Grade 4 Term 2 Scheme Cum

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TABLE OF CONTENTS
SUBJECT PAGE
ENGLISH 2
GUIDANCE AND COUNSELLING 37
ICT 42
MATHEMATICS 56
SCIENCE AND TECHNOLOGY 87
PHYSICAL EDUCATION 103
AGRICULTURE 113
FAREME 139
HERITAGE 161
NDEBELE 181
VISUAL AND PERFORMING ARTS 210
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ENGLISH
SKILLS TO BE DEVELOPED
 WRITING
 SPEAKING
 LISTENIG
 READING
BROAD AIMS
TO ENABLE LEARNERS TO:
o Develop the four basic skills namely: listening, speaking, reading and
writing in English language with emphasis on visual, manual and
tactile skills
WEEK TOPIC/CONTENT OBJECTIVES METHODOLOGIES SKILLS SOM MEDIA
1 SPEAKING AND BY THE END OF LESSON 1 & 2 -Evaluating Eng lang Gr -Pictures
WRITING THE LESSON LESSON DECLARATION -Analysing 3-7 sull pg 16 -Word cards
-Series of LEARNRES We are going to describe objects and people -Understanding -Work cards
instructions SHOULD BE ABLE ASSUMED KNOWLEDGE -Applying -ICT tools
(What do they look
TO: Learners already know describing terms
like? “friendly,
-listen/observe and INTRODUCTION
lovely, young, old,
sad, happy……..) respond to given Reading of words from flash cards
instructions GUIDED PRACTICE
-respond  Class explaining of new words
appropriately to asked  Pair practice talking to each other as
questions they describe given pictures
-use given describing  Pair feed backs
words in sentences
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correctly INDEPENDENT STAGE

4.1.9 Completing the given sentences using the
correct word in writing
CONCLUSION
Selected learners describe the given pictures
WRITING BY THE END OF LESSON 3 & 4 -Evaluating Eng lang Gr -Story books
-Comprehension THE LESSON LESSON DECLARATION -Analysing 3-7 sull pg 17 -ICT tools
( A crocodile near LEARNRES We are going to read the passage and answer -Understanding -Dictionary
the school ) SHOULD BE ABLE Questions -Applying
TO: ASSUMED KNOWLEDGE
-read the given text Learners can read a simple text and answer
-answer a variety of Questions
questions INTRODUCTION
4.4.15
Cross cutting themes

IsiNdebele
Injongo 3 : ukubala
inzwisiso
Injongo 5 :
ukuphendula imibuzo Reciting a THRASS rhyme 2.3.7
Alphabetically
GUIDED PRACTICE
 Learners identify difficult and new
words from the text
 Class reading and defining new and
difficult words
 Model reading by the facilitator
 Silent reading by the learners
 Class discussion on the read passage
INDEPENDENT STAGE
Answering of comprehension questions
CONCLUSION
Revision of written work as a class
SPEAKING AND BY THE END OF LESSON 5 & 6 -Evaluating Eng lang Gr -pictures
WRITING THE LESSON LESSON DECLARATION -Analysing 3-7 sull pg 22 -crayons
-Composition LEARNRES We are going to write about our school -Understanding
( My garden ) SHOULD BE ABLE Garden -Applying
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-write controlled, Learners can write a simple guided

guided, free narrative Composition
and descriptive INTRODUCTION
composition Reciting the Rhymes “Spell GARDEN…….”
-describe their garden GUIDED PRACTICE
-identify special  Learners state things usually found in
features of their Gardens
garden  In groups learners describe their
Garden
 Group feed backs and class comments
INDEPENDENT STAGE
Writing a composition identifying and stating
special features of their garden
CONCLUSION
Appreciation and displaying of selected pieces
of work
READING BY THE END OF LESSON 7 -Evaluating Eng lang Gr -Word cards
-Phonics THE LESSON LESSON DECLARATION -Analysing 3-7 sull pg 20 -Pictures
( Knight-night) LEARNRES We are going to talk about words with the -Understanding -ICT tools
(Son-sun) SHOULD BE ABLE same sound but different spelling and -Applying
( light-lite)
TO: Meaning
-identify words with ASSUMED KNOWLEDGE
the same sound but Learners are able to read
different spelling and INTRODUCTION
meaning Reading of the given words from flash cards
-read given words GUIDED PRACTICE
-construct sentences  Facilitator explains that there are some
using given words words with the same sound but
4.3.1 different spelling and meaning
 Group reading of the given words
 Group feed backs
 Class explain and define the given
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Words
INDEPENDENT STAGE
Reading to the facilitator for fluency
CONCLUSION
Class reading of words from the chalk board
SPELLING AND BY THE END OF LESSON 8 -Evaluating Eng lang Gr -Flash cards
DICTATION THE LESSON LESSON DECLARATION -Analysing 3-7 sull pg 20
LEARNRES We are going to write spelling and dictation -Understanding
SHOULD BE ABLE Exercise -Applying
-spell dictated words Listen can listen attentively
And write sentences INTRODUCTION
correctly Reading of words from flash cards
-define given words GUIDED PRACTICE
-write dictated words

Ndebele
Injongo 3 : ukubala
imitsho leziqa  Class define the given words
 Facilitator dictates the given words
and dictation exercise
INDEPENDENT STAGE
Writing of the spelling and dictation exercise
CONCLUSION
Revision of the written work
2 LISTENING AND BY THE END OF LESSON 1 -Evaluating Eng lang Gr -
SPEAKING THE LESSON LESSON DECLARATION -Analysing 3-7 sull pg 20
(ORAL) LEARNRES We are going to discuss how plants breath -Understanding
-Transpiration SHOULD BE ABLE ASSUMED KNOWLEDGE -Applying
TO: Learners have an idea that plants are living
-listen/observe and Things
respond to given INTRODUCTION
instructions Rhyming about plants “Izihlahla
-narrate events and ziyanyikinyeka………”
processes logically GUIDED PRACTICE
-write a given  Facilitator explains the transpiration
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exercise Process
 Going outside to tie plastic papers
around alive leaves
 Group discussion on how the
experiment was carried out
INDEPENDENT STAGE
Written work
CONCLUSION
Selected learners narrate the transpiration
Process
WRITING BY THE END OF LESSON 3& 4 -Evaluating Eng lang Gr -Flash cards
-Composition THE LESSON LESSON DECLARATION -Analysing 3-7 sull pg -Story books
( The last tree) LEARNRES We are going to read the passage and answer -Understanding -Work cards
SHOULD BE ABLE Questions -Applying
-read a suitable text Learners can read a simple text and
with understanding Comprehend
-answer INTRODUCTION
comprehension Reciting the rhyme on the THRASS 2.3.7
questions correctly GUIDED PRACTICE
-recite a rhyme  Reading of words from flash cards
4.3.3  Identifying new and difficult words
4.3.4 from the text
 Defining the new words a class
 Model reading of the text by the
facilitator
 Silent reading of the text for
comprehension
 Class discussion of the read text
INDEPENDENT STAGE
Answering comprehension questions
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CONCLUSION
Revision of written work as a class
SPEAKING AND BY THE END OF LESSON 5 & 6 -Evaluating Eng lang Gr -Work cards
WRITING THE LESSON LESSON DECLARATION -Analysing 3-7 sull pg 22 -Flash cards
-composition LEARNRES We are going to write a composition about a -Understanding -ICT tools
( A famous person) SHOULD BE ABLE famous person -Applying -Pictures
-write controlled, Learners know several famous person in their
guided, free narrative Community
and descriptive INTRODUCTION
composition Learners state famous people in their
-read a given text Community
-express themselves in GUIDED PRACTICE
writing  Facilitator zero in to the local
4.4.11 environment about famous people
 Group discussion on the famous people
Chosen
 Group writing of short stories about
the famous people chosen
 Group reports
INDEPENDENT STAGE
Writing of compositions about famous people
CONCLUSION
Appreciation and display of best pieces of
Work
-Fluent reading THE LESSON LESSON DECLARATION -Analysing 3-7 sull pg 20 -Work cards
LEARNRES We are going to practice fluent reading -Understanding -Dictionaries
SHOULD BE ABLE ASSUMED KNOWLEDGE -Applying
TO: Learners can read a simple text
-observe punctuation INTRODUCTION
marks Reciting a rhyme on the letters of the
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-Read a variety of Alphabet

texts fluently/sign GUIDED PRACTICE
proficiently  Introduction an explaining of new
words by the facilitator
 Group reading of the texts in their
work cards
INDEPENDENT STAGE
Reading to the facilitator
CONCLUSION
Oral comments from the facilitator
WRITING BY THE END OF LESSON 8 -Evaluating Eng lang Gr -Sentence
-Sentence THE LESSON LESSON DECLARATION -Analysing 3-7 sull pg 21 strips
construction LEARNRES We are going to talk about sentence -Understanding -Work cards
SHOULD BE ABLE Construction -Applying -ICT tools
-Dictionaries
-identify the basic Learners are able to follow simple
sentence pattern Instructions
(subject + verb + INTRODUCTION
object) Reading of sentence strips
-construct meaningful GUIDED PRACTICE
sentences from  Facilitator explains to learners on
jumbled ones sentence construction
-read simple  Learners identify the components of a
sentences sentence from work cards
4.4.5  Group feed backs
4.4.6 INDEPENDENT STAGE
Writing of the given sentences
CONCLUSION
Comments from the facilitator on work
Covered
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READING AND BY THE END OF LESSON 9 -Evaluating Eng lang Gr -Charts

WRITING THE LESSON LESSON DECLARATION -Analysing 3-7 sull pg -ICT tools
-Revision LEARNRES We are going to write a revision test -Understanding
TO: Learners can read and write
-read a range of INTRODUCTION
suitable text with Recap of the covered concepts in pairs/groups
understanding GUIDED PRACTICE
-revise and  Facilitator gives instructions to
consolidate concepts learners on the work to be done
covered so far INDEPENDENT STAGE
4.3.20 Writing of the given work
CONCLUSION
Revision of written work
3 LISTENING AND BY THE END OF LESSON 1& 2 -Evaluating Eng lang Gr -Pictures of
SPEAKING THE LESSON LESSON DECLARATION -Analysing 3-7 sull pg 19 heritage sites
(ORAL) LEARNRES We are going to describe places of interest -Understanding -Flash cards
-Description SHOULD BE ABLE ASSUMED KNOWLEDGE -Applying ICT tools
TO: Learners know some places of interest
-give a precise INTRODUCTION
description of places, Reading of descriptive words from flash cards
scenes and events GUIDED PRACTICE
-list descriptive words  Facilitator explains how to use
and phrases descriptive words
-name places of  Listing of descriptive words in groups
interest (eg Great  Group feed backs
Zimbabwe)  Group describing places of interest
Completing of given sentences
CONCLUSION
Oral questions from the facilitator
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-Comprehension THE LESSON LESSON DECLARATION -Analysing 3-7 sull pg 21 -Flash cards
LEARNRES We are going to read answer comprehension -Understanding -Dictionaries
-read the given text Learners can read and comprehend
-answer a variety of INTRODUCTION
comprehension Reading of words from word cards
questions GUIDED PRACTICE
-answer  Class defining new words
comprehension  Model reading of the text by the
questions in complete facilitator
and correct sentences  Silent reading of the text by the
4.4.7 Learners
4.4.8  Class discussion of the read text
INDEPENDENT STAGE
Answering of comprehension questions
CONCLUSION
SPEAKING AND BY THE END OF LESSON 5 & 6 -Evaluating Eng lang Gr -Samples of
WRITING THE LESSON LESSON DECLARATION -Analysing 3-7 sull pg 22 letters
-Letter writing LEARNRES We are going to write a formal letter -Understanding -Work cards
( An application SHOULD BE ABLE ASSUMED KNOWLEDGE -Applying
letter to a new
TO: Learners know letters
school )
-distinguish between INTRODUCTION
formal and informal Learners identify a formal letter from the two
letter Given
-State the GUIDED PRACTICE
characteristics of a  Group stating of the characteristics of
formal letter a formal letter
-write a formal letter  Group feed backs
4.4.12  Class discussion on the writing of a
formal letter
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 Group practice writing a formal letter

Ndebele
Injongo 6 : ukubhala
incwadi yobungane INDEPENDENT STAGE
Writing of a formal letter
CONCLUSION
Appreciation and display of selected best
piece of work
READING BY THE END OF LESSON 7 -Evaluating Eng lang Gr -Flsh cards
-Fluent reading THE LESSON LESSON DECLARATION -Analysing 3-7 sull pg 20 -Sentence
LEARNRES We are going to read for fluency -Understanding strips
SHOULD BE ABLE ASSUMED KNOWLEDGE -Applying -Work cards
-Recorded
TO: Learners can read simple texts observing
speech
Observe punctuation punctuation marks
marks INTRODUCTION
-read a variety of text Reciting a rhyme on the letters of the
fluently/sign Alphabet
proficiently GUIDED PRACTICE
4.3.2  Facilitator explains reading observing
4.3.3

Ndebele
Injongo 1 : ukubala
okucacileyo
Injongo 2: ukubala
unanzelela impawu
zolimi punctuation marks
 Group practice reading fluently with
proper intonation
INDEPENDENT STAGE
CONCLUSION
Reading to class by a selected fluent reader
WRITING BY THE END OF LESSON 8 -Evaluating Eng lang Gr -Flash cards
-Parts of speech THE LESSON LESSON DECLARATION -Analysing 3-7 sull pg 21 -Work cards
-Nouns LEARNRES We are going to learn about nouns -Understanding -ICT tools
TO: Learners know that a sentence is made up of
-construct sentences Parts
using a variety of INTRODUCTION
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Speech Learners play a game of names

-identify/state nouns GUIDED PRACTICE
4.4.3  Facilitator explains the characteristics
4.4.4 of nouns
 Group identifying nouns from a given
Text
INDEPENDENT STAGE
Writing the given exercise
CONCLUSION
-Dictation and THE LESSON LESSON DECLARATION -Analysing 3-7 sull pg 23 -Work cards
spellings LEARNRES We are going to write spelling and dictation -Understanding -ICT tools
SHOULD BE ABLE Exercise -Applying
-spell dictated words Learners can still recall some words learnt
and write sentences during the week
correctly INTRODUCTION
-write correct Reading of words from flash cards
spellings of dictated GUIDED PRACTICE
Words  Reading of the given words in groups
-read the given words  In pairs learners practice spellings
Cross cutting theme Writing of the dictated work
Ndebele CONCLUSION
Objective 4 and 5 Writing of the dictated work on the board as
Ukubala anmabala eviki
Ukubhala izipele
eziqondileyo a class
4 SPEAKING AND BY THE END OF LESSON 1 & 2 -Evaluating Eng lang Gr -Flash cards
LISTENING THE LESSON LESSON DECLARATION -Analysing 3-7 sull pg 18 ICT tools
(ORAL) LEARNRES We are going to ask each other direct and -Understanding -Work cards
-Direct and indirect SHOULD BE ABLE indirect questions -Applying
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questions TO: ASSUMED KNOWLEDGE

(I want to know your -ask direct and Learners can ask and answer direct and
name.) Indirect qtn indirect in short forms indirect questions
-(What is your questions. INTRODUCTION
name?)Direct
-respond to direct and Reciting of the rhyme “Do you know my
question.
indirect questions in name ?.......”
long and short forms GUIDED PRACTICE
-discuss the structure  Facilitator explains the difference
of direct and indirect between direct and indirect questions
4.2.2  In groups learners ask each other
4.2.3 direct and indirect questions
INDEPENDENT STAGE
Written work
CONCLUSION
WRITING BY THE END OF LESSON 3 & 4 -Evaluating Eng lang Gr Flash cards
-Comprehension THE LESSON LESSON DECLARATION -Analysing 3-7 sull pg 20 -Story books
LEARNRES We are going to Read the passage and answer -Understanding -
-read a range of Learners can read and comprehend
suitable text INTRODUCTION
-Retell a story in Reading of words from flash cards
Sequence GUIDED PRACTICE
-answer  Defining of new and difficult words
comprehension  Model reading by the facilitator
Questions  Silent reading by the learners
4.3.4  Group discussion on the read story
4.3.5  Group attempt oral comprehension
Ndebele questions
Crosscutting theme INDEPENDENT STAGE
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Obje 77and 8 ukubala

inzwisiso ngokuzwisisa Written work
Ukuphendula imiubuzo
yenzwisiso CONCLUSION
Revision of the written work
SPEAKING AND BY THE END OF LESSON 5 & 6 -Evaluating Eng lang Gr -Pictures
WRITING THE LESSON LESSON DECLARATION -Analysing 3-7 sull pg 20 -ICT tools
-Poetry, diaries and LEARNRES We are going to write a poem about our -Understanding
reports SHOULD BE ABLE Mothers -Applying
-POEM ( Mother )
-identify the Learners know what a poem is
difference among INTRODUCTION
poems, diaries and Viewing a sample of a poem
Reports GUIDED PRACTICE
-talk about their  Facilitator explains the features of a
Mothers Poem
 Group discussion on their mothers
 Pair writing about their mothers
INDEPENDENT STAGE
Writing a poem on their mothers
CONCLUSION
Work
READING BY THE END OF LESSON 7 -Evaluating Eng lang Gr -Pile of
-Referencing THE LEScrosSON LESSON DECLARATION -Analysing 3-7 sull pg 20 books
LEARNRES We are going to learn about referencing -Understanding -Word cards
SHOULD BE ABLE ASSUMED KNOWLEDGE -Applying -ICT tools
TO: Learners know dictionaries
-apply referencing INTRODUCTION
skills for various Learners identify a dictionary from a pile of
purposes Books
-use a dictionary GUIDED PRACTICE
properly  Class discussion on the uses of a
-find information dictionary
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from a dictionary  Group finding the definitions of given

4.3.6 words in the dictionary
INDEPENDENT STAGE
Finding of words called out by the facilitator
from the dictionary
CONCLUSION
Oral questions
-Parts of speech THE LESSON LESSON DECLARATION -Analysing 3-7 sull pg 21 -Work cards
-Language LEARNRES We are going to talk about parts of speech -Understanding -Different
(opposites) SHOULD BE ABLE and opposites -Applying objects
-identify parts of Learners have an idea of opposites
speech in a given text INTRODUCTION
-State opposites of Reciting a rhyme on opposites
written work GUIDED PRACTICE
-write opposites of  Facilitator explains opposites
given words  Group work on giving opposites of
4.4.3 words given
Cross cutting themes  Group feed backs
Ndebele INDEPENDENT STAGE
Bhala imitsho
besebenzisa amabala
aphikisanayo obje 3 Written work
CONCLUSION
READING AND BY THE END OF LESSON 9 -Evaluating Eng lang Gr -Charts
WRITING THE LESSON LESSON DECLARATION -Analysing 3-7 sull pg -ICT tools
-Revision LEARNRES We are going to write a revision exercise -Understanding
TO: Learners can recall concepts learnt
-revise and INTRODUCTION
consolidate work Facilitator gives instructions to learners
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covered so far GUIDED PRACTICE

-apply referencing  Learners scan over the exercise
skills for various INDEPENDENT STAGE
Purposes Writing the revision work
CONCLUSION
Revising the written work
5 LISTENING AND BY THE END OF LESSON 1& 2 -Evaluating Eng lang Gr --Pictures
SPEAKING THE LESSON LESSON DECLARATION -Analysing 3-7 sull pg 18 -ICT tools
(ORAL) LEARNRES We are going to learn about proper greetings -Understanding
-Registers SHOULD BE ABLE at different times of the day -Applying
-Greetings
-use appropriate Learners know basic greetings
registers in greeting, INTRODUCTION
making introductions, Singing of a song “Good morning dear friends
apologizing and ……..”
Congratulating GUIDED PRACTICE
-Identify times of the  Facilitator explains that greetings
Day depends on the time of the day and
4.2.4 situations
Cross cutting theme  Group stating different times
Ndebele  Group feed backs
Objective 1  Pair practice using proper greetings
Ukuxoxa ngendlela
ezehlukeneyo
zokukhulumisana depending on the work card given
INDEPENDENT STAGE
Writing of a given exercise
CONCLUSION
-Comprehension THE LESSON LESSON DECLARATION -Analysing 3-7 sull pg 21 -Work cards
LEARNRES We are going to read and answer -Understanding -Word cards
SHOULD BE ABLE comprehension questions -Applying
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-read a given text Learners can read and comprehend

Comprehension Reading of words from flash cards
Questions GUIDED PRACTICE
-read new words  Defining of new and difficult words as
-define new words a class
4.47  Model reading by the facilitator
4.4.8
Cross cutting theme
Ndebele
Objective 1 and 2  Silent reading of the text by learners
Ukubala amabala eviki
lokubumba imitsho  Class discussion of the read story
 Pair discussion on the given
comprehension questions orally
INDEPENDENT STAGE
Individual written work
CONCLUSION
Revising of the written work as a class
SPEAKING AND BY THE END OF LESSON 5 & 6 -Evaluating Eng lang Gr -ICT tools
WRITNG THE LESSON LESSON DECLARATION -Analysing 3-7 sull pg -Pictures
-Composition LEARNRES We are going to write a composition about -Understanding
SHOULD BE ABLE inter-schools ball competitions -Applying
-write controlled, free Learners can write a simple descriptive
narrative and Composition
Descriptive INTRODUCTION
Composition

Ndebele
Injongo 8: ukubhala
indaba yokuzibumbela
ngesihloko esiphiweyo Singing of a competition song
GUIDED PRACTICE
 Viewing a video clip on ball
competitions on ICT tools
 Pair narrating/discussing about the
video clip in a sequence
 Pair writing shot stories on the given
Topic
INDEPENDENT STAGE
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Written work on the given topic

CONCLUSION
Appreciation and display of selected pieces of
Work
READING BY THE END OF LESSON 7 -Evaluating Eng lang Gr -Word cads
-Phonics THE LESSON LESSON DECLARATION -Analysing 3-7 sull pg 20 -Sentene
LEARNRES We are going to read words and give their -Understanding strips
SHOULD BE ABLE Meaning -Applying -Work cards
-identify words with Learners can read a variety of words
the same sound but INTRODUCTION
different spelling and Reading of words from flash cards
Meaning GUIDED PRACTICE
-define given words  Class defining of the read words
-construct sentences  Group construction of sentences using
4.3.1 the given words
Cross cutting themes  Group feed backs
Objective 1 Reading to the facilitator
Identify a variety of
phonetic sounds CONCLUSION
Deduce meaning of
words from context Reading by a model reader
-Language THE LESSON LESSON DECLARATION -Analysing 3-7 sull pg 23 -Sentence
-Spelling and LEARNRES We are going to write spelling and dictation -Understanding strips
dictation SHOULD BE ABLE Exercise -Applying Work cards
-spell dictated words Learners can read words of the week
and write sentences INTRODUCTION
Correctly Reading of words from word cards
-define given words GUIDED PRACTICE
-write dictated words  Reading of the given passages from the
Cross cutting themes work cards
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Ukubala amabala eviki

bawabhale bewapele
kuhle obje 4  Class selection of difficult words
 Class defines difficult words
INDEPENDENT STAGE
Facilitator dictates words and sentences while
learners write
CONCLUSION
6 SPEAKING AND BY THE END OF LESSON 1 & 2 -Evaluating Eng lang Gr -ICT tools
LISTENING THE LESSON LESSON DECLARATION -Analysing 3-7 sull pg 18 -Pictures
(ORAL) LEARNRES We are going to debate on issues of -Understanding -Chart
-Public speaking SHOULD BE ABLE Agriculture in our community -Applying
-express opinions on Learners basic Agriculture issues in their
topical issues such as Community
Zimbabwean INTRODUCTION
Agriculture and small Learners sing a song “Angisoze ngihlale
to medium enterprises phezu kwezandla ……” or any work related
using correct English Song
-debate on given topic GUIDED PRACTICE
4.2.3  Forming of two groups by the learners
Cross cutting theme  Learners engage in a debate on a given
Ndebele topic (eg Maize is not suitable to be
Objective 21 grown in our area …)
Ukubala ingxoxo INDEPENDENT STAGE
Ukuphatheka kungxoxo Participating in the arguement
CONCLUSION
Comments on the debate
READING AND BY THE END OF LESSON 3 & 4 -Evaluating Eng lang Gr -Work cards
WRITING THE LESSON LESSON DECLARATION -Analysing 3-7 sull pg 20 -Story books
-Comprehension LEARNRES We are going to read a passage and role play -Understanding -ICT tools
SHOULD BE ABLE its characters -Applying
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-read a suitable text Learners can read a simple text and

with understanding Comprehend
-answer INTRODUCTION
Comprehension Class explaining of new vocabulary
question correctly (characters, role play)
-role play characters GUIDED PRACTICE
or events in a text  Model readers read the given text
4.3.4  Group role playing the read text
Cross cutting themes INDEPENDENT STAGE
Ndebele  Display by best performers
Objective 3  Answering of comprehension questions
Read for comprehension CONCLUSION
Oral questions
WRITING THE LESSON LESSON DECLARATION -Analysing 3-7 sull pg 22 letters
-Letter writing LEARNRES We are going to write friendly letters -Understanding -Work cards
-Creating
TO: Learners have a knowledge of writing letters
-write friendly and INTRODUCTION
business letters Viewing samples of letters
-distinguish between GUIDED PRACTICE
formal and informal  Stating features of a friendly letter
Letters  Group writing of friendly letters to a
-write a letter to their brother in South Africa telling him
Brother about drought at home
Cross cutting theme  Group feed backs
Objective 9 Writing of friendly letters from a given topic
Ukubhala incwadi
yobungane CONCLUSION
work
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READING BY THE END OF LESSON 7 -Evaluating Eng lang Gr -Packets

-Safety instructions THE LESSON LESSON DECLARATION -Analysing 3-7 sull pg 22 -Containers
LEARNRES We are going to read instructions from on -Understanding of medicines
SHOULD BE ABLE Packets -Applying -
-
-read instructions on Learners have seen instructions on packets
packets and INTRODUCTION
containers such as Learners identify packets
pesticides and GUIDED PRACTICE
medication  Learners identify instructions on
-interpret symbols and packets and containers
instructions from  Reading of the instructions in groups
Containers  Group feed backs and class discussion
-interpret symbols and INDEPENDENT STAGE
instructions from Reading of instructions to the facilitator
containers and CONCLUSION
Packets Class discussion on the symbols on
4.3.7 instructions (eg Agro chemical symbols)
4.3.8
Cross cutting theme
Ndebele
Objective 11
Ukupha izixwayiso
ezicacileyo
-Language THE LESSON LESSON DECLARATION -Analysing 3-7 sull pg 21
-Plurals LEARNRES We are going to learn about plurals -Understanding
-Penmanship SHOULD BE ABLE ASSUMED KNOWLEDGE -Applying
(handwriting)
TO: Learners know some plurals
-practice penmanship INTRODUCTION
-write legibly using Reading of words from flash cards
the Gr 3-7 Nelson~s GUIDED PRACTICE
Script  Demonstrating handwriting by the
-give plurals of given facilitator
Words  Class discussion on plurals
4.4.2 Writing the given work on plurals
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CONCLUSION
WRITING BY THE END OF LESSON 9 -Evaluating Eng lang Gr -ICT tools
-Revision THE LESSON LESSON DECLARATION -Analysing 3-7 sull pg -Charts
LEARNRES We are going to write a revision exercise -Understanding
TO: Learners can recall concepts covered
consolidate work Facilitator gives instructions to learners
-construct sentences Pair discussion on concepts covered
-observe symbols on INDEPENDENT STAGE
packets and Writing the given revision exercise
Containers CONCLUSION
4.3.8 Revision of the written work
LISTENING THE LESSON LESSON DECLARATION -Analysing 3-7 sull pg 19 -Pictures
-NARRATING LEARNRES We are going to learn about narrating an -Understanding
-The school sports SHOULD BE ABLE Event -Applying
day
-Creating
-narrate events and Learners have ever attended an event
processes logically INTRODUCTION
-report logically on Reading of words from flash cards which are
public occasions used when narrating
relating to their own GUIDED PRACTICE
experiences  Facilitator model narrating an event
4.2.5  In groups learners practice narrating a
Cross cutting themes given event
Ndebele  Group feedbacks
Objective 3 INDEPENDENT STAGE
Xoxa ngezinto
ezenziwayo Completing of given sentences
CONCLUSION
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Narrating by a model learner

