CONTENTS

ENGLISH

FAMILY AND HERITAGE

INFORMATION AND COMMUNICATION

INDEGIOUS LANGUAGE

MASS DISPLAY

MATHEMATICS AND SCIENCE

PHYSICAL EDUCATION

VISUAL PERFORMANCE ARTS

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TOPICS TO BE COVERED

NAME AND CONTACTS ADDRESS

ANIMAL AND OBJECT SOUNDS

MUSICAL INSTRUMENTS

GREETINGS FORMAL AND INFORMAL GREETING

NEWS AND STORIES

GENERAL AIMS

During the term one I intend to enable learners to:

- develop the four basic skills which are listening, speaking, reading and writing so that they can prepare for present
and future studies in English language and other learning areas.

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WEEK TOPIC AND ASSUMED OBJECTIVES SKILLS MEDIA/SOM METHODOLOGY/ACTIVITIES EVALUATION
ENDING CONTENT KNOWLEDGE COMPONENTS
1 Name and Learners can By the end of -naming -learner’s -The facilitator introduces Strength
contact address say their the lesson name his /her name to the ……………………………………
names learners should -contact learners. ……………………………………
Listening be able to -reading address ……………………………………
-name of others. (i) Say their Cell number -Learners listen to the ……………………………………
home address. Infants facilitator. ……………………………………
Speaking (ii) State their -listening English ……………………………………
-say their names names home Language -The facilitator introduces a ……………………………………
address. Syllabus game do your name. ……………………………………
Reading (iii) Memorize -speaking Page 19 Learners say their names. ……………………………………
-picture reading their parent’s ……………………………………
cell numbers. ECD -The facilitators put learners ……………………………………
Writing (iv) Talk about -writing Language in groups or in pairs. …………………………………….
-drawing the importance Arts Times Weaknesses
of names, Teacher’s -Learners say their home ……………………………………
Cross cutting address and resource address. ……………………………………
issues cell numbers of book page 8 ……………………………………
their parents. -The facilitator says his/her ……………………………………
-gender cell number. ……………………………………
-Learners listen to the ……………………………………
facilitator. Suggestions
-The facilitator explains to ……………………………………
the learners the importance ……………………………………
of names and addresses. …………………………………
-Learners discuss about the …………………………………
importance of names and …………………………………..
addresses in theirs groups. ………………………………….
-Feedback from the groups.

WEEK TOPIC AND ASSUMED OBJECTIVES SKILLS AND MEDIA / METHODOLOGY/ACTIVITIES EVALUATION
ENDING CONTENT KNOWLEDGE COMPONENTS SOM

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2 Name, town and Learners can By the end of -naming -map -The facilitator introduces Strength
village they live. talk the lesson pictures the game “do you know my ……………………………………
learners should with Gweru name” ……………………………………
Listening be able to -speaking City. -Learners listen to the game. ……………………………………
-names and -names -Learners say their names ……………………………………
surname from (i) Say their people. and surnames. ……………………………………
others. names and -listening -The facilitator puts the ……………………………………
surnames in Infant learners in groups. ……………………………………
Speaking full. English -The facilitator displays a ……………………………………
-say their name language picture with Gweru Town. ……………………………………
and surname (ii) Name the -writing syllabus -Learners talk about their ……………………………………
town they live page 19 town and town they live in Weaknesses
Reading in Zimbabwe. ECD groups. ……………………………………
-picture reading Language -Feedback from the groups. ……………………………………
(iii) State the Arts times -The facilitator tells the ……………………………………
Writing Province and Teachers learners about the Province. ……………………………………
-drawing pictures the village they book page -Learners listen to the ……………………………………
stay. 8-9. facilitator. ……………………………………
cross cutting -Learners talk about their ……………………………………
issues (iv) Talk about Province in their groups. ……………………………………
-disaster risk things that -Feedback from the groups. ……………………………………
management. make Gweru -Learners discuss about Suggestions
tick Zimbabwe. things that makes Gweru ………………………………….
known in Zimbabwe. ……………………………………
-Feedback from the groups. ……………………………………
……………………………………
……………………………………
……………………………………
…………………………………….

WEEK TOPIC AND ASSUMED OBJECTIVES SKILLS MEDIA/SOM METHODOLOGY/ACTIVITIES EVALUATION

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ENDING CONTENT KNOWLEDGE COMPONENTS
3 Animals and Learners By the end of - naming -pictures of - The facilitator show Strength
object sound have heard the lesson animals learners pictures of animals .……………………………………
sounds learners -Learners identify the .......................................
Listening before should be -speaking -models of animals. …………………………………….
-Animal sound able to animals -The facilitator takes …………………………………….
learners for a nature walk. …………………………………….
(i) Listen to -reading -audio with -Learners listen to animal …………………………………….
Speaking the sounds of animals sounds in the environment. …………………………………….
-Name the animals in sound. -Learners identify the ……………………………………
animal that the -writing sounds of animals in the ……………………………………
produces the environment -real animal environment.
sound. -Learners are put in the Weaknesses
(ii) Identify -English groups of five. ……………………………………
Reading the sounds of language -Learners imitate whilst the ……………………………………
Name animal animals in infant ECD facilitators assists ……………………………………
on the picture the Syllabus -Feedback from the ……………………………………
environment. page 19 learners. …………………………………..
Writing -The facilitator draws an ……………………………………
Draw the (iii) Imitate animal. ……………………………………
animal. the sounds of -Learners draw an animal. Suggestions
the animals. -Learners’ work is displayed …………………………………….
Cross cutting on the walls. …………………………………….
issues (iv) Draw the ……………………………………
-Financial animal on …………………………………….
literacy display …………………………………….
……………………………………
…………………………………….
…………………………………..
……………………………………..
……………………………………….

WEEK TOPIC AND ASSSUMED OBJECTIVES SKILLS MEDIA/SOM METHODOLOGY EVALUATION

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ENDING CONTENT KNOWLEDGE COMPONENTS
4 Animal and Learners By the end of - listening -objects -The facilitator displays a Strength
object sound. have heard the lesson variety of objects. …………………………….......
sounds learners - speaking -rhymes -Learners observe the …………………………………..
Listening should be objects. …………………………………..
-Object sound able to -cloth -Learners identify the …………………………………..
-reading objects on display. ………………………………….
(i) Identify -pictures -The facilitator put learners …………………………………
Speaking the object in groups. …………………………………..
-Naming the that produce -writing -Learners identify objects ………………………………….
objects that the sounds. -audio tapes that produce the sound. Weaknesses
produce (ii) Play blind - Learners are grouped. …………………………………….
sound. fold game English -Learners do play blind …………………………………….
producing Language folding game, identifying …………………………………….
sound with Infant ECD sounds from objects …………………………………….
Reading different syllabus available. …………………………………….
-Pictures with objects. page 19 -The facilitator observes …………………………………….
the objects. the learners. …………………………………….
(iii) Match Teachers’ - Learners match sound to …………………………………….
sounds to resource their sources. ……………………………………
Writing their sources Time book -The facilitator links sounds Suggestions
-Draw the page 2 to objects. …………………………………….
object that (iv) Link -Learners link sounds to …………………………………….
produce sounds to object and pictures. …………………………………….
sound objects and -Learners draw object that …………………………………..
pictures. produces sound. ……………………………………
Cross cutting -Learners’ work is displayed …………………………………….
issues (v) Draw the …………………………………….
-Disaster risk object on the ……………………………………
management space ……………………………………
provided. ……………………………………..

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WEEK TOPIC AND ASSUMED OBJECTIVES SKILLS MEDIA/SOM METHODOLOGY EVALUATION
ENDING CONTENT KNOWLEDGE COMPONENTS
5 People ,anima Learners can By the end of -Listening -recorder -The facilitator records the Strength
ls and objects imitate the lesson voices of the different …………………………………..
sounds learners learners in class. ……………………………………
should be -Speaking -audios - Learners listen to voices ……………………………………
Listening able to played by the facilitator. ……………………………………
-Voices of -Learners imitate the voices ……………………………………
their friends. (i) Listen to -Reading they hear from the audio. ……………………………………
voices of -voices of -The facilitator put the ……………………………………
Speaking their friends. the pupils learners in groups of five. ……………………………………
-Name the -The facilitator plays music Weaknesses
one who (ii) Imitate -Writing whilst the learners listen. ……………………………………
produces the the voices -pictures -Learners name the ……………………………………
voices. they hear with musicians. ……………………………………
from the different -Learners try to imitate the ……………………………………
Reading audio musician. voices of the musicians in ……………………………………
-Picture the group. …………………………………….
reading of (iii) Name the English -The facilitator gives ……………………………………
musicians musician Language learners papers. ……………………………………
displayed to Infant ECD -Learners draw their Suggestions
Writing them. page 17 favourite musicians. …………………………………..
-Draw their (iv) Draw -Display learners ‘work on …………………………………..
favourite their Teachers’ the wall. …………………………………..
musician. favourite resource …………………………………..
musician Time book ……………………………………
Cross cutting page 3 ……………………………………
issues ……………………………………
-Financial ……………………………………
literacy ……………………………………
……………………………………….

WEEK TOPIC AND ASSUMED OBJECTIVES SKILLS MEDIA/SOM METHODOLOGY EVALUATION

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ENDING CONTENT KNOWLEDGE COMPONENTS
6 Musical Learners By the end of -Listening -Drum -The facilitator displays a Strength
instruments have seen the lesson picture with musical …………………………………….
instruments learners -Guitar instrument. ……………………………………..
Listening should be -Speaking -Learners observe the ……………………………………..
-Sounds from able to -Mbira pictures. ……………………………………..
musical -The facilitator put learners ……………………………………..
instruments. (i) Name -Reading -Keyboard into groups of five. …………………………………….
musical -Learners name the musical ……………………………………..
Speaking instruments -Pictures instruments displayed ……………………………………..
-Name on display or with musical them. Weaknesses
musical not on -Writing instruments -The facilitator plays ……………………………………
instruments. display instruments on an audio. ……………………………………
-Papers -Learners identify sound …………………………………….
Reading (ii) Identify from different musical …………………………………….
-Picture sound from -Pencils instruments played on an ……………………………………..
reading different audio. ……………………………………
musical English -Learners match sound to …………………………………….
instruments Language instruments on display …………………………………….
Writing Infant ECD -The facilitator draws the Suggestions
-Draw musical (iii) Match syllabus instruments. …………………………………..
instruments sound to page 17 -Learners draw the …………………………………….
instruments. Teacher’s instruments. …………………………………….
Cross cutting resource -The facilitator displays ……………………………………..
issues (iv)Draw at Time book learners work. ……………………………………..
- Financial least two big page 3 …………………………………….
literacy instruments. ……………………………………..
……………………………………..
……………………………………..
……………………………………..
…………………………………………

WEEK TOPIC AND ASSUMED OBJECTIVES SKILLS MEDIA/SOM METHODOLOGY EVALUATION

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ENDING CONTENT KNOWLEDGE COMPONENTS
7 Musical Learners By the end of -naming - wire -The facilitator displays a Strength
instruments have seen the lesson chart with a variety of ………………………………………
Listening some learners -string musical instruments. ………………………………………
-Sounds of instruments should be -listening -Learners observe the ……………………………………..
instruments able to pictures. ………………………………………
-picture with -Demonstration by the ……………………………………..
(i)Make -drawing musical facilitators on how to make ……………………………………..
Speaking simple instruments. musical instruments. ……………………………………..
-Name musical -Learners make musical ………………………………………
musical instruments -speaking -plastic instruments. Weaknesses
instruments. containers. -The facilitator put learners ……………………………………..
(ii) Identify in groups of five. ……………………………………..
Reading where such -reading -bottle tops -Learners state where such ……………………………………..
-Picture instruments instruments are found or ……………………………………..
reading are found or English played. ……………………………………..
played Language -Feedback from groups ……………………………………..
Infant ECD -Learners play the musical ………………………………………
Writing (iii) Play syllabus instruments they have Suggestions
-Trace different page 17 made. ………………………………………
instruments musical -The facilitator distributes ……………………………………..
On papers instrument Teachers’ papers. ………………………………………
provided they have resource -Learners trace musical ……………………………………..
made. Time book instruments on papers ………………………………………
page 3 provided. ………………………………………
Cross cutting (iv) trace ………………………………………
issues musical ……………………………………..
-Environment instruments ………………………………………
issues on papers ………………………………………..
provided ………………………………………..
……………………………………….

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WEEK TOPIC AND ASSUMED OBJECTIVES SKILLS MEDIA SOM METHODOLOGY EVALUATION
ENDING CONTENT KNOWLEDGE COMPONENTS

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8 Musical Learners can By the end of - Listening -Pictures -The facilitator plays a Strength
instruments name the lesson with musical song. ……………………………………..
musical learners -Speaking instruments. -Learners listen to the song. ………………………………………
Listening instruments should be -Video with -The facilitator asks ………………………………………
-To music able to musical individuals the instrument ………………………………………
-Reading instruments. they know. ……………………………………..
(i) Discuss -Crayons -Learners are put into ……………………………………..
Speaking the uses of -Papers groups of five. ……………………………………..
-Name the musical Learners discuss the use of ………………………………………
materials instruments. -Writing English musical instruments. ………………………………………
used for Language -The facilitator displays Weaknesses
making (ii) Name the Infant ECD some of the materials used ……………………………………..
musical materials syllabus make instruments. ……………………………………..
instruments. used to make page 17 -Learners name materials ……………………………………..
musical used to make musical ……………………………………..
Reading instruments. Teachers instruments in groups. ………………………………………
-Pictures with resource -Feedback from the groups ……………………………………..
musical (iii) Draw at Time book -Learners draw at least - …………………………………….
instruments. least two page 3 musical instrument used in ……………………………………..
musical a church or wedding Suggestions
Writing instruments -The facilitator displays ………………………………………
-Draw musical used in a learner ‘work on the walls. ……………………………………..
instruments. church or at ……………………………………..
wedding. ……………………………………..
Cross cutting ……………………………………..
issues ………………………………………
-Disaster risk ……………………………………..
management. ………………………………………
………………………………………
………………………………………
………………………………………
………………………………………

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WEEK TOPIC AND ASSUMED OBJECTIVES SKILLS MEDIA/SOM METHODOLOGY EVALUATION
ENDING CONTENT KNOWLEDGE COMPONENTS
9 Greeting Learners can By the end of -Speaking -Charts with -The facilitator explains to Strength
Formal and greet the lesson pictures learners the term greeting. ……………………………………..
informal. learners with -Learners listen to the ……………………………………..
should be -Listening different facilitator. ……………………………………..
Listening able to times of the -Demonstration by the ……………………………………..
-Greetings day. learners. ………………………………………
from others. (ii) Exchange -Reading -Pictures -The facilitator assists the ………………………………………
greetings. with people learner’s formal greeting. ……………………………………..
Speaking expressing -Learners are put in groups ……………………………………..
-Different (ii) Talk about formal of five. Weaknesses
times of the different -Writing greetings. -Learners exchange ……………………………………..
day. times of the greetings. ……………………………………..
day. -The facilitator assigns ……………………………………..
Reading English learners to greet each ……………………………………..
-Picture (iii) Greet Language other at different times of ………………………………………
reading. each other at Infant ECD the day in groups. ……………………………………..
different syllabus -Feedback from the groups. ……………………………………..
Writing times of the page19 -The facilitator gives ………………………………………
-Draw people day. learners pencils. Suggestions
greeting each Teachers -Learners draw people ………………………………………
other. (iv) Draw two resource greeting each other. ………………………………………
people Time book -Learners’ work is ………………………………………
Crossing greeting each page 8 displayed. ……………………………………..
cutting issues other. ……………………………………..
-Heritage ………………………………………
studies ……………………………………..
……………………………………..
………………………………………
……………………………………..
……………………………………..

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WEEK TOPIC AND ASSSUMED OBJECTIVES SKILLS MEDIA/SOM METHODOLOGY EVALUATION
ENDING CONTENT KNOWLEDGE COMPONENTS
10 Greetings Learners can By the end of - Listening -Pictures -The facilitator sing Strength
Formal and greet each the lesson with body greeting songs or rhyme ………………………………………
non formal other learners parts used (hello! hello) ……………………………………..
should be -Speaking for -Learners listen to the ……………………………………..
Listening able to greetings. songs or rhyme. ……………………………………..
-To songs - Pictures -Demonstration by the ……………………………………..
composed (i) Use sign -Reading with facilitator on sign greeting. ……………………………………..
language to informal -Learners are put in pairs. ……………………………………….
Speaking greet each greetings -Learners greet each other ………………………………………
-Name body other. using sign language. Weaknesses
parts that can -Writing -Drawing -The facilitator displays ……………………………………..
be used for (ii) Identify with body parts. ……………………………………….
greetings. body parts learners -Learners identify the body ………………………………………
that can be greeting parts that can be used for ……………………………………….
Reading used for each other greetings. ………………………………………
-Picture greetings. using sign -Learners are put into ………………………………………
reading. language. groups of five. ………………………………………
(iii) Greet -Learners greet each other ………………………………………
Writing each other English using sign language. Suggestions
-Draw body using sign Language -Learners draw body parts ………………………………………
parts. greetings. Infant ECD used when doing sign ……………………………………..
syllabus 19 language. ………………………………………
Cross cutting (iv) Draw ………………………………………
issues body parts Teachers’ ……………………………………….
-heritage used for resource ………………………………………
studies greetings. time book …………………………………………
page 8 …………………………………………
………………………………………..
……………………………………….
………………………………………..

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WEEK TOPIC AND ASSUMED OBJECTIVES SKILLS MEDIA/SOM METHODOLOGY EVALUATION
ENDING CONTENT KNOWLEDGE COMPONENTS

11 Greetings Learners can By the end of -Listening -Pictures -Recapping the previous Strength
Formal and greet. the lesson with pupils lesson. ……………………………………….
informal learners greeting -Learners explain the ………………………………………
greetings should be -Speaking elders. meaning of greeting in their ……………………………………….
able to own words. ………………………………………..
Listening -Video with -The facilitator displays a ………………………………………..
-Conversation (i) Greet -Reading pupils picture with learners ………………………………………..
between elders in a greeting greeting elders in a formal …………………………………………
greeting each formal each other. manner. …………………………………………
other. manner. -Writing Learners imitate greeting ………………………………………..
Pupils elders in a formal manner Weaknesses
Speaking (ii)Discuss on greeting in groups of four. ……………………………………….
-Greeting the each other. -Learners discuss the ………………………………………
each other importance importance of greeting ……………………………………….
of greeting English elders in groups. ………………………………………..
Reading elders. Language -Feedback from groups. ………………………………………..
-Picture Infant ECD -The facilitator draw ………………………………………..
reading (iii) Imitate syllabus picture on the chalkboard. …………………………………………
on how to page 19 -Learners draw pupils …………………………………………
Writing greet elders greeting elders. Suggestions
Drawing pupil in pairs Teachers -The facilitator displays ………………………………………...
greeting resource learner’ work on walls. …………………………………………
elders. (iv) Draw Time book ………………………………………..
pupils page 8 …………………………………………
Cross cutting greeting …………………………………………
issues elders. ……………………………………….
Heritage …………………………………………
studies. …………………………………………
…………………………………………
………………………………………….

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WEEK TOPIC AND ASSUMED OBJECTIVES SKILLS MEDIA/SOM METHODOLOGY EVALUATION
ENDING CONTENT KNOWLEDGE COMPONENTS

12 News and Learners can By the end of -Listening -Chart with -The facilitator displays Strength
stories tell stories the lesson feeding five pictures or tells a story. ……………………………………….
Religious learners thousand -Learners listen to the ……………………………………….
story should be men. story. ………………………………………..
Feeding of able to -Speaking -Learners tell the story or ………………………………………..
five thousand -Video of summarise in their own ………………………………………..
Matthew (i) Tell a story feeding five words. …………………………………………
14:13-19 from the thousand -The facilitator tells the …………………………………………
picture or men. story of Jesus feeding five …………………………………………
Listening storytelling. -Reading thousand. …………………………………………
-To the story. -Bible -Learners listen to the …………………………………………
(ii) State story. Weaknesses
what there -Learners tell the story in …………………………………………
Speaking are seeing on -Chart with their own words. …………………………………………
-Retell the the pictures. -Writing food. -The facilitator put learners …………………………………………
story. in groups of five. …………………………………………
-Learners identify what is …………………………………………
Reading (iii) Draw the English on pictures. ………………………………………..
-Picture pictures on Language -Learners draw five loaves ………………………………………..
reading the chart. Infant ECD of bread and two fish. ………………………………………..
syllabus -The facilitator displays …………………………………………
Writing page 19 learner’s work. Suggestions
-Draw 5 …………………………………………
loaves and 2 Teachers ………………………………………..
fish. resource …………………………………………
Time book …………………………………………
Cross cutting page 5 ………………………………………..
issues …………………………………………
-Heritage ………………………………………..
studies. ……………………………………

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 TOPICS TO BE COVERED

FAMILY HISTORY AND LOCAL HERITAGE CULTURAL HERITAGE

CULTURE HERITAGE

NATIONAL HISTORY, SOVEREIGNTY AND GOVERNANCE

GENERAL AIMS

During the term 1 (one) ,I intend to enable learners to exhibit norms values and appropriate responsible behavior so that they can
apply it in their daily life.

