Grade 6 Term 2 Scheme Cum Plan 2020-1

WK TOPIC/ CONTENT OBJECTIVES COMPETENCI RESOURCES, MEDIA TEACHING/ LEARNING ACTIVITIES/ METHODS EVALUATION
ES
REFERENCE
GRADE 6 TIME-TABLE
072 0730 080 0830 090 0930 100 1030 1100 1130 1200 1230 130 1400 1430 1500 153
0 0 0 0 0 0
TIM
E 073 0800 083 0900 093 1000 103 1100 1130 1200 1230 1300 140 1430 1500 1530 160
0 0 0 0 0 0
Mon Ass MAT SHO SHO ENG PESM B H.S/S VPA Sc.Tec AGRIC AGRIC L S T U DY
D
Tue ENG MA FAREM SHO PESM R ENG Sc.Tec Sc.Tec VPA VPA U COC URRI CULA R
T E D
Wed G&C MAT ENG ENG SHO SHO E H.S/S FAREM ICT PESM PESM N CLUB CLUB CLUB S
E D D S S
Thur FAREM MA ENG SHO PESM A Sc.Te Sc.Tec H.S/S ICT VPA C COC URRI CULA R
E T D c
Fri Ass MAT MA SHO SHO H.S/S K ENG ENG FAREM AGRIC AGRIC H DOC UME NTATIO
T E N
TIME ANALYSIS
ENG. 8×30min. SHONA 8×30min. MATHS 6×30min Sc.Tec 5×30min AGRIC. 4 ×30min
H.S/S 4×30min FAREME 4 ×30min PESMD 5×30min VPA 4 ×30min ICT. 2 ×30min
G&C 1×30 min
GRADE 6 2020 TERM 2 SCHEME CUM

ES
REFERENCE
JUNIOR SCIENCE AND TECHNOLOGY

BROAD AIMS
By the end of the learning area learners should be able to:
• Identify tools and materials used in science and technology
• Investigate how people, environment and economic issues influence and are influenced by S & T
• develop develop critical evaluative skills in technical environment
CROSS CUTTING THEMES
• Safety in using scientific equipment and
apparatus as well as the design process
Health issues
Food security
Technology
Environmental issues
Disaster risk management
Enterprise
Sexuality, HIV and AIDS
Heritage
TOPICS COVERED
Materials and Structures
Energy and Fuels
Health and Safety
TOPICS TO BE COVERED
Materials and Structures
Energy and Fuels
Electricity and Electronics
Forces and Magnets
Design and Technology
Water

ES
REFERENCE
1 TOPIC: During the Describin Junior Print media Assumed knowledge: Learners know some structures
MATERIALS lesson learners g Science and such as buildings
Lesso AND will:- Technology Environmen
n STRUCTURE Stating Junior t Intro: Learners list structures they know
S - -explain the syllabus
1 functions of Identifyin Mock ups 1. The facilitator gives focus of lesson on structures.
g grade 3-7
S.C: structures bridges 2. Leaners identify structures they know while the
Writing Page 67 facilitator assists them.
Listing Ventures 3. Learners in groups discuss functions of bridges

-functions of Pry Scie n
bridges facilitator assists them.
Tech Lnrs
Bk Gr 6 pg 4. Learners give feedback from their group findings
44-51 while the facilitator assists them.
5. Written work by individuals.
Con: Learners answer oral questions
TOPIC: During the Describin Junior Print media Assumed knowledge: Learners know some structures
n STRUCTURE Stating Junior t Intro: recap of the previous lesson
S -explain the syllabus
2 and functions Identifyin Mock ups 1. The facilitator gives focus of lesson on structures.
3 g grade 3-7
S.C: structures skyscrapers 2. Leaners state the functions of skyscrappers and dams
and dams Page 67

ES
REFERENCE
Writing Ventures 3. Learners in groups discuss the functions of skyscrapers

Pry Scie n and dams while the facilitator assists them.
-functions of Listing Tech Lnrs
skyscrapers Bk Gr 6 pg 4. Feedback from groups
and dams 44-51 5. Individual written work.
TOPIC: During the Describin Junior Print media Assumed knowledge: Learners know some structures
n STRUCTURE Stating Junior t Intro: Learners the facilitator demonstrates
S - syllabus compressional and tensional forces
4 and Identifyin Mock ups
5 Illustrate g grade 3-7 1. The facilitator gives focus of lesson on structures.
S.C: structures
tensional and Page 67
compressional Writing 2. Leaners discuss which force exerts on structures and
forces on Ventures how they withstand force in their as a class.
-forces on Listing
structures Pry Scie n 3. Group discussion on how trusses withstand force
structures Tech Lnrs
5. Written work by individuals.
2 TOPIC: During the Explainin Junior Electronic Assumed knowledge: learners know the uses of
lesson learners Science and
ENERGY

ES
REFERENCE
lesson AND FUELS will:- g Technology media electricity

Junior
1 K.C How - identify Discussin syllabus Health Intro: Learners list the uses of electricity
electricity is methods of g grade 3-7 personnel
generated electricity 1. The facilitator explains methods of electricity
generation Describin Page 68 Print media generation
g
Ventures 2. Learns read about methods of electricity generation.
Pry Scie n 3. Learners in groups discuss on how electricity is
S.C: forms of Tech Lnrs generated while the facilitator assists them
electricity Bk Gr 6 pg
generation 60-64 4. Learnersgive feedback from their groups while the
facilitator assists them.
5. Individual written work
Con:Revision of written and recap of concepts
TOPIC: During the Explainin Junior Electronic Assumed knowledge: learners know the uses of
lesson learners g Science and media electricity
Lesso ENERGY will:- Technology
n AND FUELS Discussin Junior Health Intro: Learners list the uses of electricity
- --explain how g syllabus personnel
2 and K.C How electricity 1. The facilitator explains on how electricity is generated
3 electricity is Describin grade 3-7 Print media by hyro and thermal
generated
generated g Page 68 2. Learns read about thermal and hydro electricity.
Ventures 3. Learners in groups discuss on how electricity is
Pry Scie n

ES
REFERENCE
Tech Lnrs generated while the facilitator assists them

Bk Gr 6 pg
S.C: Thermal 60-64 4. Learnersgive feedback from their groups findings
and hydro- while the facilitator assists them.
electricity
n AND FUELS Discussin Junior Health Intro: Learners list the uses of electricity
--explain how g syllabus personnel
4 K.C How electricity 1. The facilitator explains on how electricity is generated
and 5 electricity is Describin grade 3-7 Print media by nuclear
generated
generated g Page 68 2. Learns read about nuclear electricity.
Ventures 3. Learners in groups discuss on how electricity is
Pry Scie n generated while the facilitator assists them
Tech Lnrs
S.C: Nuclear Bk Gr 6 pg 4. Learnersgive feedback from their groups findings
lesson learners Science and
Lesso ENERGY

ES
REFERENCE
n AND FUELS will:- g Technology media electricity

Junior
1 K.C How --explain how Discussin syllabus Health Intro: Learners list the uses of electricity
electricity is electricity g grade 3-7 personnel
generated generated 1. The facilitator explains on how electricity is generated
Describin Page 68 Print media by solar and wind
g
Ventures 2. Learns read about solar and wind electricity.
Pry Scie n 3. Learners in groups discuss on how electricity is
S.C: Solar and Tech Lnrs generated while the facilitator assists them
wind Bk Gr 6 pg
60-64 4. Learnersgive feedback from their groups findings
while the facilitator assists them.
TOPIC: During the Explainin Junior Electronic Assumed knowledge: learners know some electrical
lesson learners g Science and media gadgets
n AND FUELS Discussin Junior Electrical Intro: Learners list some electrical gadgets
--describe how g syllabus gadgets
2 and K.C Energy electricity is 1. The facilitator explains how electrical gadgets are used
3 Describin grade 3-7 Print media at home and at school.
used at home
and in g Page 68 2. Learners read about uses of electricity at home and
industries school while the facilitator assists.
Ventures
S.C: Uses of Pry Scie n 3. Learners in groups discuss on the uses of electricity
electricity

ES
REFERENCE
-irons Tech Lnrs while the facilitator assists them

Bk Gr 6 pg
-stoves etc 66-67 4. Learners give feedback from their group findings
TOPIC: During the Explainin Junior Electronic Assumed knowledge: learners know some electrical
lesson learners g Science and media gadgets
n AND FUELS Discussin Junior Electrical Intro: recap of the previously covered lesson
--describe how g syllabus gadgets
4 and K.C Energy electricity is 1. The facilitator brainstorms learners on the uses of
5 Describin grade 3-7 Print media electricity in transport and for commercial purposes.
used in
commercial g Page 68 2. Learners read about uses of electricity for commercial
enterprises and purposes and in transport while the facilitator assists.
in transport Ventures
S.C: Uses of Pry Scie n 3. Learners in groups discuss on the uses of electricity
electricity Tech Lnrs while the facilitator assists them
Bk Gr 6 pg
-cranes 4. Learners give feedback from their group findings
66-67
-welding while the facilitator assists them.
machines 5. Individual written work
-electric trains Con:Revision of written and recap of concepts

ES
REFERENCE
ENERGY will:- Technology
AND FUELS Discussin Junior Chart with Intro: the facilitator recaps the previously covered
Lesso --state the uses g electrical concept on the uses of electricity
n K.C Energy syllabus
of electrical grade 3-7 gadgets
gadgets Describin 1. The facilitator displays a chart withelectrical gadgets
1 g Local and learners identify and name them
Page 68
Ventures environment
stating 2. Learners move around the school identifying gadgets
Pry Scie n which use electricity with the guidance of the facilitator.
S.C: Electrical
Tech Lnrs
gadgets 3. Learners in groups discuss on the uses of electrical
Bk Gr 6 pg
68 gadgets.
4. Learnersgive feedback from their groups while the

ENERGY will:- Technology
AND FUELS Discussin Junior Health Intro: Learners list the uses of electricity
Lesso --state g personnel
n2 K.C Energy syllabus 1. The facilitator explain how accidents at home happens
examples of grade 3-7
and 3 accidents Describin Print media
g 2. Learns read about accidents at home aused by
which are

ES
REFERENCE
caused by stating Page 68 electricity while the facilitator assists.

electricity
S.C: Accidents Ventures 3. Learners in groups discuss how electricity causes
in the use of Pry Scie n accidents while the facilitator assists them
electricity Tech Lnrs
69 while the facilitator assists them.
Lesso TOPIC: During the Explainin Junior Electronic Assumed knowledge: learners know the uses of
n4 lesson learners g Science and electricity
and 5 MATERIALS will:- Technology chalkboard
AND explaining Junior Intro: The facilitator gives focus of the lesson
STRUCTURE --Answer syllabus
S correctly at stating 1. The facilitator explains on the concepts which were
grade 3-7 covered during the month
least half of the
ENERGY asked Page 68
AND FUELS 2. Learners ask some questions before engaging in
questions individual writing of the given revision.
Ventures
Revision Pry Scie n
Exercise 3. Class discussion on the covered concepts.
Tech Lnrs
Bk Gr 6 pg 4. Oral question and answer
60-69
5 TOPIC During the Stating Science and Pictures Assumed knowledge: Learners are aware of renewable
lesson learners Technology
ENERGY Explainin

ES
REFERENCE
lesson AND FUELS will:- g Junior Print media and non-renewable energy.
syllabus
1 K.C FUELS State ways of describing grade 3-7 1. The facilitator asks oral questions and learners
using fuels respond on examples of renewable and non
S.C sustainably Page 69 renewable energy
Sustainable 2. Class discussion on the sustainable use of fuels
use of fuels Ventures 3. Learners in their groups discuss ways of using
Pry Scie n fuels sustainably
Tech Lnrs 4. Individual written work
Bk Gr 6 pg
72-75 Conclusion : Oral question and answer
TOPIC During the Stating Science and Pictures Assumed knowledge: Learners are aware of how to use
lesson learners Technology fuels sustainably
lesson ENERGY will:- Explainin Junior Print media
AND FUELS g syllabus Intro. Recap of the previously covered concept
2 and -State ways of
3 K.C FUELS describing grade 3-7 1. The facilitator explains on the concept of
conserving
fuels Page 69 conserving fuels whilst learners carefully listen.
S.C 2. Class discussion as the learners state methods of
Conservation -state the Ventures conserving fuels.
measures advantages of Pry Scie n 3. Learners in their groups discuss advantages of
-solar energy using the solar Tech Lnrs using solar cookers.
cooker Bk Gr 6 pg 4. Feedback from groups and individual written
-solar cooker 72-75 work
-tsotso stove Conclusion : Learners tell each other what they have
learnt from the lesson whilst the facilitator guides and

ES
REFERENCE
corrects them.
TOPIC During the Stating Science and Pictures Assumed knowledge: Learners know some methods of
lesson learners Technology conserving fuels.
lesson ENERGY will:- Explainin Junior Print media
AND FUELS g syllabus Intro. Recap of the previously covered concept
4 and -State ways of
5 K.C FUELS describing grade 3-7 1. The facilitator explains on the concept of
conserving
fuels Page 69 conserving fuels whilst learners carefully listen.
S.C 2. Class discussion as the learners state methods of
Conservation -state the Ventures conserving fuels.
measures advantages of Pry Scie n 3. Learners in their groups discuss advantages of
-saw dust saving fuel Tech Lnrs saving fuel
blocks Bk Gr 6 pg 4. Feedback from groups and individual written
72-75 work
-green fuel
Conclusion : Oral question and answer
-tree planting
6 TOPIC During the Stating Science and Pictures Assumed knowledge: Learners know how electricity is
lesson learners Technology generated
lesson ELECTRICIT will:- Explainin Junior Print media
Y AND g syllabus Intro. Learners state methods of electricity generation.
1 ELECTRONI -explain what
describing grade 3-7 1. The facilitator explains to learners about
CS is alternating
currents Page 70 alternating currents.
K.C 2. Class discussion as the learners state the
Electricity -state the Ventures

ES
REFERENCE
and advantages of Pry Scie n advantages of using alternating currents.

Electronics using Tech Lnrs 3. Oral question and answer session
alternative Bk Gr 6 pg 4. Individual written work
S.C - currents 79-84
Alternating Conclusion : Oral question and answer
current (a.c)
Lesso TOPIC During the Stating Science and Pictures Assumed knowledge: Learners know how electricity is
n2 lesson learners Technology generated
and 3 ELECTRICIT will:- Explainin Junior magnets
Y AND g syllabus Intro. Recap of the previously covered concept.
ELECTRONI -state the grade 3-7
CS disadvantages Describin 1 The facilitator asks learners the disadvantages of
of alternative g Page 70 alternating currents.
K.C currents
Electricity demonstra Ventures 2 The facilitator explains how alternating currents
and -describe how tion Pry Scie n is produced using magnets
Electronics to produce Tech Lnrs 3 The facilitator demonstrates how a.c is produced
alternating Bk Gr 6 pg as the learners observe carefully
S.C - currents 79-84 4 Class practice on producing alternating currents
Alternating as the facilitator supervises.
current (a.c) 5 Individual written work
Lesso TOPIC During the Stating Science and Pictures Assumed knowledge: Learners know how electricity is
n4 lesson learners Technology generated
and 5 ELECTRICIT will:- Explainin Junior

ES
REFERENCE
Y AND -describe how g syllabus invertors Intro. Recap of the previously covered concept.
ELECTRONI to produce grade 3-7
CS direct currents Describin 1 The facilitatorexplains to learners what direct
g Page 70 current is and learners listen.
K.C -state the
Electricity advantages and demonstra Ventures 2. The facilitator demonstrates how direct current is
and disadvantages tion Pry Scie n produced as the learners observe carefully
Electronics of direct Tech Lnrs 3. Class practice on producing direct current as the
currents Bk Gr 6 pg facilitator supervises.
S.C -Direct 79-84 4. Class discussion on the advantages and
current (d.c) disadvantages of direct current
7 TOPIC During the Stating Science and Pictures Assumed knowledge: Learners have seen a magnet
Lesso FORCES will:- Explainin Junior Magnets Intro. The facilitator asks learners what they know about
n1 AND g syllabus magnets and kearners respond. The facilitator declares
MAGNETS -identify Wires the lesson.
Describin grade 3-7
magnets as a Magnetic
K.C Forces source of force g Page 71 1. Explanation to learners that magnets are a source
materials of force and how the force is generated.
S.C - -explain the demonstra Ventures
Magnetic action of tion Pry Scie n 2. The facilitator demonstrates why a magnet is a
force magnets as a Tech Lnrs source of force and learners imitate using the
force at a Bk Gr 6 pg available magnets.
distance 86-90 3. Class practice on showing that magnets are a
source of force at a distance.

ES
REFERENCE
currents 4. Individual written work
TOPIC During the Stating Science and Pictures Assumed knowledge: Learners have seen a magnet
Lesso FORCES will:- Explainin Junior Magnets Intro. Recap of the previously covered concept
n2 AND g syllabus
and 3 MAGNETS -classify Wires 1. explanation about magnetic and non magnetic
Describin grade 3-7 materials
materials as Magnetic
K.C Forces magnetic and g Page 71 materials 2. Materials are displayed on tables and learners
S.C -Magnetic non magnetic Demonstr identify magnetic and non magnetic materials.
Ventures Non
and non -explain the ation Pry Scie n 3. Class discussion on the uses of magnets in
magnetic magnetic devices and learners name devices where magnets
use of explanatio Tech Lnrs materials
devices magnetic Bk Gr 6 pg are used.
n 4. Feedback from groups and individual written
-uses of devices 86-90
work
magnets in
devices Conclusion : Oral question and answer
TOPIC During the Stating Science and Pictures Assumed knowledge: Learners have seen a magnet
Lesso FORCES will:- Explainin Junior Magnets Intro. Recap of the previously covered concept
n4 AND g syllabus
and 5 MAGNETS -state the two Wires 1. The facilitator explains the behaviour of magnets
Describin grade 3-7 depending on poles and learners carefully listens.
poles on Magnetic
K.C Forces g
2.Class practice joining two magnets and observe the

ES
REFERENCE
S.C -Magnetic magnets Demonstr Page 71 materials behaviour of the magnets

force ation
-explain the Ventures Non 3. group discussion on their observations
behaviour of explanatio Pry Scie n magnetic
magnets n Tech Lnrs materials 4. Feedback from groups and individual written work
Bk Gr 6 pg Conclusion : Oral question and answer
86-90
8 TOPIC During the Stating Science and Local Assumed knowledge: learners have seen a borehole
lesson learners Technology environment which is a mechanical system.
Lesso DESIGN AND will:- Explainin Junior
n1 TECHNOLO g syllabus generator Intro. Recap of the previously covered concept
GY -explain how grade 3-7
the models of Describin 1. Explanation from the facilitator on what are
K.C Design mechanical g Page 72 mechanical systems
and technology systems work
Demonstr Ventures 2. the class visit the local school environment to
S.C -models ation Pry Scie n observe the mechanical systems
of mechanical Tech Lnrs
systems explanatio 3. Class discussion on how the mechanical system
n Bk Gr 6 pg operates
-Borehole 93-98
4. individual written work
-generator
TOPIC During the Stating Science and Local Assumed knowledge: learners are aware of some
lesson learners Technology environment mechanical systems

ES
REFERENCE
Lesso DESIGN AND will:- Explainin Junior chart Intro. Recap of the previously covered concept
n2 TECHNOLO g syllabus
and 3 GY -state the grade 3-7 1. the facilitator explains on the elements of design
elements and Describin
K.C Design principles of g Page 72 2. The class visit the local school environment to
and technology design observe some of the elements of design on buildings
Demonstr Ventures and other structures.
S.C -elements ating Pry Scie n
and principles explaining Tech Lnrs 3. The facilitator explains the link between the
of design Bk Gr 6 pg elements and principles of design.
93-98 4. Class discussion on what they observed on
structures around the school.
5. Individual written work on the covered concept.
Lesso TOPICS: During the Explainin Junior Assumed knowledge: learners still remember some of the
n4 lesson learners g Science and concepts covered.
and 5 ENERGY will:- Technology chalkboard
AND FUELS explaining Junior Intro: The facilitator gives focus of the lesson
--Answer syllabus
ELECTRICIT correctly at stating 1. The facilitator explains on the concepts which were
Y AND grade 3-7 covered during the month
least half of the
ELECTRONI asked Page 68
CS 2. Learners ask some questions before engaging in
Ventures
FORCES

ES
REFERENCE
AND Pry Scie n 3. Class discussion on the covered concepts.

MAGNETS Tech Lnrs
DESIGN AND 72-98
TECHNOLO 5. Individual written work
GY
Revision
Exercise
9 TOPIC During the Stating Science and Local Assumed knowledge: learners know the three states of
lesson learners Technology environment water.
Lesso WATER will:- Explainin Junior
n1 g syllabus Water in Intro. The facilitator asks learners to state the three states
K.C Properties -identify different of water and explains on the changes in in state.
of water grade 3-7
substances that identifyin states
dissolve in g Page 73 1. The facilitator explains why water is a universal
S.C -water as solvent.
a universal water Demonstr Ventures
solvent ation Pry Scie n 2. Class engages in an activity to identify substances
Tech Lnrs that dissolve in water
explanatio
n Bk Gr 6 pg 3. Discussion on their observations from the
100-102 experiment done.
4. individual written work

ES
REFERENCE
TOPIC During the Stating Science and Local Assumed knowledge: learners know the three states of
n2 g syllabus Chart with Intro. The facilitator asks learners to state the three states
and 3 K.C Sources of -describe the the water of water and explains on the changes in in state.
water identifyin grade 3-7
water cycle cycle
g Page 73 1. The facilitator explains the water cycle and its
S.C -water - explain the stages
cycle changes of describing Ventures
state in the Pry Scie n 2. Class discussion of the water cycle as learners
explanatio identify the processes involved in the water cycle.
water cycle. n Tech Lnrs
Bk Gr 6 pg 3. Discussion in groups on the processes and how
103-104 water changes state during the water cycle.
4. feedback from groups and written work
TOPIC During the Stating Science and Local Assumed knowledge: learners know the three states of
n4 g syllabus Chart with Intro. The facilitator explains the processes involved in
and 5 K.C Sources of -identify the water the water cycle
water identifyin grade 3-7
human cycle
activities that g Page 73-74 1. The facilitator explains how human activities
S.C Human impact the water cycle and learners carefully listen.
activities that affect the water describing
Ventures
affect the water 2. Learners in their groups identify some of the

ES
REFERENCE
cycle cycle explanatio Pry Scie n human activities which affect the water cycle.
n Tech Lnrs
-deforestation -explain the Bk Gr 6 pg 3. Feedback from groups and class discussion on how
impact of 105-107 the identified factors impact the water cycle
-water human
pollution acticities on 4. individual written work
-siltation the water cycle Conclusion: Oral question and answer on the covered
concept.
-settlement
10 TOPIC During the Stating Science and Local Assumed knowledge: learners know the human
lesson learners Technology environment activities that impact the water cycle
n1 g syllabus Chart with Intro. Recap of the previously covered concept
K.C Sources of Suggest ways the water
water identifyin grade 3-7 1. The facilitator explains how human activities
to reduce the cycle
impact of g Page 73-74 impact the water cycle and learners carefully listen.
S.C Ways of
reducing human describing 2. Learners in their groups identify measures to
acticities on Ventures
effects of Pry Scie n reduce human activities which affect the water cycle.
human the water cycle explanatio
n Tech Lnrs 3. Class discussion on how the identified measures
activities on Bk Gr 6 pg
the water cycle can be implemented to reduce the impact of human
106-107 activities on the water cycle
-afforestation
4. Feedback and individual written work
-damming

ES
REFERENCE
-cloud seeding Conclusion: Oral question and answer.
Lesso TOPIC During the Stating Science and Local Assumed knowledge: learners know the tmethods to
n2 lesson learners Technology environment reduce the effects of human activities on the water cycle
and 3 WATER will:- Explainin Junior
g syllabus Chart with Intro. Recap of the previously covered concept
K.C Water and -identify and pictures
the identifyin grade 3-7 1. The facilitator asks learners to state the organisms
name
environment organisms g Page 73-74 which live in water.
S.C -water as which live in describing 2. The facilitator explains the relationship between
water Ventures
an ecosystem Pry Scie n organisms and their environment.
explanatio
-water as a -explain how n Tech Lnrs 3. Class discussion on how plants and animals use
habitat plants and Bk Gr 6 pg water for survival
animals use 106-107
water 4. Feedback and individual written work
Conclusion: Oral question and answer.
Lesso TOPIC During the Stating Science and Local Assumed knowledge: learners know what an ecosystem
n4 lesson learners Technology environment is.
and 5 WATER will:- Explainin Junior
g syllabus Chart with Intro. Recap of the previously covered concept
K.C Water and -explain the pictures
the identifyin grade 3-7 1. The facilitator explains to learners on the role of
role of plants
environment in the water g Page 73-74 plants and animals in the water cycle.
S.C the role of cycle
plants and Ventures 2. Class discussion on the role of plants and animals

ES
REFERENCE
animals in the -describe the describing Pry Scie n in the water cycle
water cycle role of plants Tech Lnrs
in the water explanatio Bk Gr 6 pg 3. Oral question and answer
cycle n 108-110 4. Individual written work
Conclusion: Recap of the covered concept
lesson learners g Science and electricity
MATERIALS will:- Technology chalkboard
AND explaining Junior Intro: The facilitator gives focus of the lesson
STRUCTURE --Answer syllabus
S correctly at stating 1. The facilitator explains on the concepts which were
grade 3-7 covered during the month
least half of the
ENERGY asked Page 68
AND FUELS 2. Learners ask some questions before engaging in
Revision
Exercise 3. Class discussion on the covered concepts.
4. Oral question and answer
12 TOPICS: During the Explainin Junior Assumed knowledge: learners still remember some of the
lesson learners g Science and concepts covered.
ENERGY will:- Technology chalkboard
AND FUELS explaining Junior Intro: The facilitator gives focus of the lesson
--Answer

ES
REFERENCE
To ELECTRICIT correctly at stating syllabus 1. The facilitator explains on the concepts which were
Y AND least half of the grade 3-7 covered during the month
14 ELECTRONI asked
CS questions Page 68 2. Learners ask some questions before engaging in
individual writing of the given revision.
FORCES Ventures
AND Pry Scie n 3. Class discussion on the covered concepts.
MAGNETS Tech Lnrs
DESIGN AND 72-98 5. Individual written work
TECHNOLO
GY
End of term
examinations

ES
REFERENCE
PHYSICAL EDUCATION AND MASS DISPLAYS
Broad aims
To help learners
(1) Develop an understanding of the implications and benefits of participation in physical activities through theory and practice
(2) Develop social values, attitudes and skills through participation in Physical Education, Sport and Mass Display.
Topics
1. Human body
2. Safety and health
3. Aquatic skills
4. Kids athletics

ES
REFERENCE
Wk 1 Human body During Describi Zimbabwe work cards Group work, Discussion
the lesson ng ministry of
Lesso Organs of the learners primary and pictures Assumed knowledge Learners know body parts
n1 body will:- Explaini secondary
ng charts Introduction Singing a song about body parts
-Humans education
-Identify smartphone 1. Learners identify body parts.
have external body Identifyi Physical
and internal parts. ng Education Sport Magazine 2. Learners name the functions of body parts they
body parts and Mass have identified while the facilitator assists them.
with -identify Demonst
rating Displays
functions of functions 3. The facilitator showss body parts on pictures to
transporting of body Junior (grade 3- learners.
food, air and parts 7)
4. Learners in groupslist external and external body
water.
Syllabus parts while the facilitator assists them.
(2015-2022) 5. Learners give feedback from groups while the

p. 39
6. Individual written work on human body parts.
Con: learners sing the rhyme head and shoulders
Lesso Human body During Describi Zimbabwe work cards Group work, Discussion
n2 the lesson ng ministry of
Organs of the learners primary and pictures Assumed knowledge Learners know body parts
body Explaini secondary

ES
REFERENCE
--Humans will:- ng education charts Introduction Singing a song about body parts
have external
and internal -Identify Identifyi Physical smartphone 1. Learners identify body parts on pictures that store
body parts body parts ng Education Sport food and transport it.
that and Mass Magazine
with Demonst 2. The facilitator explains on human body parts that
functions of transport Displays
food. rating transport food.
transporting Junior (grade 3-
food, air and -identify 7) 3. Learners in groupsidentify human body parts that
water. functions transport store food and air and transport it while
of body Syllabus the facilitator assists them.
parts. (2015-2022) 4. Learners give feedback from groups while the
p. 39
6. Individual written work on human body parts.
Human body ; During Describi Zimbabwe work cards Group work, Discussion
Organs of the learners primary and pictures Assumed knowledge Learners know body parts that
body will:- Explaini secondary transport food and air.
ng charts
-The process education Introduction Learners identify body parts that
-explain smartphone
of storing the Identifyi Physical transport food and air.
and process of ng Education Sport Magazine
transporting 1. Learners research on process oftransporting food
storing Demonst and Mass and air.
food and air and Displays
in the body rating
transporti

ES
REFERENCE
ng food Junior (grade 3- 2. Learners present their research.

and air in 7)
the body 3. The facilitator explains on how transportation
Syllabus and storage takes place.
(2015-2022) Con: Recap of what had been learnt.
p. 39
Human body - During Describi Zimbabwe work cards Group work, Discussion
Organs of the learners primary and pictures Assumed knowledge Learners know body parts
body will:- Explaini secondary
ng charts Introduction Singing a song about body parts
-Role play on education
- identify smartphone 1. Learners identify body parts.
functions of functions Identifyi Physical
human body of body ng Education Sport Magazine 2. Learners in groups demonstrate a role on
on parts in and Mass functions of human body parts on transporting and
transporting Demonst
transportin rating Displays storing food while the facilitator assists them.
and storing g and
food. Junior (grade 3- 3. The Learners rehearsal role plays on functions of
storing
7) body parts on transporting and storing food.
food
through a Syllabus Con: learners sing the rhyme head and shoulders
role play.
(2015-2022)
p. 39
Human body During Describi Zimbabwe work cards Group work, Discussion

ES
REFERENCE
Organs of the the lesson ng ministry of pictures Assumed knowledge Learners know body parts
body learners primary and
will:- Explaini secondary charts Introduction Singing a song about body parts
-Jigsaw game ng education
and folktales - Identify smartphone 1. Learners identify body parts on pictures.
on functions body Identifyi Physical
ng Magazine 2. Learners identify functions of body parts while
of body parts parts. Education Sport the facilitator assists them.
in Demonst and Mass
transporting -identify Displays 3. Learners in groups play a jigsaw puzzle game on
functions rating
and storing human body parts while the facilitator assists them.
food of body Junior (grade 3-
parts 7) 4. Learners listen to folktales from the facilitator.
Syllabus 4. Learners answer oral questions on human body

parts.
(2015-2022)
p. 39
Week HEALTH - During Describi Zimbabwe ICT tools Discussion, play way, group work
2 AND the lesson ng ministry of
SAFETY learners primary and Work Cards Assumed knowledge Learners have leqrnt about
will:- Classifyi secondary healthy living habbits athome, school and
Health ng Pictures community.
education
living Charts
habits. Identifyi Physical IntroLearners identify health living habits at home,
-Classify ng Education Sport Safe school and community.
-Health the physical and Mass exercise
living activities 1. Learners identify health physical activities done

ES
REFERENCE
habits at done at Displays facilities at school.

home home,
school and Junior 2. Learners in groups identify physical activities
community. that promote good health lifestyle at home while the
( grade 3-7) facilitator assists them.
Syllabus 3. Learners give feedback from their groups while
(2015-2022) the facilitator assists them.
p. 39 4. Class discussion on group findings
ConThe best group acts out household chores
HEALTH - During Describi Zimbabwe ICT tools Discussion, play way, group work
AND the lesson ng ministry of
SAFETY learners primary and Work Cards Assumed knowledge Learners have learnt about
will:- classifyi secondary healthy living habbits.
Health ng Pictures
education Intro Learners identify healthy living habbits at
living -Keep a Charts
habits. record of Identifyi Physical home, school and communiy.
physical ng Education Sport Safe
-Physical 1. Learners identify physical activities at school and
activities and Mass exercise community that promote a health living while the
activities done at Displays facilities
diary facilitator assists them.
hdme,
school and Junior 2. Learners in pairs record physical activities done
community ( grade 3-7) at school at school and community while the
Syllabus
3. Learners give feedback from their groups while

ES
REFERENCE
(2015-2022) the facilitator assists them.
p. 39 4. Individual written work
ConRevision of written and recap of concepts.
SAFETY learners primary and Work Cards Assumed knowledge Learners have leant about
will:- Explaini secondary diseases caused by lack of fitness.
Health ng Pictures
education Intro Learners identify diseases caused by lack of
living -Identify Charts
habits. diseases Identifyi Physical physical fitness.
caused by ng Education Sport Safe
-Diseases 1. The facilitator explains on diseases caused by
nutritional and Mass exercise poor nutrition at school, home and community.
caused by imbalance Displays facilities
poor 2. Learners in groups discuss on diseases caused by
nutrition Junior poor nutrition while the facilitator assists them.
( grade 3-7) 3. Learners give feedback from their groups while
Syllabus the facilitator assists them.
(2015-2022) 4. Individual written work
p. 39 ConRevision of written and recap of concepts.
SAFETY learners primary and Work Cards Assumed knowledge Learners know diseases
Explaini

ES
REFERENCE
Health will:- ng secondary Pictures caused by poor nutrition.

living education
habits. Identify Identifyi Charts Intro learners identify diseases caused by poor
diaeses ng Physical nutrition.
-Diseases cased by Education Sport Safe
caused by poor Demonst and Mass exercise 1. The facilitator explains on diseases caused by
poor sanitary rating Displays facilities poor sanitation.
sanitary contitions 2. Learners in groups discuss on diseases caused by
cintitions Junior
poor sanitation while the facilitator assists them.
( grade 3-7)
3. Learners give feedbackin while the facilitator
Syllabus assists them.
(2015-2022) 4. Learners write individual work
p. 39 ConLearners answer oral questions from the

facilitator
HEALTH :- During Describi Zimbabwe ICT tools Discussion, play way, group work
SAFETY learners primary and Pictures Assumed knowledge Learners have learnt about
will:- Explaini secondary diseases caused by lack of nutrition.
Health ng Charts
education IntroRecap of the previous lesson.
living Explain Safe
habits. food Identifyi Physical
ng exercise 1. The facilitator explains on food deficiency
deficiency Education Sport facilities diseases.
-Food diseases and Mass
deficiency Displays 2. Learners discuss on food deficiency diseases
diseases

ES
REFERENCE
Junior while the facilitator assists them
( grade 3-7) 3. Learners in pairs collect pictures of people

suffering from malnutritional diseseases
Syllabus
4. Learners write exercises individually
(2015-2022)
ConLearners answer oral questions from the
p. 39 facilitator
Wk3 HEALTH - Describi Zimbabwe Bats Discussion, play way, group work
AND ng ministry of
SAFETY Explain safe primary and Rackets Assumed knowledge Learners know different
ways of Explaini secondary games.
Safety participatin ng Balls
education IntroRecap of the previous lesson.
g in Discus
-Safety physical Identifyi Physical
rules and ng 1. Learners identify different sporting activities they
activities Education Sport Whistles know.
regulations and Mass
when Demonst Mates
rating Displays 2. The facilitator explains and demonstrates on safe
participatin ways of participating in physical activities.
g in Junior
physical 3. Learners practise safe ways of handling various
activities ( grade 3-7) apparatus while the facilitator assists them.
Syllabus 4. Learners demonstrate the use of given apparatus
(2015-2022) while the facilitator assists them.

ES
REFERENCE
p. 39 ConLearners answer oral questions from the

facilitator
HEALTH During the Describi Zimbabwe Bats Discussion, play way, group work
AND lesson ng ministry of
SAFETY learners primary and Rackets Assumed knowledge Learners know s.afety rules
should be Explaini secondary when handling apparatus
Safety ng Balls
able to:- education IntroRecap of the previous lesson.
-Safety Identifyi Discus
Demonstrat Physical 1. Learners identify different sporting activities they
rules and e safe ways ng Education Sport Whistles
regulations know.
of handling Demonst and Mass
in P. E Mates 2. Learners demonstrate safe regulations when
apparatus rating Displays
performing activities while the facilitator assists
Junior them.
( grade 3-7) 3. Learners practise safe ways of activities while the
Syllabus facilitator assists them.
(2015-2022) 4. Learners demonstrate the use of given apparatus

p. 39
ConCool down activities
HEALTH During the Describi Zimbabwe Bats Discussion, play way, group work
AND lesson ng ministry of
SAFETY learners primary and Rackets Assumed knowledge Learners know different
should be Explaini secondary games.
Safety ng Balls

ES
REFERENCE
-Safe able to:- Identifyi education Discus IntroRecap of the previous lesson.
regulations ng
for Demonstrat Physical Whistles 1. Learners identify different sporting activities they
different e safe ways Demonst Education Sport know.
in physical rating and Mass Mates
activities 2. Learners demonstrate safe handling of given
activities Displays
apparatus while the facilitator assists them.
Junior
3. Learners play mini games practise safe ways and
( grade 3-7) regulation when doing physical activities
Syllabus ConCool down activities
(2015-2022)
p. 39
HEALTH During the listing Zimbabwe Discussion, play way, group work
AND lesson ministry of
SAFETY learners Explaini primary and Assumed knowledge Learners know injuries related
should be ng secondary to wrong use of apparatus.
Safety Balls
able to:- Identifyi education IntroRecap of the previous lesson.
-Injuries ng Whistles
-State Physical 1. Learners identify different sporting activities they
related to injuries Education Sport Mats
physical know.
related to and Mass
activities physical Displays 2. Learners state and discuss injuries related to
activities physical activities in groups while the facilitator
Junior assists them.

ES
REFERENCE
( grade 3-7) 3. Groups give feedback.
Syllabus 4. Individual written exercise by learners.
(2015-2022) Con oral questions and answers
p. 39
Revision During the Describi Physical Chalk board Assumed knowledge: Learners able to answer
test lesson ng Education Sport revision questions
learners and Mass Revision
TOPIC: should be Explaini Displays test Intro: re-cape of the previous lessons
able to:- - ng questions
Health and Junior Step 1 The facilitator recaps the concepts taught
safety answer at Identifyi during the week
least half of ng ( grade 3-7)
-All the revision Step 2 Learners answer revision test questions in
concepts test Demonst Syllabus their books individually.
taught on questions rating
the topic (2015-2022) Step 3 Revision of written work and recap of
correctly
concepts
given p. 39
-Revision
test Conclusion revision of work written
questions
WK 4 AQUATIC During the Descri Zimbabwe Charts Discussion, play way, group work
SKILLS lesson bing ministry of
learners primary and Goggle Assumed knowledge Learners know water disasters
Water should be able Explai secondary
safety ning Pictures of IntroRecap of the previous lesson.
water

ES
REFERENCE
-Aquatic to:- Identi education bodies 1. Learners identify importance of waters and
survival fying dangers of water while the facilitator assists them.
skills -Dramatize Physical Ropes
different water Demo Education Sport plastic 2. Learners in groups dramatize different water
resuscitation nstrati and Mass containers resuscitation activities while the facilitator assists
activities ng Displays them.
Junior 3. Learners present their demonstrations on front of

the class.
( grade 3-7)
4. Learners answer oral questions from the
Syllabus facilitator.
(2015-2022) Con Recap of concepts
p. 40
AQUATIC During the Descri Zimbabwe Charts Discussion, play way, group work
learners primary and Goggle Assumed knowledge Learners know water disasters
Water should be able Explai secondary
safety ning Pictures of IntroRecap of the previous lesson.
to:- education water
-Aquatic Identi bodies 1. Learners identify importance of waters and
-State other Physical dangers of water while the facilitator assists them.
survival water hazards fying Education Sport
skills in Zimbabwe and Mass 2. Learners in groups identify water hazards and
Demo
nstrati Displays discuss on them while the facilitator assists them.
ng Junior 3. Learners give feedback from their groups while

ES
REFERENCE
( grade 3-7) the facilitator assists them.
Syllabus 4. Learners write individual work in their books
(2015-2022)p. ConRevision of written work and recap of concepts.

40
learners primary and Goggle Assumed knowledge Learners know the technique
Strokes should be able Explai secondary of entering in water.
ning Pictures of
-Front to:- education water IntroRecap of the previous lesson.
crawl -demonstrate obser Physical bodies
ving 1. Learners practice aqua aerobics while the
the front crawl Education Sport Tyre tubes facilitator assists them.
Demo and Mass
nstrati Displays Floaters 2.The facilitator demonstrate front crawl while the
ng learners observe.
Junior
3. Learners demonstrate techniques of front crawl
( grade 3-7) while the facilitator guides them.
Syllabus Con Cool down activities.
(2015-2022)
p. 40
Assumed knowledge Learners know the technique

ES
REFERENCE
Strokes learners Explai primary and Goggle of entering in water.

should be able ning secondary
-Back to:- education Pictures of Intro Recap of the previous lesson.
stroke Identi water
-demonstrate fying Physical bodies 1. Learners practice aqua aerobics while the
the techniques Education Sport facilitator assists them.
used in back Demo and Mass Tyre tubes
nstrati Displays 2. The facilitator demonstrate front crawl while the
stroke Floaters learners observe.
ng
Junior 3. Learners demonstrate techniques of back crawl
Syllabus Con Cool down activities.
(2015-2022) .
p. 40
learners primary and Goggle Assumed knowledge Learners have seen people
Strokes should be able Explai secondary swimming.
ning Pictures of
-diving to:- education water Intro Recap of the previous lesson.
-demonstrate Identi Physical bodies
1. Learners watch videos on diving.
the techniques fying Education Sport Tyre tubes
in breast stroke Demo and Mass 2. Learners practice diving while facilitator guides
nstrati Displays Diving them.

