Learn English language fundamentals

ENGLISH LANGUAGE
TOPICS
-Yes/ no responses
-Likes and dislikes
-Actions with words
-People, animals and objects
-Phonics
-Orientation and pre-writing
AIMS
Learners should be able to:
-develop listening, speaking, reading and writing skills as well as visual, tactile and manual skills
-express themselves freely in a variety of situations that involve the use of functional English
1
WEEK TOPIC/ OBJECTIVES COMPETENCES/ REFERENCES MEDIA METHODS AND EVALUATION
ENDING CONTENT SKILLS ACTIVITIES
WK1 YES/ NO Learners should be -listening English -open space Assumed kn-lrnrs
RESPONSES able to: Language have played games
13/09/19 Lesson1 -play and respond -speaking Infant Syll Intro-lrnrs recite
-games to at least one yes/ pg11 ‘follow follow’
no game Step1-facilitator
explains on the game
Step2-class activity on
the game ‘do you
know my name’
Con-question/ answer
Lesson2 -construct at least -speaking English -picture Assumed knw-lrnrs
-constructing one yes/ no Language cards can speak fluently
questions question Infant Syll -various Intro-recitation of
pg11 objects ‘how are you feeling’
Step1-facilitator
demonstrates
sentence building
Step2-lrnrs construct
with assistance
Con-presentation of
questions
Lesson3 -name and identify -speaking English -cloth Assumed knw-lrnrs
-blindfolded at least three Language -various know objects
game objects without -memory Infant Syll objects Intro-recitation of
seeing them pg11 ‘shona nechirungu’
Step1-facilitator
explains the game
Step2-lrnrs take turns
playing the game
2
Con-recap

WK1 DRAWING Learners should be -reading English -crayons Assumed knw-lrnrs
Lesson4 able to: Language -pencils know trees
-draw a tree -drawing Infant Syll -work cards Intro-brainstorming
-use the drawing pg16 -papers on naming trees they
tools correctly to Ventures Pry know
draw an English ECD Step1-class activity
identifiable tree A Learner’s describing a tree
Book pg26 Step2-facilitator
explains on copying
the tree on the picture
Con-lrnrs draw and
present their work
WK2 YES/ NO -play and respond -speaking English -open space Assumed knw-lrnrs
QUESTIONS to the yes/ no Language can play games
20/09/19 Lesson1 game Infant Syll Intro-recitation of
-games pg12 ‘what is your name’
Step1-facilitator
explains the game and
demonstrates
the game ‘am I’
Con-recap of game
Lesson2 -answer at least -speaking English -various Assumed knw-lrnrs
-answering two yes/ no Language items can respond
questions correctly -listening Infant Syll Intro-recitation of
pg12 ‘how are you feeling’
Step1-facilitator and a
lrnr illustrate activity
Step2-aural activity in
3
pairs
Con-pair presentation
WK2 PATTERNS Learners should be -reading English -straws Assumed knw-lrns
Lesson3 able to: Language have seen patterns
-straw patterns -construct patterns -left to right Infant Syll -sticks Intro-recitation of
using at least five pg16 ‘gonye raifamba’
straws/ stalls/ -barrels Step1-facilitator
sticks illustrates the task
-open space Step2-individually
lrnrs construct
patterns using media
Con-facilitator
comments
Lesson4 -draw at least two -left to right English -crayons Assumed knw-lrnrs
-writing up down patterns Language have used crayons
patterns from left to right in -eye hand Infant Syll -pencils Intro-recitation of
their books coordination pg16 ‘rain rain’
Ventures Pry -books/ Step1-facilitator
English ECD papers explains and
A Learner’s demonstrates pattern
Book pg25 Step2-individually
lrnrs draw patterns
Con-workpresentation
NAMING -name and identify -reading English -charts Assumed knw-lrnrs
Lesson5 at least five objects Language can name objects
-picture on the charts -speaking Infant Syll Intro-recitation of ‘my
reading provided pg16 five senses’
Ventures Pry Step1-facilitator
English ECD explains task
A Learner’s Step2-class activity on
Book pg31 identifying and
4
naming objects
Con-qns and answers
WK3 LIKES AND Learners should be -speaking English -charts Assumed knw-lrnrs
DISLIKES able to: Language have likes
27/09/19 Lesson1 -say at least one Infant Syll -various Intro-brainstorming
-personal likes thing they like in pg12 items on like
functional English Ventures Pry Step1-lrnrs say out
English ECD their likes
A Learner’s Step2-facilitator
Book pg2 illustrates the
functional English and
lrns use it to say their
likes taking turns
Con-recap on task
Lesson2 -say at least one -speaking English -charts Assumed knw-lrnrs
-personal thing they dislike in Language have dislikes
dislikes functional English Infant Syll -various Intro-brainstorming
pg12 items on dislikes
Ventures Pry Step1-lrnrs say out
English ECD their dislikes
A Learner’s Step2-facilitator
Book pg2 illustrates the
functional English and
lrns use it to say their
dislikes taking turns
Con-recitation on L2
rhymes they have
mastered as a class
5
WK3 LIKES AND Learners should be -speaking English -chart on Assumed knw-lrnrs
DISLIKES able to : Language fruits know their likes
Lesson3 -draw at least one -listening Infant Syll Intro-recitation of
-drawing fruit they like pg16 -actual fruits ‘what do you like’
favourite fruits -drawing Step1-lrnrs take turns
-video saying their favourite
player fruits
Step2-individually
lrnrs draw their
favourite fruits
Con-presentation
PHONICS -read at least four -speaking English -phonic Assumed knw-lrnrs
Lesson4 phonics of the Language alphabet can see pictures
-alphabet alphabet -listening Infant Syll Intro-recitation of ‘a
pg12 -objects farmer had ‘
-reading Primary Step1-facilitator
English ECD explains the task and
A Learner’s leads in phonics
Reader pg22 Step2-lrnrs practice
Con-lrnrs read phonic
alphabet taking turns
Lesson5 -read at least six -speaking English -phonic Assumed knw-lrnrs
-alphabet phonics of the Language alphabet can see pictures
alphabet -listening Infant Syll Intro-recitation of ‘a
6
WK4 ACTIONS WITH Learners should be -speaking English -pictures Assumed knw-lrnrs
WORDS able to: Language are active
04/10/19 Lesson1 -recite the rhyme ‘I -listening Infant Syll -open space Intro-recitation of
-rhymes on run I run ‘ correctly pg13 ‘how are you feeling’
actions Step1-facilitator
explains on the task
the rhyme
Con-recap on rhyme
Lesson2 -describe at least -speaking English -pictures Assumed knw-lrnrs

-duties at their two duties at Language come to school daily
school school -dramatizing Infant Syll Intro-recitation of ‘I
pg12 run I run’
Ventures Pry Step1-class activity on
English ECD naming and describing
A Learner’s school duties
Book pg8 Step2-lrnrs dramatise
the duties
Con-recap on task
Lesson3 -recite the the -speaking English -open space Assumed knw-lrnrs
-action rhyme rhyme ‘run run run Language are active
there is fire’ -listening Infant Syll Intro-recitation of
Step1-facilitator
the rhyme
7
Con-recap on rhyme

WK4 TRACING Learners should be -reading English -outdoor Assumed knw-lrnrs
Lesson4 able to: Language have seen their
-shadow -trace along the -eye-hand Infant Syll -sticks shadows
tracing provided coordination pg16 Intro-pair activity on
perforations using shadow chasing
a stick Step1-facilitator
explains activity
Step2-in pairs lrnrs
trace each other’s
shadows
Con-recap
Lesson5 -use writing -reading English -work cards Assumed knw-lrnrs
-pattern instruments to Language have drawn before
tracing trace a pattern in -eye-hand Infant Syll -crayons Intro-lrnrs recite
the process coordination pg16 ‘pretty maid’
enhance their eye Step1-facilitator
hand coordination illustrates the tracing
task
Step2-individually
lrnrs trace the
patterns
Con-presentation of
work
WK5 PEOPLE, -recite the rhyme -speaking English - Assumed kn-lrnrs can
ANIMALS AND ‘round the bobbin’ Language environment name
11/10/19 OBJECTS -listening Infant Syll Intro-lrnrs recite
Lesson1 pg16 ‘granny in the kitchen’
-naming Step1-facilitator
rhymes explains task
8
Step2-lrnrs practice
Con-recap on rhyme
WK5 PEOPLE, Learners should be -speaking English -chart on Assumed kn-lrnrs
ANIMALS AND able to : Language occupations know teachers
OBJECTS -name and identify -identifying Infant Syll Intro-lrnrs recite
Lesson2 at least two pg12 -pictures ‘march like a soilder’
-occupations occupations on the Ventures Pry Step1-lrnrs name and
pictures English ECD identify the jobs
A Learner’s shown
Book pg8 Step2-discussion on
the jobs they do
Con-lrnrs take turns
saying what they want
to be when they grow
up
Lesson3 -role play the -roleplaying English -video clips Assumed knw-lrnrs
-role playing identified Language have seen a nurse
occupations -describing Infant Syll -open space Intro-lrnrs recite ‘a
pg12 farmer had ….’
Ventures Pry Step1-lrnrs name and
English ECD describe occupations
A Learner’s Step2-lrnrs take turns
Book pg8 acting out various jobs
Con-question and
answers
Lesson4 -handle and use -reading English -crayons Assumed knw-lrnrs
-scribbling beginners crayon/ Language have handled pencils
pencils using their -eye hand Infant Syll -pencils Intro-recitation of
pincer coordination pg12 finger play rhymes
-papers/ Step1-facilitator
books explains the task
9
Step2-individual work
Con-presentation
WK5 PEOPLE, Learners should be -speaking English - Assumed kn-lrnrs can
ANIMALS AND able to: Language environment name
OBJECTS -recite the rhyme -listening Infant Syll Intro-lrnrs recite
Lesson5 ‘I’m a little tea pot’ pg16 ‘granny in the kitchen’
Con-recap on rhyme
WK6 ORIENTATION -illustrate the left -reading English -work cards Assued knw-lrnrs can
Lesson1 to right skill during Language see clearly
18/10/19 -joining dots activities such as -left to right Infant Syll -crayons Intro-recitation of
joining dots pg14 ‘jonny jonny’
Step1-facilitator
demonstrates task
Step2-individually
lrnrs do the task as
the facilitator assists
Con-presentation
Lesson2 -display matching -reading English -work cards Assumed knw-lrnrs
-matching of objects from left Language can discriminate
to right -matching Infant Syll -crayons Intro-recitation of
pg14 ‘pretty maid’
-chart on Step1-facilitator
matching illustrates the work on
the chalkboard
matching pictures
Con-recap on the
activity
10
WK6 ORIENTATION Learners should be -reading English -picture Assumed knw-lrnrs
Lesson3 able to: Language dominoes can discriminate
dominoes -match the -left to right Infant Syll Intro-lrnrs recite ‘If
pictures in a pg14 you are happy happy ‘
pattern from left to -matching Step1-facilitator
right illustrates task
emphasizing skills
Step2-lrnr do the task
as facilitator monitors
Con-recap on the task
Lesson4 -use writing -reading English -work cards Assumed knw-lrnrs
-pattern instruments to Language have drawn before
tracing trace a pattern in -eye-hand Infant Syll -crayons Intro-lrnrs recite
the process coordination pg16 ‘pretty maid’
enhance their eye Step1-facilitator
hand coordination illustrates tracing task
Step2-individually
lrnrs trace the
patterns
Con-presentation of
work
Lesson5 -match the -reading English -picture Assumed knw-lrnrs
-dominoes pictures in a Language dominoes can discriminate
pattern from left to -left to right Infant Syll Intro-lrnrs recite ‘If
right pg14 you are happy happy ‘
-matching Step1-facilitator
illustrates task
emphasizing skills
11
WK7 YES/ NO -play and respond -speaking English -open space Assumed knw-lrnrs
RESPONSES to the yes/ no Language can play games
25/10/19 Lesson1 game Infant Syll Intro-recitation of
-games pg12 ‘what is your name’
Step1-facilitator
explains the game and
demonstrates
the game ‘am I’
Con-recap of game
Lesson2 -answer at least -speaking English -various Assumed knw-lrnrs
-answering two yes/ no Language items can respond
questions correctly -listening Infant Syll Intro-recitation of
Step1-facilitator and a
lrnr illustrate activity
Step2-aural activity in
pairs
ORIENTATION -match the -reading English -picture Assumed knw-lrnrs
Lesson3 pictures in a Language dominoes can discriminate
dominoes pattern from left to -left to right Infant Syll Intro-lrnrs recite ‘If
illustrates task
emphasizing skills
12
WK7 ORIENTATION Learners should be -reading English -work cards Assumed knw-lrnrs
Lesson4 able to: Language have drawn before
-pattern -use writing -eye-hand Infant Syll -crayons Intro-lrnrs recite
tracing instruments to coordination pg16 ‘pretty maid’
trace a pattern in Step1-facilitator
the process illustrates tracing task
enhance their eye Step2-individually
hand coordination lrnrs trace the
patterns
Con-presentation of
work
Lesson5 -recite the the -speaking English -open space Assumed knw-lrnrs
-action rhyme rhyme ‘run run run Language are active
there is fire’ -listening Infant Syll Intro-recitation of
Step1-facilitator
the rhyme
Con-recap on rhyme
WK8 GREETINGS -recite and display -listening English -open space Assumed knw-lrnrs
Lesson1 friendly greetings Language syll can sing
01/11/19 -rhyme among themselves -displaying pg12 Intro-recitation of the
rhyme ‘mingle..’
Step1-facilitator
explains activity
practicing the ‘hallo
hallo goodmorning’
13
Con-recap on task

WK8 GREETINGS Learners should be -greeting English -open space Assumed knw- lrnrs
Lesson2 able to: Language syll have greeted
-formal -greet formally and -listening pg12 Intro-recitation of
greetings respectively ‘hello hello’
Step1 tr explains and
demonstrates
greeting using
‘goodmorning’ and
responding
Con-pairs present
Lesson3 -greet formally and -greeting English -open space Assumed kn-lrnrs can
-formal respond Language syll greet
greetings respectively -listening pg12 -pictures Intro-recitation of
‘hello hello’
Step1 lrnrs greet tr
greeting using
‘goodafternoon’ and
responding correctly
Con-lrnrs display
PHONICS -read at least eight -speaking English -phonic Assumed knw-lrnrs
Lesson4 phonics of the Language alphabet can see pictures
-alphabet alphabet -listening Infant Syll Intro-recitation of ‘a
14
WK8 PATTERNS Learners should be -reading English -work cards Assumed knw-lrnrs
Lesson5 able to: Language have drawn patterns
-patterns -draw at least -eye hand Infant Syll -crayons/ Intro-lrnrs recite
three lines of coordination pg12 pencils ‘gonye raifamba’
patterns from left Ventures Pry Step1-facilitator
to right English ECD -papers explains and
A Learner’s illustrates
Book pg25 Step2-individual work
Con-recitation of a
rhyme
WK9 NAMING -name and identify -reading English -charts Assumed knw-lrnrs
08/11/19 -picture on the charts -speaking Infant Syll Intro-recitation of ‘my
naming objects
Con-qns and answers
Lesson2 -name and identify -reading English -charts Assumed knw-lrnrs
-picture at least five Language can name objects
reading animals on the -speaking Infant Syll Intro-recitation of ‘old
charts provided pg16 mcdonald’
naming objects
15
Con-qns and answers

WK9 GAMES Learners should be -reading English -visual Assumed knw-lrnrs
Lesson3 able to: Language memory can see clearly
-visual memory -name at least -speaking Infant Syll game chart Intro-lrnrs recite
three items on the pg14 ‘todada’
chart from -visual memory -charts Step1-lrnrs name the
memory items shown them
-pictures Step2-visual memory
game taking turns
Con-recap on naming
Lesson4 -identify and name -reading English -odd one Assumed knw-lrnrs
-odd one out the odd one out on Language out chart can discriminate
the group of items -speaking Infant Syll Intro-lrnrs name items
pg14 -various Step1-facilitator
items/ explains the activity
pictures Step2-class activity on
identifying and
naming the odd ones
Con-recitation of
‘round the bobbin’
Lesson5 -identify and -reading English -work cards Assumed knw-lrnrs
-colour the odd colour the odd one Language can name items
one out out from the lists -colouring Infant Syll -crayons Intro-recitation of ‘I’m
provided pg14 a little tea pot’
Step1-facilitator
explains and
illustrates
as facilitator assesses
Con-presentation of
16
work and comments

WK10 FOLLOWING Learners should be -listening English -open space Assumed knw-lrnrs
INSTRUCTIONS able to; Language syll can sing
15/11/19 Lesson1 -display actions -recalling pg 11 Intro-recitationof ‘bah
-rhymes that are bah black sheep’
incorporated in the -displaying Step1 tr explains the
rhymes activity
action rhyme ‘how are
you feeling’
Con -teacher assesses
Lesson2 -follow the guiding -listening English -open space Assumed knw-lrnrs
-treasure hunt steps to find a Language syll have played games
treasure -comprehending pg 11 Intro-brainstorming
on hunting
Step1-facilitator
explains the task
Step2-class activity as
lrnrs find a treasure by
following instruction
Con-recap on activity
Lesson3 -display at least -listening English -pictures Assumed kn-lrnrs can
-instruction two given Language syll -various understand
directives pg 11 placed items Intro-recitation of ‘I
-responding run I run’
Step1 tr explains the
activity
Step2-teacher gives
instruction to pupils
one at a time
17
Con-question and
answer
WK10 NAMES AND Learners should be -speaking English -pictures Assumed knw-lrnrs
CONTACT able to: Language syll know their names
DETAILS -answer at least -listening pg 12 -models Intro-recitation of
Lesson4 two questions ‘what is your name’
-answering about their names Ventures Pry Step1-facilitator
questions and where they English ECD illustrates on
stay A Learner’s answering questions
Book pg1 Step2-in pairs lrnrs
ask each other name
and where they stay
Con-pairs present
TRACING -trace around at -reading English -various Assumed knw-lrnrs
Lesson5 least one provided Language syll stencils can name objects
-stencil tracing stencil -eye hand pg 16 Intro-lrnrs name the
coordination -crayons pictures on the
Ventures Pry stencils
-body English ECD -pencils Step1-facilitator
management A Learner’s explains and
Book pg26 illustrates tracing
Step2-indvidual
tracing task
Con-presentation of
work
18
WK11 ORIENTATION Learners should be -reading English -work cards Assued knw-lrnrs can
Lesson1 able to: Language see clearly
22/11/19 -joining dots -illustrate the left -left to right Infant Syll -crayons Intro-recitation of
to right skill during pg14 ‘jonny jonny’
activities such as Step1-facilitator
joining dots demonstrates task
Step2-individually
lrnrs do the task as
the facilitator assists
Con-presentation
Lesson2 -display matching -reading English -work cards Assumed knw-lrnrs
-matching of objects from left Language can discriminate
to right -matching Infant Syll -crayons Intro-recitation of
pg14 ‘pretty maid’
-chart on Step1-facilitator
matching illustrates the work on
the chalkboard
matching pictures
Con-recap on the
activity
Lesson3 -match the -reading English -picture Assumed knw-lrnrs
dominoes pictures in a Language dominoes can discriminate
pattern from left to -left to right Infant Syll Intro-lrnrs recite ‘If
illustrates task
emphasizing skills
19
WK11 PHOTOGRAPHS Learners should be -reading English -photos Assumed knw-lrnrs
AND NAME able to: Language can see
TAGS -read their -visual memory Infant Syll -open space Intro-recitation of ‘do
Lesson4 photographs and pg14 you know’
-picture those picked at Step1-facilitator
reading random explains,demonstrates
task
Step2-class activity
taking turns
Con-recap on task
Lesson5 -identify own -reading English -photos Assumed knw-lrnrs
-identify own photo from the list Language can identify their
photos -speaking Infant Syll -open space photos
pg14 Intro-recap on the
previous lesson
Step1-faciliator
illustrates activity
Step2-lrns take turns
identifying their own
photos
Con-recap
WK12 NAMING -name and identify -reading English -charts Assumed knw-lrnrs
29/11/19 -picture on the charts -speaking Infant Syll Intro-recitation of ‘my
20
naming objects
Con-qns and answers
WK12 GAMES Learners should be -reading English -visual Assumed knw-lrnrs
Lesson2 able to: Language memory can see clearly
-visual memory -name at least -speaking Infant Syll game chart Intro-lrnrs recite
three items on the pg14 ‘todada’
chart from -visual memory -charts Step1-lrnrs name the
memory items shown them
-pictures Step2-visual memory
game taking turns
Con-recap on naming
Lesson3 -identify and name -reading English -odd one Assumed knw-lrnrs
-odd one out the odd one out on Language out chart can discriminate
the group of items -speaking Infant Syll Intro-lrnrs name items
pg14 -various Step1-facilitator
items/ explains the activity
pictures Step2-class activity on
identifying and
naming the odd ones
Con-recitation of
‘round the bobbin’
PEOPLE, -recite the rhyme -speaking English - Assumed kn-lrnrs can

