TABLE OF CONTENTS

ENGLISH LANGUAGE............................................................................2

SOCIAL SCIENCE................................................................................. 39

INDIGENOUS LANGUAGE (CHISHONA)........................................54

MATHEMATICS..................................................................................... 81

PHYSICAL EDUCATION......................................................................96

SCIENCE AND TECHNOLOGY........................................................114

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ENGLISH LANGUAGE
AIMS
TO HELP CHILDREN TO:
- Express themselves in a variety of ways and situations involving the use of functional language
- Develop a receptive vocabulary
- Lay the foundation of the child’s spoken English for communication.
- Develop four basic language skills in children name reading, writing, speaking and listening.
- Express themselves in a variety of ways, situations involving the use of functional language.

TOPICS TO BE COVERED
- Listening/Observing
- Speaking/Signing
- Reading/Signing
- Writing/brailling

CROSS CUTTING THEMES

 Family unity
 Child Protection from abuse and diseases such as AIDS
 Heritage Studies Environmental Issues
 Financial literacy
 Disaster Risk Management
 Children’s Rights and Responsibilities

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LISTENING/ -listen to and -active -English Assumed knowledge –learners have

w OBSERVING follow listening - language -phone/ followed simple instructions
Instructions instructions comparing Infant computer Introduction –facilitator give simple
d Syllabus / voice instructions whilst learners follow
Listening/ contrastin Page 47 recorder - 1-Facilitator gives learners the focus of
Following g- musical the lesson.
instructions recalling play area 2-Learners give each other simple
-imitation instructions in turns and others follow.
(Lesson 1) 3-Class falls into silence and listen to
instructions from the facilitator/ a
1 phone or voice recorder and they
follow them.
Conclusion –class play a game –
competing to do as instructe by the
facilitator
--English Assumed knowledge -learners can
SPEAKING -stating. language -phonic identify sounds.
-say the - Infant alphabet Introduction –give different sounds of
Phonic Sounds phonic sounds identifying Syllabus -- own choice.
Ai-a-e-ay accurately . Page 50 recorder 1- Facilitator introduces the sounds.
Long ‘a’ sound -listening phone 2-Class imitate the sounds correctly.
-playing 3-Learners individually say the sounds
(Lesson 2) with the facilitator assisting those
facing challenges.
4-in groups learners say the sounds.
Conclusion-Each learner identify the
sound to the phonics.
--English phonic Assumed knowledge -learners can
WRITING Complete -sounding language alphab sound phonics.
words using -phonic Infant et -- Introduction –give the sounds of
phonics practiced in the previous
Phonic Sounds given sounds knowledge Syllabus Flash
Ay-ai-a . Page 52 cards lesson.
-listening - 1- Facilitator introduces the sounds;
(Lesson 3) 2-Class imitate the sounds correctly.
3-in groups learners sound the new
phonic sounds
4-Learners say the sounds as
individuals
Conclusion-learner together with the

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facilitator sound to the phonics.

READING -English
Comprehension -read and Skills & language -phone/ Assumed knowledge -
The man and the answer Attitudes Infant computer learners can sound
rat questions from Establishi Syllabus / voice
recorder -
phonics; s, f, and o.
(Lesson 4) the story read ng Page 52
musical Introduction –give the
Spelling
play area sounds of phonics practiced
in the previous lesson.
Step 1- Facilitator
introduces the sounds; m, r,
p.
Step 2-Class imitate the
sounds correctly.
Step 3-in groups learners
sound the new phonic
sounds
Step 4-Learners say the
sounds as individuals
Conclusion-learner
together with the facilitator
sound to the phonics.
WRITING : Skills & --English Assumed knowledge -
-copy and Attitudes language -phonic learners can identify
PENMANSHIP shape pattens, Holding Infant alphabet objects.
Handwriting letters and Controll Syllabus --
recorder Introduction –a song on
-copy and shape words ing Page 60
Shaping phone the left and right
pattens, letters correctly
and words -hold and progression.
correctly control the Step 1- Facilitator
- (Lesson 5 and pencil introduces the left and right
6) correctly progression.
Step 2-Class identify the
left and right sides with the
aid e of the facilitator.
Step 3-Learners arrange
objects from left to right.

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Step 4-move beads objects

from left to right.
Conclusion-Each learner
identifies the left and the
right side.
MONTHS OF -handling --English phonic Assumed knowledge -
THE YEAR - handle and -writing language alphab learners can identify left
control the -pincer Infant et -- and right.
(Lesson 7 ) crayon/pencil grasping - Syllabus Flash Introduction –a song on
correctly hand- eye Page 52 cards
the left and right
properly. coordinati
-make proper on progression.
-
shapes of the Step 1- Learners move
alphabet objects from left to right.
correctly and Step 2-Learners arrange
neatly in small objects from left to right.
letters Step 3-Playing a game on
left to right progression-
river(left)bank(right)
Conclusion-Each learner
identifies the left and the
right side.
-English
WRITING By the Skills language -musical Assumed knowledge
end of & Infant play area -learners have used sticks
Penmanship the Attitu Syllabus - to scribble on the ground.
Page 52 workcard Introduction –learners
(Writing) - lesson, des
s
Handling of learners - write in the air together
writing should handlin with the facilitator.
instruments- be able g Step 1-Learners watch the
crayons/ to: - -writing skill demonstration by the
pencils handle -pincer facilitator.
and graspin Step 2-Learners practise
IIIOIIIOIIIOIII control the g- the handling of the
OIII crayon/pe hand- instruments while the
(Lesson 8) ncil eye teacher helps out.
Step 3-Practise of left to
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correctly coordin right progression

properly. ation Step 4-writing of patterns
on paper or in books
Conclusion- Learners
demonstrate how the
pencils and crayons are
held when writing.
LISTENING/ -active Infant speakers Assumed knowledge –learners have
OBSERVING - listern to listening - Syll Page heard different
ek PHONICS words with comparing 47 -musical sounds.
-‘U’ & ‘Y’ sound and play area Introduction –learners sing a rhyme
‘Y’SOUNDS Make words contrastin - 1-Facilitator gives learners the focus of
-Fly, sky, fry, with ‘y’ sound g- the lesson.
cry, baby, lorry, recalling 2-Class listen to various sounds made
jelly, sunny, lady, by the facilitator.
sorry 3-Learners discriminate sounds
-Put, awful, puss, produced at the same time while blind
bull; pull folded.
(Lesson 1 And Conclusion –class make different
2) sounds of domestic
And wild animals.
ISTENING -English Picture Assumed knowledge -learners know
READING -identify Writing language of some animals
-Domestic and domestic and Identifyin Infant domestic Introduction – Class discuss what
Wild Anmals wild animals g Syllabus and wild they know about animals
Reading Page 48 1- Learners identify domestic
animals
(Lesson 3) animals
2-learners identify domestic animals
3-Learners read in turns
4- Learners read and discuss in groups
5- Group feedbacks from learners with
fc’s help
6 Individual work
Conclusion-discuss and revise work
written
SPEAKING Reading -English Phonic Assumed knowledge -
Language -say where Writing language alphabet learners can sound s, f, o.
structures questionmark Listening Infant -printed Introduction –Learners
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Punctuation- is used Speaking Syllabus letters sound the phonics s, f, o.

Question marks -write a Page 51 Step 1-learners sound the
question mark - new phonics introduced by
(Lesson 4) at the correct the facilitator.
position.
Step 2-imitation of the new
sounds g, h, c ,k
Step 3-group work on the
new phonics
Step 4-individual practise
by the learners
Conclusion-Learners in
groups produce sounds in
unison.-Imitation
-Assimilation
SPEAKING Reading -English Assumed knowledge -
Language -write a Writing language -Phonic learners can sound g ,h, c, k
structures question mark Listening Infant alphab Introduction –Recap of the
Punctuation- at the correct Speaking Syllabus et previous lesson.
The Question position. Page 51 - Step 1-learners sound the
mark? - printed new phonics introduced by
letters the facilitator.
(Lesson 6)
Step 2-imitation of the new
sounds a, j, z, t
Step 3-group work on the
new phonics
Step 4-individual practise
by the learners
Conclusion-Learners in
groups produce sounds in
unison.-Imitation
-Assimilation

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READING English Assumed knowledge -learners can

COMPREHENSI - Read for -reading. language read
ON understanding - Infant Introduction –facilitator give focal
Read for answering Syllabus point of the lesson.
understanding -arranging Page 52 1-Learners read the text in turns
Zimba the 2-learners read silently.
Crocodile 3-Class discuss what has been read.
(Lesson 7) 4-answering questions individually
Conclusion-revise work written.

-revise work Revising Assumed knowledge –learners know

END OF covered so Reading some language structures
CHAPTER far on Writing Introduction –giving instructions on
REVISION language Listening how to write a revision exercise
structures 1-learners write individually,
(lesson 8) facilitator monitoring
Conclusion-revise work done

LISTENING -English phone Assumed knowledge –learners can

OBSERVING -identify Identifyin language -word read words.
IN THE words with g Infant cards Introduction –the facilitator give
BOXING RING ‘ing ‘ sound Listening Syllabus -flash focal point of the lesson.
(Part 1) -listen to Reading Page 31 cards 1-learners and the facilitator discuss
THE ‘ing’ words with Writing the ‘ing’ and its signifinance
SOUND ‘ing ‘ sound 2- Learners identify words with from
Words with ‘ing’ -read words a chart with mixed words
at the end with ‘ing ‘ 3-Learners listen to the words from the
(Lesson 1 and 2) sounds facilitator or
4- learners read words/ a passage with
words with ‘ing’ at the end
5- group work and feedbacks

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Conclusion-revise work done

LISTENING -demonstrate Infant Assumed knowledge-Learners have
OBSERVING fluency - Syllabus sung rhymes before
-Imitate demonstra Page 33 Introduction –Learners listen to
FLUENCY. sounds made ting musical instruments from the radio or
Fluency, by baby - phone.
confidence and animals 1-learners name songs and rhymes
accuracy through they know
rhymes, songs 2- Learners choose rhymes of choice
and driils and sing individually dancing to the
Animal Babies tune of the song confidently.
3 - learners choose one song or rhyme
(Lesson 3) they sing together imitating baby
animal sounds.
Conclusion –Learners revise work
done with the fc’s help
READING -Reading -English Assumed knowledge -learners can
Comprehension -develop an -listening language read
The weather interest in -speaking Infant Introduction –Recap of the previous
(Lesson 4) reading Syllabus lesson.
-reading for Page 52 1-learners read new words on a chart
leisure 2-individual silent reading
different 3-reading in turns
texts 4-discuss the story read
Conclusion- retelling the story read in
turns
WRITING -complete -Phonic -English - Assumed knowledge -learners can
sentences to knowledge language recoment write sentences Introduction –Recap
COMPOSITIO write a -listening Infant ed texts of the previous lesson.
N composition -speaking Syllabus - 1-facilitator chooses one learner to
Where is the Page 62 compositi read a sample of a guided composition.
kitten - on 2-class discussion on the topic tobe
Guided samples written and what to write
compositions 3-facilitator give guides and
(Lesson 5 and 6) instructions on the essay to be written
4-individual practice by the learners
Conclusion-Learners read their
finished stories(few)
READING -reading -Infant Workc Assumed knowledge –learners know
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-put capital -writing Syllabus ards capital letters

CAPITAL letters in Page62 Introduction – a few learners what
LETTERS IN they know about capital letters
names of
NAMES OF
PLACES places 1- facilitator gives the focal point of
the lesson.
Variety of texts 2-individually learners read stories
(Lesson 7) silentlynoting where to put capital
letters.
3-Learners write storiesread and put
capital letters on names of places .
Conclusion-revise work done
4END OF -revise work
covered on
Revising
Reading
--English
language
C/B
Work
Assumed knowledge –learners know
some language structures
CHAPTER the chapter Writing Infant Question Introduction –giving instructions on
REVISION Listening Syllabus papers how to write a revision exercise
Page texts 1-learners write individually,
facilitator monitoring
(Lesson 8) Conclusion-revise work done

-English -musical Assumed knowledge-Learners have

g LISTENING : - language instrumen read words with ‘oi’ and ‘oy’ sound
OBSERVING -listen words listening Infant ts - before
PHONICS with ‘oi’ and - Syllabus pictures Introduction –Learners read a text
‘oi’ –boil, coin,‘oy’ sounds identifying Page 47 of the with ‘oi’ and ‘oy’ sounds
soil -identify -reading musical 1-learners listen to words with ‘oi’ and
‘oy’-boy, joy, words with -writing instrumen ‘oy’ sounds.
toy, royal, annoy‘oi’ and ‘oy’ ts 2- learners identify to words with ‘oi’
sounds and ‘oy’ sounds.
-read words 3- learners read words with ‘oi’ and
(Lesson 1 and 2) with ‘oi’ and ‘oy’ sounds.
‘oy’ sounds Conclusion –Learners revise work
with the aid of the facilitator

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LISTENING -English Assumed knowledge –learners have

OBSERVING -listern to Reading Language head, read, and listen stories before.
stories and Writing Infant Introduction –learners say source of
NEWS AND news Telling Syllabus news eg radio, TV, newspapers etc
STORIES - re-tell Listening page 47 1-Facilitator gives the focus of the
Mponga and the stories and lesson.
fence (part 1) news in 2-Learners in turns tell stories in
(Lesson 3) sequence sequence
3-in groups learners tell stories.
Conclusion –best story teller tell other
his/ her story.
READING - Assumed knowledge –learners have
SPEAKING Infant -recorder head, read, and listen stories before.
RETELL Syllabus phone Introduction –learners say source of
STORIES Page 52 news eg radio, TV, newspapers etc
The fire 1-Facilitator gives the focus of the
- read stories Reading lesson.
(Lesson 4) and answer Retelling 2-Learners in turns tell stories in
questions sequence
-retell stories 3-in groups learners tell stories.
4-answering questions from stories
read
Conclusion –revise work written.

Describing Infant Assumed knowledge –

SPEAKING -describe Syllabus learners have described
pictures Page 50 something before.
DISCRIPTION provided by Introduction – recap of the
S the facilitator
previous lesson
Pictures
1- saying what they are
(Lesson54) seeing on the picture
2-discribe what is
represented by the picture
3-in groups learners
describe the pictures trying
to make a story out of it
4-feed backs
Conclusion-answering oral
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questions
WRITING Describing -English --phonic Assumed knowledge –learners have
ek -write a language alphabet head folk tales before
CREATIVE descriptive Infant -pictures Introduction – recap of the previous
WRITTING story Syllabus -letters lesson
Helping each Page 61 1- saying what they learnt from folk
other tales for the week
(Lesson 6) 2-in groups learners write sentences
about animals helping each other
3-feed back
4- writing essays individually
Conclusion-a few learners read their
stories
-revise work Revising -English -c/b work Assumed knowledge –learners know
REVISION covered so Reading language Question some language structures
far Writing Infant papers Introduction –giving instructions on
(Lesson 7 and 8) Listening Syllabus how to write a revision exercise
Page 32- 1-learners write individually,
36 facilitator monitoring
Conclusion-revise work done

-English chart with Assumed knowledge –learners can

LISTENING -spell 10 Language instructio follow instructions
OBSERVING words of Instructing Infant ns Introduction –Learners say when they
PHONICS AND phonics given Syllabus have followed instructions before.
5 SPELLINGS -complete page 1-Facilitator gives the focus of the
‘ow’- bow, words with 47 lesson.
brown, down, ‘ou’ and ‘ou’ VPE 2-Learners give instructions to each
how, now sounds Learner’s other and others follow the instructions
(Lesson 1and2) Bk page 3-in groups learners role play giving
106 & and following instructions.
107 4-feed back
Conclusion –Learners answer oral
- questions.
-listen to short Listening English Assumed knowledge –learners have
LISTENING stories Retelling Language heard stories
WITING -retell short Infant Introduction – saying the source of
Bobo and the stories heard Syllabus stories.

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Calabash- Part 1 -answering page 1-Facilitator gives the focus of the

SHORT questions from 47 lesson.
STORIES story read VPE 2-Learners learners listen to short
(Lesson 3) Learner’s stories from the phone, radio or
Bk page other lnrs speaking
104 3-learners retell stories heard.
4-answering questions from the
stories.
Conclusion –Facilitator and learners
revise the work done.
SPEAKING -English VPE Assumed knowledge –learners know
SIGNING -identify -speaking language Learner’s doing words
LANGUAGE verbs and - Infant Bk page Introduction –learners say doing
FUNCTIONS write them -matching Syllabus 108 words they know
Verbs Page 50 -pictures 1-learners identify doing words from a
(Lesson 4) Alphabet passage read before.
-sound 2-Learners in groups list doing words
recorder from sentences givens
3 group presentation
4- Learners write work individualy
Conclusion-answer oral questions
WRITING : Skills & --English shapes Assumed knowledge-learners have
-copy and Attitudes language -tins used pencils and crayons
PENMANSHIP shape pattens, Holding Infant -beads . Introduction –-recap of the previous
Handwriting letters and Controll Syllabus -leaves lesson
-copy and shape words ing Page 51 -bottle 1-Learners watch the skill
pattens, letters correctly Shaping Ventures tops demonstration by the facilitator.
and words -hold and Pry 2-Learners practice the handling of the
correctly control the English instruments while the facilitator helps
- (Lesson 5) pencil out.
Leaners
correctly 3-Practise letters such as m,w,v,x,n
Bk Page 4-writing given letters in books
108 Conclusion- Learners demonstrate
- how the pencils and crayons are held
when writing.
English Chart Assumed knowledge –learners have
READING -recognise Recognizi language with done grammatical structures before
grammatical ng Infant language Introduction –Recap the previous
LANGUAGE structures Applying Syllabus structures lesson.

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SRUCTURES -use Page 51 1recognising grammatical structures

Nouns, grammatical 2-using grammatical structure in
pronouns, verbs structures in VPE groups
context Learner’s 3-feddback
(Lesson 6 and 7) Bk page 4-completing/ writing sentences with
103 various grammatical structures
Conclusion-revise work written

-English Word Assumed knowledge –learners know

SPELLINGS -write dictated Writing language cards all the 26 letters of the alphabet
AND words and Infant Introduction – Recap the previous
DICTATION sentences Syllabus c/b work lesson
Dictated words/ correctly Page 60 question 1-read words on flash cards and spell
sentences papers them
End of chapter -write an end VPE 2-reading words with the facilitator
revision of chapter Learner’s 3-facilitator dictate words to learners
revision Bk page as they write
(Lesson 8) 106/ 109 4-leaners write dictated sentences
TO - Conclusion-revise work written

-listen to short Identifyin English workc Assumed knowledge –learners have

LISTENING/ stories g Language ards heard storiesIntroduction – saying the
OBSERVING -retell short Answering Infant source of stories.1-Facilitator gives the
stories heard Listening Syllabus focus of the lesson. 2-Learners learners
ek listen to short stories from the phone,
SHORT -identify Retelling page
STORIES characters in 47 radio or other lnrs speaking
(Lesson 1 and 2) the short story 3-learners retell stories heard.
-answer 4-answering questions from the
questions from stories.
the short story Conclusion – revise the work written.

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SPEAKING English Assumed knowledge -learners can

PHONIC -say the Skills & Language identify sounds.
SOUNDS phonic sounds Attitudes Infant Introduction –give different sounds of
‘ea’ sounds accurately -stating. Syllabus own choice. 1- Facilitator introduces
Bread, head, - page the sounds. 2-Class imitate the sounds
dead,tread, identifying 43 correctly. 3-Learners individually say
instead, read, sea, . the sounds with the facilitator assisting
eat, meat, clean -listening those facing challenges. 4-in groups
(Lesson 3) -playing learners say the sounds. Conclusion-
Each learner identify the sound to the
phonics.

SPEAKING --English phonic Assumed knowledge –learners have

SIGNING -ask oral Asking language alphabet asked and responded to oral questions
RESPOND TO questions Respondin Infant --recorder Introduction –learners ask each other
ORAL -respond to g Syllabus phone questions of their choice and the other
QESTIONS oral questions. Page learner respond
Kalulu the 1-facilitator gives the focus of the
monkey - lesson.
(Part 1) 2-Learners read a short
Questions and passage
answers 3-Learners read and
respond to oral question
from the passage read
(Lesson 4) 4-facilitator ask questions
and learners answer
orally.
Conclusion-re-tell the passage read.
-English Assumed knowledge –learners have
SPEAKING -answer Respondin language Different asked and responded to oral questions
SIGNING comprehensio g Infant texts Introduction –re-cape the previous
EXTENSIVE n questions Reading Syllabus Large lesson
READING- -retelling what Page 33 print text 1-facilitator gives the focus of the
comprehension has been read lesson.
Kalulu the 2-Learners read a short
monkey passage
(Part 1/2) 3-Learners read and
Enrichment respond to oral question
reading from the passage read
4-silent reading
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(Lesson 5) 5-individual work

Conclusion-revise work done
WRITING -write 5 -Phonic -English - Assumed knowledge -learners can
sentences knowledge language compositi write sentences Introduction –Recap
COMPOSITIO about the -listening Infant on of the previous lesson.
N picture -speaking Syllabus samples 1- learners say what they are seeing on
Guided Page 36 the picture.
compositions Bk page 2-class discussion on the topic to be
(Lesson 6 and 7) 115 written and what to write
3-facilitator give guides and
instructions on the essay to be written
4-individual practice by the learners
Conclusion-Learners read their
finished stories(few)

-English Word Assumed knowledge –learners know

SPELLINGS -write dictated Writing language cards all the 26 letters of the alphabet
AND words and Infant C/B work Introduction – Recap the previous
DICTATION sentences Syllabus Question lesson
Dictated words/ correctly Page 37 papers 1-read words on flash cards and spell
sentences -revise work them
End of chapter covered on the 2-reading words with the facilitator
revision chapter 3-facilitator dictate words to learners
(Lesson 8) as they write
4-leaners write dictated sentences
Conclusion-revise work written

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-English Phonic Assumed knowledge –learners can

ek LISTENING -Identify and Language chart vowel blends e.g. –sh and –oo-- sound.
OBSERVING articulate the Identifyin Infant Word Introduction – learners phonic read
phonic g Syllabus cards words sound.
Phonic sounds sounds Writing page 31 1-Facilitator introduces the sound.
‘ear’ and ‘ere’ correctly. 2-Learners identify and
sounds -Write articulate the phonic sound
-spear, clear, phonic 3-Class and facilitator read
near, gear, shear, words words with the phonic sound
earing correctly together
-atmosphere, 4-Learners draw pictures of objects
where, with
Mere, there, 5-individual learning program
according to ability
(Lesson 1 and 2) Conclusion –Facilitator and learners
read the words in quick succession.

