Grade 3 Scheme First Term-1 2024

Content
AGRICULTURE............................................................................................................................................................................................................... 2
ENGLISH..................................................................................................................................................................................................................... 16
FAMILY, RELIGION AND MORAL EDUCATION.............................................................................................................................................................38
GUIDANCE AND COUNSELLING (JUNIOR )..................................................................................................................................................................50
HERITAGE –SOCIAL STUDIES...................................................................................................................................................................................... 55
INFORMATION AND COMMUNICATION TECHNOLOGY..............................................................................................................................................67
INDIGENOUS LANGUAGE SHONA............................................................................................................................................................................... 73
MATHEMATICS........................................................................................................................................................................................................... 96
PHYSICAL EDUCATION ,SPORT AND MASS DISPLAYS.............................................................................................................................................113
SCIENCE AND TECHNOLOGY..................................................................................................................................................................................... 131
VISUAL AND PERFORMING ARTS.............................................................................................................................................................................. 146
Grade 3 term one 2024 1

AGRICULTURE
Time Allocation; 8 x 30 min lesson per week
TOPICS TO BE COVERED
1. Introduction to Agriculture
2. Climate and land use
3. Soil
4. Water
AIMS
1 . To help learners appreciate the importance of agriculture to the individual, family, community and country
2 T o enable learners develop a positive attitude towards Agriculture and its study as a science
3. To help learners develop environmental awareness and actively participate in conservation projects within the school and in their
community
To help learners acquire and use scientific knowledge in managing agricultural activities sustainably
REFERENCES
Syllabus

WEEK LSN TOPIC/CONTENT OBJECTIVES COMPET TEACHING / LEARNING RESOURCES EVALUATION
ENCIES METHODS ,MEDIA AND
REFERENCES
1 1&2 INTRODUCTION TO By the end of -defining -Assumed knowledge ; pupils National
AGRICULTURE the lesson -explaining know some components of Syllabus page
Content; Defining learners -listing Agriculture. 13
Agriculture should be able -brainstorm on Agriculture Crops and
Importance of to ;define the -Visiting agricultural enterprises animals
Agriculture term within the school. Print media
Agriculture -Naming crops and animals. ICT
- question and answer on what is
Agriculture .
-recap of the lesson .
3&4 INTRODUCTION TO -state at least -listing -Assumed knowledge ; pupils National
AGRICULTURE four - know what is Agriculture Syllabus page
Content ; Plants and animals manipulati -recap of previous lesson 13
Animals kept in ng -Pupils observe animals on Crops and
agriculture . pictures animals
-state at least -group work on listing Print media
four crops agricultural animals ICT
grown in -an excursion to the garden
agriculture -pupils name crops in the garden
and any other .
-written work on drawing crops
and animals
5&6 INTRODUCTION TO -State at least -listing - Assumed knowledge , learners National
AGRICULTURE three -reasoning know components of Agricuture Syllabus page
Content ; Importance importance of -observing -recap of previous lessons . 13
of Agriculture Agriculture -discussing the importance of Crops and
in their lives . crops and animals to an animals
individual Print media
- pupils observe and touch some ICT
of the agricultural products Flour
available Sadza
- recap of the lesson Rice

7&8 INTRODUCTION TO -State at least -listing -Assumed knowledge ; learners National
AGRICULTURE three -reasoning know components of Agriculture Syllabus page
Content ; Importance importance of -observing -recap of previous lessons 13
of Agriculture Agriculture -pupils name different Crops and
in their lives . Agricultural products available animals
-group work on listing some Print media
other importance of Agriculture ICT
shown on pictures . Pictures
-group feedback
-written work
-recap of lesson
2 1 &2 INTRODUCTION TO -identify at -naming - ASSUMED KNOWLEDGE ; National
AGRICULTURE least five -listing Learners know some garden tools Syllabus page
Farm Tools; Garden garden tools manipulati -brainstorm on listing garden 13
tools ng tools Garden tools
-drawing - facilitator takes pupils to the Print media
-Observing store room to observe some ICT
garden tools Pictures
-pupils touch and name the
garden tools
- pupils get back to the classroom
-written work on drawing and
labeling the tools
-recap of the lesson
3&4 INTRODUCTION TO -model at least - - ASSUMED KNOWLEDGE National
AGRICULTURE two garden manipulati Learners know garden tools Syllabus page
Farm Tools; Garden tools ng -question and answer on naming 13
tools -observing garden tools Garden tools
-identifying -facilitator explains the Print media
objectives of the lesson ICT
- in pairs pupils model the tools Pictures
of own choice Mud
- display of finished work and water
critique
-cleaning of tables .

5&6 INTRODUCTION TO -state the uses -listing Assumed knowledge ; learners National
AGRICULURE of at least 5 -observing know garden tools Syllabus page
Farm Tools; Garden garden tools -identifying -question and answer on naming 13
tools garden tools Garden tools
-pupils observe pictures Print media
-question and answer on listing ICT
the uses shown on pictures Pictures
-group work on uses of given
garden tools
-group feedback
-written work
-miming usage of tools
7&8 INTRODUCTION TO -answer at least - reasoning -recap on previous lessons ICT
AGRICULTURE 10 revision -judging -facilitator explains on the Test record
-Revision exercise questions from -recalling exercise
the exercise -writing -individual written work
3 1&2 INTRODUCTION TO -demonstrate -observing -ASSUMED KNOWLEDGE ; National
AGRICULTURE the use of a - Learners know garden tools Syllabus page
Farm Tools; Garden hoe and shovel demonstrati -mime on usage of garden tools 13
tools ng -demonstrating the use of garden Garden tools
- tools by facilitator Print media
manipulati - in groups pupils use the garden ICT
ng tool s in the garden Pictures
- pupils clean and pack the tools
-mime on use of the tools
3&4 INTRODUCTION TO -design an -listing - ASSUMED KNOWLEDGE ; National
AGRICULTURE inventory of -designing Learners know and can use Syllabus page
Farm Tools; Garden garden tools garden tools 13
tools -recap of previous lessons Garden tools
-facilitator explains on designing Print media
a tool inventory ICT
-group work on designing the Pictures
tool inventory An already made
-group feed back inventory
-written work

-recap of lesson
5&6 INTRODUION TO -use garden -observing - ASSUMED KNOWLEDGE ; National
AGRICULTURE tools safely - Learners know uses of some tools syllabus page 13
Safety in Agriculture; demonstrati -mime on use of tools Garden tools
Safe use of garden tools ng -question and answer on dangers Videos
-listing of garden tools when on use Protective
- group work on listing safety clothing
measures
-group feedback
-demonstration on the safety
measures by facilitator and
learners
-recap of lesson
7&8 INTRODUCTION TO -state ways of -identifying -ASSSUMED KNOWLEDGE ; National
AGRICULTURE preventing -observing Learners know and can use some syllabus page 13
Safety in Agriculture; common garden tools Garden tools
Safe use of garden tools hazards when -recap of previous lesson Videos
using garden -class discussion on stating ways Protective
tools of preventing accidents when clothing
using garden tools
-facilitator helps
-written work on the topic
4 1&2 CLIMATE AND -identify the -identifying - ASSUMED KNOWLEDGE National
LAND USE seasons of -observing ;Learners know about rains syllabus page 14
Climate; Seasons in Zimbabwe -brainstorm on climate Seasonal fruits/
Zimbabwe -question and answer on naming crops
of the seasons Print media
-using chart pupils name the ICT
seasons
-group work on features of the
seasons
-group feedback
-written work

3&4 CLIMATE AND - state the -identifying - ASSUMED KNOWLEDGE ; National
LAND USE months that fall -naming Learners know the seasons syllabus page 14
Climate; Seasons in under each -recap of the previous lesson Seasonal fruits/
Zimbabwe season -facilitator explains on months crops
and seasons Print media
-group work on classifying ICT
months that fall within each
season
- group feedback
- recap of the lesson by the mime
“ summer , autumn etc “
5&6 CLIMATE AND -state the -observing -ASSUMED KNOWLEDGE National
LAND USE activities in the -identifying ;Learners know the seasons syllabus page 14
Climate; Seasons in rain season -listing -miming seasons of the year Seasonal fruits/
Zimbabwe -facilitator explains the seasons crops
-group work on listing local Print media
activities in rain season ICT
-group feedback Pictures
-pupils name seasons on pictures
by just observing the activities
7&8 REVISION -answer at least -Reasoning ASSUMED Test record

EXERCISE ten revision -Judging KNOWLEDGE;Learners know
questions from -Recalling about seasons
the exercise -question and answer from the
correctly work covered
- facilitator explains on the
exercise
-individual written work
-revising of the exercise

5 1 CLIMATE AND -state the -observing Assumed knowledge ; learners National
& LAND USE activities in the -identifying know the seasons syllabus page 14
2 Climate; Seasons in post rain -listing -recap on previous lessons Seasonal fruits/
Zimbabwe season -facilitator explains on activities crops
- group work on listing activities Print media
in the post rain season ICT
-mime on seasons
3 CLIMATE AND -state the -observing -ASSUMED KNOWLEDGE ; National

& LAND USE activities in the -identifying Learners know seasons and syllabus page 14
4 Climate; Seasons in cool season -listing activities in some Seasonal fruits/
Zimbabwe -recap on previous lessons crops
-facilitator explains on activities Print media
- group work on listing activities ICT
in the cool season Pictures
-group feedback
-question and answer on how
animals and plants survive in the
cool season
-mime on seasons
5 CLIMATE AND -state the -observing -ASSUMED KNOWLEDGE; National
& LAND USE activities in the -identifying Learners know activities in some syllabus page 14
6 Climate; Seasons in hot dry season -listing seasons Seasonal fruits/
Zimbabwe -recap on previous lessons crops
-facilitator explains on activities Print media
- group work on listing activities ICT
in the hot dry season Pictures
-group feedback
-question and answer on how
animals and plants survive in the
hot dry season
-written work
-mime on seasons

7 CLIMATE AND -carry out a - ASSUMED KNOWLEDGE ; National
& LAND USE practical on demonstrati learners know about different syllabus page 14
8 Climate; Seasons in activities on the ng seasons Seasonal fruits/
Zimbabwe current season - -recap on previous lessons crops
manipulati -question and answer on naming Print media
ng the current season ICT
-observing -using garden tools , learners do Pictures
some of the activities done in the Garden tools
current season
-cleaning of tools and arranging
them
6 1 CLIMATE AND -identify signs -identifying -ASSUMED KNOWLEDGE; National
& LAND USE from their local -listing Learners know about different syllabus page 14
2 Climate; Seasons in environment -observing seasons Seasonal fruits/
Zimbabwe that indicate -recap of previous lessons crops
seasons - in groups learners list Print media
environmental signs (including ICT
indigenous knowledge systems) Pictures
that indicate seasonal changes
-group feedback
-written work
3 CLIMATE AND -carry out an -observing - ASSUMED KNOW LEDGE ; National
& LAND USE educational -listing Learners know about seasons syllabus page 14
4 Climate; Seasons in tour on seasons -identifying -facilitator explains on the tour Seasonal fruits/
Zimbabwe -learners and facilitator go to the crops
weather station close by to learn Print media
about seasons ICT
-learners list points about seasons Pictures
-facilitator and learners get back
to school

5&6 CLIMATE AND -sing songs -reciting ASSUMED KNOWLEDGE National
LAND USE related to -recalling Learners know about seasons syllabus page 14
Climate; Seasons in seasons -recap of previous lessons Seasonal fruits/
Zimbabwe -recite rhymes - in groups learners singing crops
related to songs, recite rhymes and poems Print media
seasons related to seasons ICT
-recite poems -group presentation on what they Pictures
related to did
seasons -recap of the lesson
7&8 REVISION -answer at least -Reasoning ASSUMED KNOLEDGE; Test record
EXERCISE ten revision -Judging Learners know about seasons
questions from -Recalling -question and answer from the
the exercise work covered
correctly - facilitator explains on the
exercise
7 1&2 SOIL -define soil -explaining ASSUMED KNOWLEDGE ; National
Soil Types ;what is soil -state at least -observing Learners know soil syllabus page 14
four -identifying -brainstorm on soil Soil samples
components of -question answer on defining soil Print media
soil -an excursion to observe soil ICT tools
components
-pupils observe different soils
and list the components
-pupils name the different
components of soil
3&4 SOIL -state at least -listing ASSUMED KNOWLEDGE ; National
Soil Types ;importance three -observing learners know components of soil syllabus page 14
of soils importance of -reasoning -recap of previous lesson Soil samples
soil -question and answer on uses of Print media
soil ICT tools
-group work on importance of -pictures
soil
-group feedback

-written work
5&6 SOIL -identify local -listing ASSUMED KNOWLEDGE ; National
Soil Types ; local soils soils -identifying Learners know importance of syllabus page 14
-observing soil Soil samples
-Recap of previous lesson Print media
-facilitator explains on different ICT tools
types of soil -pictures
-in pairs learners collect samples
of local soils
-pupils name the soils
7&8 SOIL -identify four -listing ASSUMED KNOWLEDGE ; National

Soil Types ; local soils uses of different -observing Learners know types of soils syllabus page 14
local soils -reasoning -recap of previous lessons Soil samples
-facilitator explains on the Print media
concept ICT tools
-group work on uses -pictures
-group feedback
-written work
8 1&2 SOIL ; -identify -listing - ASSUMED KNOWLEDGE ; National
Soil Fertility; Making a materials used -identifying Learners know uses of soil syllabus page
compost for making -observing -facilitator talks about a compost 14 Protective
compost -class discussion on materials clothing
that make a compost Compost
-group work on listing the making
materials materials such
-group feedback as
-recap of the lesson l Soil
Vegetation and
animal matter
Water
3&4 SOIL ; -collect -collecting - ASSUMED KNOWLEDGE National
materials used Identifying syllabus page 14

Soil Fertility ;Making a for compost Manipulati ;Learners know components of a Protective
compost making ng compost clothing
-Store the -recap on previous lesson Compost
materials in a -learners collect materials used making
secure place for making compost materials
-facilitator and learners peg a site
for a compost
- written work
5&6 SOIL ; -make a -identifying - ASSUMED KNOWLEDGE ; National

Soil Fertility; Making a compost - Leaners know components of a syllabus page
compost manipulati compost 14 Protective
ng -recap of previous lessons clothing
-arranging -an excursion to the compost site Compost
- making a compost heap by making
learners and facilitator materials
-maintaining the compost heap
7&8 REVISION -answer at least -Reasoning -question and answer from the Test record
EXERCISE ten revision -Judging work covered
questions from -Recalling - facilitator explains on the
the exercise exercise
correctly -individual written work
9 1&2 SOIL -define soil -explaining ASSUMED KNOWLEDGE ; National
Soil Erosion ;define soil erosion -listing Learners know about soil syllabus page 15
erosion -state at least -observing -brainstorm on soil erosion ICT tools
two causes of –class discussion on what is soil Local
soil erosion erosion environment
-group work on causes of soil Print media
erosion
-group feedback
-written work

3&4 SOIL -describe how -explaining ASSUMED KNOWLEDGE; National
Soil Erosion ;causes of wind and water -observing Learners know about causes of syllabus page 15
soil erosion and animals -judging erosion ICT tools
cause soil -recap of previous lesson Local
erosion -facilitator explains on the environment
concept Print media
-group work on describing and Water
imitating Pictures
-group presentation
5&6 SOIL -identify signs -observing - ASSUMED KNOWLEDGE ; National
Soil Erosion ;signs of of soil erosion -listing Learners know the causes of syllabus page 15
soil erosion in the local -identifying erosion ICT tools
environment - recap of previous lessons Local
-an excursion to observe signs of environment
soil erosion Print media
-pupils mark and list some signs
-learners presentations on what
they observed
-written work
7&8 SOIL -identify signs -observing ASSUMED KNOWLEDGE ; National
Soil Erosion ;signs of of soil erosion -listing Learners know causes of erosion syllabus page 15
soil erosion in the local -identifying -recap of previous lesson ICT tools
environment -facilitator and learners do an Local
educational tour to identify signs environment
of soil erosion in the local Print media
environment
-learners report back the signs
10 1&2 WATER  state uses of -listing ASSUMED KNOWLEDGE National
Water Conservation; water in Identifying ;learners know uses of water Syllabus page
Uses of water in agriculture -observing -brainstorm on uses of water 15
Agriculture -facilitator explains on uses of Watering cans
water in Agriculture Hosepipes
Safe water

-group work on listing uses of Garden tools
water in agriculture Print media
-group feedback
-Recap of the lesson
11 3&4 WATER -demonstrate - - ASSUMED KNOWLEDGE ; National

Water Conservation; use of water in demonstrati Learners know uses of water Syllabus page
Uses of water in Agriculture ( ng -recap of previous lesson 15
Agriculture irrigation and -observing -facilitator demonstrate irrigation Watering cans
cleaning garden and cleaning of garden tools Hosepipes
tools ) using water Safe water
Group work on demonstration Garden tools
-facilitator monitors Print media
-packing of tools used
5&6 WATER -demonstrate - ASSUMED KNOWLEDGE; National
Water Conservation; use of water in demonstrati Learners know uses of water in Syllabus page
Uses of water in Agriculture ng Agric 15
Agriculture (watering -observing - recap on previous lessons Watering cans
animals and An excursion to the nearby farm Hosepipes
cleaning garden -Demonstrating use of water in Safe water
tools ) agriculture cleaning garden tools, Garden tools
watering animals by facilitator Print media
-learners water the animals in
turns
7&8 REVISION -answer at least -Reasoning -question and answer from the Test record
EXERCISE ten revision -Judging work covered
questions from -Recalling - facilitator explains on the
the exercise exercise
correctly -individual written work
4 1&2 REVISION -answer at least -Reasoning -question and answer from the National
Introduction to ten questions -Judging work covered syllabus page
Agriculture from the -Recalling - facilitator explains on the 13
revision exercise
exercise -individual written work

3&4 REVISION -answer at least -Reasoning -question and answer from the National
Climate and land use ten questions -Judging work covered syllabus page
from the -Recalling - facilitator explains on the 13 and 14
revision exercise
Climate and land use ten questions -Judging work covered syllabus page
from the -Recalling - facilitator explains on the 14
revision exercise
Water ten questions -Judging work covered syllabus page
from the -Recalling - facilitator explains on the 15
revision exercise
12 & REVISION OF WORK -answer -Reasoning -question and answer from the National
13 COVERED DURING revision -Judging work covered syllabus page
THE TERM questions from -Recalling - facilitator explains on the 13 to 15
the work exercise
covered during -individual written work
the term -revising of the exercise

ENGLISH
Time allocation 9 x 30 per week
1. Listening
2.Speaking
3. Reading
4. Writing
AIMS
1. To develop the four basic skills namely: listening, speaking, reading and writing in the English Language with emphasis on visual,
manual and tactile skills
2. To help learners express themselves freely in a variety of situations that involve the use of functional English
3. To cultivate an appreciation of the use of English Language as a tool for cultural, political, religious, social and
environmental development
4. To prepare for present and future studies in the English Language and other learning areas
REFERENCES
Syllabus
Step in English book 3

WEEK LSN TOPIC/CONTENT OBJECTIVES COMPETEN TEACHING / RESOURCES EVALUATION
CIES LEARNING METHODS ,MEDIA AND
REFERENCES
1 3&4 LISTENING AND -distinguish words -listening ASSUMED National syllabus
READING ; long with long and short -distinguishing KNOWLEDGE ; page 21 and 26
and short vowel vowel sounds -reading learners can read some Sign language
sounds -read the words words alphabet
correctly -learners read words on Vowel
ship / sheep
cards Chart,
Facilitator demonstrates Flashcards
saying , reading the words
with short and long vowel
sounds
- Listening to words with
long and short vowel
sounds by learners
- Imitating the long and
short vowel sounds made
by the teacher
- Distinguishing words
with long vowel sounds
from those with short
Recap of the lesson
5 READING and -identify words with -pronunciation ASSUMED National syllabus
WRITING silent sounds from -identification KNOWLEDGE;Learners page 26-27
Words with silent the paragraph can read words without Phonetic alphabet
letters , knock -pronounce words silent sounds Songs
correctly -learners read the words ICT tools
,knight
on flash cards Rhymes
Facilitator introduces the Flash cards
silent sounds
Group work on reading
-learners write the words
in their books

6 WRITING -write at least three -reading ASSUMED National syllabus
Words with long pairs of words with -writing KNOWLEDGE;learners page 27
and short vowel long and short can read the words Ventures page 11-13
sounds vowel sounds -learners read the words Sign language
correctly loudly alphabet
Sheep / ship
-in group learners write Vowel
pairs of the words with Chart,
short and long vowel Flashcards
sounds
-group feedback
-written work
7 WRITING -write letters with -penmanship ASSUMED National syllabus
loops KNOWLEDGE Learners page 27
can write letter without Grade 3-7 Nelson
loops script chart
-learners copy the given
ICT tools (Jaws
sentence on the board
-facilitator introduces loop
software)
using the chart
-learners imitate using
loops
-written work
8&9 READING AND -pronounce words - ASSUMED National syllabus
WRITING correctly pronunciation KNOWLEDGE ;Learners page 26-27
;Comprehension -answer short - can read Step in page 3
Farmaer Soko’s questions correctly comprehendi -facilitator reds the Sentence strips
using true or false passage while learners Word lists
problem ng
-write letters with listen Flash cards
-writing -learners read loudly
loops ICT tools
-group work on questions
-group feedback
-written work

2 1&2 LISTENING AND -list words with the -listening ASSUMED National syllabus
READING ; long given sounds -distinguishing KNOWLEDGE ; learners page 21 and 26
and short vowel -read the words -reading can read some words Sign language
sounds correctly -learners read words on alphabet
Pull/pool -write the words cards  Vowel
correctly Facilitator demonstrates  Chart,
saying , reading the words  Flashcards
sounds
- Listening to words with
long and short vowel
sounds by learners
- Imitating the long and
short vowel sounds made
by the teacher
- Distinguishing words
with long vowel sounds
from those with short
Recap of the lesson
3 LISTENING -listen to the short -listening ASSUMED National syllabus
Short stories story - KNOWLEDGE ;Learners page 26
--answer short comprehending have short stories in their
questions from the mind
story -facilitator introduces the
short story
-facilitator tells the story
to learners
-question and answer on
the story
-learners retell the story
4&5 READING AND -pronounce words in -pronunciation ASSUMED National syllabus
WRITING the given text - KNOWLEDGE ; learners page 26-27
Comprehension correctly comprehending can read Step in page
-answer -learners read words on Sentence strips
comprehension card Word lists
-facilitator red the passage Flash cards

questions correctly -learners read the passage ICT tools
using yes or no loudly
-question and answer from
the passage
-written work
6&7 COMPOSITION -write a controlled -making ASSUMED National syllabus
Controlled composition about sentences KNOWLEDGE -learners page 27
composition ‘Myself ‘ -writing know about their selves
Myself -learners talk about their
selves
-facilitator talks about the
composition
-learners write the
controlled composition in
books
8 REVISION -answer at least 10 -judging -recap on previous lessons Test record book
EXERCISE questions from the -recalling -facilitator explains on the ICT
revision exercise -writing exercise
-written work on the
exercise
9 LISTENING AND -write dictated -listening -ASSUMED National Syllabus
WRITING words -writing KNOWLEDGE ;learners page 27
dictation/spellings -write a dictated can read ICT tools
sentence -learners read words on Flashcards
the board Sentence strips
-facilitator dictates words Work cards
whilst learners are writing
dictated words and
sentences.
3 1&2 LISTENING / -pronounce words - ASSUMED National syllabus page
OBSERVING AND correctly pronunciation KNOWLEDGE ;learners Sentence
WRITING -reading strips24,26,27

words with silent -complete sentences writing list words with silent Word lists
consonants and with the words letters Flash cards
vowels cough, correctly Learners know some ICT tools
measure, bread words with silent letters
-learners list words with
silent consonants
-facilitator adds more
Learners read the words in
groups –written work on
sentence completion
3 READING -observe the -observation -ASSUMED National syllabus
Picture stories pictures Reading KNOWLEDGE ; Learners page 26
-make a story from - can see
the pictures comprehending learners observe pictures
-answer questions -in groups learners read
from the picture the story from the pictures
story -group feedback on
retelling the story
the story
Recap of the lesson
4 PENMANSHIP -join looped letters - writing ASSUMED National Syllabus
Copying a small in continuous KNOWLEDGE page 28
paragraph writing ;Learners can write Grade 3-7 Nelson
-learners practice looped script chart
letters
Slate and stylus
-facilitator talk about the
joined looped letters
ICT tools
-learners copy the (Jaws software)
paragraph using joined
loop letters
-facilitator commends on
learners ‘ writing
WRITING the given text - KNOWLEDGE page 26-27
correctly comprehending learners can read Step in page 7