ANIMALS AND ‘I’m a little tea pot’ Language environment name
OBJECTS -listening Infant Syll Intro-lrnrs recite
Lesson4 pg16 ‘granny in the kitchen’
Con-recap on rhyme
21
WK12 PATTERNS Learners should be -reading English -work cards Assumed knw-lrnrs
Lesson5 able to: Language have drawn patterns
-patterns -draw at least -eye hand Infant Syll -crayons/ Intro-lrnrs recite
three lines of coordination pg12 pencils ‘gonye raifamba’
patterns from left Ventures Pry Step1-facilitator
to right English ECD -papers explains and
A Learner’s illustrates
Book pg25 Step2-individual work
Con-recitation of a
rhyme
WK13 ORIENTATION -match the -reading English -picture Assumed knw-lrnrs
Lesson1 pictures in a Language dominoes can discriminate
06/12/19 dominoes pattern from left to -left to right Infant Syll Intro-lrnrs recite ‘If
illustrates task
emphasizing skills
LIKES AND -draw at least one -speaking English -chart on Assumed knw-lrnrs
DISLIKES fruit they like Language fruits know their likes
Lesson2 -listening Infant Syll Intro-recitation of
-drawing pg16 -actual fruits ‘what do you like’
favourite fruits -drawing Step1-lrnrs take turns
-video saying their favourite
player fruits
Step2-individually
lrnrs draw their
22
favourite fruits
Con-presentation
WK13 PHONICS Leanes should be -speaking English -phonic Assumed knw-lrnrs
Lesson3 able to: Language alphabet can see pictures
-alphabet -read more than -listening Infant Syll Intro-recitation of ‘a
ten phonics of the pg12 -objects farmer had ‘
alphabet -reading Primary Step1-facilitator
23
INDIGENOUS LANGUAGES
MISORO
-Nhau, Nyaya neNgano
-Twimbo ne Nhetembo
-Nhaurirano
-Mifananidzo
-Kudzidzira kunyora
-Mitsara nemibvunzo
-Mitambo
ZVINANGWA
Kuti vadzidzi vagokwanisa ku:
-vandudza tugono twekuteerera, kutaura, kuverenga nokunyora kusanganisirawo kuona, kubata nokuita zvidzidzo
zvakasiyana-siyana
-kurukura navamwe namazvo maringe nezvirikuitika panguva yoga-yoga
24
VHIKI MUSORO/ ZVINANGWA TUGONO/ZIVO DURA ZVOMBO MAITIRO ONGORORO
ZVIDZIDZWA EZVIDZIDZO
VHIKI1 NHAU, NYAYA Pakupera -kuteera Indigenous -mifananidzo Fungidziro-vadzidzi
NENGANO kwechidzidzo Language Infant vanoziva ngano
Chidzidzo1 vadzidzi -kutaura syll pj13 Nhanganyaya-vadzidzi
-ngano vanotarisirwa vanoimba ‘nhengo’
kunge vave kugona Danho1-mudzidzisi
ku: anoita ngano vadzidzi
-kuteerera ngano vakateerera
nokuidzokorora Danho2-vadzidzi
vanotaura zvavanzwa
Mhedziso-vadzidzi
vanopindura mibvunz
Chidzidzo2 -kutaura nhau -kutaura Indigenous -mifananidzo Fungidziro-vana
-nhau dzemudunhu mavo Language Infant vanokwanisa kutaura
dzemunharaund namazvo syll pj13 -mipikicha Nhanganyaya-vadzidzi
a Ziva Chishona vanodoma
E.C.D.A kwavanobva
Chishona Bhuku Danho1-mudzidzisi
reMudzidzisi anotsanangura chiito
Rokuverenga Danho2-vadzidzi
pj26 vanotaura nyaya
Mhedziso-vadzidzi
vanoimba kambo
Chidzidzo3 -kunyora -kunyora Indigenous -mapepa Fungidziro-vadzidzi
-kunyora mufananidzo Language Infant vakambonyora
mufananidzo unoenderana syll pj13 -zvinyoreso Nhanganyaya-vadzidzi
nenyaya vanoimba ‘ambuya’
Danho1-mudzidzisi
anotsanangura basa
Danho2-vadzidzi
25
vanonyora basa
Mhedziso-mibvunzo
Vhiki2 NHAU, NYAYA Pakupera -kutaura Indigenous -mifananidzo Fungidziro-vadzidzi
NENGANO kwechidzidzo Language Infant vanoziva ngano
Chidzidzo1 vadzidzi -kuteerera syll pj13 Nhangnyaya-
-nyaya vanotarisirwa vanoimba ‘kachember
dzavakaudzwa kunge vave kugona Danho1-vadzidzi
kusvondo ku: vanotaura
-kutaura nyaya nyayaDanho2-vadzidzi
dzavakaudzwa vanopindura
kuchechi namazvo mibvunzo
Mhedziso-dzokororo
Chidzidzo2 -kutaura nyaya -kutaura Indigenous -mifananidzo Fungidziro-vadzidzi
-nyaya dzezvirikuitika Language Infant vanokwanisa kutaura
dzavanonzwa mukurarama -kuteerera syll pj13 Nhanganyaya-vadzidzi
mazuvano vaoimba ‘gogo’
Danho1-vadzidzi
vanopana mukana
kutaura nyaya
dzemunharaunda
Danho1-nzwisiso
Mhedziso-vana
vanoimbakambo
Chidzidzo3 -kutaura ngano -kutaura Indigenous -mifananidzo Fungidziro-vadzidzi
-ngano namazvo Language Infant vanoziva ngano
syll pj13 Nhangnyaya-
vanoimba ‘kachember
Danho1-vadzidzi
vanotaura ngano
Danho2-vadzidzi
vanopindura
26
mibvunzo
Mhedziso-dzokororo
Vhiki2 NHAU, NYAYA Pakupera -kuverenga Indigenous -mifananidzo Fungidziro-vadzidzi
NENGANO kwechidzidzo Language Infant vanoona namazvo
Chidzidzo4 vadzidzi -kutaura syll pj17 -chati Nhanganyaya-
-kuverenga vanotarisirwa Ziva Chishona vadzidzivanoimba
mifananidzo kunge vave kugona ECD A Bhuku -‘laptop’ ‘paiva netushiri’
ku: romudzidzisi Danho1-mudzidzisi
-kutaura nyaya rokuverenga anotsanangura chiito
vachishandisa Pj26-27 Danho2-vadzidzi
mifananidzo vanoverenga
mifanadzo
Mhedziso-mibvunzo
Chidzidzo5 -bata nekushandisa -kunyora Indigenous -mapepa Fungidziro-vadzidzi

-kudzidza zvinyoreso namazvo Language Infant vanokwanisa kubata
nezvekunyora -kuteerera syll pj18 -zvinyoreso Nhanganyaya-vadzidzi
vanoimba ‘tushiri
tushanu’ neminwe
Danho1-mudzidzisi
anotsanangura
nokuratidza vana
mashandisirwo
ezvinyoreso
Danho2-vadzidzi
vanonyora vakabata
zvakanaka zvinyoreso
mudzidzisi
achiongorora chiito
Mhedziso-vadzidzi
vanoratidzira basa
27
ravo

Vhiki3 TWIMBO Pakupera -kuteerera Indigenous -wairesi Fungidziro-vadzidzi
NENHETEMBO kwechidzidzo Language Infant vanoimba
Chidzidzo1 vadzidzi -kutaura syll pj15 -mifananidzo Nhanganyaya-vadzidzi
-kuimba kambo vanotarisirwa vanoimba
kunge vave kugona Danho1-mudzidzisi
ku: anoimba kambo
-kuimba kambo ‘dai vadzidzi votevedzera
ndiri shiri’ Danho2-vadzidzi
vanodzidzira
Mhedziso-
dzokorororo yekambo
Chidzidzo2 -kuita nhetembo -kuteerera Indigenous -wairesi Fungidziro-vadzidzi
-nhetembo ‘kodzero dzangu’ Language Infant vanoziva zvakanaka
-kutaura syll pj15 Nhanganyaya-vadzidzi
Ziva Chishona vanodoma zvavanoda
ECD A Bhuku Danho1-vadzidzi
Romudzidzisi vanodzidziswa
Rokuverenga Danho2-vadzidzi
pj29 vanoita voga
Mhedziso-dzokororo
Chidzidzo3 -kuimba kambo -kuteerera Indigenous -mifananidzo Fungidziro-vadzidzi
-kuimba kambo ‘mhoro svondo’ Language Infant vanoimba
-kuimba syll pj15 Nhanganyaya-vadzidzi
vanoimba
Danho1-mudzidzisi
anoimba kambo
vadzidzi votevedzera
Danho2-vadzidzi
vanodzidzira
28
Mhedziso-
dzokorororo yekambo
Vhiki3 KUTSANANGURA Pakupera kwevhiki -kutaura Indigenous -mifananidzo Fungidziro-vadzidzi
MIFANANIDZO vadzidzi Languages vanoona
Chidzidzo4 vanotarisirwa kunge -kuteerera Infant Syll pg14 Nhanganyaya-vadzidzi
-kudoma mazita vave kugona ku: vanoimba ‘shona
-kudoma mazita nechirungu’
matatu ezvinhu zviri Danho1- mudzidzisi
pamufananidzo anotsanangura
chidzidzo
Danho2-vadzidzi
vanodoma zviri
pamufananidzo
Mhedziso-vadzidzi
vanoita ‘dudu muduri
vachidoma mazita
TUGONO -kunyora -kunyora Indigenous -mapepa Fungidziro-vadzidzi

TWEKUNYORA mufananidzo Language Infant vakambonyora
Chidzidzo5 unoenderana syll pj13 -zvinyoreso Nhanganyaya-vadzidzi
-kunyora nenyaya vanoimba ‘ambuya’
mufananidzo Danho1-mudzidzisi
anotsanangura basa
Danho2-vadzidzi
vanonyora basa
Mhedziso-mibvunzo
29
Vhiki4 NHAURIRANO Pakupera kwevhiki -kutaura Indigenous -mifananidzo Fungidziro-vadzidzi
Chidzidzo1 vadzidzi Language Infant vane zvinovafadza
-zvandinofarira vanotarisirwa kunge -kuteerera syll pj15 Nhanganyaya-vana
vave kugona ku: vanoimba
-kuita nhaurirano vari ‘pahushamwari’
vaviri pamusoro Danho1-mudzidzisi
pezvavanofarira kuita anotsanangura
kana vari kumba Danho2-vadzidzi
vanoita nhaurirano
mudzidzisi achiteerera
Mhedziso-dzokororo
yenhaurirano
Chidzidzo2 -kuita nhaurirano vari -kutaura Indigenous -mifananidzo Fungidziro-vadzidzi

-zvinondifadza vaviri pamusoro Language Infant vane zvavanofarira
pezvavanofarira kuita -kuteerera syll pj15 Nhanganyaya-vadzidzi
kana vari kuchikoro vanoimba ‘takauya’
Danho1-vadzidzi
vanotaurirana
mudzidzisi achiteerera
Danho2-vadzidzi
vanoratidzira
Mhedziso-vadzidzi
vanoimba kambo
kavanoda
30
Vhiki4 NHAURIRANO Pakupera kwevhiki -kutaura Indigenous -mifananidzo Fungidziro-vadzidzi
Chidzidzo3 vadzidzi Language Infant vanokwanisa basa
-mabasa vanotarisirwa kunge -kuteerera syll pj15 Nhanganyaya-
andinofarira vave kugona ku: vanoimba ‘ambuya
kuita -kutaura uye vagere mumba mavo’
kutsanangura mabasa Danho1-mudzidzisi
avanofarira kuita anotsanangura chiito
kana vari kumba Danho2-vadzidzi
vanoita mudzidzisi
achiteera
Mhedziso-vadzidzi
vanoimba kambo
NHAU, NYAYA -kutaura zvavanzwa -kutaura Indigenous -mifananidzo Fungidziro-vadzidzi

NENGANO kubva munyaya Language Infant vanonzwa
Chidzidzo4 yomudzidzisi -kuteerera syll pj13 Nhanganyaya-
-kuteerera nyaya vanoimba ‘nhengo
dzemuviri wanguu’
Danho1-mudzidzisi
anotaura nyaya
yezvaanofarira
Danho2-vadzidzi
vanodzokorora nyaya
Mhedziso-mibvunzo
pamusoro penyaya
yavanzwa
31
Vhiki4 KUNYORA Pakupera -kunyora Indigenous -mifananidzo Fungidziro-vadzidzi
Chidzidzo5 kwechidzidzo languages syll vakambobata
-kunyora vadzidzi -kutevedzera pg18 -zvinyoreso zvinyoreso
mapeteni vanotarisirwa kunge Nhanganyaya-vadzidzi
vakugona: -kubata - vanoimba ‘tumaoko’
-kunyora mapeteni chinyoreso pekunyorera Danho1 mudzidzisi
vachitevedzera anoratidzira
zvapiwa nomudzidzisi achitsanangura basa
-kubata chinyoreso na Danho2-vadzidzi
mazvo vanonyora basa vari
pake pake mudzidzisi
achiongorora
Mhedziso-vadzidzi
vanoratidzira basa
Vhiki5 MIFANANIDZO -kuronga mifananidzo -kuverenga Indigenous -madhomino Fungidziro-vadzidzi

Chidzidzo1 zvinoenderana languages syll vanoita mitambo
-mutambo nokutevedzana -kutaura pg17 -mifananidzo Nhanganyaya-vanoita
kwayo vachibva ‘todada naye’
kurubotswe kuenda Danho1-mudzidzisi
kurudyi anotsanangura basa
Danho2-vadzidzi
vanoita basa
mudzidzisi achiona
nokubatsiridza
Mhedziso-vadzidzi
vanotaura zvavadzidza
mubasa ravaita
32
Vhiki5 MIFANANIDZO Pakupera -kuverenga Indigenous -mifananidzo Fungidziro-vadzidzi
Chidzidzo2 kwechidzidzo languages syll vanoona namazvo
-mutambo vadzidzi -kuteerera pg17 -bhuku Nhanganyaya-vadzidzi
vanotarisirwa kunge rokuverenga vanoimba kambo
vakugona: -kutaura mifananidzo Danho1-mudzidzisi
-kuronga mifananidzo anotaura nyaya
namazvo maringe achishandisa
nenyaya mifananidzo
inoenderana
Danho2-vadzidzi
vanoronga
mifananidzo
Mhedziso-dzokororo
Chidzidzo3 -kuita nhetembo -kuteerera Indigenous -wairesi Fungidziro-vadzidzi

-nhetembo ‘mazai mazai’ Language Infant vanoziva mazai
-kutaura syll pj15 Nhanganyaya-vadzidzi
vanotsanangura zai
Danho1-vadzidzi
vanodzidziswa
detembo
Danho2-vadzidzi
vanoita voga
Mhedziso-dzokororo
33
Vhiki5 MIFANANIDZO Pakupera -keverenga Indigenous -chidziro Fungidziro-vadzidzi
Chidzidzo4 kwechidzidzo Language Infant vanokwanisa
-kupedzisa vadzidzi syll pj17 -mifanadzo kuverenga
mitsara vanotarisirwa kunge mifananidzo
vakugona: Nhanganyaya-vadzidzi
-kupedzisa mutsara vanodoma mazita
nemufananidzo Danho1-mudzidzisi
mumwechete wasara anoratidzira basa
maringe Danho2-vadzidzi
nemifananidzo iripo vanoita basa riri
pachidziro
Mhedziso- dzokororo
yebasa raitwa
pamwechete
Chidzidzo5 -kuzadzisa -kuverenga Indigenous -makadhi Fungidziro-vadzidzi

-kuzadzisa wemufananidzo Language Infant ebasa vanoona
mutsara nokunyora -kunyora syll pj17 Nhanganyaya-
mufananidzo -mapepa vanoimba kambo
wakakodzera Danho1-mudzidzisi
-zvinyoreso anotsanangura basa
Danho2-vadzidzi
vanoita basa
mudzidzisi achiona
uye kubatsira
Mhedziso-vadzidzi
vanoimba kambo
kavanofarira
34
Vhiki6 MIFANANIDZO Pakupera -kuverenga Indigenous -mifananidzo Fungidziro-vadzidzi
Chidzidzo1 kwechidzidzo Language Infant yakasiyana vanoona namazvo
-kushara vadzidzi syll pj17 siyana Nhanganyaya-
zvakafanana vanotarisirwa kunge vanoimba ‘ECD
vakugona: inogona’
-kusarudza Danho1-mudzidzisi
mifananidzo anotsanangura
yakafanana pane iripo nokuratidzira basa
Danho2-vadzidzi
vanoita basa
mudzidzisi achiona
nokubetseredza
Mhedziso-vadzidzi
vanoratidzira
mifananidzo
yakafanana yavawana
Chidzidzo2 -kuratidzira -kutaura Indigenous -mifananidzo Fungidziro-vadzidzi

-kutevedzera nokutevedzera Language Infant vanoona
mifananidzo zvavaona -kutevedzera syll pj17 Nhanganyaya-vadzidzi
pamifananidzo vanoita ‘kana
ndikadai’
Danho1-vadzidzi
vanotevadzera
zvavaona muzvikwata
Danho2-vadzidzi
vanoratidzira
zvavaona uye
mufananidzo wavo
35
Mhedziso-vadzidzi
vanoimba kambo
Vhiki6 MIFANANIDZO Pakupera -kuteerera Indigenous -mifananidzo Fungidziro-vadzidzi
chidzidzo3 kwechidzidzo Language Infant vanoziva midziyo
-kuziva vadzidzi -kuverenga syll pj17 Nhanganyaya-
mufananidzo vanotarisirwa kunge vanoimba
vakugona: ‘dudumuduri
-kuziva mufananidzo vachidoma
wadomwa kubva mmifananidzo
pamifananidzo ine Danho1-mudzidzisi
chitsama anotsanangura basa
Danho2-vadzidzi vose
vanoita basa
vachipana mukana
Mhedziso-vadzidzi
vanodoma mazita
emmifananidzo
yavawana
Chidzidzo4 -kuziva chisipo -kuverenga Indigenous -chati rine Fungidziro-vadzidzi
-chii chisipo pamifananidzo Language Infant mifananidzo vanoziva zvinhu
yapihwa syll pj17 isina Nhanganyaya-
kuzadziswa vanoimba ‘dudu
muduri’ vachidoma
mifananidzo
Danho1-mudzidzisi
anotsanangura basa
Danho2-vadzidzi
vanodoma zvisipo
pamifananidzo
yakapihwa
Mhedziso-vadzidzi
36
vanoimba ‘ambuya
vagere’
achiongorora
Mhedziso-vadzidzi
vanoratidzira basa
Vhiki7 MITAMBO -kudoma uye -kutaura Indigenous -mifananidzo Fungidziro-vadzidzi

Chidzidzo1 kutsanangura zviitiko languages syll vaneminda kumisha
-mushandira- pa zviviri zvavarikuona -kuverenga pg18 yavo
mwe pamufananidzo Ziva Chishona Nhanganyaya-
-kuteerera ECD A Bhuku vanoimba ‘pakurima’
Romudzidzisi Danho1-vadzidzi
Rokuverenga vanodoma uye
pj26 kutsanangura zvavari
kuona pamifananidzo
Danho2-mudzidzisi
anotsanangura
mushandirapamwe
Mhedziso-dzokororo
uye kambo kavanoda
37
Vhiki7 MITAMBO Pakupera -kutaura Indigenous -mifananidzo Fungidziro-vadzidzi
Chidzidzo2 kwechidzidzo languages syll vakamboita
-bhavhudhe vadzidzi -kuverenga pg18 bhavhudhe
vanotarisirwa kunge Ziva Chishona Nhanganyaya-
vakugona: -kuteerera ECD A Bhuku vanoimba ‘kumba
Romudzidzisi kwedu’
-kudoma uye Rokuverenga Danho1-vadzidzi
kutsanangura zviitiko pj27 vanodoma uye
zviviri zvavarikuona kutsanangura zvavari
pamufananidzo kuona pamifananidzo
Danho2-vadzidzi
vanotsanangura
nezvekupemberera
mabhavhudhe avo
Mhedziso-vadzidzi
vanoimba ‘kumba
kwedu’
Chidzidzo3 -kuita mifananidzo -kutaura Indigenous -mifananidzo Fungidziro-vadzidzi
-kunyora yezvavanoda uye languages syll vane zvavanofarira
kufarira -kuverenga pg18 Nhanganyaya-vadzidzi
pamabhavhudhe avo Ziva Chishona vanoimba ‘Jesu anoda’
-kuteerera ECD A Bhuku Danho1-vadzidzi
Romudzidzisi vanotaura
-kunyora Rokuverenga zvavanofarira uye zviri
pj27 pamufananidzo
Danho2-mudzidzisi
anotsanangura basa
Danho2-vadzidzi
vanoita mifananidzo
38
Mhedziso-vadzidzi
vanoratidzira basa
Vhiki7 NHAU, NYAYA Pakupera -kuteerera Indigenous -mifananidzo Fungidziro-vadzidzi
NENGANO kwechidzidzo languages syll vanoteerera
Chidzidzo 4 vadzidzi -kunzwisisa pg25 Nhanganyaya-vadzidzi
-ngano vanotarisirwa kunge vanoimba ‘todada’
vakugona: -kudzokorora Danho1-mudzidzisi
anoita ngano vadzidzi
-kudzokorora ngano vakateerera
yavanzwa Danho2-vadzidzi
vanodzokorora ngano
-kupindura mibvunzo Mhedziso -vadzidzi
maringe nengano vanopindura
yavanzwa mibvunzo
Chidzidzo 5 -kutaura ngano -kutaura Indigenous -mifananidzo Fungidziro-vadzidzi

