Maths and Science Learning for Young Kids

MATHEMATICS AND SCIENCE
BROAD AIMS
The syllabus aims to enable learners to:
 Develop and show a positive attitude towards Mathematics and Science;
 Progress smoothly from Infant to Junior Primary school learning;
 Use and communicate mathematical and scientific information to develop critical
 Thinking and problem solving skills;
 Acquire mathematical and scientific concepts and skills for use as tools in life.
TOPICS
1. Number and science concepts
2. Mathematics and play
3. Science, mathematics and discovery play
4. Manipulative and Block Play
5. Matching
6. Shapes
7. Ordering
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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WK TOPIC AND OBJECTIVES COMPETENCIES METHODS AND ACTIVITIES METHODS S.O.M AND MEDIA EVALUATION
ENDING CONTENT
1. Mathematical Learners should Matching Assumed Knowledge - Learners have MathematIcs and …………………………………
08/01/21 play be able to: matched before. science syllabus …………………………………
1.Identify at least Identifying Methods – group work , discussion MOPSE page 18 …………………………………
L1 Matching two familiar Introduction …………………………………
familiar objects objects naming The teacher will show learners various infant (ECD – …………………………………
2.Match Sets objects and sets discuss on them Grade 2) 2015 …………………………………
3. Name the 1.The teacher will then show learners -2022 …………………………………
objects. objects of different colours and ask them Mathematical play …………………………………
to identify objects by colour. area …………………………………
2 .Learners in groups will identify 100 Blocks ………………………
familiar sets by quantity. 25 Coloured ……………………………………
Conclusion -Revision of work done pictures ……………………………………
Seeds,30 Coloured ……………………………………
cards
Mathematical Learners should Assumed Knowledge- Learners have MathematIcs and ……………………………………
L2 play be able to: Matching done sets and matching. science syllabus ……………………………………
1.count from zero Methods – group work MOPSE page 18 ……………………………………
Matching sets to five Identifying Introduction ……………………………………
2.Match sets Teacher and learners will revise the infant (ECD – ……………………………………
3.Identify sets by Sorting previous lesson Grade 2) 2015 ……………………………………
colour . 1.The teacher will show learners set and -2022 ……………………………………
ask them to count them. a. Mathematic play ……………………………………
2. Learners in grps will identify sets by area ……………………………………
colour. b. 30 Blocks ……………………………………
3. As individuals, learners will match c. 20 Coloured
sets. pictures
Conclusion- Recap of what they have d. 20 Seeds
done. e. 30 Coloured cards
L3 Mathematical Learners should Matching Assumed Knowledge- Learners have f. MathematIcs and ……………………………………
play be able to: matched before. science syllabus ……………………………………
-Identify at least Identifying Methods – group work MOPSE page 18 ……………………………………
Matching three objects Introduction ……………………………………
objects to size using big and Joining Facilitator show learners various infant (ECD – ……………………………………
small objects of different sizes Grade 2) 2015 ……………………………………
-Match objects by 1.Facilitator ask learners to identify -2022 ……………………………………
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size objects using big and small g. 30 Blocks ……………………………………
-Join object 2.Learners in group will identify and h. 30 Coloured ……………………………………
according to size match objects using big and small pictures ……………………………………
3.In books learners join objects as 25Seeds ……………………………………
matching big to big and small to small 30 Coloued cards
Conclusion - Recap of the work done
L4 Mathematical Learners should Matching Assumed Knowledge, Learners can MathematIcs and ……………………………………
play be able to: match objects. science syllabus ……………………………………
1.Identify at least Identifying Methods – group work MOPSE page 18 ……………………………………
Match objects to two according to Introduction ……………………………………
use use grouping Facilitator and learners will revise the infant (ECD – ……………………………………
2.Match objects previous lesson. Grade 2) 2015 ……………………………………
to use 1.Facilitator show learners picture and -2022 ……………………………………
3.Group objects real objects like hoe and discuss their 20 Blocks ……………………………………
that match use. 25 Coloured ……………………………………
2.Learners in grps match objects to use. pictures ……………………………………
3.In books learners group objects in a 20 Seeds ……………………………………
circle according to use. 25 Coloued cards ……………………………………
Conclusion -Question and answer.
L5 Mathematical Learners should Matching Assumed Knowledge. Learners have MathematIcs and ……………………………………
play be able to: matched before. science syllabus ……………………………………
1.Identify at least Identifying Methods – group work MOPSE page 18 ……………………………………
Revision on three familiar Introduction- Facilitator ask ……………………………………
matching objects Joining individuals to recall weeks’ lessons on infant (ECD – ……………………………………
2.Match pictures matching Grade 2) 2015 ……………………………………
to colour 1. Facilitator show learners objects like -202 ……………………………………
3.Join pictures leaves, seeds, and rice, and ask learners 25 Blocks ……………………………………
that match to identift the objects. 25 Coloured ……………………………………
2. Learners in grps will group objects pictures ……………………………………
that are familiar. Seeds …………………………………
3. In books learners join pictures that 25 Coloued cards
match.
Conclusion- Revision of work
WK TOPIC & OBJECTIVES COMPETENCIES METHODS AND ACTIVITIES S.O.M AND MEDIA EVALUATION
CONTENT
2. MATCHING Learners should Naming Assumed Knowledge MathematIcs and ……………………………………
be able to: Identifying Learners know shapes. ……………………………………
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15/01/21 CONTENT 1.Name and Matching Introduction science syllabus ……………………………………
Matching identify different Colouring Recap of the previous lesson MOPSE page 18 ……………………………………
L1 shapes can be shapes. Discussing 1.Facilitator to draw different shapes on infant (ECD – ……………………………………
coloured 2.Colour the the board. ……………………………………
matching shapes. 2.Learners to name the shapes drawn Grade 2) 2015 ……………………………………
3.Match pictures 3.Learners to identify same shapes and -2022 ……………………………………
to colour. facilitator demonstrate colouring. 30 Shapes, objects ……………………………………
4.Learners to show each other finished in play areas, ……………………………
work. pictures,
Conclusion - Shape songs
L2 MATCHING Learners should Naming Assumed Knowledge MathematIcs and ……………………………………

CONTENT be able to: Identifying Learners can match objects. science syllabus ……………………………………
Odd one out 1.Name different Matching Methods – Group work MOPSE page 18 ……………………………………
objects Colouring Introduction ……………………………………
2.To colour the Discussing Learners to name and identify different infant (ECD – ……………………………………
odd one out. objects in the class Grade 2) 2015 ……………………………………
3.Identify the odd 1.Facilitator to group objects and -2022 ……………………………………
one out. learners identify the odd one out. 30 Shapes, objects ……………………………………
2.In their groups learners identify the in play areas, ……………………………………
odd one out. pictures,
3.Feedback from their groups.
Conclusion-Learners to colour the odd
one out in their workbooks.
L3 ORDERING Learners should Naming Assumed Knowledge MathematIcs and ……………………………………
be able to: Identifying Learners can name colours. science syllabus ……………………………………
CONTENT 1.Name and Arranging Methods - demonstration , groupwork MOPSE page 18 ……………………………………
Objects can be identify 2 Discussion Introduction ……………………………………
arranged different colours Rhyme “colours colours” infant (ECD – ……………………………………
according to 2.Arrange objects 1.Facilitator asks learners to name Grade 2) 2015 ……………………………………
colour according to differ rent colours they are seeing in the -2022 ……………………………………
colour. classroom. ……………………………………
3.Arrange objects 2.Facilitator demonstrates arranging 30 Shapes, objects ……………………………………
in order of colour. objects according to colour. in play areas, ……………………………………
3.In their groups learners imitate pictures ……………………………………
arranging objects according to colour. ……………………………
4.Feedback from their groups.
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Conclusion- Rhyme “colours colours”.
L4 ORDERING Learners should Naming Assumed Knowledge MathematIcs and ……………………………………
be able to: Identifying Learners know shapes. science syllabus ……………………………………
CONTENT 1.Name and Ordering Methods - Discussion MOPSE page 18 ……………………………………
Objects can be identify shapes. Introduction ……………………………………
arranged 2.Arrange at least Class sing a rhyme “I went to the post infant (ECD – ……………………………………
according to 2 objects office to see my parcel”. Grade 2) 2015 ……………………………………
shapes according to 1.Facilitator and learners discuss -2022 ……………………………………
shapes. arranging objects according to shapes. 25 Shapes, objects ……………………………………
3.Order objects 2.Learners to collect different objects in play areas, ……………………………………
according shapes. and arrange them according to shapes. pictures. ……………………………………
3.Individually learners to tell what
he/she has arranged.
Conclusion-Learners to pack up and
clean the environment.
L5 REVISION Learners should Naming Assumed Knowledge MathematIcs and ……………………………………
MATCHING be able to: Identifying Learners know shapes. science syllabus ……………………………………
1.Name and Matching Methods – Demonstration MOPSE page 18 ……………………………………
CONTENT identify different Colouring Introduction ……………………………………
Matching shapes Discussing 1.Recap of the previous lessons on infant (ECD – ……………………………………
shapes can be 2.Colour the matching. Grade 2) 2015 ……………………………………
coloured matching shapes 2.Facilitator to draw different shapes on -2022 ……………………………………
the board. 25 Shapes, objects ……………………………………
3.Learners to name the shapes drawn in play areas,
4.Learners to identify same shapes and pictures.
facilitator demonstrate colouring.
5.Learners to show each other finished
work.
Conclusion – Learners sing “ the
shapes I know”.
3. ORDERING Learners should Naming Assumed Knowledge MathematIcs and ………………………………………
22/01/21 be able to: Identifying Learners have a concept of ordering. science syllabus ………………………………………
CONTENT 1.Identify and Arranging Methods – discussion, demonstration MOPSE page 18 ………………………………………
L1 Objects can be name 2 objects Discuassing Introduction ………………………………………
arranged according to size Recap of the previous lesson infant (ECD – ………………………………………
according to 2.Arrange objects 1.Facilitator and learners discuss Grade 2) 2015 ………………………………………
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size according to size arranging objects according to size. -2022 ………………………………………
3.grouping 2.Facilitator demonstrates arranging 25 Shapes, objects ………………………………………
objects according objects according to size. in play areas, ………………………………………
to size. 3.Learners to collect different objects pictures. ………………………………………
and individual work on arranging ………………………………………
objects according to size ………………………………………
4.Facilitator to monitor learners as they ……
arrange objects according to size
Conclusion - Pack up and clean the
environment
L2 ORDERING Learners should Naming Assumed Knowledge -MOPSE Infant ………………………………………
be able to: Identifying Learners have seen big and small Mathematics and ………………………………………
CONTENT 1.Identify big and Discussing objects. science syllabus ………………………………………
Objects can be small objects Colouring Methods – discussion page 18 ………………………………………
coloured 2.Colour big Introduction 2015-2022 ………………………………………
according to pictures in red Class sing a rhyme “God’s love is like a 25 Shapes, objects ………………………………………
size and small in circle a circle big and round”. in play areas, ………………………………………
Big and small yellow 1.Facilitator shows learners big and pictures ………………………………………
small objects and let them identify ………………………………………
2.Learners and facilitator discuss ………………………………………
pictures in their workbook and let them ………………………………………
identify big and small pictures ………………………………………
3.Learners to colour big pictures with ………………………………………
red and small with yellow crayons ……
4.Facilitator to monitor learners as they
colour
Conclusion - Learners to show each
other their finished work
WEEK TOPIC AND OBEJECTIVES COMPETENCIES METHODS AND ACTIVITIES MEDIA AND EVALUATION
ENDING CONTENT S.O.M
ORDERING Learners should Naming ASSUMED KNOWLEDGE MOPSE Infant ……………………………………

L3 be able to: Identifying Learners have seen tall and short objects Mathematics and ……………………………………
CONTENT 1.Identify tall and Discussing Methods – discussion science syllabus ……………………………………
Objects can be short objects Colouring Introduction page 18 2015 ……………………………………
coloured 2.Colour tall Recap of the previous lesson -2022 ……………………………………
according to pictures in green 1.Facilitator shows learners tall and play area,15 chairs, ……………………………………
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size and short in blue. short objects and let them identify. tables, 5 drums, ……………………………………
tall and short. 3.Identify green 2.Learners and facilitator discuss workbooks and ……………………………………
and blue colour. pictures in their workbook and them crayons ……………………………………
identify tall and short pictures ……………………………………
3.Learners to colour tall pictures in ……………………………………
green and short in blue .Facilitator to ……………………………………
monitor learners as they colour. ……………………………………
Conclusion - Learners to how each ……………………………………
other their finished work. ……………………………………
L4 SHAPES Learners should Naming Assumed Knowledge MOPSE Infant ……………………………………
be able to: Identifying Learners know shapes Mathematics and ……………………………………
CONTENT 1.Identify and Discussing Methods – discussion science syllabus ……………………………………
Objects have name plane Colouring Introduction page 18 2015 ……………………………………
different shapes shapes “I am a circle “to be sung. As they sing -2022 ……………………………………
2.Colour a learners will be drawing a diamond in 25 Shapes, objects ……………………………………
diamond. the air in play areas, ……………………………………
3.Walk round the 1.Facilitator shows learners a chart with pictures ……………………………………
class. shapes and asks them to identify a ……………………………………
diamond ……………………………………
2.Facilitator asks learners to walk ……………………………………
around the class and identify diamond ……………………………………
Conclusion -In their art books learners ……………………………………
colour a drawn diamond. ……………………………………
……………………………………
WEEK TOPICAND OBEJECTIVES COMPETENCIES METHODS AND ACTIVITIES S.O.M AND EVALUATION
ENDING CONTENT MEDIA
L5 ORDERING Learners should be Naming Assumed Knowledge MOPSE Infant ………………………………………

able to: Identifying Learners have seen tall and short Mathematics and ………………………………………
CONTENT 1.Identify tall and Discussing objects. science syllabus ………………………………………
Objects can short objects Colouring Methods – discussion page 17 2015 ………………………………………
be coloured 2.Colour tall pictures Introduction -2022 ………………………………………
according to in green and short in Recap of the previous lesson Shapes, objects in ………………………………………
size blue 1Facilitator shows learners tall and play areas, ………………………………………
tall and short objects and let them identify pictures, ………………………………………
short. 2.Learners and facilitator discuss ………………………………………
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pictures in their workbook and them ………………………………………
identify tall and short pictures ………………………………………
3.Learners to colour to colour tall ………………………………………
pictures in green and short in blue ………………………………………
.Facilitator to monitor learners as ……………………………………….
they colour
Conclusion - Learner to how each
other their finished work
WK TOPIC/ OBEJECTIVES COMPETENCIES METHODS AND ACTIVITIES S.O.M AND MEDIA EVALUATION
ENDING CONTENT
4. MOVING Learners Naming ASSUMED KNOWLEDGE -MOPSE(2015) Infant ………………………………………
29/01/21 OBJECTS should be able Identifying Learners can move objects. Mathematics and ………………………………………
to: Tracing Methods - Discussion science syllabus page 19 ………………………………………
L1 1.identify Colouring Introduction 2015 - 2022 ………………………………………
objects that Discuss on how a wheel roll. 15 Bricks, blocks, ………………………………………
roll and those 1.Learners will weatch videos of many balls, light tyres, ………………………………………
that do not objects that roll and that do not. tissue rolls, tins and ………………………………………
2.Learners to practice rollinmg objects. toys. ………………………………………
roll
3.Learners discuss after rolling a tyre. ………………………………………
2.roll objects Conclusion ………………………………………
of different Race competition. …………………………
weights.
L2 MOVING Learners Naming ASSUMED KNOWLEDGE MOPSE Infant ………………………………………

OBJECTS should be able Identifying Learners can move objects. Mathematics and ………………………………………
to: Tracing Methods - discussion science syllabus page 19 ………………………………………
1.pull, push, Colouring Introduction - Recap of the previous ………………………………………
lift and throw lesson. 20 Bricks, 25 blocks, ………………………………………
different. 1.Learners watch a video of tug of war. balls, light tyres, 5 ………………………………………
objects using 2 Learners will practice tug of war in tissue rolls, tins and ………………………………………
groups and as a class. toys. ………………………………………
hands and
3.Best group performs . ………………………………………
legs. Conclusion ………………………………………
2.Race Discussion of the competition ………………………………………
competition. ……………………………
L3 MOVING Learners Pushing Assumed Knowledge MOPSE Infant ………………………………………
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OBJECTS should be able Lifting Learners can move objects. Mathematics and ………………………………………
to: Pulling Methods – Group work science syllabus page 19 ………………………………………
1.Push given Introduction - Learners and Facilitator 2015 – 2022 ………………………………………
objects. watch a video of learners pulling objects. 20 tissue rolls ………………………………………
2.Lift at least 1.Learners practicing pulling given 10 plastic bottles ………………………………………
two given objects. ………………………………………
objects 2. Learners in groups will push a ………………………………………
3.Identifty and wheelbarrow. ………………………………………
name objects 3. Learners will be practicing pushing ………………………………………
pushed . various objects in a wheelbarrow. ………………………………………
Conclusion ……………………………
Revision of the work done.
L4 MOVING Learners Naming Assumed knowledge Learners can MOPSE Infant ………………………………………
OBJECTS should be able Identifying move objects Mathematics and ………………………………………
to: Tracing Methods – Group work science syllabus page 19 ………………………………………
Tools can 1.Tyre race Colouring Introduction 2015 - 2022 ………………………………………
2.Push tyre of Recap of the previous lessom ………………………………………
assist motion
different sizes. 1.Learners will watch a tyre race ………………………………………
of objects 3.Compete in video/discuss on it. 15 Bricks, blocks, 10 ………………………………………
tyre races. 2.Learners in pairs and grps will practice balls, light tyres, ………………………………………
tyre race using different sizes if tyres. tissue rolls, tins and ………………………………………
3.Leaerners will compete in tyre races of toys. ………………………………………
different sizes. ………………………………………
Conclusion ………………………………………
Discussion on tha race. ………………………………
L5 MOVING Learners Naming Assumed knowledgeLearners can move MOPSE Infant ………………………………………
OB JECTS should be able Identifying objects. Mathematics and ………………………………………
to: Tracing Methods - discussion science syllabus page 19 ………………………………………
Colouring Introduction -Learners discuss on tug of 2015 - 2022 ………………………………………
1.Compete in war and pushing games of wheelbarros ………………………………………
tug of war 1. Learners to practice tug of war and Bricks, blocks, balls, ………………………………………
2.Compete in wheelbarrow race. light tyres, tissue rolls, ………………………………………
pushing games 2. Learners will compete in tug of war. tins and toys. ………………………………………
3.Learners will compete in wheelbarrow ………………………………………
race. ………………………………………
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Conclusion …………………………
Revision of work done.
5. PLANTS Learners Identifying Assumed Knowledge MOPSE ………………………………………
05/02/21 Plant flowers should be able Naming Learners have seen plants. Infant Mathematics and ………………………………………
L1 have different to: Observing Methods - discussion science syllabus page 20 ………………………………………
colours . 1.name and Classifying Introduction 2015-2022 ………………………………………
identify body Facilitator show learners pictures of ………………………………………
parts of plants. Ropes, hoes, pencils, ………………………………………
plants. 1.Learners will identify body parts of blocks, knives, plants ………………………………………
plants. and wood., projectoir, ………………………………………
2.Colour and
2.Learners will name and watch a pictures ………………………………………
decorate a video/pictures of trees. ………………………………………
tree’. 3. Learners will colour a picture of a ………………………………………
3.Name tree. ……………………………
colours of Conclusion
plants . Revision of work done.
L2 PLANTS Learners Identifying Assumed Knowledge MOPSE (ECD – ………………………………………
should be able Naming Learners know plants Grade 2) ………………………………………
to: Observing Methods – discussion , Question and Infant Mathematics and ………………………………………
1.List the Classifying Answer science syllabus page 20 ………………………………………
different uses Introduction 2015 - 2022 ………………………………………
of plants. Discussion on type of plants. ………………………………………
2.Trace along 1.Learners watch a video/pictures on 4 Ropes, 5 hoes, ………………………………………
different uses of plants. pencils, blocks, ………………………………………
a template of
2. Learners discuss the different uses of knives, plants and ………………………………………
a tree. trees. ………………………………………
wood. Pictures
3.Trace along a template of a plant. ………………………………………
Question and answer
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L3 Shapes games Learners Identifying Assumed Knowledge MOPSE Infant ………………………………………
should be able Naming Learners have seen plants before. Mathematics and ………………………………………
1.Identify the Observing Methods – discussion and Question and science syllabus page 18 ………………………………………
role of roots Classifying Answer (ECD – Grade 2) ………………………………………
2.Identiy the Introduction 2015 - 2022 ………………………………………
role of leaves Recap of the previous lesson. 5 Ropes, 5 hoes, ………………………………………
1.Facilitator and learners watch a video pencils, blocks, ………………………………………
of how plants grow. knives, plants and ………………………………………
2.Experiement by planting a plant and ………………………………………
wood.
obsereve after one week. ………………………………………
3.In groups, learners will discuss the role ………………………………………
of roots and leaves; ………………………………………
4.Learners will colour a picture of a tree. ………………………………………
Conclusion …………………………………
Question and answer on work done.
L4 SHAPES Learners Identifying Assumed Knowledge MOPSE ………………………………………

CONTENT should be able Naming Learners have plants at home. Maths science syllabus ………………………………………
Patterns of to: Observing Methods – discussion page 18 ………………………………………
shapes 1.Identify Classifying Introduction -Learners and Facilitator 4 Ropes, hoes, ………………………………………
useful plants. discuss on the importance of plants. pencils, blocks, ………………………………………
2.Name Facilitator show learners pictures of knives, plants and ………………………………………
dangerous various plants for discussion. wood. ………………………………………
plants. 2. Learners identify useful plants to use ………………………………………
like food, medicine. ………………………………………
3.Learners identify and name dangers of ………………………………………
some plants like dangerous flowers …………………………
which are poisonous.
Conclusion
Learners to discuss what they have
learned.
should be able Naming Learners have plants at home Infant Mathematics and ………………………………………
CONTENT to: Observing Methods - discussion science syllabus page 21 ………………………………………
Making Mr. 1.Identify Classifying Introduction -Recap of previous lesson. (2015 – 2022) ………………………………………
Shape (making plants that Pasting 1.Facilitator asks learners name plant 10 Ropes,3 hoes, ………………………………………
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a paper provide food. which provide food as shown on pencils, blocks, ………………………………………
collage) 2.Find ways of pictures/slides. knives, plants and ………………………………………
caring for their 2.Learners will name and fiind ways of wood. ………………………………………
plants. caring for plants as they read ………………………………………
pictures/watch videos. ………………………………………
3.Learners practice caring for plants. ………………………………………
Conclusion ………………………………………
Revision of work done. ………………………………………
……………………………………...
6. SHAPES Learners Identifying Assumed Knowledge MOPSE ………………………………………

should be able Naming Learners know shapes Infant Mathematics and ………………………………………
12/02/21 CONTENT to: Colouring Introduction science syllabus page 18 ………………………………………
L1 Solid shapes: 1.Identify and Classifying Recap of the previous lesson. 2015 - 2022 ………………………………………
corn name at least a 1.Facilitator puts obje ………………………………………
corn solid cts of different shapes on the table and Bricks, blocks, ………………………………………
shape. asks learners to name. shapes, pictures tissue ………………………………………
2Colour a 2.Learners and Facilitator to discuss rolls ………………………………………
corn. shapes of different objects. ………………………………………
3.Learners to classify objects of different ………………………………………
shapes ………………………………………
Conclusion ………………………………………
Learners to name shapes once again ………………………………………
………………………………………

should be able Naming Learners know shapes. Infant Mathematics and ………………………………………
CONTENT to: Colouring Methods – discussion science syllabus page 18 ………………………………………
Solid shapes: 1Identify and Classifying Introduction 2015 - 2022 ………………………………………
CUBE name cube Mr. Shape, Mr. shape ………………………………………
solid shapes. 1.Facilitator puts objects of different Bricks, blocks, ………………………………………
2.Colour a shapes on the table and asks learners to shapes, pictures tissue ………………………………………
cube. name. rolls, ………………………………………
2.Learners and facilitator to discuss a ………………………………………
cube shape. ………………………………………
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3.Learners will join dots of a cube. ………………………………………
Conclusion ………………………………………
Learners to name shapes once again. ………………………………………

should be able Naming Learners know shapes. Infant Mathematics and ………………………………………
Solid shapes: 1.Identify and Classifying Introduction 2015 -2022 ………………………………………
cylinder name cylinder Recap of the previous lesson. Bricks, blocks, ………………………………………
shape 1.Facilitator puts objects of different shapes, pictures tissue ………………………………………
2.Colour a shapes on the table and asks learners to rolls ………………………………………
cylinder name them. ………………………………………
2.Learners and facilitator to discuss key ………………………………………
aspects of a cylinder shape . ………………………………………
shapes. ………………………………………
Conclusion ………………………………………
Learners to name shapes once again
L4 SHAPES Learners Identifying Assumed Knowledge MOPSE Infant ………………………………………
should be able Naming Learners know shapes. Mathematics and ………………………………………
CONTENT to: Colouring Methods – demonstration science syllabus page 18 ………………………………………
Solid shapes: 1.Cut at least Classifying Introduction 2015 -2022 ………………………………………
Fun games one solid a Cutting Solid shapes that I know area, boxes, and crayons ………………………………………
with shapes shape from a Pasting 1.Facilitator puts objects of different ………………………………………
picture shapes on the table and asks learners to ………………………………………
2.Paste the name. ………………………………………
shape 2.Facilitator will demonstrate cutting and ………………………………………
pasting using scissor and glue to paste ………………………………………
3.Learners cut solid shapes and make a ………………………………………
collage (paper) ………………………………………
Conclusion ………………………………………
Learners and facilitator discuss on the ………………………………………
collage ………………………………………
should be able Naming Learners know shapes Infant Mathematics and ………………………………………
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Solid shapes: 1.Identify and Classifying Introduction 2015 - 2022 ………………………………………
Cube, cone, name at least 2 Recap of the previous lesson ………………………………………
cylinder solid shapes 1.Facilitator puts objects of different Bricks, blocks, ………………………………………
2.Colour a shapes on the table and asks learners to shapes, pictures tissue ………………………………………
cone name. rolls, projector. ………………………………………
2.Learners and Facilitator to discuss ………………………………………
shapes of different objects. ………………………………………
shapes. ………………………………………
Conclusion ………………………………………
Learners to name shapes once again.
WK TOPIC AND OBEJECTIVES COMPETENCIES METHODS AND ACTIVITIES MEDIA AND S.O.M EVALUATION
CONTENT
7. SHAPES Learners Naming Assumed Knowledge MOPSE Infant (ECD – ………………………………………

