The Nature and Purpose of Economic Activity

 Family & heritage studies
 Mass displays
 Maths & science
 Visual & performing arts
 Indigenous language
 Physical education
 English language
 I.C.T
 Guidance & counselling
Family & heritage studies 2( 20mins)
 Mass display 5(20 mins)

 Maths & science 5(20 mins)
 V.p.a 4(20 mins)
 Indigenous lang 5(20 mins)
 P.e 5(20 mins)
 English lang 5(20mins)
 i.c.t 2(15 mins)
 g & c 1(20 mins)
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Mathematics and science
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Cross cutting themes
1. financial literacy
2. collaboration
3. HIV and AIDS
4. Heritage studies
5. Children’s constitutional rights and responsibilities
6. Gender
7. ICT
8. Environmental issues
9. Disaster risk management
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TOPICS TO BE COVERED
1. Mathematical Play
- Matching
- Ordering
- Shapes
2. Manipulative
- Moving objects
- Balancing
- fastening
3. Science, Math and Disc
- soil
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- Health, Nutrition and Safety
- Simple machines
- Air
4. Number and Science Concept
- Addition
-money
-subtraction
Aims
Learners should be able to:-
1. Develop a positive attitude towards Maths and Science
2. Develop sound mathematical and scientific skills that will enable them to
interact more meaningfully with their environment
3. Acquire mathematical and scientific concepts and skills for use as tools in
life
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WK& TOPIC/ CONTENT OBJECTIVES METHODS & ACTIVITIES COMPETENCIE RESOURCES MEDIA
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1 MATHEMATICAL PLAY By the end of the lesson Lesson 1 Identifying MOPSE Maths and Balls
SHAPES learners should be able Assumed knowledge: learners Naming Science Infant Blocks
 PLANE SHAPES to: know some shapes thinking syllabus page 11 Shape cards
 Name shapes Introduction: learners recite a Chart
 Identify at least 2 rhyme, “ round and round….” Indoor play
shapes Lesson development: areas
1. Learners name shapes
they know
2. Learners identify shapes
3. Learners take turns to
name and identify
shapes
4. Best learners and fc
assist those with
challenges
Conclusion: learners answer
oral questions
MATHEMATICAL PLAY By the end of the lesson Lesson 2 Identifying MOPSE Maths and Balls
they know
name and identify
shapes
assist those with
challenges
oral questions
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 PLANE SHAPES to: know some shapes Thinking syllabus page 11 Shape cards
 Identify at least 2 Introduction: learners recite a Fine motor Chart
shapes rhyme, “ this is a triangle….” Indoor play
 Trace around Lesson development: areas
shapes 1. Learners name shapes crayons
they know
3. Learners watch
demonstration
4. Learners trace around
shapes
Conclusion: learners compare
their work
 Draw shapes Lesson development: areas
1. Learners name shapes crayons
they know
3. Learners watch
demonstration
4. Learners draw shapes
Conclusion: display of finished
work
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shapes rhyme, “ shapes shapes….” Indoor play
 Colouring shapes Lesson development: areas
they know
3. Learners watch
demonstration
4. Learners colour in
around shapes
Conclusion: learners recite a
rhyme
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2 MATHEMATICAL PLAY By the end of the lesson Lesson 1 Identifying MOPSE Maths and Balls
they know
name and identify
shapes
assist those with
challenges
oral questions
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they know
name and identify
shapes
assist those with
challenges
oral questions
 Trace around Lesson development: areas
shapes 5. Learners name shapes crayons
they know
7. Learners watch
demonstration
8. Learners trace around
shapes
their work
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 Draw shapes Lesson development: areas
they know
7. Learners watch
demonstration
8. Learners draw shapes
work
shapes rhyme, “ shapes shapes….” Indoor play
 Colouring shapes Lesson development: areas
they know
7. Learners watch
demonstration
around shapes
rhyme
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3 SCIENCE,MATHEMATICS By the end of the lesson Lesson 1 Soil has MOPSE Maths and Local
26/05 AND DISCOVERY PLAY learners should be able Assumed knowledge: learners different Science Infant environmen
SOIL to: know and enjoy playing with soil colours syllabus page 14 t
Types of soil  Name colours Introduction: learners recite the Diggers
 Name colours of rhyme, “ its nice to come to glue
different soil school….”
Lesson development:
1. Learners name colours
they know
2. Learners collect soil
from local environment
3. Learners identify colours
of the soil
4. Learners paste the soils
work
SCIENCE,MATHEMATICS By the end of the lesson Lesson 2 Soil has MOPSE Maths and Local
AND DISCOVERY PLAY learners should be able Assumed knowledge: learners different Science Infant environmen
Types of soil  Name colours Introduction: learners recite the Diggers
 Name colours of rhyme, “ its nice to come to glue
different soil school….”
Lesson development:
they know
6. Learners collect soil
from local environment
of the soil
8. Learners paste the soils
work
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Types of soil  Identify colours Introduction: learners recite the Types of soil Different
of different soil rhyme, “ its nice to come to soils
 Name types of school….” charts
soil Lesson development:
of soil they know
of the soil
3. Learners dentify soil
types they know
4. Learners and FC talk
about 2 soil types
work
Types of soil  Name types of Introduction: learners recite the Types of soil Different
soil they know rhyme, “ its nice to come to soils
 Identify different school….” Clay
soils Lesson development: Sand
1. Learners name soil charts
types they know
2. Learners identify soils
3. Learners and FC talk
about soil types
4. Learners identify
different soil types
Conclusion: answering oral
questions
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Types of soil  Name types of Introduction: learners recite the Types of soil Different
soil they know rhyme, “ its nice to come to soils
 Identify different school….” Clay
soils Lesson development: Sand
5. Learners name soil Containers
types they know water
6. Learners identify soils
7. Learners play with soil
8. Learners mould using
clay
work
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4 NUMBER OPERATIONS By the end of the lesson Lesson 1 counting MOPSE Maths and Outdoor
ADDITION learners should be able Assumed knowledge: learners Science Infant play env
 games to: can count syllabus page 16 Counters
 at least count Introduction: learners recite the Number line
from 1-5 rhyme, “ one finger up…..” Ict tools
 play addition Lesson development:
games 1. learners count from 1-5
as a class
2. learners take turns to
count from 1-5
3. learners play traditional
addition games
conclusion: learners count from
1-5
NUMBER OPERATIONS By the end of the lesson Lesson 2 counting MOPSE Maths and Outdoor
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 rhymes to: can count syllabus page 16 Counters
 recite addition Lesson development:
rhymes 1. learners count from 1-5
as a class
count from 1-5
3. learners recite addition
rhymes
1-5
 to: can count syllabus page 16 Counters
 add numbers Lesson development:
1. learners count from 1-5
as a class
count from 1-5
3. learners watch
demonstration
4. learners add using
objects
1-5
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as a class
count from 1-5
3. learners watch
demonstration
4. learners add using sets
1-5
as a class
count from 1-5
7. learners watch
demonstration
8. learners add using sets
1-5
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5 SCIENCE, MATHEMATICS By the end of the lesson Lesson 1 Logical MOPSE Maths and Towel
AND DISCOVERY PLAY learners should be able Assumed knowledge: learners reasoning Science Infant Comb
HEALTH, NUTRITION AND to: know they should wash the Thinking syllabus page 14 Soap
SAFETY  Name different body everyday Naming and Bucket
 Personal hygiene parts of their Introduction: learners recite a identifying water
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body rhyme,” I wake up in the Doll
 Name ways of morning….” Chart on
caring for the Lesson development: body parts
body 1. Learners name their and caring
body parts for the body
2. Learners say how they
care for their body
everyday
3. Learners demonstrate
caring for the body
rhyme
SCIENCE, MATHEMATICS By the end of the lesson Lesson 2 Logical MOPSE Maths and Toothbrush
AND DISCOVERY PLAY learners should be able Assumed knowledge: learners reasoning Science Infant Toothpaste
HEALTH, NUTRITION AND to: know they should wash the Thinking syllabus page 14 Comb
SAFETY  Name different body everyday Naming and Cup
 Personal hygiene parts of their Introduction: learners recite a identifying water
body rhyme,” I wake up in the Doll
 Name ways of morning….” Chart on
caring for parts Lesson development: body parts
of the body 1. Learners name their and caring
body parts for the body
care for different body
parts
3. Learners state ways of
caring for some body
parts,( teeth and hair)
these
rhyme
SCIENCE, MATHEMATICS By the end of the lesson Lesson 3 Logical MOPSE Maths and Nail cutter
AND DISCOVERY PLAY learners should be able Assumed knowledge: learners reasoning Science Infant Ear buds
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HEALTH, NUTRITION AND to: know they should wash the Thinking syllabus page 14 Doll
SAFETY  Name different body everyday Naming and Chart on
 Personal hygiene parts of their Introduction: learners recite a identifying body parts
body rhyme,” thoko vuka….” and caring
 Name ways of Lesson development: for the body
caring for parts 1. Learners name their
of the body body parts
care for different body
parts
3. Learners state ways of
caring for some body
parts,( nails and ears)
these
oral questions
SCIENCE, MATHEMATICS By the end of the lesson Lesson 4 Good eating MOPSE Maths and Food
AND DISCOVERY PLAY learners should be able Assumed knowledge: learners habits Science Infant samples
HEALTH, NUTRITION AND to: have favorite meals syllabus page 14 Charts
SAFETY  Say food they eat Introduction: learners recite the Ict tools
 Good eating on different rhyme, food is good for the
habits times of the day body
 Name good Lesson development:
eating habbits 1. Learners say their
favorite food
2. Learners identify food
eaten at different times
of the day
3. Learners and FC discuss
on good eating habits
oral questions
SCIENCE, MATHEMATICS By the end of the lesson Lesson 5 Good eating MOPSE Maths and Food
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AND DISCOVERY PLAY learners should be able Assumed knowledge: learners habits Science Infant samples
HEALTH, NUTRITION AND to: have favorite meals syllabus page 14 Charts
SAFETY  Name good Introduction: learners recite the Ict tools
 Good eating eating habits rhyme, food is good for the
habits  Say the body
importance of Lesson development:
good eating 1. Learners identify food
habits eaten at different times
of the day
2. Learners state good
eating habits
on the importance of
good eating habits
oral questions
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6 MATHEMATICAL PLAY By the end of the lesson Lesson 1 Fine motor MOPSE Maths and Chart on
MATCHING learners should be able: Assumed knowledge: learners development Science Infant colours
 COLOUR  name colours know some colours Naming syllabus page 12 Toys of
they know Introduction: learners recite the identifying different
 identify colours rhyme, rainbow,rainbow colours
Lesson development: Coloured
1. Learners name colours blocks
they know
identify these
oral questions
MATHEMATICAL PLAY By the end of the lesson Lesson 2 Fine motor MOPSE Maths and Chart on
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they know Introduction: learners recite the identifying different
 identify colours rhyme, rainbow,rainbow colours
Lesson development: Coloured
1. Learners name colours blocks
they know
identify these
oral questions
they know Introduction: learners recite the Identifying different
 match objects rhyme, rainbow,rainbow matching colours
according to Lesson development: Coloured
colour 1. Learners name colours blocks
they know
3. Learners and fc discuss
on matching acc to
colour
4. Learners match objects
oral questions
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they know
on matching acc to
colour
4. Learners paste objects
of the same colour
oral questions
they know
3. Learners in groups
match acc to colour
4. Learners as indiv colour
similar objects with
same colour
oral questions
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7 NUMBER OPERATIONS By the end of the lesson Lesson 1 Counting MOPSE Maths and Outdoor
SUBTRACTION learners should be able Assumed knowledge: learners Problem Science Infant play env
 games to: can count solving syllabus page 16 Counters
from 1-5 rhyme, “ amaxoxo angu 5…..” Ict tools
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 play subtraction Lesson development:
as a class
count from 1-5
3. learners play traditional
subtraction games
1-5
NUMBER OPERATIONS By the end of the lesson Lesson 2 Counting MOPSE Maths and Outdoor
subtraction learners should be able Assumed knowledge: learners Problem Science Infant play env
 games to: can count solving syllabus page 16 Counters
from 1-5 rhyme, “ amaxoxo angu 5…..” Ict tools
 play subtraction Lesson development:
as a class
count from 1-5
3. learners play modern
subtraction games
1-5
 rhymes to: can count solving syllabus page 16 Counters
from 1-5 rhyme, “ madada 5…..” Ict tools
 recite subtraction Lesson development:
rhymes 1. learners count from 1-5
as a class
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count from 1-5
3. learners recite
subtraction rhymes
1-5
ADDITION learners should be able Assumed knowledge: learners Problem Science Infant play env
 numbers to: can count solving syllabus page 16 Counters
from 1-5 rhyme, “ madada 5…..” Ict tools
 demonstrate Lesson development: toys
subtraction of 1. learners count from 1-5
numbers as a class
count from 1-5
3. learners watch
demonstration
4. learners subtract using
objects
1-5
 numbers to: can count solving syllabus page 16 Counters
demonstrate Lesson development: toys
subtraction of 1. learners count from 1-5
numbers as a class
count from 1-5
3. learners watch
demonstration
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4. learners subtract using
sets
1-5
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8 SCIENCE, MATHEMATICS By the end of the lesson Lesson 1 Air is present MOPSE Maths and Feathers
AND DISCOVERY PLAY learners should be able Assumed knowledge: learners Experimenting Science Infant Local
AIR to: know there is air thinking syllabus page 1 environmen
 Air is everywhere  Demonstrate the Introduction: learners recite the t
presence of air rhyme, “ izihlahla Plastic
 Blow light ziyanyikinyeka…” papers
objects Lesson development: News paper
1. Learners say what
makes trees move
on other things that
reflect the presence of
air
3. Learners breathe in out
4. Learners blow light
objects
oral questions
SCIENCE, MATHEMATICS By the end of the lesson Lesson 2 Air is present MOPSE Maths and Feathers
presence of air rhyme, “ izihlahla Plastic
 fly light objects ziyanyikinyeka…” papers
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Lesson development: News paper
1. Learners hold their nose kites
and release them
on the use of air
3. Learners fly kites
Conclusion: warm down
presence of air rhyme, “ izihlahla Plastic bags
 Fill balloons and ziyanyikinyeka…” balloons
plastic bags with Lesson development:
air 1. Learners hold their nose
and release them
2. Learners breathe in and
out
filling balloons and
plastic bags with air
4. Learners fill these with
air
Conclusion: learners hang these
in class
presence of air rhyme, “ izihlahla Plastic bags
 Fill balloons and ziyanyikinyeka…” balloons
plastic bags with Lesson development:
air 1. Learners hold their nose
and release them
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2. Learners breathe in and
out
filling balloons and
plastic bags with air
4. Learners fill these with
air
in class
AIR to: know there is air Thinking syllabus page 1 environmen
 Air is everywhere  Demonstrate the Introduction: learners recite the Logical t
presence of air rhyme, “ its nice to come to reasoning Plastic bags
 Breathe in air school…” Balloons
into water using Lesson development: Straws
straws 1. Learners breathe in and Tins
out Water
2. Learners fill balloons
with air
3. Learners watch
demonstration
4. Learners use straws to
blow water
in class
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9 SPEAKING By the end of the lesson Lesson 1 Fine motor MOPSE Maths and Chart on
FASTENINGS learners should be able Assumed knowledge: learners skills Science Infant fastenings
 TEXTILES CAN BE to: know some fastenings on their Responsibility syllabus page 12 Dress up
FASTENED  Name fastenings clothes tasks clothes
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they know Introduction: learners recite a Thinking Zips
 Identify at least 2 rhyme naming Buttons
fastennings Lesson development: bags
1. Learners name
fastenings on their
clothes
fastenings
3. Learners do and undo a
zip
4. Learners compete in
these
oral questions
SPEAKING By the end of the lesson Lesson 2 Fine motor MOPSE Maths and Chart on
fastenings Lesson development: bags
1. Learners name
fastenings on their
clothes
fastenings
3. Learners do and undo a
buttons
these
oral questions
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fastenings Lesson development: Bags
1. Learners name Shoes
fastenings on their
clothes
fastenings
3. Learners do and undo
hook and eyes and or
press studs
these
oral questions
fastenings Lesson development: Bags
fastenings on their
clothes
fastenings
3. Learners do and undo
shoe laces
these
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oral questions
 Paste fastenings rhyme naming Buttons
Lesson development: Bags
fastenings on their glue
clothes
fastenings
3. Learners watch
demonstrations
4. Learners paste
fastenings
oral questions
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10 MEASURES By the end of the lesson Lesson 1 Different coin MOPSE Maths and Coins
MONEY learners should be able Assumed knowledge: learners values Science Infant Notes
 Recognition of to: know money Identifying syllabus page 17 Chart
coins in use  Name different Introduction: learners recite the thinking Shop corner
values of money rhyme, “ 5 current buns….”
 Identify coins and Lesson development:
notes 1. Learners say money
values they know
2. Learners say types of
money they know
3. Learners coins and
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notes
4. Learners have a look at
these
Conclusion: learners answer oral
questions
MEASURES By the end of the lesson Lesson 2 Different coin MOPSE Maths and Coins
 Recognition of to: know money Thinking syllabus page 17 Chart
coins in use  Name different Introduction: learners recite Naming and Shop corner
values of money the rhyme, “ 5 current buns…..” identifying
 Identify at least 2 Lesson development:
coins 1. Learners say types of
money they know
2. Learners name different
coins
3. Learners identify these
4. Learners play shop
corner
questions
 Count coins to: know money Counting syllabus page 17 Chart
 Identify at least 2 Introduction: learners recite Shop corner
coins the rhyme, “ 5 current buns…..”
 Count 1c coins Lesson development:
up to 5c at least 1. Learners name coins
they know
different coins
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3. Learners watch
demonstration
4. Learners count coins
rhyme
 Count coins to: know money counting syllabus page 17 Chart
coins the rhyme, “nantuyanu bhalu
 Count 1c coins lwenyosi…..”
up to 5c at least Lesson development:
different coins
2. Learners count from 1-
10
3. Learners count coins as
a class
count coins
rhyme
 Tracing coins to: know money Fine motors syllabus page 17 Chart
coins the rhyme, “5 current buns…..” crayons
 Trace coins Lesson development:
coins
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3. Learners watch
demonstration
4. Learners trace coins
their work
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11 MEASURES By the end of the lesson Lesson 1 Different coin MOPSE Maths and Coins
 Recognition of to: know money Thinking syllabus page 17 Chart
coins in use  Name different Introduction: learners recite Naming and Shop corner
values of money the rhyme, “ 5 current buns…..” identifying
 Identify at least 2 Lesson development:
coins 1. Learners say types of
money they know
coins
4. Learners play shop
corner
questions
 Count coins to: know money Counting syllabus page 17 Chart
coins the rhyme, “ 5 current buns…..”
 Count 1c coins Lesson development:
up to 5c at least 1. Learners name coins
they know
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different coins
3. Learners watch
demonstration
4. Learners count coins
rhyme
different coins
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a class
count coins
rhyme
different coins
10
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a class
count coins
rhyme
 Tracing coins to: know money Fine motors syllabus page 17 Chart
coins the rhyme, “5 current buns…..” crayons
 Trace coins Lesson development:
coins
3. Learners watch
demonstration
4. Learners trace coins
their work
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12 SCIENCE, MATHS AND By the end of the lesson Lesson 1 Naming Maths and science Real tools
DISCOVERY PLAY learners should be able Assumed knowledge: learners Identifying infant syllabus Chart
Simple machines to: know some work tools Role playing page 14 Ict tools
 Tools make work  Name working Introduction: learners recite a Models of
easier tools they know rhyme these
 Identify digging Lesson development:
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tools 1. Learners name working
tools they know
2. Learners name digging
tools
3. Learners identify digging
tools
uses of these
rhyme
SCIENCE, MATHS AND By the end of the lesson Lesson 2 Naming Maths and science Real tools
 Tools make work  Name cutting Introduction: learners recite a Models of
easier tools work rhyme these
 Colour in these Lesson development: Drawn
1. Learners name cutting pictures
tools they know
tools
coloring
rhyme
 Tools make work  Name weeding Introduction: learners recite a Models of
 draw these Lesson development: Drawn
1. Learners name weeding pictures
tools they know
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tools
drawing
4. Learners draw
rhyme
 Tools make work  Name working Introduction: learners recite a Models of
 Make models of Lesson development: Drawn
these 1. Learners name working pictures
tools they know Clay
2. Learners identify these water
tools
modelling
4. Learners model
rhyme
 Tools make work  Name simple Introduction: learners recite a Models of
easier machines work rhyme these
 Operate these Lesson development: Drawn
1. Learners name working pictures
tools they know Simple
2. Learners name simple machines
machines
4. Learners operate these
Conclusion: learners engage in
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free play
13 SPEAKING/ SIGNING By the end of the lesson Lesson 1 Fine and gross Maths and science Tyres
MOVING OBJECTS learners should be able Assumed knowledge: learners motor infant syllabus Balls
 Rolling objects to: enjoy playing development page 12 Tins
 Name objects Introduction: learners recite a Collaboration Tissue rolls
that roll work rhyme, rolly polly Turn taking
 Roll objects Lesson development: sharing
1. Learners engage in free
play
2. Learners discuss on
objects that roll
rolling
4. Learners roll different
objects
Conclusion: learners do finger
exercises
SPEAKING/ SIGNING By the end of the lesson Lesson 2 Fine and gross Maths and science Ropes
MOVING OBJECTS learners should be able Assumed knowledge: learners motor infant syllabus Outdoor
 Pulling objects to: enjoy playing development page 12 play
 Pull objects Introduction: learners do finger Collaboration
 Play tug of war exercises Turn taking
game Lesson development: sharing
play
2. Learners identify objects
that can be pulled
tug of war game
4. Learners play the game
in groups
exercises
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 Pull objects Introduction: learners finger Collaboration
play
that can be pulled
tug of war game
in groups
exercises
SPEAKING/ SIGNING By the end of the lesson Lesson 4 Fine and gross Maths and science Outdoor
MOVING OBJECTS learners should be able Assumed knowledge: learners motor infant syllabus play
 Lifting objects to: enjoy playing development page 12 Bean bags
 Lift objects Introduction: learners do finger Collaboration
exercises Turn taking
Lesson development: sharing
play
they can lift
3. Learners lift objects
walking while lifting
objects
exercises
 Throw objects to: enjoy playing development page 12 Bean bags
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 Throw objects Introduction: learners do finger Collaboration Balls
 Throw to aim exercises Turn taking buckets
play
that can be thrown
3. Learners throw objects
4. Learners throw balls to
aim a bucket
exercises
14 SPEAKING/ SIGNING By the end of the lesson Lesson 1 Fine and gross Maths and science Tyres
MOVING OBJECTS learners should be able Assumed knowledge: learners motor infant syllabus Balls
 Rolling objects to: enjoy playing development page 12 Tins
 Name objects Introduction: learners recite a Collaboration Tissue rolls
that roll work rhyme, rolly polly Turn taking
 Roll objects Lesson development: sharing
play
6. Learners discuss on
objects that roll
rolling
8. Learners roll different
objects
exercises
 Pull objects Introduction: learners do finger Collaboration
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play
that can be pulled
tug of war game
in groups
exercises
 Pull objects Introduction: learners finger Collaboration
play
that can be pulled
tug of war game
in groups
exercises
 Lifting objects to: enjoy playing development page 12 Bean bags
 Lift objects Introduction: learners do finger Collaboration
exercises Turn taking
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play
they can lift
7. Learners lift objects
walking while lifting
objects
exercises
 Throw objects to: enjoy playing development page 12 Bean bags
 Throw objects Introduction: learners do finger Collaboration Balls
 Throw to aim exercises Turn taking buckets
play
that can be thrown
7. Learners throw objects
8. Learners throw balls to
aim a bucket
exercises
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FAMILY AND HERITAGE
STUDIES
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 Gender
 Children’s rights and responsibilities
 Disaster risk management
 Sexuality, HIV and AIDS education
 Child protection
 Heritage studies
 Human rights
 Environmental issues
 Guidance and counselling
 Enterprise
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 Entitlements/ Rights and Responsibilities
 Shelter
 Social Services and Volunteerism
 Production, Distribution and Consumption of Goods and Services
AIMS
To enable the learners to:
1. Appreciate the value of dignity and work, recreation and the need to participate in national
development
2. Inculcate and sustain Ubuntu/unhu as they interact with family, community and society at
large
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3. Appreciate the need for equal opportunities for all and sensitivity to the needs of the
disadvantaged and the vulnerable groups
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1 ENTITLEMENT/RIGHTS During and by the end of Lesson 1 Family and Pictures
12/05 AND RESPONSIBILITIES the week: Assumed knowledge: learners heritage studies Tv
Child protection at home,  identify different can report ill treatment infant (ECD) Dvd
community forms of abuse Introduction: learners recite a syllabus page 12 G laptop
 forms of abuse rhyme, “Bathi and C syllabus
ngitshontshìnyama” page 3
Lesson development:
1. leaners say people they
don’t like
2. learners state reasons of
not liking those people
3. learners identify forms
of abuse
rhyme.
ENTITLEMENT/RIGHTS During and by the end of Lesson 2 Forms of abuse Family and Pictures
AND RESPONSIBILITIES the week: Assumed knowledge: learners :physical heritage studies Tv
Child protection at home,  name different can report ill treatment :emotional infant (ECD) Dvd
 forms of abuse  identify forms of rhyme, “Bathi and C syllabus
abuse ngitshontshìnyama” page 3
Lesson development:
1. Learners say ways in
which mates ill treat
them
2. Facilitator explains on
63
abuse
3. Learners identify and
name different forms of
abuse
Conclusion: learners recite
rhyme
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2 ENTITLEMENT/RIGHTS During and by the end of Lesson 1 Family and Pictures
AND RESPONSIBILITIES the week: Assumed knowledge: learners heritage studies Tv
Child protection at home,  identify different can report ill treatment infant (ECD) Dvd
 forms of abuse rhyme, “Bathi and C syllabus
ngitshontshìnyama” page 3
Lesson development:
1. leaners say people they
don’t like
2. learners state reasons of
not liking those people
3. learners identify forms
of abuse
rhyme.
 forms of abuse  identify forms of rhyme, “Bathi and C syllabus
abuse ngitshontshìnyama” page 3
Lesson development:
1. Learners say ways in
which mates ill treat
64
them
2. Facilitator explains on
abuse
abuse
rhyme
3 ENTITLEMENT/RIGHTS During and by the end of Lesson 1 Forms of abuse Family and Pictures
community forms of abuse Introduction: learners recite a syllabus page 12 G Laptop
 Abuse at home  say ways in rhyme and C syllabus Story book
which they are Lesson development: page 3 chart
abused at home 1. Learners say different
forms of abuse
2. Learners listen/ watch a
story
abuse
4. Learners answer oral
questions
rhyme
 Abuse at home  say ways in rhyme and C syllabus Story book
which they are Lesson development: page 3 Chart
abused at school 1. Learners say their best Outdoor
friends play
2. Learners say people they Play
65
don’t like stating reasons materials
3. Learners and facilitator
discuss on forms of
abuse at school
4. Learners role play these
questions
4 ENTITLEMENT/RIGHTS During and by the end of Lesson 1 Forms of abuse Family and Pictures
 Reporting  state procedures rhyme and C syllabus Resource
procedures to follow when Lesson development: page 3 person
reporting 1. Learners say different Story book
forms of abuse
3. Learners say the people
they report to when
abused
on reporting procedures
questions
Child protection at home,  name different can report incidents of ill :emotional infant (ECD) Dvd
community forms of abuse treatment syllabus page 12 G Laptop
 Reporting  state procedures Introduction: learners recite a and C syllabus Resource
procedures to follow when rhyme page 3 person
reporting Lesson development: chart
1. Learners say different
forms of abuse
2. Learners say the people
they report to when
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abused
on reporting procedures
4. Learners role play
questions
5 SHELTER During and by the end of Lesson 1 Human shelter Family and Pictures
TYPES OF SHELTER the week: Assumed knowledge: learners Naming heritage studies Tv
 Human shelter  name different know shelter they live in Identifying infant (ECD) Dvd
types of shelter Introduction: learners recite a listening syllabus page 12 G Laptop
they know rhyme and C syllabus Chart
 identify different Lesson development: page 13 Models of
forms of human 1. Learners say types of shelter
shelter buildings in their homes
2. Learners name shelter in
the school and camp
questions
SHELTER During and by the end of Lesson 2 Human shelter Family and Pictures
 Human shelter  name different know shelter they live in Identifying infant (ECD) Dvd
types of human Introduction: learners recite a listening syllabus page 12 G Laptop
shelter rhyme and C syllabus Chart
 draw/ construct/ Lesson development: page 13 Models of
colour in 1. Learners name shelter in shelter
different types of their homes, school and Play dough
shelter camp Clay soil
2. Learners identify these water
3. Learners watch
demonstration
4. Learners do indiv
activities
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their work
 Animal shelter  name different know some domestic animals Identifying infant (ECD) Dvd
domestic animals Introduction: learners recite a matching syllabus page 12 G Laptop
 name shelter for rhyme and C syllabus Chart
different Lesson development: page 13 Models of
domestic animals 1. Learners name animals shelter
they know
2. Learners name domestic
animals
4. Learners name shelter
for these
Conclusion: learners match
animals with their shelter
 Animal shelter  name different know shelter Identifying infant (ECD) Dvd
animal shelter Introduction: learners recite a syllabus page 12 G Laptop
 draw/ construct/ rhyme and C syllabus Chart
colour in Lesson development: page 13 Models of
different types of 1. Learners name shelter shelter
shelter they know Interlocking
2. Learners identify these blocks
3. Learners watch Crayon
demonstration Glue
4. Learners do individual Card board
activities boxes
Conclusion: learners display scissors
finished work
 Need for shelter  name different know shelter Identifying infant (ECD) Dvd
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types shelter Introduction: learners recite a syllabus page 12 G Laptop
 state the rhyme and C syllabus Chart
importance of Lesson development: page 13 Models of
shelter 1. Learners name shelter shelter
they know Interlocking
2. Learners identify these blocks
3. Learners and fc discuss Crayon
on the importance of Glue
shelter Card board
4. Learners identify these boxes
Conclusion: learners answer oral scissors
questions
 Need for shelter  name different know shelter Identifying infant (ECD) Dvd
types shelter Introduction: learners recite a syllabus page 12 G Laptop
 state the rhyme, I hear thunder… and C syllabus Chart
importance of Lesson development: page 13 Models of
shelter 1. Learners name shelter shelter
they know Interlocking
2. Learners state reasons blocks
for the need of shelter Crayon
3. Learners role play/ watch Glue
situations when shelter Card board
is needed boxes
Conclusion: learners answer oral scissors
questions
8 SOCIAL SERVICES AND During and by the end of Lesson 1 Human shelter Family and Pictures
VOLUNTEERISM the week: Assumed knowledge: learners Naming heritage studies Tv
RESPONSIBILITY TASKS  name members belong to a social family Identifying infant (ECD) Dvd
WITHIN THE FAMILY of a family Introduction: learners recite a syllabus page 12 G Laptop
 Tasks for parents  state roles played rhyme, umama uthanda and C syllabus Chart
by parents at ukupheka page 13 Working
home Lesson development: tools
69
1. Learners name members Dramatic
of their families play
2. Learners name
responsibility tasks for
their parents
questions
SOCIAL SERVICES AND During and by the end of Lesson 2 Human shelter Family and Pictures
VOLUNTEERISM the week: Assumed knowledge: learners Naming heritage studies Dress up
RESPONSIBILITY TASKS  name members belong to a social family Identifying infant (ECD) clothes
WITHIN THE FAMILY of a family Introduction: learners recite a syllabus page 12 G Chart
 Tasks for parents  state roles played rhyme, umama uthanda and C syllabus Working
by parents at ukupheka page 13 tools
home Lesson development: Dramatic
1. Learners name play
their parents
these
Conclusion: learners tidy up
VOLUNTEERISM the week: Assumed knowledge: learners Naming heritage studies Chart
RESPONSIBILITY TASKS  name members belong to a social family Identifying infant (ECD) Working
WITHIN THE FAMILY of a family Introduction: learners recite a syllabus page 12 G tools
 Tasks for children  state their roles rhyme and C syllabus Dramatic
and others and those played Lesson development: page 13 play
by others at 1. Learners name members dress up
home of their families clothes
2. Learners say
their family members
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as they sing a work song
questions
RESPONSIBILITY TASKS  state their roles belong to a social family Identifying infant (ECD) Working
WITHIN THE FAMILY and those played Introduction: learners recite a syllabus page 12 G tools
 Tasks for children by others at rhyme and C syllabus Dramatic
and others home Lesson development: page 13 play
 role playing 1. Learners say dress up
these responsibility tasks for clothes
their family members
3. Learners imitate these as
they sing a work song
RESPONSIBILITY TASKS  Name household belong to a social family Identifying infant (ECD) Household
WITHIN THE FAMILY chores for Introduction: learners recite a syllabus page 12 G utensils
 Sharing duties different family rhyme and C syllabus laptop
and resources members Lesson development: page 13
 Role play these 1. Learners state household
chores they know
3. Learners state chores for
different family
members
71
questions
RESPONSIBILITY TASKS  Name household belong to a social family Identifying infant (ECD) Household
WITHIN THE FAMILY chores Introduction: learners recite a syllabus page 12 G utensils
 Ways of helping  State ways of rhyme, mother is cooking… and C syllabus Laptop
helping others Lesson development: page 13 Dramatic
1. Learners state household play
chores they know Outdoor
2. Learners identify these play
help
questions
11 PRODUCTION, During and by the end of Lesson 1 Human shelter Family and Pictures
DISTRIBUTION AND the week: Assumed knowledge: learners Naming heritage studies Chart
CONSUMPTION OF  Name their bring food to school Identifying infant (ECD) Laptop
GOODS AND SERVICES favorite food Introduction: learners recite a syllabus page 12 G Scissors
FOOD AT HOME  State food eaten food prayer and C syllabus Magazines
 food eaten at at home Lesson development: page 14 Glue
home 1. Learners say their Samples of
favorite food food
different food types of
food
3. Learners say food they
eat at different times of
the day
4. Learners cut and paste
pictures of food
PRODUCTION, During and by the end of Lesson 2 Human shelter Family and Pictures
72
CONSUMPTION OF  State food they bring food to school Identifying infant (ECD) Laptop
GOODS AND SERVICES usually eat at Introduction: learners recite a syllabus page 14 Samples of
FOOD AT HOME home food rhyme, food is good…. food
 food eaten at  Demonstrate Lesson development:
home hygienic 1. Learners say food they
practices in usually eat in the
handling food morning
2. Learners say what they
do before eating
on healthy practices
these
questions
CONSUMPTION OF  name food they bring food to school Identifying infant (ECD) Laptop
GOODS AND SERVICES know Introduction: learners recite a syllabus page 14 Samples of
TYPES OF FOOD  state food grown rhyme, siyaqala food
 food grown Lesson development: Seeds
1. Learners say food they glue
know
2. Learners say food grown
they know
4. Learners paste samples
of these
CONSUMPTION OF  name food they know that some food stuffs are Identifying infant (ECD) Laptop
GOODS AND SERVICES know bought syllabus page 14 Samples of
TYPES OF FOOD  state processed Introduction: learners recite a food
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 Processed grown food rhyme, siyaqala Seeds
Lesson development: glue
like
2. Learners say processed
food they know
4. Learners paste pictures
of these
GOODS AND SERVICES like bought syllabus page 14 Samples of
TYPES OF FOOD  state healthy Introduction: learners recite a food
 Healthy food food food rhyme
Lesson development:
like
the day
on healthy and its
benefits
questions
GOODS AND SERVICES know bought syllabus page 14 Samples of
TYPES OF FOOD  state unhealthy Introduction: learners recite a food
 unhealthy food food food rhyme
74
Lesson development:
like
2. Learners name healthy
food
on unhealthy and its
dangers
questions
GOODS AND SERVICES like bought syllabus page 14 Samples of
TYPES OF FOOD  state healthy Introduction: learners recite a food
 Healthy food food food rhyme
Lesson development:
like
the day
on healthy and its
benefits
questions
75
Indigenous language
76
 Gender
 Children’s rights and responsibilities
 Sexuality, HIV and AIDS education
77
 Human rights
 Guidance and counselling
 Enterprise
skills TO BE COVERED
 Speaking
 Listening
 Reading
 writing
Aims
To enable learners to:-
78
 Acquire skills of listening, speaking, reading and writing for different
purposes.
 Acquire skills of critical thinking
 Communicate effectively on different situations
 Develop a lifelong reading culture
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1 LISTENING By the end of the lesson Lesson 1 Listening MOPSE Story book
12/05 LISTENING TO NEWS, learners should be able Assumed knowledge: learners thinking indigenous Learners
FOLKTALES AND STORIES to: love listening to some stories language infant Ict tools
 stories  listen to stories Introduction: learners recite the syllabus page 13 Resource
 retell story told rhyme, “ its nice to come to person
school….”
Lesson development:
1. learners tell stories
about their holiday
experiences
2. learners listen to a story
3. learners retell the story
4. learners answer oral
questions
79
conclusion: learners recite a
rhyme
By the end of the lesson Lesson 2 Listening MOPSE Ict tools
SPEAKING learners should be able Assumed knowledge: Learners Thinking indigenous Chart
GREETINGS AND TIMES to: know some times of the day language infant Local
OF THE DAY  Say the different Introduction: learners recite the syllabus page 14 environmen
 Morning times of the day rhyme, ” hello, hello, good t
 Greet using morning friends..”
appropriate Lesson development :
register 1. learners say the present
time of the day
2. learners identify and say
the different times
3. learners and FC discuss
on how they greet in the
morning
4. learners practice
greeting
CONCLUSION: learners answer
oral questions
OF THE DAY  Identify different Introduction: learners recite the syllabus page 14 environmen
 afternoon times of the day rhyme, ” hello, hello, good t
time of the day
the different times
afternoon
80
greeting
oral questions
READING By the end of the lesson Lesson 4 Listening MOPSE Picture
PICTURE learners should be able Assumed knowledge: Learners Thinking indigenous books
 Left to right to: can differentiate between their Left to right language infant Charts
orientation  demonstrate the left and right sides orientation syllabus page 17 Dominoes
left to right Introduction: learners recite the Ict tools
orientation rhyme “I wash it to the left”
 use the skill in Lessondevelopment:
reading 1. learners identify their
left and right sides
respectively
2. A few learners
demonstrate the left to
right skill
3. learners watch FC’s
demonstration and
explanation
4. Learners practice the
skill as individuals

