Grade 5 T1-1

WK TOPIC/ OBJECTIVES COMPETENCIE RESOURCES, MEDIA TEACHING/ LEARNING ACTIVITIES/ METHODS EVALUATION
CONTENT S
REFERENCE
SCIENCE AND TECHNOLOGY

BROAD AIMS
By the end of the learning area Learners should be able to:
• Identify tools and materials used in science and technology
• Investigate how people, environment and economic issues influence and are influenced by S & T
• develop develop critical evaluative skills in technical environment
• relate moral and ethical approaches to the use of science principles and technology Unhu/Ubuntu/Vumunhu
• CROSS CUTTING THEMES
• Safety in using scientific equipment and
apparatus as well as the design process
Health issues
Food security
Technology
Environmental issues
Disaster risk management
Enterprise
Sexuality, HIV and AIDS
Heritage
TOPICS
Water
Soil, Plants and Animals
Health and safety
1 TOPIC: During the lesson Naming Junior Water Assumed knowledge: learners know states of water
WATER learners should Demonstrati Science Ice Intro: the facilitator gives focus of the lesson
Lesson K.CPROPERTI be able to:- ng and Refrigerator 1.Learners name the three states of water.
ES OF WATER describe Describing Technolog Print media 2. Learners read about conditions necessary for evaporations
1
S.C: Water conditions y Junior Saucepan 3. Learners carry out experiments to see conditions necessary
evaporation necessary for syllabus Source of heat for evaporation while the facilitator guides them.
evaporations grade 3-7 4. learners name conditions necessary for evaporation
Page 54 Con: answer oral questions
TOPIC: During the lesson Identifying Junior Water Assumed knowledge: learners know states of water.
Lesson WATER learners should Describing Science Ice Intro: The facilitator recaps the previous lesson
2 and 3 K.C Properties be able to:- Naming and Refrigerator 1. Learners name the states of water.
of Water describe Explaining Technolog Print media 2. Learners expose water to heat, sun and wind to see the
S.C Conditions conditions Observing y Junior Saucepan conditions necessary for evaporations while the facilitator
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necessary for necessary for syllabus Source of heat guides them.

evaporation for evaporations grade 3-7 3. Learners observe and record their findings.
evaporation Page 54 4.Learners and the facilitator discuss on conditions necessary
for evaporation
5. Individual written work
Con: Revision and recap of written work
TOPIC: During the lesson Identifying Junior Water Assumed knowledge: Learners know states of water.
Lesson WATER learners should Describing Science Ice Intro: re-cape of the previous lesson
4 and K.C Properties be able to:- Naming and Refrigerator 1. Learners name conditions necessary for evaporation while
of water explain how Explaining Technolog Print media the facilitator assists learners.
5
S.C Water water changes Observing y Junior Saucepan 2. Learners demonstrate how water changes into water vapour
vapour into vapour syllabus Source of heat while the facilitator guides them.
grade 3-7 3. Learners observe and record their findings.
Page 54 4. Learners explain how water changes into water vapourwhile
the facilitator assists them.
Con: answer oral questions
2 TOPIC: During the lesson Identifying Junior Local ground Assumed knowledge: learners know water sources
Lesson WATER learners should Discussing Science water Intro: Recap of the previous lesson
1 K.C Sources of be able to:- - Naming and Print media 1.Learners say what they know about water sources
Water recognise ground Technolog Electronic 2.Learnersand the facilitator discuss on ground water sources.
S.C Ground water sources y Junior media 3. Learners identify ground water sources in the local
water syllabus Borehole community.4.Learners identify protected and unprotected
grade 3-7 Spring water sources. 5. Individual written work
Page 54 Protected wells Con: answer oral questions
TOPIC: During the lesson Classifying Junior Local ground Assumed knowledge: Learners know water sources
Lesson WATER learners should Explaining Science water Intro: Recap of the previous lesson.
2 and 3 K.C SOURCES be able to:- Discussing and Print media 1.Learners name water sources they know.
OF WATER Technolog Electronic 2.Learnersread about water extraction models.
S.C Water -explain ground y Junior media 3. Learners in groups discuss on ground water extraction
extraction water extraction syllabus Borehole methods while the facilitator assists them.
methods methods grade 3-7 Spring 4. Learners give feedback from their groups while the
-springs Page 54 Protected wells facilitator assists them.
-borehole 5. Individual written work.
Con: Revision and recap of written work
TOPIC: During the lesson Explaining Junior Print media Assumed knowledge: learners know water sources.
WATER learners should Describing Science ICT Tools Intro: re-cape the previous lesson
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Lesson K.C SOURCES be able to:- - and Electronic tools 1.Learners name the water sources they know.
4 and OF WATER Design water Technolog 2.Thefacilitatordemonstrates and explains on designing and
5 SC: Water extraction models y Junior making a water extraction models.
extraction syllabus 3. Learners design and make a water extraction model in
models grade 3-7 groups while the facilitator guides them.
Page 54 4. Learners explain how their models work while the
facilitator assists them.
Con: recap of concepts
3 TOPIC: During the lesson Naming Junior Water Assumed knowledge: learners know forms of pollution
WATER learners should Explaining Science Print media Intro: re-cape of the previous lessons
Lesson K.C: Water be able to:- Describing and ICT Tools 1. Learners name forms of pollution they know.
and the -List causes of Technolog 2.Learners read about causes of pollution.
1
environment water pollution y Junior 3.Learners in groupsdiscuss on causes of pollution while the
S.C: Water syllabus facilitator assists them
pollution grade 3-7 4. Learners give feedback from their findings while the
-Causes of Page 54 facilitator assists them.
water pollution 5. Individual written work
Con:revise work done
TOPIC: During the lesson Naming Junior Print media Assumed knowledge: learners know causes of pollution
Lesson WATER learners should Explaining Science Health officer Intro: re-cape of the previous lessons
2 and 3 K.C: Water be able to:- - Describing and Resource person 1. Learners name cause of pollution.
and the explain the effects Technolog Print media 2.Learners observe effects of pollution in the local
environment water pollution y Junior environment.
S.C: Water syllabus 3. Learners name the effects of water pollution while the
pollution grade 3-7 facilitator assists them.
-Effects of Page 54 4. Individual written work
water pollution Con:Revision and recap of concepts
TOPIC: During the lesson Naming Junior Print media Assumed knowledge: learners know causes of pollution
Lesson WATER learners should Explaining Science Statutory Intro: re-cape of the previous lessons
4 K.C: Water be able to:- - Describing and instruments and Step 1 Learners name the causes of pollution.
and the Suggest ways of Technolog laws on Step 2 Learners read about ways of preventing water
environment preventing water y Junior pollution pollution.
S.C: Water pollution syllabus Step 3 Learners in groups determine ways of preventing water
pollution grade 3-7 pollution while the facilitator assists them.
-Prevention of Page 54 Step 4: Learners give feedback from groups while the
water pollution facilitator assists them
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Step 5: Individual written work

Conclusion revision of work written
Lesson TOPIC During the lesson Naming Junior Chalk board Assumed knowledge: Learners able to answer revision
5 WATER learners should Explaining Science Revision test questions
Revision test be able to:- - Describing and questions Intro: re-cape of the previous lessons
-Revision test answer at least Technolog Step 1 The facilitator recaps the concepts taught during the
questions half of the y Junior week
revision test syllabus Step 2 Learners answer revision test questions in their books
questions grade 3-7 individually.
correctly given Page 54 Step 3 Revision of written work and recap of concepts
4 TOPIC: During the lesson Identifying Junior School Assumed knowledge: learners know soil, plants and animals
Lesson SOIL, learners should Describing Science environment Intro: learners say what they know about soil
1 PLANTS AND be able to:- - Naming and School garden 1. The facilitator construct a food web and explains to learners
ANIMALS describe the Observing Technolog Print media 2. Learners watch videos on soil ecosystem
K.C: SOIL interdependence y Junior Earth worms 3. Learners in groups construct their food webs in the soil
S.C Soil as an between syllabus ecosystem while the facilitator assists them.
eco system components of grade 3-7 4. Learners give feedback from their findings.
-Natural soil ecosystem Page 57 Con:Discuss group findings and answer oral questions
Lesson TOPIC:SOIL, During the lesson Discussing Junior Humus Assumed knowledge: learners know food webs
2 and 3 PLANTS AND learners should Explaining Science Compost Intro: learners say what they know about food webs
ANIMALS be able to:- - Describing and ICT tools 1. Learners construct food web in the soil eco system while
K.C SOIL describe the Technolog Earthworms the facilitator assists them.
S.C Soil as an interdependence y Junior Water 2. Learners in groups build an ecosystem comprising of
eco system between syllabus Containers earthworms and plants while the facilitator assists them.
-Man-made components of grade 3-7 3. Learners give feedback from their groups while the
soil ecosystem Page 57 facilitator assists them.
-make soil based CON:discuss group findings and answer oral questions
ecosystem
Lesson TOPIC: During the lesson Explaining Junior School Assumed knowledge:learners know types of soil
4 and SOIL, learners should Identifying Science environment Intro: learners name the types of soils they know.
5 PLANTS AND be able to:- - Describing and Water print 1. Learners identify the uses of soil while the facilitator assists
ANIMALS identify different Technolog media them.
K.C: Soil uses of soil y Junior Hoes 2. Learners in groups list uses of soil while the facilitator
S.C Use of soil syllabus assists them.
-Crop grade 3-7 3. Learners give feedback from their groups while the
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production Page 57 facilitator assists them.

-Construction 4. Individual written work
-Pottery Con Revision and recap of concepts
5 TOPIC:SOIL, During the lesson Identifying Junior Print media Assumed knowledge: learners know plants.
Lesson PLANTS AND learners should Describing Science Local Intro: learners say what they about plants.
1 ANIMALS be able to:- - Explaining and environment 1.The facilitator explains why plants are producers and
K.C: Plants identify plants as Technolog Electronic illustrate on how plants and animals relate through food chains
S.C Plants as producers of food y Junior media and food webs as primary consumer or secondary consumer.
producers syllabus 2. Learners in groups make their food webs and food chains
-food chains grade 3-7 and identify plants as producers while the facilitator assists
-food Chains Page 58 them.
- 3. Learners give feedback from their group findings while the
4.Individual written work.
Con:Revision of written work and recap of concepts
TOPIC:SOIL, During the lesson Explaining Junior Print media Assumed knowledge: learners know plants.
Lesson PLANTS AND learners should Describing Science Local Intro: learners say what they about plants.
2 and 3 ANIMALS be able to:- - Identifying and environment 1. Learners explain why plants are producers while the
K.C PLANTS identify plants as Technolog Electronic facilitator assists them.
S.C: Plants as producers of food y Junior media 2. Learners in groups make their food webs and food chains
producers -describe the food syllabus and describe on them i.e naming herbivores, carnivores and
-Primary chains and food grade 3-7 omnivores while the facilitator assists them.
consumers webs Page 58 3. Learners give feedback from their group findings while the
4. Individual written work.
TOPIC: During the lesson Explaining Junior Print media Assumed knowledge: learners know plants.
Lesson SOIL, learners should Describing Science Local Intro: learners say what they about plants.
4 and 5 PLANTS AND be able to:- - Identifying and environment 1. Learners make their food chains and food webs while the
ANIMALS identify plants as Classifying Technolog Electronic facilitator assists them.
K.C Plants producers of food y Junior media 2. Learners name herbivores, omnivores and carnivores from
S.C: Plants as -describe the food syllabus their food chains and food webs while the facilitator assists
producers chains and food grade 3-7 them.
-Secondary webs Page 58 3. Learners in groups collect pictures on different animals and
consumers classify them while the facilitator assists them.
4. Learners give feedback from their groups.
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6 TOPIC:SOIL, During the lesson Identifying Junior Print media Assumed knowledge: Learners know plants
Lesson PLANTS AND learners should Describing Science Local Intro: recap of the previous lesson.
1 ANIMALS be able to:- - Naming and environment 1. The facilitator explains and describe on sexual reproduction
K.C Plants identify different Technolog Electronic in plants.
S.C: Plants types of plant y Junior media 2. Learners in groups discuss on sexual reproduction in plants
reproduction reproduction syllabus Flowers while the facilitator assists them.
-Sexual (seeds) grade 3-7 Magnifying lens 3. Learners give feedback from their group findings while the
Page 58 facilitator assists them.
4. Class discussion on group findings
Con:Learners answer oral questions
Lesson TOPIC:SOIL, During the lesson Describing Junior Print media Assumed knowledge: Learners know plants
2 and 3 PLANTS AND learners should Stating Science Local Intro: recap of the previous lesson.
ANIMALS be able to:- - Identifying and environment 1. The facilitator explains and describe on asexual
K.C Plants identifying Technolog Electronic reproduction in plants
S.C: Plants different types of y Junior media 2. Leaners identify the agents of pollination while the
reproduction plants syllabus Flowers facilitator assists them.
- Asexual reproduction grade 3-7 Magnifying lens 3. Learners in groups discuss on asexual reproduction in
(vegetative) -describe the Page 58 plants while the facilitator assists them.
-Agents of agents of 4. Learners give feedback from their group findings while the
pollination pollination facilitator assists them.
Con: Learners answer oral questions
TOPIC: During the lesson Naming Junior Chalk board Assumed knowledge: Learners able to answer revision
Lesson SOIL, learners should Explaining Science Revision test questions
4 and PLANTS AND be able to:- - Describing and questions Intro: re-cape of the previous lessons
ANIMALS answer at least Technolog Step 1 The facilitator recaps the concepts taught during the
5
Revision test half of the y Junior week
-Revision test revision test syllabus Step 2 Learners answer revision test questions in their books
questions questions grade 3-7 individually.
7 TOPIC: SOIL, During the lesson Identifying Junior Print media Assumed knowledge: learners know different animals
PLANTS AND learners should Explaining Science Electronic Intro: Learners name animals they know.
ANIMALS be able to:- - - Describing and media 1. Learners list various animals.
6
CONTENT S
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Lesson K.C Animals explain animal Technolog Animals habitat 2. The facilitator explains on animal reproduction (External
1 S.C: Animal reproduction y Junior fertilisation).
reproduction -identify syllabus 3. Learners in groups discuss on external fertilisation, its
-External advantages and grade 3-7 advantages and disadvantages reproduce while the facilitator
fertilisation disadvantages of Page 59 assisting them.
external 4. Learners give feedback from their group finding while the
fertilisation facilitator assists them.
Con:Revision of written and recap of concepts
TOPIC: SOIL, During the lesson Identifying Junior Print media Assumed knowledge: learners know different animals
Lesson PLANTS AND learners should Explaining Science Electronic Intro: Learners name animals they know.
2 and 3 ANIMALS be able to:- - - Describing and media 1. Learners list various animals.
K.C Animals explain animal Technolog Animals habitat 2. The facilitator explains on animal reproduction (internal
S.C: Animal reproduction y Junior fertilisation).
reproduction -identify syllabus 3. Learners in groups discuss on internal fertilisation, its
-External advantages and grade 3-7 advantages and disadvantages reproduce while the facilitator
fertilisation disadvantages of Page 59 assisting them.
internal 4. Learners give feedback from their group finding while the
fertilisation facilitator assists them.
TOPIC: SOIL, During the lesson Identifying Junior Print media Assumed knowledge: learners know different animals
Lesson PLANTS AND learners should Explaining Science Electronic Intro: Learners name animals they know.
4 and ANIMALS be able to:- - Describing and media 1. Learners list various animals.
K.C Animals classify animals Technolog Animals habitat 2. Learners in groups classify animals according to methods of
5
S.C: Animal according to y Junior fertilisation while the facilitator assisting them.
reproduction methods of syllabus 4. Learners give feedback from their group finding while the
-External and fertilisation grade 3-7 facilitator assists them.
internal Page 59 5. Classdiscussion on group findings.
fertilisation Con:Learners answer oral questions.
8 TOPIC:HEAL During the lesson Identifying Junior Print media Assumed knowledge: learners know their body parts.
Lesson TH AND learners should Describing Science Model of intro: learners say their body parts
1 SAFETY be able to:- Explaining and digestive system 1. The facilitator explains and demonstrates on digestive
K.C- Human -identify parts of Technolog Electronic system in the mouth.
body the digestive y Junior media 2. Learners explain what happens to food they eat while the
S.C Digestive system syllabus facilitator assists the learners.
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system grade 3-7 3. Learners in groups discuss on digestive system while the
-In the mouth Page 44 facilitator assists them.
4. Learners give feedback from their group findings while the
CON:Learners answer oral questions from the facilitator.
TOPIC: During the lesson Identifying Junior Print media Assumed knowledge: learners know their body parts.
Lesson HEALTH AND learners should Describing Science Model of intro: learners say their body parts
2 and 3 SAFETY be able to:- Explaining and digestive system 1. Learners explain on what happens to the food they eat while
K.C- Human -identify parts of Technolog Electronic the facilitator assists them.
body the digestive y Junior media 2. Learners name parts of the human digestive system while
S.C Digestive system syllabus the facilitator assists them.
system -state the function grade 3-7 3. Learners in groups discuss on functions of each part of the
-In the stomach of parts of Page 44 digestive system they have identified while the facilitator
digestive system assists them.
4. Learners give feedback from their group findings while the
5. Individual written.
Con: Revision of written and recap of concepts.
TOPIC: During the lesson Identifying Junior Print media Assumed knowledge: learners know their body parts.
Lesson HEALTH AND learners should Describing Science Model of intro: learners say their body parts
4 SAFETY be able to:- Explaining and digestive system 1. Learners explain on what happens to the food they eat while
K.C- Human -describe the Technolog Electronic the facilitator assists them.
body digestive process y Junior Media 2. Learners name parts of the human digestive system while
S.C Digestive syllabus Resource person the facilitator assists them.
system grade 3-7 3. Learners draw and label the digestive system while the
-In the mouth Page 44 facilitator assists them.
-In the stomach 4. Learners describe the digestive system while the facilitator
assists them.
5. Individual written.
TOPIC:HEALT During the lesson Identifying Junior Print media Assumed knowledge: learners eat every day
H AND learners should Discussing Science Pictures Intro: Recap of the previous lesson.
SAFETY be able to:- Naming and Electronic 1.The facilitator explains on eating disorders and the
Lesson
K.C: Nutrition -List eating Technolog devices consequences.
5 S.C – Eating disorders y Junior 2. Learners suggest proper eating habits and their benefits
disorders -Explain the syllabus while the facilitator assists them.
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-Obesity( over importance of grade 3-7 3. Learners in groups discuss on consequences of eating
eating) - proper eating Page 44 disorders while the facilitator assists them.
Anorexia habits 4.Learners give feedback from their group finding while the
(starving oneself facilitator assists them.
) 5. Class discussion on group findings
-Bulimia(over Con:Learnersanswer oral questions
eating then
forcing
vomiting)
TOPIC: During the lesson Identifying Junior Print media Assumed knowledge: learners eat every day
Lesson HEALTH AND learners should Discussing Science Pictures Intro: Recap of the previous lesson.
5 SAFETY be able to:- Naming and Electronic 1. Learners suggest proper eating habits and their benefits
K.C: Nutrition -List eating Technolog devices while the facilitator assists them.
S.C – Eating disorders y Junior 2. Learners in groups discuss on consequences of eating
disorders -Explain the syllabus disorders while the facilitator assists them.
-Obesity( over importance of grade 3-7 3. Learners give feedback from their group finding while the
eating) - proper eating Page 44 facilitator assists them.
Anorexia habits 4. Class discussion on group findings
(starving oneself Con:Learnersanswer oral questions
)
-Bulimia(over
eating then
forcing
vomiting)
9 TOPIC: During the lesson Identifying Junior Print media Assumed knowledge: learners different diseases
Lesson HEALTH AND learners should Discussing Science Pictures Intro: Recap of the previous lesson.
1 SAFETY be able to:- Naming and Electronic 1. Learners name the diseases they know.
K.C: Nutrition -Name the Technolog devices 2. The facilitator explains on deficiency diseases and their
S.C – deficiency disease y Junior sufficient nutrients.
Deficiency and their syllabus 3. Learners in groups identify deficiency diseases and their
disease insufficient grade 3-7 sufficient nutrients while the facilitator assists them.
-Scurvy nutrients Page 45 4. Learners give feedback from their group finding while the
-Kwashiorkor facilitator assists them.
-Marasmus 5. Individual written work
-Beri-beri Con:Revision of written work and recap of concepts.
-Goitre
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-Rickets
-Night blindness
Lesson TOPIC: During the lesson Identifying Junior Print media Assumed knowledge: learners different diseases
2 HEALTH AND learners should Discussing Science Pictures Intro: Recap of the previous lesson.
SAFETY be able to:- Naming and Electronic 1. Learners name the diseases they know.
K.C: Nutrition -Recognise Technolog devices 2. Learners identify deficiency diseases and their sufficient
S.C – symptoms of y Junior nutrients while the facilitator assists them.
Deficiency nutrition syllabus 4. Learners watch video clips deficiency diseases or eating
disease deficiency grade 3-7 disorders
Page 45 5. Learners collect and display pictures of people with
deficiency diseases and eating disorders.
Con:Learners answer oral questions.
Lesson TOPIC: During the lesson Naming Junior Chalk board Assumed knowledge: Learners able to answer revision
3 HEALTH AND learners should Explaining Science Revision test questions
SAFETY be able to:- - Describing and questions Intro: re-cape of the previous lessons
Revision test answer at least Technolog Step 1 The facilitator recaps the concepts taught during the
-Revision test half of the y Junior week
questions revision test syllabus Step 2 Learners answer revision test questions in their books
questions grade 3-7 individually.
TOPIC: During the lesson Identifying Junior Electronic Assumed knowledge: learners know different diseases
Lesson HEALTH AND learners should Discussing Science media Intro: Recap of the previous lesson
4 SAFETY be able to:- -- Describing and Health 1. Thefacilitator explains on signs and symptoms of gut
K.C Diseases describe the signs Technolog personnel worms infection
and prevention and symptoms of y Junior Print media 2. Learns read about harmful gut worms.
gut worms syllabus 3. Learners in groupsdiscuss on how gut worms enter the
S.C: Harmful infection grade 3-7 body, signs and symptoms while the facilitator assists them
gut worms Page 45 4. Learnersgive feedback from their groups findings while the
TOPIC: During the lesson Identifying Junior Electronic Assumed knowledge: learners know different diseases
5 SAFETY be able to:- -- Describing and Health 1. Learners identify signs and symptoms of gut worms
K.C Diseases Suggesting ways Technolog personnel 2. Learners explain how gut worms inter the body.
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and prevention of controlling gut y Junior Print media 3. Learners in groupsdiscuss on ways of controlling gut
worms. syllabus worms while the facilitator assists them.
S.C: Harmful grade 3-7 4. Learnersgive feedback from their groups findings while the
gut worms Page 45 facilitator assists them.
10 TOPIC: During the lesson Identifying Junior Electronic Assumed knowledge: learners know different diseases
1 SAFETY be able to:- -- Describing and Health 1. Learners identify signs and symptoms of gut worms
K.C Diseases Demonstrate Technolog personnel 2. Learners explain how gut worms inter the body.
and prevention awareness of the y Junior Print media 3. Learners demonstrate proper ways of washing hands while
S.C: Harmful dangers of the gut syllabus the facilitator assists them.
gut worms worms grade 3-7 4. Learnersdramatize how an infected person behaves
Page 45 5. Learners sing rhymes and poems on dangers of gut worms
Lesson TOPIC: During the lesson Identifying Junior Electronic Assumed knowledge: learners know different diseases
2 HEALTH AND learners should Discussing Science media Intro: Recap of the previous lesson
SAFETY be able to:- -- Describing and Health 1. Learners identify STIs they know while the facilitator
K.C Diseases name different Technolog personnel assists them.
and prevention STIs y Junior Print media 2. The facilitator explains on different STIs and their effcets
S.C: Sexual -Explain how syllabus and their ways they spread.
transmitted STIs are spread grade 3-7 3. Learners in groupsidentify different types of STIs and
infections Page 46 discuss how they spread while the facilitator assists them
(STIs) 4. Learnersgive feedback from their groups findings while the
-Gonorrhoea facilitator assists them.
-Syphilis 5. Individual written work
Lesson TOPIC: During the lesson Identifying Junior Electronic Assumed knowledge: learners know different diseases
SAFETY be able to:- -- Describing and Health 1. Learners identify STIs and their effects while the facilitator
K.C Diseases State the effects Technolog personnel assists them.
and prevention of STIs y Junior Print media 2. The facilitator explains on ways of preventing STIs.
S.C: _outline the syllabus 3. Learners in groupsidentify ways preventing STIs while the
Preventions of prevention grade 3-7 facilitator assists them
STIs measures of STIs. Page 46 4. Learnersgive feedback from their groups findings while the
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Lesson TOPIC: During the lesson Identifying Junior Electronic Assumed knowledge: learners know that there is AIDS.
SAFETY be able to:- - Describing and Health 1. The facilitator explains on causes of HIV/AIDS and ways in
K.C Diseases Discuss the Technolog personnel which it is spread.
and prevention causes of y Junior Print media 2. Learner identifies ways in which HIV/AIDS is spread while
S.C: HIV/AIDS HIV/AIDS syllabus the facilitator assists them.
-Causes -List ways in grade 3-7 3. Learners in groupsidentifies causes of HIV/AIDS and
-Transmission which HIV is Page 46 discuss how it is spread while the facilitator assists them
spread 4. Learnersgive feedback from their groups findings while the
Lesson TOPIC: During the lesson Identifying Junior Electronic Assumed knowledge: learners know that there is AIDS.
SAFETY be able to:- -state Describing and Health 1. Learners identify causes of HIV/AIDS and ways in which it
K.C Diseases the effects of HIV Technolog personnel is spread.
and prevention -Describe how y Junior Print media 2. The facilitator explains on effects of HIV and how
S.C: HIV/AIDS AIDS can be syllabus HIV/AIDS is prevented.
-Prevention prevented. grade 3-7 3. Learners in groupsidentifies effects of HIV/AIDS and
Page 46 discuss how it can be prevented while the facilitator assists
them
4. Learnersgive feedback from their groups findings while the
5. Class discussion on findings from groups.
Con:Learners answer oral questions from the facilitator.
END OF TERM TESTS
11&12
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VISUAL AND PERFORMING ARTS
BROAD AIMS
TO ENABLE LEARNERS TO:
1. become literate in visual and performing arts

2. improve enterprise and psycho-motor skills through visual and performing arts
3. demonstrate an understanding of the elements and principles that govern the creation of works of art in music, visual arts theatre and dance.
4. take pride in the history and influence of arts throughout history from pre-colonial, colonial, Chimurenga/Umvukela and postcolonial eras across cultures
CROSS-CUTTING THEMES
Heritage Studies
Climate change and Environmental issues
Human Rights
Children’s rights and Responsibilities
Child Protection
Financial Literacy
Gender
Sexuality, HIV and AIDS Education
SOURCE
Visual and Performing Arts - Junior (Grades 3-7) Syllabus 2015-2022
AIM: Learners should take pride in the history and influence of arts throughout history from pre-colonial, Chimurenga/Umvukelaand post colonialeras across cultures
1 4 x 30 minutes During the lesson Listening Visual and Audio visual Assumed knowledge: Learners know the role of music in
Lesson 1 learners should be Composing Performing storage device eras in Zimbabwe
History of able to:- Distinguishi Arts - Tape recorder Methods: Resource method
arts and -identify social ng Junior Resource person Intro: Leaners listen to social functions of music
culture functions of music Dancing (Grades 3- Smartphone 1. Learners sing songs sung at social functions while the
MUSIC - sing songs that are Singing 7) Syllabus facilitator assists them.
-Social sung during social Identifying 2015-2022 2. Learners in groups criticise songs for different social
functions of function Page 38 activities while the facilitator assists them.
music from 3. Learners give feedback from their groups while the
various teacher assists them.
cultures 4. Class discussion on group findings.
-nhimbe Con: Learners listen to social function music from the
-wedding memory stick.
-funeral
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Lesson 2 During the lesson Listening Visual and Audio visual Assumed knowledge: Learners know different songs
History of learners should be Composing Performing storage device Methods: song
arts and able to:- Distinguishi Arts - Tape recorder Intro: Leaners listen to songs from different artists.
culture -identify gendered ng Junior Resource person 1. Learners listen to songs from different artists.
MUSIC nature of folk Dancing (Grades 3- Smartphone 2. Learners in groups analyse gender roles folk songs while
-Gender and songs. Singing 7) Syllabus the facilitator assists them.
music in the -derive meaning of Identifying 2015-2022 3. Learners sing songs sung from different social activities
community songs sung during Page 38 in groups while the facilitator assists them and record.
-Gender and different social 4. Feedback from groups.
music activities Con: Group with the best song sing its song
Lesson 3 During the lesson Listening Visual and Audio visual Assumed knowledge: Learners know different songs
History of learners should be Composing Performing storage device Methods: song
arts and able to:- Distinguishi Arts - Tape recorder Intro: Leaners listen to songs from different artists.
culture -assess gender roles ng Junior Resource person 1. Learners listen to songs from different artists.
MUSIC in indigenous music Dancing (Grades 3- Smartphone 2. Learners in groups analyse gender roles in indigenous
-Gender and Singing 7) Syllabus music while the facilitator assists them.
music in the Identifying 2015-2022 3. Learners sing indigenous songs in groups while the
community Page 38 facilitator assists them and record.
-Gender and 4. Feedback from groups.
music Con: Group with the best song sing its song
Lesson 4 During the lesson Listening Visual and Audio visual Assumed knowledge: Learners different musical
History of learners should be Composing Performing storage device instruments
arts and able to:- Distinguishi Arts - Tape recorder Methods: integrated learning
culture -identify how music ng Junior Resource person Intro: Leaners listen to social functions of music
MUSIC has used technology Dancing (Grades 3- Smartphone 1. Learners identify technology in music in the past and in
-Historical in the past and Singing 7) Syllabus the present while the facilitator assists them.
development present. Identifying 2015-2022 2. Learners in groups trace the use of technology in music
of technology Page 38 while the facilitator assists them.
in music. 3. Learners give feedback from their groups while the
- Use the teacher assists them.
technology in 4. Class discussion on group findings.
music in the Con: Learners listen to music from the memory stick.
past and
present
AIM: Learners should display works of dance, music, theatre, and visual art as a reflection of societal values and beliefs Unhuinthepast and present
14
CONTENT S
REFERENCE
2 Lesson 1 During the lesson Relating Visual and Audio visual Assumed knowledge: learners know their rights
History of learners will Listening Performing storage device Methods: Integrated learning, discussion
arts and --Incorporate Composing Arts - Tape recorder Intro: Recap of previous lesson
culture children’s rights, Distinguishi Junior Resource person 1. Learners identify their rights while the facilitator assists
Music responsibilities and ng (Grades 3- Smartphone them.
-Child unhu/Ubuntu/vumu Dancing 7) Syllabus 2. Learners in groups sing songs which incorporate
protection nhu in their Singing 2015-2022 children’s rights, responsibilities and unhu/Ubuntu/vumunhu
development improvisation Identifying Page 38 3. Demonstrations from groups while the facilitator assists
in music. them.
-Incorporate 4. Learners sing a song which incorporate their rights as
children’s class
rights, Con: Learners listen to music from the memory stick
responsibilitie
s and unhu in
their
improvisation.
culture -play musical ng Junior Resource person Intro: recap of the previous lesson
MUSIC instruments. Dancing (Grades 3- Smartphone 1. Learners identify identify different music instruments.
-Zimbabwean Singing 7) Syllabus 2. Learners in groups play different music instruments while
musical Identifying 2015-2022 the facilitator assists the learners.
instruments Page 38 3. Demonstration of musical instruments plays from groups.
-musical 4. Best group play their instruments for the class.
instruments Con: Learners listen to music from the memory stick.
such as-
mbira,
marimba,
chipendani,
keyboard,
piano, guitar
culture -draw and label ng Junior Resource person Intro: recap of the previous lesson
15
CONTENT S
REFERENCE
MUSIC different musical Dancing (Grades 3- Smartphone 1. Learners identify identify different music instruments.
-Zimbabwean instruments Singing 7) Syllabus 2. Learners in groups identify and draw musical instruments
musical Identifying 2015-2022 while the facilitator assists the learners.
instruments Page 38 3. Learners give feedback from groups while the facilitator
-musical assists them.
instruments 4. Individual written work
Con: Revision and recap of written work.
Lesson 4 During the lesson Naming Visual and Chalk board Assumed knowledge: Learners able to answer revision
Revision test learners should be Explaining Performing Revision test questions
TOPIC: able to:- - answer at Describing Arts - questions Intro: re-cape of the previous lessons
History of arts least half of the Junior Step 1 The facilitator recaps the concepts taught during the
and culture revision test (Grades 3- week
-Music questions correctly 7) Syllabus Step 2 Learners answer revision test questions in their books
-Revision test given 2015-2022 individually.
questions Page 38 Step 3 Revision of written work and recap of concepts
AIM: Learners should map historical innovations in music, visual arts theatre and dance that were caused by the creation of new technologies
3 Lesson 1 During the lesson Relating Visual and Artefacts such Assumed knowledge: learners know some artefacts such
History of learners will Listening Performing as , Zimbabwe Zimbabwe bird
arts and --describe the role Composing Arts - bird, stone Methods: Integrated learning, discussion
culture and development of Distinguishi Junior sculptures, Intro: Recap of previous lesson
-Visual arts visual art in post- ng (Grades 3- basketry, rock 1.The facilitator explains and describe on developments of
-Role of and colonial eras. Dancing 7) Syllabus painting, pottery visual art in post-colonial eras.
development Singing 2015-2022 -Video clips 2. Learners in groups trace visual arts development in the
of visual arts Identifying Page 38 post-colonial era while the facilitator assists them.
in post- 3. Feedback from groups while the facilitator assists
colonial era learners.
- Visual arts 4. Learners watch video clips on role and development of
development visual art in post-colonial eras.
in the post- Con: Learners answer oral questions from the facilitator
colonial era
Lesson 1 During the lesson Relating Visual and Artefacts such Assumed knowledge: learners know some artefacts such
History of learners will Listening Performing as , Zimbabwe Zimbabwe bird
arts and --identify ways of Composing Arts - bird, stone Methods: Integrated learning, discussion
culture preserving and Distinguishi Junior sculptures, Intro: Recap of previous lesson
-Visual arts conserving ng (Grades 3- basketry, rock 1. The facilitator explains and describe on developments of
16
CONTENT S
REFERENCE
-Ways of artworks. Dancing 7) Syllabus painting, pottery visual art in post-colonial eras.
preserving and -Analyse ways of Singing 2015-2022 -Video clips 2. Learners in groups trace visual arts development in the
conserving preserving and Identifying Page 38 post-colonial era while the facilitator assists them.
artworks conserving different 3. Feedback from groups while the facilitator assists
-art artworks learners.
preservation 4. Learners watch video clips on role and development of
and visual art in post-colonial eras.
conservation Con: Learners answer oral questions from the facilitator
Lesson 3 During the lesson Listening Visual and Cultural centres Assumed knowledge: Learners know artefacts.
History of learners should be Composing Performing Video clips Methods: integrated learning, discussion
arts and able to:- Distinguishi Arts - Resource person Intro: recap of the previous lesson
culture -distinguish ng Junior Smartphone 1. The facilitator explains on Zimbabwean artefacts.
Works of art different works of Dancing (Grades 3- 2. Learners identify artworks in Zimbabwean societies while
in Zimbabwe art in Zimbabwean Singing 7) Syllabus the facilitator assists them.
Societies societies Identifying 2015-2022 3. Learners in groups distinguish different works of art in
-Zimbabwe Page 38 Zimbabwean societies while the facilitator assists the
artefacts learners.
4. Learners give feedback from groups while the facilitator
assists them.
Con: Learners answer oral questions from the facilitators
Lesson 4 During the lesson Listening Visual and Photographs Assumed knowledge: Learners know different heritage
History of learners should be Composing Performing computer sites
arts and able to:- Distinguishi Arts - Heritage sites Methods: Educational tour, discussion
culture -distinguish ng Junior Smartphone Intro: recap of the previous lesson
Works of art different works of Dancing (Grades 3- 1. The facilitator explains on different heritage sites in
in Zimbabwe art in Zimbabwean Singing 7) Syllabus Zimbabwe.
Societies societies Identifying 2015-2022 2. Learners identify different heritage sites in Zimbabwe.
-Heritage sites Page 38 3. Learners in groups distinguish different works of art in
-Child Zimbabwean societies while the facilitator assists the
protection and learners.
development 4. Educational tour to any one of heritage sites in Zimbabwe
in visual arts 5. Learners observe and record their findings.
Con: Learners answer oral questions from the facilitators
AIM: Learners should use visual and performing arts as a vehicle for the enhancement of creativity, self-identity,and community consciousness
4 Lesson 1 During the lesson Listening Visual and Resource person Assumed knowledge: learners know different cultural
17
CONTENT S
REFERENCE
History of learners should be Describing Performing Cultural centre, celebrations

arts and able to:- Relating Arts - internet, video Methods: Resource method, integrated method, storytelling.
culture -Create appropriate Listening Junior clips, smartphone Intro: Recap of the previous lesson.
THEATRE sets, props and Composing (Grades 3- 1. The facilitator explains and demonstrates on creating
-Props, set and costumes for a Distinguishi 7) Syllabus appropriate sets, props and costumes for cultural
costumes cultural celebration ng 2015-2022 celebrations.
-Cultural Dancing Page 39 2. Learners in groups name different cultural celebrations
celebrations Singing and design sets, costumes and props while the facilitator
Identifying assists them.
3. Learners give feedback from their groups while the
4. Class discussion on findings from groups.
Con: Recap of concepts
Lesson 2 During the lesson Listening Visual and Resource person Assumed knowledge: learners know different cultural
History of learners should be Describing Performing Cultural centre, celebrations
arts and able to:- Relating Arts - internet, video Methods: Resource method, integrated method
culture Listening Junior clips, smartphone Intro: Recap of the previous lesson.
THEATRE -Demonstrate how Composing (Grades 3- 1. The facilitator tells a story to learners on beliefs and
-Props, set and theatre and story Distinguishi 7) Syllabus traditions while learners listen.
costumes telling forms may ng 2015-2022 2. Learners in groups create group performance on belief
-Storytelling: reflect customs, Dancing Page 39 and traditions while the facilitator assists them.
Beliefs and beliefs and Singing 3. Learners demonstrate their performance.
traditions traditions. Identifying Con: Recap of concepts
Lesson 3 During the lesson Listening Visual and Live performance Assumed knowledge: learners know different cultural
History of learners should be Describing Performing Charts, Pictures, celebrations
arts and able to:- Relating Arts - Costumes, Methods: integrated method
culture -Identify how Listening Junior Recorder, Internet Intro: Recap of the previous lesson.
THEATRE theatre has used Composing (Grades 3- , smartphone 1. Learners in use designed props, sets and costumes to
-Historical technology in the Distinguishi 7) Syllabus perform different cultural, beliefs and traditions while the
development past and present. ng 2015-2022 facilitator assists them.
of technology Dancing Page 40 2. Learners identify technology used in theatre in the past
in theatre and Singing and in the present while the facilitator assists them.
film.-Use of Identifying 3. Class discussion on the use of technology in the past and
technology in the in present.
theatre in the Con: Recap of concepts
past and
18
CONTENT S
REFERENCE
present.
Lesson 4 During the lesson Listening Visual and Live performance Assumed knowledge: learners know some of their rights.
History of learners should be Describing Performing Charts, Pictures, Methods: integrated method, role play
arts and able to:- Relating Arts - Costumes, Intro: Recap of the previous lesson.
culture -Incorporate Listening Junior Recorder, Internet 1. Learners identify their rights and responsibilities both at
THEATRE children’s rights, Composing (Grades 3- , smartphone home and at school while the facilitator assists them.
-Child responsibilities and Distinguishi 7) Syllabus 2. Learners listen to folk tales from the facilitator.
protection and unhu,Ubuntu/vumu ng 2015-2022 3. Learners extract beliefs, customs and traditions from the
development nhu in their Dancing Page 40 folktales while the facilitator assists them.
in theatre. – improvisation Singing 4. Learners perform a role play on responsibilities and their
Children’s Identifying rights while the facilitator assists them.
rights 5. Class discussions on children rights and responsibilities.
responsibilitie Con: Learners answer oral questions from the facilitator.
s and
unhu/Ubuntu/
vumunhu
AIM: Learners should improve enterprise and psycho-motor skills through visual and performing arts
5 Lesson 1 During the lesson Listening Visual and Live performance Assumed knowledge: learners know different cultural
History of learners should be Describing Performing Charts, Pictures, dances
arts and able to:- Relating Arts - Costumes, Methods: integrated method, dance
culture -Identify cultural Listening Junior Recorder, Internet Intro: Recap of the previous lesson.
DANCE dances from past Composing (Grades 3- , smartphone 1. Learners identify cultural dance they know while the
-Development and present. Distinguishi 7) Syllabus Cultural centres facilitator assists them.
of Cultural -outline dances ng 2015-2022 Video clips 2. Learners in groups discuss on cultural dances in the past
dances in performed by- men Dancing Page 40 Audio on storage and in the present extracting changes while the facilitator
Zimbabwe. -women Singing devices assists them.
-Cultural -children Identifying 3. Learners give feedback from their groups while the
dances where facilitator assists them.
men are the 4. Learners demonstrates short cultural dances
main dancers Con: Learners dance cultural dances.
such as
muchongoyo,
gule,
amabhiza
19
CONTENT S
REFERENCE
culture -outline dances Listening Junior Recorder, Internet Intro: Recap of the previous lesson.
DANCE performed by- Composing (Grades 3- , smartphone 1. Learners identify different cultural dances.
- Development women Distinguishi 7) Syllabus Cultural centres 2. Learners in groups discuss on dances for women and
of Cultural -Explain the ng 2015-2022 Video clips outline its purpose while the facilitator assists them
dances in purpose of dance Dancing Page 40 Audio on storage 3. Learners give feedback from their groups while the
Zimbabwe. -justify why Singing devices facilitator assists them
-woman as the cultural dances Identifying 4. Learners demonstrates short cultural dances
main dancers changes when Con: Learners dance cultural dances.
such as performed for
chihodha/Chi audience
mtale
culture -outline dances Listening Junior Recorder, Internet Intro: Recap of the previous lesson.
DANCE performed by- Composing (Grades 3- , smartphone 1. Learners identify different cultural dances.
- Development children Distinguishi 7) Syllabus Cultural centres 2. Learners in groups discuss on dances for children and
of Cultural -Explain the ng 2015-2022 Video clips outline its purpose while the facilitator assists them
dances in purpose of dance Dancing Page 40 Audio on storage 3. Learners give feedback from their groups while the
Zimbabwe. Singing devices facilitator assists them
- Children as Identifying 4. Learners demonstrates dances performed by children e.g.
the main clacks
dancers such Con: Learners dance clacks
as chokoto,
Clarks
culture -Incorporate Listening Junior Recorder, Internet Intro: Recap of the previous lesson.
DANCE children’s rights, Composing (Grades 3- , smartphone 1. Learners identify different cultural dances.
-Child responsibilities and Distinguishi 7) Syllabus Cultural centres 2. Learners in groups discuss on dances played by children,
protection and unhu/Ubuntu/vumu ng 2015-2022 Video clips men and woman e.g. rhumba, jaka, mbakumba and
development nhu in their Dancing Page 40 Audio on storage jerusarema and identifying their rights and responsibilities
in dance improvisation Singing devices while the facilitator assists them.
-Children’s Identifying 3. Learners give feedback from their groups while the
20
CONTENT S
REFERENCE
rights and facilitator assists them.