19/02/21 should be able Identifying Learners have a concept of ordering Grade 2) Mathematics ………………………………………
CONTENT to: Tracing from previous lessons. and science syllabus ………………………………………
L1 Objects have 1.Name and Colouring Methods – discussion page 18 ………………………………………
different identify 2 Introduction 2015 - 2022 ………………………………………
shapes: plane plane shapes Class sing “4 shapes that I know” ………………………………………
shapes 2.Trace and 1.Learners to identify plane shapes on Bricks, blocks, ………………………………………
colour plane the chart and name them. shapes, pictures, tissue ………………………………………
shapes 2.Learners to move around the rolls ………………………………………
3.Handle classroom and handle objects of different ………………………………………
objects of shapes. ………………………………………
different 3.Facilitator shows learners how to trace ………………………………………
shapes/ over dotted lines and colour. ………………………………………
Conclusion ………………………………………
Individually learners trace over the lines ………………………………………
and colour. ………………………
L2 SHAPES Learners Naming Assumed Knowledge MOPSE Infant ………………………………………

should be able Identifying Learners can identify a triangle. Mathematics and ………………………………………
CONTENT to: Tracing Methods – discussion science syllabus page 18 ………………………………………
Objects have 1.Identify a Colouring Introduction 2015 - 2022 ………………………………………
different triangle Class sing a rhyme “4 shapes that I ………………………………………
shapes: plane 2.Colour a know”. environment, ………………………………………
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shapes triangle 1.Learners to identify a triangle shape on workbooks and crayons ………………………………………
3.Trace over the chart and name them. ………………………………………
dotted lines. 2.Learners to move around the Bricks, blocks, ………………………………………
classroom and point to a triangle shape. shapes, pictures tissue ………………………………………
3.Facilitator shows learners how to trace rolls, ………………………………………
over dotted lines and colour. ………………………………………
Conclusion ………………………………………
Individually learners trace over the lines
and colour and revise their work
L3 SHAPES Learners Naming Assumed Knowledge MOPSE Infant ………………………………………
should be able Identifying Learners have an exposure to shapes. Mathematics and ………………………………………
CONTENT to: Tracing Methods – discussion science syllabus page 17 ………………………………………
Objects have 1.Name and Colouring Introduction 2015 - 2022 ………………………………………
different identify a Class sing a rhyme “4 shapes that I 10 Bricks, blocks, ………………………………………
shapes: circle circle. know” shapes, pictures tissue ………………………………………
2.Trace and 1.Learners to identify a circle shape on rolls ………………………………………
colour plane the chart and name it. ………………………………………
shapes. 2.Learners to move around the ………………………………………
3.Imitate classroom and handle objects with a ………………………………………
tracing. shape of a circle. ………………………………………
3.Facilitator shows learners how to trace ………………………………………
over dotted and learners imitate and ………………………………………
colour. ………………………………………
Conclusion ………………………………………
Revision of the work done ………………………………………
L4 SHAPES Learners Naming Assumed knowledge MOPSE Infant ………………………………………
should be able Identifying Learners are aware that objects are made Mathematics and ………………………………………
CONTENT to: Tracing up of shapes. science syllabus page 17 ………………………………………
Objects have 1.Name and Colouring Methods – discussion 2015 -2022 ………………………………………
different identify a Introduction 15 Bricks, blocks, ………………………………………
shapes: plane square Class sing “I am a square” shapes, pictures tissue ………………………………………
shapes 2.Trace and 1.Learners to identify plane shapes on rolls. ………………………………………
colour plane the chart and name them. ………………………………………
Square shapes 2.Learners to move around the ………………………………………
classroom and handle objects with a ………………………………………
square shape. ………………………………………
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over dotted lines and colour a square and ………………………………………
learners imitates. ………………………………………
Conclusion ………………………………………
4.Class sing “ The shapes that know”. ………………………………………
L5 SHAPES Learners Naming Assumed knowledge MOPSE(2015) Infant ………………………………………
should be able Identifying Learners are aware that objects are Mathematics and ………………………………………
CONTENT to: Tracing ,made up of shapes. science syllabus page 17 ………………………………………
Objects have 1.Name and Colouring Methods - discussion 2015 -2022 ………………………………………
different identify a Introduction 20 Shapes. Pictures, ………………………………………
shapes: plane rectangle Class sing “the shapes I know”. ………………………………………
shapes shapes 1.Learners to identify plane shapes on ………………………………………
2.Trace and the chart and name them including a ………………………………………
Rectangle colour plane rectangle. ………………………………………
shapes 2.Learners to move around the ………………………………………
classroom and handle objects of different ………………………………………
shapes. ………………………………………
over dotted shape of a rectangle and ………………………………………
colour. ………………………………………
Conclusion ………………………………………
Learners revisit grey areas of the lesson.
8. SHAPES Learners Identifying Assumed Knowledge MOPSE ………………………………………
26/02/21 should be able Naming Learners have an exposure to shapes. Infant Mathematics and ………………………………………
L1 Shapes around 1.Identify Classifying Introduction 2015-2022 ………………………………………
us shapes around Recap of the previous lesson ………………………………………
the school 1.Facilitator asks learners to name 15 Bricks, blocks, ………………………………………
environment. shapes. shapes, pictures tissue ………………………………………
2.Name at 2.Facilitator and learners go for a nature rolls. ………………………………………
least 2 shapes walk around the school environment to ………………………………………
they have observe shapes. ………………………………………
learnt. 3.As they walk around learners will be ………………………………………
3.Recall things handling and naming shapes in different ………………………………………
seen. objects. ………………………………………
Conclusion ………………………………………
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4.Learners recall what they have seen ………………………………………
back in class. ………………………………………

should be able Naming Learners have an exposure to shapes. Infant Mathematics and ………………………………………
Shapes in the 1.Identify Classifying INTRODUCTION-Class sing “Mr. 2015-2022 ………………………………………
class shapes around shape, Mr. Shape; ………………………………………
the classroom 1.Facilitator asks learners to name Mathematical play area, ………………………………………
environment shapes’. manipulative and block ………………………………………
2.Name at 2.Facilitator and learners go for a nature play area, outdoor, ………………………………………
least 3 shapes walk around the classroom environment school environment, ………………………………………
they have to observe shapes. plane shapes and objects ………………………………………
learnt 3.As they walk around learners will be in the environment ………………………………………
handling and naming shapes in different ………………………………………
objects. ………………………………………
Conclusion ………………………………………
Learners to recall what they have seen ………………………………………
back in class. ………………………………………
………………………………………
L3 SHAPES Learners Identifying Assumed Knowledge MOPSE Infant ………………………………………
should be able Naming Learners have an exposure to shapes Mathematics and ………………………………………
CONTENT to: Observing Methods – discussion science syllabus page 18 ………………………………………
Shapes games 1.Identify Classifying Introduction 2015-2022 ………………………………………
shapes at least Recap of the previous lesson. Mathematical play ………………………………………
2 shapes 1.Facilitator asks learners to name area ,manipulative and ………………………………………
2.Colour same shapes in tree shape. block play area, ………………………………………
shape using 2.Facilitator and learners go discuss on outdoor, school ………………………………………
same colour the tree of shapes and learners identify environment, plane ………………………………………
and name shapes. shapes and objects in the ………………………………………
3.In groups, learners discuss on shapes environment ………………………………………
and give feedback ………………………………………
Conclusion ………………………………………
Learners to recall what they have seen ………………………………………
back in class. ………………………………………
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should be able Naming Learners have an exposure to shapes. Infant Mathematics and ………………………………………
CONTENT to: Observing Methods – discussion science syllabus page 18 ………………………………………
Patterns of 1.Identify and Classifying Introduction 2015 -2022 ………………………………………
shapes name the Class sing a rhyme “Mr. Shape, Mr. Mathematical play ………………………………………
missing shape Shape”. area ,manipulative and ………………………………………
in a pattern 1.Facilitator asks learners to name block play area, ………………………………………
2.Complete a shapes. outdoor, school ………………………………………
pattern using 2.Facilitator and learners name and environment, 40 plane ………………………………………
shapes identify shapes in a pattern. shapes and objects in the ………………………………………
3.Learners with facilitator`s assistance environment ………………………………………
completes patterns of shapes. ………………………………………
Conclusion ………………
Learners to discuss what they have
learned.
9. Science, Learners Pasting Assumed Knoweldge -Learners know Math ematics and ………………………………………
05/03/21 mathematics should be able identifhying have seen animals and live with them . science syllabus ………………………………………
and to: Methods - discussion MOPSE page 20 ………………………………………
L1 discovery 1.Name at Introduction- Facilitator will discuss on ………………………………………
Mathematics and
play least 3 animals pictures/video/slide of animals. ………………………………………
Science
2.Identify 1. Facilitator ask learners to name ………………………………………
(ECD – Grade 2)
Name of animals on animals the know. ………………………………………
Page 20
animals pictures 2.Facilitator ask learners to identify ………………………………………
Pictures
3.Paste animals on pictures, videos/slides.
Animals
Revision missing parts 3.Learners paste missing parts.
Conclusion- Recap of lesson work.
L2 Science, Learners Matching Assumed Knoweldge Learners know MOPSE Mathematics ………………………………………
mathematics should be able Identifying have seen animals and live with them . and Science (ECD – ………………………………………
and to: Methods – discussion Grade 2) Page 20 ………………………………………
discovery 1.Name at Introduction -Facilitator will discuss on ………………………………………
play least 3 pictures/video/slide of domestic animals. 2015 -2022 ………………………………………
domestic 1. Facilitator ask learners to name ………………………………………
Names of animals domestic animals. Pictures ………………………………………
animals 2.Identify 2. Facilitator ask learners to identify and Magazine ………………………………………
domestic name domestic animals on pictures, 10 Dolls ………………………………………
animals on videos/slides. ………………………………………
pictures 3. Learners colour a picture of a
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3.Colour a domestic animal.
picture of a Conclusion -Revision of the lesson .
domestic
animal
L3 Science, Learners Matching Assumed Knoweldge- Learners know MOPSE Mathematics ………………………………………
mathematics should be able identifying have seen animals and live with them , and Science (ECD – ………………………………………
and to: naming Methods – discussion Grade 2) Page 20 ………………………………………
discovery 1.Name at Introduction -Facilitator will discuss on ………………………………………
play least 3 wild pictures/video/slide of wild animals. 2015 -2022 ………………………………………
animals 1. Facilitator ask learners to identify ………………………………………
Names of animals. wild animals . Pictures ………………………………………
animals 2.Identify wild 2.Facilitator will ask learners to identify Magazine ………………………………………
animals on and wild domestic animals on pictures, 15 Dolls ………………………………………
pictures. videos/slides ………………………………………
3.Colour a 3.Learners colour a picture of a wild ………………………………………
picture of a animal .
wild animal. Conclusion-Question and answer
L4 Science, 1.Name Identifying Assumed Knoweldge Learners know MOPSE Mathematics ………………………………………
mathematics animals on have seen animals and live with them . and Science (ECD – ………………………………………
and picture Listing Methods – discussion Grade 2) Page 20 ………………………………………
discovery 2.Matching Introduction-Recap of previous lessons ………………………………………
play animals to Naming 1.Facilitator ask learners to animals on 2015 -2022 ………………………………………
habitants/ pictures/ projectors/ slides. ………………………………………
Names of domectis/wild 2.Facilitator ask learners to match Pictures ………………………………………
animals animals animals that bare similar in habitants. Magazine ………………………………………
matching 3.Colour 3.Learners colour a picture of a ………………………………………
domestic domestic animal.
animals Conclusion- Question and answer.
L5 Science, 1.Identify Naming Assumed Knoweldge -Learners know MOPSE Mathematics ………………………………………
mathematics animals on have seen animals and live with them . and Science (ECD – ………………………………………
and picture Identifying Methods – discussion Grade 2) Page 20 ………………………………………
discovery 2.Matching Introduction- Discussion on favourite ………………………………………
play animals to animals. ………………………………………
Pictures
habitants/ 1.Facilitator ask learners to animals ………………………………………
Magazine
Names of domectis/wild on pictures/ projectors/ slides ………………………………………
animals animals 2.Facilitator ask learners to match ………………………………………
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matching 3.Colour wild animals that bare similar in habitants ………………………………………
animals 3.Learners colour a picture of a wild ………………………………………
animal .
Conclusion- Question and answer
WK TOPIC/ OBJECTIVES COMPETENCIES METHODS AND ACTIVITIES S.O.M AND MEDIA EVALUATION
CONTENT
10. NUMBER 1.Rote count Counting Assumed Knoweldge- Learners have a MOPSE Mathematics ………………………………………
12/03/21 AND 2.Recite concept of counting . and Science (ECD – ………………………………………
SCIENCE counting Methods - demonstration Grade 2) Page 20 ………………………………………
CONCEPTS action rhymes Introduction- Facilitator recite a ………………………………………
L1 Revision 3.Count from rhyme 1,2 buckle my shoes ………………………………………
zero to ten. 1. Facilitator ask demonstrate rote ………………………………………
Count 50 Counters, stones,
counting ………………………………………
objects from 2. Class sing action rhymes of counting, blocks, seeds and ………………………………………
0 – 10 “one finger up…” bottle tops ………………………………………
3.Learners count from zero to ten. ………………………………………
Conclusion- 4. Revision of work done . ……………………………………..
L2 NUMBER 1.Count Counting Assumed Knoweldge Learners have a MOPSE Mathematics ………………………………………
AND objects. concept of counting. and Science (ECD – ………………………………………
SCIENCE 2.Count Methods – demonstration Grade 2) Page 20 ………………………………………
CONCEPTS objects Intro ………………………………………
physically. \duction - Facilitator recite a
2015-2022 ………………………………………
3.Say “madhadha five aripamutsetse ”. ………………………………………
Count objects 50 Counters, stones,
numbers. 1. Facilitator ask demonstrate counting ………………………………………
from zero to blocks, seeds and
objects/ counters/ stones . ………………………………………
ten. 2. Facilitator ask learners to count given bottle tops ………………………………………
objects. ………………………………………
3.Learners count from zero to ten given ………………………………………
objects.
Conclusion - Question and answer .
L3 NUMBER 1. Use bottle Counting Assumed Knoweldge - Learners have a MOPSE Mathematics ………………………………………
AND tops to count concept of counting . and Science (ECD – ………………………………………
SCIENCE objects. Methods - discussion Grade 2) Page 20 ………………………………………
CONCEPTS 2.Make sets of Introduction - Facilitator will rote ………………………………………
numbers/bottle count from zero to one.
2015-2022 ………………………………………
tops quantity. 1. Facilitator ask learners to use bottle 50 Counters, stones, ………………………………………
Count objects blocks, seeds and
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from zero to 3.Count tops to count. bottle tops ………………………………………
ten. objects . 2.Facilitator make sets and asks ………………………………………
learners to count objects in sets. ………………………………………
3.Learners to match sets of same ………………………………………
quantity. Conclusion- Revision of work ……………………………………
done.
WK TOPIC AND OBJECTIVES COMPETENCIES METHODS AND S.O.M AND EVALUATION

ENDING CONTENT ACTIVITIES MEDIA
L4 Matching Learners should be able to : Matching Assumed knowledge Mathematics ………………………………
1.match similar objects. Left to right Learners know colours . and Science ………………………………
Content 2.match objects according to orientation Methods – Group work , (ECD- Grade ………………………………
Objects colour. discussion 2) Syllabus ………………………………
matching 3.name similar objects. Introduction Page 18 ………………………………
Class sing a rhyme. 2015-2022 ………………………………
1.Class discuss objects 50 blocks ………………………………
provided. 30 bottle tops ………………………………
2.Learners pair items 10 boxes ………………………………
according to their uses. ………………………………
3.In groups learners match ………………………………
objects. ………………………………
Conclusion ………………………………
Learners name similar ………………………………
objects
L5 Matching Learners should be able to: matching Assumed Knowledge Mathematics ..................................................
1.match similar pictures to Methods – matching, and Science ..................................................
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Content colour and size. groupwork (ECD- Grade ..................................................
Matching 2.Play a matching game. Introduction 2) Syllabus ..................................................
pictures and 3.Identify how things are Learners do the rhyme Page 18 ..................................................
objects . similar or different. “colours , colours”. 2015-2022 ..................................................
1.Learners match pictures 30 pictures ..................................................
shown according to colour, cards ..................................................
shape and size. Coloured ..................................................
2.Teacher asks learners to Shapes ..................................................
observe same pictures ..................................................
provided. ..................................................
Conclusion ..................................................
In groups learners play a
matching game.
11&12 END OF TERM TESTS
PHYSICAL EDUCATION
Broad Aims
 make informed decisions about health, safety and well being
 develop basic Physical Education related skills
 acquire team building skills, confidence and self esteem
 inculcate aesthetic awareness of beauty in motion

 Family unity
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WK TOPIC AND OBJECTIVES COACHING POINTS ACTIVITIES AND METHODS MEDIA AND EVALUATION
CONTENT S.O.M
1. PLAY AND Learners should be 1.Facilitator demonstrates Assumed Knowledge MOPSE Infant ……………………………………………
08/01/21 GAME able to: throwing the ball. Learners love playing ball games (ECD-Grade 2) ……………………………………………
SKILLS 1.Practice Throwing 2.Facilitator demonstrates Competencies – throwing 2015- 2022 ……………………………………………
L1 2.Play bakery. playing bakery. Methods – demonstration Physical
CONTENT ……………………………………………
Introduction Education
Receiving, Warm up syllabus page 24 ……………………………………………
Sending 1.Learners play bakery . ……………………………………………
2.Learners in groups play bakery. 10 balls …………………….......................
3.Best group performes Resource .............................................
Conclusion persons .............................................
Cool down and cognitive closure
(question and answer). ICT and e- .............................................
learning tools .............................................
.............................................
L2 MOPSE Learners should be 1.Facilitator demonstrates Assumed Knowledge - Learners MOPSE Infant …………………………………
Mass able to: kicking the ball using love playing ball games Physical …………………………………
Display 1.Practice kicking. inside of the foot. Methods –demonstration Education (ECD …………………………………
(ECD – 2.Play whishu Competencies – kicking, throwing – Grade 2) …………………………………
Grade 2 ) Introduction syllabus 2015 …………………………………
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2015 – 2022 3.Identifying good Warm up activities -2022 page 18 …………………………………
MOPSE kickers. 1.Learners imitates kicking the …………………………………
Mass ball using inside of the foot. 15balls …………………………………
Display 2.Learners will play whishu. …………………………………
(ECD – Step 3- learners identifies good …………………………………
Grade 2 ) kickers of the ball …………………………………
2015 – 2022 Conclusion …………………………………
PLAY AND Cool down and cognitive closure. …………………………………
GAME …………………………………
SKILLS …………………………..
CONTENT
Receiving,
Sending
L3 PLAY AND Learners should be 1.Facilitator demonstrates Assumed Knowledge - Learners MOPSE Infant …………………………………
GAME able to: throwing the ball and love playing ball games (ECD – Grade …………………………………
SKILLS 1.Throw the ball and catching the ball. Methods – demonstration 2) Physical …………………………………
catch Competencies – throwing , Education …………………………………
CONTENT
2.Practice catching kicking syllabus 2015 …………………………………
Receiving, the ball from Introduction -2022 page 24 …………………………………
Sending different heights Warm up activities …………………………………
1. Learners throw the ball to a 15Balls …………………………………
friend and catching it …………………………………
2. Learners throw the ball …………………………………
catching it indifferent shapes …………………………………
Cool down and cognitive closure …………………………………
…………………………………
…………………………..
L4 PLAY AND Learners should be Kicking the ball Assumed Knowledge - Learners MOPSE …………………………………
GAME ableto: love playing ball games (2015)Infant …………………………………
SKILLS 1.kicking the ball and Introduction Physical …………………………………
catch Warm up activities Education …………………………………
CONTENT
2.Practice kicking 1.Facilitator demonstrates syllabus page 18 …………………………………
Receiving, the ball to score kicking the ball and holding the …………………………………
Sending ball. …………………………………
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2. Learners kick the ball to a 15 Balls …………………………………
friend and holding it …………………………………
Step 3- learners kick penalties. …………………………………
Cool down and cognitive closure. …………………………………
………………..
2. PLAY AND Learners should be 1.Facilitator demonstrates Assumed Knowledge MOPSE Infant ……………………………………………
15/01/21 GAME able to: vouncing the ball. Learners love playing ball games (ECD – Grade ……………………………………………
SKILLS 1.execute correct Methods – demonstration 2) Physical ……………………………………………
bouncing skills Competencies – bouncing Education
CONTENT ……………………………………………
2.bounce tat least Introduction syllabus 2015
L1 Receiving, Warm up activities -2022 page 24 ……………………………………………
Sending five times
1.Learners bounce the ball. 20 Balls ……………………………………………
continuously
2- learners baounce the ball and ……………………………………………
counting. ……………………………………………
Conclusion ……………………………………………
L2 PLAY AND Learners should be 1.Facilitator demonstrates Assumed Knowledge -Learners MOPSE Infant ……………………………………………
GAME able to: bounce the ball and love playing ball games (ECD – ……………………………………………
SKILLS 1.Bounce the ball catching it . Methods – demonstration Grade 2) ……………………………………………
and catch it . Competencies – bouncing and Physical
CONTENT ……………………………………………
2.Bounce tye ball catching Education
Receiving, Introduction syllabus 2015 – ……………………………………………
Sending to the another using
Warm up activities 2022 page 18 ……………………………………………
a racket
1. Learners bounce the ball ……………………………………………
catching it 15 Balls ……………………………………………
2. Learners baounce the ball and ……………………………………………
passing using hands
Conclusion
……………………………………………
Cool down and cognitive closure ……………………………………..
L3 PLAY AND Learners should be 1.Facilitator demonstrates Assumed Knowledge - Learners MOPSE ……………………………………………
GAME able to: bouncing the ball and love playing ball games (2015)Infant ……………………………………………
SKILLS 1.Demonstrates catching it . Competencies – bounce pass Physical ……………………………………………
bounce pass Methods – demonstration Education
CONTENT ……………………………………………
2.Make various Introduction syllabus page 18
Receiving, shape making bounce Warm up activities ……………………………………………
Sending
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pass 1.Learner demonstrates bounce 15 Balls ……………………………………………
the ball and catching it. 6 Buckets ……………………………………………
2.Learners bounce the ball 7 Bats ……………………………………………
catching it in various shapes.
3.Learners bounce the ball and ……………………………………………
passing in circular shape ……………………………………………
Conclusion ……………………………………..
Cool down and cognitive closure.
L4 PLAY AND Learners should be Facilitator demonstrates Assumed knowledge - Learners MOPSE ……………………………………………
GAME able to: bouncing a ball. love playing ball games Physical ……………………………………………
SKILLS 1.Bounce the ball on Competencies – bouncing and Education ……………………………………………
knee level catching. syllabus page 18
CONTENT ……………………………………………
2.Bounce the ball on Methods – demonstration
Receiving, waist level Introduction ……………………………………………
15 Balls
Sending Warm up activities ……………………………………………
9 Buckets
1.Learner demonstrates bounce 5 Bats ……………………………………………
the ball on different levels ……………………………………………
2. Learners bounce the ball on ……………………………………………
different levels
3. Learners baounce play basket
……………………………………………
ball ……………………………………..
Conclusion
L5 PLAY AND Learners should be 1.Facilitator demonstrates Assumed Knowledge - Learners MOPSE Infant ……………………………………………
GAME able to: bouncing, throwing , love playing ball games Physical ……………………………………………
SKILLS 1.Make bounce pass shooting and catching the Competencies – naming , Education ……………………………………………
2.Throw the ball ball. identifying modeling syllabus page 18
CONTENT ……………………………………………
3.Shoot the ball Methods - demostration
Receiving, ……………………………………………
Introduction  Balls
Sending Warm up activities. ……………………………………………
 Buckets
1.Learner demonstrates bouncing, ……………………………………………
 Bats
throwing, shooting the ball and ……………………………………………
catching it. ……………………………………………
2.Learners play a mini handball
ball games.
……………………………………………
3. Practice shooting. ……………………………………..
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Conclusion
Cool down and cognitive closure.
WK TOPIC AND OBJECTIVES COACHING POINTS METHODS AND ACTIVITIES S.O.M AND EVALUATION
CONTENT MEDIA
3. HUMAN Learners should be 1.Facilitator asks learners Assumed Knowledge MOPSE ……………………………………………
22/01/21 BODY able to: to name body parts. Learners know body parts. (2015)Infant ……………………………………………
CONTENT 1.Identify and name Competencies – naming , Physical ……………………………………………
L1 Different body parts inside the identifying and stating Education
human body head Methods – discussion syllabus page9 ……………………………………………
parts have 2.State at least two Introduction ……………………………………………
different functions of body Class sing a song “Bata musoro”. Chart showing ……………………………………………
functions parts of the named 1.Learners to name body parts human body, ……………………………………………
body parts 2.Learners to state different dolls, crayons ……………………………………………
function of different body parts. ,books, rhymes, ……………………………………………
Conclusion DVD ,television
Body parts riddles: you can do
.
L2 HUMAN Learners should be Assumed Knowledge MOPSE ……………………………………………

BODY able to: Learners know body parts. (2015)Infant ……………………………………………
CONTENT 1.Identify and name Competencies – identifying , Physical ……………………………………………
Different body parts in the stating Education
human body chest Introduction syllabus page9 ……………………………………………
parts have 2.State at least two Class sing a rhyme “Bata ……………………………………………
different functions of named musoro”. Chart showing ……………………………………………
functions body parts 1.Learners to name body parts in human body, ……………………………………………
the chest. dolls, crayons ……………………………………………
2.Learners to state different ,books, rhymes, ……………………………………………
function of the heart DVD ,television
3.Learners colour picture of a
.
heart3
Conclusion
Body parts riddles: you can
L3 HUMAN Learners should be 1.Facilitator asks learners Assumed Knowledge MOPSE Infant ……………………………………………
BODY able to: to name body parts. Learners know body parts. Physical ……………………………………………
CONTENT 1.Identify and name Methods – discussion Education ……………………………………………
Different body parts used for Competencies - naming , syllabus page9
human body locomotion identifying and stating ……………………………………………
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parts have 2.State at least two Introduction Chart showing ……………………………………………
different functions of body Revision of the previous lesson. human body, ……………………………………………
functions parts in the lower 1.Learners to name body parts dolls, crayons ……………………………………………
limb shown on the picture, of the lower ,books, rhymes,
limb. DVD ,television ……………………………………………
2.Learners to state different ………
function of different body parts.
Conclusion
L4 HUMAN Learners should be 1.Facilitator demonstrates Assumed Knowledge MOPSE ……………………………………………
BODY able to: matching body parts to Learners know body parts. (2015)Infant ……………………………………………
1.Identify and name function. Competencies – naming , Physical ……………………………………………
CONTENT body parts identifying and stating Education
Revision 2.State at least five Introduction syllabus page9 ……………………………………………
Different functions of body Class sing a rhyme “body parts, ……………………………………………
human body parts body parts” Chart showing ……………………………………………
parts have 3.Match at least two 1.Learners to name body parts human body, ……………………………………………
different body part to function 2.Learners to state different dolls, crayons ……………………………………………
functions function of different body parts. ,books, rhymes, ……………………………………………
3. Learners match body parts to DVD ,television
Mathing of function e.g. hand to cup.
.
body part to Conclusion
function Body parts riddles: you can
4. Kids Learners should be 1.Facilitator demonstrates Assumed Knowledge -Learners MOPSE ……………………………………………
29/01/21 athletics able to: throwing technique of disc. love pathletics. (2015)Infant ……………………………………………
1.demonstrate Competencies - throwing Physical ……………………………………………
Running, correct throwing Introduction Education
L1 Warm up activities syllabus page 19 ……………………………………………
Throwing techniques of
1.Learners practice throwing Skittles ……………………………………………
and discuss
without/with rubber rings Balls ……………………………………………
2.Throw a discuss
Step 3- learners throw to win, Buckets ……………………………………………
furtherst distance Bats ……………………………………………
Conclusion ……………………………………………
Sand/ Seed/
Bean bags
L2 Kids Learners should be 1.Facilitator demonstrates Assumed Knowledge - Learners MOPSE ……………………………………………
athletics able to: throwing technique . love pathletics. (2015)Infant
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1. demonstrate Competencies- throwing Physical ……………………………………………
Running, correct throwing Methods – demonstration Education ……………………………………………
Throwing techniques . Introduction syllabus page 19 ……………………………………………
and 2.Throw a ball. Warm up activities Skittles
1.Learners practice throwing ……………………………………………
jumping. 20Balls
without/with small sand balls ……………………………………………
Sand/ Seed/
2. Learners throw to win, furtherst Bean bags ……………………………………………
distance ……………………………………………
Conclusion
Soft rubber
……………………………………………
Cool down and cognitive closure rings
athletics able to: rules of the game. love pathletics. (2015)Infant ……………………………………………
1.Throw a putt Competencies – throwing Physical ……………………………………………
Running, furthest Methods – discussion Education
Introduction syllabus page 19 ……………………………………………
Throwing 2.Throw a disc
Warm up activities Skittles ……………………………………………
furthest
3.Accespt winning 2.Learners compete in discuss Balls ……………………………………………
and losing throw. Buckets ……………………………………………
3. learners compete in shot put Bats ……………………………………………
-announcement of winner. ……………………………………………
Conclusion
Button sticks
Cool down and cognitive closure Soft rubber
rings
athletics able to: how relay is done . love pathletics. (2015)Infant ……………………………………………
1.Run in a team Competencies – running Physical ……………………………………………
Running, event. Methods – discussing Education
2.Make a button Introduction syllabus page 19 ……………………………………………
Throwing
exchange. Warm up activities Skittles ……………………………………………
1.Learners watch how a relay Balls ……………………………………………
event is done. Buckets ……………………………………………
2.Learners practice relays Bats ……………………………………………
3. learners comepete in relays ……………………………………………
Conclusion
Button sticks
Cool down and cognitive closure Soft rubber
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rings
athletics able to: hurdles events . love pathletics. (2015)Infant ……………………………………………
Competencies – running Physical ……………………………………………
Running, 1.overcome obstacle Methods – discussion Education
when running. Introduction syllabus page 19 ……………………………………………
Throwing
2.Use one foot to Warm up activities Skittles ……………………………………………
overcome one foot. 1.Facilitator and learners discuss Balls ……………………………………………
thurddles/ watch hurdles events. Buckets ……………………………………………
2. Learners compete in 20m Bats ……………………………………………
hurdles event. ……………………………………………
Conclusion
Sand/ Seed/
Cool down and cognitive closure. Bean bags .
Soft rubber
rings
WK TOPIC AND OBJECTIVES COACHING POINTS METHODS AND ACTIVITIES S.O.M AMD EVALUATION
CONTENT MEDIA
5. PLAY AND Learners should be 1. Facilitator demonstrates Assumed knowledge - Learners 20 Balls …………………………………
GAME SKILLS able to: stricking a ball using a bat. love ball games. Buckets …………………………………
05/02/21 1Use an apparatus/ Competencies – striking Bats …………………………………
Receiving, 2.Use a bat to strike Methods – demonstration. …………………………………
the bat Introduction Sand/ Seed/ …………………………………
Sending Bean bags
L1 Warm up activities …………………………………
1. Learners striking the ball using MOPSE …………………………………
a bat/ watch a game of cricket (2015)Infant …………………………………
2.Learners compete to strike the Physical …………………………………
ball Education …………………………………
Conclusion syllabus page 18 …………………………………
Cool down and cognitive closure …………………………………
…………………………………
L2 PLAY AND Learners should be 1.Facilitator demonstrates Assumed Knowledge -Learners Balls …………………………………
GAME SKILLS able to: striking a ball. love ball games. Buckets …………………………………
1.throw a ball to a Methods – demonstration Bats …………………………………
Receiving,S partner Competencies – striking …………………………………
2.Use a bat to strike Introduction Mitts …………………………………
ending
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the ball Warm up activities Sand/ Seed/ …………………………………
1.Learners striking the ball using Bean bags …………………………………
a bat/ watch a game of cricket. MOPSE …………………………………
2.Learners compete to strike the (2015)Infant …………………………………
ball and throwing to each other. Physical …………………………………
Conclusion Education …………………………………
Cool down and cognitive closure syllabus page 18 ………………………
L3 PLAY AND Learners should be 1.Facilitator demonstrates Assumed Knowledge- Learners 20 Balls …………………………………
GAME SKILLS able to: striking the ball. love ball games. 10 Buckets …………………………………
1.Practice handling a Competencies- striking …………………………………
Receiving,S racket Methods -demonstration …………………………………
2.Use a racket to Introduction 10 Sand/ …………………………………
ending Seed/
strike the ball Warm up activities …………………………………
1. Learners strike the ball using a Bean bags …………………………………
racket/ watch a game of tennis MOPSE Infant …………………………………
2.Learners compete to strike the Physical …………………………………
ball and thropwing to each other Education …………………………………
Cool down and cognitive closure 2015-2022 …
L4 PLAY AND Learners should be 1.Facilitator demonstrates Assumed Knowledge - Learners 10 Balls …………………………………
GAME SKILLS able to:: passing the ball using a love ball games. 11 Buckets …………………………………
1.Practice hiting the racket. Methods – demonstration 12 Bats …………………………………
Receiving,S ball as a pass to a Competenies – passing …………………………………
friend. Introduction 13 Mitts …………………………………
ending 14 Sand/
2.pass the ball to Warm up activities …………………………………
friends in groups. 1. Learners passing the ball using Seed/ Bean …………………………………
a racket/ watch a game of tennis. bags …………………………………
2.Learners make barious MOPSE Infant …………………………………
formsations passing the ball to a Physical …………………………………
friend Education …………………………………
Cool down and cognitive closure 2015 - 2022 ……………………………
L5 PLAY AND Learners should be 1.Facilitator hit the ball into Assumed Knowledge - Learners 15 Balls …………………………………
GAME SKILLS able to: the air. love ball games. 16 Buckets …………………………………
1.compete passing Methods – demonstration …………………………………
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Receiving,S the ball to self Competencies – hitting , passing 17 Bats …………………………………
ending 2.Use a a racket to Introduction 18 Mitts …………………………………
hit the ball Warm up activities 19 Sand/ …………………………………
1.Facilitator and learners hitting …………………………………
the ball into the air. Seed/ Bean …………………………………
2.Learners count number of bags …………………………………
passes to self using a racket. MOPSE Infant …………………………………
Conclusion Physical …………………………………
Cool down and cognitive closure Education …………
syllabus page 18
2015 - 2022
6. SAFETY Learners should be 1.Facilitator tells a short Assumed Knowledge MOPSE Infant …………………………………
CONTENT able to : story on hazardous . Learners know hazardous objects. Physical …………………………………
12/02/21 Safety rules 1.Identify hazardous Methods – discussion Education …………………………………
in and objects in and around Competencies- naming, syllabus page 9 …………………………………
around the the environment identifying , discussing . 2015 - 2022 …………………………………
L1 playing area 2.Discuss playing Introduction School …………………………………
area safety rules Short story on hazardous objects environment, …………………………………
1.Question and answer ECD play centre …………………………………
2.Discussion on hazardous objects …………………………………
around the environment and …………………………………
measures to be taken for safety. …………………………………
Learners walk around and pick …………………………………
dangerous objects around the …………………………………
school environment ………………………
L2 SAFETY Learners should be 1.Facilitator demonstrates Assumed Knowledge MOPSE …………………………………
CONTENT able to : moving in and out of the Learners know hazardous objects. (2015)Infant …………………………………
Safety rules 1.Identify safety playing field. Competencies – naming , Physical …………………………………
in and movement in the identifying , discussing Education …………………………………
around the playing field Methods – demonstration syllabus page9 …………………………………
playing area 2.Demonstrate Introduction …………………………………
moving in and out of Recap of the previous lesson School …………………………………
the playing field 1.Question and answer on environment, …………………………………
movement in and out of the ECD play centre …………………………………
playing field. …………………………………
2.Learners demonstrates moving …………………………………
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in and out with facilitators …………………………………
assistance …………………………………
Learners walk in groups in and …………………………
out and discuss as a class
L3 SAFETY Learners should be 1.Facilitator discuss with Assumed Knowledge MOPSE …………………………………
able to : learners . Learners know hazardous objects. (2015)Infant …………………………………
CONTENT 1.Identify dangerous Competencies – naming , Physical …………………………………
Safety rules items that can be identifying , discussing Education …………………………………
in and found in the playing Methods - discussion syllabus page9 …………………………………
around the area Introduction …………………………………
playing area 2.Practice making Facilitator discuss on importance School …………………………………
playing area safe to of safety with learners.F environment, …………………………………
play 1.Learners watch a short video on ECD play centre …………………………………
playing area maintenance /discuss …………………………………
on safety …………………………………
2.Learners identifies items that …………………………………
can be dangerous and practice …………………………………
removing them and setting rules …………………………………
Learners recap what they have
been doing
L4 SAFETY Learners should be 1. Facilitator demonstrates Assumed Knowledge MOPSE …………………………………
able to : making playing area free Learners know hazardous objects. (2015)Infant …………………………………
CONTENT 1.List ways of from dangerous items. Methods – discussion Physical …………………………………
Safety rules making playing area Competencies – naming, Education …………………………………
in and free from dangerous identifying, discussing syllabus page9 …………………………………
around the items Introduction …………………………………
playing area 2.Practice making Recap of previous lesson. School …………………………………
playing area safe 1.Learners will list ways of environment, …………………………………
making playing area free from ECD play centre …………………………………
dangerous items. …………………………………
2.Learners will practice making …………………………………
playing area free by setting bins …………………………………
around the field and organise area …………………………………
of keeping their items in one …………………………………
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place. …………………………
Conclusion
Learners will revisit the
importance of safety.
L5 SAFETY Learners should be 1.Facilitator initiates a Assumed Knowledge MOPSE …………………………………
able to : game . Learners know hazardous objects. (2015)Infant …………………………………
CONTENT 1.Identify hazardous Methods – Observation , Physical …………………………………
Safety rules objects in and around demonstration , naming Education …………………………………
in and the environment. Competencies – identifying syllabus page9 …………………………………
around the 2.Discuss playing Introduction …………………………………
playing area area safety rules Facilitator initiates a game. School …………………………………
3.Use the playing 1.Learners play games of own environment, …………………………………
field free from choice. ECD play centre …………………………………
Revision danger. 2.Learners observe and take note …………………………………
of any danger during their play. …………………………………
Conclusion -Learners discuss …………………………………
what they have observed and what …………………………………
they should avoid. ……………………
WK TOPIC AND OBJECTIVES COACHING METHODS AND ACTIVITIES S.O.M AND MEDIA EVALUATION
CONTENT POINTS
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7. SAFETY Learners should 1.Facilitator discuss Assumed Knowledge MOPSE Infant Physical ……………………………………
19/02/21 be able to: safety rules when Learners know how to play. Education syllabus page ……………………………………
CONTENT 1.Discuss good playing together. Competencies – discussing , listing , 10 ……………………………………
L1 Safety rules ways of playing naming , identifying 2015 -2022 ……………………………………
with self and with others Introduction ECD play centre, tyres ……………………………………
others without hurting Recap of the previous lesson ……………………………………
oneself 1.Facilitator and learners go to the ……………………………………
2.Listing safety outdoor play area ……………………………………
rules pertaining Facilitator and learners discuss ……………………………………
to Physical safety rules when playing together. ……………………………………
Education 2.Learners to play with each other ……………………………………
observing safety rules they have ……………………………………
discussed. ……………………………………
Conclusion ……………………………………
Pack up and clean the environment ……………………………………
L2 SAFETY Learners should 1.Facilitator discuss Assumed Knowledge MOPSE Infant Physical ……………………………………
be able to: on safety when Learners know how to play. Education syllabus page ……………………………………
CONTENT 1.Identify ways playing in the Methods – discussing , listing, 10 ……………………………………
Safety rules of keeping playing area. naming, ident 2015 - 2022 ……………………………………
with self and others safe Competencies – discussing , listing, ……………………………………
others 2.Demonstrate naming . identifying ECD play centre, tyres ……………………………………
playing safe Introduction ……………………………………
with others and Facilitator and learners discuss on ……………………………………
self. safety when playing in the playing ……………………………………
area. ……………………………………
1.Facilitator and learners go to the ……………………………………
outdoor play area to play. ……………………………………
2. learners identify how to keep ……………………………………
others safe when playing. ……………………………………
3. Learners demonstrates playing ……………………………………
safely with each other. ……………………………………
4.Learners play games of own
choice.
Conclusion
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Learners discuss what they have
noted.
L3 SAFETY Learners should 1. Facilitaor discuss Assumed Knowledge MOPSE Infant ……………………………………
be able to: on dangers of Learners know how to play. Physical Education ……………………………………
CONTENT 1.Listing safety throwing obejects. Competencies – discussing, listing, syllabus page 10 ……………………………………
Safety rules rules on playing naming , identifying 2015-2022 ……………………………………
with self and area Introduction ECD play centre, tyres ……………………………………
others 2.Name dangers Learners and facilitator discuss on ……………………………………
of throwing safety when playing. ……………………………………
objects like 1.Learners discuss on dangers of ……………………………………
stones while throwing objects while others play ……………………………………
others are 2.Learners to play with each other ……………………………………
playing observing safety rules they have ……………………………………
discussed ……………………………………
Facilitator and learners discuss on ……………………………………
what they have observed. …………………………
L4 SAFETY Learners should 1. Facilitator Assumed Knowledge MOPSE Infant ……………………………………
be able to : discuss ways of Learners know paraphernalia. Physical Education ……………………………………
CONTENT 1.Discuss ways caring for the Competencies – discussing , naming Syllabus page10 ……………………………………
Rules and of storing and apparatus. identifying , demonstrating 2015-2022 ……………………………………
regulations on caring of Methods – demonstration Hula hoops ……………………………………
use, storage apparatus . Introduction Cones ……………………………………
and care of 2.Name and Recap of the previous lesson Tyres ……………………………………
apparatus . identify at least 1.Learners to name and identify Playing ground ……………………………………
2 apparatus . equipment that are used in Physical ……………………………………
Education. ……………………………………
2.Learners to discuss different ways ……………………………………
of storing and caring for the ……………………………………
paraphernalia ……………………………………
3.Learners to play with ……………………………………
paraphernalia ……………………………………
Learners to demonstrate storing,
handling the apparatus.
L5 SAFETY Learners should 1.Facilitator discuss Assumed Knowledge MOPSE Infant ……………………………………
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be able to: safety rules . Learners know how to play. Physical Education ……………………………………
CONTENT 1.Play various Competencies – discussing, listing, syllabus page 10 ……………………………………
Safety rules games naming , identifying 2015 -2022 ……………………………………
with self and observing all Methods – discussion ECD play centre, tyres ……………………………………
others. rules and safety Introduction ……………………………………
learned Recap of the previous lesson ……………………………………
2.Identify safety 1.Facilitator and learners go to the ……………………………………
Revision rules and outdoor play area. ……………………………………
observe them 2.Learners discuss safety rules ……………………………………
when playing together. ……………………………………
3.Learners play various games ……………………………………
observing rules set. ……………………………………
Discussion on what have been noted ……………………………………
during play ……………………………………
8. HEALTH Learners should 1.Facilitator Assumed Knowledge MOPSE (2015)Infant ……………………………………
be able to: demonstrates how Learners can walk. Physical Education ……………………………………
26/02/21 CONTENT 1Exercise animals walk. Competencies – discussing , Syllabus page10 ……………………………………
Physical regularly to imitating . 2015-2022 ……………………………………
exercise makes enhance Methods – discussion ECD Time Expressive ……………………………………
a child fit and muscular Introduction Arts Teacher’s ……………………………………
L1 healthy development, Warm up, exercise jogging. Resource book page4 ……………………………………
strength and 1.Facilitator and learners discuss ……………………………………
body animals that have four legs. School playing ground ……………………………………
coordination 2.Facilitator to ask volunteers to Slides ……………………………………
2.Walk on four imitate how animals walk . Tyres ……………………………………
legs like an Class to walk on four legs. Swings …………………………
animal Conclusion
Learners to play freely.
L2 HEALTH Learners should 1.Facilitator Assumed Knowledge MOPSE (2015)Infant ……………………………………
be able to: demonstrates sack Learners can walk. Physical Education ……………………………………
CONTENT 1.Jog from low race . Competencies – discussing , Syllabus page10 ……………………………………
Physical to high tempo imitating ……………………………………
exercise makes 2.Play sack race Methods – discussion , ECD Time Expressive ……………………………………
a child fit and demonstration Arts Teacher’s ……………………………………
healthy Introduction Resource book page4 ……………………………………
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Warm up, exercise jogging ……………………………………
1.Facilitator and learners discuss on School playing ground ……………………………………
sack race. Slides ……………………………………
2.Learners compete in the race Tyres ……………………………………
Conclusion Swings ……………………………………
Learners discuss on the race. ……………………
L3 HEALTH Learners should 1. Facilitator Assumed Knowledge MOPSE (2015)Infant ……………………………………
be able to: demonstrates egg Learners can walk. Physical Education ……………………………………
CONTENT 1.Compete in race . Competencies – discussing , Syllabus page10 ……………………………………
Physical balancing imitating ……………………………………
exercise makes coordination Introduction ECD Time Expressive ……………………………………
a child fit and games Warm up, exercise jogging. Arts Teacher’s ……………………………………
healthy 2.Egg race 1.Facilitator and learners discuss on Resource book page4 ……………………………………
balancing games. ……………………………………
2.Facilitator assist learners the egg School playing ground ……………………………………
race. Slides ……………………………………
Conclusion Tyres ……………………………………
Learners discuss on the race and do swings ……………………………………
cool down ……………………
L4 HEALTH Learners should 1.Facilitator Assumed Knowledge MOPSE (2015)Infant ……………………………………