ES
REFERENCE
ng Junior board 3. Learners demonstrate techniques used in diving

while the facilitator guides them.
( grade 3-7)
ConCool down activities.
Syllabus
(2015-2022)p.
40
5 AQUATIC During the Descri Zimbabwe Charts Discussion, play way, group work
learners primary and Assumed knowledge Learners have seen people
ning Pictures of
-tumbling to:- education water IntroRecap of the previous lesson.
turn -demonstrate Identi Physical bodies
technique fying 1. Learners watch demonstrations of tumbling turn
the tumbling Education Sport techniques.
turn technique Demo and Mass
nstrati Displays 2. Learners practice tumbling turn techniques while
ng facilitator guides them.
Junior
3. Learners demonstrate tumbling turn techniques
( grade 3-7) when swimming while the facilitator guides them.
Syllabus ConCool down activities.
(2015-2022)
p. 40

ES
REFERENCE
learners primary and Goggle Assumed knowledge Learners have seen people
ning Pictures of
-Front, to:- education water IntroRecap of the previous lesson.
back and -demonstrate Identi Physical bodies
breast fying 1. Learners watch videos showing the front, back
front, back and Education Sport Tyre tubes and breast stroke actions.
stroke breast stroke and Mass
actions Demo
actions nstrati Displays Floaters 2. Learners practice front, back and breast stroke
ng while facilitator guides them.
Junior
3. Learners demonstrate front, back and breast
( grade 3-7) stroke while the facilitator guides them.
(2015-2022)
p. 40
learners primary and Pictures of Assumed knowledge Learners have seen people
Strokes should be able Explai secondary water swimming.
to:- ning education bodies
-Diving IntroRecap of the previous lesson.
skills -demonstrate Identi Physical Floaters
fying 1. Learners watch videos on diving skills.
correct diving Education Sport
skills and Mass 2. Learners practice diving skills while facilitator

ES
REFERENCE
Demo Displays guides them.

nstrati
ng Junior 3. Learners demonstrate diving skills while the
facilitator guides them.
( grade 3-
7)Syllabus ConCool down activities.
(2015-2022)p.
40
learners primary and Assumed knowledge Learners have seen people
Pictures of
to:- ning education
-Front, water IntroRecap of the previous lesson.
back and Identi bodies
-demonstrate Physical 1. Learners watch videos showing the front, back
breast front, back and fying Education Sport
stroke and breast stroke actions.
breast stroke Demo and Mass
actions actions Displays Floaters 2. Learners practice front, back and breast stroke
nstrati
ng while facilitator guides them.
Junior
3. Learners demonstrate front, back and breast
( grade 3-7) stroke while the facilitator guides them.
(2015-2022)
p. 40

ES
REFERENCE
Revision During the Descri Zimbabwe Charts Discussion, play way, group work
lesson bing ministry of
AQUATIC learners primary and Pictures of Assumed knowledge Learners know swimming
SKILLS should be able Explai secondary water techniques
to:- ning education bodies
Strokes IntroRecap of the previous lesson.
-demonstrate Identi Physical
-arm and fying 1. Learners demonstrate different techniques in
leg action, the technique Education Sport Floaters swimming i.e. front, back and breast stroke while
front, back of arm and leg Demo and Mass the facilitator guides them.
and breast action, front, nstrati Displays
stroke back, and ng 2. Learners identify water hazards in Zimbabwe
breast stroke. Junior while the facilitator assists them.
-Correct ( grade 3-7)
diving -state the water 3. Class discussion on water disasters and water
hazards in Syllabus safety rules
-Water Zimbabwe
Hazards (2015-2022) 4. Learners answer oral oral questions from the
facilitator
p. 40
ConRecap of concepts
6 Kids During the Descri Zimbabwe Charts Discussion, play way, group work
athlete lesson bing ministry of
learners primary and Assumed knowledge Learners know running
Running should be able Explai secondary techniques.
ning Pictures of
- to:- education water IntroWarm up activities.
Preparation -explain Identi Physical bodies
for short fying 1. Demonstrations 8min endurance race by the
preparatory Education Sport

ES
REFERENCE
sprints stage for short Demo and Mass facilitator or

sprints nstrati Displays
ng Floaters 2. Learners practice running short races while
Junior facilitator guides them.
( grade 3-7) 3. Learners in groups discuss preparatory stage for

short sprints race while the facilitator guides them.
Syllabus
4. Learners run for time over fairly short distance
(2015-2022)
p. 41
Kids During the Descri Zimbabwe Cones Discussion, play way, group work
learners primary and Whistle Assumed knowledge Learners are able to run.
Running should be able Explai secondary
ning School IntroWarm up activities.
-Sprint to:- education grounds
Identi 1. The facilitator demonstrates on sprinting.
-Demonstrate Physical Stop watch
correct sprint fying Education Sport 2. Learners demonstrate on correct sprinting while
techniques Demo and Mass the facilitator guides them.
nstrati DisplaysJunior (
3. Learners in groups perform sprints while the
ng grade 3-
7)Syllabus
4. Learners demonstrate sprints running with
(2015-2022)p.
maximum speeds
41

ES
REFERENCE
-Long to:- education grounds
distance Identi 1. Learners demonstrate relays while the facilitator
- Physical Stop watch assists them.
running fying Education Sport
-Endurance Demo and Mass 2. Few learners demonstrate on correct baton
nstrati Displays exchange while the facilitator assists them.
ng Junior 3. Learners in groups practice sprints and baton
exchange while the facilitator assists them.
( grade 3-7)
4. Learners demonstrate sprints and baton
Syllabus exchange.
(2015-2022) ConCool down activities.
p. 41
-Sprint to:- education grounds
Identi 1. The facilitator explains and demonstrate on
Baton -Demonstrate Physical Stop watch baton exchange
correct baton fying Education Sport
exchange
and Mass 2. Learners demonstrate demonstrate on baton

ES
REFERENCE
exchange Demo Displays exchange in pairs while the facilitator assists them.
nstrati
ng Junior 3. Learners in groups of four practice sprints and
baton exchange while the facilitator guides them.
( grade 3-7)
4. Learners demonstrate sprints and baton exchange
Syllabus while running with maximum speed
(2015-2022) 5. Correct demonstration of baton exchange by
p. 41 learners.
-Sprint – to:- education grounds
running for Identi 1. Learners demonstrate on sprints while running
-Demonstrate Physical Stop watch for endurance with maximum speed while the
endurance correct sprint fying Education Sport facilitator guides them.
techniques, Demo and Mass
running nstrati Displays 2. Learners practise running through marked bends
through bends ng while the facilitator guides them.
Junior
3. Learners demonstrate running through marked
( grade 3-7) bends while the facilitator guides them.
Syllabus 4. Correct demonstration on running through

ES
REFERENCE
(2015-2022) marked bends by learners.
p. 41 ConCool down activities.
7 Kids Kids athlete Describi Zimbabwe Cones Discussion, play way, group work
athlete ng ministry of
Jumping primary and Whistle Assumed knowledge Learners are able to jump.
Jumping Explaini secondary
-Jumping for ng School IntroWarm up activities.
- distance education grounds
Jumping Identifyi 1. The facilitator explains and demonstrate on
Physical Stop jumping over a distance
for ng Education Sport
distance watch
Demonst and Mass 2. Few learners demonstrate to others jumping over
rating Displays a distance while the facilitator guides them.
Junior 3. Learners practise horizontal and vertical jumping

landing with both feet while the facilitator guides
( grade 3-7) them.
Syllabus 4. Learners participate in jumping competitions
(2015-2022) while the facilitator guides them.
Kids During the Describi Zimbabwe Cones Discussion, play way, group work
athlete lesson ng ministry of
Running should be able Explaini secondary
ng School IntroWarm up activities.

ES
REFERENCE
-Bends to:- Identifyi education grounds 1. The facilitator explains demonstrate negotiating
formula ng the bends without reducing speed.
-negotiate Physical Stop
bends without Demonst Education Sport watch 2. Learners demonstrate demonstrate negotiating
reducing speed rating and Mass bends without reducing speed while the facilitator
Displays assists them.
Junior 3. Learners in groups of four practice sprints and

baton exchange while the facilitator guides them.
( grade 3-7)
4. Learners run through marked bends with
Syllabus maximum speed and negotiating bends without
(2015-2022) reducing speed.
Kids During the Describi Zimbabwe Charts Discussion, play way, group work
learners primary and Assumed knowledge Learners know running
Running should be able Explaini secondary techniques.
ng Pictures of
enduran to:- education water IntroWarm up activities.
ce race -Complete a Identifyi Physical bodies
ng 1. Learners watch a video of different events.
timed Education Sport
endurance race Demonst and Mass 2. Learners practice practise running endurance race
rating Displays Floaters while the facilitator assists them.
Junior 3. Learners in groups demonstrate 8 min endurance

ES
REFERENCE
( grade 3-7) race while the facilitator guides them.
Syllabus 4. Learners run for time over fairly long distance
(2015-2022)p. 41 ConCool down activities.
learners primary and Goggle Assumed knowledge Learners know running
Running should be able Explaini secondary techniques.
ng Pictures of
- to:- education water IntroWarm up activities.
enduran -Demonstrate Identifyi Physical bodies
ce ng 1. Learners demonstrate sprinting and baton
bends formula Education Sport Tyre tubes exchange while the facilitator guides them.
and sprints and Demonst and Mass
baton rating Displays Floaters 2. Learners practice running endurance races while
exchange skills facilitator guides them.
taught during Junior
3. Learners in groups participate in competitions.
the week. ( grade 3-7)
Syllabus
(2015-2022)
p. 32
learners primary and Goggle Assumed knowledge Learners know running
Running Explaini techniques.

ES
REFERENCE
-Mini should be able ng secondary Pictures of IntroWarm up activities.

competiti to:- education water
on Identifyi bodies 1. Learners in groups practise, preparing for the
-Participate in ng Physical mini competitions.
mini Education Sport Tyre tubes
competitions Demonst and Mass 2. Learners practice running while the facilitator
rating Displays Floaters guides them
Junior 3. Learners participate in mini competitions
( grade 3-7) ConCool down activities.
Syllabus
(2015-2022)
p. 32
8 During the Describi Zimbabwe Tape Discussion, play way, group work
lesson ng ministry of Measure
learners primary and Assumed knowledge Learners are able to jump.
should be able Explaini secondary Wooden
ng pole IntroWarm up activities.
to:- education
Identifyi Marked 1. The facilitator explains and demonstrate on
-Engage in Physical jumping over a distance
horizontal and ng Education Sport mats
vertical jumps Demonst and Mass Rope 2. Few learners demonstrate to others jumping over
rating Displays a distance while the facilitator guides them.
3. Learners practise horizontal and vertical jumping

ES
REFERENCE
Junior landing with both feet while the facilitator guides

them.
( grade 3-7)
4. Learners participate in jumping competitions
Syllabus while the facilitator guides them.
p. 41
Kids During the Describi Zimbabwe Tape Discussion, play way, group work
athlete lesson ng ministry of Measure
Jumping should be able Explaini secondary Wooden
- to:- education
Jumping Identifyi Marked 1. Few learners demonstrate to others horizontal
-Engage in Physical and vertical jumping using given equipment while
using horizontal and ng Education Sport mats
apparatu the facilitator guides them.
vertical jumps Demonst and Mass Rope
s using Displays 2. Learners practise horizontal and vertical jumping
rating
apparatus for a distance landing on both feet using given
Junior apparatus while the facilitator guides them.
( grade 3-7) 3. Learners demonstrate vertical and horizontal
Syllabus jumping while the facilitator guides them.
p. 41

ES
REFERENCE
- to:- education
Jumping Identifyi Marked 1. The facilitator explains and demonstrates on
-Jump from a Physical jumping for height.
for relatively short ng Education Sport mats
height run up and Mass 2. Few learners demonstrate to others jumping for
Demonst Rope
rating Displays height from a short distance while the facilitator
guides them
Junior
3. Learners practise jumping for height while the
( grade 3-7) facilitator guides them.
Syllabus 4. Learners participate in jumping competitions
(2015-2022) while the facilitator guides them.
- to:- education
Jumping Identifyi Marked 1. Few learners demonstrate jumping to clear
-Clear heights Physical heights while the facilitator guides them.
for while jumping ng Education Sport mats
and Mass 2. Learners practise jumping to clear heights while

ES
REFERENCE
distance Demonst Displays Rope the facilitator guides them.

rating
- Clear Junior 3. Learners participate in jumping competitions.
height
( grade 3-7) ConCool down activities.
Syllabus
(2015-2022)
p. 41
- to:- education
Jumping Identifyi Marked 1. Few learners demonstrate jumping for height
-Jump for a Physical while the facilitator guides them.
for distance and ng Education Sport mats
distance land safely and Mass 2. Learners practise jumping for distance and
and Demonst Rope
rating Displays landing safely while the facilitator guides them.
landing
safely Junior 3. Learners demonstrate jumping for distance and
landing safely while the facilitator guides them.
( grade 3-7)
Syllabus
(2015-2022)

ES
REFERENCE
p. 32
9 Kids During the Describi Zimbabwe Soft Discussion, play way, group work
athlete lesson ng ministry of rubber
learners primary and rings Assumed knowledge Learners are able to throw.
Throwin should be able Explaini secondary
g ng Medicine IntroWarm up activities.
to:- education
balls 1. The facilitator explains and demonstrates on
- -Execute Identifyi Physical
Rotation ng Javelin stepping and throwing of wooden poles.
rotational Education Sport
al throws for and Mass 2. Few learners demonstrate to others stepping and
throwing Demonst Discus
accuracy and rating Displays throwing of wooden poles while the facilitator
for distance Wooden guides them.
distance Junior poles
and 3. Learners practise throwing wooden poles as a
accuracy ( grade 3-7) Cones tape javelin while the facilitator guides.
Syllabus measure
4. Learners demonstrate stepping and throwing
(2015-2022) techniques in javelin while the facilitator guides
them.
p. 41
Kids During the Describi Zimbabwe Improvise Discussion, play way, group work
athlete lesson ng ministry of d throwing
learners primary and Equipment Assumed knowledge Learners are able to throw.
Throwin should be able Explaini secondary ’s
g ng IntroWarm up activities.
to:- education
Javelin 1. Fewlearners demonstrate to others throwing
- Identifyi

ES
REFERENCE
Rotation -Demonstrate ng Physical Discus javelin using equipment available while the
al javelin throw Education Sport facilitator guides them.
throwing for a distance Demonst and Mass Wooden
for rating Displays poles 2. Learners practise throwing wooden poles as a
distance javelin for a distance while the facilitator guides.
Junior Cones tape
and measure 3. Learners demonstrate stepping and throwing
accuracy ( grade 3-7) javelin for a distance while the facilitator guides
-Javelin them.
Syllabus
4. Learners participate in javelin throwing
(2015-2022) competitions
to:- education
Wooden 1. Fewlearners demonstrate to others throwing
-Javelin -Demonstrate Identifyi Physical poles
throw to ng javelin using equipment available while the
the teens Education Sport
at least javelin throw and Mass Cones tape facilitator guides them.
30m Demonst measure
at least 30m rating Displays 2. Learners practise throwing javelin for a 30 metre
distance distance distance while the facilitator guides.
Junior
( grade 3-7) javelin for a 30m distance while the facilitator

ES
REFERENCE
Syllabus guides them.
(2015-2022) 4. Learners participate in javelin throwing

competitions
p. 41
to:- education
Javelin 1. Fewlearners demonstrate to others throwing
-Target -Demonstrate Identifyi Physical
Throw ng Discus javelin using equipment available while the
target throws Education Sport facilitator guides them.
over a over a barrier and Mass
barrier Demonst Wooden
rating Displays poles 2. Learners practise whole body throwing while the
facilitator guides.
Junior Cones tape
measure 3. Learners demonstrate whole body throwing while
( grade 3-7) the facilitator guides them.
Syllabus 4. Learners participate in mini competitions while
(2015-2022) the facilitator guides them.

ES
REFERENCE
Throwin learners Explaini primary and Equipment Assumed knowledge Learners are able to throw.
g should be able ng secondary ’s
to:- education IntroWarm up activities.
-Discus Identifyi Wooden
-Demonstrate a ng Physical poles 1. The facilitator explains and demonstrate discus
discus throw Education Sport throwing using apparatus available
for a distance Demonst and Mass Cones tape
rating measure 2. Fewlearners demonstrate to others throwing
Displays discus using equipment available while the
Junior facilitator guides them.
( grade 3-7) 3. Learners practise throwing discus for a distance

Syllabus
(2015-2022) discus for a distance while the facilitator guides
them.
p. 41
10 Kids During the Describi Zimbabwe Improvise Discussion, play way, group work
learners primary and Equipment Assumed knowledge Learners are able to play
Sport should be able Explaini secondary ’s general games.
to:- ng education
-space Wooden IntroWarm up activities.
awarenes -Demonstrate Identifyi Physical poles
s ng 1. Fewlearners demonstrate space aw while the
space Education Sport facilitator guides them.areness when playing games
awareness and Mass tape
Demonst measure
Displays 2. Learners practise playing soccer while the

ES
REFERENCE
rating Junior facilitator guides them.
( grade 3-7) 3. Learners demonstrate playin soccer while the

Syllabus
4. Learners participate in mini competitions
(2015-2022)
p. 42
to:- education
Javelin 1. Fewlearners demonstrate over arm throwing
-Over -Demonstrate Identifyi Physical
arm ng Discus when throwing javelin and discus while the
over arm Education Sport facilitator guides them.
throwing throwing and Mass
Demonst Wooden
rating Displays poles 2. Learners practise over arm throwing while the
Junior Cones tape
measure 3. Learners demonstrate over arm throwing while
( grade 3-7) the facilitator guides them.
Syllabus 4. Learners participate in mini competitions
p. 42

ES
REFERENCE
to:- education
-Javelin -Demonstrate Identifyi Physical poles
throw ng javelin using equipment available while the
the teens Education Sport facilitator guides them.
javelin throw and Mass tape
Demonst measure
at least 20m rating Displays 2. Learners practise throwing javelin for a distance
distance while the facilitator guides.
Junior
( grade 3-7) javelin for a distance while the facilitator guides
Syllabus them.
(2015-2022) 4. Learners participate in javelin throwing

competitions
p. 41
to:- education
Wooden 1. The facilitator explains and demonstrate discus
-Discus -Demonstrate a Identifyi Physical poles
throw ng throwing using apparatus available
discus throw Education Sport

ES
REFERENCE
for a distance Demonst and Mass Cones tape 2. Fewlearners demonstrate to others throwing
rating Displays measure discus using equipment available while the
Junior
3. Learners practise throwing discus for a distance
Syllabus 4. Learners demonstrate stepping and throwing
(2015-2022) discus for a distance while the facilitator guides
them.
p. 41
Revision During the Describi Zimbabwe Improvise Discussion, play way, group work
lesson ng ministry of d throwing
Kids learners primary and Equipment Assumed knowledge Learners are able to throw.
athlete should be able Explaini secondary ’s
ng IntroWarm up activities.
Throwin to:- education
g -Demonstrate Identifyi Physical poles
ng javelin and discus while the facilitator guides them.
-Javelin the discuss and Education Sport
javelin and Mass Cones tape 3. Learners demonstrate throwing javelin and discus
and Demonst measure
Discus throwing rating Displays for a distance while the facilitator guides them.
throwing Junior 4. Learners participate in javelin and discus
Competit throwing competitions
ions ( grade 3-7)
Syllabus

ES
REFERENCE
(2015-2022)
p. 41
Lesson 1 During the Naming Zimbabwe Chalk Assumed knowledge: Learners able to answer
11 lesson ministry of board revision questions
Revision learners Explaini primary and
test should be able ng secondary Revision Intro: re-cape of the previous lessons
to:- - answer at education test
to TOPIC: Describi Step 1 The facilitator recaps the concepts taught
least half of the questions
ng Physical during the week
14 -Physical revision test
Education Sport Improvise
Education questions d throwing Step 2 Learners answer revision test questions in
correctly given and Mass their books individually.
-Safety and Displays equipment
health Cones tape Step 3 Revision of written work and recap of
Junior measure concepts
-All topics
taught ( grade 3- Conclusion revision of work written
7)Syllabus
-Revision
test (2015-2022)
questions p. 30-32

ES
REFERENCE
VISUAL AND PERFORMING ARTS
BROAD AIMS
TO ENABLE LEARNERS TO:
1. become literate in visual and performing arts

2. improve enterprise and psycho-motor skills through visual and performing arts
3. Demonstrate an understanding of the elements and principles that govern the creation of works of art in music, visual arts theatre and
dance.
4. take pride in the history and influence of arts throughout history from pre-colonial, colonial, Chimurenga/Umvukela and postcolonial
eras across cultures

ES
REFERENCE
CROSS-CUTTING THEMES
Heritage Studies
Climate change and Environmental issues
Human Rights
Children’s rights and Responsibilities
Child Protection
Financial Literacy
Gender
Sexuality, HIV and AIDS Education
History and Culture
The creative process and performance
SOURCE
Visual and Performing Arts - Junior (Grades 3-7) Syllabus 2015-2022
1 Lesson 1 During the describing Visual Audio visual Assumed knowledge: Learners canidentify
lesson learners and storage device different types of music
History should be able Identifyin Performi
and culture to:- g ng Arts - Tape recorder Methods: Notation
MUSIC Junior Resource Intro: Leaners ame different types of music

-identify African (Grades
music person
-Types of 3-7) 1. facilitator explain on types of music in Africa.
music in - describe types Syllabus Smartphone
Africa 2. Learners in groups groups of four discuss
of music in 2015-
different types of musicin Africa while the

ES
REFERENCE
-reggae Africa 2022 facilitator assists them.
-Amarabi Page 53 3. Learners give feedback from their groups while

the teacher assists them.
4. . Learners write exercises in their boks

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

ES
REFERENCE
Lesson 3 During the Listening Visual Audio visual Assumed knowledge: Learners know different
lesson learners and storage device songs
and culture to:- g ng Arts - Tape recorder Methods: song
MUSIC Distinguis Junior Resource Intro: Leaners name different types of music
-assess gender (Grades
roles in hing person while the facilitator assists them.
-Types of 3-7)
music in indigenous Dancing Syllabus Smartphone 1 The facilitator explains on types of music in
Africa music 2015- Africa.
Singing
2022
-Kwaito 2. Learners in groups of four discuss discus
Identifyin different types of recorded and non-recorde music
Page 53
-Rhumba g while the facilitator assists them.
3. Learners give feedback while the facilitator

assists them and record.
4. Learners write excercise individually.
Con: Oral review of lesson.
Lesson 4 During the Listening Visual Audio visual Assumed knowledge: Learners different musical
lesson learners and storage device instruments
and culture to:- g ng Arts - Tape recorder Methods: integrated learning
MUSIC Distinguis Junior Resource Intro: Leaners listen to social functions of music
-identify how (Grades
music has used hing person
-Types of 3-7) 1. Learners identify technology in music in the
music in technology in Syllabus past and in the present while the facilitator assists

ES
REFERENCE
Africa the past and Dancing 2015- Smartphone them.

present. 2022
- Mbira Singing 2. Learners in groups trace the use of technology
music Page 53 in music while the facilitator assists them.
Identifyin
- Sungura g 3. Learners give feedback from their groups while
the teacher assists them.
4. Class discussion on group findings.
Con: Learners listen to music from the memory

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

ES
REFERENCE
rights as class

stick
Lesson 2 During the Listening Visual Audio visual Assumed knowledge: Learners different
lesson learners and storage device musicians
MUSIC Distinguis Junior Resource Intro: recap of the previous lesson

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

stick.
Lesson 3 During the Listening Visual Audio visual Assumed knowledge: Learners different
lesson learners and storage device musicians
Distinguis Junior Resource

-draw and label

ES
REFERENCE
MUSIC different hing (Grades person Intro: recap of the previous lesson
musical 3-7)
-Roles of instruments Dancing Syllabus Smartphone 1. Learners identify identify different musicians.
musicians 2015-
in Singing 2. Learners in groups identify and sing different
2022 songs from different musicians while the
Precolonial Identifyin
times Page 53 facilitator assists the learners.
g
-Roles of 3. Learners give feedback from groups while the
musicians. facilitator assists them.
Con: Revision and recap of written work.
Lesson 4 During the Naming Visual Chalk board Assumed knowledge: Learners able to answer
lesson learners and revision questions
Revision should be able Explaining Performi Revision test
test to:- - answer at questions Intro: re-cape of the previous lessons
Describing ng Arts -
TOPIC: least half of the Junior Step 1 The facilitator recaps the concepts taught
revision test (Grades during the week
History questions 3-7)
and culture correctly given Syllabus Step 2 Learners answer revision test questions in
2015- their books individually.
-Music
2022
Step 3 Revision of written work and recap of
-Revision concepts
Page 3
test
questions Conclusion revision of work written

ES
REFERENCE
3 Lesson 1 During the Relating Visual Artefacts such Assumed knowledge: learners know what gender
lesson learners and as , Zimbabwe is.
History will Listening Performi bird, stone
and culture ng Arts - sculptures, Methods: Integrated learning, discussion
--describe the Composin
-Visual arts g Junior basketry, rock Intro: Recap of previous lesson
role and (Grades painting,
-Role of development of Distinguis 3-7) pottery 1. The facilitator explains and describe on
children, visual art in hing Syllabus developments of visual art in post-colonial eras.
men and post-colonial 2015- -Video clips
women in eras. Dancing 2. Learners in groups trace visual arts
2022
music development in the post-colonial era versas gender
Singing while the facilitator assists them.
Page 53
- Gender Identifyin
and music 3. Feedback from groups while the facilitator
g assists learners.
in the
modern 4. Learners watch video clips on role and
world development of visual art in post-colonial eras.
Con: Learners answer oral questions from

thefacilitator
Lesson 2 During the Relating Visual Audio visual Assumed knowledge: Learners different musical
lesson learners and storage device instruments
History will Listening Performi
and culture ng Arts - Tape recorder Methods: integrated learning
-play musical Composin
g Junior Resource

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

ES
REFERENCE
instruments Identifyin Page 53 learners.

g
3. Learners give feedback from groups while the
Con: Revision and recap of written work.
Lesson 4 During the Listening Visual Photographs Assumed knowledge: Learners able to answer
Revision should be able Composin Performi computer
test to:- - answer at g ng Arts - Intro: re-cape of the previous lessons
Heritage sites
TOPIC: least half of the Distinguis Junior Step 1 The facilitator recaps the concepts taught
revision test hing (Grades Smartphone during the week
History questions 3-7)
and culture correctly given Dancing Syllabus Step 2 Learners answer revision test questions in
-Music Singing
2022
-Revision Identifyin concepts
Page 53
test g
4 Lesson 1 During the Listening Visual Resource Assumed knowledge: learners know some songs
lesson learners and person sung during post colonial era.
History should be able Describing Performi Cultural
and culture to:- ng Arts - centre, Methods: Integrated learning, discussion
Relating
Junior internet, video
--describe the

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

ES
REFERENCE
in Dancing Page 53 them.

Zimbabwe
and Singing 3. Learners demonstrate their performance.
Southern Identifyin Con: Recap of concepts
Africa g
Lesson 3 During the Listening Visual Live Assumed knowledge: learners know different
lesson learners and performance cultural celebrations
History should be able Describing Performi Charts,
and culture to:- ng Arts - Pictures, Methods: integrated method
Relating
THEATRE Junior Costumes, Intro: Recap of the previous lesson.
-Identify how Listening (Grades Recorder,
-Historical theatre has used 3-7) Internet , 1. Learners in use designed props, sets and
developmen technology in Composin costumes to perform different cultural, beliefs and
Syllabus smartphone
t of the past and g traditions while the facilitator assists them.
2015-
technology present.
Distinguis 2022 2. Learners identify technology used in theatre in
in theatre hing
and film.- Page 53 the past and in the present while the facilitator
Use of Dancing assists them.
technology 3. Class discussion on the use of technology in the
Singing
in theatre past and the in present.
in the past Identifyin
and g Con: Recap of concepts
present.
Lesson 4 During the Listening Visual Live Assumed knowledge: learners know some of
lesson learners and performance their rights.
History

ES
REFERENCE
and culture should be able Describing Performi Charts, Methods: integrated method, role play
to:- ng Arts - Pictures,
THEATRE Relating Junior Costumes, Intro: Recap of the previous lesson.
-Incorporate (Grades Recorder,
-Child children’s rights, Listening 1. Learners identify their rights and
protection 3-7) Internet , responsibilities both at home and at school while
responsibilities Composin Syllabus smartphone
and and the facilitator assists them.
developmen unhu,Ubuntu/vu g 2015-
t in theatre. munhu in their 2022 2. Learners listen to folk tales from the facilitator.
Distinguis
–Children’s improvisation hing Page 53 3. Learners extract beliefs, customs and traditions
rights from the folktales while the facilitator assists
responsibili Dancing them.
ties and
Singing 4. Learners perform a role play on responsibilities
unhu/Ubun
tu/vumunh Identifyin and their rights while the facilitator assists them.
u g 5. Class discussions on children rights and
responsibilities.

facilitator.
5 Lesson 1 During the Listening Visual Live Assumed knowledge: learners know different
lesson learners and performance cultural dances
and culture to:- ng Arts - Pictures, Methods: integrated method, dance
Relating
DANCE Junior Costumes, Intro: Recap of the previous lesson.
-Identify Listening (Grades Recorder,
-different cultural dances 3-7) Internet , 1. Learners identify cultural dance they know

ES
REFERENCE
dances. from past and Composin Syllabus smartphone while the facilitator assists them.
present. g 2015-
-Diversity 2022 Cultural 2. Learners in groups discuss on cultural dances in
of Visual -outline dances Distinguis centres the past and in the present extracting changes
Art in performed by- hing Page 53 while the facilitator assists them.
zimbabwe men Video clips
Dancing 3. Learners give feedback from their groups while
- Audio on the facilitator assists them.
women Singing storage devices
4. Learners demonstrates short cultural dances
- Identifyin
children g Con: Learners dance cultural dances.
Relating
-outline dances Listening (Grades Recorder,
- Diversity performed by- 3-7) Internet , 1. Learners identify different cultural dances.
of visual women Composin
Syllabus smartphone
Art. g 2. Learners in groups discuss on dances for
-Explain the 2015-
Cultural women and outline its purpose while the
-Visual arts purpose of Distinguis 2022 facilitator assists them
centres
in Southern dance hing
Page 53
Africa Video clips 3. Learners give feedback from their groups while
-justify why Dancing the facilitator assists them
cultural dances Audio on
Singing
changes when storage devices 4. Learners demonstrates short cultural dances

ES
REFERENCE
performed for Identifyin Con: Learners dance cultural dances.

audience g
Relating
-outline dances Listening (Grades Recorder,
- performed by- 3-7) Internet , 1. Learners identify different cultural dances.
Zimbabwea children Composin
Syllabus smartphone
n Artists. g 2. Learners in groups discuss on dances for
-Explain the 2015-
Cultural children and outline its purpose while the
- purpose of Distinguis 2022 facilitator assists them
centres
Distinguish dance hing
Page 53
between Video clips 3. Learners give feedback from their groups while
Dancing the facilitator assists them
Zimbabwea Audio on
n Artists Singing
storage devices 4. Learners demonstrates dances performed by
Identifyin children e.g. clacks
g Con: Learners dance clacks
Relating
REVISION Junior Costumes, Intro: Recap of the previous lesson.
-Incorporate Listening (Grades Recorder,
OF WORK

ES
REFERENCE
COVERED children’s rights, Composin 3-7) Internet , 1. Learners identify different cultural dances.
responsibilities g Syllabus smartphone
and 2015- 2. Learners in groups discuss on dances played by
unhu/Ubuntu/vu Distinguis 2022 Cultural children, men and woman e.g. rhumba, jaka,
munhu in their hing centres mbakumba and jerusarema and identifying their
improvisation Page 40 rights and responsibilities while the facilitator
Dancing Video clips assists them.
Singing Audio on 3. Learners give feedback from their groups while
storage devices the facilitator assists them.
Identifyin
g 4. Learners demonstrates rhumba, mbakumba or
jerusarema
Con: Best dancers dance for others
6 Lesson 1 During the Describing Visual Charts , Assumed knowledge: learner can sing songs
lesson learners and Pictures video
History and should be able Relating Performi clip resource Methods: integrated method, notation
culture to: ng Arts - person,
Listening Intro: Recap of the previous lesson.
THEATRE Junior computer
- create scripts. Composin (Grades 1. The facilitator explains on musical symbols
-Creation of g 3-7) symbols in C and G major.
scripts, sets Syllabus
and props Distinguis 2. Learners identify music written C and G major
2015-
hing while the facilitator assists them.
2022
-Key G major
Dancing 3. Learners write songs in C and G major while
Page 56
the facilitator assists them.

ES
REFERENCE
Singing 4. Learners in groups sing songs written in C and

G major while the facilitator assists them.
Identifyin
g 5. Learners give feedback from their groups while
Con: Best group sing its song for the class.
The creative During the Describing Visual Charts , Assumed knowledge: learner know some musical
process and lesson learners and Pictures video symbols
performance should be able Relating Performi clip resource
to:- ng Arts - person, Methods: integrated method, notation
MUSIC Listening
Junior computer Intro: Recap of the previous lesson.
-Use simple and Composin (Grades
-Simple and compound time
compound g 3-7) 1. Learners identify musical symbols they know.
signature in Syllabus
time composing Distinguis 2. The facilitator explains and demonstrates on
signatures 2015-
rhythms hing simple and compound time signature to learners.
2022
-Simple and Dancing 3. Learners in groups compose rhythms using
compound Page 56
simple and compound time signatures while the
time Singing facilitator assists them.
signatures
Identifyin 4. Learners give feedback from their groups while
g the facilitator assists them.
Con: Recap of concepts.
Lesson 3 During the Describing Visual Charts , Assumed knowledge: learner can sing songs
lesson learners and Pictures video

ES
REFERENCE
The creative should be able Relating Performi clip resource Methods: song
process and to:- ng Arts - person,
performance Listening Junior computer Intro: Recap of the previous lesson.
-Sing rounds (Grades
MUSIC Composin Television 1. The facilitator explains on the concept of
-sing ostinatos g 3-7) rounds, descant and ostinatos in songs
-Rounds, Syllabus Smart phone
descants and -Improve Distinguis 2015- Musical 2. Learners sing songs with rounds and ostinatos
songs with descants in hing 2022 instruments while the facilitator assists them.
ostinato. known songs
Dancing Page 56 3. Learners in groups compose songs improving
-Musical -play ostinato in descants and while the facilitator assists them.
percussion Singing
instruments 4 Learners give feedback while the facilitator
such as instruments. Identifyin assists them.
piano, g
keyboard , a 5. Learners play ostinato on percussion
piano and instruments while the facilitator assists them
guitar
-Rounds, the facilitator ass
Descants,
Con: Learners play percussion instruments.
Ostinatos
-Percussion
instruments
Lesson 4 During the Describing Visual Charts , Assumed knowledge: learner can sing songs
lesson learners and Pictures Video
The creative should be able Relating Performi clip resource Methods: integrated method, notation

ES
REFERENCE
process and to:- Listening ng Arts - person, Intro: Recap of the previous lesson.
performance Junior computer
-Sing songs in Composin (Grades 1. The facilitator explains and demonstrates on
MUSIC two and three g 3-7) Smartphone songs in two and three part harmony.
part harmony Syllabus
-Two and Distinguis 2. Learners in groups sing songs with two and
three part hing 2015- three part harmony while the facilitator assists
harmony 2022 them.
songs Dancing
Page 56 3. Learners give feedback from their groups
-Songs in Singing
two and Con: Best group sing for the class
Identifyin
three part g
harmony
7 Lesson 1 During the Drawing Visual Charts , Assumed knowledge: learners know simple
lesson learners and Pictures video drawings.
Visual Art should be able Relating Performi clip resource
to:- ng Arts - person, Methods: integrated method, demonstration
The three imagining
dimensional Junior computer Intro: Recap of the previous lesson.
-draw three (Grades
art dimensional Ict tools
3-7) 1. Learners name shapes they know.
-drawing shapes Syllabus
2. The facilitator explains and demonstrates on
2015-
drawing.
2022
3. Learners play draw own drawings while the
Page 57

ES
REFERENCE
Con: Best learners display own drawings for the

class
Lesson 2 During the Describing Visual Charts , Assumed knowledge: learners know simple
lesson learners and Pictures video drawings.
to:- Methods: integrated method, demonstration
MUSIC Imagining ng Arts - person,
Junior computer Intro: Recap of the previous lesson.
-imaginary -Draw own Composin (Grades
and drawings g 3-7) Musical 1. Learners observe simple drawings.
observational Syllabus instruments
drawings. Distinguis 2. The facilitator explains and demonstrates on
2015- Hosho,
hing motif drawing.
2022 tambourine
Drawing 3. Learners draw own drawings while the
Page 57
Identifyin
g Con: Best lnrs display own drawings for the class
Lesson 3 During the Describing Visual Charts , Assumed knowledge: learners know elements of
lesson learners and Pictures video art
to:- Methods: integrated method, notation
MUSIC Composin ng Arts - person,
g Junior computer Intro: Recap of the previous lesson.
-life theme -draw and paint (Grades
drawings life theme Distinguis 3-7) Smartphone 1. Learners observe artwork
drawings. hing Syllabus
2. The facilitator explains and demonstrate life
2015-
theme drawings
2022

ES
REFERENCE
Identifyin Page 57 3. Learners in groups discuss on meaning of life

g theme drawings.
4. Learners give feedback from groups while the


facilitator.
Revision test should be able Explaining Performi Revision test
to:- - answer at questions Intro: re-cape of the previous lessons
TOPIC: Describing ng Arts -
least half of the Junior Step 1 The facilitator recaps the concepts taught
The creative revision test (Grades during the week
process and questions 3-7)
performance correctly given Syllabus Step 2 Learners answer revision test questions in
-Music
2022
-Revision test concepts
Page 42
questions
Conclusion revision of work written
8 Lesson 1 During the Describing Visual Models Assumed knowledge: learners are able to draw.
lesson learners and
The creative should be able Relating Performi Newspaper Methods: Animation, Simulation
process and to:- ng Arts -
performance Listening Brushes Intro: Learners name most things they like to
Junior

ES
REFERENCE
VISUAL -Apply elements Composin (Grades Reeds draw.

ARTS and principles of g 3-7)
design in Syllabus Various tools 1. The facilitator explains and demonstrates on the
-Drawing and observational, Distinguis 2015- use elements and principles of design in
painting hing Different types observational, still life drawing and life drawing.
still life and life 2022 of media
-Elements of drawing. Dancing Page 59 2. Learners in groups discuss on elements and
design such Resource principles of design while the facilitator assists
as: Singing persons them.
-texture Identifyin devices 3. Learners apply elements and principles of

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

ES
REFERENCE
Observationa Singing Page 59 devices elements and principles of design in drawing on

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

ES
REFERENCE
ARTS combination of g 3-7) Various tools 1. Learners identify waste materials in the
waste materials Syllabus environment while the facilitator assists them.
-Environment to produce Distinguis 2015- Different types
and Visual artefacts hing 2022 of media 2. The facilitator explains and demonstrates on the
Arts use waste material to produce artefacts. 3.
Dancing Page 57 Resource Learners in groups produce different artefacts by
- persons mixing waste material from the environment.
Environment Singing
and visual devices Con: Learners display their artworks
Identifyin
arts g
9 Lesson 1 During the Describing Visual Computer Assumed knowledge: learners know
lesson learners and characteristics of theatre skills
The creative should be able Relating Performi Smartphone
process and to:- ng Arts - Methods: Simulation
performance Listening Resource
Junior person Intro: the facilitator expresses an opinion
-Explore Composin (Grades
THEATRE complex themes g 3-7) 1. Learners identify universal themes which can
- and come up Syllabus be used in acting while the facilitator assists them.
Improvisatio with improvised Distinguis
2015-
n: using works hing 2. Learners in groups create stories from selected
2022
universal themes while the facilitator assists them
Dancing
themes Page 57
3. Learners formulate characters for performance
Singing of their story while the facilitator assists them.
-Acting skills
Identifyin 4. Learners demonstrate their presentations
g

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

ES
REFERENCE
-Outline the play Dancing 2022 while the facilitator assists them.
making process
- Singing Page 57 4. Role playing of different characters and
Scriptwriting redirecting of the performance
skills Identifyin
g 5. Recording of performance
Revision test should be able Explaining Performi Revision test
to:- - answer at questions Intro: re-cape of the previous lessons
TOPIC: Describing ng Arts -
least half of the Junior Step 1 The facilitator recaps the concepts taught
The creative revision test (Grades during the week
process and questions 3-7)
performance correctly given Syllabus Step 2 Learners answer revision test questions in
-Theatre
2022
-Revision test concepts
Page 57
questions
Conclusion revision of work written
10 Lesson 1 During the Describin Visual Visual audios Assumed knowledge: Leaners are able to dance.
lesson learners g and
The should be able Performi Resource Methods:Dance
creative to:- Relating ng Arts - person
purpose Intro: facilitator displays a dance
Listening Junior Smartphone
and -identify 1. Learners states complex movements they have

ES
REFERENCE
performan complex Composin (Grades Video clips watched from the video clip.
ce movements g 3-7) choreographer
Syllabus 2. Learners in groups design complex sequence of
DANCE -create complex Distinguis 2015- Internet movements with the help of the facilitator.
sequence of hing 2022
-Complex movement with Computer 3. Learners practice in their groups while the
movement greater focus, Dancing Page 58 facilitator assists them.
-Movement force and intent. Singing 4. Learners rehearse complex sequence of

sequences – -master movement.
Force/ener sequence of Identifyin
gy g Con: Best group demonstrate to others
movement with
-intent greater focus,
force and intent
-focus
Lesson 2 During the Describin Visual Visual audios Assumed knowledge: Leaners are able to dance.
lesson learners g and
The should be able Performi Resource Methods:Dance
creative to:- Relating ng Arts - person
purpose Intro: facilitator displays a dance
Listening Junior Smartphone
and -invent (Grades 1. Learners states complex movements they have
performan possibilities to Composin 3-7) Video clips watched from the video clip.
ce solve given g Syllabus choreographer
movement 2. Learners deduce strategies to solve movement
DANCE 2015-
problems Distinguis Internet problems with the help of the facilitator.
2022
hing

ES
REFERENCE
-Movement -analyse Dancing Page 44 Computer 3. Learners rehearse complex sequence of

problems problem solving movement
and strategies Singing
solutions Con: Best group demonstrate to others
Identifyin
-Movement g
problems
solutions
Lesson 3 During the Describin Visual Visual audios Assumed knowledge: Leaners are able to perform
lesson learners g and different dance movement
The should be able Performi Resource
creative to:- Relating ng Arts - person Methods:Dance
process Junior
and -Demonstrate Listening Smartphone Intro: facilitator displays a dance
(Grades
performan principles of Composin 3-7) Video clips 1. Learners integrate dance forms in performance
ce opposing weight g Syllabus choreographer with help of the facilitator.
and force 2015-
DANCE Distinguis Internet 2. Learners perform dance movements
-incorporate 2022
-Principles hing demonstrating principles of opposing weight and
dance forms Computer force while the facilitator assists them.
of balance Page 58
Dancing
in dance 3. Learners rehearse dance movements.
Singing
-Dance Con: Best group demonstrate to others
principles Identifyin
g
-Weight
and energy

ES
REFERENCE
-balance
and counter
balance
Lesson 4 During the Describin Visual Visual audios Assumed knowledge: Leaners are able to perform
lesson learners g and different dance movement
The should be able Performi Resource
creative to:- Relating ng Arts - person Methods:Dance
process Junior
and -Demonstrate Listening Smartphone Intro: facilitator displays a dance
(Grades
performan group dynamics Composin 3-7) Video clips 1. Learners express feelings through gestures,
ce g Syllabus choreographer posture and movements while the facilitator
- convey
DANCE feelings and 2015- assists them.
Distinguis Internet
expression 2022
- hing 2. Learners team up to produce a dance
through Computer performance while the facilitator assists them.
Performanc Page 44
gestures, posture Dancing
e and movement. 3. Learners rehearse dance movements.
Singing
-Meaning Con: Best group demonstrate to others
in dance Identifyin
g
11 Lesson 1 During the Naming Visual Chalk board Assumed knowledge: Learners able to answer
Revision should be able Explaining Performi Revision test
test to:- - answer at questions Intro: re-cape of the previous lessons
To Describing ng Arts -
TOPIC: least half of the Junior Step 1 The facilitator recaps the concepts taught
revision test (Grades

ES
REFERENCE
14 History arts questions 3-7) during the week

and Culture correctly given Syllabus
2015- Step 2 Learners answer revision test questions in
-All topics 2022 their books individually.
covered
Page 56- Step 3 Revision of written work and recap of
-Revision 58 concepts
test
Heritage – Social Studies
BROAD AIMS
The learner should be able to:
• Appreciate and love Zimbabwe and its Chimurenga liberation war heroes and heroines