responsibilitie 4. Learners demonstrates rhumba, mbakumba or jerusarema
s Con: Best dancers dance for others
AIM: Learners should display works of dance, music, theatre, andvisual art as a reflection of societal values and beliefs Unhuin the past and present
6 Lesson 1 During the lesson Describing Visual and Charts , Pictures Assumed knowledge: learner can sing songs
The creative learners should be Relating Performing video clip Methods: integrated method, notation
process and able to:- Listening Arts - resource person, Intro: Recap of the previous lesson.
performance -Identify musical Composing Junior computer 1. The facilitator explains on musical symbols symbols in C
MUSIC symbols in C and G Distinguishi (Grades 3- and G major.
-Theory of major ng 7) Syllabus 2. Learners identify music written C and G major while the
music –Major -Sing songs written Dancing 2015-2022 facilitator assists them.
keys of C and in C and G major Singing Page 42 3. Learners write songs in C and G major while the
G -write music in C Identifying facilitator assists them.
-key C major and G major 4. Learners in groups sing songs written in C and G major
-Key G major while the facilitator assists them.
Con: Best group sing its song for the class.
The creative During the lesson Describing Visual and Charts , Pictures Assumed knowledge: learner know some musical symbols
process and learners should be Relating Performing video clip Methods: integrated method, notation
performance able to:- Listening Arts - resource person, Intro: Recap of the previous lesson.
MUSIC -Use simple and Composing Junior computer 1. Learners identify musical symbols they know.
-Simple and compound time Distinguishi (Grades 3- 2. The facilitator explains and demonstrates on simple and
compound signature in ng 7) Syllabus compound time signature to learners.
time composing rhythms Dancing 2015-2022 3. Learners in groups compose rhythms using simple and
signatures Singing Page 42 compound time signatures while the facilitator assists them.
-Simple and Identifying 4. Learners give feedback from their groups while the
compound facilitator assists them.
time Con: Recap of concepts.
signatures
Lesson 3 During the lesson Describing Visual and Charts , Pictures Assumed knowledge: learner can sing songs
The creative learners should be Relating Performing video clip Methods: song
performance -Sing rounds Composing Junior computer 1. The facilitator explains on the concept of rounds, descant
MUSIC -sing ostinatos Distinguishi (Grades 3- Television and ostinatos in songs
21
CONTENT S
REFERENCE
-Rounds, -Improve descants ng 7) Syllabus Smart phone 2. Learners sing songs with rounds and ostinatos while the
descants and in known songs Dancing 2015-2022 Musical facilitator assists them.
songs with -play ostinato in Singing Page 42 instruments 3. Learners in groups compose songs improving descants
ostinato. percussion Identifying and while the facilitator assists them.
-Musical instruments. 4 Learners give feedback while the facilitator assists them.
instruments 5. Learners play ostinato on percussion instruments while
such as piano, the facilitator assists them
keyboard , a 6. Learners give feedback from their groups while the
piano and facilitator ass
guitar Con: Learners play percussion instruments.
-Rounds,
Descants,
Ostinatos
-Percussion
instruments
Lesson 4 During the lesson Describing Visual and Charts , Pictures Assumed knowledge: learner can sing songs
The creative learners should be Relating Performing Video clip Methods: integrated method, notation
performance -Sing songs in two Composing Junior computer 1. The facilitator explains and demonstrates on songs in two
MUSIC and three part Distinguishi (Grades 3- Smartphone and three part harmony.
-Two and harmony ng 7) Syllabus 2. Learners in groups sing songs with two and three part
three part Dancing 2015-2022 harmony while the facilitator assists them.
harmony Singing Page 42 3. Learners give feedback from their groups
songs Identifying Con: Best group sing for the class
-Songs in two
and three part
harmony
AIM: learners should improve enterprise and psycho-motor skills through visual and performing arts
Lesson 1 During the lesson Describing Visual and Charts , Pictures Assumed knowledge: learners know percussion
The creative learners should be Relating Performing video clip instruments.
process and able to:- Listening Arts - resource person, Methods: integrated method, notation
performance -Play tuned Composing Junior computer Intro: Recap of the previous lesson.
MUSIC percussion Distinguishi (Grades 3- Musical 1. Learners name percussion instruments they know.
-Tuned instruments ng 7) Syllabus instruments 2. The facilitator explains and demonstrates on playing of
percussion Dancing 2015-2022 Mbira, Marimba tuned percussion instruments.
instruments Singing Page 42 chipendani 3. Learners play tuned percussion instruments while the
22
CONTENT S
REFERENCE
-mbira, Identifying facilitator assists them.

marimba, Con: Best learners play tuned percussion instruments for
chipendani the class
Lesson 2 During the lesson Describing Visual and Charts , Pictures Assumed knowledge: learners know percussion
The creative learners should be Relating Performing video clip instruments.
performance -Play un-tuned Composing Junior computer Intro: Recap of the previous lesson.
MUSIC percussion Distinguishi (Grades 3- Musical 1. Learners name percussion instruments they know.
-Un-tuned instruments ng 7) Syllabus instruments 2. The facilitator explains and demonstrates on playing of
percussion Dancing 2015-2022 Hosho, un-tuned percussion instruments.
instruments Singing Page 42 tambourine 3. Learners play un-tuned percussion instruments while the
-Hosho, Identifying facilitator assists them.
tambourine Con: Best learners play un-tuned percussion instruments for
etc. the class
Lesson 3 During the lesson Describing Visual and Charts , Pictures Assumed knowledge: learners know different musical
The creative learners should be Relating Performing video clip instruments
performance -Explain musical Composing Junior computer Intro: Recap of the previous lesson.
MUSIC terms that denote Distinguishi (Grades 3- Smartphone 1. Learners name musical instruments they know
-Playing soft and loud, fast ng 7) Syllabus 2. The facilitator explains and demonstrate on musical terms
musical and slow music. Dancing 2015-2022 that denote soft and loud, fast and slow of music such as
instruments Singing Page 42 dynamic and tempo markings
-Musical term: Identifying 3. Learners in groups discuss on meaning of dynamic and
-Dynamic tempo markings while the facilitator assists them.
markings 4. Learners give feedback from groups while the facilitator
-Tempo assists them.
Markings Con: Learners answer oral questions from the facilitator.
The creative least half of the Junior Step 1 The facilitator recaps the concepts taught during the
process and revision test (Grades 3- week
performance questions correctly 7) Syllabus Step 2 Learners answer revision test questions in their books
-Music given 2015-2022 individually.
-Revision test Page 42 Step 3 Revision of written work and recap of concepts
questions Conclusion revision of work written
23
CONTENT S
REFERENCE
AIM: Learners should incorporate the use of information communication technology tools in visual and performing arts
8 Lesson 1 During the lesson Describing Visual and Models Assumed knowledge: learners are able to draw.
The creative learners should be Relating Performing Newspaper Methods: Animation, Simulation
process and able to:- Listening Arts - Brushes Intro: Learners name most things they like to draw.
performance -Apply elements Composing Junior Reeds 1. The facilitator explains and demonstrates on the use
VISUAL and principles of Distinguishi (Grades 3- Various tools elements and principles of design in observational, still life
ARTS design in ng 7) Syllabus Different types of drawing and life drawing.
-Drawing and observational, still Dancing 2015-2022 media 2. Learners in groups discuss on elements and principles of
painting life and life Singing Page 42 Resource persons design while the facilitator assists them.
-Elements of drawing. Identifying devices 3. Learners apply elements and principles of design in
design such Internet drawing, painting, sculpting, moulding, assembling and
as: paint modelling while the facilitator assists them.
-texture Con: Learners display their artworks
-Line
-colour
Lesson 2 During the lesson Describing Visual and Models Assumed knowledge: learners are able to draw.
process and able to:- Listening Arts - Brushes Intro: Learners name most things they like to draw.
performance -Apply elements Composing Junior Various tools 1. The facilitator explains and demonstrates on the use
VISUAL and principles of Distinguishi (Grades 3- Different types of elements and principles of design in observational drawing.
ARTS design in ng 7) Syllabus media 2. Learners draw observational drawing while the facilitator
-Drawing and observational Dancing 2015-2022 Resource persons assists them. 3. Learners apply elements and principles of
painting drawing Singing Page 43 devices design in drawing on observational drawing.
- Identifying Con: Learners display their artworks
Observational
drawing
Lesson 3 During the lesson Describing Visual and Models Assumed knowledge: learners know three dimensions
The creative learners should be Relating Performing Newspaper objects
process and able to:- Listening Arts - Brushes Methods: Animation, Simulation
performance -Construct three Composing Junior Reeds Intro: Recap of the previous lesson.
VISUAL dimensional crafts Distinguishi (Grades 3- Various tools 1. The facilitator explains and demonstrates on construction
ARTS using different ng 7) Syllabus devices of three dimensional art crafts using different shades of
-Three shades of paints to Dancing 2015-2022 Internet paints
dimensional produce artefacts Singing Page 43 paint 2. Learners in pairs construct artefacts using different shades
crafts Identifying of paint while the facilitator assists them.
-Media and 3 3. Learners display the artefacts.
24
CONTENT S
REFERENCE
dimensional Con: Recap of concepts

crafts
Lesson 4 During the lesson Describing Visual and Models Assumed knowledge: learners know different artefacts.
process and able to:- Listening Arts - Brushes Intro: Recap of the previous lesson.
performance -Use a combination Composing Junior Various tools 1. Learners identify waste materials in the environment
VISUAL of waste materials Distinguishi (Grades 3- Different types of while the facilitator assists them.
ARTS to produce artefacts ng 7) Syllabus media 2. The facilitator explains and demonstrates on the use waste
-Environment Dancing 2015-2022 Resource persons material to produce artefacts. 3. Learners in groups produce
and Visual Singing Page 43 devices different artefacts by mixing waste material from the
Arts Identifying environment.
-Environment Con: Learners display their artworks
and visual
arts
AIM: Learners should appreciate and apply an understanding of arts philosophies, judgment and analysis to works of art in music, visual arts theatre and dance.
9 Lesson 1 During the lesson Describing Visual and Computer Assumed knowledge: learners know characteristics of
The creative learners should be Relating Performing Smartphone theatre skills
process and able to:- Listening Arts - Resource person Methods: Simulation
performance -Explore complex Composing Junior Intro: the facilitator expresses an opinion
THEATRE themes and come Distinguishi (Grades 3- 1. Learners identify universal themes which can be used in
- up with improvised ng 7) Syllabus acting while the facilitator assists them.
Improvisation: works Dancing 2015-2022 2. Learners in groups create stories from selected themes
using Singing Page 43 while the facilitator assists them
universal Identifying 3. Learners formulate characters for performance of their
themes story while the facilitator assists them.
-Acting skills 4. Learners demonstrate their presentations
Con: Best group demonstrate to others.
Lesson 2 During the lesson Describing Visual and Computer Assumed knowledge: learners can use the stage
The creative learners should be Relating Performing Smartphone Methods: Simulation
process and able to:- Listening Arts - Resource person Intro: Recap of the previous lesson.
performance -identify stage areas Composing Junior Visual audio 1. Learners identify stage areas which can be used in acting
THEATRE -demonstrate the Distinguishi (Grades 3- while the facilitator assists them.
-Blocking: use of stage areas, ng 7) Syllabus 2. Learners in groups demonstrate the use of the stage areas,
Stage areas levels and positions Dancing 2015-2022 levels and positions in dramatizing their stories while the
- in dramatization Singing Page 43 facilitator assists them.
Characterisati Identifying 4. Learners demonstrate their presentations
25
CONTENT S
REFERENCE
on Con: Best group demonstrate to others.

Lesson 3 During the lesson Describing Visual and Computer Assumed knowledge: learners can produce their stories
The creative learners should be Relating Performing Smartphone Methods: Simulation
process and able to:- Listening Arts - Resource person Intro: Recap of the previous lesson.
performance -Collaborate with Composing Junior Cultural centre 1. The facilitator explains and demonstrates on play making
THEATRE players in creating a Distinguishi (Grades 3- process.
-Scripting performance ng 7) Syllabus 2. Learners in outline the play making process while the
-Outline the play Dancing 2015-2022 facilitator assists them.
-Scriptwriting making process Singing Page 43 4. Role playing of different characters and redirecting of the
skills Identifying performance
5. Recording of performance
Con: Best group demonstrate to others.
The creative least half of the Junior Step 1 The facilitator recaps the concepts taught during the
process and revision test (Grades 3- week
performance questions correctly 7) Syllabus Step 2 Learners answer revision test questions in their books
-Theatre given 2015-2022 individually.
-Revision test Page 43 Step 3 Revision of written work and recap of concepts
questions Conclusion revision of work written
AIM: Learners should improve enterprise and psycho-motor skills through visual and performing arts
10 Lesson 1 During the lesson Describing Visual and Visual audios Assumed knowledge: Leaners are able to dance.
The creative learners should be Relating Performing Resource person Methods:Dance
purpose and able to:- Listening Arts - Smartphone Intro: facilitator displays a dance
performance -identify complex Composing Junior Video clips 1. Learners states complex movements they have watched
DANCE movements Distinguishi (Grades 3- choreographer from the video clip.
-Complex -create complex ng 7) Syllabus Internet 2. Learners in groups design complex sequence of
movement sequence of Dancing 2015-2022 Computer movements with the help of the facilitator.
-Movement movement with Singing Page 44 3. Learners practice in their groups while the facilitator
sequences – greater focus, force Identifying assists them.
Force/energy and intent. 4. Learners rehearse complex sequence of movement.
-intent -master sequence of Con: Best group demonstrate to others
-focus movement with
greater focus, force
and intent
26
CONTENT S
REFERENCE
Lesson 2 During the lesson Describing Visual and Visual audios Assumed knowledge: Leaners are able to dance.
The creative learners should be Relating Performing Resource person Methods:Dance
purpose and able to:- Listening Arts - Smartphone Intro: facilitator displays a dance
performance -invent possibilities Composing Junior Video clips 1. Learners states complex movements they have watched
DANCE to solve given Distinguishi (Grades 3- choreographer from the video clip.
-Movement movement ng 7) Syllabus Internet 2. Learners deduce strategies to solve movement problems
problems and problems Dancing 2015-2022 Computer with the help of the facilitator.
solutions -analyse problem Singing Page 44 3. Learners rehearse complex sequence of movement
-Movement solving strategies Identifying Con: Best group demonstrate to others
problems
solutions
Lesson 3 During the lesson Describing Visual and Visual audios Assumed knowledge: Leaners are able to perform different
The creative learners should be Relating Performing Resource person dance movement
purpose and able to:- Listening Arts - Smartphone Methods:Dance
performance -Demonstrate Composing Junior Video clips Intro: facilitator displays a dance
DANCE principles of Distinguishi (Grades 3- choreographer 1. Learners integrate dance forms in performance with help
-Principles of opposing weight ng 7) Syllabus Internet of the facilitator.
balance in and force Dancing 2015-2022 Computer 2. Learners perform dance movements demonstrating
dance -incorporate dance Singing Page 44 principles of opposing weight and force while the facilitator
-Dance forms Identifying assists them.
principles 3. Learners rehearse dance movements.
-Weight and Con: Best group demonstrate to others
energy
-balance and
counter
balance
Lesson 4 During the lesson Describing Visual and Visual audios Assumed knowledge: Leaners are able to perform different
The creative learners should be Relating Performing Resource person dance movement
purpose and able to:- Listening Arts - Smartphone Methods:Dance
performance -Demonstrate Composing Junior Video clips Intro: facilitator displays a dance
DANCE group dynamics Distinguishi (Grades 3- choreographer 1. Learners express feelings through gestures, posture and
-Performance - convey feelings ng 7) Syllabus Internet movements while the facilitator assists them.
-Meaning in and expression Dancing 2015-2022 Computer 2. Learners team up to produce a dance performance while
dance through gestures, Singing Page 44 the facilitator assists them.
-Group posture and Identifying 3. Learners rehearse dance movements.
dynamics movement. Con: Best group demonstrate to others
27
CONTENT S
REFERENCE
-leading/
following
-mirroring
-imitating
Call and
response
-opposing
END OF TERM TESTS
PHYSICAL EDUCATION AND MASS DISPLAYS
Broad aims
To help learners
(1) Develop an understanding of the implications and benefits of participation in physical activities through theory and practice
(2) Develop social values, attitudes and skills through participation in Physical Education, Sport and Mass Display.
Topics
1. Human body
2. Safety and health
3. Aquatic skills
4. Kids athletics
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
Aim: develop an understanding of the implications and benefits of participation in physical activitiesand practicethrough theoryand practice.
28
CONTENT S
REFERENCE
Wk 1 Human body During the Describing Zimbabwe ministry work cards Group work, Discussion
Organs of the lesson Explaining of primary and pictures Assumed knowledge Learners know body parts
Lesson body learners Identifying secondary charts Introduction Singing a song about body parts
1 -Functions of should be Demonstra education smartphone 1. Learners identify body parts.
human body able to:- ting Physical Education Magazine 2. Learners name the functions of body parts they have
parts Identify Sport and Mass identified while the facilitator assists them.
body parts. Displays 3. The facilitator showss body parts on pictures to learners.
-identify Junior (grade 3-7) 4. Learners in groupslist external and external body parts
functions of Syllabus while the facilitator assists them.
body parts (2015-1022) 5. Learners give feedback from groups while the facilitator
p. 30 assists them.
6. Individual written work on human body parts.
Con: learners sing the rhyme head and shoulders
Lesson Human body During the Describing Zimbabwe ministry work cards Group work, Discussion
2 Organs of the lesson Explaining of primary and pictures Assumed knowledge Learners know body parts
body learners Identifying secondary charts Introduction Singing a song about body parts
-Human body should be Demonstra education smartphone 1. Learners identify body parts on pictures that store food and
parts that store able to:- ting Physical Education Magazine transport it.
foods Identify Sport and Mass 2. The facilitator explains on human body parts that transport
body parts Displays food.
that Junior (grade 3-7) 3. Learners in groupsidentify human body parts that transport
transport Syllabus store food and transport it while the facilitator assist them.
food. (2015-1022) 4. Learners give feedback from groups while the facilitator
-identify p. 30 assists them.
functions of 6. Individual written work on human body parts.
body parts. Con: learners sing the rhyme head and shoulders
Human body During the Describing Zimbabwe ministry work cards Group work, Discussion
-Functions of should be Demonstra education smartphone 1. Learners identify body parts.
human body able to: - ting Physical Education Magazine 2. Learners name the body parts that transport and store food
parts Identify Sport and Mass 3. The facilitator explains on how to play crossword puzzles to
body parts. Displays learners.
-identify Junior (grade 3-7) 4. Learners in pairs complete crossword puzzles on human
functions of Syllabus body parts that transport and store food.
29
CONTENT S
REFERENCE
body parts (2015-1022) 5. Learners give feedback while the facilitator assists them.
p. 30 6. Class discussion on group findings
Con: learners sing the rhyme head and shoulders
-Role play on should be Demonstra education smartphone 1. Learners identify body parts.
functions of able to:- ting Physical Education Magazine 2. Learners in groups demonstrate a role on functions of
human body on - identify Sport and Mass human body parts on transporting and storing food while the
transporting functions of Displays facilitator assists them.
and storing body parts in Junior (grade 3-7) 3. The Learners rehearsal role plays on functions of body parts
food. transporting Syllabus on transporting and storing food.
and storing (2015-1022) Con: learners sing the rhyme head and shoulders
food through p. 30
a role play.
-Jigsaw game should be Demonstra education smartphone 1. Learners identify body parts on pictures.
and folktales on able to: - ting Physical Education Magazine 2. Learners identify functions of body parts while the
functions of Identify Sport and Mass facilitator assists them.
body parts in body parts. Displays 3. Learners in groups play a jigsaw puzzle game on human
transporting -identify Junior (grade 3-7) body parts while the facilitator assists them.
and storing food functions of Syllabus 4. Learners listen to folktales from the facilitator.
body parts (2015-1022) 4. Learners answer oral questions on human body parts.
p. 30 Con: learners sing the rhyme head and shoulders
Aim: develop an understanding of the implications and benefits of participation in physical activities through theory and practice
Week 2 HEALTH During the Describing Zimbabwe ministry ICT tools Discussion, play way, group work
AND lesson Explaining of primary and Work Cards Assumed knowledge Learners have done different household
SAFETY learners Identifying secondary Pictures chores
Health living should be able Demonstra education Charts IntroLearners read the words on health living habits at home.
habits. to:- ting Physical Education Safe exercise 1. Learners state healthy and unhealthy foods while the
-Health living -Describe Sport and Mass facilities facilitator assists them.
habits at healthy living Displays 2. Learners in groups identify physical activities that promote
home habits at Junior good health lifestyle at home while the facilitator assists them.
30
CONTENT S
REFERENCE
home. ( grade 3-7) 3. Learners give feedback from their groups while the
Syllabus facilitator assists them.
(2015-1022) 4. Class discussion on group findings
p. 30 ConThe best group acts out household chores
HEALTH During the Describing Zimbabwe ministry ICT tools Discussion, play way, group work
AND lesson Explaining of primary and Work Cards Assumed knowledge Learners know health food.
SAFETY learners Identifying secondary Pictures IntroRecap of the previous lesson.
Health living should be able Demonstra education Charts 1. Learners identify physical activities at school and
habits. to:- ting Physical Education Safe exercise community that promote a health living while the facilitator
-Health living -Describe Sport and Mass facilities assists them.
habits at healthy living Displays 2. Learners in groups discuss on how to promote good health
school and habits at Junior living at school at school and community while the facilitator
community school and ( grade 3-7) assists them.
community Syllabus 3. Learners form a community fitness club that raise health
(2015-1022) living awareness campaigns
p. 30 3. Learners give feedback from their groups while the
ConRevision of written and recap of concepts.
AND lesson Explaining of primary and Work Cards Assumed knowledge Learners know activities that promote
SAFETY learners Identifying secondary Pictures healthy living.
Health living should be able Demonstra education Charts IntroRecap of the previous lesson.
habits. to:- ting Physical Education Safe exercise 1. Learners identify physical activities that can promote a
-Safety -Identify rules Sport and Mass facilities healthy living at school, home and community.
precautions and safety Displays 2. Learners in groups discuss on rules and safety precautions
and rules in precautions of Junior of handling apparatus while the facilitator assists them.
handling handling ( grade 3-7) 3. Learners give feedback from their groups while the
apparatus apparatus Syllabus facilitator assists them.
(2015-1022) 4. Individual written work
p. 30 ConRevision of written and recap of concepts.
AND lesson Explaining of primary and Work Cards Assumed knowledge Learners know different games.
SAFETY learners Identifying secondary Pictures IntroRecap of the previous lesson.
Health living should be able Demonstra education Charts 1. Learners identify benefits of exercising and playing games
habits. to:- ting Physical Education Safe exercise while the facilitator assists them.
31
CONTENT S
REFERENCE
-Warm up and Identify Sport and Mass facilities 2. The facilitator explains on diseases that can be caused by
cool down exercises that Displays lack of fitness such Obesity, Heart diseases and Diabetes
can be used to Junior 3. Learners in groups participate in fun runs while the
improve ( grade 3-7) facilitator assists them.
health related Syllabus 4. Learners demonstrate cool down activities
fitness (2015-1022) ConLearners answer oral questions from the facilitator
p. 30
AND lesson Explaining of primary and Pictures Assumed knowledge Learners know different games.
SAFETY learners Identifying secondary Charts IntroRecap of the previous lesson.
Health living should be able Demonstra education Safe exercise 1. Learners identify benefits of exercising and playing games
habits. to:- ting Physical Education facilities while the facilitator assists them.
-Diseases Explain Sport and Mass 2. Learners identify exercises that can be used to improve
caused by lack diseases that Displays health related fitness while the facilitator assists them
of exercise can be caused Junior 3. Learners in participate in fun runs while the facilitator
and fitness. by lack of ( grade 3-7) assists them.
fitness such as Syllabus 4. Learners demonstrate cool down activities
Obesity, Heart (2015-1022) ConLearners answer oral questions from the facilitator
diseases and p. 30
Diabetes
Wk3 HEALTH During the Describing Zimbabwe ministry Bats Discussion, play way, group work
AND lesson Explaining of primary and Rackets Assumed knowledge Learners know different games.
SAFETY learners Identifying secondary Balls IntroRecap of the previous lesson.
Safety should be able Demonstra education Discus 1. Learners identify different sporting activities they know.
-Safety and to:- ting Physical Education Whistles 2. The facilitator explains and demonstrates on safe ways of
when Explain safe Sport and Mass Mates participating in physical activities.
participating ways of Displays 3. Learners practise safe ways of handling various apparatus
in physical participating Junior while the facilitator assists them.
activities in physical ( grade 3-7) 4. Learners demonstrate the use of given apparatus while the
activities Syllabus facilitator assists them.
(2015-1022) ConLearners answer oral questions from the facilitator
p. 30
HEALTH During the Describing Zimbabwe ministry Bats Discussion, play way, group work
32
CONTENT S
REFERENCE
-Safety to:- ting Physical Education Whistles 2. Learners demonstrate safe handling of given apparatus
precautions Demonstrate Sport and Mass Mates while the facilitator assists them.
and rules in safe ways of Displays 3. Learners practise safe ways of handling various apparatus
handling handling Junior while the facilitator assists them.
apparatus apparatus ( grade 3-7) 4. Learners demonstrate the use of given apparatus while the
Syllabus facilitator assists them.
(2015-1022) ConCool down activities
p. 30
- Rules in use to:- ting Physical Education Whistles 2. Learners demonstrate safe handling of given apparatus
physical Demonstrate Sport and Mass Mates while the facilitator assists them.
education safe ways of Displays 3. Learners play mini games practise safe ways of handling
apparatus handling Junior various apparatus
apparatus ( grade 3-7) ConCool down activities
Syllabus
(2015-1022)
p. 30
-Warm up and to:- ting Physical Education Whistles 2. Learners design and conduct warm up and cool down
cool down -Execute Sport and Mass Mates activities while the facilitator assists them.
appropriate Displays 3. Learners practise different warm up and cool down
activities Junior activities while facilitator assists them.
during warm ( grade 3-7) 4. Learners demonstrate different warm up and cool down
up and cool Syllabus activities
down (2015-1022) ConCool down activities
p. 30
Revision test During the Describing Physical Education Chalk board Assumed knowledge: Learners able to answer revision
TOPIC: lesson Explaining Sport and Mass Revision test questions
Health and learners Identifying Displays questions Intro: re-cape of the previous lessons
33
CONTENT S
REFERENCE
safety should be able Demonstra Junior Step 1 The facilitator recaps the concepts taught during the
-All concepts to:- - answer ting ( grade 3-7) week
taught on the at least half of Syllabus Step 2 Learners answer revision test questions in their books
topic the revision (2015-1022) individually.
-Revision test test questions p. 30 Step 3 Revision of written work and recap of concepts
questions correctly Conclusion revision of work written
given
WK 4 AQUATIC During the lesson Describ Zimbabwe ministry Charts Discussion, play way, group work
SKILLS learners should ing of primary and Goggle Assumed knowledge Learners know water disasters
Water safety be able to:- Explain secondary Pictures of IntroRecap of the previous lesson.
-Aquatic -Dramatize ing education water bodies 1. Learners identify importance of waters and dangers of
survival skills different water Identify Physical Education Ropes plastic water while the facilitator assists them.
resuscitation ing Sport and Mass containers 2. Learners in groups dramatize different water resuscitation
activities Demon Displays activities while the facilitator assists them.
strating Junior 3. Learners present their demonstrations on front of the class.
( grade 3-7) 4. Learners answer oral questions from the facilitator.
Syllabus Con Recap of concepts
(2015-1022)
p. 31
AQUATIC During the lesson Describ Zimbabwe ministry Charts Discussion, play way, group work
SKILLS learners should ing of primary and Goggle Assumed knowledge Learners know water disasters
Water safety be able to:- Explain secondary Pictures of IntroRecap of the previous lesson.
-Aquatic -State other water ing education water bodies 1. Learners identify importance of waters and dangers of
survival skills hazards in Identify Physical Education water while the facilitator assists them.
Zimbabwe ing Sport and Mass 2. Learners in groups identify water hazards and discuss on
Demon Displays them while the facilitator assists them.
strating Junior 3. Learners give feedback from their groups while the
( grade 3-7) facilitator assists them.
Syllabus 4. Learners write individual work in their books
(2015-1022) ConRevision of written work and recap of concepts.
p. 31
SKILLS learners should ing of primary and Goggle Assumed knowledge Learners have seen people swimming.
Strokes be able to:- Explain secondary Pictures of IntroRecap of the previous lesson.
34
CONTENT S
REFERENCE
-Entry into -demonstrate the ing education water bodies 1. Learners practice aqua aerobics while the facilitator assists
water techniques of Identify Physical Education Tyre tubes them.
entering into ing Sport and Mass Floaters 2. Learners practice getting into water using techniques given
water Demon Displays by the facilitator while the facilitator assists them.
strating Junior 3. Learners demonstrate techniques of getting into water while
( grade 3-7) the facilitator guides them.
Syllabus Con Cool down activities.
(2015-1022)
p. 31
-Floating -demonstrate the ing education water bodies 1. Learners watch videos on front stroke.
-Gliding techniques used in Identify Physical Education Tyre tubes 2. Learners demonstrate front strokes while the facilitator
front stroke ing Sport and Mass Floaters guides them.
Demon Displays 3. Learners demonstrate front stroke while the facilitator
strating Junior guides them.
( grade 3-7) ConLearners answer oral questions on dangers playing in
Syllabus water.
(2015-1022)
p. 31
-breast stroke -demonstrate the ing education water bodies 1. Learners watch videos on breast stroke.
techniques in Identify Physical Education Tyre tubes 2. Learners practice breast strokes while facilitator guides
breast stroke ing Sport and Mass Floaters them.
Demon Displays 3. Learners demonstrate techniques used in breast stroke while
strating Junior the facilitator guides them.
( grade 3-7) ConCool down activities.
Syllabus
(2015-1022)
p. 31
Aim: develop an understanding of the implications and benefits of participation n physical activities through theory
5 AQUATIC During the lesson Describ Zimbabwe ministry Charts Discussion, play way, group work
35
CONTENT S
REFERENCE
-arm and leg -demonstrate the ing education water bodies 1. Learners watch demonstrations of arm and leg action
action technique of arm Identify Physical Education Tyre tubes techniques.
and leg action ing Sport and Mass Floaters 2. Learners practice arm and leg techniques while facilitator
Demon Displays guides them.
strating Junior 3. Learners demonstrate techniques of using arm and leg
( grade 3-7) action when swimming while the facilitator guides them.
Syllabus ConCool down activities.
(2015-1022)
p. 31
-Front, back -demonstrate ing education water bodies 1. Learners watch videos showing the front, back and breast
and breast front, back and Identify Physical Education Tyre tubes stroke actions.
stroke actions breast stroke ing Sport and Mass Floaters 2. Learners practice front, back and breast stroke while
actions Demon Displays facilitator guides them.
strating Junior 3. Learners demonstrate front, back and breast stroke while
(2015-1022)
p. 31
-Diving skills -demonstrate ing education water bodies 1. Learners watch videos on diving skills.
correct diving Identify Physical Education Tyre tubes 2. Learners practice diving skills while facilitator guides them.
skills ing Sport and Mass Floaters 3. Learners demonstrate diving skills while the facilitator
Demon Displays guides them.
strating Junior ConCool down activities.
( grade 3-7)
Syllabus
(2015-1022)
p. 31
36
CONTENT S
REFERENCE
-Front, back -demonstrate ing education water bodies 1. Learners watch videos showing the front, back and breast
and breast front, back and Identify Physical Education Tyre tubes stroke actions.
stroke actions breast stroke ing Sport and Mass Floaters 2. Learners practice front, back and breast stroke while
actions Demon Displays facilitator guides them.
strating Junior 3. Learners demonstrate front, back and breast stroke while
(2015-1022)
p. 31
Revision During the lesson Describ Zimbabwe ministry Charts Discussion, play way, group work
AQUATIC learners should ing of primary and Goggle Assumed knowledge Learners know swimming techniques
SKILLS be able to:- Explain secondary Pictures of IntroRecap of the previous lesson.
Strokes -demonstrate the ing education water bodies 1. Learners demonstrate different techniques in swimming i.e.
-arm and leg technique of arm Identify Physical Education Tyre tubes front, back and breast stroke while the facilitator guides them.
action, front, and leg action, ing Sport and Mass Floaters 2. Learners identify water hazards in Zimbabwe while the
back and front, back, and Demon Displays facilitator assists them.
breast stroke breast stroke. strating Junior 3. Class discussion on water disasters and water safety rules
-Correct -state the water ( grade 3-7) 4. Learners answer oral oral questions from the facilitator
diving hazards in Syllabus ConRecap of concepts
-Water Zimbabwe (2015-1022)
Hazards p. 31
Aim: Provide learners with a sense of enjoyments and entailment.
fun,
6 Kids athlete During the lesson Describ Zimbabwe ministry Charts Discussion, play way, group work
Running learners should ing of primary and Goggle Assumed knowledge Learners know running techniques.
-8 min be able to:- Explain secondary Pictures of IntroWarm up activities.
endurance -Complete a ing education water bodies 1. Demonstrations 8min endurance race by the facilitator or
race timed endurance Identify Physical Education Tyre tubes 2. Learners practice running endurance races while facilitator
race ing Sport and Mass Floaters guides them.
Demon Displays 3. Learners in groups demonstrate 8 min endurance race while
strating Junior the facilitator guides them.
( grade 3-7) 4. Learners run for time over fairly long distance
(2015-1022)
37
CONTENT S
REFERENCE
p. 32
Kids athlete During the lesson Describ Zimbabwe ministry Cones Discussion, play way, group work
Running learners should ing of primary and Whistle Assumed knowledge Learners are able to run.
-Sprint be able to:- Explain secondary School IntroWarm up activities.
-Demonstrate ing education grounds 1. The facilitator demonstrates on sprinting.
correct sprint Identify Physical Education Stop watch 2. Learners demonstrate on correct sprinting while the
techniques ing Sport and Mass facilitator guides them.
Demon DisplaysJunior 3. Learners in groups perform sprints while the facilitator
strating ( grade 3- guides them.
7)Syllabus 4. Learners demonstrate sprints running with maximum
(2015-1022)p. 32 speeds
ConCool down activities.
-Sprint – be able to:- Explain secondary School IntroWarm up activities.
hurdle relays -Demonstrate ing education grounds 1. Learners demonstrate relays while the facilitator assists
correct sprint Identify Physical Education Stop watch them.
techniques, ing Sport and Mass 2. Few learners demonstrate on correct baton exchange while
running through Demon Displays the facilitator assists them.
bends strating Junior 3. Learners in groups practice sprints and baton exchange
( grade 3-7) while the facilitator assists them.
Syllabus 4. Learners demonstrate sprints and baton exchange.
(2015-1022) ConCool down activities.
p. 32
-Sprint be able to:- Explain secondary School IntroWarm up activities.
Baton -Demonstrate ing education grounds 1. The facilitator explains and demonstrate on baton exchange
exchange correct baton Identify Physical Education Stop watch 2. Learners demonstrate demonstrate on baton exchange in
exchange ing Sport and Mass pairs while the facilitator assists them.
Demon Displays 3. Learners in groups of four practice sprints and baton
strating Junior exchange while the facilitator guides them.
( grade 3-7) 4. Learners demonstrate sprints and baton exchange while
Syllabus running with maximum speed
(2015-1022) 5. Correct demonstration of baton exchange by learners.
p. 32 ConCool down activities.
38
CONTENT S
REFERENCE
-Sprint – be able to:- Explain secondary School IntroWarm up activities.
running -Demonstrate ing education grounds 1. Learners demonstrate on sprints while running through
through correct sprint Identify Physical Education Stop watch marked bends with maximum speed while the facilitator
marked bends techniques, ing Sport and Mass guides them.
running through Demon Displays 2. Learners practise running through marked bends while the
bends strating Junior facilitator guides them.
( grade 3-7) 3. Learners demonstrate running through marked bends while
Syllabus the facilitator guides them.
(2015-1022) 4. Correct demonstration on running through marked bends by
p. 32 learners.
7 Kids During the lesson Describing Zimbabwe ministry Cones Discussion, play way, group work
athlete learners should Explaining of primary and Whistle Assumed knowledge Learners are able to run.
Running be able to:- Identifying secondary education School IntroWarm up activities.
-Bends -Demonstrate Demonstra Physical Education grounds 1. The facilitator explains and demonstrate on baton exchange
formula fluid correct baton ting Sport and Mass Stop watch 2. Learners demonstrate demonstrate on baton exchange in
exchange Displays pairs while the facilitator assists them.
Junior 3. Learners in groups of four practice sprints and baton
( grade 3-7) exchange while the facilitator guides them.
Syllabus 4. Learners demonstrate sprints and baton exchange while
(2015-1022) running with maximum speed
p. 31 5. Correct demonstration of baton exchange by best learners.
Kids During the lesson Describing Zimbabwe ministry Cones Discussion, play way, group work
athlete learners should Explaining of primary and Whistle Assumed knowledge Learners are able to run.
Running be able to:- Identifying secondary education School IntroWarm up activities.
-Bends -negotiate bends Demonstra Physical Education grounds 1. The facilitator explains demonstrate negotiating the bends
formula without reducing ting Sport and Mass Stop watch without reducing speed.
speed Displays 2. Learners demonstrate demonstrate negotiating bends
Junior without reducing speed while the facilitator assists them.
( grade 3-7) 3. Learners in groups of four practice sprints and baton
39
CONTENT S
REFERENCE
Syllabus exchange while the facilitator guides them.