WRITING AND BY THE END OF LESSON 3 & 4 -Evaluating Eng lang Gr -Story books
READING THE LESSON LESSON DECLARATION -Analysing 3-7 sull pg 20 -ICT tools
-Comprehension LEARNRES We are going to read and answer -Understanding -Flash cards
SHOULD BE ABLE comprehension questions -Applying -Work cards
-read a range of Learners can read and comprehend
suitable text with INTRODUCTION
understanding Reading of words from flash cards
-answer GUIDED PRACTICE
comprehension  Defining of new and difficult words as
Questions a class
-give meaning to  Model reading of the text by the
unfamiliar words facilitator
4.2.4  Silent reading of the text y the learners
4.3.5  Class discussion on the read passage
INDEPENDENT STAGE
Written work
CONCLUSION
Revision of work done as a class
SPEAKING AND BY THE END OF LESSON 5 & 6 -Evaluating Eng lang Gr -Word cards
WRITING THE LESSON LESSON DECLARATION -Analysing 3-7 sull pg 23 -Samples of
Poem LEARNRES We are going to write a poem -Understanding poems
-Education SHOULD BE ABLE ASSUMED KNOWLEDGE -Applying -ICT tools
TO: Learners know what a poem is
-Creating
-identify the INTRODUCTION
difference among Listening to a poem from an ICT tool
poems, diaries and GUIDED PRACTICE
Reports  Learners state the features of a poem
-write diaries, poems eg It has stanzas
and reports  Group identification of poems from
-recite a poem given texts
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4.4.16  Class discussion on education
INDEPENDENT STAGE
Writing of poems on a given topic
CONCLUSION
Best poetry recites to class
-Fluent reading THE LESSON LESSON DECLARATION -Analysing 3-7 sull pg 20 -Story books
LEARNRES We are going to read for fluency -Understanding -Chart
TO: Learners can read a simple text
Marks Reading of words from flash cards
-read a variety of text GUIDED PRACTICE
fluently/sign  Model reading by the facilitator
Proficiently observing punctuation marks
-identify punctuation  Reading of the given text in groups
Cross cutting theme  Reading to class by group
Ndebele representatives
Objective 1 INDEPENDENT STAGE
Ukubala ngokucacileyo Reading to the facilitator
Ukubala unanzelela
impawu zolimi CONCLUSION
Comments from the facilitator
WRITING BY THE END OF LESSON 8 -Evaluating Eng lang Gr -Word cards
-Language THE LESSON LESSON DECLARATION -Analysing 3-7 sull pg 21 -Sentence
-Tenses LEARNRES We are going to learn about tenses -Understanding strips
SHOULD BE ABLE ASSUMED KNOWLEDGE -Applying -Work cards
-ICT tools
TO: Learners know simple past and present tenses
-write legibly using INTRODUCTION
the Gr 3-7 Nelson Reading of words from flash cards
Script GUIDED PRACTICE
-state proper tenses  Demonstration by the facilitator giving
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for the appropriate the given words to the required tense

given time  Group work
-write sentences using  Group feed backs
the Nelson script INDEPENDENT STAGE
4.4.2 Writing of the given exercise
Cross cutting themes CONCLUSION
Ndebele
Objective 1
Ukugoqa inhlamvu
zamabala ngendlela
yenelson script Revision of work done
-Dictation and THE LESSON LESSON DECLARATION -Analysing 3-7 sull pg 21 -ICT tools
spelling LEARNRES We are going to write a spelling and dictation -Understanding -Sentence
SHOULD BE ABLE Exercise -Applying strips
-spell dictated words Learners can recall words of the words
and write sentences INTRODUCTION
Correctly Reading of words from flash cards
-write words and GUIDED PRACTICE
Sentences  Reading of the given text in groups
4.4.19  Pair discussion and memorizing new
and difficult words
INDEPENDENT STAGE
Writing of spellings and dictation
CONCLUSION
8 LISTENING AND BY THE END OF LESSON 1 & 2 -Evaluating Eng lang Gr -Radio
SPEAKING THE LESSON LESSON DECLARATION -Analysing 3-7 sull pg 17 -Tapes
-Retention of LEARNRES E are going to tell and listen to stories -Understanding -ICT tools
information SHOULD BE ABLE ASSUMED KNOWLEDGE -Applying
TO: Learners can tell simple stories
-respond INTRODUCTION
appropriately to Learners recite a rhyme
statements using the GUIDED PRACTICE
words (true/false,  Model retelling of a story by the
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correct/ incorrect, facilitator

yes/no)  Listening to a story from the radio
Listen to news or  Group telling of each other stories
Stories  Telling of a story by the group`s best
story teller
INDEPENDENT STAGE
Writing of a given written exercise
CONCLUSION
WRITING BY THE END OF LESSON 3 & 4 -Evaluating Eng lang Gr ICT tools
-Comprehension THE LESSON LESSON DECLARATION -Analysing 3-7 sull pg 17 -Instruction
LEARNRES We are going to listen to a comprehension text -Understanding cards
SHOULD BE ABLE answer questions -Applying
-Listening attentively Learners know the National Anthem
to the National INTRODUCTION
Anthem and stories Singing of the National Anthem
told in order to GUIDED PRACTICE
answer questions  Class answering of the given questions
-answer/sign  Answering of the given questions in
comprehension Groups
Questions  Group feed backs
4.1.13 Writing of the given exercise
Cross cutting theme CONCLUSION
Ndebele
Objective 3
Ukulalela izindaba
lenganekwane Revision of written work
BY TH
SPEAKING AND E END OF LESSON 5 & 6 -Evaluating Eng lang Gr -ICT tools
WRITING THE LESSON LESSON DECLARATION -Analysing 3-7 sull pg 22 -Pictures
-Composition ( My LEARNRES We are going to write compositions about our -Understanding
dog) SHOULD BE ABLE Dogs -Applying
-Creating
-write Learners have pets (dogs) at home
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controlled/guided, INTRODUCTION
free narrative and Playing of a game “Think think fast….”
Descriptive GUIDED PRACTICE
Composition  Stating the names of their dogs
-describe their dog  Writing short compositions about their
4.4.11 Dogs
Cross cutting theme  Group feed backs
Objective 7 Writing of the guided composition
Ukubhala indatshana
ngesihloko
abasiphiweyo CONCLUSION
Work
READING BY THE END OF LESSON 7 -Evaluating Eng lang Gr -
-Phonics THE LESSON LESSON DECLARATION -Analysing 3-7 sull pg 20
LEARNRES We are going to read -Understanding
TO: Learners can read simple texts
-identify words with INTRODUCTION
the same sound but Reciting an alphabetic rhyme
different spelling and GUIDED PRACTICE
Meaning  Group reading of the given words
-Read the given words  Feed backs from groups
-Read sentence strips  Class construction of sentences using
4.3.1 the given words
INDEPENDENT STAGE
CONCLUSION
Comments from the facilitator
WRITING BY THE END OF LESSON 8 -Evaluating Eng lang Gr Sentence
-Language THE LESSON LESSON DECLARATION -Analysing 3-7 sull pg 21 strips
-Prepositions LEARNRES We are going to learn about prepositions -Understanding -Work cards
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TO: Learners have an idea of positions

-identify the basic INTRODUCTION
sentence pattern Singing of song “Up Above…..”
(subject+verb+object) GUIDED PRACTICE
-state prepositions  Facilitator defines prepositions
-complete given  Learners give prepositions from
Sentences sentences in groups
INDEPENDENT STAGE
Completing of given sentences
CONCLUSION
Revision of work done
WRITING BY THE END OF LESSON 9 -Evaluating Eng lang Gr -Charts
-Revision THE LESSON LESSON DECLARATION -Analysing 3-7 sull pg 20
TO: Learners can recall learnt concepts
consolidate concepts Learners remind each other of the learnt
covered so far concepts in pairs
-read a suitable text GUIDED PRACTICE
with understanding  Facilitator gives instructions to
-write a given Learners
Exercise INDEPENDENT STAGE
4.3.4 Writing of the given revision exercise
CONCLUSION
Going over the written work as a class
LISTENING THE LESSON LESSON DECLARATION -Analysing 3-7 sull pg 18 -Pictures of
(ORAL) LEARNRES We are going to learn about proper -Understanding people
-Registers SHOULD BE ABLE Introductions -Applying
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-use appropriate Learners know informal introductions

registers in greeting INTRODUCTION
making introductions, Singing of a song “Meet my friend ……”
Requesting GUIDED PRACTICE
apologizing and  Facilitator demonstrates making
congratulating proper introductions
-make proper  In groups learners make introductions
introductions of self  Group feed backs
and to another person INDEPENDENT STAGE
-complete given Completion of given sentences
Sentences CONCLUSION
4.2.4 A selected pair make introductions to the
class
WRITING BY THE END OF LESSON 3 & 4 -Evaluating Eng lang Gr -Word cards
LEARNRES We are going to read the passage and answer -Understanding -ICT tools
-Creating
-read a give text Learners can read and comprehend
comprehension Reading of words from flash cards
-identify unfamiliar  Identifying unfamiliar words from the
words in the passage Passage
4.4.7  Defining new and difficult words as a
4.4.8 Class
 Silent reading by the learners
 Class discussion on the read text
INDEPENDENT
STAGE Written exercise
CONCLUSION
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LISTENING AND BY THE END OF LESSON 5 & 6 -Evaluating Eng lang Gr -Letter
WRITING THE LESSON LESSON DECLARATION -Analysing 3-7 sull pg 22 samples
-Letter writing LEARNRES We are going to write a letter to the police -Understanding -ICT tools
-A letter to the SHOULD BE ABLE ASSUMED KNOWLEDGE -Applying
police reporting
TO: Learners know a business letter
abuse -Creating
-distinguish between INTRODUCTION
informal and formal Singing of a song “I wrote a letter to my
Letters sister….”
-write friendly and GUIDED PRACTICE
business letters  Learners identify a business letter
-write a letter to the  Group writing of letters
Police  Group feed backs
INDEPENDENT STAGE
Writing a letter to the police
CONCLUSION
Appreciation and displaying of best pieces of
work
READING BY THE END OF LESSON 7 -Evaluating Eng lang Gr -Dictionaries
-Referencing THE LESSON LESSON DECLARATION -Analysing 3-7 sull pg 20 -
LEARNRES We are going to find difficult words from the -Understanding Encyclopedia
SHOULD BE ABLE dictionary -Applying -Atlas
-ICT tools
-apply referencing Learners can read and write
skills to various INTRODUCTION
Purposes Naming of the given reference books
-find information GUIDED PRACTICE
from a dictionary  Demonstration on how to use a
-scan for information reference book by the facilitator
from reference  Group scanning for information
Material  Group feed backs
INDEPENDENT STAGE
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CONCLUSION
-Language THE LESSON LESSON DECLARATION -Analysing 3-7 sull pg 22
-Summary LEARNRES We are going to learn to summarize a passage -Understanding
TO: Learners can read and write
-Creating
-read and understand INTRODUCTION
a given text Reading of words from flash
-summarize a given GUIDED PRACTICE
Text  Facilitator explains a summary
-Scan for main points  In groups learners summarize a given
in a passage piece of text
Summarizing a given text
CONCLUSION
Reading of the best summary
-Dictation and THE LESSON LESSON DECLARATION -Analysing 3-7 sull pg 23 -ICT tools
spelling LEARNRES We are going to write spelling and dictation -Understanding
SHOULD BE ABLE exercise -Applying
-spell dictated words Learners can read and write words of the
and write sentences week
Correctly INTRODUCTION
-write correct Reading of words from flash cards
spellings of dictated GUIDED PRACTICE
words and sentences  Facilitator dictates given words and
-read given words sentences
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Written work on dictation

CONCLUSION
Writing of the dictated words and sentences
on board as a class
10 LISTENING AND BY THE END OF LESSON 1 & 2 -Evaluating Eng lang Gr -Pictures
SPEAKING THE LESSON LESSON DECLARATION -Analysing 3-7 sull pg 18 -Chart
- LEARNRES We are going to debate on farming animals vs -Understanding -Video clip
SHOULD BE ABLE farming crops in Gwanda south -Applying
-express opinions on Learners have a back ground on farming
topical issues such as INTRODUCTION
Zimbabwean Facilitator explains the topic
Agriculture and small GUIDED PRACTICE
to medium enterprise  Grouping learners in two groups for
using correct English debate
-engage in debates  Facilitator presides over the debate
about farming  Viewing of a video clip
-analyse a video clip  Class comments on video clip
INDEPENDENT STAGE
Written work
CONCLUSION
Facilitator gives results of the debate
WRITING BY THE END OF LESSON 3 & 4 -Evaluating Eng lang Gr -Word cards
LEARNRES We are going to read a passage and answer -Understanding
SHOULD BE ABLE questions -Applying
-Creating
-read given texts Learners can read and comprehend
comprehension Reading of words from flash cards
-identify unfamiliar  Difining of new words
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words from a text  Model reading by the facilitator

4.4.7  Silent reading by learners
4.4.8  Class discussion on the read passage
INDEPENDENT STAGE
Written work
CONCLUSION
WRITING THE LESSON LESSON DECLARATION -Analysing 3-7 sull pg 22 composition
-Composition LEARNRES We are going to talk about our shopping -Understanding -Word cards
-Our shopping centre SHOULD BE ABLE complex -Applying
-Creating
-write controlled, Learners have visited the shopping complex
guided, free narrative nearby
Compositions INTRODUCTION
-discussin about their Reading of words from flash cards
shopping center GUIDED PRACTICE
-describe their  Class caries a field trip to the nearest
shopping complex complex
4.4.11  Group discussion and describe what
they saw
INDEPENDENT STAGE
Writing of a composition
CONCLUSION
Appreciation and display of selected pieces of
work
-FLUENT THE LESSON LESSON DECLARATION -Analysing 3-7 sull pg 20 -ICT tools
READING LEARNRES We are going to read for fluency -Understanding
TO: Learners can read a simple text of their level
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Marks Reading of words from flash cards
-read a variety of text GUIDED PRACTICE
fluently sign  Model reading by the facilitator
Proficiently  Group practice
-pronounce given INDEPENDENT STAGE
words correctly in a Reading to the facilitator
given text CONCLUSION
4.3.2 Comments from the facilitator
4.3.3
WRITING BY THE END OF LESSON 8 -Evaluating Eng lang Gr -Samples of
-Language THE LESSON LESSON DECLARATION -Analysing 3-7 sull pg 22 written work
-Penmanship LEARNRES We are going to learn proper writing skills -Understanding -ICT tools
(Handwriting) SHOULD BE ABLE ASSUMED KNOWLEDGE -Applying
TO: Learners can write with a pen
-practice penmanship INTRODUCTION
-write legiblyusing Gr Learners identify Nelson script from the
3-7 Nelson script samples
-write words and GUIDED PRACTICE
sentences using the  Demonstration by the facilitator
Nelson script INDEPENDENT STAGE
44.1 Learners practice handwriting
4.4.2

Ndebele
Injongo 1:
ukusebenzisa indlela
eqondileyo yokugoqa
amabala ngendlela
yeNelson script CONCLUSION
Selecting best work for display
WRITING BY THE END OF LESSON 9 -Evaluating Eng lang Gr -Dictionary
-Revision THE LESSON LESSON DECLARATION -Analysing 3-7 sull pg 21 -ICT tools
TO: Learners can recall concepts learnt
consolidate work Pair discussion on learnt concepts
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-read a given text Facilitator gives learners instructions on work

-answer a variety of to be done
comprehension INDEPENDENT STAGE
questions Writing of the given work
4.4.7 CONCLUSION
4.4.8 Revision of the written work
11 REVISION BY THE END OF Learners revise all concepts covered during the -Evaluating Min of -Charts
THE LESSON course of the two terms and lower grades for -Analysing Pry and -Notebooks
LEARNRES understanding and be able to use in examinations - Sec -ICT Tool
SHOULD BE ABLE and everyday life situations Understanding Educ -Past exam
TO: -Applying National papers
Syll
-revise all concepts
covered during the
course of the two
terms of the year and
lower grades
12 EXAMINATIONS BY THE END OF WRITE THE GIVEN MID-YEAR -Evaluating Min of Min of Pry
THE LESSON EXAMINATIONS -Analysing Pry and and Sec
& LEARNRES - Sec Educ
SHOULD BE ABLE Understanding Educ National Syll
-Applying National -Exam
TO:
13 Syll papers
-respond correctly to
-Exam
given examination papers
Questions
14 REVISION BY THE END OF Revision of the written mid-year examination for -Evaluating Min of Min of Pry
THE LESSON understanding and use in future -Analysing Pry and and Sec
LEARNRES - Sec Educ
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TO: -Applying National -Exam

-revise the written Syll papers
mid-year examination -Exam
and all concepts papers
covered for future use
GUIDANCE AND COUNSELLING
Topics to be covered:
 Relationships
 Human Growth and development
 Health
 Care management mitigation
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 Child protection
BROAD AIMS
 To promote and inculcate positive behaviours values and attitudes that prevent the spread of HIV, STIs and other health concerns among
learners.
 To inculcate in teachers a caring and supportive attitude towards learners affected and living with HIV and AIDS.
 To equip teachers with competencies that will enable learners to develop life skills for personal adjustment to the environment.
 To equip teachers with skill to help learners to become responsible citizens.
WEEK TOPIC & OBJECTIVES SKILLS S.O.M MEDIA ACTIVITIES & METHODOLOGY
CONTENT
1 Relationships By the end of the -Evaluating G&C  Flash Lesson declaration: Today we are going to identify characteristics of
week, pupils -Analysing syllabus cards good friendships.
should be able to: - 4.1.4  C-boards Assumed Knowledge-Learners know their friends.
- Understanding Introduction-Learners name their friends.
Identify -Applying Guided Stage-Facilitator explain characteristics of a good friend.
characteristics of Leaners identify characteristics of a good friend.
good friendships Independent stage-individual written work.
Closing stage-Revision.
2 Relationships Identify -Evaluating G &C  Flash Lesson declaration-today we are going to identify advantages of
advantages and -Analysing syllabus cards having many friends.
disadvantages of - 4.1.5  C-boards Assumed Knowledge-pupils know the good of having friends.
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having many Understanding Introduction-Teacher explain how a friend help in daily life.
friends. -Applying Guided Stage-Teacher explain to children the disadvantages of
having many friends-learners in groups identify the disadvantages and
advantages-feedback.
Independent stage-written work.
Closing stage-revision.
3 Relationships Identify causes of -Evaluating G&C  Flash Lesson Declaration-Today we are going to identify causes of
conflicts and -Analysing syllabus cords conflicts within families and suggest ways of resolving.
suggest ways of - 4.1.6  c/boards Assumed Knowledge-Learners know the conflicts within the family.
having them. Understanding Introduction-Teachers ask pupils oral questions.
-Applying Guided stage-Teachers and pupils identify the conflicts within
family.
Learners in groups identify conflicts and suggest ways to resolve
them-feed back.
Independent stage-individual written work about conflicts.
Closing stage-Revision of written work.
4 Human Identifying the -Evaluating G&C  Flash Lesson declaration-Today we are going to identify the benefits of
growth and benefits of delay -Analysing syllabus cords delayed sexual activities and consequences of early sexual activities.
development sexual activities - 4.2.3  c-boards Assumed Knowledge-learners know sexual activities.
and consequences Understanding  Introduction-Teachers ask pupils oral questions-pupils
of early sexual -Applying identify the benefits of delayed sexual activities.
activities.  In groups pupils say the consequence of early sexual activities.

 Feedback from groups.
Independent stage-as individual pupils.
Identify the benefits of delayed.
Sexual activities.
Closing Stage-Revision of work written.
5 Human Appreciate -Evaluating G&C  Flash Lesson declaration-Today we are going to learn how to appreciate
growth and differences in -Analysing syllabus cards differences in individual growth and patterns.
development individual growth - 4.2.4  C board Assumed Knowledge-Pupils know the growth found in humans.
and patterns Understanding Introduction-Teachers ask pupils oral question-Pupils and Teachers
-Applying
say guided stage found in human.
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 Group work on how to appreciate differences in individual

 growth and patterns. Feedback from groups.
Independent stage-individual written work.
Closing stage-Revision of work.
6 Human Explain the -Evaluating G&C  Note Lesson Declaration-Today we are going to explain the importance of
growth and importance of -Analysing syllabus book abstinence in HIV.
development abstinence in HIV - 4.2.5  poem Assumed Knowledge-learners know where pregnancy come from.
prevention, Understanding s Introduction-Teacher ask pupils oral questions.
Teenage -Applying Guided stage-Facilitator explains the importance of abstinence in
pregnancy etc HIV prevention-Pupils in groups explain the importance of abstinence
 in HIV pregnancies-Feedback.
Independent stage-Individual written work.
Clossing Stage-Revision.
7 Health Identify substance -Evaluating G&C  c/boa Lesson Declaration-Today we are going to learn about harmful
we eat, drink or -Analysing syllabus rd substance we eat or drink.
inhale that are - 4.3.3  flash Assumed Knowledge-Pupils name the type of food they know.
harmful to the Understanding cards Introduction-Teachers ask pupils oral question about food named.
-Applying
body.
Cross cutting
themes
Heritage social
studies
Object 35:
recognize forms of
substance abuse Guided stage-Teacher explain the lesson of the day-Pupils in groups
identify substance we eat that are harmful-Feedback.
 Independent Stage-Individual work.
Closing Stage-Revision.
8 Health Establish the link -Evaluating G&C  C/Bo Lesson Declaration-Today we are going to establish the link between
between -Analysing syllabus ard substance abuse and risky behaviour.
substance abuse - 4.3.4  Flash Assumed Knowledge-Learners know behaviour of their self.
and risky Understanding cards Introduction-Learners name the behaviour they know.
-Applying
behaviour. Guided stage-substance abuse and risky behaviour.
Group work to differentiate the two-feedback

Independent stage-individual written work.
Clossing stage-Revision.
9 Care,Manage Demonstrate -Evaluating G&C  c/boa Lesson Declaration-Today we are going to demonstrate ways of
mtn ways of positive -Analysing syllabus rd positive interaction with the affected and infected.
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Mitigation interaction with - 4.5.1  flash Assumed Knowledge-Pupils know some of the positive ways.
the affected and Understanding cards Introduction-Teacher ask pupils oral questions.
infected. -Applying Guided stage-facilitator explain ways of positive interaction with the
affected and infected-group work-feedback from groups.
 Independent stage-Individual work.
Clossing Stage-Revision.
10 Child Form child -Evaluating G&C  c/boa Lesson declaration-Today we are going to form a child protection
protection protection -Analysing syllabus rd committees.
committees. - 4.6.2 Assumed Knowledge-Learners know the number of people who can
Understanding make a committee.
-Applying Introduction-Teacher and pupils discuss how a committee is formed.
Guided stage-The facilitator explain to children how a committee is
 formed-Pupils form a committee-Teacher help them.
Independent Stage-The child protection committee starts to work.
Clossing stage-Teacher ask pupils oral questions.

11 REVISION BY THE END Learners revise all -Evaluating Min of Pry and -Charts
OF THE concepts covered -Analysing Sec Educ -Notebooks
LESSON during the course of - National Syll -ICT Tool
LEARNRES the two terms and Understanding -Past exam papers
-Applying
SHOULD BE lower grades for
ABLE TO: understanding and
-revise all be able to use in
concepts examinations and
covered during everyday life
the course of situations
the two terms
of the year and
lower grades
12 EXAMINATIONS BY THE END WRITE THE -Evaluating Min of Pry and Min of Pry and Sec Educ National Syll
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41
OF THE GIVEN MID-YEAR -Analysing Sec Educ -Exam papers

& LESSON EXAMINATIONS - National Syll
LEARNRES Understanding -Exam papers
SHOULD BE -Applying
13 ABLE TO:
-respond
correctly to
given
examination
questions
14 REVISION BY THE END Revision of the -Evaluating Min of Pry and Min of Pry and Sec Educ National Syll
OF THE written mid-year -Analysing Sec Educ -Exam papers
LESSON examination for - National Syll
LEARNRES understanding and Understanding -Exam papers
-Applying
SHOULD BE use in future
ABLE TO:
-revise the
written mid-
year
examination
and all concepts
covered for
future use
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ICT
TOPICS TO BE COVERED
 COMPUTER SOFTWARE
 SAFETY AND SECURITY
 THE WORLD WIDE WEB AND ONLINE COLLABORATION
BROAD AIMS
TO ENABLE LEARNERS TO:
o Appreciate the role and impact of ICT as they apply to self, work and society
o Develop an understanding of the operating skills required in a variety of technologies and acquire enterprise skills using
ICTs o Be creative and innovative in solving problems through ICTs
WEEK TOPIC/CONTE OBJECTIVES ACTIVITIES SKILLS SOM MEDIA

NT
1 COMPUTER BY THE END OF LESSON 1 -Evaluating -ICT tools -Computers
SOFTWARE THE LESSON LESSON DECLARATION -Analysing Junior syll -Pictures
-Designing LEARNERS We are going to format text on a card to enhance - 3-7 pg 10
SHOULD BE ABLE its appearance Understand
ing
-Applying
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-format text on a card Learners know how to manipulate computer

to enhance its programmes ( Desktop publisher) -Creating
Appearance INTRODUCTION
4.3.12 A recap of the previous work on inserting images
Cross cutting themes to cards
Vpa obje 27 GUIDED PRACTICE
Explore with different
technological tools in
visual arts  Opening of already created cards from
the previous work
 Group practice inserting text on given
open windows
 Group practice formatting the added
texts on cards
 Group feed backs on discoveries
INDEPENDENT STAGE
Individual work as per the facilitator`s
command or taste
CONCLUSION
Consolidator comments
2 COMPUTER BY THE END OF LESSON 1 -Evaluating -ICT tools -Computer
SOFTWARE THE LESSON LESSON DECLARATION -Analysing Junior syll -DVDs
-Saving data LEARNERS We are going to save data directly to storage - 3-7 pg 10 -CDs
SHOULD BE ABLE devices by sending Understand -USB
ing
TO: ASSUMED KNOWLEDGE -External
-Applying
-save data directly to Learners know how to manipulate computer hard drive
storage devices programmes (open, create, close, highlight -Creating
4.3.13 document/text etc )
INTRODUCTION
Class naming and discussing the various storage
devices (memory cards, USB, DVD, CDs,
External hard drive etc)
GUIDED PRACTICE
 Learners save given data to available
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devices by “sending to..” in groups

 Group reports on discoveries
INDEPENDENT STAGE
command or taste
CONCLUSION
Oral comments
COMPUTER BY THE END OF LESSON 2 -Evaluating -ICT tools -Computer
-Saving data LEARNERS We are going to save data directly to storage - 3-7 pg 10 -CDs
SHOULD BE ABLE devices (cut and paste, copy and paste) Understand -USB
ing
TO: ASSUMED KNOWLEDGE -External
-Applying
-save data directly to Learners know different storage devices hard drive
storage devices INTRODUCTION -Creating
4.3.13 A recap of the previous work on “sending to…”
to save data
GUIDED PRACTICE
 Learners follow step by step process of
saving data using (cut and paste, Copy
and paste
 Group practice
INDEPENDENT STAGE
command or taste
CONCLUSION
Oral comments
SOFTWARE THE LESSON LESSON DECLARATION -Analysing Junior syll -USB
-Renaming LEARNERS We are going to rename files on storage devices - 3-7 pg 10
SHOULD BE ABLE ASSUMED KNOWLEDGE Understand
ing
TO: Learners are able to open storage devices to view
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-rename files files available -Applying

4.3.14 INTRODUCTION
A class discussion on the fact that each and every -Creating
file contains specific data
GUIDED PRACTICE
 Opening or creating files with specific
data each
 Group follow step by step renaming of
the given files according to their contents
by either ( double clicking slowly/left
clicking and selecting rename) on file
 Group feed back on discoveries
INDEPENDENT STAGE
Individual practice
CONCLUSION
Oral comments
-Copy files to LEARNERS We are going to copy files to and from storage - 3-7 pg 10 -CDs
and from storage SHOULD BE ABLE devices Understand -USB
ing
devices TO: ASSUMED KNOWLEDGE -External
-Applying
-copy files to and Learners know that files can be transferred from hard drive
from storage devices one storage device to another -Creating
4.3.15 INTRODUCTION
A recap on the previous work on saving data on
storage devices
GUIDED PRACTICE
 Connecting of storage devices to
computers
 Pupils transfer (copy) data from and to
devices using the learnt methods (send to,
copy and paste)
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INDEPENDENT STAGE
Copying desired data to selected devices as per
command or taste
CONCLUSION
Oral comments
SOFTWARE THE LESSON LESSON DECLARATION -Analysing Junior syll
-Designing LEARNERS We are going to create pieces of work (compose) - 3-7 pg 10
SHOULD BE ABLE ASSUMED KNOWLEDGE Understand
ing
TO: Learners are able to manipulate computer
-Applying
-create an image to programmes eg MS Word
support a piece of INTRODUCTION -Creating
work, using drawing A class discussion on the fact that information
Software can be represented in different ways
4.3.16 GUIDED PRACTICE
Cross cutting theme  Group creating of pieces of work eg a
Vpa objective 17 narrative text
Produce recorded sound
and visual effects  Group follow step by step in creating
images using drawing software as per the
facilitator`s command
INDEPENDENT STAGE
Individual work as per facilitator`s command or
taste
CONCLUSION
Oral comments as a class
COMPUTER BY THE END OF LESSON 2 -Evaluating -ICT tools -Computers
SOFTWARE THE LESSON LESSON DECLARATION -Analysing Junior syll
-Designing LEARNERS We are going to add colour to our created - 3-7 pg 10
SHOULD BE ABLE images to support a piece of work using drawing Understand
ing
TO: software
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-create an image to ASSUMED KNOWLEDGE -Applying

support a piece of Learners know that a piece of work can be
work, using drawing supported by an image -Creating
Software INTRODUCTION
4.3.16 A class discussion on the previous work
Cross cutting theme GUIDED PRACTICE
Vpa objective 23  Group opening of ready-made pieces of
Create own equipment for
lightning,sound and
visual effects work
 Group follow step by step adding colour
to created images as per facilitator`s
command
 Group feed back on discoveries
INDEPENDENT STAGE
Production of coloured images as per taste
CONCLUSION
Oral comments
-Designing LEARNERS We are going to insert images that further - 3-7 pg 10 -CDs
SHOULD BE ABLE support given written work eg tables, shapes, Understand -USB
ing
TO: provided in MS Word -External
-Applying
-insert images that ASSUMED KNOWLEDGE hard drive
further support given Learners know that a piece of work can be -Creating
written work supported by an image
4.3.17 INTRODUCTION
A recap on the previous work
GUIDED PRACTICE
 Learners follow a step by step inserting of
images on given text from the MS Word
and tool bar
 Group feed back and discoveries
INDEPENDENT STAGE
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Individual work on the learnt concept

CONCLUSION
Oral questions
-Designing LEARNERS We are going to insert images that further - 3-7 pg 10 -CDs
SHOULD BE ABLE support given text from different programmes or Understand -USB
ing
TO: device storage -External
-Applying
-insert images that ASSUMED KNOWLEDGE hard drive
further support given Learners know that a piece of work can be -Creating
written work supported by an image
4.3.17 INTRODUCTION
A recap of the previous work on MS Word tool
bar
GUIDED PRACTICE
 Learners follow a step by step inserting of
images from without (memory cards,
USB, Digital camera etc) in groups
 Group report on discoveries
INDEPENDENT STAGE
Practicing the learnt concept
CONCLUSION
Oral comments
SOFTWARE THE LESSON LESSON DECLARATION -Analysing Junior syll -Smart
-Recording LEARNERS We are going to sing songs for a specific purpose - 3-7 pg 10 phone
-Singing SHOULD BE ABLE ASSUMED KNOWLEDGE Understand -Tape
ing
TO: Learners know different songs for different Recorder
-Applying
-sing and record songs purposes -Micro
for a specific purpose INTRODUCTION -Creating phone
4.3.18 Singing a popular song as a class
Vpa objective 2
Sing musical sounds
from music software GUIDED PRACTICE
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 A class discussion on the sung song

