A 2nd Term ECD B Scheme

ENGLISH LANGUAGE
TOPICS
-voices of people
-following instructions
-games
-patterns
-drawing
AIMS
By the end of the term learners should be able to;
-develop the four basic skills which are listening, speaking, reading and writing in the English Language as well as
tactile and manual skills for some learners with disabilities
- develop a reading and creative writing culture using the English Language
-express themselves freely in a variety of situations that involve the use of functional English
1
WEEK TOPIC AND OBJECTIVES COMPETENCES/ REFERENCES MEDIA METHODS AND
ENDING CONTENT SKILLS/KNWL ACTIVITIES
Wk VOICES OF Learners should be -listening English -cellphone Assumed knw-lrnrs know their
1 PEOPLE able to: Language recorder facilitators
Lesson1 -identify at least two -speaking Syll pg23 Intro-brainstorming on familiar voices
-voices of people at voices on the recorder -audio player Step1-facilitator explains activity
school and name the voice -auditory Step2-class activity as lrnrs take turns
owner discrimination identifying recorded voices
Con- lrnrs recite ‘granny in the kitchen’
EVALUATION
Lesson2 -imitate the voice of at -speaking English -audio Assumed knw-lrnrs can recall
-role playing least one person of their Language recorder Intro-lrnrs recite ‘jonny jonny’
choice -imitating Syll pg23 Step1-facilitator illustrates the activity,
-cellphone record and imitating a collegue
Step2-lrnrs take turns imitating and being
recorded
Con-feedback on the activity
EVALUATION
Lesson3 -read at least four -reading English -chart with Assumed knw-lrnrs can name items
-picture reading pictures using the Language mixed Intro-lrnrs read the pictures of the phonic
expression ‘I can see -speaking Syll pg2 pictures alphabet
a……’ Step1-facilitatot demonstrates using the
expression
Step2-lrnrs take turns saying what they
can see on the chart
Con-recitation of ‘pretty maid’
2
EVALUATION
Lesson4 -draw at least one -writing English -pictures Assumed knw-lrnrs have drawn
-drawing picture from their Language Intro-lrnrs recite ‘when I meet..’
holiday experiences -speaking Syll pg23 -crayons Step1-class discussion on their holiday
experiences
-newsprints Step2-individually lrnrs draw potraits in
regard to their holiday
Con-presentation of work
EVALUATION
Wk VOICES OF -imitate at least two -listening English -cellphone Assumed knw-lrnrs communicate at
2 PEOPLE voices of two people at Language recorder home
Lesson1 home and name the -speaking Syll pg23 Intro-recitation of ‘big fat mama’
-voices of people at voice owner -audio player Step1-facilitator explains the activity
home -auditory Step2-class activity as lrnrs take turns
discrimination imitating voices of family members
EVALUATION
choice from home -imitating Syll pg23 Step1-facilitator illustrates the activity,
-cellphone record and imitating a family member
Step2-lrnrs take turns imitating/recorded
3
EVALUATION
Lesson3 -look at least two -writing English -crayons Assumed knw-lrnrs have drawn before
-drawing objects and draw them Language Intro-lrnrs read the phonic alphabet
using at least one -naming Syll pg29 -pencils pictures
provided tool Step1-lrnrs name and describe the
-describing -objects objects
Step2-individually lrnrs draw at least one
-papers object
Con –presentation of work
EVALUATION
expression ‘That is a -speaking Syll pg27 pictures alphabet
…..’ Step1-facilitatot demonstrates using the
expression
EVALUATION
4
Lesson5 -sort at least five pieces -pincer grasp English -pieces of Assumed knw-lrnrs enjoy games
-games of paper according to Language paper with Intro-recitation of ‘when I meet my friend
colour -discrimination Syll pg27 various Step1-facilitator describes the activity
colours Step2-individual task as the facilitator
monitors
EVALUATION
WK FOLLOWING -display at least two -listening English -open space Assumed knw-lrnrs can sing
3 INSTRUCTIONS given instructions in the Language Intro-recitation of ‘im a little tea pot’
Lesson1 rhyme -comprehending Syll pg24 Step1-class activity on the rhyme ‘I am
-rhymes jumping’
Step2-able lrnrs recite with actions
Con-recap on the actions
EVALUATION
Lesson2 -name and identify at -reading English -open space Assumed knw-lrnrs can discriminate
-picture reading least one instruction Language what they see
shown on the pictures Syll pg24 Intro –class activity on reading the phonic
alphabet
Step1 –recap on the various instructions
from the previous lesson
Step2 –lrnrs read the pictures given
Con-recitation of ‘run run run’
5
EVALUATION
Lesson3 -diplay and follow at -listening English -open space Assumed knw-lrnrs have played games
-game least two instructions Language before
incorporated in the -speaking Syll pg24 Intro-brainstorming on preferred games
game song ‘run run run’ Step1-facilitator explains the game
Step2-class activity on the game
Con-question and answer
EVALUATION
Lesson4 -draw at least two -writing English -open space Assumed knw-lrnrs have drawn before
-patterns patterns from left to Language Intro-recitation of ‘im a little tea pot’
right correctly -left to right Syll pg24 Step1-facilitator demonstrates the
patterns
Step2-individually lrnrs draw the patterns
EVALUATION
6
-picture reading pictures using the Language mixed Intro-lrnrs recite ‘colours colours’
expression ‘This is a …..’ -speaking Syll pg27 pictures Step1-facilitator demonstrates using the
expression
Con- lrnrs read the pictures of the phonic
alphabet
EVALUATION
Wk GAMES -match the pictures in a -reading English -picture Assumed knw-lrnrs can discriminate
4 Lesson1 pattern from left to right Language dominoes Intro-lrnrs recite ‘If you are happy happy ‘
-dominoes -left to right Infant Syll Step1-facilitator illustrates task
pg27 emphasizing skills
-matching Step2-lrnrs do the task as facilitator
monitors
Con-recap on the task
EVALUATION
Lesson2 -name at least three -listening English -various Assumed knw-lrnrs have seen various
-what am I ? items from the given Language items objects
details blindfolded -naming Infant Syll Intro-class activity on picture reading
pg27 Step1-facilitator explains the activity
-recalling Step2-class blind folded game
Con-recitation of ‘im a little tea pot’
7
EVALUATION
Lesson3 -complete the picture -writing English -work cards Assumed knw-lrnrs can see
-picture patterns pattern by drawing at Language Intro-recitation of ‘big fat mama’
least one appropriate -reading Infant Syll -pencils Step1-class activity naming the pictures
picture on the board pg29 on the pattern
-crayons Step2-class activity on completing the
patterns
Con-picture reading on the phonic
alphabet
EVALUATION
Lesson4 -complete the picture -writing English -work cards Assumed knw-lrnrs can see
-picture patterns pattern by drawing at Language Intro-recitation of ‘big fat mama’
least one appropriate -reading Infant Syll -pencils Step1-class activity naming the pictures
picture pg29 on the pattern
-crayons Step2-individual task on completing the
picture patterns
EVALUATION
8
Lesson5 -retell at least one event -speaking English -pictures Assumed knw-lrnrs enjoy stories
-stories of the story Language Intro-lrnrs recite the mastered rhymes
-answer at least two -listening Infant Syll Step1-facilitator tells a story
questions from the story pg25 Step2-volunteers retell the story as they
heard it
Con-question and answer on the story
EVALUATION
Wk YES/ NO QUESTIONS -answer at least two -speaking English -various Assumed knw-lrnrs can respond
5 Lesson1 yes/ no questions Language items Intro-recitation of ‘how are you feeling’
-answering correctly in pairs -listening Infant Syll Step1-facilitator and a lrnr illustrate
pg25 activity
Step2-aural activity in pairs
Con-pair presentation
EVALUATION
PATTERNS -construct at least two -reading English -straws Assumed knw-lrns have seen patterns
Lesson2 patterns using at least Language Intro-recitation of ‘gonye raifamba’
-straw patterns five straws/ stalls/ sticks -left to right Infant Syll -sticks Step1-facilitator illustrates the task
pg16 -barrels Step2- lrnrs construct patterns using
-open space media
Con-facilitator comments
EVALUATION
9
Lesson3 -draw at least three -writing English -crayons Assumed knw-lrnrs have used crayons
-writing patterns patterns from left to Language Intro-recitation of ‘rain rain’
right in their books -left to right Infant Syll -pencils Step1-facilitator explains and
pg29 -books/ demonstrates pattern
-eye hand papers Step2-individually lrnrs draw patterns
coordination Con-work presentation
EVALUATION
Lesson4 -answer at least two -speaking English -various Assumed knw-lrnrs can respond
-answering yes/ no questions Language items Intro-recitation of ‘how are you feeling’
correctly -listening Infant Syll Step1-recap on the previous lesson
pg25 Step2-facilitator and a lrnr illustrate
activity
Con-pair presentation
EVALUATION
Lesson5 -retell at least one event -speaking English -pictures Assumed knw-lrnrs enjoy stories
-stories of the story Language Intro-lrnrs recite the mastered rhymes
-answer at least two -listening Infant Syll Step1-facilitator tells a story
questions from the story pg25 Step2-volunteers retell the story as they
heard it
EVALUATION
10
Wk OBJECT -sort at least five pieces -pincer grasp English -pieces of Assumed knw-lrnrs enjoy games
6 ARRANGEMENT of paper according to Language paper with Intro-recitation of ‘when I meet my friend
Lesson1 colour -discrimination Syll pg27 various Step1-facilitator describes the activity
-sorting according to colours Step2-individual task as the facilitator
colour monitors
EVALUATION
Lesson2 -recall at least four -reading English -visual Assumed knw-lrnrs have played games
-games pictures they have seen Language memory before
and read -recalling Syll pg27 chart Intro-lrnrs recite ‘im a little tea pot’
Step1-facilitator explains the recalling
games using charts with pictures
Step2-lrnrs take turns playing the game
Con-lrnrs read the phonic alphabet
EVALUATION
-picture reading pictures using the Language mixed Intro-lrnrs recite jonny jonny’
expression ‘I can see -speaking Syll pg2 pictures Step1-facilitator demonstrates using the
a……’ expression
11
EVALUATION
Lesson4 -draw at least three -writing English -crayons Assumed knw-lrnrs have used crayons
-patterns patterns from left to Language Intro-recitation of ‘rain rain’
EVALUATION
Lesson5 -narrate and retell at -listening English -pictures Assumed knw-lrnrs enjoy stories
-story least one story they Language Intro-lrnrs recite the mastered rhymes
have heard -speaking Infant Syll Step1-facilitator tells a story
pg25 Step2-volunteers retell the story as they
heard it
EVALUATION
Wk OBJECT -sort at least five pieces -pincer grasp English -pieces of Assumed knw-lrnrs enjoy games
7 ARRANGEMENT of paper or blocks Language paper with Intro-recitation of ‘when I meet my friend
Lesson1 according to colour -discrimination Syll pg27 various Step1-facilitator describes the activity
-sorting according to colours Step2-individual task as the facilitator
shape monitors
-blocks Con-presentation of work
12
EVALUATION
know -speaking Infant Syll Step1-vollunter tells a story
pg25 Step2-randomly facilitator tasks a few
pupils to retell the story as they heard it
EVALUATION
Lesson3 -draw at least four -writing English -crayons Assumed knw-lrnrs have used crayons
-patterns patterns from left to Language Intro-recitation of ‘rain rain’
EVALUATION
-picture reading pictures using the Language mixed Intro-lrnrs recite ‘big fat mama’
preferred expression -speaking Syll pg2 pictures Step1-facilitator demonstrates using the
expression
Con-recitation of ‘im a little tea pot’
13
EVALUATION
-sorting according to of paper or blocks Language paper with Intro-recitation of ‘im a little tea pot’
Size according to size -discrimination Syll pg27 various Step1-facilitator describes the activity
monitors
-blocks Con-presentation of work
EVALUATION
Wk DRAWING -use at least two -writing English -crayons Assumed knw-lrnrs know trees
8 Lesson1 drawing tools correctly Language -pencils Intro-brainstorming on naming trees they
-draw a house to draw an identifiable -drawing Infant Syll -work cards know
house pg29 -papers Step1-class activity describing a tree
Step2-facilitator explains on copying the
house on the picture
Con-lrnrs draw and present their work
EVALUATION
14
Lesson2 -play and respond to the -speaking English -open space Assumed knw-lrnrs can play games
-games yes/ no game Language Intro-recitation of ‘what is your name’
Infant Syll Step1-facilitator explains the game and
pg12 demonstrates
Step2-class activity on the game ‘am I’
Con-recap of game
EVALUATION
Lesson3 -name and identify at -reading English -charts Assumed knw-lrnrs can name objects
-picture reading least five objects on the Language Intro-recitation of ‘my five senses’
charts provided -speaking Infant Syll Step1-facilitator explains task
pg27 Step2-class activity on identifying and
naming objects
Con-qns and answers
EVALUATION
5
Lesson4 -recite the the rhyme -listening English -open space Assumed knw-lrnrs are active
-action rhyme ‘mingle mingle’ Language Intro-recitation of ‘how are you feeling’
Infant Syll Step1-facilitator explains on the task
pg13 Step2-class activity on the rhyme
Con-recap on rhyme
EVALUATION
15
lrnrs to retell the story as they heard it
EVALUATION
Wk LIKES AND -say at least one thing -speaking English -chats of Assumed knw-lrnrs have likes
9 DISLIKES they like in functional Language various items Intro-brainstorming on likes
(revision) English as they will be Infant syll Step1-facilitator illustrates the functional
Lesson1 consolidating the pg12 English; I like……
-personal likes concept Step2-lrnrs take turns saying their likes
EVALUATION
Lesson2 -read at least eight -reading English -phonic Assumed knw-lrnrs can see
-picture reading pictures on the Language alphabet Intro-recitation of ‘my five senses’
displayed charts -listening Infant syll pictures Step1-facilitator explains the activity
pg16 Step2-class activity on reading pictures
with the help of the facilitator
Con-recap on the activity
EVALUATION
16
Lesson3 -recite at least one -listening English -audio player Assumed knw-lrnrs have mastered
-rhyme rhyme correctly and Language rhymes
fluently -speaking Infant syll -video clips Intro-recitation of ‘old McDonald’
pg17 Step1-lrnrs recite ‘the clock says tick tock’
Step2-class activity on reciting rhymes
Con-lrnrs take turns reciting mastered
rhymes
EVALUATION
Lesson4 -color in at least two -reading English -chart on Assumed knw-lrnrs know fruits
-coloring in fruits using the Language fruits Intro-recitation of ‘I have a cent’
appropriate colours -writing Infant syll -work cards Step1-class discussion on the fruits and
pg16 -caryons their colors
Step2-individual coloring in task of the
fruits
EVALUATION
Lesson5 -say at least one thing -speaking English -chats of Assumed knw-lrnrs have likes
-dislikes they dislike in functional Language various items Intro-recap on likes
English -listening Infant syll Step1-facilitator illustrates the functional
pg12 English; I don’t like……
Step2-lrnrs take turns saying their dislikes
17
EVALUATION
Wk VOICES OF -identify at least two -listening English -cellphone Assumed knw-lrnrs know their
10 PEOPLE voices on the recorder Language recorder facilitators
Lesson1 and name the voice -speaking Syll pg23 Intro-brainstorming on familiar voices
-voices of people at owner -audio player Step1-facilitator explains activity
school -auditory Step2-class activity as lrnrs take turns
discrimination identifying recorded voices
EVALUATION
choice -imitating Syll pg23 Step1-facilitator illustrates the activity,
-cellphone record and imitating a collegue
Step2-lrnrs take turns imitating and being
recorded
EVALUATION
18
expression ‘I can see -speaking Syll pg2 pictures alphabet
a……’ Step1-facilitatot demonstrates using the
expression
EVALUATION
Lesson4 -draw at least one -writing English -pictures Assumed knw-lrnrs have drawn
-drawing picture from their Language Intro-lrnrs recite ‘when I meet..’
holiday experiences -speaking Syll pg23 -crayons Step1-class discussion on their holiday
experiences
-newsprints Step2-individually lrnrs draw potraits in
regard to their holiday
EVALUATION
lrnrs to retell the story as they heard it
19
EVALUATION
Wk VOICES OF -imitate at least two -listening English -cellphone Assumed knw-lrnrs communicate at
12 PEOPLE voices of two people at Language recorder home
Lesson1 home and name the -speaking Syll pg23 Intro-recitation of ‘big fat mama’
-voices of people at voice owner -audio player Step1-facilitator explains the activity
home -auditory Step2-class activity as lrnrs take turns
discrimination imitating voices of family members
EVALUATION
choice from home -imitating Syll pg23 Step1-facilitator illustrates the activity,
-cellphone record and imitating a family member
Step2-lrnrs take turns imitating/recorded
EVALUATION
20
Lesson3 -look at least two -writing English -crayons Assumed knw-lrnrs have drawn before
-drawing objects and draw them Language Intro-lrnrs read the phonic alphabet
using at least one -naming Syll pg29 -pencils pictures
provided tool Step1-lrnrs name and describe the
-describing -objects objects
Step2-individually lrnrs draw at least one
-papers object
Con –presentation of work
EVALUATION
expression ‘That is a -speaking Syll pg27 pictures alphabet
…..’ Step1-facilitatot demonstrates using the
expression
EVALUATION
-games of paper according to Language paper with Intro-recitation of ‘when I meet my friend
colour -discrimination Syll pg27 various Step1-facilitator describes the activity
monitors
21
EVALUATION
WK FOLLOWING -display at least two -listening English -open space Assumed knw-lrnrs can sing
13 INSTRUCTIONS given instructions in the Language Intro-recitation of ‘im a little tea pot’
Lesson1 rhyme -comprehending Syll pg24 Step1-class activity on the rhyme ‘I am
-rhymes jumping’
Step2-able lrnrs recite with actions
Con-recap on the actions
EVALUATION
Lesson2 -name and identify at -reading English -open space Assumed knw-lrnrs can discriminate
-picture reading least one instruction Language what they see
shown on the pictures Syll pg24 Intro –class activity on reading the phonic
alphabet
Step1 –recap on the various instructions
from the previous lesson
Step2 –lrnrs read the pictures given
Con-recitation of ‘run run run’
EVALUATION
22
game song ‘run run run’ Step1-facilitator explains the game
EVALUATION
Lesson4 -draw at least two -writing English -open space Assumed knw-lrnrs have drawn before
-patterns patterns from left to Language Intro-recitation of ‘im a little tea pot’
right correctly -left to right Syll pg24 Step1-facilitator demonstrates the
patterns
Step2-individually lrnrs draw the patterns
EVALUATION
-picture reading pictures using the Language mixed Intro-lrnrs recite ‘colours colours’
expression ‘This is a …..’ -speaking Syll pg27 pictures Step1-facilitator demonstrates using the
expression
Con- lrnrs read the pictures of the phonic
alphabet
23
DRAWING -use at least two -writing English -crayons Assumed knw-lrnrs know trees
Lesson1 drawing tools correctly Language -pencils Intro-brainstorming on naming trees they
-draw a flower to draw and colour an -drawing Infant Syll -work cards know
identifiable flower pg29 -papers Step1-class activity describing a tree
Step2-facilitator explains on copying the
house on the picture
Con-lrnrs draw and present their work
EVALUATION
game song Step1-facilitator explains the game
EVALUATION
Lesson3 -read at least ten -reading English -chart with Assumed knw-lrnrs can name items
-picture reading pictures on the phonic Language mixed Intro-lrnrs recite ‘im a little tea pot’
alphabet -speaking Syll pg27 pictures Step1-class activity on reading
Step2-individual lrnrs read th phonic
alphabet
Con-recitation of ‘big fat mama’
EVALUATION
24
INDIGENOUS LANGUAGES
MISORO
-twimbo nenhetembo
-mazuva esvondo
-mitsara nemibvunzo
-zvikumbiro nekutuma
-nhau, nyaya nengano
-mifananidzo
-zvinowanikwa munharaunda
ZVINANGWA
Kuti vadzidzi vagokwanisa ku:
-kuvandudza tugono twekuteerera, kutaura, kuverenga uye kunyora kusanganisirawo kuona, kubata nokuita zvidzidzo
zvakasiyana-siyana
-kukurukura navamwe maringe nezvirikuitwa uye zvadzidzwa nokuvandudza nzwisiso yavo nguva dzose
25
VHIKI MOSORO / ZVINANGWA TOGONO/ DURA ZVOMBO MAITIRO EZVIDZIDZO
ZVIDZIDZWA ZIVO
Vhiki TWIMBO NE Pakupera -kuteerera Indigenous -mifananidzo Fungidziro-vadzidzi
1
NHETEMBO kwechidzidzo vadzidzi Languages vankamboimba
Chidzidzo1 vanotarisirwa kunge -kududza Infant Syll pj Nhanganyaya-vadzidzi
-twimbo vave kukwanisa ku: 23 vanoimba kambo
-kudoma chirevo kavanorangarira
chiwechete chavabata Danho1-hurukuro nezvekambo
kubva mukambo Danho2-vadzidzi vanodzidzira
namazvo kambo
Mhedziso-vadzidzi vanodoma
zvavanzwa muchirevo
ONGORORO
Chidzidzo2 -kuverenga mifananidzo -kuverenga Indigenous -mifananidzo Fungidziro-vadzidzi vanoona