Comprehension -answer -learners read words on Sentence strips
Lake Kariba comprehension card Word lists
questions correctly -facilitator red the passage Flash cards
using true or false -learners read the passage ICT tools
loudly
-group work on work cards
-group feed back
-written work
7&8 COMPOSITION -write a controlled -making ASSUMED National syllabus
Controlled composition about sentences KNOWLEDGE page 27
composition My ‘My friend ‘ -writing ;learners know about their
friend selves
-learners talk about their
selves
composition
-learners talk about their
friends
-learners write the
books
9 LISTENING AND -write dictated -listening - ASSUMED KNOWLEDGE National Syllabus
WRITING words -writing ;learners read words on page 21, 27
dictation/spellings -write a dictated the board ICT tools
sentence -facilitator dictates words Flashcards
whilst learners are writing Sentence strips
dictated words and Work cards
sentences.
4 1&2 LISTENING AND -list words with the -listening ASSUMED National syllabus
READING ; long given sounds -distinguishing KNOWLEDGE ; learners page 21 & 26
and short vowel -read the words -reading know words with short Sign language
sounds correctly and long vowel sounds alphabet
Cut/cart Vowel

-write the words Facilitator demonstrates Chart,
correctly saying , reading the words Flashcards
sounds while learners
listen
-learners list the given
words
-reading of words
-written work
3 READING -read the short story -listening ASSUMED National syllabus
Short story silently -reading KNOWLEDGE ;Learners page 26
Lake Kariba --answer short oral comprehending have short stories in their Step in page 7
questions from the mind
story -facilitator introduces the
short story
-facilitator tells the story
to learners
-learners read the story
silently
the story
-learners retell the story
WRITING the given text - KNOWLEDGE learners page 26-27
Comprehension correctly comprehending can read Step in page 7
Where is my uncle -answer -learners read words on Sentence strips
using yes or no -learners read the passage ICT tools
loudly
-group feed back
-written work

6 LISTENING AND -write dictated -listening -learners read words on National Syllabus
WRITING words -writing the board page 21 and 27
dictation/spellings -write a dictated -facilitator dictates words ICT tools
sentence whilst learners are writing Flashcards
dictated words and Sentence strips
sentences. Work cards
7&8 COMPOSITION -write a controlled -observing ASSUMED National syllabus
Controlled composition using -making KNOWLEDGE ;Learners page 27
composition the pictures sentences can see Step in page
Picture -writing -learners observe
pictures
composition
-learners talk about the
pictures in groups
-group feedback
composition
-learners write the
books
exercise
5 1 SPEAKING AND -use appropriate -listening -ASSUMED National Syllabus
&2 WRITING language structures -speaking KNOWLEDGE;Learners page 24 and 27
LANGUAGE to ask for something -writing can ask for something Step in page
FUNCTIONS -complete sentences -learners ask for something
Asking for something correctly using the -facilitator introduces the
politely function function ,” may”
-in pairs learners do a
dialogue asking for
something

-learners write sentences
using may
3 READING -observe -0bserving ASSUMED National Syllabus
;PUNCTUATION punctuation marks -reading KNOWLEDGE ;Learners page 26
MARKS when reading know some punctuation Step in page 13-14
Themba ‘s new car marks Charts with
-Learners name punctuation marks
punctuation marks they Variety of texts
know Large print books
punctuation chart
-facilitator explains the
purpose of reading
-learners read while
observing punctuation
marks in the text
WRITING the given text - KNOWLEDGE -learners page 26-27
Comprehension correctly comprehending can read Step in page 8-11
What is the weather -answer -learners read words on Sentence strips
like comprehension card Word lists
loudly
-group feed back
-written work
6&7 COMPOSITION -write a thank you -observing ASSUMED National syllabus
Controlled card -making KNOWLEDGE -learners page 27
composition ; sentences talk about the pictures in Step in page 13
Thank you card -writing groups
-group feedback
composition

-learners write the
books
8 PENMANSHIP -write legibly -observation ASSUMED National Syllabus
Using the grade 3 to 7 using the Grade 3- -présentions KNOWLEDGE ; page 27
Nelson Script 7 Nelson Script Learners try to use loops Grade 3-7 Nelson
-Learners practise script chart
looped letters Slate and stylus
-facilitator explains the ICT tools
lesson (Jaws software)
paragraph using the
nelson script
-facilitator comments on
the work done
9 LISTENING AND -write dictated -listening - ASSUMED National Syllabus
WRITING words -writing KNOWLEDGE ; learners page 21 & 28
dictated words and
sentences.
6 1&2 SPEAKING AND -describe the -speaking - ASSUMED National syllabus
WRITING weather -writing KNOWLEDGE ;Learners page 24 and 27
;DESCRIPTIONS -write statements can describe Step in page 16
The weather about the weather -learners describe objects Pictures, pointers
correctly available Variety of objects
- facilitator introduces Comparative chart
lesson Sentence strips
-in groups learners Cloze passages
describe the weather

-group feedback
-written work
3 ENRICHMENT -read a variety of -Variety of ASSUMED National syllabus
READING texts for enrichment texts from the KNOWLEDGE ; learners page 26
class, school can read Newspapers
library and -learners read a variety of Storybooks
other suitable texts available E-books
materials -facilitator monitors Large print books
-learners retell the texts
they have read
Hot weather -answer -learners can read Sentence strips
comprehension -learners read words on Word lists
questions correctly card Flash cards
using yes or no -facilitator red the passage ICT tools
-learners read the passage
loudly
-group feed back
-written work
6&7 COMPOSITION -write a creative -observing ASSUMED National syllabus
Creative composition on the -making KNOWLEDGE ; learners page 27
composition ; My given topic sentences have families
Family -writing -learners talk about their
families
composition
-learners write the
composition in books

exercise
WRITING words -writing KNOWLEDGE ; learners page 21 and 28
dictated words and
sentences.
1&2 SPEAKING, -identify parts of -identifying - ASSUMED National syllabus
LISTENING AND speech in given -listening KNOWLEDGE ; learners page 21,24,27
WRITING texts -speaking can talk Step in page 25
parts of speech ; - write meaningful -writing -Facilitator introduces Charts
whose is it ( parts of speech
sentences using Word cards
pronouns -learners and facilitator
parts of speech Sentence strips
use parts of speech in ICT gadgets
oral language ; whose is
it / It is mine ,It is hers
etc
Written work
3 LISTENING -listen to short -listening - ASSUMED National syllabus
SHORT STORY stories and answer - KNOWLEDGE ; learners page 21
questions based on comprehending can listen Story books
the text - Facilitator introduces the ICT tools
short story-learners listen
while facilitator reads the
story

-learners respond to
questions from the story
-retelling of the story
4&5 READING AND -pronounce words in -pronunciation - ASSUMED National syllabus
Themba and the -answer -learners can read Sentence strips
bicycle comprehension -learners read words on Word lists
loudly
-group feed back
-written work
6&7 COMPOSITION -write an invitation -observing - ASSUMED National syllabus
Creative ; an card on the given -making KNOWLEDGE ; learners page 27
invitation card event sentences can observe Step in page 24
-writing -learners observe pictures
invitations
-group feedback
composition
-learners write the
8 PENMANSHIP -write legibly -observation - ASSUMED National Syllabus
Using the grade 3 to using the Grade 3- -presenting KNOWLEDGE ; page 28
7 Nelson Script 7 Nelson Script a ;Learners can use loops Grade 3-7 Nelson
Writing a paragraph given paragraph Learners practise looped script chart
letters Slate and stylus
-facilitator explains the ICT tools
lesson (Jaws software)

paragraph using the
nelson script
the work done
WRITING words -writing KNOWLEDGE ;learners page 21, 28
sentence - learners read words on Flashcards
dictated words and
sentences.
8 1&2 SPEAKING AND -describe different -describing - ASSUMED National Syllabus
WRITING objects Writing KNOWLEDGE ; learners page 24, 27
DESCRIPTIONS -use like to describe can describe learners Step in page 30
Describing objects different objects -describe given items Pictures, pointers
-facilitator explains on the Variety of objects
lesson Comparative chart
-group work on describing Sentence strips
Group feedback
-written work using like
3 FLUENT -read fluently -reading ASSUMED National Syllabus
READING -observing KNOWLEDGE Learners page 26
The story of can read Reading texts
Themba Zuze -facilitator explains on Step in page 29
fluent reading E-books
-learners read loudly Story books
observing punctuation Reading cards
marks and pronouncing Reading texts on ICT
words correctly gadgets
-recap of the lesson Pointers

Punctuation marks
chart
4&5 READING AND -pronounce words in -pronunciation - ASSUMED National syllabus
WRITING the given text - KNOWLEDGE Learners page 26-27
Comprehension correctly comprehending can read Step in page 28
Looking at big -answer -learners can read Sentence strips
animals comprehension -learners read words on Word lists
loudly
-group feed back
-written work
6&7 COMPOSITION -write a descriptive -observing - ASSUMED National syllabus
Descriptive composition of a -making KNOWLEDGE Learners page 27
composition of an favourite animal sentences can commend Step in pupils ,
animal -writing -learners observe pictures book page 31
pictures in groups
-group feedback
composition
-learners write the
descriptive composition
in books
exercise

9 LISTENING AND -write dictated -listening -learners read words on National Syllabus
WRITING words -writing the board page 28
dictation/spellings -write a dictated -facilitator dictates words ICT tools
sentence whilst learners are writing Flashcards
dictated words and Sentence strips
sentences. Work cards
9 1&2 SPEAKING, -identify parts of -identifying - ASSUMED National syllabus
LISTENING AND speech in given texts -constructing KNOWLEDGE ; page 21, 24,28
WRITING -construct learners know verbs - Step in page 36
parts of speech ; meaningful Facilitator talks about Charts
Verbs ; past tenses sentences the given verbs Word cards
verbs in the correct -learners identify verbs in Sentence strips
tenses given sentences ICT gadgets
-explanation on past tenses
-group work
-group feedback
-written work
3 ENRICHMENT -read a variety of -Variety of ASSUMED National syllabus
READING texts for enrichment texts from the KNOWLEDGE ; learners page 26
class, school can read Newspapers
library and -learners read a variety of Storybooks
other suitable texts available E-books
materials -facilitator monitors Large print books
-learners retell the texts
they have read
The run away patient -answer -learners read words on Sentence strips
loudly

-group feed back
-written work
6&7 COMPOSITION -write a guided -observing - ASSUMED National syllabus
Guided composition using -making KNOWLEDGE ;learners page 27
composition Aunt the guidelines sentences know about their aunts Step in page 37
Turai -writing -learners talk about their
aunts
composition
-learners write the guided
8 PENMANSHIP -write legibly -observation - ASSUMED National Syllabus
Using the grade 3 to using the Grade 3- -presenting KNOWLEDGE ; learners page 28
7 Nelson Script 7 Nelson Script can now use loops Grade 3-7 Nelson
writing a paragraph -Learners practise looped script chart
letters
Slate and stylus
lesson
ICT tools
-learners copy the given (Jaws software)
paragraph using the nelson
script
the work done
9 LISTENING AND -write dictated -listening ASSUMED National Syllabus
WRITING words -writing KNOWLEDGE learners page 21, 27
dictated words and
sentences.

10 1&2 SPEAKING, -identify parts of -identifying ASSUMED National syllabus
LISTENING AND speech in given texts -constructing KNOWLEDGE learners page 21,27
WRITING -construct know some positions Charts
parts of speech ; meaningful Facilitator asks where the Word cards
Where are they ; sentences the given ball is Sentence strips
Prepositions prepositions -learners respond ICT gadgets
-learners identify Balls
prepositions in given cups
sentences
-group work
-group feedback
-written work
3 LISTENING -listen to short -listening - ASSUMED National syllabus
SHORT STORY stories and answer - KNOWLEDGE ; page 21
Art is Messy questions based on comprehending Learners can listen Step in page
the text -Facilitator introduces the Story books
short story-learners listen ICT tools
while facilitator reads the
story
-learners respond to
questions from the story
-retelling of the story
Babbino visits a -answer -learners can read Sentence strips
n,anga comprehension -learners read words on Word lists
loudly
-group feed back
-written work

6&7 COMPOSITION -write a controlled -observing ASSUMED National syllabus
Controlled composition using -making KNOWLEDGE ; Learners page 27
composition the pictures sentences can observe and comment
Picture -writing -learners observe
pictures
composition
pictures in groups
-group feedback
composition
-learners write the
books
exercise
WRITING words -writing KNOWLEDGE ;Learners page 21, 27
sentence learners read words on the Flashcards
board Sentence strips
dictated words and
sentences.
11 1&2 LISTENING AND -follow simple -listening -ASSUMED National syllabus
WRITING instructs -reading KNOWLEDGE ; Learners page 21,27
SIMPLE -complete sentences -writing can follow instructions Sentence strips
INSTRUCTIONS using given words -facilitator introduces the ICT tools
lesson Real objects
-learners do group work

Completing -group feedback
sentences with some -written work
or no -recap of the lesson
3 READING -observe -0bserving ASSUMED National Syllabus

;PUNCTUATION punctuation marks -reading KNOWLEDGE ; Learners page 26
MARKS Pussy cat when reading know some punctuation Step in grade 3 page
marks 46
-Learners name Charts with
punctuation marks they punctuation marks
know Variety of texts
-facilitator explains the Large print books
purpose of reading punctuation chart
-learners read while
observing punctuation
marks in the text
WRITING the given text - KNOWLEDGE ; -learners page
Comprehension correctly comprehending can read Step in grade 3
The Squirrel -answer -learners read words on pupils ‘book page
family comprehension card 43-44
questions correctly -facilitator red the passage
using yes or no -learners read the passage
loudly
-group feed back
-written work

6&7 COMPOSITION -write a creative -observing ASSUMED National syllabus
Creative composition on the -making KNOWLEDGE ; Learners page 27
composition ; My given topic sentences come from families
sister -writing -learners talk about their
families
composition
-learners write the
8 PENMANSHIP -write legibly -observation ASSUMED National Syllabus
Using the grade 3 to using the Grade 3- -présentions KNOWLEDGE;Learners page 28
7 Nelson Script 7 Nelson Script can use loops Grade 28 3-7
writing a paragraph -Learners practise looped Nelson script chart
letters Slate and stylus
ICT tools (Jaws
lesson
-learners copy the given software)
paragraph using the nelson
script
the work done
WRITING words -writing KNOWLEDGE; Learners page 28
dictated words and
sentences.
12 REVISION OF -answer revision Recalling -recap of previous lessons TEST RECORD
WORK questions correctly -judging -learners write the
COVERED -writing revision tests
-recap of the lessons

FAMILY, RELIGION AND MORAL EDUCATION
TIME Allocation 4 X 30 MIN LESSON PER WEEK
1. Family
2. Religion
AIMS
1 . To promote the spiritual, religious and moral development of the learner
2. To develop an appreciation of the existence of the Supreme Being as portrayed by various religions
3. To foster an understanding of the importance of belonging to a family, religion and community in shaping acceptable character,
behaviour and attitudes
REFERENCES
SYLLABUS

WEEK LSN TOPIC / OBJECTIVES COMPETE LEARNING/ TEACHING RESOURCES , EVALUATION
CONTENT NCIES METHODS MEDIA
AND
REFERENCES
1 2 FAMILY By the end of the -describing -A.K learners have families National
Structure of the lesson , learners -listing brainstorm on families syllabus page
family should be able to ; -naming -pupils list members of their 13
-describe the structure families ICT tools
of families. -using chart facilitator explains Textbooks
the structure of a family
-class discussion on the structure
of the families
-written work on drawing the
structure
Recap of the lesson .
3 FAMILY -compare and contrast -identifying A.K Learners know the types of National
Structure of the the structure of -comparing families syllabus page
family families ( nuclear , - -pupils list different types of 13
monogamous , differentiati families ICT tools
polygamous , child on -group work on differentiation of Textbooks
headed and one parent families
families ) -group feedback
-written work ,
-role playing various family set
ups
4 FAMILY -identify names and -identifying -A.K. Learners have families National
Family names family members. -naming -recap of previous lessons syllabus page 13
-learners do a research on family ICT tools
names in groups Textbooks
-group feedback Resource
-recap of the lesson and a person(s)
homework to look for totems . Newspapers
Magazines
2 1 FAMILY -State family totems. -stating -A.K ;Learners know their National
family totems. -identify their own -identifying family names syllabus page 13
totems recap on previous lesson ICT tools

-class discussion on family Textbooks
totems Resource
Question and answer on learners person(s)
, totems Newspapers
Written work Magazines
2 FAMILY -identify family -identifying -;A.K ; Learners know family National
Family resources possessions. -listing totems syllabus page 14
-observing -recap of previous lessons Realia
-group work on listing family Textbooks
possessions Resource
-group feedback person(s)
-recap of the lesson Talking book
3 FAMILY -describe family unity -describing -A.K Learners know about National
Family unity -state the importance -listing families syllabus page 14
of family unit -reasoning -recap of previous lesson Textbooks
-facilitator explains the family Multi-media
unit Resource
-group work on listing person(s)
importance of family unit – Talking book
-group feedback
4 FAMILY -state activities that -listing A.K. ;learners know about family National
Family unity unite families -observing unit syllabus page 14
-brainstorm on when families Textbooks
unite Multi-media
-group work on listing activities Resource
-group feedback person(s)
-written work Talking book
-role play on some of the
activities
3 1 FAMILY ;Family -state their own -stating -A.K ; Learners know a bit National
and religion family,s religion -explaining about religions syllabus page 14
Family life in -learners identify their family ICT tools
religion religions Newspapers

-explain family - group work on identifying Magazine
practices in relation to family practices in various Textbooks
religion religions.
-group feedback
2 FAMILY ;Family -comparing family -reasoning - A.K Learners know their National
and religion ; practices in religion -comparing religions syllabus page 14
Family life in -recap of previous lesson ICT tools
religion -group work on comparing Newspapers
family practices in religion Magazine
-group feedback Textbooks
-written work
3 FAMILY ; Family -identify the family -identifying A.K ; Learners know their duties National
and community chores -naming -Brainstorm on family chores syllabus page 14
;Family roles in the -pair work on listing family Pictures
community chores Textbooks
-pair feedback ICT tools
4 FAMILY ; Family -explain the need to -explaining - A.K Learners know about National
and community share tasks -identifying family chores syllabus page 14
;Family roles in the -recap of the previous lesson Pictures
community -Group work on the need to Textbooks
share tasks ICT tools
-group feedback
-written work
-recap of the lesson Identifying
family roles in the community
Discussing family roles in the
community
4 1 FAMILY ; Family -list family roles in the -listing A.K Learners know about family National
and community community -identifying chores syllabus page 14
;Family roles in the -Recap of the previous lesson Pictures
community -Identifying family roles in the Textbooks
community in groups ICT tools

-group feedback
-discussing family roles in the
community
2 FAMILY ; Family identify at least 5 -Identifying - A. K Learners know about National
and community needy in the -explaining family roles in the community syllabus page 14
;Caring for the community ( orphans , - recap of the previous lessons Pictures
needy vulnerable children , -facilitator explains on the needy Textbooks
the old , the -question and answer on listing ICT tools
handicapped , the the needy in the community Talking book
widows ) -group work explaining how the
needy are helped in the
community
-group feedback
-written work
3 FAMILY ; Family -state how religions -listing - A. K Learners know about National
and community help the needy -identifying family roles syllabus page 14
;Caring for the -recap of the previous lessons Pictures
needy -group work on how the religion Textbooks
helps the needy ICT tools
-group feedback Talking book
4 FAMILY -answer at least 10 - reasoning -recap on previous lessons ICT
-Revision exercise revision questions -judging -facilitator explains on the Test record
from the exercise -recalling exercise
-writing -individual written work
5 1&2 FAMILY ; Family -visit places where the -observing -A.K Learners know about National
and community needy are kept - family roles syllabus page 14
;Caring for the -assist the needy manipulatin -recap of previous lesson Pictures
needy visited g -facilitator and learners visit and Textbooks
-reasoning assisting the needy in the ICT tools
community Talking book
-touring places where the needy
are cared for and observing

-pupils give feedback of what
they saw .
3 FAMILY ;Social -explain self- -defining A.K ;Learners knowabout National
and emotional awareness -listing themselves syllabus page 15
learning; Self- -give at least two -reasoning -facilitator explains on self Text books
awareness importance of self awareness ICT Tools
awareness -learners discuss the importance
of self awareness
4 FAMILY ;Social  explain self- -defining - A.K ; Learners know about self National
and emotional awareness and -listing awareness syllabus page 15
learning; Self- self- esteem -reasoning -recap of previous lesson Text books
esteem -facilitator talks about self esteem ICT Tools
-learners discuss the importance
of self esteem
-written work
6 1 FAMILY ;Social  identify the impact -listing - A.K ; Learners know about self National
and emotional of one’s actions on -identifying esteem syllabus page 15
learning ;Behaviour others -recap of previous lessons Text books
Management - class discussing the effects of ICT Tools
one’s actions on others Resource
-resource person to help person(s)
2 FAMILY ;Social -explain the influence -evaluating -A.K; Learners know about self National
and emotional of one’s actions in -observing awareness syllabus page 15
learning ;Behaviour other people’s lives -listing -learners are asked to perform Text books
Management different actions on other ICT Tools
-facilitator asks class to evaluate
the actions
-class evaluating actions on
others
-written work

3&4 FAMILY -answer at least 10 - reasoning -recap on previous lessons ICT
7 1 RELIGION -identify religions in -listing - A.K ; Learners know their National
;Religion in the different families -identifying religions syllabus page 15
family -Researching on different family ICT Tools
religions Text books
-group work on listing different Resource
religions in families person(s)
-group feedback
2 RELIGION -discuss different -discussions A. K Learners about religions National
;Religion in the religions in families -comparing -recap of the previous lessons syllabus page 15
family -discussing different religions in ICT Tools
families in groups Text books
-group feed back Resource
-written work person(s)
3 RELIGION -describe the origins of -describing A.K; Learners know about other National
; Indigenous Indigenous Religion -identifying religions syllabus page 16
religion Origins -recap of the previous lessons -ICT Tools
-facilitator explains on -Text books
indigenous religion -Resource
-question and answer on person(s)
describing the religion Talking book
4 RELIGION -discuss the beginning -listening A.K Learners know about other National
; Indigenous of indigenous ways of -discussing religions syllabus page 16
religion Origins praying -explaining -recap of previous lesson -ICT Tools
-explain indigenous -facilitator explains on the origins -Text books
ways of praying -learners observe pictures on -Resource
ways of praying person(s)
-class discussing the beginning of Talking book
indigenous ways of prayer

-written work
Recap of the lesson
8 1 RELIGION ; -state the names of the -identifying -A.K ; Learners know a bit about National
Indigenous religion Supreme Being -inferring indigenous religions syllabus page 16
;Names of the -find the meanings of -brainstorm on names of the ICT Tools
Supreme Being names of the Supreme Supreme Being Text books
Being -question and answer listing
other names
-group work won finding the
meanings of the names
-group feedback
- written work
2 RELIGION ; -identify sacred places -observing -A.K ; Learners know the National
Indigenous religion in Indigenous Religion -identifying supreme being in indigenous syllabus page 16
;Sacred places religion Textbooks
-recap on previous lessons ICT tools
-facilitator explains on sacred Pictures
places Resource
-learners observe pictures of person(s)
sacred places
-naming sacred places in
Indigenous Religion by learners
3&4 RELIGION ; -visit sacred places in -observing - A.K Learners know sacred 
Indigenous religion the locality -identifying places
;Sacred places -compare sacred -comparing -recap on previous lesson
places in Indigenous Facilitator and pupils visit sacred
Religion places in the locality
-learners identify similarities
among sacred places
-learners give feedback
Recap of the lesson

9 1 RELIGION ; -identify songs related -presenting - A.K Learners know sacred National
Indigenous religion to ceremonies and -listing places syllabus page 16
;Songs festivals -recap of previous lessons Resource
-facilitator explains the person(s)
objectives Textbooks
-learners list songs in groups ICT tools
- learners practise singing the Musical
songs Instruments
2 RELIGION ; -sing songs and -presenting - A.K learners know sacred National
Indigenous religion perform dances related places syllabus page 16
;Songs and dance to ceremonies and -learners sing a song Resource
festivals in Indigenous -resource person to present on person(s)
Religion the dance Textbooks
-in groups pupils do presentation ICT tools
on songs and dance Musical
-facilitator observes Instruments
-other learners comment
3 RELIGION -name religious art naming: - A.K Learners know sacred National
Indigenous religion facts and attire in -identifying places syllabus page 16
;Religious art facts ( Indigenous Religion learners observe pictures and to 17
tsvimbo ;nhekwe ) -describe religious art comment Real objects
and attire ( chuma , facts and attire in -facilitator explains on the Real regalia
machira emudzimu ) Indigenous Religion concept Pictures
- group work on identifying the Talking book
artfacts and attire in Indigenous Resource
Religion person(s)
-group feedback
-written work
-recap of the lesson on describing
the art facts and attire .