(2015-1022) 4. Learners run through marked bends with maximum speed
p. 31 and negotiating bends without reducing speed.
Kids During the lesson Describing Zimbabwe ministry of Charts Discussion, play way, group work
athlete learners should Explaining primary and secondary Goggle Assumed knowledge Learners know running techniques.
Running be able to:- Identifying education Pictures of IntroWarm up activities.
Physical Education
endurance -Complete a Demonstra water bodies 1. Learners watch a video of different events.
Sport and Mass
race timed endurance ting Displays
Tyre tubes 2. Learners practice practise running endurance race while the
race Junior Floaters facilitator assists them.
( grade 3-7) 3. Learners in groups demonstrate 8 min endurance race while
Syllabus the facilitator guides them.
(2015-1022) 4. Learners run for time over fairly long distance
Physical Education
-Bends -Demonstrate Demonstra water bodies 1. Learners demonstrate sprinting and baton exchange while
Sport and Mass
formula bends formula ting Displays
Tyre tubes the facilitator guides them.
-Sprints – and sprints and Junior Floaters 2. Learners practice running endurance races while facilitator
hurdle baton exchange ( grade 3-7) guides them.
relays skills taught Syllabus 3. Learners in groups participate in competitions.
during the week. (2015-1022) ConCool down activities.
p. 32
Physical Education
-Mini -Participate in Demonstra water bodies 1. Learners in groups practise, preparing for the mini
Sport and Mass
competitio mini competitions ting Displays
Tyre tubes competitions.
n Junior Floaters 2. Learners practice running while the facilitator guides them
( grade 3-7) 3. Learners participate in mini competitions
(2015-1022)
p. 32
40
CONTENT S
REFERENCE
8 Kids During the lesson Describing Zimbabwe ministry Tape Discussion, play way, group work
athlete learners should Explaining of primary and Measure Assumed knowledge Learners are able to jump.
Jumping be able to:- Identifying secondary education Wooden IntroWarm up activities.
-Jumping -Engage in Demonstra Physical Education pole 1. The facilitator explains and demonstrate on jumping over a
for horizontal and ting Sport and Mass Marked mats distance
distance vertical jumps Displays Rope 2. Few learners demonstrate to others jumping over a distance
Junior while the facilitator guides them.
( grade 3-7) 3. Learners practise horizontal and vertical jumping landing
Syllabus with both feet while the facilitator guides them.
(2015-1022) 4. Learners participate in jumping competitions while the
p. 32 facilitator guides them.
Kids During the lesson Describing Zimbabwe ministry Tape Discussion, play way, group work
-Jumping -Engage in Demonstra Physical Education pole 1. Few learners demonstrate to others horizontal and vertical
using horizontal and ting Sport and Mass Marked mats jumping using given equipment while the facilitator guides
apparatus vertical jumps Displays Rope them.
using apparatus Junior 2. Learners practise horizontal and vertical jumping for a
( grade 3-7) distance landing on both feet using given apparatus while the
Syllabus facilitator guides them.
(2015-1022) 3. Learners demonstrate vertical and horizontal jumping while
p. 32 the facilitator guides them.
-Jumping -Jump from a Demonstra Physical Education pole 1. The facilitator explains and demonstrates on jumping for
for height relatively short ting Sport and Mass Marked mats height.
run up Displays Rope 2. Few learners demonstrate to others jumping for height from
Junior a short distance while the facilitator guides them
( grade 3-7) 3. Learners practise jumping for height while the facilitator
Syllabus guides them.
(2015-1022) 4. Learners participate in jumping competitions while the
41
CONTENT S
REFERENCE
Jumping be able to:- Identifyingsecondary education Wooden IntroWarm up activities.
-Jumping -Clear heights Demonstra Physical Education pole 1. Few learners demonstrate jumping to clear heights while
for while jumping ting Sport and Mass Marked mats the facilitator guides them.
distance Displays Rope 2. Learners practise jumping to clear heights while the
- Clear Junior facilitator guides them.
height ( grade 3-7) 3. Learners participate in jumping competitions.
(2015-1022)
p. 32
-Jumping -Jump for a Demonstra Physical Education pole 1. Few learners demonstrate jumping for height while the
for distance and land ting Sport and Mass Marked mats facilitator guides them.
distance safely Displays Rope 2. Learners practise jumping for distance and landing safely
and Junior while the facilitator guides them.
landing ( grade 3-7) 3. Learners demonstrate jumping for distance and landing
safely Syllabus safely while the facilitator guides them.
p. 32
9 Kids During the lesson Describing Zimbabwe ministry Soft rubber Discussion, play way, group work
athlete learners should Explaining of primary and rings Assumed knowledge Learners are able to throw.
Throwing be able to:- Identifying secondary education Medicine IntroWarm up activities.
- -Execute Demonstra Physical Education balls 1. The facilitator explains and demonstrates on stepping and
Rotational rotational throws ting Sport and Mass Javelin throwing of wooden poles.
throwing for accuracy and Displays Discus 2. Few learners demonstrate to others stepping and throwing
for distance Junior Wooden of wooden poles while the facilitator guides them.
distance ( grade 3-7) poles 3. Learners practise throwing wooden poles as a javelin while
and Syllabus Cones tape the facilitator guides.
accuracy (2015-1022) measure 4. Learners demonstrate stepping and throwing techniques in
p. 32 javelin while the facilitator guides them.
42
CONTENT S
REFERENCE
Kids During the lesson Describing Zimbabwe ministry Improvised Discussion, play way, group work
athlete learners should Explaining of primary and throwing Assumed knowledge Learners are able to throw.
Throwing be able to:- Identifying secondary education Equipment’s IntroWarm up activities.
- -Demonstrate Demonstra Physical Education Javelin 1. Fewlearners demonstrate to others throwing javelin using
Rotational javelin throw for a ting Sport and Mass Discus equipment available while the facilitator guides them.
throwing distance Displays Wooden 2. Learners practise throwing wooden poles as a javelin for a
for Junior poles distance while the facilitator guides.
distance ( grade 3-7) Cones tape 3. Learners demonstrate stepping and throwing javelin for a
and Syllabus measure distance while the facilitator guides them.
accuracy (2015-1022) 4. Learners participate in javelin throwing competitions
-Javelin p. 32 ConCool down activities.
-Javelin -Demonstrate the Demonstra Physical Education Javelin 1. Fewlearners demonstrate to others throwing javelin using
throw to at teens javelin ting Sport and Mass Discus equipment available while the facilitator guides them.
least 30m throw at least 30m Displays Wooden 2. Learners practise throwing javelin for a 30 metre distance
distance distance Junior poles while the facilitator guides.
( grade 3-7) Cones tape 3. Learners demonstrate stepping and throwing javelin for a
Syllabus measure 30m distance while the facilitator guides them.
(2015-1022) 4. Learners participate in javelin throwing competitions
-Target -Demonstrate Demonstra Physical Education Javelin 1. Fewlearners demonstrate to others throwing javelin using
Throw target throws over ting Sport and Mass Discus equipment available while the facilitator guides them.
over a a barrier Displays Wooden 2. Learners practise whole body throwing while the facilitator
barrier Junior poles guides.
( grade 3-7) Cones tape 3. Learners demonstrate whole body throwing while the
Syllabus measure facilitator guides them.
(2015-1022) 4. Learners participate in mini competitions while the
43
CONTENT S
REFERENCE

-Discus -Demonstrate a Demonstra Physical Education Javelin 1. The facilitator explains and demonstrate discus throwing
discus throw for a ting Sport and Mass Discus using apparatus available
distance Displays Wooden 2. Fewlearners demonstrate to others throwing discus using
Junior poles equipment available while the facilitator guides them.
( grade 3-7) Cones tape 3. Learners practise throwing discus for a distance while the
(2015-1022) 4. Learners demonstrate stepping and throwing discus for a
p. 32 distance while the facilitator guides them.
10 Kids During the lesson Describing Zimbabwe ministry Improvised Discussion, play way, group work
-Under -Demonstrate Demonstra Physical Education Javelin 1. Fewlearners demonstrate under arm throwing when
arm under arm ting Sport and Mass Discus throwing javelin and discus while the facilitator guides them.
throwing throwing Displays Wooden 2. Learners practise under arm throwing while the facilitator
Junior poles guides them.
( grade 3-7) Cones tape 3. Learners demonstrate under arm throwing while the
(2015-1022) 4. Learners participate in mini competitions
-Over arm -Demonstrate Demonstra Physical Education Javelin 1. Fewlearners demonstrate over arm throwing when throwing
throwing over arm ting Sport and Mass Discus javelin and discus while the facilitator guides them.
throwing Displays Wooden 2. Learners practise over arm throwing while the facilitator
Junior poles guides them.
( grade 3-7) Cones tape 3. Learners demonstrate over arm throwing while the
(2015-1022) 4. Learners participate in mini competitions
44
CONTENT S
REFERENCE
-Javelin -Demonstrate the Demonstra Physical Education Javelin 1. Fewlearners demonstrate to others throwing javelin using
throw teens javelin ting Sport and Mass Discus equipment available while the facilitator guides them.
throw at least 20m Displays Wooden 2. Learners practise throwing javelin for a distance while the
distance Junior poles facilitator guides.
( grade 3-7) Cones tape 3. Learners demonstrate stepping and throwing javelin for a
Syllabus measure distance while the facilitator guides them.
(2015-1022) 4. Learners participate in javelin throwing competitions
-Discus -Demonstrate a Demonstra Physical Education Javelin 1. The facilitator explains and demonstrate discus throwing
throw discus throw for a ting Sport and Mass Discus using apparatus available
distance Displays Wooden 2. Fewlearners demonstrate to others throwing discus using
Junior poles equipment available while the facilitator guides them.
( grade 3-7) Cones tape 3. Learners practise throwing discus for a distance while the
(2015-1022) 4. Learners demonstrate stepping and throwing discus for a
p. 32 distance while the facilitator guides them.
Revision During the lesson Describing Zimbabwe ministry Improvised Discussion, play way, group work
Kids learners should Explaining of primary and throwing Assumed knowledge Learners are able to throw.
athlete be able to:- Identifying secondary education Equipment’s IntroWarm up activities.
Throwing -Demonstrate the Demonstra Physical Education Javelin 1. Fewlearners demonstrate to others throwing javelin and
-Javelin discuss and ting Sport and Mass Discus discus while the facilitator guides them.
and Discus javelin throwing Displays Wooden 3. Learners demonstrate throwing javelin and discus for a
throwing Junior poles distance while the facilitator guides them.
Competitio ( grade 3-7) Cones tape 4. Learners participate in javelin and discus throwing
ns Syllabus measure competitions
p. 32
Aim: Develop a firm for future studies in Physical education,Sports and Mass displays
END OF TERM TESTS
11&12
45
CONTENT S
REFERENCE
Heritage – Social Studies

BROAD AIMS
The learner should be able to:
• Appreciate and love Zimbabwe and its Chimurenga liberation war heroes and heroines
• Develop an appreciation of national heritage , sovereignty, governance, national symbols and events
• Identify with national symbols such as the National flag, National school Pledge, Anthem, Monuments and Heritage sites
• Explain significance of public holidays
• Describe the production and marketing of goods and servicesGender equity
• CROSS CUTTING THEMES
Family unity
Child Protection from abuse and diseases
such as AIDS
Heritage StudiesEnvironmental Issues
Financial literacy
Disaster Risk Management
Children’s Rights and Responsibilities
Topics
Identity: Family History and Local Heritage
Cultural Heritage
National History, Sovereignty and Governance
Entitlements/Rights and Responsibilities
SOURCE
Heritage and Social Junior Studies Syllabus
1 IDENTITY: During the Explaining Heritage ICT tools Assumed knowledge: Learners know their families
FAMILY lesson Identifying Social Pictures Introduction –Learners say what they know about
Lesson History and learners Describing Studies Resource families
1 local heritage should be able Junior person 1. Learners talk about their families while the facilitator
Types of to:- Identify syllabus Related guides them.
family types of family grade 3-7 literature 2 Learners in groups identify and describe types of
-Nuclear Page 46 families while the facilitator assists them.
46
CONTENT S
REFERENCE
family 3. Learners give feedback from their groups while the

Monogamous facilitator assists them.
Polygamous 4 Learners write an exercise in their exercise books
Child headed individually.
Single parent Conclusion.Oral review of the lesson.
IDENTITY: During the Explaining Heritage ICT tools Assumed knowledge: Learners know types of families.
Lesson Family lesson Identifying Social Pictures Introduction –Recap of the previous lesson.
2 History and learners Describing Studies Resource 1. Learners identify types of families.
local heritage should be able Junior person 2 Learners in groups identify responsibilities of
Types of to:- Identify syllabus Related children’s in the family while the facilitator assists them
family children’s grade 3-7 literature 3. Learners give feedback from their groups while the
-Children’s responsibilities Page 46 facilitator assists them.
responsibilitie in the family 4 Class discussion on group findings.
s in the family Conclusion.Oral review of the lesson.
IDENTITY: During the Explaining Heritage ICT tools Assumed knowledge: Learners know their
Lesson Family lesson Identifying Social Pictures responsibilities in the family.
3 History and learners Describing Studies Resource Introduction –Recap of the previous lesson.
local heritage should be able Junior person 1. Learners identify responsibilities of parents in the
Types of to:- Identify syllabus Related family.
family parents grade 3-7 literature 2 Learners in groups identify responsibilities of parents
-Parents responsibilities Page 46 in the family while the facilitator assists them
responsibilitie in the family 3. Learners give feedback from their groups while the
s in the family facilitator assists them.
4 Learners write an exercise in their books individually.
Conclusion.Revision and recap of concepts.
Lesson IDENTITY: During the Explaining Heritage ICT tools Assumed knowledge: Learners know types of families.
4 Family lesson Identifying Social Pictures Introduction –Recap of the previous lesson.
History and learners Describing Studies Resource 1. The facilitator gives focus of the lesson.
local heritage should be able Junior person 2. Learners in groups discuss on experiences of type of
Types of to:- syllabus Related family given while the facilitator guides them.
family Dramatizeexpe grade 3-7 literature 4. Learners dramatize the experience in each type of the
-Experiences rience in each Page 46 family while the facilitator guides them.
47
CONTENT S
REFERENCE
in each type of type of family. 4 Learners rehearse on front of the class while that
family. facilitator guides them.
Conclusion.Oral review of the lesson.
2 IDENTITY: During the Identifying Heritage Maps Assumed knowledge: Learners know their roles in the
Family lesson Displaying Social ICT tools family.
Lesson History and learners Explaining Studies Resource Introduction –Recap of the previous lesson.
1 local heritage should be able Junior person 1. The facilitator gives focus of the lesson.
Family and to:- syllabus Pictures 2. Learners in groups discuss on how families in the
surrounding - explain how grade 3-7 Related community relate to each other while the facilitator
community families in the Page 46 literature assists them.
-Relations community Work cads 3. Learners give feedback from their groups while the
among relate with facilitator assists them.
families in each other. 4 Learners write an exercise in their books individually.
rural areas, Conclusion.Revision of written work and recap of
urban, farms concepts.
and mines.
IDENTITY: During the Identifying Heritage Maps Assumed knowledge: Learners know their roles in the
Lesson Family lesson Displaying Social ICT tools family.
2 History and learners Explaining Studies Resource Introduction –Recap of the previous lesson.
local heritage should be able Junior person 1. The facilitator gives focus of the lesson.
Family and to:- syllabus Pictures 2. Learners identify types of families they know.
surrounding -identify roles grade 3-7 Related 3. Learners identify roles of the family members in the
community of the family Page 46 literature community while the facilitator guides them.
-Roles of the in the Work cads 4. Learners give feedback from their groups while the
family community. facilitator assists them.
members in 4 Learners answer oral questions from the facilitator.
the Conclusion. Oral review of the lesson.
community.
IDENTITY: During the Identifying Heritage Maps Assumed knowledge: Learners know institutions in their
Lesson Family lesson Displaying Social ICT tools areas.
3 History and learners Explaining Studies Resource Introduction –Recap of the previous lesson.
local heritage should be able Junior person 1. The facilitator gives focus of the lesson.
Family and to:- syllabus Pictures 2. Learners identify institutions in their communities
48
CONTENT S
REFERENCE
surrounding -State the grade 3-7 Related while the facilitator guides them.
community institution in Page 46 literature 3. Learners identify roles of instructions in the
-Roles of their Work cads community while the facilitator guides them.
institutions in community 4. Learners give feedback from their groups while the
the facilitator assists them.
community. 4 Learners write an exercise in their books individually.
Conclusion. Oral review of the lesson.
Lesson Revision test During the Naming Heritage Chalk board Assumed knowledge: Learners able to answer revision test
4 TOPIC: lesson learners Explaining Social Revision test questions
- Family and should be able Describing Studies questions Intro: Re-cape of the previous lessons
surrounding to:- - answer at Junior Work cards 1 The facilitator recaps the concepts taught during the week.
community least half of the 2. Learners and the facilitator discuss on concepts taught
syllabus
-All concepts revision test during the week.
questions given
grade 3-7 3 Learners answer revision test questions in their books
taught on the Page 46
these topics correctly. individually.
-Revision 4Revision of written work and recap of concepts
exercise Conclusion. Revision of work written
3 IDENTITY: During the Identifying Heritage Maps Assumed knowledge: Learners know that people can
Family lesson Displaying Social ICT tools move from a place to live on another place.
Lesson History and learners Explaining Studies Pictures Introduction –Recap of the previous lesson.
1 local heritage should be able Junior Work Cards 1. The facilitator gives focus of the lesson.
Human to:- syllabus Flash Cards 2. Learners explain the term migration while the
Migration -Explain grade 3-7 facilitator assists them.
-Migration. migration Page 46 3. Learners in groups list types of migration while the
-Types of -List types of facilitator assists them.
migration. migration 4. Learners give feedback from their groups while the
IDENTITY: During the Identifying Heritage Maps Assumed knowledge: Learners can explain the
Lesson Family lesson Displaying Social ICT tools migration.
2 History and learners Explaining Studies Pictures Introduction –Recap of the previous lesson.
local heritage should be able Junior Work Cards 1. The facilitator gives focus of the lesson.
49
CONTENT S
REFERENCE
Human to:- syllabus Flash Cards 2. Learners in groups identify the reasons for migration
Migration -Explain the grade 3-7 while the facilitator assists them.
-Cusses of reasons for Page 46 3. Learners give feedback from their groups while the
migration migration facilitator assists them.
4. Learners state the reasons of migration while the
facilitator guides them.
Lesson IDENTITY: During the Identifying Heritage Maps Assumed knowledge: Learners know causes of
3 Family lesson Displaying Social ICT tools migration.
History and learners Explaining Studies Pictures Introduction –Learners identify causes of migration.
Human to:- syllabus Flash Cards 2. Learners in groups identify effects of migration while
Migration -Describe grade 3-7 the facilitator assists them.
-effects of effects of Page 46 3. Learners give feedback from their groups while the
migration migration facilitator assists them.
4. Learners answer oral questions from the facilitator.
Lesson IDENTITY: During the Identifying Heritage Maps Assumed knowledge: Learners know causes of
4 Family lesson Displaying Social ICT tools migration.
History and learners Explaining Studies Pictures Introduction –Learners identify causes of migration.
Human to:- syllabus Flash Cards 2. Learners state effects of migration while the facilitator
Migration -Identify grade 3-7 guides them. 3. Learners in groups identify solutions
-Solutions to solutions to Page 46 to migration while the facilitator assists them.
migration migration 4. Learners give feedback from their groups while the
5. Learners write an exercise in their books individually.
4 IDENTITY: During the Identifying Heritage Maps Assumed knowledge: Learners learners know conflicts
Family lesson Displaying Social ICT tools are.
Lesson History and learners Explaining Studies Pictures Introduction. Recap of the previous lesson.
1 local heritage should be able Junior Work Cards 1. The facilitator gives focus of the lesson.
50
CONTENT S
REFERENCE
Conflicts to:- syllabus Resource 2. Learners explain what conflict is while the facilitator
Management -Define grade 3-7 person assists them.
at Family, conflict. Page 47 Newspapers 3. Learners in groups identify causes of conflicts at
School and and Magazines Family, school and community while the facilitator
Community assists them.
Level 4. Learners answer oral questions from the facilitator.
-Conflict Conclusion. Oral review of the lesson.
IDENTITY: During the Identifying Heritage Maps Assumed knowledge: Learners can explain the term
Lesson Family lesson Displaying Social ICT tools conflict.
2 History and learners Explaining Studies Pictures Introduction. Recap of the previous lesson.
Conflicts to:- syllabus Resource 2. Learners state causes of conflict at family, school and
Management -Identify the grade 3-7 person community level while the facilitator guides them.
at Family, causes and Page 47 Newspapers 3. Learners in groups identify effects of conflict at home,
School and effects of and Magazines school and community while the facilitator assists them.
Community conflict at 4. Learners give feedback from their groups while the
Level home, school facilitator assists them.
-Effects of and 5. Learners state effects of conflict while the facilitator
conflicts at community. assists.
home, school Conclusion. Oral review of the lesson.
and
community
level.
IDENTITY: During the Identifying Heritage Maps Assumed knowledge: Learners can identify causes of
Lesson Family lesson Displaying Social ICT tools effects at family, home and community.
Conflicts to:- syllabus Resource 2. Learners identify effects of conflict at home, school
Management -Describe grade 3-7 person and community while the facilitator assists them.
at Family, various ways Page 47 Newspapers 3. Learners in groups discuss ways of solving conflicts
School and of solving and Magazines at home, conflicts at home in school and at community
Community conflicts at while the facilitator assists them.
Level home in 4. Learners give feedback from their groups while the
51
CONTENT S
REFERENCE
-Ways of school and at facilitator assists them.

resolving community 5. Role play by learners on ways of resolving conflicts.
conflicts:- level. Conclusion. Oral review of the lesson.
Communicatio
n
Conflicts should be able Describing Studies questions Intro: Re-cape of the previous lessons
Management at to:- - answer at Work cards 1 The facilitator recaps the concepts taught during the week.
Family, School Junior
least half of the 2. Learners and the facilitator discuss on concepts taught
and Community syllabus
revision test during the week.
Level
questions given
-All concepts Page 47
correctly. individually.
taught on the
4Revision of written work and recap of concepts
these topics
Conclusion. Revision of work written
-Revision
exercise
5 IDENTITY: During the Identifying Heritage Maps Assumed knowledge: Learners can know their
Family lesson Displaying Social ICT tools indigenous language.
History and learners Explaining Studies Pictures Introduction. Recap of the previous lesson.
Lesson local heritage should be able Junior Work Cards 1. The facilitator gives focus of the lesson.
1 Language and to:- syllabus Resource 2. Learners in groups identify indigenous and foreign
Cultures in -identify grade 3-7 person languages spoken in Zimbabwe while the facilitator
Zimbabwe languages Page 47 Newspapers assists them.
-Language in spoken in and Magazines 3. Learners give feedback from their groups while the
Zimbabwe: Zimbabwe facilitator assists them.
Indigenous 4. Learners write an exercise in their books individually.
and foreign Conclusion. Oral review of the lesson.
IDENTITY: During the Identifying Heritage Maps Assumed knowledge: Learners can know their
Lesson Family lesson Displaying Social ICT tools indigenous language.
Language and to:- syllabus Resource 2. Learners locate various cultural groups in Zimbabwe
Cultures in -list various grade 3-7 person while facilitator guides them.
52
CONTENT S
REFERENCE
Zimbabwe cultural Page 47 Newspapers 3. Learners dramatize various cultural practices in

-Various practices and Magazines Zimbabwe while the facilitator guides them.
cultural found in 4. Class discussion on cultural practices in Zimbabwe.
practices Zimbabwe. Conclusion. Oral review of the lesson.
CULTURAL During the Identifying Heritage ICT tools Assumed knowledge: Learners know stages of human
Lesson HERITAGE : lesson Displaying Social Pictures development.
3 Rites of learners Explaining Studies Work Cards Introduction. Recap of the previous lesson.
passage for should be able Junior Resource 1. The facilitator gives focus of the lesson.
boys and girls to:- syllabus person 2. Learners identify stages of human development while
-Stages of -identify grade 3-7 Newspapers the facilitator assists them.
human stages of Page 48 and Magazines 3. Learners in groups discuss the rites of each stage of
development human human development while the facilitator guides them.
and rites development 4. Learners give feedback from their groups while the
associated from birth to facilitator assists them.
with adolescence 5. Learners write an exercise in their books individually.
-Birth, - -Explain rites Conclusion. Oral review of the lesson.
Infancy for each stage
- Adolescence
CULTURAL During the Identifying Heritage ICT tools Assumed knowledge: Learners know types of courtship.
HERITAGE : lesson Displaying Social Pictures Introduction. Recap of the previous lesson.
Courtship learners Explaining Studies Work Cards 1. The facilitator gives focus of the lesson.
-Roles of should be able Junior Resource 2. Learners in groups discuss indigenous and modern
courtship in to:- syllabus person ways of courtship while the facilitator assists them.
relation to -Explain the grade 3-7 Newspapers 3. Learners give feedback from their groups while the
marriage role of Page 48 and Magazines facilitator assists them.
courtship in 4. Learners give feedback from their groups while the
marriage. facilitator assists them.
6 CULTURAL During the Identifying Heritage ICT tools Assumed knowledge: Learners know types of courtship.
Lesson HERITAGE : lesson Displaying Social Pictures Introduction. Recap of the previous lesson.
1 Courtship learners Explaining Studies Work Cards 1. The facilitator gives focus of the lesson.
-Roles of should be able Junior Resource 2. Learners explain indigenous and modern ways of
53
CONTENT S
REFERENCE
courtship in to:- syllabus person courtship while the facilitator assists them.
relation to -Explain the grade 3-7 Newspapers 3. Learners in groups discuss on the role courtship in
marriage role of Page 48 and Magazines marriages while the facilitator assists them.
courtship in 4. Learners give feedback from their groups while the
marriage. facilitator assists them.
CULTURAL During the Identifying Heritage ICT tools Assumed knowledge: Learners have their friends.
Lesson HERITAGE : lesson Displaying Social Pictures Introduction. Recap of the previous lesson.
2 Courtship learners Explaining Studies Work Cards 1. The facilitator gives focus of the lesson.
-Establishing should be able Junior Resource 2. Learners in groups discuss on healthy boy-girl
relationships to:- syllabus person relationships while the facilitator assists them.
-Counselling -Explain grade 3-7 Newspapers 3. Learners give feedback from their groups while the
and Guidance healthy boy- Page 48 and Magazines facilitator assists them.
girl 4. Class discussion on group findings while the
relationships facilitator guides learners.
Conclusion. Recap of concepts.
Lesson CULTURAL During the Identifying Heritage ICT tools Assumed knowledge: Learners know marriage
3 HERITAGE : lesson Displaying Social Pictures ceremonies in their communities.
Indigenous learners Explaining Studies Work Cards Introduction. Recap of the previous lesson.
marriage should be able Junior Resource 1. The facilitator gives focus of the lesson.
customs to:- syllabus person 2. Learners describe marriage ceremonies in their
-Ceremonies -Describe grade 3-7 Newspapers communities while the facilitator guides them.
in our indigenous and Page 48 and Magazines 3. Learners analyse types of marriage ceremonies in
different modern Zimbabwe while the facilitator guides them.
cultural group marriage 4. Learners give feedback from their groups while the
practice facilitator guides them.
5. Class discussion on group findings while the
Conclusion.Oral review of the lesson.
-Cultural should be able Describing Studies questions Intro: Re-cape of the previous lessons
54
CONTENT S
REFERENCE
Heritage to:- - answer at Junior Work cards 1 The facilitator recaps the concepts taught during the week.
-All concepts least half of the syllabus 2. Learners and the facilitator discuss on concepts taught
taught on the revision test grade 3-7 during the week.
these topics questions given Page 48 3 Learners answer revision test questions in their books
-Revision correctly. individually.
exercise 4Revision of written work and recap of concepts
Conclusion. Revision of work written
7 CULTURAL During the Identifying Heritage ICT tools Assumed knowledge: Learners know types of marriage
HERITAGE : lesson Displaying Social Pictures ceremonies in Zimbabwe.
Lesson Indigenous learners Explaining Studies Work Cards Introduction. Recap of the previous lesson.
1 marriage should be able Junior Resource 1. The facilitator gives focus of the lesson.
customs to:- syllabus person 2. Learners discuss marriage ceremonies in their
-Marriage -Describe grade 3-7 Newspapers communities while the facilitator guides them.
ceremonies indigenous and Page 48 and Magazines 3. Learners dramatize marriage ceremonies in groups
modern while the facilitator guides them.
marriage 4. Class discussion on group findings while the
practice. facilitator guides them.
CULTURAL During the Identifying Heritage ICT tools Assumed knowledge: Learners know types of marriages
Lesson HERITAGE : lesson Displaying Social Pictures in their communities.
2 Marriage: learners Explaining Studies Work Cards Introduction. Recap of the previous lesson.
Civil and should be able Junior Resource 1. The facilitator gives focus of the lesson.
Customary to:- syllabus person 2. Learners in groups simulate and dramatize types of
-Customary -Identify types grade 3-7 Newspapers marriages while the facilitator guides them.
marriages of marriages Page 48 and Magazines 3. Class discussion on types of marriages while the
CULTURAL During the Identifying Heritage ICT tools Assumed knowledge: Learners know types of marriages
Lesson HERITAGE : lesson Displaying Social Pictures in their communities.
3 Marriage: learners Explaining Studies Work Cards Introduction. Recap of the previous lesson.
Customary to:- syllabus person 2. Learners discuss on types of marriages while the
-Civil -Identify types grade 3-7 Newspapers facilitator assists
55
CONTENT S
REFERENCE
marriages of marriages Page 48 and Magazines 3. Role playing by learners on different types of
marriages while the facilitator guides them.
Lesson CULTURAL During the Identifying Heritage ICT tools Assumed knowledge: Learners know types of marriages
4 HERITAGE : lesson Displaying Social Pictures in their communities.
Marriage: learners Explaining Studies Work Cards Introduction. Recap of the previous lesson.
Customary to:- syllabus person 2. Learners identify types of marriages while the
-Advantages -Explain the grade 3-7 Newspapers facilitator assists them.
and significance of Page 48 and Magazines 3. Learners in groups explain the advantages and
Disadvantages marriage disadvantages of given types of marriages while the
of types of certificates. facilitator assists them.
marriages 4. Learners give feedback from their groups while the
8 NATIONAL During the Identifying Heritage ICT tools Assumed knowledge: Learners know how people live
HISTORY: lesson Displaying Social Pictures long ago.
Lesson Sovereignty learners Explaining Studies Work Cards Introduction. Recap of the previous lesson.
1 & should be able Junior Resource 1. The facilitator gives focus of the lesson.
Governance to:- syllabus person 2. Learners list pre-colonial states while the facilitator
The pre- -Identify the grade 3-7 Caves assists them.
Colonial pre-colonial Page 49 Maps 3. Learners in groups discuss on the social, political and
Kingdoms states Hunting tools economic life of the people of Great Zimbabwe state
-Pre- -describe the while the facilitator assists them.
colonialstates: social, 4. Learners give feedback from their groups while the
-Great Political and facilitator assists them.
Zimbabwe economic life 5. Learners write an exercise individually in their books
of Great Conclusion. Oral review of the lesson.
Zimbabwe
State
Lesson NATIONAL During the Identifying Heritage ICT tools Assumed knowledge: Learners know pre-colonial states.
2 HISTORY: lesson Displaying Social Pictures Introduction. Recap of the previous lesson.
Sovereignty learners Explaining Studies Work Cards 1. The facilitator gives focus of the lesson.
56
CONTENT S
REFERENCE
& should be able Junior Resource 2. Learners list pre-colonial states while the facilitator
Governance to:- syllabus person assists them.
The pre- -Identify the grade 3-7 Caves 3. Learners in groups discuss on the social, political and
Colonial pre-colonial Page 49 Maps economic life of the people of Mutapa State while the
Kingdoms states Hunting tools facilitator assists them.
-Pre-colonial -describe the 4. Learners give feedback from their groups while the
states: social, facilitator assists them.
-Mutapa State Political and 5. Learners write an exercise individually in their books
economic life Conclusion. Oral review of the lesson.
of the Mutapa
State
NATIONAL During the Identifying Heritage ICT tools Assumed knowledge: Learners know pre-colonial states.
Lesson HISTORY: lesson Displaying Social Pictures Introduction. Recap of the previous lesson.
3 Sovereignty learners Explaining Studies Work Cards 1. The facilitator gives focus of the lesson.
The pre- -describe the grade 3-7 Caves 3. Learners in groups discuss on the social, political and
Colonial social, Page 49 Maps economic life of the people of Rozvi State while the
Kingdoms Political and Hunting tools facilitator assists them.
-Pre-colonial economic life 4. Learners give feedback from their groups while the
states: of the Rozvi facilitator assists them.
-Rozvi State State. 5. Learners write an exercise individually in their books
NATIONAL During the Identifying Heritage ICT tools Assumed knowledge: Learners know pre-colonial states.
Lesson HISTORY: lesson Displaying Social Pictures Introduction. Recap of the previous lesson.
4 Sovereignty learners Explaining Studies Work Cards 1. The facilitator gives focus of the lesson.
The pre- -describe the grade 3-7 Caves 3. Learners in groups discuss on the social, political and
Colonial social, Page 49 Maps economic life of the people of the Ndebele state while
Kingdoms Politicaland Hunting tools the facilitator assists them.
-Pre-colonial economic life 4. Learners give feedback from their groups while the
states: of the Ndebele facilitator assists them.
57
CONTENT S
REFERENCE
-The Ndebele State 5. Learners write an exercise individually in their books

State Conclusion. Oral review of the lesson.
Revision test During the Naming Heritage Chalk board Assumed knowledge: Learners able to answer revision test
TOPIC: lesson learners Explaining Social Revision test questions
-Identity: should be able Describing Studies questions Intro: Re-cape of the previous lessons
Family history to:- - answer at Junior Work cards 1 The facilitator recaps the concepts taught during the week.
and local least half of the 2. Learners and the facilitator discuss on concepts taught
syllabus
heritage revision test during the week.
-All concepts questions given
taught on the correctly. Page 46 individually.
these topics 4Revision of written work and recap of concepts
-Revision Conclusion. Revision of work written
exercise
9 NATIONAL During the Identifying Heritage ICT tools Assumed knowledge: Learners know history of
HISTORY: lesson Displaying Social Pictures indigenous people and the Europeans.
Lesson Sovereignty learners Explaining Studies Work Card Introduction. Recap of the previous lesson.
1 & should be able Junior Museums 1. The facilitator gives focus of the lesson.
Governance to:- syllabus Hunting tools 2. Learners list early missionaries, hunters, mineral
Effects of first -Describe and grade 3-7 prospers while the facilitator assists them.
Contact with Explain the Page 49 3. Learners in groups discuss the lifestyle changes
Europeans first contact brought about the early contact with the Europeans
-Europeans:- and effects of while the facilitator assists them.
-missionaries the first 4. Learners give feedback from their groups while the
-hunters contact facilitator assists them.
-mineral between 5. Learners write an exercise individually in their books
prospectors Europeans and Conclusion. Oral review of the lesson.
Indigenous
people.
NATIONAL During the Identifying Heritage ICT tools Assumed knowledge: Learners know history of
Lesson HISTORY: lesson Displaying Social Pictures indigenous people and the Europeans.
2 Sovereignty learners Explaining Studies Work Card Introduction. Recap of the previous lesson.
& should be able Junior Museums 1. The facilitator gives focus of the lesson.
Governance to:- syllabus Hunting tools 2. Learners list early missionaries, hunters, mineral
Effects of first -Describe and grade 3-7 prospers while the facilitator assists them.
58
CONTENT S
REFERENCE
Contact with Explain the Page 49 3. Learners in groups discuss the effects of the first
Europeans effects of the contact between Europeans and Indigenous people while
-Europeans:- first contact the facilitator assists them.
-missionaries between 4. Learners give feedback from their groups while the
-hunters Europeans and facilitator assists them.
-mineral Indigenous 5. Learners write an exercise individually in their books
prospectors people. Conclusion. Oral review of the lesson.
NATIONAL During the Identifying Heritage ICT tools Assumed knowledge: Learners know some of the laws
Lesson HISTORY: lesson Displaying Social Pictures in communities.
Governance to:- syllabus Hunting tools 2. Learners research the historical development of laws
Development -Outline the grade 3-7 while the facilitator guides them.
of Indigenous development Page 49 3. Learners in groups discuss indigenous laws,
Laws of indigenous community court and activities at the chief’s court while
-Historical laws the facilitator assists them.
development 4. Learners give feedback from their groups while the
of laws: facilitator assists them.
-Indigenous 5. Learners write an exercise individually in their books
laws Conclusion. Oral review of the lesson.
-Community
court
-National should be able Describing Studies questions Intro: Re-cape of the previous lessons
history: to:- - answer at Junior Work cards 1 The facilitator recaps the concepts taught during the week.
sovereignty & least half of the 2. Learners and the facilitator discuss on concepts taught
syllabus
governance revision test during the week.
questions given
-All concepts Page 49
taught on the correctly. individually.
these topic 4Revision of written work and recap of concepts
exercise
59
CONTENT S
REFERENCE
10 NATIONAL During the Identifying Heritage ICT tools Assumed knowledge: Learners know some of the roles
HISTORY: lesson Displaying Social Pictures played by community leaders in their communities.
Sovereignty learners Explaining Studies Work Card Introduction. Recap of the previous lesson.
Lesson & should be able Junior Museums 1. The facilitator gives focus of the lesson.
1 Governance to:- syllabus Hunting tools 2. Learners and the facilitator discuss on roles of village
Roles of -Identify the grade 3-7 Constitution of head, headman, chiefs and Councillors.
Village Head, role of Page 50 Zimbabwe 3. Learners in groups discuss roles of village head,
Headman, community Pamphlets headman, chiefs and Councillors giving exampleswhile
Chief and leaders at local the facilitator assists them.
Councillor level. 4. Learners give feedback from their groups while the
-Roles of: facilitator assists them.
-Village 5. Learners write an exercise individually in their books
heads, Conclusion. Oral review of the lesson.
headman,
Chief and
Con
NATIONAL During the Identifying Heritage ICT tools Assumed knowledge: Learners know some of the roles
Lesson HISTORY: lesson Displaying Social Pictures played by community leaders in their communities.
Governance to:- syllabus Hunting tools 2. Learners in groups identify roles of the presiding over
Roles of -Identify the grade 3-7 Constitution of civil cases, project initiators, implementers and
Village Head, roles of:- the Page 50 Zimbabwe managers while the facilitator assists them.
Headman, presiding over Pamphlets 4. Learners give feedback from their groups while the
Chief and civil cases, facilitator assists them.
Councillor project 5. Role-playing on proceedings at the chief’s court while
-Roles of the initiators, the facilitator guides learners.
community implementers Conclusion. Oral review of the lesson.
leaders and managers
NATIONAL During the Identifying Heritage ICT tools Assumed knowledge: Learners know local authorities in
Lesson HISTORY: lesson Displaying Social Pictures their communities.
3 Sovereignty & learners Explaining Studies Work Card Introduction. Recap of the previous lesson.
Governance should be able Junior Museums 1. The facilitator gives focus of the lesson.
60
CONTENT S
REFERENCE
Local to:- syllabus Hunting tools 2. Learners and the facilitator discuss on local
Government -Identify local grade 3-7 Constitution of authorities.
-Types of local governments Page 50 Zimbabwe 3. Learners in groups describe the functions of local
government -Explain the Pamphlets government authorities while the facilitator assists them.
units
functions of 4. Learners give feedback from their groups while the
-Urban councils
-Rural councils
local facilitator assists them.
-Metropolitan government. 5. Learners write an exercise in their books individually.
provinces Conclusion. Oral review of the lesson.
-National should be able Describing Studies questions Intro: Re-cape of the previous lessons
history:Soverei to:- - answer at Junior Work cards 1 The facilitator recaps the concepts taught during the week.
gnty & least half of the 2. Learners and the facilitator discuss on concepts taught
syllabus
Governance revision test during the whole week.
-All concepts questions given
taught on the correctly. Page 45- individually.
these topics 46 4Revision of written work and recap of concepts
exercise
11&12 END OF TERM TESTS
FAMILY RELIGION MORAL EDUCATION

BROAD AIMS
By the end of the study leaners should be able;
• To promote the spiritual, religious and moral development of the learner
• To develop an appreciation of the value and dignity of hard work
• To increase an appreciation of Zimbabwe’s religious heritage
• To develop an appreciation of the existence of the supreme being as portrayed by various religions
TOPICS
61
CONTENT S
REFERENCE
FAMILY
RELIGION
 Family unity
o Children’s Rights and Responsibilities
Weekly aim: To foster an understanding of the importance of belonging to a family, religion and community in shaping acceptable character, behaviour and attitude.
1 FAMILY During the -Identifying Fareme -Pictures Assumed knowledge: learners know members of their
CONCEPT OF lesson -Naming Junior showing family.
TH FAMILY learners -explaining syllabus family Intro-Learners sing a song while mentioning family
Lesso Family origin should be able grade 3-7 members. members.
n -origin of the to:- (2015 - -work cards 1. Learners list their families and members
1 family -state the 2022) 2. Learners in groups identify family members and the
origin of the Page 42 origin of their families while the facilitator assists them.
family 3. Learners give feedback from their groups while the
4-Individual written work on family members.
Con Oral questions on the family members.
Lesso FAMILY During the -Identifying Fareme -Pictures Assumed knowledge: learners know members of their
n CONCEPT OF lesson -Naming Junior showing family.
2 TH FAMILY learners -explaining syllabus family Intro-Recap of the previous lesson.
Family types should be able grade 3-7 members. 1. Learners list their families and members
and to:- list (2015 - -work cards 2. Learners in groups list members of their families.
relationships members of 2022) 3. Learners give feedback from groups while the
-Type of their families. Page 42 facilitator assists them.
families 4-Individual written work on family members.
62
CONTENT S
REFERENCE
- Members of Con Oral questions on the family members.

the family
FAMILY During the -Identifying Fareme -Pictures Assumed knowledge: learners know members of their
CONCEPT OF lesson -Naming Junior showing family.
Lesso TH FAMILY learners -explaining syllabus family Intro-Recap of the previous lesson.
n Family types should be able grade 3-7 members. 1. Learners list their families and members
3 and to:- (2015 - -work cards 2. The facilitator explains and demonstrates on types of
relationships -state types of 2022) family. 3. Learners identify types of family while the
-Type of families Page 42 facilitator assists them. 4. Learners give feedback from
families groups while the facilitator assists them.
- Nuclear 5-Individual written work on family members.
family Con Oral questions on the family members.
-child headed
-one parent
Lesso FAMILY During the -Identifying Fareme -Pictures Assumed knowledge: learners know members of their
n4 CONCEPT OF lesson -Naming Junior showing family.
TH FAMILY learners -explaining syllabus family Intro-Recap of the previous lesson.
Family types should be able grade 3-7 members. 1. Learners list members of their families.
and to:- describe (2015 - -work cards 2. Learners in groups discuss the relationships within their
relationships the 2022) families while the facilitator assists them.
-Relationships relationships Page 42 3. Learners give feedback from groups while the
within the within their facilitator assists them.
families. families. 4-Individual written work on family members.
Con Oral questions on the family members.
Weekly aim: To foster an understanding of the importance of belonging to a family, religion and community in shaping acceptablecharacter, behaviour and attitude.
2 FAMILY During the -Stating FAREME Resource Assumed knowledge: learners know their family name
Concept of the lesson learners -discussing Junior person Intro: Learners play a game while mentioning family
Lesso family should be able -explaining syllabus Magazines names.
n -lineages and to:- grade 3-7 ICT tools 1. The facilitator explains and demonstrates on the the
1 totems -define a lineage Page 42 Work cards concepts of lineage.
- Lineage charts 2. Learners in groups discuss lineage (their forefathers) in
their families while the facilitator assists them.
63
CONTENT S
REFERENCE

Con Revision of written work and recap of concepts
Lesso FAMILY During the -Stating FAREME Resource Assumed knowledge: learners know their family name
n Concept of the lesson learners -discussing Junior person Intro: Recap of the previous lesson
2 family should be able -explaining syllabus Magazines 1. The facilitator explains on ethnic groups (a group of
-lineages and to:- grade 3-7 ICT tools people having common racial).
totems -identify ethic Page 42 Work cards 2. Learners in groups identify and discuss on their ethnic
- Ethic groups groups in their charts groups while the facilitator assists them.
in families families and 3. Learners give feedback from their groups while the
communities facilitator assists them.
Con Revision of written work and recap of concepts
FAMILY During the -Stating FAREME Resource Assumed knowledge: learners know their family name
Lesso Concept of the lesson learners -discussing Junior person Intro: Recap of the previous lesson.
n family should be able -explaining syllabus Magazines 1. Learners identify their family totems while the facilitator
3 -lineages and to:- grade 3-7 ICT tools assists them.
totems -identify own Page 42 Work cards 2. Learners in groups discuss on their family totems while
- Totem totems charts the facilitator assists them.
4. Class discussion on group findings.
Con Learners answer oral questions from the facilitator.
FAMILY During the -Stating FAREME Resource Assumed knowledge: learners know their family name
Lesso Concept of the lesson learners -discussing Junior person Intro: Recap of the previous lesson.
n family should be able -explaining syllabus Magazines 1. Learners identify their family totems while the facilitator
4 -lineages and to:- grade 3-7 ICT tools assists them.
totems -recite own Page 42 Work cards 2. Learners recite poems of their family totems while the
- Totem totem charts facilitator guides them.
3. Learners take turns to recite poems of their family totems
4. Class discussion on family totems.
Con Learners answer oral questions from the facilitator.
Weekly aim: To foster an understanding of the importance of belonging to a family, religion and community in shaping acceptablecharacter, behaviour and attitude.
64
CONTENT S
REFERENCE
3 FAMILY During the lesson Stating FAREME -magazines Assumed knowledge: learners belong to a religion
Family and learners should Explaining Junior -Learning Intro: class discussion on different types of religions.
Lesso religion be able to:- Discussing syllabus charts 1. Learners identify methods of marrying they know.
n Family Life -state ways of discussing grade 3-7 -Resource 2. Learners in groups discuss on different methods of
and marriage
1 marrying in Page 42 person marrying while the facilitator assists them.
in religion
-ways of
religion 3. Learners give feedback from their groups while the
marrying facilitator assists them.
4.Learners write individual work on methods of marrying.
Con. Revision and recap of concepts
Lesso FAMILY During the lesson Stating FAREME -magazines Assumed knowledge: learners belong to a religion
n Family and learners should Explaining Junior -Learning Intro: class discussion on different types of religions.
2 religion be able to:- Discussing syllabus charts 1. Learners identify methods of marrying they know.
Family Life -identify ways of discussing grade 3-7 -Resource 2. Learners in groups demonstrate a role play on different
and marriage
marrying in Page 42 person methods of marrying while the facilitator assists them.
in religion
-ways of
religion 3. Role- playing by learners on ways of marriage while the
marrying facilitator guides them.
4.Class discussion on ways of marrying in religions
Con. Learners answer oral questions from the facilitator.
FAMILY During the lesson Stating FAREME -work cards Assumed knowledge: learners know their roles at school
Lesso Family and learners should Explaining Junior -Learning and at home.
n3 religion be able to:- Discussing syllabus charts Intro: Recap of the previous lesson
Family roles -identify family discussing grade 3-7 -Resource 1. Learners identify their roles at school and at home.
in the
roles in the Page 43 person 2. Learners in groups identify roles of family in the
community
-Family roles
community community while the facilitator guides them.
4.Class discussion group findings.
Revision Ex During the lesson Explaining FAREME -work cards Assumed knowledge: learners are able to answer revision
Lesso Topics: learners should Describing Junior Flash cards test questions.
n Family be able to:- Identifying syllabus Charts Intro: Recap of concepts taught during the week.
4 -family and Answer at least grade 3-7 1. Class discussion of concepts taught during the week.
community half of the Page 43 2. Learners write revision test in their books individually.
65
CONTENT S
REFERENCE
-Revision revision test 3. Revision and recap of written work.

test questions given Con. Recap of concepts.
questions correctly.
Weekly aim: To foster an understanding of the importance of belonging to a family, religion and community in shaping acceptable character, behaviour and attitude.
4 FAMILY During the Stating FAREME -work cards Assumed knowledge: learners know roles of family in the
Family and lesson learners Explaining Junior -Learning community.
Lesso community should be able Discussing syllabus charts Intro: Recap of the previous lesson
n Family roles in to:- discussing grade 3-7 -Resource 1. Learners identify family roles in the community.
the community
1 -Explain why it Page 43 person 2. Learners in groups discuss on importance of roles of
-Family roles
-cooperatives
is important to family in the community while the facilitator guides them.
-attending have family 3. Learners give feedback from their groups while the
funerals roles in the facilitator assists them.
-attending community. 4.Individual written work.
weddings Con. Learners answer oral questions from the facilitator.
FAMILY During the Stating FAREME -work cards Assumed knowledge: learners know their roles and roles
Lesso Family and lesson learners Explaining Junior -Learning of parents at home.
n2 community should be able Discussing syllabus charts Intro: Recap of the previous lesson
Family to:- discussing grade 3-7 -Resource 1. Learners identify their roles and roles of parents at home.
interaction
-Explain how Page 43 person 2. Learners in groups discuss on how families depend on
-Family
interaction such
families interact each other and list resources they can share while the
as –working with each other facilitator assists them.
together e.g. child 3. Learners give feedback from their groups while the
-sharing minding facilitator assists them.
resources Emotional 4.Individual written work.
support Con. Revision of written work and recap of concepts.
FAMILY During the Stating FAREME -work cards Assumed knowledge: learners know ways of taking care of
lesson Family and lesson learners Explaining Junior -Learning their books and belongings.
3 community should be able Discussing syllabus charts Intro: Recap of the previous lesson
Caring for the to:- discussing grade 3-7 -Resource 1. Learners explain how they take care of their belonging.
needy
-state ways of Page 43 person 2. Learners in groups identify and explain ways of caring
-ways of caring
for the needy
caring for the for the needy in the community while the facilitator assists
-Home based needy in the them.
community. 3. Learners give feedback from their groups while the
66
CONTENT S
REFERENCE
care facilitator assists them.

