ECDB TERM 2 2021 Up To Week 14 - 1650903851000

SCHEME CUM PLAN ECD B TERM 3 2021
‘’TOGETHER WE CAN SUCCEED’’
ENGLISH LANGUAGE………………………………………………………………....02
INDIGENOUS LANGUAGE (NDEBELE)………………………………………….14
FAMILY AND HERITAGE STUDIES…………………………………………….….27
MATHS AND SCIENCE…………………………………………………………………34
MASS DISPLAY…………………………………………………………………………..45
PHYSICAL EDUCATION……………………………………………………..……….57
VISUAL AND PERFOMING ARTS…………………………………………………69
INFORMATION COMMUNICATION & TECHNOLOGY ………….…...79
GUIDANCE & COUNSELLING…………………………………………………….85
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ENGLISH LANGUAGE
TIME ALLOCATION: 5 × 20 Min
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.
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WEEK TOPIC AND OBJECTIVES COMPETENCIES REFERENCES MEDIA METHODS AND EVALUATION
CONTENT ACTIVITIES
LISTENING Learners should be -listening English -open Assumed knowledge -learners have played
YES/ NO able to: Language space games.
RESPONSES -play and respond -speaking Infant (ECD – Methods – group work, discussion
Lesson1 to at least one yes/ Grade 2) Introduction –learners recite ‘follow follow’.
-games no game. Syllabus page Step1-facilitator explains on the game.
-recite properly. 18 Step2-class activity on the game ‘do you know
-respond to my name’.
questions Conclusion –question and answer.
LISTENING -construct at least -speaking English -picture Assumed knowledge -learners can speak
Lesson2 one yes/ no Language cards fluently.
-constructing question . Infant (ECD – -various Methods - demonstration
questions -recite properly . Grade 2) objects Introduction-recitation of ‘how are you feeling’.
WK Syllabus page Step1-facilitator demonstrates sentence
1 18 building.
Step2-learners construct with assistance.
Conclusion -presentation of questions.
READING -name and identify -speaking English -cloth Assumed knowledge-learners know objects.
Lesson3 at least three Language -various Methods- discussion
-blindfolded objects without -memory Infant (ECD – objects Introduction-recitation of ‘Down in the
game seeing them. Grade 2) jungle…’
-play the game. Syllabus page Step1-facilitator explains the game.
18 Step2-learners take turns playing the game.
Conclusion-recap.
WRITING Learners should be -reading English -crayons Assumed knowledge -learners know trees.
DRAWING able to: Language -pencils Methods – discussion
Lesson4 -use the drawing -drawing Infant (ECD – -work cards Introduction-brainstorming on naming trees
-draw a tree tools correctly to Grade 2) -papers they know.
draw an Syllabus page Step1-class activity describing a tree.
identifiable tree. 16 Step2-facilitator explains on copying the tree on
-describe a tree. the picture.
Conclusion-learners draw and present their
work.
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CONTENT ACTIVITIES
LISTENING -play and respond -speaking English -open Assumed knowledge-learners can play games.
YES/ NO to the yes/ no Language space Methods -demonstration
QUESTIONS game. Infant (ECD – Introduction-recitation of ‘what is your name’.
Lesson1 -recite properly. Grade 2) Step1-facilitator explains the game and
-games Syllabus page demonstrates.
18 Step2-class activity on the game ‘am I’.
Conclusion-recap of game.
LISTENING -answer at least -speaking English -various Assumed knowledge-learners can respond.
Lesson2 two yes/ no Language items Methods –demonstration
-answering questions -listening Infant (ECD – Introduction-recitation of ‘how are you feeling’.
correctly. Grade 2) Step1-facilitator and a learner illustrate activity.
-recite properly. Syllabus page Step2-oral activity in pairs.
18 Conclusion-pair presentation.
READING Learners should be -reading English -straws Assumed knowledge-learners have seen
WK PATTERNS able to: Language patterns.
2 Lesson3 -construct patterns -left to right Infant (ECD – -sticks Methods - demonstration
-straw using at least five Grade 2 ) Introduction-recitation of ‘cobbler cobbler
patterns straws/ stalls/ Syllabus page -barrels mend my shoe…
sticks. 23 Step1-facilitator illustrates the task.
-recite properly. -open Step2-individually learners construct patterns
space using media.
Conclusion-facilitator comments.
WRITING -draw at least two -left to right English -crayons Assumed knowledge -learners have used
Lesson4 up down patterns Language crayons.
-writing from left to right in -eye hand Infant (ECD – -pencils Methods - demonstration
patterns their books. coordination Grade 2) Introduction-recitation of ‘rain rain’.
-recite properly . Syllabus page -books/ Step1-facilitator explains and demonstrates
23 papers pattern.
Step2-individually learners draw patterns.
Conclusion-work presentation.
READING -name and identify -reading English -charts Assumed knowledge-learners can name objects.
NAMING at least five objects Language Methods – discussion
Lesson5 on the charts -speaking Infant (ECD – Introduction-recitation of ‘my five senses’.
-picture provided. Grade 2 ) Step1-facilitator explains task.
reading -answer questions. Syllabus page Step2-class activity on identifying and naming
21 objects.
Conclusion-questions and answers.
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SPEAKING Learners should be -speaking English -charts Assumed knowledge-learners have likes.
LIKES AND able to: Language Methods – demonstration
DISLIKES -say at least one Infant (ECD- -various Introduction -brainstorming on like.
Lesson1 thing they like in Grade 2) items Step1-learners say out their likes.
-personal likes functional English. Syllabus page Step2-facilitator illustrates the functional English
19 and learners use it to say their likes taking turns.
Conclusion-recap on task.
SPEAKING -say at least one -speaking English -charts Assumed knowledge -learners have dislikes.
Lesson2 thing they dislike in Language Methods – discussion
-personal functional English. Infant (ECD- -various Introduction -brainstorming on dislikes.
dislikes -recite on L2 Grade 2 ) items Step1-learners say out their dislikes.
ehymes . Syllabus page Step2-facilitator illustrates the functional English
19 and learners use it to say their dislikes taking
turns.
Conclusion-recitation on L2 rhymes they have
mastered as a class.
WK
SPEAKING Learners should be -speaking English -chart on Assumed knowledge-learners know their likes.
3
LIKES AND able to : Language fruits Methods - demonstration
DISLIKES -draw at least one -listening Infant (ECD – Introduction-recitation of ‘what do you like’.
Lesson3 fruit they like. Grade 2) -actual Step1-learners take turns saying their favourite
-drawing -drawing Syllabus page fruits fruits.
favourite fruits 19 Step2-individually learners draw their favourite
-video fruits.
player Conclusion-presentation.
READING -read at least four -speaking English -phonic Assumed knowledge -learners can see pictures.
PHONICS phonics of the Language alphabet Methods – discussion
Lesson4 alphabet -listening Infant (ECD – Introduction-recitation of ‘a farmer had ‘.
-alphabet Grade 1) -objects Step1-facilitator explains the task and leads in
-reading Syllabus page phonics.
22 Step2-learners practice
Conclusion-learners read phonic alphabet taking
turns.
READING -read at least six -speaking English -phonic Assumed knowledge-learners can see pictures.
Lesson5 phonics of the Language alphabet Methods – discussion
-alphabet alphabet -listening Infant Syllabus Introduction-recitation of ‘a farmer had ‘.
page 22 -objects Step1-facilitator explains the task and leads in
-reading phonics. Step2-learners practice .
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turns.
CONTENT ACTIVITIES
SPEAKING Learners should be -speaking English -pictures Assumed knowledge -learners are active.
ACTIONS WITH able to: Language Methods - discussion
WORDS -recite the rhyme ‘I -listening Infant (ECD – -open Introduction-recitation of ‘how are you feeling’.
Lesson1 run I run ‘ correctly Grade 2) space Step1-facilitator explains on the task.
-rhymes on Syllabus page Step2-class activity on the rhyme.
actions 20 Conclusion-recap on rhyme.
SPEAKING -describe at least -speaking English -pictures Assumed knowledge-learners come to school
Lesson2 their two duties at Language daily.
-duties at school -dramatizing Infant (ECD – Methods – demonstration
school Grade 2 ) Introduction-recitation of ‘I run I run’.
Syllabus page Step1-class activity on naming and describing
WK 20 school duties.
4 Step2-learners dramatise the duties.
SPEAKING -recite the the -speaking English -open Assumed knowledge -learners are active.
Lesson3 rhyme ‘run run run Language space Methods - discussion
-action rhyme there is fire’ -listening Infant (ECD – Introduction-recitation of ‘how are you feeling’.
Grade 2) Step1-facilitator explains on the task.
Syllabus page Step2-class activity on the rhyme.
20 Conclusion-recap on rhyme.
WRITING Learners should be -reading English -outdoor Assumed knowledge-learners have seen their
TRACING able to: Language shadows.
Lesson4 -trace along the -eye-hand Infant (ECD – -sticks Methods - discussion
-shadow provided coordination Grade 2) Introduction-pair activity on shadow chasing.
tracing perforations using Syllabus page Step1-facilitator explains activity.
a stick 23 Step2-in pairs learners trace each other’s
shadows.
Conclusion -recap.
WRITING -use writing -reading English -work cards Assumed knowledge -learners have drawn
Lesson5 instruments to Language before.
-pattern trace a pattern in -eye-hand Infant (ECD – -crayons Methods -Demonstration
tracing the process coordination Grade 2 ) Introduction-learners recite ‘pretty maid’.
enhance their eye Syllabus page Step1-facilitator illustrates the tracing task.
hand coordination 23 Step2-individually learners trace the patterns.
Conclusion-Presentation of work
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CONTENT ACTIVITIES
SPEAKING -recite the rhyme -speaking English environment Assumed knowledge - learners can name.
PEOPLE, ‘round the bobbin’ Language Methods - groupwork
ANIMALS AND -listening Infant (ECD – Introduction-learners recite ‘granny in the
OBJECTS Grade 2) kitchen’.
Lesson1 Syllabus page Step1-facilitator explains task.
-naming 20 Step2-learners practice .
rhymes Conclusion-recap on rhyme.
SPEAKING Learners should be -speaking English -chart on Assumed knowledge -learners know teachers.
PEOPLE, able to : Language occupations Methods -discussion
ANIMALS AND -name and identify -identifying Infant (ECD – Introduction -learners recite ‘march like a
OBJECTS at least two Grade 2) -pictures soilder’.
WK Lesson2 occupations on the Syllabus page Step1-learners name and identify the jobs
5 -occupations pictures 20 shown.
Step2-discussion on the jobs they do.
Conclusion-learners take turns saying what they
want to be when they grow up.
SPEAKING -role play the -roleplaying English -video clips Assumed knowledge-learners have seen a nurse.
Lesson3 identified Language Methods - discussion
-role playing occupations -describing Infant (ECD – -open Introduction -learners recite ‘a farmer had ….’.
Grade 2 ) space Step1-learners name and describe occupations.
Syllabus page Step2-learners take turns acting out various jobs.
20 Conclusion-question and answers.
WRITING -handle and use -reading English -crayons Assumed knowledge-learners have handled
Lesson 4 beginners crayon/ Language pencils.
-scribbling pencils using their -eye hand Infant (ECD – -pencils Methods - discussion
pincer coordination Grade 2) Introduction-recitation of finger play rhymes.
Syllabus page -papers/ Step1-facilitator explains the task.
23 books Step2-individual work.
Conclusion-presentation.
SPEAKING Learners should be -speaking English Environment Assumed knowledge -learners can name.
PEOPLE, able to: Language Methods - groupwork
ANIMALS AND -recite the rhyme -listening Infant (ECD – Introduction-learners recite ‘granny in the
OBJECTS ‘I’m a little tea pot’ Grade 2) kitchen’.
Lesson5 Syllabus page Step1-facilitator explains task.
-naming 20 Step2-learners practice .
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rhymes Conclusion-recap on rhyme.
CONTENT ACTIVITIES
READING -illustrate the left -reading English -work cards Assumed knowledge-learners can see clearly.
ORIENTATION to right skill during Language Methods - demonstration
Lesson1 activities such as -left to right Infant ( ECD – -crayons Introduction-recitation of ‘jonny jonny’.
-joining dots joining dots Grade 20 Step1-facilitator demonstrates task.
Syllabus page Step2-individually learners do the task as the
21 facilitator assists. Conclusion-presentation.
READING -display matching -reading English -work cards Assumed knowledge-learners can discriminate.
Lesson2 of objects from left Language -crayons Methods - discussion
-matching to right -matching Infant (ECD – -chart on Introduction -recitation of ‘pretty maid’.
Grade 2) matching Step1-facilitator illustrates the work on the
Syllabus page chalkboard.
WK 16 Step2-learners take turns matching pictures.
6 Conclusion-recap on the activity.
READING Learners should be -reading English -picture Assumed knowledge -learners can discriminate
ORIENTATION able to: Language dominoes Methods - demonstration
Lesson3 -match the -left to right Infant (ECD – Introduction-learners recite ‘If you are happy
Dominoes pictures in a -matching Grade 2) anymore ‘.
pattern from left to Syllabus page Step1-facilitator illustrates task emphasizing
right 21 skills.
Step2-learners do the task as facilitator
monitors.
Conclusion -recap on the task.
READING -use writing -reading English -work cards Assumed knowledge -learners have drawn
-pattern trace a pattern in -eye-hand Infant (ECD – -crayons Methods – demonstration
tracing the process coordination Grade 2) Introduction-learners recite ‘pretty maid’.
enhance their eye Syllabus page Step1-facilitator illustrates tracing task.
Conclusion -presentation of work.
Lesson5 -match the -reading English -picture Assumed knowledge -learners can discriminate.
-dominoes pictures in a Language dominoes Methods - demonstration
pattern from left to -left to right Infant (ECD – Introduction-learners recite ‘If you are happy
right Grade 2 ) happy ‘.
-matching Syllabus page Step1-facilitator illustrates task emphasizing
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14 skills.
Step2-learner do the task as facilitator monitors.
Conclusion -recap on the task
CONTENT ACTIVITIES
YES/ NO -play and respond -speaking English -open Assumed knowledge -learners can play games.
RESPONSES to the yes/ no Language space Methods - discussion
Lesson 1 game Infant (ECD – Introduction-recitation of ‘what is your name’.
-games Grade 2) Step1-facilitator explains the game and
Syllabus page demonstrates.
LISTENING -answer at least -speaking English -various Assumed knowledge -learners can respond.
Lesson 2 two yes/ no Language items Methods - demonstration
-answering questions correctly -listening Infant (ECD – Introduction-recitation of ‘how are you feeling’.
WK Grade 2) Step1-facilitator and a learner illustrate activity.
7 Syllabus page Step2-Oral activity in pairs.
READING -match the -reading English -picture Assumed knowledge -learners can discriminate.
ORIENTATION pictures in a Language dominoes Methods –discussion
Lesson 3 pattern from left to -left to right Infant (ECD - Introduction-learners recite ‘If you are happy
Dominoes right -matching Grade 2) happy ‘.
Syllabus page Step1-facilitator illustrates task emphasizing
18 skills.
Conclusion-recap on the task.
READING Learners should be -reading English -work cards Assumed knowledge -learners have drawn
ORIENTATION able to: Language before
Lesson 4 -use writing -eye-hand Infant (ECD – -crayons Methods - demonstration.
-pattern instruments to coordination Grade 2) Introduction-learners recite ‘pretty maid’.
tracing trace a pattern in Syllabus page Step1-facilitator illustrates tracing task.
the process 21 Step2-individually learners trace the patterns.
enhance their eye Conclusion -presentation of work.
hand coordination
Lesson 5 rhyme ‘run run run Language space Methods - demonstration
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CONTENT ACTIVITIES
SPEAKING -recite and display -listening English -open Assumed knowledge-learners can sing.
GREETINGS friendly greetings Language space Methods -discusson
Lesson 1 among themselves -displaying Infant (ECD – Introduction-recitation of the rhyme ‘mingle.’
-rhyme Grade 2) Step1-facilitator explains activity.
syllabus page Step2-class activity on practicing the ‘hallo hallo
19 goodmorning’.
Conclusion -recap on task.
SPEAKING Learners should be -greeting English -open Assumed knowledge - learners have greeted.
GREETINGS able to: Language space Methods –group work
Lesson 2 -greet formally and -listening Infant (ECD – Introduction -recitation of ‘hello hello’.
-formal respectively Grade 2) Step1 –teacher explains and demonstrates.
greetings Syllabus page Step2-class activity on greeting using
WK 19 ‘goodmorning’ and responding.
8 Conclusion -pairs present.
SPEAKING -greet formally and -greeting English -open Assumed knowledge -learners can greet.
Lesson 3 respond Language space Methods - demonstration
-formal respectively -listening Infant (ECD – Introduction -recitation of ‘hello hello’.
greetings Grade 2) -pictures Step1 -learners greet teacher.
Syllabus page Step2-class activity on greeting using
19 ‘goodafternoon’ and responding correctly.
Conclusion-learners display.
READING -read at least eight -speaking English -phonic Assumed knowledge -learners can see pictures.
PHONICS phonics of the Language alphabet Methods - demonstration
Lesson 4 alphabet -listening Infant (ECD - Introduction-recitation of ‘a farmer had ‘.
22 Step2-learners practice .
turns.
WRITING Learners should be -reading English -work cards Assumed knowledge -learners have drawn
PATTERNS able to: Language -crayons/ patterns.
Lesson 5 -draw at least -eye hand Infant (ECD – pencils Methods - discussion
-patterns three lines of coordination Grade 2) -papers Introduction -learners recite ‘Phezulu, phansi’.
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patterns from left Syllabus page Step1-facilitator explains and illustrates.
to right 23 Step2-individual work
Conclusion -recitation of a rhyme.
CONTENT ACTIVITIES
READING -name and identify -reading English -charts Assumed knowledge -learners can name objects.
NAMING at least five objects Language Methods - discussion
-picture provided Grade 2) Step1-facilitator explains task.
reading Syllabus page Step2-class activity on identifying and naming
22 objects.
READING -name and identify -reading English -charts Assumed knowledge -learners can name objects.
Lesson2 at least five Language Methods - discussion
-picture animals on the -speaking Infant (ECD – Introduction-recitation of ‘old mcdonald’.
reading charts provided Grade 2) Step1-facilitator explains task.
WK Syllabus page Step2-class activity on identifying and naming
9 21 objects.
READING Learners should be -reading MOPSE English -visual Assumed knowledge -learners can see clearly.
GAMES able to: Language memory Methods - discussion
Lesson3 -name at least -speaking Infant (ECD – game chart Introduction-learners sing ‘Siyazgqaja ngay
-visual three items on the -visual Grade 2) -charts uJesu…’.
memory chart from memory Syllabus page -pictures Step1-learners name the items shown them.
memory 21 Step2-visual memory game taking turns.
Conclusion-recap on naming.
READING -identify and name -reading MOPSE English -odd one Assumed knowledge-learners can discriminate.
Lesson4 the odd one out on Language out chart Methods - discussion
-odd one out the group of items -speaking Infant (ECD – Introduction-learners name items.
Grade 2) -various Step1-facilitator explains the activity.
Syllabus page items/ Step2-class activity on identifying and naming
21 pictures the odd ones.
Conclusion-recitation of ‘round the bobbing.’
WRITING -identify and -reading MOPSE English -work cards Assumed knowledge-learners can name items.
Lesson5 colour the odd one Language Methods - discussion
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-colour the out from the lists -colouring Infant (ECD – -crayons Introduction -recitation of ‘I’m a little tea pot’.
odd one out provided Grade 2) Step1-facilitator explains and illustrates.
Syllabus page Step2-individual work as facilitator assesses.
23 Conclusion-presentation of work and comments.
CONTENT ACTIVITIES
LISTENING Learners should be -listening MOPSE English -open Assumed knowledge-learners can sing.’
FOLLOWING able to; Language space Methods - discussion
INSTRUCTIONS -display actions -recalling Infant (ECD – Introduction- recitationof ‘bah bah black sheep’.
Lesson1 that are Grade 2) Step1 -teacher explains the activity.
-rhymes incorporated in the -displaying Syllabus page Step2-class activity on action rhyme ‘how are
rhymes 18 you feeling’. Conclusion -teacher assesses.
LISTENING -follow the guiding -listening MOPSE English -open Assumed knowledge-learners have played
Lesson2 steps to find a Language space games.
-treasure hunt treasure comprehendin Infant (ECD – Methods - discussion
g Grade 2) Introduction -brainstorming on hunting.
Syllabus page Step1-facilitator explains the task.
WK 18 Step2-class activities as learners find a treasure
10 by following instruction.
Conclusion-recap on activity.
LISTENING -display at least -listening MOPSE English -pictures Assumed knowledge - -learners can understand.
Lesson3 two given Language -various Methods - discussion
-instruction directives Infant (ECD – placed Introduction -recitation of ‘I run I run’.
-responding Grade 2) items Step1- teacher explains the activity.
Syllabus page Step2-teacher gives instruction to learners one
18 at a time.
Conclusion-question and answer.
SPEAKING Learners should be -speaking MOPSE English -pictures Assumed knowledge -learners know their
NAMES AND able to: Language names.
CONTACT -answer at least -listening Infant (ECD – -models Methods – group work
DETAILS two questions Grade 2) Introduction -recitation of ‘what is your name’.
Lesson4 about their names Syllabus page Step1-facilitator illustrates on answering
-answering and where they 19 questions.
questions stay Step2-in pairs learners ask each other name and
where they stay.
Conclusion -pairs present.
WRITING -trace around at -reading-eye MOPSE English -various Assumed knowledge -learners can name objects.
TRACING least one provided hand Language stencils Methods - demonstration
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Lesson5 stencil coordination- Infant (ECD – Introduction -learners name the pictures on the
-stencil tracing body Grade 2) -crayons stencils.
management Syllabus page Step1-facilitator explains and illustrates tracing.
23 -pencils Step2-indvidual tracing task.
Conclusion-presentation of work.
CONTENT ACTIVITIES
READING Learners should be -reading MOPSE English -work cards Assued knowledge -learners can see clearly.
ORIENTATION able to: Language Methods - demonstration
Lesson1 -illustrate the left -left to right Infant (ECD – -crayons Introduction -recitation of ‘jonny jonny’.
-joining dots to right skill during Grade 2) Step1-facilitator demonstrates task.
activities such as Syllabus page Step2-individually learners do the task as the
joining dots 21 facilitator assists.
Conclusion –presentation.
READING -display matching -reading MOPSE English -work cards Assumed knowledge -learners can discriminate.
Lesson2 of objects from left Language Methods – group work, demonstration.
-matching to right -matching Infant (ECD – -crayons Introduction-recitation of ‘pretty maid’.
WK Grade 2) Step1-facilitator illustrates the work on the
11 Syllabus page -chart on chalkboard.
21 matching Step2-learners take turns matching pictures.
Conclusion-recap on the activity.
READING -match the -reading MOPSE English -picture Assumed knowledge -learrners can discriminate.
Lesson3 pictures in a Language dominoes Methods - demonstration
Dominoes pattern from left to -left to right Infant (ECD – Introduction-learners recite ‘If you are happy
right Grade 2) happy ‘.
-matching Syllabus page Step1-facilitator illustrates task emphasizing
21 skills.
Conclusion-recap on the task.
READING Learners should be -reading MOPSE English -photos Assumed knowledge -learners can see.
PHOTOGRAPH able to: Language Introduction -recitation of ‘do you know’.
S AND NAME -read their -visual Infant (ECD – -open Methods - demonstration
TAGS photographs and memory Grade 2) space Step1-facilitator explains,demonstrates task.
Lesson4 those picked at Syllabus page Step2-class activity taking turns.
-picture random 21 Conclusion-recap on task .
reading
READING -identify own -reading MOPSE English -photos Assumed knowledge -learners can identify their
Lesson5 photo from the list Language photos.
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-identify own -speaking Infant (ECD – -open Methods – demonstration
photos Grade 2) space Introduction -recap on the previous lesson.
Syllabus page Step1-faciliator illustrates activity
21 Step2-learners take turns identifying their own
photos.
Conclusion-recap .
CONTENT ACTIVITIES
LISTENING -play and respond -speaking English -open Assumed knowledge-learners can play games.
YES/ NO to the yes/ no Language space Methods -demonstration
QUESTIONS game. Infant (ECD – Introduction-recitation of ‘what is your name’.
Lesson1 -recite properly. Grade 2) Step1-facilitator explains the game and
-games Syllabus page demonstrates.
LISTENING -answer at least -speaking English -various Assumed knowledge-learners can respond.
Lesson2 two yes/ no Language items Methods –demonstration
-answering questions -listening Infant (ECD – Introduction-recitation of ‘how are you feeling’.
correctly. Grade 2) Step1-facilitator and a learner illustrate activity.
-recite properly. Syllabus page Step2-oral activity in pairs.
READING Learners should be -reading English -straws Assumed knowledge-learners have seen
WK PATTERNS able to: Language patterns.
12 Lesson3 -construct patterns -left to right Infant (ECD – -sticks Methods - demonstration
-straw using at least five Grade 2 ) Introduction-recitation of ‘cobbler cobbler
patterns straws/ stalls/ Syllabus page -barrels mend my shoe…
sticks. 23 Step1-facilitator illustrates the task.
-recite properly. -open Step2-individually learners construct patterns
space using media.
Conclusion-facilitator comments.
WRITING -draw at least two -left to right English -crayons Assumed knowledge -learners have used
Lesson4 up down patterns Language crayons.
-writing from left to right in -eye hand Infant (ECD – -pencils Methods - demonstration
patterns their books. coordination Grade 2) Introduction-recitation of ‘rain rain’.
-recite properly . Syllabus page -books/ Step1-facilitator explains and demonstrates
23 papers pattern.
Step2-individually learners draw patterns.
READING -name and identify -reading English -charts Assumed knowledge-learners can name objects.
PAGE 15
NAMING at least five objects Language Methods – discussion
-picture provided. Grade 2 ) Step1-facilitator explains task.
reading -answer questions. Syllabus page Step2-class activity on identifying and naming
21 objects.
SPEAKING Learners should be -speaking English -charts Assumed knowledge-learners have likes.
LIKES AND able to: Language Methods – demonstration
DISLIKES -say at least one Infant (ECD- -various Introduction -brainstorming on like.
Lesson1 thing they like in Grade 2) items Step1-learners say out their likes.
-personal likes functional English. Syllabus page Step2-facilitator illustrates the functional English
19 and learners use it to say their likes taking turns.
SPEAKING -say at least one -speaking English -charts Assumed knowledge -learners have dislikes.
Lesson2 thing they dislike in Language Methods – discussion
-personal functional English. Infant (ECD- -various Introduction -brainstorming on dislikes.
dislikes -recite on L2 Grade 2 ) items Step1-learners say out their dislikes.
ehymes . Syllabus page Step2-facilitator illustrates the functional English
19 and learners use it to say their dislikes taking
turns.
Conclusion-recitation on L2 rhymes they have
mastered as a class.
WK
SPEAKING Learners should be -speaking English -chart on Assumed knowledge-learners know their likes.
13
LIKES AND able to : Language fruits Methods - demonstration
DISLIKES -draw at least one -listening Infant (ECD – Introduction-recitation of ‘what do you like’.
Lesson3 fruit they like. Grade 2) -actual Step1-learners take turns saying their favourite
-drawing -drawing Syllabus page fruits fruits.
favourite fruits 19 Step2-individually learners draw their favourite
-video fruits.
player Conclusion-presentation.
READING -read at least four -speaking English -phonic Assumed knowledge -learners can see pictures.
PHONICS phonics of the Language alphabet Methods – discussion
Lesson4 alphabet -listening Infant (ECD – Introduction-recitation of ‘a farmer had ‘.
22 Step2-learners practice
turns.
PAGE 16
READING -read at least six -speaking English -phonic Assumed knowledge-learners can see pictures.
Lesson5 phonics of the Language alphabet Methods – discussion
-alphabet alphabet -listening Infant Syllabus Introduction-recitation of ‘a farmer had ‘.
page 22 -objects Step1-facilitator explains the task and leads in
-reading phonics. Step2-learners practice .
turns.
CONTENT ACTIVITIES
SPEAKING Learners should be -speaking English -pictures Assumed knowledge -learners are active.
ACTIONS WITH able to: Language Methods - discussion
WORDS -recite the rhyme ‘I -listening Infant (ECD – -open Introduction-recitation of ‘how are you feeling’.
Lesson1 run I run ‘ correctly Grade 2) space Step1-facilitator explains on the task.
-rhymes on Syllabus page Step2-class activity on the rhyme.
actions 20 Conclusion-recap on rhyme.
SPEAKING -describe at least -speaking English -pictures Assumed knowledge-learners come to school
Lesson2 their two duties at Language daily.
-duties at school -dramatizing Infant (ECD – Methods – demonstration
school Grade 2 ) Introduction-recitation of ‘I run I run’.
Syllabus page Step1-class activity on naming and describing
WK 20 school duties.
14 Step2-learners dramatise the duties.
Lesson3 rhyme ‘run run run Language space Methods - discussion
WRITING Learners should be -reading English -outdoor Assumed knowledge-learners have seen their
TRACING able to: Language shadows.
Lesson4 -trace along the -eye-hand Infant (ECD – -sticks Methods - discussion
-shadow provided coordination Grade 2) Introduction-pair activity on shadow chasing.
tracing perforations using Syllabus page Step1-facilitator explains activity.
a stick 23 Step2-in pairs learners trace each other’s
shadows.
Conclusion -recap.
WRITING -use writing -reading English -work cards Assumed knowledge -learners have drawn
PAGE 17
-pattern trace a pattern in -eye-hand Infant (ECD – -crayons Methods -Demonstration
tracing the process coordination Grade 2 ) Introduction-learners recite ‘pretty maid’.
enhance their eye Syllabus page Step1-facilitator illustrates the tracing task.
Conclusion-Presentation of work
PAGE 18
INDIGENOUS LANGUAGES: ISINDEBELE
Izihloko
-Inganekwane,izindaba lendatshana
-Izingoma lenganekwane
-Ingxoxo
-Imifanekiso
-Ukufundela ukubhala
-Imibuzo lempendulo
-Imidlalo
Injongo
Abafundi kumele benelise :
- ukulalela, ukukhuluma, ukubala lokubhala kanye lokubona, ukubamba lokuyenza izifundo ezitshiyeneyo.
-Ukuxoxa labanye ngendlela ephakemeyo mayelana lokuyabe kuenzakala ngezikhathi ezithile.
PAGE 19
IVIKI IZIHLOKO/ INJONGO ULWAZI UMTHAPHO IZINCEDISO UKUQHUTSHWA KWEZIFUNDO IMPUMELA
IZIFUNDO
UKULALELA Ekupheleni -ukulalela Indigenous -imifanekiso Okucatshangelwayo-abafundi bayazi inganekwane.
Izindaba, kwesifuno abafundi Language IsingenisoAbafundi bayahlabela, “Zanlana zami …”
indatshana kumele benelise -ukukhuluma Infant Ibanga 1-Umbalisi uyetha inganekwane abafuni
lenganekwane uku: -lalela Syllabus belalele.
ISIFUNDO 1 inganekwane pg19 Ibanga 2-Abafuni bayatsho abakuzwileyo.
-inganekwane lokuphisela/kuphind Isiphetho-Abafudi bayaphendula imibuo zo.
a ukuyixoxa.
UKUKHULUMA -ukuxoxa indaba -ukukhuluma Indigenous -imifanekiso Okucatshangelwayo-Abantwana bayenelisa
Isifundo 2 esigabeni sabo. Language ukukhuluma.
1 -Indaba Infant -amapikitsha Isingeniso-Abafundi bayatsho lapho abahlala khona
ezikhona Syllabus pg Ibanga 1-Umbalisi uyaxoxela abafundi ngalapho
esigabeni. 22 avela khona.
Ibanga 2-Abafundi baxoxa izindaba ngalapho
abavela khona ngamunye ngamunye.
Isiphetho-Abafundi bayahlabela ingoma edumileyo.
UKUBHALA -Ukubhala -ukubhala Indigenous -mapepa OKUCATSHANGELWAYO-Abafundi bayake babhale
-Ukubhala imifanekiso Language Isingeniso-Abafundi bayatsho abayake bakubone
Imifanekiso ehambelana Infant -zvinyoreso Ibanga 1-Ubalisi uyachasisa ngodaba lwemifnekiso.
lendaba Syllabus Ibanga 2-Abaffundi bayatsho labo abakubonayo
pg25 emifanekisweni
Ibanga 3-abafuni bayabhala amaphetheni
Isiphetho: Abafundi bayabuza imibuzo ngalokho
abangakuzwisisanga.
UKUKHULUMA Ekupheleni -ukukhuluma Indigenous -imifanekiso OKUCATSHANGELWAYO-Abafundi bayazazi
ISIFUNDO 1 kwesifundo -ukulalela Language inganekwane Isingeniso-Abafundi bayayetha
-Indaba abafundi kumele Infant inkondlo, ‘Ubaba lenqola …”
abazizwe benelie uku: Syllabus pg Ibanga 1-Abafundi bayaxoxa ngalokho abakuwileyo
ezinkonzweni -ukutsho 22 ezinkonzweni ezitshiyeneyo
abakuzwileyo Ibanga 2-Abafundi bayaphendula imibuzo.
2 ezinkonzweni. Isiphetho-Abafundi bayahlabela ingoma eyodwa.
PAGE 20
UKUKHULUMA -ukuxoxa indaba -ukukhuluma Indigenous -imifanekiso Okucatshangelwayo-Abafundi bayenelisa
Isifundo 2 ezihambelana Language ukukhuluma Isingeniso-Umbalisi uyabaxoxela
-Indaba lokwenzakalayo -ukulalela Infant okuyinatshana Ibanga 1-Abafuni bayantshintshana
abazizwayo lezinsuku. Syllabus pg ukuxoxa ngendaba ezzenzakalayo esigabeni.
23 Ibanga 2-Abafundi bayaphendula imibuzo
Isiphetho-Umfundi oxoxe kuhle uyaphinda njalo
indaba yakhe.
UKUKHULUMA -ukuxoxa -ukukhuluma Indigenous -Imifanekiso OKUCATSHANGELWAYO-Abafundi bayazi
Isifundo 3 ingankwane kuhle Language inganekwane
-inganekwane Infant Isingeniso-Abafundi bayahlabela, “Ubabomkhulu
Syllabus pg wavukkseni …”
23 Ibanga 1-Abafundi bayetha inganekwane.
Ibanga 2-Abafuni bayaphendula imibuzo.
Isiphetho-Umfundi oyedwa oyethe kuhle
inganekwane yakhe uyaphinda ukuyetha.
2 UKUKHULUMA Ekupheleni -ukubala Indigenous -imifanekiso Okucatshangelwayo-Abafundi bayenelisa ukubona
-Indaba, kwesifundo Language Isigeniso-Abafundi bayatsho loba yini abakubonayo
inganekwane abafundi kumele -ukukhuluma Infant -amatshathi ematshathini
lezitoli benelise uku – Syllabus pg Ibanga 1-Umbalisi uyachasisa isifundo
Isifundo 4 Ukuxoxa izindaba 23 -‘laptop’ Ibanga 2-Abafundi bayabala imifanekiso
-Ukubala besebenzisa Isiphetho-Abafundi bayaphendula imibuzo.
imifanekiso imifanekiso
UKUBHALA -ukubhala -ukubhala Indigenous -amaphepha Okucatshangelwayo-Abafundi bayenelisa ukubamba
Isifundo 5 lokubamba ipenseli Language ipenseli
ngendlela -ukulalela Infant -ipenseli Isingeniso-Abafundi bayayenza inkondlo, “Zandlana
-ukufunda eqondileyo Syllabus pg zami …”
ngokubhala 25 Ibanga 1-Umbalisi uyatshengisa indlela yokubamba
ipenseli echasisa njalo
Ibanga 2-Abafundi bayabhala emaphepheni bebambe
kuhle amapenseli abo
Isiphetho-Abafundi bayatshengisa imisebenzi yabo.
UKULALELA Ekupheleni -ukulalela Indigenous -iwailesi Okucatshangelwayo-abafundi bayenelisa ukuhlabela.
INGOMA kwesiundo Language Isingeniso-Abafundi bayahlabela loba yiphi ingoma
LEKONDLO abafundi kumele -ukukhuluma Infant -imifanekiso Ibanga 1-Umbalisi uyahlabla igoma abafundi
Isifundo 1 benelise uku Syllabus pg belandela
-Ukuhlabela -hlabela ingoma, 20 Ibanga 2-Abafundi bayahlaela ingoma Isiphetho-
3
ingoma “Vumelani Abafundi abahlabele kahle bayaphinda ukuhlabela
abantwana…” ingoma abayenze kuhle.
UKULALELA -ukwenza inkondlo, -ukulalela Indigenous -iwailesi Okucatshangelwayo-Abafundi byazi inkondlo
PAGE 21
Isifundo 2 ‘Inyon’ezihlanu’ Language Isingeniso-Abafundi baqamba inkondlo abafuna
-inkondlo -ukulalela Infant ukuyenza
Syllabus pg Ibanga 1-Abafundi bayenza inkondlo ngoncedo
20 lombalisi
Ibanga 2-Abafundi bayenza bodwa inkondlo
Isiphetho-Abafundi ababili bayenza inkodlo phambi
kwabanye
UKULALELA -Ukuhlabela -ukulalela Indigenous -imifanekiso Okucatshangelwayo-Abafundi bayahlabela
Isifundo 3 ingoma, ‘Zihlobo Language Isingeniso-Abafundi bayahlabela ingoma Ibanga 1-
-Ukuhlabela zami …’ -ukuhlabela Infant Umbalisi uyahlabela ingoma abafundi belandela
ingoma, “Zihlob Syllabus pg Ibanga 2-Abafundi bayafundela ukuhlabela ingoma
zami …” 19 Isiphetho-Abafundi bayaphinda ukuhlabela ingoma
UKUKHULUMA Ekupheleni -ukukhuluma Indigenous -mifananidzo Okucatshangelwayo-abafundi bayabona
3 UKUCHASISA kwesifundo Languages Isingeniso-Abafundi bayahlabela loba ngesikhiwa
IMIFANEKISO abafundi kumele -ukulalela Infant Ibanga 1- Umbalisi uyachasisa isifundo
ISIFUNDO 4 benelise uku- Syllabus pg Banga 2-Abafundo ayaqamba okusemifanekisweni
-Ukuqamba qamba amabizo 21 Isiphetho-Abafundi bayadlala umdlalo, ‘dudu muduli
amabizo amathathu katsha…’
emifanekisweni
UKUBHALA -ukudweba -ukubhala Indigenous -amaphepha Okucatshangelwayo-Abafundi bake babhala
UKWENELISA imifanekiso Language Isingeniso-Abafundi bayabhala emoyeni
UKUBHALA ehambelana Infant -amapenseli Ibanga 1-Umbalisi uyachasisa umsebenzi
ISIFUNDO 5 lendaba Syllabus pg Ibanga 2-Abafundi bayabhala umsebenzi Isiphetho-
-ukudweba 25 Bayaphendula imibuzo
imifanekiso
UKUKHULUMA Ekupheleni -ukukhuluma Indigenous -imifanekiso Okucatshangelwayo-Abafundi balezinto
INGXOXO kwesifuno Language abazithandayo
Isifundo 1 abafundi kumele -ukulalela Infant Isingeniso-Abafundi bayahlabela ingoma
-Engikuthandayo benelise uku Syllabus pg abayithanayo
-ukuxoxa ngababili 22 Ibanga 1-Umbalisiuyachasisa isifundo
ngalokho Ibanga 2-Abafundi bayaxoxa ngababili izinto
abakuthandayo abazithandayo umbalisi ebhoda elalelakanye
4 kumbe abathanda lokuncedisa
ukukwenza Isiphetho-Abafundi abathile abafunayo bayahamba
phambi kwabanye besebeqalisa ukuxoxa
UKUKHULUMA -ukwenza ingxoxo -ukukhuluma Indigenous -imifanekiso Okucatshangelwayo-Abafundi balezinto abazithanayo
ISIFUNDO 2 bekhuluma Language Isingeniso-Abafundi bayahlabela, ‘Uthanda bani …’
-Engikuthandayo ngalokho -ukulalela Infant Ibanga 1-Umbalisi uyabatshela lokho okumele
abakuthandayo Syllabus pg bakwenze abeseyenza umzekeliso exoxa lomunye
PAGE 22
kumbe abathanda 21 wabafundi Ibanga 2-Abafundi bayaxoxa ngalokho
ukukwenza abakuthandayo ngababili umbalisi ebhoda
ebancedisa
Ibanga 3-Abafundi abayenze kahle bayayenza
phambi kwabanye
Isiphetho – Abafundi bayahlabela ingoma
abayithandayo
IVIKI IZIHLOKO INJONGO ULWAZI UMTHAPHO IZINCEDISO UKUQHUTSHWA KWEZIFUNDO IMPUMELA
LEZIFUNDO
UKUKHULUMA Ekupheleni -ukukhuluma Indigenous -imifanekiso Okucatshangelwayo-Abafundi bayenelisa ukusebenza
INGXOXO kwesifundo Language Isingeniso-Abafudi bayaphatha izikhali zokusebenza
Isifudo 3 abafundi kumele -ukulalela Infant besebehlabela,’Siyaqala siyaqalaumsebenzi…’ Ibanga
-Imisebenzi benelise uku Syllabus pg 1-Umbalisi uyahasisa isifundo
engithanda -tsho imisebenzi 21 Ibanga 2-Abafundi bayaxoxa umbalisi ebancedisa
ukuyiyenza abathanda Isiphetho-Abafundi bayahlabela ingoma abake
ukuyiyenza ekhaya bayihlabela
4 Ukulalela -khuluma -ukukhuluma Indigenous -imifanekiso Okucatshangelwayo-Abafundi bayezwa