-ngano namazvo uye languages syll vanoziva ngano
vachidoma mazwi -kunzwisisa pg25 Nhanganyaya-vadzidzi
zvakanaka vanoimba ‘ambuya
-kudzokorora vagere’
-kupindura mibvunzo Danho1-vadzidzi
maringe nengano vanoita ngano
yavanzwa vachipanana mukana
Danho2-vadzidzi
vanodzokorora ngano
yavafarira
Mhedziso -vadzidzi
vanopindura
mibvunzo
39
Vhiki8 NHENGO Pakupera -kutaura Indigenous -mifananidzo Fungidziro-
DZEMUVIRI kwechidzidzo languages syll vadzidzivane mitezo
[dzokororo] vadzidzi -kuteerera pg 14 Nhanganyaya-
Chidzidzo 1 vanotarisirwa kunge vanoimba ‘tumaoko’
-kuimba vakugona: -kuimba Danho1-mudzidzisi
anotungamirira vana
-kuimba nziyo mbiri kuimba ‘bata musoro’
pamusoro penhengo Danho2-vadzidzi
dzemuviri vanoimba voga
-kudoma nhengo mudzidzisi akateerera
dzavo namazvo Mhedziso-vadzidzi
vanodoma mazita
pamifananidzo
Chidzidzo2 -kudoma basa -kutaura Indigenous -mifananidzo Fungidziro-vadzidzi

-mabasa rimwechete languages syll vanoziva mitezo yavo
enhengo panhengo shanu pg 14 Nhanganyaya-
dzemuviri vanoimba ‘shona
nechirungu’
Danho1-vadzidzi
vanodoma mitezo
Danho2-vadzidzi
vanotsanangura
zvavanoshandisa
mitezo yavo
Mhedziso-vanoimba
‘bata musoro’
40
Vhiki8 NHENGO Pakupera -kutaura Indigenous -mifananidzo Fungidziro-vadzidzi
DZEMUVIRI kwechidzidzo languages syll vanoziva mitezo
Chidzidzo3 vadzidzi -kuteerera pg 14 Nhanganyaya-
-kuverenga vanotarisirwa kunge vanoimba ‘todada
mifananidzo vakugona; naye’
-kuverenga Danho1-mudzidzisa
mifananidzo ye anotsanangura
nhengo dzemuviri Danho2-vadzidzi
vanoverenga
mifananidzo
Mhedziso-vadzidzi
vanobata
mufananidzo warehwa
Chidzidzo4 -kuzadzisa mutezo -kutaura Indigenous -mifananidzo Fungidziro-vadzidzi

-kuzadzisa usipo pamifananidzo languages syll vanoziva mamiriro
mufananidzo yapihwa pg 14 emitezo yavo
Nhanganyaya-
vanoimba ‘bata
musoro’
Danho1-mudzidzis
anotsanangura basa
Danho2-vadzidzi
vanozadzisa nhengo
isipo pamufananidzo
Mhedziso-vanoimba
‘nhengo dzemuviri’
41
achiongorora
Mhedziso-vadzidzi
vanoratidzira basa
Vhiki9 INI,MHURI -kuimba kambo -kutaura Indigenous -mifananidzo Fungidziro-vadzidzi
NEVAMWE kamwechete languages syll vanogara nevamwe
[dzokororo] pamusoro pemhuri -kudoma pg14 -zvinyoreso vanhu kumba
Chidzidzo1 -kuimba uye Nhanganyaya-vadzidzi
-mhuri yedu kuratidzira zvinodiwa -kuratidzira -mapepa vanoimba ‘gogo
mukambo varimukicheni’
Danho1-mudzidzisi
anotungamirira vana
kuimba ‘vashanu’
Danho2- vadzidzi
vanodzidzira
Mhedziso-vadzidzi
vanodoma vanhu
vavanogara navo uye
kuita mufananidzo
42
Vhiki9 KWAZISO Pakupera -kuimba Indigenous -mifananidzo Fungidziro -vadzidzi
[dzokororo] kwechidzidzo languages syll vakambo kwazisa
Chidzidzo2 vadzidzi -kutaura pg 14 -panze Nhanganyaya vadzidzi
-kwaziso vanotarisirwa kunge zvakanaka vanoimba
yemangwanani vakugona: Ziva Chishona ‘ndakasangana
-kuratidzira ECD A Bhuku nanzou’
-kutaura uye Romudzidzisi Danho1-vadzidzi
kuratidzira kwaziso Rokuverenga pj vanotaura
yemangwanani 14-15 makwazisiro avanoita
namazvo pavanomuka kuseni
Danho2-vanoverenga
mifananidzo
nokutevedzera
kukwazisa kwakanaka
Mhedziso-mibvunzo
nezvekwaziso
Chidzidzo3 -kutaura uye -kuimba Indigenous -mifananidzo Fungidziro -vadzidzi
-kwaziso kuratidzira kwaziso languages syll vakambo kwazisa
yemasikati yemasikati namazvo -kutaura pg 14 -panze Nhanganyaya vadzidzi
zvakanaka vanoimba
Ziva Chishona ‘ndakasangana
Rokuverenga pj vanotaura kwaziso
14-15 yemasikati
Danho2-vanoratidzira
kukwazisa kwakanaka
Mhedziso-mibvunzo
nezvekwaziso
43
Vhiki9 KWAZISO Pakupera -kuimba Indigenous -mifananidzo Fungidziro -vadzidzi
Chidzidzo4 kwechidzidzo languages syll vakambo kwazisa
-kwaziso vadzidzi -kutaura pg 14 -panze Nhanganyaya vadzidzi
yemanheru vanotarisirwa kunge zvakanaka vanoimba
vakugona: Ziva Chishona ‘ndakasangana
-kutaura uye Romudzidzisi Danho1-vadzidzi
kuratidzira kwaziso Rokuverenga pj vanotaura kwaziso
yemasikati namazvo 14-15 yemasikati
Danho2-vanoratidzira
kukwazisa kwakanaka
Mhedziso-mibvunzo
nezvekwaziso
KUNYORA -kunyora mapeteni -kunyora Indigenous -mifananidzo Fungidziro-vadzidzi

Chidzidzo5 vachitevedzera languages syll vakambobata
-kunyora zvapiwa nomudzidzisi -kutevedzera pg18 -zvinyoreso zvinyoreso
mapeteni Nhanganyaya-vadzidzi
-kubata - vanoimba ‘tumaoko’
-kubata chinyoreso na chinyoreso pekunyorera Danho1 mudzidzisi
mazvo anoratidzira
achitsanangura basa
Danho2-vadzidzi
vanonyora basa vari
achiongorora
Mhedziso-vadzidzi
vanoratidzira basa
44
Vhiki MAZUVA EVHIKI Pakupera kwevhiki -kutaura Indigenous Fungidziro-vadzidzi
10 [dzokororo] vadzidzi languages syll vanoziva mazuva
Chidzidzo1 vanotarisirwa kunge -kurangarira pg28 ekuenda kuchechi
vakugona: Nhanganyaya-
-svondo -kuimba rwiyo -kuimba mudzidzisi anobvunza
pamusoro pemazuva vana kuti izuva ripi
esvondo Danho1-vadzidzi
-kudoma mazita vanoimba rwiyo
esvondo namazvo ‘mhoro svondo’
Danho2 -vasdzidzi
vanodzidzira
kwechingu
Mhedziso-mibvunzo
MIFANANIDZO -kudoma midziyo -kutaura Indigenous -mifananidzo Fungidziro-vadzidzi

Chidzidzo2 inoshanda pamba languages syll vanodyira mumandiro
-midziyo kana mitatu -kuteerera pg17 Nhanganyaya-
yapamba -kudoma midziyo vanoimba ‘gogo vari..’
yepamba iri -kuverenga Ziva Chishona Danho1-vadzidzi
pamifananidzo ECD A Bhuku vanodoma mazita
Romudzidzisi emidziyo yavanoziva
Rokuverenga pj Danho2-vadzidzi
39 vanoverenga
mifananidzo
Mhedziso-vadzidzi
vanoimba kambo
45
Vhiki MIFANANIDZO Pakupera kwevhiki -kutaura Indigenous -mifananidzo Fungidziro-vadzidzi
10 Chidzidzo3 vadzidzi languages syll vanoziva mutsvairo
-midziyo vanotarisirwa kunge -kuteerera pg17 -midziyo Nhanganyaya-
vakugona: yepamba vanoimba ‘zvatadzidza
-kudoma basa Ziva Chishona vachidoma mitezo
remidziyo yapamba ECD A Bhuku yavo
kana mina sokuti Romudzidzisi Danho1-vadzidzi
mutsvairo Rokuverenga pj vanodoma mazita
39 emidziyo iripo
Danho2-chiito
chokutsanangura
mabasa atinoshandisa
midziyo yacho
Mhedziso-vadzidzi
vanoimba ‘ambuya
vagere’
Chidzidzo4 -kunyora mifananidzo -kutaura Indigenous -mifananidzo Fungidziro-vadzidzi
-kunyora yemidziyo yepamba languages syll vanoziva midziyo
mifananidzo kana miviri -kuteerera pg17 -midziyo Nhanganyaya-
yepamba vanoimba ‘ambuya
Ziva Chishona vager’
ECD A Bhuku Danho1-dzokororo
Romudzidzisi yekudoma midziyo iri
Rokuverenga pj pamifananidzo
39 Danho2-vadzidzi
vanonyora basa
remifananidzo
Mhedziso-vadzidzi
vanoratidzira basa
46
ravo nokudoma
mazita emidziyo
Vhiki NHAU, NYAYA Pakupera kwevhiki -kutaura Indigenous -mifananidzo Fungidziro-vadzidzi
10 NENGANO vadzidzi languages syll vakambonzwa ngano
Chidzidzo 5 vanotarisirwa kunge -kuteerera pg28 Nhanganyaya-vana
-ngano vakugona: vanoimba ‘tumaoko’
-kudzokorora Danho1- vadzidzi
-kutaura ngano vanotaura ngano
namazvo Danho2- vadzidzi
vanodzokoro ngano
-kudzokorora yavanzwa
zvavanzwa mungano Mhedziso-vadzidzi
vanopindura
mibvunzo pamusoro
pengano yavanzwa
Vhiki MIFANANIDZO -kudoma mabasa -kutaura Indigenous -mifananidzo Fungidziro-vadzidzi

11 Chidzidzo1 epamba sokuti languages syll vanokwanisa
-mabasa epamba kutsvaira uye anoita -kuteerera pg17 kusimudza ndiro
mabasa acho vapedza kudya
Ziva Chishona Nhanganyaya-vadzidzi
ECD A Bhuku vanotaura zvavanoita
Romudzidzisi vapedza kudya kumba
Rokuverenga pj Danho1-hurukuro
30, 33, 40 pamusoro pamabasa
epamba
Danho2-vadzidzi
vanodoma vaiti vebasa
racho
Mhedziso-dzokororo
47
yechidzidzo uye
yambiro
Vhiki MIFANANIDZO Pakupera kwevhiki -kuverenga Indigenous -mifananidzo Fungidziro-vadzidzi
11 Chidzidzo2 vadzidzi languages syll vanoona namazvo
-kuverenga vanotarisirwa kunge pg17 Nhanganyaya-
vakugona: vanoimba ‘pakurima’
-kuverenga Ziva Chishona Danho1-vadzidzi
mifananidzo uye ECD A Bhuku vanodoma zvavari
kudoma mabasa Romudzidzisi kuona pamifananidzo
namazvo Rokuverenga pj Danho2-hurukuro
30, 33, 40 pamusoro pemabasa
Mhedziso-vadzidzi
vanotaura mabasa
avanokwanisawo kuita
sevana
Chidzidzo3 -kudoma -kutaura Indigenous -mifananidzo Fungidziro-vadzidzi

-dzambiringwa mufananidzo usinga languages syll vanoziva midziyo
munyemba fanirwe kunge uri -kuteerera pg17 Nhanganyaya-
muchikwata uye kupa vanoimba ‘kuya
chikonzero Ziva Chishona mamera’
ECD A Bhuku Danho1-vadzidzi
Romudzidzisi vanodoma zviri
Rokuverenga pj pamifananidzo
30, 33, 40 Danho2-vanoita
mutambo
wedzambiringwa
munyemba
Mhedziso-vadzidzi
vanopindura
mibvunzo
48
Vhiki MIFANANIDZO Pakupera kwevhiki -kunyora Indigenous -zvinyoreso Fungidziro-vadzidzi
11 Chidzidzo4 vadzidzi languages syll vakambo shandisa
-kunyora vanotarisirwa kunge pg18 -mapepa zvinyoreso
-kupenda vanoimba ‘gonye
mufananidzo raifamba’
mumwechete Danho1-mudzidzi
namazvo anotsanangura basa
Danho2-vadzidzi
vanopenda
mifananidzo neruvara
rwavanoda
Mhedziso-vadzidzi
vanoratidzira basa
ravo
NHAU, NYAYA -kutaura ngano -kutaura Indigenous -mifananidzo Fungidziro-vadzidzi

NENGANO namazvo languages syll vakambonzwa ngano
Chidzidzo 5 -kuteerera pg28 Nhanganyaya-vana
-ngano -kudzokorora vanoimba ‘tumaoko’
zvavanzwa mungano -kudzokorora Danho1- vadzidzi
vanotaura ngano
Danho2- vadzidzi
vanodzokoro ngano
yavanzwa
Mhedziso-vadzidzi
vanopindura
mibvunzo pamusoro
pengano yavanzwa
49
Vhiki MITAMBO Pakupera -kutaura Indigenous -mifananidzo Fungidziro-vadzidzi
12 Chidzidzo1 kwechidzidzo languages syll vakamboona muchato
-muchato vadzidzi -kuverenga pg18 Nhanganyaya-
vanotarisirwa kunge Ziva Chishona vanoimba ‘kumba
vakugona: -kuteerera ECD A Bhuku kwedu’
-kudoma uye Rokuverenga vanotsanangura
kutsanangura zviitiko pj27 mifananidzo
zviviri zvavarikuona Danho2-vadzidzi
pamufananidzo vanotsanangura nezve
muchato
Mhedziso-vadzidzi
vanoimba ‘kumba
kwedu’
Chidzidzo2 -kudoma uye -kutaura Indigenous -mifananidzo Fungidziro-vadzidzi
-kutora mibayiro kutsanangura zviitiko languages syll vakambo pembererwa
zviviri zvavarikuona -kuverenga pg18 Nhanganyaya-
pamufananidzo Ziva Chishona vanoimba ‘kumba
-kuteerera ECD A Bhuku kwedu’
Rokuverenga vanodoma uye
pj27 kutsanangura zvavari
kuona pamifananidzo
Danho2-vadzidzi
vanotsanangura nezve
kutora mubairo
Mhedziso-vadzidzi
vanoimba ‘kumba
kwedu’
50
Vhiki MAZUVA EVHIKI Pakupera kwevhiki -kudoma Indigenous Fungidziro-vadzidzi
12 [dzokororo] vadzidzi languages syll vanoziva mazuva
Chidzidzo3 vanotarisirwa kunge -kurangarira pg28 ekuenda kuchechi
-kuimba -kuimba rwiyo -kuimba mudzidzisi anobvunza
pamusoro pemazuva vana kuti izuva ripi
esvondo Danho1-vadzidzi
-kudoma mazita vanodzidza rwiyo
esvondo namazvo ‘mhoro svondo’
mukuimba Danho2- vadzidzi
vanodzidzira
kwechinguva
Mhedziso-mibvunzo
Chidzidzo4 -kudoma zvavanoita -kuteerera Indigenous Fungidziro-vadzidzi

-kuverenga pazuva revhiki roga- languages syll vanoziva mazuva
roga -kudoma pg28 Nhanganyaya-vadzidzi
-kudoma mazita vanoimba ‘mhoro
esvondo namazvo -kurangarira svondo’
mukuimba Danho1-vadzidzi
-kuimba vanodoma mazuva
evhiki
Danho2-hurukuro
nezviito zvezuva roga
roga
Mhedziso-vadzidzi
vanoimba ‘mhoro
svondo’ pamwe
nomudzidzisi
51
Vhiki KUNYORA Pakupera kwevhiki -kunyora Indigenous -mifananidzo Fungidziro-vadzidzi
12 Chidzidzo5 vadzidzi languages syll vakambobata
-kunyora vanotarisirwa kunge -kutevedzera pg18 -zvinyoreso zvinyoreso
mapeteni vakugona: Nhanganyaya-vadzidzi
-kubata - vanoimba ‘tumaoko’
Danho2-vadzidzi
vanonyora basa vari
-kubata chinyoreso na pake pake mudzidzisi
mazvo achiongorora
Mhedziso-vadzidzi
vanoratidzira basa
Vhiki TWIMBO NE -kuita nhetembo -kuteerera Indigenous -wairesi Fungidziro-vadzidzi

13 NHETEMBO dzose dzavakadzidza Language Infant vanoziva zvakanaka
[dzokororo] -kutaura syll pj15 Nhanganyaya-vadzidzi
Chidzidzo1 Ziva Chishona vanodoma zvavanoda
-nhetembo -kurangarira ECD A Bhuku Danho1-vadzidzi
Romudzidzisi vanoita nhetembo
Rokuverenga dzavakadzidza
pj29 pamwechete
Danho2-vadzidzi
vanoita vari vaviri
vaviri
Mhedziso-vadzidzi
vanimba twimbo
52
twavachiri kurangarira

Vhiki MIFANANIDZO Pakupera kwevhiki -kunyora Indigenous -zvinyoreso Fungidziro-vadzidzi
13 Chidzidzo2 vadzidzi languages syll vakambo shandisa
-kunyora vanotarisirwa kunge pg18 -mapepa zvinyoreso
-kupenda vanoimba ‘gonye
mufananidzo raifamba’
mumwechete Danho1-mudzidzi
namazvo anotsanangura basa
Danho2-vadzidzi
vanopenda
mifananidzo neruvara
rwavanoda
Mhedziso-vadzidzi
vanoratidzira basa
ravo
NHAU, NYAYA -kutaura ngano -kutaura Indigenous -mifananidzo Fungidziro-vadzidzi