4.Class discussion on group findings
Lesso FAMILY During the Explaining FAREME work cards Assumed knowledge: learners know needy people.
n FAMILY AND lesson learners Describing Junior -sentence Intro: -learners sing a song ( ndinodakufanananaThabita)
COMMUNITY
4 Caring for the should be able discussing syllabus strips 1. Learners state some ways of helping the needy.
needy to:- -explain grade 3-7 -learning 2. Learners in groups explain some ways of helping the
-The needy such ways of helping Page 43 charts needy.
as: the needy -pictures 3. Learners give feedback from their groups while the
-Orphans and
vulnerable
-answer showing facilitator assists them.
children questions people who 4. Individual written work on the ways of helping the
-The aged correctly need help needy.
The handicapped Con-Question and answers on the work done while the
facilitator is assisting the learners where possible.
Weekly aim: To promote the spiritual, religious and moral development of the learners.
5 Social and During the lesson Explaining FAREME Work cards Assumed knowledge: learners have neighbours.
emotional learners should be Describing Junior -Sentence Intro: -recap of the previous lesson.
Lesso learning able to:- - identify Discussing syllabus strips 1. Learners name their neighbours at home.
n Social neighbours Identifying grade 3-7 Learning 2. In groups learners discuss importance of neighbours while the
awareness Page 44 charts facilitator assists them.
1
Neighbours -Pictures 3. Learners give feedback from their groups while the facilitator
assists them.
4. Individual written work on the importance of neighbours.
Con. Revision of written and recap of concepts.
Social and During the lesson Explaining FAREME Work cards Assumed knowledge: learners know importance of neighbours.
Lesso emotional learners should be Describing Junior -Sentence Intro: -Recap of the previous lesson.
n learning able to:- - explain Discussing syllabus strips 1. Learners name their neighbours at home.
2 Social the importance of Identifying grade 3-7 Learning 2. In groups learners identify ways of socialising in the
awareness socialisation within Page 44 charts community and discuss on the importance of socialisation while
-Socialisation the communities. -Pictures the facilitator assists them.
within the 3. Learners give feedback from their groups while the facilitator
communities assists them.
Social and During the lesson Explaining FAREME Work cards Assumed knowledge: Learners know difference between them
67
CONTENT S
REFERENCE
Lesso emotional learners should be Describing Junior -Sentence and their friends.
n learning able to:- - Identify Discussing syllabus strips Intro: -Recap of the previous lesson.
3 Empathy and diversity in human Identifying grade 3-7 Learning 1. Learners identify differences between them and their friends.
appreciation beings Page 44 charts 2. In groups learners identify difference in people while the
for diversity -Pictures facilitator assists them.
-Diversity in 3. Learners give feedback from their groups while the facilitator
human beings assists them.
4. Individual written on diversity in human beings.
Con. Revision of written work and recap of concepts.
Lesso Social and During the lesson Explaining FAREME Work cards Assumed knowledge: Learners can identify deference between
n4 emotional learners should be Describing Junior -Sentence them and their friends.
learning able to:- - Justify Discussing syllabus strips Intro: -Recap of the previous lesson.
Empathy and the need to Identifying grade 3-7 Learning 1. Learners identify differences in people.
appreciation appreciate diversity. Page 44 charts 2. In groups learners discuss on importance of tolerance while the
for diversity -Pictures facilitator assists them.
-Tolerance 3. Learners give feedback from their groups while the facilitator
assists them.
4. Class discussion on group findings.
Weekly aim: To promote the spiritual, religious and moral development of the learners.
6 RELIGION During the lesson Identifying FAREME a learning Assumed knowledge: learners know some of the religions in
The concept of learners should be Justifying Junior chart their communities.
Lesson religion able to:- - Explaining syllabus -Work cards Intro: Question and answers on the different religions from their
-Religion in -List major Describing grade 3-7 -learning communities.
1 the country religions in discussing Page 45 charts 1. Facilitator probes the learners to explain ways of worship of
-Religion in Zimbabwe -sentence different religions.
Zimbabwe – strips 2. Learners in groups identify religions in Zimbabwe while the
Indigenous facilitator assists them.
religion 3. Learners give feedback from their groups while the facilitator
-Christianity assists them.-
-Judaism 4. Individual written work.
Con-the facilitator sums up being emphasising on the main points
of the lesson.
Lesson RELIGION During the lesson Identifying FAREME a learning Assumed knowledge: learners know their religions
2 The concept of learners should be Justifying Junior chart Intro: Question and answers on their religions
religion able to:- - Explaining syllabus -Work cards 1. Learners identify their religions while the facilitator guides
68
CONTENT S
REFERENCE
-Religion in -State the Describing grade 3-7 -learning them.

the country advantages of discussing Page 45 charts 2. Learners in groups identify and describe advantages of
-Religion in belonging to a -sentence belonging to a religion while the facilitator guides them.
Zimbabwe religion. strips 3. Learners give feedback from their groups while the facilitator
assists them.-
Con-the facilitator sums up being emphasising on the main points
of the lesson.
RELIGION During the lesson Identifying FAREME a learning Assumed knowledge: learners know different religions from their
Lesson Indigenous learners should be Justifying Junior chart locality.
3 Religion able to:- - Explaining syllabus -Work cards Intro: watching videos of the indigenous believers.
-National -Name national Describing grade 3-7 -learning 1. Outlining the historical background of the religion.
ancestors – ancestors discussing Page 46 charts 2. In groups learners identify national ancestors while the
National -sentence facilitator guides them.
ancestors strips 3.Learners give feedback from their groups while the facilitator
such as Resource assists them.
chaminuka, person 4. Individual written exercise.
Mufemberi, Con: oral review of the lesson.
Thobela etc.
Lesson RELIGION During the lesson Identifying FAREME a learning Assumed knowledge: learners can list national ancestors.
4 Indigenous learners should be Justifying Junior chart Intro: Recap of the previous lesson.
Religion able to:- - Explaining syllabus -Work cards 1. Learners identify national ancestors in Zimbabwe.
-National -State the various Describing grade 3-7 -learning 2. In groups learners identify roles played by the national
ancestors roles played by the discussing Page 46 charts ancestors during the the first and second wars of liberation while
-Roles played national ancestors -sentence the facilitator assists them.
by National in the liberation of strips 3.Learners give feedback from their groups while the facilitator
ancestors in Zimbabwe. Resource assists them.
the liberation person 4. Individual written exercise.
struggle Con: oral review of the lesson.
Weekly aim: To develop an appreciation of the existence of the Supreme Being as portrayed by various religion.
7 RELIGION During the lesson Identifying FAREME a learning Assumed knowledge: learners know of the religious ceremonies.
Indigenous learners should be Justifying Junior chart Intro: Recap of the previous lesson.
Lesson Religion able to:- - Explaining syllabus -Work cards 1.Learners name religious ceremonies they know.
1 -Religious -Name religious Describing grade 3-7 -learning 2. The facilitator explains on religious ceremonies/festivals
ceremonies/ ceremonies/festival discussing Page 46 charts 3. In groups learners discuss on difference between given
festivals in s done in families -sentence religious ceremonies/festivals while the facilitator assists them.
69
CONTENT S
REFERENCE
families strips 4.Learners give feedback from their groups while the facilitator
- Religious Resource assists them.
ceremonial person 5. Individual written exercise.
festivals Con: oral review of the lesson.
Lesson RELIGION During the lesson Identifying FAREME a learning Assumed knowledge: learners know of the religious ceremonies.
2 Indigenous learners should be Justifying Junior chart Intro: Recap of the previous lesson.
Religion able to:- - Explaining syllabus -Work cards 1. Learners name religious ceremonies they know.
-Religious -Describe the Describing grade 3-7 -learning 2. In groups learners discuss on process involved in conducting
ceremonies/ process involved in discussing Page 46 charts family ceremonies/festivals while the facilitator assists them.
festivals in conducting family -sentence 3.Learners give feedback from their groups while the facilitator
families ceremonials/festival strips assists them.
- Religious s Resource 4. Class discussion on group findings
ceremonies person Con: Oral review of the lesson.
RELIGION During the lesson Identifying FAREME a learning Assumed knowledge: learners know ceremonial artefacts.
Lesson Indigenous learners should be Justifying Junior chart Intro: Recap of the previous lesson.
3 Religion able to:- - Explaining syllabus -Work cards 1. Learners list ceremonial artefacts they know.
-Religious -List religious Describing grade 3-7 -learning 2. The facilitator explains on ceremonial artefacts.
ceremonies/ ceremonial artefacts discussing Page 46 charts 2. In groups learners list different ceremonial artefacts while the
festivals in -sentence facilitator assists them.
families strips 3.Learners give feedback from their groups while the facilitator
-artefacts such Resource assists them.
as – wooden person 4. Individual written work.
plate, snuff Con: Oral review of the lesson.
container etc.
Revision Ex During the lesson Explaining FAREME -work cards Assumed knowledge: learners are able to answer revision
Lesson Topics: learners should Describing Junior Flash cards test questions.
4 Religion be able to:- Identifying syllabus Charts Intro: Recap of concepts taught during the week.
Indigenous Answer at least grade 3-7 1. Class discussion of concepts taught during the week.
religion half of the Page 46 2. Learners write revision test in their books individually.
-Revision revision test 3. Revision and recap of written work.
test questions given Con. Recap of concepts.
Weekly aim: To develop an appreciation of the existence of the Supreme Being as portrayed by various religion
8 RELIGION During the lesson Identifying FAREME a learning Assumed knowledge: learners know ceremonial artefacts.
70
CONTENT S
REFERENCE
Lesson Religion able to:- - Explaining syllabus -Work cards 1. Learners list ceremonial artefacts they know.
1 -Religious -State the items of Describing grade 3-7 -learning 2. Learners explain functions of artefacts while the facilitator
ceremonies/ ritual clothing worn discussing Page 46 charts assists them.
festivals in by practitioners -sentence 3. Learners in groups name and describe different clothes for
families strips rituals while the facilitator assists them.
-attire of Resource 4.Learners give feedback from their groups while the facilitator
practitioners – person assists them.
ceremonial 5. Individual written work.
clothes Con: Oral review of the lesson.
RELIGION During the lesson Identifying FAREME a learning Assumed knowledge: learners know their totems.
2 Religion able to:- - Explaining syllabus -Work cards 1. The facilitator explains on roles of lineage and totems
-Role of -Explain the role of Describing grade 3-7 -learning 2. Learners in groups research on roles of line age and totems
lineage and lineage and totems discussing Page 46 charts 3. Learners in groups discuss on roles of lineage and totems while
totems -sentence the facilitator assists them.
-Lineages and strips 4.Learners give feedback from their groups while the facilitator
totems Resource assists them.
person Con: Oral review of the lesson.
RELIGION During the Identifying FAREME a learning Assumed knowledge: learners know some of the ceremonial
Lesson Indigenous lesson learners Justifying Junior chart artefacts.
3 Religion should be able Explaining syllabus -Work cards Intro: Recap of the previous lesson.
-Artefacts and to:- - Describing grade 3-7 -learning 1. Learners name ceremonial artefacts they know.
attire -Describe discussing Page 47 charts 2. The facilitator explains on ceremonial artefacts and attire.
-Ceremonial ceremonial -sentence 3. Learners in groups discuss on ceremonial artefacts and attire
artefacts and attire and strips while the facilitator assists them.
attire such as- artefacts Resource 4.Learners give feedback from their groups while the facilitator
head gear, whisk, person assists them.
gourd, walking 5. Class discussion on group findings
stick et Con: Learners answer oral questions from the facilitator
Lesson RELIGION During the Identifying FAREME a learning Assumed knowledge: learners know some of the ceremonial
4 Indigenous lesson learners Justifying Junior chart artefacts.
Religion should be able Explaining syllabus -Work cards Intro: Recap of the previous lesson.
-Artefacts and to:- - Describing grade 3-7 -learning 1. Learners describe ceremonial attire and artefacts shown on
attire -Draw various discussing Page 47 charts pictures while the facilitator assists them.
-Ceremonial ceremonial -sentence 2. Learners draw ceremonial attire and artefacts while the
attire and attire and strips facilitator guides them.
71
CONTENT S
REFERENCE
artefacts such as- artefacts Resource 3. Learners in groups construct artefacts while the facilitator
head gear, whisk, person assists them.
gourd, walking -real artefacts 4.Learners display their illustrations and their artefacts.
stick et Con: Oral review of the lesson.
9 RELIGION During the lesson Identifying FAREME a learning Assumed knowledge: learners know some of religious
Indigenous learners should be Justifying Junior chart practitioners
Lesson Religion able to:- - Explaining syllabus -Work cards Intro: Recap of the previous lesson.
1 -Religious -identify religious Describing grade 3-7 -learning 1. Learners name religious practitioners they know while the
practitioners practitioners discussing Page 47 charts facilitator assists them.
-Religious -sentence 2. Learners in groups identify religious practitioners while the
practitioners:- strips facilitator assists them.
spirit Resource 3.Learners give feedback from their groups while the facilitator
mediums, person assists them.
traditional -real objects 4. Individual written work.
healers -Pictures Con: Oral review of the lesson.
Lesson RELIGION During the lesson Identifying FAREME a learning Assumed knowledge: learners know some of religious
2 Indigenous learners should be Justifying Junior chart practitioners
Religion able to:- - Explaining syllabus -Work cards Intro: Recap of the previous lesson.
-Religious -describe religious Describing grade 3-7 -learning 1. Learners identify religious practitioners while the facilitator
practitioners practitioners discussing Page 47 charts assists them.
-Religious -sentence 2. Learners in groups discuss on work of religious practitioners
practitioners:- strips and their attire while the facilitator assists them.
spirit Resource 3.Learners give feedback from their groups while the facilitator
mediums, person assists them.
traditional -real objects 4. Class discussion on group findings
healers -Pictures Con: Oral review of the lesson.
RELIGION During the lesson Identifying FAREME a learning Assumed knowledge: learners know the aspect of unhu.
3 Religion able to:- - Explaining syllabus -Work cards 1. The facilitator explains on the core values of
-Key teaching -Make key teaching Describing grade 3-7 -learning Unhu/Ubuntu/Vumunhu.
-Concept of discussing Page 47 charts 2. Learners recite core values of Unhu/Ubuntu/Vumunhu.
unhu/Ubuntu/v -sentence 3. Learners in groups discuss the meaning of core values of
umunhu strips Unhu/Ubuntu/Vumunhu while the facilitator assists them.
- I am because Resource 4.Learners give feedback from their groups while the facilitator
you are person assists them.
72
CONTENT S
REFERENCE
Con: Oral review of the lesson.

RELIGION During the lesson Identifying FAREME a learning Assumed knowledge: learners know the aspect of Unhu.
Lesso Indigenous learners should be Justifying Junior chart Intro: Recap of the previous lesson.
n4 Religion able to:- - Explaining syllabus -Work cards 1. The facilitator explains on the aspect of living in oneness and
-Key teaching -Explain the Describing grade 3-7 -learning ancestor reverence.
-Concept of:- concept of revering discussing Page 47 charts 2. Learners in groups discuss the importance of living in oneness
-Revering ancestors. -sentence and revering ancestors while the facilitator assists them.
ancestors strips 4.Learners give feedback from their groups while the facilitator
-oneness with Resource assists them.
nature and person 5. Individual written
wildlife Con: Oral review of the lesson.
10 RELIGION During the lesson Identifying FAREME a learning Assumed knowledge: learners know values of the environment
Lesso Religion able to:- - Explaining syllabus -Work cards 1. The facilitator explains on indigenous values that relate to the
n -Indigenous -describe values Describing grade 3-7 -learning environment( Revering sacred places)
Religion and that relate to the discussing Page 47 charts 2. Learners in groups explain ways in which sacredness of the
1
the environment -sentence environment is reflected while the facilitator assists them.
environment strips 3.Learners give feedback from their groups while the facilitator
-Reverence Resource assists them.
-Sacred places person 4. Class discussion on group findings
-Domestic Con: Recap of concepts
firewood
Lesso RELIGION During the lesson Identifying FAREME a learning Assumed knowledge: learners know some of the environment
n2 Indigenous learners should be Justifying Junior chart taboos
Religion able to:- - Explaining syllabus -Work cards Intro: Recap of the previous lesson.
-Penalties -State penalties for Describing grade 3-7 -learning 1.Learners identify environmental taboos while the facilitator
-Fined by disrespecting the discussing Page 47 charts guides them.
Chief environment. -sentence 2. Learners in groups identify penalties for disrespecting the
-Mystical strips environment while the facilitator assists them.
disappearance Resource 3.Learners give feedback from their groups while the facilitator
-Taken by person assists them.
mermaid 4. Individual written work.
RELIGION During the lesson Defining FAREME Resource Assumed knowledge: learners know some of the
73
CONTENT S
REFERENCE
Lesso Indigenous learners should Stating Junior person unwanted behaviour

n3 religion be able to:- Explaining syllabus Text books Intro: Facilitator tells a short story on taboos.
Taboos -define the term grade 3-7 ICT tools 1. Learners list some common taboos.
-Importance taboo Page 32 Pictures 2. In groups learners explain taboos and stating the
of taboos -state some importance of taboos.
common taboos in 3. Learners provide feedback
indigenous 4. Individual written work.
religion Con: revision of the written work.
Lesso RELIGION During the lesson Defining FAREME Resource Assumed knowledge: learners know some of the
n4 Indigenous learners should Stating Junior person unwanted behaviour
religion be able to:- Explaining syllabus Text books Intro: recap of the previous lesson.
Taboos -explain the grade 3-7 ICT tools 1. Learners list some common taboos.
-Importance importance of Page 32 Pictures. 2. In groups learners explain taboos and stating the
of taboos taboos importance of taboos.
3. Learners provide feedback
Con: revision of the written work.
END OF TERM TESTS
11&12
AGRICULTURE
TOPICS TO BE COVERED
1. Introduction to Agriculture
2. Climate and Land use
3. Water
4. Soil
AIM
74
CONTENT S
REFERENCE
Learners should be able to:

1. Appreciate the importance of Agriculture to the individual, family, community and country
2. Relate the importance of Agriculture to socio economic development of the family, community and country
3. Apply agricultural principles to improve their livelihoods
4. Choose appropriate equipment materials and methods for a specific process and use them safe
Safety
Health issues
Food security
Technology
Environmental issues
Disaster risk management
Financial literacy
Heritage
SOURCES
Agriculture junior syllabus grade 3-7
1 INTRODUCTION During the Identifying Agricultur ICT Tools Assumed knowledge: learners have practiced
Lesso TO lesson learners Listing e Junior recommende agriculture at home
AGRICULTURE
n should be able:- Explaining syllabus d text books Intro: Learners say agricultural activities they know
Importance of
1 -identify the grade 3-7 1. Learnersin groups list agricultural activities at home
agriculture
importance of Page 27 while the facilitator assists them.
-importance of
agriculture in 2. Learners give feedback from their groups while the
Agriculture in
the community facilitator assists them.
the community
and in the 3. Learners state the importance of agriculture in the
and the country
country. community and in the world while the facilitator assists
them
Con: Revision of written work and recap of concepts
INTRODUCTION During the Identifying Agricultur local Assumed knowledge: Learners have practiced
Lesso TO lesson learners Listing e Junior environment agriculture at home
AGRICULTURE
n should be able Explaining syllabus ICT Tools Intro: Re-cape of the previous lesson
Importance of
2 to:- -list the grade 3-7 Print media 1. In groups learners list the importance of agriculture
75
CONTENT S
REFERENCE
agriculture importance of Page 27 Farm tools at home while the facilitator assists them. 2. Learners
-Importance of agriculture in give feedback from their groups while the facilitator
agriculture in country. assists them. 3.Learners state the importance of
the country agriculture a country level. 4. Class discussion on the
importance of agriculture on the importance of
agriculture to the country while the facilitator assists
them.
Con:answer questions orally
INTRODUCTI During the Identifying Agricultur local Assumed knowledge: Learners have practiced
Lesso ON TO lesson learners Listing e Junior environment agriculture at home
n AGRICULTUR should be able Explaining syllabus ICT Tools Intro: Re-cape of the previous lesson
3 E to:- grade 3-7 Print media 1. In turns learners explain the importance of
Importance of -explain the Page 27 Farm tools agriculture in the community
agriculture importance of 2.Learners state the importance of agriculture in the
-importance of agriculture in community while the facilitator assists them.
agriculture in the community 3. Learners answer questions in their books
the community individually.
Con: Revision of written and recap of concepts.
Lesso Revision Ex During the Explaining Agricultur -work cards Assumed knowledge: learners are able to answer
n Topics: lesson learners Describing e Junior Flash cards revision test questions.
4 1.Introduction to should be able Identifying syllabus Charts Intro: Recap of concepts taught during the term.
Agriculture to:- grade 3-7 1. Class discussion of concepts taught during the week.
Concept: All Answer at least Page 27 2. Learners write revision test in their books
concepts taught half of the individually.
during the week. revision test 3. Revision and recap of written work.
-Revision test questions given Con. Revision of written and recap of concepts
2 Introduction to During the Identifying Agricultur local Assumed knowledge: learners know some farm tools
Lesso Agriculture lesson learners Listing e Junior environment from home
n1 And Basic Farm should be able Explaining syllabus ICT Tools Intro: Learners name the agriculture tools they know.
Tools to:- - list farm grade 3-7 Print media 1. Learners say the use of the tools identified with the
Farm tools tools they know Page 27 guidance of the fc
-Classify farm 2.Learners in groups classify tools according to their
76
CONTENT S
REFERENCE
tools according use while the facilitator assists them.

to their uses. 3. Learners give feedback from their group findings
while the facilitator assists them.
Con:answer oral questions:
Lesso Introduction to During the Designing Agricultur local Assumed knowledge: learners have used or seen farm
n2 agriculture lesson learners Identifying e Junior environment tools
And basic farm should be able Listing syllabus ICT Tools Intro -recap of previous lesson
tools to:- Sketch Explaining grade 3-7 Print media 1 Learners name farm tools they know
-Farm tools farm tools Page 27 2 Learners draw farm tool while the facilitator assists
Use of farm tools - draw farm them.
and their parts tools 3 Learners display their sketch of farms tools.
Con: Learners answer oral questions from the
facilitator on uses and classification of farm tools.
Lesso Introduction to During the Identifying Agricultur local Assumed knowledge: learners know some farm tools
n3 agriculture and lesson learners Listing e Junior environment from home
basic farm tools should be able Explaining syllabus ICT Tools Intro:learners identify and name farm tools from the
-farm tools to:- grade 3-7 Print media school’s farming equipment
Keeping of farm Design Page 27 Farm tools 1. The facilitator explains and demonstrates on
tools inventory of designing inventory of farm tools
farm tools 2. Learners in groups design inventory of farm tools
4. Class discussion on designing and keeping of
inventory of farm tools.
Con: answer oral questions
Lesso Introduction to During the Identifying Agricultur local Assumed knowledge: learners have used or seen farm
n4 agriculture and lesson learners Listing e Junior environment tools
basic farm tools should be able Explaining syllabus ICT Tools Intro: re-cape the previous lesson
-Farm tools to:- grade 3-7 Print media Introduction -review of the previous lesson
-Use of farm -use farm tools Page 27 1 Learners name farm tools they know
tools correctly 2 Field trip on usage and demonstration of farm tools
77
CONTENT S
REFERENCE
3 Group work to pupils to identify tools at home and

their uses
4 Learners report back from groups while the facilitator
assists them.
5-Individual written work
Conclusion revise work written
3 Introduction to During the Relating Agricultur local Assumed knowledge: learners know types of fertilisers
agriculture and lesson learners Identifying e Junior environment they use at home
Lesso basic farm tools should be able Listing syllabus ICT Tools Intro. Learners identify types of fertilisers they use at
n -Farm tools to:- Explaining grade 3-7 Print media home.
1 -Types of Page 27 Step 1 The facilitator explains on types of fertilisers
fertilizers: - -State different Step 2 Learners name different types of organic and
Organic and types fertilisers inorganic fertilisers while the facilitator assists them.
inorganic Step 3 Learners collect samples of organic and
inorganic fertilisers while the facilitator guides them.
Step 4 Class discussion on types of fertilisers
Con. Learnersanswer oral questions
Introduction to During the Relating Agricultur local Assumed knowledge: learners know types of fertilisers
Lesso agriculture and lesson learners Identifying e Junior environment they use at home
n basic farm tools should be able Listing syllabus ICT Tools Intro. Learners identify types of fertilisers they use at
2 -Farm tools to:- Explaining grade 3-7 Print media home.
-Types of Page 27 1 The facilitator explains on the advantages and
fertilizers: - -State the disadvantages of types of fertilisers.
-Advantage and advantages and 2 Learners in groups identify advantages and
disadvantages of disadvantages of disadvantages of using organic fertilisers while the
organic fertilisers organic facilitator assists them.
fertilisers. 3 Learners give feedback from their groups while the
4 Individual written work in their books
Con.Learnersanswer oral questions
Introduction to During the Relating Agricultur local Assumed knowledge: learners know types of fertilisers
Lesso agriculture and lesson learners Identifying e Junior environment they use at home
n3 basic farm tools should be able Listing syllabus ICT Tools Intro. Learners identify types of fertilisers they use at
78
CONTENT S
REFERENCE
-Farm tools to:- Explaining grade 3-7 Print media home.

-Types of Page 27 1 Learners identify different types of fertilisers.
fertilizers: - -State different 2 Learners identify advantages and disadvantages of
Organic and types fertilisers organic and inorganic fertilisers while the facilitator
inorganic -advantages and assists them.
fertilisers disadvantages of 3 Learners give feedback from their groups while the
organic and facilitator assists them.
inorganic 4 Individual written works in their books.
fertilisers Con.Learnersanswer oral questions
n4 Topics: lesson learners Describing e Junior Flash cards revision test questions.
Intro to Agric should be able Identifying syllabus Charts Intro: Recap of concepts taught during the term.
Concept: - to:- grade 3-7 1. Class discussion of concepts taught during the week.
Importance of Answer at least Page 27 2. Learners write revision test in their books
agriculture half of the individually.
-farm tools revision test 3. Revision and recap of written work.
4 Introduction to During the Relating Agricultur local Assumed knowledge: learners know different types of
agriculture and lesson learners Identifying e Junior environment farm tools
Lesso basic farm tools should be able Listing syllabus ICT Tools Intro. Learners identify farm tools they know.
n1 -Safety in to:- Explaining grade 3-7 Print media 1 The facilitator explains and demonstrates the safe use
Agriculture Page 27 Farm tools of farm tools and implements.
-Safe use of farm -Explain the Farm 2 Learners in groups discuss the safe use of farm tools
tools and safe use of farm implements and implements while the facilitator assists them.
implements tools and 3 Learners give feedback from their groups while the
implements facilitator assists them.
4 Learners demonstrate the safe use of farm tools and
implements.
Con.Learnersanswer oral questions
Lesso Introduction to During the Relating Agricultur local Assumed knowledge: learners know different types of
n2 agriculture and lesson learners Identifying e Junior environment farm tools
79
CONTENT S
REFERENCE
basic farm tools should be able Listing syllabus ICT Tools Intro. Recap of the previous lesson
-Safety in to:- Explaining grade 3-7 Print media 1 Learners identify different farm tools.
Agriculture Page 27 Farm tools 2 Learners in groups classify farm tools and explain the
-Safe use of farm -Use farm tools Farm safe use of them while the facilitator assists them.
tools and safely. implements 3 Learners give feedback from their groups while the
implements facilitator assists them.
Con. Revision and recap of concepts
Lesso Climate and During the Naming Agricultur local Assumed knowledgelearners know weather elements
n3 land use lesson learners Identifying e Junior environment Intro– Learners sing a song (mvura naya-naya tidye
climate should be able Listing syllabus ICT Tools mupunga)
Climate to:- Explaining grade 3-7 Print media 1 Learners name weather elements they know while
-Weather Define weather Page 28 the facilitator guides them.
2 The facilitator explains on the concepts of weather
3 Learners in groups define weather and identify
weather elements while the facilitator assists them.
4Learners give feedback from their groups while the
5 Individual written work
Con -answering questions orally
n4 land use lesson learners Identifying e Junior environment Intro– Recap of the previous lesson.
climate should be able Listing syllabus ICT Tools 1 Learners define the term weather while the facilitator
Climate to:- Explaining grade 3-7 Print media assists them.
-Weather Identify Page 28 2 Learners in groups identify elements of weather and
-Elements of elements of discuss their effects of on agricultural activities.
weather weather 3 Learners give feedback from their groups while the
Con –Revision and recap of concepts
5 Climate and During the Naming Agricultur local Assumed knowledgelearners know weather elements
land use lesson learners Identifying e Junior environment Intro– Recap of the previous lesson.
Lesso climate should be able Listing syllabus ICT Tools 1 Learners name weather elements while the facilitator
80
CONTENT S
REFERENCE
n1 Climate to:- Explaining grade 3-7 Print media assists them.

-Weather Identify effects Page 28 2 Learners in groups discuss on the influence of
-Effects of of elements of elements of weather on agricultural production while
weather elements weather on the facilitator assists them.
on agricultural agricultural 3 Learners give feedback from their groups while the
production. production facilitator assists them.
4 Class discussion on group findings.
Con –Learners answer oral questions from the
facilitator.
n2 land use lesson learners Identifying e Junior environment Intro– Recap of the previous lesson.
climate should be able Listing syllabus g ICT Tools 1 Learners identify weather elements.
Climate to:- Explaining grade3-7 Print media 2 Learners in groups identify elements of weather and
-Influence of Explain the Page 28 discuss the influence of weather on agricultural
weather on influence of activities while the facilitator assists them.
agriculture weather on 3 Learners give feedback from their groups while the
activities agricultural facilitator assists them.
activities. 4 Individual written work on influence of weather on
agricultural activities.
Lesso Climate and During the Naming Agricultur local Assumed knowledgelearners know seasons of
n3 land use lesson learners Identifying e Junior environment Zimbabwe.
climate should be able Listing syllabus g ICT Tools Intro– Recap of the previous lesson.
Climate to:- Explaining grade3-7 Print media 1 Learners name the seasons of Zimbabwe.
-Agricultural Compare Page 28 2 Learners in groups compare agricultural activities in
activities in agricultural different seasons while the facilitator assists them.
different seasons activities in 3 Learners give feedback from their groups while the
different facilitator assists them.
seasons 4 Class discussion on group findings.
n4 Topics: lesson learners Describing e Junior Flash cards revision test questions.
Climate & Land should be able Identifying syllabus Charts Intro: Recap of concepts taught during the term.
81
CONTENT S
REFERENCE
Use to:- grade 3-7 1. Class discussion of concepts taught during the week.
Concept: - Answer at least Page 28 2. Learners write revision test in their books
-Safety in agric half of the individually.
-Climate revision test 3. Revision and recap of written work.
6 Water During the Naming Agricultur Water Assumed knowledgeLearners know ways of harvesting
Water lesson learners Identifying e Junior storage tanks water they use at home.
Lesso Conservation should be able Listing syllabus Print media Intro– Recap of the previous lesson.
n -Water to:- Explaining grade 3-7 1 The facilitator explains on methods of water
1 harvesting -Describe Page 30 harvesting.
methods of 2 Learners in groups identify and describe ways of
harvesting water harvesting water while the facilitator assists them.
3 Learners give feedback from their groups while the
4 Class discussion on group findings.
Con –Recap of concepts
Lesso Water During the Naming Agricultur Water Assumed knowledgeLearners know ways of harvesting
n2 Water lesson learners Identifying e Junior storage tanks water they use at home.
Conservation should be able Listing syllabus Print media Intro– Recap of the previous lesson.
-Water storage to:- Explaining grade 3-7 1 Learners identify ways of harvesting water while the
-State methods Page 30 facilitator assists them.
of storing water. 2 Learners name various water conservation structures
from home, school and community while the facilitator
guides them.
3 Class discussion on methods of storing water
Con –Review of the lesson.
Lesso Water During the Naming Agricultur Water Assumed knowledgeLearners know ways of harvesting
n3 Water lesson learners Identifying e Junior storage tanks water they use at home.
-Methods of to:- Explaining grade3-7 1 Learners name identify different ways of harvesting
conserving water -Describe Page 30 water
methods of 2 Learners in groups describe methods of conserving
82
CONTENT S
REFERENCE
conserving water while the facilitator assists them.