be able to: demonstrates tyre Learners can walk. Physical Education ……………………………………
CONTENT 1.Compete in race. Competencies – discussing, Syllabus page10 ……………………………………
Physical running race 2. Facilitator assist imitating ……………………………………
exercise makes 2.Tyre race learners the tyre Methods - discussion ECD Time Expressive ……………………………………
a child fit and race . Introduction Arts Teacher’s ……………………………………
healthy Warm up, exercise jogging. Resource book page4 ……………………………………
1.Facilitator and learners discuss on ……………………………………
running games School playing ground ……………………………………
2. Learners compete tyre race. Slides ……………………………………
Learners discuss on the race and do Swings …………………………
cool down
L5 HEALTH Learners should 1.Facilitator assist Assumed Knowledge MOPSE (2015)Infant ……………………………………
be able to: learners relay race. Learners can walk. Physical Education ……………………………………
CONTENT 1.Compete in Competencies – discussing, Syllabus page10 ……………………………………
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Physical running race imitating ……………………………………
exercise makes 2.relays Methods – discussion ECD Time Expressive ……………………………………
a child fit and Introduction Arts Teacher’s ……………………………………
healthy Warm up, exercise jogging Resource book page4 ……………………………………
1.Facilitator and learners discuss on ……………………………………
running games. School playing ground ……………………………………
2.Facilitator assist learners relay Slides ……………………………………
race. Tyres ……………………………………
Conclusion Swings …………………………
Learners discuss on the race and do
cool down.
WK TOPIC AND OBJECTIVES COACHING POINTS METHODS AND ACTIVITIES S.O.M AND MEDIA EVALUATION
ENDING CONTENT
9. HEALTH Learners should 1.Facilitator Assumed Knowledge MOPSE (2015)Infant ……………………………………
05/03/21 be able to: explains to learners Learners know food. Physical Education ……………………………………
CONTENT 1.Name and what balanced diet Competencies – naming, Syllabus page10 ……………………………………
Eating healthy identify at least food is all about. identifying, explaining ……………………………………
L1 food promotes 2 types of Methods - ECD Time Expressive ……………………………………
healthy body healthy and Introduction Arts Teacher’s ……………………………………
unhealthy. Facilitator asks learners food they Resource book page4 ……………………………………
2.Explain the ate previous day. Chart with different ……………………………………
dangers of 1.Facilitator and learners discuss types of food ……………………………………
eating unhealthy different types of food. Slides ……………………………………
food. 2. In their groups learners discuss Tyres ……………………………………
the dangers of eating unhealthy Swings ……………………………………
food. ……………………………………
3.Feedback from their groups. ……………………………………
Conclusion
4.Class revise the lesson of the day.
L2 HEALTH Learners should 1.Facilitator Assumed Knowledge MOPSE Infant Physical ……………………………………
be able to: explains hat Learners know food. Education Syllabus ……………………………………
CONTENT 1.Identify food balanced diet food Methods – discussion page10 ……………………………………
Eating healthy good to eat is all about . Competencies – naming, identifying 2015 -2022 ……………………………………
food promotes when going for explaining ……………………………………
healthy body sports Introduction ECD Time Expressive ……………………………………
2.Name effects Recap of previous lesson. Arts Teacher’s ……………………………………
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of good food for 1.Facilitator and learners discuss Resource book page4 ……………………………………
sports different types of food. Chart with different ……………………………………
2.In their groups learners discuss types of food ……………………………………
what good food do to us. Slides ……………………………………
Revision of work done in groups. Swings ……………………………………
L3 HEALTH Learners should 1. Facilitator Assumed Knowledge MOPSE (2015)Infant ……………………………………
be able to: discuss different Learners know food. Physical Education ……………………………………
CONTENT 1,Name at least types of drinks with Methods – discussion Syllabus page10 ……………………………………
Eating healthy 1 suitable drink learners. Competencies – naming, identifying 2015-2022 ……………………………………
food promotes for athletes explaining ECD Time Expressive ……………………………………
healthy body 2.Use the drink Introduction Arts Teacher’s ……………………………………
during and after Facilitator asks learners to list their Resource book page4 ……………………………………
play favourite drink. Chart with different ……………………………………
1.Learners discuss different types of types of food ……………………………………
drinks Slides ……………………………………
2.During play and games learners Tyres ……………………………………
drink water as the best refresher. Swings ……………………………………
Class discuss on the effects of
water.
L4 HEALTH Learners should 1.Facilitator shows Assumed Knowledge MOPSE (2015)Infant ……………………………………
be able to: learners a variety of Learners know food. Physical Education ……………………………………
CONTENT 1.List food for food. Methods – discussion Syllabus page10 ……………………………………
Eating healthy athletes Competencies – naming , 2015-2022 ……………………………………
food promotes 2.Name body identifying. Explaining ……………………………………
healthy body building food Introduction ECD Time Expressive ……………………………………
and colour them Recap of the lesson. Arts Teacher’s ……………………………………
1.Facilitator and learners discuss Resource book page4 ……………………………………
different types of food. Chart with different ……………………………………
2.In their groups learners discuss types of food ……………………………………
the body building foods. Slides ……………………………………
3.Feedback from their groups. Tyres ……………………………………
Conclusion Swings ……………………………………
Class revise the lesson of the day. ……………………………………
L5 HEALTH Learners should 1.Facilitator Assumed Knowledge MOPSE Infant ……………………………………
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be able to: explains to learners Learners know food. Physical Education ……………………………………
CONTENT 1.Name and what balanced diet Competencies – naming, Syllabus page10 ……………………………………
Eating healthy identify at least food is all about. edentifying , explaining 2015-2022 ……………………………………
food promotes 5 types of Introduction ECD Time Expressive ……………………………………
healthy body healthy and Facilitator asks learners food they Arts Teacher’s ……………………………………
unhealthy ate previous day. Resource book page4 ……………………………………
Revision 2.Colour good 1.Facilitator and learners discuss Chart with different ……………………………………
food only from different types of food. types of food ……………………………………
the selection 2.In their groups learners discuss Slides ……………………………………
the dangers of eating unhealthy Tyres ……………………………………
food. Swings ……………………………………
3.Feedback from their groups. ……………………………………
CONCLUSION ……………………………………
Class revise the lesson of the day
10. KIDS Learners should 1.Facilitator Assumed Knowledge MOPSE (2015)Infant ……………………………………
ATHLETICS be able to: demonstrates Learners can run. Physical Education ……………………………………
12/03/21 1.Demonstrate running within the Competencies – demonstrating Syllabus page10 ……………………………………
CONTENT appropriate marked area. Methods – demonstration ……………………………………
L1 Free running running Introduction ECD Time Expressive ……………………………………
mechanics Jogging as warming up. Arts Teacher’s ……………………………………
2.Practice 1.Facilitator asks learners to run Resource book page4 ……………………………………
running from freely in various directions within ……………………………………
start to finish the marked area. Cones ……………………………………
2.Learners demonstrate running Skittles ……………………………………
under facilitator ‘s supervision Playing ground ……………………………………
Conclusion Buckets ……………………………………
Pack up and clean the environment ………………………………
L2 KIDS Learners should 1.Facilitator Assumed Knowledge MOPSE (2015)Infant ……………………………………
ATHLETICS be able to: demonstrate Learners can run. Physical Education ……………………………………
1.Demonstrate running within the Competencies – demonstrating Syllabus page10 ……………………………………
CONTENT appropriate marked area. Methods - demonstration ……………………………………
Free running running. Introduction ECD Time Expressive ……………………………………
mechanics Jogging as warming up. Arts Teacher’s ……………………………………
2Run within the 1.Facilitator asks learners to run Resource book page4 ……………………………………
marked. freely in various directions within ……………………………………
the marked area. Cones ……………………………………
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under facilitator ‘s supervision Playing ground ……………………………………
Pack up and clean the environment. …………………………………
L3 KIDS Learners should 1. Facilitator Assumed Knowledge MOPSE (2015)Infant ……………………………………
1.Compete in running. Methods - demonstrating , Syllabus page10 ……………………………………
CONTENT directed race 20 discussion ……………………………………
Free running m race Competencies – demonstrating ECD Time Expressive ……………………………………
2.Run from start Introduction Arts Teacher’s ……………………………………
to finish Jogging as warming up. Resource book page4 ……………………………………
1.Facilitator asks learners discuss ……………………………………
on the importance of completing the Cones ……………………………………
race. Skittles ……………………………………
2.Learners demonstrate running Playing ground ……………………………………
under facilitator ‘s supervision Buckets ……………………………………
Cool down activities and winners ……………………………………
announcement.
L4 KIDS Learners should 1. Facilitator Assumed Knowledge MOPSE (2015)Infant ……………………………………

1.Tyre race running . Introduction Syllabus page10 ……………………………………
CONTENT 2.Run from start Jogging as warming up. ……………………………………
Free running to finish 1.Facilitator asks learners discuss ECD Time Expressive ……………………………………
on the importance of completing the Arts Teacher’s ……………………………………
race and setting rules. Resource book page4 ……………………………………
2.Learners demonstrate running ……………………………………
under facilitator ‘s supervision. Cones ……………………………………
Conclusion Skittles ……………………………………
Cool down activities and winners Playing ground ……………………………………
announcement. Buckets ………………………
L5 KIDS Learners should 1.Facilitator Assumed Knowledge MOPSE (2015)Infant ……………………………………
1.Complete the running . Methods – demonstration Syllabus page10 ……………………………………
CONTENT race Competencies - demonstrating ……………………………………
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Free running 2.Potato race Introduction ECD Time Expressive ……………………………………
Jogging as warming up. Arts Teacher’s ……………………………………
1.Facilitator asks learners discuss Resource book page4 ……………………………………
on the importance of completing the ……………………………………
potato race. Cones ……………………………………
under facilitator ‘s supervision. Playing ground ……………………………………
Cool down activities and winners ……………………………………
announcement. ……………………………………
19/03/21
TO
26/03/21
ICT
BROAD AIMS
 To help learners to identify ICT tools in the environment.
 To help learners to identify computer software.
 To help learners engage in hands on technological activities.
 Family unity
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WK TOPIC AND OBEJECTIVES COMPETENCIES METHODS AND ACTIVITIES S.O.M AND MEDIA EVALUATION
ENDING CONTENT
1. ICT TOOLS By the end of Naming Assumed Knowledge MOPSE ICT infant …………………………………
08/01/21 the lesson Identifying Learners know a computer (ECD - Grade 2 ) …………………………………
CONTENT learners should Switching Methods – demonstration syllabus 2015 – 2022 …………………………………
Parts of a be able to: Introduction page7 …………………………………
L1 computer. 1.Name and 1.Facilitator asks learners to identify …………………………………
identify and name computer components. 4 computers …………………………………
computer 2.Learners identify and name different 20 various computer …………………………………
components . computer components . components …………………………………
2.Demonstrate 3.Learners imitate using the components …………………………………
the use of at after the teacher’s demonstration. …………………………………
least three Conclusion …………………………………
components. Learners name components they have …………………………………
3.Use the learned. …………………………………
computer parts . ………………………
ICT TOOLS Learners should Naming Assumed Knowledge MOPSE ICT infant …………………………………
be able to: Identifying Learners know a computer. (ECD – Grade 2) …………………………………
L2 CONTENT 1.Switch on and Switching Methods – demonstration Syllabus 2015-2022 …………………………………
Computer can off power using Introduction page7 …………………………………
be used for a remote control 1.Facilitator demonstrates how to start …………………………………
learning or manually. and shut down the machine using a 2 monitors , 5 …………………………………
2.Follow remote control or manually (switching keyboard , 4 mouses …………………………………
instructions on and off). …………………………………
from a computer 2.In turns , learners practice switching …………………………………
. on and off the computer. …………………………………
3.Demonstrate 3.Learners practice the correct posture …………………………………
operating skills. when sitting and working on the …………………………………
computer. …………………………………
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Learners talk about pictures in learner’s …………………………………
books. …………………………………
2. ICT TOOLS Learners should Naming Assumed Knowledge MOPSE ICT …………………………………
15/01/21 be able to: Identifying Learners know ICT tools infant(ECD – Grade 2) …………………………………
CONTENT 1.Name and Making Methods - demonstration Syllabus 2015 -2022 …………………………………
ICT toys identify simple Introduction page7 …………………………………
machines like 1.Facilitator asks learners to name and …………………………………
cellphone identify ICT toys shown on picture 6 Toy phones, …………………………………
L1 2.Make/design a 2.Facilitator demonstrates designing a television, DVD, …………………………………
calculator. cellphone decoder …………………………………
3.Demonstrate 3.Learners to make a model of a phone. Play dough …………………………………
how different 4.Learners demonstrate how different …………………………………
appliances appliances work. …………………………………
work. Conclusion …………………………………
Display of their finished work for others …………………………………
to appreciate ………………………………
ICT TOOLS Learners should Naming Assumed Knowledge MOPSE ICT infant …………………………………
L2 be able to: Identifying Learners know ICT tools syllabus 2015 -2022 …………………………………
CONTENT 1.Name and Making Methods – discussion ,demonstration page7 …………………………………
ICT models identify parts of Introduction …………………………………
a computer Learners discuss on computer tools and 6 Toy phones, …………………………………
2.Make ICT other ICT tools television, DVD, …………………………………
models of a 1.Facilitator asks learners to name and decoder …………………………………
laptop using identify ICT tools Play dough …………………………………
locally available 2.Facilitator demonstrates making the …………………………………
resources. ICT model of a laptop/monitor …………………………………
3.Demonstrate 3.Learners to make a model of a T.V …………………………………
how the model Conclusion …………………………………
work. Display of their finished work for others …………………………………
to appreciate. ……………………
3. ICT TOOLS Learners should Naming Assumed Knowledge MOPSE (ICT)Infant …………………………………
22/01/21 be able to: Identifying Learners know household appliances. (ECD – Grade 2) …………………………………
CONTENT 1.Name and Colouring Methods – discussion syllabus 2015 - 2022 …………………………………
Household identify at least Introduction page 7 …………………………………
appliances/utens two household Facilitator asks learners to name ECD Time …………………………………
ils appliances as appliances used at home Technology Teacher’s …………………………………
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L1 ICT tool 1.Facilitator and learners discuss on Resource book page1 …………………………………
2.Colour the pictures of home appliances ECD TIME …………………………………
knife, cup/spoon 2. Facilitator asks learners to colour Technology workbook …………………………………
picture of a cup/spoon/knife page 1 …………………………………
Conclusion Crayons. …………………………………
Class revise the lesson of the day. books, pictures, 10 …………………………………
spoons , 5 knives ……………………………
CREATING Learners should Naming Assumed Knowledge MOPSE (ICT)Infant …………………………………
AND be able to: Identifying Learners have utensil at home (ECD – Grade …………………………………
PUBLISHING 1.Name and Colouring Methods - discussion , demonstration 2)syllabus 2015 page 7 …………………………………
identify at least Introduction ECD Time …………………………………
CONTENT two household Facilitator asks learners to name Technology Teacher’s …………………………………
Household appliances as appliances used at home such as radio, Resource book page1 …………………………………
L2 appliances/ ICT tool found stove. ECD TIME …………………………………
Utensils at home 1.Facilitator and learners discuss picture Technology workbook …………………………………
2.Join dots of appliance shown page 1 …………………………………
3.Name 2.Facilitator demonstrates dot joining …………………………………
appliances learners observe. Crayons. …………………………………
shown on the 3.Individually learners dot join books, 3 pots, pictures …………………………………
chart appliance of an electric given to them …………………………………
picture …………………………………
Class revise the lesson of the day. ……………………………
4. ICT TOOLS Learners should Finger dexterity ASSUMED KNOWLEDGE MOPSE (ICT)Infant …………………………………
29/01/21 be able to : Clicking Learners know a computer. (ECD – Grade 2) …………………………………
CONTENT 1.Playing Dragging Methods – demonstration, Games syllabus 2015 -2022 …………………………………
Computers can computer Hand and eye INTRODUCTION page 7 …………………………………
be used for games. co-ordination Class sing a rhyme “computer, ECD Time …………………………………
L1 playing games. 2.Make computer”. Technology Teacher’s …………………………………
scribbles on the 1.Facilitator demonstrates playing Resource book page1 …………………………………
computer. different language games on animals. ECD TIME …………………………………
3.Operate the 2.Learners name, click and drag Technology workbook …………………………………
computer and pictures. page 2 …………………………………
other electric 3.Learners talk about pictures in 4 computers …………………………………
appliances to learner’s books. …………………………………
play games. CONCLUSION …………………………………
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Class revise the lesson of the day. ……………………………
ICT TOOLS Learners should Identifying ASSUMED KNOWLEDGE MOPSE (ICT)Infant …………………………………
be able to: Fine and gross Learners can name some appliances. (ECD – Grade 2) …………………………………
CONTENT 1.match motor skills Methods - discussion syllabus 2015 page 7 …………………………………
Computers can machines with INTRODUCTION ECD Time …………………………………
be used for their uses. Recap of the previous lesson Technology Teacher’s …………………………………
L2 playing games. 2.Identify and Step 1 Facilitator displays appliances. Resource book page1 …………………………………
-computer play name Step 2 Learners identify, name and ECD TIME …………………………………
appliances. describe . Technology workbook …………………………………
3.Identify Step 3 Learners match machine with page 2 …………………………………
computer their uses on the chalkboard. Crayons. …………………………………
components . Step 4 Learners match machines with books, 3 computers, …………………………………
their uses in their workbooks. pictures …………………………………
CONCLUSION …………………………………
Class revise the lesson of the day ………………………
5. ICT TOOLS Learners should Naming ASSUMED KNOWLEDGE MOPSE (ICT)Infant …………………………………
05/02/21 be able to : Identifying Learners have seen a computer (ECD – Grade 2) …………………………………
CONTENT 1.Identify and Describing INTRODUCTON syllabus 2015-2022 …………………………………
L1 Computer name Discussing Facilitator show learners pictures of a page 7 …………………………………
appliances can 2.At least 3 computer ECD Time …………………………………
be named components of a 1.Learners name computer components Technology Teacher’s …………………………………
computer shown on picture/real Resource book page …………………………………
3.Play games on 2.Learners to play games on the 15 …………………………………
a computer computer 4 Computers …………………………………
Class revise the lesson of the day ………………………
ICT TOOLS Learners should Naming ASSUMED KNOWLEDGE MOPSE (ICT)Infant …………………………………
L2 be able to : Identifying Learners have seen a computer syllabus 2015 page 7 …………………………………
CONTENT 1.Identify at Describing Methods – discussion …………………………………
Computer least 2 input Discussing INTRODUCTON …………………………………
appliances devices Colouring Facilitator and learners discuss about a College Press work …………………………………
2.Colour computer book page …………………………………
computer 1.Facilitator show picture /real desk top Computers laboratory …………………………………
3.Name at least and asks learners to identify components …………………………………
2 computer 2.Learners name and identify input …………………………………
components. devices shown to them …………………………………
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3.Learners to colour picture given to …………………………………
them of a computer …………………………………
Facilitator initiate a rhyme, ………………………
“zvandadzidza pano maihwee”.
6 ICT TOOLS Learners should Naming ASSUMED KNOWLEDGE MOPSE (ICT)Infant …………………………………
12/02/21 be able to: Identifying Learners know a computer (ECD – Grade 2) …………………………………
CONTENT 1.Identify and Discussing Methods – demonstration syllabus 2015-2022 …………………………………
Communication name at least INTRODUCTION page 7 …………………………………
tools two Class sing a rhyme. ECD Time …………………………………
communication 1.Teacher discuss with learners on Technology Teacher’s …………………………………
L1 tools communication tools Resource book page …………………………………
2.Use any one 2.Teacher demonstrate communicating 15 …………………………………
tool to using WhatsApp/skype/Imo Computer laboratory …………………………………
communicate 3. Learners to practice using any tool to 6 toy phones …………………………………
3.Able to communicate under instructions 2 phones …………………………………
communicate CONCLUSION …………………………………
nicely. Class revise the lesson of the day ………………………
be able to: Identifying Learners know a computer. syllabus 2015 page 7 …………………………………
CONTENT 1.Identify and Discussing Methods – demonstration, design based …………………………………
Communication name other learning Computers laboratory …………………………………
tools communication INTRODUCTION Papers …………………………………
L2 tools 1.Facilitator and learners revise the Glue …………………………………
2,Use one of the previous lesson. …………………………………
means to 2.Facilitator will show learners …………………………………
communicate picture/videos of how people long back …………………………………
communicated …………………………………
3.Learners watch clips on the screen …………………………………
4.Learners to colour / make an envelope …………………………………
Class revise the lesson of the day ……
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19/02/21 be able to: Identifying Learners know a computer syllabus 2015 page 7 …………………………………
CONTENT 1.Name any 2 Discussing Methods – discussion ECD Time …………………………………
Communication visual and audio INTRODUCTION Technology Teacher’s …………………………………
L1 tools communication Facilitator discuss with learner’s other Resource book page …………………………………
tools type of communication 15 …………………………………
2.Colour a 1.Facilitator will show learners pictures …………………………………
picture of a t.v of communication tools Computers laboratory …………………………………
set. 2.Learners to colour a picture of TV set …………………………………
3.Name picture CONCLUSION …………………………………
shown to them. Class revise the lesson of the day …………………………………
L2 ICT TOOLS Learners should Naming ASSUMED KNOWLEDGE MOPSE (ICT)Infant …………………………………
be able to: Identifying Learners have communication tools at syllabus 2015 page 7 …………………………………
CONTENT 1.Make or Discussing home. ECD Time …………………………………
design any Methods – demonstration Technology Teacher’s …………………………………
Communication communication INTRODUCTION Resource book page …………………………………
tools tool Facilitator and learners revise previous 15 …………………………………
2.Cut and paste lesson …………………………………
a picture. 1.Facilitator will show demonstrate Computers laboratory …………………………………
3.Name designing a cellphone/envelope …………………………………
communication 2.Learners will cut and paste a cell …………………………………
tools at home. phone …………………………………
Class revise the lesson of the day ………………
8. be able to: Identifying Learners know a computer (ECD – Grade 2) …………………………………
CONTENT 1.Name and Discussing Methods – Question and answer, syllabus 2015 -2022 …………………………………
26/02/21 A computer is a identify the discussion page 7 …………………………………
complex central INTRODUCTION ECD Time …………………………………
machine processing unit 1.Recap of the previous lesson Technology Teacher’s …………………………………
L1 2.Discuss the 2.Facilitator and learners discuss the use Resource book page …………………………………
function of the of the CPU 15 …………………………………
central 3.Learners to touch the CPU as they …………………………………
processing unit recall its function 5 Computers …………………………………
3.Answer CONCLUSION …………………………………
questions. Question and answer …………………
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ICT TOOLS By the end of Naming ASSUMED KNOWLEDGE MOPSE (ICT)Infant …………………………………
the week Identifying Learners know a computer (ECD – Grade 2) …………………………………
CONTENT learners should Discussing Methods – discussion syllabus 2015 - 2022 …………………………………
A computer is a be able to: INTRODUCTION page 7 …………………………………
L2 complex 1.Practice using Facilitator discuss on the keyboard ECD Time …………………………………
machine a keyboard 1.Facilitator shows learners pictures of Technology Teacher’s …………………………………
2.Colour and keyboard Resource book page …………………………………
design a 2.Facilitator and learners discuss the use 15 …………………………………
keyboard of the keyboard …………………………………
3.Learners to practice using a keyboard 10 keyboards …………………………………
as they recall its function …………………………………
4.Learners design and colour a …………………………………
keyboard. …………………………………
Displaying of work done ………………………
WK TOPIC/ OBEJECTIVES COMPETENCIES TEACHING/LEARNING RESOURCES/ EVALUATION
CONTENT (KNOWLEDGE,SK ACTIVITIES/METHEODS MEDIA/
ILLS REFERENCES
AND ATTITUDE)
05/03/21 be able to : Identifying Learners know a computer. (ECD - Grade 2) …………………………………
CONTENT 1.Name other Experimenting Methods – discussion , group work syllabus 2015-2022 …………………………………
Ict tools can be uses of ict e.g INTRODUCTION page 7 …………………………………
L1 used for radio,computer -Discussion on importance of ICt tools ECD Time …………………………………
entertainment 2.Play or dance like radio Technology Teacher’s …………………………………
to music 2.Facilitator ask learners their favourite Resource book page …………………………………
3.Answer songs and will play it. 15 …………………………………
questions . 3.learners will dance to various songs as …………………………………
entertainment 5 Computers …………………………………
Question and answer
be able to : Identifying Learners know a computer. syllabus 2015 page 7 …………………………………
L2 CONTENT 1.Identify Experimenting Methods – discussion , research and ECD Time …………………………………
Ict tools can be learning tools presentation Technology Teacher’s …………………………………
used of research 1.Practice to INTRODUCTION Resource book page …………………………………
learning research Recap of the previous lesson 15 …………………………………
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1.Facilitator explains and discuss how to 5 computers …………………………………
use a computer to learn …………………………………
2.Facilitator and learners will use a …………………………………
computer to research on types of …………………………………
animals …………………………………
CONCLUSION ……………………………
Question and answer
10. ICT TOOLS Learners should Naming ASSUMED KNOWLEDGE MOPSE …………………………………
12/03/21 be able to: Identifying Learners have home appliances. (ICT)Infant(ECD – …………………………………
CONTENT 1.Name and Joining Methods – discussion , demonstration Grade 2) syllabus …………………………………
Household identify two INTRODUCTION 2015-2022 page 7 …………………………………
L1 appliances useful house 1.Facilitator asks learners on appliances ECD Time …………………………………
appliance. found at home Technology Teacher’s …………………………………
Iron 2.Appliances 2.Facilitator shows learners a picture of Resource book page 1 …………………………………
Join the dots on a iron and learners to name it ECD Time …………………………………
a iron. 3.Facilitator and learners discuss the use Technology workbook …………………………………
3.State uses and and dangers of the iron page4 …………………………………
dangers of an 4.Facilitator demonstrates dot joining …………………………………
iron. Individual work on dot joining Pictures, crayons, …………………………………
CONCLUSION workbooks …………………………………
Display of the finished work 3 irons …………………………
L2 ICT TOOLS Learners should Naming ASSUMED KNOWLEDGE MOPSE …………………………………
be able to: Identifying Learners have home appliance (ICT)Infant(ECD – …………………………………
CONTENT 1.Name and Joining Mrthods - Grade 2) syllabus …………………………………
Household identify atleast INTRODUCTION 2015-2022 page 7 …………………………………
appliances oneused to keep 1.Facilitator asks learners on appliances ECD Time …………………………………
us warm found at home that keep use warm Technology Teacher’s …………………………………
Heater 2.Dot join a 2.Facilitator shows learners a picture of Resource book page 1 …………………………………
given picture a heaters ECD Time …………………………………
3.Facilitator and learners discuss the use Technology workbook …………………………………
and dangers of the heater and operation page4 …………………………………
4.Learners dot join a given picture …………………………………
CONCLUSION Pictures, crayons, …………………………………
Question and answer workbooks ………………………
3 heaters
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19/03/21
TO
26/03/21
VISUAL AND PERFORMING ARTS