-kuverenga inodarika mishanu yepa Languages Nhanganyaya-vadzidzi
mifananidzo arifabheti namazo -kupanana Infant Syll pj vanoimba ‘ndakasangana’
mukana 13 Danho1-vadzidzi vanoverenga
nomudzidzisi
Danho2-vadzidzi vanoverenga
voga mudzidzisi akateerera
Mhedziso-vadzidzi vanoverenga
vachipanana mukana
ONGORORO
26
Chidzidzo3 -kunyora mitsara mitatu -kunyora Indigenous -chidziro Fungidziro-vadzidzi
-kunyora yemapatani vachibva Languages vakamboshandisa zvinyoreso
kuruboshwe pamavhu -kuteerera Infant Syll pj -zvimiti Nhanganyaya-vadzidzi
13 vanoimba ‘tumaoko’
-nzvimbo Danho1-mudzidzisi
yakafaranuka anotsanangura nokuratidzira
mapatani
Danho2-vadzidzi vanodzidzira
mapatani pasi mudzidzisi
achiona
Mhedziso-vadzidzi
vanoomberera vagonesa
ONGORORO

-kunyora yemapatani mumabhuku Languages vakamboshandisa zvinyoreso
avo vachibva -kuteerera Infant Syll pj -zvinyoreso Nhanganyaya-vadzidzi
kuruboshwe 13 vanoimba ‘tumaoko’
-mabhuku Danho1-mudzidzisi anoratidzira
anemitsetse mapatani
Danho2-vadzidzi vanonyora
mapatani mudzidzisi achiona
Mhedziso-vadzidzi vanoratidza
basa ravo
ONGORORO
27
Vhiki MAZUVA -mazuva matatu -kutaura Indigenous -mifananidzo Fungidziro-vadzidzi vanoenda
2 ESVONDO anotevedzana musvondo Languages kuchechi
Chidzidzo1 namazvo -kuteerera Infant Syll pj Nhanganyaya-vanoimba ‘zuva
-kuimba 23 kudai’
Danho1-hurukuro nezve zuva
rapfuura
Danho2- vadzidzi vanodzidzira
‘mhoro svondo’
Mhedziso-vanodoma mazuva
ONGORORO
Chidzidzo2 -kutaura chinhu -kutaura Indigenous -mifananidzo Fungidziro-vadzidzi vanoziva

-hurukuro chimwechete chavanoita Languages mazuva avasinga uyi kuchikoro
mazuva maviri avasinga -kuteerera Infant Syll pj Nhanganyaya-vadzidzi
uyi kuchikoro 23 vanoimba ‘mhoro svondo’
Danho1-hurukuro nezvavaiita
pakapera svondo
Danho2-vadzidzi vanotaura
vachipanana mikana
Mhedziso-vanoimba ‘zuva
kudai’
ONGORORO
28
MITSARA -kuumba mitsara miviri -kutaura Indigenous -mifananidzo Fungidziro-vadzidzi
NEMIBVUNZO yakazara vachishandisa Languages vanokwanisa kududza
Chidzidzo3 mifananidzo yapiwa -kuverenga Infant Syll pj Nhanganyaya-vanodoma zviri
-kuumba 20 pamufananidzo
Danho1-mudzidzi
zvirevo
anotsanangura kuumba chirevo
Danho2-chiito chokuumba
nokududza zvirevo
Mhedziso-vanoimba
‘kachembere’
ONGORORO
Chidzidzo4 -kunyora mufananidzo -kunyora Indigenous -mifananidzo Fungidziro-vadzidzi vanoona

-kuita mumwechete Languages namazvo
mifananidzo unoenderana -kuteerera Infant Syll pj -zvinoreso Nhanganyaya-vanoimba
nemifananidzo 25 ‘pahushamwari’
yavakaumbira zvirevo -pekunyorera Danho1-mudzidzisi
anotsanangura basa
mifananidzo
Mhedziso-vadzidzi vanoratidzira
basa
ONGORORO
29
-kuverenga inodarika misere yepa Languages Nhanganyaya-vadzidzi
nomudzidzisi
vachipanana mukana
ONGORORO
Vhiki MAZUVA -kutaura mazuva -kutaura Indigenous -mifananidzo Fungidziro-vadzidzi vanoenda

3 ESVONDO mashanu epasvondo Languages vanoziva mazita emazuva
Chidzidzo1 anotevedzana uye -kuteerera Infant Syll pj Nhanganyaya-vanoimba
-kuimba nemutauro wakanaka 23 ‘mhoro svondo’
Danho1-hurukuro nezve
mazuva esvondo
Danho2- vadzidzi vanoudzana
mazuva esvondo anotevedzana
muzvikwata
anotevedzana epasvondo
ONGORORO
30
Chidzidzo 2 -kudzokorora ngano uye -kuteerera Indigenous -mifananidzo Fungidziro-vadzidzi vanofarira
-ngano kupindura mibvunzo languages syll ngano
miviri maringe nengano -kunzwisisa pg25 Nhanganyaya-vadzidzi
yavanzwa vanoimba ‘todada’
-rangariro Danho1-mudzidzisi anoita
ngano vadzidzi vakateerera
Danho2-vadzidzi vanodzokorora
ngano
Mhedziso-vadzidzi vanopindura
mibvunzo
ONGORORO

-mapatani yemapatani mumabhuku Languages vakamboshandisa zvinyoreso
basa ravo
ONGORORO
31
-kuverenga inodarika gumi yepa Languages Nhanganyaya-vadzidzi
mifananidzo arifabheti namazvo -kupanana Infant Syll pj vanoimba ‘ndakauya kuzodzidza’
nomudzidzisi
vachipanana mukana
ONGORORO

-mapatani yemapatani pamavhu Languages vakamboshandisa zvinyoreso
basa ravo
ONGORORO
32
Vhiki ZVIKUMBIRO -vave kushandisa -kutaura Indigenous -mifananidzo Fungidziro-vadzidzi vanoziva
4 NEKUTUMA mutauro vachikumbira Languages zvavanoda
Chidzidzo1 zvakanaka muchirevo -kuteerera Infant Syll pj Nhanganyaya-vadzidzi
-kukumbira chimwechete 22 vanoimba ‘ambuya vagere’
kwakanaka Danho1-hurukuro yekukumbira
kwakanaka
Danho2-vadzidzi vanoratidzira
kukumbira kwakanaka
Mhedziso-vadzidzi vanoimba
twimbo
ONGORORO
Chidzidzo2 -kushandisa chirevo -kutaura Indigenous -mifananidzo Fungidziro-vadzidzi vakambo

-kutuma chimwechete chakanaka Languages tumwa
chekutuma -kuteerera Infant Syll pj Nhanganyaya-vadzidzi
22 vanorangarira zvekutumwa
Danho1-hurukuro
dzekwavakambo tumwa
Danho2-vadzidzi vanotumana
vachiratidzira
Mhedziso-mudzidzisi anotuma
zvakasiyana-siyana
ONGORORO
33
Chidzidzo3 -karatidzira kukumbira Indigenous -mifananidzo Fungidziro-vadzidzi vanoziva
-mitambo kwakanaka mumutambo Languages mitambo
umwe chete sk ‘sarura Infant Syll pj Nhanganyaya-vadzidzi
wako’ 22 vanoimba ‘pahushamwari’
Danho1-mudzidzisi
anotsanangura kukumbira
kwakanaka
Danho2-vadzidzi vanoita
mutambo
Mhedziso-hurukuro yezviitwa
ONGORORO
Chidzidzo4 -kunyora mapatani -kunyora Indigenous -chidziro Fungidziro-vadzidzi

-mapatani vachibva kumusoro Languages vakamboshandisa zvinyoreso
vachizadza peji namazvo -kuteerera Infant Syll pj -zvinyoreso Nhanganyaya-vadzidzi
basa ravo
ONGORORO
34
-kuverenga inodarika gumi nembiri Languages Nhanganyaya-vadzidzi
mifananidzo yepa arifabheti namazvo -kupanana Infant Syll pj vanoimba ‘ndakauya kuzodzidza’
nomudzidzisi
vachipanana mukana
ONGORORO
Vhiki NHAU, -kutaura nyaya -kutaura Indigenous -mifananidzo Fungidziro-vadzidzi

5 NGANO imwechete yemu Languages vanokwanisa kutaura
NENYAYA bhaibheri -kuteerera Infant Syll pj Nhanganyaya-vadzidzi
Chidzidzo1 yavakambonzwa 23 vanoimba ‘aiva neshanje’
Danho1-mudzidzisi
-nyaya
anotsanangura chidzidzo
Danho2-vadzidzi vanopanana
mukana wekutaura nyaya
dzavanoziva
Mhedziso-vanoimba ‘mwana
Jesu’
ONGORORO
35
Chidzidzo2 -kudzokorora ngano uye -kuteerera Indigenous -mifananidzo Fungidziro-vadzidzi vanofarira
ngano
mibvunzo
ONGORORO

-mifananidzo inodarika gumi neina Languages Nhanganyaya-vadzidzi
yepa arifabheti namazvo -kupanana Infant Syll pj vanoimba ‘ndakauya kuzodzidza’
nomudzidzisi
vachipanana mukana
ONGORORO
36
Chidzidzo4 -kurangarira uye kudoma -kutaura Indigenous -mifananidzo Fungidziro-vadzidzi vanogona
-rangariro zvinhu zviviri Languages kududza
zvavamboratidzwa -kuteerera Infant Syll pj Nhanganyaya-vanoimba ‘shona
24 nechirungu’
mifananidzo yakawanda
Danho2-vadzidzi vanodoma
mifananidzo yavamboona
kambo
ONGORORO
Chidzidzo5 -kushandisha kara -kunyora Indigenous -mifananidzo Fungidziro-vadzidzi vakambo

-kupenda imwechete kupenda Languages nyora mifananidzo
mukati mechinyorwa -kuteerera Infant Syll pj -zvinyoreso Nhanganyaya-vanoimba
chimwechete 25 ‘todada’
Danho1-mudzidzisi
anotsanangura chidzidzo
Danho2-vadzidzi vanoita basa
mudzidzisi achiteverera
basa
ONGORORO
37
Vhiki KUPATSANURA -kupatsanura zvinhu -kutaura Indigenous -mifananidzo Fungidziro-vadzidzi vanoona
6 MIFANANIDZO zvitatu zvakafanana pane Languages namazvo
Chidzidzo1 zvapiwa -kuteerera Infant Syll pj -zvinyoreso Nhanganyaya-vanoimba
-zvakafanana 24 ‘shona nechirungu’
Danho1-mudzidzisi
anotsanangura basa
Danho2-vadzidzi
vanipatsanura zvapihwa
Mhedziso-vanoratidzira basa
ONGORORO
Chidzidzo2 -kutsanangudza -kuteerera Indigenous -mifananidzo Fungidziro-vadzidzi

-tsanangudzo mufananidzo Languages vanokwanisa kupatsanura
mumwechete nemutauro -kutaura Infant Syll pj -zvinyoreso Nhanganyaya-vadzidzi
wakanaka 24 vanoita dzokororo yezuva
rapfuura
Danho1-vadzidzi
vanopanana mukana
kutsanangura mufananidzo
Danho2-vadzidzi
vanobvunzwa mufananidzo
votsanangura
ONGORORO
38
Chidzidzo3 -kupenda zvinhu zviviri -kunyora Indigenous -mifananidzo Fungidziro-vadzidzi vanoziva
-zvakafanana zvakafanana pane Languages ruvara
chikwata chapihwa -kupenda Infant Syll pj -zvinyoreso Nhanganyaya-vanoimba
24 ‘maruva’
Danho1-mudzidzisi
anotsanangura basa
basa mudzidzisi achiona
Mhedziso-vanoimba kambo
kavanoziva`
ONGORORO
Chidzidzo4 -kudzokorora ngano uye -kuteerera Indigenous -mifananidzo Fungidziro-vadzidzi vanofarira

ngano
mibvunzo
ONGORORO
39
-kuverenga inodarika gumi neshanu Languages Nhanganyaya-vadzidzi
mifananidzo yepa arifabheti namazvo -kupanana Infant Syll pj vanoimba ‘ndakauya kuzodzidza’
nomudzidzisi
vachipanana mukana
ONGORORO
Vhiki ZVINOWANIKWA -kudoma uye -kutaura Indigenous -nharaunda Fungidziro-vadzidzi

7 MUNHARAUNDA kutsanangura zvinhu nekuteerera languages syll vanokwanisa kutaura
Chidzidzo1 zviviri zvinowanikwa pj22 Nhanganyaya-vanoimba
-tsanangudzo munharaunda yavo ‘vashanu mumhuri’
Danho1-vadzidzi
vanotendereranharaunda yavo
Danho2-vadzidzi vanodoma uye
kutsanangura zvavaona
Mhedziso-mibvunzo
nemhinduro
ONGORORO
40
Chidzidzo2 -kupatsanura zvinhu -kunyora Indigenous -mapepa ane Fungidziro-vadzidzi vanoziva
-patsanuro zvina vachizviisa languages syll ruvara zvinhu neruvara
muzvikwata maringe -kuteerera pj22 rwakasiyana- Nhanganyaya-vanoimba ‘dudu
neruvara siyana muduri’
-kuverenga Danho1-mudzidzisi
anotsanangura basa
Danho2-vadzidzi vanopatsanura
zvapiwa
Mhedziso-vanoratidzira
zvavapatsanura
ONGORORO

-mifananidzo ye arifabheti inopfuura languages syll namazvo
gumi nesere namazvo pj13 Nhanganyaya-vanoimba ‘dudu
muduri’ vachidoma zviri
pamifananidzo
Danho1-vanorevenga kusvika
pavanoperera voga
Danho2-mudzidzisi anoverenga
vadzidzi votevedzera
Mhedziso-vadzidzi vanopana
mukana wekuverenga
ONGORORO
41
Chidzidzo4 -kunyora mifananidzo -kunyora Indigenous -mifananidzo Fungidziro-vadzidzi vanogona
-mifananidzo muviri iri paarifabheti languages syll kuverenga mifananidzo
namazvo -kuteerera pj22 -zvinyoreso Nhanganyaya-vadzidzi
vanoverenga arifabheti
-mapepa vachiimba ‘duri muduri’
Danho1-mudzidzisi
anotsanangura chiito
mifanidzo
Mhedziso-dzokororo vachiimba
‘dudu muduri’
ONGORORO

Chidzidzo5 mifananidzo -kuverenga Infant Syll pj Nhanganyaya-vanodoma zviri
-kuumba yepaarifabheti 20 pamufananidzo
Danho1-mudzidzi
zvirevo
nokududza zvirevo
Mhedziso-vanoimba ‘dudu
muduri’
ONGORORO
42
Vhiki NHENGO -kuimba twimbo twuviri -kuteerera Indigenous -mifananidzo Fungidziro-vadzidzi vane
8 twenhengo dzemuviri Languages nhengo dzemuviri
DZEMUVIRI
namazvo -kutaura Infant Syll pj Nhanganyaya-vanoita ‘bata
Chidzidzo1 21 musoro’
-kuimba Danho1-vadzidzi vanoimba
‘musoro maoko’ ,’shona
nechirungu’
Danho2-vanoimba muzvikwata
Mhedziso-dzokororo dzetwimbo
ONGORORO
Chidzidzo2 -kutsanangura uye -kutaura Indigenous -mifananidzo Fungidziro-vadzidzi vanogona

-mabasa kuratidzira basa Languages kudoma mitezo
enhengo renhengo nhatu -kuteerera Infant Syll pj Nhanganyaya-vanoimba ‘shona
dzemuviri 21 nechirungu’
Danho1-hurukuro pamusoro
pemabasa enhengo
Danho2-vadzidzi vanoratidzira
mabasa enhengo
Mhedziso-dzokororo yetwimbo
ONGORORO
43
-mifananidzo inodarika gumi nesere Languages namazvo
yepa arifabheti namazvo -kutaura Infant Syll pj Nhanganyaya-vanoimba ‘dudu
20 muduri’ vachidoma zviri
pamifananidzo
Danho1-vanorevenga kusvika
pavanoperera voga
Danho2-mudzidzisi anoverenga
vadzidzi votevedzera
Mhedziso-vadzidzi vanopana
mukana wekuverenga
ONGORORO

basa ravo
ONGORORO
44
Chidzidzo5 -kudzokorora nyaya uye -kuteerera Indigenous -mifananidzo Fungidziro-vadzidzi vanofarira
-nyaya kupindura mibvunzo languages syll ngano
miviri maringe nenyaya -kunzwisisa pg19 Nhanganyaya-vadzidzi
yavanzwa vanodoma ngano
-rangariro dzavakambonzwa
Danho1-mudzidzisi anotaura
nyaya vadzidzi vakateerera
nyaya
mibvunzo
ONGORORO
Vhiki INI, MHURI -kutaura zvinhu zvitatu -kutaura Indigenous -mifananidzo Fungidziro-vadzidzi vane
9 UYE VAMWE zvizere pamusoro pavo languages syll mazita avo
Chidzidzo1 kusanganisira zita, zera, -kuteerera pg19 Nhanaganyaya-vanoimba ‘ini
-ini pachangu bhuku, chimiro inini’
Danho1-mudzidzisi
Danho2-vadzidzi vanoita chiito
vachipanana mukana
Mhedziso-vanoimba
‘pahushamwari’
ONGORORO
45
Chidzidzo2 -kudoma mazita -kuverenga Indigenous -mifananidzo Fungidziro-vadzidzi vanoziva
-mutambo anopfuura mana evamwe languages syll mazita
vavo vavanodzidza navo -kutaura pg19 Nhanaganyaya-vanoimba
mukambo pahushamwari’
-kuteerera Danho1-mdzidzisi
anotsanangura uye kuratidzira
mutambo ‘dudu muduri’
mutambo vachipanana mukana
Mhedziso-hurukuro
dzemutambo
ONGORORO
Chidzidzo3 -kudoma chinhu -kutaura Indigenous -mifananidzo Fungidziro-vadzidzi

-kutsanangura chimwechete languages syll vakamboverenga mifananidzo
mifanadzo chakasiyana -kuverenga pg19 -chati Nhanaganyaya-vanoverenga
pamifananidzo uye mifananidzo yearifabheti
chimwechete Danho1-hurukuro
chakafanana yemifananidzo
Danho2-muzvikwata vadzidzi
vanodorongodza zvakafanana
uye zvakasiya
Mhedziso-vadzidzi vanopa
zvawana
ONGORORO
46
Chidzidzo4 -kudzokorora nhau uye -kuteerera Indigenous -mifananidzo Fungidziro-vadzidzi vanofarira
-nhau kupindura mibvunzo languages syll ngano
miviri maringe nenhau -kunzwisisa pg23 Nhanganyaya-vadzidzi
yavanzwa vanodoma nhau
-rangariro dzemunharaunda dzavo
nhau vadzidzi vakateerera
nyaya
mibvunzo
ONGORORO

basa ravo
ONGORORO
47
Vhiki TWIMBO NE -kudoma zvirevo zviviri -kuteerera Indigenous -mifananidzo Fungidziro-vadzidzi
10 NHETEMBO chavabata kubva Languages vankamboimba
Chidzidzo1 mukambo namazvo -kududza Infant Syll pj Nhanganyaya-vadzidzi
-twimbo 23 vanoimba kambo
kavanorangarira
Danho1-hurukuro nezvekambo
kambo
Mhedziso-vadzidzi vanodoma
zvavanzwa muchirevo
ONGORORO

-kuverenga inodarika gumi mishanu Languages Nhanganyaya-vadzidzi
mifananidzo yepa arifabheti namazvo -kupanana Infant Syll pj vanoimba ‘ndakasangana’
nomudzidzisi
vachipanana mukana
ONGORORO
48
-kunyora yemapatani vachibva Languages vakamboshandisa zvinyoreso
kuruboshwe pamavhu -kuteerera Infant Syll pj -zvimiti Nhanganyaya-vadzidzi
namazvo 13 vanoimba ‘tumaoko’
-nzvimbo Danho1-mudzidzisi
yakafaranuka anotsanangura nokuratidzira
mapatani
mapatani pasi mudzidzisi
achiona
Mhedziso-vadzidzi
vanoomberera vagonesa
ONGORORO

kuruboshwe namazvo 13 vanoimba ‘tumaoko’
basa ravo
ONGORORO
49
basa ravo
ONGORORO
Vhiki MAZUVA -mazuva matatu -kutaura Indigenous -mifananidzo Fungidziro-vadzidzi vanoenda

