ZIMBABWE

MINISTRY OF PRIMARY AND SECONDARY EDUCATION

PHYSICAL EDUCATION SYLLABUS

INFANT SCHOOL LEVEL

(Early Childhood Development to Grade 2)

(2015 – 2022)

Curriculum Development Unit © All rights reserved

P.O. Box MP 133 2015
MOUNT PLEASANT
HARARE

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

 The Physical Education National Syllabus Panel

 Zimbabwe School Examinations Council (ZIMSEC)
 Publishers
 United Nations Children’s Fund (UNICEF)

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CONTENTS
TOPIC PAGE
Acknowledgements…………………………………………………………………………………….. i
Contents …………………………………………………………………………………………………… ii
Preamble……………………………………………………………………………………………………. 1
Introduction……………………………………………………………………………………... 1
Rationale…………………………………………………………………………………………. 1
Summary of content………………………………………………………………………… 1
Methodology…………………………………………………………………………………… 2
Time Allocation………………………………………………………………………………… 2
Assumptions…………………………………………………………………………………….. 3
Cross cutting themes………………………………………………………………………… 3
Syllabus presentation………………………………………………………………………………….. 3
Aims…………………………………………………………………………………………………………… 4
Objectives…………………………………………………………………………………………………... 4
Topics………………………………………………………………………………………………………… 5
Scope and sequence……………………………………………………………………………………. 6
Human Body……………………………………………………………………………………… 6
My Body………………………………………………………………………………… 6
Safety and Health………………………………………………………………………………. 6
Safety……………………………………………………………………………………… 6
Health……………………………………………………………………………………… 6
Balances………………………………………………………………………………………………. 7
Weight Bearing………………………………………………………………………… 7
Movement/ Locomotion……………………………………………………………………… 7
Elementary Movement……………………………………………………….……. 7
Coordination …………………………………………………………………………………… 8
Aquatic Skills……………………………………………………………………………………. 8
Water familiarisation and safety..………………………………………….. 8

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 Floating……………………………………………………………………………….. 8
Stroking…………………………………………………………..…………………… 8
Play and Game Skills………………………………………………………………………… 9
Receiving……………………………………………………………………………… 9
Sending………………………………………………………………………………… 9
Traveling……………………………………………….…………………………….. 9
Kids Athletics…………………………………………………………………………………… 10
Running………………………………………………………………………………… 10
Throwing……………………………………………………………………………… 10
Jumping………………………………………………………………………………… 10
Content matrix…………………………………………………………………………………………….. 11
Human Body……………………………………………………………………………………… 11
Safety and Health………………………………………………………………………………. 12
Balances………………………………………………………………………………………………. 13
Movement/ Locomotion……………………………………………………………………… 14
Coordination ……………………………………………………………………………………. 15
Aquatic Skills……………………………………………………………………………………... 16
Play and Game Skills…………………………………………………………………………… 17
Kids Athletics…………………………………………………………………………………… 18
Assessment………………………………………………………………………………………………… 20
Assessment objectives…………………………………………………………………..…… 20
Scheme of assessment……………………………………………………………………… 21
Specification grid……………………………………………………………………………… 23

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1.0 PREAMBLE

1.1 Introduction

This Physical Education Syllabus is designed for Infant Learners (Early Childhood Development – Grade 2). It provides
core study areas for Physical Education. The syllabus is designed to ensure access to a Physical Education Curriculum
regardless of gender, race, religion, handicap and learners’ current level of Physical Education performance. It also saves
as a base on which to build the learner’s enterprising skills.

The syllabus promotes the development of psychomotor skills and techniques as well as ensuring that leaners develop
socially, physically, emotionally, morally and cognitively. It serves as a firm foundation for all Physical Education learning
experiences. This syllabus also acts as a pathway for entry into Junior School Physical Education Studies.

Please note: Learners at this stage still have soft bones susceptible to green stick fractures therefore safety
precautions are a pre requisite.

1.2 Rationale

Physical Education plays an important role in the total development of the learner. Through Physical Education, learners
acquire the knowledge, skills, right attitudes and values towards the pursuit of a lifelong physically active and healthy
lifestyle. Physical Education provides a platform and valuable opportunities to develop self- management skills.