-English Phonic Assumed knowledge –learners can

LISTENING -Identify and Language chart vowel blends e.g. –sh and –oo-- sound.
OBSERVING articulate the Identifyin Infant Word Introduction – learners phonic read
phonic g Syllabus cards words sound.
Phonic sounds sounds Writing page 31 Sentence 1-Facilitator introduces the sound.
‘ear’ and ‘ere’ correctly. strips 2-Learners identify and
sounds -Write articulate the phonic sound and
phonic words
words 3-learners make sentences in
(Lesson 3) correctly groups
-use phonic 4-group feedbacks
words to build 5-individual written work
sentences Conclusion –Facilitator and learners
read the words in quick succession.
SPEAKING -writing -English pictures Assumed knowledge –learners have
SIGNING -add ‘es’ to -speaking language Alphabet done plurals before
LANGUAGE given words -matching Infant -sound Introduction –learners say what they
STRUCTURES to make Syllabus recorder know about plurals
NOUNS- plurals Page 33 1-learners identify plurals on pictures
PLURALS in their books.
One bus-2 buses 2-Learners say plurals they know
Dishdishes 3- Learners add es to nouns to make

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Tomato-tomatoes plurals in
(Lesson 4) groups
5 group presentations and individual
work
Conclusion-revise work wtiten
READING -Reading -English different Assumed knowledge -learners can
Extensive -expand an -listening language texts read
reading interest in -speaking Infant Introduction –Recap of the previous
reading Syllabus lesson.
Catherine the -reading for Page 35 1-learners read new words on a chart
Panda leisure 2-individual silent reading
-answering 3-reading in turns
questions - 4-silent reading
(Le 5-discuss the story read
sso 6-individual work
n5 Conclusion- retelling the story read in
and turns
6)
-English -Nelson Assumed knowledge –learners can
WRITING -write straight -writing language script read vowels and consonants.
lined letters -handle - Infant -alphabet Introduction –Learners say the
Penmanship eye Syllabus -pencils sounds pointed by the facilitator
coordina page 36 -chart 1 Recap of the previous lesson on
-Capital tion - with oval phonics
letters(straight pincer letters 2-reading sounding the letters
line grasping -paper 3-Learners practise writing the letters
letters) -letter while sounding them
knowledge 4-Learners write in their books
(Lesson 7) 5-Individual check by learners
Conclusion –sing a song based on
likes of learners

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-revise work Revising -English -c/b work Assumed knowledge –learners know
REVISION covered so Reading language Question some language structures
far Writing Infant papers Introduction –giving instructions on
(Lesson 8) Listening Syllabus how to write a revision exercise
Page 32- 1-learners write individually,
36 facilitator monitoring
Conclusion-revise work done

English -alphabet Assumed knowledge –learners read

LISTENING/ -sound the Language -cards words with two or three letters
OBSERVING phonic sound -auditory Infant with Introduction – learners read words
correctly memory Syllabus various 1-Facilitator gives the focus of the
Phonic sounds -read the -letter page 35 letters. lesson to the learners.
‘are’-share, mae, phonic words knowledge - 2-Learners imitate phonic sounds from
pare,scare,fare correctly -listening computer a recorder or laptop/phone/computer.
‘air’- éclair, 3-Class match flash cards with
chair, stairs,hair, cardinal phonic sounds. 4-drawing or
fairy writing work
(Lesson 1 and 2) Conclusion –Facilitator and learners
read the words in quick succession.
WRITING -read and -English -alphabet Assumed knowledge –learners can
copy words -writing language -pencils read vowels and consonants.
Penmanship and sentences -handle Infant -chart Introduction –Learners say the
correctly in – eye Syllabus with oval sounds pointed by the facilitator
Nelson Script coordina page 36 letters 1Recap of the previous lesson on
(Lesson 3 ) hand writing tion -paper phonics
-pincer 2-writing the letters correctly
grasping 3-Learners practice writing individualy
-letter on papers
knowledge 4-Learners write in their books
Individualy under fc check
Conclusion –best work identified by
fc and show other pupils

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READING -Reading -English Assumed knowledge -learners can

READING FOR -develop an -listening language different read
UNDERSTANDING interest in -speaking Infant texts Introduction –Recap of the previous
VISITING lesson.
PLACES-A Visit to reading Syllabus
the Crocodile Farm -reading for Page 35 1-learners read new words on a chart
Les understanding 2-individual silent reading
son 3-reading in turns 4-discuss the story
4 readConclusion- retelling the story
and
5

WRITING -write a -Phonic -English - Assumed knowledge -learners can

guided knowledge language compositi write sentences Introduction –Recap
COMPOSITIO composition -listening Infant on of the previous lesson.
N -speaking Syllabus samples 1-facilitator chooses one learner to
ON THE FARM Page 36 read a sample of a guided composition.
(Lesson 6) 2-class discussion on the topic tobe
written and what to write
3-facilitator give guides and
instructions on the essay to be written
4-individual practice by the learners
Conclusion-Learners read their
finished stories(few)
-English Assumed knowledge –learners know
SPELLINGS -write dictated Writing language Word all the 26 letters of the alphabet
AND words Infant cards Introduction – Recap the previous
DICTATION sentences Syllabus lesson
Dictated words/ correctly Page 37 1-read words on flash cards and spell
sentences them
2-reading words with the facilitator
(Lesson 7) 3-facilitator dictate words to learners
as they write
4-leaners write dictated sentences
Conclusion-revise work written

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-revise work Revising -English Recomme Assumed knowledge –learners know

REVISION covered so Reading language nded texts some language structures
far Writing Infant -c/b work Introduction –giving instructions on
(Lesson 8) Listening Syllabus how to write a revision exercise
Page 32- 1-learners write individually,
36 facilitator monitoring
Conclusion-revise work done

English alphabet Assumed knowledge –learners read

LISTENING -identify Language -cards words with two or three letters
OBSERVING words with the -auditory Infant with Introduction – learners read words on
same phonic memory Syllabus various the word cards from the previous
Phonic sounds sound. -letter page 35 letters. lesson.
‘aw’ and ‘au’ knowledge - 1-Facilitator gives the focus of the
-listening lesson to the learners.
- 2-Learners and the facilitator read
(Lesson 1 and 2) words together.
3-Learners identify words with the
same initial sounds like car, cart, corn,
cob, cost etc.
4-Individual practices while facilitator
checks leaners’ progress.
5-drawing or writing work
Conclusion –Facilitator and learners
read the words in quick succession.
WRITING -English alphabet Assumed knowledge –learners can
-read all the -writing language -pencils read vowels and consonants.
Penmanship words and -handle Infant -chart Introduction –Learners say the
sentences – eye Syllabus with sounds pointed by the facilitator
given coordina page 36 words 1Recap of the previous lesson on
-write words tion - -sentence phonics
and sentences -pincer strips 2-reading sounding the letters
correctly grasping 3-Learners practice writing given
(Lesson 3) -letter words given
knowledge 4-Learners write in their books
Conclusion –sing a song based on
likes of learners

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READING -Reading -English Assumed knowledge -learners can

READING FOR -develop an -listening language -different read
LEISURE interest in -speaking Infant texts Introduction –Recap of the previous
Let us go to the reading Syllabus lesson.
shops -reading for Page 35 1-learners read new words on a chart
(Lesson 4) leisure 2-individual silent reading
3-reading in turns
4-discuss the story read
Conclusion- retelling the story read in
turns
WRITING -write a -Phonic -English - Assumed knowledge -learners can
composition knowledge language compositi write sentences Introduction –Recap
COMPOSITIO -listening Infant on of the previous lesson.
N -speaking Syllabus samples 1-facilitator chooses one learner to
At the Super Page 36 read a sample of a guided composition.
market 2-class discussion on the topic tobe
(Lesson 5) written and what to write
3-facilitator give guides and
instructions on the essay to be written
4-individual practice by the learners
Conclusion-Learners read their
finished stories(few)
-English Word Assumed knowledge –learners know
SPELLINGS -write dictated Writing language cards all the 26 letters of the alphabet
AND words and Infant Introduction – Recap the previous
DICTATION sentences Syllabus lesson
Dictated words/ correctly Page 37 1-read words on flash cards and spell
sentences them
2-reading words with the facilitator
(Lesson 6) 3-facilitator dictate words to learners
as they write 4-leaners write dictated
sentences Conclusion-revise work
written

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-revise work Revising -English - c/b Assumed knowledge –learners know

REVISION covered so Reading language work some language structures
far Writing Infant Question Introduction –giving instructions on
(Lesson 7 and 8) Listening Syllabus papers how to write a revision exercise
Page 32- 1-learners write individually,
36 facilitator monitoring
Conclusion-revise work done

ek English alphabet Assumed knowledge –learners read

LISTENING -identify Language -cards words with two or three letters
OBSERVING words with the -auditory Infant with Introduction – learners read words on
same phonic memory Syllabus various the word cards from the previous
Phonic sounds sound. -letter page 35 letters. lesson.
and Spellings -write words knowledge 1-Facilitator gives the focus of the
correctly -listening lesson to the learners.
- 2-Learners and the facilitator read
words together.
(Lesson 1and 2) 3-Learners identify words with the
same initial sounds like car, cart, corn,
cob, cost etc.
4-Individual practices while facilitator
checks leaners’ progress.
5-r writing work individualy
Conclusion –Facilitator and learners
read the words in quick succession/
revise work written

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READING -Reading -English -different Assumed knowledge -learners can

READING FOR -develop an -listening language texts read
LEISURE interest in -speaking Infant Introduction –Recap of the previous
-Kalulu and the reading Syllabus lesson.
crocodile -reading for Page 35 1-learners read new words on a chart
(Lesson 3 and 4) leisure 2-individual silent reading
Learner’s 3-reading in turns
Bk page 4-discuss the story read
Conclusion- retelling the story read in
turns

WRITING -write a poem -Phonic -English word Assumed knowledge -learners can
with good knowledge language cards write sentences Introduction –Recap
COMPOSITIO handwriting -listening Infant -flash of the previous lesson. 1-facilitator
N and proper -speaking Syllabus cards chooses one learner to read a sample
-Poem place for Page 36 -phonic of a guided composition. 2-class
-captal letters capital letters alphabet discussion on the topic tobe written
handwriting Word and what to write
(Lesson 5 ) picture 3-facilitator give guides and
game instructions on the essay to be written
prop 4-individual practice by the learners
Conclusion-Learners read stories(few)

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-English word Assumed knowledge –learners can

READING -complete -reading language cards make short sentences.
given - Infant -flash Introduction –recap of the previous
Phonic words comprehensio vocabular Syllabus cards lesson on phonics.
Kalulu and the n sentences y Page 37 -phonic 1-facilitator introduces the new words
crocodile -writing alphabet 2-Learners read the words and use
Completing -identify Word them in sentences.
sentences. -draw picture 3-Learners use given words to
(Lesson 6) game complete sentences.
prop Conclusion-Learners read sentences
they have written

-English Assumed knowledge –learners know

SPELLINGS -write dictated Writing language Word all the 26 letters of the alphabet
AND words and Infant cards Introduction – Recap the previous
DICTATION sentences Syllabus Sentence lesson
Dictated words/ correctly from Page 37 strips 1-read words on flash cards and spell
sentences a passage read them
2-reading words with the facilitator
(Lesson 7 and 8) 3-facilitator dictate words to learners
as they write
4-leaners write dictated sentences
Conclusion-revise work written

Week END OF TERM TESTS

11&1
2

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SOCIAL SCIENCE
AIMS

This scheme cum plan thrives to ensure that by the end of term 1 of 2025 learners will be able to:

a) appreciate and love Zimbabwe and its tangible and intangible heritage
b) develop an understanding of Zimbabwean values, beliefs and cultural practices
c) appreciate the value and dignity of work, recreation and the need to participate in national development
d) understand child rights and responsibilities
e) develop an appreciation of religions of the world
f) appreciate the need for equal opportunities for all and sensitivity to the needs of the disadvantaged and vulnerable groups

Topics to be covered
 Identity:
 Cultural heritage
 National history, sovereignty and governance
 heritage
 work and leisure

CROSS CUTTING THEMES

 Health and wellbeing
 Disaster Risk Management
 Climate change
 ICT
 Child rights and responsibilities


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s
W IDENTITY By the Social Print Assumed knowledge
k1 end of Stating Scien media learners know their
Key the Drawin ce Charts names
Les Concept lesson g Infant crayon Introduction learners
son Myself And learner describ syllab s recite the poem ‘Do you
1 My Family s ing us know my name…”
an Sub should page5 Step 1 Leaners say out
d concept be able 4 who they are in terms of
2 Myself to: - their names
-names state Step 3 Learners sing
-surnames who song mentioning their
they are names
Conclusion Learners
sing
IDENTITY By the Social Print Assumed
end of Stating Scien media knowledgelearners know
Key the Drawin ce Charts their family members
Concept lesson g Infant crayon Introductionlearners
3 Myself And learner describ syllab s recite the poem ‘Do you
An My Family s ing us know my name…”
d should page5 Step 1 Leaners say out
4 Sub be able 4 their ages
concept to: - Step 2 in pairs learners
Myself state mention their physical
-age who address
-physical they are Step 3 feedback from
address learners
5 Conclusion Learners
An sing Do you know my
d name
6 IDENTITY By the Social Print Assumed
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end of Stating Scien media knowledgelearners know

Key the Drawin ce Charts their names
Concept lesson g Infant crayon Introductionlearners
Myself And learner describ syllab s recite the poem ‘Do you
My Family s ing us know my name…”
should page5 Step 1 Leaners say their
7 Sub be able 4 totems
concept to: - Step 2 Learners identify
Myself state their totems from the
-totems their pictures provided
totem Step 3 learners draw
-identify their totems
their Conclusion Learners
W totem sing a song about totems.
K2 Key -explain Stating Social Print Assumed
Concept the Drawin Scien media knowledgelearners know
1 Myself And meanin g ce Charts their family members
An My Family g of describ Infant crayon Introductionrecap of
d family - ing syllab s previous lesson through
2 Sub Discuss us oral questions
concept the page Step 1 facilitator
Myself family 54 explains on what a family
structur is
e Step 2class discussion on
3 the family structure
An Step 3individual written
d work
4 Conclusion Learners
sing the family song
IDENTITY By the Descri Social Print Assumed
FAMILY end of bing Scien media knowledgelearners can
HISTORY the Namin ce Charts name their friends
AND lesson g Infant crayon Introductionlearners
LOCAL learners Drawin syllab s recite the poem ‘Do you
HERITAGE should g us know my name…”

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be able page Step 1 Leaners say out

Key to: - 54 who their friends are
Concept Name Step 2class discussion on
Myself and their what friends are for
My friends Step 3 drawing of friends
friends Conclusion Learners
sing ‘I have a friend’
Key -describe Descri Social Print Assumed
Concept games bing Scien media knowledgelearners can
Myself and they play Namin ce Charts name their friends
My with their g Infant crayon Introductionlearners
friends friends Drawin syllab s recite the poem ‘Do you
g us know my name…”
Sub page Step 1 Leaners say out
concept 25 who their friends are
Games I Step 2 lnrs identify
play with games they play with
my friends their friends
Step 3 lnrs play the
games in class
Conclusion Learners
sing ‘I have a friend’
IDENTITY By the Descri Social Print Assumed knowledge
5 FAMILY end of bing Scien media lnrs know their school
An HISTORY the Stating ce Charts Introductionlnrs recite
d AND lesson Drawin Infant crayon the poem my school
6 LOCAL learners g syllab s Step 1 Leaners say out
HERITAGE should us the name of their teacher
be able page Step 2 facilitator give
Key to: 25 more explanation about
Concept -Describe the school
Myself and their Step 3lnrs draw their
my school teacher teacher
Step 4selection of best
Sub drawing and displaying

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7 concept Conclusion Learners

An My teacher sing ‘My school’
d
8 Key -Describe Descri Social Print Assumed
Concept the bing Scien media knowledgelnrs know
Myself and school Namin ce Charts their school
my school g Infant crayon Introductionlnrs recite
writing syllab s the poem my school
Sub us Step 1 Leaners say out
concept page the name of their teacher
My school 25 Step 2 facilitator give
9 more explanation about
the school
Step 3 lnrs describe the
school and name the
Head of the school
Step 4 individual written
work
W Conclusion Learners
K. sing ‘My school’
3 Key -Describe Descri Social Print Assumed
1 Concept the bing Scien media knowledgelnrs know
An Myself and school Namin ce Charts their school
d my school head g Infant crayon Introductionlnrs recite
2 writing syllab s the poem my school
Sub us Step 1 Leaners say out
concept page the name of their teacher
My school 25 Step 2 facilitator
description of the head
Step 3 lnrs describe their
head and things they like
3 from him
An Step 4 individual written
d work
4 Conclusion Learners

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sing ‘My school’

IDENTITY By the Descri Social Print Assumed
Key end of bing Scien media knowledgelnrs know
Concept the Listing ce Charts what boys and girls do at
Relationshi lesson Stating Infant crayon home
ps in the learners writing syllab s Introductionlnrs answer
family should us questions on family roles
Sub be able page Step 1 using pictures
concept to: 54 facilitator explains family
Describing -Describe relationships
family relations Step 2 class discussion
relationshi hips in on roles between boys
ps the and girls
family Step 3 individual written
work
Conclusion each learner
state their role at home
Key -Explain Descri Social Print Assumed
Concept the bing Scien media knowledgelnrs know
Relationshi importan Listing ce Charts what boys and girls do at
ps in the ce of the Stating Infant crayon home
family equal writing syllab s Introductionlnrs answer
distributi us questions on family roles
Key on of page Step 1 facilitator
Concept roles 54 explains on the
Roles of between importance equal
family boys and distribution of roles
members girls between boys and girls
Sub Step 2 class discussion
concept on equal distribution of
roles roles between boys and
between girls
boys and Step 3 individual written
girls work
Conclusion each learner

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state their role at home

5 IDENTITY By the Listing Social Print Assumed
An end of Descri Scien media knowledgelnrs know
d Key the bing ce Charts what boys and girls do at
6 Concep lesson matchi Infant crayon home
t learners ng syllab s Introductionlnrs answer
Roles of should us questions on family roles
family be able page Step 1 using pictures
member to: 54 facilitator explains roles
s -list the of family members
roles of Step 2 in groups
Sub each learners role play on roles
concept family of father, mother, brother
Each member and sister
7 family in the Step 3 individual written
an member home work
d 8 has their Conclusion each learner
roles state their role at home
Key -role play Listing Social Print Assumed
ConceptR the roles Descri Scien media knowledgelnrs are
oles of of bing ce Charts aware of the different
family each Matchi Infant crayon roles of family members
members family ng syllab s Introductionlnrs answer
member Drawin us questions on family roles
9 Sub in the g page Step 1 lnrs state the
concept home 54 roles of family members
Role Step 2 in groups lnrs role
playing play the roles of family
family members
roles Step 3 individual written
work
Conclusion each learner
state their role at home
-role play Listing Social Print Assumed knowledge:
WK Revision the roles Descri Scien media Learners able to answer
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4 test of bing ce Charts revision test questions

1 TOPIC: each Matchi Infant crayon Intro: Re-cape of the
AN -IDENTITY family ng syllab s previous lessons
D -All member Drawin us 1 The facilitator recaps
2 concepts in the g page the concepts taught
taught on home 54 during the week.
the these 2. Learners and the
topics facilitator discuss on
-Revision concepts taught during
exercise the whole week.
3 3 Learners answer
An revision test questions in
d their books individually.
4 4Revision of written work
and recap of concepts
Conclusion. Revision of
work written
IDENTITY By the Namin Social Print Assumed
end of g Scien media knowledgelnrs know
Key the Descri ce Charts how to greet elders
Concept lesson bing Infant crayon Introductionlnrs sing the
Family learners syllab s song ‘hello hello..’
norms and should us Step 1 facilitator
values be able page explains on family norms
to: 54 and values such as
Sub -Explain discipline and hard work
concept family Step 2 class discussion
Common norms on common courtesy and
norms and and etiquette
values at values Step 3individual written
home such as work
common Conclusion lnrs
courtersi answer oral
es questions
Key -describe Descri Social Flag Assumed

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Concept how they bing Scien knowledgelnrs know

Family can show Stating ce Chart how to greet elders
norms and respect Role Infant Introductionlnrs sing the
values to their playing syllab crayon song ‘hello hello..’
elders us s Step 1 facilitator
Sub page explains on family norms
concept 26 and values such as
Role play: discipline and hard work
Common Step 2 class discussion
norms and on common courtesy and
values at etiquette
home Step 3 role play playing
common courtesy and
etiquette
Conclusion lnrs answer
oral questions
NATIONAL By the Social Flag Assumed
HISTORY end of Stating Scien knowledgelnrs know
5 SOVEREIG the Listing ce Chart their country’s name
An NTY lesson describ Infant Introductionlnrs and
d AND learners ing syllab crayon facilitator play the
6 COVERNA should us s country game
NCE be able page Step 1 facilitator gives
Key to: 29 explanations on our
Concept State the country Zimbabwe
My country name of Step 2 lnrs name our
and their country and the President
different country Step 3 feedback and
ethnic Give the individual work
groups name of Conclusion lnrs play the
7 the game country game
An Sub country’s
d concept President
8 My country

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Key name the Namin Social Flag Assumed

Concept different g Scien knowledgelnrs know
My country ethnic Descri ce Chart some ethnic groups
and groups in bing Infant Introductionrecap of
different our Explain syllab crayon previous lesson through
ethnic country ing us s oral questions
9 groups Zimbabw page Step 1 facilitator gives
e 29 explanations on the
Sub different ethnic groups
concept such as Ndebele Zezuru
Ethnic Step 2 lnrs list the
groups in groups in groups
our country Step 3 feedback and
individual work
Conclusion lnrs answer
WK oral questions
5
NATIONAL By the Singi Social Flag Assumed
1
HISTORY end of ng Scien knowledgelnrs can sing
AN
SOVEREIG the Desc ce Chart the National Anthem
D
NITY lesson ribin Infant Introductionsinging of
2
AND learners g syllab crayon the National Anthem by
COVERNA should Imita us s the whole class
NCE be able ting page Step 1 facilitator assists
to: 29 lnrs on areas they can not
Key sing
Concept Sing the Step 2 lnrs sing the
National national National Anthem in
Athem anthem groups
Step 3 feedback and
Sub selection of best group
concept Conclusion singing of
Singing the the National Anthem

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National by the whole class

Athem
Key Explain Singing Social Flag Assumed
Concept the Descri Scien knowledgelnrs can sing
National importan bing ce Chart the National Athem
Athem ce of the Stating Infant Introductionsinging of
national syllab crayon the National Anthem by
anthem us s the whole class
Sub page Step 1 class discussion
concept 29 on the importance
Importance Step 2 lnrs sing the
of the National Anthem in
National groups
Athem Step 3 feedback and
selection of best group
Conclusion singing of
the National Anthem by
the whole class
NATIONAL By the Identify Social Flag Assumed
HISTORY end of ing Scien knowledgelnrs can
SOVEREIG the Describ ce Chart identify the National flag
NITY lesson ing Infant Introductionoral
3 AND learners Listing/ syllab crayon questions about the
A COVERNA should naming us s National flag
n NCE be able page Step 1 class discussion
d to: 58 on the National Flag
4 Key Step 2 lnrs in pairs list
Concept identify the colours on the
National the five National flag
colours national Step 3 feedback and
&National colours individual work
5 flag on the Conclusion singing of
A Sub national the National Anthem by
n concept fag the whole class
d Colours of

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6 the
National
flag
Key Draw the Drawi Social Flag Assumed
Concept National ng Scien knowledgelnrs can
National Flag Colour ce Chart identify the National flag
colours Paint the ing Infant Introductionoral
&National correct Identif syllab crayon questions about the
7 flag colours of ying us s National flag
An the page Step 1 class discussion
d National 58 on the National Flag
8 Sub Flag Step 2 lnrs in pairs list
concept the colours on the
Drawing National flag
and Step 3 feedback and
painting of individual work
the Conclusion singing of
National the National Anthem by
Flag the whole class
NATIONAL By the Recitin Flag Assumed
9
HISTORY end of g Social knowledgelnrs can
SOVEREIG the Observ Scien Chart recite the National Pledge
NITY lesson ing ce Introductionclass
AND learners stating Infant crayon discussion on what takes
COVERNA should syllab s place at assembly point
NCE be able us Step 1 facilitator leads
to: page learners on the National
Key 29 School Pledge
Concept -recite Step 2 lnrs practice on
National the their own
School National Step 3 selection of best
Pledge School recitors
Pledge Conclusion reciting the
Sub National School Pledge
concept as a whole class