ES
REFERENCE
• Develop an appreciation of national heritage , sovereignty, governance, national symbols and events
• Identify with national symbols such as the National flag, National school Pledge, Anthem, Monuments and Heritage sites
• Describe the production and marketing of goods and servicesGender equity
• CROSS CUTTING THEMES
Family unity
Child Protection from abuse and diseases such as AIDS
Heritage StudiesEnvironmental Issues
Financial literacy
Disaster Risk Management
Children’s Rights and Responsibilities
Topics covered
Identity: Family History and Local heritage
Cultural heritage
National History, Sovereignty and Governance
Entitlements/Rights and Responsibilities
Topics to be covered
National History, Sovereignty and Governance
Entitlements/Rights and Responsibilities
Shelter
Social Services and Volunteerism
Natural Heritage: Production, distribution and consumption of goods and services
Transport and Communication
SOURCE
Heritage and Social Junior Studies Syllabus
Ventures Heritage-Social Studies Learner’s Book
1 NATIONAL During the Explaining Heritage ICT tools Assumed knowledge: Learners have learnt about
HISTORY, lesson Social the causes of the first chimurenga
Lesso SOVEREIG learners Identifying Studies Pictures

ES
REFERENCE
n NTY AND should be Describing Junior Resource Introduction –Learners state the causes of the first
GOVERNA able to:- syllabus person chimurenga and the fc lists them on the c/board
1 NCE describe the grade 3-7
course of the Related 1. The facilitator explains the course of the first
First first Page 44 literature chimurenga
Chimurenga/ chimurenga
Umvukela Ventures 2 Learners in groups describe the course of the first
(1896-1897) Heritage- chimurenga
Social
Studies 3. Learners give feedback from their groups while
Learner’ the facilitator assists them.
-Course of s Book
the First 4 Learners write an exercise in their exercise books
pg 36 individually.
Chimurenga
Conclusion.Oral review of the lesson.
NATIONAL During the Evaluating Heritage ICT tools Assumed knowledge: Learners know the course of
Lesso HISTORY, lesson Social the first chimurenga.
n2 SOVEREIG learners Identifying Studies Pictures
NTY AND should be Junior Introduction –Question and answer on the
Describing Resource previously covered concept.
GOVERNA able to:- state syllabus person
NCE the results of grade 3-7 1. The facilitator brainstorms learners on the results
the first Related of the first chimurenga and learners state what they
First chimurenga Page 44 literature
Chimurenga/ think took place.
Umvukela Ventures
Heritage- 2 The facilitator explains to the learners the results
(1896-1897) of the first chimurenga.
Social
Studies

ES
REFERENCE
Learner’ 3. Learners in groups evaluate the results whilst the

s Book f.c guides and supervises the groups.
-Results of pg 37
the First 4 Learners give feedback from their groups and the
Chimurenga facilitator guides.
5 Individual written work
Conclusion.Question and answer
NATIONAL During the Explaining Heritage ICT tools Assumed knowledge: Learners have learnt about
Lesso HISTORY, lesson Social the causes of the first chimurenga
n SOVEREIG learners Identifying Studies Pictures
NTY AND should be Junior Introduction –Oral question and answer
3 Describing Resource
GOVERNA able to:- state syllabus person 1. The facilitator tells the class about the second
NCE the causes of stating grade 3-7 chimurenga/umvukela and the learners listen.
the second Related
Second chimurenga Page 44 literature 2 Class discussion of the causes of the second
Chimurenga/ chimurenga as the f.c supervises.
Umvukela Ventures
(1966-1979) Heritage- 3. Learners state the causes of the second
Social chimurenga as the facilitator writes them on the
Studies chalkboard.
Learner’
-Causes of s Book 4 Individual written work
the Second pg 37-38
Chimurenga/ Conclusion.Oral review of the lesson.
Umvukela

ES
REFERENCE
Lesso NATIONAL During the Explaining Heritage ICT tools Assumed knowledge: Learners have learnt about
n4 HISTORY, lesson Social the causes of the second chimurenga
SOVEREIG learners Identifying Studies Pictures
NTY AND should be Junior Introduction –Oral question and answer
Describing Resource
GOVERNA able to:- syllabus person 1. The facilitator explains the course of the second
NCE describe the stating grade 3-7 chimurenga
course of the Related
Second second Page 44 literature 2 Class discussion on the course of the second
Chimurenga/ chimurenga chimurenga as the f.c writes the points on the
Umvukela Ventures
Heritage- c/board.
(1966-1979)
Social 3. Learners in their groups describe the second
Studies chimurenga as the facilitator supervises groups.
Learner’
- Course of s Book 4 Individual written work
the Second pg 38-39
Chimurenga/ Conclusion.Oral review of the lesson.
Umvukela
2 NATIONAL During the Explaining Heritage ICT tools Assumed knowledge: Learners are aware of what
HISTORY, lesson Social took place during the second chimurenga
NTY AND should be Junior Introduction – The facilitator asks for a volunteer
Lesso Describing Resource to describe the course of the second chimurenga.
n GOVERNA able to:- syllabus person
NCE explain the stating grade 3-7 The f.c declares the lesson.
1 results of the Related 1. Explanation from the f.c on the results of the
Second second Page 44 literature
Chimurenga/ chimurenga second chimurenga and learners listens.
Umvukela Ventures

ES
REFERENCE
(1966-1979) -state the Heritage- 2 Learners read from their textbooks and states the
heroes and Social results of the second chimurenga..
heroines of Studies
the second Learner’ 3. Class discussion on the heroes and heroines of
- Results of the second chimurenga.
the Second chimurenga s Book
Chimurenga/ pg 39-40 4 Feedback from groups and written work.
Umvukela
NATIONAL During the Explaining Heritage ICT tools Assumed knowledge: Learners have seen the
Lesso HISTORY, lesson Social national flag
NTY AND should be Junior Introduction – The facilitator asks learners to state
2 Describing Resource the colours of the national flag
GOVERNA able to:- syllabus person
NCE identify and stating grade 3-7 1. The facilitator explains to learners on what are
name the Related considered national symbols and learners listen.
National national Page 45 literature
Symbols and symbols 2 Learners are shown pictures of national symbols
Celebrations Ventures
Heritage- and they name the pictures.
Social 3. Class discussion on what is represented by the
Studies national symbols.
- National Learner’
Symbols s Book 4 individual written work

ES
REFERENCE
pg 41-42 Conclusion.Question and answer
NATIONAL During the Explaining Heritage ICT tools Assumed knowledge: Learners are aware of the
Lesso HISTORY, lesson Social national symbols
NTY AND should be Junior Introduction – Recap of the previously covered
3 Describing Resource lesson.
NCE identify and Stating grade 3-7 1. Learners state national celebrations they know
name the Related while the facilitator writes them on the board.
National naming Page 45 literature
national
Symbols and celebrations 2 As a class, learners discuss the significance of the
Celebrations Ventures
Heritage- national celebrations and the fc assists.
Social 3. In groups learners discuss one national
Studies celebration and the fc supervises the groups.
- National Learner’
Celebrations s Book 4 Feedback from groups and written work
pg 42-44
Lesso NATIONAL During the Explaining Heritage ICT tools Assumed knowledge: Learners have heard the
n4 HISTORY, lesson Social national school pledge
NTY AND should be Junior Introduction – The fc asks for a volunteer to recite
Describing Resource the national school pledge
NCE recite the Stating grade 3-7 1. Explanation from the fc on the national school
national Related pledge
National reciting Page 45 literature
school pledge
Symbols and 2 As a class, learners discuss the significance of the

ES
REFERENCE
Celebrations -explain the Ventures national school pledge with the assistance of the fc.
significance Heritage-
of the Social 3. Groups practice on reciting the national school
national Studies pledge as the fc supervises.
- National
School school pledge Learner’ 4 Groups recite the national schoolpledge as
Pledge s Book feedback from groups
pg 44
Conclusion. Class recite the national school pledge.
3 ENTITLEM During the Explaining Heritage ICT tools Assumed knowledge: Learners know the arms of
ENTS/ lesson Social the government
RIGHTS learners Identifying Studies Pictures
AND should be Junior Introduction – Question and answer on the arms of
Lesso Describing Resource the government.
n1 RESPONSI able to:- syllabus person
BILITIES describe the Stating grade 3-7 1. The facilitator explains to the class on the law
stages in law Related making process in Zimbabwe.
Law making making Page 46 literature
process in 2 Learners discuss how laws are made in Zimbabwe
Zimbabwe Ventures
Heritage- as a class and the facilitator assists.
Social 3. Groups discuss on the process of law making in
Studies Zimbabwe
- stages in Learner’
law making s Book 4 Feedback from groups

ES
REFERENCE
pg 53-55 5 Individual written work
Conclusion. Oral question and answer.
ENTITLEM During the Explaining Heritage ICT tools Assumed knowledge: Learners are aware of the
Lesso ENTS/ lesson Social roles of men and women in their society
n2 RIGHTS learners Identifying Studies Pictures
AND should be Junior Introduction –The facilitator asks learners duties of
Describing Resource men and women in their societies.
RESPONSI able to:- syllabus person
BILITIES identify Stating grade 3-7 1. Learners engage in an activity as a class and the
common Related fc supervises.
Gender stereotypes in Page 46 literature
Stereotypes the society 2 the facilitator explains gender stereotypes and
Ventures
Heritage- learners listen.
Social 3. Learners engage in an activity as groups and the
- socio- Studies
cultural fc supervises the groups
Learner’
-economic s Book 4 Feedback from groups
pg 55-56
Lesso ENTITLEM During the Explaining Heritage ICT tools Assumed knowledge: Learners know what is
n3 ENTS/ lesson Social gender stereotyping
AND should be Junior Introduction –Recap of the previous lesson.
Describing Resource
RESPONSI able to:- syllabus person 1. The facilitator explains to learners on the effects

ES
REFERENCE
BILITIES Explain the Stating grade 3-7 Related of gender stereotyping

effects of literature
Gender gender evaluating Page 46 2 Class discussion on the effects of gender
Stereotypes stereotypes stereotyping and the fc assists.
Ventures
Heritage- 3. Learners inn groups discuss some scenes of
Social gender stereotyping in their communities.
- Effects of Studies
gender Learner’ 4 Learners give feedback from their groups
stereotyping s Book 5 Individual written work
pg 56-57
Conclusion. Learners act out a gender stereotyping
scene.
Lesso Revision test During the Naming Heritage Chalk board Assumed knowledge: Learners able to answer
n4 lesson Social revision test questions
TOPIC: learners Explaining Studies Revision test
should be Junior questions Intro: Recap of the previous lessons
- Identity Describing
able to:-- syllabus Work cards 1 The facilitator recaps the concepts taught during
-All concepts answer at grade 3-7 the week.
taught on the least half of
these topics the revision Page 41 2. Learners and the facilitator discuss on concepts
test questions taught during the week.
-Revision
given
exercise 3 Learners answer revision test questions in their
correctly.
books individually.
4Revision of written work and recap of concepts

ES
REFERENCE
Conclusion. Revision of work written
4 ENTITLEM During the Explaining Heritage ICT tools Assumed knowledge: Learners are aware of the
ENTS/ lesson Social roles of men and women in their society
AND should be Junior Introduction –Recap of the previous lesson
Lesso Describing Resource
n1 RESPONSI able to:- syllabus person 1. Explanation from the fc on gender equity and
BILITIES identify Stating grade 3-7 learners listen.
common Related
Gender stereotypes in Page 46 literature 2 Learners as a class state some of the jobs which
Equity in the the society are done by both males and females.
work place Ventures
Heritage- 3. Learners dramatise types of jobs done by both
Social men and women and then facilitator supervises
Studies
- gender Learner’ 4 Individual written work
equity s Book
Conclusion. Learners choose the type of job they
pg 57-58
want to do from the drama.
ENTITLEM During the Explaining Heritage ICT tools Assumed knowledge: Learners know what is
Lesso ENTS/ lesson Social gender equity
n2 RIGHTS learners Identifying Studies Pictures
AND should be Junior Introduction –Recap of the previous lesson
Describing Resource
RESPONSI able to:- syllabus person 1. Learners state the jobs done by both males and
BILITIES identify Stating grade 3-7 females in their community.
common Related
Gender stereotypes in Page 46 literature 2 Learners as a class discuss the importance of
Equity in the the society

ES
REFERENCE
work place Ventures gender equity at any platform.

Heritage-
Social 3. Learners discuss in groups the advantages and
Studies disadvantages of gender equity in their groups.
- importance
of gender Learner’ 4 Feedback from groups and witten work.
equity s Book
pg 57-58 Conclusion. Question and answer
n 3 lesson Social revision test questions
should be Junior questions Intro: Re-cape of the previous lessons
- Identity Describing
able to:-- syllabus Work cards 1 The facilitator recaps the concepts taught during
-All concepts answer at grade 3-7 the week.
taught on the least half of Page 46
these topics the revision 2. Learners and the facilitator discuss on concepts
test questions Ventures taught during the week.
-Revision Heritage-
given
exercise Social 3 Learners answer revision test questions in their
correctly.
Studies books individually.
Learner’
4Revision of written work and recap of concepts
s Book
pg 57-58 Conclusion. Revision of work written
5 SHELTER During the Identifying Heritage Maps Assumed knowledge: Learners know the
lesson Social importance of shelter
Development learners stating Studies ICT tools
of settlements should be Junior Introduction. Learners state the importance of

ES
REFERENCE
Lesso in Zimbabwe able to:- Explaining syllabus Pictures having shelter.

n grade 3-7
Factors that -state the Work Cards 1. The facilitator gives focus of the lesson.
1 led to the factors that Page 47
development led to the Resource 2. Learners in groups state the factors that led to the
of development Ventures person development of shelter in historical Zimbabwe.
settlements of settlements Heritage-
Social Newspapers 3. Learners give feedback from their groups while
in Zimbabwe in historical and the facilitator assists them.
Zimbabwe Studies
-Historical Learner’ Magazines 4. Learners write an exercise in their books
development s Book individually.
of pg 62
settlements in Conclusion. Oral review of the lesson.
Zimbabwe
SHELTER During the Identifying Heritage Maps Assumed knowledge: Learners know the historical
Lesso lesson Social development of shelter
n Development learners Dstating Studies ICT tools
of settlements should be Junior Introduction. Recap of the previous lesson
2 in Zimbabwe able to:- Explaining Pictures
syllabus 1. The facilitator explains what colonisation is and
Factors that grade 3-7 Work Cards learners listen.
-state the
led to the settlements Page 47 Resource
development 2. Class discussion on the settlements which were a
that were a person result of colonisation.
of result of Ventures
settlements colonisation Heritage- Newspapers 3. Learners discuss in groups the development of
Social and black and white settlements and the facilitator

ES
REFERENCE
in Zimbabwe -describe the Studies Magazines guides and assists the learners.
development Learner’
-Settlements of black and s Book 4. Feedback from groups and written work.
as a result of white pg 63
colonisation Conclusion. Question and answer.
settlements
SHELTER During the Identifying Heritage Maps Assumed knowledge: Learners know what are
Lesso lesson Social black and white settlements
n Development learners stating Studies ICT tools
of settlements should be Junior Introduction. Recap of the previous lesson
3 in Zimbabwe able to:- Explaining Pictures
syllabus 1. The facilitator explains what economic activities
Factors that grade 3-7 Work Cards are and give examples
-state the
led to the settlements Page 47 Resource
development 2. Class discussion on the settlements which were a
that were a person result economic activities
of result of Ventures
settlements economic Heritage- Newspapers 3. Learners discuss in groups the settlements as a
in Zimbabwe Social and result of economic activitiesand they state the
activity
Studies Magazines products produced and the centres developed.
-Settlements Learner’
as a result of s Book 4. Feedback from groups and written work.
economic pg 64
activity Conclusion. Oral review of the lesson.
Lesso SHELTER During the Identifying Heritage Maps Assumed knowledge: Learners know rural and
n4 lesson Social

ES
REFERENCE
Development learners stating Studies ICT tools urban areas.

of settlements should be Junior
in Zimbabwe able to:- Explaining syllabus Pictures Introduction. Recap of the previous lesson
grade 3-7 Work Cards 1. Learners state examples of rural and urban areas
Factors that -state major
led to the developments Page 47 and the teacher writes them on the c/board.
Resource
development of settlements person 2. The fcexplains on the development of growth
of as a result of Ventures
Heritage- Newspapers points as part of rural development and learners
settlements rural listen.
in Zimbabwe development Social and
Studies Magazines 3. Learners discuss examples of service centres
-Settlements Learner’ which were developed in rural areas in their groups
as a result of s Book
rural pg 64 4. Class discussion on the impact of land
development distribution in the development of settlements.
-land 5.Individual written work

distribution
Conclusion. Learners state examples of service
providers found in rural communities.
6 SHELTER During the Identifying Heritage Maps Assumed knowledge: Learners know what a shelter
lesson Social is
Siting of learners Describing Studies ICT tools
shelter in should be Junior Introduction. Recap of the previous lesson
Lesso ural and Explaining Pictures
n1 able to:- syllabus 1. Learners state sites which they think are suitable
urban areas grade 3-7 Work Cards
-identify sites for shelter and the facilitator helps them.
Sites suitable suitable for Resource 2. Class discussion on reasons why the areas are

ES
REFERENCE
for shelter in shelter in Page 47 person suitable for shelter in rural and urban areas
rural and rural and
urban areas urban areas Ventures Newspapers 3. Learners discuss in groups the uses of the land
Heritage- and which are suitable for shelter and the fc supervises
-industrial Social Magazines
Studies 4. Feedback from groups and written work.
-residential Learner’ Conclusion. Question and answer.
-farming s Book
pg 65
SHELTER During the Identifying Heritage Maps Assumed knowledge: Learners know the uses of
Lesso lesson Social shelter.
n2 Siting of learners Outlining Studies ICT tools
shelter in should be Junior Introduction. Recap of the previous lesson
ural and Explaining Pictures
able to:- syllabus 1. The facilitator explains what shpuld be
urban areas grade 3-7 Work Cards
-outline considered when siting shelter.
Factors factors Page 47 Resource
influencing 2. Learners discuss the factors which influence the
influencing person siting of shelter.
the siting of the siting of Ventures
shelter shelter Heritage- Newspapers 3. Group discussion on the factors to consider when
Social and siting shelter.
Water Studies Magazines
Uses Learner’ 4. Feedback from groups and written work.
s Book
Health and Conclusion. Recap of the lesson.
pg 65
safety

ES
REFERENCE
Lesso SHELTER During the Identifying Heritage Maps Assumed knowledge: Learners are aware of natural
n3 lesson Social disasters
Disaster and learners Outlining Studies ICT tools
risk should be Junior Introduction. Learners state disasters they are
management Explaining Pictures aware of. The fc declares the lesson.
able to:- syllabus
Disasters grade 3-7 Work Cards 1. The facilitator explains about natural and man
-Identify
which affect natural and Page 47 Resource made disasters and learners listen.
shelter man made person
Ventures 2. Learners group disasters on the c/board into
Earthquakes disasters natural and man made.
which affect Heritage- Newspapers
Cyclones Social and 3. Class discussion on the causes of natural and man
shelter.
Studies Magazines made disasters and the fc assists.
Learner’
s Book 4. In groups learners state how these disasters affect
pg 66 shelter
5.Feedback from groups and written work
Conclusion. Oral review of the lesson.
Lesso SHELTER During the Identifying Heritage Maps Assumed knowledge: Learners are aware of natural
n4 lesson Social disasters
Disaster and learners Outlining Studies ICT tools
risk should be Junior Introduction. Recap of the previous lesson.
management Explaining Pictures
able to:- syllabus 1. The facilitator explains on how to manage
Disaster grade 3-7 Work Cards disasters.
-state ways of
management avoiding Resource 2. Class discussion on the strategies to minimise

ES
REFERENCE
strategies natural and Page 47 person natural and man made disasters
man made
disasters Ventures Newspapers 3. Learners in their groups discuss the strategies
Heritage- and which need to be effected to avoid disasters.
Social Magazines
Studies 4. Learners state other organisations which can help
Learner’ in avoiding disasters
s Book 5.Feedback from groups and written work
pg 66-67
Conclusion. Question and answer.
7 SOCIAL During the Identifying Heritage Maps Assumed knowledge: Learners are aware of the
SERVICES lesson Social examples of the needy people in society
AND learners Outlining Studies ICT tools
VOLUNTE should be Junior Introduction. Learners state examples of needy
Lesso Explaining Pictures people in their communities.
n1 ERISM able to:- syllabus
grade 3-7 Work Cards 1. Learners state institutions which provide social
Provision of -identify
social institutions Page 48 Resource services.
services in that provide person 2. Class discussion on the services provided by
Zimbabwe social Ventures
Heritage- Newspapers named institutions.
services in
Churches Social and 3. The facilitator display pictures and learners
Zimbabwe
Studies Magazines discus the pictures in their groups.
Social clubs Learner’
s Book 4.Feedback from groups
pg 70-72
5. Indiv idual written work

ES
REFERENCE
SOCIAL During the Identifying Heritage Maps Assumed knowledge: Learners are aware of the
Lesso SERVICES lesson Social examples of the needy people in society
n2 AND learners Outlining Studies ICT tools
VOLUNTE should be Junior Introduction. Learners state institutions which
Explaining Pictures provide social services in Zimbabwe
ERISM able to:- syllabus
grade 3-7 Work Cards 1. Explanation from the fc on the roles of
Provision of -describe the
social role of Page 48 Resource institutions in social service provision.
services in institutions in person 2. Learners discuss from a table in their textbook
Zimbabwe social Ventures
Heritage- Newspapers the services provided by non governmental
services organisations
Roles of Social and
provision
institutions Studies Magazines 3. Class discussion on the services they provide.
in social Learner’
service s Book 4.Individual written work
provision pg 70-72
Conclusion. Recap of the lesson through questions.
SOCIAL During the Identifying Heritage Maps Assumed knowledge: Learners are aware of the
Lesso SERVICES lesson Social examples of the needy people in society
n3 AND learners Outlining Studies ICT tools
VOLUNTE should be Junior Introduction. Recap of the previous lesson
Explaining Pictures
ERISM able to:- syllabus 1. Learners state government departments they

ES
REFERENCE
Provision of -identify grade 3-7 Work Cards know which helps vulnerable people and the fc
social government assists.
services in departments Page 48 Resource
Zimbabwe and person 2. Explanation from the fc on the services provided
Ventures by government departments and institutions to
institutions Heritage- Newspapers
Government that helps vulnerable people.
departments Social and
vulnerable Studies Magazines 3. Class discussion on distinguishing the help
and people
institutions Learner’ provided by specific departments and institutions.
s Book
pg 70-73 4.Feedback from groups
n4 lesson Social revision test questions
should be Junior questions Intro: Recap of the previous lessons
-Social Describing
services and able to:-- syllabus Work cards 1 The facilitator recaps the concepts taught during
volunteerism answer at grade 3-7 the week.
least half of
-All concepts the revision Page 48 2. Learners and the facilitator discuss on concepts
taught on the test questions Ventures taught during the week.
these topics given Heritage- 3 Learners answer revision test questions in their
correctly. Social

ES
REFERENCE
-Revision Studies books individually.

exercise Learner’
s Book 4Revision of written work and recap of concepts
pg 70-74 Conclusion. Revision of work written
8 NATURAL During the Identifying Heritage ICT tools Assumed knowledge: Learners know the uses of
HERITAGE lesson Social land
: learners Explaining Studies Pictures
Production, should be Junior Introduction. Leaners state the uses of land and the
Work Cards fc declares the lesson.
distribution able to:- syllabus
Lesso and grade 3-7 Resource 1. The facilitator gives focus of the lesson.
n1 consumption -Identify person
of goods and different Page 49 2. Learners state different types of land use
services types of land Ventures
use Heritage- 3. Learners in groups discuss the importance of
Land as a Social mining, forests and wildlife and tourism as means
basic means -explain land Studies of production.
of production as a basic Learner’
means of 4. Learners give feedback from their groups while
s Book
-Mining production the facilitator assists them.
pg 78-80
-Forests 5. Learners write an exercise individually in their
books
-Wildlife and
tourism Conclusion. Oral review of the lesson.
Lesso NATURAL During the Identifying Heritage ICT tools Assumed knowledge: Learners know the uses of
n2 HERITAGE lesson Social land
: learners Studies

ES
REFERENCE
Production, should be Explaining Junior Pictures Introduction. Recap of the previous lesson
and grade 3-7 Work Cards 1. The facilitator explains about land use.
consumption -Identify
different Page 49 Resource 2. Learners state different types of land use they are
of goods and
services types of land Ventures person aware of.
use Heritage- 3. Learners in groups discuss the importance of
Land as a Social residential land, industries and agriculture as means
basic means -explain land Studies
as a basic of production.
of production Learner’
means of s Book 4. Learners give feedback from their groups while
-Agriculture production pg 78-80 the facilitator assists them.
-industries 5. Learners write an exercise individually in their
-Residential books
land Conclusion. Question and answer.
NATURAL During the Identifying Heritage ICT tools Assumed knowledge: Learners know the uses of
Lesso HERITAGE lesson Social land
n3 : learners Stating Studies Pictures
Production, should be Junior Introduction. Recap of the previous lesson
Explaining Work Cards
distribution able to:- syllabus 1. The facilitator gives focus of the lesson
and grade 3-7 Resource
consumption -state the person 2. The facilitator explains the two acts which were
of goods and reasons for Page 49 harsh to blacks and caused the land redistribution.
services land Ventures
redistribution Heritage- 3. Learners in groups discuss the reasons for land
Redistributio Social

ES
REFERENCE
n of land Studies redistribution

Learner’
- Reasons for s Book 4. Learners give feedback from their groups while
land pg 81-82 the facilitator assists them.
redistributio
n 5. Learners write an exercise individually in their
books
NATURAL During the Identifying Heritage ICT tools Assumed knowledge: Learners know the uses of
Lesso HERITAGE lesson Social land
n4 : learners Suggesting Studies Pictures
distribution able to:- syllabus 1. Learners state how land can be used effectively
and grade 3-7 Resource for the benefit of Zimbabweans
consumption -suggest person
of goods and ways of Page 49 2. the facilitator explains the role played by the
services effective Ventures government in ensuring effective utilisation of land.
utilisation of Heritage-
Redistributio land Social 3. Learners in groups discuss ways of utilising the
n of land Studies land effectively
Learner’
- Effective 4. Learners give feedback from their groups while
s Book
utilisation of the facilitator assists them.
pg 82
land
Conclusion. Recap of the lesson.

ES
REFERENCE
9 NATURAL During the Identifying Heritage ICT tools Assumed knowledge: Learners know products we
HERITAGE lesson Social get from plants and animals.
: learners Describing Studies Pictures
Production, should be Junior Introduction. Learners state the products we get
Lesso Explaining Work Cards from plants and animals
n1 distribution able to:- syllabus
and grade 3-7 Resource 1. The facilitator explains the processing of raw
consumption -describe the person
processing of Page 49 materials into finished goods.
of goods and
services raw materials Ventures 2. Learners are given pictures in textbooks to
into finished Heritage- observe and discuss them in groups.
Manufacturin goods Social
g and Studies 3. Feedback from groups and class discussion on
distribution Learner’ goods manufactured from raw materials listed on
of goods s Book the c/board
pg 83-84
- Processing 4. Individual written work
of raw
Conclusion. Recap of the lesson.
materials
into finished
goods
NATURAL During the Identifying Heritage ICT tools Assumed knowledge: Learners have sold or bought
Lesso HERITAGE lesson Social something
n2 : learners Describing Studies Pictures
distribution able to:- syllabus 1. Learners demonstrate buying and selling.
and grade 3-7 Resource
consumption -describe the 2. The facilitator explains the buying and selling of

ES
REFERENCE
of goods and buying and Page 49 person goods and services.

services selling of Ventures
goods and Heritage- 3. Class discussion on examples of services they
Manufacturin services Social pay for and the fc helps on how profit or loss is
g and Studies incurred.
distribution Learner’
of goods 4. Individual written work
s Book
- Buying and pg 83-84 Conclusion. Recap of the lesson.
selling of
goods and
services
NATURAL During the Identifying Heritage ICT tools Assumed knowledge: Learners are aware of
Lesso HERITAGE lesson Social services they buy.
n3 : learners Describing Studies Pictures
distribution able to:- syllabus 1. The facilitator explains marketing to learners and
and grade 3-7 Resource they listen.
consumption -explain the person
of goods and factors that Page 49 2. Learners state the factors which determine
services determine Ventures marketing activities and the facilitator writes them
marketing Heritage- on the c/board.
Manufacturin activities Social
g and Studies 3. Class discussion on how the stated factors
distribution Learner’ determine marketing activities.
of goods s Book

ES
REFERENCE
- Factors pg 85-86 4. Individual written work

determining
market Conclusion. Question and answer.
activities
Lesso NATURAL During the Identifying Heritage ICT tools Assumed knowledge: Learners know what safety
n4 HERITAGE lesson Social precautions are.
: learners Describing Studies Pictures
Production, should be Junior Introduction. The facilitator asks learners about
Explaining Work Cards safety precautions they know.
and grade 3-7 Resource 1. Learners state safety precautions which need to
consumption -identify person
health and Page 49 be observed at work.
of goods and
services safety Ventures 2. Learners list down safety precautions at work in
precautions at Heritage- their groups.
Manufacturin workplaces Social
g and Studies 3. Feedback from groups.
distribution Learner’
of goods s Book
pg 85-86 Conclusion. Oral review of the lesson.
- Health and
safety
precautions
at work

ES
REFERENCE
10 TRANSPOR During the Identifying Heritage ICT tools Assumed knowledge: Learners know different
T AND lesson Social modes of transport.
COMMUNI learners Displaying Studies Pictures
CATION should be Junior Introduction. Learners state the modes of transport
Explaining Work Card they are aware of.
able to:- syllabus
Importance grade 3-7
of transport, -explain the 1. Learners state the importance of transport and
Lesso communicati importance of Page 50 communication.
n1 on and ICTs transport and 2. The facilitator guides learners on the need for
communicati Ventures
- importance Heritage- transport and communication in all spheres of life.
on
of transport Social 3. Learners in groups discuss the importance of
and Studies transport and communication
communicati Learner’
on s Book 4. Learners give feedback from their groups while
pg 94-96 the facilitator assists them.
5. Learners write an exercise individually in their

books
TRANSPOR During the Identifying Heritage ICT tools Assumed knowledge: Learners know different
Lesso T AND lesson Social modes of transport.
n2 COMMUNI learners Displaying Studies Pictures
CATION should be Junior Introduction. Recap of the previous lesson.
Explaining Work Card
able to:- syllabus 1. The facilitator explains what ICT is and learners
Importance grade 3-7
of transport, -explain the state examples of ICT tools.

ES
REFERENCE
communicati role of ICTs Page 50 2. Learners state the importance of ICTs in

on and ICTs in communication.
communicati Ventures
- ICTs in on Heritage- 3. Group discussion on the role of ICTs in
communicati Social communication
on Studies
Learner’ 4. Learners give feedback from their groups while
s Book the facilitator supervises them.
pg 94-96 5. Individual written work
TRANSPOR During the Identifying Heritage ICT tools Assumed knowledge: Learners know different
Lesso T AND lesson Social modes of transport.
n3 COMMUNI learners Displaying Studies Pictures
CATION should be Junior Introduction. Learners state the modes of transport.
Explaining Work Card
able to:- syllabus 1. The facilitator explains the difference between
Modes and grade 3-7 Chart
forms of -state the modes and forms of transport.
transport and advantages Page 50 2Learners state the advantages and disadvantages
communicati and of road transport.
on disadvantage Ventures
s of road and Heritage- 3. Learners discuss in their groups the advantages
- Modes of rail transport Social and disadvantages of rail transport
transport Studies
Learner’ 4. Learners give feedback from their groups while
-Road s Book the facilitator supervises them.
pg 97-98

ES
REFERENCE
-Rail 5. Individual written work
Lesso TRANSPOR During the Identifying Heritage ICT tools Assumed knowledge: Learners know different
n4 T AND lesson Social modes of transport.
COMMUNI learners Displaying Studies Pictures
CATION should be Junior Introduction. Learners state the forms of road
Explaining Work Card transport.
able to:- syllabus
Modes and grade 3-7 Chart
forms of -state the 1. Learners state the forms of water and rail
transport and advantages Page 50 transport.
communicati and 2 Learners state the advantages and disadvantages
on disadvantage Ventures
Heritage- of water transport.
s of water
- Modes of and air Social 3. Learners discuss in their groups the advantages
transport transport Studies and disadvantages of air transport
Learner’
-Water s Book 4. Learners give feedback from their groups while
-Air pg 97-98 the facilitator supervises them.
11 Revision test During the Naming Heritage Chalk board Assumed knowledge: Learners able to answer
lesson Social revision test questions
To TOPIC: learners Explaining Studies Revision test
should be Junior questions Intro: Re-cape of the previous lessons

ES
REFERENCE
able to:-- Describing syllabus Work cards 1 The facilitator recaps the concepts taught during
Answer at grade 3-7 the term.
14 -All topics least half of
taught this the revision Page 44- 2. Learners and the facilitator discuss on concepts
term test questions 50 taught during the whole term.
-Revision given Ventures 3 Learners answer revision test questions in their

exercise correctly. Heritage- books individually.
Social
Studies 4Revision of written work and recap of concepts
Learner’ Conclusion. Revision of work written
s Book
pg 36-98

ES
REFERENCE
FAMILY RELIGION MORAL EDUCATION
BROAD AIMS
By the end of the study leaners should be able;
• To promote the spiritual, religious and moral development of the learner
• To develop an appreciation of the value and dignity of hard work
• To increase an appreciation of Zimbabwe’s religious heritage
• To develop an appreciation of the existence of the supreme being as portrayed by various religions
TOPICS COVERED
FAMILY
RELIGION
RELIGION
MORALS AND VALUES

ES
REFERENCE
1 RELIGIO During the Identifyin a learning Assumed knowledge: learners know some of the
N lesson learners g FAREM chart religions in their communities.
should be able Justifying E
The concept to:- - Explaining Junior -Work cards Intro: Question and answers on different religions
Lesso of religion from their communities.
n syllabus -learning
-List major Describing grade 3-7
-Religion in religions in charts 1. Facilitator probes the learners to explain ways of
Zimbabwe Zimbabwe discussing Page 62 worship of different religions.
-sentence
1 -Religion in strips 2. Learners in groups identify religions in Zimbabwe
Ventures
Zimbabwe Primary while the facilitator assists them.
– FRME
Indigenous 3. Learners give feedback from their groups while the
Lnrs bk facilitator assists them.-
religion gr 6
pg36 4. Individual written work.
Con-the facilitator sums up emphasising on the main

ES
REFERENCE
points of the lesson.
Lesso RELIGIO During the Identifyin a learning Assumed knowledge: learners know their religions
n2 N lesson learners g FAREM chart
should be able Justifying E Intro: Question and answers on their religions
The concept to:- - Explaining Junior -Work cards
of religion 1. Learners identify their religions while the facilitator
syllabus -learning guides them.
-State the Describing grade 3-7
-Religion in advantages of charts
the country belonging to a discussing 2. Learners in groups identify and describe advantages
Page 62 -sentence of belonging to a religion while the facilitator guides
-Religions religion. strips them.
Ventures
in Primary
Zimbabwe 3. Learners give feedback from their groups while the
FRME facilitator assists them.-
Lnrs bk
gr 6 4. Individual written work.
pg36
Con-the facilitator sums up being emphasising on the
main points of the lesson.
RELIGIO During the Identifyin a learning Assumed knowledge: learners know different religions
Lesso N lesson learners g FAREM chart from their locality.
n should be able Justifying E
Indigenous to:- - Explaining Junior -Work cards Intro: watching videos of the indigenous believers.
3 Religion syllabus
-state Describing grade 3-7 -learning 1. Outlining the historical background of the religion.
-The suppressive charts
developmet discussing 2. In groups learners identify colonial laws while the
colonial rules to Page 62 -sentence facilitator guides them.
of Indgenous strips

ES
REFERENCE
Indigenous Religion Ventures Resource 3. Learners give feedback from their groups while the
religion. Primary person facilitator assists them.
FRME
Lnrs bk 4. Individual written exercise.
gr 6 Con: oral review of the lesson.
pg39-41
Lesso RELIGIO During the Identifyin a learning Assumed knowledge: learners can list national
n4 N lesson learners g FAREM chart ancestors.
Indigenous to:- - Explaining Junior -Work cards Intro: Recap of the previous lesson.
Religion syllabus
-State how Describing grade 3-7 -learning 1. Learners identify colonial laws in Zimbabwe.
-National colonial era charts
ancestors discussing 2. In groups learners identify roles played by the
affect Page 62 -sentence national ancestors during the the first and second wars
-Colonial Indigenous strips of liberation while the facilitator assists them.
Ventures
laws against Religion Primary
Indigenous Resource 3. Learners give feedback from their groups while the
FRME person facilitator assists them.
Religion Lnrs bk
gr 6 4. Individual written exercise.
pg39-41
Con: oral review of the lesson.
2 RELIGIO During the Identifyin a learning Assumed knowledge: learners know some of the
N lesson learners g FAREM chart religious ceremonies.
Lesso should be able Justifying E
n Indigenous to:- - Explaining Junior -Work cards Intro: Recap of the previous lesson.
Religion syllabus

ES
REFERENCE
1 -Key -state the Describing grade 3-7 -learning 1. Learners state the key teachings in ATR.
teachings symbols for charts
in ATR etenity discussing Page62 2. The facilitator explains on teachings
-sentence
- Eternity Ventures strips 3. In groups learners discuss on different teachings
in Primary while the facilitator assists them.
Indigenous FRME Resource
Lnrs bk person 4. Learners give feedback from their groups while the
Religion facilitator assists them.
gr 6
pg41-43 5. Individual written exercise.
Con: oral review of the lesson.
Lesso During the Identifyin a learning Assumed knowledge: learners know of the religious
n2 lesson learners g FAREM chart teachings.
Guardians should be able Justifying E
of ATR to:- - Explaining Junior -Work cards Intro: Recap of the previous lesson.
syllabus -learning 1. Learners name religious guardians of ATR.
-Name the Describing grade 3-7
guardians of charts
discussing 2. In groups learners discuss on the involvement of
ATR teachings Page 62 -sentence chiefs while the facilitator assists them.
Ventures strips
Primary 3. Learners give feedback from their groups while the
FRME Resource facilitator assists them.
Lnrs bk person
4. Class discussion on group findings
pg41-43
Con: Oral review of the lesson.

