LESSON PLAN

College Seke Teachers’

Name

School

Class ECD A

Number of Learners 35

Average Age 5-6 years

Grouping System Mixed Ability

Subject Heritage Studies

Date 7 May 2023

Time 1030-1050

Topic National history, sovereignty and governments

Key Concept My country

Sub Concept The national anthem

S. O. M. Ventures Primary Heritage Social Studies ECD A

leaners book page 14-15

Media Pictures of different national symbols

Assumed Knowledge Learners have attended a particular national event

Key Objective Learners should develop an understanding on the

meaning of the national anthem

Objectives By the end of the lesson learners will be able to:

1. identify at least three national symbols of unity

2. explain two hidden meaning of the national anthem

3. recite the national anthem

STAGE CONTENT/ CONCEPT SKILLS ACTIVITIES

 National anthem of
Zimbabwe e.g.
1.Introduction
Simudzai…
There are different
national symbols of unity
2.Lesson
e.g. national flag, national
Development
anthem, national school
Step (i) pledge, national emblem,
coat of arms
The national anthem as a
hidden meaning e.g.
Step (ii)
impart respect and love of
the country, encourages
people to work hard for the
good of the nation
The national anthem has a
hidden meaning e.g.
Step (iii)
impart respect and love of
the country, encourages
people to work hard for the
good of the nation
Singing  Learner sing the national
Listening anthem
Describing  Teacher will define the term
Defining symbols of unity
 Learners will identify
symbols of unity they know
Reading  Learners will discuss on
Naming the meaning of the national
anthem
 Facilitator assist learners
where possible
Reading  Learners in groups of tens
Writing recite the national anthem
 Facilitator give guidance to
the group discussions
 Learners give feedback of
their findings

Step (iv) The national anthem has a Writing  Learners gap fill the
hidden meaning e.g. national anthem with the
impart respect and love of correct words
the country, encourages
people to work hard for the
good of the nation
Conclusion The national anthem has a Discussing  Learners and teacher
hidden meaning e.g. Listening meaning and importance of
impart respect and love of the national anthem
the country, encourages
people to work hard for the
good of the nation

EVALUATION
STRENGTHS:
Content delivered was suitable to the grade level as well as the language used
by the facilitator. The teaching methods used like explanation and class
discussions enhanced the understanding of learners in the respective concept.
Activities done were learner centred. Facilitator supervised and monitored
learners well during group activities facilitated the teaching and learning
process causing it to flow smoothly. An interaction between the facilitator and
learners was well maintained and also pupil-pupil interactions were maintained.
Suitable language was used during the lesson delivery. The facilitator
introduced the lesson by a recap of the previously covered concept. The lesson
was taught and it followed its sequential order. Learners were able to list some
laws found in the nation with the help of the explanation that had been given by
the facilitator. The facilitator defined the term laws as a guide for action.
Learners managed to give the meaning and importance of the national school
pledge. The media was used quite well in the lesson and helped learners to
quickly grasp the concept.

WEAKNESSES:

Few learners failed to explain the importance of national anthem showing a lack
of group participation since the concept was discussed in groups and
emphasized as a class too.

WAY FORWARD/REMEDY:

Facilitator needs to supervise learners during group participation so as to

emphasize on total participation of all learners.

LESSON PLAN

College Seke Teachers’

Name
 School

Class ECD A

Number of Learners 35

Average Age 5-6 years

Grouping System Mixed Ability

Subject Heritage Studies

Date 10 May 2023

Time 1030-1050

Topic National history, sovereignty and governments

Key Concept My country

Sub Concept Zimbabwean national flag has different colors

S. O. M. Ventures Primary Heritage Social Studies ECD A

leaners book page 14-15
Media National flag, colour pencils

Assumed Knowledge Learners can identify different colours

Key Objective Learners should be able to identify the colours on the

national flag

Objectives By the end of the lesson learners will be able to:

1. Identify one national flag and its respective nation

2. Describe three colours that are found on the Zimbabwean national flag
3. Draw the national flag of Zimbabwe

STAGE CONTENT/ CONCEPT SKILLS ACTIVITIES

Rhyme Colours colour…  chanting  Facilitator and learners
1.Introduction know your colours chant a rhyme colours
colours
Countries has national  naming  Facilitator explains the
2.Lesson symbols e.g. the national  identifying national symbols of a
Development country
Step (i) glag  Learners identifies the
flag of Zimbabwe

Zimbabwean flag has  naming  Learners name the

Step (ii) varying colours e.g. black-,  identifying colours that are found on
white, yellow the Zimbabwean
national flag

Colours on the national  naming  Learners in groups

Step (iii) flag can be matched with  listening match colours on the
other colours in the national flag with those
in the environment
environemnt e.g. green-tree
 Facilitator monitors and
leaves assist the learners
 Report back from the
learners

Step (iv) Zimbabwe national flag  Singing  Learners as individuals

can be drawn  dancing draw the national flag of
Zimbabwe
 Facilitator assist learners
where possible

Conclusion Rhyme Colours, know  chanting  Facilitator and learners

your colours…. chant a rhyme colours
colours

EVALUATION
STRENGTHS:

The lesson was concluded on time. The lesson introduction was motivating to
the learners. A varied teaching methods that were employed by the facilitator
made the lesson so vibrant and hence flow smoothly. Adequate and educational
media was used which aided to the understanding of the learners on the
particular concept. The lesson’s introduction was motivating to the learners and
stimulate their desire to learner. Most of the learners proved that they have
grasped the concept as they were able to respond to questions asked. The
language used by the teacher suited the grade level of the learners. Interaction
among learners was noticed during group activities. Most learners managed to
name colours that are found on the Zimbabwean national flag showing mastery
of the concept in a learner. Audio memory and discrimination skills have
developed among the learners as they were able to imitate different rhymes.

WEAKNESSES:

Few learners failed to name colours found on the national flag in their
sequential order. Some learners showed that they did not grasped the concept
well.

WAY FORWARD/REMEDY:

The facilitator should always monitor learner’s attention during the teaching and
learning process which will ensure maximum participation of learners. The
facilitator intends to improve on classroom management skills.

LESSON PLAN

College Seke Teachers’

Name

School

Class ECD A

Number of Learners 35

Average Age 5-6 years

Grouping System Mixed Ability

 Subject Family and Heritage Studies

Date 12 May 2023

Time 1050-1110

Topic National History, Sovereignty and Governance

Key Concept My country

Sub Concept National fag: Colours on the national flag has meaning

S. O. M. Ventures Primary Heritage Social Studies ECD A

leaners book page 14-15

Media National flag, colour pencils

Assumed Knowledge Learners can identify different colours

Key Objective Learners should be able to identify colours on the

national flag and explain their meaning

Objectives By the end of the lesson learners will be able to:

1) identify three colours that are found on a national flag

2) explain the meaning of at least two colours that are found on the national flag
3) colour the picture of Zimbabwe national flag

STAGE CONTENT/ CONCEPT SKILLS ACTIVITIES

Rhyme Colours colour…  chanting  Facilitator and learners
1.Introduction know your colours chant a rhyme colours
colours
Zimbabwe national flag  naming  Facilitator name the
2.Lesson has varying colours e.g.  identifying colours that are found on
Development black, white, yellow the Zimbabwean
Step (i) national flag

