AGRICULTURE

Topics to be covered
 ANIMALS
 FARM IMPLEMENTS AND MACHINERY
 AGRI BUSINESS
 SOIL
 PLANTS

BROAD AIMS
TO HELP LEARNERS TO:

a) appreciate the importance of agriculture to the individual, family, community and country
b) develop a positive attitude towards Agriculture and its study as a science
c) develop environmental awareness and actively participate in conservation projects within the school and in their community
d) acquire and use scientific knowledge in managing agricultural activities sustainably

WEEK TOPIC/ OBJECTIVES COMPETENCIES TEACHING/LEARNING METHODS AND RESOURCES/ EVALUATIVE COMMENTS
ENDI CONTENT (knowledge, ACTIVITIES REFS
skills, attitudes)
STRENGTHS WEAKNESSES
1
ANIMALS By the end of - Identifying ASSUMED KNOWLEDGE: Learners know - Agriculture
K.C- Introduction the lesson - Explaining domestic animals. Junior Syllabus
to animal study learners - Drawing INTRODUCTION: The facilitator explains what a Grade 3-7
should be domestic animal is page 16
able to: STEP 1: The learners list different types of - Pictures of
09.09.2022 Domestic
domestic animals while the facilitator writes domestic
animals
List at least them down on the chalkboard. animals
1 and 2
four domestic STEP 2: The learners and the facilitator play - Work cards
nimals the game What am I?
STEP 3: The learners draw and name domestic
animals in groups. Groups give feedback.
STEP 4: Individual written work
CONCLUSION: The learners revise the work
written
3 AND 4 K.C- Introduction By the end of - Identifying ASSUMED KNOWLEDGE: Learners know - Agriculture
to animal study the lesson - Explaining domestic animals Junior Syllabus
learners INTRODUCTION: The facilitator recaps from Grade 3-7
Uses of domestic should be the previous lesson by asking learners to page 16
animals able to: explain what a domestic animal is - Pictures
STEP 1: The learners list different types of showing uses
Give at least domestic animals of domestic
three uses of STEP 2: The learners list uses of domestic animals
domestic animals in groups with the help of the facilitator. - Work cards
animals STEP 3: Feedback on group tasks.
STEP 4: Individual written work
CONCLUSION: The learners summarize the
lesson in their own words

2
ANIMALS By the end of - Identifying ASSUMED KNOWLEDGE: Learners know - Agriculture
K.C- Animal the lesson - Describing domestic animals. Junior Syllabus
nutrition learners INTRODUCTION: The learners list different Grade 3-7
should be types of domestic animals while the facilitator page 16
Types of animal able to: writes them down on the chalkboard. - Pictures of
16.09.2022
feeds STEP 1: The facilitator explains what animal domestic
Identify at feeds are giving examples. animals
1 and 2
least three STEP 2: Class discussion on animal feeds. - Samples of
types of STEP 3: The learners list animal feeds in feeds
animal feeds groups. Groups give feedback. - Work cards
STEP 4: Individual written work
CONCLUSION: The learners revise the work
written
WEEK TOPIC/ OBJECTIVES COMPETENCIES TEACHING/LEARNING METHODS AND RESOURCES/ EVALUATIVE COMMENTS
ENDING CONTENT (knowledge, ACTIVITIES REFS
skills, attitudes)
STRENGTHS WEAKNESSES

3 AND 4 K.C- Animal By the end of - Identifying ASSUMED KNOWLEDGE: Learners have seen - Agriculture
nutrition the lesson - Describing animals eating different types of things. Junior Syllabus
 Natural animal learners INTRODUCTION: The learners give examples of Grade 3-7
feeds should be domestic animals page 16
able to: STEP 1: The facilitator explains what animal - Pictures of
feeds are giving examples. domestic
List at least STEP 2: Class discussion on animal feeds. animals
three natural STEP 3: The learners list natural animal feeds - Samples of
animal feeds in groups. Groups give feedback. feeds
STEP 4: Individual written work - Work cards
CONCLUSION: The learners revise the work
written

5AND 6 K.C- Animal By the end of - Identifying ASSUMED KNOWLEDGE: Learners have seen - Agriculture
nutrition the lesson - Describing animals eating different types of things. Junior Syllabus
Commercial learners - Classifying INTRODUCTION: The facilitator recaps from Grade 3-7
animal feeds should be the previous lesson by asking learners to list page 16
able to: natural animal feeds. - Pictures of
STEP 1: Class discussion on commercial animal domestic
List at least feeds. animals
three STEP 2: The learners identify commercial - Samples of
commercial animal feeds from the list given in groups. feeds
animal feeds STEP 3: Groups give feedback. - Work cards
STEP 4: Individual written work
CONCLUSION: The learners list commercial
animal feeds

7 AND 8 REVISION EX By the end of - Recalling ASSUMEDKNOWLEDGE - Agriculture

- Forestry the lesson - Writing Learners have covered the concepts set Junior Syllabus
- Domestic learners INTRODUCTION :Class discussion on the Grade 3-7
animals should be concept of writing a revision test page
- Uses of able to: STEP 1:The facilitator and the pupils go through - Chalkboard
domestic the test before they start writing
animals - Revise STEP 2: Individual written work
concepts CONCLUSION: Revision of the test written
taught

WEEK TOPIC/ OBJECTIVES COMPETENCIES TEACHING/LEARNING METHODS AND RESOURCES/ EVALUATIVE COMMENTS
ENDING CONTENT (knowledge, ACTIVITIES REFS
skills, attitudes)
STRENGTHS WEAKNESSES
3
ANIMALS By the end of - Identifying ASSUMED KNOWLEDGE: Learners know - Agriculture
K.C- Small the lesson - Explaining chickens, turkeys, quail birds etc. Junior Syllabus
livestock learners - Describing INTRODUCTION: The facilitator explains what Grade 3-7
production should be are called small livestock page 16
(poultry or able to: STEP 1: The learners list different types of - Pictures of
23.09.2022
rabbits) small livestock while the facilitator writes them small livestock
Types of small List at least down on the chalkboard. - A chart
1 and 2
livestock four types of STEP 2: The learners and the facilitator play - Work cards
small livestock the game What am I?
STEP 3: The learners draw and different small
livestock in groups. Groups give feedback.
STEP 4: Individual written work
CONCLUSION: The learners revise the work
written

3 AND 4 K.C- Small By the end of - Identifying ASSUMED KNOWLEDGE: Learners know - Agriculture
livestock the lesson - Explaining chickens, quails, turkeys. Junior Syllabus
production learners - Describing INTRODUCTION: The learners list different Grade 3-7
(poultry or should be types of small livestock page 16
rabbits) able to: STEP 1: The facilitator explains the term - Pictures of
- List at least poultry. The learners list different types of poultry
Poultry four types of poultry. - Work cards
poultry STEP 2: Class discussion on poultry production.
- Answer at STEP 3: The learners state what is required in
least three poultry production. Feedback on group tasks.
questions STEP 4: Individual written work
correctly CONCLUSION: The learners summarize the
lesson in their own words.

5AND 6 K.C- Small By the end of - Identifying ASSUMED KNOWLEDGE: Learners know - Agriculture
livestock the lesson - Explaining rabbits. Junior Syllabus
production learners - Describing INTRODUCTION: The learners list different Grade 3-7
(poultry or should be types of small livestock page 16
rabbits) able to: STEP 1: The learners are asked to identify the - Pictures of
Rabbits - Describe animal displayed on a picture. rabbits
ways of taking STEP 2: Class discussion on how to keep - clay for
care of rabbits rabbits modelling
STEP 3: The learners state what is required in - Work cards
keeping rabbits in groups with the help of the
facilitator. Groups give feedback.
STEP 4: Individual written work
CONCLUSION: The learners summarize the
lesson in their own words.

WEEK TOPIC/ OBJECTIVES COMPETENCIES TEACHING/LEARNING METHODS AND RESOURCES/ EVALUATIVE COMMENTS
ENDING CONTENT (knowledge, ACTIVITIES REFS
 skills, attitudes) STRENGTHS WEAKNESSES

7 AND 8 K.C- Small By the end of - Identifying ASSUMED KNOWLEDGE: Learners know - Agriculture
livestock the lesson - Explaining chickens, turkeys, quail birds etc. Junior Syllabus
production learners - Describing INTRODUCTION: The facilitator explains what Grade 3-7
(poultry or should be are called small livestock page 16
rabbits) able to: STEP 1: The learners list different types of - Pictures of
Revision on small small livestock while the facilitator writes them small livestock
livestock Draw types of down on the chalkboard. - Work cards
production poultry and STEP 2: The learners and the facilitator play
rabbits the game What am I?
STEP 3: The learners draw and different small
livestock in groups. Groups give feedback.
STEP 4: Individual written work
CONCLUSION: The learners revise the work
written

4
ANIMALS By the end of - Explaining ASSUMED KNOWLEDGE: Learners know that - Agriculture
the lesson - Identifying bees can be kept Junior Syllabus
K.C- Apiculture learners - Describing INTRODUCTION: The learners explain the term Grade 3-7
should be Agriculture page 16
Definition of able to: STEP 1: The facilitator explains the term - Pictures of
30.09.2022
Apiculture apiculture bees
Explain the STEP 2: Class discussion on apiculture. - A chart
1 and 2
term STEP 3: The learners draw a bee and state their - Work cards
apiculture uses in groups. Feedback on group tasks. - ICT tools
STEP 4: Individual written work
CONCLUSION: The explain the term apiculture

3 AND 4 K.C- Apiculture By the end of - Explaining ASSUMED KNOWLEDGE: Learners know that - Agriculture
Bees the lesson - Identifying bees can be kept Junior Syllabus
learners - Describing INTRODUCTION: The learners explain the term Grade 3-7
should be Apiculture page 16
able to: STEP 1: Class discussion on apiculture - Pictures of
STEP 2: The learners state two uses of bees in bees
State two uses groups. - A chart
of bees STEP 3: Feedback on group tasks. - Work cards
STEP 4: Individual written work - ICT tools
CONCLUSION: The explain the term apiculture

WEEK TOPIC/ OBJECTIVES COMPETENCIES TEACHING/LEARNING METHODS AND RESOURCES/ EVALUATIVE COMMENTS
ENDING CONTENT (knowledge, ACTIVITIES REFS
 skills, attitudes) STRENGTHS WEAKNESSES

5AND 6 K.C- Apiculture By the end of - Explaining ASSUMED KNOWLEDGE: Learners know that - Agriculture
Characteristics of the lesson - Identifying bees can be kept Junior Syllabus
bees learners - Describing INTRODUCTION: The learners explain the term Grade 3-7
should be Apiculture page 16
able to: STEP 1: Class discussion on apiculture The - Pictures of
- Name three learners state two uses of bees. bees
characteristic STEP 2: the learners list down characteristics of - A chart
of bees bees in groups. - Work cards
- Answer at STEP 3: Feedback on group tasks. - ICT tools
least three STEP 4: Individual written work
questions CONCLUSION: The state uses of bees
correctly

7 AND 8 REVISION EX By the end of - Recalling ASSUMEDKNOWLEDGE - Agriculture

- Small livestock the lesson - Writing Learners have covered the concepts set Junior Syllabus
production learners INTRODUCTION :Class discussion on the Grade 3-7
- Apiculture should be concept of writing a revision test page
able to: STEP 1:The facilitator and the pupils go through - Chalkboard
the test before they start writing
- Revise STEP 2: Individual written work
concepts CONCLUSION: Revision of the test written
taught

5
Farm By the end of - Identifying ASSUMED KNOWLEDGE: Learners have seen - Agric Jnr Syll
Implements the lesson - Describing a plough, harrow Gr 3-7 page17
and Machinery learners - Drawing INTRODUCTION: The facilitator explains the - Agric Time
K.C- Farm should be term farm implements. Lnr’s bk pg
implements able to: STEP 1: The learners identify implements 109-115
07.10.2022
Types of farm Name at least displayed on pictures. -Pictures
implements three types of STEP 2: Class discussion on the uses of - Work cards
1 and 2
farm different farm implements. - ICT tools
implements STEP 3: In groups, the learners match farm
implements to their uses.Feedback on group
tasks.
STEP 4: Individual written work
CONCLUSION: Revision of work written

WEEK TOPIC/ OBJECTIVES COMPETENCIES TEACHING/LEARNING METHODS AND RESOURCES/ EVALUATIVE COMMENTS
ENDING CONTENT (knowledge, ACTIVITIES REFS
 skills, attitudes) STRENGTHS WEAKNESSES

3 AND 4 K.C- Farm By the end of - Identifying ASSUMED KNOWLEDGE: Learners have seen - Agric Jnr
implements the lesson - Describing a plough, harrow , tractor Syllabus Gr 3-7
Types of farm learners - Drawing INTRODUCTION: The facilitator explains the page17
machinery should be term farm machinery - Agric Time
able to: STEP 1: The learners identify farm machinery Lnr’s bk pg
Name at least displayed on pictures. 109-115
three types of STEP 2: Class discussion on the uses of -Pictures
farm different farm machinery. - Work cards
machinery STEP 3: In groups, the learners match farm - ICT tools
machinery to their uses.Feedback on group
tasks.
STEP 4: Individual written work
CONCLUSION: Learners name farm machinery
5AND 6 K.C- Farm By the end of - Identifying ASSUMED KNOWLEDGE: Learners have seen - Agric Jnr
implements the lesson - Describing a plough, harrow Syllabus Gr 3-7
Storage learners - Drawing INTRODUCTION: The facilitator recaps from page17
should be the previous lesson by asking learners to name - Agric Time
able to: farm implements and machinery. Lnr’s bk pg
State at least STEP 1: The learners state uses of different 109-115
three ways of farm implements and machinery. -Pictures
storing farm STEP 2: Class discussion on the storage of - Work cards
implements different farm implements. - ICT tools
STEP 3: In groups, the learners answer
questions on farm implements.Feedback on
group tasks.
STEP 4: Individual written work
CONCLUSION: Revision of work written
7 AND 8 REVISION By the end of - Identifying ASSUMED KNOWLEDGE: Learners have seen - Agric Jnr
-Farm the lesson - Describing a plough, harrow Syllabus Gr 3-7
implements learners - Drawing INTRODUCTION: The facilitator explains the page17
- Farm should be term farm implements and machinery. - Agric Time
machinery able to: STEP 1: The learners identify implements and Lnr’s bk pg
Name at least machinery displayed on pictures. 109-115
three types of STEP 2: Class discussion on the uses of -Pictures
farm different farm implements and machinery. - Work cards
implements STEP 3: In groups, the learners match farm - ICT tools
and machinery implements and machinery to their
uses.Feedback on group tasks.
STEP 4: Individual written work
CONCLUSION: Revision of work written

WEEK TOPIC/ OBJECTIVES COMPETENCIES TEACHING/LEARNING METHODS AND RESOURCES/ EVALUATIVE COMMENTS
ENDING CONTENT (knowledge, ACTIVITIES REFS
 skills, attitudes) STRENGTHS WEAKNESSES

6
AGRI BUSINESS By the end of - Explaining ASSUMED KNOWLEDGE: Learners have seen - Agric Jnr
K.C- the lesson - Identifying their parents selling maize cotton Syllabus Gr 3-7
Agribusiness learners INTRODUCTION: The facilitator explains the page17
Agriculture as a should be term agribusiness. - Agric Time
business able to: STEP 1: The learners identify reasons why Lnr’s bk pg
14.10.2022
Define the people sell their crops and animals. 116-121
term STEP 2: Class discussion on agribusiness. -Pictures
1 and 2
agribusiness STEP 3: In groups, the learners answer - Work cards
questions on agribusiness.Feedback on group - ICT tools
tasks.
STEP 4: Individual written work
CONCLUSION: The learners explain the term
agribusiness in their own words

3 AND 4 AGRI BUSINESS By the end of - Identifying ASSUMED KNOWLEDGE: Learners have seen - Agric Jnr
K.C- the lesson - Describing mazowe, mealie meal, jam Syllabus Gr 3-7
Agribusiness learners - Drawing INTRODUCTION: The facilitator explains the page17
Local agriculture should be - Collecting term product. - Agric Time
products from able to: STEP 1: The learners list agric products from Lnr’s bk pg
plants - List at least plants. 116-121
three STEP 2: In groups, the learners stick pictures -Pictures
agriculture and samples of plant products on manila paper. - Samples of
products from STEP 3: Learners present their work. plant products
plants STEP 4: Individual written work - Work cards
- Answer at CONCLUSION: The learners revise work written - ICT tools
least three
questions
correctly
5AND 6 K.C- By the end of - Identifying ASSUMED KNOWLEDGE: Learners have seen - Agric Jnr
Agribusiness the lesson - Describing margarine, milk, belts. Syllabus Gr 3-7
Local agriculture learners - Drawing INTRODUCTION: The facilitator explains the page17
products from should be - Collecting term product. - Agric Time
animals able to: STEP 1: The learners list agric products from Lnr’s bk pg
List at least animal. 116-121
three STEP 2: Class discussion on animal products -Pictures
agriculture STEP 3: In groups, the learners stick pictures - Samples of
products from and samples of animal products on manila animal
animals paper. Learners present their work. products
STEP 4: Individual written work
CONCLUSION: The learners name animal
products they learnt in the lesson.

WEEK TOPIC/ OBJECTIVES COMPETENCIES TEACHING/LEARNING METHODS AND RESOURCES/ EVALUATIVE COMMENTS
ENDING CONTENT (knowledge, ACTIVITIES REFS
skills, attitudes)
STRENGTHS WEAKNESSES

7 AND 8 REVISION EX By the end of - Recalling ASSUMEDKNOWLEDGE: Learners have - Agriculture

- Farm the lesson - Writing covered the concepts set Junior Syllabus
implements and learners INTRODUCTION :Class discussion on the Grade 3-7
machinery should be concept of writing a revision test page 17
- Agri business able to: STEP 1:The facilitator and the pupils go through - Agric Time
- Revise the test before they start writing Lnr’s bk pg
concepts STEP 2: Individual written work 109-121
taught CONCLUSION: Revision of the test written - Chalkboard

7
SOIL By the end of - Explaining ASSUMED KNOWLEDGE: Learners know soil - Agric Jnr
K.C- Soil types the lesson - Describing INTRODUCTION: The facilitator explains the Syllabus Gr 3-7
Definition of soil learners - Identifying term soil. page13
should be STEP 1: Class discussion on soil - Agric Time
able to: STEP 2: In groups, the learners collect samples Lnr’s bk pg 23-
21.10.2022
- Explain the of soil and identify things which make up soil 28
term soil STEP 3: Learners report back on group tasks. -Pictures
1 and 2
- Answer at STEP 4: Individual written work - Samples of
least three CONCLUSION: The learners revise work written soil
questions - Work cards
correctly

3 AND 4 K.C- Soil types By the end of - Explaining ASSUMED KNOWLEDGE: Learners know soil - Agric Jnr
Importance of the lesson - Describing INTRODUCTION: The facilitator explains the Syllabus Gr 3-7
soil learners - Identifying term soil. page13
should be STEP 1: Learners state the importance of soil. - Agric Time
able to: STEP 2: Class discussion on the importance soil Lnr’s bk pg 23-
- State the with the help of pictures. 28
importance of STEP 3: In groups, the learners answer -Pictures
soil questions on the importance of soil. Learners - Samples of
- Answer at report back on group tasks. soil
least three STEP 4: Individual written work - Work cards
questions CONCLUSION: The learners summarize the
correctly lesson in their own words.

WEEK TOPIC/ OBJECTIVES COMPETENCIES TEACHING/LEARNING METHODS AND RESOURCES/ EVALUATIVE COMMENTS
ENDING CONTENT (knowledge, ACTIVITIES REFS
 skills, attitudes) STRENGTHS WEAKNESSES

5AND 6 K.C- Soil types By the end of - Identifying ASSUMED KNOWLEDGE: Learners know soil - Agric Jnr
Types of sol the lesson - Describing INTRODUCTION: The facilitator explains the Syllabus Gr 3-7
learners - Collecting term soil. page13
should be STEP 1: Learners identify three local soil types. - Agric Time
able to: STEP 2: Class discussion on the local soil types Lnr’s bk pg 23-
- Identify at STEP 3: In groups, the learners collect local soil 28
least three types and stick them on manila. Learners -Pictures
local soils present their work. - Samples of
- Answer at STEP 4: Individual written work soil
least three CONCLUSION: The learners summarize the - Work cards
questions lesson in their own words.
correctly
7 AND 8 K.C- Soil types By the end of - Identifying ASSUMED KNOWLEDGE: Learners know soil - Agric Jnr Syll
Properties of the lesson - Describing INTRODUCTION: The facilitator asks learners Gr 3-7 page13
different soil learners - Collecting to list soil types. - Agric Time
types should be STEP 1: Learners in groups collect different soil Lnr’s bk pg 23-
able to: types and list properties of these soils. 28
- Give at least STEP 2: Learners report back. Class discussion - Samples of
three on the properties of different soil types soil
properties of STEP 3: Class discussion on the properties of - Work cards
different soils different soil types
-Answer at STEP 4: Individual written work
least three CONCLUSION: The learners summarize the
questions lesson in their own words.

8
SOIL By the end of - Explaining ASSUMED KNOWLEDGE: Learners have seen - Agric Jnr Syll
K.C- Soil fertility the lesson - Describing a compost Gr 3-7 page13
A compost learners - Collecting INTRODUCTION: The facilitator explains the - Agric Time
should be term compost Lnr’s bk pg29-
able to: STEP 1: Learners list things which are used to 233
28.10.2022
- Explain what make a compost. - Materials
a compost is STEP 2: Class discussion on compost. such as
1 and 2
- Answer at STEP 3: In groups, the learners collect leaves,grass
least three materials used to make a compost in the local - Work cards
qsns environment.
STEP 4: Individual written work
CONCLUSION: The learners summarize the
lesson in their own words.

WEEK TOPIC/ OBJECTIVES COMPETENCIES TEACHING/LEARNING METHODS AND RESOURCES/ EVALUATIVE COMMENTS
ENDING CONTENT (knowledge, ACTIVITIES REFS
skills, attitudes)
STRENGTHS WEAKNESSES

3 AND 4 K.C- Soil fertility By the end of - Collecting ASSUMED KNOWLEDGE: Learners have seen - Agric Jnr Syll
Making a the lesson - Making a compost Gr 3-7 page13
compost learners INTRODUCTION: The facilitator explains the - Agric Time
should be term compost Lnr’s bk pg29-
able to: STEP 1: Learners list things which are used to 32
- Make a make a compost. - Materials
compost heap STEP 2: Learners chose and clear site for such as
- Answer at compost making in groups with the help of the leaves,grass
least three facilitator. - Work cards
qstns STEP 3:
STEP 4: Individual written work
CONCLUSION: The learners summarize the
lesson in their own words.

5AND 6 K.C- Soil fertility By the end of - Collecting ASSUMED KNOWLEDGE: Learners have seen - Agric Jnr Syll
Making a the lesson - Making a compost Gr 3-7 page13
compost learners INTRODUCTION: The facilitator explains the - Agric Time
should be term compost Lnr’s bk pg29-
able to: STEP 1: Learners list things which are used to 32
- Make a make a compost. - Materials
compost heap STEP 2: Learners collect materials used for such as
- Answer at making a compost heap and make a compost leaves,grass
least three heap in groups with the help of the facilitator. - Work cards
qstns STEP 3: Learners record in their farm diaries
STEP 4: Individually, learners write a class
exercise
CONCLUSION: The learners summarize the
lesson in their own words.

7 AND 8 REVISION EX By the end of - Recalling ASSUMEDKNOWLEDGE: Learners have - Agriculture

- Soil types the lesson - Writing covered the concepts set Junior Syllabus
- Importance of learners INTRODUCTION :Class discussion on the Grade 3-7
soil should be concept of writing a revision test page 17
- Compost able to: STEP 1:The facilitator and the pupils go through - Agric Time
making - Revise the test before they start writing Lnr’s bk pg 23-
concepts STEP 2: Individual written work 32
taught CONCLUSION: Revision of the test written - Chalkboard

WEEK TOPIC/ OBJECTIVES COMPETENCIES TEACHING/LEARNING METHODS AND RESOURCES/ EVALUATIVE COMMENTS
ENDING CONTENT (knowledge, ACTIVITIES REFS
skills, attitudes)
STRENGTHS WEAKNESSES

9
SOIL By the end of - Explaining ASSUMED KNOWLEDGE: Learners have seen - Agriculture
K.C- Soil erosion the lesson - Speaking bare soil Junior Syllabus
learners INTRODUCTION: The facilitator and the Grade 3-7
Definition of soil should be learners take a trip outside to observe areas page 13
erosion⁸ able to: where the soil is bare -T1¹ll 201213lL
04.11.2022
- Explain the STEP 1: Back in the classroom learners explain - Pictures
term soil what they have seen. The facilitator then - Work cards
1 and 2
erosion explains the term soil erosion.
- Answer at STEP 2: Class discussion on soil erosion.
least four STEP 3: The learners answer questions in their
questions groups. Feedback on group tasks.
correctly STEP 4: Individual written work
CONCLUSION: The learners explain the term
soil erosion in their own words

3 AND 4 K.C- Soil erosion By the end of - Explaining ASSUMED KNOWLEDGE: Learners have seen - Agriculture
the lesson - Identifying bare soil Junior Syllabus
Causes of soil learners - Describing INTRODUCTION: The facilitator and the Grade 3-7
erosion should be learners take a trip outside to observe areas page 13
able to: where soil erosion has taken place. - The local
- List at least STEP 1: Back in the classroom learners list envt
three causes causes of soil erosion with the help of the - Pictures
of soil erosion facilitator. - Work cards
- Answer at STEP 2: Class discussion on the causes of soil
least four erosion
questions STEP 3: The learners answer questions in their
correctly groups. Feedback on group tasks.
STEP 4: Individual written work
CONCLUSION: The facilitator and the learners
revise the work written.

5AND 6 K.C- Soil erosion By the end of - Explaining ASSUMED KNOWLEDGE: Learners know the - Agriculture
the lesson - Identifying meaning of the term soil erosion. Junior Syllabus
Signs of soil learners INTRODUCTION: The facilitator and the Grade 3-7
erosion should be learners take a trip outside to observe areas page 13
able to: where the soil is taking place. - The local
- Identify at STEP 1: Back in the classroom learners state envt
least three signs of soil erosion they have seen. - Pictures
signs of soil STEP 2: Class discussion on signs of soil - Work cards
erosion erosion.
- Answer at STEP 3: The learners answer questions in their
least four groups. Feedback on group tasks.
questions STEP 4: Individual written work
correctly CONCLUSION: The learners explain the term
 soil erosion in their own words
WEEK TOPIC/ OBJECTIVES COMPETENCIES TEACHING/LEARNING METHODS AND RESOURCES/ EVALUATIVE COMMENTS
ENDING COlTENT (knowledge, ACTIVITIES REFS
skills, attitudes)
STRENGTHS WEAKNESSES

10
PLANTS By the end of - Identifying ASSUMED KNOWLEDGE: Learners know - Agriculture
K.C- Vegetable the lesson - Describing vegetables. Junior Syllabus
crops learners - Classifying INTRODUCTION: The facilitator explains what Grade 3-7
should be - Drawing vegetables are. page 14
11.11.2022
Different types of able to: STEP 1: Learners identify vegetables shown on - The school
and 2
vegetables pictures. STEP 2: The facilitator and the garden
List at least learners play the game What am i? - Pictures of
four types of STEP 3: The learners draw and name vegetables
vegetables vegetables in groups. Feedback on group tasks. - Work cards
STEP 4: Individual written work
CONCLUSION: The learners play the game
Express… while naming vegetables
3 AND 4 K.C- Vegetable By the end of - Identifying ASSUMED KNOWLEDGE: Learners know - Agriculture
crops the lesson - Describing vegetables. Junior Syllabus
learners - Classifying INTRODUCTION: The facilitator recaps from Grade 3-7
Indigenous should be - Drawing the previous lesson by asking learners to name page 14
vegetables able to: vegetables - The school
STEP 1: The facilitator explains the term garden
Identify at indigenous. - Pictures of
least four STEP 2: Learners identify indigenous vegetables
indigenous vegetables shown on pictures. - Work cards
vegetables STEP 3: The learners draw and name
indigenous vegetables in groups. Feedback on
group tasks.
STEP 4: Individual written work
CONCLUSION: The learners explain the term
indigenous.
5AND 6 K.C- Vegetable By the end of - Identifying ASSUMED KNOWLEDGE: Learners know - Agriculture
crops the lesson - Describing vegetables. Junior Syllabus
learners - Classifying INTRODUCTION: The facilitator recaps from Grade 3-7
Exotic should be - Drawing the previous lesson by asking learners to name page 14
vegetables able to: indigenous vegetables - The school
STEP 1: The facilitator explains the term exotic. garden
List at least STEP 2: Learners identify exotic vegetables - Pictures of
three exotic shown on pictures. STEP 3: The learners vegetables
vegetables classify exotic and indigenous vegetables in - Work cards
groups. Feedback on group tasks.STEP 4:
Individual written work.
CONCLUSION: The learners list exotic
vegetables.
7 AND 8 K.C- Orchard/ By the end of - Identifying ASSUMED KNOWLEDGE: Learners know fruit - Agriculture
Fruit trees the lesson - Describing trees Junior Syllabus
 Local fruit trees learners - Drawing INTRODUCTION: The facilitator and the Grade 3-7
should be learners sing the song Dodo zembera uyo muti. page 15
able to: STEP 1: Learners name different types of fruit - The school
trees. orchard
Name at least STEP 2: The facilitator and the learners play - Pictures of
five local fruit the game What am i?STEP 3: The learners fruit trees
trees match fruit to their trees in groups. Feedback on - Work cards
group tasks.
STEP 4: Individual written work
CONCLUSION: The learners play the game
Express… while naming fruit trees
WEEK TOPIC/ OBJECTIVES COMPETENCIES TEACHING/LEARNING METHODS AND RESOURCES/ EVALUATIVE COMMENTS
ENDING CONTENT (knowledge, ACTIVITIES REFS
skills, attitudes)
STRENGTHS WEAKNESSES

11
REVISION EX By the end of - Recalling ASSUMEDKNOWLEDGE - Agric Time Gr
- Intro to the lesson Learners have covered the concepts set 3 Lnr’s Bk pg
agriculture learners INTRODUCTION :Class discussion on the - Test papers
- Basic farm tools should be concept of writing a revision test - Pictures
18.11.2022
- Climate and able to: STEP 1:Tr and the pupils go through the test - Charts
land use - Revise before they start writing - Work cards
- Soil concepts STEP 2: Individual written work - ICT tools
- Water taught CONCLUSION: Revision of the test written
- Plants throughout the
- Animals year
- Forestry
- Poultry
- Farm
implements
- Agri business

12 END OF By the end of

the lesson
- Recalling
- Writing
ASSUMEDKNOWLEDGE
Learners have covered the concepts set
- Test papers
- Answer
25.11.2022 YEAR
learners INTRODUCTION :Class discussion on the sheets
EXAMS should be concept of writing a revision test
- Paper 1 able to: STEP 1:The facilitator and the pupils go through
TO - Paper 2 the test before they start writing
- Revise STEP 2: Individual written work
13 concepts
taught
CONCLUSION: Revision of the test written
01.12.2022 throughout the
year
ENGLISH LANGUAGE
SKILLS TO BE TAUGHT
 Listening
 Speaking
 Reading
 Writing

BROAD AIMS
a) To help learners develop the four basic skills i.e. listening, speaking, reading and writing in
the English Language with emphasis on visual, manual and tactile skills.
b) To help learners express themselves freely in a variety of situations that involve the use of
functional English.
c) To help learners cultivate an appreciation of the use of English Language as a tool for cultural
, political , religious , social and environment
d) To help learners prepare for present and future studies in the English Language and other
learning areas...
WEEK TOPIC/ OBJECTIVES COMPETENCIES TEACHING/LEARNING METHODS AND RESOURCES / EVALUATIVE COMMENTS
ENDING CONTENT (Knowledge, ACTIVITIES REFS STRENGTHS WEAKNESSES
skills, attitudes)

1
LISTENING By the end identifying ASSUMED KNOWLEDGE - English
of the Learners can identify different words Language
Long and short lesson INTRODUCTION: Learners identify the sound Junior syllabus
vowel words as in learners letters written on the board pg 9
ship/sheep, should be STEP 1:The facilitator explains and
09.09.2022
fill/feel able to: demonstrates how to read the long and short - Phonic chart
Identify silent vowels
TUE
consonants STEP 2: Learners practice reading the sounds. - flash cards
1
Learners list words with the long and short - Work cards
vowels
STEP 3: In groups learners make sentences
using the long and short vowel words. Learners
give a report back
STEP 4:Individual written work
CONCLUSION: Learners read words with long
and short vowels
SPEAKING By the end Identifying nouns ASSUMED KNOWLEDGE -English
of the Learners know what verbs are Language
2 Parts of speech- lesson INTRODUCTION: Learners play game kana Junior syllabus
Past tenses learners ‘Ndikadai zvoshamisa…” pg 11
should be STEP 1: Thefacilitator explains what past -Step Up
able to: tenses are and demonstrates how to write English Gr3
identify at words in past form. ppls bk
least three STEP 2: Learners practice putting words on the
verbs chalkboard in past form. - pictures
STEP 3: In groups, the learners, change words
to their past form under the facilitator’s - Flash cards
guidance. Report back on group tasks - Sentence
STEP 4: Learners write an exercise in their strips
books. -Work cards
CONCLUSION: Revision of work written
READING By the end - Silent reading ASSUMED KNOWLEDGE: Learners can read - English
WED COMPREHENSIO of the and answer questions Language
N lesson INTRODUCTION: Learners read the new words Junior syllabus
3 AND 4 learners STEP 1:Class discussion on the title of the story pg 13
A story: should be STEP 2: The teacher demonstrates how to read -Step Up
able to: and then learners take turns reading the English Gr3
- Read passage. for understanding. ppls bk
silently for STEP 3: In groups the learners answer
comprehensi questions on work cards. Learners give a report - Work cards
on back.
- Answer at STEP 4:Learners read the passage silently for - flash cards
 least five comprehension
questions STEP 5: Individually, learners write an exercise
correctly in their books
CONCLUSION: Learners retell the story in their
own words
WEEK TOPIC/ OBJECTIVES COMPETENCIES TEACHING/LEARNING METHODS AND RESOURCES / EVALUATIVE COMMENTS
ENDING CONTENT (Knowledge, ACTIVITIES REFS STRENGTHS WEAKNESSES
skills, attitudes)
THU WRITING By the end - Describing ASSUMED KNOWLEDGE: Learners can - English
of the - Filling in describe themselves orally Language
5 AND 6 A Guided lesson INTRODUCTION: Learners recite a rhyme “Do Junior syllabus
composition :Mys learners you know my name…” pg 13
elf should be STEP 1: Thefacilitator demonstrates how to -Step Up
able to: describe oneself using the correct language English Gr3
Describe structures. Learners practice describing their ppls bk
themselves selves using the correct language structures
STEP 2: Class discussion on the concept of - Work cards
writing a composition. The facilitator
demonstrates - flash cards
STEP 3: In groups, the learners fill in sentences
using describing words. Feedback on group
tasks
STEP 4:Learners fill in the composition written
on the chalkboardCONCLUSION: Learners
describe themselves using words on the board.
FRI WRITING By the end - Recalling ASSUMED KNOWLEDGE - English
of the - Listening Learners know what spelling is Language
7 Spellings of words lesson INTRODUCTION: The facilitator asks pupils to Junior syllabus
with long and learners spell a word written on the board pg 13
short vowels should be STEP 1: The facilitator demonstrates reading -Step Up
able to words on flash cards. Learners follow the English Gr3
facilitator’s demo. ppls bk
STEP 2:In groups learners play the parcel game
under facilitator’s guidance - flash cards
STEP 3: Individually, the learners write a
spelling exercise.
CONCLUSION: Learners play the parcel game
as a class

2
LISTENING By the end - Asking ASSUMED KNOWLEDGE - English
Responses to of the -Answering Learners know the meanings of the term Language
statements- lesson True/False Junior syllabus
True /False learners INTRODUCTION: The facilitator explains the Gr3-7 pg 11
questions should be terms true /false
16.09.2022
able to: STEP 1: The facilitator demonstrates how to Pictures
MON
Respond to respond to true/false statements using the Question strips
questions correct language structures Flash cards
1 which require STEP 2: Learners practice responding to newspapers
true /false True/false statements with facilitator’s help
answers STEP 3: In groups the learners answer
True/false questions under facilitator’s
guidance. Feedback on group tasks.
STEP 4: Individual written work.
CONCLUSION: Revision of work written
WEEK TOPIC/ OBJECTIVES COMPETENCIES TEACHING/LEARNING METHODS AND RESOURCES / EVALUATIVE COMMENTS
ENDING CONTENT (Knowledge, ACTIVITIES REFS STRENGTHS WEAKNESSES
skills, attitudes)
SPEAKING By the end -Speaking ASSUMED KNOWLEDGE: Learners greet - English
of the people everyday Language
2 Greeting lesson INTRODUCTION: The facilitator explains the Junior syllabus
learners term greeting pg 13
should be STEP 1: The facilitator explains and -Step Up
able to: demonstrates how to greet people using the English Gr3
correct language structures ppls bk
- Use the STEP 2: Learners practice how to greet people
correct with the facilitator’s help - Work cards
language STEP 3: In groups, the learners build dialogues
structures on greetings under facilitator’s guidance. Pupils - flash cards
when act out dialogues in front of the class. - A model
greeting STEP 4: Individual written work. dialogue on a
CONCLUSION: Learners say what they have chart
learnt in the lesson
TUE SPEAKING By the end -Speaking ASSUMED KNOWLEDGE - English
of the - Identifying Learners know what opposites are Language
Opposites lesson INTRODUCTION: The facilitator explains what Junior syllabus
3 learners opposites are. pg 13
should be STEP 1: The learners read words on word cards. -Step Up
able to: The facilitator demonstrates saying the English Gr3
opposites of words using pictures ppls bk
- Write the STEP 2: Learners practice saying the opposite
correct of words shown on the board with the - Work cards
opposites of facilitator’s help
words STEP 3: In groups, the learners answer - flash cards
questions on work cards. Feedback on group - A chart with
tasks. words
STEP 4: Individual written work. - Pictures
CONCLUSION: Learners say what they have
learnt in the lesson
READING By the end - Reading ASSUMED KNOWLEDGE - English
(FLUENCY) of the - pronouncing Learners can read Language
4 lesson - Observing INTRODUCTION: Learners identify the Junior syllabus
A text while learners punctuation marks pg 13
observing should be STEP 1: Class discussion on the title of the
punctuation able to: story. Phonic chart
 marks STEP 2: Thefacilitator explains and
- Pronounce demonstrates reading fluently while observing Reading texts
words punctuation marks. Learners take turns reading Reading cards
correctly while observing punctuation marks under Punctuation
observing the facilitator’s guidance. marks on
punctuation STEP 3: In groups the learners answer charts
marks questions from the story read. Groups report
back.
STEP 4: Individual written work.
CONCLUSION: Learners summarize the story in
their own words read new words
WEEK TOPIC/ OBJECTIVES COMPETENCIES TEACHING/LEARNING METHODS AND RESOURCES / EVALUATIVE COMMENTS
ENDING CONTENT (Knowledge, ACTIVITIES REFS STRENGTHS WEAKNESSES
skills, attitudes)
WED READING By the end - Silent reading ASSUMED KNOWLEDGE: Learners can read - English
COMPREHENSIO of the and answer questions Language
N lesson INTRODUCTION: Learners read the new words Junior syllabus
5and 6 A story: learners STEP 1:Class discussion on the title of the story pg 13
should be STEP 2: The teacher demonstrates how to read -Step Up
able to: and then learners take turns reading the English Gr3
passage for understanding. ppls bk
- Read STEP 3: In groups the learners answer
silently for questions on work cards. Learners give a report - Work cards
comprehensi back.
on STEP 4:Learners read the passage silently for - flash cards
- Answer at comprehension
least five STEP 5: Individually, learners write an exercise
questions in their books
correctly CONCLUSION: Learners retell the story in their
own words
THU WRITING By the end - Writing ASSUMED KNOWLEDGE: - English
of the Learners have seen a letter Language
7and 8 Controlled :A lesson INTRODUCTION: The facilitator explains what a Junior syllabus
letter telling a learners letter is STEP 1: Class discussion on the pg 13
friend your their should be concept of writing a letter. -Step Up
teacher able to: STEP 2: The teacher demonstrates how to write English Gr3
a letter STEP 3: In groups the learners practice ppls bk
Write a writing a letter with the facilitator’s guidance.
meaningful Feedback on group tasks. - Work cards
letter telling a STEP 4: Learners write a letter to a friend
friend about telling him or her about their teacher. - flash cards
their teacher CONCLUSION: Learners state how a letter is
written

FRI WRITING By the end - Recalling ASSUMEDKNOWLEDGE - Step Up

of the Learners have covered the concepts set Maths Grade 3
9 A revision Ex lesson INTRODUCTION :Class discussion on the - past exam
-Comprehension learners concept of writing a revision test papers
-Language should be STEP 1:The facilitator and the pupils go through
structures able to the test before they start writing
STEP 2: Individual written work
- Revise CONCLUSION: Revision of the test written
concepts
taught
throughout
the week

WEEK TOPIC/ OBJECTIVES COMPETENCIES TEACHING/LEARNING METHODS AND RESOURCES / EVALUATIVE COMMENTS
ENDING CONTENT (Knowledge, ACTIVITIES REFS STRENGTHS WEAKNESSES
skills, attitudes)

3
SPEAKINGNews By the end - Listening ASSUMED KNOWLEDGE - English
and stories: of the - Speaking Learners have heard stories about Mbuya Language
Ambuya NeHanda lesson - Retelling NeHanda. Junior syllabus
learners INTRODUCTION: The learners and the pg 13
should be facilitator sing a Chimurenga song. -Step Up
23.09.2022
able to : STEP 1: The facilitator shows pupils a picture of English Gr3
Mon
Mbuya NeHanda and tells learners stories about ppls bk
- listen and the woman. - Pictures of
1 tell a story in STEP 2: Learners narrate the story in their own Mbuya
sequence words NeHanda
STEP 3: In groups, the learners answer - Work cards
questions on work cards. Learners give a report
back
STEP 4: Learners write dictated sentences
individually.
CONCLUSION: Learners respond to oral
questions from the facilitator.
SPEAKING By the end -Speaking ASSUMED KNOWLEDGE: Learners know the - English
of the meanings of the words thank you Language
2 Expressing lesson INTRODUCTION: The facilitator explains the Junior syllabus
gratitude learners term gratitude pg 13
should be STEP 1: The facilitator explains and -Step Up
able to: demonstrates how to express gratitude using English Gr3
the correct language structures ppls bk
Use the STEP 2: Learners practice expressing gratitude
correct with the facilitator’s help - Work cards
language STEP 3: In groups, the learners build dialogues
structures on expressing gratitude under facilitator’s - flash cards
when guidance. Pupils act out dialogues in front of the - A model
showing class. dialogue on a
gratitude STEP 4: Individual written work. chart
 CONCLUSION: Learners say what they have
learnt in the lesson
TUE SPEAKING By the end -Speaking ASSUMED KNOWLEDGE - English
of the - Identifying Learners know what opposites are Language
3 Synonyms lesson INTRODUCTION: The facilitator explains what Junior syllabus
learners synonyms are. pg 13
should be STEP 1: The learners read words on word cards. -Step Up
able to: The facilitator demonstrates saying the English Gr3
synonyms read. ppls bk
- Write the STEP 2: Learners practice saying the synonyms
synonyms of of words shown on the board with the - Work cards
words facilitator’s help
correctly STEP 3: In groups, the learners answer - flash cards
questions on work cards. Feedback on group - A chart with
tasks. words
STEP 4: Individual written work. - Pictures
CONCLUSION: Learners say what they have
learnt in the lesson