ES
REFERENCE
RELIGIO During the Identifyin a learning Assumed knowledge: learners know ceremonial
Lesso N lesson learners g FAREM chart roupings.
n should be able Justifying E
3 Religion syllabus
-List religious Describing grade 3-7 -learning 1. Learners list ceremonies they know.
-Religious ceremonial charts
ceremonies/ artefacts discussing 2. The facilitator explains on ceremonial groupings.
Page 62 -sentence
festivals in 2. In groups learners list different ceremonies while the
families Ventures strips
Primary Resource
-thanks FRME 3. Learners give feedback from their groups while the
giving person
Lnrs bk facilitator assists them.
-rain- gr 6
4. Individual written work.
making pg44-45
-cleansing.
Revision During the Explaining FAREM -work cards Assumed knowledge: learners are able to answer
Lesso Ex lesson learners E revision test questions.
n4 should be able Describing Junior Flash cards
Topics: to:- Intro: Recap of concepts taught during the week.
Religion Identifyin syllabus Charts
g grade 3-7 1. Class discussion of concepts taught during the week.
Answer at least
Indigenous half of the Page 62
religion 2. Learners write revision test in their books
revision test individually.
questions given Ventures
-Revision Primary
test correctly. 3. Revision and recap of written work.
FRME

ES
REFERENCE
questions Lnrs bk Con. Recap of concepts.

gr 6
pg41-43
3 RELIGIO During the Identifyin a learning Assumed knowledge: learners know ceremonial
N lesson learners g FAREM chart artefacts.
Lesso Religion
n syllabus -learning 1. Learners list ceremonial artefacts they know.
-State the items Describing grade 3-7
-Religious of ritual clothing charts
1 ceremonies/ worn by discussing 2. Learners explain functions of artefacts while the
Page 63 -sentence facilitator assists them.
festivals in practitioners
families Ventures strips
3. Learners in groups name and describe different
Primary Resource clothes for rituals while the facilitator assists them.
-attire of FRME
practitioners person
Lnrs bk 4. Learners give feedback from their groups while the
– gr 6 facilitator assists them.
ceremonial pg44-45
clothes 5. Individual written work.
RELIGIO During the Identifyin a learning Assumed knowledge: learners know their totems.
Lesso N lesson learners g FAREM chart
n should be able Justifying E Intro: Recap of the previous lesson.
Indigenous to:- - Explaining Junior -Work cards
2 Religion 1. The facilitator explains on roles of lineage and
syllabus -learning totems
-Explain the role Describing
-Role of

ES
REFERENCE
lineage and of lineage and discussing grade 3-7 charts 2. Learners in groups research on roles of line age and
totems totems totems
Page 63 -sentence
-Lineages strips 3. Learners in groups discuss on roles of lineage and
and totems Ventures totems while the facilitator assists them.
Primary Resource
FRME person 4. Learners give feedback from their groups while the
Lnrs bk facilitator assists them.
gr 6
pg46-46 Con: Oral review of the lesson.
RELIGION During the Identifyin a learning Assumed knowledge: learners know some of the
Lesso lesson g FAREM chart ceremonial events.
n3 Indigenous learners Justifying E
Religion should be Explaining Junior -Work cards Intro: Learners list some ceremonial gatherings in
able to:- - syllabus ATR.
-Sacred places Describing grade 3-7 -learning
-Describe charts 1. The facilitator give focus on the lesson.
-Importance
of sacred importance of discussing Page 62 -sentence 2. The facilitator explains on some sacred places.
places such as sacred places strips
Ventures 3. Learners in groups discuss on sacred places while
Njelele such as
Primary Resource the facilitator assists them.
Njelele
FRME person
gr 6 facilitator assists them.
pg49-50

ES
REFERENCE
facilitator
Lesso RELIGION During the Identifyin a learning Assumed knowledge: learners know some of the
n4 lesson g FAREM chart ceremonial artefacts.
Indigenous learners Justifying E
Religion should be Explaining Junior -Work cards Intro: Recap of the previous lesson.
Roles of able to:- - syllabus -learning 1. Learners describe discus on the role of religious
Describing grade 3-7
religious -list the roles charts prctitioners while the facilitator assists them.
practitioners of religious discussing Page 63 -sentence 2. Learners in groups discuss the roles of religious
-Religious practitioners strips practitioners while the facilitator assists them.
Ventures
practitioners Primary Resource 3. Learners give feedback from their groups while the
FRME person facilitator assists them.
Lnrs bk
pg47-48 -real Con: Oral review of the lesson.
artefacts
4 RELIGION During the Identifyin a learning Assumed knowledge: learners know some of religious
lesson g FAREM chart practitioners
Lesso
n -Religious able to:- - syllabus -learning 1. Learners name religious practitioners they know
practitioners -identify charts while the facilitator assists them.
1 discussing
-Religious religious Page 62 -sentence 2. Learners in groups identify religious practitioners
practitioners:- practitioners Ventures strips while the facilitator assists them.
spirit Primary Resource 3. Learners give feedback from their groups while the

ES
REFERENCE
mediums, FRME person facilitator assists them.

traditional Lnrs bk
healers Gr 6 -real objects 4. Individual written work.
pg47-48 -Pictures Con: Oral review of the lesson.
Lesso RELIGION During the Identifyin a learning Assumed knowledge: learners know some of religious
n2 lesson g FAREM chart practitioners
-Religious able to:- - syllabus -learning 1. Learners identify religious practitioners while the
practitioners -describe charts facilitator assists them.
religious discussing Page 62
-Religious -sentence 2. Learners in groups discuss on work of religious
practitioners:- practitioners Ventures strips practitioners and their attire while the facilitator assists
spirit Primary them.
mediums, FRME Resource
traditional Lnrs bk person 3. Learners give feedback from their groups while the
healers Gr 6 facilitator assists them.
-real objects
pg47-48
-Pictures
RELIGION During the Identifyin a learning Assumed knowledge: learners know the aspect of
Lesso lesson g FAREM chart unhu.
able to:- - syllabus -learning 1. The facilitator explains on the core values of

ES
REFERENCE
-Key teaching -Make key Describing grade 3-7 charts Unhu/Ubuntu/Vumunhu.

teaching
-Concept of discussing Page 62 -sentence 2. Learners recite core values of
unhu/Ubuntu/ strips Unhu/Ubuntu/Vumunhu.
vumunhu Ventures
Primary Resource 3. Learners in groups discuss the meaning of core
- I am because FRME person values of Unhu/Ubuntu/Vumunhu while the facilitator
you are Lnrs bk assists them.
Gr 6
pg41-43 4. Learners give feedback from their groups while the
RELIGION During the Identifyin a learning Assumed knowledge: learners know the aspect of
Lesso lesson g FAREM chart Unhu.
-Key teaching able to:- - syllabus -learning 1. The facilitator explains on the aspect of living in
-Explain the charts oneness and ancestor reverence.
-Concept of:- discussing
concept of Page 62 -sentence 2. Learners in groups discuss the importance of living
-Revering revering strips in oneness and revering ancestors while the facilitator
ancestors Ventures
ancestors. assists them.
Primary Resource
-oneness with FRME person 4. Learners give feedback from their groups while the
nature and Lnrs bk facilitator assists them.
wildlife Gr 6
pg41-43 5. Individual written

ES
REFERENCE
5 RELIGION During the Identifyin a learning Assumed knowledge: learners know values of the
lesson g FAREM chart environment
Lesso
n -Indigenous able to:- - syllabus -learning 1. The facilitator explains on indigenous values that
Religion and -describe charts relate to the environment( Revering sacred places)
1 the discussing
values that Page 62 -sentence 2. Learners in groups explain ways in which
environment relate to the Ventures strips sacredness of the environment is reflected while the
-Reverence environment Primary facilitator assists them.
FRME Resource
-Sacred Lnrs bk person 3. Learners give feedback from their groups while the
places Gr 6 facilitator assists them.
pg41-43
-Domestic 4. Class discussion on group findings
firewood
Con: Recap of concepts
Lesso RELIGION During the Identifyin FAREM a learning Assumed knowledge: learners know some of the
n2 lesson g E chart environment taboos
Indigenous learners Justifying Junior
Religion should be Explaining syllabus -Work cards Intro: Recap of the previous lesson.
-Penalties able to:- - grade 3-7 -learning 1. Learners identify environmental taboos while the
Describing
-State Page 62 charts facilitator guides them.
-Fined by discussing
Chief penalties for -sentence 2. Learners in groups identify penalties for
disrespecting Ventures
strips disrespecting the environment while the facilitator

ES
REFERENCE
-Mystical the Primary Resource assists them.

disappearance environment. FRME person
-Taken by Gr 6 facilitator assists them.
mermaid pg41-43 4. Individual written work.
RELIGION During the Defining FAREM Resource Assumed knowledge: learners know some of the
Lesso lesson E person unwanted behaviour
n3 Indigenous learners Stating Junior
religion should be Text books Intro: Facilitator tells a short story on taboos.
Explaining syllabus
Taboos able to:- grade 3-7 ICT tools 1. Learners list some common taboos.
-Importance -define the Page 62 Pictures 2. In groups learners explain taboos and stating the
of taboos term taboo Ventures importance of taboos.
Primary
-state some FRME 3. Learners provide feedback
common Lnrs bk
taboos in 4. Individual written work.
Gr 6
indigenous pg49-50 Con: revision of the written work.
religion
Lesso RELIGION During the Defining FAREM Resource Assumed knowledge: learners know some of the
n4 lesson E person unwanted behaviour
Indigenous learners Stating Junior
religion should be Text books Intro: recap of the previous lesson.
Explaining syllabus
able to:- grade 3-7

ES
REFERENCE
Taboos -explain the Page 62 ICT tools 1. Learners list some common taboos.
importance of
-Importance taboos Ventures Pictures. 2. In groups learners explain taboos and stating the
of taboos Primary importance of taboos.
FRME
Lnrs bk 3. Learners provide feedback
Gr 6 4. Individual written work.
pg49-50
Con: revision of the written work.
6 RELIGION During the Describing FAREM Resource Assumed knowledge: learners know the meaning of
lesson E person the parable of the prodigal son
Lesso Christianity learners Explaining Junior
n1 should be syllabus Text books Intro: Learners state the three pillars of Christianity.
stating
able to:- grade 3-7 ICT tools 1. Explanation from the fc on what a parable is.
Jesus Christ’s
ministry Deduce Page 64 Pictures. 2. One volunteer reads the parable of the prodigal son
meaning from as the class listens.
the parable of Ventures
the prodigal Primary 3. Learners discuss in their groups the meaning of the
-The prodigal FRME parable.
son
son Lnrs bk
Gr 6 4. Feedback from the groups and class discussion on
pg53 the meaning from the parable.
Con: revision of the written work

ES
REFERENCE
Lesso RELIGION During the Describing FAREM Resource Assumed knowledge: learners are aware of the three
n2 lesson E person pillars of the pillars of Christianity
Christianity learners Explaining Junior
should be syllabus Text books Intro: Recap of the previous lesson
Stating
able to:- grade 3-7 ICT tools 1. Learners read from their textbooks the parable of
Jesus Christ’s Dramatisi the good samaritan
ministry Deduce ng Page 64 Pictures.
meaning from 2. Learners dramatise the parable of the Good
-The Good the parable of Ventures
Primary Samaritan in their groups whilst the fc guides
Samaritan the good
samaritan FRME 3. Groups present their acts to the class.
Lnrs bk
Gr 6 4. Class discussion on the meaning of the parable of
pg54 the Good Samaritan.
Con: One group presents the drama of the Good

Samaritan
Lesso RELIGION During the Describing FAREM Resource Assumed knowledge: learners are aware of the three
n3 lesson E person pillars of the pillars of Christianity
should be syllabus Text books Intro: the facilitator explains on the pillar of teaching
Stating
able to:- grade 3-7 ICT tools 1. The facilitator explains about teachings in
Key teachings Dramatisi Christianity.
Explain the ng Page 64 Pictures.
key teachings 2. Learners read from their textbooks the meaning of
in Christianity Ventures
resurrection and eternal life

ES
REFERENCE
Resurrection Primary 3. Class discussion on the key teachings

FRME
-Eternal life Lnrs bk 4. Oral question and answer on the key teachings
Gr 6 5. Individual written work
pg55-56
Con: Oral review of the lesson
Lesso RELIGION During the Describing FAREM Resource Assumed knowledge: learners know religious
n4 lesson E person practitioners in Christianity.
should be syllabus Text books Intro: Learners name religious practitioners in
Stating Christianity
able to:- grade 3-7 ICT tools
Religious Dramatisi 1. Learners read the roles of religious practitioners
practitioners describe the ng Page 64 Pictures.
roles of from their textbooks
religious Ventures
Primary 2. Class discussion on the roles of religious
practitioners practitioners as the fc writes the roles on the c/board.
-roles FRME
in Christianity
Lnrs bk 3. Learners discuss in groups different denominations
Gr 6 where the practitioners are found.
pg57-58
Con: Question and answer
7 RELIGION During the Describing FAREM Resource Assumed knowledge: learners know religious
lesson E

ES
REFERENCE
Lesso Christianity learners Explaining Junior person practitioners in Christianity.

n1 should be syllabus
able to:- Stating grade 3-7 Text books Intro: Recap of the previous lesson
Christian Explain how Dramatisi Page 65 ICT tools 1. Learners state how they worship in their
worship and Christians ng denominations
the early Ventures Pictures.
worship 2. The facilitator explains how Christians worship
church Primary
FRME and learners listen.
Lnrs bk 3. Learners discuss in groups how they worship as
-Christian Gr 6 Christians and the facilitator assists
worship/fello pg59
wship 4. Feedback from groups.
Lesso RELIGION During the Describing FAREM Resource Assumed knowledge: learners are aware of the
n2 lesson E person Christian ways of worship
Stating
able to:- grade 3-7 ICT tools 1. The facilitator explains about the early church after
Christian Dramatisi the pentecost
worship and Explain how ng Page 65 Pictures.
the early the early 2. Learners discuss in their groups the early church
church Ventures
church Primary after Pentecost.
worshipped
after pentecost FRME 3. Learners discuss as a class what the early church

ES
REFERENCE
Lnrs bk was now doing after Pentecost.

Gr 6
-The early pg60 4. Individual written work.
church after
pentecost Con: Question and answer.
Lesso RELIGION During the Describing FAREM Resource Assumed knowledge: learners know the importance
n3 lesson E person of conserving the environment
should be syllabus Text books Intro: Learners state the importance of the
Stating environment.
Christianity Dramatisi 1. The facilitator explains how Christians conserve
and the Describe the ng Page 65 Pictures.
Christian the environment
environment Ventures
ways of 2. Learners state ways in which Christians conserve
conserving the Primary
FRME the environment
environment
-Christian Lnrs bk 3. Learners discuss in groups what can be done to
ways of Gr 6 conserve the environment and the fc guides.
conserving the pg61
environment 4. Feedback from groups.
Con: Recap of the covered lesson.
Lesso RELIGION During the Describing FAREM Resource Assumed knowledge: learners know the importance
n4 lesson E person of conserving the environment

ES
REFERENCE
should be Stating syllabus Text books Intro: Recap of the previous lesson
able to:- grade 3-7
Christianity Dramatisi ICT tools 1. Learners state Christian activities which can be
and the State the ng Page 65 harmful to the environment
environment effects of Pictures.
Christian Ventures 2. Learners identify effects of the Christian ways on
activities on Primary the environment
the FRME
-Effects of Lnrs bk 3. Learners discuss in groups the effects of the
Christian environment Christian ways on the environment
Gr 6
activities on pg61-63
the 4. Feedback from groups.
environment 5. Individual written work.
Con: Oral question and answer.
8 RELIGION During the Describing FAREM Resource Assumed knowledge: learners know some of the ten
lesson E person commandments
Lesso Judaism learners Explaining Junior
n1 should be syllabus Text books Intro: Learners state the ten commandments and the
Stating fc lists them down
Key teachings Dramatisi 1. The facilitator explains about teachings in
identify key ng Page 66 Pictures.
teachings in Judaism.
Judaism identifying Ventures 2. Learners read from their textbooks the meaning of
-monotheism Primary
FRME Monotheism and the ten commandments
-ten
Lnrs bk 3. Class discussion on the key teachings
commandmen
Gr 6
ts

ES
REFERENCE
pg65-66 4. Oral question and answer on key teachings
Lesso RELIGION During the Describing FAREM Resource Assumed knowledge: learners know ceremonies of
n2 lesson E person other religions
Judaism learners Explaining Junior
Stating
able to:- grade 3-7 ICT tools 1. The facilitator explains about ceremonies in
Ceremonies/ Dramatisi Judaism.
festivals Describe ng Page 66 Pictures.
ceremonies/fe 2. Learners state ceremonies /festivals in Judaism
stivals in identifying Ventures
Judaism Primary 3. Class discussion activities done during the
-Yom Kippur FRME ceremonies/festivals
Lnrs bk
-Sukkoth 4. Group discussions on the importance of the
Gr 6
pg66 festivals
Con: Learners state the festivals in Judaism
Lesso RELIGION During the Describing FAREM Resource Assumed knowledge: learners know some of the
n3 lesson E person religious practitioners in Judaism
should be Stating syllabus Text books Intro: Recap of the previous lesson
grade 3-7 1. Learners state religious practitioners they are

ES
REFERENCE
Roles of able to:- Dramatisi Page 66 ICT tools aware of.

religious ng
practitioners State and Ventures Pictures. 2. Learners discuss as a class the roles of these
explain the identifying Primary practitioners in Judaism
roles of FRME
religious Lnrs bk 3. Oral question and answer
practitioners Gr 6 4. Individual written work
in Judaism pg67-68
Con: Learners state religious practitioners they have
learnt
Lesso RELIGION During the Describing FAREM Resource Assumed knowledge: learners know religious
n4 lesson E person practitioners in Judaism
Stating
able to:- grade 3-7 ICT tools 1. Explanation from the fc on the Jewish way of
Jewish Dramatisi worship.
worship Describe how ng Page 66 Pictures.
Jews worship 2. Learners discuss as a class the Jewish way of
identifying Ventures worship.
Primary
FRME 3. Oral question and answer
Lnrs bk
pg68
9 RELIGION During the Describing FAREM Resource Assumed knowledge: learners know some facts about
lesson E

ES
REFERENCE
Lesso Islam learners Explaining Junior person Islam

n1 should be syllabus
able to:- Stating grade 3-7 Text books Intro: Question and answer about Islam
Key teachings -identify key Dramatisi Page 66 ICT tools 1. Explanation from the fc on the key teachings in
teachings in ng Islam
-resurrection Ventures Pictures.
Islam identifying Primary 2. Learners read fromthneir books about the key
-judgement teachings in Islam
FRME
Lnrs bk 3. Learners discuss the key teachings in Islam and
Gr 6 their meaning
pg71-72
4. Feedback from groups
Con: Recap of the lesson
RELIGION During the Describing FAREM Resource Assumed knowledge: learners know key teachings in
lesson E person Islam
Lesso Islam learners Explaining Junior
n2 should be syllabus Text books Intro: Recap of the previous lesson
Stating
able to:- grade 3-7 ICT tools 1. The facilitator explains about ceremonies in Islam.
Ceremonies/ Dramatisi
festivals -state ng Page 67 Pictures. 2. Learners state ceremonies /festivals in Islam
ceremonies
and festivals identifying Ventures 3. Class discussion activities done during the
in Islam Primary ceremonies/festivals
FRME
4. Group discussions on the importance of the

ES
REFERENCE
Lnrs bk festivals in Islam

Gr 6
pg72-73 5. Individual written work
Con: Learners state the festivals in Islam
RELIGION During the Describing FAREM Resource Assumed knowledge: learners know some of the
lesson E person religious practitioners in Islam
Stating
able to:- grade 3-7 ICT tools 1. Learners state Islamic religious practitioners they
Religious Dramatisi are aware of.
practitioners -state the roles ng Page 67 Pictures.
of religious 2. Learners discuss as a class the roles of these
-roles of practitioners identifying Ventures practitioners in Islam.
religious in Islam Primary
practitioners FRME 3. Oral question and answer
Lnrs bk
pg72-73
Con: Learners state religious practitioners they have
learnt
RELIGION During the Describing FAREM Resource Assumed knowledge: learners know the religious
lesson E person practitioners in Islam
Stating
grade 3-7 1. Explanation from the fc on the Islamic way of

ES
REFERENCE
Islamic able to:- Dramatisi Page 67 ICT tools worship.

worship ng
-List five Ventures Pictures. 2. Learners state the five pillars of Islam from their
-pillars of pillars of identifying Primary textbooks.
Islam Islam FRME
Lnrs bk 3. Group discussion on the importance of the pillars
Gr 6 in Islamic worship
pg74-75 4. Feedback and individual written work
Con: Learners summarise the lesson
10 MORALS During the Describing FAREM Resource Assumed knowledge: learners know examples of
AND lesson E person good morals
Lesso VALUES learners Explaining Junior
n1 should be syllabus Text books Intro: Learners sing a song about unhu/ubuntu with
Concept of Stating the help of the fc
morals and Dramatisi
values State the Page 68 1. Explanation from the fc on the concept of morals
ng Pictures. and values.
importance of
good morals identifying Ventures 2. Learners state examples of good and bad morals
and values Primary
Right and FRME and values
wrong -discuss the Lnrs bk 3. Group discussion on effects of bad morals and
effects of bad Gr 6 values
morals and pg83-85
values 4. Feedback and individual written work

ES
REFERENCE
Con: Learners dramatise the story of Adam and Eve
MORALS During the Describing FAREM Resource Assumed knowledge: learners know some of their
AND lesson E person rights
n2 should be syllabus Text books Intro: Learners state their rights and the fc declares
Rights and Stating the lesson.
responsibilitie Dramatisi
s State the Page 68 1. Explanation from the right to freedom of
ng Pictures. conscience and learners listen
benefits of
belonging to a identifying Ventures 2. Learners state benefits of belonging to a religion
religion Primary
Right to FRME
belong to a 3. Group discussion on the benefits of belonging to a
Lnrs bk religion
religion Gr 6
pg85-86 4. Feedback and individual written work
Con: Recap of the covered concept
MORALS During the Describing FAREM Resource Assumed knowledge: learners know some of their
AND lesson E person rights
n3 should be syllabus Text books Intro: Recap of the previous lesson.
Rights and Stating
able to:- grade 3-7 ICT tools 1. Learners state their rights and responsibilities at
responsibilitie Dramatisi
State the their

ES
REFERENCE
s rights and ng Page 68 Pictures. school

responsibilitie
s at school identifying Ventures 2. Learners explain how to treat others fairly at
Primary school and in the community
Rights and -explain how FRME
responsibilitie to treat others Lnrs bk 3. Group discussion on the rights and responsibilities
s in fairness fairly at Gr 6 in fairness
-treating school pg86-87 4. Feedback and individual written work

others fairly at
school and in Con: Learners dramatise how to treat others fairly at
community school
MORALS During the Describing FAREM Resource Assumed knowledge: learners are aware of the roles
AND lesson E person of the family to the community
n4 should be syllabus Text books Intro: Recap of the previous lesson.
Community Stating
able to:- grade 3-7 ICT tools 1. Learners state the roles of the community to the
role to the Dramatisi
family State the roles Page 68 family
ng Pictures.
of the 2. Class discussion on how the community assists
community to identifying Ventures families
the family Primary
Roles of the FRME
community 3. Group discussion on the importance of assisting
Lnrs bk each other
Gr 6

ES
REFERENCE
-providing pg86-87 4. Feedback and individual written work

assistance
Con: Recap of the covered lesson
11 Revision test During the Naming FAREM Chalk board Assumed knowledge: Learners able to answer
lesson E revision test questions
To TOPIC: learners Explaining Junior Revision
should be test Intro: Re-cape of the previous lessons
-RELIGION Describing syllabus questions
able to:-- grade 3-7 1 The facilitator recaps the concepts taught during
14 -MORALS Answer at Work cards the term.
AND least half of Page62-
VALUES the revision 68 2. Learners and the facilitator discuss on concepts
test questions Ventures taught during the whole term.
given Primary 3 Learners answer revision test questions in their
correctly. FRME
-All topics books individually.
Lnrs bk
taught this 4 Revision of written work and recap of concepts
Gr 6
term
pg36-87
-Revision
exercise

ES
REFERENCE
AGRICULTURE
TOPICS COVERED
Introduction to Agriculture
Climate and Land use
Soil

ES
REFERENCE
1. Soil
2. Plants
AIM
Learners should be able to:
1. Relate the importance of Agriculture to socio economic development of the family, community and country
2. Apply agricultural principles to improve their livelihoods
3. Choose appropriate equipment materials and methods for a specific process and use them safe
Safety
Health issues
Food security
Technology
Environmental issues
Disaster risk management
Financial literacy
Heritage
SOURCES
Agriculture junior syllabus grade 3-7
Ventures Primary Agriculture Grade 6 Learners book
1 Soil During the Identifyin Agricult Local Assumed knowledge: learners know components
lesson g ure environmen of soil.
Lesso Soil types learners Junior t
n should be Listing syllabus Intro: Recap of the previous lesson.
-Soil Particles ICT Tools
1 sizes: able to:- Explaining grade 3-7 1 Learners identify types of soil while the
-determine Page 39 Print media facilitator assists them.
and -Sand, loam, clay,
Gravel and Silt the type of Soil 2. Learners in groups discuss on characteristics of
Ventures
sand, loam and clay soil while the facilitator assists

ES
REFERENCE
2 soil Primary Chart them

Agricult
-Classify ure 3.Class activity on determining air content, water
soil Grade 6 holding capacity and drainage while the fc assists
according to Learners
the particle 4. Learners give feedback from their groups while
book Pg the facilitator assists them.
size 34-36
5. Class discussion on results from the experiments
done
Con. Learners answer oral questions from the

facilitator.
Soil During the Identifyin Agricult Local Assumed knowledge: learners know types of
Lesso lesson g ure environmen fertilisers
n Soil Fertility learners Junior t
should be Listing syllabus Intro: Recap of the previous lesson.
3 -Sources of ICT Tools
organic matter- able to:- Explaining grade 3-7 1 The facilitator explains on types of fertilisers.
and Print media
-Compost -State Page 39 2. Learners collect samples of organic fertilisers
4 different Soil while the facilitator guides them.
-fertility trench sources of Ventures
organic Primary Chart 3. Learners name different types of organic
-animal manure Agricult fertilisers while the facilitator assists them.
manure
ure Organic
-prepare Grade 6 fertilisers 4. Class practice on the preparation of liquid
Preparation of liquid Learners manure.
manure book Pg

ES
REFERENCE
liquid manure 37-39 5. Individual written work
Con. Review of the lesson.
2 Soil During the Identifyin Agricult Local Assumed knowledge: learners know types of soil
lesson g ure environmen erosion
Lesso Soil Erosion learners Junior t
n1 should be Listing syllabus Intro: Recap of the previous lesson.
and 2 -Effects of erosion ICT Tools
able to:- Explaining grade 3-7 1 Learners state the causes of soil erosion.
-Eroded areas Print media
-State the Page 40 2. The class tours the local environment to observe
effects of Soil the effects of soil erosion with the guidance of the
soil erosion. Ventures
Primary fc.
Chart
-describe Agricult 3. Learners in groups discuss on effects of soil
the effects ure erosion they have observed in the environment.
of soil Grade 6
erosion Learners 4. Learners give feedback from their groups while
book Pg the facilitator assists them.
40-42
5. Learners write an exercise in their books
individually.
Con. Revision and recap of concepts.
Less Plants During the Identifyin Agricult Local Assumed knowledge: learners have seen different
on 3 lesson g ure environmen types of plants
and 4 Plant structure learners Junior t
should be Listing syllabus Intro: Learners state types of plants they are
-External parts of

ES
REFERENCE
a plant able to:- Explaining grade 3-7 ICT Tools aware.
-leaf -Identify Page 39 Print media 1 Explanation from the fc on plant structure
external
-stem parts of a Ventures Chart 2 Learners state external parts of a plant
plant Primary
-Flowers Agricult 3. Learners as a class visit the environment to
-draw and ure identify external parts of a plant
-leaves
label the Grade 6 4. Discussion on what the learners observed in the
plant Learners environment.
structure book Pg
64 5. Individual written work
Con. Oral question and answer.
3 Plants During the Identifyin Agricult Local Assumed knowledge: learners are aware of
lesson g ure environmen external parts of a plant.
Lesso Plant Nutrition learners Junior t
n should be Listing syllabus Intro: Learners state the major plant nutrients.
-Major plant ICT Tools
1 and nutrients able to:- Explaining grade 3-7 1 Explanation from the fc on the importance of
2 - explain Page 39 Print media nutrients to plants
-Nitrogen
the Chart 2 Learners state the importance of the three major
-Phosphorus importance Ventures
Primary plant nutrients
of major
-Potassium Agricult 3. Class discussion on the importance of major and
plant
nutrients ure minor plants
Minor plant
Grade 6
nutrients
-explain the Learners

ES
REFERENCE
-zinc importance book Pg 4. individual written work

of minor 66-67
-boron plant Con. Oral question and answer.
nutrients
Plants During the Identifyin Agricult Local Assumed knowledge: learners know examples of
Lesso lesson g ure environmen fruit vegetables
n Vegetable crops learners Junior t
should be Listing syllabus Intro: Learners state examples of fruit vegetables.
3 and -Growing a fruit ICT Tools
vegetable able to:- Explaining grade 3-7 1 Learners state the steps taken when growing a
4
- state the Page 39 Print media fruit vegetable
steps taken Chart 2 Learners engage in land preparation for growing
-tomatoes when Ventures
Primary the fruit vegetable
growing a
-pepper Agricult 3. Learners plant a fruit vegetable with the help of
fruit
vegetable ure the facilitator
Grade 6
-plant and Learners 4. Discussion on how to manage well the fruit
manage a book Pg vegetable
fruit 69-71
vegetable
4 Plants During the Identifyin Agricult Local Assumed knowledge: are aware of steps taken in
lesson g ure environmen growing a fruit vegetable
Lesso Vegetable crops learners Junior t
n1 should be Listing syllabus Intro: Recap of the previous lesson
and 2 -Growing a fruit ICT Tools
vegetable able to:- grade 3-7

ES
REFERENCE
- explain Explaining Page 39 Print media 1 Learners explain how to take care of tomatoes.
how to take
-Caring for care of Ventures Chart 2. Learners discuss in groups how tomatoes are
tomatoes tomatoes Primary cared and how to control pests and diseases in a
Agricult fruit vegetable.
-harvesting and -explain ure
marketing how Grade 6 3. Feedback from groups and class discussion
tomatoes Learners about harvesting and marketing of tomatoes
are book Pg 4. Individual written work
harvested 69-71
and Con. Oral question and answer.
marketed
Lesso Plants During the Identifyin Agricult Local Assumed knowledge: learners know examples of
n3 lesson g ure environmen legumes
and 4 Vegetable crops learners Junior t
should be Listing syllabus Intro: Learners state examples of legumes.
-Growing a ICT Tools
legume able to:- Explaining grade 3-7 1 Learners state the steps taken when growing a
- state the Page 39 Print media legume
steps taken Chart 2 Learners engage in land preparation for growing
-peas when Ventures
Primary legumes
growing a
- green beans Agricult 3. The facilitator states varieties of peas and
legume
ure learners plant peas with the help of the facilitator
-plant and Grade 6
manage a Learners 4. Discussion on how to manage well the legumes
legume book Pg

ES
REFERENCE
69-71 Con. Oral question and answer.
5 Plants During the Identifyin Agricult Local Assumed knowledge: Learners are aware of steps
lesson g ure environmen taken in growing a fruit vegetable
Lesso Vegetable crops learners Junior t
and 2 -Growing a ICT Tools
legume able to:- Explaining grade 3-7 1 Learners explain how to take care of peas.
- explain Page 39 Print media
2. Learners discuss in groups how peas are cared
how to take Chart and how to control pests and diseases in a legume.
-Caring for peas care of peas Ventures
Primary 3. Feedback from groups and class discussion
-harvesting and -explain Agricult about harvesting and marketing of peas
marketing how peas ure
are Grade 6 4. Individual written work
harvested Learners
and book Pg
marketed 69-71
Lesso Revision test During the Naming Agricult Chalk board Assumed knowledge: Learners are able to answer
n3 lesson ure revision test questions
and 4 TOPIC: learners Explaining Junior Revision
-SOIL Describing syllabus questions
able to:-- grade 3-7 1 The facilitator recaps the concepts taught since
-PLANTS Answer at Work cards the term beginning.
least half of Page 39
the revision Ventures 2. Learners and the facilitator discuss on concepts
test Primary taught sice the term commences.

ES
REFERENCE
-All concepts questions Agricult 3 Learners answer revision test questions in their
taught on these given ure books individually.
topics correctly. Grade 6
Learners 4 Revision of written work and recap of concepts
-Revision exercise book Pg Conclusion. Revision of work written
69-71
6 Plants During the Identifyin Agricult Local Assumed knowledge: learners know examples of
lesson g ure environmen cereals
Lesso Field crops learners Junior t
and 2 -Growing a cereal ICT Tools
crop able to:- Explaining grade 3-7 1 the facilitator explains to learners the growing of
- explain Page 39 Print media wheat from planting to harvesting
the growing Chart 2. Learners discuss as a class the steps taken in the
-Planting wheat of wheat Ventures
Primary growing of wheat and the teacher assists.
from
planting to Agricult 3. Group discussion on taking care of wheat until it
harvesting ure is marketed
Grade 6
Learners 4. Individual written work
book Pg
75-78
Lesso Plants During the Identifyin Agricult Local Assumed knowledge: learners know examples of
n3 lesson g ure environmen cereals
and 4 Field crops learners Junior t
should be Listing syllabus Intro: Recap of the previous lesson
-Growing a cereal

ES
REFERENCE
crop able to:- Explaining grade 3-7 ICT Tools 1 The facilitator gives focus of the learners
- identify Page 40 Print media 2. Learners identify pests and diseases of wheat
pests and
-Pests and diseases diseases of Ventures Chart 3. group discussions on naming pests and diseases
wheat Primary of wheat
Agricult
ure 4. Feedback from groups and class discussion on
Grade 6 how to control pests and diseases of wheat
Learners 5. Individual written work
book Pg
75-78 Con. Oral question and answer.
7 Plants During the Identifyin Agricult Local Assumed knowledge: learners have seen an
lesson g ure environmen orchard
Lesso Orchard/Fruit trees learners Junior t
n1 should be Listing syllabus Intro: Learners state fruit trees they are aware of.
and 2 -Choosing a site ICT Tools
for an orchard able to:- Explaining grade 3-7 1 Learners state factors to consider when siting an
-identify a Page 40 Print media orchard
suitable site Chart 2. Learners discuss as a class the factors to
for an Ventures
Primary consider when choosing a site for an orchard.
orchard
Agricult 3. Learners identify a site which is suitable for an
- state ure orchard
factors to Grade 6
consider Learners 4. Learners prepare land at the site they hyave
when book Pg chosen after considering the discussed factors
choosing a

ES
REFERENCE
site for an 80-83 5. Individual written work

orchard
Con. Recap of the covered lesson.
Lesso Plants During the Identifyin Agricult Local Assumed knowledge: learners have seen an
n3 lesson g ure environmen orchard
and 4 Orchard/Fruit trees learners Junior t
should be Listing syllabus Intro: Recap of the covered lesson.
-Planting and ICT Tools
caring for a fruit able to:- Explaining grade 3-7 1 Explanation from the facilitator on the methods
tree - Page 40 Print media of laying out an orchard
demonstrate Chart 2. Learners discuss as a class thesteps to take when
how to Ventures
Primary planting fruit trees
plant and
care for Agricult 3. Learners engage in a class activity on planting
fruit trees ure fruit trees
Grade 6
Learners 4. Group discussion on how to take care of fruit
book Pg trees
80-83
8 Plants During the Identifyin Agricult Local Assumed knowledge: learners know lawns
lesson g ure environmen
Lesso Ornamental learners Junior t Intro: The facilitator displays a lawn and learners
n1 horticulture should be Listing syllabus observe it. The lesson is declared.
and 2

ES
REFERENCE
-Establishment able to:- Explaining grade 3-7 ICT Tools 1 Explanation from the facilitator on how lawns
and management are established
of lawns -state how Page 40 Print media
lawns are 2. Learners state steps involved in the growing of
grown Ventures Chart lawns
Primary
-explain Agricult 3. Discussion on how lawns are managed and
how lawns ure marketed
are Grade 6
managed Learners 4. Learners demonstrate how to manage lawn and
and book Pg the fac guides
marketed 80-83 5. Question and answer
Con. Recap of the covered lesson.
Lesso Revision test During the Naming Agricult Chalk board Assumed knowledge: Learners are able to answer
n3 lesson ure revision test questions
and 4 TOPIC: learners Explaining Junior Revision
Describing syllabus questions
able to:-- grade 3-7 1 The facilitator recaps the concepts taught on
-PLANTS Answer at Work cards plants
least half of Page 39
the revision Ventures 2. Learners and the facilitator discuss on concepts
test Primary taught on plants.
-All concepts questions Agricult 3 Learners answer revision test questions in their
taught on these given ure books individually.
topics correctly. Grade 6
Learners

ES
REFERENCE
-Revision exercise book Pg 4 Revision of written work and recap of concepts

71-83
9 Plants During the Identifyin Agricult Local Assumed knowledge: learners know forests
lesson g ure environmen
Lesso Forestry learners Junior t Intro: Learners forest trees they are aware of.
n should be Listing syllabus
-Choosing a site ICT Tools 1 Learners state factors to consider when siting a
1 and for a woodlot able to:- Explaining grade 3-7 woodlot
2 Page 40 Print media
2. Learners discuss as a class the factors to
- state Ventures Chart consider when choosing a site for a woodlot
factors to Primary 3. Group discussion on the factors they have
consider Agricult identified.
when ure
choosing a Grade 6 4. Feedback from groups
site for a Learners
woodlot book Pg
80-83 Con. Question and answer.
Lesso Plants During the Identifyin Agricult Local Assumed knowledge: learners know forests
n3 lesson g ure environmen
and 4 Forestry learners Junior t Intro: Learners forest trees they are aware of.
should be Listing syllabus
-Choosing a site ICT Tools 1 The facilitator states the steps taken in preparing
for a woodlot able to:- Explaining grade 3-7 a site for a woodlot

ES
REFERENCE
Page 40 Print media 2. Learners discuss as a class the steps taken in

preparing a woodlot site
- describe Ventures Chart
steps in site Primary 3. Explanation from the fc on how the tree
preparation Agricult seedlings are planted and in groups learners plant
ure tree seedlings
Grade 6
Learners 4. Oral question and answer
book Pg Con. Recap of the covered lesson.
80-83
10 Plants During the Identifyin Agricult Local Assumed knowledge: Learners know pests and
lesson g ure environmen weeds
Lesso Plant protection learners Junior t
n1 should be Listing syllabus Intro: question and answer on pests and weeds.
and 2 -Pests and weeds ICT Tools
able to:- Explaining grade 3-7 1 Learners state the effects of pests on plants
-effects of pests Print media
Page 41 2. Learners discuss as a class the effects of pests
-effects of weeds Chart on plants.
- explain Ventures
the effects Primary 3. Group discussion on the effects of weeds on
of pests Agricult plants
ure
-explain the 4. Feedback from groups
Grade 6
effects of
Learners
weeds 5. Individual written work
book Pg
90-93 Con. Question and answer.

ES
REFERENCE
Lesso Plants During the Identifyin Agricult Local Assumed knowledge: Learners know the effects
n3 lesson g ure environmen of weeds
and 4 Plant protection learners Junior t
should be Listing syllabus Intro: Recap of the previous lesson
-Pests and weeds ICT Tools
able to:- Explaining grade 3-7 1 Explanation fom the facilitator on the different
-methods of Print media methods of controlling weeds
controlling pests Page 41
and weeds - state the Ventures Chart 2. Class discussion on the methods of controlling
methods of Primary weeds.
controlling Agricult 3. Group discussion on the methods of controlling
pests and ure pests
weeds Grade 6
Learners 4. Feedback from groups
book Pg
90-93
Con. Recap of the covered lesson
11 Revision Ex During the Explaining Agricult -work cards Assumed knowledge: learners are able to answer
lesson ure revision test questions.
To Topics: learners Describing Junior Flash cards
should be Intro: Recap of concepts taught during the term.
14 -Soil Identifyin syllabus Charts
able to:- g grade 3-7 1. Class discussion of concepts taught during the
-Plants term.
Answer at Page 37-
Concept: - least half of 41 2. Learners write revision test in their books
the revision Ventures individually.
All concepts taught
test Primary
on the above

ES
REFERENCE
topics. questions Agricult 3. Revision and recap of written work.

given ure
-Revision test correctly. Grade 6 Con. Revision of written and recap of concepts
questions Learners
book Pg
34-93
INFORMATION COMMUNICATION TECHNOLOGY

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

ES
REFERENCE
1. Manipulate data using ICT.

2. Apply the elements and principles of design.
3. Present information in a variety of forms.
4. Achieve cultural information using ICT.
5. Infuse ICT into other learning areas.
6. Demonstrate the effectiveness of computer use, safety and security.
7. Demonstrate enterprise skill
Topics
ICT TOOLS
CREATING AND PUBLISHING
COMPUTER SOFTWARE
1 ICT Tools During the Identifying I.C.TJuni Resource Assumed knowledge: Learners are able to use ICT
lesson or person tools
Lesso Fault learners Naming syllabus
n1 Diagnosis should be grade 3-7 Video Clips Intro: Learners name ICT tools they know.
and Fixing Familiarisin on fault
able to:- - g (2015- 1. The facilitator explains and demonstrates on
identify 2020) diagnosis and
-Common common faults on ICT tools.
faults Faults in ICT

ES
REFERENCE
tools Exploration Page 14 fixing 2. Learners identify common ICT faults while the
Matching Contrived
faults 3. Learners in groups carryout a visual inspection
looking for obvious signs of problems and tracing a
fault to its origin while the facilitator assists them.
4. Learners resolve common ICT faults while the

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

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


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

ES
REFERENCE
-Common correctly. 3. Revision and recap of written work.

Faults
Con. Revision of written and recap of concepts
-Revision test
questions
Creating and During the Identifying I.C.TJuni Scratch Assumed knowledge: Learners are knows that a
Publishing lesson or computer does many things
3 learners Naming syllabus Monkey jam
-Animation:- should be grade 3-7 Intro: Recap of the previous lesson.
Familiarisin
-Drawing able to:- - g (2015- 1. The facilitator explains and demonstrates on
Lesso Create 2020) picture drawing using art package.
n1 Pictures images using Exploration
an Page 14 2. Learners in pairs draw images using art package
Matching while the facilitator assists them.
art/drawing
package
3. Learners show their images.
Lesso Creating and During the Identifying I.C.TJuni Scratch Assumed knowledge: Learners are knows that a
n2 Publishing lesson or computer does many things
learners Naming syllabus Monkey jam
-Animation:- should be grade 3-7 Intro: Recap of the previous lesson.
Familiarisin
-Animating able to:- - g (2015- 1. The facilitator explains and demonstrates on
images Edit 2020) image animation 2. Learners in pairs make image
animations Exploration animation based on scenarios within their local
Page 14
environment while the facilitator assists them.

ES
REFERENCE
Matching 3. Learners edit their animation while the facilitator

assists
Con: Recap of concepts and review of the lesson.
Creating and During the Identifying I.C.TJuni Database Assumed knowledge: Learners are knows that a
Publishing lesson or packages computer does many things
4 learners Naming syllabus such as MS
-Databases:- should be grade 3-7 Access Intro: Recap of the previous lesson.
Familiarisin
-Tables able to:- - g (2015- 1. The facilitator explains and demonstrates on
Lesso Design and 2020) creating database 2.Learners in pairs plan and create
n1 create a basic Exploration their own database while the facilitator assists them.
database Page 14
Matching 3. Learners create their own data base while the
Lesso Creating and During the Identifying I.C.TJuni Database Assumed knowledge: Learners are knows that a
n2 Publishing lesson or packages computer does many things
learners Naming syllabus such as MS
Familiarisin
-Tables able to:- - g (2015- 1. The facilitator explains and demonstrates on
Create tables 2020) creating tables 2. Learners in pairs plan their
-records in design Exploration records and present them on their tables while the
view Page 14
-Key fields Matching facilitator assists them.
3. Learners create their own tables and design them

ES
REFERENCE
5 Creating and During the Identifying I.C.TJuni Database Assumed knowledge: Learners are able to create
Publishing lesson or packages tables.
-Databases:- should be grade 3-7 Access Intro: Opening MS Access
Lesso Familiarisin
n1 -Creating and able to:- - g (2015- 1. The facilitator demonstrates on editing, deleting
editing Manipulate 2020) and updating records on tables 2.Learners in turns
records in a records in a Exploration practise editing, deleting and updating their records
table (update, Page 14
tables Matching while the facilitator assists them.
delete, edit)
3. Learners modify their records on their tables by
deleting, deleting or updating while the facilitator
assists them.
Lesso Creating and During the Identifying I.C.TJuni Database Assumed knowledge: Learners are able to create
n2 Publishing lesson or packages tables.
Familiarisin
-Sorting able to:- - g (2015- 1. The facilitator demonstrates on sorting records in
records in Sorting 2020) ascending or descending order 2. Learners sort
ascending records in Exploration records in ascending and descending on given fields
ascending Page 14
and Matching in pairs while the facilitator assists them.
descending and

ES
REFERENCE
order descending 3. Learners sort records in ascending or descending

order using a order on given fields while the facilitator.
given field
Creating and During the Identifying I.C.TJuni Database Assumed knowledge: Learners are able to create
Publishing lesson or packages tables and edit them.
6 learners Naming syllabus such as MS
Familiarisin
-Creating a able to:- - g (2015- 1. The facilitator explains and demonstrates on
Lesso spread shet create a 2020) creating a spread sheet2. Learners make spread
n1 spread sheet Exploration sheetsin groups while the facilitator assists them.
Page 14
Matching 3. Report back while the facilitator assists them.
Lesso Computer During the Identifying I.C.TJuni MSN , Assumed knowledge: Learners are able to create
n2 Software lesson or tables and edit them.
learners Naming syllabus Yahoo
Creating a should be grade 3-7 Intro: Recap of the previous lesson.
spread shet Familiarisin Hangout
able to:- - g (2015- 1. The facilitator explains and demonstrates on
create a 2020) Skype creating a spread sheet 2. Learners make spread
spread sheet Exploration sheets in groups while the facilitator assists them.
- Page 14
Matching 3. Report back while the facilitator assists them.

ES
REFERENCE
Computer During the Identifying I.C.TJuni MSN , Assumed knowledge: Learners are able to upload
Software lesson or files.
7 learners Naming syllabus Yahoo
- should be grade 3-7 Intro: Recap of the previous lesson.
Downloading able to:- - Familiarisin Hangout
g (2015- 1. The facilitator explains and demonstrates on
Lesso / Receiving Downloading 2020) Skype downloading files on Yahoo, Hangout or Skype. 2.
n1 - educational Exploration Learners downloading t educational files on yahoo,
Page 15
Downloading files using Matching hangouts or Skype while the facilitator assists them.
educational instant
file message 3. Learners demonstrate downloading of files on
software yahoo or hangouts or Skype while the facilitator
assists them.
Lesso Computer During the Identifying I.C.TJuni MSN , Assumed knowledge: Learners are able to upload
n2 Software lesson or files.
learners Naming syllabus Yahoo
-VoIP should be grade 3-7 Intro: Recap of the previous lesson.
Familiarisin Hangout
- Video able to:- - g (2015- 1. The facilitator explains and demonstrates on
conferencing Make video 2020) Skype making video conferencing calls. 2. Learners make
calls conferencing Exploration video*- conferencing while the facilitator guides
calls Page 15
Matching them.
3. Learners demonstrate on making video

conferencing calls while the facilitator guides them.