Idaba,izitoli abakuzwileyo Language Isingeniso-Abafundi bayayenza inkondlo,’Mehlo
lenganekwane endabeni exoxwe -ukulalela Infant bona, mlomo khuluma…’
Isifundo 4 ngumbalisi Syllabus pg Ibanga 1-Umbalisiuxoxa indaba ngalokho
-Ukulalela 19 akuthandayo
indaba Ibanga 2-Abafundi bayaphinda ukuxoxa indaba
abayizwileyo
Isiphetho-Abafundi bayaphendula imibuzo.
UKUBHALA -ukubhala -ukubhala Indigenous -imifanekiso Okucatshangelwayo-Abafundi bake babamba
ISIFUNDO 5 amaphetheni languages amapenseli
-Ukubhala belungisela -ukulungisela Syllabus pg -amapenseli Isingeniso-Abafundi bayahlabela, ‘Zandlana zam’
amaphetheni amaphetheni ayabe 25 Ibanga 1- Umbalisi uyabhala emdulini etshengia
ebhalwa emdulini -ukbamba -amabhuku lokuchasisa ngokubhala amaphetheni
ngumbalisi ipenseli Ibanga 2-Abafundi bayabhala umsebenzi umbalisi
-ukubamba ekhangela lkuncedisa
impenseli ngendlela Isiphetho-Abafundi bayatshengisana imisebenzi
eqondileyo yabo
UKUBALA -faka imifanekiso -ukubala Indigenous -amadhomino Okucatshangelwayo-Abafundi bayake beyenze
IMIFFANEKISO kusiya -ukukhuluma languages imidlalo etshiyeneyo
ISIFUNDO 1 ngokulandelana Syllabus pg -imifanekiso Isingeniso-Abafundi bayahlabela, ‘Siyazgqaja ngaye…’
-Umdlalo kwawo besuka 24 Ibanga 1-Umbalisi uyatshela abafuni ngomdlalo
esandleni senxele wamadomino
PAGE 23
5 besiya kwesokudla Ibanga 2-Abafundi bayayenza umsebenzi umbalisi
ebhoda encedisa
Isiphetho-Abafundi bayatsho abakufundileyo
esifundweni

LEZIFUNDO
UKUBALA Ekupheleni -ukubala Indigenous -imifanekiso Okucatshangelwayo-Abafundi bayabona Isingeniso-
IMIFANEKISO kwesifundo languages Abafundi bayahlabela ingoma
ISIFUNDO 2 abafundi kumele -ukulalela Syllabus pg -ibhuku Ibanga 1-Abafuni ngamunye bayaxoxa indaba
-umdlalo benelise uku 24 elilemifanekiso ehambelana lemifanekiso
-beka imifanekiso -ukukhuluma Ibanga 2-Abafundi bayalungisa imifanekiso kuhle
kuhambelana Isiphetho-Abafundi bayaphendula imibuzo
lendaba yakhona
5 UKULALELA -Ukwenza inkondlo, -ukulalela Indigenous -ilaptop Okucatshangelwayo-Abafundi bayake bazwe
ISIFUNDO 3 ‘Thoko,Thoko -ukulalela Language inkondlo
-Ikondlo vuka…’ Infant Isingeniso-Umbalisi uyachasisa okutshiw yinkondlo
Syllabus peji Ibanga 1-Umbalisi uyafundisa abafundi inkondlo
20 Ibanga 2-Abafundi bayenza inkonlo bodwa
Isiphetho-Abafundi bayatsho abakuzwileyo
enkondlweni le
UKUBALA Ekupheleni -ukubala Indigenous -umdulu Okucatshangelwayo-Abafundi bayenelisa ukubala
IMIFANEKISO kwesifundo Language Isingeniso-Abafundi bayatsho amabizo emifanekiso
ISIFUNDO 4 abafundi kumele Infant -imifanekiso Ibanga 1-Umbalisi uyatshengisa abafundi okumele
-Ukuqesa imizila benelise uku: Syllabus pg bakwenze
-qedisa imizila 24 Ibanga 2-Abafundi bayena umsebenzi osemdulini
ngemifanekiso Isiphetho-Abafundi ssebephinda ukwenza
eyabe itshiyiwe abakubhalileyo
emzileni othile
UKUBHALA -gcwalisa emizileni -ukubala Indigenous -amakhadi Okucatshangelwayo-Abafundi bayabona
ISIFUNDO 5 besebenzisa Language awemifanekiso Isingeniso-Bayahlabela ingoma
-ukugwalisa umfanekiso -ukubhala Infant Ibanga 1-Umbalisiuyahasisa isifundo
umzila oqondileyo Syllabus pg -amaphepha Ibanga 2-Abafundi bayayenza umsebenzi umbalisi
25 ebancedisa
-amapenseli Isiphetho-Abafundi bayahlabela ingoma
abayithandayo
PAGE 24
UKUBALA Ekupheleni -ukubala Indigenous -Imifanekiso Okucatshangelwayo-Abafundi bayabona Isingeniso-
IMIFANEKISO kwesifundo Language etshiyeneyo Abafundi bayayenza u, ‘Fanana fanana
6 ISIFUNDO 1 abafundi umele Infant Ibanga 1-Umbalisi uyachasisa indlela yokufananisa
-Ukukhetha benelise uku Syllabus pg Ibanga 2-Abafundi bayenza umsebenzi umbalisi
okufananayo -fananisa 24 ebhoda ekhangela lokuncedisa
imifanekiso laleyo Isiphetho-Abafundi bayatshengisa imisebenzi yabo.
ekhona

LEZIFUNDO
UKHULUMA -tshengisela -ukukhuluma Indigenous -imifanekiso Okucatshangelwayo-Abafundi bayabona
Isifundo 2 lokulungisela Language Isingeniso-Abafundi bayenza,’Nxa ngingenze nje …’
-ukulungisela abakubonileyo -ukulungisela Infant Ibanga 1-Abafundi bayalungisela abakubibonile
iimifinekiso Syllabus pg ngabathathu
21 Ibanga 2-Abafundi bayatshengisela abakubonileyo
lemifanekiso yabo
Isiphetho-Abafundi bayahlabela igoma abayifunayo
UKUBALA Ekupheleni -ukulalela Indigenous -mifananidzo Okucatshangelwayo-Abafundi bayazi imifanekiso
IMIFANEKISO kwesifundo Language Isingeniso-Abafundi bayahlabela ingma , ‘Khethile
ISIUFUNDO 3 abafundi kumele -ukubala Infant lo…’
6 -Ukuqamba benelise uku: Syllabus pg Ibanga 1-Umbalisi uyachasisa isifundo sokuqamba
imifanekiso -qamba umfanekiso 17 imifanekiso edojiweyo
oyabe udojiwe Ibanga 2-Abafundi bayayenza benikana amathuba
phakathi Isiphetho-Abafundi bayaqamba amabizo emifanekiso
kwencwadi abayitholileyo belandelana
UKUBALA -ukwazi -ukubala Indigenous -Itshathi Okucatshangelwayo-Abafundi bayazazi izinto
ISISFUNDO 4 okungekhoyo Language elilemifanekiso Isingeniso-Abafundi bayaqamba abakubonayo
-Yikuphi emifanekisweni Infant etshiyeneyo ekilasini
okungekhoyo? Syllabus pg Ibanga 1-Umbalisi uyabachasisela abafundi okumele
24 bakwenze, ukugcwalisela okungekhoyo
emfanekisweni
Ibanga 2-Abafundi bayaqamba okungkhoyo
emifanekisweni abayiphiweyo
Isiphetho-Abafundi bayenza inkondla,
“Ngahamb’esbhedlela”…
UKUBHALA -bhala -ukubhala Indigenous -imifanekiso Okucatshangelwayo-Abafundi bayake bebambe
ISIFUNDO 5 amaphetheni -ukulungisela languages amapenseli
-ukubhala belungisela -ukubamba Syllabus pg -amapenseli Isingeniso-Abafundi bayadlala umdlalo omfitshane,
aaphetheni abakuphiwe ipenseli 25 “Senxele, Senxele”
PAGE 25
ngumbalisi -amaphepha/ Ibanga 1 Umbalisi uyachasisela abafundi ngokubhala
-ukubamba amabhuku amaphetheni usuka eesandleni senxele usiya
amapenseli kwesokudla
ngendlela Ibanga 2-Abafundi bayabhala amaphetheni
eqondileyo emabhukwini kumbe emaphepheni umbalisi ebhoda
ekhangela lokuncedisa
Isiphetho-Abafundi bayatshengisana umsebenzi
wabo.
UKUKHULUMA -qamba lokuchasisa -ukukhuluma Indigenous -imifanekiso Okucatshangelwayo-Abafundi bayake baye
IMIDLALO izenzoezimbili languages emasimini Isingeniso-Abafundi bayenza inkondlo,
ISIFUNDO 1 abazibonayo -ukubala Syllabus pg ‘Ubaba lenqola…’ Ibanga 1-Abafundi bayatsho
-ukusebenza emifanekisweni 21 lokuchasisa abakubonayo Ibanga 2-Umbalisi
ndawonye -ukulalela uyachasisa ngokusebenza ndawonye
Isiphetho-Abafundi bayahlabela ingoma, ‘Siyaqala
siyaqala umsebenzi…’
UKUKHULUMA Ekupheleni -ukukhuluma Indigenous -imifanekiso Okucatshangelwayo-Abafundi bayazi imidlalo
IMIDLALO kwesifundo languages Isingeniso-Abafundi bayadlala umdlalo omfitshane
ISIFUNDO 2 abafundi kumele -ukukhetha Syllabus pg wokuvala amehlo beqamba ulutho oluthile
-Ukukhetha benelise uku 21 Ibanga 1-Umbalisi uyamisa abafundi ngabahlanu
-khetha imidlalo -ukulalela abesebakhethisa umdlalo abayabe bewufuna
abayithandayo Ibanga 2-Umbalisi uyahasisa umdlalo ngexuku
phakathi ngexuku abayabe bewukhethile babe sebedlala
kwemihlanu yena ebhoda ebancedisa Isiphetho-ixuku labafundi
abayabe beyiphiwe eliqhube kuhle umdlalo walo liyadlala abanye
7
- bebukele
UKUBHALA -bhala abakufunayo -ukukhuluma Indigenous -imifanekiso Okucatshangelwayo-Abafundi balezinto
ISIFUNDO 3 emaphepheni languages Syll abazithandayo Isingeniso-abafundi bayahlabela,
-ukubhala -ukubala pg 18 ‘uJesu uthanda bonke abantu’ Ibanga 1-Abafundi
bayaqamba izinto abazithandayo Ibanga 2-Abafundi
-ukulalela bayabhala lokudweba abakufunayo Ibanga 3-vadzidzi
Abafundi ababhale kuhle lokudweba kuhla
-ukubhala bayabhoa betshengisa abanye Isiphetho-Abafundi
bayaphinda ingoma, ‘uJesu uyabathandabonke
abantu’
UKUKHULUMA -phindda -ukulalela Indigenous -imifanekiso Okucatshangelwayo-Abafundi bayakwazi ukulalela
INDABA IZITOLI inganekwane languages Isingeniso-Abafundi bayahlabela ingoma, ‘Siyazgqaja
LENGANEKWAN abayizwileyo -ukuzwisisa Syllabus pg ngaye uJesu’ Ibanga 1-Umbalisiuyetha inganewane
E -phendula iibuzo 19 abafundi belalele Ibanga 2-Abafundi bayaphinda
ISIFUNDO 4 vela -ukuphinda inganekwane Ibanga Isiphetho-Abafundi bayahlabela
PAGE 26
-INGANEKWANE enganekwaneni ingoma yenganekwane abayaziyo
UKULALELA -ukuxoxa -ukukhuluma Indigenous -imifanekiso Okucatshangelwayo-Abafundi bayazi inganekwane

ISIFUNDO 5 inganekwane languages Isingeniso-Abafundi bayahlabela ingoma
-Inganekwane bekhuluma -ukuzwisisa Syllabus pg yenganekwane Ibanga 1-Abafundi bayetha
okuzwakalayo 19 inganekwane benikana amathuba Ibanga 2-Abafundi
-ukuphendula -ukuphinda bayaphinda inganekwane abayithandileyo Isiphetho-
imibu ehambelana Abafundi bayaphendula imibuzo
lenganekwane
IVIKI IZIHLOKO INJONGO ULWAZI UMTHAPHO IZINCEDISO UKUQHUTSWA KWEZIFUNDO IMPUMELA
LEZIFUNDO
UKUKHULUMA Ekupheleni -ukulalela Indigenous -imifanekiso Okucatshangelwayo-Abafundi balezitho zomzimba
IZITHO kwesifundo languages Isingeniso- Abafundi bayahlabela ingoma, ‘Zndlana
ZOMZIMBA abafundi kumele -ukukhuluma Syllabus pg zam…’
ISIFUNDO 1 benelise uku: 21 Ibanga 1-Umbalisi uyaxoxa labantwana ngezitho
-UKUHLABELA -ukuhlabela ingoma -ukuhlabela zomzimba beziqamba
ezimbili Ibanga 2-Abafundi bayahlabela ingoma, Khanda,
ezimayelana lezitho mahlombe …’, bencediswa ngumbalisi
zomzimba Isiphetho-Abafuni bayaqamba izitho zomzimba
-qamba izitho ezisetshathini.
zemizimba yabo
UKUKHULUMA -qamba imisebenzi -ukukhuluma Indigenous -imifanekiso Okucatshangelwayo-Abafundi bayazi izitho
8 ISIFUNDO 2 yezitho zomzimba languages zemizimba yabo
-Imisebenzi engaba mihlanu Syllabus pg Isingeniso-Abafundi bayayenza inkondlo, ‘Izitho
yezitho 21 zomzimba’
zomzimba Ibanga 1-Abafundi bayaqamba izitho zomzimba
Ibanga 2-Abafundi bayaqamba izitho lemisebenzi
yazo
Isiphetho-Abafundi bayahlabela ingoma, ‘Lapha
kwami kuyahlaba…’
UKUKHULUMA Ekupheleni -ukukhuluma Indigenous -imifanekiso Okucatshangelwayo-Abafundi bayazazi izitho
IZITHO kwesifundo languages zemzimba Isingeniso-Abafundi bayahlabela ingoma,
ZOMZIMBA abafundi kumele -ukulalela Syllabus pg ‘Siyazgqaja ngaye uJesu…’
ISIFUNDO 3 benelise uku; 21 Ibanga 1-Umbalisi uyahasisa indlela yokubala
-ukubala -bala imifanekiso imifanekiso
imifanekiso yezitho zemzimba Ibanga 2-Abafundi bayabala imifanekiso Isiphetho-
Umbalisi uyaqamba umfanekiso othile,abafundi
besebe phakamisa umfanekiso oqanjiweyo njalo
Ukukhuluma -gcwalisa izitho -ukukhuluma Indigenous -imifanekiso Okucatshangelwayo-Abafundi bayazi ukuthi izitho
PAGE 27
Isifundo 4 zemifanekiso languages zemizimba yabo zinjani Isingeniso-Abafundi
-Ukugcwalisa ngengxenye eyabe Syllabus pg bayahlabela ingoma,’Phelelisa akuphelelanga’
imifanekiso ingekho 21 Ibanga 1-Umbalisi uyayethula ukuba isifundo
sizaqhuba njani ngokugcwalisa
okungekhoyo/okungaphelelanga
Ibanga 2-Abafundi bayagwalisa okungekhoyo
emfanekisweni bebhala emabhukwini
Isiphetho-Abafundi abayenze kahle bayabhoda
betshengisa abanye imsebenzi yabo
IVIKI IIHLOKO INJONGO ULWAZI UMTHAPHO IZINCEDISO UKUQHUTSWA KWEZIFUNDO IMIPUMELA
LEZIFUNDO
UKUBHALA Ekupheleni -ukubhala Indigenous -imifanekiso Okucatshangelwayo-Abafundi bayake bebambe
ISIFUNDO 5 kwesifundo languages amapenseli
-Ukubhala abafundi kumele -ukulungisela Syllabus pg -amapenseli Isingeniso-Abafundi bayabhala emoyeni
amaphetheni benelise uku: 25 Ibanga 1-Umbalisi uyachasisa umsebenzi wokubhala
-bhala -ukubamba amaphepha/ amaphetheni
amaphetheni ipenseli amabhuku Ibanga 2-Abafundi bayabhala omunye lomunye
amathathu esendaweni yakhe benediswa ngumbalisi
atshiyeneyo Isiphetho-Abafundi bayatshengisela umsebenzi
-bamba amapenseli
kuhle
UKUKHLUMA -hlabela ingoma -ukukhuluma Indigenous -imifanekiso Okucatshangelwayo-Abafundi bahlala labanyeabantu
Mina,Imuli eyodwa emayelana languages ekhaya
labanye lemuli -ukuqamba Syllabus pg -amapenseli Isingeniso-Abafundi bayahlabela, ‘Minalemuli yami…’
ISIFUNDO 1 -ukuhlabela Kanye 21 lamakhirayoni Ibanga 1-Umbalisi uyakhokhela abafundi ukuhlabela
-Imuli yethu lokutshengisela - ingoma, ‘Bahlanu emulini yangakithi…’
okutshiwo yingoma ukutshengisel -amaphepha Ibanga 2- Abafundi bayahlabela sebebodwa
a Ibanga 3-Abafundi bayadweba abantu abahlala labo
9 Isiphetho-Abafundi bayaqamba abantu abahlala
labo.
UKUKHULUMA Ekupheleni -ukuhlabela Indigenous -imifanekiso Okucatshangelwayo-Inengi labafundi liyake
UKWAZISANA kwesifundo languages libingelele
Isifundo 2 abafundi kumele -ukukhuluma Syllabus pg -phendle Isingeniso-Abafundi bayahlabela ingoma,’Ngathi
-Ukubingelelana benelise uku: kuhle 21 ngiyazhambela ngahlangana loNdlovu…’
ekuseni - Ibanga 1-Abafundi bayatsho ukubababingelela njani
-khuluma ukutshengisel nxa bevuka ekuseni
lokutshengisela a Ibanga 2-Abafundi bayabala imifanekiso batsho
ukubingelelana lokuthi kuyenzakalani emfanekisweni
kwekuseni Isiphetho-Abafundi bayaphendula imibuzo
PAGE 28
UKULALELA -khuluma kanye -ukuhlabela Indigenous -imifanekiso Okucatshangelwayo-Abafundi bayake babingelele
ISIFUNDO3 lokutshengisela languages Isingeniso-Abafundi bayabingelelana Ibanga 1-
-Ukubingelelana ukubingelela -ukukhuluma Syllabus pg -phandle Abafundi bayatsho betshengisela indlela
emini okwemini kuhle 21 yokubingelelana Ibanga 2-Abafundi bayatshengisela
ngendlela ukutshengisel ukubingelelana okuqondileyo bencediswa ngumbalisi
eqondileyo a Isiphetho-Abafundi bayaphendula immibuzo ngaloho
kade bekefunda
IVIKI IZIHLOKO INJONGO ULWAZI UMTHAPHO IZINCEDISO UKUQHUTSHWA KWEZIFUNDO IMIPUMELA