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Reciting
the
National
School
Pledge
Key Observe Recitin Social Flag Assumed
Concept the g Scien knowledgelnrs can
National correct Observ ce Chart recite the National Pledge
School posture ing Infant Introductionreciting the
Pledge when stating syllab crayon National School Pledge as
reciting us s a whole class
the page Step 1 facilitator leads
Sub National 29 demonstrates the correct
concept School posture when reciting the
Observing Pledge National School Pledge
the correct Step 2 lnrs practice on
posture their own
Step 3 selection of who
did best
Conclusion reciting the
National School Pledge as
a whole class
W HERITAGE By the Stating Social Immed Assumed knowledge
K end of Descri Scien iate learners know different
6 Key the bing ce enviro kinds of foods
1 Concept lesson Role Infant nment Introductionlnrs answer
a Tangiable learners playing syllab oral questions from
n Heritage should us soil facilitator
d be able page Step 1 eplanation on
2 Sub to: 27 Picture trees as heritage
concept State s Step 2 lnrs learners
Tangiable three examples of trees
heritage ; names of Charts Step 3 class discussion
Plants trees on fruit trees
-draw Step 4 Written

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one fruit exercise

Conclusion lnrs answer
oral questions
HERITAGE By the Stating Social Immed Assumed knowledge
3 end of Descri Scien iate learners know different
an Key the bing ce enviro kinds plants
d Concept lesson Role Infant nment Introductionlnrs sing
4 Tangible learners playing syllab sing kusarima woye woye
Heritage should us soil Step 1 explanation on
be able page soil as heritage
Sub to: 58 Picture Step 2 class discussion
concept State the s on uses of land
Tangible uses of Step 3 role playing
heritage ; land Charts cultivation of crops
land Step 4 Feedback
Conclusion lnrs answer
5 oral questions
HERITAGE By the Stating Social Immed Assumed knowledge
end of Descri Scien iate learners know different
Key the bing ce enviro kinds animals
Concept lesson Role Infant nment Introductionlnrs answer
Tangible learners playing syllab oral questions from
Heritage should us facilitator
be able page Step 1 explanation on
Sub to: 58 Picture animals as heritage
6 Step 2 lnrs learner’s
concept State s
an Tangible examples of animals
three
d heritage ; Step 3 class discussion
names of Charts
7 animals on uses of animals
animals
-draw Step 4 Written
one exercise
animal Conclusion lnrs answer
oral questions
HERITAGE By the Stating Social Immed Assumed knowledge
end of Descri Scien iate learners know different
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Key the bing ce enviro kinds animals

8 Concept lesson Role Infant nment Introductionlnrs answer
an Tangible learners playing syllab oral questions from
d Heritage should us Clay facilitator
9 be able page pots Step 1 explanation on
Sub to: 58 artifacts
concept State Picture Step 2 lnrs name
Tangible three s examples of artifacts
heritage ; names of shown
artifacts artifacts Charts Step 3 class discussion
-model on uses of artifacts
one shown
artifact Step 4 modelling clay
pots in pairs
Conclusion lnrs answer
oral questions
W HERITAGE By the Stating Social Immed Assumed knowledge
K end of Descri Scien iate learners know different
7 Key the bing ce enviro kinds animals
1 Concept lesson Role Infant nment Introductionlnrs answer
An Tangible learners playing syllab oral questions from
d Heritage should us Clay facilitator
2 be able page pots Step 1 explanation on
Sub to: 58 monuments
concept State Picture Step 2 lnrs name
Tangible three s examples of monuments
heritage ; names of shown
Monument artifacts Charts Step 3 class discussion
s -model on uses of monuments
3 one shown
A artifact Step 4 drawing
n Namin monuments
d CULTURA g Conclusion lnrs answer
4 L Playing enviro oral questions
HERITAGE Descri nment

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Key bing Social

Concept Delega Scien Clay
Intangible ting ce pots
5 heritage Infant
A Traditional By the syllab Picture Assumed
n games end of us s knowledgelnrs know
d the page many games
6 lesson 58 Charts Introductionlnrs name
learners the games they know
should Step 1 facilitator gives
be able explanations on the
to: different indigenous
Name games
indigenou Step 2 lnrs name and
7 s games play the games in groups
A Play Step 3 selection of best
n indigenou games
d s games Conclusion lnrs play the
8 game
By the Namin Social enviro Assumed
HERITAGE end of g Scien nment knowledgelnrs know
Key the Playing ce many games
Concept lesson Descri Infant Clay Introductionlnrs name
Intangible learners bing syllab pots the games they know
heritage should Delega us Step 1 facilitator gives
Modern be able ting page Picture explanations on the
games to: 58 s different modern games
9 Name Step 2 lnrs name and
modern Charts play the games in groups
games Step 3 selection of best
Play games
modern Conclusion lnrs play the
games game fish fish

HERITAGE By the Namin Social enviro Assumed

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Key end of g Scien nment knowledgelnrs know

Concept the Playing ce many games
Intangible lesson Descri Infant Clay Introductionlnrs name
heritage learners bing syllab pots the games they know
Folktales should Delega us Step 1 facilitator gives
Songs and be able ting page Picture explanations on the
dances to: 58 s different traditional
Name games
indigenou Charts Step 2 lnrs sing and
s games dance in groups
Play Step 3 selection of best
indigenou games
s games Conclusion lnrs sing
Amai vaRoni
HERITAGE By the Stating Social enviro Assumed
Key end of Descri Scien nment knowledgelnrs can
Concept the bing ce describe family values
Unhu/ lesson Role Infant Clay Introductionlnrs answer
Ubuntu/Vu learners playing syllab pots oral questions from
VuMunhu should us facilitator
be able page Picture Step 1 explanations on
Sub to: 58 s role playing
concept State Step 2 role play playing
Family family Charts showing respect to elders
norms and norms etiquette
values and Step 3 selection of best
values group
Conclusion lnrs answer
oral questions
Key Role play Stating Social enviro Assumed
Concept the how Descri Scien nment knowledgelnrs can
Unhu/ to show bing ce describe family values
Ubuntu/Vu respect Role Infant Clay Introduction lnrs describe
VuMunhu to elders playing syllab pots the action shown on the
us chart

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Sub page Picture Step 1 facilitator gives

concept 58 s explanations on
Role indigenous customs
playing: Charts Step 2 class discussionon
Family customs
norms and Step 3 individual written
values work
Conclusion lnrs answer
oral questions
W WORK Observ Social pictur Assumed
K AND -name ing Scien es of Knowledge :learners can
8 LEISURE types of ce people tell the importance of
1 Key work at Discuss Infant at working
A Concept home ing syllab work 1.Obserbing people at
n -explain us work
d Work at the Namin page 2. Discussing the
2 home importan g 60 importance of work to the
-washing, ce of life of and individual
cooking, work at Dramat 3. Naming different types
gardening, home izing of work and at home.
herding 4. Dramatising people
cattle doing different types of
work at home
Concl recap of lesson
concept
3 WORK Observ Social pictur Assumed
A AND -name ing Scien es of Knowledge :learners can
n LEISURE types of ce people tell the importance of
d Key work at Discuss Infant at working
4 Concept school ing syllab work 1.Obserbing people at
-explain us work
Work at the Namin page 2. Discussing the
school importan g 60 importance of work to the
-watering ce of life of and individual
the work at Dramat 3. Naming different types

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garden, school izing of work and at school.

sweeping, 4. Drawing and naming
picking litte different kinds of work
Concl recap of lesson
concept
5 WORK Observ Social pictur Assumed
A AND -identify ing Scien es of Knowledge :learners can
n LEISURE two ce people tell the importance of
d Key goods Discuss Infant at working
6 Concept and ing syllab work Intro. Learners sing
services us 1showing learners things
Work at produced Namin page produced at home
home and at g 60 2 Listing goods produced
school home at home
produces Dramat 3. Discussing the
goods izing importance of work to the
and life of and individual
services 4. Dramatising people
Home doing different types of
- gardening work at home
-poultry Concl recap of lesson
keeping concept
8 WORK Observ Social pictur Assumed
A AND - identify ing Scien es of Knowledge :learners can
n LEISURE two ce people tell the importance of
d Key goods Discuss Infant at working
9 Concept and ing syllab work 1.Obserbing people at
Work at services us work
home and produced Namin page 2. Discussing the
school at school g 60 importance of work to the
produces life of and individual
goods Dramat 3. Naming different types
and izing of work at school.
services 4. visit to the garden
5. reporting on services

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Work at provided
school Concl recap of lesson
- concept

W WORK By the Stating Social Assumed knowledge

K AND end of Descri Scien learners play at freetime
9 LEISURE the bing ce Sunris Introductionlnrs answer
1 lesson Role Infant e oral questions from
A Key learners playing syllab books facilitator
N Concept should us Step 1 Leaners mention
D Use of be able page Picture things they do at leisure
2 leisure to: 58 s time
time at -explain Step 2class discussion on
home and the Charts the importance of
school importan leasuire time
Sub ce of Step 4 modelling clay
concept leisure pots in pairs
reading time Conclusion lnrs answer
Read oral questions
stories
and
folktales

3 WORK By the Namin Assumed

A AND end of g Social smartp knowledgelnrs know
nd LEISURE the Playing Scien hone many games
4 lesson Descri ce Introductionlnrs name
Key learners bing Infant Clay the games they know
Concept should Delega syllab pots Step 1 facilitator shows
Use of be able ting us learenrs different ICT
leisure to: page Picture tools
time at Listen to 58 s Step 2 lnr name the ICT
home and audiovisu tools
school als as a Charts Step 3 facilitator plays
Sub form of an audio on a smartphone

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concept lesuire Step. Learners retell the

Watching audio
audiovisual Conclusion lnrs dance to
s the song being played

5 WORK By the Namin Social enviro Assumed knowledge

A AND end of g Scien nment lnrs know many games
nd LEISURE the Playing ce Introductionlnrs name
6 lesson Descri Infant Clay the games they know
Key learners bing syllab pots Step 1 facilitator gives
Concept should Delega us explanations on the
Use of be able ting page Picture different modern games
leisure to: 58 s Step 2 lnrs name and
time at Name play the games in groups
home and games Charts Step 3 selection of best
school played as games
Sub leisure Conclusion lnrs play the
concept Play game fish fish
Playing modern
games games

7 WORK By the Namin Social enviro Assumed

A AND end of g Scien nment knowledgelnrs know
nd LEISURE the Playing ce many games
8 lesson Descri Infant Clay Introductionlnrs name
Key learners bing syllab pots the games they know
Concept should Delega us Step 1 facilitator gives
Use of be able ting page Picture explanations on the
leisure to: 58 s different traditional
time at Name games
home and indigenou Charts Step 2 lnrs sing and
school s games dance in groups
Sub Play Step 3 selection of best
concept indigenou games
Folktales s games Conclusion lnrs sing

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Songs and Amai vaRoni

dances
W WORK Assumed
k1 AND By the Social enviro knowledgelnrs know
0 LEISURE end of Namin Scien nment many games
1 Key the g ce Introductionlnrs name
a Concept lesson Playing Infant Clay the games they know
nd Indigenous learners Descri syllab pots Step 1 facilitator gives
2 and should bing us explanations on the
modern be able Delega page Picture different indigenous
games. to: ting 58 s games
Sub Name Step 2 lnrs name and
concept indigenou Charts play the games in groups
Traditional s games Step 3 selection of best
games Play games
indigenou Conclusion lnrs play the
s games game

WORK By the Namin Social enviro Assumed

AND end of g Scien nment knowledgelnrs know
LEISURE the Playing ce many games
Key lesson Descri Infant Clay Introductionlnrs name
Concept learners bing syllab pots the games they know
Indigenous should Delega us Step 1 facilitator gives
and be able ting page Picture explanations on the
modern to: 58 s different modern games
games. Name Step 2 lnrs name and
Sub modern Charts play the games in groups
concept games Step 3 selection of best
Modern Play games
games modern Conclusion lnrs play the
games game fish fish

By the Namin Social enviro Assumed

HERITAGE end of g Scien nment knowledgelnrs know
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Key the Playing ce many games

Concept lesson Descri Infant Clay Introductionlnrs name
Intangible learners bing syllab pots the games they know
heritage should Delega us Step 1 facilitator gives
Computer be able ting page Picture explanations on the
games to: 58 s different modern games
Name Step 2 lnrs name and
modern Charts play the games in groups
games Step 3 selection of best
Play games
modern Conclusion lnrs play the
games game fish fish

W Revision test
k
11
&1
2

T
O

INDIGENOUS LANGUAGE
(CHISHONA)
ZVINANGWA ZVIKURU

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KUKURUDZIRA VADIKI KUTI

- vakwanise kuverenga vachiongorora zvavaverenga.

- vakudze vabereki vavo
- vadzidze kuita tsika dzakanaka dzinozoita kuti pave nekugarisana kwakanaka
- vagone kushandisa mutauro zvinodadisa
- vave nechido nemazano ekuchengetedza nhaka yemusiiranwaivhu, miti, uswa, mhuka, zvicherwa nemvura

CROSS CUTTING THEMES

 Family unity
 Child Protection from abuse and diseases such as AIDS
 Heritage Studies Environmental Issues
 Financial literacy
 Disaster Risk Management
 Children’s Rights and Responsibilities

Musoro
1. Nzwisiso nepfupiso
2. Kushandisa mutauro
3. Zvemutauro
4. Tsika nemagariro
5. Rondedzero

Chinangwa chevhiki: Kuvandudza umhizha hwemutauro hwevadzidzi mukuterera, kutaura, kuverenga, nokunyora kuitira zvinangwa zvakasiyana siyana
1 Kuverenga -Kutaura Kutaura makadhi Zvinozikanwa navadzidzi:vadzidzi vanoziva
-Nyaudzira mitinhimira Kuverenga Indigenous nzvovera nenyaudzira
L1 mw,mb,zw,mvdh,gw, yakapiwa Languages Maitirwo: kuratidzira mapoka, mitambo
mh,ts, nd,bv, ny,nh- -Kuverenga Infant (Early Nhanganyaya : vana vanotaura nzvovera
-manzwi enyaudzira manzwi ane Childhood vachiimba “nyarara kuchema mwana nyarara”
mitinhimira Developmen Danho rekutanga mudzidzisi nevadzidzi

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yesvhondo t Grade Two vanotinhidza mutinhimira wenyaudzira

Syllabus Danho rechipiri : vadzidzi vanotaura nokuumba
2015-2022 manzwi mumapoka avo nemavara ari pamakadhi
Peji 37 mudzidzisi achivabatsira
Ventures Danho retatu:mudzidzisi anotsanangura
GC mutambo wokuti “mutsamba munei”uye kuratidza
Peji 58 maitirwo awo
Danho rechina :vadzidzi vanoita mutambo
wetsamba vachiverengera mudzidzisi manzwi
arimutsamba dzavo
Mhedziso: vadzidzi vanoverengera mudzidzisi
manzwi ari pachidziro
L3 Kunyora Kudoma Indigenous Zvinozikanwa navadzidzi:vana vanoziva
Kunyora mavara -kudoma mavara Kunyora Languages kunyora mapatani
zvakanaka earufabeti Infant (Early Maitirwo: kuedzesera, kuratidzira mapoka
-Kuumba mavara Childhood Nhanganyaya: mudzidzisi navana vanoimba
zvakanaka Developmen kambo.
t Grade Two Danho rekutanga mudzidzisi nevadzidzi
Syllabus vanodoma mavara earufabheti.
2015-2022 Danho rechipiri: mudzidzisi anonyora mavara
Peji 37 pachidziro vana vakatarisa.
Ventures Danho retatu:vadzidzi vanoedzesera kunyora
GC mavara ari pamakadhi mumapoka avo
Peji 58 Danho rechina: vadzidzi vanonyora mavara
mumabhuku mudzudzisi achitenderera.
Mhedziso: vana vanonyora mavara vamwe
vakataris

L4 Kuteerera . Midziyo Zvinozikanwa navadzidzi:vadzidzi vanoziva

Mitinhimira -kuteerera ruzha Kudoma Indigenous yakasiyana ruzha
Zwa,zwe,zwi,zwo, mudzidzisi achiita Kuterera Languages siyana Maitirwo: kuratidzira mapoka , kutevedzera
zwu mitinhimira Infant Nhanganyaya : vadzidzi vanodoma midziyo
-kuteerera mazwi (Early yakasiyana siyana vachibatsirwa nomudzidzisi.
emiyinhimira Childhood Danho rekutanga vadzidzi vanoterera
Developme rwemidziyo yavanoziva
nt Grade Danho rechipiri : vadzidzi vanoita okusungwa

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Two nomurairidzi kumeso vachitaura midziyoyaita

Syllabus ruzha
2015-2022 Danho retatu:mumapoka vadzidzi
Peji 33 vanotevedzera ruzha rwemidziyo yavapiwa
Ventures nomudzidzisi
GC Danho rechina: vadzidzi vanoita majana
Peji 55 okubuda panze vachitaura midziyo inenge yaita
ruzha
Mhedziso: vadzidzi vanodoma midziyo
yakasiyana siyana
L5 Kunyora - -kupindura Kuverenga Indigenous Makadhi Zvinozikanwa navadzidzi:vana vakamboita
Nzwisiso : Pamba mibvunzo Kudoma Languages Chati rine nzwisiso
paMai Mutizwa yenzwisiso Kunyora Infant nyaudzira Maitirwo: kuratidzira mapoka ,
(Early Nhanganyaya :vana vanotaura
Childhood zvavakambodzidza.
Developme Danho rekutanga vana vanoita zvijana
nt Grade zvekuverenga ndima
Two Danho rechipiri:vadzidzi nomudzidzisi
Syllabus vanoverenga nekukurukura zvaverengwa
2015-2022 Danho retatu:vadzidzimumapoka vanoverenga
Peji 37 zvakare vachiita hurukuro
Ventures Danho rechina :vadzidzi vanoverengera
GC mudzidzisi zvavaita mumapoka
Peji 56 Danho rechishanu :vadzidzi vanonyora basa
mudzidzisi achitarira manyorero avo
Mhedziso:kudzokorora basa raitwa
L6 Kunyora Kunyora rondedzero Kuverenga Indigenous mifananidzo Zvinozivikanwa navadzidzi:vana vanogona
vachipindura Kuumba Languages mabhuku kunyora mitsara
Rondedzero mibvunzo apiwa Infant anokurudzirwa Maitirwo: kuratidzira mapoka , mitambo
(Early Nhanganyaya :mudzidzisi anotaurira vana
Childhood zvinangwa zvechidzidzo
Developme Danho rekutanga mudzidzisi nevadzidzi
nt Grade vanoverenga mirairo pamwe
Two Danho rechipiri : vadzidzi
Syllabus nomuzdidzisivanotaura zvavarikuona
2015-2022 pamufananidzo.
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Peji 36 Danho retatu:vana vanoita basa mimapoka

Ventures Danho rechina: vadzidzi kutaura zvawanikwa
GC mumapoka nekunyora rondedzero
Peji59 Mhedziso:vana vanoverengera mudzidzisi
zvavanyora
7 Kuzadzisa zvirevo Kunyora Indigenous Mifananidzo 5a) Kuverenga mazwi matsva. b) Kupa
Zadzisa zvirevo. kuzadzisa Languages Chati muenzaniso wekuverenga kwakanaka.
Vaka zvirevo. Infant c) Kuverenga vaviri vaviri
(Early
Childhood
Developme
nt Grade
Two
Syllabus
2015-2022
Peji 36
Ventures
GC
Peji59
2 Kutaura -kuteerera Kudoma Indigenous Mifananidzo Zvinozivikanwa navadzidzi:mitinhimira
L1 kuteerera mitinhimira Kutaura Languages Chati rine muti Maitirwo:hurukuro vari muzvikwata, mibvunzo
Mitinhimira nemitsara Kutsanangur Infant wemhuri nemhinduro
Bwa, bwe, bwi bwo, zvichiverengwa a (Early Nhanganyaya :vadzidzi nomudzidzisi vanoimba
bwu nevana vamwe Childhood kambo kemitinhimira
Developme Danho rekutanga vadzidzi nomudzidzisi
nt Grade vanoteerera mitinhimira nemitsara ichaverengwa
Two nevamwe vana.
Syllabus Danho rechipiri : vadzidzi vanotaura mazwi
2015-2022 evazwa achiverengwa
Peji 34 Danho retatu: vana vanoita basa mimapoka
Danho rechina: vadzidzi kutaura zvawanikwa
mumapoka nekunyora rondedzero
Mhedziso:hurukuro panezvaitwa

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L2 Kuverenga -kupindura Kuverenga Indigenous Mafurashikadhi makumi maviri ane manzwi

Nzwisiso mibvunzo yenzwisiso Languages Chati rine nyaudzira.
Rungano Infant (Early Zvinozikanwa navadzidzi:vana vakamboita
rwashumba Childhood nzwisiso
Development Maitirwo: kuratidzira mapoka ,
Grade Two Nhanganyaya :vana vanotaura zvavakambodzidza.
Syllabus Danho rekutanga vana vanoita zvijana
2015-2022 zvekuverenga ndima
Peji 36 Danho rechipiri:vadzidzi nomudzidzisi
Ventures GC vanoverenga nekukurukura zvaverengwa
Peji 61-62 Danho retatu:vadzidzimumapoka vanoverenga
zvakare vachiita hurukuro
Danho rechina :vadzidzi vanoverengera
mudzidzisi zvavaita mumapoka Danho
rechishanu :vadzidzi vanonyora basa mudzidzisi
achitarira manyorero avo
Mhedziso:kudzokorora basa raitwa
L3 Kuverenga -kuverenga fananidzo Kudoma Indigenous Ventures GC Zvinozivikanwa navadzidzi:vadzidzi vanoziva
Fananidzo dzapiwa. Kuimba Languages Peji Makadhi kuvurenga
-kunyora mitsara Kuverenga Infant (Early makumi Maitirwo: kuratidzira,mitambo, nziyo
vachizadzisa Childhood maviri ane Nhanganyaya :vadzidzi vanoteerera mudzidzisi
nefananidzo Developmen nyaudzira achivaudza chinangwa chechidzidzo
dzirimubhuku t Grade Two Chati rine Danho rekutanga mudzidzisi anotinhidza mavara
Syllabus nyaudzira vadzidzi vachitevedzera .
2015-2022 Chirauro Danho rechipiri : vadzidzi vanoverenga fananidzo
Peji 36 dzapiwa.
Danho retatu:vadzidzi vanoumbamanzwi
nemavara avanenge varaura mumapokaavo

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mudzidzisi achibatsira vanokundikana.