11 ESVONDO anotevedzana musvondo Languages kuchechi
Chidzidzo1 namazvo -kuteerera Infant Syll pj Nhanganyaya-vanoimba ‘zuva
-kuimba 23 kudai’
Danho1-hurukuro nezve zuva
rapfuura
Danho2- vadzidzi vanodzidzira
‘mhoro svondo’
ONGORORO
50
Chidzidzo2 -kutaura chinhu -kutaura Indigenous -mifananidzo Fungidziro-vadzidzi vanoziva
-hurukuro chimwechete chavanoita Languages mazuva avasinga uyi kuchikoro
mazuva maviri avasinga -kuteerera Infant Syll pj Nhanganyaya-vadzidzi
uyi kuchikoro 23 vanoimba ‘mhoro svondo’
Danho1-hurukuro nezvavaiita
pakapera svondo
Danho2-vadzidzi vanotaura
vachipanana mikana
Mhedziso-vanoimba ‘zuva
kudai’
ONGORORO

Chidzidzo3 mifananidzo yapiwa -kuverenga Infant Syll pj Nhanganyaya-vanodoma zviri
-kuumba 20 pamufananidzo
Danho1-mudzidzi
zvirevo
nokududza zvirevo
Mhedziso-vanoimba
‘kachembere’
ONGORORO
51
Chidzidzo4 -kunyora mufananidzo -kunyora Indigenous -mifananidzo Fungidziro-vadzidzi vanoona
-kuita mumwechete Languages namazvo
mifananidzo unoenderana -kuteerera Infant Syll pj -zvinoreso Nhanganyaya-vanoimba
nemifananidzo 25 ‘pahushamwari’
yavakaumbira zvirevo -pekunyorera Danho1-mudzidzisi
anotsanangura basa
mifananidzo
basa
ONGORORO

-kuverenga inodarika misere yepa Languages Nhanganyaya-vadzidzi
nomudzidzisi
vachipanana mukana
ONGORORO
52
Vhiki MITSARA -kuumba mitsara mina -kutaura Indigenous -mifananidzo Fungidziro-vadzidzi
12 NEMIBVUNZO yakazara vachishandisa Languages vanokwanisa kududza
Chidzidzo1 mifananidzo -kuverenga Infant Syll pj Nhanganyaya-vanodoma zviri
-kuumba yepaarifabheti 20 pamufananidzo
Danho1-mudzidzi
zvirevo
nokududza zvirevo
muduri’
ONGORORO
Chidzidzo2 -kunyora mitsara mina -kunyora Indigenous -chidziro Fungidziro-vadzidzi

basa ravo
ONGORORO
53
-kuverenga inodarika gumi misere Languages Nhanganyaya-vadzidzi
nomudzidzisi
vachipanana mukana
ONGORORO
Chidzidzo4 -kuteerera nhau uye -kuteerera Indigenous -mifananidzo Fungidziro-vadzidzi vanofarira

-nhau kupindura mibvunzo languages syll ngano
miviri maringe nenhau -kunzwisisa pg23 Nhanganyaya-vadzidzi
yavanzwa vanodoma nhau
-rangariro dzemunharaunda dzavo
nhau vadzidzi vakateerera
nyaya
mibvunzo
ONGORORO
54
Chidzidzo5 -kutaura ngano uye -kutaura Indigenous -mifananidzo Fungidziro-vadzidzi vanofarira
miviri maringe nengano -kuteerera pg23 Nhanganyaya-vadzidzi
yavanzwa vanoimba kambo kavanoda
-kunzwisisa Danho1- vadzidzi vanotaura
ngano vachipanana mukana
-rangariro Danho2-vadzidzi vanodzokorora
ngano yavafarira
mibvunzo
ONGORORO
Vhiki Chidzidzo1 -kunyora mitsara -kunyora Indigenous -chidziro Fungidziro-vadzidzi

13 (dzokororo) mishanu yemapatani Languages vakamboshandisa zvinyoreso
-kunyora mumabhuku avo -kuteerera Infant Syll pj -zvinyoreso Nhanganyaya-vadzidzi
vachibva kuruboshwe 13 vanoimba ‘tumaoko’
basa ravo
ONGORORO
55
Chidzidzo2 -kuumba mutsara -kutaura Indigenous -mifananidzo Fungidziro-vadzidzi
-kuumba mumwechete wakazara Languages vanokwanisa kududza
zvirevo vachishandisa -kuverenga Infant Syll pj Nhanganyaya-vanodoma zviri
mifananidzo yepawa 20 pamufananidzo
Danho1-mudzidzi
nokududza zvirevo
muduri’
ONGORORO
Chidzidzo3 -kuteerera ngano uye -kuteerera Indigenous -mifananidzo Fungidziro-vadzidzi vanofarira

-rangariro Danho1- vadzidzi vanoteera
ngano yavafarira
mibvunzo
ONGORORO
56
-kuverenga inodarika gumi misere Languages Nhanganyaya-vadzidzi
nomudzidzisi
vachipanana mukana
ONGORORO
Chidzidzo5 -kuteerera ngano uye -kuteerera Indigenous -mifananidzo Fungidziro-vadzidzi vanofarira

-rangariro Danho1- vadzidzi vanoteera
Danho2-vadzidzi
vanodzokorora ngano yavafarira
Mhedziso-vadzidzi
vanopindura mibvunzo
ONGORORO
57
Vhiki Chidzidzo1 -kudzokorora nyaya uye -kuteerera Indigenous -mifananidzo Fungidziro-vadzidzi vanofarira
14
-nyaya kupindura mibvunzo languages syll ngano
miviri maringe nenyaya -kunzwisisa pg19 Nhanganyaya-vadzidzi
yavanzwa vanodoma ngano
-rangariro dzavakambonzwa
nyaya vadzidzi vakateerera
Danho2-vadzidzi
vanodzokorora nyaya
Mhedziso-vadzidzi
vanopindura mibvunzo
ONGORORO
INI, MHURI -kutaura zvinhu zvitatu -kutaura Indigenous -mifananidzo Fungidziro-vadzidzi vane
UYE VAMWE zvizere pamusoro pavo languages syll mazita avo
Chidzidzo2 kusanganisira zita, zera, -kuteerera pg19 Nhanaganyaya-vanoimba ‘ini
-ini pachangu bhuku, chimiro inini’
Danho1-mudzidzisi
Danho2-vadzidzi vanoita chiito
vachipanana mukana
Mhedziso-vanoimba
‘pahushamwari’
ONGORORO
58
Chidzidzo3 -kudoma mazita -kuverenga Indigenous -mifananidzo Fungidziro-vadzidzi vanoziva
-mutambo anopfuura mana languages syll mazita
evamwe vavo -kutaura pg19 Nhanaganyaya-vanoimba
vavanodzidza navo pahushamwari’
mukambo -kuteerera Danho1-mdzidzisi
anotsanangura uye kuratidzira
mutambo ‘dudu muduri’
mutambo vachipanana mukana
Mhedziso-hurukuro
dzemutambo
ONGORORO
Chidzidzo4 -kudoma chinhu -kutaura Indigenous -mifananidzo Fungidziro-vadzidzi