Zimbabwe national flag  naming  Learners name the

Step (ii) has varying colours with
respective meaning e.g.
black- black majority,
white-peace, yellow—
minerals
Zimbabwe national flag
Step (iii) has varying colours with
 identifying colours that are found on
the Zimbabwean
national flag with their
respective meaning
 naming  Learners name the
 listening colours on Zimbabwean
national flag in sequence
 respective meaning e.g. and their respective
black- black majority, meaning
white-peace, yellow—  Facilitator monitors and
assist the learners
minerals
 Report back from the
learners

Step (iv) Zimbabwe national flag  Singing  Learners colour the

has varying colours with  dancing Zimbabwean national
respective meaning e.g. flag following the
correct colour
black- black majority,
sequencing
white-peace, yellow—  Facilitator assist learners
minerals where possible

Conclusion Rhyme Colours, know  chanting  Facilitator and learners

your colours…. chant a rhyme colours
colours

EVALUATION
STRENGTHS:

The lesson’s introduction was motivating to the learners and stimulate their
desire to learner. Most of the learners proved that they have grasped the
concept as they were able to respond to questions asked. The lesson was
concluded on time. The lesson introduction was motivating to the learners. A
varied teaching methods that were employed by the facilitator made the lesson
so vibrant and hence flow smoothly. Adequate and educational media was used
which aided to the understanding of the learners on the particular concept. The
language used by the teacher suited the grade level of the learners. Interaction
among learners was noticed during group activities. Learners managed to name
colours that are found on the Zimbabwean national flag in their correct
sequence showing mastery of the concept in a learner. Audio memory and
discrimination skills have developed among the learners as they were able to
imitate different rhymes.

WEAKNESSES:

One of the learners failed to name the meanings of colours found on the national
flag. Some learners showed that they did not grasped the concept well.

WAY FORWARD/REMEDY:

The facilitator should always monitor learner’s attention during the teaching and
learning process which will ensure maximum participation of learners. The
facilitator intends to improve on classroom management skills.

LESSON PLAN

College Seke Teachers’

Name

School

Class ECD A

Number of Learners 35

Average Age 5-6 years

Grouping System Mixed Ability

Subject Mathematics and Science

Date 7 May 2023

 Time 0730-0750

Topic Number and Science Concepts

Key Concept Numbers

Sub Concept Count objects from 1 to 5

S. O. M. Ventures Primary Heritage Social Studies ECD A

leaners book page 14-15

Media Bottle tops, boxes, dolls, bottles

Assumed Knowledge Learners can identify difference in objects

Key Objective Learners should be able to count the number of objects

given

Objectives By the end of the lesson learners will be able to:

1. Count objects up to five,

2. Identify and count five body parts,
3. Name paired body parts.

STAGE CONTENT/ CONCEPT SKILLS ACTIVITIES

Rhyme “Head and  Reciting  Learners recite the
1.Introduction shoulders…” can be recited rhyme on body parts
while identifying them

Objects can be counted eg  naming  Learners look at the

2.Lesson 5 bananas  identifying number line and find
Development  counting objects that correspond
Step (i) to the same numbers in
number line and count
them
Body parts can be counted  naming  Learners identify their
Step (ii) eg 2 eyes, 1 mouth  identifying body parts and count
 counting them

Paired body parts can be  naming  Learners name the body

Step (iii) named eg 2 ears, 2 eyes, 2  listening parts that are paired and
arms, 2 legs identify them
 Facilitator monitors and
assist the learners
 Report back from the
 learners

Conclusion Song “Bata gumbo, iri,  Singing  Learners sing the song
rimwe racho…” can be touching the part
sung mentioned in the song

EVALUATION
STRENGTHS:

The lesson’s introduction was motivating to the learners and stimulate their
desire to learner. Most of the learners proved that they have grasped the
concept as they were able to identify differences in objects and hence counted
them. Varied teaching methods that were employed by the facilitator made the
lesson so vibrant and hence flow smoothly. Adequate and educational media
was used which aided to the understanding of the learners on the particular
concept. The language used by the teacher suited the grade level of the learners.
Interaction among learners was noticed during group activities. Audio memory
and discrimination skills have developed among the learners as they were able
to imitate different rhymes.

WEAKNESSES:
Few learners failed to identify an count objects showing a lack on the facilitator
to develop the learners knowledge to the level of their understanding. Some
learners showed that they did not grasped the concept well.

WAY FORWARD/REMEDY:

The facilitator should always monitor learner’s attention during the teaching and
learning process which will ensure maximum participation of learners. The
facilitator intends to improve on methods of teaching and classroom
management skills.

LESSON PLAN

College Seke Teachers’

Name

School

Class ECD A

Number of Learners 35

Average Age 5-6 years

Grouping System Mixed Ability

Subject Mathematics and Science

Date 8 May 2023

 Time 0800-0820

Topic Number and Science Concepts

Key Concept Number

Sub Concept Objects can be counted

S. O. M. Ventures Primary Mathematics and Science ECD A

Page 29

Assumed Knowledge Learners have counted objects before

Key Objective Learners should be able to count objects from 0 to 5

Objectives By the end of the lesson learners will be able to:

1) count numbers from 0 up to 5

2) practice to count the number of at least two machines in the picture
3) arrange at least five machines according to the given numbers correctly

STAGE CONTENT/ CONCEPT SKILLS ACTIVITIES

Number concept e.g. 1, 2,  reciting  Learners and facilitator
1.Introduction 3, 4  counting recite a rhyme on
numbers

Number concept e.g. 1, 2,  Naming  Facilitator explains and

2.Lesson 3, 4  Identifying demonstrate on how to
Development count numbers
Step (i)  Learners count numbers
from 0 to 5
Objects in a set can be  Identifying  Class practice to count
Step (ii) counted e.g. machines,  Naming the number of objects
from the given pictures
 Facilitator assist where
possible

Step (iii) Objects in a set can be  Explaining  Learners in pairs practice

counted e.g. set of to count the number of
machines, objects in a given set
and/or draw objects with
respect to the given
number
  Facilitator monitors and
assist the learners
 Report back from the
learners

Step (iv) Objects in a set can be  Drawing  Learners individually

counted e.g. set of  hand eye count the number of
machines, coordination objects in a given set
 fine motor and/or draw objects with
respect to the given
number
 Facilitator monitors the
learners and assist them
where necessary

Conclusion Numbers rhymes e.g. 1,2  Chanting  Learners and facilitator

buckle my shoes…. chant a rhyme

EVALUATION
STRENGTHS:

The lesson was delivered as per teachers plan. learners managed to count
machines and group them according to their numbers hence showing mastery of
the concept in a learner. Most of the learners proved that they have grasped the
concept on numbers better as they were able to count from 0 to 5. The lesson
was concluded on time. The language used by the teacher suited the grade level
of the learners. Interaction among learners was noticed during group activities.
Audio memory and discrimination skills have developed among the learners as
they were able to imitate different rhymes. Varied teaching methods that were
employed by the facilitator made the lesson so vibrant and hence flow
smoothly. Adequate and educational media was used which aided to the
understanding of the learners on the particular concept.

WEAKNESSES:

However few learners were failing to count numbers in their correct order. This
showed that they did not grasped the concept well.

WAY FORWARD/REMEDY:

The facilitator should always make repeated instructions to the learners so that
they all understood. Facilitator should always monitor learners when writing so
that all learners will be assisted on time.