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WEEK TOPIC AND ASSUMED OBJECTIVES SKILLS MEDIA/SOM METHODOLOGY EVALUATION
ENDING CONTENT KNOWLEDGE COMPONENTS

1 Identity Learners can By the end of -Naming -Pictures of Strength

Family History say their the lesson their sibling. -The facilitator introduces a ……………………………………….
and local names. learners rhyme “do you know my ………………………………………
Heritage should be name. ……………………………………….
able to -Describing -Pictures -Learners listen to the ………………………………………..
with family rhyme. ………………………………………..
(i) State their members. -Learners are randomly ………………………………………..
Myself and names in full. picked and say their names …………………………………………
family -Classifying in full. …………………………………………
(ii) Name -Laptop -The facilitator put learners ………………………………………..
their older in groups and let them Weaknesses
and younger -Rhyme share their names. ……………………………………….
brother -Listening -Feedback from groups. ………………………………………
(sibling) if -Learners discuss about ……………………………………….
any. Family and their family members in ………………………………………..
Cross cutting heritage ECD groups. ………………………………………..
issues (iii) Name syllabus -Feedback from groups. ………………………………………..
other family page 6 …………………………………………
-Gender members. -Learners are given Suggestions
equality Teacher’s materials to use. ………………………………………...
resource …………………………………………
(iv) Draw and Time book -Learners draw and colour ………………………………………..
colour family page 2 their family members. …………………………………………
members. …………………………………………
-The facilitator displays ………………………………………..
learner’s work. ……………………………………….

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WEEK TOPIC AND ASSUMED OBJECTIVES SKILLS MEDIA/SOM METHODOLOGY EVALUATION
ENDING CONTENT KNOWLEDGE COMPONENTS
2 Identity Learners By the end of -Speaking -Pictures Strength
Family History have friends. the lesson with friends -The facilitator tells the ……………………………………….
and Local learners class his/her friends by ……………………………………….
Heritage should be -Pictures his/her name. ………………………………………..
able -Describing with variety ………………………………………..
of games. - Learners are picked ………………………………………..
(i) Identify randomly and name their …………………………………………
their friends friends. …………………………………………
by names. --Drawing -Laptop …………………………………………
-Learners identify their …………………………………………
(ii) Describe friends by names in groups. …………………………………………
what they do Weaknesses
with their -DVD player -The facilitator assigns …………………………………………
friends. -Identifying learners to describe what …………………………………………
they do with their friends. …………………………………………
…………………………………………
(iii)Talk about Family and -Feedback from the groups. …………………………………………
their friends’ heritage ECD ………………………………………..
interest. syllabus -Learners talk about their ………………………………………..
page 6 friend‘s interests. ………………………………………..
(iv) Describe …………………………………………
Cross cutting the game Teacher’s -learners engage into Suggestions
issues they play resource games they play with their …………………………………………
-Child with their Time book friends. ………………………………………..
protection friends. page 2 …………………………………………
-Feedback from the groups. …………………………………………
(v) Draw and ………………………………………..
colour their -Learners draw and colour …………………………………………
friends. their friends. …………………………………………
………………………………………

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WEEK TOPIC AND ASSUMED OBJECTIVES SKILLS MEDIA/SOM METHODOLOGY EVALUATION
ENDING CONTENT KNOWLEDGE COMPONENTS
3 Identity Learners can By the end of -Speaking -Pictures Strength
Family History name their the lesson with friends -The facilitator takes ……………………………………….
and Local school. learners learners for nature walk ……………………………………….
Heritage should be -Pictures of around the school. ………………………………………..
able -Describing their school. -Learners observe the ………………………………………..
school surrounding. ………………………………………..
Myself and my (i)State the -The facilitator asks learners ………………………………………
school name of the the name of their school. ……………………………………….
school. --Drawing -Learners give the name of ………………………………………
-Crayons their school. ………………………………………
(ii) Talk about -the facilitator put learners ……………………………………….
what they do into groups of five. ………………………………………
at school. -Learners talk about Weaknesses
-observing Family and activities they do at school. ………………………………………
heritage -Feedback from the groups. ……………………………………..
(iii)Describe ECD syllabus -Learners describe their ………………………………………
their class page 6 class facilitator. ………………………………………
facilitator. -Learners talk about ………………………………………
-Writing Teacher’s common tasks they do at ………………………………………
(iv) Talk resource school in groups …………………………………..
about Time book -Feedback from groups. Suggestions
common page 3 -Learners draw and paint ………………………………………
Cross cutting tasks they do the image of their school. ………………………………………
issues at school. -The facilitator displays ………………………………………..
-Child learner. ………………………………………
protection (v) Draw and ………………………………………
paint their ………………………………………
school. ………………………………………
………………………………………..

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WEEK TOPIC AND ASSUMED OBJECTIVES SKILLS MEDIA/SOM METHODOLOGY EVALUATION
ENDING CONTENT KNOWLEDGE COMPONENTS

4 Identity Learners are By the end of -Naming -Pictures Strength

Family History aware the lesson with family -The facilitator introduces a ……………………………………….
and local values. learners members. rhyme “do you know my ………………………………………
Heritage should be name. ……………………………………….
able to -Describing ………………………………………..
-Learners listen to the ………………………………………..
(i) State the -Pictures rhyme. ………………………………………..
Family norms norms and that displays ………………………………………
and values values in -Matching norms and -Learners are randomly ……………………………………….
their family values. picked and say their names ………………………………………
set up . in full. ……………………………………….
………………………………………..
(ii) Identify -Listening -Laptop -The facilitator put learners Weaknesses
common in groups and let them share ……………………………………….
courtesies their names. ………………………………………
(polite) and ……………………………………….
etiquette Family and -Feedback from groups. ………………………………………..
(behavior) in heritage ………………………………………..
their family. ECD syllabus -Learners discuss about ………………………………………..
(iii) Identify page 6 their family members in ………………………………………..
ways of groups. Suggestions
Cross cutting helping each Teacher’s ………………………………………..
issues other. resource -Feedback from groups. ..........................................
(iv) Talk Time book -Learners are given ………………………………………
-Heritage situations page 2 materials to use. ……………………………………….
studies that require -Learners draw and colour ………………………………………..
help. their family members. ………………………………………
-The facilitator displays ……………………………………….
learner’s work. ………………………………………
………………………………………

20
WEEK TOPIC AND ASSUMED OBJECTIVES SKILLS MEDIA/SOM METHODOLOGY EVALUATION
ENDING CONTENT KNOWLEDGE COMPONENTS
5 Cultural Learners By the end of -Stating -Resource Strength
heritage speak the lesson person. -The facilitator puts learners ……………………………………….
different learners in front of the class who ………………………………………
language should be -Naming -Different speak different language. ……………………………………….
Culture in able to learners ………………………………………..
relation to who speak -Learners state different ………………………………………..
language. (i) State different language used in the local ………………………………………..
different -Discussing language. community. ………………………………………
language -Video with ………………………………………
used in the different --The facilitator name a ………………………………………..
local language number of languages in Weaknesses
community. races. Zimbabwe. ……………………………………….
-Laptop ………………………………………
(ii) Identify -Learners are put into ……………………………………….
and use the Family and groups. ………………………………………..
different heritage ………………………………………..
languages ECD syllabus -Learners discuss different ………………………………………..
used in the page 18 language used in the ………………………………………
local community in groups. ………………………………………
Cross cutting community. Teacher’s ………………………………………
issues resource -Feedback from the group. Suggestions
-Heritage (iii) Role Time book ………………………………………..
studies plays using page 5 -Learners role play ..........................................
different communicating in different ………………………………………
language. languages. ……………………………………….
………………………………………..
-Feedback from the groups. ………………………………………
………………………………………..
………………………………………
………………………………………

21
WEEK TOPIC AND ASSUMED OBJECTIVES SKILLS MEDIA/SOM METHODOLOGY EVALUATION
ENDING CONTENT KNOWLEDGE COMPONENTS
6 Culture Learners can By the end of -Writing -Video with Strength
heritage speak the lesson different -Recapping the previous ………………………………………..
different learners language lesson. ………………………………………..
Culture in language should be -Drawing presentatio -The facilitator put learners ………………………………………..
relation to able to n. of different race who speak ………………………………………..
language -Learners of different languages. ………………………………………..
(i)Use -Naming different -Learners listen to the ………………………………………..
gestures to races. language as other learners ………………………………………..
communicat -Laptop speak. ………………………………………
e to each -Stating -Demonstration by the ……………………………………….
other or in -Pictures facilitator. Weaknesses
their -Learners use gestures to ……………………………………….
communicati communicate to each other ……………………………………….
on. Family and in groups ………………………………………
(ii)Talk heritage -Feedback from the groups. ……………………………………….
advantages ECD syllabus -Learners discuss ……………………………………….
of using the page 18 advantages of using the ……………………………………….
same same language in the ……………………………………….
Cross cutting language in Teacher’s community ……………………………………….
issues the resource in groups. Suggestions
-Heritage community. Time book -Feedback from the groups. ………………………………………..
studies (iii)Sing and page 5 -Learners sing and dance in ………………………………………..
dance in different languages. ………………………………………..
different -The facilitator assists ……………………………………….
languages. learners. ……………………………………….
-Learners draw people ………………………………………..
(iv)Draw greeting each other. ………………………………………
people ………………………………………..
greeting to ………………………………………..
each other. ……………………………………….

22
WEEK TOPIC AND ASSUMED OBJECTIVES SKILLS MEDIA/SOM METHODOLOGY EVALUATION
ENDING CONTENT KNOWLEDGE COMPONENTS
7 Culture Learners By the end of -Naming -Pictures Strength
heritage have the lesson with -The facilitator displays ………………………………………
different learners -Identifying different picture with different attire. ………………………………………
Culture in attires should be attires. ………………………………………
relation to able to -Observing -Videos with -Learners observe the ………………………………………
dress. (i) Identify different pictures. ………………………………………
different -Describing culture ………………………………………
culture attire attire. -Learners identify different ………………………………………
found locally. -Models of culture attire on display. ………………………………………
different ……………………………………..
(ii) Describe culture -The facilitator displays Weaknesses
attire worn in attire. different attire of different ………………………………………
different attire of different events. ………………………………………
events in the Family and ………………………………………
community. heritage -Learners are put in groups. ………………………………………
ECD syllabus ………………………………………
Cross cutting (iii) Draw and page 6 -Learners describe attire ………………………………………
issues colour worn in different events. ………………………………………
pictures of Teacher’s -Learners are put in groups. ……………………………………….
-Child different resource Learners describe attire Suggestions
protection. attire. time book worn in different events in ………………………………………
page 5 the community. ………………………………………
(iv) Sing -Feedback from the groups. ………………………………………
songs related -The facilitator gives ………………………………………
to specific learners pencils and papers. ………………………………………
attire -Learners draw and colour ………………………………………
function or pictures of different culture ……………………………………....
celebrations. attire. ………………………………………
-Display learners work. ………………………………………
………………………………………..
..........................................

23
WEEK TOPIC AND ASSUMED OBJECTIVES SKILLS MEDIA/SOM METHODOLOGY EVALUATION
ENDING CONTENT KNOWLEDGE COMPONENTS
8 Culture Learners eat By the end of -Speaking -Food Strength
heritage different the lesson sample -The facilitator introduces a ………………………………………
food. learners rhyme food! food. ………………………………………
Culture in should be -Picture ………………………………………
relation to able to -Identifying with -Learners listen to the ………………………………………
food. different rhyme. ………………………………………
(i) Talk about types of ………………………………………
the food in food. -Learners sing the rhyme ………………………………………
their culture -Stating - with the facilitator’s help. ………………………………………
centre. Demonstrati ………………………………………
on of food -The facilitator displays food ………………………
(ii) Identify Demonstratin habits. in the culture centre. Weaknesses
common g ………………………………………
food eaten at -Laptop -Learners are put into ………………………………………
home. groups. ………………………………………
………………………………………
(iii) State Family and -Learners identify common ………………………………………
types of food heritage food eaten at home in ………………………………………
from ECD syllabus groups. ………………………………………
Cross cutting different page 18 ………………………………………
issues. culture. -Learners state types of food ………………………………………
from different culture. ………………………
-Disaster risk (iv) Teacher ‘s Suggestions
management Demonstrate resource -The facilitator assists ………………………………………
good eating Time book learners. ………………………………………
habits and page 8-9 ………………………………………
etiquette( cu -Learners demonstrate good ………………………………………
stomary eating habits and etiquette ………………………………………
behavior) in groups. ………………………………………
-Feedback from groups ………………………………………
………………………………………

24
WEEK TOPIC AND ASSUMED OBJECTIVES SKILLS MEDIA/SOM METHODOLOGY EVALUATION
ENDING CONTENT KNOWLEDGE COMPONENTS

9 Culture Learners By the end of the -Stating -Pictures of -The facilitator displays Strength
Heritage apply the lesson learners good pictures or tells a story ……………………………………….
values at should be able to Samaritan about the good ………………………………………
Culture home. Samaritan. ……………………………………….
relation to (i) State their -Writing -Learners listen to the ………………………………………..
spiritual spiritual values -Video with rhyme. ………………………………………..
values. such as honesty spiritual -Learners listen to the ………………………………………..
and hospitality. values. story of a good …………………………………………
-Listening Samaritan. …………………………………………
(ii) Role play their -The facilitator displays ………………………………………..
spiritual values. -Laptop the pictures Weaknesses
(Samaritan man). -Learners observe the ……………………………………….
-Speaking -Dough pictures. ………………………………………
-Learners are put into ……………………………………….
(iv) Draw a good groups by the facilitator. ………………………………………..
Samaritan with a Family and -Learners state spiritual ………………………………………..
wounded man. heritage ECD values in the story or ………………………………………..
Cross cutting syllabus pictures in groups. …………………………………………
issues page 18 -Feedback from the Suggestions
groups ………………………………………...
-Heritage Teacher’s - Learners role play the …………………………………………
studies. resource story in groups ………………………………………..
Time book Feedback from the …………………………………………
page 6 groups. …………………………………………
-Learners draw a ………………………………………..
picture of good ……………………………………….
Samaritan ……………………………………….
……………………………………….

25
WEEK TOPIC AND ASSUMED OBJECTIVES SKILLS MEDIA/SOM METHODOLOGY EVALUATION
ENDING CONTENT KNOWLEDGE COMPONENTS
10 National Learners By the end of the -Speaking -Scarf with -The facilitator displays Strength
history have seen lesson learners national the national colours. ……………………………………….
sovereignty colours. should be able colours. - Learners observe the ……………………………………….
and pictures. ………………………………………..
governance. (i) Identify the -Explaining -Bracelets. -The facilitator put ………………………………………..
five national learners in groups. ………………………………………..
colours . -Learners identify the …………………………………………
-National five colours on display. …………………………………………
--Matching flag. -The facilitator explains …………………………………………
(ii) Explain the to the learners at least …………………………………………
National importance of two of them. …………………………………………
colours. the national -Learners are put in Weaknesses
colours.. -Pictures groups. …………………………………………
-Identifying with -Feedback from the …………………………………………
national groups. …………………………………………
colours. -Learners state the …………………………………………
(iii) Match the meaning of the colours. …………………………………………
colours with -learners engage into ………………………………………..
colours in the games they play with ………………………………………..
Cross cutting classroom. Family and their friends. ………………………………………..
issues. heritage ECD -Feedback from the …………………………………………
syllabus groups. Suggestions
-Heritage page 19 -Learners draw and …………………………………………
studies colour their friends. ………………………………………..
Teacher’s …………………………………………
resource …………………………………………
Time book ………………………………………..
page 8 …………………………………………
…………………………………………
……………………………………….
………………………………………..

26
WEEK TOPOC AND ASSUMED OBJECTIVES SKILLS MEDIA/SOM METHODOLOGY EVALUATION
ENDING CONTENT KNOWLEDGE COMPONENTS
11 National Learners can By the end of the -Speaking -Audio Strength
history sing lesson learners -The facilitator displays ……………………………………..
sovereignty should be able to a map. ……………………………………..
and -DVD player -Learners observe the ……………………………………..
governance. (i) State the -Listening picture. ……………………………………..
name of their -Learners state the …………………………………….
country. -National name of their country. ……………………………………..
flag The facilitator assists ……………………………………..
the learners. ……………………………………
-Observing -Pictures -The facilitator plays an …………………………………….
(ii) Sing national audio with the national Weaknesses
anthem. - Resource anthem. ……………………………………..
National person. Learners sing the first …………………………………….
anthem stanza of the national ……………………………………..
anthem with the ……………………………………..
(iii) Demonstrate Family and assistance from the ……………………………………..
the posture when heritage ECD facilitator. ……………………………………..
singing the syllabus -Demonstration by the ……………………………………..
national anthem. page 19 facilitator of the ……………………………………..
posture. ………………………………………
Teachers’ Suggestions
resource -Learners imitate the …………………………………….
Cross cutting Time book posture when singing …………………………………….
issues page 8 the national anthem. …………………………………….
…………………………………….
-Heritage ……………………………………..
studies ………………………………………

27
WEEK TOPOC AND ASSUMED OBJECTIVES SKILLS MEDIA/SOM METHODOLOGY EVALUATION
ENDING CONTENT KNOWLEDGE COMPONENTS
12 National Learners By the end of -Stating - National Strength
history have seen the lesson flag. -The facilitator displays the ……………………………………..
sovereignty the flag. learners national flag.. ……………………………………..
and should be -Naming -scissors -Learners observe the ……………………………………..
governance. able to national flag. ……………………………………..
-Learners name the colours …………………………………….
(i) Name the -Model of on the national flag. ……………………………………..
national flag. national flag The facilitator put the ……………………………………..
-Observing -Pictures learners into groups.. ……………………………………
(ii) Identify with the -Learners identify colours …………………………………….
colours on national flag on the national flag. . Weaknesses
the national -Identifying -The facilitator draws the ……………………………………..
National flag flag. Family and national flag on the papers …………………………………….
heritage ECD available. ……………………………………..
(iii) Colour -Colouring syllabus -Learners colour the ……………………………………..
the national page 19 national flag with all the its ……………………………………..
flag with all colours correctly. ……………………………………..
its colours Teachers’ ……………………………………
correctly. resource -The facilitator provides Suggestions
Time book learners with scissors. …………………………………….
(iv) Cut and page 8 …………………………………….
Cross cutting paste the -Learners cut and paste the …………………………………….
issues national flag. national flag colours.. …………………………………….
……………………………………..
-Financial ………………………………………
literacy ………………………………………
………………………………………..

28
 MISORO INOTARISIRWA KUITWA

KUTEERERA

KUTAURA

KUVERENGA

KUNYORA

VAVARIRO

Mukotoro ino yekutanga ndinotarisira kuti vadzidzi vagokwanisa kuvandudza kugona kuteerera ,kutaura,kuverenga uye kunyora
kusanganisirawo kuona kubata nokuita zvidzidzo zvakasiyana kuti vagoshandisa mutauro mumazuva ekurarama.