Danho rechina: vadzidzi vanoverengera
mudzidzisi manzwi avaumba.
Mhedziso:vadzidzi vanoimba nyaudzira dziri
pachati

L 4/5 Kunyora -kunyora Indigenous Makadhi Zvinozivikanwa navadzidzi:vana vanogona

Rondedzero rondedzero Kuverenga Languages makumi kunyora mitsara
Mhuka yandinoziva pamusoro Kutsanangura Infant (Early maviri ane Maitirwo: kuratidzira mapoka , mitambo
wapiwa kunyora Childhood manzwi Nhanganyaya :mudzidzisi anotaurira vana
Developmen Chati rine zvinangwa zvechidzidzo
t Grade Two zvirevo Danho rekutanga mudzidzisi nevadzidzi
Syllabus vanoverenga mirairo pamwe
2015-2022 Danho rechipiri: vadzidzi vanodoma mhuka
Peji 37 dzavanoziva
Ventures Danho retatu:vana vanoita basa mimapoka
GC Danho rechina: vadzidzi kutaura zvawanikwa
Peji 62 mumapoka nekunyora rondedzero
Mhedziso:vana vamwe vanoverengera mudzidzisi
zvavanyora.
L6 Zviperengo -kunyora Indigenous Chati rine Zvinozivikanwa navadzidzi:vana vanoziva
nesheedzero zviperengo Kuteerera Languages mifananidzo mitinhimira .
nesheedzero Kudoma Infant (Early yezviridzwa Nhanganyaya :vadzidzi vanotaura mitinhimira
zvakanaka kuedzesera Childhood Zviridzwa yakambodzidwa kumashure
Developmen zvakasiyana Danho rekutanga vadzidzi vanoverenga mazwi
t Grade Two siyana pazvitai tai
Syllabus Danho rechipiri : vadzidzi vanoverenga
2015-2022 mitinhimira pachati
Peji 33 Danho retatu:vadzidzi vanonyora sheedzero
Ventures nezviperengo
GC Mhedziso:kudzokorora zvaitwa
Peji 64
3 Kutaura -kuteerera Indigenous Midziyo Zvinozivikanwa navadzidzi:mitinhimira
L kuteerera mitinhimira Kudoma Languages yapamusha Maitirwo:hurukuro vari muzvikwata, mibvunzo
Mitinhimira nemitsara Kutsanangura Infant (Early yakasiyana nemhinduro
N’a, n’e, n’i, n’o, zvichiverengwa kuedzesera Childhood siyana Nhanganyaya :vadzidzi nomudzidzisi vanoimba
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n’u nevana vamwe Developmen kambo kemitinhimira

t Grade Two Danho rekutanga vadzidzi nomudzidzisi
Syllabus vanoteerera mitinhimira nemitsara ichaverengwa
2015-2022 nevamwe vana.
Peji 34 Danho rechipiri : vadzidzi vanotaura mazwi
Ventures evazwa achiverengwa
GC Danho retatu: vana vanoita basa mimapoka
Peji 65 Danho rechina: vadzidzi kutaura zvawanikwa
mumapoka nekunyora rondedzero
Mhedziso:hurukuro panezvaitwa

L2 Kuverenga -kuverenga nyaya Indigenous Makadhi Zvinozikanwa navadzidzi:vana vakamboita

Nzwisiso neku pindura Kuedzesera Languages makumi nzwisiso
Magen’a ihurudza mibvunzo kuverenga Infant (Early maviri ane Maitirwo: kuratidzira mapoka ,
Childhood manzwi Nhanganyaya :vana vanotaura zvavakambodzidza.
Development Chatirine Danho rekutanga vana vanoita zvijana
Grade Two nyaudzira zvekuverenga ndima
Syllabus Danho rechipiri:vadzidzi nomudzidzisi
2015-2022 vanoverenga nekukurukura zvaverengwa
Peji 36 Danho retatu:vadzidzimumapoka vanoverenga
Ventures GC zvakare vachiita hurukuro
Peji 66-67 Danho rechina :vadzidzi vanoverengera
mudzidzisi zvavaita mumapoka Danho
rechishanu :vadzidzi vanonyora basa mudzidzisi
achitarira manyorero avo
Mhedziso:kudzokorora basa raitwa
L3 Kunyora -kunyora mazwi Indigenous Chati rine Zvinozivikanwa navadzidzi:vadzidzi vagona
Manzwi ane ana’ n’a’ Kuverenga Languages nyaudzira kuverenga nyaudzira .
nzvanyira n’a- achishewedzera Kunyora Infant (Early Makadhi Maitirwo: kuratidzira , mapoka
Childhood makumi Nhanganyaya :vadzidzi vanotinhidza nzvanyira n’
Development maviri ane na ngw
Grade Two nyaudzira Danho rekutanga mudzidzisi anoratidza vadzidzi
Syllabus kuubwa kwamanzwi vachishandisa chati
2015-2022 Danho rechipiri : vadzidzi vanoumba manzwi vari
Peji 37 mumapoka vachishandisa nyaudzira pamakadhi.
Ventures GC Danho retatu:vadzidzi vanoverengera mudzidzisi

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Peji 67 zvavanyora
Danho rechina :vadzidzi vanonyora basa
mudzidzisi achitenderera
Mhedziso:vadzidzi vanodoma manzwi ane
nyaudzira dzadomwa nomudzidzisi
L Kuverenga -kunyora Indigenous Makadhi Zvinozivikanwa navadzidzi:vana vanogona
4/5 Rondedzro rondedzero Kuratidzira Languages makumi kunyora mitsara
Hurudza yandinoziva pamusoro Kuverenga Infant (Early maviri ane Maitirwo: kuratidzira mapoka , mitambo
wakapiwa Childhood zvirevo Nhanganyaya :mudzidzisi anotaurira vana
Development zvinangwa zvechidzidzo
Grade Two Danho rekutanga mudzidzisi nevadzidzi
Syllabus vanoverenga mirairo pamwe
2015-2022 Danho rechipiri: vadzidzi vanodoma mhuka
Peji 36 dzavanoziva
Ventures GC Danho retatu:vana vanoita basa mimapoka
Peji 69 Danho rechina: vadzidzi kutaura zvawanikwa
mumapoka nekunyora rondedzero
Mhedziso:vana vamwe vanoverengera mudzidzisi
zvavanyora.

L6 Kunyora Pakupera Indigenous Danga riri Zvinozivikanwa navadzidzi:vadzidzi vazina

Kuzadzisa zvirevo kwechidzidzo Kutaura Languages pedyo mhuka .
Panogara mhuka vadzidzi vanenge Kudoma Infant (Early Mifananidzo Maitirwo: hurukuro vari muzvikwata
vogona ku : Kuzadzisa Childhood yemhuka Nhanganyaya :vadzidzi vanodoma mhuka
 Taura Development pachati dziripamifananidzo
nzvimbo Grade Two Danho rekutanga vadzidzi vanobuda panze
dzinogara Syllabus nomudzidzisi kuenda pedyo nomusha uri pedo
mhuka 2015-2022 Danho rechipiri : vadzidzi vanotaura nzvimbo
 Zadzisa Peji 37 dzinogara mhuka mumapoka avo.
zvirevo Ventures GC Danho retatu:vadzidzi vanoverenga zvavawana
zvisinga Peji 68-69 mudzidzisi achivagadzirisa
pfuuri zvina Danho rechina :vadzidzi vanonyora basa
nemazvo mumabhuku avo.
 Doma mhuka Mhedziso:vadzidzi vanotaura panogara mhuka
dzavanoziva yadomwa nemudzidzisi

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L1 Kuteerera -Kuverenga indigenous Nhare Zvinozivikanwa navadzidzi:vadzidzi vanoziva

Kuverenga vachitsetsenhura Kudoma languages infant yomudzidzisi kuverenga mazwi .
tsetsenhuro mazwi Kuteerera (Early childhood Makadhi Maitirwo: nziyo, mibvunzo nemhinduro,
nemitsara Kuedzesera development Grade makumi kuedzesera
irimubhuku two syllabus 2015- maviri ane Nhanganyaya :vadzidzi vanotaura mitinhimira
2022 peji 33 mazita yavakambodzidza
Ventures GC emhuka Danho rekutanga vadzidzi vanoteerera vamwe
Peji 70 mifananidzo vana vachiverenga mazwi akapiwa
Danho rechipiri : vadzidzi vanoverenga mitsara
irimubhuku zvakare .
Danho retatu:vadzidzi mumapoka vanoverenga
vacitsetsenhura
Mhedziso:vadzidzi nomudzidzisi vanodzokorora
basa raitwa

L2 Kuverenga -kuverenga Indigenous Chati rine Zvinozikanwa navadzidzi:vana vakamboita

nekunyora Kuverenga Languages Infant nyaudzira nzwisiso
Nzwisiso nzwisiso kutevedzera (Early Childhood Makadhi Maitirwo: kuratidzira mapoka ,
Development makumi Nhanganyaya :vana vanotaura zvavakambodzidza.
Grade Two maviri ane Danho rekutanga vana vanoita zvijana
Syllabus 2015- nyaudzira zvekuverenga ndima
2022 Peji 36 Danho rechipiri:vadzidzi nomudzidzisi
Ventures GC vanoverenga nekukurukura zvaverengwa
Peji 71-72 Danho retatu:vadzidzimumapoka vanoverenga
zvakare vachiita hurukuro
Danho rechina :vadzidzi vanoverengera mudzidzisi
zvavaita mumapoka Danho rechishanu :vadzidzi
vanonyora basa mudzidzisi achitarira manyorero
avo
Mhedziso:kudzokorora basa raitwa

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L3 Kunyora -Kunyukura mazwi Indigenous Mavara Zvinozivikanwa navadzidzi:vadzidzi vanoziva

Kunyukura mazwi pandima Kudoma Languages earufabheti nzvanyira .
anemitinhimira- yaverengwa Kuedzesera Infant (Early Nzvanyira Nhanganyaya :vadzidzi vanoimba “ nyarara
Zh, bw, tw, n’, sw anemitinhimira Kunyora Childhood gumi kuchema mwana ”vachidoma nzvovera
yapiwa Development neshanu Danho rekutanga vadzidzi vanotarisa mudzidzisi
Grade Two pamakadhi achinyora nzvanyira ivo vodoma mazita adzo
Syllabus 2015- Danho rechipiri : vadzidzi vanotaura nzvanyira
2022 Peji 37 vachiedzesera kunyora mumhepo mudzidzisi
Ventures GC achivagadzirisa vakatarisa paarufabheti.
Peji 72 Danho retatu:vadzidzi vanonyukura mazwi ane
mitinhimira yapiwa
Danho rechina :vadzidzi vanonyora mazwi
avanyukura
Mhedziso:vadzidzi vanodoma nzvanyira dziri
pamakadhi
L 4/5 Kunyora Kuyora rondedzero Indigenous Makadhi Zvinozivikanwa navadzidzi:vana vanogona
dzakanaka Kududumisa Languages ane zvirevo kunyora mitsara
Rondedzero pamusoro wapiwa Infant (Early Maitirwo: kuratidzira mapoka , mitambo
Kumabiko Childhood Nhanganyaya :mudzidzisi anotaurira vana
kwandakamboenda Development zvinangwa zvechidzidzo
Grade Two Danho rekutanga mudzidzisi nevadzidzi
Syllabus 2015- vanoverenga mirairo pamwe
2022 Peji 36 Danho rechipiri: vadzidzi vanodoma mhuka
Ventures GC dzavanoziva
Peji 73 Danho retatu:vana vanoita basa mimapoka
Danho rechina: vadzidzi kutaura zvawanikwa
mumapoka nekunyora rondedzero
Mhedziso:vana vamwe vanoverengera
mudzidzisi zvavanyora.

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L 6/7 Kuverenga Pakupera Indigenous makadhi Zvinozivikanwa navadzidzi:vadzidzi vanogona

Ndima kwechidzidzo Kuverenga Languages kuverenga zvirevo.
vadzidzi vanenge Kupindura Infant Maitirwo: kuratidzira , mibvunzo nemhinduro
vogona ku : (Early Nhanganyaya :vadzidzi nomudzidzsi vanoimba
 Verenga ndima Childhood kambo kanotaura zvokudzidza .
ine mitsetse Developme Danho rekutanga mudzidzisi anotsanangura
mishanu nt Grade zvaanoda kuti vadzidzi vaite
 Pindura Two Danho rechipiri : vadzidzi vanoverenga manzwi
mibvunzo kubva Syllabus matsva ari pamutsetsemudzidzisi achitsanangura .
paverengwa 2015-2022 Danho retatu:vadzidzi vanoverenga ndima dziri
Peji 36 pamakadhi midzidzisi achiongorora maverengero
Ventures avo
GC Mhedziso:vadzidzi vanotaura zvavaverenga
Peji 74-75 napapfupi

L8 Kunyora Pakupera Indigenous makadhi Nhanganyaya :vadzidzi nomudzidzsi vanoimba

Nzwisisi kwechidzidzo Kuverenga Languages kambo kanotaura zvokudzidza .
vadzidzi vanenge Kupindura Infant Danho rekutanga mudzidzisi anotsanangura
vogona ku : (Early zvaanoda kuti vadzidzi vaite
 Verenga ndima Childhood Danho rechipiri : vadzidzi vanoverenga manzwi
ine mitsetse Developme matsva ari pamutsetsemudzidzisi achitsanangura .
mishanu nt Grade Danho retatu:vadzidzi vanoverenga ndima dziri
 Pindura Two pamakadhi midzidzisi achiongorora maverengero
mibvunzo kubva Syllabus avo
paverengwa 2015-2022 Danho rechina :vadzidzi vanopindura mibvunzo
Peji 36 inobvunzwa nomudzidzisi inobva mundima .
Ventures Mhedziso:vadzidzi vanotaura zvavaverenga
GC napapfupi
Peji 74-75

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5 Kutaura -kutaura Indigenous Makadhi Zvinozivikanwa navadzidzi:vadzidzi vanoziva

L1 Kuteerera nekuteerera Kudoma Languages makumi mitinhimira .
Mitinhimira mitinhimira kuedzesera Infant (Early maviri ane Nhanganyaya :vadzidzi vanotaura mitinhimira
Mbwa, mbwe, nemitsara Childhood mazita yavakambodzidza.
mbwi, mbwo, ichiverengwa Development evashandi Danho rekutanga mudzidzisi anopakurira vana
mbwu nevamwe vadzidzi Grade Two chinangwa chechidzidzo
Syllabus 2015- Danho rechipiri : vadzidzi mumapoka avo
2022 Peji 34 vanoverengerana nekuumba mazwi nemitinhimira
Ventures GC yechidzidzo
Peji 76 Danho retatu:vadzidzi vanoverenga zvakare
muzvijana vamwe vakateerera
Mhedziso:vadzidzi vanodoma mazwi mashoma
pane averengwa vachiratidza ruzivo
rwemitinhimira iyi

L2 Kuverenga -kuverengera Indigenous Uswa Zvinozikanwa navadzidzi:vana vakamboita

ndima nzwisiso Kutsanang Languages Muriwo nzwisiso
-kupindura ura Infant (Early Madomasi Maitirwo: kuratidzira mapoka ,
mitsarayenzwisiso Kupindura Childhood Zvitanda Nhanganyaya :vana vanotaura zvavakambodzidza.
Development Danho rekutanga vana vanoita zvijana
Grade Two zvekuverenga ndima
Syllabus 2015- Danho rechipiri:vadzidzi nomudzidzisi
2022 Peji 36 vanoverenga nekukurukura zvaverengwa
Ventures GC Danho retatu:vadzidzimumapoka vanoverenga
Peji 77 zvakare vachiita hurukuro
Danho rechina :vadzidzi vanoverengera
mudzidzisi zvavaita mumapoka
Mhedziso:kudzokorora basa raitwa

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L3 Kunyora -Kunyora zvirevo Kudoma Indigenous Makadhi Zvinozivikanwa navadzidzi:vadzidzi vanogona

Mavara makuru vachiisa mavara Kuverenga Languages makumi kunyora zvirevo.
makuru kunyora Infant (Early maviri ane Nhanganyaya :vadzidzi vavirivanoenda kumberi
Childhood zvirevo vonongedza mavara mahombe pane ari pa
Developmen arufabheti
t Grade Two Danho rekutanga mudzidzisi anotsanangura
Syllabus zvinodiwa muchidzidzo
2015-2022 Danho rechipiri : vadzidzi vanotaura
Peji 37 panoshanda vara hombe
Ventures Danho retatu:vadzidzi vanonyora zvirevo
GC vachiisa vara hombe parinokodzera
Peji 78 Mhedziso:vadzidzi vanotaura zvinhu zvitatu
zvinomba chirevo

L 4/5 Kunyora -kunyora rondedzero Kudoma indigenous Makadhi Zvinozivikanwa navadzidzi:vana vanogona
Rondedzero nemusoro wapiwa Kuverenga languages makumi kunyora mitsara
Imbwa yangu kunyora infant (Early maviri ane Maitirwo: kuratidzira mapoka , mitambo
childhood zvirevo Nhanganyaya :mudzidzisi anotaurira vana
development zvinangwa zvechidzidzo
Grade two Danho rekutanga mudzidzisi nevadzidzi
syllabus vanoverenga mirairo pamwe
2015-2022 Danho rechipiri: vadzidzi vanodoma mhuka
peji 37 dzavanoziva
Ventures Danho retatu:vana vanoita basa mimapoka
GC Danho rechina: vadzidzi kutaura zvawanikwa
Peji 78-79 mumapoka nekunyora rondedzero
Mhedziso:vana vamwe vanoverengera
mudzidzisi zvavanyora.

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L6 Kuteerera -zviperengo Kudoma indigenous Chati rine Zvinozivikanwa navadzidzi:vadzidzi vanoziva

Zviperengo nesheedzero Kuteerera languages mifananidzo mitinhimira
nesheedzero kuedzesera infant (Early yemhuka Nhanganyaya :vadzizdzi vanotaura mitinhimira
childhood yakambodzidzwa
developmen Danho rekutanga vadzidzi vanoverenga mazwi
t Grade two pachidziro.
syllabus Danho rechipiri : vadzidzi vanotererera
2015-2022 mudzidzisi achivapa mirairo yechidzidzo
peji 33 Danho retatu:vana vanonyora zviperengo
Ventures Mhedziso:dzokororo rebase raitwa
GC
Peji 76

L 7/8 Kuverenga -kuverengera Indigenous Uswa Zvinozikanwa navadzidzi:vana vakamboita

Nzwisiso nzwisiso Kutsanangura Languages Muriwo nzwisiso
-kupindura Kupindura Infant (Early Madomasi Maitirwo: kuratidzira mapoka ,
mitsarayenzwisiso Childhood Zvitanda Nhanganyaya :vana vanotaura
Developmen zvavakambodzidza.
t Grade Two Danho rekutanga vana vanoita zvijana
Syllabus zvekuverenga ndima
2015-2022 Danho rechipiri:vadzidzi nomudzidzisi
Peji 36 vanoverenga nekukurukura zvaverengwa
Ventures Danho retatu:vadzidzimumapoka vanoverenga
GC zvakare vachiita hurukuro
Peji 77 Danho rechina :vadzidzi vanoverengera
mudzidzisi zvavaita mumapoka Danho
rechishanu :vadzidzi vanonyora basa mudzidzisi
achitarira manyorero avo
Mhedziso:kudzokorora basa raitwa
kutaura Pakupera Kudoma indigenous Makadhi Zvinozivikanwa navadzidzi:vadzidzi vanoziva
6 rukwaziso kwechidzidzo Kutaura languages makumi kukwazisa vanhu
L1 runoenderana vadzidzi vanenge infant (Early maviri Maitirwo:hurukuro mumapoka
nenzvimbo(situatio vogona ku : childhood akanyorwa Nhanganyaya :vadzidzi vanosheedzera kukwazisa
ns) -Doma panzvimbo developmen nzvimbosoku kunoenderana nenguva sokuti mangwanani,
dzakasiyana t Grade two ti parufu masikati

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panokwaziswa syllabus Danho rekutanga vadzidzi nomudzidzisi

vanhu 2015-2022 vanodoma nzvimbo dzakasiyana siyana
Taura makwazisiro peji 34 (situations)
epanzvimbo Ventures Danho rechipiri :vadzidzi vanotaura manzwi
dzadomwa GC anoshandiswa kukwazisa panzvimbo
Peji dzakanyorwa pamakadhimumapoka avo
mudzidzisi achibatsira.
Danho retatu:vadzidzi vanoverenga
zvanatauriranavachigadziriswa nomudzidzisi
Mhedziso:vadzidzi vanotaura kwaziso
inoenderana nenzvimbo yataurwa nomudzidzisi

L2 kuverenga -Tinhidza nzvanyira Kuverenga indigenous Makadhi Zvinozikanwa navadzidzi:vana vakamboita

manzwi ane nemazvo kutinhidza languages makumi nzwisiso
nzvanyira ty- tw- -Umba manzwi infant (Early maviri ane Maitirwo: kuratidzira mapoka ,
dy mushure childhood manzwi Nhanganyaya :vana vanotaura
mokuverenga developmen Hamvuropush zvavakambodzidza.
nyaudzira t Grade two anu dzine Danho rekutanga vana vanoita zvijana
-Verenga manzwi ane syllabus manzwi zvekuverenga ndima
nyaudzira dzine 2015-2022 Danho rechipiri:vadzidzi nomudzidzisi
nzvanyira peji 36 vanoverenga nekukurukura zvaverengwa
dzatinhidzwa Ventures Danho retatu:vadzidzimumapoka vanoverenga
GC zvakare vachiita hurukuro
Peji Danho rechina :vadzidzi vanoverengera
mudzidzisi zvavaita mumapoka Danho
rechishanu :vadzidzi vanonyora basa mudzidzisi
achitarira manyorero avo
Mhedziso:kudzokorora basa raitwa

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L3 kunyora Pakupera kwechidzidzo Kuverenga indigenous Chati rine nyaudzira Zvinozivikanwa navadzidzi:vadzidzi
manzwi ane vadzidzi vanenge vogona kunyora languages Makadhi makumi vanoziva nzvanyira
nzvanyira ty- ku : infant (Early maviri Maitirwo:kuratidzira , mapoka
tw- dy  Verenga nyaudzira childhood Nhanganyaya :vadzidzi nomudzidzisi
dzine nzvanyira ty-, developmen vanotinhidza nzvanyira
tw-, nady- t Grade two Danho rekutanga vadzidzi vanoverenga
 Umba manzwi ne syllabus nyaudzira pachati vachibatsirwa
nyaudzira 2015-2022 nomudzidzisi
 Nyora manzwi peji 37 Danho rechipiri :vadzidzi vanoumba
asingapfuuri gumi Ventures manzwi mumapoka nenyaudzira dziri
GC pamakadhi mudzidzisi zchivabatsira
Peji Danho retatu:vadzidzi vanoita majana
okuverenga zvavaita mumapoka avo
mudzidzisi achivagadzirisa
Danho rechina: vadzidzi vanonyora basa
mumabhuku , mudzidzisi achitenderera .
Mhedziso:vadzidzi vanoverenga manzwi
ane nzvanyira dzavadzidza

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4 Kuverenga Pakupera Kuverenga indigenous Makadhi makumi Zvinozivikanwa navadzidzi:vadzidzi

zvirevo kwechidzidzo languages maviri anezvirevo vanoziva zvirevo
vadzidzi vanenge infant (Early Maitirwo:kuratidzira , mibvunzo
vogona ku : childhood nemhinduro
 Verenga zvirevo developmen Nhanganyaya :vadzidzi vanoverenga
zvisingapfuuri t Grade two Danho rekutanga mudzidzisi anoverenga
gumi syllabus vadzidzi vakaterera.
 Verenga 2015-2022 Danho rechipiri :vadzidzi vanoverenga
vasingadamburi peji 36 vachibatsirwa nomudzidzisi
manzwi Ventures Danho retatu:vadzidzi vanoita mapoka
GC voverenga zvirevopamakadhi
Peji vachibatsirwa nomudzidzisi
Danho rechina: vadzidzi vanoita majana
okuverengera mudzidzisi zvirevo.

