Sungas 6 Scheme t1 2020

WK TOPIC/ OBJECTIVES COMPETENCIE RESOURCES, MEDIA TEACHING/ LEARNING ACTIVITIES/ METHODS EVALUATION
CONTENT S
REFERENCE
1GRADE 6 TIME-TABLE
072 0730 080 0830 0900 0930 100 1030 1100 1130 1200 1230 130 1400 1430 1500 153
0 0 0 0 0
TIM
E 073 0800 083 0900 0930 1000 103 1100 1130 1200 1230 1300 140 1430 1500 1530 160
0 0 0 0 0
Mon Ass MAT SHO SHO ENG PESM B H.S/S VPA Sc.Te AGRI AGRIC L S T U Y
D c C D
Tue ENG MA FAREM SHO PESM R ENG Sc.Tec Sc.Te VPA VPA U COC URRI CULA R
T E D c
Wed MAT ENG ENG SHO PESM E H.S/S FAREM SHO H.S/S PESM N CLUB CLUB CLUB S
D E D S S
Thur FAREM MA ENG SHO PESM A Sc.Te Sc.Tec G&C ICT VPA C COC URRI CULA R
E T D c
Fri Ass MAT MA SHO FAREM ENG K ENG ICT SHO AGRI AGRIC H DOC UME NTATIO
T E C N
TIME ANALYSIS
ENG. 8×30min. SHONA 8×30min. MATHS 6×30min Sc.Tec 5×30min AGRIC. 4 ×30min
H.S/S 3×30min FAREME 4 ×30min PESMD 5×30min VPA 4 ×30min ICT. 2 ×30min
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
G&C 1×30 min
CONTENTS PAGE
SCIENCE AND TECHNOLOGY ……………………………………………………….....5
PHYSICAL EDUCATION………………………………………………………………….. 30
VISUAL AND PERFORMING ARTS …………………………………………………..73
HERITAGE STUDIES ………………………………………………………………….....105
FAREME……………………………………………………………………………….……..137
AGRICULTUR ………………………………………………………….……..…………..165
ICT…………………………………………………………………………….…………….....195
GUIDANCE AND COUNCELLING.....................................................210
INDIGENOUS LANGUAGE ……………………………………………………….....217
ENGLISH…………………………………………………………………………………....245
MATHS ………………………………………………………………………………….....306
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
LEARNING AREA: JUNIOR SCIENCE AND TECHNOLOGY

BROAD AIMS
By the end of the learning area Learners should be able to:
• Identify tools and materials used in science and technology
• Investigate how people, environment and economic issues influence and are influenced by S & T
• develop develop critical evaluative skills in technical environment
• relate moral and ethical approaches to the use of science principles and technology Unhu/Ubuntu/Vumunhu
• CROSS CUTTING THEMES
• Safety in using scientific equipment and
apparatus as well as the design process
Health issues
Food security
Technology
Environmental issues
Disaster risk management
Enterprise
Sexuality, HIV and AIDS
Heritage
TOPICS
Materials and structures
Health and safety
Ernegy and fuels
1 During the Identifying Junior Print media Assumed knowledge: learners know their body
TOPIC:HE lesson Science parts.
17/01/ ALTH AND learners Describing and Human
20 SAFETY learners will:- Techno reproductive intro: learners say their body parts
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
Lesso K.C- Human -identify Explaining logy model 1. The facilitator explains female reproductive
n body human Junior system.
reproductive syllabu Electronic
1 S.C Human organs s grade media 2. Learners observe a chartshowing female
reproductive 3-7 reproducti e system while the acilitator assists.
system -draw and
label female Page 3. Learners draw and label the female reproductive
-Female reproductive 63 while the facilitator assists them.
reproductive system
system 4. Learners identify the female reproductive organs
while the facilitator assists them.
CON:Learners answer oral questions from the

facilitator.
TOPIC: :- During the Identifying Junior Print media Assumed knowledge: learners know their body
Lesso HEALTH lesson Science parts.
n AND learners Describing and Reproductive
SAFETY learners will:- Techno system model intro: learners identify the female reproductive
2 and Explaining organs
logy Electronic
3 K.C- Human Junior
body media 1. The facilitator explains male reproductive
-identify syllabu system.
S.C human s grade
Reproductive reproductive 3-7 2. Learners observe a chartshowing male reproducti
system organs e system while the acilitator assists.
Page63
-The male -draw and 3. Learners draw and label the male reproductive
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
reproductive label male while the facilitator assists them.

reproductive
system 4. Learners write an exercise in their books
individually while the facilitator assists them.
CON:Learners answer oral questions from the

facilitator.
TOPIC: During the Identifying Junior Print media Assumed knowledge: learners know human
Lesso HEALTH lesson Science reproductive system.
n AND learners Describing and Reproductive
SAFETY learners will:- Techno system model intro: learners identify female and male
4 and Explaining reproductive system while the facilitator guides
logy Electronic
5 K.C- Human -recognise the Junior
body puberty stage 1. The facilitator explains on the puberty stage and
syllabu Media gives examples
and negative s grade
S.C Human impact on Resource
reproductive early 3-7 2. Learners relate reproductive system topuberty
person stage while the facilitator assists .
system pregnance Page
-Puberty 63 3. Learners as a class discuss on early pregnance
and the challenges involved while the facilitator
assists them.
4. Learners write exercises in their books while the
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
facilitator monitors. .
Con:Revision of written work and recap of

concepts
2 TOPIC: During the Explaining Junior Reproductive Assumed knowledge: learners have learnt about
HEALTH lesson Science system puberty stage
24/1/2 AND learners Discussing and models
0 SAFETY learners will:- Techno Intro: Explain on the puberty stage while the
logy Print media facilitator asssists
Lesso K.C Human
n Junior Electronic 1.The facilitator explains on the gestation period in
body syllabu
-explain media humans
1 S.C Human gestation s grade
reproductive period in 3-7 2.Learners identify challenges involved in early
system humans marriages while thefacilitatorguides them. 3.
Page Learners in groups discuss on the gestation period
(Pregnance 63 in humans while the facilitator assists.4.Feedback.
and 5. Individual written work
gestation)
Con: answer oral questions
TOPIC: During the Identifying Junior Electronic Assumed knowledge: learners had come across
lesson Science media different health campaigns at school.
Lesso HEALTH Discussing
learners and
n AND Baby health Intro: Learners name immunisation campaigns they
learners will:- Naming Techno
SAFETY logy card had at school.
2
distinguish Junior
and 3 K.C Diseases between Print media 1. Learners discuss natural and artificialimmunity
syllabu
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
natural and s grade with the facilitator

artificial 3-7
S.C: Immune 2. Learners observe the videos of immunisation
immune
system Page campain while the facilitator guides them.
system
63
3. Learners explain the difference between natural
and artificial immune system while the facilitator
assists them.
4. Individual written work
Con:Revision of written and recap of concepts
Lesso TOPIC: During the Identifying Junior Electronic Assumed knowledge: learners know that there is
n4 lesson Science media AIDS.
and 5 HEALTH learners Discussing and
AND learners will:- Techno Health Intro: Recap of the previous lesson
SAFETY Describing personnel
logy 1. The facilitator explains on causes of HIV/AIDS
-Discuss the Junior
K.C Diseases causes of Print media and ways in which it is spread.
syllabu
S.C; HIV/AIDS s grade 2. Learner identifies ways in which HIV/AIDS is
Immune -List ways in 3-7 spread while the facilitator assists them.
system which HIV Page 3. Learners in groupsidentifies causes of HIV/AIDS
-HIV and 64 and discuss how it is spread while the facilitator
AIDS assists them
4. Learnersgive feedback from their groups findings
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
3 TOPIC: During the Identifying Junior Print media Assumed knowledge: learners know different
HEALTH lesson Science diseases
31/01/ AND learners Discussing and Pictures
20 SAFETY learners will:- Techno Intro: Recap of the previous lesson.
Naming Electronic
Lesso logy devices 1. Learners name the diseases they know.
K.C: -Suggest ways Junior
n Nutrition of preventing syllabu 2. The facilitator explains on deficiency diseases
1 deficiency s grade and their sufficient nutrients.
S.C – disease
Deficiency 3-7
3. Learners in groups identify deficiency diseases
disease Page and their ways to prevent while the facilitator
-preventing 63 assists them.
deficiency 4. Learners give feedback from their group finding
diseses while the facilitator assists them.

concepts.
Lesso TOPIC: During the Identifying Junior Print media Assumed knowledge: learners different diseases
n2 HEALTH lesson Science
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
AND learners Discussing and Pictures Intro: Recap of the previous lesson.
SAFETY learners will:- Techno
Naming logy Electronic 1. Learners name the diseases they know.
K.C: -Recognise Junior devices
Nutrition symptoms of 2. Learners identify deficiency diseases and their
syllabu sufficient nutrients while the facilitator assists them.
nutrition s grade
S.C – deficiency
Deficiency 3-7 4. Learners watch video clips deficiency diseases
disease or eating disorders
Page
63 5. Learners collect and display pictures of people
with deficiency diseases and eating disorders.
Con:Learners answer oral questions.
Lesso TOPIC: During the Naming Junior Chalk board Assumed knowledge: Learners able to answer
n3 HEALTH lesson Science revision questions
AND learners Explaining and Revision test
SAFETY learners will:- Describing Techno questions Intro: re-cape of the previous lessons
logy Step 1 The facilitator recaps the concepts taught
Revision test - answer at Junior
least half of during the week
-Revision test the revision syllabu
questions s grade Step 2 Learners answer revision test questions in
test questions 3-7 their books individually.
correctly given
Page Step 3 Revision of written work and recap of
63 concepts
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
Conclusion revision of work written
HEALTH learners Discussing and
AND learners will:- Techno Health Intro: Recap of the previous lesson
logy 1. Learners identify causes of HIV/AIDS and ways
K.C Diseases Junior Print media in which it is spread.
and -state the syllabu
prevention effects of HIV s grade 2. The facilitator explains on effects of HIV and
3-7 how HIV/AIDS is prevented.
S.C: -Describe how
HIV/AIDS AIDS can be Page 3. Learners in groupsidentifies effects of HIV/AIDS
prevented. 63 and discuss how it can be prevented while the
-Prevention facilitator assists them

5. Class discussion on findings from groups.
Con:Learners answer oral questions from the

facilitator.
5 Revision test During the Naming Junior Chalk board Assumed knowledge: Learners able to answer
lesson Science revision questions
TOPIC: All learners Explaining and Revision test
topics taught learners will:- Techno questions Intro: re-cape of the previous lessons
during the
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
term. - answer at Describing logy Step 1 The facilitator recaps the concepts taught
least half of Junior during the week
-Revision test the revision syllabu
questions test questions s pages Step 2 Learners answer revision test questions in
correctly given 63-64 their books individually.
Step 3 Revision of written work and recap of

concepts
4 TOPIC: During the Identifying Junior Print media Assumed knowledge: learners know different
MATERIAL lesson Science materials.
07/02/ S AND learners Describing and Local
20 STRUCTUR learners will:- Techno materials Intro: learners name different materials.
Explaining
Lesso ES -deduce that
logy Electronic 1.The facilitator give focus to the lesson.
n Junior media
K.C: materials syllabu 2. Learners in groups of four infere the changes of
1 Characteristi change due to s grade given materials when exposed to heat while the
cs of conditions 3-7 facilitator assists.
materials
Page 3. Learners give feedback from their group findings
S.C Materials 65 while the facilitator assists them.
change when
subjected to 4.Individual written work.
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
various Con:Revision of written work and recap of

conditions concepts
-Materials
exposed to
heat
TOPIC: During the Explaining Junior Print media Assumed knowledge: learners know different
Lesso MATERIAL lesson Science materials.
n S AND learners will:- Describing and Local
STRUCTUR Techno materials Intro: learners name different materials.
2 and - -explain how Identifying
ES logy Electronic 1.The facilitator give focus to the lesson.
3 materials Junior
K.C change media
syllabu 2. Learners in groups of four infere the changes of
CHARACTE s grade given materials when exposed to water while the
RS OF -experiment on
material 3-7 facilitator assists.
MATERIAL
S change Page 3. Learners give feedback from their group findings
65 while the facilitator assists them.
S.C:
Materials 4.Individual written work.
change
- Materials concepts
exposed to
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
water
TOPIC: Explaining Junior Print media Assumed knowledge: learners know different
Lesso MATERIAL Science materials.
- -explain how Describing Local
n S AND and
materials environment Intro: learners name different materials.
STRUCTUR Identifying Techno
4 and change
ES logy Electronic 1.The facilitator give focus to the lesson.
5
-experiment on Classifying Junior media
K.C syllabu 2. Learners in groups of four infere the changes of
material
CHARACTE s grade given materials when exposed to acid while the
change
RS OF 3-7 facilitator assists.
MATERIAL
S Page 3. Learners give feedback from their group findings
65 while the facilitator assists them.
S.C:
change
exposed to
acid
5 TOPIC: During the Explaining Junior Print media Assumed knowledge: learners know different
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
14/02/ MATERIAL lesson Describing Science Local materials.

20 S AND learners and environment
STRUCTUR learners will:- Identifying Techno Intro: learners name different materials.
Lesso ES logy Electronic
n - -explain how Classifying media 1.The facilitator give focus to the lesson.
Junior
K.C materials syllabu 2. Learners in groups of four infere the changes of
1 CHARACTE change s grade given materials when exposed to oxygen while the
RS OF 3-7 facilitator assists.
MATERIAL -experiment on
S material Page 3. Learners give feedback from their group findings
change 65 while the facilitator assists them.
S.C:
change
exposed to
oxygen
Lesso TOPIC: During the Describing Junior Print media Assumed knowledge: Learners know elements in
n MATERIAL lesson Science nature
S AND learners Stating and Elements in
2 and STRUCTUR learners will:- Techno nature Intro: Learners list the elements in nature.
3 Identifying
ES logy
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
K.C writing Junior Periodic table 1. The facilitator give focus of elements in nature.
ELEMENTS syllabu
-identifying 2. Leaners identify the importance of oxygen in
, s grade
the importance nature while the facilitator assists them.
MIXTURES 3-7
of oxygen in
AND 3. Learners in groups discuss the importance of
nature Page
COMPOUN oxygen while the facilitator assists them.
DS 66
-explain the
importance of 4. Learners give feedback from their group findings
S.C: while the facilitator assists them.
oxygen in
Important
nature 5. Individual written work
elements in
nature -write Con: Learners answer oral questions
importance of
- Importance
oxygen in
of oxygen
nature
Lesso TOPIC: During the Describing Junior Print media Assumed knowledge: Learners know elements in
n MATERIAL lesson Science nature
S AND learners will:- Stating and Elements in
4 and STRUCTUR Techno nature Intro: Learners list the elements in nature.
5 Identifying
ES logy Periodic table 1. The facilitator give focus of elements in nature.
-identifying writing Junior
K.C syllabu 2. Leaners identify the importance of nitrogen in
the importance
ELEMENTS s grade nature while the facilitator assists them.
of oxygen in
, 3-7
nature 3. Learners in groups discuss the importance of
MIXTURES
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
AND -explain the Page nitrogen while the facilitator assists them.
COMPOUN importance of 66
DS oxygen in 4. Learners give feedback from their group findings
nature while the facilitator assists them.
S.C:
Important -write 5. Individual written work
elements in importance of Con: Learners answer oral questions
nature nitrogen in
nature
- Importance
of nitrogen
6 TOPIC: During the Describing Junior Print media Assumed knowledge: Learners know elements in
MATERIAL lesson Science nature
21/02/ S AND learners will:- Stating and Elements in
20 STRUCTUR Techno nature Intro: Learners list the elements in nature.
Identifying
Lesso ES logy Periodic table 1. The facilitator give focus of elements in nature.
n writing Junior
K.C syllabu 2. Leaners identify the importance of hydrogen in
1 ELEMENTS - -identifying s grade nature while the facilitator assists them.
, the importance 3-7
MIXTURES of oxygen in 3. Learners in groups discuss the importance of
AND nature Page hydrogen while the facilitator assists them.
COMPOUN 66
-explain the 4. Learners give feedback from their group findings
DS
importance of while the facilitator assists them.
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
S.C: hydrogen in 5. Individual written work

Important nature
elements in Con: Learners answer oral questions
nature -write
importance of
- Importance hydrogen in
of hydrogen nature
TOPIC: During the Describing Junior Print media Assumed knowledge: Learners know elements in
Lesso Stating Elements in
S AND learners will:- and
n nature Intro: Learners list the elements in nature.
ES -identifying logy
2 and Periodic table 1. The facilitator give focus of elements in nature.
the importance writing Junior
3
K.C of oxygen in syllabu 2. Leaners identify the importance of carbon in
ELEMENTS nature s grade nature while the facilitator assists them.
, 3-7
MIXTURES -explain the 3. Learners in groups discuss the importance of
AND importance of Page carbon while the facilitator assists them.
COMPOUN carbon in 66
nature 4. Learners give feedback from their group findings
DS
S.C: -write
importance of 5. Individual written work
Important
elements in carbon in
Con: Learners answer oral questions
nature nature
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
- Importance
of carbon
Lesso Stating Elements in
n nature Intro: Learners list the elements in nature.
ES identifying the logy
4 and Periodic table 1. The facilitator give focus of elements in nature.
importance of writing Junior
5
K.C oxygen in syllabu 2. Leaners identify the importance of sodium and
ELEMENTS nature s grade chlorine
, 3-7
MIXTURES -explain the in nature while the facilitator assists them.
AND importance of Page
carbon in 3. Learners in groups discuss the importance of
COMPOUN 66
nature sodium and chlorine
DS
-write while the facilitator assists them.
S.C:
Important importance of
4. Learners give feedback from their group findings
elements in in sodium and
nature chlorine
- Importance nature
of sodium Con: Learners answer oral questions
and chlorine
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
7 Stating Elements in
nature Intro: Learners list the elements in nature.
28/02/ STRUCTUR Identifying Techno
ES -explain the logy
20 Periodic table 1. The facilitator give focus of lesson on
difference Writing Junior
K.C between a compounds.
Lesso syllabu
n ELEMENTS compound and Listing 2. Leaners identify compounds tyhey know while
s grade
, original 3-7 the facilitator assists them.
1 MIXTURES substances
AND Page 3. Learners in groups discuss the structures of
COMPOUN -identify 66 protons and neutrons while the facilitator assists
DS compounds them.
S.C: -list 4. Learners give feedback from their group findings

Chemical compounds while the facilitator assists them.
compounds
-Compounds
TOPIC: During the Describing Junior Print media Assumed knowledge: Learners know some tools
MATERIAL lesson Science
Lesso Stating machines Intro: Learners list tools and machines they know
n
STRUCTUR Techno 1. The facilitator give focus of lesson tools and
- -explain the
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
2 and ES difference Identifying logy Tools machines.

3 between Junior
S.C: tools machines and Writing syllabu 2. Leaners identify machines they know while the
tools s grade facilitator assists them.
Listing
3-7 3. Learners in groups discuss the functions of tools
-functions of -identify
machines Page while the facilitator assists them.
tools
66 4. Learners give feedback from their group findings
-list machines
they know while the facilitator assists them.
TOPIC: During the Describing Junior Print media Assumed knowledge: Learners know some tools
MATERIAL lesson Science
Lesso Stating Machines Intro: Learners list tools and machines they know
n
STRUCTUR Identifying Techno Tools 1. The facilitator give focus of lesson tools and
4 and machines.
difference Writing Junior
5
S.C: tools between syllabu 2. Leaners identify machines they know while the
machines and Listing facilitator assists them.
s grade
tools 3-7
-Modelling 3. Learners in groups make models of some tools
-identify Page and machines while the facilitator assists them.
tools
machines 66
-make models
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
of different while the facilitator assists them.

machines
5. Displaying of models.
8 TOPIC: During the Describing Junior Print media Assumed knowledge: Learners know some
MATERIAL lesson Science structures such as buildings
06/03/ S AND learners will:- Stating and Environment
20 STRUCTUR Techno Mock ups Intro: Learners list structures they know
- -explain the Identifying
Lesso ES functions of
logy 1. The facilitator give focus of lesson on structures.
n Writing Junior
S.C: bridges syllabu 2. Leaners identify structures they know while the
1 structures Listing facilitator assists them.
-identify s grade
bridges on 3-7
3. Learners in groups list some structures such as
maps Page bridges and discuss their functions while the
-functionsof
bridges -make models 67 facilitator assists them.
of bridges 4. Learners give feedback from their group findings
5. Writtenwork by individuals.
TOPIC: During the Describing Junior Print media Assumed knowledge: Learners know some
Lesso Stating Environment
S AND and
n
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
2 and STRUCTUR learners will:- Identifying Techno Mock ups Intro: Learners list structures they know
3 ES logy
-explain the Writing Junior 1. The facilitator give focus of lesson on structures.
S.C: functions of syllabu
structures bridges Listing 2. Leaners identify structures they know while the
s grade facilitator assists them.
-identify 3-7
bridges on 3. Learners in groups list some structures such as a
-functionsof Page skyscrapers and dams and discuss their functions
maps 67
skyscrapers while the facilitator assists them.
and dams -make models
of bridges 4. Learners give feedback from their group findings
Lesso Stating Environment
n Intro: Learners list structures they know
STRUCTUR Identifying Techno Mock ups
4 and 1. The facilitator give focus of lesson on structures.
functions of Writing Junior
5
S.C: bridges syllabu 2. Leaners identify structures they know while the
structures Listing facilitator assists them.
-identify s grade
bridges on 3-7
3. Learners in groups list some structures such as a
maps
-functionsof
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
huts and -make models Page huts and houses

houses of bridges 67
and discuss their functions while the facilitator
assists them.

9 Stating Environment
Intro: Learners list structures they know
13/03/ STRUCTUR Identifying Techno Mock ups
20 1. The facilitator give focus of lesson on structures.
functions of Writing Junior
lesson S.C: bridges syllabu 2. Leaners identify structures they know while the
structures Listing facilitator assists them.
-identify s grade
1
bridges on 3-7
3. Learners in groups list some structures such as a
maps Page monuments
-Local
monuments -make models 67
and discuss their functions while the facilitator
of local assists them.
-The tomb of
monuments
uknown 4. Learners give feedback from their group findings
soldier
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
-Great while the facilitator assists them.

Zimbabwe
TOPIC: During the Explaining Junior Electronic Assumed knowledge: learners know the uses of
lesson Science media electricity
Lesso ENERGY Discussing
learners will:- and
n AND Health Intro: Learners list the uses of electricity
Describing Techno
FUELS - --explain logy personnel
2 1. The facilitator explains on how electricity is
how electricity Junior
K.C How generated Print media generated by hyro and thermal
electricity is syllabu
generated s grade 2. Learns read about thermal and hydro electricity.
3-7
3. Learners in groups discuss on how electricity is
Page generated while the facilitator assists them
68
S.C: Thermal while the facilitator assists them.
and hydro-
electricity 5. Individual written work
learners will:- and
n AND Techno Health Intro: Learners list the uses of electricity
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
3 FUELS --explain how Describing logy personnel 1. The facilitator explains on how electricity is
electricity Junior generated by nuclear
K.C How generated syllabu Print media
electricity is s grade 2. Learns read about nuclear electricity.
generated 3-7 3. Learners in groups discuss on how electricity is
68 4. Learnersgive feedback from their groups findings
S.C: Nuclear
learners will:- and
n AND Health Intro: Learners list the uses of electricity
Describing Techno
FUELS --explain how logy personnel
4 1. The facilitator explains on how electricity is
electricity Junior
and 5 K.C How Print media generated by solar and wind
generated syllabu
electricity is
generated s grade 2. Learns read about solar and wind electricity.
3-7
3. Learners in groups discuss on how electricity is
68
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
S.C: Solar while the facilitator assists them.

and wind
10 ENERGY Discussing
learners will:- and
AND Techno Health Intro: Learners list the uses of electricity
20/03/ Describing
FUELS --describe on logy personnel
20 1. The facilitator explain how accidents at home
how Junior
K.C Ernergy Print media arebcaused
Lesso syllabu
n s grade 2. Learns read about accidents at home aused by
3-7 electricity while the facilitator assists.
1
Page 3. Learners in groups discuss on how electricity
S.C:
68 causes accidents while the facilitator assists them
Accidents in
the use of 4. Learnersgive feedback from their groups findings
electricity while the facilitator assists them.
TOPIC: During the Explaining Junior Electronic Assumed knowledge: learners know some
lesson Science media electrical gadgets
11 ENERGY Discussing
learners will:- and
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
27/03/ AND --describe on Describing Techno Electrical Intro: Learners list some electrical gadgets
20 FUELS how electricity logy gadgets
is sed at home Junior 1. The facilitator explain how electrical gadgets are
Lesso K.C Ernergy and school syllabu Print media used at home and at school.
n s grade 2. Learners read about uses of electricity at home
2 and 3-7 and school while the facilitator assists.
3 Page 3. Learners in groups discuss on the uses of
S.C: Uses of 68 electricity while the facilitator assists them
electricity
-iros
-stoves etc
HEALTH learners will:- Discussing and
AND Techno Health Intro: Recap of the previous lesson
logy 1. Learners identify causes of HIV/AIDS and ways
K.C Diseases -state the Junior Print media in which it is spread.
and effects of HIV syllabu
prevention s grade 2. The facilitator explains on effects of HIV and
-Describe how
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
S.C: AIDS can be 3-7 how HIV/AIDS is prevented.

HIV/AIDS prevented.
Page 3. Learners in groupsidentifies effects of HIV/AIDS
-Prevention 46 and discuss how it can be prevented while the
facilitator assists them

5. Class discussion on findings from groups.
Con:Learners answer oral questions from the

facilitator.
0304/ TOPIC: All learners will:- Explaining and Revision test
20 topics taught Techno questions Intro: re-cape of the previous lessons
during the - answer at Describing
Lesso logy Step 1 The facilitator recaps the concepts taught
term. least half of Junior
n the revision during the week
-Revision test test questions syllabu
1 questions s grade Step 2 Learners answer revision test questions in

63-68 concepts
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
Revision test During the Naming Junior Chalk board Assumed knowledge: Learners able to answer
Lesso lesson Science revision questions
n TOPIC: All learners will:- Explaining and Revision test
topics taught Techno questions Intro: re-cape of the previous lessons
2 and during the - answer at Describing
3 term. least half of Junior
the revision during the week

63-68 concepts

63-68 concepts
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
03/4/2 TOPIC: All learners will:- Explaining and Revision test
0 topics taught Techno questions Intro: re-cape of the previous lessons
during the - answer at Describing
Lesso term. logy Step 1 The facilitator recaps the concepts taught
least half of Junior
n the revision during the week
-Revision test syllabu
1 test questions s grade Step 2 Learners answer revision test questions in
questions correctly given 3-7 their books individually.

63-68 concepts
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
Page concepts
63-68
Lesso Revision test During the Naming Junior Chalk board Assumed knowledge: Learners able to answer
n lesson Science revision questions
TOPIC: All learners will:- Explaining and Revision test
4 and topics taught Techno questions Intro: re-cape of the previous lessons
5 during the - answer at Describing
term. least half of Junior

63-68 concepts
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
PHYSICAL EDUCATION AND MASS DISPLAYS
Broad aims
To help learners
(1) Develop an understanding of the implications and benefits of participation in physical activities through theory and practice
(2) Develop social values, attitudes and skills through participation in Physical Education, Sport and Mass Display.
Topics
1. Human body
2. Safety and health
3. Aquatic skills
4. Kids athletics
Aim: develop an understanding of the implications and benefits of participation in physical activitiesand practicethrough theoryand practice.
Wk 1 Human body During Describi Zimbabwe work cards Group work, Discussion
17/01/ the lesson ng ministry of
20 Organs of the learners primary and pictures Assumed knowledge Learners know body parts
body will:- Explaini secondary
ng charts Introduction Singing a song about body parts
-Humans education
-Identify smartphone 1. Learners identify body parts.
Lesso have external Identifyi
body Physical
n1 and internal ng Magazine 2. Learners name the functions of body parts they
parts. Education Sport
body parts and Mass have identified while the facilitator assists them.
with -identify Demonst
rating Displays
functions of functions 3. The facilitator showss body parts on pictures to
transporting of body Junior (grade 3- learners.
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
food, air and parts 7) 4. Learners in groupslist external and external body
water. parts while the facilitator assists them.
Syllabus
5. Learners give feedback from groups while the
(2015-1022) facilitator assists them.
p. 39 6. Individual written work on human body parts.
Con: learners sing the rhyme head and shoulders
Lesso Human body During Describi Zimbabwe work cards Group work, Discussion
n2 the lesson ng ministry of
Organs of the learners primary and pictures Assumed knowledge Learners know body parts
--Humans education
-Identify smartphone 1. Learners identify body parts on pictures that store
have external body parts Identifyi Physical
and internal ng food and transport it.
that Education Sport Magazine
body parts transport and Mass 2. The facilitator explains on human body parts that
with Demonst
food. rating Displays transport food.
functions of
transporting -identify Junior (grade 3- 3. Learners in groupsidentify human body parts that
food, air and functions 7) transport store food and air and transport it while
water. of body the facilitator assist them.
parts. Syllabus
(2015-1022) facilitator assists them.
p. 39
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
6. Individual written work on human body parts.
Human body ; During Describi Zimbabwe work cards Group work, Discussion
the lesson ng ministry of
body will:- Explaini secondary that transport food and air.
ng charts
-The process education Introduction Learners identify body parts that
-explain smartphone
of storing the Identifyi Physical transport food and air.
and process of ng Education Sport Magazine
transporting 1. Learners research on process oftransporting food
storing Demonst and Mass and air.
food and air and Displays
in the body rating
transporti 2. Learners present their research.
ng food Junior (grade 3-
7) 3. The facilitator explains on how transportation
and air in
and storage takes place.
the body Syllabus
Con: Recap of what had been learnt.
(2015-1022)
p. 39
Human body - During Describi Zimbabwe work cards Group work, Discussion
-Role play on
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
functions of - identify Identifyi education smartphone 1. Learners identify body parts.

human body functions ng
on of body Physical Magazine 2. Learners in groups demonstrate a role on
transporting parts in Demonst Education Sport functions of human body parts on transporting and
and storing transportin rating and Mass storing food while the facilitator assists them.
food. g and Displays
3. The Learners rehearsal role plays on functions of
storing Junior (grade 3- body parts on transporting and storing food.
food 7)
through a Con: learners sing the rhyme head and shoulders
role play. Syllabus
(2015-1022)
p. 39
Human body During Describi Zimbabwe work cards Group work, Discussion
-Jigsaw game education
- Identify smartphone 1. Learners identify body parts on pictures.
and folktales body Identifyi Physical
on functions parts. ng Education Sport Magazine 2. Learners identify functions of body parts while
of body parts and Mass the facilitator assists them.
in -identify Demonst
rating Displays
transporting functions 3. Learners in groups play a jigsaw puzzle game on
and storing of body Junior (grade 3- human body parts while the facilitator assists them.
food
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
parts 7) 4. Learners listen to folktales from the facilitator.
Syllabus 4. Learners answer oral questions on human body

parts.
(2015-1022)
p. 39
Aim: develop an understanding of the implications and benefits of participation in physical activities through theory and practice
Week HEALTH - During Describi Zimbabwe ICT tools Discussion, play way, group work
2 AND the lesson ng ministry of
24/01/ SAFETY learners primary and Work Cards Assumed knowledge Learners have leqrnt about
20 will:- Classifyi secondary healthy living habbits athome, school and
Health ng Pictures community.
education
living Charts
habits. Identifyi Physical IntroLearners identify health living habits at home,
-Classify ng Safe school and community.
Education Sport
-Health the physical exercise
and Mass 1. Learners identify health physical activities done
living activities facilities
Displays at school.
habits at done at
home home, Junior 2. Learners in groups identify physical activities
school and that promote good health lifestyle at home while the
community. ( grade 3-7)
facilitator assists them.
Syllabus
3. Learners give feedback from their groups while
(2015-1022) the facilitator assists them.
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
p. 39 4. Class discussion on group findings
ConThe best group acts out household chores
HEALTH - During Describi Zimbabwe ICT tools Discussion, play way, group work
AND the lesson ng ministry of
SAFETY learners primary and Work Cards Assumed knowledge Learners have learnt about
will:- classifyi secondary healthy living habbits .
Health ng Pictures
education Intro Learners identify healthy living habbits at
living -Keep a Charts
habits. record of Identifyi Physical home, school and communiy.
physical ng Education Sport Safe
-Physical 1. Learners identify physical activities at school and
activities and Mass exercise community that promote a health living while the
activities done at Displays facilities
diary facilitator assists them.
hdme,
school and Junior 2. Learners in pairs record physical activities done
community ( grade 3-7) at school at school and community while the
Syllabus
(2015-1022) the facilitator assists them.
p. 39 4. Individual written work
ConRevision of written and recap of concepts.
learners primary and Assumed knowledge Learners have leant about
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
SAFETY will:- Explaini secondary Work Cards diseases caused by lack of fitness.
ng education
Health -Identify Pictures Intro Learners identify diseases caused by lack of
living diseases Identifyi Physical physical fitness.
habits. caused by ng Education Sport Charts
nutritional and Mass 1. The facilitator explains on diseases caused by
-Diseases Safe poor nutrition at school, home and community.
imbalance Displays exercise
caused by
poor Junior facilities 2. Learners in groups discuss on diseases caused by
nutrition poor nutrition while the facilitator assists them.
( grade 3-7)
Syllabus the facilitator assists them.
(2015-1022) 4. Individual written work
p. 39 ConRevision of written and recap of concepts.
SAFETY learners primary and Work Cards Assumed knowledge Learners know diseases
will:- Explaini secondary caused by poor nutrition.
Health ng Pictures
education Intro learners identify diseases caused by poor
living Identify Charts
habits. diaeses Identifyi Physical nutrition.
cased by ng Education Sport Safe
-Diseases 1. The facilitator explains on diseases caused by
poor Demonst and Mass exercise poor sanitation.
caused by sanitary Displays facilities
poor rating
contitions 2. Learners in groups discuss on diseases caused by
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
sanitary Junior poor sanitation while the facilitator assists them.

cintitions
( grade 3-7) 3. Learners give feedbackin while the facilitator
assists them.
Syllabus
4. Learners write individual work
(2015-1022)
ConLearners answer oral questions from the
p. 39 facilitator
HEALTH :- During Describi Zimbabwe ICT tools Discussion, play way, group work
SAFETY learners primary and Pictures Assumed knowledge Learners have learnt about
will:- Explaini secondary diseases caused by lack of nutrition.
Health ng Charts
education IntroRecap of the previous lesson.
living Explain Safe
habits. food Identifyi Physical
ng exercise 1. The facilitator explains on food deficiency
deficiency Education Sport facilities diseases.
-Food diseases and Mass
deficiency Displays 2. Learners discuss on food deficiency diseases
diseases while the facilitator assists them
Junior
3. Learners in pairs collect pictures of people
( grade 3-7) suffering from malnutritional diseseases
Syllabus 4. Learners write exercises individually
(2015-1022) ConLearners answer oral questions from the
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
p. 39 facilitator
Wk3 HEALTH - Describi Zimbabwe Bats Discussion, play way, group work
31/01/ AND ng ministry of
20 SAFETY Explain safe primary and Rackets Assumed knowledge Learners know different
ways of Explaini secondary games.
Safety participatin ng Balls
education IntroRecap of the previous lesson.
g in Discus
-Safety physical Identifyi Physical
rules and ng 1. Learners identify different sporting activities they
activities Education Sport Whistles know.
regulations and Mass
when Demonst Mates
rating Displays 2. The facilitator explains and demonstrates on safe
participatin ways of participating in physical activities.
g in Junior
physical 3. Learners practise safe ways of handling various
activities ( grade 3-7) apparatus while the facilitator assists them.
Syllabus 4. Learners demonstrate the use of given apparatus
(2015-1022) while the facilitator assists them.
p. 39 ConLearners answer oral questions from the

facilitator
HEALTH During the Describi Zimbabwe Bats Discussion, play way, group work
AND lesson ng ministry of
SAFETY learners primary and Rackets Assumed knowledge Learners know s.afety rules
should be Explaini secondary when handling apparatus
ng
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
Safety able to:- Identifyi education Balls IntroRecap of the previous lesson.
ng
-Safety Demonstrat Physical Discus 1. Learners identify different sporting activities they
rules and e safe ways Demonst Education Sport know.
regulations of handling rating and Mass Whistles
in P. E apparatus Displays 2. Learners demonstrate safe regulations when
Mates performing activities while the facilitator assists
Junior them.
( grade 3-7) 3. Learners practise safe ways of activities while the

Syllabus
4. Learners demonstrate the use of given apparatus
(2015-1022) while the facilitator assists them.
p. 39 ConCool down activities
HEALTH During the Describi Zimbabwe Bats Discussion, play way, group work
AND lesson ng ministry of
SAFETY learners primary and Rackets Assumed knowledge Learners know different
should be Explaini secondary games.
Safety ng Balls
able to:- education IntroRecap of the previous lesson.
- Safe Identifyi Discus
Demonstrat Physical 1. Learners identify different sporting activities they
regulations e safe ways ng Education Sport Whistles
for know.
in physical Demonst and Mass
different Mates 2. Learners demonstrate safe handling of given
activities rating Displays
activities apparatus while the facilitator assists them.
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
Junior 3. Learners play mini games practise safe ways and

regulation when doing physical activities
( grade 3-7)
ConCool down activities
Syllabus
(2015-1022)
p. 39
HEALTH During the listing Zimbabwe Bats Discussion, play way, group work
AND lesson ministry of
SAFETY learners Explaini primary and Rackets Assumed knowledge Learners know injuries related
should be ng secondary to wrong use of apparatus.
Safety Balls
able to:- Identifyi education IntroRecap of the previous lesson.
-Injuries ng Discus
-State Physical 1. Learners identify different sporting activities they
related to injuries Education Sport Whistles
physical know.
related to and Mass
activities Mates 2. Learners state and discuss injuries related to
physical Displays
activities physical activities in groups while the facilitator
Junior assists them.
( grade 3-7) 3. groups give feedback.
Syllabus 4. Individual written exercise by learners.
(2015-1022) Con oral questions and answers
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
p. 39
Revision During the Describi Physical Chalk board Assumed knowledge: Learners able to answer
test lesson ng Education Sport revision questions
learners and Mass Revision
TOPIC: should be Explaini Displays test Intro: re-cape of the previous lessons
able to:- - ng questions
Health and Junior Step 1 The facilitator recaps the concepts taught
safety answer at Identifyi during the week
least half of ng ( grade 3-7)
-All the revision Step 2 Learners answer revision test questions in
concepts test Demonst Syllabus their books individually.
taught on questions rating
the topic (2015-1022) Step 3 Revision of written work and recap of
correctly
concepts
given p. 39
-Revision
test Conclusion revision of work written
questions
WK 4 AQUATIC During the Descri Zimbabwe Charts Discussion, play way, group work
SKILLS lesson bing ministry of
07/02/ learners primary and Goggle Assumed knowledge Learners know water disasters
20 Water should be able Explai secondary
safety ning Pictures of IntroRecap of the previous lesson.
to:- education water
-Aquatic Identi bodies 1. Learners identify importance of waters and
Physical
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
survival -Dramatize fying Education Sport Ropes dangers of water while the facilitator assists them.
skills different water and Mass plastic
resuscitation Demo Displays containers 2. Learners in groups dramatize different water
activities nstrati resuscitation activities while the facilitator assists
ng Junior them.
( grade 3-7) 3. Learners present their demonstrations on front of

the class.
Syllabus
4. Learners answer oral questions from the
(2015-1022) facilitator.
p. 40 Con Recap of concepts
AQUATIC During the Descri Zimbabwe Charts Discussion, play way, group work
learners primary and Goggle Assumed knowledge Learners know water disasters
Water should be able Explai secondary
safety ning Pictures of IntroRecap of the previous lesson.
to:- education water
-Aquatic Identi bodies 1. Learners identify importance of waters and
-State other Physical dangers of water while the facilitator assists them.
survival water hazards fying Education Sport
skills in Zimbabwe and Mass 2. Learners in groups identify water hazards and
Demo
nstrati Displays discuss on them while the facilitator assists them.
ng Junior 3. Learners give feedback from their groups while
the facilitator assists them.
( grade 3-7)
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
Syllabus 4. Learners write individual work in their books
(2015-1022) ConRevision of written work and recap of concepts.
p. 40
learners primary and Goggle Assumed knowledge Learners know the technique
Strokes should be able Explai secondary of entering in water.
ning Pictures of
-Front to:- education water Intro Recap of the previous lesson.
crawl -demonstrate obser Physical bodies
ving 1. Learners practice aqua aerobics while the
the front crawl Education Sport Tyre tubes facilitator assists them.
Demo and Mass
nstrati Displays Floaters 2. The facilitator demonstrate front crawl while the
ng learners observe.
Junior
3. Learners demonstrate techniques of front crawl
( grade 3-7) while the facilitator guides them.
Syllabus Con Cool down activities.
(2015-1022)
p. 40
learners primary and Assumed knowledge Learners know the technique
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
Strokes should be able Explai secondary Goggle of entering in water.

to:- ning education
-Back Pictures of Intro Recap of the previous lesson.
stroke -demonstrate Identi Physical water
the techniques fying Education Sport bodies 1. Learners practice aqua aerobics while the
used in back and Mass facilitator assists them.
stroke Demo Displays Tyre tubes
nstrati 2. The facilitator demonstrate front crawl while the
ng Junior Floaters learners observe.
( grade 3-7) 3. Learners demonstrate techniques of back crawl

while the facilitator guides them.
Syllabus
Con Cool down activities.
(2015-1022)
.
p. 40
learners primary and Goggle Assumed knowledge Learners have seen people
Strokes should be able Explai secondary swimming.
ning Pictures of
-diving to:- education water IntroRecap of the previous lesson.
-demonstrate Identi Physical bodies
1. Learners watch videos on diving.
the techniques fying Education Sport Tyre tubes
in breast stroke Demo and Mass 2. Learners practice diving while facilitator guides
nstrati Displays Diving them.
ng board
3. Learners demonstrate techniques used in diving
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
Junior while the facilitator guides them.
( grade 3-7) ConCool down activities.
Syllabus
(2015-1022)
p. 40
Aim: develop an understanding of the implications and benefits of participation n physical activities through theory
5 AQUATIC During the Descri Zimbabwe Charts Discussion, play way, group work
14/02/ SKILLS lesson bing ministry of
20 learners primary and Goggle Assumed knowledge Learners have seen people
ning Pictures of
-tumbling to:- education water IntroRecap of the previous lesson.
turn -demonstrate Identi Physical bodies
technique fying 1. Learners watch demonstrations of tumbling turn
the tumbling Education Sport Tyre tubes techniques.
turn technique Demo and Mass
nstrati Displays Floaters 2. Learners practice tumbling turn techniques while
ng facilitator guides them.
Junior
3. Learners demonstrate tumbling turn techniques
( grade 3-7) when swimming while the facilitator guides them.
Syllabus ConCool down activities.
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
(2015-1022)
p. 40
ning Pictures of
-Front, to:- education water IntroRecap of the previous lesson.
back and -demonstrate Identi Physical bodies
breast fying 1. Learners watch videos showing the front, back
front, back and Education Sport Tyre tubes and breast stroke actions.
stroke breast stroke and Mass
actions Demo
actions nstrati Displays Floaters 2. Learners practice front, back and breast stroke
ng while facilitator guides them.
Junior
3. Learners demonstrate front, back and breast
( grade 3-7) stroke while the facilitator guides them.
(2015-1022)
p. 40
ning Pictures of
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
-Diving to:- Identi education water IntroRecap of the previous lesson.

skills fying bodies
-demonstrate Physical 1. Learners watch videos on diving skills.
correct diving Demo Education Sport Tyre tubes
skills nstrati and Mass 2. Learners practice diving skills while facilitator
ng Displays Floaters guides them.
Junior 3. Learners demonstrate diving skills while the

facilitator guides them.
( grade 3-7)
ConCool down activities.
Syllabus
(2015-1022)
p. 40
ning Pictures of
-Front, to:- education water IntroRecap of the previous lesson.
back and -demonstrate Identi Physical bodies
breast fying 1. Learners watch videos showing the front, back
front, back and Education Sport Tyre tubes and breast stroke actions.
stroke breast stroke and Mass
actions Demo
actions nstrati Displays Floaters 2. Learners practice front, back and breast stroke
ng while facilitator guides them.
Junior
3. Learners demonstrate front, back and breast
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
( grade 3-7) stroke while the facilitator guides them.
(2015-1022)
p. 40
Revision During the Descri Zimbabwe Charts Discussion, play way, group work
lesson bing ministry of
AQUATIC learners primary and Goggle Assumed knowledge Learners know swimming
SKILLS should be able Explai secondary techniques
ning Pictures of
Strokes to:- education water IntroRecap of the previous lesson.
-demonstrate Identi Physical bodies
-arm and fying 1. Learners demonstrate different techniques in
leg action, the technique Education Sport Tyre tubes swimming i.e. front, back and breast stroke while
front, back of arm and leg Demo and Mass the facilitator guides them.
and breast action, front, nstrati Displays Floaters
stroke back, and ng 2. Learners identify water hazards in Zimbabwe
breast stroke. Junior while the facilitator assists them.
-Correct ( grade 3-7)
diving -state the water 3. Class discussion on water disasters and water
hazards in Syllabus safety rules
-Water Zimbabwe
Hazards (2015-1022) 4. Learners answer oral oral questions from the
facilitator
p. 40
ConRecap of concepts
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
Aim: Provide learners with a sense enjoyments and entailment.