LEZIFUNDO
UKUKHULUMA Ekupheleni -ukuhlabela Indigenous -imifanekiso Okuatshangelwayo-Abafundi bayake babingelele
UKUBINGELELANA kwesifundo languages Isingeniso-Abafundi bayasebenzisa
ISIFUNDO 4 abafundi kumele -ukukhuluma Syllabus pg -phandle omakhalenkukhwini ukufonelana bebingelelana
-ukubingelelana benelise uku: kuhle 21 Ibanga 1-Abafundi bayatsho lokutshengisela
ntambama -khuluma ukubingelelana kwantambama
betshengisela - Ibanga 2-Abafundi bayatshengisa ukubingelela
ukubingelelana ukushengisel okuqondileyo betshengiswa ngumbalisi
kwantambama a Isiphetho-Imibuzo ngokubingelelana
UKUBHALA -bhala -ukubhala Indigenous -imifanekiso Okucatshangelwayo-Abafundi bayake babambe
ISIFUNDO 5 amaphetheni Languages amapenseli Isingeniso-Abafundi bayayenza inkondlo
-ukubhala belungisela -ukulungisela Syllabus pg -ipenseli ethi,’Phezulu phansi’
amaphetheni okulotshwe 25 Ibanga 1-Umbalisi uyabhalla umsebenzi etshengisela
ngumbalisi -ukubamba -ibhuku/iphepha ukuthi kubhalwa njani abafundi belandela emuva
ipenseli - Ibanga 2-Umbalisi uyabhoda ekhangela umsebenzi
-ukubamba ipenseli wabafundi ebancedisa
kuhle Isiphetho-Abafundi bayatshengisa umbalisi wabo
imisebenzi yabo.
UKUKHULUMA Ekupheleni -ukukhuluma Indigenous Okucatshangelwayo-Abafundi bayakwaizi ukuthi
-AMALANGA kwezifundo Languages kulamalanga kuya esontweni
EVIKI abafundi kumele -uukhumbula Syllabus pg Isingeniso- Umbalisi uyabuza abafundi ukuthi
benelise uku 23 namhla lilanga liphi
ISIFUNDO 1 -hlabela ingoma -ukuhlabela Ibanga 1-Abafundi bayahlabela ingoma,
emayelana ‘Sonto,Mvulo,Sibili…’
-Iviki lamalanga eviki Ibanga 2 –abafundi bayafunela ukutsho amalanga
10 -qamba amalanga eviki umbaisi ebanceda
eviki Isiphetho-Abafundi bayaphendula imibuzo
UKUKHULUMA -Ukuqamba izitsha -ukukhuluma Indigenous -imifanekiso Okucatshangelwayo-Abafundi badlela emiganwini
PAGE 29
IMIFANEKISO loba ezintathu Languages Isingeniso-Abafundi bayatshoo ukuthibasuke bedleni
ISIFUNDO 2 -qamba izitsha -ukulalela Syllabus pg njalo bedlele ngaphi
-Izitsha zisemifanekisweni 21 Ibanga 1-Abafundi bayaqamba izitsha abazaziyo
zokusebenzisa -ukubala Ibanga 2-Abafundi bayabala okusemfanekisweni
endlini bencediswa ngumbalisi
Isiphetho-Abafundi bayahlabela ingoma loba yiphi
ekhuluma ngokudla
IVIKI IZIHLOKO INJONGO ULWAZI UMTHAPHO OKUSETSHENZIS UKUQHUTSHWA KWEZIFUNDO

LEZIFUNDO WAYOO
UKUKHULUMA Ekupheleni -ukukhuluma Indigenous -imifanekiso Okucatshangelwayo-Abafundi bayayazi imiganu
IMIFANEKISO kwesifundo Languages Isingeniso-Abafundi bayahlabela ingoma, ‘Thanyela
ISIFUNDO 3 abafundi kumele -ukulalela Syllabus pg -izitsha mthanyeli’
-IZITSHA benelise uku 21 Ibanga1-Abafundi bayaqa izitsha eikhona ekilasini
-qamba imisebenzi Inganekwane 2-Abafundi bayaxoxa ngemisenzi
yezitsha engaba yezitsha
mihlanu Isitsha-Abafundi bayahlabela, ‘Ugogo labazukulu …’
10 UKUBHALA -dweba imifanekiso -ukukhuluma Indigenous -imifanekiso Okucatshangelwayo-Abafundi bayazazi izitsha

ISIFUNDO 4 yezitsha Languages izitsha Isingenikiso-Abafundi bayadlala umdlalo
-Ukuweba -ukulalela Syllabus pg wokuqamba izitsha bevaliwe ubuso
imifanekiso 25 Ibanga 1-Abafundi bayaqamba izitsha abazaziyo
Ibanga 2-Abafundi bayadweba imifanekiso yezitsha
Isiphetho-Abafundi bayatshengisana imisebenzi yabo
besebeqamba imsebenzi yezitsha
UKULALELA Ekupheleni -khuluma Indigenous -imifanekiso Okucatshangelwayo-Abafundi bayake bazwe
IZINDABA, kwesifundo Languages inganekwane Isingeniso-Abantwana bayatsho
INDATSHANA abafundi kumele -ukulalela Syllabus pg lokuhlabela ingoma zenganekwane
LENGANEKWAN enelise uku 19 Ibanga 1- Abafundi bayaxoxa inganekwane
E -xoxa inganekwane -ukuphinda Ibanga 2- Abafundi bayaphinda ukuxoxa
ISIFUNDO 5 -phinda inganekwane exoxiweyo
-Ingannekwane abakuzwileyo Isiphetho-Abafundi bazaphendula imibuzo eyabe
enganekwaneni ibuzwa ngumbalisi esuka enganekwaneni
UKUKHULUMA -Ukuqamba -ukukhuluma Indigenous -imifanekiso Okucatshangelwayo-Abafundi bayakwazi
IMIFANEKISO imisebenzi yendlini Languages ukuphakamisa umganu nxa sebedlile
ISIFUNDO 1 njengokuthanyela -ukulalela Syllabus pg Isingeniso-Abafundi bayatsho abakwenzayo
-Imisebenzi besitsho lokuthi 21 bangaqeda ukudla
PAGE 30
yendlini iyenziwa ngubani Ibanga 1-Ingxoxo ngemisebenzi yendlini Ibanga 2-
Abafundi bayatsho abayibo abayenza imisebenzi
11 yendlini Isiphetho-Umbalisi uyakhuthaa eqonqosela
ngokuqakatheka kokwenza iisebenzi yendlini
UKUBALA Ekupheleni -ukubala Indigenous -imifanekiso Okucatshangelwayo-Inengilabafundi liyabona kuhle
IMIFANEKISO kwesifundo Languages Isingeniso-Abafundi bayabala amatshathi amancane
ISIFUNDO 2 abafundi kumele Syllabus pg alengayo Ibanga 1-Abafundi bayaqamba
-Ukubala benelise uku 24 abakubonayo ematshathini Ibanga 2-Ingxoxo
-bala imifanekiso ngemisebenzi Isiphetho-Abafundi baqamba
lokuqamba imisebenzi abayenelisa ukuyenza
imisebeninzi
Ukukhuluma -qamba umfanekiso -ukukhuluma Indigenous -imifanekiso Okucatshangelwayo-Abafundi bayazazi izitsha
Isifundo 3 ohlukene leminye Languages Isingeniso-Abafundi bayahlabela ingoma, ‘Indlubu
-Inlubu ewele kumbe -ukulalela Syllabus pg ewele ephokweni’
ephokweni ngemisebenzi loba 24 Ibanga 1-Abafundi bayaqamba imifanekiso
yini njalo besitsho abayibonayo
lezizatho Ibanga 2-Abafundi bayayenza umidlalo kaNdlubu
lamazambane
11 Isiphetho-Abafundi bayaphendula imibuzo
UKUBHALA Ekupheleni -ukubhala Indigenous -Amapanseli Okucatshangelwayo-Abafundi bayake baasebenzise
IMIFANEKISO kwesifundo Languages lamakhrayoni amapenseli
IZIFUNDO 4 abafundi kumele Syllabus pg Isingeniso-Abafundi bayabhala amaphetheni
-Ukubhala benelise uku 25 -amaphepha emoyeni
-penda umfanekiso Ibanga 1-Umbalisi uyahasisela abafundi ngokubhala
owodwa amaphetheni
Ibanga 2-Abafundi bayadweba umfanekiso
besebewupenda ngombala abawufunayo
Isiphetho-Abafundi abapende kuhle bayabhoda
betshengisa abanye
UKUKHULUMA -xoxa inganekwane -ukukhuluma Indigenous -imifanekiso Okucatshangelwayo-Abafundi bayake bazwe
INDABA, bezwkala amazwi Languages inganekwane
INDATSHANA lamabala ephuma -ukulalela Syllabus pgi Isingeniso-Abafundi bayayenza inkondlo,
LENGANEKWAN kuhle 23 ‘Ubabomkhulu wavuk eksseni’
E -ukuphinda Ibanga 1- Abafundi bayayetha inganekwane
ISIFUNDO 5 -phinda ukuxoxa benikana amathuba
-Inganekwane inganekwane Ibanga 2- Abafundi bayatsho inganekwano
ezibachazileyo basebeziyetha
Isiphetho-Abafundi bayaphendula imibuzo
emayelana lenganekwane abazizwileyo
PAGE 31
UKUKHULUMA Ekupheleni -ukukhuluma Indigenous -imifanekiso OKUCATSHANGELWAYO-Abafundi bayazazi
ISIFUNDO 1 kwesifundo -ukulalela Language inganekwane Isingeniso-Abafundi bayayetha
-Indaba abafundi kumele Infant inkondlo, ‘Ubaba lenqola …”
abazizwe benelie uku: Syllabus pg Ibanga 1-Abafundi bayaxoxa ngalokho abakuwileyo
ezinkonzweni -ukutsho 22 ezinkonzweni ezitshiyeneyo
abakuzwileyo Ibanga 2-Abafundi bayaphendula imibuzo.
12 ezinkonzweni. Isiphetho-Abafundi bayahlabela ingoma eyodwa.
UKUKHULUMA -ukuxoxa indaba -ukukhuluma Indigenous -imifanekiso Okucatshangelwayo-Abafundi bayenelisa
Isifundo 2 ezihambelana Language ukukhuluma Isingeniso-Umbalisi uyabaxoxela
-Indaba lokwenzakalayo -ukulalela Infant okuyinatshana Ibanga 1-Abafuni bayantshintshana
abazizwayo lezinsuku. Syllabus pg ukuxoxa ngendaba ezzenzakalayo esigabeni.
23 Ibanga 2-Abafundi bayaphendula imibuzo
Isiphetho-Umfundi oxoxe kuhle uyaphinda njalo
indaba yakhe.
UKUKHULUMA -ukuxoxa -ukukhuluma Indigenous -Imifanekiso OKUCATSHANGELWAYO-Abafundi bayazi
Isifundo 3 ingankwane kuhle Language inganekwane
-inganekwane Infant Isingeniso-Abafundi bayahlabela, “Ubabomkhulu
Syllabus pg wavukkseni …”
23 Ibanga 1-Abafundi bayetha inganekwane.
Ibanga 2-Abafuni bayaphendula imibuzo.
Isiphetho-Umfundi oyedwa oyethe kuhle
inganekwane yakhe uyaphinda ukuyetha.
12 UKUKHULUMA Ekupheleni -ukubala Indigenous -imifanekiso Okucatshangelwayo-Abafundi bayenelisa ukubona
-Indaba, kwesifundo Language Isigeniso-Abafundi bayatsho loba yini abakubonayo
inganekwane abafundi kumele -ukukhuluma Infant -amatshathi ematshathini
lezitoli benelise uku – Syllabus pg Ibanga 1-Umbalisi uyachasisa isifundo
Isifundo 4 Ukuxoxa izindaba 23 -‘laptop’ Ibanga 2-Abafundi bayabala imifanekiso
-Ukubala besebenzisa Isiphetho-Abafundi bayaphendula imibuzo.
imifanekiso imifanekiso
UKUBHALA -ukubhala -ukubhala Indigenous -amaphepha Okucatshangelwayo-Abafundi bayenelisa ukubamba
Isifundo 5 lokubamba ipenseli Language ipenseli
ngendlela -ukulalela Infant -ipenseli Isingeniso-Abafundi bayayenza inkondlo, “Zandlana
-ukufunda eqondileyo Syllabus pg zami …”
ngokubhala 25 Ibanga 1-Umbalisi uyatshengisa indlela yokubamba
ipenseli echasisa njalo
Ibanga 2-Abafundi bayabhala emaphepheni bebambe
kuhle amapenseli abo
Isiphetho-Abafundi bayatshengisa imisebenzi yabo.
UKULALELA Ekupheleni -ukulalela Indigenous -iwailesi Okucatshangelwayo-abafundi bayenelisa ukuhlabela.
PAGE 32
INGOMA kwesiundo Language Isingeniso-Abafundi bayahlabela loba yiphi ingoma
LEKONDLO abafundi kumele -ukukhuluma Infant -imifanekiso Ibanga 1-Umbalisi uyahlabla igoma abafundi
Isifundo 1 benelise uku Syllabus pg belandela
13 -Ukuhlabela -hlabela ingoma, 20 Ibanga 2-Abafundi bayahlaela ingoma Isiphetho-
ingoma “Vumelani Abafundi abahlabele kahle bayaphinda ukuhlabela
abantwana…” ingoma abayenze kuhle.
UKULALELA -ukwenza inkondlo, -ukulalela Indigenous -iwailesi Okucatshangelwayo-Abafundi byazi inkondlo
Isifundo 2 ‘Inyon’ezihlanu’ Language Isingeniso-Abafundi baqamba inkondlo abafuna
-inkondlo -ukulalela Infant ukuyenza
Syllabus pg Ibanga 1-Abafundi bayenza inkondlo ngoncedo
20 lombalisi
Ibanga 2-Abafundi bayenza bodwa inkondlo
Isiphetho-Abafundi ababili bayenza inkodlo phambi
kwabanye
UKULALELA -Ukuhlabela -ukulalela Indigenous -imifanekiso Okucatshangelwayo-Abafundi bayahlabela
Isifundo 3 ingoma, ‘Zihlobo Language Isingeniso-Abafundi bayahlabela ingoma Ibanga 1-
-Ukuhlabela zami …’ -ukuhlabela Infant Umbalisi uyahlabela ingoma abafundi belandela
ingoma, “Zihlob Syllabus pg Ibanga 2-Abafundi bayafundela ukuhlabela ingoma
zami …” 19 Isiphetho-Abafundi bayaphinda ukuhlabela ingoma
UKUKHULUMA Ekupheleni -ukukhuluma Indigenous -mifananidzo Okucatshangelwayo-abafundi bayabona
13 UKUCHASISA kwesifundo Languages Isingeniso-Abafundi bayahlabela loba ngesikhiwa
IMIFANEKISO abafundi kumele -ukulalela Infant Ibanga 1- Umbalisi uyachasisa isifundo
ISIFUNDO 4 benelise uku- Syllabus pg Banga 2-Abafundo ayaqamba okusemifanekisweni
-Ukuqamba qamba amabizo 21 Isiphetho-Abafundi bayadlala umdlalo, ‘dudu muduli
amabizo amathathu katsha…’
emifanekisweni
UKUBHALA -ukudweba -ukubhala Indigenous -amaphepha Okucatshangelwayo-Abafundi bake babhala
UKWENELISA imifanekiso Language Isingeniso-Abafundi bayabhala emoyeni
UKUBHALA ehambelana Infant -amapenseli Ibanga 1-Umbalisi uyachasisa umsebenzi
ISIFUNDO 5 lendaba Syllabus pg Ibanga 2-Abafundi bayabhala umsebenzi Isiphetho-
-ukudweba 25 Bayaphendula imibuzo
imifanekiso
UKUKHULUMA Ekupheleni -ukukhuluma Indigenous -imifanekiso Okucatshangelwayo-Abafundi balezinto
INGXOXO kwesifuno Language abazithandayo
Isifundo 1 abafundi kumele -ukulalela Infant Isingeniso-Abafundi bayahlabela ingoma
-Engikuthandayo benelise uku Syllabus pg abayithanayo
-ukuxoxa ngababili 22 Ibanga 1-Umbalisiuyachasisa isifundo
ngalokho Ibanga 2-Abafundi bayaxoxa ngababili izinto
abakuthandayo abazithandayo umbalisi ebhoda elalelakanye
PAGE 33
14 kumbe abathanda lokuncedisa
ukukwenza Isiphetho-Abafundi abathile abafunayo bayahamba
phambi kwabanye besebeqalisa ukuxoxa
UKUKHULUMA -ukwenza ingxoxo -ukukhuluma Indigenous -imifanekiso Okucatshangelwayo-Abafundi balezinto abazithanayo
ISIFUNDO 2 bekhuluma Language Isingeniso-Abafundi bayahlabela, ‘Uthanda bani …’
-Engikuthandayo ngalokho -ukulalela Infant Ibanga 1-Umbalisi uyabatshela lokho okumele
abakuthandayo Syllabus pg bakwenze abeseyenza umzekeliso exoxa lomunye
kumbe abathanda 21 wabafundi Ibanga 2-Abafundi bayaxoxa ngalokho
ukukwenza abakuthandayo ngababili umbalisi ebhoda
ebancedisa
Ibanga 3-Abafundi abayenze kahle bayayenza
phambi kwabanye
Isiphetho – Abafundi bayahlabela ingoma
abayithandayo
LEZIFUNDO
UKUKHULUMA Ekupheleni -ukukhuluma Indigenous -imifanekiso Okucatshangelwayo-Abafundi bayenelisa ukusebenza
INGXOXO kwesifundo Language Isingeniso-Abafudi bayaphatha izikhali zokusebenza
Isifudo 3 abafundi kumele -ukulalela Infant besebehlabela,’Siyaqala siyaqalaumsebenzi…’ Ibanga
-Imisebenzi benelise uku Syllabus pg 1-Umbalisi uyahasisa isifundo
engithanda -tsho imisebenzi 21 Ibanga 2-Abafundi bayaxoxa umbalisi ebancedisa
ukuyiyenza abathanda Isiphetho-Abafundi bayahlabela ingoma abake
ukuyiyenza ekhaya bayihlabela
14 Ukulalela -khuluma -ukukhuluma Indigenous -imifanekiso Okucatshangelwayo-Abafundi bayezwa