4 RELIGION ; -name the symbols -observing - ASSUMED KNOWLEDGE; National
Indigenous religion ; used in Indigenous -naming Learners know artifacts syllabus page 17
Symbols Religion -reasoning -facilitator explains on symbols Symbols
-show the significance -learners identify symbols the Resource
of the symbols symbols in Indigenous Religion person(s)
-class discussion on the ICT tools
significance of symbols Pictures
-written work Text books
10 1 RELIGION ; -State sacred days in -identifying - A.K learners know symbols in National
Indigenous religion ; Indigenous Religion -reasoning indigenous religion syllabus page 17
Sacred Days -recap of previous lessons – Symbols
facilitator explains on sacred Resource
days person(s)
-question and answer on naming ICT tools
the sacred days Pictures
Group work on the explaining Text books
the significance of the sacred
days in Indigenous Religion
-group feedback
2 RELIGION ; -identify the founder -identifying -A. K Learners know about their National
Christianity of Christianity -describing indigenous religion syllabus page 17
;Founder -recap of the previous lessons Portrait of
-facilitator introduces founder
Christianity Religious
-question and answer on the literature
founder ICT tools
-class discussion on the founder Resource
Recap of the lesson person(s)
Textbooks
3 RELIGION ; -state at least four -naming - A.K Learners know the founder National
Christianity names and titles of the -identifying of Christianity syllabus page 17
;Names of the Supreme Being. -recap of previous lesson Textbooks
Supreme Being -group work on the names of the ICT tools
Supreme Being

-group feedback Resource
-class discussion on the person(s)
significance of the tittles of the Talking book
Supreme Being
Written work
4 RELIGION -answer at least 10 - reasoning -recap on previous lessons ICT
11 1 RELIGION ; -state the sacred days -naming A.K Learners know a bit about National
Christianity ;Sacred listing Christianity syllabus page 17-
days -Question and answer on sacred 18
days in Indigenous religion Text books
–group work on identifying ICT tools
sacred days Bible
-group feedback
-class discussion on activities
done on sacred days
-written work
2 RELIGION ; -identify places of -identifying - A. K learners know a bit about National
Christianity ;Place worship - Christianity syllabus page 18
of Worship and -identify the national manipulatin -brainstorm on place of worship Pictures
symbol symbol g - learners visit places of worship Text books
-draw the national -observing within the locality to observe the Talking book
symbol symbol
-class discussion on explaining
different places of worship
national symbol
3 RELIGION ; -identify religious -observing A.K Learners know a bit about National
Christianity ;Attire attire -identifying about Christianity syllabus page 18

-recap of previous lesson – Newspaper
learners observe pictures of cuttings
different Christian attires Pictures
- class describes different attire ICT tools
4 RELIGION ; -name the Holy book -naming - ASSUMED KNOWLEDGE ; National
Christianity ;Holy -read the Holy book -observing Learners know a bit about syllabus page 18
Book Christianity The Bible
-recap of previous lessons ICT tools
-question and answer on the Holy Pictures
Book Resource
-group work on describing the person(s)
holy book Talking book
-group feedback
-pupils read verses of choice
-written work
12 &13 `REVISION ; Work -answer revision -recalling -recap on work covered Test record
covered during the questions correctly -reasoning Learners answer revision
term manipulatin question
g -recap of the lessons

GUIDANCE AND COUNSELLING (JUNIOR )
BROAD AIMS
1. Identify and realize who they are in relation to families and communities
2. Understand the importance of family hood and its implication in their future lives
3. Visualize and understand the roles and responsibilities of citizen from a learner perspective
4. Understand the origins of Ubuntu /UNHU form the good behaviours they can be portraying
1. Identity
2. Rights and responsibilities
UNHU/UBUNTU/VALUES

Week Topic Objectives Som Activities Evaluation
1 FAMILY -show how family Guidance and INTRODUCTION

Different types members should Counselling class discussion different types of
of families relate to each other Strengthening Life families
The nuclear and skills, sexually, HIV Step 2 .Teacher explains the
extended and Aids Teacher’s different types of families
families manual Step 3.Learners in groups tell
Bullet 1 different story about types of
families.
Step 4 Learners sing a rhyme
Conclusion .Answering questions
orally
2 FAMILY -explain the Guidance and INTRODUCTION
Different types importance of the Counselling class discussion different types of
of families family and Strengthening Life families
community. skills, sexually, HIV Step 2 .Teacher explains the
and Aids Teacher’s different types of families
manual Bullet 2 Step 3.Learners in groups discuss
the importance of the family and
community..
Step 4 Learners sing a rhyme
Conclusion .Learners name
different types of families listing
them
3 Marriage and -identify forms of Guidance and INTRODUCTION
parenting abuse in the family Counselling Recap of previous lesson
Modern and community. Strengthening Life Step 2 .Teacher explains the
marriage and skills, sexually, HIV different types of families
traditional and Aids Teacher’s Step 3.Learners in groups discuss
marriage manual Bullet 3 the forms of abuse in each
marriage.. Step 4 feedback

Conclusion .Learners name
different abuses of families listing
them
4 Parenting -identify different Guidance and INTRODUCTION
A wedding types of Counselling Recap of previous lesson
relationships Strengthening Life Step 2 .Teacher explains the
skills, sexually, HIV different types of families
and Aids Teacher’s Step 3.Learners in groups role play a
manual Bullet 4 wedding
Step 4 Learners feedback
Conclusion .teacher asks oral
questions.
5 Conflict Identify causes of Guidance and INTRODUCTION
management conflicts within Counselling Recap of previous lesson
and resolution family and Strengthening Life Step 2 .Teacher explains the causes
Causes of community, skills, sexually, HIV of conflict within the families.
conflict at home suggest ways of and Aids Teacher’s Step 3.Learners in groups causes
resolving them manual Bullet 5 and ways of solving conflict at home.
Conclusion .teacher asks oral
questions.
6 Conflict Differentiate Guidance and INTRODUCTION
management and between Counselling Teacher explains
resolution exploitation and Strengthening Life Step 2 .Teacher explains the causes
victimization skills, sexually, HIV of conflict within the families.
and Aids Teacher’s Step 3.Learners in groups
manual Bullet 6 differentiate between exploitation
and victimization
Step 5 learners watch videos
showing abuse.
Conclusion teacher asks oral
questions.

7 Conflict Identify ways in Guidance and INTRODUCTION
management and which communities Counselling Recap of previous lesson
resolution deal with sexual Strengthening Life Step 2 .Teacher explains the causes
abuse and sexual skills, sexually, HIV of conflict within the families.
relationship. and Aids Teacher’s Step 3.Learners as a class identify
manual Bullet 7 ways in which communities deal
with sexual abuse and sexual
relationship
Step 5 learners play a drama
Conclusion learners sing a song
8 Stigma and State the effects of Guidance and INTRODUCTION
discrimination stigma and Counselling Teacher explains key words
discrimination on Strengthening Life Step 2 .Teacher explains the effects
relationships. skills, sexually, HIV of stigma and discrimination.
and Aids Teacher’s Step 3.Learners as a class identify
manual Bullet 8 ways in which communities deal
with sexual abuse and sexual
relationship
Conclusion Revising the main points
of the lesson
9 Male and female -identify the Guidance and INTRODUCTION
reproductive emotional, physical Counselling Teacher explains key words
anatomy and psychological Strengthening Life Step 2 .Teacher explains the
changes in skills, sexually, HIV meaning of adolescent
adolescents and Aids Teacher’s Step 3.Learners as a class identify
manual Bullet 9 the emotional , physical and
psychological changes in
adolescents.

Conclusion Revising the main points
of the lesson
10 Male and female Show how the Guidance and INTRODUCTION

reproductive change influences Counselling Recap of previous lesson
anatomy their behavior and Strengthening Life Step 2 .Teacher explains name and
their risk to HIV skills, sexually, HIV label reproductive organs
infection and Aids Teacher’s Step 3.Learners as a class identify
manual Bullet 10 the emotional , physical and
psychological changes in
adolescents.
Conclusion oral questions

HERITAGE –SOCIAL STUDIES
TIME ALLOCATION 4X 30 MIN PER WEEK
1. Identity: Family History and Local Heritage
2. Cultural Heritage
3. National History, Sovereignty and
Governance 4.Entitlements/Rights and
Responsibilities
AIMS
1. To heIp learners appreciate and love Zimbabwe and its Chimurenga/Umvukela Liberation war heroes and heroines
2. To develop an appreciation of national heritage, sovereignty, governance, national symbols and events
3. To enable leaners understand and appreciate Zimbabwe’s pre-colonial, colonial and post-colonial history
4. To develop an understanding of Zimbabwean cultural institutions and practices such as marriages, inheritance systems, spiritual
values and usage of artefacts
REFERENCES
Syllabus

WEEK LSN TOPIC / OBJECTIVES COMPETE TEACHING / LEARNING RESOURCES , EVALUATION
CONTENT NCIES METHODS MEDIA AND
REFERENCES
1 2 IDENTITY ;  trace the origins - ASSUMED KNOWLEDGE ; National syllabus
Family history and of the family manipulating Learners have families page 16
local heritage -discussion -question answer on learners , ICT Tools
FAMILY -observing families Resource person
GENEALOGIES ( - class discussion on origins Stories
father , s ancestors of their families Illustrations of
and mother ,s -facilitator adds more family trees
ancestors ) -written work on drawing Pictures
family tree up to their great Related literature
grand fathers
-homework given on
researching the on the
importance of family
genealogies
3 IDENTITY ; -explain the -explaining - ASSUMED KNOWLEDGE National syllabus
Family history and importance of family ;learners know their origins page 16
local heritage genealogies -recap on the previous lesson ICT Tools
FAMILY -facilitator explains on Resource person
GENEALOGIES ( genealogies Stories
father , s ancestors -group work on importance of Illustrations of
and mother ,s family genealogies family trees
ancestors ) -group feedback Pictures
-recap of the lesson Related literature
4 IDENTITY ; -identify family -identifying -ASSUMED KNOWLEDGE; National syllabus
Family history and names and totems -naming learners know their origins page 16
local heritage -state common totems -recap on previous lessons ICT tools
FAMILY NAMES in their communities -matching family names and Resource person
AND TOTEMS their totems by pupils Related literature
common totems
-written work
-grouping members of the
class according to their totems

2 1 IDENTITY ; recite praise poems of -listening -ASSUMED KNOWLEDGE ; National syllabus
Family history and their totems -presenting learners know their family page 16
local heritage names and totems ICT tools
FAMILY NAMES recap on the previous lesson Resource person
AND TOTEMS -facilitator explains the Related literature
objective to learners
-group work on dramatising
praise poems of their totems
-group presentations
2 IDENTITY ; -state at least three -listing -recap on previous lesson National syllabus
Family history and the importance of the - -group discussion on the page 16
local heritage totem system ( manipulating importance of totems ICT tools
;PURPOSE OF identity , marriage , -drawing -group feedback Pictures and
THE TOTEM preservation of natural -learners tabulate totems and drawings
SYSTEM resources , social their sacred animals/objects Resource person
interaction ) -written work on drawing and Related literature
labelling their own totem
symbols
3 IDENTITY ; --explain what a hero -listing -facilitator gives a National syllabus
Family history and and a heroin is -judging background on the topic page 17
heritage ;LOCAL -outline what makes -explaining the terms heroes ICT tools
HEROES AND one a hero or heroine and heroines by facilitator Resource person
HEROINES -group work on outlining what Pictures
makes one a hero Related literature
-group feedback
4 IDENTITY ; -identify local heroes -identifying -recap on previous lesson National syllabus
Family history and and heroines -listing -naming family and page 17
heritage ;LOCAL -state their community heroes/heroines ICT tools
HEROES AND contributions by learners Resource person
HEROINES -class discussion on their Pictures
contributions Related literature
-written work

3 1 IDENTITY ; -identify indigenous -identifying ASSUMED KNOWLEDGE ; National syllabus
Family history and hunting tools -describing Learners know about hunting page 17
heritage -describe how the - -brainstorm on hunting ICT tools
INDIGENOUS indigenous hunting manipulating Question and answer on Pictures
HUNTING TOOLS tools are made listing hunting tools Resource person
-in groups learners make Related literature
models of hunting tools Indigenous
-learners pack the materials hunting tools
they were using
2 IDENTITY ; -explain the use of -describing -recap of previous lesson National syllabus
Family history and indigenous hunting - -group work on explaining the page 17
heritage tools manipulating use of the tools ICT tools
INDIGENOUS -group feedback Pictures
HUNTING TOOLS -miming using hunting tools Resource person
-written work Related literature
-recap of the lesson Indigenous
hunting tools
3 IDENTTY ; -identify the various -identifying -question and answer on National syllabus
Family history and indigenous religious -listing listing different religious page 17
heritage practices practices ICT tools
INDIGENOUS -in groups learners Resource person
RELIGIOUS dramatising various Pictures
PRACTICES indigenous religious processes Related literature
-group presentations
4 IDENTTY ; -describe the common -listing -Telling story on various National syllabus
Family history and indigenous religious -describing indigenous religious practices page 17
heritage practices in their -researching by resource person ICT tools
INDIGENOUS communities -researching on indigenous Resource person
RELIGIOUS religious practices Pictures
PRACTICES -Singing songs by learners Related literature
-discussing various religious
ceremonies

Written work
4 1 CULTURAL -say their friends -naming ASSUMED KNWLEDGE ; National syllabus
HERITAGE -justify the need for -reasoning Learner have friends page 18
;FRIENDSHIP friends -question and answer on what ICT tools
 is a friend Stories
--learners name their friends Music
-group work on explaining the Folktales
need for friends Resource person
-group feedback Related literature
2 CULTURAL -state at least two -listing -recap of previous lesson National syllabus
HERITAGE ways of making Reasoning - learners suggesting different page 18
;FRIENDSHIP ; friends -identifying ways of making friends ICT tools
Making friends - state three qualities -group work on qualities of Stories
of a good friend good friends Music
-group feedback Folktales
-written work Resource person
-facilitator concludes with a Related literature
comment on peer friendship
and singing songs about
making friend by learners
3 CULTURAL -name different -naming -recap on previous lessons National syllabus
HERITAGE members of the -observing - learners list members of the page 18
;FAMILY family -drawing family ICT tools
RELATIONS ; -draw family trees -learners draw family trees of Drama
Family members family members in books . Related literature
4 CULTURAL -explain how members Explaining -recap on previous lessons National syllabus
HERITAGE of the family relate to -reasoning -group work on explaining page 18
;FAMILY each other -observing how members relate to each ICT tools
RELATIONS ; other Drama
Family members -group feedback Related literature
-role playing family
relationships

5 1 IDENTITY AND -answer at least 10 - reasoning -ASSUMED KNOWLEDGE ; ICT
CULTURAL revision questions -judging Learners know about cultural Test record
HERITAGE from the exercise -recalling heritage
-Revision exercise -writing -recap on previous lessons
-facilitator explains on the
exercise
2 FAMILY -identify family -listing -facilitator gives a National syllabus
CEREMONIES ceremonies and rituals -identifying background on rituals page 18
AND RITUALS ( births , deaths, -discussion on some family ICT tools
marriages , memorial rituals Art facts
services etc ) -question and answer on Resource person
listing other rituals Related literature
3 FAMILY -describe processes of -describing -recap on previous lesson National syllabus
CEREMONIES some family rituals -presenting -resource person talks about page 18
AND RITUALS -perform some family -observing different rituals ICT tools
rituals -group work on performing Art facts
some family rituals Resource person
-group presentation Related literature
4 FAMILY -state children’s -stating - ASSUMED KNOWLEDGE National syllabus
;CHILDREN’S games that instil -identifying -learners know some games page 18
GAMES norms and values -brainstorm on games ICT tools
(modern and -group work on listing games – Games cards
indigenous ) group feedback Related literature
-class discussion on games Resource person
that instill moral values
-written work on
-recap using a game
6 1 FAMILY -play some games that -presenting -recap of previous lesson National syllabus
;CHILDREN’S teach norms and -observing -in groups pupils play some page 18
GAMES values games ICT tools
-group presentation Games cards

Resource person
2 NATIONAL -list some national -listing -facilitator explains on National syllabus
HISTORY events national events page 19
SOVEREINITY - group work on identifying ICT tools
AND some national events Calendars
GOVERNANCY --group feedback showing national
;NATIONAL -written work events
EVENTS/ -recap of the lesson Pictures
CELEBRATIONS Related literature
3 NATIONAL -discuss the -discussion -recap of previous lesson National syllabus
HISTORY significance of some -judging -group work on importance of page 19
SOVEREINITY national events national events ICT tools
AND -group feedback Calendars
GOVERNANCY -Participating in some national showing national
;NATIONAL events and celebrations events
EVENTS/ Pictures
CELEBRATIONS Related literature
4 CULTURAL -answer at least 10 - reasoning -recap on previous lessons ICT
HERITAGE and revision questions -judging -facilitator explains on the Test record
NATIONAL from the exercise -recalling exercise
HISTORY -writing -individual written work
SOVERINITY -recap of the lesson
GORVENANCE
-Revision exercise
7 1 SYMBOLS OF -identify symbols of -identify - ASSUMED KNOWLEDGE National syllabus
UNITY national unity -draw ; learners know the flag page 19
THE FLAG -draw and colour the -observing -facilitator introduces the ICT tools
national flag topic The National flag
- question and answer on Pictures
listing symbols of national National symbols
unity Related literature
colours of the flag
-pupils observe the flag
flag

2 SYMBOLS OF -identify the -identifying -recap of previous lesson National syllabus
UNITY importance of the -performing -question and answer on page 19
THE NATIONAL national anthem importance ICT tools
ANTHEM -sing the national -in groups pupils sing the The National flag
anthem correctly national Pictures
-facilitator monitors National symbols
-the whole class sings the Related literature
national anthem
3 SYMBOLS OF -discuss the national -discussing -recap on previous lesson National syllabus
UNITY emblem Listening -facilitator explains on the page 19
THE NATIONAL -describe the court of -describing topic ICT tools
emblem and coat of arms Class discussion on national The National flag
arms emblem Pictures
-learners observe the court of National symbols
arms Related literature
-question and answer on the
court of arms
-written work
4 SYMBOLS OF -explain the national -explaining -pupils read the national National syllabus
UNITY school pledge -reciting pledge on chalk board page 19
THE NATIONAL -recite the national -observing -class discussion on the ICT tools
PLEDGE pledge national pledge The National flag
-reciting of the national school Pictures
pledge National symbols
Related literature
8 1 ENTITLEMENTS/ -state children’s -listing ASSUMED KNOWLEDGE National syllabus
RIGHTS AND entitlements/rights -reciting ; Learners know the school page 20
RESPONSIBILITI and pledge ICT tools
ES OF CHILDREN -brainstorm on rights Constitution of
; children ‘ s rights -facilitator briefs Zimbabwe
-group work on listing rights African Charter
Group feedback UN Rights Charter

-written work on a rhyme on Related literature
rights
-learners recite a rhyme on
rights
2 ENTITLEMENTS/ -state children’s -listing -recap of previous lesson National syllabus
RIGHTS AND responsibilities -presenting Facilitator explains on page 20
RESPONSIBILITI -present some of their responsibilities ICT tools
ES OF CHILDREN responsibilities -learners state their Constitution of
; children ‘ s responsibilities Zimbabwe
responsibilities -group presentation on some African Charter
of their responsibilities UN Rights Charter
3 ENTITLEMENTS -describe gender -describing -facilitator talks of gender National syllabus
/ RIGHTS AND equity in the equity page 20
RESPONSIBILITI community -class demonstrating equity in ICT tools
ES OF CHILDREN treating boys and girls Resource person
;GENDER -Role playing equitable duties Pictures
EQUITY IN THE of girls and boys in groups Related literature
COMMUNITY -written work
4 -answer at least 10 - reasoning -recap on previous lessons ICT
REVISION revision questions -judging -facilitator explains on the Test record
EXERCISE from the exercise -recalling exercise
9 1 ENTITLEMENTS -define division of -defining - ASSUMED KNOWLEDGE National syllabus
RIGHTS AND labour -listing Learners know their roles page 20
RESPONSIBILITI -state the duties of -pupils observe pictures ICT tools
ES ; DIVISION OF different people at -brainstorm on division of Pictures
LABOUR AT home and school labour Articles from
HOME AND -group work on describing newspapers
SCHOOL division of labour at home and Related literature
at school
-group feedback

2 ENTITLEMENTS -explain the -explaining -recap of previous lessons National syllabus
RIGHTS AND importance of the - -group work on importance of page 20
RESPONSIBILITI division of labour division of labour ICT tools
ES ; DIVISION OF -group feedback Pictures
LABOUR AT -written work Articles from
HOME AND -recap of the lesson l newspapers
SCHOOL Related literature
3 ENTITLEMENTS -outline advantages -outlining -recap of previous lessons National syllabus
RIGHTS AND and disadvantages of Comparing -group discussion on page 20
RESPONSIBILITI division of labour advantages and disadvantages ICT tools
ES ; DIVISION OF –group feedback Pictures
LABOUR AT -recap of the lesson Articles from
HOME AND newspapers
SCHOOL Related literature
4 ENTITLEMENTS , -identify cultural -identifying -recap on previous lesson National syllabus
RIGHTS AND beliefs which uphold -stating -facilitator explains on page 20
RESPONSIBILITI entitlements/rights upholding ICT tools
ES ;INDIGENOUS and responsibilities -group work on listing beliefs Resource person
CULTURAL of children Group feedback Related literature
BELIEFS WHICH -written work
UPHOLD Recap of lesson
10 1 ENTITLEMENTS , -List taboos which -listing - ASSUMED KNOWLEDGE National syllabus
RIGHTS AND uphold ; Learners know their beliefs page 20
RESPONSIBILITI entitlements/rights -recap on previous lessons ICT tools
ES ;INDIGENOUS and responsibilities -group work on listing taboos Resource person
CULTURAL of children that uphold Related literature
TABOOS WHICH -group feedback
UPHOLD -recap of the lesson
2 ENTITLEMENTS , -identify cultural -identifying -recap on previous lesson National syllabus