oral questions
WK S
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 stories  listen to stories Introduction: learners recite the syllabus page 13 Resource
81
school….”
Lesson development:
about their holiday
experiences
questions
rhyme
OF THE DAY  Say the different Introduction: learners recite the syllabus page 14 environmen
time of the day
the different times
morning
greeting
oral questions
OF THE DAY  Identify different Introduction: learners recite the syllabus page 14 environmen
 afternoon rhyme, ” hello, hello, good t
82
times of the day morning friends..”
 Greet using Lesson development :
appropriate 1. learners say the present
register time of the day
the different times
afternoon
greeting
oral questions
respectively
2. A few learners
right skill
demonstration and
explanation

oral questions
83
WRITING By the end of the lesson Lesson 5 Fine motor MOPSE Crayons
WRITING ORIENTATION learners should be able Assumed knowledge: learners Writing indigenous Beginners
 Handling and to: can use writing tools thinking language infant pencils
using writing  Handle properly Introduction: learners do finger syllabus page 18 Ict tools
tools the writing tool exercises
 Use writing tools Lesson development:
in writing 1. Learners raise their
writing hands
2. Learners show how they
hold writing tools( FC
assist those with
challenges)
3. Learners do free
drawing
their work
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 folktales  listen to a Introduction: learners recite the syllabus page 13 Resource
folktale rhyme, “ kudala person
 retell story told kwakunganje….”
Lesson development:
1. learners tell folktales
they know
2. learners listen to a
folktale
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questions
rhyme
SPEAKING By the end of the lesson Lesson 3 Listening MOPSE Ict tools
GREETINGS AND TIMES learners should be able Assumed knowledge: Learners Thinking indigenous Chart
OF THE DAY to: know some times of the day language infant Local
 afternoon  Identify different Introduction: learners recite the syllabus page 14 environmen
times of the day rhyme, ” hello, hello, good t
register 1. learners identify and say
the different times
morning and afternoon
respectively
greeting in pairs
oral questions
Lessondevelopment:
1. learners identify their
respectively
2. A few learners
85
right skill
demonstration and
explanation

