Narrative methods  Evaluating the effects of  Set texts
METHODS AND narrative techniques in set narrative techniques used in  ICT tools
STYLE texts set texts  Reference
 justify the use of stylistic  Stylistic devices  Commenting on the use of materials
devices in set texts stylistic devices in set texts  Resource
persons
TECHNIQUES IN  analyse the different forms of  Forms of drama:  Differentiating forms of drama  ICT tools
DRAMA drama - Tragedy  Costumes
 comment on the effectiveness - Comedy  Discussing the effectiveness of  Props
of dramatic techniques - Tragi-comedy dramatic techniques in a given  Set texts
 Dramatic techniques: text  Sample texts
- Stage directions  Resource
- Exposition persons
- Aside
- Soliloquy
- Dramatic irony
 Stage craft:
- Lighting
- Props
 Theatre and film

 produce a play from a studied  Producing and staging

text contextualised versions of
texts
 adapt a set text play to suit  Creating and staging own
their own environment plays

POETIC DEVICES  evaluate different types of  Types of poems:  Exploring different types of  ICT tools
poems in relation to different - Narrative (epic, poems in relation to different  Reference
poetic devices mock-epic, ballad) poetic devices materials
- Lyrical  Set texts
- Descriptive and  Sample texts
Didactic  Resource
 Poetic devices such as: persons
- Imagery
- Metaphor
- Symbolism

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Literature in English Syllabus Forms 5 - 6

SUB TOPIC OBJECTIVES: UNIT CONTENT SUGGESTED LEARNING SUGGESTED

Learners should be able to: (Knowledge, skills and ACTIVITIES AND NOTES LEARNING
attitudes) RESOURCES
 assess the effectiveness of - Onomatopoeia  Discussing the effectiveness of
poetic devices - Oxymoron poetic devices
- Alliteration
- Assonance

8.1.8 TOPIC 8: CHARACTERISATION

8.1.8 TOPIC 8: CHARACTERISATION

SUB TOPIC OBJECTIVES: UNIT CONTENT SUGGESTED LEARNING SUGGESTED

Learners should be able to: (Knowledge, skills and ACTIVITIES AND NOTES LEARNING
attitudes) RESOURCES
CHARACTERS  relate characters to their  Significance and role  Relating characters to their  ICT tools
societal norms and values of characters societal norms and values  Set books
(thematic (Unhu/Vuntu/Vumunhu)  Reference
 describe the role and development of plot)  Discussing the roles and materials
significance of characters in a  Characters as significance of characters in a  Resource
text symbols text persons
 Aptness of names  Commenting on characters as
 Personal response to symbols
characters  Evaluating the literary value of
some names of characters in a
text

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Literature in English Syllabus Forms 5 - 6

FORM 6
FORM 6
8.2.1 TOPIC 1: GENRES
8.2.1 TOPIC 1: GENRES

SUB TOPIC OBJECTIVES: UNIT CONTENT SUGGESTED LEARNING SUGGESTED

Learners should be able to: (Knowledge, skills and ACTIVITIES AND NOTES LEARNING
attitudes) RESOURCES
PROSE, POETRY,  compare and contrast  characteristics of each  Researching on the  Reference materials
DRAMA characteristics of different genre characteristics of each  Sample texts
genres genre  ICT tools
 assess the appropriateness of  suitability of genre to  Distinguishing  Resource persons
the genre to express the content characteristics of genres
content  Analysing set texts
FORM,  comment on the form, structure  Relationship between  Discussing the significance  Reference materials
STRUCTURE AND and language used form, language and of form, structure and  Sample texts
LANGUAGE structure to meaning language used  ICT tools
 evaluate the effectiveness of  Writer`s use of  Commenting on ways in
the writer`s use of language to language which writers use language
convey meaning to convey meaning

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Literature in English Syllabus Forms 5 - 6

