Grade 5 NEW Curr T1 2019 NDE

WK TOPIC/ OBJECTIVES COMPETENCIE RESOURCES, MEDIA TEACHING/ LEARNING ACTIVITIES/ METHODS EVALUATION
CONTENT During the lesson S

lrners shld be able to:- REFERENCE
CONTENTS PAGE
SCIENCE AND TECHNOLOGY………………………………………………………………………………. 2
VISUAL AND PERFORMING ARTS…………………………………………………………………………. 20
PE AND MASS DISPLAYS…………………………………………………………………………………… 43
HERITAGE – SOCIAL STUDIES………………………………………………………………………………. 68
FAREME……………………………………………………………………………………………………… 88
AGRICULTURE……………………………………………………………………………………….……… 108
INFORMATION AND COMPUTER TECHNOLOGY…………………………………………………………. 128
GUIDANCE AND COUNSELLING………………………………………………………….………………... 140
ENGLISH……………………………………………………………………………………………………... 146
MATHEMATICS…………………………………………………………………………………………….... 185
NDEBELE……………………………………………………………………………………………………... 215-231
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LEARNING AREA: JUNIOR SCIENCE

AND TECHNOLOGY
BROAD AIMS
By the end of the learning area Learners should be able to:
• Identify tools and materials used in science and technology
• Investigate how people, environment and economic issues influence and are influenced by S & T
• develop develop critical evaluative skills in technical environment
• relate moral and ethical approaches to the use of science principles and technology Unhu/Ubuntu/Vumunhu
• CROSS CUTTING THEMES
• Safety in using scientific equipment and
apparatus as well as the design process
Health issues
Food security
Technology
Environmental issues
Disaster risk management
Enterprise
Sexuality, HIV and AIDS
Heritage
TOPICS
Water
Soil, Plants and Animals
Health and safety
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1 TOPIC: describe Naming Junior Water Assumed knowledge: learners know states of water
WATER conditions Demonstr Science Ice Intro: the facilitator gives focus of the lesson
Lesson K.CPROPER necessary ating and Refrigerator 1.Learners name the three states of water.
1 TIES OF for Describin Technolog Print media 2. Learners read about conditions necessary for
13/01/2 WATER evaporation g y Junior Saucepan evaporations3. Learners carry out experiments to see
3 S.C: Water s syllabus Source of conditions necessary for evaporation while the
evaporation grade 3-7 heat facilitator guides them.4. learners name conditions
Page 54 necessary for evaporationCon: answer oral questions
TOPIC: describe Identifyin Junior Water Assumed knowledge: learners know states of water.
Lesson WATER conditions g Science Ice Intro: The facilitator recaps the previous lesson
2 and 3 K.C necessary Describin and Refrigerator 1. Learners name the states of water.2. Learners
Properties of for g Technolog Print media expose water to heat, sun and wind to see the
Water evaporation Naming y Junior Saucepan conditions necessary for evaporations while the
S.C s Explainin syllabus Source of facilitator guides them.3. Learners observe and record
Conditions g grade 3-7 heat their findings.4.Learners and the facilitator discuss on
necessary for Observing Page 54 conditions necessary for evaporation
evaporation 5. Individual written workCon: Revision and recap
for of written work
evaporation
TOPIC: explain Identifyin Junior Water Assumed knowledge: Learners know states of water.
Lesson WATER how water g Science Ice Intro: re-cape of the previous lesson1. Learners
4 and 5 K.C changes into Describin and Tech Refrigerator name conditions necessary for evaporation while the
Properties of vapour g Junior Print media facilitator assists learners.2. Learners demonstrate
water Naming syllabus Saucepan how water changes into water vapour while the
S.C Water Explainin grade 3-7 Source of facilitator guides them.3. Learners observe and record
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vapour g Page 54 heat their findings.4. Learners explain how water changes
Observing into water vapourwhile the facilitator assists
them.Con: answer oral questions
2 TOPIC: recognise Identifyin Junior Local Assumed knowledge: learners know water sources
20/01/2 WATER ground g Science ground Intro: Recap of the previous lesson
3 K.C Sources water Discussin and water 1.Learners say what they know about water sources
Lesson of Water sources g Technolog Print media 2.Learnersand the facilitator discuss on ground water
1 S.C Ground Naming y Junior Electronic sources. 3. Learners identify ground water sources in
water syllabus media the local community.4.Learners identify protected and
grade 3-7 Borehole unprotected water sources. 5. Individual written work
Page 54 Spring Con: answer oral questions
Protected
wells
TOPIC: Classifyin Junior Local Assumed knowledge: Learners know water sources
Lesson WATER g Science ground Intro: Recap of the previous lesson.
2 and 3 K.C -explain Explainin and water 1.Learners name water sources they know.
SOURCES ground g Technolog Print media 2.Learnersread about water extraction models.
OF WATER water Discussin y Junior Electronic 3. Learners in groups discuss on ground water
S.C Water extraction g syllabus media extraction methods while the facilitator assists them.
extraction methods grade 3-7 Borehole 4. Learners give feedback from their groups while the
methods Page 54 Spring facilitator assists them.
-springs Protected 5. Individual written work.
-borehole wells Con: Revision and recap of written work
TOPIC: - Design Explainin Junior Print media Assumed knowledge: learners know water sources.
Lesson WATER water g Science ICT Tools Intro: re-cape the previous lesson
4 and 5 K.C extraction Describin and Electronic 1.Learners name the water sources they know.
SOURCES models g Technolog tools 2.Thefacilitatordemonstrates and explains on
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OF WATER y Junior designing and making a water extraction models.

SC: Water syllabus 3. Learners design and make a water extraction model
extraction grade 3-7 in groups while the facilitator guides them.
models Page 54 4. Learners explain how their models work while the
facilitator assists them.Con: recap of concepts
3 TOPIC: Naming Junior Water Assumed knowledge: learners know forms of
27/01/2 WATER -List causes Explainin Science Print media pollution
3 K.C: Water of water g and ICT Tools Intro: re-cape of the previous lessons
Lesson and the pollution Describin Technolog 1. Learners name forms of pollution they know.
1 environment g y Junior 2.Learners read about causes of pollution.
S.C: Water syllabus 3.Learners in groupsdiscuss on causes of pollution
pollution grade 3-7 while the facilitator assists them
-Causes of Page 54 4. Learners give feedback from their findings while
water the facilitator assists them.
pollution 5. Individual written work
Con:revise work done
TOPIC: explain the Naming Junior Print media Assumed knowledge: learners know causes of
Lesson WATER effects Explainin Science Health pollution
2 and 3 K.C: Water water g and officer Intro: re-cape of the previous lessons
and the pollution Describin Technolog Resource 1. Learners name cause of pollution.
environment g y Junior person 2.Learners observe effects of pollution in the local
S.C: Water syllabus Print media environment.
pollution grade 3-7 3. Learners name the effects of water pollution while
-Effects of Page 54 the facilitator assists them.
water 4. Individual written work
pollution Con:Revision and recap of concepts
TOPIC: Suggest Naming Junior Print media Assumed knowledge: learners know causes of
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Lesson WATER ways of Explainin Science Statutory pollution

4 K.C: Water preventing g and instruments
Intro: re-cape of the previous lessonsStep 1 Learners
and the water Describin Technolog and laws on
name the causes of pollution.Step 2 Learners read
environment pollution g y Junior pollution about ways of preventing water pollution.Step 3
S.C: Water syllabus Learners in groups determine ways of preventing
pollution grade 3-7 water pollution while the facilitator assists them.Step
-Prevention of Page 54 4: Learners give feedback from groups while the
water facilitator assists themStep 5: Individual written work
pollution Conclusion revision of work written
Lesson TOPIC answer at Naming Junior Chalk board Assumed knowledge: Learners able to answer
5 WATER least half of Explainin Science Revision revision questions
Revision test the revision g and test Intro: re-cape of the previous lessons
-Revision test test Describin Technolog questions Step 1 The facilitator recaps the concepts taught
questions questions g y Junior during the week
correctly syllabus Step 2 Learners answer revision test questions in their
given grade 3-7 books individually.
Page 54 Step 3 Revision of written work and recap of
concepts
Conclusion revision of work written
4 TOPIC: describe the Identifyin Junior School Assumed knowledge: learners know soil, plants and
03/02/2 SOIL, interdepend g Science environment animals. Intro: learners say what they know about
3 PLANTS ence Describin and School soil
Lesson AND between g Technolog garden 1. The facilitator construct a food web and explains to
1 ANIMALS components Naming y Junior Print media learners 2. Learners watch videos on soil ecosystem
K.C: SOIL of soil Observing syllabus Earth 3. Learners in groups construct their food webs in the
S.C Soil as an ecosystem grade 3-7 worms soil ecosystem while the facilitator assists them.
eco system Page 57 4. Learners give feedback from their findings.
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-Natural Con:Discuss group findings and answer oral

questions
Lesson TOPIC:SOIL -describe Discussin Junior Humus Assumed knowledge: learners know food webs
2 and 3 , PLANTS the g Science Compost Intro: learners say what they know about food webs
AND interdepend Explainin and ICT tools 1. Learners construct food web in the soil eco system
ANIMALS ence g Technolog Earthworms while the facilitator assists them.
K.C SOIL between Describin y Junior Water 2. Lrners in grps build an ecosystem comprising of
S.C Soil as an components g syllabus Containers earthworms and plants while the facilitator assists
eco system of soil grade 3-7 them.3. Learners give feedback from their groups
-Man-made ecosystem Page 57 while the facilitator assists them.CON:discuss group
-make soil findings and answer oral questions
based
ecosystem
Lesson TOPIC: identify Explainin Junior School Assumed knowledge:learners know types of soil
4 and 5 SOIL, different g Science environment Intro: learners name the types of soils they know.
PLANTS uses of soil Identifyin and Water print 1. Learners identify the uses of soil while the
AND g Technolog media facilitator assists them.
ANIMALS Describin y Junior Hoes 2. Learners in groups list uses of soil while the
K.C: Soil g syllabus facilitator assists them.
S.C Use of grade 3-7 3. Learners give feedback from their groups while the
soil Page 57 facilitator assists them.
-Crop 4. Individual written work
production Con Revision and recap of concepts
-Construction
-Pottery
5 TOPIC:SOIL identify Identifyin Junior Print media Assumed knowledge: learners know plants.
10/02/2 , PLANTS plants as g Science Local Intro: learners say what they about plants.1.The
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3 AND producers of Describin and environment facilitator explains why plants are producers and
Lesson ANIMALS food g Technolog Electronic illustrate on how plants and animals relate through
1 K.C: Plants Explainin y Junior media food chains and food webs as primary consumer or
S.C Plants as g syllabus secondary consumer. 2. Learners in groups make their
producers grade 3-7 food webs and food chains and identify plants as
-food chains Page 58 producers while the facilitator assists them.3. Lrners
-food Chains give feedback from their group findings while the
- facilitator assists them.4.Individual written work.
Con:Revision of written work and recap of concepts
TOPIC:SOIL identify Explainin Junior Print media Assumed knowledge: learners know plants.
Lesson , PLANTS plants as g Science Local Intro: learners say what they about plants.
2 and 3 AND producers of Describin and environment 1. Learners explain why plants are producers while
ANIMALS food g Technolog Electronic the facilitator assists them. 2. Learners in groups
K.C PLANTS -describe Identifyin y Junior media make their food webs and food chains and describe on
S.C: Plants as the food g syllabus them i.e naming herbivores, carnivores and omnivores
producers chains and grade 3-7 while the facilitator assists them.3. Learners give
-Primary food webs Page 58 feedback from their group findings while the
consumers facilitator assists them.4. Individual written work.
Con:Revision of written work and recap of concepts
TOPIC: identify Explainin Junior Print media Assumed knowledge: learners know plants.Intro:
Lesson SOIL, plants as g Science Local learners say what they about plants.1. Learners make
4 and 5 PLANTS producers of Describin and environment their food chains and food webs while the facilitator
AND food g Technolog Electronic assists them.2. Learners name herbivores, omnivores
ANIMALS -describe Identifyin y Junior media and carnivores from their food chains and food webs
K.C Plants the food g syllabus while the facilitator assists them.3. Lrners in groups
S.C: Plants as chains and Classifyin grade 3-7 collect pictures on different animals and classify them
producers food webs g Page 58 while the facilitator assists them.4. Lrners give
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-Secondary feedback from their groups.5. Individual written

consumers workCon:Revision of written work and recap of
concepts
6 TOPIC:SOIL identify Identifyin Junior Print media Assumed knowledge: Learners know plantsIntro:
17/02/2 , PLANTS different g Science Local recap of the previous lesson.1. The facilitator explains
3 AND types of Describin and environment and describe on sexual reproduction in plants.2.
Lesson ANIMALS plant g Technolog Electronic Learners in groups discuss on sexual reproduction in
1 K.C Plants reproductio Naming y Junior media plants while the facilitator assists them. 3. Learners
S.C: Plants n syllabus Flowers give feedback from their group findings while the
reproduction grade 3-7 Magnifying facilitator assists them.4. Class discussion on group
-Sexual Page 58 lens findings
(seeds) Con:Learners answer oral questions
Lesson TOPIC:SOIL identifying Describin Junior Print media Assumed knowledge: Learners know plants
2 and 3 , PLANTS different g Science Local Intro: recap of the previous lesson.
AND types of Stating and environment 1. The facilitator explains and describe on asexual
ANIMALS plants Identifyin Technolog Electronic reproduction in plants2. Leaners identify the agents of
K.C Plants reproductio g y Junior media pollination while the facilitator assists them.
S.C: Plants n syllabus Flowers 3. Learners in groups discuss on asexual reproduction
reproduction -describe grade 3-7 Magnifying in plants while the facilitator assists them. 4. Learners
- Asexual the agents Page 58 lens give feedback from their group findings while the
(vegetative) of facilitator assists them.5. Individual written work
-Agents of pollination Con: Learners answer oral questions
pollination
TOPIC: answer at Naming Junior Chalk board Assumed knowledge: Learners able to answer
Lesson SOIL, least half of Explainin Science Revision revision questions Intro: re-cape of the previous
4 and 5 PLANTS the revision g and test lessonsStep 1 The facilitator recaps the concepts
AND test Describin Technolog questions taught during the week. Step 2 Learners answer
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ANIMALS questions g y Junior revision test questions in their books individually.

Revision test correctly syllabus Step 3 Revision of written work and recap of
-Revision test given grade 3-7 concepts. Conclusion revision of work written
questions Page 58
7 TOPIC: -explain Identifyin Junior Print media Assumed knowledge: learners know different animals
24/02/2 SOIL, animal g Science Electronic Intro: Learners name animals they know.1. Learners
3 PLANTS reproductio Explainin and media list various animals.2. The facilitator explains on
AND n g Technolog Animals animal reproduction (External fertilisation).3.
Lesson ANIMALS -identify Describin y Junior habitat Learners in groups discuss on external fertilisation, its
1 K.C Animals advantages g syllabus advantages and disadvantages reproduce while the
S.C: Animal and grade 3-7 facilitator assisting them. 4. Learners give feedback
reproduction disadvantag Page 59 from their group finding while the facilitator assists
-External es of them.
fertilisation external 5. Individual written work.Con:Revision of written
fertilisation and recap of concepts
TOPIC: -explain Identifyin Junior Print media Assumed knowledge: learners know different animals
Lesson SOIL, animal g Science Electronic Intro: Learners name animals they know.1. Learners
2 and 3 PLANTS reproductio Explainin and media list various animals. 2. The facilitator explains on
AND n g Technolog Animals animal reproduction (internal fertilisation).3. Learners
ANIMALS -identify Describin y Junior habitat in groups discuss on internal fertilisation, its
K.C Animals advantages g syllabus advantages and disadvantages reproduce while the
S.C: Animal and grade 3-7 facilitator assisting them. 4. Learners give feedback
reproduction disadvantag Page 59 from their group finding while the facilitator assists
-External es of them.5. Individual written work.
fertilisation internal Con:Revision of written and recap of concepts
fertilisation
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TOPIC: - - classify Identifyin Junior Print media Assumed knowledge: learners know different animals
Lesson SOIL, animals g Science Electronic Intro: Learners name animals they know.1. Learners
4 and 5 PLANTS according to Explainin and media list various animals. 2. Learners in groups classify
AND methods of g Technolog Animals animals according to methods of fertilisation while
ANIMALS fertilisation Describin y Junior habitat the facilitator assisting them. 4. Learners give
K.C Animals g syllabus feedback from their group finding while the facilitator
S.C: Animal grade 3-7 assists them.5. Classdiscussion on group findings.
reproduction Page 59 Con:Learners answer oral questions.
-External and
internal
fertilisation
8 TOPIC:HEA - Identifyin Junior Print media Assumed knowledge: learners know their body parts.
03/03/2 LTH AND -identify g Science Model of intro: learners say their body parts. 1. The facilitator
3 SAFETY parts of the Describin and digestive explains and demonstrates on digestive system in the
Lesson K.C- Human digestive g Technolog system mouth.2. Learners explain what happens to food they
1 body system Explainin y Junior Electronic eat while the facilitator assists the learners.3. Lrners
S.C Digestive g syllabus media in groups discuss on digestive system while the
system grade 3-7 facilitator assists them.4. Learners give feedback from
-In the mouth Page 44 their group findings while the facilitator assists them.
CON:Lrners answer oral questions from the
facilitator.
TOPIC: Identifyin Junior Print media Assumed knowledge: learners know their body parts.
Lesson HEALTH -identify g Science Model of intro: learners say their body parts1. Learners explain
2 and 3 AND parts of the Describin and digestive on what happens to the food they eat while the
SAFETY digestive g Technolog system facilitator assists them.2. Learners name parts of the
K.C- Human system Explainin y Junior Electronic human digestive system while the facilitator assists
body -state the g syllabus media them.3. Learners in groups discuss on functions of
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S.C Digestive function of grade 3-7 each part of the digestive system they have identified
system parts of Page 44 while the facilitator assists them.4. Learners give
-In the digestive feedback from their group findings while the
stomach system facilitator assists them. 5. Individual written.Con:
Revision of written and recap of concepts.
TOPIC: Identifyin Junior Print media Assumed knowledge: learners know their body parts.
Lesson HEALTH -describe g Science Model of intro: learners say their body parts1. Learners explain
4 AND the digestive Describin and digestive on what happens to the food they eat while the
SAFETY process g Technolog system facilitator assists them.2. Learners name parts of the
K.C- Human Explainin y Junior Electronic human digestive system while the facilitator assists
body g syllabus Media them.3. Learners draw and label the digestive system
S.C Digestive grade 3-7 Resource while the facilitator assists them.4. Learners describe
system Page 44 person the digestive system while the facilitator assists them.
-In the mouth 5. Individual written.Con:Revision of written work
-In the and recap of concepts
stomach
TOPIC:HEAL During the Identifyin Junior Print media Assumed knowledge: learners eat every day
TH AND lesson g Science Pictures Intro: Recap of the previous lesson.
Lesson SAFETY learners Discussin and Electronic 1.The facilitator explains on eating disorders and the
5 K.C: should be g Technolog devices consequences.
Nutrition able to:- Naming y Junior 2. Learners suggest proper eating habits and their
S.C – Eating -List eating syllabus benefits while the facilitator assists them.
disorders disorders grade 3-7 3. Learners in groups discuss on consequences of
-Obesity( over -Explain the Page 44 eating disorders while the facilitator assists them.
eating) - importance 4.Learners give feedback from their group finding
Anorexia of proper while the facilitator assists them.
(starving eating habits 5. Class discussion on group findings
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oneself ) Con: Learners answer oral questions

-Bulimia(over
eating then
forcing
vomiting)
TOPIC: During the Identifyin Junior Print media Assumed knowledge: learners eat every day
Lesson HEALTH lesson g Science Pictures Intro: Recap of the previous lesson.
5 AND learners Discussin and Electronic 1. Learners suggest proper eating habits and their
SAFETY should be g Technolog devices benefits while the facilitator assists them.
K.C: able to:- Naming y Junior 2. Learners in groups discuss on consequences of
Nutrition -List eating syllabus eating disorders while the facilitator assists them.
S.C – Eating disorders grade 3-7 3. Learners give feedback from their group finding
disorders -Explain the Page 44 while the facilitator assists them.
-Obesity( over importance 4. Class discussion on group findings
eating) - of proper Con: Learners answer oral questions
Anorexia eating habits
(starving
oneself )
-Bulimia(over
eating then
forcing
vomiting)
9 TOPIC: During the Identifyin Junior Print media Assumed knowledge: learners different diseases
10/03/2 HEALTH lesson g Science Pictures Intro: Recap of the previous lesson.
3 AND learners Discussin and Electronic 1. Learners name the diseases they know.
Lesson SAFETY should be g Technolog devices 2. The facilitator explains on deficiency diseases and
1 K.C: able to:- Naming y Junior their sufficient nutrients.
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Nutrition -Name the syllabus 3. Learners in groups identify deficiency diseases and
S.C – deficiency grade 3-7 their sufficient nutrients while the facilitator assists
Deficiency disease and Page 45 them.
disease their 4. Learners give feedback from their group finding
-Scurvy insufficient while the facilitator assists them.
-Kwashiorkor nutrients 5. Individual written work
-Marasmus Con:Revision of written work and recap of concepts.
-Beri-beri
-Goitre
-Rickets
-Night
blindness
Lesson TOPIC: During the Identifyin Junior Print media Assumed knowledge: learners different diseases
2 HEALTH lesson g Science Pictures Intro: Recap of the previous lesson.1. Learners name
AND learners Discussin and Electronic the diseases they know.2. Learners identify deficiency
SAFETY should be g Technolog devices diseases and their sufficient nutrients while the
K.C: able to:- Naming y Junior facilitator assists them.4. Learners watch video clips
Nutrition -Recognise syllabus deficiency diseases or eating disorders
S.C – symptoms grade 3-7 5. Learners collect and display pictures of people with
Deficiency of nutrition Page 45 deficiency diseases and eating disorders.
disease deficiency Con: Learners answer oral questions.
Lesson TOPIC: answer at Naming Junior Chalk board Assumed knowledge: Learners able to answer
3 HEALTH least half of Explainin Science Revision revision questions Intro: re-cape of the previous
AND the revision g and test lessonsStep 1 The facilitator recaps the concepts
SAFETY test Describin Technolog questions taught during the week Step 2 Learners answer
Revision test questions g y Junior revision test questions in their books individually.
-Revision test correctly syllabus Step 3 Revision of written work and recap of
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questions given grade 3-7 concepts

Page 44 Conclusion revision of work written
TOPIC: During the Identifyin Junior Electronic Assumed knowledge: learners know different
Lesson HEALTH lesson g Science media diseasesIntro: Recap of the previous lesson
4 AND learners Discussin and Health 1. The facilitator explains on signs and symptoms of
SAFETY should be g Technolog personnel gut worms infection2. Learns read about harmful gut
K.C Diseases able to:- -- Describin y Junior Print media worms.3. Learners in groups discuss on how gut
and describe the g syllabus worms enter the body, signs and symptoms while the
prevention signs and grade 3-7 facilitator assists them4. Learners give feedback from
S.C: Harmful symptoms Page 45 their groups findings while the facilitator assists
gut worms of gut them.5. Individual written work
worms Con:Revision of written and recap of concepts
infection
TOPIC: During the Identifyin Junior Electronic Assumed knowledge: learners know different
Lesson HEALTH lesson g Science media diseasesIntro: Recap of the previous lesson 1.
5 AND learners Discussin and Health Learners identify signs and symptoms of gut worms
SAFETY should be g Technolog personnel 2. Learners explain how gut worms inter the body.3.
K.C Diseases able to:- -- Describin y Junior Print media Learners in groups discuss on ways of controlling gut
and Suggesting g syllabus worms while the facilitator assists them.4. Learners
prevention ways of grade 3-7 give feedback from their groups findings while the
controlling Page 45 facilitator assists them.5. Individual written
S.C: Harmful gut worms. workCon:Revision of written and recap of concepts
gut worms
10 TOPIC: Demonstrat Identifyin Junior Electronic Assumed knowledge: learners know different
17/03/2 HEALTH e awareness g Science media diseasesIntro: Recap of the previous lesson 1.
3 AND of the Discussin and Health Learners identify signs and symptoms of gut worms
Lesson SAFETY dangers of g Technolog personnel 2. Learners explain how gut worms inter the body.
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1 K.C Diseases the gut Describin y Junior Print media 3. Learners demonstrate proper ways of washing
and worms g syllabus hands while the facilitator assists them.4. Learners
prevention grade 3-7 dramatize how an infected person behaves 5. Lrnrs
S.C: Harmful Page 45 sing rhymes and poems on dangers of gut worms
gut worms Con:Revision of written and recap of concepts
Lesson TOPIC: name Identifyin Junior Electronic Assumed knowledge: learners know different
2 HEALTH different g Science media diseasesIntro: Recap of the previous lesson 1.
AND STIs Discussin and Health Learners identify STIs they know while the facilitator
SAFETY -Explain g Technolog personnel assists them.2. The facilitator explains on different
K.C Diseases how STIs Describin y Junior Print media STIs and their effects and their ways they spread.
and are spread g syllabus 3. Learners in groups identify different types of STIs
prevention grade 3-7 and discuss how they spread while the facilitator
S.C: Sexual Page 46 assists them4. Learners give feedback from their
transmitted groups findings while the facilitator assists them.
infections 5. Individual written work
(STIs) Con:Revision of written and recap of concepts
-Gonorrhoea
-Syphilis
Lesson TOPIC: State the Identifyin Junior Electronic Assumed knowledge: learners know different
3 HEALTH effects of g Science media diseasesIntro: Recap of the previous lesson 1.
AND STIs Discussin and Health Learners identify STIs and their effects while the
SAFETY _outline the g Technolog personnel facilitator assists them.2. The facilitator explains on
K.C Diseases prevention Describin y Junior Print media ways of preventing STIs.3. Learners in groups
and measures of g syllabus identify ways preventing STIs while the facilitator
prevention STIs. grade 3-7 assists them4. Learners give feedback from their
S.C: Page 46 groups findings while the facilitator assists them.5.
Preventions of Individual written workCon:Revision of written and
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STIs recap of concepts

Lesson TOPIC: Discuss the Identifyin Junior Electronic Assumed knowledge: learners know that there is
4 HEALTH causes of g Science media AIDS.Intro: Recap of the previous lesson 1. The
AND HIV/AIDS Discussin and Health facilitator explains on causes of HIV/AIDS and ways
SAFETY -List ways g Technolog personnel in which it is spread.2. Learner identifies ways in
K.C Diseases in which Describin y Junior Print media which HIV/AIDS is spread while the facilitator assists
and HIV is g syllabus them.3. Learners in groups identifies causes of
prevention spread grade 3-7 HIV/AIDS and discuss how it is spread while the
S.C: Page 46 facilitator assists them.4. Learners give feedback from
HIV/AIDS their groups findings while the facilitator assists
-Causes them.5. Individual written workCon:Revision of
-Transmission written and recap of concepts
Lesson TOPIC: state the Identifyin Junior Electronic Assumed knowledge: learners know that there is
5 HEALTH effects of g Science media AIDS.Intro: Recap of the previous lesson.1. Learners
AND HIV Discussin and Health identify causes of HIV/AIDS and ways in which it is
SAFETY -Describe g Technolog personnel spread.2. The facilitator explains on effects of HIV
K.C Diseases how AIDS Describin y Junior Print media and how HIV/AIDS is prevented.3. Lrners in groups
and can be g syllabus identifies effects of HIV/AIDS and discuss how it can
prevention prevented. grade 3-7 be prevented while the facilitator assists them.4.
S.C: Page 46 Learners give feedback from their groups findings
HIV/AIDS while the facilitator assists them.5. Class discussion
-Prevention on findings from groups.Con: Learners answer oral
questions from the facilitator.
11 Revision test answer at Naming Jnr Sci Chalk board Assumed knowledge: Learners able to answer
24/03/2 TOPIC: All least half of Explainin and Tech Revision revision questions Intro: re-cape of the previous
3 topics taught the revision g Junior syll test lessonsStep 1 The facilitator recaps the concepts
Lesson during the test Describin gr 3-7 questions taught during the week
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1 term. questions g Pge 44, Step 2 Learners answer revision test questions in their
-Revision test correctly 45, 46, 54, books individually.
questions given 57, 58, 59 Step 3 Revision of written work and recap of
concepts
Lesson Revision test - answer at Naming Sci and Chalk board Assumed knowledge: Learners able to answer
2 and 3 TOPIC: All least half of Explainin Tech Jr Revision revision questions Intro: re-cape of the previous
topics taught the revision g syll gr 3-7 test lessonsStep 1 The facilitator recaps the concepts
during the test Describin Page 44, questions taught during the week Step 2 Learners answer
term. questions g 45, 46, 54, revision test questions in their books individually.
-Revision test correctly 57, 58, 59 Step 3 Revision of written work and recap of
questions given conceptsConclusion revision of work written
Revision test answer at Naming Sci and Chalk board Assumed knowledge: Learners able to answer
Lesson TOPIC: All least half of Explainin Tech Jr Revision revision questions Intro: re-cape of the previous
4 and 5 topics taught the revision g syll gr 3-7 test lessonsStep 1 The facilitator recaps the concepts
questions given concepts
12 Revision test - answer at Naming Sci and Chalk board Assumed knowledge: Learners able to answer
29/03/2 TOPIC: All least half of Explainin Tech Jr Revision revision questions Intro: re-cape of the previous
3 topics taught the revision g syll gr 3-7 test lessonsStep 1 The facilitator recaps the concepts
Lesson during the test Describin Page 44, questions taught during the week Step 2 Learners answer
1 term. questions g 45, 46, 54, revision test questions in their books individually.
questions given concepts. Conclusion revision of work written
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Revision test - answer at Naming Sci and Chalk board Assumed knowledge: Learners able to answer
Lesson TOPIC: All least half of Explainin Tech Jr Revision revision questions Intro: re-cape of the previous
2 and 3 topics taught the revision g syll gr 3-7 test lessonsStep 1 The facilitator recaps the concepts
during the test Describin Page 44, questions taught during the week. Step 2 Learners answer
questions given concepts. Conclusion revision of work written
Lesson Revision test - answer at Naming Sci and Chalk board Assumed knowledge: Learners able to answer
4 and 5 TOPIC: All least half of Explainin Tech Jr Revision revision questions Intro: re-cape of the previous
Revision test - answer at Naming Sci and Chalk board Assumed knowledge: Learners able to answer
TOPIC: All least half of Explainin Tech Jr Revision revision questions Intro: re-cape of the previous
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topics taught the revision g syll gr 3-7 test lessons
during the test Describin Page 44, questions Step 1 The facilitator recaps the concepts taught
term. questions g 45, 46, 54, during the week Step 2 Learners answer revision test
-Revision test correctly 57, 58, 59 questions in their books individually.Step 3 Revision
questions given of written work and recap of
conceptsConclusionrevision of work written
Revision test - answer at Naming Junior Chalk board Assumed knowledge: Learners able to answer
TOPIC: All least half of Explainin syllabus Revision revision questions Intro: re-cape of the previous
topics taught the revision g grade 3-7 test lessonsStep 1 The facilitator recaps the concepts
during the test Describin questions taught during the week Step 2 Learners answer
term. questions g revision test questions in their books individually.
-Revision test correctly Step 3 Revision of written work and recap of
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VISUAL AND PERFORMING ARTS

BROAD AIMS
TO ENABLE LEARNERS TO:
1. become literate in visual and performing arts

2. improve enterprise and psycho-motor skills through visual and performing arts
3. demonstrate an understanding of the elements and principles that govern the creation of works of art in music, visual arts theatre and
dance.
4. take pride in the history and influence of arts throughout history from pre-colonial, colonial, Chimurenga/Umvukela and postcolonial
eras across cultures
CROSS-CUTTING THEMES
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Heritage Studies
Climate change and Environmental issues
Human Rights
Children’s rights and Responsibilities
Child Protection
Financial Literacy
Gender
Sexuality, HIV and AIDS Education
SOURCE
Visual and Performing Arts - Junior (Grades 3-7) Syllabus 2015-2022
AIM: Learners should take pride in the history and influence of arts throughout history from pre-colonial, Chimurenga/Umvukela and post
colonial eras across cultures
1 4 x 30 minutes Listening Visual Audio Assumed knowledge: Learners know the role
Lesson 1 -identify Composin and visual of music in eras in Zimbabwe Methods:
13/01/23
History of arts and social g Performi storage Resource method. Intro: Leaners listen to social
culture functions of Distinguis ng Arts - device functions of music. 1. Learners sing songs sung
MUSIC music hing Junior Tape at social functions while the facilitator assists
-Social functions of - sing songs Dancing (Grades recorder them.2. Learners in groups criticise songs for
music from various that are sung Singing 3-7) Resource different social activities while the facilitator
cultures during social Identifyin Syllabus person assists them.3. Learners give feedback from
-nhimbe function g 2015- Smartphon their groups while the teacher assists them. 4.
-wedding 2022 e Class discussion on group findings. Con:
-funeral Page 38 Learners listen to social function music from the
memory stick.
Lesson 2 -identify Listening Visual Audio Assumed knowledge: Learners know different
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History of arts and gendered Composin and visual songs

culture nature of folk g Performi storage Methods: song. Intro: Leaners listen to songs
MUSIC songs. Distinguis ng Arts - device from different artists.1. Learners listen to songs
-Gender and music -derive hing Junior Tape from different artists.2. Learners in groups
in the community meaning of Dancing (Grades recorder analyse gender roles folk songs while the
-Gender and music songs sung Singing 3-7) Resource facilitator assists them.3. Learners sing songs
during Identifyin Syllabus person sung from different social activities in groups
different g 2015- Smartphon while the facilitator assists them and record.4.
social 2022 e Feedback from groups.
activities Page 38 Con: Group with the best song sing its song
Lesson 3 -assess gender Listening Visual Audio Assumed knowledge: Learners know different
History of arts and roles in Composin and visual songs
culture indigenous g Performi storage Methods: song. Intro: Leaners listen to songs
MUSIC music Distinguis ng Arts - device from different artists.1. Learners listen to songs
-Gender and music hing Junior Tape from different artists.2. Learners in groups
in the community Dancing (Grades recorder analyse gender roles in indigenous music while
-Gender and music Singing 3-7) Resource the facilitator assists them.3. Learners sing
Identifyin Syllabus person indigenous songs in groups while the facilitator
g 2015- Smartphon assists them and record. 4. Feedback from
2022 e groups.
Page 38 Con: Group with the best song sing its song
Lesson 4 -identify how Listening Visual Audio Assumed knowledge: Learners different
History of arts and music has Composin and visual musical instruments
culture used g Performi storage Methods: integrated learning. Intro: Leaners
MUSIC technology in Distinguis ng Arts - device listen to social functions of music. 1. Learners
-Historical the past and hing Junior Tape identify technology in music in the past and in
development of present. Dancing (Grades recorder the present while the facilitator assists them.2.
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technology in Singing 3-7) Resource Learners in groups trace the use of technology
music. Identifyin Syllabus person in music while the facilitator assists them.3.
- Use the g 2015- Smartphon Lrners give feedback from their groups while
technology in music 2022 e the teacher assists them. 4. Class discussion on
in the past and Page 38 group findings. Con: Learners listen to music
present from the memory stick.
AIM: Learners should display works of dance, music, theatre, and visual art as a reflection of societal values and beliefs Unhu in the past and present
2 Lesson 1 -Incorporate Relating Visual Audio Assumed knowledge: learners know their
History of arts and children’s Listening and visual rights
20/01/23
culture rights, Composin Performi storage Methods: Integrated learning, discussion
Music responsibilit g ng Arts - device Intro: Recap of previous lesson. 1. Learners
-Child protection ies and Distinguis Junior Tape identify their rights while the facilitator assists
development in unhu/Ubunt hing (Grades recorder them.2. Learners in groups sing songs which
music. u/vumunhu Dancing 3-7) Resource incorporate children’s rights, responsibilities
-Incorporate in their Singing Syllabus person and unhu/Ubuntu/vumunhu. 3. Demonstrations
children’s rights, improvisatio Identifyin 2015- Smartphon from groups while the facilitator assists them. 4.
responsibilities and n g 2022 e Lrners sing a song which incorporate their rights
unhu in their Page 38 as class
improvisation. Con: Learners listen to music from the memory
stick
Lesson 2 Listening Visual Audio Assumed knowledge: Learners different
History of arts and -play Composin and visual musical instruments
culture musical g Performi storage Methods: integrated learning. Intro: recap of
MUSIC instruments. Distinguis ng Arts - device the previous lesson. 1. Learners identify
-Zimbabwean hing Junior Tape different music instruments.2. Learners in
musical instruments Dancing (Grades recorder groups play different music instruments while
-musical instruments Singing 3-7) Syll Resource the facilitator assists the learners.3.
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such as- mbira, Identifyin 2015- person Demonstration of musical instruments plays
marimba, g 2022 Smartphon from groups.4. Best group play their instruments
chipendani, Page 38 e for the class.Con: Learners listen to music from
keyboard, piano, the memory stick.
guitar
Lesson 3 Listening Visual Audio
Assumed knowledge: Learners different
History of arts and -draw and Composin and visual
musical instruments.Methods: integrated
culture label g Performi storage
learning. Intro: recap of the previous lesson. 1.
MUSIC different Distinguis ng Arts - device
Learners identify different music instruments.2.
-Zimbabwean musical hing Jr (Gr 3- TapeLearners in groups identify and draw musical
musical instruments instruments Dancing 7) Syll recorder
instruments while the facilitator assists the
-musical instruments Singing 2015- Resource
learners.3. Learners give feedback from groups
Identifyin 2022 person
while the facilitator assists them.4. Individual
g Page 38 smartphone
written work
Con: Revision and recap of written work.
Lesson 4 answer at Naming VPA- Chalk Assumed knowledge: Learners able to answer
Revision test least half of Explainin Jnr (Gr 3- board revision questions Intro: re-cape of the previous
TOPIC: the revision g 7) Syll Revision lessonsStep 1 The facilitator recaps the concepts
History of arts and test Describin 2015- test taught during the week Step 2 Learners answer
culture questions g 2022 questions revision test questions in their books
-Music correctly Page 38 individually.
-Revision test given Step 3 Revision of written work and recap of
questions conceptsConclusion revision of work written
AIM: Learners should map historical innovations in music, visual arts theatre and dance that were caused by the creation of new technologies
3 Lesson 1 During the Relating Visual Artefacts Assumed knowledge: learners know some
History of arts and lesson Listening and such as , artefacts such Zimbabwe bird. Methods:
27/01/23
culture learners Composin Performi Zimbabwe Integrated learning, discussion. Intro: Recap of
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-Visual arts will g ng Arts - bird, stone previous lesson. 1.The facilitator explains and
-Role of and --describe Distinguis Junior sculptures, describe on developments of visual art in post-
development of visual the role and hing (Grades basketry, colonial eras.2. Learners in groups trace visual
arts in post-colonial developmen Dancing 3-7) rock arts development in the post-colonial era while
era t of visual Singing Syllabus painting, the facilitator assists them.3. Feedback from
- Visual arts art in post- Identifyin 2015- pottery groups while the facilitator assists learners.4.
development in the colonial g 2022 -Video Learners watch video clips on role and devnt of
post-colonial era eras. Page 38 clips visual art in post-colonial eras.Con: Learners
answer oral questions from the facilitator
Lesson 1 --identify Relating Visual Artefacts Assumed knowledge: learners know some
History of arts and ways of Listening and such as , artefacts such Zimbabwe bird Methods:
culture preserving Composin Performi Zimbabwe Integrated learning, discussion. Intro: Recap of
-Visual arts and g ng Arts - bird, stone previous lesson. 1. The facilitator explains and
-Ways of preserving conserving Distinguis Junior sculptures, describe on developments of visual art in post-
and conserving artworks. hing (Grades basketry, colonial eras.2. Learners in groups trace visual
artworks -Analyse Dancing 3-7) rock arts development in the post-colonial era while
-art preservation and ways of Singing Syllabus painting, the facilitator assists them. 3. Feedback from
conservation preserving Identifyin 2015- pottery grps while the facilitator assists learners.
and g 2022 -Video 4. Learners watch video clips on role and
conserving Page 38 clips development of visual art in post-colonial eras.
different Con: Learners answer oral questions from the
artworks facilitator
Lesson 3 During the Listening Visual Cultural Assumed knowledge: Learners know artefacts.
History of arts and lesson Composin and centres Methods: integrated learning, discussion Intro:
culture learners g Performi Video clips recap of the previous lesson1. The facilitator
Works of art in should be Distinguis ng Arts - Resource explains on Zimbabwean artefacts.2. Learners
Zimbabwe able to:- hing Junior person identify artworks in Zimbabwean societies
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Societies -distinguish Dancing (Grades Smartphon

while the facilitator assists them.3. Learners in
-Zimbabwe artefacts different Singing 3-7) e groups distinguish different works of art in
works of art Identifyin Syllabus Zimbabwean societies while the facilitator
in g 2015- assists the learners.4. Learners give feedback
Zimbabwea 2022 from groups while the facilitator assists them.5.
n societies Page 38 Class discussion on group findings Con:
Learners answer oral questions from the
facilitators
Lesson 4 Listening Visual Photograph Assumed knowledge: Learners know different
History of arts and -distinguish Composin and s heritage sites Methods: Educational tour,
culture different g Performi computer discussion Intro: recap of the previous lesson1.
Works of art in works of art Distinguis ng Arts - Heritage The facilitator explains on different heritage
Zimbabwe in hing Junior sites sites in Zimbabwe.2. Learners identify different
Societies Zimbabwea Dancing (Gr 3-7) Smartphon heritage sites in Zimbabwe.3. Learners in
-Heritage sites n societies Singing Syll e groups distinguish different works of art in
-Child protection and Identifyin 2015- Zimbabwean societies while the facilitator
development in g 2022 assists the learners.4. Educational tour to any
visual arts Page 38 one of heritage sites in Zimbabwe. 5. Learners
observe and record their findings.Con: Learners
answer oral questions from the facilitators
AIM: Learners should use visual and performing arts as a vehicle for the enhancement of creativity, self-identity,and community consciousness
4 Lesson 1 -Create Listening Visual Resource Assumed knowledge: learners know different
History of arts and appropriate Describin and person cultural celebrations. Methods: Resource
culture sets, props g Performi Cultural method, integrated method, storytelling.Intro:
03/02/23 THEATRE and costumes Relating ng Arts - centre, Recap of the previous lesson.1. The facilitator
-Props, set and for a cultural Listening Junior internet, explains and demonstrates on creating
costumes celebration Composin (Grades video clips, appropriate sets, props and costumes for cultural
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-Cultural g 3-7) smartphone celebrations.2. Learners in groups name

celebrations Distinguis Syllabus different cultural celebrations and design sets,
hing 2015- costumes and props while the facilitator assists
Dancing 2022 them.3. Learners give feedback from their
Singing Page 39 groups while the facilitator assists them. 4.
Identifyin Class discussion on findings from groups.Con:
g Recap of concepts
Lesson 2 Listening Visual Resource Assumed knowledge: learners know different
History of arts and -Demonstrate Describin and person cultural celebrations
culture how theatre g Performi Cultural Methods: Resource method, integrated method
THEATRE and story Relating ng Arts - centre, Intro: Recap of the previous lesson.
-Props, set and telling forms Listening Junior internet, 1. The facilitator tells a story to learners on
costumes may reflect Composin (Grades video clips, beliefs and traditions while learners listen.
-Storytelling: customs, g 3-7) smartphone 2. Learners in groups create group performance
Beliefs and beliefs and Distinguis Syllabus on belief and traditions while the facilitator
traditions traditions. hing 2015- assists them.
Dancing 2022 3. Learners demonstrate their performance.
Singing Page 39 Con: Recap of concepts
Identifyin
g
Lesson 3 During the Listening Visual Live Assumed knowledge: learners know different
History of arts and lesson Describin and performanc cultural celebrations. Methods: integrated
culture learners g Performi e Charts, method. Intro: Recap of the previous lesson.1.
THEATRE should be Relating ng Arts - Pictures, Learners in use designed props, sets and
-Historical able to:- Listening Junior Costumes, costumes to perform different cultural, beliefs
development of -Identify how Composin (Grades Recorder, and traditions while the facilitator assists them.
technology in theatre has g 3-7) Internet , 2. Learners identify technology used in theatre
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theatre and film.- used Distinguis Syllabus smartphone in the past and in the present while the
Use of technology technology in hing 2015- facilitator assists them.3. Class discussion on the
in theatre in the the past and Dancing 2022 use of technology in the past and the in present.
past and present. present. Singing Page 40 Con: Recap of concepts
Identifyin
g
Lesson 4 During the Listening
Visual Live Assumed knowledge: learners know some of
History of arts andlesson Describin
and performanc their rights.Methods: integrated method, role
culture learners g
Performi e Charts, play. Intro: Recap of the previous lesson.1.
THEATRE should be Relating
ng Arts - Pictures, Learners identify their rights and responsibilities
-Child protection able to:- Listening
Junior Costumes, both at home and at school while the facilitator
and development in -Incorporate Composin
(Grades Recorder, assists them.2. Learners listen to folk tales from
theatre. –Children’s
children’s g
3-7) Internet , the facilitator.3. Learners extract beliefs,
rights rights, Distinguis
Syllabus smartphone customs and traditions from the folktales while
responsibilities and
responsibilitie hing
2015- the facilitator assists them.4. Learners perform a
unhu/Ubuntu/vum s and Dancing
2022 role play on responsibilities and their rights
unhu unhu,Ubuntu/ Singing
Page 40 while the facilitator assists them.5. Class
vumunhu in Identifyin discussions on children rights and
their g responsibilities.Con: Learners answer oral
improvisation questions from the facilitator.
AIM: Learners should improve enterprise and psycho-motor skills through visual and performing arts
5 Lesson 1 Listening Visual and Live Assumed knowledge: learners know
History of arts -Identify Describin Performin performance different cultural dances Methods:
10/02/23
and culture cultural dances g g Arts - Charts, Pics, integrated method, dance
DANCE from past and Relating Junior Costumes, Intro: Recap of the previous lesson.
-Development of present. Listening (Grades 3- Recorder, 1. Learners identify cultural dance they
Cultural dances in -outline dances Composin 7) Internet , know while the facilitator assists them.2.
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Zimbabwe. performed by- g Syllabus smartphone Learners in groups discuss on cultural