oral questions
respectively
2. A few learners
right skill
skill (dominoes)
4. Learners use the skill in
reading

oral questions
WRITING By the end of the lesson Lesson 5 Fine motor MOPSE Crayons
WRITING ORIENTATION learners should be able Assumed knowledge: learners Writing indigenous Beginners
 Handling and to: can use writing tools thinking language infant pencils
using writing  Handle properly Introduction: learners do finger syllabus page 18 Ict tools
86
in writing 1. Learners show how they
assist those with
challenges)
2. Learners watch FC’s
demonstration and
explanation
3. Learners draw patterns
their work
WK S
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4 LISTENING By the end of the lesson Lesson 1 Listening MOPSE Tv
02/06 LISTENING TO NEWS, learners should be able Assumed knowledge: learners thinking indigenous dvd
FOLKTALES AND STORIES to: love watching cartoons language infant Learners
 Cartoons/ drama  Watch a drama Introduction: learners recite syllabus page 13 Ict tools
or cartoon with their favorite rhyme Pictures
attention Lesson development:
 retell story 1. learners say watch they
watched enjoy watching or
listening to
2. learners watch a drama
or cartoon
4. learners imitate some
actions
rhyme
SPAEAKING By the end of the lesson Lesson 2 Reading MOPSE Picture
DESCRIBE PICTURES learners should be able Assumed knowledge: can Identifying indigenous cards
87
 naming to: recognize drawn objects Matching language infant Alphabet
 name pictures Introduction: learners recite a naming syllabus page 14 Charts
rhyme laptop
Lesson development:
1. learners name objects
on display
2. learners match objects
with pictures
3. learners name pictures
4. learners read in turns
rhyme
 top to bottom to: can differentiate between top Top to bottom language infant Charts
orientation  demonstrate the and bottom orientation syllabus page 17 Dominoes
top to bottom Introduction: learners recite the Ict tools
orientation rhyme “abathandu Jesu
abaphakamis ‘ izandla”
Lessondevelopment:
1. learners identify the top
and bottom sides
respectively
demonstration and
explanation
skill
4. Learners apply the skill
in reading

oral questions
88
 Top to bottom to: can identify top and bottom Top to bottom language infant Charts
orientation  demonstrate the sides orientation syllabus page 17 Dominoes
top to bottom Introduction: learners recite a Ict tools
orientation rhyme
 coordinate hand Lessondevelopment:
and eye 1. learners identify the top
movement for and bottom sides
reading respectively
2. A few learners
demonstrate skill
skill
reading

oral questions
WRITING By the end of the lesson Lesson 5 Fine motor MOPSE Writing
WRITING SKILLS learners should be able Assumed knowledge: learners thinking indigenous tools
 tracing to: can use writing tools in writing language infant Body parts
 coordinate hand Introduction: learners do finger syllabus page 18
and eyes in exercises
writing Lesson development:
 trace around 1. learners do free writing
objects 2. learners watch FC’s
demonstration
3. learners trace around
their feet
conclusion: learners compare
their work
89
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5 LISTENING By the end of the lesson Lesson 1 Listening MOPSE Outdoor
09/06 REQUESTS AND learners should be able Assumed knowledge: learners responding indigenous environmen
INSTRUCTIONS to: can respond to requests language infant t
 Respond to  Respond to Introduction: learners recite the syllabus page 13 Objects
requests simple requests rhyme. “ follow, follow…” Charts
 Make requests Lesson development: Ict tools
1. Fc make simple requests
like, keep quiet, sit
2. Facilitator explains to
learners the activity
3. Learners respond to
requests
4. Learners make requests
to mates
rhyme
SPEAKING By the end of the lesson Lesson 2 Naming MOPSE Doll
BODY PARTS learners should be able Assumed knowledge: learners identifying indigenous Chart on
 Parts of the body to: know some of their body parts Fine motors language infant body parts
 Name parts of Introduction: learners recite the thinking syllabus page 14 Pictures
the body rhyme, “ my body parts…” Ict tool
 Identify parts of Lesson development: puppets
the body 1. Learners name parts of
the body they know
2. Learners identify parts
of the body
3. Learners match real
parts with those on
pictures
4. Learners colour in a
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body part
rhyme

 top to bottom to: can differentiate between top Top to bottom language infant Charts
orientation  demonstrate the and bottom orientation syllabus page 17 Dominoes
Lessondevelopment:
and bottom sides
respectively
demonstration and
explanation
skill
in reading

oral questions
 Top to bottom to: can identify top and bottom Top to bottom language infant Charts
orientation  demonstrate the sides orientation syllabus page 17 Dominoes
orientation rhyme
and bottom sides
91
movement for respectively
reading 2. A few learners
demonstrate skill
skill
reading

oral questions
 patterns to: can use writing tools in writing language infant Chart on
 coordinate hand Introduction: learners do finger syllabus page 18 patterns
 write patterns 1. learners do free writing
demonstration
3. learners practice writing
the patterns on air or on
the floor
4. learners write the
pattern
their work
WK S
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92
requests
to mates
rhyme
 Identify parts of Introduction: learners recite the thinking syllabus page 14 Pictures
 State functions of Lesson development: Puppets
body parts 1. Learners name parts of Chart on
the body they know senses
of the body
3. Learners name functions
of body parts
functions of body part
rhyme
93
READING By the end of the lesson Lesson 3 Sequencing MOPSE Picture
SEQUENCING learners should be able Assumed knowledge: learners Logical indigenous cards
 Arrange pictures to: can build blocks reasoning language infant Picture
in sequence  Build blocks in Introduction: learners recite a thinking syllabus page 17 books
sequence rhyme Blocks
 Arrange pictures Lesson development: Charts
in sequence 1. Learners build blocks (growth of a
2. Fc demonstrates and tree, baby,
explains amimals)
3. Learners practice Dominoes
arranging pictures in
sequence
4. Learners arrange
pictures in sequence
questions
94
 Arrange pictures to: can build blocks reasoning language infant Picture
in sequence  Build blocks in Introduction: learners recite a thinking syllabus page 17 books
explains amimals)
2. Learners practice dominoes
sequence
3. Learners arrange
questions
 drawing to: can use writing tools in writing language infant Pictures
 coordinate hand Introduction: learners do finger syllabus page 18 Ict tools
 draw objects 1. learners do free writing
2. learners name objects/
pictures
demonstration
4. learners draw following
FC’s demonstration
their work
95
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requests complex requests rhyme. “ follow, follow…” Charts
complex requests
to mates
rhyme
 Identify parts of Introduction: learners recite the thinking syllabus page 14 Pictures
the body rhyme, “ head and shoulders…” Ict tool
 demonstrate Lesson development: Puppets
functions of body 1. Learners identify parts Chart on
parts of the body senses
2. Learners name functions Learners
of body parts packed food
3. Learners demonstrate Piece of
functions of body parts cloth
4. Learners play blind
folding
96
rhyme

 Arrange to: can build blocks reasoning language infant Picture
dominoes in  Arrange pictures Introduction: learners recite a thinking syllabus page 17 books
sequence in sequence rhyme Blocks
 Arrange Lesson development: Charts
dominoes in 1. Learners demonstrate (growth of a
sequence arranging pictures in tree, baby,
sequence amimals)
2. Learners watch fc’s Dominoes
demonstration and
explanation
arranging of dominoes
4. Learners arrange these
in pairs
questions
97
 Arrange to: can build blocks reasoning language infant Picture
dominoes in  Arrange pictures Introduction: learners recite a thinking syllabus page 17 books
sequence amimals)
2. Learners demonstrate dominoes
in pairs
arrange these
questions
 colouring to: can use writing tools in writing language infant Pictures
 coordinate hand Introduction: learners do finger syllabus page 18 Ict tools
 colour in objects 1. learners identify
pictures drawn
demonstration
3. learners demonstrate
coloring
4. learners color drawings
their work
98
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8 LISTENING By the end of the lesson Lesson 1 Reciting MOPSE Tv
30/06 RHYMES, JINGLES AND learners should be able Assumed knowledge: learners Listening indigenous Dvd
POEMS to: can sing recalling language infant USB
 reciting rhymes  sing songs Introduction: learners sing a syllabus page 13 Sing for joy
 recite rhymes song of their choice booklet
Lesson development:
1. learners recite favorite
rhymes
2. learners watch and
listen to rhymes
3. learners sing a rhyme
they mastered
4. learners sing with FC’s
help
conclusion: learners recite the
rhymes
SPEAKING By the end of the lesson Lesson 2 Recalling MOPSE Assembly
EVENTS learners should be able Assumed knowledge: learners Logical indigenous point
 Describing events to: can recall reasoning language infant
 Say what they do Introduction: learners recite a Thinking syllabus page 14
at school rhyme imitating
 Describe events Lesson development:
that happen at 1. Learners say what they
the assembly enjoy doing at school
2. Learners say activities
that happen on special
days e.g Monday and
Fridays
3. Learners describe what
happens at assembly
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4. Learners role play the
events
Conclusion: learners sing a
marching song
 Arrange objects in to: can build blocks reasoning language infant charts
sequence  Arrange Introduction: learners recite a thinking syllabus page 17 dominoes
dominoes in rhyme objects of
sequence Lesson development: different
 Arrange objects 1. Learners arrange sizes
in sequence dominoes in sequence local
2. Learners identify and environmen
compare heights of t
learners
3. Fc explains and
demonstrates
4. Learners arrange objects
in sequence( size and
length
questions
100
 Arrange objects in to: can build blocks reasoning language infant charts
sequence  Arrange Introduction: learners recite a thinking syllabus page 17 dominoes
 Arrange objects 1. Learners identify and sizes
in sequence compare heights of local
learners environmen
2. Learners arrange t
learners according to
their heights
length
questions
WRITING By the end of the lesson Lesson 5 Fine motor MOPSE Laptops
WRITING SKILLS learners should be able Assumed knowledge: learners thinking indigenous Computers
 typing to: can use writing tools in writing language infant
 type using their 1. learners name parts of a
laptops computer
demonstration and
explanation
typing
4. learners type with FC’s
assistance
conclusion: learners answer oral
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questions
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 reciting rhymes  recite rhymes Introduction: learners recite a syllabus page 13 Sing for joy
 listen and sing rhyme of their choice booklet
along to rhymes Lesson development
listen to rhymes
they mastered
3. learners sing along a
playing rhyme
rhyme
SPEAKING By the end of the lesson Lesson 2 Recalling MOPSE Radio
EVENTS learners should be able Assumed knowledge: learners Logical indigenous Tv
 Describing events to: can recall reasoning language infant USB
 Identify events Introduction: learners recite a Thinking syllabus page 14 Model of a
 Describe a rhyme, happy birthday imitating cake
birthday party Lesson development: Dress-up
5. Learners name events clothes
they have attended Cellphone
6. Learners identify the (camera)
events Pictures
7. Learners describe a Charts
birthday party event magazine
event
102
birthday song
READING By the end of the lesson Lesson 3 Naming and MOPSE Real objects
DIFFERENTIATE PICTURES learners should be able Assumed knowledge: learners identifying indigenous Picture
 Naming pictures to: can read thinking language infant cards
 Identify objects Introduction: learners recite a syllabus page 17 Alphabet
 Name pictures rhyme Charts
Lesson development:
on display
2. Learners name objects
on pictures
on pictures
4. Learners read the
alphabet
questions
laptops computer
2. learners state functions
of a keyboard
typing
assistance
questions
103
laptops computer
demonstration and
explanation
typing
assistance
questions
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 reciting rhymes  recite rhymes Introduction: learners recite a syllabus page 13 Sing for joy
1. learners listen to
rhymes
2. learners sing along with
the teacher
3. learners practice the
104
rhyme
rhyme
wedding Lesson development: Dress-up
events Pictures
wedding event event magazine
event
birthday song
 Comparing to: can read thinking language infant cards
pictures  Name pictures Introduction: learners recite a syllabus page 17 Alphabet
 Identify rhyme Charts
similarities within Lesson development: Picture
objects 1. Learners identify objects books
on display ICT Tools
on pictures
3. Fc explains on
identifying similarities
similarities on objects
105
questions
pictures 1. Learners identify objects books
on pictures ICT tools
2. Fc explains on
on pictures
questions
 Writing patterns to: can use writing tools in writing language infant Pattern
 coordinate hand Introduction: learners do finger syllabus page 18 chart
and eyes in exercises Ict tools
 write patterns 1. learners write own
choice patterns
demonstration
the pattern
pattern
rhyme
106
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 reciting poems  recite rhymes Introduction: learners recite a syllabus page 13 Sing for joy
 listen and recite rhyme of their choice booklet
along to poems Lesson development Resource
1. learners listen to a person
poem
2. learners recite along
with the teacher
reciting the poem as a
class
4. A few learners recite the
poem
rhyme
 Describe a rhyme, makoti makoti imitating cake
2. Learners describe a (camera)
weeding event they Pictures
have attended Charts
107
3. Learners watch a magazine
wedding event
4. Learners describe the
event
wedding song
differences Lesson development: Picture
within objects 1. Learners identify objects books
2. Learners identify objects Blocks
on pictures toys
3. Fc explains on
identifying differences
differences on objects
questions
within pictures 1. Learners identify objects books
2. learners identify blocks
differences toys
108
on pictures
questions
WRITING SKILLS learners should be able Assumed knowledge: learners Thinking indigenous tools
 drawing to: can use writing tools in writing creativity language infant Pattern
 coordinate hand Introduction: learners do finger syllabus page 18 chart
 draw 1. learners write own
choice drawings
demonstration
3. learners draw the
displayed picture
rhyme
WK S
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poem
109
with the teacher
class
poem
rhyme
SPEAKING By the end of the lesson Lesson 2 Sorting MOPSE Local
OBJECTS IN THE learners should be able Assumed knowledge: learners Naming indigenous environmen
ENVIRONMENT to: know colours Thinking language infant t
 Sort objects  Identify objects Introduction: learners recite the Logical syllabus page 15 Indoor play
according to  Sort objects rhyme, “ colours colours” reasoning areas
colour according to Lesson development: Toys
colour 1. Learners identify colours Pictures
2. Learners identify objects blocks
sorting according to
color
4. Learners sort objects
questions
READING By the end of the lesson Lesson 3 Thinking MOPSE Local
VISUAL MEMORY learners should be able Assumed knowledge: learners Naming indigenous environmen
 Odd one out to: can read pictures identifying language infant t
 Identify objects Introduction: learners recite a syllabus page 17 Indoor play
 Identify the odd rhyme areas
one out Lesson development: Toys
1. Learners name objects Pictures
on display Blocks
2. Learners and FC discuss Real objects
on odd one out
3. Learners identify odd
object out
110
4. Learner colour the odd
one out
questions
 Odd one out to: can read pictures identifying language infant t
 Identify pictures Introduction: learners recite a syllabus page 17 Indoor play
on pictures Blocks
2. Learners demonstrate Real objects
identifying the odd one
out
object out
4. Learner circle the odd
one out
questions
laptops computer
demonstration and
explanation
typing
111
assistance
questions
WK S
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O4/08 RHYMES, JINGLES AND learners should be able Assumed knowledge: learners Listening indigenous Dvd
poem
with the teacher
class
poem
rhyme
SPEAKING By the end of the lesson Lesson 2 Sorting MOPSE Local
OBJECTS IN THE learners should be able Assumed knowledge: learners Naming indigenous environmen
ENVIRONMENT to: know size Thinking language infant t
according to size  Sort objects rhyme reasoning areas
according to size Lesson development: Toys
1. Learners identify objects Pictures
2. Learners identify sizes of blocks
objects
112
sorting according to size
questions
 Missing parts to: can read pictures identifying language infant t
 Identify the rhyme areas
missing part in Lesson development: Toys
objects 1. Learners name objects Pictures
on display Blocks
on missing parts
missing parts in objects
questions
on display Blocks
on missing parts
4. Learner match object
with missing part
113
questions
WRITING SKILLS learners should be able Assumed knowledge: learners Thinking indigenous tools
 drawing to: can use writing tools in writing creativity language infant Pattern
 identify drawn Introduction: learners do finger syllabus page 18 chart
objects exercises Ict tools
 draw and colour Lesson development:
in 4. learners name objects
on pictures
demonstration
displayed picture
7. learners colour in their
drawings
rhyme
WK S
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14 SPEAKING By the end of the lesson Lesson 1 Sorting MOPSE Local
11/08 OBJECTS IN THE learners should be able Assumed knowledge: learners Naming indigenous environmen
ENVIRONMENT to: know size Thinking language infant t
objects
114
questions
LISTENING By the end of the lesson Lesson 2 Reciting MOPSE Tv
RHYMES, JINGLES AND learners should be able Assumed knowledge: learners Listening indigenous Dvd
poem
with the teacher
class
poem
rhyme
on display Blocks
on missing parts
with missing part
115
questions
116
Physical- Education
117
 Gender and equality
 Equity
 Children’s rights
 Sexuality, HIV and AIDS
 ICT and equity
 Collaboration
 environmental
118
 balances
 locomotion
 coordination
 play and game skills
Aims
1. develop basic PE related skills

2. To acquire team building skills, confidence and self-esteem,
3. Develop a sense of fair play, achievement and self-awareness
4. Inculcate aesthetic awareness of beauty in motion
119
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1 LOCOMOTION By the end of the lesson Lesson 1 Identifying MOPSE physical Outdoor
learners should be able education infant play area
12-09 content Assumed knowledge: learners locomotion
to: syllabus page 14
can walk actively Marked
free movements space ,
speed and direction  identify position area
warm up: Learners do warm up
marked /given as
activities tins
A and B
 walk from point Activities:
A to B
1. Teacher and pupils mark
the learning area
2. Teacher gives
instructions and
demonstrate on the
movements
position using space and
direction given
Cool down >breathing in/out
LOCOMOTION By the end of the lesson Lesson 2 Identifying MOPSE physical Tyres
learners should be able education infant
content: Assumed knowledge: learners Balancing Tins
can walk
movement for Locomotion Outdoor
space ,speed ,direction  identify position
Warm up: reciting theres a fire play
using apparatus marked as A and running
on the mountain
B
 move from point Lesson development
A to B using
apparatus
120
marked areas
2. teachers demonstrate
and give instructions on
the movement
3. learners run with the
tyres
4. learners discuss the
lesson activities
cool down: learners breathe in
and out
LOCOMOTION By the end of the lesson Lesson 3 Locomotion Syllabus page 14 Whistle
learners should be able
content Assumed knowledge: learners coordination Outdoor
to:
can roll play
movements in prescribed
basic shapes and  roll from point A
Warm up: -teachers and pupils Mattresses
formations to B
do stretching activities
 travel on hands Sports attire
and feet from Activities
Resource
point A to B
1. learners identify marked
tins
areas
2. teachers and some
learners demonstrate
movement activities ie
rolling / move on four
3. learners move in
prescribed shapes and
formations
cool down: stretching activities
121
BALANCES By the end of the lesson Lesson 4 Balancing l Syllabus page 14 Sticks
Content Assumed knowledge:learners locomotion Mats
to:
can balance
basic common balances Tyres
 identify body
Warm up: actions activity
parts to balance Hula hoops
“follow, follow”
on
 balance on one Lesson development:
foot
1. teachers and learners
discuss the activities
using own body parts
2. some learners
demonstrate balance on
one foot
3. pupils play Jongwe
game as they balance
WK S
ENDIN
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2 LOCOMOTION By the end of the lesson Lesson 1 Identifying MOPSE physical Outdoor
learners should be able education infant play area
19/05 content Assumed knowledge: learners locomotion
can walk actively Marked
free movements space ,
speed and direction  identify position area
warm up: Learners do warm up
marked /given as
activities tins
A and B
 walk from point Activities:
A to B
122
the learning area
2. Teacher gives
instructions and
demonstrate on the
movements
position using space and
direction given
LOCOMOTION By the end of the lesson Lesson 2 Identifying MOPSE physical Tyres
learners should be able education infant
content: Assumed knowledge: learners Balancing Tins
can walk
movement for Locomotion Outdoor
space ,speed ,direction  identify position
Warm up: reciting theres a fire play
using apparatus marked as A and running
on the mountain
B
 move from point Lesson development
A to B using
apparatus
marked areas
2. teachers demonstrate
and give instructions on
the movement
3. learners run with the
tyres
4. learners discuss the
lesson activities
cool down: learners breathe in
and out
LOCOMOTION By the end of the lesson Lesson 3 Locomotion Syllabus page 14 Whistle
123
content to: Assumed knowledge: learners coordination Outdoor
can roll play
movements in prescribed  roll from point A
basic shapes and to B Warm up: -teachers and pupils Mattresses
formations  travel on hands do stretching activities
Sports attire
and feet from
Activities
point A to B Resource
tins
areas
movement activities:
frog jump
3. learners move in
formations
to:
can balance
 identify body
on
foot
2. some learners
124
one foot
to:
can balance
 identify body
on
foot
2. some learners
one foot
WK TOPIC/CONTENT OBJECTIVES METHODS AND ACTIVITIES COMPETENCES REFERENCES RESOURCES