1.3 Summary of Content

The Infant School Physical Education syllabus will cover theory and practical activities in human body, safety and health,
balances, locomotion/movement, coordination, aquatics skills, play and game skills and kids-athletics.

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1.4 Methodology
Suggested Methodology
The methods suggested below overlap, mutually supportive and not exhaustive. They all allow or enhance a natural
exploration process. Engagement of resource persons is encouraged.
 Demonstration
 Discovery / guided discovery
 Problem solving
 Experimentation
 Discussion
 Word games/puzzles
 Quizzes, poems and rhymes
 Telling and listening to stories
 Song and dance
 Role play, drama and animation
 Simulation and questioning
 Group projects
 Educational tours
 Command
 Reciprocal

1.5 Time Allocation

Early Childhood Development: to receive five 20 minute periods per week
Grade 1 and 2: to receive five 30 minute periods per week

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 Infants need this time, for it is at this stage that learners develop and acquire most of the basic Physical Education skills.
These skills lay a foundation for socialisation, teamwork and collaboration which are the fundamental principles for
participation in individual performance or team activities.

1.6 Assumptions
The syllabus assumes that leaners:

 like physical activities such as rolling, throwing, catching jumping and skipping
 enjoy manipulating objects
 enjoy playing in groups
 adore playing with water
 respond to given stimuli
 are able to make use of Information and Communication Technology and e-learning tools.

1.7 Cross- Cutting Themes

In order to foster competency development for further studies, life and work, the following cross-cutting priorities have to be
taken into consideration in the teaching and learning of Physical Education:
 Gender
 Children’s Rights
 Disaster risk management
 Sexuality, HIV and AIDS
 Information Communication Technology tools

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  Child Protection
 Heritage Studies
 Collaboration
 Environmental Issues

3.0 Syllabus Presentation

This Infant School Physical Education Syllabus is in the form of one document. The topics are set in a progressive manner from
ECD to Grade 2. The syllabus caters for learners in the Infant School Level. (Early Childhood Development to Grade 2)

4.0 AIMS
The syllabus aims to help learners to:
4.1 make informed decisions about health, safety and well being
4.2 develop basic Physical Education related skills
4.3 acquire team building skills, confidence and self esteem
4.4 inculcate aesthetic awareness of beauty in motion
4.5 develop an appreciation of diverse cultural values of Zimbabwean society
4.6 foster a collective spirit based on Zimbabwean norms and values ( Unhu/ Ubuntu)
4.7 provide learners with a sense of fun, enjoyment and entertainment
4.8 develop a sense of fair play, achievement and self-awareness
4.9 establish a firm foundation for further studies in Physical Education

5.0 SYLLABUS OBJECTIVES

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 By the end of the Infant School cycle, learners should:

5.1 identify different parts of the human body

5.2 apply principles and rules of safety and responsibility related to themselves, others, equipment and facilities
5.3 demonstrate an understanding of the link between physical activity and optimum health.
5.4 explore a variety of balancing skills
5.5 demonstrate coordination of body parts
5.6 demonstrate personal competences in athletic skills such as running, jumping and throwing
5.7 acquire social skills related to the cultural values of a Zimbabwean society
5.8 exhibit a sense of accomplishment and enjoyment through a variety of activities
5.9 demonstrate improvement in flexibility, strength and endurance
5.10 execute basic aquatic skills
5.11 demonstrate team work, sportsmanship and honesty (fair play)

6.0 TOPICS
6.1 Human Body
6.1 Safety and Health
6.2 Balances
6.3 Locomotion/movement

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 6.4 Coordination
6.5 Aquatics skills
6.6 Play and game skills
6.7 Kids Athletics

7.0 SCOPE AND SEQUENCE

7.1 TOPIC 1: HUMAN BODY

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SUB-TOPIC ECD ECD ‘A’ ECD ‘B’ GRADE 1 GRADE 2
My body
 Different  External and internal t  Different parts of  Different parts of Different parts of
parts of the parts of the human body the human body the human body, the human body,
human body and their functions and care functions and care
 Human beings are of
functions
different sexes  Human beings are Human beings are
 Human beings are of different sexes of different sexes
of different sexes