-Cultural dances men Distinguis 2015-2022 Cultural dances in the past and in the present
where men are - hing Page 40 centres extracting changes while the facilitator
the main dancers women Dancing Video clips assists them.3. Learners give feedback from
such as - Singing Audio on their groups while the facilitator assists
muchongoyo, children Identifyin storage them.
gule, amabhiza g devices 4. Learners demonstrates short cultural
dances Con: Learners dance cultural dances.
Lesson 2 Listening Visual and Live Assumed knowledge: learners know
History of arts -outline dances Describin Performin performance different cultural dances
and culture performed by- g g Arts - Charts, Pics, Methods: integrated method, dance
DANCE women Relating Junior Costumes, Intro: Recap of the previous lesson.
- Development of -Explain the Listening (Grades 3- Recorder, 1. Learners identify different cultural
Cultural dances in purpose of Composin 7) Internet , dances.
Zimbabwe. dance g Syllabus smartphone 2. Learners in groups discuss on dances for
-woman as the -justify why Distinguis 2015-2022 Cultural women and outline its purpose while the
main dancers cultural dances hing Page 40 centres facilitator assists them
such as changes when Dancing Video clips 3. Learners give feedback from their groups
chihodha/Chimta performed for Singing Audio on while the facilitator assists them
le audience Identifyin storage 4. Learners demonstrates short cultural
g devices dances
Con: Learners dance cultural dances.
Lesson 3 During the Listening Visual and Live Assumed knowledge: learners know
History of arts lesson learners Describin Performin performance different cultural dances Methods:
and culture should be able g g Arts - Charts, integrated method, dance
DANCE to:- Relating Junior Pictures, Intro: Recap of the previous lesson.1.
- Development of -outline dances Listening (Grades 3- Costumes, Learners identify different cultural dances.
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Cultural dances in performed by- Composin 7) Recorder, 2. Learners in groups discuss on dances for
Zimbabwe. children g Syllabus
Internet , children and outline its purpose while the
- Children as the -Explain the Distinguis 2015-2022
smartphone facilitator assists them
main dancers purpose of hing Page 40
Cultural 3. Learners give feedback from their groups
such as chokoto, dance Dancing centres while the facilitator assists them
Clarks Singing Video clips 4. Learners demonstrates dances performed
Identifyin Audio on by children e.g. clacks
g storage Con: Learners dance clacks
devices
Lesson 4 During the Listening Visual and Live Assumed knowledge: learners know
History of arts lesson learners Describin Performin performance different cultural dances Methods:
and culture should be able g g Arts - Charts, integrated method, dance. Intro: Recap of
DANCE to:- Relating Junior Pictures, the previous lesson.1. Learners identify
-Child protection -Incorporate Listening (Grades 3- Costumes, different cultural dances.2. Learners in
and development children’s Composin 7) Recorder, groups discuss on dances played by
in dance rights, g Syllabus Internet , children, men and woman e.g. rhumba, jaka,
-Children’s rights responsibilities Distinguis 2015-2022 smartphone mbakumba and jerusarema and identifying
and and hing Page 40 Cultural their rights and responsibilities while the
responsibilities unhu/Ubuntu/vu Dancing centres facilitator assists them.3. Learners give
munhu in their Singing Video clips feedback from their groups while the
improvisation Identifyin Audio on facilitator assists them. 4. Lrners demo
g storage rhumba, mbakumba or jerusaremaCon: Best
devices dancers dance for others
AIM: Learners should display works of dance, music, theatre, andvisual art as a reflection of societal values and beliefs Unhuin the past and present
6 Lesson 1 During the Describin Visual and Charts , Assumed knowledge: learner can sing
17/03/2 The creative lesson learners g Performin Pictures video songs. Methods: integrated method,
3
process and should be able Relating g Arts - clip resource notation
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performance to:- Listening Junior person, Intro: Recap of the previous lesson.1. The
MUSIC -Identify Composin (Grades 3- computer facilitator explains on musical symbols
-Theory of music – musical g 7) symbols in C and G major.2. Learners
Major keys of C and symbols in C Distinguis Syllabus identify music written C and G major while
G and G major hing 2015-2022 the facilitator assists them.3. Learners write
-key C major -Sing songs Dancing Page 42 songs in C and G major while the facilitator
-Key G major written in C Singing assists them.4. Learners in groups sing songs
and G major Identifyin written in C and G major while the
-write music in g facilitator assists them.5. Learners give
C and G major feedback from their groups while the
facilitator assists them.
Con: Best group sing its song for the class.
The creative During the Describin Visual and Charts , Assumed knowledge: learner know some
process and lesson learners g Performin Pictures video musical symbols Methods: integrated
performance should be able Relating g Arts - clip resource method, notation Intro: Recap of the
MUSIC to:- Listening Junior person, previous lesson.1. Learners identify musical
-Simple and -Use simple Composin (Grades 3- computer symbols they know.2. The facilitator
compound time and compound g 7) explains and demo on simple and compound
signatures time signature Distinguis Syllabus time signature to learners.3. Lrners in groups
-Simple and in composing hing 2015-2022 compose rhythms using simple and
compound time rhythms Dancing Page 42 compound time signatures while the
signatures Singing facilitator assists them.4. Learners give
Identifyin feedback from their groups while the
g facilitator assists them.Con: Recap of
concepts.
Lesson 3 During the Describin Visual and Charts , Assumed knowledge: learner can sing
The creative lesson learners g Performin Pictures video songsMethods: song Intro: Recap of the
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process and should be able Relating g Arts - clip resource previous lesson.1. The facilitator explains on
performance to:- Listening Junior person, the concept of rounds, descant and ostinatos
MUSIC -Sing rounds Composin (Grades 3- computer in songs 2. Learners sing songs with rounds
-Rounds, descants -sing ostinatos g 7) Television and ostinatos while the facilitator assists
and songs with -Improve Distinguis Syllabus Smart phone them.3. Learners in groups compose songs
ostinato. descants in hing 2015-2022 Musical improving descants and while the facilitator
-Musical known songs Dancing Page 42 instruments assists them.4 Learners give feedback while
instruments such as -play ostinato Singing the facilitator assists them.5. Learners play
piano, keyboard , a in percussion Identifyin ostinato on percussion instruments while the
piano and guitar instruments. g facilitator assists them6. Learners give
-Rounds, Descants, feedback from their groups while the
Ostinatos facilitator assCon: Learners play percussion
-Percussion instruments.
instruments
Lesson 4 During the Describin Visual and Charts , Assumed knowledge: learner can sing
The creative lesson learners
g Performin Pictures songsMethods: integrated method, notation
process and should be able
Relating g Arts - Video clip Intro: Recap of the previous lesson.
performance to:- Listening Junior resource 1. The facilitator explains and demonstrates
MUSIC -Sing songs in
Composin (Grades 3- person, on songs in two and three part harmony.
-Two and three part two and threeg 7) computer 2. Learners in groups sing songs with two
harmony songs part harmony Distinguis Syllabus Smartphone and three part harmony while the facilitator
-Songs in two and hing 2015-2022 assists them.
three part harmony Dancing Page 42 3. Learners give feedback from their groups
Singing Con: Best group sing for the class
Identifyin
g
AIM: learners should improve enterprise and psycho-motor skills through visual and performing arts
[Type here]
7 Lesson 1 During the lesson Describin Visual and Charts , Assumed knowledge: learners know
The creative learners should be g Performin Pictures percussion instruments.Methods: integrated
24/02/2
process and able to:- Relating g Arts - video clip method, notation Intro: Recap of the previous
3
performance -Play tuned Listening Junior resource lesson.
MUSIC percussion Composin (Grades 3- person, 1. Learners name percussion instruments they
-Tuned instruments g 7) computer know.2. The facilitator explains and
percussion Distinguis Syllabus Musical demonstrates on playing of tuned percussion
instruments hing 2015-2022 instruments instruments.3. Learners play tuned percussion
-mbira, Dancing Page 42 Mbira, instruments while the facilitator assists them.
marimba, Singing Marimba Con: Best learners play tuned percussion
chipendani Identifyin chipendani instruments for the class
g
Lesson 2 During the lesson Describin Visual and Charts , Assumed knowledge: learners know
The creative learners should be g Performin Pictures percussion instruments.Methods: integrated
performance -Play un-tuned Listening Junior resource lesson.
MUSIC percussion Composin (Grades 3- person, 1. Learners name percussion instruments they
-Un-tuned instruments g 7) computer know.2. The facilitator explains and
percussion Distinguis Syllabus Musical demonstrates on playing of un-tuned
instruments hing 2015-2022 instruments percussion instruments.3. Learners play un-
-Hosho, Dancing Page 42 Hosho, tuned percussion instruments while the
tambourine etc. Singing tambourine facilitator assists them.Con: Best learners play
Identifyin un-tuned percussion instruments for the class
g
Lesson 3 During the lesson Describin Visual and Charts , Assumed knowledge: learners know different
The creative learners should be g Performin Pictures musical instrumentsMethods: integrated
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performance -Explain musical Listening Junior resource

lesson.1. Learners name musical instruments
MUSIC terms that denote Composin (Grades 3- person,
they know 2. The facilitator explains and
-Playing musical soft and loud, fast g 7) computer
demonstrate on musical terms that denote soft
instruments and slow music. Distinguis Syllabus Smartphon
and loud, fast and slow of music such as
-Musical term: hing 2015-2022 e
dynamic and tempo markings3. Learners in
-Dynamic Dancing Page 42 groups discuss on meaning of dynamic and
markings Singing tempo markings while the facilitator assists
-Tempo Identifyin them.4. Learners give feedback from groups
Markings g while the facilitator assists them.Con: Learners
answer oral questions from the facilitator.
Lesson 4 During the lesson Naming Visual and Chalk Assumed knowledge: Learners able to answer
Revision test learners should be Explainin Performin board revision questions
TOPIC: able to:- - answer g g Arts - Revision Intro: re-cape of the previous lessons
The creative at least half of the Describin Junior test Step 1 The facilitator recaps the concepts
process and revision test g (Grades 3- questions taught during the week
performance questions correctly 7) Step 2 Learners answer revision test questions
-Music given Syllabus in their books individually.
-Revision test 2015-2022 Step 3 Revision of written work and recap of
questions Page 42 concepts
AIM: Learners should incorporate the use of information communication technology tools in visual and performing arts
8 Lesson 1 During the lesson Describin Visual and Models Assumed knowledge: learners are able to
The creative learners should be g Performin Newspaper draw.Methods: Animation, Simulation
03/03/2
process and able to:- Relating g Arts - Brushes Intro: Learners name most things they like to
3
performance -Apply elements Listening Junior Reeds draw.1. The facilitator explains and
VISUAL ARTS and principles of Composin (Grades 3- Various demonstrates on the use elements and
-Drawing and design in g 7) tools principles of design in observational, still life
[Type here]
painting observational, still Distinguis Syllabus Different drawing and life drawing.2. Learners in groups
-Elements of life and life hing 2015-2022 types of discuss on elements and principles of design
design such as: drawing. Dancing Page 42 media while the facilitator assists them.3. Learners
-texture Singing Resource apply elements and principles of design in
-Line Identifyin persons drawing, painting, sculpting, moulding,
-colour g devices assembling and modelling while the facilitator
Internet assists them.
paint Con: Learners display their artworks
Lesson 2 During the lesson Describin Visual and Models Assumed knowledge: learners are able to
The creative learners should be g Performin Newspaper draw.Methods: Animation, Simulation
process and able to:- Relating g Arts - Brushes Intro: Learners name most things they like to
performance -Apply elements Listening Junior Various draw.1. The facilitator explains and
VISUAL ARTS and principles of Composin (Grades 3- tools demonstrates on the use elements and
-Drawing and design in g 7) Different principles of design in observational drawing.2.
painting observational Distinguis Syllabus types of Learners draw observational drawing while the
-Observational drawing hing 2015-2022 media facilitator assists them. 3. Learners apply
drawing Dancing Page 43 Resource elements and principles of design in drawing
Singing persons on observational drawing.Con: Learners
Identifyin devices display their artworks
g
Lesson 3 During the lesson Describin Visual and Models Assumed knowledge: learners know three
The creative learners should be g Performin Newspaper dimensions objectsMethods: Animation,
process and able to:- Relating g Arts - Brushes Simulation
performance -Construct three Listening Junior Reeds Intro: Recap of the previous lesson.1. The
VISUAL ARTS dimensional crafts Composin (Grades 3- Various facilitator explains and demonstrates on
-Three using different g 7) tools construction of three dimensional art crafts
dimensional shades of paints to Distinguis Syllabus devices using different shades of paints 2. Learners in
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crafts produce artefacts hing 2015-2022 Internet pairs construct artefacts using different shades
-Media and 3 Dancing Page 43 paint of paint while the facilitator assists them.3.
dimensional Singing Lrners display the artefacts.Con: Recap of
crafts Identifyin concepts
g
Lesson 4 During the lesson Describin Visual and Models Assumed knowledge: learners know different
The creative learners should be g Performin Newspaper artefacts.Methods: Animation, Simulation
process and able to:- Relating g Arts - Brushes Intro: Recap of the previous lesson.
performance -Use a Listening Junior Various 1. Learners identify waste materials in the
VISUAL ARTS combination of Composin (Grades 3- tools environment while the facilitator assists them.
-Environment waste materials to g 7) Different 2. The facilitator explains and demonstrates on
and Visual Arts produce artefacts Distinguis Syllabus types of the use waste material to produce artefacts. 3.
-Environment hing 2015-2022 media Learners in groups produce different artefacts
and visual arts Dancing Page 43 Resource by mixing waste material from the
Singing persons environment.
Identifyin devices Con: Learners display their artworks
g
AIM: Learners should appreciate and apply an understanding of arts philosophies, judgment and analysis to works of art in music, visual arts theatre and dance.
9 Lesson 1 During the lesson Describing Visual and Computer Assumed knowledge: learners know
10/03/2 The creative learners should Relating Performin Smartpho characteristics of theatre skills.
3
process and be able to:- Listening g Arts - ne Methods:Simulation Intro: the facilitator
performance -Explore complex Composing Junior Resource expresses an opinion 1. Learners identify
THEATRE themes and come Distinguish (Grades 3- person universal themes which can be used in acting
-Improvisation: up with ing 7) while the facilitator assists them.2. Learners in
using universal improvised works Dancing Syllabus groups create stories from selected themes while
themes Singing 2015-2022 the facilitator assists them3. Learners formulate
-Acting skills Identifying Page 43 characters for performance of their story while
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the facilitator assists them.4. Learners

demonstrate their presentations Con: Best
group demonstrate to others.
Lesson 2 During the lesson Describing Visual and Computer Assumed knowledge: learners can use the
The creative learners should Relating Performin Smartpho stage. Methods:Simulation Intro: Recap of the
process and be able to:- Listening g Arts - ne previous lesson.1. Learners identify stage areas
performance -identify stage Composing Junior Resource which can be used in acting while the facilitator
THEATRE areas Distinguish (Grades 3- person assists them. 2. Learners in groups demonstrate
-Blocking: Stage -demonstrate the ing 7) Visual the use of the stage areas, levels and positions in
areas use of stage areas, Dancing Syllabus audio dramatizing their stories while the facilitator
- levels and Singing 2015-2022 assists them.
Characterisatio positions in Identifying Page 43 4. Learners demonstrate their presentations
n dramatization Con: Best group demonstrate to others.
Lesson 3 During the lesson Describing Visual and Computer Assumed knowledge: learners can produce
The creative learners should Relating Performin Smartpho their stories Methods: Simulation Intro: Recap
process and be able to:- Listening g Arts - ne of the previous lesson.1. The facilitator explains
performance -Collaborate with Composing Junior (Gr Resource and demonstrates on play making process.
THEATRE players in Distinguish 3-7) Syll person 2. Learners in outline the play making process
-Scripting creating a ing 2015-2022 Cultural while the facilitator assists them.4. Role playing
performance Dancing Pge 43 centre of different characters and redirecting of the
-Scriptwriting -Outline the play Singing performance 5. Recording of performance
skills making process Identifying Con: Best group demonstrate to others.
Lesson 4 During the lesson Naming Visual and Chalk Assumed knowledge: Learners able to answer
Revision test learners should Explaining Performin board revision questions Intro: re-cape of the previous
TOPIC: be able to:- - Describing g Arts - Revision lessonsStep 1 The facilitator recaps the concepts
The creative answer at least Junior (Gr test taught during the week
process and half of the 3-7) Syll questions Step 2 Learners answer revision test questions
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performance revision test 2015-2022 in their books individually.

-Theatre questions Page 43 Step 3 Revision of written work and recap of
-Revision test correctly given concepts
questions Conclusion revision of work written
AIM: Learners should improve enterprise and psycho-motor skills through visual and performing arts
10 Lesson 1 -identify Describin Visual and Visual Assumed knowledge: Leaners are able to
17/03/23 The creative complex g Performin audios dance.
purpose and movements Relating g Arts - Resource Methods:DanceIntro: facilitator displays a
performance -create Listening Junior person dance 1. Learners states complex movements
DANCE complex Composin (Grades 3- Smartpho they have watched from the video clip.
-Complex sequence of g 7) ne 2. Learners in groups design complex sequence
movement movement Distinguis Syllabus Video of movements with the help of the facilitator.
-Movement with greater hing 2015-2022 clips 3. Learners practice in their groups while the
sequences focus, force Dancing Page 44 choreogra facilitator assists them.4. Learners rehearse
–Force/energy and intent. Singing pher complex sequence of movement.
-intent -master Identifyin Internet Con: Best group demonstrate to others
-focus sequence of g Computer
movement
with greater
focus, force
and intent
Lesson 2 During the Describin Visual and Visual Assumed knowledge: Leaners are able to
The creative lesson g Performin audios dance.
purpose and learners Relating g Arts - Resource Methods:Dance
performance should be Listening Junior person Intro: facilitator displays a dance
DANCE able to:- Composin (Grades 3- Smartpho 1. Learners states complex movements they
-Movement -invent g 7) n have watched from the video clip.
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problems and possibilities to Distinguis Syllabus Video 2. Learners deduce strategies to solve movement
solutions solve given hing 2015-2022 clips problems with the help of the facilitator.
-Movement movement Dancing Page 44 choreogra 3. Learners rehearse complex sequence of
problems solutions problems Singing pher movement
-analyse Identifyin Internet Con: Best group demonstrate to others
problem g Computer
solving
strategies
The creative lesson g Performin audios perform different dance movement
DANCE able to:- Composin (Grades 3- Smartpho 1. Learners integrate dance forms in
-Principles of -Demonstrate g 7) n performance with help of the facilitator.
balance in dance principles of Distinguis Syllabus Video 2. Learners perform dance movements
-Dance principles opposing hing 2015-2022 clips demonstrating principles of opposing weight
-Weight and energy weight and Dancing Page 44 choreogra and force while the facilitator assists them.
-balance and force Singing pher 3. Learners rehearse dance movements.
counter balance -incorporate Identifyin Internet Con: Best group demonstrate to others
dance forms g Computer
The creative lesson g Performin audios perform different dance movement
DANCE able to:- Composin (Grades 3- Smartpho 1. Learners express feelings through gestures,
-Performance -Demonstrate g 7) ne posture and movements while the facilitator
-Meaning in dance group Distinguis Syllabus Video assists them.
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-Group dynamics dynamics hing 2015-2022 clips 2. Learners team up to produce a dance
-leading/ following - convey Dancing Page 44 choreogra performance while the facilitator assists them.
-mirroring feelings and Singing pher 3. Learners rehearse dance movements.
-imitating expression Identifyin Internet Con: Best group demonstrate to others
Call and response through g Computer
-opposing gestures,
posture and
movement.
11 Lesson 1 During the Naming Visual and Chalk Assumed knowledge: Learners able to answer
24/03/23 Revision test lesson Explainin Performin board revision questions
TOPIC: learners g g Arts - Revision Intro: re-cape of the previous lessons
History arts and should be Describin Junior (Gr test Step 1 The facilitator recaps the concepts taught
Culture able to:- - g 3-7) Syll questions during the week
-All concepts taught answer at 2015-2022 Step 2 Learners answer revision test questions
on the topic least half of Page 38- in their books individually.
-Revision test the revision 41 Step 3 Revision of written work and recap of
questions test questions concepts
correctly Conclusion revision of work written
given
Lesson 2 During the Naming Visual and Chalk Assumed knowledge: Learners able to answer
Revision test lesson Explainin Performin board revision questions
History arts and should be Describin Junior test Step 1 The facilitator recaps the concepts taught
Culture able to:- - g (Grades 3- questions during the week
-All concepts taught answer at 7) Syll Step 2 Learners answer revision test questions
on the topic least half of 2015-2022 in their books individually.
-Revision test the revision Pg 38-41 Step 3 Revision of written work and recap of
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questions test questions concepts

given
-Revision test the revision Page 38- Step 3 Revision of written work and recap of
questions test questions 41 concepts
given
given
12 Lesson 1 During the Naming Visual and Chalk Assumed knowledge: Learners able to answer
29/03/23 Revision test lesson Explainin Performin board revision questions
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-All concepts taught answer at 7) Step 2 Learners answer revision test questions
on the topic least half of Syll2015- in their books individually.
-Revision test the revision 2022 Step 3 Revision of written work and recap of
questions test questions Page 38- concepts
correctly 41 Conclusion revision of work written
given
given
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given
given
The creative should be Describin Junior test Step 1 The facilitator recaps the concepts taught
process and able to:- - g (Grades 3- questions during the week
performance answer at 7) Step 2 Learners answer revision test questions
-All concepts taught least half of Syllabus in their books individually.
on the topic the revision 2015-2022 Step 3 Revision of written work and recap of
-Revision test test questions Page 42- concepts
questions correctly 44 Conclusion revision of work written
given
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given
given
performance answer at 7) Syll Step 2 Learners answer revision test questions
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-All concepts taught least half of 2015-2022 in their books individually.

on the topic the revision Pg 42-44 Step 3 Revision of written work and recap of
-Revision test test questions conceptsConclusion revision of work written
questions correctly
given
Revision test - answer at Naming Junior Chalk Assumed knowledge: Learners able to answer
TOPIC: All topics least half of Explainin syllabus board revision questions Intro: re-cape of the previous
taught during the the revision g grade 3-7 Revision lessonsStep 1 The facilitator recaps the concepts
term. test questions Describin test taught during the week Step 2 Learners answer
-Revision test correctly g questions revision test questions in their books
questions given individually.
Step 3 Revision of written work and recap of
conceptsConclusion revision of work written
PHYSICAL EDUCATION AND MASS DISPLAYS

Broad aims
To help learners
(1) Develop an understanding of the implications and benefits of participation in physical activities through theory and practice
(2) Develop social values, attitudes and skills through participation in Physical Education, Sport and Mass Display.
Topics
1. Human body
2. Safety and health
3. Aquatic skills
4. Kids athletics
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Aim: develop an understanding of the implications and benefits of participation in physical activitiesand practicethrough theoryand practice.
Wk 1 Human body During the Describin Zimbabwe work cards Group work, Discussion
13/01/2 Organs of the lesson g ministry of pictures Assumed knowledge Learners know body parts
3 body learners Explainin primary and charts Introduction Singing a song about body parts
-Functions should be g secondary smartphone 1. Learners identify body parts.
Lesson1 of human able to:- Identifyin education Magazine 2. Learners name the functions of body parts they
body parts Identify g Physical have identified while the facilitator assists them.
body parts. Demonstr Education 3. The facilitator showss body parts on pictures to
-identify ating Sport and learners.
functions of Mass 4. Learners in groupslist external and external body
body parts Displays parts while the facilitator assists them.
Junior (grade 5. Learners give feedback from groups while the
3-7) facilitator assists them.
Syllabus 6. Individual written work on human body parts.
(2015-1022) Con: learners sing the rhyme head and shoulders
p. 30
Lesson Human body Identify Describin Zim ministry work cards Group work, Discussion
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2 Organs of the body parts g of pry and pictures Assumed knowledge Learners know body parts
body that Explainin sec education charts Introduction Singing a song about body parts
-Human transport g PE Sport and smartphone 1. Learners identify body parts on pictures that store
body parts food. Identifyin Mass Magazine food and transport it.2. The facilitator explains on
that store -identify g Displays human body parts that transport food.
foods functions of Demonstr Junior (grade 3. Learners in groupsidentify human body parts that
body parts. ating 3-7) transport store food and transport it while the
Syllabus facilitator assist them.4. Learners give feedback
(2015-1022) from groups while the facilitator assists them.
p. 30 6. Individual written work on human body parts.
Con: learners sing the rhyme head and shoulders
Human body During the Describin Zim ministry work cards Group work, Discussion
Organs of the lesson g of pry and pictures Assumed knowledge Learners know body parts
body learners Explainin sec education charts Introduction Singing a song about body parts
-Functions should be g PE Sport and smartphone 1. Learners identify body parts.2. Learners name the
of human able to: - Identifyin Mass Magazine body parts that transport and store food3. The
body parts Identify g Displays facilitator explains on how to play crossword
body parts. Demonstr Junior (grade puzzles to learners.4. Learners in pairs complete
-identify ating 3-7) crossword puzzles on human body parts that
functions of Syllabus transport and store food.5. Learners give feedback
body parts (2015-1022) while the facilitator assists them.6. Class discussion
p. 30 on group findingsCon: learners sing the rhyme
head and shoulders
Human body Describin Zim ministry work cards Group work, Discussion
Organs of the - identify g of pry and pictures Assumed knowledge Learners know body parts
body functions of Explainin sec education charts Introduction Singing a song about body parts
-Role play on body parts g PE Sport and smartphone 1. Learners identify body parts.
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functions of in Identifyin
Mass Magazine 2. Learners in groups demonstrate a role on
human body transporting g
Displays functions of human body parts on transporting and
on and storing Demonstr
Junior (grade storing food while the facilitator assists them.
transporting food ating
3-7) 3. The Learners rehearsal role plays on functions of
and storing through a Syllabus body parts on transporting and storing food.
food. role play. (2015-1022) Con: learners sing the rhyme head and shoulders
p. 30
Human body During the Describin Zimbabwe work cards Group work, Discussion
Organs of the lesson g ministry of pictures Assumed knowledge Learners know body parts
body learners Explainin primary and charts Introduction Singing a song about body parts
-Jigsaw game should be g secondary smartphone 1. Learners identify body parts on pictures.
and folktales able to: - Identifyin education Magazine 2. Learners identify functions of body parts while
on functions Identify g P E Sport and the facilitator assists them.
of body parts body parts. Demonstr Mass 3. Learners in groups play a jigsaw puzzle game on
in -identify ating Displays human body parts while the facilitator assists them.
transporting functions of Junior (grade 4. Learners listen to folktales from the facilitator.
and storing body parts 3-7) 4. Learners answer oral questions on human body
food Syllabus parts.
(2015-1022) Con: learners sing the rhyme head and shoulders
p. 30
Aim: develop an understanding of the implications and benefits of participation in physical activities through theory and practice
Week 2 HEALTH During the Describin Zim ministry ICT tools Discussion, play way, group work Assumed
20/01/2 AND lesson g of pry and sec Work knwldge Learners have done different household
3 SAFETY learners Explainin education Cards chores. IntroLrners read the words on health living
Health living should be g PE Sport and Pictures habits at home.1. Lrners state healthy and unhealthy
habits. able to:- Identifyin Mass Charts foods while the facilitator assists them.2. Lrners in
-Health -Describe g Displays Safe groups identify physical activities that promote
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living habits healthy Demonstr Junior (grade exercise good health lifestyle at home while the facilitator
at home living habits ating 3-7) facilities assists them.3. Lrners give feedback from their
at home. Syllabus groups while the facilitator assists them.4. Class
(2015-1022) discussion on grp findings ConThe best grp acts
p. 30 out household chores
HEALTH During the Describin Zim ministry ICT tools Discussion, play way, group work Assumed
AND lesson g of pry and sec Work knwldge Lrners know health food. IntroRecap of
SAFETY learners Explainin education Cards the previous lesson.1. Lrners identify physical
Health living should be g PE Sport and Pictures activities at school and community that promote a
habits. able to:- Identifyin Mass Charts health living while the facilitator assists them.2.
-Health -Describe g Displays Safe Lrners in groups discuss on how to promote good
living habits healthy Demonstr Junior (grade exercise health living at school at school and community
at school and living habits ating 3-7) facilities while the facilitator assists them.3. Lrners form a
community at school and Syllabus community fitness club that raise health living
community (2015-1022) awareness campaigns 3. Learners give feedback
p. 30 from their groups while the facilitator assists
them.4. Individual written work
ConRevision of written and recap of concepts.
HEALTH Describin Zim ministry ICT tools Discussion, play way, group work Assumed
AND -Identify g of primary Work knwldge Learners know activities that promote
SAFETY rules and Explainin and secondary Cards healthy living.IntroRecap of the previous lesson.1.
Health living safety g education Pictures Lrners identify physical activities that can promote
habits. precautions Identifyin PE Sport and Charts a healthy living at school, home and community.2.
-Safety of handling g Mass Safe Lrners in groups discuss on rules and safety
precautions apparatus Demonstr Displays exercise precautions of handling apparatus while the
and rules in ating Jnr facilities facilitator assists them.3. Lrners give feedback from
handling ( gr3-7)Syll their groups while the facilitator assists them.4.
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apparatus (2015-1022) Individual written work ConRevision of written and

p. 30 recap of concepts.
HEALTH Describin Zimbabwe ICT tools Discussion, play way, group work
AND Identify g ministry of Work Assumed knowledge Learners know different
SAFETY exercises that Explainin pry and sec Cards games.
Health living can be used g education Pictures IntroRecap of the previous lesson.1. Learners
habits. to improve Identifyin PE Sport and Charts identify benefits of exercising and playing games
-Warm up health related g Mass Safe while the facilitator assists them.2. The facilitator
and cool fitness Demonstr Displays exercise explains on diseases that can be caused by lack of
down ating Jnr facilities fitness such Obesity, Heart diseases and Diabetes
( grade 3-7) 3. Learners in groups participate in fun runs while
Syllabus the facilitator assists them.4. Learners demonstrate
(2015-1022) cool down activities ConLearners answer oral
p. 30 questions from the facilitator
HEALTH Describin Zim ministry ICT tools Discussion, play way, group work
AND Explain g of pry and sec Pictures Assumed knowledge Learners know different
SAFETY diseases that Explainin education Charts games.
Health living can be g PE Sport and Safe IntroRecap of the previous lesson.1. Learners
habits. caused by Identifyin Mass exercise identify benefits of exercising and playing games
-Diseases lack of g Displays facilities while the facilitator assists them.2. Learners
caused by fitness such Demonstr Junior identify exercises that can be used to improve
lack of as Obesity, ating ( grade 3-7) health related fitness while the facilitator assists
exercise and Heart Syllabus them3. Learners in participate in fun runs while the
fitness. diseases and (2015-1022) facilitator assists them.4. Learners demonstrate cool
Diabetes p. 30 down activities
ConLearners answer oral questions from the
facilitator
[Type here]
Wk3 HEALTH During the Describin Zimministry Bats Discussion, play way, group work
27/01/2 AND lesson g of pry and sec Rackets Assumed knowledge Learners know different
3 SAFETY learners Explainin education Balls games.
Safety should be g PE Sport and Discus IntroRecap of the previous lesson.1. Learners
-Safety and able to:- Identifyin Mass Whistles identify different sporting activities they know.2.
when Explain safe g Displays Mates The facilitator explains and demonstrates on safe
participating ways of Demonstr Junior ways of participating in physical activities.3.
in physical participating ating ( grade 3-7) Learners practise safe ways of handling various
activities in physical Syllabus apparatus while the facilitator assists them.4.
activities (2015-1022) Learners demonstrate the use of given apparatus
p. 30 while the facilitator assists them.ConLearners
answer oral questions from the facilitator
HEALTH During the Describin Zimbabwe Bats Discussion, play way, group work
AND lesson g ministry of Rackets Assumed knowledge Learners know different
SAFETY learners Explainin pry and sec Balls games.
Safety should be g edu Discus IntroRecap of the previous lesson.1. Learners
-Safety able to:- Identifyin P E Sport and Whistles identify different sporting activities they know.2.
precautions Demonstrate g Mass Mates Learners demonstrate safe handling of given
and rules in safe ways of Demonstr Displays apparatus while the facilitator assists them.3.
handling handling ating Junior Learners practise safe ways of handling various
apparatus apparatus ( grade 3-7) apparatus while the facilitator assists them.4.
Syllabus Learners demonstrate the use of given apparatus
(2015-1022) while the facilitator assists them.ConCool down
p. 30 activities
HEALTH During the Describin Zim ministry Bats Discussion, play way, group work
AND lesson g of pry and sec Rackets Assumed knowledge Learners know different
SAFETY learners Explainin edu Balls games.
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Safety should be g P E Sport and Discus IntroRecap of the previous lesson.1. Learners
- Rules in able to:- Identifyin Mass Whistles identify different sporting activities they know.2.
use physical Demonstrate g Displays Mates Learners demonstrate safe handling of given
education safe ways of Demonstr Jnr apparatus while the facilitator assists them.
apparatus handling ating ( gr 3-7)Syll 3. Learners play mini games practise safe ways of
apparatus (2015-1022) handling various apparatus
p. 30 ConCool down activities
HEALTH Describin Zim ministry Bats Discussion, play way, group work Assumed
AND -Execute g of pry and sec Rackets knwledge Lrners know different games.IntroRecap
SAFETY appropriate Explainin edu Balls of the previous lesson.1. Learners identify different
Safety activities g P E Sport and Discus sporting activities they know. 2. Learners design
-Warm up during warm Identifyin Mass Whistles and conduct warm up and cool down activities
and cool up and cool g Displays Mates while the facilitator assists them. 3. Learners
down down Demonstr Jnr practise different warm up and cool down activities
ating ( gr 3-7)Syll while facilitator assists them. 4. Learners
(2015-1022) demonstrate different warm up and cool down
p. 30 activities ConCool down activities
Revision test answer at Describin Zim ministry Chalk Assumed knowledge: Learners able to answer
TOPIC: least half of g of pry and sec board revision questions Intro: re-cape of the previous
Health and the revision Explainin edu Revision lessonsStep 1 The facilitator recaps the concepts
safety test questions g P E Sport and test taught during the week Step 2 Learners answer
-All concepts correctly Identifyin Mass questions revision test questions in their books individually.
taught on the given g Displays Step 3 Revision of written work and recap of
topic Demonstr Jnr concepts Conclusion revision of work written
-Revision test ating ( gr 3-7)Syll
questions (2015-1022)
p. 30
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WK 4 AQUATIC Describing Zim ministry Charts Discussion, play way, group work
03/02/2 SKILLS -Dramatize Explaining of pry and Goggle Assumed knowledge Learners know water disasters
3 Water different Identifying sec edu Pictures of IntroRecap of the previous lesson.1. Learners
safety water Demonstrat P E Sport water identify importance of waters and dangers of water
-Aquatic resuscitation ing and Mass bodies while the facilitator assists them.2. Learners in
survival activities Displays Ropes groups dramatize different water resuscitation
skills Jnr plastic activities while the facilitator assists them.3.
( gr 3-7)Syll containers Learners present their demonstrations on front of
(2015-1022) the class.
p. 31 4. Learners answer oral questions from the
facilitator.Con Recap of concepts
AQUATIC Describing Zim ministry Charts Discussion, play way, group work
SKILLS -State other Explaining of pry and Goggle Assumed knowledge Learners know water disasters
Water water hazards Identifying sec edu Pictures of IntroRecap of the previous lesson.
safety in Zimbabwe Demonstrat P E Sport water 1. Learners identify importance of waters and
-Aquatic ing and Mass bodies dangers of water while the facilitator assists them.
survival Displays 2. Learners in groups identify water hazards and
skills Jnr discuss on them while the facilitator assists them.
( gr 3-7)Syll 3. Learners give feedback from their groups while
(2015-1022) the facilitator assists them.
p. 31 4. Learners write individual work in their books
[Type here]
ConRevision of written work and recap of concepts.

AQUATIC During the Describing Zim ministry Charts Discussion, play way, group work Assumed
SKILLS lesson Explaining of pry and Goggle knowledge Learners have seen people swimming.
Strokes learners Identifying sec edu Pictures of IntroRecap of the previous lesson.1. Learners
-Entry into should be Demonstrat P E Sport water practice aqua aerobics while the facilitator assists
water able to:- ing and Mass bodies them.2. Learners practice getting into water using
-demonstrate Displays Tyre tubes techniques given by the facilitator while the
the Jnr Floaters facilitator assists them.3. Learners demonstrate
techniques of ( gr 3-7)Syll techniques of getting into water while the facilitator
entering into (2015-1022) guides them.Con Cool down activities.
water p. 31
AQUATIC During the Describing Zim ministry Charts Discussion, play way, group work
SKILLS lesson Explaining of pry and Goggle Assumed knowledge Learners have seen people
Strokes learners Identifying sec edu Pictures of swimming.
-Floating should be Demonstrat P E Sport water IntroRecap of the previous lesson.
-Gliding able to:- ing and Mass bodies 1. Learners watch videos on front stroke.
-demonstrate Displays Tyre tubes 2. Learners demonstrate front strokes while the
the Jnr Floaters facilitator guides them.
techniques ( gr 3-7)Syll 3. Learners demonstrate front stroke while the
used in front (2015-1022) facilitator guides them.
stroke p. 31 ConLearners answer oral questions on dangers
playing in water.
AQUATIC During the Describing Zim ministry Charts Discussion, play way, group work
SKILLS lesson Explaining of pry and Goggle Assumed knowledge Learners have seen people
Strokes learners Identifying sec edu Pictures of swimming.
-breast should be Demonstrat P E Sport water IntroRecap of the previous lesson.
stroke able to:- ing and Mass bodies 1. Learners watch videos on breast stroke.
[Type here]
-demonstrate Displays Tyre tubes 2. Learners practice breast strokes while facilitator
the Jnr Floaters guides them.
techniques in ( gr 3-7)Syll 3. Learners demonstrate techniques used in breast
breast stroke (2015-1022) stroke while the facilitator guides them.
p. 31 ConCool down activities.
Aim: develop an understanding of the implications and benefits of participation n physical activities through theory
5 AQUATIC During the Describi Zim ministry Charts Discussion, play way, group work
10/02/2 SKILLS lesson ng of pry and sec Goggle Assumed knowledge Learners have seen people
3 Strokes learners Explaini edu Pictures of swimming.IntroRecap of the previous lesson.1.
-arm and should be able ng P E Sport and water Learners watch demonstrations of arm and leg
leg action to:- Identifyi Mass bodies action techniques.2. Learners practice arm and leg
-demonstrate ng Displays Tyre tubes techniques while facilitator guides them.3. Learners
the technique Demonst Jnr Floaters demonstrate techniques of using arm and leg action
of arm and leg rating ( gr 3-7)Syll when swimming while the facilitator guides them.
action (2015-1022) ConCool down activities.
p. 31
AQUATIC During the Describi Zim ministry Charts Discussion, play way, group work Assumed
SKILLS lesson ng of pry and sec Goggle knowledge Learners have seen people swimming.
Strokes learners Explaini edu Pictures of IntroRecap of the previous lesson.1. Learners
-Front, should be able ng P E Sport and water watch videos showing the front, back and breast
back and to:- Identifyi Mass bodies stroke actions.2. Learners practice front, back and
breast -demonstrate ng Displays Tyre tubes breast stroke while facilitator guides them.
stroke front, back and Demonst Jnr Floaters 3. Learners demonstrate front, back and breast
actions breast stroke rating ( gr 3-7)Syll stroke while the facilitator guides them.
actions (2015-1022) ConCool down activities.
p. 31
[Type here]
AQUATIC During the Describi Zim ministry Charts Discussion, play way, group work
SKILLS lesson ng of pry and sec Goggle Assumed knowledge Learners have seen people
Strokes learners Explaini edu Pictures of swimming.IntroRecap of the previous lesson.
-Diving should be able ng P E Sport and water 1. Learners watch videos on diving skills.
skills to:- Identifyi Mass bodies 2. Learners practice diving skills while facilitator
-demonstrate ng Displays Tyre tubes guides them.3. Learners demonstrate diving skills
correct diving Demonst Jnr Floaters while the facilitator guides them.
skills rating ( gr 3-7)Syll ConCool down activities.
(2015-1022)
p. 31
AQUATIC During the Describi Zim ministry Charts Discussion, play way, group work
SKILLS lesson ng of pry and sec Goggle Assumed knowledge Learners have seen people
Strokes learners Explaini edu Pictures of swimming.IntroRecap of the previous lesson.
-Front, should be able ng P E Sport and water 1. Learners watch videos showing the front, back
back and to:- Identifyi Mass bodies and breast stroke actions. 2. Learners practice front,
breast -demonstrate ng Displays Tyre tubes back and breast stroke while facilitator guides them.
stroke front, back and Demonst Jnr Floaters 3. Learners demonstrate front, back and breast
actions breast stroke rating ( gr 3-7)Syll stroke while the facilitator guides them.
actions (2015-1022) ConCool down activities.
p. 31
Revision Describi Zim ministry Charts Discussion, play way, group work
AQUATIC -demonstrate ng of pry and sec Goggle Assumed knowledge Learners know swimming
SKILLS the technique Explaini edu Pictures of techniques IntroRecap of the previous lesson.
Strokes of arm and leg ng P E Sport and water 1. Learners demonstrate different techniques in
-arm and action, front, Identifyi Mass bodies swimming i.e. front, back and breast stroke while
leg action, back, and ng Displays Tyre tubes the facilitator guides them. 2. Learners identify
front, back breast stroke. Demonst Jnr Floaters water hazards in Zimbabwe while the facilitator
[Type here]
and breast -state the water rating ( gr 3-7)Syll assists them. 3. Class discussion on water disasters
stroke hazards in (2015-1022) and water safety rules 4. Learners answer oral oral
-Correct Zimbabwe p. 31 questions from the facilitator
diving ConRecap of concepts
-Water
Hazards
Aim: Provide learners with a Fun, enjoyments and entailment.
senseof
6 Kids During the Describi Zim ministry Charts Discussion, play way, group work Assumed
17/02/2 athlete lesson ng of pry and sec Goggle knowledge Learners know running techniques.
3 Running learners Explaini edu Pictures of IntroWarm up activities.1. Demonstrations 8min
-8 min should be able ng P E Sport and water endurance race by the facilitator or 2. Learners
endurance to:- Identifyi Mass bodies practice running endurance races while facilitator
race -Complete a ng Displays Tyre tubes guides them.3. Learners in groups demonstrate 8
timed Demonst Jnr Floaters min endurance race while the facilitator guides
endurance race rating ( gr 3-7)Syll them.4. Learners run for time over fairly long
(2015-1022) distance ConCool down activities.
p. 32
Kids During the Describi Zim ministry Cones Discussion, play way, group work Assumed
athlete lesson ng of pry and sec Whistle knowledge Learners are able to run.IntroWarm up
Running learners Explaini edu School activities.1. The facilitator demonstrates on
-Sprint should be able ng P E Sport and grounds sprinting. 2. Learners demonstrate on correct
to:- Identifyi Mass Stop watch sprinting while the facilitator guides them.
-Demonstrate ng Displays 3. Learners in groups perform sprints while the
correct sprint Demonst Jnr facilitator guides them. 4. Learners demonstrate
techniques rating ( gr 3-7)Syll sprints running with maximum speeds ConCool
(2015-1022) down activities.
[Type here]
p. 32
athlete lesson ng of pry and sec Whistle knowldgLearners are able to run.IntroWarm up
Running learners Explaini edu School activities.
-Sprint – should be able ng P E Sport and grounds 1. Learners demonstrate relays while the facilitator
hurdle to:- Identifyi Mass Stop watch assists them. 2. Few learners demonstrate on correct
relays -Demonstrate ng Displays baton exchange while the facilitator assists them.
correct sprint Demonst Jnr 3. Learners in groups practice sprints and baton
techniques, rating ( gr 3-7)Syll exchange while the facilitator assists them.
running (2015-1022) 4. Learners demonstrate sprints and baton
through bends p. 32 exchange. ConCool down activities.
Kids Describi Zim ministry Cones Discussion, play way, group work Assumed
athlete -Demonstrate ng of pry and sec Whistle knowledge Learners are able to run.IntroWarm up
Running correct baton Explaini edu School activities.1. The facilitator explains and
-Sprint exchange ng P E Sport and grounds demonstrate on baton exchange 2. Learners
Baton Identifyi Mass Stop watch demonstrate demonstrate on baton exchange in
exchange ng Displays pairs while the facilitator assists them. 3. Learners
Demonst Jnr in groups of four practice sprints and baton
rating ( gr 3-7)Syll exchange while the facilitator guides them. 4.
(2015-1022) Learners demonstrate sprints and baton exchange
p. 32 while running with maximum speed 5. Correct
demo of baton exchange by learners. ConCool
down activities.
athlete lesson ng of pry and sec Whistle knoledge Learners are able to run.IntroWarm up
Running learners Explaini edu School activities.
-Sprint – should be able ng P E Sport and grounds 1. Learners demonstrate on sprints while running
[Type here]
running to:- Identifyi Mass Stop watch through marked bends with maximum speed while
through -Demonstrate ng Displays the facilitator guides them. 2. Learners practise
marked correct sprint Demonst Jnr running through marked bends while the facilitator
bends techniques, rating ( gr 3-7)Syll guides them. 3. Learners demonstrate running
running (2015-1022) through marked bends while the facilitator guides
through bends p. 32 them. 4. Correct demonstration on running through
marked bends by learners. ConCool down
activities.
7 Kids During the Describin Zim ministry of Cones Discussion, play way, group work Assumed
24/02/2 athlete lesson g pry and sec edu Whistle knoledge Learners are able to run.IntroWarm up
3 Running learners Explainin P E Sport and School activities.
-Bends should be able g Mass Displays grounds 1. The facilitator explains and demonstrate on
formula to:- Identifyin Jnr Stop baton exchange 2. Learners demonstrate
-Demonstrate g ( gr 3-7)Syll watch demonstrate on baton exchange in pairs while the
fluid correct Demonstr (2015-1022) facilitator assists them. 3. Learners in groups of four
baton ating p. 32 practice sprints and baton exchange while the
exchange facilitator guides them. 4. Learners demonstrate
sprints and baton exchange while running with
maximum speed 5. Correct demonstration of baton
exchange by best learners. ConCool down
activities.
[Type here]
Kids During the Describin Zim ministry of Cones Discussion, play way, group work Assumed
athlete lesson g pry and sec edu Whistle knoledgLearners are able to run.IntroWarm up
Running learners Explainin P E Sport and School activities.
-Bends should be able g Mass Displays grounds 1. The facilitator explains demonstrate negotiating
formula to:- Identifyin Jnr Stop the bends without reducing speed. 2. Learners
-negotiate g ( gr 3-7)Syll watch demonstrate demonstrate negotiating bends without
bends without Demonstr (2015-1022) reducing speed while the facilitator assists them.
reducing speed ating p. 31 3. Learners in groups of four practice sprints and
baton exchange while the facilitator guides them.
4. Learners run through marked bends with
maximum speed and negotiating bends without
reducing speed. ConCool down activities.
Kids During the Describin Zim ministry of Charts Discussion, play way, group work Assumed
athlete lesson g pry and sec edu Goggle knoledge Learners know running
Running learners Explainin P E Sport and Pictures of techniques.IntroWarm up activities.1. Learners
enduran should be able g Mass Displays water watch a video of different events. 2. Learners
ce race to:- Identifyin Jnr bodies practice practise running endurance race while the
-Complete a g ( gr 3-7)Syll Tyre tubes facilitator assists them.
timed Demonstr (2015-1022) Floaters 3. Learners in groups demonstrate 8 min endurance
endurance race ating p. 31 race while the facilitator guides them. 4. Learners
run for time over fairly long distance ConCool
down activities.
Kids -Demonstrate Describin Zim ministry of Charts Discussion, play way, group work Assumed
athlete bends formula g pry and sec edu Goggle knoledge Learners know running
Running and sprints and Explainin P E Sport and Pictures of techniques.IntroWarm up activities.1. Learners
-Bends baton g Mass Displays water demonstrate sprinting and baton exchange while the
formula exchange Identifyin Jnr bodies facilitator guides them.
[Type here]
-Sprints skills taught g ( gr 3-7)Syll Tyre tubes