Idaba,izitoli abakuzwileyo Language Isingeniso-Abafundi bayayenza inkondlo,’Mehlo
lenganekwane endabeni exoxwe -ukulalela Infant bona, mlomo khuluma…’
Isifundo 4 ngumbalisi Syllabus pg Ibanga 1-Umbalisiuxoxa indaba ngalokho
-Ukulalela 19 akuthandayo
indaba Ibanga 2-Abafundi bayaphinda ukuxoxa indaba
abayizwileyo
Isiphetho-Abafundi bayaphendula imibuzo.
UKUBHALA -ukubhala -ukubhala Indigenous -imifanekiso Okucatshangelwayo-Abafundi bake babamba
ISIFUNDO 5 amaphetheni languages amapenseli
-Ukubhala belungisela -ukulungisela Syllabus pg -amapenseli Isingeniso-Abafundi bayahlabela, ‘Zandlana zam’
amaphetheni amaphetheni ayabe 25 Ibanga 1- Umbalisi uyabhala emdulini etshengia
ebhalwa emdulini -ukbamba -amabhuku lokuchasisa ngokubhala amaphetheni
ngumbalisi ipenseli Ibanga 2-Abafundi bayabhala umsebenzi umbalisi
-ukubamba ekhangela lkuncedisa
PAGE 34
impenseli ngendlela Isiphetho-Abafundi bayatshengisana imisebenzi
eqondileyo yabo
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
PAGE 35
CONTENT ACTIVITIES
SOCIAL SERVICES Learners should be -stating MOPSE Family -video clip Assumed knowledge -learners have families.
& VOLUNTEERISM able to; and Heritage -pictures Methods – discussion
RESPONSIBILITY -state at least two Studies Infant Introduction-recitation of ‘five in a family’.
TASKS WITHIN THE responsibilities of (ECD – Grade 2) Step1-class discussion on how they leave and relate
FAMILY children in the family Syllabus page at home.
Lesson1 21 Step2-learners watch a video clip/pictures and say
WK -tasks for children what the see.
1 Conclusion-question and answer on the tasks they
can do.
Lesson2 -state and explain at -stating MOPSE Family -video clip Assumed knowledge-learners have parents or
-parential least three parential and Heritage guardians.
responsibilities roles -explaining Studies -pictures Methods – discussion
Infant(ECD – Introduction-recitation of ‘father and mother’.
Grade 2 ) Step1-learners state the roles of their parents at
Syllabus page home. Step2-class activity on explaining other roles
21 of their parents.
Conclusion-recitation of ‘father and mother’.
SOCIAL SERVICES Learners should be -naming MOPSE Family -video clip Assumed knowledge -learners live with other people.
AND able to; and Heritage Methods - demonstration
VOLUNTEERISM -name and identify -identifying Studies Infant -pictures Introduction-learners recite ‘Ubaba lenqola’
SHARING AND duties and resources (ECD – Grade 2) Step1-recap on naming and identifying duties and
HELPING IN THE in the family -explaining Syllabus page family resources.
FAMILY -explain how duties 21 Step2-class activity on explaining sharing resources
Wk Lesson1 and resources can be and duties in the family.
2 -sharing in the shared in the family Conclusion-learners watch a video clip on sharing in
family the family.
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Lesson2 -state and explain at -staing MOPSE Family -video clip Assumed knowledge -learners appreciate their
-helping in the least three ways of and Heritage families.
family helping each other in -explaining Studies Infant -pictures Methods – discussion
the family (ECD – Grade 2) Introduction-learners recite ‘5 in the family’.
Syllabus page Step1-learners state and explain how they help at
21 home.
Step2-learners watch a clip and pictures on helping in
the family. Conclusion-question and answer on
helping in the family.
CONTENT ACTIVITIES
PRODUCTION, Learners should be -naming MOPSE Family -pictures Assumed know-learners had supper.
DISTRIBUTION able to; and Heritage Methods - discussion
AND -name and identify at -identifying Studies Infant -food stuffs Introduction-recitation of of ‘Foo, food,food is
CONSUMPTION least three food (ECD – Grade very…’
OF GOODS AND types they eat at 2 ) Syllabus Step1-facilitator explains and illustrates the task.
SERVICES home page 22 Step2-class discussion on naming and identifying
FOOD AT HOME food types they eat at home.
Lesson1 Conclusion-learners say their favourite foods in self
Wk -food at home introduction.
3 FOOD AT HOME -describing at least -describing MOPSE Family -video clips Assumed knowledge-learners can feed self.
Lesson2 one hygienic practice and Heritage Methods – discussion
-hygiene and food when handling food Studies Infant Introduction-recitation of ‘this is the way’.
(ECD-Grade 2) Step1-class discussion on hygienic practices when
Syllabus page handling food.
22 Step2-class watch a video clip/ pictures and the
facilitator explains.
Conclusion-question and answers on hygienic
practices when handling food.
PRODUCTION, Learners should be -naming MOPSE Family -pictures Assumed knowledge-learners eat vegetables.
DISTRIBUTION able to ; and Heritage -chart on Methods - discussion
AND -name and identify at -identifying Studies Infant grown foods Introduction-brainstorming on plants grown at
CONSUMPTION least three grown (ECD – Grade 2) home.
OF GOODS AND foods Syllabus page -grown Step1-learners name the plants grown at home.
SERVICES 22 foods Step2-learners identify the grown food on the
TYPES OF FOOD pictures/ charts.
Wk Lesson1 Step3-learners draw/ colour in grown food .
PAGE 37
4 -grown food Conclusion-facilitator explains and encourages on
eating protective foods and fruits.
Lesson2 -name and identify at -naming MOPSE Family -tinned Assumed knowledge -learners like snacks.
-processed food least four processed and Heritage foods Methods – discussion
foods eg snacks -identifying studies Infant Introduction - learners say what they have brought in
(ECD –Grade 2 ) -snacks their snack boxes.
Syllabus page Step1-class activity on naming and identifying
22 processed foods.
Step2-facilitator explains on healthy foods.
Conclusion-question and answer on the types of
food.
CONTENT ACTIVITIES
TRANSPORT AND Learners should be -naming MOPSE Family -tranports Assumed knowledge -learners have travelled by
COMMUNICATION able to ; and Heritage toys road.
MEANS OF -name at least two Studies Infant Methods - discussion
Wk
TRANSPORT types of road (ECD – Grade -charts Introduction-brainstorming on travelling.
5 Lesson1 transport 2 ) Syllabus Step1-learners name and explain transport they have
-road transport page 23 -pictures travelled in.
Step2-learners go to a nearby road and observe the
types of road transport.
Conclusion -learners read pictures on road transport.
Lesson2 -draw/ colour one -naming MOPSE Family .tranports Assumed knowledge -learners have travelled by car.
-drawing type road transport and Heritage toys Methods - demonstration
-drawing Studies Infant .charts Introduction-recap on the previous lesson.
(ECD – Grade 2) .pictures, Step1-facilitator explains and illustrates the activity.
-colouring Syllabus page work cards Step2-individually learners draw/ colour in the road
23 .crayons transport.
Conclusion-question and answer on road transport.
TRANSPORT AND Learners should be -naming MOPSE Family -tranports Assumed knowledge -learners have seen an
COMMUNICATIO able to ; and Heritage toys aeroplane.
N -name at least one studies Infant Methods – discussion
MEANS OF type of air transport. (ECD – Grade -charts Introduction-brainstorming on travelling.
TRANSPORT -read pictures of 2 ) Syllabus -pictures Step1-learners name and explain air transport .
Lesson1 transport. page 23 Step2-class discussion on air transport using a video
-air transport clip.
Wk Conclusion -learners read pictures on transport
6 identifying air transport.
Lesson2 -draw/ colour one -naming MOPSE Family .tranports Assumed knowledge -learners have travelled by car.
PAGE 38
-drawing type of air transport. and Heritage toys Methods – discussion
-drawing studies Infant .charts Introduction -recap on the previous lesson.
(ECD – Grade 2) .pictures,wo Step1-facilitator explains and illustrates the activity.
-colouring Syllabus page rk cards Step2-individually learners draw/ colour in the air
23 .crayons transport.
Conclusion-question and answer on air transport.
CONTENT ACTIVITIES
TRANSPORT AND Learners should be -naming MOPSE Family -transports Assumed knowledge -learners have seen a boat.
COMMUNICATIO able to ; and Heritage toys Methods – discussion
N -name and identify at studies Infant Introduction-brainstorming on crossing a river/ dam.
Wk MEANS OF least one types of (ECD – Grade -charts Step1-learners name and explain water transport.
TRANSPORT water transport 2 ) Syllabus -pictures Step2-class discussion on water transport using a
7
Lesson1 page 23 video clip.
-water transport Conclusion -learners read pictures on transport
identifying water transport.
Lesson2 -draw/ colour one -naming MOPSE Family .tranports Assumed knowledge-learners have travelled
-drawing type water transport and Heritage toys Methods – discussion
-drawing Studies Infant .charts Introduction-recap on the previous lesson.
(ECD – Grade .pictures Step1-facilitator explains and illustrates the activity.
-colouring 2 ) Syllabus Step2-individually learners draw/ colour in the water
page 23 -crayons transport.
Conclusion-learners name and identify types of
transport on the pictures and charts.
TRANSPORT AND Learners should be -reciting MOPSE Family -road signs Assumed knowledge -learners have used roads .
COMMUNICATION able to ; and Heritage Methods – discussion
ROAD SAFETY -recite the road Studies Infant Introduction-recitation of ‘how are you feeling’.
RULES safely rules rhyme (ECD – Grade Step1-learners learn the rhyme ‘Ngahamb
Lesson1 when walking along a 2 ) Syllabus esbhedlela …’’.
Wk -walking along the road page 23 Step2-learners practice with the facilitator’s help.
8 road Step3-facilitator explains road signs.
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Lesson2 -recite the poem -recite MOPSE Family -road signs Assumed knowledge -learrners have crossed the
-crossing the road ‘clever girl’ and Heritage chart road with an adult.
-displaying Studies Infant -road Methods – discussion
-display correct (ECD – Grade 2) Introduction-recap on the rhyme ‘Nxa sihamba
measures to be taken Syllabus page -resource emgwaqweni…’
when crossing the 23 person Step1-learners practice the poem ‘clever girl’.
road Step2-class discussion on the proper measures when
crossing a road.
Step3-practical activity on crossing the road.
Conclusion-recap on the lesson on road safety.
CONTENT ACTIVITIES
WORK AND Learners should be -stating MOPSE Family -brooms Assumed knowledge -learners have seen their
LEISURE able to ; and Heritage parents at work in the house.
WORK AT HOME -state and explain -explaining Studies Infant -dusters Methods –demonstration
AND SCHOOL work done at home, (ECD – Grade 2) Introduction-recitation of ‘granny in the kitchen’.
Lesson1 at least -displaying Syllabus page -pictures Step1-learners state and explain work done at home
-at home 24 Step2-learners take turns displaying the work.
Wk Conclusion –facilitator encourages learners to assist
-display chores at
9 home at home eg removing their plates after eating.
Lesson2 -state and explain -stating MOPSE Family -classroom Assumed knowledge -learners have picked papers at
-at school work done at school, and Heritage school. Methods - discussion
at least -explaining Studies Infant -pictures Introduction-recitation of ‘Amaphepha kasiwafuni…’.
(ECD – Grade Step1-class activity on stating and explaining work
-display work at -displaying 2 ) Syllabus done at school
school, at least two page 24 Step2-class activity on cleaning the classroom inside
and out Conclusion –feed back and facilitator
acknowledgements.
WORK AND Learners should be -displaying MOPSE Family -open space Assumed knowledge -learners like games.
LEISURE able to ; and Heritage Methods – discussion
INDIGENOUS -play at least two Studies Infant -pebbles Introduction-learners recite ‘run run’ as warm up.
AND MODERN indigenous games (ECD – Grade 2) Step1-class discussion on indigenous games.
GAMES correctly eg pada Syllabus page Step2-in groups learners play the games as the
Lesson1 24 facilitator assists and offer suggestions for more
Wk -indigenous games.
10 games Conclusion-groups take turns displaying the games
they played.
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Lesson2 -play the puzzle -displaying MOPSE Family -puzzles Assumed knowledge-learners can play games.
-modern games game correctly and Heritage Methods – discussion
Studies Infant -computer Introduction-recap on the previous games.
(ECD – Grade 2) games Step1-facilitator explains on the modern games and
Syllabus page groups learners.
24 Step2-learners play the games and the facilitator
monitors and assists the modern games before lrnrs
exchange.
Conclusion-learners give feedback on the games they
played.
CONTENT ACTIVITIES
Wk GLOBAL ISSUES Learners should be -naming MOPSE Family -pictures Assumed knowledge-learners have manipulated
11 WATER AND FIRE able to; and Heritage water.
RELATED -name at least one Studies -video clips Methods – discussion
DISASTERS water related Infant(ECD – Introduction -brainstorming on uses of water .
Lesson1 disaster Grade 2 ) Step1-class discussion on water disasters.
-water disasters Syllabus page Step2-facilitator explains using pictures/ video clips
24 on the disasters of water and precations.
Conclusion –question and answers on the disasters.
Lesson2 -name at least one -naming MOPSE Family -pictures Assumed knowledge-learners have seen a fire.
-fire disasters fire related disaster and Heritage Methods – discussion
Studies Infant -video clips Introduction-brainstorming on uses of fire.
(ECD – Grade Step1-class discussion on fire disasters.
2 ) Syllabus Step2-facilitator explains using pictures/ video clips
page 24 on the disasters of fire .
Conclusion –learners give possible precations.
SOCIAL SERVICES Learners should be -naming MOPSE Family -video clip Assumed knowledge -learners live with other people.
AND able to; and Heritage Methods - demonstration
VOLUNTEERISM -name and identify -identifying Studies Infant -pictures Introduction-learners recite ‘Ubaba lenqola’
SHARING AND duties and resources (ECD – Grade 2) Step1-recap on naming and identifying duties and
HELPING IN THE in the family -explaining Syllabus page family resources.
FAMILY -explain how duties 21 Step2-class activity on explaining sharing resources
Wk Lesson1 and resources can be and duties in the family.
12 -sharing in the shared in the family Conclusion-learners watch a video clip on sharing in
family the family.
Lesson2 -state and explain at -staing MOPSE Family -video clip Assumed knowledge -learners appreciate their
-helping in the least three ways of and Heritage families.
PAGE 41
family helping each other in -explaining Studies Infant -pictures Methods – discussion
the family (ECD – Grade 2) Introduction-learners recite ‘5 in the family’.
Syllabus page Step1-learners state and explain how they help at
21 home.
Step2-learners watch a clip and pictures on helping in
the family. Conclusion-question and answer on
helping in the family.
CONTENT ACTIVITIES
PRODUCTION, Learners should be -naming MOPSE Family -pictures Assumed know-learners had supper.
DISTRIBUTION able to; and Heritage Methods - discussion
AND -name and identify at -identifying Studies Infant -food stuffs Introduction-recitation of of ‘Foo, food,food is
CONSUMPTION least three food (ECD – Grade very…’
OF GOODS AND types they eat at 2 ) Syllabus Step1-facilitator explains and illustrates the task.
SERVICES home page 22 Step2-class discussion on naming and identifying
FOOD AT HOME food types they eat at home.
Lesson1 Conclusion-learners say their favourite foods in self
Wk -food at home introduction.
13 FOOD AT HOME -describing at least -describing MOPSE Family -video clips Assumed knowledge-learners can feed self.
Lesson2 one hygienic practice and Heritage Methods – discussion
-hygiene and food when handling food Studies Infant Introduction-recitation of ‘this is the way’.
(ECD-Grade 2) Step1-class discussion on hygienic practices when
Syllabus page handling food.
22 Step2-class watch a video clip/ pictures and the
facilitator explains.
Conclusion-question and answers on hygienic
practices when handling food.
PRODUCTION, Learners should be -naming MOPSE Family -pictures Assumed knowledge-learners eat vegetables.
DISTRIBUTION able to ; and Heritage -chart on Methods - discussion
AND -name and identify at -identifying Studies Infant grown foods Introduction-brainstorming on plants grown at
CONSUMPTION least three grown (ECD – Grade 2) home.
OF GOODS AND foods Syllabus page -grown Step1-learners name the plants grown at home.
SERVICES 22 foods Step2-learners identify the grown food on the
TYPES OF FOOD pictures/ charts.
PAGE 42
Wk Lesson1 Step3-learners draw/ colour in grown food .
14 -grown food Conclusion-facilitator explains and encourages on
eating protective foods and fruits.
Lesson2 -name and identify at -naming MOPSE Family -tinned Assumed knowledge -learners like snacks.
-processed food least four processed and Heritage foods Methods – discussion
foods eg snacks -identifying studies Infant Introduction - learners say what they have brought in
(ECD –Grade 2 ) -snacks their snack boxes.
Syllabus page Step1-class activity on naming and identifying
22 processed foods.
Step2-facilitator explains on healthy foods.
Conclusion-question and answer on the types of
food.
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
-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
PAGE 43
CONTENT ACTIVITIES
MEASURES Learners should -identifying MOPSE -5c coins Assumed knowledge-learners have used coins.
MONEY be able to; Mathematics Methods – discussion Introduction-recitation of ‘I
Lesson1 -recognise the and Science -10c coins have a cent’. Step1-class discussion on how they
-coins focused coins Infant (ECD – have used the coins. Step2-learners take turns
5c 10c and their values Grade 2) identifying the coins . Conclusion-question and
WK
Syllabus page 24 answer on the coins.
1 Lesson2 -display the coin -manipulative MOPSE -5c coins Assumed knowledge-learners bring coins to
-coin rubbing rubbing using at Mathematics school.
least one coin and Science -10c coins Methods – demonstration
Infant (ECD – Introduction-recap on the previous lesson.
Grade 2) -papers Step1-facilitator explains and demonstrates the
Syllabus page 24 activity. Step2-individual task.
-crayons Conclusion-presentation of work.
Lesson3 -demonstrate -role playing MOPSE -5c coins Assumed knowledge-learners have bought snacks.
-playing shop buying and Mathematics Methods – demonstration
selling at the and Science -10c coins Introduction-recitation of ‘I have a cent’.
shop coner Infant (ECD – Step1-facilitator explains the activity.
Grade 2) -shop coner Step2-learners role play buying and selling.
Syllabus page 24 Conclusion-question and answer.
MEASURES Learners should -identifying MOPSE -25c coin Assumed knowledge-learners have used coins.
MONEY be able to; Mathematics Methods – discussion
Lesson1 -recognise the and Science -chart on Introduction-recitation of ‘I have a cent’.
Wk -coins coin and its Infant (ECD – coins Step1-class discussion on how they have used the
25c values Grade 2) coins. Step2-learners take turns identifying the coin
PAGE 44
2 Syllabus pge 24 -pictures . Conclusion-question and answer on the coin.
Lesson2 -display the coin -manipulative MOPSE -25c coins Assumed knowledge-learners bring coins to
-coin rubbing rubbing using at Mathematics school. Methods – demonstration
least one coin and Science -papers Introduction-recap on the previous lesson.
Infant (ECD – Step1-facilitator explains and demonstrates the
Grade 2) -crayons activity. Step2-individual task.
Syllabus page 24 Conclusion-presentation.
SCIENCE, -recite at least -naming MOPSE -pictures of Assumed knowledge-learners have seen animals.
MATHEMATICS one rhyme on Mathematics animals Methods – discussion Introduction-recitation of ‘a
AND DISCOVERY animals and Science lion’. Step1-learners practice ‘old mcdonald.
PLAY Infant (ECD – Step2- learners name animals in rhyme.
ANIMALS Grade 2) Conclusion-recite’2 little birds’.
Lesson3rhymes Syllabus pge 27
CONTENT ACTIVITIES
SCIENCE, Learners should -naming MOPSE -pictures of Assumed knowledge-learners know animals
MATHEMATICS be able to; Mathematics animals Methods – discussion
AND DISCOVERY -name and and Science -models Introduction-recitation of ‘old mcdonald’.
-identifying
PLAY identify at least Infant (ECD – Step1-learners name domestic animals.
ANIMALS three domestic Grade 2) Step2- learners name and identify domestic
2 Lesson4 animals Syllabus page animals.
-domestic 27 Conclusion-question and answers
animals
Lesson5 -identify at least -identifying MOPSE -audio with Assumed knowledge-learners keep animals at
-animal sounds three animal Mathematics animal home. Methods – discussion
sounds from the and Science sounds Introduction-recitation of ‘old McDonald’.
audio Infant (ECD – -pictures Step1-learners listen to the audios and match with
Grade 2) the animal.
Syllabus page Step2-learners produce the sounds.
27 Conclusion-recap
SOIL -manipulate -manipulating MOPSE -chart with Assumed knowledge-learners have touched soil.
Lesson1 different types Mathematics types of soil Methods – discussion
-manipulating of soil and Science Introduction-recitation of ‘Have you seen the soil
differe types of Infant (ECD – -real soil before…’.
soil. Grade 2) Step1-class discussion on different types of soil.
Syllabus page 24 Step2-learners take turns identifying different soils
Wk with the help of rhe teacher .
3 Conclusion-question and answer on soil.
SOIL Learners should -manipulative MOPSE -containers Assumed knowledge-learners have played
PAGE 45
ELesson2 be able to; Mathematics -soil amatope.
-EXPERIMENTS -mix different and Science water Methods – demonstration
types of soils Infant (ECD – Introduction-Learners bring together different
Grade 2) types of soils and containers with water
Syllabus page 21 Step1-facilitator explains and demonstrates the
activity. Step2-individual task.
Conclusion-presentation .
SOIL -name and -naming MOPSE -chart on soil Assumed knowledge -learners bath daily.
Lesson3 identify at least Mathematics Methods –discussion
-Drawing two types of -identifying and Science Introduction-recitation of ‘this is the way’.
soil -drawing Infant (ECD – Step1-class discussion on personal hygiene.
-draw two Grade 2) Step2-facilitator explains further.
types of soil. Syllabus page 21 Conclusion-question and answers.
SOIL -state uses of -stating MOPSE -chart with Assumed knowledge-Learners have cooked using
Lesson4 soil Mathematics different soil. Methods – Demonsration
-Uses of soil and Science pictures of Introductio Learners sing the song, ‘Kusarima
Infant (ECD – soil items hoye…’
Grade 2) Step1-Learners talk about uses of soil.
Syllabus page 21 Step2-Facilitator explains and demonstrates on
3 uses of soil.
Conclusion-Questions and answers.
MANIPULATIVE Learners should -naming MOPSE -tins Assumed knowledge-learners know the soil.
AND BLOCK be able to; -identifying Mathematics -containers Methods – Free play
PLAY -name and and Science -soil Introduction-recitation of a rhyme.
Soil identify different Infant (ECD – Step1-learners in pairs talk about different
Lesson5 types of soils Grade 2) types of soil.
-Free play -manipulate Syllabus page 19 Step2-Learners do their free play
[revision] different types Conclusion-recap on task.
of soils
WEATHER Learners should -discussing MOPSE Assumed knowledge-learners know rain.
Lesson1 be able to; Mathematics Methods – discussion
-Discussion -talk about cold, and Science -chart on Introduction-recitation of ‘Rain, rain go away…’’.
hot & rain Infant (ECD – weather Step1-class discussion on cold, hot & rain.
Grade 2) Step2-learners take turnsto identify pictures
Syllabus page 24 -pictures containing what they learnt.
Wk Conclusion-question and answer on weather.
4 Lesson2 -draw rain, fire -drawing MOPSE -pencils Assumed knowledge-learnerscan draw.
-Drawing and a jersey Mathematics Methods – demonstration
and Science -papers Introduction-recap on the previous lesson.
PAGE 46
Grade 2) -crayons activity.
Syllabus page 24 Step2-individual task.
WEATHER Learners should -matching MOPSE -chart with Assumed knowledge-learners have matched.
Lesson3 be able to; Mathematics pictures Methods – demonstration
-Matching -match pictures and Science containing Introduction-Learners match different objects in
containing Infant (ECD – weather the class.
weather eg Grade 2) Step1-Demonstration.
umbrella and Syllabus page 21 Step2-Learners match pictures as demonstrated
rain by facilitator in pairs.
Step3-individual task.
Conclusion-feedback.
CONTENT ACTIVITIES
MATHEMATICAL -name and -naming MOPSE -shapes Assumed knowledge-learners can name shapes.
PLAY identify the Mathematics Methods - demonstration
SHAPES shapes on the -identifying and Science -work cards Introduction-recap on naming shapes.
Lesson4 list Infant (ECD – Step1-facilitator explains and demonstrates the
-matching -colouring Grade 2) -crayons odd one colouring task.
-colour the Syllabus page 18 Step2-learners do the activity with the aid of the
matching shapes -chart on odd teacher.
one out Conclusion-presentation.
Lesson5 -recite at least -naming MOPSE -shapes Assumed knowledge-learners can discriminate.
-rhymes one rhyme on Mathematics Methods – discussion
shapes -identifying and Science -chart on Introduction-recitation of ‘a circle is round’.
-name and Infant (ECD – shapes Step1-learners recite rhymes.
identify at least Grade 2) Step2-question and answer.
two shapes Syllabus page 18 Conclusion-recap.
NUMBER AND -count from0 to -naming MOPSE MOPSE -open space Assumed knowledge-learners can say numbers.
SCIENCE 5 -counting Mathematics Methods – discussion
CONCEPTS -name the and Science -various pairs Introduction-recitation of ‘12buckle’.
NUMBER numbers Infant (ECD – of items Step1-teacher illustrates counting.
Lesson1 correctly as they Grade 2) Step2-learners practice counting chanting
WK
-count from 0 recite rhymes Syllabus page ‘1 goldern finger’.
5 to 5 23 Conclusion-recitaion of counting rhymes.
SCIENCE, -recite at least -naming MOPSE -pictures of Assumed knowledge -learners know animals.
MATHEMATICS one rhyme on Mathematics animals Methods – discussion
PAGE 47
AND animals and Science Introduction-recitation of ‘a lion’.
DISCOVERY Infant (ECD – Step1-learners practice ‘Ndwangu, ndwangu’
PLAY Grade 2) Step2- learners name names in rhyme.
ANIMALS Syllabus page Conclusion-recite ‘a lion’.
Lesson2 rhymes 20
SCIENCE, Learners should -naming MOPSE -pictures of Assumed knowledge-learners knowledge animals.
AND -recite at least and Science Introduction-recitation of ‘a farmer’.
DISCOVERY three rhymes on Infant (ECD – Step1-learners recite the rhymes learnt on animals.
PLAY animals Grade 2) Step2- learners take turns reciting rhymes
ANIMALS Syllabus page mastered .
Lesson3 20 Conclusion-recite ‘5 little monkeys’.
-rhymes
CONTENT ACTIVITIES
MEASURES Learners should -sequencing MOPSE -process Assumed knowledge-learners are aware of time.
TIME be able to; Mathematics pictures Methods – discussion
Lesson4 -sequence at and Science Introduction -recitation of ‘Langa laphumabo’
-sequencing least three Infant (ECD – Step1-facilitator explains and illustrates task.
events pictures in Grade 2) Step2- class activity on sequencing events on the
correct order Syllabus page 24 pictures accordingly.
Conclusion –question and answer.
Lesson5 -link at least one -pairing MOPSE -events Assumed knowledge -learners can read pictures.
-linking pictures picture to match Mathematics pictures Methods – discussion
the event eg egg and Science Introduction-recitation of ‘are you sleeping’.
to chicken Infant (ECD – Step1-recap on the previous lesson.
Grade 2 ) Step2-learners take turns identifying related
Syllabus page 24 picture. Conclusion –presentation.
MEASURES -explain the -explaining MOPSE -balancing Assumed knowledge -learners cannot carry heavy
MASS concept mass Mathematics scale objects.
Lesson1 using the and Science Methods – discussion
-the concept scientific terms Infant (ECD – -various Introduction-brainstorming.
Grade 2) objects Step1-learners name heavy and light objects.
Wk
Syllabus page 24 Step2-facilitator explains.
6 Conclusion-question and answer.
MEASURES Learners should -comparing MOPSE -balancing Assumed knowledge -learners are aware of mass.
MASS be able to; Mathematics scale Methods – group work
Lesson2 -compare the and Science Introduction-recap on the previous lesson.
PAGE 48
-comparing weight of at Infant (ECD – Step1-facilitator explains task.
weight least two objects Grade 2 ) -various Step2-in pairs/groups learners compare the mass
syllabus page 24 objects of given objects.
SCIENCE, -name at least -naming MOPSE -papers Assumed knowledge-learners know a fire.
MATHEMATICS two properties Mathematics Methods – discussion
AND of a fire and Science -grass Introduction-brainstorming of how they have used
DISCOVERY Infant (ECD – it.
PLAY Grade 2) Matches Step1-learners observe a fire.
FIRE Syllabus page 22 Step2-class discussion on properties of a fire.
Lesson3 Conclusion-question and answer and awareness.
-properties of a
fire
CONTENT ACTIVITIES
Lesson4 -state at least on -stating MOPSE -fire Assumed knowledge-learners have used a fire.
-dangers of fire danger of a fire Mathematics Methods – discussion
and Science -video clip on Introduction-recap on the previous lesson.
Infant (ECD – dangers of a Step1-learners watch a clip on dangers of fires.
Grade 2) fire Step2-class discussion on the dangers of a fire.
MANIPULATIVE Learners should -collecting MOPSE -the outside Assumed knowledge-learners have manipulated.
AND BLOCK be able to; Mathematics environment Methods –discussion
PLAY -collect at least and Science Introduction-recitation of ‘Going to the city...’.
OBJECTS IN THE one natural Infant (ECD – Step1-excursion to the environment.
ENVIRONMENT object each Grade 2) Step2-learners collect and name natural objects.
Lesson5 -name the Syllabus page Conclusion-naming task chanting ‘dudu’.
-natural objects collected objects 19
MEASURES -guess and -hypothesizing MOPSE -balancing Assumed knowledge-learners carry bags to school.
MASS confirm the Mathematics scales Methods – group work
Lesson1 mass at least and Science -various Introduction-facilitator brainstorms on mass of
-objects mass objects Infant (ECD – objects their bags.
Grade 2) -pictures Step1-learners compare mass of their bags.
Syllabus page 24 Step2- learners group objects according to their
mass.
Wk Conclusion-learners feedback.
7 Lesson2 -compare mass Experimenting MOPSE -balancing Assumed knowledge-learners have carried sand.
-experiment of at least three Mathematics scales Methods – group work
PAGE 49
items using a and Science Introduction-recap on the previous lesson.
balancing scale Infant (ECD – -various Step1-facilitator explains the task.
Grade 2 ) objects Step2-pair and group task.
MANIPULATIVE Learners should -matching MOPSE -leaves Assumd knowledge-learners can touch.
AND BLOCK be able to ; -problem Mathematics -sticks Methods – demonstration
PLAY -match objects solving and Science -glue Introduction-recitation of ‘Cobler , cobbler, mend,
OBJECTS to form at least Infant (ECD – -work cards my shoe’.
MATCHING one pattern Grade 2) -shapes Step1- teachers explains task.
Lesson3 Syllabus page 19 Step2- learners match objects to form a pattern in
Objects pairs.
matching Conclusion-presentation.
-patterns
SCIENCE, -name and -naming MOPSE -pictures Assumed knowledge-learners have body parts.
MATHEMATICS identify at least -identifying Mathematics Methods - discussion
AND DISCOVERY five body parts and Science Introduction-recitation of ‘Parts ofmy body’
-chart on
PLAY as they recite Infant (ECD – body parts Step1- learners practice ‘head and shoulders’.
HUMAN BODY rhymes Grade 2) Step2- learners practice the rhyme.
Lesson4 Syllabus page 20 Conclusion-question and answer.
Human body
-rhyme
[revision]
Lesson5 -complete a -problem MOPSE -pictures of Assumed knowledge-learners know body parts.
-puzzle given picture solving Mathematics different Methods – group work
puzzle and Science people Introduction-recitation of ‘my body parts’.
Infant (ECD – -puzzle cards Step1- teacher explains the task.
Grade 2) Step2-learners do task in groups.
Syllabus 20 page Conclusion-presentation of work.
13
MATHEMATICA Learners should -sorting MOPSE -various Assumed knowledge-learners know colours.
L PLAY be able to ; Mathematics coloured Methods – group work
ORDERING -sort at least -naming and Science block and Introduction-recitation of ‘These are the
Lesson1 four objects -identifying Infant (ECD – objects colours…’.
-sorting according to Grade 2) Step1-learners name the colours of the objects.
colour Syllabus page 18 Step2-facilitator explains task.
Conclusion –group work.
Lesson2 -match at least -matching MOPSE -pictures with Assumed knowledge-learners know colours.
-matching three pictures Mathematics various Methods – discussion
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Wk pictures according to and Science coloured Introduction-recap on the previous lesson.
8 colour Infant (ECD – objects Step1-facilitator illustrates the task.
Grade 2) Step2-class activity as the learners match pictures
Syllabus page 18 according to colour.
MANIPULATIVE -match objects -matching MOPSE -leaves Assumd knowledge-learners can discriminate.
AND BLOCK to form at least -problem Mathematics -sticks Methods - discussion
PLAY one pattern solving and Science -glue Introduction-recitation of ‘5 little monkeys’.
OBJECTS Infant (ECD – -work cards Step1-class activity on completing the picture
MATCHING Grade 2) -shapes pattern.
Lesson3 Syllabus page 19 Step2-individually learners complete pattern in
Objects their books.
matching Conclusion-presentation.
-patterns
CONTENT ACTIVITIES
SCIENCE, Learners should -naming MOPSE -pictures Assumed knowledge-learners know body parts.
MATHEMATICS be able to ; -identifying Mathematics Methods – discussion
AND -name and and Science -chart on Introduction-recitation of ‘head and shoulders’.
DISCOVERY identify at least Infant (ECD – body parts Step1-learners practice ‘zvatadzidza’.
PLAY five body parts Grade 2) Step2- learners practice the rhyme.
HUMAN BODY as they recite Syllabus page 20 Conclusion-question and answer.
Lesson 4 rhymes
-rhyme
Lesson 5 -name and -problem MOPSE -pictures of Assumed knowledge-learners have body parts.
-missing part identify the solving Mathematics different Methods – discussion
missing part and Science people Introduction-recitation of ‘Mina ngiyitipoti,lesi…’.
-complete the Infant (ECD – -work cards Step1-teacher explains the task.
picture Grade 2) Step2-group task in as the teacher monitors.
Syllabus page 20 Conclusion-recitation of ‘my body parts’.
MEASURES -measure the -measuring MOPSE -bucket Assumed knowledge-learners have manipulated
VOLUME amount of liquid Mathematics water.
Lesson 1 that fill up a and Science -cups Methods – demonstration
-space and bigger container. Infant (ECD – Introduction-recap on the uses of water.
liquid Grade 2) -tins Step1-facilitator explains and demonstrates the
Syllabus page 24 task.
Step2-class activity on filling the bucket.
Wk Conclusion-question and answer.
9 MEASURES Learners should -comparing MOPSE -bucket Assumed knowledge-learners have played with
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VOLUME be able to; Mathematics water.
Lesson2 -compare and Science -cups Methods – group work, discussion
-comparing volumes of at Infant (ECD – -containers Introduction-recitation of ‘water water’.
volumes least two Grade 2) Step1-facilitator explains task.
containers with Syllabus page 24 Step2-group work on comparing volumes.
different shapes Conclusion-feed back on the volumes.
SCIENCE, -name and -naming MOPSE -pictures of Assumed knowledge-learners know animals.
MATHEMATICS identify at least Mathematics animals Methods – discussion
AND DISCOVERY three domestic and Science -models Introduction-recitation of ‘old mcdonald’.
-identifying
PLAY animals Infant (ECD – Step1-learners name domestic animals.
ANIMALS Grade 2) Step2- learners name and identify domestic
Lesson3 Syllabus page animals.
-domestic 20 Conclusion-question and answers.
animals
Lesson4 -identify at least -identifying MOPSE -audio with Assumed know-learners keep animals at home.
-animal sounds three animal Mathematics animal Methods – discussion
audio Infant (ECD – Step1-learners listen to the audios and match with
Grade 2) -pictures of the animal. Step2-learners produce the sounds.
Syllabus pge 20 animals Conclusion-recap.
MATHEMATICS Learners should -naming MOPSE -blocks Assumed knowledge-learners can recite.
PLAY be able to; -recalling Mathematics Methods – discussion
SHAPES -name shapes as and Science -solid shapes Introduction-recitation of ‘I know all the shapes...’
Lesson5 they recite Syllabus page 18 Step1-learners learn ‘I went to the post office’.
-rhyme rhymes Step2-practice of the rhyme.
Conclusion-recap on the rhymes learnt.
NUMBER AND -count from 0 to -speaking MOPSE -counters Assumed knw-learners have heard numbers.
SCIENCE 5 Mathematics Methods – demonstration
CONCEPTS -listening and Science Introduction-learners recite ‘1, 2,345 once I
NUMBERS Infant (ECD – caught…’. Step1-teacher explains and
Lesson1 Grade 2) demonstrates on numbers. Step2-learners count to
-counting Syllabus page 23 5 with their fingers Conclusion-recitation of
[revision] ‘1,2,backle my shoe…’ with fingers.
Lesson2 -write at least -counting MOPSE -crayons Assumed knowledge-learners can count.
WK -number two number Mathematics Methods – demonstration
10 patterns patterns of 0 -writing and Science -papers Introduction-recite ‘1 goldern finger’.
and 1 Infant (ECD – Step1-teacher demonstrates.
Grade 2) Step2-individual work as the facilitator asses.
Syllabus page 23 Conclusion-presentation of work.
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MANIPULATIVE Learners should -identifying MOPSE -blocks Assumed knowledge-learners can manipulate.
BLOCK PLAY be able to; -problem Mathematics -stones Methods – discussion
BALANCING -identify at least solving and Science -bottle tops Introduction-recitation ‘one stone on a brick’.
Lesson3 three objects Infant (ECD – Step1-leaners explore balancing.
-balances that balance on Grade 2) Step2-learners experiment.
[revision] each other Syllabus page 19 Conclusion-learners give feedback.
SCIENCE, -name and -naming MOPSE -the Assumed knowledge-learners use water.
MATHEMATICS identify at least -identifying Mathematics environment Methods – discussion
AND DISCOVERY two safe water and Science -pictures Introduction-recitation of ‘water water’.
PLAY WATER sources Infant (ECD – -chart on safe Step1-learners name safe water sources.
Lesson4 Grade 2) water Step2- learners identify sources on chart.
-safe water Syllabus page 20 sources Conclusion-question and answer.
sources
[revision]
SCIENCE, -name and -naming MOPSE -the Assumed knowledge-learners use water.
MATHEMATICS identify at least -identifying Mathematics environment Methods – discussion
AND two unsafe and Science -pictures Introduction-recitation of ‘water water’.
DISCOVERY water sources Infant (ECD – -chart on safe Step1-class activity on naming unsafe sources.
WATER Grade 2) water Step2- learners identify unsafe water sources.
Lesson5 Syllabus page 20 sources Conclusion-feedback.
-unsafe water
sources
[revision]
MEASURES Learners should -identifying MOPSE -25c coin Assumed knowledge-learners have used coins.
MONEY be able to; Mathematics Methods – discussion
Lesson1 -recognise the and Science -chart on Introduction-recitation of ‘I have a cent’.
Wk -coins coin and its Infant (ECD – coins Step1-class discussion on how they have used the
25c values Grade 2) coins. Step2-learners take turns identifying the coin
11
Syllabus pge 24 -pictures . Conclusion-question and answer on the coin.
WEEK
Lesson2 -display the coin -manipulative MOPSE -25c coins Assumed knowledge-learners bring coins to
-coin rubbing rubbing using at Mathematics school. Methods – demonstration
least one coin and Science -papers Introduction-recap on the previous lesson.
Grade 2) -crayons activity. Step2-individual task.
Syllabus page 24 Conclusion-presentation.
SCIENCE, -recite at least -naming MOPSE -pictures of Assumed knowledge-learners have seen animals.
MATHEMATICS one rhyme on Mathematics animals Methods – discussion Introduction-recitation of ‘a
AND DISCOVERY animals and Science lion’. Step1-learners practice ‘old mcdonald.
PLAY
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ANIMALS Infant (ECD – Step2- learners name animals in rhyme.
Lesson3rhymes Grade 2) Conclusion-recite’2 little birds’.
Syllabus pge 27
SCIENCE, Learners should -naming MOPSE -pictures of Assumed knowledge-learners know animals
AND DISCOVERY -name and and Science -models Introduction-recitation of ‘old mcdonald’.
-identifying
PLAY
identify at least Infant (ECD – Step1-learners name domestic animals.
ANIMALS three domestic Grade 2) Step2- learners name and identify domestic
Lesson4 animals Syllabus page animals.
-domestic 27 Conclusion-question and answers
animals
Lesson5 -identify at least -identifying MOPSE -audio with Assumed knowledge-learners keep animals at
-animal sounds three animal Mathematics animal home. Methods – discussion
audio Infant (ECD – -pictures Step1-learners listen to the audios and match with
Grade 2) the animal.
Syllabus page Step2-learners produce the sounds.
27 Conclusion-recap
SOIL -manipulate -manipulating MOPSE -chart with Assumed knowledge-learners have touched soil.
Lesson1 different types Mathematics types of soil Methods – discussion
-manipulating of soil and Science Introduction-recitation of ‘Have you seen the soil
differe types of Infant (ECD – -real soil before…’.
soil. Grade 2) Step1-class discussion on different types of soil.
Syllabus page 24 Step2-learners take turns identifying different soils
Wk with the help of rhe teacher .
12 Conclusion-question and answer on soil.
SOIL Learners should -manipulative MOPSE -containers Assumed knowledge-learners have played
ELesson2 be able to; Mathematics -soil amatope.
-EXPERIMENTS -mix different and Science water Methods – demonstration
types of soils Infant (ECD – Introduction-Learners bring together different
Grade 2) types of soils and containers with water
Syllabus page 21 Step1-facilitator explains and demonstrates the
activity. Step2-individual task.
Conclusion-presentation .
SOIL -name and -naming MOPSE -chart on soil Assumed knowledge -learners bath daily.
Lesson3 identify at least Mathematics Methods –discussion
-Drawing two types of -identifying and Science Introduction-recitation of ‘this is the way’.
soil -drawing Infant (ECD – Step1-class discussion on personal hygiene.
-draw two Grade 2) Step2-facilitator explains further.
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types of soil. Syllabus page 21 Conclusion-question and answers.
SOIL -state uses of -stating MOPSE -chart with Assumed knowledge-Learners have cooked using
Lesson4 soil Mathematics different soil. Methods – Demonsration
-Uses of soil and Science pictures of Introductio Learners sing the song, ‘Kusarima
Infant (ECD – soil items hoye…’
Grade 2) Step1-Learners talk about uses of soil.
Syllabus page 21 Step2-Facilitator explains and demonstrates on
uses of soil.
Conclusion-Questions and answers.
MANIPULATIVE Learners should -naming MOPSE -tins Assumed knowledge-learners know the soil.
AND BLOCK be able to; -identifying Mathematics -containers Methods – Free play
PLAY -name and and Science -soil Introduction-recitation of a rhyme.
Soil identify different Infant (ECD – Step1-learners in pairs talk about different