of fun,
6 Kids During the Descri Zimbabwe Charts Discussion, play way, group work
athlete lesson bing ministry of
14/02/ learners primary and Goggle Assumed knowledge Learners know running
20 Running should be able Explai secondary techniques.
ning Pictures of
- to:- education water IntroWarm up activities.
Preparation -explain Identi Physical bodies
for short fying 1. Demonstrations 8min endurance race by the
preparatory Education Sport Tyre tubes facilitator or
sprints stage for short and Mass
Demo
sprints nstrati Displays Floaters 2. Learners practice running short races while
ng facilitator guides them.
Junior
3. Learners in groups discuss preparatory stage for
( grade 3-7) short sprints race while the facilitator guides them.
Syllabus 4. Learners run for time over fairly short distance
(2015-1022) ConCool down activities.
p. 41
Kids During the Descri Zimbabwe Cones Discussion, play way, group work
learners primary and Whistle Assumed knowledge Learners are able to run.
Running should be able Explai secondary
ning School IntroWarm up activities.
to:-
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
-Sprint -Demonstrate Identi education grounds 1. The facilitator demonstrates on sprinting.

correct sprint fying
techniques Physical Stop watch 2. Learners demonstrate on correct sprinting while
Demo Education Sport the facilitator guides them.
nstrati and Mass
ng DisplaysJunior ( 3. Learners in groups perform sprints while the
grade 3- facilitator guides them.
7)Syllabus 4. Learners demonstrate sprints running with
(2015-1022)p. maximum speeds
41 ConCool down activities.
-Long to:- education grounds
distance Identi 1. Learners demonstrate relays while the facilitator
- Physical Stop watch assists them.
running fying Education Sport
-Endurance Demo and Mass 2. Few learners demonstrate on correct baton
nstrati Displays exchange while the facilitator assists them.
ng Junior 3. Learners in groups practice sprints and baton
exchange while the facilitator assists them.
( grade 3-7)
4. Learners demonstrate sprints and baton
Syllabus
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
(2015-1022) exchange.
p. 41 ConCool down activities.
-Sprint to:- education grounds
Identi 1. The facilitator explains and demonstrate on
Baton -Demonstrate Physical Stop watch baton exchange
correct baton fying Education Sport
exchange
exchange Demo and Mass 2. Learners demonstrate demonstrate on baton
nstrati Displays exchange in pairs while the facilitator assists them.
ng Junior 3. Learners in groups of four practice sprints and
baton exchange while the facilitator guides them.
( grade 3-7)
4. Learners demonstrate sprints and baton exchange
Syllabus while running with maximum speed
(2015-1022) 5. Correct demonstration of baton exchange by
p. 41 learners.
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
Running should be able Explai secondary School IntroWarm up activities.

to:- ning education grounds
-Sprint – 1. Learners demonstrate on sprints while running
running for -Demonstrate Identi Physical Stop watch for endurance with maximum speed while the
endurance correct sprint fying Education Sport facilitator guides them.
techniques, and Mass
running Demo Displays 2. Learners practise running through marked bends
through bends nstrati while the facilitator guides them.
ng Junior
3. Learners demonstrate running through marked
( grade 3-7) bends while the facilitator guides them.
Syllabus 4. Correct demonstration on running through

marked bends by learners.
(2015-1022)
p. 41
7 Kids Kids athlete Describi Zimbabwe Cones Discussion, play way, group work
athlete ng ministry of
28/02/ Jumping primary and Whistle Assumed knowledge Learners are able to jump.
20 Jumping Explaini secondary
-Jumping for ng School IntroWarm up activities.
- distance education grounds
Jumping Identifyi 1. The facilitator explains and demonstrate on
Physical Stop jumping over a distance
for ng Education Sport
distance watch
Demonst and Mass 2. Few learners demonstrate to others jumping over
rating Displays
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
Junior a distance while the facilitator guides them.
( grade 3-7) 3. Learners practise horizontal and vertical jumping

landing with both feet while the facilitator guides
Syllabus them.
(2015-1022) 4. Learners participate in jumping competitions
p. 41 while the facilitator guides them.
Discussion, play way, group work
Assumed knowledge Learners are able to run.
IntroWarm up activities.
1. The facilitator explains and demonstrate on

baton exchange
2. Learners demonstrate demonstrate on baton

exchange in pairs while the facilitator assists them.
3. Learners in groups of four practice sprints and

baton exchange while the facilitator guides them.
4. Learners demonstrate sprints and baton exchange

while running with maximum speed
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
5. Correct demonstration of baton exchange by best

learners.
Kids During the Describi Zimbabwe Cones Discussion, play way, group work
athlete lesson ng ministry of
Running should be able Explaini secondary
ng School IntroWarm up activities.
-Bends to:- education grounds
formula Identifyi 1. The facilitator explains demonstrate negotiating
-negotiate Physical Stop the bends without reducing speed.
bends without ng Education Sport watch
reducing speed Demonst and Mass 2. Learners demonstrate demonstrate negotiating
rating Displays bends without reducing speed while the facilitator
assists them.
Junior
3. Learners in groups of four practice sprints and
( grade 3-7) baton exchange while the facilitator guides them.
Syllabus 4. Learners run through marked bends with
(2015-1022) maximum speed and negotiating bends without
reducing speed.
p. 41
Kids During the Describi Zimbabwe Charts Discussion, play way, group work
learners primary and Goggle Assumed knowledge Learners know running
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
Running should be able Explaini secondary Pictures of techniques.

to:- ng education water
enduran bodies IntroWarm up activities.
ce race -Complete a Identifyi Physical
timed ng Education Sport Tyre tubes 1. Learners watch a video of different events.
endurance race and Mass 2. Learners practice practise running endurance race
Demonst Displays Floaters
rating while the facilitator assists them.
Junior 3. Learners in groups demonstrate 8 min endurance
( grade 3-7) race while the facilitator guides them.
Syllabus 4. Learners run for time over fairly long distance
p. 41
Running should be able Explaini secondary techniques.
ng Pictures of
- to:- education water IntroWarm up activities.
enduran -Demonstrate Identifyi Physical bodies
ce ng 1. Learners demonstrate sprinting and baton
bends formula Education Sport Tyre tubes exchange while the facilitator guides them.
and sprints and Demonst and Mass
baton rating Displays Floaters 2. Learners practice running endurance races while
exchange skills
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
taught during Junior facilitator guides them.

the week.
( grade 3-7) 3. Learners in groups participate in competitions.
(2015-1022)
p. 32
Running should be able Explaini secondary techniques.
ng Pictures of
-Mini to:- education water IntroWarm up activities.
competiti -Participate in Identifyi Physical bodies
on ng 1. Learners in groups practise, preparing for the
mini Education Sport Tyre tubes mini competitions.
competitions Demonst and Mass
rating Displays Floaters 2. Learners practice running while the facilitator
guides them
Junior
3. Learners participate in mini competitions
( grade 3-7)
Syllabus
(2015-1022)
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
p. 32
8 During the Describi Zimbabwe Tape Discussion, play way, group work
06/03/ lesson ng ministry of Measure
20 learners primary and Assumed knowledge Learners are able to jump.
should be able Explaini secondary Wooden
ng pole IntroWarm up activities.
to:- education
Identifyi Marked 1. The facilitator explains and demonstrate on
-Engage in Physical jumping over a distance
horizontal and ng Education Sport mats
vertical jumps Demonst and Mass Rope 2. Few learners demonstrate to others jumping over
rating Displays a distance while the facilitator guides them.
Junior 3. Learners practise horizontal and vertical jumping

landing with both feet while the facilitator guides
( grade 3-7) them.
Syllabus 4. Learners participate in jumping competitions
(2015-1022) while the facilitator guides them.
Kids During the Describi Zimbabwe Tape Discussion, play way, group work
athlete lesson ng ministry of Measure
learners primary and Assumed knowledge Learners are able to jump.
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
Jumping should be able Explaini secondary Wooden IntroWarm up activities.

to:- ng education pole
- 1. Few learners demonstrate to others horizontal
Jumping -Engage in Identifyi Physical Marked and vertical jumping using given equipment while
using horizontal and ng Education Sport mats the facilitator guides them.
apparatu vertical jumps and Mass
s using Demonst Displays Rope 2. Learners practise horizontal and vertical jumping
apparatus rating for a distance landing on both feet using given
Junior apparatus while the facilitator guides them.
( grade 3-7) 3. Learners demonstrate vertical and horizontal

jumping while the facilitator guides them.
Syllabus
(2015-1022)
p. 41
Jumping should be able Explaini secondary Wooden
- to:- education
Jumping Identifyi Marked 1. The facilitator explains and demonstrates on
-Jump from a Physical jumping for height.
for relatively short ng Education Sport mats
height run up and Mass 2. Few learners demonstrate to others jumping for
Demonst Rope
rating Displays height from a short distance while the facilitator
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
Junior guides them
( grade 3-7) 3. Learners practise jumping for height while the

Syllabus
4. Learners participate in jumping competitions
(2015-1022) while the facilitator guides them.
- to:- education
Jumping Identifyi Marked 1. Few learners demonstrate jumping to clear
-Clear heights Physical heights while the facilitator guides them.
for while jumping ng Education Sport mats
distance and Mass 2. Learners practise jumping to clear heights while
Demonst Rope
- Clear rating Displays the facilitator guides them.
height Junior 3. Learners participate in jumping competitions.
( grade 3-7) ConCool down activities.
Syllabus
(2015-1022)
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
p. 41
- to:- education
Jumping Identifyi Marked 1. Few learners demonstrate jumping for height
-Jump for a Physical while the facilitator guides them.
for distance and ng Education Sport mats
distance land safely and Mass 2. Learners practise jumping for distance and
and Demonst Rope
rating Displays landing safely while the facilitator guides them.
landing
safely Junior 3. Learners demonstrate jumping for distance and
landing safely while the facilitator guides them.
( grade 3-7)
Syllabus
(2015-1022)
p. 32
9 Kids During the Describi Zimbabwe Soft Discussion, play way, group work
13/03/ athlete lesson ng ministry of rubber
20 learners primary and
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
Throwin should be able Explaini secondary rings Assumed knowledge Learners are able to throw.
g to:- ng education
Medicine IntroWarm up activities.
- -Execute Identifyi Physical balls
Rotation rotational ng Education Sport 1. The facilitator explains and demonstrates on
al throws for and Mass Javelin stepping and throwing of wooden poles.
throwing accuracy and Demonst Displays
rating Discus 2. Few learners demonstrate to others stepping and
for distance throwing of wooden poles while the facilitator
distance Junior Wooden guides them.
and ( grade 3-7) poles
accuracy 3. Learners practise throwing wooden poles as a
Syllabus Cones tape javelin while the facilitator guides.
measure
(2015-1022) 4. Learners demonstrate stepping and throwing
techniques in javelin while the facilitator guides
p. 41 them.
Kids During the Describi Zimbabwe Improvise Discussion, play way, group work
athlete lesson ng ministry of d throwing
learners primary and Equipment Assumed knowledge Learners are able to throw.
Throwin should be able Explaini secondary ’s
g ng IntroWarm up activities.
to:- education
Javelin 1. Fewlearners demonstrate to others throwing
- -Demonstrate Identifyi Physical
Rotation ng Discus javelin using equipment available while the
javelin throw Education Sport facilitator guides them.
al for a distance and Mass Wooden
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
throwing Demonst Displays poles 2. Learners practise throwing wooden poles as a

for rating javelin for a distance while the facilitator guides.
distance Junior Cones tape
and measure 3. Learners demonstrate stepping and throwing
( grade 3-7) javelin for a distance while the facilitator guides
accuracy
Syllabus them.
-Javelin
(2015-1022) 4. Learners participate in javelin throwing
competitions
p. 41
to:- education
-Javelin -Demonstrate Identifyi Physical
throw to ng Discus javelin using equipment available while the
the teens Education Sport facilitator guides them.
at least javelin throw and Mass
30m Demonst Wooden
at least 30m rating Displays poles 2. Learners practise throwing javelin for a 30 metre
distance distance distance while the facilitator guides.
Junior Cones tape
measure 3. Learners demonstrate stepping and throwing
( grade 3-7) javelin for a 30m distance while the facilitator
Syllabus guides them.
4. Learners participate in javelin throwing
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
(2015-1022) competitions
to:- education
-Target -Demonstrate Identifyi Physical
Throw ng Discus javelin using equipment available while the
target throws Education Sport facilitator guides them.
over a over a barrier and Mass
barrier Demonst Wooden
rating Displays poles 2. Learners practise whole body throwing while the
facilitator guides.
Junior Cones tape
measure 3. Learners demonstrate whole body throwing while
( grade 3-7) the facilitator guides them.
Syllabus 4. Learners participate in mini competitions while
(2015-1022) the facilitator guides them.
ng
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
g to:- Identifyi education Javelin IntroWarm up activities.

ng
-Discus -Demonstrate a Physical Discus 1. The facilitator explains and demonstrate discus
discus throw Demonst Education Sport throwing using apparatus available
for a distance rating and Mass Wooden
Displays poles 2. Fewlearners demonstrate to others throwing
discus using equipment available while the
Junior Cones tape facilitator guides them.
measure
( grade 3-7) 3. Learners practise throwing discus for a distance
Syllabus
4. Learners demonstrate stepping and throwing
(2015-1022) discus for a distance while the facilitator guides
p. 41 them.
10 Kids During the Describi Zimbabwe Improvise Discussion, play way, group work
20/03/ athlete lesson ng ministry of d throwing
20 learners primary and Equipment Assumed knowledge Learners are able to play
Sport should be able Explaini secondary ’s general games.
to:- ng education
-space Javelin IntroWarm up activities.
awarenes -Demonstrate Identifyi Physical
s ng Discus 1. Fewlearners demonstrate space aw while the
space Education Sport facilitator guides them.areness when playing games
awareness and Mass Wooden
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
Demonst Displays poles 2. Learners practise playing soccer while the

rating facilitator guides them.
Junior Cones tape
measure 3. Learners demonstrate playin soccer while the
( grade 3-7) facilitator guides them.
Syllabus 4. Learners participate in mini competitions
p. 42
to:- education
Javelin 1. Fewlearners demonstrate over arm throwing
-Over -Demonstrate Identifyi Physical
arm ng Discus when throwing javelin and discus while the
over arm Education Sport facilitator guides them.
throwing throwing and Mass
Demonst Wooden
rating Displays poles 2. Learners practise over arm throwing while the
Junior Cones tape
measure 3. Learners demonstrate over arm throwing while
( grade 3-7) the facilitator guides them.
Syllabus 4. Learners participate in mini competitions
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
p. 42
to:- education
-Javelin -Demonstrate Identifyi Physical
throw ng Discus javelin using equipment available while the
the teens Education Sport facilitator guides them.
javelin throw Demonst and Mass Wooden
at least 20m rating Displays poles 2. Learners practise throwing javelin for a distance
distance while the facilitator guides.
Junior Cones tape
measure 3. Learners demonstrate stepping and throwing
( grade 3-7) javelin for a distance while the facilitator guides
Syllabus them.
(2015-1022) 4. Learners participate in javelin throwing

competitions
p. 41
Throwin should be able Explaini secondary
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
g to:- ng education ’s IntroWarm up activities.
-Discus -Demonstrate a Identifyi Physical Javelin 1. The facilitator explains and demonstrate discus
throw discus throw ng Education Sport throwing using apparatus available
for a distance and Mass Discus
Demonst Displays 2. Fewlearners demonstrate to others throwing
rating Wooden discus using equipment available while the
Junior poles facilitator guides them.
( grade 3-7) Cones tape 3. Learners practise throwing discus for a distance
measure while the facilitator guides them.
Syllabus
4. Learners demonstrate stepping and throwing
(2015-1022) discus for a distance while the facilitator guides
p. 41 them.
Revision During the Describi Zimbabwe Improvise Discussion, play way, group work
lesson ng ministry of d throwing
Kids learners primary and Equipment Assumed knowledge Learners are able to throw.
athlete should be able Explaini secondary ’s
ng IntroWarm up activities.
Throwin to:- education
g -Demonstrate Identifyi Physical
ng Discus javelin and discus while the facilitator guides them.
-Javelin the discuss and Education Sport
and javelin Demonst and Mass Wooden 3. Learners demonstrate throwing javelin and discus
Discus throwing rating Displays poles for a distance while the facilitator guides them.
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
throwing Junior Cones tape 4. Learners participate in javelin and discus

Competit measure throwing competitions
ions ( grade 3-7)
Syllabus
(2015-1022)
p. 41
Aim: Develop a firm for future studies in Physical education,Sports and Mass displays
Lesson 1 During the Naming Zimbabwe Chalk Assumed knowledge: Learners able to answer
11 lesson ministry of board revision questions
Revision learners Explaini primary and
27/ test should be able ng secondary Revision Intro: re-cape of the previous lessons
03/ to:- - answer at education test
20 TOPIC: Describi questions Step 1 The facilitator recaps the concepts taught
least half of the ng during the week
-Physical revision test Physical
Education Sport Improvise
Education questions d throwing Step 2 Learners answer revision test questions in
correctly given and Mass their books individually.
-Safety and Displays equipment
health Cones tape Step 3 Revision of written work and recap of
Junior measure concepts
-All
concepts ( grade 3-7) Conclusion revision of work written
taught on Syllabus
the these
topics
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
-Revision (2015-1022)
test
questions p. 30-32
lesson ministry of board revision questions
test should be able ng secondary Revision Intro: re-cape of the previous lessons
to:- - answer at education test
TOPIC: Describi questions Step 1 The facilitator recaps the concepts taught
-Safety and DisplaysJunior equipment
( grade 3- measure concepts
-All 7)Syllabus
concepts Conclusion revision of work written
taught on (2015-1022)p. 40-
the these 42
topics
-Revision
test
questions
lesson ministry of
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
Revision learners Explaini primary and board revision questions

test should be able ng secondary
to:- - answer at education Revision Intro: re-cape of the previous lessons
TOPIC: least half of the Describi test
ng Physical questions Step 1 The facilitator recaps the concepts taught
-Physical revision test during the week
questions Education Sport
Education and Mass Improvise
correctly given d throwing Step 2 Learners answer revision test questions in
-Safety and Displays their books individually.
equipment
health Junior Cones tape Step 3 Revision of written work and recap of
-All measure concepts
( grade 3-7)
concepts
taught on Syllabus Conclusion revision of work written
the these
topics (2015-1022)
-Revision p. 40-42
test
questions
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
Education questions and Mass d throwing Step 2 Learners answer revision test questions in
correctly given Displays equipment their books individually.
-Safety and Cones tape
health Junior measure Step 3 Revision of written work and recap of
concepts
-All ( grade 3-7)
taught on Syllabus
the these (2015-1022)
topics
p. 40-42
-Revision
test
questions
-All
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE

taught on
the these Syllabus
topics (2015-1022)
-Revision p. 40-42
test
questions
12 Lesson 1 During the Naming Zimbabwe Chalk Assumed knowledge: Learners able to answer
03/ lesson ministry of board revision questions
04/ Revision learners Explaini primary and
20 test should be able ng secondary Revision Intro: re-cape of the previous lessons
-All
taught on Syllabus
the these
topics (2015-1022)
-Revision
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
test p. 40-42
questions
-All
taught on Syllabus
the these
topics (2015-1022)
-Revision p. 40-42
test
questions
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
TOPIC: least half of the Describi questions Step 1 The facilitator recaps the concepts taught
revision test ng Physical during the week
-Physical Education Sport Improvise
Education questions Step 2 Learners answer revision test questions in
correctly given and Mass d throwing
Displays equipment their books individually.
-Safety and
-All ( grade 3-7)
taught on Syllabus
the these
topics (2015-1022)
-Revision p. 40-42
test
questions
and Mass
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
-Safety and correctly given Displays equipment their books individually.

health Cones tape
Junior measure Step 3 Revision of written work and recap of
-All concepts
concepts ( grade 3-7)
taught on Conclusion revision of work written
Syllabus
the these
topics (2015-1022)
-Revision p. 40-42
test
questions
-All
taught on
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
the these Syllabus

topics
(2015-1022)
-Revision
test p. 40-42
questions
VISUAL AND PERFORMING ARTS
BROAD AIMS
TO ENABLE LEARNERS TO:
1. become literate in visual and performing arts

2. improve enterprise and psycho-motor skills through visual and performing arts
3. demonstrate an understanding of the elements and principles that govern the creation of works of art in music, visual arts theatre and
dance.
4. take pride in the history and influence of arts throughout history from pre-colonial, colonial, Chimurenga/Umvukela and postcolonial
eras across cultures
CROSS-CUTTING THEMES
Heritage Studies
Climate change and Environmental issues
Human Rights
Children’s rights and Responsibilities
Child Protection
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
Financial Literacy
Gender
Sexuality, HIV and AIDS Education
SOURCE
Visual and Performing Arts - Junior (Grades 3-7) Syllabus 2015-2022
AIM: Learners should take pride in the history and influence of arts throughout history from pre-colonial, Chimurenga/Umvukelaand post
colonialeras across cultures
1 4 x 30 During the describing Visual Audio visual Assumed knowledge: Learners canidentify
minutes lesson learners and storage device different types of music
should be able Identifyin Performi
Lesson 1 to:- g ng Arts - Tape recorder Methods: Notation
17/1/2
0 History of Junior Resource Intro: Leaners ame different types of music
-identify African (Grades
arts and music person
culture 3-7) 1. facilitator explain on types of music in Africa.
- describe types Syllabus Smartphone
MUSIC 2. Learners in groups groups of four discuss
of music in 2015-
different types of musicin Africa while the
Africa 2022
-Types of facilitator assists them.
music in Page 53
Africa 3. Learners give feedback from their groups while
the teacher assists them.
-reggae
4. . Learners write exercises in their boks
-Amarabi individually
Con: Oral review of lesson.
Lesson 2 During the Listening Visual Audio visual Assumed knowledge: Learners know different s
lesson learners and
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
History of should be able Composin Performi storage device types of music

arts and to:- g ng Arts -
culture Junior Tape recorder Methods: notation
-identify Distinguis (Grades
MUSIC gendered nature hing Resource Intro: Leaners name different types of music
3-7) person while the facilitator assist.
of folk songs. Syllabus
-Types of Dancing
music in -derive meaning 2015- Smartphone 1. . Facilitator explains on types of musicin Africa.
Africa of songs sung Singing 2022
2. Learners in groups of fourdiscuss different
during different Identifyin Page 53 types of recorded and non recorded musicwhile
-Jazz social activities g the facilitator assist them.
-Jiti
3. Feedback from groups.
4. Learners write excercise individually
Con: Group with the best song sing its song
Lesson 3 During the Listening Visual Audio visual Assumed knowledge: Learners know different
lesson learners and storage device songs
History of should be able Composin Performi
arts and to:- g ng Arts - Tape recorder Methods: song
culture Junior
-assess gender Distinguis Resource Intro: Leaners name different types of music
MUSIC hing (Grades person while the facilitator assists them.
roles in 3-7)
-Types of indigenous Dancing Syllabus Smartphone 1 The facilitator explains on types of music in
music in music 2015- Africa.
Africa Singing
2. Learners in groups of four discuss discus
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
-Kwaito Identifyin 2022 different types of recorded and non-recorde music

g while the facilitator assists them.
-Rhumba Page 53
3. Learners give feedback while the facilitator
assists them and record.
4. Learners write excercise individually.
Con: Oral review of lesson.
Lesson 4 During the Listening Visual Audio visual Assumed knowledge: Learners different musical
lesson learners and storage device instruments
arts and to:- g ng Arts - Tape recorder Methods: integrated learning
culture Junior
-identify how Distinguis Resource Intro: Leaners listen to social functions of music
MUSIC hing (Grades person
music has used 3-7) 1. Learners identify technology in music in the
-Types of technology in Dancing Syllabus Smartphone past and in the present while the facilitator assists
music in the past and 2015- them.
Africa present. Singing
2022
2. Learners in groups trace the use of technology
- Mbira Identifyin in music while the facilitator assists them.
Page 53
music g
- Sungura the teacher assists them.
4. Class discussion on group findings.
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
Con: Learners listen to music from the memory

stick.
AIM: Learners should display works of dance, music, theatre, and visual art as a reflection of societal values and beliefs Unhuinthepast and present
2 Lesson 1 During the Relating Visual Audio visual Assumed knowledge: learners know their rights
lesson learners and storage device
History of will Listening Performi Methods: Integrated learning, discussion
arts and ng Arts - Tape recorder
24/1/2 Composin Intro: Recap of previous lesson
culture --Incorporate Junior
0
children’s rights, g (Grades
Resource
1. Learners identify different musicians while the
Music responsibilities person
Distinguis 3-7) facilitator assists them.
-Roles of and hing Syllabus Smartphone
musicians unhu/Ubuntu/vu 2. Learners in groups sing songs from different
2015-
in munhu in their Dancing musicians which incorporate children’s rights,
2022
Precolonial improvisation responsibilities and unhu/Ubuntu/vumunhu
Singing
times Page 53
3. Demonstrations from groups while the
Identifyin facilitator assists them.
-Roles of g
musicians. 4. Learners sing a song which incorporate their
rights as class

stick
Lesson 2 During the Listening Visual Audio visual Assumed knowledge: Learners different
lesson learners and storage device musicians
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE

culture Junior
-play musical Distinguis (Grades Resource Intro: recap of the previous lesson
MUSIC instruments. hing 3-7) person
1. Learners identify identify different musicians.
-Roles of Dancing Syllabus Smartphone
musicians 2015- 2. Learners in groups play different music from
in Colonial Singing 2022 different musicians while the facilitator assists the
times learners.
Identifyin Page 53
-Roles of g 3. Demonstration of music plays from groups.
musicians. 4. Best group play their instruments for the class.

stick.
Lesson 3 During the Listening Visual Audio visual Assumed knowledge: Learners different
lesson learners and storage device musicians
culture Junior
-draw and label Distinguis Resource Intro: recap of the previous lesson
MUSIC hing (Grades person
different 3-7) 1. Learners identify identify different musicians.
-Roles of musical Dancing Syllabus Smartphone
musicians instruments 2. Learners in groups identify and sing different
2015-
in Singing songs from different musicians while the
2022
Precolonial facilitator assists the learners.
Identifyin
g 3. Learners give feedback from groups while the
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
times Page 53 facilitator assists them.
-Roles of 4. Individual written work

musicians.
Con: Revision and recap of written work.
Lesson 4 During the Naming Visual Chalk board Assumed knowledge: Learners able to answer
lesson learners and revision questions
Revision should be able Explaining Performi Revision test
test to:- - answer at questions Intro: re-cape of the previous lessons
Describing ng Arts -
TOPIC: least half of the Junior Step 1 The facilitator recaps the concepts taught
revision test (Grades during the week
History of questions 3-7)
arts and correctly given Syllabus Step 2 Learners answer revision test questions in
culture 2015- their books individually.
2022
-Music Step 3 Revision of written work and recap of
Page 3 concepts
-Revision
questions
AIM: Learners should map historical innovations in music, visual arts theatre and dance that were caused by the creation of new technologies
3 Lesson 1 During the Relating Visual Artefacts such Assumed knowledge: learners know what gender
lesson learners and as , Zimbabwe is.
History of will Listening Performi bird, stone
arts and Methods: Integrated learning, discussion
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
31/1/2 culture --describe the Composin ng Arts - sculptures, Intro: Recap of previous lesson
0 role and g Junior basketry, rock
-Visual arts development of (Grades painting, 1.The facilitator explains and describe on
visual art in Distinguis 3-7) pottery developments of visual art in post-colonial eras.
-Role of hing
children, post-colonial Syllabus 2. Learners in groups trace visual arts
eras. 2015- -Video clips
men and Dancing development in the post-colonial era versas gender
women in 2022 while the facilitator assists them.
music Singing
Page 53 3. Feedback from groups while the facilitator
- Gender Identifyin assists learners.
and music g
in the 4. Learners watch video clips on role and
modern development of visual art in post-colonial eras.
world Con: Learners answer oral questions from the
facilitator
Lesson 2 During the Relating Visual Audio visual Assumed knowledge: Learners different musical
lesson learners and storage device instruments
History of will Listening Performi
arts and ng Arts - Tape recorder Methods: integrated learning
culture -play musical Composin
g Junior Resource Intro: recap of the previous lesson
instruments (Grades
MUSIC person
Distinguis 3-7) 1. Learners identify identify different music
- hing Syllabus Smartphone instruments.
Zimbabwea 2015-
n musical Dancing 2. Learners in groups play different music
2022
instruments while the facilitator assists the
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
instruments Singing Page 53 learners.
-musical Identifyin 3. Demonstration of musical instruments plays

instruments g from groups.
such as-
mbira, 4. Best group play their instruments for the class.
marimba, Con: Learners listen to music from the memory
chipendani, stick.
keyboard,
piano,
guitar
Lesson 3 During the Listening Visual Cultural Assumed knowledge: Learners different musical
lesson learners and centres instruments
should be able Composin Performi
to:- g ng Arts - Video clips Methods: integrated learning
MUSIC
Distinguis Junior Resource Intro: recap of the previous lesson
- draw and label (Grades
different hing person
Zimbabwea 3-7) 1. Learners identify identify different music
n musical musical Dancing Syllabus Smartphone instruments.
instruments instruments 2015-
Singing 2. Learners in groups identify and draw musical
2022
-musical instruments while the facilitator assists the
instruments Identifyin learners.
Page 53
g
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
Con: Revision and recap of written work.
Lesson 4 During the Listening Visual Photographs Assumed knowledge: Learners able to answer
Revision should be able Composin Performi computer
test to:- - answer at g ng Arts - Intro: re-cape of the previous lessons
Heritage sites
TOPIC: least half of the Distinguis Junior Step 1 The facilitator recaps the concepts taught
revision test hing (Grades Smartphone during the week
History of questions 3-7)
arts and correctly given Dancing Syllabus Step 2 Learners answer revision test questions in
culture 2015- their books individually.
Singing
2022
-Music Step 3 Revision of written work and recap of
Identifyin concepts
Page 53
-Revision g
questions
AIM: Learners should use visual and performing arts as a vehicle for the enhancement of creativity, self-identity,and community consciousness
4 Lesson 1 During the Listening Visual Resource Assumed knowledge: learners know some songs
lesson learners and person sung during post colonial era.
History of should be able Describing Performi Cultural
arts and to:- ng Arts - centre, Methods: Integrated learning, discussion
Relating
Junior internet, video
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
culture --describe the Listening (Grades clips, Intro: Recap of previous lesson
role and 3-7) smartphone
07/2/2 Visual arts Composin 1.The facilitator explains and describe on
development of Syllabus
0 g developments of visual art in post-colonial eras.
-Role of and visual art in 2015-
developmen post-colonial Distinguis 2022 2. Learners in groups trace visual arts
t of visual eras. hing development in the post-colonial era while the
Page 53
arts in post- facilitator assists them.
colonial era Dancing
3. Feedback from groups while the facilitator
- Visual Singing assists learners.
arts Identifyin
developmen 4. Learners watch video clips on role and
g development of visual art in post-colonial eras.
t in the
post- Con: Learners answer oral questions from the
colonial era facilitator
Lesson 2 During the Listening Visual Resource Assumed knowledge: learners know different
lesson learners and person cultural celebrations
History of should be able Describing Performi Cultural
arts and to:- ng Arts - centre, Methods: Resource method, integrated method
culture Relating
Junior internet, video Intro: Recap of the previous lesson.
-compare the Listening (Grades clips,
THEATRE impact of 3-7) smartphone 1. The facilitator tells a story to learners on beliefs
-Props, set culture in visual Composin and traditions while learners listen.
Syllabus
and art g
2015-
2. Learners in groups create group performance on
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
costumes Distinguis 2022 belief and traditions while the facilitator assists
hing them.
-Visual Arts Page 53
in Dancing 3. Learners demonstrate their performance.
Zimbabwe
and Singing Con: Recap of concepts
Southern Identifyin
Africa g
Lesson 3 During the Listening Visual Live Assumed knowledge: learners know different
lesson learners and performance cultural celebrations
History of should be able Describing Performi Charts,
arts and to:- ng Arts - Pictures, Methods: integrated method
culture Relating
Junior Costumes, Intro: Recap of the previous lesson.
-Identify how Listening (Grades Recorder,
THEATRE theatre has used 3-7) Internet , 1. Learners in use designed props, sets and
-Historical technology in Composin costumes to perform different cultural, beliefs and
Syllabus smartphone
developmen the past and g traditions while the facilitator assists them.
2015-
t of present.
Distinguis 2022 2. Learners identify technology used in theatre in
technology hing
in theatre Page 53 the past and in the present while the facilitator
and film.- Dancing assists them.
Use of 3. Class discussion on the use of technology in the
Singing
technology past and the in present.
in theatre Identifyin
in the past g Con: Recap of concepts
and
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
present.
Lesson 4 During the Listening Visual Live Assumed knowledge: learners know some of
lesson learners and performance their rights.
arts and to:- ng Arts - Pictures, Methods: integrated method, role play
culture Relating
-Incorporate Listening (Grades Recorder,
THEATRE children’s rights, 3-7) Internet , 1. Learners identify their rights and
-Child responsibilities Composin responsibilities both at home and at school while
Syllabus smartphone
protection and g the facilitator assists them.
2015-
and unhu,Ubuntu/vu
Distinguis 2022 2. Learners listen to folk tales from the facilitator.
developmen munhu in their
hing
t in theatre. improvisation Page 53
3. Learners extract beliefs, customs and traditions
–Children’s Dancing from the folktales while the facilitator assists
rights them.
Singing
responsibili
ties and Identifyin 4. Learners perform a role play on responsibilities
unhu/Ubun g and their rights while the facilitator assists them.
tu/vumunh
5. Class discussions on children rights and
u
responsibilities.
Con: Learners answer oral questions from the

facilitator.
AIM: Learners should improve enterprise and psycho-motor skills through visual and performing arts
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
5 Lesson 1 During the Listening Visual Live Assumed knowledge: learners know different
lesson learners and performance cultural dances
14/2/2 History of should be able Describing Performi Charts,
0 arts and to:- ng Arts - Pictures, Methods: integrated method, dance
culture Relating
-Identify Listening (Grades Recorder,
DANCE cultural dances 3-7) Internet , 1. Learners identify cultural dance they know
-different from past and Composin while the facilitator assists them.
Syllabus smartphone
dances. present. g
2015-
Cultural 2. Learners in groups discuss on cultural dances in
-Diversity -outline dances Distinguis 2022 the past and in the present extracting changes
centres
of Visual performed by- hing while the facilitator assists them.
Page 53
Art in men Video clips
Dancing 3. Learners give feedback from their groups while
zimbabwe - Audio on
Singing the facilitator assists them.
women storage devices
Identifyin 4. Learners demonstrates short cultural dances
-
g Con: Learners dance cultural dances.
children
arts and to:- ng Arts - Pictures, Methods: integrated method, dance
culture Relating
-outline dances Listening (Grades Recorder,
DANCE performed by- 3-7) Internet , 1. Learners identify different cultural dances.
- Diversity women Composin
Syllabus
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
of visual -Explain the g 2015- smartphone 2. Learners in groups discuss on dances for
Art. purpose of 2022 women and outline its purpose while the
dance Distinguis Cultural facilitator assists them
-Visual arts hing Page 53 centres
in Southern -justify why 3. Learners give feedback from their groups while
Africa cultural dances Dancing Video clips the facilitator assists them
changes when Singing Audio on
performed for 4. Learners demonstrates short cultural dances
storage devices
audience Identifyin Con: Learners dance cultural dances.
g
culture Relating
-outline dances Listening (Grades Recorder,
DANCE performed by- 3-7) Internet , 1. Learners identify different cultural dances.
- children Composin
Syllabus smartphone
Zimbabwea g 2. Learners in groups discuss on dances for
-Explain the 2015-
n Artists. Cultural children and outline its purpose while the
purpose of Distinguis 2022 facilitator assists them
centres
- dance hing
Page 53
Distinguish Video clips 3. Learners give feedback from their groups while
Dancing the facilitator assists them
between Audio on
Zimbabwea Singing
storage devices 4. Learners demonstrates dances performed by
n Artists
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
Identifyin children e.g. clacks

g
Con: Learners dance clacks
culture Relating
-Incorporate Listening (Grades Recorder,
REVISION children’s rights,
OF WORK 3-7) Internet , 1. Learners identify different cultural dances.
responsibilities Composin
COVERED Syllabus smartphone
and g 2. Learners in groups discuss on dances played by
2015-
unhu/Ubuntu/vu Cultural children, men and woman e.g. rhumba, jaka,
Distinguis 2022 mbakumba and jerusarema and identifying their
munhu in their centres
hing rights and responsibilities while the facilitator
improvisation Page 40
Video clips assists them.
Dancing
Audio on 3. Learners give feedback from their groups while
Singing
storage devices the facilitator assists them.
Identifyin
g 4. Learners demonstrates rhumba, mbakumba or
jerusarema
Con: Best dancers dance for others
AIM: Learners should display works of dance, music, theatre, andvisual art as a reflection of societal values and beliefs Unhuin the past and present
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
6 Lesson 1 During the Describing Visual Charts , Assumed knowledge: learner can sing songs
lesson learners and Pictures video
21/3 History of should be able Relating Performi clip resource Methods: integrated method, notation
/20 arts and to: ng Arts - person,
culture Listening Intro: Recap of the previous lesson.
Junior computer
- create scripts. Composin (Grades 1. The facilitator explains on musical symbols
THEATRE
g 3-7) symbols in C and G major.
-Creation of Syllabus
scripts, sets Distinguis 2. Learners identify music written C and G major
2015-
and props hing while the facilitator assists them.
2022
-Key G major Dancing 3. Learners write songs in C and G major while

Page 56
Singing
4. Learners in groups sing songs written in C and
Identifyin G major while the facilitator assists them.
g
Con: Best group sing its song for the class.
The creative During the Describing Visual Charts , Assumed knowledge: learner know some musical
process and lesson learners and Pictures video symbols
performance should be able Relating Performi clip resource
to:- ng Arts - person, Methods: integrated method, notation
MUSIC Listening
Junior computer Intro: Recap of the previous lesson.
-Use simple and Composin (Grades
-Simple and compound time g
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
compound signature in Distinguis 3-7) 1. Learners identify musical symbols they know.
time composing hing Syllabus
signatures rhythms 2015- 2. The facilitator explains and demonstrates on
Dancing 2022 simple and compound time signature to learners.
-Simple and
compound Singing Page 56 3. Learners in groups compose rhythms using
time simple and compound time signatures while the
Identifyin facilitator assists them.
signatures g
Con: Recap of concepts.
Lesson 3 During the Describing Visual Charts , Assumed knowledge: learner can sing songs
lesson learners and Pictures video
The creative should be able Relating Performi clip resource Methods: song
process and to:- ng Arts - person,
performance Listening Intro: Recap of the previous lesson.
Junior computer
-Sing rounds Composin (Grades 1. The facilitator explains on the concept of
MUSIC Television
-sing ostinatos g 3-7) rounds, descant and ostinatos in songs
-Rounds, Syllabus Smart phone
descants and -Improve Distinguis 2. Learners sing songs with rounds and ostinatos
2015- Musical
songs with descants in hing while the facilitator assists them.
2022 instruments
ostinato. known songs Dancing 3. Learners in groups compose songs improving
Page 56
-Musical -play ostinato in descants and while the facilitator assists them.
Singing
instruments percussion 4 Learners give feedback while the facilitator
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
such as instruments. Identifyin assists them.

piano, g
keyboard , a 5. Learners play ostinato on percussion
piano and instruments while the facilitator assists them
guitar 6. Learners give feedback from their groups while
-Rounds, the facilitator ass
Descants, Con: Learners play percussion instruments.
Ostinatos
-Percussion
instruments
Lesson 4 During the Describing Visual Charts , Assumed knowledge: learner can sing songs
lesson learners and Pictures Video
The creative should be able Relating Performi clip resource Methods: integrated method, notation
process and to:- ng Arts - person,
performance Listening Intro: Recap of the previous lesson.
Junior computer
-Sing songs in Composin (Grades 1. The facilitator explains and demonstrates on
MUSIC two and three Smartphone
g 3-7) songs in two and three part harmony.
-Two and part harmony Syllabus
three part Distinguis 2. Learners in groups sing songs with two and
2015-
harmony hing three part harmony while the facilitator assists
2022
songs them.
Dancing
Page 56
-Songs in 3. Learners give feedback from their groups
Singing
two and Con: Best group sing for the class
three part
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
harmony Identifyin
g
AIM: learners should improve enterprise and psycho-motor skills through visual and performing arts
7 Lesson 1 During the Drawing Visual Charts , Assumed knowledge: learners know simple
lesson learners and Pictures video drawings.
Visual Art should be able Relating Performi clip resource
to:- ng Arts - person, Methods: integrated method, demonstration
28/2 The three imagining
/20 dimensional Junior computer Intro: Recap of the previous lesson.
-draw three (Grades
art dimensional Ict tools
3-7) 1. Learners name shapes they know.
-drawing shapes Syllabus
2. The facilitator explains and demonstrates on
2015-
drawing.
2022
3. Learners play draw own drawings while the
Page 57
Con: Best learners display own drawings for the

class
Lesson 2 During the Describing Visual Charts , Assumed knowledge: learners know simple
lesson learners and Pictures video drawings.
to:- Methods: integrated method, demonstration
MUSIC Imagining ng Arts - person,
Junior computer Intro: Recap of the previous lesson.
-imaginary -Draw own Composin (Grades
drawings Musical
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
and g 3-7) instruments 1. Learners observe simple drawings.

observational Syllabus
drawings. Distinguis 2015- Hosho, 2. The facilitator explains and demonstrates on
hing 2022 tambourine motif drawing.
Drawing Page 57 3. Learners draw own drawings while the

Identifyin
g Con: Best learners isplay own drawings for the
class
Lesson 3 During the Describing Visual Charts , Assumed knowledge: learners know elements of
lesson learners and Pictures video art
to:- Methods: integrated method, notation
MUSIC Composin ng Arts - person,
g Junior computer Intro: Recap of the previous lesson.
-life theme -draw and paint (Grades
drawings life theme Distinguis 3-7) Smartphone 1. Learners observe artwork
drawings. hing Syllabus
2. The facilitator explains and demonstrate life
2015-
Identifyin theme drawings
2022
g
3. Learners in groups discuss on meaning of life
Page 57
theme drawings.