2. Learners practice running endurance races while
–hurdle during the Demonstr (2015-1022) Floaters
facilitator guides them. 3. Learners in groups
relays week. ating p. 32 participate in competitions. ConCool down
activities.
Kids During the Describin Zim ministry of Charts Discussion, play way, group work Assumed
athlete lesson g pry and sec edu Goggle knoledge Learners know running
Running learners Explainin P E Sport and Pictures of techniques.IntroWarm up activities.1. Learners in
-Mini should be able g Mass Displays water groups practise, preparing for the mini
competiti to:- Identifyin Jnr bodies competitions. 2. Learners practice running while the
on -Participate in g ( gr 3-7)Syll Tyre tubes facilitator guides them
mini Demonstr (2015-1022) Floaters 3. Learners participate in mini competitions
competitions ating p. 32 ConCool down activities.
8 Kids During the Describi Zim ministry of Tape Discussion, play way, group work Assumed
03/03/2 athlete lesson ng pry and sec edu Measure knoledge Learners are able to jump.IntroWarm up
3 Jumping learners Explaini P E Sport and Wooden activities.
- should be able ng Mass Displays pole 1. The facilitator explains and demonstrate on
Jumping to:- Identifyi Jnr Marked jumping over a distance 2. Few learners demo to
for -Engage in ng ( gr 3-7)Syll mats others jumping over a distance while the facilitator
distance horizontal and Demonst (2015-1022) Rope guides them. 3. Learners practise horizontal and
vertical jumps rating p. 32 vertical jumping landing with both feet while the
facilitator guides them. 4. Learners participate in
jumping competitions while the facilitator guides
them. ConCool down activities.
Kids Describi Zim ministry of Tape Discussion, play way, group work Assumed
athlete -Engage in ng pry and sec edu Measure knoledge Learners are able to jump.IntroWarm up
[Type here]
Jumping horizontal and Explaini P E Sport and Wooden activities.

- vertical jumps ng Mass Displays pole 1. Few learners demonstrate to others horizontal
Jumping using Identifyi Jnr Marked and vertical jumping using given equipment while
using apparatus ng ( gr 3-7)Syll mats the facilitator guides them. 2. Learners practise
apparatu Demonst (2015-1022) Rope horizontal and vertical jumping for a distance
s rating p. 32 landing on both feet using given apparatus while the
facilitator guides them. 3. Learners demonstrate
vertical and horizontal jumping while the facilitator
guides them.ConCool down activities.
Kids During the Describi Zim ministry of Tape Discussion, play way, group work Assumed
athlete lesson ng pry and sec edu Measure knoledge Learners are able to jump.IntroWarm up
Jumping learners Explaini P E Sport and Wooden activities.
- should be able ng Mass Displays pole 1. The facilitator explains and demonstrates on
Jumping to:- Identifyi Jnr Marked jumping for height. 2. Few learners demonstrate to
for -Jump from a ng ( gr 3-7)Syll mats others jumping for height from a short distance
height relatively short Demonst (2015-1022) Rope while the facilitator guides them 3. Learners
run up rating p. 32 practise jumping for height while the facilitator
guides them.
4. Learners participate in jumping competitions
while the facilitator guides them.ConCool down
activities.
- should be able ng Mass Displays pole 1. Few learners demonstrate jumping to clear
Jumping to:- Identifyi Jnr Marked heights while the facilitator guides them.2. Learners
for -Clear heights ng ( gr 3-7)Syll mats practise jumping to clear heights while the
[Type here]
distance while jumping Demonst (2015-1022) Rope facilitator guides them. 3. Learners participate in
- Clear rating p. 32 jumping competitions.
height ConCool down activities.
- should be able ng Mass Displays pole 1. Few learners demonstrate jumping for height
Jumping to:- Identifyi Jnr Marked while the facilitator guides them.
for -Jump for a ng ( gr 3-7)Syll mats 2. Learners practise jumping for distance and
distance distance and Demonst (2015-1022) Rope landing safely while the facilitator guides them.
and land safely rating p. 32 3. Learners demonstrate jumping for distance and
landing landing safely while the facilitator guides them.
safely ConCool down activities.
9 Kids During the Describi Zim ministry of Soft rubber Discussion, play way, group work Assumed
10/03/2 athlete lesson ng pry and sec edu rings knoledge Learners are able to throw.IntroWarm up
3 Throwin learners Explaini P E Sport and Medicine activities.
g should be able ng Mass Displays balls 1. The facilitator explains and demonstrates on
- to:- Identifyi Jnr Javelin stepping and throwing of wooden poles. 2. Few
Rotation -Execute ng ( gr 3-7)Syll Discus learners demonstrate to others stepping and
al rotational Demonst (2015-1022) Wooden throwing of wooden poles while the facilitator
throwing throws for rating p. 32 poles guides them. 3. Learners practise throwing wooden
for accuracy and Cones tape poles as a javelin while the facilitator guides.
distance distance measure 4. Learners demonstrate stepping and throwing
and techniques in javelin while the facilitator guides
accuracy them. ConCool down activities.
Kids During the Describi Zim ministry of Improvised Discussion, play way, group work Assumed
[Type here]
athlete lesson ng pry and sec edu throwing knoledge Learners are able to throw.IntroWarm up
Throwin learners Explaini P E Sport and Equipment’ activities.
g should be able ng Mass Displays s 1. Fewlearners demonstrate to others throwing
- to:- Identifyi Jnr Javelin javelin using equipment available while the
Rotation -Demonstrate ng ( gr 3-7)Syll Discus facilitator guides them. 2. Learners practise
al javelin throw Demonst (2015-1022) Wooden throwing wooden poles as a javelin for a distance
throwing for a distance rating p. 32 poles while the facilitator guides. 3. Learners demonstrate
for Cones tape stepping and throwing javelin for a distance while
distance measure the facilitator guides them.4. Learners participate in
and javelin throwing competitions
accuracy ConCool down activities.
-Javelin
g should be able ng Mass Displays s 1. Fewlearners demonstrate to others throwing
-Javelin to:- Identifyi Jnr Javelin javelin using equipment available while the
throw to -Demonstrate ng ( gr 3-7)Syll Discus facilitator guides them. 2. Learners practise
at least the teens Demonst (2015-1022) Wooden throwing javelin for a 30 metre distance while the
30m javelin throw rating p. 32 poles facilitator guides. 3. Learners demonstrate stepping
distance at least 30m Cones tape and throwing javelin for a 30m distance while the
distance measure facilitator guides them.4. Learners participate in
javelin throwing competitions ConCool down
activities.
[Type here]
g should be able ng Mass Displays s1. Fewlearners demonstrate to others throwing

-Target to:- Identifyi Jnr Javelin
javelin using equipment available while the
Throw -Demonstrate ng ( gr 3-7)Syll Discus
facilitator guides them. 2. Learners practise whole
over a target throws Demonst (2015-1022) Wooden
body throwing while the facilitator guides.
barrier over a barrier rating p. 32 poles
3. Learners demonstrate whole body throwing while
Cones tape
the facilitator guides them.4. Learners participate in
measure
mini competitions while the facilitator guides them.
ConCool down activities.
g should be able ng Mass Displays s 1. The facilitator explains and demonstrate discus
-Discus to:- Identifyi Jnr Javelin throwing using apparatus available2. Fewlearners
-Demonstrate a ng ( gr 3-7)Syll Discus demonstrate to others throwing discus using
discus throw Demonst (2015-1022) Wooden equipment available while the facilitator guides
for a distance rating p. 32 poles them. 3. Learners practise throwing discus for a
Cones tape distance while the facilitator guides them.
measure 4. Learners demonstrate stepping and throwing
discus for a distance while the facilitator guides
them. ConCool down activities.
10 Kids During the Describing Zim ministry Improvised Discussion, play way, group work Assumed
17/03 athlete lesson Explaining of pry and sec throwing knoledge Learners are able to throw.IntroWarm up
/23 Throwing learners Identifying edu Equipment’ activities.
-Under arm should be able Demonstra P E Sport and s 1. Fewlearners demonstrate under arm throwing
throwing to:- ting Mass Displays Javelin when throwing javelin and discus while the
-Demonstrate Jnr Discus facilitator guides them. 2. Learners practise under
[Type here]
under arm ( gr 3-7)Syll Wooden arm throwing while the facilitator guides them.3.
throwing (2015-1022) poles Learners demonstrate under arm throwing while the
p. 32 Cones tape facilitator guides them.4. Learners participate in
measure mini competitions ConCool down activities.
Kids During the Describing Zim ministry Improvised Discussion, play way, group work Assumed
athlete lesson Explaining of pry and sec throwing knoledge Learners are able to throw.IntroWarm up
Throwing learners Identifying edu Equipment’ activities.
-Over arm should be able Demonstra P E Sport and s 1. Fewlearners demonstrate over arm throwing
throwing to:- ting Mass Displays Javelin when throwing javelin and discus while the
-Demonstrate Jnr Discus facilitator guides them. 2. Learners practise over
over arm ( gr 3-7)Syll Wooden arm throwing while the facilitator guides them.3.
throwing (2015-1022) poles Learners demonstrate over arm throwing while the
p. 32 Cones tape facilitator guides them.4. Learners participate in
measure mini competitions ConCool down activities.
athlete lesson Explaining of pry and sec throwing knoledge Learners are able to throw.IntroWarm up
Throwing learners Identifying edu Equipment’ activities.
-Javelin should be able Demonstra P E Sport and s 1. Fewlearners demonstrate to others throwing
throw to:- ting Mass Displays Javelin javelin using equipment available while the
-Demonstrate Jnr Discus facilitator guides them. 2. Learners practise
the teens ( gr 3-7)Syll Wooden throwing javelin for a distance while the facilitator
javelin throw (2015-1022) poles guides.
at least 20m p. 32 Cones tape 3. Learners demonstrate stepping and throwing
distance measure javelin for a distance while the facilitator guides
them. 4. Learners participate in javelin throwing
competitions ConCool down activities.
[Type here]
athlete lesson Explaining of pry and sec throwing

knoledge Learners are able to throw.IntroWarm up
Throwing learners Identifying edu Equipment’
activities.1. The facilitator explains and
-Discus should be able Demonstra P E Sport and s
demonstrate discus throwing using apparatus
throw to:- ting Mass Displays Javelin
available2. Fewlearners demonstrate to others
-Demonstrate Jnr (gr 3-7)Syll Discus
throwing discus using equipment available while
a discus throw (2015-1022) Wooden
the facilitator guides them. 3. Learners practise
for a distance p. 32 poles
throwing discus for a distance while the facilitator
Cones tape
guides them.4. Learners demonstrate stepping and
measure
throwing discus for a distance while the facilitator
guides them.ConCool down activities.
Revision During the Describing Zim ministry Improvised Discussion, play way, group work
Kids lesson Explaining of pry and sec throwing Assumed knowledge Learners are able to throw.
athlete learners Identifying edu Equipment’ IntroWarm up activities.1. Fewlearners
Throwing should be able Demonstra P E Sport and s demonstrate to others throwing javelin and discus
-Javelin to:- ting Mass Displays Javelin while the facilitator guides them.3. Learners
and Discus -Demonstrate Jnr (gr 3-7)Syll Discus demonstrate throwing javelin and discus for a
throwing the discuss (2015-1022) Wooden distance while the facilitator guides them.4.
Competition and javelin p. 32 poles Learners participate in javelin and discus throwing
s throwing Cones tape competitions
measure ConCool down activities.
Aim: Develop a firm for future studies in Physical education,Sports and Mass displays
11 Lesson 1 answer at Naming Zim ministry of Chalk board Assumed knowledge: Learners able to answer
24/03 Revision test least half Explaini pry and sec edu Revision revision questions Intro: re-cape of the previous
/23 TOPIC: of the ng P E Sport and test lessonsStep 1 The facilitator recaps the concepts
-Physical revision Describi Mass Displays questions taught during the week Step 2 Learners answer
Education test ng Jnr Improvised revision test questions in their books individually.
-Safety and questions ( gr 3-7)Syll throwing Step 3 Revision of written work and recap of
[Type here]
health correctly (2015-1022) equipment concepts Conclusion revision of work written

-All concepts given p. 31-32 Cones tape
taught on the measure
these topics
-Revision test
questions
Lesson 2 answer at Naming Zim ministry of Chalk board Assumed knowledge: Learners able to answer
Revision test least half Explaini pry and sec edu Revision revision questions
TOPIC: of the ng P E Sport and test Intro: re-cape of the previous lessons
-Physical revision Describi Mass Displays questions Step 1 The facilitator recaps the concepts taught
Education test ng Jnr Improvised during the week
-Safety and questions ( gr 3-7)Syll throwing Step 2 Learners answer revision test questions in
health correctly (2015-1022) equipment their books individually.
-All concepts given p.31- 32 Cones tape Step 3 Revision of written work and recap of
taught on the measure concepts
these topics Conclusion revision of work written
-Revision test
questions
Lesson 3 answer at Naming Zim ministry of Chalk board Assumed knowledge: Learners able to answer
Revision test least half Explaini pry and sec edu Revision revision questions
TOPIC: of the ng P E Sport and test Intro: re-cape of the previous lessons
-Physical revision Describi Mass Displays questions Step 1 The facilitator recaps the concepts taught
Education test ng Jnr Improvised during the week
-Safety and questions ( gr 3-7)Syll throwing Step 2 Learners answer revision test questions in
health correctly (2015-1022) equipment their books individually.
-All concepts given p. 31-32 Cones tape Step 3 Revision of written work and recap of
taught on the measure concepts
[Type here]

-Revision test
questions
Lesson 4 -answer Naming Zim ministry of Chalk board Assumed knowledge: Learners able to answer
Revision test at least Explaini pry and sec edu Revision revision questions
TOPIC: half of ng P E Sport and test Intro: re-cape of the previous lessons
-Physical the Describi Mass Displays questions Step 1 The facilitator recaps the concepts taught
Education revision ng Jnr Improvised during the week
-Safety and test ( gr 3-7)Syll throwing Step 2 Learners answer revision test questions in
health questions (2015-1022) equipment their books individually.
-All concepts correctly p. 31-32 Cones tape Step 3 Revision of written work and recap of
taught on the given measure concepts
-Revision test
questions
Lesson 5 - answer Naming Zim ministry of Chalk board Assumed knowledge: Learners able to answer
-Revision test
questions
[Type here]
12 Lesson 1 - answer Naming Zim ministry of Chalk board Assumed knowledge: Learners able to answer
29/03 Revision test at least Explaini pry and sec edu Revision revision questions
/23 TOPIC: half of ng P E Sport and test Intro: re-cape of the previous lessons
-Revision test
questions
-Revision test
questions
[Type here]
-Revision test
questions
-Revision test
questions
[Type here]

-Revision test
questions
Aim: Develop a firm for future studies in Physical education,Sports and Mass displays
Lesson 1 - Naming Zim ministry of Chalk board Assumed knowledge: Learners able to answer
Revision test Demonstr Explaini pry and sec edu Revision revision questions Intro: re-cape of the previous
TOPIC: ate ng P E Sport and test lessonsStep 1 The facilitator recaps the concepts
-Aquatic skills Describi Mass Displays questions taught during the week Step 2 Learners answer
-Kids athlete ng Jnr Improvised revision test questions in their books individually.
-All concepts ( gr 3-7)Syll throwing Step 3 Revision of written work and recap of
taught on the (2015-1022) equipment concepts Conclusion revision of work written
these topics p. 30-32 Cones tape
-Revision measure
exercise
Revision test - answer Naming Junior syllabus Chalk board Assumed knowledge: Learners able to answer
TOPIC: All at least Explaini grade 3-7 Revision revision questions Intro: re-cape of the previous
topics taught half of ng test lessonsStep 1 The facilitator recaps the concepts
during the term. the Describi questions taught during the week Step 2 Learners answer
-Revision test revision ng revision test questions in their books individually.
questions test Step 3 Revision of written work and recap of
questions conceptsConclusion revision of work written
correctly
given
[Type here]
Learning Area: Heritage – Social Studies

BROAD AIMS
The learner should be able to:
• Appreciate and love Zimbabwe and its Chimurenga liberation war heroes and heroines
• Develop an appreciation of national heritage , sovereignty, governance, national symbols and events
• Identify with national symbols such as the National flag, National school Pledge, Anthem, Monuments and Heritage sites
• Explain significance of public holidays
• Describe the production and marketing of goods and servicesGender equity
• CROSS CUTTING THEMES
Family unity
Child Protection from abuse and diseases
such as AIDS
Heritage StudiesEnvironmental Issues
Financial literacy
[Type here]
Disaster Risk Management

Children’s Rights and Responsibilities
Topics
Identity: Family History and Local Heritage
Cultural Heritage
National History, Sovereignty and Governance
Entitlements/Rights and Responsibilities
SOURCE
Heritage and Social Junior Studies Syllabus
1 IDENTITY: During the Explaini Heritage ICT tools Assumed knowledge: Learners know their families
13/01/23 FAMILY lesson ng Social Pictures Introduction –Learners say what they know about
Lesson History and local learners Identifyi Studies Resource families1. Learners talk about their families while
1 heritage should be ng Junior person the facilitator guides them.2 Learners in groups
Types of family able to:- Describi syllabus Related identify and describe types of families while the
-Nuclear family Identify ng grade 3-7 literature facilitator assists them.3. Learners give feedback
Monogamous types of Page 46 from their groups while the facilitator assists them.
Polygamous family 4 Learners write an exercise in their exercise books
Child headed individually.Conclusion.Oral review of the lesson.
Single parent
IDENTITY: Identify Explaini Heritage ICT tools Assumed knowledge: Learners know types of
Lesson Family children’s ng Social Pictures families.Introduction –Recap of the previous
2 History and local responsibilit Identifyi Studies Resource
[Type here]
heritage ies in the ng Junior person lesson.

Types of family family Describi syllabus Related 1. Learners identify types of families.2 Learners in
-Children’s ng gr 3-7 literature groups identify responsibilities of children’s in the
responsibilities in Page 46 family while the facilitator assists them. 3. Learners
the family give feedback from their groups while the facilitator
assists them.4 Class discussion on group findings.
Conclusion.Oral review of the lesson.
IDENTITY: Identify Explaini Heritage ICT tools Assumed knowledge: Learners know their
Lesson Family parents ng Social Pictures responsibilities in the family.
3 History and local responsibilit Identifyi Studies Resource Introduction –Recap of the previous lesson.
heritage ies in the ng Junior person 1. Learners identify responsibilities of parents in the
Types of family family Describi syllabus Related family.2 Learners in groups identify responsibilities
-Parents ng gr 3-7 literature of parents in the family while the facilitator assists
responsibilities in Page 46 them3. Learners give feedback from their groups
the family while the facilitator assists them.4 Learners write an
exercise in their books individually.
Conclusion.Revision and recap of concepts.
Lesson IDENTITY: During the Explaini Heritage ICT tools Assumed knowledge: Learners know types of
4 Family lesson ng Social Pictures families. Introduction –Recap of the previous
History and local learners Identifyi Studies Resource lesson.1. The facilitator gives focus of the lesson.2.
heritage should be ng Junior person Learners in groups discuss on experiences of type
Types of family able to:- Describi syllabus Related of family given while the facilitator guides them.4.
-Experiences in Dramatizee ng gr 3-7 literature Learners dramatize the experience in each type of
each type of xperience in Page 46 the family while the facilitator guides them.4
family. each type of Learners rehearse on front of the class while that
family. facilitator guides them.Conclusion.Oral review of
the lesson.
[Type here]
2 IDENTITY: During the Identifyi Heritage Maps Assumed knowledge: Learners know their roles in
20/01/23 Family lesson ng Social ICT tools the family.Introduction –Recap of the previous
History and local learners Displayi Studies Resource lesson.
Lesson heritage should be ng Junior person 1. The facilitator gives focus of the lesson.2.
1 Family and able to:- Explaini syllabus Pictures Learners in groups discuss on how families in the
surrounding - explain ng gr 3-7 Related community relate to each other while the facilitator
community how Page 46 literature assists them.3. Learners give feedback from their
-Relations among families in Work cads groups while the facilitator assists them.
families in rural the 4 Learners write an exercise in their books
areas, urban, community individually.
farms and mines. relate with Conclusion.Revision of written work and recap of
each other. concepts.
IDENTITY: -identify Identifyi Heritage Maps Assumed knowledge: Learners know their roles in
Lesson Family roles of the ng Social ICT tools the family.Introduction –Recap of the previous
2 History and local family in Displayi Studies Resource lesson.
heritage the ng Junior person 1. The facilitator gives focus of the lesson.
Family and community. Explaini syllabus Pictures 2. Learners identify types of families they know.
surrounding ng gr 3-7 Related 3. Learners identify roles of the family members in
community Page 46 literature the community while the facilitator guides them.
-Roles of the Work cads 4. Learners give feedback from their groups while
family members the facilitator assists them.
in the community. 5.Learners answer oral questions from the
facilitator.
Conclusion. Oral review of the lesson.
IDENTITY: During the Identifyi Heritage Maps Assumed knowledge: Learners know institutions in
Lesson Family lesson ng Social ICT tools their areas.Introduction –Recap of the previous
3 History and local learners Displayi Studies Resource lesson.1. The facilitator gives focus of the lesson.
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heritage should be ng Junior person 2. Learners identify institutions in their

Family and able to:- Explaini syllabus Pictures communities while the facilitator guides them.3.
surrounding -State the ng gr 3-7 Related Learners identify roles of instructions in the
community institution in Page 46 literature community while the facilitator guides them.4.
-Roles of their Work cads Learners give feedback from their groups while the
institutions in the community facilitator assists them.
community. 5 Learners write an exercise in their books
individually.Conclusion. Oral review of the lesson.
Lesson Revision test - answer at Naming Heritage Chalk board Assumed knowledge: Learners able to answer
4 TOPIC: least half of Explaini Social Revision test revision test questions Intro: Re-cape of the
- Family and the revision ng Studies questions previous lessons. 1 The facilitator recaps the
surrounding test Describi Junior Work cards concepts taught during the week.2. Learners and the
community questions ng syllabus facilitator discuss on concepts taught during the
-All concepts given gr 3-7 week.
taught on the correctly. Page 46 3 Learners answer revision test questions in their
these topics books individually.4Revision of written work and
-Revision recap of concepts
exercise Conclusion. Revision of work written
3 IDENTITY: Identifyi Heritage Maps Assumed knowledge: Learners know that people
27/01/23 Family -Explain ng Social ICT tools can move from a place to live on another place.
History and local migration Displayi Studies Pictures Introduction –Recap of the previous lesson.1. The
Lesson heritage -List types ng Junior Work Cards facilitator gives focus of the lesson.2. Learners
1 Human of migration Explaini syllabus Flash Cards explain the term migration while the facilitator
Migration ng gr 3-7 assists them.3. Learners in groups list types of
-Migration. Page 46 migration while the facilitator assists them.4.
-Types of Learners give feedback from their groups while the
migration. facilitator assists them.5 Learners write an exercise
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in their books individually.Conclusion. Oral review

of the lesson.
IDENTITY: During the Identifyi Heritage Maps Assumed knowledge: Learners can explain the
Lesson Family lesson ng Social ICT tools migration.Introduction –Recap of the previous
2 History and local learners Displayi Studies Pictures lesson.1. The facilitator gives focus of the lesson.
heritage should be ng Junior Work Cards 2. Learners in groups identify the reasons for
Human able to:- Explaini syllabus Flash Cards migration while the facilitator assists them.3.
Migration -Explain the ng gr 3-7 Learners give feedback from their groups while the
-Cusses of reasons for Page 46 facilitator assists them.4. Learners state the reasons
migration migration of migration while the facilitator guides them.
5 Learners write an exercise in their books
individually.Conclusion. Oral review of the lesson.
Lesson IDENTITY: During the Identifyi Heritage Maps Assumed knowledge: Learners know causes of
3 Family lesson ng Social ICT tools migration. Introduction –Learners identify causes
History and local learners Displayi Studies Pictures of migration.1. The facilitator gives focus of the
heritage should be ng Junior Work Cards lesson.
Human able to:- Explaini syllabus Flash Cards 2. Learners in groups identify effects of migration
Migration -Describe ng gr 3-7 while the facilitator assists them. 3. Learners give
-effects of effects of Page 46 feedback from their groups while the facilitator
migration migration assists them. 4. Learners answer oral questions from
the facilitator. Conclusion. Oral review of the
lesson.
Lesson IDENTITY: During the Identifyi Heritage Maps Assumed knowledge: Learners know causes of
4 Family lesson ng Social ICT tools migration. Introduction –Learners identify causes
History and local learners Displayi Studies Pictures of migration.1. The facilitator gives focus of the
heritage should be ng Junior Work Cards lesson.
Human able to:- Explaini syllabus Flash Cards 2. Learners state effects of migration while the
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Migration -Identify ng gr 3-7 facilitator guides them.3. Learners in groups

-Solutions to solutions to Page 46 identify solutions to migration while the facilitator
migration migration assists them.4. Learners give feedback from their
groups while the facilitator assists them. 5. Learners
write an exercise in their books individually.
4 IDENTITY: During the Identifyi Heritage Maps Assumed knowledge: Learners learners know
03/02/23 Family lesson ng Social ICT tools conflicts are. Introduction. Recap of the previous
History and local learners Displayi Studies Pictures lesson.
Lesson heritage should be ng Junior Work Cards 1. The facilitator gives focus of the lesson. 2.
1 Conflicts able to:- Explaini syllabus Resource Learners explain what conflict is while the
Management at -Define ng gr 3-7 person facilitator assists them. 3. Learners in groups
Family, School conflict. Page 47 Newspapers identify causes of conflicts at Family, school and
and Community and community while the facilitator assists them. 4.
Level Magazines Learners answer oral questions from the facilitator.
-Conflict Conclusion. Oral review of the lesson.
IDENTITY: During the Identifyi Heritage Maps Assumed knowledge: Learners can explain the term
Lesson Family lesson ng Social ICT tools conflict. Introduction. Recap of the previous
2 History and local learners Displayi Studies Pictures lesson.
heritage should be ng Junior Work Cards 1. The facilitator gives focus of the lesson. 2.
Conflicts able to:- Explaini syllabus Resource Learners state causes of conflict at family, school
Management at -Identify the ng gr 3-7 person and community level while the facilitator guides
Family, School causes and Page 47 Newspapers them. 3. Learners in groups identify effects of
and Community effects of and conflict at home, school and community while the
Level conflict at Magazines facilitator assists them. 4. Learners give feedback
-Effects of home, from their groups while the facilitator assists them.
conflicts at home, school and 5. Learners state effects of conflict while the
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school and community. facilitator assists.

community level. Conclusion. Oral review of the lesson.
IDENTITY: -Describe Identifyi Heritage Maps Assumed knowledge: Learners can identify causes
Lesson Family various ng Social ICT tools of effects at family, home and community.
3 History and local ways of Displayi Studies Pictures Introduction. Recap of the previous lesson. 1. The
heritage solving ng Junior Work Cards facilitator gives focus of the lesson. 2. Learners
Conflicts conflicts at Explaini syllabus Resource identify effects of conflict at home, school and
Management at home in ng gr 3-7 person community while the facilitator assists them. 3.
Family, School school and Page 47 Newspapers Learners in groups discuss ways of solving conflicts
and Community at and at home, conflicts at home in school and at
Level community Magazines community while the facilitator assists them. 4.
-Ways of level. Learners give feedback from their groups while the
resolving facilitator assists them. 5. Role play by learners on
conflicts:- ways of resolving conflicts.
Communication Conclusion. Oral review of the lesson.
Lesson Revision test answer at Naming Heritage Chalk board Assumed knowledge: Learners able to answer
4 TOPIC: least half of Explaini Social Revision test revision test questions
Conflicts the revision ng Studies questions Intro: Re-cape of the previous lessons
Management at test Describi Junior Work cards 1 The facilitator recaps the concepts taught during
Family, School questions ng syllabus the week.
and Community given gr 3-7 2. Learners and the facilitator discuss on concepts
Level correctly. Page 47 taught during the week.
-All concepts 3 Learners answer revision test questions in their
taught on the books individually.
these topics 4Revision of written work and recap of concepts
-Revision Conclusion. Revision of work written
exercise
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5 IDENTITY: During the Identifyi Heritage Maps Assumed knowledge: Learners can know their
10/02/23 Family lesson ng Social ICT tools indigenous language. Introduction. Recap of the
History and local learners Displayi Studies Pictures previous lesson. 1. The facilitator gives focus of the
Lesson heritage should be ng Junior Work Cards lesson. 2. Learners in groups identify indigenous
1 Language and able to:- Explaini syllabus Resource and foreign languages spoken in Zimbabwe while
Cultures in -identify ng gr 3-7 person the facilitator assists them.
Zimbabwe languages Page 47 Newspapers 3. Learners give feedback from their groups while
-Language in spoken in and the facilitator assists them.
Zimbabwe: Zimbabwe Magazines 4. Learners write an exercise in their books
Indigenous and individually.
foreign Conclusion. Oral review of the lesson.
IDENTITY: Identifyi Heritage Maps Assumed knowledge: Learners can know their
Lesson Family -list various ng Social ICT tools indigenous language. Introduction. Recap of the
2 History and local cultural Displayi Studies Pictures previous lesson. 1. The facilitator gives focus of the
heritage practices ng Junior Work Cards lesson. 2. Learners locate various cultural groups in
Language and found in Explaini syllabus Resource Zimbabwe while facilitator guides them. 3.
Cultures in Zimbabwe. ng gr 3-7 person Learners dramatize various cultural practices in
Zimbabwe Page 47 Newspapers Zimbabwe while the facilitator guides them. 4.
-Various cultural and Class discussion on cultural practices in Zimbabwe.
practices Magazines Conclusion. Oral review of the lesson.
CULTURAL -identify Identifyi Heritage ICT tools Assumed knowledge: Learners know stages of
Lesson HERITAGE : stages of ng Social Pictures human development. Introduction. Recap of the
3 Rites of passage human Displayi Studies Work Cards previous lesson.1. The facilitator gives focus of the
for boys and girls developmen ng Junior Resource lesson.
-Stages of human t from birth Explaini syllabus person 2. Learners identify stages of human development
development and to ng gr 3-7 Newspapers while the facilitator assists them.3. Learners in
rites associated adolescence Page 48 and groups discuss the rites of each stage of human
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with -Explain Magazines development while the facilitator guides them.

-Birth, -Infancy rites for 4. Learners give feedback from their groups while
- Adolescence each stage the facilitator assists them.5. Learners write an
CULTURAL During the Identifyi Heritage ICT tools Assumed knowledge: Learners know types of
HERITAGE : lesson ng Social Pictures courtship. Introduction. Recap of the previous
Courtship learners Displayi Studies Work Cards lesson.
-Roles of should be ng Junior Resource 1. The facilitator gives focus of the lesson. 2.
courtship in able to:- Explaini syllabus person Learners in groups discuss indigenous and modern
relation to -Explain the ng gr 3-7 Newspapers ways of courtship while the facilitator assists them.
marriage role of Page 48 and 3. Learners give feedback from their groups while
courtship in Magazines the facilitator assists them.4. Learners give
marriage. feedback from their groups while the facilitator
assists them.
5. Learners write an exercise in their books
individually. Conclusion. Oral review of the
lesson.
6 CULTURAL During the Identifyi Heritage ICT tools Assumed knowledge: Learners know types of
17/02/23 HERITAGE : lesson ng Social Pictures courtship. Introduction. Recap of the previous
Courtship learners Displayi Studies Work Cards lesson.
Lesson -Roles of should be ng Junior Resource 1. The facilitator gives focus of the lesson.2.
1 courtship in able to:- Explaini syllabus person Learners explain indigenous and modern ways of
relation to -Explain the ng gr 3-7 Newspapers courtship while the facilitator assists them.3.
marriage role of Page 48 and Learners in groups discuss on the role courtship in
courtship in Magazines marriages while the facilitator assists them.4.
marriage. Learners give feedback from their groups while the
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facilitator assists them.5. Learners write an exercise

in their books individually. Conclusion. Oral
review of the lesson.
CULTURAL Du Identifyi Heritage ICT tools Assumed knowledge: Learners have their friends.
Lesson HERITAGE : -Explain ng Social Pictures Introduction. Recap of the previous lesson.1. The
2 Courtship healthy boy- Displayi Studies Work Cards facilitator gives focus of the lesson.2. Learners in
-Establishing girl ng Junior Resource groups discuss on healthy boy-girl relationships
relationships relationship Explaini syllabus person while the facilitator assists them.3. Learners give
-Counselling and s ng gr 3-7 Newspapers feedback from their groups while the facilitator
Guidance Page 48 and assists them.4. Class discussion on group findings
Magazines while the facilitator guides learners.
Conclusion. Recap of concepts.
Lesson CULTURAL Identifyi Heritage ICT tools Assumed knowledge: Learners know marriage
3 HERITAGE : -Describe ng Social Pictures ceremonies in their communities.Introduction.
Indigenous indigenous Displayi Studies Work Cards Recap of the previous lesson.1. The facilitator gives
marriage customs and modern ng Junior Resource focus of the lesson.2. Learners describe marriage
-Ceremonies in marriage Explaini syllabus person ceremonies in their communities while the
our different practice ng gr 3-7 Newspapers facilitator guides them.3. Learners analyse types of
cultural group Page 48 and marriage ceremonies in Zimbabwe while the
Magazines facilitator guides them.4. Learners give feedback
from their groups while the facilitator guides
them.5. Class discussion on group findings while
the facilitator guides them.
Conclusion.Oral review of the lesson.
-Cultural the revision ng Studies questions previous lessons1 The facilitator recaps the
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Heritage test Describi Junior Work cards concepts taught during the week.2. Learners and the
-All concepts questions ng syllabus facilitator discuss on concepts taught during the
taught on the given gr 3-7 week.
these topics correctly. Page 48 3 Learners answer revision test questions in their
-Revision books individually.4Revision of written work and
exercise recap of concepts
Conclusion. Revision of work written
7 CULTURAL Identifyi Heritage ICT tools Assumed knowledge: Learners know types of
24/02/23 HERITAGE : -Describe ng Social Pictures marriage ceremonies in Zimbabwe.Introduction.
Indigenous indigenous Displayi Studies Work Cards Recap of the previous lesson.1. The facilitator gives
Lesson marriage customs and modern ng Junior Resource focus of the lesson.2. Learners discuss marriage
1 -Marriage marriage Explaini syllabus person ceremonies in their communities while the
ceremonies practice. ng gr 3-7 Newspapers facilitator guides them.3. Learners dramatize
Page 48 and marriage ceremonies in groups while the facilitator
Magazines guides them.4. Class discussion on group findings
while the facilitator guides them.Conclusion. Oral
CULTURAL Identifyi Heritage ICT tools Assumed knowledge: Learners know types of
Lesson HERITAGE : -Identify ng Social Pictures marriages in their communities.Introduction. Recap
2 Marriage: Civil types of Displayi Studies Work Cards of the previous lesson.1. The facilitator gives focus
and Customary marriages ng Junior Resource of the lesson.2. Learners in groups simulate and
-Customary Explaini syllabus person dramatize types of marriages while the facilitator
marriages ng gr 3-7 Newspapers guides them.3. Class discussion on types of
Page 48 and marriages while the facilitator assists them.
Magazines Conclusion. Oral review of the lesson.
CULTURAL Identifyi Heritage ICT tools Assumed knowledge: Learners know types of
Lesson HERITAGE : -Identify ng Social Pictures marriages in their communities.Introduction. Recap
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3 Marriage: Civil types of Displayi Studies Work Cards of the previous lesson.1. The facilitator gives focus
and Customary marriages ng Junior Resource of the lesson.2. Learners discuss on types of
-Civil marriages Explaini syllabus person marriages while the facilitator assists 3. Role
ng gr 3-7 Newspapers playing by learners on different types of marriages
Page 48 and while the facilitator guides them. Conclusion. Oral
Magazines review of the lesson.
Lesson CULTURAL -Explain the Identifyi Heritage ICT tools Assumed knowledge: Learners know types of
4 HERITAGE : significance ng Social Pictures marriages in their communities.Introduction. Recap
Marriage: Civil of marriage Displayi Studies Work Cards of the previous lesson.1. The facilitator gives focus
and Customary certificates. ng Junior Resource of the lesson.2. Learners identify types of marriages
-Advantages and Explaini syllabus person while the facilitator assists them.3. Learners in
Disadvantages of ng gr 3-7 Newspapers groups explain the advantages and disadvantages of
types of Page 48 and given types of marriages while the facilitator assists
marriages Magazines them.4. Learners give feedback from their groups
while the facilitator assists them.
8 NATIONAL -Identify the Identifyi Heritage ICT tools Assumed knowledge: Learners know how people
03/03/23 HISTORY: pre-colonial ng Social Pictures live long ago. Introduction. Recap of the previous
Sovereignty & states Displayi Studies Work Cards lesson.
Lesson Governance -describe ng Junior Resource 1. The facilitator gives focus of the lesson. 2.
1 The pre-Colonial the social, Explaini syllabus person Learners list pre-colonial states while the facilitator
Kingdoms Political and ng gr 3-7 Caves assists them. 3. Learners in groups discuss on the
-Pre- economic Page 49 Maps social, political and economic life of the people of
colonialstates: life of Great Hunting tools Great Zimbabwe state while the facilitator assists
-Great Zimbabwe Zimbabwe them. 4. Learners give feedback from their groups
State while the facilitator assists them. 5. Learners write
an exercise individually in their books Conclusion.
[Type here]
Oral review of the lesson.