8.2.2 TOPIC 2: CRITICAL APPRECIATION

8.2.2 TOPIC 2: CRITICAL APPRECIATION

SUB TOPIC OBJECTIVES: UNIT CONTENT (Knowledge, skills and SUGGESTED LEARNING SUGGESTED
Learners should be able attitudes) ACTIVITIES AND NOTES LEARNING
to: RESOURCES
APPROACHES AND  analyse texts using  Approaches such as:  Researching,  ICT tools
METHODS TO different approaches - Afrocentric presenting and  Reference
CRITICAL and methods - Gender discussing materials
APPRECIATION - Formalist approaches and  Sample texts
- New Criticism methods to critical  Resource
- Biographical/Autobiographical appreciation persons
- Historical
- Reader Response
- Mythological
- Marxist
- Psychological
 Use of comparison, contrast,  Comparing and
continuation of passages contrasting different
 Effectiveness of approaches and approaches and
methods to critical appreciation methods to critical
appreciation
 Creating own literary
works
LITERARY  analyse the  Effects of literary techniques  Researching on  ICT tools
APPRECIATION effectiveness of  Tone relevance of  Reference
(POETRY) literary devices used  Mood techniques materials
in poetry  Atmosphere  Discussing  Personal
 use appropriate effectiveness of portfolio
literary devices in their literary devices used  Resource
creative writing in poetry persons
 Writing and
performing poetry on
cross cutting issues
such as gender,
disaster risk reduction,
environmental
awareness
 Attending public
performances by
professional poets

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Literature in English Syllabus Forms 5 - 6

SUB TOPIC OBJECTIVES: UNIT CONTENT (Knowledge, skills and SUGGESTED LEARNING SUGGESTED
Learners should be able attitudes) ACTIVITIES AND NOTES LEARNING
to: RESOURCES
NARRATIVE  analyse different  Narrative techniques such as:  Discussing different  ICT tools
TECHNIQUES AND narrative techniques - Author`s point of view narrative techniques  Reference
STYLISTIC DEVICES and stylistic devices - Flashback and stylistic devices materials
(PROSE) used in texts under - Foreshadowing used in texts under  Set texts
study  Stylistic devices study  Sample texts
 evaluate the  Appropriateness of narrative techniques  Evaluating the  Resource
appropriateness of to the message of texts appropriateness of persons
narrative techniques  Tone narrative techniques
to the message of the  Mood to the message of the
text  Atmosphere text
 Creating literary works

TECHNIQUES IN  explore techniques in  Dramatic techniques such as:  Analysing techniques  Relevant texts
DRAMA drama in drama  ICT tools
 examine the  Evaluating the  Reference
- Soliloquy

effectiveness of effectiveness of materials

- Aside

dramatic techniques dramatic techniques in  Resource

- Costume

 Effectiveness of dramatic techniques texts persons

- Characterisation

 Tone  Filming performances  ICT tools

 Mood of extracts from texts
 Atmosphere

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Literature in English Syllabus Forms 5 - 6

8.2.3 TOPIC 3: BACKGROUND TO SET TEXTS

8.2.3 TOPIC 3: BACKGROUND TO SET TEXTS

SUB TOPIC OBJECTIVES: UNIT CONTENT SUGGESTED LEARNING SUGGESTED

Learners should be able to: (Knowledge, skills and ACTIVITIES AND NOTES LEARNING
attitudes) RESOURCES
HISTORICAL  examine historical background  Historical background:  Researching on historical  Set texts
BACKGROUND of selected texts - social information on a text under  ICT tools
- political study  Reference
- economic materials
- cultural  Resource
- writers’ persons
background
 evaluate the relationship  Critique of background  Assessing the extent to which
between the background and of a text the background contributes to
the central ideas in a text the understanding of the text

8.2.4 TOPIC 4: SETTING

8.2.4 TOPIC 4: SETTING

SUB TOPIC OBJECTIVES: UNIT CONTENT SUGGESTED LEARNING SUGGESTED

Learners should be able to: (Knowledge, skills and ACTIVITIES AND NOTES LEARNING
attitudes) RESOURCES
SETTING (TIME  explore different settings in a  Setting  Distinguishing different settings  Maps
AND PLACE) text - Place and time in a text  ICT tools
 evaluate the relationship  Significance of setting  Discussing the relevance of  Reference
between setting and events in a in a text setting to unfolding events materials
text  Relating setting to different  Resource
prevailing situations in set texts persons