AIMS
The Scheme cum to enable learners to:
 become literate in visual and performing arts.
 appreciate Zimbabwean history from pre-colonial, colonial and chimurenga/umvukela eras.
 value confidence, self-esteem and self-expression and practice skills necessary for creative expression.
 incorporate the use of technology in visual and performing arts .
 Family unity
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WK TOPIC AND OBJECTIVES COMPETENCIES METHODS AND ACTIVITIES S.O.M AND MEDIA EVALUATION
ENDING CONTENT
1. History of Learners should be Naming Assumed Knowledge- -Visual and Performing ......................................................
08/01/21 Arts and able to: Identifying Learners can sing . Arts Infant Syllabus page ......................................................
Culture 1.name at least one Playing Methods – Discussion 35 ......................................................
-MUSIC musical instrument. Introduction-Learners sing -musical instruments ......................................................
-Musical 2.identify at least one a rhyme dudumuduri with egdrum,rattle,tambourine ......................................................
instruments in musical instrument. the help of the teacher. -chart with musical ......................................................
L1 my 3.play at least one 1.Learners name at least instrunments. ......................................................
environment. musical instrument. one musical instrument. ......................................................
2.Learners identify at least ......................................................
one musical instrument. ......................................................
3.Learners play at least one ...................................................
musical instrument in their
groups.
Conclusion-Revision of
work done.
L2 History of 1.name at least one Naming Assumed Knowledge- Visual and Performing ......................................................
Arts and cultural Identifying Learners have experience Arts Infant Syllabus page ......................................................
Culture artifacts/artworks Vocabulary of artifacts. 36. ......................................................
found in the home and Awareness Methods- Discussion -cultural artifacts such as ......................................................
VISUAL my culture. Introduction -Learners hari,duri,tswanda ......................................................
ARTS 2.identify at least one sing a rhyme dudumuduri -chart with cultural ......................................................
-Visual arts in cultural with the help of the teacher. artifacts. ......................................................
my home and artifacts/artiworks. 1.Learners name cultural ......................................................
my culture. artifacts. ......................................................
2.Learners identify cultural ......................................................
artifacts. ...................................................
Conclusion -Discussion on
cultural artifacts.
L3 History of 1.respond to theatre. Watching Assumed Knowledge - Visual and Performing ......................................................
Arts and 2.watch theatre Discussing Learners have watched Arts Infant Syllabus page ......................................................
Culture performances. drama and plays on TV 36 ......................................................
:THEATRE Introduction-Playing of a -video clips ......................................................
-The role of introductory rhyme. -dvd player,ict tools ......................................................
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theatre, film 1.Learners watch theatre ......................................................
and animation. performances. ......................................................
-Watching 2.Learners respond to ......................................................
theatre. theatre. ......................................................
Conclusion -revision on
work done
WK TOPIC AND OBJECTIVES COMPETENCIES METHODS AND S.O.M AND MEDIA EVALUATION
CONTENT AACTIVITIES
History of Learners should be Singing Assumed Knowledge- Visual and Performing ......................................................
Arts and able to : Dancing Learners have danced Arts Infant Syllabus page ......................................................
Culture 1.sing variety of songs before . 37. ......................................................
L4 from the past and Methods-Demonstration, -musical instruments ......................................................
DANCE present. discussion such as rattles,drums. ......................................................
-Dance games. 2.rhythmically dance Introduction -projector ......................................................
to music. -Demonstration of a rhyme -laptop ......................................................
“kachemberekegudo”. ......................................................
1.Discussing songs from ......................................................
the past and present. ......................................................
2.Singing and dancing ...................................................
songs from the past and
present.
Conclusion -Display of
best dancer’s moves
2. History of Learners should be Recalling Assumed Knowledge- -Visual and Performing ......................................................
15/01/21 Arts and able to: Stating Learners have knowledge Arts Infant Syllabus page ......................................................
Culture 1.Recall at least one of music instruments. 35. ......................................................
L1 -MUSIC musical instrument. Methods -Discussion -musical instruments ......................................................
-Musical 2.tate at least one use Introduction-Recapping of egdrum,rattle,tambourine ......................................................
instruments in of musical musical instruments naming -chart with musical ......................................................
my instruments. and identification. instruments. ......................................................
environment. 1.Stating uses of musical ......................................................
instruments. ......................................................
2.Discussing uses of ......................................................
musical instruments. ...................................................
Conclusion
-Demonstration of playing
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marimba.
L2 History of 1.name at least one Recapping Assumed Knowledge- Visual and Performing ......................................................
Arts and cultural Naming Learners have used Arts Infant Syllabus page ......................................................
Culture artifacts/artworks Stating artifacts. 36. ......................................................
found in the home and Singing Methods – Discussion -cultural artifacts such as ......................................................
L3 VISUAL my culture. Introduction-Recapping of hari,duri,tswanda ......................................................
ARTS 2.state at least one use cultural artifacts naming -chart with cultural ......................................................
-Visual arts in of cultural and identifying. artifacts. ......................................................
my home and artifacts/artiworks. 1.Stating uses of cultural ......................................................
my culture. artifacts. .....................................................
2.Discussion on cultural
artifacts/artworks.
Conclusion
Singing a rhyme .
L4 HISTORY Learners should be Naming Assumed Knowledge Visual and Performance ......................................................
AND able to : Identifying Learners have family Arts Infant Syllabus page ......................................................
CULTURE Singing members . 36. ......................................................
THEATRE 1.name family Colouring Methods - Discussion -chart with family ......................................................
-Different members. Introduction-Singing a members. ......................................................
family 2.identify at least two rhyme 5 in a family. -learners ......................................................
members. family members. 1.Naming family members. -dolls ......................................................
2.Identifying family ......................................................
members. ......................................................
3.Colouring family
members.
work done
3. History of Recitation Assumed Knowledge- Visual and Performing ......................................................
Arts and 1.play dance games Singing Learners can dance. Arts Infant Syllabus page ......................................................
22/01/21 Culture 2.make body Dancing Methods –Demonstration 37. ......................................................
movements in Naming Introduction -Recitation of -skittles ......................................................
L1 DANCE response to dance. a poem myself ......................................................
-Dance games 1.Saying their names in ......................................................
-Do you know full. ......................................................
my name? 2.Demonstration of dance ......................................................
games. ......................................................
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3.Playing dance games.
4.Moving body in response
to dance in groups.
Conclusion-Class
demonstration of dance
groups.
L2 History of 1.play game Playing Assumed Knowledge – Visual and Performing ......................................................
Arts and confidently. Singing Learners can play music. Arts Infant Syllabus page ......................................................
Culture 2.sing and clap self confidence Methods - Demonstration 35. ......................................................
MUSIC rhythmically. Introduction-Singing a ......................................................
-Songs and rhyme batanaimaoko. ......................................................
games in my 1.Illustration of a game by ......................................................
home. teacher. ......................................................
2.Playing games in groups. ......................................................
3.Singing and clapping
rhythmically in groups.
Conclusion- Revision of
work done’.
L3 History of Learners should be Naming Assumed Knowledge Visual and Performing ......................................................
Arts and able to; Identifying Learners have used Arts Infant Syllabus page ......................................................
Culture 1.Name at least one Visual artifacts. 36. ......................................................
artworks found in the Discrimination. Methods – Discussion -artworks such as ......................................................
VISUAL home. Introduction- Singing a hari,duri,tswanda ......................................................
ARTS 2.Identify at least one rhyme . -chart with artworks. ......................................................
-Visual arts in artworks. 1.Naming of artworks ......................................................
my home and 3.Colour at least one 2.Identifying artworks. ......................................................
my culture. artwork. 3.Discussion on cultural ......................................................
Crafts artworks. ......................................................
egduri,hari,tsw 4.Colouring of artworks. ...................................................
anda,badza Conclusion - Revision of
work done.
L4 History of 1.Use puppets for Fine motor Assumed Knowledge Visual and Performing ......................................................
Arts and storytelling. Self confidence -Learners can have watched Arts Infant Syllabus ......................................................
Culture 2.Show different self expression cartoons. page36 ......................................................
emotions using Methods – Demonstration -puppets. ......................................................
THEATRE puppets. Introduction -Playing a ......................................................
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The role of game kana ......................................................
puppetry in my ndikadaindikadai… ......................................................
home. 1.Demonstration of ......................................................
Folk stories puppetry and miming. ......................................................
2.Role playing using .................................................
puppets as they tell folk
stories.
Conclusion-Facilitator play
puppetry.
4. History of Recitation Assumed Knowledge- Visual and Performing ......................................................
29/01/21 Arts and 1.play dance games Singing Learners can dance . Arts Infant Syllabus page ......................................................
L1 Culture 2.make body Dancing Methods - Demonstration 37. ......................................................
movements in Naming Introduction-Recitation of -skittles ......................................................
DANCE response to dance. a poem myself. ......................................................
1.Saying their names in ......................................................
full. ......................................................
2.Demonstration of dance ......................................................
games.
3.Playing dance games.
4.Moving body in response
to dance in groups.
5.Class demonstration of
dance groups.
Conclusion-Revision of
work done.
L2 History of Learners should be Naming Assumed Knowledge- -Visual and Performing ......................................................
Arts and able to: Identifying Learners know musical Arts Infant Syllabus page ......................................................
Culture 1.name at least one Playing instruments. 35. ......................................................
-MUSIC musical instrument. Methods – demonstration -musical instruments ......................................................
-Musical 2.identify at least one Introduction-Learners sing egdrum,rattle,tambourine ......................................................
instruments in musical instrument. a rhyme dudumuduri with -chart with musical ......................................................
my 3.play at least one the help of the teacher. instrunments. ......................................................
environment. musical instrument. 1.Learners name at least ......................................................
one musical instrument. ......................................................
2.Learners identify at least ....................................................
one musical instrument.
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3.Learners play at least one
musical instrument in their
groups.
Conclusion -Listening to
marimba being played.
L3 History of 1.name at least one Naming Assumed Knowledge- Visual and Performing ......................................................
Arts and cultural Identifying Learners have artifacts at Arts Infant Syllabus page ......................................................
Culture artifacts/artworks Vocabulary home. 36. ......................................................
found in the home and Awareness Methods - Discussion -cultural artifacts such as ......................................................
VISUAL my culture. Introduction- Learners hari,duri, tswanda ......................................................
-Visual arts in cultural with the help of the artifacts. ......................................................
my home and artifacts/artiworks. facilitator. ......................................................
my culture. 1.Learners name cultural ......................................................
artifacts.
2.Learners identify cultural
artifacts.
Conclusion -Discussion on
cultural artifacts.
L4 History of 1.use at least one Naming Assumed Knowledge- Visual and Performing ......................................................
Arts and cultural artifacts at Identifying Learners have artifacts at Arts Infant Syllabus page ......................................................
Culture home Vocabulary home. 36. ......................................................
2.play with hosho, Awareness Methods - Discussion -cultural artifacts such as ......................................................
VISUAL mbira Introduction -Learners hari,duri, tswanda ......................................................
ARTS 3.sing songs and dance name cultural artifacts. -chart with cultural ......................................................
-Visual arts in using artifacts 1.Learners identify cultural artifacts ......................................................
my home and artifacts. And practice using ......................................................
my culture. them. ......................................................
2.Discussion on cultural ......................................................
artifacts. ...................................................
3.Learners will colour
picture of shaker.
work done.
5. History of 1.classify visual types Naming Assumed Knowledge Visual and Performing ......................................................
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05/02/21 Arts and of visual arts as Identifying Learners have seen drums Arts Infant Syllabus page ......................................................
Culture shakers and drum Vocabulary before. 36. ......................................................
L1 2.identify materials Awareness Methods - Discussion -cultural artifacts such as ......................................................
VISUAL that can make artifacts Introduction-Learners hari,duri, tswanda ......................................................
ARTS 3.make at least one recite dudu muduri as they -chart with cultural ......................................................
-Visual arts in artifact revise the previous lesson. artifacts ......................................................
my home and 1.Learner’s classIfy cultural ......................................................
2.Learners identify ......................................................
materials that make ..................................................
artifacts.
artifacts.
4.Learners will mould
kitchen utensil.
Conclusion -Revision of
work done.
L2 History of 1.identify visual arts in Naming Assumed Knowledge Visual and Performing ......................................................
Arts and homes Identifying Learners have used paint Arts Infant Syllabus page ......................................................
Culture 2.match visual arts Vocabulary before. 36. ......................................................
with use Awareness Methods - Discussion -cultural artifacts such as ......................................................
VISUAL 3.paint any kitchen Introduction-Recap of the hari,duri, tswanda ......................................................
ARTS utensil previous lesson. -chart with cultural ......................................................
-the role of 1.Learners identify visual artifacts ......................................................
visual arts and arts in homes. ......................................................
artist in my 2.Learners match visual ......................................................
family arts with use, knife for-, ......................................................
spoon for, paint for. ...................................................
artifacts.
4.Learners paint a picture
of a person.
work done.
L3 History of 1.identify musical Naming Assumed Knowledge- Visual and Performing ......................................................
Arts and homes Identifying Learners can use musical Arts Infant Syllabus page ......................................................
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Culture 2.classify musical Playing instruments. 23. ......................................................
instrument Methods – demonstration -cultural artifacts such as ......................................................
Music 3.colour any musical Introduction - Learners hari,duri, tswanda ......................................................
Musical instrument will recite ndinotsvaka -chart with cultural ......................................................
instrument in maonde with the facilitator. artifacts ......................................................
my 1.Learners will identify and ......................................................
environment classify musical ......................................................
instruments ....................................................
2.Learner to dance to audio
from radio and identify
musical instruments used in
the song.
Conclusion – Learners
dance to favourite tune.
L4 History of 1.identify music from Naming Assumed Knowledge Visual and Performing ......................................................
Arts and the pas’t. Identifying -Learners can use musical Arts Infant Syllabus page ......................................................
Culture 2.dance to chimurenga Playing instruments. 35. ......................................................
music. Methods – demonstration -cultural artifacts such as ......................................................
Music 3.name instruments in Introduction -Learners hari,duri, tswanda ......................................................
Musical the songs. recap the previous lesson. -chart with cultural ......................................................
instrument in 1.Facilitator to show artifacts ......................................................
my learners picture of music Mbira, hosho, marimba ......................................................
environment instruments from the past. ......................................................
2.Learners identify and ....................................................
classify musical
instruments.
2.Learner to dance
chimurega music.
Conclusion -Identification
of musical instruments.
6. History of 1.identify music Naming Assumed Knowledge- Visual and Performing ......................................................
12/02/21 Arts and instruments from the Identifying Learners can use musical Arts Infant Syllabus page ......................................................
Culture past Playing instruments. 35. ......................................................
L1 2.practice playing Methods – Demonstration -cultural artifacts such as ......................................................
Music traditional instruments Introduction -Learners to hari,duri, tswanda ......................................................
Musical 3.colour a picture of discuss musical instruments -chart with cultural ......................................................
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instrument in marimba used by musicians. artifacts ......................................................
my 1.Facilitator to show Mbira, hosho, marimba ......................................................
environment learners picture of music ......................................................
instruments from the past ....................................................
and contemporary
instruments.
2.Learners identify and
practice using the
mentioned instruments-
learners to colour picture of
marimba
Conclusion - Display on
work done.
L2 History of 1.identify local Naming Assumed Knowledge Visual and Performing ......................................................
Arts and musicians Identifying -Learners can use musical Arts Infant Syllabus page ......................................................
Culture 2.imitates the local Playing instruments. 35. ......................................................
musician’s Imitating Methods –discussion -cultural artifacts such as ......................................................
Music instruments Introduction -Learners to hari,duri, tswanda ......................................................
Musical 3.dance to their music identify musicians by their -chart with cultural ......................................................
instrument in songs. artifacts ......................................................
my 1.Facilitator to make Mbira, hosho, marimba, ......................................................
environment learners imitates local radio, video clips ......................................................
musicians when on stage ....................................................
and dancing.
2.learners to sing along
songs being played.
3.Learners to identify
musical instruments used
by various musicians.
work done.
History of 1.identify at least on Naming Assumed Knowledge Visual and Performing ......................................................
Arts and song associated with Identifying Learners can use musical Arts Infant Syllabus page ......................................................
L3 Culture joy Playing instrument. 35. ......................................................
2.identify at least on Imitating Methods – discussion -cultural artifacts such as ......................................................
Music song associated with Introduction -Learners to hari,duri, tswanda ......................................................
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Songs and sad discuss various songs and -chart with cultural ......................................................
games in my 3.sing songs their emotion attachment. artifacts ......................................................
home depending on the 1.Facilitator to make Mbira, hosho, marimba, ......................................................
emotion learners identify songs radio, video clips ......................................................
depending on the mood. ....................................................
2.Learners to sing along
songs being played.
Conclusion -Learners to
identify songs where they
apply .
L4 History of 1.identify at least on Naming Assumed Knowledge Visual and Performing ......................................................
Arts and song in games. Identifying -Learners can use musical Arts Infant Syllabus page ......................................................
Culture 2.sing at least one Playing instruments. 35. ......................................................
song when paying Imitating Methods – Discussion -cultural artifacts such as ......................................................
Music games. Introduction -learners to hari,duri, tswanda ......................................................
Songs and 3.Play a game with sing “I went to London”. -chart with cultural ......................................................
games in my songs Hwahwai huyai. 1.Facilitator to make artifacts ......................................................
home learners identify songs Mbira, hosho, marimba, ......................................................
played with games. radio, video clips ......................................................
2.Learners to sing along ....................................................
songs being played and
play games.
Conclusion-Learners to
play hwaihwai huyai as a
class (outdoor lesson).
7. History of 1.identify games Naming Assumed Knowledge- Visual and Performing ......................................................
Arts and played with songs. Identifying Learners can use musical Arts Infant Syllabus page ......................................................
19/02/21 Culture 2.name the importance Playing instruments . 35. ......................................................
of songs in games. Imitating Methods - Discussion -cultural artifacts such as ......................................................
L1 Music 3.Play a game with Introduction -Learners hari,duri, tswanda ......................................................
Songs and songs river bank revise the previous lesson. -chart with cultural ......................................................
games in my 1.Facilitator to make artifacts ......................................................
home learners identify games Mbira, hosho, marimba, ......................................................
played with songs radio, video clips ......................................................
2.Learners to name ....................................................
importance of songs in
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games
3.Learners to play river
bank as a class (outdoor
lesson)
Conclusion –Revision of
work done.
L2 History of 1.identify at least two Naming Assumed Knowledge Visual and Performing ......................................................
Arts and games that can be Identifying -Learners can use musical Arts Infant Syllabus page ......................................................
Culture played with Playing instruments . 35. ......................................................
2.name songs at can Imitating Methods - Discussion -cultural artifacts such as ......................................................
Music be used with the Introduction -Learners to hari,duri, tswanda ......................................................
Songs and games revise the previous lesson. -chart with cultural ......................................................
games in my 3.Play at least one 1.Facilitator to make artifacts ......................................................
home game learners identify games and Mbira, hosho, marimba, ......................................................
songs that they play at radio, video clips ......................................................
Revision home. ....................................................
2.Learners to mime songs
and games .
3.Learners to play favourite
games with songs.
Conclusion- Revision of
work done.
L3 Arts 1.identify music Naming Assumed Knowledge - Visual and Performing ......................................................
Technology videos from local Identifying Learners can use musical Arts Infant Syllabus ......................................................
2.name artist in the Playing instruments . page43. ......................................................
Music videos songs Imitating Methods - Discussion -cultural artifacts such as ......................................................
and pictures 3.Dance to their music Introduction -Learners to hari,duri, tswanda ......................................................
discuss on their favourite -chart with cultural ......................................................
songs and musicians. artifacts ......................................................
1.Facilitator to make Mbira, hosho, marimba, ......................................................
learners identify music radio, video clips ......................................................
videos/pictures from local ....................................................
environment.
2.Learners to sing along
the music while identifying
the musicians.
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3.Learners to dance to
popular music of the Jah
Praizer.
Conclusion- demonstration
by best dancers.
L4 Arts 1.identify any one Naming Assumed Knowledge - Visual and Performing ......................................................
Technology music technological Identifying Learners can use musical Arts Infant Syllabus page ......................................................
tool. Playing instruments. 43 ......................................................
Music videos 2.listen music from Imitating Methods –Discussion -cultural artifacts such as ......................................................
and pictures technological tools. Introduction -Learners to hari,duri, tswanda ......................................................
3.name artist in the discuss technological tools -chart with cultural ......................................................
songs like radio, TV, cellphines. artifacts ......................................................
4.practice playing 1.Facilitator to make Mbira, hosho, marimba, ......................................................
music from the tools learners identify radio, video clips ......................................................
technological tools like ....................................................
radio where music can be
played.
2.Learners to practice
operating radio, TV, DVD
player.
3.Learners to dance to own
music
Conclusion - Display by
best singers and dancers.
8. Arts 1.operate music Naming Assumed Knowledge Visual and Performing ......................................................
26/02/21 Technology devices -Identifying Learners can use musical Arts Infant Syllabus page ......................................................
Music videos 2.Identify the on/off -Playing instruments. 43. ......................................................
and pictures button. Imitating Methods – Discussion -cultural artifacts such as ......................................................
L1 using ICT tools 3.name safety Introduction -Learners to hari,duri, tswanda ......................................................
measures when using revise previous lesson. -chart with cultural ......................................................
music devices such 1.Facilitator to show artifacts ......................................................
radio when plugging. learners pictures and real Mbira, hosho, marimba, ......................................................
objects of radio, DVD, radio, video clips ......................................................
laptop and learners to ....................................................
identify on/off button.
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operating radio, TV, DVD
player.
Conclusion - Learners to
dance to own music .
L2 Arts 1.identify musical in Naming Assumed Knowledge Visual and Performing ......................................................
Technology the videos Identifying Learners can use musical Arts Infant Syllabus page ......................................................
instruments. Playing instruments. 43. ......................................................
Music videos 2.cut musical Imitating Methods - Discussion -cultural artifacts such as ......................................................
and pictures instruments from Introduction -Learners hari,duri, tswanda ......................................................
pictures recap the previous lesson. -chart with cultural ......................................................
Songs. 1.Facilitator to show artifacts ......................................................
3.make collage of learners video clips of Mbira, hosho, marimba, ......................................................
musical instruments music. radio, video clips ......................................................
(paper collage). 2.Learners to identify ....................................................
musical instruments from
videos and cut such
instruments from pictures.
3.Learners to make paper
collage pasting musical
instrument.
work done.
L3 Arts 1.identify at least 2 Naming Assumed Knowledge Visual and Performing ......................................................
Technology visual arts Identifying -Learners can use musical Arts Infant Syllabus page ......................................................
Technological tools at Playing instruments . 43. ......................................................
Visual arts home. Imitating Methods – Discussion -cultural artifacts such as ......................................................
2.name the importance Introduction -Learners hari,duri, tswanda ......................................................
of the artifacts . recap the previous lesson. -chart with cultural ......................................................
3.colour a picture of a 1.Facilitator to show artifacts, huyo, clay pots, ......................................................
vase. learners technological tools vases ......................................................
on pictures .and learners to ......................................................
identify them. ....................................................
2.Learner to discuss the
importance of technological
tools like vase.
3.Colour a picture of a
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vase.
-Revision of work done.
L4 Arts 1.operate Naming Assumed Knowledge - Visual and Performing ......................................................
Technology technological tools in Identifying Learners can use musical Arts Infant Syllabus page ......................................................
my school. Playing instruments . 43. ......................................................
Visual arts 2.group tools Imitating Methods – Discussion -cultural artifacts such as ......................................................
according to use Introduction -Learners hari,duri, tswanda ......................................................
Visual arts 3.mound a clay pot discuss technological tools -chart with cultural ......................................................
Ttechnological in the classroom. artifacts, huyo, clay pots, ......................................................
tools in my 1.Facilitator to show vases ......................................................
school. learners technological tools ......................................................
on pictures and learners to ....................................................
identify them.
2.Learner operate
technological tools.
3.Learners group tools
according to use.
Conclusion-Learners recite
rhyme, “zvandadzidza pano
maihweee”
9. Arts 1.watch of artifacts Naming Assumed Knowledge- Visual and Performing ......................................................
Technology picture and images Identifying Learners can use musical Arts Infant Syllabus page ......................................................
05/03/21 charts Playing instruments. 43. ......................................................
Visual arts 2.Identify at least 4 Imitating Methods- Discussion -cultural artifacts such as ......................................................
L1 pictures and images Tracing Introduction -Learners hari,duri, tswanda ......................................................
Visual arts shown to them. revise the previous lesson. -chart with cultural ......................................................
ethnological 3.Trace along template 1.Facilitator to show artifacts, huyo, clay pots, ......................................................
tools in the of duri. learners technological tools vases ......................................................
home on pictures and images on ......................................................
charts/real images ....................................................
pictures and images shown
to them.
3.Learners to trace along
given template of Duri.
Conclusion -Class discuss
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on the work done.
L2 Arts 1.Use their Naming Assumed Knowledge Visual and Performing ......................................................
Technology technological tools at Identifying -Learners can use musical Arts Infant Syllabus page ......................................................
home Playing instruments. 43. ......................................................
Visual arts Practice at least Imitating Methods - Discussion -cultural artifacts such as ......................................................
making 1visual Tracing Introduction -Learners to hari,duri, tswanda ......................................................
Visual arts artifacts discuss on visual -chart with cultural ......................................................
tecnnological 2.Compare their technological tools in the artifacts, huyo, clay pots, ......................................................
tools in my artefact and those in class . vases ......................................................
school. learning areas 1. Facilitator to show ......................................................
learners technological tools ....................................................
on pictures and images on
charts/real images.
2.Learners use the tools and
imitate home figures
making visual artifacts.
Conclusion
Learners compare their
work and real objects.
L3 Aesthetic 1.Name artworks in Naming Assumed Knowledge Visual and Performing ......................................................
Values and the home. -Identifying Learners can use musical Arts Infant Syllabus page ......................................................
appreciation 2.make portraits -Playing instruments. 41. ......................................................
Identify importance of Imitating Methods – Discussion -cultural artifacts such as ......................................................
Visual arts artworks. Tracing Introduction -Learners to hari,duri, tswanda ......................................................
discuss on visual arts. -chart with cultural ......................................................
1.Facilitator to show artifacts, huyo, clay pots, ......................................................
learners visual arts charts/ vases, Potraits, mats, ......................................................
TV musicalartifacts ......................................................
2.Learners to name ....................................................
artworks at home.
3.Learners to make/mould
portraits and identify its
importance.
Conclusion -Learners
compare their work and real
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objects.
L4 Aesthetic 1.match pictures of Naming Assumed Knowledge- Visual and Performing ......................................................
Values and artworks at home Identifying Learners can use musical Arts Infant Syllabus page ......................................................
appreciation 2.Compare artworks at Playing instruments. 41. ......................................................
home and at other Imitating Methods – Discussion -cultural artifacts such as ......................................................
Visual arts places, like church, Tracing Introduction -Learners hari,duri, tswanda ......................................................
school recap on the previous -chart with cultural ......................................................
3.Identify artworks lesson. artifacts, huyo, clay pots, ......................................................
that can be made using 1.Facilitator to show vases, Portraits, mats, ......................................................
local materials learners pictures of musicalartifacts ......................................................
artworks, such as hoe, clay ....................................................
pots.
artworks on pictures.
3.Learners to compare
artworks at home and at
other places like church and
school.
Conclusion-Learners
discuss on the activity
done.
L3 Aesthetic 1.manipulate objects Naming Assumed Knowledge Visual and Performing ......................................................
Values and in the home. Identifying -Learners can use musical Arts Infant Syllabus page ......................................................
appreciation 2.make constructive Playing instruments. 41. ......................................................
work with playing Imitating Methods - Discussion -cultural artifacts such as ......................................................
Visual arts tools. Tracing Introduction -Learners hari,duri, tswanda ......................................................
3.Identify artworks compare artworks at home -chart with cultural ......................................................
that can be made using and school. artifacts, huyo, clay pots, ......................................................
local materials 1.Facilitator to give learners vases, Potraits, ......................................................
artworks to manipulate mats,musical artifatcs ......................................................
such as kitchen utensils. ....................................................
2.Learners to make
constructive work with the
tools, such as imitate
cooking.
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artwork that can be made
using local materials and
make them such as clay
pots.
Conclusion – Revision of
work. done.
L4 Aesthetic 1.match pictures of Naming Assumed Knowledge- Visual and Performing ......................................................
Values and artworks at home. Identifying Learners can use musical Arts Infant Syllabus page ......................................................
appreciation 2.Compare artworks at Playing instruments. 41. ......................................................
home and at other Imitating Methods – Discussion -cultural artifacts such as ......................................................
Visual arts places, like church, Tracing Introduction -Learners hari,duri, tswanda ......................................................
school. recap on the previous -chart with cultural ......................................................
3.Identify artworks lesson. artifacts, huyo, clay pots, ......................................................
Revision that can be made using 1.Facilitator to show vases, Potraits, ......................................................
local materials learners pictures of mats,musical artifatcs ......................................................
artworks, such as hoe, clay ....................................................
pots.
artworks on pictures.
3.Learners to compare
artworks at home and at
other places like church and
school.
Conclusion-Learners
discuss on the activity
done.
10. History of 1.name at least one Naming Assumed Knowledge- Visual and Performing ......................................................
Arts and cultural. Identifying Learners can use musical Arts Infant Syllabus page ......................................................
12/03/21 Culture artifacts/artworks Vocabulary instruments. 36. ......................................................
revision found in the home and Awareness Methods - Discussion -cultural artifacts such as ......................................................
L1 VISUAL my culture. Introduction - Learners hari,duri, tswanda ......................................................
-Visual arts in cultural with the help of the artifacts. ......................................................
my home and artifacts/artiworks. facilitator. ......................................................
my culture. 1.Learners name cultural ......................................................
artifacts. ......................................................
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2.Learners identify cultural
artifacts.
Conclusion-Discussion on
cultural artifacts.
L2 History of 1.use at least one Naming Assumed Knowledge- Visual and Performing
Arts and cultural artifacts at Identifying Learners can use musical Arts Infant Syllabus page ......................................................
Culture home. Vocabulary instruments. 36. ......................................................
2.play with hosho, Awareness Methods – Discussion – -cultural artifacts such as ......................................................
VISUAL mbira. Introduction -Recap of the hari,duri, tswanda ......................................................
ARTS 3.sing songs and dance previous lesson. -chart with cultural ......................................................
-Visual arts in using artifacts 1.Learners name cultural artifacts ......................................................
my home and artifacts. ......................................................
my culture. 2.Learners identify ......................................................
cultural .artifacts. And ......................................................
practice using them ......................................................
3.Discussion on cultural ...................................................
artifacts.
4.Learners will colour
picture of shaker.
Conclusion - Revision of
work done.
L3 History of 1.classify visual types Naming Assumed Knowledge- Visual and Performing ......................................................
Arts and of visual arts as Identifying Learners can use musical Arts Infant Syllabus page ......................................................
Culture shakers and drum Vocabulary instruments. 36. ......................................................
2.identify materials Awareness Methods – Discussion -cultural artifacts such as ......................................................
VISUAL that can make Introduction -Learners hari,duri, tswanda ......................................................
ARTS artifacts. recite dudu muduri as they -chart with cultural ......................................................
-Visual arts in 3.make at least one revise the previous lesson. artifacts ......................................................
my home and artifact. 1.Learner’s classfy cultural ......................................................
2.Learners identify ......................................................
materials that make ...................................................
artifacts.
artifacts.
4.Learners will mould
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kitchen utensil.
Conclusion - Discussion on
cultural artifacts.
L4 History of 1.identify visual arts in Naming Assumed Knowledge- Visual and Performing ......................................................
Arts and homes. Identifying Learners can use musical Arts Infant Syllabus page ......................................................
Culture 2.match visual arts Vocabulary instruments. 36. ......................................................
with use. Awareness Methods - Discussion -cultural artifacts such as ......................................................
VISUAL 3.paint any kitchen Introduction -Recap of the hari,duri, tswanda ......................................................
ARTS utensil. previous lesson. -chart with cultural ......................................................
-the role of 1.Learners identify visual artifacts ......................................................
visual arts and arts in homes. ......................................................
artist in my 2.Learners match visual ......................................................
family arts with use, knife for-, ......................................................
spoon for, paint for. ...................................................
artifacts.
4.Learners will paint a
picture of a person.
work done.
19/03/21
TO
26/03/21
FAMILY AND HERITAGE STUDIES