ES
REFERENCE
Computer During the Identifying I.C.TJuni Sound Assumed knowledge: Learners can use images to
Software lesson or capture make slides
8 learners Naming syllabus microphone
-Multimedia should be grade 3-7 Intro: Opening of Microsoft power point.
Familiarisin Digital sound
- able to:- - g (2015- 1. The facilitator explains and demonstrates on
Lesso Create 2020) recorder
Presentations designing presentations on power point. 2. Learners
n1 multimedia Exploration ICT tools in groups design and create multimedia
presentations Page 15
Matching presentations on power point while the facilitator
guides them.
3. Learners share their information the class while

the facilitator guides them.
Lesso Computer During the Identifying I.C.TJuni Sound Assumed knowledge: Learners can make
n2 Software lesson or capture multimedia presentations.
learners Naming syllabus microphone
-Multimedia should be grade 3-7 Intro: Recap of the previous lesson.
Familiarisin Digital sound
- Editing able to:- - g (2015- 1. Learners open their multimedia presentations on
Edit 2020) recorder
multimedia power point 2. The facilitator explains and
presentations multimedia Exploration ICT tools demonstrates on how to edit multimedia
presentations Page 15
Matching presentations 3. Learners edit their presentations

ES
REFERENCE
9 Computer During the Identifying I.C.TJuni Sound Assumed knowledge: Learners can compose music
Software lesson or capture
learners Naming syllabus microphone Intro:Recap of the previous lesson.
-Multimedia should be grade 3-7
Familiarisin Digital sound 1. The facilitator explains and demonstrates on use
- Composing able to:- Use g (2015- of software to compose music. 2. Learners in
Lesso software to 2020) recorder
music groups compose and record music using software
n1 compose own Exploration Music whiles the facilitator guides them.
music Page 15
Matching composition
software such 3. Playing of composed music by learners.
as Black Cat Con: Oral recap of concepts
Compose
Lesso Safety and During the Identifying I.C.TJuni Poster and Assumed knowledge: Learners are able to use
n2 Security lesson or video clips internet.
learners Naming syllabus on cyber
-Cyber should be grade 3-7 wellness Intro: Recap of the previous lesson.
wellness Familiarisin
able to:- g (2015- 1. The facilitator explains on dangers associated
Explain 2020) Resource
- Dangers of person with the use of internet 2. Learners in groups
using internet dangers Exploration discuss on dangers associated with use of internet
associated Page 15
Matching Desktop while the facilitator assists them.
with using publishing
the internet software 3.Learners give feedback from their groups while

ES
REFERENCE
individually.
Con: Revision of written work and recap of

concepts
Safety and During the Identifying I.C.TJuni Poster and Assumed knowledge: Learners are able to use
Security lesson or video clips internet.
10 learners Naming syllabus on cyber
able to:- g (2015- 1. Learners identify dangers associated with the use
Lesso Suggest ways 2020) Resource
-Cyber safety person of the internet 2. The facilitator explains on safety
n1 of ensuring Exploration precautions when using the internet.
cyber safety Page 15
Matching Desktop
publishing 3. Learners in groups discuss on safety precautions
software to take when using the internet while the facilitator
assists them.


individually.
Con: Revision of written work and recap of

concepts
Lesso Safety and During the Identifying I.C.TJuni Poster and Assumed knowledge: Learners know dangers
n2 Security lesson or video clips associated with the use of internet.
learners Naming syllabus on cyber

ES
REFERENCE
-Cyber should be Familiarisin grade 3-7 wellness Intro: Recap of the previous lesson.
wellness able to:- g (2015-
Design 2020) Resource 1. Learners identify dangers and safety precaution
- posters on Exploration person on the the use of the internet.
CyberAware cyber Page 15
ness Matching Desktop 2. Learners in groups design posters on cyber
wellness publishing wellness while the facilitator assists them.
software
3. Learners display their poster.
4. Class discussion on awareness campaigns on

cyber wellness
Safety and During the Identifying I.C.TJuni Poster and Assumed knowledge: Learners know dangers
Security lesson or video clips associated with the use of internet.
11 learners Naming syllabus on cyber
able to:- g (2015- 1. Learners identify dangers and safety precautions
To Carry out 2020) Resource
- person on the the use of the internet.
CyberAwarene awareness Exploration
14 Page 13 2. Learners carryout aware campaigns on cyber
ss campaigns Desktop
Matching wellness while the facilitator guides them.
publishing
software 3. Class discussion on cyber wellness.

ES
REFERENCE
GUIDANCE AND COUNSELLING (JUNIOR )

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

ES
REFERENCE
TOPICS COVERED
1. Relationships
Human Growth and Development

Health
1 Human During the - Guidance -work cards Assumed knowledge. Learners know changes that
Growth and lesson learners Explaini and occur on their bodies as they grow up.
Developmen should be able ng Counselling -flash cards
t to:--identify the IntroThe facilitator explains key words
- Strengtheni -charts
emotional, 2 .The facilitator explains on the meaning of
Male and physical and Identifyi ng Life

ES
REFERENCE
female psychological ng skills, adolescent

reproductive changes in sexually,
anatomy adolescence - HIV and 3Learners in groups identify the emotional,
Describi Aids physical and psychological changes in adolescents
ng Teacher’s while facilitator assists them. 4 Learners give
manual feedback from their groups while the facilitator
- assists them.
Adolescence page 10
ConclusionRevision and recap of concepts.
2 Human During the - Guidance -work cards Assumed knowledge. Learners know causes of
Growth and lesson learners Explaini and HIV infection
Developmen should be able ng Counselling -flash cards
t to:-Show how IntroRecap of previous lesson
- Strengtheni -charts
the change 2The facilitator explains on reproductive organs.
Male and influences their Identifyi ng Life
female behaviour and ng skills, 3Learners draw and label reproductive organs
reproductive their risk to sexually, while the facilitator assists them4 Class discussion
anatomy - HIV and
HIV infection. Describi on changes that occur on adolescence that can
Aids influence their behaviour while the facilitator
- ng Teacher’s
Adolescence assists them.
manual
page10 Con. Oral review of the lesson.
3 Human During the - Guidance -work cards Assumed knowledge. Learners know duties of
growth and lesson learners Explaini and males and females
should be able

ES
REFERENCE
development to:-identify and ng Counselling -flash cards Intro Learners state different roles of males and
discuss gender females.
Sex and roles - Strengtheni -charts
sexuality Identifyi ng Life 1 .The facilitator explains on gender roles
ng skills, and learners listen. 2 Learners identify
sexually, gender roles in groups as the facilitator
- HIV and assists.3 Learners give feedback from their
Describi Aids groups while the facilitator assists them. 4.
ng Teacher’s Individual written work. Conclusion. Oral
manual review of the lesson.
page 10
4 Human During the - Guidance -work cards Assumed knowledge. Learners know changes
growth and lesson learners Explaini and during puberty
development should be able ng Counselling -flash cards
to:-identify Intro Recap of the previous lesson
Puberty - Strengtheni -charts
developmental 1. Learners state changes which take place
changes during Identifyi ng Life
ng skills, during puberty in boys and girls.
adolescence 2. Learners in groups discuss the changes
sexually,
-state the effects - HIV and which take place in boys and girls during
of puberty Describi Aids adolescence
ng Teacher’s 3. Feedback and class discussion on the
manual effects of puberty
page 10 4. Individual written work
Concl: Oral question and answer

ES
REFERENCE
5 Human During the - Guidance -work cards Assumed knowledge. Learners the effects of early
growth and lesson learners Explaini and pregnancy
to:-state the Intro Recap of the previous lesson
Abstinence - Strengtheni -charts
benefits of 1. Explanation from the fc on what is
delayed sexual Identifyi ng Life
-benefits of ng skills, abstinence and learners listen.
delayed activity 2. Learners a a class discuss the benefits of
sexually,
sexual -state the effects - HIV and delayed sexual activity and the facilitator
activity of early sexual Describi Aids assists
activity ng Teacher’s 3. Group discussion on the effects of early
-managing sexual activity
sexual manual
page 10 4. Feedback from groups and discussion on
pressure how to manage sexual pressures.
6 Human During the - Guidance -work cards Assumed knowledge. Learners know what is
growth and lesson learners Explaini and HIV/AIDS
to:-identify the Intro Recap of the previous lesson
HIV/AIDS - Strengtheni -charts
modes of 1. Learners state the methods in which
HIV/AIDS Identifyi ng Life
Modes of ng skills, HIV/AIDS is transmitted and the fc assists.
transmissio transmission sexually, 2. Learners as a class discuss the methods of
n -state the - HIV and HIV/AIDS transmission
methods of Describi Aids 3. Group discussion on the methods of
-prevention
preventing Teacher’s

ES
REFERENCE
HIV/AIDS ng manual prevention

page 11 4. Feedback from groups.
7 Human During the - Guidance -work cards Assumed knowledge. Learners are aware of how
growth and lesson learners Explaini and HIV/AIDS is transmitted
to:-state the Intro Recap of the previous lesson
HIV/AIDS - Strengtheni -charts
effects of 1. Explanation from the facilitator on what is
Identifyi ng Life
-stigma and stigma and ng skills, stigma and discrimination.
discriminati discrimination sexually, 2. Learners as a class discuss the effects of
on -Explain how to - HIV and stigma and discrimination.
live positive explainin Aids 3. Group discussion on how to live positively
-living g as the facilitator assists.
positively Teacher’s
manual 4. Feedback from groups.
page 11 5. Individual written work
Concl: Learners dramatise stigmatisation and

discrimination
8 Human During the - Guidance -work cards Assumed knowledge. Learners are aware of the
growth and lesson learners Explaini and stages of child development
to:-explain the Intro Recap of the previous lesson
Myths and - Strengtheni -charts
effects of myths 1. Explanation from the facilitator on the
Misconcepti and Identifyi ng Life
myths and misconceptions on child growth

ES
REFERENCE
ons misconception ng skills, and development.

ons child sexually, 2. Learners as a class discuss the effects of
-child growth and - HIV and myths and misconceptions on child growth
growth and development explainin Aids and development.
development g Teacher’s 3. Group discussion on the effects of myths
manual and misconceptions on child growth and
page 11 development.
Concl: Learners dramatise stigmatisation and

discrimination
9 Health During the - Guidance -work cards Assumed knowledge. Learners know the
lesson learners Explaini and importance of hygiene
Hygiene should be able ng Counselling -flash cards
(Personal to:-explain how Intro Learners are asked to pick up litter in tghe
and - Strengtheni -charts school environment
to keep the
Environmen school, home Identifyi ng Life
tal) ng skills, 1. Learners state how to keep their homes,
and the school and the community clean.
community sexually,
Home - HIV and 2. Learners as a class discuss the importance
clean explainin of keeping the home, school and
School Aids
g Teacher’s community clean and the facilitator assists.
Community manual 3. Group discussion on how learners can
page 12 practice personal hygiene.
-personal 4. Feedback from groups.
hygiene 5. Individual written work

ES
REFERENCE
Concl: Question and answer
10 Health During the - Guidance -work cards Assumed knowledge. Learners know what a
lesson learners Explaini and balanced diet is.
Nutrition in should be able ng Counselling -flash cards
relation to to:-state the Intro Learners state the nutrients which makes up
HIV/AIDS - Strengtheni -charts a balanced diet
importance of a
balanced diet Identifyi ng Life
Importance ng skills, 1. Learners state what a balanced diet is and
of a sexually, the facilitator assists.
balanced - HIV and 2. Learners discuss the importance of eating a
diet explainin Aids balanced diet.
g Teacher’s 3. Group discussion on the importance of
manual having a nutitional garden and the
page 12 facilitator assists.
11 Health During the - Guidance -work cards Assumed knowledge. Learners are aware of
lesson learners Explaini and different types of diseases.
Communica should be able ng Counselling -flash cards
ble and non to:-state Intro Learners name diseases they are aware of.
communicab examples of - Strengtheni -charts
le diseases Identifyi ng Life 1. Explanation from the facilitator on what
communicable are communicable and non communicable
and non- ng skills,
- sexually, diseases.
communica communicable - HIV and 2. Learners as a class group cdiseases as

ES
REFERENCE
ble diseases diseases explainin Aids communicable and non communicable and
g Teacher’s the facilitator assists.
-non- –explain how manual 3. Group discussion on how to prevent
communica to prevent page 12 communicable and non-communicable
ble diseases communicable diseases
and non- 4. Feedback from groups.
-prevention communicable 5. Individual written work
diseases
12 REVISION During the - Guidance -work cards Assumed knowledge. Learners have written a
All topics lesson learners Explaini and revision exercise
covered should be able ng Counselling -flash cards
covered to:-Answer IntroRecap of the covered lessons during the
To - Strengtheni -charts term.
during the correctly at
term leash half of the Identifyi ng Life
ng skills, 1 Class discussion on the covered concepts during
given revision the term. 2. The facilitator asks oral questions on
14 sexually,
questions - the covered concepts and learners respond. 3.
HIV and
Describi Aids Individual written work on the revision test.
ng Teacher’s Conclusion Recap and revision of the written
manual work.

ES
REFERENCE
Indigenous Language -SHONA

Zvinangwa
“+Kuti vadzidzi vakwanise kuverenga, kutaura, kunyora uyewo kuva nezvinooneka, kubatika pamwe nekukwanisa kuita mabasa emaoko
• Kukurudzira vadzidzi kuti vanzwane nevamwe munguva dzakasiyana.
• Kuti vadzidzi Vakwanise kushandisa mishina {ICT technology}
• Kuti vana vaone kukosha kwemitauro yedu yemuno vagofarira kugara vachiiverenga pachavo kuitira tsika neunhu hwavo kutaurawo
ngano dzepasi chigare
• Vadzdidzi Vakwanise kuite hurukuro nhetembo pamwe ne nziyo kana zvimwewo [puzzles, riddles, quiz, questions]
Tugono 1. Kuteerera 2. Kutaura 3. Kuverenga 4. Kunyora
1 Zvokutaura Vana Kutaura Indigenous Nhanganyaya –Mudzidzisi anotaura kanyaya

nekuteerera vanotarisrwa Kuteerer languages Makadhi pamusoro pezvaanoda nezvaanofarira
. kukwanisa :--- a. Syll Grde Mifananidzo 1. Vadzidzi vanotaurirana pamusoro penzvimbo
Zvokufamb kutaura pamusoro Kunyora. 3-7, Page yavakamboshanyira
a penzvimbo 49 2. Vadzidzi mumapoka avo vanotsanangurirana

ES
REFERENCE
yavakamboshanyi pamusoro penzvimbo dzavakashanyira pazororo.

ra 3. Vadzidzi vanopakura zvanawana.
-kuumba mazwi 4. Vadzidzi vanoumba mazwi nemitinhimira
nemitinhimira yakapihwa.
yakapihwa. Mhedziso – mibvunzo yekupeta basa
Chidz Kuverenga Vana kuvereng Indigenous Nhanganyaya –Mudzidzisi nevana vanoimba rwiyo.
idzo 3 nekunyora. vanotarisrwa a languages Makadhi 1Vadzidzi vanoverenga mazwi matsva kubva
& kukwanisa :--- Syll Grde Mifananidzo. mundima icha verengwa vomatsanangura.
4 Nzwisiso. kuverenga ndima kunyora 3-7, Page 2Vadzidzi vanoverenga ndima
-kupindura vachinzwisisa. 42 3Vadzidzi vanopindura mibvunzo iri pamakadhi.
mibvunzo -kupindura 4 Vana vanopakura zvavawana.
yenzwisiso mibvunzo 5 Vana vanonyora basa sedungamunhu.
mitanhatu kubva Mhedziso – dzokororo yebasa ranyorwa nevana.
mundima
yaverengwa.
Chidz Kutaura Vana Kunyora -Indigenous Nhanganyaya – vadzidzi vanoita zvananenge vanzi
idzo 5 nekunyora. vanotarisrwa Kutaura languages Makadhi vaite nemudzidzisi.
kukwanisa :--- Syll Grde Mifananidzo 1 Muenzaniso unopihwa nemudzidzisi.
Kugadzira kugadzirisa 3-7, Page 2Vadzidzi vanoongorora zvirevo zvavapihwa.
zvirevo zviperengo 38 3 Vadzidzi vanoita basa remapoka.
zvisina kunyorwa 4 Vana vanopakura zvavawana kubva mumapoka
zvakanaka Vana vanonyora basa mumabhuku avo mudzidzisi
muzvirevo achiongorora
zvakapihwa. Mhedziso – dzokororo yebasa ranyorwa nevana.
Chidz Kutaura Vana Kutaura Indigenous Nhanganyaya – vadzidzi vanodoma nzvimbo
idzo6 nekuteerera vanotarisrwa Kuteerer languages - Makadhi dzavakashanyira
. kukwanisa :-- a. Syll Grde Mifananidzo 1. Vadzidzi vanoratidzwa mifananidzo yenzvimbo
kuita hurukuro 3-7, Page dzinoshanyirwa dzine mukurumbira.
Hurukuro pamusoro 41 2. Vadzidzi vanoita hurukuro hurukuro pamusoro
pekushanya pekushanya kwavakaita pazororo.
kwavakaita 3. Vadzidzi vanopindura mibvunzo sedungamunhu.

ES
REFERENCE
pazororo Mhedziso – dzokororo yebasa rakurukurwa.

Chidz Kunyora Vana Kunyora Indigenous Makadhi Nhanganyaya – vadzidzi vanodoma nzvimbo
idzo 7 vanotarisrwa languages Mifananidzo. dzavakashanyira
Rondedzero kukwanisa ku:--- Syll Grde 1. Vadzidzi vanoratidzwa mifananidzo yenzvimbo
kunyora 3-7, Page dzinoshanyirwa dzine mukurumbira.
Kushanya rondedzero 46 2. Vana vanotaurirana manyorerwo erondedzero
kwandakaita nemutauro vachibatsirwa nemudzidzisi.
pazororo wakanaka 3. Vadzidzi vanopa chidimbu cherondedzero
pamusoro mumapoka.
pekushanya 3. Vadzidzi vanoverenga zvavanyora.
kwavakaita 4. Vadzidzi vanonyora rondedzero sedungamunhu.
pazororo Mhedziso – vana vatatu vanoverenga zvavanyora.
Chidz Kunyora Vana kuvereng Indigenous Makadhi Nhanganyaya – vadzidzi vanoongorora chati
idzo 8 (Penmanshi vanotarisrwa a languages Mifananidzo rinerunyoro rwe ‘Nelson’s script’
p-Nelson’s kukwanisa ku:--- Syll Grde 1. Mudzidzisi anoratidza vana manyorero akanaka.
script) kunyora kunyora 3-7, Page 2 Vadzidzi vari mumapoka vanoedzesera kunyora
vachiumba 45 vachiteedzera runyoro rwakanaka.
mavara 3Vadzidzi vanonyora basa ravo sedungamunhu.
zvakanaka. Mhedziso – dzokororo yebasa.
2 Zvokutaur Vana Kutaura Indigenous Nhanganyaya –Mudzidzisi anobvunza vana tsika
a vanotarisrwa Kuteerer languages Makadhi dzevatema dzavanoziva.
Ch nekuteerer kukwanisa :--- a Syll Grde Mifananidzo 1. Vadzidzi vanodoma tsika dzevatema dzavanoziva.
idz a. kudoma tsika Kunyora. 3-7, Page 2. Vadzidzi vanotaurirana tsika dzevatema
idz Zvetsika nemagariro 39 dzavanoziva vachibatsirwa nemudzidzisi. 3. Vana
o1 dzevatema vanopakurirana zvanawana mumapoka
Kuumba mazwi 4. Vadzidzi vanoumba mazwi nemitinhimira
vachishandisa yakapihwa.
mitinhimira Mhedziso – Mibvunzo yekupeta basa
Ch Kuverenga Vana kuvereng Indigenous Makadhi Nhanganyaya –Mudzidzisi anotaurira vadzidzi
idz nekunyora. vanotarisrwa a languages Mifananidzo. kanyaya pamusoro pemabasa emaoko.
idz kukwanisa:--- Syll Grde 1. Vadzidzi vanoverenga mazwi matsva kubva

ES
REFERENCE
o2 Nzwisiso kuverenga ndima kunyora 3-7, Page mundima ichiverengwa vomatsanangura.

& vachinzwisisa. 45 2.Vadzidzi vanoverenga ndima vachibatsirwa
3 -Kupindura -kupindura nemudzidzisi
mibvunzo mibvunzo 3. Vadzidzi vanopindura mibvunzo iri pamakadhi.
yenzwisiso mitanhatu kubva 4. Vana vanonyora basa sedungamunhu.
mundima Mhedziso – dzokororo yebasa ranyorwa nevana.
yaverengwa.
Ch Kutaura Vana Kunyora Indigenous Nhanganyaya – vadzidzi vanodoma tsika dzinoitwa
idz nekuteerer vanotarisrwa Kutaura languages munharaunda dzavanobva zvakakosha.
idz a kukwanisa:--- Syll Grde - Makadhi 1. Vana vanodoma tsika dzemunharaunda
o4 - kutsanangura 3-7, Page Mifananidzo dzavanobva nedzemunyika mese.
Zvakakoshe tsika dzakanaka 45 2. Mudzidzisi anotsangura pamusoro pekukosha
ra tsika kwetsika dzakanaka. 3. Vana vano taurirana
dzakanaka mumapoka avo zvakakoshera tsika dzakanaka
vachibatsirwa nemudzidzisi. 4. Vana vanopakurirana
zvanawana mumapoka avo vachibatsirwa
nemudzidzisi.
Mhedziso – dzokororo yebasa raitwa mumapoka.
Ch Kunyora Vana Kutaura Indigenous - Makadhi Nhanganyaya – Vana vanodoma zvimiso
idz Zvikombere vanotarisrwa Kuteerer languages Mifananidzo zvananoziva.
idz dzo kukwanisa ku:--- a. Syll Grde 1. Vadzidzi vano doma zvimiso zvananoziva.
o5 -Zvimiso:- kushandisa 3-7, Page 2 Mudzidzisi anotsanangura pamusoro pezvimiso.
(Fullstop, zvimisomzvakako 45 3 Vadzidzi vari mumapoka vanoisa zvimiso ndima
Capital dzera yavanenge vapihwa mudzidzisi achivabatsira.
letter, 4 Vadzidzi vanopakurirana zvanawana mumapoka
exclamation avo mudzidzisi achivabatsira.
marks, 5 Vana vanonyora basa mumabhuku
comma etc sedungamunhu.
Mhedziso – dzokororo yebasa ranyorwa nevana.

ES
REFERENCE
Chidz Kunyora Vana Kunyora Indigenous Makadhi Nhanganyaya – vadzidzi vanotaura zvinotarisirwa
idzo6 rondedzero vanotarisrwa languages Mifananidzo pakunyora rondedzero
& kukwanisa :- Syll Grde 1. Vadzidzi vanodoma tsika dzemunika yedu
7 Tsika Kutsanangura 3-7, Page yeZimbabwe. 2. Vadzidzi vanotaura
nemagariro tsika 45 zvinotarisirwa pakunyora rondedzero yanaka
munyika nemagariro vachibatsirwa nemudzidzisi. 3. Vana mumapoka
yedu edu vanonyora rondedzero pamusoro petsika
vachishandisa dzakanaka.
chishona 4. Vana vanopakurirana zvanawana mumapoka
chakanaka avo mudzidzisi achivabatsira. 5. Vana vanonyora
rondedzero mumabhuku avo mumwe nemumwe
Mhedziso – vana vatatu vanoverenga zvananyora.
Chidz Kunyora Vana kuverenga Indigenous Makadhi Nhanganyaya – vadzidzi vanoongorora
idzo8 vanotarisrwa languages Mifananidzo . nekutsanangura mifananidzo yakapihwa,
Zviperengo. kukwanisa :--- kunyora Syll Grde 1. Vadzidzi vanoverenga mazwi akapihwa.
kunyora 3-7, Page 2. Vadzidzi vanotsanangura mazwiakapihwa.
zviperengo 45 3. Mudzidzisi anodanidzira mazwi vana
zvemazwi vakateerera.
anoita gumi. 4. Vadzidzi vanonyora zviperengo sedungamunhu.
Mhedziso – dzokororo yebasa.
3 Zvokutaura Vana Kutaura Indigenous Nhanganyaya –Vadzidzi vanoona mifananidzo
nekuteerera. vanotarisrwa Kuteerera. languages Makadhi ine tsika dxechinyakare.
Hwaro kukwanisa:--- Kunyora. Syll Grde Mifananidzo 1. Vadzidzi vanodoma dzika dzechinyakare
Chidz hweupenyu kudoma tsika 3-7, Page dzavanoziva mudzidzisi achivabatsira. 2. Vana
idzo1 dzechinyakare 38 vanotaurirana vari mumapoka pamusoro
dzaiitika penhoroondo dzemhuri dzavo mudzidzisi
mumatunhu achivabatsira. 3. Vana vanopakurirana zvanawana
avo. mumapoka avo. 4. Vana vanotsanangura
Kukurukura nhoorondo yemhuri dzavo vamwe vachinzwa.
pamuso Mhedziso – mibvunzo yekupeta basa
pamusoro

ES
REFERENCE
penhoroondo
yemhuri
dzavo.
Chidz Kuverenga Vana kuverenga Indigenous Makadhi Nhanganyaya –Mudzidzisi vanoverenga mazwi
idzo2 nekunyora. vanotarisrwa languages Mifananidzo angangova matsva abva mundima yavachavarenga
& kukwanisa:--- kunyora Syll Grde vomatsangura.
-Kuverenga kuverenga 3-7, peji 42 1. Vadzidzi vano verenga mazwi matsva
vachidodome ndima kubva mundima icha verengwa voma
sa vachidodomes tsanangura. 2. Vadzidzi vano verenga
-Nzwisiso:- e. ndima vachibatsirwa nemudzidzisi. 3.
Kupindura -kupindura Vadzidzi vano pindura mibvunzo iri
mibvunzo mibvunzo pamakadhi vari mumapoka vachibatsirwa
yenzwisiso mitanhatu nemudzidzisi. 4. Vadzidzi vanopkaurirana
kubva zvanawana mumapoka. 5. Vadzidzi
mundima vanonyora basa sedungamunhu.
yaverengwa. Mhedziso – dzokororo yebasa ranyorwa nevana.
Chidz Kuverenga Vana Kunyora Nhanganyaya – Mudzidzisi anoratidza vana
idzo4 vanotarisrwa Kutaura Indigenous Makadhi kuverenga kwakanaka.
Zvimiso: kukwanisa:--- languages Mifananidzo . 1. Vadzidzi vano verenga ndima vachifema pose
-chitura kuverenga Syll Grde pane chiturabefu mudzidzisi anobatsira vadzidzidi.
mafemo ndima 3-7, Page 2. Vadzidzi vanoverenga vari mumapoka
-chidonhwe vachiongorora 45 mudzidzisi achibatsira vadzidzi. 3. Vadzidzi
zvimiso vanoverengera mudzidzisi sedungamunhu.
nemazvo. Mhedziso – Vana vanotaura nyaya yavavernga
muchidimbu.
Chidz Kunyora Vana Kutaura Indigenous - Makadhi Nhanganyaya – vadzidzi vanodoma mazwi
idzo5 Mazwi vanotarisrwa Kuteerera. languages Mifananidzo anopesana.
anopesana. kukwanisa:--- Syll Grde 1. Vadzidzi vanodoma mazwi anopesana
kudoma mazwi 3-7, Page neakanyorwa.
Sokuti, anopesana 46 2. Vadzidzi vanoumba zvirevo mumapoka
Harahwa- nemashanu vopakura zvavawana vachibatsirwa nemudzidzisi.

ES
REFERENCE
Mukomana. akapihwa. 3. Vana vanopakurirana zvavawana mumapoka

-kuumba avo.
zvirevo 4. Vadzidzi vanopindura mibvunzo
nemazwi sedungamunhu.
anopesana. Mhedziso – Dzokororo yebasa ranyorwa nevana.
Chidz Kunyora Vana Kunyora Indigenous Makadhi Nhanganyaya – Vadzidzi vanoongorora
idzo6 Rondedzero vanotarisrwa languages Mifananidzo mufananidzo.
&7 -Mhuri yedu kukwanisa:--- Syll Grde 1. Vadzidzi vanotsangura zvinotarisrwa pakunyora
kunyora 3-7, Page rondedzero mudzidzisi achivabatsira.
rondedzero 46 2. Vadzidzi vanonyora pamusoro pemhuri dzavo
pamusoro vari mumapoka mudzidzisi achivabatsira.3.
pemusoro Vadzidzi vanopakurirana zvavawana mumapoka
pemhuri dzavo avo.
4. Vadzidzi vanonyora rondedzero
sedungamunhu.
Mhedziso – Vadzidzi vatatu vanoverenga
zvananyora.
Chidz Kunyora Vana Kuverenga Indigenous Makadhi Nhanganyaya – Vadzidzi vanodoma tsumo
idzo8 Tsumo: vanotarisrwa . languages Mifananidzo dzavano ziva.
Kuzadzisa kukwanisa:--- Kunyora. Syll Grde 1. Vadzidzi vanovanopa tsumo dzavanoziva.
tsumo. kupa tsumo ina 3-7, Page 2. Vadzidzi mumapoka avo vanozadzisa tsumo
dzavano ziva. 46 dzakapihwa vachibatsirwa nemudzidzisi.
-kuzadzisa 3. Vana vanopakurirana zvavawana mumapoka
tsumo avo mudzidzisi achivabatsira.
dzakapihwa 4. Vadzidzi vanonyora basa ravo sedungamunhu.
nechishona Mhedziso – Dzokororo yebasa.
chakanaka.
4 Zvokutaur Vana Kutaura Indigenous Nhanganyaya –Vadzidzi vanoimba rwiyo
a vanotarisrwa Kuteerera. languages Makadhi rwenyika yeZimbabwe.
Chidzi nekuteerer kukwanisa :--- Kunyora. Syll Grde Mifananidzo. 1. Vadzidzi vanoteerera nhau kubva pawairesi.
dzo 1 a. Kutaurirana 3-7, Page 2. Vadzidzi vanotevedzera kutaurwa kwenhau

ES
REFERENCE
-Nhau nekuteerera 40 pamusoro penyika yeZimbabwe. 3. Vana

pamusoro nhau pamusoro vanotaurirana zvavanzwa pamusoro
penyika penyika penyikasyeZimbabwe
yeZimbabw yeZimbabwe 4.Vadzidzi vanoumba zvirevo nemazwi akapihwa
e itsva Mhedziso – Mibvunzo yekupeta basa
Chidzi Kuverenga Vana kuverenga Indigenous Nhanganyaya –Mudzidzisi anotaridza vana
dzo 2 nekunyora. vanotarisrwa languages Makadhi mifananidzo ytsika dzakasiyana-siyana.
&3 Nzwisiso kukwanisa :--- kunyora Syll Grde Mifananidzo. 1. Vadzidzi vano verenga mazwi matsva kubva
kuverenga 3-7, peji 42 mundima ichaverengwa vomatsanangura.
-kupindura ndima 2. Vadzidzi vano verenga ndima vachibatsirwa
mibvunzo vachinzwisisa. nemudzidzisi. 3. Vadzidzi vanopindura mibvunzo
yenzwisiso -kupindura iri pamakadhi vari mumapoka vachibatsirwa
mibvunzo nemudzidzisi.
mitanhatu 4. Vadzidzi vanonyora basa sedungamunhu.
kubva Mhedziso – dzokororo yebasa ranyorwa nevana.
mundima
yaverengwa.
Chidzi Kuverenga Vana Kunyora Indigenous Makadhi Nhanganyaya – Vadzidzi vanonoverenga mazwi
dzo 4 /Kunyora vanotarisrwa Kutaura languages Mifananidzo efananidzo akapihwa.
kukwanisa :--- Syll Grde 1. Vadzidzi vano verenga mazwi akapihwa
Fananidzo: kuverenga 3-7, Page nekuatsanangura zvaanoreva vachibatsirwa
Sokuti, mazwi 46 nemudzidzisi.
-Mazino efananidzo 2. Vadzidzi vari mumapoka vanoumba zvirevo
ake mashanu nekuzadzisa zvirevo zvakapihwa nefananidzo
akachena akapihwa. vachibatsirwa nemudzidzisi. 3. Vana
semukaka. -kutsanagura vanopakurirana zvanawana vachibatsirwa
zvinoreva nemudzidzisi.
fananidzo. 4. Vadzidzi vanoita basa ravo sedungamunhu
-kuzadzisa vachizadzisa zvirevo
zvirevo Mhedziso – Dzokororo yebasa ranyorwa.
nefananidzo

ES
REFERENCE
dzakapihwa.
Chidzi Kunyora Vana Kutaura Indigenous Mifananidzo Nhanganyaya – vadzidzi vanodoma mazwi
dzo 5 Mazwi vanotarisrwa Kuteerera. languages Makadhi anoreva zvimwechete.
anoreva kukwanisa :--- Syll Grde 1. Vadzidzi vano verenga mazwi akapihwa uye
zvakafanana kudoma mazwi 3-7, page kuatsanangura vachibatsirwa nemudzidzisi.
anoreva 41 2. Vadzidzi vanopa mazwi anoreva zvakafanana
Chibage - zvimwechete neakapihwa pamakadhi vari mumapoka
magwere nemashanu vachibatsirwa nemudzidzisi. 3. Vana
akapihwa. vanopakurirana zvanawana mudzidzisi
-kuumba achivabatsira.4.Vadzidzi vanopindura mibvunzo
zvirevo sedungamunhu.
nemazwi Mhedziso – Dzokororo yebasa ranyorwa nevana.
anoreva
zvimwechete.
Chidzi Kunyora Vana Kunyora Indigenous . Makadhi Nhanganyaya – Vadzidzi vanoongorora
dzo 6 Rondedzer vanotarisrwa languages Mifananidzo . mufananidzo
o kukwanisa :--- Syll Grde 1. Vana vanoudzwa zvirikutarisirwa mukunyorwa
kunyora 3-7, Page kwerondedzero. 2. Vana vanoumba nhanganyaya
Nyika yedu rondedzero 46 mumapoka mudzidzisi achiongorora.
vachitsanangur 3. Vana vanotaurirana mumapoka pamusoro
a nyika yavo penyika yavo.
4. Vadzidzi vanonyora rondedzero
sedungamunhu.
Mhedziso – Vana vatatu vanoverenga zvavanyora.
Chidzi Kunyora Vana Kuverenga Indigenous Nhanganyaya – Vadzidzi vanodoma madimikira
dzo 7 Madimikira: vanotarisrwa . languages Makadhi dzavano ziva.
kukwanisa:--- Kunyora. Syll Grde Mifananidzo 1. Vadzidzi vanoverenga tsumo dzisina kuzadzira.
Kudoma kudoma 3-7, Page 2. Vadzidzi mumapoka vanotsanangura zvinoreva
madimikira madimikira 34/41. madimikira akapihwa vachibatsirwa nemudzidzisi.
anoenderan anoenderana 3. Vadzidzi vanopakurirana zvanawana. 4.
a netsanangudzo Vadzidzi vanonyora basa ravo sedungamunhu

ES
REFERENCE
netsanangu dzakapihwa. vachipa madimikira anoenderana netsanangudzo

dzo dzakapihwa
dzakapihwa Mhedziso – Dzokororo yebasa.
.
Chidzi Dzokororo Vana Kuverenga Indigenous Makadhi Nhanganyaya – Dzokororo yemusoro mikuru
dzo 8 Zvirungamu vanotarisrwa . languages Mifananidzo yakadzidzwa.
tauro kukwanisa :-- Kunyora. Syll Grde 1Vadzidzi pamwe nemudzidzisi vanodzokorora
-Nzwisiso kunyora 3-7, Page basa rese rakaitwa uye richabvunzwa.
- dzokororo 39-45 2. Vadzidzi vanoverenga mazwi mirairo.
Rondedzero yezvaka 3. Mudzidzisi anonyora basa pachidziro.
-Kupindura dzidzwa 4. Vadzidzi vanonyora basa ravo sedungamunhu.
mibvunzo mumasvondo Mhedziso – dzokororo yebasa.
yedzokoror maviri adarika.
o
5 Zvokutaur Vana Kutaura Indigenous Nhanganyaya –Vadzidzi vanoona mifananidzo
a vanotarisrwa Kuteerera. languages Makadhi yezviitiko zvakasiyana siyana
nekuteerer kukwanisa :--- Kunyora. Syll Grde Mifananidzo 1. Vadzidzi vachinjana vanotsangura nhau
Chidzi a. -Kutaura 3-7, nenyaya dzinoitika mumatunhu avanobva.
dzo 1 - Pfupiso, nyaya, nenhau Page43/46 2. Vadzidzi vanochinjana kutaura nhau dzino
Nhau dzinoitika inotika mumatunhu avo nenyika yese.
nenyaya mumatunhu 3. Vadzidzi vanotaura nhau nenyaya dzataurwa
-Kutaura avanobva. muchidimbu vachibatsirwa nemudzidzisi.
nyaya kana -Kutaura 4. Vadzidzi vanoumba mazwi nemitinhimira
nhau nyaya kana yakapihwa.
yataurwa nhau yataurwa Mhedziso – Mibvunzo yekupeta basa
muchidimb muchidimbu
u
Chidzi Kuverenga Vana kuverenga Indigenous Makadhi Nhanganyaya –Mudzidzisi anotaridza vana
dzo 2 nekunyora. vanotarisrwa languages Mifananidzo mufananidzo yevanhu vari pamabiko.
&3 Nzwisiso kukwanisa :--- kunyora Syll Grde 1. Vadzidzi vano verenga mazwi matsva kubva
-Kuverenga kuverenga 3-7, Page mundima icha verengwa vomatsanangura. 2.

ES
REFERENCE
ndima ndima 42/45 Vadzidzi vanoverenga ndima vachibatsirwa

yenzwisiso vachinzwisisa. nemudzidzisi.
-Kupindura -kupindura . 3. Vadzidzi vanopindura mibvunzo iri pamakadhi
mibvunzo mibvunzo vopakura zvavawana.
yenzwisiso mitanhatu 4. Vadzidzi vanonyora basa sedungamunhu.
kubva Mhedziso – Dzokororo yebasa ranyorwa nevana.
mundima
yaverengwa.
Chidzi Kunyora Vana kuverenga Indigenous Makadhi Nhanganyaya – vadzidzi vanoongorora chati
dzo 4 (Penmanshi vanotarisrwa languages Mifananidzo rinerunyoro rwe ‘Nelson’s script’
p-Nelson’s kukwanisa :--- kunyora Syll Grde 1. Mudzidzisi anoratidza vana manyorero
script) kunyora 3-7, Page akanaka.
-Kunyora vachiumba 45 2. Vadzidzi vari mumapoka vanoedzesera kunyora
vachiumba mavara vachiteedzera runyoro rwakanaka.
mavara zvakanaka. 3. Vadzidzi vanonyora basa ravo sedungamunhu.
zvakanaka Mhedziso – Dzokororo yebasa.
Chidzi Kunyora Vana Kutaura Indigenous -Makadhi Nhanganyaya – vadzidzi vanotaura tsumo
dzo 5 Tsumo vanotarisrwa Kuteerera. languages Mifananidzo dzavanoziva.
kukwanisa :--- Syll Grde 1. Vadzidzi vanoverenga tsumo dziri pachati
Kunyora kunyora tsumo 3-7, Page 2. Vadzidzi vanopinda mumapoka vogadzirisa
tsumo dzakapihwa 46 tsumo dzakapihwa.
zvakanaka zvakanaka 3. Vadzidzi vanopakura zvavawana kubva
mumapoka.
4. Vadzidzi vanonyora basa mumabhuku
Mhedziso – Dzokororo yebasa ranyorwa nevana.
Chidzi Kunyora Vana Kunyora Indigenous Makadhi Nhanganyaya – Vadzidzi vanoita hurukuro
dzo 6 vanotarisrwa languages Mifananidzo pamusoro penyaya dzinoitika mumatunhu avo.
Tsamba kukwanisa :--- Syll Grde 1. Mudzisisi anotsanangura pamusoro pekunyora
-Nyora -Kunyora 3-7, Page tsamba kushamwari.
tsamba tsamba 46 2. Vadzidzi vanodoma zvinotarisrwa pakunyora
kushamwari kushamwari tsamba.

ES
REFERENCE
uchiudza uchiudza 3. Vana vanoita hurukuro pamusoro penhau

nyaya nyaya dzakaitika mumatunhu avo dzakavafadza. 4 Vana
yakaitika yakaitika vanonyora tsamba kushamwari dzavo mudzidzisi
mudunhu mudunhu achibatsirv.
menyu menyu Mhedziso – Vana vatatu vanoverenga zvananyora.
yakakufadza yakakufadza
Chidzi Kuverenga/ Vana Kuverenga Indigenous Makadhi Nhanganyaya – Vadzidzi vanoverenga kandima
dzo 7 Kunyora vanotarisrwa . languages Mifananidzo kane zvimiso.
Zvimiso kukwanisa :--- Kunyora. Syll Grde 1 Vadzidzi vatsanangura mashandisirwo ezvimiso
- kutsanangura 3-7, Page zvakapihwa. 2 Vadzidzi vanoumba zvirevo
chikatyama mashandisirwo 45 vachishandisa zvimiso zvakakodzera vari
dzo ezvimiso mumapoka. 3. Vadzidzi vanopakura zvavawana
-nyora zvakapihwa kubva mumapoka. 4. Vadzidzi vanonyora basa
ravo sedungamunhu.
RondedzerK dzokororo 36-45 2. Vadzidzi vanoverenga mazwi mirairo.
upindura yezvakadzidzw 3. Mudzidzisi anonyora basa kuchidziro.
mibvunzo a mumasvondo 4. Vadzidzi vanonyora basa ravo sedungamunhu.
yedzokoror maviri adarika. Mhedziso – dzokororo yebasa.
6 Zvokutaur Vana Kutaura Indigenous Nhanganyaya –Vadzidzi vanoumba mazwi
Chidzi a vanotarisrwa Kuteerera. languages Makadhi vachishandisa mitinhimira
dzo 1 nekuteerer kukwanisa:--- Kunyora. Syll Grde Mifananidzo 1. Mudzizdzisi anotsangura pamusoro
a. kushandisa 3-7, Page pemitinhimira nekuumbwa kwemazwi. 2. Vana
- mitinhimira 38 vanoverenga mitinhimira iri pachidziro
Mitinhimira yakapihwa vachibatsirana.
muzvirevo 3. Vadzidzi vari mumapoka vanoshandisa
mitinhimira muzvirevo vachibatsirwa

ES
REFERENCE
nemudzidzisi.
4. Vadzidzi vanopakurirana zvavawana
mumapoka avo.
Mhedziso – Mibvunzo yekupeta basa
Vana kuverenga Indigenous Nhanganyaya –Mudzidzisi anotaridza vama
Chidzi Kuverenga vanotarisrwa languages Makadhi. mufananidzo yevanhu vari kudyara miti.
dzo 2 nekuinyora kukwanisa :--- kunyora Syll Grde Mifananidzo 1. Vadzidzi vanoverenga mazwi matsva kubva
&3 . -kuverenga 3-7, mundima ichaverengwa vomatsanangura. 2.
ndima Page15, Vadzidzi vanoverenga ndima vachibatsirwa
Nzwisiso vachinzwisisa. 23ne 42/45 nemudzidzisi.
-Kupindura -kupindura 3. Vadzidzi vanopindura mibvunzo iri pamakadhi
mibvunzo mibvunzo vopakura zvanawana.
yenzwisio mitanhatu 4. Vadzidzi vanonyora basa sedungamunhu.
mundima
yaverengwa.
Chidzi Kunyora Vana kuverenga Indigenous Makadhi Nhanganyaya – vadzidzi vanoongorora chati rine
dzo 4 (Penmanshi vanotarisrwa languages Mifananidzo runyoro rwe ‘Nelson’s script’
p-Nelson’s kukwanisa kunyora Syll Grde 1. Mudzidzisi anoratidza vana manyorero
script) ku:---kunyora 3-7, Page akanaka.
-Kunyora vachiumba 45 2. Vadzidzi vari mumapoka vanoedzesera kunyora
Chidzi Kunyora Vana Kutaura - Makadhi Nhanganyaya – Vadzidzi vanodoma
dzo 5 Nyaudzosin vanotarisrwa Kuteerera. Indigenous Mifananidzo nyaudzosingwi dzavanoziva.
gwi kukwanisa:--- languages 1. Vadzidzi vanoverenga nyaudzosingwi
kushandisa Syll Grde dzakapihwa uye kudzitsanangura vachibatsirwa
-kushandisa nyaudzosingwi 3-7, Page nemudzidzisi.
nyaudzosing . 39/46 2. Vadzidzi vanoita basa remumapoka vopakura
wi. zvavawana vachibatsirwa nemudzidzisi.