LESSON PLAN

College Seke Teachers’

Name

School

Class ECD A

Number of Learners 35

Average Age 5-6 years

Grouping System Mixed Ability

Subject Mathematics and Science

Date 10 May 2023

Time 1110-1130

Topic Science, Mathematics and Discovery Play

Key Concept Simple machines

Sub Concept Machines must be safely used

S. O. M. Ventures Primary Mathematics and Science ECD A

Page 25

Media Different types of machines e.g. knife, hammer, a pair

of scissors, tape measure, bottle opener

Assumed Knowledge Leaners knows renewable and non-renewable

Key Objective Leaners should acquire knowledge on different types of

machines which can be used

Objectives By the end of the lesson leaners will be able to:

1) list at least five machines used in at home and in agriculture

2) describe uses of at least five machines
3) classify machines into at least two groups according to their use

STAGE CONTENT/ SKILLS ACTIVITIES

CONCEPT
Different machines help
1.Introduction us to do work e.g. a hoe
Observing  Facilitator walks in the
classroom holding a hoe
and ask leaners to identify
what he was holding
 Leaners name the tool

Machines have different Listening  Leaners list the machines

2.Lesson uses e.g. rake- levelling, Speaking they know and name their
Development spade-carrying load, uses in helping people to
Step (i) knife-cutting, make work easier
 Facilitator assist leaners in
naming the use of
machines where possible

Machines can be grouped Identifying  Leaners in groups of four

Step (ii) according to their use Listening classify machines
e.g. rake, hoe, garden Speaking according to their uses
fork- garden machines;  Facilitator provides
 knife, spoon, scissors- guidance to the leaners
kitchen machines, where necessary
screwdriver, tape  Leaners give feedback of
measure, their findings

Step (iii) Machines are important Identifying  Class discuss on the

to people e.g. spoon- to Naming importance of different
carry food when eating, machines identified
hoe- to dig in the garden

Machines have different Writing  Leaners in their books

Step (iv) uses e.g. rake- levelling, Drawing draw, label and name the
spade-carrying load, use of the three machines
knife-cutting, in three different classes

Conclusion Machines have different Listening  Question and answer on

uses e.g. rake- levelling, Speaking different machines and
spade-carrying load, their use
knife-cutting,

EVALUATION
STRENGTHS:

The lesson was delivered as was planned by the facilitator. The lesson
objectives were clearly stated and achieved. Introduction made by the facilitator
was motivating to the leaners and it was relevant to the lesson and the aspect
taught. The introduction recapped leaners on different machines which are used
for different purposes either in the garden, kitchen, industries, etc. The
sequencing and pacing of the lesson was quiet good. The language used by the
facilitator was appropriate for the level of the leaners. Facilitator provided work
for the leaners to do in groups which helped them to have enough leaner to
leaner interaction. Facilitator has explained the concept in a way that everyone
has understood the lesson. The teaching methods used like explanation, group
discussion and class discussions enhanced the understanding of leaners in the
respective concept. The methods used also promoted the leaner to leaner and
facilitator to leaner interaction hence understanding the concept better. Ruvimbo
and Faith were given additional work

WEAKNESSES:

Few learners were having challenges in classifying machines according to their

use. The leaners were not paying attention when the uses of varying machines
were identified hence compromising classification of machines.

WAY FORWARD/REMEDY:

Facilitator to assist the leaner in identifying and naming the use of different
materials and hence classify them.

LESSON PLAN

College Seke Teachers’

Name

School

Class ECD A

Number of Learners 35

Average Age 5-6 years

Grouping System Mixed Ability

Subject Mathematics and Science

Date 12 May 2023

Time 1110-1130

Topic Science, Mathematics and Discovery Play

Key Concept Simple machines

Sub Concept Machines have different uses

S. O. M. Ventures Primary Mathematics and Science ECD A

Page 25

Media Chart showing some of the basic machines, basic

machines on work cards

Assumed Knowledge Leaners knows the uses of different machines

Key Objective Leaners should know that machines should be used

safely by identifying the appropriate use of a tool

Objectives By the end of the lesson leaners will be able to:

1) name at least any five machines and their respective uses

2) describe three dangers which may be caused from the use of machines
3) explain two safe use of machines

STAGE CONTENT/ SKILLS ACTIVITIES

CONCEPT
Different machines have Identifying  Leaners recap in
1.Introduction different uses in identifying machines and
agriculture, at homes, in explain their respective
uses
offices e.g. harrow –
levelling

Machines can cause Identifying  Leaners identify dangers

2.Lesson harm to humans and which can be encountered
Development machines e.g. cutting from using the basic
Step (i) machines
yourself, being pierced
 Facilitator assist where
by sharp pointed objects possible

Step (ii) Machines can be safely Identifying  Leaners in groups of four

explain different ways of
 used hence reducing using machines safely
harm to life e.g. never  Group feedback
leave rakes with their  Facilitator assist in
leaners where possible
teeth facing up
Machines can be safely Identifying  Leaners as individuals
Step (iii) used hence reducing Classifying answer questions on the
harm to life e.g. never chalkboard
 Facilitator provides
leave rakes with their
guidance to the leaners
teeth facing up where necessary

Digging, cutting, Drawing  Leaners draw one basic

Extension work transplanting and tool and explain it use and
Step (v) carrying loads how its stored

Conclusion Machines can be safely Explaining  Facilitator and leaners

used hence reducing Identifying recap on different ways of
harm to life e.g. never using machines safely and
dangers encountered from
leave rakes with their
wrong use of the
teeth facing up machines

EVALUATION
STRENGTHS:

The lesson objectives where accomplished as the learners managed to identify

machines and their respective uses hence describing on the dangers which may
be caused from the use of machines or machines. Ian and Faith managed to
explain the safe use of machines. The introduction of the lesson managed to
recap learners on the definition of matter hence developing well into the main
content of the day of the states of matter. The teaching methods used like
explanation, group discussion and class discussions enhanced the understanding
of learners in the respective concept. The methods used also promoted the
learner to learner and facilitator to learner interaction hence understanding the
concept better. Most of the learners showed that they understood the concept.
Media used enhanced the understanding of a number of learners. The
conclusion which was drawn managed to tack all the loose ends hence seeing
learners answering most of the questions asked correctly.

WEAKNESSES:

Few learners failed to explain how particular machines can be safely used. This
shows a lack on the learners as this concept was discussed as a class.

WAY FORWARD/REMEDY:

The facilitator will improve on close monitoring of the learners during lesson
delivery so as to avoid accumulation of problems which ended up
compromising the output.

LESSON PLAN

College Seke Teachers’

Name

School

Class ECD A

Number of Learners 35

Average Age 5-6 years

Grouping System Mixed Ability

 Subject Mass Displays

Date 7 May 2023

Time 0830-0850

Topic Gymnastics

Key Concept Locomotion

Sub Concept Instructed free movement

S. O. M. Venture Primary Mass Displays ECD A page 1-34

Media Open space, Skittles, whistle

Assumed Knowledge Learners can move from one position to the next

Key Objective Learners should be able to move from point A to B

under given instruction.

Objectives By the end of the lesson learners will be able to:

1) move freely in two different directions

2) demonstrate two steps followed when moving according to the rhythm played
3) sing and dance to the prescribed instruction

STAGE CONTENT/ CONCEPT SKILLS ACTIVITIES

Rhyme If you are happy  chanting  Facilitator and learners
1.Introduction and you know it clap your chant a rhyme colours
hands…. colours
Instructed free movement  listening  Facilitator explains the
2.Lesson e.g. moving freely in any  naming concept of instructed
Development direction free movement
Step (i)  Learners move freely
about the classroom
Movement can be done  naming  Facilitator demonstrate
Step (ii) backed by an instruction  identifying how to move according
e.g. Kuenda mberi to a particular
instruction

Movement can be done  naming  Learners demonstrate

Step (iii) backed by an instruction  listening movement according to
e.g. Kuenda mberi the instruction given
 Facilitator monitors and
assist the learners
  Report back from the
learners

Step (iv) Sing and dance to the  Singing  Learners together sing a
rhythm played e.g. chitima  dancing song and move
chekudenga…. according to the
instructions given
 Facilitator assist learners
where possible

Conclusion Rhyme If you are happy  chanting  Facilitator and learners

and you know it clap your chant a rhyme
hands….