water 3 Learners give feedback from their groups while the
4 Individual written work.
Con –Revision and recap of concepts.
Lesso Water During the Naming Agricultur Water Assumed knowledgeLearners know ways of storing
n4 Water lesson learners Identifying e Junior storage tanks water.
-Methods of to:- Explaining grade 3-7 1 Learners name ways of storing water.
recycling water -Describe Page 30 2The facilitator on concepts of recycling water.
methods of 3 Learners in groups discuss on methods of recycling
recycling water water while the facilitator assists them.
4 Learners give feedback from learners while the
facilitator.
7 Water During the Naming Agricultur Water Assumed knowledgeLearners know ways of storing
Lesso Water lesson learners Identifying e Junior storage tanks water.
n1 Conservation should be able Listing syllabus Print media Intro– Recap of the previous lesson.
-Mulching as a to:- Explaining grade3-7 1 The facilitator explains mulching as a way
way conserving -Explain Page 30 conserving water2Learners compare seed beds which
water mulching as a are mulched and those which are not mulched.
way of 3 Learners explains the importance of mulching a seed
conserving bed while the facilitator assists them.
water. 4 Learners practise water harvesting techniques
facilitator.
Water During the Stating Agricultur local Assumed knowledge: learners know water
Lesso Water lesson learners Identifying e Junior environment Intro: learners say what they know about water
n conservation should be able Listing syllabus g ICT Tools 1 The facilitator give the focus of the lesson
2 -Importance of to:- Explaining grade3-7 Print media 2. Learners read about the importance of water
2. Class discuss on the importance of water.
water in -state the Page 30
3. Group work listing and stating the importance of water
agriculture importance of
83
CONTENT S
REFERENCE
water in 4. Feedbacks on group work while the facilitator assists them

agriculture Con:answer oral questions
Water During the Identifying Agricultur Local Assumed knowledge: learners know water
Lesso Water lesson learners Listing e Junior environment Intro: learners say what they know about water
n conservation should be able Explaining syllabus ICT Tools 1 The facilitator give the focus of the lesson
3 -Sources of to:- graded 3- Print media 1.Learners read about the importance of water
water -identify and list 7 2.Class discuss what has been read
sources of water Page 30 3.Group work listing and stating the sources of water
4.Feedbacks on group work
CON: answer oral questions
n Topics: lesson learners Describing e Junior Flash cards revision test questions.
4 Water should be able Identifying syllabus Charts Intro: Recap of concepts taught during the term.
-Water Answer at least Page 30 2. Learners write revision test in their books
conservation half of the individually.
-Revision test revision test 3. Revision and recap of written work.
questions questions given Con. Revision of written and recap of concepts
correctly.
8 Soil During the Identifying Agricultur Local Assumed knowledge: learners know the types of soil.
Soil Composition lesson learners Listing e Junior environment Intro: Learners name the types of soil.
Lesso -Percentage of should be able Explaining syllabus ICT Tools 1 The facilitator explains on soil composition.
n soil components to:- grade 3-7 Print media 2.Learners name soil components while the facilitator
1 -water 25%, air -State the Page 29 Soil assists them.
25%, Org Mat percentage of Chart 3.Learners identify percentages of soil components
5% & Min Mat soil composition while the facilitator assists them.
45% 4.Learners write an exercise in their books individually
Con:Learnersanswer oral questions
Lesso Soil During the Identifying Agricultur Local Assumed knowledge: learners know the types of soil.
n2 Soil Composition lesson learners Listing e Junior environment Intro: recap of the previous lesson.
-Percentage of should be able Explaining syllabus ICT Tools 1 The facilitator explains on functions of soil
soil components to:- gr graded Print media composition.
-Functions of -State the 3-7 Soil 2.Learners in groups name soil components and
84
CONTENT S
REFERENCE
components of functions of soil Page 29 Chart describe the functions in the soils while the facilitator
soil composition assists them.
3.Learners give feedback from their groups while the
4.Learners write an exercise in their books individually
Con:revision and recap of concepts
Soil During the Identifying Agricultur Local Assumed knowledge: learners know components of
Lesso Soil Composition lesson learners Listing e Junior environment soil.
n -Percentage of should be able Explaining syllabus ICT Tools Intro: Recap of the previous lesson.
3 soil components to:- grade 3-7 Print media 1 Learners name the components of soil.
-water, air, -Draw pie chart Page 29 Soil 2.Learners identify the percentage of soil components
organic matter showing Chart while the facilitator assists them.
and mineral percentage of 3.Learners draw pie chart to show percentages of soil
matter soil components while the facilitator assists them.
components. 4.Learners answer oral questions from the facilitator.
Con. Review of the lesson
Lesso Soil types lesson learners Listing e Junior environment soil.
n -Types of soil should be able Explaining syllabus ICT Tools Intro: Recap of the previous lesson.
4 -Sand, loam and to:- grade 3-7 Print media 1 The facilitator explains on the types of soil.
clay -Identify types Page 29 Soil 2.Learners identify types of soil while the facilitator
of soil Chart assists them.
3.Learners in groups discuss on characteristics of sand,
loam and clay soil while the facilitator assists them
Con. Learners answer oral questions from the
facilitator.
9 Soil During the Identifying Agricultur Local Assumed knowledge: learners know components of
Soil types lesson learners Listing e Junior environment soil.
Lesso -Soil Particles should be able Explaining syllabus ICT Tools Intro: Recap of the previous lesson.
85
CONTENT S
REFERENCE
n1 sizes: to:- grade 3-7 Print media 1 The facilitator explains on the types of soil.
-Sand, loam, -determine the Page 29 Soil 2.Learners identify types of soil while the facilitator
clay, Gravel and type of soil Chart assists them.
Silt 3.Learners in groups discuss on characteristics of sand,
loam and clay soil while the facilitator assists them
facilitator.
Lesso Soil types lesson learners Listing e Junior environment soil.
n2 -Soil Particles should be able Explaining syllabus ICT Tools Intro: Recap of the previous lesson.
sizes: to:- grade 3-7 Print media 1 Learners identify types of soils.
-Sand, loam, -Classify soil Page 29 Soil 2.Learners carry out a sedimentation experiment and
clay, Gravel and according to the Chart illustrate the results while the facilitator assists them.
Silt particle size Water 3.Learners classify soils according to the particles size
Transparent while the facilitator assists them.
container 4.Class discussion on types of soils.
facilitator.
Soil During the Identifying Agricultur Local Assumed knowledge: learners know fertilisers they use
Lesso Soil Fertility lesson learners Listing e Junior environment at home
n3 -Types of should be able Explaining syllabus ICT Tools Intro: Recap of the previous lesson.
fertilisers:- to:- grade 3-7 Print media 1 The facilitator explains on types of fertilisers.
Organic and -State different Page 29 Soil 2.Learners name different types of organic fertilisers
inorganic types of Chart while the facilitator assists them.
fertilisers Organic 3.Learners collect samples of organic and inorganic
fertilisers fertilisers while the facilitator guides them.
Inorganic 4.Class discussion on organic and inorganic fertilisers.
Fertilisers Con. Review of the lesson.
Revision Ex During the Explaining Agricultur -work cards Assumed knowledge: learners are able to answer
Lesso Topics: lesson learners Describing e Junior Flash cards revision test questions.
86
CONTENT S
REFERENCE
n4 Soil should be able Identifying syllabus Charts Intro: Recap of concepts taught during the term.
-Soil Comp Answer at least Page 29 2. Learners write revision test in their books
-Soil types half of the individually.
-Soil fertility revision test 3. Revision and recap of written work.
10 Soil During the Identifying Agricultur Local Assumed knowledge: learners know types fertilisers.
Soil Fertility lesson learners Listing e Junior environment Intro: Recap of the previous lesson.
Lesso -Types of should be able Explaining syllabus ICT Tools 1 The facilitator explains and demonstrates on
n fertilisers:- to:- grade 3-7 Print media advantages and disadvantages of organic and inorganic
1 Advantages and -State the Page 29 Soil fertilisers.
Disadvantages of advantages of Chart 2.Learners in groups discuss on advantages and
organic and and Organic disadvantages of organic and inorganic fertilisers while
inorganic disadvantages of fertilisers the facilitator assists them.
fertilisers organic and Inorganic 3.Learners give feedback from their groups while the
inorganic Fertilisers facilitator assists them.
fertilisers 4.Learners write an exercise in their books individually.
Con. Revision and recap of concepts.
Soil During the Identifying Agricultur Local Assumed knowledge: learners know types fertilisers.
Lesso Soil Fertility lesson learners Listing e Junior environment Intro: Recap of the previous lesson.
n2 -Types of should be able Explaining syllabus ICT Tools 1 The facilitator explains and demonstrates on
fertilisers:- to:- grade 3-7 Print media advantages and disadvantages of organic and inorganic
Advantages and -State the Page 29 Soil fertilisers.
Disadvantages of advantages of Chart 2.Learners in groups discuss on advantages and
organic and and Organic disadvantages of organic and inorganic fertilisers while
inorganic disadvantages of fertilisers the facilitator assists them.
fertilisers organic and Inorganic 3.Learners give feedback from their groups while the
inorganic Fertilisers facilitator assists them.
fertilisers 4.Learners write an exercise in their books individually.
Soil During the Identifying Agricultur Local Assumed knowledge: learners know can explains what
Lesso Soil Erosion lesson learners Listing e Junior environment soil erosion is.
87
CONTENT S
REFERENCE
n3 -Agents of soil should be able Explaining syllabus ICT Tools Intro: Recap of the previous lesson.
erosion to:- grade 3-7 Print media 1 Learners define soil erosion while the facilitator
-Agents of soil -State the agents Page 29 Soil assists them.
erosion of soil erosion. Chart 2 The facilitator explains and demonstrates on agents of
soil erosion.
3.Learners in groups discuss on agents of soil erosion
and explain how they cause soil erosion while the
5.Learners write an exercise in their books individually.
Soil During the Identifying Agricultur Local Assumed knowledge: learners know can explains what
Lesso Soil Erosion lesson learners Listing e Junior environment soil erosion is.
n4 -Types of soil should be able Explaining syllabus ICT Tools Intro: Recap of the previous lesson.
erosion to:- grade 3-7 Print media 1 Learners define soil erosion and identify agents of
-Types of soil -Name types of Page 29 Soil soil erosion.
erosion soil erosion Chart 2 The facilitator explains and demonstrates on types of
soil erosion.
3.Learners in groups discuss on types of soil erosion
5.Class discussion on group findings.
Con. Review of the lesson.
INFORMATION COMMUNICATION TECHNOLOGY

Aims
 Appreciate the role and impact of ICTs as they apply to self, work and society.
 Be creative and innovative in solving problems through ICTs.
 Infuse ICTs in other learning areas across the curriculum
88
CONTENT S
REFERENCE
 Develop an understanding of the operating skills required in a variety of technologies.
Objectives
1. Manipulate data using ICT.
2. Apply the elements and principles of design.
3. Present information in a variety of forms.
4. Achieve cultural information using ICT.
5. Infuse ICT into other learning areas.
6. Demonstrate the effectiveness of computer use, safety and security.
7. Demonstrate enterprise skill
Topics
Safety and security
The World Wide and Online Collaboration
ICT enterprise
Programming
Communication and Networks.
Weekly aim: To enable learners to develop an understanding of the operating skills required in a variety of technologies and acquire enterprise skills using ICTs
1 ICT Tools During the Identifying I.C.TJuni Resource Assumed knowledge: Learners are able to use ICT tools
Lesso Fault lesson Naming or person Intro: Learners name ICT tools they know.
n1 Diagnosis and learners Familiarising syllabus Video Clips on 1. The facilitator explains and demonstrates on common
Fixing should be able Exploration grade 3-7 fault diagnosis faults on ICT tools.
89
CONTENT S
REFERENCE
-Common to:- -identify Matching (2015- and fixing 2. Learners identify common ICT faults while the
faults Faults in ICT 2020) Contrived facilitator guides them.
tools Page 12 faults 3. Learners in groups carryout a visual inspection
looking for obvious signs of problems and tracing a fault
to its origin while the facilitator assists them.
4. Learners resolve common ICT faults while the
Lesso ICT Tools During the Identifying I.C.TJuni Resource Assumed knowledge: Learners are able to use ICT tools
n2 Fault lesson Naming or person Intro. Recap of the previous lesson.
Diagnosis and learners Familiarising syllabus Video Clips on 1. Learners identify common ICT faults while the
Fixing should be able Exploration grade 3-7 fault diagnosis facilitator guides them.
- to:- -Relate a Matching (2015- and fixing 2. The facilitator explains and demonstrates on
Troubleshooti fault to a 2020) Contrived troubleshooting to learners.
ng cause. Page 12 faults 3. Learners in groups carryout inspection looking for
cause of troubleshooting and tracing a fault to its origin
4. Learners resolve common ICT faults while the
ICT Tools During the Identifying I.C.TJuni Resource Assumed knowledge: Learners are able to use ICT tools
2 Fault lesson Naming or person Intro: Recap of the previous lesson.
Diagnosis and learners Familiarising syllabus Video Clips on 1. Learners identify common in ICT faults while the
Lesso Fixing should be able Exploration grade 3-7 fault diagnosis facilitator guides them.
n1 -Common to:- -Fix Matching (2015- and fixing 2. Learners identify causes of trouble shooting.
faults and problems 2020) Contrived 3. Learners in groups carryout inspection looking for
Troubleshooti within their Page 12 faults causes of troubleshooting and tracing a fault to its origin
ng scope and fix them while the facilitator assists them.
Lesso Revision Ex During the Explaining I.C.TJuni -work cards Assumed knowledge: learners are able to answer
n2 Topics: lesson Describing or Flash cards revision test questions.
90
CONTENT S
REFERENCE
-ICT Tools learners Identifying syllabus Charts Intro: Recap of concepts taught during the term.
Concept: should be able grade 3-7 1. Class discussion of concepts taught during the term.
-Faults to:- (2015- 2. Learners write revision test in their books
Diagnosis and Answer at 2020) individually.
Fixing
least half of Page 12 3. Revision and recap of written work.
-Common
Faults
the revision Con. Revision of written and recap of concepts
-Revision test test questions
questions given
correctly.
Creating and During the Identifying I.C.TJuni Scratch Assumed knowledge: Learners are knows that a
3 Publishing lesson Naming or Monkey jam computer does many things
-Animation:- learners Familiarising syllabus Intro: Recap of the previous lesson.
Lesso -Drawing should be able Exploration grade 3-7 1. The facilitator explains and demonstrates on picture
n1 Pictures to:- -Create Matching (2015- drawing using art package.
images using 2020) 2. Learners in pairs draw images using art package while
an art/drawing Page 12 the facilitator assists them.
package 3. Learners show their images.
Lesso Creating and During the Identifying I.C.TJuni Scratch Assumed knowledge: Learners are knows that a
n2 Publishing lesson Naming or Monkey jam computer does many things
-Animation:- learners Familiarising syllabus Intro: Recap of the previous lesson.
-Animating should be able Exploration grade 3-7 1. The facilitator explains and demonstrates on image
images to:- -Edit Matching (2015- animation 2. Learners in pairs make image animation
animations 2020) based on scenarios within their local environment while
Page 12 the facilitator assists them.
3. Learners edit their animation while the facilitator
assists
Con: Recap of concepts and review of the lesson.
Weekly aim: To enable learners to appreciate the role and impact of ICTs as they apply to self, work and society.
Creating and During the Identifying I.C.TJuni Database Assumed knowledge: Learners are knows that a
4 Publishing lesson Naming or packages such computer does many things
-Databases:- learners Familiarising syllabus as MS Access Intro: Recap of the previous lesson.
91
CONTENT S
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Lesso -Tables should be able Exploration grade 3-7 1. The facilitator explains and demonstrates on creating
n1 to:- -Design Matching (2015- database 2.Learners in pairs plan and create their own
and create a 2020) database while the facilitator assists them.
basic database Page 12 3. Learners create their own data base while the
Creating and During the Identifying I.C.TJuni Database Assumed knowledge: Learners are knows that a
Lesso Publishing lesson Naming or packages such computer does many things
n2 -Databases:- learners Familiarising syllabus as MS Access Intro: Recap of the previous lesson.
-Tables should be able Exploration grade 3-7 1. The facilitator explains and demonstrates on creating
-records to:- -Create Matching (2015- tables 2. Learners in pairs plan their records and
-Key fields tables in 2020) present them on their tables while the facilitator assists
design view Page 12 them.
3. Learners create their own tables and design them
5 Creating and During the Identifying I.C.TJuni Database Assumed knowledge: Learners are able to create tables.
Lesso Publishing lesson Naming or packages such Intro: Opening MS Access
n1 -Databases:- learners Familiarising syllabus as MS Access 1. The facilitator demonstrates on editing, deleting and
-Creating and should be able Exploration grade 3-7 updating records on tables 2.Learners in turns practise
editing records to:- - Matching (2015- editing, deleting and updating their records while the
in a tables Manipulate 2020) facilitator assists them.
records in a Page 12 3. Learners modify their records on their tables by
table (update, deleting, deleting or updating while the facilitator assists
delete, edit) them.
Lesso Creating and During the Identifying I.C.TJuni Database Assumed knowledge: Learners are able to create tables.
n2 Publishing lesson Naming or packages such Intro: Recap of the previous lesson.
-Databases:- learners Familiarising syllabus as MS Access 1. The facilitator demonstrates on sorting records in
-Sorting should be able Exploration grade 3-7 ascending or descending order 2. Learners sort records
records in to:- - Sorting Matching (2015- in ascending and descending on given fields in pairs
ascending and records in 2020) while the facilitator assists them.
92
CONTENT S
REFERENCE
descending ascending and Page 12 3. Learners sort records in ascending or descending

order descending order on given fields while the facilitator.
order using a Con: Oral review of the lesson.
given field
Creating and During the Identifying I.C.TJuni Database Assumed knowledge: Learners are able to create tables
6 Publishing lesson Naming or packages such and edit them.
-Databases:- learners Familiarising syllabus as MS Access Intro: Recap of the previous lesson.
Lesso -Data filtering should be able Exploration grade 3-7 1. The facilitator explains and demonstrates on data
n1 to:- - Filter Matching (2015- filtering 2. Learners use a filter to select records that
data in data 2020) meet particular criteria while the facilitator assists them.
base Page 12 3. Learners use a filter to remove unwanted records in
their database while the facilitator assists them.
Lesso Computer During the Identifying I.C.TJuni MSN , Assumed knowledge: Learners have send massages on a
n2 Software lesson Naming or Yahoo phone before.
-Uploading/ learners Familiarising syllabus Hangout Intro: Recap of the previous lesson.
Sending should be able Exploration grade 3-7 Skype 1. The facilitator explains and demonstrates on
-Uploading or to:- - Upload Matching (2015- uploading files on Yahoo, Hangout or Skype. 2.
sending files educational 2020) Learners upload their files on yahoo and hangouts while
files using Page 13 the facilitator assists them.
instant 3. Learners demonstrate and explain how to upload files
message on yahoo or hangouts while the facilitator assists them.
software Con: Recap of concepts
Computer During the Identifying I.C.TJuni MSN , Assumed knowledge: Learners are able to upload files.
7 Software lesson Naming or Yahoo Intro: Recap of the previous lesson.
- learners Familiarising syllabus Hangout 1. The facilitator explains and demonstrates on
Lesso Downloading/ should be able Exploration grade 3-7 Skype downloading files on Yahoo, Hangout or Skype. 2.
n1 Receiving to:- - Matching (2015- Learners downloading t educational files on yahoo,
- Downloading Downloading 2020) hangouts or Skype while the facilitator assists them.
educational educational Page 13 3. Learners demonstrate downloading of files on yahoo
file files using or hangouts or Skype while the facilitator assists them.
93
CONTENT S
REFERENCE
instant Con: Oral review of the lesson

message
software
Lesso Computer During the Identifying I.C.TJuni MSN , Assumed knowledge: Learners are able to upload files.
n2 Software lesson Naming or Yahoo Intro: Recap of the previous lesson.
-VoIP learners Familiarising syllabus Hangout 1. The facilitator explains and demonstrates on making
- Video should be able Exploration grade 3-7 Skype video conferencing calls. 2. Learners make video*-
conferencing to:- -Make Matching (2015- conferencing while the facilitator guides them.
calls video 2020) 3. Learners demonstrate on making video conferencing
conferencing Page 13 calls while the facilitator guides them.
calls Con: Oral review of the lesson
Computer During the Identifying I.C.TJuni Sound capture Assumed knowledge: Learners can use images to make
8 Software lesson Naming or microphone slides
Lesso -Multimedia learners Familiarising syllabus Digital sound Intro: Opening of Microsoft power point.
n1 - Presentations should be able Exploration grade 3-7 recorder 1. The facilitator explains and demonstrates on
to:- -Create Matching (2015- ICT tools designing presentations on power point. 2. Learners in
multimedia 2020) groups design and create multimedia presentations on
presentations Page 13 power point while the facilitator guides them.
3. Learners share their information the class while the
Lesso Computer During the Identifying I.C.TJuni Sound capture Assumed knowledge: Learners can make multimedia
n2 Software lesson Naming or microphone presentations.
-Multimedia learners Familiarising syllabus Digital sound Intro: Recap of the previous lesson.
- Editing should be able Exploration grade 3-7 recorder 1. Learners open their multimedia presentations on
multimedia to:- -Edit Matching (2015- ICT tools power point 2. The facilitator explains and demonstrates
presentations multimedia 2020) on how to edit multimedia presentations 3. Learners edit
presentations Page 13 their presentations while the facilitator guides them.
Weekly aim: To enable learners to appreciate the role and impact of ICTsas they apply to self, work and society.
9 Computer During the Identifying I.C.TJuni Sound capture Assumed knowledge: Learners can compose music
Software lesson Naming or microphone Intro:Recap of the previous lesson.
94
CONTENT S
REFERENCE
Lesso -Multimedia learners Familiarising syllabus Digital sound 1. The facilitator explains and demonstrates on use of
n1 - Composing should be able Exploration grade 3-7 recorder software to compose music. 2. Learners in groups
music to:- Use Matching (2015- Music compose and record music using software whiles the
software to 2020) composition facilitator guides them.
compose own Page 13 software such 3. Playing of composed music by learners.
music as Black Cat Con: Oral recap of concepts
Compose
Lesso Safety and During the Identifying I.C.TJuni Poster and Assumed knowledge: Learners are able to use internet.
n2 Security lesson Naming or video clips on Intro: Recap of the previous lesson.
-Cyber learners Familiarising syllabus cyber 1. The facilitator explains on dangers associated with the
wellness should be able Exploration grade 3-7 wellness use of internet 2. Learners in groups discuss on dangers
- Dangers of to:- Explain Matching (2015- Resource associated with use of internet while the facilitator
using internet dangers 2020) person assists them.
associated Page 13 Desktop 3.Learners give feedback from their groups while the
with using the publishing facilitator assists them.
internet software 4. Learners write an exercise in their books individually.
Safety and During the Identifying I.C.TJuni Poster and Assumed knowledge: Learners are able to use internet.
10 Security lesson Naming or video clips on Intro: Recap of the previous lesson.
-Cyber learners Familiarising syllabus cyber 1. Learners identify dangers associated with the use of
Lesso wellness should be able Exploration grade 3-7 wellness the internet 2. The facilitator explains on safety
n1 -Cyber safety to:- Suggest Matching (2015- Resource precautions when using the internet.
ways of 2020) person 3. Learners in groups discuss on safety precautions to
ensuring cyber Page 13 Desktop take when using the internet while the facilitator assists
safety publishing them.
software 3. Learners give feedback from their groups while the
Lesso Safety and During the Identifying I.C.TJuni Poster and Assumed knowledge: Learners know dangers associated
n2 Security lesson Naming or video clips on with the use of internet.
-Cyber learners Familiarising syllabus cyber Intro: Recap of the previous lesson.
95
CONTENT S
REFERENCE
wellness should be able Exploration grade 3-7 wellness 1. Learners identify dangers and safety precaution on the
- to:- Design Matching (2015- Resource the use of the internet.
CyberAwarene posters on 2020) person 2. Learners in groups design posters on cyber wellness
ss cyber wellness Page 13 Desktop while the facilitator assists them.
publishing 3. Learners display their poster.
software 4. Class discussion on awareness campaigns on cyber
wellness
Con: Oral review of the lesson
END OF TERM TESTS
11&12
GUIDANCE AND COUNSELLING (JUNIOR )

BROAD AIMS
1. Identify and realize who they are in relation to families and communities
2. Understand the importance of family hood and its implication in their future lives
3. Visualize and understand the roles and responsibilities of citizen from a learner perspective
4. Understand the origins of Ubuntu /UNHU form the good behaviours they can be portraying
1. Identity
2. Rights and responsibilities
UNHU/UBUNTU/VALUES
1 FAMILY During the - Guidance and -work cards Assumed knowledge. Learners types of families
Different lesson learners Explaining Counselling -flash cards Introclass discussion different types of families
types of should be able - Strengthening -charts 2 .Teacher explains the different types of families
families to:--show how Identifying Life skills, 3 Learners in groups tell different story about types of
- sexually, HIV
The nuclear family members families while the facilitator assists them.
Describing and Aids
and extended should relate to Teacher’s
4Learners sing a rhyme.
96
CONTENT S
REFERENCE
families each other manual Con.Answering questions orally

Bullet 1
2 FAMILY During the - Guidance and -work cards Assumed knowledge. Learners know roles of their
Different lesson learners Explaining Counselling -flash cards parents and children at home
types of should be able - Strengthening -charts IntroClass discussion different types of families
families to:--explain the Identifying Life skills, 2 .Teacher explains the different types of families
- sexually, HIV
-Importance importance of the 3Learners in groups discuss the importance of the
Describing and Aids
family family and Teacher’s
family and community while the facilitator assists
community. manual Bullet them.
2 4 Learners give feedback from their groups.
Con.Learners name different types of families listing
them
3 Marriage and During the - Guidance and -work cards Assumed knowledge. IntroRecap of previous lesson
parenting lesson learners Explaining Counselling -flash cards 2 .Teacher explains the different types of families
-Modern should be able - Strengthening -charts 3Learners in groups discuss the forms of abuse in each
marriage and to:--identify Identifying Life skills, marriage while the facilitator assists them.
- sexually, HIV
traditional forms of abuse in 4 Feedback from their groups while the facilitator
Describing and Aids
marriage the family and Teacher’s
assists them.
-Forms of community. manual Bullet 5 Learners write an exercise in their books individually
abuse in 3 Con. Oral review of the lesson
family
4 Parenting During the - Guidance and -work cards Assumed knowledge. Learners know types of
A wedding lesson learners Explaining Counselling -flash cards relationships
-Types of should be able - Strengthening -charts IntroRecap of previous lesson
relationships to:--identify Identifying Life skills, 2Teacher explains the different types of relationships
- sexually, HIV
different types of 3Learners in groups’ role play on relationships while
Describing and Aids
relationships Teacher’s
the facilitator guides them.
manual Bullet 4 Class discussion on types of relationships.
4 Conclusion. Recap of concepts
5 Conflict During the - Guidance and -work cards Assumed knowledge. Learners knows some of the the
management lesson learners Explaining Counselling -flash cards causes of conflicts.
and should be able - Strengthening -charts IntroRecap of previous lesson.
resolution to:-Identify Identifying Life skills, 2 .The facilitator explains on conflicts and causes of
97
CONTENT S
REFERENCE
Causes of causes of - sexually, HIV conflicts in the family, school and in the community
conflict at conflicts within Describing and Aids 3Learners in identify causes of conflicts in the family,
home family and Teacher’s school and in the community while the facilitator
community, manual Bullet assists them. 4 Learners give feedback from their
5
suggest ways of groups while the facilitator assists them. 5. Individual
resolving them written work. Conclusion. Oral review of the lesson.
6 Conflict During the - Guidance and -work cards Assumed knowledge. Learners know causes of
management lesson learners Explaining Counselling -flash cards conflicts
and should be able - Strengthening -charts IntroRecap of the previous lesson.
resolution to:-Differentiate Identifying Life skills, 2 Learners identify causes of conflict at home.
- sexually, HIV
-Exploitation between 3 The facilitator explains on exploitation and
Describing and Aids
and exploitation and Teacher’s
victimization 4Learners in groups differentiate
Victimization victimization manual Bullet between exploitation and victimization while the
6 facilitator assists them. 5Learners give feedback while
the facilitator assists them. 6learners watch videos
showing abuse.
Conclusion The facilitator asks oral questions.
7 Conflict During the - Guidance and -work cards Assumed knowledge. Learners know forms of abuse
management lesson learners Explaining Counselling -flash cards IntroRecap of previous lesson
and should be able - Strengthening -charts 1 Learners identify forms of abuse while the facilitator
resolution to:-Identify ways Identifying Life skills, assists them.2.Learners as a class identify ways in
- sexually, HIV
-ways of in which which communities deal with sexual abuse and sexual
Describing and Aids
dealing with communities deal Teacher’s
relationship while the facilitator assists them. 4
sexual abuse with sexual abuse manual Bullet Learners give feedback while the facilitator assists
in and sexual 7 them.
communities relationship. 5 Individual written wok.
Conclusionlearners sing a song
8 Stigma and During the - Guidance and -work cards Assumed knowledge. Learners are able to name forms
discriminatio lesson learners Explaining Counselling -flash cards abuse
n should be able - Strengthening -charts IntroThe facilitator explains key words
-Effects of to:-State the Identifying Life skills, 2The facilitator explains the effects of stigma and
- sexually, HIV
stigma and effects of stigma discrimination. 3Learners in groups identify effects of
Describing and Aids
discriminatio and stigma and discriminations in families and community
98
CONTENT S
REFERENCE
n in families discrimination on Teacher’s while the facilitator assists 4 Learners give feedback
relationships. manual Bullet from their groups while the facilitator assists them
8 5 Role play by learners while facilitator guides them.
ConclusionOral review of the lesson.
9 Male and During the - Guidance and -work cards Assumed knowledge. Learners know changes that
female lesson learners Explaining Counselling -flash cards occur on their bodies as they grow up.
reproductive should be able - Strengthening -charts IntroThe facilitator explains key words
anatomy to:--identify the Identifying Life skills, 2 .The facilitator explains on the meaning of
- sexually, HIV
emotional, adolescent
Describing and Aids
-Adolescents physical and Teacher’s
3Learners in groups identify the emotional, physical
psychological manual Bullet and psychological changes in adolescents while
changes in 9 facilitator assists them. 4 Learners give feedback from
adolescents their groups while the facilitator assists them.
ConclusionRevision and recap of concepts.
10 Male and During the - Guidance and -work cards Assumed knowledge. Learners know causes of HIV
female lesson learners Explaining Counselling -flash cards infection
reproductive should be able - Strengthening -charts IntroRecap of previous lesson
anatomy to:-Show how the Identifying Life skills, 2The facilitator explains on reproductive organs.
- sexually, HIV
-Adolescents change influences 3Learners draw and label reproductive organs while
Describing and Aids
their behaviour Teacher’s
the facilitator assists them4 Class discussion on
and their risk to manual Bullet changes that occur on adolescence that can influence
HIV infection. 10 their behaviour while the facilitator assists them.
Con. Oral review of the lesson.
INDIGENOUS LANGUAGE CHISHONA -

Zvinangwa
• 234]
“+Kuti vadzidzi vakwanise kuverenga, kutaura, kunyora uyewo kuva nezvinooneka, kubatika pamwe nekukwanisa kuita mabasa emaoko
• Kukurudzira vadzidzi kuti vanzwane nevamwe munguva dzakasiyana.
• Kuti vadzidzi Vakwanise kushandisa mishina {ICT technology}
99
CONTENT S
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• Kuti vana vaone kukosha kwemitauro yedu yemuno vagofarira kugara vachiiverenga pachavo kuitira tsika neunhu hwavo kutaurawo ngano dzepasi
chigare
• Vadzdidzi Vakwanise kuite hurukuro nhetembo pamwe ne nziyo kana zvimwewo [puzzles, riddles, quiz, questions]
Tugono 1. Kuteerera 2. Kutaura 3. Kuverenga 4. Kunyora
 Family unity
 Children’s Rights and Responsibilities
Vavariro:Kuti vadzidzi vawe neunyanzvi mu kuverenga, kutaura, kunyora uyewo kuva nezvinooneka, kubatika pamwe nekukwanisa kuita mabasa
emaoko. Kukurudzira vadzidzi kuti vanzwane nevamwe munguva dzakasiyana.Kuti vana vaone kukosha kwemitauro yedu yemuno vagofarira
kugara vachiiverenga pachavo kuitira tsika neunhu hwavo kutaurawo ngano dzepasi chigare.
1 Zvokutaura Vava vanotarisrwa Kutaura Vana Indigenous Nhanganyaya –Mudzidzisi anotaura kanyaya pamusoro
nekuteerera. kukwanisa ku:--- Kuteerera vanoziva languages Syll pezvaanoda nezvaanofarira
Zvandinoda kutaura pamusoro . vatungamiri Grde 3-7, Page 1.Vadzidzi vano taurirana pamusoro pezvavanofarira
nezvandinofa pamusoro Kunyora. ri 28 nezvavanoda.
rira pezvavanoda vemudunhu 2. Vadzidzi mumapoka avo vano taurirana pamusoro
nezvavanofarira ravo. Makadhi pezvanoda vachichirechedza musiyano pazviri.
-kuumba Mifananidzo 3. Vadzidzi vanopakura zvavawana.
100
CONTENT S
REFERENCE
mazwinemitinhimir 4. Vadzidzi vanoumba mazwi nemitinhimira yakapihwa.

a yakapihwa. Mhedziso – mibvunzo yekupeta basa
Chidzi Kuverenga Vava vanotarisrwa kuverenga Vadzidzi Indigenous Nhanganyaya –Mudzidzisi nevana vanoimba rwiyo.
dzo 3 nekuinyora. kukwanisa ku:--- vanogona languages Syll 1Vadzidzi vano verenga mazwi matsva kubva mundima
& kuverenga ndima kunyora kuverenga. Grde 3-7, Page icha verengwa voma tsanangura.
4 Nzwisiso. vachinzwisisa. 34 2Vadzidzi vano verenga ndima
-kupindura -kupindura 3Vadzidzi vano pindura mibvunzo iri pamakadhi.
mibvunzo mibvunzo Makadhi 4 Vana vanopakura zvavawana.
yenzwisiso mitanhatu kubva Mifananidzo 5 Vana vanonyora basa sedungamunhu.
mundima Mhedziso – dzokororo yebasa ranyorwa nevana.
yaverengwa.
Chidzi Kutaura Vava vanotarisrwa Kunyora -vana Indigenous Nhanganyaya – vadzidzi vanoita zvavanenge vanzi vaite
dzo 5 nekunyora. kukwanisa ku:--- Kutaura vanoziva languages Syll nemudzidzisi.
kudoma zviito zvimwe Grde 3-7, Page 1 Vadzidzi vano verenga zviito zviri pamakadhi.
Zviito zvingangoita zviito. 28 2Vadzidzi vano doma zviito zvavanoziva.
zvishanu. 3 Vadzidzi vano pindura mibvunzo sedungamunhu.
-kuzadzisa zvirevo Makadhi Mhedziso – dzokororo yebasa ranyorwa nevana.
neziito zvakapihwa.
Chidzi Kutaura Vava vanotarisrwa Kutaura -vana Indigenous Nhanganyaya – vadzidzi vanodoma zvanoda
dzo6 nekuteerera. kukwanisa ku:-- Kuteerera vanoziva languages Syll nezvavnofarira
kuita hurukuro . mabasa Grde 3-7, Page 1. Vadzidzi vano verenga mazwi ari pamakadhi pamusoro
Hurukuro pamusoro evatongi 30 pezvinhu zvinodiwa nemunhu kuti ararame.
pezvavanoda vemumaruv 2.Vadzidzi vanoita hurukuri pamusoro pezvavanoda kuti
nezvavanofarira a. vararame vachibatsirwa nemudzidzisi.
3.Vadzidzi vano pindura mibvunzo sedungamunhu.
Mhedziso – dzokororo yebasa rakurukurwa.
Chidzi Kunyora Vava vanotarisrwa Kunyora Vana Indigenous Nhanganyaya – vadzidzi vanoogorora mifananidzo
dzo 7 kukwanisa ku:--- vanogona languages Syll pamusoro pemabasa
-Rondedzero kunyora rondedzero kuumba Grde 3-7, Page 1. Vana vanodoma mabasa avanoda kana vakura.
Basa nemutauro mitsara 34 2. Vana vanodoma mayorerwo erondedzero vachibatsirwa
randinoda wakanaka yakazara. nemudzidzisi.
kuazoita pamusoro pebasa 3.Vadzidzi vanopa chidumbu cherondedzero mumaboka.
ndakura ravanoda kuzoita 3.Vadzidzi vanoverenga zvavanyora.
101
CONTENT S
REFERENCE
4.Vadzidzi vano nyora rondedzero sedungamunhu.

Mhedziso – vana vatatu vanoverenga zvavanyora.
Chidzi Kunyora Vava vanotarisrwa kuverenga Vana Indigenous Nhanganyaya – vadzidzi vanoongorora chati rinerunyoro
dzo 8 (Penmanship kukwanisa ku:--- vanoziva languages Syll rwe ‘Nelson’s script’
-Nelson’s kunyora vachiumba kunyora zvimwe Grde 3-7, Page 1. Mudzidzisi anoratidza vana manyorero akanaka.
script) mavara zvakanaka. zvinongedz 34 2 Vadzidzi vari mumapoka vano edzeserakunyora
o vachiteedzerarunyoro rwakanaka.
3Vadzidzi vano nyora basa ravo sedungamunhu.
Mhedziso – dzokororo yebasa.
Vavariro:Kuti vadzidzi vawe neunyanzvi mu kuverenga, kutaura, kunyora uyewo kuva nezvinooneka, kubatika pamwe nekukwanisa kuita mabasa emaoko. Kukurudzira vadzidzi kuti va
vachiiverenga pachavo kuitira tsika neunhu hwavo kutaurawo ngano dzepasi chigare.
2 Zvokutaura Vava vanotarisrwa Kutaura Vana Indigenous Nhanganyaya –Mudzidzisi anoratidza vana mifananidzo
nekuteerera. kukwanisa ku:--- Kuteerera vanoziva languages Syll yezviitiko zvakasiyana siyana.
Zviitiko kudoma zviitiko Kunyora. zvimwe Grde 3-7, Page 1.Vadzidzi vanodoma zviitiko zvinoitika munharaunda
Chi zvemunharau zvemunharaunda zvinoitika 28 dzavanobva 2.Vadzidzi mumapoka avo vano taurirana
dzi nda nemunyika munharaund zviitiko zvinoitika munharaunda dzavanobva nezvinoitika
dzo nemunyika -Kutsangura zviitiko a Makadhi munyika yese vachibatsirwa nemudzidzisi. 3. Vana
zvemunharaunda
1 Mifananidzo vanopakurirana zvavawana mumapoka
nemunyika
4.Vadzidzi vanoumba mazwi nemitinhimira yakapihwa.
Mhedziso – Mibvunzo yekupeta basa
Chi Kuverenga Vava vanotarisrwa kuverenga Vadzidzi Indigenous Nhanganyaya –Mudzidzisi anotaurira vadzidzi kanyaya
dzi nekunyora. kukwanisa ku:--- vanogona languages Syll pamusoro pemabasa emaoko.
dzo kuverenga ndima kunyora kuverenga. Grde 3-7, Page 1.Vadzidzi vano verenga mazwi matsva kubva mundima
2& Nzwisiso vachinzwisisa. 31& 34 icha verengwa voma tsanangura.
3 -kupindura Makadhi 2.Vadzidzi vano verenga ndima vachibatsirwa
-Kupindura mibvunzo Mifananidzo. nemudzidzisi
mibvunzo mitanhatu kubva 3.Vadzidzi vano pindura mibvunzo iri pamakadhi.
yenzwisiso mundima 4. Vana vanonyora basa sedungamunhu.
yaverengwa. Mhedziso – dzokororo yebasa ranyorwa nevana.
Chi Kutaura Vava vanotarisrwa Kunyora -vana Indigenous Nhanganyaya – vadzidzi vanodoma zviitiko zvinoitika
dzi nekuteerera kukwanisa ku:--- Kutaura vanoziva languages Syll munharaunda dzavanobva zvakakosha.
dzo - kutsanangura zviitiko Grde 3-7, Page 1. Vana vanodoma zviitiko zvinoitika munharaunda
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4 Zvakakosher zvakoshera zviitiko zvenoitika 28 dzavanobva nezvinoitika munyika mese.

a zviitiko zvemunharaunda munharaund 2. Mudzidzisi anotsangura pamusoro pekukosha
zvimunharau nezviitiko zvenyika a kwezviitiko zvemunharaunda nenyika yose zvadomwa
nda yose nezvinoitika Makadhi nevana. 3. Vana vano taurirana mumapoka avo
nezviitiko munyika Mifanidzo zvakakoshera zviitiko zvemunharaunda nezvenyika yese
zvenyika yese. vachibatsirwa nemudzidzisi. 4. Vana vanopakurirana
yose zvavawana mumapoka avo vachibatsirwa nemudzidzisi.
Mhedziso – dzokororo yebasa raitwa mumapoka.
Chi Kunyora Vava vanotarisrwa Kutaura -vana Indigenous Nhanganyaya – Vana vanodoma zvimiso zvavanoziva.
dzi Zvikombered kukwanisa ku:--- Kuteerera vanoziva languages Syll 1. Vadzidzi vano doma zvimiso zvavanoziva.
dzo zo kushandisa . zvimwe Grde 3-7, Page 2 Mudzidzisi anotsanangura pamusoro pezvimiso.
5 -Zvimiso:- zvimisomzvakakod zvezvimiso. 34 3 Vadzidzi vari mumapoka vanoisa zvimiso ndima
(Fullstop, zera yavanenge vapihwa mudzidzisi achivabatsira.
Capital 4 Vadzidzi vanopakurirana zvavawana mumapoka avo
letter, mudzidzisi achivabatsira.
exclamation 5 Vana vanonyora basa mumabhuku sedungamunhu.
marks, Mhedziso – dzokororo yebasa ranyorwa nevana.
comma etc
Chidzi Kunyora Vava vanotarisrwa Kunyora Vana Indigenous Nhanganyaya – vadzidzi vanoona mifananidzo yezviitiko
dzo6 rondedzero kukwanisa ku:- vanogona languages Syll zvakasiyana
& Kutsanangura kuumba Grde 3-7, Page 1. Vadzidzi vanodoma zviitiko zvinovanakidza zvinoitika
7 Chiitiko chiitiko chakaitika mitsara 34 mudunhu mavo. 2. Vadzidzi vanotaura zvinotarisirwa
chakaitika mudunhu mavo yakazara. pakunyora rondedzero yanaka vachibatsirwa
mudunhu chakavafadza nemudzidzisi. 3. Vana mumapoka vanonyora rondedzero
medu -kushanidisa pamusoro pechiitiko chakaitika mudunhu mavo
chakandifadz zvimiso nezvirunga chakavafadza.
a mutauro nemazvo. 4. Vana vanopakurirana zvavawana mumapoka avo
mudzidzisi achivabatsira. 5. Vana vanonyora rondedzero
mumabhuku avo mumwe nemumwe
Mhedziso – vana vatatu vanoverenga zvavanyora.
Chidzi Kunyora Vava vanotarisrwa kuverenga Vana Indigenous Nhanganyaya – vadzidzi vanoongorora nekutsanangura
dzo8 kukwanisa ku:--- vakambo languages Syll mifananidzo yakapihwa,
Zviperengo. kunyora zviperengo kunyora nyora Grde 3-7, Page 1.Vadzidzi vano verenga mazwi akapihwa.
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zvemazwi anoita zviperengo. 34 2.Vadzidzi vanotsanangura mazwiakapihwa.

gumi. 3.Mudzidzisi anodanidzira mazwi vana vakateerera.
4.Vadzidzi vano nyora zviperengo sedungamunhu.
emaoko. Kukurudzira vadzidzi kuti vanzwane nevamwe munguva dzakasiyana. Kuti vana vaone kukosha kwemitauro yedu yemuno vagofarira
3 Zvokutaura Vava vanotarisrwa Kutaura Vana Indigenous Nhanganyaya –Vadzidzi vanoona mifananidzo ine tsika
Chidzi nekuteerera. kukwanisa ku:--- Kuteerera vanoziva languages Syll dxechinyakare.
dzo1 Hwaro kudoma tsika . tsika Grde 3-7, Page 1. Vadzidzi vanodoma dzika dzechinyakare dzavanoziva
hweupenyu dzechinyakare Kunyora. dzechinyake 28 mudzidzisi achivabatsira. 2. Vana vanotaurirana vari
dzaiitika mumatunhu are. mumapoka pamusoro penhoroondo dzemhuri dzavo
avo. Makadhi mudzidzisi achivabatsira. 3. Vana vanopakurirana
Kukurukura pamuso
zvavawana mumapoka avo. 4. Vana vatsanangura
pamusoro
penhoroondo
nhoorondo yemhuri dzvao vamwe vachinzwa.
yemhuri dzavo. Mhedziso – mibvunzo yekupeta basa
Chidzi Kuverenga Vava vanotarisrwa kuverenga Vadzidzi Indigenous Nhanganyaya –Mudzidzisi vanoverenga mazwi
dzo2 nekuinyora. kukwanisa ku:--- vanogona languages Syll angangova matsva abva mundima yavachavarenga
&3 kuverenga ndima kunyora kuverenga. Grde 3-7, peji vomatsangura.
-Kuverenga vachidodomese. 31 ne 34 1.Vadzidzi vano verenga mazwi matsva kubva mundima
vachidodome -kupindura Makadhi icha verengwa voma tsanangura. 2. Vadzidzi vano
sa mibvunzo verenga ndima vachibatsirwa nemudzidzisi. 3.Vadzidzi
-Nzwisiso:- mitanhatu kubva vano pindura mibvunzo iri pamakadhi vari mumapoka
Kupindura mundima vachibatsirwa nemudzidzisi. 4. Vadzidzi vanopkaurirana
mibvunzo yaverengwa. zvavawana mumapoka. 5. Vadzidzi vanonyora basa
yenzwisiso sedungamunhu.
Mhedziso – dzokororo yebasa ranyorwa nevana.
Chidzi Kuverenga Vava vanotarisrwa Kunyora Vana Indigenous Nhanganyaya – Mudzidzisi anoratidza vana kuverenga
dzo4 kukwanisa ku:--- Kutaura vanogona languages Syll kwakanaka.
Zvimiso: kuverenga ndima kuverenga. Grde 3-7, Page 1.Vadzidzi vano verenga ndima vachifema pose
-chitura vachiongorora 32 panechitura befu mudzidzisi anobatsira vadzidzidi.
mafemo zvimiso nemazvo. 2.Vadzidzi vanovereng vari mumapoka mudzidzisi
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-chidonhwe Makadhi axchibatsira vadzidzi. 3.Vadzidzi vanoverengera