ES
REFERENCE
3. Vadzidzi vanopindura mibvunzo

sedungamunhu.
Chidzi Kunyora Vana Kunyora Indigenous Makadhi Nhanganyaya – Vadzidzi vanoongorora
dzo 6& Rondedzer vanotarisrwa Kuverenga languages Mifananidzo mufananidzo yenharaunda yakaparadzwa.
7 o kukwanisa:-- Syll Grde 1. Vadzidzi vanodoma zvakakoshera miti
-kunyora 3-7, Page mudzidzisi achivabatsira. 2. Vadzidzi mumapoka
-Kukosha rondedzero 46 vataurirana pamusoro pekukosha kwemiti. 3. Vana
kwemiti vachitsanangur vanonyora rondedzero vachitsangura kukosha
a kukosha kwemiti vachibatsirwa nemudzidzisi.
kwemiti. 4. Vadzidzi vanonyora rondedzero
sedungamunhu.
Chidzi Kunyora Vana Kuverenga Indigenous Makadhi Nhanganyaya – Vadzidzi vanoverenga mazwi
dzo 8 Mazwi vanotarisrwa . languages Mifananidzo akanyorwa pachidziro
anodzokoro kukwanisa Kunyora. Syll Grde 1. Vadzidzi vanoverenga chati rine mazwi
rwa sokuti ku:---kunyora 3-7, Page akapatsanurwa nemamwe asina.
tamba- zvirevo 46. 2. Vadzidzi mumapoka vanonyora mazwi
tamba vachidzokoror avapihwa patsva vachigadzirisa pakakanganisika.
a pakakodzera 3. Vana vanopakurirana zvavawana mumapoka.
4. Vadzidzi vanonyora basa ravo sedungamunhu
7 Zvokutaur Vana Kutaura Indigenous Nhanganyaya –Vadzidzi vanoimba karwiyo
Chidzi a vanotarisrwa Kuteerera. languages Makadhi 1. Vadzidzi vano doma maitirwo ezvinhu
dzo 1 nekuteerer kukwanisa Kunyora. Syll Grde Mifananidzo zvakasiyana siyana mumatunhu avo sekuti
a. ku:--- 3-7, Page matongerwo enyaya.
Maitirwo -kudoma 39 2. Vadzidzi mumapoka avo vanotsanangura
maitirwo pamusoro pematongerwo enyaya mudzidzisi
-Maitirwo ezvinhu achibatsirana nevadzidzi.
ezvinhu mumatunhu 3. Vana vanopakura zvanawana mudzidzisi
mumatunhu -kuumba achibatsira vadzidzi. 4. Vadzidzi vanoumba

ES
REFERENCE
mazwi mazwi nemitinhimira yakapihwa.

nemitinhimira Mhedziso – Mibvunzo yekupeta basa
yakapihwa.
Chidzi Kuverenga Vana kuverenga Indigenous Nhanganyaya –Mudzidzisi anotaridza vama
dzo 2 nekuinyora vanotarisrwa languages Makadhi mufananidzo yevanhu vari pamabiko.
&3 . kukwanisa:-- kunyora Syll Grde Mifananidzo 1. Vadzidzi vanoverenga mazwi matsva kubva
-kuverenga 3-7, Page mundima ichaverengwa voma tsanangura. 2.
Nzwisiso ndima 42/45 Vadzidzi vanoverenga ndima vachibatsirwa
-Kupindura vachinzwisisa. nemudzidzisi.
mibvunzo -kupindura 3. Vadzidzi vanopindura mibvunzo iri pamakadhi
yenzwisiso mibvunzo vopakura zvanawana.
mitanhatu 4. Vadzidzi vanonyora basa sedungamunhu.
mundima
yaverengwa.
Chidzi Kuverenga. Vana Kunyora Indigenous . Nhanganyaya – Mudzidzisi anoratidza vana
dzo 4 vanotarisrwa Kutaura languages Makadhi kuverenga kwakanaka.
Kuteedza/ kukwanisa:--- Syll Grde Mifananidzo 1.Vadzidzi vanopa zvimiso zvina zvanano ziva
kuongorora -kupa zvimiso 3-7, Page 2. Vadzidzi kuverenga vachiteedza zvimiso
zvimiso zvina zVanano 45 nemazvo vachibatsirwa nemudzidzisi.
ziva 3. Vadzidzi vanoverenga sedungamunhu.
-kuverenga Mhedziso – vana vagona kuverenga vanoverenga
vachiteedza vamwe vakateerera.
zvimiso
nemazvo.
Chidzi Kunyora Vana Kutaura - Makadhi Indigenous Nhanganyaya – Vadzidzi vanodoma tsumo
dzo 5 Tsumo: vanotarisrwa Kuteerera. Mifananidz languages Syll dzavanoziva.
- kukwanisa:--- o Grde 3-7, Page 1. Vadzidzi vanoverenga tsumo dzakapihwa uye
Tsanangud -kupa 39/46 kudzitsanangura vachibatsira nemudzidzisi.
zo tsanangudzo 2. Vadzidzi vanoita basa remumapoka vopakura

ES
REFERENCE
dzetsumo. dzetsumo zvanawana mudzidzisi achibatsira vadzidzi. 3.

dzakapihwa. Vadzidzi vanopakurirana zvavawana
vachibatsirwa nemudzidzisi.
4. Vadzidzi vanopindura mibvunzo
sedungamunhu.
Mhedziso – dzokororo yebasa ranyorwa nevana.
Chidzi Kunyora Vana Kunyora Indigenous Makadhi Nhanganyaya – Vadzidzi vanotsanangura
dzo 6 rondedzero vanotarisrwa languages Mifananidzo mifananidzo iri pachati.
Rondezdero kukwanisa:-- Syll Grde 1. Vadzidzi vanotsangura pamusoro pezuva
-Zuva kushandisa 3-7, Page ravasinga kanganwi. 2. Vana vari mumapoka
randisingak zvirunga 46 vanotaurirana pamusoro pezuva
anganwe mutauro ravasingakanganwi vachibatsirwa nemudzidzisi. 3.
nezvimiso Vadzidzi vanonyora rondezdero pamusoro pezuva
pakunyora ravasingakanganwi.
rondedzero 4. Vadzidzi vanonyora rondedzero
sedungamunhu.
Chidzi Kunyora Vana Kutaura - Makadhi Nhanganyaya – Vadzidzi vanodoma madimikira
dzo 7 Madimikira vanotarisrwa Kuteerera. Indigenous Mifananidzo avanoziva.
: kukwanisa --- languages 1. Vadzidzi vanoverenga madimikira akapihwa
- -kupa Syll Grde uye kuatsanangura vachibatsirwa nemudzidzisi.
Tsanangudz tsanangudzo 3-7 Page 2. Vadzidzi vanotsangura madimikira apihwa vari
o dzemadimikira 39/46 mumapoka vachibatsirwa nemudzidzisi.
dzemadimik akapihwa. 3. Vadzidzisi vanopakurirana zvanawana.
ira 3. Vadzidzi vanopindura mibvunzo
sedungamunhu.
Chidzi Kunyora Vana Kuverenga Makadhi Indigenous Nhanganyaya – Vadzidzi vanoteerera kanyaya
dzo 8 vanotarisrwa . Mifananidz languages Syll kubva kumudzidzisi.
Fananidzo kukwanisa Kunyora. o Grde 3-7, Page 1. Vadzidzi vano verenga mazwi akapihwa.
Sokuti, ku:-- 39/46 2. Vadzidzi vanotsvanangura mhuka nemaitiro

ES
REFERENCE
Akanaka -Kupa adzo vachibatsirwa nemudzidzisi.

sengirozi. fananidzo 3. Vadzidzi vanopa fananidzo dzakakodzera
dzakakodzera. vachibatsirwa nemudzidzisi.
4. Vadzidzi vanonyora basa ravo sedungamunhu.
Mhedziso – Dzokororo yebasa.
8 Zvokutaur Vana Kutaura Indigenous Makadhi Nhanganyaya –Vadzidzi vanoverenga mazwi
a vanotarisrwa Kuteerera. languages Mifananidzo angangova matsva pakadhi vomatsanangura.
nekuteerer kukwanisa:--- Kunyora. Syll Grde 1. Mudzidzisi anotsangura pamusoro pekufambisa
Chidzi a. -kushandisa 3-7, Page mazwi nemashoko. 2. Vadzidzi vanopindura
dzo 1 Mazwi mazwi 46 mazwi nemashoko kubva kumudzidzisi. 3.
nemashoko nemashoko Vadzidzi mumapoka vanoita kamutambo
-Mazwi akanaka kekutaridza mafambisirwo emazwi nemashoko
nemashoko pakutaura nechishona chakanaka vachibatsirwa
-kufambisa nemudzidzisi.
mazwi 4 Vana vanoongorora mafambisirwo emashoko
nemashoko vachibatsirwa nemudzidzisi.
nemutauro Mhedziso – Mibvunzo yekupeta basa
wakanaka
Chidzi Kuverenga Vana kuverenga Indigenous Makadhi Nhanganyaya –Mudzidzisi anotaridza vama
dzo 2 nekuinyora vanotarisrwa languages Mifananidzo mufananidzo yevanhu vari pamabiko.
&3 . kukwanisa:--- kunyora Syll Grde 1. Vadzidzi vanoverenga mazwi matsva kubva
Nzwisiso -kuverenga 3-7, Page mundima ichaverengwa vomatsanangura. 2.
-Kuverenga ndima 42/45 Vadzidzi vanoverenga ndima vachibatsirwa
ndima vachinzwisisa. nemudzidzisi.
yenzwisiso -kupindura 3. Vadzidzi vanopindura mibvunzo iri pamakadhi
-Kupindura mibvunzo vopakura zvanawana.
mibvunzo mitanhatu 4. Vadzidzi vanonyora basa sedungamunhu.
yenzwisiso kubva Mhedziso – Dzokororo yebasa ranyorwa nevana.
mundima
yaverengwa.

ES
REFERENCE
p-Nelson’s kukwanisa:--- kunyora Syll Grde 1. Mudzidzisi anoratidza vana manyorero
script) kunyora 3-7, Page akanaka.
-Kunyora vachiumba 45 2. Vadzidzi vari mumapoka vano edzeserakunyora
Chidzi Kunyora Vana Kutaura Indigenous - Makadhi Nhanganyaya – vadzidzi vanodoma nzira
dzo 5 Nzira vanotarisrwa Kuteerera. languages Mifananidzo dzavanoziva dzekufambisa mashoko.
dzokufambi kukwanisa:--- Syll Grde 1. Vadzidzi vanotsanangura nzira dzavanoziva
sa mashoko -kudoma nzira 3-7, Page dzekufambisa mashoko vachibatsirwa
-Nzira dzinoshandisw 38 nemudzidzisi.
dzokufambi a kufambisa 2. Vadzidzi vanodoma nzira dzekufambisa mazwi
sa mashoko mazwi nemashoko vachibatsirwa nemudzidzisi.
nemashoko. 3. Vadzidzi mumapoka vanooongorora
-kuongorora kushandiswa kwemuchina pakufmbiswa
kushandiswa kwemazwi nemashoko mudzidzisi achivabatasira.
kwemichina 4. Vadzidzi vanopakurirana zvavawana
pakufambiswa mumapoka avo.
kwemazwi 5. Vadzidzi vanonyora basa sedungamunhu.
nemashoko. Mhedziso – Dzokororo yebasa ranyorwa nevana.
Chidzi Kunyora Vana Kunyora Indigenous . Makadhi Nhanganyaya – Vadzidzi vanoongorora
dzo 6 Rondedzer vanotarisrwa Kutsangur languages Mifananidzo mufananidzo.
o kukwanisa:--- a Syll Grde 1. Vadzidzi vanodoma zvinotarisrwa pakunyora
Tsamba -Kunyora Kuteerera 3-7, Page tsamba kuna baba vachibatsirwa nemudzidzisi.
-Kunyora tsamba kuna 46 2. Vana vanotsangura manyorerwo etsamba
tsamba baba akanaka vachibatsirwa nemudzidzisi.
kuna baba vachikumbira 3. Vadzidzi vanonyora tsamba mumabhuku avo
vachikumbi mari yechikoro mudzidzisi achibatsira vana.
ra mari 4. Vadzidzi vanoverenga tsamba dzavo.

ES
REFERENCE
yechikoro Mhedziso – Vana vatatu vanoverenga zvananyora.

Chidzi Kunyora Vana Kutaura - Makadhi Nhanganyaya – Vadzidzi vanodoma zviito
dzo 7 Zviito: vanotarisrwa Kuteerera. Indigenous Mifananidzo zvananoziva.
kukwanisa:--- languages 1. Vadzidzi vano verenga mazwi ezviito
Sokuti, - -kudoma Syll 8.5, akapihwa.
ridza. mazvi ezviito 19 page 2. Vadzidzi vanoshandisa mazwi ava pihwa
mana muzvirevo vari mumapoka vachibatsirwa
avanoziva. nemudzidzisi.
-kushandisa 3. Vadzidzi vanopakurirana zvavawana
zviitomuzvirev mumapoka avo mudzidzisi achibatsira vana.
o zvavo. 4. Vadzidzi vanopindura mibvunzo
sedungamunhu kuzadzisa zvirevo.
Rondedzero dzokororo 36/45 2. Vadzidzi vanoverenga mazwi mirairo.
-Kupindura yezvaka 3. Mudzidzisi anonyora basa kuchidziro.
mibvunzo dzidzwa 4. Vadzidzi vanonyora basa ravo sedungamunhu.
yedzokoror mumasvondo Mhedziso – dzokororo yebasa.
o maviri adarika.
9 Zvokutaur Vana Kutaura Makadhi Nhanganyaya –Vadzidzi vanoita kamutambo
Chidzi a vanotarisrwa Kuteerera. Indigenous Mifananidzo ‘Mberi-shure’
dzo 1 nekuteerer kukwanisa:--- Kunyora. languages 1. Vadzidzi vanodoma mativi mana enyika.
a. -kudoma Syll Grde 2. Vadzidzi vanoona mifananidzo inotaridza
Zvemafanbi mativi mana 3-7, mafambiro nekuitsangura zvainoreva vachibatsirwa
ro enyika Page38 nemudzidzisi.
nekwekuen 3. Vadzidzi mumapoka mumapoka vanotsvaga
da nako -kupa munhu mafambirwo nezvimbo vachisandisa mativi mana
- mafambiro vachibatsirwa nemudzidzisi

ES
REFERENCE
Zvemafamb akanaka 4. Vana vanopakurirana zvanawana mumapoka avo

iro:- Mativi vachibatsirwa nemudzidzisisi.
mana 5. Vadzidzi vanoumba mazwi nemitinhimira
enyika yakapihwa.
- Mhedziso – Mibvunzo yekupeta basa
Zvingwariz
vemafambi
ro
Chidzi Kuverenga Vana kuverenga Indigenous Nhanganyaya –Mudzidzisi anotaridza vadzidzi
dzo 2 nekuinyora vanotarisrwa languages Makadhi mifananidzo yevanhu vari pamabiko.
&3 . kukwanisa:-- kunyora Syll Grde Mifananidzo 1. Vadzidzi vanoverenga mazwi matsva kubva
Nzwisiso 3-7, Page mundima ichaverengwa vomatsanangura. 2.
-Kuverenga -kupindura 42/46 Vadzidzi vanoverenga ndima vachibatsirwa
ndima mibvunzo nemudzidzisi.
yenzwisiso mitanhatu 3. Vadzidzi vanopindura mibvunzo iri pamakadhi
-Kupindura kubva vopakura zvanawana.
mibvunzo mundima 4. Vadzidzi vanonyora basa sedungamunhu.
yenzwisiso yaverengwa. Mhedziso – Dzokororo yebasa ranyorwa nevana.
p-Nelson’s kukwanisa:--- kunyora Syll Grde 1. Mudzidzisi anoratidza vana manyorero akanaka.
script) kunyora 3-7, Page 2. Vadzidzi vari mumapoka vano edzesera kunyora
-Kunyora vachiumba 45 vachiteedzera runyoro rwakanaka.
vachiumba mavara 3. Vadzidzi vanonyora basa ravo sedungamunhu.
mavara zvakanaka. Mhedziso – Dzokororo yebasa.
zvakanaka
Chidzi Kunyora Vana Kutaura Indigenous - Makadhi Nhanganyaya – Vadzidzi vanodoma madimikira
dzo 5 Madimikira vanotarisrwa Kuteerera. languages Mifananidzo avanoziva.
:Tsanangu kukwanisa:-- Syll Grde 1. Vadzidzi vanoverenga madimikira akapihwa uye
dzo -kupa 3-7, Page kuatsanangura vachibatsirwa nemudzidzisi.
dzemadimi tsanangudzo 39/46 2. Vadzidzi vanotsangura madimikira vari

ES
REFERENCE
kira dzemadimikira mumapoka vachibatsirwa nemudzidzisi.

akapihwa. 3. Vana vanopakurirana zvavawana vari
mumapoka vachibatsirwa nemudzidzisi.
4. Vadzidzi vano pindura mibvunzo
sedungamunhu.
Chidzi Kunyora Vana Kunyora Indigenous Makadhi Nhanganyaya – Vadzidzi vanodoma mativi mana
dzo 6 rondedzero vanotarisrwa Kutaura languages Mifananidzo . enyika.
Hurukuro kukwanisa:--- Kutsanang Syll Grde 1. Vadzidzi vanoita hurukuru mumapoka
-Kubvunza -kunyora ura 3-7, Page yemafambiro nekutsangura mifananidzo inotaridza
mafambiro hurukuro 41 mafambiro vachibatsirwa nemudzidzisi.
yevanhu 2. Vadzidzi vanonyora hurukuro pakati vevanhu
varibvunzana vaviri vachibvunzana mafambiro vachibatsirwa
mafambiro nemudzidzisi.
nechishona 3. Vadzidzi vano verenga hurukuro dzvavo.
chakanaka 4. Vadzidzi vanonyora hurukuro dzavo
sedungamunhu.
Mhedziso – Vadzidzi vatatu vanoverenga
zvananyora.
Chidzi Kunyora Vana Kuverenga Indigenous Makadhi Nhanganyaya – Vadzidzi vanodoma zvimiso zvina
dzo 7 Zvimiso vanotarisrwa . languages Mifananidzo zvananoziva
- kukwanisa:--- Kunyora. Syll Grde 1. Vadzidzi vatsanangura mashandisirwo ezvimiso
Kushandisa -kutsanangura 3-7, Page izvi vachibatsirwa nemudzidzisi.
zvimiso mashandisirwo 45 2. Vadzidzi vanoisa zvimiso ndima dzavapihwa
ezvimiso. vari mumapoka vachibatsirwa nemudzidzisi.
-kushandisa 3. Vadzidzi vanopakurirana zvavawana mumapoka
zvimiso avo.
pakunyora. 4. Vadzidzi vanonyora basa ravo sedungamunhu.
Chidzi Kunyora Vana kuverenga Indigenous Makadhi Nhanganyaya – Vadzidzi vanoongorora
dzo 8 vanotarisrwa languages Mifananidzo . nekutsanangura mifananidzo yakapihwa.

ES
REFERENCE
Zviperengo. kukwanisa:--- kunyora Syll Grde 1. Vadzidzi vano verenga mazwi akapihwa.
-kunyora -kunyora 3-7, Page 2. Vadzidzi vanotsanangura mazwiakapihwa vari
zviperengo zviperengo 42 muzvikwata vachibatsirwa nemudzidzisi.
zvakanaka zvemazwi 3. Vana vanopakurirana zvanawana mumapoka avo
anoita gumi. 4. Mudzidzisi anodanidzira mazwi vana
vakateerera.
5. Vadzidzi vanonyora zviperengo sedungamunhu.
10 Zvokutaur Vana Kutaura Indigenous Nhanganyaya –Vadzidzi vanodoma zvinhu
a vanotarisrwa Kuteerera. languages Makadhi zvinoshandiswa kubika muriwo unovanakira.
Chidzi nekuteerer kukwanisa :--- Kunyora. Syll Grde Mifananidzo 1. Vadzidzi vanodoma nyaudzosingwi
dzo 1 a. -kudoma 3-7, Page dzavanoziva.
Zvirunga nyaudzosingwi 39/46 2. Mudzidzisi anotsanangura pamusoro pebasa
mutauro -kutsanangura renyaudzosingwi nemashandisirwo adzo
- basa muzvirevo.
Nyaudzosin renyaudzosing 3. Vana mumapoka vanotaurirana pamusoro
gwi wi pekushandisa nyaudzosingwi nekudzishandisa
-kushandisa muzvirevo zvavo vachibatsirwa nemudzidzisi.
nyaudzosingwi 4. Vana vanopakurirana zvanawana mumapoka avo
muzvirevo vachibatsirwa nemudzidzisi
Mhedziso – Mibvunzo yekupeta basa
Chidzi Kuverenga Vana kuverenga Indigenous Makadhi Nhanganyaya –Mudzidzisi anotaridza vama
dzo 2 nekuinyora vanotarisrwa languages Mifananidzo. mufananidzo yevanhu vari pamabiko.
&3 . kukwanisa :--- kunyora Syll Grde 1. Vadzidzi vanoverenga mazwi matsva kubva
Nzwisiso -kuverenga 3-7, Page mundima icha verengwa voma tsanangura. 2.
-Kuverenga ndima 42/45 Vadzidzi vanoverenga ndima vachibatsirwa
ndima vachinzwisisa. nemudzidzisi.
yenzwisiso -kupindura 3. Vadzidzi vanopindura mibvunzo iri pamakadhi
-Kupindura mibvunzo vopakura zvanawana.
mibvunzo mitanhatu 4. Vadzidzi vanonyora basa sedungamunhu.
yenzwisiso kubva Mhedziso – Dzokororo yebasa ranyorwa nevana.

ES
REFERENCE
mundima
yaverengwa.
Kunyora Vana kuverenga Indigenous Makadhi Nhanganyaya – vadzidzi vanoongorora chati
Chidzi (Penmanshi vanotarisrwa languages Mifananidzo rinerunyoro rwe ‘Nelson’s script’
dzo 4 p-Nelson’s kukwanisa:--- kunyora Syll Grde 1. Mudzidzisi anoratidza vana manyorero akanaka.
script) kunyora 3-7, Page 2. Vadzidzi vari mumapoka vano edzeserakunyora
-Kunyora vachiumba 45 vachiteedzera runyoro rwakanaka.
vachiumba mavara 3. Vadzidzi vanonyora basa ravo sedungamunhu.
mavara zvakanaka. Mhedziso – Dzokororo yebasa.
zvakanaka
Chidzi Kunyora Vana Kutaura Indigenous - Makadhi Nhanganyaya – Vadzidzi vanodoma
dzo 5 Nyaudzosin vanotarisrwa Kuteerera. languages Mifananidzo nyaudzosingwi dzavanoziva.
gwi: kukwanisa:--- SyllGrde 1. Vadzidzi vanoverenga mazwi akapihwa uye
-Vai -kudoma 3-7, Page kuatsanangura.
-mwanda nyaudzosingwi 39/46 2. Vadzidzi vanoumba zvirevo vari mumapoka
shanu dzavano vachibatsirwa nemudzidzisi.
ziva. 3. Vadzidzi vanopakurirana zvavawana mumapoka
avo.
-kuumba 4. Vadzidzi vanoumba zvirevo nenyaudzosingwi
zvirevo sedungamunhu.
nenyaudzosing Mhedziso – Dzokororo yebasa ranyorwa nevana.
wi
dzakapihwa.
Chidzi Kunyora Vana Kunyora Indigenous Makadhi Nhanganyaya – Vadzidzi vanotaura zviitiko
dzo 6 Rondedzer vanotarisrwa Kutaura languages Mifananidzo zvakaitika muhupenyu hwavo zvakavafadza
o kukwanisa:--- Kuverenga Syll 8.5, P zvanasingakanganwe.
Rondedzero -kunyora 46 1. Vadzidzi vanotaurirana vari mumapoka
-Zuva rondedzero pamusoro pezuva ravasingakanganwi
randisinga vachitsanangur vachibatsirwa nemudzidzisi.
kanganwi apamusoro 2. Vadzidzi vanonyora rondedzero mumapoka avo
pezuva pamusoro pezuva ravasingakanganwe

ES
REFERENCE
ravasingakanga vachishandisa zvirunga mutauro.

nwi. 3. Vadzidzi vanopakurirana zvanawana mumapoka
avo.
4. Vadzidzi vanonyora rondedzero sedungamunhu.
Mhedziso – Vana vatatu vanoverenga zvananyora.
Chidzi Kunyora Vana Kuverenga Indigenous Makadhi Nhanganyaya – Mudzidzisi anoratidza vana
dzo 7 Uzhinji vanotarisrwa . languages Mifananidzo chinhu chimwe uye zvazowanda.
hwemazwi. kukwanisa Kunyora. Syll 1. Vadzidzi vanoverenga mazwi akapihwa
ku:--- Page 46 muushoma uye muuzhinji.
-Uto – -kuisa mazwi 2. Vadzidzi mupoka vanoisa zvirevo zvakapihwa
mauto mana muuzhinji vachibatsirwa nemudzidzisi.
arimuushoma 3. Vadzidzi vanopakurirana zvanawana mumapoka
muuzhinji. avo.
4. Vadzidzi vanonyora basa ravo sedungamunhu.
dzo 8 Zvirungam vanotarisrwa . languages Mifananidzo yakadzidzwa.
utauro kukwanisa:-- Kunyora. Syll Grde 1Vadzidzi pamwe nemudzidzisi vanodzokorora
- dzokororo 36-45 2. Vadzidzi vanoverenga mazwi mirairo.
Rondedzero yezvaka 3. Mudzidzisi anonyora basa kuchidziro.
o
11 Dzokororo Vana Kuverenga Indigenous Makadhi Nhanganyaya – Dzokororo yemisoro mikuru
Zvirungam vanotarisrwa . languages Mifananidzo yakadzidzwa.
to utauro kukwanisa :-- Kunyora. Syll Grde Makadhi 1Vadzidzi pamwe nemudzidzisi vanodzokorora
-Nzwisiso kunyora 3-7, Page Zvitai tai basa rese rakaitwa uye richabvunzwa.
14 - dzokororo 36-45 2. Vadzidzi vanoverenga mazwi mirairo.
Rondedzero yezvaka 3. Mudzidzisi anonyora basa kuchidziro.

ES
REFERENCE

o
ENGLISH

ES
REFERENCE
SKILLS TO BE COVERED
• Listening/Observing,
• Speaking/Signing,
• Reading/Signing,
• Writing/Brailing
AIMS----To help learners to
• Develop the four basic skill namely listening, speaking, reading, and writing in the English language with Emphasis on visual, manual
and tactile skills
• Express themselves freely in a variety of situations that involve the use of functional English
• Write accurately in English.
• Listen to/observe and understand texts or any form of communication in English
CROSS-CUTTING THEMES
Gender
Children’s Rights and responsibilities
Child Protection
Financial Literacy
Sexuality, HIV and AIDS Education
Heritage Studies
Collaboration
Environmental Issues
SOURCE- ENGLISH LANGUAGE JUNIOR SYLLABUS GRADE 3-7
VENTURES PRIMARY ENGLISH LEARNER’S BOOK GR 6 PG 81-148

ES
REFERENCE
1 LISTENIN Learners Identifyin English Phonic Assumed knowledge: Learners are able to read letters
G should be able g Reading Junior alphabet of the alphabet.
to:-classify syllabus
OBSERVIN words Writing grade 3-7 A variety of Intro: Learners read the the lettersof the alphabet.
G according to texts
Listening Page 32 1. Learners read words written on the chalkboard
Lesso Phonics initial sounds
n1 Speaking Ventures Word cards 2. Explanation from the facilitator on initial sounds of
-Initial Primary Dictionaries different words
sounds English
Learner’ ICT tools 3. Learners identify and classify words which have the
Pick/pink s book same initial sounds.
Gr 6 pg
4. Learners listening to a text and they identify words
81-84
with the same initial sounds.
Con: Oral recap of the lesson.
READING Learners Reading English A variety of Assumed knowledge: Learners are able to read letters
Lesso should be able Junior texts of the alphabet.
n2 Words from to:-- Writing syllabus
the passage grade 3-7 Reading Intro: Recap of the previous lesson.
-Read words Listening cards
with the same Page 36 1. The facilitator explains on sounds of words from the
Speaking
ending sound Ventures Word cards passage. 2. Learners read given words from the while
Primary the facilitator assists them.3. Learners in groups read
-read given Dictionaries different words while the facilitator assists them.4.
English
texts Learner’ ICT tools Learners pronounce given words while the facilitator
-Identify s book

ES
REFERENCE
words with Gr 6 pg assists them.

words with 81-84
same ending 5. Learners give feedback from their groups while the
sound in given facilitator assists them.
passages. Con: Oral review of the lesson.
SPEAKING/ Learners Reading English National Assumed knowledge: Learners are able to read letters
Lesso should be able Junior Anthem of the alphabet.
n3 SIGNING to:-- Writing syllabus Script
grade 3-7 Intro: Learners read the letters of the alphabet.
Pronunciatio -Pronounce Listening Sign
n words Page 34 language 1. The facilitator explains and demonstrates on
Speaking pronunciation of words.
Patterns for correctly/signs Ventures chart
single words words Primary 2. Learners pronounce given words while the
accurately English Word cards
such as steal/ facilitator assists them.
still, bed/bird Learner’ Dictionaries
s book 3. Learners practise reading different texts and singles
Gr 6 pg ICT tools words while the facilitator assists them.
81-84
4. Learners pronounce given words while the
Lesso WRITING/ Learners Reading English Chart Assumed knowledge: Learners some of the
n4 should be able Junior punctuation punctuation marks.
BRAILING to:- Writing syllabus marks
grade 3-7 Intro: Learners name the punctuation marks they
-Use -a variety of

ES
REFERENCE
Punctuation punctuation Listening Page 30 texts know.

marks such as Ventures
-Punctuation capital letters Speaking Primary -sentence 1. The facilitator explains and demonstrates on the use
marks and full stops English strips of capital letters and full stops.
- exclamation correctly. Learner’ 2. Learners read given texts observing the use of
mark, s book capital letters and full stops while the facilitator assists
hyphen, Gr 6 pg them.
81-84
3.Learners identify punctuation marks in the given
texts
4. Learners punctuate given sentences individually.
Con: Revision and recap of concepts taught.
Lesso LISTENIN Learners Identifyin English Phonic Assumed knowledge: Learners know vowels
n5 G should be able g Reading Junior alphabet
to:- syllabus Intro: Learners state vowels they are aware of.
OBSERVIN Writing grade 3-7 A variety of
G -identify and texts 1. The facilitator explains about long and short vowels.
read words Listening Page 32
Phonics 2. A chart is displayed and learners identify words
with long and Speaking Ventures Word cards with long and short vowels.
-long and short vowels Primary Dictionaries
short vowels English 3. Learners read given words in groups while the
Learner’ ICT tools facilitator assists them.
s book
4. Learners give feedback from their groups and
Gr 6 pg
written work.
81-84

ES
REFERENCE
READING/ Learners Reading English Story books Assumed knowledge: Learners are able to read texts.
Lesso should be able Junior
n6 SIGNING to:--read a Writing syllabus A variety of Intro: Learners read unfamiliar words and use them in
Comprehensi given text Listening grade 3-7 texts their own sentences.
on correctly Sentence 1. Learners read the comprehension passage while the

Speaking Page
-answer at 37/42 trips facilitator assists them.2. Learners identify main points
The two in the passage they have read while the facilitator
cousins least half of the Work cards
comprehension Ventures assists them.
-Skimming questions Primary
English 3. Learners answer comprehension questions in groups
and scanning correctly while the facilitator assists them. 4. Learners give
Learner’
Silent s book feedback from their groups while the facilitator assists
reading. - Gr 6 pg them.
81-84 5. Learners answer comprehension questions correctly.
Comprehensi
on answering Con: Revision of written work and recap of concepts.
WRITING/ Learners Reading English Word cards Assumed knowledge: Learners have written a
should be able Junior composition
BRAILING to:--compose a Writing syllabus ICT Tools
piece of grade 3-7 Story books Intro: Learners are shown some pictures and they
Lesso Composition Listening describe what they see in the pictures.
n7 writing writing using
given pictures Speaking Page40 Sentence
Ventures 1. The facilitator displays pictures and learners observe
-Picture strips the pictures.
composition Primary
English

ES
REFERENCE
-correct Learner’ Charts 2. Learners in groups describe the pictures given and
punctuation s book they write the descriptive sentences down .
Gr 6 pg Pictures
-use of topic 81-84 3. Learners give feedback from their groups while the
sentences. - facilitator assists them.
paragraphin 4. Learners write their composition individually in

g skills their exercise books using the pictures given.
Con: Few learners read their composition.
WRITING Learners Reading English ICT Tools Assumed knowledge: learners have done spellings and
Lesso should be able Junior dictation before
n8 Dictation and to:--- write at Writing syllabus Flash/word
Spellings least half of grade 3-7 cards Intro: Recapping of previous lessons.
Listening
Variety of dictated Sentence 1. Learners read sentences from sentence strips
spellings Speaking Page 41
texts taught strips
during the correctly. Ventures 2. Learners read words from flash cards and word
week Primary cards
English 3.The facilitator dictate words and learners write on
Learner’ the chalkboard
s book
Gr 6 pg 4. Individual written work
81-84
Con:Revision work written
2 LISTENIN Learners Reading English Pictures Assumed knowledge: Learners know some of the
G/ should be able Junior commanding words.
Lesso to:--- syllabus Recording

ES
REFERENCE
n1 OBSERVIN Respond to Writing grade 3-7 of Intro: Learners listen/observe a set of given
G given instructions instructions
statements Listening Page 33
Appropriate Ventures Instruction 1. Learners name commanding words while the
response Speaking Primary cards facilitator assists them.
English
R esponding Learner’ ICT tools 2. Learners respond to a set of given
to statements s book instructions/commands while the facilitator helps
Gr 6 pg them.
85-89 3. Role playing by learners giving instructions and
following instructions while the facilitator assists
them.
Lesso WRITING/ Learners Reading English Pictures Assumed knowledge: Learners know some of the
n2 BRAILING should be able Junior commanding words.
to:--- Writing syllabus Recording
Instructions/ grade 3-7 of Intro: Recap of the previous lesson.
commands - Use words Listening instructions
such as Page 33 1. Learners make responding sentences while the
responds. Speaking
Ventures Instruction facilitator assists them. 2. Learners in groups make
Surely, Primary cards sentences responding to given commanding sentences
definitely in English while the facilitator helps them.
response ICT tools
Learner’ 3. Learners give feedback from their groups while the
-Write at least s book facilitator assists them. 4. Learners write an exercise
five Gr 6 pg in their exercise books individually.
responding

ES
REFERENCE
sentences. 81-84 Con: Oral review of the lesson.
Lesso SPEAKING Learners Reading English Pictures Assumed knowledge: Learners knoware able to read
n3 should be able Junior some words.
SIGNING to:- Writing syllabus A variety of
Pronunciatio Listening grade 3-7 texts Intro: Learner read words on the chalkboard.
-pronounce
n correctly often Page 35 I.C.T tools 1.The facilitator give focus of the lesson
Speaking
-Scared/ confused Ventures 2. Learners are given words and they read the words
sacred words Primary and the fc assists
English
-Quite quiet Learner’ 3. Learners in group pronounce given words.
s book
4. Learners give feedback from their groups.
Gr 6 pg
85-89 Con: Oral review of the lesson.
Lesso LISTENIN Learners Reading English Pictures Assumed knowledge: Learners are able to read given
n4 G/ should be able Junior texts.
OBSERVIN to:- Writing syllabus A variety of
G Listening grade 3-7 texts Intro: Learner read texts from given passages.
-Listen and
Listening respond Page I.C.T tools 1. Learners listen to texts read.
Speaking
Comprehensi appropriately 37/42 Reading 2. Learners in groups answer questions from question
on to questions Ventures Cards strips while the facilitator assists them.
from different Primary
-Different texts read. English Question 3. Learners give feedback from their groups while the
texts. - Learner’ strips facilitator assists them.
s book

ES
REFERENCE
Comprehensi Gr 6 pg 4. Learners mime actions from a text read.

on questions 85-89
5. Learners write an exercise in their exercise books
Lesso READING/ Learners Reading English Different Assumed knowledge: Learners are able to read.
n5 should be able Junior texts for
SIGNING to:- Writing syllabus reading Intro: Learners read new words on flash cards.
Intensive Listening grade 3-7 1. The facilitator gives focus of the lesson.
-read the text Job cards
Reading silently Page 36
Speaking 2. Learners read a variety of texts silently identifying
-Variety of Ventures ICT Tools new words while the facilitator guides them.
-Identify new Primary
texts words in the English 3. Learners in groups give contextual meaning of new
-A variety of text Learner’ words from the passage while the facilitator assists
words from -Give s book them.
different texts contextual Gr 6 pg
4. Learners give feedback from their groups while the
meanings of 85-89
words.
individually.
Con: Oral review of the lesson and recap of concepts.
Lesso READING/ Learners Reading English Story books Assumed knowledge: Learners are able to read texts.
n6 should be able Junior
SIGNING to:--read a Writing syllabus A variety of Intro: Learners read unfamiliar words and use them in
Comprehensi variety of texts

ES
REFERENCE
on with Listening grade 3-7 texts their own sentences.

understanding
The golden Speaking Page 27 Sentence 1. Learners read the comprehension passage while the
cloth and the -answer at &37/42 trips facilitator assists them.2. Learners identify main points
knobkerrie least half of the Ventures in the passage they have read while the facilitator
comprehension Primary Work cards assists them.
-Skimming questions English
and scanning correctly Learner’ 3. Learners answer comprehension questions in groups
s book while the facilitator assists them. 4. Learners give
Silent feedback from their groups while the facilitator assists
reading. - Gr 6 pg
85-89 them.
Comprehensi 5. Learners answer comprehension questions correctly.
on answering
Con: Revision of written work and recap of concepts.
WRITING Learners Reading English ICT Tools Assumed knowledge: Learners have done spellings
should be able Junior and dictation before.
Words and to:-- Writing syllabus Flash/word
sentences grade 3-7 cards Intro: Recap of the previous lessons
Lesso from various -Write dictated Listening
n7 texts words Page 41 Sentence 1.Learners read sentences from sentence strips
Speaking strips
correctly. Ventures 2. Learners read words from flash cards and word
Primary A variety of cards while the facilitator assists them.
English texts
Learner’ 3. Learners give each other turns to write a dictated
s book spelling on the c/board and they correct each other.
Gr 6 pg

ES
REFERENCE
85-89 Con:Revise work written
Lesso WRITING/ Learners Reading English Word cards Assumed knowledge: Learners know parts of a
n8 should be able Junior composition.
BRAILING to:-- write Writing syllabus ICT Tools
controlled/ grade 3-7 Story books Intro: Learners state the parts of a composition.
Composition Listening
writing guided 1. The facilitator explains how the composition is to be
composition Speaking Page 40 Sentence
Ventures written and give guidelines.
-The day l about the given strips
still topic Primary 2. Learners in pairs write an introduction on the given
remember English Charts topic and the facilitator assists.
when l was Learner’
Pictures 3. Class discussion on writing a narrative composition.
coming from s book
school:- Gr 6 pg
4. Learners write their composition individually in
85-89
Parts of a their exercise books.
composition Con: Few learners read their composition.
3 LISTENIN Learners Identifyin English Recording Assumed knowledge: Learners know how to ask
G/ should be able g Junior questions
to:-- syllabus Charts
OBSERVIN Reading grade 3-7 Pictures Intro: Learners sing a song by Killer T(bvunza
Lesso G -ask questions Tinzwe).
n1 for clarity Writing Page 32
Intensive Ventures 1. The facilitator explains to learners about the reason
listening Listening for asking questions.
Primary
-Asking Speaking English 2. Learners read texts from their text books ad the
questions for Learner’ facilitator asks learners to ask questions3. Class

ES
REFERENCE
clarity s book discussion on asking questions for clarity and the

Gr 6 pg facilitator supervises and assists.
93-98
4. Oral question and aswer.

individually
Lesso WRITING/ Learners Reading English Assumed knowledge: Learners can read words.
n2 BRAILING should be able Junior
to:-- Writing syllabus Intro: Re-cape the previous lesson
-words with grade 3-7
same sound -Write words Listening 1.The facilitator give focus of the lesson
but different with same Speaking Page 32 2. Learners read words from a chart
spelling and sound but Ventures
meaning different Primary 3. Learners identify words with same sound but
spelling and English different spelling and meaning while the facilitator
meaning Learner’ assists them.
s book
4. Learners list words with same sound but different
Gr 6 pg
spelling and meaning in groups
93-98
5. Learners give feedback from their groups.

individually.

ES
REFERENCE
Con:Revise work done
Lesso SPEAKING Learners Reading English A variety of Assumed knowledge: Learners are able to express
n3 should be able Junior texts themselves through speaking.
SIGNING to:-- Writing syllabus
-Public Listening grade 3-7 -Recordings Intro: Recap of the previous lesson.
-express
speaking themselves Page 35 Resource 1.The facilitator give focus of the lesson
Speaking person
-Public confidently Ventures 2. Learners make notes for prepared speech while the
speaking before an Primary ICT tools facilitator assists them.
skills such as audience. English
self- Learner’ 3. Learners rehearse for public speaking while the
-Present s book facilitator guides them.
expression, prepared and
clarity, Gr 6 pg
unprepared 4. Reciting poems while the facilitator guides them.
posture, 93-98
speeches
gestures and Con: Oral review of the lesson.
confidence.
Lesso READING/ Learners Reading English Variety of Assumed knowledge: Learners are able to read.
n4 should be able Junior text
SIGNING to:-- Writing syllabus Intro: Learners recap previous lesson
Extensive grade 3-7 ICT tools

-Read a variety Listening 1. The facilitator gives focus of the lesson.
reading of texts for Page 36 Word cards
Speaking 2. Learners read a variety of texts extensively while
The leisure. Ventures Magazines the facilitator guides them. 3. Learners list new
awakening Primary words from the texts they have read. 4. Learners in
-Give English Large print
contextual groups answer questions from the texts they read and
-A variety of Learner’ books identify contextual meaning of new words while the

ES
REFERENCE
text meaning of s book facilitator assists them. 5. Learners give feedback from
words from the Gr 6 pg the groups while the facilitator assists them. 6.
-New words texts. 93-98 Learners write an exercise in their groups individually.
from the text
SIGNING to:--read a Writing syllabus A variety of Intro: Learners read unfamiliar words and use them in
Comprehensi variety of texts Listening grade 3-7 texts their own sentences.
on: with Sentence 1. Learners read the comprehension passage while the
understanding Speaking Page
37/42 trips facilitator assists them.2. Learners identify main points
The in the passage they have read while the facilitator
awakening -answer at Ventures Work cards
least half of the Primary assists them.
-Skimming comprehension English 3. Learners answer comprehension questions in groups
and scanning questions Learner’ while the facilitator assists them. 4. Learners give
correctly s book feedback from their groups while the facilitator assists
Silent
Gr 6 pg them.
reading. -
93-98
WRITING/ Learners Reading English Chart Assumed knowledge: Learners some of the
should be able Junior punctuation punctuation marks.
BRAILING to:- Writing syllabus marks
grade 3-7 Intro: Learners name the punctuation marks they
Lesso Punctuation -Use inverted Listening -a variety of

ES
REFERENCE
n6 -Punctuation commas Speaking Page 42 texts know.

marks correctly. Ventures
Primary -sentence 1. The facilitator explains and demonstrates on the use
- Inverted English strips of inverted commas.
commas, Learner’
semi colon 2. Learners read given texts observing the use inverted
s book commas while the facilitator assists them.
and colon Gr 6 pg
93-98 3.Learners identify punctuation marks in the given
texts
4. Learners punctuate given paragraphs individually.
Lesso WRITING/ Learners Reading English Word cards Assumed knowledge: Learners know how to report.
BRAILING to: -- Writing syllabus ICT Tools Intro: The facilitator shows a report sample.
Report Listening grade 3-7 Story books 1. The facilitator explains how a report is written and
-Write a report
writing to the head Page 40 learners listen .2. Learners discuss as a class how to
Speaking Sentence write a report
Report about Ventures strips
commemoratio Primary 3. Learners in pairs write a sample report while the
- ns on English Charts facilitator assists them. 4. Learners give feedback
commemorat Women’s day Learner’ from their pair work while the facilitator assists them.
ions on Pictures
s book
Women’s Gr 6 pg 5. Individual written work.
day 93-98
Con: Question and answer.