-kutsanangura chimwechete languages syll vakamboverenga mifananidzo
mifanadzo chakasiyana -kuverenga pg19 -chati Nhanaganyaya-vanoverenga
pamifananidzo uye mifananidzo yearifabheti
chimwechete Danho1-hurukuro
chakafanana yemifananidzo
Danho2-muzvikwata vadzidzi
vanodorongodza zvakafanana
uye zvakasiya
Mhedziso-vadzidzi vanopa
zvawana
ONGORORO
59
FAMILY AND HERITAGE STUDIES
TOPICS
-National history, sovereignty and governance
-production, distribution and consumption of goods and services
-work and leisure
-social services and volunteerism
AIMS
To enable learners to:
-develop an appreciation of national heritage and identity
-expand their gratitude of sovereignty, governance and moral value systems
-appreciate the need for equal opportunities for all and sensitivity to the needs of the disadvantaged and
vulnerable groups
-appreciate the value and dignity of work, leisure and the need to participate in national development
60
ENDING CONTENT SKILLS/KNW ACTIVITIES
Wk NATIONAL Learners should be -naming Family and -Zimbabwe Assumed knw-lrnrs have seen colours
1 HISTORY, able to: Heritage Studies flag Intro-recitation of the rhyme ‘myself’
SOVEREIGNTY -recite the at least one -recalling Syll pg 25 -clip on the Step1-lrnrs recite the rhyme ‘fly fly fly’
AND rhyme on the country Zimbabwe Step2-lrnrs practice rhyme ‘our
GOVERNANCE and the Zimbabwean flag Zimbabwean flag’
Lesson1 flag Con-recap on the rhymes
-nursery rhymes
EVALUATION
Lesson2 -recite at least one -naming Heritage-S.S. -Zimbabwe Assumed knw-learners know the name
-my country rhyme on the flag Syll pg 25 flag of their country
-introduce selves -identifying Intro-recitation of the rhyme ‘fly fly’’
incorporating the name Step1-field trip to the flag post and
of their country lrnrs name and identify colours
Step2-learners say their names and add
‘I am a Zimbabwean’
Con-recitation of ‘our Zimbabwean flag’
EVALUATION
Wk Lesson1 -recite the national -reciting Family and -music player Assumed know-learners can master
2 -national school school pledge fluently Heritage Studies rhymes
pledge -demonstrating Infant Syll pg 19 Intro-learners recite ‘fly fly’
Step1-facilitator demonstrates the
pledge
Step2-class activity on the school
pledge with the help of the facilitator
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EVALUATION
Lesson2 -recite the national -reciting Family and -music player Assumed knw-learners can recite
-national school school pledge and Heritage Studies Intro-learners recite ‘fly fly’
pledge demonstrate the correct -demonstrate Infant syll pg 19 Step1-volunteers recite the pledge
postures Step2-class activity on the pledge
EVALUATION
Wk PRODUCTION, -name and identify at -naming Family and -pictures Assumed know-lrnrs had supper
3 DISTRIBUTION least three food types Heritage studies Intro-recitation of of ‘chii chiri kudonha’
AND they eat at home -identifying Infant Syll pg22 -food stuffs Step1-class discussion on naming and
CONSUMPTION identifying food types they eat at home
OF GOODS AND -draw and colour at Step2-lrnrs draw the food they eat at
SERVICES least one type of food home
FOOD AT HOME they eat at home
Lesson1
-food at home
EVALUATION
62
FOOD AT HOME -describing at least one -describing Family and -video clips Assumed know-lrnrs can feed self
Lesson2 hygienic practice when Heritage studies Intro-recitation of ‘this is the way’
-hygiene and food handling food Infant Syll pg22 Step1-class discussion on hygienic
practices when handling food
Step2-class watch a video clip/ pictures
and the facilitator explains
Con-question and answers on hygienic
EVALUATION
Wk TYPES OF FOOD -name and identify at -naming Family and -pictures Assumed knw-lrnrs eat vegetables
4 Lesson1 least three grown foods Heritage studies Intro-brainstorming on plants grown at
-grown food at home -identifying Infant Syll pg22 -chart on home
grown foods Step1-lrnrs identify the grown food on
the pictures/ charts
-grown foods Step2-lrnrs draw and colour grown food
Con-facilitator explains and encourages
on eating protective foods and fruits
EVALUATION
Lesson2 -draw and colour at -naming Family and -pictures Assumed knw-lrnrs have gardens at
-drawing least one type of food Heritage studies -chart on home
grown at home -identifying Infant Syll pg22 grown foods Intro-recitation of ‘dudu muduri’
-work cards naming food grown
-crayons Step1-facilitator explains the task
-pencils Step2-individual written work
Con-recap on naming grown food
63
EVALUATION
Wk Lesson1 -name and identify at -naming Family and -tinned foods Assumed knw-lrnrs like snacks
5 -processed food least four processed Heritage studies Intro- lrnrs say what they have brought
foods eg snacks -identifying Infant Syll pg22 -snacks in their snack boxes
Step1-class activity on naming and
identifying processed foods
Step2-facilitator explains on healthy
foods
Con-question and answer on the types
of food
EVALUATION
Lesson2 -name, identify and -naming Family and -chart on Assumed knw-lrnrs can read pictures
-odd one out colour the one odd food Heritage studies processed Intro-recitation of ‘chii chirikudonha’
type on the groups of -discriminating Infant Syll pg22 foods naming the food types on the pictures
processed and grown Step1-facilitator explains the colouring
food eg 1.sugar- baked -colouring -pictures of task
beans- maize grown foods Step2-individual written work
2.Tomatoes-drink-sweet Con-recap on the work
potato -work cards
EVALUATION
64
Wk FAMILY WEALTH -state at least one type -stating Family and -pictures Assumed knw-lrnrs have possessions
6 Lesson1 of family wealth eg land, Heritage studies Intro-lrnrs recite ‘old McDonald’
-forms of wealth cattle, money -describing Infant Syll pg22 -paper Step1-lrnrs discuss on the possessions
money and they have at home
coins Step2-facilitator explains further
EVALUATION
Lesson2 -state at least two forms -rubbing Family and -coins Assumed knw-lrnrs have used money
-money of family wealth Heritage studies Intro-lrnrs recite ‘I have a cent’
-rub at least one coin -naming Infant Syll pg22 -crayons Step1-recap on the previous lesson
that is in use in naming forms of family wealth
Zimbabwe Step2-facilitator demonstrates coin
rubbing
Con-lrnrs rub the coins
EVALUATION
Wk WORK AND -state and explain work -stating Family and -brooms Assumed knw-lrnrs have seen their
7 LEISURE done at home, at least Heritage studies parents at work in the house
WORK AT HOME -explaining Infant Syll pg24 -dusters Intro-recitation of ‘granny in the
AND SCHOOL -display chores at home kitchen’
Lesson1 -displaying -pictures Step1-lrnrs state and explain work done
-at home at home
Step2-lrnrs take turns displaying the
work
Con –facilitator encourages lrnrs to
assist at home
65
EVALUATION
Lesson2 -state and explain work -stating Family and -classroom Assumed knw-lrnrs have picked
-at school done at school, at least Heritage studies papers at school
-explaining Infant Syll pg24 -pictures Intro-recitation of ‘musarase mapepa’
-display work at school, Step1-class activity on stating and
at least two -displaying explaining work done at school
Step2-class activity on cleaning the
classroom inside and out
Con –feedback and facilitator
acknowledgements
EVALUATION
Wk INDIGENOUS -play at least two -displaying Family and -open space Assumed knw-learners like games
8 AND MODERN indigenous games Heritage studies Intro-lrnrs recite ‘run run’ as warm up
GAMES correctly eg hwai hwai Infant Syll pg24 -pebbles Step1-class discussion on indigenous
Lesson1 games
-indigenous games Step2-in groups lrnrs play the games as
the facilitator assists
Con-groups take turns displaying the
games they played
EVALUATION
66
Lesson2 -play at least one -displaying Family and -puzzles Assumed knw-learners can play games
-modern games modern game correct Heritage studies Intro-recap on the previous games
Infant Syll pg24 -computer Step1-facilitator explains on the
games modern games and groups lrnrs
Step2-lrns play the games
Con-lrnrs give feedback on the games
they played
EVALUATION
Wk SOCIAL -state at least two -stating Family and -video clip Assumed knw-lrnrs have families
9 SERVICES AND responsibilities of Heritage studies Intro-recitation of ‘five in a family’
VOLUNTEERISM children in the family Infant Syll pg21 -pictures Step1-class discussion on how they
RESPONSIBILITY leave and relate at home
TASKS WITHIN THE
Step2-lrnrs watch a video clip/pictures
FAMILY
Lesson1 and say what they see
-tasks for children Con-question and answer
EVALUATION
Lesson2 -state and explain at -stating Family and -video clip Assumed knw-lrnrs have parents or
-parential least three parental Heritage studies guardians
responsibilities roles -explaining Infant Syll pg13 -pictures Intro-recitation of ‘father and mother’
Step1-lrnrs state the roles of their
parents at home
Step2-class activity on explaining other
roles of their parents
Con-recitation of ‘father and mother’
67
EVALUATION
Wk SHARING AND -name and identify -naming Family and -video clip Assumed knw-lrnrs live with other
10 HELPING IN THE duties /resources in the Heritage studies people
FAMILY family -identifying Infant Syll pg21 -pictures Intro-lrnrs recite ‘baba vanoenda
Lesson1 -explain how duties and Step1-recap on naming and identifying
-sharing in the resources can be shared -explaining duties and family resources
family in the family Step2-class activity on explaining
sharing and duties in the family
EVALUATION
Lesson2 -state and explain at -staing Family and -video clip Assumed knw-lrnrs appreciate their
-helping in the least three ways of Heritage studies families
family helping each other in -explaining Infant Syll pg21 -pictures Intro-lrnrs recite ‘5 in the family’
the family Step1-lrnrs state and explain how they
help at home
Step2-lrnrs watch a clip and pictures on
helping in the family
Con-question and answer on helping in
the family
EVALUATION
68
Wk THE -name and describe at -naming Family and -video clip Assumed knw-lrnrs have seen a
11 VULNERABLE IN least one class of special Heritage studies physically handicapped person
THE FAMILY needs -describing Infant Syll pg21 -pictures Intro-brainstorming on disabilities
Lesson1 Step1-class discussion on the people
-people with with special needs
special needs Step2-facilitator explains further on the
special needs classes
EVALUATION
Lesson2 -draw at least one aid -drawing Family and -video clip Assumed knw-lrnrs have drawn before
-drawing for people with special Heritage studies Intro-recitation of ‘Mwari akandipa
needs Infant Syll pg21 -pictures maoko ekurova vamwe aiwa kwete’
Step1-facilitator explains the task
Step2-individual written work
EVALUATION
Wk Lesson1 -sing at least one song -singing Family and -video clip Assumed knw-lrnrs know people with
12 -song on special needs eg Heritage studies special needs
urema hwangu baba Infant Syll pg21 -pictures Intro-recap on the classes of special
needs
Step1-lrnrs learn the song ‘hurema
hwangu’
Step2-lrnrs practice the song
Con-lrnrs sing the song on their own
69
EVALUATION
Lesson2 -recite at least one -reciting Family and -video clip Assumed knw-lrnrs can name classes
-poem poem on disability does Heritage studies of special needs
not mean inability - Infant Syll pg21 -pictures Intro-recitation of ‘hurema hwangu’
comprehending Step1-facilitator introduces the poem
Step2-lrnrs practice the poem with the
help of the facilitator
Con-lrnrs recite on their own
EVALUATION
Wk INDIGENOUS -play at least two -displaying Family and -open space Assumed knw-learners like games
13
AND MODERN indigenous games Heritage studies Intro-lrnrs recite ‘run run’ as warm up
GAMES correctly eg hwai hwai Infant Syll pg24 -pebbles Step1-class discussion on indigenous
Lesson1 games
-indigenous games Step2-in groups lrnrs play the games as
the facilitator assists
Con-groups take turns displaying the
games they played
EVALUATION
70
Lesson2 -play at least one -displaying Family and -puzzles Assumed knw-learners can play games
-modern games modern game correct Heritage studies Intro-recap on the previous games
Infant Syll pg24 -computer Step1-facilitator explains on the
games modern games and groups lrnrs
Step2-lrns play the games
Con-feedback on the games they played
EVALUATION
Wk FOOD AT HOME -name and identify at -naming Family and -pictures Assumed know-lrnrs had supper
14
Lesson1 least three food types Heritage studies Intro-recitation of of ‘chii chiri kudonha’
-food at home they eat at home -identifying Infant Syll pg22 -food stuffs Step1-class discussion on naming and
identifying food types they eat at home
Step2-lrnrs draw the food they eat at
home
EVALUATION
FOOD AT HOME -describing at least one -describing Family and -video clips Assumed know-lrnrs can feed self
Lesson2 hygienic practice when Heritage studies Intro-recitation of ‘this is the way’
-hygiene and food handling food Infant Syll pg22 Step1-class discussion on hygienic
practices when handling food
Step2-class watch a video clip/ pictures
and the facilitator explains
Con-question and answers on hygienic
EVALUATION
71
MATHEMATICS AND SCIENCE
TOPICS
-Manipulative Block Play >>1)construction 2)moving objects
-Science, Mathematics and Discovery Play>> 1)plants 2)animals 3)soil 4)air
-Number and Science Concept >> 1) number
-Number Operations>> 1)addition 2) subtraction
AIMS
To enable learners to :
-develop and show a positive attitude towards Mathematics and Science
-use and communicate mathematical and scientific information to develop critical thinking and problem solving
skills
-acquire mathematical and scientific concepts and skills for use as tools in life
72
WEEK TOPIC AND OBJECTIVES COMPETENCES/ REFERENCES MEDIA METHODS AND ACTIVITIES
ENDING CONTENT SKILLS/KNW
Wk NUMBER AND Learners should -counting Mathematics -video clips Assumed knw-lrnrs have heard numbers
1
SCIENCE be able to : and Science before
CONCEPTS -recite at least two Infant Syll -number line Intro-recitation of ‘ruoko runotaura’
NUMBER numbers rhymes pg23 displaying fingers
Lesson1 fluently Step1-facilitator introduces the rhyme ‘1 2
-number rhymes buckle my shoe’
Step2-class activity learning rhyme
Con-recitation of ‘1 golden finger’
EVALUATION
Lesson2 -count from 0 to at -counting Mathematics -number line Assumed knw-lrnrs can say numbers
-counting up to 10 least eight correctly and Science Intro-recitation of ‘1 2 buckle’
-writing Infant Syll Step1-class activity counting to 10
-draw at least two pg23 Step2-lrnrs copy the number patterns in
lines of number their books
patterns eg 0 1 0 1 Con-recap on the rhymes
EVALUATION
MANIPULATIVE -thread at least five -eye hand Mathematics -beads Assumed knw-lrnrs have seen a bangle
BLOCK PLAY hallow items to a coordination and Science Intro-recitation of ‘pretty maid’
CONSTRUCTION thread to produce a Infant Syll -seeds Step1-facilitator explains and illustrates
Lesson3 bangle pg19 Step2-individual task on bangles
-bangles -leaves Con-presentation of work
-thread
73
EVALUATION
SCIENCE, -recite at one -recalling Mathematics -plants Assumed knw-lrnrs know plants
MATHEMATICS rhyme on plants and Science Intro-brainstorming on the growth
AND DISCOVERY -fluency Infant Syll -flowers process of plants
PLAY pg20 Step1-facilitator introduces the rhyme ‘dai
PLANTS ndiri karuva kadiki’
Lesson4 Step2-class activity practising the rhyme
-rhyme Con-question and answer
EVALUATION
Wk NUMBER AND -count from 1 to 10 -counting Mathematics -sticks Assumed knw-lrnrs can say numbers in
2
SCIENCE correctly and Science rhymes
CONCEPTS Infant Syll -bottle caps Intro-recitation of ‘1 golden finger’
NUMBER pg20 Step1-class activity on counting 10 of the
Lesson1 -work cards media provided individually
-counting Step2-lrnrs count the objects they
counted as a class
Con-recitation of ‘hedzinoyi nzungu’
EVALUATION
74
Lesson2 -count the items in -counting Mathematics -work cards Assumed knw-lrnrs can count
-how many? a set and say out and Science Intro-recitation of ‘hedzinoyi’
the number -tracing Infant Syll -pencils Step1-calss activity on counting the
pg20 drawn sets
Step2-individual work on drawing sets of
tasked numbers
EVALUATION
MANIPULATIVE -use pincer grasp to -pincer grasp Maths and -beads Assumed knw-lrnrs have seen a necklace
AND BLOCK PLAY thread at least 5 Science Infant Intro-recitation of ‘pretty maid’
CONSTRUCTION beads/materials to -aesthetic syll pg19 -thread Step1-facilitator explains and
Lesson3 make a necklace demonstrates on the threading task
-threading -eye-hand -grass/ maize Step2-in pairs lrnrs do the activity as the
coordination stalks facilitator assesses
Con-work presentation
EVALUATION
SCIENCE, -observe and -discrimination Maths and -the Assumed knw-lrnrs have seen plants
MATHEMATICS discriminate at least Science Infant environment Intro-recitation of of ‘dai ndiri karuva’
AND DISCOVERY two plants -explaing syll pg20 Step1-lrnrs go outside to look at and
PLAY according to their -pictures observe plants
Lesson4 colours -observing Step2-feedback
-observing plants Con-question and answer
75
EVALUATION
Lesson5 -observe and -discrimination Maths and -work cards Assumed knw-lrnrs can name colours
-observing plants discriminate at least Science Infant Intro-recap on the previous lesson
two plants -explaing syll pg20 -crayons Step1-facilitator explains task
according to their Step2-individual task as the facilitator
colours -observing -pictures monitors
-colour in at least Con-recitation of ‘colours colours’
one plant using the
correct colour
EVALUATION
Wk NUMBER AND -display the -counting Maths and -open space Assumed knw-lrnrs have used ordinal
3 SCIENCE numberness of at -saying Science syll pg numbers
CONCEPTS least 3 ordinal 23 -various pairs Intro-recitation of ‘5 in the family ‘
NUMBER numbers of items Step1-class activity on the games they
Lesson1 have used ordinal numbers
-ordinal numbers Step2-facilitator illustrates the numberness
of ordinal numbers
EVALUATION
76
Lesson2 -count using the -counting Maths and -ordinal Assumed knw-lrnrs have used ordinal
-ordinal number line ordinal numbers Science syll pg number line numbers
from 1st to at least -left to right 23 Intro-recitation of any counting rhyme
5th -work cards mastered
-complete the Step1-facilitator explains the task
number line using Step2-individual line completion
the one correct Con-class activity counting using the
picture ordinal numbers
EVALUATION
MANIPULATIVE -construct at least -naming Maths and -sticks Assumed knwl-lrnrs can manipulate
AND BLOCK PLAY one bundle with Science syll objects
CONSTRUCTION similar objects -construction pg19 -leaves Intro-lrnrs recite ‘1 goldern finger’
Lesson3 Step1-teacher explains on the activity
-bundles -string Step2-lrnrs make sticks and leaves
bundles in pairs
Con-presentation
EVALUATION
SCIENCE, -recite at least one -naming Maths and -pictures of Assumed knw-lrnrs have seen animals
MATHEMATICS rhyme on domestic Science syll pg animals Intro-recitation of ‘Old McDonald’
AND DISCOVERY animals 20 Step1lrnrs practice ‘a farmer had a liitle
PLAY dog’
ANIMALS Step2 lrnrs name animals in rhyme
Lesson4 Con-lrnrs recite ‘dudu muduri’ naing
-rhymes domestic animals
77
EVALUATION
Lesson5 -name and identify -naming Maths and -pictures of Assumd knw-lrnrs knw animals
-domestic animals at least three Science syll pg animals Intro-recitation of ‘old mcdonald’
domestic animals -identifying 20 Step1-lrnrs name domestic animals
-models Step2- facilitator explain the task on
-draw at least one drawing and lrnrs draw
domestic animal of Con-picture reading on the domestic
their choice animals
EVALUATION
Wk NUMBER -demonstrate -demonstrating Maths and -counters Assumed knw-lrnrs can say numbers
4 OPERATIONS addition of Science Infant Intro-lrnrs recite ‘hedzinoi nzungu’
ADDITION numbers through -listening syll pg 23 Step1-facilitator explains and illustrates
Lesson1 rhymes on addition
-rhymes -speaking Step2-class activity on the rhyme ‘1 2
buckle’
Con-lrnrs recite ‘5 in a family’
EVALUATION
78
Lesson2 -recite at least one -listening Maths and -counters Assumed knw-lrnrs can say numbers
-addition rhymes addition rhyme Science Infant Intro-lrnrs recite ‘hedzinoi nzungu’
-speaking syll pg23 Step1-facilitator explains and illustrates
on addition
Step2-class activity on the rhyme ‘1 finger
up’
Con-lrnrs recite the rhyme on their own
EVALUATION
MANIPULATIVE -construct at least -identifying Maths and -sticks Assumed knw-lrnrs have drawn patterns
AND BLOCK PLAY one pattern by Science syll Intro-lrnrs recite ‘round the bobbin’
CONSTRUCTION identifying at least -construction pg19 -leaves Step1-teacher explains on the activity
Lesson3 one piece that can Step2-in small groups lrnrs identify the
-patterns be matched to form -string pieces or pictures to match a pattern
a pattern Con-presentation of task
-pictures
EVALUATION
MATHEMATICS rhyme on wild Science syll pg animals Intro-brainstorming on wild animals
AND DISCOVERY animals 20 Step1lrnrs practice ‘a lion’ and ‘5 little
PLAY monkeys’
Lesson4 Con-recap on rhymes
-rhymes
79
EVALUATION
-wild animals at least three wild Science syll pg animals Intro-recitation ‘5 little monkeys’
animals -identifying 20 Step1-picture reading on wild animals
-models Step2- facilitator explains the task on
-draw/ colour in at drawing and lrnrs draw
least one wild -work cards Con-recitation of ‘a lion’
animal of their
choice
EVALUATION
Wk NUMBER -demonstrate -demonstration Maths and -video player Assumed knw-lrnrs can say numbers
5
OPERATIONS subtraction with Science Infant Intro-lrnrs recite ‘2 little birds ‘
SUBTRACTION their fingers as they syll pg23 -counters Step1-facilitator demonstrates on
Lesson1 master at least one subtraction using the rhyme ‘makonye 10’
-subtraction rhymes subtraction rhyme Step2- recap on ‘5 little monkey’
Con- class activity counting back from10
EVALUATION
80
Lesson2 -demonstrate -demonstration Maths and -video player Assumed knw-lrnrs can say numbers
-subtraction rhymes subtraction with Science Infant Intro-lrnrs recite ‘1 golden finger‘
their fingers as they syll pg 23 -counters Step1-recap on count back as lrnrs
master at least answer question
three count back Step2-class activity reciting subtraction
rhymes rhymes learnt
Con-in groups lrnrs recite a mastered
rhyme
EVALUATION
MANIPULATIVE -name and identify -naming Maths and -pictures Assumed knw-lrnrs know wheels
BLOCK PLAY at least two objects Science Infant Intro-recitation of ‘round the bobbin’
MOVING OBJECTS that move on -identifying syll pg 19 -shoe polish Step1-class discussion on moving objects
Lesson3 wheels cans Step2-using pictures lrnrs name and
-tools in moving identify objects that move on wheels
objects -moving toys Con-question and answer
EVALUATION
SCIENCE, -experiment with -experiment Maths and -feathers Assumed knw-lrnrs can feel air
MATHEMATICS the light objects to Science Infant Intro-lrnrs recite ‘chamupupuri
AND DISCOVERY compare the syll pg21 -balloons Step1-facilitator explains on the
PLAY presence of air experiment with air
AIR -outdoor Step2-class activity experimenting with
Lesson4 environment the suggested materials
-presence of air Con-experiment feedback
81
EVALUATION
Lesson5 -draw and colour at -drawing Maths and -feathers Assumed knw-lrnrs have seen objects
-flying light objects least one object Science Infant moving in air
that moves in air -colouring syll pg21 -balloons Intro-lrnrs recite ‘chamupupuri
Step1-recap on air and the light objects
-work cards that move in air
Step2-individually lrnrs draw objects that
-caryons move in air
Con-lrnrs redo the experiment
EVALUATION
Wk MEASURES -guess and confirm -hypothesizing Maths and -balancing Assumed knw-lrnrs carry bags to school
6
MASS the mass at least Science syll pg scales Intro-facilitator brainstorms on mass of
Lesson1 two objects using 24 their bags
-objects mass heavy and light -various Step1-lrnrs compare mass of their bags
objects Step2- lrnrs compare the mass of two
objects using mathematical language
-pictures Con-lrnrs feedback
EVALUATION
82
Lesson2 -compare the mass -comparing Maths and -balancing Assumed knw-lrnrs have different
-comparing of at least three Science syll pg scales physics
mates and order -ordering 24 Intro-recitation of ‘im a little’
them according to -see saws Step1-facilitator illustrates using lrnrs
their mass Step2-class activity comparing the mass
-learners of the 3 lrnrs
Con-lrnrs order the lrnrs and give reasons
EVALUATION
MANIPULATIVE -describe at least -describing Maths and -empty plastic Assumed knw-lrnrs have toys
BLOCK PLAY one moving object Science syll pg containers Intro-brainstorming on toys
MOVING OBJECTS -use the provided -constructing 19 -shoe polish Step1-facilitator explains and
Lesson3 materials to cans demonstrates task
-toy cars construct at least -manipulation -wires Step2-in small grps lrnrs make a toy using
one moving toy -tissue rolls the provided media
EVALUATION
SCIENCE, -name and identify -naming Maths and -containers Assumed knw-lrnrs have manipulated
MATHEMATICS at least two types Science Infant with various soil
AND DISCOVERY of soil -identifying syll pg20 types of soil Intro-recitation of ‘tumaoko tumaoko’
PLAY Step1-class activity on naming types of
SOIL soil on display
Lesson4 Step2-discussion on the different soils
-types of soil Con-question and answer
83
EVALUATION
Lesson 5 -state at least one -naming Maths and -containers Assumed knw-lrns have used clay
-soil collage difference among Science Infant with various Intro-recap on the previous lesson
the types of soils -comparing syll pg20 types of soil Step1-facilitator explains on task
-work cards Step2-individuallylrnrs do the soil collage
-collage -glue Con-question and answer
EVALUATION
Wk MEASURES -compare mass of -experimenting Maths and -balancing Assumed knw-lrnrs have carried sand
7 MASS at least three items Science syll pg scales Intro-recap on the previous lesson
Lesson1 using a balancing -comparing 24 Step1-facilitator explains the task
-experiment scale -various Step2-pair/grp task
objects Con-question/answer
EVALUATION
84
Lesson2 -compare mass of -experimenting Maths and -balancing Assumed knw-lrnrs have carried sand
-experiment at least three items Science syll pg scales Intro-recap on the previous lesson
by lifting -comparing 24 Step1-facilitator explains the task
-compare the -various Step2-pair/grp task
weight using objects Con-question/answer
correct scientific
terms
EVALUATION
MANIPULATIVE -use the provided -describing Maths and -empty plastic Assumed knw-lrnrs have toys
BLOCK PLAY materials to Science syll pg containers Intro-recap on the previous task
MOVING OBJECTS construct at least -constructing 19 -shoe polish Step1-facilitator explains and
Lesson3 one moving two cans demonstrates task
-toys wheel toy -manipulation -wires Step2-in small grps lrnrs make a toy using
-tissue rolls the provided media
EVALUATION
SCIENCE, -identify at least -identifying Maths and -the outside Assumed knw-lrnrs have gardens