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AIMS
The aims of the syllabus are to enable the child to:
- appreciate and love Zimbabwe and its Chimurenga/Umvukela Liberation war heroes and heroines.
- develop an appreciation of national heritage and identity.
- appreciate the significance of national events, symbols and heritage.
- understand and appreciate Zimbabwe’s pre-colonial, colonial and post-colonial history.
 Family unity
WK TOPIC AND OBJECTIVES COMPETENCIES METHODS AND ACIVITIES S.O.M AND MEDIA EVALUATION
CONTENT
1. Identity Learners should be naming Assumed Knowledge- learners Family and heritage ..............................................................
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08/01/21 able to: speaking have names. studies infant ..............................................................
Myself and my 1.Say out their Introduction--demonstration of syllabus page 17 ..............................................................
family names. a rhyme. 2015-2022 ..............................................................
L1 2.name themselves 1.Learners to say their names. ..............................................................
Self and their age. 2.Learners tosay ouy their full -picture of self ..............................................................
names and sex. -crayons ..............................................................
3.Listen to others and recall -paper ..............................................................
their name. ..............................................................
Conclusion-Recite a rhyme do ..............................................................
you know my name.
Identity 1.Say out their naming Assumed Knowledge- learners Family and heritage ..............................................................
teachers ‘ s name. speaking have a teacher. studies infant ..............................................................
L2 Myself and my 2.Identify pictures discussing Introduction-discussion on syllabus page 17 ..............................................................
Teacher of their teacher. demonstrating their teacher. 2015-2022 ..............................................................
1.Learners say their teacher’s -picture of self ..............................................................
names and sex. -crayons ..............................................................
2.Learners discuss their teacher -paper ..............................................................
through picture reading. ..............................................................
3.Draw their teacher ..............................................................
Conclusion- revision of work
done.
2. Identity Learners should be identifying Assumed Knowledge- learners Family and heritage ..............................................................
15/01/21 able to: naming seen their head. studies infant ..............................................................
Myself and my 1.Identify their discussing Introduction-Recite a rhyme syllabus page 17 ..............................................................
L1 Head head by name. “Our school Head” 2015-2022 ..............................................................
2.Identify their 1.Identifying their head on -pictures ..............................................................
school head on pictures. -ict tools ..............................................................
pictures 2.Describing their head on ..............................................................
pictures. ..............................................................
3.Colouring pic of their head. ..............................................................
Conclusion -displaying their
school head.
L2 Identity 1.Use good identifying Assumed Knowledge- learners Family and heritage ..............................................................
morning/afternoon/ discussing can greet elders. studies infant ..............................................................
Family Norms evening Introduction-Discussion on syllabus page 17 ..............................................................
how to greet elders. 2015-2022 ..............................................................
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2.Role Play child – 1.Practice/Role Play Child adult -pictures ..............................................................
adult as they use good. ..............................................................
morning/afternoon/evening as ..............................................................
they greet each other ..............................................................
2.Respond to greetings. ..........................................................
Conclusion -Revision of work
done.
3. Identity Learners should be identifying Assumed Knowledge -learners Family and heritage ..............................................................
22/01/21 able to discussing can greet elders. studies infant ..............................................................
Family norms 1.Practice naming Introduction -Recap of syllabus page 17 ..............................................................
respecting elders previous lesson- 2015-2022 ..............................................................
L1 2.retell a story and 1.Listen to a story from the -pictures ..............................................................
identifying facilitator and retell the story. ..............................................................
morality aspects 2.Identifying moral of the story ..............................................................
Conclusion -Discussion on the
importance of respecting elders
L2 Identity 1.identify the identifying Assumed Knowledge -learners Family and heritage ..............................................................
importance of demonstrating appreciate cleanliness. studies infant ..............................................................
School norms. cleanliness. discussing Introduction-Facilitator recites syllabus page 17 ..............................................................
litter in the bin 2.practice throwing musarase marara pese pese 2015-2022 ..............................................................
litter in the bin 1.Learners identify the -pictures ..............................................................
importance of having a clean ..............................................................
environment. ..............................................................
2.Learners practice picking all ..............................................................
litter and using bins. ..............................................................
Conclusion-Discussion on ..............................................................
what they notice.
4. Culture Learners should be naming Assumed Knowledge -learners Family and heritage ..............................................................
29/01/21 Heritage able to: identifying can speak. studies infant ..............................................................
1.identify their Introduction-Discussion on syllabus ..............................................................
L1 Language language their language. Page18 ..............................................................
2.use their 1.Learners use their local 2015 -2022 ..............................................................
language to language to communicate and pictures ..............................................................
greet/sing/communi sing ..............................................................
cate/relay 2.Learners use other forms of ..............................................................
information. Shona, like Ndau, manyika etc ..............................................................
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to communicate ..............................................................
Conclusion -Revision on work
done
L2 Culture Learners should be discussing Assumed Knowledge Family and heritage ..............................................................
Heritage able to: playing -Learners can speak. studies infant ..............................................................
1.identify other Naming Introduction-Recap of the syllabus ..............................................................
Language/ languages. previous lesson. Page18 ..............................................................
Ndebele/Englis 2.use 1.Discussion on different 2015 -2022 ..............................................................
h Ndebele/English language Ndebele/English Pictures ..............................................................
language to 2.Learners communicate/sing ..............................................................
greet/sing/communi using other languages other Pictures, dress, ..............................................................
cate/relay than local language Projector ..............................................................
information Conclusion -Sing trust and ..............................................................
obey in Ndebele/English/shona
5. Culture 1.Identify local speaking Assumed Knowledge learners Family and heritage ..............................................................
05/02/21 Heritage culture through discussing- dress differently studies infant ..............................................................
dressing listening Introduction syllabus page 18 ..............................................................
L1 In relation to 2.Role play adults 1.Discussion on local type of 2015-2022 ..............................................................
Dress -Dressing and answering Papers ..............................................................
questions -crayons ..............................................................
2.Learner’srole play while in ..............................................................
local dresses
done
L2 Culture 1. Identify local speaking Assumed Knowledge -learners Family and heritage ..............................................................
Heritage culture through discussing dress differently studies infant ..............................................................
dressing listening Introduction-Recap previous syllabus ..............................................................
In relation to 2.Role play adults lesson. Page18 ..............................................................
Dress 1.Discussion on other type 2015-2022 ..............................................................
dressing. pictures ..............................................................
Other culture 2. Dressing and answering ..............................................................
questions. ..............................................................
3.Learner’s role play while in
other local dresses.
done.
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6. Culture 1.Identify their describing Assumed Knowledge- learners Family and heritage ..............................................................
Heritage staple food speaking loves food. studies infant ..............................................................
12/02/21 2.Describe where listening Introduction -Discussion on syllabus page 18 ..............................................................
their staple food their favourite food 2015 -2022 ..............................................................
L1 Food come from. 1.Discussion on other types -paper ..............................................................
food. -pencil ..............................................................
2.Question and answering -crayons ..............................................................
questions on staple food. ..............................................................
3.Discussion on how Sadza is ..............................................................
processed.
Conclusion Practice cooking
Sadza
L2 Culture 1.Identify other describing Assumed Knowledge Family and heritage ..............................................................
Heritage types of food like speaking -Learners loves food. studies infant ..............................................................
Cassava listening Introduction—Recap previous syllabus page 18 ..............................................................
2.Describe lesson. 2015 -2022 ..............................................................
Food other importance food 1.Discussion on other type food ..............................................................
types of Food 2.Question and answering -paper ..............................................................
questions on types of food -pencil ..............................................................
3.Learners discuss the -crayons ..............................................................
importance of food in our life ..............................................................
Conclusion -Revision of work ..............................................................
done
7. Culture 1.Identify sitting stating Assumed Knowledge- learners Family and heritage ..............................................................
Heritage arrangement discussing loves food. studies infant ..............................................................
19/02/21 2.Practice eating as Introduction-Discussion on syllabus page 18 ..............................................................
traditional way table manners 2015 -2022 ..............................................................
L1 1.Discussion on sitting ..............................................................
Eating habits arrangement when eating -different variety of ..............................................................
2.Question and answering food. ..............................................................
questions the importance of ..............................................................
table manners ..............................................................
3.Learners discuss the ..............................................................
importance eating habits at
home.
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done.
L2 Culture 1.identify common identifying Assumed Knowledge- learners Family and heritage ..............................................................
Heritage courtesies and demonstrating loves food. studies infant ..............................................................
etiquette. Introduction-Recap previous syllabus page 18 ..............................................................
Eating habits lesson. ..............................................................
1.Discussion how other cultures 2015-2022 ..............................................................
sitting arrangement. ..............................................................
2.Question and answering -different variety of ..............................................................
questions why they use such an food. ..............................................................
arrangement. ..............................................................
3.Learners discuss the ..............................................................
importance tables manners ....
done.
8. National 1.Identify their naming Assumed Knowledge learners Family and heritage ..............................................................
26/02/21 History country by name. identifying have heard the national anthem studies infant ..............................................................
2.Identify their observing Introduction –discussion about syllabus page19 ..............................................................
L1 My country citizenship. their community 2015-2022 ..............................................................
1.learners identify their country -pictures ..............................................................
by name/ through watching ..............................................................
pictures/slides of the ruins and ..............................................................
other places. ..............................................................
2.In their groups identify ..............................................................
discuss about their country ..............................................................
Conclusion -Revision of work ....
done.
L2 National 1.Identify colours naming Assumed Knowledge- learners Family and heritage ..............................................................
History of the Zim Flag. identifying have sung the national anthem studies infant ..............................................................
2.Sing the national observing at assemblies . syllabus page18 ..............................................................
My country anthem. Introduction –Recap of the 2015-2022 ..............................................................
previous lesson -pictures ..............................................................
National 1.learners identify colours of ..............................................................
anthem the Zimbabwean flag and its Audio ..............................................................
relevance ..............................................................
2.As a class, learners sing the Radio ..............................................................
national anthem ..............................................................
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Conclusion National flag ....
Revision of the anthem
9. Shelter 1.name at least two discussing Assumed Knowledge -learners Family and heritage ..............................................................
05/03/21 animal shelter. describing have homes . studies infant ..............................................................
Types of identifying Introduction -recite a rhyme syllabus page 20 ..............................................................
L1 shelter “old Macdonald had a farm” 2015 -2022 ..............................................................
1.Learners name animal shelter -pictures and models ..............................................................
Animal shelter 2.Learners identify animal of ..............................................................
shelter on a chart . kraal ..............................................................
3.Learners in their group name . nest ..............................................................
animal shelter they have been . kennel ..............................................................
given. . anti-hill ..............................................................
4.Feedback on shelter given ....
done.
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L2 Shelter 1.identify at least observing Assumed Knowledge Family and heritage ..............................................................
two animal discussing -learners have homes infant syllabus page 20 ..............................................................
Types of shelter shelter Introduction -recite a rhyme 2015 -2022 ..............................................................
“old MacDonald ....” ..............................................................
Animal shelter 1.Nature walk identifying -models of ..............................................................
animal shelter. . huts ..............................................................
2.Feedback in the classroom . houses ..............................................................
on shelter seen. . church ..............................................................
Conclusion- Discussion on .schools ..............................................................
work done. ..............................................................
10. Shelter 1.state why stating Assumed Knowledge Family and heritage ..............................................................
12/03/21 people need discussing -learners have homes infant syllabus page 20 ..............................................................
Need for shelter shelter. Introduction -recite a rhyme 2015 -2022 ..............................................................
L1 1.Discussion on why humans ..............................................................
Reasons for human need shelter. -models of ..............................................................
shelter 2.In their groups learners . huts ..............................................................
dramatize situations when . houses ..............................................................
shelter is needed. . church ..............................................................
Conclusion- Discussion on .schools ..............................................................
work done. ..............................................................
L2 Shelter 1.State why Naming Assumed Knowledge Family and heritage ..............................................................
animal need discussing -learners have homes infant syllabus page 20 ..............................................................
Need for shelter shelter. Introduction -recite a rhyme 2015 -2022 ..............................................................
1.Discussion on why animals ..............................................................
Reasons for animal need shelter. -models of ..............................................................
shelter 2.learners match animal with . huts ..............................................................
shelter. . houses ..............................................................
Conclusion- Revision of . church ..............................................................
work done. .schools ..............................................................
19/03/21
TO
26/03/21
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MASS DISPLAYS
AIMS
- Develop psychomotor skills, team building, confidence and self esteem