RIGHTS AND beliefs and taboos -facilitator explains on page 20
RESPONSIBILITI which violate violation ICT tools
ES ;INDIGENOUS entitlements/rights -class discussion on beliefs Resource person
CULTURAL and responsibilities and taboos that violate Related literature
BELIEFS and of children children’ s rights and
taboos that violate responsibilities

--written work
3 ENTITLEMENTS -identify various Observing Pupils observe pictures National syllabus
, RIGHTSAND forms of abuse Identifying -brainstorm on abuse page 20-21
RESPONSIBILITI -group work on forms of ICT tools
ES ; REPORTING abuse Resource person
ABUSE ; Forms of -group feedback Pictures
abuse -recap of the lesson Pamphlets
Related literature
4 ENTITLEMENTS -describe various ways -describing -recap on previous lesson National syllabus
, RIGHTSAND of reporting abuse -listing –resource person from page 20-21
RESPONSIBILITI childline explains various ICT tools
ES ; REPORTING ways of reporting abuse Resource person
ABUSE ;Reporting -question and answer on Pictures
abuse describing the ways Pamphlets
-written work Related literature
Recap of the lesson
11 1 REVISION ON -answer revision - reasoning -recap on previous lessons ICT
IDENTITY questions on the topic -judging -facilitator explains on the Test record
given correctly -recalling exercise
2 REVISION ON -answer revision - reasoning -recap on previous lessons ICT
CULTURAL questions on the topic -judging -facilitator explains on the Test record
HERITAGE given correctly -recalling exercise
NATIONAL questions on the topic -judging -facilitator explains on the Test record
HISTORY, given correctly -recalling exercise
SOVEREIGNTY -writing -individual written work
AND -recap of the lesson
GOVERNANCE

ENTITLEMENTS questions on the topic -judging -facilitator explains on the Test record
/ RIGHTS AND given correctly -recalling exercise
RESPONSBILITIE -writing -individual written work
S -recap of the lesson
12&13 REVISION OF -answer revision - reasoning -recap on previous lessons ICT
WORK COVERED questions on work -judging -facilitator explains on the Test record
covered correctly -recalling exercise

INFORMATION AND COMMUNICATION
TECHNOLOGY
TIME ALLOCATION 2X 30MIN LESSON PER WEEK
1. ICT TOOLS
2Creating and publishing
AIMS
1. To help learners appreciate the role and impact of ICTs as they apply to self, work and society
2 To help learners develop an understanding of the operating skills required in a variety of technologies and acquire enterprise skills using
3. To help learners be creative and innovative in solving problems through ICTs
4. To infuse ICTs in other learning areas across the curriculum apply moral and ethical approaches to the use of technology and create cultural
heritage awareness, its preservation and development using ICTs.
REFERENCES

Syllabus
WEEK LSN TOPIC / OBJECTIVES COMPETE TEACHING /LEARNING RESOURCES , EVALUATION

REFERENCES
1 1&2 ICT TOOLS By the end of the -identifying -ASSUMED KNOWLEDGE ; National syllabus
lesson , learners - Learners have seen computers page 10
should be able to ; differentiati -brainstorm on computers Picture clips of
-identify different on --naming different types of computers, desktop,
types of personal computers using pictures and laptop, palmtops
computers realia
-distinguish different - learners match computer
types of computers pictures with their names
-group work on describing
different types of computers
-group feedback
-written work
-facilitator concludes the lesson

2 1&2 ICT TOOLS -use any type of -observing -ASSUMED KNOWLEDGE ; National syllabus
computer - Learners know different typs of page 10
manipulati computers Picture clips of
ng -recap on previous lesson computers, desktop,
-listening -facilitator explains on using laptop, palmtops
computers in stages
-learners follow the stage and
operate any type of computer
-pupils do presentations to the
class
3 1&2 CREATING -create graphs -creating - ASSUMED KNOWLEDGE ; National syllabus
AND -amend created graphs -amending learners can use some computers page 10
PUBLISHING -learners operate the computers Ms Excel,
-facilitator demonstrate creating Computers, printed
graphs. graphs
-using a graphing package to
create a graph learners create
graphs
-facilitator talks of adding labels
and amending the charts
-learners amen in pairs

4 1&2 CREATING -interpret any given Interpretati ASSUMED KNOWLEDGE ; National syllabus
AND graph on Learners can read page 10
PUBLISHING -deducing -recap on previous lesson Ms Excel,
–facilitator explains on deducing Computers, printed
information from graphs graphs
-pair work on deducing
information on printed graphs
Pair feedback
5 1&2 CREATING -list other forms of -listing -ASSUMED KNOWLEDGE ; National syllabus
AND presenting data -presenting Learners interpret information page 10
PUBLISHING -present information in -recap on previous lesson Ms Excel,
different forms -facilitator explains on other Computers, printed
forms of presenting data graphs
-group work on showing some
information on different graphs
-group feedback
-written work
6 1&2 -answer at least 10 - reasoning -recap on previous lessons ICT
7 1&2 CREATING -take photographs for -capturing ASSUMED KNOWLEDGE ; National syllabus
AND a range of different - learners can capture images with page 10
PUBLISHING purposes downloadin a phone Microsoft
-download images g -Capturing images using phones PowerPoint, open
from camera -facilitator explains the objectives source presentation
–learners capture images for a software, digital
range of different purposes cameras, headsets
-with the help of the facilitator , with microphones
learners download images from a
digital camera

8 1&2 CREATING -add images and sound -blending ASSUMED KNOWLEDGE ; National syllabus
AND to a presentation -creativity Learners can capture images page 10
PUBLISHING -use presentation -recap of previous lesson Microsoft
software to create -facilitator explains on adding PowerPoint, open
basic presentations sound to a presentation source presentation
-creating basic presentations and software, digital
adding images and sound by cameras, headsets
learners with microphones
-learners present their work
9 1&2 CREATING -create branching -creating ASSUMED KNOWLEDGE ; National syllabus
AND databases -identifying Learners can add sounds to images page 10
PUBLISHING -identify objects and -facilitator introduces the lesson Text ease
questions to classify -demonstration on constructing Microsoft Word
data branching databases Presentation
-learners construct branching
databases in groups
-group feedback
identifying objects using yes or
no questions
-written work

10 1&2 -answer at least 10 - reasoning -recap on previous lessons ICT
11 1&2 COMPUTER -identify the ICT -identify ASSUMED KNOWLEDGE ; National syllabus
SOFTWARE appliances that use -describe learners can know computers -- page 11
software at home, recap of previous lessons Intercom,
school and workplace -facilitator introduces topic computers, e-
-describe the functions -in groups naming ICT learning software,
of computer software appliances that use software at DSTV, remotes,
at home, school and home, school and workplace life support systems
workplace -group feedback
-class discussion on the functions
of computer software at home,
school and workplace
12&13 REVISION OF -answer revision - reasoning -recap on previous lessons ICT
WORK questions on work -judging -facilitator explains on the Test record
COVERED covered correctly -recalling exercise

INDIGENOUS LANGUAGE SHONA
NJERE INA DZICHADZIDZWA
1. KUTEERERA 2. KUTAURA 3. KUVERENGA 4. KUNYORA
ZVINANGWA ZVIKURU
1. Kuti vana vave neruzivo rwakakwana maererano nerurimi rwaamai vavo.

2. Kuti vana vazive tsumo, madimikira nezvirahwe uye nedudziro yazvo
3. Kuti vana vanakidzwe kupfurikidza nekuita mitambo nenhetembo.
4. Kuti vana vagone kuisa pfungwa dzavo pabepa murondedzero uye nemutsamba
Mabhuku
Bumbiro itsva
Pindukai 3
Gore 3
Nhaka yeupenyu

VK CHI MUSORO ZVINANGWA ZVIGONE MAITIRO ZVOMBO,DURA ONGORORORO
KWA
1 3 KUTEERERA PANOPERA -kududza -vana vanoverenga mazwi Bumbiro peji 10,15
NOKUNYORA CHIDZIDZO VANA -kuverenga ari pachidziro Chati rine
Mutinhimira ‘ngw’ VANOFANIRWA -kuvaka -mudzidzisi anodudza mitinhimira
KUNGE VAGONA mutinhimira -makadhi ane
-kududza Vana vanodudzawo mazwi
mutinhimira mutinhimira
wakapiwa -vana vanoumba mazwi
-kuvaka mazwi mazwi muzvikwata
anodarika kana -mudzidzisi nevana
kusvika mashanu vanopakurirana
nawo -vana vanonyora
mumabhuku
-vana nemudzidzisi
vanopeta chidzidzo
4 KUVERENGA -kuverenga ndima -kuona -mudzidzisi anotaura Bumbiro peji 15
KWEKUDEDEMU yakapihwa -kuverenga nyaya ichaverengwa Gore 3 peji 5-6
RA vahiongorora zvimiso -kunzwisisa muchidimbu
Ndima ; Tavhura -kuverenga -vana vanoverenga
chikoro vachinzwisia vachidanidzira
-mudzidzisi anotenderera
-mudzidzisi anobvunza
tumubvunzo kubva
mundima
-vana vamwe vanotaura
nyaya muchidimbu
5 KUNYORA -kupa mazwi -kupa -vana vanoverenga mazwi Bumbiro peji 17
Mutauro ; mazwi anopesana -kunyora ari pachidziro Pindukai peji 3
anopesana neakapihwa -mudzidzisi anoparura Chati
-kunyora zvirevo chidzidzo Makadhi ebasa
nemazwi aya -vana vanopa mazwi
anopesana muzvikwata
-mudzidzisi nevana
vanopakurirana

-vana vanonyora zvirevo
mumabhukau
-mudzidzisi nevana
vanopeta chidzidzo
6&7 KUVERENGA -kuverenga tsamba -kuverenga -madzidzisi anotaura Buambiro peji 16-
NOKUNYORA yakapihwa -kupindura nazve tsamba 17
Nzwisiso Tsamba nekunzwisisa -kunyora ichaverengwa Pindukai peji 3
-kupindura mibvunzo -vanavanoverenga -makadhi ebasa
yenzwisiso mumashure memudzidzisi
zvakanaka vachidanidzira
-vana vanopindua
mibvunzo iri pamakadhi
-vana vanonyora
mumabhuku
-mudzidzisi anopeta
chidzidzo
8 RUNYORO -kunyora mavara ane Kuona -mudzidzisis anotaridza -Bumbiro peji 17
miswe Kunyora vana chati rerunyoro Chati rerunyoro
remrugwaro 3-7
-vana vanoongorora
mavara aya
-mudzidzisi anonyora
zvirevo pachidziro
nerunyoro urwu
Vana vanokoponyora
vachinyorawo
mumabhuku
-mudzidzisi anopeta
chidzidzo
9 KUNYORA -kunyora zviperengo Kuteerera -vana vanoverenga -bumbiro peji 17
ZVIPERENGO zvakapiwa Kunyora zviperengo zviri Makadhi ane
pachidziro mazwi
Mudzidzisi anovhara
zviperengo zviya

-mudzidzisi znodznidzirz
zviperengo vana
vachinyora
-mudzidzisi nevana
vanodzokorora
zviperengo
2 1&2 KUTAURA PANOPERA -kutaura -mudzidzisi anotaura Bumbiro peji
Kuzivana CHIDZIDZO , -kuteerera pamusoro pake 10-14
VANA -kunyora -vana anochinjana Mazita pamakadhi
VANOTARISIRWA kutaura nezvavo
KUNGE VAGONA -vana vanozadzisa
;kutaura pamusoro zvirevo pamusoro pavo
pavo , mazita avo mumapoka
,nekwavanogara -mudzidzisi nevana
-kunyora zvirevo vanopakurirana
pamusoro pavo -vana vanonyora
mumabhuku
-mudzidzisi anopeta
chidzidzo
3 KUVERENGA ; -kuverenga pachavo -kuverenga -vana vanoverenga -Bumbiro peji 15
KWAKAPAMHAM vachinzwisisa -pfupikiso mazwi ari pachidziro
HA ( EXTENSIVE -mudzidzisi
READING ) anotsanangura chidzidzo
-vana vanozviverengera
pachavo
-vana vonopfupikisa
tunyaya twavaverenga
-mudzidzisi anopeta
chidzidzo
4&5 KUVERENGA -kuverenga ndima -kuverenga -madzidzisi anotaura Buambiro peji 16-
NOKUNYORA yakapihwa -kupindura nazve tndima ichverenga 17
Nzwisiso VaTemba vachinzwisisa -kunyora ichaverengwa Pindukai peji 5
nyanzvi yokurapa -kupindura mibvunzo -vanavanoverenga -makadhi ebasa

-vana vanopindua
-vana vanonyora
mumabhuku
-mudzidzisi anopeta
chidzidzo
6&7 KUTAURA -kutaura pamusoro -kutaura -vana vanodoma Bumbiro peji 17
NEKUNYORA peshamwari dzavo -kunyora shamwari dzavo
KUNYORA -kunyora rondedzero -mudzidzisi anotaura
; RONDEDZERO pamusoro pavo nezvechidzidzo
YAKA RONGWA -vana vanotaura nezve
Shamwari yangu shamwari dzavo
-vana vanonyora
mumabhuku
-vana vaviri vanoverenga
zvavanyora
8 KUNYORA -kunyora zviperengo Kuteerera -vana vanoverenga Bumbiro peji 17
pachidziro mazwi
Mudzidzisi anovhara
zviperengo zviya
zviperengo vana
vachinyora
-mudzidzisi nevana
vanodzokorora
zviperengo
9 KUNYORA ; -kupindura mibvunzo -kunyora -mudzidzisi nevana Test record
DZOKORORO yedzokororo -kurangarira vanodzokorora zvidzidzo
zvakanaka zvavakadzidza
-mudzidzisi
anotsanangura dzokororo
-vana vanonyora
mumabhuku
-mudzidzisi nevana
vanopeta chidzidzo

3 1&2 KUTEERERA , -kududza mitinhimira -kududza -vana vanoverenga Bumbiro peji
KUTAURA yakapihwa zvakanaka -kuumba mitinhimira iri pachati 10,15,17
NOKUNYORA -kuvaka mazwi -kunyora -mudzidzisi anodudza
Mitinhimira , mbw , nemitinhimira iyi mitinhimira vana
shw -kunyora mazwi vachitevedzera
nemitinhimira -vana vanovaka mazwi
yakapihwa nemitinhimira
muzvikwata
-vana vanonyora
mumabhuku
-mudzidzisi nevana
vanopeta chidzidzo
3 KUTEERERA -kuteerera nyaya -kuteerera -vana vanotaura tunyaya Bumbiro peji 10
Nyaya (story ) irikutaurwa -kunzwisisa twavakambonzwa
nemudzidzisi -mudzidzisi anogadzirira
-kupindura mibvunzo vana kuti vateerere
kubva munyaya -mudzidzisi anotaura
yataurwa nyaya
vana mibvunzo kubva
munyaya
-vana vaviri
vanopfupikisa nyaya
yataurwa
Nzwisiso Kupira vachinzwisisa -kunyora ichaverengwa Pindukai peji 11-
kwchiKiristu -kupindura mibvunzo -vanavanoverenga 17
yenzwisiso mumashure memudzidzisi -makadhi ebasa
zvakanaka na hongu vachidanidzira
kana kwete -vana vanopindua
-vana vanonyora
mumabhuku
-mudzidzisi anopeta
chidzidzo

6&7 KUTAURA -kutaura pamusoro -kutaura -vana vanotaura misi Bumbiro peji 17
NEKUNYORA pemabhavhadhe avo -kunyora yavakazvarwa
; RONDEDZERO pamusoro nezvechidzidzo
YAKA RONGWA pemabhavhadhe avo -vana vanotaura nezve
Bhavhadhea rangu mabhavhadhe avo
-vana vanonyora
mumabhuku
zvavanyora
pachidziro mazwi
Mudzidzisi anovhara
zviperengo zviya
zviperengo vana
vachinyora
-mudzidzisi nevana
vanodzokorora
zviperengo
miswe Kunyora vana chati rerunyoro Chati rerunyoro
remrugwaro 3-7
-vana vanoongorora
mavara aya
zvirevo pachidziro
nerunyoro urwu
Vana vanokoponyora
vachinyorawo
mumabhuku
-mudzidzisi anopeta
chidzidzo

4 1&2 KUTAURA -kuisa mazwi Kutaura Vana vanoisa mazwi ari Bumbiro peji 10, 16
,KUTEERERA akapihwa muuzhiji Kunyora pachidziro muuzhinji Gore peji 22
NEKUNYORA -kunyora zvirevo -mudzidzisi
Uzhinji nemazwi aiswa anotsanangura
muuzhinji nezveavachaisa muuzhinji
-muzvikwata vana
vanoisa mazwi muuzhinji
-vana vanonyora
mumabhuku
-mudzidzisi nevana
vanopeta chidzidzo
3 KUVERENGA -kuverenga nhau dziri -kuverenga -mudzidzisi anopa vana Bumbiro peji 15-16
Nhau ; pepanhau mupepanhau Kunzwisisa mapepanhau -mapepa nhau
rechishona -kutaura nhau -mudzidzisi akawanda
dzavaverenga anotsanangura zvinodiwa
-vana vanoverenga nyaya
dzavaudzwa
-vana vanotaura nhau
dzavanzwa
-mudzidzisi anopeta
chidzidzo
Nzwisiso vachinzwisisa -kunyora ichaverengwa Nhaka peji 41-43
-vana vanopindua
-vana vanonyora
mumabhuku
-mudzidzisi anopeta
chidzidzo
6&7 KUTAURA -kutaura pamusoro -kutaura -vana vanotaura nezve Bumbiro peji 17
NEKUNYORA pechikoro chavo -kunyora chikoro
KUNYORA

; RONDEDZERO -kunyora rondedzero -mudzidzisi anotaura
YAKA RONGWA pamusoropechikoro nezvechidzidzo
Chikoro changu pavo -vana vanotaura nezve
chikoro chavo
-vana vanonyora
mumabhuku
zvavanyora
pachidziro mazwi
Mudzidzisi anovhara
zviperengo zviya
zviperengo vana
vachinyora
-mudzidzisi nevana
vanodzokorora
zviperengo
-mudzidzisi
-vana vanonyora
mumabhuku
-mudzidzisi nevana
vanopeta chidzidzo
5 1&2 KUTEERERA , -kududza mitinhimira -kududza -vana vanoverenga Bumbiro peji
KUTAURA yakapihwa zvakanaka -kuumba mitinhimira iri pachati 10,15,17
NOKUNYORA -kuvaka mazwi -kunyora -mudzidzisi anodudza
Mitinhimira , zhw, nemitinhimira iyi mitinhimira vana
chw -kunyora mazwi vachitevedzera
nemitinhimira -vana vanovaka mazwi
yakapihwa nemitinhimira
muzvikwata

-vana vanonyora
mumabhuku
-mudzidzisi nevana
vanopeta chidzidzo
KWEKUDEDEMU yakapihwa -kuverenga nyaya ichaverengwa Gore peji 25
RA vahiongorora zvimiso -kunzwisisa muchidimbu Pindukai peji 16
Ndima ; Mambara -kuverenga -vana vanoverenga
naMukai vachinzwisia vachidanidzira
tumubvunzo kubva
mundima
nyaya muchidimbu
Nzwisiso ; Chenzira vachinzwisisa -kunyora ichaverengwa Pindukai peji 16
anodzokera -kupindura mibvunzo -vanavanoverenga -makadhi ebasa
kumusha yenzwisiso mumashure memudzidzisi
-vana vanopindua
-vana vanonyora
mumabhuku
-mudzidzisi anopeta
chidzidzo
NEKUNYORA pemudzidzisi wavo -kunyora mudzidzisi wavo
; RONDEDZERO pamusoro nezvechidzidzo
YAKA RONGWA pemudzidzisi wavo -vana vanotaura nezve
Mudzidzisi wangu mudzidzisi wavo
-vana vanonyora
mumabhuku

zvavanyora
pachidziro mazwi
Mudzidzisi anovhara
zviperengo zviya
zviperengo vana
vachinyora
-mudzidzisi nevana
vanodzokorora
zviperengo
Chidimbu miswe muchidimbu Kunyora vana chati rerunyoro Chati rerunyoro
chakapihwa remrugwaro 3-7
-vana vanoongorora
mavara aya
zvirevo pachidziro
nerunyoro urwu
Vana vanokoponyora
vachinyorawo
mumabhuku
-mudzidzisi anopeta
chidzidzo
6 1&2 KUTAURA , -kutsanangura Kutaura -mudzidzisisi anobvunza Bumbiro peji
KUNYORA matongerwo emhosva Kupa vana mhosva 10,14,17
ZVIITIKO ; -kupa mazwi anoreva Kunyora dzavakambonzwa
Mhosva zvakafanana -vana nemudzidzisi
nematongerwo adzo neakapihwa vanobetserana
Mutauro mazwi kutsanangura
anoreva matongerwo emhosva
zvakafanana Mudzidzisi anopeta
chidzidzo

Mudzidzisi anotaura
nezve mazwi anoreva
zvakafanana
Vana vanonyora
mumabhuku
-mudzidzisi nevana
vanopeta chidzidzo
3 KUVERENGA ; -kuverenga pachavo -kuverenga -vana vanoverenga -Bumbiro peji 15
KWAKAPAMHAM vachinzwisisa -pfupikiso mazwi ari pachidziro
HA ( EXTENSIVE -mudzidzisi
READING ) anotsanangura chidzidzo
-vana vanozviverengera
pachavo
-vana vonopfupikisa
tunyaya twavaverenga
-mudzidzisi anopeta
chidzidzo
Nzwisiso nyemba vachinzwisisa -kunyora ichaverengwa Nhaka peji 24-26
mbiri -kupindura mibvunzo -vanavanoverenga -makadhi ebasa
-vana vanopindua
-vana vanonyora
mumabhuku
-mudzidzisi anopeta
chidzidzo
6&7 KUTAURA -kutaura pamusoro -kutaura -vana vanodoma kune Bumbiro peji 17
NEKUNYORA pemisha yavo -kunyora misha yavo
; RONDEDZERO pamusoro pemisha nezvechidzidzo
YAKA RONGWA yavo -vana vanotaura nezve
Musha wedu misha yavo

-vana vanonyora
mumabhuku
zvavanyora
pachidziro mazwi
Mudzidzisi anovhara
zviperengo zviya
zviperengo vana
vachinyora
-mudzidzisi nevana
vanodzokorora
zviperengo
-mudzidzisi
-vana vanonyora
mumabhuku
-mudzidzisi nevana
vanopeta chidzidzo
7 1&2 KUTEERERA , -kutaura pamusoro -kutaura -vana vnotaura nzendo Bumbiro peji 10, 12
KUTAURA penzendo -kuteerera dzavakambofamba 17
NEKUNYORA -kuisa zvimiso -kuona -vana nemudzidzisi Chaiti rine zvimiso
Nzendo zavakodzera -kunyora vanotaura zvikwanisiro -makadhi ebasa
Zvimiso muzvirevo zvinotaura zvenzendo
nezverwendo -mudzidzisi
anotsanangura nezve
zvimiso
-vana vanoisa zvimiso
pakkodzera muzvikwata
-vana vanonyora
mumabhuku