29
KUPERA MUSORO ZVINOZIVIKANWA ZVINANGWA UNYANZVI ZVOMBO/DURA MADZIDZIRO ONGORORO
KWEVHIKI
1 Kuteerera Vadzidzi Panopera -Kuteerera - Mifananidzo -Mudzidzisi Zvakagonekwa
-Izwi vanoshandisa chidzidzo anotaura kanyaya ……………………………………..
romudzidzisi mutauro vadzidzi -Zvinyoreso kadiki. ……………………………………..
pakutaura vanofanirwa -Kutaura -Vadzidzi ……………………………………..
kutaura kunge vave vanoteerera ……………………………………..
-Mazita avo kugona -Mapepa zvinenge …………………………………….
zvichitaurwa ……………………………………..
Kuverenga (i)Kuteerera -Kuverenga nemudzidzisi. ……………………………………..
-Kubva zvataurwa -Mudzidzisi anoisa ……………………………………
kurubotshwe nomudzidzisi vadzidzi muzvikwata. …………………………………….
kuenda -Kunyora –Vadzidzi vanotaura ……………………………………
kurudyi (i)Kutaura zvavadzey a Zvakatadziwa
rweshizha mazita avo varimuzvikwata. ……………………………………..
ECD Indeginous -Vadzidzi vanopiwa …………………………………….
Kunyora (iii)Kudoma Language mukana vekutaura ……………………………………..
-Mabatirwo ruboshwe syllabus page mazita avo ……………………………………..
akanaka nerudyi 21 -Mudzidzisi ……………………………………..
enyoreso rweshizha anoratidza vadzidzi ……………………………………..
-Kuverenga mifananidzo. ……………………………………
Musoro mifanidzo -Vadzidzi Zvingaitwe
inowanikwa uripamashizha vanoverenga …………………………………….
kwese kwese mifananidzo …………………………………….
-Zvidzidzo (iv)Kutaura iripashizha kubva …………………………………….
zvetsika mazita kuruboshwe kuenda …………………………………….
dzedu ezvinyoreso kurudyi. ……………………………………..
nekubata -Mudzidzisi ………………………………………
chinyoreso anoratidza ………………………………………
zvakanaka. zvinyoreso ……………………………………..
-Vadzidzi vanotaura ………………………………………
mazita ezvinyoreso. ………………………………………
…………………………………….

30
KUPERA MUSORO ZVINOZIVIKANWA ZVINANGWA UNYANZVI ZVOMBO/DURA MADZIDZIRO ONGORORO
KWEVHIKI
2 Kuteerera Vadzidzi vanobva Panopera -Kuteerera - Mifananidzo -Mudzidzisi Zvakagonekwa
-Mazita mumhuri chidzidzo yemhuri. anovamba chidzidzo ……………………………………..
evanhu vadzidzi nekuimba rwiyo ……………………………………..
vemumhuri vanofanirwa -Kutaura -Mitambo vashanu mumhuri. ……………………………………..
kunge vave inobudisa -Vadzidzi vanoterera ……………………………………..
kutaura kugona mhuri. rwiyo. …………………………………….
-Mazita -Vadzidzi vanoimba ……………………………………..
evanhu vari (i)Kutaura -Kuverenga -Mifananidzo rwiyo. ……………………………………..
mumhuri mazita evanhu iripa -Mudzidzisi anoisa ……………………………………
vari mumhuri chivhitivhiti ine vadzidzi muzvikwata. …………………………………….
Kuverenga dzavo. -Kunyora mifanaidzo -Vadzidzi vanotaura Zvakatadziwa
-Mifananidzo yemhuri. mazita evanhu vari ……………………………………..
yemhuri mumhuri dzavo vari …………………………………….
(i)Kutsanangura muzvikwata. ……………………………………..
Kunyora vanhu vari -Vadzidzi ……………………………………..
-Kudhirowa mumhuri dzavo vanotsanangura ……………………………………..
mifananidzo vanhu vari mumhuri ……………………………………..
yemhuri ECD Indeginous dzavo zvavanoita. ……………………………………
Language -Mudzidzisi anopa …………………………………….
Musoro (iii)Kudhirowa syllabus page vadzidzi Zvingaitwe
inowanikwa mifananidzo 21 zvekushandisa. …………………………………….
kwese kwese yemhuri. -vadzidzi …………………………………….
-Vanhu rume vanodhirowa …………………………………….
kana vanhu mifananidzo …………………………………….
kadzi yemhuri dzawo. ……………………………………..
………………………………………
………………………………………
………………………………………
………………………………………

31
KUPERA MUSORO ZVINOZIVIKANWA ZVINANGWA UNYANZVI ZVOMBO/DURA MADZIDZIRO ONGORORO
KWEVHIKI
3 Kuteerera Vadzidzi Panopera -Kuteerera - Mifananidzo -Mudzidzisi Zvakagonekwa
-Zvinoitwa vanofarira chidzidzo wemudzidzisi. anoratidza ……………………………………..
nomudzidzisi mudzidzisi . vadzidzi vadzidzi ……………………………………..
vanofanirwa -Kutaura -Mhodzi. mufananidzo vake. ……………………………………..
kutaura kunge vave -Vadzidzi ……………………………………..
-Zvinofarirwa kugona -Iswa. vanoterera rwiyo. …………………………………….
nemudzidzisi -Vadzidzi vanoiswa ……………………………………..
vavo. (i)Kutaura -Kuverenga -Dhaka muzvikwata ……………………………………..
zvinofarirwa -Vadzidzi ……………………………………
Kuverenga kana -Zvinyoreso vanotaura …………………………………….
-Zviripa zvisingadikanw -Kunyora pamusoro Zvakatadziwa
pamufananidzo e nemudzidzisi. pemudzidzisi ……………………………………..
vemudzidzisi. zvaasingafarire …………………………………….
ECD Indeginous nezvaanofarira. ……………………………………..
Kunyora (ii)Kuumba Language -Mudzidzisi anopa ……………………………………..
-Kudhirowa mudzidzisi vavo syllabus page vadzidzi ……………………………………..
mifananidzo nedhaka. 21 zvekunyorera. ……………………………………..
vemudzidzisi. -Vadzidzi ……………………………………
vanodhirowa Zvingaitwe
Musoro mudzidzisi wavo …………………………………….
inowanikwa (iii)Kudhirowa pamapepa …………………………………….
kwese kwese mudzidzisi avapiwa. …………………………………….
-Varume kana vavo. -Mudzidzisi anopa …………………………………….
vakadzi. vadzidzi dhaka ……………………………………..
rekuumbisa ………………………………………
-Vadzidzi ………………………………………
vanoumba ………………………………………
mudzidzisi vavo. ………………………………………

32
KUPERA MUSORO ZVINOZIVIKANWA ZVINANGWA UNYANZVI ZVOMBO/ MADZIDZIRO ONGORORO
KWEVHIKI DURA
4 Kuteerera Vadzidzi vane Panopera -Kuteerera - Mifananidzo -Mudzidzisi anotaura Zvakagonekwa
-Izwi shamwari . chidzidzo yeshamwari pamusoro ……………………………………..
reshamwari vadzidzi dzavo. peshamwari yake. ……………………………………..
vanofanirwa -Kutaura -Vadzidzi vanoteerera ……………………………………..
kutaura kunge vave zviri kutaurwa ……………………………………..
-Pamusoro kugona -Dhaka nemudzidzisi …………………………………….
peshamwari -Mifananidzo Vadzidzi vanoiswa ……………………………………..
dzavo. (i)Kutaura -Kuverenga inevanhu muzvikwata. ……………………………………..
pamusoro vakasiyana Vadzidzi ……………………………………
Kuverenga peshamwari siyana. vanokurukura …………………………………….
-Mifananidzo dzavo. -Kunyora pamusoro Zvakatadziwa
yeshamwari -Mhodzi peshamwari dzavo ……………………………………..
dzavo. vari muzvikwata. …………………………………….
(ii)Kutaura Mhinduro kubva ……………………………………..
Kunyora zvakakoshera -Uswa muzvikwata. ……………………………………..
-Kudhirowa shamwari -Vadzidzi vanodzeya ……………………………………..
shamwari dzavo. varimuzvikwata ……………………………………..
dzavo. ECD Indeginous zvakakoshera ……………………………………
Language shamwari. Zvingaitwe
Musoro (iii)Kudhirowa syllabus page -Mhinduro kubva …………………………………….
inowanikwa shamwari 21 muzvikwata. …………………………………….
kwese kwese dzavo. -Mudzidzisi anopa …………………………………….
-Varume vadzidzi pekunyorera. …………………………………….
kana vakadzi. -Vadzidzi ……………………………………..
vanodhirowa ………………………………………
shamwari dzavo. ………………………………………
……………………………………..

33
KUPERA MUSORO ZVINOZIVIKANWA ZVINANGWA UNYANZVI ZVOMBO/DURA MADZIDZIRO ONGORORO
KWEVHIKI

34
5 Kuteerera Vadzidzi Panopera -Kuteerera - Mifananidzo -Mudzidzisi Zvakagonekwa
-Vachitaura vanokwanisa chidzidzo inoratidza kuti anoratidza vadzidzi ………………………………………
kwaziso kukwazisana. vadzidzi mangwanani. vanoona …………………………..
yemangwan vanofanirwa -Kutaura mifananidzo . ………………………………………
ani kunge vave -Mudzidzisi anoisa ………………………………………
kutaura kugona -Dhaka vadzidzi muzvikwata ………………………………………
kukwazisana -Mifananidzo zvishanu. ………………………………………
marenge (i)Kukwazisan -Kuverenga inevanhu Vadzidzi vanodzeya ………………………………………
nenguva a zvinoitwa vakasiyana zvavaona ……………………………………
yemangwan munguva siyana. pamufananidzo Zvakatadzikwa
ani. dzemangwani -Kunyora varimuzvikwata. – ………………………………………
Kuverenga zvikuru -Mhodzi Vadzidzi ………………………………………
Mifananidzo mabasa. vanokwazisana ………………………………………
inoratidza sezva vanoita ………………………………………
kuti inguva (ii) Kuita -Uswa munguva ………………………………………
yemangwan hurukuro dzemangwani. ………………………………………
ani pamusoro -Vadzidzi vanoita …………………………………
Kunyora pezvinoitwa ECD Indeginous hurukuro Zvingaitwe
-Kudhirowa mangwanani Language varimuzvikwata ………………………………………
mifananidzo zvikuru syllabus page 21 pamusoro ………………………………………
inoratidza mabasa. pezvinoitwa ………………………………………
kuti munguva ………………………………………
mangwanan dzemangwanani. ………………………………………
i. -Mhinduro kubva ………………………………………
Musoro (iii)Kudhirowa muzvikwata. ……………………………………..
inowanikwa mifananidzo -Vadzidzi ………………………………………
kwese inoratidza kuti vaodhirowa …………………………………….
kwese mangwanani. mifananidzo …………………………………….
Zvinechekui inoratidza kuti ……………………………………
ta inguva
nezvakatite dzemangwanani.
nderedza.
KUPERA MUSORO ZVINOZIVIKANWA ZVINANGWA UNYANZVI ZVOMBO/DURA MADZIDZIRO ONGORORO

35
KWEVHIKI
6 Kuteerera Vadzidzi Panopera -Kuteerera - Mifananidzo -Mudzidzisi Zvakagonekwa
- vanokwanisa chidzidzo inoratidza kuti anoratidza vadzidzi ………………………………………
Vachikwasis kukwazisana. vadzidzi masikati. mifananidzo …………………………..
ana vanofanirwa -Kutaura inenguva ………………………………………
marenge kunge vave dzemasikati. ………………………………………
nenguva kugona -Mitambo -Mudzidzisi anoisa ………………………………………
yemasikati. - vadzidzi ………………………………………
kutaura (i)Kukwazisan -Kuverenga Mifananidzo iripa muzvikwata. ………………………………………
kukwazisana a zvinoitwa chivhitivhiti. Vadzidzi ………
marenge munguva vanoongorora Zvakatadzikwa
nenguva dzemasikati -Kunyora mifananidzo. ………………………………………
yemasikati. nemutauro ECD Indeginous -Vadzidzi ………………………………………
Kuverenga vakazara. Language vanokwazisana ………………………………………
Mifananidzo (ii) Kutaura syllabus page 21 varimuzvikwata. ………………………………………
inoratidza mabasa munguva ………………………………………
kuti inguva anokwanisa dzemasikati. ………………………………………
yemasikati kuitwa -Vadzidzi vanotaura ..
Kunyora munguva mabasa anoitwa …………………………………
-Kudhirowa dzemasikati. munguva Zvingaitwe
mifananidzo (iii)Kuita dzemasikati. ………………………………………
inoratidza tumitambo Vadzidzi vanoita ………………………………………
kuti tunobudisa tumutambo ………………………………………
masikati. kuti inguva tunobudisa kuti ………………………………………
Musoro dzemasikati inguva dzemasikati. ………………………………………
inowanikwa sekugara -Mhinduro kubva ………………………………………
kwese mumumvuri,k kuzvikwata. …………………………………..
kwese udhidha. Vadzidzi ………………………………….
Zvinechekui (iv)Kudhirowa vanodhirowa …………………………………..
ta mifananidzo mifananidzo ……………………………………
nezvakatite ichiratidza kuti inoratidza kuti
nderedza. inguva inguva dzemasikati.
dzemasikati

36
KUPERA MUSORO ZVINOZIVIKANWA ZVINANGWA UNYANZVI ZVOMBO/DURA MADZIDZIRO ONGORORO
KWEVHIKI
7 Kuteerera Vadzidzi Panopera -Kuteerera - Mifananidzo -Mudzidzisi Zvakagonekwa
Vachikwasis vanogona kutaura. chidzidzo inoratidza kuti anoratidza vadzidzi ………………………………………
ana vadzidzi inguva mifananidzo …………………………..
marenge vanofanirwa -Kutaura dzemanheru. inenguva ………………………………………
nenguva kunge vave dzemanheru. ………………………………………
yemanheru. kugona -Laptop -Vadzidzi ………………………………………
kutaura vanoongorora ………………………………………
kukwazisana (i)Kutsanangur -Kuverenga Mifananidzo iripa mifananidzo. ………………………………………
marenge a zvinoitwa chivhitivhiti. -Vadzidzi vanoiswa ………
nenguva mu nguva muzvikwata. Zvakatadzikwa
yemanheru. dzemanheru. -Kunyora -Vadzidzi ………………………………………
Kuverenga ECD Indeginous vanokwazisana ………………………………………
Mifananidzo (ii) Kupanana Language varimuzvikwata ………………………………………
inoratidza mukana syllabus page 21 munguva ………………………………………
kuti inguva vachikwazisan dzemanheru ………………………………………
yemanheru a nenzira -Mhinduro dzichibva ………………………………………
Kunyora yakanaka muzvikwata. ..
-Kudhirowa yemanheru. -Vadzidzi vanotaura …………………………………
mifananidzo mabasa anoitwa Zvingaitwe
inoratidza (iii) Kutaura munguva ………………………………………
kuti inguva zvinionekwa dzemanheru. ………………………………………
dzemanheru mudenga -Vadzidzi vanotaura ………………………………………
Musoro munguva zvinoonekwa ………………………………………
inowanikwa dzemanheru mudenga vari ………………………………………
kwese muzvikwata. ………………………………………
kwese -Mhinduro kubva …………………………………..
Zvinechekui muzvikwata …………………………………
ta nezvakati
tenderedza.

37
KUPERA MUSORO ZVINOZIVIKANWA ZVINANGWA UNYANZVI ZVOMBO/DURA MADZIDZIRO ONGORORO
KWEVHIKI
8 Kuteerera Vadzidzi Panopera -Kuteerera - Mifananidzo -Mudzidzisi Zvakagonekwa
-Ngano vanonzwa ngano chidzidzo inoratidza anoratidza vadzidzi ………………………………………
ichitaurwa. kumba. vadzidzi mhuka. mifananidzo …………………………..
vanofanirwa -Kutaura yemhuka ………………………………………
kutaura kunge vave -Laptop dzemusango. ………………………………………
- ngano kugona -Vadzidzi ………………………………………
muchidimbu Mifananidzo iripa vanoongorora ………………………………………
Kuverenga (i)Kutsanangur -Kuverenga chivhitivhiti. mhuka dziri ………………………………………
Mifananidzo a mhuka pamufananidzo ………
Kunyora dziripa vaiswa muzvikwata. Zvakatadzikwa
-Kudhirowa mufananidzo. -Kunyora -Zviumbwa -Vadzidzi ………………………………………
mifananidzo zvemhuka . vanotsanangura ………………………………………
yemhuka. (ii) Kutaura mhuka vari ………………………………………
nyaya muzvikwata. ………………………………………
Musoro muchidimbu ECD Indeginous -Mudzidzisi ………………………………………
inowanikwa nemazwi avo. Language anotaura nyaya ………………………………………
kwese syllabus page 19 vadzidzi vakateerera ..
kwese (iii) Kuita -Vadzidzi …………………………………
Zvinechekui hurukuro vanotsanangura Zvingaitwe
ta nezvakati pane nyaya muchidimbu ………………………………………
tenderedza. zvavadzidza nemazwi avo. ………………………………………
munyaya. -Mudzidzisi anopa ………………………………………
(iv)Kudhirowa vadzidzi basa ………………………………………
mhuka rekuita. ………………………………………
irimunyaya -Vadzidzi ………………………………………
vanodhirowa mhuka ………………………………………
irimunyaya. ………………………………………

38
 Mudzidzisi anoisa ………………………………………
basa pachidziro. ………………………………………

KUPERA MUSORO ZVINOZIVIKANWA ZVINANGWA UNYANZVI ZVOMBO/DURA MADZIDZIRO ONGORORO

KWEVHIKI
9 Kuteerera Vadzidzi Panopera -Kuteerera - Mifananidzo -Mudzidzisi Zvakagonekwa
-mabasa vanomboona chidzidzo inoratidza mhuka anovhunza vadzidzi ………………………………………
emhuka mhuka vadzidzi dzemusango. pamusoro pemhuka …………………………..
dzavanofarir pamufanaidzo. vanofanirwa -Kutaura dzinogara musango. ………………………………………
a. kunge vave -Dhaka -Vadzidzi vanoiswa ………………………………………
kutaura kugona muzvikwata. ………………………………………
- mhuka Mabhuku ane - Vadzidzi ………………………………………
dzavanofarir (i)Kutsanangur -Kuverenga mhuka vanotsanangura ………………………………………
a. a zvinoreva dzemusango i zvinoreva mhuka ………
Kuverenga mhuka dzemusango. Zvakatadzikwa
Mifananidzo dzemusango. -Kunyora -Mhinduro kubva ………………………………………
inemhuka. -Zviumbwa muzvikwata. ………………………………………
Kunyora (ii) Kutaura zvemhuka . Vadzidzi vanotaura ………………………………………
-Kudhirowa mhuka mhuka ………………………………………
yemhuka yemusango dzavanofarira. ………………………………………
dzawanofari yawanofarira. ECD Indeginous -Mudzidzisi anopa ………………………………………
ra. (iii) Kuumba Language vadzidzi dhaka ..
Musoro mhuka syllabus page 19 rekuumbisa voumba …………………………………
inowanikwa yawanofarira. mhuka Zvingaitwe
kwese (iv)Kutaura dzavanofarira. ………………………………………
kwese zvatinovana -Vadzidzi vanotaura ………………………………………
Zvinechekui kumhuka zvatinowana ………………………………………
ta dzemusango kumhuka ………………………………………
nesirivhera dzemusango. …………………………………
nendarama. Varimuzvikwata. …………………………………

39
 -mhinduro kubva ………………………………..
muzvikwata. ………………………………..
………………………………..

KUPER MUSORO ZVINOZIVIKANWA ZVINANGWA UNYANZVI ZVOMBO/DURA MADZIDZIRO ONGORORO

KWEVHIKI

40
10 Kuteerera Vadzidzi Panopera -Kuteerera - Mifananidzo -Mudzidzisi Zvakagonekwa
-Kuchema vanomboona chidzidzo inoratidza mhuka anovhunza vadzidzi ………………………………………
kwemhuka mhuka vadzidzi dzemusango. pamusoro pemhuka …………………………..
dzepamba. pamufanaidzo. vanofanirwa -Kutaura dzinogara musango. ………………………………………
kunge vave -Dhaka -Vadzidzi vanoiswa ………………………………………
kutaura kugona muzvikwata. ………………………………………
- mhuka Mabhuku ane - Vadzidzi ………………………………………
dzavanofarir (i)Kutsanangur -Kuverenga mhuka vanotsanangura ………………………………………
a yepamba. a zvinoreva dzemusango i zvinoreva mhuka ………
mhuka dzemusango. Zvakatadzikwa
Kuverenga dzemusango. -Kunyora -Mhinduro kubva ………………………………………
- -Zviumbwa muzvikwata. ………………………………………
Mifananidzo (ii) Kutaura zvemhuka . Vadzidzi vanotaura ………………………………………
inemhuka mhuka mhuka ………………………………………
dzepamba. yemusango dzavanofarira. ………………………………………
yawanofarira. ECD Indeginous -Mudzidzisi anopa ………………………………………
Kunyora Language vadzidzi dhaka ..
-Kudhirowa (iii) Kuumba syllabus page 19 rekuumbisa voumba …………………………………
yemhuka mhuka mhuka Zvingaitwe
dzepamba yawanofarira. dzavanofarira. ………………………………………
dzawanofari -Vadzidzi vanotaura ………………………………………
ra. (iv)Kutaura zvatinowana ………………………………………
zvatinovana kumhuka ………………………………………
Musoro kumhuka dzemusango. ………………………………………
inowanikwa dzemusango Varimuzvikwata. …………………………………
kwese -mhinduro kubva ………………………………………
kwese muzvikwata. ………………………………………
- ………………………………………
Zvinechekui ………………………………………
ta nesivhera ………………………………………
nendarama.