- Develop a collective spirit, based on our norms and values as well as an appreciation of the diverse cultures of the
Zimbabwean .
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1. Locomotion Learners Locomotion Assumed knowledge-Learners can MOPSE Mass ………………………………………
should be able Movement make movement. Display syllabus ………………………………………
08/01/21 Instructed free to: Spatial awareness INTRODUCTION (ECD – Grade 2) ………………………………………
movement for 1.Move in Facilitator will initiate Movement in page 15 ………………………………………
L2 space, speed, linear any direction on both feet’s, 2015 - 2022 ………………………………………
direction and with 2.Jump as the running ………………………………………
stimuli moveon two e.g. walking and jumping Outdoor ,whistle, ………………………………………
legs. 1.Movement on two legs, jumping ………………………………………
3.Jump on one in linear ………………………………………
leg as they 2.Movement on both legs in linear ………………………………………
jump. CONCLUSION ………………………………………
Revision of work done. ……………………………………
L3 Locomotion Learners Locomotion Assumed knowledge MOPSE Mass ………………………………………
should be able Movement Learners can make movement. Display syllabus ………………………………………
Instructed free to: Spatial awareness INTRODUCTION (ECD – Grade 2) ………………………………………
movement for 1.Move in Facilitator and learners will revise page 15 ………………………………………
space, speed, circular previous lesson I facilitator will Outdoor ,whistle, ………………………………………
direction 2.Jump as the initiate Movement in circular ………………………………………
moveon two e.g. walking and jumping ………………………………………
3.Jump on one in circular. ………………………………………
leg as they 2.Movement on both legs in ………………………………………
jump. circular. ………………………………………
CONCLUSION ………………………………………
Identifying direction of movement. …………………………
should be able Movement Learners can make movement Display syllabus ………………………………………
Instructed free to: Spatial awareness INTRODUCTION (ECD – Grade 2) ………………………………………
movement for 1.Move in Facilitator will initiate Movement in Page 15 ………………………………………
space, speed, triangular. triangular. Outdoor, whistle, ………………………………………
direction and with 2.Jump as the e.g. walking and jumping ………………………………………
stimuli moveon two ………………………………………
3.Jump on one in triangular. ………………………………………
leg as they 2.Movement on both legs in ………………………………………
jump. triangular using a drum beat. ………………………………………
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CONCLUSION ………………………………………
Identifying direction of movement ……………………………
should be able Movement Learners can make movement Display (ECD – ………………………………………
Instructed free to: Spatial awareness INTRODUCTION Grade 2 ) page 15 ………………………………………
movement for 1.Move in Facilitator and learners will revise Outdoor, whistle ………………………………………
space, speed, rectangular. previous lesson . ………………………………………
direction and with 2.Jump as the I. Facilitator willrectangular. ………………………………………
stimuli moveon two 2.Movement on two legs, jumping ………………………………………
legs. in rectangular. ………………………………………
3.Jump on one 3.Movement on both legs in ………………………………………
leg as they rectangular. ………………………………………
jump. CONCLUSION ………………………………………
Identifying direction of movement. ……………………………
2. GYMNASTICS Learners Movement Assumed knowledge MOPSE Mass ………………………………………
Locomotion should be able Learners are aware of special Display (ECD – ………………………………………
15/01/21 to: space awareness awareness. Grade 2 ) ………………………………………
Free movement 1.Balance on INTRODUCTION 2015 – 2022 ………………………………………
L1 one pin point. Facilitator will demonstrate making Page 15 ………………………………………
Movement for 2.Make body a one pin point balance on one leg. 6 Musical drums ………………………………………
space, speed shapes 1.Learners will make body shapes Recorded music ………………………………………
using hands and the leg. Equipment within ………………………………………
2.Learners in pairs and grps will ECD play centre ………………………………………
practice various one pin point ………………………………………
balance. ………………………………………
CONCLUSION ………………………………………
Revision on work done. ………………………………………
……………………………………
L2 GYMNASTIC Learners Appreciate Assumed knowledge MOPSE Mass ………………………………………
Locomotion should be able Space Learners can make movement from Display (ECD – ………………………………………
Instructed free to: awareness previous lesson. Grade 2 ) ………………………………………
movement for 1. Run in INTRODUCTION 2015 – 2022 ………………………………………
direction different Facilitator demonstrate running and Page 15 ………………………………………
directions. changing direction on signal. ………………………………………
2.Change 1.Learners practice running to ………………………………………
speed after the catch boy’s shadows and rotate Pictures ………………………………………
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teacher`s drum 2.Learners run and changing speed ………………………………………
beat. and direction after a drum beat. ECD equipment’s ………………………………………
CONCLUSION in play areas ………………………………………
Cool down and cognitive closure ………………………………………
(asking questions). ……………………………
L3 Coordination 1.Practice Hand Assumed knowledge MOPSE Mass ………………………………………
pencil movement Learners can make movement Display (ECD – ………………………………………
Coordination of handling. INTRODUCTION Grade 2 ) ………………………………………
hand and eye 2.Complete Scribbling Facilitator show learners patterns 2015 – 2022 ………………………………………
given patterns. 1.Facilitator demonstrate drawing Page 16 ………………………………………
Art 3.Describe patterns. ………………………………………
patterns 2.Learners imitate drawing patterns ………………………………………
II=11=11= written. in air then on papers/books. Age appropriate ………………………………………
3.Learners complete given patterns. and safe ………………………………………
CONCLUSION equipment. ………………………………………
Revision of work done Crayons ………………………………………
pictures ……………………
L4 Coordination 1.Draw a Hand Assumed knowledge MOPSE Mass ………………………………………
pattern in a movement Learners can make movement. Display (ECD – ………………………………………
Coordination of straight line. INTRODUCTION Grade 2 ) ………………………………………
limbs 2.Complete Scribbling Facilitator and learners revise 2015 – 2022 ………………………………………
given patterns previous lesson. Page 16 ………………………………………
3.Left right 1. Facilitator demonstrates ………………………………………
orientation. drawing up down patterns whilst ………………………………………
learners observe. Age appropriate ………………………………………
2.In pairs and groups learners and safe ………………………………………
practice drawing patterns equipment. ………………………………………
3.In their books learners complete Crayons ………………………………………
given patterns. pictures ………………………………………
CONCLUSION ………………………………………
Class discussion on the work ………………………………………
written. …………………………
L5 Coordination 1.Draw a Hand Assumed knowledge MOPSE Mass ………………………………………
pattern in a movement Learners can make movement. Display (ECD – ………………………………………
Coordination of straight line. INTRODUCTION Grade 2 ) ………………………………………
limbs 2Complete Scribbling Facilitators show learners pictures 2015 – 2022 ………………………………………
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given patterns. of various types of patterns. Page 16 ………………………………………
Art 3.Left right 1. Facilitator demonstrates drawing ………………………………………
orientation. of pattern from left to write. Age appropriate ………………………………………
II=II=II=II 2. Learners practice drawing of and safe ………………………………………
patterns in pairs and groups. equipment. ………………………………………
WWWW 3. Learners draw patterns in their Crayons ………………………………………
books. pictures ………………………………………
OIOIOIOI CONCLUSION ………………………………………
Classes discuss their work and type ………………………………………
of writing. …………………
3. Music Learners Singing Assumed knowledge MOPSE Mass ………………………………………
22/01/21 Background and should be able dancing Learners can make movement. Display (ECD – ………………………………………
performing music to: INTRODUCTION Grade 2 ) ………………………………………
L1 1.Sing a song Facilitator asks learner to name 2015 – 2022 ………………………………………
Listening and from current their favourite and play the song . Page 16 ………………………………………
recalling and hit song 1.Learners respond by clapping of ………………………………………
singing various (local) jah hands and singing along. 10 Musical drums ………………………………………
types of music praizer 2.Learners then sing along with the 6 Recorded ………………………………………
2.Dance to the teacher while singing. music ………………………………………
song 3.Learners sing and dance to the 7 Equipment ………………………………………
3.Respond to a song within ECD ………………………………………
stimuli. play centre ………………………………………
CONCLUSION ………………………………………
Learners sing other songs. ………………………………………
(contemporary) ………………………
L2 Music Learners Singing Assumed knowledge MOPSE Mass ………………………………………
Background and should be able Dancing Learners can make movement Display (ECD – ………………………………………
performing music to: INTRODUCTION Grade 2 ) ………………………………………
1.Sing a song Facilitator imitiate a song” 2015 – 2022 ………………………………………
Listening and from long ago. mhondoro dzinonwa muna save” Page 16 ………………………………………
recalling and 2.Dance to the 1.Learners respond by clapping of ………………………………………
singing various song. hands. Pictures ………………………………………
types of music 3.Respond to a 2.Learners then sing along with the ICT gadgets ………………………………………
stimuli. teacher while singing. 8 Sticks ………………………………………
3.Learners sing and dance to the 9 ECD ………………………………………
song equipment’s ………………………………………
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CONCLUSION in play areas ………………………………………
Revision on the song sung -
L3 Music Learners Singing Assumed knowledge MOPSE Mass ………………………………………
Background and should be able Dancing 1.Learners can make movement Display (ECD – ………………………………………
performing music to: Clapping INTRODUCTION Grade 2 ) ………………………………………
1.Sing song 1.Facilitator ask one learner to 2015 – 2022 ………………………………………
Listening and from the sing a church song. Page 16 ………………………………………
recalling and church. 2.Facilitator and learner will be ………………………………………
singing various 2.Clap to the singing the song. ………………………………………
types of music song. Learners sing clap, and 10 Sticks, ………………………………………
3.Respond to a dance/perform actions. Equipment with ………………………………………
stimuli CONCLUSION ECD play area ………………………………………
Class discuss the song sung. 11 Skittles and ………………………………………
cones ………………………………………
Age appropriate
and safe
equipment
Ict tools
music
L4 Music 1.Sing a Singing Assumed knowledge MOPSE Mass ………………………………………
Background and song/chorus Dancing Learners are able to sing. Display (ECD – ………………………………………
performing music from tradition/ Clapping INTRODUCTION Grade 2 ) ………………………………………
Listening and church. Facilitator ask one learner to 2015 – 2022 ………………………………………
recalling and 2.Clap to the initiate a song. Page 16 ………………………………………
singing various song. 1. Facilitator and learners practice ………………………………………
types of music 3.Imitate / singing and clapping to the song. ………………………………………
make actions 2.Learners will sing the song Recorded music ………………………………………
or gestures. adhering to actions, gestures and 5 Mats ………………………………………
also dancing to the song. Equipment within ………………………………………
CONCLUSION ECD play centre ………………………………………
Revision of songs sung. ICT tools ………………………………………
Musical ………………………………
intruments
ART Learners Cutting Assumed knowledge MOPSE Mass ………………………………………
L5 should be able Learners have a concept of making Display (ECD – ………………………………………
Patterns to: a pattern. Grade 2 ) ………………………………………
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1.Cut paper to INTRODUCTION 2015 – 2022 ………………………………………
Cutting make a 1.Facilitator demonstrate cutting Page 16 ………………………………………
pattern, along patterns. ………………………………………
2.Use scissors 2.Learners practice handling a ………………………………………
to cut paper. scissors. Newspaper, bond ………………………………………
---------------------- 3.Identify 3.Learners cut along pattens. paper ………………………………………
---- pattern made. CONCLUSION patterns ………………………………………
Zvandadzidza pano maihwe as they Equipment within ………………………………………
revise. ECD play centre ………………………………………
15 scissors
4. ART 1.name and Identify Assumed knowledge MOPSE Mass ………………………………………
identify Name Learners can make patterns Display (ECD – ………………………………………
29/01/21 Patterns shapes. INTRODUCTION Grade 2 ) ………………………………………
2.use shapes 1.Facilitator show learners shapes 2015 – 2022 ………………………………………
L1 to make and asks them to name them. Page 16 ………………………………………
2.Facilitator demonstrates making ………………………………………
shapes a pattern. ………………………………………
3.complete 3. Learners imitate making patterns Pictures ………………………………………
given shapes in pairs and grps. ECD equipments ………………………………………
4.Learners in books complete given in play areas ………………………………………
patterns. Coloured card ………………………………………
CONCLUSION paint ………………………………………
Revision of songs sung. ………………………………………
L2 ART 1. identify Naming Assumed knowledge MOPSE Mass ………………………………………
shapes. Identifying Learner can make patterns. Display (ECD – ………………………………………
Patterns 2.use shapes INTRODUCTION Grade 2 ) ………………………………………
to make 1.Facilitator revise the previous 2015 – 2022 ………………………………………
shapes. lesson with learners. Page 20 ………………………………………
3.complete 2.Facilitator demonstrate making Age appropriate ………………………………………
given shapes. shape patterns learners imitates. and safe ………………………………………
3.Learners in grps practice making equipment. ………………………………………
patterns. Crayons ………………………………………
4.In books completes given pictures ………………………………………
patterns. ………………………………………
CONCLUSION ………………………………………
Recall on work done.
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L3 SHAPES 1name four Limb movement Assumed knowledge MOPSE Mass ………………………………………
basic shapes. Learners can make shapes. Display (ECD – ………………………………………
Create shapes 2.create manipulation INTRODUCTION Grade 2 ) ………………………………………
shapes using Facilitator demonstrate making 2015 – 2022 ………………………………………
blocks. shapes using papers, collage. Page 20 ………………………………………
3.construct 1.Facilitator asks learners to make ………………………………………
shapes like shapes using blocks. ………………………………………
triangle, 2.Learners in groups use blocks Radios ………………………………………
square using making various shapes. pictures ………………………………………
blocks. CONCLUSION blocks ………………………………………
The teacher discuss making of Videos ………………………………………
shapes with learners.
L4 Patterns of 1.identify Cutting Assumed knowledge MOPSE Mass ………………………………………
coloured shapes missing Pasting Learners have knowledge of shapes Display (ECD – ………………………………………
element in a INTRODUCTION Grade 2 ) ………………………………………
pattern. 1.Facilitator discuss and 2015 – 2022 ………………………………………
2.cut and paste demonstrates cutting shapes. Page 20 ………………………………………
basic shape 2.Facilitator and learners cut and Samples of ………………………………………
pattern. paste making patterns of coloured patterns ………………………………………
3.complete shapes. Materials from ………………………………………
given pattern 3.Learners sing the song adhering classroom corners ………………………………………
of coloured to actions, gestures and also 50 different blocks ………………………………………
shapes. dancing to the song. ICT Tools ………………………………………
CONCLUSION ………………………………………
Revision of songs sung. ……………………………………….
WK TOPIAND OBJECTIVES COMPETENCIES METHODS AND ACTIVIIES S.O.M AND MEDIA EVALUATION
CONTENT
L5 GYMNASTIC Learners should be able Movement Assumed knowledge MOPSE Mass ………………………………………
to: Learners can make movement. Display (ECD – ………………………………………
Locomotion 1.Move from one point to Introduction Grade 2 ) ………………………………………
another using other part Facilitator demonstrate 2015 – 2022 ………………………………………
Instructed free of the body. movement forward roll. Page 15 ………………………………………
movement 2.Move from one point to 1.Learners make locomotion ………………………………………
another in straight line. on mats as individuals. 11 Skipping ropes ………………………………………
3.Move from one point to 2.In pairs learner practice Equipment within ………………………………………
another in response to locomotion in a linear. ECD play centre ………………………………………
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stimuli. Conclusion Pictures ………………………………………
Cool down. ……………………
5. GYMNASTIC 1.move from one point on Balance Assumed knowledge MOPSE Mass ………………………………………
05/02/21 fours. locomotion Learners can make movement. Display (ECD – ………………………………………
Locomotion 2.make movement in introduction Grade 2 ) ………………………………………
L1 linear formation. Facilitator demonstrate 2015 – 2022 ………………………………………
Instructed free 3.make body shapes. movement crawling. Page 15 ………………………………………
movement 1.Learners make locomotion ………………………………………
on mats as individuals. Pictures ………………………………………
Crawling 2.In pairs learner practice Ict gadgets ………………………………………
locomotion in a linear. 10 Sticks ………………………………………
Conclusion Ecd equipment’s ………………………………………
Cool down. in play areas ………………………………………
5 whistle ………………………
L2 GYMNASTIC 1.move from one to Coordination Assumed knowledge MOPSE Mass ………………………………………
another with the whole Learners can make movement. Display (ECD – ………………………………………
Locomotion body movement Introduction Grade 2 ) ………………………………………
2.make movement in Facilitator will demonstrate 2015 – 2022 ………………………………………
Instructed free linear formation movement rolling. Page 15 ………………………………………
movement 1.Learners make locomotion 16 balls ………………………………………
on mats as individuals. Equipment with ………………………………………
Rolling 2.In pairs land grps earner ECD play area ………………………………………
practice locomotion in a linear. 16 Skittles and ………………………………………
Conclusion cones ………………………………………
Cool down. Age appropriate and ………………………………………
safe equipment ……………………………
L3 Formations 1.Formulate basic Formations Assumed knowledge MOPSE Mass ………………………………………
formations such as Learners can make movement. Display (ECD – ………………………………………
Basic linear making shapes. Introduction Grade 2 ) ………………………………………
formations in 2.Identify shapes created Facilitator will demonstrate 2015 – 2022 ………………………………………
pairs and 3.Formulate formations making formations. Page 16 ………………………………………
groups and columns. 1.Learners practice making Radios ………………………………………
formation (learner/ circular) In Pictures ………………………………………
pairs and grps . Ecd equipment’s in ………………………………………
2.Learners will make linear play centres ………………………………………
formation and circular ………………………………………
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formations on stimuli. ………………………………………
Conclusion ………………………………………
Cool down ………………………
L4 Formation 1.Formulate oblique Formulating Assumed knowledge MOPSE Mass ………………………………………
formations. formation Learners can make movement. Display (ECD – ………………………………………
Formations 2.Make shapes using Introduction Grade 2 ) ………………………………………
display body parts. Facilitator demonstrate making 2015 – 2022 ………………………………………
3.Display their formation. formations in various shapes. Page 16 ………………………………………
Making various 1.Learners will practice making Props ………………………………………
formations formation (learner/ circular) In Materials from ………………………………………
pairs and grps . classroom corners ………………………………………
2.Learners will make linear zig 5 Whistle ………………………………………
zag shapes formation on 10 drum ………………………………………
stimuli. ………………………………………
Conclusion ………………………………………
Cool down …………………………
L5 Arena Learners should be able Movement Methods -Demonstration, MOPSE Mass ………………………………………
Choreography to: discussion Display syllabus ………………………………………
1.move forth and back Assumed knowledge infant school level ………………………………………
Movement and 2.move in response to Learners can make movement. Page 17 ………………………………………
rhythm stimuli. Introduction 10 Musical drums ………………………………………
3.identify direction of Facilitator show learners a Recorded music ………………………………………
123 step movement. short video on movement. Equipment within ………………………………………
forward and 1.Learners practice making ECD play centre ………………………………………
backward movement responding to ………………………………………
stimuli. ………………………………………
2.Learners use hands as they
move forth and back.
Conclusion
6. Arena 1.move and stop Appreciate Assumed knowledge Mass Display ………………………………………
12/02/21 Choreography 2.identify signal for Movement Learners can make movement. (ECD- Grade2 ) ………………………………………
movement and stop Identify Introduction Syllabus Page 17 ………………………………………
L1 Intermittent time 3.movement and Facilitator demonstrate making Pictures ………………………………………
and continuous stoppage involving body moment and halt on signal. ECD equipment’s in ………………………………………
motion gestures 1.Learners imitate making play areas ………………………………………
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movement responding to 5 Whistle ………………………………………
stimuli . ………………………………………
2.Learners make movement ………………………………………
and stop on signal. ………………………………………
Conclusion ………………………………………
Game on moving and stopping. ………………………
L2 Arena 1.Demonstrate different Movement, Assumed knowledge Mass Display (ECD ………………………………………
Choreography forms of creative dances Dance Learners can make movement. – Grade2 ) ………………………………………
using various body parts introduction Syllabus Page 17 ………………………………………
Perform a 2.use space awareness as Facilitator demonstrate dancing Age appropriate and ………………………………………
variety of they dance. using all body parts safe equipment. ………………………………………
dances and 3.execute rhymical 1.Learners dance using space Ict tools ………………………………………
physical movements awareness and responding to Video showing ………………………………………
activities stimuli. creative dance ………………………………………
2.Learners execute rhymical ………………………………………
movement. ………………………………………
Conclusion ………………………………………
Discussion on dances made. ……………………………………….
L3 Arena 1.Perform 1,2-8 Limb Assumed Knowledge Mass Display (ECD- ………………………………………
choreography movements. movement Learners can make rhythmical Grade 2 ) Syllabus ………………………………………
2.Movements obtained movement. Page 17 ………………………………………
Display the from dance. Coordination of Introduction Radios ………………………………………
choreography 3.Mass display function limbs Facilitator and learners engage 10 Drums ………………………………………
diamond shape using in rhythm movement, 1,2-8. Videos/ ………………………………………
stimuli. 1.Learners formulate Pictures ………………………………………
movements obtained from ………………………………………
dances. ………………………………………
2.Learners make a diamond ………………………………………
shape as designed by cones. ………………………………………
Conclusion ………………………………………
Discussion on shape made. ………………………
L4 Arena 1.Perform 1,2-8 Sing, music Assumed knowledge Mass Display ………………………………………
choreography movements. Leaners have a concept of syllabus (ECD- ………………………………………
2.Movements obtained making shapes. Grade 2 ) Page 17 ………………………………………
Display the from dance. Introduction 2015 -2022 ………………………………………
choreography Mass display function V Facilitator and learner revise on bottle tops ………………………………………
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shape, M shape previous lessons. Leaves ………………………………………
1.Facilitator make V, M shapes Materials from ………………………………………
using cones. classroom corners ………………………………………
2.Learners on 12-8 movement ………………………………………
drum beat follow cone shapes ………………………………………
and sit on a cone. ………………………………………
Conclusion ………………………………………
Discussion on ………………………………………
shapes/formations made. ……………………………………
L5 ART Learners should be able Drawing Assumed Knowledge Mass Display ………………………………………
Shapes identify to: Learners have experience on syllabus (ECD – ………………………………………
a triangle 1.Identify the shape Counting shapes. Grade 2) Page 20 ………………………………………
2.Use small-big to Introduction 2015 -2022 ………………………………………
identify shape identifying Teacher and learners sing a 50 Shapes ………………………………………
small - big 3.Colour small triangle rhyme, Mr Shape Mr Shape Various objects ………………………………………
with yellow big with blue 1.Facilitator show learners a Pictures ………………………………………
shape and asks them to identify Templates of shapes ………………………………………
2.In groups, learners count and ………………………………………
identify small and big shape. ………………………………………
3.Facilitator give learners of ………………………………………
colouring shapes. ………………………………………
Conclusion ………………………………………
Recall on learned work. …………………………
7. SHAPES 1.Identify the shape Colouring Assumed knowledge Mass Display ………………………………………
shown. Can compare objects. syllabus (ECD- ………………………………………
19/02/21 Shapes big 2.Compare the shapes Comparing Introduction Grade 2 ) Page 20 ………………………………………
small shown. Facilitator and learners revise 2015 - 2022 ………………………………………
L1 3.Colour small shape identifying the previous lesson. 50 Shapes ………………………………………
only. -The teacher show learners a Various objects ………………………………………
circle and asks them to Pictures ………………………………………
compare. Templates of shapes ………………………………………
-The teacher give learner grp ………………………………………
work to identify circles big and ………………………………………
small. ………………………………………
-Learner colour small only. ………………………………………
Conclusion ………………………………………
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L2 SHAPES 1.Identify shape shown Drawing Assumed knowledge Mass Display ………………………………………
2.Compare the shapes Can compare objects. syllabus (ECD- ………………………………………
Shapes identify shown. Comparing Introduction Grade 2) Page 20 ………………………………………
a square 3. colour a big shape only Facilitator and learners revise 2015 - 2022 ………………………………………
identifying the previous lesson. 60 Shapes ………………………………………
1.The teacher show learners a Various objects ………………………………………
squareand asks them to ECD equipment’s in ………………………………………
compare. the class ………………………………………
2.The teacher give learner grp Pictures ………………………………………
work to identify big and small. Templates of shapes ………………………………………
3.Learner colour big only. ………………………………………
Conclusion ………………………………………
Revision of work done. …………………………
L3 SHAPES 1.Identify shape shown Drawing Assumed knowledge Mass Display ………………………………………
2.Compare using big and Can compare objects. syllabus (ECD- ………………………………………
Shapes identify small. Comparing Introduction Grade 2) Page 20 ………………………………………
a rectangle 3.Colour big with red Facilitator initiate a rhyme 2015 - 2022 ………………………………………
small with green. identifying “Mr. Shape Mr shape” Shapes ………………………………………
Rectangle and asks them to Pictures ………………………………………
compare. Templates of shapes ………………………………………
2.The teacher give learner grp ………………………………………
work to identify big and small. ………………………………………
-Learner colour big and small ………………………………………
objects . ………………………………………
Conclusion ………………………………………
L4 SHAPES 1.Identify objects shown Drawing Assumed knowledge Mass Display ………………………………………
e.g cup, tin, book Can compare objects. syllabus (ECD – ………………………………………
Compare solid 2.Compare same objects Counting Introduction Grade 2) Page 20 ………………………………………
shapes to size to size. Facilitatorand learners revise 2015 - 2022 ………………………………………
3.Colour big objects only identifying the previous lesson. 50 Shapes ………………………………………
various objects and asks them Pictures ………………………………………
to compare. Templates of shapes ………………………………………
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2.The teacher give learner grp ………………………………………
work to identify big and small ………………………………………
3.Learner colour big only ………………………………………
Conclusion ……………………………
L5 ART Learners should be able Cutting Assumed knowledge Mass Display ………………………………………
to: Can compare objects syllabus (ECD- ………………………………………
Shape patterns 1.Identify missing shape Introduction Grade 2 ) ………………………………………
in a pattern, Paste Facilitator show learners Page 20 ………………………………………
Missing part 2.Complete given pattern. pictures of patterns on the chart 2015 - 2022 ………………………………………
3.Make/draw shape count 1.Facilitator asks learner to ………………………………………
patterns. discuss and follow patterns. ………………………………………
2.Learner in grps identify ECD equipment’s in ………………………………………
missing part/shape in a pattern the classroom ………………………………………
3.Learners fit in the missing ………………………………………
shape. Pictures ………………………………………
Conclusion ………………………………………
8. ART 1.identify objects by Cutting Assumed knowledge Mass Display ………………………………………
shapes. Learners have done patterns syllabus (ECD – ………………………………………
26/02/21 Create shape 2.name shapes shown to Introduction Grade 2 ) Page 19 ………………………………………
colour pattern them. Paste Facilitator revise shapes with 2015 - 2022 ………………………………………
L1 3.colour inside shapes as learners. ………………………………………
they follow colour shape count 1.Facilitator demonstrate ECD equipment’s in ………………………………………
pattern. making the patterns by the classroom ………………………………………
colouring. ………………………………………
2.Learner in grps practice Pictures ………………………………………
making patterns. ………………………………………
3.Learners colour shapes ………………………………………
making blue green patterns
Conclusion
L2 ART 1.Name the four basic Cutting Assumed knowledge Mass Display ………………………………………
shapes. Learners can paste from syllabus (ECD – ………………………………………
Fun games 2.Make a car using previous lessons. Grade 2) ………………………………………
with shapes shapes/ by pasting Paste Introduction Page 19 ………………………………………
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Facilitator learners picture of ECD equipment’s in ………………………………………
various objects. the classroom ………………………………………
count 1.Facilitator asks learners to ………………………………………
identify shapes on objects, e.g Pictures ………………………………………
chair, table. ………………………………………
2.Learner in groups identify ………………………………………
shapes on objects on pictures ………………………………………
3.Learners paste shapes
making a car.
Conclusion
Revision of work done .
L3 1. Name the four basic Limb movement Assumed knowledge MOPSE Mass ………………………………………
shapes. Learners can paste from Display (ECD – ………………………………………
2.Make a boy using Manipulation previous lessons. Grade 2 ) ………………………………………
shapes/ by pasting. Introduction 2015 – 2022 ………………………………………
Cutting Facilitator learners picture of Page 19 ………………………………………
ART various objects. ………………………………………
Paste 1.Facilitator asks learners to ………………………………………
Shapes identify shapes on objects, e.g 60 Different shapes ………………………………………
count tins, boxes, and bottle. ………………………………………
shapes on objects on pictures. ………………………………………
3.Learners paste shapes ………………………………………
making a boy. ………………………………………
Conclusion
L4 ART Learners should be able Limb movement Assumed knowledge MOPSE Mass ………………………………………
to: Learners can paste from Display (ECD – ………………………………………
Making a 1.Identify shapes on Manipulation previous lessons. Grade 2 ) ………………………………………
rectangle objects . Introduction 2015 – 2022 ………………………………………
2.Paste shapes making a Cutting Facilitator show learners Page 19 ………………………………………
car. picture of various objects 60 different shapes ………………………………………
3.Name various objects . Paste 1.Facilitator asks learners to ………………………………………
identify shapes on objects, e.g ………………………………………
count chair, table. ………………………………………
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shapes on objects on pictures. ………………………………………
3.Learners paste shapes ………………………………………
making a car .
Conclusion
Revision of work done .
WK TOPIC AND OBJECTIVES COMPETENCIES METHODS AND ACTIVITIES S.O.M AND EVALUATION
CONTENT MEDIA
L5 ART Learners should be able Identifying Assumed knowledge MOPSE Mass ………………………………………
to: Learners have concept of Display (ECD – ………………………………………
COLOURS 1.Identify primary Colouring colours. Grade 2 ) ………………………………………
colours. Introduction 2015 – 2022 ………………………………………
Matching 2.name objects in a red Name objects Facilitatorwand learners recite Page 19 ………………………………………
colour, green cup”. rhyme colour colours. Crayons (red ………………………………………
3.match objects 1.Facilitator asks learners to crayons) ………………………………………
according to colour. identify objects by colours. ICT tools ………………………………………
2.Learner in grps identify Ribbons ………………………………………
match objects by colours. Objects in red ………………………………………
3.Learners match objects to Red clothes ………………………………………
colours . ………………………………………
Conclusion
Class visit grey areas.
9. ART Learners should be able Identifying Assumed knowledge MOPSE Mass ………………………………………
05/03/21 to: Learners have concept of Display (ECD – ………………………………………
1.Name at least 2 Colouring colours. Grade 2 ) ………………………………………
L1 colours. Introduction 2015 – 2022 ………………………………………
Matching 2.name objects in a red Name objects Facilitatorwand learners recite Page 19 ………………………………………
colour, green cup”. rhyme colour colours. ………………………………………
3.match objects 1.Facilitator asks learners to (blue crayons) ………………………………………
according to colour. identify objects by colours. ICT tools ………………………………………
2.Learner in grps identify Ribbons ………………………………………
match objects by colours. Objects in blue ………………………………………
3.Learners match objects to Blue clothes ………………………………………
colours. ………………………………………
Conclusion ………………………………………
L2 ART 1.name objects in a Identifying Assumed knowledge MOPSE Mass ………………………………………
sequence. Learners have concept of Display (ECD – ………………………………………
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COLOURS 2.identify odd one out Colouring matching. Grade 2 ) ………………………………………
3. colour the odd one Introduction 2015 – 2022 ………………………………………
Odd one out out. Name objects Facilitator and learners sing a Page 19 ………………………………………
song . ………………………………………
1.Facilitator asks learners to Crayons (yellow ………………………………………
identify objects by shown in crayons) ………………………………………
sequence. ICT tools ………………………………………
2.Learner in grps identify odd Ribbons ………………………………………
one out in a sequence. Objects in yellow ………………………………………
Learners colour odd one out clothes ………………………………………
Conclusion
L3 ART 1.name objects in a Identifying Assumed knowledge MOPSE Mass ………………………………………
sequence. Learners have concept of Display (ECD – ………………………………………
COLOURS 1.dentify odd one out Colouring matching. Grade 2 ) ………………………………………
Odd one out 2. circle the odd one out. Introduction 2015 – 2022 ………………………………………
Name objects Facilitator and learners revise Page 19 ………………………………………
previous lesson . ………………………………………
1.Facilitator asks learners to ………………………………………
identify objects by shown in Crayons (green ………………………………………
sequence. crayons) ………………………………………
2.Learner in groups identify ICT tools ………………………………………
odd one out in a sequence. Ribbons ………………………………………
3.Learners circle odd one out. Objects in green ………………………………………
Conclusion Green clothes ………………………………………
L4 ART 1.identify similarity in Identifying Assumed knowledge MOPSE Mass ………………………………………
objects. Learners have concept of Display (ECD – ………………………………………
COLOURS 2.sort objects according Colouring sorting. Grade 2 ) ………………………………………
colour. Introduction 2015 – 2022 ………………………………………
Sorting 3.sort objects in sorting Name objects Facilitator and learners show Page 19 ………………………………………
tray learners objects on pictures. ………………………………………
1.Facilitator asks learners to 10Sorting tray ………………………………………
identify objects by shown in ICT tools ………………………………………
sequence. Ribbons ………………………………………
2.Learner in groups sort Objects in all ………………………………………
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objects to colour using sorting primary colours ………………………………………
tray. Clothes ………………………………………
Conclusion ………………………………………
Revision of work done
singing “zvandadzidza pano”.
L5 ART Learners should be able Painting Assumed Knowledge- MOPSE Mass ………………………………………
to: Learners can colour. Display (ECD – ………………………………………
Painting 1.Name and identify Hand eye Introduction Grade 2 ) ………………………………………
primary colours. coordination Facilitator recite a rhyme with 2015 – 2022 ………………………………………
Paint Different 2.Use brushes to paint learners, colours, colours. Page 19 ………………………………………
designs using 3.Design objects with Brush handling 1.Learners identify primary ………………………………………
primary colours paint. colours on given objects. Paint ………………………………………
2.In groups, learners discuss crayons) ………………………………………
how to paint. ICT tools ………………………………………
3.Group give feedback Ribbons ………………………………………
4.As individuals, learners Objects in all ………………………………………
paint and design given objects. primary colours ………………………………………
Conclusion ………………………………………
Discussion of painting done.
10. ART 1.Mix colours-Red and Painting Assumed Knowledge MOPSE Mass ………………………………………
Green. Learners have painted before. Display (ECD – ………………………………………
12/03/21 Painting 2.Identify the secondary Hand eye Grade 2 ) ………………………………………
colour produced. coordination Introduction 2015 – 2022 ………………………………………
L1 Paint different 3.Paint and design using Facilitator revise the previous Page 19 ………………………………………
design the secondary colour. Brush handling lesson. ………………………………………
1.Facilitator give learners in Paint ………………………………………
Mixing colours groups to mix and produce a crayons) ………………………………………
secondary colour. ICT tools ………………………………………
2.As individual, learners use Ribbons ………………………………………
the secondary colour to paint Objects in all ………………………………………
and design. primary colours ………………………………………
Conclusion ………………………………………
Revision and exhibition of
work done.
L2 ART 1.Mix colours-Red and Painting Assumed Knowledge MOPSE Mass ………………………………………
yellow. Learners have painted before. Display (ECD – ………………………………………
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Paint different 2.Identify the secondary Hand eye Introduction Grade 2 ) ………………………………………
design colour produced. coordination Teacher and learners revise the 2015 – 2022 ………………………………………
3.Paint and design using previous lesson. Page 19 ………………………………………
the secondary colour. Brush 1.Facilitator show learners ………………………………………
Red and yellow handling give them paint yellow and red Paint ………………………………………
to mix. crayons) ………………………………………
Mixing 2.Learners in grps to identify ICT tools ………………………………………
colours colour produced. Ribbons ………………………………………
3.As individual, learners use Objects in all ………………………………………
the secondary colour to paint primary colours ………………………………………
and design. ………………………………………
Conclusion ………………………………………
L3 ART 1.Mix colours-blue and Painting Assumed Knowledge MOPSE Mass ………………………………………
Green. Learners have painted before. Display (ECD – ………………………………………
COLOURS 2.Identify the secondary Hand eye Introduction Grade 2 ) ………………………………………
colour produced. coordination Facilitator revision of previous 2015 – 2022 ………………………………………
Paint different 3.Paint and design using lesson. Page 19 ………………………………………
design the secondary colour. Brush handling 1.Facilitator show learners ………………………………………
blue and green paint to mix the Paint ………………………………………
Yellow and blue Mixing colours other group yellow and blue. crayons) ………………………………………
2.Learners discuss on colours ICT tools ………………………………………
Blue and Green produced. Ribbons ………………………………………
3.As individual, learners use Objects in all ………………………………………
the secondary colour to paint primary colours ………………………………………
and design. ………………………………………
Conclusion ………………………………………
Discussion and exhibition of ………………………………………
work.
L4 ART 1.Make a colour wheel Painting Assumed Knowledge MOPSE Mass ………………………………………
of primary colours-blue. Learners have mixed paint Display (ECD – ………………………………………
COLOURS 2.Paint inside give Hand eye before. Grade 2 ) ………………………………………
shape. coordination Introduction 2015 – 2022 ………………………………………
Paint different 3.Identify the primary Facilitator and learners revise Page 19 ………………………………………
design colours. Brush the previous lesson . ………………………………………
handling 1.Facilitator show learners Paint ………………………………………
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Yellow and paint (yellow and Green) Red crayons) ………………………………………
Green Mixing and Green to mix. ICT tools ………………………………………
colours 2.Facilitator give learners in Ribbons ………………………………………
Red and Green groups to practice brush Objects in all ………………………………………
handling. primary colours ………………………………………
3.As individual, learners paint ………………………………………
inside given space to make a ………………………………………
colour wheel. ………………………………………
Conclusion ………………………………………
Discussion and exhibition of ………………………………………
work. ………………………………………..
L5 Music Learners should be able Singing Assumed Knowledge MOPSE Mass ………………………………………
Background to: dancing Learners can sing Display (ECD – ………………………………………
and performing 1.Respond to folk songs. Introduction Grade 2 ) ………………………………………
music 2.Identify morals in a Facilitator initiate a rhyme 2015 – 2022 ………………………………………
song. with unhu/ubuntu. Page 18 ………………………………………
Listening and 3.Sing and dance to folk 1.Facilitator and Learners will ………………………………………
recalling and songs. sing folk songs and identify ………………………………………
singing various morals in the song. Musical drums ………………………………………
types of music 2.Learners sing songs in a Recorded music ………………………………………
folk tales. Equipment ………………………………………
Conclusion within ECD play ………………………………………
Revision of work dome centre ………………………………………
19/03/21
TO
26/03/21
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INDIGENOUS LANGUAGE(CHISHONA)
speaking
listening
writing and reading
Aims
 Acquire skills of Listening, Speaking, Reading and Writing as well as Visual, Tactile and Manual skills for
different purposes