GRADE 6 SCHEME 2020

CONTENT S
REFERENCE

facilitator.
Revision test should be able Explaining Performi Revision test
to:- - answer at questions Intro: re-cape of the previous lessons
TOPIC: Describing ng Arts -
least half of the Junior Step 1 The facilitator recaps the concepts taught
The creative revision test (Grades during the week
process and questions 3-7)
performance correctly given Syllabus Step 2 Learners answer revision test questions in
2015- their books individually.
-Music
2022
-Revision test concepts
Page 42
questions
AIM: Learners should incorporate the use of information communication technology tools in visual and performing arts
8 Lesson 1 During the Describing Visual Models Assumed knowledge: learners are able to draw.
lesson learners and
The creative should be able Relating Performi Newspaper Methods: Animation, Simulation
process and to:- ng Arts -
06/3 Listening Brushes Intro: Learners name most things they like to
performance Junior
/20 draw.
-Apply elements Composin (Grades Reeds
VISUAL and principles of g
ARTS 3-7) 1. The facilitator explains and demonstrates on the
design in Various tools use elements and principles of design in
Syllabus
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
-Drawing and observational, Distinguis 2015- Different types observational, still life drawing and life drawing.
painting still life and life hing 2022 of media
drawing. 2. Learners in groups discuss on elements and
-Elements of Dancing Page 59 Resource principles of design while the facilitator assists
design such persons them.
as: Singing
devices 3. Learners apply elements and principles of
-texture Identifyin design in drawing, painting, sculpting, moulding,
g Internet assembling and modelling while the facilitator
-Line assists them.
paint
-colour Con: Learners display their artworks
Lesson 2 During the Describing Visual Models Assumed knowledge: learners are able to draw.
lesson learners and
The creative should be able Relating Performi Newspaper Methods: Animation, Simulation
performance Listening Brushes Intro: Learners name most things they like to
Junior draw.
-Apply elements Composin (Grades Various tools
VISUAL and principles of g
ARTS 3-7) 1. The facilitator explains and demonstrates on the
design in Different types use elements and principles of design in
Syllabus
-Drawing and observational Distinguis of media observational drawing.
2015-
painting drawing hing
2022 Resource 2. Learners draw observational drawing while the
- Dancing persons facilitator assists them. 3. Learners apply
Page 59
Observationa Singing devices elements and principles of design in drawing on
l drawing observational drawing.
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
Identifyin Con: Learners display their artworks

g
Lesson 3 During the Describing Visual Models Assumed knowledge: learners know three
lesson learners and dimensions objects
The creative should be able Relating Performi Newspaper
process and to:- ng Arts - Methods: Animation, Simulation
performance Listening Brushes
Junior Intro: Recap of the previous lesson.
-Construct three Composin (Grades Reeds
VISUAL dimensional
ARTS g 3-7) 1. The facilitator explains and demonstrates on
crafts using Various tools construction of three dimensional art crafts using
Syllabus
-Three different shades Distinguis different shades of paints
2015- devices
dimensional of paints to hing
2022
crafts produce Internet 2. Learners in pairs construct artefacts using
Dancing different shades of paint while the facilitator
artefacts Page 57
-Media and 3 Singing paint assists them.
dimensional
crafts Identifyin 3. Learners display the artefacts.
g Con: Recap of concepts
Lesson 4 During the Describing Visual Models Assumed knowledge: learners know different
lesson learners and artefacts.
The creative should be able Relating Performi Newspaper
process and to:- ng Arts - Methods: Animation, Simulation
performance Listening Brushes
Junior Intro: Recap of the previous lesson.
-Use a Composin (Grades Various tools
VISUAL combination of
ARTS 3-7) 1. Learners identify waste materials in the
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
-Environment waste materials g Syllabus Different types environment while the facilitator assists them.
and Visual to produce 2015- of media
Arts artefacts Distinguis 2022 2. The facilitator explains and demonstrates on the
hing Resource use waste material to produce artefacts. 3.
- Page 57 persons Learners in groups produce different artefacts by
Environment Dancing mixing waste material from the environment.
and visual devices
Singing Con: Learners display their artworks
arts
Identifyin
g
AIM: Learners should appreciate and apply an understanding of arts philosophies, judgment and analysis to works of art in music, visual arts theatre and dance.
13/3 Lesson 1 During the Describing Visual Computer Assumed knowledge: learners know
/20 lesson learners and characteristics of theatre skills
The creative should be able Relating Performi Smartphone
process and to:- ng Arts - Methods: Simulation
performance Listening Resource
Junior person Intro: the facilitator expresses an opinion
-Explore Composin (Grades
THEATRE complex themes g 3-7) 1. Learners identify universal themes which can
- and come up Syllabus be used in acting while the facilitator assists them.
Improvisatio with improvised Distinguis
2015-
n: using works hing 2. Learners in groups create stories from selected
2022
universal themes while the facilitator assists them
Dancing
themes Page 57
3. Learners formulate characters for performance
Singing of their story while the facilitator assists them.
-Acting skills
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
Identifyin 4. Learners demonstrate their presentations

g
Con: Best group demonstrate to others.
Lesson 2 During the Describing Visual Computer Assumed knowledge: learners can use the stage
lesson learners and
The creative should be able Relating Performi Smartphone Methods: Simulation
performance Listening Resource Intro: Recap of the previous lesson.
Junior person
-identify stage Composin (Grades 1. Learners identify stage areas which can be used
THEATRE areas g 3-7) Visual audio in acting while the facilitator assists them.
-Blocking: -demonstrate the Distinguis Syllabus
Stage areas 2. Learners in groups demonstrate the use of the
use of stage 2015-
hing stage areas, levels and positions in dramatizing
areas, levels and 2022
- their stories while the facilitator assists them.
Characterisa positions in Dancing
Page 57
tion dramatization 4. Learners demonstrate their presentations
Singing
Con: Best group demonstrate to others.
Identifyin
g
Lesson 3 During the Describing Visual Computer Assumed knowledge: learners can produce their
lesson learners and stories
The creative should be able Relating Performi Smartphone
process and to:- ng Arts - Methods: Simulation
performance Listening Resource
Junior person Intro: Recap of the previous lesson.
-Collaborate Composin (Grades
THEATRE with players in 3-7) 1. The facilitator explains and demonstrates on
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
-Scripting creating a g Syllabus Cultural centre play making process.

performance 2015-
Distinguis 2022 2. Learners in outline the play making process
-Outline the play hing while the facilitator assists them.
-
making process Page 57
Scriptwriting Dancing 4. Role playing of different characters and
skills redirecting of the performance
Singing
5. Recording of performance
Identifyin
g Con: Best group demonstrate to others.
Revision test should be able Explaining Performi Revision test
to:- - answer at questions Intro: re-cape of the previous lessons
TOPIC: Describing ng Arts -
least half of the Junior Step 1 The facilitator recaps the concepts taught
The creative revision test (Grades during the week
process and questions 3-7)
performance correctly given Syllabus Step 2 Learners answer revision test questions in
-Theatre
2022
-Revision test concepts
Page 57
questions
AIM: Learners should improve enterprise and psycho-motor skills through visual and performing arts
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
10 Lesson 1 During the Describin Visual Visual audios Assumed knowledge: Leaners are able to dance.
lesson learners g and
20/3/2 The should be able Performi Resource Methods:Dance
0 creative to:- Relating ng Arts - person
purpose Intro: facilitator displays a dance
Listening Junior Smartphone
and -identify (Grades 1. Learners states complex movements they have
performan complex Composin 3-7) Video clips watched from the video clip.
ce movements g Syllabus choreographer
2. Learners in groups design complex sequence of
DANCE -create complex 2015-
Distinguis Internet movements with the help of the facilitator.
sequence of 2022
-Complex hing
movement with Computer 3. Learners practice in their groups while the
movement Page 58
greater focus, Dancing facilitator assists them.
-Movement force and intent.
Singing 4. Learners rehearse complex sequence of
sequences – -master movement.
Force/ener sequence of Identifyin
gy g Con: Best group demonstrate to others
movement with
-intent greater focus,
force and intent
-focus
Lesson 2 During the Describin Visual Visual audios Assumed knowledge: Leaners are able to dance.
lesson learners g and
The should be able Performi Resource Methods:Dance
creative to:- Relating ng Arts - person
purpose Intro: facilitator displays a dance
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
and -invent Listening Junior Smartphone 1. Learners states complex movements they have
performan possibilities to (Grades watched from the video clip.
ce solve given Composin 3-7) Video clips
movement g Syllabus choreographer 2. Learners deduce strategies to solve movement
DANCE problems 2015- problems with the help of the facilitator.
Distinguis Internet
-Movement hing 2022 3. Learners rehearse complex sequence of
-analyse Computer
problems problem solving Page 44 movement
and Dancing
strategies Con: Best group demonstrate to others
solutions Singing
-Movement Identifyin
problems g
solutions
Lesson 3 During the Describin Visual Visual audios Assumed knowledge: Leaners are able to perform
lesson learners g and different dance movement
The should be able Performi Resource
creative to:- Relating ng Arts - person Methods:Dance
purpose Junior
and -Demonstrate Listening Smartphone Intro: facilitator displays a dance
(Grades
performan principles of Composin 3-7) Video clips 1. Learners integrate dance forms in performance
ce opposing weight g Syllabus choreographer with help of the facilitator.
and force 2015-
DANCE Distinguis Internet 2. Learners perform dance movements
-incorporate 2022
-Principles hing demonstrating principles of opposing weight and
dance forms Computer force while the facilitator assists them.
of balance Page 58
Dancing
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
in dance Singing 3. Learners rehearse dance movements.
-Dance Identifyin Con: Best group demonstrate to others

principles g
-Weight
and energy
-balance
and counter
balance
Lesson 4 During the Describin Visual Visual audios Assumed knowledge: Leaners are able to perform
lesson learners g and different dance movement
The should be able Performi Resource
creative to:- Relating ng Arts - person Methods:Dance
purpose Junior
and -Demonstrate Listening Smartphone Intro: facilitator displays a dance
(Grades
performan group dynamics Composin 3-7) Video clips 1. Learners express feelings through gestures,
ce g Syllabus choreographer posture and movements while the facilitator
- convey
DANCE feelings and 2015- assists them.
Distinguis Internet
expression 2022
- hing 2. Learners team up to produce a dance
through Computer performance while the facilitator assists them.
Performanc Page 44
gestures, posture Dancing
e and movement. 3. Learners rehearse dance movements.
Singing
-Meaning Con: Best group demonstrate to others
in dance
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
-Group Identifyin
dynamics g
-leading/
following
-mirroring
-imitating
Call and
response
-opposing
11 Lesson 1 During the Naming Visual Chalk board Assumed knowledge: Learners able to answer
27/3/2 lesson learners and revision questions
0 Revision should be able Explaining Performi Revision test
History arts questions 3-7)
and Culture correctly given Syllabus Step 2 Learners answer revision test questions in
-All
2022
concepts Step 3 Revision of written work and recap of
taught on Page 56- concepts
the topic 58
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
-Revision Conclusion revision of work written

test
questions
-All
2022
taught on Page 56 concepts
the topic
-Revision
test
questions
revision test (Grades
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
History arts questions 3-7) during the week

and Culture correctly given Syllabus
2015- Step 2 Learners answer revision test questions in
-All 2022 their books individually.
concepts
taught on Page 56 Step 3 Revision of written work and recap of
the topic concepts

test
questions
-All
2022
the topic 58
-Revision
test
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
questions
12 Lesson 1 During the Naming Visual Chalk board Assumed knowledge: Learners able to answer
03/3/2 lesson learners and revision questions
0 Revision should be able Explaining Performi Revision test
-All
2022
the topic 58
-Revision
test
questions
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
-All 2015- their books individually.

concepts 2022
taught on Step 3 Revision of written work and recap of
the topic Page 56- concepts
58
test
questions
-All
2022
the topic 58
-Revision
test
questions
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
-All
2022
the topic 58
-Revision
test
questions
Learning Area: Heritage – Social Studies
BROAD AIMS
The learner should be able to:
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
• Appreciate and love Zimbabwe and its Chimurenga liberation war heroes and heroines
• Develop an appreciation of national heritage , sovereignty, governance, national symbols and events
• Identify with national symbols such as the National flag, National school Pledge, Anthem, Monuments and Heritage sites
• Explain significance of public holidays
• Describe the production and marketing of goods and servicesGender equity
• CROSS CUTTING THEMES
Family unity
Child Protection from abuse and diseases
such as AIDS
Heritage StudiesEnvironmental Issues
Financial literacy
Disaster Risk Management
Children’s Rights and Responsibilities
Topics
Identity: Family History and Local Heritage
Cultural Heritage
National History, Sovereignty and Governance
Entitlements/Rights and Responsibilities
SOURCE
Heritage and Social Junior Studies Syllabus
1 IDENTITY: During the Explaining Heritage ICT tools Assumed knowledge: Learners have learnt about
FAMILY lesson Social types of family
17/01/ learners Identifying Studies Pictures
20 History and Introduction –Learners identify types of families
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
Lesso local should be Describing Junior Resource while the facilitator assist
n heritage able to:- syllabus person
Identify clans grade 3-7 1. Learners name clans while the facilitator guides
1 Clans in in Zimbabwe Related them.
Zimbabwe Page 41 literature
2 Learners in groups identify the originof their clans
-Clans in while the facilitator assists them.
Zimbabwe
4 Learners write an exercise in their exercise books

individually.
Conclusion.Oral review of the lesson.
IDENTITY: During the Explaining Heritage ICT tools Assumed knowledge: Learners are able to name
Lesso Family lesson Social clans.
n2 learners Identifying Studies Pictures
History and should be Junior Introduction –Learners name different clans while
local Describing Resource the facilitator assist.
able to:- syllabus person
heritage trace the grade 3-7 1. Learners state the origins of their clans while the
Clans in originof their Related facilitator assist.
families Page 41 literature
Zimbabwe
2 Learners in groups identify where the clans
-Origin originated while the facilitator assists them
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
4 Class discussion on group findings.
IDENTITY: During the Explaining Heritage ICT tools Assumed knowledge: Learners are able to identify
Lesso Family lesson Social clans and their origins.
n learners Identifying Studies Pictures
History and should be Junior Introduction –Learnes identify clans while the
3 local Describing Resource facilitator assist.
heritage explain grade 3-7 1. Learners identify the origins of their clans while
Clans in factors which Related the facilitator assist.
unify people Page 41 literature
Zimbabwe
of the same 2 Learners in groups identify the factors which
-Unifying clan unify the people of the same clan while the
factors facilitator assists them
- 3. Learners give feedback from their groups while

Geographical the facilitator assists them.
-totem 4 Learners write an exercise in their books

individually.
-Spirituality
Conclusion.Revision and recap of concepts.
Lesso IDENTITY: During the Explaining Heritage ICT tools Assumed knowledge: Learners know different
n4 Family lesson Social customs and beliefs intheircommunities.
learners Studies
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
History and should be Identifying Junior Pictures Introduction –. Learners identify customs and
local able to:- syllabus beliefs intheircommunities.
heritage Describing grade 3-7 Resource
Identify person
Significance indigenous Page 41
Related 1. Learners list the customs and beliefs they know.
of customs, customs and
beliefs, beliefs. literature
2. Learners in groups narrate some folklores while
folklore,gam the facilitator guides them.
es, songs,and
dances. 4. Learners dramatize some customs while the
-.
4 Learners rehearse on front of the class while that
2 IDENTITY: During the Identifying Heritage Maps Assumed knowledge: Learners know different
Family lesson Social customs and beliefs in their community.
24/01/ learners Displaying Studies ICT tools
20 History and should be Junior Introduction –Learners identify different customs
local Explaining Resource and beliefs in their community.
heritage grade 3-7
- analyse 1. Learners in groups of five demonstrate some
Lesso Pictures
Significance Significance Page 41 dances from different parts of Zimbabwe while the
n
of customs, of customs, Related facilitator assists them.
1 beliefs, beliefs, literature
folklore,gam 2. Learners in groups narrate significance of
folklore,game customs, beliefs, folklore, games, songs,and while
es, songs,and
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
dances. s, songs,and Work cads the facilitator assists them.

dances.
-. 3 Learners write an exercise in their books
Significance individually.
of customs,
beliefs, Conclusion.Revision of written work and recap of
folklore,gam concepts.
es, songs,and
dances.
IDENTITY: During the Identifying Heritage Maps Assumed knowledge: Learners know customs and
Lesso Family lesson Social beliefs in their communities.
n learners Displaying Studies ICT tools
History and should be Junior Introduction –Learners state the customs and
2 local Explaining Resource beliefs in their communities.
heritage grade 3-7
-explain 1. Learners state taboos related to motherhood
Cultural Pictures while the facilitator assits.
cultural Page 41
values of values of Related
motherhood 2. In groups of four learners discuss cultural norms
motherhood literature and taboos protecting motherhood.
in pre- in pre-
colonial era Work cads 3. Learners give feedback from their groups while
colonial era.
-cultural the facilitator assists them.
values of 4 Learners answer oral questions from the
motherhood
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
in pre- facilitator.
colonial era.
Conclusion. Oral review of the lesson.
IDENTITY: During the Identifying Heritage Maps Assumed knowledge: Learners know customs and
Lesso Family lesson Social beliefs in their communities.
History and should be Junior Introduction –Learners state the customs and
3 local Explaining Resource beliefs in their communities.
heritage grade 3-7
-explain 1. Learners state taboos related to motherhood
Cultural Pictures while the facilitator assits.
cultural Page 41
values of values of Related
motherhood 2. In groups of four learners discuss cultural norms
motherhood literature and taboos protecting motherhood.
in pre- in pre-
colonial era Work cads 3. Learners give feedback from their groups while
colonial era.
-cultural the facilitator assists them.
values of 4 Learners answer oral questions from the
motherhood facilitator.
in pre-
colonial era. Conclusion. Oral review of the lesson.
Lesso Revision test During the Naming Heritage Chalk board Assumed knowledge: Learners able to answer
n4 lesson Social revision test questions
TOPIC: learners Explaining Studies Revision test
should be Junior questions Intro: Re-cape of the previous lessons
- Identity Describing
able to:-- syllabus 1 The facilitator recaps the concepts taught during
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
-All concepts answer at grade 3-7 Work cards the week.

taught on the least half of
these topics the revision Page 41 2. Learners and the facilitator discuss on concepts
test questions taught during the week.
-Revision given
exercise 3 Learners answer revision test questions in their
correctly. books individually.
4Revision of written work and recap of concepts
Conclusion. Revision of work written
3 IDENTITY: During the Identifying Heritage Maps Assumed knowledge: Learners know customs and
Family lesson Social beliefs in their communities.
20 History and should be Junior Introduction –Learners state the customs and
local Explaining Pictures beliefs in their communities.
able to:- syllabus
heritage grade 3-7 Work Cards
- explain 1. Learners state taboos related to fatherhood while
Lesso
Cultural cultural Page 41 Flash Cards the facilitator assits.
n1
values of values of
fatherhood 2. In groups of four learners discuss cultural norms
fatherhood in and taboos protecting fatherhood.
in pre- pre-colonial
colonial era era. 3. Learners give feedback from their groups while
-fatherhood 4 Learners answer oral questions from the

in pre- facilitator.
co;onial era.
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
IDENTITY: During the Identifying Heritage Maps Assumed knowledge: Learners have their own
Lesso Family lesson Social language.
n2 learners Displaying Studies ICT tools
History and should be Junior Introduction –Recap of the previous lesson.
local Explaining Pictures
able to:- syllabus 1. The facilitator gives focus of the lesson.
-state 2. Learners in groups identify some languages
Indigenous indigenous Page 41 Flash Cards
language spoken in Zimbabwe while the facilitator assists
languages in them.
and cultures Zimbabwe
in Zimbabwe 3. Learners give feedback from their groups while
-Indigenous the facilitator assists them.
language 4. Learners state the origin of languages while the
5 Learners write an exercise in their books

individually.
Lesso IDENTITY: During the Identifying Heritage Maps . Assumed knowledge: Learners know different
n3 Family lesson Social languages.
learners Displaying Studies ICT tools
History and should be Junior Introduction –learners list some languages found in
local Explaining Pictures Zimbambwe.
able to:- syllabus
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
heritage -name some grade 3-7 Work Cards 1. The facilitator gives focus of the lesson.
indigenous
Indigenous cultures Page 41 Flash Cards 2. Learners in groups identify some cultures in
language Zimbabwe while the facilitator assists them.
and cultures
in Zimbabwe 3. Learners give feedback from their groups while
-Indigenous
cultures 4. Learners state the origin of different cultures

individually.
able to:-- syllabus Work cards 1 The facilitator recaps the concepts taught during
-All concepts answer at grade 3-7 the week.
-Revision
given
3 Learners answer revision test questions in their
correctly.
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
exercise books individually.
4 IDENTITY: During the Identifying Heritage Maps Assumed knowledge: Learners know family
Family lesson Social structures.
07/02/ learners Describing Studies ICT tools
20 History and should be Junior Introduction. Leaners explain family structures and
local Explaining Pictures school structures.
able to:- syllabus
-Describe 1. The facilitator gives focus of the lesson.
Lesso
Indigenous indigenous Page 42 Resource
n1 2. Learners explain indigenous governance
governance governance person structures while the facilitator assists them.
-Indigenous structures.
Newspapers 3. Learners in groups identify indigenous
governance and
structures governance structure from village head to chief
Magazines while the facilitator assists them.
-village head
4. Learners answer oral questions from the
- headman facilitator.
-chief Conclusion. Oral review of the lesson.
IDENTITY: During the Identifying Heritage Maps Assumed knowledge: Learners know resources in
Lesso Family lesson Social general.
n2 learners Displaying Studies ICT tools
History and should be Junior Introduction. Learners state resources found in
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
local able to:- Explaining syllabus Pictures their locality.

heritage grade 3-7
-Distinguish Work Cards 1. The facilitator gives focus of the lesson.
Indigenous between Page 42
heritage natural and Resource 2. Learners state cultural and natural resources
Resources cultural person while the facilitator guides them.
heritage. Newspapers 3. Learners in groups distinguish between natural
-Natural and
cultural and and cultural resource while the facilitator assists
heritage. Magazines them.

IDENTITY: During the Identifying Heritage Maps Assumed knowledge: Learners can list resources.
Lesso Family lesson Social
n learners Displaying Studies ICT tools Introduction. Recap of the previous lesson.
History and should be Junior
3 local Explaining Pictures 1. The facilitator gives focus of the lesson.
able to:- syllabus
heritage grade 3-7 Work Cards 2. Learners identify cultural and natural resources
-Describe community while the facilitator assists them.
Indigenous various ways Page 42 Resource
heritage of preserving person 3. Learners in groups discuss ways of preserving
Resources resources. resources in their community while the facilitator
Newspapers assists them.
and
-Ways of 4. Learners give feedback from their groups while
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
preserving Magazines the facilitator assists them.

heritage
resources 5. field tour observing resources.
-All concepts answer at grade 3-7 the week.
-Revision
given
correctly.
books individually.
5 IDENTITY: During the Identifying Heritage Maps Assumed knowledge: Learners can know their
Family lesson Social indigenous language.
20 History and should be Junior Introduction. Recap of the previous lesson.
local Explaining Pictures
heritage grade 3-7
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
Lesso Language -identify Page 41 Work Cards 2. Learners in groups identify indigenous and
n and Cultures languages foreign languages spoken in Zimbabwe while the
in Zimbabwe spoken in Resource facilitator assists them.
1 Zimbabwe person
-Language in 3. Learners give feedback from their groups while
Zimbabwe: Newspapers the facilitator assists them.
Indigenous and
and foreign Magazines 4. Learners write an exercise in their books
individually.
IDENTITY: During the Identifying Heritage Maps Assumed knowledge: Learners can know their
Lesso Family lesson Social indigenous language.
History and should be Junior Introduction. Recap of the previous lesson.
2 local Explaining Pictures
-list various 2. Learners locate various cultural groups in
Language cultural Page 41 Resource
and Cultures Zimbabwe while facilitator guides them.
practices person
in Zimbabwe found in 3. Learners dramatize various cultural practices in
Newspapers Zimbabwe while the facilitator guides them.
-Various Zimbabwe.
and
cultural Magazines 4. Class discussion on cultural practices in
practices Zimbabwe.
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
CULTURAL During the Identifying Heritage ICT tools Assumed knowledge: Learners know passage of
Lesso HERITAGE : lesson Social rites.
n learners Discussing Studies Pictures
-Courtship should be Junior Introduction. Learners identify passage of rites
3 Practices of Explaining Work Cards with the help of the facilitator.
able to:- syllabus
different grade 3-7 Resource
cultural -describe 1. The facilitator gives focus of the lesson.
person
groups good boy-girl Page 43 2. Learners identify stages of human development
relationship Newspapers while the facilitator assists them.
-Birth, - practices and
Infancy Magazines 3. Learners in groups discuss good boy- girl
- relationship practices in indigenous courtship while
Adolescence the facilitator guides them.

5. Learners write an exercise in their books

individually.
- Cultural Describing
heritage able to:-- syllabus Work cards 1 The facilitator recaps the concepts taught during
answer at
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
-All concepts least half of grade 3-7 the week.

taught on the the revision
these topics test questions Page 41 2. Learners and the facilitator discuss on concepts
given taught during the week.
-Revision correctly.
books individually.
6 CULTURAL During the Identifying Heritage ICT tools Assumed knowledge: Learners know types of
HERITAGE : lesson Social courtship.
21/02/ Courtship learners Displaying Studies Pictures
20 should be Junior Introduction. Recap of the previous lesson.
-Courtship Explaining Work Cards
practices in grade 3-7 Resource
Lesso different -List person 2. Learners explain indigenous and modern ways of
n1 cultural indigenous Page 43 courtship while the facilitator assists them.
groups courtship Newspapers
practices. and 3. Learners in groups discuss on the role courtship
-Indigenous Magazines in marriages while the facilitator assists them.
courtship
practice 4. Learners give feedback from their groups while
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
individually.
CULTURAL During the Identifying Heritage ICT tools Assumed knowledge: Learners know what
Lesso HERITAGE : lesson Social courtship is.
n2 learners Dramatising Studies Pictures
should be Junior Introduction. Recap of the previous lesson.
Explaining Work Cards
Courtship able to:- syllabus 1. The facilitator gives focus of the lesson.
practices in grade 3-7 Resource
-Explain person 2. Learners in groups discuss the roles of other
different
healthy boy- Page 43 family members in relationships while the
cultural Newspapers
girl facilitator assists them.
groups and
relationships
-Role of Magazines 3. Learners give feedback from their groups while
other family the facilitator assists them.
members in 4. Class discussion on group findings while the
courtship facilitator guides learners.
Conclusion. Recap of concepts.
Lesso CULTURAL During the Identifying Heritage ICT tools Assumed knowledge: Learners know cultural and
n3 HERITAGE : lesson Social natural hritage.
learners Describing Studies Pictures
-Heirship should be Junior Introduction. Recap of the previous lesson.
within the Explaining Work Cards
able to:- syllabus
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
family -Describe grade 3-7 Resource 1. The facilitator gives focus of the lesson.
heirship person
Heirship processes Page 43 2. Learners describe heirship processes while the
processes within the Newspapers facilitator guides them.
family and
Magazines 3. Learners in groups of five analyse the role of
other family members in heirship processes in
Zimbabwe while the facilitator guides them.

the facilitator guides them.
5. Class discussion on group findings while the

-Cultural Describing
Heritage able to:-- syllabus Work cards 1 The facilitator recaps the concepts taught during
answer at grade 3-7 the week.
-All concepts least half of
taught on the the revision Page 40- 2. Learners and the facilitator discuss on concepts
these topics test questions 43 taught during the week.
given
-Revision 3 Learners answer revision test questions in their
correctly.
exercise
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
books individually.
7 CULTURAL During the Identifying Heritage ICT tools Assumed knowledge: Learners know heship
HERITAGE : lesson Social practices in Zimbabwe.
28/02/ learners Analysing Studies Pictures
20 Heirship should be Junior Introduction. Recap of the previous lesson.
within the Explaining Work Cards
family grade 3-7 Resource
Lesso -justify person 2. Learners discuss indigenous and modern heirship
-equity equity Page 43
n1 practices while the facilitator guides them.
between between Newspapers
males and males and and 3. Learners dramatize heirship ceremony in groups
females females. Magazines while the facilitator guides them.
4. Class discussion on group findings while the

CULTURAL During the Identifying Heritage ICT tools Assumed knowledge: Learners know types of
Lesso HERITAGE : lesson Social marriages in their communities.
n2 learners Displaying Studies Pictures
Age of should be Junior Introduction. Recap of the previous lesson.
consent to Explaining Work Cards
sex and grade 3-7 Resource
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
marriages -Explain the Page 43 person 2. Learners in groups discuss cultural conception of
concept of ages of consent while the facilitator guides them.
-The concept consent Newspapers
of consent and 3. Class discussion on legal marrriage age while
Magazines the facilitator assists them.
CULTURAL During the Identifying Heritage ICT tools Assumed knowledge: Learners know courtship
Lesso HERITAGE : lesson Social processes.
n3 learners Displaying Studies Pictures
Age of should be Junior Introduction. Recap of the previous lesson.
consent to Explaining Work Cards
sex and grade 3-7 Resource
marriages -distinguish person 2. Learners discuss difference between legal age
between Page 43 and consent age while the facilitator assists
-Legal age of Legal age of Newspapers
majority and majority and and 3. Role playing on traditional court on sex without
legal age of legal age of Magazines consent.
consent consent
-Cultural
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
Heritage able to:-- Describing syllabus Work cards 1 The facilitator recaps the concepts taught during
answer at grade 3-7 the week.
-All concepts least half of
taught on the the revision Page 40- 2. Learners and the facilitator discuss on concepts
these topics test questions 43 taught during the week.
-Revision given 3 Learners answer revision test questions in their

exercise correctly. books individually.
8 NATIONAL During the Identifying Heritage ICT tools Assumed knowledge: Learners know how people
HISTORY: lesson Social live long ago.
06/03/ Sovereignty learners Displaying Studies Pictures
20 & should be Junior Introduction. Recap of the previous lesson.
Governance able to:- syllabus 1. The facilitator gives focus of the lesson.
grade 3-7 Resource
Lesso The pre- -Identify the person 2. Learners list pre-colonial states while the
n1 Colonial pre-colonial Page 44 facilitator assists them.
Kingdoms states Caves
3. Learners in groups discuss on the social, political
-Pre- -describe the Maps and economic life of the people of Great Zimbabwe
colonialstate social, state while the facilitator assists them.
Hunting tools
s: Political and
economic life 4. Learners give feedback from their groups while
-Great of Great the facilitator assists them.
Zimbabwe Zimbabwe
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
State 5. Learners write an exercise individually in their

books
Lesso NATIONAL During the Identifying Heritage ICT tools Assumed knowledge: Learners know pre-colonial
n2 HISTORY: lesson Social states.
Sovereignty learners Displaying Studies Pictures
& should be Junior Introduction. Recap of the previous lesson.
grade 3-7 Resource
The pre- -Identify the person 2. Learners list pre-colonial states while the
Colonial pre-colonial Page 44 facilitator assists them.
Kingdoms states Caves
3. Learners in groups discuss on the social, political
-Pre-colonial -describe the Maps and economic life of the people of Mutapa State
states: social, while the facilitator assists them.
Hunting tools
Political and
-Mutapa economic life 4. Learners give feedback from their groups while
State of the the facilitator assists them.
Mutapa State
5. Learners write an exercise individually in their
books
NATIONAL During the Identifying Heritage ICT tools Assumed knowledge: Learners know pre-colonial
Lesso HISTORY: lesson Social states.
Sovereignty learners Studies
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
n3 & should be Displaying Junior Pictures Introduction. Recap of the previous lesson.
Governance able to:- syllabus
Explaining grade 3-7 Work Cards 1. The facilitator gives focus of the lesson.
The pre- -describe the
Colonial social, Page 44 Resource 2. Learners list pre-colonial states while the
Kingdoms Political and person facilitator assists them.
economic life Caves 3. Learners in groups discuss on the social, political
-Pre-colonial of the Rozvi
states: and economic life of the people of Rozvi State
State. Maps while the facilitator assists them.
-Rozvi State Hunting tools 4. Learners give feedback from their groups while

books
NATIONAL During the Identifying Heritage ICT tools Assumed knowledge: Learners know pre-colonial
Lesso HISTORY: lesson Social states.
n4 Sovereignty learners Displaying Studies Pictures
grade 3-7 Resource
The pre- -describe the person 2. Learners list pre-colonial states while the
Colonial social, Page 44 facilitator assists them.
Kingdoms Politicaland Caves
economic life 3. Learners in groups discuss on the social, political
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
-Pre-colonial of the Maps and economic life of the people of the Ndebele state
states: Ndebele State while the facilitator assists them.
Hunting tools
-The Ndebele 4. Learners give feedback from their groups while
State the facilitator assists them.

books
Revision test During the Naming Heritage Chalk board Assumed knowledge: Learners able to answer
lesson Social revision test questions
-Identity: Describing
Family able to:-- syllabus Work cards 1 The facilitator recaps the concepts taught during
history and answer at grade 3-7 the week.
local least half of
the revision Page 44 2. Learners and the facilitator discuss on concepts
heritage
-All concepts given
taught on the 3 Learners answer revision test questions in their
correctly.
these topics books individually.
-Revision 4Revision of written work and recap of concepts

exercise Conclusion. Revision of work written
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
9 NATIONAL During the Identifying Heritage ICT tools Assumed knowledge: Learners know history of
HISTORY: lesson Social indigenous people and the Europeans.
13/03/ Sovereignty learners Displaying Studies Pictures
20 & should be Junior Introduction. Recap of the previous lesson.
Explaining Work Card
grade 3-7 Museums
Lesso Effects of -Describe and 2. Learners list early missionaries, hunters, mineral
n1 first Contact Page 44 Hunting tools prospers while the facilitator assists them.
with Explain the
Europeans first contact 3. Learners in groups discuss the lifestyle changes
and effects of brought about the early contact with the Europeans
-Europeans:- the first while the facilitator assists them.
contact
-missionaries between 4. Learners give feedback from their groups while
-hunters Europeans the facilitator assists them.
and
-mineral 5. Learners write an exercise individually in their
Indigenous
prospectors books
people.
NATIONAL During the Identifying Heritage ICT tools Assumed knowledge: Learners know history of
Lesso HISTORY: lesson Social indigenous people and the Europeans.
grade 3-7 Museums
Effects of -Describe and 2. Learners list early missionaries, hunters, mineral
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
first Contact Explain the Page 41 Hunting tools prospers while the facilitator assists them.
with effects of the
Europeans first contact 3. Learners in groups discuss the effects of the first
between contact between Europeans and Indigenous people
-Europeans:- Europeans while the facilitator assists them.
-missionaries and 4. Learners give feedback from their groups while

Indigenous the facilitator assists them.
-hunters people.
-mineral books
prospectors
NATIONAL During the Identifying Heritage ICT tools Assumed knowledge: Learners know some of the
Lesso HISTORY: lesson Social laws in communities.
grade 3-7 Museums
Development -Outline the 2. Learners research the historical development of
of Indigenous development Page 44 Hunting tools laws while the facilitator guides them.
Laws of indigenous
laws 3. Learners in groups discuss indigenous laws,
-Historical community court and activities at the chief’s court
development while the facilitator assists them.
of laws:
-Indigenous
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
laws the facilitator assists them.
-Community 5. Learners write an exercise individually in their

court books
-National Describing
history: able to:-- syllabus Work cards 1 The facilitator recaps the concepts taught during
sovereignty answer at grade 3-7 the week.
& least half of
the revision Page 44 2. Learners and the facilitator discuss on concepts
governance
-All concepts given
taught on the 3 Learners answer revision test questions in their
correctly.
these topic books individually.
-Revision 4Revision of written work and recap of concepts

10 NATIONAL During the Identifying Heritage ICT tools Assumed knowledge: Learners know some of the
HISTORY: lesson Social roles played by community leaders in their
20/03/ Sovereignty learners Displaying Studies Pictures communities.
20 & should be Junior
Governance able to:- syllabus
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
Roles of -Identify the grade 3-7 Museums Introduction. Recap of the previous lesson.
Village role of
Head, community Page 44 Hunting tools 1. The facilitator gives focus of the lesson.
Lesso Headman, leaders at Constitution 2. Learners and the facilitator discuss on roles of
n1 Chief and local level. of Zimbabwe village head, headman, chiefs and Councillors.
Councillor
Pamphlets 3. Learners in groups discuss roles of village head,
-Roles of: headman, chiefs and Councillors giving
-Village exampleswhile the facilitator assists them.
heads, 4. Learners give feedback from their groups while
headman, the facilitator assists them.
Chief and
Con 5. Learners write an exercise individually in their
books
NATIONAL During the Identifying Heritage ICT tools Assumed knowledge: Learners know some of the
Lesso HISTORY: lesson Social roles played by community leaders in their
n2 Sovereignty learners Displaying Studies Pictures communities.
& should be Explaining Junior Work Card
Governance able to:- syllabus Introduction. Recap of the previous lesson.
grade 3-7 Museums 1. The facilitator gives focus of the lesson.
Roles of -Identify the
Village roles of:- the Page 44 Hunting tools 2. Learners in groups identify roles of the presiding
Head, presiding over civil cases, project initiators, implementers and
Constitution
Headman, over civil
of Zimbabwe
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
Chief and cases, project Pamphlets managers while the facilitator assists them.
Councillor initiators,
implementers 4. Learners give feedback from their groups while
-Roles of the and managers the facilitator assists them.
community
leaders 5. Role-playing on proceedings at the chief’s court
while the facilitator guides learners.
NATIONAL During the Identifying Heritage ICT tools Assumed knowledge: Learners know local
Lesso HISTORY: lesson Social authorities in their communities.
grade 3-7 Museums
Local -Identify 2. Learners and the facilitator discuss on local
Government local Page 44 Hunting tools authorities.
governments
-Types of Constitution 3. Learners in groups describe the functions of local
local -Explain the of Zimbabwe government authorities while the facilitator assists
government functions of them.
Pamphlets
units local
government. 4. Learners give feedback from their groups while
-Urban the facilitator assists them.
councils
-Rural individually.
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
councils Conclusion. Oral review of the lesson.
-
Metropolitan
provinces
-National Describing
history:Sover able to:-- syllabus Work cards 1 The facilitator recaps the concepts taught during
eignty & answer at grade 3-7 the week.
Governance least half of Page 41-
the revision 2. Learners and the facilitator discuss on concepts
-All concepts test questions 44 taught during the whole week.
taught on the given
these topics 3 Learners answer revision test questions in their
correctly.
books individually.
-Revision
exercise 4Revision of written work and recap of concepts
11 Revision test During the Naming Heritage Chalk board Assumed knowledge: Learners able to answer
27/03/ TOPIC: learners Explaining Studies Revision test
20 should be Junior questions Intro: Re-cape of the previous lessons
-Identity Describing
able to:-- syllabus 1 The facilitator recaps the concepts taught during
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
Lesso -Cultural Answer at grade 3-7 Work cards the term.

n1 Heritage least half of
the revision Page 42- 2. Learners and the facilitator discuss on concepts
-National test questions 44 taught during the whole term.
Hist given 3 Learners answer revision test questions in their
-All concepts correctly. books individually.
taught on the
these topics 4Revision of written work and recap of concepts
-Revision Conclusion. Revision of work written

exercise
Lesso lesson Social revision test questions
n2 TOPIC: learners Explaining Studies Revision test
-Cultural Answer at grade 3-7 the term.
Heritage least half of
-National 44 taught during the whole term.
test questions
Hist
given
-All concepts correctly.
books individually.
taught on the
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE

exercise
test questions
Hist
given
books individually.
taught on the

exercise
least half of
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
Heritage the revision Page 42- 2. Learners and the facilitator discuss on concepts
test questions 46 taught during the whole term.
-National given
Hist correctly. 3 Learners answer revision test questions in their
books individually.
-All concepts
taught on the 4Revision of written work and recap of concepts
these topics
-Revision
exercise
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
12 Revision test During the Naming Heritage Chalk board Assumed knowledge: Learners able to answer
03/4/2 TOPIC: learners Explaining Studies Revision test
0 should be Junior questions Intro: Re-cape of the previous lessons
Lesso Heritage least half of
n1 the revision Page 41 2. Learners and the facilitator discuss on concepts
-National taught during the whole term.
test questions
Hist
given
books individually.
taught on the

exercise
test questions
Hist
given
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
-All concepts correctly. 3 Learners answer revision test questions in their

taught on the books individually.
these topics
-Revision
test questions
Hist
given
books individually.
taught on the

exercise
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
LEARNING AREA:
FAMILY RELIGION MORAL EDUCATION
BROAD AIMS
By the end of the study leaners should be able;
• To promote the spiritual, religious and moral development of the learner
• To develop an appreciation of the value and dignity of hard work
• To increase an appreciation of Zimbabwe’s religious heritage
• To develop an appreciation of the existence of the supreme being as portrayed by various religions
TOPICS
FAMILY
RELIGION
Weekly aim: To foster an understanding of the importance of belonging to a family, religion and community in shaping acceptable character, behaviour and attitude.
1 FAMILY During the - Fareme -Pictures Assumed knowledge: learners have learnt about the
lesson Identifyin Junior showing origins of their families
17/1/2 CONCEPT OF learners g syllabus family
0 TH FAMILY should be grade 3-7 members. Intro-Learners state origins of their families while
able to:- -Naming (2015 - the fracilitator giuides..
Family -work cards
relationships - 2022) 1. Learners list their families and members and their
Lesso -identify
other family explaining Page 60 relations.
n -amily
relationships relations 2. Learners in groups identify family members and
1
such as their relations while the facilitator assists them.
-cousin
3. Learners give feedback from their groups while the
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
-nephew facilitator assists them.

-niece
4-Individual written work on family members.
Con Oral questions on the family members.
Lesso FAMILY During the - Fareme -Pictures Assumed knowledge: leaners have learnt about
n lesson Identifyin Junior showing origins of families.
CONCEPT OF learners will; g syllabus family
2 TH FAMILY grade 3-7 members. Intro- Leaners state the origins of their families.
Identify at -Naming (2015 -
Family t least four -work cards 1. Learners state titles of their family members
relationships - 2022)
other family 2. Learners in groups discuss titles of family
relationsr explaining Page60
-Type of members .
families families.
- Members of 3. Learners give feedback from groups while the
the family facilitator assists them.
FAMILY During the - Fareme -Pictures Assumed knowledge: learners know causes of
lesson Identifyin Junior showing family dynamics.
CONCEPT OF learners g syllabus family
THE FAMILY should be grade 3-7 members. Intro-Recap of the previous lesson.
Lesso
able to:- - (2015 -
n Family 1. Learners list their families and members
explaining 2022) -work cards
dynamics -explain
3 2. The facilitator explains the causes of dynamics.
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
-Dynamics causes of Page 60 3. Learners identify the causes of family dynamics

such as changes in while the facilitator assists them. 4. Learners give
-migration families feedback from groups while the facilitator assists
-religious them.
affliation
Lesso FAMILY During the - Fareme -Pictures Assumed knowledge: learners are able to identify
n4 lesson Identifyin Junior showing causes of family dynamics.
CONCEPT OF learners g syllabus family
THE FAMILY should be grade 3-7 members. Intro-Recap of the previous lesson.
able to:- -Naming (2015 -
Family -work cards 1. Learners in groupsof four research on
dynamics outline the - 2022) familydynamics..
effects of explaining
-Dynamics family Page 60 2. Learners give feedback from groups while the
such as dynamics. facilitator assists them.
-migration
-religious 3-Individual written work on family members.
affliation Con Oral questions on the family members.
Weekly aim: To foster an understanding of the importance of belonging to a family, religion and community in shaping acceptablecharacter, behaviour and attitude.
2 FAMILY During the -Stating FAREM Resource Assumed knowledge: learners know their family
lesson E person name
24/01/ Concept of learners - Junior
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
20 the family should be able discussing syllabus Magazines Intro: Learners play a game while mentioning family
to:- grade 3-7 ICT tools names.
-lineages and -
totems -define a explaining Page 60 Work cards 1. The facilitator explains and demonstrates on the the
Lesso
lineage concepts of lineage.
n - Lineage charts
2. Learners in groups discuss lineage (their forefathers)
1
in their families while the facilitator assists them.

Con Revision of written work and recap of concepts
Lesso FAMILY During the -Stating FAREM Resource Assumed knowledge: learners know their family
n lesson E person name
Concept of learners - Junior
2 the family should be able discussing syllabus Magazines Intro: Recap of the previous lesson
to:- grade 3-7 ICT tools
-lineages and - 1. The facilitator explains on ethnic groups (a group of
totems -identify ethic explaining Page 61 Work cards people having common racial).
groups in their charts 2. Learners in groups identify and discuss on their
families and ethnic groups while the facilitator assists them.
communities
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
Con Revision of written work and recap of concepts
FAMILY During the -Stating FAREM Resource Assumed knowledge: learners know their family
Lesso lesson E person name
n Concept of learners - Junior
the family should be able discussing syllabus Magazines Intro: Recap of the previous lesson.
3 to:- grade 3-7 ICT tools
-lineages and - 1. Learners identify their family totems while the
totems -identify own explaining Page 61 Work cards facilitator assists them.
- Totem totems charts 2. Learners in groups discuss on their family totems


Con Learners answer oral questions from the

facilitator.
FAMILY During the -Stating FAREM Resource Assumed knowledge: learners know their family
Lesso lesson E person name
n Concept of learners - Junior
the family should be able discussing syllabus Magazines Intro: Recap of the previous lesson.
4 to:- grade 3-7 ICT tools
-lineages and - 1. Learners identify their family totems while the
totems
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
- Totem -recite own explaining Page 61 Work cards facilitator assists them.
totem
charts 2. Learners recite poems of their family totems while
3. Learners take turns to recite poems of their family

totems
4. Class discussion on family totems.
Con Learners answer oral questions from the

facilitator.
Weekly aim: To foster an understanding of the importance of belonging to a family, religion and community in shaping acceptablecharacter, behaviour and attitude.
3 FAMILY During the Stating FAREM -magazines Assumed knowledge: learners belong to a religion
lesson learners E
31/01/ Family and should be able Explaining Junior -Learning Intro: class discussion on different types of religions.
20 religion to:- charts
Discussing syllabus 1. Learners identify roles of religions in marrying they
Family Life grade 3-7 -Resource know.
-state roles of discussing
and religion Page 61 person
Lesso 2. Learners in groups discuss on different methods of
marriage in religions in
n marrying while the facilitator assists them.
religion marrriages
1 3. Learners give feedback from their groups while the
-roles of
religions in facilitator assists them.
marriages 4.Learners write individual work on methods of
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
marrying.
Con. Revision and recap of concepts
Lesso FAMILY During the Stating FAREM -magazines Assumed knowledge: learners belong to a religion
n lesson learners E
Family and should be able Explaining Junior -Learning Intro: class discussion on different types of religions.
2 religion to:- charts
Discussing syllabus 1. Learners identify roles of religions in marrying.
Family Life grade 3-7 -Resource
-identify roles of discussing 2. Learners in groups demonstrate a role play on
and religions in Page 61 person
marriage in different methods of marrying while the facilitator
marriages assists them.
religion
-roles of 3. Role- playing by learners on ways of marriage while

religions the facilitator guides them.
such as 4.Class discussion on ways of marrying in religions
counselling
Con. Learners answer oral questions from the
facilitator.
FAMILY During the Stating FAREM -work cards Assumed knowledge: learners know their roles at
lesson learners E school and at home.
Lesso Family and should be able Explaining Junior -Learning
n3 religion charts Intro: Recap of the previous lesson
to:- Discussing syllabus
Family grade 3-7 -Resource 1. Learners identify their roles at school and at home.
-identify family discussing
roles in the roles in the Page 61 person
2. Learners in groups identify roles of family in the
community
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
community community while the facilitator guides them.
-Family 3. Learners give feedback from their groups while the

interaction facilitator assists them.
-raising 4.Class discussion group findings.

children
-funerals facilitator.
-
celebrations
-raising
children
-funerals
-
celebrations
Revision During the Explaining FAREM -work cards Assumed knowledge: learners are able to answer
Lesso Ex lesson learners E revision test questions.
n should be able Describing Junior Flash cards
Topics: to:- Intro: Recap of concepts taught during the week.
4 Family Identifyin syllabus Charts
g grade 3-7 1. Class discussion of concepts taught during the week.
Answer at least
-family and half of the Page 61
community 2. Learners write revision test in their books
revision test individually.
questions given
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
-Revision correctly. 3. Revision and recap of written work.

test
questions Con. Recap of concepts.
Weekly aim: To foster an understanding of the importance of belonging to a family, religion and community in shaping acceptable character, behaviour and attitude.
4 FAMILY During the Stating FAREM -work cards Assumed knowledge: learners know roles of family in
lesson E the community.
06/02/ Family and learners Explaining Junior -Learning
20 community should be able charts Intro: Recap of the previous lesson
Discussing syllabus
community to:- grade 3-7 -Resource 1. Learners identify community roles to the family.
roles to the discussing person
Lesso -Explain why Page 61 2. Learners in groups discuss on importance of roles of
family it is important
n community to the family while the facilitator guides
-community to have family them.
1 roles in the
roles
community. 3. Learners give feedback from their groups while the
-mediation facilitator assists them.
-disaster 4.Individual written work.

mitigation
-counselling facilitator.
FAMILY During the Stating FAREM -work cards Assumed knowledge: learners know their roles and
lesson E roles of parents at home.
Lesso Family and -Learning
learners Junior
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
n2 community should be able Explaining syllabus charts Intro: Recap of the previous lesson
to:- grade 3-7
Family Discussing -Resource 1. Learners identify their roles and roles of parents at
interaction -Explain how Page 61 person home.
families discussing
-Family interact with 2. Learners in groups discuss on how families depend
interaction each other e.g. on each other and list resources they can share while
such as – child minding the facilitator assists them.
working
together Emotional 3. Learners give feedback from their groups while the
support facilitator assists them.
-sharing
resources 4.Individual written work.
Con. Revision of written work and recap of concepts.
FAMILY During the Stating FAREM -work cards Assumed knowledge: learners know ways of taking
lesson lesson E care of their books and belongings.
Family and learners Explaining Junior -Learning
3 community should be able charts Intro: Recap of the previous lesson
Discussing syllabus
Caring for to:- grade 3-7 -Resource 1. Learners explain how they take care of their
the needy discussing person belonging.
-state ways of Page 43
-ways of caring for the 2. Learners in groups identify and explain ways of
caring for needy in the caring for the needy in the community while the
the needy community. facilitator assists them.
-Bumhudzo 3. Learners give feedback from their groups while the
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
Mathew facilitator assists them.