Lesson NATIONAL -Identify the Identifyi Heritage ICT tools Assumed knowledge: Learners know pre-colonial
2 HISTORY: pre-colonial ng Social Pictures states. Introduction. Recap of the previous lesson.
Sovereignty & states Displayi Studies Work Cards 1. The facilitator gives focus of the lesson.2.
Governance -describe ng Junior Resource Learners list pre-colonial states while the facilitator
The pre-Colonial the social, Explaini syllabus person assists them.3. Learners in groups discuss on the
Kingdoms Political and ng gr 3-7 Caves social, political and economic life of the people of
-Pre-colonial economic Page 49 Maps Mutapa State while the facilitator assists them.
states: life of the Hunting tools 4. Learners give feedback from their groups while
-Mutapa State Mutapa the facilitator assists them.5. Learners write an
State exercise individually in their books
NATIONAL Identifyi Heritage ICT tools Assumed knowledge: Learners know pre-colonial
Lesson HISTORY: -describe ng Social Pictures states. Introduction. Recap of the previous lesson.
3 Sovereignty & the social, Displayi Studies Work Cards 1. The facilitator gives focus of the lesson. 2.
Governance Political and ng Junior Resource Learners list pre-colonial states while the facilitator
The pre-Colonial economic Explaini syllabus person assists them. 3. Learners in groups discuss on the
Kingdoms life of the ng gr 3-7 Caves social, political and economic life of the people of
-Pre-colonial Rozvi State. Page 49 Maps Rozvi State while the facilitator assists them. 4.
states: Hunting tools Learners give feedback from their groups while the
-Rozvi State facilitator assists them. 5. Learners write an
exercise individually in their books
NATIONAL Identifyi Heritage ICT tools Assumed knowledge: Learners know pre-colonial
Lesson HISTORY: -describe ng Social Pictures states. Introduction. Recap of the previous lesson.
4 Sovereignty & the social, Displayi Studies Work Cards 1. The facilitator gives focus of the lesson.2.
Governance Politicaland ng Junior Resource Learners list pre-colonial states while the facilitator
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The pre-Colonial economic Explaini syllabus person assists them.3. Learners in groups discuss on the
Kingdoms life of the ng gr 3-7 Caves social, political and economic life of the people of
-Pre-colonial Ndebele Page 49 Maps the Ndebele state while the facilitator assists them.
states: State Hunting tools 4. Learners give feedback from their groups while
-The Ndebele the facilitator assists them.5. Learners write an
State exercise individually in their books Conclusion.
Oral review of the lesson.
Revision test - answer at Naming Heritage Chalk board Assumed knowledge: Learners able to answer
TOPIC: least half of Explaini Social Revision test revision test questions Intro: Re-cape of the
-Identity: Family the revision ng Studies questions previous lessons1 The facilitator recaps the
history and local test Describi Junior Work cards concepts taught during the week.2. Learners and the
heritage questions ng syllabus facilitator discuss on concepts taught during the
-All concepts given gr 3-7 week.
taught on the correctly. Page 46 3 Learners answer revision test questions in their
these topics books individually.
-Revision 4Revision of written work and recap of concepts
exercise Conclusion. Revision of work written
9 NATIONAL -Describe Identifyi Heritage ICT tools Assumed knowledge: Learners know history of
10/03/23 HISTORY: and ng Social Pictures indigenous people and the Europeans. Introduction.
Sovereignty & Explain the Displayi Studies Work Card Recap of the previous lesson. 1. The facilitator
Lesson Governance first contact ng Junior Museums gives focus of the lesson. 2. Learners list early
1 Effects of first and effects Explaini syllabus Hunting tools missionaries, hunters, mineral prospers while the
Contact with of the first ng gr 3-7 facilitator assists them.3. Learners in groups discuss
Europeans contact Page 49 the lifestyle changes brought about the early contact
-Europeans:- between with the Europeans while the facilitator assists
-missionaries Europeans them.4. Learners give feedback from their groups
-hunters and while the facilitator assists them.5. Learners write
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-mineral Indigenous an exercise individually in their books

prospectors people. Conclusion. Oral review of the lesson.
NATIONAL -Describe Identifyi Heritage ICT tools Assumed knowledge: Learners know history of
Lesson HISTORY: and ng Social Pictures indigenous people and the Europeans.Introduction.
2 Sovereignty & Explain the Displayi Studies Work Card Recap of the previous lesson.1. The facilitator gives
Governance effects of ng Junior Museums focus of the lesson.2. Learners list early
Effects of first the first Explaini syllabus Hunting tools missionaries, hunters, mineral prospers while the
Contact with contact ng gr 3-7 facilitator assists them. 3. Learners in groups
Europeans between Page 49 discuss the effects of the first contact between
-Europeans:- Europeans Europeans and Indigenous people while the
-missionaries and facilitator assists them.
-hunters Indigenous 4. Learners give feedback from their groups while
-mineral people. the facilitator assists them.5. Learners write an
prospectors exercise individually in their books
NATIONAL During the Identifyi Heritage ICT tools Assumed knowledge: Learners know some of the
Lesson HISTORY: lesson ng Social Pictures laws in communities. Introduction. Recap of the
3 Sovereignty & learners Displayi Studies Work Card previous lesson. 1. The facilitator gives focus of the
Governance should be ng Junior Museums lesson.
Development of able to:- Explaini syllabus Hunting tools 2. Learners research the historical development of
Indigenous Laws -Outline the ng gr 3-7 laws while the facilitator guides them. 3. Learners
-Historical developmen Page 49 in groups discuss indigenous laws, community
development of t of court and activities at the chief’s court while the
laws: indigenous facilitator assists them. 4. Learners give feedback
-Indigenous laws laws from their groups while the facilitator assists them.
-Community 5. Learners write an exercise individually in their
court books Conclusion. Oral review of the lesson.
[Type here]
Lesson Revision test answer at Naming Heritage Chalk board Assumed knowledge: Learners able to answer
-National the revision ng Studies questions previous lessons1 The facilitator recaps the
history: test Describi Junior Work cards concepts taught during the week.2. Learners and the
sovereignty & questions ng syllabus facilitator discuss on concepts taught during the
governance given gr 3-7 week.
-All concepts correctly. Page 49 3 Learners answer revision test questions in their
taught on the books individually. 4Revision of written work and
these topic recap of conceptsConclusion. Revision of work
-Revision written
exercise
10 NATIONAL During the Identifyi Heritage ICT tools Assumed knowledge: Learners know some of the
17/03/23 HISTORY: lesson ng Social Pictures roles played by community leaders in their
Sovereignty & learners Displayi Studies Work Card communities. Introduction. Recap of the previous
Governance should be ng Junior Museums lesson.1. The facilitator gives focus of the lesson.2.
Lesson Roles of Village able to:- Explaini syllabus Hunting tools Learners and the facilitator discuss on roles of
1 Head, Headman, -Identify the ng gr 3-7 Constitution village head, headman, chiefs and Councillors.3.
Chief and role of Page 50 of Zimbabwe Learners in groups discuss roles of village head,
Councillor community Pamphlets headman, chiefs and Councillors giving
-Roles of: leaders at exampleswhile the facilitator assists them.4.
-Village heads, local level. Learners give feedback from their groups while the
headman, Chief facilitator assists them.5. Learners write an exercise
and Con individuall in their books Con Oral review of the
lesson.
Lesson NATIONAL -Identify the Identifyi Heritage ICT tools Assumed knowledge: Learners know some of the
2 HISTORY: roles of:- ng Social Pictures roles played by community leaders in their
Sovereignty & the Displayi Studies Work Card communities. Introduction. Recap of the previous
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Governance presiding ng Junior Museums lesson.1. The facilitator gives focus of the lesson.
Roles of Village over civil Explaini syllabus Hunting tools 2. Learners in groups identify roles of the presiding
Head, Headman, cases, ng gr 3-7 Constitution over civil cases, project initiators, implementers and
Chief and project Page 50 of Zimbabwe managers while the facilitator assists them. 4.
Councillor initiators, Pamphlets Learners give feedback from their groups while the
-Roles of the implementer facilitator assists them. 5. Role-playing on
community s and proceedings at the chief’s court while the facilitator
leaders managers guides learners.Con Oral review of the lesson.
NATIONAL -Identify Identifyi Heritage ICT tools Assumed knowledge: Learners know local
Lesson HISTORY: local ng Social Pictures authorities in their communities.Introduction.
3 Sovereignty & government Displayi Studies Work Card Recap of the previous lesson.1. The facilitator gives
Governance s ng Junior Museums focus of the lesson.2. Learners and the facilitator
Local -Explain the Explaini syllabus Hunting tools discuss on local authorities.3. Learners in groups
Government functions of ng gr 3-7 Constitution describe the functions of local government
-Types of local local Page 50 of Zimbabwe authorities while the facilitator assists them.4.
government units government. Pamphlets Learners give feedback from their groups while the
-Urban councils facilitator assists them.
-Rural councils 5. Learners write an exercise in their books
-Metropolitan individually.
provinces Conclusion. Oral review of the lesson.
4 TOPIC: least half of Explaini Social Revision test revision test questions intro: Re-cape of the
-National the revision ng Studies questions previous lessons1 The facilitator recaps the
history:Sovereign test Describi Junior Work cards concepts taught during the week.2. Learners and the
ty & Governance questions ng syllabus facilitator discuss on concepts taught during the
-All concepts given gr 3-7 whole week.
taught on the correctly. Page 45- 3 Learners answer revision test questions in their
[Type here]
these topics 46 books individually. 4Revision of written work and

-Revision recap of concepts Conclusion. Revision of work
exercise written
11 Revision test Answer at Naming Heritage Chalk board Assumed knowledge: Learners able to answer
24/03/23 TOPIC: least half of Explaini Social Revision test revision test questions Intro: Re-cape of the
Lesson -Identity the revision ng Studies questions previous lessons1 The facilitator recaps the
1 -Cultural test Describi Junior Work cards concepts taught during the term.2. Learners and the
Heritage questions ng syllabus facilitator discuss on concepts taught during the
-National Hist given gr 3-7 whole term.
-All concepts correctly. Page 42- 3 Learners answer revision test questions in their
taught on the 46 books individually. 4Revision of written work and
these topics recap of concepts
exercise
Revision test Answer at Naming Heritage Chalk board Assumed knowledge: Learners able to answer
Lesson TOPIC: least half of Explaini Social Revision test revision test questions Intro: Re-cape of the
2 -Identity the revision ng Studies questions previous lessons1 The facilitator recaps the
-Cultural test Describi Junior Work cards concepts taught during the term.2. Learners and the
-All concepts correctly. Pg 42-46 3 Learners answer revision test questions in their
taught on the books individually.
exercise
Revision test Answer at Naming Heritage Chalk board Assumed knowledge: Learners able to answer
[Type here]
these topics recap of concepts Conclusion. Revision of work
-Revision written
exercise
Lesson Revision test - Answer at Naming Heritage Chalk board Assumed knowledge: Learners able to answer
-Identity the revision ng Studies questions previous lessons1 The facilitator recaps the
-Revision written
exercise
12 Revision test - Answer at Naming Heritage Chalk board Assumed knowledge: Learners able to answer
29/03/23 TOPIC: least half of Explaini Social Revision test revision test questions Intro: Re-cape of the
Lesson -Cultural test Describi Junior Work cards concepts taught during the term.2. Learners and the
1 Heritage questions ng syllabus facilitator discuss on concepts taught during the
[Type here]
taught on the 46 books individually.

exercise
Lesson Revision test - Answer at Naming Heritage Chalk board Assumed knowledge: Learners able to answer
-Revision written
exercise
Revision test - Answer at Naming Heritage Chalk board Assumed knowledge: Learners able to answer
exercise
[Type here]
exercise
exercise
[Type here]
exercise
exercise
TOPIC: All topics least half of Explaini syllabus Revision test revision questions Intro: re-cape of the previous
taught during the the revision ng grade 3-7 questions lessonsStep 1 The facilitator recaps the concepts
term. test Describi taught during the week Step 2 Learners answer
-Revision test questions ng revision test questions in their books individually.
questions correctly Step 3 Revision of written work and recap of
given conceptsConclusion revision of work written
[Type here]
LEARNING AREA:
FAMILY RELIGION MORAL
EDUCATION
BROAD AIMS
By the end of the study leaners should be able;
• To promote the spiritual, religious and moral development of the learner
• To develop an appreciation of the value and dignity of hard work
• To increase an appreciation of Zimbabwe’s religious heritage
• To develop an appreciation of the existence of the supreme being as portrayed by various religions
TOPICS
FAMILY
RELIGION
[Type here]
Weekly aim: To foster an understanding of the importance of belonging to a family, religion and community in shaping acceptable character, behaviour and attitude.
1 FAMILY During the - Fareme -Pictures Assumed knowledge: learners know members of
13/01/2 CONCEPT OF lesson Identifyin Junior showing their family. Intro-Learners sing a song while
3 TH FAMILY learners g syllabus family mentioning family members.1. Learners list their
Family origin should be -Naming grade 3-7 members. families and members2. Learners in groups identify
Lesson -origin of the able to:- - (2015 - -work cards family members and the origin of their families while
1 family -state the explaining 2022) the facilitator assists them.3. Learners give feedback
origin of the Page 42 from their groups while the facilitator assists them.
family 4-Individual written work on family members.
Con Oral questions on the family members.
Lesson FAMILY During the - Fareme -Pictures Assumed knowledge: learners know members of
2 CONCEPT OF lesson Identifyin Junior showing their family. Intro-Recap of the previous lesson.
TH FAMILY learners g syllabus family 1. Learners list their families and members2.
Family types should be -Naming grade 3-7 members. Learners in groups list members of their families.3.
and able to:-list - (2015 - -work cards Learners give feedback from groups while the
relationships members of explaining 2022) facilitator assists them.4-Individual written work on
-Type of their families. Page 42 family members.
families Con Oral questions on the family members.
- Members of
the family
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FAMILY During the - Fareme -Pictures Assumed knowledge: learners know members of
CONCEPT OF lesson Identifyin Junior showing their family.
Lesson TH FAMILY learners g syllabus family Intro-Recap of the previous lesson.
3 Family types should be -Naming grade 3-7 members. 1. Learners list their families and members
and able to:- - (2015 - -work cards 2. The facilitator explains and demonstrates on types
relationships -state types explaining 2022) of family. 3. Learners identify types of family
-Type of of families Page 42 while the facilitator assists them. 4. Learners give
families feedback from groups while the facilitator assists
- Nuclear them.
family 5-Individual written work on family members.
-child headed Con Oral questions on the family members.
-one parent
Lesson FAMILY During the - Fareme -Pictures Assumed knowledge: learners know members of
4 CONCEPT OF lesson Identifyin Junior showing their family. Intro-Recap of the previous lesson.
TH FAMILY learners g syllabus family 1. Learners list members of their families.
Family types should be -Naming grade 3-7 members. 2. Learners in groups discuss the relationships within
and able to:- - (2015 - -work cards their families while the facilitator assists them.
relationships describe the explaining 2022) 3. Learners give feedback from groups while the
-Relationships relationships Page 42 facilitator assists them.
within the within their 4-Individual written work on family members.
families. families. Con Oral questions on the family members.
Weekly aim: To foster an understanding of the importance of belonging to a family, religion and community in shaping acceptablecharacter, behaviour and attitude.
2 FAMILY During the -Stating FAREM Resource Assumed knowledge: learners know their family
20/01/2 Concept of lesson - E person name
3 the family learners discussing Junior Magazines Intro: Learners play a game while mentioning family
-lineages and should be able - syllabus ICT tools names.1. The facilitator explains and demonstrates on
Lesson totems to:- explaining grade 3-7 Work cards the the concepts of lineage.2. Learners in groups
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1 - Lineage -define a Page 42 charts discuss lineage (their forefathers) in their families
lineage while the facilitator assists them.3. Learners give
feedback from their groups while the facilitator assists
them.
4. Individual written work
Con Revision of written work and recap of concepts
Lesson FAMILY During the -Stating FAREM Resource Assumed knowledge: learners know their family
2 Concept of lesson - E person name
the family learners discussing Junior Magazines Intro: Recap of the previous lesson 1. The facilitator
-lineages and should be able - syllabus ICT tools explains on ethnic groups (a group of people having
totems to:- explaining grade 3-7 Work cards common racial).2. Learners in groups identify and
- Ethic -identify ethic Page 42 charts discuss on their ethnic groups while the facilitator
groups in groups in their assists them.3. Learners give feedback from their
families families and groups while the facilitator assists them.4. Individual
communities written workCon Revision of written work and recap
of concepts
FAMILY During the -Stating FAREM Resource Assumed knowledge: learners know their family
Lesson Concept of lesson - E person name
3 the family learners discussing Junior Magazines Intro: Recap of the previous lesson.1. Learners
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totems to:- explaining grade 3-7 Work cards them.
- Totem -identify own Page 42 charts 2. Learners in groups discuss on their family totems
totems while the facilitator assists them.3. Learners give
them.4. Class discussion on group findings.
Con Learners answer oral questions from the
facilitator.
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FAMILY During the -Stating FAREM Resource

Assumed knowledge: learners know their family
Lesson Concept of lesson - E person
name
4 the family learners discussing Junior Magazines
Intro: Recap of the previous lesson.1. Learners
-lineages and should be able - syllabus ICT tools
identify their family totems while the facilitator assists
totems to:- explaining grade 3-7 Work cards
them.
- Totem -recite own Page 42 charts
2. Learners recite poems of their family totems while
totem the facilitator guides them.3. Learners take turns to
recite poems of their family totems 4. Class discussion
on family totems.Con Learners answer oral questions
from the facilitator.
Weekly aim: To foster an understanding of the importance of belonging to a family, religion and community in shaping acceptablecharacter, behaviour and attitude.
3 FAMILY During the Stating FAREM -magazines Assumed knowledge: learners belong to a religion
27/01/2 Family and lesson learners Explaining E -Learning Intro: class discussion on different types of religions.
3 religion should be able Discussing Junior charts 1. Learners identify methods of marrying they know.
Family Life to:- discussing syllabus -Resource 2. Learners in groups discuss on different methods of
Lesson and marriage -state ways of grade 3-7 person marrying while the facilitator assists them.
1 in religion marrying in Page 42 3. Learners give feedback from their groups while the
-ways of religion facilitator assists them.4.Learners write individual
marrying work on methods of marrying.
Con. Revision and recap of concepts
Lesson FAMILY During the Stating FAREM -magazines Assumed knowledge: learners belong to a religion
2 Family and lesson learners Explaining E -Learning Intro: class discussion on different types of religions.
religion should be able Discussing Junior charts 1. Learners identify methods of marrying they know.
Family Life to:- discussing syllabus -Resource 2. Learners in groups demonstrate a role play on
and marriage -identify ways grade 3-7 person different methods of marrying while the facilitator
in religion of marrying in Page 42 assists them.3. Role- playing by learners on ways of
-ways of religion marriage while the facilitator guides them.
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marrying 4.Class discussion on ways of marrying in religions

Con. Learners answer oral questions from the
facilitator.
FAMILY During the Stating FAREM -work cards Assumed knowledge: learners know their roles at
Lesson Family and lesson learners Explaining E -Learning school and at home.Intro: Recap of the previous
3 religion should be able Discussing Junior charts lesson
Family roles to:- discussing syllabus -Resource 1. Learners identify their roles at school and at home.
in the -identify grade 3-7 person 2. Learners in groups identify roles of family in the
community family roles in Page 43 community while the facilitator guides them.3.
-Family roles the community Learners give feedback from their groups while the
facilitator assists them.4.Class discussion group
findings.
facilitator.
Revision Ex Answer at least Explaining FAREM -work cards Assumed knowledge: learners are able to answer
Lesson Topics: half of the Describing E Flash cards revision test questions.Intro: Recap of concepts taught
4 Family revision test Identifyin Junior Charts during the week.1. Class discussion of concepts taught
-family and questions given g syllabus during the week.2. Learners write revision test in their
community correctly. grade 3-7 books individually.
-Revision test Page 43 3. Revision and recap of written work.
questions Con. Recap of concepts.
Weekly aim: To foster an understanding of the importance of belonging to a family, religion and community in shaping acceptable character, behaviour and attitude.
4 FAMILY During the Stating FAREM -work cards Assumed knowledge: learners know roles of family in
03/02/2 Family and lesson Explaining E -Learning the community.
3 community learners Discussing Junior charts Intro: Recap of the previous lesson
Family roles should be able discussing syllabus -Resource 1. Learners identify family roles in the community.
Lesson in the to:- grade 3-7 person 2. Learners in groups discuss on importance of roles of
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1 community -Explain why Page 43 family in the community while the facilitator guides
-Family roles it is important them.
-cooperatives to have family 3. Learners give feedback from their groups while the
-attending roles in the facilitator assists them.
funerals community. 4.Individual written work.
-attending Con. Learners answer oral questions from the
weddings facilitator.
FAMILY Stating FAREM -work cards Assumed knowledge: learners know their roles and
Lesson Family and -Explain how Explaining E -Learning roles of parents at home.Intro: Recap of the previous
2 community families Discussing Junior charts lesson1. Learners identify their roles and roles of
Family interact with discussing syllabus -Resource parents at home.2. Learners in groups discuss on how
interaction each other e.g. grade 3-7 person families depend on each other and list resources they
-Family child minding Page 43 can share while the facilitator assists them.3. Learners
interaction Emotional give feedback from their groups while the facilitator
such as – support assists them.4.Individual written work.
working Con. Revision of written work and recap of concepts.
together
-sharing
resources
FAMILY During the Stating FAREM -work cards Assumed knowledge: learners know ways of taking
lesson Family and lesson Explaining E -Learning care of their books and belongings. Intro: Recap of the
3 community learners Discussing Junior charts previous lesson1. Learners explain how they take care
Caring for should be able discussing syllabus -Resource of their belonging.2. Learners in groups identify and
the needy to:- grade 3-7 person explain ways of caring for the needy in the community
-ways of -state ways of Page 43 while the facilitator assists them.3. Learners give
caring for caring for the feedback from their groups while the facilitator assists
the needy needy in the them.4.Class discussion on group findings
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-Home based community. Con. Learners answer oral questions from the
care facilitator.
Lesson FAMILY During the Explaining FAREM work cards Assumed knowledge: learners know needy people.
4 FAMILY lesson Describing E -sentence Intro: -learners sing a song
AND learners discussing Junior strips ( ndinodakufanananaThabita)
COMMUNI should be able syllabus -learning 1. Learners state some ways of helping the needy.
TY to:- -explain grade 3-7 charts 2. Learners in groups explain some ways of helping
Caring for ways of Page 43 -pictures the needy.
the needy helping the showing 3. Learners give feedback from their groups while the
-The needy needy people who facilitator assists them.
such as: -answer need help 4. Individual written work on the ways of helping the
-Orphans questions needy.
and correctly Con-Question and answers on the work done while the
vulnerable facilitator is assisting the learners where possible.
children
-The aged
The
handicapped
Weekly aim: To promote the spiritual, religious and moral development of the learners.
5 Social and During the Explaining FAREM Work cards Assumed knowledge: learners have neighbours.
10/02/2 emotional lesson Describing E -Sentence Intro: -recap of the previous lesson.1. Learners name
3 learning learners Discussing Junior strips their neighbours at home.2. In groups learners discuss
Social should be Identifyin syllabus Learning importance of neighbours while the facilitator assists
Lesson awareness able to:- - g grade 3-7 charts them.3. Learners give feedback from their groups
1 Neighbours identify Page 44 -Pictures while the facilitator assists them.4. Individual written
neighbours work on the importance of neighbours.
Con. Revision of written and recap of concepts.
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Social and explain the Explaining FAREM Work cards Assumed knowledge: learners know importance of
Lesson emotional importance Describing E -Sentence neighbours.Intro: -Recap of the previous lesson.
2 learning of Discussing Junior strips 1. Learners name their neighbours at home.2. In
Social socialisation Identifyin syllabus Learning groups learners identify ways of socialising in the
awareness within the g grade 3-7 charts community and discuss on the importance of
-Socialisation communities. Page 44 -Pictures socialisation while the facilitator assists them. 3.
within the Learners give feedback from their groups while the
communities facilitator assists them.
facilitator.
Social and During the Explaining FAREM Work cards Assumed knowledge: Learners know difference
Lesson emotional lesson Describing E -Sentence between them and their friends.Intro: -Recap of the
3 learning learners Discussing Junior strips previous lesson. 1. Learners identify differences
Empathy and should be Identifyin syllabus Learning between them and their friends.2. In groups learners
appreciation able to:- - g grade 3-7 charts identify difference in people while the facilitator
for diversity Identify Page 44 -Pictures assists them. 3. Learners give feedback from their
-Diversity in diversity in groups while the facilitator assists them.4. Individual
human beings human written on diversity in human beings. Con. Revision of
beings written work and recap of concepts.
Lesson Social and During the Explaining FAREM Work cards Assumed knowledge: Learners can identify deference
4 emotional lesson Describing E -Sentence between them and their friends.Intro: -Recap of the
learning learners Discussing Junior strips previous lesson. 1. Learners identify differences in
Empathy and should be Identifyin syllabus Learning people.2. In groups learners discuss on importance of
appreciation able to:- - g grade 3-7 charts tolerance while the facilitator assists them.
for diversity Justify the Page 44 -Pictures 3. Learners give feedback from their groups while the
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-Tolerance need to facilitator assists them.4. Class discussion on group

appreciate findings.Con. Learners answer oral questions from the
diversity. facilitator.
Weekly aim: To promote the spiritual, religious and moral development of the learners.
6 RELIGION During the Identifyin a learning Assumed knowledge: learners know some of the
17/02/2 The concept of lesson g FAREM chart religions in their communities.Intro: Question and
3 religion learners Justifying E -Work cards answers on the different religions from their
-Religion in should be Explaining Junior -learning communities. 1. Facilitator probes the learners to
Lesson the country able to:- - Describing syllabus charts explain ways of worship of different religions.
-Religion in -List major discussing grade 3-7 -sentence 2. Learners in groups identify religions in Zimbabwe
1 Zimbabwe – religions in Page 45 strips while the facilitator assists them.3. Learners give
Indigenous Zimbabwe feedback from their groups while the facilitator assists
religion them.-4. Individual written work.
-Christianity Con-the facilitator sums up being emphasising on the
-Judaism main points of the lesson.
Lesson RELIGION During the Identifyin a learning Assumed knowledge: learners know their religions
2 The concept of lesson g FAREM chart Intro: Question and answers on their religions 1.
religion learners Justifying E -Work cards Learners identify their religions while the facilitator
-Religion in should be Explaining Junior -learning guides them.2. Learners in groups identify and
the country able to:- - Describing syllabus charts describe advantages of belonging to a religion while
-Religion in -State the discussing grade 3-7 -sentence the facilitator guides them.3. Learners give feedback
Zimbabwe advantages Page 45 strips from their groups while the facilitator assists them.-
of belonging 4. Individual written work.Con-the facilitator sums up
to a religion. being emphasising on the main points of the lesson.
RELIGION During the Identifyin a learning Assumed knowledge: learners know different religions
Lesson Indigenous lesson g FAREM chart from their locality.
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3 Religion learners Justifying E -Work cards

Intro: watching videos of the indigenous believers.
-National should be Explaining Junior -learning
1. Outlining the historical background of the religion.
ancestors – able to:- - Describing syllabus charts
2. In groups learners identify national ancestors while
National -Name discussing grade 3-7 -sentence
the facilitator guides them.
ancestors such national Page 46 strips
3.Learners give feedback from their groups while the
as chaminuka, ancestors Resource
Mufemberi, person
4. Individual written exercise.
Thobela etc. Con: oral review of the lesson.
Lesson RELIGION -State the Identifyin a learning Assumed knowledge: learners can list national
4 Indigenous various roles g FAREM chart ancestors.
Religion played by the Justifying E -Work cards Intro: Recap of the previous lesson.
-National national Explaining Junior -learning 1. Learners identify national ancestors in Zimbabwe.
ancestors ancestors in Describing syllabus charts 2. In groups learners identify roles played by the
-Roles played the liberation discussing grade 3-7 -sentence national ancestors during the the first and second wars
by National of Page 46 strips of liberation while the facilitator assists them.
ancestors in theZimbabwe. Resource 3.Learners give feedback from their groups while the
liberation person facilitator assists them.
struggle 4. Individual written exercise.
Con: oral review of the lesson.
Weekly aim: To develop an appreciation of the existence of the Supreme Being as portrayed by various religion.
7 RELIGION During the Identifyin a learning Assumed knowledge: learners know of the religious
24/02/2 Indigenous lesson g FAREM chart ceremonies.Intro: Recap of the previous lesson.
3 Religion learners Justifying E -Work cards 1.Learners name religious ceremonies they know.
Lesson -Religious should be Explaining Junior -learning 2. The facilitator explains on religious
1 ceremonies/ able to:- - Describing syllabus charts ceremonies/festivals 3. In groups learners discuss on
festivals in -Name discussing grade 3-7 -sentence difference between given religious
families religious Page 46 strips ceremonies/festivals while the facilitator assists them.
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- Religious ceremonies/f Resource 4.Learners give feedback from their groups while the
ceremonial estivals done person facilitator assists them.5. Individual written exercise.
festivals in families Con: oral review of the lesson.
Lesson RELIGION - Identifyin a learning Assumed knowledge: learners know of the religious
2 Indigenous -Describe the g FAREM chart ceremonies.Intro: Recap of the previous lesson.
Religion process Justifying E -Work cards 1. Learners name religious ceremonies they know.
-Religious involved in Explaining Junior -learning 2. In groups learners discuss on process involved in
ceremonies/ conducting Describing syllabus charts conducting family ceremonies/festivals while the
festivals in family discussing grade 3-7 -sentence facilitator assists them.3.Learners give feedback from
families ceremonials/f Page 46 strips their groups while the facilitator assists them.
- Religious estivals Resource 4. Class discussion on group findings
ceremonies person Con: Oral review of the lesson.
RELIGION During the Identifyin a learning Assumed knowledge: learners know ceremonial
Lesson Indigenous lesson g FAREM chart artefacts.
3 Religion learners Justifying E -Work cards Intro: Recap of the previous lesson.
-Religious should be Explaining Junior -learning 1. Learners list ceremonial artefacts they know.
ceremonies/ able to:- - Describing syllabus charts 2. The facilitator explains on ceremonial artefacts.
festivals in -List discussing grade 3-7 -sentence 2. In groups learners list different ceremonial artefacts
families religious Page 46 strips while the facilitator assists them.
-artefacts such ceremonial Resource 3.Learners give feedback from their groups while the
as – wooden artefacts person facilitator assists them.
plate, snuff 4. Individual written work.
container etc. Con: Oral review of the lesson.
Revision Ex Explaining FAREM -work cards Assumed knowledge: learners are able to answer
Lesson Topics: Answer at Describing E Flash cards revision test questions.
4 Religion least half of Identifyin Junior Charts Intro: Recap of concepts taught during the week.
Indigenous the revision g syllabus 1. Class discussion of concepts taught during the week.
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religion test questions grade 3-7 2. Learners write revision test in their books
-Revision test given Page 46 individually.
questions correctly. 3. Revision and recap of written work.
Con. Recap of concepts.
Weekly aim: To develop an appreciation of the existence of the Supreme Being as portrayed by various religion
8 RELIGION During the Identifyin a learning Assumed knowledge: learners know ceremonial
03/03/2 Indigenous lesson g FAREM chart artefacts.
-Religious should be Explaining Junior -learning 1. Learners list ceremonial artefacts they know.
Lesson ceremonies/ able to:- - Describing syllabus charts 2. Learners explain functions of artefacts while the
1 festivals in -State the discussing grade 3-7 -sentence facilitator assists them.3. Learners in groups name and
families items of Page 46 strips describe different clothes for rituals while the
-attire of ritual Resource facilitator assists them.4.Learners give feedback from
practitioners clothing person their groups while the facilitator assists them.
ceremonial worn by 5. Individual written work.
clothes practitioners Con: Oral review of the lesson.
RELIGION During the Identifyin a learning Assumed knowledge: learners know their totems.
Lesson Indigenous lesson g FAREM chart Intro: Recap of the previous lesson.1. The facilitator
2 Religion learners Justifying E -Work cards explains on roles of lineage and totems 2. Learners in
-Role of should be Explaining Junior -learning groups research on roles of line age and totems3.
lineage and able to:- - Describing syllabus charts Learners in groups discuss on roles of lineage and
totems -Explain the discussing grade 3-7 -sentence totems while the facilitator assists them.
-Lineages and role of Page 46 strips 4.Learners give feedback from their groups while the
totems lineage and Resource facilitator assists them.
totems person Con: Oral review of the lesson.
RELIGION During the Identifyin a learning Assumed knowledge: learners know some of the
Lesson Indigenous lesson g FAREM chart ceremonial artefacts.Intro: Recap of the previous
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3 Religion learners Justifying E -Work cards lesson.1. Learners name ceremonial artefacts they
-Artefacts and should be Explaining Junior -learning know. 2. The facilitator explains on ceremonial
attire able to:- - Describing syllabus charts artefacts and attire.
-Ceremonial -Describe discussing grade 3-7 -sentence 3. Learners in groups discuss on ceremonial artefacts
artefacts and ceremonial Page 47 strips and attire while the facilitator assists them.
attire such as- attire and Resource 4.Learners give feedback from their groups while the
head gear, artefacts person facilitator assists them.
whisk, gourd, 5. Class discussion on group findings
walking stick Con: Learners answer oral questions from the
et facilitator
Lesson RELIGION During the Identifyin a learning Assumed knowledge: learners know some of the
4 Indigenous lesson g FAREM chart ceremonial artefacts.
Religion learners Justifying E -Work cards Intro: Recap of the previous lesson.
-Artefacts and should be Explaining Junior -learning 1. Learners describe ceremonial attire and artefacts
attire able to:- - Describing syllabus charts shown on pictures while the facilitator assists them.
-Ceremonial -Draw discussing grade 3-7 -sentence 2. Learners draw ceremonial attire and artefacts while
attire and various Page 47 strips the facilitator guides them.
artefacts such ceremonial Resource 3. Learners in groups construct artefacts while the
as- head gear, attire and person facilitator assists them.
whisk, gourd, artefacts -real 4.Learners display their illustrations and their artefacts.
walking stick artefacts Con: Oral review of the lesson.
et
9 RELIGION During the Identifyin a learning Assumed knowledge: learners know some of
10/03/2 Indigenous lesson g FAREM chart religious practitioners
-Religious should be Explaining Junior -learning 1. Learners name religious practitioners they know
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Lesson practitioners able to:- - Describing syllabus charts while the facilitator assists them.
1 -Religious -identify discussing grade 3-7 -sentence 2. Learners in groups identify religious practitioners
practitioners:- religious Page 47 strips while the facilitator assists them.
spirit practitioners Resource 3.Learners give feedback from their groups while the
mediums, person facilitator assists them.
traditional -real objects 4. Individual written work.
healers -Pictures Con: Oral review of the lesson.
Lesson RELIGION During the Identifyin a learning Assumed knowledge: learners know some of
2 Indigenous lesson g FAREM chart religious practitionersIntro: Recap of the previous
Religion learners Justifying E -Work cards lesson.
-Religious should be Explaining Junior -learning 1. Learners identify religious practitioners while the
practitioners able to:- - Describing syllabus charts facilitator assists them.
-Religious -describe discussing grade 3-7 -sentence 2. Learners in groups discuss on work of religious
practitioners:- religious Page 47 strips practitioners and their attire while the facilitator
spirit practitioners Resource assists them.
mediums, person 3.Learners give feedback from their groups while the
traditional -real objects facilitator assists them.
healers -Pictures 4. Class discussion on group findings
Con: Oral review of the lesson.
RELIGION During the Identifyin a learning Assumed knowledge: learners know the aspect of
Lesson Indigenous lesson g FAREM chart unhu.
-Key teaching should be Explaining Junior -learning 1. The facilitator explains on the core values of
-Concept of able to:- - Describing syllabus charts Unhu/Ubuntu/Vumunhu.
unhu/Ubuntu/ -Make key discussing grade 3-7 -sentence 2. Learners recite core values of
vumunhu teaching Page 47 strips Unhu/Ubuntu/Vumunhu.
- I am because Resource 3. Learners in groups discuss the meaning of core
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you are person

values of Unhu/Ubuntu/Vumunhu while the
4.Learners give feedback from their groups while the
RELIGION During the Identifyin a learning Assumed knowledge: learners know the aspect of
Lesson Indigenous lesson g FAREM chart Unhu.
-Key teaching should be Explaining Junior -learning 1. The facilitator explains on the aspect of living in
-Concept of:- able to:- - Describing syllabus charts oneness and ancestor reverence.
-Revering -Explain the discussing grade 3-7 -sentence 2. Learners in groups discuss the importance of living
ancestors concept of Page 47 strips in oneness and revering ancestors while the facilitator
-oneness with revering Resource assists them.
nature and ancestors. person 4.Learners give feedback from their groups while the
wildlife facilitator assists them.
5. Individual written
10 RELIGION During the Identifyin a learning Assumed knowledge: learners know values of the
17/03/2 Indigenous lesson g FAREM chart environment
-Indigenous should be Explaining Junior -learning 1. The facilitator explains on indigenous values that
Lesson Religion and able to:- - Describing syllabus charts relate to the environment( Revering sacred places)
1 the -describe discussing grade 3-7 -sentence 2. Learners in groups explain ways in which
environment values that Page 47 strips sacredness of the environment is reflected while the
-Reverence relate to the Resource facilitator assists them.
-Sacred environment person 3.Learners give feedback from their groups while the
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places facilitator assists them.

-Domestic 4. Class discussion on group findings
firewood Con: Recap of concepts
Lesson RELIGION During the Identifyin FAREM a learning Assumed knowledge: learners know some of the
2 Indigenous lesson g E chart environment taboos Intro: Recap of the previous
Religion learners Justifying Junior -Work cards lesson.1.Learners identify environmental taboos
-Penalties should be Explaining syllabus -learning while the facilitator guides them.2. Learners in
-Fined by able to:- - Describing grade 3-7 charts groups identify penalties for disrespecting the
Chief -State discussing Page 47 -sentence environment while the facilitator assists them.
-Mystical penalties for strips 3.Learners give feedback from their groups while the
disappearance disrespecting Resource facilitator assists them.
-Taken by the person 4. Individual written work.
mermaid environment. Con: Recap of concepts
Lesson RELIGION -define the Defining FAREM Resource Assumed knowledge: learners know some of the
3 Indigenous term taboo Stating E person unwanted behaviour
religion -state some Explaining Junior Text books Intro: Facilitator tells a short story on taboos.
Taboos common syllabus ICT tools 1. Learners list some common taboos.
-Importance taboos in grade 3-7 Pictures 2. In groups learners explain taboos and stating the
of taboos indigenous Page 32 importance of taboos.
religion 3. Learners provide feedback
4. Individual written work.
Con: revision of the written work.
Lesson RELIGION During the Defining FAREM Resource Assumed knowledge: learners know some of the
4 Indigenous lesson Stating E person unwanted behaviour
religion learners Explaining Junior Text books Intro: recap of the previous lesson.
Taboos should be syllabus ICT tools 1. Learners list some common taboos.
-Importance able to:- grade 3-7 Pictures. 2. In groups learners explain taboos and stating the
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of taboos -explain the Page 32 importance of taboos.

importance of 3. Learners provide feedback
taboos 4. Individual written work.
Con: revision of the written work.
11 Revision Ex Explaining FAREM -work cards Assumed knowledge: learners are able to answer
24/03/2 Topics: Answer at Describing E Flash cards revision test questions.
3 1. Family least half of Identifyin Junior Charts Intro: Recap of concepts taught during the term.
Lesson 2. Religion the revision g syllabus 1. Class discussion of concepts taught during the
1 Concept: All test grade 3-7 week.
concepts taught questions Page 42 - 2. Learners write revision test in their books
during the term. given 46 individually.
-Revision test correctly. 3. Revision and recap of written work.
questions Con. Revision of written and recap of concepts
Lesson Revision Ex Explaining FAREM -work cards Assumed knowledge: learners are able to answer
2 Topics: Answer at Describing E Flash cards revision test questions.
1. Family least half of Identifyin Junior Charts Intro: Recap of concepts taught during the term.
2. Religion the revision g syllabus 1. Class discussion of concepts taught during the
Concept: All test grade 3-7 week.
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12 Revision Ex Explaining FAREM -work cards Assumed knowledge: learners are able to answer
293/03/ Topics: Answer at Describing E Flash cards revision test questions.
23 1. Family least half of Identifyin Junior Charts Intro: Recap of concepts taught during the term.
Lesson Concept: All test grade 3-7 week.
1 concepts taught questions Page 42 - 2. Learners write revision test in their books
Lesson Revision Ex - Explaining FAREM -work cards Assumed knowledge: learners are able to answer
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Topics: Answer at Describing E Flash cards revision test questions.
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Topics: Answer at Describing E Flash cards revision test questions.
Revision Ex Answer at Explaining FAREM -work cards Assumed knowledge: learners are able to answer
Topics: least half of Describing E Flash cards revision test questions.
1. Family the revision Identifyin Junior Charts Intro: Recap of concepts taught during the term.
2. Religion test g syllabus 1. Class discussion of concepts taught during the
Concept: All questions grade 3-7 week.
concepts taught given Page 42 - 2. Learners write revision test in their books
during the term. correctly. 46 individually.
-Revision test 3. Revision and recap of written work.
TOPIC: All least half of Explaining syllabus Revision revision questions Intro: re-cape of the previous
topics taught the revision Describing grade 3-7 test lessonsStep 1 The facilitator recaps the concepts
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during the term. test questions taught during the week Step 2 Learners answer
-Revision test questions revision test questions in their books individually.
JUNIOR SCHOOL: AGRICULTURE

TOPICS TO BE COVERED
1. Introduction to Agriculture
2. Climate and Land use
3. Water
4. Soil
AIM
Learners should be able to:
1. Appreciate the importance of Agriculture to the individual, family, community and country
2. Relate the importance of Agriculture to socio economic development of the family, community and country
3. Apply agricultural principles to improve their livelihoods
4. Choose appropriate equipment materials and methods for a specific process and use them safe
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CROSS CUTTING THEMES

Safety
Health issues
Food security
Technology
Environmental issues
Disaster risk management
Financial literacy
Heritage
SOURCES
Agriculture junior syllabus grade 3-7
1 INTRODUCTI During the Identifyin Agricult ICT Tools Assumed knowledge: learners have practiced
13/01/2 ON lesson g ure recommend agriculture at homeIntro: Learners say agricultural
3 TO learners Listing Junior ed text activities they know1. Learnersin groups list
Lesson AGRICULTU should be Explaining syllabus books agricultural activities at home while the facilitator
1 RE able:- grade 3-7 assists them.2. Learners give feedback from their
Importance of -identify the Page 27 groups while the facilitator assists them.
agriculture importance of 3. Learners state the importance of agriculture in
-importance of agriculture in the community and in the world while the
Agriculture in the community facilitator assists them4. Individual written
the community and in the work.Con: Revision of written work and recap of
and the country country. concepts
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INTRODUCTI During the Identifyin Agricult local Assumed knowledge: Learners have practiced
Lesson ON lesson g ure environmen agriculture at homeIntro: Re-cape of the previous
2 TO learners Listing Junior t lesson1. In groups learners list the importance of
AGRICULTU should be able Explaining syllabus ICT Tools agriculture at home while the facilitator assists
RE to:- -list the grade 3-7 Print media them. 2. Learners give feedback from their groups
Importance of importance of Page 27 Farm tools while the facilitator assists them. 3.Learners state
agriculture agriculture in the importance of agriculture a country level. 4.
-Importance of country. Class discussion on the importance of agriculture
agriculture in on the importance of agriculture to the country
the country while the facilitator assists them.Con:answer
questions orally
INTRODUCTI During the Identifyin Agricult local Assumed knowledge: Learners have practiced
Lesson ON TO lesson g ure environmen agriculture at homeIntro: Re-cape of the previous
3 AGRICULTU learners Listing Junior t lesson1. In turns learners explain the importance of
RE should be able Explaining syllabus ICT Tools agriculture in the community2.Learners state the
Importance of to:- grade 3-7 Print media importance of agriculture in the community while
agriculture -explain the Page 27 Farm tools the facilitator assists them.3. Learners answer
-importance of importance of questions in their books individually.
agriculture in agriculture in Con: Revision of written and recap of concepts.
the community the community
Lesson Revision Ex During the Explaining Agricult -work cards Assumed knowledge: learners are able to answer
4 Topics: lesson Describing ure Flash cards revision test questions.
1. Introduc learners Identifyin Junior Charts Intro: Recap of concepts taught during the term.
tion to should be able g syllabus 1. Class discussion of concepts taught during the
Agriculture to:- grade 3-7 week.
Concept: All
Answer at least Page 27 2. Learners write revision test in their books
concepts taught
half of the individually.
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during the revision test 3. Revision and recap of written work.