MATHEMATICS one use of soil Science syll pg environment Intro-recitation of ‘in my garden I grow’
AND DISCOVERY -describing 20 Step1-class discussion on the uses of soil
PLAY they know
SOIL Step2-facilitator explains further
Lesson4 Con-question and answer
-uses of soil
85
EVALUATION
Lesson5 -identify the various -identifying Maths and -various Assumed knw-lrnrs know plants
-soil and plants plants that grow in Science syll pg containers Intro-recap on the previos lesson
soil -planting 20 -seedlings Step1- lrnrs identify the various plants
-plant at least one -water that grow in soil
plant in the soil -soil Step2-group task on planting
Con-facilitator encourages lrnrs to
maintain their plant
EVALUATION
Wk MATHEMATICAL -identify and -identifying Mathematics -chart on Assumed knw-lrnrs have seen shapes
8 PLAY describe at least and Science shapes Intro-lrnrs recite ‘shapes that I now’
SHAPES (revision) one characteristic -describing Infant Syll pg Step1-class activity discussing the shapes
Lesson1 of at least three 18 -shape models fully
-shapes shapes Step2-blind folding game identifying
shapes
Con-recitation of ‘I went to the post office’
EVALUATION
86
Lesson2 -draw at least three -drawing Mathematics -work cards Assumed knw-lrnrs know shapes
-shape patterns lines of shape and Science Intro-recitation of ‘4 shapes that I know’
patterns correctly -naming Infant Syll pg -chart on Step1-class discussion on the patterns
18 shape patterns naming the incorporated shapes
Step2-individual work as lrnrs write the
-pencils shape patterns
Con-recap on shapes
EVALUATION
MANIPULATIVE -name and identify -naming Mathematics -fastened Assumed knw-lrnrs have fasteners
BLOCK PLAY at least three and Science clothes Intro-recitation of ‘pretty maid’
FASTENING fastenings they -identifying Infant Syll pg Step1-class discussion on clothes
(revision) know 12 fasteners and describing them
Lesson3 Step2-lrnrs name and identify fasteners
-fastenings Con-question and answer
EVALUATION
SCIENCE, -name at least -naming Mathematics -video clip Assumed knw-lrnrs have seen fish
MATHEMATICS three animals that and Science Intro-recitation of ‘fish fish in the
AND DISCOVERY live in water Infant Syll pg -pictures Step1-class activity on identifying animals
WATER (revision) 20 that live in water
Lesson4 Step2-lrnrs read pictures on animals that
-water habitats live in water
Con- recitation of ‘fish fish in the
87
EVALUATION
HUMAN -complete the -completing Mathematics -pictures of Assumed knw-lrnrs know body parts
BODY(revision) picture with the and Science body parts Intro-recitation of ‘head and ..
Lesson5 one missing body -problem solving Infant Syll pg Step1-facilitator explains the task
-what is missing? part 20 -work cards Step2-individual work on completing the
picture
-pencils Con-presentation of work
EVALUATION
Wk REVISION -count from 1 to 10 -counting Mathematics -sticks Assumed knw-lrnrs can say numbers in
9 NUMBER AND correctly and Science rhymes
SCIENCE Infant Syll -bottle caps Intro-recitation of ‘1 golden finger’
CONCEPTS pg20 Step1-class activity on counting 10 of the
NUMBER -work cards media provided individually
Lesson1 Step2-lrnrs count the objects they
-counting counted as a class
Con-recitation of ‘hedzinoyi nzungu’
EVALUATION
88
Lesson2 -count the items in -counting Mathematics -work cards Assumed knw-lrnrs can count
-how many? a set and say out and Science Intro-recitation of ‘hedzinoyi’
the number -tracing Infant Syll -pencils Step1-calss activity on counting the
pg20 drawn sets
Step2-individual work on drawing sets of
tasked numbers
EVALUATION
MANIPULATIVE -use pincer grasp to -pincer grasp Maths and -beads Assumed knw-lrnrs have seen a necklace
AND BLOCK PLAY thread at least 5 Science Infant Intro-recitation of ‘pretty maid’
CONSTRUCTION beads/materials to -aesthetic syll pg19 -thread Step1-facilitator explains and
Lesson3 make a necklace demonstrates on the threading task
-threading -eye-hand -grass/ maize Step2-in pairs lrnrs do the activity as the
coordination stalks facilitator assesses
Con-work presentation
EVALUATION
SCIENCE, -observe and -discrimination Maths and -the Assumed knw-lrnrs have seen plants
MATHEMATICS discriminate at least Science Infant environment Intro-recitation of of ‘dai ndiri karuva’
AND DISCOVERY two plants -explaing syll pg20 Step1-lrnrs go outside to look at and
PLAY according to their -pictures observe plants
Lesson4 colours -observing Step2-feedback
-observing plants Con-question and answer
89
EVALUATION
Lesson5 -observe and -discrimination Maths and -work cards Assumed knw-lrnrs can name colours
-observing plants discriminate at least Science Infant Intro-recap on the previous lesson
two plants -explaing syll pg20 -crayons Step1-facilitator explains task
according to their Step2-individual task as the facilitator
colours -observing -pictures monitors
-colour in at least Con-recitation of ‘colours colours’
one plant using the
correct colour
EVALUATION
Wk REVISION -display the -counting Maths and -open space Assumed knw-lrnrs have used ordinal
10 NUMBER AND numberness of at -saying Science syll pg numbers
SCIENCE least 3 ordinal 23 -various pairs Intro-recitation of ‘5 in the family ‘
CONCEPTS numbers of items Step1-class activity on the games they
NUMBER have used ordinal numbers
Lesson1 Step2-facilitator illustrates the numberness
-ordinal numbers of ordinal numbers
EVALUATION
90
Lesson2 -count using the -counting Maths and -ordinal Assumed knw-lrnrs have used ordinal
-ordinal number line ordinal numbers Science syll pg number line numbers
from 1st to at least -left to right 23 Intro-recitation of any counting rhyme
5th -work cards mastered
-complete the Step1-facilitator explains the task
number line using Step2-individual line completion
the one correct Con-class activity counting using the
picture ordinal numbers
EVALUATION
MANIPULATIVE -construct at least -naming Maths and -sticks Assumed knwl-lrnrs can manipulate
AND BLOCK PLAY one bundle with Science syll objects
CONSTRUCTION similar objects -construction pg19 -leaves Intro-lrnrs recite ‘1 goldern finger’
Lesson3 Step1-teacher explains on the activity
-bundles -string Step2-lrnrs make sticks and leaves
bundles in pairs
Con-presentation
EVALUATION
MATHEMATICS rhyme on domestic Science syll pg animals Intro-recitation of ‘Old McDonald’
AND DISCOVERY animals 20 Step1lrnrs practice ‘a farmer had a liitle
PLAY dog’
Lesson4 Con-lrnrs recite ‘dudu muduri’ naing
-rhymes domestic animals
91
EVALUATION
-domestic animals at least three Science syll pg animals Intro-recitation of ‘old mcdonald’
domestic animals -identifying 20 Step1-lrnrs name domestic animals
-models Step2- facilitator explain the task on
-draw at least one drawing and lrnrs draw
domestic animal of Con-picture reading on the domestic
their choice animals
EVALUATION
Wk REVISION -demonstrate -demonstrating Maths and -counters Assumed knw-lrnrs can say numbers
11 NUMBER addition of Science Infant Intro-lrnrs recite ‘hedzinoi nzungu’
OPERATIONS numbers through -listening syll pg 23 Step1-facilitator explains and illustrates
ADDITION rhymes on addition
Lesson1 -speaking Step2-class activity on the rhyme ‘1 2
-rhymes buckle’
Con-lrnrs recite ‘5 in a family’
EVALUATION
92
Lesson2 -recite at least one -listening Maths and -counters Assumed knw-lrnrs can say numbers
-addition rhymes addition rhyme Science Infant Intro-lrnrs recite ‘hedzinoi nzungu’
-speaking syll pg23 Step1-facilitator explains and illustrates
on addition
Step2-class activity on the rhyme ‘1 finger
up’
Con-lrnrs recite the rhyme on their own
EVALUATION
MANIPULATIVE -construct at least -identifying Maths and -sticks Assumed knw-lrnrs have drawn patterns
AND BLOCK PLAY one pattern by Science syll Intro-lrnrs recite ‘round the bobbin’
CONSTRUCTION identifying at least -construction pg19 -leaves Step1-teacher explains on the activity
Lesson3 one piece that can Step2-in small groups lrnrs identify the
-patterns be matched to form -string pieces or pictures to match a pattern
a pattern Con-presentation of task
-pictures
EVALUATION
MATHEMATICS rhyme on wild Science syll pg animals Intro-brainstorming on wild animals
AND DISCOVERY animals 20 Step1lrnrs practice ‘a lion’ and ‘5 little
PLAY monkeys’
Lesson4 Con-recap on rhymes
-rhymes
93
EVALUATION
-wild animals at least three wild Science syll pg animals Intro-recitation ‘5 little monkeys’
animals -identifying 20 Step1-picture reading on wild animals
-models Step2- facilitator explains the task on
-draw/ colour in at drawing and lrnrs draw
least one wild -work cards Con-recitation of ‘a lion’
animal of their
choice
EVALUATION
Wk REVISION -demonstrate -demonstration Maths and -video player Assumed knw-lrnrs can say numbers
12 NUMBER subtraction with Science Infant Intro-lrnrs recite ‘2 little birds ‘
OPERATIONS their fingers as they syll pg23 -counters Step1-facilitator demonstrates on
SUBTRACTION master at least one subtraction reciting‘makonye 10’
Lesson1 subtraction rhyme Step2- recap on ‘5 little monkey’
-subtraction rhymes Con- class activity counting back from10
EVALUATION
94
Lesson2 -demonstrate -demonstration Maths and -video player Assumed knw-lrnrs can say numbers
-subtraction rhymes subtraction with Science Infant Intro-lrnrs recite ‘1 golden finger‘
their fingers as they syll pg 23 -counters Step1-recap on count back as lrnrs
master at least answer question
three count back Step2-class activity reciting subtraction
rhymes rhymes learnt
Con-in groups lrnrs recite rhyme
EVALUATION
MANIPULATIVE -name and identify -naming Maths and -pictures Assumed knw-lrnrs know wheels
BLOCK PLAY at least two objects Science Infant Intro-recitation of ‘round the bobbin’
MOVING OBJECTS that move on -identifying syll pg 19 -shoe polish Step1-class discussion on moving objects
Lesson3 wheels cans Step2-using pictures lrnrs name and
-tools in moving identify objects that move on wheels
objects -moving toys Con-question and answer
EVALUATION
SCIENCE, -experiment with -experiment Maths and -feathers Assumed knw-lrnrs can feel air
MATHEMATICS the light objects to Science Infant Intro-lrnrs recite ‘chamupupuri
AND DISCOVERY compare the syll pg21 -balloons Step1-facilitator explains on the
PLAY presence of air experiment with air
AIR -outdoor Step2-class activity experimenting with
Lesson4 environment the suggested materials
-presence of air Con-experiment feedback
95
EVALUATION
Lesson5 -draw and colour at -drawing Maths and -feathers Assumed knw-lrnrs have seen objects
-flying light objects least one object Science Infant moving in air
that moves in air -colouring syll pg21 -balloons Intro-lrnrs recite ‘chamupupuri
Step1-recap on air and the light objects
-work cards that move in air
Step2-individually lrnrs draw objects that
-caryons move in air
Con-lrnrs redo the experiment
EVALUATION
Wk REVISION -compare mass of -experimenting Maths and -balancing Assumed knw-lrnrs have carried sand
13 MEASURES at least three items Science syll pg scales Intro-recap on the previous lesson
MASS using a balancing -comparing 24 Step1-facilitator explains the task
Lesson1 scale -various Step2-pair/grp task
-experiment objects Con-question/answer
EVALUATION
96
Lesson2 -compare mass of -experimenting Maths and -balancing Assumed knw-lrnrs have carried sand
-experiment at least three items Science syll pg scales Intro-recap on the previous lesson
by lifting -comparing 24 Step1-facilitator explains the task
-compare the -various Step2-pair/grp task
weight using objects Con-question/answer
correct scientific
terms
EVALUATION
MANIPULATIVE -use the provided -describing Maths and -empty plastic Assumed knw-lrnrs have toys
BLOCK PLAY materials to Science syll pg containers Intro-recap on the previous task
MOVING OBJECTS construct at least -constructing 19 -shoe polish Step1-facilitator explains and
Lesson3 one moving two cans demonstrates task
-toys wheel toy -manipulation -wires Step2-in small grps lrnrs make a toy using
-tissue rolls the provided media
EVALUATION
SCIENCE, -identify at least -identifying Maths and -the outside Assumed knw-lrnrs have gardens
MATHEMATICS one use of soil Science syll pg environment Intro-recitation of ‘in my garden I grow’
AND DISCOVERY -describing 20 Step1-class discussion on the uses of soil
PLAY they know
SOIL Step2-facilitator explains further
Lesson4 Con-question and answer
-uses of soil
97
EVALUATION
Lesson5 -identify the various -identifying Maths and -various Assumed knw-lrnrs know plants
-soil and plants plants that grow in Science syll pg containers Intro-recap on the previos lesson
soil -planting 20 -seedlings Step1- lrnrs identify the various plants
-plant at least one -water that grow in soil
plant in the soil -soil Step2-group task on planting
Con-facilitator encourages lrnrs to
maintain their plant
EVALUATION
Wk REVISION Learners should -counting Mathematics -video clips Assumed knw-lrnrs have heard numbers
14 NUMBER AND be able to : and Science before
SCIENCE -recite at least two Infant Syll -number line Intro-recitation of ‘ruoko runotaura’
CONCEPTS numbers rhymes pg23 displaying fingers
NUMBER fluently Step1-facilitator introduces the rhyme ‘1 2
Lesson1 buckle my shoe’
-number rhymes Step2-class activity learning rhyme
EVALUATION
98
Lesson2 -count from 0 to at -counting Mathematics -number line Assumed knw-lrnrs can say numbers
-counting up to 10 least eight correctly and Science Intro-recitation of ‘1 2 buckle’
-writing Infant Syll Step1-class activity counting to 10
-draw at least two pg23 Step2-lrnrs copy the number patterns in
lines of number their books
patterns eg 0 1 0 1 Con-recap on the rhymes
EVALUATION
MANIPULATIVE -thread at least five -eye hand Mathematics -beads Assumed knw-lrnrs have seen a bangle
BLOCK PLAY hallow items to a coordination and Science Intro-recitation of ‘pretty maid’
CONSTRUCTION thread to produce a Infant Syll -seeds Step1-facilitator explains and illustrates
Lesson3 bangle pg19 Step2-individual task on bangles
-bangles -leaves Con-presentation of work
-thread
EVALUATION
99
PHYSICAL EDUCATION
TOPICS
-Human Body
-Play and Game Skills
AIMS
-to acquire a sense of fun, enjoyment and entertainment
-develop basic Physical Education skills
-acquire team building skills, confidence and self esteem
100
ENDING CONTENT SKILLS/KNW ACTIVITIES
Wk HUMAN BODY Learners should be -naming Physical -chart on the Assumed knw-lrnrs have bodies
1
Lesson1 able : Education Infant body Intro-recitation of ‘head and
-parts of the human -name and identify at -identifying Syll pg 18 -pictures shoulders’
body least four parts of Step1-lrnrs name and identify body
the human body parts on their bodies
Step2-question and answer
Con-recitation of ‘bata musoro’
EVALUATION
Lesson2 -describe at least one -describing Physical -chart on the Assumed knw-lrnrs eat with their
-functions of the parts function of at least Education Infant body hands
six body parts Syll pg 18 -pictures Intro-recitation of ‘my five senses’
Step1-class discussion on functions of
body parts
Con-recitation of ‘head and shoulders’
EVALUATION
Lesson3 -name and identify at -reading Physical -chart on the Assumed knw-lrnrs can see
-picture reading least six body parts Education Infant body Intro-recitation of ‘my 5 senses’
Syll pg 18 -pictures Step1-facilitator explains activity
Step2-lrnrs take turns naming and
identifying pictures
101
EVALUATION
Lesson4 -draw the human -drawing Physical -chart on the Assumed knw-lrnrs have drawn
-drawing body clearly showing Education Infant body before
at least four body Syll pg 18 -pictures Intro-recap on rhymes on body parts
parts Step1-facilitator explains task
Step2-individual task on drawing
EVALUATION
Wk HUMAN BODY -name and identify at -naming Physical -chart on the Assumed knw-lrnrs have bodies
2
Lesson1 least six parts of the Education Infant body Intro-recitation of ‘head and
-parts of the body human body -identifying Syll pg 18 -pictures shoulders’
Step1-lrnrs name and identify body
parts on their bodies
EVALUATION
Lesson2 -describe at least one -describing Physical -chart on the Assumed knw-lrnrs can walk
-functions of the parts function of at least Education Infant body Intro-recitation of ‘my five senses’
six body parts Syll pg 18 -pictures Step1-class discussion on functions of
body parts
102
EVALUATION
EVALUATION
EVALUATION
103
Lesson5 -recite at least one -naming Physical -pictures Assumed knw-lrnrs can sing
-rhymes rhyme on body parts Education syll Intro-rectitation of ‘chii chinorwadza’
pg 18 Step1-lrnrs practice ‘my body parts’
Step2 class feedback on activity
Con-recap on rhymes
EVALUATION
Wk HUMAN BODY -name and identify at -naming Physical -pictures Assumed knw-lrnrs have body parts
3
Lesson1 least three parts of -identify Education syll Intro-recitation of ‘bata musoro’
-parts of the head the head (eyes, chin, pg 18 Step1-lrnrs name and identify the
ears) parts of a face
Step2-recitation of ‘zvatadzidza’
Con-question/answer
EVALUATION
Lesson2 -describe at least one -describing Physical -nail cutter Assumed knw-lrnrs bath daily
-care of nails way of caring for Education syll Intro-recitation of ‘wash wash’
nails pg 18 -razor Step1-class discussion on caring for
nails
-fyler Step2-illustrations on using the
suggested media
Con-recap on caring for nails
EVALUATION
104
Lesson3 -describe at least one -describing Physical -ear buds Assumed knw-lrnrs bath daily
-care of ears way of caring for Education syll Intro-recitation ‘wash wash’
ears pg 18 -towel Step1-class discussion on caring for
ears
Step2-illustrations on using the
suggested media
Con-recap on caring for ears
EVALUATION
Lesson4 -describe at least one -describing Physical -water Assumed knw-lrnrs bath daily
-care of eyes way of caring for Education syll Intro-recitation of ‘wash wash’
eyes pg 18 -towel Step1-class discussion on caring for
eyes
suggested media
Con-recap on caring for eyes
EVALUATION
Lesson5 -describe at least one -describing Physical -tooth paste Assumed knw-lrnrs bath daily
-care of teeth way of caring for Education syll Intro-recitation of ‘this is the way’
nails pg 18 -tooth brush Step1-class discussion on caring for
teeth
-water Step2-illustrations on using the
suggested media
Con-recap on caring for teeth
105
EVALUATION
Wk PLAY AND GAME -catch a ball using -catching Physical Edu syll -open space Assumed knw-lrnrs have throw
4
SKILLS both hands pg 17 Intro-warm up session chanting ‘chii
Lesson1 -eye-hand -balls chinorwadza’
-ball games -display at least one coordination Step1-illustration on catching a ball
catching skill Step2-class activity on catching the
ball from the facilitator
Con-free play
EVALUATION
Lesson2 -throw and catch a -throwing Physical Edu syll -open space Assumed knw-lrnrs have played with
-ball game ball -catching pg 17 a ball
-eye-hand -balls Intro-recitation of ‘chii chinorwadza’
coordination Step1-tr illustrates on throwing and
catching
Step2-class activity on throwing and
catching in groups, facilitator monitors
Con-free play
EVALUATION
106
Lesson3 -demonstrate at least -throwing Physical Edu syll -open space Assumed knw-lrnrs can run
-ball games one ball game -eye-hand pg 17 Intro-recitation of ‘chibata mabvi’
coordination -balls Step1-facilitator explains the game
-dodging ‘chisveru’ with a ball
Con-recitation of mastered rhymes
EVALUATION
Lesson4 -demonstrate good -throwing Physical Edu syll -open space Assumed knw-lrnrs have a ball
-ball games ball handling skills -catching pg7 Intro-recitation of ‘chii chinorwadza’
-eye-hand -balls Step1-explains on activity
coordination Step2-learners throw and catch in
groups as the facilitator monitors
Con-free play
EVALUATION
Lesson5 -display any ball -throwing Physical Edu syll -open space Assumed knw-lrnrs know games
-free play game of their choice -catching pg 17 Intro-warm session as a class
-eye-hand -balls Step1-class discussion on safety
coordination Step2-free play on ball games in
groups
Con-feed back
EVALUATION
107
Wk PLAY AND GAME -throw a ball for -throwing Physical Edu -open space Assumed knw-lrnrs have played ball
5 SKILLS distance using one Infant syll pg17 Intro-lrnrs recite ‘chii chinorwadza’
RECEIVING, SENDING hand -body -balls Step1-facilitator explains and
AND TRAVELLING coordination demonstrates task
Lesson1 -ground Step2-class activity on throwing for
-distance throwing markers distance
Con-feedback
EVALUATION
Lesson2 -throw a ball for -throwing Physical Edu -open space Assumed knw-lrnrs have played ball
-distance throwing distance using one Infant syll pg17 Intro-lrnrs recite ‘chii chinorwadza’
competition hand -body -balls Step1-facilitator explains task
-appreciate defeat coordination Step2-competition throwing for
and celebrate -ground distance
winning between markers Con-feedback
boys and girls
EVALUATION
Lesson3 -roll the ball with at -rolling Physical Edu syll -balls Assumed knw-lrnrs like games
-rolling least one hand in pg 16 Intro-recite ‘ngatibounce’
motion -body -open space Step1-facilitator demonstrates rolling
coordination the ball
-ground Step2-lrnrs take turns displaying
markers rolling the ball
Con-feedback
108
EVALUATION
Lesson4 -play at least one -rolling Physical Edu syll -balls Assumed knw-lrnrs can roll a ball
-rolling game traditional game pg 16 Intro-warm up ‘chibata mabvi’
rolling the ball -body -open space Step1-able lrnrs/ facilitator
coordination demonstrates the ‘hwishu’ game
-ground Step2-in groups lrns play the game
markers Con-feedback and cool down
EVALUATION
Lesson5 -demonstrate good -dodging Physical Edu syll -balls Assumed knw-lrns have played ball
-dodging dodging skills to pg 16 Intro-warm up chanting ‘chimoto
receive a ball -receiving -open space mugomo’
Step1-facilitator explains and
-coordination -ground demonstrate with a lrnr
markers Step2-in groups lrnrs practice dodging
Con-cooldown and feed back
EVALUATION
109
Wk PLAY AND GAME -play a ball game and -dodging Physical Edu syll -balls Assumed knw-lrnrs know ball game
6
SKILLS dodge to receive a pg 16 -open space Intro-lrnrs watch a clip on a ball game
RECEIVING, SENDING ball -receiving -ground Step1-class activity discussing and
AND TRAVELLING markers displaying dodging
Lesson1 -coordination -video clip Step2-in groups pupils play a game
-game and facilitator monitors
Con-cooldown
EVALUATION
Lesson2 -bounce the ball -bouncing Physical -open space Assumed knw-lrnrs have a ball
-bouncing correctly with proper Education Infant Intro-lrns recite ‘chii chinorwadza’
eye-hand -eye-hand syll pg 16 -balls Step1-facilitator explains and
coordination coordination illustrates on bouncing
-bounce at least Step2-lrnrs take turns bouncing the
three bounces ball
Con-free play with the balls
EVALUATION
Lesson3 -aim and shoot the -aiming Physical -open space Assumed knw-lrnrs have
-aiming ball at least once Education Infant manipulated a ball
-coordination syll pg 16 -balls Intro-lrnrs recite ‘I jump I jump’
-turn taking demonstrates on the aiming and
shooting
Step2-lrnrs take turns aiming as the tr
monitors
Con-cool down session
110
EVALUATION
Lesson4 -aim and shoot the -aiming Physical -open space Assumed knw-lrnrs have manipulated
-aiming ball at least once Education Infant a ball before
-coordination syll pg 16 -balls Intro-lrnrs recite ‘I jump I jump’
-turn taking demonstrates on the aiming and
shooting task
Step2-lrnrs take turns aiming as the tr
monitors
EVALUATION
Lesson5 -demonstrate good -dodging Physical Edu syll -balls Assumed knw-lrns have played ball
-dodging dodging skills to pg 16 Intro-warm up chanting ‘chimoto
receive a ball -receiving -open space mugomo’
-coordination -ground demonstrate with a lrnr
markers Step2-in groups lrnrs practice dodging
Con-cooldown and feed back
EVALUATION
111
Wk PLAY AND GAME -demonstrate at least -body Physical Edu syll -balls Assumed knw-lrnrs know games
7
SKILLS one traditional game management pg 16 Intro-recitation of ‘chibata mabvi’
RECEIVING, SENDING observing at least -open space Step1-facilitator explains and
AND TRAVELLING one rule of the game demonstrates the game ‘chuti’
Lesson1 -ground Step2-class activity on the game
-traditional games markers Con-lrnrs play games they enjoy
EVALUATION
Lesson2 -demonstrate at least -body Physical Edu syll -balls Assumed knw-lrnrs know games
-traditional games two traditional games management pg 16 Intro-recitation of ‘chibata mabvi’
observing at least -open space Step1-facilitator explains and
one rule of each demonstrates the game ‘nhodo’
game -ground Step2-class activity on the game
markers Con-lrnrs play games they enjoy
EVALUATION
-traditional games three traditional management pg 16 Intro-recitation of ‘chibata mabvi’
games observing at -open space Step1-facilitator explains and
least one rule of each demonstrates the game ‘chisveru’
EVALUATION
112
least one rule of each demonstrates the game ‘papaye
game -ground papaye’
markers Step2-class activity on the game
Con-lrnrs play games they enjoy
EVALUATION
-traditional games four traditional management pg 16 Intro-recitation of ‘chibata mabvi’
least one rule of each demonstrates the game ‘rure rure’
EVALUATION
WK PLAY AND GAME -sustain an object on -balancing Physical Edn syll -bean bags Assumed knw-lrnrs can run
8
SKILLS their heads in a race -body pg16 -open space Intro-recitation of ’head and
RECEIVING, management shoulders’
SENDING AND -coordination Step1-teacher explains the race
TRAVELLING -learners can Step2-class race in groups
Lesson1 run Con-cool down
-bean bag race
113
EVALUATION
Lesson2 -support each other -team work Physical Edn syll -open space Assumed knw-lrnrs have laced shoes
-shoe lace tying race in the shoe lace race -problem pg16 Intro-warm up session
solving -shoe laces Step1-teacher explains the race
Step2-class activity on race in pairs
Con – feedback
EVALUATION
Lesson3 -support each other -team work Physical Edn syll -open space Assumed knw-lrnrs cand run
-three legged race tied their inner legs -problem pg16 Intro-warm up session
in the race solving -shoe laces Step1-teacher explains the race
and groups
Con – feedback
EVALUATION
Lesson4 -sustain at least one -team work Physical Edn syll -open space Assumed knw-lrnrs cand run
-potato or lemon race object on their necks -problem pg16 Intro-warm up session
in a race solving -potatoes Step1-teacher explains the race
-lemons and groups
Con – feedback
114
EVALUATION
-spoon balance race object on their -problem pg16 Intro-warm up session
spoons in a race solving -seeds Step1-teacher explains the race
-spoons and groups
Con – feedback
EVALUATION
Wk HUMAN BODY -name and identify at -naming Physical -chart on the Assumed knw-lrnrs have bodies
9
Lesson1 least six parts of the Education Infant body Intro-recitation of ‘head and
-parts of the body human body -identifying Syll pg 18 -pictures shoulders’
Step1-lrnrs name and identify body
EVALUATION
115
Lesson2 -describe at least one -describing Physical -chart on the Assumed knw-lrnrs can walk