NENGANO namazvo languages syll vakambonzwa ngano
Chidzidzo 3 -kuteerera pg28 Nhanganyaya-vana
-ngano -kudzokorora vanoimba ‘tumaoko’
zvavanzwa mungano -kudzokorora Danho1- vadzidzi
vanotaura ngano
Danho2- vadzidzi
vanodzokoro ngano
yavanzwa
Mhedziso-vadzidzi
vanopindura
mibvunzo pamusoro
pengano yavanzwa
53
FAMILY AND HERITAGE STUDIES
TOPICS
-Social Services and Volunteerism
-Production, Distribution and Consumption of Goods and Services
-Transport and Communication
-Work and Leisure
-Global Issues
AIMS
To enable learners to;
-attain and sustain unhu/ Ubuntu as they interact with family, community and society
-appreciate the value of dignity of work, recreation and the need to participate in national development
-appreciate the need for equal opportunities for all and sensitivity to the needs of the disadvantaged and vulnerable
groups
54
WEEK TOPIC AND OBJECTIVES KNOWLEDGE/ REFERENCES MEDIA METHODS AND EVALUATION
ENDIN CONTENT COMP/SKILLS ACTIVITIES
G
WK1 SOCIAL Learners should -stating Family and -video clip Assumed knw-lrnrs
SERVICES AND be able to; Heritage have families
13/09/ VOLUNTEERISM -state at least two studies Infant -pictures Intro-recitation of ‘five
19 RESPONSIBILITY responsibilities of Syll pg13 in a family’
TASKS WITHIN children in the Step1-class discussion
THE FAMILY family on how they leave and
Lesson1 relate at home
-tasks for Step2-lrnrs watcha
children video clip/pictures and
say what the see
Con-question and
answer on the tasks
they can do
Lesson2 -state and explain -stating Family and -video clip Assumed knw-lrnrs
-parential at least three Heritage have parents or
responsibilities parential roles -explaining studies Infant -pictures guardians
Syll pg13 Intro-recitation of
‘father and mother’
Step1-lrnrs state the
roles of their parents at
home
explaining other roles of
their parents
Con-recitation of ‘father
and mother’
55
G
Wk2 SOCIAL Learners should -naming Family and -video clip Assumed knw-lrnrs live
SERVICES AND be able to; Heritage with other people
20/09/ VOLUNTEERISM -name and -identifying studies Infant -pictures Intro-lrnrs recite ‘baba
19 SHARING AND identify duties Syll pg13 vanoenda kubasa’
HELPING IN THE and resources in -explaining Step1-recap on naming
FAMILY the family and identifying duties
Lesson1 -explain how and family resources
-sharing in the duties and Step2-class activity on
family resources can be explaining sharing
shared in the resources and duties in
family the family
Con-lrnrs watch a video
clip on sharing in the
family
Lesson2 -state and explain -staing Family and -video clip Assumed knw-lrnrs
-helping in the at least three Heritage appreciate their families
family ways of helping -explaining studies Infant -pictures Intro-lrnrs recite ‘5 in
each other in the Syll pg13 the family’
family Step1-lrnrs state and
explain how they help
at home
Step2-lrnrs watch a clip
and pictures on helping
in the family
Con-question and
answer on helping in
the family
56
G
Wk3 PRODUCTION, Learners should -naming Family and -pictures Assumed know-lrnrs
DISTRIBUTION be able to; Heritage had supper
27/09/ AND -name and -identifying studies Infant -food stuffs Intro-recitation of of
19 CONSUMPTION identify at least Syll pg14 ‘chii chiri kudonha’
OF GOODS AND three food types Step1-facilitator
SERVICES they eat at home explains and illustrates
FOOD AT HOME the task
Lesson1 Step2-class discussion
-food at home on naming and
identifying food types
they eat at home
Con-lrnrs say their
favourite foods in sel
introduction
FOOD AT HOME -describing at -describing Family and -video clips Assumed know-lrnrs
Lesson2 least one hygienic Heritage can feed self
-hygiene and practice when studies Infant Intro-recitation of ‘this
food handling food Syll pg14 is the way’
Step1-class discussion
on hygienic practices
when handling food
Step2-class watch a
video clip/ pictures and
the facilitator explains
Con-question and
answers on hygienic
57
practices when handling
food
G
Wk4 PRODUCTION, Learners should -naming Family and -pictures Assumed knw-lrnrs eat
DISTRIBUTION be able to ; Heritage vegetables
04/10/ AND -name and -identifying studies Infant -chart on Intro-brainstorming on
19 CONSUMPTION identify at least Syll pg14 grown plants grown at home
OF GOODS AND three grown foods Step1-lrnrs name the
SERVICES foods plants grown at home
TYPES OF FOOD -grown Step2-lrnrs dentify the
Lesson1 foods grown food on the
-grown food pictures/ charts
Step3-lrnrs draw/
colour in grown food
Con-facilitator explains
and encourages on
eating protective foods
and fruits
Lesson2 -name and -naming Family and -tinned Assumed knw-lrnrs like
-processed food identify at least Heritage foods snacks
four processed -identifying studies Infant Intro- lrnrs say what
foods eg snacks Syll pg14 -snacks they have brought in
their snack boxes
naming and identifying
processed foods
Step2-facilitator
explains on healthy
58
foods
Con-question and
answer on the types of
food
G
Wk5 TRANSPORT Learners should -naming Family and -tranports Assumed knw-lrnrs
AND be able to ; Heritage toys have travalled by road
11/10/ COMMUNICATI -name at least studies Infant Intro-brainstorming on
19 ON two types of road Syll pg15 -charts travvelling
MEANS OF transport Step1-lrnrs name and
TRANSPORT -pictures explain transport they
Lesson1 have travelled in
-road transport Step2-lrnrs go to a
nearby road and
observe the types of
road transport
Con -lrnrs read pictures
on road transport
Lesson2 -draw/ colour one -naming Family and -tranports Assumed knw-lrnrs
-drawing type road Heritage toys have travelled by car
transport -drawing studies Infant Intro-recap on the
Syll pg15 -charts previous lesson
-colouring Step1-facilitator
-pictures- explains and illustrates
tranports the activity
toys Step2-individually lrnrs
draw/ colour in the road
-work cards transport
59
Con-question and
-crayons answer on road
transport
G
Wk6 TRANSPORT Learners should -naming Family and -tranports Assumed knw-lrnrs
AND be able to ; Heritage toys have seen an aeroplane
18/10/ COMMUNICATI -name at least studies Infant Intro-brainstorming on
19 ON one types of air Syll pg15 -charts travelling
MEANS OF transport Step1-lrnrs name and
TRANSPORT -pictures explain air transport
-air transport on air transport using a
video clip
on transport identifying
air transport
-drawing type air transport Heritage toys have travelled by car
-drawing studies Infant Intro-recap on the
draw/ colour in the air
-work cards transport
60
Con-question and
-crayons answer on air transport
G
Wk7 TRANSPORT Learners should -naming Family and -transports Assumed knw-lrnrs
AND be able to ; Heritage toys have seen a boat
25/10/ COMMUNICATI -name and studies Infant Intro-brainstorming on
19 ON identify at least Syll pg15 -charts crossing a river/ dam
MEANS OF one types of Step1-lrnrs name and
TRANSPORT water transport -pictures explain water transport
-water on water transport
transport using a video clip
on transport identifying
water transport
-drawing type water Heritage toys have travelled
transport -drawing studies Infant Intro-recap on the
draw/ colour in the
61
-work cards water transport
Con-lrnrs name and
-crayons identify types of
transport on the
pictures and charts
G
Wk8 TRANSPORT Learners should -reciting Family and -road signs Assumed knw-lrnrs
AND be able to ; Heritage have used roads
01/11/ COMMUNICATI -recite the road studies Infant Intro-recitation of ‘how
19 ON safely rules Syll pg15 are you feeling’
ROAD SAFETY rhyme when Step1-lrnrs learn the
RULES walking along a rhyme ‘kana
Lesson1 road ndichifamba
-walking along mumugwagwa’
the road Step2-lrnrs practice
with the facilitator’s
help
Step3-facilitator
explains road signs
Con-question and
answer
Lesson2 -recite the poem -recite Family and -road signs Assumed knw-lrnrs
-crossing the ‘clever girl’ Heritage chart have crossed the road
road -displaying studies Infant with an adult
-display correct Syll pg15 -road Intro-recap on the
measures to be rhyme ‘kana
taken when -resource ndichifamba..’
62
crossing the road person Step1-lrnrs practice the
poem ‘clever girl’
on the proper measures
when crossing a road
Step3-practical activity
on crossing the road
Con-recap on the lesson
on road safety
G
Wk9 WORK AND Learners should -stating Family and -brooms Assumed knw-lrnrs
LEISURE be able to ; Heritage have seen their parents
08/11/ WORK AT HOME -state and explain -explaining studies Infant -dusters at work in the house
19 AND SCHOOL work done at Syll pg16 Intro-recitation of
Lesson1 home, at least -displaying -pictures ‘granny in the kitchen’
-at home Step1-lrnrs state and
-display chores at explain work done at
home home
displaying the work
Con –facilitator
encourages lrnrs to
assist at home eg
removing their plates
after eating
Lesson2 -state and explain -stating Family and -classroom Assumed knw-lrnrs
-at school work done at Heritage have picked papers at
school, at least -explaining studies Infant -pictures school
Syll pg16 Intro-recitation of
-display work at -displaying ‘musarase mapepa’
school, at least Step1-class activity on
63
two stating and explaining
work done at school
cleaning the classroom
inside and out
Con –feed back and
facilitator
acknowledgements
G
Wk10 WORK AND Learners should -displaying Family and -open Assumed knw-learners
LEISURE be able to ; Heritage space like games
15/ INDIGENOUS -play at least two studies Infant Intro-lrnrs recite ‘run
11/19 AND MODERN indigenous games Syll pg16 -pebbles run’ as warm up
GAMES correctly eg pada Step1-class discussion
Lesson1 on indigenous games
-indigenous Step2-in groups lrnrs
games play the games as the
facilitator assists and
offer suggestions for
more games
Con-groups take turns
displaying the games
they played
Lesson2 -play the puzzle -displaying Family and -puzzles Assumed knw-learners
-modern games game correctly Heritage can play games
studies Infant -computer Intro-recap on the
Syll pg16 games previous games
Step1-facilitator
64
explains on the modern
games and groups lrnrs
Step2-lrns play the
games and the
facilitator monitors and
assists the modern
games before lrnrs
exchange
Con-lrnrs give feedback
on the games they
played
G
Wk11 GLOBAL ISSUES Learners should -naming Family and -pictures Assumed knw-learners
WATER AND FIRE be able to; Heritage have manipulated water
22/11/ RELATED -name at least studies Infant -video clips Intro-brainstorming on
19 DISASTERS one water related Syll pg16 uses of water
Lesson1 disaster Step1-class discussion
-water disasters on water disasters
Step2-facilitator
explains using pictures/
video clips on the
disasters of water and
precations
Con –question and
answers on the
disasters
Lesson2 -name at least -naming Family and -pictures Assumed knw-learners

-fire disasters one fire related Heritage have seen a fire
disaster studies Infant -video clips Intro-brainstorming on
65
Syll pg16 uses of fire
on fire disasters
Step2-facilitator
explains using pictures/
video clips on the
disasters of fire
Con –lrnrs give possible
precations
G
Wk12 NATIONAL, Learners should -naming Family and -Zimbabwe Assumed know-learners
HISTORY, be able to ; Heritage flag can say their names
29/11/ SOVEREIGNITY -recite at least -identifying studies Infant Intro-recitation of the
19 AND one rhyme on the Syll pg12 rhyme ‘fly flag’
GOVERNANCE flag Step1- leaners take a
NATIONAL FLAG -introduce self field trip to the flag post
Lesson1 incorporating the Step2- learners name
-my country name of their and identify flag the
[revision] country colours
Step3- learners say their
names and add ‘I am a
Zimbabwean’
Conclusion-recitation of
‘fly fly’
Lesson2 -recite the -reciting Heritage-social -music Assumed know-learners

-national school national school studies syll pg player can master rhymes
pledge pledge and - 12 unit 8.0 Intro-learners recite ‘fly
66
demonstrate the demonstrati fly’
correct postures ng Step1- teacher
demonstrates the
pledge
Step2- class activity on
the school pledge with
the help of the teacher
Conc-recitation of ‘our
Zimbabwean flag’
G
Wk13 ENTITLEMENTS learners should -naming Family -pictures Assumed knw-lrnrs
/ RIGHTS AND be able to ; Heritage know their body parts
06/11/ RESPONSIBILITI -name and -explaining Studies Infant -video clips Intro-lrnrs recite ‘my
19 ES explain at least syll pg20 body parts’
CHILD two bad touches Step1-teacher explains
PROTECTION AT on the bad touches that
HOME, lrnrs should know
COMMUNITY Step2-lrnrs chant the
AND SCHOOL
song ‘touch touch don’t
[revision]
touch’ with the teacher
Lesson 1
Conclu-question and
-abuse
answer on bad touches
SHELTER -name and -naming Family -pictures of Assumed knw-lrnrs

TYPES OF identify at least Heritage shelter sleep in a room
SHELTER three types of -identifying Studies Syll Intro-lrnrs recite
67
[revision] shelter pg20 -models of ‘granny in the kitche’
Lesson 1 shelter Step1-lrnrs name the
-human shelter various types of shelter
at home
Step2-lrnrs name and
identify the shelters on
the chart and models
Concl-question and
answer on the types of
shelter
MATHEMATICS AND SCIENCE