(purpose and occasion)
 Singing of different songs and discussing
their purpose in groups
 Group reports
INDEPENDENT STAGE
Grouping given songs according to purpose
CONCLUSION
Oral comments
COMPUTER BY THE END OF LESSON 2 -Evaluating -ICT tools Computer
SOFTWARE THE LESSON LESSON DECLARATION -Analysing Junior syll -
-Recording LEARNERS We are going to sing and record songs for a - 3-7 pg 10 Microphone
-Singing SHOULD BE ABLE specific purpose Understand Smartphone
ing
-Applying
-sing and record songs Learners know different songs for different
for a specific purpose purposes -Creating
4.3.18 INTRODUCTION
Cross cutting theme
Vpa objective 3 A recap of the previous work on singing
Record audio and visual
songs GUIDED PRACTICE
 Discussion on the different ICT tools used
in recording (Digital video recorder),
 Learners take turns in recording as their
groups sing
INDEPENDENT STAGE
Writing important steps to follow when
recording
CONCLUSION
Oral comments
7 SAFETY AND BY THE END OF LESSON 1 -Evaluating -ICT tools -Computers
SECURITY THE LESSON LESSON DECLARATION -Analysing Junior syll -USB
-Viruses LEARNERS We are going to discuss computer viruses - 3-7 pg 10 -Memory
SHOULD BE ABLE ASSUMED KNOWLEDGE Understand cards
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TO: Learners know that computers sometimes ing

-identify effects of misbehave -Applying
computer viruses INTRODUCTION
4.4.1 Class defining a computer virus -Creating
GUIDED PRACTICE
 In groups learners operate virus infected
computer
 Group discussion and listing effects of
viruses
INDEPENDENT STAGE
Individual work on listing computer viruses
CONCLUSION
Consolidator questions and comments
SAFETY AND BY THE END OF LESSON 2 -Evaluating -ICT tools -Computers
-Viruses LEARNERS We are going to use antiviruses to clean virus - 3-7 pg 10 -Memory
SHOULD BE ABLE infected computers Understand cards
ing
-Applying
-identify effects of Learners know the different antiviruses
viruses (Smadav, Avast etc) -Creating
4.4.1 INTRODUCTION
A recap of the previous lesson on viruses
GUIDED PRACTICE
 Class discussion on how virus infected
computers can be cleaned
 Group scanning and cleaning virus
infected computers
INDEPENDENT STAGE
Writing important points to follow in cleaning
virus infected computers
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CONCLUSION
Oral comments on covered concepts
8 SAFETY AND BY THE END OF LESSON 1 -Evaluating -ICT tools -Computer
-Viruses LEARNERS We are going to discuss how computers viruses - 3-7 pg 10 -Memory
SHOULD BE ABLE are spread Understand cards
ing
-Applying
-state how computer Learners know that for a computer to misbehave
viruses are spread it will be virus infected -Creating
4.4.2 INTRODUCTION
A recap of the previous work
GUIDED PRACTICE
 A class discussion on the conditions
favouring virus transmission
 Group naming and discussing ICT
devices that can transmit viruses
INDEPENDENT STAGE
Drawing of ICT devices that can transmit
viruses
CONCLUSION
Oral questions
SAFETY AND BY THE END OF LESSON 2 -Evaluating -ICT tools -Computer
-Viruses LEARNERS We are going to experiment how computer - 3-7 pg 10 -Memory
SHOULD BE ABLE viruses are spread Understand cards
ing
-Applying
-state how computer Learners know that computers can be infected
viruses are spread by viruses -Creating
4.4.2 INTRODUCTION
GUIDED PRACTICE
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 A USB is used as a class to transfer data

from a virus infected computer to a clean
one
 Group observe and discuss the changes
 Group report back on their findings
INDEPENDENT STAGE
Drawing of some ICT tools that can transmit
viruses
CONCLUSION
Oral questions
9 SAFETY AND BY THE END OF LESSON 1 -Evaluating -ICT tools -Computer
-Viruses LEARNERS We are going to install antiviruses in computers - 3-7 pg 10 -Memory
SHOULD BE ABLE ASSUMED KNOWLEDGE Understand cards
ing
TO: Learners know that computers can be infected
-Applying
-detect the presence of by viruses
computer viruses INTRODUCTION -Creating
4.4.3 A recap of the previous work
GUIDED PRACTICE
 A class discussion on dealing with viruses
 Class naming of the different antiviruses
they know
 Group installing of antiviruses into their
computers
INDEPENDENT STAGE
Listing notes on how to install antiviruses into
computers
CONCLUSION
Oral cmments
SAFETY AND BY THE END OF LESSON 2 -Evaluating -ICT tools -Computer
SECURITY THE LESSON LESSON DECLARATION -Analysing Junior syll
-Viruses LEARNERS We are going to scan and remove computer - 3-7 pg 10
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SHOULD BE ABLE Viruses Understand

TO: ASSUMED KNOWLEDGE ing
-detect the presence of Learners know that computers can be infected -Applying
computer viruses by viruses
4.4.3 INTRODUCTION -Creating
GUIDED PRACTICE
 A group discussion on how antiviruses
Work
 Group scanning of computers using the
installed antiviruses
 Listing of the changes after scanning and
deleting viruses from the computers
INDEPENDENT STAGE
Listing of notes on removing viruses from the
Computer
CONCLUSION
Oral questions
10 THE WOLD BY THE END OF LESSON 1 -Evaluating -ICT tools Computer
WIDE WEB THE LESSON LESSON DECLARATION -Analysing Junior syll -
AND ONLINE LEARNERS We ae going to create bookmarks for regularly - 3-7 pg 11 Smartphone
COLLABORAT SHOULD BE ABLE visited webpages Understand
ing
ION TO: ASSUMED KNOWLEDGE
-Applying
-Internet -bookmark webpage Learners know that most of the sophisticated
for future use data can be found through the net -Creating
4.4.4 INTRODUCTION
Learners define the internet (www.co.zw, etc)
GUIDED PRACTICE
 Group follow step by step creation of
bookmarks for regular visited webpages
INDEPENDENT STAGE
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Individual task by the facilitator on webpages

CONCLUSION
Oral comments
THE WOLD BY THE END OF LESSON 2 -Evaluating -ICT tools -Computer
WIDE WEB THE LESSON LESSON DECLARATION -Analysing Junior syll -
AND ONLINE LEARNERS We are going to use bookmarks to open a - 3-7 pg 11 Smartphone
COLLABORAT SHOULD BE ABLE Webpage Understand s
ing
ION TO: ASSUMED KNOWLEDGE
-Applying
-Internet -bookmark webpage Learners know that the internet is a reliable
for future use source of data -Creating
4.4.4 INTRODUCTION
GUIDED PRACTICE
 A class discussion on using bookmarks to
open a webpage
 Group practice using a webpage to open
Webpages
 Group feed backs and discoveries
INDEPENDENT STAGE
Practice using the learnt concept as per
facilitator`s command or taste
CONCLUSION
Oral comments
11 REVISION BY THE END OF Learners revise all concepts covered during the -Evaluating Min of Pry -Charts
THE LESSON course of the two terms and lower grades for -Analysing and Sec -Notebooks
LEARNRES understanding and be able to use in - Educ -ICT Tool -
SHOULD BE ABLE examinations and everyday life situations Understanding National Past exam
TO: -Applying Syll papers
-Creating
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covered during the

course of the two
lower grades
12 EXAMINATIONS BY THE END OF WRITE THE GIVEN MID-YEAR -Evaluating Min of Pry Min of Pry
THE LESSON EXAMINATIONS -Analysing and Sec and Sec Educ
& LEARNRES - Educ National Syll
SHOULD BE ABLE Understanding National -Exam papers
-Applying Syll
TO:
13 -Exam
-Creating papers
given examination
questions
14 REVISION BY THE END OF Revision of the written mid-year examination -Evaluating Min of Pry Min of Pry
THE LESSON for understanding and use in future -Analysing and Sec and Sec Educ
LEARNRES - Educ National Syll
SHOULD BE ABLE Understanding National -Exam papers
-Applying Syll
TO:
-Exam
-revise the written
-Creating papers
mid-year
examination and all
concepts covered for
future use
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MATHEMATICS
TOPICS COVERED
1. L/NUMBERS
2. OPERATIONS
3. MEASURES
BROAD AIMS
TO HELP LEARNERS TO:
o Develops holistically and show a positive attitude towards Mathematics

o Think and express themselves clearly and logically
o Develop an inquiring mind through child cantered approaches
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WEEK TOPIC/CONTENT OBJECTIVES ACTIVITIES SOM SKILLS MEDIA

1 NUMBERS By the end of the LESSON 3 Mathematics -Evaluating -chalkboard
lesson learners Junior Grade -Analysing -chart
should be able to: LESSON DECLARATION 3-7 Syllabus - -work cards
-compare -Today we are going to learn about comparing Page 18 Understanding -numberline
decimals decimals. -Applying charts
-abacuses
Gr 4 : 1: 27 ASSUMED KNOWLEDGE
-Learners know numbers introduction
-Learners count numbers up to 100.
GUIDED PRACTICE STAGE

Stage 1
1) The facilitator explains and demonstrates
how to compare decimals on the chalkboard.
2) Learners compare decimals on the
chalkboards using <> =
3) In groups, learners compare given decimals
using <> =
4) Feedback from the groups
INDEPENDENT STAGE
-As individuals’ learners compare decimals
CONCLUSION
-Facilitator and learners revise the exercise.
DECIMAL By the end of the LESSON 4 Mathematics -Evaluating -chalkboard
NUMBERS lesson learners -Today we are going to learn about comparing Junior Grade -Analysing -chart
should be able to: decimals. 3-7 syllabus - -work cards
-compare ASSUMED KNOWLEDGE Page 18 Understanding -number line
decimals -Learners are familiar to numbers. -Applying cards
INTRODUCTION -abacuses
Gr 4 :1: 27 -Recap from the previous lesson.
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how to compare decimals.
2) Learners practice comparing decimals on the
chalkboard.
3) In groups learners practice comparing using
<> =.
4) Feedback from the groups.
INDEPENDENT STAGE
-As individual learners compare decimals as their
written exercise.
CLOSING STAGE
-The facilitator for revise the exercise with learners.
NUMBERS lesson learners -Today we are going to learn about expanding Junior Grade -Analysing -work cards
should be able to: decimals. 3-7 syllabus - -chart
-write decimals in Page 18 Understanding
expanded form. ASSUMED KNOWLEDGE -Applying
-Learners know how to compare decimals.
Gr 4 :1: 28
INTRODUCTION
-Recapping from the previous lesson.

how to write decimals in expanded form.
2) The class practice how to expand decimals
on the chalkboard.
3) In groups learners expand decimals.
4) Feedback from the books.
INDEPENDENT STAGE
-Learners expand decimals as their written exercise.
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CLOSING STAGE
-The facilitator asks oral questions to reinforce the
concept.

PLACES lesson learners Junior Grade -Analysing -chart
should be able to: LESSON DECLARATION 3-7 syllabus - -work cards
-write decimals in -Today we are going to learn about writing decimals Page 18 Understanding
expanded form. in expanded form. -Applying
Gr 4 :1: 28 ASSUMED KNOWLEDGE

-Learners know how to expand numbers.
INTRODUCTION
-Recapping from the previous lesson.
GUIDING PRACTICE STAGE
how to write decimals in expanded form.
2) As a class learners practice to write decimals
in expanded form.
3) In groups learners expand decimals.
INDEPENDENT STAGE
-As individual learners expand decimals as their
exercise.
CLOSING STAGE
-The facilitator ask oral questions to reinforce
concept.
2 DECIMAL By the end of the LESSON 1 and 2 Mathematics -Evaluating -charts

NUMBER lesson learners Junior Grade -Analysing -work cards
should be able to: LESSON DECLARATION 3-7 syllabus - -number line
-arrange decimals -Today we are going to learn about arranging Page 18 Understanding chart
in ascending and decimals in ascending order. -Applying
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descending order.
ASSUMED KNOWLEDGE
Gr 4: 1: 29 -Learners are familiar to decimal numbers.
INTRODUCTION
-Learners read the number line.

how to arrange decimals in ascending order.
2) As a class learners practice to arrange
decimals in ascending order on the
chalkboard.
3) In groups learners arrange decimals in
ascending order.
INDEPENDENT STAGE
-As individual learners arrange decimals in
ascending order.
CLOSING STAGE
-The facilitator and learners revise the written
exercise.
DECIMAL By the end of the LESSON 3 Mathematics -Evaluating -work cards
NUMBER lesson learners Junior Grade -Analysing -cards
should be able: LESSON DECLARATION 3-7 syllabus - -chalkboards
-arrange decimals -Today we are going to learn about arranging Page 18 Understanding
in ascending and decimals in descending order. -Applying
descending order.
ASSUMED KNOWLEDGE
Gr 4 :1: 29 -Learners know to arrange decimals in ascending
order.
INTRODUCTION
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-Recaping from the previous lesson.
Guided practice guide

how to arrange decimals in descending
order.
2) Learners practice arranging decimals in
descending order on the chalkboard.
3) In groups learners arrange decimals in
descending order.
INDEPENDENT STAGE
-As individual learners arrange decimals in
descending order.
CLOSING STAGE
-The facilitator and learners revise the written
exercise.
DECIMAL By the end of the LESSON 4 -Evaluating
NUMBERS lesson learners -Analysing
should be able to: LESSON DECLARATION -
-round off -Today we are going to learn about rounding off Understanding
decimals to the decimals to the nearest unit and tenth. -Applying
nearest unit and
tenth. ASSUMED KNOWLEDGE
-Learners know how to round off numbers.
Gr 4 :1: 30
INTRODUCTION
-Learners read decimal numbers.
Guided practice stage

how to round off decimals to the decimals to
the nearest unit and tenth.
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2) Learners practice rounding off decimals to

the nearest unit and tenth on the chalkboard.
3) In groups learners round off decimals to the
nearest unit and tenth.
INDEPENDENT STAGE
-Individually learners round off decimals to the
nearest unit and tenth in their exercise books.
CLOSING STAGE
-The facilitator ask oral questions.
DECIMAL By the end of the LESSON 5 Mathematics -Evaluating -fraction chart
NUMBERS lesson learners Junior Garde -Analysing -work cards
should be able to: LESSON DECLARATION 3-7 syllabus - -chalkboards
-read and write -Today we are going to learn about. Page 18 Understanding
fractions with a -Applying
denominator of ASSUMED KNOWLEDGE
hundred. -Learners know to write fractions with a
denominator ten.
Gr 4: 1: 31
INTRODUCTION
-Learners read the fraction-chart.

how to write fractions with a denominator
of hundred.
2) Learners practice how to write fractions with
a denominator of hundred.
3) In groups learners write fractions with
adenominator of hundred.
INDEPENDENT STAGE
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-As individual learners write fractions with a

denominator of hundred as their written exercise.
CLOSING STAGE
-The facilitator ask oral questions to reinforce the
concept.
NUMBERS lesson learners Junior Grade -Analysing -work cards
should be able to: LESSON DECLARATION 3-7 syllabus -
-write and revise a -Today we are going to write and revise a test on the Page 18 Understanding
test on the concepts covered in previous weeks. -Applying
previous concepts
covered. ASSUMED KNOWLEDGE
-Learners know how to compare decimals, write
decimals in expanded form, arrange decimals in
ascending and descending order, round off decimals
and write fractions with a denominator of hundred.
INTRODUCTION
-Learners read the test with facilitator.

1) The facilitator explains to learners some of
the concepts.
2) Recaping on some of the concepts.
3) Learners write the revision exercise.
CLOSING STAGE
-Revision of the work covered.
3 PERCENTAGES By the end of the LESSON 1 and 2 Mathematics -Evaluating -fraction chart
lesson learners Junior Grade -Analysing -chalkboard
should be able to: LESSON DECLARATION 3-7 syllabus - -work cards
-illustrate -Today we are going to learn about illustrating Page 18 Understanding
percentages percentages diagrammatically. -Applying
diagrammatically.
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ASSUMED KNOWLEDGE
Gr 4 :1: 32 -Learners know fractions.
INTRODUCTION
-Learners read fraction chart.

how to illustrate percentages
diagrammatically.
2) As a class learners practice illustrating
percentages in the chalkboard.
3) In groups learners illustrate percentages
diagrammatically.
INDEPENDENT STAGE
-As individuals learners illustrate percentages
diagrammatically as their written exercise.
CLOSING STAGE
The facilitator and learners revise the exercise.
PERCENTAGES By the end of the LESSON 3 Mathematics -Evaluating -chalkboard
lesson learners Junior Grade -Analysing -workcards
should be able to: LESSON DECLARATION 3-7 syllabus - -Numberline
-express half, -Today we are going to learn about expressing half Page 19 Understanding
quarters, fifths as percentages. -Applying
and tenths as
percentages. ASSUMED KNOWLEDGE
-Learners are familiar to fractions.
Gr 4:1:33
INTRODUCTION
-Learners read a fraction chart.
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how to express half as percentages.
2) Learners practice expressing a half as a
percentage.
3) In groups learners express half as
percentages.
INDEPENDENT STAGE
-As individuals learners express quarters as
percentages as their written exercise.
CLOSING STAGE
-Facilitator asks oral questions to reinforce the
concept.
PERCENTAGES By the end of the LESSON 5 Mathematics -Evaluating -chalkboard

lesson learners Junior Grade -Analysing -number line
should be able to: LESSON DECLARATION 3-7 syllabus - work cards
-express half, Today we are going to learn about expressing fifths Page 19 Understanding -fraction chart
quarters, fifths and tenths as percentages. -Applying
and tenths as
-Learners know how to express half and quarters.
Gr 4:1:33
INTRODUCTION

how to express fifths and tenths as
percentages.
2) As a class learners practice expressing fifths
and tenths as percentages.
3) In groups learners express fifths and tenths
as percentages.
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INDEPENDENT STAGE
-Learners express fifths and tenths as percentages as
their written exercise.
CLOSING STAGE
-The facilitator and learners revise the exercise.
PERCENTAGES By the end of the LESSON 6 Mathematics -Evaluating -work cards
lesson learners Junior Grade -Analysing -chalkboards
should be able to: LESSON DECLARATION 3-7 syllabus - -fraction chart
-use 100 square -Today we are going to learn about using 100 square Page 19 Understanding
grids to express grids to express fractions as percentages. -Applying
fractions as
-Learners know percentages.
Gr 4:1:33
INTRODUCTION
-Recap from the previous lesson.

how to use 100 square grids to express
fractions as percentages.
2) On the chalkboard learners practice to
use 100 square grids to express fractions
as percentages.
3) In groups learners use 100 square grids to
express fractions as percentages.
CLOSING STAGE
-The facilitator revise the exercise with the learners.
4 OPERATIONS By the end of theLESSON 1 and 2 Mathematics -Evaluating -chalkboard

ADDITION OF lesson learners Junior Grade -Analysing -work cards
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WHOLE should be able to LESSON DECLARATION 3-7 syllabus - -calculate

NUMBERS :add within the -Today we are going to add within the range, Page 20 Understanding
range including including carrying up to three times. -Applying
carrying up to
three times. ASSUMED KNOWLEDGE
Learners know how to add numbers.
Gr 4:1:33
INTRODUCTION
1;2 how are you

how to add within the range, including
carrying up to three times.
2) As a class learners practice adding within
the range, including carrying up to three
times.
3) In groups learners, add within the range,
including carrying up to three times.
INDEPENDENT STAGE
As individuals learners add within the range,
including carrying up to three times.
CLOSING STAGE
-The facilitator asks oral questions to reinforce the
concept.
OPERATIONS By the end of the LESSON 3 Mathematics -Evaluating -chalkboard

-addition of whole lesson learners Junior Grade -Analysing -money
numbers should be able to: LESSON DECLARATION 3-7 syllabus - -work cards
-add measures -Today we are going to learn about adding money. Page 20 Understanding -chart
-Applying
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ASSUMED KNOWLEDGE
-Learners know how to add.
INTRODUCTION
-Recaping of the previous lesson.

1) The facilitator for explains and demonstrates
how to add money.
2) Learners practice how to add money on the
chalkboard.
3) In groups learners add money.
4) Feedback from groups.
INDEPENDENT STAGE
-As individual learners add money as their written
exercise.
CLOSING STAGE
Facilitator asks oral questions to reinforce the
concept.
OPERATIONS By the end of the LESSON 4 Mathematics -Evaluating -chalkboard
-addition of whole lesson learners Junior Grade -Analysing -chart
numbers. should be able to: LESSON DECLARATION 3-7 syllabus - -work boards
-add measures -Today we are going to add length. Page 20 Understanding
-Applying
Gr 4:2:2 ASSUMED KNOWLEDGE
-Learners know how to add money.
INTRODUCTION

1) Facilitator explains and demonstrates how to
add length.
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2) Learners practice how to add length on the

chalkboard.
3) In groups learners add length.
4) Feedback.
INDEPENDENT STAGE
-Learners add length as their written work.
CLOSING STAGE
-Facilitator and learners
OPERATIONS By the end of the LESSON 5 Maths Junior -Evaluating -chart
-addition of whole lesson learners syllabus -Analysing -clock
numbers. should be to: LESSON DECLARATION Page 20 - -work cards
-add measures. -Today we are going to learn about adding time. Understanding
-Applying
Learners know how to add length.
INTRODUCTION
Recapping of the previous lesson.
Guided Practice
1) Facilitator explains and demonstrates how
to add time.
2) Learners practice adding time on the
chalkboard.
3) In groups learners and time.
INDEPENDANT STAGE
-Learners add time as their written work.
CLOSING STAGE
-Facilitator and learners revise the written work.
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OPERATIONS By the end of the LESSON 6 Maths Junior -Evaluating -work card
lesson learners Grade 3-7 -Analysing -chalkboard
should be able to: LESSON DECLARATION syllabus - -number line
-write and revise -Today we are going to write and revise a test from Page 20 Understanding
the concepts the concepts covered. -Applying
covered so far.
ASSUMED KNOWLEDGE
-Learners know how to add and express fractions as
percentages.

1) Facilitator asks oral questions.
2) Recapping on some of the concepts.
3) Writing a revision test.
CLOSING STAGE
-Revision of the work covered.
5 OPERATIONS By the end of the LESSON 1 and 2 Mathematics -Evaluating -number line
-subtraction of lesson learners Junior Grade -Analysing -chalkboard
whole numbers. should be able to: LESSON DECLARATION 3-7 syllabus - -counters
-subtract using -Today we are going to subtract numbers using equal Page 20 Understanding -work cards
equal addition. addition. -Applying

-Learners know how to subtract numbers.
INTRODUCTION
-Learners count back.

1) Facilitator explains and demonstrates how to
subtract numbers using equal addition.
2) Learners practice on the chalkboard.
3) In groups learners subtract whole numbers
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using equal addition.

4) Feedback for the groups.
INDEPENDENT STAGE
Learners subtract whole numbers using equal
addition as their written exercise.
CLOSING STAGE
-Learners and the facilitator revise the exercise.
OPERATIONS By the end of the LESSON 3 Maths Junior -Evaluating -chalkboard

-subtraction of the lesson learners Grade 3-7 -Analysing -money
whole numbers. should be able to: LESSON DECLARATION syllabus -
-subtract -Today we are going to learn how to subtract money. Page 20 Understanding
measures -Applying
ASSUMED KNOWLEDGE
Gr 4:2:4 -Learners know how to subtract.
INTRODUCTION
Guided practice
1) Facilitator explains and demonstrates how
to subtract money.
2) Learners practice subtracting money on
the chalkboard.
3) In groups learners subtract money.
4) Groups report back.
INDEPENDENT STAGE
-Learners write on exercise.
-Subtracting money.
CLOSING DATE
-Facilitator and learners revise the written work.
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Operations By the end of Lesson declaration: we are going to subtract length Mathematics -Evaluating -Chalkboard
-subtraction of lesson learners Assumed knowledge: learners know how to subtract Junior -Analysing - chart
whole numbers should be able to Introduction: -recap from the previous lesson Gr 3-7 - -work card
-subtract measures Guided Practice Stage: Syllabus Understanding - calculator
Gr 4.2.4 1. Facilitator explains and demonstrate how to Page 20 -Applying -flash cards
subtract length
2. Learners practice subtracting length on the
Chalkboard
3. In groups learners subtract length
4. Feedback from the groups
Indeed indent stage
- Learners subtract length as their written exercise
Closing stage
- Facilitator asks oral questions to reinforce the
Concert
Operations By the end of the Lesson declaration:- today we are going to subtract time Mathematics -Evaluating Work cards
-subtraction of lesson should be Assumed knowledge:- learners know how to subtract Junior -Analysing Chalkboard
whole numbers able to length Gr 3-7 - Clock face
-subtract measures Introduction:- recapping from the previous lesson Syllabus Understanding Calculators
Gr 4:2:4 Guided practice stage: Page 20 -Applying
1. Facilitator explains and demonstrate how to
subtract time
2. On the chalkboard learners practise how to
subtract time
3. In groups learners subtract time
Independent stage: learners subtract time as their written
exercise
Closing stage: learners revise the exercise to enforce the
concept
Operations By the end of the Lesson declaration: today we are going to subtract mass Mathematics -Evaluating Chalkboard
-subtraction of lesson learners Assumed knowledge: learners know how to subtract time Junior -Analysing Calculator
whole numbers should be able Introduction: recapping from the previous lesson Grade 3-7 - Work cards
-subtract measures Guided Practice Stage:- Syllabus Understanding
Gr 4.2.4 1. Facilitator explains and demonstrate how to Page 20 -Applying
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subtract mass
2. On the chalkboard learners practice how to
subtract mass
3. In groups learners subtract mass
Independent stage: As individuals learners subtract mass
as their written exercise
Closing stage: learners revise the exercise to reinforce the
Concept
6 Operations By the end of the Lesson declaration: today we are going to demonstrate Mathematics -Evaluating Chalkboard
-multiplication lesson learners multiplication facts single digits Junior -Analysing Work cards
of whole should be able to Assumed knowledge: learners know how to multiply Gr 3-7 - Multiplication
numbers -demonstrate Introduction: learners count in twos up to 100 Syllabus Understanding Timetable
multiplication facts Guided practice stage:- Page 20 -Applying Calculators
by single digits 1. The facilitator explains and demonstrates
Gr 4.2.5 multiplication facts by single digits
2. Learners practice multiplication facts by single
Digits
3. In groups learners practice multiplication facts by
single digits
Independent stage: as individuals learners write
multiplication facts as their written exercise
Closing stage: Facilitator and learners revise the exercise
Operations By the end of the Lesson declaration: today we are going to multiply where Mathematics -Evaluating Chalk board
Multiplication lesson learners carrying is involved Junior -Analysing Multiplication
of whole should be able to: Assumed knowledge: learners know how to demonstrate Gr 3-7 - Timetables
numbers -multiply where multiplication facts by single digits Syllabus Understandin Calculator
carrying is involved Introduction: recapping from the previous lesson. Page 20 G
Gr 4.2.6 Guided practise:- -Applying
1. Facilitator explains how to multiply where
carrying is involved
2. Learners practice to multiply where carrying is
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involved on the chalkboard

3. In groups learner multiply where carrying is
Involved
Independent stage
Learners multiply where carrying is involved as their
written exercise.
Closing stage: facilitator asks oral questions to reinforce
the concept
Operations By the end of the Lesson declaration: today we are going to multiply Mathematics -Evaluating Work cards
Multiplication lesson learners Measures Junior -Analysing Chalkboard
of whole should be able to Assumed knowledge : learners know how to multiply Gr 3-7 - Chart
numbers Multiply measures where carrying is involved Syllabus Understandin Multiplication
by numbers Introduction: recap from the previous lesson Page 20 G Timetables
Gr 4.42.7 Guided practice Stage -Applying
1. Facilitator explains and demonstrate how to
multiply measures
2. Learners practice how to multiply measures on
the chalkboard
3. In groups learners multiply measures
4. Feedback from groups
Independent Stage: learners multiply measures as their
written exercise
Closing stage: oral questions to reinforce the concept
Operations By the end of the Lesson declaration: today we are going to identify factors Mathematics -Evaluating Number line
Multiplication lesson learners of numbers between the range of 0to1000 Junior -Analysing Chalkboard
of whole should be able to Assumed knowledge: learners know how to multiply Gr 3-7 - Work cards
numbers -identify facilities Measures Syllabus Understanding Chart
of numbers Introduction: learners count in 10 up to 1000 Page 20 -Applying
Guided practicestage:-
1. Facilitator explains and demonstrates how to
identify factors of numbers between the range 0
to 1000
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2. Learners practise identifying factors of numbers

within the range 0 to 1000
3. In groups learners identify factors of numbers
Independent stage: as individuals learners identify factors
Closing stage: revision of the exercise
Revision By the end of the Lesson declaration: Today we are going to revise what Mathematics -Evaluating
lesson learners we leant so far. Junior -Analysing
should be able to :- Assumed knowledge: learners know what they learnt for Gr 3-7 -
Revise and the past two weeks Syllabus Understanding
consolidate work Guided practice stage :- Page 20 -Applying
covered during the 1. Facilitator asks oral questions
previous weeks 2. Recapping on some of the concepts
3. Learners write a revision exercise
Closing Stage: facilitator and learners revise the revision
Exercise
7 Operations By the end of the Lesson declaration: today we are going divide whole Mathematics -Evaluating Counters
Division of lesson learners numbers by one digit number Junior -Analysing Number line
whole numbers should be able to:- Assumed knowledge: learners know how to divide Gr 3-7 - Rulers
Divide whole Introduction: learners Syllabus Understanding Calculators
numbers by one Guided Practice Stage: Page 21 -Applying
digit number. 1. The facilitator explains and demonstrates how to
Gr 4.2.9 divide whole numbers by one digit number
2. Learners practice dividing whole numbers by one
digit number on the chalkboard
3. In groups learners divide whole numbers by one
digit number
Independent Stage
As individuals learners divide whole numbers by one digit
number as their written exercise
Closing Stage: The facilitator asks oral questions to
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reinforce the concept

Operations By the end of the Lesson declaration: Today we are going to divide measures Mathematics -Evaluating Work cards
Division of lesson learners by whole numbers. Junior -Analysing Chalkboard
whole numbers should be able to:- Assumed knowledge: learners know how to divide whole Syllabus -
Divide measures by numbers by one digit number Gr 3-7 Understanding
whole numbers Introduction: recapping , learners read the number line Page 21 -Applying
Gr 4.2.10 Guided Practice Stage:-
1. The facilitator explains and demonstrate how to
divide measures by whole numbers
2. Learners practice how to divide measures by whole
numbers on the chalkboard
3. In groups learners divide measures
Independent Stage : learners divide measures by whole
numbers by one digit as their written exercise
Closing Stage: Facilitator asks oral questions to reinforce
the concept
Operations By the end of the Lesson declaration: Today we are going to learn about Mathematics -Evaluating Chalkboard
Additions of lesson learners adding up to three proper fractions with the same Junior -Analysing Work cards
proper fractions should be able to: Denominator Gr 3-7 - Number lines
Add up to three Assumed knowledge: learners know how to add Syllabus Understanding
proper fractions Introduction: learners read the fraction chart Page 21 -Applying
with the same Guided practice Stage:-
denominator 1. Facilitator explains and demonstrate how to add
Gr 4.2.11 up to three proper fraction with the same
Denominator
2. Learners practice adding up to three proper
fractions with the same denominator on the
Chalkboard
3. In groups learners add fractions
Independent Stage: as individuals learners add fractions
Closing stage: facilitator asks oral questions to reinforce
the concept
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Operations By the end of the Lesson declaration : Today we are going to learn about Mathematics -Evaluating Fraction chart
Addition of lesson learners subtracting proper fractions with the same denominators Junior -Analysing Number line
proper fractions should be able to Assumed knowledge: learners know how to add proper Gr 3-7 - Work card
fraction with the same denominators Syllabus Understanding Chalkboard
Introduction: recapping from the previous lesson -Applying
Guided Practice Stage:
1. Facilitator explains and demonstrates how to add
, subtract proper fractions with the same
Denominators
2. Learners practice on the chalkboard
3. In groups learners subtract proper fractions with
the same denominator
4. Feedback from groups
Independent stage: as individuals learners add proper
fractions with the same denominators as their written
Exercise
Closing Stage: facilitator asks oral questions to reinforce
the concepts
Operations By the end of the Lesson declaration: today we are going to learn about Mathematics -Evaluating Fraction chart
Subtraction of lesson learners subtracting proper fractions with the same denominations Junior -Analysing Number line
proper fractions should be able to Assumed knowledge: learners know how to subtract Gr 3-7 - Work cards
subtract proper Introduction: Syllabus Understanding Chalk board
fractions with the Recapping from the previous lesson Page 21 -Applying
same denominators Guided Practice Stage:-
Gr 4.2.12 1. Facilitator explains and demonstrates how to
subtract proper fractions with the same
Demonstrates
2. As a class learners practice subtracting proper
fractions with the same fractions with same
denominators on the chalkboard
3. In groups learners subtract proper fractions
Independent stage: as individuals learners subtract proper
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fractions with the same denominators.