8.2.5 TOPIC 5: PLOT

SUB TOPIC OBJECTIVES: UNIT CONTENT SUGGESTED LEARNING SUGGESTED

Learners should be able to: (Knowledge, skills and ACTIVITIES AND NOTES LEARNING
attitudes) RESOURCES
PLOTS AND SUB-  explore different plot types  Types of plots:  Discussing the significance of  ICT tools
PLOTS  examine the relationship - Linear the plots  Reference
between main plots and sub- 14
- Cyclical  Exemplifying different plot materials 19
plots - Fragmented types  Set texts
- Flashback and  Dramatizing events in set texts  Resource
 AND PLACE) text - Place and time in a text  ICT tools
 evaluate the relationship  Significance of setting  Discussing the relevance of  Reference
Literature in English Syllabus Forms 5 - 6 between setting and events in a in a text setting to unfolding events materials
text  Relating setting to different  Resource
8.2.5 TOPIC 5: PLOT prevailing situations in set texts persons

8.2.5 TOPIC 5: PLOT

SUB TOPIC OBJECTIVES: UNIT CONTENT SUGGESTED LEARNING SUGGESTED

Learners should be able to: (Knowledge, skills and ACTIVITIES AND NOTES LEARNING
attitudes) RESOURCES
PLOTS AND SUB-  explore different plot types  Types of plots:  Discussing the significance of  ICT tools
PLOTS  examine the relationship - Linear the plots  Reference
between main plots and sub- - Cyclical  Exemplifying different plot materials
plots - Fragmented types  Set texts
- Flashback and  Dramatizing events in set texts  Resource
foreshadowing persons
 Significance of identified  Costumes and
types of plot props
 Relationship between
sub-plots and main plots
 trace the development of plot  Plot development  Critiquing the plot
in given texts development

 create short stories and drama

using different plot types  Writing short stories and
drama using different plot
types

20

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Literature in English Syllabus Forms 5 - 6

8.2.6 TOPIC 6: THEMES

8.2.6 TOPIC 6: THEMES

SUB TOPIC OBJECTIVES: UNIT CONTENT SUGGESTED LEARNING SUGGESTED

Learners should be able to: (Knowledge, skills and ACTIVITIES AND NOTES LEARNING
attitudes) RESOURCES
MAJOR AND  explore the relationship of  Main themes in a text  Researching on major and  ICT tools
MINOR THEMES different themes in set texts  Minor themes in a text minor themes  Reference
 distinguish between major and  Relationship of  Discussing major and minor materials
minor themes themes themes  Set texts
 comment on the treatment of  Resource
themes in set texts persons
THEMES IN  relate themes in a text to  Themes in relation to  Critiquing themes in relation to  ICT tools
RELATION TO learners’ experiences learners’ experiences individual experience  Set texts
LEARNERS`  create stories, poems and  Composing stories, poems and  Reference
EXPERIENCES drama on contemporary and drama on contemporary and materials
cross-cutting themes from texts cross-cutting themes for  Resource
performance and publication persons
 Costumes and
props

21
16
Literature in English Syllabus Forms 5 - 6

8.2.7 TOPIC 7: LITERARY TECHNIQUES

8.2.7 TOPIC 7: LITERARY TECHNIQUES

SUB TOPIC OBJECTIVES: UNIT CONTENT SUGGESTED LEARNING SUGGESTED

Learners should be able to: (Knowledge, skills and ACTIVITIES AND NOTES LEARNING
attitudes) RESOURCES
TITLING  evaluate the relevance of the  Types of titles:  Debating on the relevance of  Set texts
title to the text - Metaphorical titles of studied texts  ICT tools
 deduce meaning from texts` - Ironic  Reference
cover graphics - Eponymous materials
 comment on the significance  Pictures and colours of  Explaining the meanings  Resource
of texts` cover designs the cover of a text conveyed by the cover pictures persons
and colours of texts
 design cover graphics for  Creating own cover graphics
studied texts for studied texts
NARRATIVE  analyse the effectiveness of  Narrative methods  Evaluating the effects of  Set texts
METHODS AND narrative techniques in set narrative techniques used in  ICT tools
STYLE texts set texts  Reference
 justify the use of stylistic  Stylistic devices  Commenting on the use of materials
devices in set texts stylistic devices in set texts  Resource
persons
TECHNIQUES IN  analyse the different forms of  Forms of drama:  Differentiating forms of drama  ICT tools
DRAMA drama - Tragedy  Costumes
 comment on the effectiveness - Comedy  Discussing the effectiveness of  Props
of dramatic techniques - Tragi-comedy dramatic techniques in a given  Set texts
 Dramatic techniques: text  Sample texts
 produce a play from a studied - Stage directions  Producing and staging  Resource
text - Exposition contextualised versions of persons
- Aside texts
- Soliloquy
- Dramatic irony
 Stagecraft
- Lighting
- Props
 Theatre and film
 adapt a set text play to suit  Creating and staging own
their own environment plays