ENDIN
3 SUBTOPIC: By the end of the lesson Lesson 1 Turn taking MOPSE PE tv
learners should be able Syllabus page 13
26/05 Balances Assumed knowledge: learners balancing usb
to:
can balance
CONTENT: video
 do simple
individual balance Warm up: running and
balances mats
stretching activities
 do individual
125
balances Activities: outdoor
play
1. learners do simple
balances
2. learners watch balances
on tv
the balances
balancing with FC’s
assistance
cool down; stretching activities
SUBTOPIC: By the end of the lesson Lesson 2 Turn taking MOPSE PE tv

Balances Assumed knowledge: learners balancing usb
to:
can balance
CONTENT: video
 do simple
individual balance Warm up: running and
balances mats
 do individual
outdoor
balances Activities:
play
1. learners do balances as
recap
2. learners watch
demonstration
the balances
balancing with FC’s
assistance
126
cool down; stretching activities
TOPIC: By the end of the lesson Lesson 3 balancing Syllabus page 13 Chart
Balances Assumed knowledge: learners Ict tools
to:
can balance
CONTENT: Mats
 do individual
pair balances Warm up: running and
balances Outdoor
 balance in pairs
Sports attire
Activities:
Resource
person
individual balances as
recap
2. learners watch
demonstration of pair
balances
3. learners pair each other
balances
Cool down: jogging and
to:
can balance
CONTENT: Mats
Outdoor
Sports attire
Activities:
Resource
person
pair balances as recap
127
2. learners watch
balances
balances
4. best learners display
their balances
to:
can balance
CONTENT: Mats
Outdoor
Sports attire
Activities:
Resource
person
pair balances as recap
2. learners watch
balances
balances
4. best pairs display their
work
128
ENDIN
4 TOPIC: By the end of the lesson Lesson 1 balancing Syllabus page 13 Chart
02/06 Balances Assumed knowledge: learners Ict tools
to:
can balance
CONTENT: Mats
 demonstrate
individuals Outdoor
balances
Sports attire
 balance in pairs Activities:
Resource
person
individual and pair
balances as recap
2. learners watch
balances
balances
4. best pairs display their
work
to:
can balance
CONTENT: Mats
Warm up: running and
129
Group balances  balance in threes stretching activities Outdoor
Activities: Sports attire
1. learners demonstrate Resource

pair balances as recap person
2. learners watch
demonstration of
balances in threes
balances
their work
to:
can balance
CONTENT: Mats
Group balances Warm up: running and
 balance in threes Outdoor
Sports attire
Activities:
Resource
person
balances as recap
balances in threes
balances
their work
130
to:
can balance
CONTENT: Mats
 balance in threes
 balance in fours Outdoor
Sports attire
Activities:
Resource
person
balances as recap
2. learners watch balances
of fours
balances
their work
to:
can balance
CONTENT: Mats
 balance in threes
 balance in fours Outdoor
Sports attire
Activities:
Resource
1. learners balances as
person
recap
131
balances of fours
balances
their work

ENDIN
5 TOPIC: By the end of the lesson Lesson 1 Fine and gross MOPSE PE Chart
learners should be able motors Syllabus page 14
09/06 coordination Assumed knowledge: learners Ict tools
to:
can throw Throw and
CONTENT: Balls
 demonstrate recieving
Hand and eye Warm up: running and
hand and eye Beam bags
coordination stretching activities
coordination as
they throw and Outdoor
Activities:
receive Sports attire
1. learners throw the ball
freely Resource
2. learners watch person
demonstration
3. learners throw and
receive the ball to each
other
4. learners play
umatshayana
132
TOPIC: By the end of the lesson Lesson 2 Throwing and MOPSE PE Chart
learners should be able receiving Syllabus page 14
coordination Assumed knowledge: learners Ict tools
to:
can throw thinking
CONTENT: Balls
 demonstrate
Hand and eye Warm up: running and
hand and eye Beam bags
coordination as
they throw and Outdoor
Activities:
receive Sports attire
freely Resource
2. learners throw and person
receive the ball to each
other
3. learners play
umatshayana
TOPIC: By the end of the lesson Lesson 3 Throwing MOPSE PE Chart

coordination Assumed knowledge: learners Logical Ict tools
to:
can throw reasoning
CONTENT: Balls
 coordinate hand
Basic concepts of Warm up: running and
and eyes in Beam bags
throwing
Outdoor
 throw to aim Activities:
Sports attire
freely Resource
2. learners watch
133
demonstration person
Netball
to aim the goal post
pitch

to:
can kick reasoning
CONTENT: Balls
 coordinate hand
Basic concepts of Warm up: running and thinking
and eyes in Outdoor
kicking
Sports attire
 kick to aim Activities:
Resource
1. learners kick the ball
person
freely
2. learners watch football
demonstration pitch
3. learners kick the ball to
aim the goal post

to:
can kick reasoning
CONTENT: Balls
 coordinate hand
Basic concepts of Warm up: running and thinking
and eyes in Outdoor
kicking
Sports attire
 kick to aim Activities:
Resource
134
freely person
2. learners watch
Football
demonstration
pitch
3. learners kick the ball to
aim the goal post

ENDIN
6 TOPIC: By the end of the lesson Lesson 1 Bouncing MOPSE PE Chart
16/06 coordination Assumed knowledge: learners Gross and fine Ict tools
to:
can jump motors
CONTENT: Outdoor
 demonstrate
body bouncing Sports attire
Resource
Activities:
person
1. learners jump
2. fc demonstrate
bouncing
3. learners bounce
4. learners compete in
bouncing

TOPIC: By the end of the lesson Lesson 2 Bouncing MOPSE PE Chart

coordination Assumed knowledge: learners Gross and fine Ict tools
to:
can jump motors
CONTENT: Outdoor
135
Basic concepts of  demonstrate Warm up: running and Sports attire
coordination body bouncing stretching activities
Resource
Activities: person
1. learners jump Basketball

2. fc demonstrate pitch
bouncing
3. learners bounce
bouncing


to:
can bounce motors
CONTENT: balls
 demonstrate
body bouncing Outdoor
 bounce a ball
Sports attire
Activities:
Resource
1. learners bounce
person
2. fc demonstrate
bouncing a ball Basketball
3. learners practice pitch
bouncing a ball
4. learners relay in
bouncing a ball

136
to:
can bounce motors
CONTENT: Outdoor
 demonstrate
body bouncing balls
 bounce a ball
Sports attire
Activities:
Resource
1. learners bounce
person
2. fc demonstrate
bouncing a ball
bouncing a ball


to:
can bounce motors
CONTENT: Outdoor
 demonstrate
body bouncing balls
 bounce a ball
Sports attire
Activities:
Resource
1. learners bounce
person
2. fc demonstrate
137
bouncing a ball
bouncing a ball


ENDIN
7 TOPIC: By the end of the lesson Lesson 1 Throwing and MOPSE PE Chart
23/06 PLAY AND GAME SKILLS Assumed knowledge: learners Ict tools
to:
can throw Teamwork
CONTENT: Outdoor
 throw and
Receiving and sending Warm up: running and sportsmanship
receive the ball Sports attire
to self Gross and fine
Resource
 throw and Activities: motors
person
receive ball by
hand netball pitch
receive the ball to self Ball
throwing and receiving Beam bags
the ball
4. Learners throw and
catch the ball amongst
mates

138
PLAY AND GAME SKILLS Assumed knowledge: learners Ict tools
to:
can throw Sportsmanship
CONTENT: Outdoor
 throw and
Receiving and sending Warm up: running and teamwork
receive the ball Sports attire
to self Gross and fine
Resource
 throw and Activities: motors
person
receive ball by
hand netball pitch
receive the ball to self Ball
throwing and receiving Beam bags
the ball
4. Learners throw and
mates

139
learners should be able catching Syllabus page 16
to:
can throw Team building
CONTENT: Outdoor
 throw and
receive ball by Sports attire
hand Gross and fine
Resource
 play a mini- Activities: motors
person
netball game
Netball
throwing and receiving
pitch
the ball
2. Learners throw and Ball
mates Beam bags
3. Learners listen to
explanation and watch
demonstration
4. Learners paly a mini
netball game

140
to:
can throw Team building
CONTENT: Outdoor
 throw and
hand Gross and fine
Resource
person
netball game
Netball
pitch
the ball
mates Beam bags
demonstration
netball game

141
to:
can throw Team work
CONTENT: Outdoor
 throw and
hand Gross and fine
Resource
person
netball game
Netball
pitch
the ball
mates Beam bags
demonstration
netball game

142
WK TOPIC/CONTENT OBJECTIVES METHODS AND ACTIVITIES COMPETENCIE REFERENCES RESOURCES
ENDIN S
8 TOPIC: By the end of the lesson Lesson 1 kicking MOPSE PE Chart

30/06 PLAY AND GAME SKILLS Assumed knowledge: learners Gross and fine Ict tools
to:
can throw motors
CONTENT: Outdoor
 Kick the ball
Receiving and sending Warm up: running and Team work
Sports attire
Resource
Activities:
person
Soccer pitch
freely
2. Learners watch Ball
demonstration on
kicking the ball with Beam bags
direction
3. Learner practice the
kicking
4. Learners kick the ball to
mates with direction

143
TOPIC: By the end of the lesson Lesson 2 kicking MOPSE PE Chart
PLAY AND GAME SKILLS Assumed knowledge: learners Gross and fine Ict tools
to:
can throw motors
CONTENT: Outdoor
 Kick the ball
 Kick and receive Sports attire
the ball by foot
Resource
Activities:
person
Soccer pitch
freely
demonstration on
kicking the ball with Beam bags
direction
kicking and recieving
4. Learners kick the ball to
mates with direction


to:
can throw motors
CONTENT: Outdoor
 Kick the ball
 play a mini- Sports attire
soccer game
Resource
Activities:
person
Soccer pitch
freely
144
demonstration on
Beam bags
kicking and receiving the
ball
kicking and receiving
4. Learners play a mini
soccer game


to:
can throw motors
CONTENT: Outdoor
 Kick the ball
soccer game
Resource
Activities:
person
Soccer pitch
freely
demonstration on
kicking and receiving the Beam bags
ball
soccer game
145

to:
can throw motors
CONTENT: Outdoor
 Kick the ball
soccer game
Resource
Activities:
person
Soccer pitch
freely
demonstration on
kicking and receiving the Beam bags
ball
soccer game


ENDIN S
9 TOPIC By the end of the lesson Lesson 1 Gross motor MOPSE PE Outdoor
07/07 LOCOMOTION learners should be able Assumed knowledge: learners syllabus page 14 play area
CONTENT to: can walk Sports attire
Walking  Walking for Introduction: learners do warm
space up
 Walk for speed Lesson development:
1. Learners walk anyhow
146
2. Learners walk to cover
space
3. Learners walk with
speed
walking
Conclusion: learners do warm
down
TOPIC By the end of the lesson Lesson 2 Gross motor MOPSE PE Outdoor
LOCOMOTION learners should be able Assumed knowledge: learners syllabus page 14 play area
Walking  Walk for speed Introduction: learners do warm
 Do waking race up
Lesson development:
1. Learners walk slowly
and with speed
2. Learners watch walking
technique for walking
race
skill
4. Learners compete
down
Walking  Walk for speed Introduction: learners do warm
 Do waking race up
Lesson development:
and with speed
2. Learners watch walking
technique for walking
147
race
skill
4. Learners compete
down
Walking  Walk for speed Introduction: learners do warm tins
 Walk with up
apparutus Lesson development:
and with speed
2. Learners watch
demonstration on
walking on apparatus
skill
4. Learners compete
down
Walking  Walk for speed Introduction: learners do warm tins
 Walk with up
apparatus Lesson development:
and with speed
6. Learners watch
demonstration on
walking on apparatus
148
skill
8. Learners compete
down
ENDIN S
10 TOPIC: By the end of the lesson Lesson 1 Gross motor MOPSE PE Mats
14/07 BALANCES learners should be able Assumed knowledge: learners sportsmanship syllabus page 13 Sports attire
CONTENT: to: can balance Resource
Balancing and creating  Perform Introduction: learners do warm person
shapes individual up and stretching activities Outdoor
balances Lesson development: play
 Make a bridge 1. Learners perform
individual balances
2. Learners watch
demonstration in
forming a bridge
3. Learners practice
4. Learners make a bridge
down activities
TOPIC: By the end of the lesson Lesson 2 Gross motor MOPSE PE Mats
BALANCES learners should be able Assumed knowledge: learners sportsmanship syllabus page 13 Sports attire
Balancing and creating  Perform Introduction: learners do warm person
shapes individual up and stretching activities Outdoor
balances Lesson development: play
 Make a bridge 1. Learners perform
individual balances
2. Learners watch
demonstration in
forming a bridge
149
4. Learners make a bridge
down activities
Balancing and creating  Perform balances Introduction: learners do warm person
shapes in pairs up and stretching activities Outdoor
 Balance to Lesson development: play
perform 1. Learners perform whistle
formations individual balances
2. Learners watch
demonstration
4. Learners make
continuous balances in
response to given
instructions
down activities
shapes in pairs up and stretching activities Outdoor
formations individual balances
2. Learners watch
demonstration
150
4. Learners make
response to given
instructions
down activities
shapes in threes up and stretching activities Outdoor
formations individual and pair
balances
2. Learners watch
demonstration
4. Learners make
response to given
instructions
down activities

ENDIN S
11 TOPIC: By the end of the lesson Lesson 1 Marching MOPSE PE outdoor

21/07 COORDINATION learners should be able Assumed knowledge: learners coordination syllabus page 14
CONTENT: to: can march
Elementary skills of  March freely Introduction: learners sing a
151
coordination  March with order marching song
Lesson development:
1. Learners march freely
2. Learners listen to given
instructions
marching with order
4. Learners march
Conclusion: learners sing a song
TOPIC: By the end of the lesson Lesson 2 Marching MOPSE PE outdoor
COORDINATION learners should be able Assumed knowledge: learners coordination syllabus page 14
Elementary skills of  March freely Introduction: learners sing a
coordination  March with order marching song
Lesson development:
2. Learners listen to given
instructions
marching with order
4. Learners march
Conclusion: learners sing a song
Elementary skills of  March with order Introduction: learners sing a
coordination  March to a song marching song
Lesson development:
2. Learners marching with
order
marching to a song
4. Learners sing and march
152
Conclusion: best learners march
as mates sing
Elementary skills of  March with order Introduction: learners sing a
coordination  March to a song marching song
Lesson development:
order
marching to a song
as mates sing
TOPIC: By the end of the lesson Lesson 5 Marching MOPSE PE Outdoor
COORDINATION learners should be able Assumed knowledge: learners coordination syllabus page 14 Tv
CONTENT: to: can march Radio
Elementary skills of  March with order Introduction: learners sing a USB
coordination  March to a music marching song
Lesson development:
order
marching to music
4. Learners march to music
ENDIN S
12 TOPIC: By the end of the lesson Lesson 1 Naming MOPSE PE Outdoor

28/07 PLAY AND GAME SKILLS learners should be able Assumed knowledge: learners Cooperation syllabus page 16 environmen
153
CONTENT: to: know a variety of games Team work t
Traditional games  Name games Introduction: learners sing a thinking
 Play games rhyme of their choice
Lesson development:
1. Learners name games
they know
2. Learners choose a game
to play
rhyme
TOPIC: By the end of the lesson Lesson 2 Naming MOPSE PE Outdoor
PLAY AND GAME SKILLS learners should be able Assumed knowledge: learners Cooperation syllabus page 16 environmen
Traditional games  Name games Introduction: learners sing a thinking
 Play games rhyme of their choice
Lesson development:
they know
2. Learners choose a game
to play
rhyme

Traditional games  Name games Introduction: learners do Thinking ropes
 Play tag game exercises Gross motors
Lesson development:
they know
154
instructions
the game
Conclusion: learners do
exercises
Traditional games  Name games Introduction: learners do warm Thinking
 Play a run and up activities Gross motors
dodge race Lesson development:
they know
instructions
the game (bantwana
bantwana)
down activities

Traditional games  Name games Introduction: learners do warm Thinking Bean bags
 Play sand/ bean up activities Gross motors
bag race Lesson development:
they know
instructions
155
the game
down activities
ENDIN S
13 TOPIC By the end of the lesson Lesson 1 Gross motors MOPSE PE Sports attire
04/08 Locomotion learners should be able Assumed knowledge: learners syllabus page 14 Whistle
Content: to: can jump Outdoor
Continuous motion  Jump at ease Introduction: learners do warm play
 Jump with up activities
continuous Lesson development:
motion 1. Learners jump freely
2. Learners jump according
to instruction
jumping
down activities
TOPIC By the end of the lesson Lesson 2 Gross motors MOPSE PE Sports attire
Locomotion learners should be able Assumed knowledge: learners syllabus page 14 Whistle
Continuous motion  Jump with Introduction: learners do warm play
continuous up activities Skipping
motion Lesson development: rope
 Skip using a 1. Learners jump freely
skipping rope 2. Learners jump over a
rope
skipping
4. Learners skip
156
down activities
Continuous motion  run Introduction: learners do warm play
up activities Athletics
Lesson development: ground
1. Learners run freely
groups
3. Best runners compete
down activities
Locomotion learners should be able Assumed knowledge: learners Team work syllabus page 14 Whistle
Continuous motion  Run Introduction: learners do warm play
 Do relay up activities Athletics
instructions
relaying
relay
down activities
Locomotion learners should be able Assumed knowledge: learners Team work syllabus page 14 Whistle
Continuous motion  Run Introduction: learners do warm play
 Do relay up activities Athletics
157
instructions
relaying
relay
down activities
ENDIN S
14 TOPIC By the end of the lesson Lesson 1 Gross motors MOPSE PE Sports attire
11/08 Locomotion learners should be able Assumed knowledge: learners syllabus page 14 Whistle
rope
skipping
4. Learners skip
down activities
158
rope
skipping
4. Learners skip
individually
down activities
Continuous motion  Skip using a Introduction: learners do warm play
skipping rope up activities Skipping
Lesson development: rope
1. Learners skip as
individuals
2. Learners watch
demonstration
skipping while others
play the rope
4. Learners skip
down activities
Continuous motion  Skip using a Introduction: learners do warm play
skipping rope up activities Skipping
Lesson development: rope
1. Learners skip as
159
individuals
2. Learners watch
demonstration
skipping while others
play the rope
4. Learners skip
down activities
160
Visual and performing arts
161
 heritage studies
 climate change and environmental issues
 human rights
 children’s rights and responsibilities
 child protection
 financial literacy
 gender
 sexuality, HIV and AIDS education
 disaster risk management
 collaboration
162
1. The creative processes and performance
2. Aesthetic values and appreciation
3. Art technology
Aims
To help learners to:-
1. Become literate in visual and performing arts.
2. Appreciate Zimbabwean history
3. Value confidence, self-esteem and self-expression and practice skills for
creative expression
4. Incorporate the use of technology in visual and performing arts.
163
ENDIN S
1 TOPIC: By the end of the lesson Lesson 1 Naming MOPSE VPA Outdoor
12/05 CREATIVE PROCESS AND learners should be able Assumed knowledge: learners reciting syllabus page 27 play
PERFORMANCE to: know a variety of games Turn taking
Sub-topic  Name games Introduction: learners play a cooperation
theatre  State response game of their choice
CONTENT: games Lesson development:
Call and response game 1. Learners name games
they know
explanation
3. Learners name response
games
response game
TOPIC: By the end of the lesson Lesson 2 Naming MOPSE VPA Outdoor
CREATIVE PROCESS AND learners should be able Assumed knowledge: learners reciting syllabus page 27 play
Sub-topic  Name response Introduction: learners play a cooperation
theatre games game of their choice
CONTENT:  Recite response Lesson development:
Call and response game games 1. Learners name games
they know
games
3. Learners recite response
games
Conclusion: learners play a
response game
PERFORMANCE to: know a variety of games Turn taking Ict tools
164
Sub-topic  Name response Introduction: learners play a cooperation Videos
CONTENT:  play response Lesson development:
Call and response game games 1. Learners name response
games
games
3. Learners play response
games
Conclusion: learner recite a
rhyme
games
games
games
rhyme