ES
REFERENCE
Lesso Revision Ex During the Explaining English -work cards Assumed knowledge: learners are able to answer
n8 lesson Junior revision test questions.
Skill: learners Describing syllabus Flash cards
should be able Intro: Recap of concepts taught during the week.
Reading/ Identifyin grade 3-7 Charts
Signing to:- g 1. Class discussion of concepts taught during the week.
Page 32-
Listening/Ob Answer at least 42
ser 2. Learners answer oral questions from the facilitator
half of the Ventures on learned concepts.
Speaking/Sig revision test Primary
ning questions English 2. Learners write revision test in their books
Writing/ given Learner’ individually.
Brailing correctly. s book
3. Revision and recap of written work.
Gr 6 pg
Concept: - 93-98 Con. Revision of written and recap of concepts
All concepts
taught on the
above skills.
-Revision test
questions
4 LISTENIN Learners Reading English Pictures Assumed knowledge: Learners can read stories
G/ should be able Junior
Lesso OBSERVIN to:-- Writing syllabus I.C.T tools Intro: Question and answer.
n1 G grade 3-7 Different
-Listen to a Listening 1.The facilitator give focus of the lesson
Story telling story and retell Page 35 story books
Speaking 2. The facilitator read a story and learners listen
it logically Ventures

ES
REFERENCE
-Retelling a Primary carefully

story English
Learner’ 3. Learners discuss the theme while the facilitator
s book assists them.
Gr 6 pg 4. Learners in groups practise telling the story they
99-103 have heard.
Lesso WRITING/ Learners Reading English Work cards Assumed knowledge: Learners knowpunctuation
n2 BRAILING should be able Junior marks
to:-- Writing syllabus Flash cards
Punctuation grade 3-7 Chart Intro: Learners state punctuation marks and how they
marks -Use Listening are used.
punctuation Speaking Page 32 Pictures
-Using marks Ventures 1. The facilitator gives focus of the lesson.
punctuation correctly Primary
marks 2. The facilitator explains to learners how the hyphenis
English used .3. Learners groups are given workcards and
correctly Learner’ discuss the words and say where they should be
-hyphen s book hyphenated.
Gr 6 pg
99-103 4. Learners give feedback from their groups.
5. Individual written work in their books.
Con: Revision and recap of the concepts.
SPEAKING/ Learners Reading English ICT Tools Assumed knowledge: Learners can ask for soething

ES
REFERENCE
n3 SIGNING to:-- -Use Writing syllabus Pictures of politely.

appropriate grade 3-7 people
Registers registers to Listening Intro: Learners practise asking for something.
express Page 34 -Anytime
Speaking Ventures cards e.g. 1.The facilitator give focus of the lesson
themselves in
Communicati different Primary Xmas cards 2. Learners use appropriate registers for social
on registers. situations. English interaction such as asing for forgiveness and
Learner’ requesting something while the facilitator assists them.
-May I........... s book
Gr 6 pg 3. Learners demonstrate the appropriate ways of
-Excuse expressing ideas in different communicative situation
99-103
me ....... such as asking for forgiveness and requesting
something while the facilitator guides them.
4. Learners role play on asking for forgiveness and

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

ES
REFERENCE
-Turn left s book giving directions.

Gr 6 pg
-go straight 99-103 4. Learners give feedback from their groups while the
facilitator assists them

individually.
Lesso READING/ Learners Punctuatin English Chat with Assumed knowledge: Learners are able to read.
n5 should be able g Junior punctuation
SIGNING to:-- -Read syllabus marks Intro: Learners re-cape previous lesson.
texts fluently Reading grade 3-7
Fluency ICT tools 1. The facilitator gives focus of the lesson.
observing Writing
Reading punctuation Page 36 2. Learners read in turns observing punctuation while
skills such marks Listening Ventures Word cards the facilitator assists them. 3. Learners identify
as:- Primary punctuation marks and say how they are used in
Punctuation Speaking English written texts while the facilitator guides them. 4.
marks, word Learner’ Learners take turns to read given texts while the
recognition, s book facilitator guides them.
intonation Gr 6 pg
and word 99-103 5. Learners individually answer some questions from
attack the texts the have read.
Con: Oral review of the lesson done.
A variety of Intro: Learners read unfamiliar words and use them in

ES
REFERENCE
SIGNING to:--read a Writing syllabus texts their own sentences.

variety of texts grade 3-7
Comprehensi with Listening Sentence 1. Learners read the comprehension passage while the
on understanding Page 27 trips facilitator assists them.2. Learners identify main points
Speaking & 37/42 in the passage they have read while the facilitator
Mr Martin -answer at Ventures Work cards assists them.
visits the least half of the Primary
Great comprehension English 3. Learners answer comprehension questions in groups
Zimbabwe questions Learner’ while the facilitator assists them. 4. Learners give
monuments correctly s book feedback from their groups while the facilitator assists
Gr 6 pg them.
-Skimming
and scanning 99-103 5. Learners answer comprehension questions correctly.
Comprehensi Con: Revision of written work and recap of concepts.

on answering
Lesso WRITING/ Learners Reading English Alphabet Assumed knowledge: Learners are able to write.
BRAILING to:-- -practice Writing syllabus New Nelson Intro: Recap of the previous lesson.
Penmanship penmanship Listening grade 3-7 Script chart 1. The facilitator gives focus of the lesson.
(handwriting -write legibly Speaking Page 39 2.Learners read letters of the alphabet on the wall
) using grade 3- Ventures
7 nelson script Primary 3. Learners identify letters on the nelson script
English handwriting chart while the facilitator guides them.
Learner’
4. Learners practice writing legibly individually in
s book
their books
Gr 6 pg

ES
REFERENCE
99-103 Con:Facilitator states the importance of writing legibly
Lesso WRITING/ Learners Reading English Word cards Assumed knowledge: Learners are to construct
n8 should be able Junior sentences.
BRAILING to:-- write Writing syllabus ICT Tools
controlled/ grade 3-7 Story books Intro: Learners state what they know about the Great
Composition Listening Zimbabwe.
writing guided
Ventures 1. The facilitator outlines the composition framework.
-expressing about strips
their importance of Primary 2. Learners in pairs write a controlled composition
feelings:- English Charts about the Great Zimbabwe while the facilitator assists
trees.
Learner’ them.
The Great Pictures
s book
Zimbabwe Gr 6 pg 3. Learners give feedback from their groups while the
99-103 facilitator assists them.
-use of topic
sentences. - 4. Learners write their composition individually in
their exercise books.
paragraphin
g skills Con: Question and answer.
Lesso to:-spell syllabus
n1 OBSERVIN correctly Writing grade 3-7 A variety of Intro: Learners read the the letters of the alphabet.
G dictated words texts
Listening Page 32 1. The facilitator gives focus of the lesson.
Spellings Ventures Word cards
and dictation Speaking 2. Learners rerad words written on the c/board by the
Primary

ES
REFERENCE
-spelling English Dictionaries facilitator.

games Learner’
s book ICT tools 3. Learners in groups engage in spelling games and the
Gr 6 pg facilitator observes the groups.
107 4. Learners write individual written work.
WRITING/ Learners Reading English Work cards Assumed knowledge: Learners some tenses.
Lesso BRAILING should be able Junior
n2 to:-- Writing syllabus Sentence Intro: Re-cape of the previous lesson.
Language grade 3-7 strips
structures --Use Listening 1.The facilitator give focus of the lesson
demonstrative Page 39 Chart
Demonstrati Speaking 2. The facilitator explains the use of demonstrative
pronouns Ventures pronoiuns and learners listen carefully
ve pronouns correctly Primary
-these English 3. Learners in groups complete given sentences with
Learner’ demonstrative pronouns and construct their own
-this s book sentences.
Gr 6 pg
-that 4. Learners give feedback from their groups while the
107-108

individually.
Con: Revision of written work.

ES
REFERENCE
SPEAKING/ Learners Reading English ICT Tools Assumed knowledge: Learners know some adjectives.
n3 SIGNING to: -- -Use Writing syllabus Pictures of Intro: Learners state adjectives they know
Adjectives proper Listening grade 3-7 people 1.The facilitator give focus of the lesson
adjectives to -chart
complete given Speaking Page 26 2. Learners engage in a class activity on describing
sentences Ventures things in the class and the facilitator assists.
Describing Primary
words English 3. Learners in groups use the given adjectives to
Learner’ complete sentences and the facilitator assists.
s book
4. Feedback and written work
Gr 6 pg
109 CON: Recap of the lesson
Lesso READING/ Learners Reading English Pesticide Assumed knowledge: Learners are able to read.
n4 SIGNING should be able Junior containers
to:--- Writing syllabus Intro: Re-cape of the previous lesson.
Following grade 3-7 Insecticides
instructions -Read Listening containers 1. The facilitator gives focus of the lesson.
instructions, Speaking Page 37 2. Learners read instructions and warning while the
-Following warnings and Ventures Local
public environmen facilitator guides them.
symbols on Primary
notices and containers. English t 3. Learners interpret instruction and warnings while
signs Learner’ the facilitator assists them.
-Explain the s book
-interpreting meaning of 4. Learners in groups answer questions on instructions
signs and Gr 6 pg
warnings and and warning while the facilitator assists them.
symbols. 107-108
symbols on

ES
REFERENCE
public notices facilitator assists them.

individually.
on: with Sentence 1. Learners read the comprehension passage while the
understanding Speaking Page 27
&37/42 trips facilitator assists them.2. Learners identify main points
The early in the passage they have read while the facilitator
iron age -answer at Ventures Work cards
-Skimming comprehension English 3. Learners answer comprehension questions in groups
and scanning questions Learner’ while the facilitator assists them. 4. Learners give
Silent
Gr 6 pg them.
reading. -
107-108
Lesso DICTATIO Learners Reading English ICT Tools Assumed knowledge: Learners have done spellings
n6 N AND should be able Junior and dictation before.
SPELLING to:-- Writing syllabus Flash/word
S grade 3-7 cards Intro: Recapping previous lessons

ES
REFERENCE
Words and -Write dictated Listening Page 41 Sentence 1.Learners read sentences from sentence strips
sentences words Ventures strips
from various correctly. Speaking Primary 2. Learners read words from flash cards and word
texts English A variety of cards while the facilitator assists them.
Learner’ texts
3. Playing spelling Bee Game while learners write
s book their spellings in individually.
Gr 6 pg
108 4. Revision and recap of concepts.
Con:Revise work written
Lesso SPEAKING Learners Reading English A variety of Assumed knowledge: Learners are able to express
n7 should be able Junior texts themselves through speaking.
-Debating Listening grade 3-7 -Recordings Intro: Recap of the previous lesson.
-express
themselves Page 35 Resource 1.The facilitator give focus of the lesson
-Public Speaking person
speaking confidently Ventures 2. Learners make notes for prepared speech while the
skills such as before an Primary ICT tools facilitator assists them.
self- audience. English
expression Learner’ 3. Learners rehearse for public speaking while the
-Present s book facilitator guides them.
using prepared and
therefore, Gr 6 pg
unprepared 4. Reciting poems while the facilitator guides them.
thus, 107-108
speeches
subsequently, Con: Oral review of the lesson.
gestures and
confidence.

ES
REFERENCE
WRITING/ Learners Reading English Word cards Assumed knowledge: Learners know what a summary
Lesso should be able Junior is
n8 BRAILING to:-- Writing syllabus ICT Tools
grade 3-7 Story books Intro: Recap of the previous lesson.
Summary -summarise a Listening
writing given passage Page 39 1. Learners read a given passage as instructed by the
Speaking Sentence passage.2. Learners discuss the passage as a class
correctly Ventures strips
Primary 3. Learners in groups summarise the passage in groups
English Charts while the facilitator assists them. 4. Learners give
Learner’ feedback from their groups work while the facilitator
Pictures
Gr 6 pg
110 5. Learners individually summarise a given passage.
6 LISTENIN Learners Reading English Pictures Assumed knowledge: Learners know some of the
G/ should be able Junior commanding words.
Lesso OBSERVIN to:--- Writing syllabus Recording
n1 G grade 3-7 of Intro: Learners listen/observe a set of given
Follow a series Listening instructions instruction/commands
Instructions/ of Speaking Page 34
Commands instructions/co Ventures Instruction 1. Learners name commanding words while the
mmands Primary cards facilitator assists them.
A series of English
instructions/c ICT tools 2. Learners respond to a set of given
Learner’ instructions/commands while the facilitator helps
ommands s book
such turn to them.
Gr 6 pg
the south, to

ES
REFERENCE
the left hand 120-125 3. Role playing by learners giving instructions and
side etc. following instructions while the facilitator assists
them.
WRITING/ Learners Reading English Chart Assumed knowledge: Learners some of the
Lesso should be able Junior punctuation punctuation marks.
n2 BRAILING to:- Writing syllabus marks
grade 3-7 Intro: Learners name the punctuations marks they
Punctuation -Use Listening -a variety of know.
-Punctuation punctuation Speaking Page 34 texts
marks such as Ventures 1. The facilitator explains and demonstrates on the use
marks -sentence of inverted commas.
question marks Primary
- Inverted correctly. English strips
2. Learners read given texts observing the use of
commas. Learner’ inverted commas while the facilitator assists them.
s book
Gr 6 pg 3. Learners punctuate given paragraphs individually.
120-125
READING/ Learners Reading English Variety of Assumed knowledge: Learners are able to read.
Lesso should be able Junior text
n3 SIGNING to:-- Writing syllabus Intro: Learners recap previous lesson
Extensive grade 3-7 ICT tools

-Read a variety Listening 1. The facilitator gives focus of the lesson.
reading of texts for Page 36 Word cards
The spirit leisure. Ventures Magazines the facilitator guides them. 3. Learners list new
behind Primary words from the texts they have read. 4. Learners in

ES
REFERENCE
Nehanda -Give English Large print groups answer questions from the texts they read and
contextual Learner’ books identify contextual meaning of new words while the
meaning of s book facilitator assists them.
-A variety of words from the Gr 6 pg
texts. 120-125 5. Learners give feedback from the groups while the
text facilitator assists them. 6. Learners write an exercise
-New words in their groups individually.
from the text Con: Oral review of the lesson.
Lesso WRITING/ Learners Reading English Work cards Assumed knowledge: Learners are able to make their
n4 BRAILING should be able Junior own sentences using given words.
to:-- Writing syllabus Sentence
Language grade 3-7 strips Intro: Re-cape of the previous lesson.
structures -Use given Listening
words to Page 39 Chart 1.The facilitator give focus of the lesson
Multiple Speaking
complete given Ventures 2. Learners use given words to complete given
choice sentences Primary
questions sentences while the facilitator assists them.
English
-Make their Learner’ 3. Learners in groups complete given sentences with
-Sentence own sentences
construction s book given words and construct their own sentences.
using given Gr 6 pg
words. 4. Learners give feedback from their groups while the
120-125

individually.

ES
REFERENCE
SPEAKING/ Learners Reading English ICT Tools Assumed knowledge: Learners know what a debate is.
n5 SIGNING to:-- use Writing syllabus Pictures of Intro: Learners do an example of a debate
Debate appropriate Listening grade 3-7 people 1.The facilitator give focus of the lesson
language when -Anytime
debating Speaking Page 34 2. The facilitator gives the topic for a debate and
Ventures cards e.g.
learners write some points in groups
Primary
English 3. Learners in groups engage inn a debate as the
Learner’ facilitator adjudicates the groups
s book
4. A class presentation is done on debating the given
Gr 6 pg
topic.
120-125
CON: Question and answer.
should be able Junior
Lesso SIGNING to:--read a Writing syllabus A variety of Intro: Learners read unfamiliar words and use them in
n6 grade 3-7 texts their own sentences.
Comprehensi variety of texts Listening
on with Sentence 1. Learners read the comprehension passage while the
&37/42 trips facilitator assists them.2. Learners identify main points
The Spirit in the passage they have read while the facilitator
behind -answer at Ventures Work cards
Nehanda
comprehension English 3. Learners answer comprehension questions in groups
-Skimming questions Learner’ while the facilitator assists them. 4. Learners give
and scanning correctly s book feedback from their groups while the facilitator assists
Gr 6 pg

ES
REFERENCE
Silent 120-125 them.

reading. -
5. Learners answer comprehension questions correctly.
Comprehensi
WRITING/ Learners Reading English Word cards Assumed knowledge: Learners know what a summary
Lesso should be able Junior is
grade 3-7 Story books Intro: Recap of the previous lesson.
Summary -summarise a Listening
writing given passage Page 39 1. Learners read a given passage as instructed by the
Speaking Sentence passage.2. Learners discuss the passage as a class
correctly Ventures strips
Primary 3. Learners in groups summarise the passage in groups
English Charts while the facilitator assists them. 4. Learners give
Learner’ feedback from their groups work while the facilitator
Pictures
Gr 6 pg
125 5. Learners individually summarise a given passage.
Revision Ex During the Explaining English -work cards Assumed knowledge: learners are able to answer
Lesso lesson Junior revision test questions.
n8 Skill: learners Describing syllabus Flash cards
Page 32-
Listening/ Answer at least 42 2. Learners answer oral questions from the facilitator

ES
REFERENCE
Obser half of the Ventures on learned concepts.

revision test Primary
Speaking/ questions English 2. Learners write revision test in their books
Signin given Learner’ individually.
Writing/ correctly. s book 3. Revision and recap of written work.

Brailing Gr 6 pg
125 Con. Revision of written and recap of concepts
Concept: -
All concepts
taught on the
above skills.
-Revision test
questions
7 WRITING/ Learners Reading English Pictures Assumed knowledge: Learners can read words
BRAILLIN should be able Junior
Lesso G to:-- Writing syllabus I.C.T tools Intro: Learners read words displayed on flash cards.
n1 grade 3-7 Different
-Using -complete Listening 1.The facilitator give focus of the lesson
so.......that sentences Page 40 story books
Speaking 2. One learner reads the passage from the textbook and
and too....to correctly using Ventures others listen
given words Primary
English 3. Class discussion on the passage read and how to
Learner’ complete thesentences using so-that and too-to.
s book
4. Group discussions on completing sentences.
Gr 6 pg

ES
REFERENCE
126-131 5. Individual written work
WRITING/ Learners Reading English Work cards Assumed knowledge: Learners are able to make their
Lesso BRAILING should be able Junior own sentences using given words.
n2 to:-- Writing syllabus Sentence
Language grade 3-7 strips Intro: Re-cape of the previous lesson.
structures - change Listening
sentences from Page 39 Chart 1.The facilitator give focus of the lesson
-Parts of Speaking
direct to Ventures 2. Learners say whether the given sentences are direct
speech indirect Primary or indirect while the facilitator assists them.
-changes speech. English
from direct to Learner’ 3. Learners in groups change given sentences to
indirect s book indirect speech while the facilitator guides them.
speech. Gr 6 pg
126-131

individually.
SPEAKING/ -express Describing English A variety of Assumed knowledge: Learners construct sentences.
Lesso themselves in Junior texts
n3 SIGNING correct English Reading syllabus Intro: Learners recap previous lesson
Debate through debate Writing grade 3-7 Recordings 1. The facilitator gives focus of the lesson.
on topical and
-Debating Page 35 2. Learners and the facilitator discuss topical and other

ES
REFERENCE
procedures other issues. Listening Ventures Resource issues

Primary persons
-Debating Speaking English 3. Learners analyse views of other learners while the
skills such as Learner’ facilitator guides them.
confidence, s book
clarity,… 4. Learners in groups hold debate and shows on topical
Gr 6 pg and other issues while the facilitator guides them.
126-131
Lesso WRITING/ Learners Reading English ICT Tools Assumed knowledge: Learners have done spellings
n4 BRAILING should be able Junior and dictation before.
to:-- Writing syllabus Flash/word
Dictation grade 3-7 cards Intro: Recapping previous lessons
and spellings -Write dictated Listening
words Page 41 Sentence 1.Learners read sentences from sentence strips
Words and Speaking strips
correctly. 2. Learners read words from flash cards and word
sentences
from various A variety of cards while the facilitator assists them.
texts texts
3. Playing spelling Bee Game while learners write
their spellings in individually.
4. Revision and recap of concepts.
Lesso READING/ Learners Punctuatin English Chat with Assumed knowledge: Learners are able to read.
n5 should be able g Junior punctuation
SIGNING to:-- -Read syllabus marks Intro: Learners re-cape previous lesson.
Fluent texts fluently

ES
REFERENCE
reading observing Reading grade 3-7 ICT tools 1. The facilitator gives focus of the lesson.
punctuation
Reading marks Writing Page 36 Word cards 2. Learners read in turns observing punctuation while
skills such Ventures the facilitator assists them. 3. Learners identify
as:- Listening Primary punctuation marks and say how they are used in
Punctuation Speaking English written texts while the facilitator guides them. 4.
marks, word Learner’ Learners take turns to read given texts while the
recognition, s book facilitator guides them.
intonation Gr 6 pg
and word 126-131 5. Learners individually answer some questions from
attack the texts the have read.
Con: Oral review of the lesson done.

understanding Speaking Page
37/42 trips facilitator assists them.2. Learners identify main points
-Skimming in the passage they have read while the facilitator
and scanning -answer at Ventures Work cards assists them.
least half of the Primary
Silent comprehension English 3. Learners answer comprehension questions in groups
reading. - questions Learner’ while the facilitator assists them. 4. Learners give
Comprehensi
Gr 6 pg them.
on answering
126-131

ES
REFERENCE
WRITING/ Learners Reading English ICT Tools Assumed knowledge: Learners have done spellings
BRAILING should be able Junior and dictation before.
Lesso and spellings -Write dictated Listening
n7 words Page 41 Sentence 1.Learners read sentences from sentence strips
sentences Primary
English texts
texts Learner’ 3. Playing spelling Bee Game while learners write
s book their spellings in individually.
Gr 6 pg
126-131
WRITING/ Learners Reading English Word cards Assumed knowledge: Learners can read different texts.
n8 BRAILING to:--. Writing syllabus ICT Tools Intro: Learners read different texts.
Summary Listening grade 3-7 Story books 1. Learners read a given text while the facilitator
-Read. The
writing text, picking Page 40 assists.
Speaking Sentence
Summarising main points Ventures strips 2. The facilitator explains on summary writing.
a story and summarise Primary
it. English Charts 3. Learners in pairs write their summary while the
facilitator assists them. 4. Learners give feedback

ES
REFERENCE
Learner’ Pictures from their pair work while the facilitator assists them.
s book
Gr 6 pg 5. Learners write their summaries in their books
126-131 individually.
Con: Few learners read their summaries.
8 LISTENIN Learners Identifyin English Recording Assumed knowledge: Learners know some of short
G/ should be able g Junior response
Lesso OBSERVIN to:-- syllabus Charts
n1 G Reading grade 3-7 Pictures Intro: Learners read texts on flash cards.
-Respond
Apropriate appropriately Writing Page 33 1. The facilitator gives focus of the lesson.
response to to given Listening Ventures 2. Learners read texts from a chart while the facilitator
statements statements Primary guides them. 3. Learners in groups answer questions
Speaking English using short response while the facilitator while the
-justifying Learner’
response facilitator assists them.
s book
Gr 6 pg 4. Learners give feedback from their groups while the
132-137 facilitator assists them.

individually
WRITING/ Learners Reading English Alphabet Assumed knowledge: Learners are able to write.
n2 BRAILING to:-- -practice Writing syllabus New Nelson Intro: Re-cape of the previous lesson.

ES
REFERENCE
Penmanship penmanship Listening grade 3-7 Script chart 1. The facilitator gives focus of the lesson.
(handwriting -write legibly Speaking Page 39 2.Learners read letters of the alphabet on the wall
) using grade 3- Ventures
7 nelson script Primary 3. Learners identify letters on the nelson script
English handwriting chart while the facilitator guides them.
Learner’ 4. Learners practice writing legibly individually in
s book their books
Gr 6 pg
126-131 Con:Facilitator say the importance of writing legibly
Lesso SPEAKING Learners Reading English A variety of Assumed knowledge: Learners are able to listen
n3 should be able Junior texts carefully
-Storytelling Listening grade 3-7 -Recordings Intro: Recap of the previous lesson.
-retell a story
Page 35 Resource 1.The facilitator give focus of the lesson
-Retelling a Speaking person
story Ventures 2. Learners read a story from their textbooks while the
Primary ICT tools facilitator supervises.
English
Learner’ 3. Learners in groups retell the read story.
s book
4. Feedback from groups as class presentations.
Gr 6 pg
Lesso Listening/ Learners Reading English Pictures Assumed knowledge: Learners are able to read given
n4 Observing should be able Junior texts.
to:- Writing syllabus A variety of

ES
REFERENCE
Listening -Listen and Listening grade 3-7 texts Intro: Learner read texts from given passages.
Comprehensi respond
on: appropriately Speaking Page I.C.T tools 1. Learners listen to texts read.
to questions 37/42
The Drought from different Ventures Reading 2. Learners in groups answer questions from question
Primary Cards strips while the facilitator assists them.
-Different texts read.
English Question 3. Learners give feedback from their groups while the
texts. - Learner’ strips facilitator assists them.
Comprehensi s book
on questions Gr 6 pg 4. Learners mime actions from a text read.
126-131
5. Learners write an exercise in their exercise books
Lesso WRITING Learners Reading English ICT Tools Assumed knowledge: Learners have done spellings
n5 should be able Junior and dictation before.
Words and to:-- Writing syllabus Flash/word
sentences grade 3-7 cards Intro: Recapping previous lessons
from various -Write dictated Listening
texts words Page 41 Sentence 1.Learners read sentences from sentence strips
Speaking strips
Primary A variety of cards while the facilitator assists them.
English texts
Learner’ 3. The facilitator dictates pellings and learners write in
s book their books.
Gr 6 pg
126-131

ES
REFERENCE
should be able Junior
Lesso SIGNING to:--read a Writing syllabus A variety of Intro: Learners read unfamiliar words and use them in
n6 grade 3-7 texts their own sentences.
Comprehensi variety of texts Listening
& 37/42 trips facilitator assists them.2. Learners identify main points
The Drought in the passage they have read while the facilitator
-answer at Ventures Work cards
comprehension English 3. Learners answer comprehension questions in groups
-Skimming
questions Learner’ while the facilitator assists them. 4. Learners give
and scanning
Silent Gr 6 pg them.
reading. - 126-131
Comprehensi
WRITING/ Learners Reading English Word cards Assumed knowledge: Learners are able to construct
Lesso should be able Junior sentences.
n7 BRAILING to:-- write Writing syllabus ICT Tools
controlled/ grade 3-7 Story books Intro: Learners identify natural disasters they are
Composition Listening aware of.
writing guided
Ventures 1. The facilitator outlines the composition framework.
-Natural about a natural strips
disaster:- disaster Primary 2. Learners in pairs write a controlled composition

ES
REFERENCE
-introduction English Charts about natural disaster while the facilitator assists them.
Learner’
-use of topic s book Pictures 3. Learners give feedback from their groups while the
sentences. - Gr 6 pg facilitator assists them.
paragraphin 126-131 4. Learners write their composition individually in

g skills their exercise books.
Con: Few learners read their composition.
Lesso Revision Ex During the Explaining English -work cards Assumed knowledge: learners are able to answer
n8 lesson Junior revision test questions.
Skill: learners Describing syllabus Flash cards
Page 32-
correctly. s book
Writing/ 3. Revision and recap of written work.
Gr 6 pg
Brailing
126-131 Con. Revision of written and recap of concepts
Concept: -
All concepts
taught on the

ES
REFERENCE
above skills.
-Revision test
questions
9 LISTENIN Learners Identifyin English Recording Assumed knowledge: Learners are able to write
G/ should be able g Junior spellings of other words
Lesso to:-- syllabus Charts
n1 OBSERVIN Reading grade 3-7 Pictures Intro: Learners read texts on flash cards.
G -spell dictated
words Writing Page 33 1. Learners read a given passage and observe
Spelling and correctly Ventures unfamiliar words from the passage.
dictation Listening
Primary 2. Learners discuss the passage read and as a class they
Speaking English spell dictated words by the facilitator3. Learners
Learner’ correct each other on thespelt words and the facilitator
s book assists.
Gr 6 pg
141 4. Class discussion on how to write correct spellings.
5. Question and answer
WRITING/ Learners Reading English Work cards Assumed knowledge: Learners have used quantifiers
Lesso BRAILING should be able Junior
n2 to:-- Writing syllabus Sentence Intro: learners read given quantifiers.
Quantifiers grade 3-7 strips
--use given Listening 1.The facilitator explains how the given quantifiers are
Using little/ quantifiers Page 40 Chart used and learners listen
alittle, a

ES
REFERENCE
few /few correctly Speaking Ventures 2. Learners complete given sentences using the
Primary quantifiers and the facilitator assists.
English
Learner’ 3. Learners in groups complete given sentences using
s book the quantifiers and the facilitator assists.
Gr 6 pg 4. Learners give feedback from their groups while the
141 facilitator assists them

individually.
Lesso SPEAKING/ Learners Reading English ICT Tools Assumed knowledge: Learners can use quantifiers
n3 should be able Junior correctly
SIGNING to:-- -Use Writing syllabus Pictures of
Instructions appropriate Listening grade 3-7 people Intro: Learners recap previous lesson
and phrases and -Anytime 1.The facilitator give focus of the lesson
clauses when Speaking Page 34
directions Ventures cards e.g
giving Xmas cards 2. Learners practice as a class giving directions and
directions Primary instructions as the facilitator assists.
English
Role play Learner’ 3. The facilitator gives appropriateclauses to learners
s book and they practice in groups.
Gr 6 pg
4. Learners role play giving directions while the
140

ES
REFERENCE
CON: Oral review of the lesson.
Lesso WRITING/ Learners Reading English ICT Tools Assumed knowledge: Learners have done spellings
n4 BRAILING should be able Junior and dictation before.
and spellings -Write dictated Listening
words Page 41 Sentence 1.Learners read sentences from sentence strips
sentences Primary
English texts
texts Learner’ 3. The facilitator dictates spellings and learners write
s book individually.
Gr 6 pg
4. Revision and recap of concept done.
141
Lesso READING/ Learners Reading English Variety of Assumed knowledge: Learners are able to read.
n5 should be able Junior text
SIGNING to:-- Writing syllabus Intro: Learners recap the previous lesson
Extensive Listening grade 3-7 ICT tools 1. The facilitator gives focus of the lesson.
-Give
reading contextual Page 36 Word cards
meaning of Ventures Magazines the facilitator guides them. 3. Learners list new
words from the Primary words from the texts they have read. 4. Learners in
A surprise texts. English Large print groups answer questions from the texts they read and
birthday Learner’ books identify contextual meaning of new words while the
party s book facilitator assists them. 5. Learners give feedback from

ES
REFERENCE
-New words Gr 6 pg the groups while the facilitator assists them. 6.

from the text 138-141 Learners write an exercise in their groups individually.
n6 BRAILING to:-- Writing syllabus New Nelson Intro: Recap of the previous lesson.
Penmanship Listening grade 3-7 Script chart 1. The facilitator gives focus of the lesson.
-practice
(handwriting penmanship Speaking Page 39 2.Learners read letters of the alphabet on the wall
) Ventures
-write legibly Primary 3. Learners identify letters on the nelson script
using grade 3- English handwriting chart while the facilitator guides them.
7 nelson script Learner’
s book
their books
Gr 6 pg
Lesso LISTENIN Learners Identifyin English Recording Assumed knowledge: Learners know some of short
n7 G/ should be able g Junior response
to:-- syllabus Charts
OBSERVIN Reading grade 3-7 Pictures Intro: Learners read texts on flash cards.
G -Respond
appropriately Writing Page 39 1. The facilitator gives focus of the lesson.
Information to questions Ventures
retention Listening 2. Learners read texts from a chart while the facilitator
using words Primary guides them. 3. Learners in groups answer questions
-Short such as Speaking English using short response while the facilitator while the

ES
REFERENCE
responses true/false, Learner’ facilitator assists them.

such as: yes/no, s book
true/false, it’s correct/incorre Gr 6 pg 4. Learners give feedback from their groups while the
true/it isn’t ct. 138-141 facilitator assists them.

individually
WRITING Learners Reading English Story books Assumed knowledge: learners have written a summary
Lesso should be able Junior before
n8 BRAILING to:-- Writing syllabus Work cards
grade 3-7 Sentence INTRO: recap of the previous lesson
Creative --summarise Listening
writing story read with Page 40 strips 1. The facilitator give focus of the lesson
Speaking
A surprise good Ventures 2. Learners read texts in turns each for understanding
birthday handwriting Primary
party picking main English 3. Discuss what has been read
points Learner’
Summary 4. learners read texts in turns
s book
Gr 6 pg 5. Summarising the story individually
138-141
Con :read best summaries
Lesso to:- - syllabus
n1 OBSERVIN distinguish Writing A variety of Intro: Learners read the the lettersof the alphabet.
G

ES
REFERENCE
Phonics long and short Listening grade 3-7 texts 1. The facilitator gives focus of the lesson.
vowel sounds
Long and such as Speaking Page 32 Word cards 2. Learners identify words with various sounds while
short vowel pull/pool Ventures the facilitator assists them.
sounds Primary Dictionaries
Fool/full English 3. Learners state words with long and short vowel
ICT tools sound while the facilitator assists them.
Learner’
. s book 4. Learners list words with long and short vowels
Gr 6 pg
n2 BRAILING to:-- Writing syllabus New Nelson Intro: Recap of the previous lesson.
Penmanship Listening grade 3-7 Script chart 1. The facilitator gives focus of the lesson.
-practice
(handwriting penmanship Speaking Page 39 2.Learners read letters of the alphabet on the wall
) Ventures
-write legibly Primary 3. Learners identify letters on the nelson script
using grade 3- English handwriting chart while the facilitator guides them.
7 nelson script Learner’
s book
their books
Gr 6 pg
Lesso READING/ Learners Reading English Pesticidesco Assumed knowledge: Learners are able to read.
n3 SIGNING should be able Junior ntainers
to:--- Writing syllabus Intro: Recap of the previous lesson.

ES
REFERENCE
Following -Read Listening grade 3-7 Insecticides 1. The facilitator gives focus of the lesson.
instructions instructions, containers
warnings and Speaking Page 37 2. Learners read instructions and warning while the
-Following symbols on Ventures Local facilitator guides them.
public containers. Primary environmen
notices and English t 3. Learners interpret instruction and warnings while
signs -Explain the Learner’ the facilitator assists them.
meaning of s book 4. Learners in groups answer questions on instructions
-interpreting warnings and Gr 6 pg
signs and and warning while the facilitator assists them.
symbols on 144-148
symbols. public notices 5. Learners give feedback from their groups while the

individually.
SPEAKING Learners Reading English Pictures Assumed knowledge: Learners know heritage sites.
n4 /SIGNING to:- Writing syllabus A variety of Intro: Learner state heritage sites they are aware of.
Listening grade 3-7 texts

-orally answer Listening 1.The facilitator give focus of the lesson
Comprehensi correctly the Page 35 I.C.T tools
on Speaking 2. The facilitator gives a model reading while learners
comprehension Ventures listen.
questions Primary
asked English 3. Learners in groups discuss the passage read.
Heritage Learner’
sites s book

ES
REFERENCE
Gr 6 pg 4. Oral questions are asked and learners respond.

144-148
Lesso READING/ Learners Reading English Pesticidesco Assumed knowledge: Learners are able to read.
n5 SIGNING should be able Junior ntainers
to:--- Writing syllabus Intro: Recap of the previous lesson.
Extensive grade 3-7 Insecticides
reading -Read a variety Listening Page 37 containers 1. The facilitator gives focus of the lesson.
of texts and Speaking Ventures 2. Learners are a given a word puzzle and they observe
Word search identify Local
Primary environmen it3. Learners in groups identify words from the word
heritage sites English puzzle with the assistance of the facilitator.4. Learners
t
Learner’ give feedback from groups and the facilitator
s book supervises.5. Learners write an exercise in their books
Gr 6 pg individually.Con: Oral review of the lesson.
144-148
n6 SIGNING to:-- Writing syllabus A variety of Intro: Learners read unfamiliar words and use them in
Comprehensi -answer at Listening grade 3-7 texts their own sentences.
on: least half of the Speaking Page Sentence 1. Learners read the comprehension passage while the
comprehension 37/42 trips facilitator assists them.2. Learners identify main points
Naletale in the passage they have read while the facilitator
Monuments questions Ventures Work cards assists them.3. Learners answer comprehension
correctly Primary
-Skimming English questions in groups while the facilitator assists them.
and scanning Learner’ 4. Learners give feedback from their groups while the
facilitator assists them.5. Learners answer

ES
REFERENCE
Comprehensi s book comprehension questions correctly.

on answering Gr 6 pg
144-148 Con: Revision of written work and recap of concepts.
SPEAKING Learners Reading English A variety of Assumed knowledge: Learners are able to express
Lesso should be able Junior texts themselves through speaking.
n7 SIGNING to:-- Writing syllabus
-Public Listening grade 3-7 -Recordings Intro: Recap of the previous lesson.
-express
speaking themselves Page 35 Resource 1. The facilitator give focus of the lesson2. Learners
Speaking person make notes for prepared speech while the facilitator
-Public confidently Ventures
before an Primary assists them. 3. Learners rehearse for public speaking
speaking ICT tools while the facilitator guides them.4. Reciting poems
skills such as audience. English
Learner’ while the facilitator guides them.
self- -Present
expression, s book Con: Oral review of the lesson.
prepared and Gr 6 pg
clarity. unprepared 144-148
speeches
WRITING/ Learners Reading English Word cards Assumed knowledge: Learners know names of
Lesso should be able Junior heritage sites.
grade 3-7 Story books Intro: Learners identify heritage sites.
Composition -use language Listening
writing appropriately Page 39 1. Learners statenames of heritage sites they know. 2.
Speaking Sentence Explanation from the facilitator on how the
-A visit to a in creative Ventures strips
writing Primary composition is written.3. Learners in groups write a
heritage site small piece of work on the given topic. 4. Learners
English Charts
Learner’ give feedback from their group work while the

ES
REFERENCE
s book Pictures facilitator assists them. 5. Learners write their letters in

Gr 6 pg their books individually. Con: Few learners read their
144-148 composition.
11 Revision Ex During the Explaining English -work cards Assumed knowledge: learners are able to answer
lesson Junior revision test questions.
To Skill: learners Describing syllabus Flash cards
should be able Intro: Recap of concepts taught during the term.
Signing to:- g 1. Class discussion of concepts taught during the term.
14 Page 32-
correctly. s book
Writing/ 3. Revision and recap of written work.
Gr 6 pg
Brailing
81-148 Con. Revision of written and recap of concepts
Concept: -
All concepts
taught on the
above skills.
-Revision test
questions

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

Financial literacy
Collaboration HIV and Aids
Heritage studies
Children’sConstructional Rights and responsibilities
Enterprise Skills
SOURCES
Mathematics Junior syllabus grade3-7
Ventures Primary Mathematics Learners Book Grade 6

ES
REFERENCE
1 OPERATI During the Adding Mathema Chart Assumed knowledge: Learners have done addition
ONS lesson learners Writing tics before.
Lesso should be able Junior Work
n1 Addition of to:--- Counting syllabus Cards Intro: The facilitator tells some addition problem to
whole Demonstrate an grade3-7 learners.
numbers Reading Flash cards
understanding Dev: 1. The facilitator pose addition problems to
of basic Page 40 Counters
Addition learners. 2. Learners solve problems given on the
addition facts. Ventures chalkboard while the facilitator assists them. 3.
-whole Abacuses
Primary Learners in groups solve problems given on addition
numbers Mathema while the facilitator assists them.
whose sum tics
is less than Learners 4. Learners give feedback from their groups while the
or equal to Book facilitator assists them.
1000 000 Grade 6 5. Learners write an exercise in their books
pg 20-27 individually.
Con: Revision of the written work and recap of

concepts.
Lesso OPERATI During the Adding Mathema Chart Assumed knowledge: Learners have done addition
n2 ONS lesson learners Writing tics before.
should be able Junior Work
Addition of to:--- syllabus Intro: The facilitator tells some addition problem to

ES
REFERENCE
whole Add with Counting grade3-7 Cards learners.

numbers carrying.
(whose sum Reading Page 39 Flash cards Dev: 1. The facilitator explains and demonstrates on
is less than addition with carrying on the chalkboard. 2. Few
Ventures Counters learners solve given addition with carrying problems
or equal to Primary
1000 000) Abacuses on the chalkboard while the facilitator assists them. 3.
Mathema Learners in groups solve problems given on addition
Addition tics with carrying while the facilitator assists them. 4.
Learners Learners give feedback from their groups while the
-Adding Book facilitator assists them.
with Grade 6
carrying pg 20-27 5. Learners write an exercise in their books
individually.

concepts.
Addition of to:--- Counting syllabus Cards Intro: The facilitator tells some addition problem to
whole grade3-7 learners.
numbers add measures. Reading Flash cards
(whose sum Page 40 Dev: 1. The facilitator explains and demonstrates on
Counters addition of measures on the chalkboard. 2. Few
is less than
or equal to Ventures Abacuses learners solve given addition of measures problems on
1000 000) Primary the chalkboard while the facilitator assists them. 3.
Mathema Learners in groups solve problems given on addition of
tics measures while the facilitator assists them. 4.