WEEK TOPIC/ OBJECTIVES COMPETENCIES TEACHING/LEARNING METHODS AND RESOURCES / EVALUATIVE COMMENTS
ENDING CONTENT (Knowledge, ACTIVITIES REFS STRENGTHS WEAKNESSES
skills, attitudes)
READING By the end - Reading ASSUMED KNOWLEDGE - English
4 (FLUENCY) of the - pronouncing Learners can read Language
lesson - Observing INTRODUCTION: Learners identify the Junior syllabus
A text while learners punctuation marksSTEP 1: Class discussion on pg 13
observing should be the title of the story.STEP 2: Thefacilitator
punctuation able to: explains and demonstrates reading fluently Phonic chart
marks while observing punctuation marks. Learners
- Pronounce take turns reading while observing punctuation Reading texts
words marks under facilitator’s guidance.STEP 3: In Reading cards
correctly groups the learners answer questions from the Punctuation
observing the story read. Groups report back. marks on
punctuation STEP 4: Individual written work. charts
marks CONCLUSION: Learners summarize the story in
their own words read new words
WED READING By the end - Silent reading ASSUMED KNOWLEDGE: Learners can read - English
5and 6 COMPREHENSIO of the and answer questions Language
NA story: lesson INTRODUCTION: Learners read the new words Junior syllabus
learners STEP 1:Class discussion on the title of the story pg 13
should be STEP 2: The teacher demonstrates how to read -Step Up
able to: and then learners take turns reading the English Gr3
passage for understanding. ppls bk
- Read STEP 3: In groups the learners answer
silently for questions on work cards. Learners give a report - Work cards
comprehensi back.
on STEP 4:Learners read the passage silently for - flash cards
 - Answer at comprehension
least five STEP 5: Individually, learners write an exercise
questions in their books
correctly CONCLUSION: Learners retell the story in their
own words
THU WRITING By the end - Describing ASSUMED KNOWLEDGE: Learners can - English
of the - Filling in describe their schoolINTRODUCTION: Learners Language
7and 8 A Guided lesson play the game Express while naming names of Junior syllabus
composition : My learners schools. pg 13
school should be STEP 1: The class discusses on their school -Step Up
able to: while the facilitator jots down points. Learners English Gr3
practice describing their school using the ppls bk
- Describe correct language structuresSTEP 2: Class
their school discussion on the concept of writing a - Work cards
composition on their school. The facilitator
- Write a demonstrates - flash cards
composition STEP 3: In groups, the learners fill in sentences
about their using describing words. Feedback on group
school using tasks
punctuation STEP 4:Learners fill in the composition written
marks on the chalkboard
correctly CONCLUSION: Learners describe their school
using words on the board.
WEEK TOPIC/ OBJECTIVES COMPETENCIES TEACHING/LEARNING METHODS AND RESOURCES / EVALUATIVE COMMENTS
ENDING CONTENT (Knowledge, ACTIVITIES REFS STRENGTHS WEAKNESSES
skills, attitudes)
FRI WRITING By the end - Recalling ASSUMED KNOWLEDGE - English
of the - Listening Learners know what spelling is Language
9 Spellings of lesson INTRODUCTION: The facilitator asks pupils to Junior syllabus
vocabulary words learners spell a word written on the board pg 13
should be STEP 1: The facilitator demonstrates reading -Step Up
able to: words on flash cards. Learners follow the English Gr3
facilitator’s demo. ppls bk
STEP 2:In groups learners play the parcel game
- write the under the facilitator’s guidance - flash cards
correct STEP 3: Individually, the learners write a
spelling of spelling exercise.
words CONCLUSION: Learners play the parcel game
as a class

4
LISTENING By the end - Identifying ASSUMED KNOWLEDGE - English
of the - constructing Learners can read words Language
Words with silent lesson INTRODUCTION: Learners chalkboard Junior syllabus
consonants learners STEP 1: The facilitator demonstrates reading pg 11
as in knee, know, should be the sound. The learners follow the facilitator’s
30.09.2022
knew, knot, able to: demonstration. - Phonetic
MON
knobkerrie STEP 2: Learners list words with kn sound as alphabet
1 - Identify the facilitator writes them down on the
words with chalkboard. - Flash cards
silent STEP 3: In groups learners construct sentences
consonant using words with kn sound. Learners give a
sounds report back
STEP 4: Individual written work.
CONCLUSION: Learners read words with silent
consonants

SPEAKING By the end - Identifying ASSUMED KNOWLEDGE - English

Parts of speech- of the - Speaking Learners know what verbs are Language
2 adverbs lesson INTRODUCTION: Learners play game Kana Junior syllabus
learners ndikadai zvoshamisa pg
should be STEP 1: Thefacilitator explains what adverbs 11
able to: are - Step Up
STEP 2: Learners list adverbs under facilitator’s English Grade
- List at least guidance. 3 ppls bk
five adverbs STEP 3: In groups learners construct sentences
using the adverbs they identified. The learners - pictures
give a report back
STEP 4: Individual written work - Flash cards
CONCLUSION: The learners play the game - Sentence
Kana Ndikadai zvoshamisa strips

WEEK TOPIC/ OBJECTIVES COMPETENCIES TEACHING/LEARNING METHODS AND RESOURCES / EVALUATIVE COMMENTS
ENDING CONTENT (Knowledge, ACTIVITIES REFS STRENGTHS WEAKNESSES
skills, attitudes)
TUE READING By the end - Identifying ASSUMED KNOWLEDGE - English
3 (fluency) of the Learners can read words Language
Words with silent lesson INTRODUCTION: Learners chalkboard Junior syllabus
consonants as in learners STEP 1: The facilitator demonstrates reading pg 11
knee, know, knew, should be the sound. The learners follow the facilitator’s - Step Up
knot, knobkerrie able to: demonstration. English Grade
- read words STEP 2: Learners list words with kn sound as 3 ppls bk
with silent the facilitator writes them down on the
consonant chalkboard.
sounds STEP 3: In groups learners construct sentences Phonetic
clearly and using words with kn sound. Learners give a alphabet
correctly report back
STEP 4: Individual written work. Flash cards
CONCLUSION: Learners read words with silent
consonants
WRITING By the end - Identifying ASSUMED KNOWLEDGE - English
Parts of speech- of the Learners know what verbs are Language
4 Adverbs lesson INTRODUCTION: Learners play game Kana Junior syllabus
 learners ndikadai zvoshamisa pg 11
should be STEP 1: Thefacilitator explains what adverbs - Step Up
able to: are English Grade
complete at STEP 2: Learners list adverbs under facilitator’s 3 ppls bk
least three guidance.
sentences STEP 3: In groups learners construct sentences - pictures
correctly using the adverbs they identified. The learners
give a report back - Flash cards
STEP 4: Individual written work - Sentence
CONCLUSION: The learners play the game strips
Kana Ndikadai zvoshamisa
WED READING By the end - Silent reading ASSUMED KNOWLEDGE: Learners can read - English
(COMPREHENSI of the and answer questions Language
5 and6 ON) lesson INTRODUCTION: Learners read the new words Junior syllabus
A story: learners STEP 1:Class discussion on the title of the story pg 13
should be STEP 2: The teacher demonstrates how to read -Step Up
able to: and then learners take turns reading the English Gr3
passage for understanding. ppls bk
- Read STEP 3: In groups the learners answer
silently for questions on work cards. Learners give a report - Work cards
comprehensi back.
on STEP 4:Learners read the passage silently for - flash cards
- Answer at comprehension
least five STEP 5: Individually, learners write an exercise
questions in their books
correctly CONCLUSION: Learners retell the story in their
own words

WEEK TOPIC/ OBJECTIVES COMPETENCIES TEACHING/LEARNING METHODS AND RESOURCES / EVALUATIVE COMMENTS
ENDING CONTENT (Knowledge, ACTIVITIES REFS STRENGTHS WEAKNESSES
skills, attitudes)
THU WRITING By the end - Writing ASSUMED KNOWLEDGE: - English
of the Learners have seen a letter Language
7 and8 Controlled :A lesson INTRODUCTION: The facilitator explains what a Junior syllabus
letter telling a learners letter is pg 13
friend your their should be STEP 1: Class discussion on the concept of -Step Up
school able to: writing a letter. English Gr3
STEP 2: The teacher demonstrates how to write ppls bk
- Write a a letter STEP 3: In groups the learners practice
meaningful writing a letter with the facilitator’s guidance. - Work cards
letter telling a Feedback on group tasks.
friend about STEP 4: Learners write a letter to a friend - flash cards
their school telling him or her about their school.
CONCLUSION: Learners state how a letter is
written
FRI WRITING By the end - Recalling ASSUMEDKNOWLEDGE - Step Up
 of the Learners have covered the concepts set Maths Grade 3
9 A revision Ex lesson INTRODUCTION :Class discussion on the - past exam
-Comprehension learners concept of writing a revision test papers
-Language should be STEP 1:The facilitator and the pupils go through
structures able to the test before they start writing
STEP 2: Individual written work
- Revise CONCLUSION: Revision of the test written
concepts
taught
throughout
the week

5
LISTENING By the end - Listening ASSUMED KNOWLEDGE - English
Simple of the - Following Learners respond accurately to instructions Language
instructions lesson instructions INTRODUCTION: Learners play the game Junior syllabus
8 learners Follow my leader pg 9
should be STEP 1: The facilitator give simple instruction - Step Up
4.
able to: to learners to follow English Grade
MON
- Follow three STEP 2: Learners listen and respond to 3 ppls bk
simple instructions given by the facilitator
1
instructions in STEP 3: In groups learners dramatize/role play - Sentence
a row given instructions strips
STEP 4: Individual written work
CONCLUSION: Learners listen and follow
instruction given by the facilitator

WEEK TOPIC/ OBJECTIVES COMPETENCIES TEACHING/LEARNING METHODS AND RESOURCES / EVALUATIVE COMMENTS
ENDING CONTENT (Knowledge, ACTIVITIES REFS STRENGTHS WEAKNESSES
skills, attitudes)
SPEAKING By the end - Identifying ASSUMED KNOWLEDGE - English
Parts of speech- of the - Speaking Learners know what adverbs are Language
2 Adverbial clauses lesson INTRODUCTION: Learners play game Kana Junior syllabus
learners ndikadai zvoshamisa pg
should be STEP 1: Thefacilitator explains what adverbial 11
able to: clauses are and gives an example. - Step Up
STEP 2: Learners list adverbial clauses under English Grade
- List at least the facilitator’s guidance. 3 ppls bk
five adverbs STEP 3: In groups learners construct sentences
using the adverbial clauses they identified. The - pictures
learners give a report back
STEP 4: Individual written work - Flash cards
CONCLUSION: The learners play the game - Sentence
Kana Ndikadai zvoshamisa strips
- A chart
TUE READING By the end - Reading ASSUMED KNOWLEDGE - English
3 (FLUENCY) of the - pronouncing Learners can read Language
lesson - Observing INTRODUCTION: Learners identify the Junior syllabus
A text while learners punctuation marks pg 13
observing should be STEP 1: Class discussion on the title of the - Reading texts
punctuation able to: story.
marks STEP 2: Thefacilitator explains and - Reading
- Pronounce demonstrates reading fluently while observing cards
words punctuation marks. Learners take turns reading - Punctuation
correctly while observing punctuation marks under marks on
observing the facilitator’s guidance. charts
punctuation STEP 3: In groups the learners answer
marks questions from the story read. Groups report
back.
STEP 4: Individual written work.
CONCLUSION: Learners summarize the story in
their own
words read new words
SPEAKING By the end - Listening ASSUMED KNOWLEDGE - English
Language of the - Speaking Learners respond accurately to instructions Language
4 function- lesson - Instructing INTRODUCTION: Learners play the game Junior syllabus
Instructing learners Follow my leader pg 9
should be STEP 1: The facilitator demonstrates how to - Step Up
able to: instruct using the correct language structures. English Grade
STEP 2: Learners practice using the targeted 3 ppls bk
- Use the language structures with the facilitator acting as
correct a guide. - Sentence
language STEP 3: In groups learners dramatize/role play strips
function given instructions
when STEP 4: Individual written work
instructing CONCLUSION: Learners use the targeted
structures in sentences
WEEK TOPIC/ OBJECTIVES COMPETENCIES TEACHING/LEARNING METHODS AND RESOURCES / EVALUATIVE COMMENTS
ENDING CONTENT (Knowledge, ACTIVITIES REFS
skills, attitudes)
WED READING By the end - Silent reading ASSUMED KNOWLEDGE: Learners can read - English
(COMPREHENSI of the and answer questions Language
5 and6 ON) lesson INTRODUCTION: Learners read the new words Junior syllabus
A story: learners STEP 1:Class discussion on the title of the story pg 13
should be STEP 2: The teacher demonstrates how to read -Step Up
able to: and then learners take turns reading the English Gr3
passage for understanding. ppls bk
- Read STEP 3: In groups the learners answer
silently for questions on work cards. Learners give a report - Work cards
comprehensi back.
 on STEP 4:Learners read the passage silently for - flash cards
- Answer at comprehension
least five STEP 5: Individually, learners write an exercise
questions in their books
correctly CONCLUSION: Learners retell the story in their
own words
THU WRITING By the end - Describing ASSUMED KNOWLEDGE: Learners have pets - English
of the - Filling in at home Language
7 and8 A Guided lesson INTRODUCTION: Learners play the game Junior syllabus
composition : My learners Express while naming different types of animals. pg 13
pet should be STEP 1: The facilitator explains the term pet -Step Up
able to: STEP 2: The class discusses on pets while the English Gr3
facilitator jots down points. Learners practice ppls bk
- explain describing their pets orally using the correct
what a pet is language structures - Work cards
STEP 3: In groups, the learners fill in sentences
- write a using describing words. Feedback on group - flash cards
composition tasks - a model
about their STEP 4:Learners fill in the composition written composition
pets using on the chalkboard
punctuation CONCLUSION: Learners describe their pets
marks using words on the board.
correctly
FRI WRITING By the end - Recalling ASSUMED KNOWLEDGE - English
of the - Listening Learners know what spelling is Language
9 Spellings of lesson INTRODUCTION: The facilitator asks pupils to Junior syllabus
vocabulary words learners spell a word written on the board pg 13
should be STEP 1: The facilitator demonstrates reading -Step Up
able to: words on flash cards. Learners follow the English Gr3
facilitator’s demo. ppls bk
STEP 2:In groups learners play the parcel game
- write the under the facilitator’s guidance - flash cards
correct STEP 3: Individually, the learners write a
spelling of spelling exercise.
words CONCLUSION: Learners play the parcel game
as a class

WEEK TOPIC/ OBJECTIVES COMPETENCIES TEACHING/LEARNING METHODS AND RESOURCES / EVALUATIVE COMMENTS
ENDING CONTENT (Knowledge, ACTIVITIES REFS
skills, attitudes)

6
LISTENING By the end - Identifying ASSUMED KNOWLEDGE - English
of the - constructing Learners can read words Language
Words with silent lesson INTRODUCTION: Learners chalkboard Junior syllabus
vowels oa as in learners STEP 1: The facilitator demonstrates reading pg 11
boat, goat, toad, should be the sound. The learners follow the facilitator’s - Step Up
able to: demonstration. English Grade
MON STEP 2: Learners list words with oa sound as 3 ppls bk
 - Identify the facilitator writes them down on the
1 words with chalkboard. - Phonetic
silent vowels STEP 3: In groups learners construct sentences alphabet
using words with oa sound. Learners give a
report back - Flash cards
STEP 4: Individual written work. - A chart with
CONCLUSION: Learners read words with silent incomplete
consonants sentences
- work cards

SPEAKING By the end - Listening ASSUMED KNOWLEDGE: - English

Question tags of the - Speaking Learners can answer questions Language
2 lesson - Asking INTRODUCTION: The teacher introduces Junior syllabus
learners question tags by explaining what they are pg 11
should be STEP 1: The facilitator demonstrates how to - Step Up
able to: answer question tags English Grade
STEP 2: Thelearners practice answering 3 ppls bk
Ask and question tags as a class - Pictures
answer STEP 3: In pairs learners practise answering - Question
question tags and asking question tags under facilitator’s strips
correctly guidance. Learners give a report back - Flash cards
STEP 4: Individual written work - Work cards
CONCLUSION: Learners summarize the lesson
in their own words

TUE WRITING By the end - Identifying ASSUMED KNOWLEDGE -English

3 Punctuating of the - Writing Learners know what punctuation marks are Language
sentences lesson INTRODUCTION: Learners list punctuation Junior syllabus
learners marks pg 11
should be STEP 1: Thefacilitator explains and - Step Up
able to: demonstrates how to use punctuation marks English Grade
correctly in sentences 3 ppls bk
- Use STEP 2: The learners practice using - A chart
punctuation punctuation marks correctly in sentences. showing
marks STEP 3: In groups learners punctuate punctuation
correctly in sentences written on work cards under the marks
sentences facilitator’s guidance. Learners give a report - Work cards
back
STEP 4: Individually, learners write an exercise
in their books.
CONCLUSION: The facilitator and the learners
revise work done.
WEEK TOPIC/ OBJECTIVES COMPETENCIES TEACHING/LEARNING METHODS AND RESOURCES / EVALUATIVE COMMENTS
ENDING CONTENT (Knowledge, ACTIVITIES REFS STRENGTHS WEAKNESSES
skills, attitudes)
READING By the end - Reading ASSUMED KNOWLEDGE - English
 (FLUENCY) of the - pronouncing Learners can read Language
4 lesson - Observing INTRODUCTION: Learners identify the Junior syllabus
A text while learners punctuation marks pg 13
observing should be STEP 1: Class discussion on the title of the - Reading texts
punctuation able to: story.
marks STEP 2: Thefacilitator explains and - Reading
- Pronounce demonstrates reading fluently while observing cards
words punctuation marks. Learners take turns reading - Punctuation
correctly while observing punctuation marks under marks on
observing the facilitator’s guidance. charts
punctuation STEP 3: In groups the learners answer
marks questions from the story read. Groups report
back.
STEP 4: Individual written work.
CONCLUSION: Learners summarize the story in
their own
words read new words
WED READING By the end - Silent reading ASSUMED KNOWLEDGE: Learners can read - English
(COMPREHENSI of the and answer questions Language
5 and6 ON) lesson INTRODUCTION: Learners read the new words Junior syllabus
A story: learners STEP 1:Class discussion on the title of the story pg 13
should be STEP 2: The teacher demonstrates how to read -Step Up
able to: and then learners take turns reading the English Gr3
passage for understanding. ppls bk
- Read STEP 3: In groups the learners answer
silently for questions on work cards. Learners give a report - Work cards
comprehensi back.
on STEP 4:Learners read the passage silently for - flash cards
- Answer at comprehension
least five STEP 5: Individually, learners write an exercise
questions in their books
correctly CONCLUSION: Learners retell the story in their
own words
THU WRITING By the end - Identifying ASSUMED KNOWLEDGE: - English
of the - Speaking Learners have seen a letter Language
7 and8 Controlled :A lesson - Writing INTRODUCTION: The learners play the game Junior syllabus
letter telling a learners Express while naming different types of animals pg 13
friend your their should be STEP 1: Class discussion on the concept of -Step Up
pets able to: writing a letter. English Gr3
STEP 2: The teacher demonstrates how to write ppls bk
- Write a a letter STEP 3: In groups the learners practice
meaningful writing a letter with the facilitator’s guidance. - Work cards
letter telling a Feedback on group tasks.
friend about STEP 4: Learners write a letter to a friend - flash cards
their pets telling him or her about their pets.
CONCLUSION: Learners state how a letter is
written
WEEK TOPIC/ OBJECTIVES COMPETENCIES TEACHING/LEARNING METHODS AND RESOURCES / EVALUATIVE COMMENTS
ENDING CONTENT (Knowledge, ACTIVITIES REFS STRENGTHS WEAKNESSES
skills, attitudes)
FRI WRITING By the end - Recalling ASSUMEDKNOWLEDGE - Step Up
of the Learners have covered the concepts set Maths Grade 3
9 A revision Ex lesson INTRODUCTION :Class discussion on the - past exam
-Comprehension learners concept of writing a revision test papers
-Language should be STEP 1:The facilitator and the pupils go through
structures able to the test before they start writing
STEP 2: Individual written work
- Revise CONCLUSION: Revision of the test written
concepts
taught
throughout
the week

7
SPEAKINGNews By the end - Listening ASSUMED KNOWLEDGE - English
and stories: of the - Speaking Learners have heard stories the Chimurenga. Language
The third lesson - Retelling INTRODUCTION: The learners and the Junior syllabus
Chimurenga learners facilitator sing a Chimurenga song. pg 13
should be STEP 1: The facilitator explains the term and -Step Up
able to : tells learners stories about the Third English Gr3
Mon
Chimurenga. ppls bk
- listen and STEP 2: Learners narrate the story in their own - Pictures
1
tell stories in words - Work cards
sequence STEP 3: In groups, the learners answer - A recorder
questions on work cards. Learners give a report
back
STEP 4: Learners write dictated sentences
individually.
CONCLUSION: Learners respond to oral
questions from the facilitator.

SPEAKING By the end - Listening ASSUMED KNOWLEDGE: Learners know the - English
2 of the -Speaking meanings of the word sorry Language
Expressing lesson INTRODUCTION: The facilitator explains the Junior syllabus
apology learners term apology pg 13
should be STEP 1: The facilitator explains and -Step Up
able to: demonstrates how to express apology using the English Gr3
correct language structures ppls bk
Use the STEP 2: Learners practice expressing apology
correct with the facilitator’s help - Work cards
language STEP 3: In groups, the learners build dialogues
structures on expressing apology under facilitator’s - flash cards
when guidance. Pupils act out dialogues in front of the - A model
expressing class. dialogue on a
apology STEP 4: Individual written work. chart
 CONCLUSION: Learners say what they have
learnt in the lesson

WEEK TOPIC/ OBJECTIVES COMPETENCIES TEACHING/LEARNING METHODS AND RESOURCES / EVALUATIVE COMMENTS
ENDING CONTENT (Knowledge, ACTIVITIES REFS STRENGTHS WEAKNESSES
skills, attitudes)
TUE SPEAKING By the end -Listening ASSUMED KNOWLEDGE English
of the - Speaking Learners know what position words are Language
3 Parts of a speech- lesson - Identifying INTRODUCTION: The facilitator and the Junior syllabus
Prepositions such learners learners play the game Follow my leader. pg 11
as above, near, should be STEP 1: Thefacilitator explains what -Step Up
between, behind, able to: prepositions are and demonstrates telling the English Gr3
beneath, in front positions of objects. ppls bk
Tell the STEP 2: Learners practice using the
position of prepositions written on the chalkboard to tell - Pictures
something the positions of objects as a class - Flash cards
using the STEP 3: In groups, the learners complete - Work cards
correct sentences written on work cards under the
structures facilitator’s guidance. Report back on group
tasks
STEP 4: Individual written work
CONCLUSION: Learners play the game Follow
my leader
READING By the end - Reading ASSUMED KNOWLEDGE:Learners can read - English
(FLUENCY) of the - pronouncing INTRODUCTION: Learners identify the Language
4 lesson - Observing punctuation marks Junior syllabus
A text while learners STEP 1: Class discussion on the title of the pg 13
observing should be story. - Reading texts
punctuation able to: STEP 2: Thefacilitator explains and
marks demonstrates reading fluently while observing - Reading
- Pronounce punctuation marks. Learners take turns reading cards
words while observing punctuation marks under - Punctuation
correctly facilitator’s guidance. marks on
observing the STEP 3: In groups the learners answer charts
punctuation questions from the story read. Groups report
marks back.
STEP 4: Individual written work.
CONCLUSION: Learners summarize the story in
their own words read new words
WED READING By the end - Silent reading ASSUMED KNOWLEDGE: Learners can read - English
(COMPREHENSI of the and answer questions Language
5 and6 ON) lesson INTRODUCTION: Learners read the new words Junior syllabus
A story: learners STEP 1:Class discussion on the title of the story pg 13
should be STEP 2: The teacher demonstrates how to read -Step Up
able to: and then learners take turns reading the English Gr3
passage for understanding. ppls bk
 - Read STEP 3: In groups the learners answer
silently for questions on work cards. Learners give a report - Work cards
comprehensi back.
on STEP 4:Learners read the passage silently for - flash cards
- Answer at comprehension
least five STEP 5: Individually, learners write an exercise
questions in their books
correctly CONCLUSION: Learners retell the story in their
own words
WEEK TOPIC/ OBJECTIVES COMPETENCIES TEACHING/LEARNING METHODS AND RESOURCES / EVALUATIVE COMMENTS
ENDING CONTENT (Knowledge, ACTIVITIES REFS STRENGTHS WEAKNESSES
skills, attitudes)
THU WRITING By the end - Describing ASSUMED KNOWLEDGE: Learners can - English
of the - Filling in describe their countryINTRODUCTION: Language
7and 8 A Guided lesson Learners sing the first verse of the national Junior syllabus
composition : My learners anthem. pg 13
country should be STEP 1: The class discusses on their country -Step Up
able to: while the facilitator jots down points. Learners English Gr3
practice describing their country using the ppls bk
- Describe correct language structuresSTEP 2: Class - The national
their country discussion on the concept of writing a flag
- Write a composition on their country. The facilitator
composition demonstrates - Work cards
about their STEP 3: In groups, the learners fill in sentences
school using using describing words. Feedback on group - flash cards
punctuation tasks
marks STEP 4:Learners fill in the composition written
correctly on the chalkboard
CONCLUSION: Learners do the National
Pledge.
FRI WRITING By the end - Recalling ASSUMED KNOWLEDGE - English
of the - Listening Learners know what spelling is Language
9 Spellings of lesson INTRODUCTION: The facilitator asks pupils to Junior syllabus
vocabulary words learners spell a word written on the board pg 13
should be STEP 1: The facilitator demonstrates reading -Step Up
able to: words on flash cards. Learners follow the English Gr3
facilitator’s demo. ppls bk
STEP 2:In groups learners play the parcel game
- write the under the facilitator’s guidance - flash cards
correct STEP 3: Individually, the learners write a
spelling of spelling exercise.
words CONCLUSION: Learners play the parcel game
as a class
8
LISTENING By the end - Asking ASSUMED KNOWLEDGE - English
Responses to of the -Answering Learners know the meanings of the term Language
statements- lesson True/False Junior syllabus
True /False learners INTRODUCTION: The facilitator explains the Gr3-7 pg 11
questions should be terms true /false
able to: STEP 1: The facilitator demonstrates how to Pictures
MON
Respond to respond to true/false statements using the Question strips
questions correct language structures Flash cards
which require STEP 2: Learners practice responding to newspapers
1
true /false True/false statements with facilitator’s help
answers STEP 3: In groups the learners answer
True/false questions under facilitator’s
guidance. Feedback on group tasks.
STEP 4: Individual written work.
CONCLUSION: Revision of work written

WEEK TOPIC/ OBJECTIVES COMPETENCIES TEACHING/LEARNING METHODS AND RESOURCES / EVALUATIVE COMMENTS
ENDING CONTENT (Knowledge, ACTIVITIES REFS STRENGTHS WEAKNESSES
skills, attitudes)
WRITING By the end - Identifying ASSUMED KNOWLEDGE -English
2 Punctuating of the - Writing Learners know what punctuation marks are Language
sentences lesson INTRODUCTION: Learners list punctuation Junior syllabus
learners marks pg 11
should be STEP 1: Thefacilitator explains and - Step Up
able to: demonstrates how to use punctuation marks English Grade
correctly in sentences 3 ppls bk
- Use STEP 2: The learners practice using - A chart
punctuation punctuation marks correctly in sentences. showing
marks STEP 3: In groups learners punctuate punctuation
correctly in sentences written on work cards under the marks
sentences facilitator’s guidance. Learners give a report - Work cards
back
STEP 4: Individually, learners write an exercise
in their books.
CONCLUSION: The facilitator and the learners
revise work done.

TUE SPEAKING By the end -Speaking ASSUMED KNOWLEDGE - English

of the - Identifying Learners know what opposites are Language
3 Synonyms lesson INTRODUCTION: The facilitator explains what Junior syllabus
learners synonyms are. pg 13
should be STEP 1: The learners read words on word cards. -Step Up
able to: The facilitator demonstrates saying the English Gr3
synonyms read. ppls bk
- Write the STEP 2: Learners practice saying the synonyms
synonyms of of words shown on the board with the - Work cards
words facilitator’s help
 correctly STEP 3: In groups, the learners answer - flash cards
questions on work cards. Feedback on group - A chart with
tasks. words
STEP 4: Individual written work. - Pictures
CONCLUSION: Learners say what they have
learnt in the lesson
READING By the end - Reading ASSUMED KNOWLEDGE - English
(FLUENCY) of the - pronouncing Learners can read Language
4 lesson - Observing INTRODUCTION: Learners identify the Junior syllabus
A text while learners punctuation marks pg 13
observing should be STEP 1: Class discussion on the title of the - Reading texts
punctuation able to: story.
marks STEP 2: Thefacilitator explains and - Reading
- Pronounce demonstrates reading fluently while observing cards
words punctuation marks. Learners take turns reading - Punctuation
correctly while observing punctuation marks under marks on
observing the facilitator’s guidance. charts
punctuation STEP 3: In groups the learners answer
marks questions from the story read. Groups report
back.
STEP 4: Individual written work.
CONCLUSION: Learners summarize the story in
their own
words read new words
WEEK TOPIC/ OBJECTIVES COMPETENCIES TEACHING/LEARNING METHODS AND RESOURCES / EVALUATIVE COMMENTS
ENDING CONTENT (Knowledge, ACTIVITIES REFS STRENGTHS WEAKNESSES
skills, attitudes)
WED READING By the end - Silent reading ASSUMED KNOWLEDGE: Learners can read - English
COMPREHENSIO of the and answer questions Language
5 and6 N lesson INTRODUCTION: Learners read the new words Junior syllabus
A story: learners STEP 1:Class discussion on the title of the story pg 13
should be STEP 2: The teacher demonstrates how to read -Step Up
able to: and then learners take turns reading the English Gr3
passage for understanding. ppls bk
- Read STEP 3: In groups the learners answer
silently for questions on work cards. Learners give a report - Work cards
comprehensi back.
on STEP 4:Learners read the passage silently for - flash cards
- Answer at comprehension
least five STEP 5: Individually, learners write an exercise
questions in their books
correctly CONCLUSION: Learners retell the story in their
own words

THU WRITING By the end - Describing ASSUMED KNOWLEDGE: Learners can - English
of the - Filling in describe their country Language
7and 8 A Guided lesson INTRODUCTION: Learners sing the first verse Junior syllabus
 composition : My learners of the national anthem. pg 13
country should be STEP 1: The class discusses on their country -Step Up
able to: while the facilitator jots down points. Learners English Gr3
practice describing their country using the ppls bk
- Describe correct language structures - The national
their country STEP 2: Class discussion on the concept of flag
writing a composition on their country. The
- Write a facilitator demonstrates - Work cards
composition STEP 3: In groups, the learners fill in sentences
about their using describing words. Feedback on group - flash cards
school using tasks
punctuation STEP 4:Learners fill in the composition written
marks on the chalkboard
correctly CONCLUSION: Learners do the National
Pledge.
FRI WRITING By the end - Recalling ASSUMEDKNOWLEDGE - English Alive
of the Learners have covered the concepts set ppls bk Grade
9 A revision Ex lesson INTRODUCTION :Class discussion on the 3
-Comprehension learners concept of writing a revision test - past exam
-Language should be STEP 1:The facilitator and the pupils go through papers
structures able to the test before they start writing
STEP 2: Individual written work
- Revise CONCLUSION: Revision of the test written
concepts
taught
throughout
the week
WEEK TOPIC/ OBJECTIVES COMPETENCIES TEACHING/LEARNING METHODS AND RESOURCES / EVALUATIVE COMMENTS
ENDING CONTENT (Knowledge, ACTIVITIES REFS STRENGTHS WEAKNESSES
skills, attitudes)

9
LISTENING By the end - Identifying ASSUMED KNOWLEDGE - English
of the - constructing Learners can read words Language
Words with silent lesson INTRODUCTION: Learners chalkboard Junior syllabus
consonants learners STEP 1: The facilitator demonstrates reading pg 11
-ght should be the sound. The learners follow the facilitator’s
as in knight, able to: demonstration. - Phonetic
night, light STEP 2: Learners list words with -ght sound as alphabet
MON
- Identify the facilitator writes them down on the
words with chalkboard. - Flash cards
1
silent STEP 3: In groups learners construct sentences
consonant using words with -ght sound. Learners give a
sounds report back
STEP 4: Individual written work.
CONCLUSION: Learners read words with silent
consonants
SPEAKING By the end - Listening ASSUMED KNOWLEDGE: Learners have heard - English
of the -Speaking the term please Language
2 Requesting lesson INTRODUCTION: The facilitator explains the Junior syllabus
learners term Please pg 13
should be STEP 1: The facilitator explains and -Step Up
able to: demonstrates how to request for something English Gr3
using the correct language structures ppls bk
- Use the STEP 2: Learners practice requesting for
correct something using the targeted structures with - Work cards
language the facilitator’s help
structures STEP 3: In groups, the learners build dialogues - flash cards
when on requesting under facilitator’s guidance. - A model
requesting Pupils act out dialogues in front of the class. dialogue on a
something STEP 4: Individual written work. chart
CONCLUSION: Learners say what they have
learnt in the lesson

TUE SPEAKING By the end - Listening ASSUMED KNOWLEDGE - English

of the - Speaking Learners know what opposites are Language
3 PARTS OF lesson INTRODUCTION: The Learners read words on Junior syllabus
SPEECH- learners cards. STEP 1: The facilitator demonstrates pg 13
Conjunctions should be how to join sentences using and. -Step Up
and able to: STEP 2: Learners practice joining sentences English Gr3
using and with the facilitator’s help ppls bk
Use and to STEP 3: In groups, the learners join sentences
join written on work cards. Feedback on group tasks. - Work cards
sentences STEP 4: Individual written work.
correctly CONCLUSION: Learners say what they have - flash cards
learnt in the lesson - A chart with
words
- Pictures
WEEK TOPIC/ OBJECTIVES COMPETENCIES TEACHING/LEARNING METHODS AND RESOURCES / EVALUATIVE COMMENTS
ENDING CONTENT (Knowledge, ACTIVITIES REFS STRENGTHS WEAKNESSES
skills, attitudes)
4 READING By the end - Identifying ASSUMED KNOWLEDGE - English
(fluency) of the Learners can read words Language
Words with silent lesson INTRODUCTION: Learners chalkboard Junior syllabus
consonants -ght learners STEP 1: The facilitator demonstrates reading pg 11
as in light, knight, should be the sound. The learners follow the facilitator’s - Step Up
bright able to: demonstration. English Grade
- read words STEP 2: Learners list words with –ght sound as 3 ppls bk
with silent the facilitator writes them down on the
consonant chalkboard.
sounds STEP 3: In groups learners construct sentences Phonetic
clearly and using words with –ght sound. Learners give a alphabet
correctly report back
STEP 4: Individual written work. Flash cards
CONCLUSION: Learners read words with silent
consonants
WED READING By the end - Silent reading ASSUMED KNOWLEDGE: Learners can read - English
(COMPREHENSI of the and answer questions Language
5 and6 ON) lesson INTRODUCTION: Learners read the new words Junior syllabus
A story: learners STEP 1:Class discussion on the title of the story pg 13
should be STEP 2: The teacher demonstrates how to read -Step Up
able to: and then learners take turns reading the English Gr3
passage for understanding. ppls bk
- Read STEP 3: In groups the learners answer
silently for questions on work cards. Learners give a report - Work cards
comprehensi back.
on STEP 4:Learners read the passage silently for - flash cards
- Answer at comprehension
least five STEP 5: Individually, learners write an exercise
questions in their books
correctly CONCLUSION: Learners retell the story in their
own words
THU WRITING By the end - Describing ASSUMED KNOWLEDGE: Learners have pets - English
of the - Filling in at home Language
7and 8 A Guided lesson INTRODUCTION: Learners play the game Junior syllabus
composition : My learners Express while naming different types of animals. pg 13
pet should be STEP 1: The facilitator explains the term pet -Step Up
able to: STEP 2: The class discusses on pets while the English Gr3
facilitator jots down points. Learners practice ppls bk
- explain describing their pets orally using the correct
what a pet is language structures - Work cards
STEP 3: In groups, the learners fill in sentences
- write a using describing words. Feedback on group - flash cards
composition tasks - a model
about their STEP 4:Learners fill in the composition written composition
pets using on the chalkboard
punctuation CONCLUSION: Learners describe their pets
marks using words on the board.
correctly
FRI WRITING By the end - Recalling ASSUMED KNOWLEDGE - English
of the - Listening Learners know what spelling is Language
9 Spellings of lesson INTRODUCTION: The facilitator asks pupils to Junior syllabus
vocabulary words learners spell a word written on the board pg 13
should be STEP 1: The facilitator demonstrates reading -Step Up
able to: words on flash cards. Learners follow the English Gr3
facilitator’s demo. ppls bk
STEP 2:In groups learners play the parcel game
- write the under the facilitator’s guidance - flash cards
correct STEP 3: Individually, the learners write a
spelling of spelling exercise.
words CONCLUSION: Learners play the parcel game
as a class
10
LISTENINGNews By the end - Listening ASSUMED KNOWLEDGE - English
and stories: of the - Speaking Learners have heard stories the Chimurenga. Language
The third lesson - Retelling INTRODUCTION: The learners and the Junior syllabus
Chimurenga learners facilitator sing a Chimurenga song. pg 13
should be STEP 1: The facilitator explains the term and -Step Up
Mon
able to : tells learners stories about the Third English Gr3
Chimurenga. ppls bk
1
- listen and STEP 2: Learners narrate the story in their own - Pictures
tell stories in words - Work cards
sequence STEP 3: In groups, the learners answer - A recorder
questions on work cards. Learners give a report
back
STEP 4: Learners write dictated sentences
individually.
CONCLUSION: Learners respond to oral
questions from the facilitator.

SPEAKING By the end - Listening ASSUMED KNOWLEDGE - English

of the - Speaking Learners know what opposites are Language
2 Parts of Speech- lesson INTRODUCTION: The Learners read words on Junior syllabus
Conjunctions learners cards. STEP 1: The facilitator demonstrates pg 13
So…that should be how to join sentences using so that. -Step Up
able to: STEP 2: Learners practice joining sentences English Gr3
using so that with the facilitator’s help ppls bk
Use so … that STEP 3: In groups, the learners join sentences
to join written on work cards. Feedback on group tasks. - Work cards
sentences STEP 4: Individual written work.
correctly CONCLUSION: Learners say what they have - flash cards
learnt in the lesson - A chart with
incomplete
sentences
- Pictures
WEEK TOPIC/ OBJECTIVES COMPETENCIES TEACHING/LEARNING METHODS AND RESOURCES / EVALUATIVE COMMENTS
ENDING CONTENT (Knowledge, ACTIVITIES REFS STRENGTHS WEAKNESSES
skills, attitudes)
TUE WRITING By the end - Identifying ASSUMED KNOWLEDGE -English
Punctuating of the - Writing Learners know what punctuation marks are Language
3 sentences lesson INTRODUCTION: Learners list punctuation Junior syllabus
learners marks pg 11
should be STEP 1: Thefacilitator explains and - Step Up
able to: demonstrates how to use punctuation marks English Grade
correctly in sentences 3 ppls bk
- Use STEP 2: The learners practice using - A chart
 punctuation punctuation marks correctly in sentences. showing
marks STEP 3: In groups learners punctuate punctuation
correctly in sentences written on work cards under the marks
sentences facilitator’s guidance. Learners give a report - Work cards
back
STEP 4: Individually, learners write an exercise
in their books.
CONCLUSION: The facilitator and the learners
revise work done.
4 READING By the end - Reading ASSUMED KNOWLEDGE - English
(FLUENCY) of the - pronouncing Learners can read Language
lesson - Observing INTRODUCTION: Learners identify the Junior syllabus
A text while learners punctuation marks pg 13
observing should be STEP 1: Class discussion on the title of the - Reading texts
punctuation able to: story.
marks STEP 2: Thefacilitator explains and - Reading
- Pronounce demonstrates reading fluently while observing cards
words punctuation marks. Learners take turns reading - Punctuation
correctly while observing punctuation marks under marks on
observing the facilitator’s guidance. charts
punctuation STEP 3: In groups the learners answer
marks questions from the story read. Groups report
back.
STEP 4: Individual written work.
CONCLUSION: Learners summarize the story in
their own words read new words
WED READING By the end - Silent reading ASSUMED KNOWLEDGE: Learners can read - English
(COMPREHENSI of the and answer questions Language
5 and6 ON) lesson INTRODUCTION: Learners read the new words Junior syllabus
A story: learners STEP 1:Class discussion on the title of the story pg 13
should be STEP 2: The teacher demonstrates how to read -Step Up
able to: and then learners take turns reading the English Gr3
passage for understanding. ppls bk
- Read STEP 3: In groups the learners answer
silently for questions on work cards. Learners give a report - Work cards
comprehensi back.
on STEP 4:Learners read the passage silently for - flash cards
- Answer at comprehension
least five STEP 5: Individually, learners write an exercise
questions in their books
correctly CONCLUSION: Learners retell the story in their
own words
WEEK TOPIC/ OBJECTIVES COMPETENCIES TEACHING/LEARNING METHODS AND RESOURCES / EVALUATIVE COMMENTS
ENDING CONTENT (Knowledge, ACTIVITIES REFS STRENGTHS WEAKNESSES
skills, attitudes)
THU WRITING By the end - Describing ASSUMED KNOWLEDGE: Learners can - English
of the - Filling in describe their school Language
7and 8 A Guided lesson INTRODUCTION: Learners play the game Junior syllabus
composition : My learners Express while naming names of schools. pg 13
school should be STEP 1: The class discusses on their school -Step Up
able to: while the facilitator jots down points. Learners English Gr3
practice describing their school using the ppls bk
- Describe correct language structures
their school STEP 2: Class discussion on the concept of - Work cards
writing a composition on their school. The
- Write a facilitator demonstrates - flash cards
composition STEP 3: In groups, the learners fill in sentences
about their using describing words. Feedback on group
school using tasks
punctuation STEP 4:Learners fill in the composition written
marks on the chalkboard
correctly CONCLUSION: Learners describe their school
using words on the board.
FRI WRITING By the end - Recalling ASSUMEDKNOWLEDGE - Step Up
of the Learners have covered the concepts set English Grade
9 A revision Ex lesson INTRODUCTION :Class discussion on the 3
-Comprehension learners concept of writing a revision test - past exam
-Language should be STEP 1:The facilitator and the pupils go through papers
structures able to the test before they start writing
STEP 2: Individual written work
- Revise CONCLUSION: Revision of the test written
concepts
taught
throughout
the week

11
WRITING By the end - Recalling ASSUMEDKNOWLEDGE - Step Up
of the Learners have covered the concepts set English Grade
A revision Ex lesson INTRODUCTION :Class discussion on the 3
-Comprehension learners concept of writing a revision test - past exam
-Language should be STEP 1:The facilitator and the pupils go through papers
structures able to the test before they start writing
- using STEP 2: Individual written work
punctuation - Revise CONCLUSION: Revision of the test written
marks concepts
taught
throughout
the week

WEEK TOPIC/ OBJECTIVES COMPETENCIES TEACHING/LEARNING METHODS AND RESOURCES / EVALUATIVE COMMENTS
ENDING CONTENT (Knowledge, ACTIVITIES REFS STRENGTHS WEAKNESSES
skills, attitudes)

END OF
12
By the end - Recalling ASSUMEDKNOWLEDGE -Test papers
of the Learners have covered the concepts set - Answer
YEAR lesson
learners
INTRODUCTION :Class discussion on the
concept of writing a revision test
sheets

EXAMS should be STEP 1:The facilitator and the pupils go through

To able to the test before they start writing
STEP 2: Individual written work

13
- Paper 2
- Paper 1 - Revise CONCLUSION: Revision of the test written
concepts
taught
throughout
the year
FAMILY, RELIGION AND MORAL
EDUCATION
TOPICS TO BE COVERED
MORAL VALUES
 Concept of moral values
 Conflict and conflict management
 Family and community
Social and Emotional learning

Religion
 Concept of Religion
 Indigenous Religion
 Christianity
 Judaism
 Islam

BROAD AIMS
a) Promote the spiritual, religious and moral development of the learner
b) Develop an appreciation of the existence of the Supreme Being as portrayed by various religions.
c) Foster an understanding of the importance of belonging to family, religion and community in shaping acceptable
character, behaviour and attitudes.
WEEK TOPIC/ OBJECTIVES COMPETENCIES TEACHING/LEARNING METHODS AND RESOURCES EVALUATIVE COMMENTS
ENDING CONTENT (Knowledge, ACTIVITIES /REFS
skills, attitudes) STRENGTHS WEAKNESSES

1
MORALS AND By the end of - Identifying ASSUMED KNOWLEDGE: Learners belong to - FAREME Pry
VALUES the lesson - Discussing different religions. INTRODUCTION: The Syl Gr3 pg 21
Concept of Learners facilitator explains the term right Step1: - V.FAREME
morals and should be Explaining the concept to learners. Learners list Learners Bk
values able to religious rights a person is entitled to have. Gr3 pg 81-92
State at least Step2: Class discussion on the importance of - Pictures
K.C-Right to three religious belonging to a religion. Step 3: Role playing to - Work cards
belong to a religion rights a person show the importance of belonging to a religion.
is entitled to Groups present before the class. Step 4
Religious rights have Individual written work exercise CONCLUSION: .
Summarising concept learnt through question
and answer
By the end of - Identifying ASSUMED KNOWLEDGE: Learners know what - V.FAREME
Religious the lesson - Discussing responsibilities are Learners Bk
2 responsibilities Learners INTRODUCTION:Recap of the previous lesson by Gr3 pg 81-92
should be asking learners to state the importance of - Pictures
able to belonging to a religion. Step 1: The facilitator - Work cards
- List at least explainsthe concept to learners. Learners list
three religious different religious responsibilities associated to a
responsibilities particular religion. Step 2: Class discussion on
associated to a religious responsibilitiesStep 3: In groups
particular learners answer questions. Feedback on group
religion tasks. Step 4. Individual written work
CONCLUSION: Revising work done
K.C- Respect for By the end of - Identifying ASSUMED KNOWLEDGE:Learners have seen - V.FAREME
other human the lesson - Explaining handicapped people INTRODUCTION: The Learners Bk
3 beings Learners - Discussing facilitator explains the term respect Step1: The Gr3 pg 81-92
should be facilitator explains the concept to children - Pictures
Respect able to: Step2: Class discussion on the benefits of of - Work cards
- Give at least showing respect to other human beings Step
three benefits 3:In groups, the learners answer questions.
of showing Feedback on group tasks. Step 4: Learners
respect to other answer oral questions
human beings CONCLUSION: Learners summarize the lesson in
their own words