KUPERA MUSORO ZVINOZIVIKANWA ZVINANGWA UNYANZVI ZVOMBO/DURA MADZIDZIRO ONGORORO

41
KWEVHIKI
11 Kuteerera Vadzidzi Panopera -Kuteerera - Mifananidzo -Mudzidzisi Zvakagonekwa
-Nyaya vanoenda chidzidzo ina Jesu achipa anotaura nyaya ………………………………………
yekupiwa kukereke. vadzidzi vanhu chikafu. yemubhaibheri …………………………..
chikafu Matt vanofanirwa -Kutaura yekupiwa chikafu ………………………………………
14:16/Luke kunge vave -Bhaibheri kwevarume zvuru. ………………………………………
9:13. kugona -Vadzidzi ………………………………………
Mabhuku ane vanoteerera nyaya ………………………………………
kutaura (i)Kutsanangur -Kuverenga mifanaidzo ye ichitaurwa. ………………………………………
- Nyaya a nyaya hove nezvingwa - Mudzidzsi anoisa ………
yekupiwa yawanzwa vadzidzi Zvakatadzikwa
chikafu muchidimbu. -Kunyora muzvikwata. ………………………………………
naJesu. -Vadzidzi vanotaura ………………………………………
ECD Indeginous nyaya yavanzwa vari ………………………………………
Kuverenga (ii) Kutaura Language muzvikwata. ………………………………………
- zvavari kuona syllabus page 19 -Mhinduro kubva ………………………………………
Mifananidzo pamufananidz muzvikwata. ………………………………………
ine vanhu o. Mudzidzisi ..
varikupiwa anoratidza vadzidzi …………………………………
chikafu mifananidzo jesu Zvingaitwe
naJesu. achipa vanhu ………………………………………
(iii) Kudhirowa chikafu. ………………………………………
Kunyora hove mbiri -Vadzidzi ………………………………………
-Kudhirowa nezvingwa vanotsanangura ………………………………………
hove mbiri zvishanu. zvavarikuona ………………………………….
nezvingwa pamufananidzo vari …………………………………
zvishanu. muzvikwata. ………………………………..
-Mhinduro kubva ………………………………………
Musoro muzvikwata. ………………………………………
inowanikwa -Vadzidzi ………………………………………
kwese vanodhirowa hove …………………
kwese mbiri nezvingwa
-Kodzero zvishanu..

42
 dzevana -Mudzidzisi anoisa
nezvavanofa basa revadzidzi
nirwa kuita pachidziro.
sevana.

KUPERA MUSORO ZVINOZIVIKANW ZVINANGWA UNYANZVI ZVOMBO/ MADZIDZIRO ONGORORO

KWEVHIKI A DURA
12 Kuteerera Vadzidzi Panopera -Kuteerera - Peepa nhau -Mudzidzisi Zvakagonekwa
-Nhau kubva vanonzwa nhau chidzidzo vadzidzi anoratidza vadzidzi …………………………………
mufoni. kumba. vanofanirwa -Chivhitivhiti. mufananidzo ine ………………………………..
kunge vave -Kutaura zvinhu …………………………………
kutaura kugona Mabhuku ane zvinoshandiswa …………………………………
- Nhau mifananidzo. kubudisa nhau. …………………………………
muchidimbu. (i)Kutsanangura -Vadzidzi vanotora …………………………………
zvinhu -Kuverenga Dzangaradzim nguva vachiona …………………………………
Kuverenga zvinoshandiswa u. mifananidzo …………………………………
-Mifananidzo . kutipa nhau. -Vadzidzi vanoiswa Zvakatadzikwa
-Kunyora -Mbozha muzvikwata …………………………………
Kunyora runhare Vadzidzi …………………………………
-Kudhirowa zvinhu (ii) Kutaura nhau vanotsanangura …………………………………
zvinoshandiswa . dzekumba zvishanoshandiswa …………………………………
Kubisa nhau kutipa nhau …………………………………
(iii)Kudzokorora ECD Vadzidzi vanotaura …………………………………
Musoro nyaya yavanzwa. Indeginous nhau dzekumba ………………………………..
inowanikwa kwese Language -Mudzidzisi anoratidza …………………………………
kwese syllabus page vadzidzi nhau Zvingaitwe
-Kodzero dzevana 19 pachivhitvhiti …………………………………
nezvavanofanirwa (iii) Kudhirowa vakateerera. …………………………………
kuita sevana. zvinhu -Vadzidzi vanotaura …………………………………
zvinoshandiswa zvavanzwa munyaya. …………………………………

43
 kubudisa nhau. Vadzidzi vanodhirowa …………………………………
zvinhu …………………………………
zvinoshandiswa ………………………………..
kubudisa nhau.- …………………………………

TOPICS TO BE COVERD

44
 ICT tools

Types of computers

Safety and security

Parts of computer application software

GENERAL AIMS

During the term 1 I intend to enable learners to create an awareness of their culture heritage, its preservation and
developmental issues using ICT so as to infuse ICT in other subjects across the curriculum .

WEEK TOPIC AND ASSUMED OBJECTIVES SKILLS MEDIA/SOM METHODOLOGY EVALUATION

ENDING CONTENT KNOWLEDGE COMPONENTS
1 ICT tools Learners have By the end of the -Drawing - Camera -The facilitator Strength

45
 tools at home. lesson learners displays pictures with …………………………………
should be able to -DVD house hold tools. ………………………………..
-Identifying -TV -Learners observe the …………………………………
Household tools. (i)Identify house -Smart phone pictures. …………………………………
hold tools. -Remote -Learners are put into …………………………………
control groups. …………………………………
-Stating -Pictures with --Learners name and …………………………………
(ii) Talk about uses household. identify household …………………………………
of household tools. -ICT tools. ICT tools Weaknesses
-Naming Telephone -Feedback from …………………………………
(iii) State how DVD -ECB groups. …………………………………
and TV work. Information -Learners talk about …………………………………
and the uses of household …………………………………
Communicatio ICT.in groups …………………………………
n Technology -Feedback from …………………………………
(iv) Draw and colour ICT syllabus groups. ………………………………..
Cross cutting a household tools. page 7 -Learners state how Suggestions
issues DVD,TV, CAMERA …………………………………
-Teachers work.. …………………………………
-Disaster risk ‘Resouse Time -Learners draw at …………………………………
management book 1-2 least two house hold …………………………………
ICT tools. …………………………………
-Facilitator displays …………………………………
learners work ……………….
.

WEEK TOPIC ASSUMED OBJECTIVES SKILLS MEDIA/SOM METHODOLOGY EVALUATION

ENDING ANDCONTENT KNOWLEDGE COMPONENTS
2 ICT tools Learners have By the end of the -Drawing - Camera -The facilitator Strength

46
 ICT tools. lesson learners displays pictures with …………………………………
should be able to -DVD office ICT tools. ………………………………..
Office ICT tools. -Identifying -TV -Learners observe the …………………………………
(i)Name office ICT -Smart phone pictures. …………………………………
tools. -Remote -Learners are put into …………………………………
control groups. …………………………………
-Observing -Pictures with --Learners name and …………………………………
(ii) Talk about uses household. identify office ICT …………………………………
of office tools. -Ict tools. tools. Weaknesses
-Naming Telephone -Feedback from …………………………………
(iii) Mould office ICT -Dough groups. …………………………………
tools with local -ECB -Learners talk about …………………………………
available resources. Information the uses of office ICT …………………………………
and tools. in groups. …………………………………
Communicatio -Feedback from …………………………………
Cross cutting n Technology groups. ………………………………..
issues (iv) Draw and colour ICT syllabus -Learners mould office Suggestions
office ICT tools. page 7 ICT tools. …………………………………
-Disaster risk -Learners display their …………………………………
management -Teachers models. …………………………………
‘Resource -Learners draw at …………………………………
Time book 1-2 least two office ICT …………………………………
tools. …………………………………
-Facilitator displays ……………….
learners work.
.

WEEK TOPIC AND ASSUMED OBJECTIVES SKILLS MEDIA/SOM METHODOLOGY EVALUATION

47
ENDING CONTENT KNOWLEDGE COMPONENTS
3 ICT tools Learners have By the end of the -Drawing - Computer -The facilitator Strength
ICT tools. lesson learners games displays some ICT toys …………………………………
should be able to -Smart phone functional.. ………………………………..
ICT toys. -Identifying -Remote -Learners observe the …………………………………
control pictures. …………………………………
(i)Identify the -Pictures with -Demonstration by the …………………………………
different ICT toys. ICT toys. facilitator on how to …………………………………
-Observing -ICT tools. play the games with …………………………………
-Space ship. the facilitator’ …………………………………
(ii) Play games on supervision. Weaknesses
the ICT toys or -Naming -The facilitator …………………………………
games on the -ECB distributes some of …………………………………
computer. Information ICT tools toys to the …………………………………
and groups. …………………………………
(iii) Identify some Communicatio -Learners Identify …………………………………
types of games on n Technology types of games on the …………………………………
Cross cutting those ICT toys. ICT syllabus ICT toys as they play ………………………………..
issues page 7 them into groups. Suggestions
-Feedback from the …………………………………
-Disaster risk -Teachers groups. …………………………………
management (iv) Draw and colour ‘Resource -The facilitator assists …………………………………
ICT toys. Time book 2-3 learners to play some …………………………………
of the games on the …………………………………
ICT toys. …………………………………
……………….

WEEK TOPIC AND ASSUMED OBJECTIVES SKILLS MEDIA/SOM METHODOLOGY EVALUATION

48
ENDING CONTENT KNOWLEDGE COMPONENTS
4 ICT tools Learners can By the end of the -Demonstrating - Radio -The facilitator Strength
operate tools. lesson learners -TV displays the model of …………………………………
should be able to -camera ICT tools. ………………………………..
Operating ICT -Imitating Computer -Learners observe the …………………………………
tools. -Models pictures/models. …………………………………
(i)Demonstrate on DVD player -Demonstration by the …………………………………
how radio, camera, -Smart phone facilitator on how the …………………………………
and a computer -Dramatizing -Remote radio, camera and …………………………………
work. control computer work. …………………………………
-Learners are put into Weaknesses
-Naming groups. …………………………………
(ii) Name the uses of -ECB -Learners operate the …………………………………
a radio, computer Information gadgets under the …………………………………
and camera. and supervision of the …………………………………
Communicatio Facilitator. …………………………………
(iii) Imitate on how n Technology -Learners name the …………………………………
radio personality ICT syllabus uses of gadgets ………………………………..
Cross cutting present s in a radio page 7 displayed to them. Suggestions
issues station. -Demonstration by the …………………………………
-Teachers facilitator. …………………………………
-Disaster risk ‘Resource -Learners imitate on …………………………………
management Time book 2 how radio personality …………………………………
(iv) Join dots to Present him /her in a …………………………………
make a computer radio station. …………………………………
and colour it,. -Learners join dots to …………………………………
make a computer and …………………………………
colour it. ………….

49
WEEK TOPIC AND ASSUMED OBJECTIVES SKILLS MEDIA/SOM METHODOLOGY EVALUATION
ENDING CONTENT KNOWLEDGE COMPONENTS
5 ICT tools Learners can By the end of the -Identifying - Radio -The facilitator Strength
operate tools. lesson learners -TV displays pictures with …………………………………
should be able to -camera computers. ………………………………..
computers -Drawing Computer -Learners observe the …………………………………
-Models pictures. …………………………………
(i)Identify different DVD player -Learners are put into …………………………………
types of computer. -Smart phone groups. …………………………………
-stating -Remote -Learners name …………………………………
control different types of …………………………………
(ii) Make ICT models computers in the Weaknesses
using locally -Naming group …………………………………
resources.. -ECB Feedback from …………………………………
Information groups. …………………………………
(iii) Demonstrate and -Demonstration by the …………………………………
how a mouse.. Communicatio facilitator. …………………………………
n Technology -Learners make ICT …………………………………
Cross cutting ICT syllabus models using locally ………………………………..
issues page 7 available resources.. Suggestions
(iv) Draw and colour -Learners look at the …………………………………
-Disaster risk a mouse. -Teachers mouse. …………………………………
management ‘Resource Learners demonstrate …………………………………
Time book 2 how to use a mouse …………………………………
with the facilitator‘s …………………………………
‘help. …………………………………
-Learners draw a …………………………………
mouse and colour it. …………………………………
Learners’ work is …………………………………
displayed ……..

50
WEEK TOPIC AND ASSUMED OBJECTIVES SKILLS MEDIA/SOM METHODOLOGY EVALUATION
ENDING CONTENT KNOWLEDGE COMPONENTS
6 ICT tools Learners have By the end of the -Reading - Radio -The facilitator recite a Strength
computers. lesson learners -TV rhyme the world is …………………………………
should be able to -camera fine. ………………………………..
Computers -Drawing Computer -Learners listen to the …………………………………
Computer parts -Models rhyme. …………………………………
(i)Name computer DVD player -Learners sing the …………………………………
parts. -Smart phone rhyme …………………………………
-Remote -The facilitator assists …………………………………
-Naming control learners. …………………………………
(ii) Read pictures -The facilitator Weaknesses
with computer displays the computer …………………………………
parts.. -ECB parts. …………………………………
Information -Learners are put into …………………………………
(iii) Talk about and groups. …………………………………
where computer are Communicatio -Learners name the …………………………………
used. n Technology computer parts. …………………………………
ICT syllabus Feedback from ………………………………..
Cross cutting page 7 groups. Suggestions
issues -The facilitator …………………………………
(iv) Draw a monitor. -Teachers displays pictures …………………………………
-Disaster risk ‘Resource -.Learners read the …………………………………
management Time book 2 pictures. …………………………………
-Learners talk about …………………………………
where computers are …………………………………
used. …………………………………
-Learners draw a …………………………………
monitor and colour it.. …………

WEEK TOPIC AND ASSUMED OBJECTIVES SKILLS MEDIA/SOM METHODOLOGY EVALUATION

51
ENDING CONTENT KNOWLEDGE COMPONENTS
7 ICT tools Learners have By the end of the -Identifying -camera -The facilitator recite a Strength
seen lesson learners Computer song the uses of a …………………………………
computers. should be able to -Models computer. ………………………………..
Computers -Drawing -Smart phone -Learners listen to the …………………………………
-Uses of a -Laptop song. …………………………………
computer (i)Identify the uses -Printer -Learners sing the …………………………………
of computer. song. …………………………………
-ECB -The facilitator …………………………………
-Naming Information displays pictures with …………………………………
(ii) Read pictures on and the uses of a Weaknesses
the uses of Communicatio computer.. …………………………………
computer. n Technology -Learners are put into …………………………………
-Reading ICT syllabus groups. …………………………………
(iii) Talk about a page 7 -Learners identify the …………………………………
camera and its use. uses of a computer. …………………………………
-Teachers Feedback from …………………………………
‘Resource groups. ………………………………..
Time book 2 -The facilitator Suggestions
Cross cutting (iv) Draw a camera displays pictures with …………………………………
issues and colour it. use of computer. …………………………………
-Learners read …………………………………
-Disaster risk pictures with the uses …………………………………
management of a computer. …………………………………
The facilitator displays …………………………………
a camera. …………………………………
-Learners talk about a …………………………………
camera in groups. …………
-Feedback from …………………………………
groups. …………………………………
Learners draw a …………………………..
camera.
WEEK TOPIC AND ASSUMED OBJECTIVES SKILLS MEDIA/SOM METHODOLOGY EVALUATION

52
ENDING CONTENT KNOWLEDGE COMPONENTS
8 ICT tools Learners have By the end of the -Identifying -camera -The facilitator recites Strength
seen lesson learners Computer a rhyme. …………………………………
computers. should be able to -Models -Learners listen to the ………………………………..
Switch on and off -Drawing -Smart phone rhyme. …………………………………
-Laptop - The facilitator assists …………………………………
(i)Talk on how to -Printer the learners to recite …………………………………
switch on and off a the rhyme. …………………………………
computer. -ECB -Demonstration by the …………………………………
-Naming Information facilitator on how to …………………………………
and switch on and off the Weaknesses
(ii) Switch on and off Communicatio computer. …………………………………
a real computer. n Technology -Learners are put into …………………………………
-Reading ICT syllabus groups. …………………………………
page 7 -Learners discuss on …………………………………
how to switch on and …………………………………
(iv) Draw and colour -Listening -Teachers off a computer. …………………………………
Cross cutting the switch on and ‘Resource -Learners are taken to ………………………………..
issues off button of a Time book 3 the computer Suggestions
computer. laboratory. …………………………………
-Disaster risk -Learners switch on …………………………………
management and off the computer …………………………………
with the assistance …………………………………
from the facilitator. …………………………………
-Learner s draw the …………………………………
switch on and off …………………………………
button and colour it. …………………………………
-Display learner‘s …………
work. …………………………………
…………………………………
…………………………..

53
WEEK TOPIC AND ASSUMED OBJECTIVES SKILLS MEDIA/SOM METHODOLOGY EVALUATION
ENDING CONTENT KNOWLEDGE COMPONENTS
9 Safety and Learners have By the end of the -Identifying -camera -The facilitator Strength
security at rules home. lesson learners -Computer displays a computer …………………………………
should be able to models and recites a rhyme. ………………………………..
-Listening -Smart phone -Learners listen to the …………………………………
Computers safety -Laptop rhyme …………………………………
rules. (i)State computer -Computer The facilitator assists …………………………………
safety rules. laboratory the learners …………………………………
-Naming -The facilitator …………………………………
displays pictures with …………………………………
(ii) Name objects -ECB safety rules. Weaknesses
that keep things Information -Learners are put into …………………………………
safe and secure. -Stating and groups of five. …………………………………
Communicatio -Learners state …………………………………
(iii) State why food n Technology computer safety rules …………………………………
is not allowed in the -Speaking ICT syllabus into groups. …………………………………
computer room. page 8 -Learners are put into …………………………………
groups. ………………………………..
-Teachers‘ - Feedback from the Suggestions
Cross cutting Resource computers. …………………………………
issues Time book 4-5 Learners identify …………………………………
objects that keep …………………………………
-Disaster risk things and secure. …………………………………
management -Learners state why …………………………………
food is not allowed in …………………………………
the computer room in …………………………………
groups. …………………………………
-Feedback from …………
groups. the uses of a …………………………………
computer. …………………………………
Feedback from …………………………..
groups..

54
WEEK TOPIC AND ASSUMED OBJECTIVES SKILLS MEDIA/SOM METHODOLOGY EVALUATION
ENDING CONTENT KNOWLEDGE COMPONENTS
10 Safety and Learners have By the end of the -Identifying -camera -The facilitator Strength
security rules at home. lesson learners -Computer displays a computer. …………………………………
should be able to models -Learners observe the ………………………………..
-Listening -Smart phone computer. …………………………………
Computers safety -Laptop -The facilitator put …………………………………
rules. (i)State reasons why -Computer learners into groups. …………………………………
we need to keep laboratory -Learners name parts …………………………………
computer safety -Naming of a computer. …………………………………
rules. -ICT tools -Feedback from the …………………………………
group. Weaknesses
-Learners discuss on …………………………………
(ii) Apply rules when -Stating -ECB the computer safety …………………………………
leaving the Information rules like prevention …………………………………
computer room. and of spread of computer …………………………………
-Speaking Communicatio virus in groups …………………………………
(iii) Complete or n Technology Feedback from …………………………………
draw and colour the ICT syllabus groups. ………………………………..
picture of a -Discussing page 8 -Learners discuss what Suggestions
Cross cutting computer. is done before leaving …………………………………
issues -Teachers‘ the computer room in …………………………………
Resource groups …………………………………
-Disaster risk Time book 5 -Feedback from the …………………………………
management groups. …………………………………
-Learners complete or …………………………………
draw and colour the …………………………………
picture …………………………………
-Display learner ‘work ……………………………….
of computer. ………………………………

55
WEEK TOPIC AND ASSUMED OBJECTIVES SKILLS MEDIA/SOM METHODOLOGY EVALUATION
ENDING CONTENT KNOWLEDGE COMPONENTS
11 Safety and Learners are By the end of the -Identifying -Pictures -The facilitator Strength
security aware of lesson learners -Plugs displays pictures with …………………………………
hazardous should be able to -Sockets dangerous object. ………………………………..
objects -Listening -Cables -Learners observe the …………………………………
Safety in the -Picture with pictures. …………………………………
computer room. (Identify different dangerous -The facilitator put …………………………………
objects that are object that learners into groups. …………………………………
dangerous to the -Naming can be unsafe -Learners identify …………………………………
safety of the to the different objects that …………………………………
computer. computer. are threat to their Weaknesses
safety such as cables, …………………………………
-Stating sockets, plugs and …………………………………
(ii) Read pictures on -ECB naked wires. …………………………………
dangerous object Information -Feedback from the …………………………………
that are treat to -Speaking and groups. …………………………………
safety of learners. Communicatio -Learners discuss on …………………………………
n Technology how these objects are ………………………………..
(iii) Draw some of -Discussing ICT syllabus dangerous to them in Suggestions
Cross cutting the dangerous page 8 groups. …………………………………
issues object. Feedback from …………………………………
-Teachers‘ groups. …………………………………
-Disaster risk Resource -The facilitator …………………………………
management Time book 5 displays pictures with …………………………………
dangerous objects. …………………………………
-Learners read …………………………………
pictures with …………………………………
dangerous object to ………………………………..
the safety the ………………………………
computer.