Mifanidzo mudzidzisi sedungamunhu.
Mhedziso – Vana vanotaura nyaya yavavernga
muchindimbu.
Chidzi Kunyora Vava vanotarisrwa Kutaura -vana Indigenous Nhanganyaya – vadzidzi vanodoma mazwi anopesana.
dzo5 Mazwi kukwanisa ku:--- Kuteerera vanoziva languages Syll 1.Vadzidzi vano doma mazwi anopesana neakanyorwa.
anopesana. kudoma mazwi . mamwe Grde 3-7, Page 2.Vadzidzi vanoumba zvirevo mumapoka vopakura
anopesana mazwi 35 zvavawana vachibatsirwa nemudzidzisi.
Sokuti, nemashanu anopesana. 3. Vana vanopakurirana zvavawana mumapoka avo.
Harahwa- akapihwa. 4.Vadzidzi vano pindura mibvunzo sedungamunhu.
Mukomana. -kuumba zvirevo Mhedziso – Dzokororo yebasa ranyorwa nevana.
nemazwi
anopesana.
Chidzi Kunyora Vava vanotarisrwa Kunyora Vana Indigenous Nhanganyaya – Vadzidzi vanoongorora mufananidzo.
dzo6 Rondedzero kukwanisa ku:--- vanogona languages Syll 1. Vadzidzi vanotsangura zvinotarisrwa pakunyora
&7 -Mhuri yedu kunyora rondedzero kuumba Grde 3-7, Page rondedzero mudzidzisi achivabatsira.
pamusoro mitsara 34 2. Vadzidzi vanonyora pamusoro pemhuri dzavo vari
pemusoro pemhuri yakazara. mumapoka mudzidzisi achivabatsira.3. Vadzidzi
dzavo vanopakurirana zvavawana mumapoka avo.
4.Vadzidzi vano nyora rondedzero sedungamunhu.
Mhedziso – Vadzidzi vatatu vanoverenga zvavanyora.
Chidzi Kunyora Vava vanotarisrwa Kuvereng Vana Indigenous Nhanganyaya – Vadzidzi vanodoma tsumo dzavano ziva.
dzo8 Tsumo: kukwanisa ku:--- a. vanoziya languages Syll 1.Vadzidzi vano vanopa tsumo dzavanoziva.
Kuzadzisa kupa tsumo ina Kunyora. tsumo. Grde 3-7, Page 2.Vadzidzi mumapoka avo vano zadzisa tsumo
tsumo. dzavano ziva. 34 dzakapihwa vachibatsirwa nemudzidzisi.
-kuzadzisa tsumo 3. Vana vanopakurirana zvavawana mumapoka avo
dzakapihwa mudzidzisi achivabatsira.
nechishona 4.Vadzidzi vano nyora basa ravo sedungamunhu.
chakanaka. Mhedziso – Dzokororo yebasa.
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4 Zvokutaura Vava Kutaura Vana Indigenous Nhanganyaya –Vadzidzi vanoimba karwiyo vachidoma
nekuteerera. vanotarisrwa Kuteerera. vanoziva languages Syll mazuva evhiki, nemwedzi.
Chidzi Zvenguva kukwanisa ku:--- Kunyora. dzimwe Grde 3-7, Page 1. Vadzidzi vadoma mashoko anoshandiswa kutaura
dzo 1 -mazuva Kudoma mazuva tsika 27 ne 28 zvenguva vachibatsirwa nemudzidzisi.
evhiki, evhiki, mwedzi dzevatema. 2. Vadzidzi vanodoma mazuva, mwezi nemwaka yegore
mwedzi nemwaka yegore. Makadhi nezviitiko zvinoitika mairi vachibatsirwa
yegore Bambiri nemudzidzisi.Vadzidzi vanoita hurukuro pamusoro
nemwaka petsika dzevatema. 3. Vana vanopkaurirana zvavawana
yegore mumapoka avo mudzidzisi achivabatsira
4.Vadzidzi vanoumba zvirevo nemazwi akapihwa
Chidzi Kuverenga Vava kuverenga Vadzidzi Indigenous Nhanganyaya –Mudzidzisi anotaridza vana mifananidzo
dzo 2 nekunyora. vanotarisrwa vanogona languages Syll ytsika dzakasiyana-siyana.
&3 Nzwisiso kukwanisa ku:--- kunyora kuverenga. Grde 3-7, peji 1.Vadzidzi vano verenga mazwi matsva kubva mundima
kuverenga ndima 31 ne 34 icha verengwa voma tsanangura.
-kupindura vachinzwisisa.- 2.Vadzidzi vano verenga ndima vachibatsirwa
mibvunzo kupindura Makadhi. nemudzidzisi. 3.Vadzidzi vano pindura mibvunzo iri
yenzwisiso mibvunzo Mifananidzo pamakadhi vari mumapoka vachibatsirwa nemudzidzisi.
mitanhatu kubva 4. Vadzidzi vanonyora basa sedungamunhu.
mundima Mhedziso – dzokororo yebasa ranyorwa nevana.
yaverengwa.
Chidzi Kuverenga / Vava Kunyora Vana Indigenous Nhanganyaya – Vadzidzi vanonoverenga mazwi
dzo 4 Kunyora vanotarisrwa Kutaura vakambonz languages Syll efananidzo akapihwa.
kukwanisa ku:--- wa dzime Grde 3-7, Page 1. Vadzidzi vano verenga mazwi akapihwa
Fananidzo: kuverenga mazwi fananidzo. 35 nekuatsanangura zvaanoreva vachibatsirwa nemudzidzisi.
Sokuti, efananidzo 2. Vadzidzi vari mumapoka vanoumba zvirevo
-Mazino ake mashanu Makadhi nekuzadzisa zvirevo zvakapihwa nefananidzo
akachena akapihwa. Mifanidzo vachibatsirwa nemudzidzisi 3. Vana vanopakurirana
semukaka. -kutsanagura zvavawana vachibatsirwa nemudzidzisi.
zvinoreva 4. Vadzidzi vanoita basa ravo sedungamunhu
fananidzo. vachizadzisa zvirevo
-kuzadzisa Mhedziso – Dzokororo yebasa ranyorwa.
zvirevo
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nefananidzo
dzakapihwa.
Chidzi Kunyora Vava Kutaura -vana Indigenous Nhanganyaya – vadzidzi vanodoma mazwi anoreva
dzo 5 Mazwi vanotarisrwa Kuteerera. vanoziva languages Syll zvimwechete.
anoreva kukwanisa ku:--- mamwe Grde 3-7, page 1.Vadzidzi vano verenga mazwi akapihwa uye
zvimwechete kudoma mazwi mazwi 34 kuatsanangura vachibatsirwa nemudzidzisi.
. anoreva anoreva Mifananidzo 2. Vadzidzi vanopa mazwi anoreva zvakafanana
zvimwechete zvimwechet Makadhi neakapihwa pamakadhi vari mumapoka vachibatsirwa
Chibage - nemashanu e. nemudzidzisi. 3. Vana vanopakurirana zvavawana
magwere akapihwa. mudzidzisi achivabatsira.4.Vadzidzi vano pindura
-kuumba zvirevo mibvunzo sedungamunhu.
nemazwi anoreva Mhedziso – Dzokororo yebasa ranyorwa nevana.
zvimwechete.
Chidzi Kunyora Vava Kunyora Vana Indigenous Nhanganyaya – Vadzidzi vanoongorora mufananidzo
dzo 6 Rondedzero vanotarisrwa vanogona languages Syll
1. Vana vanodoma mwaka yegore. 2. Vana vanotsangura
kukwanisa ku:--- kuumba Grde 3-7, Page
mwaka yegore yavanofarira mudzidzisi achivabatsira.
Mwaka kunyora mitsara 34 3. Vana vanodoma manyorerwe erondedzero akanaka
wegore rondedzero yakazara. . mudzidzisi anobatsira vadzidzi.
wandinofarir vachitsanangura 4.Vadzidzi vano nyora rondedzero sedungamunhu.
a tsika dzedu Mhedziso – Vana vatatu vanoverenga zvavanyora.
Chidzi Kunyora Vava Kuverenga. Vana Nhanganyaya – Vadzidzi vanodoma tsumo dzavano ziva.
dzo 7 Tsumo: vanotarisrwa Kunyora. vanoziya Indigenous 1.Vadzidzi vano verenga tsumo dzisina kuzadzira.
kukwanisa ku:--- dzimwe languages Syll 2.Vadzidzi mumapoka vanotsanangura zvinoreva tsumo
Kuzadzisa kudoma tsumo tsumo. Grde 3-7, Page dzakapihwa vachibatsirwa nemudzidzisi. 3. Vadzidzi
tsumo. shanu 34. vanopakurirana zvavawana. 4.Vadzidzi vano nyora basa
dzavanoziva. ravo sedungamunhu vachi zadzisa tsumo.
Mhedziso – Dzokororo yebasa.
Chidzi Dzokororo Vava Kuverenga. Vana vano Indigenous Nhanganyaya – Dzokororo yemusoro mikuru
dzo 8 Zvirungamut vanotarisrwa Kunyora. rangarira languages Syll yakadzidzwa.
auro kukwanisa ku:-- zvavakambo Grde 3-7, Page 1Vadzidzi pamwe nemudzidzisi vanodzokorora basa rese
-Nzwisiso kunyora ita 27-35 rakaitwa uye richabvunzwa.
-Rondedzero dzokororo Makadhi 2.Vadzidzi vano verenga mazwi mirairo.
-Kupindura yezvaka dzidzwa Zvitai tai 3.Mudzidzisi anonyora basa kuchidziro.
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mibvunzo mumasvondo 4.Vadzidzi vano nyora basa ravo sedungamunhu.

yedzokororo maviri adarika. Mhedziso – dzokororo yebasa.
5 Zvokutaura Vava Kutaura Vana Indigenous Nhanganyaya –Vadzidzi vanoona mifananidzo yezviitiko
nekuteerera. vanotarisrwa Kuteerera. vanoziva languages Syll zvakasiyana siyana
Chidzi - Pfupiso, kukwanisa ku:--- Kunyora. mabikirwo Grde 3-7, 1. Vadzidzi vachinjana vanotsangura nhau nenyaya
dzo 1 Nhau -Kutaura nyaya, ebota. Page27 & 29 dzinoitika mumatunhu avanobva.
nenyaya memhau dzinoitika 2. Vadzidzi vanochinjana kutaura nhau dzino inotika
-Kutaura mumatunhu Makadhi mumatunhu avo nenyika yese.
nyaya kana avanobva. Mifananidzo 3. Vadzidzi vanotaura nhau nenyaya dzataurwa
nhau -Kutaura nyaya muchidimbu vachibatsirwa nemudzidzisi.
kana nhau yataurwa
yataurwa 4.Vadzidzi vanoumba mazwi nemitinhimira yakapihwa.
muchidimbu
muchidimbu Mhedziso – Mibvunzo yekupeta basa
Chidzi Kuverenga Vava kuverenga Vadzidzi Indigenous Nhanganyaya –Mudzidzisi anotaridza vama mufananidzo
dzo 2 nekuinyora. vanotarisrwa vanogona languages Syll yevanhu vari pamabiko.
&3 Nzwisiso kukwanisa ku:--- kunyora kuverenga. Grde 3-7, Page 1.Vadzidzi vano verenga mazwi matsva kubva mundima
-Kuverenga kuverenga ndima 31 & 35 icha verengwa voma tsanangura. 2.Vadzidzi vano
ndima vachinzwisisa. verenga ndima vachibatsirwa nemudzidzisi.
yenzwisiso -kupindura Makadhi 3.Vadzidzi vano pindura mibvunzo iri pamakadhi
-Kupindura mibvunzo Mifananidzo. vopakura zvavawana.
mibvunzo mitanhatu kubva 4. Vadzidzi vanonyora basa sedungamunhu.
yenzwisiso mundima Mhedziso – Dzokororo yebasa ranyorwa nevana.
yaverengwa.
Chidzi Kunyora Vava kuverenga Vana Indigenous Nhanganyaya – vadzidzi vanoongorora chati rinerunyoro
dzo 4 (Penmanship vanotarisrwa vanoziva languages Syll rwe ‘Nelson’s script’
-Nelson’s kukwanisa ku:--- kunyora zvimwe Grde 3-7, Page 1.Mudzidzisi anoratidza vana manyorero akanaka.
script) kunyora zvinongedz 34 2.Vadzidzi vari mumapoka vano edzeserakunyora
-Kunyora vachiumba o vachiteedzerarunyoro rwakanaka.
vachiumba mavara 3.Vadzidzi vano nyora basa ravo sedungamunhu.
mavara zvakanaka. Mhedziso – Dzokororo yebasa.
zvakanaka
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Chidzi Kunyora Vava Kutaura -vana Indigenous Nhanganyaya – vadzidzi vanoongorora mifananidzo
dzo 5 Mazwi vanotarisrwa Kuteerera. vanoziva languages Syll yezvinhu zvishoma uye zvakawanda.
muuzhinji kukwanisa ku:--- zvishoma Grde 3-7, Page 1. Vadzidzi vano verenga mazwi ose apapihwa
kuisa mazwi uye 34 muushoma.
Sokuti, muuzhinji. zvakawana. 2.Vadzidzi vaisa mazwi akapihwa muuzhinji vari
Mutambo— -kuzadzisa mumapoka vopakura zvavawana.
mitambo zvirevo nemazwi 3.Vadzidzi vano pindura mibvunzo sedungamunhu
ari muuzhinji. kuzadzisa zvirevo.
Mhedziso – Dzokororo yebasa ranyorwa nevana.
Chidzi Kunyora Vava Kunyora Vana Indigenous Nhanganyaya – Vadzidzi vanoita hurukuru pamusoro
dzo 6 rondedzero vanotarisrwa vanogona languages Syll penyaya dzinoitika mumatunhu avo.
Tsamba kukwanisa ku:--- kuumba Grde 3-7, Page 1. Mudzisisi anotsanangura pamusoro tsamba
-Nyora tsamba -Kunyora tsamba mitsara 34 kushamwari.
kushamwari kushamwari yakazara. 2. Vadzidzi vanodoma zvinotarisrwa pakunyora tsamba.
uchiudza uchiudza nyaya 3. Vana vanoita hurukuro pamusoro penhau dzakaitika
nyaya yakaitika mumatunhu avo dzakavafadza. 4 Vana vanonyora tsamba
yakaitika mudunhu menyu kushamwari dzavo mudzidzisi achibatsira vana.
mudunhu
yakakufadza Mhedziso – Vana vatatu vanoverenga zvavanyora.
menyu
yakakufadza
Chidzi Kuverenga/ Vava Kuverenga. Vana Indigenous Nhanganyaya – Vadzidzi vano verenga kandima
dzo 7 Kunyora vanotarisrwa Kunyora. vanoziya languages Syll kanezvimiso.
Zvimiso kukwanisa ku:--- zvimwe Grde 3-7, Pji 1 Vadzidzi vatsanangura mashandisirwo ezvimiso
- kutsanangura zvimiso 31 & 34 zvakapihwa. 2Vadzidzi vanoumba zvirevo vachishandisa
chikatyamad mashandisirwo zvimiso zvakakodzera vari mumapoka.
zo ezvimiso 3. Vadzidzi vano nyora basa ravo sedungamunhu.
-nyora zvakapihwa Mhedziso – dzokororo yebasa.
Chidzi Dzokororo Vava Kuverenga. Vana vano Indigenous Nhanganyaya – Dzokororo yemusoro mikuru
dzo 8 Zvirungamut vanotarisrwa Kunyora. rangarira languages Syll yakadzidzwa.
auro kukwanisa ku:-- zvavakambo Grde 3-7, Page 1Vadzidzi pamwe nemudzidzisi vanodzokorora basa rese
-Nzwisiso kunyora ita 27-35 rakaitwa uye richabvunzwa.
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6 Zvokutaura Vava Kutaura Vana Indigenous Nhanganyaya –Vadzidzi vanoimba rwiyo vachishandisa
nekuteerera. vanotarisrwa Kuteerera. vanoziva languages Syll manhamba
Chidzi -Kuverenga kukwanisa ku:--- Kunyora. mamwe Grde 3-7, Page 1. Mudzizdzisi anotsangura pamusoro pekuverenga
dzo 1 manhamba -kuverenga mazwi 29 manhamba. 2. Vana vanoverenga manhamba kusvika
- Kuverenga manhamba anoshandis kuna 70 vachibatsirwa nemudzidzisi.
e.g motsi, - Kushandisa wa Makadhi 3. Vadzidzi vari mumapoka vanoshandisa manhamba
piri, ina, manumber pakuvereng Mifananidzo muzvirevo vachibatsirwa nemudzidzisi.
shanu etc muzvirevo a 4. Vadzidzi vanopakurirana zvavawana mumapoka avo.
Vava kuverenga Vadzidzi Indigenous Nhanganyaya –Mudzidzisi anotaridza vama mufananidzo
Chidzi Kuverenga vanotarisrwa vanogona languages Syll yevanhu vari pamabiko.
dzo 2 nekuinyora. kukwanisa ku:--- kunyora kuverenga. Grde 3-7, 1.Vadzidzi vano verenga mazwi matsva kubva mundima
&3 -kuverenga ndima Page15, 23ne icha verengwa voma tsanangura. 2.Vadzidzi vano
Nzwisiso vachinzwisisa. 26 verenga ndima vachibatsirwa nemudzidzisi.
-Kupindura -kupindura 3.Vadzidzi vano pindura mibvunzo iri pamakadhi
mibvunzo mibvunzo Makadhi. vopakura zvavawana.
yenzwisio mitanhatu kubva Mifananidzo 4. Vadzidzi vanonyora basa sedungamunhu.
mundima Mhedziso – Dzokororo yebasa ranyorwa nevana.
yaverengwa.
Chidzi Kunyora Vava kuverenga Vana Indigenous Nhanganyaya – vadzidzi vanoongorora chati rinerunyoro
dzo 4 (Penmanship vanotarisrwa vanoziva languages Syll rwe ‘Nelson’s script’
-Nelson’s kukwanisa ku:--- kunyora zvimwe Grde 3-7, Page 1.Mudzidzisi anoratidza vana manyorero akanaka.
script) kunyora zvinongedz 34 2.Vadzidzi vari mumapoka vano edzeserakunyora
-Kunyora vachiumba o vachiteedzerarunyoro rwakanaka.
vachiumba mavara 3.Vadzidzi vano nyora basa ravo sedungamunhu.
mavara zvakanaka. Mhedziso – Dzokororo yebasa.
zvakanaka
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Chidzi Kunyora Vava Kutaura -vana Indigenous Nhanganyaya – Vadzidzi vanodoma tsumo dzavanoziva.
dzo 5 Tsumo: vanotarisrwa Kuteerera. vanoziva languages Syll 1.Vadzidzi vano verenga tsumo dzakapihwa uye
- kukwanisa ku:--- zvinoreva Grde 3-7, Page kudzitsanangura vachibatsirwa nemudzidzisi.
Tsanangudzo -kupa dzimwe 35 2.Vadzidzi vanoita basa remumapoka vopakura
dzetsumo. tsanangudzo tsumo. Mifananidzo zvavawana vachibatsirwa nemudzidzisi..
dzetsumo 3.Vadzidzi vano pindura mibvunzo sedungamunhu.
dzakapihwa. Mhedziso – Dzokororo yebasa ranyorwa nevana.
Chidzi Kunyora Vava Kunyora Vana Indigenous Nhanganyaya – Vadzidzi vanoongorora mufananidzo
dzo Rondedzero vanotarisrwa Kuverenga vanogona languages Syll yenharaunda yakaparadzwa.
6& 7 kukwanisa ku:--- kuumba Grde 3-7, Page 1. Vadzidzi vanodoma zvakakoshera miti mudzidzisi
Tsamba -kudoma miti mitsara 34 achivabatsira. 2. Vadzidzi mumapoka vataurirana
-Kukosha yavanoziva uye yakazara. pamusoro pekukosha kwemiti. 3. Vana vanonyora tsamba
kwemiti kukosha kwayo. kushamwari dzavo vachitsangura kukosha kwemiti
-kunyora tsamba vachibatsirwa nemudzidzisi.
kushamwari 4.Vadzidzi vano nyora tsamba sedungamunhu.
vachitsanangura
Mhedziso – Vana vatatu vanoverenga zvavanyora.
kukosha
kwekuchengetedza
miti.
Chidzi Kunyora Vava Kuverenga. Vana Indigenous Nhanganyaya – Vadzidzi vanodoma mhuka dzavano
dzo 8 Panogara vanotarisrwa Kunyora. vanoziya languages Syll ziva.
mhuka: kukwanisa ku:--- panogara Grde 3-7, Page 1. Vadzidzi vano verenga chati rine mhuka.
Mombe- -kudoma mhuka dzimwe 34. 2.Vadzidzi mumapoka vanopa mhuka uye padzinogara
mudanga nomwe nemisha mhuka. mudzidzisi achibatsira vana.3. Vana vanopakurirana
yadzo. zvavawana mumapoka.
4.Vadzidzi vano nyora basa ravo sedungamunhu vachipa
misha yedzo.
7 Zvokutaura Vava Kutaura Vana Indigenous Nhanganyaya –Vadzidzi vanoimba karwiyo
nekuteerera. vanotarisrwa Kuteerera. vanoziva languages Syll 1.Vadzidzi vano doma maitirwo ezvinhu zvakasiyana
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CONTENT S
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Chi Maitirwo kukwanisa ku:--- Kunyora. matongerwo Grde 3-7, Page siyana mumatunhu avo sekuti matongerwo enyaya.
dzi -kudoma maitirwo emhosvamu 29 2.Vadzidzi mumapoka avo vano tsanangura pamusoro
dzo -Maitirwo ezvinhu mumatunhu maguta pematongerwo enyaya mudzidzisi achibatsirana
-kutsanangura
1 ezvinhu maitirwo ekutongwa Makadhi nevadzidzi.
mumatunhu kwenyaya. Mifananidzo 3. Vana vanopakura zvavawana mudzidzisi achibatsira
-kuumba mazwi vadzidzi. 4.Vadzidzi vanoumba mazwi nemitinhimira
nemitinhimira yakapihwa.
yakapihwa.
Chi Kuverenga Vava kuverenga Vadzidzi Indigenous Nhanganyaya –Mudzidzisi anotaridza vama mufananidzo
dzi nekuinyora. vanotarisrwa vanogona languages Syll yevanhu vari pamabiko.
dzo kukwanisa ku:--- kunyora kuverenga. Grde 3-7, Page 1.Vadzidzi vano verenga mazwi matsva kubva mundima
2& Nzwisiso -kuverenga ndima 31 & 34 icha verengwa voma tsanangura. 2.Vadzidzi vano
3 -Kupindura vachinzwisisa. verenga ndima vachibatsirwa nemudzidzisi.
mibvunzo -kupindura Makadhi 3.Vadzidzi vano pindura mibvunzo iri pamakadhi
yenzwisiso mibvunzo Mifananidzo. vopakura zvavawana.
mitanhatu kubva 4. Vadzidzi vanonyora basa sedungamunhu.
mundima Mhedziso – Dzokororo yebasa ranyorwa nevana.
yaverengwa.
Chi Kuverenga. Vava Kunyora Vana Indigenous Nhanganyaya – Mudzidzisi anoratidza vana kuverenga
dzi vanotarisrwa Kutaura vanoziva languages Syll kwakanaka.
dzo Kuteedza/ kukwanisa ku:--- zvimwe Grde 3-7, Page 1.Vadzidzi vanopa zvimiso zvina zvavano ziva
4 kuongorora -kupa zvimiso zvimiso. 31 2.Vadzidzi kuverenga vachiteedza zvimiso nemazvo
zvimiso zvina zvavano . vachibatsirwa nemudzidzisi.
ziva 3.Vadzidzi vano verenga sedungamunhu.
-kuverenga Mhedziso – vana vagona kuverenga vano verenga vamwe
vachiteedza vakateerera.
zvimiso nemazvo.
Chi Kunyora Vava Kutaura -vana Indigenous Nhanganyaya – Vadzidzi vanodoma tsumo dzavanoziva.
dzi Tsumo: vanotarisrwa Kuteerera. vanoziva languages Syll 1.Vadzidzi vano verenga tsumo dzakapihwa uye
dzo -Tsanangudzo kukwanisa ku:--- zvinoreva Grde 3-7, Page kudzitsanangura vachibatsira nemudzidzisi.
5 dzetsumo. -kupa dzimwe 34 2.Vadzidzi vanoita basa remumapoka vopakura
tsanangudzo tsumo. Mifananidzo zvavawana mudzidzisi achibatsira vadzidzi. 3. Vadzidzi
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dzetsumo vanopakurirana zvavawana vachibatsirwa nemudzidzisi.

dzakapihwa. 4. Vadzidzi vano pindura mibvunzo sedungamunhu.
Mhedziso – dzokororo yebasa ranyorwa nevana.
Chi Kunyora Vava Kunyora Vana Indigenous Nhanganyaya – Vadzidzi vanotsanangura mifananidzo iri
dzi rondedzero vanotarisrwa vanogona languages Syll pachati.
dzo Rondezdero kukwanisa ku:--- kuumba Grde 3-7, Page 1. Vadzidzi vanotsangura pamusoro pezuva ravasinga
6 -Zuva -kutsanangura zuva mitsara 34 kanganwi. 2. Vana vari mumapoka vanotaurirana
randisingakang ravasingakanganwe. yakazara. pamusoro pezuva ravasingakanganwi vachibatsirwa
anwe -kushandisa nemudzidzisi. 3. Vadzidzi vanonyora rondezdero
zvirunga mutauro pamusoro pezuva ravasingakanganwi.
nezvimiso 4. Vadzidzi vano nyora rondedzero sedungamunhu.
pakunyora
rondedzero
Chi Kunyora Vava Kutaura -vana Indigenous Nhanganyaya – Vadzidzi vanodoma madimikira
dzi Madimikira : vanotarisrwa Kuteerera. vanoziva languages Syll
avanoziva.
dzo -Tsanangudzo kukwanisa ku:--- zvinoreva Grde 3-7 Page
1.Vadzidzi vano verenga madimikira akapihwa uye
7 dzemadimikira -kupa mamwe 35 kuatsanangura vachibatsirwa nemudzidzisi.
tsanangudzo madimikira Mifananidzo2. Vadzidzi vanotsangura madaimikira apihwa vari
dzemadimikira mumapoka vachibatsirwa nemudzidzisi.
akapihwa. 3. Vadzidzisi vanopakurirana zvavawana.
3.Vadzidzi vano pindura mibvunzo sedungamunhu.
Chi Kunyora Vava Kuverenga. Vana Indigenous Nhanganyaya – Vadzidzi vanoterera kanyaya kubva
dzi vanotarisrwa Kunyora. vanoziya languages Syll kumudzidzisi.
dzo Fananidzo kukwanisa ku:--- dzimwe Grde 3-7, Page 1.Vadzidzi vano verenga mazwi akapihwa.
8 Sokuti, -Kupa fananidzo fananidzo. 35 2.Vadzidzi vanotsvanangura mhuka nemaitiro adzo
Akanaka dzakakodzera. vachibatsirwa nemudzidzisi.
sengirozi. 3. Vadzidzi vanopa fananidzo dzakakodzera vachibatsirwa
nemudzidzisi.
4. Vadzidzi vano nyora basa ravo sedungamunhu.
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CONTENT S
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8 Zvokutaura Vava Kutaura Vana Indigenous Nhanganyaya –Vadzidzi vano verenga mazwi angangova
nekuteerera. vanotarisrwa Kuteerera. vanoziva languages Syll matsva pakadhi vomatsanangura.
Chi Mazwi kukwanisa ku:--- Kunyora. muatauro Grde 3-7, Page 1. Mudzidzisi anotsangura pamusoro pekufambisa mazwi
dzi nemashoko -kushandisa wavo 29. nemashoko. 2. Vadzidzi vanopindura mazwi nemashoko
dzo -Mazwi mazwi kubva kumudzidzisi. 3. Vadzidzi mumapoka vanoita
1 nemashoko nemashoko Makadhi kamutambo kekutaridza mafambisirwo emazwi
akanaka Mifananidzo nemashoko nechishona chakanaka vachibatsirwa
pakutaura nemudzidzisi.
-kufambisa 4 Vana vanoongorora mafambisirwo emashoko
mazwi vachibatsirwa nemudzidzisi.
nemashoko Mhedziso – Mibvunzo yekupeta basa
nemutauro
wakanaka
dzo Nzwisiso kukwanisa ku:--- kunyora kuverenga. Grde 3-7, Page 1.Vadzidzi vano verenga mazwi matsva kubva mundima
2 & -Kuverenga -kuverenga ndima 31 & 35 icha verengwa voma tsanangura. 2.Vadzidzi vano
3 ndima vachinzwisisa. verenga ndima vachibatsirwa nemudzidzisi.
yenzwisiso -kupindura Makadhi. 3.Vadzidzi vano pindura mibvunzo iri pamakadhi
-Kupindura mibvunzo Mifananidzo vopakura zvavawana.
yaverengwa.
Chi Kunyora Vava kuverenga Vana Indigenous Nhanganyaya – vadzidzi vanoongorora chati rinerunyoro
dzi (Penmanship- vanotarisrwa vanoziva languages Syll rwe ‘Nelson’s script’
dzo Nelson’s script) kukwanisa ku:--- kunyora zvimwe Grde 3-7, Page 1.Mudzidzisi anoratidza vana manyorero akanaka.
4 -Kunyora kunyora zvinongedz 34 2.Vadzidzi vari mumapoka vano edzeserakunyora
vachiumba vachiumba o vachiteedzerarunyoro rwakanaka.
mavara mavara 3.Vadzidzi vano nyora basa ravo sedungamunhu.
zvakanaka zvakanaka. Mhedziso – Dzokororo yebasa.
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CONTENT S
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Chi Kunyora Vava Kutaura -vana Indigenous Nhanganyaya – vadzidzi vanodoma nzira dzavanoziva
dzi Nzira vanotarisrwa Kuteerera. vanoziva languages Syll dzeklufambisa mashoko.
dzo dzokufambisa kukwanisa ku:--- kodzero Grde 3-7, Page 1. Vadzidzi vano tsanangura nzira dzavanoziva
5 mashoko -kudoma nzira dzavo. 35 dzekufambisa mashoko vachibatsirwa nemudzidzisi.
-Nzira dzinoshandiswa Mifananidzo 2. Vadzidzi vanodoma nzira dzekufambisa mazwi
dzokufambisa kufambisa mazwi nemashoko vachibatsirwa nemudzidzisi.
mashoko nemashoko. 3. Vadzidzi mumapoka vanooongorora kushandiswa
-kuongorora kwemuchina pakufmbiswa kwemazwi nemashoko
kushandiswa mudzidzisi achivabatasira.
kwemichina 4. Vadzidzi vanopkaurirana zvavawana mumapoka avo.
pakufambiswa 5. Vadzidzi vanonyora basa sedungamunhu.
kwemazwi Mhedziso – Dzokororo yebasa ranyorwa nevana.
nemashoko.
Chi Kunyora Vava Kunyora Vana Indigenous Nhanganyaya – Vadzidzi vanoongorora mufananidzo.
dzi Rondedzero vanotarisrwa Kutsangura vanogona languages Syll
1.Vadzidzi vanodoma zvinotarisrwa pakunyora tsamba
dzo Tsamba kukwanisa ku:--- Kuteerera kuumba Grde 3-7, Page
kuna baba vachibatsirwa nemudzidzisi.
6 -Kunyora -Kunyora tsamba mitsara 34 2. Vana vanotsangura manyorerwo etsamba akanaka
tsamba kuna kuna baba yakazara. . vachibatsirwa nemudzidzisi.
baba vachikumbira 3. Vadzidzi vanonyora tsamba mumabhuku avo
vachikumbira mari yechikoro mudzidzisi achibatsira vana.
mari yechikoro 4. Vadzidzi vanoverenga tsamba dzavo.
Chi Kunyora Vava Kutaura -vana Indigenous Nhanganyaya – Vadzidzi vanodoma zviito zvavanoziva.
dzi Zviito: vanotarisrwa Kuteerera. vanoziva languages Syll 1.Vadzidzi vano verenga mazwi ezviito akapihwa.
dzo kukwanisa ku:--- zviito. 8.5, P 19 page 2. Vadzidzi vanoshandisa mazwi ava pihwa muzvirevo
7 Sokuti, -ridza. -kudoma mazvi 35 vari mumapoka vachibatsirwa nemudzidzisi.
ezviito mana 3. Vadzidzi vanopakurirana zvavawana mumapoka avo
avanoziva. mudzidzisi achibatsira vana.
-kushandisa 4.Vadzidzi vano pindura mibvunzo sedungamunhu
zviitomuzvirevo kuzadzisa zvirevo.
zvavo. Mhedziso – Dzokororo yebasa ranyorwa nevana.
Chi Dzokororo Vava Kuverenga. Vana vano Indigenous Nhanganyaya – Dzokororo yemusoro mikuru
dzi Zvirungamutaur vanotarisrwa Kunyora. rangarira languages Syll yakadzidzwa.
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CONTENT S
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dzo o kukwanisa ku:-- zvavakambo Grde 3-7, Page 1Vadzidzi pamwe nemudzidzisi vanodzokorora basa rese
8 -Nzwisiso kunyora ita 27-35 rakaitwa uye richabvunzwa.
9 Zvokutaura Vava Kutaura Vana Indigenous Nhanganyaya –Vadzidzi vanoita kamutambo ‘Mberi-
nekuteerera. vanotarisrwa Kuteerera. vanoziva languages Syll shure’
Chi Zvemafanbiro kukwanisa ku:--- Kunyora. mativi mana Grde 3-7, Page 1.Vadzidzi vano doma mativi manaenyika.
dzi nekwekuenda -kudoma mativi enyika. 30 2. Vadzidzi vanoona mifananidzo inotaridza mafambiro
dzo nako mana enyika nekuitsangura zvainoreva vachibatsirwa nemudzidzisi.
1 - Makadhi 3. Vadzidzi mumapoka mumapoka vanotsvaga
Zvemafambiro:- -kupa munhu Mifananidzo mafambirwo nezvimbo vachisandisa mativi mana
Mativi mana mafambiro vachibatsirwa nemudzidzisi
enyika akanaka 4. Vana vaopakurirana zvavawana mumapoka avo
- vachibatsirwa nemudzidzisisi.
Zvingwarizvem 5.Vadzidzi vanoumba mazwi nemitinhimira yakapihwa.
afambiro Mhedziso – Mibvunzo yekupeta basa
yaverengwa.
Chi Kunyora Vava kuverenga Vana Indigenous Nhanganyaya – vadzidzi vanoongorora chati rinerunyoro
dzi (Penmanship- vanotarisrwa vanoziva languages Syll rwe ‘Nelson’s script’
116
CONTENT S
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dzo Nelson’s script) kukwanisa ku:--- kunyora zvimwe Grde 3-7, Page 1.Mudzidzisi anoratidza vana manyorero akanaka.
4 -Kunyora kunyora zvinongedz 34 2.Vadzidzi vari mumapoka vano edzeserakunyora
vachiumba vachiumba o vachiteedzerarunyoro rwakanaka.
Chi Kunyora Vava Kutaura -vana Indigenous Nhanganyaya – Vadzidzi vanodoma madimikira
dzi Madimikira : vanotarisrwa Kuteerera. vanoziva languages Syll avanoziva.
dzo -Tsanangudzo kukwanisa ku:--- zvinoreva Grde 3-7, Page 1.Vadzidzi vano verenga madimikira akapihwa uye
5 dzemadimikira -kupa mamwe 35 kuatsanangura vachibatsirwa nemudzidzisi.
tsanangudzo madimikira Mifananidzo 2. Vadzidzi vanotsangura madimikira vari mumapoka
dzemadimikira vachibatsirwa nemudzidzisi.
akapihwa. 3. Vana vanopakurirana zvavawana vari mumapoka
vachibatsirwa nemudzidzisi.
4. Vadzidzi vano pindura mibvunzo sedungamunhu.
Chi Kunyora Vava Kunyora Vana Indigenous Nhanganyaya – Vadzidzi vanodoma mativi mana enyika.
dzi rondedzero vanotarisrwa Kutaura vanogona languages Syll 1. Vadzidzi vanoita hurukuru mumapoka yemafambiro
dzo Hurukuro kukwanisa ku:--- Kutsanangu kuumba Grde 3-7, Page nekutsangura mifananidzo inotaridza mafambiro
6 -Kubvunza -kunyora ra mitsara 34. vachibatsirwa nemudzidzisi.
mafambiro hurukuro yevanhu yakazara. 2. Vadzidzi vanonyora hurukuro pkati vevanhu vaviri
varibvunzana vachibvunzana mafambiro vachibatsirwa nemudzidzisi.
mafambiro 3. Vadzidzi vano verenga hurukuro dzvavo.
nechishona 4. Vadzidzi vanonyora hurukuro dzavo sedungamunhu.
chakanaka Mhedziso – Vadzidzi vatatu vanoverenga zvavanyora.
Chi Kunyora Vava Kuverenga. Vana Indigenous Nhanganyaya – Vadzidzi vano doma zvimiso zvina
dzi Zvimiso vanotarisrwa Kunyora. vanoziya languages Syll zvavano ziva
dzo -Kushandisa kukwanisa ku:--- zvimiso Grde 3-7, Page 1.Vadzidzi vatsanangura mashandisirwo ezvimiso izvi
7 zvimiso -kutsanangura 34 vachibatsirwa nemudzidzisi.
mashandisirwo 2.Vadzidzi vanoisa zvimiso ndima dzavapihwa vari
ezvimiso. mumapoka vachibatsirwa nemudzidzisi.
-kushandisa 3. Vadzidzi vanopakurirana zvavawana mumapoka avo.
zvimiso 4.Vadzidzi vano nyora basa ravo sedungamunhu.
pakunyora. Mhedziso – Dzokororo yebasa.
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Chi Kunyora Vava kuverenga Vana Indigenous Nhanganyaya – Vadzidzi vanoongorora nekutsanangura
dzi vanotarisrwa vakambo languages Syll mifananidzo yakapihwa.
dzo Zviperengo. kukwanisa ku:--- kunyora nyora Grde 3-7, Page 1.Vadzidzi vano verenga mazwi akapihwa.
8 -kunyora -kunyora zviperengo. 34 2.Vadzidzi vanotsanangura mazwiakapihwa vari
zviperengo zviperengo muzvikwata vachibatsirwa nemudzidzisi.
zvakanaka zvemazwi anoita 3. Vana vanopakurirana zvavawana mumapoka avo
gumi. 4.Mudzidzisi anodanidzira mazwi vana vakateerera.
5.Vadzidzi vano nyora zviperengo sedungamunhu.
10 Zvokutaura Vava Kutaura Vana Indigenous Nhanganyaya –Vadzidzi vanodoma zvinhu
nekuteerera. vanotarisrwa Kuteerera. vanoziva languages Syll zvinoshandiswa kubika muriwo unovanakira.
Chi Zvirunga kukwanisa ku:--- Kunyora. mureza Grde 3-7, Page 1. Vadzidzi vanodoma nyaudzosingwi dzavanoziva.
dzi mutauro -kudoma wenyika. 30 2. Mudzidzisi anotsanangura pamusoro pebasa
dzo -Nyaudzosingwi nyaudzosingwi renyaudzosingwi nemashandisirwo adzo muzvirevo.
1 -kutsanangura Makadhi 3. Vana mumapoka vanotaurirana pamusoro pekushandisa
basa Mifananidzo nyaudzosingwi nekudzishandisa muzvirevo zvavo
renyaudzosingwi vachibatsirwa nemudzidzisi.
-kushandisa 4. Vana vanopakurirana zvavawana mumapoka avo
nyaudzosingwi vachibatsirwa nemudzidzisi
muzvirevo Mhedziso – Mibvunzo yekupeta basa
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CONTENT S
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yaverengwa.
Kunyora Vava kuverenga Vana Indigenous Nhanganyaya – vadzidzi vanoongorora chati rinerunyoro
Chi (Penmanship- vanotarisrwa vanoziva languages Syllrwe ‘Nelson’s script’
dzi Nelson’s script) kukwanisa ku:--- kunyora zvimwe Grde 3-7, Page1.Mudzidzisi anoratidza vana manyorero akanaka.
dzo -Kunyora kunyora zvinongedz 34 2.Vadzidzi vari mumapoka vano edzeserakunyora
4 vachiumba vachiumba o vachiteedzerarunyoro rwakanaka.
Chi Kunyora Vava Kutaura -vana Indigenous Nhanganyaya – Vadzidzi vanodoma nyaudzosingwi
dzi Nyaudzosingwi: vanotarisrwa Kuteerera. vanoziva languages Syll dzavanoziva.
dzo -Vai kukwanisa ku:--- dzimwe Grde 3-7, Page 1.Vadzidzi vano verenga mazwi akapihwa uye
5 -mwanda -kudoma nyaudzosing 30 kuatsanangura.
nyaudzosingwi wi Mifananidzo 2. Vadzidzi vanoumba zvirevo vari mumapoka
shanu dzavano vachibatsirwa nemudzidzisi.
ziva. 3. Vadzidzi vanopkaurirana zvavawana mumapoka avo.
4.Vadzidzi vano umba zvirevo nenyaudzosingwi
-kuumba zvirevo sedungamunhu.
nenyaudzosingwi Mhedziso – Dzokororo yebasa ranyorwa nevana.
dzakapihwa.
Chi Kunyora Vava Kunyora Vana Indigenous Nhanganyaya – Vadzidzi vanotaura zviitiko zvakaitika
dzi Rondedzero vanotarisrwa Kutaura vanogona languages Syll muhupenyu hwavo zvakavafadza zvavasingakanganwe.
dzo Rondedzero kukwanisa ku:--- Kuverenga kuumba 8.5, P 34 1. Vadzidzi vanotaurirana vari mumapoka pamusoro
6 -Zuva -kunyora mitsara pezuva ravasingakanganwi vachibatsirwa nemudzidzisi.
randisingakang rondedzero yakazara. 2. Vadzidzi vanonyora rondedzero mumapoka avo
anwi vachitsanangurap pamusoro pezuva ravasingakanganwe vachishandisa
amusoro pezuva zvirunga mutauro.
ravasingakangan 3. Vadzidzi vanopakurirana zvavawana mumapoka avo.
wi. 4.Vadzidzi vano nyora rondedzero sedungamunhu.
Chi Kunyora Vava Kuverenga. Vana Indigenous Nhanganyaya – Mudzidzisi anoratidza vana chinhu
dzi Uzhinji vanotarisrwa Kunyora. vanoziya languages Syll chimwe uye zvazowanda.
dzo hwemazwi. kukwanisa ku:--- uzhinji Grde 35 1.Vadzidzi vano verenga mazwi akapihwa muushoma uye
7 -kuisa mazwi hwemamwe muuzhinji.
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-Uto – mauto mana mazwi. 2.Vadzidzi mupoka vanoisa zvirevo zvakapihwa