MORALS AND By the end of - Identifying ASSUMED KNOWLEDGE: Learners treat each - FAREME Pry

2
VALUES the lesson - Discussing other differently. INTRODUCTION: The facilitator Sch Gr 3 Syl
Concept of Learners and the learners sing the song Kugara pg 22
morals and should be zvakanaka…. Step 1: Facilitator explains the - V.FAREME
values able to new concept to the learners Step 2: Class Learners bk
K.C-Rights and - List at least discussion on positive ways of treating each Gr 3 pg 93-97
responsibilities in four positive other. - Pictures
1 fairness ways of treating Step 3: Role playing to show positive ways of - Word cards
each other treating each other in groups. Groups present - ICT tools
Positive ways of their work.
treating each other Step 4: Individual written.
CONCLUSION: Sing the song Kugara vakanaka
WEEK TOPIC/ OBJECTIVES COMPETENCIES TEACHING/LEARNING METHODS AND RESOURCES EVALUATIVE COMMENTS
ENDING CONTENT (Knowledge, ACTIVITIES /REFS
skills, attitudes) STRENGTHS WEAKNESSES

2 Benefits of good By the end of - Identifying ASSUMED KNOWLEDGE: Learners have been - V.FAREME
behaviour the lesson - Discussing rewarded for good behaviour INTRODUCTION: Learners bk
Learners Recap from the previous lesson. Step1: The Gr 3 pg 93-97
should be facilitator explains the concept to the learners - Pictures
able to Step2: Learners explain what good behaviour - A chart
State at least entails. Class discussion on good behaviour Step - Work cards
three benefits 3: In groups, the learners list the benefits of good - ICT Tools
of good behaviour. Report back on group tasks.
behaviour Step 4: Responding to oral questions
CONCLUSION: Summarizing the lesson in
learners own words.
3 Rights of citizens By the end of - Identifying ASSUMED KNOWLEDGE: Learners know their - V.FAREME
the lesson - Discussing rights INTRODUCTION: The facilitator explains Learners bk
Learners the term right Step1: Explaining the concept to Gr 3 pg 93-97
should be learners. Step2: Class discussion on citizen’s - The
able to rights Constitution
State at least Step 3: The learners answer questions in groups. of Zimbabwe
three rights of a Groups report back - Pictures
citizen Step 4: Individual written work exercise - A chart
CONCLUSION: Summarising concept learnt - Work cards
through question and answer

4 Responsibilities of By the end of - Recalling ASSUMED KNOWLEDGE: Learners know what - V.FAREME
citizens the week - Writing responsibilities are Learners bk
learners INTRODUCTION:Recap of the previous lesson by Gr 3 pg 93-97
should be asking learners to list citizens’ rights Step 1: The - The
able to: facilitator explainsthe concept to learners. Constitution
REVISION EX State at least Learners list different responsibilities of a citizen of Zimbabwe
three in a country. - Pictures
responsibilities Step 2: Class discussion on responsibilities - A chart
of a citizen Step 3: In groups, the learners answer - Work cards
questions. Feedback on group tasks. Step 4. - ICT Tools
Individual written work CONCLUSION: Revising
work done
3
MORALS AND By the end of - Identifying ASSUMED KNOWLEDGE:Learners have seen - FAREME Pry
VALUES the lesson - Discussing conflicts at home INTRODUCTION: The Sch Gr 3 Syl
Conflict and Learners - Role playing facilitator explains the term conflict. Step1: pg 22
conflict should be Identifying personal qualities that destroy - V.FAREME
resolution able to relationships. Learners bk
K.C- Conflict at State at least Step2: Telling a stories that show how conflicts Gr 3 pg 93-97
home three causes of affect relationships. Class discussion causes of - Pictures
conflicts at conflicts at home. - A chart
1
home Step 3: Dramatizing causes of conflicts at home - Work cards
Causes of conflicts in groups. Step 4: Individual written work - ICT tools
CONCLUSION:Summarising the main points of
the lesson.
WEEK TOPIC/ OBJECTIVES COMPETENCIES TEACHING/LEARNING METHODS AND RESOURCES EVALUATIVE COMMENTS
ENDING CONTENT (Knowledge, ACTIVITIES /REFS
skills, attitudes) STRENGTHS WEAKNESSES

Ways of controlling By the end of - Identifying ASSUMED KNOWLEDGE:Learners have seen - V.FAREME
conflicts at home the lesson - Discussing conflicts at home INTRODUCTION: The Learners bk
2 Learners - Role playing facilitator recaps from the previous lesson by Gr 3 pg 93-97
should be asking learners to identify causes of conflicts at - Pictures
able to home. Step1: The learners identifying personal - A chart
Suggest at least qualities that destroy relationships. - Work cards
three ways of Step2: Class discussion on conflict resolution at - ICT tools
controlling home.
conflicts at Step 3: Dramatizing on conflict resolution at
home home. Step 4: Individual written work
CONCLUSION: Revising work written
Conflict with By the end of - Identifying ASSUMED KNOWLEDGE:Learners have had - V.FAREME
3 friends the lesson - Discussing conflicts with friends INTRODUCTION: The Learners bk
Learners - Role playing facilitator recaps from the previous lesson Gr 3 pg 93-97
should be Step1: Learners identifying personal qualities - Pictures
able to: that destroy friendships. - A chart
State at least Step2: Telling a stories that show how conflicts - Work cards
three causes of affect friendships. Class discussion causes of
conflicts among conflicts between friends.
friends Step 3: Dramatizing causes of conflicts between
friends. Step 4: Answering oral question.
CONCLUSION:Summarising the main points of
the lesson.
Ways of managing By the end of - Identifying ASSUMED KNOWLEDGE:Learners have had - V.FAREME
conflicts between the lesson - Discussing conflicts with friends INTRODUCTION: The Learners bk
4 friends Learners - Role playing facilitator recaps from the previous lesson by Gr 3 pg 93-97
should be - Conflict asking learners to identify causes of conflicts - Pictures
able to management between friends. Step1: The learners identifying - A chart
Suggest at least personal qualities that destroy friendships. - Work cards
three ways of Step2: Class discussion on conflict resolution
controlling between friends. Step 3: Learners answer
between friends questions on work cards in groups. Feedback on
 group tasks. Step 4: Individual written work
CONCLUSION: Revising work written

4
MORALS AND By the end of - Identifying ASSUMED KNOWLEDGE:Learners know the - FAREME Pry
VALUES the lesson - Critical thinking meaning of respect INTRODUCTION: The Sch Syl Gr3
National value learners - Discussing facilitator explains the terms tolerance and pg 23
systems should be empathy Step 1: The facilitator explains the - V.FAREME
able to concept to the learners Learners bk
K.C- Respect - State the Step 2: The learners identify ways of showing Gr3 pg 98-
importance of tolerance and empathy to others. Class 101
1
Tolerance and having discussion on the importance of having tolerance - Pictures
empathy tolerance and and empathy for others Step 3: Learners answer - Work cards
empathy for question in groups. Feedback on group tasks. - ICT tools
others Step 4: Individual written work
CONCLUSION: Revision of work written
WEEK TOPIC/ OBJECTIVES COMPETENCIES TEACHING/LEARNING METHODS AND RESOURCES EVALUATIVE COMMENTS
ENDING CONTENT (Knowledge, ACTIVITIES /REFS
skills, attitudes) STRENGTHS WEAKNESSES

2 By the end of - Identifying ASSUMED KNOWLEDGE:Learners know the - V.FAREME

the lesson - Critical thinking meaning of respect INTRODUCTION: The recaps Learners bk
Patriotism learners conflict from the previous lesson by asking learners to Gr3 pg 98-
should be - Discussing identify ways of showing empathy and tolerance 101
able to: to others. Step 1: The facilitator explains what - Pictures
- Explain the patriotism means. - Work cards
term patriotism Step 2: Class discussion on ways of showing - ICT tools
patriotism. Step 3: Learners answer question in
groups. Feedback on group tasks.
Step 4: Learners answer oral questions.
CONCLUSION: Summarising the main points of
the lesson.
3 Self-respect By the end of - Identifying ASSUMED KNOWLEDGE:Learners know the - V.FAREME
the lesson - Critical thinking meaning of respect INTRODUCTION: The recaps Learners bk
learners conflict from the previous lesson by asking learners to Gr3 pg 98-
should be - Discussing identify ways of showing patriotism Step 1: The 101
able to: facilitator explains what self-respect means. - Pictures
- State the Step 2: Class discussion on the importance of - Work cards
importance of showing respect to one’s self - ICT tools
having self- Step 3: Learners answer question in groups.
respect Feedback on group tasks.
Step 4: Individual written work.
CONCLUSION: Revision of work written
4 REVISION EX By the end of - Recalling ASSUMEDKNOWLEDGE - V.FAREME
- Rights the lesson Learners have covered the concepts set Learners bk
- Responsibilities learners INTRODUCTION :Class discussion on the Gr3 pg 81-
- Causes of should be concept of writing a revision test 101
conflicts at home able to: STEP 1:The facilitator and the pupils go through - Question
 and with friends - Revise the test before they start writing papers
- Conflict concepts taught STEP 2: Individual written work - Books
management throughout the CONCLUSION: Revision of the test written
- Respect week

5
MORALS AND By the end of - Identifying ASSUMED KNOWLEDGE:Learners have seen - FAREME Pry
VALUES the lesson - Describing various religious symbols INTRODUCTION: The Sch Syl Gr3
Religion on learners - Drawing facilitator explains the term artefacts. pg 23
technology and should be Step 1: The learners identify artefacts displayed - V.FAREME
enterprise able to: by the facilitator. Learners bk
K.C- Religious - Identify at Step 2: Class discussion on religious artefacts. Gr3 pg 102-
artefacts least four Step 3: Learners answer question in groups. 107
1
religious Feedback on group tasks. - Pictures
Artefacts artefacts Step 4: Individual written work. - Work cards
CONCLUSION: Revision of work written - ICT tools
WEEK TOPIC/ OBJECTIVES COMPETENCIES TEACHING/LEARNING METHODS AND RESOURCES EVALUATIVE COMMENTS
ENDING CONTENT (Knowledge, ACTIVITIES /REFS
skills, attitudes) STRENGTHS WEAKNESSES

2 K.C- Religious and By the end of - Identifying ASSUMED KNOWLEDGE:Learners have seen - V.FAREME
technology the lesson - Describing laptops, cell phones INTRODUCTION: The Learners bk
learners - Drawing facilitator explains the term technology Gr3 pg 102-
Artefacts should be Step 1: The learners list different technology 107
able to: tools that can be used in religion. - Pictures
- State at least Step 2: Learners list uses of technology in - Work cards
three uses of religion in groups. - ICT tools
technology in Step 3: Feedback on group tasks and class
religion discussion.
Step 4: Individual written work.
CONCLUSION: Summarising the main points of
the lesson.
3 Impact of By the end of - Identifying ASSUMED KNOWLEDGE:Learners have seen - V.FAREME
technology on the lesson - Describing laptops, cell phones INTRODUCTION: The Learners bk
religion learners - Explaining facilitator recaps from the previous lesson. Gr3 pg 102-
should be - Drawing Step 1: The learners list different technology 107
able to: tools that can be used in religion. - Pictures
- Explain the Step 2: Reading newspaper articles and - Work cards
impact of discussing on the impact of technology in - ICT tools
technology in religion. Step 3: Learners answer question in
religion groups. Feedback on group tasks Step 4:
Individual written work.
CONCLUSION: Revision of work written
4 REVISION By the end of - Identifying ASSUMED KNOWLEDGE:Learners have seen - V.FAREME
Religion and the lesson - Describing laptops, cell phones INTRODUCTION: The Learners bk
technology learners - Drawing facilitator recaps from the previous lesson. Gr3 pg 102-
should be Step 1: The learners list different technology 107
able to: tools that can be used in religion. - Pictures
 - Explain the Step 2: Reading newspaper articles and - Work cards
impact of discussing on the impact of technology in - ICT tools
technology in religion. Step 3: Learners answer question in
religion groups. Feedback on group tasks Step 4:
Individual written work.
CONCLUSION: Revision of work written

6
RELIGION AND By the end of - Identifying ASSUMED KNOWLEDGE:Learners have heard - FAREME Pry
HEALTH the lesson - Describing the term abuse INTRODUCTION: The facilitator Sch Syl Gr3
Religion and learners - Drawing explains the term abuse pg 24
abuse should be Step 1: The facilitator explains on the forms of - V.FAREME
able to: child abuse. Learners bk
K.C- Religion, Step 2: Learners list examples of the four forms Gr3 pg 114-
forms of abuse and - Identify the of abuse. Step 3: Dramatizing on the forms of 115
1
perpetrators four forms of child abuse in groups. - G and C Tr’s
child abuse Step 4: Individual written work. module pg 15
Forms of child CONCLUSION: Revision of work written - Pictures
abuse - Work cards
WEEK TOPIC/ OBJECTIVES COMPETENCIES TEACHING/LEARNING METHODS AND RESOURCES EVALUATIVE COMMENTS
ENDING CONTENT (Knowledge, ACTIVITIES /REFS
skills, attitudes) STRENGTHS WEAKNESSES

Potential By the end of - Identifying ASSUMED KNOWLEDGE:Learners have heard - FAREME Pry
perpetrators of the lesson - Describing the term abuse INTRODUCTION: The facilitator Sch Syl Gr3
2 abuse learners - Explaining recaps from the previous lesson by asking pg 24
should be learners to identify the forms of child abuse. - V.FAREME
able to: Step 1: The facilitator explains the term Learners bk
perpetrator. Gr3 pg 114-
- Identify the Step 2: Learners list examples of potential 115
four forms of perpetrators of child abuse. - G and C Tr’s
child abuse Step 3: Dramatizing to show how parents, module pg 15
teachers, community abuse children. - Pictures
Step 4: Learners answer oral questions. - Work cards
CONCLUSION: Summarising the main points of - ICT tools
the lesson.
Religious solutions By the end of - Identifying ASSUMED KNOWLEDGE:Learners have heard - V.FAREME
to child abuse the lesson - Describing the term abuse INTRODUCTION: The facilitator Learners bk
3 learners - Explaining recaps from the previous lesson by asking Gr3 pg 114-
should be learners to identify potential perpetrators of child 115
able to: abuse. - G and C Tr’s
Step 1: Learners identify the four forms of child module pg 15
- Suggest at abuse - Pictures
least three Step 2: Class discussion on religious solutions to - Work cards
religious child abuse. - ICT tools
solutions to Step 3: Learners answer question in groups.
child abuse Feedback on group tasks
Individual written work.
 CONCLUSION: Revision of work written
REVISION EX By the end of - Recalling ASSUMEDKNOWLEDGE - V.FAREME
- Religious the lesson Learners have covered the concepts set Learners bk
4 artefacts learners INTRODUCTION :Class discussion on the Gr3 pg 101-
- Technology used should be concept of writing a revision test 107
in religion able to: STEP 1:The facilitator and the pupils go through - Question
- Forms of abuse - Revise the test before they start writing papers
- Perpetrators of concepts taught STEP 2: Individual written work - Books
child abuse throughout the CONCLUSION: Revision of the test written
week

7
RELIGION AND By the end of - Identifying ASSUMED KNOWLEDGE:Learners know the - FAREME Pry
HEALTH the lesson - Describing meaning of male and female Sch Syl Gr3
Religion and learners - Explaining INTRODUCTION: The facilitator explains the pg 24
gender roles should be - Critical thinking term gender - V.FAREME
K.C- Religion and able to: Step 1: The facilitator explains on gender roles. Learners bk
gender roles Step 2: Learners outline gender roles in groups. Gr3 pg 114-
- Outline gender Step 3: Feedback on group tasks and class 115
1
Gender roles roles discussion. - Pictures
Step 4: Individual written work. - Work cards
CONCLUSION: Revision of work written - ICT tools
WEEK TOPIC/ OBJECTIVES COMPETENCIES TEACHING/LEARNING METHODS AND RESOURCES EVALUATIVE COMMENTS
ENDING CONTENT (Knowledge, ACTIVITIES /REFS
skills, attitudes) STRENGTHS WEAKNESSES

Religion and By the end of - Identifying ASSUMED KNOWLEDGE:Learners know - V.FAREME

sexuality the lesson - Describing differences between boys and girls Learners bk
2 K.C- Sex learners - Explaining INTRODUCTION: The facilitator and the learners Gr3 pg 114-
identification should be - Critical thinking play the game “Express…” while naming girl 115
able to: names. - Pictures
Characteristics of Step 1: Learners identify characteristics of girls - Work cards
girls - Identify at Step 2: Class discussion on characteristics of - ICT tools
least three girls
characteristics Step 3: Learners answer question in groups.
of girls Feedback on group tasks
Step 4: Individual written work.
CONCLUSION: Revision of work written
Characteristics of By the end of - Identifying ASSUMED KNOWLEDGE:Learners know - V.FAREME
boys the lesson - Describing differences between boys and girls Learners bk
3 learners - Explaining INTRODUCTION: The facilitator recaps from the Gr3 pg 114-
should be - Critical thinking previous lesson by asking learners to identify 115
able to: characteristics of characteristics of girls and boys - Pictures
Step 1: Learners identify characteristics of boys - Work cards
- Identify at Step 2: Class discussion on similarities and - ICT tools
least three differences between girls and boys. Step 3:
characteristics Learners answer question in groups. Feedback on
of girls group tasks Step 4: Individual written work.
 CONCLUSION: Summarising the main points of
the lesson.
Religious practices By the end of - Identifying ASSUMED KNOWLEDGE:Learners know - V.FAREME
on sexuality the lesson - Describing differences between boys and girls Learners bk
4 learners - Explaining INTRODUCTION: The facilitator and the learners Gr3 pg 114-
should be - Critical thinking play the game “Express…” while naming boy 115
able to: names. - Pictures
Step 1: Learners identify characteristics of - Work cards
- List at least characteristics of girls and boys - ICT tools
four religious Step 2: Class discussion on religious practices
practices on on sexuality Step 3: Learners answer question in
sexuality groups. Feedback on group tasks Step 4:
Individual written work. CONCLUSION: Revision
of work written

8
RELIGION AND By the end of - Identifying ASSUMED KNOWLEDGE:Learners have heard - FAREME Pry
HEALTH the lesson - Describing about HIV/AIDS Sch Syl Gr3
Religion, HIV and learners - Explaining INTRODUCTION: The facilitator explains the pg 24
AIDS should be - Critical thinking terms HIV/AIDS - V.FAREME
K.C- Sex able to: Step 1: Class discussion on the meaning of Learners bk
identification HIV/AIDS. Gr3 pg 116-
- List at least Step 2: Learners identify causes of HIV/AIDS on 120
Causes of HIV and causes of pictures displayed by the facilitator. - G and C Tr’s
1
AIDS HIV/AIDS Step 3: Learners answer question in groups. module pg 12
Feedback on group tasks - Pictures
Step 4: Individual written work. CONCLUSION: - Work cards
Revision of work written
WEEK TOPIC/ OBJECTIVES COMPETENCIES TEACHING/LEARNING METHODS AND RESOURCES EVALUATIVE COMMENTS
ENDING CONTENT (Knowledge, ACTIVITIES /REFS
skills, attitudes) STRENGTHS WEAKNESSES

Religious facts on By the end of - Identifying ASSUMED KNOWLEDGE:Learners have heard - V.FAREME
HIV/AIDS the lesson - Describing about HIV/AIDS Learners bk
2 learners - Explaining INTRODUCTION: The facilitator recaps from the Gr3 pg 116-
should be - Critical thinking previous lesson by asking learners to explain the 120
able to: terms HIV/AIDS Step 1: Learners list causes of - G and C Tr’s
HIV/AIDS module pg 12
- Give at least Step 2: Class discussion on facts on HIV/AIDS - Pictures
three facts on Step 3: Learners answer question in groups. - Work cards
H/V/AIDS Feedback on group tasks
Step 4: Individual written work.
CONCLUSION: Summarising the main points of
the lesson.
Dissemination of By the end of - Identifying ASSUMED KNOWLEDGE:Learners have heard - V.FAREME
information on the lesson - Describing about HIV/AIDS Learners bk
3 HIV/AIDS learners - Explaining INTRODUCTION: The learners are asked to Gr3 pg 116-
should be - Critical thinking explain the terms HIV/AIDS Step 1: Learners list 120
 able to: causes of HIV/AIDS Step 2: Class discussion on - G and C Tr’s
ways of disseminating information on HIV/AIDS. module pg 12
- Disseminate Step 3: Learners do projects to disseminate - Pictures
information on information on HIV/AIDS to the community. - Work cards
HIV/AIDS Groups present their work. Step 4: Individual - Banners
written work. - ICT tools
CONCLUSION: Summarising the main points of
the lesson.
REVISION EX By the end of - Recalling ASSUMEDKNOWLEDGE - V.FAREME
- Gender roles the lesson Learners have covered the concepts set Learners bk
4 - Characteristics of learners INTRODUCTION :Class discussion on the Gr3 pg 107-
boys and girls should be concept of writing a revision test 120
- Religious able to: STEP 1:The facilitator and the pupils go through - Question
practices on - Revise the test before they start writing papers
sexuality concepts taught STEP 2: Individual written work - Books
- Causes of throughout the CONCLUSION: Revision of the test written
HIV/AIDS week

9
HEALTH LIVING By the end of - Identifying ASSUMED KNOWLEDGE:Learners bath every - FAREME Pry
Health living the lesson - Describing day Sch Syl Gr3
K.C- Personal learners - Explaining INTRODUCTION: The facilitator explains the pg 25
hygiene should be - Critical thinking term personal hygiene Step 1: Learners name - V.FAREME
able to: body parts Step 2: The learners state ways of Learners bk
Keeping the body - Identify at keeping the body clean. Class discussion on ways Gr3 pg 121-
clean least four ways keeping the body clean Step 3: Learners answer 125
of keeping the question in groups. Feedback on group tasks - G and C Tr’s
1
body clean Step 4: Learners answer oral questions on module pg 12
personal hygiene. - Pictures
CONCLUSION: Summarising the main points of - Work cards
the lesson.

WEEK TOPIC/ OBJECTIVES COMPETENCIES TEACHING/LEARNING METHODS AND RESOURCES EVALUATIVE COMMENTS
ENDING CONTENT (Knowledge, ACTIVITIES /REFS
skills, attitudes) STRENGTHS WEAKNESSES

Good health habits By the end of - Identifying ASSUMED KNOWLEDGE:Learners bath every - V.FAREME
the lesson - Describing day Learners bk
2 learners - Explaining INTRODUCTION: The facilitator explains what Gr3 pg 121-
should be - Critical thinking health habits are Step 1: Learners list good 125
able to: healthy habits. Step 2: Class discussion on good - G and C Tr’s
- Identify at health habits module pg 12
least four good Step 3: Learners participate in games that - Pictures
health habits promote good health habits in groups - Work cards
Step 4: Learners write a class exercise
individually.
CONCLUSION: Summarising the main points of
 the lesson.

Good eating habits By the end of - Identifying ASSUMED KNOWLEDGE:Learners eat food - V.FAREME
the lesson - Describing every day Learners bk
3 learners - Explaining INTRODUCTION: The facilitator recaps from the Gr3 pg 121-
should be - Critical thinking previous lesson. 125
able to: Step 1: Learners list good eating habits - G and C Tr’s
- Suggest at Step 2: Class discussion on good eating habits module pg 12
least four good Step 3: Learners answer question in groups. - Samples of
eating habits Feedback on group tasks Step 4: Learners write food
a class exercise individually. - Pictures
CONCLUSION: Summarising the main points of - Work cards
the lesson.

10
MORAL AND By the end of - Identifying ASSUMED KNOWLEDGE:Learners know what is - FAREME Pry
VALUES the lesson - Critical thinking good and bad INTRODUCTION: The facilitator Sch Syl Gr3
Concept of moral learners conflict explains the term moral. pg 14-23
and values should be - Discussing Step 1: The learners list good morals. - V.FAREME
K.C- Right and able to Step 2: Class discussion on good morals. Learners bk
Wrong - List at least Step 3: Learners answer question in groups. Gr3 pg 37-70
three good Feedback on group tasks Step 4: Learners write - Pictures
1
Good morals morals a class exercise individually. - Work cards
CONCLUSION: Summarising the main points of - ICT tools
the lesson.

Bad morals By the end of - Identifying ASSUMED KNOWLEDGE:Learners know what is - V.FAREME
the lesson - Critical thinking good and bad Learners bk
2 learners conflict INTRODUCTION: The facilitator explains the Gr3 pg 37-70
should be - Discussing term moral. - Pictures
able to Step 1: The learners list bad morals. - Work cards
- List at least Step 2: Class discussion on bad morals. - ICT tools
three bad Step 3: Learners answer question in groups.
morals Feedback on group tasks Step 4: Learners
answer oral questions.
CONCLUSION: Summarising the main points of
the lesson.
WEEK TOPIC/ OBJECTIVES COMPETENCIES TEACHING/LEARNING METHODS AND RESOURCES EVALUATIVE COMMENTS
ENDING CONTENT (Knowledge, ACTIVITIES /REFS
skills, attitudes) STRENGTHS WEAKNESSES

3 Attributes of good By the end of - Identifying ASSUMED KNOWLEDGE:Learners know what is - V.FAREME
morals the lesson - Critical thinking good and bad Learners bk
learners conflict INTRODUCTION: The facilitator explains the Gr3 pg 37-70
should be - Discussing term moral. - Pictures
able to Step 1: The learners list attributes of good - Work cards
- List at least morals. - ICT tools
three attributes Step 2: Class discussion on attributes of good
 of good morals morals.
Step 3: Learners answer question in groups.
Feedback on group tasks
Step 4: Learners answer oral questions.
CONCLUSION: Summarising the main points of
the lesson.
REVISION EX By the end of - Recalling ASSUMEDKNOWLEDGE - V.FAREME
- Personal hygiene the lesson Learners have covered the concepts set Learners bk
4 - Good eating learners INTRODUCTION :Class discussion on the Gr3 pg 125-
habits should be concept of writing a revision test - Question
- Good health able to: STEP 1:The facilitator and the pupils go through papers
habits - Revise the test before they start writing - Books
- Good morals concepts taught STEP 2: Individual written work
throughout the CONCLUSION: Revision of the test written
week

11
REVISION By the end of - Recalling ASSUMEDKNOWLEDGE - V.FAREME
- Family the lesson Learners have covered the concepts set Learners bk
- Religion learners INTRODUCTION :Class discussion on the Gr3 pg 1-125
- Moral values should be concept of writing a revision test - Question
- Religion and able to: STEP 1:The facilitator and the pupils go through papers
Health - Revise the test before they start writing - Books
concepts taught STEP 2: Individual written work
throughout the CONCLUSION: Revision of the test written
year
END OF
12
By the end of - Recalling ASSUMEDKNOWLEDGE - Question
the lesson Learners have covered the concepts set papers
YEAR learners
should be
INTRODUCTION :Class discussion on the
concept of writing a revision test
- Answer
sheets
EXAMS able to STEP 1:The facilitator and the pupils go through
To the test before they start writing
- Revise STEP 2: Individual written work

13
- Paper 2
- Paper 1 concepts taught CONCLUSION: Revision of the test written
throughout the
year

GUIDANCE AND COUNSELLING

TOPICS TO BE COVERED
 Relationships
 Human growth and development

BROAD AIMS
1. To help learners acquire and apply necessary skills in handling conficts at home and in the community
2. To assist learners acquire knowledge on how change influences their behaviour and other risk to HIV infection.
WEEK TOPIC/ OBJECTIVES COMPETENCIES TEACHING/LEARNING ACTIVITIES RESOURCE EVALUATIVE COMMENTS
ENDING CONTENT (Knowledge, S / REFS
SRENGTHS WEAKNESSES
skills, attitudes)
Relationships By the end - Identifying ASSUMED KNOWLEDGE:Learners have seen - G and C

1
Conflict mgt of the - Discussing conflicts at home INTRODUCTION: The facilitator T’rs Manual
and conflict lesson - Role playing explains the term conflict. Step1: Identifying pg 8
resolution Learners personal qualities that destroy relationships. - Pictures
Causes of should be Step2: Telling a stories that show how conflicts - Videos
conflicts at able to affect relationships. Class discussion causes of
home, school State at least conflicts at home, school and in the community.
and the three causes Step 3: Dramatizing causes of conflicts at home in
community of conflicts groups. Step 4: Individual written work
CONCLUSION:Summarising the main points of the
lesson.

2
Relationships By the end - Identifying ASSUMED KNOWLEDGE:Learners have seen - G and C
Conflict mgt of the - Discussing conflicts at home INTRODUCTION: The facilitator T’rs Manual
and conflict lesson - Role playing recaps from the previous lesson by asking learners pg 8
resolution Learners to identify causes of conflicts at home, school and - Pictures
Ways of should be the community. - Videos
22.09.17
resolving able to Step1: The learners identifying personal qualities
conflicts at Suggest at that destroy relationships.
home, school least three Step2: Class discussion on conflict resolution at
and the ways of home, school and the community.
community resolving Step 3: Dramatizing on conflict resolution
conflicts Step 4: Individual written work
CONCLUSION: Revising work written

3
Relationships By the end - Identifying ASSUMED KNOWLEDGE:Learners come from - G and C
Stigma and of the - Discussing different backgrounds. T’rs Manual
discriminatio lesson - Critical INTRODUCTION: The facilitator explains the term pg 9
n Learners thinking stigma and discrimination - Pictures
Definition and should be Step1: The learners list causes of stigma and - Videos
29.09.17
causes of able to discrimination.
stigma and List at least Step2: Class discussion on causes of stigma and
discrimination four causes of discrimination.
stigma and Step 3: Dramatizing on causes of stigma and
discriminatio discrimination
n Step 4: Individual written work
CONCLUSION:Summarising the main points of the
lesson

4
Relationships By the end - Identifying ASSUMED KNOWLEDGE:Learners come from - G and C
Stigma and of the - Discussing different backgrounds. INTRODUCTION: The T’rs Manual
discriminatio lesson - Critical facilitator recaps from the previous lesson by asking pg 9
n Learners thinking learners to list effects of stigma and discrimination - Pictures
Effects of should be Step1: The learners list effects of stigma and - Videos
06.10.17
stigma and able to discrimination.
discrimination List at least Step2: Class discussion on effects of stigma and
four effects of discrimination. Step 3: Dramatizing effects of
 stigma and stigma and discrimination. Acting out dramas in
discriminatio front of the class
n Step 4: Individual written work
CONCLUSION: Revising work written
WEEK TOPIC/ OBJECTIVES COMPETENCIES TEACHING/LEARNING ACTIVITIES RESOURCE/ EVALUATIVE COMMENTS
ENDING CONTENT (Knowledge, REFS
SRENGTHS WEAKNESSES
skills, attitudes)

5
Relationships By the end - Identifying ASSUMED KNOWLEDGE:Learners come from - G and C
Stigma and of the - Discussing different backgrounds. INTRODUCTION: The T’rs Manual
discriminatio lesson - Critical facilitator recaps from the previous lesson by asking pg 9
n Learners thinking learners to list effects of stigma and discrimination - Chart
Ways of should be Step1: Class discussion on effects of stigma and - Pictures
13.10.17
dealing with able to discrimination. - Videos
stigma and Suggest ways Step2: In groups, the learners suggest ways of
discrimination of dealing dealing with stigma and discrimination Step 3:
in the with stigma Feedback on group tasks and class discussion
community and Step 4: Individual written work
discriminatio CONCLUSION:Summarising the main points of the
n in the lesson
community

6
HUMAN By the end - Identifying ASSUMED KNOWLEDGE:Learners know the - G and C
GROWTH of the - Discussing meaning of male and female INTRODUCTION: The T’rs Manual
AND DVPT lesson - Drawing facilitator explains the term reproductive anatomy pg 10
Male and Learners Step1: Learners with the help of pictures name - Chart
female should be parts on the male reproductive anatomy - Pictures
20.10.17
reproductive able to Step2: Class discussion on parts on the male - ICT tools
anatomy Name parts reproductive anatomy
The male on the male Step 3: In groups, the learners label the male
reproductive reproductive reproductive anatomy. Feedback on group tasks
anatomy anatomy Step 4: Individual written work
CONCLUSION: Revising work written

7
HUMAN By the end - Identifying ASSUMED KNOWLEDGE:Learners know the - G and C
GROWTH of the - Discussing meaning of male and female INTRODUCTION: The T’rs Manual
AND DVPT lesson - Drawing facilitator explains the term reproductive anatomy pg 10
Male and Learners Step1: Learners with the help of pictures name - Chart
female should be parts on the female reproductive anatomy - Pictures
27.10.17
reproductive able to Step2: Class discussion on parts on the female - ICT tools
anatomy Name parts reproductive anatomy Step 3: In groups, the
The female on the female learners write differences between the male and the
reproductive reproductive female reproductive anatomy. Feedback on group
anatomy anatomy tasks
Step 4: Individual written work
CONCLUSION:Summarising the main points of the
lesson
8
HUMAN By the end - Identifyng ASSUMED KNOWLEDGE:Learners know the - G and C
GROWTH of the - Describing meaning of male and female T’rs Manual
AND DVPT lesson - Explaining INTRODUCTION: The facilitator explains the term pg 10
Sex and learners - Critical thinking gender - Chart
sexuality should be Step 1: The facilitator explains on gender roles. - Pictures
03.11.17
able to: Step 2: Learners outline gender roles in groups. - ICT tools
Sex and Step 3: Feedback on group tasks and class
gender roles - Outline discussion.
gender roles Step 4: Individual written work.
CONCLUSION: Revision of work written
WEEK TOPIC/ OBJECTIVES COMPETENCIES TEACHING/LEARNING ACTIVITIES RESOURCE EVALUATIVE COMMENTS
ENDING CONTENT (Knowledge, S /REFS
STRENGTHS WEAKNESSES
skills, attitudes)

9
HUMAN By the end - Identifyng ASSUMED KNOWLEDGE:Learners know the - G and C
GROWTH of the - Describing meaning of male and female T’rs Manual
AND DVPT lesson - Explaining INTRODUCTION: The facilitator explains the pg 10
Sex and learners - Critical thinking sexuality - Chart
sexuality should be Step 1: The facilitator explains the concept to the - Pictures
10.11.17
able to: learners. - ICT tools
Sexuality Step 2: Class discussion on sexuality
education - Answer at Step 3: In groups, the learners answer questions on
least five sexuality. Feedback on group tasks.
questions on Step 4: Individual written work.
sexuality CONCLUSION: Revision of work written

10
HUMAN By the end - Identifyng ASSUMED KNOWLEDGE:Learners know bodies - G and C
GROWTH of the - Describing change as we grow T’rs Manual
AND DVPT lesson - Explaining INTRODUCTION: The facilitator explains the term pg 10
Puberty learners - Critical thinking puberty - Chart
17.11.17
Development should be Step 1: The learners identify changes that happen - Pictures
of girls and able to: to boys and girls as they grow. - ICT tools
boys State at least Step 2: Class discussion on changes that happen to
five changes boys and girls as they grow.
that happen Step 3: In groups, the learners answer questions on
to boys and sexuality. Feedback on group tasks.
girls when Step 4: Individual written work.
they are CONCLUSION: Summarising the main points of the
growing lesson

11
REVISION During the - Recalling ASSUMEDKNOWLEDGE - G and C
- Conflict lesson - Writing Learners have covered the concepts set T’rs Manual
management learners INTRODUCTION :Class discussion on the concept of pg 8-10
and resolution will: writing a revision test - Test
24.11.17
- Stigma and - Revise STEP 1:The facilitator and the pupils go through the papers
discrimination concepts test before they start writing - Charts
- Male and taught STEP 2: Individual written work - Pictures
female throughout CONCLUSION: Revision of the test written
reproductive the term
anatomy
 - Sex and
sexuality
- Puberty

12 END OF During the - Recalling ASSUMEDKNOWLEDGE - Test

lesson - Writing Learners have covered the concepts set papers
01/12.17 YEAR learners
will:
INTRODUCTION :Class discussion on the concept of
writing a revision test
- Answer
sheets
TO
EXAMS - Revise STEP 1:The facilitator and the pupils go through the
13 concepts
taught
test before they start writing
STEP 2: Individual written work
08.12.17 throughout CONCLUSION: Revision of the test written
the year

HERITAGE –SOCIAL STUDIES

TOPICS TO BE COVERED

 Shelter
 Social services and Volunteerism
 Natural heritage: Production, distribution and
consumption of goods and services
 Transport and Communication
 - Work and leisure
 Global issues
BROAD AIMS
 To enable learners to:
a) Identify appropriate shelter for human and animals
b) Understand global environmental issues that affect our livelihood
c) Appreciate the need for transport and communication
d) Appreciate the need for equal opportunities for all sensitivity to the needsof the disadvantaged and vulnerable groups

WEEK TOPIC/ OBJECTIVES COMPETENCIES TEACHING/LEARNING METHODS AND ACTIVITIES RESOURCES EVALUATIVE COMMENTS
ENDING CONTENT (Knowledge, / REFS STRENGTHS WEAKNESSES
skills,
attitudes)

1
SHELTER By the end - Naming ASSUMED KNOWLEDGE: Learners know the meaning - Heritage
Functions of of the - Identifying of shelter studies Gr 3-7
buildings and lesson - Describing INTRODUCTION: The facilitator explains the term Syl pg
other types of learners - Drawing shelter. - Ventures
shelter should be STEP 1: Learners list types of human shelter H.SS Gr3 pps
able to: STEP 2: Class discussion on uses of other human bk
Human shelter shelter. - Pictures of
- List at least STEP 3: In groups, learners match shelter to its use. shelter
four types of Feedback on group tasks. - Work cards
human STEP 4: Individual written work.
shelter CONCLUSION: Saying out types of human shelter
Animal shelter By the end - Naming ASSUMED KNOWLEDGE: Learners know the meaning - Heritage
of the - Identifying of shelter studies Gr 3
lesson - Describing INTRODUCTION: The facilitator recaps from the Syll pg
learners - Drawing previous lesson by asking learners tto name human - Ventures
should be shelter. H.SS Gr3 pps
able to: STEP 1: Learners list types of animal shelter bk
- List at least STEP 2: Class discussion on animal shelter. - Pictures of
four types of STEP 3: In groups, learners match animals to its shelter
animal shelter. Feedback on group tasks. - Work cards
shelter STEP 4: Individual written work.
CONCLUSION: Revision of work written
Functions of By the end - Naming ASSUMED KNOWLEDGE: Learners know the meaning - Heritage
different types of the - Identifying of shelter studies Gr 3
of shelter lesson - Describing INTRODUCTION: The learners play the game Express Syl pg
learners - Drawing while naming different types of shelter. - Ventures
should be STEP 1: Learners state uses of shelter shown on H.SS Gr3 pps
able to: pictures. bk
STEP 2: Class discussion on uses of types of shelter. - Pictures of
Give at least STEP 3: In groups, learners answer questions on shelter
 three functions of shelter. Feedback on group tasks. - Work cards
functions of STEP 4: Individual written work.
different CONCLUSION: Revision of work written
types of
shelter

2
SHELTER By the end ASSUMED KNOWLEDGE: Learners have heard about - Heritage
Shelter and of the week Great Zimbabwe studies Gr 3-7
heritage sites learners INTRODUCTION: The facilitator explains key words Syl pg
should be STEP 1: Facilitator explains about Great Zimbabwe as - Ventures
The Great able to: a heritage sites H.SS Gr3 pps
Zimbabwe - Answer at STEP 2: Class discussion onGreat Zimbabwe bk
least three STEP 3: Learners answer questions on the Great - Pictures of
questions on Zimbabwe in groups. Feedback on group tasks. heritage sites
the Great STEP 4: Individual written work. found in
Zimbabwe CONCLUSION: Summarizing the lesson through Zimbabwe
question and answer - ICT tools
- Work cards

WEEK TOPIC/ OBJECTIVES COMPETENCIES TEACHING/LEARNING METHODS AND ACTIVITIES RESOURCES EVALUATIVE COMMENTS
ENDING CONTENT (Knowledge, / REFS STRENGTHS WEAKNESSES
skills,
attitudes)
SHELTER By the end ASSUMED KNOWLEDGE: Learners have heard about - Ventures
Shelter and of the week Great Zimbabwe H.SS Gr3 pps
heritage sites learners INTRODUCTION: The facilitator recaps from the bk
should be previous lesson by asking learners questions on the - Pictures of
The Matopo hills able to: Great Zimbabwe heritage sites
- Answer at STEP 1: Facilitator explains about Matopo hills as a found in
least three heritage sites STEP 2: Class discussion onMatopo hills Zimbabwe
questions on STEP 3: Learners answer questions on the Matopo - ICT tools
Matopo hills hills in groups. Feedback on group tasks. - Work cards
STEP 4: Learners answer oral questions.
CONCLUSION: Summarizing the lesson through
question and answer
SHELTER By the end ASSUMED KNOWLEDGE: Learners have heard about - Ventures
Shelter and of the week Great Zimbabwe INTRODUCTION: The facilitator H.SS Gr3 pps
heritage sites learners explains key words STEP 1: Facilitator explains about bk
should be Gonakudzingwa as a heritage sites STEP 2: Class - Pictures of
Gonakudzingwa able to: discussion onGonakudzingwa STEP 3: Learners heritage sites
- Answer at answer questions on Gonakudzingwa in groups. found in
least three Feedback on group tasks. Zimbabwe
questions on STEP 4: Individual written work - ICT tools
Gonakudzing CONCLUSION: Summarizing the lesson through - Work cards
wa question and answer
REVISION EX By the end - Recalling ASSUMEDKNOWLEDGE - Ventures
- Types of of the - Writing Learners have covered the concepts set H.SS Gr3 pps
shelter lesson INTRODUCTION :Class discussion on the concept of bk
 - Functions of learners writing a revision test - Test papers
different types should be STEP 1:The facilitator and the pupils go through the - Books
of shelter able to: test before they start writing
- Heritage sites - Revise STEP 2: Individual written work
concepts CONCLUSION: Revision of the test written
taught
throughout
the week

3
SOCIAL By the end - Identifying ASSUMED KNOWLEDGE: Learners go to school - Ventures
SERVICES of the week - Describing INTRODUCTION: The facilitator explains to the H.SS Gr3 pps
AND learners - Explaining learners what education is. bk
VOLUNTEERIS should be STEP 1: The learners identifygovernment institutions - A chart
M able to: where education is obtained - Pictures
Government -Identify at STEP 2: Class discussion ongovernment institutions - ICT tools
as a social least three where education is obtained - Work cards
service gvt STEP 3: Learners answer questions in groups.
provider institutions Feedback on group tasks.
Social Services where STEP 4: Learners answer oral questions.
* Education education is CONCLUSION: Summary of the lesson
obtained
WEEK TOPIC/ OBJECTIVES COMPETENCIES TEACHING/LEARNING METHODS AND ACTIVITIES RESOURCES EVALUATIVE COMMENTS
ENDING CONTENT (Knowledge, / REFS STRENGTHS WEAKNESSES
skills,
attitudes)
* Health By the end - Identifying ASSUMED KNOWLEDGE: Learners have been to a - Ventures
of the week - Describing clinic, hospital before H.SS Gr3 pps
learners - Explaining INTRODUCTION: The facilitator explains to the bk
should be learners what health is. - A chart
able to: STEP 1: The learners identifygovernment institutions - Pictures
-Identify at where health is obtained STEP 2: Class discussion - ICT tools
least three ongovernment institutions where health is obtained - Work cards
gvt STEP 3: Learners answer questions in groups.
institutions Feedback on group tasks. STEP 4: Individual written
where health work
is offered CONCLUSION: Individual written work
* Recreation By the end - Identifying ASSUMED KNOWLEDGE: Learners have heard about - Ventures
of the - Discussing Great Zimbabwe, Victoria Falls H.SS Gr3 pps
lesson INTRODUCTION: The facilitator recaps from the bk
learners previous lesson STEP 1: Learners identify recreational - A chart
should be placesdisplayed on pictures. - Pictures
able to: STEP 2:Class discussion on recreational places found - ICT tools
- List at least in Zimbabwe - Work cards
four STEP 3: In groups, the learners answer questions.
recreational Feedback on group tasks.
places found STEP 4: Individual written work.
in Zimbabwe CONCLUSION: Revision of work written
* Transport By the end - Identifying ASSUMED KNOWLEDGE: Learners know types of - Ventures
 of the - Discussing transport H.SS Gr3 pps
lesson - Dramatizing INTRODUCTION: The facilitator recaps from the bk
learners previous lesson - A chart
should be STEP 1: The learners identify types of transport - Pictures
able to: displayed by the facilitator. - ICT tools
- Give at least STEP 2: Class discussion on types of transport. - Work cards
three types of STEP 3: In groups, the learners answer questions.
transport Feedback on group tasks.
STEP 4: Individual written work.
CONCLUSION: Revision of work written