EVALUATION
STRENGTHS:

The language used by the facilitator suited the grade level of the learners.
Interaction among learners was noticed during group activities. Learners
managed to move according to the instructions given showing mastery of the
concept in a learner. Audio memory and discrimination skills have developed
among the learners as they were able to move freely in any direction according
to the instruction given. The lesson’s introduction was motivating to the learners
and stimulate their desire to learner. Most of the learners proved that they have
grasped the concept as they were able to respond to questions asked. Varied
teaching methods that were employed by the facilitator made the lesson so
vibrant and hence flow smoothly. Adequate and educational media was used
which aided to the understanding of the learners on the particular concept.

WEAKNESSES:

Some learners showed that they did not grasped the concept well as they were
failing to follow the instructions given.

WAY FORWARD/REMEDY:

The facilitator intends to improve on classroom management skills. The

facilitator should always monitor learner’s attention during the teaching and
learning process.

LESSON PLAN

College Seke Teachers’

Name

School

Class ECD A

Number of Learners 35

Average Age 5-6 years

Grouping System Mixed Ability

Subject Mass Displays

Date 8 May 2023

Time 1140-1200

Topic Arena Choreography

Key Concept Movement and Rhythm

Sub Concept Movement to cover space, rhythm and direction:

Traditional songs

S. O. M. Venture Primary Mass Displays ECD A page 1-34

Media Open space, markers, whistle

Assumed Knowledge Learners can move from one position to the next

Key Objective Learners should enhance their knowledge in some

traditional songs and why they were important.

Objectives By the end of the lesson learners will be able to:

1. Identify three traditional songs that tell a story.

2. Narrate the story told by the song Kusarima woye.
3. Sing and dance to the traditional song, Kusarima woye.

STAGE CONTENT/ SKILLS ACTIVITIES

CONCEPT
Traditional songs telling Singing - Pupils sing and dance to
1.Introduction a story, e.g. Kusarima Dancing traditional songs.
woye, Jari mukaranga Clapping -The teacher sings and dances
with pupils

Traditional songs telling Identifying - The teacher explains on

2.Lesson a story and their Listening traditional songs and their
Development importance, e.g. Speaking importance giving relevant
Step (i) Kusarima woye - their Singing examples.
encouraged people to be -Pupils give the importance of
productive. traditional songs.

Traditional songs that Identifying -Pupils in groups give the

Step (ii) tell a story and their Singing importance of traditional songs
importance - e.g. Speaking that tell a story.
encouraging and
 advising people Listening -The teacher monitors group
Writing work.

Traditional song telling Singing -Pupils sing and dance to a

Step (iii) a story - Kusarima woye Dancing traditional song.
Clapping -The teacher observes and
assists pupils.

Traditional story telling Dancing -Pupils sing and dance to

Step (iv) a story - Kusarima woye Clapping traditional songs telling a
Singing story.
Listening - The teacher monitors pupils
and sings with them.
Conclusion Traditional songs telling Clapping -Pupils sing and dance
a story Singing traditional songs
dancing -The teacher sings with pupils

EVALUATION
STRENGTHS:

The introduction was motivating and relevant to the content taught, lesson was
well executed. Learners managed to identify and sing different traditional songs
and group them according to different purposes and use. Media was relevant to
the content taught and the teacher was resourceful. Media was effectively used
and adequate for the delivering and understanding of the concept in question.
The teaching methods used like explanation, group discussion and class
discussions enhanced the understanding of learners in the respective concept.
The methods used also promoted the pupil to pupil and teacher to pupil
interaction hence understanding the concept better. Learners enjoyed the lesson
as they were learning of the things that they had little enough on. The source
which was consulted was suitable for the learners’ grade level and encouraged
them to understand the content which was being taught this was evidenced by
the learners’ performance during the class discussion.

WEAKNESSES:

Some learners failed to identify different traditional songs for different groups
and different purposes.

WAY FORWARD/REMEDY:

Teacher to equip learners who were having challenges with relevant skills to
identify different songs for different purposes.

LESSON PLAN

College Seke Teachers’

Name

School

Class ECD A

Number of Learners 35

Average Age 5-6 years

Grouping System Mixed Ability

Subject Mass Displays

Date 10 May 2023

Time 1230-1300

Topic Music

Key Concept Background and Performing Music

Sub Concept Folk songs: Zimbabwe Yakauya nehondo

S. O. M. Venture Primary Mass Displays ECD A page 1-34

Media Open space, markers, whistle

Assumed Knowledge Learners can move from one position to the next

Key Objective Learners should enhance their creativity through

moving to the rhythm of music

Objectives By the end of the lesson learners will be able to:

1) identify two groups of songs

2) group at least three songs into their respective groups
3) sings two songs and role-play where they can be used

STAGE CONTENT/ SKILLS ACTIVITIES

CONCEPT
Song: Mbuya nehanda singing and  Facilitator starts the song
1.Introduction kufa vachitaura clapping and then the learners join
shuwa… in.
There are different types Naming  Teacher explains different
2.Lesson of songs that can be Identifying groups of songs that can be
Development sung e.g. lullaby songs, sung
Step (i)  learners identify different
funeral songs, wedding
songs in different groups
songs, folk songs
There are different Naming  learners give examples of
Step (ii) songs for different Identifying songs for different
purposes e.g. lullaby purposes
 Teacher assist learners
songs-amai chiuyai
where applicable
mwana anochema
There are different Role playing  Learners role play folk
Step (iii) songs for different play and songs
 purposes e.g. folk songs-  Teacher assist learners
Zimbabwe yakauya where possible
nehondo
There are different Role playing  Learners sings folk songs
Step (iv) songs for different Singing portraying what is required
purposes e.g. folk songs- Identifying by the songs
 Teachers assist learners
Zimbabwe yakauya
where possible
nehondo
Conclusion There are different  learners sing different
songs for different -discussing songs for different
purposes e.g. folk songs- purposes
Zimbabwe yakauya
nehondo

EVALUATION
STRENGTHS:

The introduction was motivating and relevant to the content taught, lesson was
well executed. Learners managed to sing different songs and group them
according to different purposes and use. Media was relevant to the content
taught and the teacher was resourceful. The inclusive of role play increased
understanding in learners as they managed to apply the songs in different groups
for different purposes. The conclusion was quite clear and motivating. Media
was effectively used and adequate for the delivering and understanding of the
concept in question. The teaching methods used like explanation, group
discussion and class discussions enhanced the understanding of learners in the
respective concept. The methods used also promoted the pupil to pupil and
teacher to pupil interaction hence understanding the concept better. Learners
enjoyed the lesson as they were learning of the things that they had little enough
on. The source which was consulted was suitable for the learners’ grade level
and encouraged them to understand the content which was being taught this was
evidenced by the learners’ performance during the class discussion.

WEAKNESSES:

Some learners failed to identify different songs for different groups and
different purposes.