TOPICS
-Measures
-Science, Mathematics and Discovery Play
-Mathematical Play
AIMS
To enable learners to ;
-acquire mathematical and scientific concepts and skills for use as tools in life
68
-develop sound mathematical and scientific skills that will enable them to intreract more meaningfully with their
environment
-develop and show a positive attitude towards Mathematics and Science
WEEK TOPIC AND OBJECTIVES KNOWLEDGE REFERENCES MEDIA METHODS AND EVALUATION
ENDING CONTENT COMP/SKILLS ACTIVITIES
WK1 MEASURES Learners should be -identifying Mathematics -5c coins Assumed knw-lrnrs
MONEY able to; and science have used coins
Lesson1 -recognise the Infant Syll -10c coins Intro-recitation of ‘I
-coins focused coins pg17 have a cent’
5c 10c andtheir values Step1-class discussion
on how they have
used the coins
Step2-lrnrstake turns
identifying the coins
Con-question and
answer on the coins
Lesson2 -display the coin -manipulative Mathematics -5c coins Assumed knw-lrns
-coin rubbing rubbing using at and science bring coins to school
least one coin Infant Syll -10c coins Intro-recap on the
pg17 previous lesson
-papers Step1-facilitator
69
explains and
-crayons demonstrates the
activity
Step2-individual task
Con-presentation of
work
Lesson3 -demonstrate -role playing Mathematics -5c coins Assumed knw-lrnrs
-playing shop buying and selling and science have bought snacks
at the shop coner Infant Syll -10c coins Intro-recitation of ‘I
pg17 have a cent’
-shop coner Step1-facilitator
explains the activity
Step2-lrnrs role play
buying and selling
Con-question/answer
Wk2 MEASURES Learners should be -identifying Mathematics -25c coin Assumed knw-lrnrs
Lesson1 -recognise the coin Infant Syll -chart on Intro-recitation of ‘I
-coins and its values pg17 coins have a cent’
25c Step1-class discussion
-pictures on how they have
used the coins
identifying the coin
Con-question and
answer on the coin
Lesson2 -display the coin -manipulative Mathematics -25c coins Assumed knw-lrns
least one coin Infant Syll -papers Intro-recap on the
-crayons Step1-facilitator
70
explains and
demonstrates the
activity
Con-presentation
SCIENCE, -recite at least one -naming Maths and -pictures of Assumed knw-lrnrs
MATHEMATICS rhyme on animals Science syll pg animals have seen animals
AND DISCOVERY 14 Intro-recitation of ‘a
PLAY lion’
ANIMALS Step1-lrnrs practice
Lesson3 ‘old mcdonald
-rhymes Step2- lrnrs name
animals in rhyme
Con-recite’2little birds’
Wk2 SCIENCE, Learners should be -naming Maths and -pictures of Assumed knw-lrnrs
MATHEMATICS able to; Science syll pg animals knw animals
AND DISCOVERY -name and identify -identifying 14 -models Intro-recitation of ‘old
PLAY at least three mcdonald’
ANIMALS domestic animals Step1-lrnrs name
Lesson4 domestic animals
-domestic animals Step2- lrnrs name and
identify domestic
animals
Con-question/answers
Lesson5 -identify at least -identifying Maths and -audio with Assumed knw-lrnrs
-animal sounds three animal Science syll pg animal keep animals at home
sounds from the 14 sounds Intro-recitation of ‘old
audio McDonald’
-pictures of Step1-lrnrs listen to
animals the audios and match
with the animal
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Step2-lrnrs produce
the sounds
Con-recap
Wk3 MEASURES -recognise the coin -identifying Mathematics -50c coin Assumed knw-lrnrs
MONEY and its values and science have used coins
Lesson1 Infant Syll -chart on Intro-recitation of ‘I
-coins pg17 coins have a cent’
50c Step1-class discussion
used the coins
Con-question and
answer on the coin
Wk3 MEASURES Learners should be -manipulative Mathematics -50c coins Assumed knw-lrns
MONEY able to; and science bring coins to school
Lesson2 -display the coin Infant Syll -papers Intro-recap on the
-coin rubbing rubbing using at pg17 previous lesson
least one coin -crayons Step1-facilitator
explains and
demonstrates the
activity
Con-presentation
SCIENCE, -name and identify -naming Mathematics -chart on Assumed knw-lrnrs
MATHEMATICS at least two ways and science personal bath daily
AND DISCOVERY of personal -identifying Infant Syll hygiene tools Intro-recitation of ‘this
PLAY hygiene pg14 is the way’
HEALTH, Step1-class discussion
NUTRITION AND on personal hygiene
SAFETY Step2-facilitator
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Lesson3 explains further
-personal hygiene Con-question/answers
Lesson4 -display the proper -displaying Mathematics -teeth Assumed knw-lrnrs
-brushing teeth way of brushing and science brushes have teeth
their teeth Infant Syll Intro-recitation of ‘this
pg14 -tooth paste is the way’
Step1-facilitator
-ashes demonstrates
brushing teeth
-sticks Step2-individually
lrnrs brush their teeth
as the facilitator
monitors
Con-feedback
Wk3 MANIPULATIVE Learners should be -naming Maths and -fastening Assumed knw-lrnrs’
AND BLOCK PLAY able to; -identifying Science syll clothes clothes have fasteners
FASTENINGS -name and identify pg12 Intro-recitation rhyme
Lesson5 fastenings on their Step1-lrnrs name
-clothing clothes fastenings
fastenings -demonstrate on Step2-class activity on
[revision] their clothes fastening their clothes
Con-recap on task
Wk4 MEASURES Learners should be -identifying Mathematics -$1 coin Assumed knw-lrnrs
Lesson1 -recognise the coin Infant Syll -chart on Intro-recitation of ‘I
-coins and its values pg17 coins have a cent’
$1 Step1-class discussion
used the coins
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Con-question and
answer on the coin
Lesson2 -display the coin -manipulative Mathematics -$1 coins Assumed knw-lrns
least one coin Infant Syll -papers Intro-recap on the
-crayons Step1-facilitator
explains and
demonstrates the
activity
Con-presentation
Wk4 SCIENCE, Learners should be -self help Mathematics -towels Assumed knw-lrnrs
MATHEMATICS able to; and science have bathed
AND DISCOVERY -practically wash Infant Syll -soap Intro-brainstorming
PLAY their faces using a pg14 on washing the face
HEALTH, towel , soap and -water Step1-recap on
NUTRITION AND water brushing teeth
SAFETY -vaseline Step2-facilitator
Lesson3 illustrates washing
-washing faces face
Con-feedback
MATHEMATICAL -name and identify -naming Maths and -shapes Assumed knw-lrnrs
PLAY the shapes on the Science Infant can name shapes
SHAPES list -identifying syll pg11 -work cards Intro-recap on naming
Lesson4 shapes
-matching -colour the -colouring -crayons Step1-facilitator
matching shapes explains and
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-chart on demonstrates the odd
odd one out one colouring task
Step2-lrnrs do the
activity with the aid of
the teacher
Con-presentation
Lesson5 -recite at least one -naming Maths and -shapes Assumed knw-lrnrs
-rhymes rhyme on shapes Science Infant can discriminate
-identifying syll pg11 -chart on Intro-recitation of ‘a
-name and identify shapes circle is round’
at least two shapes Step1-lrnrs recit
rhymes
Step2-question/ans
Con-recap
Wk5 MEASURES Learners should be -sequencing Maths and -process Assumed knw-lrnrs
TIME able to; Science Infant pictures are aware of time
Lesson1 -sequence at least syll pg17 Intro-recitation of
-sequencing three pictures in ‘zuva kudai’
events correct order Step1-facilitator
explains and illustrates
task
sequencing events on
the pictures
accordingly
Con –question/answer
Lesson2 -link at least one -pairing Maths and -events Assumed knw-lrnrs
-linking pictures picture to match Science Infant pictures can read pictures
the event eg egg to syll pg17 Intro-recitation of ‘are
chicken you sleeping’
Step1-recap on the
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previous lesson
identifying related
picture
Con -presentation
SCIENCE, -name and explain -naming Maths and -chart on Assumed knw-lrnrs
MATHEMATICS at least two Science Infant personal bath daily
AND DISCOVERY aspects on -explaining syll pg14 hygiene Intro-brainstorming
PLAY personal hygiene on caring for the body
HEALTH, Step1-lrnrs state how
NUTRITION AND they take care of self
SAFETY Step2-discussion on
Lesson3 hygiene
-personal hygiene Con –question/answer
Wk5 MATHEMATICAL Learners should be -naming Maths and -shapes Assumed knw-lrnrs
PLAY able to; Science Infant can name shapes
SHAPES -name and identify -identifying syll pg11 -work cards Intro-recap on naming
Lesson4 the shapes on the shapes
-matching list -colouring -crayons Step1-facilitator
explains and
-match two shapes -chart on demonstrates the
according to odd one out matching task
colour Step2-lrnrs do the
activity with the aid of
the teacher
Con-presentation
Lesson5 -recite at least one -naming Maths and -shapes Assumed knw-lrnrs
-rhymes rhyme on shapes Science Infant can discriminate
-identifying syll pg11 -chart on Intro-recitation of ‘a
-name and identify shapes circle is round’
at least two Step1-lrnrs recite
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shapes rhymes ‘children do
you know shapes’
Step2-question/ans
Con-recap
Wk6 MEASURES -explain the -explaining Maths and -balancing Assumed knw-lrnrs
MASS concept mass Science Infant scale cannot carry heavey
Lesson1 using the scientific syll pg17 objects
-the concept terms -various Intro-brainstorming
objects Step1-lrnrs name
heavy and light
objects
Step2-facilitator
explains
Con-quen/answer
Wk6 MEASURES Learners should be -comparing Maths and -balancing Assumed knw-lrnrs
MASS able to; Science Infant scale are aware of mass
Lesson2 -compare the syll pg17 Intro-recap on the
-comparing weight of at least -various previous lesson
weight two objects objects Step1-facilitator
explains task
Step2-in pairs/grps
lrnrs compare the
mass of given objects
Con-feedback
SCIENCE, -name at least two -naming Maths and -papers Assumed knw-lrns
MATHEMATICS properties of a fire Science Infant know a fire
AND DISCOVERY syll pg15 -grass Intro-brainstorming of
PLAY how they have used it
FIRE matches Step1-lrnrs observe a
Lesson3 fire
-properties of a Step2-class discussion
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fire on properties of a fire
Con-question/answer
and awareness
Lesson4 -state at least on -stating Maths and -fire Assumed knw-lrnrs
-dangers of fire danger of a fire Science Infant have used a fire
syll pg15 -video clip on Intro-recap on the
dangers of a previous lesson
fire Step1-lrnrs watch a
clip on dangers of fires
on the dangers of a
fire
Con-question/answer
Wk6 MANIPULATIVE Learners should be -collecting Maths and -the outside Assumed knw-lrnrs
AND BLOCK PLAY able to; Science syll pg environment heva manipulated
OBJECTS IN THE -collect at least 12 Intro-recitation of
ENVIRONMENT one natural object ‘maruva’
Lesson5 each Step1-excursion to the
-natural objects -name the environment
collected objects Step2-learners collect
and name natural
objects
Conc-naming task
chanting ‘dudu’
Wk7 MEASURES -guess and confirm - Maths and -balancing Assumed knw-lrnrs
MASS the mass at least hypothesizing Science syll pg scales carry bags to school
Lesson1 objects 17 Intro-facilitator
-objects mass -various brainstorms on mass
objects of their bags
Step1-lrnrs compare
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-pictures mass of their bags
Step2- lrnrs group
objects according to
their mass
Con-lrnrs feedback
Lesson2 -compare mass of - Maths and -balancing Assumed knw-lrnrs
-experiment at least three experimentin Science syll pg scales have carried sand
items using a g 17 Intro-recap on the
balancing scale -various previous lesson
objects Step1-facilitator
explains the task
Step2-pair/grp task
Con-question/answer
Wk7 MANIPULATIVE Learners should be -matching Maths and -leaves Assumd knw-lrnrs can
AND BLOCK PLAY able to ; -problem Science syll -sticks touch
OBJECTS -match objects to solving pg21 -glue Intro-recitation of
MATCHING form at least one -work cards ‘hedzinoyi nzungu’
Lesson3 pattern -shapes Step1- teachers
Objects matching explains task
-patterns Step2- lrnrs match
objects to form a
pattern in pairs
Conc-presentation
SCIENCE, -name and identify -naming Maths and -pictures Assumed knw-lrnrs
MATHEMATICS at least five body -identifying Science syll have body parts
AND DISCOVERY parts as they recite pg13 -chart on Intro-recitation of
PLAY rhymes body parts ‘bata musoro’
HUMAN BODY Step1- lrnrs practice
Lesson4 ‘head and shoulders’
Human body Step2- lrnrs practice
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-rhyme the rhyme
[revision] Conc-question and
answer
Lesson5 -complete a given -problem Maths and -pictures of Assumed knw-lrnrs
-puzzle picture puzzle solving Science syll different know body parts
pg13 people Intro-recitation of ‘my
-puzzle cards body parts’
Step1- teacher
explains the task
Step2-learners do task
in groups
Conc-presentation of
work
Wk8 MATHEMATICAL Learners should be -sorting Maths and -various Assumed knw-lrnrs
PLAY able to ; Science syll coloured know colours
ORDERING -sort at least four -naming pg11 block and Intro-recitation of
Lesson1 objects according objects ‘colours colours’
-sorting to colour -identifying Step1-lrnrs name the
colours of the objects
Step2-facilitator
explains task
Con –group work
Lesson2 -match at least -matching Maths and -pictures Assumed knw-lrnrs
-matching three pictures Science syll with various know colours
pictures according to colour pg11 coloured Intro-recap on the
objects previous lesson
Step1-facilitator
illustrates the task
the lrnrs match
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pictures according to
colour
MANIPULATIVE -match objects to -matching Maths and -leaves Assumd knw-lrnrs can
AND BLOCK PLAY form at least one -problem Science syll -sticks discriminate
OBJECTS pattern solving pg21 -glue Intro-recitation of ‘5
MATCHING -work cards little monkeys’
Lesson3 -shapes Step1-class activity on
Objects matching completing the picture
-patterns pattern
Step2-individually
lrnrs complete pattern
in their books
Conc-presentation
Wk8 SCIENCE, Learners should be -naming Maths and -pictures Assumed knwl-lrnrs
MATHEMATICS able to ; -identifying Science syll know body parts
AND DISCOVERY -name and identify pg13 -chart on Intro-recitation of
PLAY at least five body body parts ‘head and shoulders’
HUMAN BODY parts as they recite Step1-lrnrs practice
Lesson4 rhymes ‘zvatadzidza’
-rhyme Step2- lrnrs practice
[revision] the rhyme
Concl-question and
answer
Lesson5 -name and identify -problem Maths and -pictures of Assumed knwl-lrnrs
-missing part the missing part solving Science syll different have body parts
-complete the pg13 people Intro-recitation of
picture -work cards ‘vasikana chete’
Step1-teacher explains
the task
Step2-group task in as
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the tr monitors
Concl-recitation of ‘my
body parts’
Wk9 MEASURES -measure the -measuring Maths and -bucket Assumed knw-lrnrs
VOLUME amount of liquid Science syll have manipulated
Lesson 1 that fill up a bigger pg17 -cups water
-space and liquid container Intro-recap on the
-tins uses of water
Step1-facilitator
explains and
demonstrates the task
filling the bucket
Con-question/answer
Wk9 MEASURES Learners should be -comparing Maths and -bucket Assumed knw-lrns
VOLUME able to; Science syll have played with
Lesson2 -compare volumes pg17 -cups water
-comparing of at least two Intro-recitation of
volumes containers with -containers ‘water water’
different shapes Step1-facilitator
explains task
Step2-group work on
comparing volumes
Con-feed back on the
volumes
SCIENCE, -name and identify -naming Maths and -pictures of Assumed knw-lrnrs
MATHEMATICS at least three Science syll pg animals knw animals
AND DISCOVERY domestic animals -identifying 14 -models Intro-recitation of ‘old
PLAY mcdonald’
ANIMALS Step1-lrnrs name
Lesson3 domestic animals
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-domestic animals Step2- lrnrs name and
[revision] identify domestic
animals
Con-question/answers
Lesson4 -identify at least -identifying Maths and -audio with Assumed knw-lrnrs
-animal sounds three animal Science syll pg animal keep animals at home
sounds from the 14 sounds Intro-recitation of ‘old
audio McDonald’
-pictures of Step1-lrnrs listen to
animals the audios and match
with the animal
Step2-lrnrs produce
the sounds
Con-recap
Wk9 MATHEMATICS Learners should be -naming Maths and -blocks Assumed knwl-lrnrs
PLAY able to; -recalling Science syll can recite
SHAPES -name shapes as pg20 unit 8.1 -solid shapes Intro-recitation of ‘do
Lesson5 they recite rhymes you know shapes’
-rhyme Step1-lrnrs lrn ‘I went
to the post office’
Step2-practice of the
rhyme
Conc-recap on the
rhymes learnt
WK10 NUMBER AND -count from 0 to 5 -speaking Maths and -counters Assumed knw-lrnrs
SCIENCE Science Infant have heard numbers
CONCEPTS -listening syll pg16 Intro-lrnrs recite
NUMBERS ‘hedzinoyi nzungu’
Lesson1 Step1-tr explains and
-counting demonstrates on
[revision] numberness
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Step2-lrnrs count to 5
with their fingers
Con-recitation of
‘ruoko runotaura’ with
fingers
Lesson2 -write at least two -counting Maths and -crayons Assumed knw-lrnrs
-number patterns number patternsof Science Infant can count
0 and 1 -writing syll pg16 -papers Intro-recite ‘1goldern
finger’
Step1-tr demonstrates
as the facilitator asses
Con-presentation of
work
Wk10 MANIPULATIVE Learners should be -identifying Maths and -blocks Assumed knw-lrnrs
AND BLOCK PLAY able to; -problem Science syll -stones can manipulate
BALANCING -identify at least solving pg12 -bottle tops Intro-recitation ‘tsuro
Lesson3 three objects that darika’
-balances balance on each Step1-leaners explore
[revision] other balancing
Step2-lrnrs
experiment
Concl-lrnrs give
feedback
SCIENCE, -name and identify -naming Maths and -the Assumed knw-lrnrs
MATHEMATICS at least two safe -identifying Science syll environment use water
AND DISCOVERY water sources pg13 -pictures Intro-recitationof
PLAY -chart on ‘water water’
WATER safe water Step1-lrnrs name safe
Lesson4 sources water sources
-safe water Step2- lrnrs identify
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sources sources on chart
[revision] Conc-question and
answer
SCIENCE, -name and identify -naming Maths and -the Assumed knw-lrnrs
MATHEMATICS at least two unsafe -identifying Science syll environment use water
AND DISCOVERY water sources pg13 -pictures Intro-recitation of
WATER -chart on ‘water water’
Lesson5 safe water Step1-class activity on
-unsafe water sources naming unsafe sources
sources Step2- lrnrs identify
[revision] unsafe water sources
Concl-feedback
Wk11 MANIPULATIVE Learners should be -naming Maths and -fastening Assumed knw-lrnrs
AND BLOCK PLAY able to; -identifying Science syll clothes have fasteners
FASTENINGS -name and identify pg12 Intro-recitation rhyme
Lesson1 at least two ‘tushiri’
-clothes fastenings Step1-learners name
fastenings fastenings on their
[revision] clothes
Step2- lrnrs practice
fastenings
Concl-question/answr
SCIENCE, -name water -naming Maths and -pictures Assumed knw-lrnrs
MATHEMATICS sources at home Science syll pg have used water
AND DISCOVERY -name and 13 Intro-recitation of
PLAY describe at least ‘water water’
WATER[revision] four uses of water Step1-learners name
Lesson2 at home water sources
-uses of water at Step2-discussion on
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home uses of water
Concl-question and
answer
Lesson 3 -name water -naming Maths and -pictures Assumed knw-lrnrs
-uses of water at sources at school -describing Science syll pg have used water
school -name and 23 unit 8.1 Intro-recitation of
describe at least ‘water water’
four water uses at Step1-lrnrs name schl
school water sources
Step2-discussion on
uses of water at
school
Concl-question and
answer
Wk11 NUMBER AND Learners should be -counting Maths and -open space Assumed knw-lrnrs
SCIENCE able to -saying Science syll pg can say numbers
CONCEPTS -recite at least 16 -various pairs Intro-recitation of ‘2
NUMBERS three number of items little birds’
Lessoon4 rhymes Step1- lrnrs practice
-rhymes the rhyme ’12 buckle’
Step2- lrnrs recite
with finger play
Conl-recite ‘1 goldern
finger’
Lesson5 -write at least two -counting Maths and -crayons Assumed knw-lrnrs
-number patterns number patternsof Science Infant can count
0 to 2 -writing syll pg16 -papers Intro-recite ‘1goldern
finger’
Step1-tr demonstrates
as the facilitator asses
86
Con-presentation of
work
Wk12 SCIENCE, -name and identify -naming Maths and -pictures Assumed knw-lrnrs
MATHEMATICS at least two types Science Infant knw grass
AND DISCOVERY of plants in their -identifying syll pg11 -outdoor Intro-lrnr s recite
PLAY environment environment ‘maruva anoz…’
PLANTS Step1-class activity on
Lesson1 naming the types of
-types of plants plants on the chart
Step2-lrnrs identify
types of plants as they
interact with the
outdoor environment
Con-question and ans
Wk12 SCIENCE, Learners should be -speaking Maths and -pictures Assumed knw-lrnrs
MATHEMATICS able to; Science Infant have seen plants
AND DISCOVERY -describe at least -describing syll pg11 -outdoor Intro-recap on the
PLAY two plants on the environment previous lesson
PLANTS pictures/ Step1-lrnrs describe
Lesson5 environment the plants on the
-describing plants pictures
on the plants
Con-lrnrs recite
‘maruva..’
Wk13 NUMBER AND -count from0 to 5 -naming Maths and -open space Assumed knw-lrnrs
SCIENCE -name the -counting Science syll pg can say numbers
CONCEPTS numbers correctly 16 -various pairs Intro-recitation of
NUMBER as they recite of items ‘12buckle’
Lesson1 rhymes Step1-teacher
-count from 0 to illustrates counting
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5 Step2-lrnrs practice
counting chanting
‘1 goldern finger’
Con-recitaion of
counting rhymes
SCIENCE, -recite at least one -naming Maths and -pictures of Assumed knw-lrnrs
MATHEMATICS rhyme on animals Science syll pg animals knw animals
AND DISCOVERY 14 Intro-recitation of ‘a
PLAY lion’
ANIMALS Step1-learners
Lesson2 practice ‘tsuro darika’
-rhymes Step2- lrnrs name
names in rhyme
Concl-recite ‘a lion’
Wk13 SCIENCE, Learners should be -naming Maths and -pictures of Assumed knw-lrnrs
MATHEMATICS able to; Science syll pg animals knw animals
AND DISCOVERY -recite at least 14 Intro-recitation of ‘a
PLAY three rhymes on farmer’
ANIMALS animals Step1-learners recite
Lesson3 the rhymes learnt on
-rhymes animals
Step2- lrnrs take turns
reciting rhymes
mastered
Concl-recite ‘5 little
monkeys’
88
MASS DISPLAYS
TOPICS
-Gynastics
-Arena choregraphy
-Music
-Art
AIMS
To help learners to;
-develop psychomotor skills, team building, confidence and self-esteem
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-promote good health and safety, appreciate senses of beauty and achievement as well as provide entertainment at
ceremonies
-lay foundations for creativity in learners through talent and skill transfer
WEEK TOPIC AND OBJECTIVES COMPETENCES REFERENCES MEDIA METHODS AND EVALUATION
ENDIN CONTENT KNWL/SKILLS ACTIVITIES
G
Wk1 GYMNASTICS Learners should be -listening Mass Displays -open space Assumed knw-lrnrs can
LOCOMOTION able to; Infant Syll pg9 walk at ease
Lesson1 -display at least -displaying -whistle Intro-recitation of
-instructed two instructed ‘march like a soilder’
movement movements in Step1-facilitator
space explains activity
instructed movements
Con-recitation of
‘chimoto mugomo’
ARENA -display a -rhythm Mass Displays -musical Assumed knw-lrnrs can
CHOREOGRAPHY combination of at Infant Syll pg11 instruments dance
CHOREOGRAPHY least two activities Intro-lrnrs dance to a
Lesson2 through dance song
-formations Step1-facilitator
introduces a
combination
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Step2-lrnrs practice as a
class
Con-recap on the
combination
MUSIC -perform a folk -dancing Mass Displays -audio player Assumed knw-lrnrs
BACKGROUND related song Infant Syll pg12 enjoy music
AND -balancing -video player Intro-brainstorm on
PERFORMING Step1-lrnrs watch/
Lesson3 listen to the clip
-folk songs Step2-class activity on
imitating the folk song
Con-question/answer
G
direction explains activity
Con-recitation of
Lesson2 -display at least -listening Mass Displays -open space Assumed knw-lrnrs can
-instructed two instructed Infant Syll pg9 walk at ease
movement movements in -displaying -whistle Intro-recitation of
speed ‘march like a soilder’
Step1-facilitator
explains activity
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Con-recitation of ‘run
run run’
ARENA -display creative -creative Mass Displays -open space Assumed knw-lrnrs can
CHOREOGRAPHY movements Infant Syll pg11 balance on bothe legs
MOVEMENT AND showing awareness -body -whistle Intro-warm up chanting
RHYTHM of their bodies in management ‘pamusoro pegomo’
Lesson3 relation to space Step1-facilitator
-movement to explains and
cover space demonstrates the
activity
Step2-lrnrs engage in
the task,facilitator asses
Con-presentation
G
Wk2 MUSIC Learners should be -rhythm Mass Displays -drums Assumed knw-lrnrs
BACKGROUND able to; Infant Syll pg12 have seen a drum
AND -play at least one -rattles Intro-lrnrs listen to a
PERFORMING basic percussion traditional song
MUSIC instrument -tambourines Step1-lrnrs name the
Lesson4 instruments they heard
-percussion -triangles Step2-lrnrs play the
note taa
-clappers Con-individual
presentation
ART -create at least one -pincer reflex Mass Displays -glue Assumed knw-lrnrs
PATTERNS pattern using the Infant Syll pg13 know colours
Lesson5 provided media -manipulation -child scissors Intro-recitation of
-cutting and ‘today is my favourite’
pasting -various Step1-facilitator
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coloured explains and
papers demonstrates activity
-work cards as the facilitator
assesses
Con-presentation of
work and comments
Wk3 GYMNASTICS -control their body -body Mass Displays -hula hoops Assumed knw-lrnrs can
LOCOMOTION movements and management Infant Syll pg9 dance
Lesson1 waist when rolling -open space Intro-lrnrs dance to a
-waist rolling waist with the song
hoops Step1-facilitator
explains/demonstrates
with the hoops
Con-cool down session
G
Wk3 GYMNASTICS Learners should be -body Mass Displays -hula hoops Assumed knw-lrnrs can
LOCOMOTION able to; management Infant Syll pg9 dance
Lesson2 -control their body -open space Intro-lrnrs dance to a
-hand rolling movements and song
hands when rolling Step1-facilitator
hand with the explains/demonstrates
hoops Step2-lrnrs take turns
with the hoops
ARENA -display at least -rhythm Mass Displays -audio player Assumed knw-lrnrs like
CHOREOGRAGHY one movement to Infant Syll pg11 music
MOVEMENT AND an instrumental -body -open space Intro-free dance to a
RHYTHM audio management song played
Lesson3 Step1-facilitator leads
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-instrumental with a dance routine
dancing Step2-lrnrs join in and
imitate
Con-free dance to the
instrumental song
MUSIC -play at least one -rhythm Mass Displays -drums Assumed knw-lrnrs
BACKGROUND basic percussion Infant Syll pg12 have seen a drum
AND instrument to a -rattles Intro-lrnrs listen to a
PERFORMING given basic note traditional song
MUSIC value -tambourines Step1-lrnrs name the
note ta-te-ta
presentation
G
Wk3 ART Learners should be -pincer reflex Mass Displays -glue Assumed knw-lrnrs can
PATTERNS able to; Infant Syll pg13 manipulate steadily
Lesson5 -create at least one -manipulation -child scissors Intro-recitation of
-cutting and pattern using the ‘today is my favourite’
pasting provided media -leaves Step1-facilitator
explains and
-stalls demonstrates activity
-work cards as the facilitator
assesses
Con-presentation
Wk4 GYMNASTICS -recite the rhyme -rhythmic Mass Displays -audio player Assumed knw-lrnrs can
COORDINATION ‘father Abraham’ clapping Infant Syll pg10 clap
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Lesson1 clapping only -open space Intro-recitation of
-clapping song ‘maoko maoko’
Step1-lrns learn the
song from facilitator
Step2-lrnrs incorporate
clapping to song
Con-class activity
Lesson2 -march and clap -marching Mass Displays -audio player Assumed knw-lrnrs can
-marching and when singing a Infant Syll pg10 march
clapping song rhythmically -clapping -open space Intro-recap on the song
clapping
Step1-facilitator
demonstrates marching
and clapping
they sing,clap and
march
Con-class activity
G
Wk4 ARENA Learners should be -rhythm Mass Displays -audio player Assumed knw-lrnrs like
CHOREOGRAGHY able to; Infant Syll pg11 music
MOVEMENT AND -display at least -body -drum Intro-free dance to a
RHYTHM one movement to management song played
Lesson3 the drum beat -open space Step1-facilitator leads
imitate
instrumental song
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AND instrument to a -rattles Intro-lrnrs listen to a
PERFORMING given basic note traditional song
MUSIC value -tambourines Step1-lrnrs name the
note te-fe-ta
presentation
ART -design at least one -designing Mass Displays -work cards Assumed knw-lrnrs
PATTERNS well wishing card Infant Syll pg13 have used writing tools
Lesson5 using the provided -creative -crayons Intro-brainstorming on
-designing media well wishing cards