Lesson5 types of soils Grade 2) types of soil.
-Free play -manipulate Syllabus page 19 Step2-Learners do their free play
[revision] different types Conclusion-recap on task.
of soils
WEATHER Learners should -discussing MOPSE Assumed knowledge-learners know rain.
Lesson1 be able to; Mathematics Methods – discussion
-Discussion -talk about cold, and Science -chart on Introduction-recitation of ‘Rain, rain go away…’’.
hot & rain Infant (ECD – weather Step1-class discussion on cold, hot & rain.
Grade 2) Step2-learners take turnsto identify pictures
Syllabus page 24 -pictures containing what they learnt.
Wk Conclusion-question and answer on weather.
Lesson2 -draw rain, fire -drawing MOPSE -pencils Assumed knowledge-learnerscan draw.
13-14 -Drawing and a jersey Mathematics Methods – demonstration
and Science -papers Introduction-recap on the previous lesson.
Grade 2) -crayons activity.
Syllabus page 24 Step2-individual task.
WEATHER Learners should -matching MOPSE -chart with Assumed knowledge-learners have matched.
Lesson3 be able to; Mathematics pictures Methods – demonstration
-Matching -match pictures and Science containing Introduction-Learners match different objects in
containing Infant (ECD – weather the class.
weather eg Grade 2) Step1-Demonstration.
umbrella and Syllabus page 21 Step2-Learners match pictures as demonstrated
rain by facilitator in pairs.
Step3-individual task.
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PAGE 56
MASS DISPLAYS
TOPICS
-Gymnastics
-Arena choreography
-Music
-Art
AIMS
To help learners to;
-develop psychomotor skills, team building, confidence and self-esteem.
-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.
PAGE 57
CONTENT ACTIVITIES
GYMNASTICS Learners should be -listening MOPSE Mass -open space Assumed knowledge-learners can walk at
LOCOMOTION able to; Displays Infant ease. Methods – discussion
Lesson1 -display at least two -displaying (ECD _ Grade 2) -whistle Introduction-recitation of ‘march like a
-instructed instructed Syllabus page soilder’.
movement movements in space 15 Step1-facilitator explains activity.
Wk
Step2-class activity on instructed movements.
1 Conclusion-recitation of ‘There is fire on the
mountain…’.
ARENA -display a -rhythm MOPSE Mass -musical Assumed knowledge -learners can dance.
CHOREOGRAPHY combination of at Displays Infant instruments Methods – discussion
CHOREOGRAPHY least two activities (ECD – Grade 2) Introduction-learners dance to a song.
Lesson2 through dance Syllabus page Step1-facilitator introduces a combination.
-formations 17 Step2-learners practice as a class.
Conlcusion-recap on the combination.
MUSIC -perform a folk -dancing MOPSE Mass -audio player Assumed knowledge-learners enjoy music.
BACKGROUND related song Displays Infant Methods – discussion
AND -balancing (ECD – Grade 2) -video player Introduction-brainstorm on.
PERFORMING Syllabus page Step1-learners watch/ listen to the clip.
Lesson3 18 Step2-class activity on imitating the folk song.
-folk songs Conclusion-question and answer.
GYMNASTICS Learners should be -listening MOPSE Mass -open space Assumed knowledge -learners can walk at
LOCOMOTION able to; Displays Infant ease.
Lesson1 -display at least two -displaying (ECD – Grade 2) -whistle Methods – discussion
-instructed instructed Syllabus page Introduction-recitation of ‘march like a
movement movements in 15 soilder’
direction Step1-facilitator explains activity.
Wk Conclusion-recitation of ‘There is fire on the
2 mountain…’.
Lesson2 -display at least two -listening MOPSE Mass -open space Assumed knowledge -learners can walk at
-instructed instructed Displays Infant ease.
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movement movements in speed -displaying (ECD – Grade 2) -whistle Methods – discussion
Syllabus page Introduction-recitation of ‘march like a
15 soilder’
Step1-facilitator explains activity.
Conclusion-recitation of ‘run run run’.
ARENA -display creative -creative MOPSE Mass -open space Assumed knowledge-learrners can balance
CHOREOGRAPHY movements showing -body Displays Infant on both legs.
MOVEMENT AND awareness of their management (ECD – Grade 2) -whistle Methods – demonstration
RHYTHM bodies in relation to Syllabus page Introduction-warm up chanting ‘chace,chace
Lesson3 space 17 chacemy shadow’
-movement to Step1-facilitator explains and demonstrates
cover space the activity.
Step2-learners engage in the task,facilitator
asses. Conclusion-presentation.
MUSIC Learners should be -rhythm MOPSE Mass -drums Assumed knowledge-learners have seen a
Wk BACKGROUND able to; Displays Infant -rattles drum.
2 AND -play at least one (ECD – Grade 2) .tambourines Methods- demonstration
PERFORMING basic percussion Syllabus page -triangles Introduction -learners listen to a traditional
MUSIC instrument 18 -clappers song.
Lesson4 Step1-learners name the instruments they
-percussion heard.
Step2-learners play the note taa.
Conclusion-individual presentation.
ART -create at least one -pincer reflex MOPSE Mass -glue Assumed knowledge-learners know colours.
PATTERNS pattern using the Displays Infant -scissors Methods – demonstration
Lesson5 provided media -manipulation (ECD – Grade 2) -coloured Introduction-recitation of ‘today is my
-cutting and Syllabus page papers favourite’.
pasting 19 -work cards Step1-facilitator explains and demonstrates
activity.
Step2-individual work as the facilitator
assesses.
Conclusion-presentation of work and
comments.
GYMNASTICS -control their body -body MOPSE Mass -hula hoops Assumed knowledge-learners can dance.
LOCOMOTION movements and management Displays Infant Methods – demonstration
Lesson1 waist when rolling (ECD – Grade 2) -open space Introduction-learners dance to a song .
Wk -waist rolling waist with the hoops Syllabus page Step1-facilitator explains/demonstrates.
15 Step2-learners take turns with the hoops.
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3 Conclusion-cool down session.
CONTENT ACTIVITIES
GYMNASTICS Learners should be -body MOPSE Mass -hula hoops Assumed knowledge-learners can dance.
LOCOMOTION able to; management Displays Infant Methods – demonstration
Lesson2 -control their body (ECD – Grade 2) -open space Introduction-learners dance to a song .
-hand rolling movements and Syllabus page Step1-facilitator explains/demonstrates.
hands when rolling 15 Step2-learners take turns with the hoops.
hand with the hoops Conclusion -cool down session.
ARENA -display at least one -rhythm MOPSE Mass -audio player Assumed knowledge-learners like music.
CHOREOGRAGHY movement to an Displays Infant Methods - demonstration
WK MOVEMENT AND instrumental audio -body (ECD – Grade 2) -open space Introduction-free dance to a song played.
3 RHYTHM management Syllabus page Step1-facilitator leads with a dance routine.
Lesson3 17 Step2-learners join in and imitate.
-instrumental Conclusion-free dance to the instrumental
dancing song.
MUSIC -play at least one -rhythm MOPSE Mass -drums Assumed knowledge-learners have seen a
BACKGROUND basic percussion Displays Infant ( -rattles drum.
AND instrument to a given ECD – Grade 2) .tambourines Methods – demonstration
PERFORMING basic note value Syllabus page ,triangles, Introduction-learners listen to a traditional
MUSIC 18 -clappers song.
-percussion heard. Step2-learners play the note ta-te-ta.
ART Learners should be -pincer reflex MOPSE Mass -glue Assumed knowledge-learners can manipulate
PATTERNS able to; Displays Infant -child scissors steadily.
Lesson5 -create at least one -manipulation (ECD – Grade 2) -leaves Methods – demonstration
-cutting and pattern using the Syllabus page -stalls Introduction-recitation of ‘today is my
pasting provided media 19 -work cards favourite’.
Step1-facilitator explains and demonstrates
activity.
assesses. Conclusion-presentation.
PAGE 60
GYMNASTICS -recite the rhyme -rhythmic MOPSE Mass -audio player Assumed knowledge-learners can clap.
COORDINATION ‘father Abraham’ clapping Displays Infant Methods – discussion
Wk Lesson1 clapping only (ECD – Grade -open space Introduction-recitation of ‘Tshayi
4 -clapping song 2 ) Syllabus zandla,thathathathatha..’.
page 16 Step1-learners learn the song from facilitator.
Step2-learners incorporate clapping to song.
Conclusion-class activity.
CONTENT ACTIVITIES
Lesson2 -march and clap -marching MOPSE Mass -audio player Assumed knowledge-learners can march.
-marching and when singing a song Displays Infant Methods – demonstration
clapping rhythmically -clapping (ECD – Grade 2) -open space Introduction-recap on the song clapping.
Syllabus page Step1-facilitator demonstrates marching and
16 clapping .
Step2-class activity as they sing,clap and
march. Conclusion-class activity.
ARENA Learners should be -rhythm MOPSE Mass -audio player Assumed knowledge-learners like music.
CHOREOGRAGHY able to; Displays Infant Methods – discussion
WK MOVEMENT AND -display at least one -body (ECD – Grade 2) -drum Introduction-free dance to a song played.
4 RHYTHM movement to the management Syllabus page Step1-facilitator leads with a dance routine.
Lesson3 drum beat 17 -open space Step2-learners join in and imitate.
dancing song.
MUSIC -play at least one -rhythm MOPSE Mass drums,rattles Assumed knowledge-learners have seen a
BACKGROUND basic percussion Displays Infant ,tambourines drum.
AND instrument to a given (ECD – Grade 2) Methods – demonstration
PERFORMING basic note value Syllabus page -triangles Introduction-learners listen to a traditional
-percussion heard.
Step2-learners play the note te-fe-ta.
ART -design at least one -designing MOPSE Mass -work cards Assumed knowledge-learners have used
PATTERNS well wishing card Displays Infant -crayons writing tools.
Lesson5 using the provided -creative (ECD – Grade 2) -paints Methods – demonstration
-designing media Syllabus page -brushes Introduction-brainstorming on well wishing
-aesthetic 19 cards.
task. Step2-individually learners design cards.
PAGE 61
Conclusion-presentation of the cards.
GYMNASTICS Learners should be -rhythmic MOPSE Mass -audio player Assumed knowledge-learners can clap.
COORDINATION able to; clapping Displays Infant Methods – demonstration
Wk Lesson1 -recite the rhyme (ECD – Grade 2) -open space Introduction-recitation of ‘father Abraham’.
5 -clapping song ‘maoko maoko’ Syllabus page Step1-learnes learn the song from facilitator.
clapping correctly 16 Step2-learners incorporate clapping to song.
Conclusion -class activity.
CONTENT ACTIVITIES
Lesson2 -change over from -body MOPSE Mass -open space Assumed knowledge-learners can walk at
-changing over one balance to management Displays Infant ease.
balances another (ECD – Grade 2) -music player Methods – demonstration
-alertness Syllabus page Introduction-warm up chanting ‘Bamba
16 amadolo’.
Step1-facilitator illustrates.
Step2-learners practice the balances.
Conclusion-class activity with a song.
ARENA -display at least two -rhythm MOPSE Mass -audio player Assumed knowledge-learners like music.
CHOREOGRAGHY movements to the Displays Infant -drum Methods – discussion
Wk MOVEMENT AND drum beat -body (ECD – Grade 2) Introduction-free dance to a song played.
5 RHYTHM management Syllabus page -open space Step1-facilitator leads with a dance routine.
dancing song.
MUSIC Learners should be -rhythm MOPSE Mass -drums Assumed knowledge -learners have seen a
BACKGROUND able to; Displays Infant -rattles drum.
AND -play at least one (ECD – Grade 2) .tambourines Methods - demonstration
PERFORMING basic percussion Syllabus page -triangles Introduction-learners listen to a traditional
MUSIC instrument to at least 18 -clappers song.
Lesson4 two basic note values Step1-learners name the instruments they
-percussion heard.
Step2-learners play the notes taa-aa and te-
fe-ta.
PATTERNS claypot using the Displays Infant -crayons writing tools.
Lesson5 provided media -creative (ECD – Grade 2) -paints Methods – demonstration
-designing Syllabus page -brushes Introduction-recitation of ‘granny in the
PAGE 62
-aesthetic 19 kitchen’.
task.
Step2-individually learners design claypots.
CONTENT ACTIVITIES
GYMNASTICS -balance their body -balancing MOPSE Mass -open safe Assumed knowledge-learners can wallk at
BALANCES weight on two body Displays Infant space ease.
Lesson1 parts -problem (ECD – Grade 2) Methods – discussion
-balancing on two solving Syllabus page Introduction-recitation of ’chibata ‘.
body parts 15 Step1-facilitator explains on task.
Step2-individually learners balance on two
body parts. Conclusion-freeplay.
GYMNASTICS Learners should be -balancing MOPSE Mass -open space Assumed knowledge-learners have done
BALANCES able to; -problem Displays Infant balancing. Methods – discussion
Wk Lesson2 -creatively balance solving (ECD – Grade 2) Introduction-recitation of ‘Are you able?,to
6 -balancing on on three body parts -creativity Syllabus page do this’.
three body parts .coordination 15 Step1-facilitator explains.
Step2-learners balance three body parts.
Conclusion-recap on the activity.
ARENA -demonstrate and - MOPSE Mass -music player Assumed knowledge-learners can dance.
CHOREGRAPHY display at least one demonstrating Displays Infant Methods – demonstration
MOVEMENT AND creative dance (ECD – Grade 2) -open space Introduction-learners sing and dance.
RHYTHM moving at least three -displaying Syllabus page Step1-facilitator explains task to learners.
Lesson3 body parts 17 Step2-facilitator plays music and learners
-creative dance take turns dancing creatively.
Conclusion-feed back
ART -draw at least two up -left to right MOPSE Mass -crayons Assumed knowledge-learners have drawn
PATTERNS down pattern from Display before. Methods – demonstration
Lesson4 left to right -drawing Infant (ECD – -chart on Introduction-learners do finger play chanting
-basic patterns Grade 2 ) patterns ‘dobha okwakho’.
Syllabus page Step1-facilitator illustrates patterns.
19 -work cards/ Step2-learners practice the pattern on the
books ground. Conclusion-learners draw the pattern
PAGE 63
on the board.
ARENA Leaners should be - MOPSE Mass -music player Assumed knowledge-learners can dance.
CHOREGRAPHY able to; demonstrating Displays Infant Methods – demonstration
MOVEMENT AND -demonstrate and (ECD – Grade 2) -open space Introduction-facilitator explains task to
RHYTHM display at least one -displaying Syllabus page learners.
Lesson5 creative dance 17 Step1-facilitator plays music and learners
-creative dance moving at least three take turns dancing creatively.
body parts Step2-learners dance.
Conclusion -feed back.
CONTENT ACTIVITIES
GYMNASTICS -formulate the linear -awareness MOPSE Mass -open space Assumed knowledge-learners have stood in a
FORMATIONS formation on Displays Infant line.
Lesson1 instruction facing the (ECD – Grade 2) -whistle Methods – discussion
-linear formation same side Syllabus page Introduction-warm up ‘Follow the leader ‘.
16 Step1-facilitator explains and illustrates.
Step2-class activity on the linear formation.
Conclusion-cool down session.
Lesson2 -formulate the -awareness MOPSE Mass -open space Assumed knowledge-learners know a circle.
Wk -circular circular formation on Displays Infant Methods – discussion
7 formation instruction facing the (ECD – Grade 2) -whistle Introduction-warm up ‘Chase your shadow’.
same side Syllabus page Step1-facilitator explains and illustrates.
16 Step2-class activity on the circular formation.
ARENA Learners should be -display MOPSE Mass -open space Assumed knowledge-learners enjoy music.
CHOREOGRAPHY able to; Displays Infant Methods – discussion
CHOREOGRAPHY -display at least two -rhythm (ECD- Grade 2) -whistle Introduction-free dance to the song.
Lesson3 patterns and Syllabus page -music player Step1-facilitator leads the combination.
-dance and movements from 17 Step2-learners practice with the facilitator.
gymnastics dance and Conclusion-class activity .
gymnastics
Lesson4 -display at least two -display MOPSE Mass -open space Assumed knowledge-learners enjoy music.
-dance and patterns and Displays Infant -whistle Methods – demonstration
gymnastics movements from -rhythm (ECD – Grade 2) -music player Introduction-free dance to the song.
dance and Syllabus page Step1-able learners display movements they
gymnastics 17 recall.
-consolidate the Step2-learners practice with the facilitator.
previous activity Conclusion-class presentation.
ART -handle and use the -pincer grasp MOPSE Mass -crayons Assumed knowledge-learners know colours.
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PATTERNS drawing tools Displays Infant Methods – discussion , demonstration
Lesson5 correctly (ECD – Grade 2) -pencils Introduction-recitation of ‘colours colours’.
-guided drawing Syllabus page Step1-facilitator explains the drawing activity.
19 -papers Step2-individual drawing activity as facilitator
monitors.
Conclusion-presentation and display of work.
CONTENT ACTIVITIES
GYMNASTICS Learners should be -awareness MOPSE Mass -open space Assumed knowledge-learners know shapes.
FORMATIONS able to; Displays Infant Methods – discussion
Lesson1 -formulate the (ECD – Grade 2) -whistle Introduction-learners name and describe the
-triangular triangular formation Syllabus page shapes.
formation on instruction facing 16 Step1-facilitator explains and illustrates.
the same side Step2-class activity on the triangular
formation. Conclusion-cool down session.
Lesson2 -formulate the -awareness MOPSE Mass -open space Assumed knowledge-learners know shapes.
-chevron chevron formation Displays Infant Methods – discussion
Wk formation on instruction facing (ECD – Grade 2) -whistle Introduction-warm up ‘Bamba amadolo’.
8 the same side Syllabus page Step1-facilitator explains and illustrates.
16 Step2-class activity on the chevron formation.
ARENA -display at least two -display MOPSE Mass -open space Assumed knowledge-learners enjoy music.
CHOREGRAPHY formations and Displays Infant Methods – demonstration
CHOREOGRPHY movements from -rhythm (ECD – Grade 2) -whistle Introduction-free dance to the song.
Lesson3 dance and Syllabus page Step1-able learners display and explain the
-dance and gymnastics 17 -music player movements they recall.
gymnastics Step2-learners practice with the facilitator.
Conclusion-class presentation.
AND -play at least one (ECD – Grade 2) .tambourines Methods – demonstration
PERFORMING basic percussion Syllabus page -triangles Introduction-learners listen to a traditional
MUSIC instrument to at least 18 -clappers song.
Lesson4 two basic note values Step1-learners name the instruments they
-percussion heard.
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Step2-learners play the notes taa-aa and ta-
te. Conclusion-pair presentation.
ART -draw and colour the -drawing MOPSE Mass -shapes Assumed knowledge-learners have learnt
SHAPES two shapes correctly Displays Infant -crayons shapes.
Lesson5 using at least one -colouring (ECD – Grade 2) -pencils Methods – discussion
-circle and square colour Syllabus page -papers/ Introduction-recap on naming the shapes
20 books they remember. Step1-facilitator explains
task. Step2-individual task ondrawing and
colouring the shapes.
CONTENT ACTIVITIES
GYMNASTICS -balance their body -balancing MOPSE Mass -open safe Assumed knowledge-learners can wallk at
BALANCES weight on two body Displays Infant space ease. Methods – demonstration
Lesson1 parts alternatively -problem (ECD – Grade 2) Introduction-recitation of Khanda
-balancing on solving Syllabus page mahlombe‘. Step1-facilitator explains on
body parts 15 task. Step2-class activity on alternating two
balances on two body.
ARENA Learners should be -display MOPSE Mass -open space Assumed knowledge-learners enjoy music.
Wk CHOREGRAPHY able to; Displays Infant Methods – demonstration
9 CHOREOGRPHY -display at least two -rhythm (ECD- Grade 2 ) -whistle Introduction-free dance to the song.
Lesson2 formations and Syllabus page Step1-able learners display and explain the
-dance and movements from 17 -music player movements they recall.
gymnastics dance and Step2-learners practice with the facilitator.
gymnastics Conclusion-class presentation.
BACKGROUND basic percussion Displays Infant -rattles drum. Methods – discussion
AND instrument to at least (ECD – Grade 2) .tambourines Introduction-learners listen to a traditional
PERFORMING three basic note Syllabus page -triangles song.
MUSIC values 18 -clappers Step1-learners name the instruments they
Lesson3 heard.
-percussion Step2-learners play the notes taa-aa and ta-te
ta-aa. Conclusion-pair presentation.
ART -draw and colour the -drawing MOPSE Mass -shapes Assumed knowledge-learners have learnt
SHAPES two shapes correctly Displays Infant -crayons shapes. Methods – demonstration
Lesson4 using at least one -colouring (ECD – Grade 2) -pencils Introduction-recap on naming and describing
-triangle and colour Syllabus page -papers/ shapes.
rectangle 20 books Step1-facilitator explains task.
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Step2-individual task ondrawing and
colouring the shapes.
ARENA Leaners should be - MOPSE Mass -music player Assumed knowledge-learners can dance.
CHOREGRAPHY able to; demonstrating Displays Infant Methods – demonstration
MOVEMENT AND -demonstrate and (ECD – Grade 2) -open space Introduction-facilitator explains task to
RHYTHM display at least one -displaying Syllabus page learners. Step1-facilitator plays music and
Lesson5 creative dance 17 learners take turns dancing creatively.
-creative dance moving at least three Step2-learners dance.
body parts Conclusion -feed back.
CONTENT ACTIVITIES
Wk GYMNASTICS -display at least three -body MOPSE Mass -open space Assumed knowledge-learners can hop.
10 COORDINATION coordination skills coordination Display Infant Methods – discussion
Lesson1 one after another (ECD – Grade 2) -music player Introduction-learners recite ‘how are you
-combinations -body Syllabus page feeling’.
[revision] management 15 Step1-recap on all the routines
Step2- teacher illustrates combination of all
routines learners practice.
Conclusion-learners take turns in displaying
routines.
ART -draw at least three -left to right MOPSE Mass -crayons Assumed knowledge-learners have drawn
PATTERNS up down patterns Display -chart on before.
Lesson2 from left to right -drawing Infant (ECD – patterns Methods – discussion
-basic patterns Grade 2) -work cards/ Introduction-learners do finger play chanting
Syllabus page books ‘My little finger’.
19 Step1-teacher illustrates on the pattern.
Step2-learners practice the pattern on the
ground.
Conclusion-learners draw the pattern on the
board.
MUSIC Learners should be -naming MOPSE Mass -wooden Assumed knowledge-learners have seen
BACKGROUND able to; Display tools and ‘umthimba’.
AND -name at least one -describing Infant (ECD – props Methods – discussion
PERFORMING common festival Grade 2) Introduction-recitation of any common song.
MUSIC song Syllabus page Step1-class discussion on ‘umthimba’.
Lesson3 18 Step2-class discussion on, ’amalima’.
-cultural chores -describe the Conclusion-learners display the song with
and festival songs ‘umthimba actions.
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andamalima’
GYMNASTICS -display at least three -body MOPSE Mass -open space Assumed knowledge-learners can hop.
COORDINATION coordination skills coordination Display Infant Methods – demonstration
Lesson4 one after another (ECD – Grade 2) -music player Introduction-learners recite ‘how are you
-combinations -body Syllabus page feeling’.
management 16 Step1-recap on all the routines.
Step2- class activity on the movements
learnt.
Conclusion-learners take turns in displaying
routines.
ART -draw at least two up -left to right MOPSE Mass -crayons Assumed knowledge-learners have drawn
PATTERNS down pattern from Display before. Methods – demonstration
Lesson5 left to right -drawing Infant (ECD – -chart on Introduction-learners do finger play chanting
-basic patterns Grade 2) patterns ‘Zandlana zam...’ Step1-teacher illustrates on
Syllabus page the pattern. Step2-learners practice the
19 -work cards/ pattern on the ground. Conclusion-learners
books draw the pattern on the board.
LOCOMOTION able to; Displays Infant ease. Methods – demonstration
Lesson1 -display at least two -displaying (ECD – Grade 2) -whistle Introduction-recitation of ‘march like a
-instructed instructed Syllabus page soilder’. Step1-facilitator explains activity.
movement movements in space 15 Step2-class activity on instructed movements.
[revision] Conclusion-recitation of ‘There is fire on the
Wk mountain’.
11 ARENA -display a -rhythm MOPSE Mass -musical Assumed knowledge-learners can dance.
CHOREOGRAPHY combination of at Displays Infant instruments Methods – demonstration
CHOREOGRAPHY least two activities (ECD – Grade 2) Introduction-learners dance to a song.
Lesson2 through dance Syllabus page Step1-facilitator introduces a combination.
-formations 17 Step2-learners practice as a class.
Conclusion-recap on the combination.
MUSIC -perform a folk -dancing MOPSE Mass -audio player Assumed knowledge-learners enjoy music.
BACKGROUND related song Displays Infant Methods – demonstration
AND -balancing (ECD – Grade 2) -video player Introduction -brainstorm on.
PERFORMING Syllabus page Step1-learners watch/ listen to the clip.
Lesson3 18 Step2-class activity on imitating the folk song.
-folk songs Conclusion-question and answer.
ART Learners should be -left to right MOPSE Mass -crayons Assumed knowledge-learners have drawn
PATTERNS able to; Display -chart on before. Methods – demonstration
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Lesson4 -draw at least two up -drawing Infant (ECD – patterns Introduction-learners do finger play chanting
-basic patterns down pattern from Grade 2) -work cards/ ‘Tap tap.’ Step1-teacher illustrates on the
left to right Syllabus page books pattern. Step2-learners practice the pattern
19 on the ground. Conclusion-learners draw the
pattern on the board.
ART -draw at least three -left to right MOPSE Mass -crayons Assumed knowledge-learners have drawn
PATTERNS up down pattern Display -chart on before. Methods – demonstration
Lesson5 from left to right -drawing Infant (ECD – patterns Introduction-learners do finger play chanting
-basic patterns Grade 2) -work cards/ ‘Tap,tap.’ Step1-teacher illustrates on the
Syllabus page books pattern. Step2-learners draw the pattern in
19 their books.Conclusion-presentation of work.
LOCOMOTION able to; Displays Infant ease.
Lesson1 -display at least two -displaying (ECD – Grade 2) -whistle Methods – discussion
-instructed instructed Syllabus page Introduction-recitation of ‘march like a
movement movements in 15 soilder’
direction Step1-facilitator explains activity.
Wk Conclusion-recitation of ‘There is fire on the
12 mountain…’.
Lesson2 -display at least two -listening MOPSE Mass -open space Assumed knowledge -learners can walk at
-instructed instructed Displays Infant ease.
movement movements in speed -displaying (ECD – Grade 2) -whistle Methods – discussion
Syllabus page Introduction-recitation of ‘march like a
15 soilder’
Step1-facilitator explains activity.
Conclusion-recitation of ‘run run run’.
ARENA -display creative -creative MOPSE Mass -open space Assumed knowledge-learrners can balance
CHOREOGRAPHY movements showing -body Displays Infant on both legs.
MOVEMENT AND awareness of their management (ECD – Grade 2) -whistle Methods – demonstration
RHYTHM bodies in relation to Syllabus page Introduction-warm up chanting ‘chace,chace
Lesson3 space 17 chacemy shadow’
-movement to Step1-facilitator explains and demonstrates
cover space the activity.
Step2-learners engage in the task,facilitator
asses. Conclusion-presentation.
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AND -play at least one (ECD – Grade 2) .tambourines Methods- demonstration
PERFORMING basic percussion Syllabus page -triangles Introduction -learners listen to a traditional
MUSIC instrument 18 -clappers song.
-percussion heard.
Step2-learners play the note taa.
ART -create at least one -pincer reflex MOPSE Mass -glue Assumed knowledge-learners know colours.
PATTERNS pattern using the Displays Infant -scissors Methods – demonstration
Lesson5 provided media -manipulation (ECD – Grade 2) -coloured Introduction-recitation of ‘today is my
-cutting and Syllabus page papers favourite’.
pasting 19 -work cards Step1-facilitator explains and demonstrates
activity.
assesses.
Conclusion-presentation of work and
comments.
GYMNASTICS -control their body -body MOPSE Mass -hula hoops Assumed knowledge-learners can dance.
LOCOMOTION movements and management Displays Infant Methods – demonstration
Lesson1 waist when rolling (ECD – Grade 2) -open space Introduction-learners dance to a song .
Wk -waist rolling waist with the hoops Syllabus page Step1-facilitator explains/demonstrates.
15 Step2-learners take turns with the hoops.
13
GYMNASTICS Learners should be -body MOPSE Mass -hula hoops Assumed knowledge-learners can dance.
LOCOMOTION able to; management Displays Infant Methods – demonstration
Lesson2 -control their body (ECD – Grade 2) -open space Introduction-learners dance to a song .
-hand rolling movements and Syllabus page Step1-facilitator explains/demonstrates.
hands when rolling 15 Step2-learners take turns with the hoops.
hand with the hoops Conclusion -cool down session.
ARENA -display at least one -rhythm MOPSE Mass -audio player Assumed knowledge-learners like music.
CHOREOGRAGHY movement to an Displays Infant Methods - demonstration
MOVEMENT AND instrumental audio -body (ECD – Grade 2) -open space Introduction-free dance to a song played.
RHYTHM management Syllabus page Step1-facilitator leads with a dance routine.
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dancing song.
BACKGROUND basic percussion Displays Infant ( -rattles drum.
AND instrument to a given ECD – Grade 2) .tambourines Methods – demonstration
PERFORMING basic note value Syllabus page ,triangles, Introduction-learners listen to a traditional
-percussion heard. Step2-learners play the note ta-te-ta.
ART Learners should be -pincer reflex MOPSE Mass -glue Assumed knowledge-learners can manipulate
PATTERNS able to; Displays Infant -child scissors steadily.
Lesson5 -create at least one -manipulation (ECD – Grade 2) -leaves Methods – demonstration
-cutting and pattern using the Syllabus page -stalls Introduction-recitation of ‘today is my
pasting provided media 19 -work cards favourite’.
activity.
assesses. Conclusion-presentation.
GYMNASTICS -recite the rhyme -rhythmic MOPSE Mass -audio player Assumed knowledge-learners can clap.
COORDINATION ‘father Abraham’ clapping Displays Infant Methods – discussion
Wk Lesson1 clapping only (ECD – Grade -open space Introduction-recitation of ‘Tshayi
14 -clapping song 2 ) Syllabus zandla,thathathathatha..’.
page 16 Step1-learners learn the song from facilitator.
Step2-learners incorporate clapping to song.
Conclusion-class activity.
Lesson2 -march and clap -marching MOPSE Mass -audio player Assumed knowledge-learners can march.
-marching and when singing a song Displays Infant Methods – demonstration
clapping rhythmically -clapping (ECD – Grade 2) -open space Introduction-recap on the song clapping.
Syllabus page Step1-facilitator demonstrates marching and
16 clapping .
Step2-class activity as they sing,clap and
march. Conclusion-class activity.
ARENA Learners should be -rhythm MOPSE Mass -audio player Assumed knowledge-learners like music.
CHOREOGRAGHY able to; Displays Infant Methods – discussion
MOVEMENT AND -display at least one -body (ECD – Grade 2) -drum Introduction-free dance to a song played.
RHYTHM movement to the management Syllabus page Step1-facilitator leads with a dance routine.
Lesson3 drum beat 17 -open space Step2-learners join in and imitate.
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dancing song.
MUSIC -play at least one -rhythm MOPSE Mass drums,rattles Assumed knowledge-learners have seen a
BACKGROUND basic percussion Displays Infant ,tambourines drum.
AND instrument to a given (ECD – Grade 2) Methods – demonstration
PERFORMING basic note value Syllabus page -triangles Introduction-learners listen to a traditional
-percussion heard.
Step2-learners play the note te-fe-ta.
PATTERNS well wishing card Displays Infant -crayons writing tools.
Lesson5 using the provided -creative (ECD – Grade 2) -paints Methods – demonstration
-designing media Syllabus page -brushes Introduction-brainstorming on well wishing
-aesthetic 19 cards.
task. Step2-individually learners design cards.
Conclusion-presentation of the cards.
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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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CONTENT ACTIVITIES
SAFETY AND Learners should be -stating MOPSE Physical -pictures Assumed knowledge-learners have rules at
HEALTH able to; Education Infant -outdoor home.
SAFETY -state at least two -observing (ECD – Grade 2) props Methods - discussion
Lesson1 safety rules during Syllabus page 19 -open space Introduction-recitation of ‘Nanzelel impilo
-rules play yakho’.
Step1-class discussion on safety rules during
play.
Step2-free play observing safety.
Conclusion-recap.
Wk Lesson2 -state at least two -stating MOPSE Physical -pictures Assumed knowledge-learners know rules at
1 -rules safety rules during Education Infant home.
play -observing (ECD – Grade 2) Methods – discussion
Syllabus page 19 Introduction-recitation of the rhyme ‘Danger,
danger danger…’‘.
Step1- learners state rules at home.
Step2-class discussion on safety rules during
play. Conclusion-free play.
Lesson3 -exercise regularly -demonstrate MOPSE Physical -open space Assumed knowledge-learners can run.
-health to maintain body -command Education Infant Methods – demonstration
fitness (ECD – Grade 2) -outdoor Introduction-learners recite ‘Bamb iqolo…’’.
Syllabus page 19 props Step1-class activity on exercises reciting ‘I run.
Step2 -learners do locomotor activities.
Conclusion-cool down.
SAFETY AND Learners should be Demonstration- MOPSE Physical -open space Assumed knowldge-learners can run.
HEALTH able to; coordination Education Infant Methods – demonstration
HEALTH -display muscular (ECD – Grade 2) -outdoor Introduction -recitation of ‘Jogi, jogi he ah ahah
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Lesson4 activity to Syllabus page 19 props uw’.Step1-learners practice the arm and legs
-muscle strengthen exercises .
exercises muscles and body Step2-activity on an action rhyme.
coordination Conclusion-cool down.
SAFETY -identify and -identifying MOPSE Physical -open space Assumed knowledge-learners know the use of
Lesson1 remove hazardous Education Infant -outdoor bins. Methods – discussion
-safe objects in the play -appreciation (ECD – Grade 2 ) props Introduction-learners recite ‘Amaphepha
Wk environment area Syllabus page 19 -litter/ kasiwafuni’.
2 rubbish pit Step1-class discussion on their play area.
Step2-facilitator explains on dangers of such
objects. Conclusion-question and answer.
CONTENT ACTIVITIES
KIDS -throw an -throwing MOPSE Physical -open space Assumed knowledge-learners have played ball.
ATHLETICS apparatus to a Education Infant -balls Methods – demonstration
RUNNING, target using one -body (ECD – Grade 2) -ground Introduction-learners recite ‘gu-gugugu’.
THROWING hand coordination Syllabus page 25 markers Step1-facilitator explains and demonstrates
AND JUMPING task.
Lesson2 Step2-class activity aiming at the target.
-target Conclusion-cool down session.
throwing
KIDS Learners should be -aiming MOPSE Physical -open space Assumed knowledge-learners know games.
ATHLETICS able to; Education Infant Methods – demonstration
RUNNING, -throw the ball -body (ECD – Grade 2 ) -balls Introduction-brainstorming on farmiliar games.
THROWING targeting the coordination Syllabus page25 Step1-facilitator demonstrates the ball game.
AND opponent using -ground Step2-in groups learners play the game as the
JUMPING one hand markers facilitator monitors.
Lesson3 Conclusion-cool down and feedback.
-game
Lesson4 -play the tag -aiming MOPSE Physical -open space Assumed knowledge-learners have played the
-game with a ball Education Infant tag game. Methods – demonstration
-body (ECD – Grade 2 ) -balls Introduction-brainstorming on the game.
coordination Syllabus page 25 Step1-facilitator explains and demonstrates the
-ground tag game with a baa.
markers Step2-class activity.
SAFETY AND -display muscular Demonstration MOPSE Physical -open space Assumed knowledge-learners can run.
HEALTH activity to Education Infant Methods - demonstration
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HEALTH strengthen -coordination (ECD- Grade 2 ) -outdoor Introduction –recites ‘Jump up anddown’.
Lesson5 muscles and body Syllabus page 19 props Step1-learners practice whole body exercises.
-muscle coordination Step2-activity on an action rhyme
exercises Conclusion-cool down.
Wk 3 SAFETY AND Learners should be -identifying MOPSE Physical -open space Assumed knowledge -learners know the use of
HEALTH able to; Education Infant -outdoor bins. Methods – discussion
SAFETY -identify and -appreciation (ECD – Grade 2 ) props Introduction-learners recite ‘Itshapha
Lesson1 remove hazardous Syllabus page 19 siyalipanitsha,…’’. Step1-class discussion on
-safe objects in the play -litter/ their play area. Step2-facilitator explains on
environment area rubbish pit dangers of such objects.
Conclusion-learners remove harmful and
unwanted objects.
CONTENT ACTIVITIES
ATHLETICS apparatus for Education Infant Methods – demonstration
RUNNING, distance using one -body (ECD – Grade 2 ) -balls Introduction-learners play the game, ‘de by
THROWING hand coordination Syllabus page 25 de amadebhula upside down
AND JUMPING Step1-facilitator explains and demonstrates
-ground
Lesson2 task.
markers
-distance Step2-class activity on throwing for distance.
throwing Conclusion-feedback.
Lesson3 -throw an -throwing MOPSE Physical -open space Assumed knowledge -learners have played ball.
-distance apparatus for Education Infant Methods - demonstration
throwing distance using one -body syllabus page 25 -balls Introduction-learners recite ‘Qhudelikhulu
competition hand coordination nguban iqhude elikhulu.’
-appreciate defeat -ground Step1-facilitator explains task.
and celebrate markers Step2-competition throwing for distance.
winning between Conclusion-feedback.
boys and girls
SAFETY AND Learners should be -naming MOPSE Physical -hygiene Assumed knowledge-learners can sing.
HEALTH able to; Education Infant chart Methods – discussion
HEALTH -name at least (ECD – Grade 2 ) Introduction-brainstorming on cleanliness.
Lesson4 three items for Syllabus page Step1-learners name items on the chart.
-rhymes personal hygiene 19 Step2-recitation of ‘this is the way’.
Conclusion-recap
Lesson5 -name and identify -naming MOPSE Physical -soap Assumed knowledge-learners bath.
-personal tools for personal -identifying Education Infant Methods – demonstration
hygiene hygiene (ECD – Grade 2 ) -water Introduction-recitation of ‘Thoko Thoko vuka
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Syllabus page Thoko Thoko geza’.
19 -ear buds Step1-recitation of ‘this is the way’.
Step2-learners name and identify the items and
-nail cutter their uses. Conclusion-question and answer.
KIDS -display good body -skipping MOPSE Physical -ropes Assumed knowledge -learners can jump.
ATHLETICS management and Education Infant Methods – demonstration
RUNNING, coordination when -coordination (ECD – Grade 2) -open space Introduction-recitation of ‘run run run’.
THROWING skipping Syllabus page 25 Step1-facilitator demonstrates.
Wk AND JUMPING Step2-class activity on rope skipping as the
4 Lesson1 facilitator monitors.
-rope Conclusion-cool down and feed back.
skipping
CONTENT ACTIVITIES
KIDS Learners should be -skipping MOPSE Physical -ropes Assumed knowledge-learners can jump.
RUNNING, -display good body -coordination (ECD – Grade 2) -open space Introduction-recitation of ‘how are you feeling’.
THROWING management and Syllabus page 25 Step1-facilitator explains activity.
AND JUMPING coordination when Step2-class activity on rope skipping as the
Lesson2 skipping facilitator monitors for most skips.
-rope Conclusion-feedback.
skipping
competition
4 Lesson3 -display good body -skipping MOPSE Physical -ropes Assumed knowledge-learners can jump.
-rope management and Education Infant Methods – demonstration
skipping race coordination when -coordination (ECD – Grade 2) -open space Introduction-recitation of ‘run run run’.
doing the skipping Syllabus page Step1-facilitator explains the race.
race 25 Step2-class activity on racing.
Conclusion-cool down and feed back.
Lesson4 -demonstrate and -aiming MOPSE Physical -open space Assumed knowledge-learners have played with
-game play the ball game Education Infant balls.
‘rhaka rhaka’ -body (ECD – Grade 2) -balls Methods – demonstration
correctly coordination Syllabus page 25 -ground Introduction-brainstorming on the ball game.
markers Step1-facilitator explains the game.
Step2-class activity on the game.
SAFETY AND Learners should be -naming MOPSE Physical -chart on Assumed knowledge -learners eat food.
HEALTH able to; Education Infant fruits and Methods – discussion
HEALTH -name at least (ECD – Grade 2) vegs Introduction-recitation of ’I have a cent’.
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Lesson5 three healthy Syllabus page Step1-class discussion on healthy foods.
-healthy food foods for keeping 19 Step2-look and say task.
healthy Conclusion-learners recite ‘Granny in the
kitchen’
PLAY AND -roll the ball with -rolling MOPSE Physical -balls Assumed knowledge-learners like games.
GAME SKILLS at least one hand Education Infant -open space Methods – demonstration
RECEIVING, in motion -body (ECD – Grade 2) Introduction-recite ‘Roll, roll’
Wk SENDING coordination Syllabus page 24 -ground Step1-facilitator demonstrates rolling the ball.
AND markers Step2-learners take turns displaying rolling the
5
TRAVELLING ball.
Lesson1 Conclusion-feedback.
-rolling
CONTENT ACTIVITIES
Lesson2 -play at least one -rolling MOPSE Physical -balls Assumed knowledge-learnrs can roll a ball.
-rolling game traditional game Education Infant Methods – demonstration
rolling the ball -body (ECD – Grade 2) -open space Introduction-warm up ‘Phakamisa izandla’.
coordination Syllabus page Step1-able learners/ facilitator demonstrates
24 -ground the ‘hwishu/makhaba’ game.
markers Step2-in groups learners play the game.
Conclusion-feedback and cool down.
PLAY AND Learners should be -dodging MOPSE Physical -balls Assumed knowledge-learners have played ball.
5 GAME SKILLS able to; Education Infant
RECEIVING, -demonstrate good -receiving (ECD – Grade 2) -open space Methods – demonstration
SENDING dodging skills to Syllabus page 24 Introduction-warm up chanting ‘Kulomlilo
AND receive a ball -coordination -ground entabeni’
TRAVELLING markers Step1-facilitator explains and demonstrate with
Lesson3 a learner.
-dodging Step2-In groups learners practice dodging.
Conclusion-cooldown and feedback.
Lesson4 -play a ball game -dodging MOPSE Physical -balls Assumed knowledge-learners have watched a
-game and dodge to Education Infant -open space ball game.
receive a ball -receiving (ECD – Grade 2) -ground Methods – discussion
-coordination Syllabus page markers Introduction-learners watch a clip on a ball
24 -video clip game.
Step1-class activity discussing and displaying
dodging.
Step2-In groups pupils play a game, facilitator
monitors.
PAGE 78
SAFETY AND -name at least -naming MOPSE Physical -hygiene Assumed knowledge-learners can sing.
HEALTH three items for Education Infant chart Methods – discussion