L Kunyora Pakupera Kutaura indigenous Makadhi makumi Zvinozivikanwa navadzidzi:vana

4/5 Rondedzero kwechidzidzo Kutsanangura languages maviri ane vanogona kunyora mitsara
vadzidzi vanenge kunyora infant (Early mibvunzo Maitirwo: kuratidzira mapoka , mitambo
vogona ku : childhood Nhanganyaya :mudzidzisi anotaurira vana
 Taura pamusoro developmen zvinangwa zvechidzidzo
pavo t Grade two Danho rekutanga mudzidzisi nevadzidzi
 Tsanangura syllabus vanoverenga mirairo pamwe
muzvirevo 2015-2022 Danho rechipiri: vadzidzi vanodoma
pamusoro pavo peji 37 mhuka dzavanoziva
 Nyora zvirevo Ventures Danho retatu:vana vanoita basa
zvisingapfuuri GC mimapoka
zvina Peji Danho rechina: vadzidzi kutaura
zvawanikwa mumapoka nekunyora
rondedzero
Mhedziso:vana vamwe vanoverengera
mudzidzisi zvavanyora.
7/8 Dzokororo -kunyora dzokororo Kuteerera indigenous Chati rine
Kudoma languages mifananidzo yeshiri
kutevedzera infant (Early makadhi ane mazita
childhood eshiri makumi
developmen maviri
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t Grade two
syllabus
2015-2022
peji 33
Ventures
GC
Peji
8 Kutaura -kutaura nekuteerera Kudoma indigenous Makadhi makumi Zvinozivikanwa navadzidzi:vadzidzi
L1 Kuteerera mitinhimira kuedzesera languages maviri vanoziva mitinhimira .
Mitinhimira nemitsara infant (Early Nhanganyaya :vadzidzi vanotaura
Tsva, tsvi, tsvo, ichiverengwa childhood mitinhimira yavakambodzidza.
tsvu, tsve nevamwe vadzidzi developmen Danho rekutanga mudzidzisi anopakurira
t Grade two vana chinangwa chechidzidzo
syllabus Danho rechipiri : vadzidzi mumapoka avo
2015-2022 vanoverengerana nekuumba mazwi
peji 34 nemitinhimira yechidzidzo
Ventures Danho retatu:vadzidzi vanoverenga
GC zvakare muzvijana vamwe vakateerera
Peji 80 Mhedziso:vadzidzi vanodoma mazwi
mashoma pane averengwa vachiratidza
ruzivo rwemitinhimira iyi
L2 Kunyora -kuverenga Kuverenga indigenous Makadhi makumi Zvinozikanwa navadzidzi:vana
Nzwisiso nekunyora nzwisiso Kuronga languages maviri ane vakamboita nzwisiso
Mukwasikwasi kubva mune Kunyora infant (Early nyaudzira Maitirwo: kuratidzira mapoka ,
zvaverengwa childhood Nhanganyaya :vana vanotaura
developmen zvavakambodzidza.
t Grade two Danho rekutanga vana vanoita zvijana
syllabus zvekuverenga ndima
2015-2022 Danho rechipiri:vadzidzi nomudzidzisi
peji 37 vanoverenga nekukurukura zvaverengwa
Ventures Danho retatu:vadzidzimumapoka
GC vanoverenga zvakare vachiita hurukuro
Peji Danho rechina :vadzidzi vanoverengera
mudzidzisi zvavaita mumapoka Danho
rechishanu :vadzidzi vanonyora basa
mudzidzisi achitarira manyorero avo
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Mhedziso:kudzokorora basa raitwa

L3 Kunyora -kunyora Kuverenga indigenous Makadhi ane Zvinozivikanwa navadzidzi:vadzidzi
Kushandisa chifemo mitsaravachiisa Kupindura languages mibvunzo anosvika vanogona kuverenga
chifemo pakanaka infant (Early makumi maviri Nhanganyaya :dzokororo yebasa
-eg ubani mune childhood makadhi ane rakamboitwa
hwiza, mbeva developmen manzwi matsva Danho rekutanga vadzidzi vadzidzi
nenyoka t Grade two vanotaura zvavanoziva pamusoro
syllabus pechifemo
2015-2022 Danho rechipiri :vadzidzi vanoisa
peji 36 zvimiso pazvinofanira vari mumapoka
Ventures Danho retatu: vadzidzi vanopakura basa
GC remumapoka
Peji 82-83 Danho rechina: vadzidzi vanoyora basa
sedungamunhu
Mhedziso:dzokororo yebasa raitwa
L4/5 Kunyora -kunyora rondedzero Kuverenga indigenous Makadhi makumi Zvinozivikanwa navadzidzi:vana
Rondedzero nemazvo vachiisa Kupindura languages maviri ane vanogona kunyora mitsara
zvifemo pakanaka kunyora infant (Early mibvunzo Maitirwo: kuratidzira mapoka , mitambo
childhood Nhanganyaya :mudzidzisi anotaurira vana
developmen zvinangwa zvechidzidzo
t Grade two Danho rekutanga mudzidzisi nevadzidzi
syllabus vanoverenga mirairo pamwe
2015-2022 Danho rechipiri: vadzidzi vanodoma
peji 37 mhuka dzavanoziva
Ventures Danho retatu:vana vanoita basa
GC mimapoka
Peji Danho rechina: vadzidzi kutaura
zvawanikwa mumapoka nekunyora
rondedzero
Mhedziso:vana vamwe vanoverengera
mudzidzisi zvavanyora.

L6 Kuteerera -kunyora zviperengo Kuverenga indigenous Mavara earufabheti Zvinozivikanwa navadzidzi:vadzidzi

Nzvanyira nemazvo Kupindura languages Mutinhimira vanoziva mavara
Mavara earufabheti kunyora infant (Early yemavaraearufabheti Maitirwo:kuratidzira , kuedzesera
Zviperengo childhood yakarekodhiwa Nhanganyaya :vadzidzi vanotaura
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developmen nzvovera vachiita zvokuimba a—e--i

t Grade two Danho rekutanga vadzidzi vanotaura
syllabus mavara earufabhetianenge aratidzwa
2015-2022 nomudzidzisi
peji 33 Danho rechipiri :vadzidzi kamutambo
Ventures mumapoka vachisimudza mavara anenge
GC atinhidzwa neumwe wavo mudzidzisi
Peji 84 achitarisa
Danho retatu:mudzidzisi anokwidibira
kadhi vadzidzi voita majana okunonga
vachiedzesera mutinhimira revara
ravanenge vanonga .Danho rechina -
kunyora zviperengo
Mhedziso-dzokororo

9 Kutaura -kutaura nekuteerera Kudoma indigenous Makadhi ane Zvinozivikanwa navadzidzi:vadzidzi

L1 Kuteerera mitinhimira Kuronga languages mwedzi yegore vanoziva mitinhimira .
Mitinhimira nemitsara Kutaura infant (Early makumi maviri Nhanganyaya :vadzidzi vanotaura
Nzva,nzve,nzvi,nz ichiverengwa childhood mitinhimira yavakambodzidza.
vo,nzvu nevamwe vadzidzi development Danho rekutanga mudzidzisi anopakurira
Grade two vana chinangwa chechidzidzo
syllabus Danho rechipiri : vadzidzi mumapoka avo
2015-2022 vanoverengerana nekuumba mazwi
peji 34 nemitinhimira yechidzidzo
Ventures GC Danho retatu:vadzidzi vanoverenga zvakare
Peji 85 muzvijana vamwe vakateerera
Mhedziso:vadzidzi vanodoma mazwi
mashoma pane averengwa vachiratidza ruzivo
rwemitinhimira iyi

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L2 Kuverenga -kuverengera Kuverenga indigenous Makadhi ane Zvinozikanwa navadzidzi:vana vakamboita

Ndima nzwisiso Kupundura languages mwedzi yegore nzwisiso
Pakasangana -kupindura infant (Early makumi maviri Maitirwo: kuratidzira mapoka ,
Nyanzvi mibvunzoyenzwisiso childhood Makadhi Nhanganyaya :vana vanotaura
development makumi maviri zvavakambodzidza.
Grade two ane zvirevo Danho rekutanga vana vanoita zvijana
syllabus 2015- zvekuverenga ndima
2022 peji 34 Danho rechipiri:vadzidzi nomudzidzisi
Ventures GC vanoverenga nekukurukura zvaverengwa
Peji 86-87 Danho retatu:vadzidzimumapoka
vanoverenga zvakare vachiita hurukuro
Danho rechina :vadzidzi vanoverengera
mudzidzisi zvavaita mumapoka
Mhedziso:kudzokorora basa raitwa

L3 Kuverenga -kuverengera Kuverenga indigenous Makadhi ane Zvinozikanwa navadzidzi:vana vakamboita

Ndima nzwisiso Kupundura languages mwedzi yegore nzwisiso
Pakasangana -kupindura infant (Early makumi maviri Maitirwo: kuratidzira mapoka ,
Nyanzvi mibvunzoyenzwisiso childhood Makadhi Nhanganyaya :vana vanotaura
development makumi maviri zvavakambodzidza.
Grade two ane zvirevo Danho rekutanga vana vanoita zvijana
syllabus 2015- zvekuverenga ndima
2022 peji 34 Danho rechipiri:vadzidzi nomudzidzisi
Ventures GC vanoverenga nekukurukura zvaverengwa
Peji 86-87 Danho retatu:vadzidzimumapoka
vanoverenga zvakare vachiita hurukuro
Danho rechina :vadzidzi vanoverengera
mudzidzisi zvavaita mumapoka
Mhedziso:kudzokorora basa raitwa

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L4/5 Kunyora -Edzesera kunyora Kutaura indigenous Makadhi Zvinozivikanwa navadzidzi:vadzidzi vanoziva
Mavara makuru mavara mumhepo Kudhirowa languages makumi nzvanyira .
nemadiki -Kunyora mavara Kunyora infant (Early maviri Maitirwo: kuratidzira , kuedzesera
makuru nemadiki childhood ane Nhanganyaya :vadzidzi vanoimba “ nyarara
nomazvo development mibvunzo kuchema mwana ”vachidoma nzvovera
Grade two Danho rekutanga vadzidzi vanotarisa mudzidzisi
syllabus 2015- achinyora nzvanyira ivo vodoma mazita adzo
2022 peji 37 Danho rechipiri : vadzidzi vanotaura nzvanyira
vachiedzesera kunyora mumhepo mudzidzisi
achivagadzirisa vakatarisa paarufabheti.
Danho retatu:vadzidzi vanonyora nzvanyira huru
nediki mumapoka avo dziri pamakadhi
Danho rechina :vadzidzi vanonyora nzvanyira
mumabhuku mudzidzisi achitenderera

L6 Kuverenga -Tinhidza Kutinhidza indigenous Makadhi Zvinozivikanwa navadzidzi:vadzidzi vanogona kuverenga

Manzwi ane nzvanyira Kuverenga languages makumi mavara
nzvanyira tsv/ dzakapiwa infant (Early maviri ane Maitirwo:kuratidzira, mapoka, mitambo
dzw , mbw -Umba manzwi childhood manzwi Nhanganyaya :vadzidzi vanoimba nyaudzira pachati
nenzvanyira development Chati rine Danho rekutanga mudzidzisi navadzidzi vanoverenga
dzakapiwa Grade two nyaudzira nyaudzira pachati.
-Verenga manzwi syllabus Danho rechipiri : vadzidzi vanoumba manzwi pamwe,
asingapfuuri 2015-2022 mudzidzisi achivabatsira
gumi peji 36 Danho retatu:vadzidzi vanoita mutambo wokuverenga
vachitevedzera VPGCC pj vachitevedza miseve iri pamakadhi mumapoka avo
miseve 87 vachibatsirwa nomudzidzisi.Danho rechina:vadzidzi
vanoverenga manzwi ari pamakadhi anenge aratidzwa
nomudzidzisi.Mhedziso:vadzidzi vanoverenga manzwi ari
pachidzi

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L7/8 Kunyora -kunyora Kudoma indigenous Midziyo Zvinozivikanwa navadzidzi:vadzidzi vanoziva

Rondedzero rondedzeropamusoro kudhirowa languages yokufambisa nharembozha
Mutambo wapiwa Kutsanangura infant (Early mashoko Maitirwo:mhinduro nemibvunzo, hurukuro
wenhabvu childhood Mifananidzo mumapoka
developmen yemidziyo Nhanganyaya :vadzidzi nomudzidzisi vanotaura
t Grade two inofambisa zvaifambisa mashoko kare
syllabus mashoko Danho rekutanga vadzidzi vanodoma midziyo iri
2015-2022 pamufananidzo vachibatsirwa nomudzidzisi.
peji 37 Danho rechipiri : mumapoka avo vadzidzi
Ventures vanotaura midziyo iri pamufananidzo mudzidzisi
PGC Pj 88 achivabatsira
Danho retatu:vadzidzi vanonyora basa
mumabhuku avo mudzidzisi achitarisa manyorero
Mhedziso:vadzidzi vanodoma midziyo inofambisa
mashoko

Vavariro:

10 Kutaura -kutaura nekuteerera Kunyora indigenous Makadhi

L1 Kuteerera mitinhimira Kudoma languages makumi Zvinozivikanwa navadzidzi:vadzidzi vanoziva
Mitinhimira nemitsara infant (Early maviri ane mitinhimira .
Ngwa, ngwe, ichiverengwa childhood zvindima Nhanganyaya :vadzidzi vanotaura mitinhimira
ngwi, ngwo, nevamwe vadzidzi development zvipfupi yavakambodzidza.
ngwu Grade two zvimiso Danho rekutanga mudzidzisi anopakurira vana
syllabus 2015- chinangwa chechidzidzo
2022 peji 89 Danho rechipiri : vadzidzi mumapoka avo
vanoverengerana nekuumba mazwi nemitinhimira
yechidzidzo
Danho retatu:vadzidzi vanoverenga zvakare
muzvijana vamwe vakateerera
Mhedziso:vadzidzi vanodoma mazwi mashoma
pane averengwa vachiratidza ruzivo rwemitinhimira
iyi

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L2 Kuverenga -kuverenga Kutevedzera indigenous Makadhi Zvinozikanwa navadzidzi:vana vakamboita

Ndima nekunyora Kuumba languages makumi nzwisiso
nzwisiso Kuverenga infant (Early maviri ane Maitirwo: kuratidzira mapoka ,
childhood manzwi Nhanganyaya :vana vanotaura
developmen Chati rine zvavakambodzidza.
t Grade two nyaudzira Danho rekutanga vana vanoita zvijana
syllabus zvekuverenga ndima
2015-2022 Danho rechipiri:vadzidzi nomudzidzisi
peji 36 vanoverenga nekukurukura zvaverengwa
Ventures Danho retatu:vadzidzimumapoka vanoverenga
GC zvakare vachiita hurukuro
Peji 90-92 Danho rechina :vadzidzi vanoverengera
mudzidzisi zvavaita mumapoka
Mhedziso:kudzokorora basa raitwa
L3 Kuverenga -kuverenga Kutevedzera indigenous Makadhi Zvinozikanwa navadzidzi:vana vakamboita
Nzwisiso nekunyora Kuumba languages makumi nzwisiso
nzwisiso Kuverenga infant (Early maviri ane Maitirwo: kuratidzira mapoka ,
childhood manzwi Nhanganyaya :vana vanotaura
developmen Chati rine zvavakambodzidza.
t Grade two nyaudzira Danho rekutanga vana vanoita zvijana
syllabus zvekuverenga ndima
2015-2022 Danho rechipiri:vadzidzi nomudzidzisi
peji 36 vanoverenga nekukurukura zvaverengwa
Ventures Danho retatu:vadzidzimumapoka vanoverenga
GC zvakare vachiita hurukuro
Peji 90-92 Danho rechina :vadzidzi vanoverengera
mudzidzisi zvavaita mumapoka Danho
rechishanu :vadzidzi vanonyora basa
mudzidzisi achitarira manyorero avo
Mhedziso:kudzokorora basa raitwa

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L4/5 Kuverenga : Kududzira indigenous Makadhi Zvinozivikanwa navadzidzi:vadzidzi

Ndima -Dudzira manzwi Kuverenga languages infant gumi ane vanogona kuverenga .
vachidaidzira matsva ari mundima (Early childhood manzwi Maitirwo:kuratidzira ,
kududumisa -Verenga ndima development matsva Nhanganyaya :vadzidzi nomudzidzisi
vachitsetsenura Grade two Zvirevo vanoverenga manzwi matsva ari pamakadhi
vasingaguri manzwi syllabus 2015- pamakadhi Danho rekutanga mudzidzisi nevadzidzi
2022 peji 36 vanotsanangura manzwi matsva.
Ventures GC Peji Danho rechipiri : mudzidzisi anoverenga
94 vadzidzi vakaterera.
Danho retatu:vadzidzi vanoverenga ndima voga
mumapoka vachiita majana.
Danho rechina:vadzidzi vanoverengera
mudzidzisi ndima .
.Mhedziso:vadzidzi vanoverenga zvirevo
zvasimudzwa nomudzidzisi zviri pamakadhi
L6/7 Kunyora Kudoma indigenous Makadhi Zvinozivikanwa navadzidzi:vana vanogona
Rondedzero Kupatsanura languages infant makumi kunyora mitsara
-kunyora rondedzero Kunyora (Early childhood maviri ne Maitirwo: kuratidzira mapoka , mitambo
nemazvo development manzwi Nhanganyaya :mudzidzisi anotaurira vana
Grade two zvinangwa zvechidzidzo
syllabus 2015- Danho rekutanga mudzidzisi nevadzidzi
2022 peji 37 vanoverenga mirairo pamwe
Ventures GC Peji Danho retatu:vana vanoita basa mimapoka
93 Danho rechina: vadzidzi kutaura zvawanikwa
mumapoka nekunyora rondedzero
Mhedziso:vana vamwe vanoverengera
mudzidzisi zvavanyora.

Vavariro:

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L8 kutaura -kunyora Kudoma indigenous Makadhi Zvinozivikanwa navadzidzi:vadzidzi vanoziva

kuteerera mazwiemitinhimir kutaura languages ane mwaka mitinhimira .
dzva,dzve,dzvi,dzvo, a yapiwa infant (Early yegore Nhanganyaya :vadzidzi vanotaura mitinhimira
dzvu -kuteerera childhood yavakambodzidza.
mudzidzisi development Danho rekutanga mudzidzisi anopakurira vana
achiverenga Grade two chinangwa chechidzidzo
mitinhimira syllabus Danho rechipiri : vadzidzi mumapoka avo
nemazwi 2015-2022 vanoverengerana nekuumba mazwi nemitinhimira
arimubhuku peji 34 yechidzidzo
Ventures GC Danho retatu:vadzidzi vanoverenga zvakare
Peji 96 muzvijana vamwe vakateerera
Mhedziso:vadzidzi vanodoma mazwi mashoma
pane averengwa vachiratidza ruzivo
rwemitinhimira iyi

11/14 Bvuzno Nekuvhara

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MATHEMATICS
Aims
This document aim is to:
develop, in learners, a positive attitude towards Mathematics;
• foster into learners mathematical problem-solving skills;
• use/sign and communicate mathematical information to develop critical thinking;
• acquire mathematical concepts and skills for use as tools in life;
• develop psycho-social skills such as self-control and free expression of emotions which contribute to the holistic development of
the learner.
Topics to be covered
 Numbers
 operations

CROSS CUTTING THEMES

 Family unity
 Child Protection from abuse and diseases such as AIDS
 Heritage Studies Environmental Issues
 Financial literacy
 Disaster Risk Management
 Children’s Rights and Responsibilities

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NUMBERS By the end Identifyi infant Counters Assumed

W of the ng mathem Cards, knowledgeLearners can
k Matching lesson, Naming atics real match objects.
1 objects learners matchin syllabus objects, Introduction –naming object
should be g page 25 pictures, displayed.
Matching blocks able to : , charts Dvpt-facilitator and leaners
objects match Number name and
L1 according to familiar line .identify pictures and objects
colour. objects on the table’
according to --match object / blocks and
colour. pictures to colour.
Conclusion – best Learners
demonstrate matching to the
class.

-infant Counters Assumed knowledge

NUMBERS By the end mathem Cards, Learners can match objects.
of the Identifyi atics real Introduction –naming
Matching lesson, ng syllabus objects, colours of objects displayed
objects learners Naming page 25 pictures, on the table.
should be matchin , charts Step 1-facilitator and leaners
Matching objects able to : g Number demonstrate matching
L2 and -match line according to colour.
pictures familiar Step 2Learners in groups
objects match objects according to
according to color
colour Step 3Learners give feedback
from the group work. 4
Written exercise
Conclusion – best Learners
demonstrate matching
according to colour to the
class.

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-infant Counters Assumed knowledge

NUMBERS By the end Identifyi mathem Cards, Learners can match objects.
of the ng atics real Introduction –naming
Matching lesson, Naming syllabus objects, objects displayed on the
objects learners matchin page 26 pictures, table.
should be g 25 , charts Step 1-facilitator and leaners
Matching objects able to : Number discuss on the quality of
and -match line objects
pictures familiar Step 2-Learners in groups
L3 objects
match objects according to
according to
quality quality
Step 3Naming colours of
different objects
Step 4Learners give
feedback from the group
work. 5. Written
exerciseConclusion – best
Learners demonstrate
matching according to quality
to the class.
NUMBERS By the end Identifyi -infant Counters Assumed knowledge
Matching of the ng mathem Cards, Learners once matched
objects lesson, Naming atics real objects.
learners matchin syllabus objects, Introduction –rhyme :
L Matching objects should be g page 26 pictures, shapes that I know
4 and pictures able to : , charts Step 1-facilitator and leaners
An according to match Number discuss on the different
d shapes familiar line shapes of different objects
5 objects Step 2 Learners in groups
according to match objects with
shapes familiar shapes
Step 3 Demonstration on
matching familiar objects
according to shapes
Step 4-Tracing of objects in
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their books Learners

individually match pictures
according to shapes
Conclusion – rhyme: “I went
to the post office to see my
parcel”…...
W -infant Counters Assumed knowledge
ee Numbers By the end mathem Cards, Learners once counted
k Counting of the Skills & atics real numbers
2 numbers from 0 lesson, Attitude syllabus objects, Introduction –Facilitator and
– 10 learners s page 26 pictures, learners sing the rhyme Two
should be Counting , charts little black birds...
able to : identifyi Number Step 1-facilitator
L1 -count ng line demonstrates and explains on
numbers counting numbers.
from 0-10. Step 2-learners practice
counting numbers from 0-10.
Step 3. Written exercise
- Conclusion –learners
display their finished work.
-infant Counters Assumed knowledge
Numbers By the end mathem Cards, Learners once counted
L2 Counting of the Skills & atics real numbers
numbers from 10 lesson, Attitude syllabus objects, Introduction – Facilitator and
– 20 learners s page 26 pictures, learners read the number line
should be Counting , charts and explains on counting
able to : identifyi Number numbers.
-count ng line Step 2-learners practice
numbers counting numbers from 0-20.
from 0-10. .-Written exercise
- Conclusion –learners
display their finished work.
-infant Counters Assumed knowledge
Numbers By the end mathem Cards, Learners once counted
Counting of the Skills & atics real numbers
lesson,
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L3 numbers from 20 learners Attitude syllabus objects, Introduction –Facilitator and

– 30 should be s page 26 pictures, learners sing the rhyme Two
able to : Counting , charts little black birds...
-count identifyi Number Step 1-facilitator
numbers ng line demonstrates and explains on
from 20-30. counting numbers.
Step 2-learners practice
counting numbers from 20-10.
. Step 4 - Written exercise
- Conclusion –learners
display their finished work.
-infant Counters Assumed knowledge
Numbers By the end mathem Cards, Learners once counted
Counting of the Skills & atics real numbers
L4 numbers from 0 lesson, Attitude syllabus objects, Introduction –Facilitator and
an – 50 learners s page 26 pictures, learners sing the rhyme
d should be Counting , charts Step 1-facilitator
5 able to : identifyi Number demonstrates and explains on
-count ng line counting numbers.
numbers Step 2-learners practice
from 0-50. counting numbers from 0-10
using counters
. Step 4 - Written exercise
- Conclusion –learners
display their finished work.
W -infant Counters Assumed knowledge
K Numbers By the end mathem Cards, Learners once counted
3 Making sets of the Skills & atics real numbers
L1 construct sets of lesson, Attitude syllabus objects, Introduction – Fcilitator and
2s learners s page 26 pictures, learners read the number line
should be Counting , charts Step 1-facilitator
able to : identifyi Number demonstrates and explains on
--identify ng line making sets .
sets of 2s - Step 2-learners practice
5s making sets
-construct Step 3 Written exercise on
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sets of 2s-5s sets