WAY FORWARD/REMEDY:

Teacher to equip learners who were having challenges with relevant skills to
identify different songs for different purposes.

LESSON PLAN

College Seke Teachers’

Name

School

Class ECD A

Number of Learners 35

Average Age 5-6 years

Grouping System Mixed Ability

Subject Mass Displays

 Date 11 May 2023

Time 0900-0920

Topic Art

Key Concept Patterns

Sub Concept Basic patterns, free drawing and pasting

S. O. M. Venture Primary Mass Displays ECD A page 1-34

Media Cloths with different patterns

Assumed Knowledge Learners can make can identify differences in objects

Key Objective Learners should be able to draw, cut and paste basic
patterns and shapes using different types of paper

Objectives By the end of the lesson learners will be able to:

1) name at least two patterns they know

2) draw different patterns from left to right
3) cutting different patterns

STAGE CONTENT/ CONCEPT SKILLS ACTIVITIES

Formations  Singing  Facilitator and learners
1.Introduction Song shapes shape…. sing a rhyme shapes
shapes….

There are basic patterns  listening  Facilitator explains the

2.Lesson that can be made from
Development shapes e.g. circles,
Step (i)
triangles, zig zag
There are basic patterns
Step (ii) that can be made from
shapes e.g. circles,
triangles, zig zag
There are basic patterns
Step (iii) that can be made from
shapes e.g. circles,
 naming concept of basic patterns
which can be formed
from shapes
 Learners identify
different basic patterns
from the media
presented
 naming  Facilitator demonstrate
 identifying how to draw patterns
from shapes using the
repeated method
 naming  Learners draw patterns
 listening from different shapes
using the repeated
 triangles, zig zag method
 Facilitator monitors and
assist the learners
 Report back from the
learners

Step (iv) There are basic patterns  Singing  Learners as individuals

that can be made from  dancing draw patterns from
shapes e.g. circles, different shapes using
the repeated method
triangles, zig zag
 Facilitator assist learners
where possible

Conclusion There are different games  chanting  Facilitator and learners

which promote basic sing a rhyme shapes
formations like linear, shapes….
circular

EVALUATION
STRENGTHS:

The lesson introduction was motivating to the learners as they sing a rhyme. A
varied teaching methods that were employed by the facilitator made the lesson
so vibrant and hence flow smoothly. Adequate and educational media was used
which aided to the understanding of the learners on the particular concept. The
language used by the facilitator suited the grade level of the learners. Interaction
among learners was noticed during group activities. Learners managed to draw
patterns from the given shapes showing mastery of the concept in a learner.
Audio memory and discrimination skills have developed among the learners as
they were able to imitate different rhymes. The lesson’s introduction was
motivating to the learners and stimulate their desire to learner. Most of the
learners proved that they have grasped the concept as they were able to respond
to questions asked. The lesson was concluded on time.

WEAKNESSES:

Few learners did not managed to draw patterns from the given shapes showing a
lack of creative thinking in the respective learners. This showed that they did
not grasped the concept well.

WAY FORWARD/REMEDY:

The facilitator intends to give learners more work inorder to imporove on

creative thinking skills. The facilitator should always monitor learner’s attention
during the teaching and learning process.

LESSON PLAN

College Seke Teachers’

Name

School

Class ECD A

Number of Learners 35

Average Age 5-6 years

Grouping System Mixed Ability

Subject Health and life skills

 Date 10 May 2023

Time 0730-0750

Topic Unhu/Ubuntu/Values

Key Concept Respect and tolerance

Sub Concept There are different ways of showing respect for others

S. O. M. Guidance and Counseling Facilitators Manual Infant

and Junior Education Syllabus page 4

Media Chart ways in which people show respect of others

Assumed Knowledge Learners can define the term respect

Key Objective Learners should develop an understanding of different
ways of showing respect for others
Objectives By the end of the lesson leaners will be able to:
1) identify two ways in which people show respect at home
2) describe three rules at school which promote respect of others
3) explain two importance of respecting others in the community

STAGE CONTENT/ CONCEPT SKILLS ACTIVITIES

Respect of other people Identifying  Learners recap in
1.Introduction e.g. Is an attitude of explaining the meaning of
consideration respect

People at home show Identifying  Facilitator explains the

2.Lesson different ways of respect
Development of others e.g. kneeling or
Step (i)
squatting when greeting
elders
Respect is emphasized at
Step (ii) school by means of school
rules e.g. Do not fight or
bully others
Listing concept of respect of
others at home
 Learners identify different
ways in which people
show ways of respect of
others at home
Explaining  Class discusses on school
rules which emphasize on
respect for others
 Facilitator assist learners
where possible

There are advantages of Identifying  Learners in groups of four

Step (iii) respecting each other in discuss on the importance
the community e.g. others of respecting one another
 will respect your, sense of
love will develop among
people
Step (iv) There are advantages of
respecting each other in
the community e.g. others
will respect your, sense of
love will develop among
people
 Facilitator provides
guidance to all groups
 Learners give feedback on
their discussion
Identifying  Learners role play how
people show respect of
others at home and at
school

Conclusion There are advantages of Singing  Facilitator and learners

respecting each other in Dancing recap on different ways of
the community e.g. others showing respect to others
and their respective
will respect your, sense of
importance
love will develop among
people

EVALUATION
STRENGTHS:

The introduction which was used recapped learners on the definition of respect
hence preparing learners to the main concept of the day. Teaching methods
which were used during the lesson such as the explanation and discussions
proved to be effective as most of learners gave good results at the end of the
group discussion. Media was effectively used and adequate for the delivering
and understanding of the concept in question. The content which was planned
for the lesson was enough and also was at par with the learners’ level of
understanding. The lesson objectives which were set were attained as the
learners managed to identify ways in which communities show respect of other
and their respective importance. An effective conclusion was carried out as it
managed to sum up and also tuck in all the main points of the lesson.

WEAKNESSES:

Few learners failed to identify the school rules which promote respect of others
showing a lack of relating on the part of the learner. The facilitator must
encourage the use of probing questions which promote construction of
knowledge on the learners.

WAY FORWARD/REMEDY:

Facilitator will remedy the leaners on the concept of respect of others.

LESSON PLAN

College Seke Teachers’

Name

School

Class ECD A

Number of Learners 35

Average Age 5-6 years

Grouping System Mixed Ability

 Subject Health and life skills

Date 12 May 2023

Time 0730-0750

Topic Unhu/Ubuntu/Values

Key Concept Respect and tolerance

Sub Concept There are advantages of respecting others

S. O. M. Guidance and Counseling Facilitators Manual Infant

and Junior Education Syllabus page 4

Media Chart ways in which people show respect of others

Assumed Knowledge Learners can define the term respect

Key Objective Learners should develop an understanding of different
ways of showing respect for others
Objectives By the end of the lesson leaners will be able to:
1. identify two ways in which people show respect at home
2. describe three rules at school which promote respect of others
3. explain two importance of respecting others in the community

STAGE CONTENT/ CONCEPT SKILLS ACTIVITIES

Good and bad morals Speaking  Learners will have a
1.Introduction recap of the content
- Being kind taught on good and bad
- Being loving morals

Positive ways of treating Stating  Learners will state

2.Lesson one another: positive ways of treating
Development one another.
Step (i) - Not talking bad  The facilitator will be
things about others. assisting.
 Benefits of respecting  Learners will discuss in
Step (ii) others pairs benefits of
Discussing respecting others
- Everyone will
respect and love
you
Benefits of respecting  Leaners role play the
Step (iii) others benefits of respecting
others
Imitating

Conclusion Benefits of respecting Acting  Learners sing a song on

others the benefits of respecting
others

EVALUATION
STRENGTHS:

Teaching methods which were used during the lesson such as the explanation
and discussions proved to be effective as most of learners gave good results at
the end of the role play. Media was effectively used and adequate for the
delivering and understanding of the concept in question. The content which was
planned for the lesson was enough and also was at par with the learners’ level of
understanding. The lesson objectives which were set were attained as the
learners managed to identify the benefits of respecting others. An effective
conclusion was carried out as it managed to sum up and also tuck in all the main
points of the lesson.