-functions of the parts function of at least Education Infant body Intro-recitation of ‘my five senses’
six body parts Syll pg 18 -pictures Step1-class discussion on functions of
body parts
EVALUATION
EVALUATION
116
EVALUATION
Lesson5 -recite at least one -naming Physical -pictures Assumed knw-lrnrs can sing
-rhymes rhyme on body parts Education syll Intro-rectitation of ‘chii chinorwadza’
pg 18 Step1-lrnrs practice ‘my body parts’
Step2 class feedback on activity
Con-recap on rhymes
EVALUATION
Wk HUMAN BODY -name and identify at -naming Physical -pictures Assumed knw-lrnrs have body parts
10
Lesson1 least three parts of -identify Education syll Intro-recitation of ‘bata musoro’
-parts of the head the head (eyes, chin, pg 18 Step1-lrnrs name and identify the
ears) parts of a face
Step2-recitation of ‘zvatadzidza’
Con-question/answer
EVALUATION
Lesson2 -describe at least one -describing Physical -nail cutter Assumed knw-lrnrs bath daily
-care of nails way of caring for Education syll Intro-recitation of ‘wash wash’
nails pg 18 -razor Step1-class discussion on caring for
nails
-fyler Step2-illustrations on using the
suggested media
Con-recap on caring for nails
117
EVALUATION
Lesson3 -describe at least one -describing Physical -ear buds Assumed knw-lrnrs bath daily
-care of ears way of caring for Education syll Intro-recitation ‘wash wash’
ears pg 18 -towel Step1-class discussion on caring for
ears
suggested media
Con-recap on caring for ears
EVALUATION
Lesson4 -describe at least one -describing Physical -water Assumed knw-lrnrs bath daily
-care of eyes way of caring for Education syll Intro-recitation of ‘wash wash’
eyes pg 18 -towel Step1-class discussion on caring for
eyes
suggested media
Con-recap on caring for eyes
EVALUATION
118
Lesson5 -describe at least one -describing Physical -tooth paste Assumed knw-lrnrs bath daily
-care of teeth way of caring for Education syll Intro-recitation of ‘this is the way’
nails pg 18 -tooth brush Step1-class discussion on caring for
teeth
-water Step2-illustrations on using the
suggested media
Con-recap on caring for teeth
EVALUATION
Wk PLAY AND GAME -catch a ball using -catching Physical Edu syll -open space Assumed knw-lrnrs have throw
11
SKILLS both hands pg 17 Intro-warm up session chanting ‘chii
Lesson1 -eye-hand -balls chinorwadza’
-ball games -display at least one coordination Step1-illustration on catching a ball
catching skill Step2-class activity on catching the
ball from the facilitator
Con-free play
EVALUATION
Lesson2 -throw and catch a -throwing Physical Edu syll -open space Assumed knw-lrnrs have played with
-ball game ball -catching pg 17 a ball
-eye-hand -balls Intro-recitation of ‘chii chinorwadza’
coordination Step1-tr illustrates on throwing and
catching
Step2-class activity on throwing and
catching in groups, facilitator monitors
Con-free play
119
EVALUATION
Lesson3 -demonstrate at least -throwing Physical Edu syll -open space Assumed knw-lrnrs can run
-ball games one ball game -eye-hand pg 17 Intro-recitation of ‘chibata mabvi’
coordination -balls Step1-facilitator explains the game
-dodging ‘chisveru’ with a ball
Con-recitation of mastered rhymes
EVALUATION
Lesson4 -demonstrate good -throwing Physical Edu syll -open space Assumed knw-lrnrs have a ball
-ball games ball handling skills -catching pg7 Intro-recitation of ‘chii chinorwadza’
-eye-hand -balls Step1-explains on activity
coordination Step2-learners throw and catch in
groups as the facilitator monitors
Con-free play
EVALUATION
120
Lesson5 -display any ball -throwing Physical Edu syll -open space Assumed knw-lrnrs know games
-free play game of their choice -catching pg 17 Intro-warm session as a class
-eye-hand -balls Step1-class discussion on safety
coordination Step2-free play on ball games in
groups
Con-feed back
EVALUATION
WK PLAY AND GAME -demonstrate at least -body Physical Edu syll -balls Assumed knw-lrnrs know games
12
SKILLS one traditional game management pg 16 Intro-recitation of ‘chibata mabvi’
RECEIVING, SENDING observing at least -open space Step1-facilitator explains and
AND TRAVELLING one rule of the game demonstrates the game ‘chuti’
Lesson1 -ground Step2-class activity on the game
-traditional games markers Con-lrnrs play games they enjoy
EVALUATION
-traditional games two traditional games management pg 16 Intro-recitation of ‘chibata mabvi’
observing at least -open space Step1-facilitator explains and
one rule of each demonstrates the game ‘nhodo’
EVALUATION
121
least one rule of each demonstrates the game ‘chisveru’
EVALUATION
least one rule of each demonstrates the game ‘papaye
game -ground papaye’
markers Step2-class activity on the game
Con-lrnrs play games they enjoy
EVALUATION
-traditional games four traditional management pg 16 Intro-recitation of ‘chibata mabvi’
least one rule of each demonstrates the game ‘rure rure’
122
EVALUATION
WK PLAY AND GAME -sustain an object on -balancing Physical Edn syll -bean bags Assumed knw-lrnrs can run
13
SKILLS their heads in a race -body pg16 -open space Intro-recitation of ’head and
RECEIVING, SENDING management shoulders’
AND TRAVELLING -coordination Step1-teacher explains the race
Lesson1 -learners can Step2-class race in groups
-bean bag race run Con-cool down
EVALUATION
Lesson2 -support each other -team work Physical Edn syll -open space Assumed knw-lrnrs have laced shoes
-shoe lace tying race in the shoe lace race -problem pg16 Intro-warm up session
solving -shoe laces Step1-teacher explains the race
Con – feedback
EVALUATION
Lesson3 -support each other -team work Physical Edn syll -open space Assumed knw-lrnrs cand run
-three legged race tied their inner legs -problem pg16 Intro-warm up session
in the race solving -shoe laces Step1-teacher explains the race
and groups
Con – feedback
123
EVALUATION
-potato or lemon race object on their necks -problem pg16 Intro-warm up session
in a race solving -potatoes Step1-teacher explains the race
-lemons and groups
Con – feedback
EVALUATION
-spoon balance race object on their -problem pg16 Intro-warm up session
spoons in a race solving -seeds Step1-teacher explains the race
-spoons and groups
Con – feedback
EVALUATION
WK HUMAN BODY -name and identify -naming Physical -chart on the Assumed knw-lrnrs have bodies
14 Lesson1 at least four parts of Education Infant body Intro-recitation of ‘head and
-parts of the human the human body -identifying Syll pg 18 -pictures shoulders’
body Step1-lrnrs name and identify body
124
EVALUATION
Lesson2 -describe at least -describing Physical -chart on the Assumed knw-lrnrs eat with their
-functions of the parts one function of at Education Infant body hands
least six body parts Syll pg 18 -pictures Intro-recitation of ‘my five senses’
Step1-class discussion on functions of
body parts
EVALUATION
Lesson3 -name and identify -reading Physical -chart on the Assumed knw-lrnrs can see
-picture reading at least six body Education Infant body Intro-recitation of ‘my 5 senses’
parts Syll pg 18 -pictures Step1-facilitator explains activity
EVALUATION
Lesson5 -demonstrate at -body Physical Edu syll -balls Assumed knw-lrnrs know games
-traditional games least four traditional management pg 16 Intro-recitation of ‘chibata mabvi’
least one rule of demonstrates the game ‘rure rure’
each game -ground Step2-class activity on the game
125
EVALUATION
126
VISUAL AND PERFORMING ARTS
TOPICS
-Aesthetic Values and Appreciation
-Arts Technology
AIMS
-value confidence, self-esteem and self-expression and practice skills
necessary for creative expression
-become literate in visual and performing arts
-incorporate the use of technology in visual and performing arts
127
WEEK TOPIC AND OBJECTIVES COMPETENCES REFERENCES MEDIA METHODS AND
ENDING /SKILLS/KNW
CONTENT ACTIVITIES
Wk AESTHETIC Learners should be -creativity Visual and -music player Assumed knw-lrnrs have danced
1 VALUES AND able to : Performing Intro-lrnrs watch a musical video
APPRECIATION -create and display at -body Arts Infant Syll -musical Step1-facilitator explains on thetask
MUSIC least one movement management pg41 instruments Step2-lrnrs take turns creating a
Lesson1 that corresponds to movement that tallies with music
-free movement specific movements Con-class activity on dancing
EVALUATION
VISUAL ARTS -state at least two -stating Visual and -visual arts Assumed knw-lrnrs can admire
Lesson2 appropriate artworks Performing play area Intro-recitation of ‘pretty maid’
-art work vocabulary Arts Infant Syll Step1-class activity using relevant
vocabulary pg41 vocabulary
Step2-facilitator explains further
Con-recap on the art work vocabulary
EVALUATION
THEATRE -retell the animation -retelling Visual and -pupperts Assumed knw-lrnrs enjoy stories
Lesson3 story and answer at Performing Intro-brainstorming on animations
-story telling least two questions in -answering Arts Infant Syll -video player they have seen
respect to the story pg42 Step1-lrnrs watch the animated story
Step2-lrnrs retell the story
EVALUATION
128
DANCE -identify and imitate at -identifying Visual and -video player Assumed knw-lrnrs can dance
Lesson4 least one dance in Performing Intro-lrnrs dance freely and sing
-local dance their locality -immitating Arts Infant Syll -pictures Step1-lrnrs discuss on a dance they
pg42 have seen in their area
Step2-lrnrs imitate the dances taking
turns
Con-cool down and feedback
EVALUATION
Wk AESTHETIC -create and display -creative Visual and -music player Assumed knw-lrnrs can walk
2 VALUES AND movement in response Performing Intro-facilitator brainstorms on
APPRECIATION to recorded music -displaying Arts syll pg 29 -open space favourite musicians
MUSIC Step1-lrnrs name their best musicians
Lesson1 -responding Step2-learners choose music and
-free movement dance freely
Con-feedback
EVALUATION
VISUAL ARTS -identify at least two -identifying Visual and -paintings Assumed knw-lrnrs have drawn
Lesson2 elements of designing Performing Intro-recitation of the rhyme ‘pretty
-designing Arts syll pg 29 maid’
Step1- discussion on designing
elements
Step2-question/ans
Con-recap
129
EVALUATION
THEATRE -listen attentively to a -listening Visual and -pictures Assumed knw-lrnrs like stories
Lesson3 story and respond Performing Intro-teacher narrates a folk tale
-storytelling appropriately -cooperate Arts syll pg 30 Step1-learners respond song
-responding Step2-learners retell the story
Con-question and answers
EVALUATION
DANCE -create dances to the -creative Visual and -music player Assumed knw-lrnrs can dance
Lesson4 music played Performing Intro-learners sing a common song
-free dance Arts syll pg 30 -open space Step1-teacher plays various music
sounds
Step2-learners take turns displaying
creative dances
Con -lrnrs comment
EVALUATION
Wk AESTHETIC -create and display -creative Visual and -music player Assumed knw-lrnrs can dance
3 VALUES AND movement in response Performing Intro-facilitator brainstorms on happy
APPRECIATION to at least one happy -displaying Arts syll pg 29 -open space songs
MUSIC song Step1-class discussion on happy
Lesson1 -responding songs
-happy songs Step2-learners choose a happy song
and dance freely
Con-feedback
130
EVALUATION
-designing Arts syll pg 29 -work cards maid’
-designing at least one Step1- discussion on designing
well-wishing card -crayons elements
Step2-individual task on designing
Con-recap
EVALUATION
Step2-learners retell the story
-responding Con-question and answers
EVALUATION
DANCE -imitate at least two -listening Visual and -video player Assumed knw-lrnrs know artists
Lesson4 dances from the dance Performing Intro-lrnrs name music videos they
-dance videos videos -dancing Arts syll pg 30 have seen
Step1-class activity on watching
videos
Step2-lrnrs display dances
Con-feedback as a class
131
Con-feedback
EVALUATION
elements
Step2-question/ans
Con-recap
EVALUATION
THEATRE -listen attentively to a -listening Visual and -pictures Assued knw-lrnrs like stories
Lesson3 story and respond Performing Intro-facilitator narrates a folk tale
-responding Con-question/ans
EVALUATION
132
Lesson4 music Performing Intro-learners sing a common song
sounds
creative dances
Con -lrnrs comment
EVALUATION
Wk AESTHETIC -create and display -creative Visual and -music player Assumed kn-lrnrs can move
5 VALUES AND movement in response Performing Intro-lrnrs sing a common song
APPRECIATION to recorded music -displaying Arts syll pg 29 -open space Step1-teacher brainstorms on
MUSIC favourite musicians
Con-recap
EVALUATION
VISUAL ARTS -identify at least two -identifying Visual and -paintings Assumed knw-lrnrs can manipulate
Lesson2 elements of designing Performing Intro-recitation of ‘pretty maid’
-designing Arts syll pg 29 Step1-class discussion on designing
elements
Step2-free activity on designning
Con-feedback
133
EVALUATION
THEATRE -listen attentively to a -listening Visual and -pictures Assumed knw-lrnrs can talk
Lesson3 story and respond Performing Intro –lrnr narrates a folk tale
-storytelling appropriately -cooperate Arts syll pg 29 Step1-lrnrs respond to the
incorporated song
Con-question /answ
EVALUATION
Lesson4 music Performing Intro- learners sing a common song
sounds
creative dances
Con-learners comment
EVALUATION
134
Wk ART -name at least two -naming Visual and -laptop Assumed knw-lrnrs have watched
6 TECHNOLOGY video clips and Performing videos
MUSIC pictures of different Arts syll pg 31 Intro-teacher sits pupils down and
Lesson1 local artists explain the activity
-music videos Step1-learners watch the musical
videos
Con-free dance
EVALUATION
VISUAL ARTS -identify and name -identifying Visual and -chart on Assumed knw-lrnrs have I.T.tools at
Lesson2 visual technological Performing tools home
-technology tools tools in the home -naming Arts syll pg 31 Intro-recitation of nursery rhyme
Step1- learners identifying and
naming technology tools
Step2-discussion on tools
Con-picture reading on the tools
EVALUATION
THEATRE -identify at least one -identifying Visual and -shadow Assumed knw-lrnrs can hear
Lesson3 natural sound Performing video Intro-recitation of ‘my 5 senses
-sound effects Arts syll pg 31 Step1-learners keep silent and listen
to natural sounds
Step2-learners imitate the sounds
Con-recap
135
EVALUATION
DANCE -imitate the dance -imitating Visual and -music player Assumed knw-lrnrs can dance
Lesson4 movements of a Performing Intro-recitation of the rhyme ‘shona
-shadow dancing shadow Arts syll pg 31 -video player nechirungu’
Step1-learners imitate shadow dances
as pairs
Step2-class activity on shadow
dancing
Con-free dance
EVALUATION
Wk ART -name at least two -naming Visual and -DVD player Assumed knw-lrnrs knw music
7 TECHNOLOGY video clips and Performing Intro-teacher sits pupils down and
MUSIC pictures of different Arts syll pg 31 -laptop explain the activity
Lesson1 local artists Step1-learners watch the musical
-music videos videos
Con-recap
EVALUATION
VISUAL ARTS -identify and name -identifying Visual and -chart on Assumed kn-lrnrs have seen IT tools
Lesson2 visual technological Performing tools Intro-recitation of nursery rhyme
-technology tools tools in the home -naming Arts syll pg 31 Step1-lrnrs name technology tools
Step2-picture reading on tool
Con-question/answ
136
EVALUATION
THEATRE -identify and compare -identifying Visual and -shadow Assumed knw-lrnrs can hear
Lesson3 at least one natural Performing video Intro-recitation of ‘my 5 senses
-sound effects sound -comparing Arts syll pg 31 Step1-learners keep silent and listen
to natural sounds
Step2-learners imitate the sounds
Con-recap
EVALUATION
DANCE -imitate the dance -imitating Visual and -music player Assumed kn-lrnrs can dance
Lesson4 movements of a Performing Intro-recitation of ‘shona nechirungu’
-shadow dancing shadow Arts syll pg 31 -video player Step1-learners imitate shadow dances
as pairs
Step2-class activity on shadow
dancing
Con-free dancing
EVALUATION
137
Wk HISTORY OF -state at least one line -explaining Visual and -music payer Assumed knw-lrnrs have listened to
8 ARTS AND from at least on song Performing music
CUTURE -listening Arts Infant Syll -video player Intro-lrnrs sing a common song
MUSIC pg35 Step1-lrnrs listen to chimurenga
Lesson1 music
-chimurenga songs Step2-class activity on saying what
they heard
Con-lrnrs listen to music
EVALUATION
VISUAL ARTS -display weaving using -weaving Visual and -work cards Assumed knw-lrnrs can manipulate
Lesson2 at least two strips of Performing Intro-recitation of ‘big fat mama’
-weaving paper -manipulation Arts Infant Syll -srips of Step1-facilitator demonstrate
pg36 paper Step2-individual weaving task
Con-display of work
EVALUATION
THEATRE -narrate at least one -speaking Visual and -pictures Assumed knw-lrnrs have hearg
Lesson3 story sequentially Performing stories
-stories -sequencing Arts Infant Syll Intro-lrnrs recite ‘takauya’
pg24 Step1-facilitator narrates a moral
story
EVALUATION
138
DANCE -dance rhymically to at -coodination Visual and -music player Assumed knw-lrns can dance
Lesson4 least one chimurenga Performing Intro-lrnrs dance to a popular song
-chimurenga songs song Arts Infant Syll -video player Step1-lrnrs listen/ watch the song
pg25 closely
Step2-lrnrs imitate the dance
Con-feedback
EVALUATION
Wk HISTORY OF -recite at least one -imitation Visual and -open space Assumed knw-lrnrs have played with
9 ARTS AND lullabye with actions Performing dolls
CULTURE -role playing Arts Infant Syll -dolls Intro-lrnrs sing ‘kumba kwedu’
MUSIC pg23 Step1-facilitator explains the song
Lesson1 -wrappers with actions
-lullabies Step2-lrnrs role play a lullabye
EVALUATION
VISUAL ARTS -act out cuddling a -role play Visual and -open space Assumed knw-lrns can play house
Lesson2 child and sing a Performing Intro-lrnrs recite ‘father and mother’
-role play lullabye Arts Infant Syll -dolls Step1-facilitator explains task
pg23 Step2-lrnrs take turns role playing
-wrappers Con-recap on roles displayed
139
EVALUATION
THEATRE -narrate the drama -explaining Visual and -video player Assumed knw-lrnrs enjoy dramas
Lesson3 watched Performing Intro-brainstorming
-drama -comprehend Arts Infant Syll Step1-lrnrs watch a local drama
-imitate at least one pg23 Step2-class discussion
actor Con-role playing
EVALUATION
DANCE -play and respond to -cooperation Visual and -open space Assumed knw-lrnrs have played
Lesson4 the focused dance Performing Intro-lrns sing ‘pahushamwari
-dance game game as they play -responding Arts Infant Syll Step1-facilitator explains
together pg23 Step2-class activity on the game
‘vhaya kadhimba’
Con-feedback on the game
EVALUATION
Wk HISTORY OF -play and respond to -cooperation Visual and -open space Assumed knw-lrnrs have played
10 ARTS AND the focused singing Performing Intro-lrns sing ‘pahushamwari hwedu’
CULTURE game as they play -responding Arts Infant Syll Step1-facilitator explains the game
MUSIC together pg23 Step2-class activity on the game
Lesson1 ‘sarura wako’
-singing game Con-feedback on the game
140
EVALUATION
VISUAL ARTS -manipulate the -manipulation Visual and -modelling Assumed knw-lrnrs can manipulate
Lesson2 modelling dough and Performing dough Intro-lrnrs recite ‘rain rain’
-modelling create at least one -creative Arts Infant Syll Step1-class discussion on what they
clear item pg36 -water prefer to model
Step2-individual model activity as
facilitator monitors
EVALUATION
THEATRE -retell the story -speaking Visual and -pictures Assumed knw-lrnrs have heard
Lesson3 Performing stories
-historical stories -sequencing Arts Infant Syll Intro-lrnrs recite ‘takauya’
pg24 Step1-facilitator narrates ahistorical
story
EVALUATION
141
DANCE -play and respond to -cooperation Visual and -open space Assumed knw-lrnrs have played
Lesson4 the focused dance Performing Intro-lrns sing ‘pahushamwari hwedu’
-dance game game as they play -responding Arts Infant Syll Step1-facilitator explains
together pg23 Step2-class activity on the game
‘vhaya kadhimba’
Con-feedback on the game
EVALUATION
Wk AESTHETIC -create and display at -creativity Visual and -music player Assumed knw-lrnrs have danced
11 VALUES AND least one movement Performing Intro-lrnrs watch a musical video
APPRECIATION that corresponds to -body Arts Infant Syll -musical Step1-facilitator explains on thetask
MUSIC specific movements management pg41 instruments Step2-lrnrs take turns creating a
Lesson1 movement that tallies with music
-free movement Con-class activity on dancing
EVALUATION
VISUAL ARTS -state at least two -stating Visual and -visual arts Assumed knw-lrnrs can admire
Lesson2 appropriate artworks Performing play area Intro-recitation of ‘pretty maid’
-art work vocabulary Arts Infant Syll Step1-class activity using relevant
vocabulary pg41 vocabulary
Step2-facilitator explains further
Con-recap on the art work vocabulary
EVALUATION
142
THEATRE -retell the animation -retelling Visual and -pupperts Assumed knw-lrnrs enjoy stories
Lesson3 story and answer at Performing Intro-brainstorming on animations
-story telling least two questions in -answering Arts Infant Syll -video player they have seen
respect to the story pg42 Step1-lrnrs watch the animated story
EVALUATION
DANCE -identify and imitate at -identifying Visual and -video player Assumed knw-lrnrs can dance
Lesson4 least one dance in Performing Intro-lrnrs dance freely and sing
-local dance their locality -imitating Arts Infant Syll -pictures Step1-lrnrs discuss on a dance they
pg42 have seen in their area
Step2-lrnrs imitate the dances taking
turns
EVALUATION
Con-feedback
EVALUATION
143
elements
Step2-question/ans
Con-recap
EVALUATION
Con-question and answers
EVALUATION
Lesson4 music played Performing Intro-learners sing a common song
sounds
creative dances
Con -lrnrs comment
EVALUATION
144
Wk13 AESTHETIC -create and display -creative Visual and -music player Assumed knw-lrnrs can dance
VALUES AND movement in response Performing Intro-facilitator brainstorms on happy
APPRECIATION to at least one happy -displaying Arts syll pg 29 -open space songs
MUSIC song Step1-class discussion on happy
Lesson1 -responding songs
-happy songs Step2-learners choose a happy song
and dance freely
Con-feedback
EVALUATION
-designing Arts syll pg 29 -work cards maid’
-designing at least one Step1- discussion on designing
well-wishing card -crayons elements
Step2-individual task on designing
Con-recap
EVALUATION
-responding Con-question and answers
EVALUATION
145
DANCE -imitate at least two -listening Visual and -video player Assumed knw-lrnrs know artists
Lesson4 dances from the dance Performing Intro-lrnrs name music videos they
-dance videos videos -dancing Arts syll pg 30 have seen
Step1-class activity on watching
videos
Step2-lrnrs display dances
Con-feedback as a class
EVALUATION
Con-feedback
EVALUATION
THEATRE -listen attentively to a -listening Visual and -pictures Assued knw-lrnrs like stories
Lesson2 story and respond Performing Intro-facilitator narrates a folk tale
-responding Con-question/ans
EVALUATION
146
Lesson3 music Performing Intro-learners sing a common song
sounds
creative dances
Con -lrnrs comment
EVALUATION
147
GUIDANCE AND COUSELLING
TOPICS
-rights and responsibility
-identity
AIMS
To develop in learners:
-positive behaviours, values, attitudes and other health concerns
-awareness of self, family and community
-an understanding of their rights and responsibilities
148
WEEK TOPIC AND OBJECTIVES REFERENC MEDIA SKILLS METHODS AND
ENDING CONTENT ES ACTIVITIES
WK1 RIGHTS AND Learners should be G&C pictures -recalling Assumed knw-lrnrs have
RESPONSIBILITIES able to: Syll page experienced discomfort
-poems 13 Intro-recitation of father and mother
-recite at least one Step1-class activity on the poem my
poem on abuse rights as a child
Step2-pupils practice with help
Con-recap on the poem
EVALUATION
Wk 2 RIGHTS AND -say at least two G & C Syll -pics -recalling Assumed knw-lrnrs have duties at
RESPONSIBILITIES children’s rights Page 13 home
-poems Intro -recitation of nursery rhymes
Step1-class activity on chanting the
poem ‘my rights as a child’
Step2-teacher explains the poem
EVALUATION
Wk 4 RIGHTS AND -say at least four G & C Syll -pics -recalling Assumed knw-lrnrs know what is
RESPONSIBILITY children’s rights page 13 -chart good
-poems -explaining Intro-recitation of nursery rhymes
Step1-class activity on discussing the
children’s rights
Step2-pupils chanting the poem
again
Con-recites ‘to the parents’
149
EVALUATION
Wk 5 RIGHTS AND -identify different G & C Syll -pics -identifying Assumed knw-lrnrs have
RESPONSIBILITIES types of abuse page 13 -chart preferences
-abuse Intro -recap on the previous lesson
Step1-teacher explains on abuse
step2-encourage pupils to speak up
Con -question and answer on abuse
and a way forward
EVALUATION
Wk 6 RIGHTS AND -state at least two G & C Syll -chart -recalling Assumed knw-lrnrs know types of
RESPONSIBILITY means of reporting page 13 -pics abuse
-reporting abuse abuse Intro-recap on the previous lesson
Step1-pupils watch a video on abuse
Step2-class discussion on the video
Con-teacher explains on reporting
abuse and the responsible people to
approach
EVALUATION
150
Wk 7 RIGHTS AND -state at least three G & C Syll -pics -recalling Assumed knw-lrnrs are aware of
RESPONSIBILITY bad touches page 13 -chart abuse
-bad touches Intro-recap on the previous lesson
Step1-teacher explains on bad
touches
Step2-class activity on reciting
rhymes on bad touches
Con-question and answer on bad
touches
EVALUATION
Wk 8 RIGHTS AND -describe at least three G & C Syll -pics -recalling Assumed knw-lrnrs respect their
RESPONSIBILITY bad touches page 13 -charts bodies
-bad touches -say how they report Intro-recitation of the nursery rhyme
bad touches ‘kodzero dzangu’
Step1-recap on the previous lesson
Step2-class activity on ‘please don’t
Step3-teacher explains on the poem
EVALUATION
Wk 9 IDENTITY -identify themselves in G & C Syll -picture -identifying Assumed knw-lrnrs know their
-individual self terms of self page 11 names
Intro-recitation on nursery rhymes
‘what is your name’
Step1-class activity on saying the
details about themselves
Step2-lrnrs take turns saying details
about themselves
151
EVALUATION
Wk 10 IDENTITY -identify and describe G & C Syll -picture -identifying Assumed knw-lrnrs knw themselves
-individual self selves in terms of sex page 11 Intro-recap on the previous lesson
and race -describing Step1-teacher demonstrates on the
activity of saying name,sex and race
Step2-pupils take turns saying their
details in full
Con-recitation on the nursery rhymes
EVALUATION
Wk 11 IDENTITY -draw a detailed G & C Syll -pencils -drawing Assumed knw-lrnrs have drawn
-self portrait portrait of the self page 11 -crayon Intro-recitation of nursery rhymes
-books Step1-teacher explains the task
emphasizing use of space
Step2-individually pupils draw their
self potraits as the teacher monitors
Con-display and presentation of work
EVALUATION
152