8 Operations By the end of the Lesson declaration: today we are going to multiply Mathematics -Evaluating Fraction charts
Multiplication lesson learners proper fractions Junior -Analysing Number lines
of proper should be able to: Assumed knowledge: learners know how to multiply Gr 3-7 - calculators
fractions Multiply proper Introduction: learners Syllabus Understanding
Fractions Guided Practice Stage:- Page 22 -Applying
multiply proper fractions
2. Learners practice to multiply proper fractions
3. In groups learners multiply proper fractions
Independent Stage: learners multiply proper fractions as
their written exercise
Closing stage: facilitator and learners revise the exercise
Operations By the end of the Lesson declaration: today we are going to learn about Mathematics -Evaluating Number line
Multiplications lesson learners multiplying proper fractions. Junior -Analysing ICT tools
of proper should be able to: Assumed knowledge: learners know how to multiply Gr 3-7 - Calculator
fractions Multiply proper proper fractions Syllabus Understanding Work card
Fractions Introduction: recapping from the previous lesson Page 22 -Applying
Gr 4:2:13 Guided Practice Stage:-
1. The facilitator explains and demonstrate how to
multiply proper fractions
2. Learners practice multiplying proper fractions on
the chalkboard
3. In groups learners multiply proper fractions
Independent Stage: learners multiply proper fractions as
written exercise
By the end of the Lesson declaration: today we are going to learn about Mathematics -Evaluating Media
lesson learners calculating fractions of numbers and measures within the Junior -Analysing Chalkboard
should be able to Range Gr 3-7 - Calculators
Calculate fractions Assumed knowledge: learners know how to multiply Syllabus Understanding
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of numbers and Introduction: recapping from previous lesson Page 22 -Applying

measures within Guided Practice Stage:-
the range 1. Facilitator explains and demonstrates how to
Gr 4:2:14 calculate fractions of numbers and measures
within the range
2. On the chalkboard learners calculate fractions of
numbers and measures within the range
3. In groups learners calculate fractions of numbers
and measures the range
Operations By the end of the Lesson declaration: today we are going to learn about Mathematics -Evaluating Media
Multiplication lesson learners calculating fractions of numbers and measures within Junior -Analysing Chalkboard
of proper should be able to: the range Gr 3-7 - ICT tools
fractions Calculate fractions of Assumed knowledge: learners know how to calculate Syllabus Understanding Work cards
numbers and fractions of numbers and measures with the range Page 22 -Applying
measures within the Introduction: recapping from the previous lesson
Range Guided Practice Stage
calculate fractions of numbers and measures
within the range
2. On the chalkboard learners calculate fractions of
numbers and measures within the range
3. In groups learners calculate fractions of numbers
and measures the range
Independent stage: as individualslearners calculate
fractions of numbers and measures with the range
Closing stage: the facilitator asks oral questions to
reinforce the concept.
Operations By the end of the Lesson declaration: today we are going to revise and Mathematics -Evaluating Number line
lesson learners write what we leant so far Junior -Analysing Work cards
should be able to: Assumed knowledge: learners know what they learnt Gr 3-7 - Chalkboard
Consolidate concepts during the past two weeks Syllabus Understanding
covered so far Guided Practice Page 22 -Applying
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1. Facilitator asks oral questions

2. Recapping on some of the concepts
3. Learners write a revision test
Closing stage: revision of the work covered
9 Operations By the end of the Lesson declaration: today we are going to learn about Mathematics -Evaluating Abacuses
Additions of lesson learners adding decimals Junior -Analysing Number lines
decimals should be able to Assumed knowledge Gr 3-7 - Work cards
Add decimals Learners know decimal numbers Syllabus Understanding Counters
Gr 4:2:15 Introduction: learners read the abacus Page 22 -Applying Calculators
Guided practice Stage:
1. The facilitator explains and demonstrates how to
add on chalkboard
2. On the chalkboard learners practice adding of
Decimals
3. In groups learners add decimals
Independent Stage: learners add decimals as their written
exercise
Closing Stage: facilitator asks oral questions to reinforce
Operations By the end of the Lesson declaration : today we are going to add decimals Mathematics -Evaluating Abacuses
Addition of lesson learners Assumed knowledge: recapping from the previous lesson Junior -Analysing Number lines
decimals should be able to Guided practice stage:- Gr 3-7 - Work card
Add decimals 1. Facilitator explains and demonstrates how to add Syllabus Understanding Counters
Gr 4:2:15 Decimals Page 22 -Applying Calculators
2. Learners practice how to add decimals
3. In groups learners add decimals
Independence stage : as individuals learners add decimals
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Operations By the end of the Lesson declaration: today we are going to subtract decimals Mathematics -Evaluating Abacuses
Subtraction of lesson learners Assumed knowledge: learners know how to add decimals Junior -Analysing Number lines
decimals should be able to Introduction: learners count back the number line Gr 3-7 - Work cards
subtract decimals Guided Practice Stage:- Syllabus Understandin Counters
Gr 4:2:16 1. Facilitator explains and demonstrate how to subtract Page 22 G calculators
Decimals -Applying
2. Learners practice how to subtract decimals on the chalk
Board
3. In groups learners subtract decimals
Independent Stage: learners subtract decimals individually
Closing Stage: facilitator and learners revise the exercise
OPERATIONS By the end of the LESSON 5 Mathematics -Evaluating - Abacuses
Subtraction of lesson learners LESSON DECLARATION Junior Gr. 3- -Analysing - number
decimals should be able to : - Today we are going to subtract decimals 7 syllabus - lines
- Subtract ASSUMED KNOWLEDGE Page 22 Understandin - world cards
decimals - Learners know to add decimals G - counters
INTRODUCTION -Applying - calculators
- Recapping from the previous lesson
1. Facilitator explains and demonstrates how to subtract
Decimals
2. Learners practice on the chalkboard how to subtract
Decimals
3. In groups learners subtract decimals
INDEPENDENT STAGE
- As individuals learners subtract decimals
CLOSING STAGE
- Revision of the written exercise
OPERATIONS By the end of the LESSON 6 Mathematics -Evaluating
Subtraction of lesson learners LESSON DECLARATION Junior Gr. 3- -Analysing - world cards
decimals should be able to : - Today we are going to write and revise a revision exercise 7 syllabus - - chalkboards
- Write and ASSUMED KNOWLEDGE Page 22 Understandin ICT tools
revise the - Learners know what they learnt during the past two weeks G
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concepts INTRODUCTION -Applying

covered so - Recapping from the previous lesson
far GUIDED PRACTICE STAGE
3. Writing a revision test
CLOSING STAGE
- Revision of the work covered
10 Measures By the end of the LESSON 1 & 2 Mathematics -Evaluating - real coins
- Money lesson learners LESSON DECLARATION Junior Gr. 3- -Analysing - bank notes
should be able to: - Today we are going to learn about expressing money in 7 syllabus - - calculator
- Express decimal form Page 23 Understandin Work cards
money in ASSUMED KNOWLEDGE G
decimal - Learners are familiar with money -Applying
form . Gr. INTRODUCTION
4.3:1 - Learners name coins and notes
1. Facilitator explains and demonstrates how to express
money in decimal form
2. Learners practice on the chalkboard how to express money
in decimal
3. In groups learners express money in decimal form
INDEPENDENT STAGE
- As individuals learners money in decimal form as their
written exercise
CLOSING STAGE
Revision of the exercise
Measures By the end of the LESSON 3 Mathematics -Evaluating -Work cards
- Money lesson learners LESSON DECLARATION Junior Gr. 3- -Analysing -coins, bank
should be able to: - Today we are going to learn about expressing money in 7 syllabus - notes
- Express decimal form Page 23 Understandin -calculator
money in ASSUMED KNOWLEDGE G -work cards
decimal - Learners know coins and notes -Applying
form . Gr. INTRODUCTION
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4.3:1 - Recap from the previous lesson

1. Facilitator explains and demonstrates how to express
money in decimal form
2. Learners practice on how to express money in decimal
3. In groups learners express money in decimal form
INDEPENDENT STAGE
- learners express money as decimal form as their written
Exercise
CLOSING STAGE
Learners and the facilitator revise the exercise
Measures By the end of the LESSON 4 Mathematics -Evaluating - money
- Money lesson learners LESSON DECLARATION Junior Gr. 3- -Analysing - chalkboard
should be able to: - Today we are going to learn write money in expanded form 7 syllabus - -Work cards
- Show ASSUMED KNOWLEDGE Page 23 Understandin
money in - Learners know how to express money in decimal form G
expanded INTRODUCTION -Applying
form. Gr. - Recapping from the previous lesson
4.3:2 GUIDED PRACTICE STAGE
1. Facilitator explains and demonstrates how to show money
in expanded form
2. Learners practice on the chalkboard how to expand money
3. In groups learners expand money
INDEPENDENT STAGE
- In their exercise books learners expand money
CLOSING STAGE
Facilitator asks oral questions to reinforce the concept
Measures By the end of the LESSON 5 Mathematics -Evaluating - real coins
- Money lesson learners LESSON DECLARATION Junior Gr. 3- -Analysing - bank notes
should be able to: - Today we are going to learn about money in expanded form 7 syllabus - - chalkboard
- Show ASSUMED KNOWLEDGE Page 23 Understandin -chart
money in - Learners know to express money in expanded form G
expanded INTRODUCTION -Applying
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form . Gr. - Recapping

4.3:2 GUIDED PRACTICE STAGE
1. Facilitator explains and demonstrates money in expanded
Form
2. On the chalkboard learners show money in expanded form
3. In groups learners show money in expanded form
4. Feed back from the groups
INDEPENDENT STAGE
- As individuals learners write money in expanded form as
their written exercise
CLOSING STAGE
Facilitator asks oral questions to reinforce the concept
Measures By the end of the LESSON 6 Mathematic -Evaluating - chart
- Money lesson learners LESSON DECLARATION s Junior Gr. -Analysing - work cards
should be able to: - Today we are going to write and revise the concepts 3-7 - - ICT tools
- Write and covered during the past two weeks syllabus Understanding
revise a ASSUMED KNOWLEDGE Page 23 -Applying
revision - Learners know what they learnt during the past two weeks
test GUIDED PRACTICE STAGE
3. Writing a revision on test
CLOSING STAGE
Revision of the work covered
11 REVISION BY THE END OF Learners revise all concepts covered during the course -Evaluating Min of Pry and -Charts
THE LESSON of the two terms and lower grades for understanding -Analysing Sec Educ -Notebooks
LEARNRES and be able to use in examinations and everyday life -Understanding National Syll -ICT Tool
SHOULD BE ABLE Situations -Applying -Past exam
TO: papers
covered during the
course of the two
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lower grades
12 EXAMINA BY THE END OF WRITE THE GIVEN MID-YEAR EXAMINATIONS -Evaluating Min of Pry and Min of Pry
TIONS THE LESSON -Analysing Sec Educ and Sec
& LEARNRES -Understanding National Syll Educ
SHOULD BE ABLE -Applying -Exam papers National Syll
-Exam
TO:
13 papers
given examination
Questions
14 REVISION BY THE END OF Revision of the written mid-year examination for -Evaluating Min of Pry and Min of Pry
THE LESSON understanding and use in future -Analysing Sec Educ and Sec
LEARNRES -Understanding National Syll Educ
SHOULD BE ABLE -Applying -Exam papers National Syll
-Exam
TO:
papers
-revise the written
mid-year
examination and all
future use
SCIENCE AND TECHNOLOGY
TOPICS COVERED
 Health and safety
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 Materials and structures

 Energy and fuels
 Electricity and electronics
 Design and technology
 Water
AIMS
 Appreciate the role and impact of science and technology as they apply to self, work and society.
 Select and use a wide range of materials and components in the environment.
 Developing the creative technical and practical expertise to participate in a scientific and technological world
 Demonstrate innate talent that leads to originality and innovativeness
 Enhance scientific and technological design through the use of information and communication technology
 Manipulate materials and equipment to enhance creativity
WEEK TOPIC/CONTENT OBJECTIVES METHODOLOGY SKILLS S.O.M MEDIA
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1 Health and safety Learners should be Lesson declaration lesson 3&4 -Evaluating Science Print media
able to : -We are going to learn about laboratory safety rules -Analysing and Electronic
Safety Assumed knowledge - technology media
List laboratory -Learners learn about the laboratory and the safety rules to be Understanding syllabus Recommended
safety rules followed to avoid harm -Applying Grade 3-7 textbooks
3.2.1 Introduction Page 15
-Learners explain why rules are made for the laboratory
Guided practise stage
-Recitation of proverb saying “machines never show mercy”
-facilitator spells out the rules to be followed to avoid danger
-learners in groups discuss some safety rules
-report session and facilitators summary
-learners work
Closing stage
-learners list safety rules in the laboratory
1 Materials and Distinguish Lesson declaration lesson 5 -Evaluating Science Natural
structures between natural and -We are going to learn about natural and man made materials -Analysing and materials
Characteristics of man made materials Assumed knowledge - technology Man made
materials 3.2.2 -Learners learn about natural and man made materials Understanding syllabus materials
Introduction -Applying Grade 3-7 Tree
-The facilitator distinguishes between natural and man made Mountain
Materials Dams
Guided practise stage Taps
-facilitator makes two groups for natural and man made Soil
Materials rock
-Learners fill the tables with materials
-discussion on the materials listed
Learners should be -Report session and written work

able to: -closing stage
-Draw two natural and man-made materials
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2 Materials and -differentiate pure lesson declaration lesson 1&2 -Evaluating Science Prait media
structures and impure materials We are going to learn about pure and impure materials. -Analysing and Pure and
Elements mixtures 3.2.3 Assumed knowledge -Understanding technology impure
and components Learners know pure and impure materials -Applying syllabus materials
Introduction Grade 3-7 Sugar salt
Facilitator defines pure and impure materials Fertilizer
Guided practise stage Oxygen
-discussion on elements ,mixture and compounds showing Carbon
differences among the three Carbon
-learners fill the given materials into three groups. dioxide
-Facilitators summary and learners` work.
Closing stage
Learners name three element ,mixtures and compounds
2 Compound water -demonstrate how to lesson declaration lesson 3&4 -Evaluating Science Prait media
purify We are going to learn about compound (water) -Analysing and Discovering
water Assumed knowledge -Understanding technology science and
3.2.4 Clear water is pure -Applying syllabus technology
Introduction Grade 3-7 people`s book
-We are going to purify water. Page 16 Page 26
Guided practise stage water
-Facilitator explains on how they are going to purify water fire
-Learners arrange the materials for purifying water as
explained by facilitator and observe clearly.
-Describe collected water and conclusion
-Learners give the properties
of water
Learners should be Closing stage

able to: Learners write the word colourless, tasteless and odorless
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2 tools Classifying tools Lesson declaration lesson 5 -Evaluating Science Trowel

from home We are going to learn -Analysing and Knife
3.2.5 About tools. -Understanding technolog Dishes
Assumed knowledge -Applying y Slathers
Tools help us to do our work easily syllabus Hoe
Introduction Grade3-7 Shovel
Learners are going to classify tools to groups page 15 plate
Facilitator defines tools and group them
Learners list the tools into their groups
Learner’s show how the tools are used o further put them
into digging and cutting tools.
Facilitator’s summary and written work.
Closing stage
Leaner draw a shovel ,rake ,sickle and hoe
3 tools Design tools of own Lesson declaration lesson 1&2 -Evaluating Science
choice We are going to learn about designing -Analysing and
Assumed knowledge -Understanding technolog
Learners like fashionable items -Applying y syllabus
Introduction
Facilitator explain design bringing innovation
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3 Tools Learners should be Practise stage -Evaluating Science and Wire

able to design tools -facilitator draw familiar pictures and colour them in a -Analysing technology Crayon
of own choice funny way to be attractive -Understanding syllabus Needle
3.2.6 -facilitator brings an object and add a funny part to make it -Applying Grade 3-7 Markers
attractive Page 16
-Learners discuss and draw familiar objects and colour them
to worth new or funny.
-Best pupil selected for display and work
Closing stage
-Learner draw pictures to show design
3 tools Construct artifacts Lesson declaration lesson 3&4 -Evaluating Science and Pencil
from sketcher of -We are going to make artifacts -Analysing technology Bond paper
Tools Assumed knowledge -Understanding syllabus gardens
3.2.7 -Learners can make artifacts with tools. -Applying grade 3-7 kitchen and
Introduction page 16 building tools
-Facilitator explains how the collected tools can make
artifacts
-Learners gather garden ,kitchen building tools, bond paper
and other necessary materials for the artifact
Characteristics of -listing /naming of artifacts and choosing of one to be

materials constructed
-facilitator once again stresses on safety rules.
-construction of a hut /tool explanation and drawing
-Learners feedback and written work
Closing stage
-Learners list the building tools
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3 Structures Identity structures Lesson declaration lesson 5 -Evaluating Science and Log
at home -We are going to learn about a hut -Analysing technology Sticks
3.2.8 Assumed knowledge -Understanding syllabus Grass
-A hut is a form of shelter -Applying Grade 3-7 Water
Introduction Page 16 Print media
-We are going to construct a hut
-Facilitator explains a hut
-Naming and drawing a hut
-Coloring to add design
-Facilitators feedback and written work
Closing stage
-Draw three huts and colour them to give design
4 Energy and fuels Explain the Lesson declaration lesson 1&2 -Evaluating Science and Prait media
Energy meaning of energy -We are going to learn about energy -Analysing technology Electronic
3.3.9 Assumed knowledge -Understanding syllabus media
-Energy is gives power to work -Applying Grade 3-7 Wood
Introduction Pg 17 sadza
-Facilitator explains energy
-Facilitator discuss energy
-Demonstrating different uses of energy
-Learners explain how food, petrol and wood have energy
Closing stage
Learner draw the various focus of energy
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4 Energy Learners should be Lesson declaration lesson 3&4 -Evaluating Science and Prait media
able to : identify -We are going to learn about energy -Analysing technology Electronic
uses of energy Assumed knowledge -Understanding syllabus media
3.3.10 -Energy enables people to do work -Applying Grade 3- 7 Recommended
Introduction Page 17 textbooks
-All moving machines and working people have energy
-Discussing the meaning of energy
-Demonstrating different uses of energy
-Facilitators feedback and written work
Closing stage
-Learners list substances that give us energy
4 Fuels Identity focus of Lesson declaration Lesson 5 -Evaluating Science and Prait media
Solid Fuel -We are going to learn about fuels -Analysing technology Paraffin
Liquid 3.3.11 Assumed knowledge -Understanding syllabus Petrol
gas -Fuels burn -Applying Grade 3- 7 Diesel
Introduction Page 17 gas
-Fuels exist in three forms
Guided stage
-Collecting fuels
-Grouping fuel into three
-Demonstrating that fuels burn
Closing stage
-all focus of fuels give light and heat
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Energy Demonstrate Lesson declaration lesson 1&2 -Evaluating Science and Prait media
Fuel Characteristics of -We are going to learn bout fuels -Analysing technology Electronic
5 Fuels Assumed knowledge - syllabus media
3.3.12 -Fuels burn Understanding grade 3- 7 Recommended
Introduction -Applying Page 17 textbooks
-Facilitator will demonstrate the three focus of fuel burning
-Facilitator will demonstrate three forms of fuels burning.
wood , paraffin and gas stove
-Learners will list some forms of fuel
-Facilitator will give feedback and work
Closing stage
-Name the three forms of fuel
5 Fuel Classify fuels as Lesson declaration lesson3& 4 -Evaluating Science and Prait media
renewable and -We are going to learn about groups of fuels -Analysing technology electronic
non-renewable Assumed knowledge - syllabus media
3.3.13 -Wood can be replaced by growing new trees Understanding Grade 3-7 Recommended
Introduction -Applying Page 17 textbooks
-We are going to discuss the renewable and non renewable
fuels
-Facilitator defines renewable and non renewable for learners
to fit wood , coal, diesel , petrol, paraffin etc and written work
Closing stage
-Learners list renewable and non renewable fuels for learners
to fit wood , coal, diesel , petrol, paraffin etc and written work
Closing stage
-Learners list renewable and non renewable fuels
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5 Electricity and Learners should Lesson declaration lesson 5 -Evaluating Science and Prait Media
electronics be able to : -We are going to learn about electronics -Analysing technology Electronic
identify Assumed knowledge - syllabus Media
Electronic devices -Learners know that electricity new radios Understanding Grade 3- 7 Radio
electronics 3.4.14 Introduction -Applying Page 18 Stove
-Facilitator explains that electronics is the knowledge about Fem
electricity Heater
-Learners name and describe electronic devices
-Facilitators summary and learners work
Closing stage
-Learners list electronic devices
6 electronics Use the devices Lesson declaration lesson 1&2 -Evaluating Science and Prait media
correctly -We are going to learn about using electronic devices -Analysing technology Electronic
3.4.15 Assumed knowledge - syllabus media
-Learners know the gadgets have special functions Understanding Grade 3-7 Plug
Introduction -Applying Page 18 cord
-Facilitator explains that devices have functions
Guided practice
-Learners list electronic devices
-Discussion on how they function under electricity
-Facilitator draw devices for learners to imitate and draw label
Closing stage
-Always connect plugs correctly and use your devices
carefully
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6 Electricity and Learners should Lesson declaration lesson 3&4 -Evaluating Science and Electronic
electronics be able to : -We are going to learn about electricity -Analysing technology devices
recognize sources Assumed knowledge - Syllabus Prait media
of electricity in -Electricity help to observe video clips in devices Understanding Grade 3- 7 Map of
Electronics Zimbabwe Introduction -Applying Page 18 Zimbabwe
3.4 16 -Facilitator explain the sources of electricity in Zimbabwe River
beginning with the local ones Coal
-Learners discuss on how we use it e.g. solar battery and
generator
-Facilitator further introduces Hwange and Kariba power
which is conveyed in big pylorus
Closing stage
-Show Hwange and Kariba on a map
6 electronics Identify changers Lesson declaration lesson 5 -Evaluating Science and Prait media
of electricity -We are going to learn about electricity changers -Analysing technology Inverter
3.4.17 Assumed knowledge - syllabus Converter
-Changers help us to use electricity Understanding Grade 3-7 Regulator
Introduction -Applying Page 18 Electronic
-Facilitator explains changers in transformers ideal for media
accessing electricity
-List /name the changers i.e. transformers like inverters ,
converters, regulators changers ,car charger etc
-Volunteer learners explains how the changer connect and
work
-Facilitators summary and learners work
Closing stage
-Learners list changers
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7 Electricity and Learners should Lesson declaration lesson 1&2 -Evaluating Science and Print media
electronics be able to -We are going to learn about electricity -Analysing technology Plug
Assumed knowledge - syllabus Cords
Suggest safety -Electricity should be handled carefully Understanding Grade 3-7 Insulated
precautions when Introduction -Applying Page 18 cords
using electricity -Facilitator will explain on how fitting in plugs should be Spark
3.4.18 done to avoid damage or death Shock
-Discussion on proper use i.e. connecting properly reading off
-Cords should be totally covered (insulated )
-Lastly when removing plug first switch off
-Facilitators summary and written work
Closing stage
-List safety precaution
7 Electronics Identify Lesson declaration lesson 3&4 -Evaluating Science and Electronic
conductors and -We are going to learn about electricity -Analysing technology media
insulators Assumed knowledge - syllabus Prait media
3.4.19 -Electricity is carried in words Understanding Grade 3-7 Copper
Introduction -Applying Page 18 Steel
-Facilitator shall explain conductors and insulators Plastic
Guided practice stage Wood
-Facilitator shall explain conductors and insulators Bulbs
-Learners list conductors and insulators batteries
-Insulators protect us from electricity while allowing
electricity to move through
-Learners finally draw conductors with insulators
Closing stage
-Where wires are showing in a cord wrap it in plastic or
masking tape
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Electricity and Learners should Lesson declaration lesson 5 -Evaluating Science Magnets
electronics be able to : -We are going to learn about forces -Analysing and Speakers
identify devices Assumed knowledge -Understanding technology Prait media
forces with magnets -Magnet attract iron and steel material -Applying syllabus Electronic
7 3.4.20 Introduction Grade 3-7 Media
-Magnets have a powerful force towards it Page 19
-Identifying devices with magnets such as inverters ,radios
,regulators ,TVs etc
-Experimenting with magnet attracting iron fillings ,iron
materials etc
-Facilitators summary and written work
Closing stage
-Learner name materials /object attracted by magnetic
8 Forces Illustrate Lesson declaration lesson 1&2 -Evaluating Science Prait media
magnetic force -We are going to learn about forces -Analysing and Magnet
3.4.21 Assumed knowledge -Understanding technology Light
-Magnets attract iron fillings -Applying syllabus Cloth
Introduction Grade 3-7 iron fillings
-Facilitators explains that magnets have lines of forces around Page 19
them
-Facilitator covers a magnet with a thin cloth with soil out
-Experiment with iron fillings
-Learners observe and individually pass out a conclusion
-Liens of fillings form around a magnet hence magnets have
magnetic forces
Closing stage
-Learners draw a magnet and show the filled
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Electricity and Learners should Lesson declaration lesson 3&4 -Evaluating Science and Prait media
electronics be able to -We are going to learn about magnets -Analysing technology Iron fillings
8 Assumed knowledge -Understanding syllabus Cloth
Explain action of -Magnet attract iron fillings -Applying Grade 3-7 soil
Forces magnets as force Introduction Page 19
at a distance -Facilitators explains magnetic force
3.4.22 Guided practise stage
-Discussion on the lines of forces around magnets
-Magnets pulls object towards them
-All attracted materials are pulled just as iron filling
Closing stage
-Draw a magnet and show magnetic lines
9 Design and Appreciate Lesson declaration lesson 1&2 -Evaluating Science and Prait media
technology elements of -We are going to learn about design -Analysing technology Balance form
design Assumed knowledge -Understanding Syllabus Lines
3.4.23 -Design is painting , colouring in a funny way -Applying page 20 texture
Elements of design Introduction
-Facilitator explains the need to appreciate elements of
design
-Describing elements of design
-Listing elements of design and explaining them
-Facilitator illustration elements in their order
-Learner draw a balanced human head colour the nose to
work fun hence work
Closing stage
-Learners draw a new and colour it to work funny
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9 Design and Learners should be Lesson declaration lesson 3&4 -Evaluating Science and Print media
technology able to -We are going to learn about elements of design -Analysing technology Paper march
Elements of design Manipulate Assumed knowledge -Understanding syllabus Balance form
materials such as -Clay and paper march make objects -Applying Grade 3-7
clay or paper Introduction page 19
Marche to make -Facilitators describes clay and proper marche
artifacts Guided practise stage
3.4.24 -Leaner model objects of their choice following the elements
of design
-Learners colour , make lines and decorate to look funny
-Best model selected for display
Closing stage
-Learners draw a balanced tree
10 Water Identify properties Lesson declaration lesson 1&2 -Evaluating Science and Prait media
of water -We are going to learn about water -Analysing technology Water
3.4.25
Agriculture
Object 15 list the
Properties of water sources of water Assumed knowledge -Understanding Syllabus Sink
-Water is colourless ,tasteless and odorless -Applying Grade 3-7 Flows
Introduction Page 19 Tasteless
-Water flows Colourless
Guided practise stage odorless
-Learners observe water flowing from a high place to a low
place
-Describing how water flows
-Learners further discuss water i.e. sinks
-Facilitators summary and work
Closing stage
-Learners draw a dam and show water
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10 Water Learners should be Lesson declaration lesson3 &4 -Evaluating Science and Print media
Properties of water able to : -We are going to learn about water -Analysing technology Electronic
Predict where Assumed knowledge -Understanding syllabus media
water will flow to -Water flows from a high region to a low region -Applying Grade 3-7 River
Water flow the local Introduction Page 19 Roof
environment -Facilitator explains that all rivers flow from high to low Pipe
3.5.26 areas
Water flows from Guided practise stage
high place to low -Observing water flowing
place -Pour water into a slightly slamming pipe
-Pour water into the roof and observe
-Learners closely observe and follow the water
-Learners confirm and give out conclusion
-Facilitator summarize the lesson and give learners written
work
Closing stage
-Draw a river with water and show the direction of water
with an arrow
11 REVISION BY THE END OF Learners revise all concepts covered during the -Evaluating Min of -Charts
THE LESSON course of the two terms and lower grades for -Analysing Pry and -Notebooks
SHOULD BE ABLE and everyday life situations Understanding Educ -Past exam
TO: -Applying National papers
Syll
covered during the
course of the two
lower grades
12 EXAMINATIONS BY THE END OF WRITE THE GIVEN MID-YEAR -Evaluating Min of Min of Pry
THE LESSON EXAMINATIONS -Analysing Pry and and Sec
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TO: -Applying National -Exam
13 -respond correctly to Syll papers
-Exam
given examination
papers
questions
14 REVISION BY THE END OF Revision of the written mid-year examination for -Evaluating Min of Min of Pry
THE LESSON understanding and use in future -Analysing Pry and and Sec
LEARNRES - Sec Educ
TO:
Syll papers
-revise the written
-Exam
mid-year examination papers
and all concepts
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PHYSICAL EDUCATION
TOPICS
 Kids Athletics
 Target and Combat Games
AIMS
Help learners to:
 Develop understanding of the implications and benefits of participation activities through theory and practice
 Provide learners with a sense of fun, enjoyment and entertainment.
WEEK TOPIC/CONTENT OBJECTIVES ACTIVITIES/METHODOLOGY SKILLS SOM MEDIA