WEAKNESSES:

Few learners failed to identify the benefits of respecting others showing a lack
of relating on the part of the learner. The facilitator must encourage the use of
probing questions which promote construction of knowledge on the learners.

WAY FORWARD/REMEDY:

Facilitator will remedy the leaners on the concept of respect of others.

LESSON PLAN

College Seke Teachers’

Name

School

Class ECD A
Number of Learners 35

Average Age 5-6 years

Grouping System Mixed Ability

Subject Physical Education

Date 7 May 2022

Time 1040-1100

Topic Aquatic skills

Key Concept Water familiarisation and safety

Sub Concept There are natural sources of water e.g. river.

S. O. M. Ventures Primary Physical Education Learner`s Book

ECD A page 22-25

Media Pictures of different water sources. School borehole

School tap.

Assumed Knowledge Learners understand the uses of water

Objectives By the end of the lesson learners will be able to:

1. define a natural source of water

2. identify at least two natural sources of water
3. explain how water is drawn from the natural sources listed

STAGE CONTENT/ SKILLS ACTIVITIES

CONCEPT
Activities that are done Identifying  Learners identify and
1.Introduction in agriculture e.g. Naming name activities that are
ploughing, building, done in agriculture
keeping animals like
cattle, cow, and growing
of varying crops.

Definition of natural Identifying  Learners define a natural

2.Lesson source of water e.g. a Naming source of water
Development source of water which is  Teacher give guidance to
Step (i) created by God the definition from the
 learners

Natural water sources Identifying  Learners identify the

Step (ii) e.g. natural rains, rivers, Discussing sources of water which
springs and streams. are created by God.

Step (iii) Natural sources of water Identifying  Learners in groups of four

gives water in different
ways e.g. rain water-
clouds form in the
atmosphere and fall as
rains
Discussing explain on ways in which
natural sources gets its
water
 Teacher give guidance to
the group discussions
 Learners give feedback of
their findings

Step (iv) Natural water sources Writing  Learners in their books

e.g. natural rains, rivers, answer questions on the
springs and streams. chalkboard

Conclusion Natural water sources Listening Question and answer on

e.g. natural rains, rivers, Speaking natural sources of water.
springs and streams.

EVALUATION

STRENGTHS:

The teacher’s introduction prepared the learners into the main objectives of the
lesson as the learners were recapping the uses of water in agriculture which
directly link to the objective of the lesson of identifying the natural sources of
water that produce the water we use in agriculture. The introduction developed
learners into the lesson stages of the day of determining the uses of water in the
highlighted farming activities. The teaching methods used like explanation,
group discussion and class discussions enhanced the understanding of learners
in the respective concept. The methods used also promoted the learner to learner
and teacher to learner interaction hence understanding the concept better.

WEAKNESSES:

Few learners failed to identify a natural source of water even after the definition
of natural sources had been clarified

WAY FORWARD/REMEDY:

The teacher will remedy learners by re-explaining to the learner on the

definition of natural sources and hence the learners will figure out that God
created sources of water. e.g. Rivers, springs, e.t.c

LESSON PLAN

College Seke Teachers’

Name

School

Class ECD A
Number of Learners 35

Average Age 5-6 years

Grouping System Mixed Ability

Subject Physical Education

Date 8 May 2023

Time 1030-1100

Topic Aquatic skills

Key Concept Water familiarisation and safety

Sub Concept There are manmade water sources

S. O. M. Ventures Primary Physical Education Learner`s Book

ECD A page 22-25

Media Pictures of different water sources. School borehole

School tap.

Assumed Knowledge Learners understand the uses of water

Objectives By the end of the lesson learners will be able to:

1) state four man made sources of water

2) describe how man made sources of water are they formed
3) explain the importance of man-made sources of water

STAGE CONTENT/ SKILLS ACTIVITIES

CONCEPT
Recap of previous lesson -identifying  Facilitator together with
1.Introduction e.g. natural water learners discussing about
sources the previous lesson on the
uses of water
Man-made sources of Naming  Facilitator describes and
2.Lesson water for example ocean explains the concept of
Development Describing man-made sources of
Step (i) water and giving examples

Examples of man-made Explaining  learners in groups of five

Step (ii) sources of water for discussing about types of
 example Sea and Spring man-made sources of
water giving examples
Uses of water from man- Describing  facilitator moves around
made sources monitoring the progress
Step (iii) Describing  All groups give feedback
of the content covered and
Man-made sources of explaining facilitator give corrections
water and their uses to wrong responses
Step (iv) Exercise based on describing  Individually learners
learned concept man- answering the questions
Explaining on the chalk board and
made sources of water
work card based on
learned concept man-
made sources of water
Step (iv) The importance of man- -explaining  Early finishers will give
made sources of water the importance of man-
made sources of water
Conclusion Water  Learners and the
facilitator discussing on
-discussing
the written work. Teacher
clears grey areas.

EVALUATION

STRENGTHS:

The introduction developed learners into the lesson stages of the day of
determining the manmade sources of water. The teacher’s introduction prepared
the learners into the main objectives of the lesson as the learners were recapping
the uses of water in agriculture which directly link to the objective of the lesson
of identifying the manmade sources of water that produce the water we use in
agriculture. The teaching methods used like explanation, group discussion and
class discussions enhanced the understanding of learners in the respective
concept. The methods used also promoted the learner to learner and teacher to
learner interaction hence understanding the concept better.

WEAKNESSES:

One learner failed to identify a manmade source of water even after the
definition of natural sources had been clarified

WAY FORWARD/REMEDY:

The teacher will remedy challenged learners by re-explaining to the learner on

the definition of natural sources and hence the learners will figure out that God
created sources of water. e.g. Rivers, springs, e.t.c

LESSON PLAN

College Seke Teachers’

Name

School
 Class ECD A

Number of Learners 35

Average Age 5-6 years

Grouping System Mixed Ability

Subject Information and Communication Technology

Date 10 May 2023

Time 1150-1210

Topic Safety and Security

Key Concept Basic computer safety rules

Sub Concept There are computer safety rules

S. O. M. Ventures Primary ICT Information and Communication

Technology ECD page

Media Computer, chart with pictures and signs of computer

safety rules

Assumed Knowledge Learners have seen a computer before

Key Objective Learners should be able to identify different tasks which

are expected from children

Objectives By the end of the lesson learners should be able to:

1) name at least two ICT tools

2) explain two ICT safety rules
3) role play some drills in the observing of safety rules

STAGE CONTENT/ CONCEPT SKILLS ACTIVITIES

Safety and security makes  singing  Learners and facilitator
1.Introduction one feel comfortable and recite a rhyme on ICT
relaxed tools