Rusike
4.Class discussion on group findings

facilitator.
Lesso FAMILY During the Explaining FAREM work cards Assumed knowledge: learners know needy people.
n lesson E
FAMILY learners Describing Junior -sentence Intro: -learners sing a song
4 AND should be able strips ( ndinodakufanananaThabita)
COMMUNI discussing syllabus
to:- -explain grade 3-7 -learning 1. Learners state some ways of helping the needy.
TY ways of
Page 43 charts
Caring for helping the 2. Learners in groups explain some ways of helping
the needy needy -pictures the needy.
showing
-The needy -answer people who 3. Learners give feedback from their groups while the
such as: questions need help facilitator assists them.
-Homes for correctly
4. Individual written work on the ways of helping the
the needy needy.
-Churches
-Charity Con-Question and answers on the work done while the
organisations facilitator is assisting the learners where possible.
Weekly aim: To promote the spiritual, religious and moral development of the learners.
5 Social and During the Explaining FAREM Work cards Assumed knowledge: learners know conflicts.
emotional lesson learners E
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
14/02/ learning should be able Describing Junior -Sentence Intro: -recap of the previous lesson.
20 to:- - identify syllabus strips
Relationshi neighbours Discussing grade 3-7 1. Learners name conflicts at home at home.
p Learning
managemen Identifyin Page 61 charts 2. In groups learners discuss importance of conflicts
Lesso g management while the facilitator assists them.
t
n -Pictures
-managing 3. Learners give feedback from their groups while the
1 facilitator assists them.
relationship
4. Individual written work on the importance of
neighbours.
Con. Revision of written and recap of concepts.
Social and During the Explaining FAREM Work cards Assumed knowledge: learners know importance of
Lesso em lesson learners E neighbours.
n should be able Describing Junior -Sentence
to:-- explain the strips Intro: -Recap of the previous lesson.
2 Discussing syllabus
importance of grade 3-7 Learning 1. Learners list causes of conflicts at churches.
socialisation Identifyin charts
relationship within the g Page 44 2. In groups learners identify ways of socialising in the
managemen communities. -Pictures churches and discuss on the importance of
t socialisation while the facilitator assists them.
-managing 3. Learners give feedback from their groups while the
relationship facilitator assists them.
in churches
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE

facilitator.
Social and During the Explaining FAREM Work cards Assumed knowledge: Learners know difference
Lesso emotional lesson learners E between them and their friends.
n learning should be able Describing Junior -Sentence
to:- - Identify strips Intro: -Recap of the previous lesson.
3 Building Discussing syllabus
diversity in grade 3-7 Learning 1. Learners identify differences between them and
religious human beings Identifyin
relations Page 44 charts their friends.
g
-Making -Pictures 2. In groups learners identify difference in people
friends while the facilitator assists them.

4. Individual written on diversity in human beings.
Con. Revision of written work and recap of concepts.
Lesso Social and During the Explaining FAREM Work cards Assumed knowledge: Learners can identify deference
n4 emotional lesson learners E between them and their friends.
learning should be able Describing Junior -Sentence
to:-- Justify the strips Intro: -Recap of the previous lesson.
Responsible Discussing syllabus
need to grade 3-7 Learning 1. Learners identify differences in people.
decision appreciate Identifyin
making Page 61 charts
diversity. g 2. In groups learners discuss on importance of decision
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
-Pictures making while the facilitator assists them.


facilitator.
Weekly aim: To promote the spiritual, religious and moral development of the learners.
6 RELIGIO During the Identifyin a learning Assumed knowledge: learners know some of the
N lesson learners g FAREM chart religions in their communities.
21/02/ should be able Justifying E
20 The concept to:- - Explaining Junior -Work cards Intro: Question and answers on the different religions
of religion syllabus from their communities.
-List major Describing grade 3-7 -learning
-Religion in religions in charts 1. Facilitator probes the learners to explain ways of
Lesso
the Zimbabwe discussing Page 62 worship of different religions.
n -sentence
Zimbabwe
strips 2. Learners in groups identify religions in Zimbabwe
-Religion in while the facilitator assists them.
1 Zimbabwe
– 3. Learners give feedback from their groups while the
Indigenous facilitator assists them.-
religion 4. Individual written work.
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
Con-the facilitator sums up being emphasising on the

main points of the lesson.
Lesso RELIGIO During the Identifyin a learning Assumed knowledge: learners know their religions
n2 N lesson learners g FAREM chart
should be able Justifying E Intro: Question and answers on their religions
The concept to:- - Explaining Junior -Work cards
of religion 1. Learners identify their religions while the facilitator
syllabus -learning guides them.
-State the Describing grade 3-7
-Religion in advantages of charts
the country belonging to a discussing 2. Learners in groups identify and describe advantages
Page 62 -sentence of belonging to a religion while the facilitator guides
-Religion in religion. strips them.
Zimbabwe
facilitator assists them.-
4. Individual written work.
Con-the facilitator sums up being emphasising on the

main points of the lesson.
RELIGIO During the Identifyin a learning Assumed knowledge: learners know different religions
Lesso N lesson learners g FAREM chart from their locality.
n should be able Justifying E
Indigenous to:- - Explaining Junior -Work cards Intro: watching videos of the indigenous believers.
3 Religion syllabus
-state Describing grade 3-7 -learning 1. Outlining the historical background of the religion.
-The suppressive charts
developmet 2. In groups learners identify colonial laws while the
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
of colonial rules to discussing Page 62 -sentence facilitator guides them.

Indigenous Indgenous strips
religion. Religion 3.Learners give feedback from their groups while the
Resource facilitator assists them.
person
4. Individual written exercise.
Con: oral review of the lesson.
Lesso RELIGIO During the Identifyin a learning Assumed knowledge: learners can list national
n4 N lesson learners g FAREM chart ancestors.
should be able Justifying E
Indigenous to:- - Explaining Junior -Work cards Intro: Recap of the previous lesson.
Religion syllabus
-State how Describing grade 3-7 -learning 1. Learners identify colonial laws in Zimbabwe.
-National colonial era charts
ancestors discussing 2. In groups learners identify roles played by the
affect Page 62 -sentence national ancestors during the the first and second wars
-Colonial Indigenous strips of liberation while the facilitator assists them.
laws against Religion
Indigenous Resource 3.Learners give feedback from their groups while the
Religion person facilitator assists them.
Weekly aim: To develop an appreciation of the existence of the Supreme Being as portrayed by various religion.
7 RELIGIO During the Identifyin a learning Assumed knowledge: learners know of the religious
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
28/02/ N lesson learners g FAREM chart ceremonies.

20 should be able Justifying E
Lesso Religion syllabus
n -state the Describing grade 3-7 -learning 1.Learners state the key teachings in ATR.
-Key symbols for charts
1 teachings discussing 2. The facilitator explains on teachings
etenity Page62 -sentence
in ATR 3. In groups learners discuss on different teachings
strips
- ETENITY while the facilitator assists them.
in Resource
person 4.Learners give feedback from their groups while the
Indigenous facilitator assists them.
Religion
Lesso During the Identifyin a learning Assumed knowledge: learners know of the religious
n2 lesson learners g FAREM chart teachings.
Guardians
of ATR -Work cards Intro: Recap of the previous lesson.
to:- - Explaining Junior
syllabus -learning 1. Learners name religious guardians of ATR.
-Name the Describing grade 3-7
guardians of charts
discussing 2. In groups learners discuss on the involvement of
ATR teachings Page 62 -sentence chiefs while the facilitator assists them.
strips
3.Learners give feedback from their groups while the
Resource facilitator assists them.
person
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
4. Class discussion on group findings
Con: Oral review of the lesson.
RELIGIO During the Identifyin a learning Assumed knowledge: learners know ceremonial
Lesso N lesson learners g FAREM chart roupings.
3 Religion syllabus
-List religious Describing grade 3-7 -learning 1. Learners list ceremonies they know.
-Religious ceremonial charts
ceremonies/ artefacts discussing 2. The facilitator explains on ceremonial groupings.
Page 62 -sentence
festivals in 2. In groups learners list different ceremonies while the
families strips
-thanks Resource
giving facilitator assists them.
-rain- 4. Individual written work.
making
-cleansing.
Revision During the Explaining FAREM -work cards Assumed knowledge: learners are able to answer
Lesso Ex lesson learners E revision test questions.
n4 should be able Describing Junior Flash cards
Topics: to:- Intro: Recap of concepts taught during the week.
Religion Identifyin syllabus Charts
g grade 3-7 1. Class discussion of concepts taught during the week.
Answer at least
Indigenous
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
religion half of the Page 62 2. Learners write revision test in their books
-Revision questions given
test correctly. 3. Revision and recap of written work.
questions
Con. Recap of concepts.
Weekly aim: To develop an appreciation of the existence of the Supreme Being as portrayed by various religion
8 RELIGIO During the Identifyin a learning Assumed knowledge: learners know ceremonial
N lesson learners g FAREM chart artefacts.
20 Indigenous to:- - Explaining Junior -Work cards Intro: Recap of the previous lesson.
Religion syllabus
-State the items Describing grade 3-7 -learning 1. Learners list ceremonial artefacts they know.
-Religious of ritual clothing charts
Lesso 2. Learners explain functions of artefacts while the
ceremonies/ worn by discussing Page 63
n -sentence facilitator assists them.
festivals in practitioners
families strips
1 3. Learners in groups name and describe different
-attire of Resource clothes for rituals while the facilitator assists them.
practitioners person
– facilitator assists them.
ceremonial
clothes 5. Individual written work.
RELIGIO During the Identifyin a learning Assumed knowledge: learners know their totems.
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
Lesso N lesson learners g FAREM chart Intro: Recap of the previous lesson.
Indigenous to:- - Explaining Junior -Work cards 1. The facilitator explains on roles of lineage and
2 Religion syllabus totems
-Explain the role Describing grade 3-7 -learning
-Role of of lineage and charts 2. Learners in groups research on roles of line age and
lineage and totems discussing Page 63 totems
totems -sentence
strips 3. Learners in groups discuss on roles of lineage and
-Lineages totems while the facilitator assists them.
and totems Resource
RELIGION During the Identifyin a learning Assumed knowledge: learners know some of the
Lesso lesson g FAREM chart ceremonial events.
n3 Indigenous learners Justifying E
Religion should be Explaining Junior -Work cards Intro: Learners list some ceremonial gatherings in
able to:- - syllabus ATR.
-Sacred places Describing grade 3-7 -learning
-Describe charts 1. The facilitator give focus on the lesson.
-Importance
of sacred importance of discussing Page 62 -sentence 2. The facilitator explains on some sacred places.
places such as sacred places strips
Njelele such as 3. Learners in groups discuss on sacred places while
Njelele Resource the facilitator assists them.
person
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE

facilitator
Lesso RELIGION During the Identifyin a learning Assumed knowledge: learners know some of the
n4 lesson g FAREM chart ceremonial artefacts.
Indigenous learners Justifying E
Religion should be Explaining Junior -Work cards Intro: Recap of the previous lesson.
Roles of able to:- - syllabus -learning 1. Learners describe discus on the role of religious
Describing grade 3-7
religious -list the roles charts prctitioners while the facilitator assists them.
practitioners of religious discussing Page 63 -sentence 2. Learners in groups discuss the roles of religious
-Religious practitioners strips practitioners while the facilitator assists them.
practitioners
Resource 3. . Learners give feedback from their groups while the
person facilitator assists them.
-real Con: Oral review of the lesson.

artefacts
9 RELIGIO During the Identifyin a learning Assumed knowledge: learners know some of religious
N lesson learners g FAREM chart practitioners
20 Indigenous Junior
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
Religion to:- - Explaining syllabus -Work cards Intro: Recap of the previous lesson.
grade 3-7
Lesso -Religious -identify Describing -learning 1. Learners name religious practitioners they know
n practitioner religious Page 62 charts while the facilitator assists them.
s practitioners discussing
1 -sentence 2. Learners in groups identify religious practitioners
-Religious strips while the facilitator assists them.
practitioner
s:- spirit Resource 3.Learners give feedback from their groups while the
mediums, person facilitator assists them.
traditional -real objects 4. Individual written work.
healers
-Pictures Con: Oral review of the lesson.
Lesso RELIGIO During the Identifyin a learning Assumed knowledge: learners know some of religious
n2 N lesson learners g FAREM chart practitioners
Religion syllabus
-describe Describing grade 3-7 -learning 1. Learners identify religious practitioners while the
-Religious religious charts facilitator assists them.
practitioner practitioners discussing Page 62
s -sentence 2. Learners in groups discuss on work of religious
strips practitioners and their attire while the facilitator assists
-Religious them.
practitioner Resource
s:- spirit person 3.Learners give feedback from their groups while the
mediums, facilitator assists them.
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
traditional -real objects 4. Class discussion on group findings

healers
-Pictures Con: Oral review of the lesson.
RELIGIO During the Identifyin a learning Assumed knowledge: learners know the aspect of
Lesso N lesson learners g FAREM chart unhu.
n3 should be able Justifying E
Religion syllabus
-Make key Describing grade 3-7 -learning 1. The facilitator explains on the core values of
-Key teaching charts Unhu/Ubuntu/Vumunhu.
teaching discussing Page 62 -sentence 2. Learners recite core values of
-Concept of strips Unhu/Ubuntu/Vumunhu.
unhu/Ubunt
u/vumunhu Resource 3. Learners in groups discuss the meaning of core
person values of Unhu/Ubuntu/Vumunhu while the facilitator
- I am assists them.
because you
are 4.Learners give feedback from their groups while the
RELIGIO During the Identifyin a learning Assumed knowledge: learners know the aspect of
Lesso N lesson learners g FAREM chart Unhu.
n4 should be able Justifying E
Religion syllabus
-Explain the -learning 1. The facilitator explains on the aspect of living in
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
-Key concept of Describing grade 3-7 charts oneness and ancestor reverence.
teaching revering
ancestors. discussing Page 62 -sentence 2. Learners in groups discuss the importance of living
-Concept strips in oneness and revering ancestors while the facilitator
of:- assists them.
Resource
-Revering person 4.Learners give feedback from their groups while the
ancestors facilitator assists them.
-oneness 5. Individual written

with nature
and wildlife Con: Oral review of the lesson.
10 RELIGIO During the Identifyin a learning Assumed knowledge: learners know values of the
N lesson learners g FAREM chart environment
20 Indigenous to:- - Explaining Junior -Work cards Intro: Recap of the previous lesson.
Religion syllabus
-describe values Describing grade 3-7 -learning 1. The facilitator explains on indigenous values that
-Indigenous that relate to the charts relate to the environment( Revering sacred places)
Lesso
Religion environment discussing Page 62
n -sentence 2. Learners in groups explain ways in which
and the
environmen strips sacredness of the environment is reflected while the
1
t facilitator assists them.
Resource
-Reverence person 3.Learners give feedback from their groups while the
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
-Sacred 4. Class discussion on group findings

places
Con: Recap of concepts
-Domestic
firewood
Lesso RELIGIO During the Identifyin FAREM a learning Assumed knowledge: learners know some of the
n2 N lesson learners g E chart environment taboos
should be able Justifying Junior
Indigenous to:- - Explaining syllabus -Work cards Intro: Recap of the previous lesson.
Religion grade 3-7
-State penalties Describing -learning 1.Learners identify environmental taboos while the
-Penalties for disrespecting Page 62 charts facilitator guides them.
the environment. discussing
-Fined by -sentence 2. Learners in groups identify penalties for
Chief strips disrespecting the environment while the facilitator
assists them.
-Mystical Resource
disappearan person 3.Learners give feedback from their groups while the
ce facilitator assists them.
-Taken by 4. Individual written work.

mermaid
RELIGIO During the Defining FAREM Resource Assumed knowledge: learners know some of the
Lesso N lesson learners E person unwanted behaviour
n3 should be able Stating Junior
Indigenous to:- syllabus Text books Intro: Facilitator tells a short story on taboos.
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
religion -define the term Explaining grade 3-7 ICT tools 1. Learners list some common taboos.
taboo
Taboos Page 62 Pictures 2. In groups learners explain taboos and stating the
-state some importance of taboos.
-Importance common taboos
of taboos in indigenous 3. Learners provide feedback
religion 4. Individual written work.
Con: revision of the written work.
Lesso RELIGIO During the Defining FAREM Resource Assumed knowledge: learners know some of the
n4 N lesson learners E person unwanted behaviour
should be able Stating Junior
Indigenous to:- Text books Intro: recap of the previous lesson.
religion Explaining syllabus
grade 3-7 ICT tools 1. Learners list some common taboos.
-explain the
Taboos importance of Page 62 Pictures. 2. In groups learners explain taboos and stating the
-Importance taboos importance of taboos.
of taboos
3. Learners provide feedback
4. Individual written work.
Con: revision of the written work.
11 Revision Ex During the Explaining FAREM -work cards Assumed knowledge: learners are able to answer
lesson E
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
27/03/ Topics: learners Describing Junior Flash cards revision test questions.
20 should be able syllabus
1. Family to:- Identifyin grade 3-7 Charts Intro: Recap of concepts taught during the term.
Lesso g
n 2. Religion Answer at least Page 59- 1. Class discussion of concepts taught during the
half of the 62 week.
1 Concept: All
concepts revision test 2. Learners write revision test in their books
taught during questions individually.
the term. given
correctly. 3. Revision and recap of written work.
-Revision test
questions Con. Revision of written and recap of concepts
Lesso Revision Ex During the Explaining FAREM -work cards Assumed knowledge: learners are able to answer
n2 lesson E revision test questions.
Topics: learners Describing Junior Flash cards
should be able Intro: Recap of concepts taught during the term.
1. Family Identifyin syllabus Charts
to:- g grade 3-7 1. Class discussion of concepts taught during the
2. Religion week.
Answer at least Page 59-
Concept: All half of the 63 2. Learners write revision test in their books
concepts revision test individually.
taught during questions
the term. given 3. Revision and recap of written work.
correctly.
-Revision test Con. Revision of written and recap of concepts
questions
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
2. Religion week.
correctly.
questions
2. Religion week.
correctly.
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE

questions
12 Revision Ex During the Explaining FAREM -work cards Assumed knowledge: learners are able to answer
lesson E revision test questions.
03/04/ Topics: learners Describing Junior Flash cards
20 should be able Intro: Recap of concepts taught during the term.
2. Religion week.
Lesso Answer at least Page 59-
n1 Concept: All half of the 63 2. Learners write revision test in their books
correctly.
questions
2. Religion week.
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE

correctly.
questions
2. Religion week.
correctly.
questions
2. Religion week.
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE

correctly. Con. Revision of written and recap of concepts
-Revision test
questions
JUNIOR SCHOOL: AGRICULTURE
TOPICS TO BE COVERED
1. Introduction to Agriculture
2. Climate and Land use
3. Water
4. Soil
AIM
Learners should be able to:
1. Appreciate the importance of Agriculture to the individual, family, community and country
2. Relate the importance of Agriculture to socio economic development of the family, community and country
3. Apply agricultural principles to improve their livelihoods
4. Choose appropriate equipment materials and methods for a specific process and use them safe
CROSS CUTTING THEMES
Safety
Health issues
Food security
Technology
Environmental issues
Disaster risk management
Financial literacy
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
Heritage
SOURCES
Agriculture junior syllabus grade 3-7
1 INTRODUCTI During the Identifyin Agricult ICT Tools Assumed knowledge: learners have learnt about
ON lesson g ure importance of agriculture in the previus grade.
17/1/2 learners Junior recommend
0 TO should be Listing syllabus ed text Intro: Learners say the importance of agriculture
AGRICULTU able:- books while facilitator assist them.
Lesso RE Explaining grade 3-7
n -name the Page 37 1. The facilitator explain the branches of
Importance of branches of agriculture to learners.
1 agriculture agriculture 2. Learners list the branches of agriculture in
Branches of groups of fivewhile the facilitator assists them.
agriculture
3. Learners embark on educational tour identifying
-crop branches of agriculture while the facilitator guide
production them them
-Animal 4. Individual written work.

Production
Con: Revision of written work and recap of
-Soil Science concepts
-Agricultural
Engineerin-
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
Agricultural
Economics
INTRODUCTI During the Identifyin Agricult local Assumed knowledge: Learners are able to identify
Lesso ON lesson g ure environmen branches of agriculture.
n learners Junior t
TO should be able Discussing syllabus Intro: Learners identify branches of agriculture
2 AGRICULTU to:--describe grade 3-7 ICT Tools while facilitator help them.
RE Naming
the activities Print media 1. The facilitator explain activities involved in
Importance of involved in Explaining Page 37 each branch.
agriculture each branch. Farm tools
2. Learners in group discuss the activities done in
Branches of each branch while the facilitator assist.
agriculture
3.Learners give feedback while the facilitator
-crop assist.
production
4. Individual written work while the facilitator
-Animal moves around.
Production
-Agricultural
Engineerin-
Agricultural
Economics,
Horticulture,F
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
orestry and
Wildlife
INTRODUCTI During the Identifyin Agricult local Assumed knowledge: Learners are able to identify
Lesso ON lesson g ure environmen branches of agriculture.
n learners Junior t
TO should be able Discussing syllabus Intro: Learners identify branches of agriculture
3 AGRICULTU to:--describe grade 3-7 ICT Tools while facilitator help them.
RE Naming
the activities Print media 1. The facilitator explain activities involved in
Importance of involved in Explaining Page 37 each branch.
agriculture each branch. Farm tools
2. Learners in group discuss the activities done in
Branches of each branch while the facilitator assist.
agriculture
3.Learners give feedback while the facilitator
-crop assist.
production
4. Individual written work while the facilitator
-Animal moves around.
Production
-Agricultural
Engineerin-
Agricultural
Economics,
Horticulture,F
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
orestry and
Wildlife
Lesso Revision Ex During the Explaining Agricult -work cards Assumed knowledge: learners are able to answer
n lesson ure revision test questions.
1. Introduc Identifyin syllabus Charts
tion to to:- g grade 3-7 1. Class discussion of concepts taught during the
Agriculture week.
Concept: All Answer at least Page 37
concepts taught half of the 2. Learners write revision test in their books
during the revision test individually.
week. questions
given 3. Revision and recap of written work.
-Revision test correctly.
2 Introduction to During the Identifyin Agricult local Assumed knowledge: learners are able to identify
Agriculture lesson g ure environmen some farm tools.
24/1/2 learners Junior t
0 Basic Farm should be able Stating syllabus Intro: Learners name the agriculture tools they
Tools to:- - state grade 3-7 ICT Tools know.
Lesso discussing
n1 Farm tools dfferent ways Print media 1. Learners discuss ways of maintaining tools
of maintaining Explaining Page 37 identified with the guidance of the facilitator
-maintenance of farm tools
farm tools. 2.Learners in groups of five explain how they
mantain different tools while the facilitator assists
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
them.
3. Learners give feedback from their group

findings while the facilitator assists them.
Con:answer oral questions:
Lesso Introduction to During the Designing Agricult local Assumed knowledge: learners are able to identify
n2 agriculture lesson ure environmen ways of maintaining farm tools.
learners Identifyin Junior t
And basic farm should be able g syllabus Intro –Learners identify ways of maintaining farm
tools to:- list grade 3-7 ICT Tools tools while the facilitators assist.
Listing
-Farm tools characteristics Print media 1 Learners discuss with facilitator storage of farm
of good Explaining Page 37 tools
Characteristics storage of farm
of good storage tools Discussing 2 Learners in groups of four discuss the good
facilities for storage facilty for farm tools.
tools
3 Learners give feedback while the facilitator
assists.
4 Individual written work.

facilitator on uses and classification of farm tools.
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
Lesso Introduction to During the Identifyin Agricult local Assumed knowledge: learners know ways
n3 agriculture lesson g ure environmen ofmantainig farm tools.
and basic farm learners Junior t
tools should be able Listing syllabus Intro:learners identify ways of maintaining farm
to:- ICT Tools tools
-farm tools Explaining grade 3-7
Design farm Page 77 Print media 1. Learners discuss good storage offarm tools
Keeping of tool rake while the facilitators assist.
farm tools on a Farm tools
rke 2. Learners in groups design inventory tool rake
3. Learners display from their groups while the

4. Class discussion on designing and keeping of

tool rake
2. Introduc Identifyin syllabus Charts
tion to to:- g grade 3-7 1. Class discussion of concepts taught during the
Agriculture week.
Concept: All Answer at least Page 37
concepts taught half of the 2. Learners write revision test in their books
during the revision test
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
week. questions individually.

given
-Revision test correctly. 3. Revision and recap of written work.
questions
Con. Revision of written and recap of concepts
3 Introduction to During the Identifyin Agricult local Assumed knowledge: learners know some farm
agriculture lesson g ure environmen tools from home
31/1/2 and basic farm learners Junior t
0 tools should be able Listing syllabus Intro:learners identify and name farm tools from
to:- ICT Tools the school’s farming equipment
Lesso -farm tools Explaining grade 3-7
n Design Page 37 Print media 1. The facilitator explains and demonstrates on
Keeping of inventory of designing inventory of farm tools
1 farm tools Farm tools
farm tools 2. Learners in groups design inventory of farm
tools while the facilitator assists them.

4. Class discussion on designing and keeping of

inventory of farm tools.
Introduction to During the Relating Agricult local Assumed knowledge: learners know different
Lesso agriculture lesson ure environmen types of chemicals
n learners Identifyin Junior t
-Safety in should be able syllabus Intro. Learners listvdifferent types of chemicals
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
2 Ariculture to:- g grade 3-7 ICT Tools while the facilitator assists.
-Handling Listing Page 37 Print media 1 The facilitator explains on the advantages and
agrochemicals disadvantages of using chemicals.
-describe safe Explaining
way of 2 Learners in groups of five discuss the safe use of
handling agrochemicals while the facilitator assists them.
chemicals.
3 Learners give feedback from their groups while
4 Individual written work in their books
Con.Learnersanswer oral questions
Introduction to During the Relating Agricult local Assumed knowledge: learners know types of
Lesso agriculture lesson ure environmen chemicals they use at home
n3 and basic farm learners Identifyin Junior t
tools should be able g syllabus Intro. Learners identify types of chemicals they
to:- grade 3-7 ICT Tools use at home.
-Safety in Listing
Ariculture Print media 1 Learners discuss the colourcodes while the
Explaining Page 37 facilitator assist.
-Handling -State state the
agrochemicals effects of poor 2 Learners in groups of 5 discuss the effects of
handling of poor use of chemicals while the facilitator assists
chemicals them.
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
4 Individual written works in their books.
n4 lesson ure revision test questions.
Intro to Agric Identifyin syllabus Charts
Concept: - week.
Answer at least Page 37
Importance of half of the 2. Learners write revision test in their books
agriculture revision test individually.
questions
-farm tools 3. Revision and recap of written work.
given
questions
4 Introduction to During the Relating Agricult local Assumed knowledge: learners know different
agriculture lesson ure environmen types of farm tools
07/2/2 and basic farm learners Identifyin Junior t
0 tools should be able g syllabus Intro. Learners identify farm tools they know.
to:- grade 3-7 ICT Tools
Lesso -Safety in Listing 1 The facilitator explains and demonstrates the
n1 Agriculture Print media safe use of farm tools and implements.
Explaining Page 37
-Explain the Farm tools 2 Learners in groups discuss the safe use of farm
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
-Safe use of safe use of Farm tools and implements while the facilitator assists
farm tools and farm tools and implements them.
implements implements
4 Learners demonstrate the safe use of farm tools

and implements.
Lesso Introduction to During the Relating Agricult local Assumed knowledge: learners know different
n2 agriculture lesson ure environmen types of farm tools
and basic farm learners Identifyin Junior t
tools should be able g syllabus Intro. Recap of the previous lesson
-Safety in Listing 1 Learners identify different farm tools.
Agriculture Print media
Explaining Page 37 2 Learners in groups classify farm tools and
-Safe use of -Use farm Farm tools explain the safe use of them while the facilitator
farm tools and tools safely. assists them.
Farm
implements implements 3 Learners give feedback from their groups while

individually.
Con. Revision and recap of concepts
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
Lesso Climate and During the Naming Agricult local Assumed knowledgelearners know weather
n3 land use lesson ure environmen elements
Climate should be able g syllabus Intro– Learners sing a song (mvura naya-naya
to:- grade 3-7 ICT Tools tidye mupunga)
-Weather and Listing
Climate Define weather Explaining Page 38 Print media 1 Learners name weather elements they know
and Climate while the facilitator guides them.
2 The facilitator explains on the concepts of

weather
3 Learners in groups define weather and climate

identify weather elements while the facilitator
assists them.
4Learners give feedback from their groups while

5 Individual written work
Con -answering questions orally
Lesso Climate and During the Naming Agricult local Assumed knowledgelearners know weather
n4 land use lesson ure environmen elements
should be able g syllabus Intro– Learners list weather elements.
-Difference Listing 1 Learners define the term weather and climate
between
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
climate and Distinguish Explaining Page 28 Print media while the facilitator assists them.
weather between
weather and 2 Learners in groups identify elements of weather
climate and discuss their effects of on agricultural
activities as well as defining weather and climate.

4 Individual written work
Con –Revision and recap of concepts
5 Climate and During the Naming Agricult local Assumed knowledgelearners know weather
land use lesson ure environmen elements
14/2/2 learners Identifyin Junior t
0 climate should be able g syllabus Intro– . Learners name weather elements while the
to:- grade 3-7 ICT Tools facilitator assists them.
Lesso Climate Listing
n1 Identify Print media 1facilitator explains the farming regions in
-Natural Explaining Page 38 Zimbabwe
farming natural
regions. farming 2 Learners in groups discuss the characteristics of
regions in farming regions while the facilitator assists them.
Zimbabwe
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
Con –Learners answer oral questions from the

facilitator.
Lesso Climate and During the Naming Agricult local Assumed knowledgelearners know farming
n2 land use lesson ure environmen regions
climate should be able g syllabus Intro– learners list farming regions and their
to:- g grade3- ICT Tools characteristics.
Climate Listing
7 Print media 1 Learners observe the regons on a map.
- Natural Explain the Explaining
farming characteristics Page 38 2 Learners in groups identify elements of weather
regions. of farming and discuss the influence of weather on
regions. agricultural activities while the facilitator assists
them.

4 Individual written work on influence of weather

on agricultural activities.
Lesso Climate and During the Naming Agricult local Assumed knowledgelearners know seasons of
n3 land use lesson ure environmen Zimbabwe.
climate should be able g syllabus Intro– Recap of the previous lesson.
g grade3- ICT Tools
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
Climate to:- Listing 7 Print media 1 Learners name the seasons of Zimbabwe.
-Agricultural Compare Explaining Page 38 2 Learners in groups compare agricultural

activities in agricultural activities in different seasons while the facilitator
different activities in assists them.
seasons different
seasons 3 Learners give feedback from their groups while
Intro: Recap of concepts taught during the term.
Climate & Land should be able Identifyin syllabus Charts
Use to:- g grade 3-7 1. Class discussion of concepts taught during the
Answer at least Page 38 week.
Concept: -
half of the 2. Learners write revision test in their books
-Safety in agric revision test individually.
questions
-Climate 3. Revision and recap of written work.
given
questions
6 Water During the Naming Agricult Water Assumed knowledgeLearners know ways of
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
21/2/2 Water lesson Identifyin ure storage harvesting water they use at home.
0 Conservation learners g Junior tanks
should be able syllabus Intro– Learners list ways of harvesting water
Lesso -Water to:- Listing grade 3-7 Print media while the facilitator assists.
n conservation
-List methods Explaining Page 41 1 The facilitator explains on methods of water
1 -Ways of of moisture conservation.
moisture conservation
conservation 2 Learners in groups identify and describe ways of
conserving moisture while the facilitator assists
-mulching them.
-manuring 3 Learners give feedback from their groups while

Con –Recap of concepts
Lesso Water During the Naming Agricult Water Assumed knowledgeLearners know some methods
n2 lesson ure storage of moisture conservation.
Water learners Identifyin Junior tanks
Conservation should be able g syllabus Intro– Learners list some methods of moisture
to:- grade 3-7 Print media conservation learnt while the facilitator assists.
-Water Listing
conservation -State methods 1 Learners identify other methods of conserving
Explaining Page 41 moisture while the facilitator assists them.
-Ways of of moisture
moisture conservation. 2 Learners identify moisture conservation methods
conservation
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
-pot holing in groups of four while the facilitator guides them.
-tied ridging 3 Learners give feedback from their groups while

Con –Review of the lesson.
Lesso Water During the Naming Agricult Water Assumed knowledgeLearners know ways of
n3 lesson ure storage conserving moisture theoretically.
Water learners Identifyin Junior tanks
Conservation should be able g syllabus Intro– Learners list some methods of conserving
to:- grade3-7 Print media moisture.
-Methods of Listing
conserving -Describe 1 Learners in groups of five make moisture
moisture Explaining Page 41 conservation practices
methods of
conserving 2 Learners in groups describe methods of
moisture conserving moisture while the facilitator assists
them.

4 Individual written work.
Con –Revision and recap of concepts.
Lesso Water During the Naming Agricult Water Assumed knowledgeLearners know sources of
n4 lesson ure storage clean water.
learners Identifyin Junior
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
Water pollution should be able g syllabus tanks Intro– Learners list sources of water. While the
to:- grade 3-7 facilitator direct.
-Causes of Listing Print media
water pollution -State causes Page 41 1 Learners state causes of water pollution while
of water Explaining the facilitator direct.
pollution
2The facilitator explain on concepts of water
pollution.
3 Learners in groups discuss on ways of water

pollution while the facilitator assists them.
4 Learners give feedback from learners while the


facilitator.
7 Water During the Naming Agricult Water Assumed knowledgeLearners know ways of
lesson ure storage polluting water.
28/2/2 Water learners Identifyin Junior tanks
0 Conservation should be able g syllabus Intro– Learners list ways of waer pollution while
to:- grade3-7 Print media the facilitator directs.
Lesso -Water Listing
n1 pollution -Explain the 1 The facilitator explains the effects of water
Explaining Page 41 pollution. 2Learners do educational tour
-effects of water effects of identifying polluted water directed by the
pollution water
pollution. facilitator.
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
3 Learners give feedback on the tour while the

4 Learners find out ways of reducing water

pollution.

facilitator.
Water During the Stating Agricult local Assumed knowledge: learners know water
Lesso lesson ure environmen
n Water learners Identifyin Junior t Intro: learners say what they know about water
conservation should be able g syllabus
2 ICT Tools 1 The facilitator give the focus of the lesson
-Importance of to:- Listing g grade3-
water in 7 Print media 2. Learners read about the importance of water
-state the Explaining
agriculture importance of Page 41 2. Class discuss on the importance of water.
water in
3. Group work listing and stating the importance of
agriculture
water
4. Feedbacks on group work while the facilitator

assists them
Con:answer oral questions
Water During the Identifyin Agricult Local Assumed knowledge: learners know water
Lesso lesson g ure environmen
n Water learners Junior t Intro: learners say what they know about water
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
3 conservation should be able Listing syllabus ICT Tools 1 The facilitator give the focus of the lesson
to:- graded 3-
-Sources of Explaining 7 Print media 1.Learners read about the importance of water
water -identify and
list sources of Page 41 2.Class discuss what has been read
water 3.Group work listing and stating the sources of
water
4.Feedbacks on group work
CON: answer oral questions
Water Identifyin syllabus Charts
Concept: - week.
-Water half of the 2. Learners write revision test in their books
conservation revision test individually.
questions
-Revision test 3. Revision and recap of written work.
given
questions
correctly.
8 Soil During the Identifyin Agricult Local Assumed knowledge: learners know the
lesson g ure environmen components of soil.
06/3/2 Soil
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
0 Composition learners Listing Junior t Intro: Learners name the componentss of soil.
should be able syllabus
Lesso -Percentage of to:- Explaining grade 3-7 ICT Tools 1 The facilitator explains on soil composition.
n soil
components -State the Page 39 Print media 2.Learners explain the function of soil components
1 functions of while the facilitator assists them.
-functions of Soil
soil 3.Learners in groups of five discuss the functions
soil componets components Chart of soil components and give feedback while the
4.Learners write an exercise in their books

individually
Con:Learnersanswer oral questions
Lesso Soil During the Identifyin Agricult Local Assumed knowledge: learners know the
n2 lesson g ure environmen components of soil.
Soil learners Junior t
Composition should be able Listing syllabus Intro: Learners list the components of soil and
to:- ICT Tools their functions
-Soil formation Explaining gr graded
3-7 Print media 1 The facilitator explains the formation of soil
Definition -Define
weathering Page 39 during weathering.
weathering Soil
2.Learners in groups discuss the formation of soils
Chart while the facilitator assists them.
3.Learners give feedback from their groups while
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE

individually
Con:revision and recap of concepts
Soil During the Identifyin Agricult Local Assumed knowledge: learners know components
Lesso lesson g ure environmen of soil.
n Soil formation learners Junior t
should be able Listing syllabus Intro: Learners list the components of soil.
3 -Agents of ICT Tools
weathering to:- Explaining grade 3-7 l. The facilitator explains the agents of
-state the Page 39 Print media weathering.
-moving
animals agents of Soil 2.Learners identify the agents of weathering while
weathering. the facilitator assists them.
-running water Chart
3.Learners draw illustrations of agents of
-growing plants weathering while the facilitator assists them.
-wind 4.Learners answer oral questions from the
facilitator.
Con. Review of the lesson
Revision Ex During the Explaining Agricult -work cards Assumed knowledge: learners are able to answer
Lesso lesson ure revision test questions.
n Topics: learners Describing Junior Flash cards
should be able syllabus
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
4 Soil to:- Identifyin grade 3-7 Charts Intro: Recap of concepts taught during the term.
g
Concept: - Answer at least Page 38 1. Class discussion of concepts taught during the
half of the week.
-Safety in agric revision test
questions 2. Learners write revision test in their books
-Climate individually.
given
-Soil correctly. 3. Revision and recap of written work.
questions
9 Soil During the Identifyin Agricult Local Assumed knowledge: learners know components
lesson g ure environmen of soil.
13/3/2 Soil types learners Junior t
0 should be able Listing syllabus Intro: Recap of the previous lesson.
-Soil Particles ICT Tools
Lesso sizes: to:- Explaining grade 3-7 1 The facilitator explains on the types of soil.
n1 -determine the Page 39 Print media
-Sand, loam, 2.Learners identify types of soil while the
clay, Gravel type of soil Soil facilitator assists them.
and Silt
Chart 3.Learners in groups discuss on characteristics of
sand, loam and clay soil while the facilitator assists
them

GRADE 6 SCHEME 2020

CONTENT S
REFERENCE

facilitator.
Soil During the Identifyin Agricult Local Assumed knowledge: learners know components
Lesso lesson g ure environmen of soil.
n2 Soil types learners Junior t
should be able Listing syllabus Intro: Recap of the previous lesson.
-Soil Particles ICT Tools
sizes: to:- Explaining grade 3-7 1 Learners identify types of soils.
-Classify soil Page 39 Print media
-Sand, loam, 2.Learners carry out a sedimentation experiment
clay, Gravel according to Soil and illustrate the results while the facilitator assists
and Silt the particle them.
size Chart
3.Learners classify soils according to the particles
Water size while the facilitator assists them.
Transparent 4.Class discussion on types of soils.
container
facilitator.
Soil During the Identifyin Agricult Local Assumed knowledge: learners know fertilisers
Lesso lesson g ure environmen they use at home
n3 Soil Fertility learners Junior t
-Sources of ICT Tools
organic matter- to:- grade 3-7
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
Organic and -State different Explaining Page 39 Print media 1 The facilitator explains on types of fertilisers.
inorganic types of
fertilisers Soil 2.Learners name different types of organic
fertilisers while the facilitator assists them.
Chart
3.Learners collect samples of organic and
Organic inorganic fertilisers while the facilitator guides
fertilisers them.
Inorganic 4.Class discussion on organic and inorganic
Fertilisers fertilisers.
Con. Review of the lesson.
n4 Topics: learners Describing Junior Flash cards
Soil Identifyin syllabus Charts
Concept: - week.
-Soil Comp half of the 2. Learners write revision test in their books
-Soil types
questions
-Soil fertility given 3. Revision and recap of written work.
correctly.
questions
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
10 Soil During the Identifyin Agricult Local Assumed knowledge: learners know types
lesson g ure environmen fertilisers.
20/3/2 Soil Fertility learners Junior t
0 should be able Listing syllabus Intro: Recap of the previous lesson.
-Types of ICT Tools
Lesso fertilisers:- to:- Explaining grade 3-7 1 The facilitator explains and demonstrates on
n -State the Page 39 Print media advantages and disadvantages of organic and
Advantages inorganic fertilisers.
1 and advantages of Soil
Disadvantages and 2.Learners in groups discuss on advantages and
of organic and disadvantages Chart disadvantages of organic and inorganic fertilisers
inorganic of organic and while the facilitator assists them.
Organic
fertilisers inorganic
fertilisers 3.Learners give feedback from their groups while
fertilisers
Inorganic the facilitator assists them.
Fertilisers 4.Learners write an exercise in their books

individually.
Con. Revision and recap of concepts.
Soil During the Identifyin Agricult Local Assumed knowledge: learners know types
Lesso lesson g ure environmen fertilisers.
n2 Soil Fertility learners Junior t
-Types of ICT Tools
fertilisers:- to:- Explaining grade 3-7 1 The facilitator explains and demonstrates on
-State the Page 39 Print media advantages and disadvantages of organic and
Advantages inorganic fertilisers.
and advantages of
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
Disadvantages and Soil 2.Learners in groups discuss on advantages and

of organic and disadvantages disadvantages of organic and inorganic fertilisers
inorganic of organic and Chart while the facilitator assists them.
fertilisers inorganic Organic
fertilisers 3.Learners give feedback from their groups while
fertilisers the facilitator assists them.
Inorganic 4.Learners write an exercise in their books
Fertilisers individually.
Soil During the Identifyin Agricult Local Assumed knowledge: learners know can explains
Lesso lesson g ure environmen what soil erosion is.
n3 Soil Erosion learners Junior t
-Effects of ICT Tools
erosion to:- Explaining grade 3-7 1 Learners define soil erosion while the facilitator
-State the Page 40 Print media assists them.
-Eroded areas
effects of soil Soil 2 The facilitator explains and demonstrates on
erosion. effects of soil erosion.
Chart
3.Learners in groups discuss on effects of soil
erosion and explain how they cause soil erosion

GRADE 6 SCHEME 2020

CONTENT S
REFERENCE

individually.
Soil During the Identifyin Agricult Local Assumed knowledge: learners know the
Lesso lesson g ure environmen importance of soil.
n4 Soil Erosion learners Junior t
-Soil pollution ICT Tools
to:- Explaining grade 3-7 1 Learners define soil pllution and identify effects
-Causes and Print media of soil pollution.
effects of soil -Name types of Page 40
pollution soil erosion Soil 2 The facilitator explains soil pollution.
Chart 3.Learners in groups discuss on types of soil

pollution while the facilitator assists them.