56
Learners draw some …………………………………
of the dangerous …………………………………
object. …………………………………
Display o f learners ……………………………….
‘work.

57
WEEK TOPIC AND ASSUMED OBJECTIVES SKILLS MEDIA/SOM METHODOLOGY EVALUATION
ENDING CONTENT KNOWLEDGE COMPONENTS
12 Safety and Learners have By the end of the -Plugs -The facilitator Strength
security electric lesson learners -Listening -Match box displays different …………………………………
gadgets. should be able to -Sockets pictures with objects ………………………………..
-Cables that might be a threat …………………………………
Sockets and -Naked wires to their life. …………………………………
cables. (i)Name objects that -Naming -Learners observe the …………………………………
are considering pictures …………………………………
dangerous to the -ECB -Learners are put into …………………………………
children when using -Speaking Information groups. …………………………………
computers eg open and -Learners name the Weaknesses
wire, electric cables. Communicatio objects that are …………………………………
-Discussing n Technology considered to be …………………………………
ICT syllabus dangerous to children …………………………………
(ii) Discuss the page 8 when using the …………………………………
dangers o objects to computer in to …………………………………
computer and -Teachers‘ groups. …………………………………
children. Resource -Feedback from the ………………………………..
Time book 4-5 groups. Suggestions
Cross cutting (iii) Join dotted lines -Learners discuss on …………………………………
issues of naked wires and the dangers of naked …………………………………
match box. cables ,sockets ,broke …………………………………
-Disaster risk n plugs ,naked wires …………………………………
management in groups …………………………………
-Feedback from the …………………………………
groups …………………………………
-Learners complete …………………………………
drawing of match box ……………………………….
and naked wires by ………………………………
joining dotted lines …………………………………
-Display the ……………………………….
learners’work

58
TOPICS TO BE COVERED

Gymnastics

-Locomotion

-Balances

Arena Choreography

-Movement and rhythm

-Choreography

Art

-Shapes

Music

-Background performing music

GENERAL AIMS

During the term 1 i intend to enable learners to promote good health, appreciate senses of beauty and achievements as it provide
entertainment at ceremonies so that they can apply it on their daily life.

59
WEEK TOPIC AND ASSUMED OBJECTIVES SKILLS MEDIA/SOM METHODOLOGY EVALUATION
ENDING CONTENT KNOWLEDGE COMPONENTS
1 Gymnastics Learners can By the end of the -Balance -Skipping rope -Warm up activities. Strength
move freely. lesson learners -Learners engage into …………………………………
-Locomotion should be able to -Play ground warm up activities. - ………………………………..
Instructed free -Weight Demonstration by the …………………………………
crawling (i)Move from point bearing -Pictures facilitator. …………………………………
A to point B running -Learners move from …………………………………
freely. -Weight -Mats point A to point B. …………………………………
Arena transfer -Demonstrating by the …………………………………
choreography Learners are -Cone facilitator. …………………………………
-Movement and aware of space. (ii) Travel from point -Body -Learners travel from Weaknesses
rhythm. to another in coordination. point to another in a …………………………………
straight line. straight line. …………………………………
Movement to -Demonstrating by the …………………………………
cover space -Gross motor - Mass display facilitator. …………………………………
skills ECD B syllabus -Learners imitate …………………………………
Music page different forms of …………………………………
-Background and Learners can (i) Demonstrate 15,16,17,18 creative dance using ………………………………..
performing music sing folk songs. different forms of -Fine motor and 19 body parts. Suggestions
creative dances skills. -Learners dance to ………………………………
-Folk music using body parts. -Teachers‘ music instruments. ………………………………
-Name different folk Resource -Learners name ………………………………
music songs they -Critical Time book 9 different folk songs ………………………………
know. thinking they know. ………………………………
Art -Learners dance to ………………………………
-Basic patterns Learners can (i)Draw patterns folk songs. ………………………………
draw. -Learners draw ………………………………
Cross cutting patterns. ………………………………
issues Display learners work ………………………………
-ICT ………………………………
-Collaboration ………………………………

60
WEEK TOPIC AND ASSUMED OBJECTIVES SKILLS MEDIA/SOM METHODOLOGY EVALUATION
ENDING CONTENT KNOWLEDGE COMPONENTS
1 Gymnastics Learners can By the end of the -Balance -Skipping rope -Warm up activities. Strength
move freely. lesson learners -Learners engage into …………………………………
-Locomotion should be able to -Play ground warm up activities. - ………………………………..
Instructed free -Weight Demonstration by the …………………………………
crawling (i)Move from point bearing -Pictures facilitator. …………………………………
A to point B running -Learners move from …………………………………
freely. -Weight -Mats point A to point B. …………………………………
Arena transfer -Demonstrating by the …………………………………
choreography Learners are -Cone facilitator. …………………………………
-Movement and aware of space. (ii) Travel from point -Body -Learners travel from Weaknesses
rhythm. to another in coordination. point to another in a …………………………………
straight line. straight line. …………………………………
Movement to -Demonstrating by the …………………………………
cover space -Gross motor - Mass display facilitator. …………………………………
skills ECD B syllabus -Learners imitate …………………………………
Music page different forms of …………………………………
-Background and Learners can (i) Demonstrate 15,16,17,18 creative dance using ………………………………..
performing music sing folk songs. different forms of -Fine motor and 19 body parts. Suggestions
creative dances skills. -Learners dance to ………………………………
-Folk music using body parts. -Teachers‘ music instruments. ………………………………
-Name different folk Resource -Learners name ………………………………
music songs they -Critical Time book 9 different folk songs ………………………………
know. thinking they know. ………………………………
Art -Learners dance to ………………………………
-Basic patterns Learners can (i)Draw patterns folk songs. ………………………………
draw. -Learners draw ………………………………
Cross cutting patterns. ………………………………
issues Display learners work ………………………………
-ICT ………………………………
-Collaboration ………………………………

61
WEEK TOPIC AND ASSUMED OBJECTIVES SKILLS MEDIA/SOM METHODOLOGY EVALUATION
ENDING CONTENT KNOWLEDGE COMPONENTS
2 Gymnastics Learners can By the end of the -Balance -Skipping rope -Warm up activities. Strength
move freely. lesson learners -Learners engage into …………………………………
-Locomotion should be able to -Play ground warm up activities. – ………………………………..
Instructed free -Walking -learners observe …………………………………
Rolling (i)Move from point -Tyres Demonstration by the …………………………………
A to point B under -Singing facilitator. …………………………………
given instruction. -Mats -Learners move from …………………………………
Arena -Move freely. -Body point A to point B. …………………………………
choreography Learners are coordination. -Cone -Learners play with …………………………………
-Movement and aware of space. (ii) Demonstrate hula hoops. Weaknesses
rhythm. moving from one -hula hoops -Demonstrating by the …………………………………
place to another -Gross motor -Out door facilitator. …………………………………
Movement to covering the place. skills environment. -Learners engage into …………………………………
cover space -Drums movements from one …………………………………
Music Learners can (i)Recognize the -Percussion place to another with …………………………………
-Background and sing songs. liberation war -Fine motor instruments a direction. …………………………………
performing music songs. skills. -The facilitator ………………………………..
(ii)Sing the explains about Suggestions
-Folk songs Zimbabwean liberation war in brief. ………………………………
liberation war -Critical - Mass display -Learners listen. ………………………………
songs. thinking ECD B syllabus -Learners recognize ………………………………
Art Learners can (i)Execute free page liberation war songs. ………………………………
-Free drawing draw. drawing. 15,16,17,18 -Learners sing the ………………………………
and 19 songs. ………………………………
Cross cutting -The facilitator draws ………………………………
issues -Teachers‘ patterns. ………………………………
-Environmental Resource Learners draw what ………………………………
issues Time book 9 they want. ………………………………
-Collaboration

62
WEEK TOPIC AND ASSUMED OBJECTIVES SKILLS MEDIA/SOM METHODOLOGY EVALUATION
ENDING CONTENT KNOWLEDGE COMPONENTS
3 Gymnastics Learners can By the end of the -Balance -Skipping rope -Warm up activities. Strength
move freely. lesson learners -Learners engage into …………………………………
-Locomotion. should be able to -Play ground warm up activities. – ………………………………..
Movement for -Walking -learners observe …………………………………
space using (i)Move from point -Tyres Demonstration by the …………………………………
apparatus. A to point B using -Singing facilitator. …………………………………
apparatus. -Mats -Learners move from …………………………………
Arena -Move for space -Body point A to point B. …………………………………
choreography using apparatus. coordination. -Cone -Learners play with …………………………………
-Movement and hula hoops. Weaknesses
rhythm. Learners can (ii) Dance following -hula hoops -Demonstrating by the …………………………………
-Folk dances dance. prescribed -Gross motor -Out door facilitator. …………………………………
instruction. skills environment. -Learners engage into …………………………………
Music -Engage in -Drums movements from one …………………………………
-Background and movement obtained -Percussion place to another with …………………………………
performing music from dance. -Fine motor instruments a direction. …………………………………
skills. -The facilitator ………………………………..
-Contemporary Learners can (I)Talk about various explains about Suggestions
songs sing. contemporary songs liberation war in brief. ………………………………
e.g. festival songs, -Critical - Mass display -Learners listen. ………………………………
cultural chore songs thinking ECD B syllabus -Learners recognize ………………………………
Art page liberation war songs. ………………………………
-Cutting and 15,16,17,18 -Learners sing the ………………………………
pasting Learners can (i) Cut Patterns and and 19 songs. ………………………………
do patterns. paste them. -The facilitator draws ………………………………
Cross cutting -Teachers‘ patterns. ………………………………
issues Resource Learners draw what ………………………………
-Environmental Time book 9 they want. ………………………………
issues

63
WEEK TOPIC AND ASSUMED OBJECTIVES SKILLS MEDIA/SOM METHODOLOGY EVALUATION
ENDING CONTENT KNOWLEDGE COMPONENTS
4 Gymnastics Learners can By the end of the -Balancing -Skipping rope -Warm up activities. Strength
balance. lesson learners -Learners engage into …………………………………
-Balances. should be able to -Leg -Play ground warm up activities. – ………………………………..
General balances coordination -Demonstration by the …………………………………
(i)Balance on one - -Climbers facilitator. …………………………………
Arena foot on the ground. -Learners stand with …………………………………
choreography -Singing -Slides one foot on the …………………………………
-Movement and Learners can (ii) Perform pattern -Body ground while the …………………………………
rhythm. move using obtained from coordination. -Seesaw other foot is resting …………………………………
body parts. dance (clapping). on a chair. Weaknesses
. -Gross motor -Shapes -The facilitator …………………………………
Music skills -Cones demonstrates the …………………………………
-Background and Learners can (I)Sing a song and -Fine motor activity. …………………………………
performing music sing. dance to stimuli. skills. -Learners perform …………………………………
-Critical patterns obtained …………………………………
-Singing various thinking - Mass display from dance. …………………………………
type of music -Weight ECD B syllabus -Facilitator sing a song ………………………………..
transfer. page -Learner sings and Suggestions
Art -Finger 15,16,17,18 dances to the song. ………………………………
-Shapes Learners have (i) Match shapes dexterity and 19 -The facilitator assists ………………………………
seen shapes. according to colour. learners with ………………………………
Cross cutting -Teachers‘ challenges. ………………………………
issues Resource -Learners match ………………………………
-ICT Time book 6 shapes according to ………………………………
colours. ……………………………

64
WEEK TOPIC AND ASSUMED OBJECTIVES SKILLS MEDIA/SOM METHODOLOGY EVALUATION
ENDING CONTENT KNOWLEDGE COMPONENTS
5 Gymnastics Learners can By the end of the -Balancing -Skipping rope -Warm up activities. Strength
balance. lesson learners -Learners engage into …………………………………
-Balances. should be able to -Eye hand -Play ground warm up activities. – ………………………………..
-Balancing on coordination -Demonstration by the …………………………………
apparatus (i)Balance on -Leg -Climbers facilitator. …………………………………
apparatus coordination -Learners balance on …………………………………
-Play apparatus. -Slides apparatus like tyre, …………………………………
Arena -Singing boards, beams and …………………………………
choreography Learners can (i) Move and stop. -Seesaw swings. …………………………………
-Movement and make -Clapping -Learners are put into Weaknesses
rhythm. movement. (ii)Identify signal for -Shapes groups. …………………………………
-Intermittent movement and -Dancing. -Cones -Learners play the …………………………………
time and stop. pada game. …………………………………
continuous -Manipulation -Demonstration by the …………………………………
motion . facilitator on signal for …………………………………
- Mass display Learners imitates …………………………………
Music ECD B syllabus movement responding ………………………………..
-Background and Learners can (I)Sing song from page to stimuli. Suggestions
performing music sing. the church. 15,16,17,18 -The facilitator plays ………………………………
Listening and and 19 church songs. ………………………………
recalling and -Learners sing and ………………………………
singing types of -Teachers‘ clap church songs. ………………………………
music. Resource -The facilitator makes ………………………………
Art Learners can (i) Make a car using Time book 6 pictures using shapes. ………………………………
-Making pictures draw. shapes. ………………………………
with shapes -Learners make a car ………………………………
using shapes. ………………………………
………………………………
Cross cutting ………………………………

65
 issues ………………………………
-ICT ……………………………….
-Gender

WEEK TOPIC AND ASSUMED OBJECTIVES SKILLS MEDIA/SOM METHODOLOGY EVALUATION

ENDING CONTENT KNOWLEDGE COMPONENTS
6 Gymnastics Learners can By the end of the -Balancing -Equipment -Warm up activities. Strength
move freely. lesson learners -Learners engage into …………………………………
Balances should be able to -Play ground warm up activities. – ………………………………..
-Common weight -Weight -learners observe. …………………………………
bearing one (i)Make shapes transfer -Shapes - The facilitator shows …………………………………
point balance. while on balance. learners a video on …………………………………
-Singing -Play balancing. …………………………………
-Learners observe the …………………………………
-Leg- -Cones video. …………………………………
Arena coordination. -Pictures with Demonstration by the Weaknesses
choreography Learners are (ii) Dance showing gymnastic on facilitator. …………………………………
-Movement and aware of space. gestures (body balancing -Learners transfer and …………………………………
rhythm. shape). -Movement -Out door bear weight body …………………………………
-Body gestures environment parts. …………………………………
Learners make body …………………………………
Music -Manipulative - Mass display parts. …………………………………
-Background and Learners can (ii)Identify morals in ECD B syllabus -Demonstration by the ………………………………..
performing music sing songs. a song. page facilitator. Suggestions
15,16,17,18 -Learners dance ………………………………
-Folk songs (i)Respond to folk and 19 showing gestures ………………………………
songs. (body parts). ………………………………
-Teachers‘ -The facilitator sings ………………………………
Art Resource the folk songs. ………………………………
-Shapes Learners can (i)Identify shapes on Time book 9 -Learners identify ………………………………

66
 name shapes. objects. morals in the song. ………………………………
The facilitator displays ………………………………
shapes. ………………………………
Cross cutting -Learners identify ………………………………
issues shapes objects e.g. ………………………………
-ICT chair, table.. ………………………………
-Heritage

WEEK TOPIC AND ASSUMED OBJECTIVES SKILLS MEDIA/SOM METHODOLOGY EVALUATION

ENDING CONTENT KNOWLEDGE COMPONENTS
7 Gymnastics Learners can By the end of the -Balancing -Circle -Warm up activities. Strength
balance. lesson learners -Learners engage into …………………………………
Balances should be able to -Play ground warm up activities. – ………………………………..
-Gross motor -Weight -Demonstration by the …………………………………
skills. (i)balance with toes transfer -Toes facilitator. …………………………………
–Balance on hands. -Learners observe. …………………………………
-Singing -Play -Learners walk heel to …………………………………
Arena the toe around the …………………………………
choreography Learners can (ii) Move forth and -Leg- -Cones circle on line. …………………………………
-Movement and make back. coordination. -Tyres -Demonstration by the Weaknesses
rhythm. movement. -Move in response -Music of long facilitator. …………………………………
-123 step to stimuli. ago. -Learners balance …………………………………
forward and -Movement -Beads using hands. …………………………………
backward -Learners move in …………………………………
- Mass display response to stimuli. …………………………………
Music Learners can (ii)Sing song from -Singing ECD B syllabus -Learners use hands as …………………………………
-Background and sing . long ago. page they move forth and ………………………………..
performing music -Eye hand 15,16,17,18 back. Suggestions
-Type of music coordination and 19 -The facilitator ………………………………
introduces a song of ………………………………

67
Art -Teachers‘ long ago. ………………………………
Patterns Learners can (i)Make artifacts Resource -Learners sing a song ………………………………
use their from available Time book 9 from long ago. ………………………………
Cross cutting hands. resources. -Demonstration by the ………………………………
issues facilitator. ………………………………
-ICT -Learners make ………………………………
-Heritage artifacts from locally ………………………………
available resources. ………………………………
………………………………

68
WEEK TOPIC AND ASSUMED OBJECTIVES SKILLS MEDIA/SOM METHODOLOGY EVALUATION
ENDING CONTENT KNOWLEDGE COMPONENTS
8 Gymnastics Learners can By the end of the -Gross motor -Cone -Warm up activities. Strength
coordinate. lesson learners skills -Learners engage into …………………………………
Coordination. should be able to -Balancing -Play ground warm up activities. ………………………………..
-Fine motor -Demonstration by the …………………………………
-Hand and eye (i)Execute easy skills. -Balls facilitator. …………………………………
movements in -Learners execute …………………………………
sequence. -Movement -Play easy movements in …………………………………
-Throw objects to -Naming sequence. …………………………………
Arena the targeted area. -Cones -Learners throw …………………………………
choreography -Singing -Hosho objects on targeted Weaknesses
-Movement and Learners can -Shapes. area. …………………………………
rhythm. dance and (ii)Perform different -Drawing -Beads -The facilitator …………………………………
-Dance and perform. forms of creative -Drums demonstrates. …………………………………
physical dances. -Learners dance using …………………………………
activities. - Mass display all body parts. …………………………………
ECD B syllabus -Learners dance using …………………………………
Music page space awareness and …………………………………
-Background and Learners can (ii)Name folk songs. 15,16,17,18 responding to stimuli. …………………………………
performing music sing songs. -Dance to folk songs and 19 The facilitator sings
-Folk songs that that add an folk songs. Suggestions
add appreciation appreciation to -Teachers‘ -Learners dance to ………………………………
to unhu/ubuntu ubuntu/unhu. Resource folk songs that add an ………………………………
Time book 9 appreciation to ………………………………
Art ubuntu/unhu. ………………………………
Shapes(drawing) Learners have (i)Name the shapes -The facilitator draw ………………………………
seen shapes. and draw them. shapes. ………………………………
Cross cutting -Learners draw shapes ………………………………
issues and name them. ………………………………
-ICT -Display learner‘s ………………………………
-Heritage work. ………………………………