arimuushoma muuzhinji vachibatsirwa nemudzidzisi.
muuzhinji. 3. Vadzidzi vanopakurirana zvavawana mumapoka avo.
4.Vadzidzi vano nyora basa ravo sedungamunhu.
Chi Dzokororo Vava Kuverenga. Vana vano Indigenous Nhanganyaya – Dzokororo yemusoro mikuru
dzi Zvirungamutaur vanotarisrwa Kunyora. rangarira languages Syll yakadzidzwa.
dzo o kukwanisa ku:-- zvavakambo Grde 3-7, Page 1Vadzidzi pamwe nemudzidzisi vanodzokorora basa rese
8 -Nzwisiso kunyora ita 27-35 rakaitwa uye richabvunzwa.
11 BVUNZO DZEKUPERA KWEKOTORO
&1
2
ENGLISH
SKILLS TO BE COVERED
• Listening/Observing,
• Speaking/Signing,
• Reading/Signing,
• Writing/Brailing
AIMS----To help learners to
• Develop the four basic skill namely listening, speaking, reading, and writing in the English language with Emphasis on visual, manual and tactile
skills
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• Express themselves freely in a variety of situations that involve the use of functional English
• Write accurately in English.
• Listen to/observe and understand texts or any form of communication in English
CROSS-CUTTING THEMES
Gender
Children’s Rights and responsibilities
Child Protection
Financial Literacy
Sexuality, HIV and AIDS Education
Heritage Studies
Collaboration
Environmental Issues
SOURCE- ENGLISH LANGUAGE JUNIOR SYLLABUS GRADE 3-7
1 LISTENING Learners Identifying English Phonic Assumed knowledge: Learners are able to read letters of the
OBSERVING should be able Reading Junior alphabet alphabet.
Phonics to:-distinguish Writing syllabus A variety of Intro: Learners read the the lettersof the alphabet.
Lesson -The 44 the 44 English Listening grade 3-7 texts 1.The facilitator explains and demonstrates on the 44
1 English sounds Speaking Page 24 Word cards English sounds.
sounds such as -Pronounce Dictionaries 2. Learners differentiate the 44 English sounds while the
/b/,m/f/, /g/, /n/ words with ICT tools facilitator assists them.
-Stress correct stress 3. Learners pronounce given words with the correct stress
patterns for and intonation. and intonation while the facilitator assists them.
two or more 4. Learners listening to different text read.
syllabic Con: Singing rhymes.
words.
READING Learners Reading English A variety of Assumed knowledge: Learners are able to read letters of the
Lesson Words with should be able Writing Junior texts alphabet.
2 the same to:-- Listening syllabus Reading Intro: Recap of the previous lesson.
ending sound -Read words Speaking grade 3-7 cards 1. The facilitator explains on sounds of words with the same
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CONTENT S
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-Same sounds with the same Page 27 Word cards ending. 2. Learners read given words with same ending
words such: ending sound Dictionaries while the facilitator assists them.3. Learners in groups
doctor/letter/b -read given texts ICT tools group different words with the same ending sounds while
eggar/eager -Identify words the facilitator assists them.4. Learners pronounce given
with words with words while the facilitator assists them.
same ending 5. Learners give feedback from their groups while the
sound in given facilitator assists them.
passages. Con:Oral review of the lesson.
SPEAKING/ Learners Reading English National Assumed knowledge: Learners are able to read letters of the
Lesson SIGNING should be able Writing Junior Anthem alphabet.
3 Articulation to:-- Listening syllabus Script Intro: Learners read the letters of the alphabet.
Patterns for -Pronounce Speaking grade 3-7 Sign 1. The facilitator explains and demonstrates on
single words words Page 25 language pronunciation of words.
such as correctly/signs chart 2. Learners pronounce given words while the facilitator
factory, words Word cards assists them.
doctor, doctor accurately Dictionaries 3. Learners practise reading different texts and singles
-Intonation ICT tools words while the facilitator assists them.
patterns 4. Learners pronounce given words while the facilitator
assists them.
Con:Oral review of the lesson.
Lesson WRITING/ Learners Reading English Chart Assumed knowledge: Learners some of the punctuation
4 BRAILING should be able Writing Junior punctuation marks.
Punctuation to:- Listening syllabus marks Intro: Learners name the punctuation marks they know.
-Punctuation -Use Speaking grade 3-7 -a variety of 1.The facilitator explains and demonstrates on the use of
marks punctuation Page 30 texts capital letters and full stops.
- Capital marks such as -sentence 2. Learners read given texts observing the use of capital
letters and full capital letters strips letters and full stops while the facilitator assists them.
stops and full stops 3.Learners identify punctuation marks in the given texts
correctly. 4. Learners punctuate given paragraphs individually.
Con: Revision and recap of concepts taught.
Lesson LISTENING Learners Identifying English Phonic Assumed knowledge: Learners are able to identify 44
5 OBSERVING should be able Reading Junior alphabet English sounds.
Phonics to:- Writing syllabus A variety of Intro: Learners identify the 44 English sounds.
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CONTENT S
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-Sounds of -Differentiate Listening grade 3-7 texts 1.The facilitator explains and demonstrates on sounds of
different sounds of Speaking Page 24 Word cards different words.
letters different words Dictionaries 2. Learners listen to different texts read.
ICT tools 3. Learners read given passages in groups while the
READING/ Learners Reading English Story books Assumed knowledge: Learners are able to read texts.
Lesson SIGNING should be able Writing Junior A variety of Intro: Learners read unfamiliar words and use them in their
6 Comprehensio to:--read a Listening syllabus texts own sentences.
n variety of texts Speaking grade 3-7 Sentence 1.Learners read the comprehension passage while the
-Skimming
with Page 27 trips facilitator assists them.2. Learners identify main points in
and scanning understanding & 31 Work cards the passage they have read while the facilitator assists them.
Silent reading. -answer at least 3.Learners answer comprehension questions in groups
- half of the while the facilitator assists them. 4. Learners give
Comprehensio comprehension feedback from their groups while the facilitator assists
n answering questions them.
correctly 5. Learners answer comprehension questions correctly.
Con:Revision of written work and recap of concepts.
WRITING/ Learners Reading English Word cards Assumed knowledge: Learners are to describe their friends
BRAILING should be able Writing Junior ICT Tools Intro: Learners talks about their friends.
Lesson Composition to:-- write Listening syllabus Story books 1.The facilitator outlines the composition framework.
7 writing controlled/ Speaking grade 3-7 Sentence 2. Learners in pairs write a controlled composition about
-My friend:- guided Page29 strips their friends while the facilitator assists them.
-correct composition Charts 3. Learners give feedback from their groups while the
punctuation about their Pictures facilitator assists them.
-use of topic friends. 4. Learners write their composition individually in their
sentences. - exercise books.
paragraphing Con: Few learners read their composition.
skills
Writing Learners Reading English ICT Tools Assumed knowledge: learners have done spellings and
Lesson Dictation and should be able Writing Junior Flash/word dictation before
8 Spellings to:--- write at Listening syllabus cards Intro: Recapping of previous lessons.
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CONTENT S
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Variety of least half of Speaking grade 3-7 Sentence 1. Learners read sentences from sentence strips
texts taught spellingsdictated Page 30 strips 2. Learners read words from flash cards and word cards
during the words correctly. 3.The facilitator call out words and learners write
week 4. The facilitator call out sentences and learners write
Con:Revision work written
2 LISTENING/ Learners Reading English Pictures Assumed knowledge: Learners know some of the
OBSERVING
Lesson should be able Writing Junior Recording of commanding words.
Instructions/
1 to:--- Listening syllabus instructions Intro: Learners listen/observe a set of given
Commands
Follow a series Speaking grade 3-7 Instruction instruction/commands
A series of
of Page 24 cards 1.Learners name commanding words while the facilitator
instructions/co
instructions/com ICT tools assists them.
mmands such
mands 2. Learners respond to a set of given instructions/commands
as:- stand up,
while the facilitator helps them.
jump around
3. Role playing by learners giving instructions and
etc.
following instructions while the facilitator assists them.
Lesson WRITING/ Learners Reading English Pictures Assumed knowledge: Learners know some of the
2 BRAILING should be able Writing Junior Recording of commanding words.
Instructions/ to:--- Listening syllabus instructions Intro: Recap of the previous lesson.
commands - Use given Speaking grade 3-7 Instruction 1.Learners name commanding words while the facilitator
such as:- commanding Page 24 cards assists them. 2. Learners in groups make sentences on
stand up, jump words in their ICT tools given commanding words while the facilitator helps them.
around etc. own sentences 3. Learners give feedback from their groups while the
-Write at least facilitator assists them. 4. Learners write an exercise in
five their exercise books individually.
commanding Con: Oral review of the lesson.
sentences.
Lesson SPEAKING Learners Reading English Pictures Assumed knowledge: Learners know forms of abuse.
3 SIGNING should be able Writing Junior A variety of Intro: Learner read texts on topical issues.
Drama to:- Listening syllabus texts 1.The facilitator give focus of the lesson
-Child -Identify topical Speaking grade 3-7 I.C.T tools 2. Learners list topical issues while the facilitator assists
Marriages, issues Page 25 them.
Child abuse, -Discuss on 3. Learners in group dramatize on given topical issues while
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CONTENT S
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Enterprising topical issues the facilitator guides them.

using correct 4. Learners give feedback on group work.
tenses. Con: Oral review of the lesson.
-Dramatize
topical issues
Lesson Listening/ Learners Reading English Pictures Assumed knowledge: Learners are able to read given texts.
4 Observing should be able Writing Junior A variety of Intro: Learner read texts from given passages.
Listening to:- Listening syllabus texts 1.Learners listen to texts read.
Comprehensio -Listen and Speaking grade 3-7 I.C.T tools 2. Learners in groups answer questions from question strips
n respond Page 24 Reading while the facilitator assists them.
-Different appropriately to Cards 3. Learners give feedback from their groups while the
texts. - questions from Question facilitator assists them.
Comprehensio different texts strips 4. Learners mime actions from a text read.
n questions read. 5. Learners write an exercise in their exercise books
Lesson READING/ Learners Reading English Different Assumed knowledge: Learners are able to read.
5 SIGNING should be able Writing Junior texts for Intro: Learners read new words on flash cards.
Intensive to:- Listening syllabus reading 1.The facilitator gives focus of the lesson.
Reading -read the text Speaking grade 3-7 Job cards 2. Learners read a variety of texts silently identifying new
-Variety of silently Page 27 ICT Tools words while the facilitator guides them.
texts -Identify new 3. Learners in groups give contextual meaning of new
-A variety of words in the text words from the passage while the facilitator assists them.
words from -Give contextual 4. Learners give feedback from their groups while the
different texts meanings of facilitator assists them.
words. 5.Learners write an exercise in their books individually.
Con: Oral review of the lesson and recap of concepts.
Lesson READING/ Learners Reading English Story books Assumed knowledge: Learners are able to read texts.
6 SIGNING should be able Writing Junior A variety of Intro: Learners read unfamiliar words and use them in
Comprehensio to:--read a Listening syllabus texts their own sentences.
-Skimming
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CONTENT S
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DICTATION Learners Reading English ICT Tools Assumed knowledge: Learners have done spellings and
AND should be able Writing Junior Flash/word dictation before.
Lesson SPELLINGS to:-- Listening syllabus cards Intro: Recapping previous lessons
7 Words and -Write dictated Speaking grade 3-7 Sentence 1.Learners read sentences from sentence strips
sentences words correctly. Page 24 strips 2.Learners read words from flash cards and word cards
from various A variety of while the facilitator assists them.
texts texts 3.Playing spelling Bee Game while learners write their
spellings in individually.
4. Revision and recap of concepts.
Con:Revise work written
Lesson WRITING/ Learners Reading English Word cards Assumed knowledge: Learners are to describe their school.
8 BRAILING should be able Writing Junior ICT Tools Intro: Learners talks about their school.
Composition to:-- write Listening syllabus Story books 1.The facilitator outlines the composition framework.
writing controlled/ Speaking grade 3-7 Sentence 2. Learners in pairs write a controlled composition about
-My school:- guided Page 29 strips their school while the facilitator assists them.
-correct composition Charts 3. Learners give feedback from their groups while the
punctuation about their Pictures facilitator assists them.
-use of topic school. 4. Learners write their composition individually in their
skills
3 LISTENING/ Learners Identifying English Recording Assumed knowledge: Learners know some of short
OBSERVING
should be able Reading Junior Charts response
Information
to:-- Writing syllabus Pictures Intro: Learners read texts on flash cards.
retention
Lesson -Respond Listening grade 3-7 1.The facilitator gives focus of the lesson.
-Short
1 appropriately to Speaking Page 24 2. Learners read texts from a chart while the facilitator
responses such
questions using guides them. 3. Learners in groups answer questions using
as: true/false,
words such as short response while the facilitator while the facilitator
it’s true/it isn’t
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CONTENT S
REFERENCE
true/false, assists them.

yes/no, 4. Learners give feedback from their groups while the
correct/incorrect facilitator assists them.
. 5. Learners write an exercise in their books individually
Lesson WRITING/ Learners Reading English Assumed knowledge: Learners can read words.
2 BRAILING should be able Writing Junior Intro: Re-cape the previous lesson
-words with to:-- Listening syllabus 1.The facilitator give focus of the lesson
same sound -Write words Speaking grade 3-7 2. Learners read words from a chart
but different with same sound Page 29 3. Learners identify words with same sound but different
spelling and but different spelling and meaning while the facilitator assists them.
meaning spelling and 4. Learners list words with same sound but different
meaning spelling and meaning in groups
Con:Revise work done
Lesson SPEAKING Learners Reading English A variety of Assumed knowledge: Learners are able to express
3 SIGNING should be able Writing Junior texts themselves through speaking.
-Public to:-- Listening syllabus -Recordings Intro:Re-cape of the previous lesson.
speaking -express Speaking grade 3-7 Resource 1.The facilitator give focus of the lesson
-Public themselves Page 25 person
2. Learners make notes for prepared speech while the
speaking skills ICT tools
confidently facilitator assists them.
such as self- before an 3. Learners rehearse for public speaking while the facilitator
expression, audience. guides them.
clarity, -Present 4. Reciting poems while the facilitator guides them.
posture, prepared and Con:Oral review of the lesson.
gestures and unprepared
confidence. speeches
Lesson READING/ Learners Reading English Variety of Assumed knowledge:Learners are able to read.
4 SIGNING should be able Writing Junior text Intro: Learners re-cape previous lesson
Extensive to:-- Listening syllabus ICT tools 1.The facilitator gives focus of the lesson.
reading -Read a variety Speaking grade 3-7 Word cards 2. Learners read a variety of texts extensively while the
of texts for Page 28 Magazines facilitator guides them. 3. Learners list new words from
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CONTENT S
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-A variety of leisure. Large print the texts they have read. 4. Learners in groups answer
text -Give contextual books questions from the texts they read and identify contextual
-New words meaning of meaning of new words while the facilitator assists them.
from the text words from the 5. Learners give feedback from the groups while the
texts. facilitator assists them. 6. Learners write an exercise in
their groups individually.
-Skimming
WRITING/ Learners Reading English Chart Assumed knowledge: Learners some of the punctuation
BRAILING should be able Writing Junior punctuation marks.
Lesson Punctuation to:- Listening syllabus marks Intro: Learners name the punctuation marks they know.
6 -Punctuation -Use inverted Speaking grade 3-7 -a variety of 1.The facilitator explains and demonstrates on the use of
marks commas Page 30 texts inverted commas.
- Inverted correctly. -sentence 2. Learners read given texts observing the use inverted
commas strips commas while the facilitator assists them.
3.Learners identify punctuation marks in the given texts
4. Learners punctuate given paragraphs individually.
Lesson WRITING/ Learners Reading English Word cards Assumed knowledge: Learners know types of letter.
7 BRAILING should be able Writing Junior ICT Tools Intro: Learners identify types of letters.
Letter writing to: -- Identify Listening syllabus Story books 1.Learners state differences and similarities between
Informal letter differences and Speaking grade 3-7 Sentence informal and formal letter writing while the facilitator
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CONTENT S
REFERENCE
-Telling your similarities Page 29 strips assists them.2. Learners observe the sample of an informal
friend about between formal Charts letters.
your new and informal Pictures 3. Learners in pairs write their informal letters while the
school letters. facilitator assists them. 4. Learners give feedback from
-Write informal their pair work while the facilitator assists them.
letter to their 5. Learners write their informal letters in their books
friends telling individually.
them about their Con: Few learners read their composition.
new school.
Lesson Revision Ex During the Explaining English -work cards Assumed knowledge: learners are able to answer revision
8 Skill: lesson learners Describing Junior Flash cards test questions.
Reading/Signing
Listening/Obser should be able Identifying syllabus Charts Intro: Recap of concepts taught during the week.
Speaking/Signin to:- grade 3-7 1. Class discussion of concepts taught during the week.
Writing/Brailing Answer at least Page 24- 2. Learners answer oral questions from the facilitator on
Concept: - half of the 31 learned concepts.
All concepts
taught on the
revision test 2. Learners write revision test in their books individually.
above skills. questions given 3. Revision and recap of written work.
-Revision test correctly. Con. Revision of written and recap of concepts
questions
4 LISTENING/ Learners Reading English Pictures Assumed knowledge: Learners can read words
OBSERVING should be able Writing Junior I.C.T tools Intro: Re-cape previous lessons.
Lesson Story telling to:-- Listening syllabus Different 1.The facilitator give focus of the lesson
1 -Incomplete -Listen to an Speaking grade 3-7 story books 2. Learners listen to an incomplete story
stories incomplete story Page 24 3. Learners suggest possible endings while the facilitator
and complete it assists them.
logically 4. Learners in groups dramatize possible endings of the
story they have head.
Lesson WRITING/ Learners Reading English Work cards Assumed knowledge: Learners know some of the
2 BRAILING should be able Writing Junior Flash cards preposition.
Prepositions to:-- Listening syllabus Chart Intro: Learners name the preposition they know.
-Use -Use preposition Speaking grade 3-7 Pictures 1.The facilitator gives focus of the lesson.
prepositions to
to construct Page 29 2. Learners name preposition they know while the
129
CONTENT S
REFERENCE
construct sentences. facilitator assists them.3. Learners in pairs make sentences

sentences using prepositions while the facilitator assists them.
4. Learners give feedback from their pair works.
5. Individual written work in their books.
Con: Revision and recap of the concepts.
SPEAKING/ Learners Reading English ICT Tools Assumed knowledge: Learners can greet and introduce
Lesson SIGNING should be able Writing Junior Pictures of friends
3 Registers to:-- -Use Listening syllabus people Intro: Learners re-cape previous lesson
appropriate Speaking grade 3-7 -Anytime 1.The facilitator give focus of the lesson
Communicatio registers to Page 26 cards e.g. 2. Learners use appropriate registers for social interaction
n registers. express Xmas cards such as greetings, introductions, persuading and requesting
themselves in something while the facilitator assists them.
different 3. Learners demonstrate the appropriate ways of expressing
situations. ideas in different communicative situation such as
persuading and requesting something while the facilitator
guides them.
4. Learners role play greetings and introductionwhile the
CON: Oral review of the lesson.
Lesson WRITING/ Learners Reading English Work cards Assumed knowledge: Learners some tenses.
4 BRAILING should be able Writing Junior Sentence Intro: Re-cape of the previous lesson.
Language to:-- Listening syllabus strips 1.The facilitator give focus of the lesson
structures --Use correct Speaking grade 3-7 Chart 2. Learners say the past tenses of given words while the
-Past tense
past tense to Page 29 facilitator guides them.
-The choir sang
beautifully last
complete given 3. Learners in groups complete given sentences with past
night. sentences. tenses and construct their own sentences.
-Construct their 4. Learners give feedback from their groups while the
own sentences facilitator assists them
using given past 5. Learners write an exercise in their books individually.
tenses. Con: Revision of written work and recap of concepts.
Lesson READING/ Learners Punctuating English Chat with Assumed knowledge: Learners are able to read.
5 SIGNING should be able Reading Junior punctuation Intro: Learners re-cape previous lesson.
Fluent to:-- -Read texts Writing syllabus marks 1.The facilitator gives focus of the lesson.
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CONTENT S
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reading fluently Listening grade 3-7 ICT tools 2. Learners read in turns observing punctuation while the
Reading skills observing Speaking Page 27 Word cards facilitator assists them. 3. Learners identify punctuation
such as:- punctuation marks and say how they are used in written texts while the
Punctuation marks facilitator guides them. 4. Learners take turns to read
marks, word given texts while the facilitator guides them.
recognition, 5. Learners individually answer some questions from the
intonation and texts the have read.
word attack Con: Oral review of the lesson done.
-Skimming
Lesson WRITING/ Learners Reading English Alphabet Assumed knowledge: Learners are able to write.
7 BRAILING should be able Writing Junior New Nelson Intro: Re-cape of the previous lesson.
Penmanship to:-- -practice Listening syllabus Script chart 1.The facilitator gives focus of the lesson.
(handwriting) penmanship Speaking grade 3-7 2.Learners read letters of the alphabet on the wall
-write legibly Page 29 3. Learners identify letters on the nelson script handwriting
using grade 3- 7 chart while the facilitator guides them.
nelson script 4. Learners practice writing legibly individually in their
books
Con:Facilitator say the importance of writing legibly
Lesson WRITING/ Learners Reading English Word cards Assumed knowledge: Learners are to construct sentences.
8 BRAILING should be able Writing Junior ICT Tools Intro: Learners talks about trees.
Composition to:-- write Listening syllabus Story books 1.The facilitator outlines the composition framework.
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CONTENT S
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-Importance of guided Page 29 strips the importance of trees while the facilitator assists them.
trees:- composition Charts 3. Learners give feedback from their groups while the
-correct about Pictures facilitator assists them.
punctuation importance of 4. Learners write their composition individually in their
-use of topic trees. exercise books.
sentences. - Con: Few learners read their composition.
paragraphing
skills
OBSERVING should be able Reading Junior alphabet alphabet.
Lesson Phonics to:-distinguish Writing syllabus A variety of Intro: Learners read the the lettersof the alphabet.
1 -The 44 different sounds Listening grade 3-7 texts 1.The facilitator gives focus of the lesson.
English in a set of given Speaking Page 24 Word cards 2. Learners distinguish different sounds of given sets of
sounds words. Dictionaries words while the facilitator assists them.
-Stress -Pronounce ICT tools 3. Learners in groups distinguish different sounds of given
patterns for words with sets of words while the facilitator assists them.
two or more correct stress 4. Learners give feedback from their groups while the
syllabic and intonation. facilitator assists them.
words. Con: Oral review of the lesson.
WRITING/ Learners Reading English Work cards Assumed knowledge: Learners some tenses.
Lesson BRAILING should be able Writing Junior Sentence Intro: Re-cape of the previous lesson.
2 Language to:-- Listening syllabus strips 1.The facilitator give focus of the lesson
structures --Use correct Speaking grade 3-7 Chart 2. Learners give present tenses of words given while the
-Present tense
present tense to Page 29 facilitator assists them.
e.g.Vongai
fights for the
complete given 3. Learners in groups complete given sentences with present
rights of sentences. tenses and construct their own sentences.
children. -Construct their 4. Learners give feedback from their groups while the
using given 5. Learners write an exercise in their books individually.
present tenses. Con: Revision of written work and recap of concepts.
3 Registers to: -- -Use Listening syllabus people Intro: Learners re-cape previous lesson
132
CONTENT S
REFERENCE
guides them.
Lesson READING/ Learners Reading English Pesticidescon Assumed knowledge: Learners are able to read.
4 SIGNING should be able Writing Junior tainers Intro: Re-cape of the previous lesson.
Understandin to:--- Listening syllabus Insecticidesc 1.The facilitator gives focus of the lesson.
g warnings -Read Speaking grade 3-7 ontainers 2. Learners read instructions and warning while the
and instructions, Page 28 Local facilitator guides them.
instructions warnings and environment 3. Learners interpret instruction and warnings while the
-Labels, symbols on facilitator assists them.
Instructions containers. 4. Learners in groups answer questions on instructions and
and symbols -Explain the warning while the facilitator assists them.
on containers meaning of 5. Learners give feedback from their groups while the
of different instructions, facilitator assists them.
commodities warnings and 6. Learners write an exercise in their books individually.
such as symbols on Con: Oral review of the lesson.
medicines, containers
insect cides
etc
Lesson SIGNING should be able Writing Junior A variety of Intro: Learners read unfamiliar words and use them in
5 Comprehensio to:--read a Listening syllabus texts their own sentences.
-Skimming
133
CONTENT S
REFERENCE

Lesson DICTATION Learners Reading English ICT Tools Assumed knowledge: Learners have done spellings and
6 AND should be able Writing Junior Flash/word dictation before.
SPELLINGS to:-- Listening syllabus cards Intro: Recapping previous lessons
Words and -Write dictated Speaking grade 3-7 Sentence 1.Learners read sentences from sentence strips
Lesson SPEAKING Learners Reading English A variety of Assumed knowledge: Learners are able to express
7 SIGNING should be able Writing Junior texts themselves through speaking.
-Public to:-- Listening syllabus -Recordings Intro:Re-cape of the previous lesson.
WRITING/ Learners Reading English Word cards Assumed knowledge: Learners know types of letter.
Lesson BRAILING should be able Writing Junior ICT Tools Intro: Learners identify types of letters.
8 Letter writing to:-- Listening syllabus Story books 1.Learners state differences and similarities between
Formal letter -Write a formal Speaking grade 3-7 Sentence informal and formal letter writing while the facilitator
-Seeking letter to the Page 29 strips assists them.2. Learners observe the sample of a formal
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CONTENT S
REFERENCE
permission to manager of the Charts letters.

visit a national national park of Pictures 3. Learners in pairs write their formal letter to the manager
park of their their own of those national parks of their own choice while the
own choice. seeking facilitator assists them. 4. Learners give feedback from
permission to their pair work while the facilitator assists them.
visit the national 5. Learners write their formal letters in their books
park. individually.
Con: Few learners read their composition.
OBSERVING
should be able Writing Junior Recording of commanding words.
Instructions/
Lesson to:--- Listening syllabus instructions Intro: Learners listen/observe a set of given
Commands
1 Follow a series Speaking grade 3-7 Instruction instruction/commands
A series of
of Page 24 cards 1.Learners name commanding words while the facilitator
instructions/co
mmands such
as:- stand up,
jump around
etc.
WRITING/ Learners Reading English Chart Assumed knowledge: Learners some of the punctuation
Lesson BRAILING should be able Writing Junior punctuation marks.
2 Punctuation to:- Listening syllabus marks Intro: Learners name the punctuations marks they know.
-Punctuation -Use Speaking grade 3-7 -a variety of 1.The facilitator explains and demonstrates on the use of
marks punctuation Page 30 texts question marks.
- Question marks such as -sentence 2. Learners read given texts observing the use question
marks. question marks strips marks while the facilitator assists them.
correctly. 3. Learners punctuate given paragraphs individually.
READING/ Learners Reading English Variety of Assumed knowledge: Learners are able to read.
Lesson SIGNING should be able Writing Junior text Intro: Learners re-cape previous lesson
3 Extensive to:-- Listening syllabus ICT tools 1.The facilitator gives focus of the lesson.
135
CONTENT S
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Lesson WRITING/ Learners Reading English Work cards Assumed knowledge: Learners are able to make their own
4 BRAILING should be able Writing Junior Sentence sentences using given words.
Language to:-- Listening syllabus strips Intro: Re-cape of the previous lesson.
structures -Use given Speaking grade 3-7 Chart 1.The facilitator give focus of the lesson
-Sentence
words to Page 29 2. Learners use given words to complete given sentences
construction
complete given while the facilitator assists them.
sentences 3. Learners in groups complete given sentences with given
-Make their own words and construct their own sentences.
sentences using 4. Learners give feedback from their groups while the
given words. facilitator assists them
Con: Revision of written work and recap of concepts.
guides them.
136
CONTENT S
REFERENCE
-Skimming
WRITING/ Learners Reading English Word cards Assumed knowledge: Learners are to construct sentences.
Lesson BRAILING should be able Writing Junior ICT Tools Intro: Learners talks about trees.
7 Composition to:-- write Listening syllabus Story books 1.The facilitator outlines the composition framework.
-My neighbour guided Page 29 strips their neighbour while the facilitator assists them.
:- composition Charts 3. Learners give feedback from their groups while the
-correct about their Pictures facilitator assists them.
punctuation neighbours. 4. Learners write their composition individually in their
-use of topic exercise books.
sentences. - Con: Few learners read their composition.
paragraphing
skills
Revision Ex During the Explaining English -work cards Assumed knowledge: learners are able to answer revision
Lesson Skill: lesson learners Describing Junior Flash cards test questions.
8 Reading/Signing should be able Identifying syllabus Charts Intro: Recap of concepts taught during the week.
Listening/Obser
All concepts revision test 2. Learners write revision test in their books individually.
taught on the
above skills.
questions given 3. Revision and recap of written work.
137
CONTENT S
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questions
7 LISTENING/ Learners Reading English Pictures Assumed knowledge: Learners can read words
OBSERVING should be able Writing Junior I.C.T tools Intro: Re-cape previous lessons.
Story telling to:-- Listening syllabus Different 1.The facilitator give focus of the lesson
Lesson -Incomplete -Listen to an Speaking grade 3-7 story books 2. Learners listen to an incomplete story
1 stories incomplete story Page 24 3. Learners suggest possible endings while the facilitator
and complete it assists them.
logically 4. Learners in groups dramatize possible endings of the
story they have head.
WRITING/ Learners Reading English Work cards Assumed knowledge: Learners are able to make their own
Lesson BRAILING should be able Writing Junior Sentence sentences using given words.
2 Language to:-- Listening syllabus strips Intro: Re-cape of the previous lesson.
structures - Name how Speaking grade 3-7 Chart 1.The facilitator give focus of the lesson
-Singular and
may things they Page 29 2. Learners say whether the given things are singular or
plurals. A frog,
a sheep
are talking about plural while the facilitator assists them.
(Singular) e.g.if it’s more 3. Learners in groups change given things from singular to
Ten frogs, four than one; they plural while the facilitator guides them.
frogs (Plural). have to spell it 4. Learners give feedback from their groups while the
If they can differently. facilitator assists them
make it plural– 5. Learners write an exercise in their books individually.
it’s a Noun. Con: Revision of written work and recap of concepts.
SPEAKING/ -express Describing English A variety of Assumed knowledge: Learners construct sentences.
Lesson SIGNING themselves in Reading Junior texts Intro: Learners re-cape previous lesson
3 Debate correct English Writing syllabus Recordings 1.The facilitator gives focus of the lesson.
-Debating through debate Listening grade 3-7 Resource 2. Learners and the facilitator discuss topical and other
procedures on topical and Speaking Page 25 persons issues
-Debating other issues. 3. Learners analyse views of other learners while the
skills such as facilitator guides them.
confidence, 4. Learners in groups hold debate and shows on topical and
clarity,… other issues while the facilitator guides them.
Lesson WRITING/ Learners Reading English ICT Tools Assumed knowledge: Learners have done spellings and
138
CONTENT S
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4 BRAILING should be able Writing Junior Flash/word dictation before.

Dictation and to:-- Listening syllabus cards Intro: Recapping previous lessons
spellings -Write dictated Speaking grade 3-7 Sentence 1.Learners read sentences from sentence strips
Words and words correctly. Page 24 strips 2.Learners read words from flash cards and word cards
sentences from A variety of while the facilitator assists them.
various texts texts 3.Playing spelling Bee Game while learners write their
Lesson READING/ Learners Punctuating English Chat with Assumed knowledge: Learners are able to read.
5 SIGNING should be able Reading Junior punctuation Intro: Learners re-cape previous lesson.
Fluent to:-- -Read texts Writing syllabus marks 1.The facilitator gives focus of the lesson.
reading fluently Listening grade 3-7 ICT tools 2. Learners read in turns observing punctuation while the
Reading skills observing Speaking Page 27 Word cards facilitator assists them. 3. Learners identify punctuation
such as:- punctuation marks and say how they are used in written texts while the
Punctuation marks facilitator guides them. 4. Learners take turns to read
marks, word given texts while the facilitator guides them.
recognition, 5. Learners individually answer some questions from the
intonation and texts the have read.
word attack Con: Oral review of the lesson done.
-Skimming
WRITING/ Learners Reading English ICT Tools Assumed knowledge: Learners have done spellings and
139
CONTENT S
REFERENCE
BRAILING should be able Writing Junior Flash/word dictation before.

Lesson Dictation and to:-- Listening syllabus cards Intro: Recapping previous lessons
7 spellings -Write dictated Speaking grade 3-7 Sentence 1.Learners read sentences from sentence strips
8 Letter writing to:-- Identify Listening syllabus Story books 1.Learners state differences and similarities between
Formal letter differences and Speaking grade 3-7 Sentence informal and formal letter writing while the facilitator
-Applying for similarities Page 29 strips assists them.2. Learners observe the sample of a formal
a grade 6 between formal Charts letters.
place at a and informal Pictures 3.Learners in pairs write their formal letters while the
school of their letters. facilitator assists them. 4. Learners give feedback from
own choice. -Write formal their pair work while the facilitator assists them.
letter to their 5. Learners write their informal letters in their books
friends telling individually.
them about their Con: Few learners read their composition.
new school.
8 LISTENING/ Learners Identifying English Recording Assumed knowledge: Learners know some of short
OBSERVING
should be able Reading Junior Charts response
Information
Lesson to:-- Writing syllabus Pictures Intro: Learners read texts on flash cards.
retention
1 -Respond Listening grade 3-7 1.The facilitator gives focus of the lesson.
-Short
appropriately to Speaking Page 24 2. Learners read texts from a chart while the facilitator
responses such
as: true/false,
140
CONTENT S
REFERENCE

structures --Use correct Speaking grade 3-7 Chart 2. Learners give future tenses of words given while the
-Future tense
future tense to Page 29 facilitator assists them.
e.g.Kuda will
fight for the
complete given 3. Learners in groups complete given sentences with future
rights of sentences. tenses and construct their own sentences.
vegetables -Construct their 4. Learners give feedback from their groups while the
using given 5. Learners write an exercise in their books individually.
future tenses. Con: Revision of written work and recap of concepts.
SPEAKING Learners Reading English A variety of Assumed knowledge: Learners are able to express
Lesson SIGNING should be able Writing Junior texts themselves through speaking.
3 -Public to:-- Listening syllabus -Recordings Intro:Re-cape of the previous lesson.
Lesson Listening/ Learners Reading English Pictures Assumed knowledge: Learners are able to read given texts.
4 Observing should be able Writing Junior A variety of Intro: Learner read texts from given passages.
Listening to:- Listening syllabus texts 1.Learners listen to texts read.
Comprehensio -Listen and Speaking grade 3-7 I.C.T tools 2. Learners in groups answer questions from question strips
n respond Page 24 Reading while the facilitator assists them.
-Different appropriately to Cards 3. Learners give feedback from their groups while the
texts. - questions from Question facilitator assists them.
Comprehensio different texts strips 4. Learners mime actions from a text read.
n questions read. 5. Learners write an exercise in their exercise books
141
CONTENT S
REFERENCE

Lesson DICTATION Learners Reading English ICT Tools Assumed knowledge: Learners have done spellings and
5 AND should be able Writing Junior Flash/word dictation before.
SPELLINGS to:-- Listening syllabus cards Intro: Recapping previous lessons
Words and -Write dictated Speaking grade 3-7 Sentence 1.Learners read sentences from sentence strips
-Skimming
WRITING/ Learners Reading English Word cards Assumed knowledge: Learners are to construct sentences.
Lesson BRAILING should be able Writing Junior ICT Tools Intro: Learners identify importance of trees.
7 Composition to:-- write Listening syllabus Story books 1.The facilitator outlines the composition framework.
-Importance of guided Page 29 strips the importance of agriculture while the facilitator assists
agriculture :- composition Charts them.
-correct about the Pictures 3. Learners give feedback from their groups while the
punctuation importance of facilitator assists them.
-use of topic agriculture. 4. Learners write their composition individually in their
142
CONTENT S
REFERENCE

skills
Revision Ex During the Explaining English -work cards Assumed knowledge: learners are able to answer revision
Lesson Skill: lesson learners Describing Junior Flash cards test questions.
Reading/Signing
8 Listening/Obser
should be able Identifying syllabus Charts Intro: Recap of concepts taught during the week.
All concepts revision test 2. Learners write revision test in their books individually.
taught on the
above skills. questions given 3. Revision and recap of written work.
questions
OBSERVING
should be able Writing Junior Recording of commanding words.
Instructions/
to:--- Listening syllabus instructions Intro: Learners listen/observe a set of given
Commands
Lesson Follow a series Speaking grade 3-7 Instruction instruction/commands
A series of
1 of Page 24 cards 1.Learners name commanding words while the facilitator
instructions/co
mmands such
as:- stand up,
jump around
etc.
structures --Use correct Speaking grade 3-7 Chart 2. Learners give adjectives of words given while the
-Adjectives
adjective to Page 29 facilitator assists them.
e.g. Luke was
wearing a green
complete given 3. Learners in groups identify adjectives in given sentences
shirt. (They sentences. while the facilitator assists them.
describe things -Construct their 4. Learners give feedback from their groups while the
i.e they tell you own sentences facilitator assists them
size, shape, using given 5. Learners write an exercise in their books individually.
143
CONTENT S
REFERENCE
colour of adjectives Con: Revision of written work and recap of concepts.

things)
Communicatio registers to Page 26 cards e.g 2. Learners use appropriate registers for social interaction
guides them.
Lesson WRITING/ Learners Reading English ICT Tools Assumed knowledge: Learners have done spellings and
4 BRAILING should be able Writing Junior Flash/word dictation before.
Dictation and to:-- Listening syllabus cards Intro: Recapping previous lessons
spellings -Write dictated Speaking grade 3-7 Sentence 1.Learners read sentences from sentence strips
Lesson READING/ Learners Reading English Variety of Assumed knowledge: Learners are able to read.
5 SIGNING should be able Writing Junior text Intro: Learners re-cape previous lesson
Extensive to:-- Listening syllabus ICT tools 1.The facilitator gives focus of the lesson.
144
CONTENT S
REFERENCE
WRITING/ Learners Reading English Alphabet Assumed knowledge: Learners are able to write.
Lesson BRAILING should be able Writing Junior New Nelson Intro: Re-cape of the previous lesson.
6 Penmanship to:-- Listening syllabus Script chart 1.The facilitator gives focus of the lesson.
(handwriting) -practice Speaking grade 3-7 2.Learners read letters of the alphabet on the wall
penmanship Page 29 3. Learners identify letters on the nelson script handwriting
-write legibly chart while the facilitator guides them.
using grade 3- 7 4. Learners practice writing legibly individually in their
nelson script books
Con:Facilitator say the importance of writing legibly
Lesson LISTENING/ Learners Identifying English Recording Assumed knowledge: Learners know some of short
OBSERVING
7 should be able Reading Junior Charts response
Information
to:-- Writing syllabus Pictures Intro: Learners read texts on flash cards.
retention
-Respond Listening grade 3-7 1.The facilitator gives focus of the lesson.
-Short
appropriately to Speaking Page 24 2. Learners read texts from a chart while the facilitator
responses such
as: true/false,
WRITING Learners Reading English Story books Assumed knowledge: learners have written before
Lesson BRAILING should be able Writing Junior Work cards INTRO: re-cape of the previous lesson
8 Creative to:-- Listening syllabus Sentence 1. The facilitator give focus of the lesson
writing --summarise Speaking grade 3-7 strips 2. learners read texts in turns each for understanding
Summary story read with Page 3. discuss what has been read
good 4. learners read texts in turns
handwriting 5. summarising the story individually
145
CONTENT S
REFERENCE
picking main ON:read best summaries

points
Lesson OBSERVING should be able Reading Junior alphabet alphabet.
1 Phonics to:- -distinguish Writing syllabus A variety of Intro: Learners read the the lettersof the alphabet.
Long and long and short Listening grade 3-7 texts 1.The facilitator gives focus of the lesson.
short vowel vowel sounds Speaking Page 24 Word cards 2. Learners identify words with various sounds while the
sounds such as Dictionaries facilitator assists them.
pull/pool ICT tools 3. Learners state words with long and short vowel sound
Fool/full while the facilitator assists them.
. 4. Learners list words with long and short vowels
structures --Use correct Speaking grade 3-7 Chart 2. Learners use given adverbs in their own sentences while
-Adverbs:- are
adverbs to Page 29 the facilitator assists them.
the ‘-ly’ word
that say how
complete given 3. Learners in groups complete given sentences with the
something was sentences. correct adverb while the facilitator assists them.
done -Construct their 4. Learners give feedback from their groups while the
e.g Takura’s own sentences facilitator assists them
sisters sing using given 5. Learners write an exercise in their books individually.
beautifully. adverbs. Con: Revision of written work and recap of concepts.
g warnings -Read Speaking grade 3-7 ontainers 2. Learners read instructions and warning while that
146
CONTENT S
REFERENCE

insecticides
etc.
SPEAKING Learners Reading English Pictures Assumed knowledge: Learners know forms of abuse.
Lesson /SIGNING should be able Writing Junior A variety of Intro: Learner read texts on topical issues.
4 Drama to:- Listening syllabus texts 1.The facilitator give focus of the lesson
-Child -Identify topical Speaking grade 3-7 I.C.T tools 2. Learners list topical issues while the facilitator assists
Marriages, issues Page 25 them.
Child abuse, -Discuss on 3. Learners in group dramatize on given topical issues while
Enterprising topical issues the facilitator guides them.
using correct 4. Learners give feedback on group work.
tenses. Con: Oral review of the lesson.
-Dramatize
topical issues
g warnings -Read Speaking grade 3-7 ontainers 2. Learners read instructions and warning while that
insecticides
etc.
147
CONTENT S
REFERENCE
-Skimming
SPEAKING Learners Reading English A variety of Assumed knowledge: Learners are able to express
Lesson SIGNING should be able Writing Junior texts themselves through speaking.
7 -Public to:-- Listening syllabus -Recordings Intro:Re-cape of the previous lesson.
8 Letter writing to:-- Listening syllabus Story books 1.Learners state differences and similarities between
Formal letter -Write formal Speaking grade 3-7 Sentence informal and formal letter writing while the facilitator
-Applying for a letter looking Page 29 strips assists them.2. Learners observe the sample of a formal
job as window
cleaner at a local for a job as Charts letters.
supermarket window cleaner Pictures 3. Learners in pairs write a letter looking for job as a
during the school at the local window cleaner at the local supermarket while the
holiday to raise shops during the facilitator assists them. 4. Learners give feedback from
148
CONTENT S
REFERENCE
money for the school holiday. their pair work while the facilitator assists them.
school trip 5. Learners write their letters in their books individually.
Con: Few learners read their composition.
MATHEMATICS
• NUMBER
• OPERATIONS
BROAD AIMS--Learners should be able to:
• Recall, recognise and d use mathematical symbols, terms and definitions
• Estimate, approximate and use appropriate degree of accuracy
• Interpret and use mathematics in life situations
• Utilise the PLAP method to enhance facilitating and learning