Basic computer safety rules  listening  Facilitator explains on

2.Lesson e.g. cover the computer  naming basic computer rules
Development when its not in use, sit up  Learners name some of
Step (i) the tasks carried within
straight on a chair, door
the family
bring some food in the
 room, switching off the
computer
Basic computer safety rules
Step (ii) e.g. cover the computer
when its not in use, sit up
straight on a chair, door
bring some food in the
room, switching off the
computer
Step (iii) Basic computer safety rules
e.g. cover the computer
when its not in use, sit up
straight on a chair, door
bring some food in the
room, switching off the
computer
 naming  Learners in pair discuss
 identifying about some computer
rules
 Facilitator monitors and
assist the learners
 Report back from the
learners
 critical  Learners role play some
thinking drills on switching off
 identifying the computer and then
cover it
 Facilitator assist learners
where possible

Conclusion Basic computer safety rules  reciting  Question and answer on

e.g. cover the computer the basic computer rules
when its not in use, sit up
straight on a chair, door
bring some food in the
room, switching off the
computer

EVALUATION
STRENGTHS:

The lesson was delivered as per teachers plan. Most learners managed to
identify different computer rules and their importance hence showing mastery
of the concept in a learner. Audio memory and discrimination skills have
developed among the learners as they were able to imitate different rhymes. The
lesson’s introduction was motivating to the learners and stimulate their desire to
learner. Most of the learners proved that they have grasped the concept as they
were able to respond to questions asked. A varied teaching methods that were
employed by the facilitator made the lesson so vibrant and hence flow
smoothly. Adequate and educational media was used which aided to the
understanding of the learners on the particular concept. The language used by
the teacher suited the grade level of the learners. Interaction among learners was
noticed during group activities. The lesson was concluded on time.

WEAKNESSES:

Few learners failed to explain some of the computer rules which had already
been discussed about. This showed that they did not grasped the concept well. .

WAY FORWARD/REMEDY:

The facilitator intends to take a small group of learners one at a time to the
computer lab so that they learn how to switch on/off computer without pressure.
The facilitator should always monitor learner’s attention during the teaching and
learning process.

LESSON PLAN

College Seke Teachers’

Name

School

Class ECD A
 Number of Learners 35

Average Age 5-6 years

Grouping System Mixed Ability

Subject Information and Communication Technology

Date 12 May 2023

Time 1150-1210

Topic Safety and Security

Key Concept Basic computer safety rules

Sub Concept Computer rules are important

S. O. M. Information and Communication Technology Infant

Syllabus grade 2 page 6

Media Computer, chart with pictures and signs of computer

safety rules

Assumed Knowledge Learners know some of the computer rules

Key Objective Learners should be able to explain the importance of

computer rules

Objectives By the end of the lesson learners will be able to:

1) name at least two ICT tools

2) explain two ICT safety rules
3) role play some drills in the observing of safety rules

STAGE CONTENT/ CONCEPT SKILLS ACTIVITIES

Safety and security makes  singing  Learners and facilitator
1.Introduction one feel comfortable and recite a rhyme on ICT
relaxed tools

Basic computer safety rules  listening  Facilitator explains on

2.Lesson e.g. cover the computer  naming basic computer rules
Development when its not in use, sit up  Learners name some of
Step (i) the tasks carried within
straight on a chair, door
the family
bring some food in the
room, switching off the
 computer
Basic computer safety rules  naming
Step (ii) are important e.g. they  identifying
protect human health from
harm, they promote long
life to the computers
 Learners in pair discuss
about the importance of
computer rules
 Facilitator monitors and
assist the learners
 Report back from the
learners

Step (iii) Basic computer safety rules  critical  Learners match

are important e.g. they thinking computer rules to their
protect human health from  identifying importance from the
pictures provided
harm, they promote long
 Facilitator assist learners
life to the computers where possible
Conclusion Basic computer safety rules  reciting  Question and answer on
are important as they the importance of
protect human life and give computer rules
long life to the computers

EVALUATION
STRENGTHS:

Learners managed to identify the importance of computer rules thus, showing

mastery of the concept in a learner. Audio memory and discrimination skills
have developed among the learners as they were able to imitate different
rhymes. The lesson’s introduction was motivating to the learners and stimulate
their desire to learner. Most of the learners proved that they have grasped the
concept as they were able to respond to questions asked. Varied teaching
methods that were employed by the facilitator made the lesson so vibrant and
hence flow smoothly. Adequate and educational media was used which aided to
the understanding of the learners on the particular concept. The language used
by the teacher suited the grade level of the learners. Interaction among learners
was noticed during group activities. The lesson was concluded on time.

WEAKNESSES:

Few leaners failed to match computer rules to their importance which had
already been discussed about. This showed that they did not grasped the concept
well.

WAY FORWARD/REMEDY:

The facilitator intends to take a small group of learners one at a time to the
computer lab so that they learn how to switch on/off computer without pressure.
The facilitator should always monitor learner’s attention during the teaching and
learning process.

LESSON PLAN

College Seke Teachers’

Name

School

Class ECD A
 Number of Learners 35

Average Age 5-6 years

Grouping System Mixed Ability

Subject Visual and Performing arts

Date 8 May 2023

Time 1030-1050

Topic Aesthetic Values and Appreciation

Sub Concept Music and movement: Music can be used for different
celebrations in Zimbabwe

S. O. M. Visual and Performing Arts Infant Syllabus Page 29

Media Drums, rattles, jingles

Assumed Knowledge Learners are familiar with celebration songs

Key Objective Learners should acquire knowledge of different

celebrations that are held in Zimbabwe

Objectives By the end of the lesson learners should be able to:

1) identify at least two wedding songs they know.

2) explain the meaning of the wedding songs and their value in life.
3) sing at least two happiness songs and dance to them.

STAGE CONTENT/ CONCEPT SKILLS ACTIVITIES

A story eg when people are
1.Introduction
on different occasions they
have to celebrate with a
song which can relate to
the moment
Appreciating Happiness
2.Lesson
songs eg they are there to
Development
give happiness to a
Step (i)
 Teacher tells a story of a
-identifying
place where there was no
-singing entertainment.
 Learners identify different
hunting songs they know.
 Teacher explains different
-listening
types of happiness songs
-explaining which are sang, their
 moment and also to give
people remembrance of a
good thing which has been
done
The lessons we get from
Step (ii)
different songs eg the song
happy birthday to you
gives one a warm feeling
that people still remember
and honour the day that
person was born
Step (iii)
Happiness songs eg singing
and dancing to the game
Tauya naye nemagumbe…
Conclusion The singing of another
wedding song eg muroora
wamai
purpose and the meaning of
the lyrics.
 Learners listen to the
teachers explanation
-discussing  Learners in groups of four
-deducing answer come up with songs
which were are sang in
birthdays and give their
meaning.
 Learners give feedback of
their group work.
 Learners in groups sing to
different wedding songs of
-singing their own choice after they
-dancing have practiced it.
-describing  Class sings to another
- imitating game song as a class.

EVALUATION
STRENGTHS

The learners enjoyed the music lesson as the learners listened to the teacher used the
method of storytelling to tell the learners about two different occasions and even went
on to sing songs that suited the occasions .The teacher then went on further to explain
on different types of happy songs and their purposes . Learners in groups had to come
up with a happy song and practice singing it and then sang the song for the class for
class discussions. Learners listened carefully and were able to follow through the
proceedings and most learners participated very well. The children were able to sing
along, teacher explained the importance of knowing the happy songs and their
importance as well as their lyrics. There was pupil to pupil interaction as they
practiced singing the song. Generally learners enjoyed singing and discussing the
importance of such songs, one example given was “moroora tauya naye”. The skills of
dancing and singing was well observed and the performances were quite good.
WEAKNESSES

Learners were very excited as many were eager for their favourite song to be the one
for the showcase ending up in unscholarly noise and confusion in some groups.