week. questions Con. Revision of written and recap of concepts
-Revision test given
questions correctly.
2 Introduction to During the Identifyin Agricult local Assumed knowledge: learners know some farm
20/01/2 Agriculture lesson g ure environmen tools from homeIntro: Learners name the
3 And Basic learners Listing Junior t agriculture tools they know.1. Learners say the use
Lesson Farm Tools should be able Explaining syllabus ICT Tools of the tools identified with the guidance of the
1 Farm tools to:- - list farm grade 3-7 Print media fc2.Learners in groups classify tools according to
-Classify farm tools they Page 27 their use while the facilitator assists them. 3.
tools according know Learners give feedback from their group findings
to their uses. while the facilitator assists them. 4. Individual
written work
Con:answer oral questions:
Lesson Introduction to During the Designing Agricult local Assumed knowledge: learners have used or seen
2 agriculture lesson Identifyin ure environmen farm toolsIntro -recap of previous lesson
And basic farm learners g Junior t 1 Learners name farm tools they know
tools should be able Listing syllabus ICT Tools 2 Learners draw farm tool while the facilitator
-Farm tools to:- Sketch Explaining grade 3-7 Print media assists them.
Use of farm farm tools Page 27 3 Learners display their sketch of farms tools.
tools and their - draw farm Con: Learners answer oral questions from the
parts tools facilitator on uses and classification of farm tools.
Lesson Introduction to During the Identifyin Agricult local Assumed knowledge: learners know some farm
3 agriculture lesson g ure environmen tools from homeIntro:learners identify and name
and basic farm learners Listing Junior t farm tools from the school’s farming equipment1.
tools should be able Explaining syllabus ICT Tools The facilitator explains and demonstrates on
-farm tools to:- grade 3-7 Print media designing inventory of farm tools 2. Learners in
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Keeping of Design Page 27 Farm tools groups design inventory of farm tools while the
farm tools inventory of facilitator assists them.3. Learners give feedback
farm tools from their groups while the facilitator assists
them.4. Class discussion on designing and keeping
of inventory of farm tools. Con: answer oral
questions
Lesson Introduction to During the Identifyin Agricult local Assumed knowledge: learners have used or seen
4 agriculture lesson g ure environmen farm toolsIntro: re-cape the previous lesson
and basic farm learners Listing Junior t Introduction -review of the previous lesson1
tools should be able Explaining syllabus ICT Tools Learners name farm tools they know2 Field trip on
-Farm tools to:- grade 3-7 Print media usage and demonstration of farm tools 3 Group
-Use of farm -use farm tools Page 27 work to pupils to identify tools at home and their
tools correctly uses 4 Learners report back from groups while the
facilitator assists them.5-Individual written work
Conclusion revise work written
3 Introduction to During the Relating Agricult local Assumed knowledge: learners know types of
27/01/2 agriculture lesson Identifyin ure environmen fertilisers they use at homeIntro. Learners identify
3 and basic farm learners g Junior t types of fertilisers they use at home.Step 1 The
Lesson tools should be able Listing syllabus ICT Tools facilitator explains on types of fertilisers Step 2
1 -Farm tools to:- Explaining grade 3-7 Print media Learners name different types of organic and
-Types of Page 27 inorganic fertilisers while the facilitator assists
fertilizers: - -State different them.
Organic and types fertilisers Step 3 Learners collect samples of organic and
inorganic inorganic fertilisers while the facilitator guides
them.Step 4 Class discussion on types of fertilisers
Con. Learnersanswer oral questions
Introduction to During the Relating Agricult local Assumed knowledge: learners know types of
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Lesson agriculture lesson Identifyin ure environmen fertilisers they use at home
2 and basic farm learners g Junior t Intro. Learners identify types of fertilisers they use
tools should be able Listing syllabus ICT Tools at home.1 The facilitator explains on the
-Farm tools to:- Explaining grade 3-7 Print media advantages and disadvantages of types of
-Types of Page 27 fertilisers. 2 Learners in groups identify
fertilizers: - -State the advantages and disadvantages of using organic
-Advantage and advantages and fertilisers while the facilitator assists them.
disadvantages disadvantages 3 Learners give feedback from their groups while
of organic of organic the facilitator assists them.
fertilisers fertilisers. 4 Individual written work in their books
Con.Learnersanswer oral questions
Introduction to Relating Agricult local Assumed knowledge: learners know types of
Lesson agriculture -State different Identifyin ure environmen fertilisers they use at homeIntro. Learners identify
3 and basic farm types fertilisers g Junior t types of fertilisers they use at home.1 Learners
tools -advantages Listing syllabus ICT Tools identify different types of fertilisers. 2 Learners
-Farm tools and Explaining grade 3-7 Print media identify advantages and disadvantages of organic
-Types of disadvantages Page 27 and inorganic fertilisers while the facilitator assists
fertilizers: - of organic and them.3 Learners give feedback from their groups
Organic and inorganic while the facilitator assists them.
inorganic fertilisers 4 Individual written works in their books.
fertilisers Con.Learnersanswer oral questions
4 Topics: lesson Describing ure Flash cards revision test questions.Intro: Recap of concepts
Intro to Agric learners Identifyin Junior Charts taught during the term.1. Class discussion of
Concept: - should be able g syllabus concepts taught during the week.2. Learners write
Importance of to:- grade 3-7 revision test in their books individually.3. Revision
agriculture Answer at least Page 27 and recap of written work.
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-farm tools half of the Con. Revision of written and recap of concepts
-Revision test revision test
questions questions
given
correctly.
4 Introduction to During the Relating Agricult local Assumed knowledge: learners know different
03/02/2 agriculture lesson Identifyin ure environmen types of farm toolsIntro. Learners identify farm
3 and basic farm learners g Junior t tools they know.1 The facilitator explains and
Lesson tools should be able Listing syllabus ICT Tools demonstrates the safe use of farm tools and
1 -Safety in to:- Explaining grade 3-7 Print media implements.2 Learners in groups discuss the safe
Agriculture Page 27 Farm tools use of farm tools and implements while the
-Safe use of -Explain the Farm facilitator assists them.
farm tools and safe use of implements 3 Learners give feedback from their groups while
implements farm tools and the facilitator assists them.4 Learners demonstrate
implements the safe use of farm tools and implements.
Con.Learnersanswer oral questions
Lesson Introduction to During the Relating Agricult local Assumed knowledge: learners know different
2 agriculture lesson Identifyin ure environmen types of farm toolsIntro. Recap of the previous
and basic farm learners g Junior t lesson 1Learners identify different farm tools.2
tools should be able Listing syllabus ICT Tools Learners in groups classify farm tools and explain
-Safety in to:- Explaining grade 3-7 Print media the safe use of them while the facilitator assists
Agriculture Page 27 Farm tools them.3 Learners give feedback from their groups
-Safe use of -Use farm Farm while the facilitator assists them.4 Learners write
farm tools and tools safely. implements an exercise in their books individually.Con.
implements Revision and recap of concepts
Lesson Climate and During the Naming Agricult local Assumed knowledgelearners know weather
3 land use lesson Identifyin ure environmen elementsIntro– Learners sing a song (mvura naya-
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climate learners g Junior t naya tidye mupunga)1 Learners name weather

Climate should be able Listing syllabus ICT Tools elements they know while the facilitator guides
-Weather to:- Explaining grade 3-7 Print media them.2 The facilitator explains on the concepts of
Define weather Page 28 weather 3 Learners in groups define weather and
identify weather elements while the facilitator
assists them.4Learners give feedback from their
groups while the facilitator assists them.5
Individual written work Con -answering questions
orally
4 land use lesson Identifyin ure environmen elementsIntro– Recap of the previous lesson.
climate learners g Junior t 1 Learners define the term weather while the
Climate should be able Listing syllabus ICT Tools facilitator assists them.2 Learners in groups
-Weather to:- Explaining grade 3-7 Print media identify elements of weather and discuss their
-Elements of Identify Page 28 effects of on agricultural activities.3 Learners give
weather elements of feedback from their groups while the facilitator
weather assists them.
4 Individual written work Con –Revision and
recap of concepts
5 Climate and During the Naming Agricult local Assumed knowledgelearners know weather
10/02/2 land use lesson Identifyin ure environmen elementsIntro– Recap of the previous lesson.
3 climate learners g Junior t 1 Learners name weather elements while the
Lesson Climate should be able Listing syllabus ICT Tools facilitator assists them.2 Learners in groups
1 -Weather to:- Explaining grade 3-7 Print media discuss on the influence of elements of weather on
-Effects of Identify effects Page 28 agricultural production while the facilitator assists
weather of elements of them.3 Learners give feedback from their groups
elements on weather on while the facilitator assists them.4 Class discussion
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agricultural agricultural on group findings.Con –Learners answer oral

production. production questions from the facilitator.
2 land use lesson Identifyin ure environmen elementsIntro– Recap of the previous lesson.
climate learners g Junior t 1 Learners identify weather elements.2 Learners
Climate should be able Listing syllabus ICT Tools in groups identify elements of weather and discuss
-Influence of to:- Explaining g grade3- Print media the influence of weather on agricultural activities
weather on Explain the 7 while the facilitator assists them.3 Learners give
agriculture influence of Page 28 feedback from their groups while the facilitator
activities weather on assists them.4 Individual written work on influence
agricultural of weather on agricultural activities.
activities. Con –Revision and recap of concepts
Lesson Climate and During the Naming Agricult local Assumed knowledgelearners know seasons of
3 land use lesson Identifyin ure environmen Zimbabwe.Intro– Recap of the previous lesson.
climate learners g Junior t 1 Learners name the seasons of Zimbabwe.
Climate should be able Listing syllabus ICT Tools 2 Learners in groups compare agricultural
-Agricultural to:- Explaining g grade3- Print media activities in different seasons while the facilitator
activities in Compare 7 assists them.3 Learners give feedback from their
different agricultural Page 28 groups while the facilitator assists them.4 Class
seasons activities in discussion on group findings.Con –Revision and
different recap of concepts
seasons
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Climate & Land learners Identifyin Junior Charts Intro: Recap of concepts taught during the term.
Use should be able g syllabus 1. Class discussion of concepts taught during the
Concept: - to:- grade 3-7 week.
-Safety in agric Answer at least Page 28 2. Learners write revision test in their books
-Climate half of the individually.
-Revision test revision test 3. Revision and recap of written work.
questions questions Con. Revision of written and recap of concepts
given
correctly.
6 Water During the Naming Agricult Water Assumed knowledgeLearners know ways of
17/02/2 Water lesson Identifyin ure storage harvesting water they use at home.Intro– Recap of
3 Conservation learners g Junior tanks the previous lesson. 1 The facilitator explains on
Lesson -Water should be able Listing syllabus Print media methods of water harvesting.2 Learners in groups
1 harvesting to:- Explaining grade 3-7 identify and describe ways of harvesting water
-Describe Page 30 while the facilitator assists them.3 Learners give
methods of feedback from their groups while the facilitator
harvesting assists them.4 Class discussion on group findings.
water Con –Recap of concepts
Lesson Water During the Naming Agricult Water Assumed knowledgeLearners know ways of
2 Water lesson Identifyin ure storage harvesting water they use at home.Intro– Recap of
Conservation learners g Junior tanks the previous lesson. 1 Learners identify ways of
-Water storage should be able Listing syllabus Print media harvesting water while the facilitator assists them.
to:- Explaining grade 3-7 2 Learners name various water conservation
-State methods Page 30 structures from home, school and community
of storing while the facilitator guides them.3 Class discussion
water. on methods of storing water Con –Review of the
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lesson.
3 Water lesson Identifyin ure storage harvesting water they use at home.Intro– Recap of
Conservation learners g Junior tanks the previous lesson. 1 Learners name identify
-Methods of should be able Listing syllabus Print media different ways of harvesting water2 Learners in
conserving to:- Explaining grade3-7 groups describe methods of conserving water
water -Describe Page 30 while the facilitator assists them.3 Learners give
methods of feedback from their groups while the facilitator
conserving assists them.4 Individual written work.
water Con –Revision and recap of concepts.
4 Water lesson Identifyin ure storage storing water.Intro– Recap of the previous lesson.
Conservation learners g Junior tanks 1 Learners name ways of storing water.
-Methods of should be able Listing syllabus Print media 2The facilitator on concepts of recycling water.
recycling water to:- Explaining grade 3-7 3 Learners in groups discuss on methods of
-Describe Page 30 recycling water while the facilitator assists them.
methods of 4 Learners give feedback from learners while the
recycling facilitator assists them.Con –Learners answer oral
water questions from the facilitator.
7 Water During the Naming Agricult Water Assumed knowledgeLearners know ways of
24/02/2 Water lesson Identifyin ure storage storing water.Intro– Recap of the previous lesson.
3 Conservation learners g Junior tanks 1 The facilitator explains mulching as a way
Lesson -Mulching as a should be able Listing syllabus Print media conserving water2Learners compare seed beds
1 way conserving to:- Explaining grade3-7 which are mulched and those which are not
water -Explain Page 30 mulched.3 Learners explains the importance of
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mulching as a mulching a seed bed while the facilitator assists

way of them.4 Learners practise water harvesting
conserving techniquesCon –Learners answer oral questions
water. from the facilitator.
Water During the Stating Agricult local Assumed knowledge: learners know waterIntro:
Lesson Water lesson Identifyin ure environmen learners say what they know about water1 The
2 conservation learners g Junior t facilitator give the focus of the lesson2. Learners
-Importance of should be able Listing syllabus ICT Tools read about the importance of water2. Class discuss
water in to:- Explaining g grade3- Print media on the importance of water.3. Group work listing
agriculture -state the 7 and stating the importance of water4. Feedbacks
importance of Page 30 on group work while the facilitator assists
water in themCon:answer oral questions
agriculture
Water Identifyin
Agricult Local Assumed knowledge: learners know waterIntro:
Lesson Water -identify and gure environmen learners say what they know about water1 The
3 conservation list sources of Listing
Junior t facilitator give the focus of the lesson1.Learners
-Sources of water Explaining
syllabus ICT Tools read about the importance of water2.Class discuss
water graded 3- Print media what has been read3.Group work listing and
7 stating the sources of water4.Feedbacks on group
Page 30 workCON: answer oral questions
Lesson Revision Ex Explaining Agricult -work cards Assumed knowledge: learners are able to answer
4 Topics: Answer at least Describing ure Flash cards revision test questions.Intro: Recap of concepts
Water half of the Identifyin Junior Charts taught during the term.1. Class discussion of
Concept: - revision test g syllabus concepts taught during the week.2. Learners write
-Water questions grade 3-7 revision test in their books individually.3. Revision
conservation given Page 30 and recap of written work.
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-Revision test correctly. Con. Revision of written and recap of concepts

questions
8 Soil During the Identifyin Agricult Local Assumed knowledge: learners know the types of
03/03/2 Soil lesson g ure environmen soil.Intro: Learners name the types of soil.1 The
3 Composition learners Listing Junior t facilitator explains on soil composition.2.Learners
Lesson -Percentage of should be able Explaining syllabus ICT Tools name soil components while the facilitator assists
1 soil to:- grade 3-7 Print media them. 3.Learners identify percentages of soil
components -State the Page 29 Soil components while the facilitator assists
-water 25%, air percentage of Chart them.4.Learners write an exercise in their books
25%, Org Mat soil individuallyCon:Learnersanswer oral questions
5% & Min Mat composition
45%
Lesson Soil During the Identifyin Agricult Local Assumed knowledge: learners know the types of
2 Soil lesson g ure environmen soil.Intro: recap of the previous lesson.1 The
Composition learners Listing Junior t facilitator explains on functions of soil
-Percentage of should be able Explaining syllabus ICT Tools composition.
soil to:- gr graded Print media 2.Learners in groups name soil components and
components -State the 3-7 Soil describe the functions in the soils while the
-Functions of functions of Page 29 Chart facilitator assists them. 3.Learners give feedback
components of soil from their groups while the facilitator assists them.
soil composition 4.Learners write an exercise in their books
individuallyCon:revision and recap of concepts
Soil Identifyin Agricult Local Assumed knowledge: learners know components

Lesson Soil -Draw pie g ure environmen of soil.Intro: Recap of the previous lesson.1
3 Composition chart showing Listing Junior t Learners name the components of soil.2.Learners
-Percentage of percentage of Explaining syllabus ICT Tools identify the percentage of soil components while
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soil soil grade 3-7 Print media the facilitator assists them. 3.Learners draw pie
components components. Page 29 Soil chart to show percentages of soil components
-water, air, Chart while the facilitator assists them.4.Learners answer
organic matter oral questions from the facilitator.Con. Review of
and mineral the lesson
matter
Soil During the Identifyin Agricult Local Assumed knowledge: learners know components
Lesson Soil types lesson g ure environmen of soil.Intro: Recap of the previous lesson.1 The
4 -Types of soil learners Listing Junior t facilitator explains on the types of soil.2.Learners
-Sand, loam and should be able Explaining syllabus ICT Tools identify types of soil while the facilitator assists
clay to:- grade 3-7 Print media them. 3.Learners in groups discuss on
-Identify types Page 29 Soil characteristics of sand, loam and clay soil while
of soil Chart the facilitator assists them4.Learners give feedback
from their groups while the facilitator assists
them.5. Class discussion on group findingsCon.
Learners answer oral questions from the facilitator.
9 Soil During the Identifyin Agricult Local Assumed knowledge: learners know components
10/03/2 Soil types lesson g ure environmen of soil.Intro: Recap of the previous lesson.1 The
3 -Soil Particles learners Listing Junior t facilitator explains on the types of soil.2.Learners
Lesson sizes: should be able Explaining syllabus ICT Tools identify types of soil while the facilitator assists
1 -Sand, loam, to:- grade 3-7 Print media them. 3.Learners in groups discuss on
clay, Gravel and -determine the Page 29 Soil characteristics of sand, loam and clay soil while
Silt type of soil Chart the facilitator assists them4.Learners give feedback
from their groups while the facilitator assists
them.5. Class discussion on group findingsCon.
Learners answer oral questions from the facilitator.
Soil During the Identifyin Agricult Local Assumed knowledge: learners know components
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Lesson Soil types lesson g ure

environmen of soil.Intro: Recap of the previous lesson.1
2 -Soil Particles learners Listing Junior
t Learners identify types of soils 2.Learners carry
sizes: should be able Explaining syllabus
ICT Tools out a sedimentation experiment and illustrate the
-Sand, loam, to:- grade 3-7
Print media results while the facilitator assists them.3.Learners
clay, Gravel and -Classify soil Page 29
Soil classify soils according to the particles size while
Silt according to Chart the facilitator assists them.4.Class discussion on
the particle Water types of soils.Con. Learners answer oral questions
size Transparent from the facilitator.
container
Soil During the Identifyin Agricult Local Assumed knowledge: learners know fertilisers
Lesson Soil Fertility lesson g ure environmen they use at homeIntro: Recap of the previous
3 -Types of learners Listing Junior t lesson.
fertilisers:- should be able Explaining syllabus ICT Tools 1 The facilitator explains on types of
Organic and to:- grade 3-7 Print media fertilisers.2.Lrners name different types of organic
inorganic -State different Page 29 Soil fertilisers while the facilitator assists them.3.Lrners
types of Chart collect samples of organic and inorganic fertilisers
fertilisers Organic while the facilitator guides them.4.Class discussion
fertilisers on organic and inorganic fertilisers.
Inorganic Con. Review of the lesson.
Fertilisers
Revision Ex During the Explaining Agricult -work cards Assumed knowledge: learners are able to answer
Lesson Topics: lesson Describing ure Flash cards revision test questions.
4 Soil learners Identifyin Junior Charts Intro: Recap of concepts taught during the term.
Concept: - should be able g syllabus 1. Class discussion of concepts taught during the
-Soil Comp to:- grade 3-7 week.
-Soil types Answer at least Page 29 2. Learners write revision test in their books
-Soil fertility half of the individually.
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-Revision test revision test 3. Revision and recap of written work.

questions questions Con. Revision of written and recap of concepts
given
correctly.
10 Soil Identifyin Agricult Local Assumed knowledge: learners know types
17/03/2 Soil Fertility -State the g ure environmen fertilisers.
3 -Types of advantages of Listing Junior t Intro: Recap of the previous lesson.1 The
Lesson fertilisers:- and Explaining syllabus ICT Tools facilitator explains and demonstrates on
1 Advantages disadvantages grade 3-7 Print media advantages and disadvantages of organic and
and of organic and Page 29 Soil inorganic fertilisers.
Disadvantages inorganic Chart 2.Learners in groups discuss on advantages and
of organic and fertilisers Organic disadvantages of organic and inorganic fertilisers
inorganic fertilisers while the facilitator assists them.3.Learners give
fertilisers Inorganic feedback from their groups while the facilitator
Fertilisers assists them.4.Learners write an exercise in their
books individually.Con. Revision and recap of
concepts.
Soil During the Identifyin Agricult Local Assumed knowledge: learners know types
Lesson Soil Fertility lesson g ure environmen fertilisers.
2 -Types of learners Listing Junior t Intro: Recap of the previous lesson.1 The
fertilisers:- should be able Explaining syllabus ICT Tools facilitator explains and demonstrates on
Advantages to:- grade 3-7 Print media advantages and disadvantages of organic and
and -State the Page 29 Soil inorganic fertilisers.
Disadvantages advantages of Chart 2.Learners in groups discuss on advantages and
of organic and and Organic disadvantages of organic and inorganic fertilisers
inorganic disadvantages fertilisers while the facilitator assists them.3.Learners give
fertilisers of organic and Inorganic feedback from their groups while the facilitator
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inorganic Fertilisers assists them.4.Learners write an exercise in their

fertilisers books individually.
Con. Revision and recap of concepts.
Soil During the Identifyin Agricult Local Assumed knowledge: learners know can explains
Lesson Soil Erosion lesson g ure environmen what soil erosion is.Intro: Recap of the previous
3 -Agents of soil learners Listing Junior t lesson.1 Learners define soil erosion while the
erosion should be able Explaining syllabus ICT Tools facilitator assists them.2 The facilitator explains
-Agents of soil to:- grade 3-7 Print media and demonstrates on agents of soil erosion.
erosion -State the Page 29 Soil 3.Learners in groups discuss on agents of soil
agents of soil Chart erosion and explain how they cause soil erosion
erosion. while the facilitator assists them.4.Learners give
feedback from their groups while the facilitator
assists them.5.Learners write an exercise in their
books individually.Con. Revision and recap of
concepts.
Soil During the Identifyin Agricult Local Assumed knowledge: learners know can explains
Lesson Soil Erosion lesson g ure environmen what soil erosion is.Intro: Recap of the previous
4 -Types of soil learners Listing Junior t lesson.1 Learners define soil erosion and identify
erosion should be able Explaining syllabus ICT Tools agents of soil erosion.2 The facilitator explains and
-Types of soil to:- grade 3-7 Print media demonstrates on types of soil erosion.3. Lrners in
erosion -Name types of Page 29 Soil groups discuss on types of soil erosion while the
soil erosion Chart facilitator assists them.4.Learners give feedback
from their groups while the facilitator assists them.
5.Class discussion on group findings. Con. Review
of the lesson.
11 Revision Ex During the Explaining Agricult -work cards Assumed knowledge: learners are able to answer
24/03/2 Topics: lesson Describing ure Flash cards revision test questions.
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3 -Intro to Agric learners Identifyin Junior Charts Intro: Recap of concepts taught during the term.
Lesson -Climate & Lan should be able g syllabus 1. Class discussion of concepts taught during the
1 -Water , -Soil to:- grade 3-7 term.
Concept: - Answer at least Page 29 2. Learners write revision test in their books
All concepts half of the individually.
taught on the revision test 3. Revision and recap of written work.
above topics. questions Con. Revision of written and recap of concepts
-Intro to Agric learners Identifyin Junior Charts Intro: Recap of concepts taught during the term.
-Climate & Lan should be able g syllabus 1. Class discussion of concepts taught during the
-Water , -Soil to:- grade 3-7 term.
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12 Revision Ex During the Explaining Agricult -work cards Assumed knowledge: learners are able to answer
29/03/2 Topics: lesson Describing ure Flash cards revision test questions.
Lesson -Climate &Lon should be able g syllabus 1. Class discussion of concepts taught during the
1 -Water , -Soil to:- grade 3-7 term.
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Topics: lesson Describing ure Flash cards revision test questions.

Lesson -Intro to Agri learners Identifyin Junior Charts Intro: Recap of concepts taught during the term.
2 -Climate & Lan should be able g syllabus 1. Class discussion of concepts taught during the
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-Revision given
testquestions correctly.
TOPIC: All least half of Explaining syllabus Revision revision questions Intro: re-cape of the previous
topics taught the revision Describing grade 3-7 test lessonsStep 1 The facilitator recaps the concepts
during the term. test questions questions taught during the week Step 2 Learners answer
-Revision test correctly given revision test questions in their books individually.
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questions Step 3 Revision of written work and recap of

conceptsConclusion revision of work written
INFORMATION COMMUNICATION TECHNOLOGY

Aims
 Appreciate the role and impact of ICTs as they apply to self, work and society.
 Be creative and innovative in solving problems through ICTs.
 Infuse ICTs in other learning areas across the curriculum
 Develop an understanding of the operating skills required in a variety of technologies.
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Objectives
1. Manipulate data using ICT.
2. Apply the elements and principles of design.
3. Present information in a variety of forms.
4. Achieve cultural information using ICT.
5. Infuse ICT into other learning areas.
6. Demonstrate the effectiveness of computer use, safety and security.
7. Demonstrate enterprise skill
Topics
Safety and security
The World Wide and Online Collaboration
ICT enterprise
Programming
Communication and Networks.
Weekly aim: To enable learners to develop an understanding of the operating skills required in a variety of technologies and acquire enterprise skills using ICTs
1 ICT Tools During the Identifying I.C.TJuni Resource Assumed knowledge: Learners are able to use ICT
13/01/2 Fault lesson Naming or person tools. Intro: Learners name ICT tools they know.
3 Diagnosis learners Familiarisin syllabus Video Clips 1. The facilitator explains and demonstrates on
Lesson and Fixing should be g grade 3-7 on fault common faults on ICT tools.2. Learners identify
1 -Common able to:- - Exploration (2015- diagnosis and common ICT faults while the facilitator guides
faults identify Matching 2020) fixing them.
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Faults in ICT Page 12 Contrived

3. Learners in groups carryout a visual inspection
tools faults looking for obvious signs of problems and tracing a
fault to its origin while the facilitator assists them.
4. Learners resolve common ICT faults while the
facilitator assists them.Con: Oral review of the
lesson.
Lesson ICT Tools During the Identifying I.C.TJuni Resource Assumed knowledge: Learners are able to use ICT
2 Fault lesson Naming or person tools. Intro. Recap of the previous lesson.1.
Diagnosis learners Familiarisin syllabus Video Clips Learners identify common ICT faults while the
and Fixing should be g grade 3-7 on fault facilitator guides them.2. The facilitator explains
- able to:-- Exploration (2015- diagnosis and and demonstrates on troubleshooting to learners.3.
Troubleshoot Relate a fault Matching 2020) fixing Learners in groups carryout inspection looking for
ing to a cause. Page 12 Contrived cause of troubleshooting and tracing a fault to its
faults origin while the facilitator assists them.4. Learners
resolve common ICT faults while the facilitator
assists them.Con: Oral review of the lesson.
ICT Tools During the Identifying I.C.TJuni Resource Assumed knowledge: Learners are able to use ICT
2 Fault lesson Naming or person toolsIntro: Recap of the previous lesson.1. Learners
20/01/2 Diagnosis learners Familiarisin syllabus Video Clips identify common in ICT faults while the facilitator
3 and Fixing should be g grade 3-7 on fault guides them.2. Learners identify causes of trouble
Lesson -Common able to:- -Fix Exploration (2015- diagnosis and shooting.3. Learners in groups carryout inspection
1 faults and problems Matching 2020) fixing looking for causes of troubleshooting and tracing a
Troubleshoot within their Page 12 Contrived fault to its origin and fix them while the facilitator
ing scope faults assists them.Con: Oral review of the lesson.
Lesson Revision Ex During the Explaining I.C.TJuni -work cards Assumed knowledge: learners are able to answer
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2 Topics: lesson Describing or Flash cards revision test questions.Intro: Recap of concepts
-ICT Tools learners Identifying syllabus Charts taught during the term.1. Class discussion of
Concept: should be grade 3-7 concepts taught during the term.2. Learners write
-Faults able to:- (2015- revision test in their books individually.
Diagnosis Answer at 2020) 3. Revision and recap of written work.
and Fixing least half of Page 12 Con. Revision of written and recap of concepts
-Common the revision
Faults test questions
Creating and -Create Identifying I.C.TJuni Scratch Assumed knowledge: Learners are knows that a
3 Publishing images using Naming or Monkey jam computer does many thingsIntro: Recap of the
27/01/2 -Animation:- an Familiarisin syllabus previous lesson.1. The facilitator explains and
3 -Drawing art/drawing g grade 3-7 demonstrates on picture drawing using art package.
Lesson Pictures package Exploration (2015- 2. Learners in pairs draw images using art package
1 Matching 2020) while the facilitator assists them.3. Learners show
Page 12 their images.Con: Oral review of the lesson.
Lesson Creating and During the Identifying I.C.TJuni Scratch Assumed knowledge: Learners are knows that a
2 Publishing lesson Naming or Monkey jam computer does many thingsIntro: Recap of the
-Animation:- learners Familiarisin syllabus previous lesson.1. The facilitator explains and
-Animating should be g grade 3-7 demonstrates on image animation 2. Learners in
images able to:- - Exploration (2015- pairs make image animation based on scenarios
Edit Matching 2020) within their local environment while the facilitator
animations Page 12 assists them.3. Learners edit their animation while
the facilitator assistsCon: Recap of concepts and
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Weekly aim: To enable learners to appreciate the role and impact of ICTs as they apply to self, work and society.
Creating and During the Identifying I.C.TJuni Database Assumed knowledge: Learners are knows that a
4 Publishing lesson Naming or packages computer does many thingsIntro: Recap of the
03/02/2 -Databases:- learners Familiarisin syllabus such as MS previous lesson.1. The facilitator explains and
3 -Tables should be g grade 3-7 Access demonstrates on creating database 2.Learners in
Lesson able to:- - Exploration (2015- pairs plan and create their own database while the
1 Design and Matching 2020) facilitator assists them.3. Learners create their own
create a basic Page 12 data base while the facilitator assists them.
database Con: Oral review of the lesson.
Lesson Creating and During the Identifying I.C.TJuni Database Assumed knowledge: Learners are knows that a
2 Publishing lesson Naming or packages computer does many thingsIntro: Recap of the
-Databases:- learners Familiarisin syllabus such as MS previous lesson.1. The facilitator explains and demo
-Tables should be g grade 3-7 Access on creating tables 2. Learners in pairs plan their
-records able to:- - Exploration (2015- records and present them on their tables while the
-Key fields Create tables Matching 2020) facilitator assists them.3. Learners create their own
in design Page 12 tables and design them while the facilitator assists
view them.Con: Oral review of the lesson.
5 Creating and During the- Identifying I.C.TJuni Database Assumed knowledge: Learners are able to create
10/02/2 Publishing Manipulate Naming or packages tables.Intro: Opening MS Access1. The facilitator
3 -Databases:- records in a Familiarisin syllabus such as MS demonstrates on editing, deleting and updating
Lesson -Creating and table (update, g grade 3-7 Access records on tables 2.Learners in turns practise
1 editing delete, edit) Exploration (2015- editing, deleting and updating their records while
records in a Matching 2020) the facilitator assists them.3. Learners modify their
tables Page 12 records on their tables by deleting, deleting or
updating while the facilitator assists them.
Con: Recap of concepts
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Lesson Creating and - Sorting Identifying I.C.TJuni Database Assumed knowledge: Learners are able to create
2 Publishing records in Naming or packages tables.Intro: Recap of the previous lesson.1. The
-Databases:- ascending Familiarisin syllabus such as MS facilitator demonstrates on sorting records in
-Sorting and g grade 3-7 Access ascending or descending order 2. Learners sort
records in descending Exploration (2015- records in ascending and descending on given fields
ascending order using a Matching 2020) in pairs while the facilitator assists them.3. Learners
and given field Page 12 sort records in ascending or descending order on
descending given fields while the facilitator.Con: Oral review
order of the lesson.
Creating and During the Identifying I.C.TJuni Database Assumed knowledge: Learners are able to create
6 Publishing lesson Naming or packages tables and edit them.Intro: Recap of the previous
17/02/2 -Databases:- learners Familiarisin syllabus such as MS lesson.1. The facilitator explains and demonstrates
3 -Data should be g grade 3-7 Access on data filtering 2. Learners use a filter to select
Lesson filtering able to:- - Exploration (2015- records that meet particular criteria while the
1 Filter data in Matching 2020) facilitator assists them.3. Learners use a filter to
data base Page 12 remove unwanted records in their database while
the facilitator assists them.Con: Recap of concepts
Lesson Computer During the Identifying I.C.TJuni MSN , Assumed knowledge: Learners have send massages
2 Software lesson Naming or Yahoo on a phone before.Intro: Recap of the previous
-Uploading/ learners Familiarisin syllabus Hangout lesson.1. The facilitator explains and demonstrates
Sending should be g grade 3-7 Skype on uploading files on Yahoo, Hangout or Skype. 2.
-Uploading able to:- - Exploration (2015- Learners upload their files on yahoo and hangouts
or sending Upload Matching 2020) while the facilitator assists them.3. Learners
files educational Page 13 demonstrate and explain how to upload files on
files using yahoo or hangouts while the facilitator assists them.
instant Con: Recap of concepts
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message
software
Computer - Identifying I.C.TJuni MSN , Assumed knowledge: Learners are able to upload
7 Software Downloading Naming or Yahoo files.Intro: Recap of the previous lesson.1. The
24/02/2 - educational Familiarisin syllabus Hangout facilitator explains and demonstrates on
3 Downloading files using g grade 3-7 Skype downloading files on Yahoo, Hangout or Skype. 2.
Lesson / Receiving instant Exploration (2015- Learners downloading t educational files on yahoo,
1 - message Matching 2020) hangouts or Skype while the facilitator assists them.
Downloading software Page 13 3. Learners demonstrate downloading of files on
educational yahoo or hangouts or Skype while the facilitator
file assists them.Con: Oral review of the lesson
Lesson Computer During the Identifying I.C.TJuni MSN , Assumed knowledge: Learners are able to upload
2 Software lesson Naming or Yahoo files.Intro: Recap of the previous lesson.1. The
-VoIP learners Familiarisin syllabus Hangout facilitator explains and demonstrates on making
- Video should be g grade 3-7 Skype video conferencing calls. 2. Learners make video*-
conferencing able to:- - Exploration (2015- conferencing while the facilitator guides them.
calls Make video Matching 2020) 3. Learners demonstrate on making video
conferencing Page 13 conferencing calls while the facilitator guides them.
calls Con: Oral review of the lesson
Computer During the Identifying I.C.TJuni Sound Assumed knowledge: Learners can use images to
8 Software lesson Naming or capture make slidesIntro: Opening of Microsoft power
03/03/2 -Multimedia learners Familiarisin syllabus microphone point.1. The facilitator explains and demonstrates
3 - should be g grade 3-7 Digital sound on designing presentations on power point. 2.
Lesson Presentations able to:- - Exploration (2015- recorder Lrners in groups design and create multimedia
1 Create Matching 2020) ICT tools presentations on power point while the facilitator
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multimedia Page 13 guides them.3. Learners share their information the

presentations class while the facilitator guides them.
Con: Recap of concepts
Lesson Computer During the Identifying I.C.TJuni Sound Assumed knowledge: Learners can make
2 Software lesson Naming or capture multimedia presentations.Intro: Recap of the
-Multimedia learners Familiarisin syllabus microphone previous lesson.
- Editing should be g grade 3-7 Digital sound 1. Learners open their multimedia presentations on
multimedia able to:- - Exploration (2015- recorder power point 2. The facilitator explains and
presentations Edit Matching 2020) ICT tools demonstrates on how to edit multimedia
multimedia Page 13 presentations 3. Learners edit their presentations
presentations while the facilitator guides them.
Weekly aim: To enable learners to appreciate the role and impact of ICTsas they apply to self, work and society.
9 Computer During the Identifying I.C.TJuni Sound Assumed knowledge: Learners can compose music
10/03/2 Software lesson Naming or capture Intro:Recap of the previous lesson.
3 -Multimedia learners Familiarisin syllabus microphone 1. The facilitator explains and demonstrates on use
- Composing should be g grade 3-7 Digital sound of software to compose music. 2. Learners in
Lesson music able to:- Use Exploration (2015- recorder groups compose and record music using software
1 software to Matching 2020) Music whiles the facilitator guides them.
compose own Page 13 composition 3. Playing of composed music by learners.
music software such Con: Oral recap of concepts
as Black Cat
Compose
Lesson Safety and During the Identifying I.C.TJuni Poster and Assumed knowledge: Learners are able to use
2 Security lesson Naming or video clips internet.Intro: Recap of the previous lesson.
-Cyber learners Familiarisin syllabus on cyber 1. The facilitator explains on dangers associated
wellness should be g grade 3-7 wellness with the use of internet 2. Learners in groups
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- Dangers of able to:- Exploration (2015- Resource

discuss on dangers associated with use of internet
using internet Explain Matching 2020) person
while the facilitator assists them.3.Learners give
dangers Page 13 Desktop
feedback from their groups while the facilitator
associated publishing
assists them.
with using software
4. Learners write an exercise in their books
the internet individually.Con: Revision of written work and
recap of concepts
Safety and During the Identifying I.C.TJuni Poster and Assumed knowledge: Learners are able to use
10 Security lesson Naming or video clips internet.Intro: Recap of the previous lesson.1.
17/03/2 -Cyber learners Familiarisin syllabus on cyber Learners identify dangers associated with the use of
3 wellness should be g grade 3-7 wellness the internet 2. The facilitator explains on safety
Lesson -Cyber safety able to:- Exploration (2015- Resource precautions when using the internet.3. Learners in
1 Suggest ways Matching 2020) person groups discuss on safety precautions to take when
of ensuring Page 13 Desktop using the internet while the facilitator assists them.
cyber safety publishing 3. Learners give feedback from their groups while
software the facilitator assists them.4. Learners write an
Con: Revision of written work and recap of
concepts
Lesson Safety and During the Identifying I.C.TJuni Poster and Assumed knowledge: Learners know dangers
2 Security lesson Naming or video clips associated with the use of internet.Intro: Recap of
-Cyber learners Familiarisin syllabus on cyber the previous lesson.1. Learners identify dangers and
wellness should be g grade 3-7 wellness safety precaution on the the use of the internet.
- able to:- Exploration (2015- Resource 2. Learners in groups design posters on cyber
CyberAware Design Matching 2020) person wellness while the facilitator assists them. 3. Lrners
ness posters on Page 13 Desktop display their poster.4. Class discussion on
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cyber publishing awareness campaigns on cyber wellness

wellness software Con: Oral review of the lesson
Safety and During the Identifying I.C.TJuni Poster and Assumed knowledge: Learners know dangers
11 Security lesson Naming or video clips associated with the use of internet.
24/03/ -Cyber wellness learners Familiarisin syllabus on cyber Intro: Recap of the previous lesson.
23 - should be g grade 3-7 wellness 1. Learners identify dangers and safety precaution
Lesson CyberAwareness able to:- Exploration (2015- Resource on the the use of the internet.
1 Carry out Matching 2020) person 2. Learners carryout aware campaigns on cyber
awareness Page 13 Desktop wellness while the facilitator guides them.
campaigns publishing 3. Class discussion on cyber wellness.
software Con: Oral review of the lesson
Lesson Revision Ex Explaining I.C.TJuni -work cards Assumed knowledge: learners are able to answer
2 Topics: Answer at Describing or Flash cards revision test questions.
-ICT Tools least half Identifying syllabus Charts Intro: Recap of concepts taught during the term.
-Creating & of the grade 3-7 1. Class discussion of concepts taught during the
Publishing revision Page 12- term.
-Comp Software test 13 2. Learners write revision test in their books
-Safety & questions individually.
Security given 3. Revision and recap of written work.
Concept: - correctly. Con. Revision of written and recap of concepts
All concepts
taught on the
above topics.
-Revision test
questions
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Revision Ex Explaining I.C.TJuni -work cards Assumed knowledge: learners are able to answer
29/03/ -ICT Tools least half Identifying syllabus Charts Intro: Recap of concepts taught during the term.
23 -Creating & of the grade 3-7 1. Class discussion of concepts taught during the
Lesson Publishing revision Page 12- term.
1 -Comp Software test 13 2. Learners write revision test in their books
All concepts
taught on the
above topics.
-Revision test
questions
Lesson Revision Ex Explaining I.C.TJuni -work cards Assumed knowledge: learners are able to answer
-ICT Tools least half Identifying syllabus Charts Intro: Recap of concepts taught during the term.
-Creating & of the grade 3-7 1. Class discussion of concepts taught during the
Publishing revision Page 12- term.
-Comp Software test 13 2. Learners write revision test in their books
All concepts
taught on the
above topics.
-Revision test
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questions
Revision Ex During the Explaining I.C.TJuni -work cards Assumed knowledge: learners are able to answer
Topics: lesson Describing or Flash cards revision test questions.
-ICT Tools learners Identifying syllabus Charts Intro: Recap of concepts taught during the term.
-Creating & should be grade 3-7 1. Class discussion of concepts taught during the
Publishing able to:- Page 12- term.
-Comp Software Answer at 13 2. Learners write revision test in their books
-Safety & least half individually.
Security of the 3. Revision and recap of written work.
Concept: - revision Con. Revision of written and recap of concepts
All concepts test
taught on the questions
above topics. given
-Revision test correctly.
questions
Revision Ex Answer at Explaining I.C.TJuni -work cards Assumed knowledge: learners are able to answer
Topics: least half Describing or Flash cards revision test questions.
-ICT Tools of the Identifying syllabus Charts Intro: Recap of concepts taught during the term.
-Creating & revision grade 3-7 1. Class discussion of concepts taught during the
Publishing test Page 12- term.
-Comp Software questions 13 2. Learners write revision test in their books
-Safety & given individually.
Security correctly. 3. Revision and recap of written work.
Concept: - Con. Revision of written and recap of concepts
All concepts
taught on the
above topics.
[Type here]
-Revision test qns

TOPIC: All least half Explaining syllabus Revision test revision questions Intro: re-cape of the previous
topics taught of the Describing grade 3-7 questions lessonsStep 1 The facilitator recaps the concepts
during the term. revision taught during the week Step 2 Learners answer
-Revision test test revision test questions in their books individually.
questions questions Step 3 Revision of written work and recap of
correctly conceptsConclusion revision of work written
given
GUIDANCE AND
COUNSELLING
(JUNIOR
BROAD AIMS
1. Identify and realize who they are in relation to families and communities
2. Understand the importance of family hood and its implication in their future lives
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3. Visualize and understand the roles and responsibilities of citizen from a learner perspective
4. Understand the origins of Ubuntu /UNHU form the good behaviours they can be portraying
1. Identity
2. Rights and responsibilities
UNHU/UBUNTU/VALUES
1 FAMILY During the - Guidance and -work Assumed knowledge. Learners types of families
13/01/2 Different lesson Explaining Counselling cards Introclass discussion different types of families
3 types of learners - Strengthening -flash 2 .Teacher explains the different types of
families should be Identifying Life skills, cards families
The nuclear able to:-- - sexually, HIV -charts 3 Learners in groups tell different story about
and show how Describing and Aids types of families while the facilitator assists them.
extended family Teacher’s 4Learners sing a rhyme.
families members manual Con.Answering questions orally
should relate Bullet 1
to each other
2 FAMILY During the - Guidance and -work Assumed knowledge. Learners know roles of their
20/01/2 Different lesson Explaining Counselling cards parents and children at home. IntroClass
3 types of learners - Strengthening -flash discussion different types of families 2 .Teacher
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families should be Identifying Life skills, cards explains the different types of families
-Importance able to:-- - sexually, HIV -charts 3Learners in groups discuss the importance of the
family explain the Describing and Aids family and community while the facilitator assists
importance of Teacher’s them.4 Learners give feedback from their groups.
the family and manual Bullet Con.Learners name different types of families
community. 2 listing them
3 Marriage During the - Guidance and -work Assumed knowledge. IntroRecap of previous
27/01/2 and lesson Explaining Counselling cards lesson
3 parenting learners - Strengthening -flash 2 .Teacher explains the different types of
-Modern should be Identifying Life skills, cards families
marriage able to:-- - sexually, HIV -charts 3Learners in groups discuss the forms of abuse in
and identify forms Describing and Aids each marriage while the facilitator assists them.
traditional of abuse in Teacher’s 4 Feedback from their groups while the facilitator
marriage the family and manual Bullet assists them.
-Forms of community. 3 5 Learners write an exercise in their books
abuse in individually
family Con. Oral review of the lesson
4 Parenting During the - G and C -work Assumed knowledge. Learners know types of
03/02/2 A wedding lesson Explaining Strengthening cards relationships
3 -Types of learners - Life skills, -flash IntroRecap of previous lesson
relationships should be Identifying sexually, HIV cards 2Teacher explains the different types of
able to:-- - and Aids -charts relationships 3Learners in groups’ role play on
identify Describing Teacher’s relationships while the facilitator guides them.
different types manual Bullet 4 Class discussion on types of relationships.
of 4 Conclusion. Recap of concepts
relationships
5 Conflict -Identify - Guidance and -work Assumed knowledge. Learners knows some of the
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10/02/2 management causes of Explaining Counselling cards the causes of conflicts.IntroRecap of previous
3 and conflicts - Strengthening -flash lesson.2 .The facilitator explains on conflicts and
resolution within family Identifying Life skills, cards causes of conflicts in the family, school and in the
Causes of and - sexually, HIV -charts community. 3Learners in identify causes of
conflict at community, Describing and Aids conflicts in the family, school and in the
home suggest ways Teacher’s community while the facilitator assists them. 4
of resolving manual Bullet Learners give feedback from their groups while
them 5 the facilitator assists them. 5. Individual written
work. Conclusion. Oral review of the lesson.
6 Conflict During the - Guidance and -work Assumed knowledge. Learners know causes of
17/02/2 management lesson Explaining Counselling cards conflicts. IntroRecap of the previous lesson.2
3 and learners - Strengthening -flash Lrners identify causes of conflict at home.3 The
resolution should be Identifying Life skills, cards facilitator explains on exploitation and
- able to:- - sexually, HIV -charts victimization 4Lrners in groups differentiate
Exploitation Differentiate Describing and Aids between exploitation and victimization while the
and between Teacher’s facilitator assists them. 5Learners give feedback
Victimizatio exploitation manual Bullet while the facilitator assists them. 6learners watch
n and 6 videos showing abuse. Conc The facilitator asks
victimization oral questions.
7 Conflict -Identify ways - Guidance and -work Assumed knowledge. Learners know forms of
24/02/2 management in which Explaining Counselling cards abuse
3 and communities - Strengthening -flash IntroRecap of previous lesson 1Learners identify
resolution deal with Identifying Life skills, cards forms of abuse while the facilitator assists
-ways of sexual abuse - sexually, HIV -charts them.2.Learners as a class identify ways in which
dealing with and sexual Describing and Aids communities deal with sexual abuse and sexual
sexual relationship. Teacher’s relationship while the facilitator assists them. 4
abuse in manual Bullet Learners give feedback while the facilitator assists
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communitie 7 them.5 Individual written wok.