4
SOCIAL By the end - Identifying ASSUMED KNOWLEDGE: Learners have friends who - Heritage S.S
SERVICES of the - Discussing are orphans Intro The facilitator explains the term Gr3 Syl pg
AND lesson orphan Step1.Explaining the concept to learners - Ventures
VOLUNTEERIS Learners Step2.Learners identify ways of helping Class H.SS Gr3 pps
M should be discussion on caring for the orphans in the community bk
The needy in able to Step 3 Role playing ways of helping the orphans in - A chart
the society State at least groups. Groups present before the class. Step 4 - Pictures
three ways of Individual written work exercise Conclusion - ICT tools
The orphans helping the Summarising concept learnt through question and - Work cards
orphans answer
WEEK TOPIC/ OBJECTIVES COMPETENCIES TEACHING/LEARNING METHODS AND ACTIVITIES RESOURCES EVALUATIVE COMMENTS
ENDING CONTENT (Knowledge, / REFS STRENGTHS WEAKNESSES
skills,
attitudes)
The Elderly By the end - Identifying Assumed knowledge - Ventures
of the - Discussing Learners know people who are aged H.SS Gr3 pps
lesson Intro Recap of the previous lesson on the caring of bk
Learners orphans Step 1. Learners identify ways of helping the - A chart
should be aged. Discussion on the problems faced by the old - Pictures
able to aged people - ICT tools
- List at least Step 2. Class discussion on ways of helping the aged. - Work cards
three ways of Step 3. In groups learners answer questions.
helping the Feedback on group tasks.
aged. Step 4. Individual written work
Conclusion. Revising work done

The By the end - Identifying Assumed knowledge Learners have seen - Ventures
economically of the - Discussing handicapped people Intro Learners identify people H.SS Gr3 pps
challenged lesson who need help Step1.The facilitator explains the bk
Learners concept to children - A chart
should be Step2. Class discussion on ways of helping - Pictures
able to: handicapped people. - ICT tools
- Identify Step 3 In groups, learners write ways of helping the - Work cards
ways of handicapped. Feedback on group tasks.
caring for the Step 4 Learners answer oral
financially Conclusion. Learners summarize the lesson in their
challenged own words
 REVISION EX By the end - Recalling ASSUMEDKNOWLEDGE - Ventures
- Social services of the - Writing Learners have covered the concepts set H.SS Gr3 pps
- The needy in lesson INTRODUCTION :Class discussion on the concept of bk
the society learners writing a revision test - Test papers
should be STEP 1:The facilitator and the pupils go through the - Books
able to: test before they start writing
- Revise STEP 2: Individual written work
concepts CONCLUSION: Revision of the test written
taught
throughout
the week

NATURAL By the end - Identifying ASSUMEDKNOWLEDGE: Learners are aware different - H.S.S Syl pg

5
HERITAGE of the week - Describing resources INTRODUCTION: Facilitator explains key 14-16
Natural learners - Discussing words - V.
Resources should be STEP 1: The learners identify the resources displayed H.S.Studies
Land and able to: on pictures Learners Bk
Vegetation State at least STEP 2: Class discussion on uses of land and Gr3 pg
three vegetation as resources. -ICT tools
benefits of STEP 3: Learners answer questions in groups. - The local
land and Feedback on group tasks. environment
vegetation STEP 4: Individual written work CONCLUSION: - Pictures
Revision of work written - Work cards
WEEK TOPIC/ OBJECTIVES COMPETENCIES TEACHING/LEARNING METHODS AND ACTIVITIES RESOURCES EVALUATIVE COMMENTS
ENDING CONTENT (Knowledge, / REFS STRENGTHS WEAKNESSES
skills,
attitudes)
Minerals and By the end - Identifying ASSUMEDKNOWLEDGE: Learners are aware different - V.
animals of the week - Describing resources INTRODUCTION: Facilitator explains key H.S.Studies
learners - Discussing words Learners Bk
should be STEP 1: The learners identify the resources displayed Gr3 pg
able to: on pictures -ICT tools
Identify at STEP 2: Class discussion on the importance of - The local
least four minerals and animals as resources. environment
minerals and STEP 3: Learners answer questions in groups. - Pictures
animals found Feedback on group tasks. - Work cards
in Zimbabwe STEP 4: Individual written work CONCLUSION:
Learners summarize the lesson in their own words
Water By the end - Identifying ASSUMEDKNOWLEDGE: Learners use water every
of the week - Describing day.
learners - Discussing INTRODUCTION: The learners list sources of water
should be STEP 1: The learners state uses of water
able to: STEP 2: Class discussion on the importanceof water
List at least for our livelihood
four uses of STEP 3: Learners answer questions in groups.
water in the Feedback on group tasks
locality STEP 4: Learners answer oral questions.
 CONCLUSION: Learners summarize the lesson in their
own words
Air and Sunlight By the end - Identifying ASSUMEDKNOWLEDGE: Learners are aware of diff - V. H.S.S
of the week - Describing natural resources Learners Bk
learners - Discussing INTRODUCTION: Recap of the previous lesson Gr3 pg
should be STEP 1: The learners state the importance of air and -ICT tools
able to: sunlight in our lives - The local
State the STEP 2: Class discussion on the importanceof air and environment
benefits of air sunlight - Pictures
and sunlight STEP 3: Learners answer questions in groups. - Work cards
in the local Feedback on group tasks
environment STEP 4: Learners answer oral questions.
CONCLUSION: Learners summarize the lesson in their
own words

6
NATURAL By the end ASSUMEDKNOWLEDGE: Learners eat food every day - H.S.S Syl pg
HERITAGE of the week INTRODUCTION: Learners play the game Ndodya… 14-16
Food and cash learners STEP 1: The learners name food crops. - Ventures
crops should be STEP 2: Class discussion on food crops. Heritage-
able to: STEP 3: Learners give examples of products that Social Studies
Food crops come from food crops in groups. Feedback on group Learners Bk
Name at least tasks Gr 3 page
four food STEP 4: Learners answer oral questions. - Pictures
crops CONCLUSION: Learners summarize the lesson in their - Samples of
own words food
WEEK TOPIC/ OBJECTIVES COMPETENCIES TEACHING/LEARNING METHODS AND ACTIVITIES RESOURCES EVALUATIVE COMMENTS
ENDING CONTENT (Knowledge, / REFS STRENGTHS WEAKNESSES
skills,
attitudes)
Cash crops By the end ASSUMEDKNOWLEDGE: Learners know crops - Ventures
of the week INTRODUCTION: The facilitator recaps from the Heritage-
learners previous lesson by asking learners to name food crops. Social Studies
should be STEP 1: The learners name food crops displayed on the Learners Bk
able to: pictures. Gr 3 page
STEP 2: Class discussion on cash crops. - Pictures
Name at least STEP 3: Learners give examples of products that
four cash come from cash crops in groups. Feedback on group
crops tasks
STEP 4: Learners write a class exercise.
CONCLUSION: Learners name food and cash crops
REVISION EX By the end - Recalling ASSUMEDKNOWLEDGE - Ventures
- Natural of the - Writing Learners have covered the concepts set H.SS Gr3 pps
resources lesson INTRODUCTION :Class discussion on the concept of bk
- Food crops learners writing a revision test - Test papers
- Cash crops should be STEP 1:The facilitator and the pupils go through the - Books
able to: test before they start writing
- Revise STEP 2: Individual written work
concepts CONCLUSION: Revision of the test written
 taught
throughout
the week

7
NATURAL By the end - Identifying ASSUMED KNOWLEDGE : Learners know what land is - Heritage S.S
HERITAGE of the - Speaking INTRODUCTION: The facilitator explains the term Gr 3 Syl pg
Forms of lesson land and wealth 14-16
wealth learners STEP 1: The learners list uses of land. Class discussion - V. H.S.S
Land as a form should be on the importance land in life. Learners Bk
of wealth. able to; STEP 2: In groups learners write down different uses Gr 3 page
- Identify land of land - Pictures
as a form of STEP 3: Feedback on group tasks. - Work cards
wealth STEP 4: Individually learners answer questions in their - ICT tools
exercise books.
CONCLUSION: Learners revise the work written.
Cattle as a form By the end - Identifying ASSUMED KNOWLEDGE: Learners have cattle at - V. H.S.S
of wealth of the - Speaking their homes. Learners Bk
lesson INTRODUCTION: The facilitator recaps from the Gr 3 page
learners previous lesson by asking pupils another form of - Pictures
should be wealth they learnt the day before. STEP 1: The - Work cards
able to; learners explain the importance cattle as a form of
- Identify wealth. The class discusses.
cattle as a STEP 2: In groups learners write down different uses
form of of cattle. STEP 3: Feedback on group tasks
wealth STEP 4: Individually learners answer questions in their
exercise books.
CONCLUSION: Learners say what they have learnt in
their own words.
WEEK TOPIC/ OBJECTIVES COMPETENCIES TEACHING/LEARNING METHODS AND ACTIVITIES RESOURCES EVALUATIVE COMMENTS
ENDING CONTENT (Knowledge, / REFS STRENGTHS WEAKNESSES
skills,
attitudes)
Money as a By the end - Identifying ASSUMED KNOWLEDGE: Learners know the uses of - V. H.S.S
form of wealth of the - Speaking money. Learners Bk
lesson INTRODUCTION: The learners identify coins which are Gr 3 page
learners in use. - Pictures
should be STEP 1: The facilitator explains to the learners the - Work cards
able to; importance money as a form of wealth. The class
- Identify discusses.
money as a STEP 2: Learners list different uses of money.
form of STEP 3: In groups learners play a shop keeping game.
wealth The game is then done as a class.
STEP 4: Individual written work.
CONCLUSION: Learners state the different coins
which in use.
By the end - Identifying Assumed knowledge Learners are aware diff - V.
of the week - Describing minerals Introduction –Recap of the previous lesson H.S.Studies
Minerals as a learners - Discussing Step 1-Facilitator discuss the diff natural resources Learners Bk
 form of wealth should be that are found in Zimbabwe Gr3 pg
able to: Step 2 Learners name the types of minerals that are -ICT tools
Identify at found in Zimbabwe Step 3-learners discuss the - Pictures
least four importance of minerals in the country Step 4 Learners - Work cards
minerals in groups discuss the uses minerals in the country
found in Step 5-Groups feedback Step 6--Individual written
Zimbabwe work Conclusion -oral discussions

8
Transport and By the end - Identifying ASSUMEDKNOWLEDGE: Learners know different - Heritage S.S
Communicatio of the week - Describing types of transport Gr 3 Syl pg
n learners INTRODUCTION : Facilitator explains key words 14-16
Relationship should be STEP 1: The learners identify reasons why we need - V.H.S.S
btwn able to: transport. Learners Bk
population State at least STEP 2: Class discussion on the need for transport. Gr 3 page
and transport three reasons STEP 3: In groups, the learners answer questions on - Pictures
system why we need the need for transport in Zimbabwe. Feedback on - Work cards
The need for transport. group tasks.
transport STEP 4: Learners answer oral questions.
CONCLUSION: Learners say what they have learnt in
the lesson.
By the end - Identifying ASSUMEDKNOWLEDGE: Learners know different - V.H.S.S
of the week - Describing types of transport INTRODUCTION : Facilitator Learners Bk
Types of learners - Communication explains key words Gr 3 page
transport should be STEP 1: The learners identify different types of - Pictures
able to: transport. - Work cards
List at least STEP 2: Class discussion on uses of different modes of
four types of transport.
transport STEP 3: In groups, the learners answer questions.
Feedback on group tasks.
STEP 4: Learners answer oral questions.
CONCLUSION: Learners say what they have learnt in
the lesson.
WEEK TOPIC/ OBJECTIVES COMPETENCIES TEACHING/LEARNING METHODS AND ACTIVITIES RESOURCES EVALUATIVE COMMENTS
ENDING CONTENT (Knowledge, / REFS STRENGTHS WEAKNESSES
skills,
attitudes)
The need for By the end - Identifying ASSUMEDKNOWLEDGE: Learners have seen a letter, - V.H.S.S
communicatio of the week - Describing cell phone Learners Bk
n learners - Explaining INTRODUCTION : Facilitator explains key words Gr 3 page
should be STEP 1: The learners identify different modern forms - Pictures
Modern forms able to: of communication. - Work cards
of List at least STEP 2: Class discussion on on the need for
communication four modern communication.
forms of STEP 3: In groups, the learners describe how different
communicati forms of communication work. Feedback on group
on tasks.
STEP 4: Individual written work.
CONCLUSION: Learners say what they have learnt in
 the lesson.
REVISION EX By the end - Recalling ASSUMEDKNOWLEDGE - Ventures
- Forms of of the - Writing Learners have covered the concepts set H.SS Gr3 pps
wealth lesson INTRODUCTION :Class discussion on the concept of bk
- The need for learners writing a revision test - Test papers
transport should be STEP 1:The facilitator and the pupils go through the - Books
- Types of able to: test before they start writing
transport - Revise STEP 2: Individual written work
- Modern forms concepts CONCLUSION: Revision of the test written
of taught
communication throughout
the week

9
WORK AND By the end ASSUMEDKNOWLEDGE: Learners have seen a - H.S.S Gr3
LEISURE of the week teacher, doctor, farmer, nurse driver etc Syl pg
Different learners INTRODUCTION : Facilitator explains key words - V.
occupations in should be STEP 1: The learners list different types of H.S.Studies
the able to: occupations. Learners Bk
community - List at least STEP 2: Class discussion on different types of Gr3 pg
three types of communication. -ICT tools
Types of occupations STEP 3: In groups, the learners play a “Who am I - Pictures of
occupations game…”. Feedback on group tasks. shelters
STEP 4: Individual written work.
CONCLUSION: Learners say what they have learnt in
the lesson.
Leisure facilities By the end - Identifying ASSUMED KNOWLEDGE: Learners play games, visit - V.
in the of the - Discussing friends during their leisure time H.S.Studies
community lesson INTRODUCTION: The facilitator explains the term Learners Bk
learners leisure STEP 1: Learners identify four leisure facilities Gr3 pg
should be found in their community. STEP 2: Class discussion on -ICT tools
able to: four leisure facilities found in their community - Pictures
- List at least STEP 3: In groups, the learners answer questions. - Work cards
four leisure Feedback on group tasks.
facilities STEP 4: Individual written work.
found in their CONCLUSION: Revision of work written
community
WEEK TOPIC/ OBJECTIVES COMPETENCIES TEACHING/LEARNING METHODS AND ACTIVITIES RESOURCES EVALUATIVE COMMENTS
ENDING CONTENT (Knowledge, / REFS STRENGTHS WEAKNESSES
skills,
attitudes)
GLOBAL By the end - Identifying ASSUMED KNOWLEDGE: Learners know different - V.
ISSUES of the - Explaining types of trees. H.S.Studies
Afforestation lesson INTRODUCTION: The facilitator and the learners sing Learners Bk
learners the song Dodo zembera uyo muti Gr3 pg
should be STEP 1: The learners list different types of trees -ICT tools
Uses of trees able to: STEP 2: The learners list uses of trees in groups with - Pictures
the help of the facilitator. - The local
List at least STEP 3: Feedback on group tasks. environment
 four uses of STEP 4: Individual written work - Work cards
trees CONCLUSION: The learners state uses of trees
Tree planting By the end - Identifying ASSUMED KNOWLEDGE: Learners know different - Ventures
of the - Explaining types of trees. Heritage S.S
lesson INTRODUCTION: The facilitator and the learners sing Learners Bk
learners the song Dodo zembera uyo muti Gr 3 page
should be STEP 1: The learners name trees that can be grown in - Pictures
able to: a woodlot - A woodlot
State the STEP 2: Class discussion on the importance of
importance of planting trees.
planting tress STEP 3: In groups, the learners plant trees in a
woodlot
STEP 4: Individual written work
CONCLUSION: Revision of work written.

10
GLOBAL By the end - Identifying ASSUMED KNOWLEDGE: Learners know different - H.S.S Gr 1-7
ISSUES of the - Describing types of trees. Syl pg
Afforestation lesson - Explaining INTRODUCTION: The facilitator and the learners sing - V.
learners the song Dodo zembera uyo muti H.S.Studies
Tree should be STEP 1: The learners list different types of trees. Learners Bk
conservation able to: STEP 2: Class discussion ways of conserving trees. Gr3 pg
State at least STEP 3: In groups, the learners answer questions -ICT tools
three ways of written on work cards. Feedback - The local
conserving STEP 4: Individual written work environment
trees CONCLUSION: Revision of work written. - Pictures
- Work cards
Drought By the end - Identifying ASSUMED KNOWLEDGE: Learners have heard about - H.S.S Jnr Syl
of the week - Describing drought INTRODUCTION: The facilitator explains the pg
Effects of learners - Discussing term drought STEP 1: The learners watch videos on - V.
drought should be effects of drought. The learners identify effects of H.S.Studies
* Hunger and able to: drought Learners Bk
diseases List at least STEP 2: Class discussion on effects of drought Gr3 pg
three effects STEP 3: In groups, the learners answer question on -ICT tools
of drought work cards. Feedback on group tasks. Class discussion. - Work cards
STEP 4: Individual written work
CONCLUSION: Learners summarize the lesson in their
own words.

WEEK TOPIC/ OBJECTIVES COMPETENCIES TEACHING/LEARNING METHODS AND ACTIVITIES RESOURCES EVALUATIVE COMMENTS
ENDING CONTENT (Knowledge, / REFS STRENGTHS WEAKNESSES
skills,
attitudes)
By the end - Identifying ASSUMED KNOWLEDGE: Learners have heard about - H.S.S Syl pg
Effects of of the week - Describing drought INTRODUCTION: The facilitator explains the 14-16
drought learners - Discussing term drought STEP 1: The learners watch videos on - V.
* Poverty and should be effects of drought. The learners identify effects of H.S.Studies
migration able to: drought Learners Bk
List at least STEP 2: Class discussion on effects of drought Gr3 pg
 three effects STEP 3: In groups, the learners answer question on -ICT tools
of drought work cards. Feedback on group tasks. Class discussion. - The local
STEP 4: Individual written work environment
CONCLUSION: Learners summarize the lesson in their - Pictures
own words. - Work cards
REVISION EX By the end - Recalling ASSUMEDKNOWLEDGE - Ventures
- Different of the - Writing Learners have covered the concepts set H.SS Gr3 pps
occupation lesson INTRODUCTION :Class discussion on the concept of bk
- Leisure learners writing a revision test - Test papers
facilities should be STEP 1:The facilitator and the pupils go through the - Books
- Afforestation able to: test before they start writing
- Effects of - Revise STEP 2: Individual written work
drought concepts CONCLUSION: Revision of the test written
taught
throughout
the week

11
REVISION EX By the end - Recalling ASSUMEDKNOWLEDGE - Ventures
- Identity of the - Writing Learners have covered the concepts set H.SS Gr3 pps
- Cultural lesson INTRODUCTION :Class discussion on the concept of bk 1-155
Heritage learners writing a revision test - Test papers
- National should be STEP 1:The facilitator and the pupils go through the - Books
history and able to: test before they start writing
sovereignty - Revise STEP 2: Individual written work
- Entitlements concepts CONCLUSION: Revision of the test written
- Shelter - taught
Social Services throughout
and the year
volunteerism
- Natural
heritage
Transport and
com
- Work and
leisure

12 END OF During the - Recalling ASSUMEDKNOWLEDGE - Test papers

lesson - Writing Learners have covered the concepts set - Answer
TO YEAR learners
will:
INTRODUCTION :Class discussion on the concept of
writing a revision test
sheets

13 EXAMS - Revise
concepts
STEP 1:The facilitator and the pupils go through the
test before they start writing
taught STEP 2: Individual written work
throughout CONCLUSION: Revision of the test written
the year
 INDIGENOUS LANGUAGE: CHISHONA
VAVARIRO

KUTEERERA
Pakupera kwekotoro vana vanotarisirwa kunge vokwanisa:
 Kuteerera zvidimbu zvenyaya
 Kuteerera mitinhimira zvine unyanzvi
 Kuva nechido chekuteerera nyaya ichitaurwa

KUTAURA
Kuti vadzidzi vange vokwanisa:
 Kushandisa mutauro weChiShona nekuunzwisisa
 Kutaura nyaya yavanzwa neChiShona chakanaka

KUVERENGA
Pakupera kwekotoro vana vanotarisirwa kunge vokwanisa:
 Kuverenga ndima vachidudumisa mazwi
 Kuverenga mitinhimira zvine unyanzvi
 Kuverenga mabhuku eChiShona kuti vavarairwe

KUNYORA
Kuti vadzidzi vange vogona:
 Kunyora zviperengo neChiShona chakanaka
 Kunyora vachipindura mubvinzo yenzwisiso neChiShona chakanaka

VHIKI MUSORO/ ZVINANGWA UNYANZVI NZIRA DZOKUDZIDZISA NEZVIITWA ZVOMBO/ ONGORORO

ZVIDZIDZWA DURA
ZVAGONEKWA ZVATADZIKWA
1
DZIDZO Mukupera - Kuteerera RUZIVO RUNOTARISIRWA: - Indigenous
INHAKA kwechidzidzo, - Kutaura Vana vanoziva zvakakoshera dzidzo. languages
KUTEERERA/ vadzidzi - Kuverenga MAVAMBO: Mudzidzisi nevana vanoimba rwiyo junior
KUTAURA vanotaririsirwa “Tinofarira dzidzo…” syllabus pg
kunge DANHO REKUTANGA: Vana vanodoma mabasa 12
Hurukuro vokwanisa: anoitwa nevanhu vakadzidza. - Nhaka
pamusoro - Kuteerera nyaya DANHO REPIRI: Mudzidzisi nevana vanoita Youpenyu Bk
CHIPIRI
pezvakakoshera pamusoro hurukuro pamusoro pezvakakoshera dzidzo. 3 revana pj
dzidzo. pekukosha DANHO RECHITATU: Mumapoka vana vanoita 139-144
1 ne2
Gakava kedzidzo gakava. - Chati
- Kudoma zvinhu DANHO RECHINA: Vana vanonyora dhikitesheni - Mifananidzo
zvitatu mumabhuku avo. - Makadhi
zvakakoshera KUPENDERA: Vana vanotaura zvavadzidza emazwi
dzidzo muchidimbu.
CHITATU KUVERENGA/ Mukupera - Kuverenga RUZIVO RUNOTARISIRWA - Indigenous
KUNYORA kwechidzidzo Vana vanogona kuverenga languages
vana - Kunyora MAVAMBO: Mudzidzisi nevana vanoverenga junior
3 ne4 Nzwisiso: vanotarisirwa mazwi matsva syllabus pg
Mafaro kunge vogona: DANHO REKUTANGA: Hurukuro yemusoro 15
pakubudirira - kududza wenyaya Mudzidzisi anoverengera vana - Nhaka
nekudodomesa vakateerera. Youpenyu Bk
mazwi zvakanaka DANHO REPIRI: Vana vanoita majana kuverenga 3 revana pj
- Kupindura nyaya vachideedzera. 139-144
mibvunzo DANHO RECHITATU: Vana vari mumapoka - Makadhi
mishanu kubva vanobatsirana kupindura mibvunzo. Vana emazwi
panyaya vanotaura zvavaitwa mumapoka. - Makadhi
yaverengwa DANHO RECHINA: Vana vanoverenga umwe emapoka
neumwe kuitira kunzwisisa vonyora basa
mumabhuku avo.
KUPENDERA: Vana vanopfupikisa nyaya
yavaverenga mumazwi avo
CHINA KUNYORA Mukupera Kuverenga RUZIVO RUNOTARISIRWA - Indigenous
Rondedzero: kwechidzidzo kunyora Vana vanoziva zvavanoda kuzoita kana vakura languages
Zvandinoda vana MAVAMBO junior
5 ne6 kuzoita kana vanotarisirwa Vana vanodoma mabasa akaratidzwa syllabus pg
ndakura kunge vogona: pamifananidzo. 17
- Kudoma mabasa DANHO REKUTANGA - Nhaka
mana Hurukuro pamusoro pamusoro werondedzero. Youpenyu Bk
- Kunyora zvirevo Mudzidzisi anobatsira vana nezvinotarisirwa 3 revana pj
zvishanu pakunyora rondedzero 139-144
vachizvitsanangur DANHO REPIRI - Makadhi
a Vana vari mumapoka vanobatsirana kudoma emazwi
pfungwa dzavangashandisa kunyora rondedzero. - Mifananidzo
DANHO RECHITATU yemabasa
Vana vanonyora rondedzero vachibatsirwa akasiyana
nemudzidzisi siyana
KUPENDERA
Vana vanoverenga zvavanyora
 VHIKI MUSORO/ ZVINANGWA UNYANZVI NZIRA DZOKUDZIDZISA NEZVIITWA ZVOMBO/ ONGORORO
ZVIDZIDZWA DURA
ZVAGONEKWA ZVATADZIKWA
CHISHANU MUTAURO Mukupera - Kuteerera RUZIVO RUNOTARISIRWA - Indigenous
kwechidzidzo, - Kutaura Vana vanogona kuverenga languages
7 Zvinoreva vadzidzi - Kuverenga MAVAMBO: Vana vanoverenga mazwi ari junior
mazwi vanotaririsirwa pamakadhi. syllabus pg
kunge DANHO REKUTANGA: Hurukuro yezvinoreva 15
vokwanisa: mazwi. - Nhaka
DANHO REPIRI: Vana vanoshandisa mazwi Youpenyu Bk
- Kupa mumitsara. 3 revana pj
tsanangudzo DANHO RECHITATU: Vana vari mumapoka 139-144
yemazwi vanobatsirana kupindura mibvunzo kubva - Makadhi ane
munyaya yaverengwa. Vana vanopakura zvaitwa mazwi
mumapoka.
DANHO RECHINA: Vana vanonyora basa
mumabhuku avo
KUPENDERA: Vana vanoita dzokororo
yezvanyorwa.

2
ZVEUMHIZHA Mukupera - Kuteerera RUZIVO RUNOTARISIRWA - Indigenous
KUTEERERA/ kwechidzidzo - Kutaura Vana vanoziva varimi, vadzidzisi vatyairi. languages
KUTAURA vana - Kuverenga MAVAMBO: Vana vanodoma mabasa akasiyanan junior
Zvidimbu vanotarisirwa siyana anoitwa nevanhu. syllabus pg
zvenyaya kunge vogona: DANHO REKUTANGA: Mudzidzisi 15
pamusoro - Kukurukura anotsanangurira vana zvinoreva umhizha. - Nhaka
peumhizha pamusoro DANHO REPIRI: Hurukuro pamusoro peumhizha Youpenyu Bk
MUVHURO
hwakasiyana peumhizha hwakasiyanan siyana. 3 revana pj
siyana hwakasiyana DANHO RECHITATU: Mumapoka vana vanotaura 145-151
1 ne2
siyana mazita enyanzvi dzakaratidzwa pamifananidzo. - Mifananidzo
Mazita enyanzvi - Kudoma mazita Vana vanopakura zvaitwa mumapoka. - Makadhi
enyanzvi shanu. DANHO RECHINA: Vana vanonyora basa emazwi
mumabhuku avo - Makadhi
KUPENDERA: Mwana vanotaura mabasa avanoda emapoka
kuzoita vakura.
KUVERENGA Mukupera -Kuteerera RUZIVO RUNOTARISIRWA - Indigenous
CHIPIRI Mazwi ane kwechidzidzo - Kutaura Vana vanoziva mitinhimira languages
mitinhimira nzv vana - Kuverenga MAVAMBO: Mudzidzisi nevana vanoimba a e i o u junior
3 ne4 nanzw vanotarisirwa DANHO REKUTANGA: Mudzidzisi anoudza vana syllabus pg
Sokuti nzviru, kunge vogona: muverengerwo wemitinhimira. Vana 17
nzvenga, inzwa, - Kudududza vonotevedzera kuverenga - Nhaka
nzwirira mazwi ane DANHO REPIRI: Vana vanodoma mazwi ane Youpenyu Bk
mitinhimira nzv mitinhimira yaverengwamudzidzisi achianyora 3 revana pj
nanzw zvakanaka pachidziro. 145-151
 - Kushandisa DANHO RECHITATU: Mumapoka vana - Makadhi ane
mazwi ane vanoshandisa mazwi ari pamakadhi kugadzira mazwi
mitinhimira nzv mitsara vachibatsirwa nemudzidzisi - Makadhi
nanzw muzvirevo DANHO RECHINA: Vana vanonyora basa emapoka
zvina zvakanaka mumabhuku avo
KUPENDERA: Mwana vanoverenga mazwi ari
pachidziro
VHIKI MUSORO/ ZVINANGWA UNYANZVI NZIRA DZOKUDZIDZISA NEZVIITWA ZVOMBO/ ONGORORO
ZVIDZIDZWA DURA
ZVAGONEKWA ZVATADZIKWA
CHITATU KUVERENGA/ Mukupera - Kuverenga RUZIVO RUNOTARISIRWA - Indigenous
KUNYORA kwechidzidzo Vana vanogona kuverenga languages
5 NE6 vana - Kunyora MAVAMBO: Mudzidzisi nevana vanoverenga junior
Nzwisiso: vanotarisirwa mazwi matsva syllabus pg
Jerechi muvezi kunge vogona: DANHO REKUTANGA: Hurukuro yemusoro 15
wamandorokwa - kududza wenyaya Mudzidzisi anoverengera vana - Nhaka
ti nekudodomesa vakateerera. Youpenyu Bk
mazwi zvakanaka DANHO REPIRI: Vana vanoita majana kuverenga 3 revana pj
nyaya vachideedzera. 145-151
- Kupindura DANHO RECHITATU: Vana vari mumapoka - Makadhi
mibvunzo vanobatsirana kupindura mibvunzo. Vana emazwi
mishanu kubva vanotaura zvavaitwa mumapoka. - Makadhi
panyaya DANHO RECHINA: Vana vanoverenga umwe emapoka
yaverengwa neumwe kuitira kunzwisisa vonyora basa
mumabhuku avo.
KUPENDERA: Vana vanopfupikisa nyaya
yavaverenga mumazwi avo
CHINA KUNYORA Mukupera - Kuverenga RUZIVO RUNOTARISIRWA - Indigenous
Rondedzero: kwechidzidzo - Kunyora Vana vanoziva mazita avo zera ravo languages
7 NE8 Baba vangu vana MAVAMBO junior
vanotarisirwa Mudzidzisi anoratidza vana mupikicha wekuti syllabus pg
kunge vogona: vatsanangure 17
- Kunyora zvirevo DANHO REKUTANGA - Nhaka
zvishanu Mudzidzisi anobatsira vana nezvinotarisirwa Youpenyu Bk
vachizvitsanangur pakunyora rondedzero 3 revana pj
a baba vavo DANHO REPIRI 145-151
Vana vari mumapoka vanobatsirana kudoma - Makadhi
mazwi avangashandisa kunyora musoro emazwi
werondedzero wakapiwa. Vana vanopakura - Chati rine
zvaitwa mumapoka. tsamba
DANHO RECHITATU
Vana vanonyora rondedzero vachibatsirwa
nemudzidzisi
KUPENDERA
Vana vanoverenga zvavanyora
CHISHANU KUNYORA Mukupera - Kuverenga RUZIVO RUNOTARISIRWA - Chidziro
kwechidzidzo - Kunyora Vana vakambodzidza nezvabvunzwa mudzokororo - Mapepa
9 DZOKORORO vana MAVAMBO: Mudzidzisi nevana vanoita hurukuro emibvunzo
 - NZWISISO vanotarisirwa yemanyorerwo achaitwa dzokororo.
-MAZITA kunge vogona: DANHO REKUTANGA: Vana vanobvunza
ENYANZVI Kupindura mibvunzo yvasiri kunzwisisa.
- TSUMO mibvunzo DANHO RECHIPIRI: Umwe nomumwe, vana
yezvavakamboita vanonyora dzokororo mumabhuku avo.
nomazvo KUPENDERA: Dzokororo yezvanyorwa

VHIKI MUSORO/ ZVINANGWA UNYANZVI NZIRA DZOKUDZIDZISA NEZVIITWA ZVOMBO/ ONGORORO

ZVIDZIDZWA DURA
ZVAGONEKWA ZVATADZIKWA

3
KUCHENGETE Mukupera - Kuteerera RUZIVO RUNOTARISIRWA - Indigenous
DZA MHUKA kwechidzidzo - Kutaura Vana vanoziva mhuka dzakasiyanan siyana languages
KUTEERERA/ vana MAVAMBO: Vana vanodoma mazita emhuka junior
KUTAURA vanotarisirwa dzavanoziva. syllabus pg
Hurukuro kunge vogona: DANHO REKUTANGA: Vana vanodoma 12
pamusoro - Kukurukura zvakakoshera mhuka - Nhaka
pezvakakoshera pamusoro DANHO REPIRI Mudzidzisi nevana vanoita Youpenyu Bk
MUVHURO
mhuka pezvakakoshera hurukuro pamusoro pezvakakoshera mhuka. 3 revana pj
mhuka DANHO RECHITATU: Mumapoka vana vanonyora 160-165
1 ne2
Mhuka nevana - Kutaura vana vana vemhuka dziri pamakadhi. Vana vanotaura - Makadhi
vadzo vemhuka shanu zvavaita mumapoka ebasa
dzakapiwa DANHO RECHINA: Umwe noumwe vana
vanonyora basa mumabhuku avo
KUPENDERA: Vana vanoita dzokororo
yezvavanyora.
MUTAURO Mukupera - Kuteerera RUZIVO RUNOTARISIRWA - Indigenous
CHIPIRI kwechidzidzo -Kutaura Vana vanogona kuverenga zvirevo languages
Tsumo vana - MAVAMBO: Mudzidzisi nevana vanotaurirana junior
3 ne4 dzemhuka vanotarisirwa Kutsanangura zvinorunga usavi kuti hunake. syllabus pg
kunge vogona: DANHO REKUTANGA: Mudzidzisi 17
- Kutauta tsummo anotsanangurira vana tsumo sezvirunga mutauro.
shanu dzemhuka DANHO REPIRI: Vana vanodoma tsumo - Nhaka
dzavanoziva. Hurukuro pamusoro pezvinoreva Youpenyu Bk
- Kuzadzisa tsumo tsumo dzadomwa. 3 revana pj
shanu dzakapihwa DANHO RECHITATU: Mumapoka, vana 160-165
nemazvo vanozadzisa tsumo dziri pamakadhi. Vana - Makadhi
vanotaura zvaitwa mumapoka. ebasa
DANHO RECHINA: Vana vanonyora basa - Chati rine
mumabhuku avo. madimikira
KUPENDERA: Dzokororo yebasa ranyorwa
CHITATU KUVERENGA/ Mukupera - Kuverenga RUZIVO RUNOTARISIRWA - Indigenous
KUNYORA kwechidzidzo Vana vanogona kuverenga languages
5 NE6 vana - Kunyora MAVAMBO: Mudzidzisi nevana vanoverenga junior
Nzwisiso: vanotarisirwa mazwi matsva syllabus pg
Dhibhura kunge vogona: DANHO REKUTANGA: Hurukuro yemusoro 12
nechidzingi - kududza wenyaya Mudzidzisi anoverengera vana - Nhaka
 nekudodomesa vakateerera. Youpenyu Bk
mazwi zvakanaka DANHO REPIRI: Vana vanoita majana kuverenga 3 revana pj
nyaya vachideedzera. 160-165
- Kupindura DANHO RECHITATU: Vana vari mumapoka - Mifananidzo
mibvunzo vanobatsirana kupindura mibvunzo. Vana - Makadhi ane
mishanu kubva vanotaura zvavaitwa mumapoka. mazwi
panyaya DANHO RECHINA: Vana vanoverenga umwe - Makadhi
yaverengwa neumwe kuitira kunzwisisa vonyora basa ebasa
mumabhuku avo.
KUPENDERA: Vana vanopfupikisa nyaya
yavaverenga mumazwi avo
VHIKI MUSORO/ ZVINANGWA UNYANZVI NZIRA DZOKUDZIDZISA NEZVIITWA ZVOMBO/ ONGORORO
ZVIDZIDZWA DURA
ZVAGONEKWA ZVATADZIKWA
CHINA KUNYORA Mukupera - Kutaura RUZIVO RUNOTARISIRWA - Indigenous
Rondedzero: kwechidzidzo Vana vanoziva mhuka dzakasiyana siyana languages
7 NE8 Mhuka vana - Kunyora MAVAMBO: Mudzidzisi nevana vanoita mutambo junior
yandinofarira vanotarisirwa wekudoma mhuka dzakasiyana siyana. syllabus pg
kunge vogona: DANHO REKUTANGA: Mudzidzisi nevana vanoita 15
- Kudoma mazita hurukuro yemhuka dzakasiyana siyana. - Nhaka
emhuka shanu DANHO REPIRI: Vana vari mumapoka Youpenyu Bk
dzavanoziva vanobatsirana kudoma pfungwa 3 revana pj
- Kunyora dzavangashandisa kunyora rondedzero ine musoro 160-165
rondedzero wekuti mhuka yandinofarira. Hurukuro - Mifananidzo
pamusoro yemanyorerwo erondedzero - Makadhi ane
pemhuka DANHO RECHINA: Vana vanonyora rondedzero mazwi
yavanofarira vachibatsirwa nemudzidzisi
vachishandisa KUPENDERA: Vana vanodoma mhuka
zvimiso dzakasiyana siyana
pakakodzera
CHISHANU KUNYORA Mukupera - Kuteerera RUZIVO RUNOTARISIRWA:Vana vanogona - Indigenous
Zviperengo kwechidzidzo, - Kutaura kuverenga languages
9 zvemazwi vadzidzi - Kuverenga MAVAMBO: Mudzidzisi nevana vanoverenga junior
vanotaririsirwa - Kunyora mazwi matsva syllabus pg
kunge DANHO REKUTANGA: Hurukuro yezvinoreva 15
vokwanisa: mazwi averengwa. - Nhaka
DANHO REPIRI: Vana vanoshandisa mazwi Youpenyu Bk
Kunyora averengwa muzvirevo vari mumapoka. Vana 3 revana pj
zviperengo vanotaura zvaitwa mumapoka. 160-165
zvemazwi gumi DANHO RECHITATU: Mudzidzisi nevana vanoita - Makadhi
zvakanaka mutambo wekuperetera mazwi. emazwi
DANHO RECHINA: Vana vanonyora zviperengo - Makadhi
mumabhuku avo. emapoka
KUPENDERA: Vana vanoperetera mazwi
anobvunzwa nemudzidzisi
4
ZVEKUTANDA Mukupera - Kuteerera RUZIVO RUNOTARISIRWA: Vana vanotandara - Indigenous
RA kwechidzidzo, - Kutaura kudzimba dzavanobva languages
KUTEERERA/ vadzidzi MAVAMBO: Vana vanotaura zvavanoita panguva junior
KUTAURA vanotaririsirwa yokutandara. syllabus pg
kunge DANHO REKUTANGA: Vana vanotaura nzira
vokwanisa: dzokutandara dzazvino nakare. - Nhaka
Zvinoitwa - Kukurukura DANHO REPIRI: Hurukuro pamusoro pezvinoitwa Youpenyu Bk
MUVHURO
pakutandara zvinoitwa panguva yakutandara zvino nakare. 3 revana pj
zvino nakare pakutandara zvino DANHO RECHITATU: Mumapoka vana 166-172
1 ne2
nakare vanoenzanisa nzira dzokutandara dzazvino - Chati
- Kutaura nzira nakare. Vana vanopakura zvaitwa mumapoka. - Makadhi ane
dzokutandara DANHO RECHINA: Vana vanonyora basa mazwi
dzazvino nakare mumabhuku avo. - Mifananidzo
KUPENDERA: Vana vanodzokorodza basa ravaita
VHIKI MUSORO/ ZVINANGWA UNYANZVI NZIRA DZOKUDZIDZISA NEZVIITWA ZVOMBO/ ONGORORO
ZVIDZIDZWA DURA
ZVAGONEKWA ZVATADZIKWA
MUTAURO Mukupera - Kutaura RUZIVO RUNOTARISIRWA - Indigenous
CHIPIRI kwechidzidzo - Kuverenga Vana vanoziva zvinoreva uhwandu languages
Mazwi vana - Kunyora MAVAMBO: Vana vanoverenga mazwi ari junior
3 ne4 muhwandu vanotarisirwa pamakadhi syllabus pg
kunge vogona: DANHO REKUTANGA: Mudzidzisi 17
anotsanangurira vana kuiswa kwemazwi muuzhinji - Nhaka
- Kutaura mazwi DANHO REPIRI: Vana vanoisa mazwi ari Youpenyu Bk
mashanu pamakadhi muuzhinji 3 revana pj
muuwandu DANHO RECHITATU: Vari mumapoka, vana 166-172
zvakanaka vanobatsirana kuisa mazwi akatarwa pamitsara - Chati rine
muuzhinji. Vana vanotaura zvaitwa mumapoka. mazwi
KUPENDERA: Vana vanodzokorodza basa ravaita

CHITATU KUVERENGA/ Mukupera - Kuverenga RUZIVO RUNOTARISIRWA - Indigenous

KUNYORA kwechidzidzo Vana vanogona kuverenga languages
5 NE6 vana - Kunyora MAVAMBO: Mudzidzisi nevana vanoverenga junior
Nzwisiso: vanotarisirwa mazwi matsva syllabus pg
Tsuro nanzou kunge vogona: DANHO REKUTANGA: Hurukuro yemusoro 12
- kududza wenyaya Mudzidzisi anoverengera vana - Nhaka
nekudodomesa vakateerera. Youpenyu Bk
mazwi zvakanaka DANHO REPIRI: Vana vanoita majana kuverenga 3 revana pj
nyaya vachideedzera. 166-172
- Kupindura DANHO RECHITATU: Vana vari mumapoka - Mifananidzo
mibvunzo vanobatsirana kupindura mibvunzo. Vana - Makadhi ane
mishanu kubva vanotaura zvavaitwa mumapoka. mazwi
panyaya DANHO RECHINA: Vana vanoverenga umwe - Makadhi
yaverengwa neumwe kuitira kunzwisisa vonyora basa ebasa
mumabhuku avo.
KUPENDERA: Vana vanopfupikisa nyaya
yavaverenga mumazwi avo
CHINA KUNYORA Mukupera - Kutaura RUZIVO RUNOTARISIRWA - Indigenous
 Rondedzero: kwechidzidzo Vana vanoziva mhuka dzakasiyana siyana languages
7 NE8 Imbwa yangu vana - Kunyora MAVAMBO: Mudzidzisi nevana vanoita mutambo junior
vanotarisirwa wekudoma mhuka dzakasiyana siyana. syllabus pg
kunge vogona: DANHO REKUTANGA: Vana vanotaura mazita 15
- Kudoma mazita embwa dzavo. Hurukuro ypamusoro pembwa - Nhaka
emhuka shanu dzavanochengeta kumba. Youpenyu Bk
dzavanoziva DANHO REPIRI: Vana vari mumapoka 3 revana pj
- Kunyora vanobatsirana kudoma pfungwa 166-172
rondedzero dzavangashandisa kunyora rondedzero ine musoro - Mifananidzo
pamusoro wekuti imbwa yangu. Hurukuro yemanyorerwo - Makadhi ane
peimbwa yavo erondedzero mazwi
DANHO RECHINA: Vana vanonyora rondedzero
vachibatsirwa nemudzidzisi
KUPENDERA: Vana vanotaura mazita embwa
dzavanyora

VHIKI MUSORO/ ZVINANGWA UNYANZVI NZIRA DZOKUDZIDZISA NEZVIITWA ZVOMBO/ ONGORORO

ZVIDZIDZWA DURA
ZVAGONEKWA ZVATADZIKWA
CHISHANU KUNYORA Mukupera - Kuverenga RUZIVO RUNOTARISIRWA - Chidziro
kwechidzidzo - Kunyora Vana vakambodzidza nezvabvunzwa mudzokororo - Nhaka
9 DZOKORORO vana MAVAMBO: Mudzidzisi nevana vanoita hurukuro Youpenyu Bk
- Nzwisiso vanotarisirwa yemanyorerwo achaitwa dzokororo. 3 revana pj
- Mhuka nevana kunge vogona: DANHO REKUTANGA: Vana vanobvunza 160-172
vadzo Kupindura mibvunzo yavasiri kunzwisisa. - Mapepa
- Tsumo mibvunzo DANHO RECHIPIRI: Umwe nomumwe, vana emibvunzo
dzemhuka yezvavakamboita vanonyora dzokororo mumabhuku avo.
- Mazwi nomazvo KUPENDERA: Dzokororo yezvanyorwa
muhuwandu