-aesthetic -paints Step1-facilitator
explains and
-brushes demonstrates task
Step2-individually lrnrs
design cards
Con-presentation of the
cards
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Wk5 GYMNASTICS Learners should be -rhythmic Mass Displays -audio player Assumed knw-lrnrs can
COORDINATION able to; clapping Infant Syll pg10 clap
Lesson1 -recite the rhyme -open space Intro-recitation of
-clapping song ‘maoko maoko’ ‘father Abraham’
clapping correctly Step1-lrns learn the
song from facilitator
Step2-lrnrs incorporate
clapping to song
Con-class activity
Lesson2 -change over from -body Mass Displays -open space Assumed knw-lrnrs can
-changing over one balance to management Infant Syll pg10 walk at ease
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balances another -music player Intro-warm up chanting
-alertness ‘chibata mabvi’
Step1-facilitator
illustrates
Step2-lrnrs practice the
balances
Con-class activity with a
song
ARENA -display at least -rhythm Mass Displays -audio player Assumed knw-lrnrs like
CHOREOGRAGHY two movements to Infant Syll pg11 music
MOVEMENT AND the drum beat -body -drum Intro-free dance to a
RHYTHM management song played
Lesson3 -open space Step1-facilitator leads
imitate
instrumental song
G
Wk5 MUSIC Learners should be -rhythm Mass Displays -drums Assumed knw-lrnrs
MUSIC instrument to at -tambourines Step1-lrnrs name the
Lesson4 least two basic instruments they heard
-percussion note values -triangles Step2-lrnrs play the
notes taa-aa and te-fe-
-clappers ta
Con-individual
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presentation
ART -design at least one -designing Mass Displays -work cards Assumed knw-lrnrs
PATTERNS claypot using the Infant Syll pg13 have used writing tools
Lesson5 provided media -creative -crayons Intro-recitation of
-designing ‘granny in the kitchen’
-aesthetic -paints Step1-facilitator
explains and
-brushes demonstrates task
design claypots
Con-presentation
Wk6 GYMNASTICS -balance their body -balancing Mass Displays -open safe Assumed knw-lrnrs can
BALANCES weight on two syll pg13 space wallk at ease
Lesson1 body parts -problem Intro-recitation of
-balancing on solving ’chibata ‘
two body parts Step1-facilitator
explains on task
Step2-individually
learners balance on two
body parts
Con-freeplay
G
Wk6 GYMNASTICS Learners should be -balancing Mass Displays -open space Assumed knw-lrnrs
BALANCES able to; -problem syll pg13 have done balancing
Lesson2 -creatively balance solving Intro-recitation of ‘chii
-balancing on on three body parts -creativity chinorwadza’
three body parts -coordination Step1-facilitator
explains
Step2-learners balance
three body parts
Con-recap on the
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activity
ARENA -demonstrate and -demonstrating Mass Displays -music player Assumed knw-lrnrs can
CHOREGRAPHY display at least one syll pg11 unit dance
MOVEMENT AND creative dance -displaying 8.2 -open space Intro-lrnrs sing and
RHYTHM moving at least dance
Lesson3 three body parts Step1-facilitator
-creative dance explains task to
learners
Step2-facilitator plays
music and learners take
turns dancing creatively
Conc-feed back
ART -draw at least two -left to right Mass Display -crayons Assumed knw-lrnrs
PATTERNS up down pattern Infant Syll pg 13 have drawn before
Lesson4 from left to right -drawing -chart on Intro-lrnrs do finger
-basic patterns patterns play chanting ‘hedzinoyi
Step1-facilitator
-work cards/ illustrates patterns
books Step2-lrnrs practice the
pattern on the ground
Con-lrnrs draw the
pattern on the board
G
Wk6 ARENA Leaners should be -demonstrating Mass Displays -music player Assumed knw-lrnrs can
CHOREGRAPHY able to; syll pg11 dance
MOVEMENT AND -demonstrate and -displaying -open space Intro-facilitator explains
RHYTHM display at least one task to learners
Lesson5 creative dance Step1-facilitator plays
-creative dance moving at least music and learners take
three body parts turns dancing creatively
Step2-lrnrs dance
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Con -feed back
Wk7 GYMNASTICS -formulate the -awareness Mass Displays -open space Assumed knw-lrnrs
FORMATIONS linear formation on syll pg10 have stood in a line
Lesson1 instruction facing -whistle Intro-warm up
-linear formation the same side ‘pamusoro pegomo ‘
Step1-facilitator
the linear formation
Lesson2 -formulate the -awareness Mass Displays -open space Assumed knw-lrnrs
-circular circular formation syll pg10 know a circle
formation on instruction -whistle Intro-warm up ‘chibata
facing the same mabvi’
side Step1-facilitator
the circular formation
G
Wk7 ARENA Learners should be -display Mass Displays -open space Assumed knw-lrnrs
CHOREOGRAPHY able to; syll pg11 enjoy music
CHOREOGRAPHY -display at least -rhythm -whistle Intro-free dance to the
Lesson3 two patterns and song
-dance and movements from -music player Step1-facilitator leads
gymnastics dance and the combination
gymnastics Step2-lrnrs practice
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with the facilitator
Con-class activity
Lesson4 -display at least -display Mass Displays -open space Assumed knw-lrnrs
-dance and two patterns and syll pg11 enjoy music
gymnastics movements from -rhythm -whistle Intro-free dance to the
dance and song
gymnastics -music player Step1-able lrnrs display
-consolidate the movements they recall
previous activity Step2-lrnrs practice
Con-class presentation
ART -handle and use the -pincer grasp Mass Displays -crayons Assumed knw-lrnrs
PATTERNS drawing tools syll pg13 know colours
Lesson5 correctly -pencils Intro-recitation of
-guided drawing ‘colours colours’
-papers Step1-facilitator
explains the drawing
activit
Step2-individual
drawing activity as
facilitator monitors
Con-presentation and
display of work
G
Wk8 GYMNASTICS Learners should be -awareness Mass Displays -open space Assumed knw-lrnrs
FORMATIONS able to; syll pg10 know shapes
Lesson1 -formulate the -whistle Intro-lrnrs name and
-triangular triangular describe the shapes
formation formation on Step1-facilitator
instruction facing explains and illustrates
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the same side Step2-class activity on
the triangular
formation
Lesson2 -formulate the -awareness Mass Displays -open space Assumed knw-lrnrs
-chevron chevron formation syll pg10 know shapes
formation on instruction -whistle Intro-warm up ‘chibata
facing the same mabvi’
side Step1-facilitator
the chevron formation
ARENA -display at least -display Mass Displays -open space Assumed knw-lrnrs
CHOREGRAPHY two formations and syll pg11 enjoy music
CHOREOGRPHY movements from -rhythm -whistle Intro-free dance to the
Lesson3 dance and song
-dance and gymnastics -music player Step1-able lrnrs display
gymnastics and explain the
movements they recall
G
WK8 MUSIC Learners should be -rhythm Mass Displays -drums Assumed knw-lrnrs
MUSIC instrument to at -tambourines Step1-lrnrs name the
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Lesson4 least two basic instruments they heard
-percussion note values -triangles Step2-lrnrs play the
notes taa-aa and ta-te
-clappers Con-pair presentation
ART -draw and colour -drawing Mass Displays -shapes Assumed knw-lrnrs
SHAPES the two shapes Infant Syll pg14 have learnt shapes
Lesson5 correctly using at -colouring -crayons Intro-recap on naming
-circle and least one colour the shapes they
square -pencils remember
Step1-facilitator
-papers/books explains task
ondrawing and
colouring the shapes
Con-presentation of
work
Wk9 GYMNASTICS -balance their body -balancing Mass Displays -open safe Assumed knw-lrnrs can
BALANCES weight on two syll pg13 space wallk at ease
Lesson1 body parts -problem Intro-recitation of
-balancing on aternatively solving ’chibata ‘
body parts Step1-facilitator
explains on task
alternating two
balances on two body
Con-feedback
G
Wk9 ARENA Learners should be -display Mass Displays -open space Assumed knw-lrnrs
CHOREGRAPHY able to; syll pg11 enjoy music
CHOREOGRPHY -display at least -rhythm -whistle Intro-free dance to the
Lesson2 two formations and song
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-dance and movements from -music player Step1-able lrnrs display
gymnastics dance and and explain the
gymnastics movements they recall
AND instrument to at -rattles Intro-lrnrs listen to a
PERFORMING least three basic traditional song
MUSIC note values -tambourines Step1-lrnrs name the
notes taa-aa and ta-te
-clappers ta-aa
ART -draw and colour -drawing Mass Displays -shapes Assumed knw-lrnrs
SHAPES the two shapes Infant Syll pg14 have learnt shapes
Lesson4 correctly using at -colouring -crayons Intro-recap on naming
-triangle and least one colour and describing shapes
rectangle -pencils Step1-facilitator
explains task
-papers/books Step2-individual task
ondrawing and
colouring the shapes
Con-presentation of
work
G
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Step2-lrnrs dance
Con -feed back
Wk10 GYMNASTICS -display at least -body Mass Display -open space Assumed knw-lrnrs can
COORDINATION three coordination coordination Infant Syll pg 10 hop
Lesson1 skills one after -music player Intro-lrnrs recite ‘how
-combinations another -body are you feeling’
[revision] management Step1-recap on all the
routines
Step2- tr illustrates
combination of all
routines lrnrs practice
Con-lrnrs take turns in
displaying routines
ART -draw at least three -left to right Mass Display -crayons Assumed knw-lrnrs
PATTERNS up down patterns Infant Syll pg 13 have drawn before
Step1-tr illustrates on
-work cards/ the pattern
Con-lrnrs draw the
G
Wk10 MUSIC Learners should be -naming Mass Display -wooden tools Assumed knw-lrnrs
BACKGROUND able to; Infant Syll pg 12 and props have seen a ‘nhimbe’
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AND -name at least one -describing Intro-recitation of any
PERFORMING common festival common song
MUSIC song Step1-class discussion
Lesson3 on ‘nhimbe’
-cultural chores -describe the Step2-class discussion
and festival ‘nhimbe/ on mushandirapamwe
songs mushandirapamwe Con-lrns display the
’ chore song with actions
GYMNASTICS -display at least -body Mass Display -open space Assumed knw-lrnrs can
management Step1-recap on all the
routines
the movements learnt
displaying routines
ART -draw at least two -left to right Mass Display -crayons Assumed knw-lrnrs
Con-lrnrs draw the
G
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[revision] space explains activity
Con-recitation of
ARENA -display a -rhythm Mass Displays -musical Assumed knw-lrnrs can
CHOREOGRAPHY combination of at Infant Syll pg11 instruments dance
CHOREOGRAPHY least two activities Intro-lrnrs dance to a
Lesson2 through dance song
-formations Step1-facilitator
introduces a
combination
Step2-lrnrs practice as a
class
Con-recap on the
combination
MUSIC -perform a folk -dancing Mass Displays -audio player Assumed knw-lrnrs
BACKGROUND related song Infant Syll pg12 enjoy music
AND -balancing -video player Intro-brainstorm on
PERFORMING Step1-lrnrs watch/
Lesson3 listen to the clip
-folk songs Step2-class activity on
imitating the folk song
Con-question/answer
G
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Wk11 ART Learners should be -left to right Mass Display -crayons Assumed knw-lrnrs
PATTERNS able to; Infant Syll pg 13 have drawn before
Lesson4 -draw at least two -drawing -chart on Intro-lrnrs do finger
-basic patterns up down pattern patterns play chanting ‘hedzinoyi
from left to right Step1-tr illustrates on
Con-lrnrs draw the
books Step2-lrnrs draw the
pattern in their books
Con-presentation of
work
Wk12 ART -recite at least one -recalling Mass Display -chart on Assumed knw-lrnrs can
COLOURS rhyme on colours syll pg13 colour name colours
Lesson1 -naming Intro-recitation of
-rhymes -name and identify -coloured ‘colours colours’
at least two -identifying objects Step1-class activity on
primary colours identifying the colours
Step2-lrnrs match the
colours to other objects
Con-question/answer
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G
Step2-lrnrs dance
Con -feed back
Con-presentation of
work
GYMNASTICS -display at least -body Mass Display -open space Assumed knw-lrnrs can
routines
combination of all
displaying routines
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G
Wk12 ART Learners should be -pincer grasp Mass Displays -crayons Assumed knw-lrnrs
PATTERNS able to; syll pg13 know colours
Lesson5 -handle and use the -pencils Intro-recitation of
-guided drawing drawing tools ‘colours colours’
correctly -papers Step1-facilitator
explains the task
Step2-individual
drawing activity as
Con-presentation and
display of work
Wk13 GYMNASTICS -display at least -body Mass Display -open space Assumed knw-lrnrs can
routines
combination of all
displaying routines
ARENA -demonstrate and -demonstrating Mass Displays -music player Assumed knw-lrnrs can
CHOREGRAPHY display at least one syll pg11 dance
MOVEMENT AND creative dance -displaying -open space Intro-facilitator explains
RHYTHM moving at least task to learners
Lesson2 three body parts Step1-facilitator plays
-creative dance music and learners take
turns dancing creatively
Step2-lrnrs dance
Con -feed back
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G
Wk13 ART Learners should be -left to right Mass Display -crayons Assumed knw-lrnrs
PATTERNS able to; Infant Syll pg 13 have drawn before
Lesson3 -draw at least four -drawing -chart on Intro-lrnrs do finger
-basic patterns up down pattern patterns play chanting ‘hedzinoyi
from left to right Step1-tr illustrates on
Con-presentation of
work
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PHYSICAL EDUCATION
TOPICS
-Safety and Health
-Kids Athletics
-Locomotion/ Movement
-Play and Game Skills
-Coordination
AIMS
Learners should be able to;
-make informed decisions about health, safety and well being
-acquire team building skills, confidence and self esteem
-provide learners with a sense of fun, enjoyment and self-awareness as well as fair play and achievement
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WEEK TOPIC AND OBJECTIVES COMPETENCES/ REFERENCES MEDIA METHODS AND EVALUATION
ENDING CONTENT SKILLS/ KNW ACTIVITIES
Wk1 SAFETY AND Learners should be -stating Physical Edu -pictures Assumed knw-lrnrs
HEALTH able to; syll pg12 have rules at home
SAFETY -state at least two -observing -outdoor Intro-recitation of
Lesson1 safety rules during props ‘chibata
-rules play Step1-class discussion
-open space on safety rules during
play
Step2-free play
observing safety
Con-recap
Lesson2 -state at least two -stating Physical Edu -pictures Assumed knw-lrnrs knw
-rules safety rules during syll pg12 rules at home
play -observing Intro-recitation of the
rhyme ‘chibata ‘
Step1- lrnrs state rules
at home
on safety rules during
play
Con-freeplay
Lesson3 -exercise regularly -demonstrate Physical Edu -open space Assumed knw-lrnrs can
-health to maintain body -command syll pg12 run
fitness -outdoor Intro-lrnrs recite
props ‘chibata mabvi’
exercises reciting ‘I run..
Step2 lrns do locomotor
activities
Con-cool down
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Wk1 SAFETY AND Learners should be Demonstration Physical Edu -open space Assumed knw-lrnrs can
HEALTH able to; Infant syll run
HEALTH -display muscular -coordination pg12 -outdoor Intro -recitation of ‘chii
Lesson4 activity to props chinorwadza’
-muscle exercises strengthen muscles Step1-lrnrs practice the
and body arm and legs exercises
coordination Step2-activity on an
action rhyme
Con-cool down
Wk2 SAFETY -identify and -identifying Physical Edu -open space Assumed knw-lrnrs knw
Lesson1 remove hazardous Infant syll the use of bins
-safe objects in the play -appreciation pg12 -outdoor Intro-lrnrs recite
environment area props ‘musarase marara’
-litter/ on their play area
rubbish pit Step2-facilitator
explains on dangers of
such objects
Con-question/ answer
KIDS ATHLETICS -throw an -throwing Physical Edu -open space Assumed knw-lrnrs
RUNNING, apparatus to a Infant syll have played ball
THROWING AND target using one -body pg17 -balls Intro-lrnrs recite ‘gu-
JUMPING hand coordination gugugu’
Lesson2 -ground Step1-facilitator
-target throwing markers explains and
demonstrates task
aiming at the target
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Wk2 KIDS ATHLETICS Learners should be -aiming Physical Edu -open space Assumed knw-lrnrs
RUNNING, able to; Infant syll know games
THROWING AND -throw the ball -body pg17 -balls Intro-brainstorming on
JUMPING targeting the coordination farmiliar games
Lesson3 opponent using -ground Step1-facilitator
-game one hand markers demonstrates the ball
game
Step2-in groups lrnrs
play the game as the
Con-cool down and
feedback
Lesson4 -play the -aiming Physical Edu -open space Assumed knw-lrnrs
-game tag[chisveru] with a Infant syll have played the tag
ball -body pg17 -balls game
coordination Intro-brainstorming on
-ground the game
markers Step1-facilitator
explains and
demonstrates the tag
game with a baa
Con-cool down
SAFETY AND -display muscular Demonstration Physical Edu -open space Assumed knw-lrnrs can
HEALTH activity to Infant syll run
HEALTH strengthen muscles -coordination pg12 -outdoor Intro –recites ‘chii chin..
Lesson5 and body props Step1-lrnrs practice
-muscle exercises coordination whole body exercises
Step2-activity on an
action rhyme
Con-cool down
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Wk3 SAFETY AND Learners should be -identifying Physical Edu -open space Assumed knw-lrnrs knw
HEALTH able to; Infant syll the use of bins
SAFETY -identify and -appreciation pg12 -outdoor Intro-lrnrs recite
Lesson1 remove hazardous props ‘musarase marara’
-safe objects in the play Step1-class discussion
environment area -litter/ on their play area
rubbish pit Step2-facilitator
explains on dangers of
such objects
Con-lrnrs remove
harmful and unwanted
objects
KIDS ATHLETICS -throw an -throwing Physical Edu -open space Assumed knw-lrnrs
RUNNING, apparatus for Infant syll have played ball
THROWING AND distance using one -body pg17 -balls Intro-lrnrs recite ‘chii
JUMPING hand coordination chinorwadza’
Lesson2 -ground Step1-facilitator
-distance markers explains and
throwing demonstrates task
throwing for distance
Con-feedback
Lesson3 -throw an -throwing Physical Edu -open space Assumed knw-lrnrs
-distance apparatus for Infant syll have played ball
throwing distance using one -body pg17 -balls Intro-lrnrs recite ‘chii
competition hand coordination chinorwadza’
-ground Step1-facilitator
-appreciate defeat markers explains task
and celebrate Step2-competition
winning between throwing for distance
boys and girls Con-feedback
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Wk3 SAFETY AND Learners should be -naming Physical Edu -hygiene Assumed knw-lrnrs can
HEALTH able to; syll pg 12 chart sing
HEALTH -name at least Intro-brainstorming on
Lesson4 three items for cleanliness
-rhymes personal hygiene Step1-lrnrs name items
on the chart
Step2-recitation of ‘this
is the way’
Con-recap
Lesson5 -name and identify -naming Physical Edu -soap Assumed knw-lrnrs
-personal tools for personal -identifying syll pg 12 bath
hygiene hygiene -water Intro-recitation of
‘kugeza’
-ear buds Step1-recitation of ‘this
is the way’
-nail cutter Step2-lrnrs name and
identify the items and
their uses
Con-question/ans
Wk4 KIDS ATHLETICS -display good body -skipping Physical Edu -ropes Assumed knw-lrnrs can
RUNNING, management and syll pg 12 jump
THROWING AND coordination when -coordination -open space Intro-recitation of ‘run
JUMPING skipping run run’
Lesson1 Step1-facilitator
-rope skipping demonstrates
rope skipping as the
Con-cool down and feed
back
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Wk4 KIDS ATHLETICS Learners should be -skipping Physical Edu -ropes Assumed knw-lrnrs can
RUNNING, able to; syll pg 12 jump
THROWING AND -display good body -coordination -open space Intro-recitation of ‘how
JUMPING management and are you feeling’
Lesson2 coordination when Step1-facilitator
-rope skipping skipping explains activity
competition Step2-class activity on
rope skipping as the
facilitator monitors for
most skips
Con-feedback
Lesson3 -display good body -skipping Physical Edu -ropes Assumed knw-lrnrs can
-rope skipping management and syll pg 12 jump
race coordination when -coordination -open space Intro-recitation of ‘run
doing the skipping run run’
race Step1-facilitator
explains the race
racing
Con-cool down and feed
back
Lesson4 -demonstrate and -aiming Physical Edu -open space Assumed knw-lrnrs
-game play the ball game Infant syll have played with balls
‘rhaka rhaka’ -body pg17 -balls Intro-brainstorming on
correctly coordination the ball game
markers explains the game
the game
Con-cool down
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Wk4 SAFETY AND Learners should be -naming Physical Edu -chart on Assumed knw-lrnrs eat
HEALTH able to; syll pg 12 fruits and food
HEALTH -name at least vegs Intro-recitation of ’I
Lesson5 three healthy foods have a cent’
-healthy food for keeping healthy Step1-class discussion
on healthy foods
Step2-look and say task
Con-lrnrs recite ‘dudu’
naming foods
Wk5 PLAY AND GAME -roll the ball with at -rolling Physical Edu -balls Assumed knw-lrnrs like
SKILLS least one hand in syll pg 16 games
RECEIVING, motion -body -open space Intro-recite
SENDING AND coordination ‘ngatibounce’
TRAVELLING -ground Step1-facilitator
Lesson1 markers demonstrates rolling
-rolling the ball
displaying rolling the
ball
Con-feedback
Lesson2 -play at least one -rolling Physical Edu -balls Assumed knw-lrnrs can
-rolling game traditional game syll pg 16 roll a ball
rolling the ball -body -open space Intro-warm up ‘chibata
coordination mabvi’
-ground Step1-able lrnrs/
markers facilitator demonstrates
the ‘hwishu’ game
Step2-in groups lrns
play the game
Con-feedback and cool
down
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Wk5 PLAY AND GAME Learners should be -dodging Physical Edu -balls Assumed knw-lrns have
SKILLS able to; syll pg 16 played ball
RECEIVING, -demonstrate good -receiving -open space Intro-warm up chanting
SENDING AND dodging skills to ‘chimoto mugomo’
TRAVELLING receive a ball -coordination -ground Step1-facilitator
Lesson3 markers explains and
-dodging demonstrate with a lrnr
practice dodging
Con-cooldown/fdback
Lesson4 -play a ball game -dodging Physical Edu -balls Assumed knw-lrnrs
-game and dodge to syll pg 16 have watched a ball
receive a ball -receiving -open space game
Intro-lrnrs watch a clip
-coordination -ground on a ball game
markers Step1-class activity
discussing and
-video clip displaying dodging
Step2-in groups pupils
play a game , facilitator
monitors
Con-cooldown
SAFETY AND -name at least -naming Physical Edu -hygiene Assumed knw-lrnrs can
HEALTH three items for syll pg 12 chart sing
HEALTH personal hygiene Intro-brainstorming on
Lesson5 cleanliness
-rhymes Step1-lrnrs name items
on the chart
Step2-recitation of ‘this
is the way’
Con-recap
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Wk6 PLAY AND GAME Learners should be -team work Physical Edu -pebbles Assumed knw-lrnrs
SKILLS able to; syll pg 16 know games
RECEIVING, -demonstrate at -coordination -open space Intro-warm up with ‘chii
SENDING AND least one chinorwadza’
TRAVELLING traditional game as Step1-facilitator
Lesson1 a group illustrates the game
-taditional games ‘nhodo’
play the game
Con-feedback
Lesson2 -demonstrate at -team work Physical Edu -bottles Assumed knw-lrnrs
-taditional games least one syll pg 16 know games
traditional game as -coordination -open space Intro-warm up with ‘chii
a group chinorwadza’
-balls Step1-facilitator
illustrates the game
‘chuti’
play the game
Con-feedback
Lesson3 -demonstrate at -team work Physical Edu -pebbles Assumed knw-lrnrs
-taditional games least two syll pg 16 know games
Step1-facilitator
illustrates the game
‘hwai hwai’
play the game
Con-feedback
121
Wk6 PLAY AND GAME Learners should be -team work Physical Edu -pebbles Assumed knw-lrnrs
SKILLS able to; syll pg 16 know games
RECEIVING, -demonstrate at -coordination -open space Intro-warm up with ‘chii
SENDING AND least three chinorwadza’
TRAVELLING traditional game as Step1-facilitator
Lesson4 a group illustrates the game
-taditional games ‘chihwande-hwande’
play the game
Con-feedback
Lesson5 -demonstrate at -team work Physical Edu -pebbles Assumed knw-lrnrs
-taditional games least four syll pg 16 know games
-balls Step1-recap on all the
traditional games
-ground played
markers Step2-in groups lrnrs
play the game
Con-feedback
Wk7 PLAY AND GAME -demonstrate at -team work Physical Edu -pebbles Assumed knw-lrnrs
SKILLS least one syll pg 16 know games
RECEIVING, traditional game as -coordination -open space Intro-warm up with ‘chii
SENDING AND a group chinorwadza’
TRAVELLING -balls Step1-recap on all the
Lesson1 traditional games
-taditional games -ground played
play the game
Con-feedback
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Wk7 PLAY AND GAME Learners should be -balancing Physical Edn -bean bags Assumed knw-lrnrs can
SKILLS able to; -body syll pg16 -open space run
RECEIVING, -sustain an object management Intro-recitation of ’head
SENDING AND on their heads in a -coordination and shoulders’
TRAVELLING race -learners can Step1-teacher explains
Lesson2 run the race
-bean bag race Step2-class race in
groups
Con-cool down
Lesson3 -support each -team work Physical Edn -open space Assumed knw-lrnrs
-shoe lace tying other in the shoe -problem syll pg16 have laced shoes
race lace race solving -shoe laces Intro-warm up session
the race
race in pairs
Con - feedback
LOCOMOTION/ -make at least six -walking Physical -open space Assumed knw-lrnrs can
MOVEMENT steps following a -visualizing Education walk at ease
ELEMENTARY zig-zag line walking -following Infant Syll pg -zig-zag line Intro-recitation of
MOVEMENT forward 14 ‘pamusoro pegomo’
Lesson4 Step1-tr explains and
-walking demonstrates on
following the line
following the line as the
tr monitors
123
Wk7 LOCOMOTION/ Learners should be -walking Physical -open space Assumed knw-lrnrs can
MOVEMENT able to; -visualizing Education walk at ease
ELEMENTARY -make at least six -following Infant Syll pg -zig-zag line Intro-recitation of
MOVEMENT steps following a 14 ‘pamusoro pegomo’
Lesson5 zig-zag line walking Step1-tr explains and
-walking backwards demonstrates on
following the line
following the line
Wk8 Lesson1 -hop five times -hopping Physical Edu -open space Assumed knw-lrnrs can
-hopping following a straight syll pg 14 walk
line -body -ground Intro-warm up with ‘run
management markers run’
Step1-tr explains task
hopping reciting ‘tsuro
darika’
Concl -free play
Lesson2 -jump safely from -jumping Physical Edu -open space Assumed knw-lrnrs can
-jumping point A to point B -body syll pg 14 hop
coordination -ground Intro-warm session ‘chii
-body markers chinorwadza’
management Step1-teacher
demonstrates
Step2-learners take
turns jumping
Con -free play
124
Wk8 LOCOMOTION/ Learners should be -hopping Physical Edu -open space Assumed knw-lrnrs can
MOVEMENT able to; syll pg 14 run at ease
ELEMENTARY -combine at least -jumping -ground Intro-lrnrs recite ‘if you
MOVEMENT two hops and one markers are happy’
Lesson3 jump to form one -coordination Step1-recap on hopping
-combining movement and jumping
movements Step2-facilitator
illustrates combining th
two
Con-individual activity
Lesson4 -consolidate hoping -hopping Physical Edu -open space Assumed knw-lrnrs can
-game and jumping in a syll pg 14 hop and jump
game -jumping -ground Intro-recap on the
markers previous lesson
-coordination Step1-facilitator
demonstrates the game
‘pada’
Step2-group activity
playing the game
Con-cooldown
Lesson5 -walk in a singl file -coordination Physical Edu -open space Assumed kno-lrnrs can
-rhyme following a straight syll pg 14 walk at ease
and curved line -ground Intro-recitation of
reciting a rhyme markers ‘follow follow’
Step1-facilitator
explains task
chanting ‘march like a
soilder’
Con-feed back
125
Wk9 COORDINATION Learners should be -bouncing Physical -open space Assumed knw-lrnrs
COORDINATION able to; Education have played with a ball
SKILLS -bounce the ball -eye-hand Infant syll pg -balls Intro-lrns recite ‘chii
Lesson1 correctly with coordination 14 chinorwadza’
-bouncing proper eye-hand Step1-tr explains and
coordination illustrates on bouncing
bouncing the ball
Con-free play with the
balls
Lesson2 -toss the ball with -tossing Physical Edu -balls Assumed knw-lrnrs like
-tossing at least one hand in syll pg 16 games
motion -body -open space Intro-recite
coordination ‘ngatibounce’
markers demonstrates rolling
the ball
displaying tossing ball
Con-feedback
Lesson3 -play at least one -rolling Physical Edu -balls Assumed knw-lrnrs can
-tosing game traditional game syll pg 16 toss a ball
tossing the ball -body -open space Intro-warm up ‘chibata
coordination mabvi’
-ground Step1-able lrnrs/
markers facilitator demonstrates
the ‘hwishu’ game
Step2-in groups lrns