1 Kids Athletics By the end of the lesson LESSON DECLARATION : -Evaluating Physical Cones
Running learners should be able we are going to learn about running. -Analysing education Play
to run smoothly through ASSUMED KNOWLEDGE : - sport and ground
bends at a constant pace learners know how to run Understanding mass
grade 4 .4.1 INTRODUCTION : -Applying display
warm up activities Gr 3-7
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GUIDED PRACTICE STAGE : page 23

- learners run to a marked point
- The facilitator demonstrate running smoothly through
bends at a constant pace.
- Learners practice the running
INDEPENDENT STAGE :
-run smoothly through learners in groups run through bends
the bends at a constant CONCLUSION :
Pace cool down activities
LESSON DECLARATION: today we are going to run through -Evaluating
the bends. -Analysing Physical Cones
Kids Athletics ASSUMED KNOWLEDGE: learners know how to run - education Play
-Running INTRODUCTION : warm up activities Understanding sport and ground
GUIDED PRACTICE STAGE: -Applying mass
- learners run to a marked point displays Gr
- The facilitator explains running through bends at 3-7
constant pace. Page 23
- Learners demonstrate how to run into a curve or bend in
different directions
INDEPENDENT STAGE :
learners in groups run in a marked arena.
Closing stage: cool down activities
2 Kids Athletics By the end of the lesson Lesson declaration: Today we are going to learn about running -Evaluating Physical Obstacles
Running learners should be able over obstacles. -Analysing Education Cones
-Hurdles to; Assumed knowledge: learners know how to run. - sport and Play
-demonstrate obstacle Introduction : warm up activities Understanding mass ground
clearing with speed 4.4.2 Guided practice stage : The facilitator explains and demonstrates -Applying displays
running over obstacles without speed reduction . Gr 3-7
Learners practice running through obstacles and clear without Page 23
speed reduction.
Independent stage: in groups they run through obstacles without
speed reduction. Closing stage : cool down activities
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Lesson declaration: today we going to learn about running -Evaluating

through obstacles -Analysing P.E syll Obstacles
Assumed knowledge : learners know how to run through - Gr 3-7 Cones
obstacles Understanding Page 23 Play
Introduction : warm up activities -Applying ground
Guided practice stage : Class discus on running over and through
obstacles
By the end of the lesson -facilitator demonstrate the skills
learners should be able to -learners practice running over and through obstacles without
: reading speed
-demonstrate obstacles Independent stage: in groups they run over and through
Kids athletics clearing with speed obstacles.
-Running 4:4:2
Kids Athletics By the end of the lesson Conclusion: cool down activities -Evaluating P.E syll Cones
Running learners should be able Lesson declaration: today we going to learn about running -Analysing Gr 3-7 Batons
to : mechanics. - Page 23 Obstacles
-demonstrate Introduction: warm up activities Understanding Mini-
appropriate running Guided practice : the facilitator explain and demonstrate sprinting -Applying hurdles
Mechanics hurdling and slalom shuffle relay Play
4.4.3 Learners practice sprinting hurdling and slalom shuffle relays round
Independent stage: in groups learners practice sprinting hurdling
and slaloming shuffle relay.
Closing stage : cool down activities
3 Kids Athletics By the end of the lesson Lesson declaration: Today we going to learn about horizontal -Evaluating PE Syll Tape
-Jumping learners should be able jumps -Analysing Gr 3-7 measure
to : Assumed knowledge: learners know long jump - Page 23 play
-execute horizontal and Introduction : warm up activities Understanding ground
vertical jumps Guided stage : the facilitator explains and demonstrate horizontal -Applying Cones
4.4.4 jumps i.e. long jump Stop
Learners practice long jump watch
Independent stage : in groups learners practice long jump
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WEE TOPIC/CONTE OBJECTIVES ACTIVITIES/METHODOLOGY SKILLS SOM MEDIA

K NT
Kids Athletics By the end of the lesson Lesson declaration: Today we are going to learn about vertical -Evaluating PE Tape
-Jumping learners should be able to : jumps. -Analysing Syll measure
-execute horizontal and Assumed knowledge: learners know how to jump vertical - Gr 3-7 Cones
vertical jumps Introduction Warm up activities Understanding Page 23 Watch
4.4.4. Guided stage : The facilitator explains and demonstrate vertical -Applying Wooden
jumps pole
Learners practice vertical jumps Marked
Independent stage : in groups learners practice vertical jumps mats
Kids Athletics By the end of the lesson Lesson declaration: today we are going to learn about jumping -Evaluating PE Syll Tape
-jumping learners should be to : using equipment/ apparatus. -Analysing Gr 3-7 measure
-jump using equipment or Introduction : warm up activities - Page 23 Cones
Apparatus Guided stage: The facilitators explain and demonstrate Understanding Wooden
4.4.5 jumping with equipment. -Applying pole
Learners practice jumping using equipment Skipping
Independent stage: in groups learners practice jumping rope
4 Kids Athletics By the end of the lesson Lesson declaration: Today we are going to learn about jumping -Evaluating PE Poles
-Jumping learners should be able to : using equipment or apparatus -Analysing Syll Cones
Jump using equipment or assumed knowledge: learners know how to jump with poles - Page 23 Tape
Apparatus introduction: warm up activities Understanding measure
4.4.5 guided stage the facilitator discus with the class on jumping -Applying
using equipment or apparatus.
Learners demonstrate jumping ropes using apparatus/equipment
ie ropes poles
Class practice the jumping skill.
Independent stage: in groups learners jump using equipment
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Kids athletics By the end of the lesson Lesson declaration: Today we are going to learn about leaping -Evaluating PE Poles
-Jumping learners should be able to : forward carrying own weight -Analysing Syll Cones
-leap forward and carrying Introduction: Warm up activities - Page 23 Skipping
own weight Assumed knowledge: learners know how to leap carrying own Understanding rope
4.4.6 weight -Applying
Guided stage : the facilitator explains and demonstrate leaping
forward and carrying own weight
Learners practice the leaping forward and carrying own
weight Independent stage : I n groups learners
Lesson declaration; Today we are going to learn about leaping

forward and carrying own weight Introduction: warm up
activities
Assumed knowledge: Learners know how to leap forward
carrying own weight
Guided stage: Class discuss discuss with the facilitator leaping
forward carrying own weiht
Class practice the skill learnt
Independent stage: In groups learners practices
Closing stage: Cool down activities
Lesson Declaration: Today we are going tolearn about
jumping from a stationery position
Assumed knowledge: Learners know how to jump
Introduction : warm up activities
Guided stage: The facilitator explains and demonstrate
jumping from stationery position
Learners practice with teacher’s help
Independent stage; Jumping from stationery position
Closing stage: Cool down
activities
Lesson Declaration: Today we are going to learn about

jumping and landing in both feet
By the end of the lesson Assumed knowledge: Learners know how to jump
learners should be able to: Introduction: Warm up activities
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Jump from stationery Guided stage: The facilitator explain and demonstrate
position single take off jumps
4.4.7 Learners practice with the facilitator’s help
Independent stage: In groups they practice single take off jumps
Closing stage: Cool down activities
Lesson declaration : Today we are going to learn about

jumping and landing on both feet
Assumed knowledge: Learners know how to jump
Introduction: Warm up activities
Guided stage: The class discuss how to jump and land on
both feet
Learners practice with the facilitator’s help
By the end of the lesson Independent stage: In groups they jump for distance from a 5m
learners should be able to: run up and land on both feet
Jump for distance from a 5m Closing stage: Cool down activities
run up and land on both feet
4.4.8 Lesson Declaration: Today we are going to learn about
rotational throws
Assumed knowledge
Learners know how to throw
Introductions: Warm up activities
Guided stage: The facilitator explains and demonstrate
accurate rotational throws
Learners practice the skill with the facilitator’s help
Independent Stage: In grous learners make accurate
By the end of the learners rotational throws
should be able to Closing Stage: Cool down activities
Jump for a distance from a
5m run up and land in both Lesson Declaration: Today we are going to learn about
feet rotational throws
4.4.8 Assumed knowledge learners know how to throw
Introduction :Warm up activities
Guided Stage: Class discussion on rotational throws
Independent stage: In groups learners make rotational throws
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Closing Stage: Cool down activities
Lesson Declaration: Today we are going ti learn about handling

a javelin
Assumed knowledge: learners know how to handle javelin
Guided Stage: The facilitator explains and demonstrate the
By the end of the lesson proper handling of javelin
learners should be able to Learners practice proper handling of javelin
Execute accurate rotational Independent stage: In groups learners practice the
throws4.4.9 proper handling of javelin
Lesson Declaration: Today we are going to learn about under

arm throwing
Assumed knowledge: Learners know how to throw javelin
Guided Stage: The facilitator explains and demonstrate the
under arm throwing
Learners practice the under arm throwing
Execute accurate rotational Independent Stage: In groups learners make the under
throws arm throwing
4.4.9 Closing Stage: Cool down activities

over arm throwing
Guided Stage: The facilitator explains and demonstrate over
arm throwing
Learners practice over arm throwing
Independent Stage: In groups learners practice over
arm throwing
By the end of the lesson Closing Stage: Cool down activities
learners should be able to: Lesson Declaration: Today we are going to learn about knee
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Handle the kids javelin throwing

correctly Assumed knowledge: Learners know how to throw javelin
4.4.10 Introduction: Warm up activities
Guided Stage: The facilitator explains and demonstrate
knee throwing
Learners practice knee throwing
Independent Stage: In groups learners practice knee throwing
Lesson declaration: Today we are going to learn about throwing

javelin
Guided Stage: The facilitator explains and demonstrates
throwing javelin
Learners practice throwing javelin
Independent Stage: Learners throw javelin over a barrier
Lesson Declaration: Today we are going to leaner about how to

throw javelin
Assumed knowledge: ;Learners know how to throw
javelin Introduction :Warm up activities
Guided Stage: Learners demonstrate throwing javelin
They practice throwing javelin over barrier
Independent Stage: Learners throw javelin over barrier
Closing stage: Cool Down activities
Lesson Declaration: Today we are going to learn

Assumed knowledge: Learners know how to bounce a ball
Guided Stage: Learners bounce the ball given. The
facilitator explains and demonstrate bouncing balls
Learners practice bouncing balls within 25cm distance
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Independent Stage: Learners bounce balls individually of

different sizes

bouncing a ball hitting a stationery target
Assumed knowledge: Learners know how to bounce a ball and
hit a target
Guided Stage: The facilitator explains and demonstrates how to
bounce a ball and hut the target
Learners practice how to bounce ball in groups
Independent Stage: Individual they bounce and hit a stationery
target
Lesson Declaration: Today we are going to learn how to form

narrow bases for balance
Assumed knowledge: Learners know how to balance
Guided Stage: The facilitator explains how to form narrow
bases for balance
Learners demonstrates how to form narrow bases with the
teacher’s help
Learners practice balances
Independent stage: In groups leaner’s make balances
Lesson Declaration: Today we are going to learn about forming

wide bases for balance
Assumed knowledge: Learners know how to balance
Guided Stage: The facilitator explains forming wide base for
balance
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Learners demonstrate forming wide bases for balance with the

facilitator’s help
Independent Stage: Learners form wide bases for balance in
groups
11 REVISION BY THE END OF THE Learners revise all concepts covered during the course of -Evaluating Min of Pry -Charts
LESSON LEARNRES the two terms and lower grades for understanding and -Analysing and Sec -
SHOULD BE ABLE TO: be able to use in examinations and everyday life - Educ Notebook
-revise all concepts situations Understandin National s
covered during the g Syll -ICT Tool
-Applying -Past
course of the two terms
exam
of the year and lower papers
Grades
12 EXAMINATIO BY THE END OF THE WRITE THE GIVEN MID-YEAR EXAMINATIONS -Evaluating Min of Pry Min of
NS LESSON LEARNRES -Analysing and Sec Pry and
& SHOULD BE ABLE TO: - Educ Sec Educ
-respond correctly to Understandin National National
g Syll Syll
given examination
13 -Applying -Exam -Exam
Questions
papers papers
14 REVISION BY THE END OF THE Revision of the written mid-year examination for -Evaluating Min of Pry Min of
LESSON LEARNRES understanding and use in future -Analysing and Sec Pry and
SHOULD BE ABLE TO: - Educ Sec Educ
-revise the written mid- Understandin National National
g Syll Syll
year examination and all
-Applying -Exam -Exam
papers papers
future use
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AGRICULTURE
COVERED TOPICS
 INTRODUCTION TO AGRICULTURE
 CLIMATE AND LAND USE
 SOIL
WATER
PLANTS
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AIMS
 -To develop a positive attitude in learners towards Agriculture and its study in science
 -To help learners appreciate the importance of agriculture to the individual, family, community and country.
Source
Agriculture junior (grade 3-7) syllabus (2015-202
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WEE TOPIC/CONTE OBJECTIVES METHODOLOGY SKILL SOS MEDIA
K NT
1 Water: water By the end of the Lesson 1 and 2 -Evaluating Agriculture School garden
conservation lesson should be able -Lesson declaration -Analysing Junior Dip tank
To We are going to learn about importance of water in - Syllabus Pictures
agriculture. Understand Grade 3-7 Plants
-state the importance Assumed knowledge ing Page 21
of water in Learners are familiar with some uses of water -Applying
agriculture Introduction
Learners state uses of water in agriculture.
-listing uses of water
- learners play a game in uses of water in pairs
Independent work
Learners write individual written work
Conclusion
Learners sing a song on uses of water {water}
Lesson declaration
We are going to learn about importance of water in
agriculture
Assumed knowledge : learners are familiar with uses of water
Water Introduction: learners sing a song on uses of water in
Conservation agriculture { water is very important}
Learners state Guided practice stages
importance of water - Learners answer questions orally
in agriculture - Teacher’s explanation
- Learners answer questions in groups
- Learners give a feed back
Independent: learners write individual written work.
Conclusion : learners answer questions orally
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2 Water By the end of the Lesson declaration: we are going to learn about uses of -Evaluating Agriculture Pictures
conservation lesson the learner water in agriculture -Analysing Junior Chart
should be able to Assumed knowledge : learners already know uses of - Syllabus Illustratio
-list of 5 the sources of water in agriculture Understanding Grade 3-7 n
water Introduction: learners state uses of water in agriculture -Applying
4:4:02 Guided practise- teacher explains and
demonstrate/match some sources of water and their uses
ie dip tank for dipping cattle’s from the dam ,river
- Learners match sources of water and their uses
- Learners give a feedback
Independent work : individuals write on exercise
Conclusion : learners answer questions orally
Water Learners will list the Lesson declaration: we are going to learn about sources Agriculture
Water source of water of water. Junior Chart
conservation 4.4.2 Assumed knowledge: learners are familiar with sources syllabus Illustratio
Cross cutting themes of water used when doing agriculture activities Grade 3-7 n
Science and Introduction: learners state uses of water used when Pictures
technology doing agriculture activities Word
Obje 41: identify Lesson development/guided practice Cards
protected water -teachers explanation on why other sources of water are
sources. not included used in agriculture activities
-learners match a drawing of a source of water and its
name as class
Learners discuss hazards that occur if we use some of
the sources without caution
-in groups learners answer questions
-learners give a feedback
Independent work : learners write individual work
Conclusion :learners answer questions oral
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3 Water By the end of the Lesson declaration: we are going to learn about natural -Evaluating Agriculture Work
Water lesson students should sources of water -Analysing Junior Cards
conservation be able to distinguish Assumed knowledge: learners are familiar with sources of - Syllabus Chart
natural from manmade water Understandin Grade 3-7 Illustratio
sources of water Introduction: facilitator explain the meaning of the term g ns
natural -Applying
4.4.3 Guided practise
Stage 1- learners list all sources of water.
Learners from the pool of sources of water
Stage2 -learners use given pictures to match with given
names as a class.
Independent work : learners write individual work in their
exercise books
Conclusion: facilitator ask questions for consolidation
Water Learners should be Lesson declaration: we are going to learn about manmade Agriculture
Water able to distinguish sources of water junior Local
conservation natural from Assumed knowledge: learners are familiar with natural syllabus plants
manmade sources of sources of water Grade 3-7 ICT tools
water 4.4.3 Introduction: learners list natural sources of water Work
Guided practice-facilitator explains what is meant by cards
Cross cutting themes manmade
Science and -Learners list down man made sources of water
technology - learners explain the difference between the natural and
Objec 43: identify manmade sources of water
unprotected water Independent stage : learners write individual written
sources books
Conclusion: learners answer questions orally
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4 Plants By the end of the Lesson declaration: we are going to learn about uses of -Evaluating Agriculture Local
Introduction to lesson students plants -Analysing junior plants
the study of plants should be able to list Assumed knowledge: learners are familiar with types of - syllabus Understandin ICT tools
uses of plants 4.5.1 plants we have in the environment Grade 3-7 g Work
Introduction: learners list the types of plants they know cards
Guided practice facilitator explains what plants are and -Applying
help the learners in naming some of the plants.
-learners discuss and list uses of trees locally and
nationally
-in groups learners answer oral questions
Group representative give feedback
Independent work
Learners write individual work
Conclusion: facilitator asks oral questions for
consolidation
Plants
Introduction to Lesson declaration: we are going to learn about uses of Agriculture
the study of plants Learners will list uses plants syllabus for
of plants Assumed knowledge: learners are familiar with some uses junior grade Local
4.5.1 of plants 3-7 plants
Introduction : learners list uses of plants they are Page 21 ICT tools
familiar with End
Guided practice – facilitator explains that life on plants ie finished
oxygen, education , books etc products
Learners in groups match type of plants and their uses in ie books
groups poles for
Learners give feedback bui;ding
Independent work
Learners answer question individual in their exercise
Conclusion
Facilitator ask questions for consolidation
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5 Plants By the end of the Lesson declaration: we are going to classify plants -Evaluating Agriculture Protective
Introduction to lesson learners as cultivated and wild. -Analysing junior clothing
the study of plants should be able to Assumed knowledge: learners are familiar with plants - syllabus Pictures
classify plants as Introduction: Facilitator explains what is meant by wild Understandin Grade 3-7 Local
cultivated and wild and cultivated g Page 21 plants
Guided practice: - learners list down different types of -Applying
plants they are familiar with
- Learners with the help of the facilitator group
plants as wild and as cultivated
- In groups learners answer given questions
Independent work
Learners write individual work
Conclusion
Facilitator ask oral questions for consolidation
Plants
Plant nutrition Lesson declaration: we are going to learn about types of Agriculture
Learners will be able fertilizers used by farmers and their sources Assumed junior Samples
to identify sources of knowledge: learners know that for plants to grow well syllabus of
N.P.K they need fertilisers{manure} Introduction: learners Grade 3-7 fertilizers
4.5.3 list/name the three types of fertilizers used by farmers Page 21
to their plants
Guided practice: facilitator explains the source of the 3
types of fertilisers farmers use NPK
- Learners discuss sources of fertilisers
- In groups learners answer of fertilizers
Independent work
Learners answer given questions in their exercise books
Conclusion
Facilitator ask questions for consolidation
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6 Plants By the end of the Lesson declaration: we are going to classify sources of -Evaluating Agriculture ICT
Plant nutrition lesson learners should fertilisers as organic and inorganic -Analysing junior samples
be able to classify Assumed knowledge: learners are familiar with sources of - syllabus of
sources of plants plant nutrients Understandin Grade 3-7 fertilizer
4.5.4 Introduction: facilitator explains what is organic and g Page 21
Nutrients as organic inorganic matter -Applying
and inorganic Guided stage:- learners from the pool of sources of plant
nutrients already written on the chalkboard, they group
sources as organic and inorganic as a class
- In groups learners answer given questions
- Groups representatives give a feedback individual
Independent work
Written work
Conclusion: facilitator ask questions for consolidation
Lesson declaration: We are going to learn about the

Plants different types of vegetables Agriculture
Plants nutrition By the end of the Assumed knowledge: learners are familiar with different junior
lesson learners should types of vegetables. syllabus ICT
be able to name Introduction: learners list different types of vegetables grade 3-7 samples
classes of vegetable Guided stage:- facilitator explains the method used to of
Crops classify vegetables{ie using the plant eaten} fertilizer
4.5.5 - Learners from the pool of types of vegetables
learners classify vegetables as root, leaf etc
- Learners in groups answer questions
Independent: learners write individual work
Conclusion: The facilitator ask questions for
consolidation
7 Plants By the end of the Lesson declaration: Today we are going to learn how -Evaluating Agriculture Tools
Vegetable crops lesson learners should plant leaf vegetables -Analysing Junior Seeds
be able to Assumed knowledge: learners are familiar with different - syllabus
-grow a leaf vegetable types of vegetables. Understandin Grade 3-7
4.5.6 Introduction: facilitator explains how to plant a leaf g Page 22
vegetables -Applying
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Guided practice: learners choose the type of vegetable

they are going to grow
-facilitator demonstrate how to plant a leaf vegetable
Learners list down all the tools needed Independent
work: to plant leaf vegetables Conclusion : learners
put tools back to the store room
Plants
Vegetables crops Lesson declaration: today we are going to plant leaf Agriculture Garden
Learners grow a leaf vegetables Junior tools
vegetables Assumed knowledge: learners know how to plant leaf Syllabus Seedlings
4.5.6 vegetables Grade 3-7
Introduction: Facilitator demonstrate how to grow leaf Page 22
vegetables{ rape seedlings }
Guided practice:- learners make holes
-transplant seedlings
-plant seedlings
Independent work
-Learners plant their own seedlings
-matching
Conclusion
Put tools back to the store room
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8 Plants By the end of the lesson Lesson declaration: we are going to learn about cultivars -Evaluating Agriculture Garden
Vegetables learners should be able of the vegetables and their planting time -Analysing junior syllabus tools
crops to grow leaf vegetables Assumed knowledge: learners are familiar with different - Grade 3-7 Seedling
4.5.6 types of vegetables Understanding Page 22 s
Introduction: learners name and list the different types -Applying Garden
of vegetables we have line
Guided practice:- facilitator explains what are cultivars Tape
- Facilitator explains and list different types measure
of cultivars
- Learners experiment/feel and differentiate types
of cultivars from other
Independent work: individual written work
Conclusion: facilitator ask oral questions
Agriculture
Plants Learners should be able Lesson declaration: we are going to learn on how to junior syllabus
to market leaf vegetables market leaf vegetables Grade 3-7
4.5.7 Assumed knowledge: learners are familiar with leaf Page 22
vegetables
Introduction: learners list different types leaf vegetables Chart
they know illustrati
Facilitator explains these stages involved when we on
market leaf vegetables Print
Guided practice: learners match activities done in Media
each and every activity ie
Activities done during – grading
-packaging
Independent work: learners write individual
written work
Conclusion: facilitator ask oral questions for
consolidation
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9 Field crops Learners should be able We are going to learn about types of field crops -Evaluating Agriculture Grains of
to name different field Assumed knowledge: learners are familiar with some of -Analysing junior field
crops 4.5.8 the field crops - syllabus crops
Introduction: learners list crops grown in the fields Understanding Grade3-7 chart
at home -Applying Page 23 Illustratio
Guided practice: facilitator explains what are field crops n local
Learners with the help of the facilitator group field fields
groups as cereals and legumes crops
written work
Conclusion: facilitator ask oral questions
Learners will be able to
Fields crops classify different field Lesson declaration: we are going to learn about field Agriculture
crops crops. We are going to group them according to their use junior
4.5.9 and size of grains syllabus
Assumed knowledge : learners are familiar with Grade 3-7
different types of crops grown at home in the field Page 23 Chart
crops Introduction: learners list down different types of Illustratio
crops grown at home in the field. n work
Guided practice: facilitator explains the terms grains, Cards
pods, cereals, cash crops and legumes
Learners group crops according to their uses and sizes
of grains learners give a feedback.
written work
Conclusion: facilitator ask oral questions for
consolidation
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Week Topic/ Objectives Methodology SKILLS Reference Media
content
10 Orchard/fruit By the end of the lesson Lesson declaration: Today we are going to learn about -Evaluating Agriculture Local forest
Trees learners should be able to the importance of fruit trees. -Analysing Junior Chart
state the importance of Assumed knowledge: learners are familiar with different - Syllabus Illustration
fruit trees types of trees Understanding Grade 3-7
4.5.11 Introduction: learners list down different types of trees -Applying Page 23
Guided practice: learners list down things which we use
at school and at home made of food
Facilitator explains the importance of plants ie ferrying
to things like {food and oxygen in which is life . in
groups learners answer questions learners give a
feedback.
Independent work: learners write individual written
work
Conclusion: oral questions
Orchard/fruit Learners will be able to Lesson declaration: today we are going to learn about Agriculture Local forest
Trees classify fruit trees as the different types of trees. Trees are classified Junior Chart illustration
indigenous and exotic according to their origin. Syllabus
Trees Assumed knowledge: learners are familiar with different Grade 3-7
4.5.1 types of trees Page 23
Introduction: learners name and list down different types
of trees which they know
Facilitator explains what are exotic and indigenous trees
Guided practice:- learners classify / group trees as exotic
and indigenous in groups
Learners give feedback
Independent work : learners write individual written
work
Conclusion: oral questions from the facilitator for
consolidation
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Week Topic/ content Objectives Methodology SKILLS SOM Media
End
11 REVISION BY THE END OF THE Learners revise all concepts covered during the -Evaluating Min of Pry and -Charts
LESSON LEARNRES course of the two terms and lower grades for -Analysing Sec Educ -Notebooks
SHOULD BE ABLE understanding and be able to use in - National Syll -ICT Tool
TO: examinations and everyday life situations Understanding -Past exam
-revise all concepts -Applying papers
covered during the
course of the two terms
of the year and lower
Grades
12 EXAMINATIO BY THE END OF THE WRITE THE GIVEN MID-YEAR -Evaluating Min of Pry and Min of Pry and
NS LESSON LEARNRES EXAMINATIONS -Analysing Sec Educ Sec Educ
& SHOULD BE ABLE - National Syll National Syll
TO: Understanding -Exam papers -Exam papers
-Applying
13
given examination
questions
14 REVISION BY THE END OF THE Revision of the written mid-year examination for -Evaluating Min of Pry and Min of Pry and
LESSON LEARNRES understanding and use in future -Analysing Sec Educ Sec Educ
SHOULD BE ABLE - National Syll National Syll
TO: Understanding -Exam papers -Exam papers
-Applying
-revise the written mid-
year examination and
all concepts covered for
future use
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FAREME
TOPICS DONE
1. FAMILY
2. RELIGION
1. RELIGION
2. MORALS
BROAD AIMS
The syllabus aims to:
1. Develop an appreciation of the exercise existence of the supreme Being as portrayed by various religions.
2. Develop and enhance respect of and tolerance for other peoples’ religions, cultures and ways of life
3. Develop an appreciation of the impact lof technology on religion and moral values
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WEE TOPIC/CONTE OBJECTIVES METHODOLOGY/ACTIVITIES SKILLS SOM MEDIA

K NT
1 RELIGION By the end of the LESSON 2 -Evaluating FAREME Igwayi
SUB TOPIC lesson learners LESSON DECLARATION -Analysing Junior lokuthethela
INDIGENOUS should be able to : Today learners we are going to learn about key teachings in the - syllabus
RELIGION - Explain the Indigenous Religion Understand page 32
KEY CONCEPT role of ASSUMED KNOWELDGE ing
Key teachings ancestral It is assumed that learners know the role of ancestral spirits in -Applying
spirits in Indigenous religion
Indigenous INTRODUCTION
Religion They sing a song traditional song
2:4.15 GUIDED PRACTISE
In groups learners give oat least three roles of ancestral spirits in
Indigenous Religion
INDEPENDENT STAGE
-The learners and the facilitator discuss the role of ancestral spirits
-individual tasks
CONCLUSION
They do oral questions from the facilitators
LESSON 3
LESSON DECLARATION
Today learners we are going to learn about indigenous food laws
ASSUMED KNOWELDGE
It is assumed that learners know the indigenous food
INTRODUCTION
KEY CONCEPT Learners name the indigenous foods they eat at home
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Food laws GUIDED PRACTISE