s Conclusionlearners sing a song
8 Stigma and During the - Guidance and -work Assumed knowledge. Learners are able to name
03/03/2 discriminati lesson Explaining Counselling cards forms abuse IntroThe facilitator explains key
3 on learners - Strengthening -flash words
-Effects of should be Identifying Life skills, cards 2The facilitator explains the effects of stigma and
stigma and able to:-State - sexually, HIV -charts discrimination. 3Learners in groups identify
discriminati the effects of Describing and Aids effects of stigma and discriminations in families
on in stigma and Teacher’s and community while the facilitator assists 4
families discrimination manual Bullet Lrners give feedback from their groups while the
on 8 facilitator assists them5Role play by learners
relationships. while facilitator guides them.ConclusionOral
9 Male and During the - Guidance and -work Assumed knledg. Lrners know changes that occur
female lesson Explaining Counselling cards on their bodies as they grow up.IntroThe
10/03/2 reproductive learners - Strengthening -flash facilitator explains key words2 .The facilitator
3 anatomy should be Identifying Life skills, cards explains on the meaning of adolescent. 3. Lrners
able to:-- - sexually, HIV -charts in grps identify the emotional, physical and
- identify the Describing and Aids psychological changes in adolescents while
Adolescents emotional, Teacher’s facilitator assists them. 4 Lrners give feedback
physical and manual Bullet from their groups while the facilitator assists
psychological 9 them.5 Indiv. written work. Con Revision and
changes in recap of concepts.
adolescents
10 Male and -Show how - Guidance and -work Assumed knowledge. Learners know causes of
17/03/2 female the change Explaining Counselling cards HIV infection. IntroRecap of previous lesson
3 reproductive influences - Strengthening -flash 2The facilitator explains on reproductive
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anatomy their Identifying Life skills, cards organs.3Lrners draw and label reproductive
- behaviour and - sexually, HIV -charts organs while the facilitator assists them4 Class
Adolescents their risk to Describing and Aids discussion on changes that occur on adolescence
HIV Teacher’s that can influence their behaviour while the
infection. manual Bullet facilitator assists them.
10 Con. Oral review of the lesson.
11 Conflict -Identify - Guidance and -work Assumed knowledge. Learners knows some of the
24/03/2 management causes of Explaining Counselling cards the causes of conflicts.IntroRecap of previous
3 and conflicts - Strengthening -flash lesson.2 .The facilitator explains on conflicts and
resolution within family Identifying Life skills, cards causes of conflicts in the family, school and in the
Causes of and - sexually, HIV -charts community3 Learners in identify causes of
conflict at community, Describing and Aids conflicts in the family, school and in the
home suggest ways Teacher’s community while the facilitator assists them. 4
of resolving manual Bullet Learners give feedback from their groups while
them 5 the facilitator assists them. 5. Individual written
work. Conclusion. Oral review of the lesson.
12 Conflict -Differentiate - Guidance and -work Assumed knowledge. Learners know causes of
29/03/2 management between Explaining Counselling cards conflicts. IntroRecap of the previous lesson.2
3 and exploitation - Strengthening -flash Lrners identify causes of conflict at home.3 The
resolution and Identifying Life skills, cards facilitator explains on exploitation and
- victimization - sexually, HIV -charts victimization 4Lrners in groups differentiate
Exploitation Describing and Aids between exploitation and victimization while the
and Teacher’s facilitator assists them. 5Learners give feedback
Victimizatio manual Bullet while the facilitator assists them. 6 learners watch
n 6 videos showing abuse.Conclusion The facilitator
asks oral questions.
Conflict :-Identify - Guidance and -work Assumed knowledge. Learners know forms of
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management ways in which Explaining Counselling cards abuse

and communities - Strengthening -flash IntroRecap of previous lesson. 1 Learners identify
resolution deal with Identifying Life skills, cards forms of abuse while the facilitator assists
-ways of sexual abuse - sexually, HIV -charts them.2.Learners as a class identify ways in which
dealing with and sexual Describing and Aids communities deal with sexual abuse and sexual
sexual relationship. Teacher’s relationship while the facilitator assists them. 4
abuse in manual Bullet Learners give feedback while the facilitator assists
communitie 7 them.5 Individual written wok.
s Conclusionlearners sing a song
Revision - answer at Naming Junior Chalk Assumed knowledge: Learners able to answer
test least half of Explaining syllabus grade board revision questions Intro: re-cape of the previous
TOPIC: All the revision Describing 3-7 Revision lessonsStep 1 The facilitator recaps the concepts
topics taught test questions test taught during the week Step 2 Learners answer
during the correctly questions revision test questions in their books individually.
term. given Step 3 Revision of written work and recap of
-Revision conceptsConclusion revision of work written
test
questions
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ENGLISH
SKILLS TO BE COVERED
• Listening/Observing,
• Speaking/Signing,
• Reading/Signing,
• Writing/Brailing
AIMS----To help learners to
• Develop the four basic skill namely listening, speaking, reading, and writing in the English language with Emphasis on visual, manual and tactile
skills
• Express themselves freely in a variety of situations that involve the use of functional English
• Write accurately in English.
• Listen to/observe and understand texts or any form of communication in English
CROSS-CUTTING THEMES
Gender
Children’s Rights and responsibilities
Child Protection
Financial Literacy
Sexuality, HIV and AIDS Education
Heritage Studies
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Collaboration
Environmental Issues
SOURCE- ENGLISH LANGUAGE JUNIOR SYLLABUS GRADE 5
1 LISTENING distinguish Identify English Phonic Assumed knowledge: Learners are able to read letters
OBSERVING the 44 ing Junior alphabet of the alphabet.Intro: Learners read the the lettersof
13/01/23 Phonics English Readin syllabus A variety the alphabet.1.The facilitator explains and
-The 44 English sounds g grade 3-7 of texts demonstrates on the 44 English sounds.
Lesson 1
sounds such as -Pronounce Writing Page 24 Word 2. Learners differentiate the 44 English sounds while
/b/,m/f/, /g/, /n/ words with Listenin cards the facilitator assists them.
-Stress patterns for correct g Dictionari 3. Learners pronounce given words with the correct
two or more stress and Speakin es stress and intonation while the facilitator assists them.
syllabic words. intonation. g ICT tools 4. Learners listening to different text read.
Con: Singing rhymes.
READING -Read words Readin English A variety Assumed knowledge: Learners are able to read letters
Lesson 2 Words with the with the g Junior of texts of the alphabet.Intro: Recap of the previous lesson.
same ending same ending Writing syllabus Reading 1. The facilitator explains on sounds of words with the
sound sound Listenin grade 3-7 cards same ending. 2. Learners read given words with same
-Same sounds -read given g Page 27 Word ending while the facilitator assists them.3. Learners in
words such: texts Speakin cards groups group different words with the same ending
doctor/letter/begga -Identify g Dictionari sounds while the facilitator assists them.4. Learners
r/eager words with es pronounce given words while the facilitator assists
words with ICT tools them.
same ending 5. Learners give feedback from their groups while the
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sound in facilitator assists them.Con:Oral review of the lesson.

given
passages.
SPEAKING/ -Pronounce Readin English National Assumed knowledge: Learners are able to read letters
Lesson 3 SIGNING words g Junior Anthem of the alphabet.Intro: Learners read the letters of the
Articulation correctly/sig Writing syllabus Script alphabet.1. The facilitator explains and demonstrates
Patterns for single ns words Listenin grade 3-7 Sign on pronunciation of words.2. Learners pronounce
words such as accurately g Page 25 language given words while the facilitator assists them.3.
factory, doctor, Speakin chart Learners practise reading different texts and singles
doctor g Word words while the facilitator assists them.4. Learners
-Intonation cards pronounce given words while the facilitator assists
patterns Dictionari them.
es Con:Oral review of the lesson.
ICT tools
Lesson 4 WRITING/ Learners Readin English Chart Assumed knowledge: Learners some of the
BRAILING should be g Junior punctuati punctuation marks.Intro: Learners name the
Punctuation able to:- Writing syllabus on marks punctuation marks they know.1.The facilitator explains
-Punctuation -Use Listenin grade 3-7 -a variety and demonstrates on the use of capital letters and full
marks punctuation g Page 30 of texts stops.2. Learners read given texts observing the use of
- Capital letters marks such Speakin -sentence capital letters and full stops while the facilitator assists
and full stops as capital g strips them.3.Lrners identify punctuation marks in the given
letters and texts
full stops 4. Learners punctuate given paragraphs individually.
correctly. Con: Revision and recap of concepts taught.
Lesson5 LISTENING Learners Identify English Phonic Assumed knowledge: Learners are able to identify 44
OBSERVING should be ing Junior alphabet English sounds.Intro: Learners identify the 44 English
Phonics able to:- Readin syllabus A variety sounds.1.The facilitator explains and demonstrates on
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-Sounds of - g grade 3-7 of texts sounds of different words.2. Learners listen to different
different letters Differentiat Writing Page 24 Word texts read.3. Learners read given passages in groups
e sounds of Listenin cards while the facilitator assists them.4. Learners give
different g Dictionari feedback from their groups.Con: Oral review of the
words Speakin es lesson.
g ICT tools
READING/ --read a Readin English Story Assumed knowledge: Learners are able to read texts.
Lesson 6 SIGNING variety of g Junior books Intro: Learners read unfamiliar words and use them in
Comprehension texts with Writing syllabus A variety their own sentences.1.Learners read the
-Skimming and understandi Listenin grade 3-7 of texts comprehension passage while the facilitator assists
scanning ng g Page 27 & Sentence them.2. Learners identify main points in the passage
Silent reading. - -answer at Speakin 31 trips they have read while the facilitator assists
Comprehension least half of g Work them.3.Learners answer comprehension questions in
answering the cards groups while the facilitator assists them. 4. Learners
comprehens give feedback from their groups while the facilitator
ion assists them.
questions 5. Learners answer comprehension questions correctly.
correctly Con:Revision of written work and recap of concepts.
WRITING/ - write Readin English Word Assumed knowledge: Learners are to describe their
BRAILING controlled/ g Junior cards friends. Intro: Learners talks about their friends.
Lesson 7 Composition guided Writing syllabus ICT Tools 1.The facilitator outlines the composition framework.
writing composition Listenin grade 3-7 Story 2. Learners in pairs write a controlled composition
-My friend:- about their g Page29 books about their friends while the facilitator assists them.
-correct friends. Speakin Sentence 3. Learners give feedback from their groups while the
punctuation g strips facilitator assists them.4. Learners write their
-use of topic Charts composition individually in their exercise books.
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sentences. - Pictures Con: Few learners read their composition.

paragraphing
skills
Writing - write at Readin English ICT Tools Assumed knowledge: learners have done spellings and
Lesson 8 Dictation and least half of g Junior Flash/ dictation before. Intro: Recapping of previous lessons.
Spellings spellingsdict Writing syllabus word 1. Lrners read sentences from sentence strips2. Lrners
Variety of texts ated words Listenin grade 3-7 cards read words from flash cards and word cards3.The
taught during the correctly. g Page 30 Sentence facilitator call out words and learners write. 4. The
week Speakin strips facilitator call out sentences and learners write
g Con:Revision work written
2 LISTENING/ - Readin English Pictures Assumed knowledge: Learners know some of the
20/01/23 OBSERVING Follow a g Junior Recording commanding words.Intro: Learners listen/observe a
Lesson 1 Instructions/ series of Writing syllabus of set of given instruction/commands1.Learners name
Commands instructions/ Listenin grade 3-7 instructio commanding words while the facilitator assists them.
A series of commands g Page 24 ns 2. Learners respond to a set of given
instructions/comm Speakin Instructio instructions/commands while the facilitator helps
ands such as:- g n cards them.
stand up, jump ICT tools 3. Role playing by learners giving instructions and
around etc. following instructions while the facilitator assists
them.
Lesson 2 WRITING/ - Use given Readin English Pictures Assumed knowledge: Learners know some of the
BRAILING commandin g Junior Recording commanding words.Intro: Recap of the previous
Instructions/ g words in Writing syllabus of lesson.
commands such their own Listenin grade 3-7 instructio 1.Learners name commanding words while the
as:- stand up, sentences g Page 24 ns facilitator assists them. 2. Learners in groups make
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jump around etc. -Write at Speakin Instructio sentences on given commanding words while the
least five g n cards facilitator helps them.3. Learners give feedback from
commandin ICT tools their groups while the facilitator assists them. 4.
g sentences. Learners write an exercise in their exercise books
individually.Con: Oral review of the lesson.
Lesson 3 SPEAKING -Identify Readin English Pictures Assumed knowledge: Learners know forms of abuse.
SIGNING topical g Junior A variety Intro: Learner read texts on topical issues.
Drama issues Writing syllabus of texts 1.The facilitator give focus of the lesson
-Child Marriages, -Discuss on Listenin grade 3-7 I.C.T 2. Learners list topical issues while the facilitator
Child abuse, topical g Page 25 tools assists them.3. Learners in group dramatize on given
Enterprising issues using Speakin topical issues while the facilitator guides them.
correct g 4. Learners give feedback on group work.
tenses. Con: Oral review of the lesson.
-Dramatize
topical
issues
Lesson 4 Listening/ -Listen and Readin English Pictures Assumed knowledge: Learners are able to read given
Observing respond g Junior A variety texts.Intro: Learner read texts from given passages.
Listening appropriatel Writing syllabus of texts 1.Learners listen to texts read.2. Learners in groups
Comprehension y to Listenin grade 3-7 I.C.T answer questions from question strips while the
-Different texts. - questions g Page 24 tools facilitator assists them.3. Learners give feedback from
Comprehension from Speakin Reading their groups while the facilitator assists them.
questions different g Cards 4. Learners mime actions from a text read.
texts read. Question 5. Learners write an exercise in their exercise books
strips Con: Oral review of the lesson.
Lesson 5 READING/ Readin English Different Assumed knowledge: Learners are able to read.
SIGNING -read the g Junior texts for Intro: Learners read new words on flash cards.1.The
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Intensive Reading text silently Writing syllabus reading facilitator gives focus of the lesson.2. Learners read a
-Variety of texts -Identify Listenin grade 3-7 Job cards variety of texts silently identifying new words while
-A variety of words new words g Page 27 ICT Tools the facilitator guides them.3. Learners in groups give
from different texts in the text Speakin contextual meaning of new words from the passage
-Give g while the facilitator assists them.4. Learners give
contextual feedback from their groups while the facilitator assists
meanings of them.5.Learners write an exercise in their books
words. individually.Con: Oral review of the lesson and recap
of concepts.
Lesson 6 READING/ -read a Readin English Story Assumed knowledge: Learners are able to read texts.
SIGNING variety of g Junior books Intro: Learners read unfamiliar words and use them in
ion assists them.
DICTATION Learners Readin English ICT Tools Assumed knowledge: Learners have done spellings
AND should be g Junior Flash/ and dictation before.Intro: Recapping previous lessons
Lesson 7 SPELLINGS able to:-- Writing syllabus word 1.Learners read sentences from sentence strips
Words and -Write Listenin grade 3-7 cards 2.Learners read words from flash cards and word cards
sentences from dictated g Page 24 Sentence while the facilitator assists them.3.Playing spelling
various texts words Speakin strips Bee Game while learners write their spellings in
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correctly. g A variety individually. 4. Revision and recap of concepts.

of texts Con:Revise work written
Lesson 8 WRITING/ Learners Readin English Word Assumed knowledge: Learners are to describe their
BRAILING should be g Junior cards school.
Composition able to:-- Writing syllabus ICT Tools Intro: Learners talks about their school.
writing write Listenin grade 3-7 Story 1.The facilitator outlines the composition framework.
-My school:- controlled/ g Page 29 books 2. Learners in pairs write a controlled composition
-correct guided Speakin Sentence about their school while the facilitator assists them.
punctuation composition g strips 3. Learners give feedback from their groups while the
-use of topic about their Charts facilitator assists them.
sentences. - school. Pictures 4. Learners write their composition individually in
paragraphing their exercise books.
skills Con: Few learners read their composition.
3 LISTENING/ -Respond Identify English Recording Assumed knowledge: Learners know some of short
OBSERVING appropriatel ing Junior Charts responseIntro: Learners read texts on flash cards.
27/01/23 Information y to Readin syllabus Pictures 1.The facilitator gives focus of the lesson.2. Learners
Lesson 1 retention questions g grade 3-7 read texts from a chart while the facilitator guides
-Short responses using words Writing Page 24 them. 3. Learners in groups answer questions using
such as: true/false, such as Listenin short response while the facilitator while the facilitator
it’s true/it isn’t true/false, g assists them.4. Learners give feedback from their
yes/no, Speakin groups while the facilitator assists them.5. Learners
correct/inco g write an exercise in their books individuallyCon:Oral
rrect. review of the lesson.
Lesson 2 WRITING/ Learners Readin English Assumed knowledge: Learners can read words.Intro:
BRAILING should be g Junior Re-cape the previous lesson1.The facilitator give focus
-words with same able to:-- Writing syllabus of the lesson2.Lrners read words from a chart3.Lrners
sound but -Write Listenin grade 3-7 identify words with same sound but different spelling
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different spelling words with g Page 29 and meaning while the facilitator assists them.4. Lrners
and meaning same sound Speakin list words with same sound but different spelling and
but different g meaning in groups5. Learners give feedback from their
spelling and groups.6. Learners write an exercise in their books
meaning individually. Con:Revise work done
Lesson 3 SPEAKING -express Readin English A variety Assumed knowledge: Learners are able to express
SIGNING themselves g Junior of texts themselves through speaking.
-Public speaking confidently Writing syllabus - Intro:Re-cape of the previous lesson.
-Public speaking before an Listenin grade 3-7 Recording 1.The facilitator give focus of the lesson
skills such as self- audience. g Page 25 s 2. Learners make notes for prepared speech while the
expression, clarity, -Present Speakin Resource facilitator assists them.
posture, gestures prepared g person 3. Learners rehearse for public speaking while the
and confidence. and ICT tools facilitator guides them.
unprepared 4. Reciting poems while the facilitator guides them.
speeches Con:Oral review of the lesson.
Lesson 4 READING/ -Read a Readin English Variety of Assumed knowledge:Learners are able to read.Intro:
SIGNING variety of g Junior text Learners re-cape previous lesson1.The facilitator gives
Extensive reading texts for Writing syllabus ICT tools focus of the lesson.2. Learners read a variety of texts
leisure. Listenin grade 3-7 Word extensively while the facilitator guides them. 3. Lrners
-A variety of text -Give g Page 28 cards list new words from the texts they have read. 4. Lrners
-New words from contextual Speakin Magazine in groups answer questions from the texts they read
the text meaning of g s and identify contextual meaning of new words while
words from Large the facilitator assists them. 5. Learners give feedback
the texts. print from the groups while the facilitator assists them. 6.
books Learners write an exercise in their groups individually.
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ion assists them.
WRITING/ Learners Readin English Chart Assumed knowledge: Learners some of the
BRAILING should be g Junior punctuati punctuation marks.Intro: Learners name the
Lesson 6 Punctuation able to:- Writing syllabus on marks punctuation marks they know.1.The facilitator explains
-Punctuation -Use Listenin grade 3-7 -a variety and demonstrates on the use of inverted commas.2.
marks inverted g Page 30 of texts Learners read given texts observing the use inverted
- Inverted commas commas Speakin -sentence commas while the facilitator assists them.3.Learners
correctly. g strips identify punctuation marks in the given texts 4.
Learners punctuate given paragraphs individually.Con:
Revision and recap of concepts taught.
Lesson 7 WRITING/ Identify Readin English Word Assumed knowledge: Learners know types of letter.
BRAILING differences g Junior cards Intro: Learners identify types of letters.1.Learners
Letter writing and Writing syllabus ICT Tools state differences and similarities between informal and
Informal letter similarities Listenin grade 3-7 Story formal letter writing while the facilitator assists
-Telling your between g Page 29 books them.2.Learners observe the sample of an informal
friend about your formal and Speakin Sentence letters.
new school informal g strips 3. Learners in pairs write their informal letters while
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letters. Charts the facilitator assists them. 4. Learners give feedback

-Write Pictures from their pair work while the facilitator assists them.
informal 5. Learners write their informal letters in their books
letter to individually.Con: Few learners read their composition.
their friends
telling them
about their
new school.
Lesson 8 Revision Ex During the Explain English -work Assumed knowledge: learners are able to answer
Skill: lesson ing Junior cards revision test questions.
Reading/Signing learners Describ syllabus Flash Intro: Recap of concepts taught during the week.
Listening/Obser should be ing grade 3-7 cards 1. Class discussion of concepts taught during the week.
Speaking/Signin able to:- Identify Page 24-31 Charts 2. Learners answer oral questions from the facilitator
Writing/Brailing Answer at ing on learned concepts.
Concept: - least half of 2. Learners write revision test in their books
All concepts taught the revision individually.
on the above skills. test 3. Revision and recap of written work.
-Revision test questions Con. Revision of written and recap of concepts
questions given
correctly.
4 LISTENING/ Readin English Pictures Assumed knowledge: Learners can read words
03/02/23 OBSERVING -Listen to an g Junior I.C.T Intro: Re-cape previous lessons.1.The facilitator give
Lesson 1 Story telling incomplete Writing syllabus tools focus of the lesson2. Learners listen to an incomplete
-Incomplete story and Listenin grade 3-7 Different story 3. Learners suggest possible endings while the
stories complete it g Page 24 story facilitator assists them.4. Learners in groups dramatize
logically Speakin books possible endings of the story they have head.
g Con: Oral review of the lesson.
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Lesson 2 WRITING/ Learners Readin English Work Assumed knowledge: Learners know some of the
BRAILING should be g Junior cards preposition.Intro: Learners name the preposition they
Prepositions able to:-- Writing syllabus Flash know.1.The facilitator gives focus of the lesson.2.
-Use prepositions -Use Listenin grade 3-7 cards Learners name preposition they know while the
to construct preposition g Page 29 Chart facilitator assists them.3. Learners in pairs make
sentences to construct Speakin Pictures sentences using prepositions while the facilitator
sentences. g assists them.4. Learners give feedback from their pair
works.5. Individual written work in their books.
Con: Revision and recap of the concepts.
SPEAKING/ Learners Readin English ICT Tools Assumed knowledge: Learners can greet and introduce
Lesson 3 SIGNING should be g Junior Pictures friendsIntro: Lrners re-cape previous lesson1.The
Registers able to:-- - Writing syllabus of people facilitator give focus of the lesson2. Learners use
Use Listenin grade 3-7 -Anytime appropriate registers for social interaction such as
Communication appropriate g Page 26 cards e.g. greetings, introductions, persuading and requesting
registers. registers to Speakin Xmas something while the facilitator assists them.3. Learners
express g cards demonstrate the appropriate ways of expressing ideas
themselves in different communicative situation such as
in different persuading and requesting something while the
situations. facilitator guides them.4. Lrners role play greetings
and intro while the facilitator guides them.CON: Oral
Lesson4 WRITING/ --Use Readin English Work Assumed knowledge: Learners some tenses.Intro: Re-
BRAILING correct past g Junior cards cape of the previous lesson.1.The facilitator give focus
Language tense to Writing syllabus Sentence of the lesson2. Learners say the past tenses of given
structures complete Listenin grade 3-7 strips words while the facilitator guides them.3. Learners in
-Past tense given g Page 29 Chart groups complete given sentences with past tenses and
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-The choir sang sentences. Speakin construct their own sentences.4. Learners give
beautifully last -Construct g feedback from their groups while the facilitator assists
night. their own them5. Learners write an exercise in their books
sentences individually.
using given Con: Revision of written work and recap of concepts.
past tenses.
Lesson 5 READING/ Learners Punctua English Chat with Assumed knowledge: Learners are able to read.
SIGNING should be ting Junior punctuati Intro: Learners re-cape previous lesson.1.The
Fluent reading able to:-- - Readin syllabus on marks facilitator gives focus of the lesson.2. Learners read in
Reading skills Read texts g grade 3-7 ICT tools turns observing punctuation while the facilitator assists
such as:- fluently Writing Page 27 Word them. 3. Learners identify punctuation marks and
Punctuation observing Listenin cards say how they are used in written texts while the
marks, word punctuation g facilitator guides them. 4. Learners take turns to read
recognition, marks Speakin given texts while the facilitator guides them.5.
intonation and g Learners individually answer some questions from the
word attack texts the have read.Con: Oral review of the lesson
done.
ion assists them.5. Learners answer comprehension
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questions questions correctly.

Lesson 7 WRITING/ -practice Readin English Alphabet Assumed knowledge: Learners are able to write.Intro:
BRAILING penmanship g Junior New Re-cape of the previous lesson.1.The facilitator gives
Penmanship -write Writing syllabus Nelson focus of the lesson.2.Learners read letters of the
(handwriting) legibly Listenin grade 3-7 Script alphabet on the wall 3. Learners identify letters on the
using grade g Page 29 chart nelson script handwriting chart while the facilitator
3- 7 nelson Speakin guides them.4. Learners practice writing legibly
script g individually in their books
Con:Facilitator say the importance of writing legibly
Lesson 8 WRITING/ Learners Readin English Word Assumed knowledge: Learners are to construct
BRAILING should be g Junior cards sentences.
Composition able to:-- Writing syllabus ICT Tools Intro: Learners talks about trees.
-Importance of controlled/ g Page 29 books 2. Learners in pairs write a controlled composition
trees:- guided Speakin Sentence about the importance of trees while the facilitator
-correct composition g strips assists them.
punctuation about Charts 3. Learners give feedback from their groups while the
-use of topic importance Pictures facilitator assists them.
sentences. - of trees. 4. Learners write their composition individually in
paragraphing their exercise books.
5 LISTENING distinguish Identify English Phonic Assumed knowledge: Learners are able to read letters
10/02/23 OBSERVING different ing Junior alphabet of the alphabet.
Lesson 1 Phonics sounds in a Readin syllabus A variety Intro: Learners read the the lettersof the alphabet.
-The 44 English set of given g grade 3-7 of texts 1.The facilitator gives focus of the lesson.
sounds words. Writing Page 24 Word 2. Learners distinguish different sounds of given sets
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-Stress patterns for -Pronounce Listenin cards of words while the facilitator assists them.
two or more words with g Dictionari 3. Learners in groups distinguish different sounds of
syllabic words. correct Speakin es given sets of words while the facilitator assists them.
stress and g ICT tools 4. Learners give feedback from their groups while the
intonation. facilitator assists them.Con: Oral review of the lesson.
Lesson WRITING/ --Use Readin English Work Assumed knowledge: Learners some tenses.Intro: Re-
2 BRAILING correct g Junior cards cape of the previous lesson.1.The facilitator give focus
Language present Writing syllabus Sentence of the lesson2. Learners give present tenses of words
structures tense to Listenin grade 3-7 strips given while the facilitator assists them.3. Learners in
-Present tense complete g Page 29 Chart groups complete given sentences with present tenses
e.g.Vongai fights given Speakin and construct their own sentences.
for the rights of sentences. g 4. Learners give feedback from their groups while the
children. -Construct facilitator assists them5. Learners write an exercise in
their own their books individually.
sentences Con: Revision of written work and recap of concepts.
using given
present
tenses.
SPEAKING/ -Use Readin English ICT Tools Assumed knowledge: Learners can greet and introduce
Lesson 3 SIGNING appropriate g Junior Pictures friends. Intro: Learners re-cape previous lesson1.The
Registers registers to Writing syllabus of people facilitator give focus of the lesson. 2. Learners use
express Listenin grade 3-7 -Anytime appropriate registers for social interaction such as
Communication themselves g Page 26 cards e.g. greetings, introductions, persuading and requesting
registers. in different Speakin Xmas something while the facilitator assists them.3. Learners
situations. g cards demonstrate the appropriate ways of expressing ideas
in different communicative situation such as
persuading and requesting something while the
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facilitator guides them.4. Learners role play greetings

and introductionwhile the facilitator guides them.
CON: Oral review of the lesson.
Lesson 4 READING/ -Read Readin English Pesticides Assumed knowledge: Learners are able to read.
SIGNING instructions, g Junior containers Intro: Re-cape of the previous lesson.1.The facilitator
Understanding warnings Writing syllabus Insecticid gives focus of the lesson.2. Learners read instructions
warnings and and symbols Listenin grade 3-7 escontain and warning while the facilitator guides them.3.
instructions on g Page 28 ers Learners interpret instruction and warnings while the
-Labels, containers. Speakin Local facilitator assists them.4. Learners in groups answer
Instructions and -Explain the g environm questions on instructions and warning while the
symbols on meaning of ent facilitator assists them.5. Learners give feedback from
containers of instructions, their groups while the facilitator assists them.
different warnings 6. Learners write an exercise in their books
commodities such and symbols individually.
as medicines, on Con: Oral review of the lesson.
insect cides etc containers
READING/ -read a Readin English Story Assumed knowledge: Learners are able to read texts.
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Lesson 6 DICTATION Readin English ICT Tools Assumed knowledge: Learners have done spellings
AND -Write g Junior Flash/ and dictation before.Intro: Recapping previous lessons
SPELLINGS dictated Writing syllabus word 1.Learners read sentences from sentence strips2.Lrners
Words and words Listenin grade 3-7 cards read words from flash cards and word cards while the
sentences from correctly. g Page 24 Sentence facilitator assists them.3.Playing spelling Bee Game
various texts Speakin strips while learners write their spellings in individually.
g A variety 4. Revision and recap of concepts.Con:Revise work
of texts written
Lesson 7 SPEAKING -express Readin English A variety Assumed knowledge: Learners are able to express
SIGNING themselves g Junior of texts themselves through speaking.Intro:Re-cape of the
-Public speaking confidently Writing syllabus - previous lesson.1.The facilitator give focus of the
-Public speaking before an Listenin grade 3-7 Recording lesson
expression, clarity, -Present Speakin Resource facilitator assists them. 3. Learners rehearse for public
posture, gestures prepared g person speaking while the facilitator guides them.
and confidence. and ICT tools 4. Reciting poems while the facilitator guides them.
unprepared Con:Oral review of the lesson.
speeches
WRITING/ -Write a Readin English Word Assumed knowledge: Learners know types of letter.
Lesson 8 BRAILING formal letter g Junior cards Intro: Lrners identify types of letters.1.Lrners state
Letter writing to the Writing syllabus ICT Tools differences and similarities between informal and
Formal letter manager of Listenin grade 3-7 Story formal letter writing while the facilitator assists
-Seeking the national g Page 29 books them.2. Lrners observe the sample of a formal
permission to visit park of their Speakin Sentence letters.3. Lrners in pairs write their formal letter to the
a national park of own seeking g strips manager of those national parks of their own choice
their own choice. permission Charts while the facilitator assists them. 4. Learners give
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to visit the Pictures feedback from their pair work while the facilitator
national assists them. 5. Learners write their formal letters in
park. their books individually.Con: Few learners read their
composition.
6 LISTENING/ Learners Readin English Pictures Assumed knowledge: Learners know some of the
17/02/23 OBSERVING should be g Junior Recording commanding words.Intro: Learners listen/observe a
Lesson 1 Instructions/ able to:--- Writing syllabus of set of given instruction/commands1.Learners name
Commands Follow a Listenin grade 3-7 instructio commanding words while the facilitator assists them.
A series of series of g Page 24 ns 2. Learners respond to a set of given instructions or
instructions/comm instructions/ Speakin Instructio commands while the facilitator helps them.3. Role
ands such as:- commands g n cards playing by learners giving instructions and following
stand up, jump ICT tools instructions while the facilitator assists them.
around etc. Con: Oral review of the lesson.
WRITING/ -Use Readin English Chart Assumed knowledge: Learners some of the
Lesson 2 BRAILING punctuation g Junior punctuati punctuation marks.Intro: Learners name the
Punctuation marks such Writing syllabus on marks punctuations marks they know.1.The facilitator
-Punctuation as question Listenin grade 3-7 -a variety explains and demonstrates on the use of question
marks marks g Page 30 of texts marks.2. Learners read given texts observing the use
- Question marks. correctly. Speakin -sentence question marks while the facilitator assists them.3.
g strips Learners punctuate given paragraphs individually.Con:
Revision and recap of concepts taught.
READING/ -Read a Readin English Variety of Assumed knowledge: Learners are able to read.Intro:
Lesson 3 SIGNING variety of g Junior text Learners re-cape previous lesson1.The facilitator gives
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Lesson4 WRITING/ -Use given Readin English Work Assumed knowledge: Learners are able to make their
BRAILING words to g Junior cards own sentences using given words.Intro: Re-cape of
Language complete Writing syllabus Sentence the previous lesson.1.The facilitator give focus of the
structures given Listenin grade 3-7 strips lesson
-Sentence sentences g Page 29 Chart 2. Lrners use given words to complete given sentences
construction -Make their Speakin while the facilitator assists them.3. Learners in groups
own g complete given sentences with given words and
sentences construct their own sentences.4. Lrners give feedback
using given from their groups while the facilitator assists them
words. 5. Learners write an exercise in their books
individually.Con: Revision of written work and recap
of concepts.
Lesson 5 SIGNING should be g Junior Pictures friendsIntro: Learners re-cape previous lesson1.The
Communication appropriate g Page 26 cards e.g. greetings, introductions, persuading and requesting
situations. facilitator guides them.4. Learners role play greetings
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and introductionwhile the facilitator guides

them.CON: Oral review of the lesson.
questions questions correctly.Con:Revision of written work and
correctly recap of concepts.
WRITING/ Learners Readin English Word Assumed knowledge: Learners are to construct
Lesson 7 BRAILING should be g Junior cards sentences.Intro: Learners talks about
Composition able to:-- Writing syllabus ICT Tools trees.1.Thefacilitator outlines the composition
writing write Listenin grade 3-7 Story framework.2. Learners in pairs write a controlled
-My neighbour :- controlled/ g Page 29 books composition about their neighbour while the facilitator
-correct guided Speakin Sentence assists them.3. Learners give feedback from their
punctuation composition g strips groups while the facilitator assists them.4. Learners
-use of topic about their Charts write their composition individually in their exercise
sentences. - neighbours. Pictures books.
paragraphing Con: Few learners read their composition.
skills
Lesson 8 Revision Ex During the Explain English -work Assumed knowledge: learners are able to answer
Skill: lesson ing Junior cards revision test questions.
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questions given
correctly.
7 LISTENING/ Readin English Pictures Assumed knowledge: Learners can read words
24/02/23 OBSERVING -Listen to an g Junior I.C.T Intro: Re-cape previous lessons.1.The facilitator give
Lesson 1 Story telling incomplete Writing syllabus tools focus of the lesson2. Learners listen to an incomplete
-Incomplete story and Listenin grade 3-7 Different story 3. Learners suggest possible endings while the
stories complete it g Page 24 story facilitator assists them.4. Learners in groups dramatize
logically Speakin books possible endings of the story they have head.
g Con: Oral review of the lesson.
Lesson 2 WRITING/ - Name how Readin English Work Assumed knowledge: Learners are able to make their
BRAILING may things g Junior cards own sentences using given words.Intro: Re-cape of
Language they are Writing syllabus Sentence the previous lesson.1.The facilitator give focus of the
structures talking Listenin grade 3-7 strips lesson
-Singular and about e.g.if g Page 29 Chart 2. Learners say whether the given things are singular
plurals. A frog, a it’s more Speakin or plural while the facilitator assists them.
sheep (Singular) than one; g 3. Learners in groups change given things from
Ten frogs, four they have to singular to plural while the facilitator guides them.
frogs (Plural). spell it 4. Learners give feedback from their groups while the
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If they can make it differently. facilitator assists them

plural– it’s a 5. Learners write an exercise in their books
Noun. individually.
Con: Revision of written work and recap of concepts.
SPEAKING/ -express Describ English A variety Assumed knowledge: Learners construct sentences.
Lesson 3 SIGNING themselves ing Junior of texts Intro: Learners re-cape previous lesson
Debate in correct Readin syllabus Recording 1.The facilitator gives focus of the lesson.2. Learners
-Debating English g grade 3-7 s and the facilitator discuss topical and other issues
procedures through Writing Page 25 Resource 3. Learners analyse views of other learners while the
-Debating skills debate on Listenin persons facilitator guides them.
such as topical and g 4. Learners in groups hold debate and shows on topical
confidence, clarity, other issues. Speakin and other issues while the facilitator guides them.
… g Con: Oral review of the lesson.
Lesson 4 WRITING/ Learners Readin English ICT Tools Assumed knowledge: Learners have done spellings
BRAILING should be g Junior Flash/ and dictation before.Intro: Recapping previous lessons
Dictation and able to:-- Writing syllabus word 1.Learners read sentences from sentence strips2.Lrners
spellings -Write Listenin grade 3-7 cards read words from flash cards and word cards while the
Words and dictated g Page 24 Sentence facilitator assists them.3.Playing spelling Bee Game
sentences from words Speakin strips while learners write their spellings in individually. 4.
various texts correctly. g A variety Revision and recap of concepts.Con:Revise work
of texts written
Lesson 5 READING/ Learners Punctua English Chat with Assumed knowledge: Learners are able to read.Intro:
SIGNING should be ting Junior punctuati Learners re-cape previous lesson.1.The facilitator
Fluent reading able to:-- - Readin syllabus on marks gives focus of the lesson.2. Lrners read in turns
Reading skills Read texts g grade 3-7 ICT tools observing punctuation while the facilitator assists
such as:- fluently Writing Page 27 Word them. 3. Lrners identify punctuation marks and say
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Punctuation observing Listenin cards how they are used in written texts while the facilitator
marks, word punctuation g guides them. 4. Lrners take turns to read given texts
recognition, marks Speakin while the facilitator guides them.5. Learners
intonation and g individually answer some questions from the texts the
word attack have read.
Con: Oral review of the lesson done.
READING/ read a Readin English Story Assumed knowledge: Learners are able to read texts.
WRITING/ Learners Readin English ICT Tools Assumed knowledge: Learners have done spellings
Lesson 7 Dictation and able to:-- Writing syllabus word 1.Learners read sentences from sentence
spellings -Write Listenin grade 3-7 cards strips2.Learners read words from flash cards and word
Words and dictated g Page 24 Sentence cards while the facilitator assists them.3.Playing
sentences from words Speakin strips spelling Bee Game while learners write their spellings
various texts correctly. g A variety in individually. 4. Revision and recap of concepts.
of texts Con:Revise work written
WRITING/ Identify Readin English Word Assumed knowledge: Learners know types of letter.
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Lesson 8 BRAILING differences g Junior cards Intro: Learners identify types of letters.1.Learners
Letter writing and Writing syllabus ICT Tools state differences and similarities between informal and
Formal letter similarities Listenin grade 3-7 Story formal letter writing while the facilitator assists
-Applying for a between g Page 29 books them.2. Learners observe the sample of a formal
grade 6 place at a formal and Speakin Sentence letters.
school of their own informal g strips 3.Learners in pairs write their formal letters while the
choice. letters. Charts facilitator assists them. 4. Learners give feedback
-Write Pictures from their pair work while the facilitator assists them.
formal letter 5. Learners write their informal letters in their books
to their individually.
friends Con: Few learners read their composition.
telling them
about their
new school.
8 LISTENING/ -Respond Identify English Recording Assumed knowledge: Learners know some of short
03/03/23 OBSERVING appropriatel ing Junior Charts responseIntro: Learners read texts on flash cards.
Lesson 1 Information y to Readin syllabus Pictures 1.The facilitator gives focus of the lesson.2. Learners
retention questions g grade 3-7 read texts from a chart while the facilitator guides
-Short responses using words Writing Page 24 them. 3. Learners in groups answer questions using
such as: true/false, such as Listenin short response while the facilitator while the facilitator
it’s true/it isn’t true/false, g assists them.4. Learners give feedback from their
yes/no, Speakin groups while the facilitator assists them.5. Learners
correct/inco g write an exercise in their books individually
rrect. Con:Oral review of the lesson.
WRITING/ --Use Readin English Work Assumed knowledge: Learners some tenses.Intro: Re-
Lesson 2 BRAILING correct g Junior cards cape of the previous lesson.1.The facilitator give focus
Language future tense Writing syllabus Sentence of the lesson2. Learners give future tenses of words
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structures to complete Listenin grade 3-7 strips given while the facilitator assists them.3. Learners in
-Future tense given g Page 29 Chart groups complete given sentences with future tenses
e.g.Kuda will fight sentences. Speakin and construct their own sentences.4. Learners give
for the rights of -Construct g feedback from their groups while the facilitator assists
vegetables their own them5. Learners write an exercise in their books
sentences individually.Con: Revision of written work and recap
using given of concepts.
future
tenses.
SPEAKING -express Readin English A variety Assumed knowledge: Learners are able to express
Lesson 3 SIGNING themselves g Junior of texts themselves through speaking.
-Public speaking confidently Writing syllabus - Intro:Re-cape of the previous lesson.
-Public speaking before an Listenin grade 3-7 Recording 1.The facilitator give focus of the lesson
expression, clarity, -Present Speakin Resource facilitator assists them.
posture, gestures prepared g person 3. Learners rehearse for public speaking while the
and confidence. and ICT tools facilitator guides them.
unprepared 4. Reciting poems while the facilitator guides them.
speeches Con:Oral review of the lesson.
Lesson 4 Listening/ -Listen and Readin English Pictures Assumed knowledge: Learners are able to read given
Observing respond g Junior A variety texts.Intro: Learner read texts from given passages.
Listening appropriatel Writing syllabus of texts 1.Learners listen to texts read.2. Lrners in groups answ
Comprehension y to Listenin grade 3-7 I.C.T questions from question strips while the facilitator
-Different texts. - questions g Page 24 tools assists them.3. Lrners give feedback from their groups
Comprehension from Speakin Reading while the facilitator assists them.4. Lrners mime
questions different g Cards actions from a text read.5. Learners write an exercise
texts read. Question in their exercise booksCon: Oral review of the lesson.
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strips
Lesson 5 DICTATION Learners Readin English ICT Tools Assumed knowledge: Learners have done spellings
AND should be g Junior Flash/ and dictation before.Intro: Recapping previous lessons
SPELLINGS able to:-- Writing syllabus word 1.Learners read sentences from sentence strips2.Lrners
Words and -Write Listenin grade 3-7 cards read words from flash cards and word cards while the
sentences from dictated g Page 24 Sentence facilitator assists them.3.Playing spelling Bee Game
various texts words Speakin strips while learners write their spellings in individually.
correctly. g A variety 4. Revision and recap of concepts.Con:Revise work
of texts written
ion assists them.
WRITING/ Learners Readin English Word Assumed knowledge: Learners are to construct
Lesson 7 BRAILING should be g Junior cards sentences.
Composition able to:-- Writing syllabus ICT Tools Intro: Learners identify importance of trees.
-Importance of controlled/ g Page 29 books 2. Learners in pairs write a controlled composition
agriculture :- guided Speakin Sentence about the importance of agriculture while the
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-correct composition g strips facilitator assists them.

punctuation about the Charts 3. Learners give feedback from their groups while the
-use of topic importance Pictures facilitator assists them.
sentences. - of 4. Learners write their composition individually in
paragraphing agriculture. their exercise books.
Revision Ex During the Explain English -work Assumed knowledge: learners are able to answer
Lesson 8 Skill: lesson ing Junior cards revision test questions.
questions given
correctly.
9 LISTENING/ Learners Readin English Pictures Assumed knowledge: Learners know some of the
10/03/23 OBSERVING should be g Junior Recording commanding words.Intro: Learners listen/observe a
Lesson 1 Instructions/ able to:--- Writing syllabus of set of given instruction/commands1.Learners name
Commands Follow a Listenin grade 3-7 instructio commanding words while the facilitator assists them.
A series of series of g Page 24 ns 2. Learners respond to a set of given
instructions/comm instructions/ Speakin Instructio instructions/commands while the facilitator helps
ands such as:- commands g n cards them.
stand up, jump ICT tools 3. Role playing by learners giving instructions and
around etc. following instructions while the facilitator assists
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them.
WRITING/ Readin English Work Assumed knowledge: Learners some tenses.
Lesson 2 BRAILING --Use g Junior cards Intro: Re-cape of the previous lesson.
Language correct Writing syllabus Sentence 1.The facilitator give focus of the lesson
structures adjective to Listenin grade 3-7 strips 2. Learners give adjectives of words given while the
-Adjectives complete g Page 29 Chart facilitator assists them.
e.g. Luke was given Speakin 3. Learners in groups identify adjectives in given
wearing a sentences. g sentences while the facilitator assists them.
greenshirt. (They -Construct 4. Learners give feedback from their groups while the
describe things i.e their own facilitator assists them
they tell you size, sentences 5. Learners write an exercise in their books
shape, colour of using given individually.
things) adjectives Con: Revision of written work and recap of concepts.
Lesson 3 SIGNING should be g Junior Pictures friendsIntro: Learners re-cape previous lesson1.The
Communication appropriate g Page 26 cards e.g greetings, introductions, persuading and requesting
situations. facilitator guides them.4. Learners role play greetings
and introductionwhile the facilitator guides
them.CON: Oral review of the lesson.
Lesson 4 WRITING/ Learners Readin English ICT Tools Assumed knowledge: Learners have done spellings
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Dictation and able to:-- Writing syllabus word 1.Learners read sentences from sentence strips 2.
spellings -Write Listenin grade 3-7 cards Lrners read words from flash cards and word cards
Words and dictated g Page 24 Sentence while the facilitator assists them.3.Playing spelling
sentences from words Speakin strips Bee Game while learners write their spellings in
various texts correctly. g A variety individually.
of texts 4. Revision and recap of concepts.Con:Revise work
written
Lesson 5 READING/ -Read a Readin English Variety of Assumed knowledge: Learners are able to read.Intro:
SIGNING variety of g Junior text Learners re-cape previous lesson1.The facilitator gives
WRITING/ -practice Readin English Alphabet Assumed knowledge: Learners are able to write.Intro:
Lesson 6 BRAILING penmanship g Junior New Re-cape of the previous lesson.1.The facilitator gives
Penmanship -write Writing syllabus Nelson focus of the lesson.2.Learners read letters of the
(handwriting) legibly Listenin grade 3-7 Script alphabet on the wall 3. Learners identify letters on the
using grade g Page 29 chart nelson script handwriting chart while the facilitator
3- 7 nelson Speakin guides them.4. Learners practice writing legibly
script g individually in their booksCon:Facilitator say the
importance of writing legibly
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Lesson 7 LISTENING/ -Respond Identify English Recording Assumed knowledge: Learners know some of short
OBSERVING appropriatel ing Junior Charts responseIntro: Learners read texts on flash
Information y to Readin syllabus Pictures cards.1.The facilitator gives focus of the lesson.2.
retention questions g grade 3-7 Learners read texts from a chart while the facilitator
-Short responses using words Writing Page 24 guides them. 3. Lrners in groups answer questions
such as: true/false, such as Listenin using short response while the facilitator while the
it’s true/it isn’t true/false, g facilitator assists them.
yes/no, Speakin 4. Learners give feedback from their groups while the
correct/inco g facilitator assists them.5. Learners write an exercise in
rrect. their books individuallyCon:Oral review of the lesson.
WRITING --summarise Readin English Story Assumed knowledge: learners have written before
Lesson 8 BRAILING story read g Junior books INTRO: re-cape of the previous lesson1. The
Creative writing with good Writing syllabus Work facilitator give focus of the lesson2.learners read texts
Summary handwriting Listenin grade 3-7 cards in turns each for understanding3. discuss what has
picking g Page Sentence been read
main points Speakin strips 4.learners read texts in turns 5. summarising the story
g individuallyCON:read best summaries
10 LISTENING Learners Identify English Phonic Assumed knowledge: Learners are able to read letters
17/03/23 OBSERVING should be ing Junior alphabet of the alphabet.
Lesson 1 Phonics able to:- - Readin syllabus A variety Intro: Learners read the the lettersof the alphabet.
Long and short distinguish g grade 3-7 of texts 1.The facilitator gives focus of the lesson.
vowel sounds long and Writing Page 24 Word 2. Learners identify words with various sounds while
short vowel Listenin cards the facilitator assists them.
sounds g Dictionari 3. Learners state words with long and short vowel
such as Speakin es sound while the facilitator assists them.
pull/pool g ICT tools 4. Learners list words with long and short vowels
Fool/full Con: Oral review of the lesson.
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WRITING/ Readin English Work Assumed knowledge: Learners some tenses.