Financial literacy
Collaboration HIV and Aids
Heritage studies
149
CONTENT S
REFERENCE
Children’sConstructional Rights and responsibilities

Enterprise Skills
Weekly aim(s): 3.2 To help learners to acquire and apply mathematical concepts and skills and use them as tools in study, work, leisure and everyday transactions through use of
technology.
1 NUMBER During the Identifying Mathemat Abacuses Assumed knowledge:Learners know whole numbers
Whole lesson learners Reading ics Junior Number Intro:learners count together in tens up to 100 000.
Lesson numbers should be able Matching syllabus lines 1. Learners identify numbers in numerals and match them
1 (0-100 000) to:--identify, read grade 3-7 cards with numbers in words while the facilitator assists them.
Numerals and write Page 38 2.In groups learners write the number in words while the
numbers in facilitator assists them.
numerals and 3.Learners give feedback from their groups while the
words in the facilitator assists them.
range. 4. Learners write an exercise in their exercise books
individually.
Con: Learners under the guidance of the facilitator revise
work written
Lesson NUMBER During the Identifying Mathemat Chart with Assumed knowledge: learners can write numbers in the
2 Whole lesson learners Reading ics Junior numbers in range (1-10 000) in words.
numbers should be able Matching syllabus words Intro: learners read the number line on the walls.
(0-100 000) to:---identify, Discussing grade 3-7 1. The facilitator explains on reading and writing numbers in
-Words read and write Page 38 words. 2.Few learners demonstrate writing numbers in
numbers in words while the facilitator assists them.
numerals and 3. In groups learners write given numbers in words while the
words in the facilitator assists them.
range. 4. Learners report back from group work activities while the
facilitator assists them..
5. Learners write their individual work.
Con: Revision of the written work.
Lesson NUMBER During the Identifying Mathemat Chart Assumed knowledge: learners can count numbers in the
3 Whole lesson learners Writing ics Junior Work cards range (0-10 000).
150
CONTENT S
REFERENCE
numbers should be able Reading syllabus Number line Intro: Learners read the number line on the walls.
(0-100 000) to:--- Count in Counting grade 3-7 Abacus 1. The facilitator explains and demonstrates on counting in
-Numeral ascending and Page 38 Flash cards, ascending and descending.
and words:- descending order Charts 2. Few learners demonstrate counting numbers in ascending
Counting in and descending order while the facilitator assists them.
ascending 3. Learners count numbers in given ranges in ascending and
and descending order in their groups while the facilitator assists
descending them. 4. Learners give feedback from their groups while
order facilitator assists them. 5. Individual written work
Con:Revision of the written work.
Lesson NUMBER During the Identifying Mathemat Chart Assumed knowledge: learners are able to read and count
4 Whole lesson learners Writing ics Junior Work cards numbers.
numbers should be able Reading syllabus Number line Intro: Recap of the previous lesson.
(0-100 000) to:---Give values Counting grade 3-7 Abacus 1. Facilitator explains and demonstrates place value of digits
-Place value of digits in a Page 38 Flash cards, on different numbers.
Value of number Charts 2. Few learners explain and demonstrate on values of digits
digits in a of given numbers while the facilitator assists them.
number 3. Learners in pairs give place values of digits in given
numbers while the facilitator assists them.
4. Learners give feedback from their pair work while the
facilitator assists them. 5. Individual written work.
Lesson NUMBER During the Identifying Mathemat Chart Assumed knowledge: learners are able to read and count
5 Whole lesson learners Writing ics Junior Work cards numbers.
(0-100 000) to:---Give values Counting grade 3-7 Abacus 1. Learners explain and demonstrate on values of digits of
-Place value of digits in a Page 38 Flash cards, given numbers while the facilitator assists them.
Value of number Charts 2. Learners in groups give place values of digits in given
digits in a numbers while the facilitator assists them.
number 3. Learners give feedback from their group work while the
Lesson Revision Ex During the Explaining Mathemat -work cards Assumed knowledge: learners are able to answer revision
151
CONTENT S
REFERENCE
6 Topics: lesson learners Describing ics Junior Flash cards test questions.
-Numbers should be able Identifying syllabus Charts Intro: Recap of concepts taught during the week.
All concepts Answer at least Page 38 2. Learners answer oral questions from the facilitator on
taught on the half of the learned concepts.
above topic. revision test 2. Learners write revision test in their books individually.
-Revision test questions given 3. Revision and recap of written work.
questions correctly. Con. Revision of written and recap of concepts
Weekly aim(s): 3.3To help learners to think and express themselves clearly and logically.
2 NUMBER During the Identifying Mathemat Chart Assumed knowledge: Learners know hundred, tens and
Whole lesson learners Writing ics Junior Work cards units.
Lesson numbers should be able Reading syllabus Number line Intro: Learners identify tens and units on an abacus.
1 (0-100 000) to:---arrange Counting grade 3-7 Abacus Dev: 1. Facilitator explains and demonstrates arranging
-Place value numbers in order Page 39 Flash cards, numbers in order of size.
-Arranging of size. Charts 2. Learners arrangement numbers in order of size on the
numbers in chalkboard while the facilitator assists them.
order of size. 3. Learners in groups arrange given numbers in order of
size while the facilitator assists them.
facilitator assists them. 5.Individual written work
NUMBER During the Identifying Mathemat Chart Assumed knowledge: Learners know hundred, tens and
Whole lesson learners Writing ics Junior Work cards units.
Lesson numbers should be able Reading syllabus Number line Intro: Learners identify tens and units on an abacus.
2 -Place value to:---arrange Counting grade 3-7 Abacus Dev: 1. Learners arrangement numbers in order of size on
-Arranging numbers in order Page 39 Flash cards, the chalkboard while the facilitator assists them.
numbers in of size. Charts 2. Learners in groups arrange given numbers in order of
order of size. size while the facilitator assists them.
facilitator assists them. 4.Individual written work.
NUMBER During the Identifying Mathemat Chart Assumed knowledge: learners are able to read and write
Lesson Whole lesson learners Writing ics Junior Work cards numbers.
152
CONTENT S
REFERENCE
3 numbers should be able Reading syllabus Number line Intro: Recap of the previous lesson.
-Comparison to:--- Compare Counting grade 3-7 Abacus Dev: 1. Facilitator explains and demonstrates on comparing
-Comparing given numbers Page 39 Flash cards, numbers on the chalkboard.
numbers using <, > or = Charts 2. Learners in groups compare give numbers in groups
using <, > signs. using <, > or = signs while the facilitator assists them.
and = signs 3. Learners give feedback from their groups while the
4. Learners write their individual work on number
sequences
NUMBER During the Identifying Mathemat Chart Assumed knowledge: learners are able to read and write
Whole lesson learners Writing ics Junior Work cards numbers.
Lesson numbers should be able Reading syllabus Number line Intro: Recap of the previous lesson.
4 -Comparison to:--- Sequence Counting grade 3-7 Abacus Dev: 1. The facilitator explains and demonstrates on
-Sequencing numbers in order Page 39 Flash cards, sequencing numbers in order of size.
numbers in of size. Charts 2. Learners in groups write number in order of size while
order of size. the facilitator assists them.
sequences
Lesson NUMBER During the Identifying Mathemat Chart Assumed knowledge: Learners are able to round numbers to
5 Whole lesson learners Writing ics Junior Work cards the nearest ten.
-Rounding to:--- Round off Counting grade 3-7 Abacus Dev: 1. The facilitator explains and demonstrates on
off numbers to the Page 39 Flash cards, rounding off of numbers to the nearest ten and hundred.
-Rounding off nearest ten and Charts 2. Learners round given numbers to the nearest ten and
numbers to hundred. hundred on the chalkboard while the facilitator guides them.
the nearest 3. Learners in groups round off numbers to the nearest ten
ten and and hundred while the facilitator assists them.
hundred 4. Learners give feedback from their groups while the
153
CONTENT S
REFERENCE

sequences
Weekly aim(s): 3.4To help learners to develop an inquiring mind through child centred approaches.
3 NUMBER During the Identifying Mathemat Chart Assumed knowledge: Learners are able to round numbers to
Whole lesson learners Writing ics Junior Work cards the nearest hundred.
Lesson numbers should be able Reading syllabus Number line Intro: Recap of the previous lesson.
1 -Rounding to: ---Round off Counting grade 3-7 Abacus Dev: 1. The facilitator explains and demonstrates on
off numbers to the Page 39 Flash cards, rounding off numbers to the nearest thousand.
-Rounding off nearest thousand. Charts 2. Learners estimate given numbers to the nearest thousand
numbers to on the chalkboard while the facilitator guides them.
the nearest 3. Learners in groups round off numbers to the nearest
thousand thousand while the facilitator assists them.
5. Learners write their individual work on number sequences
Lesson NUMBER During the Identifying Mathemat Chart Assumed knowledge: Learners are able to round numbers to
2 Whole lesson learners Writing ics Junior Work cards the nearest hundred.
-Rounding to:--- Round off Counting grade 3-7 Abacus Dev: 1. The facilitator explains and demonstrates on
off numbers to the Page 39 Flash cards, rounding off numbers to the nearest ten thousand.
-Rounding off nearest ten Charts 2. Learners round off given numbers to the nearest ten
numbers to thousand. thousand on the chalkboard while the facilitator guides
154
CONTENT S
REFERENCE
the nearest them.

ten thousand. 3. Learners in groups estimate numbers to the nearest ten
thousand while the facilitator assists them.
5. Learners write their individual work on number sequences
NUMBER During the Writing Mathemat Chart Assumed knowledge: Learners are able to round numbers.
Whole lesson learners Numeratin ics Junior Work cards Intro: Recap of the previous lesson.
Lesson numbers should be able g syllabus Number line Dev: 1. The facilitator explains and demonstrates on
3 -Estimation to:---Apply Approxima grade 3-7 Abacus approximating numbers of objects in life situations.
and approximate in ting Page 39 Flash cards, 2. Learners in groups give approximate numbers of objects
Approximati life situation. Charts in real life situation and verify by counting and checking
on while the facilitator guides them.
Approximatio 3. Learners give feedback from their groups while the
n in life facilitator guides them.
situation. 5. Learners write their individual work on number sequences
Lesson NUMBER During the Writing Mathemat Chart Assumed knowledge: Learners are able to round numbers.
4 Whole lesson learners Numeratin ics Junior Work cards Intro: Recap of the previous lesson.
numbers should be able g syllabus Number line Dev: 1. The facilitator explains and demonstrates on
-Estimation to:---Apply Approxima grade 3-7 Abacus approximating numbers of objects in life situations.
and approximate in ting Page 39 Flash cards, 2. Learners in groups give approximate numbers of objects
Approximati life situation. Charts in real life situation and verify by counting and checking
on while the facilitator guides them.
Approximatio 3. Learners give feedback from their groups while the
n in life facilitator guides them.
situation. 5. Learners write their individual work on number sequences
Lesson NUMBER During the Writing Mathemat Chart Assumed knowledge: Learners know place values of
5 Whole lesson learners Numeratin ics Junior Work cards numbers
numbers should be able g syllabus Number line Intro: Recap of the previous lesson.
-Expanded to:---Express grade 3-7 Abacus Dev: 1. The facilitator explains and demonstrates on
155
CONTENT S
REFERENCE
notation:- numbers in Page 39 Flash cards, expanding numbers.

Expressing expanded Charts 2. Learners express and expand given numbers while the
numbers in notation or form. facilitator assists them.
expanded 3. Learners in groups expand given numbers while the
form: facilitator guides them.
5236= 4. Learners give feedback from their groups while the
5000+200 + facilitator guides them.
30 + 6 and 5. Learners write their individual work on number sequences
vice versa. Con: Revision of the written work.
Weekly aim(s): 3.2 To help learners to develop holistically and show a positive attitude towards Mathematics.
4 NUMBER During the Writing Mathemat Fraction Assumed knowledge: Learners have seen a fraction.
Proper lesson learners Identifying ics Junior chart Intro: Cutting of fruits in halves and quarters.
Lesson fractions should be able Reading syllabus Work Cards Dev: 1. Facilitator explains on proper fractions with
1 -Proper to:--- Identify, grade 3-7 Flash cards denominators up to 100 on the chalkboard.
fractions. read and write Page 39 2. Learners write fractions with denominators given while
- (where the fractions with the facilitator assists them.
denominators denominators in 3. Learners in pairs identify and write fractions with
are 2 to the given range. denominators in the given range while the facilitator assists
10,20, 50, them. 4. Learners give feedback from their pair work.
and 100). 5. Learners write their individual work
NUMBER During the Drawing Mathemat Fraction Assumed knowledge: learners know a fraction.
Proper lesson learners Naming ics Junior chart Intro: Recap from the previous lesson.
Lesson Fractions should be able syllabus Work Cards Dev:1. Facilitator demonstrates on drawing, naming and
156
CONTENT S
REFERENCE
2 Fractions to:---draw, name grade 3-7 Flash cards shading fractions on diagrams.
with and shade Page 39 2. Learners in groups draw, name and shade fractions on
denominators fractions on diagrams while the facilitator assists them.
2-10 , 20, 50, diagrams 3. Learners give feedback from their groups while the
and 100 facilitator assists them. 4. Learners write their individual
work
Lesson NUMBER During the Reducing Mathemat Fraction Assumed knowledge: learners know a fraction.
3 Proper lesson learners Dividing ics Junior chart Intro: Recap from the previous lesson.
Fractions should be able syllabus Work Cards Dev:1. Facilitator demonstrates onreducing fractions to the
Fractions to:---Reduce grade 3-7 Flash cards lowest terms on the chalkboard.
with fractions to their Page 39 2. Few learners demonstrate reducing fractions to their
denominators lowest terms lowest term to other while the facilitator assists them.
2-10 , 20, 50, 3. Learners in groups reduce given fractions to their lowest
and 100 terms while the facilitator assists them. 4. Learners give
feedback from their groups.
5. Learners write their individual work
Lesson NUMBER During the Calculating Mathemat Fraction Assumed knowledge: learners know a fraction.
4 Proper lesson learners Writing ics Junior chart Intro: Reading of the fraction chart.
fractions should be able Identifying syllabus Work Cards Dev: 1. Facilitator explains and demonstrates on comparing
-Proper to:---Compare Reading grade 3-7 Flash cards proper fractions using <, > or = signs.
fractions. fractions using <, Page 39 2. Learners compare proper fractions on the chalkboard
-Comparison > or = signs. while the facilitator assists them.
Using <, > or 3. Learners in groups compare given fractions using <, > or
= signs. = while the facilitator assists them. 4. Learners give
feedback from their groups while the facilitator assists them.
Lesson NUMBER During the Writing Mathemat Fraction Assumed knowledge: Learners know a fraction.
5 Proper lesson learners Identifying ics Junior chart Intro: Reading of the fraction chart.
fractions should be able Reading syllabus Work Cards Dev: 1. Facilitator explains demonstrates on finding
-Proper to:---Write Comparing grade 3-7 Flash cards equivalent fractions on the chalkboard.
157
CONTENT S
REFERENCE
fractions. fractions in their Page 39 2. Learners give equivalent fractions of given fractions
-Equivalence equivalent forms while the facilitator guides them.
fractions 3. Learners in groups find equivalent fractions of given
fractions while the facilitator assists them.
-Proper should be able Identifying syllabus Charts Intro: Recap of concepts taught during the week.
fractions to:- grade 3-7 1. Class discussion of concepts taught during the week.
Concept: - Answer at least Page 39 2. Learners answer oral questions from the facilitator on
All concepts half of the learned concepts.
taught on the revision test 2. Learners write revision test in their books individually.
above topic. questions given 3. Revision and recap of written work.
questions
Weekly aim(s): 3.2 To help learners to acquire and apply mathematical concepts and skills and use them as tools in study, work, leisure and everyday transactions through use of
technology
5 NUMBER During the Writing Mathemat Number line Assumed knowledge: learners know a proper fraction.
Proper lesson learners Identifying ics Junior Fraction Intro: Recap of the previous lesson.
Lesson fractions should be able Reading syllabus chart Dev: 1. Facilitator explains and demonstrates on reducing
1 -Proper to:---reduce grade 3-7 Fraction proper fractions on the chalkboard.
fractions. fractions to their Page 40 chart 2. Learners reduce given fractions on the chalkboard while
-Lowest lowest term. Work Cards the facilitator guides them.
terms Flash cards 3. Learners in groups reduce given fractions while the
Con. Revision of written and recap of concepts.
Lesson NUMBER During the Relating Mathemat Fraction Assumed knowledge: learners are able to reduce fractions to
2 Proper lesson learners Writing ics Junior chart their lowest terms.
158
CONTENT S
REFERENCE
fractions should be able Identifying syllabus Number line Intro: Recap of the previous lesson.
-Proper to:---arrange Reading grade 3-7 Fraction Dev: 1. Facilitator explain and demonstrates arranging of
fractions. fractions in Page 40 chart proper fractions in ascending and descending order on the
-Sequencing ascending or Work Cards chalkboard.
descending order. Flash cards 2. Few learners arrange given fractions in ascending and
descending order while the facilitator assists them.
3. Learners in groups arrange given fractions in ascending
and descending order while the facilitator assists them. 4.
Learners give feedback from their groups while the
Cocnl: Revision of the written work.
Lesson NUMBER During the Relating Mathemat Fraction Assumed knowledge: learners know a mixed number
3 Mixed lesson learners Writing ics Junior chart fraction.
Numbers should be able Identifying syllabus Number line Intro: Recap of the previous lesson.
-Mixed to:---identify Reading grade-7 Fraction Dev: 1. Facilitator explains and demonstrates on forming
numbers mixed numbers Page 40 chart mixed numbers on the chalkboard.
- Forming Work Cards 2. Learners form mixed numbers by putting together wholes
mixed Flash cards and fractions 2 and ¾= 2¾ while that facilitator assists them.
numbers. 3. Learners in groups form mixed numbers while the
facilitator assists them. 4. Learners give feedback from their
groups. 5. Individual written work.
Con: Revision of the written work and recap of concepts.
-Mixed to:---Convert Reading grade-7 Fraction Dev: 1. Facilitator explains and demonstrates on converting
numbers mixed numbers Page 40 chart mixed numbers to improper fractions and vice-versa
- to improper Work Cards 2. Three learners demonstrate converting of mixed numbers
Conversion:- fractions and vice Flash cards into improper fractions while the facilitator assists them.
Converting versa. 3. Learners in groups convert mixed numbers to improper
mixed fractions while the facilitator assists them. 4. Learners give
numbers to feedback from their groups. 5. Individual written work.
159
CONTENT S
REFERENCE
improper Con: Revision of the written work and recap of concepts.

fractions
-Mixed to:---Compare Reading grade-7 Fraction Dev: 1. Facilitator explains and demonstrates on comparing
numbers mixed numbers Page 40 chart mixed numbers on the chalkboard.
-Comparison using numbers Work Cards 2.Learners in groups compare mixed numbers using <, >or =
Comparing using <, > or = Flash cards signs while the facilitator assists them.
mixed signs. 3. Learners give feedback from their groups while the
numbers facilitator assists them.
using <, > 5. Learners write an exercise in their books individually.
and = signs Con: Revision of the written work and recap of concepts.
-Improper should be able Identifying syllabus Charts Intro: Recap of concepts taught during the week.
fractions to:- grade 3-7 1. Class discussion of concepts taught during the week.
questions
Weekly aim(s): 3.4 To help learners to develop an inquiring mind through child centred approaches.
6 NUMBER During the Relating Mathemat Fraction Assumed knowledge: learners know a mixed number
Mixed lesson learners Writing ics Junior chart fraction.
Lesson Numbers should be able Identifying syllabus Number line Intro: Recap of the previous lesson.
1 -Mixed to:---Solve Reading grade-7 Fraction Dev: 1. Learners apply mixed numbers in solving given
numbers problems Page 40 chart problems: e.g. Sharing.
-Word involving mixed Work Cards 2.Learners in group solve given problems involving word
problems numbers Flash cards problems while the facilitator assists them.
involving 3. Learners give feedback from their groups while the
mixed facilitator assists them.
160
CONTENT S
REFERENCE
numbers 5. Learners write an exercise in their books individually.

Lesson NUMBER During the Relating Mathemat Chart Assumed knowledge: learners know Arabic numerals.
2 Numeration lesson learners Writing ics Junior Work Cards Intro: Recap of the previous lesson.
System should be able Identifying syllabus Flash cards Dev: 1. The facilitator explains on Roman numerals.
-Numeration to:---Identify, Reading grade-7 Watches 2. Learners state, read and write Roman numerals I to C on
System read and write Page 41 the chalkboard while the facilitator assists them.
-Numeration: Roman numerals. 3.Learners in group state, read and write Roman numerals
(Arabic and while the facilitator assists them.
roman) 4. Learners give feedback from their groups while the
Lesson NUMBER During the Relating Mathemat Chart Assumed knowledge: Learners know Arabic numerals.
System should be able Identifying syllabus Flash cards Dev: 1. The facilitator explains and demonstrates on how
-Numeration to:---Convert Reading grade-7 Watches the Roman numerals are built from I to L (I, V, X, L)
System Roman numerals Page 41 2. Learners demonstrate on building Roman numerals on
-Numeration: and vice versa the chalkboard while the facilitator assists them. 3. Learners
(Arabic and within the range. in groups building Roman numerals while the facilitator
roman) assists them. 4. Learners give feedback from their groups
-Building of while the facilitator assists them.
Roman 5. Learners write an exercise in their books individually.
numerals Con: Revision of the written work and recap of concepts.
4 Mixed lesson learners Writing ics Junior Work Cards Intro: Recap of the previous lesson.
Numbers should be able Identifying syllabus Flash cards Dev: 1. Learners demonstrate on building Roman numerals
-Numeration to: ---Convert Reading grade-7 Watches on the chalkboard while the facilitator assists them. 2.
System Roman numerals Page 41 Learners in groups express Arabic numerals to Roman
-Numeration: and vice versa numerals within the range I to C while the facilitator assists
(Arabic and within the range. them. 3. Learners give feedback from their groups while
roman) the facilitator assists them.
161
CONTENT S
REFERENCE
-Converting 4. Learners write an exercise in their books individually.

System should be able Identifying syllabus Flash cards Dev: 1. Learners demonstrate on building Roman numerals
-Numeration to:---Convert Reading grade-7 Watches on the chalkboard while the facilitator assists them. 2.
System Roman numerals Page 41 Learners in groups convert Arabic numerals to Roman
-Numeration: and vice versa numerals in given range and vice versa while the facilitator
(Arabic and within the range. assists them. 3. Learners give feedback from their
roman) groups while the facilitator assists them.
-Converting 4. Learners write an exercise in their books individually.
-Numeration should be able Identifying syllabus Charts Intro: Recap of concepts taught during the week.
System. to:- grade 3-7 1. Class discussion of concepts taught during the week.
questions
Weekly aim(s): 3.4 To help learners to develop an inquiring mind through child centred approaches.
7 NUMBER During the Relating Mathemat Chart Assumed knowledge: Learners know decimal numbers.
Lesson Decimals lesson learners Writing ics Junior Work Cards Intro: Recap of the previous lesson.
1 (Up to 3 should be able Identifying syllabus Flash cards Dev: 1. The facilitator explains and demonstrates on
places) to:---Identify , Reading grade-7 Watches reading and writing in numerals up to 3 decimal places
-Numeration read and write Page 41 2.Learners state, read and write numerals to 3 decimal
-Reading and decimals. places while the facilitator assists them. 3. Learners in
writing groups write and read given numerals up to 3 decimal
numerals to 3 places while the facilitator assists them. 4. Learners give
decimal feedback from their groups while the facilitator assists
numbers them.
162
CONTENT S
REFERENCE

Lesson NUMBER During the Relating Mathemat Chart Assumed knowledge: Learners know decimal numbers.
2 Decimals lesson learners Writing ics Junior Work Cards Intro: Recap of the previous lesson.
(Up to 3 should be able Identifying syllabus Flash cards Dev: 1. The facilitator explains and demonstrates on place
places) to:---determine Reading grade-7 Watches values of decimal numbers up to 3 decimal places with not
-Place value place value of a Page 41 more than 5 digits on the chalkboard. 2. Learners in
Decimal digit in decimal. groups write place values of given decimals numbers up to
numbers 3 decimal places with not more than 5 digits while the
place values facilitator assists them. 3. Learners give feedback from
their groups while the facilitator assists them.
(Up to 3 should be able Identifying syllabus Flash cards Dev: 1. The facilitator explains and demonstrates on
places) to:--- Reading grade-7 Watches diagrammatical representation of decimals on the
Diagrammati Interpret Page 41 chalkboard. 2. Learners in groups illustrate diagrammatical
c diagrammatic representation of decimal numbers while the facilitator
representatio representation of assists them. 3. Learners give feedback from their groups
ns decimals. while the facilitator assists them.
-Decimal 4. Learners write an exercise in their books individually.
diagrammatic Con: Revision of the written work and recap of concepts.
interpretation
places) to:---Compare Reading grade-7 Watches comparing decimals numbers on the chalkboard. 2.
Comparisons decimals Page 41 Learners in groups compare given decimal numbers while
Comparing numbers using <, the facilitator assists them. 3. Learners give feedback from
decimal > or = their groups while the facilitator assists them.
numbers -differentiate 4. Learners write an exercise in their books individually.
decimals Con: Revision of the written work and recap of concepts.
163
CONTENT S
REFERENCE
places) to:---Rounding Reading grade-7 Watches rounding off decimals on the chalkboard. 2. Learners in
Estimation off decimals Page 41 groups round off given decimals to the nearest unit and
Rounding off tenth while the facilitator assists them. 3. Learners give
decimals feedback from their groups while the facilitator assists
them.
-Decimals should be able Identifying syllabus Charts Intro: Recap of concepts taught during the week.
Numbers to:- grade 3-7 1. Class discussion of concepts taught during the week.
questions
Weekly aim(s): 3.2 To help learners to acquire and apply mathematical concepts and skills and use them as tools in study, work, leisure and everyday transactions
through use of technology
8 NUMBER During the Relating Mathemat Chart Assumed knowledge: Learners know percentages.
Lesson Percentage lesson learners Writing ics Junior Work Cards Intro: Recap of the previous lesson.
1 Conversion should be able Identifying syllabus Flash cards Dev: 1. The facilitator explains and demonstrates on
-Converting to:---Express Reading grade-7 Watches converting percentages to fractions and vice versa on the
percentages fraction as Page 42 chalkboard. 2. Learners in groups write given fractions in
percentages and percentages while the facilitator assists them. 3. Learners
vice versa give feedback from their groups while the facilitator assists
them.
164
CONTENT S
REFERENCE
Lesson NUMBER During the Relating Mathemat Chart Assumed knowledge: Learners know percentages.
2 Percentage lesson learners Writing ics Junior Work Cards Intro: Recap of the previous lesson.
Conversion should be able Identifying syllabus Flash cards Dev: 1. The facilitator explains and demonstrates on
-Expressing to:---Change one Reading grade-7 Watches expressing one quantity and amount as percentages of
quantity as quantity/ amount Page 42 another on the chalkboard. 2. Learners in groups express
percentages. as a percentage of given quantities and amounts as percentages while the
another. facilitator assists them. 3. Learners give feedback from their
groups while the facilitator assists them.
Lesson NUMBER During the Relating Mathemat Chart Assumed knowledge: Learners know percentages
3 Percentages lesson learners Writing ics Junior Work Cards Intro: Recap of the previous lesson.
Comparisons should be able Identifying syllabus Flash cards Dev: 1. The facilitator explains and demonstrates on
Comparing to:---Compare Reading grade-7 Watches comparing percentages using <, > or = signs on the
percentages percentages using Page 42 chalkboard. 2. Learners in groups compare given
using <, > or <, > or = signs percentages while the facilitator assists them. 3. Learners
= signs -differentiate give feedback from their groups while the facilitator assists
percentages them.
Equivalence should be able Identifying syllabus Flash cards Dev: 1. The facilitator explains and demonstrates on finding
Relationships to:---Show Reading grade-7 Watches percentages equivalent to , on the chalkboard. 2. Learners
between relationships Page 42 in groups find percentages of fractions given while the
percentages between facilitator assists them. 3. Learners give feedback from
and fractions percentages and their groups while the facilitator assists them.
fractions 4. Learners write an exercise in their books individually.
Equivalence should be able Identifying syllabus Flash cards Dev: 1. Learners find percentages of given fractions on the
Relationships to:---Show Reading grade-7 Watches chalkboard while the facilitator assists them. 2. Learners in
165
CONTENT S
REFERENCE
between relationships Page 42 groups find percentages of fractions given while the
percentages between facilitator assists them. 3. Learners give feedback from
and fractions percentages and their groups while the facilitator assists them.
fractions 4. Learners write an exercise in their books individually.
-Percentages should be able Identifying syllabus Charts Intro: Recap of concepts taught during the week.
Weekly aim(s): 3.4 To help learners to develop an inquiring mind through child centred approaches
9 OPERATIONS During the Adding Mathemat Chart Assumed knowledge: Learners have done addition before.
Addition of lesson learners Writing ics Junior Work Cards Intro: The facilitator tells some addition problem to
Lesson whole should be able Counting syllabus Flash cards learners.
1 numbers to:--- Reading grade-7 Counters Dev: 1. The facilitator pose addition problems to learners.
Addition Demonstrate an Page 42 Abacuses 2. Learners solve problems given on the chalkboard while
-whole numbers understanding of the facilitator assists them. 3. Learners in groups solve
whose sum is
less than or
basic addition problems given on addition while the facilitator assists
equal to 100 000 facts. them.
Lesson OPERATIONS During the Adding Mathemat Chart Assumed knowledge: Learners have done addition before.
2 Addition of lesson learners Writing ics Junior Work Cards Intro: The facilitator tells some addition problem to
whole should be able Counting syllabus Flash cards learners.
numbers to:--- Reading grade-7 Counters Dev: 1. The facilitator explains and demonstrates on
(whose sum is Add with Page 42 Abacuses addition with carrying on the chalkboard. 2. Few learners
less than or carrying. solve given addition with carrying problems on the
166
CONTENT S
REFERENCE
equal to 100 chalkboard while the facilitator assists them. 3. Learners in

000) groups solve problems given on addition with carrying
Addition while the facilitator assists them. 4. Learners give
-Adding with
carrying
feedback from their groups while the facilitator assists
them.
(whose sum is add measures. Page 42 Abacuses addition of measures on the chalkboard. 2. Few learners
less than or solve given addition of measures problems on the
equal to 100
000) chalkboard while the facilitator assists them. 3. Learners in
Addition groups solve problems given on addition of measures while
-Addition of the facilitator assists them. 4. Learners give feedback
measures from their groups while the facilitator assists them.
(whose sum is Use the Page 42 Abacuses addition using association and commutative laws on the
less than or association and chalkboard. 2. Few learners solve given addition problems
equal to 100
000) commutative using association and commutative laws on the chalkboard
Addition laws while the facilitator assists them. 3. Learners in groups
-Association and solve problems given on addition using association and
Commutative commutative laws while the facilitator assists them. 4.
laws Learners give feedback from their groups while the
facilitator assists them.5. Learners write an exercise in their
books individually.
167
CONTENT S
REFERENCE
numbers to:--- Reading grade-7 Counters Dev: 1. The facilitator pose addition problems to learners.
(whose sum is Use addition to Page 42 Abacuses 2. Learners solve problems given on the chalkboard while
less than or solve real life the facilitator assists them. 3. Learners in groups solve
equal to 100
000) situation. problems given on addition while the facilitator assists
Addition them.
-Use of addition 4. Learners give feedback from their groups while the
in real life facilitator assists them.
situation 5. Learners write an exercise in their books individually.
Con: Revision of the written work and recap of concepts
Lesson Revision Ex During the Explaining Mathemat Chart Assumed knowledge: learners are able to answer revision
6 Topics: lesson learners Describing ics Junior Work Cards test questions.
Operations: should be able Identifying syllabus Flash cards Intro: Recap of concepts taught during the week.
Addition to:- grade 3-7 Counters 1. Class discussion of concepts taught during the week.
Concept: - Answer at least Page 42 Abacuses 2. Learners answer oral questions from the facilitator on
questions
Weekly aim(s): 3.2 To help learners to acquire and apply mathematical concepts and skills and use them as tools in study, work, leisure and everyday transactions
through use of technology
10 OPERATIONS During the Adding Mathemat Chart Assumed knowledge: Learners have done addition before.
Subtraction of lesson learners Writing ics Junior Work Cards Intro: The facilitator tells some addition problem to
Lesson whole should be able Counting syllabus Flash cards learners.
1 numbers(0 – to:--- Reading grade-7 Counters Dev: 1. The facilitator explains and demonstrates on
100 000) Demonstrate Page 43 Abacuses subtraction of whole numbers on the chalkboard. 2. Few
Subtraction subtraction. learners solve given subtraction problems on the chalkboard
-Subtraction while the facilitator assists them. 3. Learners in groups
of whole solve problems given on subtraction while the facilitator
numbers. assists them. 4. Learners give feedback from their groups
168
CONTENT S
REFERENCE
while the facilitator assists them.5. Learners write an

exercise in their books individually on subtraction.
Lesson OPERATIONS During the Adding Mathemat Chart Assumed knowledge: Learners have done subtraction
2 Subtraction of lesson learners Writing ics Junior Work Cards before.
whole should be able Counting syllabus Flash cards Intro: The facilitator tells some addition problem to
numbers(0 – to:--- Reading grade-7 Counters learners.
100 000) Subtract by Page 43 Abacuses Dev: 1. The facilitator explains and demonstrates on
Subtraction decomposition subtraction of whole numbers on the chalkboard. 2. Few
-Subtraction learners solve given on subtraction problems on the
by chalkboard while the facilitator assists them. 3. Learners in
decompositio groups solve problems given on subtraction while the
n facilitator assists them. 4. Learners give feedback from
their groups while the facilitator assists them.5. Learners
write an exercise in their books individually on subtraction.
100 000) Subtract given Page 43 Abacuses Dev: 1. The facilitator explains and demonstrates on
Subtraction whole numbers subtraction of whole numbers on the chalkboard. 2. Few
-Subtraction by equal addition. learners solve given subtraction problems on the chalkboard
by equal while the facilitator assists them. 3. Learners in groups
addition solve problems given on subtraction while the facilitator
assists them. 4. Learners give feedback from their groups
while the facilitator assists them.5. Learners write an
exercise in their books individually on subtraction.
169
CONTENT S
REFERENCE
100 000) Subtract Page 43 Abacuses Dev.: 1. The facilitator explains and demonstrates on
Subtraction measures, to subtraction of measures on the chalkboard. 2. Few
-Subtraction solve at least half learners solve given subtraction of measures problems on
of measures of at given the chalkboard while the facilitator assists them. 3.
problems Learners in groups solve problems given on subtraction of
correctly. measures while the facilitator assists them. 4. Learners
give feedback from their groups while the facilitator assists
them.5. Learners write an exercise in their books
individually on subtraction.
whole should be able Counting syllabus Flash cards Intro: The facilitator tells an addition problem to learners.
numbers(0 – to:--- Reading grade-7 Counters Dev: 1. The facilitator explains and demonstrates on
100 000) Subtract Page 43 Abacuses subtraction of measures on the chalkboard. 2. Few
Subtraction measures, to learners solve given subtraction of measures problems on
-Subtraction solve at least half the chalkboard while the facilitator assists them. 3.
of measures of at given Learners in groups solve problems given on subtraction of
problems measures while the facilitator assists them. 4. Learners
correctly. give feedback from their groups while the facilitator assists
them.5. Learners write an exercise in their books
individually on subtraction.
Lesson Revision Ex During the Explaining Mathemat Chart Assumed knowledge: learners are able to answer revision
6 Topics: lesson learners Describing ics Junior Work Cards test questions.
Operations: should be able Identifying syllabus Flash cards Intro: Recap of concepts taught during the week.
Subtraction to:- grade 3-7 Counters 1. Class discussion of concepts taught during the week.
Concept: - Answer at least Page 42 Abacuses 2. Learners answer oral questions from the facilitator on
questions
170
CONTENT S
REFERENCE
171

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WK TOPIC/ OBJECTIVES COMPETENCIE RESOURCES, MEDIA TEACHING/ LEARNING ACTIVITIES/ METHODS EVALUATION

SCIENCE AND TECHNOLOGY

necessary for necessary for syllabus Source of heat guides them.

Step 5: Individual written work

production Page 57 facilitator assists them.

5. Individual written work

5. Individual written work

VISUAL AND PERFORMING ARTS

TO ENABLE LEARNERS TO:

1. become literate in visual and performing arts

History of learners should be Describing Performing Cultural centre, celebrations

rights and facilitator assists them.

-mbira, Identifying facilitator assists them.

dimensional Con: Recap of concepts

on Con: Best group demonstrate to others.

PHYSICAL EDUCATION AND MASS DISPLAYS

CROSS CUTTING THEMES

Syllabus exchange while the facilitator guides them.

Throwing be able to:- Identifying secondary education Equipment’s IntroWarm up activities.

Heritage – Social Studies

family 3. Learners give feedback from their groups while the

-Ways of school and at facilitator assists them.

Zimbabwe cultural Page 47 Newspapers 3. Learners dramatize various cultural practices in

-The Ndebele State 5. Learners write an exercise individually in their books

FAMILY RELIGION MORAL EDUCATION

- Members of Con Oral questions on the family members.

facilitator assists them.

-Revision revision test 3. Revision and recap of written work.

care facilitator assists them.

-Religion in -State the Describing grade 3-7 -learning them.

Con: Oral review of the lesson.

Lesso Indigenous learners should Stating Junior person unwanted behaviour

Learners should be able to:

tools according use while the facilitator assists them.

3 Group work to pupils to identify tools at home and

-Farm tools to:- Explaining grade 3-7 Print media home.

n1 Climate to:- Explaining grade 3-7 Print media assists them.

conserving water while the facilitator assists them.

water in 4. Feedbacks on group work while the facilitator assists them

INFORMATION COMMUNICATION TECHNOLOGY

 Develop an understanding of the operating skills required in a variety of technologies.

descending ascending and Page 12 3. Learners sort records in ascending or descending

instant Con: Oral review of the lesson

GUIDANCE AND COUNSELLING (JUNIOR )

families each other manual Con.Answering questions orally

INDIGENOUS LANGUAGE CHISHONA -

Tugono 1. Kuteerera 2. Kutaura 3. Kuverenga 4. Kunyora

CROSS CUTTING THEMES

mazwinemitinhimir 4. Vadzidzi vanoumba mazwi nemitinhimira yakapihwa.

4.Vadzidzi vano nyora rondedzero sedungamunhu.

4 Zvakakosher zvakoshera zviitiko zvenoitika 28 dzavanobva nezvinoitika munyika mese.

zvemazwi anoita zviperengo. 34 2.Vadzidzi vanotsanangura mazwiakapihwa.

-chidonhwe Makadhi axchibatsira vadzidzi. 3.Vadzidzi vanoverengera

mibvunzo mumasvondo 4.Vadzidzi vano nyora basa ravo sedungamunhu.

-Kupindura yezvaka dzidzwa Zvitai tai 3.Mudzidzisi anonyora basa kuchidziro.

dzetsumo vanopakurirana zvavawana vachibatsirwa nemudzidzisi.

-Uto – mauto mana mazwi. 2.Vadzidzi mupoka vanoisa zvirevo zvakapihwa

SOURCE- ENGLISH LANGUAGE JUNIOR SYLLABUS GRADE 3-7

Enterprising topical issues the facilitator guides them.

- half of the while the facilitator assists them. 4. Learners give

true/false, assists them.

construct sentences. facilitator assists them.3. Learners in pairs make sentences