In groups learners name Indigenous foods they eat at home Pictures
- Identify - The groups report back Junior
various INDEPENDENT STAGE syllabus
foods in -Task written in their books page 32
indigenous CONCLUSION
Diet Recap of the lesson done
- 2.4.16
KEY CONCEPT By the end the end -Evaluating Fareme -Pictures

Food laws of the lesson LESSON 4 -Analysing junior -charts
learners should be LESSON DECLARATION - syllabus
able to : Today learners we are going to learn about how indigenous food are Understand page 32
Describe how prepared ing
indigenous foods -Applying
are prepared ASSUMED KNOWELDGE
2.4. 17 It is assumed that learners know how to prepare indigenous food
Cross
cutting
theme
english
e
INTRODUCTION
Narrate
events
and
processe
s
logically
object 6 Learners name food eaten during ceremonies and gatherings
GUIDED PRACTISE
In groups learners discuss how one of the foods is prepared
INDEPENDENT STAGE
-Task written in their books
CONCLUSION
Recap of the lesson done
2 Religion By the end of the LESSON 1 -Evaluating Junior Pictures
Sub topic lesson learners LESSON DECLARATION -Analysing FAREME
Indigenous should be able to : Today learners are going to learn about foods eaten during ceremonies - syllabus Charts
religion State foods eaten Understand page 32
Key – concept during ceremonies / ASSUMED KNOWLEDGE ing Actual food
Food laws festivals . It is assumed that learners know the foods eaten during ceremonies -Applying
2.4.18
Cross
cutting
theme Utensils
English
Oooooo
INTRODUCTION
Learners name at least five food indigenous foods ICT tools
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GUIDED PRACTISE
Learners and the facilitator discuss the ceremonies held in their
community
-Learners in groups name the food eaten in these ceremonies
INDEPENDENT STAGE
Learners write the given notes in their books
-Written work
CONCLUSION
Oral questions
Sub topic Describe how LESSON 2 -Evaluating Junior Charts

Indigenous ceremonial foods LESSON DECLARATION -Analysing FAREME Pictures
religion are prepared. 2.4.19 Today learners are going to learn about preparation of ceremonial foods - syllabus
Key – concept Understand page 32
Food laws ASSUMED KNOWLEDGE ing
It is assumed that learners know how ceremonial foods are prepared -Applying
INTRODUCTION
Learners bring the samples of Indigenous foods
GUIDED PRACTISE
-Facilitator and the learners discuss and explain how these foods are
prepared
-In groups they prepare these foods
INDEPENDENT STAGE
Learners write how these foods are prepared
-Written exercise
CONCLUSION
Learners and the facilitator taste the food and comment
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KEY CONCEPT By the end of the LESSON 3 -Evaluating Resource

Taboos lesson ‘learners LESSON DECLARATION -Analysing person
Importance of should be able to : Today learners are going to learn about taboos -
Taboos -define the term Understand
taboo. ASSUMED KNOWLEDGE ing
2.4.20 It is assumed that learners know the definition of the term taboo -Applying
INTRODUCTION
The facilitator ask the learners understand by the term taboo
GUIDED PRACTISE
The facilitator define the term taboo
INDEPENDENT STAGE
Written work
CONCLUSION
Revision of workdone
Sub topic By the end of the LESSON 4 -Evaluating Resource Fharts lash
Indigenous lesson learners LESSON DECLARATION -Analysing person cards
Religion should be able to: Today learners are going to learn about the - c
Importance of taboos. Understand
KEY – CONCEPT Define the term ing
taboo. ASSUMED KNOWLEDGE -Applying
Taboos It is assumed that learners know the importance of taboos
The importance of
Taboos INTRODUCTION
Learners give at least five family taboos in pairs
GUIDED PRACTISE
-In groups learners give community taboos
-feedback
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INDEPENDENT STAGE
-Written exercise
CONCLUSION
Revision
3 RELIGION By the end of the LESSON 1 -Evaluating Resource Charts

Sub topic lesson learners LESSON DECLARATION -Analysing person Chalkboard
Indigenous should be able to: Today learners are going to learn about common taboos - Flash cards
Religion Understand
State some ASSUMED KNOWLEDGE ing
KEY CONCEPT common taboos in It is assumed that learners know the common taboos -Applying
Taboos Indigenous
Importance of INTRODUCTION
Taboos Religion 2.4.21 Learners name or list at least four community taboos
GUIDED PRACTISE
In groups learn give country taboos
INDEPENDENT STAGE
-Written Exercise
CONCLUSION
Revision
Taboos By the end of the LESSON 2 -Evaluating Resource Smart phone
Importance of lesson learners LESSON DECLARATION -Analysing person
Taboos should be able to: Today learners are going to learn about the importance of taboos -
Explain the Understand
importance of ASSUMED KNOWLEDGE ing
taboos 2.4.22 It is assumed that learners know the importance of taboos -Applying
INTRODUCTION
The facilitator ask learners oral questions about taboos
GUIDED PRACTISE
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-Learners in groups suggest why are the taboos important

-Feedback
INDEPENDENT STAGE
-Written task
CONCLUSION
Recap of the work done
SUB TOPIC Outline Jesus LESSON 3 -Evaluating

Christianity Christ’s birth and LESSON DECLARATION -Analysing
KEY- CONCEPT early life 2.4.23 Today learners are going to learn about Jesus Christ’s birth -
ORIGIN Understand
Jesus Christ’s birth ASSUMED KNOWLEDGE ing
and early life It is assumed that learners know Jesus Christ’s history -Applying
INTRODUCTION
As a class they sing a song “Thina sizalelwa indodana ……”
GUIDED PRACTISE
In groups learners give or name the parents of Jesus
-feedback
INDEPENDENT STAGE
Individual task
CONCLUSION
Singing of the same song
Christianity By the end of the LESSON 4 -Evaluating Bible Pictures
Key – Concept lesson learners LESSON DECLARATION -Analysing Chart
Origin should be able to: Today learners are going to learn about Jesus Christ’s life -
Outline Jesus ASSUMED KNOWLEDGE Understand
Christ’s birth and It is assumed that learners know Jesus Christ’s early life ing
early life 2.4.23 -Applying
INTRODUCTION
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In groups learners say where Jesus lived with his parents
GUIDED PRACTISE
In groups learners say where Jesus lived with his parents
-They state Jesus works that he did when he was young
INDEPENDENT STAGE
-Written exercise
CONCLUSION
4 RELIGION By the end of the LESSON 1 -Evaluating Bible Pictures

SUB TOPIC lesson learners LESSON DECLARATION -Analysing
Christianity should be able to: Today learners are going to learn about Jesus’s baptism and temptations - chart
KEY CONCEPT Explain Jesus Understand
Origin Christ’s baptism ASSUMED KNOWLEDGE ing
Baptism and and temptation It is assumed that learners know who baptized Jesus -Applying
Temptation 2.4.24
INTRODUCTION
Singing a song related to baptism
GUIDED PRACTISE
In groups learners name the person who baptized Jesus
They name where Jesus was baptized
INDEPENDENT STAGE
Written exercise
CONCLUSION
Oral questions
Origin Explain Jesus LESSON 2 -Evaluating Bible Charts
Baptism and Christ’s baptism LESSON DECLARATION -Analysing
Temptation and temptation Today learners are going to learn about Jesus’s baptism and temptations - Pictures
2.4.25 Understand
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ASSUMED KNOWLEDGE ing

It is assumed that learners know how Jesus was tempted -Applying
INTRODUCTION
Singing of a related song
GUIDED PRACTISE
In groups learners act out how Jesus was tempted
feedback
INDEPENDENT STAGE
-Written work
CONCLUSION
Oral questions
KEY CONCEPT By the end of the LESSON 3 -Evaluating
Key teachings lesson learners LESSON DECLARATION -Analysing
= Salvation should be able to: Today learners are going to learn about salvation -
Identify teachings Understand
in Christianity ASSUMED KNOWLEDGE ing
2.4.25 It is assumed that learners know the key teachings of salvation -Applying
INTRODUCTION
The facilitator firstly defines the word salvation
GUIDED PRACTISE
In groups with the help of the facilitator they name or identify key
teachings of salvation
Groups feedback
INDEPENDENT STAGE
-Written work
CONCLUSION
Revision work done
Key concept By the end of the LESSON 4 -Evaluating Junior Drums
Songs and dances lesson learners LESSON DECLARATION -Analysing FAREME
should be able to : Today learners are going to learn about gospel artists - syllabus Magazines
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List the artists who Understand page 33

sing Christian ASSUMED KNOWLEDGE ing Instruments
songs 2.4.26 It is assumed that learners know local gospel singers -Applying
INTRODUCTION
Singing of a gospel song
GUIDED PRACTISE
In groups learners sing any two gospel songs they know
Feedback
INDEPENDENT STAGE
They draw any two gospel artist they know
CONCLUSION
Selection of best item and comments and displaying
5 RELIGION -identify songs and LESSON 1 -Evaluating FAREME Musical
SUB-TOPIC dances in LESSON DECLARATION -Analysing junior instruments
Christianity Christianity 2.4.27 Today learners are going to learn about songs and dances in the - syllabus
KEY CONCEPT Christianity Understand page 33 Textbooks
Songs and dances ing
ASSUMED KNOWLEDGE -Applying
It is assumed that learners know songs and dances in the Christianity
INTRODUCTION
Learners name artist in gospel realm
GUIDED PRACTISE
In groups learners name the favorite gospel artist
They compose their own songs, sing and dance to these
INDEPENDENT STAGE
Individuals compose their own songs
CONCLUSION
Singing and dancing to the songs
Key concept By the end of the LESSON 2 -Evaluating FAREME Pictures
Attire lesson learners LESSON DECLARATION -Analysing junior
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Christian attire should be able to: Today learners are going to learn about Christian attire - syllabus Real attire
Identify attire worn Understand page 33
in Christianity ASSUMED KNOWLEDGE ing
2.4.28 It is assumed that learners know different attires won by Christians -Applying
INTRODUCTION
Singing and dancing
GUIDED PRACTISE
In groups learners name attires won by different Christians
Feedback
INDEPENDENT STAGE
Written work
CONCLUSION
KEY- CONCEPT By the end of the LESSON 3 -Evaluating FAREME Textbooks
Religious artefacts lesson learners LESSON DECLARATION -Analysing syllabus
should be able : Today learners are going to learn about religious artefacts - page 33 Real
identify religious Understand artefacts
artefacts 2:4:29 ASSUMED KNOWLEDGE ing
It is assumed that learners know their religious artefacts -Applying
INTRODUCTION
Learner and the facilitator define artefacts
GUIDED PRACTISE
In groups learners name at least five artefacts they use in their churches
Feedback
INDEPENDENT STAGE
They draw these artefacts
CONCLUSION
Oral questions
Religious artefacts -identify religious LESSON 4 -Evaluating Fareme Bible
artefacts 2.4.29 LESSON DECLARATION -Analysing junior
Today learners are going to learn about religious artefacts - syllabus Textbooks
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Understand page 37
ASSUMED KNOWLEDGE ing Pictures
It is assumed that learners know religious artefacts -Applying
INTRODUCTION
Recapping of previous lessons
GUIDED PRACTISE
Group work
INDEPENDENT STAGE
Written work
CONCLUSION
6 RELIGION By the end of the LESSON 1 -Evaluating FAREME Bible
Sub –Topic lesson learners LESSON DECLARATION -Analysing junior
Christianity should be able to: Today learners are going to learn about the significance of artefacts - syllabus Textbooks
KEY – Concept -state the Understand page 33 Pictures
Religious artefacts significance of ASSUMED KNOWLEDGE ing
Significance of religious artefacts It is assumed that learners know the significance of religious artefacts -Applying
Artefacts 2.4.30
INTRODUCTION
Learners say what do their church artefacts represent
GUIDED PRACTISE
Group work
INDEPENDENT STAGE
Written work
CONCLUSION
Recapping
Sub – topic - State the LESSON 2 -Evaluating FAREME Bible
Judaism origin of LESSON DECLARATION -Analysing junior
KEY- CONCEPT Judaism Today learners are going to learn about the origin of Judaism - syllabus Textbooks
Origin Understand page 33
Origin of Judaism ASSUMED KNOWLEDGE ing Pictures io
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It is assumed that learners know the origins of Judaism -Applying
INTRODUCTION
The facilitator explains the origins of Judaism
GUIDED PRACTISE
Group work
INDEPENDENT STAGE
Written work
CONCLUSION
Recap
KEY – By the end of the LESSON 3 -Evaluating FAREME Bible
CONCEPTS lesson learners LESSON DECLARATION -Analysing junior
Origin should be able; Today learners are going to learn about the origins of Judaism - syllabus Textbooks
Origins of Judaism - State the Understand page 34
origins of ASSUMED KNOWLEDGE ing Pictures
Judaism It is assumed that learners know the origins of Judaism -Applying
2.4.31
INTRODUCTION
Recap of the previous lesson
GUIDED PRACTISE
They do group work explaining how Judaism have developed
Feedback
INDEPENDENT STAGE
Individual task
CONCLUSION
Recap of the work done
Key – Concept Identify teachings LESSON 4 -Evaluating Bible
Key teachings in Judism 2.4.32 LESSON DECLARATION -Analysing
- Monotheis Today learners are going to learn about the teachings in Judaism - Textbooks
M Understand Pictures
- Prophets ASSUMED KNOWLEDGE ing
It is assumed that learners know the teachings of Jews -Applying
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INTRODUCTION
The facilitator outline the key teachings in Judaism
GUIDED PRACTISE
Group work
INDEPENDENT STAGE
Individual Written work
CONCLUSION
Recaping of the work done
7 Religion By the end of the LESSON 1 -Evaluating FAREME Chart
Sub – Topic lesson learners LESSON DECLARATION -Analysing junior
Judaism should be able to : Today learners are going to learn about the songs and dances in Judaism - syllabus
Key- Concept List artist in Understand page 34
Songs and dances Judaism 2.4.33 ASSUMED KNOWLEDGE ing
Artists It is assumed that learners know the songs and dances in Judaism -Applying
INTRODUCTION
Learners and the facilitator name some Judaism artists
GUIDED PRACTISE
In groups learners name some Jewish artists
Report back
INDEPENDENT STAGE
Written work
CONCLUSION
Oral questions
Songs and dances Identify songs and LESSON 2 -Evaluating FAREME Textbooks
dances in Judaism LESSON DECLARATION -Analysing junior
2.4.34 Today learners are going to learn about songs in Judaism - syllabus Musical
Understand page 34 instruments
It is assumed that learners know songs Judaism -Applying Bible
INTRODUCTION
Singing of a song
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GUIDED PRACTISE
In groups learners sing Judaism songs
INDEPENDENT STAGE
Written work
CONCLUSION
Oral questions
Songs and dances Identify songs and LESSON 3 -Evaluating Bible
dances in Judaism LESSON DECLARATION -Analysing
2.4.34 Today learners are going to learn about dances in Judaism - Musical
Understand instruments
It is assumed that learners know Judaism dances -Applying
INTRODUCTION
Recap of previous lesson
GUIDED PRACTISE
Learners in groups name dances they know
INDEPENDENT STAGE
Written work
CONCLUSION
Key – Concept By the end of the LESSON 4 -Evaluating
Religious artefacts lesson learners LESSON DECLARATION -Analysing
such as : should be able to : Today learners are going to learn about Jewish religious artefacts -
- Menorah - Name the Understand
- Sabbat Jewish ASSUMED KNOWLEDGE ing
- Yad religious It is assumed that learners know Jewish religious artefacts -Applying
- Mezuzah artefacts
2.4.35 INTRODUCTION
The facilitator displays or show learners pictures of the Jewish religious
artefacts
GUIDED PRACTISE
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In their groups they name these artefacts and say their use
INDEPENDENT STAGE
Individuals draw the artefacts seen and name them
CONCLUSION
Oral questions
8 Religion - Describe LESSON 1 -Evaluating FAREME Pictures
Sub – topic the Jewish LESSON DECLARATION -Analysing junior
Judaism religious Today learners are going to learn about Jewish religious attire - syllabus Real attire
Key – Concept attire ASSUMED KNOWLEDGE Understand page 36
Attire 2.4.36 It is assumed that learners know the Jewish religious attire ing
Jewish attire INTRODUCTION -Applying
Collecting of pictures of Jewish attire
GUIDED PRACTISE
In groups learners describe the Jewish attire collected
Groups feedback
INDEPENDENT STAGE
Learners draw in their books Jewish attire
CONCLUSION
Discussion as a class
Sub – topic By the end of the LESSON 2 -Evaluating Qur’an
Islam w and lesson learners LESSON DECLARATION -Analysing
Key – concept should be able to: Today learners are going to learn about the origins of Islam - Textbooks
Origin State the origin of ASSUMED KNOWLEDGE Understand
Origin of Islam Islam 2.4.37 It is assumed that learners know how Islam originated and where ing Pictures
-Applying
INTRODUCTION
The facilitator ask oral questions based on the origins of Islam
GUIDED PRACTISE
In groups learners explain the origins of Islams
Report back
INDEPENDENT STAGE
Written work
CONCLUSION
Oral questions
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Origin of Islam State the origin of LESSON 3 -Evaluating FAREME Qur’an

Islam 2.4.37 LESSON DECLARATION -Analysing junior
Today learners we are going to learn about the origins and development - syllabus Textbooks
of Islam Understand page 35
ing Pictures
ASSUMED KNOWLEDGE -Applying
It is assumed that learners know the development of Islam
INTRODUCTION
The facilitator explains the origins of Judaism
GUIDED PRACTISE
In groups learners discuss with the help of the facilitator how Islam has
developed
INDEPENDENT STAGE
Written work
CONCLUSION
Oral questions
Key-concept By the end of the LESSON 4 -Evaluating Textbooks
Key teachings lesson learners LESSON DECLARATION -Analysing
Allah should be able to : Today learners are going to learn about key teachings in Islam - Pictures
Prophet Identify key Understand
teachings in Islam ASSUMED KNOWLEDGE ing ICT tools
2.4.35 It is assumed that learners know Islam key teachings -Applying
INTRODUCTION
Class discussion on Islam key teachings explaining
GUIDED PRACTISE
In groups learners list key teachings in Islam
INDEPENDENT STAGE
Individual work
CONCLUSION
Revision of the work done
9 Religion By the end of the LESSON 1 -Evaluating Textbooks
141
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Sub – topic lesson learners LESSON DECLARATION -Analysing

Islam should be able to : Today learners we are going to learn about Islamic religious attire - Pictures
Key concept Describe the Understand
Attire Islamic Religious ASSUMED KNOWLEDGE ing ICT tools
Islamic attire attire 2.4.39 It is assumed that learners know Islamic religious attire -Applying
INTRODUCTION
Collection of pictures showing Islamic religious attire
GUIDED PRACTISE
Group work
INDEPENDENT STAGE
Written work
CONCLUSION
Pasting of the collected pictures
Key concept List artist in Islam LESSON 2 -Evaluating Textbooks
Songs and dances 2.4.40 LESSON DECLARATION -Analysing
Artists Today learners we are going to learn about Islamic artists - Pictures
Understand
ASSUMED KNOWLEDGE ing ICT tools
It is assumed that learners know Islamic artist -Applying
INTRODUCTION
The facilitator help learners to name and identify Islamic artists
GUIDED PRACTISE
Groups identify the artists
INDEPENDENT STAGE
Drawing of the artists
CONCLUSION
Oral questions
Key – concept By the end of the LESSON 3 -Evaluating FAREME
Songs and dances lesson learners LESSON DECLARATION -Analysing junior
should be able to: Today learners are going to learn about songs in Islamic religion - syllabus
Identify songs and Understand page 35
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dances in Islam ASSUMED KNOWLEDGE ing

It is assumed that learners know the Islamic songs -Applying
INTRODUCTION
Recap of the previous lesson
GUIDED PRACTISE
In groups they sing Islamic songs
INDEPENDENT STAGE
Individual work
CONCLUSION
Singing of songs sung
Songs and dances Identify songs and LESSON 4 -Evaluating
in Islamic religion dances in Islam LESSON DECLARATION -Analysing
Today learners we are going to learn about dances in Islamic religion -
Understand
It is assumed that learners know Islamic religious dances -Applying
INTRODUCTION
Recap of previous lesson
GUIDED PRACTISE
In groups they prasctise dancing in Islamic dances
Selection of best performers
INDEPENDENT STAGE
Written work
CONCLUSION
Oral questions
RELIGION By the end of the LESSON 1 -Evaluating FAREME Textbooks
Sub – topic lesson learners LESSON DECLARATION -Analysing junior
Islam should be able to: Today learners we are going to learn about Islamic religious artefacts - syllabus Pictures
Key – concept Name Islamic Understand page 35
Religious artefacts religious artefacts ASSUMED KNOWLEDGE ing ICT tools
Ie 2.4.42 It is assumed that learners know Islamic religious artefacts -Applying
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Prayer mat Artefacts

Greeting cards INTRODUCTION
Kabah Learners with the help of the facilitator name some of Islamic religious
artefacts
GUIDED PRACTISE
In their groups learners list Islamic religious artefacts they have seen
Feedback
INDEPENDENT STAGE
Individual Written work
CONCLUSION
Recaping of lesson done
Religious artefacts - Name LESSON 2 -Evaluating Fareme Textbook
Islamic LESSON DECLARATION -Analysing junior
religious Today learners we are going to learn about Islamic religious artefacts - syllabus Pictures
artefacts Understand page 35
2.4.42 ASSUMED KNOWLEDGE ing ICT tools
It is assumed that learners know Islamic religious artefacts -Applying
Artefacts
INTRODUCTION
Learners name Islamic artefacts
GUIDED PRACTISE
In their groups they describe the Islamic religious artefacts
INDEPENDENT STAGE
Individuals draw Islamic religious artefacts
CONCLUSION
Selection of good or well drawn items
Sacred places -name sacred LESSON 3 -Evaluating
Islamic sacred places in Islam LESSON DECLARATION -Analysing
Places 2.4.43 Today learners we are going to learn about Islamic religious artefacts -
Understand
It is assumed that learners know Islamic religious artefacts -Applying
INTRODUCTION
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Learners name Islamic artefacts

GUIDED PRACTISE
In their groups they describe the Islamic religious artefacts
INDEPENDENT STAGE
Individuals draw Islamic religious artefacts
CONCLUSION
Selection of good or well drawn items
11 REVISION BY THE END Learners revise all concepts covered during the course of the -Evaluating Min of -Charts
OF THE two terms and lower grades for understanding and be able to -Analysing Pry and -Notebooks
LESSON use in examinations and everyday life situations - Sec -ICT Tool
LEARNRES Understanding Educ -Past exam
SHOULD BE -Applying National papers
Syll
ABLE TO:
-revise all
concepts covered
during the course
of the two terms
of the year and
lower grades
12 EXAMINATIONS BY THE END WRITE THE GIVEN MID-YEAR EXAMINATIONS -Evaluating Min of Min of Pry
OF THE -Analysing Pry and and Sec
& LESSON - Sec Educ
LEARNRES Understanding Educ National Syll
SHOULD BE
13 Syll papers
ABLE TO:
-Exam
-respond correctly papers
to given
examination
questions
14 REVISION BY THE END Revision of the written mid-year examination for -Evaluating Min of Min of Pry
145
TERM 2 2022
146
OF THE understanding and use in future -Analysing Pry and and Sec
LESSON - Sec Educ
LEARNRES Understanding Educ National Syll
SHOULD BE -Applying National -Exam
Syll papers
ABLE TO:
-Exam
-revise the written
papers
mid-year
examination and
all concepts
covered for future
use
HERITAGE STUDIES
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TOPICS COVERED
1. Cultural Heritage
2. National History, Sovereignty and governance
3. Entitlements/Rights and responsibilities.
4. Shelter
GENERAL AIMS
Learners should be able to :
o Develop an appreciation of national heritage, sovereignty, governance, national symbols and events.
o Develop a spirit of national consciousness, identity and patriotism through involvement in national functions
WEEK TOPIC/CONTENT OBJECTIVES METHODOLOGY S.O.M MEDIA SKILLS

1 The need for rules and By the end of the LESSON 1 Heritage Studies I.C.T tools -Evaluating
laws at school , home lesson the LESSON DECLARATION Syllbus Resource -Analysing
and community learners should be Today we are going to learn about the purpose of rules: P$ Person . -
147
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148
able to : ASSUMED KNOWLEDGE Page 22 Related Understanding

Explain the need Learners know and live by rules where they go. literature -Applying
for rules and laws INTRODUCTION ,pictures
at home, school Oral Questions about rules , regulations and laws. Skills
and in the GUIDED PRACTICE Listening
community Learners list rules at home and learners outline rules and Outlining
4:3:4 laws at home, school and community. writing
Group activities and feed back
INDIVIDUAL STAGE
Written exercise
CONCLUSION
Lesson sum up
laws at home and lesson learners LESSON DECLARATION Syllabus resource -Analysing
School should be able to: Today we are going to talk about the important and Gr 4 Picture -
Explain the need rules and laws. Page 22 Understanding
for rules and laws INTRODUCTION -Applying
at home , school Brain storming on the need of rules and laws at home , Skills
and community. school e.t.c Brainstorming Related
4.3.4 GUIDED PRACTICE Discussing literature.
Class discussing the need for rules and laws. writing
Groups discuss the need for rules at home and school.
INDEPENDED STAGE
Groups feed back
Sum up
CONCLUSION
Answer questions written exercise .
Laws lesson learners LESSON DECLARATION Syllabus Related -Analysing
should be able to: Today we are going to talk about by laws and national literature -
Compare by laws laws. P4 Understanding
and national laws ASSUMED KNOWLEDGE Pictures -Applying
3.3.5 Learners have some knowledge about national laws.
INTRODUCTION P 22
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149
Learners tell about do’s and don’ts.