Lesson 2 BRAILING --Use g Junior cards Intro: Re-cape of the previous lesson.
Language correct Writing syllabus Sentence 1.The facilitator give focus of the lesson
structures adverbs to Listenin grade 3-7 strips 2. Learners use given adverbs in their own sentences
-Adverbs:- are the complete g Page 29 Chart while the facilitator assists them.
‘-ly’ word that say given Speakin 3. Learners in groups complete given sentences with
how something sentences. g the correct adverb while the facilitator assists them.
was done -Construct 4. Learners give feedback from their groups while the
e.g Takura’s their own facilitator assists them
sisters sing sentences 5. Learners write an exercise in their books
beautifully. using given individually.
adverbs. Con: Revision of written work and recap of concepts.
SIGNING instructions, g Junior containers Intro: Re-cape of the previous lesson.
Understanding warnings Writing syllabus Insecticid 1.The facilitator gives focus of the lesson.2. Learners
warnings and and symbols Listenin grade 3-7 escontain read instructions and warning while that facilitator
instructions on g Page 28 ers guides them.3. Learners interpret instruction and
-Labels, containers. Speakin Local warnings while the facilitator assists them.4. Learners
Instructions and -Explain the g environm in groups answer questions on instructions and
symbols on meaning of ent warning while the facilitator assists them.5. Learners
containers of instructions, give feedback from their groups while the facilitator
different warnings assists them.6. Learners write an exercise in their
commodities such and symbols books individually.
as medicines, on Con: Oral review of the lesson.
insecticides etc. containers
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SPEAKING -Identify Readin English Pictures Assumed knowledge: Learners know forms of abuse.
Lesson 4 /SIGNING topical g Junior A variety Intro: Learner read texts on topical issues.1.The
Drama issues Writing syllabus of texts facilitator give focus of the lesson 2. Learners list
-Child Marriages, -Discuss on Listenin grade 3-7 I.C.T topical issues while the facilitator assists them.3.
Child abuse, topical g Page 25 tools Learners in group dramatize on given topical issues
Enterprising issues using Speakin while the facilitator guides them.4. Learners give
correct g feedback on group work.Con: Oral review of the
tenses. lesson.
-Dramatize
topical
issues
SIGNING instructions, g Junior containers Intro: Re-cape of the previous lesson.1.The facilitator
Understanding warnings Writing syllabus Insecticid gives focus of the lesson.2. Learners read instructions
warnings and and symbols Listenin grade 3-7 escontain and warning while that facilitator guides them.
instructions on g Page 28 ers 3. Learners interpret instruction and warnings while
-Labels, containers. Speakin Local the facilitator assists them.
Instructions and -Explain the g environm 4. Learners in groups answer questions on instructions
symbols on meaning of ent and warning while the facilitator assists them.
containers of instructions, 5. Learners give feedback from their groups while the
different warnings facilitator assists them.
commodities such and symbols 6. Learners write an exercise in their books
as medicines, on individually.
insecticides etc. containers Con: Oral review of the lesson.
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SPEAKING -express Readin English A variety Assumed knowledge: Learners are able to express
Lesson 7 SIGNING themselves g Junior of texts themselves through speaking.Intro:Re-cape of the
-Public speaking confidently Writing syllabus - previous lesson.1.The facilitator give focus of the
-Public speaking before an Listenin grade 3-7 Recording lesson
expression, clarity, -Present Speakin Resource facilitator assists them. 3. Learners rehearse for public
posture, gestures prepared g person speaking while the facilitator guides them.
and confidence. and ICT tools 4. Reciting poems while the facilitator guides them.
unprepared Con:Oral review of the lesson.
speeches
WRITING/ -Write Readin English Word Assumed knowledge: Learners know types of letter.
Lesson 8 BRAILING formal letter g Junior cards Intro: Learners identify types of letters.
Letter writing looking for Writing syllabus ICT Tools 1.Learners state differences and similarities between
Formal letter a job as Listenin grade 3-7 Story informal and formal letter writing while the facilitator
-Applying for a job window g Page 29 books assists them.2. Learners observe the sample of a
as window cleaner cleaner at Speakin Sentence formal letters.3. Learners in pairs write a letter looking
at a local the local g strips for job as a window cleaner at the local supermarket
supermarket shops Charts while the facilitator assists them. 4. Learners give
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during the school during the Pictures feedback from their pair work while the facilitator
holiday to raise school assists them.
money for the holiday. 5. Learners write their letters in their books
school trip individually.
Con: Few learners read their composition.
11 Revision Ex Answer at Explain English -work Assumed knowledge: learners are able to answer
24/03/23 Skill: least half of ing Junior cards revision test questions.
Lesson 1 Reading/Signing the revision Describ syllabus Flash Intro: Recap of concepts taught during the term.
Listening/Obser test ing grade 3-7 cards 1. Class discussion of concepts taught during the term.
Speaking/Signin questions Identify Page 24-31 Charts 2. Learners answer oral questions from the facilitator
Writing/Brailing given ing on learned concepts.
Concept: - correctly. 2. Learners write revision test in their books
All concepts taught individually.
on the above skills. 3. Revision and recap of written work.
-Revision test Con. Revision of written and recap of concepts
questions
Revision Ex Answer at Explain English -work Assumed knowledge: learners are able to answer
Lesson 2 Skill: least half of ing Junior cards revision test questions.
Reading/Signing the revision Describ syllabus Flash Intro: Recap of concepts taught during the term.
questions
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Revision Ex Answer at Explain English -work Assumed knowledge: learners are able to answer
Lesson3 Skill: least half of ing Junior cards revision test questions.
questions
Lesson 4 Revision Ex Answer at Explain English -work Assumed knowledge: learners are able to answer
Skill: least half of ing Junior cards revision test questions.
questions
Lesson 5 Revision Ex Answer at Explain English -work Assumed knowledge: learners are able to answer
Skill: least half of ing Junior cards revision test questions.
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questions
Lesson 6 Revision Ex Explain English -work Assumed knowledge: learners are able to answer
Skill: Answer at ing Junior cards revision test questions.
Reading/Signing least half of Describ syllabus Flash Intro: Recap of concepts taught during the term.
Listening/Obser the revision ing grade 3-7 cards 1. Class discussion of concepts taught during the term.
Speaking/Signin test Identify Page 24-31 Charts 2. Learners answer oral questions from the facilitator
Writing/Brailing questions ing on learned concepts.
Concept: - given 2. Learners write revision test in their books
All concepts taught correctly. individually.
questions
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questions
questions
12 Revision Ex Explain English -work Assumed knowledge: learners are able to answer
29/03/23 Skill: Answer at ing Junior cards revision test questions.
Lesson 1 Listening/Obser the revision ing grade 3-7 cards 1. Class discussion of concepts taught during the term.
questions
Revision Ex Explain English -work Assumed knowledge: learners are able to answer
Lesson 2 Reading/Signing least half of Describ syllabus Flash Intro: Recap of concepts taught during the term.
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questions
Lesson 3 Skill: Answer at ing Junior cards revision test questions.
questions
Lesson 4 Skill: Answer at ing Junior cards revision test questions.
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questions
questions
questions
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questions
questions
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questions
questions
questions
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questions
Writing/Brailing
questions ing on learned concepts.
Concept: -
given 2. Learners write revision test in their books
All concepts taught
correctly. individually.
on the above skills.
3. Revision and recap of written work.
-Revision test
Con. Revision of written and recap of concepts
questions
Revision test - answer at Naming Junior Chalk Assumed knowledge: Learners able to answer
TOPIC: All topics least half of Explain syllabus board revision questions Intro: re-cape of the previous
taught during the the revision ing grade 3-7 Revision lessonsStep 1 The facilitator recaps the concepts
term. test Describ test taught during the week Step 2 Learners answer
-Revision test questions ing questions revision test questions in their books individually.
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Learning Area: MATHEMATICS

• NUMBER
• OPERATIONS
BROAD AIMS--Learners should be able to:
• Recall, recognise and d use mathematical symbols, terms and definitions
• Estimate, approximate and use appropriate degree of accuracy
• Interpret and use mathematics in life situations
• Utilise the PLAP method to enhance facilitating and learning
CROSS CUTTING THEMES

Financial literacy
Collaboration HIV and Aids
Heritage studies
Children’sConstructional Rights and responsibilities
Enterprise Skills
Weekly aim(s): 3.2 To help learners to acquire and apply mathematical concepts and skills and use them as tools in study, work, leisure and
everyday transactions through use of technology.
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1 NUMBER During the Identifyin Mathema Abacuses Assumed knowledge:Learners know whole numbers
13/01/23 Whole lesson g tics Number Intro:learners count together in tens up to 100 000.
Lesson numbers learners Reading Junior lines 1. Learners identify numbers in numerals and match
1 (0-100 000) should be Matching syllabus cards them with numbers in words while the facilitator assists
Numerals able to:-- grade 3-7 them.2.In groups learners write the number in words
identify, read Page 38 while the facilitator assists them.3.Learners give
and write feedback from their groups while the facilitator assists
numbers in them.4. Learners write an exercise in their exercise
numerals and books individually.Con: Learners under the guidance
words in the of the facilitator revise work written
range.
Lesson NUMBER identify, read Identifyin Mathema Chart with Assumed knowledge: learners can write numbers in the
2 Whole and write g tics numbers in range (1-10 000) in words.Intro: learners read the
numbers numbers in Reading Junior words number line on the walls.1. The facilitator explains on
(0-100 000) numerals and Matching syllabus reading and writing numbers in words. 2.Few learners
-Words words in the Discussin grade 3-7 demonstrate writing numbers in words while the
range. g Page 38 facilitator assists them.3. In groups learners write given
numbers in words while the facilitator assists them.4.
Learners report back from group work activities while
the facilitator assists them..5. Learners write their
individual work.Con: Revision of the written work.
Lesson NUMBER Count in Identifyin Mathema Chart Assumed knowledge: learners can count numbers in
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3 Whole ascending and g tics Work cards the range (0-10 000).Intro: Learners read the number
numbers descending Writing Junior Number line on the walls.1. The facilitator explains and
(0-100 000) order Reading syllabus line demonstrates on counting in ascending and descending.
-Numeral and Counting grade 3-7 Abacus 2. Few learners demonstrate counting numbers in
words:- Page 38 Flash ascending and descending order while the facilitator
Counting in cards, assists them.3. Learners count numbers in given ranges
ascending and Charts in ascending and descending order in their groups
descending while the facilitator assists them. 4. Learners give
order feedback from their groups while facilitator assists
them. 5. Individual written workCon:Revision of the
written work.
Lesson NUMBER During the Identifyin Mathema Chart Assumed knowledge: learners are able to read and
4 Whole lesson g tics Work cards count numbers.Intro: Recap of the previous lesson.1.
numbers learners Writing Junior Number Facilitator explains and demonstrates place value of
(0-100 000) should be Reading syllabus line digits on different numbers.2. Few lrners explain and
-Place value able to:--- Counting grade 3-7 Abacus demonstrate on values of digits of given numbers while
Value of digits Give values of Page 38 Flash the facilitator assists them.3. Lrners in pairs give place
in a number digits in a cards, values of digits in given numbers while the facilitator
number Charts assists them.4. Learners give feedback from their pair
work while the facilitator assists them. 5. Individual
written work.Con: Revision of the written work.
Lesson NUMBER During the Identifyin Mathema Chart Assumed knowledge: learners are able to read and
5 Whole lesson g tics Work cards count numbers.Intro: Recap of the previous lesson.1.
numbers learners Writing Junior Number Learners explain and demonstrate on values of digits of
(0-100 000) should be Reading syllabus line given numbers while the facilitator assists them.2.
-Place value able to:--- Counting grade 3-7 Abacus Lrners in groups give place values of digits in given
Value of digits Give values of Page 38 Flash numbers while the facilitator assists them.3. Learners
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in a number digits in a cards, give feedback from their group work while the
number Charts facilitator assists them. 5. Individual written work.Con:
Revision of the written work.
Lesson Revision Ex Explainin Mathema -work cards Assumed knowledge: learners are able to answer
6 Topics: Answer at g tics Flash cards revision test questions.Intro: Recap of concepts taught
-Numbers least half of Describin Junior Charts during the week.1. Class discussion of concepts taught
Concept: - the revision g syllabus during the week.2. Learners answer oral questions from
All concepts test questions Identifyin grade 3-7 the facilitator on learned concepts.2. Learners write
taught on the given g Page 38 revision test in their books individually.3. Revision and
above topic. correctly. recap of written work. Con. Revision of written and
-Revision test recap of concepts
questions
Weekly aim(s): 3.3To help learners to think and express themselves clearly and logically.
2 NUMBER During the Identifyin Mathema Chart Assumed knowledge: Learners know hundred, tens
20/01/23 Whole lesson g tics Work cards and units. Intro: Learners identify tens and units on an
Lesson numbers learners Writing Junior Number abacus. Dev: 1. Facilitator explains and demonstrates
1 (0-100 000) should be Reading syllabus line arranging numbers in order of size.2. Learners
-Place value able to:--- Counting grade 3-7 Abacus arrangement numbers in order of size on the
-Arranging arrange Page 39 Flash cards, chalkboard while the facilitator assists them.3. Lrners
numbers in numbers in Charts in grps arrange given numbers in order of size while
order of size. order of size. the facilitator assists them.4. Lrners give feedback
from their groups while the facilitator assists them. 5.
Indiv written workCon: Revision of the written work.
NUMBER During the Identifyin Mathema Chart Assumed knowledge: Learners know hundred, tens
Whole lesson g tics Work cards and units. Intro: Learners identify tens and units on an
Lesson numbers learners Writing Junior Number abacus. Dev: 1. Learners arrangement numbers in
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2 -Place value should be Reading syllabus line order of size on the chalkboard while the facilitator
-Arranging able to:--- Counting grade 3-7 Abacus assists them.2. Learners in groups arrange given
numbers in arrange Page 39 Flash cards, numbers in order of size while the facilitator assists
order of size. numbers in Charts them.3. Learners give feedback from their groups
order of size. while the facilitator assists them. 4.Individual written
work.Con: Revision of the written work.
NUMBER During the Identifyin Mathema Chart Assumed knowledge: learners are able to read and
Lesson Whole lesson g tics Work cards write numbers.Intro: Recap of the previous lesson.
3 numbers learners Writing Junior Number Dev: 1. Facilitator explains and demonstrates on
-Comparison should be Reading syllabus line comparing numbers on the chalkboard.2. Learners in
-Comparing able to:--- Counting grade 3-7 Abacus groups compare give numbers in groups using <, > or
numbers Compare Page 39 Flash cards, = signs while the facilitator assists them.3. Learners
using <, > given Charts give feedback from their groups while the facilitator
and = signs numbers guides them.4. Learners write their individual work on
using <, > or number sequencesCon: Revision of the written work.
= signs.
NUMBER During the Identifyin Mathema Chart Assumed knowledge: learners are able to read and
Whole lesson g tics Work cards write numbers.Intro: Recap of the previous lesson.
Lesson numbers learners Writing Junior Number Dev: 1. The facilitator explains and demonstrates on
4 -Comparison should be Reading syllabus line sequencing numbers in order of size.2. Learners in
-Sequencing able to:--- Counting grade 3-7 Abacus groups write number in order of size while the
numbers in Sequence Page 39 Flash cards, facilitator assists them. 3. Learners give feedback from
order of size. numbers in Charts their groups while the facilitator guides them.4.
order of size. Learners write their individual work on number
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sequencesCon: Revision of the written work.

Lesson NUMBER During the Identifyin Mathema Chart Assumed knowledge: Learners are able to round
5 Whole lesson g tics Work cards numbers to the nearest ten.Intro: Recap of the
numbers learners Writing Junior Number previous lesson.Dev: 1. The facilitator explains and
-Rounding should be Reading syllabus line demonstrates on rounding off of numbers to the
off able to:--- Counting grade 3-7 Abacus nearest ten and hundred.2. Learners round given
-Rounding off Round off Page 39 Flash cards, numbers to the nearest ten and hundred on the
numbers to numbers to Charts chalkboard while the facilitator guides them.3.
the nearest the nearest ten Learners in groups round off numbers to the nearest
ten and and hundred. ten and hundred while the facilitator assists them.4.
hundred Learners give feedback from their groups while the
facilitator guides them.5. Lrners write their individual
work on number sequences
Con: Revision of the written work.
-Numbers least half of Describin Junior Charts during the week.1. Class discussion of concepts taught
Concept: - the revision g syllabus during the week.2. Learners answer oral questions
All concepts test questions Identifyin grade 3-7 from the facilitator on learned concepts.
taught on the given g Page 38 2. Learners write revision test in their books
above topic. correctly. individually.
Weekly aim(s): 3.4To help learners to develop an inquiring mind through child centred approaches.
3 NUMBER During the Identifyin Mathema Chart Assumed knowledge: Learners are able to round
27/01/23 Whole lesson g tics Work cards numbers to the nearest hundred.Intro: Recap of the
numbers learners Writing Junior Number previous lesson.Dev: 1. The facilitator explains and
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Lesson -Rounding should be Reading syllabus line demonstrates on rounding off numbers to the nearest
1 off able to: --- Counting grade 3-7 Abacus thousand.2. Lrners estimate given numbers to the
-Rounding off Round off Page 39 Flash nearest thousand on the chalkboard while the facilitator
numbers to numbers to cards, guides them.3. Lrners in groups round off numbers to
the nearest the nearest Charts the nearest thousand while the facilitator assists them.
thousand thousand. 4. Lrners give feedback from their groups while the
facilitator guides them.5. Lrners write their indivi work
on number sequencesCon: Revision of the written
work.
Lesson NUMBER During the Identifyin Mathema Chart Assumed knledge: Learners are able to round numbers
2 Whole lesson g tics Work cards to the nearest hundred.Intro: Recap of the previous
numbers learners Writing Junior Number lesson.Dev: 1. The facilitator explains and
-Rounding should be Reading syllabus line demonstrates on rounding off numbers to the nearest
off able to:--- Counting grade 3-7 Abacus ten thousand.2. Learners round off given numbers to
-Rounding off Round off Page 39 Flash the nearest ten thousand on the chalkboard while the
numbers to numbers to cards, facilitator guides them.3. Learners in groups estimate
the nearest the nearest ten Charts numbers to the nearest ten thousand while the
ten thousand. thousand. facilitator assists them.
4. Learners give feedback from their groups while the
facilitator guides them.5. Lrners write their indiv work
on number sequencesCon: Revision of the written
work.
NUMBER During the Writing Mathema Chart Assumed knowledge: Learners are able to round
Whole lesson Numeratin tics Work cards numbers.Intro: Recap of the previous lesson.
Lesson numbers learners g Junior Number Dev: 1. The facilitator explains and demonstrates on
3 -Estimation should be Approxim syllabus line approximating numbers of objects in life situations.2.
and able to:--- ating grade 3-7 Abacus Learners in groups give approximate numbers of
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Approximatio Apply Page 39 Flash objects in real life situation and verify by counting and
n approximate cards, checking while the facilitator guides them.3. Learners
Approximatio in life Charts give feedback from their groups while the facilitator
n in life situation. guides them.5. Learners write their individual work on
situation. number sequencesCon: Revision of the written work.
Lesson NUMBER During the Writing Mathema Chart Assumed knowledge: Learners are able to round
4 Whole lesson Numeratin tics Work cards numbers.Intro: Recap of the previous lesson.Dev: 1.
numbers learners g Junior Number The facilitator explains and demonstrates on
-Estimation should be Approxim syllabus line approximating numbers of objects in life situations.2.
and able to:--- ating grade 3-7 Abacus Learners in groups give approximate numbers of
Approximatio Apply Page 39 Flash objects in real life situation and verify by counting and
n approximate cards, checking while the facilitator guides them.3. Learners
Approximatio in life Charts give feedback from their groups while the facilitator
n in life situation. guides them.5. Learners write their individual work on
situation. number sequencesCon: Revision of the written work.
Lesson NUMBER During the Writing Mathema Chart Assumed knowledge: Learners know place values of
5 Whole lesson Numeratin tics Work cards numbersIntro: Recap of the previous lesson.Dev: 1.
numbers learners g Junior Number The facilitator explains and demonstrates on expanding
-Expanded should be syllabus line numbers.2. Learners express and expand given
notation:- able to:--- grade 3-7 Abacus numbers while the facilitator assists them.3. Learners
Expressing Express Page 39 Flash in groups expand given numbers while the facilitator
numbers in numbers in cards, guides them.
expanded expanded Charts 4. Learners give feedback from their groups while the
form: notation or facilitator guides them.
5236= form. 5. Learners write their individual work on number
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5000+200 + sequences
30 + 6 and Con: Revision of the written work.
vice versa.
Lesson Revision Ex Explainin Mathema
-work cards Assumed knowledge: learners are able to answer
6 Topics: Answer at g tics
Flash cards revision test questions.
-Numbers least half of Describin Junior
Charts Intro: Recap of concepts taught during the week.
Concept: - the revision g syllabus 1. Class discussion of concepts taught during the week.
All concepts test questions Identifyin grade 3-7 2. Learners answer oral questions from the facilitator
taught on the given g Page 39 on learned concepts.
above topic. correctly. 2. Learners write revision test in their books
-Revision test individually.
questions 3. Revision and recap of written work.
Weekly aim(s): 3.2 To help learners to develop holistically and show a positive attitude towards Mathematics.
4 NUMBER Identify, read Writing Mathema Fraction Assumed knowledge: Learners have seen a fraction.
03/02/23 Proper and write Identifyin tics chart Intro: Cutting of fruits in halves and quarters. Dev: 1.
fractions fractions g Junior Work Facilitator explains on proper fractions with
Lesson -Proper with Reading syllabus Cards denominators up to 100 on the chalkboard.2. Learners
1 fractions. denominators grade 3-7 Flash cards write fractions with denominators given while the
- (where the in the given Page 39 facilitator assists them.3. Learners in pairs identify and
denominators range. write fractions with denominators in the given range
are 2 to 10,20, while the facilitator assists them. 4. Learners give
50, and 100). feedback from their pair work.5. Learners write their
individual work Con: Revision of the written work.
NUMBER draw, name Drawing Mathema Fraction Assumed knowledge: learners know a fraction. Intro:
Proper and shade Naming tics chart Recap from the previous lesson. Dev:1. Facilitator
Lesson Fractions fractions on Junior Work demonstrates on drawing, naming and shading
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2 Fractions with diagrams syllabus Cards fractions on diagrams.2. Learners in groups draw, name
denominators grade 3-7 Flash cards and shade fractions on diagrams while the facilitator
2-10 , 20, 50, Page 39 assists them.3. Learners give feedback from their
and 100 groups while the facilitator assists them. 4. Learners
write their individual work Con: Revision of the
written work.
Lesson NUMBER During the Reducing Mathema Fraction Assumed knowledge: learners know a fraction. Intro:
3 Proper lesson Dividing tics chart Recap from the previous lesson. Dev:1. Facilitator
Fractions learners Junior Work demonstrates onreducing fractions to the lowest terms
Fractions with should be syllabus Cards on the chalkboard.2. Few lrners demonstrate reducing
denominators able to:--- grade 3-7 Flash cards fractions to their lowest term to other while the
2-10 , 20, 50, Reduce Page 39 facilitator assists them.3. Learners in groups reduce
and 100 fractions to given fractions to their lowest terms while the
their lowest facilitator assists them. 4. Learners give feedback from
terms their groups.5. Learners write their individual work
Con: Revision of the written work.
Lesson NUMBER During the Calculatin Mathema Fraction Assumed knowledge: learners know a fraction. Intro:
4 Proper lesson g Writing tics chart Reading of the fraction chart.Dev: 1. Facilitator
fractions learners Identifyin Junior Work explains and demonstrates on comparing proper
-Proper should be g syllabus Cards fractions using <, > or = signs.2. Learners compare
fractions. able to:--- Reading grade 3-7 Flash cards proper fractions on the chalkboard while the facilitator
-Comparison Compare Page 39 assists them.3. Learners in groups compare given
Using <, > or fractions fractions using <, > or = while the facilitator assists
= signs. using <, > or them. 4. Learners give feedback from their groups
= signs. while the facilitator assists them.4. Learners write their
individual work Con: Revision of the written work.
Lesson NUMBER Write Writing Mathema Fraction Assumed knowledge: Learners know a fraction. Intro:
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5 Proper fractions in Identifyin tics chart Reading of the fraction chart.Dev: 1. Facilitator
fractions their g Junior Work explains demonstrates on finding equivalent fractions
-Proper equivalent Reading syllabus Cards on the chalkboard.2. Learners give equivalent fractions
fractions. forms Comparin grade 3-7 Flash cards of given fractions while the facilitator guides them.3.
-Equivalence g Page 39 Learners in groups find equivalent fractions of given
fractions fractions while the facilitator assists them.4. Learners
give feedback from their groups while the facilitator
assists them. 5. Individual written work.Con: Revision
of the written work.
-Proper least half of Describin Junior Charts during the week.1. Class discussion of concepts taught
fractions the revision g syllabus during the week.2. Learners answer oral questions from
Concept: - test questions Identifyin grade 3-7 the facilitator on learned concepts.2. Learners write
All concepts given g Page 39 revision test in their books individually.3. Revision and
taught on the correctly. recap of written work. Con. Revision of written and
above topic. recap of concepts
-Revision test
questions
Weekly aim(s): 3.2 To help learners to acquire and apply mathematical concepts and skills and use them as tools in study, work, leisure and everyday transactions
through use of technology
5 NUMBER reduce Writing Mathema Number Assumed knowledge: learners know a proper
10/02/23 Proper fractions fractions to Identifyin tics line fraction.Intro: Recap of the previous lesson.Dev: 1.
Lesson -Proper their lowest g Junior Fraction Facilitator explains and demonstrates on reducing
1 fractions. term. Reading syllabus chart proper fractions on the chalkboard.2. Learners reduce
-Lowest terms grade 3-7 Fraction given fractions on the chalkboard while the facilitator
Page 40 chart guides them.
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Work 3. Learners in groups reduce given fractions while the

Cards facilitator assists them.4. Learners give feedback from
Flash cards their groups while the facilitator assists
them.5.Learners write an exercise in their books
individually.
Con. Revision of written and recap of concepts.
Lesson NUMBER During the Relating Mathema Fraction Assumed knowledge: learners are able to reduce
2 Proper fractions lesson Writing tics chart fractions to their lowest terms.Intro: Recap of the
-Proper learners Identifyin Junior Number previous lesson.Dev: 1. Facilitator explain and
fractions. should be g syllabus line demonstrates arranging of proper fractions in ascending
-Sequencing able to:--- Reading grade 3-7 Fraction and descending order on the chalkboard.
arrange Page 40 chart 2. Few learners arrange given fractions in ascending
fractions in Work and descending order while the facilitator assists them.
ascending or Cards 3. Learners in groups arrange given fractions in
descending Flash cards ascending and descending order while the facilitator
order. assists them. 4. Learners give feedback from their
groups while the facilitator assists them.5. Lrners write
their indiviwork Cocnl: Revision of the written work.
Lesson NUMBER During the Relating Mathema Fraction Assumed knowledge: learners know a mixed number
3 Mixed Numbers lesson Writing tics chart fraction.Intro: Recap of the previous lesson.
-Mixed learners Identifyin Junior Number Dev: 1. Facilitator explains and demonstrates on
numbers should be g syllabus line forming mixed numbers on the chalkboard.
- Forming able to:--- Reading grade-7 Fraction 2. Lrners form mixed numbers by putting together
mixed numbers. identify Page 40 chart wholes and fractions 2 and ¾= 2¾ while that facilitator
mixed Work assists them.3. Lrners in groups form mixed numbers
numbers Cards while the facilitator assists them. 4. Learners give
Flash cards feedback from their groups. 5. Indiv written work.Con:
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Revision of the written work and recap of concepts.

Lesson NUMBER Convert Relating Mathema Fraction Assumed knowledge: learners know a mixed number
4 Mixed Numbers mixed Writing tics chart fraction.Intro: Recap of the previous lesson.Dev: 1.
-Mixed numbers to Identifyin Junior Number Facilitator explains and demonstrates on converting
numbers improper g syllabus line mixed numbers to improper fractions and vice-versa
- Conversion:- fractions Reading grade-7 Fraction 2. Three learners demonstrate converting of mixed
Converting and vice Page 40 chart numbers into improper fractions while the facilitator
mixed numbers versa. Work assists them.3. Learners in groups convert mixed
to improper Cards numbers to improper fractions while the facilitator
fractions Flash cards assists them. 4. Learners give feedback from their
groups. 5. Individual written work.Con: Revision of
the written work and recap of concepts.
Lesson NUMBER Compare Relating Mathema Fraction Assumed knowledge: learners know a mixed number
5 Mixed Numbers mixed Writing tics chart fraction.Intro: Recap of the previous lesson.Dev: 1.
-Mixed numbers Identifyin Junior Number Facilitator explains and demonstrates on comparing
numbers using g syllabus line mixed numbers on the chalkboard.2.Learners in groups
-Comparison numbers Reading grade-7 Fraction compare mixed numbers using <, >or = signs while the
Comparing using <, > Page 40 chart facilitator assists them.3. Learners give feedback from
mixed numbers or = signs. Work their groups while the facilitator assists them.5. Lrners
using <, > and Cards write an exercise in their books individually.
= signs Flash cards Con: Revision of the written work and recap of
concepts.
6 Topics:- Answer at g tics Flash cards revision test questions.
Improper least half of Describin Junior Charts Intro: Recap of concepts taught during the week.
fractions the revision g syllabus 1. Class discussion of concepts taught during the week.
Concept: -All test Identifyin grade 3-7 2. Learners answer oral questions from the facilitator
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concepts taught questions g Page 40 on learned concepts.

on the above given 2. Learners write revision test in their books
topic. correctly. individually.
Weekly aim(s): 3.4 To help learners to develop an inquiring mind through child centred approaches.
6 NUMBER Solve Relating Mathema Fraction Assumed knowledge: learners know a mixed number
17/02/23 Mixed Numbers problems Writing tics chart fraction.Intro: Recap of the previous lesson.Dev: 1.
Lesson -Mixed involving Identifyin Junior Number Learners apply mixed numbers in solving given
1 numbers mixed g syllabus line problems: e.g. Sharing.2.Learners in group solve
-Word problems numbers Reading grade-7 Fraction given problems involving word problems while the
involving mixed Page 40 chart facilitator assists them.3. Learners give feedback from
numbers Work Cards their groups while the facilitator assists them.5.
Flash cards Learners write an exercise in their books
individually.Con: Revision of the written work and
recap of concepts.
Lesson NUMBER During the Relating Mathema Chart Assumed knowledge: learners know Arabic numerals.
2 Numeration lesson Writing tics Work Cards Intro: Recap of the previous lesson.Dev: 1. The
System learners Identifyin Junior Flash cards facilitator explains on Roman numerals.2. Learners
-Numeration should be g syllabus Watches state, read and write Roman numerals I to C on the
System able to:--- Reading grade-7 chalkboard while the facilitator assists them.3.Lrners
-Numeration: Identify, Page 41 in group state, read and write Roman numerals while
(Arabic and read and the facilitator assists them.4. Learners give feedback
roman) write from their groups while the facilitator assists them.5.
Roman Lrners write an exercise in their books
numerals. individually.Con: Revision of the written work and
recap of concepts.
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Lesson NUMBER During the Relating Mathema Chart Assumed knowledge: Learners know Arabic numerals.
3 Numeration lesson Writing tics Work Cards Intro: Recap of the previous lesson.Dev: 1. The
System learners Identifyin Junior Flash cards facilitator explains and demonstrates on how the
-Numeration should be g syllabus Watches Roman numerals are built from I to L (I, V, X, L)2.
System able to:--- Reading grade-7 Learners demonstrate on building Roman numerals on
-Numeration: Convert Page 41 the chalkboard while the facilitator assists them. 3.
(Arabic and Roman Learners in groups building Roman numerals while the
roman) numerals facilitator assists them. 4. Learners give feedback
-Building of and vice from their groups while the facilitator assists them.5.
Roman versa within Lrners write an indiv exercise in their
numerals the range. books .Con:Revision of the written work and recap of
concepts.
Lesson NUMBER Convert Relating Mathema Chart Assumed knowledge: Learners know Arabic numerals.
4 Mixed Numbers Roman Writing tics Work Cards Intro: Recap of the previous lesson.Dev: 1. Learners
-Numeration numerals Identifyin Junior Flash cards demonstrate on building Roman numerals on the
System and vice g syllabus Watches chalkboard while the facilitator assists them. 2. Lrners
-Numeration: versa within Reading grade-7 in groups express Arabic numerals to Roman numerals
(Arabic and the range. Page 41 within the range I to C while the facilitator assists
roman) them. 3. Learners give feedback from their groups
-Converting while the facilitator assists them.4. Learners write an
exercise in their books individually.Con: Revision of
the written work and recap of concepts.
Lesson NUMBER Convert Relating Mathema Chart Assumed knowledge: Learners know Arabic numerals.
5 Numeration Roman Writing tics Work Cards Intro: Recap of the previous lesson.Dev: 1. Learners
System numerals Identifyin Junior Flash cards demonstrate on building Roman numerals on the
-Numeration and vice g syllabus Watches chalkboard while the facilitator assists them. 2. Lrners
System versa within Reading grade-7 in groups convert Arabic numerals to Roman numerals
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-Numeration: the range. Page 41 in given range and vice versa while the facilitator
(Arabic and assists them. 3. Lrners give feedback from their
roman) groups while the facilitator assists them.4. Lrners write
-Converting an exercise in their books individually.Con: Revision
of the written work and recap of concepts.
-Numeration least half of Describin Junior Charts during the week.1. Class discussion of concepts taught
System. the revision g syllabus during the week.2. Learners answer oral questions
Concept: - test Identifyin grade 3-7 from the facilitator on learned concepts.2. Learners
All concepts questions g Page 41 write revision test in their books individually.3.
taught on the given Revision and recap of written work. Con. Revision of
above topic. correctly. written and recap of concepts
-Revision test
questions
Weekly aim(s): 3.4 To help learners to develop an inquiring mind through child centred approaches.
7 NUMBER During the Relating Mathema Chart Assumed knowledge: Learners know decimal
24/02/23 Decimals lesson Writing tics Work Cards numbers.
Lesson (Up to 3 places) learners Identifyin Junior Flash cards Intro: Recap of the previous lesson.Dev: 1. The
1 -Numeration should be g syllabus Watches facilitator explains and demonstrates on reading and
-Reading and able to:--- Reading grade-7 writing in numerals up to 3 decimal places 2.Learners
writing Identify , Page 41 state, read and write numerals to 3 decimal places
numerals to 3 read and while the facilitator assists them. 3. Lrners in groups
decimal write write and read given numerals up to 3 decimal places
numbers decimals. while the facilitator assists them. 4. Lrners give
them.5. Lrners write an exercise in their books
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recap of concepts.
Lesson NUMBER During the Relating Mathema Chart Assumed knowledge: Learners know decimal
2 Decimals lesson Writing tics Work Cards numbers.
(Up to 3 places) learners Identifyin Junior Flash cards Intro: Recap of the previous lesson.Dev: 1. The
-Place value should be g syllabus Watches facilitator explains and demonstrates on place values
Decimal able to:--- Reading grade-7 of decimal numbers up to 3 decimal places with not
numbers place determine Page 41 more than 5 digits on the chalkboard. 2. Learners in
values place value groups write place values of given decimals numbers
of a digit in up to 3 decimal places with not more than 5 digits
decimal. while the facilitator assists them. 3. Learners give
them.4. Learners write an exercise in their books
recap of concepts.
Diagrammatic should be g syllabus Watches facilitator explains and demonstrates on
representations able to:--- Reading grade-7 diagrammatical representation of decimals on the
-Decimal Interpret Page 41 chalkboard. 2. Learners in groups illustrate
diagrammatic diagrammati diagrammatical representation of decimal numbers
interpretation c while the facilitator assists them. 3. Learners give
representati feedback from their groups while the facilitator assists
on of them.4. Learners write an exercise in their books
decimals. individually.Con: Revision of the written work and
recap of concepts.
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Lesson NUMBER Compare Relating Mathema Chart Assumed knowledge: Learners know decimal
4 Decimals decimals Writing tics Work Cards numbers.
(Up to 3 places) numbers Identifyin Junior Flash cards Intro: Recap of the previous lesson.Dev: 1. The
Comparisons using <, > g syllabus Watches facilitator explains and demonstrates on comparing
Comparing or = Reading grade-7 decimals numbers on the chalkboard. 2. Learners in
decimal - Page 41 groups compare given decimal numbers while the
numbers differentiate facilitator assists them. 3. Lrners give feedback from
decimals their groups while the facilitator assists them.4. Lrners
write an exercise in their books individually.Con:
Estimation should be g syllabus Watches facilitator explains and demonstrates on rounding off
Rounding off able to:--- Reading grade-7 decimals on the chalkboard. 2. Lrners in groups round
decimals Rounding Page 41 off given decimals to the nearest unit and tenth while
off decimals the facilitator assists them. 3. Lrners give feedback
from their groups while the facilitator assists them.
4. Lrners write an exercise in their books
indivi.Con:Revision of the written work and recap of
concepts.
-Decimals least half of Describin Junior Charts during the week.1. Class discussion of concepts taught
Numbers the revision g syllabus during the week.2. Learners answer oral questions
Concept: - test Identifyin grade 3-7 from the facilitator on learned concepts.2. Learners
All concepts questions g Page 41 write revision test in their books individually.
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taught on the given 3. Revision and recap of written work.