-mudzidzisi anopeta
chidzidzo
3 KUTEERERA -kuteerera nhau -kuteerera -vana vanotaura nhau Bumbiro peji 10
Nhau pawairesi dzirikutaurwa -kunzwisisa dzavakambonzwa Wairesi
pawairesi -mudzidzisi anogadzirira
-kupindura mibvunzo vana kuti vateerere
kubva munyaya -mudzidzisi anovhura
yataurwa wairesi
vana mibvunzo kubva
munhau
-vana vaviri
vanopfupikisa nyaya
nhau dzataurwa
4&5 KUVERENGA -kuverenga ndima -kuverenga -vana vanotaura nezve Buambiro peji 16-
NOKUNYORA yakapihwa -kupindura bhora 17
Nzwisiso Bhora vachinzwisisa -kunyora -vanavanoverenga Pindukai peji 20-21
pachikoro -kupindura mibvunzo mumashure memudzidzisi -makadhi ebasa
yenzwisiso vachidanidzira
zvakanaka -vana vanopindua
-vana vanonyora
mumabhuku
-mudzidzisi anopeta
chidzidzo
6&7 KUTAURA -kutaura pamusoro -kutaura -vana vanodoma Bumbiro peji 17
NEKUNYORA pemitambo -kunyora mitambo yavanoziva
KUNYORA yavanofarira -mudzidzisi anotaura
; RONDEDZERO -kunyora rondedzero nezvechidzidzo
YAKA RONGWA pamusoro pemitambo -vana vanotaura nezve
Mutambo yavanofarira mitambo yavanofarira
wandinofarira -vana vanonyora
mumabhuku
-vana vatatu vanoverenga
zvavanyora

pachidziro mazwi
Mudzidzisi anovhara
zviperengo zviya
zviperengo vana
vachinyora
-mudzidzisi nevana
vanodzokorora
zviperengo
-vana vanoongorora
mavara aya
zvirevo pachidziro
nerunyoro urwu
Vana vanokoponyora
vachinyorawo
mumabhuku
-mudzidzisi anopeta
chidzidzo
8 1&2 KUTAURA , -kutsanangura ukama - -vana vanodoma mazwi Bumbiro peji 14 ,
KUTEEREA , -kuzadisa zvirevo kutsanangur eukama 17
NEKUNYORA vachitaura ukama a -mudzidzisi nevana Makadhi ebasa
Zvoukama Kuzadzisa vanokurukura zveukama
-kunyora -muzvikwata vana
vanozadzisa zvirevo
-mudzidzisi nevana
vanopakurirana
-vana vanonyora
mumabhuku
-mudzidzisi nevana
vanodzokorora chidzidzo

3 KUVERENGA -kuverenga nhau dziri -kuverenga -mudzidzisi anopa vana Bumbiro peji 15-16
Nhau ; pepanhau mupepanhau Kunzwisisa mapepanhau -mapepa nhau
rechishona -kutaura nhau -mudzidzisi akawanda
dzavaverenga anotsanangura zvinodiwa
-vana vanoverenga nyaya
dzavaudzwa
-vana vanotaura nhau
dzavanzwa
-mudzidzisi anopeta
chidzidzo
Nzwisiso Pfumvu vachinzwisisa -kunyora ichaverengwa Pindukai peji 24
paruzevha -kupindura mibvunzo -vanavanoverenga -makadhi ebasa
-vana vanopindua
-vana vanonyora
mumabhuku
-mudzidzisi anopeta
chidzidzo
6&7 KUTAURA -kutaura pamusoro -kutaura -vana vanodoma mhuka Bumbiro peji 17
NEKUNYORA pemhuka -kunyora dzavanofarira
KUNYORA dzavanofarira -mudzidzisi anotaura
YAKA RONGWA pamusoro pemhuka -vana vanotaura nezve
Mhuka dzavanofarira mhuka dzavanofarira
yandinofarira -vana vanonyora
mumabhuku
zvavanyora
8 KUNYORA -kunyora nzvimbo Kutaura -vana vanotaura nzvimbo Bumbiro peji 17
Mutauro ; Nzvimbo dzinowanikwa zvinhu Kunyora dzinogara zvinhu Makadhi ane
zvakapiwa sokuti dzavanoziva mazwi
Nhaka peji 32-39

mobe dzinogara -mudzidzisi
mudanga anotsanangura chidzidzo
Vana vanonyora nzvimbo
muzvikwata
Vana vanonyora
mumabhuku
-mudzidzisi anopeta
chidzidzo
-mudzidzisi
-vana vanonyora
mumabhuku
-mudzidzisi nevana
vanopeta chidzidzo
9 1&2 KUTAURA , -kudoma zvinotwa -kutaura -vana vanoongorora Bumbiro peji 10,
KUTEERERA panguva yokusasana -kudoma mifananidzo 12, 17
NOKUNYORA -kushandisa -kunyora -mudzidzisi anotaura Mipikicha
Nguva yokusasana nyaudzosingwi nezvekusasana Makadhi ebasa
,Nyaudzosingwi muzvirevo zvavo -vana vanokurukura
vachishandisa
mifananidzo
-mudzidzisi nevana
vanopakurirana
-mudzidzisi anotaura
zvenyaudzosingwi
-vana vanozadzisa
zvirevo muzvikwata
-vana vanonyora
mumabhuka
-mudzidzisi nevana
vanopeta chidzidzo

3 KUVERENGA -kuverenga tsamba -kuona -mudzidzisi anotaura Bumbiro peji 15
RA (fluency) vahiongorora zvimiso -kunzwisisa muchidimbu Pindukai peji
Ndima ; Tsamba -kuverenga -vana vanoverenga
yavasekuru vachinzwisia vachidanidzira
tumubvunzo kubva
mundima
nyaya muchidimbu
KUVERENGA -kuverenga ndima -kuverenga -madzidzisi anotaura Buambiro peji 16-
Nzwisiso ; Tendai vachinzwisisa -kunyora ichaverengwa Pindukai peji 27
muarmbatsvina -kupindura mibvunzo -vanavanoverenga -makadhi ebasa
-vana vanopindua
-vana vanonyora
mumabhuku
-mudzidzisi anopeta
chidzidzo
6&7 KUTAURA -kutaura pamusoro -kutaura -vana nemudzidzisi Bumbiro peji 17
NEKUNYORA pehanzvadzi dzavo -kunyora vanotsanangura
KUNYORA -kunyora rondedzero hanzvadzi
; RONDEDZERO pamusoro -mudzidzisi anotaura
YAKA RONGWA pehanzvadzi dzavo nezvechidzidzo
Hanzvadzi yangu -vana vanotaura nezve
hanzvadzi dzavo
-vana vanonyora
mumabhuku
zvavanyora

pachidziro mazwi
Mudzidzisi anovhara
zviperengo zviya
zviperengo vana
vachinyora
-mudzidzisi nevana
vanodzokorora
zviperengo
9 KUNYORA ; -kutsanangura Kuona -vana vanodoma mhuka -Bumbiro peji 17
Muaturo ; mafambiro emhuka Kunyora -mudzidzisi Chati rerunyoro
Mafambiro emhuka Kuzadzisa zvirevo anotasanangura
zvemafambiro zvinangwa
emhuka -vana vanotsanangura
mafambiro emhuka
-vana vanozadzisa
zvirevo mumabhuku
-mudzidzisi anopeta
chidzidzo
10 1&2 KUTAURA ‘ -kudoma mhuka ine -kuteerera -vana vanodoma mhuka Bumbiro peji 10,
KUTEERERA ruzha rurikuitwa -kutaura dzavanoziva 12, 17
NOKUNYORA -kutevedzera mhuka - -mudzidzisi Mifananidzo
Ruzha rwemhuka dzakasiyana kutevedzera anotsanangura chidzidzo yemhuka
-kuzadzisa zvirevo kunyora -vana vanotevedzera Makadhi
neruzha ruzha rwemhuka
nekudoma mhuka dzacho
muzvikwata
Vana vanonyora
mumabuku
-mudzidzisi nevana
vanopeta chidzidzo
3 KUTEERERA -kuteerera nyaya -kuteerera -vana vanotaura tunyaya Bumbiro peji 10
Nyaya (story ) irikutaurwa -kunzwisisa twavakambonzwa
nemudzidzisi

-kupindura mibvunzo -mudzidzisi anogadzirira
kubva munyaya vana kuti vateerere
yataurwa -mudzidzisi anotaura
nyaya
vana mibvunzo kubva
munyaya
-vana vaviri
vanopfupikisa nyaya
yataurwa
Nzwisiso vachinzwisisa -kunyora ichaverengwa Pindukai peji 33
Hazvitaurike -kupindura mibvunzo -vanavanoverenga -makadhi ebasa
zvakanaka na hongu vachidanidzira
kana kwete -vana vanopindua
-vana vanonyora
mumabhuku
-mudzidzisi anopeta
chidzidzo
6&7 KUTAURA -kutaura pamusoro -kutaura -vana vanodoma kudya Bumbiro peji 17
NEKUNYORA pekudya -kunyora kwavanofarira
KUNYORA kwavanofarira -mudzidzisi anotaura
YAKA RONGWA pamusoro pekudya -vana vanotaura nezve
Kudya kwavanofarira kudya kwavanofarira
kwandinofarira -vana vanonyora
mumabhuku
zvavanyora
8 KUNYORA -kuzadzisa tsumo Kutaura -vana vanodoma zvirunga Bumbiro peji 17
Mutauro ;Tsumo dzakapiwa Kunyora mutauro zvavanoziva Makadhi ane
Mudzidzisi anotaura mazwi Gore peji 52
nezvetsumo

Vana vanozadzisa
muzvikwata
Vana vanonyora
mumabhuku
-mudzidzisi anopeta
chidzidzo
-mudzidzisi
-vana vanonyora
mumabhuku
-mudzidzisi nevana
vanopeta chidzidzo
11 1&2 KUTAURA -kudoma madimikira -kudoma -vana vanotaura tsumo Bumbiro peji 12,
NOKUNYORA -kududzira -kududzira dzavanoziva 17 Chati rine
Madimikira madimikira akpihwa -kunyora -mudzidzis anotaura madimikira
nezve madimikira Gore peji 54
-vana vanodoma madikira
avo nekuadudzira
-vana vanodudzira
madimikira ari pachati
mumabhuku
-mudzidzisi anopeta
chidzidzo
RA vahiongorora zvimiso -kunzwisisa muchidimbu Ndima pamapepa
Ndima -kuverenga -vana vanoverenga
vachinzwisia vachidanidzira
tumubvunzo kubva
mundima

nyaya muchidimbu
Nzwisiso vachinzwisisa -kunyora ichaverengwa Pindukai peji
-vana vanopindua
-vana vanonyora
mumabhuku
-mudzidzisi anopeta
chidzidzo
NEKUNYORA perwendo nebhazi -kunyora nzendo dzvakambofamba
; RONDEDZERO pamusoro perwendo nezvechidzidzo
YAKA RONGWA nebhazi -vana vanotaura nezve
Rwendo nebhazi nzendo nebhazi
-vana vanonyora
mumabhuku
zvavanyora
pachidziro mazwi
Mudzidzisi anovhara
zviperengo zviya
zviperengo vana
vachinyora
-mudzidzisi nevana
vanodzokorora
zviperengo

-vana vanoongorora
mavara aya
zvirevo pachidziro
nerunyoro urwu
Vana vanokoponyora
vachinyorawo
mumabhuku
-mudzidzisi anopeta
chidzidzo
12 & DZOKORORO -kudzokorora zvese -kurangarira -vana nemudzidzisi Test record

13 YEZVAKADZIDZ zvavakadzidza -kunyora vanotaura
WA mukotoro iyi nezvavakadzidza
Vana vanonyora bvunzo
Mudzidzisi nevana
vanodzokorora
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Vana vanoia gadziriso
mumabhuku

MATHEMATICS
TIME ALLOCATION 6X30 MINUTES LESSON PER WEEK
1. NUMBER
a. whole numbers 0-1000
b. ordinal numbers
c. . fractions
AIMS
1. To help learners develop holisticallyand show a positive attitude towards Mathematics;
2. To help learners acquire and apply mathematical concepts and skills and use themas tools in study, work, leisure and everyday
transactions through use of technology;
3. To help learners think and express themselves clearly and logically;
4. To develop an inquiring mind through child centred approaches;
REFERENCES
1. Syllabus
2. Step in maths
3. ICT

WEEK LSN TOPIC/CONTENT OBJECTIVES COMPETE TEACHING / RESOURCES EVALUATION
NCIES LEARNING METHODS /MEDIA AND
REFERENCES
1 2 NUMBER;Whole -read and write any Reading -ASSUMED National syllabus
numbers number in numerals -writing KNOWLEDGEE; learners page 11
2017/01/1 Write numbers in and words in the know numbers 0-100 Number lines,
3 words given range -learners read the given charts, number
numbers strips with
-facilitator introduce more patterns,
numbers in numerals and ICT tools
words
-learners say , read given
numbers
-group work on writing
given numbers in words
-group feedback
-written work
3 NUMBER ;Whole -read and write any Reading ASSUMED National syllabus
numbers number in numerals -writing KNOWLEDGEE; learners page 11
Write numbers in and words in the know numbers 0-100 Number lines,
numerals given range -learners read the given charts, number
numbers strips with
-facilitator introduce more patterns,
numbers in numerals and ICT tools
words
-learners say , read given
numbers
-group work on writing
given numbers in numerals
-group feedback
-written work
4 NUMBER ;Whole -identify numbers -identifying ASSUMED National syllabus
numbers using forward count in -reading KNOWLEDGE ; learners page 11
Forward count the given range -writing

-read numbers using can read and write numbers Number lines,
the forward count -recap on previous lesson charts, number
-write the numbers in -facilitator demonstrate on strips with
the forward count forward counting patterns,
-group work ICT tools
-group feedback
-written work
-learners do a forward
count on numbers on the
number
line
5&6 NUMBER ;Whole -identify numbers -identifying A K ;Learners can do National syllabus
numbers using backward count -reading forwad cound page 11
Backward count in the given range -writing -recap on previous lesson Number lines,
-read numbers using -facilitator demonstrate on charts, number
the backward count backward counting strips with
-write the numbers in -group work patterns,
the backward count -group feedback ICT tools
-written work
-learners do a backward
count on numbers on the
number line
2 1 NUMBER ;Whole -identify the next to the -identifying -A. K learners can do National syllabus
numbers given number -reading forward and backward page 11
Next number -write the next number -writing counting Number lines,
-learners do forward and charts, number
backward counting strips with
-brainstorm on next patterns,
numbers ICT tools
-group feedback
-written work

2 NUMBER ;Whole -write the number -identifying -AK ;Learners know next National syllabus
numbers before the specified -reading number page 11
Number before number -writing -recap of previous lesson Number lines,
-facilitator explains on charts, number
number before strips with
-group work patterns,
-group feedback ICT tools
-written work
3 NUMBER ;Whole -write the number -identifying - A.K; Learners know National syllabus
numbers after a specified -reading number before page 11
Number after number -writing recap of previous lesson Number lines,
-facilitator explains on charts, number
number after strips with
-group work patterns,
-written work
4 NUMBER ;Whole -identify multiples -identifying - A.K learners know National syllabus
numbers of 2 and 3 in the given -reading number before , after page 11
Multiples of 2 and 3 range -writing -recap on previous lesson Number lines,
-count in twos and -facilitator explains on charts, number
threes correctly multiples of 2 and 3 strips with
-group work on multiples of patterns,
2 and 3 ICT tools
-group feedback
-written work
-learners count in twos and
threes

5 REVISION -answer at least 10 - reasoning -recap on previous lessons ICT
&6 EXERCISE revision questions -judging -facilitator explains on the Test record
3 1 NUMBER ;Whole -identify multiples -identifying - A.K learners know National syllabus
numbers of 4and 5 in the given -reading multiples of 2 and 3 page 11
Multiples of 4 and 5 range -writing -recap on previous lesson Number lines,
-count in fours and -facilitator explains on charts, number
fives correctly multiples of 4and 5 strips with
4and5 ICT tools
-group feedback
-written work
-learners count in 4s and 5s
2 NUMBER ;Whole -identify multiples -identifying -A.K Learners know National syllabus
numbers of 6and 7 in the given -reading multiples 2,3,4 and 5 page 11
Multiples of 6and 7 range -writing -recap on previous lesson Number lines,
-count in 6s and 7 -facilitator explains on charts, number
correctly multiples of 6and 7 strips with
6and7 ICT tools
-group feedback
-written work
-learners count in 6s and 7s
3 NUMBER ;Whole -identify multiples -identifying -A.K Learners know National syllabus
numbers of 8 in the given -reading multiples of 2 -7 page 11
Multiples of 8 range -writing -recap on previous lesson Number lines,
-count in 8 correctly -facilitator explains on charts, number
multiples of 8 strips with
8 ICT tools
-group feedback
-written work
-learners count in 8s

4 NUMBER ;Whole -identify multiples -identifying - A.K Leaners know National syllabus
numbers of 9 in the given -reading multiples of 2-8 page 11
-count in 9 correctly -facilitator explains on charts, number
multiples of 9 strips with
9 ICT tools
-group feedback
-written work
5&6 NUMBER ;Whole -identify multiples -identifying A.K learners know National syllabus
numbers of 10 in the given -reading multiples of 2-9 page 11
-count in 10s -facilitator explains on charts, number
correctly multiples of 10 strips with
10 ICT tools
-group feedback
-written work
4 1 NUMBER ;Whole -supply missing -naming A.K Learners can count National syllabus
numbers numbers on a number -Supplying -learners count up to a page 11
Missing numbers line given range Number lines,
-facilitator explains the charts, number
objectives strips with
-group work on supplying patterns,
missing numbers ICT tools
-group feedback
-written work
2 NUMBER ;Whole -supply missing -naming -AK Learners can count National syllabus
numbers numbers on a number -Supplying recap on previous lessons page 11
Missing numbers line -group work on supplying Number lines,
missing numbers charts, number
-group feedback strips with
-written work patterns,

-recap of the lesson ICT tools
3 NUMBER ;Whole -state the value of -naming -AK. Leaners can read National syllabus
numbers digits in a number -judging numbers page 11
Place value within the range -learners read numbers on Number lines,
chalkboard charts, number
-facilitator explains on strips with
place value using patterns, charts,
-group work on place value abacuses and ICT
Group feedback tools
-written work
4 NUMBER ;Whole -state the value of -naming - A.K learners can read National syllabus
numbers digits in a number -judging numbers page 11
Place value within the range learners read numbers on Number lines,
chalkboard charts, number
place value patterns, place
-group work on place value value charts,
Group feedback abacuses and ICT
-written work tools
5&6 REVISION -answer at least 10 - reasoning -recap on previous lessons ICT
EXERCISE revision questions -judging -facilitator explains on the Test record
5 1 NUMBER ;Whole -expand given -expanding - AK; Learners know place National syllabus
numbers numbers correctly value of numbers page 11-12
Expanding numbers -recap on previous lesson Number lines,
;225 = 200 +20 +5 -facilitator demonstrates on charts, number
expanding strips with
-group work on expanding patterns, place
-group feedback value charts,
-written work abacuses and ICT
-recap of the lesson tools

2 NUMBER ;Whole -write given numbers Naming -A.K ; Learners can expand National syllabus
numbers shown in expanded -writing some numbers page 11-12
Expanding numbers notation -recap on previous lesson Number lines,
200 +20 +5 = 225 -facilitator demonstrates charts, number
-group work on writing strips with
numbers patterns, place
-group feedback value charts,
3 NUMBER ;Whole -read given numbers -observing A.K ; learners know place National syllabus
numbers on the abaci -reading values page 11-12
Numbers on abaci -writing -recap of previous lessons Number lines,
-facilitator demonstration charts, number
-group work on reading the strips with
abaci patterns, place
Group feedback value charts,
4 NUMBER ;Whole -draw the abaci for the Reading -A.K learners know place National syllabus
numbers given numbers -drawing values page 11-12
Numbers on abaci -learners read numbers on Number lines,
the chalkboard charts, number
drawing abaci patterns, place
-group work value charts,
-group feedback abacuses and ICT
-written work tools
5&6 NUMBER ;Whole -read given numbers -observing A.Klearners place values National syllabus
numbers on the abaci -reading -learners read numbers on page 11-12
Numbers on abaci ( -draw the abaci for the -writing - the abaci which the learnt Number lines,
different abaci ) given numbers Reading -facilitator introduces new charts, number
-drawing type of abaci strips with
-group work on reading and patterns, place
drawing value charts,
-group feedback

6 1 NUMBER ;Whole -round off given -rounding -ASSUMED National syllabus
numbers numbers to the nearest -writing KNOWLEDGE page 11-12
Rounding off to the ten Learners can count in tens Number lines,
nearest 10 -learners count in tens charts, number
rounding off using number patterns,
line ICT tools
-group work on rounding
off
-group feedback
-written work
-recap of lesson
2 NUMBER ;Whole -round off numbers to -rounding -A.K Learners can round National syllabus
numbers the nearest hundred -writing off to the nearest 10 page 11-12
Rounding off to the -recap on previous lessons Number lines,
nearest 100 -facilitator demonstrates charts, number
rounding off to the nearest strips with
hundred patterns,
-group work ICT tools
-group feedback
Written work
3 NUMBER ;Whole -identify odd numbers -identifying - AK; Learners can read National syllabus
numbers in the given range -listing numbers page 11-12
Odd numbers -list odd numbers in -reading learners read numbers on Number lines,
the given range -writing number line –facilitator charts, number
-read the odd numbers explains on odd numbers strips with
-write the odd - group work on identifying patterns,
numbers in the given and supplying odd ICT tools
range numbers
-group feedback
-written work

4 NUMBER ;Whole -identify even -identifying - A.K learners know odd National syllabus
numbers numbers in the given -listing numbers page 11-12
Even numbers range -reading -recap on previous lessons Number lines,
-list even numbers in -writing –facilitator explains on charts, number
the given range even numbers strips with
-read the even - group work on identifying patterns,
numbers and supplying even ICT tools
-write the even numbers
numbers in the given -group feedback
range -written work
7 1 NUMBER ;Whole -convert the given -listing A.K Learners can read National syllabus
numbers Arabic numerals to -converting Arabic numerals page 11-12
Arabic to Roman Roman numerals Learners read Arabic Number lines,
numerals ( I TO X) In the range 1 -10 numerals on the number charts, number
line strips with
-facilitator introduces patterns,
Roman numerals I to x ICT tools
-group work on reading and
writing numbers in Arabic
and Roman numerals
-group feedback
Written work
2 NUMBER ;Whole -convert the given -listing A.KLearners know Arabic National syllabus
numbers Roman numerals to -converting numerals 1-10 page 11-12
Roman numerals to Arabic numerals in the -Learners read Arabic Number lines,
Arabic numerals 1 to range (I to X ) numerals on the number charts, number
10 line strips with
-group work on reading and patterns,
writing numbers in Arabic ICT tools
and Roman numerals

