Tanzania Standard 1 Curriculum - Reading

This information is based on the 2023 draft of the Primary Education Syllabus Standard I-II from the Tanzania Institute of Education (TIE).

The curriculum emphasizes a learner-centered approach and the use of phonics for reading instruction. The main objectives of the Standard 1 Reading curriculum are to enable pupils to develop Reading, Writing, and Arithmetic skills (3Rs). The broader aims of the curriculum include developing pupils' communication skills, physical fitness, positive attitudes towards learning, and appreciation of culture, art, sports, health, and the environment.

Reading Competencies:

The following main and specific competencies are targeted in the Standard 1 Reading curriculum:

• Main Competence: Reading
• Specific Competencies:
• Recognize letter sounds
• Recognize letter-sound relationships
• Read fluently
• Read for comprehension

Learning Activities and Assessment Criteria:

• Recognize Letter Sounds: Pupils learn to pronounce letter sounds (a-z), identify individual sounds in simple words (initial, middle, and last sounds), identify rhyming words and words with the same first sound (alliteration), blend individual sounds to form simple words, and pronounce words with short vowel sounds. Assessment involves checking the correct pronunciation of letter sounds and accurate identification of sounds within words.
• Recognize Letter-Sound Relationships: Pupils associate letters with sounds, read single-syllable words with simple structures (e.g., CVC), read words with two consonant clusters (e.g., bl, tr) and consonant digraphs (e.g., th, sh), and read words with vowel digraphs (e.g., ai, ee). Assessment focuses on the correct reading of words with these phonetic elements.
• Read Fluently: Pupils read short, simple sentences, use basic punctuation marks (full stop and question mark), and read grade-appropriate texts with appropriate pronunciation. Assessment involves evaluating the appropriate reading of sentences and texts, including pronunciation and punctuation.
• Read for Comprehension: Pupils read grade-appropriate texts for comprehension. Assessment focuses on understanding the meaning of the texts.

Teaching and Learning Resources: The syllabus suggests using real objects, pictures, word lists, wall charts, audio-visual materials, paper, and colored pencils/chalks. Teachers are encouraged to improvise and use other appropriate resources available in the school and home environments. A list of approved textbooks and reference books is provided by TIE.

Teaching and Learning Methods: The syllabus recommends using a variety of learner-centered methods, including discussions, presentations, practical work, and project work. Teachers are encouraged to adapt methods based on the specific context and integrate them with pupils' everyday lives.

Assessment: Assessment methods include exercises, observation, face-to-face interviews, checklists, tests, terminal examinations, and annual examinations. The focus is on assessing pupils' competence in the 3Rs, particularly their ability to develop reading skills.