ENDIN S
2 TOPIC: By the end of the lesson Lesson 1 Naming MOPSE VPA Outdoor
19/05 CREATIVE PROCESS AND learners should be able Assumed knowledge: learners reciting syllabus page 27 play
165
Sub-topic  Name games Introduction: learners play a cooperation
theatre  State response game of their choice
CONTENT: games Lesson development:
Call and response game 1. Learners name games
they know
explanation
games
response game
CONTENT:  Recite response Lesson development:
Call and response game games 1. Learners name games
they know
games
games
Conclusion: learners play a
response game
PERFORMANCE to: know a variety of games Turn taking Ict tools
Sub-topic  Name response Introduction: learners play a cooperation Videos
166
games
games
games
rhyme
games
games
games
rhyme
ENDIN S
3 TOPIC: By the end of the lesson Lesson 1 Thinking MOPSE VPA Charts
26/05 CREATIVE PROCESS AND learners should be able Assumed knowledge: learners Imitating syllabus page 27 Pictures
PERFORMANCE to: know they belong to a social Identifying Household
Sub-topic  name members family belonging tools
theatre of a family Introduction: learners recite a Ict tools
CONTENT:  tell stories about rhyme. “ 5 in a family”
Children’s play their families Lesson development:
(amadlwane/mahumbwe) 1. learners name members
of their families
2. learners state members
167
of a family
3. learners identify these
4. learner tell stories
rhyme
TOPIC: By the end of the lesson Lesson 2 Thinking MOPSE VPA Charts
CREATIVE PROCESS AND learners should be able Assumed knowledge: learners Imitating syllabus page 27 Pictures
Sub-topic  name members family belonging tools
theatre of a family Introduction: learners recite a Ict tools
CONTENT:  identify roles for rhyme. “ umamu thandu
Children’s play different kupheka”
(amadlwane/mahumbwe) members Lesson development:
1. learners name members
of a family
3. learners state roles for
different members
4. learners identify the
roles
conclusion: learners
demonstrate the roles
Sub-topic  identify roles for family Belonging tools
theatre different Introduction: learners recite a Role playing Ict tools
CONTENT: members rhyme. “ umamu thandu Props
Children’s play  imitate the roles kupheka” costumes
(amadlwane/mahumbwe) Lesson development:
of a family
different members
168
3. learners imitate the
roles
conclusion: learners answer
oral questions
Sub-topic  identify roles for family Belonging tools
theatre different Introduction: learners recite a Role playing Ict tools
CONTENT: members rhyme. “ umamu thandu Props
Children’s play  role play the kupheka” costumes
(amadlwane/mahumbwe) roles Lesson development:
of a family
different members
roles
4. learners role play
oral questions
ENDIN S
4 TOPIC: By the end of the lesson Lesson 1 Gross motors MOPSE VPA Videos
02/06 CREATIVE PROCESS AND learners should be able Assumed knowledge: learners Dance styles syllabus page 28 Tv
PERFORMANCE to: can move to music Dvd player
Sub-topic  name dances Introduction: learners dance to
Dance  dance to music played music
CONTENT: Lesson development:
Dance styles 1. learners name dances
the styles
3. learners perform free
169
style dances
dance to music
conclusion: learners sing dance
games
TOPIC: By the end of the lesson Lesson 2 Gross motors MOPSE VPA Videos
CREATIVE PROCESS AND learners should be able Assumed knowledge: learners Dance styles syllabus page 28 Tv
Sub-topic  dance to music Introduction: learners dance to
Dance  dance to the played music
CONTENT: rhythm of the Lesson development:
Dance styles music 1. learners perform free
style dances
dance to music
3. learners engage in a
dancing competition
4. best dancers perform
conclusion: learners sing dance
games
Sub-topic  dance to music Introduction: learners dance to
Dance  imitate played music
CONTENT: dances(western Lesson development:
Dance styles dances) 1. learners perform free
style dances
2. learners watch dance
videos
dances
4. learners compete
conclusion: best dancers
170
perform
Sub-topic  dance to music Introduction: learners dance to Costumes
Dance  imitate dances played music charts
CONTENT: (traditional Lesson development:
Dance styles dances) 1. learners perform free
style dances
2. learners watch dance
videos
dances
4. learners compete
perform

ENDIN S
5 TOPIC: By the end of the lesson Lesson 1 Gross and fine MOPSE VPA
09/06 CREATIVE PROCESS AND learners should be able Assumed knowledge: learners motors syllabus page 28
PERFORMANCE to: can move to music Coordination
Sub-topic  sing Introduction: learners sing a rhythm
Dance  clap to songs song of their choice
Music and rhythm 1. learners sing songs
2. learners and fc discuss
about rhythm
3. learners watch
demonstration
4. learners clap to songs
conclusion: learners sing own
171
choice song clapping to rhythm
TOPIC: By the end of the lesson Lesson 2 Gross and fine MOPSE VPA Videos
CREATIVE PROCESS AND learners should be able Assumed knowledge: learners motors syllabus page 28 tv
Dance  clap to songs song of their choice
2. learners watch a music
video
clapping
4. learners sing and clap
choice song clapping to rhythm
TOPIC: By the end of the lesson Lesson 3 Gross and fine MOPSE VPA ICT TOOLS
CREATIVE PROCESS AND learners should be able Assumed knowledge: learners motors syllabus page 28
Dance  stamp to songs song of their choice
2. learners watch
demonstration/ video
3. learners imitate
stamping
4. learners sing and stamp
choice song stamping to rhythm
TOPIC: By the end of the lesson Lesson 4 Gross and fine MOPSE VPA Video
CREATIVE PROCESS AND learners should be able Assumed knowledge: learners motors syllabus page 28 Tv
PERFORMANCE to: can move to music Coordination USB
172
Sub-topic  clap to songs Introduction: learners sing a rhythm
Dance  stamp to songs song of their choice
2. learners sing and clap to
songs
3. learners watch
demonstration
4. learners clap and stamp
to a song
choice song stamping and
clapping to rhythm

ENDIN S
6 TOPIC By the end of the lesson Lesson 1 Singing MOPSE VPA Recorded
16/06 AESTHETIC, VALUES AND learners should be able Assumed knowledge: learners Listening Syllabus page 29 music
APPRECIATION to: can sing naming Tv
SUB-TOPIC:  name songs Introduction: learners sing own Radio
Music  listen to choice song
Content: recorded music recorded music Lesson development:
1. learners name songs
they know
2. learners sing favorite
songs
3. learners listen to music
4. learners sing the song
conclusion: learners sing
TOPIC By the end of the lesson Lesson 2 Singing MOPSE VPA Recorded
AESTHETIC, VALUES AND learners should be able Assumed knowledge: learners Listening Syllabus page 29 music
173
SUB-TOPIC:  name songs Introduction: learners sing own Radio
Music  listen to choice song Resource
Content: recorded music recorded Lesson development: person
music(choral) 1. learners name songs
they know
2. learners sing favorite
songs
3. learners listen to music
4. learners sing the song
conclusion: learners sing
SUB-TOPIC:  listen to Introduction: learners sing own Radio
Music recorded music choice song
Content: recorded music  move to music Lesson development:
(traditional) 1. learners sing traditional
songs
recorded music
3. learners dance to
recorded music
conclusion: learners dance
SUB-TOPIC:  listen to Introduction: learners sing own Radio
Music recorded music choice song
Content: recorded music  move to music Lesson development:
(local) 1. learners sing favorite
songs
recorded music
3. learners dance to
174
recorded music
conclusion: a few learners
dance
ENDIN S
7 TOPIC By the end of the lesson Lesson 1 Expressing MOPSE VPA Charts on
23/06 AESTHETIC, VALUES AND learners should be able Assumed knowledge: learners feelings Syllabus page 29 facial
APPRECIATION to: can sing expressions
SUB-TOPIC:  identify different Introduction: learners sing own Ict tools
Music facial expressions choice song
Content: happy and sad  express feelings Lesson development:
songs of sadness and 1. learners identify
happiness different facial
expressions
facial expressions
on situations that lead
to feelings of sadness
and happiness
feelings of happiness
and sadness respectively
conclusion: learners sing a
happy song
TOPIC By the end of the lesson Lesson 2 Expressing MOPSE VPA Charts on
AESTHETIC, VALUES AND learners should be able Assumed knowledge: learners feelings Syllabus page 29 facial
SUB-TOPIC:  identify different Introduction: learners sing the Videos
Music facial expressions song, “ if u are happy” Tv
Content: happy and sad  express feelings Lesson development: USB
songs of happiness 1. learners identify
different facial
175
expressions
facial expressions
3. learners sing happy
songs(wedding and
birthday songs)
4. learners respond
appropriately to happy
songs
conclusion: learners sing a
happy song
SUB-TOPIC:  identify different Introduction: learners sing the Videos
Music facial expressions song, “ bathi ngitshintshi Tv
Content: happy and sad  express feelings nyama” USB
songs of sadness Lesson development:
1. learners identify
different facial
expressions
facial expressions
3. learners sing sad songs
4. learners respond
appropriately to sad
songs
conclusion: learners sing a sad
song
SUB-TOPIC:  name sad and Introduction: learners sing the Videos
Music happy songs song, “ bathi ngitshontshi Tv
176
Content: happy and sad  express feelings nyama” USB
songs of sadness and Lesson development:
happiness 1. learners identify
different facial
expressions
facial expressions
3. learners name sad and
happy songs
4. learners sing and
respond appropriately
to sad and happy songs
conclusion: learners sing a song
ENDIN S
8 TOPIC: By the end of the lesson Lesson 1 Naming MOPSE VPA Uphehlo
30/06 AESTHETIC VALUES AND learners should be able Assumed knowledge: learners identifying syllabus page 29 Uphini
APPRECIATION to: are familiar with some artworks Ukhezo
SUB-TOPIC:  name artifacts Introduction: learners recite the Isihlalo
VISUAL ARTS  identify artifacts rhyme, umamu thandu kuphaka chart
artifacts 1. learners name cooking
utensils they know
artifacts
4. learners say uses of
these
rhyme
TOPIC: By the end of the lesson Lesson 2 Naming MOPSE VPA Uphehlo
AESTHETIC VALUES AND learners should be able Assumed knowledge: learners Identifying syllabus page 29 Uphini
APPRECIATION to: are familiar with some artworks Role play Ukhezo
177
SUB-TOPIC:  identify artifacts Introduction: learners recite the Isihlalo
VISUAL ARTS  demonstrate rhyme, umamu thandu kuphaka
CONTENT: uses of artifacts Lesson development:
artifacts 1. learners name artifacts
they know
artifacts
3. learners say uses of
these
uses of these
rhyme
APPRECIATION to: are familiar with some artworks coloring Ukhezo
SUB-TOPIC:  identify artifacts Introduction: learners recite the Isihlalo
VISUAL ARTS  color in drawings rhyme, umamu thandu kuphaka Chart
CONTENT: Lesson development: crayons
artifacts 1. learners identify
artifacts
uses of these
coloring
4. learners color in
rhyme
APPRECIATION to: are familiar with some artworks Fine motors Ukhezo
SUB-TOPIC:  identify artifacts Introduction: learners recite the artwork Isihlalo
VISUAL ARTS  make some rhyme, umamu thandu kuphaka Chart on
CONTENT: artifacts Lesson development: artworks
178
artifacts 1. learners identify Sticks
artifacts Wire
2. learners and FC discuss Clay soil
on how these are made dough
3. learners watch
demonstration on
making these
4. learners construct
uphehlo
rhymes
ENDIN S
9 TOPIC: By the end of the lesson Lesson 1 Naming MOPSE VPA Drawings
07/07 AESTHETIC VALUES AND learners should be able Assumed knowledge: learners Identifying syllabus page 29 Paintings
APPRECIATION to: are familiar with some artworks Drawing Ict tools
SUB-TOPIC:  name artworks Introduction: learners recite the Fine motors Charts
VISUAL ARTS  identify artworks rhyme Paints
CONTENT: Lesson development: crayons
artworks 1. learners name drawn
objects
on how the pictures
were created
3. learners do own choice
drawings
their work
TOPIC: By the end of the lesson Lesson 2 Naming MOPSE VPA Drawings
AESTHETIC VALUES AND learners should be able Assumed knowledge: learners Identifying syllabus page 29 Paintings
APPRECIATION to: are familiar with some artworks Drawing Ict tools
SUB-TOPIC:  identify artworks Introduction: learners recite the Fine motors Charts
VISUAL ARTS  demonstrate rhyme Paints
179
CONTENT: drawing Lesson development: crayons
artworks 1. learners name drawn
objects
2. learners say how these
were created
3. learners draw
4. learners color in their
drawings
their work
APPRECIATION to: are familiar with some artworks Painting Ict tools
SUB-TOPIC:  identify artworks Introduction: learners recite the creativity Charts
VISUAL ARTS  demonstrate rhyme Fine motors Paints
CONTENT: painting Lesson development: Crayons
artworks 1. learners name drawn Resource
objects person
2. learners watch brushes
demonstration
3. learners display creative
painting
conclusion: tidying up
APPRECIATION to: are familiar with some artworks Painting Ict tools
SUB-TOPIC:  identify artworks Introduction: learners recite the creativity Charts
VISUAL ARTS  demonstrate rhyme Fine motors Paints
CONTENT: painting Lesson development: Crayons
artworks 1. learners name drawn Resource
objects person
2. learners watch brushes
demonstration
3. learners display creative
180
painting
conclusion: tidying up
ENDIN S
10 TOPIC: By the end of the lesson Lesson 1 Listening MOPSE VPA Story book
14/07 AESTHETIC VALUES AND learners should be able Assumed knowledge: learners Recalling syllabus page 30 Resource
APPRECIATION to: have a short listening span Story telling person
SUB-TOPIC:  listen attentively Introduction: learners recite a
THEATRE  retell a story rhyme, “tell me a story”
Story telling 1. learners tell own stories
3. learners retell story told
questions
rhyme
TOPIC: By the end of the lesson Lesson 2 Listening MOPSE VPA Story book
AESTHETIC VALUES AND learners should be able Assumed knowledge: learners Recalling syllabus page 30 Resource
SUB-TOPIC:  listen attentively Introduction: learners recite a Video
THEATRE  retell a story rhyme, “tell me a story” Tv
CONTENT: Lesson development: Dvd player
Story telling 1. learners retell story as
recap
listen to a story
3. learners retell story
watched
questions
rhyme
181
SUB-TOPIC:  display different Introduction: learners recite a Video
THEATRE expressions rhyme, “tell me a story” Tv
CONTENT:  respond to a Lesson development: Dvd player
Responding to performances 1. learners retell story as
performances recap
on responding to
performances watched
respond to
performances
appropriately
4. learners tell
performances they
responded to
questions
SUB-TOPIC:  display different Introduction: learners recite a Video
THEATRE expressions rhyme, “tell me a story” Tv
CONTENT:  respond to Lesson development: Dvd player
Responding to performances 1. learners retell story as
performances recap
on responding to
performances watched
respond to
performances
182
appropriately
4. learners tell
performances they
responded to
questions
ENDIN S
11 TOPIC: By the end of the lesson Lesson 1 Listening MOPSE VPA Story book
21/07 AESTHETIC VALUES AND learners should be able Assumed knowledge: learners Recalling syllabus page 30 Resource
SUB-TOPIC:  imitate theatre Introduction: learners recite a roleplaying Video
THEATRE performances happy rhyme Tv
Theatre performances 1. learners identify Chart
performances Props
2. learners watch a costumes
wedding video
3. learners discuss abt the
watched video
4. learners role play a
wedding
questions
SUB-TOPIC:  imitate theatre Introduction: learners recite a Video
performances Props
183
traditional dance video
watched video
4. learners imitate dances
questions
performances Props
birthday video
watched video
birthday celebration
questions
performances Props
2. learners watch a poetry costumes
video
watched video
184
4. learners recite poems
questions

ENDIN S
12 TOPIC: By the end of the lesson Lesson 1 Mimicking MOPSE VPA Props
28/07 AESTHETIC VALUES AND learners should be able Assumed knowledge: learners Naming and INFANT syllabus Pictures
APPRECIATION to: can picture read identifying page 30
SUB-TOPIC:  identify everyday Introduction: learners sing a confidence
DANCE movements work song
CONTENT:  mimick everyday Lesson development:
Everyday movements in movements 1. learners name everyday
dance activities
3. learners mimick the
movements
work song
TOPIC: By the end of the lesson Lesson 2 Mimicking MOPSE VPA Props
AESTHETIC VALUES AND learners should be able Assumed knowledge: learners Naming and INFANT syllabus Pictures
APPRECIATION to: can picture read identifying page 30 Video
SUB-TOPIC:  identify everyday Introduction: learners sing a confidence Tv
DANCE movements work song USB
CONTENT:  mimick everyday Lesson development:
Everyday movements in movements 1. learners name everyday
dance activities
3. watch a PE video
showing everyday
movements in dance
4. learners mimick the
movements
185
work song
SUB-TOPIC:  identify everyday Introduction: learners sing a confidence Tv
DANCE movements work song USB
CONTENT:  mimic everyday Lesson development:
Everyday movements in movements 1. learners perform
dance everyday movements in
dance as recap
3. watch a PE video
showing everyday
movements in dance
4. learners mimic the
movements
work song
SUB-TOPIC:  name dances Introduction: learners dance Confidence Tv
DANCE  demonstrate freely dancing USB
CONTENT: different dances Lesson development: radio
Types of dances 1. learners name dances
they know
the dances
3. learners perform dances
in response to music
dancing
186
perform the dances
ENDIN S
13 TOPIC: By the end of the lesson Lesson 1 Naming MOPSE VPA infant Chart on
04/08 ART TECHNOLOGY learners should be able Assumed knowledge: learners Identifying syllabus page 31 musical
SUB-TOPIC: to: know some musical instruments technology instruments
MUSIC  name musical Introduction: learners sing and Real objects
Content: instruments dance to a traditional song Drums
Technological music tools  identify Lesson development: Hosho
technological 1. learners name musical Tambourine
musical instruments they know Cellphone
instruments 2. learners identify these Laptop
3. learners and FC talk Earphones
about technological headphones
music tools
TOPIC: By the end of the lesson Lesson 2 Naming MOPSE VPA infant Chart on
ART TECHNOLOGY learners should be able Assumed knowledge: learners Identifying syllabus page 31 musical
SUB-TOPIC: to: know some musical instruments Technology instruments
MUSIC  identify Introduction: learners sing and operating Real objects
Content: technological favorite song Hosho
Technological music tools musical Lesson development: Keyboard
instruments 1. learners name musical
 play the instruments they know
instruments 2. learners name
technological music
tools
4. learners practice playing
these
choice song
187
ART TECHNOLOGY learners should be able Assumed knowledge: learners Identifying syllabus page 31 local
SUB-TOPIC: to: know some musical instruments Technology musicians
MUSIC  name musicians Introduction: learners sing Local music Videos
Content:  identify local dance to a song Tv
Local artists artists Lesson development: USB
1. learners say their
favorite songs
2. learners name musicians
they know
3. learners and FC talk
about local musicians
4. learners watch videos of
local musicians
questions
MUSIC  name local Introduction: learners sing Local music Videos
Content: musicians dance to a song Tv
Local artists  identify local Lesson development: USB
artists 1. learners name local
musicians
2. learners identify local
musicians
local musicians
4. learners dance to music
played
questions
188
ENDIN S
14 TOPIC: By the end of the lesson Lesson 1 Naming MOPSE VPA infant Chart on
11/08 ART TECHNOLOGY learners should be able Assumed knowledge: learners Identifying syllabus page 31 musical
SUB-TOPIC: to: know some musical instruments technology instruments
MUSIC  name musical Introduction: learners sing and Real objects
Content: instruments dance to a traditional song Drums
Technological music tools  identify Lesson development: Hosho
technological 5. learners name musical Tambourine
musical instruments they know Cellphone
instruments 6. learners identify these Laptop
7. learners and FC talk Earphones
about technological headphones
music tools
ART TECHNOLOGY learners should be able Assumed knowledge: learners Identifying syllabus page 31 musical
SUB-TOPIC: to: know some musical instruments Technology instruments
MUSIC  identify Introduction: learners sing and operating Real objects
Content: technological favorite song Hosho
Technological music tools musical Lesson development: Keyboard
instruments 5. learners name musical
 play the instruments they know
instruments 6. learners name
technological music
tools
8. learners practice playing
these
choice song
189
MUSIC  name musicians Introduction: learners sing Local music Videos
Content:  identify local dance to a song Tv
Local artists artists Lesson development: USB
5. learners say their
favorite songs
6. learners name musicians
they know
7. learners and FC talk
about local musicians
local musicians
questions
MUSIC  name local Introduction: learners sing Local music Videos
Content: musicians dance to a song Tv
Local artists  identify local Lesson development: USB
artists 5. learners name local
musicians
6. learners identify local
musicians
local musicians
8. learners dance to music
played
questions
190
English language

191
 gender
 children’s rights and responsibilities
 child protection
 disaster risk management
 financial literacy
 sexuality, HIV and AIDS education
 heritage studies
 human rights
 collaboration
 environmental issues
 reading
192
 writing
 listening
 speaking
Aims
1. Develop the four basic skills which are listening / observing, speaking /
singing, reading / singing and writing / brailing in the English language as
well as visual, tactile and manual skills for some learners with disabilities.
2. Express themselves freely in a variety of situation that involve the use
of functional English
3. Use the English Language to express their culture.