-group feedback

Written work
3 NUMBER ;Ordinal -tell positions of -naming A.K Learners can count to National syllabus
numbers ;Position of objects in a row -observing 15 page 12
objects 1st to 15th -writing -Learners count from 1 to Sets of objects,
15 number line
-facilitator explains on charts,
ordinal positions vocabulary chart
-in groups , learners providing words
arranging and telling for ordinal
positions of objects numbers and
according to some order flash cards
-group feedback
-written work
4 NUMBER ;Ordinal -tell positions of -naming A.K learners can count to National syllabus
numbers ;Position of objects in a row -observing 30 page 12
objects 1st to 30th -writing -Learners count from 1 to Sets of objects,
30 number line
-facilitator briefs learners charts,
-in groups , learners vocabulary chart
arranging and telling providing words
positions of objects for ordinal
according to some order numbers and
-group feedback flash cards
-written work
5&6 NUMBER ;Ordinal -arrange a set of -arranging - A.K Learners know National syllabus
numbers ;Position of numbers in order -naming ordinal positions from 1-30 page 12
objects 1st to 30th -writing -recap of previous lessons Sets of objects,
Facilitator demonstration number line
-learners write ordinal charts,
numbers denoting positions vocabulary chart
in pairs providing words
-pair feedback for ordinal
-written work

-recap of the lesson numbers and
flash cards
8 1 NUMBER -arrange given sets of -quantifying - A.K ; Learners can count National syllabus
;Quantifying numbers numbers in ascending -arranging -learners read numbers on page 12-13
;Ascending order order -writing chalkboard number lines,
-facilitator explains on charts, piles of
ascending order books, seeds,
-group work on ordering attendance
from lowest to highest registers, stock
-group feedback books and class
-written work inventories
2 NUMBER -arrange given sets of -quantifying - A.K ;Learners can National syllabus
;Quantifying numbers numbers in descending -arranging arrange in ascending order page 12-13
;Descending order order -writing recap of previous lesson number lines,
-facilitator explains on charts, piles of
descending order books, seeds,
-group work on ordering attendance
from highest to lowest registers, stock
-group feedback books and class
-written work inventories
3 NUMBER -compare any two -comparing - A.K ; learners can arrane National syllabus
;Quantifying numbers numbers by inserting -naming in ascending and page 12-13
;Comparing 2 numbers the correct sign -writing descending order number lines,
using < ,>, = between them -recap on previous lesson charts,
meaning of signs
-group work on comparing
given numbers
-group feedback
-written work
4 NUMBER -compare any two -comparing - A.K;Learners can National syllabus
;Quantifying numbers numbers by inserting -naming compare numbers page 12-13
-writing -recap on previous lesson

;Comparing 2 numbers the correct sign -group work on comparing number lines,
using < ,>, = between them given numbers charts,
-group feedback
-written work
9 1 NUMBER ;Fractions -read fractions with -reading A.K Learners know whole National syllabus
Reading fractions with the given -writing numbers page 13
2 and 4 as denominators Pupils read whole numbers Regular
denominators -write fractions in -facilitator explains on geometric shapes,
numerals fractions using shapes fruits, paper
- groups learners read the strips, fraction
given fractions in words charts and plastic
and write them in numerals materials
-group feedback
-written work
2 NUMBER ;Fractions -draw shapes and -interpreting - A.K Learners vcan read National syllabus
Reading fractions with shade to represent -drawing some fractions page 13
2 and 4 as fractions with -recap on previous lesson Regular
denominators denominator 2 and 4 -facilitator demonstrates on geometric shapes,
drawing shapes and shade fruits, paper
to represent fractions strips, fraction
-group work on drawing charts and plastic
-group feedback materials
-written work
Recap of the lesson
3 NUMBER ;Fractions -read fractions with -reading -A.K ; learners can read National syllabus
Reading fractions with the given some fractions page 13
5 and 10 as denominators -writing
denominators -write fractions in -recap on previous lessons Regular
numerals geometric shapes,
fruits, paper

-facilitator explains on strips, fraction
fractions using shapes charts and plastic
materials
- groups learners read the
given fractions in words
and write them in numerals
-group feedback
-written work
3 NUMBER ;Fractions -read fractions with -interpreting - A.K ; Learners can read National syllabus
Reading fractions with the given -drawing some fractions page 13
5 and 10 as denominators -recap on previous lesson Regular
denominators -write fractions in -facilitator demonstrates on geometric shapes,
numerals drawing shapes and shade fruits, paper
to represent fractions strips, fraction
-group work on drawing charts and plastic
-written work
Recap of the lesson
5&6 NUMBER ;Fractions -name fractions -observing - A.K Leaners can read National syllabus
Reading fractions with shaded in a diagram -naming fractions page 13
2,4,5 and 10 as -writing -recap of previous lessons
-facilitator demonstrates on Regular
denominators ; shaded
shaded and not shaded geometric shapes,
and not shaded parts
fractions fruits, paper
-in pars learners name strips, fraction
shaded and not shaded charts and plastic
fractions on given diagrams materials
-pair feedback
-written work
10 1 NUMBER ;Fractions -express fractions in -deducing A.K learners can read National syllabus
Equivalent fractions their equivalent form -observing fractions page 13
-naming -Recap on previous lessons
-facilitator demonstrates on Regular
equivalent fractions geometric shapes,

-group work on matching fruits, paper
fraction strips or number strips, fraction
line charts to find charts and plastic
equivalent fractions materials
-group feedback
-written work
2 NUMBER ;Fractions -express fractions in -deducing A.K ; Learners can read National syllabus
Equivalent fractions their equivalent form -observing fractions page 13
-naming -Recap on previous lessons
-group work on matching Regular
fraction strips or number geometric shapes,
line charts to find fruits, paper
equivalent fractions strips, fraction
-group feedback charts and plastic
-written work materials
3 NUMBER ;Fractions -compare fractions -comparing A.K Learners can read National syllabus
Comparing fractions using the given signs -naming fractions page 13
using <,> or = -writing -recap on equivalent
fractions Regular
-facilitator demonstration geometric shapes,
on comparing fractions fruits, paper
using the equivalency chart strips, fraction
--group work charts and plastic
-written work
4 NUMBER ;Fractions -compare fractions -comparing - A.K ;learners can National syllabus
Comparing fractions using the given signs -naming compare fractions page 13
using <,> or = -writing -recap on equivalent
fractions Regular
-facilitator demonstration geometric shapes,
on comparing fractions fruits, paper
--group work strips, fraction
-group feedback charts and plastic
materials

-written work
11 1 NUMBER ;Fractions -arrange given sets of -arranging -A.K ;Learners can National syllabus
Arranging fractions in fractions in ascending -judging compare fraction page 13
ascending order -writing -recap of previous lessons
-facilitator demonstration Regular
on ascending order geometric shapes,
Group work on a order fruits, paper
-group feedback strips, fraction
-written work charts and plastic
-recap of the lesson materials
2 NUMBER ;Fractions -arrange given sets of -arranging - A K; Learners can arrange National syllabus
Arranging fractions in fractions in -judging in acending order page 13
descending order descending -writing - recap of previous lessons
on descending order geometric shapes,
Group work on a order fruits, paper
-group feedback strips, fraction
-written work charts and plastic
3 NUMBER ;Fractions -find the fraction of a -calculating - A. K learners can read National syllabus
Fraction of a number given number -writing fractions page 13
-recap of previous lessons
-group work geometric shapes,
-group feedback fruits, paper
-written work strips, fraction
-recap of the lesson charts and plastic
materials

4 NUMBER ;Fractions -find the fraction of a -calculating -A.K learners can read National syllabus
Fraction of a number given number -writing fractions page 13
-recap of previous lessons
-group work geometric shapes,
-group feedback fruits, paper
-written work strips, fraction
-recap of the lesson charts and plastic
materials
12&13 REVISION OF WORK -answer revision - reasoning -recap on previous lessons ICT
COVERED questions on work -judging -facilitator explains on the Test record

PHYSICAL EDUCATION ,SPORT AND MASS
DISPLAYS
TIME ALLOCATION 10X 30 MIN LESSON PER WEEK
1; Physical Education ; Human Body

Safety and Health
Kids athletics
AIMS
1. To developanunderstanding of the implications and benefits of participation inphysical activities through theory and practice
2. To developsocial values, attitudes and skills through participation in Physical Education, Sport and Mass Displays
3 .To hep learners acquire knowledge to become appreciative and informed participants or spectators in a wide range of physica
lactivities
4. To develop in learners an appreciation of diverse cultural norms and values of Zimbabwean society
5. To provide learners with a sense of fun, enjoyment and entertainment
6. develop a firm foundation for further studies in Physical Education, Sport and Mass Displays
REFERENCES
Syllabus

WEEK LSN TOPIC / OBJECTIVES COMPETE TEACHING / LEARNING RESOURCES , EVALUATION
REFERENCES
1 3&4 PHYSICAL - By the end of the -naming -ASSUMED National syllabus
EDUCATION lesson , learners -identifying KNOWLEDGE ; Learners page 12
Human body should be able to - know body parts Manipulative and
Organs of the body - name external manipulating -learners sing head and block play area
External body body parts shoulders Charts
parts -draw some of the -facilitator explains on Dolls
external body parts external body parts Mirrors
-group work on listing Pictures
external body parts Puzzles
-group feedback Crayons
-written work on drawing
some of the body parts
-learners sing the rhyme
head and shoulders again
5&6 PHYSICAL -model body parts - -recap on previous lesson National syllabus
EDUCATION manipulating –learners observe dolls page 12
Human body -observing available Manipulative and
Organs of the body -modeling - using clay learners mould block play area
External body different external body Charts
parts parts Dolls
-display of finished work Clay
and critique dough
- a home work on internal
body parts given to learners
7&8 PHYSICAL -name internal body -naming -learners sing head and National syllabus
EDUCATION parts -identifying shoulders page 12
Human body -draw some of the - -facilitator explains on Manipulative and
Organs of the body internal l body parts manipulating internal body parts block play area
Internal body -learners observe pictures of Charts
parts internal body parts Dolls
-group work on listing Mirrors
internal body parts Pictures
-group feedback Puzzles
Crayons
some of the body parts
-learners sing the rhyme
head and shoulders again
9&10 PHYSICAL -distinguish between -observing -recap of previous lesson National syllabus
EDUCATION the external and --naming -group work on differences page 12-13
Human body internal body parts - -group feedback Manipulative and
Organs of the body differentiatio -written work on completing block play area
Internal body n a classification table of the Charts
parts and external human body parts Dolls
body parts -recap of the lesson Mirrors
Pictures
Puzzles
Crayons
2 1&2 PHYSICAL -discuss ways of -naming ASSUMED KNOWLEDGE National syllabus
EDUCATION caring for different -suggesting ; learners know abou body page 12-13
Human body external body parts parts Manipulative and
Caring for external -recap on previous lesson block play area
body parts -facilitator briefs on caring Charts
for external body parts Dolls
-learners list ways in groups Mirrors
-dramatising ways of caring Puzzles
for different external body Crayons
parts with the help of the
facilitator
-written work
-demonstrating on caring of
some body parts
3&4 PHYSICAL -discuss ways of -naming -recap on previous lesson National syllabus
EDUCATION caring for different -suggesting -facilitator briefs on caring page 12 to 13
Human body Internal body parts for internal body parts Manipulative and
Caring for internal -learners list ways in groups block play area
body parts -group feedback Charts
-dramatising ways of caring Dolls
for different internal body Mirrors

parts with the help of the Pictures
facilitator Puzzles
-recap of the lesson Crayons
5&6 PHYSICAL -complete crossword -naming -recap on pervious lesson National syllabus
EDUCATION puzzles on body parts -identifying -facilitator explains on page 12 to 13
Human body -reasoning completing the crossword Manipulative and
Crossword puzzles -judging puzzle block play area
on body parts -in groups learners Charts
complete the given Dolls
crossword puzzles on body Mirrors
parts Pictures
-group feedback Puzzles
7&8 PHYSICAL -play jig-saw puzzle -naming -recap on pervious lesson National syllabus
EDUCATION games on body parts -identifying -facilitator explains on page 12 to 13
Human body -reasoning playing the jigsaw puzzle Manipulative and
Jigsaw puzzles on -judging games block play area
body parts -in groups learners play the Charts
given jigsaw puzzles on Dolls
body parts Mirrors
-recap of the lesson Puzzles
9&10 PHYSICAL -state the norms and -naming -recap on previous lessons National syllabus
EDUCATION ; values related to body -listing -facilitator explains on page 12to 13
Human body parts norms and values on body Manipulative and
Norms and values parts Class discussion onthe block play area
related to body norms and values related to Charts
parts body parts Dolls
-facilitator helps learners Mirrors
Written work Pictures
-learners sing a song on body Puzzles
parts

3 1&2 PHYSICAL -describe healthy -identifying ASSUMED KNOWLEDGE National syllabus
EDUCATION living habits at home -discussing ; Learners can jog page 13
Health and safety -demonstrate some of - -learners jog in the Running track
Healthy living the activities demonstratin demarcated area Ropes
habits g -facilitator introduces lesson Balls
-in groups learners identify Horizontal bars
and discuss physically improvised free
exerting activities at home weights
-group feedback Resistance bands
-learners demonstrate Stop watches
jogging and skipping ropes Whistles
as some of the activities
3&4 PHYSICAL -carry out physically -presenting -recap of the previous lesson National syllabus
EDUCATION exerting activities like - -facilitator explains on the page 13
Health and safety rope skipping , demonstratin lesson objectives Running track
Healthy living playing games g -learners jog in the Ropes
habits ; rope demarcated area Balls
skipping -learners do rope skipping, Horizontal bars
walking, cycling, dancing, improvised free
playing different games on weights
the demarcated area Resistance bands
- cool down , hands up Stop watches
Whistles
5&6 PHYSICAL -carry out physically -presenting Learners jog in the National syllabus
EDUCATION exerting activities like - demarcated area page 13
Health and safety rope skipping , demonstratin -facilitator explains on the Running track
Healthy living playing games g activities Ropes
habits ; tug of war -in pairs , groups , learners Balls
, swinging do tug of war , swinging Horizontal bars
-facilitator monitors improvised free
-cool down hands up weights
-question and answer on Resistance bands
how learners feel after the Stop watches
exercises Whistles

7&8 PHYSICAL -carry out physically -presenting Learners run in the National syllabus
EDUCATION exerting activities like - demarcated area page 13
Health and safety rope skipping , demonstratin -facilitator explains on the Running track
Healthy living playing games g lesson and do some Ropes
habits ; tug of war demonstrations Balls
, swinging -in group learners do tree Horizontal bars
climbing, sit-ups, press-ups, improvised free
static and dynamic stretches weights
-facilitator monitors the Resistance bands
learners Stop watches
Cool down finger flicking Whistles
4 1&2 PHYSICAL -perform activities -observing ASSUMED KNOWLEDGE National syllabus
EDUCATION used to develop -performing ; Learners can jog page 13
Health and safety health-related -learners jog on one place Balls
Healthy living elements of fitness -facilitator demonstration Whistles
habits ; sit and -learners practice the test in Weighing scales
reach test pairs , groups Heart rate
-facilitator monitors monitors
-learners do the test together Local environment
in a manner arranged by the
facilitator
-cool down , hands up
3&4 PHYSICAL -perform activities -observing -learners jog on one place National syllabus
EDUCATION used to develop -performing -facilitator demonstration page 13
Health and safety health-related -learners practice the 1 mile Running track
Healthy living elements of fitness run Balls
habits ; 1 mile run -facilitator monitors Whistles
-learners do the test together Weighing scales
in a manner arranged by the Heart rate
facilitator monitors

-cool down , hands up Local environment
5&6 PHYSICAL -perform activities -observing -learners jog from one point National syllabus
EDUCATION used to develop -performing to another page 13
Health and safety health-related -facilitator demonstration Running track
Healthy living elements of fitness -learners practice the test in Ropes
habits ; beep test pairs , groups Balls
-facilitator monitors Horizontal bars
-learners do the test together improvised free
in a manner arranged by the weights
facilitator Resistance bands
-cool down , finger flicking Stop watches
Whistles
7&8 PHYSICAL -perform activities -observing -learners do fro jumping National syllabus
EDUCATION used to develop -performing -facilitator demonstration page 13
Health and safety health-related -learners practice the test in Running track
Healthy living elements of fitness pairs , groups Ropes
habits ; push up -facilitator monitors Balls
test -learners do the test together Horizontal bars
in a manner arranged by the improvised free
facilitator weights
-cool down , hands up Resistance bands
Stop watches
Whistles
9 PHYSICAL -perform activities -observing -learners jog from one point National syllabus
&10 EDUCATION used to develop -performing to another page 13
Health and safety health-related -facilitator demonstration Running track
Healthy living elements of fitness -learners practice the test in Ropes
habits ; bent arm pairs , groups Balls
hang test -facilitator monitors Horizontal bars
-learners do the test together improvised free
in a manner arranged by the weights
facilitator Resistance bands
-cool down , finger flicking Stop watches
Whistles

5 1&2 PHYSICAL -outline safety rules -identifying ASSUMED KNOWLEDGE National syllabus
EDUCATION in different -listing ; learners know a bit about page 13-14
;Safety environments -outlining safety Work cards
Safety rules ;Brainstorm on safety Pictures
-group discussion on listing Posters
safety rules in different ICT tools
environments Whistles
-group feedback
-Role playing on safety
rules
 Discussing in groups
3&4 PHYSICAL -demonstrate safety - -recap on previous lesson National syllabus
EDUCATION rules in different demonstratin -learners follow the page 13-14
;Safety environments g facilitator on demonstrating Work cards
Safety rules -observing safety rules Pictures
-presenting -in groups learners play Posters
games displaying the safety ICT tools
rules Whistles
-facilitator monitors
5&6 PHYSICAL -state the importance -listing -learners do shadow National syllabus
EDUCATION of warm up -observation stamping page 13-14
;Safety -do some warm up -presenting -facilitator explains on warm Work cards
Warm up activities activities up activities Pictures
-discussing importance of Posters
warm up in groups ICT tools
-group feedback Whistles
-in groups learners present
some warm up activities
-learners do hands up
7&8 PHYSICAL -state the importance -listing -learners do frog jumping National syllabus
EDUCATION of cool down -observation -facilitator explains on cool page 13-14
;Safety activities -presenting down activities Work cards
Cool down -do some cool do -discussing importance of Pictures
activities activities cool down in groups Posters

-in groups learners present Whistles
some cool down activities
-learners do hands up
9&10 PHYSICAL -play a min game - ASSUMED KNOWLEDGE National syllabus
EDUCATION presenting the safety demonstratin ; Learners know safety rules page 13-14
;Safety rules g - Warm up – jogging form Work cards
Min game -do warm up and cool -presenting one point to another Pictures
down activities --in groups learners practice Posters
before and after the passing the ball in netball ICT tools
game -facilitator monitors Whistles
-learners play a netball min balls
game displaying safety
- -cool down , hands up
6 1&2 PHYSICAL -demonstrate - -ASSUMED National syllabus
EDUCATION progressive demonstratio KNOWLEDGE ; Learners page 15
;Running endurance levels in 5 n can jog Cones
;Progressive minutes -observing -warm up activities -jogging Obstacles for
endurance level on one place Slalom (broom
-learners run continuously sticks can be used)
within a marked area Flags and flag
-facilitator demonstrate the Poles
skill to be leant Mats
-practice in pairs , groups Mini hurdles
-learners running Ladder
progressively as a team ICT tools
-cool down activities , finger
flicking
3&4 PHYSICAL -demonstrate - -warm up activities -jogging National syllabus
EDUCATION progressive demonstratio on one place page 15
;Running endurance levels in 5 n -learners run continuously Cones
;Progressive minutes -observing within a marked area Obstacles for
endurance level -facilitator demonstrate the Slalom (broom
skill to be leant sticks can be used)
-practice in pairs , groups Flags and flag
Poles

-learners running Mats
progressively as a team Mini hurdles
-cool down activities , finger Ladder
flicking ICT tools
5&6 PHYSICAL -demonstrate swift - -warm up ; jogging from one National syllabus
EDUCATION running action demonstratio point to another page 15
;Running n -learners run continuously Cones
;Swift running -observation within a marked area Obstacles for
-copying -facilitator demonstration on Slalom (broom
swift running sticks can be used)
-pupils imitate the facilitator Flags and flag
-in groups learners practice Poles
swift running Mats
- min competition on swift Mini hurdles
running Ladder
-cool down , hands up ICT tools
7&8 PHYSICAL -demonstrate swift - -warm up ; jogging from one National syllabus
EDUCATION running action demonstratio point to another page 15
;Running n -learners run continuously Cones
;Swift running -observation within a marked area Obstacles for
-copying -facilitator demonstration on Slalom (broom
swift running sticks can be used)
-pupils imitate the facilitator Flags and flag
-in groups learners practice Poles
swift running Mats
- min competition on swift Mini hurdles
running ICT tools
9&10 PHYSICAL -execute the ladder -execution -warm up activities -jogging National syllabus
EDUCATION running event -observation on one place page 15
;Running -learners run continuously Cones
Ladder running within a marked area Obstacles for
event -facilitator demonstrate the Slalom (broom
skill to be leant sticks can be used)
-practice in pairs , groups Flags and flag
Poles

-learners do the ladder Mats
running event in a min Mini hurdles
competition Ladder
-cool down activities , finger ICT tools
flicking
7 1&2 PHYSICAL -perform slalom -observing -ASSUMED National syllabus
EDUCATION running -performing KNOWLEDGE ; Learners page 15
;Running can run Cones
Slalom -Warm up activities Obstacles for
-video watching of slalom Slalom (broom
events sticks can be used)
- running through all set Flags and flag
obstacles in groups Poles
- a min competition on Mats
slalom Mini hurdles
- cool down ; hands up ICT tools
3&4 PHYSICAL -perform shuttle -observation -warm up National syllabus

EDUCATION relays correctly - -jogging from one point to page 15
;Running demonstratio another Cones
-Shuttle relays n -facilitator demonstration on Flags and flag
shuttle relays Poles
- learners do shuttle relays in Mats
pairs Mini hurdles
-a min competition on ICT tools
shuttle relays
–coo l down ,finger flicking
5&6 PHYSICAL -carry out a smooth -observation -warm up frog jumping National syllabus
EDUCATION baton exchange - -facilitator demonstrates and page 15
;Running demonstratio explain the stages of a Cones
Baton exchange n smooth baton exchange Flags and flag
-learners imitate the stages Poles
of baton exchange in pairs Mats
- a min competition on Mini hurdles
baton exchange ICT tools

7&8 PHYSICAL -carry out a smooth -observation -warm up frog jumping National syllabus
EDUCATION baton exchange - -facilitator demonstrates and page 15
;Running demonstratio explain the stages of a Cones
Baton exchange n smooth baton exchange Obstacles for
-learners imitate the stages Slalom (broom
of baton exchange in pairs sticks can be used)
-learners do sprinting and Flags and flag
exchanging batons Poles
- a min competition on Mats
baton exchange Mini hurdles
9&10 PHYSICAL -execute the running - - Warm up – jogging from National syllabus
EDUCATION skills learnt demonstratio one point to another page 15
;Running displaying the safety n -practical assessment on Cones
Practical rules -observation running, slalom, hurdles, Obstacles for
assessment on -performing forward rows, 60-80 meters Slalom (broom
running activities -facilitator write scores and sticks can be used)
comments Flags and flag
-learners awarded marks and Poles
prices Mats
-cool down Mini hurdles
-finger flicking ICT tools
8 1&2 PHYSICAL -demonstrate -observing - ASSUMED National syllabus
EDUCATION ; horizontal (forward - KNOWLEDGE ; Learners page 15
Kids athletics squat jump ) demonstratio can run Tape measure
Jumping ;forward n -facilitator introduces jumps Cones
squat jump -learners jog from one point Stop watch
to another Marked mats
-facilitator demonstrates Improvised
forward squat jumps equipment
-learners imitate ICT tools
-a mini game on squat
jumping