- Conclusion –learners
display their finished work.
L2 -infant Counters Assumed knowledge
Numbers By the end mathem Cards, Learners once counted
Making sets of the Skills & atics real numbers
construct sets of lesson, Attitude syllabus objects, Introduction –Facilitator and
5s – 10s learners s page 26 pictures, learners read the number line
should be Counting , charts Step 1-facilitator
able to : identifyi Number demonstrates and explains on
-identify ng line making sets .
sets of 5s - Step 2-learners practice
10s making sets
-construct Step 3 Written exercise on
sets of 5s- sets
10s - Conclusion –learners
display their finished work.
L3 By the end -infant Counters Assumed knowledge
Numbers of the mathem Cards, Learners once met puzzles.
Matching sets lesson, Skills & atics real Introduction –recap of the
and numbers learners Attitude syllabus objects, previous lessons
should be s page 26 pictures, Step 1-facilitator
able to : Matching , charts demonstrates and explains on
-match the Identifyi Number counting numbers and match
given sets ng line sets
with the counting Step 2-learners practice
correct matching sets with the
numbers correct numbers.
Step 3-learners give
feedback
- Conclusion –question and
answer
L4 Numbers By the end - science Counters Assumed knowledge
of the identifyi syllabus Cards, Learners can count and add
Adding objects in lesson, ng page real Introduction – Facilitator and

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learners 17 objects, learners sing the song

should be pictures, Towedzera..
able to : , charts Step 1-facilitator and leaners
sets given Add objects Number count and identify the given
** +***= in the given -adding line sets
2 3 sets Step 2-facilitator
demonstrates how to add
objein the given sets
- Step 3Learners practice
in groups.
Conclusion –learners
respond to the facilitators
questions.
-infant Counters Assumed knowledge
Numbers By the end mathem Cards, Learners can count and add
of the Skills & atics real Introduction – Facilitator and
Adding objects lesson, Attitude syllabus objects, learners sing the song
in sets given learners s page 26 pictures, Towedzera..
** and***make_ should be Identifyi , charts Step 1-facilitator and leaners
2 3 able to : ng Number count and identify the given
Add objects adding line sets
in the given Step 2-facilitator
sets demonstrates how to add
objein the given sets
- Step 3Learners practice in
groups.
Conclusion –learners respond
to the facilitators questions.
NUMBERS By the end Sorting science Counters Assumed knowledge
W of the Visual syllabus Cards, Learners once matched
K Ordering lesson, discrimin page real pictures s before.
4 learners ation 11 objects, Introduction –identify
picture length should be Identify Step up pictures, different pictures on the table.
able to : arrangin learners , charts Step 1-facilitator and
L1 arrange g book Number learners discuss on different
pictures pictures with different
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es nces Activities

according to line length.

length. Step 2-The facilitator will
demonstrate and explain on
arranging pictures to their
length.
page 8
Step3 -learners in groups
arrange pictures according
to length. Step 4 - Written
exercise
- Conclusion –learners give
feedback from the group
work.
Sorting -infant Counters Assumed knowledge
NUMBERS By the end Visual mathem Cards, Learners once matched
of the discrimin atics real pictures s before.
Ordering lesson, ation syllabus objects, Introduction –identify
L2 learners Identify page 26 pictures, different objects on the table.
Length of should be arrangin , charts Step 1-facilitator and
objects able to : g Number learners discuss on different
-arrange line objects with different length.
different Step 2-The facilitator will
objects demonstrate and explain on
according to arranging objects to their
length. length.
Step 3-learners in groups
arrange objects according to
length. Step 4 - Written
exercise
- Conclusion –learners give
feedback from the group
work.
Sorting -infant Counters Assumed knowledge
NUMBERS By the end Visual mathem Cards, Learners once matched
of the discrimin atics real pictures s before.
Ordering lesson, ation syllabus objects, Introduction –identify
learners different objects on the table.
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should be Identify page 26 pictures, Step 1-facilitator and

L3 Length of able to : arrangin , charts learners discuss on different
objects (2) -arrange g Number objects with different length.
different line Step 2-The facilitator will
objects demonstrate and explain on
according to arranging objects to their
length. length.
Step 3-learners in groups
arrange objects according to
length. Step 4 - Written
exercise
- Conclusion –learners give
feedback from the group
work.
-infant Counters Assumed knowledge
Numbers By the end mathem Cards, Learners can identify missing
W Number of the Skills & atics real numbers Introduction –
k 5 Ordering lesson, Attitude syllabus objects, Teacher and learners sing the
Missing numbers learners s page 26 pictures, rhyme 5 little ducks..
L1 should be identifyi , charts Step 1-facilitator explains to
able to : ng Number the learners on missing
Identify the line numbers
missing Step 2-In groups learners
numbers practice identifying missing
from the numbers .
given Step 3 Learners give
numberlines feedback
- Conclusion –question and
answer...
Sorting -infant Counters Assumed knowledge
L 2 NUMBERS By the end Visual mathem Cards, Learners once matched
of the discrimin atics real pictures s before.
Number lesson, ation syllabus objects, Introduction –Learners read
Ordering learners Identify page 26 pictures, the number line
should be arrangin , charts Step 1-The facilitator will
able to : demonstrate and explain on
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Arranging -Arrange g Number arranging numbers in

numbers in numbers in line ascending order
ascending order ascending Step 3-learners in groups
(0 -10) order arrange numbers in
ascending order using the
number line
Step 3 Feedback
Step 4 - Written exercise
- Conclusion –learners give
feedback from the group
work.
Sorting -infant Counters Assumed knowledge
NUMBERS By the end Visual mathem Cards, Learners once matched
L3 of the discrimin atics real pictures s before.
Number lesson, ation syllabus objects, Introduction –Learners read
Ordering learners Identify page 26 pictures, the number line
should be arrangin 25 , charts Step 1-The facilitator will
Arranging able to : g Number demonstrate and explain on
numbers in -Arrange line arranging numbers in
ascending order numbers in ascending order
(0 -20) ascending Step 3-learners in groups
order arrange numbers in
ascending order using the
number line
Step 3 Feedback
Step 4 - Written exercise
- Conclusion –learners give
feedback from the group
work.
Sorting -infant Counters Assumed knowledge
NUMBERS By the end Visual mathem Cards, Learners can read numbers
L4 of the discrimin atics real Introduction –Learners read
Number lesson, ation syllabus objects, the number line
Ordering learners Identify page 26 pictures, Step 1-The facilitator will
should be arrangin , charts demonstrate and explain on
able to : arranging numbers in
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Arranging -Arrange g Number descending order

numbers in numbers in line Step 3-learners in groups
descending dscending arrange numbers in
order order descending order using the
(0 -20) number line
Step 3 Feedback
Step 4 - Written exercise
- Conclusion –learners give
feedback from the group
work.
L1 Sorting -infant Counters Assumed knowledge
NUMBERS By the end Visual mathem Cards, Learners can arrange
of the discrimin atics real numbers
Ordinal lesson, ation syllabus objects, Introduction –Learners read
Numbers learners Identify page 26 pictures, the number line
should be arrangin , charts Step 1-The facilitator will
ordinal numbers able to : g Number demonstrate and explain on
from -say ordinal line saying ordinal numbers
1st to 10th numbers Step 3-learners in groups
from1st to write numbers
10th Step 3 Feedback
Step 4 - Written exercise
- Conclusion –learners give
feedback from the group
work.
L2 Sorting -infant Counters Assumed knowledge
NUMBERS By the end Visual mathem Cards, Learners know ordinal
of the discrimin atics real numbers
Ordinal lesson, ation syllabus objects, Introduction –learners have
Number learners Identify page 26 pictures, a race and tell their positions
should be arrangin , charts Step 1-The facilitator will
ordinal able to : g Number demonstrate and explain on
numbers from - say ordinal line arranging and telling
1st to 10th numbers positions according to
Arranging and from1st to ordinal numbers
10th Step 3-learners in groups
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telling arrange objects in ordinal

positions of - Arranging numbers
objects positions of Step 3 Feedback
according to objects Step 4 - Written exercise
some according to - Conclusion –learners give
given orde some feedback from the group
given order work.

L3 -infant Counters Assumed knowledge

AN Numbers By the end mathem Cards, Learners once met puzzles.
D of Skills & atics real Introduction –different
4 Construction thelesson, Attitude syllabus objects, puzzles can be named.
Completing learnerssh sManipul page 26 pictures, Step 1-facilitator
Jigsaw ould be ating , charts demonstrates and explains
puzzles able to : designin Number on completing the jigsaw
Of numbers -complete g line puzzle of numbers.
the jigsaw Step 2 -learners practice
puzzles of completing the number
numbers jigsaw puzzle.
Step 3-learners will complete
the number jigsaw puzzle in
pairs.
- Conclusion –learners
display their finished work.
WK NUMBERS -Compare Compari Cards, Assumed knowledge
8 Comparisons numbers. ng real learners numbers
L1 Comparing signs -name the objects, Introduction learners use
1-10 comparing Explainin pictures, before and after on the
signs g , charts number line
correctly Step 1 Teacher explains
eg > greater Drawing comparing numbers
than, Step 2. They practise
-answer at comparing numbers using
least 5 greater than or less than for 1

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questions to 10
correctly. Step 3.Feedback from the
group work
Step 4.learners write
individual work
Conclusion learners read
numbers.
Homework: Compare
numbers
L2 NUMBERS -Compare Compari Cards, Assumed knowledge
Comparisons numbers ng real learners numbers
Number using signs objects, Introduction learners use
1-20 correctly. Explainin pictures, before and after on the
Read g , charts number line
numbers Step 1 Teacher explains
using Drawing comparing numbers
comparing Step 2. They practise
words comparing numbers using
correctly. greater than or less than for 1
-answer to 20
questions Step 3.Feedback from the
correctly. group work
Step 4.learners write
individual work
Conclusion learners read
numbers.
Homework: Compare
numbers
L3 NUMBERS -Compare Compari Cards, Assumed knowledge
Comparisons numbers ng real learners numbers
Make the using objects, Introduction recap of
statement true. comparing Explainin pictures, previous lesson
50 words. g , charts Step 1 Teacher explains
Answer comparing numbers
questions Drawing Step 2. They practise

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correctly.- comparing numbers using

count greater than or less than for 1
numbers to 50
given Step 3.Feedback from the
group work
Step 4.learners write
individual work
Conclusion learners read
numbers.
Homework: Compare
numbers
L4 NUMBERS Round off page 30 Cards, Assumed knowledge
an Approximation numbers to bullet 47 real learners numbers
d 4 s and the nearest Ventures objects, Introduction Recap of
estimation ten. Maths pictures, previous lesson.
-use the and , charts Step 1 Teacher explains
Rounding off to word nearer Science rounding off numbers
the nearest 10 when page Step 2. They practise
rounding off 121-122 rounding off to the nearest 10
numbers. Cards, Step 3.Feedback from the
-answer at real group work
least 5 objects, Step 4.learners write
questions pictures, individual work
correctly. , charts Conclusion learners read
numbers.
Homework: Rounding off
numbers
WK Numbers Round off Cards, Assumed knowledge
9 Approximation numbers to real learners numbers
L1 s and the nearest objects, Introduction Recap of
estimation ten. pictures, previous lesson.
-use the , charts Step 1 Teacher explains
To the nearest word nearer rounding off numbers
10 when Step 2. They practise
0-50 rounding off rounding off to the nearest 10

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numbers. Step 3.Feedback from the

-answer at group work
least 5 Step 4.learners write
questions individual work
correctly. Conclusion learners read
numbers.
Homework: Rounding off
numbers
L2 OPERATIONS -estimate Counting Cards, Assumed knowledge
Add up to 0-10 quantities of real IntroductionClass discussion
Addition words object. Adding objects, on estimations
Add, sum, total, -add at least pictures, Step 1 Pupils estimate
altogether and 5 whole Problem , charts quantities of things upto 10
count on numbers solving Step 2 They count to
correctly. compare the quantities
-answer at Step 3 Individual written
least 5 work
questions Conclusion
correctly.
L3 OPERATIONS -estimate Counting Cards, Assumed
quantities of real knowledgelearners know to
Add up to 20-30 object. Adding objects, add.
-add whole pictures, Introduction Class
numbers. – Problem , charts discussion on estimations
answer at solving Number Step 1 Pupils estimate
least 5 line quantities of things from 20 -
questions 30
Step 2 They count to
compare the quantities
Step 3 Individual written
work
Conclusion Learners answer
oral questions
Homework: Addition work
L4 OPERATIONS -estimate Counting Cards, Assumed
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quantities of real knowledgeLearners know

Add 40- 50 object. Adding objects, quantities of objects
-add whole pictures, Introduction Class
numbers.- Problem , charts discussion on estimations
count solving Number Step 1 Pupils estimate
numbers line quantities of things from 40 -
upto 50 50
Step 2 They count to
compare the quantities
Step 3 Individual written
work
Conclusion learners answer
oral questions
Homework: Addition work
WK OPERATIONS demonstrate Counting Cards, Assumed knowledge
10 Addition addition real learners know to add.
L1 addition using using signs Adding objects, Introduction learners count
signs and and addition pictures, and read numbers 0 to 50 on
addition terms. terms. Problem , charts numberline
add whole -add whole solving Number Step 1 learners write
numbers within numbers line numbers 0 to 50
the range within the Step 2 learners have
range individual written work.
-answer at Step 3 Some learners
least 5 qns demonstrate adding on
chalkboard
Conclusion
L2 OPERATIONS -add whole Counting Cards, Assumed knowledge
OPERATIONS numbers real learners know to add.
Addition using Adding objects, Introduction learners count
addition using number pictures, and read numbers 0 to 50 on
signs and line--- Problem , charts numberline
addition terms. identify solving Number Step 1 learners write
add whole whole line numbers 0 to 50
numbers within numbers Step 2 learners have

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the range -count individual written work.

numbers Step 3 Some learners
from 0 to 50 demonstrate adding on
chalkboard
Conclusion
L3 OPERATIONS add whole Counting Cards, Assumed knowledge learners
OPERATIONS numbers real know to add.
Addition using Adding objects, Introduction learners count
addition using number pictures, and read numbers 0 to 50 on
signs and line--- Problem , charts numberline
addition terms. identify solving Number Step 1 learners discuss
add whole whole line addition words
numbers within numbers Step 2 learners have
the range -count individual written work.
numbers Step 3 Some pupils
from 0 to 50 demonstrate using addition
words. Conclusion;revision on
the work done
L4 REVISION - Identifyi Cards, Assumed knowledge
EXERCISES demonstrate ng real learners know to be assessed
NUMBER AND addition Demonst objects, Introduction Teacher gives
SCIENCE using signs rating pictures, instructions
CONCEPTS and addition Problem , charts Step 1 Learners write
TEN AND terms. solving Number revision work
ORDINAL -write and Critical line Step 2 Learners revise the
NUMBERS- answer thinking work.
ordinal, revision Commun Step 3 Learners write
numerals, words, questions to ication corrections
sets, ascending consolidate Describi Conclusion Oral questions
order, addition learnt ng
0-50 concepts
correctly-
count
numbers
upto 50.

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W 1st term tests

k1
1

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PHYSICAL EDUCATION
AIMS
The scheme –cum plan aims to help learners to:
1 apply knowledge of safety and health related to themselves, others, equipment and the environment
2 promote hygienic practices and healthy eating habits
3 identify different parts of the body
4 demonstrate functions and caring for their human body parts
5 apply motor skills and fitness through participation in physical activities
6 recognise dance, music, theatre and visual artworks and artefacts

CROSS CUTTING THEMES

 Family unity
 Child Protection from abuse and diseases such as AIDS
 Heritage Studies Environmental Issues
 Financial literacy
 Disaster Risk Management
 Children’s Rights and Responsibilities

TOPICS
 Safety and Health
 Human body
 History of Art

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- pict
W HUM Durin Ski Phy ure Assumed
e AN g the lls sic s Knowledge:
e BOD lesso An al Ch Learners always
k Y n dA Edu arts use their facial
learn ttit cati parts.
1 My ers ud on Introduction:
Body will:- es: Infa Learners run
name - nt around covering
the Na syll their faces and
- facial min abu stop at the signal
Nami parts g s of the whistle.
ng of the pag Dvpt: Facilitator
1 body body. e gives the focus of
parts 38 the lesson.
(facial -Facilitator and
parts) the learners
name the facial
parts.
-learners say how
they use the
facial parts when
playing
-Playing a game
on naming the
facial parts
Conclusion:
Learners name
the facial parts
shown.
- pict
HUM Duri Ski Phy ure Assumed
AN ng lls sic s Knowledge:
L BOD the An al Ch Learners can
1 Y less dA Edu arts name their facial

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es nces Activities

a onle ttit cati parts.

n My arne ud on Introduction:
d Body rs es: Infa Learners name
2 will:- - nt facial parts.
give Na syll Dvpt: Facilitator
- the min abu gives the focus of
Nami nam g s the lesson.
ng es of - pag -Facilitator
body parts jum e names the body
parts of p 38 parts with the aid
(hand the -jog of the pictures.
s, body -learners name
limbs, show the parts using
legs, n. their body as
knees concrete media. -
, toes, Learners clap,
shoul skip/jump and jog
ders) naming the body
parts to see their
importance.
Conclusion:
Learners and the
teacher run
around the play
area.
- pict
3 HUM Durin Ski Phy ure Assumed
A AN g the lls sic s Knowledge:
n BOD lesso An al Ch Learners can
d Y nlear dA Edu arts name their body
4 ners ttit cati parts
My will:- ud on Introduction:
Body identif es: Infa Learners jog and
y the - nt develop it into a
body Na syll run and do some

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es nces Activities

parts min abu stretches.

shown g s Dvpt: Facilitator
. - pag gives the focus of
ide e the lesson.
ntif 38
yin
g
5 Phy pict
A HUM Durin Ski sic ure Assumed
n AN g the lls al s Knowledge:
d BOD lesso An Edu Ch Learners can
6 Y nlear dA cati arts identify their
ners ttit on body parts.
My will:- ud Infa Introduction:
Body recite es: nt Learners identify
the - syll the named body
rhyme Na abu parts.
- on min s Dvpt: Facilitator
Rhym body g pag introduces the
e on parts. - e rhyme touching
body jum 38 the body parts -
parts p class practises
(Head -jog the rhyme with
and the facilitator.
shoul -learners practise
ders… the rhyme on
) their own.
-Learners recite
the rhyme in
motion.
Conclusion:
Learners name
the body parts
recited in the
rhyme.

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7 Phy
A HUMA Durin Ski sica
- Assumed
n N g the lls l Doll Knowledge:
d BODY lesson An Edus Learners know
learne dAt cati
- their body parts.
8
My rs titu on Mirr Introduction:
Body will: des andors Learners perform
-draw : Arts
- the dog stretch as
the - Infa
Pict warm up. Dvpt: -
- human dra nt ure Learners view the
Drawin body. win syll
s large picture of the
g the g abu- human body and
human s Puz give comments.
body pagzles -learners draw the
e - body on the ground
38 Cla in unison with
y others, they draw
and the part mentioned
play by the facilitator
dou until the whole
gh body is complete.
- Facilitator moves
Cra around
yon complimenting
s learners’ work
- Conclusion:
Boo moving freely
ks
W Huma By the Obs HBC Pho Assumed
K n end of erv Infa tos, Knowledge:
2 Body: the atio nt Dia Learners can
L Differ lesson, n, Syll gra identify their body
ent childre Co abu ms, parts.
1
Sexes n mm s, Vid Introduction:
a of should unic PE/ eos Physical exercise
n Huma be able atio ART . Lesson
d n to: - n, S Development:
2 Being Identify Criti Tex Discuss the
the cal tbo differences and
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es nces Activities

differe Thi ok similarities

nces nkin between sexes.
betwee g Group Task and
n the Feedback: Role-
sexes play scenarios on
of respecting each
human other. Written
beings. Work: Written
- work on concept
Unders done. Conclusion
tand and Feedback:
the Share and discuss.
import
ance of
respect
ing
each
other.
3 Huma By the Obs HBC Pho Assumed
A n end of erv Infa tos, Knowledge:
n Body: the atio nt Dia Learners can
d aHeal lesson, n, Syll gra identify their body
th childre Co abu ms, parts.
4
eatin n mm s, Vid Introduction:
g should unic PE/ eos, learnersv sing
habits be able atio ART Mod rhye, Food is vrery
to: - n, S els good
Health Identify Criti Tex of Lesson
y food health cal tbo the Development:
foods Thi ok hu Review and discuss
Unders nkin ma key points. Group
tand g n Task and
the bod Feedback:
import y Practice identifying
ance of healthy foods.
esting Written Work:
health Written work on
food concept done.
Conclusion and
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Feedback: Share
and discuss.
5 Huma By the Obs HBC Pho Assumed
A n end of erv Infa tos, Knowledge:
n Body: the atio nt Dia Learners can
d aHeal lesson, n, Syll gra identify their body
th childre Co abu ms, parts.
6
eatin n mm s, Vid Introduction:
g should unic PE/ eos, learnersv sing
habits be able atio ART Mod rhye, Food is vrery
to: - n, S els good
unheal Identify Criti Tex of Lesson
thy unheal cal tbo the Development:
food thy Thi ok hu Review and discuss
foods nkin ma on unhealthy
g n foods. Group Task
bod and Feedback:
y Practice identifying
unhealthy foods.
Written Work:
Written work on
concept done.
Conclusion : oral
revision of the
concept
5 Phy
A HUM Durin Ski sic - Assumed
n AN g the lls al Doll Knowledge:
d BOD lesso An Edu s Learners know
6 Y nlear dA cati - their body parts.
ners ttit on Mir Introduction:
Healt will: ud Infa ror Learners perform
h - es: nt s the dog stretch
and perfor - syll - as warm up.
Fitne m dra abu Pict Dvpt: -Learners
ss physic win s ure and facilitator
al g pag s discuss healthy

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K Content etenci Refere ces Methods /
es nces Activities

- activiti e - and unhealthy

physic es 38 Puz habits
al -state zles -group work on
exerci the - physical
ses benefi Cla exercises for
ts of y fitness.
physic and Facilitator moves
al pla around
activiti y complimenting
es dou learners’ work
- gh -written exercise
- Conclusion: leg
Cra stretch
yon
s
-
Boo
ks
7 Phy
A HUM Durin Ski sic - Assumed
n AN g the lls al Doll Knowledge:
d BOD lesso An Edu s Learners know
8 Y nlear dA cati - their body parts.
ners ttit on Mir Introduction:
Healt will: ud Infa ror Learners perform
h - es: nt s the dog stretch
and perfor - syll - as warm up.
Fitne m dra abu Pict Dvpt: -Learners
ss physic win s ure and facilitator
al g pag s perform physical
- activiti e - activities like
physic es 38 Puz running, egg race
al -state zles in group work.
exerci the - Facilitator moves
ses benefi Cla around

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es nces Activities

ts of y complimenting
physic and learners’ work
al pla - Conclusion:
activiti y leg stretch
es dou
- gh
-
Cra
yon
s
-
Boo
ks
9 Durin Ans Na Cha Assumed
A Revisi g the weri min lk knowledge:
n on lesson ng g boa Learners able to
d test learne Dra Expl rd answer revision
TOPIC: rs win aini Rev questions
1
Huma shoul g ng isio Intro: re-cape of
0 n d be lab Des n the previous
Body - able elin crib test lessons
Revisi to:- g ing que Step 1 The
on -draw stio facilitator recaps
test and ns the concepts
quest label taught during the
ions body week
parts Step 2 Learners
answer revision
test questions in
their books
individually.
Step 3 Revision of
written work and
recap of concepts
Conclusion
revision of work
written