play the game
Con-feedback and cool
down
126
Wk9 COORDINATION Learners should be -throwing Physical Edu -open space Assumed knw-lrnrs
COORDINATION able to; -catching syll pg 14 have played with a ball
SKILLS -throw and catch a -eye-hand -balls Intro-recitation of ‘chii
Lesson4 ball coordination chinorwadza’
-ball game Step1-tr illustrates on
throwing/cathing
throwing and catching
in groups,facilitator
monitors
Con-freeplay
Lesson4 -demonstrate at -throwing Physical Edu -open space Assumed knw-lrnrs can
-ball games least one ball game -eye-hand syll pg 14 run
coordination -balls Intro-recitation of
-dodging ‘chibata mabvi’
the game ‘chisveru’
with a ball
the game
Con-recitation of ‘zunza’
-tag game tag[chisveru] with a Infant syll enjoy games
ball -body pg17 -balls Intro-brainstorming on
coordination the game
markers explains and
game with a baa
Con-cool down
127
Wk10 BALANCES Learners should be -balancing Physical -mats Assumed knw-lrnrs can
WEIGHT BEARING/ able to; Education balance when walking
BALANCES -balance their infant syll pg -open space Intro-warm up chanting
Lesson1 weight on one 13 ‘tsuro’
-balancing on point Step1-able lrnrs
one point demonstrate on
[revision] balancing
on balancing
Lesson2 -balance their -balancing Physical -mats Assumed knw-lrnrs can
-balancing on weight on two Education balance when walking
two points points infant syll pg -open space Intro-warm up chanting
13 ‘tsuro’
Step1-able lrnrs
demonstrate on
balancing
on balancing
Lesson3 -display at least -displaying Physical -open space Assumed knw-lrnrs
-balancing in one balance in Education have don pair work
pairs pairs infant Syll pg -balancing Intro-recitation of
13 equipment ‘chibata mabvi’
Step1-tr explains on the
pair activity
Step2-pair task on
balancing as the tr
monitors
Con-pairs take turns
presenting
128
Wk10 BALANCES Learners should be -displaying Physical -open space Assumed knw-lrnrs
WEIGHT BEARING/ able; Education have don pair work
BALANCING -display at least infant Syll pg -balancing Intro-recitation of
Lesson4 two balance in 13 equipment ‘chibata mabvi’
-balancing in groups Step1-tr explains on the
groups pair activity
[revision] Step2- group task on
balancing
Con-pairs present
Lesson5 -balance their body -balancing Physical -open space Assumed knw-lrnrs can
-creating shapes weight Education walk at ease
-body Infant Syll pg -music player Intro-lrnrs warm up
-create at least one coordination 13 chanting ‘chibata mabvi’
shape formation Step1-tr explains and
demonstrates on
movement
shape formation
Con-recitation of ‘how
are you feeling’
Wk11 COORDINATION -throw and catch a -throwing Physical Edu -open space Assumed knw-lrnrs
COORDINATION ball -catching syll pg 14 have played with a ball
SKILLS -eye-hand -balls Intro-recitation of ‘chii
Lesson1 coordination chinorwadza’
-ball game Step1-tr illustrates on
throwing/cathing
throwing and catching
in groups,facilitator
monitors
Con-freeplay
129
Wk11 COORDINATION Learners should be -throwing Physical Edu -open space Assumed knw-lrnrs can
COORDINATION able to; syll pg 14 run
SKILLS -demonstrate at -eye-hand -balls Intro-recitation of
Lesson2 least one ball game coordination ‘chibata mabvi’
-ball games Step1-teacher explains
-dodging the game ‘chisveru’
with a ball
the game
-tag game tag[chisveru] with a Infant syll enjoy games
ball -body pg17 -balls Intro-brainstorming on
coordination the game
markers explains and
game with a baa
Con-cool down
LOCOMOTION/ -combine at least -hopping Physical Edu -open space Assumed knw-lrnrs can
MOVEMENT two hops and one syll pg 14 run at ease
ELEMENTARY jump to form one -jumping -ground Intro-lrnrs recite ‘if you
MOVEMENT movement markers are happy’
Lesson4 -coordination Step1-recap on hopping
-combining and jumping
movements Step2-facilitator
illustrates combining th
two
Con-individual activity
130
Wk11 PLAY AND GAME Learners should be -balancing Physical Edn -bean bags Assumed knw-lrnrs can
SKILLS able to; -body syll pg16 -open space run
RECEIVING, -sustain an object management Intro-recitation of ’head
SENDING AND on their heads in a -coordination and shoulders’
TRAVELLING race -learners can Step1-teacher explains
Lesson5 run the race
-bean bag race Step2-class race in
groups
Con-cool down
Wk12 Lesson1 -support each -team work Physical Edn -open space Assumed knw-lrnrs
-shoe lace tying other in the shoe -problem syll pg16 have laced shoes
race lace race solving -shoe laces Intro-warm up session
the race
race in pairs
Con – feedback
HUMAN BODY -name and identify -naming Physical edu -pictures Assumed knw-lrnrs
MY BODY at least five parts -identify syll pg 11 have body parts
Lesson2 (eyes,chin,ears, Intro-recitation of ‘head
-parts of the nose,mouth) and sholders’
head Step1-learners name
[revision]im and identify the parts of
a face
Step2- picture reading
Con-question and
answer
131
WK12 HUMAN BODY Learners should be -naming Physical edu -pictures Assumed knw-lrnrs can
MY BODY able to; syll pg 11 sing
Lesson3 -recite at least two -open space Intro-recitation‘chii
-rhymes rhymes on body chinorwadza’
[revision] parts Step1-class activity on
‘mybody parts’
Con-recap on rhymes
Lesson4 -name and identify -naming Physical edu -pictures Assumed knw-lrnrs
-my body the large muscle -identifying syll pg 5 unit have a body
body parts 6.1 -open space Intro-recitation of ‘my
body parts’
Step1- naming the large
body parts
Step2-question and
answer
Con-recitation of ‘bata
musoro’
Lesson5 -name and identify -naming Physical edu -pictures Assumed knw-lrnrs
-parts of the at least five parts -identify syll pg 5 unit know body parts
head (eyes,chin,ears, 6.1 Intro-recitation of ‘my
nose,mouth) body parts’
identify the parts of a
face
Step2 picture reading
Concl-recite ‘bata
musoro’
132
Wk13 REVISION Learners should be -stating Physical Edu -pictures Assumed knw-lrnrs
SAFETY AND able to; syll pg12 have rules at home
HEALTH -state at least two -observing -outdoor Intro-recitation of
SAFETY safety rules during props ‘chibata
Lesson1 play Step1-class discussion
-rules -open space on safety rules during
play
Step2-free play
observing safety
Con-recap
PLAY AND GAME -demonstrate at -team work Physical Edu -pebbles Assumed knw-lrnrs
SKILLS least two syll pg 16 know games
RECEIVING, traditional game as -coordination -open space Intro-warm up with ‘chii
SENDING AND a group chinorwadza’
TRAVELLING -balls Step1-recap on all the
Lesson2 traditional games
-taditional games -ground played
play the game
Con-feedback
COORDINATION -demonstrate at -throwing Physical Edu -open space Assumed knw-lrnrs can
COORDINATION least one ball game syll pg 14 run
SKILLS -eye-hand -balls Intro-recitation of
Lesson2 coordination ‘chibata mabvi’
-ball games Step1-teacher explains
-dodging the game ‘chisveru’
with a ball
the game
133
VISUAL AND PERFORMING ARTS
TOPICS
-History and Culture
-The Creative Processes and Performance
-Aesthetic Values and Appreciation
AIMS
-express ideas and feelings through music, dance, theatre and visual arts
-develop psychomotor skills through visual and performing arts
-recognise dance, music, theatre and art as a reflection of societal values and beliefs of Unhu/ Ubuntu in the past and
present
134
Wk1 HISTORY AND Learners should be -naming Visual and -music Assumed knw-lrnrs can
CULTURE able to; Performing Arts player sing
MUSIC -name at least two Infant Syll pg23 Intro-brainstorming on
Lesson1 common songs and songs
-role of music give at least one Step1-lrnrs listen to a
role for each song song
Step2-class activith
discussing the role of a
particular song
Con –free dancing
VISUAL ARTS -state at least one -stating Visual and -paintings Assumed knw-lrnrs
Lesson2 visual art in their Performing Arts have painted
-the role of home -explaining Infant Syll pg23 Intro-recite ‘colours
visual art in the -explain the role of colours’
home at least one visual Step1-class discussion
art in their home on the visual art pieces
in their homes
Step2-lrnrs explain the
role of those pictures
Con –question and
answer
THEATRE -explain the role of -explaining Visual and -laptop/tv Assumed knw-lrnrs
Lesson3 at least one local Performing Arts enjoy dramas
-the role of drama in the home Infant Syll pg24 Intro-brainstorming on
theatre in the known dramas
home Step1-lrnrs watch local
drama clips
on the role of those
dramas
135
Wk2 HISTORY AND Learners shouldbe -naming Visual and -music Assumed knw-lrnrs
CULTURE able to; Performing Arts player listn to music
MUSIC -name and identify -identifying Infant Syll pg23 Intro-brainstorming on
Lesson1 at least one -tv/ laptop musicians
-past musician in history -listening Step1-lrnrs listen to old
composers [Dembo] songs as a class
Step2-facilitator
introduces the singer to
the lrnrs
Con-lrnrs listen/dance
to the songs
VISUAL ARTS -give a profile of at -speaking Visual and -music Assumed knw-lrnrs
Lesson2 least one artist in Performing Arts player know Jah Praizer
-artists profiles history Infant Syll pg24 Intro-lrnrs watch
-tv/ laptop musical video
Step1-facilitator
-artist presents artist profiles
posters Step2-class activity
identifying the artists
songs
THEATRE -name and identify -naming Visual and -video player Assumed knw-lrnrs
Lesson3 at least one Performing Arts enjoy cartoons
-fairly tales character in the -identifying Infant Syll pg24 Intro-brainstorming on
fairly tale favourite shows
Step1-lrnrs watch the
fairly tale of ‘barbie’
on what they saw
Con-question and
answers
136
Wk2 HISTORY AND Learners should be -dancing Visual and -video player Assumed knw-lrnrs
CULTURE able to; Performing Arts enjoy music
DANCE -display dancing Infant Syll pg25 -music Intro-brainstorming on
Lesson4 skills to the music player dances
-dancing in history Step1-facilitator
-artist explains the activity
pictures Step2-lrnrs rake turns
dancing to music by
Dembo,Chimombe,
Con-feedback/coment
Wk3 HISTORY AND -name and identify -naming Visual and -music Assumed knw-lrnrs
CULTURE at least one Performing Arts player listn to music
MUSIC musician in history -identifying Infant Syll pg23 Intro-brainstorming on
Lesson1 [Biggy Tembo] -tv/ laptop musicians
-past -listening Step1-lrnrs listen to old
composers songs as a class
Step2-facilitator
introduces the singer to
the lrnrs
to the songs
VISUAL ARTS -give a profile of at -speaking Visual and -music Assumed knw-lrnrs
Lesson2 least one artist in Performing Arts player know Jah Praizer
-artists profiles history Infant Syll pg24 Intro-lrnrs watch
-tv/ laptop musical video
Step1-facilitator
songs
137
Wk3 HISTORY AND Learners should be -naming Visual and -video player Assumed knw-lrnrs
CULTURE able to; Performing Arts enjoy cartoons
THEATRE -name and identify -identifying Infant Syll pg24 Intro-brainstorming on
Lesson3 at least one favourite shows
-fairly tales character in the Step1-lrnrs watch the
fairly tale fairly tale of
‘pokahontas’
on what they saw
Con-question and
answers
DANCE -display dancing -dancing Visual and -video player Assumed knw-lrnrs
Lesson4 skills to the music Performing Arts enjoy music
-dancing in history Infant Syll pg25 -music Intro-brainstorming on
player dances
Step1-facilitator
dancing to music by
Biggy Tembo
Con-feedback/coment
Wk4 MUSIC -name and identify -naming Visual and -music Assumed knw-lrnrs
Lesson1 at least one Performing Arts player listn to music
-past musician in history -identifying Infant Syll pg23 Intro-brainstorming on
composers [Chimbetu] -tv/ laptop musicians
-listening Step1-lrnrs listen to old
songs as a class
Step2-facilitator
introduces the singer
to the songs
138
Wk4 HISTORY AND Learners should be -speaking Visual and -music Assumed knw-lrnrs
CULTURE able to; Performing Arts player know videos
VISUAL ARTS -give a profile of at Infant Syll pg24 Intro-lrnrs watch
Lesson2 least one artist in -tv/ laptop musical video
-artists profiles history Step1-facilitator
songs
THEATRE -name and identify -naming Visual and -video player Assumed knw-lrnrs
Lesson3 at least one Performing Arts enjoy pupperty
-fairly tales character in the -identifying Infant Syll pg24 Intro-brainstorming on
fairly tale favourite shows
fairly tale of ‘mariposa’
on what they saw
Con-question and
answers
DANCE -display dancing -dancing Visual and -video player Assumed knw-lrnrs
Lesson4 skills to the music Performing Arts enjoy music
-dancing in history Infant Syll pg25 -music Intro-brainstorming on
player dances
Step1-facilitator
dancing to music by
Simon Chimbetu
Con-feedback/
comment
139
Wk5 CREATIVE Learners should be -reading Visual and -work cards Assumed knw-lrnrs can
PROCESS AND able to; Performing Arts with note walk to a beat
PERFORMANCE -orally read and Infant Syll pg24 values Intro-recitation of a
MUSIC clap the quaiver clapping song ‘maoko’
Lesson1 taa Step1-class activity on
-note value walking and clapping
taa the note
saying the note
Con-recitation of
clapping rhymes
VISUAL ARTS -draw at least two -drawing Visual and -pictures of Assumed knw-lrnrs
Lesson2 fruits clearly Performing Arts fruits know fruits
-drawing fruits Infant Syll pg27 Intro-recite ‘dudu
-crayons muduri’ naming fruits
Step1-facilitator
-work cards explains the task
-fruits draw and colour fruits
Con-recitation of
‘colours colours’
THEATRE -tell stories about -speaking Visual and -pictures Assumed knw-lrnrs can
Lesson3 self using still Performing Arts tell stories
-tableau pictures -body Infant Syll pg27 -open space Intro-recite ‘do you
management know my name’
Step1-facilitator
explains the activity
Step2-lrnrs tell stories
of self
Con-feed back on task
140
Wk5 CREATIVE Learners should be -creativity Visual and -audio player Assumed knw-lrnrs
PROCESS AND able to; Performing Arts enjoy music
PERFORMANCE -display creative -listening Infant Syll pg28 -open space Intro-lrnrs name their
DANCE movements to the favourite musicians
Lesson4 music played -video Step1-facilitator
-dance styles player/ explains the activity
laptop Step2-class activity
dancing to the music
creatively
Con-feed back
Wk6 MUSIC -orally read and -reading Visual and -work cards Assumed knw-lrnrs can
Lesson1 clap the quaiver Performing Arts with note walk to a beat
-note value taa-aa Infant Syll pg24 values Intro-recitation of a
taa-aa clapping song ‘maoko’
walking and clapping
the note
saying the note
Con-recitation of
clapping rhymes
VISUAL ARTS -draw at least one -drawing Visual and -pictures of Assumed knw-lrnrs
Lesson2 bird clearly Performing Arts fruits have seen birds
-drawing birds Infant Syll pg27 Intro-recite ‘dai ndiri
-crayons shiri’
Step1-facilitator
-work cards explains the task
-fruits draw and colour birds
Con-recitation of ‘2
little birds’
141
Wk6 CREATIVE Learners should be -listening Visual and -open space Assumed knw-lrnrs
PROCESS AND able to; Performing Arts know games
PERFORMANCE -state and play at Infant Syll pg27 Intro-lrnrs name games
THEATRE least on response they know
Lesson3 game Step1-class discussion
-call and on the game ‘hwai
response games hwai’
playing the game
Con-cool down
DANCE -display creative -creativity Visual and -audio player Assumed knw-lrnrs
Lesson4 movements to the Performing Arts enjoy music
-dance styles music played -listening Infant Syll pg28 -open space Intro-lrnrs name their
favourite musicians
-video Step1-facilitator
player/ explains the activity
creatively
Con-feed back
Wk7 MUSIC -orally read and -reading Visual and -work cards Assumed knw-lrnrs can
Lesson1 clap the combined Performing Arts with note walk to a beat
-note value quaiver taa-aa taa Infant Syll pg24 values Intro-recitation of a
Combination clapping song ‘father
Abraham’
walking and clapping
saying the note
Con-recitation of
clapping rhymes
142
Wk7 CREATIVE Learners should be -drawing Visual and -pictures of Assumed knw-lrnrs
PROCESS AND able to; Performing Arts trees know trees
PERFORMANCE -draw at least one Infant Syll pg27 Intro-lrnrs name trees
VISUAL ARTS tree clearly -crayons they know
Lesson2 Step1-facilitator
-drawing trees -work cards explains the task
-outdoor draw and colour trees
area Con-recitation of
‘gugugu
THEATRE -state and play at -listening Visual and -open space Assumed knw-lrnrs
Lesson3 least on response Performing Arts know games
-call and game Infant Syll pg27 Intro-lrnrs name games
response games they know
on the game ‘gumbe
gumbe’
playing the game
Con-cool down
DANCE -display creative -creativity Visual and -audio player Assumed knw-lrnrs
Lesson4 movements to the Performing Arts enjoy music
-dance styles music played -listening Infant Syll pg28 -open space Intro-lrnrs name their
favourite musicians
-video Step1-facilitator
player/ explains the activity
creatively
Con-feed back
143
Wk8 AESTHETIC Learners should be -creative Visual and -music Assumed knw-lrnrs can
VALUES AND able to; Performing Arts player walk
APPRECIATION -create and display -displaying syll pg 29 Intro-facilitator
MUSIC movement in -open space brainstorms on
Lesson1 response to -responding favourite musicians
-free movement recorded music Step1-lrnrs name their
best musicians
Step2-learners choose
music and dance freely
Con-feedback
VISUAL ARTS -identify at least -identifying Visual and -paintings Assumed knw-lrnrs
Lesson2 two elements of Performing Arts have drawn
-designing designing syll pg 29 Intro-recitation of the
rhyme ‘pretty maid’
Step1- discussion on
designing elements
Step2-question/ans
Con-recap
THEATRE -listen attentively -listening Visual and -pictures Assumed knw-lrnrs like
Lesson3 to a story and Performing Arts stories
-storytelling respond -cooperate syll pg 30 Intro-teacher narrates
appropriately a folk tale
-responding Step1-learners respond
song
Step2-learners retell
the story
Con-question and
answers
144
Wk8 AESTHETIC Learners should be -creative Visual and -music Assumed knw-lrnrs can
VALUES AND able to; Performing Arts player dance
APPRECIATION -create dances to syll pg 30 Intro-learners sing a
DANCE the music -open space common song
Lesson4 Step1-teacher plays
-free dance various music sounds
Step2-learners take
turns displaying
creative dances
Con -lrnrs comment
WK9 MUSIC -create and display -creative Visual and -music Assumed knw-lrnrs can
Lesson1 movement in Performing Arts player dance
-happy songs response to at -displaying syll pg 29 Intro-facilitator
least one happy -open space brainstorms on happy
song -responding songs
on happy songs
Step2-learners choose
a happy song and
dance freely
Con-feedback
VISUAL ARTS -identify at least -identifying Visual and -paintings Assumed knw-lrnrs
Lesson2 two elements of Performing Arts have drawn
-designing designing syll pg 29 -work cards Intro-recitation of the
rhyme ‘pretty maid’
-desing at least one -crayons Step1- discussion on
well wishing card designing elements
on designing
Con-recap
145
Wk9 AESTHETIC Learners should be -listening Visual and -pictures Assumed knw-lrnrs like
VALUES AND able to; Performing Arts stories
APPRECIATION -listen attentively -cooperate syll pg 30 Intro-teacher narrates
THEATRE to a story and a folk tale
Lesson3 respond -responding Step1-learners respond
-storytelling appropriately song
the story
Con-question and
answers
DANCE -imitate at least -listening Visual and -video player Assumed knw-lrnrs
Lesson4 two dances from Performing Arts know artists
-dance videos the dance videos -dancing syll pg 30 Intro-lrnrs name music
videos they have seen
watching videos
Step2-lrnrs display
dances
Con-feedback as a class
Wk10 HISTORY OF -display the game -diplaying Visual and -open space Assumed knw-lrnrs
ARTS AND ‘dudu muduri’ Performing Arts have played games
CULTURE saying at least five -recalling infant syll pg 23 Intro-lrnrs recite
MUSIC names of their ‘pahushamwari hwedu’
Lesson 1 classmates Step1-class discussion
-game songs on the game
[revision] Step2-lrnrs take turns
saying the names of
their classmates in the
game song
Con-recap on the
activity
146
Wk10 HISTORY AND Learners should be -naming Visual and -chart Assumed knw-lrnrs
CULTURE able; Performing Arts know househould
VISUAL ARTS -name and identify -identifiying infant syll pg 23 -pictures of utensils
Lesson2 at least two objects home Intro-recites ‘granny in
-home objects in the home objects the kitchen’
[revision] Step1-lrnrs name home
objects at their homes
naming the pictures
Con-qn and ans
THEATRE -retell what they -retelling Visual and -video player Assumed knw-lrnrs
Lesson3 have seen in the Performing Arts have watched cartoons
-watching animation infant syll pg 24 Intro-lrnrs recite
animations ‘ndakasangana nanzou’
animation
Step2-lrnrs retell what
they have seen
Con-recap
DANCE -respond to at least -creative Visual and -audio player Assumed knw-lrnrs can
Lesson4 one cultural song dancing Performing dance
-cultural songs through dance Arts infant syll -video clip Intro-lrnrs recite ‘kana
-interpretation pg 25 ndikadai’
Step1-tr explains and
emphasizes on listening
to the song
creating dances for the
song
Con-feedback and
comments
147
Wk11 HISTORY OF Learners should be -imitation Visual and -open space Assumed knw-lrnrs
ARTS AND able to; Performing have played with dolls
CULTURE -recite at least one -role playing Arts infant syll -dolls Intro-lrnrs recite
MUSIC lullabye with pg 23 ‘kumba kwedu’
Lesson1 actions -wrappers Step1-tr explains the
-lullabies lullabye with actions
Step2-lrnrs role play
the lullabye
Con-qn and answ
VISUAL ARTS -paint at least one -painting Visual and -paints Assumed knw-lrnrs
Lesson2 object of the Performing Arts have seen clay pots
-painting artfacts -coordination infant syll pg23 -brushes Intro-recitation of
‘granny in the kitchen’
-work cards Step1-tr explains and
demonstrates on the
painting task
paint in a claypot
Con-work presentation
THEATRE -retell what they -retelling Visual and -video player Assumed knw-lrnrs
Lesson3 have seen in the Performing Arts have watched cartoons
-watching animation infant syll pg 24 Intro-lrnrs recite
animations ‘ndakasangana nanzou’
lrnrs watch the
animation
Step2-lrnrs retell what
they have seen
Con-recap on the
animation they have
watched
148
Wk11 HISTORY OF Learners shouldbe -creative Visual and -audio player Assumed knw-lrnrs can
ARTS AND able to; dancing Performing dance
CULTURE -respond to at least Arts infant syll -video clip Intro-lrnrs recite ‘kana
DANCE one cultural song -interpretation pg 25 ndikadai’
Lesson4 through dance Step1-tr explains and
-cultural songs emphasizes on listening
creating dances
Con-feedback and
comments
Wk12 MUSIC -name and dance -naming Visual and -video clips Assumed knw-lrnrs
Lesson1 to at least one Performing Arts have sang happy songs
-celebration celebration song -dancing infant syll pg23 -audio player Intro-lrnrs sing ‘isu
songs tauya pano’
-pictures Step1-class discussion
on celebration songs
Step2-lrnrs dance to a
celebration song
Con-feedback
VISUAL ARTS -paint and draw at -painting Visual and -paints Assumed knw-lrnrs
Lesson2 least one object of Performing Arts have seen clay pots
-painting the artfacts -coordination infant syll pg23 -brushes Intro-recitation of
‘gogo vari mukitchen’
-drawing -work cards Step1-tr explains and
demonstrates on the
painting task
paint in a claypot
creatively
Con-work presentation
149
Wk12 HISTORY OF Learners should be -listening Visual and -pupperts Assumed knw-lrnrs
ARTS AND able to; Performing Arts know families
CULTURE -listen and retell -retelling infant syll pg24 -pictures Intro-lrnrs recite ‘5 in a
THEATRE the family story family’
Lesson3 Step1-tr narrates a
-family stories family story
Step2-lrnrs retell the
story
Con-question/answer
DANCE -respond to at least -creative Visual and -audio player Assumed knw-lrnrs can
to the song
creating dances for the
song
Con-feedback
Wk13 DANCE -respond to at least -creative Visual and -audio player Assumed knw-lrnrs can
to the song
creating dances
Con-feedback and
comments
150
AESTHETIC Learners should be -listening Visual and -pictures Assumed knw-lrnrs like
VALUES AND able to; Performing Arts stories
APPRECIATION -listen attentively -cooperate syll pg 30 Intro-teacher narrates
THEATRE to a story and a folk tale
Lesson2 respond -responding Step1-learners respond
-storytelling appropriately song
the story
Con-question and
answers
DANCE -imitate at least -listening Visual and -video player Assumed knw-lrnrs
Lesson3 two dances from Performing Arts know artists
-dance videos the dance videos -dancing syll pg 30 Intro-lrnrs name music
videos they have seen
watching videos
Step2-lrnrs display
dances
Con-feedback as a class
151
INFORMATION AND COMMUNICATION
TECHNOLOGY
TOPICS
-ICT Tools
-Application software
-Programming
AIMS
-be aware of ICT tools in their daily lives
-appreciate the role of ICT in their education, work and society
152
ENDIN CONTENT SKILLS/ KNW ACTIVITIES
G
Wk1 APPLICATION Learners should be -naming ICT syll pg 6 -musical toys Assumed knw-lrnrs know
SOFTWARE able to; -pictures musical instruments
Lesson1 -name and identify -identifying -models Intro-recitation of nursery
-musical toys at least one rhymes
musical toy Step1-learners name and
identify musical toys on
display
Step2-question and answer
Con-question/ans
Lesson2 -name and identify -naming ICT syll pg 6 -musical toys Assumed knw-lrnrs know
-musical toys at least two -pictures instrumenst
musical toys -identifying -models Intro-recitation of nursery
rhymes
identify toys
Concl-recap
Wk2 PROGRAMMING -identify at least -identifying ICT Syll pg 6 -robot toys Assumed knw-lrnrs have
Lesson1 two electronic toys -electronic toys
Electronic toys toys Intro-recap on the previous
-toy cars activity
Step1-learners identify
electronic toys on display
Conclu-recap
153
G
Wk2 PROGRAMMING Learners shouldbe -identifying ICT Syll pg 6 -robot toys Intro-recap on the previous
Lesson2 able to; -electronic activity
-electronic toys -identify and -manipulating toys Intro-recap on the previous
manipulate -toy cars lesson
electronic toys Step1-learners identify
Con-lrnrs play with the
electronic toys
Wk3 ICT TOOLS -name and identify -naming ICT syll pg 6 -remote Assumed knw-lrnrs have
Lesson1 at least three ICT control seen a television set
-ICT models models -identifying -toy laptop Intro-tr brainstorms on the
-tv model ICT tools
-cellphone Step1-lrns look and name
model the models
Step2-lrnrs identify the
models
Con-recap on the use of the
tools
Lesson2 -name and identify -naming ICT syll pg 6 -remote Assumed knw-lrnrs have
-ICT models at least three ICT control seen a television
models -identifying -toy laptop Intro-tr brainstorms on the
-tv model ICT tools
model the models on display
models
154
tools
G
Wk4 ICT TOOLS Leaners should be -naming ICT syll pg6 -ICT tools Assumed knw-lrnrs have
Lesson1 to; toys
-toys -name and identify -identifying -ICT models Intro-recitation of
ICT toys on pictures ‘jonny jonny’
-picture reading -picture Step1-learners name and
books identify the toys
Step2-discussion on how
they are used
Con-qn and ans
Lesson2 -manipulate at -manipulating ICT syll pg6 -ICT tools Assumed knw-lrnrs have
-toys least two ICT tools unit7.1 toys
-ICT models Intro-recitation of
‘jonny jonny’
Step1-learners name and
identify the toys
Step2-discussion on how
they are used
Con -learners play with the
toys
Wk5 APPLICATION -name and identify -naming ICT syll pg 6 -musical toys Assumed knw-lrnrs know
SOFTWARE at least one -pictures musical instruments
Lesson1 musical toy -identifying -models Intro-recitation of nursery
-musical toys rhymes
display
155
Con-question and answer
G
SOFTWARE able to; -pictures instrumenst
-musical toys at least two rhymes
musical toys Step1-lrnrs name and
identify toys
Concl-recap
Lesson1 at least two ICT control seen a television set
-tv model ICT tools
model the models
models
tools
-ICT models at least three ICT control seen a television set
-tv model ICT tools
156
models
tools
G
Wk7 PROGRAMMING Learners should be -identifying ICT Syll pg 6 -robot toys Assumed knw-lrnrs have
Lesson1 able to; -electronic toys
-Electronic toys -identify at least toys Intro-recap on the previous
two electronic toys -toy cars activity
Conclu-recap and free
manipulation
Lesson2 -identify at least -identifying ICT Syll pg 6 -robot toys Assumed knw-lrnrs have
-Electronic toys one electronic toys -electronic toys
toys Intro-recap on the previous
-toy cars activity
Conclu-recap and free
manipulation
Wk8 PROGRAMMING -identify at least -identifying ICT Syll pg 6 -robot toys Assumed knw-lrnrs know
Lesson1 two electronic toys -electronic toys
-Electronic toys toys Intro-recap on the previous
157
-toy cars activity
Con-recap on rhymes
G
manipulate -toy cars activity
electronic toys
display
Con-question/ans
158
rhymes
identify toys
Concl-recap
G
electronic toys
rhymes
identify toys
Concl-recap
159
display
Con-question/ans
G
SOFTWARE able to ; -pictures instrumenst
-musical toys at least two rhymes
musical toys Step1-lrnrs name and
identify toys
Concl-recap
Lesson1 at least two ICT control seen a television set
-tv model ICT tools
model the models
models
tools
-ICT models at least three ICT control seen a television set
160
-tv model ICT tools
models
tools
G
electronic toys
rhymes
identify toys
Concl-recap
161
162