GUIDED PRACTICE
Explain on by laws and natural laws
Learners discuss rural and urban council by laws
Explanation on by laws formulation.
INDEPENDED STAGE
Learners citing examples and by laws for rural and
urban areas.
CONCLUSION
Emphasis on the need for by laws
1 Rules and laws by By the end of the LESSON 4 Heritage Studies I.C.t tools -Evaluating
laws and national laws lesson learners LESSON DECLARATION Syllabus Related -Analysing
should be able to Today we are going to compare local by laws and Literature -
Compare by laws national laws . P4 Pictures Understanding
and national laws. ASSUMED KNOWLEDGE -Applying
4.4.5 From previous lesson learners know some by laws and Resource
national law learners tell answer oral questions on the P 22 Person
need for laws in general.
GUIDED PRACTICE
Listening / tabulating by laws
Learners tell who needs by laws ans laws local gvt and
nation
CONCLUSION
Learners comparing by laws and national laws
2 Observing the laws By the need of the LESSON 1 Heritage Studies As above. -Evaluating
The Role of lesson learners LESSON DECLARATION Gr 4 -Analysing
Individuals should be able to : Today we are going to talk about observing the laws: -
Community Outline the need ASSUMED KNOWLEDGE Syll pa 22 Understanding
Police to observe laws Learners know laws need to be observed -Applying
Courts GUIDED PRACTICE
4.3.6 Learner predicting aftermaths of not observing the laws
by citizens. Learners tell of their duties as part of the
national citizen. Skills
Learners outline the need to observe the laws of the
149
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150
country. Predicting
INDEPENDED STAGE
Observe the rule of laws of the country by individuals Observing
and the community.
CONCLUSION Outlining
Lesson sum up
Story telling
2 Observing The laws. By the end of the LESSON 2 Heritage Studies I.C.T tools -Evaluating
The need to observe lesson learners LESSON DECLARATION Gr 4 Resource -Analysing
laws by police and should be able to: Today we are going to outline observing laws by police Person -
courts. Outline the need and courts. Syll pa 22 Related Understanding
to observe laws ASSUMED KNOWLEDGE literature -Applying
4.3.6 Learners already know the need to observe the rule of
laws Pictures
INTRODUCTION
Learners make clever guesses on the role of police and Skills
courts
GUIDED PRACTICE Predicting
Learners analyzing the need to observe laws by police
and courts Observing
Group activities
Research ing on the role of police and courts Outlining
IINDEPENDED STAGE
Dramatising a court session Story telling
CONCLUSION
Lesson sum up
2 Observing the laws By the end of the LESSON 3 As above I.C.T tools -Evaluating
The role of individuals lesson learners LESSO DECLARATION -Analysing
community , police should be able to: Today we are going to learn identify Zimbabwean laws Skills Resource -
and the courts Identify some of ASSUMED KNOWLEDGE Stating Person Understanding
thelaws of Learners know some of the laws of Zimbabwe learners Discussing -Applying
Zimbabwe state some of the laws they know identifying Related
GUIDED PRACTICE literature
In groups learners state or identify some country laws
Classify formulating of laws by house assembly’ Pictures
150
TERM 2 2022
151
INDEPENDED STAGE
Groups feed back and written exercise
CONCLUSION
Lesson sum up
2 Observing the laws: By the end of the LESSON 4 Heritage I.C.T tools -Evaluating
Rol
The e of lesson learners LESSON DECLARATION Studies Resource -Analysing
individuals, should be able to : Today we are going to attend a court session Person -
community, Police Identify some of ASSUMED KNOWLEDGE Gr 4 Related Understanding
and the courts thelaws of Learners know the need to observe the laws by every literature -Applying
Zimbabwe individual P 22 Pictures
INTRODUCTION
4.3.7 Explain the purpose for the tour Skills
GUIDED PRACTICE Explaining
Learners to be well informed on their expectation on the passage
laws sentence
Inform them on what to write down e.g crime, Judging
procedures, passing sentence e.t.c. identifying
CONCLUSION
Lesson sum up
3 National History By the end of the LESSON 1 Heritage Studies I.C.T -Evaluating
Sovereignty and lesson learners LESSON DECLARATION Gr 4 Resource -Analysing
Governance should be able to : Today we are going to talk about indigenous laws Person -
Development of Identify ASSUMED KNOWLEDGE Syllabus P.23 Related Understanding
courts indigenous laws learners know or have heard about book courts (civil literature -Applying
4.3.8 courts) Skills
INTRODUCTION Storytelling
Learners tell / state type of crime for civil courts. Stating
GUIDED PRACTICE Identifying
Learners stating indigenous laws Explaining
Learners state /identifying people who preside are
different indigenous courts
151
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152
Resource person’s visit to the class

INDEPENDED STAGE
Written exercise
CONCLUSION
Lesson sum up
3 Development of By the end of the LESSON 2 Heritage I.C.T tools -Evaluating
indigenous laws lesson learners LESSON DECLARATION Studies Gr 4 Resource -Analysing
should be able to: Today we are going to talk about indigenous laws Syllabus P. 23 Person -
Identify ASSUMED KNOWLEDGE Related Understanding
indigenous laws Learners already know some indigenous laws Skills literature -Applying
4.3.8 INTRODUCTION Explaining
Teacher explaining indigenous laws Identifying
GUIDED PRACTICE Writing
Groups activities identifying indigenous laws
Group feed back
CONCLUSION
Oral questions
3 Development of By the end of the Lesson 4 Heritage Studies I.C.T tools -Evaluating
indigenous laws lesson learners Lesson DECLARATION Gr 4 -Analysing
Village court should be able to : Today we shall continue on people who preside over Syllabus Related -
Headman’s court State the people courtycases P 23 literature Understanding
who preside over ASSUMED KNOWLEDGE -Applying
different Learners now know who presides over village and
indigenous courts. headman’s courts Skills
4.3.9 GUIDED PRACTICE Explaining
Learners state the people who preside over chief and or Stating
magistrate courts Roleplaying
INDEPENDED STAGE
Role playing the headman’s court case
CONCLUSION
Sum up questions
4 National History By the end of the LESSON 1 Heritage Handouts -Evaluating
Soverignity and lesson learners LESSON DECLARATION Studies Gr 4 Related -Analysing
152
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153
Governance the should be able to: Today we are going to talk about the national school Syllabus p 23 literature -
national pledge Explain the pledge Understanding
importance of ASSUMED KNOWLEDGE Skills -Applying
national school Learners know their school pledge
pledge INTRODUCTION Reciting
Oral questions about the pledge who compiled it? When Discussing
introduced.
GUIDED PRACTICE
Learners take to recite the school pledge
Discussing the national school pledge
INDEPENDED STAGE
Reciting school pledge
CONCLUSION
Lesson sum up
4 National History By the end of the LESSON 2 Heritage Handouts -Evaluating

Sovereignty and lesson learners
LESSON DECLARATION Syllabus Related -Analysing
Governance the should be able to :
We are going to continue about the national school/ Gr 4 literature -
national school pledge Explain the
pledge P 23 Understanding
importance of
INTRODUCTION -Applying
national school
Learners recite the school / pledge
pledge GUIDED PRACTICE
Oral recap questions on the school pledge
4.3.11 Class discussing the national school pledge
Learners working in groups interpreting the national
school pledge
INDEPENDED STAGE
Learners explain the importance of the national school
pledge
CONCLUSION
Lesson sum up
4 Entitlements/ rights By the end of the LESSON 3 Heritage Constitution -Evaluating
andresponsibilities lesson learners LESSO DECLARATION Studies Gr 4 Of -Analysing
children’s rights should be able to: Today we are going to talk about children’s rights Syllabus Zimbabwe. -
Identify ASSUMED KNOWLEDGE P 24 Related Understanding
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154
children’s Learners already know their rights from previous grade literature. -Applying
entitlements and and lessons I.C.T tools
responsibilities GUIDED PRACTICE Pictures
Explaining entitlement and rights
4.4.1 Learners work in group to identify children’s rights
INDEPENDED STAGE
Discussing children’s rights and list them
CONCLUSION
Lesson sum up
4 Entitlements / rights By the end of the LESSON 4 -Evaluating
and responsibilities lesson learners LESSON DECLARATION -Analysing
Children’s should be able to: Today we are going to identify children’s -
Responsibilities Identify responsibilities Understanding
children’s ASSUMED KNOLEWDGE -Applying
entitlements and Learners already know their responsibilities
responsibilities. Explaining responsibilities
Learners work in groups
4.4.1
Cross
cutting
themes
G&c
Obje :stat
e the role
of each
family
member Identifying responsibilities
INDEPENDED STAGE
Learners discuss children’s responsibilities and write an
exercise
CONCLUSION
Lesson sum up
5 Entitlements/rights By the end of the LESSON 1 -Evaluating
and responsibilities lesson learners LESSO DECLARATION -Analysing
Children’s rights and should be able to: Today we are going to describe children’s -
Responsibilities Describe responsibilities Understanding
children’s ASSUMED KNOWLEDGE -Applying
responsibilities Learners already know their responsibilities
4.4.2 GUIDED PRACTICE
Differentiating between rights and responsibilities
giving examples
Explaining on the difference between rights and
responsibility
Learners describing responsibilities in groups
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155
Group feed back

INDEPENDED STAGE
Written exercise
CONCLUSION
Lesson sum up
5 Entitlements/right and By the end of the LESSON 2 Heritage Studies I.C.T tools -Evaluating
Responsibilities lesson learners LESSON DECLARATION /Gr 4 Resource -Analysing
should be able to: Today we are going to talk about the protection of Syllabus P 24 Person -
Child protection Recognise the for children for dorms of abuse Related Understanding
child protection ASSUMED KNOWLEDGE literature -Applying
against various Learners know some forms of abuse UN right
forms of abuse. GUIDED PRACTICELearners say how they can protect Charter
themselves constitution
Explaining the need for protection of Zimbabwe
Learners explaining various forms of child protection
INDIPENDED STAGE
Masterying ways of protection and forms of abuse.
CONCLUSION
Oral questions
5 Child Protection By the end of the Lesson 3 Heritage Studies I.C.T tools -Evaluating
lesson learners LESSON DECLARATION Related -Analysing
should be able to: Today we are going to talk about reporting forms of Gr 4 Syllabus literature -
Report any forms abuse P 24 Chn rights Understanding
of abuse ASSUMED KNOWLEDGE Charter and -Applying
Learners know cases of abuse should be reported. constitution
4.4.4 INTRODUCTION of Zimbabwe
Recap question on previous lesson .
GUIDED PRACTICE
Learners state forms abuse
Explaining some possible cases of abuse
Learners discussing ways of reporting abuse in groups.
INDEPENDENT STAGE
Give feed back
CONCLUSION
155
TERM 2 2022
156
Lesson sum up
5 Enttilements right and By the end of theLESSON 4 Heritage I.C.T tools -Evaluating
Responsibilities lesson learnerLESSON DECLARATION Studies Gr 4 Related -Analysing
should be able to: Today we are going to : Syllabus P 24 Literature -
Child protection Report any forms Learn about reporting any form of abuse NU rights Understanding
of abuse ASSUMED KNOWLEDGE Charter -Applying
4.4.4 Learners know cases of abuse are reported Skills constitution
INTRODUCTION Storytelling of Zimbabwe
Story telling/ reading about reporting abuse Reading
Read related literature about abuse Discussing
Reading either the constitution of Zimbabwe or UN
right chater
Learners explaining the procedures of reporting forms
of abuse via child protection committee
INDEPENDED STAGE
Learners explanation’s on reporting abuse
CONCLUSION
Lesson sum up
6 Entitlements/Right By the end of the LESSON 1 -Evaluating
and responsibilities lesson learners LESSON DECLARARTION -Analysing
Substance abuse should be able to Today we are going to talk about substance abuse -
Glue sniffing Recognise forms ASSMED KNOWLEDGE Understanding
Alcohol abuse of substance Learners already know the abuse of some substance by -Applying
abuse some people.
INTRODUCTION
4.4.5 Stating substance subjected to abuse
GUIDED PRACTICE
Learners state and list substance abused e.g glue,
alcohole.t.c
Group listing and discussing substancelisted how they
are abused
View pictures of substance abused
CONCLUSION
156
TERM 2 2022
157
Lesson sum up
6 Substance abuse By the end of the LESSON 2 Gr 4 Syllabus Pictures -Evaluating
lesson learners LESSON DECLARATION P24 I.C.T tools -Analysing
should be able to: Today we are going to continue about substance abuse Resource -
recognize forms INTRODUCTION Skills Person Understanding
Learners reasons for substance abuse
of substance Related -Applying
Abuse
Cross
cutting
themes
:
Identify
substanc
es that
we
eat ,drink
,or inhale
that are
harmful
to our
health
GUIDED PRACTICE Discussing literature
Learners tell forms of entertainment recognizing
Class discussing forms of substance abuse by people
pleasure
Showing pictures of people abusing substance
INDEPENDED STAGE
Discouraging substance awareness campaign
COCLUSION
Lesson sum up
6 Entitlements rights By the end of the LESSON 3 Heritage -Evaluating
and responsibilities lesson learners LESSO DECLARATION Syllabus -Analysing
Substance abuse should be able to: Today we are going to talk about the effects of Gr 4 -
analyse effects of substance abuse. P 24 Understanding
substance abuse ASSUMED KNOWLEDGE -Applying
Learners know some dangers of substance abuse
4.4.6 INTRODUCTION
Learner state the goods about drinking alcohol or
smoking cigar
GUIDED PRACTICE
Explaining the effects of substance abuse Skills As above -Evaluating
Learners list effects of substance and write an exercise Stating -Analysing
CONCLUSION Analysing -
Discourage substance abuse at all costs Listing Understanding
Explaining -Applying
6 Children’’s By the end of the LESSON 4 Heritage Studies I.C.T tools -Evaluating
Entitlement and lesson learners LESSON DECLARATION Gr 4 Resource -Analysing
Responsibilities should be able to: Today we are going to: P 24 Person -
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158
Analyse effects of talk about ways of controlling substance abuse Understanding

Substance abuse substance abuse ASSUMED KNOWLEDGE Skills Constitution -Applying
Learners know that substance should not be used of Zimbabwe
4.4.6
Cross
cutting
themes
G&C
Obje 25: INTRODUCTION Explaining
Teacher explanation on controlling substance abuse Suggesting
Recognize
that
excessive
use of
medicines
is harmful
to the body
GUIDED PRACTICE
Learners in groups suggest ways of controlling Discussing
substance abuse Writing
INDEPENDED STAGE
Group feed back and written exercise
CONCLUSION
Lesson sum up
7 Entitlement right and By the end of the LESSON 1 Heritage Studies I.C.T tools -Evaluating
Responsibilities lesson learners LESSON DECLARATION Gr 4 -Analysing
Rules and laws that should be able to: Today we are going to talk about rules and laws that Syllabus P24 Resource -
protect children from protect children Person Understanding
abuse Identify rules and ASSUMED KNOWLEDGE Constitution -Applying
practices that Learners know that children need protection from abuse of Zimbabwe
govern human INTRODUCTION
conduct from the Learners answer oral generation from teacher Skills
past GUIDED PRACTICE Explaining
Explanation on practices that govern human conduct Suggesting
4.4.7 Learners suggest ways of guarding anganist child abuse Discussing
long ago Writing
Class discussing the ways that govern to protect child
abuse from the past.
CONCLUSION
Lesson sum up
Written exercise
7 Entitlement right and By the end of the LESSON 2 Heritage Studies I.C.T tools -Evaluating
Responsibilities lesson learners LESSON DECLARATION Gr 4 -Analysing
should be able to: Today we are going to talk about rules and laws that Syllabus Resource -
Identify rules and govern human conduct from the past P24 Person Understanding
practices that ASSUMED KNOWLEDGE Constitution -Applying
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159
govern human Learners are aware of certain prohibitions eg early as of Zimbabwe

conduct from the possible ( 13 – 16)
past. GUIDED PRACTICE
In groups learners list certain prohibitions that protect
4.4.7 children from abuse e.g childlabour,
Discipline
Resource person engaged to help identify rules and
practices that protect children from abuse
INDEPENDED STAGE
Written exercise
CONCLUSION
Lesson sum up
7 Entitlements rights By the end of the LESSON 3 Gr 4 I.C.T. tools -Evaluating
and responsibilities lesson learners LESSON DECLARATION Heritage Studies -Analysing
Rules and laws that should be able to : Today we are going to continue talking about child Syllabus Resource -
protect children from Identify social protection Person Understanding
abuse rules and laws ASSUMED KNOWLEDGE Skills -Applying
that protect Learners already know the need for child protection Identifying Related
children from from the past Discussing literature
abuse INTRODUCTION Distinguishing
Learners questions and answer from previous lesson. Constitution
4.4.8 GUIDED PRACTICE of Zimbabwe
Learners continue on recap questions
Learners distinguish between rules and laws
Class discussing the difference between laws and rules
INDEPENDED STAGE
Written work
CONCLUSION
Lesson sum up
7 Entitlement right and By the end of the LESSON 4 Heritage I.C.T tools -Evaluating
Responsibilities lessonlearners LESSON DECLARATION Studies -Analysing
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Rules and laws that should be able to: Today we going to learn about child protection from Syllabus -
protect children from Identify social abuse. Understanding
abuse rules and laws ASSUMED KNOWLEDGE P 24 -Applying
that protect Learners know about laws that protect children from
children from abuse Skills
abuse INTRODUCTION Explaining
Recap on previous lesson Viewing
4.4.9 GUIDED PRACTICE Writing
Explanation by the teacher use of ICT tools to view the
constitution of Zimbabwe on the portion about
children’s protection
INDEPENDE STAGE
Written exercise
CONCLUSION
Lesson sum up
8 Entitlements right By the end of LESSON 1 Heritage I.C.T tools -Evaluating
and responsibilities the lesson LESSON DECLARATION Studies -Analysing
Rules and laws that learners should Today we are going to discuss rules and laws that Gr 4 -
protect children be able to : protect children from any form of abuse. Understanding
-Applying
from abuse Discuss the ASSUMED KMOWLEDGE Sylla
rules and laws Learners already know some rules and laws that
that protect protect children.
children form INTRODUCTION
abuse Recap questions on previous lesson
GUIDED PRACTICE
4.4.9 Teacher explanation on child protection
INDEPENDED STAGE
Learners list rules
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8 Shelter By the end of LESSON 2 Heritage I.C.T tools -Evaluating

the lesson LESSON DECLARATION Studies Pictures -Analysing
Indigenous forms of learners should Today we are going to talk about indigenous Gr 4 -
Shelter be able to : shelter Syllabus Related Understanding
-Applying
Identify ASSUMED KNOWLEDGE P. 24 literature
indigenous Learners know different types of shelter from the
forms of shelter past
in the past and INTRODUCTION Skills
present Learners define new terms e.g shelter, resettlement
from cards Defining
GUIDED PRACTICE Stating
Oral questions e.g .stating ancient types of shelter
INDEPENDD STAGE
Learners list indigenous forms of shelter in the past
8 Shelter By the end of LESSON 3 Gr 4 I.C.T. tools -Evaluating
the lesson LESSON DECLARATION Syllabus P 25 -Analysing
Indigenous forms of learners should Today we are going to talk about shelter in the past Pictures -
Shelter be able to: and present Understanding
-Applying
Identify ASSUMED KNOWLEDGE
indigenous Learners have once seen pictures of shelter in the Skills Related
forms of shelter past and present literature
in the past and INTRODUCTION Discussing
present Recap questions and answer Explaining
GUIDED PRACTICE Identifying
4.5.1 Teacher explanation in shelter in the past and Recapitulating
present
INDEPENDED STAGE
Class discussing shelter in the past and present and
draw them.
CONCLUSION
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Lesson sum up
8 Shelter Identify LESSON 4 Heritage I.C.T tools -Evaluating

Indigenous forms of indigenous LESSON DECLARATION Studies -Analysing
Shelter shelter in the
Today we are going to learn more about indigenous Gr 4 Pictures -
past and present shelter in Syllabus Related Understanding
-Applying
The past and the present literature
ASSUMED KNOWLEDGE
Learners know forms of shelter in the past and
present
GUIDED PRACTICE
Appreciation of shelter pictures of the past and
present
Learners drawing forms of shelter in the past and
present
Planning to conduct educational tours
INDEPENED STAGE
written exercises
CONCLUSION
Lesson sum up
Shelter in other learners should Today we are going to talk about shelter in the Syllabus Related -
Countries be able to: other countries P. 25 literature Understanding
-Applying
Identify shelter ASSUMED KNOWLEDGE
in other Learners already know that shelter in different Skills
countries according to showing pictures of different shelter
GUIDED PRACTICE Listing
Listing shelter in other countries Discussing
4.5.2 Learners discussing shelter in other countries e.g. Drawing
igloos, pyramids, huts
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INDEPENDED STAGE
Written exercise
COCLUSION
Learners giving summing up Statement about
shelter in countries

the lesson LESSON DECLARATION Studies Gr 4 -Analysing
Shelter in other learners should Today we are going to draw shelter in other Syallbus Pictures -
countries be able to countries Understanding
-Applying
Identify shelter ASSUMED KNOWLEDGE P.25 Related
in other Learners already know shelter in other countries literature
countries. GUIDED PRACTICE
Learners identify shelter in other countries Skills
Learners view pictures or photo of different shelter Identifying
4.5.2 in other countries Viewing
INDEPENDED STAGE Drawing
Learners drawing shelter in other countries
CONCLUSION
Lesson sum up
the lesson LESSON DECLARATION Studies Pictures of -Analysing
Materials used to learners should Today we are going to talk about materials used to Syllabus materials -
make shelter be able to make shelter Gr 4 Used to Understanding
-Applying
classify ASSUMED KNOWLEDGE P 25 Make
materials used Learners already know some materials used in Shelter
to make shelter. building shelter standing few materials used in
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Building
GUIDED PRACTICE
4.5.3 Class discussing various materials used to make Skills
different shelter. Learners moulding shelter Moulding
classifying materials according to the shelter they Discussing
make .
CONCLUSION
Lesson sum up
9 LESSON 4 Heritage I.C.T tools -Evaluating
LESSON DECLARATION Studies Picutres -Analysing
Today we are going to continue talking about Syllabus P 25 Matrerials -
materials used to make shelter Related Understanding
-Applying
ASSUMED KNOWLEDGE Skills literature
Learners have already come up with different
Materials Appreciating
GUIDED PRACTICE Classifying
Stating materials for different shelters Researching
Appreciating moulded forms of shelter Stating
Learners to continue on project
INDEPENDED STAGE
learners engaged on researching on types of shelter
CONCLUSION
Lesson sum up
Types of shelter the lesson LESSON DECLARATION Studies Pictures -Analysing
according to learners should Today we are going to talk about location of Syllabus Gr 4 Models -
geographical areas be able to ; shelter. P 25 Related Understanding
-Applying
Geographical factors Identify factors ASSUMED KNOWLEDGE literature
that influence Learners already know that different shelter are
location of found in different areas
shelter INTRODUCTION Skills locating
Talk about the location toilets
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Explanation by the teacher on factors influencing Observing
siting of shelter Learners observing types of shelter Discussing
their areas and elsewhere writing
Class discussing sites of different shelter observed
or ( factors)
INDEPENDED STAGE
Written exercise
CONCLUSION
Lesson sum up
Types of shelter should be able Today we are going to continue on factors Syllabus Models -
.according to to : influence shelter Gr 4 P 25 Related Understanding
-Applying
Geographical areas Identify factors ASSUMED KNOWLEDGE literature
that influence Learners know differs according different factors
location of GUIDED PRACTICE
shelter Learners identify factors influencing location of
4.5.4 Shelter Skills
Groups comparing and contrasing types of shelter Contrasting
according to influential factors like weather, soil comparing
type, material differentiating
Groups feed back
INDEPENDED STAGE
Written exercise
CONCLUSION
Lesson sum up.
Learners already know different types of shelter

Explanation by the teacher
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Learners drawing or moulding different types of

Shelter
Appreciation of well neatly done articles
Lesson sum up
Social services By the end of LESSON 4 Heritage I.C.T tools -Evaluating
And volunterisation the lesson LESSON DECLARATION Studies -Analysing
learners should Today we are going to talk about social services Syllabus Gr 4 Pictures -
Local social service be able to : providers. P 25 Understanding
-Applying
providers identify local ASSUMED KNOLEDGE Related
social service Learners know home services providers in the literature
providers Locality
GUIDED PRACTICE
4.6.1 Learners state human basic needs Skills
Learners discuss about social needs where and how Listing
to get them. Discussing
Listing local social services providing e.g council Writing
and church
Discuss about the services provided by the listed
such providers
Groups feed back
INDEPENDED STAGE
Written exercise
CONLUSION
Lesson sum up
11 REVISION BY THE END Learners revise all concepts covered during the -Evaluating Min of Pry -Charts
OF THE course of the two terms and lower grades for -Analysing and Sec Educ -Notebooks
LESSON understanding and be able to use in examinations -Understanding National Syll -ICT Tool
LEARNRES and everyday life situations -Applying -Past exam
SHOULD BE papers
ABLE TO:
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-revise all
concepts
covered during
the course of the
two terms of the
year and lower
grades
12 EXAMINATIONS BY THE END WRITE THE GIVEN MID-YEAR -Evaluating Min of Pry Min of Pry and
OF THE EXAMINATIONS -Analysing and Sec Educ Sec Educ
& LESSON -Understanding National Syll National Syll
LEARNRES -Applying -Exam -Exam papers
Papers
SHOULD BE
13
ABLE TO:
-respond
correctly to
given
examination
questions
14 REVISION BY THE END Revision of the written mid-year examination for -Evaluating Min of Pry Min of Pry and
OF THE understanding and use in future -Analysing and Sec Educ Sec Educ
LESSON -Understanding National Syll National Syll
LEARNRES -Applying -Exam -Exam papers
Papers
SHOULD BE
ABLE TO:
-revise the
written mid-year
examination and
all concepts
covered for
future use
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ISINDEBELE
Izihloko
1. Ukulalela
2. Ukukhuluma
3. Ukubhala
4. Ukuubala
INJONGO EBANZI
*Abafundi kumele bakhulise ubuciko bolimi obune. Okugoqela ukulalela , ukukhuluma , ukubhala lokubala.
* Ukwethula imibono yabo ngendlela ecacileyo
* Babelothando lokuthuthukisa lokulondoloza ulimi lwabo ukuze babonakalise ubuntu babo
* Ukusebenzisa ama I.C.T tools kuzifundo zolimi lwabo
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IVIKI ISIHLOKO INJONGO OKUZAKWENZIWA UBUCIKO UMTHAPHO IZIPHATHISO

Ukulalela Ekupheleni Ukwethula isfundo Ukulalela Indigenas I.C.T tools
Imisindo yeziqa kwesifundo abafundi Namhla sizafunda ngemisindo yeziqa Ukubala Languages Amagwawa
kumele benelise uku: Ulwazi abalalo Ukukhuluna Syllabus
Tsho imisindo Abafundi bayazazi iziqa zamabala Gr 3-7
etshiyeneyo yeziqa Isingeniso
Kwehlukanisa Abafundi benza imisindo yabangwaqa (qu’uqethu)
imisindo yeziqa Ukuqhutshwa kwesifundo
Abafundi benza imisindo ueziqa abaziphi weyo
4.1.1 Abafundi bazabumba iziqa lamabala
4.1.2 Ngama qembu bazabala amabala
Injongo Umsebenzi kandoda zibonele
English Ngamunye bazabalela umbalisi
Objective 1 Isiphetho
Distinguish long and
short vowe sounds Bazabala iziqa babambe amabala.
Izikukhuluma Kwenza izicelo Lesson 2 Ukukhuluma Indigenous I.C.T tools
Izicelo ezihambelana xo Ukwethula isifundo Ukulalela languages Junior Amagwalula
lezixwayiso Mumo Namhla sizafunda ngezicelo Ukubala Gr 3 – 7
Pha impendulo Ulwazi bayalalo Abafundi bayazi Syllabus P 20
zezicelo lezixwayiso Ukucela
4.2.9 Isingeniso
4.2.10 Abafundi bachazelwa ngumbalisi ukutho kuyino
Izicelo
Ukuqhu tshwa kwesifundo
Abafundi benza izicelo baphe lempendulo
Abafundi ngamaqembu bazalawe nza izi cello ababuye
Baziphendule
Umsebenzi kandoda zibonele
Bazabuleza izicelo abaziphiwa ngumbalisi
Isiphetho
Bapha izicelo kanye lempendulo
Ukubala Balela ukuzwisisa Lesson 3
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Lokubhala Phendula imibuzo Ukwethula kesifundo

Inzwisiso Yenzwisiso Sizaba;a indaba yenzwisiso
Ulwazi abalalo
4.3.3 Bayakwazi ukubala
Isingeniso
4.3.4 Ukuqhutshwa kwesifundo
Cross cutting themes Umbalisi uzabablela abafundi belalele
English Abafundi abakhethiweyo bazabala
Injongo 4 lo5 Bazaxoxa ngendaba ebaliweyo
Read a range of suitable
texts with understanding Bazakwethula abakwenzileyo
Answer comprehension
questions orally Umsebenzi kandoda zibonele
Abafundi baphendula imibuzo engwalweni
Isiphetho
Abafundi batsho abakuzwileyo.
Ukubhala Bala amabala Lesson 4 Ukubala Indigenous Ingwalo

Izipele lemitsho lenkulumo uKwethula kwesitfundo Ukulalela Languages Junior zokubala
Lezibizelo ezimfitshane Namhla sizafunda ngokupela amabala Gr 3 -7 Sylla P Amagwalila
Pela amabala Ulwazi abalalo 25
4.4.3 Abafundi bayazazi iziqa amabala
4.4.4 Isingeniso
Cross cutting themes Bazakwenza imisindo yeziqa ezitshiyeneyo
English injongo 20 Ukuqhu tshwa kwesifundo
Write correct spellings
of words dictated Bazabala amabala imotsho lenkulumo ezimfitshane
Bazapela amabala abawaphiweyo izipele lezibicelo
Abafundi babhala lezibicelo
Isiphetho
Bazaphinda umsebenzi abawupha lileyo lombalisi
2 Ukulalela Ekupheleni Lesson 1 Ukulalela Indigeneous I.C.T tools
Indaba kwesifundo abafundi Ukwethula isifundo Ukukhuluma Languages Junior
zemsakazweni kumele benelise uku: Namhla sizalalela indaba zemsakazweni Gr 3- 7 Syall
Tsho indaba Ulwazi abalalo
Landisa indaba Abafundi benelise ukulaleala izndaba ezitshiyeneyo P 21
abayizw’ileyo Isingeniso
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4.1.6 Bazakutsho indaba zamsakazweni

4.1.7 Ukuqhu tshwa kwesifundo
Bazalalela indaba kumsakazo
Balandisa abakuzweleyo
Bazaphendula imibuzo ngamaqembo
Isiphetho
Ngamunye bazakutsho okubathokozisileyo loba
Okubadanisileyo
Ukukhuluma Chaza ukwenziwa Ukwethula isifundo Ukulalela Indigenous I.C.T tools

\Ukwenza kulutho oluthile Namhla sizafundo ngokwenziwa kwezinto Ukukhuluma Languages Junior
ulutho oluthile Ukuluingisa ukwenza Ulwazi abalalo Ukubhala Gr 3 – 7
Ukubaswa ulutho oluthile Abafundi bayazazi ezinye izinto ekhaya Syllabus P 21
Komlilo 4.2.17 Isingeniso
Ukuphela 4.4.18 Bazahlabela ngoma (Giga ntombazana)
isitswala e.c.t. Cross cutting theme
E
Ukuqhu tshwa kwesifundo
English Abafundi baqamba izinto abangazenza
Objective 6 Bachaza ukuthi zenziwa njani
Narrate events and
processes logically Ngamaqembu bayalingisa ukwenziwa kwezinye izinto
Ngamunye bathetha bachaze ukuba kwenziwa njani
Isiphetho
Bazalingisa abanye batsho ukuthi wenzani
Ukubala Ekupheleni Lesson 3 Ukubala Indigenous Igwalo
Indaba kwesifundo abafundi Ukwethula isifundo Ukulalela Languages Junior Zokubala
Yenzwiso kumele benelise uku: Namhla sizabala indaba yenzwisiso Ukukhuluma Gr 3- 7
Isifinqo Balela inzwisiso Ulwazi abalalo Ukubhala
Finqa indaba Abafundi ukutsho abakubalileyo. Syllabus P 23
ebaliweyo. Isingeniso
Bazabala amaba amatsha
4.3.6 Abafundi abakhethiweyo bayabala
Cross cutting theme Abafundi baxoxa ngendaba abayibalileyo.
English Ngama qebu bazafiqa indaba
Injongo 9 lo 10
Read and understand the
given passage
Summarise given texts
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Babhala isifinqo sendaba
Isiphetho
Babala abakubhalileyo
Ukubhala Bhala indaba Lesson 4 Ukubhala Indigenous
Indaba Ngezihloko Ukwethula kwesifundo Ukukhuluma Languages Junior
yokuzibumbela Abaziphiweyo Namhla sizafunda ngo kubhalwa kwendaba Ukulalela Gr 3 – 7 Syllabus
Umuntu Yokuzibumbela P 26
engimthandayo 4.4.8 Ulwazi abalalo
Cross cutting theme Abafundi benelisa ukutsho abakuthandayo
English Isingeniso
Objective 11 Bazaqamba abantu ababathandayo
Write
controlled,guided,free
narrative and descriptive
compositions Ukuqhutshwa kwesifundo
Abafundi bazaxoxa ngokubhalwa
Bazethula imiciyo lamabala abangwa sebenzisa
Ngama qembu balboa indaba
Bazabhala zabo ngamunye
Isiphetho
Abafindi batsho abakubhalileyo ngamafitshane.
Impinda Bazaxoxa Lesson 5 Ukulalela Indegenous Umgwembe
ngemisebenzi Abafundi lombalisi baxoxa ngabakuvenzayo Ukubhala Languages Junior I.C.T tools
abayifundileyo Ezifundweni Ukukhuluma Gr 3 – 7
Bhala umsebenzi Abafundi bazabhala umsebenzi lombalisi
abawuphiweyo
3 Ukulalela Ekhupheleni Lesson 1
Ingxoxo kwesifundo abafundi Namhla sizafunda ngegxoxo
kumele benelise uku: Ulwazi abalalo
Lalela ingxoxo Benelise ukuxoxa labangane
Kwenza ezabo Isingeniso
Ingxoxo Balalela ingxoxo yabantu ababili
Umbalisi uzaxoxa labafundi ngokubumba ingoxoxo
4.1.13 Abakhethiweyo bazatshengisa ingxoxo kwabanye
Abafundi
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Ngama qembu bazabumba benxe okufanayo