7.2 TOPIC 2: SAFETY AND HEALTH

SUB-TOPIC ECD ECD ‘A’ ECD ‘B’ GRADE 1 GRADE 2

Safety
 safety rules  safety rules  Safe handling and  Rules and  Rules and
- with self and - with self and use of apparatus regulations on
use of
regulations on
use, storage and
others others  safety rules
apparatus care of apparatus
- playing area - playing area - with self and
 safety rules  safety rules
others
- playing area
- with self and - with self and
others others
- playing area - playing area
- with
paraphernalia
Health - - -
 keep healthy and  Play to keep Play to keep Play and Play and exercise
fit healthy and fit healthy and fit exercise to keep to keep healthy
 Healthy food - Eat healthy healthy and fit and fit
 Personal and - - Eat healthy - Eat healthy
 Personal and Personal and
environmental
environmental environmental - Eating habits - Personal and
hygiene hygiene
hygiene - Personal and environmental
hygiene

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 environmental
hygiene

7.3 TOPIC 3: BALANCING

SUB-TOPIC ECD ECD ‘A’ ECD ‘B’ GRADE 1 GRADE 2
Weight bearing
 Solo balances  Basic general  Basic general  Balance on or  Balance on
- In pairs balances balances with prescribed

 Moderate
- Individually - In pairs
- in groups
prescribed
apparatus
apparatus

motor skills - In pairs - on apparatus

 Balancing and
- In groups  Balancing and creating
 Balancing and
 Moderate motor creating enhanced shapes
creating shapes
prescribed and formations
skills and formations.
shapes and
 Moderate motor formations
 Moderate motor
- skills  Weight transfer skills
 Moderate motor
skills

7.4 TOPIC 4: MOVEMENT/ LOCOMOTION

SUB-TOPIC ECD ECD ‘A’ ECD ‘B’ GRADE 1 GRADE 2
Elementary
Movement
 Free movement One time motion  One time  One time motion in  One time motion in
motion in response to response to stimuli response to stimuli
 Free movement Continuous stimuli
with apparatus motion  Continuous motion for  Continuous motion
 Continuous speed, direction, space for speed, direction,
motion for speed, and rhythm space and rhythm
direction, space and
rhythm
 Movement on  Movement on
different body parts different body parts

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  moving with/on  moving with/on
apparatus apparatus

7.5 TOPIC 5: COORDINATION

SUB-TOPIC ECD ECD ‘A’ ECD ‘B’ GRADE 1 GRADE 2
Coordination
Elementary Basic concepts of  Basic concepts Basic concepts of Basic concepts of
skills of coordination such as of coordination coordination in coordination in
coordination in walking, throwing in relation to relation to balance relation to balance and
and catching balance and and weight transfer weight transfer
weight transfer
Skills of coordination Coordination in
with apparatus relation to formations
and stimuli

7.6 TOPIC 6: AQUATIC SKILLS

SUB-TOPIC ECD ECD ‘A’ ECD ‘B’ GRADE 1 GRADE 2

Water
familiarization
 Aquatic safety  Aquatic safety  Aquatic safety  Aquatic safety  Aquatic safety
and safety  Safe entry, play  Safe entry, play  Safe entry, play,  Safe entry, play,  Safe entry, play,
and exit and exit submerge and submerge and submerge and
exit exit exit
Floating
 Assisted float  Assisted float  Floating with  Floating with/  Floating with/
minimal/ without without
Stroking without apparatus apparatus
assistance

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  Splashing and  Splashing and  Gliding,  Gliding,
scrambling scrambling  Gliding, splashing splashing, splashing,
and scrambling scrambling and scrambling and
stroking stroking

7.7 TOPIC 7: PLAY AND GAME SKILLS

SUB-TOPIC ECD ECD ‘A’ ECD ‘B’ GRADE 1 GRADE 2

Receiving
 receiving  basic receiving  receiving using  receiving from  receiving from
apparatus with skills from two multiple multiple multiple
hands and feet dimensions dimensions dimensions directions
 receiving using  receiving using  receiving using
equipment equipment equipment
Sending
 throwing and  throwing, kicking
 throwing, kicking  throwing, kicking  sending skills
kicking and striking from
and striking with and striking with with a variety of
two dimensions
or without or without directions
apparatus using apparatus using
multiple multiple
Travelling dimensions dimensions

 Chasing  moving with or

 moving with or  moving with or  moving with or
without apparatus
without without without
 dodging apparatus for apparatus for apparatus for
speed, space, speed, space, speed, space,
distance and distance, height, distance, height,
direction positioning and shielding,