5
KODZERO Mukupera - Kuteerera RUZIVO RUNOTARISIRWA - Indigenous
KUTEERERA/ kwechidzidzo - Kutaura Vana vanoziva vanoziva kodzero dzavo languages
KUTAURA vana MAVAMBO: Mudzidzisi anotsanangurira vana junior
Kodzero vanotarisirwa zvinoreva kodzero syllabus pg
dzevana kunge vogona: DANHO REKUTANGA: Vana vanodoma kodzero 15
dzavo vachibatsirwa nemudzidzisi - Nhaka
Gakava: - Kuteerera nyaya DANHO REPIRI: Hurukuro pamusoro pekodzero Youpenyu Bk
MUVHURO
Kudzidzisa pamusoro dzevana 3 revana pj
Mwana pekodzero dzavo DANHO RECHITATU: Vana vari mumapoka 173-177
1 ne2
mukomana kuri - Kuita gakava vanoita gakava vachibatsirwa nemurairidzi. - Makadhi
nani pane pamusoro Mudzidzisi anopakura zvabuda mugakava. emazwi
musikana pekodzero DANHO RECHINA: Vana vanonyora basa - Makadhi
yekudzidza mumabhuku avo emapoka
KUPENDERA: Vana vanodzokorodza basa ravaita
MUTAURO Mukupera - Kuverenga RUZIVO RUNOTARISIRWA - Indigenous
CHIPIRI kwechidzidzo - Kunyora Vana vanogona kuverenga zvirevo languages
 Madimikira vana - MAVAMBO: Mudzidzisi nevana vanotaurirana junior
vanotarisirwa kutsanangura zvinorunga usavi zvinoita kuti hunake syllabus pg
3 ne4 kunge vogona: DANHO REKUTANGA: Mudzidzisi 17
- Kutaura anotsanangurira vana chinonzi madimikira
madimikira DANHO REPIRI: Vana vanotaura madimikira - Nhaka
mashanu avanoziva vari mumapoka vanobatsirana Youpenyu Bk
avanoziva kududzira madimikira 3 revana pj
- Kududzira DANHO RECHITATU: Mumapoka vana 173-177
madimikira vanobatsirana kududzira madimikira. Vana - Chati rine
mashanu vanoverenga zvavanyora vachibatsirwa pavatadza madimikira
akapihwa nemudzidzisi - Makadhi
nemazvo DANHO RECHINA: Vana vanonyora basa ebasa
mumabhuku avo
KUPENDERA: Vana vanodzokorodza basa ravaita

VHIKI MUSORO/ ZVINANGWA UNYANZVI NZIRA DZOKUDZIDZISA NEZVIITWA ZVOMBO/ ONGORORO

ZVIDZIDZWA DURA
ZVAGONEKWA ZVATADZIKWA
CHITATU KUVERENGA/ Mukupera - Kuverenga RUZIVO RUNOTARISIRWA:Vana vanogona - Indigenous
KUNYORA kwechidzidzo kuverenga languages
5 NE6 vana - Kunyora MAVAMBO: Mudzidzisi nevana vanoverenga junior
Nzwisiso: Muri vanotarisirwa mazwi matsva syllabus pg
vana mese kunge vogona: DANHO REKUTANGA: Hurukuro yemusoro 12
- kududza wenyaya Mudzidzisi anoverengera vana - Nhaka
nekudodomesa vakateerera. Youpenyu Bk
mazwi zvakanaka DANHO REPIRI: Vana vanoita majana kuverenga 3 revana pj
nyaya vachideedzera. 173-177
- Kupindura DANHO RECHITATU: Vana vari mumapoka - Mifananidzo
mibvunzo vanobatsirana kupindura mibvunzo. Vana - Makadhi ane
mishanu kubva vanotaura zvavaitwa mumapoka. mazwi
panyaya DANHO RECHINA: Vana vanoverenga umwe - Makadhi
yaverengwa neumwe kuitira kunzwisisa vonyora basa ebasa
mumabhuku avo.
KUPENDERA: Vana vanopfupikisa nyaya
yavaverenga mumazwi avo
CHINA KUNYORA Mukupera - Kutaura RUZIVO RUNOTARISIRWA - Indigenous
Tsamba kwechidzidzo - Kuverenga Vana vanoziva chikoro chavo languages
7 NE8 kushamwari vana - Kunyora MAVAMBO: Vana vanodoma mazita eszvikoro junior
uchiudza vanotarisirwa zviri munharaunda yavo. syllabus pg
nezvechikoro kunge vogona: DANHO REKUTANGA: Vana vanodoma zvinhu 15
chako - Kutsanangura zvinowanikwa pachikoro chavo.Hurukuro - Nhaka
chikoro chavo pamusoro pechikoro chavo. Youpenyu Bk
- Kunyora tsamba DANHO REPIRI: Vana vari mumapoka 3 revana pj
neChiShona vanobatsirana kudoma pfungwa 173-177
chakanaka dzavangashandisa kunyora tsamba. Vanataura - Makadhi
zvaitwa mumapoka. emapoka
ANHO RECHITATU: Hurukuro yemanyorerwo - Chati rine
 etsamba. muenzaniso
DANHO RECHINA: Vana vanonyora tsamba wetsamba
mumabhuku avo.
KUPENDERA: Vana vanoverenga zvavanyora
KUNYORA Mukupera - Kutaura RUZIVO RUNOTARISIRWA - Indigenous
CHISHANU kwechidzidzo - Kuverenga Vana vanoziva zvimiso languages
Zvimiso vana - Kunyora MAVAMBO: Vana vanodoma zvimiso zviri pachati junior
9 vanotarisirwa DANHO REKUTANGA: Mudzidzisi syllabus pg
kunge vogona: anotsanangurira vana pamusoro pemashandisirwo 15
ezvimiso zvakasiyana siyana achipa mienzaniso. - Nhaka
- Kunyora basa DANHO REPIRI: Vana vanoshandisa zvimiso Youpenyu Bk
rakapiwa muzvirevo vachibatsirwa nomudzidzisi. 3 revana pj
nemazvo DANHO RECHITATU: Mumapoka vana 173-177
vachishandisa vanobatsirana kunyora zvirevo vachiisa zvimiso - Makadhi ane
zvimiso pakakodzera. Vana vanotaura zvaitwa mumapoka. zvimiso
pakafanira DANHO RECHINA: Vana vanonyora basa - Makadhi
mumabhuku avo emapoka
KUPENDERA: Vana vanotaura mazita ezvimiso
zviri pachati
VHIKI MUSORO/ ZVINANGWA UNYANZVI NZIRA DZOKUDZIDZISA NEZVIITWA ZVOMBO/ ONGORORO
ZVIDZIDZWA DURA
ZVAGONEKWA ZVATADZIKWA

6
UPFUMI Mukupera - Kuteerera RUZIVO RUNOTARISIRWA - Indigenous
KUVANHU kwechidzidzo - Kutaura Vana vanoziva vanoziva zvinoreva izwi rokuti languages
KUTEERERA/ vana upfumi. junior
KUTAURA vanotarisirwa MAVAMBO: Mudzidzisi anotsanangurira vana syllabus pg
kunge vogona: zvinoreva upfumi. 17
Zvidimbu DANHO REKUTANGA: Vana vanodoma upfumi - Nhaka
zvenyaya - Kuteerera nyaya hwunowanikwa muZimbabwe kuba pamifananidzo Youpenyu Bk
MUVHURO
pamusoro pamusoro yakapiwa. 3 revana pj
peupfumi peupfumi DANHO REPIRI: Hurukuro pamusoro peupfumi 178-183
1 ne2
hwemuZimbab hwemuZimbabwe hwemuZimbabwe - Mifananidzo
we - Kuzadzida DANHO RECHITATU: Vana vari mumapoka - Makadhi
zvirevo vanopindura mibvunzo yakapiwa pamakadhi. ebasa
Nyaudzosingwi nenyaudzosingwi DANHO RECHINA: Vana vanonyora basa
yakakodzera mumabhuku avo
KUPENDERA: Vana vanotaura zvavadzidza
muchidzidzo.
KUVERENGA Mukupera -Kuteerera RUZIVO RUNOTARISIRWA - Indigenous
CHIPIRI Mazwi ane kwechidzidzo - Kutaura Vana vanoziva mitinhimira languages
mitinhimira nd vana - Kuverenga MAVAMBO: Mudzidzisi nevana vanoimba a e i o u junior
3 ne4 na ndw vanotarisirwa DANHO REKUTANGA: Mudzidzisi anoudza vana syllabus pg
Sokuti: ndarana kunge vogona: muverengerwo wemitinhimira. Vana 17
ndari kundwa - Kudududza vonotevedzera kuverenga - Nhaka
pondwa ndege mazwi ane DANHO REPIRI: Vana vanodoma mazwi ane Youpenyu Bk
mitinhimira ndv mitinhimira yaverengwamudzidzisi achianyora 3 revana pj
nandw zvakanaka pachidziro. 178-183
- Kushandisa DANHO RECHITATU: Mumapoka vana - Makadhi ane
 mazwi ane vanoshandisa mazwi ari pamakadhi kugadzira mazwi
mitinhimira nd mitsara vachibatsirwa nemudzidzisi - Makadhi
nandw muzvirevo DANHO RECHINA: Vana vanonyora basa emapoka
zvina zvakanaka mumabhuku avo
KUPENDERA: Mwana vanoverenga mazwi ari
pachidziro

CHITATU KUVERENGA/ Mukupera - Kuverenga RUZIVO RUNOTARISIRWA:Vana vanogona - Indigenous

KUNYORA kwechidzidzo kuverenga languages
5 NE6 vana - Kunyora MAVAMBO: Mudzidzisi nevana vanoverenga junior
Nzwisiso: Ivhu vanotarisirwa mazwi matsva syllabus pg
musimboti kunge vogona: DANHO REKUTANGA: Hurukuro yemusoro 12
weupenyu - kududza wenyaya Mudzidzisi anoverengera vana - Nhaka
nekudodomesa vakateerera. Youpenyu Bk
mazwi zvakanaka DANHO REPIRI: Vana vanoita majana kuverenga 3 revana pj
nyaya vachideedzera. 178-183
- Kupindura DANHO RECHITATU: Vana vari mumapoka - Mifananidzo
mibvunzo vanobatsirana kupindura mibvunzo. Vana - Makadhi ane
mishanu kubva vanotaura zvavaitwa mumapoka. mazwi
panyaya DANHO RECHINA: Vana vanoverenga umwe - Makadhi
yaverengwa neumwe kuitira kunzwisisa vonyora basa ebasa
mumabhuku avo.
KUPENDERA: Vana vanopfupikisa nyaya
yavaverenga mumazwi avo
VHIKI MUSORO/ ZVINANGWA UNYANZVI NZIRA DZOKUDZIDZISA NEZVIITWA ZVOMBO/ ONGORORO
ZVIDZIDZWA DURA
ZVAGONEKWA ZVATADZIKWA
CHINA KUNYORA Mukupera - Kutaura RUZIVO RUNOTARISIRWA - Indigenous
Rondedzero: kwechidzidzo - Kuverenga Vana vanobva kumisha yakasiyana siyana languages
7 NE8 Musha wedu vana - kunyora MAVAMBO: Vana vanotaura kwavanobva. junior
vanotarisirwa DANHO REKUTANGA: Hurukuro pamusoro syllabus pg
kunge vogona: pezvemmisha yavo. 15
- Kutsanangura DANHO REPIRI: Vana vari mumapoka - Nhaka
misha yavo vanobatsirana kudoma pfungwa Youpenyu Bk
- Kunyora dzavangashandisa kunyora rondedzero. Vana 3 revana pj
rondedzero vanotaura zvaitwa mumapoka. 178-183
pamusoro ANHO RECHITATU: Hurukuro yemanyorerwo - Makadhi ane
pemisha yavo erondedzero mazwi
neChiShona DANHO RECHINA: Vana vanonyora rondedzero
chakanaka vachibatsirwa nemudzidzisi
KUPENDERA: Vana vanoverenga zvavanyora

CHISHANU KUNYORA Mukupera - Kuverenga RUZIVO RUNOTARISIRWA - Chidziro

kwechidzidzo - Kunyora Vana vakambodzidza nezvabvunzwa mudzokororo - Nhaka
9 DZOKORORO vana MAVAMBO: Mudzidzisi nevana vanoita hurukuro Youpenyu Bk
- Nzwisiso vanotarisirwa yemanyorerwo achaitwa dzokororo. 3 revana pj
- Madimikira kunge vogona: DANHO REKUTANGA: Vana vanobvunza 173-183
 - Nyaudzosingwi mibvunzo yavasiri kunzwisisa. - Mapepa
Kupindura DANHO RECHIPIRI: Umwe nomumwe, vana emibvunzo
mibvunzo vanonyora dzokororo mumabhuku avo.
yezvavakamboita KUPENDERA: Dzokororo yezvanyorwa
nomazvo

7
ZVEKUROORA Mukupera - Kuteerera RUZIVO RUNOTARISIRWA - Indigenous
NA kwechidzidzo - Kutaura Vana vakambonzwa zvekuroorana languages
KUTEERERA/ vana MAVAMBO: Mudzidzisi anotsanangurira zvinoreva junior
KUTAURA vanotarisirwa kuwanana syllabus pg
kunge vogona: DANHO REKUTANGA: Hurukuro pamusoro 17
Nzira - Kukurukura penzira dzokuwanana dzekare. - Nhaka
MUVHURO
dzokuwanana pamusoro penzira DANHO REPIRI: Vana vanoteerera nyaya Youpenyu Bk
dzokuwanana pamuspro penzira dzokuwanana dzekare kubva 3 revana pj
1 ne2
dzekare muchitapa mazwi. 184-191
Mazwi anoreva - Kutaura mazwi DANHO RECHITATU: Mumapoka vana vanoita - Chitapa
zvakafanana anoreva mitambo vachiratidza nzira dzokuwanana dzekare. mazwi
zvakafanana DANHO RECHINA: Vana vanonyora basa - Mifananidzo
neakapiwa mumabhuku avo - Makadhi
KUPENDERA: Vana vanotaura zvavadzidza ebasa
muchidimbu

VHIKI MUSORO/ ZVINANGWA UNYANZVI NZIRA DZOKUDZIDZISA NEZVIITWA ZVOMBO/ ONGORORO

ZVIDZIDZWA DURA
ZVAGONEKWA ZVATADZIKWA
MUTAURO Mukupera - Kuteerera RUZIVO RUNOTARISIRWA - Indigenous
CHIPIRI kwechidzidzo -Kutaura Vana vanogona kuverenga zvirevo languages
Mutauro: vana - MAVAMBO: Mudzidzisi nevana vanotaurirana junior
3 ne4 Tsumo vanotarisirwa Kutsanangura zvinorunga usavi kuti hunake. syllabus pg
dzakafanana kunge vogona: DANHO REKUTANGA: Mudzidzisi 17
- Kutaura tsumo anotsanangurira vana tsumo sezvirunga mutauro. - Nhaka
shanu dzinoreva DANHO REPIRI: Vana vanodoma tsumo Youpenyu Bk
zvakafanana dzinoreva zvakafanana dzavanoziva. Hurukuro 3 revana pj
- Kupa pamusoro pezvinoreva tsumo dzadomwa. 184-191
tsanangudzo DANHO RECHITATU: Mumapoka, vana - Chati rine
dzetsumo vanozadzisa tsumo dziri pamakadhi. Vana tsumo
dzakapiwa vanotaura zvaitwa mumapoka. - Makadhi
DANHO RECHINA: Vana vanonyora basa emapoka
mumabhuku avo.
KUPENDERA: Dzokororo yebasa ranyorwa
CHITATU KUVERENGA/ Mukupera - Kuverenga RUZIVO RUNOTARISIRWA:Vana vanogona - Indigenous
KUNYORA kwechidzidzo kuverenga languages
5 NE6 vana - Kunyora MAVAMBO: Mudzidzisi nevana vanoverenga junior
Nzwisiso: vanotarisirwa mazwi matsva syllabus pg
Makandinzwana kunge vogona: DANHO REKUTANGA: Hurukuro yemusoro 12
 ni - kududza wenyaya Mudzidzisi anoverengera vana - Nhaka
nekudodomesa vakateerera. Youpenyu Bk
mazwi zvakanaka DANHO REPIRI: Vana vanoita majana kuverenga 3 revana pj
nyaya vachideedzera. 184-191
- Kupindura DANHO RECHITATU: Vana vari mumapoka - Mifananidzo
mibvunzo vanobatsirana kupindura mibvunzo. Vana - Makadhi ane
mishanu kubva vanotaura zvavaitwa mumapoka. mazwi
panyaya DANHO RECHINA: Vana vanoverenga umwe - Makadhi
yaverengwa neumwe kuitira kunzwisisa vonyora basa ebasa
mumabhuku avo.
KUPENDERA: Vana vanopfupikisa nyaya
yavaverenga mumazwi avo
CHINA KUNYORA Mukupera - Kutaura RUZIVO RUNOTARISIRWA - Indigenous
Rondedzero:Mu kwechidzidzo - Kuverenga Vana vanoziva Mudzidzisi wavo languages
7 NE8 dzidzisi wangu vana - Kunyora MAVAMBO: Vana vanodoma mazita evadzidzisi junior
vanotarisirwa vari pachikoro. syllabus pg
kunge vogona: DANHO REKUTANGA: Hurukuro pamusoro 15
- Kunyora pemudzidzisi wevana - Nhaka
rondedzero DANHO REPIRI: Vana vari mumapoka Youpenyu Bk
pamusoro vanobatsirana kudoma pfungwa 3 revana pj
pemudzidzisi dzavangashandisa kunyora rondedzero. Vana 184-191
wavo vanotaura zvaitwa mumapoka. - Makadhi
vachishandisa DANHO RECHITATU: Hurukuro yemanyorerwo emazwi
ChiShona erondedzero - Makadhi
chakanaka DANHO RECHINA: Vana vanonyora rondedzero emapoka
vachibatsirwa nemudzidzisi
KUPENDERA: Vana vanoverenga zvavanyora
VHIKI MUSORO/ ZVINANGWA UNYANZVI NZIRA DZOKUDZIDZISA NEZVIITWA ZVOMBO/ ONGORORO
ZVIDZIDZWA DURA
ZVAGONEKWA ZVATADZIKWA
CHISHANU KUNYORA Mukupera - Kuteerera RUZIVO RUNOTARISIRWA:Vana vanogona - Indigenous
Zviperengo kwechidzidzo, - Kutaura kuverenga languages
9 zvemazwi vadzidzi - Kuverenga MAVAMBO: Mudzidzisi nevana vanoverenga junior
vanotaririsirwa - Kunyora mazwi matsva syllabus pg
kunge DANHO REKUTANGA: Hurukuro yezvinoreva 15
vokwanisa: mazwi averengwa. - Nhaka
DANHO REPIRI: Vana vanoshandisa mazwi Youpenyu Bk
Kunyora averengwa muzvirevo vari mumapoka. Vana 3 revana pj
zviperengo vanotaura zvaitwa mumapoka. 184-191
zvemazwi gumi DANHO RECHITATU: Mudzidzisi nevana vanoita - Makadhi
zvakanaka mutambo wekuperetera mazwi. emazwi
DANHO RECHINA: Vana vanonyora zviperengo - Makadhi
mumabhuku avo. emapoka
KUPENDERA: Vana vanoperetera mazwi
anobvunzwa nemudzidzisi
8
ZVEKUFAMBA Mukupera - Kuteerera RUZIVO RUNOTARISIRWA - Indigenous
KUTEERERA/ kwechidzidzo - Kutaura Vana vakamboona bhaz,i mota, ndege languages
KUTAURA vana - Kuimba MAVAMBO: Vana vanotaura nzendo junior
vanotarisirwa dzavambofamba uye kuti nzira dzavakashandisa. syllabus pg
Hurukuro kunge vogona: DANHO REKUTANGA: Vana vanotaura 12
pamusoro - Kudoma zvokufambisa zvavanoziva. - Nhaka
pezvokufambisa zvekufambisa DANHO REPIRI: Hurukuro pamusoro pekufamba Youpenyu Bk
MUVHURO
zvishanu kwakanaka 3 revana pj
- Kukurukura DANHO RECHITATU: Mumapoka vana 192-184-206
1 ne2
pamusoro vanopindura mibvunzo iri pamakadhi. Vana - Chitapa
pezvokufambisa vanopakura zvaitwa mumapoka. mazwi
DANHO RECHINA: Umwe noumwe vana - Mifananidzo
vanonyora basa mumabhuku avo yezvokufambi
KUPENDERA: Vana vanotaura zvavadzidza sa
muchidimbu. - Makadhi
ebasa
MUTAURO Mukupera - Kutaura RUZIVO RUNOTARISIRWA - Indigenous
CHIPIRI kwechidzidzo Vana vanoziva zvinoreva kupesana languages
Mazwi anoreva vana - Kunyora MAVAMBO: Vana vanoverenga mazwi junior
3 ne4 zvinopesana vanotarisirwa pamakadhi. syllabus pg
kunge vogona: DANHO REKUTANGA: Mudzidzisi 17
- Kutaura mazwi anotsanangurira vana mazwi averengwa. - Nhaka
anoreva DANHO REPIRI: Youpenyu Bk
zvinopesana DANHO RECHITATU: Vana vari mumapoka 3 revana pj
neakapiwa vanobatsirana kunyora mazwi anopesana 192-184-206
- Kupindura neakapiwa pamakadhi. Vana vanotaura zvaitwa - Makadhi ane
mibvunzo mumapoka. mazwi
mishanu zvizere DANHO RECHINA: Vana vanonyora basa - Makadhi
mumabhuku avo emapoka
KUPENDERA: vana vanodzokorodza basa ravaita

VHIKI MUSORO/ ZVINANGWA UNYANZVI NZIRA DZOKUDZIDZISA NEZVIITWA ZVOMBO/ ONGORORO

ZVIDZIDZWA DURA
ZVAGONEKWA ZVATADZIKWA
CHITATU KUVERENGA/ Mukupera - Kuverenga RUZIVO RUNOTARISIRWA:Vana vanogona - Indigenous
KUNYORA kwechidzidzo kuverenga languages
5 NE6 vana - Kunyora MAVAMBO: Mudzidzisi nevana vanoverenga junior
Nzwisiso: vanotarisirwa mazwi matsva syllabus pg
Tashinga kunge vogona: DANHO REKUTANGA: Hurukuro yemusoro 12
anokwira ndege - kududza wenyaya Mudzidzisi anoverengera vana - Nhaka
nekudodomesa vakateerera. Youpenyu Bk
mazwi zvakanaka DANHO REPIRI: Vana vanoita majana kuverenga 3 revana pj
nyaya vachideedzera. 192-204
- Kupindura DANHO RECHITATU: Vana vari mumapoka - Mifananidzo
mibvunzo vanobatsirana kupindura mibvunzo. Vana - Makadhi ane
mishanu kubva vanotaura zvavaitwa mumapoka. mazwi
panyaya DANHO RECHINA: Vana vanoverenga umwe - Makadhi
yaverengwa neumwe kuitira kunzwisisa vonyora basa ebasa
 mumabhuku avo.
KUPENDERA: Vana vanopfupikisa nyaya
yavaverenga mumazwi avo
CHINA KUNYORA Mukupera - Kuverenga RUZIVO RUNOTARISIRWA - Indigenous
Rondedzero: kwechidzidzo - Kunyora Vana vanoziva mazita avo zera ravo languages
7 NE8 Amai vangu vana MAVAMBO junior
vanotarisirwa Mudzidzisi anoratidza vana mupikicha wekuti syllabus pg
kunge vogona: vatsanangure 17
- Kunyora zvirevo DANHO REKUTANGA: Mudzidzisi anobatsira - Nhaka
zvishanu vana nezvinotarisirwa pakunyora rondedzero Youpenyu Bk
vachitsanangura DANHO REPIRI 3 revana pj
vana amai vavo Vana vari mumapoka vanobatsirana kudoma 192-206
mazwi avangashandisa kunyora musoro - Mifananidzo
werondedzero wakapiwa. Vana vanopakura - Makadhi
zvaitwa mumapoka. emazwi
DANHO RECHITATU
Vana vanonyora rondedzero vachibatsirwa
nemudzidzisi
KUPENDERA: Vana vanoverenga zvavanyora

CHISHANU KUNYORA Mukupera - Kuverenga RUZIVO RUNOTARISIRWA - Chidziro

kwechidzidzo - Kunyora Vana vakambodzidza nezvabvunzwa mudzokororo - Nhaka
9 DZOKORORO vana MAVAMBO: Mudzidzisi nevana vanoita hurukuro Youpenyu Bk
- Nzwisiso vanotarisirwa yemanyorerwo achaitwa dzokororo. 3 revana pj
- Mazwi kunge vogona: DANHO REKUTANGA: Vana vanobvunza 173-183
anopikisana mibvunzo yavasiri kunzwisisa. - Mapepa
- Mazwi anoreva Kupindura DANHO RECHIPIRI: Umwe nomumwe, vana emibvunzo
zvakafanana mibvunzo vanonyora dzokororo mumabhuku avo.
- Nyaudzosingwi yezvavakamboita KUPENDERA: Dzokororo yezvanyorwa
nomazvo

VHIKI MUSORO/ ZVINANGWA UNYANZVI NZIRA DZOKUDZIDZISA NEZVIITWA ZVOMBO/ ONGORORO

ZVIDZIDZWA DURA
ZVAGONEKWA ZVATADZIKWA

9
ZVOUTSANAN Mukupera - Kuteerera RUZIVO RUNOTARISIRWA - Indigenous
A kwechidzidzo - Kutaura Vana vanoziva zvinoreva izwi rokuti utsanana languages
KUTEERERA/ vana - Kuimba MAVAMBO: Mudzidzisi nevana vanoimba karwiyo junior
KUTAURA vanotarisirwa keutsanana syllabus pg
kunge vogona: DANHO REKUTANGA: Hurukuro pamusoro 12
Yambiro peutsanana. - Nhaka
MUVHURO
pamusoro Kuteerera DANHO REPIRI Vana vanoteerera yambiro Youpenyu Bk
pekuchengeted yambiro pamusoro pekuchengetedza utsanana. 3 revana pj
1 ne2
za utsanana pamusoro DANHO RECHITATU: Mumapoka vana vanodoma 207-211
pekuchengetedza nzira dzokuchengetedza utsanana kumba - Mifananidzo
utsanana nekuchikoro Vana vanotaura zvaitwa mumapoka. - Chitapa
 - Kutaura nzira DANHO RECHINA: Umwe noumwe vana mazwi
shanu vanonyora basa mumabhuku avo - Makadhi
dzekuchengetedz KUPENDERA: Vana vose vanotaura zvavadzidza ebasa
a utsanana muchidimbu.
MUTAURO Mukupera - Kuteerera RUZIVO RUNOTARISIRWA - Indigenous
CHIPIRI kwechidzidzo -Kutaura Vana vanogona kuverenga zvirevo languages
Mutauro: vana - MAVAMBO: Mudzidzisi nevana vanotaurirana junior
3 ne4 Tsumo vanotarisirwa Kutsanangura zvinorunga usavi kuti hunake. syllabus pg
dzakafanana kunge vogona: DANHO REKUTANGA: Mudzidzisi 17
- Kutaura tsumo anotsanangurira vana tsumo sezvirunga mutauro. - Nhaka
shanu dzinoreva DANHO REPIRI: Vana vanodoma tsumo Youpenyu Bk
zvakafanana dzinoreva zvakafanana dzavanoziva. Hurukuro 3 revana pj
- Kupa pamusoro pezvinoreva tsumo dzadomwa. 207-211
tsanangudzo DANHO RECHITATU: Mumapoka, vana - Chati rine
dzetsumo vanozadzisa tsumo dziri pamakadhi. Vana tsumo
dzakapiwa vanotaura zvaitwa mumapoka. - Makadhi
DANHO RECHINA: Vana vanonyora basa emapoka
mumabhuku avo.
KUPENDERA: Dzokororo yebasa ranyorwa
CHITATU KUVERENGA/ Mukupera - Kuverenga RUZIVO RUNOTARISIRWA:Vana vanogona - Indigenous
KUNYORA kwechidzidzo kuverenga languages
5 NE6 vana - Kunyora MAVAMBO: Mudzidzisi nevana vanoverenga junior
Nzwisiso: vanotarisirwa mazwi matsva syllabus pg
Uchapa kunge vogona: DANHO REKUTANGA: Hurukuro yemusoro 12
- kududza wenyaya Mudzidzisi anoverengera vana - Nhaka
nekudodomesa vakateerera. Youpenyu Bk
mazwi zvakanaka DANHO REPIRI: Vana vanoita majana kuverenga 3 revana pj
nyaya vachideedzera. 207-211
- Kupindura DANHO RECHITATU: Vana vari mumapoka - Mifananidzo
mibvunzo vanobatsirana kupindura mibvunzo. Vana - Makadhi ane
mishanu kubva vanotaura zvavaitwa mumapoka. mazwi
panyaya DANHO RECHINA: Vana vanoverenga umwe - Makadhi
yaverengwa neumwe kuitira kunzwisisa vonyora basa ebasa
mumabhuku avo.
KUPENDERA: Vana vanopfupikisa nyaya
yavaverenga mumazwi avo
VHIKI MUSORO/ ZVINANGWA UNYANZVI NZIRA DZOKUDZIDZISA NEZVIITWA ZVOMBO/ ONGORORO
ZVIDZIDZWA DURA
ZVAGONEKWA ZVATADZIKWA
CHINA KUNYORA Mukupera - Kutaura RUZIVO RUNOTARISIRWA: Vana vanobva - Indigenous
Rondedzero: kwechidzidzo - Kuverenga kumhuri dzakasiyana siyana languages
7 NE8 Mhuri yedu vana - kunyora MAVAMBO: Vana vanotaura kwavanobva. junior
vanotarisirwa DANHO REKUTANGA: Hurukuro pamusoro syllabus pg
kunge vogona: pezvemhuri vachishandisa Mifananidzo DANHO 15
REPIRI: Vana vari mumapoka vanobatsirana - Nhaka
Kunyora kudoma pfungwa dzavangashandisa kunyora Youpenyu Bk
rondedzero rondedzero. Vana vanotaura zvaitwa mumapoka. 3 revana pj
pamusoro DANHO RECHITATU Mudzidzisi anobatsira vana 207-211
 pemhuri dzavo nezvinotarisirwa pakunyora rondedzero - Makadhi ane
neChiShona vachishandisa musoro wekuti mhuri mazwi
chakanaka yedu.Hurukuro yemanyorerwo erondedzero
DANHO RECHINA: Vana vanonyora rondedzero
vachibatsirwa nemudzidzisi
KUPENDERA: Vana vanoverenga zvavanyora
CHISHANU KUNYORA Mukupera - Kuteerera RUZIVO RUNOTARISIRWA:Vana vanogona - Indigenous
Zviperengo kwechidzidzo, - Kutaura kuverenga languages
9 zvemazwi vadzidzi - Kuverenga MAVAMBO: Mudzidzisi nevana vanoverenga junior
vanotaririsirwa - Kunyora mazwi matsva syllabus pg
kunge DANHO REKUTANGA: Hurukuro yezvinoreva 15
vokwanisa: mazwi averengwa. - Nhaka
DANHO REPIRI: Vana vanoshandisa mazwi Youpenyu Bk
Kunyora averengwa muzvirevo vari mumapoka. Vana 3 revana pj
zviperengo vanotaura zvaitwa mumapoka. 207-211
zvemazwi gumi DANHO RECHITATU: Mudzidzisi nevana vanoita - Makadhi
zvakanaka mutambo wekuperetera mazwi. emazwi
DANHO RECHINA: Vana vanonyora zviperengo - Makadhi
mumabhuku avo. emapoka
KUPENDERA: Vana vanoperetera mazwi
anobvunzwa nemudzidzisi

1 KUFAMBISWA Mukupera - Kuteerera RUZIVO RUNOTARISIRWA: - Indigenous

17.11.17 KWEMASHOK kwechidzidzo - Kutaura Vana vanoziva tsamba, foni languages
O vana - Kuverenga MAVAMBO: Vana vanotaura mazita ezvinhu junior
1 ne2 KUTEERERA/ vanotarisirwa zvakaratidzwa pamufananidzo. syllabus pg
KUTAURA kunge vogona: DANHO REKUTANGA: Hurukuro pamusoro 15
Nzira - Kukurukura pekufambiswa kwemashoko kwakare. - Nhaka
dzokufambiswa pamusoro DANHO REPIRI: Vana vanodoma nzira Youpenyu Bk
kwemashoko pekufambiswa dzokufambiswa kwemashoko mudzidzisi 3 revana pj
kwemashoko achianyora pachidziro. 212-218
zvino nakare DANHO RECHITATU: Mumapoka vana vanotaura - Mifananidzo
- Kudoma nzira misiyana iripo pkati penzira nzira dzokufambiswa - Makadhi
shanu kwemashoko azvino nakare. emazwi
dzokufambiswa DANHO RECHINA: Vana vanonyora basa - Makadhi
kwemashoko mumabhuku avo emapoka
KUPENDERA: Mwana vanoverenga mazwi ari
pachidziro
VHIKI MUSORO/ ZVINANGWA UNYANZVI NZIRA DZOKUDZIDZISA NEZVIITWA ZVOMBO/ ONGORORO
ZVIDZIDZWA DURA
ZVAGONEKWA ZVATADZIKWA
MUTAURO Mukupera - Kuverenga RUZIVO RUNOTARISIRWA - Indigenous
CHIPIRI kwechidzidzo - Kunyora Vana vanogona kuverenga zvirevo languages
Madimikira vana - MAVAMBO: Mudzidzisi nevana vanotaurirana junior
vanotarisirwa kutsanangura zvinorunga usavi zvinoita kuti hunake syllabus pg
3 ne4 kunge vogona: DANHO REKUTANGA: Mudzidzisi 17
- Kutaura anotsanangurira vana chinonzi madimikira
madimikira DANHO REPIRI: Vana vanotaura madimikira - Nhaka
 mashanu avanoziva vari mumapoka vanobatsirana Youpenyu Bk
avanoziva kududzira madimikira 3 revana pj
- Kududzira DANHO RECHITATU: Mumapoka vana 212-218
madimikira vanobatsirana kududzira madimikira. Vana - Chati rine
mashanu vanoverenga zvavanyora vachibatsirwa pavatadza madimikira
akapihwa nemudzidzisi - Makadhi
nemazvo DANHO RECHINA: Vana vanonyora basa ebasa
mumabhuku avo
KUPENDERA: Vana vanodzokorodza basa ravaita
CHITATU KUVERENGA/ Mukupera - Kuverenga RUZIVO RUNOTARISIRWA:Vana vanogona - Indigenous
KUNYORA kwechidzidzo kuverenga languages
5 NE6 vana - Kunyora MAVAMBO: Mudzidzisi nevana vanoverenga junior
Nzwisiso: vanotarisirwa mazwi matsva syllabus pg
Tsamba kunge vogona: DANHO REKUTANGA: Hurukuro yemusoro 12
- kududza wenyaya Mudzidzisi anoverengera vana - Nhaka
nekudodomesa vakateerera. Youpenyu Bk
mazwi zvakanaka DANHO REPIRI: Vana vanoita majana kuverenga 3 revana pj
nyaya vachideedzera. 212-218
- Kupindura DANHO RECHITATU: Vana vari mumapoka - Mifananidzo
mibvunzo vanobatsirana kupindura mibvunzo. Vana - Makadhi ane
mishanu kubva vanotaura zvavaitwa mumapoka. mazwi
panyaya DANHO RECHINA: Vana vanoverenga umwe - Makadhi
yaverengwa neumwe kuitira kunzwisisa vonyora basa ebasa
mumabhuku avo.
KUPENDERA: Vana vanopfupikisa nyaya
yavaverenga mumazwi avo
CHINA KUNYORA Mukupera - Kutaura RUZIVO RUNOTARISIRWA: Vana vanoziva - Indigenous
Tsamba kwechidzidzo - Kuverenga vadzidzisi vavo languages
7 NE8 kushamwari vana - Kunyora MAVAMBO: Vana vanodoma mazita evadzidzisi junior
uchiitaurira vanotarisirwa vepachikoro syllabus pg
nezvemudzidzis kunge vogona: DANHO REKUTANGA: Hurukuro pamusoro 15
i wako pemudzidzisi wavo - Nhaka
- Kunyora tsamba DANHO REPIRI: Vana vari mumapoka Youpenyu Bk
kushamwari vanobatsirana kudoma pfungwa 3 revana pj
vachiudza dzavangashandisa kunyora tsamba. Vana 212-218
pamusoro vanotaura zvaitwa mumapoka. - Makadhi
pemudzidzisi DANHO RECHITATU: Mudzidzisi anobatsira vana emapoka
wavo neChiShona nezvinotarisirwa pakunyora tsamba.Hurukuro - Chati rine
chakanaka yemanyorerwo etsamba muenzaniso
DANHO RECHINA: Vana vanonyora tsamba wetsamba
vachibatsirwa nemudzidzisi
KUPENDERA: Vana vanoverenga zvavanyora
VHIKI MUSORO/ ZVINANGWA UNYANZVI NZIRA DZOKUDZIDZISA NEZVIITWA ZVOMBO/ ONGORORO
ZVIDZIDZWA DURA
ZVAGONEKWA ZVATADZIKWA
CHISHANU KUNYORA Mukupera - Kuverenga RUZIVO RUNOTARISIRWA - Chidziro
kwechidzidzo - Kunyora Vana vakambodzidza nezvabvunzwa mudzokororo - Nhaka
9 DZOKORORO vana MAVAMBO: Mudzidzisi nevana vanoita hurukuro Youpenyu Bk
 - Nzwisiso vanotarisirwa yemanyorerwo achaitwa dzokororo. 3 revana pj
- Mazwi kunge vogona: DANHO REKUTANGA: Vana vanobvunza 207-218
anopikisana mibvunzo yavasiri kunzwisisa. - Mapepa
- Mazwi anoreva Kupindura DANHO RECHIPIRI: Umwe nomumwe, vana emibvunzo
zvakafanana mibvunzo vanonyora dzokororo mumabhuku avo.
- Nyaudzosingwi yezvavakamboita KUPENDERA: Dzokororo yezvanyorwa
nomazvo

1
KUNYORA Mukupera - Kuverenga RUZIVO RUNOTARISIRWA - Chidziro
kwechidzidzo - Kunyora Vana vakambodzidza nezvabvunzwa mudzokororo - Nhaka
DZOKORORO vana MAVAMBO: Mudzidzisi nevana vanoita hurukuro Youpenyu Bk
- Nzwisiso vanotarisirwa yemanyorerwo achaitwa dzokororo. 3 revana pj 1-
- Tsamba kunge vogona: DANHO REKUTANGA: Vana vanobvunza 218

1
- Mazwi anoreva mibvunzo yavasiri kunzwisisa. - Mapepa
zvakasiyana Kupindura DANHO RECHIPIRI: Umwe nomumwe, vana emibvunzo
- Zvimiso mibvunzo vanonyora dzokororo mumabhuku avo. - Machati
- Madimikira yezvavakamboita KUPENDERA: Dzokororo yezvanyorwa - Makadhi
- Tsumo nomazvo
- Mazwi
muuzhinji
- Mhuka nevana
vadzo

12
BVUNZO Mukupera - Kuverenga RUZIVO RUNOTARISIRWA - Chidziro
DZOKUPERA kwechidzidzo - Kunyora Vana vakambodzidza nezvabvunzwa mudzokororo - Zvinyoresa
KWEGORE vana MAVAMBO: Mudzidzisi nevana vanoita hurukuro - Mapepa
vanotarisirwa yemanyorerwo achaitwa dzokororo.
- Bepa kunge vogona: DANHO REKUTANGA: Vana vanobvunza
rokutanga mibvunzo yavasiri kunzwisisa.
:
- Bepa rechipiri Kupindura DANHO RECHIPIRI: Umwe nomumwe, vana
mibvunzo vanonyora dzokororo mumabhuku avo.