Wk 12 IDENTITY -describe their G & C Syll -pics -describing Assumed knw-lrnrs live with people
-family relationships to their page 11 Intro-recitation of the rhyme ‘five in a
family Step1-class activity as pupils take
turns describing their families
Step 2-pupils draw portrait
Con-recitation of ‘vashanu mumhuri’
EVALUATION
Wk 13 IDENTITY -say their friend’s G & C Syll -pics -describing Assumed knw-lrnrs have playmates
-friends names correctly in an page 11 Intro-recitation of the rhyme ‘hello
expression -explaining Step1-teacher describes and explains
on the aspect of friendships
Step2- pupils introduce themselves
and say their say their friend’s names
Con-feedback on friends
EVALUATION
Wk 14 RIGHTS AND -describe at least three G & C Syll -pics -recalling Assumed knw-lrnrs have bodies
RESPONSIBILITY bad touches page 13 -charts Intro-recitation of the nursery
-bad touches -say how they report rhyme ‘kodzero dzangu’
bad touches Step1-recap on the previous lesson
Step2-class activity on ‘please don’t
Step3-teacher explains on the poem
EVALUATION
153
INFORMATION COMMUNICATION TECHNOLOGY
AIMS
To enable learners to;
-appreciate the role and impact of ICTs, safety and security as they apply to self, work and
society
-develop an understanding of the operating skills required, be creative and innovative in
solving problems through ICT
TOPICS
-ICT tools
-Application software
-Safety and security
-Programming
154
WEEK TOPIC AND OBJECTIVES COMPETENCE REFERENCES MEDIA METHODS AND ACTIVITIES
ENDING
CONTENT /SKILLS/KNW
Wk1 ICT TOOLS Learners should be -naming ICT syll pg6 -ICT tools Assumed knw-lrnrs have seen IT tools
Lesson1 able to; Intro-recitation of ‘1 goldern finger’
-ICT toys -name and identify at -identifying -ICT models Step1-learners name tools they know
least one ICT tools in the step2 identify the ICT tools in the class
classroom Con-recap
EVALUATION
Lesson2 -name and identify at -naming ICT syll pg6 -ICT tools Assumed knw-lrnrs have toys
-toys least two ICT tools in the Intro-recitation of ‘1 goldern finger’
classroom -identifying -ICT models Step1-lrnrs name and identify the ICT tools
Step2-lrns discussion on the uses
Con-que/answer
EVALUATION
Wk2 Lesson1 -name and identify ICT -naming ICT syll pg6 -ICT tools Assumed kn-lrns have toys
-toys toys on pictures Intro-recitation of ‘jonny jonny’
-identifying -ICT models Step1-learners name and identify the toys
-picture Step2-discussion on how they are used
reading -picture books Con-recap on the lesson
EVALUATION
155
Lesson2 -manipulate at least two -manipulating ICT syll pg6 -ICT tools Assumed knw-lrnrshave toys
-toys ICT tools Intro-recitation of ‘jonny jonny’
-ICT models Step1-learners name and identify the toys
Step2-discussion on how they are used
Con -learners play with the toys
EVALUATION
Wk3 ICT TOOLS -name and identify ICT -naming ICT syll pg6 -ICT tools Assumed knw-lrnrs have toys
Lesson1 toys on pictures -identifying Intro-recitation of ‘jonny jonny’
-toys -picture -ICT models Step1-learners name and identify the toys
reading Step2-discussion on how they are used
-picture books Con-recap
EVALUATION
Lesson2 -manipulate at least two -manipulating ICT syll pg6 -ICT tools Assumed knw-lrnrs have toys
-toys ICT tools Intro-recitation of ‘jonny jonny’
-ICT models Step1-learners name and identify the toys
Con -learners play with the toys
EVALUATION
Wk4 Lesson1 -name and identify at -naming ICT syll pg6 -ICT tools Assumed kn-lrnrs have toys at home
-ICT toys least one ICT tools in the Intro-recitation of ‘1 goldern finger’
classroom -identifying -ICT models Step1-learners name tools
step2identify the ICT tools in the classrm
156
EVALUATION
classroom -identifying -ICT models Step1-learners name and identify the ICT
tools
Step2-class discussion on the uses
Con-recap
EVALUATION
Wk5 APPLICATION -name and identify at -naming ICT syll pg 6 -musical toys Assumed kn-lrnrs know musical instruments
SOFTWARE least one musical toy -pictures Intro-recitation of nursery rhymes
Lesson1 -identifying -models Step1-learners name and identify musical toys
-musical toys on display
Con-recap
EVALUATION
Lesson2 -name and identify at -naming ICT syll pg 6 -musical toys Assumed knw-lrnrs know musical
-musical toys least two musical toys -pictures instruments
-identifying -models Intro-recitation of nursery rhymes
Step1-learners name and identify musical toys
on display
Con-recap
157
EVALUATION
Wk6 Lesson1 -select and use at least -selecting ICT syll pg 6 -musical toys Assumed knw-lrnrs knw instruments
-musical toys two musical toys -pictures Intro-recitation of nursery rhymes
-manipilating -models Step1-learners name and identify musical toys
on display
Step2-lrnrs take turns playing tools
Con-recite ‘granny’
EVALUATION
Lesson2 -select and use at least -selecting ICT syll pg 6 -musical toys Assumed knw-lrnrs have toys
-musical toys three musical toys -pictures Intro-recitation of nursery rhymes
-manipilating -models Step1 lrnrs name musical toys
Step2-learners take turns playing the tools
Con-recap
EVALUATION
Wk7 APPLICATION -name and identify at -naming ICT syll pg 6 -musical toys Assumed knw-lrnrs know musical
SOFTWARE least one musical toy -pictures instruments
Lesson1 -identifying -models Intro-recitation of nursery rhymes
-musical toys Step1-learners name and identify musical toys
on display
Con-question/ans
158
EVALUATION
Lesson2 -name and identify at -naming ICT syll pg 6 -musical toys Assumed knw-lrnrs know instrument
-musical toys least two musical toys -pictures Intro-recitation of nursery rhymes
-identifying -models Step1-lrnrs name and identify toys
Concl-recap
EVALUATION
Wk8 Lesson1 -select and use at least -selecting ICT syll pg 6 -musical toys Assumed knw-lrnrs know toys
-musical toys two musical toys -pictures Intro-recitation of nursery rhymes
-manipilating -models Step1-learners name and identify musical toys
on display
Con-quen/ans
EVALUATION
Lesson 2 -select and use at least -selecting ICT syll pg 6 -musical toys Assumed kn-lrnrs know music
-musical toys three musical toys -pictures Intro-recitation of nursery rhymes
-manipilating -models Step1 lrnrs name musical toys
Con-recap
EVALUATION
159
Wk9 ICT TOOLS -name and identify ICT -naming ICT syll pg6 -ICT tools Assumed knw-lrnrs have toys
Lesson1 toys on pictures -identifying -ICT models Intro-recitation of ‘jonny jonny’
-toys -picture -picture books Step1-learners name and identify the toys
reading Step2-discussion on how they are used
Con-qn and ans
EVALUATION
Lesson2 -manipulate at least two -manipulating ICT syll pg6 -ICT tools Assumed knw-lrnrs have toys
-toys ICT tools
-ICT models Intro-recitation of ‘jonny jonny’
Step1-learners name and identify the toys
Concl -learners play with the toys
EVALUATION
Wk10 Lesson1 -name and identify at -naming ICT syll pg6 -ICT tools Assumed knw-lrnrs know tools
-ICT toys least one ICT tools in the Intro-recitation of ‘1 goldern finger’
classroom -identifying -ICT models Step1-learners name toys
step2 identify the ICT tools in the class
Con-qn and answer
EVALUATION
160
classroom -identifying -ICT models Step1-learners name and identify the ICT
tools
Step2-class discussion on the uses
Con-recap
EVALUATION
Wk11 SAFETY AND -state computer safety -stating ICT Syll pg 6 -pictures Assumed knw-lrnrs have rules at home
SECURITY rules Intro-recitation of nursery rhymes
Lesson1 Step1-class discussion on computer safety
Safety rules rules
Step2-teacher explains on more rules
Con-recap on rules
EVALUATION
Lesson2 -display safety rules when -displaying ICT Syll pg 6 -pictures Assumed knw-lrnrs know rules
-safety rules handling a computer Intro-recitation of nursery rhymes
Step1-class discussion on computer safety
rules
Con-qn and answer
EVALUATION
161
W12 PROGRAMMING -identify at least two -identifying ICT Syll pg 6 -robot toys Assumed knw-lrnrs have toys
Lesson1 electronic toys -electronic toys Intro-recap on the previous activity
Electronic toys -toy cars Step1-learners identify electronic toys on
display
Conclu-recap
EVALUATION
Lesson2 -identify and manipulate -identifying ICT Syll pg 6 -robot toys Assumed knw-lrnrs can play
-electronic toys electronic toys -electronic toys Intro-recap on the previous activity
-manipulating -toy cars Step1-learners identify electronic toys
Con-lrnrs play with the electronic toys
EVALUATION
Wk13 PROGRAMMING -identify at least two -identifying ICT Syll pg 6 -robot toys Assumed knw-lrnrs know toys
Lesson1 electronic toys -electronic toys Intro-recap on the previous activity
Electronic toys -toy cars Step1-learners identify electronic toys on
display
Con-recap on rhymes
EVALUATION
162
Lesson2 -identify and manipulate -identifying ICT Syll pg 6 -robot toys Assumed knw-lrnrs have toys
-electronic toys -electronic toys Intro-recap on the previous activity
-manipulating -toy cars Step1-learners identify electronic toys
Con -learners play with the electronic toys
EVALUATION
Wk SAFETY AND -state computer safety -stating ICT Syll pg 6 -pictures Assumed knw-lrnrs have rules at home
14 SECURITY rules Intro-recitation of nursery rhymes
Lesson1 Step1-class discussion on computer safety
Safety rules rules
Con-recap on rules
EVALUATION
Lesson2 -display safety rules when -displaying ICT Syll pg 6 -pictures Assumed knw-lrnrs know rules
y-safety rules handling a computer Intro-recitation of nursery rhymes
Step1-class discussion on computer safety
rules
Con-qn and answer
EVALUATION
163
MASS DISPLAYS
Topics
-Colours
-Patterns
-Shapes
Aims
Learners should be able to:
-widen the laid foundations for creativity through talent and skill transfer
-communicate information, knowledge and national ideals through the displays
164
ENDING
CONTENT SKILLS/KNW ACTIVITIES
Wk ART Learners should be -recalling Mass Display syll -chart on Assumed knw-lrnrs can name
1 COLOURS able to: pg19 colour colours
Lesson1 -recite at least one Intro-recitation of ‘colours
-rhymes rhyme on colours colours’
Step1-learners practice the
rhyme ‘what colour is the sky’
Step2-lrnrs practice
EVALUATION
GYMNASTICS -balance their body -balancing Mass Displays syll -open safe Assumed knw-lrnrs can walk at
BALANCES weight on one body pg15 space ease
Lesson2 parts -problem solving Intro-recitation of ’chibata ‘
-balancing on one Step1-individually learners
body parts balance on one body parts
Step2 lrnrs display balancing
Con-recap
EVALUATION
ARENA -demonstrate and -demonstrating Mass Displays syll -music player Assumed knw-lrnrs can dance
CHOREOGRAGHY display at least one pg15 Intro-lrnrs sing and dance
MOVEMENT AND creative dance moving -displaying -open space Step1-teacher explains task to
RHYTHM at least three body learners
Lesson3 parts Step2-teacher plays music and
-creative dance learners take turns dancing
creatively
Con –feed back
165
EVALUATION
WK ART -name and identify at -naming Mass Display syll -various Assumed knw-lrnrs have seen
2 COLOURS least two primary -colouring in pg19 coloured colours
Lesson1 colours (red and blue) -identifying blocks Intro-recitation of the rhyme
-primary colour -colour in using red -crayons colours
colour -art books Step1-teacher explains
Step2-learners colour in a fruit
EVALUATION
BALANCES weight on two body pg15 space ease
-balancing on two Step1-individually learners
EVALUATION
166
CHOREGRAPHY display at least one pg15 Intro-facilitator explains task to
MOVEMENT AND creative dance moving -displaying -open space learners
RHYTHM at least three body Step1-facilitator plays music and
Lesson3 parts learners take turns dancing
-creative dance Step2-lrnrs dance
Con -feed back
EVALUATION
MUSIC -perform a folk related -dancing Mass Displays -audio player Assumed knw-lrnrs enjoy music
BACKGROUND AND song Infant Syll pg18 Intro-brainstorm on
PERFORMING -balancing -video player Step1-lrnrs watch and listen to
Lesson4 the clip
-folk songs Step2-class activity on imitating
the folk song
EVALUATION
ART -name and identify at -naming Mass Display syll -various Assumed knw-lrnrs have seen
COLOURS least two primary -colouring in pg19 coloured colours
-primary colour -colour in using blue -crayons colours
and red colour -art books Step1-teacher explains
EVALUATION
167
WK ART -name and identify at -naming Mass Display syll -various Assumed knw-lrnrs have seen
3 COLOURS least two focused -colouring in pg19 coloured colours
Lesson1 colours (blue red) -identifying blocks Intro-recitation of ‘what colour’
-primary colour -colour in using blue -crayons Step1-teacher explains
colour -artbooks Step2-learners colour in using
blue
Con-question and answer on
colours
EVALUATION
GYMNASTICS -display at least two -listening Mass Displays -open space Assumed knw-lrnrs can walk at
LOCOMOTION instructed movements Infant Syll pg15 ease
Lesson2 in space -displaying -whistle Intro-recitation of ‘march like a
-instructed movement soilder’
Step1-facilitator explains activity
Step2-class activity on instructed
movements
Con-recitation of ‘chimoto
mugomo’
EVALUATION
ARENA -display a combination -rhythm Mass Displays -musical Assumed knw-lrnrs can dance
CHOREOGRAPHY of at least two Infant Syll pg17 instruments Intro-lrnrs dance to a song
CHOREOGRAPHY activities through Step1-facilitator introduces a
Lesson3 dance combination
-formations Step2-lrnrs practice as a class
Con-recap on the combination
168
EVALUATION
BACKGROUND AND song Infant Syll pg12 Intro-brainstorm on songs
PERFORMING -balancing -video player Step1-lrnrs watch/ listen to the
Lesson4 clip
the folk song
EVALUATION
MUSIC -perform a war related -dancing Mass Displays -audio player Assumed knw-lrnrs enjoy music
Lesson5 clip
-war songs Step2-class activity on imitating
the folk song
EVALUATION
169
WK ART -name and identify the -naming Mass Display syll -various Assumed kn-lrnrs can name
4 COLOURS colour yellow in their pg19 coloured colours
Lesson1 environment -identifying blocks and Intro-recitation of the rhyme
-primary colour cards colours
Step1-class activity on the colour
blue
Step2-learners identify yellow
objects in their class
Con-recap
EVALUATION
GYMNASTICS -support each other in -team work Mass Displays syll -open space Assumed knw-lrnrs have shoes
Lesson2 the shoe lace race -problem solving pg17 Intro-warm up session
-shoe lace tying race -shoe laces Step1-facilitator explains the race
Step2-class activity on race in
pairs
Concl – feedback
EVALUATION
170
EVALUATION
Lesson4 clip
the folk song
EVALUATION
ART -name and identify the -naming Mass Display syll -various Assumed kn-lrnrs can name
COLOURS colour yellow in their pg19 coloured colours
-draw and colour the Step1-class activity on the colour
sun using the colour blue
yellow Step2-learners identify yellow
Con-recap
EVALUATION
171
Wk ART -paint at least one -painting Mass Display syll -paints Assumed knw-lrnrs know
5 COLOURS picture or drawing pg 17 -containers colours
Lesson1 using at least two -work cards Intro-recitation of ‘colours’
-painting primary colours Step1-teacher illustrate
Step2-learners engage in
painting
Con -display of work
EVALUATION
GYMNASTICS -bounce the ball -bouncing Mass Display syll -open space Assumed knw-lrnrs have played
COORDINATION correctly with proper pg 15 with a ball
Lesson2 eye-hand coordination -eye-hand -balls Intro-lrns recite ‘chii
-bouncing coordination chinorwadza’
Step1-tr explains and illustrates
on bouncing
Step2-lrnrs take turns bouncing
the ball
EVALUATION
MUSIC -perform at least one -dancing Mass Displays -audio player Assumed knw-lrnrs enjoy music
BACKGROUND AND chore related song Infant Syll pg12 Intro-brainstorm on
Lesson3 clip
the folk song
Con-question/answer
172
EVALUATION
CHOREOGRAPHY of at least three Infant Syll pg17 instruments Intro-lrnrs dance to a song
EVALUATION
ART -draw and colour at -matching Mass Displays -crayons Assumed knw-lrnrs know colors
SHAPES least three basic Infant Syll pg20 Intro-recitation of the rhyme
Lesson5 shapes using the -work cards ‘colors colors’
-drawing preferred primary Step1-facilitator explains and
colour demonstrates the activity
Step2-individual matching task
EVALUATION
173
Wk ART -match at least two -matching Mass Displays -crayons Assumed knw-lrnrs know colors
6 SHAPES shapes according to Infant Syll pg20 Intro-recitation of the rhyme
Lesson1 colour -work cards ‘colors colors’
-matching Step1-facilitator explains and
demonstrates the activity
Step2-lrnrs take turns
demonstrating on the chalkboard
Con-recitation of ‘4 shapes that ‘
EVALUATION
ARENA -display creative -creative Mass Displays -open space Assumed knw-lrnrs can balance
CHOREOGRAPHY movements showing Infant Syll pg17 on both legs
MOVEMENT AND awareness of their -body -whistle Intro-warm up chanting
RHYTHM bodies in relation to management ‘pamusoro pegomo’
Lesson2 space Step1-facilitator explains and
-movement to cover demonstrates the activity
space Step2-lrnrs engage in the task,
facilitator asses
Con-presentation
EVALUATION
MUSIC -play at least one basic -rhythm Mass Displays -drums Assumed knw-lrnrs have seen a
BACKGROUND AND percussion instrument Infant Syll pg18 -rattles drum
PERFORMING MUSIC one note value -tambourines Intro-lrnrs listen to a traditional
Lesson3 -triangles song
-percussion -clappers Step1-lrnrs name the instruments
they heard
Step2-lrnrs play the note taa
Con-individual presentation
174
EVALUATION
GYMNASTICS -recite the rhyme -rhythmic Mass Displays -audio player Assumed knw-lrnrs can clap
COORDINATION ‘father Abraham’ clapping Infant Syll pg16 Intro-recitation of ‘maoko maoko’
Lesson4 clapping and marching -open space Step1-lrns learn the song from
-clapping song facilitator
Step2-lrnrs incorporate clapping
to song
Con-class activity
EVALUATION
ART -match at least two -matching Mass Displays -crayons Assumed knw-lrnrs know colors
SHAPES shapes according to Infant Syll pg20 Intro-recitation of the rhyme
EVALUATION
175
WK ART -paint patterns using -painting Mass Display syll -paints Assumed knw-lrnrs know
7 Lesson1 the primary colours pg 13 -containers patterns
-patterns -work cards Intro-recitation of ‘colours’
Step1-teacher illustrate
Step2-learners draw patterns
Con -presentation and display of
work
EVALUATION
GYMNASTICS -display muscular -displaying Mass Displays syll -open space Assumed knw-lrnrs can do
COORDINATION activity to strengthen pg16 exercises
Lesson2 muscles and body -command -outdoor Intro-recitation of ‘chii
-muscle exercises coordination props chinorwadza’
Step1-learners practice the arm
and legs exercises
Step2-activity on an action rhyme
Con-recap
EVALUATION
Lesson3 space and rhythm Step1-facilitator explains and
space Step2-lrnrs engage in the task
Con-presentation
176
EVALUATION
they heard
EVALUATION
MUSIC -play at least three -rhythm Mass Displays -drums Assumed knw-lrnrs have seen a
BACKGROUND AND basic percussion Infant Syll pg18 -rattles drum
PERFORMING MUSIC instruments on two -tambourines Intro-lrnrs listen to a traditional
Lesson5 note values -triangles song
they heard
EVALUATION
177
WK ART -play at least one -identifying Mass Displays -open space Assumed knw-lrnrs knw games
8 SHAPES game which Infant Syll pg20 Intro-recitation of
Lesson1 incorporates shapes eg ‘pahushamwari’
-games pada, tsoro etc Step1-able lrnrs and facilitator
illustrates the games
Step2-groups play the games
EVALUATION
ARENA -display at least one -rhythm Mass Displays -audio player Assumed knw-lrnrs like music
CHOREOGRAGHY movement to the drum Infant Syll pg17 Intro-free dance to a song played
MOVEMENT AND beat -body -drum Step1-facilitator leads with a
RHYTHM management dance routine
Lesson2 -open space Step2-lrnrs join in and imitate
-instrumental dancing Con-free dance to the
instrumental song
EVALUATION
Lesson3 percussion instrument Infant Syll pg18 -rattles drum
-percussion to a given basic note -tambourines Intro-lrnrs listen to a traditional
value -triangles song
-clappers Step1-lrnrs name the instruments
they heard
Step2-lrnrs practice the notes te-
fe-ta and ta-te
178
EVALUATION
Lesson4 muscles and body -command -outdoor Intro-recitation of ‘chii
-muscle exercises coordination props chinorwadza’
and legs exercises
Concl-recap
EVALUATION
ART -play at least two -identifying Mass Displays -open space Assumed knw-lrnrs knw games
SHAPES game which Infant Syll pg20 Intro-recitation of
Lesson5 incorporates shapes eg ‘pahushamwari’
-games pada, tsoro, nhodo, Step1-able lrnrs and facilitator
arauru etc illustrates the games
Step2-groups play the games
EVALUATION
179
Wk ART -name and identify at -naming Mass Display syll -various Assumed knw-lrnrs have seen
9 COLOURS least two primary -colouring in pg19 coloured colours
-primary colour -colour in using red -crayons colours
colour -art books Step1-teacher explains
EVALUATION
BALANCES weight on two body pg15 space ease
-balancing on two Step1-individually learners
EVALUATION
CHOREGRAPHY display at least one pg15 Intro-facilitator explains task to
MOVEMENT AND creative dance moving -displaying -open space learners
RHYTHM at least three body Step1-facilitator plays music and
Lesson3 parts learners take turns dancing
-creative dance Step2-lrnrs dance
Con -feed back
180
EVALUATION
BACKGROUND AND song Infant Syll pg18 Intro-brainstorm on
PERFORMING -balancing -video player Step1-lrnrs watch and listen to
Lesson4 the clip
-folk songs Step2-class activity on folk song
EVALUATION
ART -name and identify at -naming Mass Display syll -various Assumed knw-lrnrs have seen
COLOURS least two primary -colouring in pg19 coloured colours
-primary colour -colour in using blue -crayons colours
and red colour -art books Step1-teacher explains
EVALUATION
Wk ART -name and identify at -naming Mass Display syll -various Assumed knw-lrnrs have seen
10 COLOURS least two focused -colouring in pg19 coloured colours
Lesson1 colours (blue red) -identifying blocks Intro-recitation of ‘what colour’
-primary colour -colour in using blue -crayons Step1-teacher explains
colour -artbooks Step2-learners colour in using
blue
Con-question and answer on
colours
181
EVALUATION
GYMNASTICS -display at least two -listening Mass Displays -open space Assumed knw-lrnrs can walk at
LOCOMOTION instructed movements Infant Syll pg15 ease
Lesson2 in space -displaying -whistle Intro-recitation of ‘march like a
-instructed movement soilder’
Step1-facilitator explains activity
Step2-class activity on instructed
movements
Con-recitation of ‘chimoto
mugomo’
EVALUATION
EVALUATION
PERFORMING -balancing -video player Step1-lrnrs listen to the clip
Lesson4 Step2-class activity on imitating
-folk songs the folk song
182
EVALUATION
MUSIC -perform a war related -dancing Mass Displays -audio player Assumed knw-lrnrs enjoy music
Lesson5 clip
-war songs Step2-class activity on imitating
the folk song
EVALUATION
Wk ART -name and identify the -naming Mass Display syll -various Assumed kn-lrnrs can name
11 COLOURS colour yellow in their pg19 coloured colours
Step1-class activity on the colour
blue
Step2-learners identify yellow
Con-recap
EVALUATION
183
GYMNASTICS -support each other in -team work Mass Displays syll -open space Assumed knw-lrnrs have shoes
Lesson2 the shoe lace race -problem solving pg17 Intro-warm up session
-shoe lace tying race -shoe laces Step1-facilitator explains the race
Step2-class activity on race in
pairs
Concl – feedback
EVALUATION
EVALUATION
Lesson4 clip
the folk song
184
EVALUATION
ART -name and identify the -naming Mass Display syll -various Assumed kn-lrnrs can name
COLOURS colour yellow in their pg19 coloured colours
-draw and colour the Step1-class activity on the colour
sun using the colour blue
yellow Step2-learners identify yellow
Con-recap
EVALUATION
Wk ART -paint at least one -painting Mass Display syll -paints Assumed knw-lrnrs know
12 COLOURS picture or drawing pg 17 -containers colours
Lesson1 using at least two -work cards Intro-recitation of ‘colours’
-painting primary colours Step1-teacher illustrate
Step2-learners engage in
painting
Con -display of work
EVALUATION
185
GYMNASTICS -bounce the ball -bouncing Mass Display syll -open space Assumed knw-lrnrs have played
COORDINATION correctly with proper pg 15 with a ball
Lesson2 eye-hand coordination -eye-hand -balls Intro-lrns recite ‘chii
-bouncing coordination chinorwadza’
Step1-tr explains and illustrates
on bouncing
Step2-lrnrs take turns bouncing
the ball
EVALUATION
MUSIC -perform at least one -dancing Mass Displays -audio player Assumed knw-lrnrs enjoy music
BACKGROUND AND chore related song Infant Syll pg12 Intro-brainstorm on
Lesson3 clip
the folk song
Con-question/answer
EVALUATION
CHOREOGRAPHY of at least three Infant Syll pg17 instruments Intro-lrnrs dance to a song
186
EVALUATION
ART -draw and colour at -matching Mass Displays -crayons Assumed knw-lrnrs know colors
SHAPES least three basic Infant Syll pg20 Intro-recitation of the rhyme
Lesson5 shapes using the -work cards ‘colors colors’
-drawing preferred primary Step1-facilitator explains and
colour demonstrates the activity
Step2-individual matching task
EVALUATION
Wk ART -match at least two -matching Mass Displays -crayons Assumed knw-lrnrs know colors
13 SHAPES shapes according to Infant Syll pg20 Intro-recitation of the rhyme
Step2-lrnrs take turns
demonstrating on the chalkboard
Con-recitation of ‘4 shapes that I
know‘
EVALUATION
187
Lesson2 space Step1-facilitator explains and
space Step2-lrnrs engage in the task,
facilitator asses
Con-presentation
EVALUATION
they heard
EVALUATION
GYMNASTICS -recite the rhyme -rhythmic Mass Displays -audio player Assumed knw-lrnrs can clap
COORDINATION ‘father Abraham’ clapping Infant Syll pg16 Intro-recitation of ‘maoko maoko’
Lesson4 clapping and marching -open space Step1-lrns learn the song from
-clapping song facilitator
Step2-lrnrs incorporate clapping
to song
Con-class activity
188
EVALUATION
ART -match at least two -matching Mass Displays -crayons Assumed knw-lrnrs know colors
SHAPES shapes according to Infant Syll pg20 Intro-recitation of the rhyme
EVALUATION
Wk ART -paint patterns using -painting Mass Display syll -paints Assumed knw-lrnrs know
14 Lesson1 the primary colours pg 13 -containers patterns
-patterns -work cards Intro-recitation of ‘colours’
Step1-teacher illustrate
Step2-learners draw patterns
Con -presentation and display of
work
EVALUATION
Lesson2 -command
189
-muscle exercises muscles and body -outdoor Intro-recitation of ‘chii
coordination props chinorwadza’
and legs exercises
Con-recap
EVALUATION
MOVEMENT AND awareness of their -body -whistle Intro-warm up game
RHYTHM bodies in relation to management Step1-facilitator explains and
Lesson3 space and rhythm demonstrates the activity
-movement to cover Step2-lrnrs engage in the task
space Con-presentation
EVALUATION
MUSIC -play at least one basic -rhythm Mass Displays -drums Assumed knw-lrnrs know music
BACKGROUND AND percussion instrument Infant Syll pg18 -rattles Intro-lrnrs listen to a traditional
PERFORMING MUSIC one note value -tambourines song
Lesson4 -triangles Step1-lrnrs name the instruments
-percussion -clappers they heard
EVALUATION
190
191