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 direction positioning and
direction

7.8 TOPIC 8: KIDS’ ATHLETICS

SUB-TOPIC ECD ECD ‘A’ ECD ‘B’ GRADE 1 GRADE 2

Running
 Free running  High knee running  Controlled running  Shuttle relay Bend running and
on the balls of the in random running for a obstacle clearing
feet directions distance of 50m
Running on the
 Running on the  Running on the balls of the feet,
balls of the feet balls of the feet,
and lifting knees lifting knees and
bending elbows
lifting knees and
bending elbows
following the
opposite arm,
opposite leg action
Throwing
 Free throwing  Target throw for  Target throw for  Rotational Rotational

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 distance distance and throwing throwing for
height distance

 Knee throw  Whole body Rotational

throwing throwing for
accuracy
Jumping
 Free jumping  Guided jumping  Two foot jump in  Sideways jumping Forward squat
one direction over obstacles jump (leaping) for
 Hoping and
distance
standing jumps
 Two foot jumping  Continuous single
skills in all and double footed Hopping , cross
directions jumps using a rope hopping and
continuous
jumping

8.0 CONTENT MATRIX

TOPIC 1: HUMAN BODY

SUB-TOPIC OBJECTIVES: CONTENT SUGGESTED ACTIVITIES SUGGESTED

Learners should RESOURCE
be able to: MATERIALS
My body
Identify and  Different parts of the  Singing, rhymes and  Cut out pictures
name parts of human body playing games while naming
human body body parts for example “ Head
 Manipulative and
 External and internal
and Shoulders, Knees and Toes”
Block play area
Discuss parts of the human body
 Songs and
functions of the  Identifying and naming
rhymes

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 different parts parts of the human body
of the human
 Charts with
body
 Human beings are of  Counting body parts human body
different sexes
Care for their  Drawing the human body  Music and dance
body parts
 Different parts of the
 Describing body parts and  Dolls,
human body and their
Differentiate functions some of their functions
 mirrors,
between males  Matching the body parts
 pictures
and females
 Different parts of the and their functions using
human body, functions
pictures  puzzles
Distinguish and care  Discussing and  clay and play
between left and demonstrating care of body dough
right
 Left and right parts
 Crayons for
orientation  Identifying boys and girls colouring
in the classroom
 Poems
 Sorting pictures according
to sex  Books

 Fitting jigsaw puzzles of  Paper glue

male and females  Magazines
 Modelling a human body  Papier- Mache
 Role playing left and right  Electronic
orientation gadgets
 Beads
 Resource person

TOPIC 2: SAFETY AND HEALTH

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SUB-TOPIC OBJECTIVES: CONTENT SUGGESTED ACTIVITIES SUGGESTED RESOURCE
Learners should be MATERIALS
able to:
Safety
 Identify  safety rules with playing  Identifying, naming  mats
hazardous objects in area and classifying objects as
and around the hazardous and non-
 equipment within
the ECD play centre
environment. hazardous
 Discuss play  Collecting litter
 tyres
area safety rules around the environment  hula hoops
 Formulate safety  safety rules with self and

rules and regulations others
Suggesting safety  cones
rules pertaining to Physical
to be followed with
 Safe handling and use of Education  skittles and cones
or without  age appropriate and safe
apparatus
paraphernalia  Listing safety rules equipment
 Demonstrate various  Rules and regulations on pertaining to t Physical  Resource person
ways of caring for use, storage and care of Education.
the environment. paraphernalia
 Discussing various
ways of caring for the
apparatus
Health
 exercise daily Play to keep healthy and fit  Participating in loco-  Slides
to maintain physical motor activities such as
fitness and mental
Play and exercise to keep walking, running, jumping,
 Swings
healthy and fit
health leaping, hopping, skipping  Monkey bars
Healthy food  Demonstrating axial  Pictures
 exercise daily Personal and movements activities such
to enhance muscular environmental hygiene as bending, stretching,  Models of tooth
development, lifting and twisting brushes
strength and body Eating habits 
 Sliding on the slides Paper
coordination 

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  Swinging  Toothpaste
 explain the
 Practising different  Water
dangers of poor
activities while enjoying the
hygiene practices
fresh air and sunshine.
 Brushes