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Learn English language fundamentals

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ENGLISH LANGUAGE

WEEK TOPIC/ OBJECTIVES COMPETENCES/ REFERENCES MEDIA METHODS AND EVALUATION

Lesson2 -describe at least -speaking English -pictures Assumed knw-lrnrs

WEEK TOPIC/ OBJECTIVES COMPETENCES/ REFERENCES MEDIA METHODS AND EVALUATION

WEEK TOPIC/ OBJECTIVES COMPETENCES/ REFERENCES MEDIA METHODS AND EVALUATION

WEEK TOPIC/ OBJECTIVES COMPETENCES/ REFERENCES MEDIA METHODS AND EVALUATION

WEEK TOPIC/ OBJECTIVES COMPETENCES/ REFERENCES MEDIA METHODS AND EVALUATION

PEOPLE, -recite the rhyme -speaking English - Assumed kn-lrnrs can

Chidzidzo5 -bata nekushandisa -kunyora Indigenous -mapepa Fungidziro-vadzidzi

VHIKI MUSORO/ ZVINANGWA TUGONO/ZIVO DURA ZVOMBO MAITIRO ONGORORO

TUGONO -kunyora -kunyora Indigenous -mapepa Fungidziro-vadzidzi

Chidzidzo2 -kuita nhaurirano vari -kutaura Indigenous -mifananidzo Fungidziro-vadzidzi

NHAU, NYAYA -kutaura zvavanzwa -kutaura Indigenous -mifananidzo Fungidziro-vadzidzi

Vhiki5 MIFANANIDZO -kuronga mifananidzo -kuverenga Indigenous -madhomino Fungidziro-vadzidzi

Chidzidzo3 -kuita nhetembo -kuteerera Indigenous -wairesi Fungidziro-vadzidzi

Chidzidzo5 -kuzadzisa -kuverenga Indigenous -makadhi Fungidziro-vadzidzi

Chidzidzo2 -kuratidzira -kutaura Indigenous -mifananidzo Fungidziro-vadzidzi

Vhiki7 MITAMBO -kudoma uye -kutaura Indigenous -mifananidzo Fungidziro-vadzidzi

Chidzidzo 5 -kutaura ngano -kutaura Indigenous -mifananidzo Fungidziro-vadzidzi

Chidzidzo2 -kudoma basa -kutaura Indigenous -mifananidzo Fungidziro-vadzidzi

Chidzidzo4 -kuzadzisa mutezo -kutaura Indigenous -mifananidzo Fungidziro-vadzidzi

KUNYORA -kunyora mapeteni -kunyora Indigenous -mifananidzo Fungidziro-vadzidzi

MIFANANIDZO -kudoma midziyo -kutaura Indigenous -mifananidzo Fungidziro-vadzidzi

Vhiki MIFANANIDZO -kudoma mabasa -kutaura Indigenous -mifananidzo Fungidziro-vadzidzi

Chidzidzo3 -kudoma -kutaura Indigenous -mifananidzo Fungidziro-vadzidzi

NHAU, NYAYA -kutaura ngano -kutaura Indigenous -mifananidzo Fungidziro-vadzidzi

Chidzidzo4 -kudoma zvavanoita -kuteerera Indigenous Fungidziro-vadzidzi

Vhiki TWIMBO NE -kuita nhetembo -kuteerera Indigenous -wairesi Fungidziro-vadzidzi

VHIKI MUSORO/ ZVINANGWA TUGONO/ZIVO DURA ZVOMBO MAITIRO ONGORORO

NHAU, NYAYA -kutaura ngano -kutaura Indigenous -mifananidzo Fungidziro-vadzidzi

Lesson2 -name at least -naming Family and -pictures Assumed knw-learners

Lesson2 -recite the -reciting Heritage-social -music Assumed know-learners

SHELTER -name and -naming Family -pictures of Assumed knw-lrnrs

MATHEMATICS AND SCIENCE

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