POETIC DEVICES  Relate different poetic devices  Types of poems:  Exploring different types of  ICT tools

17 22
Literature in English Syllabus Forms 5 - 6

SUB TOPIC OBJECTIVES: UNIT CONTENT SUGGESTED LEARNING SUGGESTED

Learners should be able to: (Knowledge, skills and ACTIVITIES AND NOTES LEARNING
attitudes) RESOURCES
to types of poems - Narrative devices in relation to types of  Reference
- Lyrical poems materials
- Descriptive and  Set texts
didactic  Sample texts
 Poetic devices such as:  Resource
- Apostrophe persons
- Personification
- Rhyme scheme
- Imagery
- Onomatopoeia
- Oxymoron
- Alliteration
- Assonance
 assess the effectiveness of  Discussing the effectiveness of
poetic devices poetic devices

18 23
Literature in English Syllabus Forms 5 - 6

8.2.8 TOPIC 8: CHARACTERISATION

8.2.8 TOPIC 8: CHARACTERISATION

SUB TOPIC OBJECTIVES: UNIT CONTENT SUGGESTED LEARNING SUGGESTED

Learners should be able to: (Knowledge, skills and ACTIVITIES AND NOTES LEARNING
attitudes) RESOURCES
CHARACTERS  relate characters to their  Significance and role  Placing characters in the  ICT tools
societal norms and values of characters learners` societal norms and  Set books
(thematic values (Unhu/Ubuntu/Vumunhu)  Reference
development of plot) materials
 describe the role and  Characters as  Justifying the roles and  Resource
significance of characters in a symbols significance of characters in a persons
text text
 Commenting on characters as
symbols
 Aptness of names  Evaluating the literary value of
 Personal response to some names of characters in a
characters in a text text

9.0 ASSESSMENT

The syllabus scheme of assessment is based on the principle of inclusivity. Modifications of assessment instruments must be visible in
both continuous and summative forms to make them accessible to candidates with diverse needs

Literature in English will be assessed using continuous and summative methods of assessment. Continuous assessment will constitute
30% while summative assessment will constitute 70% of the total mark. Continuous assessment will consist of:

(a) Projects (practical and portfolio)

(b) Written assignments and tests

9.1 ASSESSMENT OBJECTIVES

Learners will be assessed on their ability to:

 demonstrate an appreciation of the context in which literary works are written and understood
 critically analyse and evaluate ways in which writers’ choices of form, structure and language shape meaning
19 24
Literature in English Syllabus Forms 5 - 6

9.0 ASSESSMENT
The syllabus scheme of assessment is based on the principle of inclusivity. Modifications of assessment instruments
must be visible in both continuous and summative forms to make them accessible to candidates with diverse needs

Literature in English will be assessed using continuous and summative methods of assessment. Continuous assess-
ment will constitute 30% while summative assessment will constitute 70% of the total mark. Continuous assessment
will consist of:

(a) Projects (practical and portfolio)

(b) Written assignments and tests

9.1 ASSESSMENT OBJECTIVES

Learners will be assessed on their ability to:

• demonstrate an appreciation of the context in which literary works are written and understood
• critically analyse and evaluate ways in which writers’ choices of form, structure and language shape meaning
• produceknowledgeable, independentindependent
produce knowledgeable, opinions andopinions
judgements on literary texts
and judgements on literary texts
 communicate
• communicate clearly andthe
clearly and effectively effectively
knowledge,the understanding
knowledge, understanding and insight to
and insight appropriate appropriate to Unhu/Ubuntu/Vumun
Unhu/Ubuntu/Vumun-
hu philosophy Zimbabwean
in Zimbabwean and other literatures
and other literatures
 relate
• relate literary worksliterary works
to their to their
personal personal
and and social experiences
social experiences
 create their own literary works
• create their own literary works
 perform excerpts from set texts, adaptations and own works
• perform excerpts from set texts, adaptations and own works