 Aerobic Dances
 Books with songs
and stories
 name healthy  Dramatising
and unhealthy foods consequences of good and
 Resource person
bad eating habits  Poems
 identify good  Discussing the  Rhymes
eating habits importance of a clean
environment  Charts on health
issues
  Discussing health
related pictures  Audio tapes

 Discussing ways of  Puppets

caring for the body.  Food samples
  Household tools
 Skipping
 See saws
 Spring boards
 Locally available
resources such as ashes
for sanitation

TOPIC 3: BALANCES
SUB TOPIC OBJECTIVES: CONTENT SUGGESTED ACTIVITIES SUGGESTED RESOURCE
Learners should MATERIALS

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 be able to:
Weight bearing
 balance on Solo balances  balancing on
different points
Moderate motor skills various points  sticks

Basic general balances:  One point  mats

 balance on
 Two points  equipment within the
apparatus  In pairs ECD play centre
 In groups  Three points
 transfer and
 Four points
 tyres
bear weight  on apparatus  hula hoops
 Balancing and creating shapes and  Five points
formations.
 Six points
 skittles and cones
Balance on or with  transfer and bear  improvised age
prescribed apparatus appropriate safe equipment
weight through
Balancing and creating prescribed balancing on each
shapes and formations other, matching
balances, linked
Weight transfer balances in pairs or
Balancing and creating enhanced groups
shapes and formations

TOPIC 4: MOVEMENT/ LOCOMOTION

TOPIC OBJECTIVES: CONTENT SUGGESTED SUGGESTED RESOURCE

Learners should be ACTIVITIES MATERIALS
able to:
Elementary In response to a
movement
move from point A to  Free movement
stimulus learners
 hula hoops
point B under given
instruction
 Free movement with would be:  skipping ropes

move from point A to

apparatus  moving in any  tyres
 One time motion direction with

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 point B with and on contrasting qualities
apparatus to a given
 Continuous motion
(heavy and light)
 drums
direction  One time motion in
 walking,
 jingles
move from point A to response to stimuli running, jumping,  sticks
point B in response to  Continuous motion for rolling, skipping
 recorded music
stimuli speed, direction, space and without or with
rhythm apparatus  mats
 Movement on different  travelling on  equipment within
body parts hands and on feet the ECD play centre
 moving with/on apparatus  moving  improvised age
apparatus appropriate safe
 moving on equipment
apparatus  Resource person
rolling in different
ways

TOPIC 5: COORDINATION

SUB-TOPIC OBJECTIVES CONTENT SUGGESTED ACTIVITIES SUGGESTED

Learners should be RESOURCE
able to: MATERIALS

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Coordination  Elementary skills of
 execute
coordination
movements in a
sequence with ease
 Basic concepts of
coordination such as in
 link weight bearing
walking, throwing and
with transfer
catching
 perform tasks at  Basic concepts of
varied speeds coordination in relation
to balance and weight
transfer
 Skills of coordination
with apparatus
 Coordination in relation
to formations and stimuli
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 object relaying balls
 passing and gentle tossing sand/ seed/ bean
 bouncing bags
 ball rolling ropes
 suspended ball activities  hula hoops
 throwing, aiming and spoons
receiving using various
equipment and apparatus
sticks
tins
 practising cross crawls
 coordination games such
pebbles
as: skittles and cones
 sack races coordination ladder
 ball-wall tossing medicine balls
 egg and spoon race improvised age
 three legged race appropriate safe
equipment
 nhodo/ igwini
Resource person
 chickens in the den
 Jumping activities
 changing over from one
balance to another
 using jumping jacks, music,
folk dances and animal
walks
 TOPIC 6: AQUATIC SKILLS

SUB-TOPIC OBJECTIVES: CONTENT SUGGESTED ACTIVITIES SUGGESTED

Learners should RESOURCE
be able to: MATERIALS
Water familiarization  Identifying sources of water
and safety
 Identify  Aquatic safety
 Blowing bubbles in water
 Charts on
water bodies. water bodies
 Safe entry, play and exit  Splashing water
 Recognise
 Assisted float
 Pushing table tennis balls  Outdoor
Floating water hazards using the nose, mouth, chin pursuits
 Practice
 Splashing and scrambling and forehead in water
 Pictures of
 Demonstrating wading in
safe water entry  Safe entry, play, submerge and
water
water bodies
and exit.
Stroking exit
 Picking coins in water  Float boards
 Demonstrat  Floating with minimal/  Treading in water  Coins
e water without assistance  Shaking hands under water
familiarization
 Gliding, splashing and
 Exchanging things under  Tyre tubes
drills water
scrambling  Lifebuoy
 Execute the 
correct breathing  Floating with/ without   Table tennis
system when apparatus  balls
under water  Gliding, splashing, scrambling  Ropes
and stroking
 Goggles
 Pool bouy
 Whistle
 Resource
person