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W Safet By the Ob
Phy Pict 1. Introduction:
k sic
y: end of ser ure Simple discussion
al
3 Safet the vati Edu s, on safety rules.
1 cati
y lesson on, Dia 2. Show pictures
A on
n Rules childre Na Infa gra of safe and
d nt
with n min ms unsafe behaviors.
2 syll
Self should g abu Ap 3. Children share
s
be listi par their own
pag
able ng e atu experiences of
38
to: - ide s safety. 4. Group
Identif ntif Work: Identify
y yin safety rules in
basic g different
safety stat scenarios and
rules ing report back to
for reci the class. 5.
thems ting Written Work,
elves , Recap, and
and Co Feedback.
others m
.- mu
Explai nic
n the atio
import n
102 | GRADE ONE TERM ONE SCHEME 2025
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ance
of
followi
ng
safety
rules.
Safet By the Ob Phy Pict 1. Introduction:
3 sic
y: end of ser ure Simple discussion
A al
n Safet the vati Edu s, on safety rules.
d cati
y lesson on, Dia 2. Show pictures
4 on
Rules childre Na Infa gra of safe and
nt
with n min ms unsafe behaviors.
syll
Self should g abu 3. Children share
s
and be listi their own
pag
other able ng e experiences of
38
s to: - ide safety. 4. Group
Identif ntif Work: Identify
y yin safety rules in
basic g different
safety stat scenarios and
rules ing report back to
for reci the class. 5.
thems ting Written Work,
elves , Recap, and
103 | GRADE ONE TERM ONE SCHEME 2025
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K Content etenci Refere ces Methods /
es nces Activities

and Co Feedback.
others m
.- mu
Explai nic
n the atio
import n
ance
of
followi
ng
safety
rules.
Safet By the PhyOb Pict 1. Introduction:
5 sic
y: end of ser ure Simple discussion
A al
n Safet the vati Edu s, on safety rules.
d cati
y lesson on, Dia 2. Discussion on
6 on
Rules childre Na Infa gra rules of the
nt
with n min ms game.
syll
Self should g abu 3. Group Work
s
and be listi playing a
pag
Other able ng e prescribed game
38
s to: - ide safely Identify
Game Identif ntif safety rules in
– y yin different
104 | GRADE ONE TERM ONE SCHEME 2025
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K Content etenci Refere ces Methods /
es nces Activities

rakar basic g scenarios and

aka safety stat report back to
And rules ing the class.
other for reci 4. feedback
indig thems ting 5. learners sing a
enou elves , rhyme
s and Co
game others m
s .- mu
Explai nic
n the atio
import n
ance
of
followi
ng
safety
rules.
7 Safet By the Phy Ob Pict 1. Introduction:
A sic
y: end of ser ure Discuss safety in
n al
d Safet the vati Edu s, play areas. 2.
8 cati
y lesson on, Mo Show pictures of
on
Rules childre Co Infa del safe and unsafe
nt
in n m play. 3. Children
105 | GRADE ONE TERM ONE SCHEME 2025
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K Content etenci Refere ces Methods /
es nces Activities

and should mu syll s share their

abu
Arou be nic experiences in
s
nd able atio pag play areas. 4.
e
the to: - n, Group Work:
38
Play Identif Na Identify play area
Area y min safety rules and
safety g report back to
rules listi the class. 5.
in and ng Written Work,
aroun ide Recap, and
d the ntif Feedback.
play yin
area. - g
Explai stat
n the ing
import reci
ance ting
of safe
play.
W Safet By the ObPhy Pict 1. Introduction:
K sic
y: end of ser ure Discuss safe
4 al
Safe the vati Edu s, handling of
1 cati
Hand lesson on, Mo apparatus2.
A on
n ling, childre Co Infa del Show pictures of
106 | GRADE ONE TERM ONE SCHEME 2025
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K Content etenci Refere ces Methods /
es nces Activities

d Stora n mnt s safe and unsafe

2 syll
ge, should mu use of apparatus.
abu
and be nic s 3. Children share
pag
Use able atio their experiences
e
of to: - n, 38 with apparatus.
Appa Identif Pra 4. Group Work:
ratus y safe ctic Practice safe
practic al handling and
Safe es for Skil storage of
handli handli ls apparatus and
ng of ng report back to
Tools appar the class. 5.
atus. Written Work,
- Recap, and
Explai Feedback.
n the
import
ance
of safe
handli
ng of
appar
atus
Safet By the Ob Phy Pict 1. Introduction:
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K Content etenci Refere ces Methods /
es nces Activities

3 y: end of ser
sic ure Discuss safe
A al
Safe the vati s, storing of
n Edu
d Hand lesson on, cati Mo apparatus2.
4 on
ling, childre Co del Show pictures of
Infa
Stora n m nt s safe and unsafe
syll
ge, should mu use storing of
abu
and be nic s apparatus. 3.
pag
Use able atio Children share
e
of to: - n, 38 their experiences
Appa Identif Pra with apparatus.
ratus y safe ctic 4. Group Work:
practic al Practice safe
Safe es for Skil handling and
storag storin ls storage of
e of g apparatus and
appar appar report back to
atus atus. the class. 5.
Learners sing a
rhyme
Safet By the ObPhy Pict 1. Introduction:
sic
y: end of ser ure Discuss Rules
5 al
A Safe the vati Edu s, and regulations
n cati
Hand lesson on, Mo on use of
d on
6 ling, childre Co Infa del apparatus .
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K Content etenci Refere ces Methods /
es nces Activities

Stora n mnt s Show pictures of

syll
ge, should mu safe and unsafe
abu
and be nic s use storing of
pag
Use able atio apparatus. 3.
e
of to: - n, 38 Children share
Appa Identif Pra their experiences
ratus y ctic with apparatus.
three al 4. Group Work:
Rules rules Skil Practice safe
and and ls handling and
regula regula storage of
tions tions apparatus and
on on use report back to
use of of the class. 5.
appar appar Written Work,
atus atus . Recap, and
Feedback.
Safet By the ObPhy Pict 1. Introduction:
7 sic
y: end of ser ure Discuss safe
A al
n Safe the vati Edu s, handling and
d cati
Hand lesson on, Mo storage. 2. Show
8 on
ling, childre Co Infa del pictures of safe
nt
Stora n m s and unsafe use of
syll
ge, should mu abu apparatus. 3.
109 | GRADE ONE TERM ONE SCHEME 2025
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K Content etenci Refere ces Methods /
es nces Activities

and be nic s Children share

pag
Use able atio their experiences
e
of to: - n, 38 with apparatus.
Appa Identif Pra 4. Group Work:
ratus y safe ctic Practice safe
(Dem practic al handling and
onstr es for Skil storage of
ation handli ls apparatus and
) ng, report back to
storin the class. 5.
g, and Written Work,
using Recap, and
appar Feedback.
atus. -
Explai
n the
import
ance
of
these
practic
es.
9 Durin Ans Na Cha Assumed
A Revisi g the weri min lk knowledge:
on lesson ng g boa Learners able to
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es nces Activities

n test learne Dra Expl rd answer revision

d TOPIC: rs win aini Rev questions
1 Safer shoul g ng isio Intro: re-cape of
0 y- d be lab Des n the previous
Revisi able elin crib test lessons
on to:- g ing que Step 1 The
test -draw stio facilitator recaps
quest and ns the concepts
ions label taught during the
body week
parts Step 2 Learners
answer revision
test questions in
their books
individually.
Step 3 Revision of
written work and
recap of concepts
Conclusion
revision of work
written
W Phy -
K HIST Durin Ski sic Doll Assumed
5 ORY g the lls al s Knowledge:
OF lesso An Edu - learners know
1 ARTS nlear dA cati Mir many musicians
A AND ners ttit on ror and their music
n CULT will:- ud Infa s Introduction:
d URE state es: nt - learners sing the
2 the - syll Pict song by local
Musi role of Na abu ure musicians
c music min s s Step 1:
and g pag - Facilitator gives
The musici Ide e Puz an explanation
role ans ntif 40 zles on role of music
of yin - and musicians
music g Cla Step 2-learners

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es nces Activities

and Sta y state the role of

music ting and music
ians pla Step 3-learners
in the y discuss on the
past dou role of musicians
and gh Conclusion:
prese - Learners sing a
nt Cra song by C
yon Charamba
s
-
Boo
ks
Phy Prin
3 HIST Durin Ski sic t Assumed
A ORY g the lls al me Knowledge:
n OF lesso An Edu dia learners know
d ARTS nlear dA cati Pict many musicians
4 AND ners ttit on ure and their music
CULT will:- ud Infa s Introduction:
URE state es: nt Jing learners sing the
the - syll les song by local
Music role of Na abu dru musicians
The music min s m Step 1:
role comp g pag Facilitator gives
of osers Ide e an explanation
music ntif 40 on role of music
comp yin composers
osers g Step 2-learners
Sta state the role of
ting music composers
Step 3-learners
imitate the role
of music
composers

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es nces Activities

Conclusion:
Learners sing a
song by L
Zhakata
Phy Prin
HIST Durin Ski sic t Assumed
5 ORY g the lls al me Knowledge:
A OF lesso An Edu dia learners know
n ARTS nlear dA cati Pict many musicians
d AND ners ttit on ure and their music
6 CULT will:- ud Infa s Introduction:
URE state es: nt Jing learners sing a
music - syll les wedding song
Music for Na abu dru Step 1:
Music differe min s m Facilitator gives
and nt g pag an explanation
celebr celebr Ide e on music for
ations ations ntif 40 different
in the yin celebrations in
past g the past
sin Step 2-learners
gin state the
g different
celebrations and
the music to go
with it
Step 3-learners
in group sing
different
celebration songs
Conclusion:
Learners sing a
wedding song
Phy Prin
HIST Durin Ski sic t Assumed

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es nces Activities

7 ORY g the lls al me Knowledge:

A OF lesso An Edu dia learners know
N ARTS nlear dA cati Pict many musicians
D AND ners ttit on ure and their music
8 CULT will:- ud Infa s Introduction:
URE state es: nt Jing learners sing a
music - syll les wedding song
Music for Na abu dru Step 1:
Music differe min s m Facilitator gives
and nt g pag an explanation
celebr celebr Ide e on music for
ations ations ntif 40 different
nowa nowad yin celebrations
days ays g nowadays
sin Step 2-learners
gin state the
g different
celebrations and
the music to go
with it
Step 3-learners
in group sing
different
celebration songs
Conclusion:
Learners sing a
wedding song
9 Phy Prin
HIST Durin Ski sic t Assumed
A ORY g the lls al me Knowledge:
n OF lesso An Edu dia learners know
d ARTS nlear dA cati Pict many musicians
AND ners ttit on ure and their music
1 CULT will:- ud Infa s Introduction:
0 URE Make es: nt Jing learners sing a

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K Content etenci Refere ces Methods /
es nces Activities

move - syll les by Jah Prayza

Music ment Na abu dru Step 1:
Makin in min s m Facilitator gives
g respo g pag a demonstration
move nse to dan e on responding to
ment music cin 40 music through
in g music
respo sin Step 2-learners
nse to gin respond to music
music g being played
through
movement
Step 3-class
dancing to music
Conclusion:
learners dance to
a local song
W Phy Prin
K HIST Durin Ski sic t Assumed
6 ORY g the lls al me Knowledge:
OF lesso An Edu dia learners can sing
ARTS nlear dA cati Pict songs
1 AND ners ttit on ure Introduction:
A CULT will:- ud Infa s learners listen to
URE sing es: nt Jing a song played on
N
differe - syll les radio
D
Music nt Na abu dru Step 1:
Singin songs min s m Facilitator
2 g from g pag demonstrates
songs differe dan e singing songs
from nt cin 40 from different
differ cultur g cultures
ent es sin Step 2-learners
cultur gin in groups sing
es g the songs

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es nces Activities

Step 3-group
feed back
Conclusion:
learners sing a
song in Ndebele
3 HIST Phy Prin
A ORY Durin Ski sic t Assumed
N OF g the lls al me Knowledge:
D ARTS lesso An Edu dia learners can sing
AND nlear dA cati Pict songs
4 CULT ners ttit on ure Introduction:
URE will:- ud Infa s learners listen to
compo es: nt Jing a song played on
Music se - syll les radio
Comp differe co abu dru Step 1:
osing nt mp s m Facilitator
celebr celebr osi pag demonstrates
ation ation ng e composing
songs songs dan 40 celebration
cin songs
Less g Step 2-learners
on sin in groups
gin compose
g different
celebration
songs
Step 3-group
feed back and
singing the
composed songs
Conclusion:
learners sing the
best composed
song
HIST Phy Prin

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es nces Activities

5 ORY Durin Ski sic t Assumed

OF g the lls al me Knowledge:
A ARTS lesso An Edu dia learners can sing
n AND nlear dA cati Pict songs
d CULT ners ttit on ure Introduction:
URE will:- ud Infa s learners listen to
6
compo es: nt Jing a song played on
Music se - syll les radio
Comp differe co abu dru Step 1:
osing nt mp s m Facilitator
celebr celebr osi pag demonstrates
ation ation ng e composing
songs songs dan 40 celebration
cin songs
Less g Step 2-learners
on sin in groups
gin compose
g different
celebration
songs
Step 3-group
feedback and
singing the
composed songs
Conclusion:
learners sing the
best composed
song
7 HIST Phy Prin
A ORY Durin Ski sic t Assumed
n OF g the lls al me Knowledge:
d ARTS lesso An Edu dia learners know
AND nlear dA cati Pict many games
8 CULT ners ttit on ure Introduction:
URE will:- ud Infa s learners sing the

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K Content etenci Refere ces Methods /
es nces Activities

sing es: nt Jing song rure rure

Music song - syll les Step 1:
Songs for pla abu dru Facilitator
and playin yin s m demonstrates
game g g pag singing songs for
s in games dan e games in our
my in cin 40 society
societ their g Step 2-learners
y societ sin in groups sing
y gin songs for games
g Step 3-group
feed back and
singing the the
songs
Conclusion:
learners sing the
best group song
9 Durin Ans Na Chal Assumed
Revisi g the weri min k knowledge:
A on lesson ng g boar Learners able to
N test learne Dra Expl d answer revision
TOPIC: rs win aini Revi questions
D HIST shoul g ng sion Intro: re-cape of
d be lab Des test the previous
1 ORY
able elin crib que lessons
0 OF to:- g ing stio Step 1 The
ARTS
- ns facilitator recaps
AND
answer the concepts
CULT at least taught during the
URE 10 week
questio Step 2 Learners
ns answer revision
test questions in
their books
individually.
Step 3 Revision of
written work and

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K Content etenci Refere ces Methods /
es nces Activities

recap of concepts
Conclusion
revision of work
written
W HIST Phy Prin
K ORY Durin Ski sic t Assumed
OF g the lls al me Knowledge:
7 ARTS lesso An Edu dia learners know
AND nlear dA cati Pict many games
1 CULT ners ttit on ure Introduction:
URE will:- ud Infa s learners sing the
a sing es: nt Jing song rure rure
n Music song - syll les Step 1:
d Songs for pla abu dru Facilitator
and playin yin s m demonstrates
2
game g g pag singing songs for
s games dan e games other
other other cin 40 societies
societ societi g Step 2-learners
ies es sin in groups sing
gin songs for games
g Step 3-group
feedback and
singing the the
songs
Conclusion:
learners sing the
best group song
3 Phy Prin
A HIST Durin Ski sic t Assumed
n ORY g the lls al me Knowledge:
d OF lesso An Edu dia learners know
ARTS nlear dA cati Pict many musicians
4 AND ners ttit on ure and their music
CULT will:- ud Infa s Introduction:

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K Content etenci Refere ces Methods /
es nces Activities

URE Make es: nt Jing learners sing a

move - syll les by Jah Prayza
Music ment Na abu dru Step 1:
Makin in min s m Facilitator gives
g respo g pag a demonstration
move nse to dan e on responding to
ment music cin 40 music through
in g music
respo sin Step 2-learners
nse to gin respond to music
music g being played
through
movement
Step 3-class
dancing to music
Conclusion:
learners dance to
a local song
5 Phy -
A HIST Durin Ski sic prin Assumed
n ORY g the lls al t Knowledge:
d OF lesso An Edu me learners can sing
ARTS nlear dA cati dia songs
6 AND ners ttit on pict Introduction:
CULT will:- ud Infa ure learners listen to
URE sing es: nt s a song played on
differe - syll jing radio
Music nt Na abu les Step 1:
Singin songs min s dru Facilitator
g from g pag m demonstrates
songs differe dan e singing songs
from nt cin 40 from different
differ cultur g cultures
ent es sin Step 2-learners
cultur gin in groups sing

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K Content etenci Refere ces Methods /
es nces Activities

es g the songs
Step 3-group
feed back
Conclusion:
learners sing a
song in Ndebele
HIST Phy Prin
ORY Durin Ski sic t Assumed
OF g the lls al me Knowledge:
7 ARTS lesso An Edu dia learners can sing
A AND nlear dA cati pict songs
CULT ners ttit on ure Introduction:
N
URE will:- ud Infa s learners listen to
D
compo es: nt Jing a song played on
Music se - syll les radio
8 Comp differe co abu Step 1:
osing nt mp s dru Facilitator
celebr celebr osi pag m demonstrates
ation ation ng e composing
songs songs dan 40 celebration
cin songs
g Step 2-learners
sin in groups
gin compose
g different
celebration
songs
Step 3-group
feed back and
singing the
composed songs
Conclusion:
learners sing the
best composed
song

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K Content etenci Refere ces Methods /
es nces Activities

9 HIST Phy Prin

ORY Durin Ski sic t Assumed
A OF g the lls al me Knowledge:
n ARTS lesso An Edu dia learners can sing
d AND nlear dA cati pict songs
CULT ners ttit on ure Introduction:
1 URE will:- ud Infa s learners listen to
0 compo es: nt jing a song played on
Music se - syll les radio
Comp differe co abu dru Step 1:
osing nt mp s m Facilitator
celebr celebr osi pag demonstrates
ation ation ng e composing
songs songs dan 40 celebration
cin songs
g Step 2-learners
sin in groups
gin compose
g different
celebration
songs
Step 3-group
feedback and
singing the
composed songs
Conclusion:
learners sing the
best composed
song
W HIST Phy Prin Assumed
K ORY Durin Ski sic t Knowledge:
OF g the lls al me learners know
8 ARTS lesso An Edu dia many games
1 AND nlear dA cati pict Introduction:
CULT ners ttit on ure learners sing the
a
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K Content etenci Refere ces Methods /
es nces Activities

n URE will:- ud Infa s song rure rure

d sing es: nt jing Step 1:
Music song - syll les Facilitator
2 Songs for pla abu dru demonstrates
and playin yin s m singing songs for
game g g pag games in our
s in games dan e society
my in cin 40 Step 2-learners
societ their g in groups sing
y societ sin songs for games
y gin Step 3-group
g feed back and
singing the the
songs
Conclusion:
learners sing the
best group song
3 HIST Phy Prin Assumed
A ORY Durin Ski sic t Knowledge:
n OF g the lls al me learners know
d ARTS lesso An Edu dia many games
AND nlear dA cati pict Introduction:
4 CULT ners ttit on ure learners sing the
URE will:- ud Infa s song rure rure
sing es: nt Jing Step 1:
Music song - syll les Facilitator
Songs for pla abu demonstrates
and playin yin s dru singing songs for
game g g pag m games other
s games dan e societies
other other cin 40 Step 2-learners
societ societi g in groups sing
ies es sin songs for games
gin Step 3-group
g feedback and

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K Content etenci Refere ces Methods /
es nces Activities

singing the the

songs
Conclusion:
learners sing the
best group song
5 HIST Phy Prin Assumed
A ORY Durin Ski sic t Knowledge:
n OF g the lls al me learners know
d ARTS lesso An Edu dia some works of
AND nlear dA cati pict art
6 CULT ners ttit on ure Step 1:
URE will:- ud Infa s Facilitator
define es: nt Jing explains on the
Visua the - syll les role of visual arts
l Arts role of pla abu giving examples
The visual yin s dru Step 2-learners
role arts in g pag m define the role of
of the dan e visual arts giving
visual comm cin 40 examples they
arts unity g know
sin Step 3-group
gin feedback
g Conclusion:
facilitator asks
further questions
HIST Assumed
ORY Durin Ski Knowledge:
OF g the lls learners know
7 ARTS lesso An some works of
A AND nlear dA art
CULT ners ttit Step 1:
N
URE will:- ud Facilitator
D
define es: explains on the
Visua the - role of artists
l Arts role of pla Step 2-learners

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K Content etenci Refere ces Methods /
es nces Activities

8 The sculpt yin define the role of

role ures g artists giving
of in the ide examples they
scultu comm ntif know
res unity yin Step 3-group
g feedback
sin Conclusion:
gin facilitator asks
g further questions
9 Durin Ans Chal Assumed
Revisi g the weri k knowledge:
A on lesson ng boar Learners able to
n test learne Dra d answer revision
TOPIC: rs win Revi questions
d HIST shoul g sion Intro: re-cape of
ORY d be lab test the previous
1 OF able elin que lessons
0 ARTS to:- g stio Step 1 The
- ns facilitator recaps
AND
answer the concepts
CULT at least taught during the
URE 10 week
questio Step 2 Learners
ns answer revision
test questions in
their books
individually.
Step 3 Revision of
written work and
recap of concepts
Conclusion
revision of work
written
W HIST HBC Vide Assumed
K ORY Durin Ski Infa os, Knowledge:
OF g the lls nt Phot learners know
9 ARTS lesso An Sylla os, some works of

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K Content etenci Refere ces Methods /
es nces Activities

1 AND nlear dA bus, Simp art

CULT ners ttit le Step 1:
a URE will:- ud Facilitator
anim
n Identifes: ationexplains on
d Visua ying - soft visual arts at
l Arts visual pla ware school
2
Identi arts atyin Step 2-learners
fying school g visual arts at
visual ide school on
arts ntif pictures
at yin Step 3-group
schoo g feedback
l sin Conclusion:
gin facilitator asks
g further questions
3 History By the Obs HBC Vide Introduction:
A of Arts end of erva Infa os, Introduce the
n – the tion, nt Phot drawing
d Visua lesson, Com Sylla os, Lesson
l Arts children mun bus, Simp Development:
4 Drawi
should icati le Discuss how to draw
ng be able on, filmi things
to: - Crea ng Group Task and
draw tive equi Feedback: drawing
two Expr pme kitchen utensils like
item essi nt pots
found in on Written Work:
the Written work on
kitchen concept done.
Conclusion and
Feedback: learners
sing a rhyme
5 History By the Obs HBC Vide Introduction:
A of Arts end of erva Infa os, Introduce the lesson

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K Content etenci Refere ces Methods /
es nces Activities

n – the tion, nt Phot

on moulding and
d Visua lesson, Com Sylla os,
pottery
l Arts children mun bus, Simp
Lesson
6 potter should icati le
Development:
y be able on, filmi
Discuss how to
to: - Crea ng
moulding things
mould tive equi
Group Task and
two Expr pme
Feedback: moulding
item essi nt
kitchen utensils like
found in on clay
the Written Work:
kitchen Written work on
concept done.
Conclusion and
Feedback: learners
sing a rhyme
7 History By the Obs HBC Vide Introduction:
A of Arts end of erva Infa os, Introduce the lesson
n – the tion, nt Phot on painting
d Visua lesson, Com Sylla os, Lesson
l Arts children mun bus, Simp Development:
painti should icati le Discuss how to
ng be able on, filmi painting things
to: - Crea ng Group Task and
paint tive equi Feedback: painting
two Expr pme kitchen utensils like
item essi nt clay
found in on Written Work:
the Written work on
kitchen concept done.
Conclusion and
Feedback: learners
sing a rhyme

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9 HIST HBC Vide Assumed

A ORY Durin Ski Infa os, Knowledge:
n OF g the lls nt Phot learners know
d ARTS lesso An Sylla os, some works of
AND nlear dA bus, Simp art
1 CULT ners ttit Step 1:
le
0 URE will:- ud anim Facilitator
define es: ation explains on the
Visua the - role of artists
soft
l Arts role of pla Step 2-learners
ware
The sculpt yin define the role of
role ures g artists giving
of in the ide examples they
scultu comm ntif know
res unity yin Step 3-group
g feedback
sin Conclusion:
gin facilitator asks
g further questions
W HIST HBC Vide Assumed
K ORY Durin Ski Infa os, Knowledge:
OF g the lls nt Phot learners know
1 ARTS lesso An Sylla os, some works of
0 AND nlear dA bus, Simp art
1 CULT ners ttit le Step 1:
URE will:- ud anim Facilitator
a define es: explains on the
n Visua ation
the - role of theatre
d l Arts soft
role of pla Step 2-learners
ware
Theat sculpt yin define the role of
2
re ures g artists giving
Role in the ide examples they
of comm ntif know
theatr unity yin Step 3-group
g feedback

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es nces Activities

sin Conclusion:
gin facilitator asks
g further questions
3 History By the Obs HBC Vide Introduction:
A of Arts end of erva Infa os, Introduce the
n - the tion, nt Phot concept of animation
d Theatre lesson, Com Sylla os, and its history.
: children mun bus, Simp Lesson
4
Anima should icati le Development:
tion be able on, filmi Discuss the evolution
to: - Crea ng of animation from
Underst tive equi past to present.
and the Expr pme Group Task and
basics essi nt Feedback: Create
of on simple animations
animati using software.
on. - Written Work:
Appreci Written work on
ate the concept done.
history Conclusion and
and Feedback: Share
evolutio animations and
n of discuss the creative
animati process.
on.
History By the Obs HBC Vide Introduction: Discuss
of Arts end of erva Infa os, the role of an actor in
- the tion, nt Phot theatre.
5
Theatre lesson, Com Sylla os, Lesson
A : Role children mun bus, Simp Development:
N of an should icati le Explain the skills and
D Actor be able on, anim techniques used by
to: - Crea ation actors. Group Task
Underst tive soft and Feedback:
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6 and the Expr ware Practice simple acting

role of essi exercises and
an actor on techniques.
in Written Work:
theatre. Written work on
- concept done.
Appreci Conclusion and
ate the Feedback: Share
skills experiences and
and discuss.
techniq
ues
used by
actors.
7 History By the Obs HBC Vide Introduction: Discuss
A of Arts end of erva Infa os, the role of the
n - the tion, nt Phot audience in theatre.
d Theatre lesson, Com Sylla os, Lesson
: Role children mun bus, Simp Development:
8 of the should icati le Explain the
Audien be able on, filmi importance of
ce to: - Criti ng audience interaction.
Underst cal equi Group Task and
and the Thin pme Feedback: Role-play
importa king nt scenarios involving
nce of audience interaction.
the Written Work:
audienc Written work on
e in concept done.
theatre. Conclusion and
- Feedback: Share
Appreci experiences and
ate the discuss.
interacti
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on
betwee
n actors
and the
audienc
e.