HEALTH personal hygiene (ECD- Grade 2) Introduction-brainstorming on cleanliness
Lesson5 Syllabus page Step1-learners name items on the chart.
-rhymes 19 Step2-recitation of ‘this is the way’.
Conclusion-recap.
CONTENT ACTIVITIES
PLAY AND Learners should be -team work MOPSE Physical -pebbles Assumed knowledge-learners know games.
GAME SKILLS able to; Education Infant Methods – demonstration
RECEIVING, -demonstrate at (ECD – Grade 2) Introduction-warm up with ‘Ikhanda
-coordination -open space
SENDING AND least one Syllabus page amahombe…’.
TRAVELLING
traditional game as 24 Step1-facilitator illustrates the game ‘ingwini’.
Wk Lesson1
a group Step2-in groups lrnrs play the game.
6 -traditional
Conclusion-feedback
games
Lesson2 -demonstrate at -team work MOPSE Physical -bottles Assumed knowledge-learners know games.
-traditional least one Education Infant Methods – demonstration
games traditional game as -coordination (ECD – Grade 2) -open space Introduction-warm up with chasing shadows.
a group Syllabus page 24 Step1-facilitator illustrates the game ‘mamat’.
-balls Step2-in groups learners play the game
Conclusion-feedback
Lesson3 -demonstrate at -team work MOPSE Physical -pebbles Assumed knowledge-learners know games
-traditional least two Education Infant Methods –demonstration
games traditional game as -coordination (ECD – Grade 2) -open space Introduction-warm up with ‘de- by- de-
a group Syllabus page amadebhula-upsidedown’
24 Step1-facilitator illustrates the game ‘mbuzi
mbuzi mhee’
Step2-in groups lrnrs play the game
Conclusion-feedback
PLAY AND Learners should be -team work MOPSE Physical -pebbles Assumed knowledge-learners know games.
GAME SKILLS able to; Education Infant Methods – demonstration
RECEIVING,
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SENDING AND -demonstrate at -coordination (ECD – Grade 2) -open space Introduction-warm up with chasing their
TRAVELLING least three Syllabus page 24 shadows.
Lesson4 traditional game as Step1-facilitator illustrates the game ‘I want to
-traditional a group see my Jane’. Step2-in groups learners play the
games game. Conclusion-feedback.
Lesson5 -demonstrate at -team work MOPSE Physical -pebbles Assumed knowledge-learners know games.
-traditional least four Education Infant -open space Methods – demonstration
games traditional game as -coordination (ECD – Grade 2) -balls Introduction-warm up with walking, jogging
a group Syllabus page 24 -ground and running. Step1-recap on all the traditional
markers games played. Step2-in groups learners play the
game. Conclusion-feedback.
CONTENT ACTIVITIES
PLAY AND -demonstrate at -team work MOPSE Physical -pebbles Assumed knowledge-learners know games.
GAME SKILLS least one Education Infant Methods – demonstration
RECEIVING, traditional game as (ECD – Grade 2) Introduction-warm up with free running.
-coordination -open space
SENDING AND a group Syllabus page 24 Step1-recap on all the traditional games played.
TRAVELLING
-balls Step2-in groups learners play the
Lesson1
-ground game,’Bantwana bantwana hozani ekhaya’
-traditional
markers Conclusion-feedback.
Wk games
7 PLAY AND Learners should be -balancing MOPSE Physical -bean bags Assumed knowledge-learners can run.
GAME SKILLS able to; -body Education Infant -open space Methods – discussion
RECEIVING, -sustain an object management (ECD – Grade 2) Introduction-recitation of ’head and shoulders’.
SENDING AND on their heads in a .coordination Syllabus page 24 Step1-teacher explains the race.
TRAVELLING
race -running Step2-class race in groups.
Lesson2
-bean bag
race
Lesson3 -support each -team work MOPSE Physical -open space Assumed knowledge-learners have laced shoes.
-shoe lace other in the shoe -problem Education Infant Methods – group work , discussion
tying race lace race solving (ECD – Grade 2 ) -shoe laces Introduction-warm up session.
Syll page 24 Step1-teacher explains the race.
Step2-class activity on race in pairs.
Conclusion – feedback.
LOCOMOTIO -make at least six -walking MOPSE Physical -open space Assumed knowledge-learners can walk at ease.
N/ steps following a -visualizing Education Infant Methods – demonstration
PAGE 80
MOVEMENT zig-zag line walking -following (ECD – Grade 2 ) -zig-zag line Introduction-recitation of ‘Up on the
ELEMENTARY forward Syllabus page mountain’. Step1-teacher explains and
MOVEMENT 21 demonstrates on following the line.
Lesson4 Step2-learners take turns following the line as
-walking the teacher monitors.
Conclusion-recap on the task
LOCOMOTIO Learners should be -walking MOPSE Physical -open space Assumed knowledge-learners can walk at ease.
N/ able to; -visualizing Education Infant Methods- demonstration
MOVEMENT -make at least six -following (ECD – Grade 2 ) -zig-zag line Introduction-recitation of ‘Phezulu phansi
ELEMENTARY steps following a Syllabus page kwentaba Step1-teacher explains and
MOVEMENT zig-zag line walking 21 demonstrates on following the line.
Lesson5 backwards Step2-learners take turns following the line.
-walking Conclusion-recap on the task.
CONTENT ACTIVITIES
Lesson1 -hop five times -hopping MOPSE Physical -open space Assumed knowledge-learners can walk.
-hopping following a straight Education Infant Methods – discussion
line -body (ECD – Grade 2 ) -ground Introduction-warm up with ‘run run.’
management Syllabus page markers Step1-teacher explains task.
21 Step2-class activity on hopping playing,’Fish
fish’ Conclusion -free play.
Lesson2 -jump safely from -jumping MOPSE Physical -open space Assumed knowledge-learners can hop.
-jumping point A to point B -body Education Infant Methods – demonstration
coordination (ECD – Grade 2) -ground Introduction-warm session’There is fire on
-body Syllabus page 21 markers the mntain’.
Wk management Step1-teacher demonstrates .
8 Step2-learners take turns jumping.
Conclusion -free play.
LOCOMOTIO Learners should be -hopping MOPSE Physical -open space Assumed knowledge-learners can run at ease.
N/ able to; -jumping Education Infant Methods – demonstration
MOVEMENT -combine at least -coordination (ECD – Grade 2) -ground Introduction-learners recite ‘if you are happy’.
ELEMENTARY two hops and one Syllabus page 21 markers Step1-recap on hopping and jumping.
MOVEMENT jump to form one Step2-facilitator illustrates combining th two.
Lesson3 movement Conclusion-individual activity.
-combining
movements
Lesson4 -consolidate -hopping MOPSE Physical -open space Assumed knowledge-learners can hop and
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-game hoping and -jumping Education Infant jump.
jumping in a game (ECD – Grade 2) -ground Methods – demonstration
-coordination Syllabus page markers Introduction-recap on the previous lesson.
21 Step1-facilitator demonstrates the game ‘pada’.
Step2-group activity playing the game.
Conclusion-cool down
Lesson5 -walk in a singl file -coordination MOPSE Physical -open space Assumed knowledge-learners can walk at ease.
-rhyme following a straight Education Infant Methods – demonstration
and curved line (ECD – Grade 2) -ground Introduction-recitation of ‘follow follow’.
reciting a rhyme Syllabus page markers Step1-facilitator explains task.
21 Step2-class activity chanting ‘march like a
soilder’.
Conclusion-feed back.
CONTENT ACTIVITIES
COORDINATI Learners should be -bouncing MOPSE Physical -open space Assumed knowledge-learners have played with
ON able to; Education Infant a ball.
COORDINATI -bounce the ball -eye-hand (ECD – Grade 2) -balls Methods – discussion
ON SKILLS correctly with coordination Syllabus page Introduction-learners recite ‘Amadebhula,…’.
Lesson1 proper eye-hand 22 Step1-teacher explains and illustrates on
-bouncing coordination bouncing.
Step2-learners take turns bouncing the ball.
Conclusion-free play with the balls.
Lesson2 -toss the ball with -tossing MOPSE Physical -balls Assumed knowledge-learners like games.
Wk -tossing at least one hand Education Infant Methods – demonstration
9 in motion -body (ECD – Grade 2) -open space Introduction-recite ‘Lets bounce’.
coordination Syllabus page Step1-facilitator demonstrates rolling the ball.
22 -ground Step2-learners take turns displaying tossing
markers ball. Conclusion-feedback.
Lesson3 -play at least one -rolling MOPSE Physical -balls Assumed knowledge-learners can toss a ball.
-tosing game traditional game Education Infant Methods – demonstration, group work
tossing the ball -body (ECD – Grade 2) -open space Introduction-warm up ‘Running in any
coordination Syllabus page direction’.
22 -ground Step1-able learners/ facilitator demonstrates
markers the mamgamela family’game.
Step2-in groups learners play the game
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Conclusion-feedback and cool down.
COORDINATI Learners should be -throwing MOPSE Physical -open space Assumed knowledge-learners have played with
ON able to; -catching Education Infant a ball.
COORDINATI -throw and catch a -eye-hand (ECD – Grade 2) -balls Methods – demonstration
ON SKILLS ball coordination Syllabus page Introduction-Free play.
Lesson4 22 Step1-teacher illustrates on throwing/catching.
-ball game Step2-class activity on throwing and catching in
groups,facilitator monitors.
Conclusion-freeplay.
Lesson5 -demonstrate at -throwing MOPSE Physical -open space Assumed knowledge-learners can run.
-ball games least one ball game -eye-hand Education Infant Methods – demonstration
coordination (ECD – Grade 2) -balls Introduction-recitation of ‘Free throwing an
-dodging Syllabus page catching.
22 Step1-teacher explains the game ‘Raka raka’
with a ball. Step2-class activity on the game
Conclusion-recitation of ‘dobha okwakho’.
CONTENT ACTIVITIES
Lesson1 -play the tagwith a -aiming MOPSE Physical -open space Assumed knowledge-learners enjoy games.
-tag game ball Education Infant Methods – demonstration
-body (ECD – Grade 2) -balls Introduction-brainstorming on the game.
markers Step2-class activity
BALANCES Learners should be -balancing MOPSE Physical -mats Assumed knowledge-learners can balance
Wk WEIGHT able to; Education Infant when walking.
10 BEARING/ -balance their (ECD – Grade 2) -open space Methods – demonstration
BALANCES weight on one Syllabus page Introduction-warm up chanting ‘mvundla
Lesson2 point 20 londwangu.
-balancing on Step1-able learners demonstrate on balancing.
one point Step2-learners take turns on balancing.
[revision] Conclusion-cool down session.
Lesson3 -balance their -balancing MOPSE Physical -mats Assumed knowledge-learners can balance
-balancing on weight on two Education Infant when walking.
two points points (ECD – Grade 2) -open space Methods – demonstration
Syllabus page 20 Introduction-warm up chanting ‘mvundla…’.
Step1-able learners demonstrate on balancing.
PAGE 83
Step2-learners take turns on balancing.
Lesson4 -display at least -displaying MOPSE Physical -open space Assumed knowledge-learners have don pair
-balancing in one balance in Education Infant work. Methods – discussion
pairs pairs (ECD – Grade 2 ) -balancing Introduction-recitation of ‘Rain rain go away…’.
Syllabus page 20 equipment Step1-teacher explains on the pair activity.
Step2-pair task on balancing as the teacher
monitors.
Conclusion-pairs take turns presenting.
BALANCES Learners should be -displaying MOPSE Physical -open space Assumed knowledge-learners have done pair
WEIGHT able; Education Infant work.
BEARING/ -display at least (ECD – Grade 2) -balancing Methods – demonstration
BALANCING two balance in Syllabus page equipment Introduction-recitation of ‘Down in he jungle’.
Lesson4 groups 20 Step1-teacher explains on the pair activity.
-balancing in Step2- group task on balancing.
groups Conclusion-pairs present.
[revision]
Lesson5 -balance their body -balancing MOPSE Physical -open space Assumed knowledge-learners can walk at ease.
-creating weight Education Infant Methods – demonstration , discussion
shapes -body (ECD – Grade 2) -music player Introduction-learners warm up chanting
-create at least one coordination Syllabus page 20 ‘Gundwane lomangoye.
shape formation Step1-teacher explains and demonstrates on
movement.
Step2-class activity on shape formation.
Conclusion-recitation of ‘how are you feeling’.
COORDINATI -throw and catch a -throwing MOPSE Physical -open space Assumed knowledge-learners have played with
ON ball -catching Education Infant a ball. Methods – demonstration
Wk COORDINATI -eye-hand (ECD – Grade 2) -balls Introduction-Learners individually throw balls
11 ON SKILLS coordination Syllabus page up and receive them
Lesson1 22 Step1-teacher illustrates on throwing/cathing.
-ball game Step2-class activity on throwing and catching in
groups,facilitator monitors.
Conclusion-freeplay.
COORDINATI Learners should be -throwing MOPSE Physical -open space Assumed knowledge-learners can run.
ON able to; Education Infant Methods – demonstration
COORDINATI -demonstrate at -eye-hand (ECD – Grade 2) -balls Introduction-Learners in pairs play the ball
ON SKILLS least one ball game coordination Syllabus page 22 Step1-teacher explains the game ‘Umatshelana’
Lesson2 with a ball.
-ball games -dodging Step2-class activity on the game.
PAGE 84
Conclusion-Learners throw and catch the ball
in pairs
Lesson3 -play the -aiming MOPSE Physical -open space Assumed knowledge-learners enjoy games.
-tag game tag[chisveru] with Education Infant Methods – demonstration
a ball -body (ECD – Grade 2 ) -balls Introduction-brainstorming on the game.
markers Step2-class activity
LOCOMOTIO -combine at least -hopping MOPSE Physical -open space Assumed knowledge-learners can run at ease.
N/ two hops and one Education Infant Methods – demonstration
MOVEMENT jump to form one -jumping (ECD – Grade 2) -ground Introduction-learners recite ‘if you are happy’.
ELEMENTARY movement Syllabus page markers Step1-recap on hopping and jumping.
MOVEMENT -coordination 21 Step2-facilitator illustrates combining th two.
Lesson4 Conclusion-individual activity.
-combining
movements
SAFETY -identify and -identifying MOPSE Physical -open space Assumed knowledge-learners know the use of
Lesson1 remove hazardous Education Infant -outdoor bins. Methods – discussion
-safe objects in the play -appreciation (ECD – Grade 2 ) props Introduction-learners recite ‘Amaphepha
Wk environment area Syllabus page 19 -litter/ kasiwafuni’.
12 rubbish pit Step1-class discussion on their play area.
Step2-facilitator explains on dangers of such
objects. Conclusion-question and answer.
ATHLETICS apparatus to a Education Infant -balls Methods – demonstration
RUNNING, target using one -body (ECD – Grade 2) -ground Introduction-learners recite ‘gu-gugugu’.
THROWING hand coordination Syllabus page 25 markers Step1-facilitator explains and demonstrates
AND JUMPING task.
Lesson2 Step2-class activity aiming at the target.
-target Conclusion-cool down session.
throwing
KIDS Learners should be -aiming MOPSE Physical -open space Assumed knowledge-learners know games.
RUNNING, -throw the ball -body (ECD – Grade 2 ) -balls Introduction-brainstorming on farmiliar games.
THROWING targeting the coordination Syllabus page25 Step1-facilitator demonstrates the ball game.
AND opponent using -ground Step2-in groups learners play the game as the
JUMPING one hand markers facilitator monitors.
PAGE 85
Lesson3 Conclusion-cool down and feedback.
-game
Lesson4 -play the -aiming MOPSE Physical -open space Assumed knowledge-learners have played the
-game tag[chisveru] with Education Infant tag game. Methods – demonstration
a ball -body (ECD – Grade 2 ) -balls Introduction-brainstorming on the game.
markers Step2-class activity.
SAFETY AND -display muscular Demonstration MOPSE Physical -open space Assumed knowledge-learners can run.
HEALTH activity to Education Infant Methods - demonstration
HEALTH strengthen -coordination (ECD- Grade 2 ) -outdoor Introduction –recites ‘Jump up anddown’.
Lesson5 muscles and body Syllabus page 19 props Step1-learners practice whole body exercises.
-muscle coordination Step2-activity on an action rhyme
exercises Conclusion-cool down.
Wk1 3 SAFETY AND Learners should be -identifying MOPSE Physical -open space Assumed knowledge -learners know the use of
HEALTH able to; Education Infant -outdoor bins. Methods – discussion
SAFETY -identify and -appreciation (ECD – Grade 2 ) props Introduction-learners recite ‘Itshapha
Lesson1 remove hazardous Syllabus page 19 siyalipanitsha,…’’. Step1-class discussion on
-safe objects in the play -litter/ their play area. Step2-facilitator explains on
environment area rubbish pit dangers of such objects.
Conclusion-learners remove harmful and
unwanted objects.
ATHLETICS apparatus for Education Infant Methods – demonstration
RUNNING, distance using one -body (ECD – Grade 2 ) -balls Introduction-learners play the game, ‘de by
THROWING hand coordination Syllabus page 25 de amadebhula upside down
AND JUMPING Step1-facilitator explains and demonstrates
-ground
Lesson2 task.
markers
-distance Step2-class activity on throwing for distance.
throwing Conclusion-feedback.
Lesson3 -throw an -throwing MOPSE Physical -open space Assumed knowledge -learners have played ball.
-distance apparatus for Education Infant Methods - demonstration
throwing distance using one -body syllabus page 25 -balls Introduction-learners recite ‘Qhudelikhulu
competition hand coordination nguban iqhude elikhulu.’
-appreciate defeat -ground Step1-facilitator explains task.
and celebrate markers Step2-competition throwing for distance.
winning between Conclusion-feedback.
PAGE 86
boys and girls
SAFETY AND Learners should be -naming MOPSE Physical -hygiene Assumed knowledge-learners can sing.
HEALTH able to; Education Infant chart Methods – discussion
HEALTH -name at least (ECD – Grade 2 ) Introduction-brainstorming on cleanliness.
Lesson4 three items for Syllabus page Step1-learners name items on the chart.
-rhymes personal hygiene 19 Step2-recitation of ‘this is the way’.
Conclusion-recap
Lesson5 -name and identify -naming MOPSE Physical -soap Assumed knowledge-learners bath.
-personal tools for personal -identifying Education Infant Methods – demonstration
hygiene hygiene (ECD – Grade 2 ) -water Introduction-recitation of ‘Thoko Thoko vuka
Syllabus page Thoko Thoko geza’.
19 -ear buds Step1-recitation of ‘this is the way’.
Step2-learners name and identify the items and
-nail cutter their uses. Conclusion-question and answer.
KIDS -display good body -skipping MOPSE Physical -ropes Assumed knowledge -learners can jump.
ATHLETICS management and Education Infant Methods – demonstration
RUNNING, coordination when -coordination (ECD – Grade 2) -open space Introduction-recitation of ‘run run run’.
THROWING skipping Syllabus page 25 Step1-facilitator demonstrates.
Wk AND JUMPING Step2-class activity on rope skipping as the
14 Lesson1 facilitator monitors.
-rope Conclusion-cool down and feed back.
skipping
KIDS Learners should be -skipping MOPSE Physical -ropes Assumed knowledge-learners can jump.
RUNNING, -display good body -coordination (ECD – Grade 2) -open space Introduction-recitation of ‘how are you feeling’.
THROWING management and Syllabus page 25 Step1-facilitator explains activity.
AND JUMPING coordination when Step2-class activity on rope skipping as the
Lesson2 skipping facilitator monitors for most skips.
-rope Conclusion-feedback.
skipping
competition
Lesson3 -display good body -skipping MOPSE Physical -ropes Assumed knowledge-learners can jump.
-rope management and Education Infant Methods – demonstration
skipping race coordination when -coordination (ECD – Grade 2) -open space Introduction-recitation of ‘run run run’.
doing the skipping Syllabus page Step1-facilitator explains the race.
race 25 Step2-class activity on racing.
Conclusion-cool down and feed back.
Lesson4 -demonstrate and -aiming MOPSE Physical -open space Assumed knowledge-learners have played with
-game play the ball game Education Infant balls.
PAGE 87
‘rhaka rhaka’ -body (ECD – Grade 2) -balls Methods – demonstration
correctly coordination Syllabus page 25 -ground Introduction-brainstorming on the ball game.
markers Step1-facilitator explains the game.
Step2-class activity on the game.
SAFETY AND Learners should be -naming MOPSE Physical -chart on Assumed knowledge -learners eat food.
HEALTH able to; Education Infant fruits and Methods – discussion
HEALTH -name at least (ECD – Grade 2) vegs Introduction-recitation of ’I have a cent’.
Lesson5 three healthy Syllabus page Step1-class discussion on healthy foods.
-healthy food foods for keeping 19 Step2-look and say task.
healthy Conclusion-learners recite ‘Granny in the
kitchen’
PAGE 88
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.
PAGE 89
CONTENT ACTIVITIES
HISTORY AND Learners should be -naming MOPSE Visual -music Assumed knowledge-learners can sing.
CULTURE able to; and player Methods – discussion
MUSIC -name at least two Performing Introduction- brainstorming on songs.
Lesson1 common songs and Arts Infant Step1-learners listen to a song.
-role of music give at least one (ECD – Grade Step2-class activity discussing the role of a
role for each song 2) Syllabus particular song.
page 35 Conclusion –free dancing.
VISUAL ARTS -state at least one -stating MOPSE Visual -paintings Assumed knowledge-learners have painted.
Lesson2 visual art in their and Methods – discussion
Wk -the role of home -explaining Performing Introduction-recite ‘colours colours’.
1 visual art in the -explain the role of Arts Infant Step1-class discussion on the visual art
home at least one visual (ECD – Grade pieces in their homes.
art in their home 2) Syllabus Step2-learners explain the role of those
page 36 pictures.
THEATRE -explain the role of -explaining MOPSE Visual -laptop/tv Assumed knowledge-learners enjoy dramas.
Lesson3 at least one local and Methods – discussion
-the role of drama in the home Performing Introduction-brainstorming on known
theatre in the Arts Infant dramas.
home (ECD – Grade Step1-learners watch local drama clips.
2 ) Syllabus Step2-class discussion on the role of those
page 36 dramas. Conclusion –question and answer.
HISTORY AND Learners shouldbe -naming MOPSE Visual -music Assumed knowledge-learners listen to
CULTURE able to; and player music. Methods – discussion
MUSIC -name and identify -identifying Performing Introduction-brainstorming on musicians.
PAGE 90
Lesson1 at least one -listening Arts Infant -tv/ laptop Step1-learners listen to old songs as a class.
-past composers musician in history (ECD – Grade Step2-facilitator introduces the singer to the
[Dembo] 2) Syllabuse learners.
page 35 Conclusion-learners listen/dance to the
songs .
Wk
VISUAL ARTS -give a profile of at -speaking MOPSE Visual -music Assumed knowledge-learners know Jah
2 Lesson2 least one artist in and player Praizer. Methods – demonstration
-artists profiles history Performing -tv/ laptop Introduction-learners watch musical video.
Arts Infant -artist Step1-facilitator presents artist profiles.
(ECD – Grade posters Step2-class activity identifying the artists.
2) Syllabus Conclusion-free dance to the songs.
page 36
CONTENT ACTIVITIES
THEATRE -name and identify -naming MOPSE Visual -video Assumed knowledge-learners enjoy
Lesson3 at least one and player cartoons. Methods – discussion
-fairly tales character in the -identifying Performing Introduction-brainstorming on favourite
fairly tale Arts Infant shows.
(ECD – Grade Step1-learners watch the fairly tale of
2) Syllabus ‘barbie’.
page 36 Step2-class discussion on what they saw.
Conclusion-question and answers.
HISTORY AND Learners should be -dancing MOPSE Visual -video Assumed knowledge-learners enjoy music.
DANCE -display dancing Performing -music Introduction-brainstorming on dances.
Lesson4 skills to the music Arts Infant player Step1-facilitator explains the activity.
-dancing in history (ECD – Grade -artist Step2-learners rake turns dancing to music
2) Syllabus pictures by Majaivana rany singer.
page 37 Conclusion-feedback and coment.
HISTORY AND -name and identify -naming MOPSE Visual -music Assumed knowledge -learners listen to
CULTURE at least one -identifying and player music. Methods – demonstration
MUSIC musician in history Performing Introduction-brainstorming on musicians.
Lesson1 [Biggy Tembo] -listening Arts Infant -tv/ laptop Step1-learners listen to old songs as a class.
-past composers (ECD – Grade Step2-facilitator introduces the singer to the
2) Syllabus learners.
Wk page 35 Conclusion-learners listen/dance to the
3 songs .
Lesson2 least one artist in and player Praizer. Methods – discussion
PAGE 91
page 36
HISTORY AND Learners should be -naming MOPSE Visual -video Assumed knowledge-learners enjoy
CULTURE able to; and player cartoons. Methods – discussion
THEATRE -name and identify -identifying Performing Introduction-brainstorming on favourite
Lesson3 at least one Arts Infant shows. Step1-learners watch the fairly tale
-fairly tales character in the (ECD – Grade of ‘pokahontas’.
fairly tale 2) Syllabus Step2-class discussion on what they saw.
page 36 Conclusion-question and answers.
CONTENT ACTIVITIES
DANCE -display dancing -dancing MOPSE Visual -video Assumed knowledge-learners enjoy music.
Lesson4 skills to the music and player Methods – discussion
-dancing in history Performing -music Introduction-brainstorming on dances.
Arts Infant player Step1-facilitator explains the activity.
(ECD – Grade -artist Step2-learners rake turns dancing to music
2) Syllabus pictures by Biggy Tembo.
MUSIC -name and identify -naming MOPSE Visual -music Assumed knowledge-learners listen to
Lesson1 at least one -identifying and player music.
-past composers musician in history -listening Performing Methods – demonstration
[Chimbetu] Arts Infant -tv/ laptop Introduction-brainstorming on musicians.
(ECD – Grade Step1-learners listen to old songs as a class.
2) Syllabus Step2-facilitator introduces the singer.
songs .
HISTORY AND Learners should be -speaking MOPSE Visual -music Assumed knowledge-learners know videos.
CULTURE able to; and player Methods – demonstration
VISUAL ARTS -give a profile of at Performing -tv/ laptop Introduction-learners watch musical video.
Wk Lesson2 least one artist in Arts Infant -artist Step1-facilitator presents artist profiles
4 -artists profiles history (ECD – Grade posters Step2-class activity identifying the artists
page 36
Lesson3 at least one and player puppetry.
-fairly tales character in the -identifying Performing Methods – discussion
PAGE 92
fairly tale Arts Infant Introduction-brainstorming on favourite
(ECD – Grade shows. Step1-learners watch the fairly tale
2) Syllabus of ‘mariposa’.
-dancing in history Performing -music Introduction -brainstorming on dances.
2) Syllabus pictures by Simon Chimbetu.
page 37 Conclusion-feedback and comment.
CONTENT ACTIVITIES
CREATIVE Learners should be -reading MOPSE Visual -work cards Assumed knowledge-learners can walk to a
PROCESS AND able to; and with note beat. Methods – discussion
PERFORMANCE -orally read and Performing values Introduction-recitation of a clapping song
MUSIC clap the quaiver Arts Infant ‘Izandla’.
Lesson1 taa (ECD – Grade Step1-class activity on walking and clapping
-note value 2) Syllabus the note.
Taa page 38 Step2-learners take turns saying the note.
Conclusion-recitation of clapping rhymes.
VISUAL ARTS -draw at least two -drawing MOPSE Visual .pictures,cra Assumed knowledge -learners know fruits.
Lesson2 fruits clearly and yon,work Methods – discussion
-drawing fruits Performing cards Introduction-recite ‘Apples on the tree…’
Wk Arts Infant -fruits naming fruits.
5 (ECD – Grade Step1-facilitator explains the task.
2) Syllabus Step2-individually learners draw and colour
page 38 fruits.
Conclusion-recitation of ‘colours colours’.
THEATRE -tell stories about -speaking MOPSE Visual -pictures Assumed knowledge-learners can tell
Lesson3 self using still and stories.
-tableau pictures -body Performing -open space Methods – discussion
management Arts Infant Introduction-recite ‘do you know my name’.
(ECD – Grade Step1-facilitator explains the activity.
2) Syllabus Step2-learners tell stories of self.
page 39 Conclusion-feed back on task.
CREATIVE Learners should be -creativity MOPSE Visual -audio Assumed knowledge-learners enjoy music
PROCESS AND able to; and player Methods – discussion, demonstration
PAGE 93
PERFORMANCE -display creative -listening Performing -open space Introduction-learners name their favourite
DANCE movements to the Arts Infant .aptop/ musicians.
Lesson4 music played (ECD – Grade pnone Step1-facilitator explains the activity.
-dance styles 2) Syllabus Step2-class activity dancing to the music
page 38 creatively. Conclusion-feed back.
MUSIC -orally read and -reading MOPSE Visual -work cards Assumed knowledge-learners can walk to a
Lesson1 clap the quaiver and with note beat. Methods – discussion
Wk -note value taa-aa Performing values Introduction-recitation of a clapping song
6 taa-aa Arts Infant ‘Tshay izandla’. Step1-class activity on
(ECD – Grade walking and clapping the note. Step2-
2) Syllabus learners take turns saying the note.
page 38 Conclusion-recitation of clapping rhymes
CONTENT ACTIVITIES
VISUAL ARTS -draw at least one -drawing MOPSE Visual pictures ,cra Assumed knowledge-learners have seen
Lesson2 bird clearly and yons,work birds. Methods – discussion
-drawing birds Performing cards Introduction-recite ‘Thina siyizinyoni ngoba
Arts Infant -fruits Siyaphapha
(ECD- Grade 2) Step1-facilitator explains the task.
Syllabus page Step2-individually learners draw and colour
38 birds.
Conclusion-recitation of ‘2 little birds’.
Wk CREATIVE Learners should be -listening MOPSE Visual -open space Assumed knowledge-learners know games.
6 PROCESS AND able to; and Methods – discussion
PERFORMANCE -state and play at Performing Introduction-learners name games they
THEATRE least on response Arts Infant know.
Lesson3 game (ECD – Grade Step1-class discussion on the game
-call and 2) Syllabus ‘Bantwana bantwana wozani ekhaya’
response games page 39 Step2-class activity playing the game.
DANCE -display creative -creativity MOPSE Visual -audio Assumed knowledge-learners enjoy music.
Lesson4 movements to the and player Methods – discussion
-dance styles music played -listening Performing -open space Introduction-learners name their favourite
Arts Infant -phone/ musicians.
(ECD – Grade laptop Step1-facilitator explains the activity.
2) Syllabus Step2-class activity dancing to the music
MUSIC -orally read and -reading MOPSE Visual -work cards Assumed knowledge-learners can walk to a
Lesson1 clap the combined and with note beat. Methods – discussion
PAGE 94
-note value quaiver taa-aa taa Performing values Introduction-recitation of a clapping song
Combination Arts Infant ‘father Abraham’.
(ECD – Grade 2 Step1-class activity on walking and clapping.
) Syllabus Step2-learners take turns saying the note.
page 38 Conclusion-recitation of clapping rhymes.
CREATIVE Learners should be -drawing MOPSE Visual pictures Assumed knowledge-learners know trees.
Wk PROCESS AND able to; and -crayons Methods – discussion
7 PERFORMANCE -draw at least one Performing -work cards Introduction-learners name trees they
VISUAL ARTS tree clearly Arts Infant outdoor know. Step1-facilitator explains the task.
Lesson2 (ECD – Grade area Step2-individually learners draw and colour
-drawing trees 2) Syllabus trees.
page 38 Conclusion-recitation of ‘gugugu.
CONTENT ACTIVITIES
THEATRE -state and play at -listening MOPSE Visual -open space Assumed knowledge-learners know games.
Lesson3 least on response and Methods – discussion
-call and game Performing Introduction-learners name games they
response games Arts Infant know.
(ECD – Grade Step1-class discussion on the game
2) Syllabus ‘Bantwana bantwana wozani ekhaya’
Wk page 39 Step2-class activity playing the game.
7 Conclusion-cool down.
DANCE -display creative -creativity MOPSE Visual -audio Assumed knowledge-learners enjoy music.
Lesson4 movements to the and player Methods – discussion
-dance styles music played -listening Performing -open space Introduction-learners name their favourite
Arts Infant -phone/ musicians.
(ECD – Grade laptop Step1-facilitator explains the activity.
2) Syllabus Step2-class activity dancing to the music
AESTHETIC Learners should be -creative MOPSE Visual -music Assumed knowledge-learners can walk.
VALUES AND able to; and player Methods – discussion , demonstration
APPRECIATION -create and display -displaying Performing Introduction-facilitator brainstorms on
MUSIC movement in Arts Infant -open space favourite musicians
Lesson1 response to -responding (ECD – Grade Step1-learners name their best musicians.
-free movement recorded music 2) Syllabus Step2-learners choose music and dance
page 41 freely. Conclusion-feedback.
Wk VISUAL ARTS -identify at least -identifying MOPSE Visual -paintings Assumed knowledge-learners have drawn.
8 Lesson2 two elements of and Methods – discussion
-designing designing Performing Introduction-recitation of the rhyme ‘pretty
PAGE 95
Arts Infant maid’.
(ECD – Grade 2 Step1- discussion on designing elements.
) Syllabus Step2-question and answer.
page 41 Conclusion-recap.
THEATRE -listen attentively -listening MOPSE Visual -pictures Assumed knowledge-learners like stories.
Lesson3 to a story and -cooperate and Methods – discussion
-storytelling respond -responding Performing Introduction-teacher narrates a folk tale.
appropriately Arts Infants Step1-learners respond song.
(ECD – Grade Step2-learners retell the story.
2) Syllabus Conclusion-question and answers.
page 42
CONTENT ACTIVITIES
AESTHETIC Learners should be -creative MOPSE Visual -music Assumed knowledge-learners can dance.
VALUES AND able to; and player Methods – discussion
APPRECIATION -create dances to Performing Introduction-learners sing a common song.
DANCE the music Arts Infants -open space Step1-teacher plays various music sounds.
Lesson4 (ECD – Grade Step2-learners take turns displaying creative
-free dance 2) Syllabus dances.
page 42 Conclusion -learners comment.
MUSIC -create and display -creative MOPSE Visual -music Assumed knowledge-learners can dance.
Lesson1 movement in and player Methods – discussion
-happy songs response to at -displaying Performing -open space Introduction-facilitator brainstorms on
least one happy Arts Infant happy songs .
song -responding (ECD – Grade Step1-class discussion on happy songs
2) Syllabus Step2-learners choose a happy song and
page 41 dance freely
WK Conclusion-feedback
9 VISUAL ARTS -identify at least -identifying MOPSE Visual paintings Assumed knowledge-learners have drawn.
Lesson2 two elements of and -work cards Methods – discussion
-designing designing Performing -crayons Introduction-recitation of the rhyme ‘pretty
Arts Infant maid’.
-desing at least one (ECD – Grade Step1- discussion on designing elements.
well wishing card 2) Syllabus Step2-individual task on designing.
page 41 Conclusion-recap.
AESTHETIC Learners should be -listening MOPSE Visual -pictures Assumed knowledge-learners like stories.
VALUES AND able to; -cooperate and Methods – discussion
PAGE 96
APPRECIATION -listen attentively -responding Performing Introduction-teacher narrates a folk tale.
THEATRE to a story and Arts Infants Step1-learners respond song.
Lesson3 respond (ECD- Grade Step2-learners retell the story.
-storytelling appropriately 2 ) syllabus Conclusion-question and answers.
page 42
DANCE -imitate at least -listening MOPSE Visual -video Assumed knowledge-learners know artists.
Lesson4 two dances from and player Methods – discussion, demonstration
-dance videos the dance videos -dancing Performing Introduction-learners name music videos
Arts Infants they have seen.
(ECD – Grade Step1-class activity on watching videos.
2) Syllabus Step2-learners display dances.
page 42 Conclusion-feedback as a class.
CONTENT ACTIVITIES
HISTORY OF -display the game -diplaying MOPSE Visual -open space Assumed knowledge-learners have played
ARTS AND ‘dudu muduri’ and games.
CULTURE saying at least five -recalling Performing Methods – discussion
MUSIC names of their Arts infant Introduction-learners recite ‘If you meet
Lesson 1 classmates (ECD – Grade an elephant’
-game songs 2) Syllabus Step1-class discussion on the game.
[revision] page 35 Step2-learners take turns saying the names
Wk of their classmates in the game song.
10 Conclusion-recap on the activity.
HISTORY OF Learners should be -naming MOPSE Visual -chart Assumed knowledge-learners know
ARTS AND able; and househould utensils.
CULTURE -name and identify -identifiying Performing -pictures of Methods – discussion
VISUAL ARTS at least two Arts Infant home Introduction-recites ‘granny in the kitchen’.
Lesson2 objects in the (ECD – Grade objects Step1-learners name home objects at their
-home objects home 2) Syllabus homes.
[revision] page 36 Step2-class activity on naming the pictures.
Con-question and answer.
THEATRE -retell what they -retelling MOPSE Visual -video Assumed knowledge-learners have watched
Lesson3 have seen in the and player cartoons.
-watching animation Performing Methods – discussion
animations Arts Infant Introduction-learners recite ‘Ngahamba
(ECD – Grade 2 esbhedlela…’
) Syllabus Step1-learners watch the animation.
page 36 Step2-learners retell what they have seen.
PAGE 97
Conclusion -recap .
DANCE -respond to at -creative MOPSE Visual -audio Assumed knowledge-learners can dance.
Lesson4 least one cultural dancing and player Methods – discussion
-cultural songs song through Performing Intro-learners sing, ‘Wena MaNcube,
dance -interpretation Arts Infant -video clip vumelani Sangoma’.
(ECD – Grade 2 Step1-teacher explains and emphasizes on
) Syllabus listening to the song.
page 37 Step2-learners take turns creating dances
for the song.
Conclusion-feedback and comments.
CONTENT ACTIVITIES
HISTORY OF Learners should be -imitation MOPSE Visual -open space Assumed knowledge-learners have played
ARTS AND able to; and with dolls.
CULTURE -recite at least one -role playing Performing -dolls Methods – discussion
MUSIC lullabye with Arts Infant Introduction-learners recite ‘Ewuwuwe
Lesson1 actions (ECD – Grade -wrappers thula mntanami…’.’
-lullabies 2) Syllabus Step1-teacher explains the lullabye with
page 35 actions.
Step2-learners role play the lullabye.
VISUAL ARTS -paint at least one -painting MOPSE Visual -paints Assumed knowledge-learners have seen
Wk Lesson2 object of the and clay pots.
11 -painting artfacts -coordination Performing -brushes Methods – discussion, demonstration
Arts Infant Introduction-recitation of ‘granny in the
(ECD – Grade 2 -work cards kitchen’.
) Syllabus Step1-teacher explains and demonstrates on
page 36 the painting task.
Step2-individually learners paint in a
claypot.
THEATRE -retell what they -retelling MOPSE Visual -video Assumed knowledge-learners have watched
Lesson3 have seen in the and player cartoons.
-watching animation Performing Methods -demonstration
animations Arts Infant Introduction-learners recite ‘Ubaba lenqola
PAGE 98
(ECD – Grade wanyathela mbijana’
2) Syllabus Step1-class activity as learners watch the
page 36 animation.
Step2-learners retell what they have seen.
Conclusion-recap on the animation they
have watched.
HISTORY OF Learners shouldbe -creative MOPSE Visual -audio Assumed knowledge-learners can dance.
ARTS AND able to; dancing and player Methods – discussion
CULTURE -respond to at Performing Introduction-learners recite ‘Thoko Thoko
DANCE least one cultural -interpretation Arts Infant -video clip vuka… ’.
Lesson4 song through (ECD – Grade 2 Step1-teacher explains and emphasizes on
-cultural songs dance ) Syllabus listening.
page 37 Step2-learners take turns creating dances.
Conclusion-feedback and comments.
HISTORY AND Learners shouldbe -naming MOPSE Visual -music Assumed knowledge-learners listen to
CULTURE able to; and player music. Methods – discussion
MUSIC -name and identify -identifying Performing Introduction-brainstorming on musicians.
Lesson1 at least one -listening Arts Infant -tv/ laptop Step1-learners listen to old songs as a class.
-past composers musician in history (ECD – Grade Step2-facilitator introduces the singer to the
[Dembo] 2) Syllabuse learners.
Wk songs .
12 VISUAL ARTS -give a profile of at -speaking MOPSE Visual -music Assumed knowledge-learners know Jah
Lesson2 least one artist in and player Praizer. Methods – demonstration
page 36
Lesson3 at least one and player cartoons. Methods – discussion
-fairly tales character in the -identifying Performing Introduction-brainstorming on favourite
fairly tale Arts Infant shows.
(ECD – Grade Step1-learners watch the fairly tale of
2) Syllabus ‘barbie’.
HISTORY AND Learners should be -dancing MOPSE Visual -video Assumed knowledge-learners enjoy music.
PAGE 99
DANCE -display dancing Performing -music Introduction-brainstorming on dances.
Lesson4 skills to the music Arts Infant player Step1-facilitator explains the activity.
-dancing in history (ECD – Grade -artist Step2-learners rake turns dancing to music
2) Syllabus pictures by Majaivana rany singer.
HISTORY AND -name and identify -naming MOPSE Visual -music Assumed knowledge -learners listen to
CULTURE at least one -identifying and player music. Methods – demonstration
MUSIC musician in history Performing Introduction-brainstorming on musicians.
Lesson1 [Biggy Tembo] -listening Arts Infant -tv/ laptop Step1-learners listen to old songs as a class.
-past composers (ECD – Grade Step2-facilitator introduces the singer to the
2) Syllabus learners.
Wk page 35 Conclusion-learners listen/dance to the
13 songs .
Lesson2 least one artist in and player Praizer. Methods – discussion
page 36
HISTORY AND Learners should be -naming MOPSE Visual -video Assumed knowledge-learners enjoy
CULTURE able to; and player cartoons. Methods – discussion
THEATRE -name and identify -identifying Performing Introduction-brainstorming on favourite
Lesson3 at least one Arts Infant shows. Step1-learners watch the fairly tale
-fairly tales character in the (ECD – Grade of ‘pokahontas’.
fairly tale 2) Syllabus Step2-class discussion on what they saw.
page 36 Conclusion-question and answers.
-dancing in history Performing -music Introduction-brainstorming on dances.
2) Syllabus pictures by Biggy Tembo.
MUSIC -name and identify -naming MOPSE Visual -music Assumed knowledge-learners listen to
Lesson1 at least one -identifying and player music.
-past composers musician in history -listening Performing Methods – demonstration
[Chimbetu] Arts Infant -tv/ laptop Introduction-brainstorming on musicians.
(ECD – Grade Step1-learners listen to old songs as a class.
PAGE 100
Wk 2) Syllabus Step2-facilitator introduces the singer.
14 page 35 Conclusion-learners listen/dance to the
songs .
HISTORY AND Learners should be -speaking MOPSE Visual -music Assumed knowledge-learners know videos.
CULTURE able to; and player Methods – demonstration
VISUAL ARTS -give a profile of at Performing -tv/ laptop Introduction-learners watch musical video.
Lesson2 least one artist in Arts Infant -artist Step1-facilitator presents artist profiles
-artists profiles history (ECD – Grade posters Step2-class activity identifying the artists
page 36
Lesson3 at least one and player puppetry.
-fairly tales character in the -identifying Performing Methods – discussion
fairly tale Arts Infant Introduction-brainstorming on favourite
(ECD – Grade shows. Step1-learners watch the fairly tale
2) Syllabus of ‘mariposa’.
-dancing in history Performing -music Introduction -brainstorming on dances.
2) Syllabus pictures by Simon Chimbetu.
page 37 Conclusion-feedback and comment.
PAGE 101
PAGE 102
INFORMATION AND COMMUNICATION TECHNOLOGY
TIME ALLOCATION: 2× 20 Min