ENDIN S
1 LISTENING By the end of the lesson Lesson 1 Listening MOPSE ENGLISH Story book
12/05 LISTENING TO NEWS, learners should be able Assumed knowledge: learners thinking language infant Learners
FOLKTALES AND STORIES to: love listening to some stories syllabus page 13 Ict tools
 stories  listen to stories Introduction: learners recite the Resource
193
school….”
Lesson development:
about their holiday
experiences
questions
rhyme
By the end of the lesson Lesson 2 Listening MOPSE ENGLISH Ict tools
SPEAKING learners should be able Assumed knowledge: Learners Thinking language infant Chart
GREETINGS AND TIMES to: know some times of the day syllabus page 14 Local
OF THE DAY  Say the different Introduction: learners recite the environmen
time of the day
the different times
morning
greeting
oral questions
OF THE DAY  Identify different Introduction: learners recite the environmen
194
time of the day
the different times
afternoon
greeting
oral questions
READING By the end of the lesson Lesson 4 Listening MOPSE ENGLISH Picture
PICTURE learners should be able Assumed knowledge: Learners Thinking language infant books
 Left to right to: can differentiate between their Left to right syllabus page 17 Charts
orientation  demonstrate the left and right sides orientation Dominoes
respectively
2. A few learners
right skill
demonstration and
explanation
195
oral questions
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 stories  listen to stories Introduction: learners recite the Resource
school….”
Lesson development:
about their holiday
experiences
questions
rhyme
OF THE DAY  Say the different Introduction: learners recite the environmen
time of the day
the different times
196
morning
greeting
oral questions
OF THE DAY  Identify different Introduction: learners recite the environmen
time of the day
the different times
afternoon
greeting
oral questions
respectively
2. A few learners
197
right skill
demonstration and
explanation

oral questions
WRITING By the end of the lesson Lesson 5 Fine motor MOPSE ENGLISH Crayons
WRITING ORIENTATION learners should be able Assumed knowledge: learners Writing language infant Beginners
 Handling and to: can use writing tools thinking syllabus page 18 pencils
using writing  Handle properly Introduction: learners do finger Ict tools
in writing 1. Learners raise their
writing hands
2. Learners show how they
assist those with
challenges)
3. Learners do free
drawing
their work
WK S
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198
 folktales  listen to a Introduction: learners recite the Resource
folktale rhyme, “ kudala person
 retell story told kwakunganje….”
Lesson development:
1. learners tell folktales
they know
2. learners listen to a
folktale
questions
rhyme
SPEAKING By the end of the lesson Lesson 3 Listening MOPSE ENGLISH Ict tools
GREETINGS AND TIMES learners should be able Assumed knowledge: Learners Thinking language infant Chart
OF THE DAY to: know some times of the day syllabus page 14 Local
 afternoon  Identify different Introduction: learners recite the environmen
times of the day rhyme, ” hello, hello, good t
register 1. learners identify and say
the different times
morning and afternoon
respectively
greeting in pairs
oral questions
199
Lessondevelopment:
1. learners identify their
respectively
2. A few learners
right skill
demonstration and
explanation

oral questions
respectively
2. A few learners
right skill
skill (dominoes)
200
reading

oral questions
WRITING By the end of the lesson Lesson 5 Fine motor MOPSE ENGLISH Crayons
WRITING ORIENTATION learners should be able Assumed knowledge: learners Writing language infant Beginners
 Handling and to: can use writing tools thinking syllabus page 18 pencils
using writing  Handle properly Introduction: learners do finger Ict tools
in writing 1. Learners show how they
assist those with
challenges)
2. Learners watch FC’s
demonstration and
explanation
3. Learners draw patterns
their work
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4 LISTENING By the end of the lesson Lesson 1 Listening MOPSE ENGLISH Tv
02/06 LISTENING TO NEWS, learners should be able Assumed knowledge: learners thinking language infant dvd
FOLKTALES AND STORIES to: love watching cartoons syllabus page 13 Learners
 Cartoons/ drama  Watch a drama Introduction: learners recite Ict tools
or cartoon with their favorite rhyme Pictures
attention Lesson development:
 retell story 1. learners say watch they
watched enjoy watching or
listening to
201
2. learners watch a drama
or cartoon
4. learners imitate some
actions
rhyme
SPAEAKING By the end of the lesson Lesson 2 Reading MOPSE ENGLISH Picture
DESCRIBE PICTURES learners should be able Assumed knowledge: can Identifying language infant cards
 naming to: recognize drawn objects Matching syllabus page 14 Alphabet
 name pictures Introduction: learners recite a naming Charts
rhyme laptop
Lesson development:
1. learners name objects
on display
2. learners match objects
with pictures
3. learners name pictures
4. learners read in turns
rhyme
 top to bottom to: can differentiate between top Top to bottom syllabus page 17 Charts
orientation  demonstrate the and bottom orientation Dominoes
Lessondevelopment:
and bottom sides
respectively
demonstration and
202
explanation
skill
in reading

oral questions
 Top to bottom to: can identify top and bottom Top to bottom syllabus page 17 Charts
orientation  demonstrate the sides orientation Dominoes
orientation rhyme
2. A few learners
demonstrate skill
skill
reading

oral questions
WRITING By the end of the lesson Lesson 5 Fine motor MOPSE ENGLISH Writing
WRITING SKILLS learners should be able Assumed knowledge: learners thinking language infant tools
 tracing to: can use writing tools in writing syllabus page 18 Body parts
 coordinate hand Introduction: learners do finger
203
 trace around 1. learners do free writing
objects 2. learners watch FC’s
demonstration
3. learners trace around
their feet
their work
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5 LISTENING By the end of the lesson Lesson 1 Listening MOPSE ENGLISH Outdoor
09/06 REQUESTS AND learners should be able Assumed knowledge: learners responding language infant environmen
INSTRUCTIONS to: can respond to requests syllabus page 13 t
 Respond to  Respond to Introduction: learners recite the Objects
requests
to mates
rhyme
SPEAKING By the end of the lesson Lesson 2 Naming MOPSE ENGLISH Doll
BODY PARTS learners should be able Assumed knowledge: learners identifying language infant Chart on
 Parts of the body to: know some of their body parts Fine motors syllabus page 14 body parts
 Name parts of Introduction: learners recite the thinking Pictures
204
 Identify parts of Lesson development: puppets
the body 1. Learners name parts of
the body they know
of the body
3. Learners match real
parts with those on
pictures
4. Learners colour in a
body part
rhyme
 top to bottom to: can differentiate between top Top to bottom syllabus page 17 Charts
orientation  demonstrate the and bottom orientation Dominoes
Lessondevelopment:
and bottom sides
respectively
demonstration and
explanation
skill
in reading

oral questions
205
 Top to bottom to: can identify top and bottom Top to bottom syllabus page 17 Charts
orientation  demonstrate the sides orientation Dominoes
orientation rhyme
2. A few learners
demonstrate skill
skill
reading

oral questions
 patterns to: can use writing tools in writing syllabus page 18 Chart on
 coordinate hand Introduction: learners do finger patterns
 write patterns 1. learners do free writing
demonstration
the patterns on air or on
the floor
pattern
206
their work
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requests
to mates
rhyme
 Identify parts of Introduction: learners recite the thinking Pictures
 State functions of Lesson development: Puppets
body parts 1. Learners name parts of Chart on
the body they know senses
of the body
3. Learners name functions
of body parts
207
functions of body part
rhyme
READING By the end of the lesson Lesson 3 Sequencing MOPSE ENGLISH Picture
SEQUENCING learners should be able Assumed knowledge: learners Logical language infant cards
 Arrange pictures to: can build blocks reasoning syllabus page 17 Picture
in sequence  Build blocks in Introduction: learners recite a thinking books
explains amimals)
3. Learners practice Dominoes
sequence
4. Learners arrange
questions
 Arrange pictures to: can build blocks reasoning syllabus page 17 Picture
in sequence  Build blocks in Introduction: learners recite a thinking books
in sequence 1. Learners build (growth of a
blocks tree, baby,
2. Fc demonstrates amimals)
and explains dominoes
208
sequence
4. Learners arrange
questions
 drawing to: can use writing tools in writing syllabus page 18 Pictures
 coordinate hand Introduction: learners do finger Ict tools
 draw objects 1. learners do free writing
2. learners name objects/
pictures
demonstration
4. learners draw following
FC’s demonstration
their work
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requests complex requests rhyme. “ follow, follow…” Charts
209
complex requests
to mates
rhyme
 Identify parts of Introduction: learners recite the thinking Pictures
the body rhyme, “ head and shoulders…” Ict tool
 demonstrate Lesson development: Puppets
functions of body 1. Learners identify parts Chart on
parts of the body senses
2. Learners name functions Learners
of body parts packed food
3. Learners demonstrate Piece of
functions of body parts cloth
4. Learners play blind
folding
rhyme
210
 Arrange to: can build blocks reasoning syllabus page 17 Picture
dominoes in  Arrange pictures Introduction: learners recite a thinking books
sequence amimals)
2. Learners watch fc’s Dominoes
demonstration and
explanation
in pairs
questions
 Arrange to: can build blocks reasoning syllabus page 17 Picture
dominoes in  Arrange pictures Introduction: learners recite a thinking books
sequence amimals)
2. Learners demonstrate dominoes
in pairs
arrange these
211
questions
 colouring to: can use writing tools in writing syllabus page 18 Pictures
 coordinate hand Introduction: learners do finger Ict tools
 colour in objects 1. learners identify
pictures drawn
demonstration
coloring
4. learners color drawings
their work
WK S
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8 LISTENING By the end of the lesson Lesson 1 Reciting MOPSE ENGLISH Tv
30/06 RHYMES, JINGLES AND learners should be able Assumed knowledge: learners Listening language infant Dvd
POEMS to: can sing recalling syllabus page 13 USB
 reciting rhymes  sing songs Introduction: learners sing a Sing for joy
 recite rhymes song of their choice booklet
Lesson development:
1. learners recite favorite
rhymes
listen to rhymes
212
they mastered
4. learners sing with FC’s
help
rhymes
SPEAKING By the end of the lesson Lesson 2 Recalling MOPSE ENGLISH Assembly
EVENTS learners should be able Assumed knowledge: learners Logical language infant point
 Describing events to: can recall reasoning syllabus page 14
 Say what they do Introduction: learners recite a Thinking
at school rhyme imitating
 Describe events Lesson development:
that happen at 1. Learners say what they
the assembly enjoy doing at school
2. Learners say activities
that happen on special
days e.g Monday and
Fridays
3. Learners describe what
happens at assembly
events
marching song
213
 Arrange objects in to: can build blocks reasoning syllabus page 17 charts
sequence  Arrange Introduction: learners recite a thinking dominoes
 Arrange objects 1. Learners arrange sizes
in sequence dominoes in sequence local
2. Learners identify and environmen
compare heights of t
learners
3. Fc explains and
demonstrates
length
questions
 Arrange objects in to: can build blocks reasoning syllabus page 17 charts
sequence  Arrange Introduction: learners recite a thinking dominoes
 Arrange objects 1. Learners identify and sizes
in sequence compare heights of local
learners environmen
2. Learners arrange t
learners according to
their heights
length
214
questions
WRITING By the end of the lesson Lesson 5 Fine motor MOPSE ENGLISH Laptops
WRITING SKILLS learners should be able Assumed knowledge: learners thinking language infant Computers
 typing to: can use writing tools in writing syllabus page 18
laptops computer
demonstration and
explanation
typing
assistance
questions
WK S
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 reciting rhymes  recite rhymes Introduction: learners recite a Sing for joy
listen to rhymes
215
they mastered
3. learners sing along a
playing rhyme
rhyme
SPEAKING By the end of the lesson Lesson 2 Recalling MOPSE ENGLISH Radio
EVENTS learners should be able Assumed knowledge: learners Logical language infant Tv
 Describing events to: can recall reasoning syllabus page 14 USB
 Identify events Introduction: learners recite a Thinking Model of a
birthday party Lesson development: Dress-up
events Pictures
birthday party event magazine
event
birthday song
READING By the end of the lesson Lesson 3 Naming and MOPSE ENGLISH Real objects
DIFFERENTIATE PICTURES learners should be able Assumed knowledge: learners identifying language infant Picture
 Naming pictures to: can read thinking syllabus page 17 cards
 Identify objects Introduction: learners recite a Alphabet
 Name pictures rhyme Charts
Lesson development:
on display
2. Learners name objects
on pictures
on pictures
4. Learners read the
216
alphabet
questions
laptops computer
2. learners state functions
of a keyboard
typing
assistance
questions
laptops computer
demonstration and
explanation
typing
assistance
217
questions
WK S
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 reciting rhymes  recite rhymes Introduction: learners recite a Sing for joy
rhymes
2. learners sing along with
the teacher
rhyme
rhyme
events Pictures
wedding event event magazine
218
event
birthday song
 Comparing to: can read thinking syllabus page 17 cards
pictures  Name pictures Introduction: learners recite a Alphabet
objects 1. Learners identify objects books
on pictures
3. Fc explains on
similarities on objects
questions
pictures 1. Learners identify objects books
2. Fc explains on
on pictures
219
questions
 Writing patterns to: can use writing tools in writing syllabus page 18 Pattern
 coordinate hand Introduction: learners do finger chart
 write patterns 1. learners write own
choice patterns
demonstration
the pattern
pattern
rhyme
WK S
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 reciting poems  recite rhymes Introduction: learners recite a Sing for joy
poem
with the teacher
220
class
poem
rhyme
 Describe a rhyme, makoti makoti imitating cake
2. Learners describe a (camera)
weeding event they Pictures
have attended Charts
3. Learners watch a magazine
wedding event
4. Learners describe the
event
wedding song
within objects 1. Learners identify objects books
2. Learners identify objects Blocks
on pictures toys
3. Fc explains on
221
differences on objects
questions
within pictures 1. Learners identify objects books
2. learners identify blocks
differences toys
on pictures
questions
WRITING SKILLS learners should be able Assumed knowledge: learners Thinking language infant tools
 drawing to: can use writing tools in writing creativity syllabus page 18 Pattern
 coordinate hand Introduction: learners do finger chart
 draw 1. learners write own
choice drawings
demonstration
displayed picture
222
rhyme
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poem
with the teacher
class
poem
rhyme
SPEAKING By the end of the lesson Lesson 2 Sorting MOPSE ENGLISH Local
OBJECTS IN THE learners should be able Assumed knowledge: learners Naming language infant environmen
ENVIRONMENT to: know colours Thinking syllabus page 15 t
 Sort objects  Identify objects Introduction: learners recite the Logical Indoor play
according to  Sort objects rhyme, “ colours colours” reasoning areas
colour according to Lesson development: Toys
colour 1. Learners identify colours Pictures
2. Learners identify objects blocks
sorting according to
color
223
questions
READING By the end of the lesson Lesson 3 Thinking MOPSE ENGLISH Local
VISUAL MEMORY learners should be able Assumed knowledge: learners Naming language infant environmen
 Odd one out to: can read pictures identifying syllabus page 17 t
 Identify objects Introduction: learners recite a Indoor play
on display Blocks
on odd one out
object out
4. Learner colour the odd
one out
questions
 Odd one out to: can read pictures identifying syllabus page 17 t
 Identify pictures Introduction: learners recite a Indoor play
on pictures Blocks
2. Learners demonstrate Real objects
identifying the odd one
out
object out
4. Learner circle the odd
one out
224
questions
laptops computer
demonstration and
explanation
typing
assistance
questions
WK S
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O4/08 RHYMES, JINGLES AND learners should be able Assumed knowledge: learners Listening language infant Dvd
poem
with the teacher
225
class
poem
rhyme
SPEAKING By the end of the lesson Lesson 2 Sorting MOPSE ENGLISH Local
OBJECTS IN THE learners should be able Assumed knowledge: learners Naming language infant environmen
ENVIRONMENT to: know size Thinking syllabus page 15 t
objects
questions
 Missing parts to: can read pictures identifying syllabus page 17 t
on display Blocks
on missing parts
questions
226
on display Blocks
on missing parts
with missing part
questions
WRITING SKILLS learners should be able Assumed knowledge: learners Thinking language infant tools
 drawing to: can use writing tools in writing creativity syllabus page 18 Pattern
 identify drawn Introduction: learners do finger chart
objects exercises Ict tools
 draw and colour Lesson development:
in 1. learners name objects
on pictures
demonstration
displayed picture
4. learners colour in their
drawings
rhyme
WK S
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227
G
14 SPEAKING By the end of the lesson Lesson 1 Sorting MOPSE ENGLISH Local
11/08 OBJECTS IN THE learners should be able Assumed knowledge: learners Naming language infant environmen
ENVIRONMENT to: know size Thinking syllabus page 15 t
objects
questions
LISTENING By the end of the lesson Lesson 2 Reciting MOPSE ENGLISH Tv
RHYMES, JINGLES AND learners should be able Assumed knowledge: learners Listening language infant Dvd
poem
with the teacher
class
poem
rhyme
228
on display Blocks
on missing parts
with missing part
questions
Information
communication technology
229
 gender
 children’s rights and responsibilities
 child protection
 disaster risk management
 financial literacy
230
 sexuality, HIV and AIDS education
 heritage studies
 human rights
 collaboration
 environmental issues
 Creating and publishing
 Application software
Aims
231
1. Appreciate the role and impact of ICTs, safety and security as they
apply to self, work and society
2. Acquire enterprise skills using ICTs
3. Develop an understanding of the operating skills required , be creative
and innovative in solving problems through ICTs
232
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1 Topic: By the end of the lesson Lesson 1 identifying ICT infant ICT tools
12/05 Creating and publishing learners should be able Assumed knowledge: learners Operating a syllabus page 6
Content: to: have knowledge of ICT toys mouse
scribbling  Identify parts of Introduction: learners recite a
a computer rhyme
 Move the Lesson development:
mouse 1. Learners identify parts of a
computer
2. Learners manipulate the
mouse
3. Learners watch
demonstration on moving
the mouse
4. Learners move the mouse
in all directions
questions
Topic: By the end of the lesson Lesson 2 Operating a ICT infant ICT tools
Creating and publishing learners should be able Assumed knowledge: learners mouse syllabus page 6
Content: to: have knowledge of ICT toys
scribbling  Identify a Introduction: learners recite a
mouse rhyme
 Left click the Lesson development:
mouse 1. Learners identify a mouse
2. Learners demonstration on
moving the mouse
3. Learners left click the
mouse
4. Select a tool using the
mouse
233
questions
WK
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2 Topic: By the end of the lesson Lesson 1 identifying ICT infant ICT tools
19/05 Creating and publishing learners should be able Assumed knowledge: learners Operating a syllabus page 6
Content: to: have knowledge of ICT toys mouse
scribbling  Identify parts of Introduction: learners recite a
a computer rhyme
 Move the Lesson development:
mouse 1. Learners identify parts of a
computer
2. Learners manipulate the
mouse
3. Learners watch
demonstration on moving
the mouse
4. Learners move the mouse
in all directions
questions
scribbling  Identify a Introduction: learners recite a
mouse rhyme
 Left click the Lesson development:
mouse 1. Learners identify a mouse
2. Learners demonstration on
moving the mouse
mouse
234
mouse
questions
WK
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3 Topic: By the end of the lesson Lesson 2 Operating a ICT infant ICT tools
26/05 Creating and publishing learners should be able Assumed knowledge: learners mouse syllabus page 6
scribbling  Left click the Introduction: learners recite a
mouse rhyme
 Select a tool Lesson development:
using the mouse 1. Learners demonstration on
moving the mouse
mouse
mouse
4. Use the correct way to
hold and use the cursor
questions
Content: to: have knowledge of ICT toys scribbling
scribbling  Select a tool Introduction: learners recite a
using the mouse rhyme
 Scribble using Lesson development:
the mouse 1. Learners left click the
mouse
mouse
235
4. Scribble using the scribble
tool
questions
WK
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02/06 Creating and publishing learners should be able Assumed knowledge: learners mouse syllabus page 6
mouse
mouse
4. Scribble using selected
colours
questions
mouse
236
mouse
4. Scribble using selected
colors
questions
WK
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09/06 Creating and publishing learners should be able Assumed knowledge: learners mouse syllabus page 6 charts
Content: to: have knowledge of ICT toys drawing
Select colors  Identify primary Introduction: learners recite a
colors rhyme
 Draw using Lesson development:
selected color 1. Name colors they know
2. Identify primary colors
3. Select colors from a list
4. Draw using selected colors
questions
Creating and publishing learners should be able Assumed knowledge: learners mouse syllabus page 6 charts
colors rhyme
 Drawing using Lesson development:
selected colour 1. Name colors they know
3. Select colors from a list
237
questions
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16/06 Creating and publishing learners should be able Assumed knowledge: learners mouse syllabus page 6 charts
colors rhyme
 Editing the Lesson development:
colors 1. Name colors they know
4. Editing the colors
questions
Creating and publishing learners should be able Assumed knowledge: learners mouse syllabus page 6 charts
colors rhyme
 Editing the Lesson development:
colors 1. Name colors they know
4. Editing the colors
questions
WK
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238
7 Topic: By the end of the lesson Lesson 1 Painting ICT infant ICT tools
23/06 Application software learners should be able Assumed knowledge: learners syllabus page 6 Charts
Content: to: have knowledge of ICT toys Paint of
Painting  Name painting Introduction: learners recite a different
tools rhyme colors
 Identify painting Lesson development: Brushes
tools 1. Name painting tools they
know
2. Identify painting tools
3. Learners watch
demonstration
4. Use painting tools
work
Topic: By the end of the lesson Lesson 2 Painting ICT infant ICT tools
Application software learners should be able Assumed knowledge: learners syllabus page 6 Charts
Painting  Identify painting Introduction: learners recite a different
tools rhyme colors
 Select painting Lesson development: Brushes
tools 1. Identify painting tools
2. Learners watch
demonstration on opening
the paint program
3. Learners open the paint
program
questions
WK
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8 Topic: By the end of the lesson Lesson 1 operating ICT infant ICT tools
30/06 Application software learners should be able Assumed knowledge: learners syllabus page 6 Charts
239
tools rhyme colors
2. Learners watch
the paint program
program
questions
Topic: By the end of the lesson Lesson 2 Operating ICT infant ICT tools
Application software learners should be able Assumed knowledge: learners Painting tools syllabus page 6 Charts
tools rhyme colors
2. Learners watch
the paint program
program
4. Learners name painting
tools from the program
questions
WK
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9 Topic: By the end of the lesson Lesson 1 Operating ICT infant ICT tools
07/07 Application software learners should be able Assumed knowledge: learners Painting tools syllabus page 6 Charts
240
Painting  Open painting Introduction: learners recite a different
program rhyme colors
tools 1. Learners open the paint
program
3. Identify painting icons such
as pencils, brushes and
color icons
questions
Content: to: have knowledge of ICT toys painting Paint of
program
color icons
4. Learning do free painting
using the mouse
questions
241
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program
color icons
4. Learning do free painting
using the mouse
questions
 Paint using Lesson development: Brushes
painting 1. Learners open the paint
program
color icons
4. Learners paint shapes
242
questions
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 Paint using Lesson development: Brushes
painting 1. Learners open the paint
program
color icons
4. Learners paint pictures
questions
Topic: By the end of the lesson Lesson 2 Music ICT infant Ict tools
Application software learners should be able Assumed knowledge: learners syllabus page 6 Ict toys
Multimedia and music  Name musical Introduction: learners recite a
toys rhyme
 Identify musical Lesson development:
toys 1. Learners musical
instruments they know
2. Learners name musical
toys
3. Learners identify music al
toys
243
Conclusion: learners play with the
musical toys
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12 Topic: By the end of the lesson Lesson 1 Music ICT infant Ict tools
28/07 Application software learners should be able Assumed knowledge: learners operating syllabus page 6 Ict toys
Multimedia and music  Name musical Introduction: learners recite a
toys rhyme
 Identify musical Lesson development:
toys 1. Learners musical
2. Learners name musical
toys
3. Learners identify music al
toys
Conclusion: learners play with the
musical toys
Application software learners should be able Assumed knowledge: learners operating syllabus page 6 Ict toys
Multimedia and music  Identify musical Introduction: learners recite a
toys rhyme
 Play music from Lesson development:
the computer 1. Learners name musical
toys
2. Learners identify musical
toys
3. Learners watch
demonstration
4. Learners play music from
the computer
244
questions
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Multimedia and music  Identify musical Introduction: learners recite a
toys rhyme
toys
toys
3. Learners watch
demonstration
the computer
questions
Application software learners should be able Assumed knowledge: learners operating syllabus page 6 Ict toys
Multimedia and music  Identify music Introduction: learners recite a
program rhyme
toys
toys
3. Learners watch
demonstration
245
the computer
questions
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G
software rhyme
 Play music from Lesson development
the computer 1. Learners identify musical
software
2. Learners watch
demonstration
the computer
questions
software rhyme
 Play music from Lesson development
the computer 4. Learners identify musical
software
5. Learners watch
demonstration
the computer
246
questions
247
248
Mass Displays
249
 Gender
 Children’s rights
 Information communication technology
 Children’s protection
 Heritage
 Collaboration
1. Gymnastics
- Locomotion
- Balances
- Co-ordination
250
- Formations
Arena choreography
- Movement and rhythm
- Choreography
Music
- Background and performing music
Art
- Colours
Aims
1. develop psychomotor skills, team building, confidence and self-esteem.
2. develop a collective spirit based on our norms and values as well as an
appreciation of the diverse cultures of the Zimbabwean Society.
251
WK & TOPIC/ CONTENT OBJECTIVES COMPETENCE METHODOLOGY REFERENCES RESOURCES
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1 GYMNASTICS By the end of the lesson -identifying Lesson 1 MOPSE Mass Outdoor play area
learners should be able to: Display infant
12-09 LOCOMOTION -locomotion Assumed knowledge: learners can Marked area
syllabus page 9
 identify position walk actively
content tins
marked /given as A
free movements warm up: Learners do warm up
and B
space , speed and activities
 walk from point A
direction to B Activities:

the learning area
5. Teacher gives instructions
and demonstrate on the
movements
6. Learners identify position
using space and direction
given
LOCOMOTION By the end of the lesson -identifying Lesson 2 -mass display Tyres
learners should be able to: infant syllabus
content: -balancing Assumed knowledge: learners can Tins
page 9
 identify position walk
movement for -locomotion Outdoor play
space ,speed ,dire marked as A and B
Warm up: reciting theres a fire on
ction using  move from point A -running
the mountain
apparatus to B using
apparatus Lesson development
5. Learners identify marked
252
areas
6. teachers demonstrate and
give instructions on the
movement
7. learners run with the tyres
8. learners discuss the lesson
activities
cool down: learners breathe in and
out
LOCOMOTION By the end of the lesson -locomotion Lesson 3 Syllabus page 9 Whistle
learners should be able to:
content -coordination Assumed knowledge: learners can Outdoor play
 roll from point A to roll
movements in Mattresses
prescribed basic B
Warm up: -teachers and pupils do
shapes and  travel on hands Sports attire
formations and feet from
Resource
point A to B Activities
tins
areas
movement activities ie
rolling / move on four
6. learners move in
formations
253
BALANCES By the end of the lesson -balancing Lesson 4 -mass display Sticks
Content -locomotion Assumed knowledge:learners can Mats
page 10
 identify body parts balance
basic common Tyres
balances to balance on
Warm up: actions activity “follow,
 balance on one Hula hoops
follow”
foot
Lesson development:

discuss the activities using
own body parts
5. some learners
one foot
6. pupils play Jongwe game as
they balance
WK & TOPIC/CONTENT OBJECTIVES COMPETENCE METHODOLOGY REFERENCES RESOURCES

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2 TOPIC: By the end of the lesson -balancing Monday -mass displays Learners
Gymnastics learners should be able to: infant syllabus
19-05 -identifying Assumed knowledge; learners can Chart
page 10
Subtopic:  identify their body do simple balances
Balances -locomotion Ict tools
parts
Warm up: learners play iqhude
Content: basic  balance on each outdoor play
elikhulu as recap
common weight other
matress
bearing and Activities:
weight transfer sports attire
1. identify body parts to
balance on
254
2. demonstrations on
balancing
3. learners balance on each
other
SUB TOPIC: By the end of the lesson -balancing Tuesday -mass display Page ICT tools
learners should be able to: 10
Balances -locomotion Assumed knowledge:learners can Picture chart
 balance on balance
content: -identifying Sports attire
different forms to
shapes formed Warm up:
make shapes Outdoor play
through balances  name body parts Activities:
matress
1. discussion on the pictures
showing balancing
2. naming body parts used on
balancing on the pictures
3. demonstrations on
balancing on different
forms to make shapes
‘’coconut’’ game
4. Learners do the balances
COOL DOWN: STRETCHING
ACTIVITIEs
255
WK TOPIC/CONTENT OBJECTIVES COMPETENCE METHODOLOGY REFERENCES RESOURCES
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SUBTOPIC: By the end of the lesson -turn taking Wednesday Syllabus page 10 Balancing beams
Balances -balancing Assumed knowledge: learners can Planks
 walk on a straight balance
CONTENT: Outdoor play
line
individual balance Warm up: running and stretching
 balance as they
activities
walk on planks
Activities:
5. demonstrations from some

learners
6. learners walk on a straight
line
balance on planks
cool down; “do as i do”
SUBTOPIC: By the end of the lesson -balancing Thursday: Syllabus page 10 Chart
Balances Assumed knowledge: learners can Ict tools
 balance on your balance
CONTENT: basic See saw
common weight see-saw
Warm up: ‘’if you are happy’’
bearing  transfer and bear
weight Activities:
4. discussion on weight
bearing
5. demonstration on
balancing and transferring
weight
6. playing on see –saw
256
Cool down: “if you are happy “
Sub topic: By the end of the lesson -creativity Friday: Syllabus page 10 Shape card
Balances -balancing Assumed knowledge: learners Chart
 name shapes know some shapes
Content: Sports attire
 balance on
shapes can be Warm up: stretching activities
different forms to
formed through make their own Activities:
balances shapes
1. learners name shapes they
know
2. -learners demonstrate
shape making using their
own body parts
3. learners create their own
shapes as they balance
cool down:stretching activities

ENDIN S
3 TOPIC: By the end of the lesson -dancing Monday Mass display infant Drums
learners should be able to: syllabus page 11
26-05 Arena -naming Assumed knowledge: learners can Harps
Choreography  execute rhythmical dance to music
mbira
subtopic movements
Warm up: class singing a song do
showing body
Movement and you know…….
awareness in
Rhyme relation to Activities:
Content: direction and
space  naming musical
Movement to instruments
cover rhythm and  discussion as a class
direction  playing instruments and
257
dancing to the rhythm in
groups
conclusion: best group represent
Content: By the end of the lesson -identifying Tuesday Syllabus page 11 Ict tools
movement to learners should be able to:
cover space and -creativity Assumed knowledge: learners can Drums
direction  identify body parts move their body parts in dance
-coordination Harps
 create dances
Introduction: learners dance to
using various body mbira
played music
parts
Lesson development:
1. naming and identifying

body parts
2. playing instruments and
creating own dances in the
groups
3. show different dances as
they play instruments and
comment
CONCLUSION: learners dance to
played music
CONTENT: Learners should be able -coordination Wednesday -mass displays Facial expression chart
movement -imitating Assumed knowledge: learners cam Outdoor env
showing different  -execute move their bodies
gestures movements that
Introduction: singing motivation
show body
song
awareness in
relation and space Lesson development:
1. discussion ‘’tauya kuzoona
258
Mary’’
2. playing the game as a class
3. describing gestures
portrayed during the play
Conclusion: answering questions
CONTENT By the end of the lesson -imitating Thursday Syllabus page 11 Ict tools
movements with learners should be able to:
different parts of -coordination Assumed knowledge: learners pictures
the body showing  execute body know some animals
different gestures movements
Introduction: singing song about
showing body
animals
awareness as they
imitate animals Activities:
1. naming animals
2. describing animals and
their movements
3. practising animal
movements in groups
4. learners execute animals
movements
conclusions: questions and
answers
CONTENT: By the end of the lesson -dancing Friday Mass display Ict tools
dancing following learners should be able to: syllabus page 11
prescribed -coordination Assumed knowledge: learners can
instructions  dance to follow instructions
prescribed
Introduction: class singing an
instructions
action rhyme
Activities
259
1. dance to played music
2. watching a video
3. imitating the movements
Conclusion: best imitators
represent
WK TOPIC/CONTENT OBJECTIVES COMPETENCE METHODOLOGY REFERENCES MEDIA

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4 TOPIC By the end of the lesson -dancing Monday -mass displays drums
02-06 Arena -coordination Assumed knowledge: learners can shakers
choreography  execute rhythmical dance
Movement and triangles
movements
Rhythm Introduction: class sing a song , ‘’if
showing body
you are happy’’
Subtopic awareness
Activities:
Movement and
rhythm 1. learners play the
instruments rhythmically
CONTENTmovem
ent to rhythm 2. learners dance to the
rhythm of the instruments
played in groups
Conclusion: class play and dance to
the rhythm
Content: By the end of the lesson -coordination Tuesday -mass displays Wedding pictures
movement to -dancing Assumed knowledge: learners Video
cover space an  execute rhythmical know a wedding
direction Ict tools
movements that
Introduction: learners watch a
showing body
wedding video
awareness in
relation to Lesson development:
260
direction and 1. discussion about the
space wedding ceremony
 perform wedding 2. learners demonstrate
steps wedding steps
3. learners practise in groups
the wedding steps
Conclusion: learners play the
wedding steps as they follow
rhythm of music played
content: By the end of the lesson -imitating Wednesday: -mass display Resource person
moving and -coordination Assumed knowledge: learners Whistle
stopping leading  imitate soldier know soldiers
the movements -listening skills Outdoor play
band drills
with different Introduction: learners do some
 follow instructions
parts of the body marching
as they perform
showing different
Activities:
gestures
1. teacher introduce the
resource person for the
drills
2. learners practise in groups
the drills
3. learners perform the drills
questions
CONTENT: By the end of the lesson -creativity Thursday -mass display resource person
folkdances can be learners should be able to: syllabus page 11
performed eg -coordination Assumed knowledge: Drums
Dzinonwa muna  exhibit an
-observing Introduction: clapping hands whistle
save appreciation of the
rhythmically follow teacher’s suit
diversity in the
261
norms and values Activities:
of the
1. identifying traditional
Zimbabwean
attires , instruments and
society
dances
2. resource person explain
and demonstrate the
folkdance
3. -learners perform the
dances
conclusion: best dancers perform
CONTENT: By the end of the lesson -creativity Friday -mass display video clip
routines for mass learners should be able to: infant syllabus
display Assumed knowledge: learners can chari/pictures
page 11
 perform routines imitate
for mass display at
Introduction: singing rhyme as
ceremonies and
they introduce themselves
assemblies
Activities:
1. learners identify different

mass displays
2. learners perform the mass
displays as they follow
instructions from the
teacher
3. learners march single file
Conclusion: a few volunteers do
the displays
262
ENDIN
5 TOPIC: Music By the end of the lesson -naming Monday -infant mass Chart
learners should be able to: displays syllabus
09-06 SUBTOPIC: -singing Assumed knowledge: learners can Story book
page 1
 retell a folk story sing
background and Models of animals
performing music  sing a folk song
Introduction: reciting the rhyme
content: folk song animals animals
[esson development:
1. naming wild animals on

display
2. listening to a folktale
3. retelling the tale
4. learners practise singing
the folk song in groups
Conclusion: groups perform
feedback
content: By the end of the lesson -singing Tuesday -infant mass Television
contemporary learners should be able to: display syllabus
song -dancing Assumed knowledge: learners Dvd
page
 sing and dance to enjoy contemporary music
Mudhara achauya discs
contemporary
Introduction: learners dance to
songs
contemporary music
 name
contemporary Lesson development:
songs
1. naming favourite songs
2. singing contemporary
songs
3. watching videos
4. dancing to contemporary
263
music
Conclusion:best dancers perform
CONTENT: By the end of the lesson -singing Wednesday: -infant mass Ict tools
learners should be able to: display syllabus
folk song that -imitating Assumed knowledge: learners Resource person
page 1
add appreciation  choose folk songs know a folk song
to unhu -naming
that add
Introduction: reciting a short
appreciation to
rhyme as a class
unhu
 sing at least one Lesson development:
folk song
1. listening to a folk song
2. discussion about folk songs
3. learners sing folk songs
after the teacher
4. learners sing a folk song as
a class
questions
CONTENT : By the end of the lesson -singing Thursday: syllabus page 1 ict tools
war songs -discussing Assumed knowledge: learners pictures
 discuss about war know some songs
songs
Introduction: learners sing a song
 sing at least one
of their choice
war song
Lesson development:
1. watching war videos on the

screen
2. discussing activities and
songs during the liberation
264
struggle
3. teacher introduces one of
the war songs
4. learners sing and dance to
the war songs
Conclusion: question and answers
CONTENT: By the end of the lesson -recitation Friday -mass display video clip
contemporary learners should be able to: syllabus page 1
issues Assumed knowledge audios
 recite the national
National pledge Introduction: learners observing Pictures
pledge
pictures of people reciting national
pledges
Activities:
1. discussing the pictures

observed
2. learner recite the national
pledge after the teacher
3. learners recite the pledge
as a class
Conclusion: questioning and
answers