A 2nd Term ECD B Scheme

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A 2nd Term ECD B Scheme

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ENGLISH LANGUAGE

Chidzidzo2 -kuverenga mifananidzo -kuverenga Indigenous -mifananidzo Fungidziro-vadzidzi vanoona

Chidzidzo4 -kunyora mitsara mitatu -kunyora Indigenous -chidziro Fungidziro-vadzidzi

Chidzidzo2 -kutaura chinhu -kutaura Indigenous -mifananidzo Fungidziro-vadzidzi vanoziva

Chidzidzo4 -kunyora mufananidzo -kunyora Indigenous -mifananidzo Fungidziro-vadzidzi vanoona

Vhiki MAZUVA -kutaura mazuva -kutaura Indigenous -mifananidzo Fungidziro-vadzidzi vanoenda

Chidzidzo3 -kunyora mitsara mitatu -kunyora Indigenous -chidziro Fungidziro-vadzidzi

Chidzidzo5 -kunyora mitsara mitatu -kunyora Indigenous -chidziro Fungidziro-vadzidzi

Chidzidzo2 -kushandisa chirevo -kutaura Indigenous -mifananidzo Fungidziro-vadzidzi vakambo

Chidzidzo4 -kunyora mapatani -kunyora Indigenous -chidziro Fungidziro-vadzidzi

Vhiki NHAU, -kutaura nyaya -kutaura Indigenous -mifananidzo Fungidziro-vadzidzi

Chidzidzo3 -kuverenga mifananidzo -kuverenga Indigenous -mifananidzo Fungidziro-vadzidzi vanoona

Chidzidzo5 -kushandisha kara -kunyora Indigenous -mifananidzo Fungidziro-vadzidzi vakambo

Chidzidzo2 -kutsanangudza -kuteerera Indigenous -mifananidzo Fungidziro-vadzidzi

Chidzidzo4 -kudzokorora ngano uye -kuteerera Indigenous -mifananidzo Fungidziro-vadzidzi vanofarira

Vhiki ZVINOWANIKWA -kudoma uye -kutaura Indigenous -nharaunda Fungidziro-vadzidzi

Chidzidzo3 -kuverenga mifananidzo -kuverenga Indigenous -mifananidzo Fungidziro-vadzidzi vanoona

MITSARA -kuumba mitsara miviri -kutaura Indigenous -mifananidzo Fungidziro-vadzidzi

Chidzidzo2 -kutsanangura uye -kutaura Indigenous -mifananidzo Fungidziro-vadzidzi vanogona

Chidzidzo4 -kunyora mapatani -kunyora Indigenous -chidziro Fungidziro-vadzidzi

Chidzidzo3 -kudoma chinhu -kutaura Indigenous -mifananidzo Fungidziro-vadzidzi

Chidzidzo5 -kunyora mapatani -kunyora Indigenous -chidziro Fungidziro-vadzidzi

Chidzidzo2 -kuverenga mifananidzo -kuverenga Indigenous -mifananidzo Fungidziro-vadzidzi vanoona

Chidzidzo4 -kunyora mitsara mitatu -kunyora Indigenous -chidziro Fungidziro-vadzidzi

Vhiki MAZUVA -mazuva matatu -kutaura Indigenous -mifananidzo Fungidziro-vadzidzi vanoenda

MITSARA -kuumba mitsara miviri -kutaura Indigenous -mifananidzo Fungidziro-vadzidzi

Chidzidzo5 -kuverenga mifananidzo -kuverenga Indigenous -mifananidzo Fungidziro-vadzidzi vanoona

Chidzidzo2 -kunyora mitsara mina -kunyora Indigenous -chidziro Fungidziro-vadzidzi

Chidzidzo4 -kuteerera nhau uye -kuteerera Indigenous -mifananidzo Fungidziro-vadzidzi vanofarira

Vhiki Chidzidzo1 -kunyora mitsara -kunyora Indigenous -chidziro Fungidziro-vadzidzi

Chidzidzo3 -kuteerera ngano uye -kuteerera Indigenous -mifananidzo Fungidziro-vadzidzi vanofarira

Chidzidzo5 -kuteerera ngano uye -kuteerera Indigenous -mifananidzo Fungidziro-vadzidzi vanofarira

Chidzidzo4 -kudoma chinhu -kutaura Indigenous -mifananidzo Fungidziro-vadzidzi

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