69
WEEK TOPIC AND ASSUMED OBJECTIVES SKILLS MEDIA/SOM METHODOLOGY EVALUATION
ENDING CONTENT KNOWLEDGE COMPONENTS
9 Gymnastics Learners can By the end of the -Balancing -Circle -The facilitator Strength
do movement. lesson learners demonstrates by …………………………………
Coordination should be able to -Play ground performing rhythmic ………………………………..
Rhythmic -Weight movements. …………………………………
movements. (i)Perform rhythmic transfer -Toes -Learners observe. …………………………………
movements -Learners move …………………………………
-Move according to -Singing -Play according to the …………………………………
Arena rhythm. rhythmic musical …………………………………
choreography Learners can -Leg- -Cones instruments. …………………………………
-Movement and dance. coordination. -Tyres -Demonstration by the Weaknesses
rhythm. (ii) Dance to -Music of long facilitator dancing to …………………………………
-Movement to instrumental music. ago. instrumental music. …………………………………
cover. -Movement -Beads -Learners dance to …………………………………
music instruments. …………………………………
Music - Mass display -The facilitator plays …………………………………
-Background and Learners can (ii)Name different -Singing ECD B syllabus songs. …………………………………
performing music sing. contemporary songs page -Learners listen to ………………………………..
-Contemporary they know -Eye hand 15,16,17,18 songs. Suggestions
songs -Dance to coordination and 19 -Learners name ………………………………
contemporary contemporary songs ………………………………
songs. -Teachers‘ they know ………………………………
Art Resource -Learners dance to ………………………………
Primary colours Learners have (i)Name primary Time book 9 contemporary songs. ………………………………
seen colours. colours. -The facilitator ………………………………
Cross cutting displays colours. ………………………………
issues -Learners name the ………………………………
-ICT primary colours. ………………………………
-Heritage ………………………………
………………………………

70
WEEK TOPIC AND ASSUMED OBJECTIVES SKILLS MEDIA/SOM METHODOLOGY EVALUATION
ENDING CONTENT KNOWLEDGE COMPONENTS
10 Gymnastics Learners can By the end of the -Hand -Crayons -The facilitator Strength
draw. lesson learners movements displays the patterns. …………………………………
Coordination should be able to -Papers -Learners observe the ………………………………..
-Coordination of -Scribbling patterns. …………………………………
hand and eye. (i)Practice how to -Pictures with -Learners draw the …………………………………
Art hold a pencil. -Writing patterns patterns whilst the m …………………………………
=II=II=II -complete a given to complete. …………………………………
pattern. -Naming -Percussion -The facilitator …………………………………
Arena instruments introduces a game. …………………………………
choreography Learners can (ii) Move with a -Observing -Learners listen to the Weaknesses
-Movement and move. direction (mapere). -Pictures with instruction of the …………………………………
rhythm. percussion game. …………………………………
-Movement and instruments -Learners play the …………………………………
direction. game mapere whilst …………………………………
-National the facilitator assists. …………………………………
Music colours -The facilitator plays a …………………………………
-Background and Learners can (ii)Create a dance video with percussion ………………………………..
performing play using percussion instruments. Suggestions
music. instruments. instruments. - Mass display -Learners observe the ………………………………
Percussion ECD B syllabus video. ………………………………
instruments page -Learners dance to the ………………………………
15,16,17,18 percussion .instrumen ………………………………
Art and 19 ts. ………………………………
National colours. Learners can (i)Name national -The facilitator ………………………………
name colours. colours. -Teachers‘ displays the colours. ………………………………
Cross cutting Resource -Learners name the ………………………………
issues Time book 9 national colours. . ………………………………
-Heritage ………………………………
………………………………

71
WEEK TOPIC AND ASSUMED OBJECTIVES SKILLS MEDIA/SOM METHODOLOGY EVALUATION
ENDING CONTENT KNOWLEDGE COMPONENTS

72
11 Gymnastics Learners can By the end of the -Hand -Chalkboard -Demonstration by the Strength
draw. lesson learners movements facilitator. …………………………………
Coordination should be able to -Drums -Learners draw up and ………………………………..
-Coordination of -Scribbling down patterns. …………………………………
limbs. (i)Draw patterns in a -Model of -The facilitator …………………………………
straight line. -Marching soldier demonstrates whilst …………………………………
WWW -complete patterns someone plays the …………………………………
from left to right. -Observing -Laptop drum. …………………………………
Arena -Learners observe the …………………………………
choreography Learners can (ii) March like a -National activity. Weaknesses
-Movement and move. soldier colours -Learners march like a …………………………………
rhythm. -Respond to stimuli. soldier. …………………………………
-Movement and -Musical -The facilitator puts …………………………………
direction. instruments learners in groups. …………………………………
-Scissors -Learner responds to …………………………………
Music stimuli. …………………………………
-Background and Learners have - Mass display -The facilitator ………………………………..
performing seen (ii)Name ECD B syllabus displays the Suggestions
music. instruments instruments they page instruments. ………………………………
-Music before. know. 15,16,17,18 -Learners observe the ………………………………
instruments -Uses of those and 19 instruments. ………………………………
instruments -Learners name the ………………………………
Art -Teachers‘ instruments on ………………………………
Pattern cutting. Resource display. ………………………………
Learners can Time book 9 -The facilitator gives ………………………………
Cross cutting use a scissors. learners scissors. ………………………………
issues (i)Name national -Learners hold scissors ………………………………
-ICT colours. and cut patterns. ……………………………
The facilitator assists
learners.

73
WEEK TOPIC AND ASSUMED OBJECTIVES SKILLS MEDIA/SOM METHODOLOGY EVALUATION
ENDING CONTENT KNOWLEDGE COMPONENTS
12 Gymnastics Learners can By the end of the -Hand -Chalkboard -The facilitator shows Strength
Coordination draw. lesson learners movements learners drawn …………………………………
-Coordination of should be able to -Drums patterns. ………………………………..

74
limbs. -Scribbling -Learners observe the …………………………………
WWW/0l0l0l0 (i)Draw patterns as -Model of patterns. …………………………………
given to them. -Marching soldier -Learners draw …………………………………
Arena patterns. …………………………………
choreography (ii) Make patterns -Observing -Laptop -The facilitator …………………………………
-Movement and and movements demonstrates. …………………………………
rhythm. Learners can obtained from -National -Learners make Weaknesses
-Routine for mass move. gymnastics. colours patterns and …………………………………
display -March according to movements’ …………………………………
the beat. -Musical -The facilitator put …………………………………
Music instruments learners into groups. …………………………………
-Background and -Feedback from the …………………………………
performing Learners have (i)Draw the musical -Scissors groups. …………………………………
music. seen instruments. -The facilitator draws ………………………………..
-Music instruments -Name where that - Mass display the musical Suggestions
instruments. before. instrument is mainly ECD B syllabus instruments. ………………………………
used. page --Learners name and ………………………………
-Uses of those 15,16,17,18 draw the musical ………………………………
Art instruments. and 19 instruments. ………………………………
Patterns -Learners state where ………………………………
. Learners can (i)Identify shapes -Teachers‘ such instruments are ………………………………
use a scissors. -Use the shapes to Resource used. ………………………………
Cross cutting make patterns. Time book 9 -Learners name the ………………………………
issues shapes and make ………………………………
-ICT patterns with shapes. ……………………………
-Children ‘s rights

TOPICS TO BE COVERED

Mathematical play

Matching

75
 Ordering

Shapes

Manipulative block play

Construction

Moving objects

Balancing

Science Mathematics and discovery play

Human body

Water

Plants

Animals

GENERAL AIMS

During the term 1, I intend to enable learners to develop and show a positive attitude towards mathematics and science so that

They can apply scientific concepts and skills for use as tools in life.

WEEK TOPIC AND ASSUMED OBJECTIVES SKILLS MEDIA/SOM METHODOLOGY EVALUATION

ENDING CONTENT KNOWLEDGE COMPONENTS
1 Mathematical Learners can By the end of the -Stating -Colours with -Facilitator displays a Strength
play name colours. lesson learners different variety of objects. …………………………………
-Matching should be able to -Identifying appearance. -Learners observe the ………………………………..
objects to pictures …………………………………
colours (i)Name at least -Matching -Body parts -Learners name at …………………………………

76
 three colour objects least three objects on …………………………………
on display -Observing -Pictures with display. …………………………………
(ii)Match objects body parts. -The facilitator put …………………………………
and pictures to color learners into groups’ – …………………………………
on display. -Naming -Model of Learners match Weaknesses
. body parts objects and pictures …………………………………
Manipulative Learners can (i)Fit blocks to form to colour. …………………………………
block play construct.. an object. -Feedback from the …………………………………
-Construction groups. …………………………………
. - ECD -The facilitator …………………………………
Mathematics displays body parts on …………………………………
and science pictures. ………………………………..
Science, syllabus page Learners observe the Suggestions
Mathematics and Learners have (ii)Name body parts. 18,19 and 20 pictures. ………………………………
discovery body parts. -Learners name body ………………………………
-Human body -Teachers‘ parts in groups. ………………………………
(ii)State the function Resource -Feedback from ………………………………
of body parts. Time book groups. ………………………………
-Learners discuss the ………………………………
Cross cutting function of body parts ………………………………
issues on display. ………………………………
-Environment The facilitator assists ………………………………
issues. the learners with ……………………………
challenges.

WEEK TOPIC AND ASSUMED OBJECTIVES SKILLS MEDIA/SOM METHODOLOGY EVALUATION

ENDING CONTENT KNOWLEDGE COMPONENTS
2 Mathematical Learners can By the end of the -Arranging -Containers of -Facilitator displays Strength

77
 play match. lesson learners different sizes. objects with different …………………………………
-Matching should be able to -Threading sizes. ………………………………..
objects. -Pictures with -Learners observe the …………………………………
(i)Match objects and -Matching body parts. objects. …………………………………
pictures to size i.e. -The facilitator puts …………………………………
big, small. -Observing -Strings learners in groups. …………………………………
. -Learners match …………………………………
(i)Arrange objects -Naming -Blocks objects and pictures …………………………………
according to sizes. to size. Weaknesses
Manipulative -Beads - Learners arrange the …………………………………
block play Learners can (ii)Thread hallows objects according to …………………………………
-Construction construct.. materials using -Picture with sizes in groups. …………………………………
Making bangles strings to make necklaces and -Feedback from the …………………………………
bangles. bangles. groups. …………………………………
-Demonstration by the …………………………………
Science, - ECD facilitator on making ………………………………..
Mathematics and Learners have (ii)Name the objects Mathematics necklaces. Suggestions
discovery body parts. they make with and science -Learners make ………………………………
-Human body materials. syllabus page bangles and ………………………………
Name number of 18,19 and 20 necklaces. ………………………………
parts through -Learners name object ………………………………
Cross cutting singing a rhyme. -Teachers‘ they have made. ………………………………
issues Resource -Learners recite the ………………………………
-Financial Time book rhyme. ………………………………
literacy. -Learners name ………………………………
number of body parts. ………………………………

WEEK TOPIC AND ASSUMED OBJECTIVES SKILLS MEDIA/SOM METHODOLOGY EVALUATION

ENDING CONTENT KNOWLEDGE COMPONENTS
3 Mathematical Learners can By the end of the -Matching -Containers of -Facilitator displays Strength
play match. lesson learners different sizes. objects. …………………………………
-Matching should be able to -Threading -Learners observe the ………………………………..

78
 objects. -Pictures with objects. …………………………………
(i)Match objects and -Identifying body parts. -Learners match …………………………………
pictures to objects according to …………………………………
numbers. -Constructing -Patterns numbers. …………………………………
.(ii)Compare the -The facilitator assists …………………………………
length of skipping -Comparing -Blocks learners. …………………………………
rope -Learners compare the Weaknesses
-Discussing -Objects with length of objects. …………………………………
Manipulative Learners can (i)Construct patterns different -Demonstration by the …………………………………
block play construct. using objects or length. facilitator. …………………………………
-Construction blocks. . - Learners construct …………………………………
Patterns pattern using objects …………………………………
(ii)Identify pieces - ECD or blocks. …………………………………
that can be matched Mathematics -Learners identify ………………………………..
to form patterns. and science pieces that can be Suggestions
syllabus page matched to form ………………………………
Science, 18,19 and 20 patterns in groups. ………………………………
Mathematics and Learners have (i)Match body parts. Feedback from the ………………………………
discovery body parts. . -Teachers‘ groups. ………………………………
-Human body (ii)Discuss ways of Resource -Learners match body ………………………………
caring body parts. Time book parts. ………………………………
Cross cutting -Learners discuss ………………………………
issues about ways of caring ………………………………
-Financial body parts in groups. ………………………………
literacy. Feedback from
groups.

WEEK TOPIC AND ASSUMED OBJECTIVES SKILLS MEDIA/SOM METHODOLOGY EVALUATION

ENDING CONTENT KNOWLEDGE COMPONENTS
4 Mathematical Learners can By the end of the -Problem -Sticks with -Facilitator displays a Strength
play arrange. lesson learners solving different sizes. variety of .objects. …………………………………

79
 -Ordering should be able to -Learners observe the ………………………………..
Grouping object. -logical -Pictures with objects. …………………………………
(i)Group objects sequencing different sizes -Learners group …………………………………
according to their in height. objects according to …………………………………
appearance. -Observing their appearance in …………………………………
-Blocks groups. …………………………………
(i)Sequence pictures -Matching -Feedback from …………………………………
according to sizes -Body parts groups. Weaknesses
and order. -Sorting -Learners sequence …………………………………
Manipulative Learners can -Pictures with pictures according to …………………………………
block play construct. (ii)Construct a boys and girls. sizes and order. …………………………………
-Construction building using . -The facilitator gives …………………………………
blocks. learners blocks. …………………………………
(ii)Count objects - ECD -Learners construct …………………………………
materials they use Mathematics building using blocks. ………………………………..
on building and science -Learners count Suggestions
Science, syllabus page objects they use in ………………………………
Mathematics and 18,19 and 20 groups. ………………………………
discovery Learners have (i)Identify boys and -Learners identify ………………………………
-Human body body parts. gifts. -Teachers‘ boys and girls on the ………………………………
. Resource pictures. ………………………………
Cross cutting (ii)Sort pictures Time book -The facilitator put ………………………………
issues according to sex. learners in groups. ………………………………
-ICT -Learners sort pictures ………………………………
-Environmental according to sex. ………………………………
issues.

WEEK TOPIC AND ASSUMED OBJECTIVES SKILLS MEDIA/SOM METHODOLOGY EVALUATION

ENDING CONTENT KNOWLEDGE COMPONENTS
5 Mathematical Learners can By the end of the -Problem -Sticks with -Facilitator displays Strength
play arrange. lesson learners solving different sizes. pictures with odd one …………………………………
-Ordering should be able to out. ………………………………..

80
Odd one out. -Identifying -Pictures -Learners observe the …………………………………
(i)Name objects on seem to be pictures. …………………………………
display. -Creativity the same. -Learners are put in …………………………………
groups. …………………………………
(i)Identify the odd -Naming -Blocks Learners name the …………………………………
one out. objects. …………………………………
-Body parts -Feedback from Weaknesses
groups. …………………………………
Manipulative Learners can (i)Arrange different -Pictures with The facilitator displays …………………………………
block play construct. materials to form odd one out. the pictures. …………………………………
-Construction pillars. . -Learners identify the …………………………………
odd one out In groups …………………………………
(ii)Use blocks to - ECD -Feedback from the …………………………………
construct difference Mathematics groups. …………………………………
structures. and science -Demonstration by the …………………………………
syllabus page facilitator ……………………………….
Science, 18,19 and 20 -Learners arrange Suggestions
Mathematics and Learners have (i)Identify features different materials to ………………………………
discovery body parts. that differentiate a -Teachers‘ form pillars. ………………………………
-Human body male and female. Resource -Learners use block to ………………………………
Time book construct different ………………………………
Cross cutting (ii)Construct body structures. ………………………………
issues parts using puzzles -The facilitator ………………………………
-ICT displays pictures. ………………………………
-Environmental -Learners identify ………………………………
issues. features that ………………………………
differentiate features ………………………………
a male and female. ………………………………
-Learners construct ………………………………
body parts using ………………………………
puzzle. ………………………………
………………………………

81
WEEK TOPIC AND ASSUMED OBJECTIVES SKILLS MEDIA/SOM METHODOLOGY EVALUATION
ENDING CONTENT KNOWLEDGE COMPONENTS
6 Mathematical Learners can By the end of the -Problem -Patterns -Facilitator displays a Strength
play arrange. lesson learners solving variety of objects. …………………………………
-Ordering should be able to -Blocks -Learners observe the ………………………………..
Object can be -Creativity objects/pictures. …………………………………
grouped on the (i)Group objects on -Body parts -Learners group …………………………………

82
 basis of function. basis of function. -Observing objects according to …………………………………
-Pot their on the basis of …………………………………
(ii)Draw the objects -Naming function in groups. …………………………………
on basis of their -Cooking stick Feedback from the …………………………………
function. -Drawing . groups. Weaknesses
-Learners draw the …………………………………
- ECD objects on basis of …………………………………
Manipulative Learners can (i)Make pattern with Mathematics their function in …………………………………
block play construct. block available. and science groups. …………………………………
-Construction syllabus page -Feedback from …………………………………
18,19 and 20 groups. …………………………………
-Learners are given ………………………………..
Science, -Teachers‘ blocks. Suggestions
Mathematics and Learners have (i)Trace body parts. Resource -Learners make ………………………………
discovery body parts. Time book patterns with blocks. ………………………………
-Human body (ii)Name at least -The facilitator recites ………………………………
two body parts and a poem. ………………………………
Cross cutting their uses. Learners sing the ………………………………
issues poem ………………………………
-Environmental -Learners trace the ………………………………
issues. body parts. ………………………………
-The facilitator put ………………………………
learners in groups. ………………………………
-Learners name at ………………………………
least two body parts ……………………………….
and their function.

WEEK TOPIC AND ASSUMED OBJECTIVES SKILLS MEDIA/SOM METHODOLOGY EVALUATION

ENDING CONTENT KNOWLEDGE COMPONENTS
7 Mathematical Learners have By the end of the -Problem -Patterns -Facilitator recites a Strength
play seen shapes. lesson learners solving rhyme. …………………………………
-Shapes should be able to -Blocks -Learners listen to the ………………………………..

83
 -Objects have -Creativity rhyme and recite it. …………………………………
different shapes. (i)Identify different -Body parts -The facilitator …………………………………
plane shapes. -Observing displays the shapes. …………………………………
-Pot -Learners observe the …………………………………
(ii)Draw plane -Naming shapes …………………………………
shapes. -Cooking stick The facilitator put …………………………………
-Drawing . learners in groups. Weaknesses
Manipulative -Learners identify …………………………………
block play Learners can (i)Match objects to - ECD different plane …………………………………
-Object matching match. form patterns Mathematics shapes. …………………………………
and science -Learners draw the …………………………………
(ii)Construct syllabus page plane shapes. …………………………………
different objects 18,19 and 20 -Demonstration by the …………………………………
using different facilitator. ………………………………..
materials. -Teachers‘ -Learners match Suggestions
Science, Resource objects to form ………………………………
Mathematics and Learners use (i)Name sources of Time book patterns. ………………………………
discovery water every water. -Learners construct ………………………………
Water day. different objects using ………………………………
-Sources of water (ii)Draw at least two different materials. ………………………………
sources of water. -The facilitator ………………………………
Cross cutting displays pictures with ………………………………
issues sources of water. ………………………………
-Financial -Learners name and ………………………………
literacy. draw at least two ………………………………
sources of water. ……………………………….

WEEK TOPIC AND ASSUMED OBJECTIVES SKILLS MEDIA/SOM METHODOLOGY EVALUATION

ENDING CONTENT KNOWLEDGE COMPONENTS
8 Mathematical Learners have By the end of the -Problem -Plane shapes -Facilitator recites a Strength
play seen shapes. lesson learners solving rhyme. …………………………………
-Shapes should be able to -Blocks with -Learners listen to the ………………………………..