ENDIN
6 TOPIC: By the end of the lesson -singing Monday -infant mass Ict tools
learners should be able to: display syllabus
16-06 Music background Assumed knowledge: learners Pictures
page 1
and performing  sing cultural songs know some cultural songs
music chart
Introduction: learners sing their
CONTENT:
265
cultural chores favourite song
Activities:
1. class discussion on festivals

activities
2. learners observe pictures
showing different festivals
3. learners sing cultural songs
after the teacher
cultural songs
questions
CONTENT: By the end of the lesson -singing Tuesday -mass display Pictures of trees
learners should be able to: syllabus page
folk song -naming Assumed knowledge: learner know Local environment
 perform theme different songs
related to
Introduction: learners recite a
backgrounds music
rhyme
Activities:
1. naming trees around the

school yard
2. identifying different trees
on the picture
3. discussion on trees
4. singing and naming trees
after the teacher as they
sing
Conclusion: learners recite a rhyme
266
CONTENT By the end of the lesson -playing Wednesday -infant mass Ict tools
contemporary learners should be able to: display syllabus
songs -dancing Assumed knowledge: learners can
page 1
 enjoying sing contemporary songs
Happy Happy themselves by
Introduction: learners dance to a
showing elements
contemporary song
of virtuosity
 sing and dance to Activities:
contemporary
1. naming contemporary
music
songs as a class
2. singing and dancing to
contemporary songs in
groups
3. watching videos
answers
CONTENT: By the end of the lesson -playing Thursday -infant mass chart on musical instrum
Rhythms learners should be able to: display syllabus
matching arena -dancing Assumed knowledge: learners Real instruments
page 1
choreography  play music know some musical instruments
-naming Ict tools
instruments -ICT tool
Introduction: learners recite their
 naming the music
favourite rhyme
instruments
Activities:
1. naming the musical

2. identifying musical
instruments on display
3. learners play instruments
and sing to the rhythm
267
answers
CONTENT: By the end of the lesson -listening Friday -mass display ict tools
Rhythms -speaking Assumed knowledge: learners
matching arena  imitate actions enjoy watching videos
choreography from the videos
Introduction: singing if you are
 listen to audios
happy as a class
Activities:
1. learners listen and watch

the videos and audio
sounds
actions as they sing after
the stereo
the videos
answers

ENDIN
7 TOPIC: By the end of the lesson -drawing Monday -mass display objects of dfrnt colors
learners should be able to: syllabus page
23-06 ART -naming Assumed knowledge: learners blocks
 draw various know some colours
CONTENT crayons
designs
Red colour Introduction: reciting a rhyme
 name the colour paint
colours …..
used
brushes
red Activities:
268
1. Naming colours they know
2. Display objects with colour
3. Learners draw different
designs using the red
colour
Conclusion: display work done
CONTENT: By the end of the lesson -naming Tuesday -mass display CRAYONS
primary colours learners should be able to: syllabus page 16
-drawing Assumed knowledge: learners BLOCKS
Yellow  name the colour know some colours
-creativity Paints
blue
Introduction: reciting colours
 free drawing using Brushes
yellow Activities:
Chart
1. Naming and identifying
Toys
colours
2. Collecting objects with Learning areas
yellow colour
3. Drawing using the yellow
colour
Conclusion: comparing work done
CONTENT: By the end of the lesson -naming Wednesday -mass display Blocks
Colours : primary -drawing Assumed knowledge: learners Crayons learning areas
colours blue  name and identify know some colours
-creativity Paint
the blue colour
Introduction: learners recite the
 draw objects using Brushes
rhyme rainbow, rainbow
the blue colour
toys
Activities:

colours
269
2. Collecting objects with blue
colour
3. Drawing and designing
using the colour blue
Conclusion: display of the work
done
ART By the end of the ;esson -creativity Thursday -mass display CHART on pry colours
Colours : primary Assumed knowledge Paint
colours  paint different
Introduction: reciting rainbow, Finished sample
Blot painting designs using
rainbow
primary colours
Activities:
1. naming colours taught

2. demonstrate blot painting
3. learners paint blot painting
using various colours
conclusion: displaying the work
done
CONTENT: By the end of the lesson -creativity Friday -mass display paint
Colours:primary learners should be able to: syllabus page 16
colours Assumed knowledge: learners can straws
 paint different use paint
Straw blowing containers
designs using
Introduction: reciting colours
primary colours finished sample
Activities:
1. Recapping of the previous

lesson
2. Demonstrating straw
blowing painting
270
3. Learners do straw blowing
using various colours
Conclusion: tyding up

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8 TOPIC: Art by the end of the lesson -creativity Monday: -mass display Paint
30/06 SUBTOPIC: -fine motor Assumed knowledge: learners can Finished sample
Colours  paint different paint
CONTENT: designs using
Introduction: learners recite the
primary colours primary colours
rhyme its nice to come to school
splattering
Activities
1. Pupils are shown a sample

of splattering paint
2. Discussion
3. Demonstration on
splattering paints
4. Learners do splattering
paint
Conclusion: learners compare their
work
CONTENT: By the end of the lesson -observing Tuesday -mass display PAINT
can be mixed -identifying Assumed knowledge Tins
 name and identify
Red+blue =purple Introduction: reciting a rhyme Water
at least two
colours
primary colours
271
 mix two primary Activities:
colours
two primary colours
2. Demonstration
3. Learners mixing two
primary colours in groups
4. Feedback
Conclusion: question and answer
CONTENT: By the end of the lesson -observing Wednesday -mass display Paint
can be mixed -identifying Assumed knowledge: learners can Water
 name and identify mix paint -paint
Red+yellow=oran tins
two colours given
ge Introduction: learners recite the -water
 mix two primary
rhyme rainbow ,rainbow
colours -tins
Activities:
1. Recap of the previous

lesson
two primary colours given
3. Learners mix two primary
colours in groups
4. Learners name colour
produced
Conclusion: answer some
questions
272
Content: primary By the end of the learners -observing Thursday -mass display Paint
colours should be able to : syllabus page
-identifying Assumed knowledge Tin
Blue + yellow =  identify two
green Introduction: reciting the rhyme water
primary colours
colours
 name primary
colours in the Activities:
classroom
1. Learners identify the two
primary colours given
2. Learners mix two primary
colours and observe the
result
3. Learners say the colour
produced
Conclusion: learners display their
work
TOPIC: By the end of the lesson -throwing Friday -mass display balls
Gymnastics learners should be able to: syllabus page 10
-coordinating Assumed knowledge outdoor play
SUBTOPIC:  throw and catch
Introduction: learners do
Coordination the ball
CONTENT: Activities:
Hand eye 1. Demonstration on catching
coordination
and throwing
2. Learners imitate throwing
and catching
3. In groups learners throw
and catch the ball
273
Warm down: stretching activities

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9 TOPIC: By the end of the lesson -aiming Monday -mass display balls
Gymnastics learners should be able to: syllabus page 10
07/07 Coordination -coordination Assumed knowledge: learners can hola hoops
 aim as they throw play a ball
Hand eye the ball
coordination Introduction: class do stretching
 execute easy
activities
movements in a
sequence Activities:
1. Learners mark areas of play

2. Leaners practising aiming
activities using ball and
hula hoops
show aiming activities
Conclusion: warm dowm
CONTENT By the end of the lesson -coordination Tuesday -mass display balls
Hand and eye -gross motor Assumed knowledge: learners can outdoor
coordination  receive using receive a ball
objects
Introduction: learners do free play
/equipment given
using the ball
Activities
1. Learners name the

equipment on display
2. Teacher demonstrate
receiving using the
274
equipment given
3. Learners practise receiving
thrown balls using
equipment eg dishes ,
cups
CONTENT: By the end of the lesson -coordination Wednesday -mass display balls
Foot and eye -gross motor Assumed knowledge
coordination  coordinate foot
Introduction: warm up activities
and eye as they
play ‘’hwishu’’ Activities:
 take turns as they
1. Learners identify the inner
play
part of the foot
2. Teacher demonstrate
kicking
3. Leaners practice kicking
the ball as they play
‘’hwishu’’
Warm down: cooling down
activities
CONTENT: By the end of the lesson -listening Thursday -mass display Ict tools
Auditory -gross motor Assumed knowledge: learners can
page 12
coordination to  perform rhythmic move to music
stimuli movements
Introduction: class singing a song if
you are happy…
Activities:
1. Teacher playing music
275
2. Learners match to music
and clapping at the same
time
3. Learners respond to music
played
Conclusion: learners move to
music
CONTENT: By the end of the lesson -listening Friday -mass display Outdoor play
Coordination in Assumed knowledge: learners Marked area
page 10
relation to  perform task at know some games
formations varied speeds
‘’River Bank’’  follow instructions
given Activities:
jumping at varied speeds
2. Learners jump at varied
speeds as instructed by
teacher
3. Fc demonstrates the
game , river bank
Conclusion: cool down and
discussion

ENDIN S
10 TOPIC: By the end of the lesson -climbing Monday -mass display Outdoor play equipmen
14/07 NAMING Assumed knowledge: learners can
page 10
SUBTOPIC:  climb up ladders climb
276
Coordination  execute easy Identifying Introduction: warm up activities
movements in jogging around
CONTENT: discussion
sequence
Activities:
Foot, hand eye
coordination 1. Naming and identifying the
climbing climbers
2. Learners climb up ladders
in turn taking
3. discussion on the activities
done
CONTENT: By the end of the lesson -coordination Tuesday - mass displays ropes
Foot , eye-hand -skipping Assumed knowledge: learners can outdoor play
co-ordination  play fish fish game jump
sports attire
Skipping ropes  perform tasks at
Introduction: warm activities
varied speeds
Fish fish game Activities:
1. Teacher demonstrates
skipping with ropes
2. Learners take turn to play
fish fish game in groups
3. Learners play skipping
activities individually
Conclusion: cool down
CONTENT By the end of the lesson -balancing Wednesday -syllabus page 10 pebbels/stones
Foot , eye –hand -co-ordination Assumed knowledge: learners outdoor
co-ordination  execute easy enjoy playing
sports attire
movements in a
Introduction: class reciting ‘’’do
sequence
277
like l do ….’’
Activities
1. Class discussion
‘’’pada’’game
2. Learners practice in pairs
3. Learners play pada in pairs

discussions
CONTENT: By the end of the lesson -imitating Thursday -syllabus page 10 Animal pictures
should be able to:
Co-ordination in Assumed knowledge: learners videos
relation to  imitate animal know animals
formations walks
Introduction: learners recite an
animal rhyme
Activities:
1. Naming animals
2. Describing animal
movements as a class
imitate animal walks
rhyme
CONTENT: By the end of the lesson -imitating Friday -syllabus page 10 Animal pictures
formations walks
278
animal rhyme
Activities:
1. Naming animals
rhyme

ENDIN
11 Folk songs By the end of the lesson -revising Monday: -mass displays page
21/07 -recalling Assumed knowledge:
 sing at least two
-naming Introduction: reciting a short
folk songs
rhyme
 dance to the songs
Activities:
1. Discussing about folk songs

2. Singing folk songs after the
teacher
3. Singing folk songs as a class
4. Dancing to the songs
Conclusion: reciting a rhyme
279
TOPIC By the end of the lesson -co-ordination Tuesday -mass displays page
Arena -imitation Assumed knowledge
choreography  Execute
movement and Introduction: singing motivational
movements that
rhythm song
shows the body
CONTENT awareness in Activities:
relation to
Movement with direction and Discussing ‘’tauya kuzoona
different body mary….’’
space
parts 1. Playing the game as a class
2. Describing gestures
portrayed during the game
questions
TOPIC: By the end of the lesson -balancing Wednesday -mass displays page -*-*
Gymnastics -identifying Assumed knowledge: learners can
SUBTOPIC:  identify body parts balance
-discussing
balances  balance on each
other
CONTENT: Activities
Weight bearing 1. Recap of previous lesson
and weight
2. Identifying body parts to
transferring
balance on
3. Demonstrations
4. Learners balancing on each
other
Warm down: cool down
280
TOPIC: Learners should be able -balancing THURSDAY -mass displays page Learners
to: 10
Gymnastics -identifying ASSUMED KNOWLEDGE: Outdoor
SUBTOPIC  identify body parts
-discussing INTRODUCTION: matresses
balances  balance on each
other ACTIVITIES:
CONTENT
 recap of previous lesson
Weight bearing
 identifying body parts to
and weight
balance on
transferring
 demonstrations
 learners balancing on each
other
CONCLUSION: cool down
CONTENT: Learners should be able -imitating Friday -syllabus page 10 Animal pictures
to:
Co-ordination in ASSUMED KNOWLEDGE: learners videos
formations walks
INTRODUCTION: learners recite an
animal rhyme
ACTIVITIES:
4. naming animals
5. describing animal
CONCLUSION: LEARNERS RECITE A
281
RHYME
12 TOPIC: By the end of the lesson -climbing Monday -mass display outdoor play
28/07 NAMING Assumed knowledge: learners can equipment
page 10
Identifying
Coordination  execute easy
movements in discussion
CONTENT: jogging around
sequence
Foot, hand eye Activities:
coordination
1. Naming and identifying the
climbing climbers
in turn taking
done
CONTENT: By the end of the lesson -coordination Tuesday - mass displays ROPES
Foot , eye-hand -skipping Assumed knowledge: learners can Outdoor play
Sports attire
Introducton: warm activities
varied speeds
1) Teacher demonstrates
skipping with ropes
2) Learners take turn to play
3) Learners play skipping
282
sports attire
movements in a
Introduction: class reciting ‘’’do like
sequence
l do ….’’
Activities
1. Class discussion
discussions
formations walks
animal rhyme
Activities:
1. Naming animals
rhyme
283
formations walks
animal rhyme
Activities:
1. Naming animals
rhyme

ENDIN S
13 Background and By the end of the lesson -revising Monday: -mass displays page Resource person
performing learners should be able to: 8
04/08 music: -recalling Assumed knowledge: Ict tools
 sing at least two
Folk songs -naming Introduction: reciting a short
folk songs
rhyme
 dance to the songs
Activities:
1. Discussing about folk songs

2. Singing folk songs after the
teacher
3. Singing folk songs as a class
284
4. Dancing to the songs
Conclusion: reciting a rhyme
TOPIC By the end of the lesson -co-ordination Tuesday -mass displays page Outdoor play
Arena -imitation Assumed knowledge
choreography  Execute
movement and Introduction: singing motivational
movements that
rthym song
shows the body
CONTENT awareness in Activities:
relation to
Movement with direction and 1. Discussing ‘’tauya kuzoona
different body mary….’’
space
parts 2. Playing the game as a class
3. Describing gestures
portrayed during the game
questions
TOPIC: By the end of the lesson -balancing Wednesday -mass displays page matresses
Gymnastics -identifying Assumed knowledge: learners can outdoor play
SUBTOPIC:  identify body parts balance
-discussing sports attire
balances  balance on each
other
CONTENT: Activities
Weight bearing 1. Recap of previous lesson
and weight
2. Identifying body parts to
transferring
balance on
285
3. Demonstrations
4. Learners balancing on each
other
Warm down: cool down
formations walks
animal rhyme
Activities:
4. Naming animals
rhyme

ENDIN S
14 TOPIC: By the end of the lesson -climbing Monday -mass display Outdoor play equipmen
11/08 NAMING Assumed knowledge: learners can
page 10
Identifying
Coordination  execute easy
movements in discussion
CONTENT: jogging around
sequence
Foot, hand eye Activities:
coordination
4. Naming and identifying the
286
climbing climbers
in turn taking
done
CONTENT: By the end of the lesson -coordination Tuesday - mass displays ropes
Foot , eye-hand -skipping Assumed knowledge: learners can outdoor play
sports attire
Introduction: warm activities
varied speeds
4. Teacher demonstrates
skipping with ropes
5. Learners take turn to play
6. Learners play skipping
sports attire
movements in a
Introduction: class reciting ‘’’do
sequence
like l do ….’’
Activities
4. Class discussion
287

discussions
should be able to:
formations walks
animal rhyme
Activities:
4. Naming animals
rhyme
288
Unhu/Ubuntu/values
Relationships
Aims
To develop in the learner :
 Life skills for personal adjustment to the environment
 responsibility
289
WK TOPIC/CONTENT OBJECTIVES METHODS/ ACTIVITIES COMPETENCES REFERENCE RESOURCES
ENDIN
290

The Nature and Purpose of Economic Activity

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The Nature and Purpose of Economic Activity

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 Family & heritage studies

Family & heritage studies 2( 20mins)

 Mass display 5(20 mins)

CONCLUSION: learners answer

CONCLUSION: learners answer

CONCLUSION: learners answer

CONCLUSION: learners answer

CONCLUSION: learners answer

CONCLUSION: learners answer

READING By the end of the lesson Lesson 3 Listening MOPSE Picture

CONCLUSION: learners answer

CONCLUSION: learners answer

READING By the end of the lesson Lesson 3 Sequencing MOPSE Picture

1. develop basic PE related skills

Cool down >breathing in/out

Cool down >breathing in/out

WK TOPIC/CONTENT OBJECTIVES METHODS AND ACTIVITIES COMPETENCES REFERENCES RESOURCES

cool down; stretching activities

SUBTOPIC: By the end of the lesson Lesson 2 Turn taking MOPSE PE tv

Activities: Sports attire

1. learners demonstrate Resource

WK TOPIC/CONTENT OBJECTIVES METHODS AND ACTIVITIES COMPETENCES REFERENCES RESOURCES

TOPIC: By the end of the lesson Lesson 3 Throwing MOPSE PE Chart

TOPIC: By the end of the lesson Lesson 4 Throwing MOPSE PE Chart

TOPIC: By the end of the lesson Lesson 5 Throwing MOPSE PE Chart

WK TOPIC/CONTENT OBJECTIVES METHODS AND ACTIVITIES COMPETENCES REFERENCES RESOURCES

Cool down: jogging and

TOPIC: By the end of the lesson Lesson 2 Bouncing MOPSE PE Chart

1. learners jump Basketball

Cool down: jogging and

TOPIC: By the end of the lesson Lesson 3 Bouncing MOPSE PE Chart

Cool down: jogging and

Cool down: jogging and

TOPIC: By the end of the lesson Lesson 5 Bouncing MOPSE PE Chart

Cool down: jogging and

WK TOPIC/CONTENT OBJECTIVES METHODS AND ACTIVITIES COMPETENCES REFERENCES RESOURCES

Cool down: jogging and

Cool down: jogging and

Cool down: jogging and

Cool down: jogging and

Cool down: jogging and

8 TOPIC: By the end of the lesson Lesson 1 kicking MOPSE PE Chart

Cool down: jogging and

Cool down: jogging and

TOPIC: By the end of the lesson Lesson 3 kicking MOPSE PE Chart

Cool down: jogging and

TOPIC: By the end of the lesson Lesson 4 kicking MOPSE PE Chart

Cool down: jogging and

TOPIC: By the end of the lesson Lesson 5 kicking MOPSE PE Chart

Cool down: jogging and

WK TOPIC/CONTENT OBJECTIVES METHODS AND ACTIVITIES COMPETENCIE REFERENCES RESOURCES

WK TOPIC/CONTENT OBJECTIVES METHODS AND ACTIVITIES COMPETENCIE REFERENCES RESOURCES

11 TOPIC: By the end of the lesson Lesson 1 Marching MOPSE PE outdoor

12 TOPIC: By the end of the lesson Lesson 1 Naming MOPSE PE Outdoor

TOPIC: By the end of the lesson Lesson 3 Naming MOPSE PE Outdoor

TOPIC: By the end of the lesson Lesson 5 Naming MOPSE PE Outdoor

WK TOPIC/CONTENT OBJECTIVES METHODS AND ACTIVITIES COMPETENCIE REFERENCES RESOURCES

WK TOPIC/CONTENT OBJECTIVES METHODS AND ACTIVITIES COMPETENCIE REFERENCES RESOURCES

WK TOPIC/CONTENT OBJECTIVES METHODS AND ACTIVITIES COMPETENCIE REFERENCES RESOURCES

WK TOPIC/CONTENT OBJECTIVES METHODS AND ACTIVITIES COMPETENCIE REFERENCES RESOURCES

WK TOPIC/CONTENT OBJECTIVES METHODS AND ACTIVITIES COMPETENCIE REFERENCES RESOURCES

Cross cutting themes