8.2 SCHEME
9.2 SCHEME OF
OFASSESSMENT
ASSESSMENT
Continuous Assessment
Continuous Assessment

Level Assessment Tasks Frequency Weighting

Form 5 Creative writing 1 per term 4%
Written assignments 1 per term 3%
Public Performance Once per year 3%
Project
Form 6 Creative writing 1 per term 4%
Written assignments 1 per term 3%
Public Performance Once per year 3%
Project (Forms 5 and 6) 1 per course 10%
Total 30%

NB: The project will start in Form 5 and the final mark awarded in Form 6

Summative assessment

PAPER MARK WEIGHTING DURATION

Paper 1 50 23 % 3 hours
Comment and appreciation (Unseen
passages)
(Compulsory)
Paper 2 75 23 % 3 hours
Zimbabwean Literature
(Compulsory)
Paper 3 75 23 % 3 hours
African, African- American and
Caribbean Literatures
(Optional)
Paper 4 75 23 % 3 hours
English Literature
(Optional)

20
Literature in English Syllabus Forms 5 - 6

Paper 5 75 23 % 3 hours
World Literature
(Optional)
Total 70%

NB:
NB: CANDIDATES
CANDIDATES MUST
MUST ANSWER
ANSWER PAPERS
PAPERS 1 AND
1 AND 2 AND
2 AND ANYANY OTHER
OTHER FROM
FROM PAPERS
PAPERS 3 TO35TO 5
Paper Description
Paper Description
Paper 1: Comment and Appreciation (3 hours)
Paper 1: Comment and Appreciation (3 hours)
This paper is compulsory. Questions will be set on previously unseen excerpts. One of the questions may involve a comparis
and another might offer the opportunity for imaginative response. Excerpts will be drawn from:
This paper is compulsory. Questions will be set on previously unseen excerpts. One of the questions may involve
a comparison
• of passages and another might offer the opportunity for imaginative response. Excerpts will be drawn
Poetry
from:• Drama
• Prose
• Poetry
Candidates must answer two questions out of a choice of four
• Drama
• Prose
Paper 2: Zimbabwean Literature (3 hours)

This paper
Candidates is compulsory.
must It consists
answer two questions outofofthree sections:
a choice of four
Section A: Poetry
Paper 2: Zimbabwean
Section B: Drama Literature (3 hours)
Section C: Prose
This paper is compulsory. It consists of three sections:
Six texts are offered – two for each section. Candidates must answer one question from each section. An essay question and
based question will be set on each text.
Section A: Poetry
Section
PaperB:3:
Drama
African, African-American and Caribbean Literature (3 hours)
Section C: Prose
This paper is optional. It consists of three sections:
Six texts are offered – two for each section. Candidates must answer one question from each section. An essay
Section A: African Literature
question
Sectionand
B:aAfrican-American
passage-based question
Literaturewill be set on each text.
Section C: Caribbean Literature
Six 3:
Paper texts are offered
African, – two for each
African-American andsection.
CaribbeanCandidates
Literaturemust answer one question from each section. An essay question and
(3 hours)
based question will be set on each text.
ThisPaper
paper4:isEnglish
optional.Literature
It consists(3ofhours)
three sections:
This paper is optional. It consists of three sections:
Section A: African Literature
Section B: African-American Literature
Section C: Caribbean Literature
Six texts are offered – two for each section. Candidates must answer one question from each section. An essay
question and a passage-based question will be set on each text.

Paper 4: English Literature (3 hours)

This paper is optional. It consists of three sections:

Section A: Drama
Section B: Prose
Section C: Poetry

Six texts are offered- two in section A, two in section B and two in Section C. Candidates must answer one question
from each section. An essay question and a passage-based question will be set on each text.