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.
PAGE 103
CONTENT ACTIVITIES
APPLICATION Learners should be -naming MOPSE ICT -musical Assumed knowledge-learners know musical
SOFTWARE able to; Infant (ECD – toys instruments.
Wk Lesson1 -name and identify at -identifying Grade 2 ) -pictures Methods - discussion
1 -musical toys least one musical toy. Syllabus page -models Introduction-recitation of nursery rhymes.
-demonstrate how 8 Step1-learners name and identify musical
different musical toys toys on display.
work. Step2-question and answer.
-answer questions . Conclusion-question and answer.
Lesson2 -name and identify at -naming MOPSE ICT -musical Assumed knowledge-learners know
-musical toys least two musical toys. Infant (ECD- toys instrument.
-identifying Grade 2) -pictures Methods – discussion
Syllabus page -models Introduction-recitation of nursery rhymes.
8 Step1-learners name and identify toys .
Step2-question and answer.
Conclusion-recap.
PROGRAMMING -identify at least two -identifying MOPSE ICT -robot toys Assumed knowledge-learners have toys.
Lesson1 electronic toys. Infant (ECD – -electronic Methods - demonstration
Electronic toys -demonstrate how Grade 2) toys Introduction-recap on the previous activity.
different electronic Syllabus page -toy cars Step1-learners identify electronic toys on
toys work. 8 display.
Wk Conclusion-recap.
2
PROGRAMMING Learners shouldbe -identifying MOPSE ICT -robot toys Assumed Knowledge – learners have toys.
Lesson2 able to; Infant (ECD – -electronic Methods – demonstration
-electronic -identify and -manipulating Grade 2) toys Introduction-recap on the previous lesson.
PAGE 104
toys manipulate electronic Syllabus page -toy cars Step1-learners identify electronic toys on
toys. 8 display.
-name musical toys on Step2-question and answer.
display. Conclusion-learners play with the electronic
-play with electronic toys.
toys .
CONTENT ACTIVITIES
ICT TOOLS -name and identify at -naming MOPSE ICT -remote Assumed knowledge-learners have seen a
Lesson1 least three ICT toys . Infant (ECD – control,toy,l television set.
-ICT toys -demonstrate how -identifying Grade 2) aptop,tvmo Methods - demonstration
different models work. Syllabus page del,cellphon Introduction-teacher brainstorms on the ICT
7 e model tools.
Step1-learners look and name the models.
Step2-learners identify the models .
Wk Conclusion-recap on the use of the tools.
3 Lesson2 -name and identify at -naming MOPSE ICT -remote Assumed knowledge -learners have seen a
-ICT models least three ICT Infant (ECD – control television.
models. -identifying Grade 2) -toylaptop Methods – demonstration
-demonstrate how the Syllabus page -tv model Introduction-teacher brainstorms on the ICT
model work. 7 cellphone tools.
model Step1-learners look and name the models
on display.
Conclusion-recap on the use of the tools.
ICT TOOLS Leaners should be -naming MOPSE ICT -ICT tools Assumed knowledge-learners have toys.
Lesson1 able to; Infant (ECD – Methods – discussion
-toys -name and identify ICT -identifying Grade 2) -ICT models Introduction-recitation of
toys on pictures Syllabus page ‘jonny jonny’.
-picture 7 -picture Step1-learners name and identify the toys.
Wk
reading books Step2-discussion on how they are used.
4 Con-question and answer.
Lesson2 -manipulate at least -manipulating MOPSE ICT -ICT tools Assumed knowledge-learners have toys.
PAGE 105
-toys two ICT tools Infant (ECD – Methods – discussion
Grade 2) -ICT models Introduction-recitation of
Syllabus page ‘jonny jonny’.
7 Step1-learners name and identify the toys.
Step2-discussion on how they are used.
Conclusion -learners play with the toys.
APPLICATION -name and identify at -naming MOPSE ICT -musical Assumed knowledge-learners know musical
Wk SOFTWARE least one musical toy Infant (ECD – toys instruments. Methods – demonstration
5 Lesson1 -identifying Grade 2 ) -pictures Introduction-recitation of nursery rhymes.
-musical toys Syllabus page -models Step1-learners name and identify musical
8 toys on display. Step2-question and answer.
CONTENT ACTIVITIES
APPLICATION Learners should be -naming MOPSE ICT -musical Assumed knowledge-learners know
SOFTWARE able to; Infant (ECD – toys instrument.
Lesson2 -name and identify at -identifying Grade 2 ) -pictures Methods – discussion
-musical toys least two musical toys. Syllabus page -models Introduction-recitation of nursery rhymes.
Conclusion-recap.
Lesson1 least two ICT models. Infant (ECD – control television set.
-ICT models -identifying Grade 2 ) -toylaptop Methods – discussion
Syllabus page -tv model Introduction-teacher brainstorms on the ICT
7 cellphone tools.
model Step1-learners look and name the models.
Wk Step2-learners identify the models .
6 Conclusion-recap on the use of the tools.
Lesson2 -name and identify at -naming MOPSE ICT -remote Assumed knowledge-learners have seen a
-ICT models least three ICT models Infant (ECD – control television set.
-identifying Grade 2) -toy laptop Methods – discussion
Syllabus page -tv model Introduction-teacher brainstorms on the ICT
7 cellphone tools.
on display.
PROGRAMMIN Learners should be -identifying MOPSE ICT -robot toys Assumed knowledge-learners have toys.
PAGE 106
G able to; Infant (ECD – -electronic Methods – discussion
Lesson1 -identify at least two Grade 7 ) toys Introduction-recap on the previous activity.
-Electronic electronic toys Syllabus page -toy cars Step1-learners identify electronic toys on
toys 8 display.
Conclusion-recap and free manipulation.
Wk Lesson2 -identify at least one -identifying MOPSE ICT -robot toys Assumed knowledge-learners have toys.
7 -Electronic electronic toys Infant (ECD – -electronic Methods – discussion
toys Grade 2 ) toys Introduction-recap on the previous activity.
Syllabus page -toy cars Step1-learners identify electronic toys on
8 display. Step2-question and answer.
Conclusion-recap and free manipulation.
CONTENT ACTIVITIES
PROGRAMMIN -identify at least two -identifying MOPSE ICT -robot toys Assumed knowledge-learners know toys.
G electronic toys Infant (ECD – -electronic Methods – discussion
Lesson1 Grade 2) toys Introduction-recap on the previous activity.
-Electronic Syllabus page -toy cars Step1-learners identify electronic toys on
toys 8 display.
Wk Conclusion-recap on rhymes.
8 PROGRAMMIN Learners should be -identifying MOPSE ICT -robot toys- Assumed knowledge-learners have toys.
G able to; Infant (ECD- electronic Methods – discussion
Lesson2 -identify and -manipulating Grade 2) toys Introduction -recap on the previous activity.
-electronic manipulate electronic Syllabus page -toy cars Step1-learners identify electronic toys on
toys toys 8 display.
Conclusion -learners play with the electronic
toys.
APPLICATION -name and identify at -naming MOPSE ICT -musical Assumed knowledge-learners know musical
SOFTWARE least one musical toy Infant (ECD – toys instruments.
Lesson1 -identifying Grade 2 ) -pictures Methods – discussion
Wk -musical toys Syllabus page -models Introduction-recitation of nursery rhymes.
8 Step1-learners name and identify musical
9
toys on display.
Lesson2 -name and identify at -naming MOPSE ICT -musical Assumed knowledge-learners know
-musical toys least two musical toys Infant (ECD – toys instruments.
PAGE 107
-identifying Grade 2) -pictures Methods – discussion
Conclusion-recap.
PROGRAMMIN Learners should be -identifying MOPSE ICT -robot toys Assumed knowledge-learners have toys.
G able to; Infant (ECD – -electronic Methods – demonstration
Wk Lesson 1 -identify and -manipulating Grade 2 ) toys Introduction-recap on the previous activity.
10 -electronic manipulate electronic Syllabus page -toy cars Step1-learners identify electronic toys on
toys toys 8 display. Step2-question and answer.
Conclusion -learners play with the electronic
toys.
CONTENT ACTIVITIES
Lesson2 -name and identify at -naming MOPSE ICT -musical Assumed knowledge -learners know
-musical toys least two musical toys Infant (ECD – toys instruments.
-identifying Grade 2 ) -pictures Methods – demonstration
8 Step1-learners name and identify toys.
Conclusion-recap.
APPLICATION -name and identify at -naming MOPSE ICT -musical Assumed knowledge -learners know musical
SOFTWARE least one musical toy Infant (ECD – toys instruments.
Lesson1 -identifying Grade 2 ) -pictures Methods – discussion
-musical toys Syllabus page -models Introduction-recitation of nursery rhymes.
8 Step1-learners name and identify musical
Wk
toys on display.
11 Step2-question and answer.
APPLICATION Learners should be -naming MOPSE ICT -musical Assumed knowledge-learners know
SOFTWARE able to ; Infant (ECD – toys instruments.
Lesson2 -name and identify at -identifying Grade 2 ) -pictures Methods – discussion
-musical toys least two musical toys Syllabus page -models Introduction-recitation of nursery rhymes.
Conclusion-recap.
PROGRAMMING -identify at least two -identifying MOPSE ICT -robot toys Assumed knowledge-learners have toys.
Lesson1 electronic toys. Infant (ECD – -electronic Methods - demonstration
PAGE 108
Electronic toys -demonstrate how Grade 2) toys Introduction-recap on the previous activity.
different electronic Syllabus page -toy cars Step1-learners identify electronic toys on
toys work. 8 display.
Conclusion-recap.
Wk
12
PROGRAMMING Learners shouldbe -identifying MOPSE ICT -robot toys Assumed Knowledge – learners have toys.
Lesson2 able to; Infant (ECD – -electronic Methods – demonstration
-electronic -identify and -manipulating Grade 2) toys Introduction-recap on the previous lesson.
toys manipulate electronic Syllabus page -toy cars Step1-learners identify electronic toys on
toys. 8 display.
-name musical toys on Step2-question and answer.
display. Conclusion-learners play with the electronic
-play with electronic toys.
toys .
Lesson1 least three ICT toys . Infant (ECD – control,toy,l television set.
-ICT toys -demonstrate how -identifying Grade 2) aptop,tvmo Methods - demonstration
different models work. Syllabus page del,cellphon Introduction-teacher brainstorms on the ICT
7 e model tools.
Step1-learners look and name the models.
Wk Conclusion-recap on the use of the tools.
13 Lesson2 -name and identify at -naming MOPSE ICT -remote Assumed knowledge -learners have seen a
-ICT models least three ICT Infant (ECD – control television.
models. -identifying Grade 2) -toylaptop Methods – demonstration
-demonstrate how the Syllabus page -tv model Introduction-teacher brainstorms on the ICT
model work. 7 cellphone tools.
on display.
ICT TOOLS Leaners should be -naming MOPSE ICT -ICT tools Assumed knowledge-learners have toys.
PAGE 109
Lesson1 able to; Infant (ECD – Methods – discussion
-toys -name and identify ICT -identifying Grade 2) -ICT models Introduction-recitation of
toys on pictures Syllabus page ‘jonny jonny’.
Wk -picture 7 -picture Step1-learners name and identify the toys.
reading books Step2-discussion on how they are used.
14
Con-question and answer.
Lesson2 -manipulate at least -manipulating MOPSE ICT -ICT tools Assumed knowledge-learners have toys.
-toys two ICT tools Infant (ECD – Methods – discussion
Grade 2) -ICT models Introduction-recitation of
Syllabus page ‘jonny jonny’.
7 Step1-learners name and identify the toys.
Step2-discussion on how they are used.
Conclusion -learners play with the toys.
PAGE 110
GUIDANCE AND COUNSELLING
TOPICS
>RIGHTS AND RESPONSIBILITY
>IDENTITY
AIMS
To develop in learners:
1. Positive behaviours, values, attitudes and other health concerns.
2. Awareness of self, family and community.
3. An understanding of their rights and responsibilities
PAGE 111
WK TOPIC/ OBJECTIVES SKILLS SOM MEDIA METHODS AND ACTIVITIES EVALUATION
CONTENT
1 RIGHTS & Learners -recalling G & Syll -pictures AK:-Learners have experienced discomfort.
RESPONSIBILITIES should be able Pg 13 Intro:-Recitation of father and mother rhyme.
-poems to: Step1- Class activitiy on the poem, “My rights as a
-recite at least child”.
one poem on Step2-Learners practise with the help of the
abuse. facilitator.
CONC:-Recap on the poem.
2 RIGHTS & -Say at least -recalling G & Syll -pictures AK:-Learners have duties at home.
RESPONSIBILITIES two children’s Pg 13 Intro:-Recitation of nursery rhymes.
-poems rights. Step1-Class activity on chanting the poem, “My
rights as a child”
Step2-Facilitator explains the poem
Conc-Questions and anwers.
3 RIGHTS & -Say atleast -recalling G & Syll -pictures AK:-Learners klnow what is good.
RESPONSIBILITIES four children’s -explaining Pg 13 -chart Intro:-Recitation of nursery rhymes.
-poems rights. Step1-Class activity on discussing children’s rights.
Step2-Learners chanting the poem again.
Conc:-Learners recite the rhyme, :To the parents”
4 RIGHTS & -identify -identifying G & Syll -pictures AK:-Learners have preferences.
PAGE 112
RESPONSIBILITIES different types Pg 13 -chart Intro:-Recap on the previous lesson.
-abuse of abuse . Step1-Facilitator explains on abuse
Step2-Learners explain in their own words on
abuse.(encourage learners to speak aloud)
Conc:-Question & answer on way forward.
5 RIGHTS & -state at least -recalling G & Syll -pictures AK:-Learners know types of abuse.
RESPONSIBILITIES two means of Pg 13 -chart Intro:-Recap on the previous lesson.
-reporting abuse reporting Step1-Learners watch a video on abuse eg SA
abuse. Drama ‘Luthando’.
Step2-Calss discussion on the video.
Conc:-Facilitator explains on reporting abuse and
the responsible people to approach.
6 RIGHTS & -state at least -recalling G & Syll -pictures AK:-Learners are aware of abuse.
RESPONSIBILITIES three bad Pg 13 -chart Intro:-Recap on the previous lesson.
-bad touches. touches. Step1-Facilitator explains on bad touches.
Step2-Class activity on reciting rhymes on bad
touches.
Conc:-Questions and answers on bad touches.
7 RIGHTS & -describe at -recalling G & Syll -pictures AK:-Learners respect their bodies.
RESPONSIBILITIES least 5 bad Pg 13 -chart Intro:-Recitation odf the nursery rhyme,
-bad touches. touches ‘Amalungelo ami’ .
Step1-Recap on the previous lesson.
Step2-Class activity on the actions like, please
don’t.
Conc:-Questions and answers.
8 IDENTITY -identify -identifying G & Syll -pictures AK:-Learners know their names.
Individual self. themselves in Pg 11 Intro:-Playing the game, ‘Do u know my name’
terms of self. Step1-Class activities on talking about themselves.
Step2-Learners take turns saying out their details
in front of others.
Conc:-Questions and answers.
9 IDENTITY -identify and -identifying G & Syll -pictures AK:-Learners know themselves.
Individual self. describe -describing Pg 11 Intro:-Recap on the previous lesson.
themselves in Step1-Facilitator demonstrates on the activity of
terms of sex saying their details in full: names, race and sex.
and race. Step2-Learners take turns saying their details in
full.
Conc:-Recitation of the nursery rhymes.
10 IDENTITY -draw a -Drawing & Syll -pencils AK:-Learners have drawn.
PAGE 113
-Self portrait detailed Pg 11 -crayons Intro:-Recitation of nursery rhymes.
portrait of the -books Step1-Facilitator explains the task emphasising on
self. -news use of space.
prints Step2-Learners draw the portrait while the
facilitator move around monitoring.
Conc:-Display and presentation of work.
12 RIGHTS & -Say at least -recalling G & Syll -pictures AK:-Learners have duties at home.
RESPONSIBILITIES two children’s Pg 13 Intro:-Recitation of nursery rhymes.
-poems rights. Step1-Class activity on chanting the poem, “My
rights as a child”
Step2-Facilitator explains the poem
Conc-Questions and anwers.
13 RIGHTS & -Say atleast -recalling G & Syll -pictures AK:-Learners klnow what is good.
RESPONSIBILITIES four children’s -explaining Pg 13 -chart Intro:-Recitation of nursery rhymes.
-poems rights. Step1-Class activity on discussing children’s rights.
Step2-Learners chanting the poem again.
Conc:-Learners recite the rhyme, :To the parents”
14 RIGHTS & -identify -identifying G & Syll -pictures AK:-Learners have preferences.
RESPONSIBILITIES different types Pg 13 -chart Intro:-Recap on the previous lesson.
-abuse of abuse . Step1-Facilitator explains on abuse
Step2-Learners explain in their own words on
abuse.(encourage learners to speak aloud)
Conc:-Question & answer on way forward.
15 RIGHTS & -state at least -recalling G & Syll -pictures AK:-Learners know types of abuse.
RESPONSIBILITIES two means of Pg 13 -chart Intro:-Recap on the previous lesson.
-reporting abuse reporting Step1-Learners watch a video on abuse eg SA
abuse. Drama ‘Luthando’.
Step2-Calss discussion on the video.
Conc:-Facilitator explains on reporting abuse and
the responsible people to approach.
PAGE 114