5.Class discussion on group findings.
Con. Review of the lesson.
11 Revision Ex During the Explaining Agricult -work cards Assumed knowledge: learners are able to answer
lesson ure revision test questions.
27/3/2 Topics: learners Describing Junior Flash cards
-Intro to Agric Identifyin syllabus Charts
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
Lesso -Climate & Lan to:- g grade 3-7 1. Class discussion of concepts taught during the
n1 term.
-Water , -Soil Answer at least Page 37-
half of the 41 2. Learners write revision test in their books
Concept: - revision test individually.
All concepts questions
taught on the
above topics. correctly. Con. Revision of written and recap of concepts
-Revision test
questions
-Climate & Lan term.
-Water , -Soil half of the 41 2. Learners write revision test in their books
Concept: -
questions
All concepts given 3. Revision and recap of written work.
taught on the correctly.
above topics.
-Revision test
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
questions
Concept: -
questions
above topics.
-Revision test
questions
revision test
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
Concept: - questions individually.

given
All concepts correctly. 3. Revision and recap of written work.
taught on the
above topics. Con. Revision of written and recap of concepts
-Revision test
questions
12 Revision Ex During the Explaining Agricult -work cards Assumed knowledge: learners are able to answer
03/4/2 Topics: learners Describing Junior Flash cards
Lesso to:- g grade 3-7 1. Class discussion of concepts taught during the
n1 -Climate &Lon term.
Concept: -
questions
above topics.
-Revision test
questions
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
Lesso Topics: learners Describing Junior Flash cards Intro: Recap of concepts taught during the term.
n2 should be able syllabus
-Intro to Agri to:- Identifyin grade 3-7 Charts 1. Class discussion of concepts taught during the
g term.
-Climate & Lan Answer at least Page 37-
half of the 41 2. Learners write revision test in their books
-Water , -Soil individually.
revision test
Concept: - questions 3. Revision and recap of written work.
given
All concepts Con. Revision of written and recap of concepts
correctly.
taught on the
above topics.
-Revision test
questions
3 -Intro to Agric Identifyin syllabus Charts
Concept: -
questions
taught on the
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
above topics. correctly. Con. Revision of written and recap of concepts
-Revision test
questions
4 -Intro to Agric Identifyin syllabus Charts
Concept: -
questions
above topics.
-Revision test
questions
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
INFORMATION COMMUNICATION TECHNOLOGY

Aims
 Appreciate the role and impact of ICTs as they apply to self, work and society.
 Be creative and innovative in solving problems through ICTs.
 Infuse ICTs in other learning areas across the curriculum
 Develop an understanding of the operating skills required in a variety of technologies.
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
Objectives
1. Manipulate data using ICT.
2. Apply the elements and principles of design.
3. Present information in a variety of forms.
4. Achieve cultural information using ICT.
5. Infuse ICT into other learning areas.
6. Demonstrate the effectiveness of computer use, safety and security.
7. Demonstrate enterprise skill
Topics
ICT TOOLS
CREATING AND PUBLISHING
COMPUTER SOFTWARE
Weekly aim: To enable learners to develop an understanding of the operating skills required in a variety of technologies and acquire enterprise skills using ICTs
1 ICT Tools During the Identifying I.C.TJuni Resource Assumed knowledge: Learners are able to use ICT
lesson or person tools
17/1/2 Fault learners Naming syllabus
0 Diagnosis should be grade 3-7 Video Clips Intro: Learners name ICT tools they know.
and Fixing Familiarisin on fault
Lesso able to:- - g (2015- 1. The facilitator explains and demonstrates on
identify diagnosis and
fixing
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
n1 -Common Faults in ICT Exploration 2020) Contrived common faults on ICT tools.
faults tools faults
Matching Page 14 2. Learners identify common ICT faults while the
3. Learners in groups carryout a visual inspection

looking for obvious signs of problems and tracing a
fault to its origin while the facilitator assists them.
4. Learners resolve common ICT faults while the

Lesso ICT Tools During the Identifying I.C.TJuni Resource Assumed knowledge: Learners are able to use ICT
n2 lesson or person tools
Fault learners Naming syllabus
Diagnosis should be grade 3-7 Video Clips Intro. Recap of the previous lesson.
and Fixing Familiarisin on fault
able to:-- g (2015- 1. Learners identify common ICT faults while the
Relate a fault 2020) diagnosis and
- fixing facilitator guides them.
Troubleshoot to a cause. Exploration
Page 14 2. The facilitator explains and demonstrates on
ing Matching Contrived
faults troubleshooting to learners.
3. Learners in groups carryout inspection looking

for cause of troubleshooting and tracing a fault to
its origin while the facilitator assists them.
4. Learners resolve common ICT faults while the
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
ICT Tools During the Identifying I.C.TJuni Resource Assumed knowledge: Learners are able to use ICT
lesson or person tools
2 Fault Naming
learners syllabus
Diagnosis should be grade 3-7 Video Clips Intro: Recap of the previous lesson.
24/1/2 Familiarisin
and Fixing able to:- -Fix (2015- on fault
0 g 1. Learners identify common in ICT faults while the
problems 2020) diagnosis and
-Common fixing facilitator guides them.
Lesso within their Exploration
faults and Page 14
n1 scope 2. Learners identify causes of trouble shooting.
Troubleshoot Matching Contrived
ing faults 3. Learners in groups carryout inspection looking
for causes of troubleshooting and tracing a fault to
its origin and fix them while the facilitator assists
them.
Lesso Revision Ex During the Explaining I.C.TJuni -work cards Assumed knowledge: learners are able to answer
n2 lesson or revision test questions.
Topics: learners Describing syllabus Flash cards
should be grade 3-7 Charts Intro: Recap of concepts taught during the term.
-ICT Tools Identifying
able to:- (2015- 1. Class discussion of concepts taught during the
Concept: 2020)
Answer at
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
-Faults least half of Page 14 term.

Diagnosis the revision
and Fixing test questions 2. Learners write revision test in their books
given individually.
-Common correctly.
Faults 3. Revision and recap of written work.

questions
Creating and During the Identifying I.C.TJuni Scratch Assumed knowledge: Learners are knows that a
Publishing lesson or computer does many things
3 Naming
learners syllabus Monkey jam
-Animation:- should be grade 3-7 Intro: Recap of the previous lesson.
31/1/2 Familiarisin
0 -Drawing able to:- - g (2015- 1. The facilitator explains and demonstrates on
Create 2020) picture drawing using art package.
Lesso Pictures images using Exploration
n1 an Page 14 2. Learners in pairs draw images using art package
Matching while the facilitator assists them.
art/drawing
package
3. Learners show their images.
Lesso Creating and During the Identifying I.C.TJuni Scratch Assumed knowledge: Learners are knows that a
n2 Publishing lesson or computer does many things
learners Naming syllabus
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
-Animation:- should be Familiarisin grade 3-7 Monkey jam Intro: Recap of the previous lesson.
able to:- - g (2015-
-Animating Edit 2020) 1. The facilitator explains and demonstrates on
images animations Exploration image animation 2. Learners in pairs make image
Page 14 animation based on scenarios within their local
Matching environment while the facilitator assists them.
3. Learners edit their animation while the facilitator

assists
Con: Recap of concepts and review of the lesson.
Weekly aim: To enable learners to appreciate the role and impact of ICTs as they apply to self, work and society.
Creating and During the Identifying I.C.TJuni Database Assumed knowledge: Learners are knows that a
Publishing lesson or packages computer does many things
4 Naming
learners syllabus such as MS
-Databases:- should be grade 3-7 Access Intro: Recap of the previous lesson.
07/2/2 Familiarisin
0 -Tables able to:- - g (2015- 1. The facilitator explains and demonstrates on
Design and 2020) creating database 2.Learners in pairs plan and create
Lesso create a basic Exploration
Page 14 their own database while the facilitator assists them.
n1 database
Matching 3. Learners create their own data base while the
Creating and During the Identifying I.C.TJuni Database Assumed knowledge: Learners are knows that a
Lesso lesson or packages
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
n2 Publishing learners Naming syllabus such as MS computer does many things

should be grade 3-7 Access
-Databases:- able to:- - Familiarisin (2015- Intro: Recap of the previous lesson.
Create tables g 2020)
-Tables 1. The facilitator explains and demonstrates on
in design Exploration creating tables 2. Learners in pairs plan their
-records view Page 14
records and present them on their tables while the
Matching facilitator assists them.
-Key fields
3. Learners create their own tables and design them
5 Creating and During the Identifying I.C.TJuni Database Assumed knowledge: Learners are able to create
Publishing lesson or packages tables.
14/2/2 learners Naming syllabus such as MS
0 -Databases:- should be grade 3-7 Access Intro: Opening MS Access
Familiarisin
Lesso -Creating and able to:- - g (2015- 1. The facilitator demonstrates on editing, deleting
n1 editing Manipulate 2020) and updating records on tables 2.Learners in turns
records in a records in a Exploration practise editing, deleting and updating their records
table (update, Page 14
tables Matching while the facilitator assists them.
delete, edit)
3. Learners modify their records on their tables by
deleting, deleting or updating while the facilitator
assists them.
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
Lesso Creating and During the Identifying I.C.TJuni Database Assumed knowledge: Learners are able to create
n2 Publishing lesson or packages tables.
learners Naming syllabus such as MS
Familiarisin
-Sorting able to:- - g (2015- 1. The facilitator demonstrates on sorting records in
records in Sorting 2020) ascending or descending order 2. Learners sort
ascending records in Exploration records in ascending and descending on given fields
ascending Page 14
and Matching in pairs while the facilitator assists them.
descending and
order descending 3. Learners sort records in ascending or descending
order using a order on given fields while the facilitator.
given field
Creating and During the Identifying I.C.TJuni Database Assumed knowledge: Learners are able to create
Publishing lesson or packages tables and edit them.
6 Naming
learners syllabus such as MS
21/2/2 Familiarisin
0 -Creating a able to:- - g (2015- 1. The facilitator explains and demonstrates on
spread shet create a 2020) creating a spread sheet 2. Learners make spread
Lesso spread sheet Exploration
Page 14 sheets in groups while the facilitator assists them.
n1
Matching 3. Report back while the facilitator assists them.
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
Lesso Computer During the Identifying I.C.TJuni MSN , Assumed knowledge: Learners are able to create
n2 Software lesson or tables and edit them.
learners Naming syllabus Yahoo
Creating a should be grade 3-7 Intro: Recap of the previous lesson.
spread shet Familiarisin Hangout
able to:- - g (2015- 1. The facilitator explains and demonstrates on
create a 2020) Skype creating a spread sheet 2. Learners make spread
spread sheet Exploration sheets in groups while the facilitator assists them.
- Page 14
Matching 3. Report back while the facilitator assists them.
Computer During the Identifying I.C.TJuni MSN , Assumed knowledge: Learners are able to upload
Software lesson or files.
7 Naming Yahoo
learners syllabus
- should be grade 3-7 Intro: Recap of the previous lesson.
28/2/2 Familiarisin Hangout
Downloading able to:- - (2015-
0 g 1. The facilitator explains and demonstrates on
/ Receiving Downloading 2020) Skype downloading files on Yahoo, Hangout or Skype. 2.
Lesso educational Exploration
- Page 15 Learners downloading t educational files on yahoo,
n1
Downloading files using Matching hangouts or Skype while the facilitator assists them.
educational instant
file message 3. Learners demonstrate downloading of files on
software yahoo or hangouts or Skype while the facilitator
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
assists them.
Con: Oral review of the lesson
Lesso Computer During the Identifying I.C.TJuni MSN , Assumed knowledge: Learners are able to upload
n2 Software lesson or files.
learners Naming syllabus Yahoo
-VoIP should be grade 3-7 Intro: Recap of the previous lesson.
Familiarisin Hangout
- Video able to:- - g (2015- 1. The facilitator explains and demonstrates on
conferencing Make video 2020) Skype making video conferencing calls. 2. Learners make
calls conferencing Exploration video*- conferencing while the facilitator guides
calls Page 15
Matching them.
3. Learners demonstrate on making video

conferencing calls while the facilitator guides them.
Computer During the Identifying I.C.TJuni Sound Assumed knowledge: Learners can use images to
Software lesson or capture make slides
8 Naming
learners syllabus microphone
-Multimedia should be grade 3-7 Intro: Opening of Microsoft power point.
06/3/2 Familiarisin
able to:- - (2015- Digital sound
0 - g 1. The facilitator explains and demonstrates on
Create 2020) recorder
Presentations designing presentations on power point. 2. Learners
Lesso multimedia Exploration
Page 15 ICT tools in groups design and create multimedia
presentations presentations on power point while the facilitator
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
n1 Matching guides them.
3. Learners share their information the class while

Lesso Computer During the Identifying I.C.TJuni Sound Assumed knowledge: Learners can make
n2 Software lesson or capture multimedia presentations.
learners Naming syllabus microphone
-Multimedia should be grade 3-7 Intro: Recap of the previous lesson.
Familiarisin Digital sound
- Editing able to:- - g (2015- 1. Learners open their multimedia presentations on
Edit 2020) recorder
multimedia power point 2. The facilitator explains and
presentations multimedia Exploration ICT tools demonstrates on how to edit multimedia
presentations Page 15
Matching presentations 3. Learners edit their presentations
Weekly aim: To enable learners to appreciate the role and impact of ICTsas they apply to self, work and society.
9 Computer During the Identifying I.C.TJuni Sound Assumed knowledge: Learners can compose music
Software lesson or capture
13/3/2 learners Naming syllabus microphone Intro:Recap of the previous lesson.
0 -Multimedia should be grade 3-7
Familiarisin Digital sound 1. The facilitator explains and demonstrates on use
- Composing able to:- Use g (2015- of software to compose music. 2. Learners in
software to 2020) recorder
music groups compose and record music using software
Lesso compose own Music
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
n1 music Exploration Page 15 composition whiles the facilitator guides them.

software such
Matching as Black Cat 3. Playing of composed music by learners.
Compose Con: Oral recap of concepts
Lesso Safety and During the Identifying I.C.TJuni Poster and Assumed knowledge: Learners are able to use
n2 Security lesson or video clips internet.
learners Naming syllabus on cyber
-Cyber should be grade 3-7 wellness Intro: Recap of the previous lesson.
wellness Familiarisin
able to:- g (2015- 1. The facilitator explains on dangers associated
Explain 2020) Resource
- Dangers of person with the use of internet 2. Learners in groups
using internet dangers Exploration discuss on dangers associated with use of internet
associated Page 15
Matching Desktop while the facilitator assists them.
with using publishing
the internet software 3.Learners give feedback from their groups while

individually.

concepts
Safety and During the Identifying I.C.TJuni Poster and Assumed knowledge: Learners are able to use
Security lesson or video clips internet.
10 Naming
learners syllabus on cyber
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
20/3/2 -Cyber should be Familiarisin grade 3-7 wellness Intro: Recap of the previous lesson.
0 wellness able to:- g (2015-
Suggest ways 2020) Resource 1. Learners identify dangers associated with the use
Lesso -Cyber safety of ensuring Exploration person of the internet 2. The facilitator explains on safety
n1 cyber safety Page 15 precautions when using the internet.
Matching Desktop
publishing 3. Learners in groups discuss on safety precautions
software to take when using the internet while the facilitator
assists them.


individually.

concepts
Lesso Safety and During the Identifying I.C.TJuni Poster and Assumed knowledge: Learners know dangers
n2 Security lesson or video clips associated with the use of internet.
learners Naming syllabus on cyber
wellness Familiarisin
able to:- g (2015- 1. Learners identify dangers and safety precaution
Design 2020) Resource
- person on the the use of the internet.
CyberAware posters on Exploration
cyber Page 15 2. Learners in groups design posters on cyber
ness Matching Desktop
wellness publishing wellness while the facilitator assists them.
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
software 3. Learners display their poster.
4. Class discussion on awareness campaigns on

cyber wellness
Safety and During the Identifying I.C.TJuni Poster and Assumed knowledge: Learners know dangers
Security lesson or video clips associated with the use of internet.
11 Naming
learners syllabus on cyber
27/3 Familiarisin
wellness able to:- (2015-
/20 g 1. Learners identify dangers and safety precaution
Carry out 2020) Resource
- person on the the use of the internet.
Less awareness Exploration
CyberAwarene Page 13
on 1 campaigns 2. Learners carryout aware campaigns on cyber
ss Matching Desktop
publishing wellness while the facilitator guides them.
software 3. Class discussion on cyber wellness.
Less Revision Ex During the Explaining I.C.TJuni -work cards Assumed knowledge: learners are able to answer
on 2 lesson or revision test questions.
able to:- 1. Class discussion of concepts taught during the
-Creating &
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
Publishing Answer at Page 12- term.

least half of 13
-Comp the revision 2. Learners write revision test in their books
Software test questions individually.
-Safety & given 3. Revision and recap of written work.

Security correctly.
Concept: -
All concepts
taught on the
above topics.
-Revision test
questions
Revision Ex During the Explaining I.C.TJuni -work cards Assumed knowledge: learners are able to answer
lesson or revision test questions.
12 Topics: Describing
learners syllabus Flash cards
03/4 -ICT Tools Identifying
/20 able to:- 1. Class discussion of concepts taught during the
-Creating & Page 14-
Answer at 15 term.
Less Publishing
on 1 least half of 2. Learners write revision test in their books
-Comp the revision individually.
test questions
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
Software given 3. Revision and recap of written work.

correctly.
-Safety & Con. Revision of written and recap of concepts
Security
Concept: -
All concepts
taught on the
above topics.
-Revision test
questions
Less Revision Ex During the Explaining I.C.TJuni -work cards Assumed knowledge: learners are able to answer
on 2 lesson or revision test questions.
able to:- 1. Class discussion of concepts taught during the
-Creating & Page 14-
Answer at 15 term.
Publishing
least half of 2. Learners write revision test in their books
-Comp the revision individually.
Software test questions
-Safety &
correctly.
Security Con. Revision of written and recap of concepts
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
Concept: -
All concepts
taught on the
above topics.
-Revision test
questions
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
GUIDANCE AND COUNSELLING (JUNIOR )

BROAD AIMS
1. Identify and realize who they are in relation to families and communities
2. Understand the importance of family hood and its implication in their future lives
3. Visualize and understand the roles and responsibilities of citizen from a learner perspective
4. Understand the origins of Ubuntu /UNHU form the good behaviours they can be portraying
1. Identity
2. Rights and responsibilities
UNHU/UBUNTU/VALUES
1 FAMILY During the - Guidance -work cards Assumed knowledge. Learners types of families
lesson learners Explaini and
17/1/2 Different should be able ng Counselling -flash cards Introclass discussion different types of families
0 types of to:--show how
families - Strengtheni -charts 2 .Teacher explains the different types of
family members families
should relate to Identifyi ng Life
The nuclear ng skills,
and each other 3 Learners in groups tell different story about
sexually, types of families while the facilitator assists them.
extended - HIV and
families Describi Aids 4Learners sing a rhyme.
ng Teacher’s
Con.Answering questions orally
manual
Bullet 1
2 FAMILY During the - Guidance -work cards Assumed knowledge. Learners know roles of their
lesson learners Explaini and
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
24/1/2 Different should be able ng Counselling -flash cards parents and children at home
0 types of to:--explain the
families importance of - Strengtheni -charts IntroClass discussion different types of families
the family and Identifyi ng Life
-Importance ng skills, 2 .Teacher explains the different types of
community. families
family sexually,
- HIV and
Describi 3Learners in groups discuss the importance of the
Aids family and community while the facilitator assists
ng Teacher’s them.
manual
Bullet 2 4 Learners give feedback from their groups.
Con.Learners name different types of families

listing them
3 Marriage During the - Guidance -work cards Assumed knowledge. IntroRecap of previous
and lesson learners Explaini and lesson
31/1/2 parenting should be able ng Counselling -flash cards
0 to:--identify 2 .Teacher explains the different types of
-Modern - Strengtheni -charts families
forms of abuse
marriage in the family Identifyi ng Life
and ng skills, 3Learners in groups discuss the forms of abuse in
and community. each marriage while the facilitator assists them.
traditional sexually,
marriage - HIV and
Describi 4 Feedback from their groups while the facilitator
Aids assists them.
-Forms of ng Teacher’s
abuse in manual 5 Learners write an exercise in their books
Bullet 3
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
family individually
Con. Oral review of the lesson
4 Parenting During the - Guidance -work cards Assumed knowledge. Learners know types of
lesson learners Explaini and relationships
7/2/20 A wedding should be able ng Counselling -flash cards
to:--identify IntroRecap of previous lesson
-Types of - Strengtheni -charts
relationships different types Identifyi ng Life 2Teacher explains the different types of
of relationships relationships
ng skills,
sexually, 3Learners in groups’ role play on relationships
- HIV and
Describi while the facilitator guides them.
Aids
ng Teacher’s 4 Class discussion on types of relationships.
manual
Conclusion. Recap of concepts
Bullet 4
5 Conflict During the - Guidance -work cards Assumed knowledge. Learners knows some of the
management lesson learners Explaini and the causes of conflicts.
14/2/2 and should be able ng Counselling -flash cards
0 resolution to:-Identify IntroRecap of previous lesson.
- Strengtheni -charts
causes of 2 .The facilitator explains on conflicts and causes
Causes of conflicts within Identifyi ng Life
conflict at ng skills, of conflicts in the family, school and in the
family and community
home community, sexually,
- HIV and
suggest ways of Describi 3Learners in identify causes of conflicts in the
resolving them Aids family, school and in the community while the
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
ng Teacher’s facilitator assists them. 4 Learners give feedback

manual from their groups while the facilitator assists
Bullet 5 them. 5. Individual written work. Conclusion.
Oral review of the lesson.
6 Conflict During the - Guidance -work cards Assumed knowledge. Learners know causes of
management lesson learners Explaini and conflicts
0 resolution to:-Differentiate IntroRecap of the previous lesson.
between 2 Learners identify causes of conflict at home.
- exploitation and Identifyi ng Life
Exploitation victimization ng skills, 3 The facilitator explains on exploitation and
and sexually, victimization 4Learners in groups differentiate
Victimizatio - HIV and
Describi between exploitation and victimization while the
n Aids facilitator assists them. 5Learners give feedback
ng Teacher’s while the facilitator assists them. 6learners watch
manual videos showing abuse.
Bullet 6
Conclusion The facilitator asks oral questions.
7 Conflict During the - Guidance -work cards Assumed knowledge. Learners know forms of
management lesson learners Explaini and abuse
0 resolution to:-Identify IntroRecap of previous lesson
ways in which 1 Learners identify forms of abuse while the
-ways of communities Identifyi ng Life
dealing with ng skills, facilitator assists them.2.Learners as a class
deal with sexual identify ways in which communities deal with
sexual sexually,
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
abuse in abuse and - HIV and sexual abuse and sexual relationship while the
communitie sexual Describi Aids facilitator assists them. 4 Learners give feedback
s relationship. ng Teacher’s while the facilitator assists them.
manual
Bullet 7 5 Individual written wok.
Conclusionlearners sing a song
8 Stigma and During the - Guidance -work cards Assumed knowledge. Learners are able to name
discriminati lesson learners Explaini and forms abuse
6/3/20 on should be able ng Counselling -flash cards
to:-State the IntroThe facilitator explains key words
-Effects of - Strengtheni -charts
effects of 2The facilitator explains the effects of stigma and
stigma and stigma and Identifyi ng Life
discriminati ng skills, discrimination. 3Learners in groups identify
discrimination effects of stigma and discriminations in families
on in on sexually,
families - HIV and and community while the facilitator assists 4
relationships. Describi Learners give feedback from their groups while
Aids
ng Teacher’s the facilitator assists them
manual 5 Role play by learners while facilitator guides
Bullet 8 them.
ConclusionOral review of the lesson.
9 Male and During the - Guidance -work cards Assumed knowledge. Learners know changes that
female lesson learners Explaini and occur on their bodies as they grow up.
reproductive should be able ng Counselling -flash cards
anatomy to:--identify the IntroThe facilitator explains key words
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
13/3/2 emotional, - Strengtheni -charts 2 .The facilitator explains on the meaning of

0 physical and Identifyi ng Life adolescent
-
psychological ng skills,
Adolescents 3Learners in groups identify the emotional,
changes in sexually,
adolescents - HIV and physical and psychological changes in adolescents
Describi Aids while facilitator assists them. 4 Learners give
ng Teacher’s feedback from their groups while the facilitator
manual assists them.
Bullet 9 5 Individual written work
ConclusionRevision and recap of concepts.
10 Male and During the - Guidance -work cards Assumed knowledge. Learners know causes of
female lesson learners Explaini and HIV infection
20/3/2 reproductive should be able ng Counselling -flash cards
0 anatomy to:-Show how IntroRecap of previous lesson
the change 2The facilitator explains on reproductive organs.
- influences their Identifyi ng Life
Adolescents behaviour and ng skills, 3Learners draw and label reproductive organs
their risk to sexually, while the facilitator assists them4 Class discussion
- HIV and
HIV infection. Describi on changes that occur on adolescence that can
Aids influence their behaviour while the facilitator
ng Teacher’s assists them.
manual
Bullet 10 Con. Oral review of the lesson.
11 Conflict During the - Guidance -work cards Assumed knowledge. Learners knows some of the
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
27/3/2 management lesson learners Explaini and -flash cards the causes of conflicts.
0 and should be able ng Counselling
resolution to:-Identify -charts IntroRecap of previous lesson.
causes of - Strengtheni
Causes of Identifyi ng Life 2 .The facilitator explains on conflicts and causes
conflicts within of conflicts in the family, school and in the
conflict at family and ng skills,
home sexually, community
community, -
suggest ways of HIV and 3 Learners in identify causes of conflicts in the
Describi Aids
resolving them ng family, school and in the community while the
Teacher’s facilitator assists them. 4 Learners give feedback
manual from their groups while the facilitator assists
Bullet 5 them. 5. Individual written work. Conclusion.
Oral review of the lesson.
12 Conflict During the - Guidance -work cards Assumed knowledge. Learners know causes of
management lesson learners Explaini and conflicts
0 resolution to:-Differentiate IntroRecap of the previous lesson.
between 2 Learners identify causes of conflict at home.
- exploitation and Identifyi ng Life
Exploitation victimization ng skills, 3 The facilitator explains on exploitation and
and sexually, victimization 4Learners in groups differentiate
Victimizatio - HIV and
Describi between exploitation and victimization while the
n Aids facilitator assists them. 5Learners give feedback
ng Teacher’s while the facilitator assists them. 6 learners watch
manual videos showing abuse.
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
Bullet 6 Conclusion The facilitator asks oral questions.
Learning Area Indigenous Language -SHONA

Zvinangwa
• 234]
“+Kuti vadzidzi vakwanise kuverenga, kutaura, kunyora uyewo kuva nezvinooneka, kubatika pamwe nekukwanisa kuita mabasa emaoko
• Kukurudzira vadzidzi kuti vanzwane nevamwe munguva dzakasiyana.
• Kuti vadzidzi Vakwanise kushandisa mishina {ICT technology}
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
• Kuti vana vaone kukosha kwemitauro yedu yemuno vagofarira kugara vachiiverenga pachavo kuitira tsika neunhu hwavo kutaurawo
ngano dzepasi chigare
• Vadzdidzi Vakwanise kuite hurukuro nhetembo pamwe ne nziyo kana zvimwewo [puzzles, riddles, quiz, questions]
Tugono 1. Kuteerera 2. Kutaura 3. Kuverenga 4. Kunyora
Vavariro:Kuti vadzidzi vawe neunyanzvi mu kuverenga, kutaura, kunyora uyewo kuva nezvinooneka, kubatika pamwe nekukwanisa
kuita mabasa emaoko. Kukurudzira vadzidzi kuti vanzwane nevamwe munguva dzakasiyana.Kuti vana vaone kukosha kwemitauro
yedu yemuno vagofarira kugara vachiiverenga pachavo kuitira tsika neunhu hwavo kutaurawo ngano dzepasi chigare.
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
1 Zvokutaura Vava Kutaura Vana Indigenous Nhanganyaya –Mudzidzisi anotaura kanyaya

17/01/ nekuteerera vanotarisrwa Kuteerer vanoziva languages pamusoro pezvaanoda nezvaanofarira
20 . kukwanisa ku:--- a. vatungamir Syll Grde 3-7,
1.Vadzidzi vano taurirana pamusoro pezvavanofarira
Zvandinoda kutaura pamusoro Kunyora. iri Page 49 nezvavanoda.
nezvandinof pamusoro vemudunh 2. Vadzidzi mumapoka avo vano taurirana pamusoro
arira pezvavanoda u ravo. Makadhi pezvanoda vachichirechedza musiyano pazviri.
nezvavanofarira Mifananidzo 3. Vadzidzi vanopakura zvavawana.
-kuumba 4. Vadzidzi vanoumba mazwi nemitinhimira
mazwinemitinhim yakapihwa.
ira yakapihwa. Mhedziso – mibvunzo yekupeta basa
Chidz Kuverenga Vava kuvereng Vadzidzi Indigenous Nhanganyaya –Mudzidzisi nevana vanoimba rwiyo.
idzo 3 nekuinyora. vanotarisrwa a vanogona languages 1Vadzidzi vano verenga mazwi matsva kubva
& kukwanisa ku:--- kuverenga. Syll Grde 3-7, mundima icha verengwa voma tsanangura.
4 Nzwisiso. kuverenga ndima kunyora Page 42 2Vadzidzi vano verenga ndima
-kupindura vachinzwisisa. 3Vadzidzi vano pindura mibvunzo iri pamakadhi.
mibvunzo -kupindura Makadhi 4 Vana vanopakura zvavawana.
yenzwisiso mibvunzo Mifananidzo 5 Vana vanonyora basa sedungamunhu.
mitanhatu kubva Mhedziso – dzokororo yebasa ranyorwa nevana.
mundima
yaverengwa.
Chidz Kutaura Vava Kunyora -vana Indigenous Nhanganyaya – vadzidzi vanoita zvavanenge vanzi
idzo 5 nekunyora. vanotarisrwa Kutaura vanoziva languages vaite nemudzidzisi.
kukwanisa ku:--- zvimwe Syll Grde 3-7, 1 Vadzidzi vano verenga zviito zviri pamakadhi.
Zviito kudoma zviito zviito. Page 38 2Vadzidzi vano doma zviito zvavanoziva.
zvingangoita 3 Vadzidzi vano pindura mibvunzo sedungamunhu.
zvishanu. Makadhi Mhedziso – dzokororo yebasa ranyorwa nevana.
-kuzadzisa
zvirevo neziito
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
zvakapihwa.
Chidz Kutaura Vava Kutaura -vana Indigenous Nhanganyaya – vadzidzi vanodoma zvanoda
idzo6 nekuteerera vanotarisrwa Kuteerer vanoziva languages nezvavnofarira
. kukwanisa ku:-- a. mabasa Syll Grde 3-7, 1. Vadzidzi vano verenga mazwi ari pamakadhi
kuita hurukuro evatongi Page 41 pamusoro pezvinhu zvinodiwa nemunhu kuti
Hurukuro pamusoro vemumaru ararame.
pezvavanoda va. 2.Vadzidzi vanoita hurukuri pamusoro pezvavanoda
nezvavanofarira kuti vararame vachibatsirwa nemudzidzisi.
3.Vadzidzi vano pindura mibvunzo sedungamunhu.
Mhedziso – dzokororo yebasa rakurukurwa.
Chidz Kunyora Vava Kunyora Vana Indigenous Nhanganyaya – vadzidzi vanoogorora mifananidzo
idzo 7 vanotarisrwa vanogona languages pamusoro pemabasa
- kukwanisa ku:--- kuumba Syll Grde 3-7, 1. Vana vanodoma mabasa avanoda kana vakura.
Rondedzero kunyora mitsara Page 46 2. Vana vanodoma mayorerwo erondedzero
Basa rondedzero yakazara. vachibatsirwa nemudzidzisi.
randinoda nemutauro 3.Vadzidzi vanopa chidumbu cherondedzero
kuazoita wakanaka mumaboka.
ndakura pamusoro pebasa 3.Vadzidzi vanoverenga zvavanyora.
ravanoda kuzoita 4.Vadzidzi vano nyora rondedzero sedungamunhu.
Mhedziso – vana vatatu vanoverenga zvavanyora.
Chidz Kunyora Vava kuvereng Vana Indigenous Nhanganyaya – vadzidzi vanoongorora chati
idzo 8 (Penmanshi vanotarisrwa a vanoziva languages rinerunyoro rwe ‘Nelson’s script’
p-Nelson’s kukwanisa ku:--- zvimwe Syll Grde 3-7, 1. Mudzidzisi anoratidza vana manyorero akanaka.
script) kunyora kunyora zvinongedz Page 45 2 Vadzidzi vari mumapoka vano edzeserakunyora
vachiumba o vachiteedzerarunyoro rwakanaka.
mavara 3Vadzidzi vano nyora basa ravo sedungamunhu.
zvakanaka. Mhedziso – dzokororo yebasa.
Vavariro:Kuti vadzidzi vawe neunyanzvi mu kuverenga, kutaura, kunyora uyewo kuva nezvinooneka, kubatika pamwe nekukwanisa kuita mabasa emaoko. Kukurudzira
yemuno vagofarira kugara vachiiverenga pachavo kuitira tsika neunhu hwavo kutaurawo ngano dzepasi chigare.
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
2 Zvokutaur Vava Kutaura Vana Indigenous Nhanganyaya –Mudzidzisi anoratidza vana

24/ a vanotarisrwa Kuteerer vanoziva languages mifananidzo yezviitiko zvakasiyana siyana.
1/2 nekuteerer kukwanisa ku:--- a zvimwe Syll Grde 3-7,
1.Vadzidzi vanodoma zviitiko zvinoitika
0 a. kudoma zviitiko Kunyora. zvinoitika Page 39 munharaunda dzavanobva 2.Vadzidzi mumapoka
Zviitiko zvemunharaunda munharaun avo vano taurirana zviitiko zvinoitika munharaunda
Ch zvemunhara nemunyika da Makadhi dzavanobva nezvinoitika munyika yese
idz unda -Kutsangura Mifananidzo vachibatsirwa nemudzidzisi. 3. Vana vanopakurirana
idz nemunyika zviitiko zvavawana mumapoka
o1 zvemunharaunda 4.Vadzidzi vanoumba mazwi nemitinhimira
nemunyika yakapihwa.
Mhedziso – Mibvunzo yekupeta basa
Ch Kuverenga Vava kuvereng Vadzidzi Indigenous Nhanganyaya –Mudzidzisi anotaurira vadzidzi
idz nekunyora. vanotarisrwa a vanogona languages kanyaya pamusoro pemabasa emaoko.
idz kukwanisa ku:--- kuverenga. Syll Grde 3-7, 1.Vadzidzi vano verenga mazwi matsva kubva
o2 Nzwisiso kuverenga ndima kunyora Page mundima icha verengwa voma tsanangura.
& vachinzwisisa. 45 2.Vadzidzi vano verenga ndima vachibatsirwa
3 -Kupindura -kupindura Makadhi nemudzidzisi
mibvunzo mibvunzo Mifananidzo. 3.Vadzidzi vano pindura mibvunzo iri pamakadhi.
yenzwisiso mitanhatu kubva 4. Vana vanonyora basa sedungamunhu.
mundima Mhedziso – dzokororo yebasa ranyorwa nevana.
yaverengwa.
Ch Kutaura Vava Kunyora -vana Indigenous Nhanganyaya – vadzidzi vanodoma zviitiko
idz nekuteerer vanotarisrwa Kutaura vanoziva languages zvinoitika munharaunda dzavanobva zvakakosha.
idz a kukwanisa ku:--- zviitiko Syll Grde 3-7, 1. Vana vanodoma zviitiko zvinoitika munharaunda
o4 - kutsanangura zvenoitika Page 45 dzavanobva nezvinoitika munyika mese.
Zvakakoshe zvakoshera munharaun 2. Mudzidzisi anotsangura pamusoro pekukosha
ra zviitiko zviitiko da kwezviitiko zvemunharaunda nenyika yose
zvimunhara zvemunharaunda nezvinoitik Makadhi zvadomwa nevana. 3. Vana vano taurirana
unda nezviitiko a munyika Mifanidzo mumapoka avo zvakakoshera zviitiko
nezviitiko zvenyika yose yese. zvemunharaunda nezvenyika yese vachibatsirwa
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
zvenyika nemudzidzisi. 4. Vana vanopakurirana zvavawana

yose mumapoka avo vachibatsirwa nemudzidzisi.
Mhedziso – dzokororo yebasa raitwa mumapoka.
Ch Kunyora Vava Kutaura -vana Indigenous Nhanganyaya – Vana vanodoma zvimiso
idz Zvikombere vanotarisrwa Kuteerer vanoziva languages zvavanoziva.
idz dzo kukwanisa ku:--- a. zvimwe Syll Grde 3-7, 1. Vadzidzi vano doma zvimiso zvavanoziva.
o5 -Zvimiso:- kushandisa zvezvimiso Page 45 2 Mudzidzisi anotsanangura pamusoro pezvimiso.
(Fullstop, zvimisomzvakako . 3 Vadzidzi vari mumapoka vanoisa zvimiso ndima
Capital dzera yavanenge vapihwa mudzidzisi achivabatsira.
letter, 4 Vadzidzi vanopakurirana zvavawana mumapoka
exclamation avo mudzidzisi achivabatsira.
marks, 5 Vana vanonyora basa mumabhuku
comma etc sedungamunhu.
Mhedziso – dzokororo yebasa ranyorwa nevana.
Chidz Kunyora Vava Kunyora Vana Indigenous Nhanganyaya – vadzidzi vanoona mifananidzo
idzo6 rondedzero vanotarisrwa vanogona languages yezviitiko zvakasiyana
& kukwanisa ku:- kuumba Syll Grde 3-7, 1. Vadzidzi vanodoma zviitiko zvinovanakidza
7 Chiitiko Kutsanangura mitsara Page zvinoitika mudunhu mavo. 2. Vadzidzi vanotaura
chakaitika chiitiko yakazara. 45 zvinotarisirwa pakunyora rondedzero yanaka
mudunhu chakaitika vachibatsirwa nemudzidzisi. 3. Vana mumapoka
medu mudunhu mavo vanonyora rondedzero pamusoro pechiitiko
chakandifad chakavafadza chakaitika mudunhu mavo chakavafadza.
za -kushanidisa 4. Vana vanopakurirana zvavawana mumapoka avo
zvimiso mudzidzisi achivabatsira. 5. Vana vanonyora
nezvirunga rondedzero mumabhuku avo mumwe nemumwe
mutauro Mhedziso – vana vatatu vanoverenga zvavanyora.
nemazvo.
Chidz Kunyora Vava kuvereng Vana Indigenous Nhanganyaya – vadzidzi vanoongorora
idzo8 vanotarisrwa a vakambo languages nekutsanangura mifananidzo yakapihwa,
Zviperengo. kukwanisa ku:--- nyora Syll Grde 3-7, 1.Vadzidzi vano verenga mazwi akapihwa.
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
kunyora kunyora zviperengo Page 45 2.Vadzidzi vanotsanangura mazwiakapihwa.

zviperengo . 3.Mudzidzisi anodanidzira mazwi vana vakateerera.
zvemazwi anoita 4.Vadzidzi vano nyora zviperengo sedungamunhu.
gumi. Mhedziso – dzokororo yebasa.
kuita mabasa emaoko. Kukurudzira vadzidzi kuti vanzwane nevamwe munguva dzakasiyana. Kuti vana vaone kukosha kwemitauro
3 Zvokutaur Vava Kutaura Vana Indigenous Nhanganyaya –Vadzidzi vanoona mifananidzo ine
31/1/2 a vanotarisrwa Kuteerer vanoziva languages tsika dxechinyakare.
0 nekuteerer kukwanisa ku:--- a. tsika Syll Grde 3-7, 1. Vadzidzi vanodoma dzika dzechinyakare
a. kudoma tsika Kunyora. dzechinyak Page 38 dzavanoziva mudzidzisi achivabatsira. 2. Vana
Chidz Hwaro dzechinyakare eare. vanotaurirana vari mumapoka pamusoro
idzo1 hweupenyu dzaiitika Makadhi penhoroondo dzemhuri dzavo mudzidzisi
mumatunhu avo. achivabatsira. 3. Vana vanopakurirana zvavawana
Kukurukura mumapoka avo. 4. Vana vatsanangura nhoorondo
pamuso pamusoro yemhuri dzvao vamwe vachinzwa.
penhoroondo Mhedziso – mibvunzo yekupeta basa
yemhuri dzavo.
Chidz Kuverenga Vava kuvereng Vadzidzi Indigenous Nhanganyaya –Mudzidzisi vanoverenga mazwi
idzo2 nekuinyora vanotarisrwa a vanogona languages angangova matsva abva mundima yavachavarenga
& . kukwanisa ku:--- kuverenga. Syll Grde 3-7, vomatsangura.
kuverenga ndima kunyora peji 42 1.Vadzidzi vano verenga mazwi matsva kubva
-Kuverenga vachidodomese. Makadhi mundima icha verengwa voma tsanangura. 2.
vachidodom -kupindura Vadzidzi vano verenga ndima vachibatsirwa
esa mibvunzo nemudzidzisi. 3.Vadzidzi vano pindura mibvunzo iri
-Nzwisiso:- mitanhatu kubva pamakadhi vari mumapoka vachibatsirwa
Kupindura mundima nemudzidzisi. 4. Vadzidzi vanopkaurirana
mibvunzo yaverengwa. zvavawana mumapoka. 5. Vadzidzi vanonyora basa
yenzwisiso sedungamunhu.
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE

Chidz Kuverenga Vava Kunyora Vana Indigenous Nhanganyaya – Mudzidzisi anoratidza vana
idzo4 vanotarisrwa Kutaura vanogona languages kuverenga kwakanaka.
Zvimiso: kukwanisa ku:--- kuverenga. Syll Grde 3-7, 1.Vadzidzi vano verenga ndima vachifema pose
-chitura kuverenga ndima Page 45 panechitura befu mudzidzisi anobatsira vadzidzidi.
mafemo vachiongorora 2.Vadzidzi vanovereng vari mumapoka mudzidzisi
-chidonhwe zvimiso nemazvo. Makadhi axchibatsira vadzidzi. 3.Vadzidzi vanoverengera
Mifanidzo mudzidzisi sedungamunhu.
Mhedziso – Vana vanotaura nyaya yavavernga
muchindimbu.
Chidz Kunyora Vava Kutaura -vana Indigenous Nhanganyaya – vadzidzi vanodoma mazwi
idzo5 Mazwi vanotarisrwa Kuteerer vanoziva languages anopesana.
anopesana. kukwanisa ku:--- a. mamwe Syll Grde 3-7, 1.Vadzidzi vano doma mazwi anopesana
kudoma mazwi mazwi Page 46 neakanyorwa.
Sokuti, anopesana anopesana. 2.Vadzidzi vanoumba zvirevo mumapoka vopakura
Harahwa- nemashanu zvavawana vachibatsirwa nemudzidzisi.
Mukomana. akapihwa. 3. Vana vanopakurirana zvavawana mumapoka avo.
-kuumba zvirevo 4.Vadzidzi vano pindura mibvunzo sedungamunhu.
nemazwi Mhedziso – Dzokororo yebasa ranyorwa nevana.
anopesana.
Chidz Kunyora Vava Kunyora Vana Indigenous Nhanganyaya – Vadzidzi vanoongorora
idzo6 Rondedzer vanotarisrwa vanogona languages mufananidzo.
&7 o kukwanisa ku:--- kuumba Syll Grde 3-7, 1. Vadzidzi vanotsangura zvinotarisrwa pakunyora
-Mhuri yedu kunyora mitsara Page 46 rondedzero mudzidzisi achivabatsira.
rondedzero yakazara. 2. Vadzidzi vanonyora pamusoro pemhuri dzavo vari
pamusoro mumapoka mudzidzisi achivabatsira.3. Vadzidzi
pemusoro vanopakurirana zvavawana mumapoka avo.
pemhuri dzavo 4.Vadzidzi vano nyora rondedzero sedungamunhu.
Mhedziso – Vadzidzi vatatu vanoverenga
zvavanyora.
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
Chidz Kunyora Vava Kuveren Vana Indigenous Nhanganyaya – Vadzidzi vanodoma tsumo dzavano
idzo8 Tsumo: vanotarisrwa ga. vanoziya languages ziva.
Kuzadzisa kukwanisa ku:--- Kunyora. tsumo. Syll Grde 3-7, 1.Vadzidzi vano vanopa tsumo dzavanoziva.
tsumo. kupa tsumo ina Page 46 2.Vadzidzi mumapoka avo vano zadzisa tsumo
dzavano ziva. dzakapihwa vachibatsirwa nemudzidzisi.
-kuzadzisa tsumo 3. Vana vanopakurirana zvavawana mumapoka avo
dzakapihwa mudzidzisi achivabatsira.
nechishona 4.Vadzidzi vano nyora basa ravo sedungamunhu.
chakanaka. Mhedziso – Dzokororo yebasa.
4 Zvokutaur Vava Kutaura Vana Indigenous Nhanganyaya –Vadzidzi vanoimba karwiyo
07/2/2 a vanotarisrwa Kuteerera. vanoziva languages vachidoma mazuva evhiki, nemwedzi.
0 nekuteerer kukwanisa Kunyora. dzimwe Syll Grde 3-7, 1. Vadzidzi vadoma mashoko anoshandiswa kutaura
a. ku:---Kudoma tsika Page 40 zvenguva vachibatsirwa nemudzidzisi.
Chidz Zvenguva mazuva evhiki, dzevatema. 2. Vadzidzi vanodoma mazuva, mwezi nemwaka
idzo 1 -mazuva mwedzi Makadhi yegore nezviitiko zvinoitika mairi vachibatsirwa
evhiki, nemwaka Bambiri nemudzidzisi.Vadzidzi vanoita hurukuro pamusoro
mwedzi yegore. petsika dzevatema. 3. Vana vanopkaurirana
yegore zvavawana mumapoka avo mudzidzisi achivabatsira
nemwaka 4.Vadzidzi vanoumba zvirevo nemazwi akapihwa
yegore Mhedziso – Mibvunzo yekupeta basa
Chidz Kuverenga Vava kuverenga Vadzidzi Indigenous Nhanganyaya –Mudzidzisi anotaridza vana
idzo 2 nekunyora. vanotarisrwa vanogona languages mifananidzo ytsika dzakasiyana-siyana.
&3 Nzwisiso kukwanisa kunyora kuverenga. Syll Grde 3-7, 1.Vadzidzi vano verenga mazwi matsva kubva
ku:---kuverenga peji 42 mundima icha verengwa voma tsanangura.
-kupindura ndima 2.Vadzidzi vano verenga ndima vachibatsirwa
mibvunzo vachinzwisisa.- Makadhi. nemudzidzisi. 3.Vadzidzi vano pindura mibvunzo iri
yenzwisiso kupindura Mifananidzo pamakadhi vari mumapoka vachibatsirwa
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
mibvunzo nemudzidzisi.
mitanhatu kubva 4. Vadzidzi vanonyora basa sedungamunhu.
mundima Mhedziso – dzokororo yebasa ranyorwa nevana.
yaverengwa.
Chidz Kuverenga Vava Kunyora Vana Indigenous Nhanganyaya – Vadzidzi vanonoverenga mazwi
idzo 4 /Kunyora vanotarisrwa Kutaura vakambonz languages efananidzo akapihwa.
kukwanisa wa dzime Syll Grde 3-7, 1. Vadzidzi vano verenga mazwi akapihwa
Fananidzo: ku:---kuverenga fananidzo. Page 46 nekuatsanangura zvaanoreva vachibatsirwa
Sokuti, mazwi nemudzidzisi.
-Mazino efananidzo Makadhi 2. Vadzidzi vari mumapoka vanoumba zvirevo
ake mashanu Mifanidzo nekuzadzisa zvirevo zvakapihwa nefananidzo
akachena akapihwa. vachibatsirwa nemudzidzisi 3. Vana vanopakurirana
semukaka. -kutsanagura zvavawana vachibatsirwa nemudzidzisi.
zvinoreva 4. Vadzidzi vanoita basa ravo sedungamunhu
fananidzo. vachizadzisa zvirevo
-kuzadzisa Mhedziso – Dzokororo yebasa ranyorwa.
zvirevo
nefananidzo
dzakapihwa.
Chidz Kunyora Vava Kutaura -vana Indigenous Nhanganyaya – vadzidzi vanodoma mazwi anoreva
idzo 5 Mazwi vanotarisrwa Kuteerera. vanoziva languages zvimwechete.
anoreva kukwanisa mamwe Syll Grde 3-7, 1.Vadzidzi vano verenga mazwi akapihwa uye
zvimwechet ku:---kudoma mazwi page 41 kuatsanangura vachibatsirwa nemudzidzisi.
e. mazwi anoreva anoreva Mifananidzo 2. Vadzidzi vanopa mazwi anoreva zvakafanana
zvimwechete zvimweche Makadhi neakapihwa pamakadhi vari mumapoka
Chibage - nemashanu te. vachibatsirwa nemudzidzisi. 3. Vana vanopakurirana
magwere akapihwa. zvavawana mudzidzisi achivabatsira.4.Vadzidzi vano
-kuumba pindura mibvunzo sedungamunhu.
zvirevo Mhedziso – Dzokororo yebasa ranyorwa nevana.
nemazwi
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
anoreva
zvimwechete.
Chidz Kunyora Vava Kunyora Vana Indigenous
Nhanganyaya – Vadzidzi vanoongorora
idzo 6 Rondedzer vanotarisrwa vanogona languages
mufananidzo
o kukwanisa kuumba Syll Grde 3-7,
1. Vana vanodoma mwaka yegore. 2. Vana
ku:---kunyora mitsara Page 46 vanotsangura mwaka yegore yavanofarira mudzidzisi
Mwaka rondedzero yakazara. . achivabatsira.
wegore vachitsanangura 3. Vana vanodoma manyorerwe erondedzero akanaka
wandinofari tsika dzedu mudzidzisi anobatsira vadzidzi.
ra 4.Vadzidzi vano nyora rondedzero sedungamunhu.
Mhedziso – Vana vatatu vanoverenga zvavanyora.
Chidz Kunyora Vava Kuverenga Vana Nhanganyaya – Vadzidzi vanodoma tsumo dzavano
idzo 7 Tsumo: vanotarisrwa . vanoziya Indigenous ziva.
kukwanisa Kunyora. dzimwe languages 1.Vadzidzi vano verenga tsumo dzisina kuzadzira.
Kuzadzisa ku:---kudoma tsumo. Syll Grde 3-7, 2.Vadzidzi mumapoka vanotsanangura zvinoreva
tsumo. tsumo shanu Page 34/41. tsumo dzakapihwa vachibatsirwa nemudzidzisi. 3.
dzavanoziva. Vadzidzi vanopakurirana zvavawana. 4.Vadzidzi
vano nyora basa ravo sedungamunhu vachi zadzisa
tsumo.
Mhedziso – Dzokororo yebasa.
Chidz Dzokororo Vava Kuverenga Vana vano Indigenous Nhanganyaya – Dzokororo yemusoro mikuru
idzo 8 Zvirungamu vanotarisrwa . rangarira languages yakadzidzwa.
tauro kukwanisa ku:-- Kunyora. zvavakamb Syll Grde 3-7, 1Vadzidzi pamwe nemudzidzisi vanodzokorora basa
-Nzwisiso kunyora oita Page 39-45 rese rakaitwa uye richabvunzwa.
- dzokororo Makadhi 2.Vadzidzi vano verenga mazwi mirairo.
Rondedzero yezvaka Zvitai tai 3.Mudzidzisi anonyora basa kuchidziro.
-Kupindura dzidzwa 4.Vadzidzi vano nyora basa ravo sedungamunhu.
mibvunzo mumasvondo Mhedziso – dzokororo yebasa.
yedzokoror maviri adarika.
o
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
5 Zvokutaur Vava Kutaura Vana Indigenous Nhanganyaya –Vadzidzi vanoona mifananidzo
a vanotarisrwa Kuteerera. vanoziva languages yezviitiko zvakasiyana siyana
14/2/2 nekuteerer kukwanisa Kunyora. mabikirwo Syll Grde 3-7, 1. Vadzidzi vachinjana vanotsangura nhau nenyaya
0 a. ku:--- ebota. Page43/46 dzinoitika mumatunhu avanobva.
- Pfupiso, -Kutaura nyaya, 2. Vadzidzi vanochinjana kutaura nhau dzino inotika
Chidz Nhau memhau Makadhi mumatunhu avo nenyika yese.
idzo 1 nenyaya dzinoitika Mifananidzo 3. Vadzidzi vanotaura nhau nenyaya dzataurwa
-Kutaura mumatunhu muchidimbu vachibatsirwa nemudzidzisi.
nyaya kana avanobva. 4.Vadzidzi vanoumba mazwi nemitinhimira
nhau -Kutaura nyaya yakapihwa.
yataurwa kana nhau Mhedziso – Mibvunzo yekupeta basa
muchidimb yataurwa
u muchidimbu
Chidz Kuverenga Vava kuverenga Vadzidzi Indigenous Nhanganyaya –Mudzidzisi anotaridza vama
idzo 2 nekuinyora vanotarisrwa vanogona languages mufananidzo yevanhu vari pamabiko.
&3 . kukwanisa kunyora kuverenga. Syll Grde 3-7, 1.Vadzidzi vano verenga mazwi matsva kubva
Nzwisiso ku:---kuverenga Page mundima icha verengwa voma tsanangura.
-Kuverenga ndima 42/45 2.Vadzidzi vano verenga ndima vachibatsirwa
ndima vachinzwisisa. nemudzidzisi.
yenzwisiso -kupindura Makadhi 3.Vadzidzi vano pindura mibvunzo iri pamakadhi
-Kupindura mibvunzo Mifananidzo. vopakura zvavawana.
mibvunzo mitanhatu kubva 4. Vadzidzi vanonyora basa sedungamunhu.
yenzwisiso mundima Mhedziso – Dzokororo yebasa ranyorwa nevana.
yaverengwa.
Chidz Kunyora Vava kuverenga Vana Indigenous Nhanganyaya – vadzidzi vanoongorora chati
idzo 4 (Penmanshi vanotarisrwa vanoziva languages rinerunyoro rwe ‘Nelson’s script’
p-Nelson’s kukwanisa kunyora zvimwe Syll Grde 3-7, 1.Mudzidzisi anoratidza vana manyorero akanaka.
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
script) ku:---kunyora zvinongedz Page 45 2.Vadzidzi vari mumapoka vano edzeserakunyora

-Kunyora vachiumba o vachiteedzerarunyoro rwakanaka.
vachiumba mavara 3.Vadzidzi vano nyora basa ravo sedungamunhu.
mavara zvakanaka. Mhedziso – Dzokororo yebasa.
zvakanaka
Chidz Kunyora Vava Kutaura -vana Indigenous Nhanganyaya – vadzidzi vanoongorora mifananidzo
idzo 5 Mazwi vanotarisrwa Kuteerera. vanoziva languages yezvinhu zvishoma uye zvakawanda.
muuzhinji kukwanisa zvishoma Syll Grde 3-7, 1. Vadzidzi vano verenga mazwi ose apapihwa
ku:---kuisa uye Page 46 muushoma.
Sokuti, mazwi zvakawana 2.Vadzidzi vaisa mazwi akapihwa muuzhinji vari
Mutambo— muuzhinji. . mumapoka vopakura zvavawana.
mitambo -kuzadzisa 3.Vadzidzi vano pindura mibvunzo sedungamunhu
zvirevo kuzadzisa zvirevo.
nemazwi ari Mhedziso – Dzokororo yebasa ranyorwa nevana.
muuzhinji.
Chidz Kunyora Vava Kunyora Vana Indigenous Nhanganyaya – Vadzidzi vanoita hurukuru
idzo 6 rondedzero vanotarisrwa vanogona languages pamusoro penyaya dzinoitika mumatunhu avo.
Tsamba kukwanisa kuumba Syll Grde 3-7, 1. Mudzisisi anotsanangura pamusoro tsamba
-Nyora ku:--- mitsara Page 46 kushamwari.
tsamba -Kunyora yakazara. 2. Vadzidzi vanodoma zvinotarisrwa pakunyora
kushamwari tsamba tsamba.
uchiudza kushamwari 3. Vana vanoita hurukuro pamusoro penhau
nyaya uchiudza nyaya dzakaitika mumatunhu avo dzakavafadza. 4 Vana
yakaitika yakaitika vanonyora tsamba kushamwari dzavo mudzidzisi
mudunhu mudunhu menyu achibatsira vana.
menyu yakakufadza Mhedziso – Vana vatatu vanoverenga zvavanyora.
yakakufadza
Chidz Kuverenga/ Vava Kuverenga Vana Indigenous Nhanganyaya – Vadzidzi vano verenga kandima
idzo 7 Kunyora vanotarisrwa . vanoziya languages kanezvimiso.
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
Zvimiso kukwanisa Kunyora. zvimwe Syll Grde 3-7, 1 Vadzidzi vatsanangura mashandisirwo ezvimiso
- ku:--- zvimiso Pji 45 zvakapihwa. 2Vadzidzi vanoumba zvirevo
chikatyama kutsanangura vachishandisa zvimiso zvakakodzera vari mumapoka.
dzo mashandisirwo 3. Vadzidzi vano nyora basa ravo sedungamunhu.
-nyora ezvimiso Mhedziso – dzokororo yebasa.
zvakapihwa
Chidz Dzokororo Vava Kuverenga Vana vano Indigenous Nhanganyaya – Dzokororo yemusoro mikuru
idzo 8 Zvirungamu vanotarisrwa . rangarira languages yakadzidzwa.
tauro kukwanisa ku:-- Kunyora. zvavakamb Syll Grde 3-7, 1Vadzidzi pamwe nemudzidzisi vanodzokorora basa
- dzokororo Makadhi 2.Vadzidzi vano verenga mazwi mirairo.
Rondedzero yezvaka Zvitai tai 3.Mudzidzisi anonyora basa kuchidziro.
-Kupindura dzidzwa 4.Vadzidzi vano nyora basa ravo sedungamunhu.
mibvunzo mumasvondo Mhedziso – dzokororo yebasa.
yedzokoror maviri adarika.
o
6 Zvokutaur Vava Kutaura Vana Indigenous Nhanganyaya –Vadzidzi vanoimba rwiyo
21/2/2 a vanotarisrwa Kuteerera. vanoziva languages vachishandisa manhamba
0 nekuteerer kukwanisa Kunyora. mamwe Syll Grde 3-7, 1. Mudzizdzisi anotsangura pamusoro pekuverenga
Chidz a. ku:--- mazwi Page 38 manhamba. 2. Vana vanoverenga manhamba
idzo 1 -Kuverenga -kuverenga anoshandis kusvika kuna 70 vachibatsirwa nemudzidzisi.
manhamba manhamba wa Makadhi 3. Vadzidzi vari mumapoka vanoshandisa manhamba
- - Kushandisa pakuveren Mifananidzo muzvirevo vachibatsirwa nemudzidzisi.
Kuverenga manumber ga 4. Vadzidzi vanopakurirana zvavawana mumapoka
e.g motsi, muzvirevo avo.
piri, ina, Mhedziso – Mibvunzo yekupeta basa
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
shanu etc
Vava kuverenga Vadzidzi Indigenous Nhanganyaya –Mudzidzisi anotaridza vama

Chidz Kuverenga vanotarisrwa vanogona languages mufananidzo yevanhu vari pamabiko.
idzo 2 nekuinyora kukwanisa kunyora kuverenga. Syll Grde 3-7, 1.Vadzidzi vano verenga mazwi matsva kubva
&3 . ku:--- Page15, 23ne mundima icha verengwa voma tsanangura.
-kuverenga 42/45 2.Vadzidzi vano verenga ndima vachibatsirwa
Nzwisiso ndima nemudzidzisi.
-Kupindura vachinzwisisa. Makadhi. 3.Vadzidzi vano pindura mibvunzo iri pamakadhi
mibvunzo -kupindura Mifananidzo vopakura zvavawana.
yenzwisio mibvunzo 4. Vadzidzi vanonyora basa sedungamunhu.
mitanhatu kubva Mhedziso – Dzokororo yebasa ranyorwa nevana.
mundima
yaverengwa.
Chidz Kunyora Vava kuverenga Vana Indigenous Nhanganyaya – vadzidzi vanoongorora chati
idzo 4 (Penmanshi vanotarisrwa vanoziva languages rinerunyoro rwe ‘Nelson’s script’
p-Nelson’s kukwanisa kunyora zvimwe Syll Grde 3-7, 1.Mudzidzisi anoratidza vana manyorero akanaka.
script) ku:---kunyora zvinongedz Page 45 2.Vadzidzi vari mumapoka vano edzeserakunyora
zvakanaka
Chidz Kunyora Vava Kutaura -vana Indigenous Nhanganyaya – Vadzidzi vanodoma tsumo
idzo 5 Tsumo: vanotarisrwa Kuteerera. vanoziva languages dzavanoziva.
- kukwanisa zvinoreva Syll Grde 3-7, 1.Vadzidzi vano verenga tsumo dzakapihwa uye
Tsanangudz ku:--- dzimwe Page 39/46 kudzitsanangura vachibatsirwa nemudzidzisi.
o dzetsumo. -kupa tsumo. Mifananidzo 2.Vadzidzi vanoita basa remumapoka vopakura
tsanangudzo zvavawana vachibatsirwa nemudzidzisi..
dzetsumo 3.Vadzidzi vano pindura mibvunzo sedungamunhu.
dzakapihwa. Mhedziso – Dzokororo yebasa ranyorwa nevana.
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
Chidz Kunyora Vava Kunyora Vana Indigenous Nhanganyaya – Vadzidzi vanoongorora

idzo Rondedzer vanotarisrwa Kuverenga vanogona languages mufananidzo yenharaunda yakaparadzwa.
6& 7 o kukwanisa kuumba Syll Grde 3-7, 1. Vadzidzi vanodoma zvakakoshera miti mudzidzisi
ku:--- mitsara Page 46 achivabatsira. 2. Vadzidzi mumapoka vataurirana
Tsamba -kudoma miti yakazara. pamusoro pekukosha kwemiti. 3. Vana vanonyora
-Kukosha yavanoziva uye tsamba kushamwari dzavo vachitsangura kukosha
kwemiti kukosha kwayo. kwemiti vachibatsirwa nemudzidzisi.
-kunyora tsamba 4.Vadzidzi vano nyora tsamba sedungamunhu.
kushamwari Mhedziso – Vana vatatu vanoverenga zvavanyora.
vachitsanangura
kukosha
kwekuchengeted
za miti.
Chidz Kunyora Vava Kuverenga Vana Indigenous Nhanganyaya – Vadzidzi vanodoma mhuka dzavano
idzo 8 Panogara vanotarisrwa . vanoziya languages ziva.
mhuka: kukwanisa Kunyora. panogara Syll Grde 3-7, 1. Vadzidzi vano verenga chati rine mhuka.
Mombe- ku:--- dzimwe Page 46. 2.Vadzidzi mumapoka vanopa mhuka uye
mudanga -kudoma mhuka mhuka. padzinogara mudzidzisi achibatsira vana.3. Vana
nomwe nemisha vanopakurirana zvavawana mumapoka.
yadzo. 4.Vadzidzi vano nyora basa ravo sedungamunhu
vachipa misha yedzo.
Mhedziso – dzokororo yebasa.
7 Zvokutaura Vava Kutaura Vana Indigenous Nhanganyaya –Vadzidzi vanoimba karwiyo
28/ nekuteerera. vanotarisrwa Kuteerera. vanoziva languages 1.Vadzidzi vano doma maitirwo ezvinhu zvakasiyana
2/2 Maitirwo kukwanisa Kunyora. matongerw Syll Grde 3-7, siyana mumatunhu avo sekuti matongerwo enyaya.
0 ku:--- oemhosva Page 39 2.Vadzidzi mumapoka avo vano tsanangura
Ch -Maitirwo -kudoma mumaguta pamusoro pematongerwo enyaya mudzidzisi
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
idz ezvinhu maitirwo Makadhi achibatsirana nevadzidzi.

idz mumatunhu ezvinhu Mifananidzo 3. Vana vanopakura zvavawana mudzidzisi
o1 mumatunhu achibatsira vadzidzi. 4.Vadzidzi vanoumba mazwi
-kutsanangura nemitinhimira yakapihwa.
maitirwo Mhedziso – Mibvunzo yekupeta basa
ekutongwa
kwenyaya.
-kuumba mazwi
nemitinhimira
yakapihwa.
Ch Kuverenga Vava kuverenga Vadzidzi Indigenous Nhanganyaya –Mudzidzisi anotaridza vama
idz nekuinyora. vanotarisrwa vanogona languages mufananidzo yevanhu vari pamabiko.
idz kukwanisa kunyora kuverenga. Syll Grde 3-7,1.Vadzidzi vano verenga mazwi matsva kubva
o Nzwisiso ku:--- Page 42/45 mundima icha verengwa voma tsanangura.
2 -Kupindura -kuverenga 2.Vadzidzi vano verenga ndima vachibatsirwa
& mibvunzo ndima Makadhi nemudzidzisi.
3 yenzwisiso vachinzwisisa. Mifananidzo. 3.Vadzidzi vano pindura mibvunzo iri pamakadhi
-kupindura vopakura zvavawana.
mibvunzo 4. Vadzidzi vanonyora basa sedungamunhu.
mundima
yaverengwa.
Ch Kuverenga. Vava Kunyora Vana Indigenous Nhanganyaya – Mudzidzisi anoratidza vana
idz vanotarisrwa Kutaura vanoziva languages kuverenga kwakanaka.
idz Kuteedza/ kukwanisa zvimwe Syll Grde 3-7, 1.Vadzidzi vanopa zvimiso zvina zvavano ziva
o4 kuongorora ku:--- zvimiso. Page 45 2.Vadzidzi kuverenga vachiteedza zvimiso nemazvo
zvimiso -kupa zvimiso . vachibatsirwa nemudzidzisi.
zvina zvavano 3.Vadzidzi vano verenga sedungamunhu.
ziva Mhedziso – vana vagona kuverenga vano verenga
-kuverenga vamwe vakateerera.
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
vachiteedza
zvimiso
nemazvo.
Ch Kunyora Vava Kutaura -vana Indigenous Nhanganyaya – Vadzidzi vanodoma tsumo

idz Tsumo: vanotarisrwa Kuteerera. vanoziva languages dzavanoziva.
idz -Tsanangudzo kukwanisa zvinoreva Syll Grde 3-7,
1.Vadzidzi vano verenga tsumo dzakapihwa uye
o5 dzetsumo. ku:--- dzimwe Page 39/46 kudzitsanangura vachibatsira nemudzidzisi.
-kupa tsumo. Mifananidzo 2.Vadzidzi vanoita basa remumapoka vopakura
tsanangudzo zvavawana mudzidzisi achibatsira vadzidzi. 3.
dzetsumo Vadzidzi vanopakurirana zvavawana vachibatsirwa
dzakapihwa. nemudzidzisi.
4. Vadzidzi vano pindura mibvunzo sedungamunhu.
Ch Kunyora Vava Kunyora Vana Indigenous Nhanganyaya – Vadzidzi vanotsanangura
idz rondedzero vanotarisrwa vanogona languages mifananidzo iri pachati.
idz Rondezdero kukwanisa kuumba Syll Grde 3-7, 1. Vadzidzi vanotsangura pamusoro pezuva
o6 -Zuva ku:--- mitsara Page 46 ravasinga kanganwi. 2. Vana vari mumapoka
randisingakan -kutsanangura yakazara. vanotaurirana pamusoro pezuva ravasingakanganwi
ganwe zuva vachibatsirwa nemudzidzisi. 3. Vadzidzi vanonyora
ravasingakangan rondezdero pamusoro pezuva ravasingakanganwi.
we. 4. Vadzidzi vano nyora rondedzero sedungamunhu.
-kushandisa Mhedziso – Vana vatatu vanoverenga zvavanyora.
zvirunga
mutauro
nezvimiso
pakunyora
rondedzero
Ch Kunyora Vava Kutaura -vana Indigenous Nhanganyaya – Vadzidzi vanodoma madimikira
idz Madimikira : vanotarisrwa Kuteerera. vanoziva languages avanoziva.
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
idz -Tsanangudzo kukwanisa zvinoreva Syll Grde 3-7 1.Vadzidzi vano verenga madimikira akapihwa uye
o7 dzemadimikira ku:--- mamwe Page 39/46 kuatsanangura vachibatsirwa nemudzidzisi.
-kupa madimikira Mifananidzo 2. Vadzidzi vanotsangura madaimikira apihwa vari
tsanangudzo mumapoka vachibatsirwa nemudzidzisi.
dzemadimikira 3. Vadzidzisi vanopakurirana zvavawana.
akapihwa. 3.Vadzidzi vano pindura mibvunzo sedungamunhu.
Mhedziso – Dzokororo yebasa ranyorwa nevana.
Ch Kunyora Vava Kuverenga Vana Indigenous Nhanganyaya – Vadzidzi vanoterera kanyaya kubva
idz vanotarisrwa . vanoziya languages kumudzidzisi.
idz Fananidzo kukwanisa Kunyora. dzimwe Syll Grde 3-7, 1.Vadzidzi vano verenga mazwi akapihwa.
o 8 Sokuti, ku:--- fananidzo. Page 39/46 2.Vadzidzi vanotsvanangura mhuka nemaitiro adzo
Akanaka -Kupa fananidzo vachibatsirwa nemudzidzisi.
sengirozi. dzakakodzera. 3. Vadzidzi vanopa fananidzo dzakakodzera
vachibatsirwa nemudzidzisi.
4. Vadzidzi vano nyora basa ravo sedungamunhu.
8 Zvokutaura Vava Kutaura Vana Indigenous Nhanganyaya –Vadzidzi vano verenga mazwi
nekuteerera. vanotarisrwa Kuteerera. vanoziva languages angangova matsva pakadhi vomatsanangura.
/ Mazwi kukwanisa Kunyora. muatauro Syll Grde 3-7, 1. Mudzidzisi anotsangura pamusoro pekufambisa
06/ nemashoko ku:--- wavo Page 46 mazwi nemashoko. 2. Vadzidzi vanopindura mazwi
3/2 -Mazwi -kushandisa nemashoko kubva kumudzidzisi. 3. Vadzidzi
0 nemashoko mazwi Makadhi mumapoka vanoita kamutambo kekutaridza
nemashoko Mifananidzo mafambisirwo emazwi nemashoko nechishona
Ch akanaka chakanaka vachibatsirwa nemudzidzisi.
idz pakutaura 4 Vana vanoongorora mafambisirwo emashoko
idz -kufambisa vachibatsirwa nemudzidzisi.
o1 mazwi Mhedziso – Mibvunzo yekupeta basa
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
nemashoko
nemutauro
wakanaka
idz Nzwisiso kukwanisa kunyora kuverenga. Syll Grde 3-7, 1.Vadzidzi vano verenga mazwi matsva kubva
o2 -Kuverenga ku:--- Page 42/45 mundima icha verengwa voma tsanangura.
& ndima -kuverenga 2.Vadzidzi vano verenga ndima vachibatsirwa
3 yenzwisiso ndima Makadhi. nemudzidzisi.
-Kupindura vachinzwisisa. Mifananidzo 3.Vadzidzi vano pindura mibvunzo iri pamakadhi
mibvunzo -kupindura vopakura zvavawana.
yenzwisiso mibvunzo 4. Vadzidzi vanonyora basa sedungamunhu.
mundima
yaverengwa.
Ch Kunyora Vava kuverenga Vana Indigenous Nhanganyaya – vadzidzi vanoongorora chati
idz (Penmanship- vanotarisrwa vanoziva languages rinerunyoro rwe ‘Nelson’s script’
idz Nelson’s kukwanisa kunyora zvimwe Syll Grde 3-7, 1.Mudzidzisi anoratidza vana manyorero akanaka.
o4 script) ku:---kunyora zvinongedz Page 45 2.Vadzidzi vari mumapoka vano edzeserakunyora
zvakanaka
Ch Kunyora Vava Kutaura -vana Indigenous Nhanganyaya – vadzidzi vanodoma nzira
idz Nzira vanotarisrwa Kuteerera. vanoziva languages dzavanoziva dzeklufambisa mashoko.
idz dzokufambisa kukwanisa kodzero Syll Grde 3-7, 1. Vadzidzi vano tsanangura nzira dzavanoziva
o5 mashoko ku:--- dzavo. Page 38 dzekufambisa mashoko vachibatsirwa nemudzidzisi.
-Nzira -kudoma nzira Mifananidzo 2. Vadzidzi vanodoma nzira dzekufambisa mazwi
dzokufambisa dzinoshandiswa nemashoko vachibatsirwa nemudzidzisi.
mashoko kufambisa 3. Vadzidzi mumapoka vanooongorora kushandiswa
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
mazwi kwemuchina pakufmbiswa kwemazwi nemashoko

nemashoko. mudzidzisi achivabatasira.
-kuongorora 4. Vadzidzi vanopkaurirana zvavawana mumapoka
kushandiswa avo.
kwemichina 5. Vadzidzi vanonyora basa sedungamunhu.
pakufambiswa Mhedziso – Dzokororo yebasa ranyorwa nevana.
kwemazwi
nemashoko.
Ch Kunyora Vava Kunyora Vana Indigenous Nhanganyaya – Vadzidzi vanoongorora
idz Rondedzero vanotarisrwa Kutsangur vanogona languages mufananidzo.
idz Tsamba kukwanisa a kuumba Syll Grde 3-7, 1.Vadzidzi vanodoma zvinotarisrwa pakunyora
o6 -Kunyora ku:--- Kuteerera mitsara Page 46 tsamba kuna baba vachibatsirwa nemudzidzisi.
tsamba kuna -Kunyora yakazara. . 2. Vana vanotsangura manyorerwo etsamba akanaka
baba tsamba kuna vachibatsirwa nemudzidzisi.
vachikumbira baba 3. Vadzidzi vanonyora tsamba mumabhuku avo
mari vachikumbira mudzidzisi achibatsira vana.
yechikoro mari yechikoro 4. Vadzidzi vanoverenga tsamba dzavo.
Ch Kunyora Vava Kutaura -vana Indigenous Nhanganyaya – Vadzidzi vanodoma zviito
idz Zviito: vanotarisrwa Kuteerera. vanoziva languages zvavanoziva.
idz kukwanisa zviito. Syll 8.5, P 19 1.Vadzidzi vano verenga mazwi ezviito akapihwa.
o Sokuti, -ridza. ku:--- page 2. Vadzidzi vanoshandisa mazwi ava pihwa
7 -kudoma mazvi muzvirevo vari mumapoka vachibatsirwa
ezviito mana nemudzidzisi.
avanoziva. 3. Vadzidzi vanopakurirana zvavawana mumapoka
-kushandisa avo mudzidzisi achibatsira vana.
zviitomuzvirevo 4.Vadzidzi vano pindura mibvunzo sedungamunhu
zvavo. kuzadzisa zvirevo.
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
Ch Dzokororo Vava Kuverenga Vana vano Indigenous Nhanganyaya – Dzokororo yemusoro mikuru
idz Zvirungamutau vanotarisrwa . rangarira languages yakadzidzwa.
idz ro kukwanisa ku:-- Kunyora. zvavakamb Syll Grde 3-7, 1Vadzidzi pamwe nemudzidzisi vanodzokorora basa
o8 -Nzwisiso kunyora oita Page 36/45 rese rakaitwa uye richabvunzwa.
-Rondedzero dzokororo Makadhi 2.Vadzidzi vano verenga mazwi mirairo.
-Kupindura yezvaka Zvitai tai 3.Mudzidzisi anonyora basa kuchidziro.
mibvunzo dzidzwa 4.Vadzidzi vano nyora basa ravo sedungamunhu.
yedzokororo mumasvondo Mhedziso – dzokororo yebasa.
maviri adarika.
9 Zvokutaura Vava Kutaura Vana Indigenous Nhanganyaya –Vadzidzi vanoita kamutambo
13/ nekuteerera. vanotarisrwa Kuteerera. vanoziva languages ‘Mberi-shure’
3/2 Zvemafanbiro kukwanisa Kunyora. mativi Syll Grde 3-7, 1.Vadzidzi vano doma mativi manaenyika.
0 nekwekuenda ku:--- mana Page38 2. Vadzidzi vanoona mifananidzo inotaridza
Ch nako -kudoma mativi enyika. mafambiro nekuitsangura zvainoreva vachibatsirwa
idz - mana enyika nemudzidzisi.
idz Zvemafambiro Makadhi 3. Vadzidzi mumapoka mumapoka vanotsvaga
o 1 :- Mativi mana -kupa munhu Mifananidzo mafambirwo nezvimbo vachisandisa mativi mana
enyika mafambiro vachibatsirwa nemudzidzisi
- akanaka 4. Vana vaopakurirana zvavawana mumapoka avo
Zvingwarizve vachibatsirwa nemudzidzisisi.
mafambiro 5.Vadzidzi vanoumba mazwi nemitinhimira
yakapihwa.
Mhedziso – Mibvunzo yekupeta basa
o 2 -Kuverenga ku:--- Page 42/46 mundima icha verengwa voma tsanangura.
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE

mundima
yaverengwa.
Ch Kunyora Vava kuverenga Vana Indigenous Nhanganyaya – vadzidzi vanoongorora chati
idz (Penmanship- vanotarisrwa vanoziva languages rinerunyoro rwe ‘Nelson’s script’
o4 script) ku:---kunyora zvinongedz Page 45 2.Vadzidzi vari mumapoka vano edzeserakunyora
zvakanaka
Ch Kunyora Vava Kutaura -vana Indigenous Nhanganyaya – Vadzidzi vanodoma madimikira
idz Madimikira : vanotarisrwa Kuteerera. vanoziva languages avanoziva.
idz -Tsanangudzo kukwanisa zvinoreva Syll Grde 3-7,
1.Vadzidzi vano verenga madimikira akapihwa uye
o5 dzemadimikira ku:--- mamwe Page 39/46 kuatsanangura vachibatsirwa nemudzidzisi.
-kupa madimikira Mifananidzo 2. Vadzidzi vanotsangura madimikira vari
tsanangudzo mumapoka vachibatsirwa nemudzidzisi.
dzemadimikira 3. Vana vanopakurirana zvavawana vari mumapoka
akapihwa. vachibatsirwa nemudzidzisi.
4. Vadzidzi vano pindura mibvunzo sedungamunhu.
Ch Kunyora Vava Kunyora Vana Indigenous Nhanganyaya – Vadzidzi vanodoma mativi mana
idz rondedzero vanotarisrwa Kutaura vanogona languages enyika.
idz Hurukuro kukwanisa Kutsanang kuumba Syll Grde 3-7, 1. Vadzidzi vanoita hurukuru mumapoka
o6 -Kubvunza ku:--- ura mitsara Page 41 yemafambiro nekutsangura mifananidzo inotaridza
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
mafambiro -kunyora yakazara. mafambiro vachibatsirwa nemudzidzisi.

hurukuro 2. Vadzidzi vanonyora hurukuro pkati vevanhu vaviri
yevanhu vachibvunzana mafambiro vachibatsirwa
varibvunzana nemudzidzisi.
mafambiro 3. Vadzidzi vano verenga hurukuro dzvavo.
nechishona 4. Vadzidzi vanonyora hurukuro dzavo
chakanaka sedungamunhu.
Mhedziso – Vadzidzi vatatu vanoverenga
zvavanyora.
Ch Kunyora Vava Kuverenga Vana Indigenous Nhanganyaya – Vadzidzi vano doma zvimiso zvina
idz Zvimiso vanotarisrwa . vanoziya languages zvavano ziva
idz -Kushandisa kukwanisa Kunyora. zvimiso Syll Grde 3-7, 1.Vadzidzi vatsanangura mashandisirwo ezvimiso
o 7 zvimiso ku:--- Page 45 izvi vachibatsirwa nemudzidzisi.
-kutsanangura 2.Vadzidzi vanoisa zvimiso ndima dzavapihwa vari
mashandisirwo mumapoka vachibatsirwa nemudzidzisi.
ezvimiso. 3. Vadzidzi vanopakurirana zvavawana mumapoka
-kushandisa avo.
zvimiso 4.Vadzidzi vano nyora basa ravo sedungamunhu.
pakunyora. Mhedziso – Dzokororo yebasa.
Ch Kunyora Vava kuverenga Vana Indigenous Nhanganyaya – Vadzidzi vanoongorora
idz vanotarisrwa vakambo languages nekutsanangura mifananidzo yakapihwa.
idz Zviperengo. kukwanisa kunyora nyora Syll Grde 3-7, 1.Vadzidzi vano verenga mazwi akapihwa.
o 8 -kunyora ku:--- zviperengo Page 42 2.Vadzidzi vanotsanangura mazwiakapihwa vari
zviperengo -kunyora . muzvikwata vachibatsirwa nemudzidzisi.
zvakanaka zviperengo 3. Vana vanopakurirana zvavawana mumapoka avo
zvemazwi anoita 4.Mudzidzisi anodanidzira mazwi vana vakateerera.
gumi. 5.Vadzidzi vano nyora zviperengo sedungamunhu.
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
10 Zvokutaura Vava Kutaura Vana Indigenous Nhanganyaya –Vadzidzi vanodoma zvinhu
20/ nekuteerera. vanotarisrwa Kuteerera. vanoziva languages zvinoshandiswa kubika muriwo unovanakira.
3/2 Zvirunga kukwanisa Kunyora. mureza Syll Grde 3-7, 1. Vadzidzi vanodoma nyaudzosingwi dzavanoziva.
0 mutauro ku:--- wenyika. Page 39/46 2. Mudzidzisi anotsanangura pamusoro pebasa
- -kudoma renyaudzosingwi nemashandisirwo adzo muzvirevo.
Ch Nyaudzosingw nyaudzosingwi Makadhi 3. Vana mumapoka vanotaurirana pamusoro
idz i -kutsanangura Mifananidzo pekushandisa nyaudzosingwi nekudzishandisa
idz basa muzvirevo zvavo vachibatsirwa nemudzidzisi.
o1 renyaudzosingw 4. Vana vanopakurirana zvavawana mumapoka avo
i vachibatsirwa nemudzidzisi
-kushandisa Mhedziso – Mibvunzo yekupeta basa
nyaudzosingwi
muzvirevo
o 2 -Kuverenga ku:--- Page 42/45 mundima icha verengwa voma tsanangura.
mundima
yaverengwa.
Kunyora Vava kuverenga Vana Indigenous Nhanganyaya – vadzidzi vanoongorora chati
Ch (Penmanship- vanotarisrwa vanoziva languages rinerunyoro rwe ‘Nelson’s script’
idz script) ku:---kunyora zvinongedz Page 45 2.Vadzidzi vari mumapoka vano edzeserakunyora
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
o4 -Kunyora vachiumba o vachiteedzerarunyoro rwakanaka.

zvakanaka
Ch Kunyora Vava Kutaura -vana Indigenous Nhanganyaya – Vadzidzi vanodoma nyaudzosingwi
idz Nyaudzosingw vanotarisrwa Kuteerera. vanoziva languages dzavanoziva.
idz i: kukwanisa dzimwe SyllGrde 3-7, 1.Vadzidzi vano verenga mazwi akapihwa uye
o5 -Vai ku:--- nyaudzosin Page 39/46 kuatsanangura.
-mwanda -kudoma gwi Mifananidzo 2. Vadzidzi vanoumba zvirevo vari mumapoka
nyaudzosingwi vachibatsirwa nemudzidzisi.
shanu dzavano 3. Vadzidzi vanopkaurirana zvavawana mumapoka
ziva. avo.
4.Vadzidzi vano umba zvirevo nenyaudzosingwi
-kuumba sedungamunhu.
zvirevo Mhedziso – Dzokororo yebasa ranyorwa nevana.
nenyaudzosingw
i dzakapihwa.
Ch Kunyora Vava Kunyora Vana Indigenous Nhanganyaya – Vadzidzi vanotaura zviitiko
idz Rondedzero vanotarisrwa Kutaura vanogona languages zvakaitika muhupenyu hwavo zvakavafadza
idz Rondedzero kukwanisa Kuverenga kuumba Syll 8.5, P 46 zvavasingakanganwe.
o6 -Zuva ku:--- mitsara 1. Vadzidzi vanotaurirana vari mumapoka pamusoro
randisingakan -kunyora yakazara. pezuva ravasingakanganwi vachibatsirwa
ganwi rondedzero nemudzidzisi.
vachitsanangura 2. Vadzidzi vanonyora rondedzero mumapoka avo
pamusoro pamusoro pezuva ravasingakanganwe vachishandisa
pezuva zvirunga mutauro.
ravasingakangan 3. Vadzidzi vanopakurirana zvavawana mumapoka
wi. avo.
4.Vadzidzi vano nyora rondedzero sedungamunhu.
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
Ch Kunyora Vava Kuverenga Vana Indigenous Nhanganyaya – Mudzidzisi anoratidza vana chinhu
idz Uzhinji vanotarisrwa . vanoziya languages chimwe uye zvazowanda.
idz hwemazwi. kukwanisa Kunyora. uzhinji Syll 1.Vadzidzi vano verenga mazwi akapihwa
o7 ku:--- hwemamw Page 46 muushoma uye muuzhinji.
-Uto – mauto -kuisa mazwi e mazwi. 2.Vadzidzi mupoka vanoisa zvirevo zvakapihwa
mana muuzhinji vachibatsirwa nemudzidzisi.
arimuushoma 3. Vadzidzi vanopakurirana zvavawana mumapoka
muuzhinji. avo.
4.Vadzidzi vano nyora basa ravo sedungamunhu.
o 8 -Nzwisiso kunyora oita Page 36-45 rese rakaitwa uye richabvunzwa.
maviri adarika.
11 Dzokororo Vava Kuverenga Vana vano Indigenous Nhanganyaya – Dzokororo yemusoro mikuru
27/ Zvirungamutau vanotarisrwa . rangarira languages yakadzidzwa.
3/2 ro kukwanisa ku:-- Kunyora. zvavakamb Syll Grde 3-7, 1Vadzidzi pamwe nemudzidzisi vanodzokorora basa
0 -Nzwisiso kunyora oita Page 36-45 rese rakaitwa uye richabvunzwa.
Ch -Rondedzero dzokororo Makadhi 2.Vadzidzi vano verenga mazwi mirairo.
idz -Kupindura yezvaka Zvitai tai 3.Mudzidzisi anonyora basa kuchidziro.
idz mibvunzo dzidzwa 4.Vadzidzi vano nyora basa ravo sedungamunhu.
o 1 yedzokororo mumasvondo Mhedziso – dzokororo yebasa.
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
maviri adarika.
o2 -Nzwisiso kunyora oita Page 36-45 rese rakaitwa uye richabvunzwa.
& -Rondedzero dzokororo Makadhi 2.Vadzidzi vano verenga mazwi mirairo.
3 -Kupindura yezvaka Zvitai tai 3.Mudzidzisi anonyora basa kuchidziro.
maviri adarika.
o -Nzwisiso kunyora oita Page 36-45 rese rakaitwa uye richabvunzwa.
4 -Rondedzero dzokororo Makadhi 2.Vadzidzi vano verenga mazwi mirairo.
maviri adarika.
&6 -Rondedzero dzokororo Makadhi 2.Vadzidzi vano verenga mazwi mirairo.
maviri adarika.
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
maviri adarika.
maviri adarika.
12 Dzokororo Vava Kuverenga Vana vano Indigenous Nhanganyaya – Dzokororo yemusoro mikuru
03/ Zvirungamutau vanotarisrwa . rangarira languages yakadzidzwa.
4/2 ro kukwanisa ku:-- Kunyora. zvavakamb Syll Grde 3-7, 1Vadzidzi pamwe nemudzidzisi vanodzokorora basa
0 -Nzwisiso kunyora oita Page 36-45 rese rakaitwa uye richabvunzwa.
o1 yedzokororo mumasvondo Mhedziso – dzokororo yebasa.
maviri adarika.
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE

maviri adarika.
o -Nzwisiso kunyora oita Page 36-45 rese rakaitwa uye richabvunzwa.
4 -Rondedzero dzokororo Makadhi 2.Vadzidzi vano verenga mazwi mirairo.
maviri adarika.
&6 -Rondedzero dzokororo Makadhi 2.Vadzidzi vano verenga mazwi mirairo.
maviri adarika.
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
maviri adarika.
maviri adarika.
Dzokororo Vava Kuverenga Vana vano Indigenous Nhanganyaya – Dzokororo yemusoro mikuru
3/4 Zvirungamutau vanotarisrwa . rangarira languages yakadzidzwa.
/20 ro kukwanisa ku:-- Kunyora. zvavakamb Syll Grde 3-7, 1Vadzidzi pamwe nemudzidzisi vanodzokorora basa
o1 yedzokororo mumasvondo Mhedziso – dzokororo yebasa.
maviri adarika.
maviri adarika.
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
maviri adarika.
maviri adarika.
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
ENGLISH
SKILLS TO BE COVERED
• Listening/Observing,
• Speaking/Signing,
• Reading/Signing,
• Writing/Brailing
AIMS----To help learners to
• Develop the four basic skill namely listening, speaking, reading, and writing in the English language with Emphasis on visual, manual
and tactile skills
• Express themselves freely in a variety of situations that involve the use of functional English
• Write accurately in English.
• Listen to/observe and understand texts or any form of communication in English
CROSS-CUTTING THEMES
Gender
Children’s Rights and responsibilities
Child Protection
Financial Literacy
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
Sexuality, HIV and AIDS Education

Heritage Studies
Collaboration
Environmental Issues
SOURCE- ENGLISH LANGUAGE JUNIOR SYLLABUS GRADE 4
1 LISTENIN Learners Identifyin English Phonic Assumed knowledge: Learners are able to read letters
G should be able g Reading Junior alphabet of the alphabet.
to:-distinguish syllabus
OBSERVIN different Writing grade 3-7 A variety of Intro: Learners read the the lettersof the alphabet.
17/1/2
G sounds in texts
0 Listening 1.The facilitator explains and demonstrates on the
words s Page 32
Phonics Word cards English wordssounds.
Speaking
-The 44 -Pronounce Dictionaries 2. Learners differentiate the English words sounds
Lesso words with
English while the facilitator assists them.
n1 correct stress ICT tools
sounds such
as and intonation. 3. Learners pronounce given words with the correct
stress and intonation while the facilitator assists them.
Pick/pink
4. Learners listening to different text read.
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
Con: Singing rhymes.
READING Learners Reading English A variety of Assumed knowledge: Learners are able to read letters
Lesso should be able Junior texts of the alphabet.
n2 Words from to:-- Writing syllabus
the passage grade 3-7 Reading Intro: Recap of the previous lesson.
-Read words Listening cards
with the same Page 36 1. The facilitator explains on sounds of words from the
Speaking Word cards passage. 2. Learners read given words from the while
ending sound
the facilitator assists them.3. Learners in groups read
-read given Dictionaries different words while the facilitator assists them.4.
texts ICT tools Learners pronounce given words while the facilitator
assists them.
-Identify
words with 5. Learners give feedback from their groups while the
words with facilitator assists them.
same ending
sound in given Con:Oral review of the lesson.
passages.
SPEAKING/ Learners Reading English National Assumed knowledge: Learners are able to read letters
Lesso should be able Junior Anthem of the alphabet.
n3 SIGNING to:-- Writing syllabus Script
grade 3-7 Intro: Learners read the letters of the alphabet.
Articulation -Pronounce Listening Sign
of confusing words Page 34 language 1. The facilitator explains and demonstrates on
words Speaking pronunciation of words.
correctly/signs chart
Patterns for words 2. Learners pronounce given words while the
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
single words accurately Word cards facilitator assists them.