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 TOPIC 7: PLAY AND GAME SKILLS

SUB TOPIC OBJECTIVES: CONTENT SUGGESTED ACTIVITIES SUGGESTED

Learners should be RESOURCE
able to: MATERIALS
Receiving
 Demonstrate  receiving apparatus with hands and  throwing and receiving to  Balls
proper receiving and feet self
sending techniques
 Buckets
 throwing and kicking  throwing against the wall
 Bats
 Chasing  bouncing and receiving
 Mitts
with/ without movement
Sending  basic receiving skills from two
 Sand/
dimensions  throwing and catching
seed/ bean
with partner
 throwing, kicking and striking from bags
two dimensions  throwing around in
 Resourc
groups forming various shapes
 moving with or without apparatus e person
 dodging
 collecting ball from
Travelling partner
 Execute correct  receiving using multiple dimensions
and safe techniques of  rolling to the wall and
moving with  receiving using equipment collecting
apparatus
 throwing, kicking and striking with or  sending using apparatus
without apparatus using multiple  cradling the ball to the
dimensions
chest with one/ two hands
 moving with or without apparatus for  striking suspended objects

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 speed, space, distance and direction
 receiving using equipment
 throwing, kicking and striking with or
without apparatus using multiple
dimensions
 moving with or without apparatus for
speed, space, distance, height, positioning
and direction
 sending skills in a variety of
directions
 moving with or without apparatus for
speed, space, distance, height, shielding,
positioning and direction
in any direction
 striking suspended
objects in specific direction
 Play traditional games like
igwini/ nhodo, dunhu, chute.
Ukhozi olubambayo, chinyama
changu, hwai hwai, tag game and
run and dodge,
 Moving from one place to
another with/ without an
apparatus
 Play games like the potato
race, seed/sand/ bean bag race,

TOPIC 8: KIDS’ ATHLETICS

SUB-TOPIC OBJECTIVES: CONTENT SUGGESTED ACTIVITIES SUGGESTED

Learners should be RESOURCE
able to: MATERIALS
Running
 Demonstrate  Free running  Running freely in various  cones
appropriate running directions within the marked
mechanics
 Free throwing
area
 skittles
Throwing
 Demonstrate correct  Free jumping  Performing forward  landing
mattresses
throwing techniques  High knee running on the balls squat jumps
 Engage in horizontal of the feet  Executing knee throws  Balls
Jumping
and vertical jumps  Target throw for distance  Buckets

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  Guided jumping  Throwing targets over a  Bats
 Develop basic jumping  Hoping and standing jumps
barrier
 Mitts
mechanics
 Controlled running in random
 Throwing targets using
 Sand/ seed/
the overhead backward throw
directions bean bags
 Running on the balls of the feet
 Throwing for distance,
 Skipping ropes
accuracy and height
and lifting knees
 Doing the rotational
 Wickets
 Target throw for distance and
throw  Foam wedges
height
 Knee throw
 Doing the shuttle run  Obstacles to
relay jump over
 Two foot jump in one direction
 Rope skipping  Soft rubber
 Two foot jumping skills in all  Cross hope rings
directions
 Going through the
 Medicine balls
 Shuttle relay running for a
 Rubber
distance of 50m  Speed ladder
chickens
 lifting knees and bending  Standing jumps
 Improvised
elbows
 Single and double foot safe age appropriate
 Rotational throwing jumps equipment
 Whole body throwing  Hoping, sideways  Relay buttons
jumping
 Sideways jumping over  Mini hurdles
obstacles  Single and double foot
 Resource
take off
 Continuous single and double person
footed jumps using a rope  Under arm throwing
 receiving from multiple  Over arm throwing
directions
 Stepping and throwing