ECDB TERM 2 2021 Up To Week 14 - 1650903851000

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ECDB TERM 2 2021 Up To Week 14 - 1650903851000

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SCHEME CUM PLAN ECD B TERM 3 2021

‘’TOGETHER WE CAN SUCCEED’’

INDIGENOUS LANGUAGE (NDEBELE)………………………………………….14

FAMILY AND HERITAGE STUDIES…………………………………………….….27

MATHS AND SCIENCE…………………………………………………………………34

VISUAL AND PERFOMING ARTS…………………………………………………69

INFORMATION COMMUNICATION & TECHNOLOGY ………….…...79

GUIDANCE & COUNSELLING…………………………………………………….85

TIME ALLOCATION: 5 × 20 Min

4 Ukulalela -khuluma -ukukhuluma Indigenous -imifanekiso Okucatshangelwayo-Abafundi bayezwa

IVIKI IZIHLOKO INJONGO ULWAZI UMTHAPHO IZINCEDISO UKUQHUTSHWA KWEZIFUNDO IMPUMELA

IVIKI IZIHLOKO INJONGO ULWAZI UMTHAPHO IZINCEDISO UKUQHUTSHWA KWEZIFUNDO IMPUMELA

UKULALELA -ukuxoxa -ukukhuluma Indigenous -imifanekiso Okucatshangelwayo-Abafundi bayazi inganekwane

IVIKI IZIHLOKO INJONGO ULWAZI UMTHAPHO IZINCEDISO UKUQHUTSHWA KWEZIFUNDO IMIPUMELA

IVIKI IZIHLOKO INJONGO ULWAZI UMTHAPHO OKUSETSHENZIS UKUQHUTSHWA KWEZIFUNDO

10 UKUBHALA -dweba imifanekiso -ukukhuluma Indigenous -imifanekiso Okucatshangelwayo-Abafundi bayazazi izitsha

14 Ukulalela -khuluma -ukukhuluma Indigenous -imifanekiso Okucatshangelwayo-Abafundi bayezwa

FAMILY AND HERITAGE STUDIES

TIME ALLOCATION: 2 × 20 Min

MATHEMATICS AND SCIENCE

TIME ALLOCATION: 5 × 20 Min

TIME ALLOCATION: 2× 20 Min

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