13 yezvavakamboita
nomazvo
KUPENDERA: Dzokororo yezvanyorwa

INFORMATION AND COMMUNICATION TECHNOLOGY

TOPICS TO BE COVERED
  Computer software
 Safety and Security

BROAD AIMS
To enable learners to:

a) Appreciate the role and impact of ICTs, safety and security as they apply to
self, work and society.
b) Develop confidence in manipulating some electronic devises.
c) Infuse ICTs in other subjects across the curriculum

Week Topic/ Objectives Competence Methodology/Assumed knowledge Resources/ Evaluation

Content / Activities Refs
Skills STRENGTHS WEAKNESSES

1
COMPUTER By the end of the manipulative Assumed knowledge Learners are aware of DSTVs Information
SOFTWARE lesson learners creativity Introduction –Facilitator explain the key words and
should be able to hand and eye Step 2 -learners name ICT appliances that use Communicat
-identify the ICT coordination software at home ion
Uses of appliances that use technological Step 3-Learners state the uses of intercom, e-learning Technology
software software at home visual software, remote controls and life support systems at Syllabus Gr
-describe the Critical home 3 page 6-7
*Software in functions of computer thinking Step 4 Learners discuss the functions of computer -I.CT tools
the home software at home Communicati software at home - Intercom,
on Step5-In groups learners practice using intercom, e- -computers, e
identifying learning software, remote controls and life support learning
observing systems software,
Conclusion -oral discussions on the uses of software
 at home

2
COMPUTER --identify the ICT Critical Assumed knowledge Learners use computer Information
SOFTWARE appliances that use thinking software at home and
software at school Decision Introduction –Recap of the previous lesson Communicat
-describe the making Step 2 -learners name ICT appliances that use ion
Uses of functions of computer Leadership software at school Technology
software software at school Communicati Step 3-Learners state the uses of intercom, e-learning Syllabus Gr
on software, remote controls and life support systems at 3 page 6-7
*Software in Self- school -I.CT tools
the school management Step 4 Learners discuss the functions of computer - Intercom,
software at school -computers, e
Step5-In groups learners practice using intercom, e- learning
learning software, remote controls and life support software,
systems -
Conclusion -oral discussions on the uses of software
at school

3
COMPUTER -identify the ICT Assumed knowledge Learners are aware computer Information
SOFTWARE appliances that use software and
software at Introduction –Recap of the previous lesson Communicat
workplace Step 2 -learners name ICT appliances that use ion
Uses of -describe the software in the work place Technology
software functions of computer Step 3-Learners state the uses of intercom, e-learning Syllabus Gr
software at software, remote controls and life support systems in 3 page 6-7
*Software in workplace the work place -I.CT tools
the workplace Step 4 Learners discuss the functions of computer - Intercom,
software in the work place -computers,
Step5-In groups learners practice using intercom, e- elearning
learning software, remote controls and life support software,
systems -DSTV
Conclusion -oral discussions on the uses of software
in the work place
Week Topic/ Objectives Competence Methodology/Assumed knowledge Resources/ Evaluation
Content / Activities Refs
Skills STRENGTHS WEAKNESSES

4
COMPUTER By the end of the Problem Assumed knowledge Learners are able to take Information
SOFTWARE lesson learners solving photos using their smartphones and
should be able to Critical Introduction –Facilitator explain the key words Communicat
-create a word- thinking Step 1-Facilitator demonstrate inserting images to ion
Text input processing document confidence create a printable document Technology
-insert word art in a manipulative Step 2-Learners name the ICT tools used to take Syllabus Gr
*Adding document hand and eye images or photographs 3 page 6-7
images -edit document using coordination Step 3 -learners practise inserting images with the -I.CT tools
word processing tools Communicati help of the facilitator -computers
on Step 4 Learners individually insert images -typing tutor
Self- Conclusion -oral discussions -Ms word
management -Word pad
-printers
5
COMPUTER -design a document Critical Assumed knowledge Learners are able to type some Information
SOFTWARE with word art thinking words and
Decision Introduction –Recap of the previous lesson Communicat
-edit document using making Step 1-Facilitator demonstrate typing a text and insert ion
Text input word processing tools Leadership text boxes Technology
Communicati Step 2-Learners use a mouse and a keyboard to insert Syllabus Gr
*Text boxes on text boxes 3 page 6-7
Self- Step 3 -learners practise designing a document with -I.CT tools
management word art -computers
confidence Step 4 Learners individually insert text boxes -typing tutor
manipulative Conclusion -oral discussions on designing text boxes -Ms word
hand and eye -Word pad
coordination -printers

6
COMPUTER -design a document confidence Assumed knowledge Learners have types short Information
SOFTWARE with word art manipulative sentences before and
hand and eye Introduction –recap of previous lesson Communicat
-insert word art in a coordination Step 1 Learners demonstrate designing a document ion
Text input document Communicati with word art Technology
on Step 2 Learners name and identify font types they Syllabus Gr
*Word art Self- know 3 page 6-7
management Step 3 –learners in pairs practise designing a -I.CT tools
document with word art -computers
Step 4 Learners individually practice -typing tutor
Conclusion -oral discussions on designing using the -Ms word
word art -Word pad
-printers

Week Topic/ Objectives Competence Methodology/Assumed knowledge Resources/ Evaluation

Content / Activities Refs
Skills STRENGTHS WEAKNESSES

7
COMPUTER By the end of the Problem Assumed knowledge Learners have saved photos in Information
SOFTWARE lesson learners solving their smartphones and
should be able to Critical Introduction –Recap of the previous lesson Communicati
-edit and save thinking Step 1 Facilitator demonstrate saving and loading on
Text input documents Decision documents in the computer Technology
making Step 2 -learners in pairs practise loading and saving Syllabus Gr 3
*Save and load -load their document confidence documents with the help of the facilitator page 6-7
their work in the computer manipulative Step 3 Learners individually practice loading and -I.CT tools
hand and eye saving documents -computers
coordination Step 4 - learners practice changing text appearance -typing tutor
Communicati with the help of the facilitator -Ms word
on Conclusion -oral discussions on saving and loading of -Word pad
 Self- documents -printers
management

8
COMPUTER -create a word – Typing Assumed knowledge Learners can identify key pads Information
SOFTWARE processing document manipulation on the keyboard and
hand and eye Introduction –recap of previous lesson Communicati
-edit document using coordination Step 1-Learners create a word-processing document on
Formatting word processing Critical Step 2 -learners practise typing their names and Technology
text thinking grade levels Syllabus Gr 3
Decision Step 3 Facilitator demonstrate tying a short paragraph page 6-7
*Font size making putting font size, font type and font colour -I.CT tools
Leadership Step 3 -In pairs learners practice typing a short -computers
*Font type Communicati paragraph putting font size, font type and font colour -typing tutor
on Step 4 –learners individually apply font type, font size -Ms word
*Font colour Self- and font colour on their short paragraph -Word pad
management Conclusion -oral discussions -printers

9
COMPUTER -identify given manipulation Assumed knowledge Learners are aware of a Information
SOFTWARE storage devices hand and eye memory card, CD and DVD and
coordination Introduction –Facilitator shows learners a flash Communicati
-insert a storage Critical disk ,CD and DVD on
File device thinking Step 2 -learners identify and name the ICT tools Technology
Management Decision shown on pictures Syllabus Gr 3
*Memory cards -retrieve information making Step 3 Facilitator demonstrate saving documents on page 6-7
from storage device Leadership the flash disk while learners watch -I.CT tools
*CD/DVDs Communicati Step 3 -In pairs learners practice saving their -CD/DVDs
on documents of a memory card, CD or DVDs -flash disk
*Flash disk Step 4 –learners individually retrieve information -computers
from storage devices
Conclusion -oral discussions

Week Topic/ Objectives Competence Methodology/Assumed knowledge Resources/ Evaluation

Content / Activities Refs
Skills STRENGTHS WEAKNESSES

1
By the end of the Problem Assumed knowledge Learners have composed music Information
COMPUTER lesson learners solving before and
SOFTWARE should be able to Critical Introduction –Recap of the previous lesson Communicati
-combine text, thinking Step 1-Facilitator demonstrate how to combine on

0 Multimedia
images and sound

-record and store

Decision
making
Leadership
Communicati
text ,sound and images to come up with a multimedia
file
Step 2 -learners practise combining text, sound and
images to come up with a multimedia file
Technology
Syllabus Gr 3
page 6-7
-I.CT tools
*Text music ,voice and
*Images video on Step 3 Learners record each other singing using a -smart phones
*Sound Self- range of ICT tools -computers
management Step 4 -In pairs learners practice composing and
recording basic rhythms
 Conclusion –Learners sing and dance to the -cameras
composed songs

1
SAFETY AND -create password Critical Assumed knowledge Learners have unlocked the Information
SECURITY thinking password from their smartphones and
-modify a password Decision Introduction –recap of previous lesson Communicati
making Step 1-Facilitator demonstrate creating passwords on

1 Password

*Relevance
-delete a password Leadership
Communicati
on
Step 2 -learners practise creating their own passwords
Step 3 Learners change the existing passwords
Step 3 - learners practice removing a password from
Technology
Syllabus Gr 3
page 6-7
Self-
their computers --I.CT tools
*Creation management
Step 4 -Individually learners create password and -smart phones
confidence
remove it in their computers -computers
*Removal
Conclusion -oral discussions on creating and
removing of password

1
END OF By the end of the - Recalling ASSUMEDKNOWLEDGE - Test papers
lesson learners Learners have covered the concepts set - Papers
YEAR
should be able to INTRODUCTION :Class discussion on the concept of - Pens
EXAMS - Revise concepts writing a revision test

2 taught throughout
the year
STEP 1:The facilitator and the pupils go through the
test before they start writing
STEP 2: Individual written work
CONCLUSION: Revision of the test written
TO

MATHEMATICS
TOPICS TO BE COVERED
 Measures
 Relationships
 Operations

BROAD AIMS
1 To help learners to develop holistically and show a positive attitude towards Mathematics.
2 To help learners acquire and apply mathematical concepts and skills and use them as tools in study , work, leisure and everyday
transactions through use of technology
3 To assist learners acquire mathematical concepts and skills for use as tools in the work, study, leisure and everyday transactions.
4 To prepare for vocation and further studies in Mathematics and other learning areas
WEEK TOPIC/ OBJECTIVES COMPETENCIES TEACHING/LEARNING ACTIVITIES RESOURCES / EVALUATIVE COMMENTS
ENDING CONTENT (Knowledge, REFS
skills, attitudes) STRENGTHS WEAKNESSES

MEASURES By the end - Running ASSUMEDKNOWLEDGE Learners know the Maths Jnr Gr 3-

1
of the - Identifying meaning of the terms fast slow. INTRODUCTION: 7 Syllabus pg
Rate and Speed lesson - Comparing Learners read words on cards and the facilitator 14
learners explains them. - Step Up
Using should be STEP 1: Outside the classroom learners perform Maths Grade 3
faster/slower/quic able to: mini tasks e.g a race, filling containers with sand ppls bk pg
ker - Compare in groups. 171-175
⁶
the rate at STEP 2: The learners use the tasks to compare - Maths Time
1
which tasks the rates at which tasks are done using the terms Gr3 ppls bk
are done slow/quicker/ faster with the help of the facilitator pg144-149
using the STEP 4: Individual work - Stop watches
terms CONCLUSION: Revision of work written - Work cards
slow/quicker/
faster
WED By the end - Measuring ASSUMED KNOWLEDGE: Learners know the - Step Up
Using more or less of the - identifying meanings of the term more/ less Maths Grade 3
2 lesson - Comparing INTRODUCTION: The facilitator explains key ppls bk pg
learners terms STEP 1: The facilitator demonstrates 171-175
should be comparing rate using the terms more or less. - Maths Time
able to: STEP 2: The learners practice comparing rate Gr3 ppls bk
- Compare using the terms more or less. STEP 3: In groups pg144-149
rate using learners comparing rate using the terms more or - Stop watches
more or less less under the guidance of the facilitator. Groups - Work cards
report back on group tasks.
STEP 4: Individual written work.
CONCLUSION: Learners revise work written
THU Finding rates By the end - Running ASSUMEDKNOWLEDGE Learners know the - Step Up
3 of the - Identifying meaning of the terms fast slow. Maths Grade 3
lesson - Comparing INTRODUCTION: The facilitator recaps from the ppls bk pg
learners previous lesson. 171-175
should be STEP 1: The facilitator demonstrates finding rate. - Maths Time
able to: STEP 2: The learners practice finding rate. Gr3 ppls bk
- Find the STEP 3: In groups, learners find rate. Groups pg144-149
rate at which report back on group tasks. - Stop watches
tasks are STEP 4: Individual work - Work cards
done CONCLUSION: Revision of work written
FRI Comparing rates By the end - Running ASSUMEDKNOWLEDGE Learners know the - Step Up
of the - Identifying meaning of the terms fast slow. INTRODUCTION: Maths Grade 3
4 lesson - Comparing Learners read words on cards and the facilitator ppls bk pg
learners explains them. 171-175
should be STEP 1: Outside the classroom learners perform - Maths Time
able to: mini tasks e.g a race, filling containers with sand Gr3 ppls bk
- Compare in groups. pg144-149
the rate at STEP 2: The learners use the tasks to compare - Stop watches
 which tasks the rates at which tasks are done with the help of - Work cards
are done the facilitator
STEP 3: Groups report back on group tasks.
STEP 4: Individual work
CONCLUSION: Revision of work written
WEEK TOPIC/ OBJECTIVES COMPETENCIES TEACHING/LEARNING ACTIVITIES RESOURCES / EVALUATIVE COMMENTS
ENDING CONTENT (Knowledge, REFS
skills, attitudes) STRENGTHS WEAKNESSES

2
MEASURES By the end -Identifying ASSUMEDKNOWLEDGE: Learners have seen the - Maths Jnr Gr
Volume and of the - Naming terms ml, litres. INTRODUCTION: The facilitator 3-7 Syllabus
Capacity lesson - Drawing explains key terms. pg 14
Capacity learners STEP 1:Tr explains and demonstrates how to rfind - Step Up
should be the capacity of objects using buckets, cups Maths Grade 3
able to STEP 2: Learners practise under facilitator’s ppls bk pg118-
Mon
- Find the supervision 122
1 and 2
capacity of STEP 3: In groups learners find the capacity of - Maths Time
given objects given. Feedback and more explanation Gr3 ppls bk pg
containers from the facilitator 156-159
STEP 4: Individual written work - bucket, cups,
CONCLUSION; Learners revise work done bottles
- work cards
TUE By the end - identifying ASSUMED KNOWLEDGE: Learners have seen - Step Up
3 Half litre and one of the - Comparing the terms ml, litres. Maths Grade 3
litre lesson INTRODUCTION: The facilitator explains key ppls bk pg118-
learners terms. 122
should be STEP 1: The facilitator demonstrates finding - Maths Time
able to volumes of objects STEP 2: The learners practice Gr3 ppls bk pg
- Find volume finding volumes of objects using the terms more 156-159
by measuring or less. STEP 3: In groups answer questions - ½ and 1l
using ½ and written on work cards. Groups report back on containers
1l containers group tasks. - work cards
STEP 4: Individual written work.
CONCLUSION: Learners revise work written
WED Volume of By the end - Identifying ASSUMEDKNOWLEDGE: Learners have seen the - Step Up
4 irregular shapes of the - Comparing terms ml, litres. INTRODUCTION: The tr recaps Maths Grade 3
by displacement lesson from the previous lesson STEP 1: Tr explains and ppls bk pg118-
learners demonstrates volume of irregular shapes through 122
should be displacement - Maths Time
able to STEP 2: Learners practise finding volume of Gr3 ppls bk pg
- Find the irregular shapes using displacement under the 156-159
volume of facilitator’s supervision - ½ and 1l
irregular STEP 3: Feedback and more explanation from the containers
shapes by facilitator STEP 4: Individual written work - work cards
displacement CONCLUSION: Learners say what they have
learnt
Thu Number stories By the end - Identifying ASSUMEDKNOWLEDGE: Learners have solved - Step Up
5 of the - Arranging number stories before. Maths Grade 3
 lesson INTRODUCTION: Learners are asked to name the ppls bk pg118-
learners standard units of volume. 122
should be STEP 1: Tr explains and demonstrates how to - Maths Time
able to solve number stories. Gr3 ppls bk pg
- Solve at STEP 2: Solving number stories as a class. 156-159
least four STEP 3: Group work on solving number stories. - Work cards
number Groups report back on group tasks.
stories STEP 4: Individual written work
correctly CONCLUSION: Revision of work written
WEEKEN TOPIC/ OBJECTIVES COMPETENCIES TEACHING/LEARNING ACTIVITIES RESOURCES / EVALUATIVE COMMENTS
DING CONTENT (Knowledge, REFS
skills, attitudes) STRENGTHS WEAKNESSES

FRI REVISION EX By the end - Recalling ASSUMEDKNOWLEDGE - Step Up

6 - Rate of the Learners have covered the concepts set Maths Grade 3
- Speed lesson INTRODUCTION :Class discussion on the concept - past exam
- Volume learners of writing a revision test papers
- Volume by should be STEP 1:Tr and the pupils go through the test
displacement able to: before they start writing
- Revise STEP 2: Individual written work
concepts CONCLUSION: Revision of the test written
taught
throughout
the week

3
DIRECTION, By the end - Identifying ASSUMEDKNOWLEDGE: Learners have heard Maths Junior
ANGLES AND of the - Naming the terms north, south, west Gr 3-7 Syllabus
LINES lesson - Drawing INTRODUCTION: The facilitator explains key pg 14-15
The compass learners terms - Maths Time
should be STEP 1: The facilitator introduces the four Gr3 ppls bk pg
able to: cardinal points. Class discussion on the four 162-167
- Name the cardinal points. - Squared
four compass STEP 2: Learners perform activities showing papers
points different directions in groups. - Improvised
Mon STEP 3: Feedback and more explanation from the compasses
1 and 2 facilitator STEP 4: Individual written work - Counters
CONCLUSION; Learners revise work done - work cards
TUE Finding direction By the end - Identifying ASSUMEDKNOWLEDGE: Learners have heard - Maths Time
3 of objects using of the the terms north, south, west Gr3 ppls bk pg
compass points lesson INTRODUCTION: The facilitator explains key 162-167
learners terms - Squared
should be STEP 1: The facilitator demonstrates finding papers
able to: direction of objects using compass points - Improvised
- Find the STEP 2: Learners direction of objects using compasses
direction of compass points in groups. - Counters
objects using STEP 3: Feedback and more explanation from the - work cards
compass facilitator STEP 4: Individual written work
points CONCLUSION: Learners name the four cardinal
 points
WED More on finding By the end - Identifying ASSUMEDKNOWLEDGE: Learners have heard - Maths Time
4 direction of of the the terms north, south, west Gr3 ppls bk pg
objects using lesson INTRODUCTION: The facilitator recaps from the 162-167
compass points learners previous lesson - Squared
should be STEP 1: The facilitator demonstrates finding papers
able to: direction of objects using compass points - Improvised
- Find the STEP 2: Learners direction of objects using compasses
direction of compass points in groups. - Counters
objects using STEP 3: Feedback and more explanation from the - work cards
compass facilitator STEP 4: Individual written work
points CONCLUSION: Learners name the four cardinal
points
WEEK TOPIC/ OBJECTIVES COMPETENCIES TEACHING/LEARNING ACTIVITIES RESOURCES / EVALUATIVE COMMENTS
ENDING CONTENT (Knowledge, REFS
skills, attitudes) STRENGTHS WEAKNESSES

Thu Finding direction By the end - Identifying ASSUMEDKNOWLEDGE: Learners have heard - Maths Time
5 shown using grids of the the terms north, south, west Gr3 ppls bk pg
lesson INTRODUCTION: The facilitator explains key 162-167
learners terms - Squared
should be STEP 1: The facilitator demonstrates finding papers
able to: direction shown using grids - Counters
- Find the STEP 2: Learners direction shown using grids - work cards
direction STEP 3: Feedback and more explanation from the
shown using facilitator
grids STEP 4: Individual written work
CONCLUSION: Revision of work written
FRI More on finding By the end - Identifying ASSUMEDKNOWLEDGE: Learners have heard - Maths Time
6 direction shown of the the terms north, south, west Gr3 ppls bk pg
using grids lesson INTRODUCTION: The facilitator recaps from the 162-167
learners previous lesson - Squared
should be STEP 1: The facilitator demonstrates finding papers
able to: direction shown using grids - Counters
- Find the STEP 2: Learners direction shown using grids - work cards
direction STEP 3: Feedback and more explanation from the
shown using facilitator
grids STEP 4: Individual written work
CONCLUSION: Revision of work written

4
RELATIONSHIPS By the end - Identifying ASSUMEDKNOWLEDGE: Learners have done - Mathematics
of the - Reading talys in grade one Junior syllabus
Data handling lesson - Interpreting INTRODUCTION: The facilitator explains key pg 16
learners terms. - Step up
should be STEP 1: Tr explains and demonstrates how Maths Gr 3 pg
able to: interpret tallys. 176-182
The tally system - Interpret STEP 2: Learners practise answering questions - Maths Time
Mon
1and 2 information from a tally system in groups. Gr3 ppls bk pg
on tally STEP 3: Feedback and more explanation from the 182-191
systems facilitator STEP 4: Individual written work - Charts
correctly CONCLUSION: Learners revise work done - Newspapers
TUE Tables By the end - Identifying ASSUMEDKNOWLEDGE: Learners have seen a - Step up
of the - Reading table before. Maths Gr 3 pg
lesson - Interpreting INTRODUCTION: The facilitator explains key 176-182
3 learners - Drawing terms. - Maths Time
should be STEP 1: Tr explains and demonstrates how Gr3 ppls bk pg
able to: interpret tables. 182-191
- Interpret STEP 2: Learners practise answering questions - Charts with
information from a table in groups. model tables
on tables STEP 3: Feedback and more explanation from the - Calendars
correctly facilitator STEP 4: Individual written work - Work cards
CONCLUSION: Learners revise work written
WEEK TOPIC/ OBJECTIVES COMPETENCIES TEACHING/LEARNING ACTIVITIES RESOURCES / EVALUATIVE COMMENTS
ENDING CONTENT (Knowledge, REFS
skills, attitudes) STRENGTHS WEAKNESSES

WED Bar graphs By the end - Identifying ASSUMEDKNOWLEDGE: Learners have seen a - Step up
4 of the - Reading graph before. Maths Gr 3 pg
lesson - Interpreting INTRODUCTION: The facilitator explains key 176-182
learners - Drawing terms. - Maths Time
should be STEP 1: Tr explains and demonstrates how Gr3 ppls bk pg
able to: interpret graphs. 182-191
- Interpret STEP 2: Learners practise answering questions - Charts with
information from a bar graph in groups. model graphs
on bar graphs STEP 3: Feedback and more explanation from the - Newspapers
correctly facilitator STEP 4: Individual written work - Work cards
CONCLUSION: Learners revise work written
Thur Pie charts By the end - Identifying ASSUMEDKNOWLEDGE: Learners have seen a - Step up
5 of the - Reading pie chart before. Maths Gr 3 pg
lesson - Interpreting INTRODUCTION: The facilitator explains key 176-182
learners - Drawing terms. - Maths Time
should be STEP 1: Tr explains and demonstrates how Gr3 ppls bk pg
able to: interpret pie charts. 182-191
- Interpret STEP 2: Learners practise answering questions - Charts with
information from a pie chart in groups. model pie
on pie charts STEP 3: Feedback and more explanation from the charts
correctly facilitator STEP 4: Individual written work - Work cards
CONCLUSION: Learners revise work written

FRI REVISION EX By the end - Recalling ASSUMEDKNOWLEDGE - Step up

6 - The compass of the Learners have covered the concepts set Maths Gr 3 pg
- Grids lesson INTRODUCTION :Class discussion on the concept 167-182
- The tally system learners of writing a revision test - Maths Time
- Graphs should be STEP 1:Tr and the pupils go through the test Gr3 ppls bk pg
- Pie charts able to: before they start writing 162-191
 - Tables - Revise STEP 2: Individual written work - Past exam
concepts CONCLUSION: Revision of the test written papers
taught
throughout
the week

5
OPERATIONS By the end - Adding ASSUMEDKNOWLEDGE Learners can add - Maths Jnr
of the - multiplying INTRODUCTION: The facilitator explains key syllabus pg 11
Multiplication lesson terms - Step up
by fractions learners STEP 1 :Tr explains and demonstrates how to Maths Gr 3 pg
should be multiply by fractions using repeated addition - Maths Time
able to: STEP 2: Learners practise a few sums under Gr3 ppls bk pg
Mon
Repeated addition - Multiply by facilitator’s supervision - Counters
e.g fractions STEP 3: In groups learners work on sums on work - Multiplication
1 and 2
3 (¼) = ¼+ ¼+¼ through cards. Feedback and more explanation from the table
repeated facilitator - Smart
addition STEP 4: Individual written work phones
CONCLUSION: Learners revise work done - Calculators
WEEK TOPIC/ OBJECTIVES COMPETENCIES TEACHING/LEARNING ACTIVITIES RESOURCES / EVALUATIVE COMMENTS
ENDING CONTENT (Knowledge, REFS
skills, attitudes) STRENGTHS WEAKNESSES

TUE More repeated By the end - Adding ASSUMEDKNOWLEDGE Learners can add - Maths Jnr
3 addition of the - multiplying INTRODUCTION: The facilitator explains key syllabus pg 11
lesson terms - Step up
learners STEP 1 :Tr explains and demonstrates how to Maths Gr 3 pg
should be multiply by fractions using repeated addition - Maths Time
able to: STEP 2: Learners practise a few sums under Gr3 ppls bk pg
- Multiply by facilitator’s supervision - Counters
fractions STEP 3: In groups learners work on sums on work - Multiplication
through cards. Feedback and more explanation from the table
repeated facilitator - Smart
addition STEP 4: Individual written work phones
CONCLUSION: Learners revise work done - Calculators
WED Using of… By the end - Adding ASSUMEDKNOWLEDGE: Learners can multiply - Step up
4 of the - multiplying INTRODUCTION: Learners multiply mentally Mathematics
lesson STEP 1:Tr explains and demonstrates how to Grade
e.g ½ of 12 learners multiply fraction using of - Counters
should be STEP 2: Learners practise a few sums under - Multiplication
able to: facilitator’s supervision table
- Using of in STEP 3: In groups learners work on sums on work - Smart
multiplication cards. Feedback and more explanation from the phones
by fractions facilitator - Calculators
correctly STEP 4:individual written work - Work cards
CONCLUSION: Learners revise work done
Thu More on using By the end - Adding ASSUMEDKNOWLEDGE: Learners can multiply - Step up
5 of… of the - multiplying INTRODUCTION: Learners multiply mentally Mathematics
 lesson STEP 1:Tr explains and demonstrates how to Grade
learners multiply fraction using of - Counters
should be STEP 2: Learners practise a few sums under - Multiplication
able to: facilitator’s supervision table
- Using of in STEP 3: In groups learners work on sums on work - Smart
multiplication cards. Feedback and more explanation from the phones
by fractions facilitator - Calculators
correctly STEP 4:individual written work - Work cards
CONCLUSION: Learners revise work done
FRI Number problems By the end - Adding ASSUMEDKNOWLEDGE: Learners can read and - Step up
6 of the - Multiplying understand simple statements Mathematics
lesson - Solving INTRODUCTION: Learners list the multiplication Grade
learners terms - Counters
should be STEP 1:Tr explains and demonstrates how to - Multiplication
able to: solve the multiplication problems table
Solve at least STEP 2: Learners read and solve problems under - Smart
four facilitator’s supervision STEP 3: In groups phones
multiplication learners work on sums on work cards. Feedback - Calculators
problems and more explanation from the facilitator STEP 4: - Work cards
Individually pupils write an exerciseon
multiplication sums.
CONCLUSION: Learners revise work done
WEEK TOPIC/ OBJECTIVES COMPETENCIES TEACHING/LEARNING ACTIVITIES RESOURCES / EVALUATIVE COMMENTS
ENDING CONTENT (Knowledge, REFS
skills, attitudes) STRENGTHS WEAKNESSES

6
OPERATIONS By the end - Adding ASSUMEDKNOWLEDGE Learners can add - Mathematics
Multiplication of of the - Multiplying INTRODUCTION: Learners group items into sets Junior syllabus
whole numbers lesson STEP 1 :Tr explains and demonstrates how to pg 11
learners multiply using repeated addition - Step up
should be STEP 2; Learners practise a few sums under Mathematics
Repeated addition able to facilitator’s supervision Grade 3 pg 39
STEP 3: In groups learners work on sums on work - Multiplication
MON
- Multiply cards. Feedback and more explanation from the table
1 and 2
through facilitator - Smart
repeated STEP 4: Individual written work phones
addition CONCLUSION: Learners revise work done - Calculators

TUE Multiplication of - Multiply - Adding ASSUMEDKNOWLEDGE: Learners can multiply - Step up

3 tens and units by tens and - Multiplying using sets or repeated addition Mathematics
one digit units by one INTRODUCTION :Learners multiply mentally Grade 3 pg 39
multiplier with out digit STEP 1:Tr explains and demonstrates how to - Multiplication
carrying multiplier multiply numbers by one digit multiplier table
without STEP 2: Learners practise a few sums under - Smart
carrying facilitator’s supervision STEP 3: In groups phones
correctly learners work on sums on work cards .Feedback - Calculators
and more explanation from the facilitator STEP
4:individual written work
 CONCLUSION: Learners revise work done
WED Multiplication of - Multiply - Adding ASSUMEDKNOWLEDGE: Learners can multiply - Step up
4 Hundreds, Tens Hundreds, - Multiplying using sets or repeated addition Mathematics
and Units by one tens and INTRODUCTION :The teacher recaps from the Grade 3 pg 39
digit multiplier units by one previous lesson STEP 1:Tr explains and - Multiplication
with carrying digit demonstrates how to multiply numbers by one table
multiplier digit multiplier - Smart
with carrying STEP 2: Learners practise a few sums under phones
correctly facilitator’s supervision STEP 3: In groups - Calculators
learners work on sums on work cards .Feedback
and more explanation from the facilitator STEP
4:individual written work
CONCLUSION: Learners revise work done
THU Factors - Identify - Identifying ASSUMEDKNOWLEDGE: Learners can multiply - Step up
5 factors of - Writing using sets or repeated addition Mathematics
numbers INTRODUCTION: The facilitator recaps from the Grade 3 pg 39
within the previous lesson STEP 1: The teacher explains - Multiplication
range 0-100 what factors are STEP 2: Learners identify factors table
of numbers written on the chalkboard. - Smart
STEP 3: In groups learners work on sums on work phones
cards .Feedback and more explanation from the - Calculators
facilitator
STEP 4:individual written work
CONCLUSION: Learners in their own words
explain what factors are.
WEEK TOPIC/ OBJECTIVES COMPETENCIES TEACHING/LEARNING ACTIVITIES RESOURCES / EVALUATIVE COMMENTS
ENDING CONTENT (Knowledge, REFS
skills, attitudes) STRENGTHS WEAKNESSES

FRI REVISION EX - Revise - Recalling ASSUMEDKNOWLEDGE - Step Up

6 concepts Learners have covered the concepts set Maths Grade 3
- Multiplication by taught INTRODUCTION :Class discussion on the concept - past exam
fractions throughout of writing a revision test papers
- Multiplication of the week STEP 1:Tr and the pupils go through the test
whole numbers before they start writing
STEP 2: Individual written work
CONCLUSION: Revision of the test written

7
OPERATIONS By the end of - Sharing ASSUMEDKNOWLEDGE: Learners are aware of - Mathematics
the lesson the term sharing INTRODUCTION: Learners are Junior syllabus
Division of whole learners given things to share equally pg 11-12
numbers should be STEP 1: Tr explains and demonstrates division - Step up
able to using repeated subtraction. Mathematics
- divide by STEP 2: Learners practise a few sums under Grade 3 pg
one digit facilitator’s supervision. STEP 3: In groups - Counters
MON
Repeated divisor using learners work on sums on work cards.Feedback Work cards
1 and 2
subtraction repeated and more explanation from the facilitator Calculators
 subtraction to STEP 4: Individually pupils write an exercise smartphones
share equally CONCLUSION: Learners revise work done
TUE - Sharing ASSUMEDKNOWLEDGE: Learners can share - Step up
3 Chain calculation - complete equally Mathematics
division chain INTRODUCTION: Learners are given things to Grade 3 pg
calculations share equally - Counters
correctly STEP 1: Tr explains and demonstrates how to - Work cards
complete division calculations. - Calculators
STEP 2: Learners practise in the class under the - smartphones
facilitator’s supervision
STEP 3: In groups learners work on sums on work
cards. Feedback and more explanation from the
facilitator.
STEP 4: Individual written work
CONCLUSION: Revision of work written.
WED - divide whole - Sharing ASSUMEDKNOWLEDGE: Learners know the term - Step up
4 Division of whole numbers division INTRODUCTION: Learners do mental Mathematics
numbers without without a sums. Grade 3 pg
remainder remainder STEP 1: Tr explains and demonstrates division of - Counters
correctly whole numbers without a remainder. - Work cards
STEP 2: Learners practise a few sums under the - Calculators
facilitator’s supervision - smartphones
STEP 3: In groups learners work on sums on work
cards. Feedback and more explanation from the
facilitator
STEP 4: Individually, pupilswrite an exercise in
their exercise books
CONCLUSION: Learners do mental sums.
WEEK TOPIC/ OBJECTIVES COMPETENCIES TEACHING/LEARNING ACTIVITIES RESOURCES / EVALUATIVE COMMENTS
ENDING CONTENT (Knowledge, REFS
skills, attitudes) STRENGTHS WEAKNESSES

THU Division of whole -Sharing ASSUMEDKNOWLEDGE Learners can use the -Step up
5 numbers with a - divide whole - applying multiplication table INTRODUCTION: Learners Mathematics
remainder numbers with divide simple numbers mentally STEP 1: Tr Grade 3 pg
a remainder explains and demonstrates division of numbers Counters
correctly with a remainder. Work cards
STEP 2: Learners practise under facilitator’s - Calculators
supervision - Smartphones
STEP 3: Learners divide numbers in groups.
Feedback and more explanation from the
facilitator.
STEP 4: Individual written work.
CONCLUSION: Learners revise work done
FRI Division word - divide at - Sharing ASSUMEDKNOWLEDGE: Learners are aware of - Step up
6 problems least four - Solving the division methods INTRODUCTION: Learners Mathematics
sums say out the division terms STEP 1: Tr explains and Grade 3 pg 98
correctly demonstrates solving division word sums. - Step up
 STEP 2: Learners practise solving division word Mathematics
problems. STEP 3: In groups learners work on Grade 3 pg
sums on work cards. Feedback and more - Counters
explanation from the facilitator STEP 4: - Work cards
Individually pupils write an exercise in their books. - Calculators
CONCLUSION: Learners revise work done - smartphones

8
MEASURES By the end - Identifying ASSUMEDKNOWLEDGE: Learners are aware of - Mathematics
of the the term time INTRODUCTION: Learners are Junior syllabus
TIME lesson asked to identify the object displayed by the pg
learners teacher. - Step up
Telling time up to should be STEP 1: Facilitator explains and demonstrates Mathematics
the hour able to how to tell time to the hour. STEP 2: Learners Grade 3 pg
- Tell time to practice telling time shown by the teacher on - Clock faces
MON
the hour different clock faces. - Work cars
1-2
correctly STEP 3: In groups learners make clock faces and
show time to the hour. Feedback and more
explanation from the facilitator. STEP 4:
Individually pupils write an exercise in the books.
CONCLUSION: Learners revise work done.
TUE Telling time to the - Tell time to - telling time ASSUMEDKNOWLEDGE: Learners are aware of - Step up
3 half hour the half hour the term time, half past INTRODUCTION: The Mathematics
correctly facilitator recaps from the previous lesson by Grade 3 pg
asking learners to tell time shown on a clock face. - Clock faces
STEP 1: Facilitator explains and demonstrates - Work cars
how to tell time to the half hour using the terms
half past. STEP 2: Learners practice telling time
to the half hour shown by the teacher on different
clock faces. STEP 3: Group work and feedback
STEP 4: Individually pupils write an exercise in
their books.
CONCLUSION: Learners revise work done
WEEK TOPIC/ OBJECTIVES COMPETENCIES TEACHING/LEARNING ACTIVITIES RESOURCES / EVALUATIVE COMMENTS
ENDING CONTENT (Knowledge, REFS
skills, attitudes) STRENGTHS WEAKNESSES

WED Telling time up to - Tell time to - Reading ASSUMEDKNOWLEDGE: Learners are aware of - Maths Time
4 the quarter hour the quarter the term time, quarter past INTRODUCTION: Gr3 ppls bk pg
hour correctly Recap from the previous lesson STEP 1: - Step up
Facilitator explains and demonstrates how to tell Mathematics
time to the quarter hour. Grade 3 pg
STEP 2: Learners practice telling time shown by - Clock faces
the teacher on different clock faces. - Work cars
STEP 3: In groups, learners write time shown on
clock faces. Feedback and more explanation from
the facilitator. STEP 4: Individually pupils write an
exercise in the books. CONCLUSION: Learners
summarize the lesson in their own words
THU - State the - identifying ASSUMEDKNOWLEDGE: Learners are aware of - Maths Time
5 seven days of the term time, half past INTRODUCTION: The Gr3 ppls bk pg
Days of the week the week learners recite a poem called Solomon Grundy - Step up
STEP 1: learners are asked to identify the 7 days Mathematics
of the week. STEP 2: Pupils answer oral questions Grade 3 pg
on days. - Clock faces
STEP 3: In groups, the learners answer questions - Work cars
on days of the week. Groups report back on group
tasks.
STEP 4: Individually pupils write an exercise in
their books. CONCLUSION: Learners revise work
done
FRI Months of the - List the - Identifying ASSUMEDKNOWLEDGE: Learners are aware of - Mathematics
6 year twelve the term time, half past Junior syllabus
months of the INTRODUCTION: The facilitator recaps from the pg
year previous lesson by asking learners to tell time - Step up
shown on a clock face. STEP 1: Learners list the Mathematics
months of the year. Class discussion on the Grade 3 pg
months of the year. - Clock faces
STEP 2: In groups, learners say the number of - Work cars
days in each month. Feedback and more
explanation from the facilitator. STEP 3:
Individually pupils write an exercise in their books.
CONCLUSION: Learners play the game Those
born in January…

9
MEASURES By the end - Identifying ASSUMED KNOWLEDGE: Learners are aware of - Maths Jnr Syll
of the - Describing the uses of money INTRODUCTION: Class role gr3-7 pg
Money lesson play shopkeeper and customer game STEP 1 :Tr - Step Up
learners and learners identify coins and notes in use in Maths Gr3 ppls
should be Zimbabwe bk pg
Coins and notes able to STEP 2: Answering questions on coins and notes - Real coins
Mon
used in Zimbabwe - Identify the which are in use as a class STEP 3: In groups and notes
coins and learners write and draw coins Which are in use. - Work cards
1 and 2
notes which Groups report back on group tasks. STEP
are in use in 4:Individual written work
Zimbabwe CONCLUSION: Learners play the game Express
while naming different motes and coins which are
in use
WEEK TOPIC/ OBJECTIVES COMPETENCIES TEACHING/LEARNING ACTIVITIES RESOURCES / EVALUATIVE COMMENTS
ENDING CONTENT (Knowledge, REFS
skills, attitudes) STRENGTHS WEAKNESSES

TUE Expressing cents - Convert - Identifying ASSUMEDKNOWLEDGE: Learners are aware of - Step Up
3 in dollars and vice cents to - calculating the uses of money INTRODUCTION: Class role Maths Gr3 ppls
versa dollars and play shopkeeper and customer game bk pg
vice versa STEP 1: Facilitator explains and demonstrates - Maths Time
correctly how to convert cents to dollars and vice versa Gr3 ppls bk pg
 STEP 2: Learners convert cents to dollars and - Real coins
vice versa under the tr’s supervision and notes
STEP 3: In groups learners convert cents to - Paper money
dollars and vice versa, Feedback and more - Work cards
explanation from the facilitator. STEP 4:
Individual written work.
CONCLUSION: Learners revise work done.
WED By the end - Identifying ASSUMEDKNOWLEDGE: Learners have done - Step Up
4 Finding the cost of of the - Solving money transactions before. INTRODUCTION: Maths Gr3 ppls
items lesson Learners read words on cards. The facilitator bk pg
learners explains them - Maths Time
should be STEP 1:The facilitator demonstrates finding the Gr3 ppls bk pg
able to: cost of items. STEP 2: Then learners follow the - Class shop
- Find the facilitator’s demonstration. - Catalogues
cost of at STEP 3: In groups, the learners answer questions - Real coins
least three on work cards. Groups report back on group tasks. and notes
items STEP 4: Individual written work. - Paper money
CONCLUSION: Learners revise work written - Work cards
THU Finding the value By the end - Identifying ASSUMEDKNOWLEDGE: Learners can count - Step Up
5 of the - Comparing INTRODUCTION: The facilitator recaps from the Maths Gr3 ppls
e.g three ten cent lesson previous lesson STEP 1:The learners read words bk pg
coins = learners on cards. The facilitator explains them - Maths Time
five ten dollar should be STEP 2: The facilitator demonstrates finding the Gr3 ppls bk pg
notes and five able to: value of coins given. The learners practice. - Classroom
twenty cent coins STEP 3: In groups, learners find the value of - Real coins
= Find the coins. Groups report back on group tasks. and notes
value of coins STEP 4: Individual written work. - Paper money
and notes CONCLUSION: Revision of work written - Work cards
given
FRI Story sums By the end - Sharing ASSUMEDKNOWLEDGE: Learners have seen - Step Up
6 of the - Solving story sums before INTRODUCTION: The Maths Gr3 ppls
lesson facilitator recaps from the previous lesson bk pg
learners STEP 1: Tr explains and demonstrates solving - Maths Time
should be story sums. Gr3 ppls bk pg
able to: STEP 2: Learners practise solving story sums. - Classroom
STEP 3: In groups learners work on sums on work shop
- Solve at at cards. Feedback and more explanation from the - Real coins
least four facilitator and notes
sums STEP 4: Individually pupils write an exercise in - Paper money
correctly their books. - Work cards
CONCLUSION: Learners revise work done
WEEK TOPIC/ OBJECTIVES COMPETENCIES TEACHING/LEARNING ACTIVITIES RESOURCES / EVALUATIVE COMMENTS
ENDING CONTENT (Knowledge, REFS
skills, attitudes) STRENGTHS WEAKNESSES
10
NUMBER (0- By the end - Counting ASSUMED KNOWLEDGE Maths Junior
1000) of the - Identifying Learners can count from 0-50 Gr 3-7 Syllabus
Counting from 0- lesson INTRODUCTION : Using the number line learners pg 7
1000 learners count from 0-100 - Step Up
should be STEP1 :Learners identify missing number from Maths Grade 3
able to: number sequence - Number line
MON
- Count on up STEP 2 :In groups learners identify the missing - Work cards
1 and 2
to 1000 numbers
- Fill in the STEP 3 :Feedback and more explanations from
missing the facilitator
numbers STEP 4 :Individual written work and extension
work
CONCLUSION :Identifying missing numbers
TUE Arabic Numerals By the end - Converting ASSUMED KNOWLEDGE - Step up
3 of the Learners are aware of Arabic numerals Mathematics
lesson INTRODUCTION : Learners say out any number Grade 3 pg 9-
learners they want 10
should be STEP 1:Tr explains and demonstrates how to - Number line
able to: convert Arabic to Roman numerals - Cards with
- Convert STEP 2:Learners practise under facilitator’s numbers
Roman supervision
numerals to STEP 3:Group work and individual work
Arabic CONCLUSION :Learners play a game one say out
the number and the other converts to Roman
numeral

WED Rounding off By the end - Rounding ASSUMEDKNOWLEDGE Step up

4 whole numbers to of the - Identifying Learners are aware of the term near Mathematics
the nearest ten lesson INTRODUCTION; Learners read numbers from Grade 3 pg 16
and thousand learners the number line - Number line
should be STEP 1:Tr explains and demonstrates how to - Work cards
able to: round off
STEP 2:Learners practise under facilitator’s
- Round off to supervision
the nearest STEP 3:Group work and individual work
10 and 100 CONCLUSION: Learners round up and down given
numbers
THU Ordering numbers By the end - Identifying ASSUMEDKNOWLEDGE: Learners are aware of - Step up
of the - Arranging ordinal numbers INTRODUCTION Learners tell Mathematics
5 lesson the biggest number and smallest number from a Grade 3 pg 16
learners given number sequence - Number line
should be STEP :1 Tr explains and demonstrates how to - Work cards
able to: arrange numbers from lowest to highest and vice
versa
- Arrange a STEP 2: Learners practise arranging numbers
set of under facilitator’s supervision STEP 3: Group work
numbers in and individual work CONCLUSION: Learners are
order asked to arrange numbers either from lowest to
 highest or vice -versa
WEEK TOPIC/ OBJECTIVES COMPETENCIES TEACHING/LEARNING ACTIVITIES RESOURCES / EVALUATIVE COMMENTS
ENDING CONTENT (Knowledge, REFS
skills, attitudes) STRENGTHS WEAKNESSES

FRI Expanded - Write - Expanding ASSUMED KNOWLEDGE -Step Up

6 notation numbers in - identifying Learners can count from 0-50 Maths Grade 3
expanded INTRODUCTION: Using the number line learners - Work cards
form count from 0-100
STEP1; The teacher demonstrates how to expand
numbers. Pupils follow the teachers demonstration
STEP 2 :In groups learners expand numbers
STEP 3 :Feedback and more explanations from
the facilitator
STEP 4:Individual written work and extension
work
CONCLUSION: Revision of work written.