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  receiving using equipment  Whole body throwing
 sending skills with a variety of  Jumping for distance and
directions height
 moving with or without
apparatus for speed, space,
distance, height, shielding,
positioning and direction
 Bend running and obstacle
clearing
 lifting knees and bending
elbows following the opposite
arm, opposite leg action
 Rotational throwing for
distance
 Rotational throwing for
accuracy
 Forward squat jump (leaping)
for distance
 Hopping , cross hopping and
continuous jumping

10. ASSESSMENT

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 ASSESSMENT OBJECTIVES

By the end of the Infant School cycle, learners should be able to:

10.1 Acquire knowledge and understanding of the health and safety aspects of Physical Education activities
10.2 Demonstrate the ability to analyse and improve their own performance and that of others in Physical Education
10.3 Apply and evaluate their skills in selected water based activities
10.4 Keep a clean environment to ensure safety
10.5 Demonstrate proper hand-eye and leg-eye coordination skills in carrying out given tasks.
10.6 Execute proper running, jumping and throwing techniques.
10.7 Identify and list the uses of different human body organs
10.8 Apply safety measures in all their daily activities
10.9 Identify and describe the ways that lead to a healthy life style
10.10 Execute balancing skills in various dimensions under varying settings
10.11 Apply basic movement skills in various ways with or without apparatus in relation to given tasks
10.12 Demonstrate the ability to use basic coordination skills in relation to given tasks

SCHEME OF ASSESSMENT

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The assessment will be continuous and based on achieving the learning outcomes for each topic and grade level. Learner profiling must
inform where the learner has made progress and areas for future development in relation to the objectives.

The Learner Profile Record must state the learner’s entry abilities and potential at every level in addition to concepts, skills and
knowledge the child has acquired or developed.

Infant School cycle Physical Education assessment will be based on 90% continuous assessment and 10% summative
assessment.

The syllabus’ scheme of assessment is grounded in the principle of equalisation of opportunities hence does not condone direct
or indirect discrimination of learners.

Arrangements, accommodations and modifications must be visible in both continuous and summative assessments to enable
learners with special needs to access assessments and receive accurate performance measurement of their abilities. Access
arrangements must neither give these learners an undue advantage over others nor compromise the standards being assessed.

Learners who are unable to access the assessments of any component or part of component due to disability (transitory or
permanent) may be eligible to receive an award based on the assessment they would have taken.

NB For further details on arrangements, accommodations and modifications refer to the assessment procedure booklet.
a) Continuous Assessment
Continuous assessment for Infant School cycle will consist of practical topic tasks, written tests, research project:
i) Practical Topic Tasks
These are activities that teachers use in their day to day teaching. These may include individual, pair and group tasks.

ii) Written Tests

These are tests set by the teacher to assess the Grade 1 and 2 learners on concepts covered during a given period of up to a
month. The tests should consists of short questions as well as structured questions.

iii) Research projects

These are guided projects which will be carried out by learners during the course of the study

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 Summary of Continuous Assessment Tasks
In Terms 1 to 11, candidates are expected to have done at least the following recorded tasks per term:
 2 Practical topic tasks
 2 Written tests
 1 Research project for ECD ‘A’, ECD ‘B’, Grade 1 and Grade 2
 1 End of term practical assessment

Detailed Continuous Assessment Tasks Table

Term Practical Topic Tasks Written End Of Term Practical Research Grand Total
Tests Assessment Test Project
1 2 2 1
2 2 2 1
3 2 2 1 1
4 2 2 1
5 2 2 1
6 2 2 1 1
7 2 2 1
8 2 2 1
9 2 2 1 1
10 2 2 1
11 2 2 1
12 Summative examination 2 1 1 10%
Aggregate 50% 10% 20% 10% 90%
mark

All continuous assessment tasks individually contribute an equal weighting towards the final percentage on the aggregate mark column
by column.

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Tables below show the information on weighting of skills for Continuous Assessment

Specification Grid for Continuous Assessment

Component Skills Practical Topic Written Tests End of Term Project
Tasks
Skills 50% 20%
Acquisition
Knowledge 15% 50% 50% 20%
Comprehension
Application 30% 40% 40% 30%
Analysis
Synthesis 5% 10% 10% 30%
Evaluation
Total 100% 100% 100% 100%

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