84
 -Shapes can be -Creativity plane shapes rhyme and recite it. …………………………………
used to make (i)Make pictures -The facilitator …………………………………
pictures. using shapes. -Matching -Movable demonstrates on how …………………………………
(ii)Name shapes objects to make the pictures. …………………………………
from the -Naming -Learners observe the …………………………………
description. -Plants pictures. …………………………………
-Drawing -Learners make at Weaknesses
Manipulative Learners have (i)Match objects to -Pieces of least one picture using …………………………………
block play pulled objects form patterns wood shapes in groups. …………………………………
-Moving objects. before. (ii)Pull different . Feedback from the …………………………………
Objects can be weight. group. …………………………………
moved when (iii)Compare the - ECD -The facilitator display …………………………………
pushed weight or difference Mathematics objects. …………………………………
of the object. and science -Learners pull objects ………………………………..
syllabus page of different weight. Suggestions
Science, Learners use (i)Identify plants 18,19 and 20 -Learners compare the ………………………………
Mathematics and water every that live in water. weight or difference ………………………………
discovery day. -Teachers‘ of object in groups. ………………………………
Water (ii)Draw plants that Resource -Learners identify ………………………………
-Plants that live leave in water. Time book plants that live in ………………………………
in water water. ………………………………
-Learners draw plants ………………………………
Cross cutting that live in water. ………………………………
issues -The facilitator ………………………………
-Financial displays learner‘s ………………………………
literacy. work. ………………………………
WEEK TOPIC AND ASSUMED OBJECTIVES SKILLS MEDIA/SOM METHODOLOGY EVALUATION
ENDING CONTENT KNOWLEDGE COMPONENTS
9 Mathematical Learners have By the end of the -Logical -Patterns -Facilitator recites a Strength
play seen shapes. lesson learners thinking rhyme. …………………………………
Shapes should be able to -Blocks -Learners listen to the ………………………………..
-Properties of -Describing rhyme and recite it. …………………………………
shapes. (i)Identify different -Body parts -The facilitator …………………………………

85
 plane shapes. -Drawing demonstrates …………………………………
-Pot The facilitator put …………………………………
(ii)Draw plane -Naming learners in groups. …………………………………
shapes. -Cooking stick -Learners match the …………………………………
-Matching . shapes with pictures. Weaknesses
Manipulative Learners can -Feedback from …………………………………
block play push things. (i)Match objects to - ECD groups. …………………………………
Object form patterns Mathematics -Learners describe the …………………………………
Move objects and science properties of shapes …………………………………
when pulled. (ii)Construct syllabus page in groups. …………………………………
different objects 18,19 and 20 -feedback from …………………………………
using different groups. ………………………………..
materials. -Teachers‘ -Learners pull the Suggestions
Resource objects on smooth ………………………………
Science, Learners play (i)Name the Time book and rough surfaces ………………………………
Mathematics and with water. properties of water. and explain in groups. ………………………………
discovery -Feedback from the ………………………………
Water (ii)Describe the groups. ………………………………
-Properties of objects that make -Learners name the ………………………………
water water to be dirt. properties of water in ………………………………
groups. ………………………………
Cross cutting Feedback from the ………………………………
issues groups. ………………………………
-Financial -Learners state objects ………………………………
literacy. that make water. ……………………………….

WEEK TOPIC AND ASSUMED OBJECTIVES SKILLS MEDIA/SOM METHODOLOGY EVALUATION

ENDING CONTENT KNOWLEDGE COMPONENTS
10 Mathematical Learners have By the end of the -Logical -Plan shapes -Facilitator recites a Strength
play seen shapes. lesson learners reasoning rhyme (Mr circle). …………………………………
Shapes should be able to -Cloth -Learners listen to the ………………………………..
(i)Make shapes -Identifying rhyme and recite it. …………………………………

86
 using their own -Pictures with -The facilitator …………………………………
body parts. -Listening tools that can demonstrates. …………………………………
(ii)Identify shapes be moved. -Learners make …………………………………
from bag -Naming -Pictures with shapes using their …………………………………
Manipulative animals that own body parts …………………………………
block play Learners can (i)Identify tools that -Drawing live in water. The facilitator put Weaknesses
Object move objects. can be used to move learners into pairs. …………………………………
Moving objects. objects. -Learners blindfold …………………………………
(ii)Roll objects of each other and …………………………………
different weight and ECD identify shapes in the …………………………………
compare. Mathematics bag. …………………………………
and science -The facilitator display …………………………………
Science, Learners play (i)Name animals syllabus page pictures. ………………………………..
Mathematics and with water. that live in water. 18,19 and 20 -Learners identify Suggestions
discovery tools that can be used ………………………………
Water (ii)Draw animals -Teachers‘ to move objects. ………………………………
-Animals that live that live water. Resource -Learners roll object of ………………………………
in water Time book different weight and ………………………………
compare in groups. ………………………………
Cross cutting -Learners name ………………………………
issues animals that live in ………………………………
-Environmental water. ………………………………
issues. -Learners draw ………………………………
animals that live in ………………………………
water. ……………………………...
WEEK TOPIC AND ASSUMED OBJECTIVES SKILLS MEDIA/SOM METHODOLOGY EVALUATION
ENDING CONTENT KNOWLEDGE COMPONENTS
11 Mathematical Learners can By the end of the -Logical -Plan shapes -Learners are taken Strength
play name shapes. lesson learners reasoning for field trip. …………………………………
Shapes should be able to -Cloth -Learner observes ………………………………..
Plane shapes -Identifying what there are seeing …………………………………
(i)Identify shapes in -Pictures with in the environment. …………………………………
the environment. -Listening tools that can -Learners identify …………………………………

87
 be moved. shapes in the …………………………………
(ii)Trace on the -Naming environment. …………………………………
dotted shapes -Pictures with -The facilitator gives …………………………………
-Drawing animals that learners work. Weaknesses
Manipulative Learners can (i)Identify objects live in water. -Learners trace on the …………………………………
block play move objects. that move on dotted shapes. …………………………………
Object wheels. -The facilitator …………………………………
Moving objects. displays pictures. …………………………………
ECD -Learners identify …………………………………
Mathematics objects that move on …………………………………
Science, and science wheels. ………………………………..
Mathematics and Learners are (i)State the dangers syllabus page -Learners name Suggestions
discovery aware of from sources of 18,19 and 20 objects that can be ………………………………
Water dangers of water. rolled. ………………………………
-The dangers of water. -Teachers‘ -The facilitator put ………………………………
water. (ii)Discuss the Resource learners in groups. ………………………………
measures that can Time book -Learners discuss the ………………………………
Cross cutting be taken to avoid dangers from sources ………………………………
issues accidents. of water in groups. ………………………………
-Environmental -Feedback from ………………………………
issues. groups ………………………………
-Learners talk about ………………………………
measures that can be ……………………………...
taken to avoid
accidents.

WEEK TOPIC AND ASSUMED OBJECTIVES SKILLS MEDIA/SOM METHODOLOGY EVALUATION

ENDING CONTENT KNOWLEDGE COMPONENTS

88
12 Mathematical Learners can By the end of the -Creativity -Papers -The facilitator Strength
play name shapes. lesson learners displays some finished …………………………………
should be able to -Identifying -Dough collage. ………………………………..
Shapes -Learners observe the …………………………………
-Collage (i)Make collage of -Stating -Glue collage. …………………………………
different shapes -Learners are given …………………………………
(ii)Mould shapes -Construction -Soft wire papers to make …………………………………
Manipulative with dough collage. …………………………………
block play available. -Dough -Heavy and -learners make shapes …………………………………
Construction Light objects. with dough. Weaknesses
-Car wire. Learners can (i)Make a car wire. -Moulding -Demonstration by the …………………………………
construct. (ii)Construct a facilitator. …………………………………
Science, crane.. ECD -Learners make car …………………………………
Mathematics and -Logical Mathematics wire and construct …………………………………
discovery reasoning and science crane with the …………………………………
Water syllabus page available resources. …………………………………
-Objects that sink 18,19 and 20 -The facilitator ………………………………..
in water. Learners can (i)State object that displays pictures. Suggestions
water with sink in water. -Teachers‘ Learners state objects ………………………………
Cross cutting water. Resource that sink and float in ………………………………
issues (ii)State objects that Time book water in groups. ………………………………
-Disaster risk float on water. -Feedback from ………………………………
management groups ………………………………
-Financial ………………………………
literacy. ………………………………

TOPICS TO BE COVERED

Human body

Safety and health

89
 Balances

GENERAL AIMS

During the term 1 I intend to enable learners to make informed decision about health, safety and well being so as have sense of

fair play and self awareness.

WEEK TOPIC AND ASSUMED OBJECTIVES SKILLS MEDIA/SOM METHODOLOGY EVALUATION

ENDING CONTENT KNOWLEDGE COMPONENTS
1 Human body Learners have By the end of the -Naming -Charts with -The facilitator Strength
body parts. lesson learners body parts displays pictures with …………………………………
My body should be able to -Identifying human body parts. ………………………………..
-Learners -Learners observe …………………………………
(i)Name different -Speaking pictures. …………………………………
parts of the body -Pictures -Learners name Weaknesses
-Observing . different body parts …………………………………

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 (ii)Identify body In groups. …………………………………
parts. ECD Physical Feedback from …………………………………
education groups. ………………………………..
(iii)Number the syllabus page -Learners identify Suggestions
Cross cutting body parts. 18 body parts in groups. ………………………………
issues -Feedback from …….
-Child protection -Teachers‘ groups. ………………………………
Resource -Learners are put into ………………………………
. Time book groups. ………………………………
pade15 -Learners number the ………………………………
body parts they have. ………………………………
…………………………

WEEK TOPIC AND ASSUMED OBJECTIVES SKILLS MEDIA/SOM METHODOLOGY EVALUATION

ENDING CONTENT KNOWLEDGE COMPONENTS
2 Human body Learners have By the end of the -Discussing -Model with -The facilitator recites Strength
body parts. lesson learners body parts. a rhyme. …………………………………
My body should be able to -Identifying -Learners listen to the ………………………………..

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 (function) -Rhyme rhyme. …………………………………
(i)Talk about the -Drawing -The facilitator …………………………………
function of body -Pictures with displays pictures. Weaknesses
parts. -Observing body parts -Learners observe the …………………………………
pictures. …………………………………
(ii)Engage into -Listening -Doll -The facilitator put …………………………………
function of body . learners in groups. ………………………………..
parts. -Learners talk about Suggestions
ECD B functions of body ………………………………
(iii)Draw and colour Physical parts in groups. …….
body parts. education Feedback from ………………………………
Cross cutting syllabus page groups. ………………………………
issues . 18 -Learners engage into ………………………………
- ICT functions of body ………………………………
-E-learning -Teachers‘ parts. ………………………………
resource time -Learners draw body ………………………………
book pade15 parts. ………………………………
-Display learner’s ………………………………
work. …………………………
………………………………
……………………………….

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3 Human body Learners have By the end of the -Naming -Picture with -The facilitator Strength
body parts. lesson learners body parts. displays pictures with …………………………………
My body should be able to -Identifying missing body parts. ………………………………..
-Missing body -doll -Learners observe the …………………………………
parts (i)Identify the -Speaking pictures. …………………………………
missing body parts. -Cap -The facilitator put Weaknesses
-Observing learners in groups. …………………………………
(ii)Draw the missing -Shoe and -Learners identify the …………………………………
body parts -matching shoelaces. missing body parts in …………………………………
. groups. ………………………………..
(iii)Match body - Feedback from Suggestions
parts to function. ECD B groups. ………………………………
Cross cutting Physical -Learners match body …….
issues education parts to function in ………………………………
- Sexuality HIV syllabus page groups ………………………………
and AIDS . 18 -Feedback in groups. ………………………………
…………………………..

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4 Human body Learners have By the end of the -Naming -Picture with -The facilitator recites Strength
body parts. lesson learners body parts. a rhyme. …………………………………
My body should be able to -Identifying -Learners listen to the ………………………………..
-Caring for my -doll rhyme …………………………………
body. (i)State ways of -Speaking -Learners are put in …………………………………
carrying body parts. -Towel groups. …………………………………
missing -Observing -Learners state ways ……………………………….
-Toothbrush of caring body parts in Weaknesses
(ii)Naming materials -Stating groups. …………………………………
used to care for -Nail cutter -Feedback from …………………………………
body parts. learners. …………………………………
-comb -Learners name …………………………………
(iii)Demonstrating materials used to care …………………………………
ways of caring body -Cotton buds for body parts in ………………………………….
parts. . groups. Suggestions
Cross cutting . ECD B -Feedback from the ………………………………
issues Physical groups. …….
- Environmental education -Learners ………………………………
issues. syllabus page demonstrate ways of ………………………………
18 caring of body parts. ………………………………
………………………………
………………………………
………………………….-

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WEEK TOPIC AND ASSUMED OBJECTIVES SKILLS MEDIA/SOM METHODOLOGY EVALUATION
ENDING CONTENT KNOWLEDGE COMPONENTS
5 Human body Learners have By the end of the -Naming -Picture with -The facilitator brings Strength
body parts. lesson learners body parts. a girl and boy in front …………………………………
Human beings should be able to -Identifying of the class. ………………………………..
are of different -Model of a -Learners observe. …………………………………
sex. (i)Differentiate a -Speaking boy or a girl -what there are …………………………………
male and female seeing. …………………………………
-Observing -Crayons -Learners are put in ……………………………….
(ii)Identify the groups. Weaknesses
features that -Discussing -Papers -Learners differentiate …………………………………
determine sex . a male and female. …………………………………
differences. ECD B -Feedback from …………………………………
Physical learners. …………………………………
(iii)Draw a boy or education -Learners identify the …………………………………
girl and colour. syllabus page features that ………………………………….
18 determine sex Suggestions
Cross cutting . differences ………………………………
issues -Learners draw and …….
- Gender and colour a boy and girl. ………………………………
equality. -Display learners’ ………………………………
work ………………………………
………………………………
………………………………
………………………….-

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WEEK TOPIC AND ASSUMED OBJECTIVES SKILLS MEDIA/SOM METHODOLOGY EVALUATION
ENDING CONTENT KNOWLEDGE COMPONENTS
6 Safety and health Learners are By the end of the -Naming -Picture with -The facilitator Strength
aware of lesson learners body parts. displays pictures with …………………………………
Hazardous and hazardous should be able to -Identifying hazardous objects. ………………………………..
non hazardous objects. -Model of a -Learners observe the …………………………………
object. (i)Name hazardous -Speaking boy or a girl pictures. …………………………………
object in around the -The facilitator put …………………………………
school or at home. -Observing -Crayons learners in groups. ……………………………….
-Learners name Weaknesses
(ii)Pick up harmful -Drawing -Papers hazardous objects on …………………………………
objects around the . the pictures. …………………………………
school yard. ECD B -Feedback from the …………………………………
Physical groups`. …………………………………
(iii)Draw and colour education -Learners identify …………………………………
the harmful objects. syllabus page some harmful objects ………………………………….
18 around the school Suggestions
Cross cutting yard. ………………………………
issues -Learners pick up …….
- Environmental . harmful object around ………………………………
issues. the school. ………………………………
-Learners draw and ………………………………
colour harmful ………………………………
objects. ………………………………
………………………….-

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WEEK TOPIC AND ASSUMED OBJECTIVES SKILLS MEDIA/SOM METHODOLOGY EVALUATION
ENDING CONTENT KNOWLEDGE COMPONENTS
7 Safety and health Learners can By the end of the -Eye hand -Outdoor play -The facilitator plays a Strength
play. lesson learners coordination area. video which shows …………………………………
Health –play to should be able to exercises. ………………………………..
keep health and -Fine motor -Cone -Learners observe the …………………………………
fit.. (i)Exercise regularly skills. video. …………………………………
to be fit. -Whistle -Learners engage into …………………………………
-Gross motor exercise. ……………………………….
(ii)Discuss the skills. -Mats -Learners are put into Weaknesses
importance of . groups. …………………………………
exercise. -Observing ECD B -Learners discuss on …………………………………
Physical the importance of …………………………………
-Drawing. education exercise. …………………………………
syllabus page Hazardous objects on …………………………………
-Discussing 18 the pictures. ………………………………….
-Feedback from the Suggestions
Cross cutting . groups. ………………………………
issues …….
- Children’s ………………………………
rights. ………………………………
………………………………
………………………………
………………………………
………………………………
………………………….

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WEEK TOPIC AND ASSUMED OBJECTIVES SKILLS MEDIA/SOM METHODOLOGY EVALUATION
ENDING CONTENT KNOWLEDGE COMPONENTS
8 Balances Learners can By the end of the Demonstrating -Outdoor play -The facilitator Strength
balance. lesson learners area. displays some pictures …………………………………
Weight bearing should be able to -Gross motor with balances or play ………………………………..
Balancing on skills. -Cone a video. …………………………………
apparatus (i)Balance on -Learners observe the …………………………………
apparatus. -Observing -Whistle video or pictures. …………………………………
-Learners are put in ……………………………….
(ii)Demonstrate -Drawing. -Mats groups Weaknesses
balancing as they -Learners discuss …………………………………
create a circle, -Discussing -Tyres about general …………………………………
triangle . balances. …………………………………
ECD B -Demonstration on …………………………………
Physical balancing on …………………………………
education apparatus. ………………………………….
syllabus page The facilitator leads Suggestions
Cross cutting . 18 learners into ………………………………
issues balancing as they …….
- Gender and create shapes, circle ………………………………
equality. and triangle. ………………………………
-Learners perform in ………………………………
groups ………………………………
-Feedback from the ………………………………
groups. ………………………………
………………………….

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WEEK TOPIC AND ASSUMED OBJECTIVES SKILLS MEDIA/SOM METHODOLOGY EVALUATION
ENDING CONTENT KNOWLEDGE COMPONENTS
9 Balances Learners can By the end of the Demonstrate. -Outdoor play -The facilitator takes Strength
balance. lesson learners area. learners to the play …………………………………
Weight bearing should be able to -Balancing ground ………………………………..
Balancing -Whistle -The facilitator …………………………………
Balance on or (i)Balance on -Observing demonstrates on how …………………………………
with prescribed prescribed -Mats to balance using ………………………………
apparatus apparatus. -Listening prescribed apparatus. Weaknesses
-Tyres -Empty safe -Learners observe the …………………………………
Hula hoops (ii)Balance with -Practicing tins demonstration. …………………………………
-Empty tins prescribed . -Learners balance on …………………………………
apparatus tyres, ECD B prescribed apparatus. …………………………………
hula hoops and Physical Demonstration by the …………………………………
empty tins education facilitator. ………………………………….
syllabus page -Learners imitate Suggestions
18 balancing with tyres, ………………………………
Cross cutting . empty tins whilst the ………………………………
issues facilitator assists. ………………………………
- ICT. ………………………………
-collaboration ……………………………….

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WEEK TOPIC AND ASSUMED OBJECTIVES SKILLS MEDIA/SOM METHODOLOGY EVALUATION
ENDING CONTENT KNOWLEDGE COMPONENTS
10 Balances Learners can By the end of the Demonstrate. -Outdoor play -Learners sing a song Strength
balance. lesson learners area. PE yakanaka. …………………………………
Weight bearing should be able to -Balancing ………………………………..
A game(wheel -Whistle -The facilitator …………………………………
barrow pushing) -Observing explains on wheel …………………………………
(i)Balance on -Mats barrow pushing. …………………………………
different points. -Explaining ……………………………….
-Empty safe -Demonstration by the Weaknesses
-Practicing tins facilitator. …………………………………
. …………………………………
(ii)Play the wheel ECD B -Learner observe …………………………………
barrow game. Physical facilitator‘s …………………………………
education demonstration. …………………………………
Cross cutting syllabus page ………………………………….
issues 18 -Learner plays in pairs Suggestions
- ICT. . pushing each other ………………………………
-collaboration like a wheelbarrow. …….
………………………………
-Learners sing a song ………………………………
and jog as they ………………………………
dismiss. ………………………………
………………………………
………………………………
………………………….

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WEEK TOPIC AND ASSUMED OBJECTIVES SKILLS MEDIA/SOM METHODOLOGY EVALUATION
ENDING CONTENT KNOWLEDGE COMPONENTS
11 Balances Learners can By the end of the Demonstrate. -Outdoor play -Learners sing a song Strength
balance in lesson learners area. PE yakanaka. …………………………………
Travel with pairs. should be able to -Balancing -The facilitator ………………………………..
apparatus. -Whistle explains on wheel …………………………………
-Observing barrow pushing. …………………………………
(i)Transfer and bear -Mats -Demonstration by the ………………………………
weight. -Explaining facilitator. Weaknesses
-Empty safe -Learner observe …………………………………
-Practicing tins facilitator‘s …………………………………
. demonstration. …………………………………
(ii)Play the wheel ECD B -Learner plays in pairs …………………………………
barrow game. Physical pushing each other …………………………….
Cross cutting education like a wheelbarrow. Suggestions
issues syllabus page -Learners sing a song ………………………………
- ICT. 18 and jog as they …….
-collaboration dismiss. ………………………………
. ………………………………
………………………………
……………………….....

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WEEK TOPIC AND ASSUMED OBJECTIVES SKILLS MEDIA/SOM METHODOLOGY EVALUATION
ENDING CONTENT KNOWLEDGE COMPONENTS
12 Balances Learners can By the end of the Demonstrate. -Outdoor play -The facilitator leads Strength
Outdoor balance. lesson learners area. learners to the play …………………………………
equipment should be able to -Balancing centre singing the ………………………………..
-Play on swings -Swings song follow. …………………………………
-Observing -The facilitator ………………………………….
(i)Balance on -Mats explains on swings as Weaknesses
different points. -Explaining learners listen. …………………………………
-Empty safe -Demonstration by the …………………………………
-Practicing tins facilitator. …………………………………
. -Learners balance on ………………………………
(ii) Using swings for ECD B swings whilst the Suggestions
balancing. Physical facilitator monitors. ………………………………
Cross cutting education -Cool down activities …….
issues syllabus page as learners balance on ………………………………
- ICT. 18 one leg singing. ………………………………
-collaboration . ………………………………
………………………………
………………………………
…………………………

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TOPICS TO BE COVERED

History of arts and culture

Creative process and performance

Aesthetic values and appreciation

GENERAL AIMS

During the term 1, I intent to enable learners to develop literacy in visual and performing arts, confidence so as to express in their

daily life.