3&4 PHYSICAL -demonstrate the -observing -facilitator introduces jumps National syllabus
EDUCATION ; cross hop - -learners jog from one point page 15
Kids athletics demonstratio to another Tape measure
Jumping ;cross n -facilitator demonstrates Cones
hop cross hop Stop watch
-learners imitate Wooden pole
-a mini game on cross hop Marked mats
jumping Rope
-cool down , hands up Improvised
equipment
ICT tools
5&6 PHYSICAL -demonstrate the -observing -warm up shadow stamping National syllabus
EDUCATION ; double foot jump on - - facilitator demonstrates on page 15
Kids athletics the ground or mat demonstratio double foot jumps Tape measure
Jumping ; double n -learners imitate Cones
foot jumps - a practice on double foot Stop watch
jumps Wooden pole
-a min game on double foot Marked mats
jumps Rope
-cool down , finger flicking Improvised
equipment
ICT tools
7&8 PHYSICAL -demonstrate the -observing -warm up jogging on one National syllabus
EDUCATION ; skipping rope - point page 15
Kids athletics demonstratio - some learners Tape measure
Jumping ; Rope n demonstrates on rope Cones
skipping skipping jumps Stop watch
- other learners imitate Wooden pole
- a practice on rope Marked mats
skipping jumps Rope
-a min game on rope Improvised
skipping jumps equipment
-cool down , finger flicking ICT tools
9&10 PHYSICAL -jump horizontally for -observing -warm up -jogging National syllabus
EDUCATION ; a distance -facilitator demonstrates and page 15
Kids athletics explain the jump Tape measure

Jumping ; jumping - --learners imitate and Cones
for distance demonstratin practice in pair , groups Stop watch
g -a min competition on the Wooden pole
jumps Marked mats
-cool down , hands up Rope
Improvised
equipment
ICT tools
9 1&2 PHYSICAL -jump while counting -observing -ASSUMED National syllabus
EDUCATION ; - KNNOWLEDGE ; learners page 15
Kids athletics demonstratin can jog Tape measure
Jumping ; jumping g -warm up -jogging Cones
while counting -facilitator demonstrates and Stop watch
explain the jump Wooden pole
-learners imitate and practice Marked mats
in pair , groups Rope
-a min competition on the Improvised
jumps equipment
3&4 PHYSICAL -Demonstrate pole -observing -warm up -jogging National syllabus
EDUCATION ; jumping - -facilitator demonstrates and page 15
Kids athletics demonstratin explain the jump Tape measure
Jumping ; pole g -learners imitate and practice Cones
jumping in pair , groups Stop watch
-a min competition on the Wooden pole
jumps Marked mats
Improvised
equipment
ICT tools
5&6 PHYSICAL -Demonstrate -observing -warm up -jogging National syllabus
EDUCATION ; standing jumping - -facilitator demonstrates and page 15
Jumping ; g -learners imitate and practice Cones
standing jumps in pair , groups Stop watch
Wooden pole

-a min competition on the Marked mats
jumps Rope
-cool down , hands up Improvised
equipment
ICT tools
7&8 PHYSICAL -execute well- -observing -warm up -jogging National syllabus
EDUCATION ; coordinated jumps - -facilitator demonstrates and page 15
Jumping ; g -learners imitate and practice Cones
coordinated jumps in pair , groups Stop watch
-a min competition on the Wooden pole
jumps Marked mats
Improvised
equipment
ICT tools
9&10 PHYSICAL -execute the jumping - - Warm up – jogging from National syllabus
EDUCATION skills learnt demonstratio one point to another page 15
;Jumping displaying the safety n -practical assessment on Tape measure
Practical rules -observation jumps learnt Cones
assessment on -performing -facilitator write scores and Stop watch
jumping activities comments Wooden pole
-learners awarded marks and Marked mats
prices Rope
-cool down Improvised
-finger flicking equipment
ICT tools
1 1&2 PHYSICAL -execute the front -observing - ASSUMED National syllabus
0 EDUCATION throws with both -executing KNOWLEDGE ; Learners page 16
; KIDS hands can jump and throw Balls
ATHLETICS ; -facilitator introduces Medicine balls
Throwing ;Front throws Tape measure
throws with both -question and answer on Cones
hands safety rules on throws Mats
-warm up jogging at one ICT tools
point

-facilitator demonstrates
front throws
-learners imitate the front
throws
-a min game on front throws
-cool down finger flicking
3&4 PHYSICAL -execute the -observing -question and answer on National syllabus
EDUCATION backward throws -executing safety rules on throws page 16
; KIDS with both hands -warm up jogging at one Balls
ATHLETICS ; point Medicine balls
Throwing ; -facilitator demonstrates Tape measure
Backward throws backward throws Cones
with both hands -learners imitate the Mats
backward throws ICT tools
-a min game on backward
throws
5&6 PHYSICAL -demonstrate -observing Warm up activities National syllabus
EDUCATION underarm throwing - sprinting page 16
; KIDS demonstratio -facilitator demonstration Balls
ATHLETICS ; n on the skill Medicine balls
Throwing ; -learners imitate in groups Tape measure
Underarm --min game on under arm Cones
throwing throwing Mats
-cool down hands up ICT tools
7&8 PHYSICAL -demonstrate knee -observing Warm up activities National syllabus
EDUCATION throwing - sprinting page 16
; KIDS demonstratio -facilitator demonstration Balls
Throwing ; knee -learners imitate in groups Tape measure
throwing --min game on knee Cones
throwing Mats
-cool down hands up ICT tools
9&10 PHYSICAL -demonstrate target -observing Warm up activities National syllabus
EDUCATION ; throwing sprinting page 16
KIDS Balls

ATHLETICS ; - -facilitator demonstration Medicine balls
Throwing ; target demonstratio on the skill Tape measure
throwing n -learners imitate in groups Cones
--min game on target Mats
throwing ICT tools
-cool down hands up
11 1&2 PHYSICAL -demonstrate javelin -observing ASSUMED National syllabus
EDUCATION throws in any - KNOWLEDGE ; Learners page 16
; KIDS direction demonstratio can run and jump Balls
ATHLETICS ; n -Warm up activities frog Medicine balls
Throwing ;kids jumping Tape measure
javelin throwing -facilitator demonstration Cones
on the skill Mats
-learners imitate in groups ICT tools
--min game on javelin
throwing
3&4 PHYSICAL -release the -observing Warm up activities frog National syllabus
EDUCATION implement and throw - jumping page 16
; KIDS within marked area demonstratio -facilitator demonstration Balls
Throwing ;kids -learners imitate in groups Tape measure
javelin throwing --min game on javelin Cones
throwing Mats
-cool down finger flicking ICT tools
5&6 PHYSICAL -throw implements -observing Warm up activities frog National syllabus
EDUCATION over an erected - jumping page 16
; KIDS barrier demonstratio -facilitator demonstration Balls
Throwing ;kids -learners imitate in groups Tape measure
javelin throwing --min game on javelin Cones
throwing Mats
-cool down finger flicking ICT tools
7&8 PHYSICAL -throw implements -observing Warm up activities frog National syllabus
EDUCATION ; over an erected jumping page 16
KIDS barrier Balls

ATHLETICS ; - -facilitator demonstration Medicine balls
Throwing ;kids demonstratio on the skill Tape measure
javelin throwing n -learners imitate in groups Cones
--min game on javelin Mats
throwing ICT tools
9&10 PHYSICAL -execute the - - Warm up – jogging from National syllabus
EDUCATION throwing skills demonstratio one point to another page 16
;Throwing learnt displaying the n -practical assessment on Balls
Practical safety rules -observation throwing skills learnt Medicine balls
assessment on -performing -facilitator write scores and Tape measure
Throwing activities comments Cones
-learners awarded marks and Mats
prices ICT tools
-cool down
-finger flicking
12 End of term -carry out an end of - -with the help of the Test record book
&13 practical term practical demonstratio facilitator , learners do a -ICT
assessment and assessment n practical test on skills learnt
written assessment -write an end of term -observation -learners write a revision
test -performing exercise on the work covered
-recalling -facilitator and learners
-judging revise the assessments
-writing

SCIENCE AND TECHNOLOGY
TIME ALLOCATION ; 8 X 30 MIN LESSON PER WEEK
1. Water
2. Health and Safety
3. Materials and structures
AIMS To help learners :
1. appreciate the role and impact of Science and Technology as they apply to self, work and society
2. select and use a wide range of materials and components in the environment
3. develop the creative, technical and practical expertise to participate in a scientific and technological world
REFERENCES
Syllabus

WEEK LSN TOPIC / OBJECTIVES COMPETEN TEACHING / LEARNING RESOURCES / EVALUATION
CONTENT CIES METHODS MEDIA AND
REFERENCES
1 3&4 WATER BY THE END OF THE -listing -ASSUMED KNOWLEDGE National syllabus
;Properties of LESSON , LEARNERS -identifying Learners know water page 25
Water SHOULD BE ABLE TO -predicting -brainstorm on the topic water Local environment
-identify at least three -learners observe water Soil and water
properties of water available
-predict where water will -learners go out of the
flow to in the local classroom
environment -in groups learner do different
experiments with water to
find its properties
-facilitator helps
-group feedback
predicting where water will
flow in the local environment
-written work
5&6 WATER -demonstrate water flowing -observing -recap on previous lesson National syllabus
;Properties of from a higher to a lower -demonstrating -an excursion to the nearby page 25
Water ; Flow of place river to observe the flow of Local environment
water water Soil and water
-learners observe water
flowing from a higher to a
lower place
describing how water flows
-learners demonstrate the
flow of water

7&8 WATER -describe water infiltration -observation -recap of previous lesson National syllabus
;Properties of -observe water infiltration -describing -facilitator talks about page 25
Water ; -design a model of a water -designing infiltration Containers
Infiltration filter -learners demonstrate Print media
infiltration outside Recommended
-class discussion on water textbooks
infiltration
Learners modeling a model
of a water filter in groups
-display and critique of work
done
-written work
2 1&2 WATER -list at least 3 natural -listing ASSUMED KNOWLEDGE National syllabus
Sources of sources of water -describing ; Learners know about water page 25-26
Water -describe the natural water -drawing -question and answer on Print media
;Natural sources naming sources of water Recommended
sources -facilitator explains what is textbooks
natural Container
-learners list natural sources Natural sources of
of water water
- -group work on describing
natural sources of water
-group feedback
natural sources
3&4 WATER -carry out an educational -observation -recap on previous lesson National syllabus
Sources of tour to observe natural -listing - an excursion to observe page 25-26
Water sources of water natural sources available Print media
;Natural locally Recommended
sources -learners record their textbooks
observations Bottles
wire
strings

-learners report back their Container
observations on natural Natural sources of
sources of water water
5&6 WATER -Identify man made sources -listing -question and answer on National syllabus
Sources of of water -describing naming sources of water page 25-26
Water ; Man -describe man made sources -drawing -facilitator explains what is Print media
made sources of water man made Recommended
-draw sources of water -learners list man made textbooks
which are man made sources of water Container
-group work on describing Man-made source
man made sources of water of water
-group feedback
man made sources
7&8 WATER -compare man-made to -comparing -recap on previous lessons National syllabus
Sources of natural sources of water -designing -group work on comparing page 25-26
Water ; Man -design models of man-made -modeling man-made to natural sources Print media
made sources sour -writing of water Recommended
and natural -group feedback textbooks
-written work Container
-learners do modeling of Natural sources of
man-made water sources water
-display and critique of work Man-made source
done . of water
3 1&2 WATER -list dangers of water -identifying ASSUMED KNOWLEDGE National syllabus
Water and the -identify water hazards -listing Floods ; Learners know sources of page 26
Environment caused by floods water Print media
Water hazards -question and answer on Recommended
caused by dangers of water textbooks
floods -learners and facilitator watch
video on floods Water
-group work on listing water Electronic media
hazards

-group feedback
-written work
3&4 WATER -discuss effects of floods -discussion -recap on previous lesson National syllabus
Water and the - name any safety - listing - class discussion on dangers page 26
Environment precautions to floods of water Print media
Effects of floods -in groups learners suggest Recommended
safety precautions on water textbooks
hazards Water
-group feedback Electronic media
5&6 WATER -dramatize hazardous -dramatizing -recap on previous lessons National syllabus
Water and the activities -demonstrating -learners observe the print page 26
Environment -demonstrate safety media Print media
Effects of floods precautions -in groups learners dramatize Recommended
hazardous activities such as textbooks
crossing a flooded river Water
-in groups they demonstrate Electronic media
the safety precautions
-written work
7&8 REVISION -answer at least 10 revision - reasoning -recap on previous lessons ICT
EXERCISE questions from the exercise -judging -facilitator explains on the Test record
-recalling exercise

4 1&2 Human Body -list body parts -listing -learners sing , head and National syllabus
Body parts -draw the human body -drawing shoulders page 16-17
and label the body parts -labeling -facilitator introduces the Print media
topic Recommended
-question and answer on textbooks
naming body parts Cloths
-written work on drawing and Cleaning
labeling body parts equipment such as
-recap of the lesson soap, comb, towel,
tooth paste,
toothbrush
3&4 Human Body -describe how to take care of -describing -recap on previous lessons National syllabus
Body parts ; the given body parts -naming -facilitator explains on taking page 16-17
taking care of -demonstrate taking care of -demonstrating care of body parts Print media
parts hair , the given body parts -group work on describing Recommended
teeth -group feedback textbooks
-learners demonstrate taking Cloths
care of hair and teeth Cleaning
-recap of the lesson equipment such as
Naming body parts soap, comb, towel,
tooth paste,
toothbrush
5&6 Human Body -describe how to take care of -describing -recap on previous lesson National syllabus
Body parts ; the body parts -naming -facilitator demonstrates on page 16-17
taking care of -demonstrate how to blow -demonstrating how to take care of body Print media
parts nose and the nose while covering the -writing parts given Recommended
ears mouth using hand kerchief -learners demonstrate on how textbooks
to blow the nose whilst Cloths
covering the mouth using a Cleaning
handkerchief equipment such as
-written work soap, comb, towel,
-recap of the lesson tooth paste,
toothbrush

7&8 Human Body -state toiletries and -naming -recap on previous lessons National syllabus
Body parts ; cosmetics used to take care -describing -facilitator introduces concept page 16-17
taking care of of the body -observing -question and answer on Print media
parts , -describe how they are used -demonstrating listing toiletries and Recommended
toiletries and cosmetics used to take care of textbooks
cosmetics the body Cloths
-group work on describing Cleaning
-group feedback equipment such as
-written work soap, comb, towel,
-recap of the lesson tooth paste,
-collecting pictures of toothbrush
toiletries and cosmetics used Resource persons
in taking care of the body
5 1&2 Human Body --listing cleaning -naming ASSUMED KNOWLEDGE National syllabus
Body parts ; equipment -designing Learners know body parts page 16-17
Cleaning -design cleaning equipment -making -recap on previous lessons Print media
equipment -make cleaning equipment -question and answer on the Recommended
cleaning equipment used on textbooks
the body Cloths
-in groups learners design Cleaning
different cleaning equipment equipment such as
-facilitator monitors soap, comb, towel,
-learners do modeling of tooth paste,
cleaning equipment of own toothbrush
choice from readily available Resource persons
materials
-display and critique of work
done
3&4 Human Body -draw different cleaning -drawing -recap on previous lesson National syllabus
Body parts ; equipment -matching -Matching of cleaning page 16-17
Cleaning -match cleaning equipment -reasoning equipment to the body part Print media
equipment to the parts of the body they clean by learners in Recommended
groups textbooks
-group feedback Cloths
-written work on drawing Cleaning
-recap of the lesson equipment such as

-singing and reciting poems soap, comb, towel,
tooth paste,
toothbrush
5&6 Human Body -manipulate toiletries, -manipulation -recap on previous lesson National syllabus
Body parts ; cosmetics and equipment -facilitator explains on page 16-17
Manipulating that are used in personal manipulating toiletries Print media
toiletries hygiene -Learners do manipulating Recommended
toiletries, cosmetics and textbooks
cleaning equipment in groups Cloths
-group feedback Cleaning
-written work equipment such as
-recap of the lesson soap, comb, towel,
tooth paste,
toothbrush
Resource persons
-recalling exercise
6 1&2 HEALTH -listing food -listing -ASSUMED KNOWLEDGE National syllabus
AND SAFETY -name sources of food -identifying ; Learners know food page 17 -18
Nutrition ; -brainstorm on the topic Print media
Sources of food -question and answer on Electronic media
listing food cereals
-group work on stating fruits,
sources of food meat,
--group feedback potatoes
-written work Resource person
3&4 HEALTH -classify food according to -classification -recap on previous lesson National syllabus
AND SAFETY their sources -listing -facilitator explains on food page 17 -18
Nutrition ; -match food to their sources -matching classification Print media
Sources of food -learners do grouping of food Electronic media
according to their sources in cereals
groups fruits,
-group feedback meat,

-recap of the lesson potatoes
Resource person
5&6 HEALTH -classify food according to -classification -recap on previous lesson National syllabus
AND SAFETY their sources -listing -learners do grouping of food page 17 -18
Nutrition ; -match food to their sources -matching according to their sources in Print media
Sources of food groups Electronic media
-group feedback cereals
-written work on matching fruits,
food to their sources meat,
-recap of the lesson potatoes
7&8 HEALTH -model plants and animals as -modeling -recap of previous lessons National syllabus
AND SAFETY the major sources of food -collecting -pupils observe different page 17 -18
Nutrition ; -collect pictures of different -manipulating animals on pictures Print media
Sources of food plants and animals that give -learners choose animals of Electronic media
Modeling us food own choice to model cereals
plants and -learners do modeling of fruits,
animal animals and plants meat,
-critique and display of work potatoes
-learners collect more
pictures of different plants
and animals
7 1&2 HEALTH -state the importance of food -stating - ASSUMED KNOWLEDGE National syllabus
AND SAFETY to the body -naming ; Learners know food page 17 -18
Nutrition ; -name examples of energy -recap on previous lessons Print media
Importance of giving food s - class discussion on the Electronic media
food ; energy importance of food to the cereals
giving human body fruits,
-facilitator talks about energy meat,
giving foods and give potatoes
examples
-group work on naming
energy giving foods
-group feedback
-written work

3&4 HEALTH -name at least four body -stating -recap on previous lesson National syllabus
AND SAFETY building foods -naming -facilitator talks about body page 17 -18
Nutrition ; -name at least four protective building and proactive foods Print media
Importance of foods giving examples Electronic media
food ; body -group work on giving cereals
building foods examples fruits,
and protective -group feedback meat,
foods -recap of the lesson potatoes
5&6 HEALTH -group foods according to -grouping Learners collect pictures of National syllabus
AND SAFETY their importance -drawing food page 17 -18
Nutrition ; -draw food of own choice In groups , learners group Print media
Importance of foods according to their Electronic media
food importance cereals
-group feedback fruits,
-written work on table meat,
completion and drawing food potatoes
of their choice
-recalling exercise
8 1&2 HEALTH AND -identify at least 5 causes of -identifying -brainstorm on diseases and National syllabus
SAFETY sickness -observing their causes page 18-19
;Diseases and -list causes of disease in -listing -using the available media , Print media
prevention their environment learners identify causes of Electronic media
Causes of sickness Recommended
sickness -an excursion to the local textbooks
environment to name causes
of sickness
-learners observe and list
causes
-learners give feedback

3&4 HEALTH AND -list organisms that cause -listing -recap on previous lesson National syllabus
SAFETY sickness -describing -facilitator talks of organisms page 18-19
;Diseases and -describe how germs cause -writing –question and answer on Print media
prevention ; diseases listing Electronic media
organisms that -facilitator helps in discussing Recommended
cause sickness the different types of germs textbooks
e.g. virus, bacteria, protozoa
and fungi using the media
-group work on describing
germs and how they cause
diseases
-group feedback
-written work
5&6 HEALTH AND -name at least three diseases Naming -recap on previous lesson National syllabus
SAFETY caused by organisms -demonstrating -learners identifying diseases page 18-19
;Diseases and -demonstrate how germs can caused by organisms Print media
prevention ; be prevented from spreading -question and answer on how Electronic media
diseases caused germs can be prevented from Recommended
by germs spreading textbooks
-preventing the -in groups learners do a -Salt
spread of germs practical on preventing germs - Sugar
from spreading using bins - Water
and detergents - Bins
-facilitator monitors - detergents
7&8 HEALTH AND -state at least three causes of -naming -recap on previous lessons National syllabus
SAFETY diarrhea -suggesting -question and answer on page 18-19
;Diseases and -suggest two ways of -reasoning causes of diarrhea Print media
prevention ; preventing diarrhea -writing -group work on preventing Electronic media
Diarrhea diarrhea Recommended
Preventing -group feedback textbooks
diarrhea -written work -Salt
-recap of the lesson - Sugar
- Water
- Bins

- detergents
9 1&2 HEALTH AND - state two ways of -naming ASSUMED KNOWLEDGE National syllabus
SAFETY treating diarrhea -suggesting Learners know ways of page 18-19
;Diseases and - -describe the -reasoning preventing diarrhea Print media
prevention ; preparation of the -writing -recap on previous lesson Electronic media
Diarrhea ORS treatment -learners name ways to treat Recommended
Preventing - -make an ORS diarrhea textbooks
diarrhea treatment -facilitator explains on the -Salt
ORS solution - Sugar
-in groups learners describe - Water
the preparation of ORS
-learners drink their ORS .
3&4 HEALTH AND -state at least three accidents -naming -brainstorm on what an National syllabus
SAFETY ; that occur in the laboratory -identifying accident is page 19
Safety ; -identify objects that cause -manipulating -learners describe accidents Print media
Accidents in the accidents in the laboratory that happen in the laboratory Electronic media
laboratory -in group learners list Recommended
objects that cause accidents textbooks
-group feedback Laboratory
-written work
5&6 HEALTH AND -describe substances that -recap on previous lesson National syllabus
SAFETY ; cause accidents in the -facilitator and learners page 19
Safety ; laboratory describe substances that cause Print media
Accidents in the -list laboratory safety accidents Electronic media
laboratory rules - Viewing videos on Recommended
preventing laboratory textbooks
accidents Laboratory
-learners suggest ways of
preventing accidents in the
laboratory in groups
-group feedback

-recalling exercise
10 1&2 MATERIALS -define natural materials -defining - ASSUMED KNOWLEDGE National syllabus
AND -name at least four natural -naming ; learners have an idea on page 19-20
STRUCTURES materials -collecting materials Natural materials
Characteristics -collect natural materials -brainstorm on natural Man made
of Materials ; from the environment -facilitator helps on the materials
Natural definition
materials -group work on listing natural
materials
-group feedback
-an excursion to collect
natural materials
-written work
Collecting materials
3&4 MATERIALS -define man made materials -defining Recap on previous lesson l National syllabus
AND -name at least four man -naming -facilitator helps on the page 19-20
STRUCTURES made l materials -collecting definition Natural materials
Characteristics -collect man made materials -group work on listing natural Man made
of Materials ; from the environment materials materials
Man made -group feedback
materials -an excursion to collect man
made materials
5&6 -distinguish between natural Comparing -recap on previous lesson National syllabus
and man-made materials -writing -group work on differences page 19-20
-group feedback Natural materials
-written work Man made

natural
materials
7&8 MATERIALS -name at least two pure -naming -facilitator introduces the National syllabus
AND materials -listing topic page 20
STRUCTURES -say at least three -describing -learners give more examples Water
;Elements, characteristics of pure of pure materials Glass tubes
Mixtures and materials -group on describing pure Rubber Tubing
Compounds; materials using available Solvents
Pure materials media Containers
-group feedback Heat source
-recap of the lesson Filter paper
Samples of pure
materials
11 1&2 MATERIALS -name at least two impure -naming ASSUMED KNOWLEDGE National syllabus
AND materials -listing ; Learners know pure page 20
STRUCTURES -say at least three -describing materials Water
;Elements, characteristics of impure -recap on previous lesson Glass tubes
Mixtures and materials -learners give more examples Rubber Tubing
Compounds; of impure materials Solvents
Impure -group on describing impure Containers
materials materials using available Heat source
media Filter paper
-group feedback Samples of pure
-written work materials
3&4 MATERIALS -differentiate pure and -comparing -learners describe pure and National syllabus
AND impure materials impure materials page 20
STRUCTURES -group work on comparing Water
;Elements, -group feedback Glass tubes
Mixtures and -written work Rubber Tubing
Compounds; -recap of the lesson Solvents
Pure and Containers
impure Heat source
materials Filter paper
Samples of pure
materials