ES
REFERENCE
Addition Learners Learners give feedback from their groups while the
Book facilitator assists them.
- Grade 6
commutativ pg 20-27 5. Learners write an exercise in their books
e and individually.
accumulativ
e law Con: Revision of the written work and recap of
concepts.
whole grade3-7 learners.
numbers Use the Reading Flash cards
(whose sum association and Page 39 Dev: 1. The facilitator explains and demonstrates on
Counters addition using association and commutative laws on
is less than commutative
or equal to laws Ventures Abacuses the chalkboard. 2. Few learners solve given addition
1000 000) Primary problems using association and commutative laws on
Mathema the chalkboard while the facilitator assists them. 3.
Addition tics Learners in groups solve problems given on addition
Learners using association and commutative laws while the
-Association Book facilitator assists them. 4. Learners give feedback
and Grade 6 from their groups while the facilitator assists them.5.
Commutativ pg 20-27 Learners write an exercise in their books individually.
e laws

ES
REFERENCE
concepts.
whole grade 3-7 learners.
numbers Use addition to Reading Flash cards
(whose sum solve real life Page 40 Dev: 1. The facilitator pose addition problems to
Counters learners. 2. Learners solve problems given on the
is less than situations.
or equal to Ventures Abacuses chalkboard while the facilitator assists them. 3.
1000 000) Primary Learners in groups solve problems given on addition
Mathema while the facilitator assists them.
Addition tics
Learners 4. Learners give feedback from their groups while the
-Associative Book facilitator assists them.
and Grade 6
accumulativ 5. Learners write an exercise in their books
pg 20-27 individually.
e laws
concepts
Lesso Revision Ex During the Explainin Mathema Chart Assumed knowledge: learners are able to answer
n6 lesson learners g tics revision test questions.
Topics: should be able Junior Work
Describin Cards Intro: Recap of concepts taught during the week.
Operations: to:- g
syllabus
grade 3-7 Flash cards 1. Class discussion of concepts taught during the week.
Addition Answer at least
half of the

ES
REFERENCE
Concept: - revision test Identifyin Page 40 Counters 2. Learners answer oral questions from the facilitator
questions given g on learned concepts.
All concepts correctly. Ventures Abacuses
taught on Primary 3. Learners write revision test in their books
the above Mathema individually.
topic. tics
Learners 4. Revision and recap of written work.
-Revision Book
test Con. Revision of written and recap of concepts
Grade 6
questions pg 20-27
Lesso should be able Junior Work Cards
n1 Subtraction to:--- Counting syllabus Intro: The facilitator tells some addition problem to
of whole Flash cards learners.
Reading grade3-7
numbers(0 – Demonstrate Counters
1000 000) subtraction. Page 40 Dev: 1. The facilitator explains and demonstrates on
Abacuses subtraction of whole numbers on the chalkboard. 2.
Subtraction Ventures Few learners solve given subtraction problems on the
Primary chalkboard while the facilitator assists them. 3.
-Subtraction Mathema Learners in groups solve problems given on
of whole tics subtraction while the facilitator assists them. 4.
numbers. Learners Learners give feedback from their groups while the
Book facilitator assists them.5. Learners write an exercise in
Grade 6 their books individually on subtraction.
pg 28-33

ES
REFERENCE
concepts.
OPERATI During the Adding Mathema Chart Assumed knowledge: Learners have done subtraction
should be able Junior Work Cards
Subtraction to:--- Counting syllabus Intro: The facilitator tells some addition problem to
Lesso of whole Flash cards learners.
n2 Reading grade3-7
numbers(0 – Subtract by Counters
1000 000) decomposition Page 43 Dev: 1. The facilitator explains and demonstrates on
Abacuses subtraction of whole numbers on the chalkboard. 2.
Subtraction Ventures Few learners solve given on subtraction problems on
Primary the chalkboard while the facilitator assists them. 3.
by tics subtraction while the facilitator assists them. 4.
decompositi Learners Learners give feedback from their groups while the
on Book facilitator assists them.5. Learners write an exercise in
pg 28-33
concepts.
Lesso should be able Junior Work Cards
n3 Subtraction to:--- Counting syllabus Intro: The facilitator tells some addition problem to
Reading grade3-7
numbers(0 – Subtract given Counters
1000 000) whole numbers Page 40 Dev: 1. The facilitator explains and demonstrates on
by equal subtraction of whole numbers on the chalkboard. 2.

ES
REFERENCE
Subtraction addition. Ventures Abacuses Few learners solve given subtraction problems on the
Primary chalkboard while the facilitator assists them. 3.
by equal tics subtraction while the facilitator assists them. 4.
addition Learners Learners give feedback from their groups while the
Book facilitator assists them.5. Learners write an exercise in
pg 28-33
concepts.
Subtraction to:--- Counting syllabus Intro: The facilitator tells some addition problems to
Lesso of whole Flash cards learners.
n4 Reading grade3-7
numbers(0 – Subtract Counters
1000 000) measures, to Page 43 Dev.: 1. The facilitator explains and demonstrates on
solve at least Abacuses subtraction of measures on the chalkboard. 2. Few
Subtraction half of at given Ventures learners solve given subtraction of measures problems
Primary on the chalkboard while the facilitator assists them. 3.
-Subtraction problems Mathema Learners in groups solve problems given on
of measures correctly. tics subtraction of measures while the facilitator assists
Learners them. 4. Learners give feedback from their groups
Book while the facilitator assists them.5. Learners write an
Grade 6 exercise in their books individually on subtraction.
pg 28-33

ES
REFERENCE
concepts.
Lesso OPERATI During the Adding Mathema Chart Assumed knowledge: Learners have done subtraction
Subtraction to:--- Counting syllabus Intro: The facilitator tells an addition problem to
Reading grade3-7
numbers(0 – Subtract Counters
1000 000) measures, to Page 43 Dev: 1. The facilitator explains and demonstrates on
solve at least Ventures Abacuses subtraction of measures on the chalkboard. 2. Few
Subtraction half of at given Primary learners solve given subtraction of measures problems
on the chalkboard while the facilitator assists them. 3.
-Subtraction problems Mathema
Learners in groups solve problems given on
of measures correctly. tics
subtraction of measures while the facilitator assists
Learners
Book them. 4. Learners give feedback from their groups
Grade 6 while the facilitator assists them.5. Learners write an
pg 28-33 exercise in their books individually on subtraction.

concepts.
Lesso Revision Ex During the Explainin Mathema Chart Assumed knowledge: learners are able to answer
Topics: should be able Junior Work Cards
Describin Intro: Recap of concepts taught during the week.
Operations: to:- g
syllabus Flash cards
grade 3-7 1. Class discussion of concepts taught during the week.
Subtraction Answer at least Counters
half of the Identifyin Page 40
g 2. Learners answer oral questions from the facilitator
revision test Ventures

ES
REFERENCE
Concept: - questions given Primary Abacuses on learned concepts.

correctly. Mathema
All concepts tics 2. Learners write revision test in their books
taught on Learners individually.
the above Book
topic. 3. Revision and recap of written work.
Grade 6
-Revision pg 28-33 Con. Revision of written and recap of concepts
test
questions
3 NUMBER During the Relating Mathema Chart Assumed knowledge: Learners know percentages.
lesson learners Writing tics
Percentage should be able Junior Work Intro: Recap of the previous lesson.
to:---Express Identifyin syllabus Cards
Lesso Conversion g Dev: 1. The facilitator explains and demonstrates on
n1 0f fractions fraction as grade-7 Flash cards converting percentages to fractions and vice versa on
to percentages and Reading the chalkboard. 2. Learners in groups write given
vice versa Page 39 Watches
percentages Ventures fractions in percentages while the facilitator assists
Primary them. 3. Learners give feedback from their groups
-Converting while the facilitator assists them.
percentages Mathema
tics 4. Learners write an exercise in their books
Learners individually.
Book
Grade 6 Con: Revision of the written work and recap of
pg 179- concepts.
183

ES
REFERENCE
Lesso NUMBER During the Relating Mathema Chart Assumed knowledge: Learners know percentages.
n2 lesson learners Writing tics
Percentage should be able Junior Work Intro: Recap of the previous lesson.
Identifyin Cards
Conversion to:---Change g
syllabus Dev: 1. The facilitator explains and demonstrates on
one quantity/ grade-7 Flash cards expressing one quantity and amount as percentages of
-Expressing amount as a Reading another on the chalkboard. 2. Learners in groups
quantity as percentage of Page 39 Watches
Ventures express given quantities and amounts as percentages
percentages. another. while the facilitator assists them. 3. Learners give
Primary
Mathema feedback from their groups while the facilitator assists
tics them.
Learners 4. Learners write an exercise in their books
Book individually.
Grade 6
pg 179- Con: Revision of the written work and recap of
183 concepts.
NUMBER During the Relating Mathema Chart Assumed knowledge: Learners know percentages
lesson learners Writing tics
Percentages should be able Junior Work Intro: Learners change different fractions to
to:---represent Identifyin syllabus Cards percentages.
Lesso Digramatisi g
n3 ng percentages on grade 3-7 Flash cards Dev: 1. The facilitator explains and demonstrates on
percentages diagrams Reading Page 39 how to represent percentages on diagrams on the
Ventures diagrams chalkboard. 2. Learners in groups make diagrams
Representin Primary while the facilitator assists them. 3. Learners give
g Mathema feedback from their groups while the facilitator assists
percentages tics them.
Learners

ES
REFERENCE
on diagrams Book 4. Learners write an exercise in their books

Grade 6 individually.
pg 179-
183 Con: Revision of the written work and recap of
concepts.
Lesso NUMBER During the Relating Mathema Chart Assumed knowledge: Learners know percentages
Percentages should be able Junior Work Intro: Recap of the previous lesson.
to:---Convert Identifyin syllabus Cards
Conversion g Dev: 1. The facilitator explains and demonstrateson
simple fractions grade-7 Flash card coversion of fractions to percentage on the chalkboard.
Converting to percentage Reading 2. Learners in groups convert fractions to percentage
fractions to and vice versa Page 39
Ventures while the facilitator assists them. 3. Learners give
simple feedback from their groups while the facilitator assists
fractions Primary
Mathema them.
tics 4. Learners write an exercise in their books
Learners individually.
Book
pg 179- concepts.
183
Lesso NUMBER During the Relating Mathema Chart Assumed knowledge: Learners know percentages
Percentages should be able Junior Work Intro: Recap of the previous lesson.
Identifyin Cards
Illustrations to:---discuss use g
syllabus Dev: 1. Learners discuss on the use of percentages in
of percentage in grade-7 life situation such as percentage number of animals

ES
REFERENCE
The use of life situation Reading Page 39 Flash cards while the facilitator assists them. 2. Learners in groups
percentage Ventures find percentage of different animals in the village while
in life Primary the facilitator assists them. 3. Learners give feedback
situation Mathema from their groups while the facilitator assists them.
tics
Learners 4. Learners write an exercise in their books
Book individually.
pg 179- concepts.
183
Lesso Revision Ex During the Explainin Mathema -work cards Assumed knowledge: learners are able to answer
Topic: should be able Junior Flash cards
-NUMBER to:- g
syllabus Charts
grade 3-7 1. Class discussion of concepts taught during the week.
- Answer at least
Percentages g 2. Learners answer oral questions from the facilitator
revision test Ventures on learned concepts.
Concept: - questions given Primary
correctly. Mathema 2. Learners write revision test in their books
All concepts individually.
tics
taught on
Learners
the above 3. Revision and recap of written work.
Book
topic.
Grade 6 Con. Revision of written and recap of concepts
-Revision pg 179-
test 183

ES
REFERENCE
questions
Addition to:--- Counting syllabus Cards Intro: Learners add some numbers on the c/board.
Lesso and
n1 Reading grade-7 Flash cards Dev: 1. The facilitator explains on addition of proper
subtraction add proper
of proper fractions Page 40 fractions. 2. Learners demonstrate addition of proper
Counters fractions and the facilitator assists them. 3. Learners in
fractions
Ventures Fraction groups add proper fractions while the facilitator assists
Addition Primary chart them. 4. Learners give feedback from their groups
Mathema while the facilitator assists them. 5.Individual written
-Addition of tics work
proper Learners
fractions Book Con: Revision of the written work
Grade 6
pg 90-97
OPERATI During the Adding Mathema Chart Assumed knowledge: Learners have done addition
Addition to:--- Counting syllabus Cards Intro: Learners add some numbers on the c/board.
Lesso and
n2 Reading grade-7 Flash cards Dev: 1. The facilitator explains on addition of proper
subtraction add proper
of proper fractions using Page 40 fractions using the associative law. 2. Learners
Counters demonstrate addition of proper fractions using the
fractions the associative
law Ventures Fraction assocoiative law and the facilitator assists them. 3.
Primary Learners in groups add proper fractions while the

ES
REFERENCE
Addition Mathema chart facilitator assists them. 4. Learners give feedback

tics from their groups while the facilitator assists them.
-Addition of Learners 5.Individual written work
proper Book
fractions Grade 6 Con: Oral question and answer
using the pg 90-97
associative
law
Lesso OPERATI During the Adding Mathema Chart Assumed knowledge: Learners are able to add proper
n3 ONS lesson learners Writing tics fractions
Addition to:--- Counting syllabus Cards Intro: Recap of the previous lesson.
and grade-7
subtraction add proper Reading Flash cards Dev: 1. The facilitator explains on addition of proper
of proper fractions using Page 40 fractions using the commutative law. 2. Learners
Counters demonstrate addition of proper fractions using the
fractions the
commutative Ventures Fraction commutative law and the facilitator assists them. 3.
Addition law Primary chart Learners in groups add proper fractions while the
Mathema facilitator assists them. 4. Learners give feedback
-Addition of tics from their groups while the facilitator assists them.
proper Learners 5.Individual written work
fractions Book
using the Grade 6 Con: Oral question and answer
commutativ pg 90-97
e law

ES
REFERENCE
Lesso OPERATI During the Adding Mathema Chart Assumed knowledge: Learners are able to subtract
n4 ONS lesson learners Writing tics proper fractions
Addition to:--- Counting syllabus Cards Intro: Learners do mental work on subtraction.
and grade-7
subtraction subtract proper Reading Flash cards Dev: 1. The facilitator explains on subtraction of
of proper fractions Page 40 proper fractions. 2. Learners demonstrate subtraction
Counters of proper fractions and the facilitator assists them. 3.
fractions
Ventures Fraction Learners in groups subtract proper fractions while the
Subtraction Primary chart facilitator assists them. 4. Learners give feedback
Mathema from their groups while the facilitator assists them.
-Subtraction tics 5.Individual written work
of proper Learners
fractions Book Con: Oral question and answer
with Grade 6
denominator pg 90-97
s between 2-
10
and grade-7
subtraction subtract proper Reading Flash cards Dev: 1. The facilitator explains on subtraction of
proper fractions with different denominators. 2.

ES
REFERENCE
of proper fractions Page 40 Counters Learners demonstrate subtraction of proper fractions

fractions with different denomonators and the facilitator assists
Ventures Fraction them. 3. Learners in groups subtract proper fractions
Subtraction Primary chart with different denomonators while the facilitator assists
Mathema them. 4. Learners give feedback from their groups
-Subtraction tics
of proper while the facilitator assists them. 5.Individual written
Learners work
fractions Book
with Grade 6 Con: Oral question and answer
different pg 90-97
denominator
s
Lesso Revision Ex During the Counting Mathema Chart Assumed knowledge: learners are able to answer
n6 lesson learners tics revision test questions.
Topics: should be able Identifyin Junior Work
g Cards Intro: Recap of concepts taught during the wek.
Operations: to:- syllabus
Writing grade 3-7 Flash cards 1. Class discussion of concepts taught during the week.
Addition Answer at least
and half of the Page 38- Counters 2. Learners answer oral questions from the facilitator
subtraction revision test 40 on learned concepts.
of proper questions given Ventures Abacuses
fractions correctly. Primary 2. Learners write revision test in their books
Mathema individually.
All concepts tics
taught on 3. Class discussion and revision of written work
Learners
the above Book

ES
REFERENCE
concept Grade 6 Con. Oral question and answer

pg 90-97
-Revision
test
questions
5 OPERATI During the Adding Mathema Chart Assumed knowledge: Learners are able to add
ONS lesson learners Writing tics
Lesso should be able Junior Work Intro: learners do mental work on addition.
n1 Addition to:--- Counting syllabus Cards
and Dev: 1. The facilitator explains and demonstrates
Reading grade-7 Flash cards methods of adding mixed numbers. 2. Learners imitate
subtraction Add mixed
of mixed numbers Page 40 the facilitator’s demonstration on addition of mixed
Counters numbers. 3. Learners in groups add mixed numbers
numbers
Ventures Fraction while the facilitator assists them. 4. Learners give
-Addition of Primary chart feedback from their groups while the facilitator assists
mixed Mathema them. 5.Individual written work
numbers tics
with Learners Con: Oral question and answer
denominator Book
s 2-10 Grade 6
pg 90-97
Lesso OPERATI During the Adding Mathema Chart Assumed knowledge: Learners are aware of multiples
n2 ONS lesson learners Writing tics of 10-100
Addition to:--- Counting syllabus Cards Intro: learners state multiples of 10 up to 100.
and grade-7 Dev: 1. The facilitator explains and demonstrates

ES
REFERENCE
subtraction Add mixed Reading Page 40 Flash cards methods of adding mixed numbers. 2. Learners imitate
of mixed numbers the facilitator’s demonstration on addition of mixed
numbers Ventures Counters numbers. 3. Learners in groups add mixed numbers
Primary while the facilitator assists them. 4. Learners give
-Addition of Mathema Fraction
chart feedback from their groups while the facilitator assists
mixed with tics them. 5.Individual written work
denominator Learners
s which are Book Con: Oral question and answer
multiples of Grade 6
10-100 pg 90-97
n3 ONS lesson learners Writing tics
should be able Junior Work Intro: learners do mental work on subtraction.
Addition to:--- Counting syllabus Cards
Reading grade-7 Flash cards methods of subtracting mixed numbers. 2. Learners
subtraction Subtract mixed
of mixed numbers Page 40 imitate the facilitator’s demonstration on subtraction of
Counters mixed numbers. 3. Learners in groups subtract mixed
numbers
Ventures Fraction numbers while the facilitator assists them. 4. Learners
-Subtraction Primary chart give feedback from their groups while the facilitator
of mixed Mathema assists them. 5.Individual written work
numbers tics
Learners Con: Oral question and answer
Book
Grade 6

ES
REFERENCE
pg 90-97
Lesso OPERATI During the Adding Mathema Chart Assumed knowledge: Learners are able to add and
n4 ONS lesson learners Writing tics subtract
and grade-7
subtraction Perform Reading Flash cards Dev: 1. The facilitator explains and demonstrates
of mixed combined Page 40 combined operations on mixed numbers. 2. Learners
Counters imitate the facilitator’s demonstration on addition and
nunbers operations on
mixed numbers Ventures Fraction subtraction of mixed numbers. 3. Learners in groups
-combined Primary chart perform combined operations on mixed numbers while
operation on Mathema the facilitator assists them. 4. Learners give feedback
mixed tics from their groups while the facilitator assists them.
numbers Learners 5.Individual written work
Book
Grade 6 Con: Recap of the covered lesson
pg 90-97
Lesso OPERATI During the Adding Mathema Chart Assumed knowledge: Learners know decimal numbers
should be able Junior Work Intro: Recap of the previous lesson.
Addition to:--- Counting syllabus Cards
Reading grade-7 Flash cards addition of decimal numbers. 2. Learners imitate the
subtraction Add decimals
of decimals Page 41 facilitator’s demonstration on addition of decimal
Counters numbers. 3. Learners in groups add decimal numbers
-addition of Ventures Fraction while the facilitator assists them. 4. Learners give
decimals Primary feedback from their groups while the facilitator assists

ES
REFERENCE
Mathema chart them. 5.Individual written work

(up to 6 tics
digits and Learners Con: Recap of the covered lesson
3d.p) Book
Grade 6
pg 121-
126
Lesso OPERATI During the Adding Mathema Chart Assumed knowledge: Learners know how to add
n6 ONS lesson learners Writing tics decimal numbers
and grade-7
subtraction subtract Reading Flash cards Dev: 1. The facilitator explains and demonstrates
of decimals decimals Page 41 subtraction of decimal numbers. 2. Learners imitate the
Counters facilitator’s demonstration on subtraction of decimal
-subtraction Ventures Fraction numbers. 3. Learners in groups subtract decimal
of decimals Primary chart numbers while the facilitator assists them. 4. Learners
(up to 6 Mathema give feedback from their groups while the facilitator
digits and tics assists them. 5.Individual written work
3d.p) Learners
Book Con: Recap of the covered lesson
Grade 6
pg 121-
126
6 OPERATI During the Adding Mathema Chart Assumed knowledge: Learners know what a factor is
Work Intro: Learners state what factors are. The lesson is

ES
REFERENCE
Lesso Multiplicati should be able Counting Junior Cards declared.

n1 on and to:--- syllabus
division Reading grade-7 Flash cards Dev: 1. The facilitator explains and demonstrates on
Find common how to find HCF of given numbers. 2. Learners imitate
factors of given Page 41 Counters the facilitator’s demonstration on finding HCF of given
-Highest
Ccommon numbers and Fraction numbers. 3. Learners in groups find HCF of given
HCF Ventures numbers. 4. Learners give feedback from their groups
Factors chart
Primary while the facilitator assists them. 5.Individual written
Mathema work
tics
Learners Con: Question and answer
Book
Grade 6
pg 85-89
Lesso OPERATI During the Adding Mathema Chart Assumed knowledge: Learners know what a factor is
should be able Junior Work Intro: Learners state what factors are. The lesson is
Multiplicati to:--- Counting syllabus Cards declared.
on and grade-7
division Find common Reading Flash cards Dev: 1. The facilitator explains and demonstrates on
multiples of Page 41 how to find LCM of given numbers. 2. Learners imitate
Counters the facilitator’s demonstration on finding LCM of
-Lowest given numbers
Common and LCM Ventures Fraction given numbers. 3. Learners in groups find LCM of
Multiple Primary chart given numbers. 4. Learners give feedback from their
Mathema groups while the facilitator assists them. 5.Individual
tics written work
Learners
Book

ES
REFERENCE
Grade 6 Con: Question and answer

pg 85-89
Lesso OPERATI During the Adding Mathema Chart Assumed knowledge: Learners know how to multiply
should be able Junior Work Intro: Recap of the previous lesson
Multiplicati to:--- Counting syllabus Cards
on and Dev: 1. The facilitator explains and demonstrates
Reading grade-7 Flash cards multiplication of decimal numbers with other decimals.
division Multiply
decimal Page 41 2. Learners imitate the facilitator’s demonstration on
Counters multiplication of decimal numbers with other decimals.
- numbers by
Multiplicati decimal Ventures Fraction 3. Learners in groups multiply decimal numbers with
on of Primary chart other decimals. 4. Learners give feedback from their
decimals Mathema groups while the facilitator assists them. 5.Individual
tics written work
Learners
Book Con: Oral review of the lesson
Grade 6
pg 127-
131
on and Dev: 1. Learners demonstrate how to multiply proper
Reading grade-7 Flash cards fractions and the facilitator assists. 2. Class discussion
division Multiply proper
fractions Page 41 on multiplication of proper fractions 3. Learners in
Counters groups multiply proper fractions and the facilitator
-

ES
REFERENCE
Ventures Fraction supervises groups. 4. Feedback from their groups while

Multiplicati Primary chart the facilitator assists them. 5.Individual written work
on of proper Mathema
fractions tics Con: Recap of the lesson covered
Learners
Book
Grade 6
pg 127-
131
on and Dev: 1. The facilitator explains and demonstrates on
Reading grade-7 Flash cards multiplication of mixed numbers. 2. Learners imitate
division Multiply mixed
numbers Page 41 the facilitator’s demonstration on multiplication of
Counters mixed numbers. 3. Learners in groups find the product
-
Multiplicati Ventures Fraction of given mixed numbers. 4. Learners give feedback
on of mixed Primary chart from their groups while the facilitator assists them.
numbers Mathema 5.Individual written work
tics
Learners Con: Question and answer
Book
Grade 6
pg 127-
131

ES
REFERENCE
on and Dev: 1. The facilitator asks learners about key words to
Reading grade-7 Flash cards guide them on operation to use in number stories and
division Multiply
numbers stories Page 41 learners respond. 2. Class discussion on multiplication
Counters of decimal numbers involving stories3. Learners in
-Numbers involving
stories multiplication Ventures Fraction groups multiply decimals and the facilitator supervises
involving of decimals Primary chart groups. 4. Feedback from their groups while the
multiplicati Mathema facilitator assists them. 5.Individual written work
on of tics
Learners Con: Recap of the lesson covered
decimals
Book
Grade 6
pg 127-
131
7 OPERATI During the Adding Mathema Chart Assumed knowledge: Learners know how to divide
Lesso should be able Junior Work Intro: learners do mental work on division
n1 Multiplicati to:--- Counting syllabus Cards
Reading grade-7 Flash cards division of proper fractons with the same denominator.
division Divide proper
fractions with Page 41 2. Learners imitate the facilitator’s demonstration on
Counters division of proper fractons with the same denominator.
Division the same
denominators Ventures Fraction 3. Learners in groups divide proper fractons with the
-division of Primary same denominator. 4. Learners give feedback from
chart
proper Mathema their groups while the facilitator assists them.

ES
REFERENCE
tics 5.Individual written work

fractions Learners
Grade 6
pg 127-
131
Lesso OPERATI During the Adding Mathema Chart Assumed knowledge: Learners know how to divide
should be able Junior Work Intro: learners do mental work on division
Reading grade-7 Flash cards division of proper fractons with different denominators.
division Divide proper
fractions with Page 41 2. Learners imitate the facilitator’s demonstration on
Counters division of proper fractons with different denominators.
Division different
denominators Ventures Fraction 3. Learners in groups divide proper fractons with
-division of Primary different denominators. 4. Learners give feedback from
chart
proper Mathema their groups while the facilitator assists them.
fractions tics 5.Individual written work
Learners
Grade 6
pg 132-
136
Multiplicati

ES
REFERENCE
on and to:--- Counting syllabus Cards Intro: Recap of the previous lesson
division grade-7
Divide decimal Reading Flash cards Dev: 1. The facilitator explains and demonstrates on
Division numbers by Page 41 division of decimals. 2. Learners imitate the
other decimals Counters facilitator’s demonstration on division of decimals. 3.
-division of Ventures Learners in groups divide decimals whilst the
Primary Fraction
decimals facilitator supervises. 4. Learners give feedback from
Mathema chart
their groups while the facilitator assists them.
Learners
Book Con: Question and answer
Grade 6
pg 132-
136
n4 ONS lesson learners Writing tics decimals
Multiplicati to:--- Counting syllabus Cards Intro: Recap of the previous lesson
on and grade-7
division Divide decimal Reading Flash cards Dev: 1. The facilitator explains and demonstrates on
numbers by Page 41 division of decimals by whole numbers. 2. Learners
Counters imitate the facilitator’s demonstration on division of
Division whole numbers
Ventures Fraction decimals by whole numbers. 3. Learners in groups
-division of Primary divide decimals by whole numbers whilst the facilitator
chart
decimals Mathema supervises. 4. Learners give feedback from their groups
tics while the facilitator assists them. 5.Individual written
Learners work
Book

ES
REFERENCE
Grade 6 Con: Question and answer

pg 132-
136
n5 ONS lesson learners Writing tics decimals
on and grade-7
division Divide mixed Reading Flash cards Dev: 1. The facilitator explains and demonstrates on
numbers Page 41 division of mixed numbers. 2. Learners imitate the
Counters facilitator’s demonstration on division of
Division
Ventures Fraction mixednumbers. 3. Learners in groups divide mixed
-division of Primary numbers whilst the facilitator supervises. 4. Learners
chart
mixed Mathema give feedback from their groups while the facilitator
numbers tics assists them. 5.Individual written work
Learners
Book Con: Question and answer
Grade 6
pg 111
n6 ONS lesson learners Writing tics mixed numbers
on and grade-7
division Multiply Reading Flash cards Dev: 1. The facilitator asks learners about key words to
numbers stories Page 41 guide them on operation to use in number stories and
Counters learners respond. 2. Class discussion on division of
involving

ES
REFERENCE
Division division of Ventures Fraction decimal numbers involving stories3. Learners in groups
decimals Primary chart divide decimals and the facilitator supervises groups. 4.
-Numbers Mathema Feedback from their groups while the facilitator assists
stories tics them. 5.Individual written work
involving Learners
division of Book Con: Recap of the lesson covered
decimals Grade 6
pg 127-
131
8 OPERATI During the Adding Mathema Chart Assumed knowledge: Learners know how to share
ONS lesson learners Writing tics quantities
Lesso should be able Junior Work
n1 Ratio and to:---express Counting syllabus Cards Intro: Learners are tasked to share a given amount to a
scale ratio in three grade-7 given number of people
Reading Flash cards
ways Dev: 1. Explanation and demonstration on expressing
-expressing Page 42 Counters ratio in three ways. 2. Class discussion on expressing
ratio
Ventures Fraction ratio in three ways. Learners in groups express ratio in
Primary chart three ways and the facilitator supervises groups. 4.
Mathema Feedback from their groups while the facilitator assists
tics them. 5.Individual written work
Learners
Book Con: Recap of the lesson covered
Grade 6
pg 154-
164

ES
REFERENCE
Lesso OPERATI During the Adding Mathema Chart Assumed knowledge: Learners know how toexpress
n2 ONS lesson learners Writing tics ratio
Ratio and to:---express Counting syllabus Cards Intro: Recap of the previous lesson
scale quantities as grade-7
Reading Flash cards Dev: 1. The facilitator explains and demonstrates how
ratio to express quantities as ratio. 2. Class discussion on
-expressing Page 42 Counters expressing quantities as ratio. Learners in groups
quantities as
ratio Ventures Fraction express given quantities as ratio and the facilitator
Primary chart supervises groups. 4. Feedback from their groups while
Mathema the facilitator assists them. 5.Individual written work
tics
Learners Con: Recap of the lesson covered
Book
Grade 6
pg 154-
164
Lesso OPERATI During the Adding Mathema Chart Assumed knowledge: Learners know how toexpress
n3 ONS lesson learners Writing tics ratio
Ratio and to:---simplify Counting syllabus Cards Intro: Recap of the previous lesson
scale given ratios grade-7
-Reducing Page 42 to reduce ratios to their lowest terms. 2. Class
Counters discussion on reducing ratios to their lowest terms.
ratios to
lowest terms Ventures Learners in groups reduce ratios to their lowest terms
Primary and the facilitator supervises groups. 4. Feedback from
Mathema their groups while the facilitator assists them.

ES
REFERENCE

Learners
Book Con: Oral review of the covered lesson
Grade 6
pg 154-
164
Lesso OPERATI During the Adding Mathema Chart Assumed knowledge: Learners know how to reduce
n4 ONS lesson learners Writing tics ratio to their lowest terms
Ratio and to:---write ratio Counting syllabus Cards Intro: Recap of the previous lesson
scale as equivalent grade-7
fractions to write ratios as representative fractions. 2. Class
-Ratios as Page 42 Counters discussion on writing ratios as representative fractions.
representati
ve fractions Ventures chart 3. Learners in groups write ratios as representative
Pry fractions and the facilitator supervises groups. 4.
Maths Feedback from their groups while the facilitator assists
Lnrs Bk them. 5.Individual written work
Gr 6 pg
154-164 Con: Question and answer
Lesso OPERATI During the Adding Mathema Chart Assumed knowledge: Learners know how to share
Ratio and to:---share Counting syllabus Cards
scale Dev: 1. Learners demonstrate how to share and the fc
quantities and Reading grade-7 Flash cards assists. 2. Explanation and demonstration from the fc
measures using on sharing quantities using ratios and learners imitate
-sharing

ES
REFERENCE
ratio Page 42 Counters the facilitator’s demonstration 3. Learners in groups

quantities share quantities using ratios and the facilitator assists.
using ratios Ventures chart 4. Feedback from their groups while the facilitator
Pry assists them. 5.Individual written work
Maths
Lnrs Bk Con: Oral review of the lesson
Gr 6 pg
154-164
Lesso OPERATI During the Adding Mathema Chart Assumed knowledge: Learners have seen a scale
should be able Junior Work Intro: The faclilitator displays a scale and learners
Ratio and to:---interpret Counting syllabus Cards observe. The lesson is declared.
scale scale grade-7
Reading Flash cards Dev: 1. Explanation from the fc on how to interpret the
-scale Page 42 scale and learners listen. 2. The fc demonstrates how to
Counters interpret given scale and work out the distance
Ventures represented on the scale and learners imitate the
Pry facilitator’s demonstration 3. Learners in groups work
Maths out distance represented by the scale given and the
Lnrs Bk facilitator assists. 4. Feedback from their groups while
Gr 6 pg the facilitator assists them. 5.Individual written work
154-164
Con: Recap of the covered lesson
9 MEASURE During the Adding Mathema Chart Assumed knowledge: Learners know notes and coins
S lesson learners Writing tics
Lesso should be able Junior Work Cards Intro: Learners state forms of money
n1 Money to:---calculate Counting syllabus Dev: 1. The facilitator displays notes and coins and

ES
REFERENCE
the value of Reading grade-7 Flash cards learners state the value of both coins and notes. 2.
-value of notes and coins Learners engage in a class practice on calculating the
money Page 43 Notes value of notes and coins 3. Learners in groups
Ventures calculate the value of notes and coins and the
Pry coins
facilitator assists. 4. Feedback from their groups while
Maths the facilitator assists them. 5.Individual written work
Lnrs Bk
Gr 6 pg Con: Learners state the value of displayed notes and
137-141 coins.
Lesso MEASURE During the Adding Mathema Chart Assumed knowledge: Learners know the value of
n2 S lesson learners Writing tics notes and coins
Money to:---prepare Counting syllabus Intro: the facilitator displays an invoice and learners
Flash cards observe it.
invoices Reading grade-7
-invoice
correctly Notes Dev: 1. Explanation from the facilitator on what an
Page 42
coins invoice is and learners listen. 2. The fc demnstrtates
Ventures how an invoice is prepared and learners imitate the
Pry facilitator’s demonstration 3. Learners in groups
Maths prepare invoices and the facilitator assists. 4. Feedback
Lnrs Bk from their groups while the facilitator assists them.
Gr 6 pg 5.Individual written work
137-141
Lesso MEASURE During the Adding Mathema Chart Assumed knowledge: Learners know how to prepare
n3 S lesson learners Writing tics invoices

ES
REFERENCE
Money to:---calculate Counting syllabus Flash cards Intro: Recap of the previous lesson
change grade-7
-change correctly Reading Notes Dev: 1. Learners state what is change and the fc
Page 42 guides. 2. Learners are given invoices and they
coins calculate change and the facilitator supervises. 3.
Ventures Learners in groups calculate change and the facilitator
Pry assists. 4. Feedback from their groups while the
Maths facilitator assists them. 5.Individual written work
Lnrs Bk
Gr 6 pg Con: Question and answer
137-141
Lesso MEASURE During the Adding Mathema Chart Assumed knowledge: Learners know what an invoice
n4 S lesson learners Writing tics is.
Money to:---calculate Counting syllabus Intro: Recap of the previous lesson
Flash cards
profit and loss Reading grade-7 Dev: 1. Learners brainstorm on what is profit and loss.
- profit and
Notes 2. The facilitator explains and demonstrates how to
loss Page 42
coins calculate profit and loss. 3. Learners in groups
Ventures calculate profit and loss and the fc guides them. 4.
Pry Feedback from their groups while the facilitator assists
Maths them. 5.Individual written work
Lnrs Bk
Gr 6 pg Con: Recap of the covered lesson
137-141
Lesso MEASURE During the Adding Mathema Chart Assumed knowledge: Learners know how to calculate
lesson learners tics

ES
REFERENCE
n5 S should be able Writing Junior Work Cards profit and loss.

to:---calculate syllabus
Money profit Counting grade-7 Flash cards Intro: Recap of the previous lesson
percentage Reading Notes Dev: 1. Explanation from the fc on calculation of
-Profit Page 42
percentage profit percentage. 2. The facilitator demonstrates how
Ventures coins to calculate profit percentage and learners imitate. 3.
Pry Learners in groups calculate profit percentage and the
Maths fc guides them. 4. Feedback from their groups while
Lnrs Bk the facilitator assists them. 5.Individual written work
Gr 6 pg
137-141 Con: Recap of the covered lesson
Topic: should be able Junior Flash cards
MEASURE to:- g
syllabus Charts
S grade 3-7 1. Class discussion of concepts taught during the week.
Answer at least
-Money g 2. Learners answer oral questions from the facilitator
revision test Ventures on learned concepts.
Concept: - questions given Primary
correctly. Mathema 2. Learners write revision test in their books
All concepts individually.
tics
taught on
Learners
the above 3. Revision and recap of written work.
Book
topic.
Grade 6 Con. Revision of written and recap of concepts
-Revision pg 179-

ES
REFERENCE
test 183
questions
OPERATI During the Adding Mathema Chart Assumed knowledge: Learners know the four
ONS lesson learners Writing tics operations
10 should be able Junior Work Cards
Combined to:---use the Counting syllabus Intro: Learners state the four operations.
Lesso Operations Flash cards
n1 rule of Reading grade-7 Dev: 1. Explanation from the fc on the rule of
precedence on Notes precedence. 2. The facilitator demonstrates how to use
-Rule of Page 41
whole numbers the rule of precedence and learners imitate. 3. Learners
precedence coins
Ventures in groups work out the given operations using the rule
Multiply Pry of precedence and the facilitator guide them. 4.
and divide Maths Feedback from their groups while the facilitator assists
Lnrs Bk them. 5.Individual written work
Add and Gr 6 pg
subtract 142-145 Con: Recap of the covered lesson
Lesso OPERATI During the Adding Mathema Chart Assumed knowledge: Learners know the four
n2 ONS lesson learners Writing tics operations
Combined to:---perform Counting syllabus Intro: Recap of the previous lesson.
Operations Flash cards
combined Reading grade-7 Dev: 1. Explanation from the fc on the rule of
operations on Notes precedence when there are brackets included. 2. The
-Rule of Page 41
numbers with facilitator demonstrates how to do combined
precedence coins
brackets Ventures operations on numbers with brackets and learners
Combined Pry imitate. 3. Learners in groups work do combined

ES
REFERENCE
Maths operations on numbers with brackets and the facilitator

operations Lnrs Bk guide them. 4. Feedback from their groups while the
with Gr 6 pg facilitator assists them. 5.Individual written work
brackets 142-145
Lesso OPERATI During the Adding Mathema Chart Assumed knowledge: Learners know how to use the
n3 ONS lesson learners Writing tics rule of precedence when there are no brackets.
Combined to:---perform Counting syllabus Intro: Recap of the previous lesson.
combined Reading grade-7 Dev: 1. Explanation from the fc on the rule of
operations on Notes precedence when there are no brackets. 2. The
-Rule of Page 41
numbers facilitator demonstrates how to do combined
precedence coins
without Ventures operations on numbers without brackets and learners
Combined brackets Pry imitate. 3. Learners in groups work do combined
operations Maths operations on numbers without brackets and the
with Lnrs Bk facilitator guide them. 4. Feedback from their groups
brackets Gr 6 pg while the facilitator assists them. 5.Individual written
142-145 work
Con: Question and answer
Combined to:---use the Counting syllabus Intro: Recap of the previous lesson.
rule of Dev: 1. Explanation from the fc on the rule of

ES
REFERENCE
precedence Reading grade-7 Notes precedence with fractions. 2. The facilitator

-Rule of when demonstrates how to do combined operations with
precedence performing Page 41 coins fractions and learners imitate. 3. Learners in groups
combined Ventures work do combined operations with fractions and the
Combined
operations with Pry facilitator guide them. 4. Learners give feedback from
operations
fractions Maths groups. 5.Individual written work
with
fractions Lnrs Bk Con: Question and answer
Gr 6 pg
142-145
Combined to:---use the Counting syllabus Intro: Recap of the previous lesson.
rule of Reading grade-7 Dev: 1. Explanation from the fc on the rule of
precedence Notes precedence with mixed numbers. 2. The facilitator
-Rule of Page 41
when demonstrates how to do combined operations with
precedence coins
performing Ventures mixed numbers and learners imitate. 3. Learners in
Combined combined Pry groups work do combined operations with mixed
operations operations with Maths numbers and the facilitator guide them. 4. Learners
with mixed mixed numbers Lnrs Bk give feedback from groups. 5.Individual written work
numbers Gr 6 pg
142-145 Con: Question and answer

ES
REFERENCE
Topic: should be able Describin Junior Flash cards Intro: Recap of concepts taught during the week.
to:- g syllabus
OPERATIO grade 3-7 Charts 1. Class discussion of concepts taught during the week.
NS Answer at least Identifyin
half of the g Page 39 2. Learners answer oral questions from the facilitator
-Combined revision test Ventures on learned concepts.
operations questions given Primary 2. Learners write revision test in their books
Concept: - correctly. Mathema individually.
tics
All concepts Learners 3. Revision and recap of written work.
taught on Book
the above Con. Revision of written and recap of concepts
Grade 6
topic. pg 142-
145
-Revision
test
questions
11 Revision Ex During the Counting Mathema Chart Assumed knowledge: learners are able to answer
lesson learners tics revision test questions.
To Topics: should be able Identifyin Junior Work Cards
g Intro: Recap of concepts taught during the term.
14 Operations: to:- syllabus Flash cards
Writing grade 3-7 1. Class discussion of concepts taught during the term.
Number: Answer at least Counters
half of the Page 38- 2. Learners answer oral questions from the facilitator
Measures: revision test 39 -43 Abacuses on learned concepts.
questions given Ventures
Concept: - 2. Learners write revision test in their books
correctly. Primary

ES
REFERENCE
All concepts Mathema individually.

taught on tics
the above Learners 3. Revision and recap of written work.
topics. Book Con. Revision of written and recap of concepts
Grade 6
-Revision pg 20-
test 145
questions

Grade 6 Term 2 Scheme Cum Plan 2020-1

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Grade 6 Term 2 Scheme Cum Plan 2020-1

Uploaded by

Copyright:

Available Formats

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

G&C 1×30 min

GRADE 6 2020 TERM 2 SCHEME CUM

JUNIOR SCIENCE AND TECHNOLOGY

GRADE 6 2020 TERM 2 SCHEME CUM

Listing Ventures 3. Learners in groups discuss functions of bridges

5. Written work by individuals.

Con: Learners answer oral questions

GRADE 6 2020 TERM 2 SCHEME CUM

Writing Ventures 3. Learners in groups discuss the functions of skyscrapers

Con: Learners answer oral questions

5. Written work by individuals.

Con: Learners answer oral questions

GRADE 6 2020 TERM 2 SCHEME CUM

lesson AND FUELS will:- g Technology media electricity

5. Individual written work

Con:Revision of written and recap of concepts

GRADE 6 2020 TERM 2 SCHEME CUM

Tech Lnrs generated while the facilitator assists them

Con:Revision of written and recap of concepts

5. Individual written work

Con:Revision of written and recap of concepts

GRADE 6 2020 TERM 2 SCHEME CUM

n AND FUELS will:- g Technology media electricity

5. Individual written work

Con:Revision of written and recap of concepts

GRADE 6 2020 TERM 2 SCHEME CUM

-irons Tech Lnrs while the facilitator assists them

5. Individual written work

Con:Revision of written and recap of concepts

GRADE 6 2020 TERM 2 SCHEME CUM

4. Learnersgive feedback from their groups while the

5. Individual written work

Con:Revision of written and recap of concepts

GRADE 6 2020 TERM 2 SCHEME CUM

caused by stating Page 68 electricity while the facilitator assists.

5. Individual written work

Con:Revision of written and recap of concepts

GRADE 6 2020 TERM 2 SCHEME CUM

GRADE 6 2020 TERM 2 SCHEME CUM

GRADE 6 2020 TERM 2 SCHEME CUM

and advantages of Pry Scie n advantages of using alternating currents.

Conclusion : Oral question and answer

GRADE 6 2020 TERM 2 SCHEME CUM

Conclusion : Oral question and answer

GRADE 6 2020 TERM 2 SCHEME CUM

currents 4. Individual written work

Conclusion : Oral question and answer

GRADE 6 2020 TERM 2 SCHEME CUM

S.C -Magnetic magnets Demonstr Page 71 materials behaviour of the magnets

GRADE 6 2020 TERM 2 SCHEME CUM

5. Individual written work on the covered concept.

Conclusion : Oral question and answer

GRADE 6 2020 TERM 2 SCHEME CUM

AND Pry Scie n 3. Class discussion on the covered concepts.

4. individual written work

Conclusion : Oral question and answer

GRADE 6 2020 TERM 2 SCHEME CUM

4. feedback from groups and written work

Conclusion : Oral question and answer

GRADE 6 2020 TERM 2 SCHEME CUM

GRADE 6 2020 TERM 2 SCHEME CUM

-cloud seeding Conclusion: Oral question and answer.

Conclusion: Oral question and answer.