11
REVISION By the end - Recalling ASSUMEDKNOWLEDGE - Step Up
- Number of the Learners have covered the concepts set Maths Grade 3
- Multiplication of lesson INTRODUCTION :Class discussion on the concept - Maths Time
numbers and learners of writing a revision test Grade 3 ppls
fractions should be STEP 1:The facilitator and the pupils go through bk
- Division of whole able to the test before they start writing - Past exam
numbers STEP 2: Individual written work papers
- Addition of - Revise CONCLUSION: Revision of the test written
whole numbers concepts
and fractions - taught
Volume throughout
- Subtraction of the term
whole numbers
and fractions -
Mass
- Time - Money
- Shapes - Length
- Data handling

1 END OF By the end

of the
- Recalling ASSUMEDKNOWLEDGE
Learners have covered the concepts set
- Past exam
papers
lesson INTRODUCTION :Class discussion on the concept - Answer
YEAR learners of writing a revision test sheets
should be STEP 1:The facilitator and the pupils go through
EXAM able to the test before they start writing
- PAPER2 STEP 2: Individual written work
- PAPER 1 - Revise CONCLUSION: Revision of the test written
concepts
taught
throughout
the year
PHYSICAL EDUCATION, SPORT AND MASS DISPLAY
STUDY AREA

PHYSICAL EDUCATION
 Human Body
 Safety and Health
 Kids athletics

SPORT
 Educational Gymnastics

General Aims
To help learners to:
a) Develop a firm foundation for further studies in Physical Education, Sport and Mass Displays.
b) Apply principles and rules of safety in all physical activities.
c) Develop an understanding of the implications and benefits of participation in physical activities through
theory and practice.
d) Explore a variety of gymnastics skills
WEEK TOPIC/ OBJECTIVES COMPETEN ACTIVITIES SOM EVALUATION
ENDING CONTENT CE /SKILLS STRENGTHS WEAKNESSES

1
HUMAN BODY By the end Running Assumed knowledge Physical
of the Jogging Learners are able to touch the Education ,S
Organs of the lesson Listening body parts port and
body learners Gross motor Warm up Mass
-Human have: should be Learners jog around the open Displays
15.09.17
*External body able to space Syllabus
parts name the Step 1. Demonstrating of the 2015-2022
1 and 2
external skill by the Tr Step 2. Two Grade 3
body parts of volunteers to practice the skill in page 10
a human front of the class Pictures of a
Step 3. Class discussion on human body
-identify and Step 4. Ppls Practising the skill Chart with
name the in groups body parts
external Step 4. Groups feedback and Dolls
body parts the best group to perform in Crayons
front Phone with
Step 5.Trs comments on picture
Cool down Cool down activities
-Stretching of hands legs and
arms
3 and 4 HUMAN BODY By the end Running Assumed knowledge Learners Physical
of the Jogging are able to identify the human Education ,S
Organs of the lesson Listening body parts port and
body learners Gross motor Warm up Mass
-Human have: should be Learners jog around the open Displays
*Internal body able to space Syllabus
parts identify and Step 1. Demonstrating of the 2015-2022
name the skill by the Tr Step 2. Two Grade 3
human volunteers to practice the skill in page 10
internal body front of the class Pictures of a
parts Step 3. Class discussion on human body
-to Step 4. Ppls Practising thr skill in Chart with
distinguish groups body parts
the internal Step 4. Groups feedback and Dolls
and external the best group to perform in Crayons
body parts. front
Step 5.Trs comments on Phone with
Cool down Cool down activities picture
-Stretching of hands legs and
arms
5 and 6 HUMAN BODY By the end Running Assumed knowledge Physical
Organs of the of the Jogging Learners are aware of the Education ,S
body lesson Listening external and internal body parts port and
-Human have: learners Gross motor Warm up Learners jog around Mass
*Comparing should be the open space Displays
 External and able to Step 1. Demonstrating of the Syllabus
Internal body compare skill by the Tr Step 2. Two 2015-2022
parts external and volunteers to practice the skill in Grade 3
internal body front of the class Step 3. Class page 10
parts discussion on Pictures of a
Step 4. Ppls Practising the skill human body
in groups Chart with
Step 4. Groups feedback and body parts
the best group to perform in Dolls
front Step 5.Trs comments on Crayons
Cool down Phone with
picture

WEEK TOPIC/ OBJECTIVES COMPETEN ACTIVITIES SOM EVALUATION

ENDING CONTENT CE /SKILLS STRENGTHS WEAKNESSES
7 and 8 PHYSICAL By the end of Running Assumed knowledge Physical
EDUCATION the lesson Jogging Learners have practices the skills Education ,S
learners Listening before port and
HUMAN BODY should be Gross motor Step 1 Mass
able to follow The class revises the concepts Displays
Organs of the instruction learnt on the covered topics Syllabus
body when Step 2Tr read the instructions 2015-2022
-REVISION performing a on the chalkboard on how they Grade 3
EXERCISE task are going to do the test page 10
-demonstrate Step 4Individually Learners do Pictures of a
the activities the test human body
needed to be Step 5The class revises the test Chart with
displayed Step 6 Tr gives extension work body parts
to those who mastered and Dolls
remedial work to those who Crayons
failed Phone with
picture

2
PHYSICAL By the end of Running Assumed knowledge Physical
EDUCATION the lesson Jogging Learners are able to draw Education ,S
learners Listening different objects port and
HUMAN BODY should be Gross motor Warm up Mass
able to draw Learners jog around the open Displays
22.09.17
Organs of the and label the space Syllabus
body internal body Step 1. Demonstrating of the 2015-2022
-Drawing and parts skill by the Tr Step 2. Two Grade 3
1 and 2
labelling: -identify the volunteers to practice the skill in page 10
*Internal body internal body front of the class Pictures of a
parts parts Step 3. Class discussion on human body
Step 4. Ppls Practising the skill Chart with
 in groups body parts
Step 4. Groups feedback and Dolls
the best group to perform in Crayons
front pencils
Step 5.Trs comments on Phone with
Cool down picture
Cool down activities -Stretching
of hands legs and arms
3 and 4 PHYSICAL By the end of Running Assumed knowledge Physical
EDUCATION the lesson Jogging Learners are aware of the body Education ,S
learners Listening parts port and
HUMAN BODY should be Gross motor Warm up Learners jog around Mass
able to draw the open space Displays
Organs of the and label the Step 1. Demonstrating of the Syllabus
body external skill by the Tr Step 2. Two 2015-2022
-Drawing and body parts volunteers to practice the skill in Grade 3
labelling: -identify the front of the class page 10
*External body external Step 3. Class discussion on Pictures of a
parts body parts Step 4. Ppls Practising the skill human body
in groups Chart with
Step 4. Groups feedback and body parts
the best group to perform in pencils
front Dolls
Step 5.Trs comments on Crayons
Cool down
Cool down activities -Stretching Phone with
of hands legs and arms picture
WEEK TOPIC/ OBJECTIVES COMPETEN ACTIVITIES SOM EVALUATION
ENDING CONTENT CE /SKILLS STRENGTHS WEAKNESSES
5 and 6 REVISION By the end of Running Assumed knowledge Physical
the lesson Jogging Learners are able to identify the Education ,S
HUMAN BODY learners Listening human body parts Warm up port and
should be Gross motor Learners jog around the open Mass
Organs of the able to space Displays
body compare Step 1. Demonstrating of the Syllabus
-Comparing: external and skill by the Tr Step 2. Two 2015-2022
*Internal and internal body volunteers to practice the skill in Grade 3
External body parts front of the class page 10
parts Step 3. Class discussion on
Step 4. Ppls Practising the skill
in groups
Step 4. Groups feedback and
the best group to perform in
front
Cool down Cool down activities
-Stretching of hands legs and
arms
7 and 8 HUMAN BODY By the end of Running Assumed knowledge Physical
the lesson Jogging Learners have moulded some Education ,S
Organs of the learners Listening objects before port and
body should be Gross motor Warm up Mass
-Moulding the able to Mould Learners jog around the open Displays
human body the human space Syllabus
body using Step 1. Demonstrating of the 2015-2022
clay skill by the Tr Step 2. Two Grade 3
volunteers to practice the skill in page 10
front of the class Clay
Step 3. Class discussion on water
Step 4. Ppls Practising the skill Pictures of a
in groups human body
Step 4. Groups feedback and Chart with
the best group to perform in body parts
front Dolls
Step 5.Trs comments on Crayons
Cool down Cool down activities Phone with
-Stretching of hands legs and picture
arms
9 and 10 HUMAN BODY By the end of Running Assumed knowledge Physical
the lesson Jogging Learners are able to identify the Education ,S
Organs of the learners Listening human body parts Warm up port and
body should be Gross motor Learners jog around the open Mass
-Game: able to touch space Displays
*Touch the the human Step 1. Demonstrating of the Syllabus
body parts body parts skill by the Tr 2015-2022
-to sing a Step 2. Two volunteers to Grade 3
song of the practice the skill in front of the page 10
body parts class
Step 3. Class discussion on the
body parts
Step 4. Ppls Practising the skill
in groups
Step 4. Groups feedback and
the best group to perform in
front
Step 5.Trs comments on
Cool down
Cool down activities -Stretching
of hands legs and arms
WEEK TOPIC/ OBJECTIVES COMPETEN ACTIVITIES SOM EVALUATION
ENDING CONTENT CE /SKILLS

3
SAFETY AND By the end of Running Assumed knowledge Physical
HEALTH the lesson Jogging Learners are able to clean the Education ,S
learners Listening house and wash plate Warm up port and
Health living should be Gross motor Learners jog around the open Mass
habits able to – space Displays
29.09.17 *Health living describe Step 1. Demonstrating of the Syllabus
habits at home healthy living skill by the Tr Step 2. Two 2015-2022
1 and 2 habits at volunteers to practice the skill in Grade 3
home front of the class page 10
-state good Step 3. Class discussion on Running
ways of healthy habits at home Step 4. track
hygiene Ppls Practising the skill in groups Ropes
Step 4. Groups feedback and Balls
the best group to perform in Stop
front watches
Step 5.Trs comments on the Whistles
group’s performance Cool down Local
Cool down activities -Stretching environment
of hands legs and arms

3 and 4 SAFETY AND By the end of Running Assumed knowledge Physical

HEALTH the lesson Jogging Learners are able to practice Education ,S
learners Listening healthy activities Warm up port and
Health living should be Gross motor Learners jog around the open Mass
habits able to –state space Step 1. Demonstrating of Displays
the health the skill by the Tr Step 2. Two Syllabus
Health living related volunteers to practice the skill in 2015-2022
*Healthy elements of front of the class Grade 3
fitness fitness Step 3. Class discussion on page 10
-practice healthy fitness Step 4. Ppls Running
health living Practising the skill in groups track
habits Step 4. Groups feedback and Ropes
the best group to perform in Balls
front Stop
Step 5.Trs comments on groups watches
performances Cool down Whistles
Cool down activities -Stretching Local
of hands legs and arms environment
5 and 6 SAFETY AND By the end of Running Assumed knowledge Physical
HEALTH the lesson Jogging Learners jog when they are Education ,S
learners Listening coming to school Warm up port and
Health living should be Gross motor Learners run around the open Mass
habits able to – space Step 1. Demonstrating of Displays
: perform the skill by the Tr Step 2. Two Syllabus
Health living activities volunteers to practice the skill in 2015-2022
*Jogging used to front of the class Grade 3
develop Step 3. Class discussion on page 10
health Step 4. Ppls Practising the skill
related in groups
elements of Step 4. Groups feedback and
fitness the best group to perform in
-practice front
jogging Step 5.Trs comments on
 Cool down Cool down activities
-Stretching of hands legs and
arms

WEEK TOPIC/ OBJECTIVES COMPETEN ACTIVITIES SOM EVALUATION

ENDING CONTENT CE /SKILLS STRENGTHS WEAKNESSES
7 and 8 SAFETY AND By the end of Running Assumed knowledge Physical
HEALTH the lesson Jogging Learners have practices the skills Education ,S
learners Listening before port and
Health living should be Gross motor Step 1 Mass
habits able to follow The class revises the concepts Displays
: instruction learnt on the covered topics Syllabus
Health living when Step 2Tr read the instructions 2015-2022
*REVISION performing a on the chalkboard on how they Grade 3
EXERCISE task are going to do the test page 10
-demonstrate Step 4Individually Learners do Running
the activities the test track
needed to be Step 5The class revises the test Ropes
desplayed Step 6 Tr gives extension work Balls
to those who mastered and Stop
remedial work to those who watches
failed Whistles
Local
environment
9 and 10 SAFETY AND By the end Running Assumed knowledge Physical
HEALTH of the Jogging Learners play fish fish when Education ,S
lesson Listening they are at home port and
Health living learners Gross motor Warm up Mass
habits should be Learners jog around the open Displays
Health living able to space Syllabus
*Rope skipping practice Step 1. Demonstrating of the 2015-2022
health living skill by the Tr Step 2. Two Grade 3
habits while volunteers to practice the skill in page 10
jogging front of the class Step 3. Class Running
discussion on Step 4. Ppls track
Practising the skill in groups. Ropes
Groups feedback and the best Balls
group to perform in front Step Stop
5.Trs comments on Cool down watches
Cool down activities -Stretching Whistles
of hands legs and arms Local
environment

4
SAFETY AND By the end Running Assumed knowledge Physical
HEALTH of the Jogging Learners play games when they Education ,S
lesson Listening are going home from, school port and
Health living learners Gross motor Warm up Mass
06.10.17 habits should be Learners jog around the open Displays
: able to play space Syllabus
1 and 2 Health living different Step 1. Demonstrating of 2015-2022
*Playing games playing a game by the Tr Step Grade 3
different practising 2. Two volunteers to practice page 10
games health living playing the game Running
habits Step 3. Class discussion on track
games that promote our health Ropes
Step 4. Ppls Practising the skill Balls
in groups Step 5. Groups Stop
feedback and the best group to watches
perform in front Whistles
Cool down Cool down activities Local
-Stretching of hands legs and environment
arms

WEEK TOPIC/ OBJECTIVES COMPETEN ACTIVITIES SOM EVALUATION

ENDING CONTENT CE /SKILLS STRENGTHS WEAKNESSES
3 and 4 SAFETY AND By the end Running Assumed knowledge Physical
HEALTH of the Jogging Learners are able to pull the Education ,S
lesson Listening ropes port and
Health living learners Gross motor Warm up Mass
habits should be Learners jog around the open Displays
Health living able to tug space Syllabus
*Tug of war of war Step 1. Demonstrating of the 2015-2022
-perform game tug of war by the Tr Step Grade 3
activities 2. Two volunteers to practice the page 10
used to pulling the rope in front of the Running
develop class Step 3. Class discussion on track
health – tug of war game Step 4. Ppls Ropes
related Practising the skill in groups Balls
elements of Step 4. Groups feedback and Stop
fitness the best group to perform in watches
front Whistles
Step 5.Trs comments on Local
Cool down environment
Cool down activities -Stretching
of hands legs and arms
5 and 6 SAFETY AND By the end Running Assumed knowledge Physical
HEALTH of the Jogging Learners are able to swing Education ,S
lesson Listening themselves on swings Warm up port and
Health living learners Swinging Learners jog around the open Mass
habits should be Gross motor space Displays
: able to Step 1. Demonstrating of Syllabus
Health living swing on swinging by the Tr Step 2. Two 2015-2022
*Swinging on playing volunteers to practice the Grade 3
playing ground ground swinging discussion on page 10
 equipment equipment Step 3. Ppls Practising the skill Running
-describe in groups track
activities Step 4. Groups feedback and Ropes
used to the best group to perform in Balls
develop front Stop
health Step 5.Trs comments on groups watches
related performance Cool down Whistles
elements of Cool down activities -Stretching Local
fitness of hands legs and arms environment

7 and 8 SAFETY AND By the end Running Assumed knowledge Physical

HEALTH of the Jogging Learners have climbed trees Education ,S
lesson Listening before port and
Health living Learners Gross motor Warm up Mass
habits should be Learners jog around the open Displays
: able to space Syllabus
Health living climb the Step 1. Demonstrating of the 2015-2022
*Tree climbing tree able to skill by the Tr Step 2. Two Grade 3
identify the volunteers to practice the skill in page 10
human body front of the class Running
Step 3. Class discussion on track
Step 4. Ppls Practising the skill Ropes
in groups Balls
Step 4. Groups feedback and Stop
the best group to perform in watches
front Step 5.Trs comments on Whistles
Cool down Local
Cool down activities -Stretching environment
of hands legs and arms
WEEK TOPIC/ OBJECTIVES COMPETEN ACTIVITIES SOM EVALUATION
ENDING CONTENT CE /SKILLS
9 and 10 SAFETY AND By the end Running Assumed knowledge Physical
HEALTH of the Jogging Learners have practices the skills Education ,S
lesson Listening before port and
Health living learners Gross motor Step 1 Mass
habits should be The class revises the concepts Displays
: able to learnt on the covered topics Syllabus
Health living follow Step 2Tr read the instructions 2015-2022
*REVISION instruction on the chalkboard on how they Grade 3
EXERCISE when are going to do the test page 10
performing a Step 3Individually Learners do
task the test
-demonstrate Step 4The class revises the test
the activities Step 5 Tr gives extension work
needed to be to those who mastered and
displayed remedial work to those who
failed
5
SAFETY AND By the end Running Assumed knowledge Physical
HEALTH of the Jogging Learners are able to identify the Education ,S
lesson Listening human body parts Warm up port and
Health living learners Gross motor Learners jog around the open Mass
habits should be space Displays
13.10.17
Health living able to Step 1. Demonstrating of the Syllabus
*Sit ups practice sit skill by the Tr Step 2. Two 2015-2022
ups to prove volunteers to practice the skill in Grade 3
1 and 2
their healthy. front of the class Step 3. Class page 10
discussion on Step 4. Ppls Running
Practising the skill in groups track
Step 4. Groups feedback and Balls
the best group to perform in Stop
front watches
Cool down Cool down activities Whistles
-Stretching of hands legs and Local
arms environment

3 and 4 SAFETY AND By the end of Running Assumed knowledge Physical

HEALTH the lesson Jogging Learners have seen people Education ,S
learners Listening performing press ups Warm up port and
Health living should be Gross motor Learners jog around the open Mass
habits able to space Displays
-Game: perform Step 1. Demonstrating of the Syllabus
Health living activities skill by the Tr Step 2. Two 2015-2022
*Press ups used to volunteers to practice the skill in Grade 3
develop front of the class Step 3. Class page 10
health discussion on
related Step 4. Ppls Practising the skill
elements of in groups
fitness Step 4. Groups feedback and
-demonstrate the best group to perform in
and practice front
press ups. Cool down
Cool down activities -Stretching
of hands legs and arms

WEEK TOPIC/ OBJECTIVES COMPETEN ACTIVITIES SOM EVALUATION

ENDING CONTENT CE /SKILLS STRENGTHS WEAKNESSES
5 and 6 SAFETY AND By the end of Running Warm up Physical
HEALTH the lesson Jogging Learners jog around the open Education ,S
learners Listening space port and
Safety should be Gross motor Step 1. Demonstrating of the Mass
Safety rules for able to skill by the Tr Step 2. Two Displays
various demonstrate volunteers to practice the skill in Syllabus
 environment safety rules front of the class 2015-2022
for various Step 3. Class discussion on Grade 3
environment Step 4. Ppls Practising the skill page 10
in groups
Step 4. Groups feedback and
the best group to perform in
front
Cool down
Cool down activities -Stretching
of hands legs and arms

7 and 8 SAFETY AND By the end Running Assumed knowledge Physical

HEALTH of the Jogging Learners have practices the skills Education ,S
lesson Listening before port and
Safety learners Gross motor Step 1 Mass
REVISION should be The class revises the concepts Displays
EXERCISE able to learnt on the covered topics Syllabus
follow Step 2Tr read the instructions 2015-2022
instruction on the chalkboard on how they Grade 3
when are going to do the test page 10
performing a Step 4Individually Learners do
task the test
-demonstrate Step 5The class revises the test
the activities Step 6 Tr gives extension work
needed to be to those who mastered and
displayed remedial work to those who
failed

9 and 10 SAFETY AND By the end Running Warm up Physical

HEALTH of the Jogging Learners jog around the open Education ,S
lesson Listening space port and
Safety learners Gross motor Step 1. Demonstrating of the Mass
Importance of should be skill by the Tr Displays
safety rules able to Step 2. Two volunteers to Syllabus
identify practice the skill in front of the 2015-2022
important class Grade 3
safety rules Step 3. Class discussion on page 10
-practice Step 4. Ppls Practising the skill Work cards
warm in groups Chart with
activities and Step 4. Groups feedback and rules
cool down for the best group to perform in Whistle
safety and front Watches
health Cool down pictures
Cool down activities -Stretching
of hands legs and arms
WEEK TOPIC/ OBJECTIVES COMPETEN ACTIVITIES SOM EVALUATION
ENDING CONTENT CE /SKILLS STRENGTHS WEAKNESSES

6
SAFETY AND By the end Running Warm up Physical
HEALTH of the Jogging Learners jog around the open Education ,S
lesson Listening space port and
Safety learners Gross motor Step 1. Demonstrating of the Mass
should be skill by the Tr Displays
20.10.17
Warm up able to Step 2. Two volunteers to Syllabus
outline safety practice the skill in front of the 2015-2022
1 and 2
rules in class Grade 3
different Step 3. Class discussion on page 10
environment Step 4. Ppls Practising the skill Work cards
-practice in groups Chart with
warm up Groups feedback and the best rules
activities group to perform in front Whistle
Step 5.Trs comments on Watches
Cool down pictures
Cool down activities -Stretching
of hands legs and arms
3 and 4 SAFETY AND By the end Running Learners have practices the skills Physical
HEALTH of the Jogging before Education ,S
lesson Listening Warm up port and
Safety learners Gross motor Learners jog around the open Mass
should be space Displays
REVISION able to Step 1. Demonstrating of the Syllabus
follow skill by the Tr 2015-2022
instruction Step 2. Two volunteers to Grade 3
when practice the skill in front of the page 10
performing a class
task Step 3. Class discussion on
-demonstrate Step 4. Ppls Practising the skill
the activities in groups
needed to be Step 4. Groups feedback and
displayed the best group to perform in
front
Step 5.Trs comments on
Cool down
Cool down activities -Stretching
of hands legs and arms
5 and 6 SAFETY AND By the end Running Assumed knowledge Physical
HEALTH of the Jogging Learners can perform warm up Education ,S
lesson Listening activities port and
Safety learners Gross motor Warm up Mass
should be Learners jog around the open Displays
Importance of able to state space Syllabus
 warm up the Step 1. Demonstrating of the 2015-2022
importance skill by the Tr Grade 3
of warm up Step 2. Two volunteers to page 10
activities practice the skill in front of the
before class
performing a Step 3. Class discussion on
skill Step 4. Ppls Practising the skill
-practice in groups
warm ups Step 4. Groups feedback and
the best group to perform in
front
Cool down
Cool down activities -Stretching
of hands legs and arms

WEEK TOPIC/ OBJECTIVES COMPETEN ACTIVITIES SOM EVALUATION

ENDING CONTENT CE /SKILLS STRENGTHS WEAKNESSES
7 and 8 SAFETY AND By the end Running Assumed knowledge Physical
HEALTH of the Jogging Warm up Education ,S
lesson Listening Learner are aware of cooling port and
Safety learners Gross motor down activities.Learners jog Mass
should be around the open space Step 1. Displays
Cool down able to Demonstrating of the skill by the Syllabus
practice cool Tr Step 2. Two volunteers to 2015-2022
down practice the skill in front of the Grade 3
activities class page 10
-outline Step 3. Class discussion on
safety rules Step 4. Ppls Practising the skill
in different in groups
environment Step 4. Groups feedback and
the best group to perform in
front
Cool down
Cool down activities -Stretching
of hands legs and arms
9 and 10 SAFETY AND By the end of Running Learners have practices the skills Physical
HEALTH the lesson Jogging before Education ,S
learners Listening Step 1 port and
Safety should be Gross motor The class revises the concepts Mass
REVISION able to follow learnt on the covered topics Displays
EXERCISE instruction Step 2Tr read the instructions Syllabus
when on the chalkboard on how they 2015-2022
performing a are going to do the test Grade 3
task Step 4Individually Learners do page 10
-demonstrate the test
the activities Step 5The class revises the test
 needed to be Step 6 Tr gives extension work
displayed to those who mastered and
remedial work to those who
failed

7
EDUCATIONA By the end - Identifying ASSUMEDKNOWLEDGE: Physical
L of the - Exploring Learners can jump, skip Education ,S
GYMNASTICS lesson WARM UP ACTIVITIES: port and
LOCOMOTION Learners jog, jump and stretch Mass
learners
Using feet and STEP 1: The learners play the Displays
27.10.17 should be
or parts of feet game Kana Ndikadai… parts. Syllabus
able to: STEP 2: Tr demonstrate weight 2015-2022
1 and 2 - Bear weight bearing using small body parts Grade 3
using feet or STEP 3: Learners explore page 17
parts of feet bearing weight using feet and or - Improvised
- Practice a parts of feet in different mats
directions, levels and body - skittles
four
shapes. STEP 3: In groups, the - whistles
movement learners exhibit a four movement
sequence sequence. COOL DOWN:
Learners Jog, run vigorously and
stretch

WEEK TOPIC/ OBJECTIVES COMPETEN ACTIVITIES SOM EVALUATION

ENDING CONTENT CE /SKILLS STRENGTHS WEAKNESSES
3 and 4 EDUCATIONA By the end - Identifying ASSUMEDKNOWLEDGE: Physical
L of the - Exploring Learners can jump, skip Education ,S
GYMNASTICS lesson WARM UP ACTIVITIES: port and
LOCOMOTION Learners jog, jump and stretch Mass
learners
Using small STEP 1: The learners Identify Displays
body parts and should be small body parts. STEP 2: Tr Syllabus
feet able to: demonstrate weight bearing 2015-2022
- Bear weight using small body parts STEP 3: Grade 3
using small Learners explore bearing weight page 10
body parts using small body parts in
and feet different directions, levels and
body shapes. STEP 4: In groups,
- Practice a
the learners exhibit a four
four movement sequence.
movement COOL DOWN: Learners Jog, run
sequence vigorously and stretch

5 and 6 EDUCATIONA By the end - Identifying ASSUMEDKNOWLEDGE: Physical

L of the Learners can jump, skip Education ,S
 GYMNASTICS lesson WARM UP ACTIVITIES: port and
LOCOMOTION learners Learners jog, jump and stretch Mass
Using large - Exploring STEP 1: The learners identify Displays
should be
body parts large body parts. STEP 2: Tr Syllabus
able to:
Vocabulary demonstrate weight bearing 2015-2022
Stomach back - Bear weight using large body parts Grade 3
leg head using small STEP 3: Learners explore page 17
body parts bearing weight using large body - Improvised
and feet parts in different directions, mats
- Practice a levels and body shapes. STEP 4: - skittles
four In groups, the learners exhibit a - whistles
four movement sequence.
movement
COOL DOWN: Learners jog, run
sequence vigorously and stretch

7 and 8 EDUCATIONA By the end - Identifying ASSUMEDKNOWLEDGE: Physical

L of the - Exploring Learners can jump, skip WARM Education ,S
GYMNASTICS lesson UP ACTIVITIES: Learners jog, port and
LOCOMOTION jump and stretch STEP 1: The Mass
learners
learners identify body parts Displays
With a partner should be STEP 2: Tr demonstrate weight Syllabus
able to: bearing using large body parts 2015-2022
- Bear weight STEP 3: Learners explore Grade 3
working in bearing weight working in pairs page 17
pairs in different directions, levels and - Improvised
- Practice a body shapes. STEP 4: In groups, mats
the learners exhibit a four - skittles
four
movement sequence. - whistles
movement COOL DOWN: Learners jog, run
sequence vigorously and stretch

WEEK TOPIC/ OBJECTIVES COMPETEN ACTIVITIES SOM EVALUATION

ENDING CONTENT CE /SKILLS STRENGTHS WEAKNESSES
9 and 10 EDUCATIONA By the end - Identifying ASSUMEDKNOWLEDGE: Physical
L of the - Exploring Learners can jump, skip WARM Education ,S
GYMNASTICS lesson UP ACTIVITIES: Learners jog, port and
LOCOMOTION jump and stretch STEP 1: The Mass
learners
With apparatus learners identify body parts. Displays
should be STEP 2: Tr demonstrate weight Syllabus
able to: bearing using apparatus STEP 3: 2015-2022
- Bear weight Learners explore bearing weight Grade 3
using using apparatus in different page 17
apparatus directions, levels and body - Improvised
 - Practice a shapes. STEP 4: In groups, the mats
four learners exhibit a four movement - skittles
movement sequence. COOL DOWN: - whistles
Learners jog, run vigorously and
sequence
stretch

8
EDUCATIONA By the end - Identifying ASSUMEDKNOWLEDGE: Physical
L of the - Exploring Learners can jump, skip WARM Education ,S
GYMNASTICS lesson UP ACTIVITIES: Learners jog, port and
LOCOMOTION jump and stretch STEP 1: The Mass
learners
learners play the game Kana Displays
03.11.17 should be
Travelling Ndikadai… parts. STEP 2: Tr Syllabus
1 and 2 able to:
using feet and demonstrate travelling using 2015-2022
parts of feet - Travel using small body parts STEP 3: Grade 3
feet or parts Learners explore travelling using page 17
of feet feet and or parts of feet in - Improvised
- Practice a different directions, levels and mats
body shapes. STEP 3: In groups, - skittles
four
the learners exhibit a four - whistles
movement movement sequence. COOL
sequence DOWN: Learners Jog, run
vigorously and stretch
2 and 4 EDUCATIONA By the end - Identifying ASSUMEDKNOWLEDGE: Physical
L of the - Exploring Learners can jump, skipWARM Education ,S
GYMNASTICS lesson UP ACTIVITIES: Learners jog, port and
LOCOMOTION jump and stretch STEP 1: The Mass
learners
Travelling learners identify small body Displays
using small should be parts. STEP 2: Tr demonstrate Syllabus
body parts able to: travelling small body parts STEP 2015-2022
combined with - Travelling 3: Learners explore travelling Grade 3
feet using small using small body parts in page 17
body parts different directions, levels and - Improvised
and feet body shapes. STEP 4: In groups, mats
the learners exhibit a four - skittles
- Practice a
movement sequence. - whistles
four COOL DOWN: Learners Jog, run
movement vigorously and stretch
sequence

5 and 6 EDUCATIONA By the end - Identifying ASSUMEDKNOWLEDGE: Physical

L of the - Exploring Learners can jump, skipWARM Education ,S
GYMNASTICS lesson UP ACTIVITIES: Learners jog, port and
LOCOMOTION jump and stretch STEP 1: The Mass
learners
Travelling learners identify large body Displays
using large should be parts. STEP 2: Tr demonstrate Syllabus
body parts travelling using large body 2015-2022
 combined with able to: partsSTEP 3: Learners explore Grade 3
feet - Travelling travelling using large body parts page 17
using large in different directions, levels and - Improvised
body shapes. STEP 4: In groups, mats
body parts
the learners exhibit a four - skittles
and feet movement sequence. - whistles

WEEK TOPIC/ OBJECTIVES COMPETEN ACTIVITIES SOM EVALUATION

ENDING CONTENT CE /SKILLS STRENGTHS WEAKNESSES
7 and 8 EDUCATIONA By the end - Identifying ASSUMEDKNOWLEDGE: Physical
L of the - Exploring Learners can jump, skip Education ,S
GYMNASTICS lesson WARM UP ACTIVITIES: port and
LOCOMOTION Learners jog, jump and stretch Mass
learners
Travelling with STEP 1: The learners identify Displays
a partner should be body parts Syllabus
able to: STEP 2: Tr demonstrate 2015-2022
- Bear weight travelling using large body parts Grade 3
working in STEP 3: Learners explore page 17
pairs travelling working in pairs in - Improvised
- Practice a different directions, levels and mats
body shapes. STEP 4: In groups, - skittles
four
the learners exhibit a four - whistles
movement movement sequence.
sequence COOL DOWN: Learners jog, run
vigorously and stretch
9 and 10 EDUCATIONA By the end - Identifying ASSUMEDKNOWLEDGE: Physical
L of the - Exploring Learners can jump, skip WARM Education ,S
GYMNASTICS lesson UP ACTIVITIES: Learners jog, port and
LOCOMOTION jump and stretch STEP 1: The Mass
learners
Travelling learners identify body parts. Displays
using should be STEP 2: Tr demonstrate Syllabus
apparatus able to: travelling using apparatusSTEP 2015-2022
- Bear weight 3: Learners explore travelling Grade 3
using using apparatus in different page 17
apparatus directions, levels and body - Improvised
- Practice a shapes. STEP 4: In groups, the mats
learners exhibit a four movement - skittles
four
sequence. COOL DOWN: - whistles
movement Learners jog, run vigorously and
sequence stretch

9
KIDS By the end Running Learners are aware of continuous Physical
ATHLETICS of the Jogging running Education ,S
lesson Running Warm up Learners run around port and
Running learners Listening the open space Step 1. Mass
10.11.17 should be Gross motor Demonstrating of the skill by the Displays
*Continuous able to Tr Step 2. Class discussion on Syllabus
1 and 2 running practice continuous running 2015-2022
continuous Step 4. Ppls Practising the skill Grade 3
running in groups page 13
Step 4. Groups feedback and - play
the best group to perform in ground
frontStep 5.Trs comments on - skittles
groups activitiesCool down - Whistle
Cool down activities -Stretching - ICT tools
of hands legs and arms
3 and 4 KIDS By the end Running Learners work as a team during Physical
ATHLETICS of the Jogging group work Education ,S
lesson Running Warm upLearners jog around port and
Running learners Listening the open space Mass
should be Gross motor Step 1. Demonstrating of the Displays
*Progressive able to skill by the Tr Syllabus
running(team demonstrate Step 2. Four volunteers to 2015-2022
work) progressive practice progressive running Grade 3
endurance while others are watching page 13
race Step 3. Class discussion on - play
Step 4. Ppls Practising the skill ground
in groups - skittles
Step 4. Groups feedback - Whistle
Cool down-Stretching of hands - ICT tools
legs and arms
WEEK TOPIC/ OBJECTIVES COMPETEN ACTIVITIES SOM EVALUATION
ENDING CONTENT CE /SKILLS STRENGTHS WEAKNESSES
5 and 6 KIDS By the end Running Learners move wig zag when Physical
ATHLETICS of the Jogging playing Education ,S
lesson Running Warm up port and
Running learners Listening Learners run around the open Mass
should be Gross motor space Displays
*Running zig able to Step 1. Demonstrating of the Syllabus
zag demonstrate skill by the Tr Step 2. Two 2015-2022
running zig volunteers to practice running Grade 3
zag zig zag in front of the class page 13
Step 3. Class discussion on how - play
to run zig zag Step 4. Ppls ground
Practising the skill in groups - skittles
Step 4. Groups feedback and - Whistle
the best group to perform in - ICT tools
front
Step 5.Trs comments on group
activities
Cool down
Cool down activities -Stretching
 of hands legs and arms
7 and 8 KIDS By the end Running Learners have practices the skills Physical
ATHLETICS of the Jogging before Education ,S
lesson Running Step 1 port and
Running learners Listening The class revises the concepts Mass
should be Gross motor learnt on the covered topics Displays
*REVISION able to Step 2Tr read the instructions Syllabus
follow on the chalkboard on how they 2015-2022
instruction are going to do the test Grade 3
when Step 4Individually Learners do page 13
performing a the test - play
task Step 5The class revises the test ground
-demonstrate Step 6 Tr gives extension work - skittles
the activities to those who mastered and - Whistle
needed to be remedial work to those who - ICT tools
displayed failed

9 and KIDS By the end Running Learners can sprint Physical

10 ATHLETICS of the Jogging Warm up Education ,S
lesson Running Learners jog around the open port and
Running learners Listening space Mass
should be Gross motor Step 1. Demonstrating of the Displays
*Sprinting able to skill by the Tr Step 2. Two Syllabus
demonstrate volunteers to practice sprinting 2015-2022
sprinting and while others watch Grade 3
exchanging Step 3. Class discussion on how page 13
batons to sprint - play
Step 4. Ppls Practising sprinting ground
in groups - skittles
Step 4. Groups feedback and - Whistle
the best group to perform in - ICT tools
front
Step 5.Trs comments on groups
performance Cool down
Cool down activities -Stretching
of hands legs and arms

WEEK TOPIC/ OBJECTIVES COMPETEN ACTIVITIES SOM EVALUATION

ENDING CONTENT CE /SKILLS STRENGTHS WEAKNESSES

10
KIDS By the end Running A.K-Learners have seen people Physical
ATHLETICS of the Jogging running relays Education ,S
lesson Running Warm up port and
Running learners Listening Learners run around the open Mass
17.11.17
should be Gross motor space Displays
*Relays able to Step 1. Demonstrating of the Syllabus
1 and 2
 perform skill by the Tr and three learners 2015-2022
shuttle relay Step 2. Four volunteers to Grade 3
practice relays while others are - Ict tools
watching - Whistle
Step 3. Class discussion on relay - Gym mats
running - skittles
Step 4. Ppls Practising the skill
in groups
Step 4. Groups feedback and
the best group to perform in
front
Step 5.Trs comments on groups
performances
Cool down Cool down activities
-Stretching of hands legs and
arms
3 and 4 KIDS By the end Running A.K-Learners run when coming Physical
ATHLETICS of the Jogging toschool Education ,S
lesson Running Warm up Learners jog around port and
Running learners Listening the open space Step 1. Mass
should be Gross motor Demonstrating of the skill by the Displays
*Running able to Tr Step 2. Two volunteers to Syllabus
around demonstrate practice running around some 2015-2022
obstacles swift running obstacles in front of the class Grade 3
action Step 3. Class discussion on - Ict tools
methods of running Step 4. Ppls - Whistle
Practising the skill in groups - Gym mats
Step 4. Groups feedback and - skittles
the best group to perform in
front
Step 5.Trs comments on groups
activities
Cool down Stretching of hands
legs and arms

5 and 6 KIDS By the end Running Learners move in rows when Physical
ATHLETICS of the Jogging going to a PE lesson Education ,S
lesson Running Warm up port and
Running learners Listening Learners run around the open Mass
should be Gross motor space Displays
*Running able to Step 1. Demonstrating of the Syllabus
forward in rows demonstrate skill by the Tr Step 2. Five 2015-2022
running volunteers to practice running Grade 3
forward in forward in rows in front of the - Ict tools
rows class Step 3. Class discussion on - Whistle
forward running in rows Step 4. - Gym mats
 Ppls Practising the skill in groups. - skittles
Groups feedback and the best
group to perform in front
Step 5.Trs comments on groups
activities
Cool down
Cool down activities -Stretching
legs and knees

WEEK TOPIC/ OBJECTIVES COMPETEN ACTIVITIES SOM EVALUATION

ENDING CONTENT CE /SKILLS STRENGTHS WEAKNESSES
7 and 8 KIDS By the end of Running Leaners can run wig wag Warm Physical
ATHLETICS the lesson Jogging up Education ,S
learners Running Learners run around the open port and
Running should be Listening space Mass
able to Gross motor Step 1. Demonstrating of the Displays
*Running zig demonstrate running zig zag by the TrStep 2. Syllabus
zag swift running Two volunteers to practice 2015-2022
action running zig zag in front of the Grade 3
class page 10
Step 3. Class discussion on
running zig zag activities Step 4.
Ppls Practising the skill in groups
Step 4. Groups feedback and
the best group to perform in
front
Step 5.Trs comments on the
group activities
Cool down-Stretching of knees
and legs
9 and KIDS By the end of Running Learners have practices the skills Physical
10 ATHLETICS the lesson Jogging before Education ,S
learners Listening Step 1The class revises the port and
Running should be Running concepts learnt on the covered Mass
able to follow Gross motor topics Displays
*REVISION instruction Step 2Tr read the instructions Syllabus
EXERCISE when on the chalkboard on how they 2015-2022
performing a are going to do the testStep Grade 3
task 4Individually Learners do the page 10
-demonstrate test
the activities Step 5The class revises the test
needed to be Step 6 Tr gives extension work
displayed to those who mastered and
remedial work to those who
failed
11
Revision By the end - Recalling ASSUMEDKNOWLEDGE: - M.
Skills test of the Learners have practiced WARM Displays Gr
lesson UP: Learners jog, jump and Syll pg 25
learners stretch the skills before STEP 1: - Recorded
24.11.17
should be The class revises the concepts music
able to: learnt on the covered - ICT tools
Demonstrate topicsSTEP 2: The facilitator - Play area
the activities demonstrates the covered skills.
needed to be STEP 3: Learners practice the
displayed skills in groups. STEP 4: Groups
present before the class.COOL
DOWN: Learners jog, run
vigorously and stretch

12
Revision By the end - Recalling ASSUMEDKNOWLEDGE: - M.
Skills test of the Learners have practiced WARM Displays Gr
lesson UP: Learners jog, jump and Syll pg 25
learners stretch the skills before STEP 1: - Recorded
01.12.17
should be The class revises the concepts music
able to: learnt on the covered topics - ICT tools
TO
Demonstrate STEP 2: The facilitator - Play area
the activities demonstrates the covered skills.

13 needed to be
displayed
STEP 3: Learners practice the
skills in groups. STEP 4: Groups
present before the class.
COOL DOWN: Learners jog, run
08.12.17
vigorously and stretch

SCIENCE AND TECHNOLOGY

TOPICS TO BE COVERED
 Energy and fuels
  Electricity and Electronics
 Design and Technology
 Weather and Climate
 Landforms and Maps
 Sustainable Resource Management
BROAD AIMS
TO HELP LEARNERS:

a) To appreciate the role and impact of S&T as they apply to self ,work and society
b) To explain the scientific relationship between plants ,animals and their environment
c) To explore scientific and technological ideas to develop innovations through ICT
d) To help learners acquire and develop an awareness of scientific relationship between people and environment
e) To develop in learners an appreciation and a positive interest of a well-managed environment

WEEK TOPIC/ OBJECTIVES COMPETENCIES TEACHING/LEARNING METHODS AND ACTIVITIES RESOURCES EVALUATIVE COMMENTS
ENDING CONTENT (Knowledge, /REFS
skills, attitudes) STRENGTHS WEAKNESSES

1
ENERGY During the - Identifying ASSUMED KNOWLEDGE - Junior S and
AND FUELS lesson - Explaining Learners have been in contact with different types of T
learners will: - Describing energy. Syl G3-7 p17
K.C-Energy K.O-Explain INTRODUCTION: The learners read words on cards. - S and T
S.C 1- the meaning of STEP 1: The facilitator explains the term energy. Time ppls bk
15.09.17
Definition of energy STEP 2: Class discussion on energy. Gr3 pg 56-60
energy - Explain the STEP 3: In groups, the learners give examples of energy. - Pictures
1
term energy Feedback on group tasks. - Work cards
STEP 4: The learners answer oral questions. - A chart
CONCLUSION: Learners explain the term energy in their
own words.
K.C-Energy During the - Identifying ASSUMED KNOWLEDGE - Junior S and
S.C 2- Uses lesson - Describing- Learners have been in contact with different types of T
of energy learners will: energy. Syl G3-7 p17
2 and 3 -List at least INTRODUCTION: The learners read words on cards. - S and T
four uses of STEP 1: Class discussion on uses of energy. Time ppls bk
energy STEP 2: In groups, the learners give uses of energy Gr3 pg 56-60
- Answer at STEP 3: Feedback on group tasks. - Pictures
least three STEP 4: Individual written work. - Work cards
questions CONCLUSION: Learners summarize the lesson in their - A chart
correctly own words.
K.C-Fuel During the - Identifying ASSUMED KNOWLEDGE - Junior S and
lesson Learners have heard the term fuel. T
4 and 5 S.C 3- Forms learners will: INTRODUCTION: The learners read words on cards. Syl G3-7 p17
of fuel - List the three STEP 1: The facilitator explains the term Fuel. - S and T
forms of fuel STEP 2: Class discussion on fuels. Time ppls bk
- Answer at STEP 3: In groups, the learners answer questions on Gr3 pg 56-60
least four fuel. Feedback on group tasks. - S and T
questions STEP 4: Individual written work Time Tr’s
correctly CONCLUSION: Learners explain the term fuel in their resource bk
own words. Gr3 pg 31-36
- Pictures
- Work cards
- A chart

2
ENERGY During the - Identifying ASSUMED KNOWLEDGE - Junior S and
AND FUELS lesson - Describing Learners have heard the term fuel. T
learners will: - Classifying INTRODUCTION: The learners read words on cards. Syl G3-7 p17
K.C-Fuel K.O-Classify STEP 1: The facilitator explains the term renewable fuel. - S and T
S.C 1- fuels as STEP 2: Class discussion on renewable fuels. Time ppls bk
22.09.17
Renewable renewable and STEP 3: In groups, the learners complete a word search. Gr3 pg 56-60
fuels non-renewable Feedback on group tasks. - S and T
1
- List at least STEP 4: Individual written work Time Tr’s
three CONCLUSION: Learners list renewable fuels resource bk
renewable Gr3 pg 31-36
fuels - Pictures
- Work cards
WEEK TOPIC/ OBJECTIVES COMPETENCIES TEACHING/LEARNING METHODS AND ACTIVITIES RESOURCES EVALUATIVE COMMENTS
ENDING CONTENT (Knowledge, /REFS
skills, attitudes) STRENGTHS WEAKNESSES

K.C-Fuel During the - Identifying ASSUMED KNOWLEDGE: Learners have heard the term - Junior S and
2 and 3 S.C 2-Non- lesson - Describing fuel. T
renewable learners will: - Classifying INTRODUCTION: The learners read words on cards. Syl G3-7 p17
fuels - List at least STEP 1: The facilitator explains the term non-renewable - S and T
three non- fuel. STEP 2: Class discussion on renewable fuels. Time ppls bk
renewable STEP 3: In groups, the learners complete a word search. Gr3 pg 56-60
fuels Feedback on group tasks. - Pictures
- Answer at STEP 4: Individual written work - Work cards
least four CONCLUSION: Learners list renewable fuels - A chart
questions
correctly
 REVISION During the - Recalling ASSUMEDKNOWLEDGE - S and T
EX lesson - Writing Learners have covered the concepts set Time ppls bk
- Uses of learners will: INTRODUCTION :Class discussion on the concept of Gr3 pg 18-23
4 and 5 energy - Revise writing a revision test - Test papers
- Form of fuel concepts STEP 1:The facilitator and the pupils go through the test - Books
- Renewable taught before they start writing
and non- throughout the STEP 2: Individual written work
renewable week CONCLUSION: Revision of the test written
fuels

3
Electricity During the - Identifying ASSUMED KNOWLEDGE: Learners have seen a fridge, - Junior S and
and lesson - Describing t.v, iron T
electronics learners will: - Manipulating INTRODUCTION: The facilitator explains the term Syl G3-7 p18
K.C- K.O-Name electronic. - S and T
Electronics electronic STEP 1: The learners name electronics displayed by the Time ppls bk
29.09.17
S.C 1- devices facilitator. Gr3 pg
Electronic STEP 2: Class discussion on electronic devices. - Electronic
devices - Name at STEP 3: In groups, the learners answer questions on devices
1
least four electronic devices. Feedback on group tasks - ICT tools
electronic STEP 4: Leaners answer oral questions.
devices CONCLUSION: Learners name electronic devices.
K.C- During the - Identifying ASSUMED KNOWLEDGE: Learners have heard the term - Junior S and
Electronics lesson - Describing electricity T
S.C 1- learners will: - Locating INTRODUCTION: The facilitator recaps from the Syl G3-7 p14-
2 and 3 Sources of - Give at least previous lesson by asking learners to name different 18
electricity four sources of electronic devices. - S and T
electricity STEP 1: The facilitator explains on sources of electricity. Time ppls bk
STEP 2: Class discussion on sources of electricity Gr3 pg
- Answer at STEP 3: In groups, the learners locate sources of - Pictures
least three electricity on a map. Feedback on group tasks - Work cards
questions STEP 4: Individual written work.
correctly CONCLUSION: Learners revise work written.

WEEK TOPIC/ OBJECTIVES COMPETENCIES TEACHING/LEARNING METHODS AND ACTIVITIES RESOURCES EVALUATIVE COMMENTS
ENDING CONTENT (Knowledge, /REFS
skills, attitudes) STRENGTHS WEAKNESSES

K.C- During the - Identifying ASSUMED KNOWLEDGE: Learners have heard the term - Junior S and
Electronics lesson - Describing electricity INTRODUCTION: The facilitator recaps from T
4 and 5 S.C 1- learners will: the previous lesson by asking learners to name sources Syl G3-7 p14-
Dangers of - List at least of electricity. 18
using three dangers STEP 1: The facilitator explains on the dangers of using - S and T
electricity associated electricity. Learners identify dangers associated with Time ppls bk
with using using electricity on pictures. STEP 2: Class discussion on Gr3 pg
electricity dangers associated with using electricity STEP 3: In - Pictures
- Answer at groups, the learners answer questions in their groups. - Work cards
least three Feedback on group tasks
 questions STEP 4: Individual written work.
correctly CONCLUSION: Learners revise work written.