5&6 MATERIALS -demonstrate how to purify -demonstrate -facilitator explains on National syllabus
AND water -manipulate purification of water page 20
STRUCTURES In stages , learners purify Water
;Elements, water by filtration and Glass tubes
Mixtures and distillation in groups Rubber Tubing
Compounds; -facilitator monitors Solvents
Purifying water -recap of the lesson Containers
Heat source
Filter paper
Samples of pure
materials
-recalling exercise
12&13 REVISION OF -answer revision questions - reasoning -recap on previous lessons ICT
WORK on work covered correctly -judging -facilitator explains on the Test record
COVERED -recalling exercise

VISUAL AND PERFORMING ARTS
Time allocation 8x 30 min lesson per week
1. History and culture

2. The creative process and performance
AIMS
1. To help learners become literate in visual and performing arts

2. To improve enterprise and psycho-motor skills through visual and performing arts
3. To help learners demonstrate an understanding of the elements and principles that govern the creation of
works of art in music, visual arts theatreand dance.
4. To enable learners take pride in thehistory and influence of arts throughout history from pre-colonial, colonial,
chimurenga/umvukelaand post-colonial eras across cultures
REFERENCES
Syllabus

WK LSN TOPIC /CONTENT OBJECTIVES COMPETEN TEACHING / LEARNING RESOURCES / EVALUATION
CIES METHODS MEDIA AND
REFERENCES
1 3&4 HISTORY AND ARTS BY THE END OF -identification ASSSUMED KNOWLWDGE National Syllabus
CULTURE THE LESSON , -singing ; learners can sing songs page 18
MUSIC LEARNERS -learners sing song of own CDs with
The role of Music in pre- SHOULD BE ABLE choice recorded music
colonial period TO Facilitator talks of the pre- Video clips
-identify pre-colonial, colonial period CD/DVD Player
colonial, songs -facilitator and learners list pre- Pre-colonial,
-sing the precolonial colonial songs colonial,
songs -facilitator and learners listen to chimurenga and
-dance to pre- some of the songs on CD s post-colonial
colonial songs -in groups learners sing and songs and texts
dance to the songs
-best group to sing for the class
5&6 HISTORY AND ARTS -identify colonial, -identification ASSSUMED KNOWLWDGE National Syllabus
CULTURE colonial, songs -singing ; learners can sing songs page 18
MUSIC -sing the precolonial -learners sing song of own CDs with
The role of Music in songs choice recorded music
colonial period -dance to pre- Facilitator talks of the colonial Video clips
colonial songs period CD/DVD Player
-facilitator and learners list Pre-colonial,
colonial songs colonial,
-facilitator and learners listen to chimurenga and
some of the songs on CD s post-colonial
-in groups learners sing and songs and texts
dance to the songs
7&8 HISTORY AND OF -identify Chimurenga -identification ASSSUMED KNOWLWDGE National Syllabus
ARTS CULTURE , songs -singing ; learners can sing Pre- page 18
MUSIC -sing the colonial songs CDs with
The role of Music in the Chimurenga songs -learners sing a pre-colonial recorded music
Chimurenga period -dance to the songs song of own choice Video clips
Facilitator talks of the CD/DVD Player
Chimurenga period

-facilitator and learners list Pre-colonial,
Chimurenga songs colonial,
-facilitator and learners listen to chimurenga and
some of the songs on CD s post-colonial
-in groups learners sing and songs and texts
dance to the the songs
2 1&2 HISTORY AND OF -identify post- -identification ASSSUMED KNOWLWDGE National Syllabus
ARTS CULTURE colonial, colonial, -singing ; learners can sing Precolonial page 18
MUSIC songs and Chimurenga songs CDs with
The role of Music in post- -sing the postlonial -learners sing song of own recorded music
colonial period songs choice Video clips
-dance to the songs Facilitator talks of the post - CD/DVD Player
colonial period Pre-colonial,
-facilitator and learners colonial,
list post-colonial songs chimurenga and
-facilitator and learners listen to post-colonial
some of the songs on CD s songs and texts
-in groups learners sing the
songs
3&4 HISTORY AND OF -identify -identification ASSUMED KNOWLEDGE ; National syllabus
ARTS CULTURE Zimbabwean -performing learners know some musical page 18
MUSIC musical instruments instruments from the previous hosho, ngoma,
Zimbabwean musical -play the instruments grades makwa/izikeyi,
instruments in songs e.g hosho, -learners list instruments they chigufe
ngoma, know internet
makwa/izikeyi, -facilitator introduces the
chigufe Zimbabwean musical
instruments available
-demonstration on using some
by learners in groups
-learners sing and use the
instruments
-recap on names of the
instruments

5&6 HISTORY OF ARTS -make some musical -manipulating ASSUMED KNOWLEDGE ; National Syllabus
AND CULTURE instruments -observing Learners know the instruments page 18
MUSIC -learners name instruments hosho, ngoma,
Zimbabwean musical available makwa/izikeyi,
instruments -facilitator talks about the chigufe
objectives of the lesson internet
-in groups learners make their
own instruments
Class display and critique of
work done
7&8 HISRTORY OF ARTS - List the visual arts -listing A.K ;Leraners can sing pre-, National syllabus
AND CULTURE in pre-colonial , -observing post colonial songs page 19
;VISUAL ARTS chimurenga and post -drawing -learners sing song of own Artifacts such as :
The role and development colonial Zimbabwe 9 choice fro previous lessons Zimbabwe
of visual arts in pre- Zimbabwe bird , -facilitator talks about visual bird/Hungwe,
colonial, colonial and stone sculpters , arts in the Zimbabwean history stone sculptures,
chimurenga Zimbabwe basketry , rock -learners name the visual arts basketry, rock
paintings ) present paintings
-draw the artifacts -Identifying artifacts in the Photographs
environment in the Internet
environment if any
-learners draw and paint
artfacts in their books
3 1&2 HISRTORY OF ARTS -identify the role of -identification -A.K Learners know the visual National syllabus
AND CULTURE visual arts in pre- -reasoning arts page 19
;VISUAL ARTS colonial, colonial, -question and answer on visual Artifacts such as :
The role and chimurenga and post- arts Zimbabwe
development of visual colonial Zimbabwe -group work on their roles in the bird/Hungwe,
arts in pre- colonial, given periods stone sculptures,
chimurenga and post -group feedback basketry, rock
colonial Zimbabwe -written work paintings
-recap of the lesson Photographs
Internet

3&4 HISRTORY OF ARTS -identify indigenous -identifying A.K ; learners know visual National syllabus
AND CULTURE tools and media such -observing artifacts page 19
;VISUAL ARTS as: charcoal/marasha, -learners list the visual artifacts Artifacts such as :
Diversity in Zimbabwean soap stone, sticks, -facilitator explains the lesson Zimbabwe
tools and media adzes/mbezo -question and answer on bird/Hungwe,
identifying the media and tools stone sculptures,
available basketry, rock
-faciliatator helps learners and paintings
conclude the lesson Photographs
Internet
Camera
5&6 HISRTORY OF ARTS -use indigenous tools -observing A.K ; Learners know media National syllabus
AND CULTURE and media to create -applying and tools page 19
;VISUAL ARTS artifacts -manipulating -learners list the indigenous Artifacts such as :
Diversity in Zimbabwean media and tools Zimbabwe
tools and media -Facilitator explains the lesson bird/Hungwe,
-learners use the indigenous stone sculptures,
media and tools to create basketry, rock
artifacts in groups paintings
-groups present their work Photographs
-recap of the lesson Internet
Camera
7&8 HISTORY OF ARTS -Say what theatre -defining A.K learners know the songs of National syllabus
AND CULTURES involves -listing pre-post colonial Zimbabwe page 19
;THEATRE -say any two forms of -performing -learners sing the songs Video clips
Role and development of theatre -facilitator talks about theatre – CD/DVD Player
theatre in pre-colonial, -do ngano or a drama -question and answer on forms Relevant plays
colonial, of theatre Resource persons
chimurenga/umvukela -learners do ngano and drama Internet
and post- colonial as forms of theatre Costumes and
Zimbabwe ( indigenous -learners present to the class. props
stories , drama ) Musical
instruments
4 1&2 HISTORY OF ARTS -state the role and -listing A.K Learners know the form National syllabus
AND CULTURES development of -listening of theatre page 19
;THEATRE theatre in pre- -recap of the previos lesson Video clips

Role and development of colonial, colonial, -resource talks about the role CD/DVD Player
theatre in pre-colonial, chimurenga/umvukel and development of theatre in Relevant plays
colonial, a and post- colonial pre-colonial, colonial, Resource persons
chimurenga/umvukela Zimbabwe. chimurenga/umvukela and Internet
and post- colonial post- colonial Zimbabwe Costumes and
Zimbabwe ( indigenous -question and answer on what props
stories , drama ) was said Musical
-written work instruments
3&4 HISTORY OF ARTS .-re-tell Zimbabwean -listening A.K ; Learners about the National syllabus
AND CULTURES indigenous stories -observing development of theatre page 19
;THEATRE -recalling -recap on the previous lesson Video clips
Zimbabwean story telling -facilitator gives examples of CD/DVD Player
indigenous stories Relevant plays
-learners re-tell the Internet
Zimbabwean indigenous Costumes and
stories props
-recap of the lesson Musical
instruments
5&6 HISTORY OF ARTS -dramatizing plays -observing A.K learners know about National syllabus
AND CULTURES focusing on -dramatizing theatre page 19
;THEATRE nationhood or Health -question and answer on theater Video clips
Role and development of issues -facilitator shows learners a CD/DVD Player
theatre in pre-colonial, vedio clip on the issue to be Relevant plays
colonial, dramatized Internet
chimurenga/umvukela -in groups learners dramatize Costumes and
and post- colonial plays focusing on nationhood props
Zimbabwe ( indigenous or Health issues Musical
stories , drama ) -group presentations instruments
7&8 HISTORY OF ARTS -list dances, songs -listing A.K learners know songs of National syllabus
AND CULTURES and artifacts in pre- -observing the pre-colonial , colonial , page 19-20
;DANCE colonial, colonial, chimurenga and post colonia Video clips
Development and chimurenga/umvukel songs CD/DVD Player
function of dance in pre- a and post- colonial -learners sing any one of the CDs with
colonial, colonial, Zimbabwe songs recorded music

chimurenga/umvukela -observe the dances -facilitator introduces the Costumes and
and post- colonial on media dances props
Zimbabwe -learners observe dances on Musical
DVD player and note their instruments
names
-question and answer on listing
the dances
5 1&2 HISTORY OF ARTS -list the functions of -listing A.K learners know dances National syllabus
AND CULTURES dances -observing -learners list dances page 19-20
;DANCE -perfom some of the -performing -question and answer on Video clips
Development and dances functions of dances CD/DVD Player
function of dance in pre- -in groups learners perfor CDs with
colonial, colonial, dances of own choice recorded music
chimurenga/umvukela -group presentations Costumes and
and post- colonial -recap of the lesson props
Zimbabwe Musical
instruments
3&4 HISTORY OF ARTS -list other cultures in -listing AK ; learners know different National syllabus
AND CULTURES Zimbabwe -identifying dances in their cultures page 19-20
;DANCE -identify dances, -observing -Listing different dances, songs Video clips
Cultural diversity in dance songs and artifacts of and artifacts in pre-colonial, CD/DVD Player
other cultures such colonial, chimurenga/umvukela CDs with
as:Tswana,Zulu, and post- colonial Zimbabwe recorded music
Venda,Sena,Chewa -Facilitator talks about culture Resource person
diversity Internet
-learners list other culture in Costumes and
Zimbabwe props
-facilitator shows learners Musical
video clip on dances of other instruments
cultures
Learners state other cultures
and their songs
-

5&6 HISTORY OF ARTS -dance to different -listening AK ; learners know different National syllabus
AND CULTURES cultural songs -observing dances in their cultures page 19-20
;DANCE -dancing -Listing different dances, songs Video clips
Cultural diversity in dance and artifacts in pre-colonial, CD/DVD Player
colonial, chimurenga/umvukela CDs with
and post- colonial Zimbabwe recorded music
-Resource person demonstrate Resource person
the different dances Internet
-learners imitate Costumes and
-learners sing songs and dance props
in groups Musical
-the best group perform for the instruments
class
7&8 HISTORY OF ARTS -participate in cultural -performing A.K Learners can sing and National syllabus
AND CULTURES festivals -observing dance to different cultural songs page 19-20
;DANCE -copying -learners sing and dance to Video clips
Cultural diversity in dance songs of own choice CD/DVD Player
-facilitator talks about the CDs with
cultural festivals recorded music
-learners perform in a min Resource person
cultural festival at school Internet
-facilitator comments on the Costumes and
event props
Musical
instruments
6 1&2 THE CREATIVE -read the basic note -observing A.K –Learners can sing National syllabus
PROCESS AND values in staff -reading -learners sing songs of own page 20
PERFORMANCE notation -clapping choice Relevant
;MUSIC -clap to the basic -Facilitator introduces basic reference books
Vocal skills notes note values in staff notation Computer
Basic note values -learners read and clap to the
notes in groups
Written work

3&4 THE CREATIVE -read the basic note -observing A.K –Learners can sing National syllabus
PROCESS AND values in staff -reading -learners sing songs of own page 20
PERFORMANCE notation -clapping choice Relevant
;MUSIC -clap to the basic -Facilitator introduces basic reference books
Vocal skills notes note values in staff notation Computer
Basic note values -learners read and clap to the
notes in groups
Written work
5&6 THE CREATIVE -say at least three life -stating A.K Learners can sing National syllabus
PROCESS AND occasions they know Composing -learners sing song of own page 20
PERFORMANCE -compose songs or -performing choice Relevant
;MUSIC pieces for different -facilitator introduces occasions reference books
Vocal skills Composing occasions such as -learners list occasions Musical
songs weddings,games,hunt -group work on composing instruments
ing and celebrations songs of occasion of own Computer
choice internet
-learners sing songs they have
composed
7&8 THE CREATIVE -sing at least two -singing A.K Learners can sing National syllabus
PROCESS AND wedding songs -learners sing song of own page 20
PERFORMANCE -sing at two choice Relevant
;MUSIC celebration songs -facilitator introduces occasions reference books
Vocal skills Composing -learners sing songs of given Musical
songs ;wedding songs , occasions in groups instruments
celebration songs -recap of the lesson Computer
internet
7 1& THE CREATIVE -sing at least two -singing A.K Learners can sing National syllabus
2 PROCESS AND game songs -learners sing song of own page
PERFORMANCE choice

;MUSIC -sing at two hunting -facilitator introduces occasions Relevant
Vocal skills Composing songs -learners sing songs of given reference books
songs ;game songs and occasions in groups Musical
hunting songs -recap of the lesson instruments
Computer
internet
3&4 THE CREATIVE -sing at least two -singing A.K Learners can sing game National syllabus
PROCESS AND game songs -performing songs page
PERFORMANCE -perform actions in Actions -learners sing a game song of Relevant
;MUSIC the game songs own choice reference books
Vocal and Musical skills -facilitator talks about actions Musical
Composing songs ;game -learners sing songs of given instruments
songs occasions in groups while Computer
performing actions internet
-best group to present
5&6 THE CREATIVE -play given musical -singing A.K .Learners can sing without National syllabus
PROCESS AND instruments in songs -playing instruments page
PERFORMANCE -learners sing song of own Relevant
;MUSIC choice reference books
Vocal and Musical skills -facilitator introduces Musical
Playing instruments instruments instruments
-question and answer on naming Computer
instruments internet
-facilitator demonstration on the
use
-learners play the instruments
while singing in groups
Recap of the lesson
7&8 THE CREATIVE -play given musical -singing A.K .Learners play some National syllabus
PROCESS AND instruments in songs -playing instruments page 20
PERFORMANCE -learners sing song of own Relevant
;MUSIC choice while playing some reference books
Vocal and Musical skills instruments

Playing instruments -facilitator introduces other Musical
instruments instruments
-question and answer on naming Computer
instruments internet
-facilitator demonstration on the
use
-learners play the instruments
while singing in groups
Recap of the lesson
8 1&2 THE CREATIVE -apply the elements -application AK; Learners know artifacts National syllabus
PROCESS AND and principles of -manipulating from previous lessons page 20-21
PERFORMANCE design in producing -producing -learners list artifacts Artifacts
;VISUAL ARTS artifacts -facilitator explains how to Paints, brushes,
;constructing artifacts -Produce artifacts make artifacts applying the papers, canvas,
elements and principles of sketch books,
design pencils, rubbers,
-using available media learners rulers,
produce artifacts oof own chisels,stones
choice Relevant
-recap of the lesson reference books
Internet
Computers
3&4 THE CREATIVE -make paints using -producing -A.K ; Learners know different National syllabus
PROCESS AND different media -mixing paints page 20-21
PERFORMANCE -brainstorm on how paints are Artifacts
;VISUAL ARTS made Paints, brushes,
Making paints -facilitator explains on making papers, canvas,
paints sketch books,
-in groups learners make some pencils, rubbers,
paints using available media rulers,
-learners display their paints chisels,stones
Relevant
reference books
Internet
Computers

5&6 THE CREATIVE -decorate artifacts -decorating A.K learners know different National Syllabus
PROCESS AND artifacts page 20-21
PERFORMANCE -learners list different artifacts Artifacts
;VISUAL ARTS -facilitator shows learners Paints, brushes,
Decorating arifacts decorated artifacts papers, canvas,
-learners decorate their artifacts sketch books,
in groups pencils, rubbers,
-diplsy of finished work rulers,
chisels,stones
Relevant
reference books
Internet
Computers
7&8 PRACTICAL TEST -learners should be -manipulating A.K learners know different ICT
Making an artifact of able to follow artifacts -Test record
own choice instruction and make -learners name artifacts
artifacts of own - facilitator talks about the test
choice -individually learners do the test
9 1&2 THE CREATIVE -create poetic works -creativity A.K learners know some poems National syllabus
PROCESS AND linked to different -performing -learners do some poems page 21
PERFORMANCE occasions -facilitator explains the lesson Resource centre
;THEATRE -learners create their own Internet
Development of theatre poems linked to occasssions of Computers
skills own choice
-feedback of what was done
-learners recit their poems
3&4 THE CREATIVE -synthesise skills, -synthesis A.K Learners can do poems National syllabus
PROCESS AND media, methods and -learners do their poems page 21
PERFORMANCE technologies that are Facilitator explains Resource centre
;THEATRE appropriate to theatre -group work on synthesis Internet
Development of theatre -group feedback Computers
skills -written work

5&6 THE CREATIVE -synthesise skills, -synthesis A.K Learners can do poems National syllabus
PROCESS AND media, methods and -learners do their poems page 21
PERFORMANCE technologies that are Facilitator explains Resource centre
;THEATRE appropriate to theatre -group work on synthesis Internet
Development of theatre -group feedback Computers
skills -written work
7&8 THE CREATIVE -act to various scence -improvisation A.K ; Learners can synthesise National syllabus
PROCESS AND elements and technologies page 21
PERFORMANCE appropriate to theatre Audio visual
;THEATRE -recap on previous lesson devices player,
Improvisation -faciliatator demonstration and Relevant
explanation reference books
-in group learners act to various Resource person
scenes Resource centre
-recap of the lesson Internet
Computers
10 1&2 THE CREATIVE -describe the value of -describing A.K Learners know the National syllabus
PROCESS AND music and dance in importance of songs page 21
PERFORMANCE Zimbabwean culture -question and answer on Audio visual
;THEATRE importance of songs devices,
DANCE ;The value of -group work on describing the Relevant
dance in Zimbabwe values of music and dance in reference books
Zimbabwean culture Resource person
-feed back and centres
-recap of the lesson ComputerInternet
THE CREATIVE -Design dance -designing A. K . Learners can sing National syllabus
3&4 PROCESS AND sequencies -learners sing song of own page 21
PERFORMANCE /choregraph from choice Audio visual
;THEATRE songs learnt in class -facilitator explains on devices,
DANCE ; Dance designing Relevant
vocublary dance -learners design sequencise in reference books
sequencies choregraphy groups Resource person
-group feed backn-recap of the and centres
lesson Computer
Internet

5&6 THE CREATIVE - dance, mime and -dancing A.K Learners know different National syllabus
PROCESS AND perform a variety of -miming Zimbabwean dances page 21
PERFORMANCE traditional and -performing -listing of dances Audio visual
;THEATRE contemporary music -facilitator explains the lesson devices,
DANCE ; Dance linked to -resource person explains and Relevant
performance Zimbabwean culture demonstrate on Jerusarema reference books
Jerusarema -learners mime and perform to Resource person
dance . and centres
-best group to present Computer
Internet
7&8 THE CREATIVE - dance, mime and -dancing A.K Learners know different National syllabus
performance Zimbabwean culture demonstrate on the dance reference books
Isitcshikitsha -learners mime and perform to Resource person
the dance Isitshikitsha and centres
-recap of lesson Computer
Internet
11 1&2 THE CREATIVE - dance, mime and -dancing A.K Learners know different National syllabus
performance Clarks Zimbabwean culture demonstrate on the dance reference books
-learners mime and perform to Resource person
the dance Clarks and centres
-recap of lesson Computer
Internet
3&4 REVISION EXERCISE -answer revision -judging -facilitator and learners talk Test record
questions from the -reasoning about the topic ICT
topic correctly -recalling -written work

5&6 REVISION -answer revision -judging -facilitator and learners talk Test record
EXERCISE ON THE questions from the -reasoning about the topic ICT
CREATIVE PROCESS topic correctly -recalling -written work
AND PERFORMANCE -recap of the lesson
7&8 Practical assement -perorm the given -recalling -faciliataor talks about the Test record
practical task -judging practical -ICT
effectively -learners do the practical work
12&1 REVISION OF WORK -answer revision - reasoning -recap on previous lessons ICT
3 COVERED questions on work -judging -facilitator explains on the Test record

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FAMILY, RELIGION AND MORAL EDUCATION.............................................................................................................................................................38

GUIDANCE AND COUNSELLING (JUNIOR )..................................................................................................................................................................50

HERITAGE –SOCIAL STUDIES...................................................................................................................................................................................... 55

INFORMATION AND COMMUNICATION TECHNOLOGY..............................................................................................................................................67

INDIGENOUS LANGUAGE SHONA............................................................................................................................................................................... 73

PHYSICAL EDUCATION ,SPORT AND MASS DISPLAYS.............................................................................................................................................113

SCIENCE AND TECHNOLOGY..................................................................................................................................................................................... 131

VISUAL AND PERFORMING ARTS.............................................................................................................................................................................. 146

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7&8 REVISION -answer at least -Reasoning ASSUMED Test record

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3 CLIMATE AND -state the -observing -ASSUMED KNOWLEDGE ; National

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7&8 SOIL -identify four -listing ASSUMED KNOWLEDGE ; National

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5&6 SOIL ; -make a -identifying - ASSUMED KNOWLEDGE ; National

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11 3&4 WATER -demonstrate - - ASSUMED KNOWLEDGE ; National

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3 READING -observe -0bserving ASSUMED National Syllabus

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1 . To promote the spiritual, religious and moral development of the learner

behaviour and attitudes

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