21
 Six texts are offered- two in section A, two in section B and two in Section C. Candidates must answer one question from each s
essay question and a passage-based question will be set on each text.
Literature in English Syllabus Forms 5 - 6

Paper 5: World Literature (3 hours)

Paper 5: World Literature (3 hours)
This paper is optional. It consists of works on prose, poetry and drama by writers from all over the world.
Six texts will be set. Candidates must answer three questions from 3 texts.
This paper is optional. It consists of works on prose, poetry and drama by writers from all over the world.
Six texts will be set. Candidates must answer three questions from 3 texts.
NB – Candidates will be assessed on their knowledge of texts, their imaginative and personal responses to
them, as well as their ability to organise and present information, ideas and arguments clearly and
logically, taking into account their use of grammar, punctuation and spelling. In all papers,
NB – Candidates will beprose
continuous assessed on their
answers are knowledge of texts,
required unless their imaginative
otherwise and personal responses to
specified.
them, as well as their ability to organise and present information, ideas and arguments clearly and
logically, taking into account their use of grammar, punctuation and spelling. In all papers,
continuous prose answers are required unless otherwise specified.
9.3 SPECIFICATION GRID FOR PAPERS 1,2,3,4 and 5

Skill Weighting
Comprehension and Knowledge/recall 20%
Analysis, Application, Synthesis & Evaluation 80%
Total 100%

22
Literature in English Syllabus Forms 5 - 6

9.4 ASSESSMENT MODEL

Learners will be assessed using both continuous and summative assessments

ASSESSMENT OF LEARNER PERFORMANCE IN

LITERATURE IN ENGLISH

CONTINUOUS ASSESSMENT 40% SUMMATIVE ASSESSMENT 60%

Projects Written Public Creative Paper Paper Paper Paper Paper

10% Assignments Performance Writing 1 2 3 4 5
6% 6% 8% 23 1/3 23 1/3 23 23 23
% % 1/3 % 1/3% 1/3 %

PROFILING

PROFILE

FINAL MARK
100%

EXIT
PROFILE

23
Literature in English Syllabus Forms 5 - 6

APPENDIX A Andrew Mayne and John Shuttleworrth, Considering

Drama, Hodder and Stoughton (ISBN 0340381949)

RESOURCE LIST
Emmanuel Ngara, Teaching Literature in Africa, Zimba-
bwe Educational Books, 1984
Please note that this is NOT a list of prescribed texts, but
rather a list of suggested materials.
Nguni waThiong`o, Writers in Politics, Heinermann, 1981

Peter Abbs and John Richardson, The Forms of Nar-

Malcom Peet and David Robinson, Leading Ques-
rative: A Practical Guide, Cambridge University Press
tions: A Course in Literary Appreciation, Nelson (ISBN
(ISBN 0521371597).
017432379)

Peter Abbs and John Richardson, The Forms of Poetry:

Robert Protherough, Developing Responses to Fiction,
A Practical Guide, Cambridge University Press (ISBN
Open University Press (ISBN 0335104050)
0521371600).

Robert Protherough, Teaching Literature for Examina-

John Brown and Terry Gifford, Teaching A-Level Litera-
tions, Open University Press (ISBN 0335104050)
ture: A Student Centres Approach (ISBN 041501641 X)

Rob Pope, The English Studies Book, Longman (ISBN

C J Brumfit and R A Carter, ed, Literature and Language
04151287676)
Teaching, Oxford University Press (ISBN 098314434)

Don Shiach, Prose and Poetry – The Reading of the

Steven Croft and Helen Cross, A Practical Guide to Poet-
Text, Cambridge University Press (ISBN 0521498945)
ry, Open University Press (ISBN 098314434)

F. R. Mhonyera and T.O. Mc Loughlin, Insights, An

Patrick Dias and Mike Hayhoe, Developing Response to
Introduction To The Criticism Of Zimbabwean And Other
Poetry, Open University Press (ISBN 0335158331)
Poetry
Mambo Press, Gweru
Rex Gibson, Teaching Shakespeare, Cambridge Univer-
sity Press (ISBN 0521577888)

Simon Greenhall and Michael Swan, Effective Reading

Skills, Reading Skills for Advanced Students, Cambridge
University (ISBN 0521317592)

Sue Hackman and Barbra Mashall, Into Literature: A

Bridging Course to Advanced Study, Hodder and Stough-
ton (ISBN 034073803)

George Keith and John Shuttleworth, Living Lan-

guage: Original Writing, Hodder and Stoughton (ISBN
034073803)

Victor J Lee, English Literature in Schools, Open Univer-

sity (ISBN 0335152467)

John Lennard, The Poetry Handbook, Oxford University

Press (ISBN 01987114920)

John Mcrae and Roy Boardman, Reading between

the Lines: Integrated Language and Literature Activi-
ties, Cambridge University Press (ISBN 0521277906;
0521277892)

24