above topic. correctly. Con. Revision of written and recap of concepts
-Revision test
questions
Weekly aim(s): 3.2 To help learners to acquire and apply mathematical concepts and skills and use them as tools in study, work, leisure and everyday
transactions through use of technology
8 NUMBER Express Relating Mathema Chart Assumed knowledge: Learners know percentages.
03/03/23 Percentage fraction as Writing tics Work Intro: Recap of the previous lesson.Dev: 1. The
Lesson Conversion percentages Identifyin Junior Cards facilitator explains and demonstrates on converting
1 -Converting and vice g syllabus Flash cards percentages to fractions and vice versa on the
percentages versa Reading grade-7 Watches chalkboard. 2. Learners in groups write given fractions
Page 42 in percentages while the facilitator assists them. 3.
Learners give feedback from their groups while the
facilitator assists them.4. Learners write an exercise in
their books individually.Con: Revision of the written
work and recap of concepts.
Lesson NUMBER Change one Relating Mathema Chart Assumed knowledge: Learners know
2 Percentage quantity/ Writing tics Work percentages.Intro: Recap of the previous lesson.Dev:
Conversion amount as a Identifyin Junior Cards 1. The facilitator explains and demonstrates on
-Expressing percentage g syllabus Flash cards expressing one quantity and amount as percentages of
quantity as of another. Reading grade-7 Watches another on the c/b. 2. Lrners in groups express given
percentages. Page 42 quantities and amounts as percentages while the
facilitator assists them. 3. Learners give feedback from
their groups while the facilitator assists them.4.
Learners write an exercise in their books
recap of concepts.
[Type here]
Lesson NUMBER Compare Relating Mathema Chart Assumed knowledge: Learners know percentages
3 Percentages percentages Writing tics Work Intro: Recap of the previous lesson.Dev: 1. The
Comparisons using <, > Identifyin Junior Cards facilitator explains and demonstrates on comparing
Comparing or = signs g syllabus Flash cards percentages using <, > or = signs on the chalkboard. 2.
percentages - Reading grade-7 Watches Learners in groups compare given percentages while
using <, > or = differentiate Page 42 the facilitator assists them. 3. Learners give feedback
signs percentages from their groups while the facilitator assists them.4.
Learners write an exercise in their books individually.
Con: Revision of the written work and recap of
concepts.
Lesson NUMBER Show Relating Mathema Chart Assumed knowledge: Learners know percentages
4 Percentages relationship Writing tics Work Intro: Recap of the previous lesson.Dev: 1. The
Equivalence s between Identifyin Junior Cards facilitator explains and demonstrates on finding
Relationships percentages g syllabus Flash cards percentages equivalent to ,on the chalkboard. 2.
between and Reading grade-7 Watches Learners in grps find percentages of fractions given
percentages and fractions Page 42 while the facilitator assists them. 3. Learners give
fractions feedback from their groups while the facilitator assists
them.4. Learners write an exercise in their books
individually.
concepts.
Lesson NUMBER Show Relating Mathema Chart Assumed knowledge: Learners know percentages
5 Percentages relationship Writing tics Work Intro: Recap of the previous lesson.Dev: 1. Learners
Equivalence s between Identifyin Junior Cards find percentages of given fractions on the chalkboard
Relationships percentages g syllabus Flash cards while the facilitator assists them. 2. Learners in groups
between and Reading grade-7 Watches find percentages of fractions given while the facilitator
percentages and fractions Page 42 assists them. 3. Learners give feedback from their
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fractions groups while the facilitator assists them.4. Learners

write an exercise in their books individually.
concepts.
6 Topics: Answer at g tics Flash cards revision test questions.
Percentages least half of Describin Junior Charts Intro: Recap of concepts taught during the week.
Concept: - the revision g syllabus 1. Class discussion of concepts taught during the week.
All concepts test Identifyin grade 3-7 2. Learners answer oral questions from the facilitator
taught on the questions g Page 42 on learned concepts.
above topic. given 2. Learners write revision test in their books
-Revision test correctly. individually.
questions 3. Revision and recap of written work.
Weekly aim(s): 3.4 To help learners to develop an inquiring mind through child centred approaches
9 OPERATION Demonstrat Adding Mathema Chart Assumed knowledge: Learners have done addition
10/03/23 S e an Writing tics Work Cards before.Intro: The facilitator tells some addition
Lesson Addition of understandi Counting Junior Flash cards problem to learners.Dev: 1. The facilitator pose
1 whole numbers ng of basic Reading syllabus Counters addition problems to learners. 2. Learners solve
Addition addition grade-7 Abacuses problems given on the chalkboard while the facilitator
-whole numbers facts. Page 42 assists them. 3. Learners in groups solve problems
whose sum is given on addition while the facilitator assists them.4.
less than or Learners give feedback from their groups while the
equal to 100 facilitator assists them.5. Learners write an exercise in
000 their books individually.Con: Revision of the written
work and recap of concepts.
Lesson OPERATION During the Adding Mathema Chart Assumed knowledge: Learners have done addition
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2 S lesson Writing tics Work Cards before.Intro: The facilitator tells some addition
Addition of learners Counting Junior Flash cards problem to learners.Dev: 1. The facilitator explains
whole numbers should be Reading syllabus Counters and demonstrates on addition with carrying on the
(whose sum is able to:--- grade-7 Abacuses chalkboard. 2. Few learners solve given addition with
less than or Add with Page 42 carrying problems on the chalkboard while the
equal to 100 carrying. facilitator assists them. 3. Learners in groups solve
000) problems given on addition with carrying while the
Addition facilitator assists them. 4. Learners give feedback
-Adding with from their groups while the facilitator assists them.
carrying 5. Lrners write an exercise in their books indiv.Con:
whole numbers should be Reading syllabus Counters and demonstrates on addition of measures on the
(whose sum is able to:--- grade-7 Abacuses chalkboard. 2. Few learners solve given addition of
less than or add Page 42 measures problems on the chalkboard while the
equal to 100 measures. facilitator assists them. 3. Learners in groups solve
000) problems given on addition of measures while the
Addition facilitator assists them. 4. Learners give feedback
-Addition of from their groups while the facilitator assists them.
measures 5. Lrners write an exercise in their books indiv.Con:
whole numbers should be Reading syllabus Counters and demonstrates on addition using association and
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(whose sum is able to:--- grade-7 Abacuses commutative laws on the chalkboard. 2. Few learners
less than or Use the Page 42 solve given addition problems using association and
equal to 100 association commutative laws on the chalkboard while the
000) and facilitator assists them. 3. Lrners in groups solve
Addition commutativ problems given on addition using association and
-Association e laws commutative laws while the facilitator assists them.
and 4. Lrners give feedback from their groups while the
Commutative facilitator assists them.5. Lrners write an exercise in
laws their books indiv.Con: Revision of the written work
and recap of concepts.
Addition of learners Counting Junior Flash cards problem to learners.Dev: 1. The facilitator pose
whole numbers should be Reading syllabus Counters addition problems to learners. 2. Learners solve
(whose sum is able to:--- grade-7 Abacuses problems given on the chalkboard while the facilitator
less than or Use addition Page 42 assists them. 3. Learners in groups solve problems
equal to 100 to solve real given on addition while the facilitator assists them.
000) life 4. Learners give feedback from their groups while the
Addition situation. facilitator assists them.5. Learners write an exercise in
-Use of addition their books individually.Con: Revision of the written
in real life work and recap of concepts
situation
Lesson Revision Ex Explainin Mathema Chart Assumed knowledge: learners are able to answer
6 Topics:Operati Answer at g tics Work Cards revision test questions.Intro: Recap of concepts taught
ons:Addition least half of Describin Junior Flash cards during the week.1. Class discussion of concepts taught
Concept: -All the revision g syllabus Counters during the week.2. Learners answer oral questions
concepts taught test Identifyin grade 3-7 Abacuses from the facilitator on learned concepts.2. Learners
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on the above questions g Page 42 write revision test in their books individually.3.
topic.-Revision given Revision and recap of written work. Con. Revision of
test questions correctly. written and recap of concepts
10 OPERATIONS During the Adding Mathema Chart Assumed knowledge: Learners have done addition
17/03/23 Subtraction of lesson Writing tics Work Cards before.Intro: The facilitator tells some addition
Lesson whole numbers(0 learners Counting Junior Flash cards problem to learners.Dev: 1. The facilitator explains
1 – 100 000) should be Reading syllabus Counters and demonstrates on subtraction of whole numbers on
Subtraction able to:--- grade-7 Abacuses the chalkboard. 2. Few lrners solve given subtraction
-Subtraction of Demonstrat Page 43 problems on the chalkboard while the facilitator assists
whole numbers. e them. 3. Learners in groups solve problems given on
subtraction. subtraction while the facilitator assists them. 4.
Lrners give feedback from their groups while the
facilitator assists them.5. Learners write an exercise in
their books individually on subtraction.Con: Revision
Lesson OPERATIONS During the Adding Mathema Chart Assumed knowledge: Learners have done subtraction
2 Subtraction of lesson Writing tics Work Cards before.Intro: The facilitator tells some addition
whole numbers(0 learners Counting Junior Flash cards problem to learners.Dev: 1. The facilitator explains
– 100 000) should be Reading syllabus Counters and demonstrates on subtraction of whole numbers on
Subtraction able to:--- grade-7 Abacuses the chalkboard. 2. Few learners solve given on
-Subtraction by Subtract by Page 43 subtraction problems on the chalkboard while the
decomposition decomposit facilitator assists them. 3. Learners in groups solve
ion problems given on subtraction while the facilitator
assists them. 4. Learners give feedback from their
groups while the facilitator assists them.5. Lrners write
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an exercise in their books indiv on subtraction.Con:

whole numbers(0 learners Counting Junior Flash cards problem to learners.Dev: 1. The facilitator explains
– 100 000) should be Reading syllabus Counters and demonstrates on subtraction of whole numbers on
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equal addition given them. 3. Learners in groups solve problems given on
whole subtraction while the facilitator assists them. 4.
numbers by Learners give feedback from their groups while the
equal facilitator assists them.5. Learners write an exercise in
addition. their books individually on subtraction.Con: Revision
whole numbers(0 learners Counting Junior Flash cards problem to learners.Dev.: 1. The facilitator explains
– 100 000) should be Reading syllabus Counters and demonstrates on subtraction of measures on the
Subtraction able to:--- grade-7 Abacuses chalkboard. 2. Few learners solve given subtraction of
-Subtraction of Subtract Page 43 measures problems on the chalkboard while the
measures measures, facilitator assists them. 3. Lrners in groups solve
to solve at problems given on subtraction of measures while the
least half of facilitator assists them. 4. Learners give feedback
at given from their groups while the facilitator assists them.5.
problems Lrners write an exercise in their books individually on
correctly. subtraction.Con: Revision of the written work and
recap of concepts.
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5 Subtraction of lesson Writing tics Work Cards before.Intro: The facilitator tells an addition problem
whole numbers(0 learners Counting Junior Flash cards to learners.Dev: 1. The facilitator explains and
– 100 000) should be Reading syllabus Counters demonstrates on subtraction of measures on the c/b.
Subtraction able to:--- grade-7 Abacuses 2. Few learners solve given subtraction of measures
-Subtraction of Subtract Page 43 problems on the chalkboard while the facilitator assists
measures measures, them. 3. Learners in groups solve problems given on
to solve at subtraction of measures while the facilitator assists
least half of them. 4. Lrners give feedback from their groups while
at given the facilitator assists them.5. Learners write an
problems exercise in their books individually on
correctly. subtraction.Con: Revision of the written work and
recap of concepts.
Lesson Revision Ex Answer at Explainin Mathema Chart Assumed knowledge: learners are able to answer
6 Topics:Operatio least half of g tics Work Cards revision test questions.Intro: Recap of concepts taught
ns:Subtraction the revision Describin Junior Flash cards during the week.1. Class discussion of concepts taught
Concept: -All test g syllabus Counters during the week.2. Learners answer oral questions
concepts taught questions Identifyin grade 3-7 Abacuses from the facilitator on learned concepts.2. Learners
on the above given g Page 42 write revision test in their books individually.3.
topic.-Revision correctly. Revision and recap of written work. Con. Revision of
test questions written and recap of concepts
11 OPERATIONS Adding Mathema Chart Assumed knowledge: Learners have done subtraction
24/03/23 Subtraction of Subtract Writing tics Work Cards before.Intro: The facilitator tells an addition problem
Lesson whole numbers(0 measures, Counting Junior Flash cards to learners.Dev: 1. The facilitator explains and
1 – 100 000) to solve at Reading syllabus Counters demonstrates on subtraction of measures on the
Subtraction least half of grade-7 Abacuses chalkboard. 2. Few learners solve given subtraction of
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measures problems facilitator assists them. 3. Learners in groups solve

correctly. problems given on subtraction of measures while the
facilitator assists them. 4. Learners give feedback
from their groups while the facilitator assists them.5.
Learners write an exercise in their books individually
on subtraction.Con: Revision of the written work and
recap of concepts.
2 Subtraction of lesson Writing tics Work Cards before.Intro: The facilitator tells an addition problem
whole numbers(0 learners Counting Junior Flash cards to learners.Dev: 1. The facilitator explains and
– 100 000) should be Reading syllabus Counters demonstrates on subtraction of measures on the
Subtraction able to:--- grade-7 Abacuses chalkboard. 2. Few learners solve given subtraction of
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measures measures, facilitator assists them. 3. Learners in groups solve
to solve at problems given on subtraction of measures while the
least half of facilitator assists them. 4. Learners give feedback
at given from their groups while the facilitator assists them.5.
problems Learners write an exercise in their books individually
correctly. on subtraction.Con: Revision of the written work and
recap of concepts.
Lesson Revision Ex Counting Mathema Chart Assumed knowledge: learners are able to answer
2 Topics:Number Answer at Identifyin tics Work Cards revision test questions.Intro: Recap of concepts taught
Operations: least half of g Junior Flash cards during the term.1. Class discussion of concepts taught
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on the above questions Page 38- revision test in their books individually.
topics.-Revision given 42 3. Revision and recap of written work.
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test questions correctly. Con. Revision of written and recap of concepts

Revision Ex Counting Mathema Chart Assumed knowledge: learners are able to answer
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Lesson Operations: least half of g Junior Flash cards during the term.1. Class discussion of concepts taught
3 Concept: -All the revision Writing syllabus Counters during the term.2. Learners answer oral questions from
on the above questions Page 38- revision test in their books individually.3. Revision
topics.-Revision given 42 and recap of written work. Con. Revision of written
test questions correctly. and recap of concepts
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12 Revision Ex Counting Mathema Chart Assumed knowledge: learners are able to answer
29/03/23 Topics:Number Answer at Identifyin tics Work Cards revision test questions.Intro: Recap of concepts taught
Lesson Operations: least half of g Junior Flash cards during the term.1. Class discussion of concepts taught
1 Concept: -All the revision Writing syllabus Counters during the term.2. Learners answer oral questions from
Lesson Revision Ex Answer at Counting Mathema Chart Assumed knowledge: learners are able to answer
2 Topics:Number least half of Identifyin tics Work Cards revision test questions.Intro: Recap of concepts taught
Operations: the revision g Junior Flash cards during the term.1. Class discussion of concepts taught
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TOPIC: All topics least half of Explainin syllabus Revision revision questions Intro: re-cape of the previous
taught during the the revision g grade 3-7 test lessonsStep 1 The facilitator recaps the concepts
term. test Describin questions taught during the week Step 2 Learners answer
-Revision test questions g revision test questions in their books individually.
ISINDEBELE
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ISIHLOKO
 Ukubhala
 Ukukhuluma
 Ukulalela
 Ukubala
OKUMUNYETHWEYO
Emadolobheni, Ukuhlalisana kwemuli, Isikhathi sokukhululeka lokuzilibazisa, Izibongo losendo, Indimi zezinye izizwe, Imali yakwamanye amazwe,
Ezincedayo empilweni, Ezokuhamba, Ukuthathana
INJONGO
Ukuthuthukisa abafundi kumakhono amane wona athi ukukhuluma, ukulalela, ukubala Kanye lokubhala bazi ukusebenzisa ulimi lwesiNdebele
ngokuqondileyo Ukuncedisa abafundi bazi okudingakalayo ngomuntu impilo Kanye lenhlalo kugoqela ukuhlalisana kwemuli Kanye labomakhelwane.
IVIKI ISIHLOKO INJONGO UBUCIKO ISIPHALA IZIKHALI OKUZENZIWA IMPUMELA

INGXOXO: Abafundi Isilabhasi Imifanekiso -abafundi baqambe indawo
1 Ukuvakatshela bakhangelelwe yeSiNdebele Step yezimota zokuvakatshelangamaqembu -
edolobheni ukuba benelise ukukhuluma In Inyathelo baxoxe ngokuvakatshela
-ukuxoxa Ugwalo 5 ikhasi 14 edolobheni.
ngokuya -batsho ukuthi bayabe besiyaphi.
[Type here]
edolobheni -babike abakutholileyo

13/01/2 UKUBHALA -babhale amanani Ikhasi 18 Itshathi -njengekilasi baqambe impawu
3 Amanani ngeSiNdebele lempawu abazaziyo
beqondanisa Ukubhala -isibonelo sokusebenzisa impawu
okukuX endaweni eqondileyo( ukhefu-
lokukuY comma, ungqe-full stop)
-babhale ngamunye
UKUBALA: -ukubala Ikhasi 14-15 Amabala -babale amabala amatsha baphe
USolo ngokucacileyo amatsha ingcazelo
uvakatshela begcizelela kugwaliba -umbalisi aphe isibonelo sokubala
umnewabo ukuzwisisa ukuze Ukubala ngokucacileyo
baphendule -baxoxe ngokumunyethweyo
imbuzo
UKUBHALA -babale Ikhasi 14-15 -baxoxe ngokuphendulwa
Inzwisisa- indatshana kwembuzo
USolo ngokuzwisisa Ukubhala -babale indaba yokuzwisisa
uvakatshela baphendule -baphendule imbuzo ngendlela
umnewabo imbuzo eqondileyo
ULIMI Incwadi -ukuguqula ibala Ikhasi 17 -umbalisi aphe isibonelo
kasekaMandla elibhalwe nge- sokuguqula umutsho
Lapha ke? ithaliki ufake Ukubhala
eliphikisanalalo

UKUBHALA Abafundi Ikhasi 16-17 -babale indatshana, baxoxe
Inzwisisa- bakhangelelwe ukuba ngokuphendulwa kwembuzo
Incwadi benelise :- Ukubhala -babale indaba yokuzwisisa
kasekaMandla -babale indatshana -baphendule imbuzo ngendlela
ngokuzwisisa eqondileyo
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baphendule imbuzo
INDABA;- -babhale incwadi Ikhasi 18 incwadi -njengekilasi baxoxe ngokubhalwa
incwadi bebhalela umnewabo kugwaliba kwendatshana
yobungane becelo imali yesikolo Ukubhala -baphe amabala aqakathekileyo
abazawasebenzisa
-babhale indaba ngamunye
Ubuhlobo -ukubhala ngobuhlobo Ukubhala ikhasi 18 ubuhlobo -bazaxoxa ngobuhlobo belandela
kugwaliba amabala abawaphiweyo.
INGXOXO;- -ukuxoxa bechaza Ikhasi 19 Amabala -ingcazelo yebala elithi olembeko.
2 Inhlonipho ngenhlonipho okumele tshazi -ngamaqembu baxoxe
bayiphe abadala Ukukhuluma ngokwenzakala emuntwini uma
elembeko
-babike abakutholileyo
-baxoxe ngokukhula
20/01/3 UKUBALA;- -ukubala ngokucacileyo Ikhasi 19-20 Amabala - babale amabala amatsha baphe
0 ugogo ukhuza begcizelela ukuzwisisa amatsha ingcazelo
uThemba ukuze baphendule Ukubala - umbalisi aphe isibonelo
imbuzo sokubala ngokucacileyo
- baxoxe ngokumunyethweyo

UKUBHALA;- Abafundi ikhasi 20-21 Amabala -umbalisi aphe isibonelo
ugogo ukhuza bakhangelelwe ukuba Ukubhala tshazi -umsebenzi wamaqembu
uThemba benelise :- -babike abakutholileyo
-babale baphendule -umsebenzi wokwenziwa
imibuzo
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UKUBALA;- -ukubala ngokucacileyo Ikhasi 20-21 Amabala -babale amabala amatsha baphe
ugogo ucebisa begcizelela ukuzwisisa amatsha ingcazelo
uThemba ukuze baphendule Ukubala -umbalisi aphe isibonelo sokubala
imbuzo ngokucacileyo
-baxoxe ngokumunyethweyo
ULIMI ;- -babumbe imitsho Ikhasi 21 -bazabala amabala aguqulwayo
ukubumba ngokuguqula ibala Ukubhala -babale imitsho baguqule emaqenjini
imitsho elibhalwe nge- ithaliki -babhale munye ngamunye
UKUBHALA;- -babale indatshana Ikhasi 20-21 -baxoxe ngokuphendulwa kwembuzo
ngokuzwisisa Ukubhala -babale indaba yokuzwisisa
ugogo ucebisa baphendule imbuzo -baphendule imbuzo ngendlela
uThemba eqondileyo
Izipele -babhale izipele Ikhasi Amabala -umbalisi achazele abantwana
Ukubhala tshazi ngezipele
-aphe isibonelo sezipele
-uzabizela izipele abantwana bebhala
Gcwalisa -ukubhala begcwalisa ikhasi 21 Amabala -umbalisi uzabalela abantwana lapho
imitsho yezaga imitsho ngezaga tshazi okugcwaliswa khona –
eziqondileyo. Ukubhala abantwana bazabhala begcwalisa
imitsho yezaga ngamabala aqondileyo

INDABA;- Abafundi ikhasi 22 igwaliba -bazaxoxa ngomuntu ohlala
umuntu ohlala bakhangelelwe ukuba tshazi ephathekile kumbe ivilavoxo
ephathekile/ benelise :- -ukuxoxa ngalababantu kumaqembu.
ivilavoxo -ukubhala ngomuntu Ukubhala -ukubhala indaba munye ngamunye
omaziyo ohlala
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ephathekile loba
ngevilavoxo olaziyo.
INGXOXO;- -ukuxoxa ngezinto Ikhasi 25 Amabala -ingcazelo yebala elithi ukuzilibazisa
3 ukuzilibazisa abangazilibazisa ngaso tshazi -baxoxe ngamaqembu bechaza indlela
Ukukhuluma ezitshiyeneyo abangazithokozisa ngazo
-umbalisi abuze imbuzo
27/01/3 UKUBALA -ukubala ngokucacileyo Ikhasi 25-26 Amabala -baphe ingcazelo zamabala eviki
0 -UFuza begcizelela ukuzwisisa amatsha njengekilasi
loJabulani ukuze baphendule Ukubala kugwaliba -babale indatshana ngamaqembu
ekubhukutsheni imbuzo -baxoxe ngokumunyethweyo
UKUBHALA -baphe ingcazelo Ikhasi 25-26 -bencedisana lombalisi abafundi

Inzwisisa eziqondileyo zembuzo baxoxe ngokuphendulwa kwembuzo
-UFuza yendaba Ukubhala yenzwisisa
loJabulani -babale indatshana baphendule imbuzo
ekubhukutsheni
ULIMI;- nika -ukubhala ubunengi Ikhasi 28 Itshathi -abafundi baphe ubunengi bebala
ubunengi bamabala Ukubhala lemitsho -umbalisi aphe isibonelo sobunengi
abawaphiweyo elobunengi bebala
-umsebenzi wokwenza ngamunye

UKUBALA Abafundi Ikhasi 27 Amabala -baphe ingcazelo zamabala eviki
ukuvalwa bakhangelelwe ukuba amatsha njengekilasi
kwezikolo benelise :- kugwaliba -babale indatshana ngamaqembu
-ukubala ngokucacileyo Ukubala -baxoxe ngokumunyethweyo
begcizelela ukuzwisisa
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ukuze baphendule
imbuzo
UKUBHALA -baphe ingcazelo Ikhasi 27-28 -bencedisana lombalisi abafundi
Inzwisisa eziqondileyo zembuzo Ukubhala baxoxe ngokuphendulwa
ukuvalwa yendaba kwembuzo yenzwisisa
kwezikolo -babale indatshana baphendule
imbuzo
Phana ubunye -ukupha ubunye Ikhasi 28 -njengekilasi baxoxe ngobunye
bamabala bezinto ezinengi.
Ukubhala ukubhala ubunye bamabala
abawaphiweyo.
INDABA;- -ukubhala indatshana Ikhasi 28 igwaliba -njengekilasi baxoxe
engithanda ngesihloko Ukubhala elilezinto ngokungenziwa ngesikhathi sekhefu
ukukwenza abasiphiweyo zokwenza -baxoxe ngokulotshwa kwendaba
ngesikhathi ezitshiyeney -babhale indaba ngesihloko
sekhefu. o abasiphiweyo
-babale indatshana abazilobileyo
Izipele -babhale izipele Ikhasi 25-28 Amabala -umbalisi achazele abantwana
tshazi ngezipele
Ukubhala -aphe isibonelo sezipele
-uzabizela izipele abantwana
bebhala
INGXOXO;- Abafundi Ndebele silabhasi izibongo -abafundi baqambe izibongo

4 Izibongo bakhangelelwe Step In Inyathelo lezangelo lezangelo zabo
lezangelo ukuba benelise :- 5 Ugwalo ezitshiyeney -ngamaqembu baxoxe ngezibongo
-ukuxoxa Ukukhuluma lwabafundi o langezangelo
bechaza izibongo Ikhasi29 -babike abakutholileyo.
lezangelo -batsho izangelo lezibongo zabazali
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zangakibo babo.
03/02/2 UKUBALA;- -babale indaba Amabala -umbalisi aphe isibonelo sokubala
3 uMadade ngendlela tshazi -abafundi ngokufanayo babale
loManana eqondileyo Ukubala Ikhasi 29-30 ngamaqembu
begcizelela -baxoxe ngokumunyethweyo
ukucaca
UKUBHALA;- -baphe ingcazelo Ukubhala Ikhasi 29-30 Amabala -bencedisana lombalisi abafundi
uMadade eziqondileyo eviki baxoxe ngokuphendulwa
loManana zembuzo yendaba kwembuzo yenzwisisa
-babale indatshana baphendule
imbuzo
ULIMI;- ubizwa -bagcwalise Ikhasi 32 -umbalisi achazele abafundi
athiweni ezikhaleni batsho Ukubhala ngamabala abamele bawalobe
ukuthui lowo -umsebenzi wokwenza ngamunye
muntu ubizwa
athiweni
ULIMI ;- -bazabhala Ikhasi 32-33 Amabala -umbalisi aphe isibonelo
izigaba izigaba ezimbili tshazi -baxoxe ngomsebenzi okumele
ngosendo Ukubhala bawenze
lwakwabo -babhale munye ngamunye

Izibongo Abafundi ikhasi 33 izibongo -ukuxoxa ngezibongo lemihlobo
zabantu bakhangelelwe ukuba kugwaliba yabantu
benelise :- -abafundi baxoxe ngababili
-bahlele izibongo Ukukhuluma ngemihlobo langezibongo
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zabantu ngomhlobo -baxoxe njengekilasi ngezibongo

lokuthi badabuka zabo labanye abantu
ngaphi
INDABATSHA -ukubhala indatshana Ikhasi 33 incwadi -njengekilasi baxoxe ngokubhalwa
NA;- usendo ngesihloko esiphiweyo Ukubhala kugwaliba kwencwadi yobungane
lwami -baphe uluhlu lwencwadi
-babhale indaba ngamunye
IZENZUKUTHI -ukubeka izenzukuthi ikhasi 33 izenzukuthi -umbalisi uzakupha isibonelo
eziqondileyo Ukubhala kugwaliba -bazalingisa umbali
emutshweni -ukubhala munye ngamunye.
Izibizelo -balobe izipele Ikhasi 29-33 -ngababili bapelisane amabala eviki
eziqondileyo zamabala Ukubhala -babhale izipele eziqondileyo
eviki ezibizelwa ngumbalisi
-baphe izibizelo eziqondileyo
emdulwini
INGXOXO;- -ukuxoxa bechaza Ndebele indimi -abafundi baqambe indimi
5 wazi indimi ngendimi abazaziyo silabhasi Step kugwaliba ezitshiyeneyo
ezingaki lokuthi bazifundela Ukukhuluma In Inyathelo -ngamaqembu baxoxe ngendimi
ngaphi, kuncedani 5 Ugwalo abazikhulumayo bona
ukuzifunda lwabafundi -babike abakutholileyo
Ikhasi 34

10/02/2 UKUBALA Abafundi Ikhasi 34-35 Amabala -ukubala amabala amatsha
3 -Ukuzwisisa bakhangelelwe ukuba tshazi kumagwaliba baphe ingcazelo
-uhambo benelise :- Ukubala -babale indatshana njenge kilasi
lukambalisi -ukubala indaba -baxoxe ngokumunyethweyo
begcizelela ukuzwisisa -baphendule imbuzo ngemilomo.
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UKUBHALA -ukubala indaba Ikhasi 34-35 Amabala -ukubala amabala amatsha

-Inzwisisa begcizelela ukuzwisisa tshazi kumagwaliba baphe ingcazelo
ukuze baphendule Ukubhala -babale indatshana njenge kilasi
imbuzo -baxoxe ngokumunyethweyo
- uhambo baphendule imbuzo munye
lukambalisi ngamunye emabhukwini abo
UKUBALA -ukubala indaba Ikhasi 35-36 Amabala -ukubala amabala amatsha
-USibongile begcizelela ukuzwisisa Ukubala tshazi kumagwaliba baphe ingcazelo
uxoxa loNjabulo -babale indatshana njenge kilasi
-baphendule imbuzo ngemilomo.
UKUBHALA -ukubala indaba Ikhasi 35-36 Amabala -ukubala amabala amatsha
-Inzwisisa begcizelela ukuzwisisa tshazi kumagwaliba baphe ingcazelo
- USibongile ukuze baphendule Ukubhala -babale indatshana njenge kilasi
uxoxa loNjabulo imbuzo -baxoxe ngokumunyethweyo
baphendule imbuzo munye
ngamunye emabhukwini abo

ULIMI Abafundi Ikhasi 36-37 Amabala - umbalisi aphe isibonelo
-izitsho bakhangelelwe ukuba Ukubhala tshazi - baxoxe ngomsebenzi okumele
benelise :- bawenze
-qondanisa izitsho - babhale munye ngamunye
lencgazelo yakhona
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ULIMI -ukubhala amabala Ikhasi 37 Amabala -njengekilasi baxoxe ngamabala

-amabala abolekwe kwezinye tshazi abolekwe kwezinye indimi.
abolekwe indimi -abafundi ngamunye baphendule
kwezinye indimi Ukubhala imbuzo abayiphiweyo
isibonelo;-
ipholisa—
policemen.
Qondisa -baphe amabala kumbe Ikhasi 37 -njengekilasi abafundi baphe
inkulumo lezi imitsho eqondileyo amabala kumbe imitsho eqondileyo
ngesintu. Ukubhala eyesintu,
-umsebenzi ngamaqembu
INDABATSHA -ukubhala ngomunye Ikhasi 37 indimi -bazaxoxa ngomuntu ongazi
NA;- umuntu ongakhulumi kugwaliba nukukhuluma ulimi lwabo.
Ongakhulumi ulimi lwakhe Ukubhala -babhale indatshana belandela
ulimi lwakho isihloko abasiphiweyo.
INGXOXO;- -ukuxoxa ngemali Ikhasi 38 Amabala -abafundi baqambe imali
6 imali yakuleli yeZimbabwe, tshazi esetshenziswa eZimbabwe
imifanekiso esemalini, -ngamaqembu baxoxe
lalapho egcinwa khona Ukukhuluma ngemifanekiso esemalini lokuthi
imali igcinwa kuphi.

17/02/2 UKUBALA;- Abafundi Ikhasi 39 Amabala -baphe ingcazelo zamabala amatsha
3 ngipha imali bakhangelelwe ukuba amatsha -baxoxe ngokubalela ukuzwisisa
benelise :- Ukubala -babale njengekilasi
-babale begcizelela -baxoxe ngokumunyethweyo
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ukuzwisisa
UKUBHALA -ukuphendula imbuzo Ikhasi 39 igwaliba -ukubala imbuzo njengekilasi
Inzwisisa- ngendlela eqondileyo tshazi -ukuxoxa ngendlela eziqondileyo
ngipha imali Ukubhala zokuphendula imbuzo
-babale baphendule imbuzo
ngokuqondileyo
-babhale emabhukwini abo munye
ngamunye.
UKUBALA;- -babale begcizelela Ikhasi 39-40 Amabala -baphe ingcazelo zamabala amatsha
UNkululeko ukuzwisisa Ukubala amatsha -baxoxe ngokubalela ukuzwisisa
eZambia -babale njengekilasi baxoxe
ngokumunyethweyo
UKUBHALA -ukuphendula imbuzo Ikhasi 39-40 igwaliba -ukubala imbuzo njengekilasi
Inzwisisa;- ngendlela eqondileyo tshazi -ukuxoxa ngendlela eziqondileyo
UNkululeko Ukubhala zokuphendula imbuzo
eZambia -babale baphendule imbuzo
ngokuqondileyo
ULIMI Abafundi ikhasi 40 Amabala -umbalisi uzabalela abantwana
Qondisa lapha bakhangelelwe ukuba tshazi lapho okungaqondanga khona
benelise :- Ukubhala abuye aqondise. –
-ukubhala beqondisa abantwana bazabhala beqondisa
lapho okungaqondanga
khona
-ukuqedisa izaga Ikhasi 40-41 Itshathi -abafundi baphe izaga abazaziyo
ngebala eliqondileyo Ukubhala lezaga -umbalisi aphe isibonelo sokuqedisa
izaga ngebala eliqondileyo
-Izaga -umsebenzi wokwenza ngamunye
INDABATSHA ikhasi 41 umfanekiso -ukuxoxa ngezinto ezithengiswayo.
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NA;-umathenga -ukubhala ingxoxo wezithengis -ukwenza ingxoxo phakayhi

lomathengisa phakathi Ukubhala wayo kwabantu ababili
kukamathengisa -ukuchasisela abafundi ukuba
lomathenga babhale njani
-ukubhala indatshana.
Izibizelo -babhale izipele Ikhasi 38-41 izipele -abafundi babalisane amabala eviki
eziqondileyo zamabala kugwaliba -baphelisane amabala eviki
eviki Ukubhala -babhale izibizelo ngamunye
-babhale iziphele eziqondileyo
ebhodini
INGXOXO;- Abafundi Ikhasi 42 Amabala -ingcazelo yebala elithi ucingo
7 ukuthumela bakhangelelwe ukuba tshazi -baxoxe ngamaqembu bechaza
imibiko benelise :- indlela ezitshiyeneyo
-ukuxoxa ngendlela Ukukhuluma abangathumela ngazo imibiko
zokuthumela imibiko lamuhla lakudala
ezalamuhla lezayizolo -babike abakutholileyo
24/02/2 UKUBALA;- -babale begcizelela Ikhasi 42-43 Amabala -baphe ingcazelo zamabala amatsha
3 uNdodana ukuzwisisa amatsha -baxoxe ngokubalela ukuzwisisa
logogo Ukubala -babale njengekilasi
uMaHadebe -baxoxe ngokumunyethweyo

UKUBHALA; -ukuphendula imbuzo Ikhasi 42- -ukubala imbuzo njengekilasi
- uNdodana ngendlela eqondileyo Ukubhala 43 -ukuxoxa ngendlela eziqondileyo zokuphendula
logogo imbuzo
uMaHadebe -babale baphendule ngokuqondileyo-babhale
emabhukwini munye ngamunye.
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UKUBALA;- -babale begcizelela Ikhasi 43- Amabala -baphe ingcazelo zamabala amatsha
umsebenzi ukuzwisisa Ukubala 44 amatsha -baxoxe ngokubalela ukuzwisisa
wamapholisa -babale njengekilasi baxoxe
ngokumunyethweyo
UKUBHALA Ikhasi 43- umfanekiso -ukubala imbuzo njengekilasi
Inzwisisa;- -ukuphendula imbuzo 44 wamapholi -ukuxoxa ngendlela eziqondileyo zokuphendula
umsebenzi ngendlela eqondileyo Ukubhala sa imbuzo
wamapholisa -babale baphendule imbuzo ngokuqondileyo
ULIMI;- -ukukhetha umzila Ikhasi 44 -umbalisi uzachazela abafundi
khetha umzila oqondileyo Ukubhala okumelebakwenze
oqondileyo -abafundi baphendule imbuzo ngendlela
eqondileyo
Izitsho -ukuchaza okutshiwo Ikhasi 44 Itshathi -baqambe izitsho abazaziyo
ngumutsho ophiweyo Ukubhala lezitsho -bachaze izitsho abaziphiweyo ezingwalweni
zabo
INDABA;- -babhale indaba Ikhasi 45 -baxoxe ngoncedo lwamapholisa elizweni
uncedo bechaza ngoncedo Ukubhala -bahluze isihloko abasiphiweyo njengekilasi
lwamapholisa lwamapholisa elizweni -babhale emabhukwini abo
Izibizelo -babhale izipele Ikhasi 42- izipele -abafundi babalisane amabala eviki
eziqondileyo zamabala Ukubhala 45 kugwaliba -baphelisane amabala eviki
eviki -babhale izibizelo ngamunye
-babhale iziphele eziqondileyo ebhodini

INGXOXO;- Abafundi bakhangelelwe Ikhasi 49 Amabala -umbalisi achazele abafundi
8 ukulungiselela ukuba benelise :- tshazi ngokulungiselela uhambo uma usiya
uhambo -ukuxoxa bechaya Ukukhuluma phandle kwelizwe
kabanzi ngokulungiselela -baxoxe bechaya kabanzi
uhambo uma usiya ngokulungiselela
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phandle kwelizwe -babike abakutholileyo

03/03/2 UKUBALA;- -babale ingxoxo Ikhasi 49- Amabala -umbalisi labanye abafundi babale
3 uhambo ngokucaca njalo 50 amatsha ngokucacileyo
ngendizamtshina 1 begcizelela ukuzwisisa Ukubala kugwaliba -ngabathathu babale ingxoxo
bengabalingiswa
UKUBHALA -ukuphendula imbuzo Ikhasi 49- -ukubala imbuzo njengekilasi ngendlela
Inzwisisa ngendlela eqondileyo 50 eziqondileyo zokuphendula imbuzo
uhambo Ukubhala -babale baphendule imbuzo
ngendizamtshina 1 ngokuqondileyo
UKUBALA;- -babale ingxoxo Ikhasi 50- Amabala -umbalisi labanye abafundi babale
uhambo ngokucaca njalo 51 amatsha ngokucacileyo
ngendizamtshina 2 begcizelela ukuzwisisa Ukubala kugwaliba -ngabathathu babale ingxoxo
bengabalingiswa
UKUBHALA -ukuphendula imbuzo Ikhasi 50- -ukubala imbuzo njengekilasi ngendlela
Inzwisisa ngendlela eqondileyo 51 eziqondileyo zokuphendula imbuzo
- uhambo Ukubhala -babale baphendule imbuzo
ngendizamtshina 2 ngokuqondileyo emabhukwini abo.
ULIMI;- gcwalisa -baqedise imitsho ngebala Ikhasi 51 isibonelo -njengekilasi baxoxe ngokuqedisa imitsho
ezikhaleni ngebala eliqondileyo Ukubhala kugwaliba
eliqondileyo

ULIMI;- Abafundi Ikhasi 51 isibonelo -njengekilasi baxoxe ngokuqedisa imitsho
gcwalisa bakhangelelwe ukuba Ukubhala kugwaliba
ngebala benelise :-
elilodwa -baqedise imitsho
eliqondileyo ngebala eliqondileyo
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-ukuchaza izaga Ikhasi 52 Itshathi -abafundi baphe izaga abazaziyo

Ukubhala lezaga -umbalisi aphe isibonelo sokuchaza izaga
ULIMI;- Izaga -umsebenzi wokwenza ngamunye
INDABATSHA -ukubhala bechaza ikhasi 52 ezokuhambi -ukuxoxa ngabangahamba ngakho uma
NA;-wena ngohambo besiya sa beya kwenye ilizwe
ukhetha kwelinye ilizwe ukuthi Ukubhala kugwaliba -ukwethula okuphume emaqenjini
ukuhamba ngani banahamba ngani -ukubhala indaba
phakathi kwezinto
abaziphiweyo
INGXOXO;- -ukuxoxa Ikhasi 53 Amabala -umbalisi uzachaza ngokuthathana
9 ukuthathana ngokuthathana, kuyini Ukukhuluma tshazi kwasendulo
okudingakalayo ukuze -ngamaqembu abafundi baxoxe
umuzi wabo uqine ngokuthathana kwalamhla
wakheke. -Babike abakutholileyo
10/03/2 UKUBALA;- -ukubala ngokucacileyo Ikhasi 53-54 Amabala -bachaze amabala amatsha eviki
3 uMpisi udinga njalo begcizelela Ukubala eviki -babale ngokucaca njengekilasi
umfazi 1 ukuzwisisa amatsha -baxoxe ngokumunyethweyo
UKUBHALA Ikhasi 53-54 -ukubala imbuzo njengekilasi
Inzwisisa -ukuphendula imbuzo Ukubhala -ukuxoxa ngendlela eziqondileyo
uMpisi udinga ngendlela eqondileyo zokuphendula imbuzo
umfazi 1 -babale baphendule imbuzo
ngokuqondileyo
UKUBALA;- -ukubala ngokucacileyo Ikhasi 54-55 Amabala -bachaze amabala amatsha eviki
uMpisi udinga njalo begcizelela eviki -babale ngokucaca njengekilasi
umfazi 2 ukuzwisisa Ukubala amatsha -baxoxe ngokumunyethweyo
UKUBHALA -ukuphendula imbuzo Ikhasi 54-55 -ukubala imbuzo njengekilasi
[Type here]
Inzwisisa;- ngendlela eqondileyo Ukubhala -ukuxoxa ngendlela eziqondileyo

uMpisi udinga zokuphendula imbuzo
umfazi 2 -babale baphendule imbuzo
ngokuqondileyo
ULIMI -ukugcwalisa umutsho Ukubhala Ikhasi 55 Amabala -njengekilasi baxoxe ngo
Gcwalisa ngamabala afaneleyo tshazi kugcwalisa imitsho ngamabala
esikhaleni abawaphiweyo
-abafundi ngamunye baphendule
imbuzo abayiphiweyo
Izaga;- khetha --ukubhala ingcazelo Ikhasi 55 Itshathi -baqambe izagaabazaziyo
ingcazelo yezaga esiphiweyo. Ukubhala yezaga -bachaze izaga abaziphiweyo
-babhale ingcazelo eqondileyo
eyezaga.
Amalibho ikhasi 55 amalibho -ukuxoxa ngamalibho
ukupha impendulo kugwaliba -babhale impendulo zamalibho
yamalibho aphiweyo. Ukubhala aphiweyo.
ukubhala munye ngamunye
INDABA;- -ukubhala bechaza ikhasi 56 umuzi -ukuxoxa ngemizi etshiyeneyo
umuzi olobaba ngomuzi olobaba kugwaliba elabobaba labomama
lomama lomama abathandanayo Ukubhala abathandanayo
abathandanayo ukuthi unjani. -ukwethula okuphume emaqenjini
-ukubhala indaba

Impinda -ukuphinda zonke Ndebele zonke -ukubhala impinda
10 izifundo abazifundayo Ukubhala silsbhasi ezasetshenzi
17/03/2 umnyaka wonke swayo
3
[Type here]
Imihloliso ukubhala imihloliso Ndebele amaphepha -ukubala iziqondiso zokulandela

11 Ukubhala silabhasi emihloliso -ukubhala imihloliso.
24/03/2
3
12 izifundo abazifundayo silsbhasi ezasetshenzi
29/03/2 umnyaka wonke Ukubhala swayo
3
izifundo abazifundayo Ukubhala silsbhasi ezasetshenzi
umnyaka wonke swayo
[Type here]

Grade 5 NEW Curr T1 2019 NDE

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

CONTENT During the lesson S

VISUAL AND PERFORMING ARTS…………………………………………………………………………. 20

PE AND MASS DISPLAYS…………………………………………………………………………………… 43

HERITAGE – SOCIAL STUDIES………………………………………………………………………………. 68

INFORMATION AND COMPUTER TECHNOLOGY…………………………………………………………. 128

GUIDANCE AND COUNSELLING………………………………………………………….………………... 140

LEARNING AREA: JUNIOR SCIENCE

OF WATER y Junior designing and making a water extraction models.

Lesson WATER ways of Explainin Science Statutory pollution

-Natural Con:Discuss group findings and answer oral

-Secondary feedback from their groups.5. Individual written

ANIMALS questions g y Junior revision test questions in their books individually.

oneself ) Con: Learners answer oral questions

questions given grade 3-7 concepts

STIs recap of concepts

questions given conceptsConclusion revision of work written

VISUAL AND PERFORMING ARTS

TO ENABLE LEARNERS TO:

1. become literate in visual and performing arts

History of arts and gendered Composin and visual songs

Societies -distinguish Dancing (Grades Smartphon

-Cultural g 3-7) smartphone celebrations.2. Learners in groups name

Zimbabwe. performed by- g Syllabus smartphone Learners in groups discuss on cultural

performance -Explain musical Listening Junior resource

the facilitator assists them.4. Learners

performance revision test 2015-2022 in their books individually.

questions test questions concepts

TOPIC: learners g g Arts - Revision Intro: re-cape of the previous lessons

Revision test lesson Explainin Performin board revision questions

-All concepts taught least half of 2015-2022 in their books individually.

PHYSICAL EDUCATION AND MASS DISPLAYS

apparatus (2015-1022) Individual written work ConRevision of written and

ConRevision of written work and recap of concepts.

-Sprints skills taught g ( gr 3-7)Syll Tyre tubes

Jumping horizontal and Explaini P E Sport and Wooden activities.

g should be able ng Mass Displays s1. Fewlearners demonstrate to others throwing

athlete lesson Explaining of pry and sec throwing

health correctly (2015-1022) equipment concepts Conclusion revision of work written

these topics Conclusion revision of work written

health questions (2015-1022) equipment their books individually.

Learning Area: Heritage – Social Studies

Disaster Risk Management

heritage ies in the ng Junior person lesson.

heritage should be ng Junior person 2. Learners identify institutions in their

in their books individually.Conclusion. Oral review

Migration -Identify ng gr 3-7 facilitator guides them.3. Learners in groups

school and community. facilitator assists.

with -Explain Magazines development while the facilitator guides them.

facilitator assists them.5. Learners write an exercise

Oral review of the lesson.

-mineral Indigenous an exercise individually in their books

these topics 46 books individually. 4Revision of written work and

taught on the 46 books individually.

FAMILY During the -Stating FAREM Resource

marrying 4.Class discussion on ways of marrying in religions

-Tolerance need to facilitator assists them.4. Class discussion on group

3 Religion learners Justifying E -Work cards

you are person

places facilitator assists them.

of taboos -explain the Page 32 importance of taboos.

Concept: All test grade 3-7 week.

Concept: All test grade 3-7 week.