 Communicate effectively in different situations
 Develop a life-long reading culture in the Indigenous Languages for personal, cultural and national identity
 Acquire skills of critical thinking on prevailing and emerging cross-cutting issues
 Family unity
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VHIKI MUSORO NE ZVINANGWA RUZIVO, MAITIRWO MIDZIYO ONGORORO
ZVIDZIDZO UNYANZVI, NEZVIITWA NEZVOMBO
1. Kuteerera Panopera chidzidzo kutaura Zvinozivikanwa nevana MOPSE Infant (ECD – ……………………………………………...............
08/01/21 vana vanofanirwa kufananidza Vana vanobva kumba kune Grade 2)Indigenous ………………………………………………………….
Nziyo, nhetembo kugona: kudhirohwa mhuri. Language syllabus page ………………………………………………………….
L1 1.kuimba nziyo kuteerera Kutanga 19 ………………………………………………………….
Oral seyekuti vashanu Mudzidzi anoita hurukuro 2015 - 2022 ………………………………………………………….
mumhuri nevana pamusoro pemhuri. Vadzidzi ………………………………………………………….
2.kuteerera nyaya 1.Vadzidzi vanotaura Mudzidzisi ………………………………………………………….
pamusoro pemhuri yavo.
………………………………………………………….
2.Vadzidzi vanotaura
………………………………………………………….
nezvinoita vemhuri.
Kupedzisa ………………………………………………………….
Dzokoro rebasa raitwa. ……………………………………………………
L2 Kutaura Panopera chidzidzo kutaura Zvinozivikanwa nevana MOPSE Infant (ECD- ……………………………………………...............
vana vanofanirwa kufananidza Vadzidzi vanobva kumba Grade 2) ………………………………………………………….
nezveMhuri kugona: kudhirohwa kune mhuri. Indigenous Language ………………………………………………………….
1.Kutaura vanhu kuteerera Kutanga syllabus page ………………………………………………………….
varimumhuri Dzokoro yezvidzidzo 21 ………………………………………………………….
dzavo. zvekare. 2015 -2022 ………………………………………………………….
2.Kutaura mabasa 1.Vadzidzi vanotaura Mufananidzo wemhuri ………………………………………………………….
anoitwa nevemhuri. pamusoro pemhuri yavo
………………………………………………………….
kuti munavanani.
………………………………………………………….
nezvemabasa yemhuri. ………………………………………………………….
Kupedzisa ………………………………………………………….
Hurukuro pamusoro ………………………………………………………….
pemhuri. ………………………………………………
L3 Kuverenga Panopera chidzidzo kutaura Zvinozivikanwa nevana MOPSE Infant (ECD – ……………………………………………...............
vana vanofanirwa kufananidza Vana vanobva kumba kune Grade2) ………………………………………………………….
Kuverenga kugona: kudhirohwa mhuri. Indigenous Language ………………………………………………………….
mufananidzo 1.Kuverenga kuteerera Kutanga syllabus page 24 ………………………………………………………….
mifananidzo. Vadzidzi vanotarisa 2015 - 2022 ………………………………………………………….
2.Kutarisa mifananidzo kubva ………………………………………………………….
zvakafanana. kumudzidzisi. ………………………………………………………….
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1.Vadzidzi vanotaura ………………………………………………………….
pemifananidzo yemumhuri ………………………………………………………….
yavarikuona. ………………………………………………………….
2.Vadzidzi vanofananidza ………………………………………………………….
mifananidzo vachinyora. ………………………………………………………….
Kupedzisa ………………………………………………………….
pemhuri.
L4 Kuteerera Panopera chidzidzo kutaura Zvinozivikanwa nevana MOPSE ……………………………………………...............
vana vanofanirwa kufananidza Vana nzeve dzinonzwa Infant (ECD – Grade 2) ………………………………………………………….
Kutaura kugona: kudhirohwa zvakanaka. Indigenous Language ………………………………………………………….
pamusoro 1.Kuterera kuteerera Kutanga syllabus page 19 ………………………………………………………….
pemitinhimira iri mitinhimira Mudzidzisi nevana ………………………………………………………….
munharaunda 2.Kutevedzera vanobuda vofamba Zvinhu zvakasiyana ………………………………………………………….
mitinhimira . munharaunda yechikoro siyana zviri munharaunda ………………………………………………………….
vachiteerera. .
………………………………………………………….
1.Vadzidzi vanoteerera
………………………………………………………….
mitinhimira munharaunda.
2.Vadzidzi vanotedzera ………………………………………………………….
mitinhimira yavanzwa. ………………………………………………………….
Kupedzisa ………………………………………………………….
pezvavanwa.
2. Kutaura Panopera chidzidzo Zvinozivikanwa nevana MOPSE ……………………………………………...............
15/01/21 vana vanofanirwa Vana vanokwanisa kutaura Infant (ECD –Grade 2) ………………………………………………………….
Nezvemufananid kugona: Kutanga Indigenous Language ………………………………………………………….
L1 zo 1.Kutaura Mudzidzisi nevana vanotita syllabus page 22 ………………………………………………………….
pamusoro dzokoro yechidzidzo 2015 -2022 ………………………………………………………….
pezvekufambisa. chazuro Mifananidzo ………………………………………………………….
2.Kutedzera 1.Vadzidzi vanotaura yezvifambiso ………………………………………………………….
mitinhimira zvakamboshandisa
………………………………………………………….
inokonzerwa pakufamba.
………………………………………………………….
nezvekufambisa. 2.Vadzidzi vanotevedzera
mitinhimira inobudiswa ………………………………………………………….
nezvekufambisa sebhazi. ………………………………………………………….
Kupedzisa ………………………………………………………….
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Dzokoro yezvadzidzwa. ……………………………………
L2 Kuverenga 1.Kuverenga Kutaura Zvinozivikanwa nevana MOPSE ……………………………………………...............
pamusoro kufananidza Vana nzeve dzinonzwa Infant (ECD –Grade 2) ………………………………………………………….
pezvekufambisa. kudhirohwa zvakanaka. Indigenous Language ………………………………………………………….
Kuverenga 2.Kutedzera kuteerera Kutanga syllabus page 24 ………………………………………………………….
zvekufambisa mitinhimira Mudzidzisi anoita hurukuro ………………………………………………………….
inokonzerwa nevana pamusoro Mifananidzo ………………………………………………………….
nezvekufambisa. pezvekufambisa. yezvifambiso ………………………………………………………….
1.Vadzidzi vanoverenga
………………………………………………………….
pamusoro pezvekufambisa
………………………………………………………….
pamufananidzo.
2.Vadzidzi vanopindura ………………………………………………………….
mibvunzo pane ………………………………………………………….
zvavaverenga. ………………………………………………………….
Kupedzisa ………………………………………………………….
Hurukuro pamusoro
pezvadzidza.
L3 Recognition of 1.Kuverenga Kutaura Zvinozivikanwa nevana  MOPSE(2015) ……………………………………………...............
sound pamusoro kufananidza Vadzidzi nzeve dzinonzwa Infant Indigenous ………………………………………………………….
pezvekufambisa. kudhirohwa zvakanaka. Language ………………………………………………………….
Kufananidza 2.Kutedzera kuteerera Kutanga syllabus page 5 ………………………………………………………….
Kuverenga mitinhimira Mudzidzisi nevana  ECD Time Lan ………………………………………………………….
inokonzerwa vanobuda vofamba ………………………………………………………….
nezvekufambisa . munharaunda yechikoro ………………………………………………………….
vachiteerera.
………………………………………………………….
………………………………………………………….
mitinhimira munharaunda.
2.Vadzidzi vanotedzera ………………………………………………………….
mitinhimira yavanzwa. ………………………………………………………….
Kupedzisa ………………………………………………………….
Hurukuro pamusoro
pezvavanwa.
L5 Kunyora 1.Kudzidzira Kutaura Zvinozivikanwa nevana MOPSE ……………………………………………...............
kubata chinyoreso. kufananidza Vana vakambonyora Infant (ECD – Grade ………………………………………………………….
Kukala 2.Kukala kudhirohwa kumashure 2)Indigenous Language ………………………………………………………….
mufananidzo mufananidzo. kuteerera Kutanga syllabus page 25 ………………………………………………………….
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Mudzidzisi anotaridza vana ………………………………………………………….
mabatirwo echinyoreso. zvinyoreso ………………………………………………………….
1.Vadzidzi vanoverebnga ………………………………………………………….
pamusoro pekubatabanidza ………………………………………………………….
mado-do-do ………………………………………………………….
2.Vadzidzi vanobatanidza ………………………………………………………….
mado do do vokala ………………………………………………………….
mufananidzo.
………………………………………………………….
Kupedzisa
Hurukuro pamusoro
pezvavanwa.
3. Kuteerera 1.Kutsvaka Zvinozivikanwa nevana MOPSE ……………………………………………...............
22/01/21 varimungano. kufananidza Vana vakambodzwa ngano. Infant (ECD – Grade 2) ………………………………………………………….
2.Kuzdokorodza kudhirohwa Kutanga Indigenous Language ………………………………………………………….
L1 Kuteerera ngano sekutaurwa kuteerera Mudzidzisi anoita hurukuro syllabus page 19 ………………………………………………………….
kungano yaTsuro kwayaita. pamusoro pekutaura ngano 2015 - 2022 ………………………………………………………….
naGudo nevadzidzi. ………………………………………………………….
1.Vadzidzi vanoterera Mupikicha werungano ………………………………………………………….
Ngano kubva
………………………………………………………….
KuMudzidzisi.
………………………………………………………….
2.Vadzidzi vanopindura
mibvunzo ………………………………………………………….
yeNgano,nekutaura Ngano ………………………………………………………….
sezvazviri. ………………………………………………………….
Kupedzisa ………………………………………………………….
Hurukuro pamusoro
peNgano. ………………………………………………………….
L2 Kuteerera 1.Kubatwa mazwi kufananidza Zvinozivikanwa nevana MOPSE ……………………………………………...............
ataurwa. kudhirohwa Vadzidzi vakamboteerera Infant (ECD – Grade ………………………………………………………….
2 Kutaura nyaya kuteerera nyaya. 2)Indigenous Language ………………………………………………………….
Kuteerera yataurwa. Kutanga syllabus page 19 ………………………………………………………….
zvataurwa Mudzidzisi anobvunza 2015 – 2022 ………………………………………………………….
vadzidzi mibvunzo ………………………………………………………….
yezvavakambosangana Vadzidzi ………………………………………………………….
nazvo muupenyu . Mudzidzisi
………………………………………………………….
………………………………………………………….
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nyaya ikuverengwa kana ………………………………………………………….
kutaurwa nemudzidzisi,
vana vanopindura
mibvudzo nekudzokorora
nyaya ikuverengwa.
2.Vadzidzi vanoita
hurukuro nekupindura
mibvudzo.
Kupedzisa
Dzokororo yezvadzidzwa.
L3 Kutaura 1.Kutaura Zvinozivikanwa nevana MOPSE Infant (ECD – ……………………………………………...............
zvarikuona kufananidza Vadzidzi vakamboteerera Grade 2)Indigenous ………………………………………………………….
pamufananidzo. kudhirohwa nyaya. Language syllabus page ………………………………………………………….
Kutsanangura 2.Kutsanangura kuteerera Kutanga 21 ………………………………………………………….
mifananidzo zviripamufananid Mudzidzisi anoratidza ………………………………………………………….
zo. vadzidzi mifananidzo mufananidzo ………………………………………………………….
iripabambirikana slide. ………………………………………………………….
………………………………………………………….
zvavari kuona
………………………………………………………….
pamufananidzo.
2.Vadzidzi vanotsanangura ………………………………………………………….
zviripamufananidzo. ………………………………………………………….
Kupedzisa -chidzidzo ………………………………………………………….
vana vanoita dzokororo ………………………………………………………….
yezvadzidzwa. …………………………………………………
L4 Kuverenga 1.Kufananidza kufananidza Zvinozivikanwa nevana MOPSE ……………………………………………...............
kudhirohwa kudhirohwa Vadzidzi vakamboverenga. Infant (ECD – Grade 2) ………………………………………………………….
kuteerera. kuteerera Kutanga Indigenous Language ………………………………………………………….
Kuverenga Mudzidzisi anoita hurukuro syllabus page 24 ………………………………………………………….
mifananidzo pamaverengerwo. ………………………………………………………….
1.Vadzidzi vanoverenga ………………………………………………………….
mifananidzo. ………………………………………………………….
2.Kubva pachart.
………………………………………………………….
3.Vadzidzi vanotsvaka
………………………………………………………….
zvinu zvakafanana seruvara
………………………………………………………….
Kupedzisa- chidzidzo
………………………………………………………….
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vana vanoita dzokororo
yezvadzidzwa.
L5 Kuteere 1.Kuteerera kufananidza Zvinozivikanwa nevana MOPSE ……………………………………………...............
kukumbira ne makumbiuriro kudhirohwa Vana vanonzwa. Infant (ECD – Grade 2 ) ………………………………………………………….
kukumbirwa anoitwa kuteerera Kutanga Indigenous Language ………………………………………………………….
2.Kuteedzera Kuimba kanziyo, kuteerera syllabus page 21 ………………………………………………………….
makumbiriro. ndiyo basi nzira. 2015 - 2022 ………………………………………………………….
1.Vadzidzi vanoteerera ………………………………………………………….
mudzidzisi achiratidza Mifananidzo ………………………………………………………….
makumbiriro anoitwa Vadzidzi
………………………………………………………….
zvinhu. Mifananidzo yemhuri
………………………………………………………….
2.Vadzidzi vanotevedzera
………………………………………………………….
makumbiriro ezvinhu
vachizviita mumapoka. ………………………………………………………….
………………………………………………………….
Kupedzisa- dzokororo
yezvadzidza.
4. Kutaura 1.Kushandisa vara Kutaura Zvinozivikanwa nevana MOPSE ……………………………………………...............
29/01/21 rekuti Vadzidzi vanogona Infant (ECD – Grade ………………………………………………………….
Ndokumbirawo ndokumbirawo kutaura. 2)Indigenous Language ………………………………………………………….
L1 kana vachikumbira. Kutanga syllabus page 14 ………………………………………………………….
2.Kudzidzira Kudzokorora chidzidzo ………………………………………………………….
kutenda “maita chazuro. Vadzidzi ………………………………………………………….
basa”. 1.Vadzidzi vanodzidzira ………………………………………………………….
kukumbira vachishandisa
………………………………………………………….
ndokumbirawo .
………………………………………………………….
2.Vadzidzi vanoshandisa
………………………………………………………….
maita basa pakutenda.
………………………………………………………….
Kupedzisa -hurukuro
………………………………………………………….
pazvadzidzwa.
L2 Kuverenga 1.Kuverenga Naming Zvinozivikanwa nevana MOPSE ……………………………………………...............
mifananidzo. Identifying Vadzidzi vakamboverenga. Infant (2015 – 2022) ………………………………………………………….
2.Kutaura nyaya colouring Kutanga Indigenous Language ………………………………………………………….
mifananidzo ikubuda Kudzokorora chidzidzo syllabus page 24 ………………………………………………………….
pamufananidzo. chazuro. ………………………………………………………….
1.Vadzidzi vanodzidzira Vadzidzi ………………………………………………………….
kukumbira vachishandisa mudzidzisi
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ndokumbirawo. ………………………………………………………….
2.Vadzidzi vanoshandisa ………………………………………………………….
maita basa pakutenda. ………………………………………………………….
Kupedzisa-dzokororo
yezvadzidzwa.
L3 Kuverenga 1.Kufananidza kuverenga Zvinozivikanwa nevana MOPSE ……………………………………………...............
zvinhu. kunyora Vadzidzi vanogona Infant (ECD – Grade ………………………………………………………….
2.Kutaura nyaya kutaura kuverenga 2)Indigenous Language ………………………………………………………….
ikubuda Kutanga syllabus page 24 ………………………………………………………….
pamufananidzo. Kuverenga mifananidzo ………………………………………………………….
1.Vadzidzi vanodzidzira Vadzidzi ………………………………………………………….
kukumbira vachishandisa Mudzidzisi ………………………………………………………….
ndokumbirawo.
………………………………………………………….
Kupedzisa-dzokororo
yezvadzidzwa.
L4 Kunyora 1.Vana kuverenga Zvinozivikanwa nevana MOPSE ……………………………………………...............
vanodzidzira kunyora Vadzidzi vakambonyora Infant(ECD – Grade 2) ………………………………………………………….
kubata chinyoreso . kutaura mumashure. Indigenous Language ………………………………………………………….
Mapeteni 2.Vana vanonyora Kutanga syllabus page 24 ………………………………………………………….
mapeteni. Kudzokorora chidzidzo zvinyoreso ………………………………………………………….
chanezuro. ………………………………………………………….
1.Vadzidzi vanodzidzira ………………………………………………………….
kubata chinyoreso.
………………………………………………………….
2.Vadzidzi vanonyora ………………………………………………………….
mapeteni akasiyana siyana.
………………………………………………………….
Kupedzisa- dzokororo
………………………………………………………….
yezvanyorwa
L5 Kuteerera 1.Vana Kuteerera Zvinozivikanwa nevana MOPSE ……………………………………………...............
vanoteerera Kutaura Vadzidzi vanonzwa. Infant (ECD – Grade 2) ………………………………………………………….
Mhuka dzepamba mitinhimira kana Kutanga Indigenous Language ………………………………………………………….
mhuka ichifamba. Kutaura mazita emhuka syllabus page 19 ………………………………………………………….
2.Kudzokorora dzinowanikwa pamba 2015 - 2022 ………………………………………………………….
ngano dzemhuka 1.Vadzidzi vanodzidzira Mifananidzo yemhuka ………………………………………………………….
dzataurwa. kukumbira vachishandisa
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ndokumbirawo . ………………………………………………………….
2.Vadzidzi vanoteerera ………………………………………………………….
ngano pamusoro pemhuka ………………………………………………………….
yataurwa nemudzidzisi. ………………………………………………………….
Kupdzisa- dzokororo
yezvadzidzwa.
5. Kutaura 1.Vana vanotaura Kutaura Zvinozivikanwa nevana MOPSE ……………………………………………...............
05/02/21 mhuka Vadzidzi vanogona kutaura. Infant (ECD – Grade 2) ………………………………………………………….
Pamusoro dzavanoziva. Kuimba Kutanga Indigenous Language ………………………………………………………….
L1 pemhuka 2.Kutaura panogara Kutaura mhuka syllabus page 21 ………………………………………………………….
mhuka. dzavarikuona 2015 -2022 ………………………………………………………….
pamufananidzo/slide/video Mifananidzo yemhuka ………………………………………………………….
mhuka dzavanoziva.
………………………………………………………….
2.Vadzidzi kurukura ………………………………………………………….
panogara mhuka.
………………………………………………………….
Kupedzisa -Kuimba
dundumuduri katswe.
L2 Kuverenga 1.kutarisa Kutaura Zvinozivikanwa nevana MOPSE ……………………………………………...............
zvakafanana Vadzidzi vakamboverenga Infant (ECD – Grade ………………………………………………………….
Pamusoro pamhuka. Kuimba mumashure. 2)Indigenous Language ………………………………………………………….
pemhuka 2.kutarisa kuverenga Kutanga syllabus page 24 ………………………………………………………….
zvakasiyana Kudzokorora chidzidzo ………………………………………………………….
pamhuka. chazuro. Mifananidzo yemhuka ………………………………………………………….
1.Vadzidzi tarisa ………………………………………………………….
pamufananidzo/slide/video
………………………………………………………….
wemhuka padzakafanana.
………………………………………………………….
2.Vadzidzi mumapoka
vanotarisa kufanana ………………………………………………………….
kwemhuka nekusiyana ………………………………………………………….
kwadzo kubva pamakumbo. ………………………………………………………….
Kupedzisa-kudzokorora
zvavadzidza.
L3 Kuverenga 1.Vanofananidza kuverenga Zvinozivikanwa nevana MOPSE( ……………………………………………...............
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mhuka kuti Vadzidzi vakamboverenga Infant (ECD – Grade 2) ………………………………………………………….
Kukosha yemusango, kufananidza mumashure. Indigenous Language ………………………………………………………….
kwemhuka neyepamba. Kutanga syllabus page 24 ………………………………………………………….
dzepamba 2.Kuverenga kusiyanidza Kudzokorora chidzidzo ………………………………………………………….
kukosha kwemhuka chazuro. Mifananidzo yemhuka ………………………………………………………….
pamba. 1.Vadzidzi nemudzidzisi ………………………………………………………….
vanotaura mazita emhuka ………………………………………………………….
dzemusango nemhuka
………………………………………………………….
dzepamba.
………………………………………………………….
mufananidzo voita ………………………………………………………….
hurukuro ndzekukosha ………………………………………………………….
kwemhuka dzepamba.
Kupedzisa-vana
vanopindura mubvunzo
kubva muchidzidzo
L4 Kunyora 1.Vanodzidzira Kunyora Zvinozivikanwa nevana MOPSE ……………………………………………...............
kubata chinyoreso. Vadzidzi vakambonyora Infant (ECD – Grade 2) ………………………………………………………….
Kukosha 2.Vana Kubata kumashure. Indigenous Language ………………………………………………………….
kwemhuka vanobatanidza chinyoreso Kutanga syllabus page 25 ………………………………………………………….
dzepamba madodo. Kutaura mhuka ………………………………………………………….
3.Vachidhirohwa yavanofarira ………………………………………………………….
mhuka. 1.Mudzidzisi anotaridza ………………………………………………………….
vana mabatirwo
………………………………………………………….
echinyoreso vodzidzira
………………………………………………………….
nevana kunyora mumhepo.
………………………………………………………….
Kupedzisa-vadzidzi
kubva muchidzidzo.
L5 Kuteerera 1.Vanoteerera Kunyora Zvinozivikanwa nevana MOPSE ……………………………………………...............
nyaya pamusoro Vadzidzi vanogona Infant (ECD – Grade ………………………………………………………….
Nyaya pamusoro pemuti. Kubata kuteerera 2)Indigenous Language ………………………………………………………….
pemuti 2.Kudzokorora chinyoreso syllabus page 21 ………………………………………………………….
nyaya yataurwa. Kutanga ………………………………………………………….
1.Kutaura pamusoro pemiti mifananidzo ………………………………………………………….
dzavanoziva ………………………………………………………….
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2.Mudzidzisi anotaridza E.C.D play materials ………………………………………………………….
vana ………………………………………………………….
mifananidzo/slides/videos Trees seedlings
yemiti
nyaya kubva kuMudzidzisi,
vana vanodzokorora nyaya
yataurwa
Kupedzisa –vadzidzi
kubva munyaya yataurwa
6. Kutaura 1.kutaura mazita Kutaura Zvinozivikanwa nevana MOPSE ……………………………………………...............
kjana maviri emiti Vana vanogona kutaura Infant(ECD –Grade 2) ………………………………………………………….
12/02/21 Nyaya pamusoro dzavanoziva Kuimba Kutanga - Vadzidzi Indigenous Language ………………………………………………………….
pemuti 2.kutaura kukosha nemudzidzisi vanotaura syllabus page 22 ………………………………………………………….
kwakaita miti pamusoro pemiti ………………………………………………………….
L1 muupenyu hwedu yavanoziva. mifananidzo ………………………………………………………….
1.Mudzidzisi nevadzidzi ………………………………………………………….
vanoona kavideo
………………………………………………………….
kemakoshero emiti
………………………………………………………….
mukugara kwedu/pictures.
kukosha kwemiti ………………………………………………………….
mukurarama kwedu.
vanoimba karwiyo
mazhizha anozununguka.
L2 Kuverenga 1.Kuverenga Kuverenga Zvinozivikanwa nevana MOPSE ……………………………………………...............
pamusoro mifananidzo Vadzidzi vakamboverenga Infant (ECD – Grade 2 ) ………………………………………………………….
pemhuka wemiti Kutsvaka zvitsva kumashure. Indigenous Language ………………………………………………………….
2.Kutsvaka Kutanga - vadzidzi syllabus page 24 ………………………………………………………….
michero kutaura nemudzidzisi 2015 - 2022 ………………………………………………………….
inoberekwa nemiti. vanodzokorora chidzidzo mifananidzo ………………………………………………………….
chazuro. Tree seedlings ………………………………………………………….
1.vadzidzi vanoverenga Michero
………………………………………………………….
mifananidzo yemiti.
………………………………………………………….
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nekuverenga michero
inoberekwa nemiti
dzakasiyana siyana
Kupedzisa -vadzidzi
vanotaura michero
yavanofarira.
L3 Kuverenga 1.Kuverenga Kuverenga Zvinozivikanwa nevana MOPSE ……………………………………………...............
pamusoro pamusoro pemuviri Kutsvaka zvisipo Vadzidzi vakamboverenga Infant (ECD – Grade ………………………………………………………….
pemhuka wemiti. Kutaura kumashure 2)Indigenous Language ………………………………………………………….
2.Kutsvaka muviri Kutanga –vadzidzi syllabus page 24 ………………………………………………………….
wemuti usipo. nemudzidzisi mifananidzo ………………………………………………………….
vanotaura pamusoro Michero ………………………………………………………….
pemichero yavanofarira ………………………………………………………….
………………………………………………………….
mifananidzo yemuviri
………………………………………………………….
yemiti.
nekutsvaka muviri
usipomumabhuku
muzvikwata.
3Vadzidzi vanodhirowa
vachiisa muviri usipo.
Kupedzisa-dzokororo
yebasa ravaita.
L4 Kunyora 1.Kudhirohwa muti Kunyora Zvinozivikanwa nevana MOPSE ……………………………………………...............
2.Kukala Vadzidzisi vakambonyora Infant (ECD – Grade 2) ………………………………………………………….
Kudhrirohwa miti mufananidzo kudhirohwa mumashure. Indigenous Language ………………………………………………………….
wemuti. Kutanga –vadzidzisi syllabus page 25 ………………………………………………………….
nemudzidzisi Makirayoni ………………………………………………………….
vanodzokorora Penzura ………………………………………………………….
chidzidzo chazuro. Pictures ………………………………………………………….
1.Vadzidzisi vanoita Slides
………………………………………………………….
hurukuro pamusoro
………………………………………………………….
pekudhirohwa muti.
2.Vadzidzi vanodhirohwa
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muti sezvaitwa
nemudzidzisi
3.Vadzidzi vanokala
zvavadhirohwa.
Kupedzisa-vadzidzi
vanoratidzana
zvavadhirohwa sekirasi.
L5 Kuteerera Kuteerera Kuteerera Zvinozivikanwa nevana MOPSE ……………………………………………...............
mutinhimira Vana vanogona kuteerera Infant (ECD – Grade ………………………………………………………….
Kuteerera nyaya wemazwi kutaura Kutanga- Vadzidzi 2)Indigenous Language ………………………………………………………….
yekukura vanoteerera mutinhimira syllabus page 22 ………………………………………………………….
kwemwana 1.Kuteerera kubva kuna mudzidzisi. mifananidzo ………………………………………………………….
nekutaura nyaya 1.Vadzidzi vanoteerera Video ………………………………………………………….
yavanzwa nyaya kubva Slides ………………………………………………………….
kunamudzidzisi yekukura ECD play materials
………………………………………………………….
kunoita mwana.
………………………………………………………….
2.Vadzidzi vanoita
hurukuro yenyaya ………………………………………………………….
yataurwa. ………………………………………………………….
3.Vadzidzi vanodzokorora ………………………………………………………….
nyaya yataurwa ………………………………………………………….
nemudzidzisi ………………………………………………………….
Kupedzisa-Vadzidzi
yenyaya.
7. Kutaura 1.Kutaura kukura Kuteerera Zvinozivikanwa nevana MOPSE ……………………………………………...............
19/02/21 kunoita mwana. Vana vanogona kutaura Infant (ECD – Grade 2) ………………………………………………………….
L1 kukura 2.Kutaura Kutaura Kutanga -Vana vanotaura Indigenous Language ………………………………………………………….
kwemwana zvinofarirwa zvavanofarira. syllabus page 21 ………………………………………………………….
nemwana mudiki. 1.Vadzidzi vanoona 2015 - 2022 ………………………………………………………….
mufananidzo,slide,video Mifananidzo ………………………………………………………….
yevadzidzi. Video ………………………………………………………….
2.Vadzidzi vanoita Slides
………………………………………………………….
hurukuro yezvinodiwa ECD play materials
………………………………………………………….
nevana vadiki
112 | P a g e
zvinhu zvinoita kuti mwana
akure zvakanaka.
Kupedzisa - Vadzidzi
vanopindura mibvunzo
kubva kumudzidzisi.
L2 Kuverenga 1.Vanoverenga Kuverenga Zvinozivikanwa nevana MOPSE ……………………………………………...............
mufananidzo Vadzidzi vakamboverenga Infant (ECD – Grade ………………………………………………………….
Kuverenga wemakuriro evana. Kutaura mumashure. 2)Indigenous Language ………………………………………………………….
nyaya yekukura 2.Kuverenga Kutanga -Dzokororo syllabus page 24 ………………………………………………………….
kwemwana matangiro anoita yechidzidzo chazuro. mifananidzo ………………………………………………………….
mwana kusvika 1.Vadzidzi vanoverenga Photos ………………………………………………………….
achikura . mifananidzo unoenderana Video ………………………………………………………….
nekukura kunoita mwana. Slides
………………………………………………………….
2.Vadzidzi vanoita ECD play materials
………………………………………………………….
hurukuro pamakuriro
emwana. ………………………………………………………….
3.Vadzidzi vanodhirowa
munhu.
Kupedzisa-Dzokororo
ezvaitwa.
L3 Kuverenga 1.Kufananidza Kuverenga Zvinozivikanwa nevana MOPSE ……………………………………………...............
mwana Vana vakamboverenga Infant (ECD – Grade ………………………………………………………….
Kuverenga nyaya nezvaanoshandisa. Kutaura mumashure. 2)Indigenous Language ………………………………………………………….
yekukura 2.Kubatanidza zera Kutanga -dzokororo syllabus page 24 ………………………………………………………….
kwemwana remwana yechidzidzo chazuro. mifananidzo ………………………………………………………….
nezvaanotambisa. 1.Vadzidzi vanoverenga Video ………………………………………………………….
mifananidzo unoenderana Slides ………………………………………………………….
nezera rezvaanotambisa. ECD play materials
………………………………………………………….
2.Vadzidzi vanoita
………………………………………………………….
hurukuro pamusoro
pezvekushandisa ………………………………………………………….
3.Vadzidzi vanobatanidza ………………………………………………………….
chombo nezera. ………………………………………………………….
Kupedzisa-vadzidzi
vanopindura mubvunzo.
L4 Kunyora 1.Kukala Kunyora Zvinozivikanwa nevana MOPSE ……………………………………………...............
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mufananidzo Vana vakambonyora Infant (ECD – Grade 2) ………………………………………………………….
Kukala 2.Kukala vachiita Kubata mumashure. Indigenous Language ………………………………………………………….
mufananidzo zvekudhizaina. chinyoreso Kutanga- Mudzidzisi syllabus page 25 ………………………………………………………….
nevana vanoita hurukuro ………………………………………………………….
Kukala pamusoro pezvipfeko mifananidzo ………………………………………………………….
zvevana. Photos ………………………………………………………….
1.Vadzidzi vanotaura Video ………………………………………………………….
makala ehembe Slides
………………………………………………………….
dziripamufananidzo. ECD play materials
………………………………………………………….
2..Vadzidzi vanokala
hembe dziripamufananidzo. ………………………………………………………….
3.Vadzidzi vanosiynisa ………………………………………………………….
Makala ehembe pakukala.
Kupedzisa -vadzidzi
vanoratidzana zvavaita
vokurukura.
L5 Kuteerera 1.kuteerera Kuteerera Zvinozivikanwa nevana MOPSE ……………………………………………...............
mapereterwo Vana vanogona kuteerera Infant (ECD – Grade 2 ) ………………………………………………………….
Mazuva evhiki anoitwa mazuva. kuimba Kutanga - Mudzidzisi Indigenous Language ………………………………………………………….
2.kuimba rwiyo nevana vanoimba rwiyo syllabus page 19 ………………………………………………………….
rwemazuva evhiki. mazuva matanhatu pavhiki Pictures of days activities ………………………………………………………….
svondo…… Hembe dzekupfeka ………………………………………………………….
1.Vanoperetera zuva rega Video ………………………………………………………….
rega muchishona sokuti Slides
………………………………………………………….
Muvhuro. ECD play materials
………………………………………………………….
2.Vadzidzi vanoimba zuva
rega rega vachienzanisa ………………………………………………………….
neminwe yavo . ………………………………………………………….
Kupedzisa- Vadzidzi
vanoimba rwiyo
rwemazuva evhiki
8. Kutaura 1. kuimba mazuva Kutaura Zvinozivikanwa nevana MOPSE ……………………………………………...............
26/02/21 evhiki. Vadzidzi vanogona Infant (ECD – Grade 2 ………………………………………………………….
Kuziva 2.kutaura zvinoitwa Kuimba kutaura. Indigenous Language ………………………………………………………….
L1 Mazuva evhiki mumazuva Kutanga - Mudzidzisi syllabus page 21 ………………………………………………………….
akasiyana siyana. nevana vanoimba rwiyo 2015 - 2022 ………………………………………………………….
114 | P a g e
mazuva matanhatu pavhiki Pictures of days activities ………………………………………………………….
svondo…… Hembe dzekupfeka ………………………………………………………….
1.Vanoita hurukuro Video ………………………………………………………….
yezvanoita muzuva Slides ………………………………………………………….
reMugovera, nesvondo ECD play materials ………………………………………………………….
hembe dzavanopfeka
mumazuva akasiyana
siyana.
Kupedzisa-vadzidzi
vanopindura mubvunzo.
L2 Kuverenga 1.Kuverenga Kutaura Zvinozivikanwa nevana- MOPSE ……………………………………………...............
mufananidzo. Vana vakamboverenga Infant (ECD – Grade 2) ………………………………………………………….
2.kutsanangura Kuimba mumashure Indigenous Language ………………………………………………………….
Mazuva evhiki zvaverengwa. Kutanga - Mudzidzisi syllabus page 21 ………………………………………………………….
nevana vanoita dzokororo 2015 - 2022 ………………………………………………………….
yezvadzidzwa zuro. ………………………………………………………….
1.Vamumapoka Pictures of days activities ………………………………………………………….
vanoverenga Hembe dzekupfeka
………………………………………………………….
2.Mifananidzo vopindura Video
………………………………………………………….
mibvunzi yezvavaverenga Slides
………………………………………………………….
Kupedzisa-Kuimba ECD play materials
mazuva matanhatu evhiki
svondo……….
L3 Kuverenga 1.kutsvaka Kuverenga Zvinozivikanwa nevana MOPSE ……………………………………………...............
zambiringa Vana vakamboverenga Infant (ECD – Grade 2) ………………………………………………………….
munyemba. kuimba mumashure Indigenous Language ………………………………………………………….
Mazuva evhiki 2.kukala Kutanga - Mudzidzisi syllabus page 21 ………………………………………………………….
zambiringa nevana vanoita hurukuro 2015 - 2022 ………………………………………………………….
munyemba. pamusoro pazambiringa Pictures of days activities ………………………………………………………….
munyemba. Hembe dzekupfeka ………………………………………………………….
1.Vadzidzi vanoverenga Video
………………………………………………………….
mufananidzo mumapoka Slides
………………………………………………………….
vachitsvaka zambiringa ECD play materials
munyemba sokuti pane ………………………………………………………….
vaviri vanhu vakuenda ………………………………………………………….
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kukereke neumwe akuenda ………………………………………………………….
kuchikoro. ………………………………………………………….
2.Vadzidzi vanokala ………………………………………………………….
zambiringa munyemba.
Kupedzisa -vadzidzi
wabvunzwa.
L4 Kunyora 1. Kutsvaka Kuverenga Zvinozivikanwa nevana MOPSE ……………………………………………...............
zambiringa -Vana vakamboverenga Infant (ECD – Grade ………………………………………………………….
Kubatanidza munyemba Kuimba mumashure. 2)Indigenous Language ………………………………………………………….
zvakafanana Kutanga -Mudzidzisi syllabus page 25 ………………………………………………………….
2.Kukala nevana vanoita hurukuro 2015 - 2022 ………………………………………………………….
zambiringa pamusoro pazambiringa Pictures of days activities ………………………………………………………….
munyemba munyemba. Hembe dzekupfeka ………………………………………………………….
1.Vadzidzi vanoverenga Video
………………………………………………………….
mufananidzo mumapoka Slides
………………………………………………………….
vachitsvaka zambiringa ECD play materials
munyemba sokuti pane ………………………………………………………….
vaviri vanhu vakuenda ………………………………………………………….
kukereke neumwe akuenda ………………………………………………………….
kuchikoro.
2.Vadzidzi vanokala
zambiringa munyemba.
Kupedzisa – Vadzidzi
wabvunzwa.
L5 Kuteerera 1. Kuimba rwiyo Kuverenga Zvinozivikanwa nevana MOPSE ……………………………………………...............
runechekuita -Vana vanogona kuteerera. Infant (ECD – Grade ………………………………………………………….
nemari Kuimba Kutanga -Mudzidzisi 2)Indigenous Language ………………………………………………………….
Mari nekukosha 2.Kuteera nyaya nevana vanoimba rwiyo, syllabus page 21 ………………………………………………………….
kwayo vozopindura ndikanhonga mari yangu, 2015 - 2022 ………………………………………………………….
mibvunzo. ndichatenga…… Pictures of days activities ………………………………………………………….
1.Vadzidzi vanoteerera Hembe dzekupfeka ………………………………………………………….
nyaya kubva kuna Video
………………………………………………………….
mudzidzisi pamusoro Slides
………………………………………………………….
pemari. ECD play materials
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2.Vadzidzi vanopindura
mibvunzo nezvemari kubva
munyaya.
Kupedzisa-vadzidzi
vanoimba ndikanonga mari
yangu.
9. Kutaura 1. kutaura kukosha Kuverenga Zvinozivikanwa nevana MOPSE ……………………………………………...............
05/03/21 kwemari. -Vana vanogona kutaura. Infant (ECD – Grade ………………………………………………………….
Pamusoro kuimba Kutanga - Mudzidzisi 2)Indigenous Language ………………………………………………………….
pekukosha 2.kutaura nevana vanoimba rwiyo syllabus page 21 ………………………………………………………….
kwemari mawanirwe ndikanonga mari yangu….. 2015 - 2022 ………………………………………………………….
L1 anoitwa mari 1.Vadzidzi vanotaura Pictures of days activities ………………………………………………………….
makoshero emari Hembe dzekupfeka ………………………………………………………….
muupenyu hwedu. Video
………………………………………………………….
2.Vadzidzi vanoita Slides
………………………………………………………….
hurukuro yemawnirwo ECD play materials
anoitwa mari muupenyu. ………………………………………………………….
Kupedzisa- Vadzidzi ………………………………………………………….
wabvunzwa.
L2 Kuverenga 1.Kutarisa zvakaita Kuverenga Zvinozivikanwa nevana MOPSE ……………………………………………...............
mari -Vana ruzivo Infant (ECD – Grade ………………………………………………………….
Pamusoro yemuzimbabwe Kutarisa rwemaverengero. 2)Indigenous Language ………………………………………………………….
pekukosha 2.Kufananidzaneku Kutanga - Mudzidzisi syllabus page 21 ………………………………………………………….
kwemari siyana kwakaita nevana vanoimba rwiyo 2015 - 2022 ………………………………………………………….
mari ndikanonga mari yangu….. Pictures of days activities ………………………………………………………….
-Vadzidzi vanotarisisa Hembe dzekupfeka ………………………………………………………….
mari kubva pamifananidzo Video
………………………………………………………….
wakapihwa. Slides
………………………………………………………….
1.Vadzidzi vanoita ECD play materials
hurukuro pakufanana ………………………………………………………….
nekusiyana kwakaita mari
muupenyu .
Kupedzisa - dzokororo
yezvaitwa muchidzidzo.
L3 Kuverenga 1.Kutarisa chiri Kuverenga Zvinozivikanwa nevana MOPSE ……………………………………………...............
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-Vana ruzivo Infant (ECD – Grade 2
Pamusoro
pamari “$ ” kutarisa rwemaverengerwo. Indigenous Language
………………………………………………………….
………………………………………………………….
pekukosha Kutanga - dzokororo syllabus page 21 ………………………………………………………….
kwemari 2.Kuverenga kutaura yechidzidzo chaitwa. 2015 - 2022
kunogara ………………………………………………………….
1.Vadzidzi vanotariswa Pictures of days activities ………………………………………………………….
mari/Kuchengeterw mari dzega dzega dzine Hembe dzekupfeka
a mari. ………………………………………………………….
chinhu ichi here $. Video ………………………………………………………….
2.Vadzidzi vanozita Slides
………………………………………………………….
hurukuro yekuti kwakanaka ECD play materials
………………………………………………………….
kuchengetera mari ndekupi.
kubva muchidzidzo.
L4 Kunyora 1.vanotaridzwa Kuverenga Zvinozivikanwa nevana MOPSE ……………………………………………...............
mapetani ecoin -Vana vanogona kubata Infant (ECD – Grade 2) ………………………………………………………….
Pamusoro rubbing kuimba chinyoreso. Indigenous Language ………………………………………………………….
pekukosha 2.Vadzidzi vanoita Kutanga -Mudzidzisi syllabus page 21 ………………………………………………………….
kwemari coin rubbing. nevana vanoita hurukuro 2015 - 2022 ………………………………………………………….
pamusoro pemifananidzo Pictures of days activities ………………………………………………………….
yemacoin rubbing. Hembe dzekupfeka ………………………………………………………….
1.Vadzidzi vanodzidzira Video
………………………………………………………….
kuita coin rubbing Slides
………………………………………………………….
mumapoka voratidzana ECD play materials
sekirasi. ………………………………………………………….
2.Vadzidzi vanoita coin ………………………………………………………….
rubbing mumabhuku avo.
Kupedzisa-vadzidzi
vanoratidzana mabasa
avaita.
L5 Kuterera -1.Vanoterera Kuverenga Zvinozivikanwa nevana MOPSE ……………………………………………...............
ngano Vana vanofarira kunzwa Infant (ECD – Grade ………………………………………………………….
Ngano 2.Kudzokorora Kuimba ngano. 2)Indigenous Language ………………………………………………………….
ngano yataurwa Kutanga Mudzidzisi syllabus page 19 ………………………………………………………….
sezvairi nevana anotsvaka mwana 2015 - 2022 ………………………………………………………….
nekuzopindura umwe anotaura ngano yake. Pictures of food ………………………………………………………….
mibvunzo. 1.Vadzidzi vanoterera
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ngano kubva kuMudzidzisi Video of food ………………………………………………………….
Yatsuro naGudo. Slides of food ………………………………………………………….
2.Vadzidzi vanodzokorora ECD play materials ………………………………………………………….
ngano yataurwa. ………………………………………………………….
-Vana vanopindura ………………………………………………………….
mibvunzo kubva mungano. ………………………………………………………….
Kupedzisa-vanotaura
kukosha kwengano.
10. Kutaura 1.Vadzidzi Kuverenga Zvinozivikanwa nevana MOPSE ……………………………………………...............
12/03/21 vanotaura chikafu -Vana vanogona kutaura. Infant (ECD – Grade ………………………………………………………….
Zvekudya chavanofarira. Kuimba Kutanga - Mudzidzisi 2)Indigenous Language ………………………………………………………….
L1 zvandinofarira 2.Kutaura chikafu nevana vanoita hurukuro syllabus page 22 ………………………………………………………….
chinovaka muviri pamusoro pechikafu 2015 - 2022 ………………………………………………………….
vakatarisa mapikicha Pictures of food ………………………………………………………….
1.Vadzidzi vanotaura Video of food ………………………………………………………….
chikafu chavanofarira Slides of food
………………………………………………………….
2.Vadzidzi vanoona ECD play materials
………………………………………………………….
mapikicha echikafu
chinovaka muviri voita ………………………………………………………….
hurukuro. ………………………………………………………….
Kupedzisa-vadzidzi
vanotaura chikafu nenguva
yachinodyiwa
L2 Kuverenga 1.Vadzidzi Kuverenga Zvinozivikanwa nevana MOPSE ……………………………………………...............
vanoverenga -Vana vanekaruzivo Infant (ECD – Grade ………………………………………………………….
Zvekudya mifananidzo Kuimba pakuverenga. 2)Indigenous Language ………………………………………………………….
zvandinofarira yezvekudya. Kutanga -Mudzidzisi syllabus page 24 ………………………………………………………….
2.Kutsvaka chikafu nevadzidzi vanoita 2015 -2022 ………………………………………………………….
chinovaka muviri. dzokororo yezvakadzidza Pictures of food ………………………………………………………….
zuro. Video of food ………………………………………………………….
1.Vadzidzi vanoverengea Slides of food
………………………………………………………….
kana kuona video ECD play materials
………………………………………………………….
yechikafu.
2.Vadzidzi vanotsvaka ………………………………………………………….
chikafu chinovaka muviri
kubva pane
119 | P a g e
zviripamufananidzo.
Kupedzisa -vadzidzi
pamusoro pechikafu.
L3 Kuverenga 1.Vadzidzi Kuverenga Zvinozivikanwa nevana- MOPSE ……………………………………………...............
vaverenga Vadzidzi vane karuzivo Infant (ECD – Grade ………………………………………………………….
Zvekudya mifananidzo Kuimba pakuverenga. 2)Indigenous Language ………………………………………………………….
zvandinofarira wechikafu Kutanga -dzokororo syllabus page 24 ………………………………………………………….
chinotengeswa. yechidzidzo chazuro. 2015 - 2022 ………………………………………………………….
2.kutaura Vadzidzi vanoverenga Pictures of food ………………………………………………………….
magadziriro mifananidzo yechikafu Video of food ………………………………………………………….
anoitwa chikafu. chinotengswa kukosha Slides of food
………………………………………………………….
nekuipa kwacho. ECD play materials
………………………………………………………….
magadziriro kana ………………………………………………………….
mabikirwo echikafu ………………………………………………………….
chakasiyana siyana.
Kupedzisa –Vadzidzi
vanobika putugadzike.
L4 Kunyora 1.Kudzidzira Kunyora Zvinozivikanwa nevana MOPSE ……………………………………………...............
kufambisa maziso -Vana vakambonyora Infant (ECD – Grade ………………………………………………………….
Zvekudya nechinyoreso kufambisa Kutanga - dzokororo 2)Indigenous Language ………………………………………………………….
zvandinofarira pamwe chete. maziso yechidzidzo chazuro. syllabus page 25 ………………………………………………………….
2.Kukala banana, vachinyora 1.Vadzidzi vanonyora 2015 - 2022 ………………………………………………………….
mutsetse pamapepa Pictures of food ………………………………………………………….
kubata vachibatanidza mado do do, Video of food ………………………………………………………….
chinyoreso voita hurukuro yekukosha Slides of food
………………………………………………………….
kwekufambisa ziso ECD play materials
………………………………………………………….
nechinyoreso.
2.Vadzidzi vanokala ………………………………………………………….
banana zvakjanaka mukati
memufananidzo.
vanoratidzana zvavakala.
L5 Kuterera 1.Kuterera nziyo Kuteerera Zvinozivikanwa nevana MOPSE ……………………………………………...............
Nzinotambwa -Vana vanogona kuterera. Infant(ECD – Grade 2) ………………………………………………………….
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Kuterera kunzvimbo Kuimba Kutanga - vadzidzi Indigenous Language ………………………………………………………….
zvinoitika dzekushanya vanodoma nzvimbo syllabus page 19 ………………………………………………………….
kunzvimbo nekufarira. dzekushanya nekwekufarira 2015 - 2022 ………………………………………………………….
dzekushanyira 2.Kuimba nziyo vakatarisa mapikicha. ………………………………………………………….
nekwekufarira dzakasiyana siyana. 1.Vadzidzi vanotamba Pictures of food ………………………………………………………….
kunziyo dzinoimbwa Video of food ………………………………………………………….
kunzvimbo dzakasiyana Slides of food ………………………………………………………….
siyana. ECD play materials
2.Vadzidzi vanoimba
dzimwe dzenziyo dzacho.
Kupedzisa- Vadzidzi
kubva kuna mudzidzisi.
11&12 BVUNZO DZEKUPERA KWEKOTORO
19/03/21
TO
26/03/21
ENGLISH LANGUAGE
TOPICS TO BE COVERED
1. LISTENING/ OBSEVING
 ANIMAL AND OBJECT SOUNDS
 SOUNDS AND SOURCES
 VOICES OF PEOPLE
 MUSICAL INSTRUMENTS
2. SPEAKING/SIGNING
 GREETINGS
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 NAME AND CONTACT DETAILS
 NEWS AND STORIES
 LIKES AND DISLIKES
3. READING/SIGNING
 ORIENTATION
 PHOTOGRARPHS AND NAME TAGS
 GAMES
 OBJECTS ARRANGEMENT
 PICTURE STORIES
4. WRITING /BRAILING
 HANDLING WRITING INSTRUMENTS
 LEFT TO RIGHT ORIENTATION
 TOP TO BOTTOM ORIENTATION
 EYE AND HAND COORDINATION
 DRAWING AND COLOURING
 TRACING
To help learners to:

 develop the four basic skills which are, listening/ observing, speaking/signing, reading/signing and writing/brailling in
the English Language as well as visual, tactile and manual skills for some learners with disabilities
 express themselves freely in a variety of situations that involve the use of functional English
122 | P a g e
 cultivate an appreciation of the use of English Language as a tool for cultural, political, religious, social, environmental,
technological and economic development
 prepare for present and future studies in English Language and other learning areas
 develop an appreciation of the English Language as a means of global communication
 develop a reading and creative writing culture using the English Language
 use ICTs in the learning of the English Language
 acquire basic skills of analysing literary works
 use the English Language to express their culture
WEEK TOPIC/ OBJECTIVES COMPETENCES/ REFERENCE MEDIA METHODS EVALUATION

ENDIN CONTENT SKILLS S AND
G ACTIVITIE
S
Listening/ By the end of -observing Ministry of -outdoor -identifying
observing the week -listening Primary and environment sounds in the
Animal and learners should -naming Secondary -recordings environment
object be able to: -critical thinking Education of different -distinguish
sounds -identify English object different
-objects in sounds in the Language Infant sounds sounds in the
the environment syllabus 2015- environment
1 environment -distinguish 22 page 17
Assumed different
knowledge sounds in the
Learners environment
123 | P a g e
know
different
sound
Speaking/ -greet each -speaking Ministry of -learners -greeting each
08/01/21 signing other in -critical thinking Primary and -teacher other in
Greetings formal / -communication Secondary -outdoor formal and
-greeting informal Education play area non formal
each other situations English situation
Assumed -sing rhymes Language Infant -singing songs
knowledge that have syllabus 2015- and rhymes
Learners greetings 22 page 19 while greeting
know how to beach other
greet
Reading/ -identify their -identifying Ministry of -coloured -identifying

signing right hand and -demonstrating Primary and pictures their left and
Orientation left hand -fine motor Secondary -puzzles right hand
-left to right -demonstrate Education -different -
orientation left to right English objects demonstrating
Assumed Language Infant left to right
knowledge syllabus 2015- -arranging
Learners can 22 page 21 objects from
read left to right

G ACTIVITIE
S
Writing/ -name the -naming Ministry of - beginners -naming
brailing writing -critical thinking Primary and pencils writing
Writing instruments -fine motor Secondary -books instruments
-writing they know Education -paper they know
instruments -handle the English -crayons -handling the
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Assumed writing Language Infant writing
knowledge instruments syllabus 2015- instruments
Learners correctly 22 page 23
know writing
instruments
Listening/ By the end of -critical thinking Ministry of -phone with -naming
observing the week -naming Primary and different animals they
2 Animal and learners should -identifying Secondary animal know
object be able to: Education sounds -identifying
sounds -name animals English -laptop sounds of
-animal they know Language Infant -pictures of different
sounds -identify syllabus 2015- different animals
15/01/21 Assumed sounds of 22 page 17 animals
knowledge animals
Learners
know
different
sound
Speaking/ -greet each -speaking Ministry of -learners -greeting each
signing other in any -critical thinking Primary and -teacher other in
Greetings situation -communication Secondary -outdoor formal and
-greeting -sing rhymes Education play area non formal
each other that have English situation
Assumed greetings Language Infant -singing songs
knowledge syllabus 2015- and rhymes
Learners can 22 page 19 while greeting
greet others beach other
Reading/ -identify their -identifying Ministry of -coloured -identifying

signing right hand and -demonstrating Primary and pictures their left and
Orientation left hand -fine motor Secondary -puzzles right hand
-left to right -demonstrate Education -different -
orientation left to right English objects demonstrating
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Assumed Language Infant left to right
knowledge syllabus 2015- -arranging
Learners can 22 page 21 objects from
2 read left to right
instruments -handle the English -crayons -handling the
Assumed writing Language Infant writing
knowledge instruments syllabus 2015- instruments
Learners correctly 22 page 23
know writing
instruments
3 Listening/ By the end of -critical thinking Ministry of -musical -naming
observing the week -naming Primary and instruments musical
Animal and learners should -identifying Secondary -laptop instruments
22/01/21 object be able to: Education -pictures of they know
sounds -name musical English different -identifying
-musical instruments Language Infant musical sounds of
instruments -identify syllabus 2015- instruments different
Assumed sounds of 22 page 17 musical
knowledge musical instruments
Learners instruments
know sound
G ACTIVITIE
S
Speaking/ -say their -speaking Ministry of -learners -saying their
signing names -critical thinking Primary and pictures names
Names and -play games -communication Secondary -teacher -playing
contact that assist them -fine motor Education -outdoor games that
126 | P a g e
details in saying their -gross motor English play area assist them in
-learners names ”do you Language Infant saying their
names know my syllabus 2015- names “ do
Assumed name” 22 page 19 you know my
knowledge name”
Learners
know their
names
Reading/ -identify top -identifying Ministry of -coloured -identifying
signing and bottom of -demonstrating Primary and pictures top to bottom
Orientation the book -fine motor Secondary -puzzles reading
-top to -demonstrate Education -different -demonstratin
bottom top to bottom English objects g top to
Assumed orientation Language Infant bottom
knowledge syllabus 2015- reading
Learners can 22 page 21
read
instruments -practice hand- English -crayons -handling the
Assumed eye Language Infant writing
knowledge coordination syllabus 2015- instruments
Learners 22 page 23 -practicing
know writing eye-hand
instruments coordination
Listening/ By the end of -critical thinking Ministry of -pictures of -listening to
observing the week -naming Primary and different different
Sounds and learners should -identifying Secondary kinds of sounds of
sources be able to: -listening Education animals animals
4 -animals -listen to -matching English -phone -matching
Assumed different -fine motor Language Infant -laptop different
127 | P a g e
knowledge sounds of syllabus 2015- -speaker sounds of
Learners animals 22 page 17 animals to
know sound -match their sources
29/01/21 and sources different
sounds to their
sources
Names and -state where -communication Secondary -teacher -stating where
contact they stay -fine motor Education -outdoor they stay
details -gross motor English play area
- names Language Infant
Assumed syllabus 2015-
knowledge 22 page 19
Learners
know their
names
Reading/ -identify their -identifying Ministry of -learners -identifying
signing photographs -demonstrating Primary and photographs their
Photograph -identify their -fine motor Secondary -learners photographs
s and name names Education name tags -identifying
tags English -teacher their name
-picture Language Infant tags
reading syllabus 2015-
Assumed 22 page 21
knowledge
Learners
read
Writing/ -name -naming Ministry of - beginners -naming
brailing instruments -critical thinking Primary and pencils writing
Scribbling used for -fine motor Secondary -books instruments
-scribbling scribbling -scribbling Education -paper used for
Assumed -scribble using English -crayons scribbling
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knowledge crayons Language Infant -scribble
Learners can syllabus 2015- using crayons
scribble 22 page 23
Listening/ By the end of -critical thinking Ministry of -pictures of -listening to
observing the week -naming Primary and different different
Sounds and learners should -identifying Secondary kinds of sounds of
sources be able to: -listening Education animals animals
-animals -listen to -matching English -phone -imitating
5 Assumed different -fine motor Language Infant -laptop sounds of
knowledge sounds of -imitating syllabus 2015- -speaker different
Learners animals 22 page 17 domestic
05/02/21 know sound -imitate sounds animals
and sources of domestic
animals
Names and -state where -communication Secondary -teacher -stating where
contact they stay -fine motor Education -outdoor they stay
details -gross motor English play area
- names Language Infant
Assumed syllabus 2015-
knowledge 22 page 19
Learners
know their
names

ENDING CONTENT SKILLS S AND
ACTIVITIES
signing photographs -demonstrating Primary and photograph their
Photograph -identify their -fine motor Secondary s photographs
s and name names Education -learners -identifying
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5 tags English name tags their name
-picture Language Infant -teacher tags
Assumed 22 page 21
knowledge
Learners can
read
scribble 22 page 23
Listening/ By the end of -critical thinking Ministry of -recording -listening to

6 observing the week -naming Primary and of different different
Sounds and learners should -listening Secondary voices voices of
12/02/21 sources be able to: -fine motor Education -phone people
-people -listen to listen -imitating English -laptop -imitating
Assumed to different Language Infant -speaker different voice
knowledge voices of syllabus 2015- of people
Learners people 22 page 17
know sound -imitate voice
and sources of people
WEEK TOPIC/ OBJECTIVES COMPETENCES/ REFERENCES MEDIA METHODS EVALUATION

ENDIN CONTENT SKILLS AND
G ACTIVITIE
S
130 | P a g e
Speaking/ -listen to -speaking Ministry of -learners -listening to
signing stories -critical thinking Primary and pictures stories being
News and -retell stories -re-telling Secondary -teacher told
stories and news Education -projector - retelling the
6 -re-telling English stories being
Assumed Language Infant told to them
knowledge syllabus 2015-
Learners 22 page 19
know stories
signing photographs -demonstrating Primary and photographs their
Photographs -identify their -fine motor Secondary -learners photographs
and name names Education name tags -identifying
tags English -teacher their name
-picture Language Infant tags
Assumed 22 page 21
knowledge
Learners can
read
scribble 22 page 23
131 | P a g e
ENDING CONTENT SKILLS S AND
ACTIVITIES
Listening/ By the end of -critical thinking Ministry of -musical -naming
Musical learners should -listening Secondary -music instruments
instruments be able to: -fine motor Education corner they know
7 -musical -name musical -identifying English -identify -identifying
instruments instruments Language Infant sounds of sounds of
19/02/21 Assumed -identify syllabus 2015- musical musical
knowledge sounds of 22 page 17 instruments instruments
Learners musical -playing
know instruments musical
musical -play musical instruments
instruments instruments
stories and news Education -projector -retelling the
-re-telling English stories being
Learners 22 page 19
know stories
Reading/ -play different -playing Ministry of -jigsaw -playing
signing types of -arranging Primary and puzzles different types
Games reading games -critical thinking Secondary -dominoes of reading
- reading -arrange -fine motor Education -picture games
games dominoes from English card -arranging
Assumed left to right Language Infant dominoes
knowledge syllabus 2015- from left to
Learners can 22 page 21 right
read
132 | P a g e
Writing/ -use beginners -naming Ministry of - beginners -drawing
brailing pencils to draw -critical thinking Primary and pencils using
Drawing shapes -fine motor Secondary -books beginners
-draw shapes -draw shapes -drawing Education -paper pencils
Assumed English -crayons -drawing
knowledge Language Infant shapes
Learners can syllabus 2015-
scribble 22 page 23
Listening/ By the end of -critical thinking Ministry of -musical -naming
8 Musical learners should -listening Secondary -music instruments
instruments be able to: -fine motor Education corner they
26/02/21 -musical -name musical -identifying English -identify -identifying
instruments instruments Language Infant sounds of musical
Assumed -identify syllabus 2015- musical instruments
knowledge musical 22 page 17 instruments by their
Learners instruments by sounds
know their sounds -playing
musical musical
instruments instruments
stories and news Education -projector -retelling the
-folk stories English stories being
Learners 22 page 19
know stories
Reading/ -play different -playing Ministry of -jigsaw -playing
signing types of -arranging Primary and puzzles different types
Games reading games -critical thinking Secondary -dominoes of reading
- reading -arrange -fine motor Education -picture games
133 | P a g e
games dominoes from English card -arranging
Assumed left to right Language Infant dominoes
knowledge syllabus 2015- from left to
Learners can 22 page 21 right
read
Writing/ -colour images -critical thinking Ministry of - beginners -colouring
brailing that can be -fine motor Primary and pencils images that
Drawing easily be -colouring Secondary -books can be
-colouring recognized by Education -paper recognized by
Assumed others English -crayons others
knowledge -colour in Language Infant -colour in
Learners can different syllabus 2015- different
colour objects 22 page 23 images
9 Listening/ By the end of -critical thinking Ministry of -instruction -listening to
observing the week -listening Primary and games given
05/03/21 Following learners should -fine motor Secondary -learners instructions
instructions be able to: -responding Education -teacher -responding to
-series of -listen carefully English -outdoor given
instructions to instructions Language Infant environment instructions
Assumed -respond to syllabus 2015-
knowledge given 22 page 18
Learners instructions
know
instructions
Speaking/ -say what they -speaking Ministry of Picture -saying what
signing like or dislike -critical thinking Primary and books they like or
Likes and -identify what -identifying Secondary -different dislike
dislikes they like and -self expression Education objects -identifying
-feelings dislike English what they like
Assumed Language Infant or dislike
Learners 22 page 19
have feelings
134 | P a g e
Reading/ -group objects -grouping Ministry of -objects of -grouping
signing according to -arranging Primary and different objects
Objects colour, size and -critical thinking Secondary colour, size according to
arrangemen shape -fine motor Education and shapes colour size
t -sort objects -sorting English -blocks and shape
-sorting according to Language Infant -shapes -sorting
objects their colour, syllabus 2015- objects
Assumed size and shape 22 page 21 according to
knowledge colour, size
Learners can and shape
sort
Writing/ -draw patterns -critical thinking Ministry of - beginners -drawing
brailing from left to -fine motor Primary and pencils patterns from
Patterns write -drawing Secondary -books left to right
-pattern -draw patterns Education -paper -drawing
writing from top to English -crayons patterns from
Assumed bottom Language Infant top to bottom
write
Listening/ By the end of -critical thinking Ministry of -instruction -listening to
observing the week -listening Primary and games given
Following learners should -fine motor Secondary -learners instructions
instructions be able to: -responding Education -teacher -responding to
-series of -listen carefully English -outdoor given
10 instructions to instructions Language Infant environment instructions
Assumed -respond to syllabus 2015-
knowledge given 22 page 18
Learners instructions
know
instructions
135 | P a g e
12/03/21 Speaking/ -say what they -speaking Ministry of Picture -saying what
signing like or dislike -critical thinking Primary and books they like or
Likes and -identify what -identifying Secondary -different dislike
dislikes they like and -self expression Education objects -identifying
-attitudes dislike English what they like
Assumed Language Infant or dislike
Learners 22 page 19
have feelings
Reading/ -match objects -matching Ministry of -objects of -matching
signing according to -arranging Primary and different objects
Objects colour, size and -critical thinking Secondary colour, size according to
arrangemen shape -fine motor Education and shapes colour size
t -sort objects -sorting English -blocks and shape
-matching according to Language Infant -shapes -sorting
Assumed their colour, syllabus 2015- objects
knowledge size and shape 22 page 21 according to
Learners can colour, size
sort and shape
Writing/ -draw patterns -critical thinking Ministry of - beginners -drawing

brailing from left to -fine motor Primary and pencils patterns from
Patterns write -drawing Secondary -books left to right
-pattern -draw patterns Education -paper -drawing
writing from top to English -crayons patterns from
Assumed bottom Language Infant top to bottom
write
END OF TERM TESTS
11&12
19/03/21
136 | P a g e
TO
26/03/21
137 | P a g e

Maths and Science Learning for Young Kids

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Maths and Science Learning for Young Kids

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MATHEMATICS AND SCIENCE

CROSS CUTTING THEMES

L2 MATCHING Learners should Naming Assumed Knowledge MathematIcs and ……………………………………

ORDERING Learners should Naming ASSUMED KNOWLEDGE MOPSE Infant ……………………………………

L5 ORDERING Learners should be Naming Assumed Knowledge MOPSE Infant ………………………………………

L2 MOVING Learners Naming ASSUMED KNOWLEDGE MOPSE Infant ………………………………………

L4 SHAPES Learners Identifying Assumed Knowledge MOPSE ………………………………………

6. SHAPES Learners Identifying Assumed Knowledge MOPSE ………………………………………

L2 SHAPES Learners Identifying Assumed Knowledge MOPSE ………………………………………

L3 SHAPES Learners Identifying Assumed Knowledge MOPSE ………………………………………

7. SHAPES Learners Naming Assumed Knowledge MOPSE Infant (ECD – ………………………………………

L2 SHAPES Learners Naming Assumed Knowledge MOPSE Infant ………………………………………

L2 SHAPES Learners Identifying Assumed Knowledge MOPSE ………………………………………

WK TOPIC AND OBJECTIVES COMPETENCIES METHODS AND S.O.M AND EVALUATION

CROSS CUTTING THEMES

L2 HUMAN Learners should be Assumed Knowledge MOPSE ……………………………………………

L4 HEALTH Learners should 1.Facilitator Assumed Knowledge MOPSE (2015)Infant ……………………………………

L4 KIDS Learners should 1. Facilitator Assumed Knowledge MOPSE (2015)Infant ……………………………………

CROSS CUTTING THEMES

VISUAL AND PERFORMING ARTS

CROSS CUTTING THEMES

FAMILY AND HERITAGE STUDIES

CROSS CUTTING THEMES

- Develop psychomotor skills, team building, confidence and self esteem

writing and reading

CROSS CUTTING THEMES

To help learners to:

WEEK TOPIC/ OBJECTIVES COMPETENCES/ REFERENCE MEDIA METHODS EVALUATION

Reading/ -identify their -identifying Ministry of -coloured -identifying

WEEK TOPIC/ OBJECTIVES COMPETENCES/ REFERENCE MEDIA METHODS EVALUATION

Reading/ -identify their -identifying Ministry of -coloured -identifying

WEEK TOPIC/ OBJECTIVES COMPETENCES/ REFERENCE MEDIA METHODS EVALUATION

Listening/ By the end of -critical thinking Ministry of -recording -listening to

WEEK TOPIC/ OBJECTIVES COMPETENCES/ REFERENCES MEDIA METHODS EVALUATION

WEEK TOPIC/ OBJECTIVES COMPETENCES/ REFERENCE MEDIA METHODS EVALUATION

Writing/ -draw patterns -critical thinking Ministry of - beginners -drawing

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