such as steal/
still, bed/bird Dictionaries 3. Learners practise reading different texts and singles
words while the facilitator assists them.
-Intonation ICT tools
patterns 4. Learners pronounce given words while the
Con:Oral review of the lesson.
Lesso WRITING/ Learners Reading English Chart Assumed knowledge: Learners some of the
n4 should be able Junior punctuation punctuation marks.
BRAILING to:- Writing syllabus marks
grade 3-7 Intro: Learners name the punctuation marks they
Punctuation -Use Listening -a variety of know.
-Punctuation punctuation Speaking Page 30 texts
1.The facilitator explains and demonstrates on the use
marks marks such as
capital letters -sentence of capital letters and full stops.
- exclamation and full stops strips
2. Learners read given texts observing the use of
mark, correctly. capital letters and full stops while the facilitator assists
hyphen, them.
3.Learners identify punctuation marks in the given

texts
4. Learners punctuate given paragraphs individually.
Con: Revision and recap of concepts taught.
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
Lesso LISTENIN Learners Identifyin English Phonic Assumed knowledge: Learners are able to identify 44
n5 G should be able g Reading Junior alphabet English sounds.
to:- syllabus
OBSERVIN Writing grade 3-7 A variety of Intro: Learners identify the 44 English sounds.
G -Differentiate texts
sounds of Listening Page 32 1.The facilitator explains and demonstrates on sounds
Phonics different words Speaking Word cards of different words.
-Sounds of Dictionaries 2. Learners listen to different texts read.

different
words ICT tools 3. Learners read given passages in groups while the
4. Learners give feedback from their groups.
READING/ Learners Reading English Story books Assumed knowledge: Learners are able to read texts.
Lesso should be able Junior
n6 SIGNING to:--read a Writing syllabus A variety of Intro: Learners read unfamiliar words and use them in
Comprehensi variety of texts Listening grade 3-7 texts their own sentences.
on with Sentence 1.Learners read the comprehension passage while the

understanding Speaking Page
37/42 trips facilitator assists them.2. Learners identify main points
-Skimming in the passage they have read while the facilitator
and scanning -answer at Work cards assists them.
least half of the
Silent comprehension 3.Learners answer comprehension questions in groups
reading. - questions while the facilitator assists them. 4. Learners give
correctly feedback from their groups while the facilitator assists
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
Comprehensi them.
on answering
5. Learners answer comprehension questions correctly.
Con:Revision of written work and recap of concepts.
WRITING/ Learners Reading English Word cards Assumed knowledge: Learners had journeys
should be able Junior
BRAILING to:-- write Writing syllabus ICT Tools Intro: Learners talks about their fournes in general.
Lesso Composition controlled/ Listening grade 3-7 Story books 1.The facilitator outlines the composition framework.
n7 writing guided
composition Speaking Page40 Sentence 2. Learners in pairs write a controlled composition
-A journey about strips about their journeys while the facilitator assists them.
by bus:- experienced
Charts 3. Learners give feedback from their groups while the
journey.
-correct facilitator assists them.
punctuation Pictures
4. Learners write their composition individually in
-use of topic their exercise books.
sentences. -
Con: Few learners read their composition.
paragraphin
g skills
Writing Learners Reading English ICT Tools Assumed knowledge: learners have done spellings and
Lesso should be able Junior dictation before
n8 Dictation and to:--- write at Writing syllabus Flash/word
Spellings least half of grade 3-7 cards Intro: Recapping of previous lessons.
Listening
spellingsdictat
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
Variety of ed words Speaking Page 41 Sentence 1. Learners read sentences from sentence strips
texts taught correctly. strips
during the 2. Learners read words from flash cards and word
week cards
3.The facilitator call out words and learners write
4. The facilitator call out sentences and learners write
Con:Revision work written
2 LISTENIN Learners Reading English Pictures Assumed knowledge: Learners know some of the
G/ should be able Junior commanding words.
24/1/2 to:--- Writing syllabus Recording
0 OBSERVIN grade 3-7 of Intro: Learners listen/observe a set of given
G Respond to Listening instructions instructions
Lesso given Page 33
n1 Appropriet Speaking Instruction 1.Learners name commanding words while the
statements
response cards facilitator assists them.
Responding ICT tools 2. Learners respond to a set of given

to statements instructions/commands while the facilitator helps
them.
3. Role playing by learners giving instructions and

following instructions while the facilitator assists
them.
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
Lesso WRITING/ Learners Reading English Pictures Assumed knowledge: Learners know some of the
n2 BRAILING should be able Junior commanding words.
to:--- Writing syllabus Recording
Instructions/ grade 3-7 of Intro: Recap of the previous lesson.
commands - Use words Listening instructions
such as Page 33 1.Learners make responding sentences while the
responds. Speaking Instruction facilitator assists them. 2. Learners in groups make
Surely, cards sentences responding to given commanding sentences
definitely in while the facilitator helps them.
response ICT tools
-Write at least facilitator assists them. 4. Learners write an exercise
five in their exercise books individually.
responding
sentences. Con: Oral review of the lesson.
Lesso SPEAKING Learners Reading English Pictures Assumed knowledge: Learners know forms of abuse.
n3 should be able Junior
SIGNING to:- Writing syllabus A variety of Intro: Learner read texts on topical issues.
Debate Listening grade 3-7 texts 1.The facilitator give focus of the lesson
-Identify
topical issues Page 35 I.C.T tools
-Child Speaking 2. Learners list topical issues while the facilitator
Marriages, -Discuss on assists them.
Child abuse, topical issues
Enterprising 3. Learners in group dramatize on given topical issues
using correct while the facilitator guides them.
-use of tenses.
therefore, 4. Learners give feedback on group work.
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
thus, -Debating Con: Oral review of the lesson.

subsequently topical issues
Lesso Listening/ Learners Reading English Pictures Assumed knowledge: Learners are able to read given
n4 Observing should be able Junior texts.
to:- Writing syllabus A variety of
Listening grade 3-7 texts Intro: Learner read texts from given passages.
Comprehensi -Listen and Listening
on respond Page I.C.T tools 1.Learners listen to texts read.
Speaking
appropriately 37/42 Reading 2. Learners in groups answer questions from question
-Different to questions
texts. - Cards strips while the facilitator assists them.
from different
Comprehensi texts read. Question 3. Learners give feedback from their groups while the
on questions strips facilitator assists them.
4. Learners mime actions from a text read.
5. Learners write an exercise in their exercise books
Lesso READING/ Learners Reading English Different Assumed knowledge: Learners are able to read.
n5 should be able Junior texts for
SIGNING to:- Writing syllabus reading Intro: Learners read new words on flash cards.
Intensive Listening grade 3-7 1.The facilitator gives focus of the lesson.
-read the text Job cards
Reading silently Page 36
Speaking ICT Tools 2. Learners read a variety of texts silently identifying
-Variety of -Identify new new words while the facilitator guides them.
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
texts words in the 3. Learners in groups give contextual meaning of new

text words from the passage while the facilitator assists
-A variety of them.
words from -Give
different texts contextual 4. Learners give feedback from their groups while the
meanings of facilitator assists them.
words.
individually.
Con: Oral review of the lesson and recap of concepts.
Lesso READING/ Learners Reading English Story books Assumed knowledge: Learners are able to read texts.
SIGNING to:--read a Writing syllabus A variety of Intro: Learners read unfamiliar words and use them in

understanding Speaking Page 27
& 37/42 trips facilitator assists them.2. Learners identify main points
least half of the
Comprehensi
on answering them.
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
DICTATIO Learners Reading English ICT Tools Assumed knowledge: Learners have done spellings
N AND should be able Junior and dictation before.
SPELLING to:-- Writing syllabus Flash/word
Lesso S Listening grade 3-7 cards Intro: Recapping previous lessons
-Write dictated
n7 Sentence 1.Learners read sentences from sentence strips
Words and words Speaking Page 41
sentences correctly. strips
2.Learners read words from flash cards and word cards
from various A variety of while the facilitator assists them.
texts texts
3.Playing spelling Bee Game while learners write their
spellings in individually.
4. Revision and recap of concepts.
Con:Revise work written
Lesso WRITING/ Learners Reading English Word cards Assumed knowledge: Learners are to describe their
n8 should be able Junior school.
BRAILING to:-- write Writing syllabus ICT Tools
controlled/ grade 3-7 Story books Intro: Learners talks about their school.
Composition Listening
writing guided 1.The facilitator outlines the composition framework.
composition Speaking Page 40 Sentence
-My first day about their strips 2. Learners in pairs write a controlled composition
at school:- school. about their school while the facilitator assists them.
Charts
-correct 3. Learners give feedback from their groups while the
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
punctuation Pictures facilitator assists them.
-use of topic 4. Learners write their composition individually in

sentences. - their exercise books.
paragraphin Con: Few learners read their composition.

g skills
3 LISTENIN Learners Identifyin English Recording Assumed knowledge: Learners know some of short
G/ should be able g Junior vowel sounds
to:-- syllabus Charts
OBSERVIN Reading grade 3-7 Pictures Intro: Learners read texts on flash cards.
31/1/2
G -Respond
0 Writing 1.The facilitator gives focus of the lesson.
appropriately Page 32
Information to questions
Lesso Listening 2. Learners read texts from a chart while the facilitator
retention using words
n1 guides them. 3. Learners in groups answer questions
-Short vowel such as Speaking using short response while the facilitator while the
sounds such true/false, facilitator assists them.
as: feel/fill, yes/no,
correct/incorre 4. Learners give feedback from their groups while the
Seat/sit ct. facilitator assists them.

individually
Lesso WRITING/ Learners Reading English Assumed knowledge: Learners can read words.
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
n2 BRAILING to:-- Writing syllabus Intro: Re-cape the previous lesson

grade 3-7
-words with -Write words Listening 1.The facilitator give focus of the lesson
same sound with same Page 32
but different sound but Speaking 2. Learners read words from a chart
spelling and different 3. Learners identify words with same sound but
meaning spelling and different spelling and meaning while the facilitator
meaning assists them.
4. Learners list words with same sound but different

spelling and meaning in groups
5. Learners give feedback from their groups.

individually.
Con:Revise work done
Lesso SPEAKING Learners Reading English A variety of Assumed knowledge: Learners are able to express
n3 should be able Junior texts themselves through speaking.
SIGNING to:-- Writing syllabus
-Public Listening grade 3-7 -Recordings Intro:Re-cape of the previous lesson.
-express
speaking themselves Page 35 Resource 1.The facilitator give focus of the lesson
Speaking person
-Public confidently 2. Learners make notes for prepared speech while the
speaking before an ICT tools facilitator assists them.
skills such as audience.
3. Learners rehearse for public speaking while the
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
self- -Present facilitator guides them.

expression, prepared and
clarity, unprepared 4. Reciting poems while the facilitator guides them.
posture, speeches Con:Oral review of the lesson.
gestures and
confidence.
Lesso READING/ Learners Reading English Variety of Assumed knowledge:Learners are able to read.
n4 should be able Junior text
SIGNING to:-- Writing syllabus Intro: Learners re-cape previous lesson
Extensive grade 3-7 ICT tools

-Read a variety Listening 1.The facilitator gives focus of the lesson.
reading of texts for Page 36 Word cards
Speaking 2. Learners read a variety of texts extensively while
leisure. Magazines the facilitator guides them. 3. Learners list new
-Give words from the texts they have read. 4. Learners in
-A variety of Large print
contextual groups answer questions from the texts they read and
text books
meaning of identify contextual meaning of new words while the
-New words words from the facilitator assists them.
from the text texts. 5. Learners give feedback from the groups while the
facilitator assists them. 6. Learners write an exercise
in their groups individually.
to:--read a syllabus A variety of Intro: Learners read unfamiliar words and use them in
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
SIGNING variety of texts Writing grade 3-7 texts their own sentences.
with
Comprehensi understanding Listening Page Sentence 1.Learners read the comprehension passage while the
on 37/42 trips facilitator assists them.2. Learners identify main points
-answer at Speaking in the passage they have read while the facilitator
-Skimming least half of the Work cards assists them.
and scanning comprehension
questions 3.Learners answer comprehension questions in groups
Silent while the facilitator assists them. 4. Learners give
reading. - correctly
feedback from their groups while the facilitator assists
Comprehensi them.
on answering 5. Learners answer comprehension questions correctly.
WRITING/ Learners Reading English Chart Assumed knowledge: Learners some of the
should be able Junior punctuation punctuation marks.
BRAILING to:- Writing syllabus marks
grade 3-7 Intro: Learners name the punctuation marks they
Lesso Punctuation Listening
-Use inverted -a variety of know.
n6
-Punctuation commas Speaking Page 42 texts
correctly. 1.The facilitator explains and demonstrates on the use
marks -sentence of inverted commas.
- Inverted strips
2. Learners read given texts observing the use inverted
commas, commas while the facilitator assists them.
semi colony
and colony 3.Learners identify punctuation marks in the given
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
texts
Lesso WRITING/ Learners Reading English Word cards Assumed knowledge: Learners know requirements of
n7 should be able Junior a report.
BRAILING to: -- Identify Writing syllabus ICT Tools
differences and grade 3-7 Story books Intro: Learners discuss requirements of a report.
Report Listening
writing similarities 1.Learners observe a repor as a sample while the
between Speaking Page 40 Sentence facilitator assists them.2. Learners discuss the sample
Report formal and strips of the report.
informal
-A bully at Charts 3. Learners in pairs write reports while the facilitator
letters.
break time assists them. 4. Learners give feedback from their
Pictures
-Write a report pair work while the facilitator assists them.
to the head
explaining a 5. Learners write their reports in their books
bully attack by individually.
a student
during break
time.
Lesso Revision Ex During the Explaining English -work cards Assumed knowledge: learners are able to answer
n8 lesson Junior revision test questions.
Skill: learners Describing syllabus Flash cards
should be able grade 3-7 Intro: Recap of concepts taught during the week.
Reading/
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
Signing to:- Identifyin Page 32- Charts 1. Class discussion of concepts taught during the week.
g 42
Listening/ Answer at least 2. Learners answer oral questions from the facilitator
Obser half of the on learned concepts.
revision test
Speaking/ questions 2. Learners write revision test in their books
Signin given individually.
Writing/ correctly. 3. Revision and recap of written work.

Brailing
Concept: -
All concepts
taught on the
above skills.
-Revision test
questions
4 LISTENIN Learners Reading English Pictures Assumed knowledge: Learners can read stories
G/ should be able Junior
07/2/2 to:-- Writing syllabus I.C.T tools Intro: Re-cape previous lessons.
0 OBSERVIN grade 3-7 Different
G -Listen to a Listening 1.The facilitator give focus of the lesson
Lesso story and retell Page 35 story books
n1 Story telling Speaking 2. Learners listen to a story
it logically
-Retelling a 3. Learners discuss the theme while the facilitator
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
story assists them.
4. Learners in groups practise telling the story they

have head.
Lesso WRITING/ Learners Reading English Work cards Assumed knowledge: Learners know some of the
n2 BRAILING should be able Junior preposition.
to:-- Writing syllabus Flash cards
Prepositions grade 3-7 Chart Intro: Learners name the preposition they know.
-Use Listening
-Use preposition to Page 32 1.The facilitator gives focus of the lesson.
prepositions Speaking Pictures
construct 2. Learners name preposition they know while the
to construct sentences.
sentences facilitator assists them.3. Learners in pairs make
sentences using prepositions while the facilitator
assists them.
4. Learners give feedback from their pair works.
5. Individual written work in their books.
Con: Revision and recap of the concepts.
SPEAKING/ Learners Reading English ICT Tools Assumed knowledge: Learners can ask for soething
Lesso should be able Junior politely.
n3 SIGNING to:-- -Use Writing syllabus Pictures of
Registers appropriate Listening grade 3-7 people Intro: Learners practise asking for something.
registers to
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
express Speaking Page 34 -Anytime 1.The facilitator give focus of the lesson
themselves in cards e.g.
Communicati 2. Learners use appropriate registers for social
different Xmas cards
on registers. interaction such as asing for forgiveness and
situations.
requesting something while the facilitator assists them.
-May I...........
3. Learners demonstrate the appropriate ways of
-Excuse
expressing ideas in different communicative situation
me .......
such as asking for forgiveness and requesting
something while the facilitator guides them.
4. Learners role play on asking for forgiveness and

requesting while the facilitator guides them.
CON: Oral review of the lesson.
Lesso LISTENIN Learners Reading English Work cards Assumed knowledge: Learners know some commands
n4 G/ should be able Junior
OBSERVIN to:-- Listening syllabus Sentence Intro: Learners give some simple commands.
G Speaking grade 3-7 strips 1.The facilitator give focus of the lesson
--expressing
INSTRUCTI themselves in Page 34 Chart
2. Learners say some commands using given words
ONS AND good grammar while the facilitator guides them.
DIRECTION when giving
S instructions 3. Learners in groups make their own sentences of
and directions. giving directions.
-Turn left
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
-go straight facilitator assists them

individually.
Con: Revision of written work and recap of concepts.
Lesso READING/ Learners Punctuatin English Chat with Assumed knowledge: Learners are able to read.
n5 should be able g Junior punctuation
SIGNING to:-- -Read syllabus marks Intro: Learners re-cape previous lesson.
texts fluently Reading grade 3-7
Fluent ICT tools 1.The facilitator gives focus of the lesson.
reading observing Writing
punctuation Page 36 2. Learners read in turns observing punctuation while
Word cards
Reading marks Listening the facilitator assists them. 3. Learners identify
skills such punctuation marks and say how they are used in
as:- Speaking written texts while the facilitator guides them. 4.
Punctuation Learners take turns to read given texts while the
marks, word facilitator guides them.
recognition,
intonation 5. Learners individually answer some questions from
and word the texts the have read.
attack Con: Oral review of the lesson done.
SIGNING to:--read a Writing syllabus A variety of Intro: Learners read unfamiliar words and use them in
Comprehensi variety of texts grade 3-7 texts their own sentences.
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
on with Listening Page 27 Sentence 1.Learners read the comprehension passage while the
understanding & 37/42 trips facilitator assists them.2. Learners identify main points
-Skimming Speaking in the passage they have read while the facilitator
least half of the
Comprehensi correctly feedback from their groups while the facilitator assists
on answering them.
Lesso WRITING/ Learners Reading English Alphabet Assumed knowledge: Learners are able to write.
BRAILING to:-- -practice Writing syllabus New Nelson Intro: Re-cape of the previous lesson.
Penmanship penmanship Listening grade 3-7 Script chart 1.The facilitator gives focus of the lesson.
(handwriting -write legibly Speaking Page 39 2.Learners read letters of the alphabet on the wall
) using grade 3-
7 nelson script 3. Learners identify letters on the nelson script
handwriting chart while the facilitator guides them.
4. Learners practice writing legibly individually in

their books
Con:Facilitator say the importance of writing legibly
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
Lesso WRITING/ Learners Reading English Word cards Assumed knowledge: Learners are to construct
n8 should be able Junior sentences.
BRAILING to:-- write Writing syllabus ICT Tools
controlled/ grade 3-7 Story books Intro: Learners talks about different experiences.
-expressing about strips 2. Learners in pairs write a controlled composition
their importance of about the being ashamed while the facilitator assists
feelings:- Charts them.
trees.
The day I Pictures 3. Learners give feedback from their groups while the
feel ashamed facilitator assists them.


g skills
14/9/2 to:-distinguish syllabus
0 OBSERVIN different Writing grade 3-7 A variety of Intro: Learners read the the lettersof the alphabet.
G sounds in a set texts
Lesso Listening Page 32 1.The facilitator gives focus of the lesson.
n1 Phonics of given Word cards
words. Speaking 2. Learners distinguish different sounds of given sets
-Tripthongs Dictionaries of words while the facilitator assists them.
-Pronounce
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
-quite words with ICT tools 3. Learners in groups distinguish different diphthongs
correct stress and tripthongs sounds of given sets of words while the
-choir. and intonation. facilitator assists them.

WRITING/ Learners Reading English Work cards Assumed knowledge: Learners some tenses.
Lesso BRAILING should be able Junior
n2 to:-- Writing syllabus Sentence Intro: Re-cape of the previous lesson.
Language grade 3-7 strips
structures --Use correct Listening 1.The facilitator give focus of the lesson
present tense Page 39 Chart
Parts of Speaking 2. Learners give present tenses of words given while
to complete the facilitator assists them.
speech given
-Present sentences. 3. Learners in groups complete given sentences with
tense present tenses and construct their own sentences.
-Construct
e.g.Vongai their own 4. Learners give feedback from their groups while the
fights for the sentences facilitator assists them
rights of using given
children. present tenses.
individually.
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
SPEAKING/ Learners Reading English ICT Tools Assumed knowledge: Learners can greet and introduce
Lesso should be able Junior friends
n3 SIGNING to: -- -Use Writing syllabus Pictures of
Registers appropriate Listening grade 3-7 people Intro: Learners re-cape previous lesson
registers to -Anytime 1.The facilitator give focus of the lesson
express Speaking Page 26
cards e.g.
themselves in Xmas cards 2. Learners use appropriate registers for social
Communicati
different interaction such as greetings, and asking for
on registers.
situations. forgiveness while the facilitator assists them.
-i am
sorry.......
such as persuading and requesting something while the
4. Learners role play greetings and introductionwhile

Lesso READING/ Learners Reading English Pesticidesco Assumed knowledge: Learners are able to read.
n4 SIGNING should be able Junior ntainers
to:--- Writing syllabus Intro: Re-cape of the previous lesson.
Following grade 3-7 Insecticides 1.The facilitator gives focus of the lesson.
instructions -Read Listening containers
instructions, Speaking Page 37 2. Learners read instructions and warning while the
-Following warnings and Local
public symbols on environmen facilitator guides them.
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
notices and containers. t 3. Learners interpret instruction and warnings while

signs the facilitator assists them.
-Explain the
-interpreting meaning of 4. Learners in groups answer questions on instructions
signs and warnings and and warning while the facilitator assists them.
symbols. symbols on
public notices 5. Learners give feedback from their groups while the

individually.

least half of the
Comprehensi
on answering them.
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
Lesso DICTATIO Learners Reading English ICT Tools Assumed knowledge: Learners have done spellings
n6 N AND should be able Junior and dictation before.
S Listening grade 3-7 cards Intro: Recapping previous lessons
-Write dictated
Words and words Page 41 Sentence 1.Learners read sentences from sentence strips
Speaking strips
sentences correctly. 2.Learners read words from flash cards and word cards
texts texts
Lesso SPEAKING Learners Reading English A variety of Assumed knowledge: Learners are able to express
n7 should be able Junior texts themselves through speaking.
SIGNING to:-- Writing syllabus
-Debating Listening grade 3-7 -Recordings Intro:Re-cape of the previous lesson.
-express
themselves Page 35 Resource 1.The facilitator give focus of the lesson
-Public Speaking person
speaking confidently 2. Learners make notes for prepared speech while the
skills such as before an ICT tools facilitator assists them.
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
self- audience. 3. Learners rehearse for public speaking while the

expression facilitator guides them.
using -Present
therefore, prepared and 4. Reciting poems while the facilitator guides them.
thus,subsequ unprepared
speeches Con:Oral review of the lesson.
ently,
gestures and
confidence.
WRITING/ Learners Reading English Word cards Assumed knowledge: Learners know types of letter.
n8 BRAILING to:-- Writing syllabus ICT Tools Intro: Learners identify types of letters.
Letter Listening grade 3-7 Story books 1.Learners state differences and similarities between
-Write a
writing formal letter to Page 39 informal and formal letter writing while the facilitator
Speaking Sentence assists them.2. Learners observe the sample of a
Formal letter the manager of strips
the national formal letters.
-Seeking park of their Charts 3. Learners in pairs write their formal letter to the
permission to own seeking manager of those national parks of their own choice
visit a Pictures
permission to while the facilitator assists them. 4. Learners give
national park visit the feedback from their pair work while the facilitator
of their own national park. assists them.
choice.
5. Learners write their formal letters in their books
individually.
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
6 LISTENIN Learners Reading English Pictures Assumed knowledge: Learners know some of the
G/ should be able Junior commanding words.
21/2/2 to:--- Writing syllabus Recording
0 OBSERVIN grade 3-7 of Intro: Learners listen/observe a set of given
G Follow a series Listening instructions instruction/commands
Lesso of Page 34
n1 Instructions/ Speaking Instruction 1.Learners name commanding words while the
instructions/co
Commands mmands cards facilitator assists them.
A series of ICT tools 2. Learners respond to a set of given

instructions/c instructions/commands while the facilitator helps
ommands them.
such turn to
the south, to 3. Role playing by learners giving instructions and
the left hand following instructions while the facilitator assists
side etc. them.
WRITING/ Learners Reading English Chart Assumed knowledge: Learners some of the
Lesso should be able Junior punctuation punctuation marks.
n2 BRAILING to:- Writing syllabus marks
grade 3-7 Intro: Learners name the punctuations marks they
Punctuation -Use Listening -a variety of know.
-Punctuation punctuation Speaking Page 34 texts
marks such as 1.The facilitator explains and demonstrates on the use
marks -sentence of inverted commas.
question marks
- Inverted correctly. strips
2. Learners read given texts observing the use of
commas.
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
inverted commas while the facilitator assists them.
READING/ Learners Reading English Variety of Assumed knowledge: Learners are able to read.
Lesso should be able Junior text
n3 SIGNING to:-- Writing syllabus Intro: Learners re-cape previous lesson

reading of texts for Page 36 Word cards
Speaking 2. Learners read a variety of texts extensively while
leisure. Magazines the facilitator guides them. 3. Learners list new
-Give words from the texts they have read. 4. Learners in
contextual groups answer questions from the texts they read and
text books
meaning of identify contextual meaning of new words while the
-New words words from the facilitator assists them.
Lesso WRITING/ Learners Reading English Work cards Assumed knowledge: Learners are able to make their
n4 BRAILING should be able Junior own sentences using given words.
to:-- Writing syllabus Sentence
Language grade 3-7 strips Intro: Re-cape of the previous lesson.
-Use given
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
structures words to Listening Page 39 Chart 1.The facilitator give focus of the lesson
complete given
Multiple sentences Speaking 2. Learners use given words to complete given
choice sentences while the facilitator assists them.
questions -Make their
own sentences 3. Learners in groups complete given sentences with
-Sentence using given given words and construct their own sentences.
construction words. 4. Learners give feedback from their groups while the

individually.
cards e.g.
Communicati
different interaction such as greetings, introductions, persuading
on registers.
situations. and requesting something while the facilitator assists
them.

GRADE 6 SCHEME 2020

CONTENT S
REFERENCE


Lesso SIGNING Writing
n6

least half of the
Comprehensi
on answering them.
WRITING/ Learners Reading English Word cards Assumed knowledge: Learners are to construct
Lesso should be able Junior sentences.
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
n7 BRAILING to:-- write a Writing syllabus ICT Tools Intro: Learners talk about importance of education.
dialogue on grade 3-7
Composition importance of Listening Story books 1.The facilitator outlines the composition framework.
writing education. Page 40
Speaking Sentence 2. Learners in pairs write a controlled dialogue about
-Dialogue :- strips their importance of education while the facilitator
assists them.
-correct Charts
dialogue and 3. Learners give feedback from their groups while the
how it is Pictures facilitator assists them.
punctuated
4. Learners write their dialogues individually in their
exercise books.
Revision Ex During the Explaining English -work cards Assumed knowledge: learners are able to answer
Lesso lesson Junior revision test questions.
n8 Skill: learners Describing syllabus Flash cards
should be able Intro: Recap of concepts taught during the week.
Reading/ Identifyin grade 3-7 Charts
Signing to:- g 1. Class discussion of concepts taught during the week.
Page 32-
Listening/ Answer at least 42 2. Learners answer oral questions from the facilitator
revision test
correctly.
Writing/
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
Brailing 3. Revision and recap of written work.
Concept: - Con. Revision of written and recap of concepts
All concepts
taught on the
above skills.
-Revision test
questions
7 WRITING/ Learners Reading English Pictures Assumed knowledge: Learners can read words
BRAILLIN should be able Junior
28/2/2 G to:-- Writing syllabus I.C.T tools Intro: Re-cape previous lessons.
0 grade 3-7 Different
Completing -write and Listening 1.The facilitator give focus of the lesson
Lesso forms complete Page 40 story books
n1 Speaking 2. Learners observe completed deposit and withdrawal
forms logically slips
-Incomplete
stories 3. Learners suggest correct words to fill in forms while
4. Learners in groups complete the slips.
WRITING/ Learners Reading English Work cards Assumed knowledge: Learners are able to make their
Lesso BRAILING should be able Junior own sentences using given words.
to:-- Writing syllabus Sentence
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
n2 Language - change Listening grade 3-7 strips Intro: Re-cape of the previous lesson.
structures sentences from
direct to Speaking Page 39 Chart 1.The facilitator give focus of the lesson
-Parts of indirect
speech 2. Learners say whether the given sentences are direct
speech. or indirect while the facilitator assists them.
-changes
from direct to 3. Learners in groups change given sentences to
indirect indirect speech while the facilitator guides them.
speech. 4. Learners give feedback from their groups while the

individually.
SPEAKING/ -express Describing English A variety of Assumed knowledge: Learners construct sentences.
Lesso themselves in Junior texts
n3 SIGNING correct English Reading syllabus Intro: Learners re-cape previous lesson
Debate through debate Writing grade 3-7 Recordings 1.The facilitator gives focus of the lesson.
on topical and Resource
-Debating other issues. Listening Page 35 2. Learners and the facilitator discuss topical and other
persons
procedures issues
Speaking
-Debating 3. Learners analyse views of other learners while the
skills such as facilitator guides them.
confidence,
4. Learners in groups hold debate and shows on topical
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
clarity,… and other issues while the facilitator guides them.
Lesso WRITING/ Learners Reading English ICT Tools Assumed knowledge: Learners have done spellings
n4 BRAILING should be able Junior and dictation before.
to:-- Writing syllabus Flash/word
Dictation grade 3-7 cards Intro: Recapping previous lessons
and spellings -Write dictated Listening
words Page 41 Sentence 1.Learners read sentences from sentence strips
Words and Speaking strips
correctly. 2.Learners read words from flash cards and word cards
sentences
texts texts
Lesso READING/ Learners Punctuatin English Chat with Assumed knowledge: Learners are able to read.
n5 should be able g Junior punctuation
SIGNING to:-- -Read syllabus marks Intro: Learners re-cape previous lesson.
texts fluently Reading grade 3-7
Fluent ICT tools 1.The facilitator gives focus of the lesson.
reading observing Writing
punctuation Page 36 2. Learners read in turns observing punctuation while
Word cards
Reading marks Listening the facilitator assists them. 3. Learners identify
skills such punctuation marks and say how they are used in
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
as:- Speaking written texts while the facilitator guides them. 4.

Punctuation Learners take turns to read given texts while the
marks, word facilitator guides them.
recognition,
intonation 5. Learners individually answer some questions from
and word the texts the have read.
attack Con: Oral review of the lesson done.

least half of the
Comprehensi
on answering them.
WRITING/ Learners Reading English ICT Tools Assumed knowledge: Learners have done spellings
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
BRAILING should be able Writing Junior Flash/word and dictation before.

to:-- syllabus cards
Lesso Dictation Listening Intro: Recapping previous lessons
grade 3-7
n7 and spellings -Write dictated Sentence
words Speaking Page 41 strips 1.Learners read sentences from sentence strips
Words and correctly.
sentences A variety of 2.Learners read words from flash cards and word cards
from various texts while the facilitator assists them.
texts 3.Playing spelling Bee Game while learners write their
WRITING/ Learners Reading English Word cards Assumed knowledge: Learners can read different texts.
n8 BRAILING to:-- . Writing syllabus ICT Tools Intro: Learners read different texts.
Summary Listening grade 3-7 Story books 1.Learners read a given text while the facilitator
-Read. The
writing text, picking Page 40 assists.
Speaking Sentence
Summarising main points strips 2. the facilitator explains on summary writing.
a story and summarise
it. Charts 3.Learners in pairs write their summary while the
facilitator assists them. 4. Learners give feedback
Pictures from their pair work while the facilitator assists them.
5. Learners write their summaries in their books
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
individually.
Con: Few learners read their summaries.
8 LISTENIN Learners Identifyin English Recording Assumed knowledge: Learners know some of short
G/ should be able g Junior response
06/3/2 to:-- syllabus Charts
0 OBSERVIN Reading grade 3-7 Pictures Intro: Learners read texts on flash cards.
G -Respond
Lesso approprietly to Writing Page 33 1.The facilitator gives focus of the lesson.
n1 Apropriet given
response to Listening 2. Learners read texts from a chart while the facilitator
tatements guides them. 3. Learners in groups answer questions
statements Speaking using short response while the facilitator while the
-justifying facilitator assists them.
response

individually
WRITING/ Learners Reading English Alphabet Assumed knowledge: Learners are able to write.
n2 BRAILING to:-- -practice Writing syllabus New Nelson Intro: Re-cape of the previous lesson.
Penmanship penmanship Listening grade 3-7 Script chart 1.The facilitator gives focus of the lesson.
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
(handwriting -write legibly Speaking Page 39 2.Learners read letters of the alphabet on the wall
) using grade 3-
7 nelson script 3. Learners identify letters on the nelson script
handwriting chart while the facilitator guides them.

their books
SPEAKING Learners Reading English A variety of Assumed knowledge: Learners are able to express
Lesso should be able Junior texts themselves through speaking.
n3 SIGNING to:-- Writing syllabus
-Debating Listening grade 3-7 -Recordings Intro:Re-cape of the previous lesson.
-express
themselves Page 35 Resource 1.The facilitator give focus of the lesson
-Public Speaking person
speaking confidently 2. Learners make notes for prepared speech while the
skills such as before an ICT tools facilitator assists them.
self- audience.
expression, 3. Learners rehearse for public speaking while the
-Present facilitator guides them.
clarity, prepared and
posture, unprepared 4. Reciting poems while the facilitator guides them.
gestures and speeches
confidence. Con:Oral review of the lesson.
Lesso Listening/ Learners Reading English Pictures Assumed knowledge: Learners are able to read given
n4 Observing should be able Junior texts.
to:- Writing syllabus A variety of
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
Listening -Listen and Listening grade 3-7 texts Intro: Learner read texts from given passages.
Comprehensi respond
on appropriately Speaking Page I.C.T tools 1.Learners listen to texts read.
to questions 37/42
-Different Reading 2. Learners in groups answer questions from question
from different Cards strips while the facilitator assists them.
texts. - texts read.
Comprehensi Question 3. Learners give feedback from their groups while the
on questions strips facilitator assists them.
4. Learners mime actions from a text read.
Lesso DICTATIO Learners Reading English ICT Tools Assumed knowledge: Learners have done spellings
n5 N AND should be able Junior and dictation before.
S Listening grade 3-7 cards Intro: Recapping previous lessons
-Write dictated
Words and words Page 41 Sentence 1.Learners read sentences from sentence strips
Speaking strips
sentences correctly. 2.Learners read words from flash cards and word cards
texts texts
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
Lesso SIGNING Writing
n6

least half of the
Comprehensi
on answering them.
WRITING/ Learners Reading English Word cards Assumed knowledge: Learners are to construct
Lesso should be able Junior sentences.
n7 BRAILING to:-- write Writing syllabus ICT Tools
controlled/ grade 3-7 Story books Intro: Learners identify importance of trees.
-Importance about the strips 2. Learners in pairs write a controlled composition
of agriculture importance of about the importance of agriculture while the
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
:- agriculture. Charts facilitator assists them.
-correct Pictures 3. Learners give feedback from their groups while the
punctuation facilitator assists them.


g skills
should be able Intro: Recap of concepts taught during the week.
Signing to:- g 1. Class discussion of concepts taught during the week.
Page 32-
revision test
correctly.
Writing/ 3. Revision and recap of written work.
Brailing
Concept: -
All concepts
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
taught on the
above skills.
-Revision test
questions
LISTENIN Learners Identifyin English Recording Assumed knowledge: Learners know some of short
13/3/2 G/ should be able g Junior response
0 to:-- syllabus Charts
Lesso G -Respond
n1 approprietly to Writing Page 33 1.The facilitator gives focus of the lesson.
Apropriet given
response to Listening 2. Learners read texts from a chart while the facilitator
tatements guides them. 3. Learners in groups answer questions
statements Speaking using short response while the facilitator while the
-justifying facilitator assists them.
response

individually
WRITING/ Learners Reading English Work cards Assumed knowledge: Learners know different forms.
Lesso BRAILING should be able Junior
n2 to:-- Writing syllabus Sentence Intro: Learners list forms they know..
Copleting
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
forms --complete Listening grade 3-7 strips 1.The facilitator give focus of the lesson
indemnity
Completing formcorrectly Speaking Page 40 Chart 2. Learners give different forms they know while the
indemnity facilitator assists them.
forms
3. Learners in groups complete the indemnity form


individually.
cards e.g
Communicati
different interaction such as greetings, introductions, persuading
on registers.
situations. and requesting something while the facilitator assists
them.

GRADE 6 SCHEME 2020

CONTENT S
REFERENCE


Lesso WRITING/ Learners Reading English ICT Tools Assumed knowledge: Learners have done spellings
n4 BRAILING should be able Junior and dictation before.
to:-- Writing syllabus Flash/word
Dictation grade 3-7 cards Intro: Recapping previous lessons
and spellings -Write dictated Listening
words Page 41 Sentence 1.Learners read sentences from sentence strips
Words and Speaking strips
correctly. 2.Learners read words from flash cards and word cards
sentences
texts texts
Lesso READING/ Learners Reading English Variety of Assumed knowledge: Learners are able to read.
n5 should be able Junior text
SIGNING to:-- Writing syllabus Intro: Learners re-cape previous lesson

GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
reading of texts for Speaking Page 36 Word cards 2. Learners read a variety of texts extensively while
leisure. the facilitator guides them. 3. Learners list new
Magazines words from the texts they have read. 4. Learners in
-Give groups answer questions from the texts they read and
contextual identify contextual meaning of new words while the
text books
meaning of facilitator assists them.
-New words words from the
n6 BRAILING to:-- Writing syllabus New Nelson Intro: Re-cape of the previous lesson.
Penmanship Listening grade 3-7 Script chart 1.The facilitator gives focus of the lesson.
-practice
(handwriting penmanship Speaking Page 39 2.Learners read letters of the alphabet on the wall
) -write legibly 3. Learners identify letters on the nelson script
using grade 3- handwriting chart while the facilitator guides them.
7 nelson script
their books
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
Lesso LISTENIN Learners Identifyin English Recording Assumed knowledge: Learners know some of short
n7 G/ should be able g Junior response
to:-- syllabus Charts
G -Respond
appropriately Writing Page 39 1.The facilitator gives focus of the lesson.
Information to questions
retention Listening 2. Learners read texts from a chart while the facilitator
using words guides them. 3. Learners in groups answer questions
-Short such as Speaking using short response while the facilitator while the
responses true/false, facilitator assists them.
such as: yes/no,
true/false, it’s correct/incorre 4. Learners give feedback from their groups while the
true/it isn’t ct. facilitator assists them.

individually
WRITING Learners Reading English Story books Assumed knowledge: learners have written before
n8 BRAILING to:-- Writing syllabus Work cards INTRO: re-cape of the previous lesson
Creative Listening grade 3-7 Sentence 1. The facilitator give focus of the lesson
--summarise
writing story read with Page 40 strips
Speaking 2. learners read texts in turns each for understanding
Summary good
handwriting 3. discuss what has been read
picking main
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
points 4. learners read texts in turns
5. summarising the story individually
ON:read best summaries
20/3/2 to:- - syllabus
0 OBSERVIN distinguish Writing grade 3-7 A variety of Intro: Learners read the the lettersof the alphabet.
G long and short texts
Lesso Listening Page 32 1.The facilitator gives focus of the lesson.
n1 Phonics vowel sounds Word cards
such as Speaking 2. Learners identify words with various sounds while
Long and pull/pool Dictionaries the facilitator assists them.
short vowel
sounds Fool/full ICT tools 3. Learners state words with long and short vowel
sound while the facilitator assists them.
.
4. Learners list words with long and short vowels
n2 BRAILING to:-- Writing syllabus New Nelson Intro: Re-cape of the previous lesson.
Penmanship Listening grade 3-7 Script chart 1.The facilitator gives focus of the lesson.
-practice
(handwriting penmanship Speaking Page 39 2.Learners read letters of the alphabet on the wall
)
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
-write legibly 3. Learners identify letters on the nelson script

using grade 3- handwriting chart while the facilitator guides them.
7 nelson script
their books
-Explain the
-interpreting meaning of 4. Learners in groups answer questions on instructions
signs and warnings and and warning while the facilitator assists them.
symbols. symbols on
public notices

individually.
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
SPEAKING Learners Reading English Pictures Assumed knowledge: Learners know forms of abuse.
n4 /SIGNING to:- Writing syllabus A variety of Intro: Learner read texts on topical issues.
Debate Listening grade 3-7 texts 1.The facilitator give focus of the lesson
-Identify
topical issues Page 35 I.C.T tools
-Child Speaking 2. Learners list topical issues while the facilitator
Marriages, -Discuss on assists them.
Child abuse, topical issues 3. Learners in group dramatize on given topical issues
using correct while the facilitator guides them.
tenses.
4. Learners give feedback on group work.
-Dramatize
topical issues Con: Oral review of the lesson.
-Explain the
meaning of 4. Learners in groups answer questions on instructions
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
-interpreting warnings and and warning while the facilitator assists them.
signs and symbols on
symbols. public notices 5. Learners give feedback from their groups while the

individually.

least half of the
Comprehensi
on answering them.
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
SPEAKING Learners Reading English A variety of Assumed knowledge: Learners are able to express
Lesso should be able Junior texts themselves through speaking.
n7 SIGNING to:-- Writing syllabus
-Public Listening grade 3-7 -Recordings Intro:Re-cape of the previous lesson.
-express
speaking themselves Page 35 Resource 1.The facilitator give focus of the lesson
Speaking person
-Public confidently 2. Learners make notes for prepared speech while the
speaking before an ICT tools facilitator assists them.
skills such as audience.
self- 3. Learners rehearse for public speaking while the
-Present facilitator guides them.
expression, prepared and
clarity, unprepared 4. Reciting poems while the facilitator guides them.
posture, speeches
gestures and Con:Oral review of the lesson.
confidence.
WRITING/ Learners Reading English Word cards Assumed knowledge: Learners know types of letter.
n8 BRAILING to:-- Writing syllabus ICT Tools Intro: Learners identify types of letters.
Letter Listening grade 3-7 Story books 1.Learners state differences and similarities between
-Write formal
writing letter looking Page 39 informal and formal letter writing while the facilitator
Speaking Sentence assists them.2. Learners observe the sample of a
Formal letter for a job as strips
window formal letters.
-Applying for cleaner at the Charts 3. Learners in pairs write a letter looking for job as a
a job as local shops window cleaner at the local supermarket while the
window Pictures
during the facilitator assists them. 4. Learners give feedback
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
cleaner at a school holiday. from their pair work while the facilitator assists them.
local
supermarket 5. Learners write their letters in their books
during the individually.
school Con: Few learners read their composition.
holiday to
raise money
for the school
trip
11 Revision Ex During the Explaining English -work cards Assumed knowledge: learners are able to answer
lesson Junior revision test questions.
27/3/2 Skill: learners Describing syllabus Flash cards
Lesso Signing to:- g 1. Class discussion of concepts taught during the term.
Page 32-
n1 Answer at least 42
Listening/ 2. Learners answer oral questions from the facilitator
revision test
correctly.
Brailing
Concept: -
All concepts
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
taught on the
above skills.
-Revision test
questions
Signing to:- g 1. Class discussion of concepts taught during the term.
Page 32-
revision test
correctly.
Brailing
Concept: -
All concepts
taught on the
above skills.
-Revision test
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
questions
Page 32-
revision test
correctly.
Brailing
Concept: -
All concepts
taught on the
above skills.
-Revision test
questions
learners syllabus
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
Skill: should be able Describing grade 3-7 Flash cards Intro: Recap of concepts taught during the term.
to:-
Reading/ Identifyin Page 32- Charts 1. Class discussion of concepts taught during the term.
Signing Answer at least g 42
half of the 2. Learners answer oral questions from the facilitator
Listening/ revision test on learned concepts.
Obser questions 2. Learners write revision test in their books
Speaking/ given individually.
Signin correctly.
3. Revision and recap of written work.
Writing/
Brailing Con. Revision of written and recap of concepts
Concept: -
All concepts
taught on the
above skills.
-Revision test
questions
Page 32-
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
revision test

Brailing
Concept: -
All concepts
taught on the
above skills.
-Revision test
questions
Page 32-
revision test
Signin given
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
Writing/ correctly. individually.

Brailing
Concept: -
All concepts
taught on the
above skills.
-Revision test
questions
Page 32-
revision test
correctly.
Brailing
Concept: -
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
All concepts
taught on the
above skills.
-Revision test
questions
Page 32-
revision test
correctly.
Brailing
Concept: -
All concepts
taught on the
above skills.
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
-Revision test
questions
12 Revision Ex During the Explaining English -work cards Assumed knowledge: learners are able to answer
lesson Junior revision test questions.
03/4/2 Skill: learners Describing syllabus Flash cards
Page 32-
Lesso Listening/ Answer at least 42 2. Learners answer oral questions from the facilitator
n1 Obser half of the on learned concepts.
revision test
correctly.
Brailing
Concept: -
All concepts
taught on the
above skills.
-Revision test
questions
lesson Junior
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
Skill: learners Describing syllabus Flash cards revision test questions.

should be able grade 3-7
Lesso Reading/ Identifyin Charts Intro: Recap of concepts taught during the term.
to:-
n2 Signing g Page 32-
Answer at least 42 1. Class discussion of concepts taught during the term.
Listening/ half of the
Obser 2. Learners answer oral questions from the facilitator
revision test on learned concepts.
Speaking/ questions
Signin given 2. Learners write revision test in their books
correctly. individually.
Writing/
All concepts
taught on the
above skills.
-Revision test
questions
Page 32-
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
revision test

Brailing
Concept: -
All concepts
taught on the
above skills.
-Revision test
questions
Page 32-
revision test
Signin given
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
Writing/ correctly. individually.