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1 History of Arts Learners can By the end of the -Listening. - Recorded -The facilitator plays a Strength
and culture sing songs. lesson learners folk songs.. variety of music. …………………………………
should be able to -Naming -Learners listen to the ………………………………..
Music -Pictures of music and other …………………………………
-Role of music, (i)List the role of -Identifying musicians. musician of both …………………………………
musician in past musicians in past present and past. …………………………………
and present. and present culture. -Fine motor -Video clips -Learners name folk …………………………………
ii)Name folk songs skills songs and list the …………………………………
they know. -Visual arts roles of musician in …………………………………
-Critical past and present. …………………………………
Visual Arts Learners have (i)Name artifacts thinking -Play area -The facilitator ……………………………….
Visual arts in my seen artifacts they know -Gross motor displays artifacts. Weaknesses
school. (ii)Identify artifacts skills. -Wool -Learners name …………………………………
Artifacts in the school. artifacts on display. …………………………………
-Strings -Learners identify …………………………………
Theatre Learners watch (i)State the role of artifacts in the school. …………………………………
-Role of theatre theatre drama theatre and -Play dough -The facilitator state …………………………………
and animation in on TV animation at school. -Lights the role theatre. …………………………………
m school and in (ii)Identify films of -Learners state the …………………………………
my culture. the past. -Candles role of theatre dance …………………………………
. animation in school ……………………………...
Dance Learners can (i)Name cultural . and culture in groups. Suggestions
Role of dance in dance. songs they know. ECD B Visual Feedback from the ………………………………
school and my (i)Identify different Performing group. …….
culture culture songs. Arts syllabus -Learners identify ………………………………
(ii)Dance to cultural page 35,36,37 films of the past and ………………………………
Cross cutting songs. cultural songs they ………………………………
issues Teacher’s know. ………………………………
-Heritage studies resource Time -Learners dance to ………………………………
-Financial literacy book page 2-3 different cultural ………………………………
songs. …………………………
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2 History of Arts -Learners have By the end of the -Listening. - Musical -The facilitator Strength
and culture seen musical lesson learners instruments. displays the pictures. …………………………………
instruments. should be able to -Naming -Learners observe the ………………………………..
Music -Pictures with pictures. …………………………………
-Music (i)Name at least one -Identifying musical -The facilitator put …………………………………
instruments in musical instruments instruments learners in groups. …………………………………
my environment. (ii)State at least two -Colouring Charts with -Learners name …………………………………
uses of musical cultural musical instruments. …………………………………
instrument. -Singing artifacts -Learners state the …………………………………
-Hari uses of musical …………………………………
Visual Arts Learners have (i)Name at least one -Stating. -Duri. instruments in groups. ……………………………….
Visual arts my seen artifacts artifacts/artwork -Tswanda -The facilitator Weaknesses
home and my found in the home. displays cultural …………………………………
culture. (ii)State the use of artifacts. …………………………………
cultural . -Learners discuss the …………………………………
Theatre artifacts/artworks ECD B Visual uses of cultural …………………………………
-Different family Learners have (i)Name family Performing artifacts. …………………………………
members. family members. Arts syllabus -The facilitator put …………………………………
members (ii)Identify at least page 35,36,37 learners in groups. …………………………………
Dance two family -Learners name family …………………………………
-Dance games members. Teacher’s members and identify ……………………………...
-Do you know my . resource Time at least two members Suggestions
name? Learners can (i)Play dance games. book page 2-3 of the family. ………………………………
dance. -The facilitator …….
Cross cutting (ii)Make body introduces himself. ………………………………
issues movements in -Learners say their ………………………………
-Heritage studies response to dance. names. ………………………………
-Financial literacy -Demonstration by the ………………………………
facilitator. ………………………………
-Learners play dance ………………………………
games. ………………………………
-Learners move body ………………………………
in response to dance ………………………………
in groups. ………………………………
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WEEK TOPIC AND ASSUMED OBJECTIVES SKILLS MEDIA/SOM METHODOLOGY EVALUATION
ENDING CONTENT KNOWLEDGE COMPONENTS
3 History of Arts -Learners have By the end of the -Listening. -Percussion -The facilitator Strength

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 and culture seen musical lesson learners instruments displays a variety of …………………………………
instruments. should be able to -Naming -Pictures with percussion ………………………………..
Music percussion instrument. …………………………………
-Percussion (i)Name percussion -Identifying instruments -Learners observe the …………………………………
instruments. instruments. -Materials pictures. …………………………………
(ii)Play percussion -Observing that is -The facilitator put …………………………………
instrument. harmful. learners in groups. …………………………………
-Singing -Pictures with -Learners name …………………………………
Learners are (i)Select visual arts theatre game. percussion …………………………………
Visual Arts aware of visual materials in the -Stating. instruments. ……………………………….
Visual arts in the artifacts. environment -Learners play the Weaknesses
environment. displayed on percussion …………………………………
pictures. . instruments. …………………………………
(ii)Identify harmful ECD B Visual -The facilitator takes …………………………………
and non harmful Performing learners in the …………………………………
materials in the Arts syllabus environment. …………………………………
environment. page 35,36,37 -Learners identify …………………………………
harmful and non …………………………………
Theatre Learners have (i)State theatre Teacher’s harmful materials in …………………………………
-Theatre games. seen theatre games. resource Time the environment ……………………………...
games. (ii)Play some theatre book page 2-3 -The facilitator put Suggestions
games. learners in groups. ………………………………
-Learners state …….
Learners can (i)State the role of theatre games. ………………………………
Dance dance. the dancers. -Learners play theatre ………………………………
-Role of dancers. games. ………………………………
(ii)Name the -Learners state the ………………………………
Cross cutting costumes dress for role of dancers. ………………………………
issues folk dance. Learners identify folk ………………………………
-Heritage studies. dance costumes. …………………………

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ENDING CONTENT KNOWLEDGE COMPONENTS

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4 Creative process -Learners can By the end of the -Listening. -Music charts -The facilitator Strength
and performance sing. lesson learners with mini, displays a chart with …………………………………
should be able to -Demonstrating crotchet and music notes. ………………………………..
Music quavers. -Learners observe the …………………………………
-Pitch (i)Practice high -Identifying -Dough pictures. …………………………………
identification. medium and low -Clay. -The facilitator …………………………………
-Pitch level notes. -Observing -Visual art explains about the …………………………………
play. music high medium …………………………………
-Speaking low notes. …………………………………
-Demonstrate on high …………………………………
Visual Arts Learners can (i)Construct 3 -Practicing. notes medium notes. ……………………………….
Moulding and mould. dimension objects. . -Learners put into Weaknesses
modeling. ECD B Visual practice. …………………………………
Colours Performing -The facilitator put …………………………………
Arts syllabus learners in groups. …………………………………
Learners have (i)Play movement page 35,36,37 -Learners construct …………………………………
Theatre seen theatre games and rhythm object with 3 …………………………………
-Theatre games. games. games. Teacher’s dimension …………………………………
resource Time -The facilitator plays a …………………………………
book page 6-7 video. …………………………………
Dance Learners can (i)Differentiate -Learners observe the ……………………………...
-Movements and dance. between video. Suggestions
emotion. movements and -Learners play ………………………………
emotions movement games and …….
Cross cutting rhythm games. ………………………………
issues -The facilitator ………………………………
-Heritage studies. explains between ………………………………
-ICT movements and ………………………………
emotions. ………………………………
Learners differentiate ………………………………
between movements ………………………………
and emotions. ………………………………
………………………….

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ENDING CONTENT KNOWLEDGE COMPONENTS
5 Creative process -Learners can By the end of the -Listening. -Music charts -The facilitator Strength
and performance sing. lesson learners with mini, explains about body …………………………………
should be able to -Demonstrating crotchet and percussion. ………………………………..
Music quavers. -Learners listen to the …………………………………
-Melodies/motifs (i)Use body -Identifying -Charts with facilitator. …………………………………
percussion to different -Demonstration …………………………………
accompany short -Observing media singing short melodies …………………………………
motifs/melodies. -Recorded using body …………………………………
-Speaking stories. percussion. …………………………………
-Learners sing short …………………………………
-Stating. melodies using body ……………………………….
Visual Arts Learners talk (i)Identify types of . percussion. Weaknesses
Media about media. media. ECD B Visual -The facilitator …………………………………
Performing displays types of …………………………………
Arts syllabus media …………………………………
Theatre page 35,36,37 -Learners observe. …………………………………
-Story telling. Learners can (i)Listen to stories -Learners identify …………………………………
tell stories. and retell. Teacher’s different types of …………………………………
resource Time media on display. …………………………………
Dance book page 6-7 -The facilitator tells a …………………………………
-Movements and Learners can (i)State the story to the learners. ……………………………...
emotion. dance. difference between -Learners listen to a Suggestions
movements and story and tell in their ………………………………
Cross cutting emotions own words. …….
issues -Demonstration by the ………………………………
-Heritage studies. facilitator. ………………………………
-ICT -Learners express ………………………………
emotions in dance. ………………………………
………………………………
…………………………
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6 Creative process -Learners can By the end of the -Listening. -Recorded -The facilitator Strength
and performance sing. lesson learners melodies. explains about voice …………………………………
should be able to -Demonstrating -Musical accompaniments and ………………………………..
Music instruments variety of instruments. …………………………………
-Voice (i)Create -Identifying -Primary -Learners listen to the …………………………………
accompaniments accompaniments colours. facilitator. …………………………………
and variety of using voice and -Observing -Books with -Demonstration on …………………………………
instruments variety of colours. how to create …………………………………
instruments. -Creating -Pictures accompaniments …………………………………
using voices and …………………………………
Learners have (i)Use primary -Speaking. variety of instruments. ……………………………….
Visual Arts used colours colours to produce . -Learners create Weaknesses
Drawing on drawing. artworks. ECD B Visual accompaniments …………………………………
-Primary colours Performing using voices and …………………………………
Learners can (i)Tell stories about Arts syllabus variety of instruments. …………………………………
Theatre tell stories. friends. page 35,36,37 -The facilitator …………………………………
-Story telling. (ii)Draw their displays primary …………………………………
friends and colour Teacher’s colours …………………………………
them. resource Time -Learners are put in …………………………………
book page 6-7 groups name the …………………………………
Dance Learners can (i)Talk about colours and practice ……………………………...
-Response to dance. different types of to produce artworks. Suggestions
different types of music -Learners tell stories ………………………………
music, rhythm about friends and …….
and sound. draw them. ………………………………
-Learners are put in ………………………………
Cross cutting groups and discuss ………………………………
issues about different type ………………………………
-Heritage studies. of music, rhythm and ………………………………
-ICT sound. ………………………………
………………………………
…………………………..
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ENDING CONTENT KNOWLEDGE COMPONENTS
7 Creative process -Learners can By the end of the -Listening. -Charts -The facilitator Strength
and performance sing. lesson learners showing mini introduces a rhyme. …………………………………
should be able to -Demonstrating crotchet and Learners sing the ………………………………..
Music quavers. rhyme, baa baa black …………………………………
-Rhythm that (i)Sing the rhyme -Identifying sheep. …………………………………
contain mini, Baa baa black -Recorded -Demonstration by the …………………………………
crotchet and sheep. -Observing melodies facilitator making …………………………………
quaver. object using the …………………………………
-Creating -Coloured collage. …………………………………
Learners have (i)Make an object materials. -Learners engage in …………………………………
seen collage with collage. -Singing. collage work involving ……………………………….
Visual Arts work. -Pictures with primary colours. Weaknesses
Collage work gestures. -Demonstration by the …………………………………
facilitator. …………………………………
-Learners are put in …………………………………
. groups. …………………………………
Learners use (i)Use gestures to ECD B Visual -Learners use gestures …………………………………
gestures. play. Performing to perform a play. …………………………………
Theatre Arts syllabus -Feedback from the …………………………………
-Gestures. page 35,36,37 groups. …………………………………
-Learners engage into ……………………………...
Learners can (i)To dance Teacher’s dance movements Suggestions
dance. responding to resource Time that range from slow ………………………………
Dance stimuli. book page 6-7 to fast in response to …….
-Dance variety of stimuli into ………………………………
movements. groups. ………………………………
-Feedback from ………………………………
Cross cutting groups. ………………………………
issues ………………………………
-Heritage studies. ………………………………
-ICT ………………………………
…………………………..

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8 Aesthetic and -Learners can By the end of the -Listening. -Recorded -Demonstration by the Strength
value move. lesson learners music. facilitator moving …………………………………
appreciation should be able to -Creating corresponding to ………………………………..
-DVD player specific music. …………………………………
Music (i)Create -Dancing -Learners imitate …………………………………
Free movement movements that -Artifacts. movements that …………………………………
to music and correspond to correspond to specific …………………………………
music appraisal specific music.. -Smart phone to music. …………………………………
-Observing -The facilitator put the …………………………………
Learners can -Theatre learners into groups. …………………………………
Visual Arts make objects.. (i)Identify artwork in -Creating groups.. -The facilitator plays a ……………………………….
Meaning of art the school. song. Weaknesses
works and -Stating. -Learners discuss …………………………………
artifacts in the . about recorded music. …………………………………
school. ECD B Visual -The facilitator …………………………………
Learners have Performing displays artwork and …………………………………
ears. Arts syllabus explains about …………………………………
(i)Listen to page 35,36,37 artworks and artifacts. …………………………………
Theatre children’s theatre -Learners observe the …………………………………
-Listening skills. performance. Teacher’s artifacts and artworks …………………………………
Learners can resource Time and explain about ……………………………...
Dance dance. book page 10- them. Suggestions
-Communication 11 -The facilitator ………………………………
in dance. (i)State the meaning explains the meaning …….
of dance and its of performance. ………………………………
Cross cutting relationship with -Learners listen and ………………………………
issues communication. explain well. ………………………………
-Heritage studies. -The facilitator ………………………………
-ICT explains to learners ………………………………
the meaning of dance ………………………………
and its relationship ………………………………
with communication. ………………………………
-Learners explain in ………………………………
their own words. ………………………………
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value sing. lesson learners music. explains music for …………………………………
appreciation should be able to -Creating guided movements. ………………………………..
-DVD player -Learners listens to …………………………………
Music (i)Practice singing -Explanation the facilitator …………………………………
Guided music for guided -Artifacts. -Learners are put in …………………………………
movements to movements. -Observing groups. …………………………………
music -Smart phone -The facilitator …………………………………
-Creating instructs learners to …………………………………
Visual Arts Learners can (i)Showcase the skill -Theatre practice singing music …………………………………
Artworks make objects. of producing -Stating. groups. for guided movements ……………………………….
production in the artworks in the in groups. Weaknesses
environment. environment. -Feedback from the …………………………………
. groups. …………………………………
Theatre ECD B Visual -The facilitator …………………………………
-Participatory Learners have (i)Take part in Performing discusses about …………………………………
audience. ears. performance a Arts syllabus artworks in the …………………………………
audience. page 35,36,37 environment with the …………………………………
Dance learners. …………………………………
-Dance Teacher’s -The facilitator …………………………………
vocabulary Learners can resource Time explains to the ……………………………...
Types of dance dance. (i)Demonstrate book page 10- learners about Suggestions
dancing a variety of 11 audience. ………………………………
Cross cutting dance. -Learners discuss in …….
issues groups. ………………………………
-Heritage studies. -The facilitator leads ………………………………
-ICT learners into a variety ………………………………
of dance ………………………………
-Learners practice ………………………………
different types of ………………………………
dances. ………………………………
………………………….

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10 Aesthetic and -Learners sing By the end of the -Listening. -Recorded -The facilitator Strength
value church songs. lesson learners music. introduces a song …………………………………
appreciation should be able to -Creating todada naye dzesu ………………………………..
-DVD player -Learners are put into …………………………………
Music (i)Name songs of -Explanation -Types of groups …………………………………
Songs of different purposes. dance -Learners sing church …………………………………
different (ii)Sing church -Observing -Smart phone songs of different …………………………………
purposes (church songs. denomination. …………………………………
songs) -Creating -Theatre -Feedback from the …………………………………
groups. groups. …………………………………
Visual Arts Learners can (i)Draw zigzag -Stating. -The facilitator draws ……………………………….
Elements of move from left curved lines.. zig- zag line. Weaknesses
design (zig-zag to right. . -Learners observe the …………………………………
and curved lines). ECD B Visual design. …………………………………
Performing -Learners draw the …………………………………
Theatre Learners have (i)Listening Arts syllabus lines. …………………………………
-Real story idea of what is alternatively to a page 35,36,37 -The facilitator tells a …………………………………
(current story). happening story story and learners …………………………………
locally. (ii)Re -tell a story. Teacher’s listen to it. …………………………………
Dance resource Time -Learners retell the …………………………………
-Types of book page 10- story in their own ……………………………...
dance(mbende) 11 words. Suggestions
Learners can (i)Practice dancing -Demonstration by the ………………………………
Cross cutting dance. the traditional facilitator. …….
issues dances -Learners observe the ………………………………
-Heritage studies. dance. ………………………………
-ICT -Learners practice ………………………………
traditional dances in ………………………………
groups. ………………………………
………………………

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11 Aesthetic and Learners can By the end of the -Listening. -Recorded -The facilitator Strength
value sing sports lesson learners music. introduces a song …………………………………
appreciation songs. should be able to -Creating tahwina. ………………………………..
-DVD player -Learners listen to the …………………………………
Music (i)List various type -Identifying song and sing it. …………………………………
Songs of of music -Artifacts. -Learners sing various …………………………………
different (ii)Sing sporting -Observing sport songs in groups. …………………………………
purposes (sports songs. -Smart phone -Feedback from the …………………………………
songs) -Creating groups. …………………………………
-Theatre -The facilitator …………………………………
Visual Arts -Stating. groups. displays pictures and ……………………………….
Meaning of Learners have (i)Identify some explains the term Weaknesses
artworks seen designs. design at home. “design”. …………………………………
(ii)Draw one design . -Learners identify …………………………………
found at home ECD B Visual design at home and …………………………………
Performing draw them. …………………………………
Theatre Learners have (i)Listen to folktales. Arts syllabus -The facilitator …………………………………
-Folk tales. heard folk tales page 35,36,37 narrates a story. …………………………………
-Learners listen to a …………………………………
Dance Learners are (i)Name various Teacher’s story. …………………………………
-Types of familiar with modern dances. resource Time -Learners take turns to ……………………………...
dances(modern some dances. book page 10- tell their own folk Suggestions
dances 11 tales. ………………………………
chibhasikaro) -Teacher sings a song …….
and dance. ………………………………
Cross cutting -Learners engage in ………………………………
issues modern dances in ………………………………
-Heritage studies. groups. ………………………………
-ICT ………………………………
…………………………..

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12 Aesthetic and -Learners have By the end of the -Listening. -Recorded -The facilitator Strength
value heard lullabies. lesson learners music. introduces a song …………………………………
appreciation should be able to -Creating nyarara kuchema. ………………………………..
-Patterns. -Learners listen to the …………………………………
Music (i) Identify different -Identifying song and sing it. …………………………………
Songs of purposes of music. -Smart phone -Learners sing the …………………………………
different (ii)Sing lullabies. -Observing lullaby songs in …………………………………
purposes(lullabie -Theatre groups. …………………………………
s) -Creating groups. -Feedback from the …………………………………
groups. …………………………………
Visual Arts Learners can (i)Identify some -Speaking -The facilitator ……………………………….
Elements of write from left different pattern . displays some Weaknesses
design (patterns) to right. they know. ECD B Visual patterns. …………………………………
(ii)Draw the Performing -Learners observe the …………………………………
patterns. Arts syllabus patterns. …………………………………
page 35,36,37 -Learners draw the …………………………………
Theatre Learners are (i)Describe activities patterns. …………………………………
-Participatory aware of action done at home Teacher’s -The facilitator and …………………………………
audience done at (ii)Imitate the resource Time learners sing baba …………………………………
-(Mai vanoenda different activities. book page 10- vanoenda kubasa …………………………………
kutsime) situations. 11 -Learners state ……………………………...
various activities done Suggestions
Dance Learners are (i)List different types at home. ………………………………
-Types of dance familiar with of dances. - The facilitator …….
(Muchongoyo) some dances. (ii)Perform the explains different ………………………………
dances. types of dances. ………………………………
Cross cutting -Learners sing and ………………………………
issues dance to the music. ………………………………
-Heritage studies. ………………………………
…………………………..

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