WAY FORWARD/REMEDY:

Teacher had to make learners vote for a song so that they had to practice it for the
class presentation. The teacher will encourage learners to work and follow harmonious
ways of interacting.

LESSON PLAN

College Seke Teachers’

Name

School

Class ECD A
Number of Learners 35

Average Age 5-6 years

Grouping System Mixed Ability

Subject Visual and Performing arts

Date 9 May 2023

Time 1030-1050

Topic Aesthetic Values and Appreciation

Topic Music and movement

Sub Concept Artworks at home

S. O. M. Visual and Performing Arts Infant Syllabus Page 54

Media Puzzles, toys, vehicles which can be dismantled, blocks

Assumed Knowledge Learners can identify objects

Key objective Learners should acquire knowledge of artworks done at

home

Objectives By the end of the lesson learners should be able to:

1) identify two manmade structures

2) describe four materials needed when constructing a hut
3) explain steps to be followed when constructing a hut

STAGE CONTENT/ CONCEPT SKILLS ACTIVITIES

Structures around the Identifying  Learners identify different
1.Introduction environment e.g. structures around the
buildings, environment

Structures can be Defining  learners identify manmade

2.Lesson constructed e.g. structures around the
Development buildings, model of a environment
Step (i) human body

A hut can be constructed Identifying  Class identifies different

 Step (ii) using different materials Naming materials required in
e.g. poles, dagga, grass constructing a hut

A hut can be constructed Identifying  Learners in groups of four

Step (iii) using different materials Naming identifies the steps to
e.g. poles, dagga, grass taken when constructing a
hut
 Facilitator give guidance
to the group discussions
 Learners give feedback of
their findings

Step (iv) A hut can be constructed  Learners construct a hut

using different materials using improvised
e.g. poles, dagga, grass materials available
 Facilitator give guidance
on the discussion

Conclusion A hut can be constructed Discussing  Question and answer on

using different materials construction of a hut
e.g. poles, dagga, grass

EVALUATION
STRENGTHS:

The lesson was delivered as planned. Learners managed to identify materials

used in construction of a hut hence finding it easier to construct a hut using
different materials. The introduction of the lesson was appropriate for the lesson
and prepared the learners for the concept of the lesson. The lesson was delivered
using the child centred method e.g. question and answer, group discussions and
group work. Media used was relevant to the lesson and was effectively used
during the lesson. Lesson was a success as most of the facilitator’s objectives
were achieved.

WEAKNESSES:

Few learners failed to construct a hut due to failure to balance the roof and brick
work. The facilitator did not have ample media to give to the respective learners
hence contributing to their failure in constructing their own objects.

WAY FORWARD/REMEDY:

The facilitator intends to vary the media and teaching methods used during the
lessons so as to help the learners to grasp the concepts.

NHEVEDZO

Koreji Seke Teachers’

Zita

Chikoro

Gwaro ECD A

Chidzidzo ChiShona
 Uwandu Hwevana Makumi matatu nevashanu

Zera repakati Mashanu -matanhatu

Marongerwo Musanganiswa

Zuva 7 Chivabvu 2023

Nguva 1030-1050

Musoro Musha wekumaruva

Jerero Ventures ChiShona ECD bhuku remudzidzi peji 14

Midziyo Zvitai-tai zvine mufananidzo wemisha yakasiyana

siyana

Ruzivo rwevana Vana vanogona kuongorora zvakasiyana pazvinhu

Zvinangwa zvechidzidzo:

Mukupera kwechidzidzo vana vanotarisirwa kunge vogona;

1. kutsanangura zvakaita musha wavo kumaruva

2. kutsanangura mavakirwo akaita musha wemumaruva
3. kudoma zvinhu zvakashaniswa mukuvaka musha wemumaruva

Danho Pfungwa Itsva Unyanzvi Zviitwa

1.Nhanganyaya Musha wandinoda Kutaura  Vadzidzi vachasimuka vachitaura
kugara sokuti nzvimbo dzavanofarira kugara
kana vakura
Warren Park
Kuteerera
Borrowdale

2.Kutambanudza Musha wedu Kutaura  Mudzidzisi anotsanangura

pfungwa wekumaruva sokuti Kuteerera pamusoro pemusha waanogara
(i) wakamirasei,  Vana vanotsanangudza mamiriro
akaita musha wavo
ruvara,
(ii) Mavakirwo akaita Kutaura  Vadzidzi vanotaurirana
musha mavakirwo akaita musha wavo
 wemumaruva Kuteerera  Mudzidzisi anobatsira vadzidzi
sokuti pavanoda rubatsiro
mudhadhadha,
yakavakwa
ichienda mudenga
(iii) Zvinhu Keverenga  Vadzidzi vanopinda mumapoka
zvakashaniswa Kunyora vari vana vataurirana zvinhu
mukuvaka musha zvakashaniswa mukuvaka musha
wemumaruva
wemumaruva
 Mudzidzisi anobatsira vadzidzi
pavanoda rubatsiro
 Vadzidzi vanopakura zvavawana
muhurukuru yavo
(iv) Musha wedu Keverenga  Vadzidzi vanokara mufananidzo
wekumaruva sokuti Kunyora wemusha wavo wekumaruva
wakamirasei,
ruvara,
3.Mhedziso Musha wedu Kutaura  Vadzidzi nemudzidzisi vanoita
wekumaruva sokuti Kuteerera dzokororo yekutaura musha wavo
wakamirasei, wekumaruva
ruvara,

Ongororo

Zvagonekwa

Chidzidzo chakabudirira nokuti vadzidzi vazhinji vakakwanisa kutsanangudza

musha wavo wekumaruva. Dura rashandiswa kutorwa chidzidzwa range
rakakodzera uye richienderana nezera revadzidzi. Chidzidzo chatora nzvimbo
munguva yakatarwa. Nhanganyaya yechidzidzo yakwanisa kukwezvera
vadzidzi kuchidzidzo. Zvinangwa zvizhinji zvechidzidzo zvazadzikiswa mukati
mechidzidzo. Midziyo yakashandiswa yakakwanisa kuwedzera kunzwisisa
muvadzidzi. Madzidzisiro aitwa nemudzidzisi aita kuti vadzidzi vafarire
chidzidzwa chezuva iri. Vadzidzi vapinda mumapoka ayo anga akarongeka aine
uwandu hwevadzidzi hwakakodzera. Mudzidzisi akwanisa kuongorora basa
remumapoka raitwa nevadzidzi. Panga paine kudyidzana kwakanaka pakati
pevadzidzi nevadzidzi uye vadzidzi nemudzidzisi. Chidzidzo chakomberwa
nedzokororo yebasa ranyorwa zvakanaka chose.Vavariro dzechidzidzo
dzabudirira sechidaka daka chaiva nemudzidzisi paaironga basa rake.

Zvatadzwa

Mumwe mudzidzi akukundikana kukara musha wavo wekumaruva sezvo

ashandisa ruvara rwumwe chete paimba yose. Mwana anoda kudzidza kukara
imba achiratidza pane mafafitera kana denga.

Zvichaitwa

Vadzidzi vanoda kupiwa basa rakawanda izvo zvinozobatsira mukuziva musha

wavo.