4
Electricity During the - Identifying ASSUMED KNOWLEDGE: Learners have heard the term - Junior S and
and lesson - Naming electricity INTRODUCTION: The learners list dangers T
electronics learners will: - Describing associated with using electricity. Syl G3-7 p14-
K.C- K.O-Observe STEP 1: Class discussion on dangers associated with 18
Electronics dangers of using electricity - S and T
06.10.17
S.C 1- Safety electricity on STEP 2: Learners suggest safety precautions to follow Time ppls bk
precautions multimedia when using electricity in groups Gr3 pg 66-75
when using - List at least STEP 3: Feedback on group tasks - Pictures
1
electricity three safety STEP 4: Individual written work. - Work cards
precautions to CONCLUSION: Learners revise work written. - ICT tools
take when
using
electricity
K.C- During the - Identifying ASSUMED KNOWLEDGE: Learners have heard the term - Junior S and
Electronics lesson - Naming electricity INTRODUCTION: The facilitator explains the T
S.C 1- learners will: - Describing term conductor and insulators. Syl G3-7 p14-
2 and 3 Electrical - Identify at STEP 1: The facilitator explains the concept of 18
conductors least two conductors and insulators to the learners. - S and T
and electrical STEP 2: Class discussion on conductors and insulators Time ppls bk
insulators conductors STEP 3: In groups, the learners carry out experiments to Gr3 pg 66-75
and insulators identify good electrical conductors and insulators - Electrical
- Answer at Feedback on group tasks materials
least three STEP 4: Individual written work. - Pictures
questions CONCLUSION: Learners revise work written. - Work cards
correctly - ICT tools
REVISION During the - Recalling ASSUMEDKNOWLEDGE - S and T
EX lesson - Writing Learners have covered the concepts set Time ppls bk
4 and 5 - Electronic learners will: INTRODUCTION :Class discussion on the concept of Gr3 pg 66-75
devices - Revise writing a revision test - Test papers
- Sources of concepts STEP 1:The facilitator and the pupils go through the test - Books
electricity taught before they start writing
- Electrical throughout the STEP 2: Individual written work
conductors week CONCLUSION: Revision of the test written
WEEK TOPIC/ OBJECTIVES COMPETENCIES TEACHING/LEARNING METHODS AND ACTIVITIES RESOURCES EVALUATIVE COMMENTS
ENDING CONTENT (Knowledge, /REFS
skills, attitudes) STRENGTHS WEAKNESSES

5
Electricity During the - Identifying ASSUMED KNOWLEDGE: Learners have seen a magnet - Junior S and
and lesson - Naming INTRODUCTION: The facilitator explains what a magnet T
electronics learners will: - Describing is. Syl G3-7 p18-
K.C- Forces K.O-Illustrate STEP 1: Learners name devices that have magnets. 19
S.C 1- a magnetic STEP 2: Class discussion on magnets. - S and T
13.10.17
Magnets force STEP 3: In groups, the learners answer questions on Time ppls bk
- List at least magnets.Feedback on group tasks Gr3 pg 66-75
three devices STEP 4: Learners answer oral questions. - Magnets
1
 with magnets CONCLUSION: Summarizing the lesson through - Pictures
question and answer - Work cards
- ICT tools
K.C- Forces During the - Identifying ASSUMED KNOWLEDGE: Learners have seen a magnet - S and T
S.C 1- lesson - Describing INTRODUCTION: The facilitator explains what a magnet Time ppls bk
Magnet force learners will: - Explaining is. Gr3 pg 66-75
2 and 3 - Illustrate a - Drawing STEP 1: Learners name devices that have magnets. - Magnets
magnetic force STEP 2: The facilitator explains on a magnetic force with - Illustrations
- Answer at illustrations. Class discussion on magnet fields. - Pictures
least four STEP 3: In groups, the learners illustrate a magnetic - Work cards
questions force.Feedback on group tasks - ICT tools
correctly STEP 4: Individual written work
CONCLUSION: Revision of work written

REVISION During the - Identifying ASSUMED KNOWLEDGE: Learners have seen a magnet - S and T
K.C- Forces lesson - Describing INTRODUCTION: The facilitator explains what a magnet Time ppls bk
4 and 5 S.C 1- learners will: - Explaining is. Gr3 pg 66-75
Magnetic - Explain the - Drawing STEP 1: Learners name devices that have magnets. - Magnets
Forces action of STEP 2: The facilitator explains on a magnetic force with - Illustrations
magnets as illustrations. Class discussion on the action of magnets as - Pictures
force at a force at a distance. - Work cards
distance STEP 3: In groups, the learners illustrate a magnetic - ICT tools
- Answer at force.Feedback on group tasks
least four STEP 4: Individual written work
questions CONCLUSION: Revision of work written
correctly

6
DESIGN During the - Identifying ASSUMED KNOWLEDGE: Learners can draw, colour - Junior S and
AND TECHN lesson - Describing INTRODUCTION: The facilitator explains what the T
learners will: elements of design are.. Syl G3-7 p 20
K.C- K.O-Describe STEP 1: The learners identify the elements of design - S and T
Elements of the elements shown on pictures Time ppls bk
16.06.17
design of design STEP 2: Class discussion on elements of design. Gr3 pg 77-80
- List the STEP 3: In groups, the learners use different elements of - A chart
S.C 1- Form, elements of design. Groups present their work. - Pictures
1
balance, line, design STEP 4: Answering oral questions. - Pencils,
colour CONCLUSION: Learners list the elements of design. colours
- Clay
WEEK TOPIC/ OBJECTIVES COMPETENCIES TEACHING/LEARNING METHODS AND ACTIVITIES RESOURCES EVALUATIVE COMMENTS
ENDING CONTENT (Knowledge, /REFS
skills, attitudes) STRENGTHS WEAKNESSES

K.C- During the - Identifying ASSUMED KNOWLEDGE: Learners can model - S and T
Elements of lesson - Describing INTRODUCTION: The facilitator recaps from the Time ppls bk
design learners will: - Manipulating previous lesson by asking learners to list the elements of Gr3 pg 77-80
2 and 3 - Design - Designing design. - A chart
S.C 1- artefacts using STEP 1: The facilitator explains what papier marche is. - Pictures
Making papier marche STEP 2: The facilitator demonstrates making religious - Models of
 artefacts artefacts using papier marche. artefacts
using papier STEP 3: In groups, the learners make artefacts using - Newspapers
marche papier marche. Groups present their work. -Flour, water
STEP 4: Individual written work
CONCLUSION: Revision of the work written
REVISION During the - Recalling ASSUMEDKNOWLEDGE - S and T
EX lesson - Writing Learners have covered the concepts set Time ppls bk
4 and 5 - Magnets learners will: INTRODUCTION :Class discussion on the concept of Gr3 pg 75-80
- Magnetic - Revise writing a revision test - Test papers
force concepts STEP 1:The facilitator and the pupils go through the test - Books
- Elements of taught before they start writing
design STEP 2: Individual written work
CONCLUSION: Revision of the test written

7
WEATHER During the - Identifying ASSUMED KNOWLEDGE: Learners know the meaning - Junior S and
AND lesson - Describing of hot, cold and windy. T
CLIMATE learners will: INTRODUCTION: The facilitator explains on the term Syl G3-7 pg
K.O-Name weather elements.. - S and T
K.C-Weather weather STEP 1: The learners identify the weather elements Time ppls bk
23.06.17
elements elements shown on picture. Gr3 pg 104-
S.C 1- - Name at STEP 2: Class discussion on temperature and sunshine. 109
Temperature least four STEP 3: In groups, the learners answer question on work - Pictures
1
and sunshine weather cards. Feedback on group tasks. Class discussion. - Work cards
elements STEP 4: Individual written work - ICT tools
CONCLUSION: Learners revise work written
K.C-Weather During the - Identifying ASSUMED KNOWLEDGE: Learners know the meaning - Junior S and
elements lesson - Describing of hot, cold and windy. T
learners will: INTRODUCTION: The facilitator explains on the term Syl G3-7 pg
2 and 3 S.C 1- Wind, - Name at weather elements.. - S and T
rainfall and least four STEP 1: The learners identify the weather elements Time ppls bk
cloud cover weather shown on picture. Gr3 pg 104-
elements STEP 2: Class discussion on wind, rainfall and cloud 109
cover. - Pictures
STEP 3: In groups, the learners answer question on work - Work cards
cards. Feedback on group tasks. Class discussion. - ICT tools
STEP 4: Answering oral questions.
CONCLUSION: Learners list the weather elements.
WEEK TOPIC/ OBJECTIVES COMPETENCIES TEACHING/LEARNING METHODS AND ACTIVITIES RESOURCES EVALUATIVE COMMENTS
ENDING CONTENT (Knowledge, /REFS
skills, attitudes) STRENGTHS WEAKNESSES

4 and 5 K.C-Weather During the - Identifying ASSUMED KNOWLEDGE: Learners know the weather - S and T
elements lesson - Describing elements. Time ppls bk
learners will: - Modelling INTRODUCTION: The facilitator explains what weather Gr3 pg 104-
S.C 1- - Name at - Explaining instruments are. 109
Weather least four STEP 1: The learners identify the weather instruments - Pictures
instruments weather shown on picture. - Models of
 instruments STEP 2: Class discussion on uses of different weather weather
instruments instruments
STEP 3: In groups, the learners model weather - Work cards
instruments. Groups present their work. - ICT tools
STEP 4: Individual written work
CONCLUSION: Learners summarize the lesson in their
own words.

8
WEATHER During the - Identifying ASSUMED KNOWLEDGE: Learners have seen floods. - Junior S and
AND lesson - Describing INTRODUCTION: The facilitator explains what weather T
CLIMATE learners will: hazards are. Syl G3-7 pg
K.C-Weather K.O-Identify STEP 1: The learners watch videos on weather hazards 23
and climate effects of and name them. - S and T
03/11/17
hazards weather and STEP 2: Class discussion on weather and climate Time ppls bk
S.C 1- climate hazards Gr3 pg 111-
1
Weather and hazards. STEP 3: In groups, the learners answer question on work 114
climate - Name at cards. Feedback on group tasks. Class discussion. - Pictures
hazards least four STEP 4: Individual written work - Work cards
weather and CONCLUSION: Learners revise work written - ICT tools
climate
hazards
WEATHER During the - Identifying ASSUMED KNOWLEDGE: Learners have seen floods. - Junior S and
AND lesson - Describing INTRODUCTION: The facilitator recaps from the T
CLIMATE learners will: previous lesson by asking learners to name weather and Syl G3-7 pg
2 and 3 K.C-Weather - State at least climate hazards. 23
and climate four effects of STEP 1: The learners watch videos on weather hazards. - S and T
hazards weather and The learners identify effects of weather and climate Time ppls bk
S.C 1- climare hazards Gr3 pg 111-
Weather and hazards STEP 2: Class discussion on effects of weather and 114
climate climate hazards STEP 3: In groups, the learners answer - Pictures
hazards question on work cards. Feedback on group tasks. Class - Work cards
discussion. - ICT tools
STEP 4: Individual written work CONCLUSION: Learners
summarize the lesson in their own words.
4 and 5 REVISION During the - Recalling ASSUMEDKNOWLEDGE - S and T
EX lesson - Writing Learners have covered the concepts set Time ppls bk
- Weather learners will: INTRODUCTION :Class discussion on the concept of Gr3 104-114
elements - Revise writing a revision test - Test papers
- Weather concepts STEP 1:The facilitator and the pupils go through the test - Work cards
instruments taught before they start writing
- Weather STEP 2: Individual written work
and climate CONCLUSION: Revision of the test written
hazards
WEEK TOPIC/ OBJECTIVES COMPETENCIES TEACHING/LEARNING METHODS AND ACTIVITIES RESOURCES EVALUATIVE COMMENTS
ENDING CONTENT (Knowledge, /REFS
skills, attitudes) STRENGTHS WEAKNESSES
9
LANDFORM During the - Identifying ASSUMED KNOWLEDGE: The learners have seen hills, - Junior S and
S AND lesson - Describing land rivers T
MAPS learners will: INTRODUCTION: The facilitator explains what landforms Syl G3-7 p 26
K.C- Land K.O-Identify are - S and T
forms and landforms in STEP 1: Fieldtrip into the local environment Time ppls bk
10.11.17
maps the local STEP 2: Learners identify natural landforms in the local Gr3 pg 138-
S.C 1- environment environment in groups. 142
Natural land - List at least STEP 3: Feedback on group tasks. Class discussion - The local
1
forms three natural STEP 4: Individual written work. environment
land forms CONCLUSION: The learners revise work written. - Pictures
- Work cards
- A chart
K.C- Land During the - Identifying ASSUMED KNOWLEDGE: The learners have seen hills, - S and T
forms and lesson - Describing land rivers, bridges Time ppls bk
maps learners will: INTRODUCTION: The facilitator recaps from the Gr3 pg 138-
2 and 3 S.C 2- Man - Identify at previous lesson. 142
made land least three STEP 1: The facilitator explains the concept to the - The local
forms manmade learners. environment
landforms in STEP 2: Fieldtrip into the local environment. Learners - Pictures
the local identify manmade landforms in the local environment in - Work cards
environment groups. - A chart
STEP 3: Feedback on group tasks. Class discussion
STEP 4: Individual written work.
CONCLUSION: The learners revise work written.
4 and 5 K.C- Land During the - Identifying ASSUMED KNOWLEDGE: The learners have seen hills, - Junior S and
forms and lesson - Describing land, rivers, bridges T
maps learners will: - Modelling INTRODUCTION: The learners read words and the Syl G3-7 p17
S.C 3- - Model at facilitator explains their meanings - S and T
Models of least three STEP 1: Class discussion on landforms. Time ppls bk
land forms landforms in STEP 2: The facilitator demonstrates modelling Gr3 pg 56-60
groups landforms using clay. STEP 3: In groups, the learners - S and T
model landforms using clay. Groups present their work. Time Tr’s
STEP 4: Individual written work. resource bk
CONCLUSION: The learners revise work written. Gr3 pg 31-36
- Pictures
- Work cards

10
Sustainable During the - Identifying ASSUMED KNOWLEDGE: Learners know trees, animals - Junior S and
Resource lesson - Describing INTRODUCTION: The facilitator explains what resources T
Managemen learners will: - Classifying are. Syl G3-7 p27
t K.O-Classify STEP 1: The learners are asked to name resources. - S and T
17.11.17
K.C- fuels as STEP 2: Class discussion on the importance of Time ppls bk
Sustainable natural and resources. Gr3 pg 144-
Resource manmade STEP 3: In groups, the learners classify resources as 149
1
Management resources natural and man-made. Feedback on group tasks. - Pictures
S.C 1- - List at least STEP 4: Individual written work - Work cards
Natural and three natural CONCLUSION: Learners list resources
manmade and manmade
 resources resources
WEEK TOPIC/ OBJECTIVES COMPETENCIES TEACHING/LEARNING METHODS AND ACTIVITIES RESOURCES EVALUATIVE COMMENTS
ENDING CONTENT (Knowledge, /REFS
skills, attitudes) STRENGTHS WEAKNESSES

K.C- During the - Identifying ASSUMED KNOWLEDGE: Learners know trees, animals - Junior S and
Sustainable lesson - Describing INTRODUCTION: The facilitator explains the term T
Resource learners will: waste. Syl G3-7 p27
2 and 3 Management - List at least STEP 1: The learners identify sources of waste from - S and T
.S.C 1- three sources pictures displayed. Time ppls bk
Sources of of waste STEP 2: Class discussion on sources of waste. Gr3 pg 144-
waste STEP 3: In groups, the learners list examples of waste. 149
Feedback on group tasks. - Pictures
STEP 4: Individual written work CONCLUSION: Learners - Work cards
summarize the lesson in their own words.
4 and 5 REVISION During the - Recalling ASSUMEDKNOWLEDGE - S and T
- Natural land lesson - Writing Learners have covered the concepts set Time ppls bk
forms learners will: INTRODUCTION :Class discussion on the concept of Gr3 138-142
- Man made - Revise writing a revision test - Test papers
landforms concepts STEP 1:The facilitator and the pupils go through the test
- Natural taught before they start writing
resources throughout the STEP 2: Individual written work
- Sources of week CONCLUSION: Revision of the test written
waste

11
REVISION During the - Recalling ASSUMEDKNOWLEDGE - S and T
- Health and lesson - Writing Learners have covered the concepts set Time ppls bk
safety learners will: INTRODUCTION :Class discussion on the concept of Gr3
- Energy/ - Revise writing a revision test
Fuels concepts STEP 1:The facilitator and the pupils go through the test - S and T
24/11/17
- Electricity taught before they start writing Time Tr’s
and throughout the STEP 2: Individual written work resource bk
electronics term CONCLUSION: Revision of the test written Gr3
- Forces - Chalkboard
/magnets - Charts
- Water - Pictures
-Weather and
climate
- Landforms
and maps

12 END During the - Recalling ASSUMEDKNOWLEDGE - Test papers

lesson - Writing Learners have covered the concepts set - Answer
01/12.17 OF learners will:
- Revise
INTRODUCTION :Class discussion on the concept of
writing a revision test
sheets
TO
YEAR concepts STEP 1:The facilitator and the pupils go through the test
13 EXAMS
taught
throughout the
before they start writing
STEP 2: Individual written work
08.12.17 year CONCLUSION: Revision of the test written
 VISUAL AND PERFORMANCE ARTS
TOPICS TO BE COVERED
History and culture
The creative process and performance
 Aesthetic values and appreciation
Arts technology
 Enterprise skills

BROAD AIMS
TO ENABLE LEARNERS TO:

a) Improve enterprise and psycho-motor skills through visual and performing arts
b) Demonstrate an understanding of the elements and principles that govern the creation of works of art in music, visual
arts theatre and dance.
c) Take pride in the history and influence of arts throughout history from pre-colonial, colonial, Chimurenga/Umvukela
and postcolonial eras across cultures
d) Appreciate and apply an understanding of arts philosophies, judgment and analysis to works of art in music, visual
arts theatre and dance.

Week Topic/Content Objectives Competence Reference Methodology and Activities Evaluation

/ S.O.M STRENGTHS WEAKNESSES
Skills
1
ARTS By the end of the singing Visual and Assumed knowledge Learners are able to sing
TECHNOLOGY lesson learners drawing Performing Introduction -Facilitator asks learners about music
MUSIC should be able to playing Arts grade 3 software they know
-identify music listening Syllabus page Step 2 -learners discuss about music software
Music Technology software used to speaking 20-21 Step 3 Learners listen to the facilitator while
15.09.17
compose music store hand and eye composing his /her own music
-Music software composed music manipulative Step 4 -In groups learners compose music pieces
such as finale safely using audio psychomotor using finale and Sibelius
and Sibelius visual devices. confidence Step 5 Groups feedback
dancing Conclusion –best group to present their music to
the class
ARTS - compose music and singing Assumed knowledge Learners have seen
TECHNOLOGY store composed music drawing Visual and composed music rhythms
MUSIC safely using audio playing Performing Step 2 -learners practise imitating composed music
Composition of visual devices listening Arts Gr 3 Step 3 Learners store music in the computer
two bar rhythms speaking Page 20-21 Step 4 -In groups learners store composed music in
-storage of hand and eye flash, CD and other devices
music manipulative Step5.Individually learners practice storing
compositions psychomotor composed music in flash discs
confidence Conclusion -oral discussions
dancing
ARTS -discuss acceptable singing Visual and Assumed knowledge Learners have used a
TECHNOLOGY and unacceptable drawing Performing computer before
MUSIC music from the playing Arts Gr 3 Introduction -Facilitator asks learners about the
Ethics ,Music and internet listening Page 20-21 uses of internet
the Internet speaking Step 2 -learners practise searching music from the
-Ethics and hand and eye internet
Internet manipulative Step 3 Learners link music and the internet
psychomotor Step 4 -In groups learners talk about ethics in music
confidence and the internet
dancing Step 5 learners write individual work
Conclusion -oral discussions
ARTS -play a variety of singing Visual and Assumed knowledge Learners are aware of
TECHNOLOGY musical instruments drawing Performing musical instruments
MUSIC -draw the musical playing Arts Gr 3 Introduction -Facilitator sing a song and play the
Playing instruments listening Page 20-21 drum
Instruments speaking Step 2 -learners list down musical instruments they
-Playing hosho, hand and eye know
drum, guitar, manipulative Step 3 Learners identify playing instruments from
piano etc psychomotor the chart
confidence Step 4 -In groups learners practice play the musical
dancing instruments
Step 5 Groups feedback and individual written work
Step 6 learners draw the musical instruments
Conclusion -oral discussions
Week Topic/Content Objectives Competence/ Referenc Methodology and Activities Evaluation
Skills e STRENGTHS WEAKNESSES
S.O.M

2
ARTS By the end of manipulation Visual and Assumed knowledge Learners can operate a
TECHNOLOGY the lesson technological Performin computer
VISUAL ARTS learners should concentration g Arts Gr Introduction -Teacher asks learners about the
Visual Arts be able to observation 3 Page 20- computer software they know
Technology -identify relevant communication 21 Step 2 -learners practise designing artworks using core
22.09.1
-Design technology to creativity draw
7
software such design artworks hand and eye Step 3 Learners use technology to store their artworks
as Core draw and graphics coordination Step 4 -In pairs learners design artworks and graphics
-use technology using software
to store their Step 5 feedback and learners write individual work
artworks Conclusion -oral discussions and learners were given
home work on storage devices
ARTS -use technology manipulation Visual and Assumed knowledge Learners have used
TECHNOLOGY to store their technological Performin smartphones and tablets before
VISUAL ARTS artworks concentration g Arts Gr Introduction –facilitator shows learners some music
Visual Arts observation 3 Page 20- stored in the smartphone or computer
Software communication 21 Step 2 -learners search music in phones and the
-Storage creativity computer
devices such hand and eye Step 3 Learners practice storing music in the phone or
as computers, coordination computers
smart phones, Step 4 -In pairs learners store music in the computer
tablets Step 5 feedback and learners write work
Conclusion -oral discussions
ARTS -explain ethics manipulation Visual and Assumed knowledge Learners have used internet
TECHNOLOGY and the use of technological Performin before
VISUAL ARTS internet concentration g Arts Gr Introduction –Recap of the previous work
Ethics, Visual observation 3 Page 20- Step 2 -learners discuss on ethics ,visual arts and the
arts and the communication 21 internet
Internet creativity Step 3 Learners practice linking ethics and the internet
-Ethics and the hand and eye Step 4 -In groups learners discuss ethics in visual arts
Internet coordination and the internet
Step 5 Groups feedback and individual written work
Conclusion -oral discussions and learners were given
home work on video filming

ARTS -apply available manipulation Visual and Assumed knowledge Learners have photos at home
TECHNOLOGY technology to technological Performin Introduction –facilitator practice taking photos to
VISUAL ARTS learn filming concentration g Arts Gr learners using his/her smartphone
Photography, skills observation 3 Page 20- Step 2 -learners discuss about photocopying and
Video and communication 21 filming
Filming creativity Step 3 Learners list down ICT tools used when filming
-Filming and hand and eye and photographing
Photographing coordination Step 4 -In pairs learners practice filming,
 events or photographing skills such as handling a camera, filming
scenery etc.
Step 5 best group to report back in front
Conclusion -oral discussions

Week Topic/Content Objectives Competence/ Referenc Methodology and Activities Evaluation

Skills e
S.O.M

3
ARTS By the end of imitating Visual and Assumed knowledge Learners have seen artist
TECHNOLOGY the lesson performing Performin performing on stage
THEATRE learners should dancing g Arts Gr Introduction –facilitator asks learners about the stage
Theatre Arts be able to designing 3 Page 20- layout they have come across
Production -design lighting creativity 21 Step 2 -learners discuss on lighting plans design of
29.09.1
Technology plans and effects psychomotor lights
7
-Lighting plans for their confidence Step 3 Learners do scratch design on pieces of papers
design such as performances Step 4 -In groups learners practice designing lighting
spot light, plans for their performances
general Step 5 Groups feedback
lighting Step 6 individual written work
Conclusion -oral discussions
ARTS -use technology imitating Visual and Assumed knowledge Learners can sing louder
TECHNOLOGY to design performing Performin Introduction –Recap of the previous lesson
THEATRE appropriate dancing g Arts Gr Step 2 -learners take turns to scream louder after one
Sound Effects sound effects designing 3 Page 20- another
--Sound effects that accompany creativity 21 Step 3 Learners record sound effects for their voices
design such as live performance psychomotor Step 4 -In groups learners design sound effects for
natural sounds confidence their performances
Step 5 Groups feedback learners take turns to sing
their favourite songs on stage
Step 6 Facilitator comments on the sound effects
produced
Conclusion -oral discussions, learners were given
home work on puppetry and shadow
ARTS apply imitating Visual and Assumed knowledge Learners know animal sounds
TECHNOLOGY appropriate performing Performin Introduction -Teacher asks learners about
THEATRE technology to dancing g Arts Gr Step 2 -learners discuss on visual effects design such
Sound Effects design visual designing 3 Page 20- as shadow puppetry, back drop slides
-Visual effects effects that creativity 21 Step 3 Learners practice designing shadow puppetry
design such as accompany live psychomotor Step 4 -In groups learners design visual effects for their
shadow performance confidence performances
puppetry, back Step 5 Groups report back and the facilitator
drop slides comments
Conclusion -oral discussions and learners were given
remedial work and extension work
ARTS -explain ethics imitating Visual and Assumed knowledge Learners know animal sounds
TECHNOLOGY and the use of performing Performin Introduction -Teacher asks learners about
 THEATRE internet dancing g Arts Gr Step 2 -learners discuss the importance of internet in
Ethics in Theatre designing 3 Page 20- theatre
and Internet creativity 21 Step 3 Facilitator explain the use of internet in theatre
-Ethics and the psychomotor Step 4 -In groups learners discuss ethics in theatre and
Internet confidence internet
Step 5 Groups feedback and the facilitator comments
Conclusion -oral discussions

Week Topic/Content Objectives Competence/ Referenc Methodology and Activities Evaluation

Skills e STRENGTHS WEAKNESSES
S.O.M

4
ARTS By the end of dancing Visual and Assumed knowledge Learners can sing
TECHNOLOGY the lesson creativity Performin Introduction -Teacher demonstrate using the beats of
DANCE learners should psychomotor g Arts Gr time signature
Dance be able to imitating 3 Page 20- Step 2 -learners imitate playing the beats
Technology -use appropriate left to right 21 Step 3 Learners discuss about musical beats and
06.10.1
-Musical beats technology to coordination designs
7
and design produce cognitive Step 4 -In pairs learners practice using different time
such as rhythmic sounds manipulative signatures such as 3 6 9 12
3 6 9 12 to accompany confidence 888 8
8888 dance Step 5 Groups to perform beats of time signature
movements Step 6 Groups report back
-use different Conclusion -oral discussions
time signatures
such as 3 6 9 12,
8 8 8 8.
ARTS -apply dancing Visual and
TECHNOLOGY appropriate creativity Performin Assumed knowledge Learners are aware of the time
DANCE technology to psychomotor g Arts Gr signature
Dance design visual imitating 3 Page 20- Introduction –Recap of the previous lesson
Technology effects that left to right 21 Step 2 -learners discuss dance design such as shadow
-Visual effects accompany coordination puppetry, back drop and slides
and Dance dance cognitive Step 3 Learners practice shadow puppetry
design such as manipulative Step 4 -In groups learners design visual effects using
shadow confidence shadows and lighting
puppetry,back Step 5 Groups report back and the facilitator
drop and slides comments
Conclusion -oral discussions
ARTS -identify ethics in dancing Visual and Assumed knowledge Learners have used internet
TECHNOLOGY dance and the creativity Performin before
DANCE internet psychomotor g Arts Gr Introduction –Recap of the previous work
Ethics in Dance imitating 3 Page 20- Step 2 -learners identify ICT tools used in dance
and the Internet left to right 21 Step 3 Facilitator talks about ethics in dance and
-Ethics and the coordination internet
internet cognitive Step 4 -In groups learners identify ethics in dance and
 manipulative internet
confidence Step 5 Groups report back and the facilitator
comments
Step 6 learners write individual work
Conclusion -oral discussions
ARTS -answer at least dancing Visual and Step 1Recap of the covered concepts
TECHNOLOGY 15 questions on creativity Performin Step 2.Learners pose questions on challenging topics
DANCE the concept psychomotor g Arts Gr Step3.Individually learners write revision exercise
covered imitating 3 Page 20- Step 4.Collecting answer sheet from learners
REVISION left to right 21 Step 5.Revising the test
EXERCISE coordination Conclusion
cognitive Facilitator ask challenging questions and solve it as a
manipulative class
confidence

Week Topic/Content Objectives Competence/ Referenc Methodology and Activities Evaluation

Skills e STRENGTHS WEAKNESSES
S.O.M

5
ENTERPRISE By the end of construction Visual and Assumed knowledge Learners are aware of diff
SKILLS(ENTREP the lesson listening Performin careers
RENURESHIP) learners should creativity g Arts Gr Introduction -Teacher asks learners about their future
MUSIC be able to scientific 3 Page 22- careers
Careers in Music -identify different technological 23 Step 2 -learners take turns to tell their future careers
09.06.1
-Careers in career paths in concentration Step 3 Learners identify and select preferred musical
7
music such as music aesthetic careers
musicians, Step 4 -In groups learners write work done by
promoters, musicians ,promoters, managers and music teachers
managers and Step 5 Groups report back and the facilitator
teachers comments
Step 6 Individual written work
Conclusion -oral discussions and learners were given
home work to bring musical instruments
ENTERPRISE -construct construction Visual and Assumed knowledge Learners have used musical
SKILLS(ENTREP musical listening Performin instruments before
RENURESHIP` instruments for creativity g Arts Gr Introduction –Recap of the previous lesson
MUSIC enterprise scientific 3 Page 22- Step 2 –Facilitator displays a chart with musical
Musical technological 23 instruments
Instruments concentration Step 3 Learners name the musical instruments from
-Musical aesthetic the chart Step 4 -In pairs learners construct musical
Instruments instruments Step 5 Learners display their instruments
such as mbira, in the music corner Step 6 learners price their art
marimba works
Conclusion -oral discussions and learners were given
homework on musical business
ENTERPRISE -compose nd construction Visual and Assumed knowledge Learners know animal sounds
 SKILLS(ENTREP performe a listening Performin Introduction -Teacher asks learners if they have done
RENURESHIP musial piece for creativity g Arts Gr any work and being paid
MUSIC business scientific 3 Page 22- Step 2 -learners discuss about music as business
Performance for functions technological 23 Step 3 Learners
paying audience concentration Step 4 -In groups learners practice music performance
or commissioned aesthetic for paying audiences
work Step 5 Groups report back and the facilitator
-Music as comments
business Step 6
Conclusion -oral discussions

ENTERPRISE -observe construction Visual and Assumed knowledge Learners are aware of music
SKILLS(ENTREP business ethics listening Performin business Introduction –Recap of the previous lesson
RENURESHIP and soft creativity g Arts Gr Step 2 –Class discuss about business ethics, soft
MUSIC skills,unhu/ubunt scientific 3 Page 22- skills,unhu, Ubuntu, vumunhu and copyright protection
Business u/vumunhu and technological 23 in music business Step 3 Learners
Ethics,Soft copyright concentration Step 4 -In groups learners observing business ethics
skills,Unhu/Ubunt protection aesthetic and soft skills,unhu ,Ubuntu, vumunhu and copyright
u/vumunhu/copy protection
right protection Step 5 Groups report back and teacher comments
Step 6 individual written work
Conclusion -oral discussions
Week Topic/Content Objectives Competence/ Referenc Methodology and Activities Evaluation
Skills e
S.O.M

6
ENTERPRISE By the end of creativity Visual and Assumed knowledge Learners are aware of diff
SKILLS(ENTREP the lesson scientific Performin careers
RENURESHIP learners should visual g Arts Gr Introduction -Facilitator asks learners name careers in
VISUAL ARTS be able to technological 3 Page 22- visual arts
Career in Visual -identify different confidence 23 Step 2 -learners take turns to tell their future careers
20.10.1
Arts career paths in manipulative Step 3 Learners identify and select preferred musical
7
-Careers in visual arts cognitive careers
visual arts Step 4 -In groups learners write work done by curators,
such as sculptors, painters, illustrators and teachers
Curators, Step 5 Groups report back and the facilitator
Sculptors, comments
Painters, Step 6 Individual written work
Illustrators Conclusion -oral discussions and learners were given
home work to bring media and tools in visual arts
business
ENTERPRISE -construct constructing Visual and Assumed knowledge Learners have used media and
SKILLS(ENTREP various media creativity Performin tools in visual arts before
RENURESHIP and tools scientific g Arts Gr Introduction –Recap of the previous lesson
VISUAL ARTS visual 3 Page 22- Step 2 –Facilitator displays a chart with visual and arts
Media and tools technological 23 tools Step 3 Learners name the visual and arts tools
-Media and confidence from the chart Step 4 -In pairs learners construct visual
tools in visual manipulative and arts tools Step 5 Learners display their media and
 arts such as cognitive tools in the art corner Step 6 learners price their art
brushes, works
paints, chisels, Conclusion -oral discussions and learners were given
pencils, homework on exhibitions in visual arts
pastels
ENTERPRISE -curate a mini creativity Visual and Assumed knowledge Learners are aware of the
SKILLS(ENTREP exhibition as scientific Performin exhibitions parks Introduction -Facilitator asks
RENURESHIP business visual g Arts Gr learners if they have visited the Harare Agricultural
VISUAL ARTS technological 3 Page 22- show
Exhibitions and confidence 23 Step 2 -learners discuss about the purpose of having
Commissioned manipulative exhibitions Step 3 Learners engages to an educational
work cognitive tours to the community exhibition park, gallery or
-Exhibitions agricultural shows Step 4 -In pairs learners write notes
on what they have seen Step 5 Facilitator pose some
questions to the learners on what they have learnt from
the educational tour
Step 6 Learners write individual work
Conclusion -oral discussions
ENTERPRISE -observe creativity Visual and Assumed knowledge Learners are aware of visual arts
SKILLS(ENTREP demonstration of scientific Performin business Introduction –Recap of the previous lesson
RENURESHIP business visual g Arts Gr Step 2 –Class discuss about business ethics, soft skills,
VISUAL ARTS ethics ,soft skills technological 3 Page 22- and copyright protection in visual arts Step 3 Facilitator
Business Ethics and copyright confidence 23 and learners discuss about business ethics Step 4 -In
Soft skills protection manipulative groups learners observing business ethics and soft
unhu/Ubuntu cognitive skills, Step 5 Groups report back and teacher
/vumunhu comments Step 6 individual written work Conclusion -
oral discussions

Week Topic/Content Objectives Competence/ Referenc Methodology and Activities Evaluation

Skills e
S.O.M

7
ENTERPRISE By the end of acting Visual and Assumed knowledge Learners are aware of diff
SKILLS(ENTREP the lesson designing Performin careers
RENURESHIP learners should confidence g Arts Gr Introduction -facilitator asks learners about their
THEATRE be able to manipulative 3 Page 22- future careers
Career in -identify different technological 23 Step 2 -learners take turns to tell their future careers
27.10.1
Theatre careers in creativity Step 3 Learners identify and select preferred careers
7
-Careers in theatre arts listening in theatre arts Step 4 -In groups learners write work
theatre arts communication done by script writers, actors, editors, directors and
such as script production team
writers, actors Step 5 Groups report back and the facilitator
comments
Step 6 Individual written work
Conclusion -oral discussions
ENTERPRISE -make an age acting Visual and Assumed knowledge Learners have seen actors
 SKILLS(ENTREP appropriate designing Performin wearing different costumes
RENURESHIP theatrical confidence g Arts Gr Introduction –Recap of the previous lesson
THEATRE performance for manipulative 3 Page 22- Step 2 –Facilitator role plays a short theatrical
Props and business technological 23 production while learners listen Step 3 Learners discuss
Costumes creativity on how to make a theatrical production Step 4 -In
-Theatre arts listening groups learners role play some short theatrical
as business communication production
such as Step 5 Groups feedback and the facilitator comments
financial Step 6 learners price their theatrical production
literacy Conclusion -oral discussions and learners were given
homework theatre costumes
ENTERPRISE -design and acting Visual and Assumed knowledge Learners are aware costumes
SKILLS(ENTREP make costumes designing Performin for actors
RENURESHIP for business confidence g Arts Gr Introduction –Recap of the previous lesson
THEATRE manipulative 3 Page 22- Step 2 –Facilitator displays a chart with different
Performance for technological 23 costumes
paying audience creativity Step 3 Learners describe the costumes worn by
or commissioned listening popular actors in theatre
work communication Step 4 -In pairs learners design and make costumes for
-Design and business Step 5 Learners display their artworks in the
make art corner Step 6 learners price their art works
costumes for Conclusion -oral discussions and learners were given
business homework on business ethics

ENTERPRISE observe business acting Visual and Assumed knowledge Learners are aware of theatre
SKILLS(ENTREP ethics ,soft skills designing Performin business
RENURESHIP unhu/Ubuntu/vu confidence g Arts Gr Introduction –Recap of the previous lesson
THEATRE munhu and manipulative 3 Page 22- Step 2 –Class discuss about business ethics, soft skills,
Business ethics copyright technological 23 and copyright protection in theatre business
soft protection creativity Step 3 Learners practice role play short stories for
skills,unhu/Ubunt listening payment
u/vumunhu/Copy communication Step 4 -In groups learners observing business ethics
right protection and soft skills,unhu,Ubuntu,vumunhu and copyright
-Business protection
Ethics Step 5 Groups report back and teacher comments
Step 6 individual written work
Conclusion -oral discussions

Week Topic/Content Objectives Competence/ Referenc Methodology and Activities Evaluation

Skills e STRENGTHS WEAKNESSES
S.O.M

8
ENTERPRISE By the end of dancing Visual and Assumed knowledge Learners are aware of different
SKILLS(ENTREP the lesson creativity Performin careers Introduction -Facilitators asks learners about
RENURESHIP learners should confidence g Arts Gr their future careers
DANCE be able to cognitive 3 Page 22- Step 2 -learners take turns to tell their future careers
Careers in Dance -identify careers foot and eye 23 Step 3 Learners identify and select desired careers in
03.11.1
-Careers in in dance coordination danceStep 4 -In groups learners write work done by
7
 dance such as tactile dancers, choreographers, managers and dance teachers
dancers, psychomotor Step 5 Groups report back and the facilitator
choreographer comments
s, managers Step 6 Individual written work
and teachers Conclusion -oral discussions and learners were given
home work to bring dance instruments and costumes
ENTERPRISE -construct dancing Visual and Assumed knowledge Learners are aware of dancing
SKILLS(ENTREP Zimbabwean creativity Performin costumes Introduction –Recap of the previous lesson
RENURESHIP costumes for confidence g Arts Gr Step 2 –Facilitator displays a chart with dancing l
DANCE business cognitive 3 Page 22- instruments and costumes Step 3 Learners identify
Instruments and foot and eye 23 instruments and dancing costumes from the chart Step
Costumes coordination 4 -In pairs learners construct dancing instruments and
-Zimbabwean tactile costumes Step 5 Learners display their instruments
costumes and psychomotor and dancing costumes in the classroom
instruments Step 6 learners price their art works Conclusion -oral
discussions
ENTERPRISE -create dance dancing Visual and Assumed knowledge Learners can dance
SKILLS(ENTREP pieces for creativity Performin Introduction –Recap of the previous lesson
RENURESHIP business confidence g Arts Gr Step 2 -learners role play some dances they see on TV
DANCE cognitive 3 Page 22- Step 3 Learners discuss on Zimbabwe and foreign
Performances for foot and eye 23 business dance groups
paying audience coordination Step 4 -In groups learners practice formulating dance
or commissioned tactile pieces for business
work psychomotor Step 5 Groups feedback and the facilitator comments
-Zimbabwe and Conclusion -oral discussions
foreign
business dance
groups
REVISION By the end of - Recalling ASSUMEDKNOWLEDGE
EX the lesson Learners have covered the concepts set
learners should INTRODUCTION :Class discussion on the concept of
be able to writing a revision test
- Revise STEP 1:The facilitator and the pupils go through the
concepts taught test before they start writing
throughout the STEP 2: Individual written work
week CONCLUSION: Revision of the test written

Week Topic/Content Objectives Competence Reference Methodology and Activities Evaluation

/ S.O.M STRENGTHS WEAKNESSES
Skills
9
REVISION By the end of the singing Visual and Assumed knowledge Learners are able to sing
ARTS lesson learners drawing Performing Introduction -Facilitator asks learners about music
TECHNOLOGY should be able to playing Arts grade software they know
MUSIC -identify music listening 3 Syllabus Step 2 -learners discuss about music software
software used to speaking page 20-21 Step 3 Learners listen to the facilitator while
10.11.1
Music Technology compose music hand and eye composing his /her own music
7 store composed manipulative Step 4 -In groups learners compose music pieces
-Music software music safely using psychomotor using finale and Sibelius
such as finale audio visual confidence Step 5 Groups feedback
and Sibelius devices. dancing Conclusion –best group to present their music to
the class
ARTS - compose music singing Assumed knowledge Learners have seen
TECHNOLOGY and store drawing Visual and composed music rhythms
MUSIC composed music playing Performing Step 2 -learners practise imitating composed
Composition of safely using audio listening Arts Gr 3 music
two bar rhythms visual devices speaking Page 20-21 Step 3 Learners store music in the computer
-storage of hand and eye Step 4 -In groups learners store composed music
music manipulative in flash, CD and other devices
compositions psychomotor Step5.Individually learners practice storing
confidence composed music in flash discs
dancing Conclusion -oral discussions
ARTS -discuss acceptable singing Visual and Assumed knowledge Learners have used a
TECHNOLOGY and unacceptable drawing Performing computer before
MUSIC music from the playing Arts Gr 3 Introduction -Facilitator asks learners about the
Ethics ,Music and internet listening Page 20-21 uses of internet
the Internet speaking Step 2 -learners practise searching music from the
-Ethics and hand and eye internet
Internet manipulative Step 3 Learners link music and the internet
psychomotor Step 4 -In groups learners talk about ethics in
confidence music and the internet
dancing Step 5 learners write individual work
Conclusion -oral discussions
ARTS -play a variety of singing Visual and Assumed knowledge Learners are aware of
TECHNOLOGY musical drawing Performing musical instruments
MUSIC instruments playing Arts Gr 3 Introduction -Facilitator sing a song and play the
Playing -draw the musical listening Page 20-21 drum
Instruments instruments speaking Step 2 -learners list down musical instruments
-Playing hosho, hand and eye they know
drum, guitar, manipulative Step 3 Learners identify playing instruments from
piano etc psychomotor the chart
confidence Step 4 -In groups learners practice play the
dancing musical instruments
Step 5 Groups feedback and individual written
work
Step 6 learners draw the musical instruments
Conclusion -oral discussions
Week Topic/Content Objectives Competence Reference Methodology and Activities Evaluation
 / S.O.M STRENGTHS WEAKNESSES
Skills

1
REVISION By the end of the manipulation Visual and Assumed knowledge Learners can operate a
ARTS lesson learners technological Performing computer
TECHNOLOGY should be able to concentration Arts Gr 3 Introduction -Teacher asks learners about the
VISUAL ARTS -identify relevant observation Page 20-21 computer software they know

0 Visual Arts
Technology
-Design
software such
technology to
design artworks
and graphics
-use technology to
communicati
on
creativity
hand and eye
Step 2 -learners practise designing artworks using
core draw
Step 3 Learners use technology to store their
artworks
17.11.1
7 as Core draw store their artworks coordination Step 4 -In pairs learners design artworks and
graphics using software
Step 5 feedback and learners write individual work
Conclusion -oral discussions and learners were
given home work on storage devices
ARTS -use technology to manipulation Visual and Assumed knowledge Learners have used
TECHNOLOGY store their artworks technological Performing smartphones and tablets before
VISUAL ARTS concentration Arts Gr 3 Introduction –facilitator shows learners some
Visual Arts observation Page 20-21 music stored in the smartphone or computer
Software communicati Step 2 -learners search music in phones and the
-Storage on computer
devices such as creativity Step 3 Learners practice storing music in the
computers, hand and eye phone or computers
smart phones, coordination Step 4 -In pairs learners store music in the
tablets computer
Step 5 feedback and learners write work
Conclusion -oral discussions
ARTS -explain ethics and manipulation Visual and Assumed knowledge Learners have used internet
TECHNOLOGY the use of internet technological Performing before
VISUAL ARTS concentration Arts Gr 3 Introduction –Recap of the previous work
Ethics, Visual arts observation Page 20-21 Step 2 -learners discuss on ethics ,visual arts and
and the Internet communicati the internet
-Ethics and the on Step 3 Learners practice linking ethics and the
Internet creativity internet
hand and eye Step 4 -In groups learners discuss ethics in visual
coordination arts and the internet
Step 5 Groups feedback and individual written
work
Conclusion -oral discussions and learners were
given home work on video filming
ARTS -apply available manipulation Visual and Assumed knowledge Learners have photos at
TECHNOLOGY technology to learn technological Performing home
VISUAL ARTS filming skills concentration Arts Gr 3 Introduction –facilitator practice taking photos to
Photography, observation Page 20-21 learners using his/her smartphone
Video and Filming communicati Step 2 -learners discuss about photocopying and
-Filming and on filming
Photographing creativity Step 3 Learners list down ICT tools used when
 events or hand and eye filming and photographing
scenery coordination Step 4 -In pairs learners practice filming,
photographing skills such as handling a camera,
filming etc.
Step 5 best group to report back in front
Conclusion -oral discussions

Week Topic/Content Objectives Competence Reference Methodology and Activities Evaluation

/ S.O.M STRENGTHS WEAKNESSES
Skills

1
REVISION OF By the end of the - Recalling Visual and ASSUMEDKNOWLEDGE
END OF TERM lesson learners Performing Learners have covered the concepts set
TESTS should be able to Arts Gr 3 INTRODUCTION :Class discussion on the concept
- Revise concepts Page 20-21 of writing a revision test

1 taught throughout
the term
STEP 1:The facilitator and the pupils go through
the test before they start writing
STEP 2: Individual written work
CONCLUSION: Revision of the test written
21.07.1
7

END
1
By the end of the - Recalling - Test ASSUMEDKNOWLEDGE
lesson learners papers Learners have covered the concepts set
should be able to - INTRODUCTION :Class discussion on the concept
OF - Revise concepts Chalkboard of writing a revision test

2 TERM
taught throughout
the term
- Charts STEP 1:The facilitator and the pupils go through
the test before they start writing
STEP 2: Individual written work
01.12.1
7 EXAMS CONCLUSION: Revision of the test written

TO

1
3
08.12.1
7