Brailing
Concept: -
All concepts
taught on the
above skills.
-Revision test
questions
Page 32-
revision test
correctly.
Brailing
Concept: -
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
All concepts
taught on the
above skills.
-Revision test
questions
Page 32-
revision test
correctly.
Brailing
Concept: -
All concepts
taught on the
above skills.
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
-Revision test
questions
Page 32-
revision test
correctly.
Brailing
Concept: -
All concepts
taught on the
above skills.
-Revision test
questions
n8 lesson Junior
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
Skill: learners Describing syllabus Flash cards revision test questions.

should be able grade 3-7
Reading/ to:- Identifyin Charts Intro: Recap of concepts taught during the term.
Signing g Page 32-
Answer at least 42 1. Class discussion of concepts taught during the term.
Listening/ half of the
Obser 2. Learners answer oral questions from the facilitator
Speaking/ questions
Signin given 2. Learners write revision test in their books
correctly. individually.
Writing/
All concepts
taught on the
above skills.
-Revision test
questions
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
Learning Area: MATHEMATICS

• NUMBER
• OPERATIONS
BROAD AIMS--Learners should be able to:
• Recall, recognise and d use mathematical symbols, terms and definitions
• Estimate, approximate and use appropriate degree of accuracy
• Interpret and use mathematics in life situations
• Utilise the PLAP method to enhance facilitating and learning
CROSS CUTTING THEMES

Financial literacy
Collaboration HIV and Aids
Heritage studies
Children’sConstructional Rights and responsibilities
Enterprise Skills
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
Weekly aim(s): 3.2 To help learners to acquire and apply mathematical concepts and skills and use them as tools in study, work, leisure and everyday transactions
through use of technology.
1 NUMBER During the Identifyin Mathema Abacuses Assumed knowledge: Learners know whole numbers
lesson learners g tics
17/1/2 Whole should be able Junior Number Intro: learners count together in tens up to 1000 000.
0 numbers to:--identify, Reading syllabus lines
1. Learners identify numbers in numerals and match
Lesso (0-1000 read and write Matching grade 3-7 cards them with numbers in words while the facilitator assists
n1 000) numbers in them.
numerals and Page 38
Numerals words in the 2.In groups learners write the number in words while
range. the facilitator assists them.


individually.
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
Con: Learners under the guidance of the facilitator

revise work written
Lesso NUMBER During the Identifyin Mathema Chart with Assumed knowledge: learners can write numbers in the
n2 lesson learners g tics numbers in range (1-100 000) in words.
Whole should be able Junior words
numbers to:---identify, Reading syllabus Intro: learners read the number line on the walls.
(0-1000 read and write Matching grade 3-7 1. The facilitator explains on reading and writing
000) numbers in numbers in words. 2.Few learners demonstrate writing
numerals and Discussin Page 38
numbers in words while the facilitator assists them.
-Words words in the g
range. 3. In groups learners write given numbers in words
4. Learners report back from group work activities

while the facilitator assists them..
5. Learners write their individual work.
Con: Revision of the written work.
Lesso NUMBER During the Identifyin Mathema Chart Assumed knowledge: learners have learnt about place
n3 lesson learners g tics values in the previous grade.
Whole should be able Junior Work cards
numbers to:--- Give Writing syllabus Intro: Learners read the number on flsh cards while the
Number facilitator assists.
(0-1000 palce values of Reading grade 3-7 line
000) the given 1. The facilitator explains and demonstrates on place
numbers Page 38
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
-Numeral correctly Counting Abacus values.

and words:-
Flash cards, 2. Few learners identify place values of given numbers
-Place Charts ranging from 0 to 1000 000 on the chalkboard while
values the facilitator assists them.
3. Learners identify place valuesof given numbers in

the range of 0 to 1000 000 in groups o0f four while the
facilitator assists them. 4. Learners give feedback
from their groups while facilitator assists them. 5.
Individual written work
Con:Revision of the written work.
Lesso NUMBER During the Identifyin Mathema Chart Assumed knowledge: learners are able to read and
n4 lesson learners g tics count numbers.
numbers to:---Give Writing syllabus Intro: Recap of the previous lesson.
Reading Number
(0-1000 values of digits grade 3-7 line 1. Facilitator explains and demonstrates place value of
in a number Counting
000) Page 38 digits on different numbers.
Abacus
-Place value 2. Few learners explain and demonstrate on values of
Flash cards, digits of given numbers while the facilitator assists
Value of Charts them.
digits in a
number 3. Learners in pairs give place values of digits in given
numbers while the facilitator assists them.
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
4. Learners give feedback from their pair work while

the facilitator assists them. 5. Individual written work.
Lesso NUMBER During the Identifyin Mathema Chart Assumed knowledge: learners are able to read and
n5 lesson learners g tics count numbers.
numbers to:---Give Writing syllabus Intro: Recap of the previous lesson.
Reading Number
(0-1000 values of digits grade 3-7 line 1. Learners explain and demonstrate on values of digits
in a number Counting
000) Page 38 of given numbers while the facilitator assists them.
Abacus
-Place value 2. Learners in groups give place values of digits in
Flash cards, given numbers while the facilitator assists them.
Value of Charts
digits in a 3. Learners give feedback from their group work while
number the facilitator assists them. 5. Individual written work.
Lesso Revision Ex During the Explainin Mathema -work cards Assumed knowledge: learners are able to answer
n6 lesson learners g tics revision test questions.
Topics: should be able Junior Flash cards
to:- Describin syllabus Intro: Recap of concepts taught during the week.
-Numbers g Charts
grade 3-7 1. Class discussion of concepts taught during the week.
Concept: - Answer at least
half of the Identifyin Page 38
g 2. Learners answer oral questions from the facilitator
All concepts revision test
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
taught on questions given on learned concepts.

the above correctly.
topic. 2. Learners write revision test in their books
individually.
-Revision
test 3. Revision and recap of written work.
Weekly aim(s): 3.3To help learners to think and express themselves clearly and logically.
2 NUMBER During the Identifyin Mathema Chart Assumed knowledge: Learners have learnt about
lesson learners g tics comparing numbers inthe previous grade.
24/1/2 Whole should be able Junior Work cards
0 numbers to:----Compare Arranging syllabus Intro: Learners read comparing signs on flash
Number cardswhile the facilitator guides them.
Lesso (0-1000 at least half of Discussin grade 3-7 line
n1 000) the given g Dev: 1. Facilitator explains and demonstrates the
numbers using Page 38 Abacus comparing of numbers.
- >, < ,=.
Comparison correctly Flash cards, 2. Learners compare numbers while the facilitator
s Charts assists them.
-Greater 3. Learners in groups compare numbers while the

than, facilitator assists them.
smaller
than, equal 4. Learners give feedback from their groups while the
facilitator assists them. 5.Individual written work
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
NUMBER During the Identifyin Mathema Chart Assumed knowledge: Learners have learnt about
lesson learners g tics comparing numbers inthe previous grade.
numbers to:----Compare Arranging syllabus Intro: Learners read comparing signs on flash
Lesso Number
at least half of grade 3-7 cardswhile the facilitator guides them.
n2 (0-1000 Discussin line
000) the given g Dev: 1. Facilitator explains and demonstrates the
numbers using Page 38 Abacus comparing of numbers.
- >, < ,=.
Comparison correctly Flash cards, 2. Learners compare numbers while the facilitator
s Charts assists them.
-Greater 3. Learners in groups compare numbers while the

than, facilitator assists them.
smaller
than, equal 4. Learners give feedback from their groups while the
facilitator assists them. 5.Individual written work
NUMBER During the Identifyin Mathema Chart Assumed knowledge: learners are able to read and
lesson learners g tics write numbers.
Lesso Whole Work cards
n3 numbers Writing Intro: Recap of the previous lesson.
to:---Compare syllabus Number
given numbers Reading grade 3-7
- Counting line Dev: 1. Facilitator explains and demonstrates on
Comparison using <, > or = Page 38 comparing numbers on the chalkboard.
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
-Comparing signs. Abacus 2. Learners in groups compare give numbers in groups

numbers using <, > or = signs while the facilitator assists them.
using <, > Flash cards,
and = signs Charts 3. Learners give feedback from their groups while the
4. Learners write their individual work on number

sequences
NUMBER During the Identifyin Mathema Chart Assumed knowledge: learners are able to read and
lesson learners g tics write numbers.
numbers to:---Sequence Writing syllabus Intro: Recap of the previous lesson.
Lesso Number
numbers in Reading grade 3-7
n4 - line Dev: 1. The facilitator explains and demonstrates on
Counting
Comparison order of size. Page 39 sequencing numbers in order of size.
Abacus
-rranging 2. Learners in groups write number in order of size
numbers in Flash cards, while the facilitator assists them.
order of Charts
magnitude. 3. Learners give feedback from their groups while the

sequences
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
Lesso NUMBER During the Identifyin Mathema Chart Assumed knowledge: Learners are able to count upto
n5 lesson learners g tics 1000 000.
numbers to:---Identify Writing syllabus Intro: Learners count in threes and fours.
Reading Number
-Prime and prime and odd grade 3-7 line Dev: 1. The facilitator explains terms odd and even
numbers. Counting
odd Page 38 numbers.
numbers Abacus
2. Learners identify odd and even numbers on the
Flash cards, chalkboard while the facilitator guides them.
Charts
3. Learners in groups write odd numbers between 10
and 100 while the facilitator assists them.


sequences
-Numbers g Charts
half of the Identifyin Page 38 2. Learners answer oral questions from the facilitator
All concepts
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
taught on revision test g on learned concepts.

the above questions given
topic. correctly. 2. Learners write revision test in their books
individually.
-Revision
test 3. Revision and recap of written work.
Weekly aim(s): 3.4To help learners to develop an inquiring mind through child centred approaches.
3 NUMBER During the Identifyin Mathema Chart Assumed knowledge: Learners know te place values of
lesson learners g tics given numbers.
31/1/2 Whole should be able Junior Work cards
0 numbers to: ---write Writing syllabus Intro: Learners point out place values of given
Reading Number numbers.
-Expanded numbers in grade 3-7 line
expanded Counting
notation Page 38 Dev: 1. The facilitator explains and demonstrates the
Lesso notation. Abacus expanding of numbers.
n1 1273889=10
00000+2000 Flash cards, 2. Learners estimate expand given numbers on the
00+70000+ Charts chalkboard while the facilitator guides them.
3000+800+
80+9 3. Learners in groups expand numbers while the

GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
sequences
Lesso NUMBER During the Identifyin Mathema Chart Assumed knowledge: Learners are able to round
n2 lesson learners g tics numbers to the nearest ten thousand.
numbers to:---Round off Writing syllabus Intro: Learners round off numbers to the nearet ten
Reading Number thousand.
-Estimation numbers to the grade 3-7 line
nearest ten Counting
and Page 38 Dev: 1. The facilitator explains and demonstrates on
approximati thousand. Abacus rounding off numbers to the nearest hundred thousand.
on Flash cards, 2. Learners round off given numbers to the nearest
-Rounding Charts thundred thousand on the chalkboard while the
off numbers facilitator guides them.
to the
nearest 3. Learners in groups estimate numbers to the nearest
hundred hundred thousand while the facilitator assists them.
thousand. 4. Learners give feedback from their groups while the

sequences
NUMBER During the Writing Mathema Chart Assumed knowledge: Learners are able to round
lesson learners Numeratin tics
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
Whole should be able g Junior Work cards numbers.

numbers to:---Apply syllabus
Lesso Approxim Number Intro: Recap of the previous lesson.
approximate in grade 3-7
n3 -Estimation ating line
life situation. Dev: 1. The facilitator explains and demonstrates on
and Page 38
Approximat Abacus approximating numbers of objects in life situations.
ion Flash cards, 2. Learners in groups give approximate numbers of
Approximati Charts objects in real life situation and verify by counting and
on in life checking while the facilitator guides them.
situation. 3. Learners give feedback from their groups while the

sequences
Lesso NUMBER During the Writing Mathema Chart Assumed knowledge: Learners are able to round
n4 lesson learners Numeratin tics numbers.
Whole should be able g Junior Work cards
numbers to:---Apply syllabus Intro: Recap of the previous lesson.
Approxim grade 3-7 Number
-Estimation approximate in line Dev: 1. The facilitator explains and demonstrates on
life situation. ating
and Page 38 approximating numbers of objects in life situations.
Approximat Abacus
ion 2. Learners in groups give approximate numbers of
Flash cards, objects in real life situation and verify by counting and
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
Approximati Charts checking while the facilitator guides them.

on in life
situation. 3. Learners give feedback from their groups while the

sequences
Lesso NUMBER During the Writing Mathema Chart Assumed knowledge: Learners know place values of
n5 lesson learners Numeratin tics numbers
Whole should be able g Junior Work cards
numbers to:---Express syllabus Intro: Recap of the previous lesson.
Number
-Expanded numbers in grade 3-7 line Dev: 1. The facilitator explains and demonstrates on
notation:- expanded expanding numbers.
notation or Page 38 Abacus
Expressing
numbers in form. 2. Learners express and expand given numbers while
Flash cards, the facilitator assists them.
expanded Charts
form: 3. Learners in groups expand given numbers while the
5236468= facilitator guides them.
5000000+20 4. Learners give feedback from their groups while the
0000+ 30 facilitator guides them.
000+ 6
000+400+6 5. Learners write their individual work on number
0+8 and sequences
vice versa.
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
-Numbers g Charts
All concepts revision test on learned concepts.
taught on questions given
the above correctly. 2. Learners write revision test in their books
topic. individually.
-Revision 3. Revision and recap of written work.

test
Weekly aim(s): 3.2 To help learners to develop holistically and show a positive attitude towards Mathematics.
4 NUMBER During the Writing Mathema Fraction Assumed knowledge: Learners have seen a fraction.
lesson learners tics chart
7/2/20 Proper should be able Identifyin Junior Intro: Cutting of fruits in halves and quarters.
fractions to:--- Identify, g syllabus Work
Cards Dev: 1. Facilitator explains on proper fractions with
-Proper read and write Reading grade 3-7 denominators up to 100 on the chalkboard.
Lesso fractions with
fractions. Page 38 Flash cards
n1 denominators in 2. Learners write fractions with denominators given
- (where the
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
denominato the given range. while the facilitator assists them.

rs are 2 to
10 and 3. Learners in pairs identify and write fractions with
multiples of denominators in the given range while the facilitator
5 upto assists them. 4. Learners give feedback from their pair
hunred). work.
5. Learners write their individual work
NUMBER During the Drawing Mathema Fraction Assumed knowledge: learners know a fraction.
lesson learners tics chart
Proper should be able Naming Junior Intro: Recap from the previous lesson.
Fractions to:---draw, syllabus Work
Lesso Dev:1. Facilitator demonstrates on drawing, naming
name and shade grade 3-7 Cards
n2 (where the and shading fractions on diagrams.
denominato fractions on Flash cards
diagrams Page 38 2. Learners in groups draw, name and shade fractions
rs are 2 to
10 and on diagrams while the facilitator assists them.
multiples of 3. Learners give feedback from their groups while the
5 upto facilitator assists them. 4. Learners write their
hunred). individual work
Lesso NUMBER During the identify Mathema Fraction Assumed knowledge: learners know a fraction.
n3 lesson learners tics chart
Proper should be able Junior Intro: Learnes identify fractions with the same
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
Fractions to:---give Dividing syllabus Work denominator.

equivalent grade 3-7 Cards
Equivalent fractions Dev:1. Facilitator demonstrates on presenting
fractions Page 38 Flash cards equivalent fraction on the chalkboard.
2. Few learners demonstrate on finding equivalent

fractions to others while the facilitator assists them.
3. Learners in groups find equivalent fractions while

the facilitator assists them. 4. Learners give feedback
from their groups.
Lesso NUMBER During the Calculatin Mathema Fraction Assumed knowledge: learners know a fraction.
n4 lesson learners g Writing tics chart
Proper should be able Junior Intro: Reading of the fraction chart.
fractions to:---Compare Identifyin syllabus Work
g Cards Dev: 1. Facilitator explains and demonstrates on
-Proper fractions using grade 3-7 comparing proper fractions using <, > or = signs.
fractions. <, > or = signs. Reading Flash cards
Page 38 2. Learners compare proper fractions on the chalkboard
- while the facilitator assists them.
Comparison
Using <, > 3. Learners in groups compare given fractions using <,
or = signs. > or = while the facilitator assists them. 4. Learners
give feedback from their groups while the facilitator
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
assists them.
Lesso NUMBER During the Writing Mathema Fraction Assumed knowledge: Learners know a fraction.
n5 lesson learners tics chart
Proper should be able Identifyin Junior Intro: Reading of the fraction chart.
fractions to:---Write g syllabus Work
Cards Dev: 1. Facilitator explains demonstrates on finding
-Proper fractions in Reading grade 3-7 equivalent fractions on the chalkboard.
fractions. their equivalent Comparin Flash cards
forms Page 38 2. Learners give equivalent fractions of given fractions
g
- while the facilitator guides them.
Equivalence
fractions 3. Learners in groups find equivalent fractions of given
fractions while the facilitator assists them.

facilitator assists them. 5. Individual written work.
-Proper g Charts
fractions grade 3-7 1. Class discussion of concepts taught during the week.
Answer at least
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
Concept: - half of the Identifyin Page 38 2. Learners answer oral questions from the facilitator
revision test g on learned concepts.
All concepts questions given
taught on correctly. 2. Learners write revision test in their books
the above individually.
topic.
-Revision
test Con. Revision of written and recap of concepts
questions
Weekly aim(s): 3.2 To help learners to acquire and apply mathematical concepts and skills and use them as tools in study, work, leisure and everyday transactions
through use of technology
5 NUMBER During the Writing Mathema Number Assumed knowledge: learners know a proper fraction.
lesson learners tics line
14/2/2 Proper should be able Identifyin Junior Intro: Learners give example of proper fractions.
0 fractions to:---reduce g syllabus Fraction
chart Dev: 1. Facilitator explains and demonstrates on
Lesso -Proper fractions to Reading grade 3-7 ordering proper fractions on the chalkboard.
their lowest Fraction
n1 fractions. Page 40 chart
term. 2. Learners arrange in order of size given fractions on
-Arrange Work the chalkboard while the facilitator guides them.
proper Cards
fractions in 3. Learners in groups arrange in order of size given
order of size Flash cards fractions while the facilitator assists them.

GRADE 6 SCHEME 2020

CONTENT S
REFERENCE

individually.
Con. Revision of written and recap of concepts.
Lesso NUMBER During the Relating Mathema Fraction Assumed knowledge: learners are able to reduce
n2 lesson learners Writing tics chart fractions to their lowest terms.
Proper should be able Junior
fractions to:---arrange Identifyin syllabus Number Intro: Recap of the previous lesson.
fractions in g grade 3-7 line
-Proper Dev: 1. Facilitator explain and demonstrates arranging
fractions. ascending or Reading Fraction of proper fractions in ascending and descending order
descending Page 38
chart on the chalkboard.
-Sequencing order.
Work 2. Few learners arrange given fractions in ascending
Cards and descending order while the facilitator assists them.
Flash cards 3. Learners in groups arrange given fractions in

ascending and descending order while the facilitator
assists them. 4. Learners give feedback from their
groups while the facilitator assists them.
Cocnl: Revision of the written work.
Lesso NUMBER During the Relating Mathema Fraction Assumed knowledge: learners know a mixed number
n3 lesson learners Writing tics chart fraction.
Mixed should be able Junior
Numbers Identifyin Number
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
-Mixed to:---identify g syllabus line Intro: Recap of the previous lesson.

numbers mixed numbers grade-7 Fraction
(de Reading chart Dev: 1. Facilitator explains and demonstrates on
Page 39 forming mixed numbers on the chalkboard.
- Forming Work
mixed Cards 2. Learners form mixed numbers by putting together
numbers wholes and fractions 2 and ¾= 2¾ while that facilitator
from Flash cards assists them.
improper 3. Learners in groups form mixed numbers while the
fraction. facilitator assists them. 4. Learners give feedback from
their groups. 5. Individual written work.
Con: Revision of the written work and recap of

concepts.
Numbers to:---Convert Identifyin syllabus Number Intro: Recap of the previous lesson.
mixed numbers g grade-7 line
-Mixed Fraction Dev: 1. Facilitator explains and demonstrates on
numbers to improper Reading converting mixed numbers to improper fractions and
fractions and Page 39 chart
vice-versa
- vice versa. Work
Conversion: Cards 2. Three learners demonstrate converting of mixed
- numbers into improper fractions while the facilitator
Flash cards assists them.
Converting
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
mixed 3. Learners in groups convert mixed numbers to

numbers to improper fractions while the facilitator assists them. 4.
improper Learners give feedback from their groups. 5. Individual
fractions written work.

concepts.
Numbers to:---Compare Identifyin syllabus Number Intro: Recap of the previous lesson.
mixed numbers g grade-7 line
-Mixed Fraction Dev: 1. Facilitator explains and demonstrates on
numbers using numbers Reading comparing mixed numbers on the chalkboard.
using <, > or = Page 39 chart
- signs. Work 2.Learners in groups compare mixed numbers using <,
Comparison Cards >or = signs while the facilitator assists them.
Comparing Flash cards 3. Learners give feedback from their groups while the
mixed facilitator assists them.
numbers
using <, > 5. Learners write an exercise in their books
and = signs individually.

concepts.
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
n6 Topics: lesson learners g tics Flash cards revision test questions.

-Improper to:- Describin syllabus Charts Intro: Recap of concepts taught during the week.
fractions g grade 3-7
Answer at least 1. Class discussion of concepts taught during the week.
Concept: - half of the Identifyin Page 39
All concepts revision test on learned concepts.
taught on questions given
the above correctly. 2. Learners write revision test in their books
topic. individually.

questions
Weekly aim(s): 3.4 To help learners to develop an inquiring mind through child centred approaches.
6 NUMBER During the Relating Mathema Fraction Assumed knowledge: learners know a mixed number
lesson learners Writing tics chart fraction.
21/2/2 Mixed should be able Junior
0 Numbers to:---Solve Identifyin syllabus Number Intro: Recap of the previous lesson.
problems g grade-7 line
Lesso -Mixed Fraction Dev: 1. Learners apply mixed numbers in solving
n1 numbers involving mixed Reading given problems: e.g. Sharing.
numbers Page 39 chart
-Word Work Cards 2.Learners in group solve given problems involving
problems word problems while the facilitator assists them.
involving Flash cards
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
mixed facilitator assists them.

numbers
individually.

concepts.
Lesso NUMBER During the Relating Mathema Chart Assumed knowledge: learners know Arabic numerals.
n2 lesson learners Writing tics
Numeration should be able Junior Work Cards Intro: Recap of the previous lesson.
System to:---Identify, Identifyin syllabus
g Flash cards Dev: 1. The facilitator explains on Roman numerals.
- read and write grade-7
Numeration Roman Reading Watches 2. Learners state, read and write Roman numerals I to
numerals. Page 39 C on the chalkboard while the facilitator assists them.
System
- 3.Learners in group state, read and write Roman

Numeration numerals while the facilitator assists them.
: (Arabic 4. Learners give feedback from their groups while the
and roman) facilitator assists them.

individually.

concepts.
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
Lesso NUMBER During the Relating Mathema Chart Assumed knowledge: Learners know Arabic numerals.
System to:---Convert Identifyin syllabus
g Flash cards Dev: 1. The facilitator explains and demonstrates on
- Roman grade-7 how the Roman numerals are built from I to L (I, V, X,
Numeration numerals and Reading Watches L)
vice versa Page 39
System
within the 2. Learners demonstrate on building Roman numerals
- range. on the chalkboard while the facilitator assists them. 3.
Numeration Learners in groups building Roman numerals while the
: (Arabic facilitator assists them. 4. Learners give feedback
and roman) from their groups while the facilitator assists them.
-Building of 5. Learners write an exercise in their books

Roman individually.
numerals
concepts.
Mixed should be able Junior Work Cards Intro: Recap of the previous lesson.
Numbers to: ---Convert Identifyin syllabus
g Flash cards Dev: 1. Learners demonstrate on building Roman
- Roman grade 3-7 numerals on the chalkboard while the facilitator assists
Numeration numerals and Reading Watches them. 2. Learners in groups express Arabic numerals
vice versa Page 39
System to Roman numerals within the range I to C while the
within the facilitator assists them. 3. Learners give feedback
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
-Converting range. from their groups while the facilitator assists them.
mixed
numbers to 4. Learners write an exercise in their books
improper individually.
fractions Con: Revision of the written work and recap of
concepts.
System to:---Convert Identifyin syllabus
g Flash cards Dev: 1. Learners demonstrate on building Roman
- Roman grade-7 numerals on the chalkboard while the facilitator assists
Numeration numerals and Reading Watches them. 2. Learners in groups convert Arabic numerals
vice versa Page 39
System to Roman numerals in given range and vice versa
within the while the facilitator assists them. 3. Learners give
- range. feedback from their groups while the facilitator assists
Numeration them.
: (Arabic
and roman) 4. Learners write an exercise in their books
individually.
-Converting
concepts.
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
Topics: to:- Describin syllabus Flash cards Intro: Recap of concepts taught during the week.
g grade 3-7
- Answer at least Charts 1. Class discussion of concepts taught during the week.
Numeration half of the Identifyin Page 39
System. revision test g 2. Learners answer oral questions from the facilitator
questions given on learned concepts.
Concept: - correctly. 2. Learners write revision test in their books
All concepts individually.
taught on
the above 3. Revision and recap of written work.
topic. Con. Revision of written and recap of concepts
-Revision
test
questions
Weekly aim(s): 3.4 To help learners to develop an inquiring mind through child centred approaches.
7 NUMBER During the Relating Mathema Chart Assumed knowledge: Learners know decimal
lesson learners Writing tics numbers.
28/2/2 Decimals should be able Junior Work Cards
0 to:---Identify , Identifyin syllabus Intro: Recap of the previous lesson.
(6 digit g Flash cards
Lesso numbers Up read and write grade-7 Dev: 1. The facilitator explains and demonstrates on
n1 to 3 decimal decimals. Reading Watches reading and writing in numerals up to 3 decimal places
Page 39
places) 2.Learners state, read and write numerals to 3 decimal
places while the facilitator assists them. 3. Learners
- in groups write and read given numerals up to 3
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
Numeration decimal places while the facilitator assists them. 4.

Learners give feedback from their groups while the
-Reading facilitator assists them.
and writing
6 digit 5. Learners write an exercise in their books
numerals to individually.
3 decimal
places Con: Revision of the written work and recap of
concepts.
Lesso NUMBER During the Relating Mathema Chart Assumed knowledge: Learners know decimal
n2 lesson learners Writing tics numbers.
Decimals should be able Junior Work Cards
to:---determine Identifyin syllabus Intro: Recap of the previous lesson.
(Up to 3 g Flash cards
places) place value of a grade 3-7 Dev: 1. The facilitator explains and demonstrates on
digit in decimal. Reading Watches place values of decimal numbers up to 3 decimal
-Place value Page 39
places with not more than 5 digits on the chalkboard.
Decimal 2. Learners in groups write place values of given
numbers decimals numbers up to 3 decimal places with not
place values more than 5 digits while the facilitator assists them.

individually.
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE

concepts.
to:--- Identifyin syllabus Intro: Recap of the previous lesson.
places) grade 3-7 Dev: 1. The facilitator explains and demonstrates
Interpret Watches
diagrammatic Reading Page 39 expanded notation of decimals on the chalkboard. 2.
Expanded Learners in groups illustrate expanding of decimal
notation representation
of decimals. numbers while the facilitator assists them. 3. Learners
-Decimals give feedback from their groups while the facilitator
in expanded assists them.
notation 4. Learners write an exercise in their books
individually.

concepts.
to:---Compare Identifyin syllabus Intro: Recap of the previous lesson.
places) decimals grade-7 Dev: 1. The facilitator explains and demonstrates on
numbers using Reading Watches comparing decimals numbers on the chalkboard. 2.
Comparison <, > or = Page 39
Learners in groups compare given decimal numbers
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
s -differentiate while the facilitator assists them. 3. Learners give

decimals feedback from their groups while the facilitator assists
Comparing them.
decimal
numbers 4. Learners write an exercise in their books
individually.

concepts.
to:---Rounding Identifyin syllabus Intro: Recap of the previous lesson.
places) off decimals to grade 3-7 Dev: 1. The facilitator explains and demonstrates on
a degree of Reading Watches rounding off decimals on the chalkboard. 2. Learners
Estimation accuracy Page 39
in groups round off given decimals to the nearest unit
Rounding and tenth while the facilitator assists them. 3. Learners
off decimals give feedback from their groups while the facilitator
assists them.

individually.

concepts.
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
-Decimals g Charts
Numbers grade 3-7 1. Class discussion of concepts taught during the week.
Answer at least
Concept: - g 2. Learners answer oral questions from the facilitator
All concepts questions given
taught on correctly. 2. Learners write revision test in their books
the above individually.
topic.
-Revision
questions
Weekly aim(s): 3.2 To help learners to acquire and apply mathematical concepts and skills and use them as tools in study, work, leisure and everyday
transactions through use of technology
8 NUMBER During the Relating Mathema Chart Assumed knowledge: Learners know percentages.
lesson learners Writing tics
06/3/2 Percentage should be able Junior Work Intro: Recap of the previous lesson.
0 to:---Express Identifyin syllabus Cards
Conversion g Dev: 1. The facilitator explains and demonstrates on
Lesso 0f fractions fraction as grade-7 Flash cards converting percentages to fractions and vice versa on
n1 to percentages and Reading the chalkboard. 2. Learners in groups write given
vice versa Page 39 Watches
percentages fractions in percentages while the facilitator assists
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
-Converting them. 3. Learners give feedback from their groups

percentages while the facilitator assists them.

individually.

concepts.
Lesso NUMBER During the Relating Mathema Chart Assumed knowledge: Learners know percentages.
Percentage should be able Junior Work Intro: Recap of the previous lesson.
Identifyin Cards
Conversion to:---Change g
syllabus Dev: 1. The facilitator explains and demonstrates on
one quantity/ grade-7 Flash cards expressing one quantity and amount as percentages of
-Expressing amount as a Reading another on the chalkboard. 2. Learners in groups
quantity as percentage of Page 39 Watches express given quantities and amounts as percentages
percentages. another. while the facilitator assists them. 3. Learners give
feedback from their groups while the facilitator assists
them.

individually.

concepts.
Lesso NUMBER During the Relating Mathema Chart Assumed knowledge: Learners know percentages
n3 lesson learners tics
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
Percentages should be able Writing Junior Work Intro: Learners change different fractions to
to:---represent syllabus Cards percentages.
Digramatisi percentages on Identifyin grade 3-7
ng diagrams g Flash cards Dev: 1. The facilitator explains and demonstrates on
percentages Page 39 how to represent percentages on diagrams on the
Reading diagrams chalkboard. 2. Learners in groups make diagrams
Representin while the facilitator assists them. 3. Learners give
g feedback from their groups while the facilitator assists
percentages them.
on diagrams
individually.

concepts.
Percentages should be able Junior Work Intro: Recap of the previous lesson.
to:---Convert Identifyin syllabus Cards
Conversion g Dev: 1. The facilitator explains and demonstrates on
simple fractions grade-7 Flash card coversion of fractions to percentage on the chalkboard.
Converting to percentage Reading 2. Learners in groups convert fractions to percentage
fractions to and vice versa Page 39
while the facilitator assists them. 3. Learners give
simple feedback from their groups while the facilitator assists
fractions them.
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
individually.

concepts.
Percentages should be able Junior Work Intro: Recap of the previous lesson.
Identifyin Cards
Illustrations to:---discuss use g
syllabus Dev: 1. Learners discuss on the use of percentages in
of percentage in grade-7 Flash cards life situation such as percentage number of animals
The use of life situation Reading while the facilitator assists them. 2. Learners in groups
percentage Page 39
find percentage of different animals in the village while
in life the facilitator assists them. 3. Learners give feedback
situation from their groups while the facilitator assists them.

individually.

concepts.
- g Charts
Percentages grade 3-7 1. Class discussion of concepts taught during the week.
Answer at least
half of the Identifyin
2. Learners answer oral questions from the facilitator
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
Concept: - revision test g Page 39 on learned concepts.

questions given
All concepts correctly. 2. Learners write revision test in their books
taught on individually.
the above
topic. 3. Revision and recap of written work.
-Revision Con. Revision of written and recap of concepts

test
questions
Weekly aim(s): 3.4 To help learners to develop an inquiring mind through child centred approaches
9 OPERATI During the Adding Mathema Chart Assumed knowledge: Learners have done addition
ONS lesson learners Writing tics before.
13/3/2 should be able Junior Work Cards
0 Addition of to:--- Counting syllabus Intro: The facilitator tells some addition problem to
whole Flash cards learners.
Lesso Demonstrate an Reading grade-7
numbers understanding Counters
n1 Page 40 Dev: 1. The facilitator pose addition problems to
Addition of basic learners. 2. Learners solve problems given on the
Abacuses
addition facts. chalkboard while the facilitator assists them. 3.
-whole Learners in groups solve problems given on addition
numbers while the facilitator assists them.
whose sum
is less than 4. Learners give feedback from their groups while the
or equal to facilitator assists them.
1000 000
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
individually.

concepts.
Lesso OPERATI During the Adding Mathema Chart Assumed knowledge: Learners have done addition
n2 ONS lesson learners Writing tics before.
should be able Junior Work Cards
Addition of to:--- Counting syllabus Intro: The facilitator tells some addition problem to
Reading grade-7
numbers Add with Counters
(whose sum carrying. Page 39 Dev: 1. The facilitator explains and demonstrates on
is less than Abacuses addition with carrying on the chalkboard. 2. Few
or equal to learners solve given addition with carrying problems
1000 000) on the chalkboard while the facilitator assists them. 3.
Learners in groups solve problems given on addition
Addition with carrying while the facilitator assists them. 4.
-Adding facilitator assists them.
with
carrying 5. Learners write an exercise in their books
individually.

concepts.
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
Addition of to:--- Counting syllabus Work Cards Intro: The facilitator tells some addition problem to
whole grade-7 learners.
numbers add measures. Reading Flash cards
(whose sum Page 40 Dev: 1. The facilitator explains and demonstrates on
Counters addition of measures on the chalkboard. 2. Few
is less than
or equal to Abacuses learners solve given addition of measures problems on
1000 000) the chalkboard while the facilitator assists them. 3.
Addition of measures while the facilitator assists them. 4.
- facilitator assists them.
commutativ
e and 5. Learners write an exercise in their books
accumulativ individually.
e law
concepts.
Reading grade-7
numbers Use the Counters
(whose sum association and Page 39 Dev: 1. The facilitator explains and demonstrates on
is less than commutative Abacuses addition using association and commutative laws on
or equal to laws the chalkboard. 2. Few learners solve given addition
1000 000) problems using association and commutative laws on
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
Addition the chalkboard while the facilitator assists them. 3.

-Association using association and commutative laws while the
and facilitator assists them. 4. Learners give feedback
Commutativ from their groups while the facilitator assists them.5.
e laws Learners write an exercise in their books individually.

concepts.
Reading grade 3-7
numbers Use addition to Counters
(whose sum solve real life Page 40 Dev: 1. The facilitator pose addition problems to
is less than situation. Abacuses learners. 2. Learners solve problems given on the
or equal to chalkboard while the facilitator assists them. 3.
1000 000) Learners in groups solve problems given on addition
Addition
-Associative facilitator assists them.
and
accumulativ 5. Learners write an exercise in their books
e laws individually.
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE

concepts
Lesso Revision Ex During the Explainin Mathema Chart Assumed knowledge: learners are able to answer
Topics: should be able Junior Work Cards
Describin Intro: Recap of concepts taught during the week.
Operations: to:- g
syllabus Flash cards
Addition Answer at least Counters
Concept: - revision test Abacuses on learned concepts.
questions given
All concepts 2. Learners write revision test in their books
correctly.
the above

test
questions
10 OPERATI During the Adding Mathema Chart Assumed knowledge: Learners have done addition
0 Subtraction to:--- Counting syllabus Intro: The facilitator tells some addition problem to
of whole
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
Lesso numbers(0 – Demonstrate Reading grade-7 Flash cards learners.

n1 1000 000) subtraction.
Page 40 Counters Dev: 1. The facilitator explains and demonstrates on
Subtraction subtraction of whole numbers on the chalkboard. 2.
Abacuses Few learners solve given subtraction problems on the
-Subtraction chalkboard while the facilitator assists them. 3.
of whole Learners in groups solve problems given on
numbers. subtraction while the facilitator assists them. 4.
facilitator assists them.5. Learners write an exercise in
their books individually on subtraction.

concepts.
Lesso OPERATI During the Adding Mathema Chart Assumed knowledge: Learners have done subtraction
Subtraction to:--- Counting syllabus Intro: The facilitator tells some addition problem to
of whole Flash cards learners.
Reading grade-7
numbers(0 – Subtract by Counters
1000 000) decomposition Page 43 Dev: 1. The facilitator explains and demonstrates on
Abacuses subtraction of whole numbers on the chalkboard. 2.
Subtraction Few learners solve given on subtraction problems on
the chalkboard while the facilitator assists them. 3.
-Subtraction Learners in groups solve problems given on
by subtraction while the facilitator assists them. 4.
decompositi Learners give feedback from their groups while the
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
on facilitator assists them.5. Learners write an exercise in


concepts.
Subtraction to:--- Counting syllabus Intro: The facilitator tells some addition problem to
Reading grade-7
numbers(0 – Subtract given Counters
1000 000) whole numbers Page 40 Dev: 1. The facilitator explains and demonstrates on
by equal Abacuses subtraction of whole numbers on the chalkboard. 2.
Subtraction addition. Few learners solve given subtraction problems on the
chalkboard while the facilitator assists them. 3.
-Subtraction Learners in groups solve problems given on
by equal subtraction while the facilitator assists them. 4.
addition Learners give feedback from their groups while the
facilitator assists them.5. Learners write an exercise in

concepts.
Subtraction Intro: The facilitator tells some addition problem to
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
of whole to:--- Counting syllabus Flash cards learners.

numbers(0 – grade-7
1000 000) Subtract Reading Counters Dev.: 1. The facilitator explains and demonstrates on
measures, to Page 43 subtraction of measures on the chalkboard. 2. Few
Subtraction solve at least Abacuses learners solve given subtraction of measures problems
half of at given on the chalkboard while the facilitator assists them. 3.
-Subtraction problems Learners in groups solve problems given on
of measures correctly. subtraction of measures while the facilitator assists
them. 4. Learners give feedback from their groups
while the facilitator assists them.5. Learners write an
exercise in their books individually on subtraction.

concepts.
Subtraction to:--- Counting syllabus Intro: The facilitator tells an addition problem to
Reading grade-7
numbers(0 – Subtract Counters
1000 000) measures, to Page 43 Dev: 1. The facilitator explains and demonstrates on
solve at least Abacuses subtraction of measures on the chalkboard. 2. Few
Subtraction half of at given learners solve given subtraction of measures problems
on the chalkboard while the facilitator assists them. 3.
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE


concepts.
Lesso Revision Ex During the Explainin Mathema Chart Assumed knowledge: learners are able to answer
Topics: should be able Junior Work Cards
Describin Intro: Recap of concepts taught during the week.
Operations: to:- g
syllabus Flash cards
Subtraction Answer at least Counters
Concept: - revision test Abacuses on learned concepts.
questions given
correctly.
the above

test
questions
11 OPERATI During the Adding Mathema Chart Assumed knowledge: Learners have done subtraction
0 Subtraction to:--- Counting syllabus Intro: The facilitator tells an addition problem to
of whole
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
Lesso numbers(0 – Subtract Reading grade-7 Flash cards learners.

n1 1000 000) measures, to
solve at least Page 43 Counters Dev: 1. The facilitator explains and demonstrates on
Subtraction half of at given subtraction of measures on the chalkboard. 2. Few
Abacuses learners solve given subtraction of measures problems
-Subtraction problems on the chalkboard while the facilitator assists them. 3.
of measures correctly. Learners in groups solve problems given on
subtraction of measures while the facilitator assists

concepts.
Subtraction to:--- Counting syllabus Intro: The facilitator tells an addition problem to
Reading grade-7
numbers(0 – Subtract Counters
1000 000) measures, to Page 39 Dev: 1. The facilitator explains and demonstrates on
solve at least Abacuses subtraction of measures on the chalkboard. 2. Few
Subtraction half of at given learners solve given subtraction of measures problems
on the chalkboard while the facilitator assists them. 3.
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE


concepts.
Lesso Revision Ex During the Counting Mathema Chart Assumed knowledge: learners are able to answer
n2 lesson learners tics revision test questions.
Topics: should be able Identifyin Junior Work Cards
to:- g syllabus Intro: Recap of concepts taught during the term.
Number Flash cards
Writing grade 3-7 1. Class discussion of concepts taught during the term.
Operations: Answer at least Counters
half of the Page 38- 2. Learners answer oral questions from the facilitator
Concept: - revision test 40 Abacuses on learned concepts.
questions given
correctly.
the above
topics. 3. Revision and recap of written work.

test
questions
Revision Ex During the Counting Mathema Chart Assumed knowledge: learners are able to answer
lesson learners tics revision test questions.
Lesso
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
n3 Number Answer at least Writing grade 3-7 Flash cards 1. Class discussion of concepts taught during the term.
half of the
Operations: revision test Page 38- Counters 2. Learners answer oral questions from the facilitator
questions given 40 on learned concepts.
Concept: - Abacuses
correctly. 2. Learners write revision test in their books
taught on
topics.
-Revision
test
questions
Number Flash cards
questions given
correctly.
the above
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE

test
questions
Number Flash cards
questions given
correctly.
the above

test
questions
Number Flash cards
Answer at least
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
Operations: half of the Page 38- Counters 2. Learners answer oral questions from the facilitator
revision test 40 on learned concepts.
Concept: - questions given Abacuses
taught on
topics.
-Revision
test
questions
12 Revision Ex During the Counting Mathema Chart Assumed knowledge: learners are able to answer
lesson learners tics revision test questions.
03/4/2 Topics: should be able Identifyin Junior Work Cards
0 to:- g syllabus Intro: Recap of concepts taught during the term.
Number Flash cards
Lesso Writing grade 3-7 1. Class discussion of concepts taught during the term.
n1 half of the Page 38- 2. Learners answer oral questions from the facilitator
questions given
correctly.
the above
topics.
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE

test
Number Flash cards
questions given
correctly.
the above

test
questions
Number Flash cards
Answer at least
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
Operations: half of the Page 38- Counters 2. Learners answer oral questions from the facilitator
revision test 40 on learned concepts.
Concept: - questions given Abacuses
taught on
topics.
-Revision
test
questions
Number Flash cards
questions given
correctly.
the above

test
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
questions
Number Flash cards
questions given
correctly.
the above

test
questions
Number Flash cards
Concept: - revision test 40 Abacuses
GRADE 6 SCHEME 2020

CONTENT S
REFERENCE
All concepts questions given on learned concepts.

taught on correctly.
the above 2. Learners write revision test in their books
topics. individually.

questions
GRADE 6 SCHEME 2020

Sungas 6 Scheme t1 2020

Uploaded by

Document Information

Original Description:

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Sungas 6 Scheme t1 2020

Uploaded by

Copyright:

Available Formats

WK TOPIC/ OBJECTIVES COMPETENCIE RESOURCES, MEDIA TEACHING/ LEARNING ACTIVITIES/ METHODS EVALUATION

GRADE 6 SCHEME 2020

G&C 1×30 min

SCIENCE AND TECHNOLOGY ……………………………………………………….....5

VISUAL AND PERFORMING ARTS …………………………………………………..73

HERITAGE STUDIES ………………………………………………………………….....105

GUIDANCE AND COUNCELLING.....................................................210

INDIGENOUS LANGUAGE ……………………………………………………….....217

GRADE 6 SCHEME 2020

LEARNING AREA: JUNIOR SCIENCE AND TECHNOLOGY

GRADE 6 SCHEME 2020

CON:Learners answer oral questions from the

GRADE 6 SCHEME 2020

reproductive label male while the facilitator assists them.

CON:Learners answer oral questions from the

4. Learners write exercises in their books while the

GRADE 6 SCHEME 2020

Con:Revision of written work and recap of

GRADE 6 SCHEME 2020

natural and s grade with the facilitator

4. Individual written work

Con:Revision of written and recap of concepts

4. Learnersgive feedback from their groups findings

GRADE 6 SCHEME 2020

while the facilitator assists them.

5. Individual written work

Con:Revision of written and recap of concepts

5. Individual written work

Con:Revision of written work and recap of

GRADE 6 SCHEME 2020

Con:Learners answer oral questions.

GRADE 6 SCHEME 2020

Conclusion revision of work written

4. Learnersgive feedback from their groups findings

5. Class discussion on findings from groups.

Con:Learners answer oral questions from the

GRADE 6 SCHEME 2020

Step 3 Revision of written work and recap of

Conclusion revision of work written

GRADE 6 SCHEME 2020

various Con:Revision of written work and recap of

GRADE 6 SCHEME 2020

GRADE 6 SCHEME 2020

14/02/ MATERIAL lesson Describing Science Local materials.

GRADE 6 SCHEME 2020

GRADE 6 SCHEME 2020

GRADE 6 SCHEME 2020

S.C: hydrogen in 5. Individual written work

GRADE 6 SCHEME 2020

GRADE 6 SCHEME 2020

S.C: -list 4. Learners give feedback from their group findings

GRADE 6 SCHEME 2020

2 and ES difference Identifying logy Tools machines.

5. Individual written work

Con: Learners answer oral questions

GRADE 6 SCHEME 2020

of different while the facilitator assists them.

Con: Learners answer oral questions

Con: Learners answer oral questions

GRADE 6 SCHEME 2020

Con: Learners answer oral questions

GRADE 6 SCHEME 2020

huts and -make models Page huts and houses