WEEK 11 TO 13 1ST TERM EXAM

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SCIENCE AND TECHNOLOGY

Aims
This document aim is to:
 introduce learners to the principles of science and technology, through a heritage-based approach.
 incorporate indigenous knowledge, cultural practices, historical perspectives and national endowments into science and
technology education
 foster an understanding of the learning area matter and promote cultural appreciation in its diverse nature

CROSS CUTTING THEMES

 Family unity
 Child Protection from abuse and diseases such as AIDS
 Heritage Studies Environmental Issues
 Financial literacy
 Disaster Risk Management
 Children’s Rights and Responsibilities

Topics to be covered
1. Health and Hygiene practices
2. Food and Nutrition
3. Crops, Plants and Animals

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wk Personal By the end of Observation, HBC Pictures, 1. Introduction: Discuss bathing

1 Hygiene: Bathing the lesson Communicati Nationa Models and grooming.
and Grooming children on, Practical l 2. Show pictures of proper bathing
should be able Skills Syllabu and grooming.
to: - Identify s, 3. Children share their experiences
the steps for Science with bathing and grooming.
proper bathing and 4. Group Work: Practice bathing
and grooming. Tech and grooming routines and report
- Explain the pg. 46 back to the class.
importance of 5. Written Work, Recap, and
bathing and Feedback.
grooming.
Personal By the end of Observation, HBC Pictures, 1. Introduction: Discuss hand
Hygiene: Hand the lesson Communicati Nationa Models washing.
Washing children on, Practical l 2. Show pictures of proper hand
should be able Skills Syllabu washing.
to: - Identify s, 3. Children share their experiences
the steps for Science with hand washing. 4. Group Work:
proper hand and Practice proper hand washing and
washing. - Tech report back to the class.
Explain the pg. 46 5. Written Work, Recap, and
importance of Feedback.
hand washing.
Personal By the end of Observation, HBC Pictures, 1. Introduction: Discuss toilet

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Hygiene: Toilet the lesson Communicati Nationa Models training.

Training children on, Practical l 2. Show pictures of proper toilet
should be able Skills Syllabu use.
to: - Identify s, 3. Class discussion toilet training.
the steps for Science 4. Group Work: Practice proper
proper toilet and toilet use and report back to the
use. - Explain Tech class.
the pg. 46 5. Written Work, Recap, and
importance of Feedback.
toilet training.
Personal By the end of Observation, HBC Pictures, 1. Introduction: Discuss cleanliness
Hygiene: the lesson Communicati Nationa Models of clothing.
Clothing and children on, Practical l 2. Show pictures of clean and
Cleanliness should be able Skills Syllabu unclean clothing.
to: - Identify s, 3. Children share their experiences
clean clothing Science with keeping clothing clean.
and proper and 4. Group Work: Practice keeping
ways to keep Tech clothing clean and report back to
clothing clean. pg. 46 the class.
- Explain the 5. Written Work, Recap, and
importance of Feedback.
cleanliness in
clothing.

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2 Food Hygiene: By the end of Observatio HBC Pictures, 1. Introduction: Discuss safe food
Food Preparation the lesson n, Nationa Models preparation. 2. Show pictures of
children should Communica l proper food preparation. 3. Children
be able to: - tion, Syllabu share their experiences with food
Identify safe Practical s, preparation. 4. Group Work: Practice
food Skills Science safe food preparation and report back
preparation and to the class. 5. Written Work, Recap,
practices. - Tech and Feedback.
Explain the pg. 46
importance of
safe food
preparation.
Food Hygiene: By the end of Observatio HBC Pictures, 1. Introduction: Discuss safe food
Food Storage the lesson n, Nationa Models storage. 2. Show pictures of proper
children should Communica l food storage. 3. Children share their
be able to: - tion, Syllabu experiences with food storage. 4.
Identify safe Practical s, Group Work: Practice safe food
food storage Skills Science storage and report back to the class.
practices. - and 5. Written Work, Recap, and
Explain the Tech Feedback.
importance of pg. 46
proper food
storage.
Food Hygiene: By the end of Observatio HBC Pictures, 1. Introduction: Discuss table

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Table Manners the lesson n, Nationa Models manners. 2. Show pictures of proper
children should Communica l table manners. 3. Children share
be able to: - tion, Syllabu their experiences with table
Identify proper Naming s, manners. 4. Group Work: Practice
table manners. listing Science good table manners and report back
- Explain the identifying and to the class. 5. Written Work, Recap,
importance of stating Tech and Feedback.
good manners reciting pg. 46
during meals.
3 Environmental By the end of Observation, HBC Pictures, 1. Introduction: Discuss cleanliness
Hygiene: the lesson Communicati Nationa Models of living spaces. 2. Show pictures of
Cleanliness of children should on, Naming l clean and unclean living spaces. 3.
Living Spaces be able to: - listing Syllabu Children share their experiences
Identify ways identifying s, with keeping spaces clean. 4. Group
to keep living stating Science Work: Practice cleaning living
spaces clean. - reciting and spaces and report back to the class.
Explain the Tech 5. Written Work, Recap, and
importance of pg. 46 Feedback.
cleanliness in
living spaces.
Environmental By the end of Observation, HBC Pictures, 1. Introduction: Discuss the
Hygiene: the lesson Communicati Nationa Models importance of ventilation and
Ventilation and children should on, Naming l sunlight. 2. Show pictures of well-
Sunlight be able to: - listing Syllabu ventilated spaces with sunlight. 3.

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Identify the identifying s, Children share their knowledge of

importance of stating Science ventilation and sunlight. 4. Group
ventilation and reciting and Work: Practice ensuring proper
sunlight. - Tech ventilation and sunlight in living
Explain how pg. 46 spaces and report back to the class.
ventilation and 5. Written Work, Recap, and
sunlight Feedback.
contribute to a
healthy
environment.
3 Environmental By the end of Observation, HBC Pictures, 1. Introduction: Discuss pest
Hygiene: Pest the lesson Communicati Nationa Models control. 2. Show pictures of
Control children should on, Naming l common pests. 3. Children share
be able to: - listing Syllabu their knowledge of pests and pest
Identify identifying s, control. 4. Group Work: Identify and
common stating Science discuss ways to control pests and
household reciting and report back to the class. 5. Written
pests and ways Tech Work, Recap, and Feedback.
to control pg. 46
them. - Explain
the importance
of pest control
in maintaining
a healthy

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environment.
4 Health and By the end of Observation, HBC Pictures, 1. Introduction: Discuss what fitness
Wellness: the lesson Communicati Nationa Models means. 2. Show pictures/models of
Physical children should on, Motor l children exercising. 3. Children
Activities be able to: - Skills Syllabu share their favorite physical
Identify simple s, activities. 4. Group Work: Create
physical Science exercise routines in groups and
activities for and demonstrate them to the class. 5.
fitness. - Tech Written Work, Recap, and Feedback.
Explain the pg. 46
benefits of
regular
physical
activity.
Health and By the end of Observation, HBC Pictures, 1. Introduction: Discuss what a
Wellness: the lesson Communicati Nationa Models balanced diet means. 2. Show
Balanced Diet children should on, Naming l pictures of different food groups. 3.
be able to: - listing Syllabu Children share their knowledge of
Identify identifying s, balanced diets. 4. Group Work:
components of stating Science Create balanced diet menus and
a balanced reciting and report back to the class. 5. Written
diet. - Explain Tech Work, Recap, and Feedback.
the importance pg. 46
of a balanced

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diet for health.

Health and By the end of Observation, HBC Pictures, 1. Introduction: Discuss the
Wellness: Sleep the lesson Communicati Nationa Models importance of sleep and rest. 2.
and Rest children should on, Naming l Show pictures of children sleeping
be able to: - listing Syllabu and resting. 3. Children share their
Identify the identifying s, experiences with sleep and rest. 4.
importance of stating Science Group Work: Discuss bedtime
sleep and rest. reciting and routines and report back to the
- Explain how Tech class. 5. Written Work, Recap, and
sleep and rest Textbo Feedback.
contribute to ok pg.
overall health. 45
Disease By the end of Observation, HBC Pictures, 1. Introduction: Discuss what
Prevention: the lesson Communicati Nationa Models vaccinations are. 2. Show pictures
Vaccination children should on, Naming l and models of children getting
be able to: - listing Syllabu vaccinated. 3. Children share their
Identify the identifying s, knowledge of vaccinations. 4. Group
importance of stating Science Work: Discuss the benefits of
vaccinations. - reciting and vaccinations and report back to the
Explain how Tech class. 5. Written Work, Recap, and
vaccinations pg. 50 Feedback.
help prevent
diseases.
Disease By the end of Observation, HBC Pictures, 1. Introduction: Discuss ways to

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Prevention: the lesson Communicati Nationa Models prevent illnesses. 2. Show pictures
Prevention of children should on, Naming l and models of illness prevention
Illnesses be able to: - listing Syllabu practices (e.g., hand washing,
Identify ways identifying s, healthy eating). 3. Children share
to prevent stating Science their experiences with illness
common reciting and prevention. 4. Group Work: Identify
illnesses. - Tech ways to prevent illnesses and report
Explain the pg. 50 back to the class. 5. Written Work,
importance of Recap, and Feedback.
illness
prevention.
Disease By the end of Observation, HBC Pictures, 1. Introduction: Discuss symptoms
Prevention: the lesson Communicati Nationa Models of common illnesses. 2. Show
Symptoms of children should on, Naming l pictures and models of common
Common be able to: - listing Syllabu illness symptoms. 3. Children share
Illnesses Identify identifying s, their experiences with illness
symptoms of stating Science symptoms. 4. Group Work: Identify
common reciting and symptoms of illnesses and report
illnesses. - Tech back to the class. 5. Written Work,
Explain the pg. 51 Recap, and Feedback.
importance of
recognizing
illness
symptoms.

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WE TOPIC/ CONTENT OBJECTIVES COMPET S.O.M MEDIA METHODS AND ACTIVITIES EVALUATION
EK ENCIES/
SKILLS
6 Food and By the end of Observati HBC Pictures, 1. Introduction: Discuss different
Nutrition: Food the lesson on, National Diagrams types of grains. 2. Show pictures of
Groups - Grains children Communi Syllabus, various grains. 3. Children share their
should be cation, Science knowledge of grains. 4. Group Work:
able to: - Naming and Tech Identify different grains and their
Identify listing pg. 60 benefits, then report back to the
different identifyin class. 5. Written Work, Recap, and
types of g Feedback.
grains (e.g., stating
rice, wheat, reciting
oats). -
Explain the
importance of
grains in their
diet.
Food and By the end of Observati HBC Pictures, 1. Introduction: Discuss different
Nutrition: Food the lesson on, National Diagrams types of dairy products. 2. Show
Groups - Dairy children Communi Syllabus, pictures of various dairy products. 3.

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should be cation, Science Children share their knowledge of

able to: - Naming and Tech dairy. 4. Group Work: Identify
Identify listing p50 different dairy products and their
different identifyin benefits, then report back to the
types of dairy g class. 5. Written Work, Recap, and
products stating Feedback.
(e.g., milk, reciting
cheese,
yogurt). -
Explain the
importance of
dairy in their
diet.
Food and By the end of Observati HBC Pictures, 1. Introduction: Discuss different
Nutrition: Food the lesson on, National Diagrams types of fruits and vegetables. 2.
Groups - Fruits children Communi Syllabus, Show pictures of various fruits and
and Vegetables should be cation, Science vegetables. 3. Children share their
able to: - Naming and Tech knowledge of fruits and vegetables.
Identify listing p50 4. Group Work: Identify different
different identifyin fruits and vegetables and their
types of fruits g benefits, then report back to the
and stating class. 5. Written Work, Recap, and
vegetables. - reciting Feedback.
Explain the

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importance of
fruits and
vegetables in
their diet.
WEE TOPIC OBJECTIVES COMPET S.O.M MEDIA METHODS AND ACTIVITIES EVALUATION
K /CONTENT ENCIES/
SKILLS
7 Food and By the end of Observati HBC Pictures, 1. Introduction: Discuss what a
Nutrition: the lesson on, National Diagrams balanced meal means. 2. Show
Balanced children Communi Syllabus, pictures of different food groups in a
Meals - should be cation, Science balanced meal. 3. Children share
Variety of able to: - Naming and Tech their knowledge of balanced meals.
Foods Identify listing p50 4. Group Work: Create balanced meal
components identifyin menus and report back to the class.
of a balanced g 5. Written Work, Recap, and
meal. - stating Feedback.
Explain the reciting
importance of
variety in
their diet.
Food and By the end of Observati HBC Pictures, 1. Introduction: Discuss what healthy
Nutrition: the lesson on, National Models snacks are. 2. Show pictures of fruits,
Healthy children Communi Syllabus, vegetables, and nuts as healthy
Snacks should be cation, Science snacks. 3. Children share their

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able to: - Naming and Tech experiences with healthy snacks. 4.

Identify listing p50 Group Work: Identify healthy snacks
examples of identifyin and their benefits, then report back
healthy g to the class. 5. Written Work, Recap,
snacks. - stating and Feedback.
Explain the reciting
benefits of
choosing
healthy
snacks.
7 Food and By the end of Observati HBC Pictures, 1. Introduction: Discuss what
Nutrition: the lesson on, National Models unhealthy snacks are. 2. Show
Unhealthy children Communi Syllabus, pictures of sugary and processed
Snacks should be cation, Science snacks. 3. Children share their
able to: - Naming and Tech experiences with unhealthy snacks.
Identify listing p50 4. Group Work: Identify unhealthy
examples of identifyin snacks and their drawbacks, then
unhealthy g report back to the class. 5. Written
snacks. - stating Work, Recap, and Feedback.
Explain the reciting
drawbacks of
choosing
unhealthy
snacks.

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EEK TOPIC OBJECTIVES COMPET S.O.M MEDIA METHODS AND ACTIVITIES EVALUATION
/CONTENT ENCIES /
SKILLS
8 Food and By the end of Observati HBC Pictures, 1. Introduction: Discuss indigenous
Nutrition: the lesson on, National Models foods. 2. Show pictures of various
Food children Communi Syllabus, indigenous foods. 3. Children share
Preparation - should be cation, Science their knowledge of indigenous foods.
Indigenous able to: - Cultural and Tech 4. Group Work: Identify and discuss
Food Identify Awarenes p50 indigenous foods and their benefits,
different s then report back to the class. 5.
types of Written Work, Recap, and Feedback.
indigenous
foods. -
Explain the
significance
of indigenous
foods in their
culture.
Food and By the end of Practical HBC Pictures, 1. Introduction: Hands-on session
Nutrition: the lesson Skills, National Models, with food groups and balanced
Practical children Naming Syllabus, Real-life meals. 2. Explore and discuss various
Session on should be listing Science Demonstra food groups and balanced meals. 3.
Food Groups able to: - identifyin and Tech tions Group Work: Create balanced meal
and Balanced Demonstrate g p50 menus featuring different food

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Meals knowledge of stating groups and report back to the class.

food groups reciting, 4. Written Work, Recap, and
and balanced Communi Feedback.
meals. - Apply cation
understandin
g through
practical
activities.
9 Crop Plants By the end of Observati HBC Pictures, 1. Introduction: Discuss different
and Animals: the lesson on, National Diagrams parts of a plant. 2. Show pictures of
Plant Parts children Communi Syllabus, plant parts. 3. Children share their
should be cation, Science knowledge of plant parts. 4. Group
able to: - Naming and Tech Work: Identify plant parts on
Identify listing p50 diagrams and report back to the
different identifyin class. 5. Written Work, Recap, and
parts of a g Feedback.
plant (e.g., stating
roots, stems, reciting
leaves,
flowers). -
Explain the
functions of
these plant
parts.

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Crop Plants By the end of Observati HBC Pictures, 1. Introduction: Discuss the growth
and Animals: the lesson on, National Diagrams cycle of plants. 2. Show pictures of
Simple Growth children Communi Syllabus, different growth stages. 3. Children
Cycle of Plants should be cation, Science share their knowledge of plant
able to: - Naming and Tech growth. 4. Group Work: Identify
Identify the listing p50 growth stages on diagrams and
stages of a identifyin report back to the class. 5. Written
simple plant g Work, Recap, and Feedback.
growth cycle stating
(e.g., seed, reciting
sprout, plant,
flower). -
Explain the
importance of
each stage in
the growth
cycle.
WEE TOPIC OBJECTIVES COMPET S.O.M MEDIA METHODS AND ACTIVITIES EVALUATION
K /CONTENT ENCIES /
SKILLS
10 Crop Plants By the end of Observati HBC Pictures, 1. Introduction: Discuss vegetable
and Animals: the lesson on, National Models planting. 2. Show pictures/models of
Vegetable children Communi Syllabus, planting vegetables. 3. Children
Gardening - should be cation, Science share their experiences with planting.

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Planting able to: - Practical and Tech 4. Group Work: Practice planting
Identify the Skills p50, vegetables and report back to the
steps for class. 5. Written Work, Recap, and
planting Feedback.
vegetables. -
Explain the
importance of
planting
vegetables.
Crop Plants By the end of Observati HBC Pictures, 1. Introduction: Discuss vegetable
and Animals: the lesson on, National Models care. 2. Show pictures/models of
Vegetable children Communi Syllabus, caring for vegetables. 3. Children
Gardening - should be cation, Science share their experiences with
Caring for able to: - Practical and Tech vegetable care. 4. Group Work:
Vegetables Identify ways Skills p50 Practice caring for vegetables and
to care for report back to the class. 5. Written
growing Work, Recap, and Feedback.
vegetables. -
Explain the
importance of
vegetable
care.
11 Crop Plants By the end of Observati HBC Pictures, 1. Introduction: Discuss vegetable
and Animals: the lesson on, National Models harvesting. 2. Show pictures/models

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es nces Activities

Vegetable children Communi Syllabus, of harvesting vegetables. 3. Children

Gardening - should be cation, Science share their experiences with
Harvesting able to: - Practical and Tech harvesting. 4. Group Work: Practice
Vegetables Identify the Skills p50 harvesting vegetables and report
steps for back to the class. 5. Written Work,
harvesting Recap, and Feedback.
vegetables. -
Explain the
importance of
harvesting
vegetables.
11 Crop Plants By the end of Observati HBC Pictures, 1. Introduction: Discuss domestic
and Animals: the lesson on, National Models animals. 2. Show pictures of various
Domestic children Communi Syllabus, domestic animals. 3. Children share
Animals should be cation, Science their knowledge of domestic animals.
able to: - Naming and Tech 4. Group Work: Identify different
Identify listing p50 domestic animals and report back to
different identifyin the class. 5. Written Work, Recap,
types of g and Feedback.
domestic stating
animals (e.g., reciting
dogs, cats,
chickens). -
Explain the

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es nces Activities

roles of
domestic
animals in
human lives.
11 Crop Plants By the end of Observati HBC Pictures, 1. Introduction: Discuss wild animals.
and Animals: the lesson on, National Models 2. Show pictures of various wild
Wild Animals children Communi Syllabus, animals. 3. Children share their
should be cation, Science knowledge of wild animals. 4. Group
able to: - Naming and Tech Work: Identify different wild animals
Identify listing p50 and report back to the class. 5.
different identifyin Written Work, Recap, and Feedback.
types of wild g
animals (e.g., stating
lions, reciting
elephants,
birds). -
Explain the
roles of wild
animals in the
ecosystem.
11 Crop Plants By the end of Observati HBC Pictures, 1. Introduction: Discuss the concept
and Animals: the lesson on, National Diagrams of a food chain. 2. Show pictures of a
Food Chain - children Communi Syllabus, simple food chain. 3. Children share
Components should be cation, Science their knowledge of food chains. 4.

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of a Simple able to: - Naming and Tech Group Work: Identify components of
Food Chain Identify the listing p50 a food chain on diagrams and report
components identifyin back to the class. 5. Written Work,
of a simple g Recap, and Feedback.
food chain stating
(e.g., reciting
producer,
consumer,
decomposer).
- Explain the
importance of
each
component in
the food
chain.
12 Revision: Crop By the end of Observati HBC Pictures, 1. Introduction: Recap on plants,
Plants and the lesson on, National Models gardening, and animals. 2. Show
Animals children Communi Syllabus, examples of various plants,
should be cation, Science gardening activities, and animals. 3.
able to: - Naming and Tech Children share their knowledge and
Review plant listing p50 experiences. 4. Group Work: Discuss
parts, growth identifyin and review key concepts in groups
cycle, g and report back to the class. 5.
vegetable stating Written Work, Recap, and Feedback.

152 | GRADE ONE TERM ONE SCHEME 2025

W Topic / Objectives Comp / Resour Teaching / Learning / Evaluation
K Content etenci Refere ces Methods /
es nces Activities

gardening, reciting
and animals. -
Demonstrate
understandin
g of the
significance
of these
topics.
13 Tests: By the end of Critical Test 1. Introduction: Explanation of test
Comprehensiv the tests Thinking, Papers structure and objectives. 2. Pupils
e Assessment children Communi prepare for tests. 3. Development:
of Science and should be cation, Administer comprehensive tests
Tech (Health able to: - Naming covering all topics. 4. Pupils complete
and Hygiene Demonstrate listing tests individually. 5. Written Work,
Practices, understandin identifyin Recap, and Feedback.
Food and g of the g
Nutrition, covered stating
Crop Plants topics. - Apply reciting
and Animals) knowledge to
answer test
questions
accurately. -
Assess their
own learning

153 | GRADE ONE TERM ONE SCHEME 2025

W Topic / Objectives Comp / Resour Teaching / Learning / Evaluation
K Content etenci Refere ces Methods /
es nces Activities

and areas for

improvement.

154 | GRADE ONE TERM ONE SCHEME 2025