Ngababali bazaxoxa abanye belalele
Isiphetho
Batsho abakuzwe kuxoxwa
Ukukhuluma Tsho inombolo kusiya Lesson 2 Ukulalela Indigenous I.C.T tools
Ukubala kumatshumi Ukethula kwesifunfo Ukhukuluma Languages Junior Amagwaliba
inombolo ayisithupha (60) Namhla sizafunda ngokubala inombolo Ukubala Gr 3 – 7
Sebenzisa inambolo Ulwazi abalalo Ukubhala Syllabus
Emitshweni Abafundi benelisa ukubala inombolo P 21
4.2.19 Isingeniso
4.2.20 Abafundi babala inombolo
Ukuqhutshwa kwesifundo
Abafundi bazakutsho inombolo
Bazadlala imidlalo yenombolo
Abafundi babumba imitsho ngenombolo emaqenjini
Babhala begcwalisa imitsho ngenombolo
Isiphetho
Bazahlabela ingoma yenombolo
Ukubala Benelise ukubala Lesson 3 Ukulalela Indigeneous I.C.T tools

Ingxoxo Ingxoxo Ukwethula kwesifundo Ukukhuluma Languages Junior Igwalo
yenziwisiso Phendula imibuzo Sizafunda ngokubala ingxoxo yenzwisiso ukubala Gr 3 – 7 Zokubala
Yengxoxo Ulwazi abalalo Syllabus
Abafundi benelisa ukuphendula imibuzo P 24
4.3.21 Isingeniso
4.3.5 Abafundi bazabala amabala amatsha

Cross cutting theme Ukuqhutshwa kwesifundo
English Abafundi bazabala bethule
Objective 7 lo8 Abafundi abazakhetha izikhulumi ezilotshi weyo
Read a given text and
answer comprehension
questions Babale
Baxoxa ngobakubalileyo lambalisi
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Emaqenjino bazaphendula imibuzo

Baphendula imibuzo ngamunye
Isiphetho
Baphendula imibuzo bengaphale.
Ukubhala Bhala indaba Lesson 4 Ukulalela Indigenous I.C.T tools

Indaba Sizafunda ngokubhalwa kwengxoxo Ukubhala Langauages
yokuzibumbelo Cross cutting theme Ulwazi abalalo Ukubala Junior Gr 3 7
Ingxoxo English Abafundi bayalalela ingxoxo zabanye Syallabus P 24
Izulu elikhulu Objective 11 Isingeniso
Write a composition
from a given topic Abafundi bayalalela ingxoxo zabanye
Isengeniso
Abafundi bahlabela ingoma “Ngubani lo”
Abafundi lombalisi baxoxa ngokubhalwa
Ngama qembu bazabhala ingxoxo ngezulu elikhulu
Ukwethula abakubhalileyo
Bazabhala ingxoxo
Isiphetho
Babala indoba zabo
Ukubhala Chaza izaga , izitsho Lesson 5 Ukubala Indigenous I.C.T tools

Ulimi Ukwethula kwesifundo Ukukhuluma Languages Junior Igwalo
Izaga Lamhla sizafunda ndezaga Ukubhala Gr 3-7 Zendaba
Ulwazi abalalo Sylla P19
Bayazazi izaga
Isingeniso
Bazanika izaga abazaziyo
Abafundi lombalisi baxoxa ngokusetshenziswa
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kwezaga nxa bekhuluma

Bazabala izaga abaziphiweyo
Baxoxa ngengcazelo zezaga
Ngama qembu bazakutsho izaga lengcazolo zazo
Abafundi bazabhala ingcacelo yezaga
Isiphetho
Bazanika izaga kungcazelo abyiphiweyo.
4 Ukulalela Ekupheleni Lesson 1 Ukwethula kwesifundo Ukulalela Indigenous I.C.T tools

Inkondlo kwesifundo abafundi Lamhla sizafunda ngenkondlo lengona zemidlalo Ukubala Languages Junior
lengoma kumele benelise uku : Ulwazi abalalo Bayazazi inkondlo lengoma zemidlalo ukhubhala
zemidlalo Tsho inkondlo Isingeniso Gr 3 -7
(Poems and lengona zemidlalo Abafundi balela inkondlo ku I.C.T tool Syllabus 19
rhymes) Hlabela ingoma Ukuqhutshwa kwesifundo
Abafundi lombalisi baxoxa ngenkondlo lengoma
4.1.14 Zemidlalo
Abafundi bazakwenza inkondlo lengoma zemidlalo
4.1.16 Emaqenjini
Ukwethulu umsebenzi wabo
Abafundi benza inkondlo lengoma zemidlalo
Ngamunye
Isiphetho
Baphendula imibuzo bengabha
Ukukhuluma Tsho inombolo kusiya Lesson 2 UKulalela Indigeneous I.C.T tools

Ukubala Kumatshumi Ukwethula kwesifundo Ukubala Languages amagwalibo
inombolo ayisithupha ( 60) Sizafunda ngokubala inombolo Ukukhuluma Junior Gr 3 – 7
Sebenzisa inombolo Ulwazi abalalo Syllabus 21
Emitshweni Abafundi bayazazi inombolo
Isingeniso
4.2.19 Abafundi bahlabela ngoma yenombolo
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4.2.20 Abafundi babala inombolo abaziphiweyo

Badobha inombolo bazifake ngokulandelana kwazo
Bazabala babumbe imitsho ngamaqembu
Umsebenzi kandodo zibonele
Babhala begcwalisa ngenombolo
Isiphetho
Baphendula imibuzo bengabhali
Ukubala Balela inzwisiso Lesson 3 Ukulalela Indigenous I.C.T tools

Indaba Phendula imibuzo Ukwethula kwesifundo Ukubala Language junior Amagwaliba
yenzwisiso yenzwisiso Dinga Sizafunda ngokubalela inzwisiso ukubhala Gr 3 – 7 Syallbus
ingcazelo yamabala Ulwazi abalalo 23
asuka endabeni Benelise ukubala
Isingeniso
4.3.3 Abafundi babala amabala amatsha
4.3.5 Abafundi bazabala bethule
Cross cutting themes Umbalisi uzabala belalele
English Abafundi abakhethweyo bazabala
Objective 4 lo5 Baxoxo ngabakubalileyo
Read the comprehension
passage answer oral
questions Emaqenjine bazaphendula kanye lodinga ingcacelo
yamabala asuka andaveni
Bazabhala impendulo engwalweni zabo
Isiphetho
Batsho abakuzwe endabeni
Ukubhala Sebenzisa impawu Lesson 4 Ukulalela Indigenous I.C.T tools

Impawu zolimi Zolimi Ukwethulwa kwesifundo Ukubhala Languages Junior Amagwalibo
Ungaqe (full Bhala imitsho Sizafunda ngo kuphawula ukubala Gr 3- 7
stop ) ephawulwe kuhle. Ulwazi abalalo Syllabus P 23
Amabala Abafundi baqamba impawu
amakhulu 4.4.2 Isingeniso
(capital letter) Cross cutting themes Abafundi baqamba impawu abanzaziyo
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English Ukuqhutshwa kwesifundo

Objective 1 Umbalisi labafundi baxoxa ngempawu zolimi.
Pronounce words with
correct stress and
intonation Emaqenino baphawula imitsho emgwembeni
Ema qenjini baphawula imitsho
Bayabhala ngamunye
Isiphetho
Batsho impawu zolimi abafunde ngazo.
Impinda Bazaxoxa Lesson 5 Ukulalela Indigenous I.C.T tools
ngemisebenzi Abafundi lombalisi baxoxa ngabakujenzayo Ukubhala Languages Junior Amagwalibo
abayifundileyo Ezifundweni ukubala Gr 3- 7
Bhala imsebenzi Abafundi bazabhala umsebenzi wempinda Syllabus P 23
abawuphiweyo Bazaphinda umsebenzi lombalisi
5 Ukulalela Ekupheleni Lesson 1 Ukulalela Indigenous I.C.T tools
Lokukhuluma kwesifundo abafundi Ukwethula isifundo Ukubhala Languages Junior Amagwalibo
Inkombandawo kumele benelise uku: Lamhla sizafunda ngenkombandawo ukubala Gr 3- 7
lokutshengisa Nika inkombandawo Ulwazi abablalo Syllabus P 23
indawo eziqondileyo Abafundi bayazi inkombandawo
(Direction and Chaza indawo Isingeniso
orientation) ezitshigeneyo Abafundi bahlabela ngoma (Phuma empulanga..”
4.2.21 Umbalisi labafundi baxoxz ngezindawo besebenzisa
4.2.22 Inkombandawo
Abafundi batsho inkombandawo
Batshengisa inkombandawo
Kumdwebo abawuphinda
Benza okufanayo ngamaqembu baphendile iziwayise
Abaziphiweyo
Absfundi batshengisa ukuba indawo ingaphi besenzisa
Inkombandawo
Isiphetho
Abafundi baphendula imibuzo bengabhali
Ukubala Bala becacile Lesson 2 Ukulalela Indigenous I.C.T tools
Becacile Bala benanzelela Ukwethula isifundo Ukubhala Languages Junior Amagwalibo
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impawu ezitshiyeneyo Amhla sizafunda ngokubala sinanzelela impawu ukubala Gr 3- 7

Ulwazi abalalo Syllabus P 23
4.3.1 Abafundi bayazazi impawu
4.3.2 Isingeniso
Abafundi babala iziqa abaziphiweyo
Ukuqhutshwa Kwesifundo
Abafundi lombalisi baxoxa ngempawu
abangahlangana lazo nxa bebala
Abafundi abakhethiweyo bazabala
Umbalisi uzaqondisa lapho abangezanga kuhle
Umbalisi uzabala belalele umsebenzi kandoda zibonele
Bazabalela umbalisi ngamunye
Isiphetho
Owenze kuhle uzaphinda abanye belalele
Ukubala Balela inzwisiso Lesson 3
lokubhala Phendula imibuzo Ukwethula isfundo
yenzwisiso yenzwisiso Sizafunda ngobubalela inziso
4.3.3 Ulwazi abalalo
4.3.5 Abafundi bayendisa ukubala
4.4.10 Isingeniso
Abafundi babala amabala amatsha
Abafundi abakhethiweyo bayabala
Abafundi lombalisi baxoxa ngokusendabeni
Emaqenjini baphendula imibuzo
Babhala bephendula imibuzo
Isiphetho
Batsho abakunzwileyo endabeni
Ukubhala Bhala indaba Lesson 4

Indaba ngesihloko Ukwethula kwesifundo
yokuzibimbela abasiphiweyo Sizafunda ngokubhalwa kwencwadi
Incwadi Bhala incwadi Ulwazi abalalo
Abafundi bayazazi incwadi
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4.4.8 Isingeniso
4.4.9 Abafundi baqamba abantu abangbabhalela incwadi
Abafundi lombalisi baxoxa ngokubhala incwadi
Abafundi baqamba imiciyo abangyi bhala ngesihliko
Cross cutting theme Abasiphiweyo
English Abafundi babhala ngamaqembu
Injongo 12 Bethula abakubhalileyo
Write friendly letters Umsebenzi kandoda zibonele
Abafundi babhala ngamunye
Isiphetho
Babala incwadi zabo
Ukubhala Bhala besebenzisa Lesson 5

Ulimi ulimi ngendlela Ukwethula kwesifundo
Izifananiso eqondileyo. Sizafunda ngezifananiso
Ulwazi abalalo
4.4.14 Abafundi bayazazi izifananiso
Cross cutting theme Isingeniso
English Abafundi baqamba izinto abangazifanisa
Objective 3 Ukuqhutshwa kwesifundo
Choose the correct word
to complete given
sentences Bazakitsho ulimi abangalusebenzisa nxa bekhuluma
Bazaxoxa ngezifananiso baziqambe
Bazagcwalisa izifananiso maqembu umsebenzi
kandoda zibonele
Babhala ngamunye
Isiphetho
6 Ukulalela Ekupheleni Lesson 1
Lo kukhulima kwesifunda abafundi Ukwethula kwesifundo
inkombandawo kumele benelise uku: Sizafunda ngenkombandawo
Tsho indawo Ulwazi abalalo
Besebenzisa Abafundi bayazazi inkombandawo
inkombandawo Isingeniso
Bahlabela ingoma “kithi kule ezansi”
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Abafundi bazakutshwa inkombandawo
Bazaphuma phandle baqambe indawo eziseduze
lesikolo besebenzisa inlombndawo
Ngamaqembu bazagcwalisa imitsho bechaza
Inkombandawo
Babhala ezingwalweni
Isiphetho
Ukubala Cubunguka indaba Lesson 2 Ukubala Indigenous Iphephandaba
Bediga ulwazi bedinga ulwazi Ukwethula isfindo Ukubhala Language Junior I.C.T tools
oluthile Oluthile Sizabala indaba siding ulwazi oluthile Ukulalela Gr 3 – 7 Amagwaliba
Ulwazi abalalo ukukhuluma Syllabus
4.3.7 Bayakwazi ukubala bazwisise P 23
Isingeniso
Babula am bala amatsha
Abafundi badinga ulwazi oluthile ngobubala
Ngesigaba bazadinga imiciyo eqakathekileyo
Ngamaqembo bazafunqa besebenzisa imiciyo endabeni
Bayafinda indaba esigabeni abasiphiweyo
Isiphetho
Babala izifingo zabo
Ukubala Phendula imibuzo Lesson 3 Ukulalela Indigenous I.C.T tools
lokubhala Ukudinga ingcacelo Ukwethula kwesifundo Ukubhala Languages Junior Ingwalo
Indaba yamabala Sizabala indaba yenzisiso ukubala Gr 3- 7 zabafundi
yenzwisiso 4.4.10 Ulwazi abalalo Syllabus
4.4.11 Benelisa ukuding impendulo endabeni P 26
Isingeniso
Babala amabala amatsha
Abafundi babla bethule
Abakhethiweyo bazabala
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Baxoxa ngabakubalileyo lambaliso

Baphendula imibuzo yengcacelo ngaqembu
Bazabhala umsebenzi wengcacelo
Isiphetho
Baphendula imibuzo bengabhali.
Ukubala Chaza izaga Lesson 4
Izaga Bhala beqandanisa Ukwethula kwesifundo
lengcacelo isaga lengcacelo Sizafunda ngokuchaza izaga
4.4.13 Ulwazi abalalo
Abafindi bayazazi izaga Isingeniso
Abafindi baqamba izaga abazaziyo
Abafundi bazaxoxoa ngezaga lombalisi
Abafundi bagcwalisa izaga
Bazabala igcacelo zezaga
Ngamaqembu bazaqondanisa izaga lengcacelo
Bazabhala beqondanisa izaga lengcacelo
Isiphetho
Abafundi batsho izaga lengcacelo
Impinda Bhala umsebenzi Lesson 5 Ukubhala Indigenous I.C.T tools

abawuphiweyo Abafundi babala umsebenzi Ukubala Languages Amagwalibo
Babhala umsebenzi ukukhuluma Junior
Baphinda umsebenzi lombalisi Syallabus
P 26
Gr 3 -7
Lokukhuluma kwesifundo abafundi Ukwethulwa kwesifundo ukukhuluma Languagesjjunior
Amalibho kumele benelise uku: Sizafunda ngokuchaza amalibho Gr 3 -7
chaza amalibho Ulwazi abalalo
Dlala imidlalo Abafundi bayawazi amalibho
yamalibho Isingeniso
Abafundi bazahlabela ingoma yomdlala
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Abafundi lombalisi baxoxa ngamalibho
Abafundi bazakutsho amalibho
Baza chaza amalibho
Ngamaqembu bazadlala umdlalo
Isiphetho
Abfundi bazakutsho amalibho lengcacelo
Ukubala Bala ingoma Lesson 2 Ukulalela Indigenous I.C.T tools
inkondlo zemidlalo lenkondla Ukwethula kwesifundo Ukubala Languages junior Igwalo
Kwetha ingoma Sizafunda ngenkondlo ukukhuluma Gr 3- 7 zenkondlo
zemidlalo lenkondlo Ulwazi abalalo Syllabus
Abafundi bayazazi inkondlo Page 24
4.3.18 Isingeniso
4.3.19 Umfundi oyedwa uzakutsho inkondlo
Abafundi bazabala inkondlo
Abafundi bazaxoxa ngayo
Bazayifunda ngekhanda ngamaqembu
Ngamunye bakutsho inkondlo
Isiphetho
Bazancintisana ukwetha inkondlo.
Ukubala Balela inzisiso Lesson 3 Ukubala Indigenous I.C.T tools
lokubhala Phendula imibuzo Ukwethula kwesifundo Ukubhala Languages Junior Ingwalo
Inzwisiso yenzisiso Sizafunda ngokubalela inzwisiso Ukukhuluma Gr 3-7 zenkondlo
Dinga ingcacelo Ulwazi abalalo ukulalela Syllabus
yamabala endabeni Benelisa ukubala bazwisise Page 23
4.3.3 Isingeniso
4.3.4 Abafundi bazakutsho inkondlo abayibalileyo
Cross cutting theme Abafundi lombalisi baxoxa ngenkondlo
English Bazabala inkondlo bethule
Injongo 7 lo8 Bazabala ngamaqembu badinage impendulo badinage
Read given texts lengcacelo zamabala
Answer a variety of
comprehension
questions Umsebenzi kandoda zibonele
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Babhala impendulo engwalweni zabo

Isiphetho
Benza imitsho ngamabala abawaphiweyo.
Ukubhala Nika ingcacelo yolimi Lesson 4 Ukulalela Indigenous I.C.T tools

Ulimi okunjengezenzukuthi, Ukwethula kwesifundo Ukubala Languages Junior Amagwalibo
Iwzenzukuthi Zitsho lezaga Sizafunda ngolimi zezenzukuthi Ukubhala Gr 3 -7
wathi thwitshi Sebenzisa ulimo nxa Ulwazi abalalo ukukhuluma Syallabus
Bebhala Bayazazi ezinye zezenzukuthi
4.4.13 Isingeniso P 26
4.4.14 Abafundi babala amabala abawaphiweyo
Abafundi lombalisi baxoxa ngezenzukufa
Abafundi babala imitsho engaphelelanga bagcwalise
Bagcwalise imitsho ngamaqembu Umsebenzi kandoda
Zibonele
Bazabhala engwalweni zabo
Isiphetho
Benza imitsho ngamabala abawaphiweyo.
Ukubhala Bala amabala Lesson 5 Ukulalela Indigenous I.C.T tools

Izepele Lemitsho Ukwethula isifundo Ukubala Languages Junior Amagwalibo
lezibizelo Pela amabala Sizafunda ngezipele Ukubhala Gr 3 – 7
4.4.3 Ulwazi abalalo ukukhuluma Syallbus Page 26
4.4.4 Bayazazi iziqa zamabala
Isingeniso
Cross cutting theme Abafundi bahlabela ingoma yomdlalo wezipele
English (rhyme)Ukuqhutshwa kwesifundo
Injongo 20 Bazabala amabala lemitsho
Spell dictated words and
write sentences correctly Bazasebenzisa amabala emitshweni
Ngamaqembu bazabizelana izipele
Bazabhala izipele lezibicelo
Isiphetho
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Bazapela amabala abawaphiweyo

Ukulalela Ekupheleni Lesson 1 Ukulalela Indigenous I.C.T tools
lokukhuluma kwesifundo abafundi Ukwethula kwesifundo ukukhuluma Languages junior
Ukuncindezelwa kumele benelise Uku: Sizafunda ngengxoxo Gr 3 -7 Syllabus
kwabatwana Ulwazi abalalo P 26
(abuse) Cross cutting theme
Abazali Hss Bayayazi ingxoxo
abahlukuluza Objective 33 Isingeniso Abafundi indlela akulhuhlukuluzwa ngayo
Recognize the need for
child protection against
abantwana various forms of abuse Abantwana
kumele Ukuqhutshwa kwesifundo Abafundi lombalisi
babotshwe bazaxoxa ngo kuhlukuluzwa kwabantwana
Ngamaqembu bazaxoxa bevumelana abnye besala
ukuthi abazali babotshe Umsebenzi kandoda zibonele
Abafundi baxoxa abanye bevumelana abanye
bengavumelani lawo umbonolo
Isiphetho
Batsho abakuzwe kuxoxwa
Ukubala Bala indaba yezwisiso Lesson 2 Ukubala Indigenous I.C.T tools
Indaba Phendula imibuzo Ukwethula kwesifundo Ukulalela Languages Junior
yenzwisiso Yenzwisiso Sizabala indaba yenzwisiso Ukhuluma Gr 3 7 Syllabu P
4.3.3 Ulwazi abalalo ukubhala 23
4.3.4 Benelisa ukubala
Isingeniso
Babalaamabala amatsha
Abafundi babala bethule
Abafindi babala abanye belalele
Baxoxa ngendaba ebaliweyo
Ngamaqembu baphendula imibuzo
Babhla engwalweni zabo
Isiphetho
Batsho abakuzwileyo endabeni
Ukubhala Bhala indatshana Lesson 3 Ukulalela Indigeneous I.C.T
indaba Ngesihloko Ukwethula isifundo Ukubala Languages Junior
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yokuzibumbela Abasiphiweyo Sizafunda ukubhala indatshana Ukubhala Gr 3- 7

Ulwazi abalalo ukukhuluma Syllabus
Abafundi benisa ukubhala indatshana P 26
4.4.8 Isingeniso
Abafundi
Abafundi lombalisi baxoxa ngesihloko abasiphiweyo
Abafundi banika imiayo
Ngabhala ndatshana ngamaqembu
Babhala egwalweni zabo
Isiphetho
Babala indathana zabo
Ukubhala Tsho izitsho, izaga Lesson 4
Ulimi Izifananiso Ukwethulwa kwesifundo
Izitsho Lenzenzukuthi Sizafunda ngezitsho
endabeni ebalileyo Ulwazi abalalo
Chaza izitsho Abafundi bazazi ezinye zezitsho
Isingeniso
4.3.23 Abafundi bazanz amabizo enyamazana asetshe nziswe
Ezitshwe
4.4.14 Ukuqhutshwa kwesifuno
Bazanika zibonele zezitsho
Abafundi bazabala indatshana
Bazadinga izitsho endabeni
Emaqenjini bazachaza izitsho abaziphiweyo
Abafundi bazaqondanisa izitsho lengcacelo zazo
Isiphetho
Abafundi bazakutsho izitsho abazaziyo lengcazelo.
Ukubhala Xoxa ngezinto lolimi Lesson 5 Ukulalela Indigenous I.C.T tools

Abalundileyo Abafundi baxoxa ngezifundo ezidlulileyo Ukubala Languages Junior Amagwalibo
Impinda Bhala umsebezi Abafundi babhala umsebenzi wempnde Ukukhuluma Gr 3 -7 Igwalo zokubala
Wempinda Bazaphinda umsebenzi lo lombalisi ukubala
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lokukhuluma kwesifundo abafundi Ukwethula isfundo Ukukhuluma Lwanguages Amagwalibo
Imitsho kumele benelise uku: Sizafunda ngobumba imitsho Ukubala Junior Gr 3 – 7
izixwayiso Bumba imitsho Ulwazi abalalo Syllabus P 19
lemibuzo Lalela imitsho Benelisakutsho inkulimo ezipheleleyo
Ebaliweyo Ulwazi abalalo Benelisa kutsho inkulumo ezipheleleyo
Isingeniso
4.1.8 Abafundi abala amabala amatsha
Abafundi achaza amabala , abaliweyo bencedisa
Ngumbalisi
Umbalisi uchasisa ukunjwa kwemitsho
Abafundi bazabumba imitsho
Benda wonye
Ngamaqembu bazabumba imitsho
Babumba imitsho ngamunye
Isipetho Babala imitsho abayibumbileyo
Ukubala Balela izinto Lesson 2 Ukubala Indigenous
Ukubala Ezitshiyeneyo Ukwethula isfundo Ukulalela Language Junior
okubanzi Landisa indada Sizafunda ngokubala okubana Ukukhuluma Gr 3-7
Abayibaleleyo Ulwazi abalalo Syllabus
Bayanelisa ukubala’
4.3.11 Isingeniso P 23
Abafundi bazakutsho abathakazelela ukukubala
4.3.14 Ukuhutshwa kwesifundo
Abafundi bazadinga ingwalo zendaba ezitshiyeneyo
Bazabala indaba abazikhethileyo badinage ulwazi
Oluthile
Bazaladisa abakubalileyo Isiphetho
Batsho abakukhalisileyo labangakutha kazekekeana
Ukubhala Balela inzwisiso Lesson 3 Ukulalela Indigenous I.C.T tools
Inzwisiso Phendula imibuzo Ukwethula isfundo Ukubala Languages Junior Igwalo zokubala
Incwadi Yenzwisiso Sizafunda ngokubala incwadi yenzwisiso Ukubhala Gr 3 -7
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Bhala impendulo Ulwazi abalalo Benelisa ukubala incwadi Syllabs P 23

Yenzwisiso Isingeniso
Bazakutsho amakheli abo
4.3 3 Ukuqhutshwa kwesifundo
5. 4.3.5 Bazabala incwadi bethule
Abakhethiweyo bazabala becacile incwadi
Lombalisi bazaxoxa ngencwadi ebaliweyo
Emaqenjini bazaphendula imibuzo
Bazabhala impendulo engwaleni zabo
Isiphetho
Bazaphendula imibuzo kambalisi
Ukubhala Bhala incwadi Lesson 4 Ukulalela Indigenous I.C.T tools
Incwadi Ukwethula isifundo Ukubhala Language Incwadi
Sizafunda ngokubhalwa kwencwadi ukukhuluma Junior amakhandi
Ulwazi abalalo Gr 3 -7
4.4.9 Benelisa ukubhala incwadi
Isingeniso
Abafundi qamba abantu abatholakala encwadini
Abafundi ababuka incwadi ebhaliweyo
Lombalisi bazaxoxa ngokubhalwa kwencwadi
Bazanika imicijo yencwadi
Emaqenjini bazabhala incwadi
Umsebenzi kandoada zibonele
Bazabhala incwadi zabo
Ukubhala Bala amabala imitsho Lesson 5 Ukulalela Indigenous I.C.T tools

izipele lezizelo Pela amabal Ukwethula isifundo Ukukhuluma Language Amakhadi
Sizafundo ngokubhala izipele lezibizelo ukubala Junior
4.4.3 Ulwazi abalalo Gr 3 – 7
4.4.4 Abafundi benelisa ukutsho iziqa P 25
Isingeniso
Bazabala iziqa zamabala
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Abafundi bazabala amabala lemitsho

Bazaxoxa ngokubunjwa kwamabala
Emaqenji bazabizelana izipele
Bazabhaala izipele lezibizelo engwalenzabo
Isiphetho
Bazadobhala amakhandi babale besebelo amabala.
10 Ukulalela Ekupheleni Lesson 1 Ukulalela Indigenous I.C.T tools Story
lokukhuluma kwesifundo abafundi ukukhuluma Language books
Indoda le kumele benelise uku: Ukwethula isifundo Gr 3 – 7 P 21 Imfanekiso
nganekwane Xoxa indabale Sizafunda ngokulalela indaba lenganekwane
Nganekwane Ulwazi abalalo
Ukulandisa indaba Bayazazi indaba lenganekwane
Ebaliweyo Isingeniso
Ukudlala umdlalo Bazakutshwa inyamazana ezilenganekwane
Wendaba Ukuqhutshwa kwesifundo
Lenganekhane Abafundi bazakutsho indaba zabo
4.2.12 Bazalalela indaba kuI.C.T tool
Bazalandisa indada abayizwileyo
4.2.13 Emaqenjini bazadlala umdlalo ngendaba
Abayaizwileyo
4.3.14 Bazethula imidlalo yanaqembu
Isiphetho
Ukubala Bala indaba Lesson 2 Ukukhuluma Indigenous I.C.T tools
Indaba le Zephephandaba Ukwethula isfundo Ukulalela Languages Gr 3 – Iphephandaba
nganekwane Landisa indaba Sizabala indaba lengazekwane ukubala 7 Syllabus Amagwalibo
Zephephanda Ulwazi abalalo P 24
Finqa indaba Bayazazi indaba lenganekwane
Isingeniso Abafundi bazabala amabala amatsho
4.3.16 Abafundi bazabala indaba bethule.
Abafundi ababili bazabala belalele
Bazalandisa indaba ebaliweyo
Emaqenjini bazafenqa indaba
Bazabhala izifonqo enwaleni zabo
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Isiphetho
Bazaphendula imibuzo
Ukubhala Bhala inkondlo Lesson 3 Ukulalela Indigenous I.C.T tools
Indaba Utsho inkondlo Ukhuthula isfundo ukubhlala Languages
zibumbela lengoma Sizafunda ngo kbhala inkondlo Syllaus
Inkondlo Ulwazi abalalo Gr 3 -7
Umlilo Abafundi bayazazi inkondlo P 25
Isingeniso
4.4.6 Abafundi bazakutsho inkondlo abazaziyo
Abafundi baxoxa ngobuhle lobudi bomlilo
Bazaxoxa ngokubhalwa kwenkondlo Emaqenjini
bazabhala inkondlo bemanzelela .impawu.
Bazabala inkondlo zabo.
Umsebenzi kandoda zibonele.
Bazabhala ezabo. inkondlo engwaleni zabo.
Isiphetho Bazakwenzo inkondlo ngomlilo.
Ukubhala Sebenzisa impawu Lesson 4 Ukubhala Indigenous Amakhadi
Impawu zolimi zolimi Ukuthula kwesifundo Ukulalela Language Charts
(comma, Bhala imitsho Sizafunda ngempawu zolimi. Syllabus Gr 3 – 7
question mark, ephawule kuhle Ulwazi abalalo P 25
inverted Bayazazi ezinye impawu.
commas, 4.4.2 Isingeniso Bazaqamba impawu abazaziyo
exclamation Ukuqhutshwa kwesifundo
mark) Abafundi baxoxa lombalisi ngempawu zolimi
Abaziphiweyo
Bazabala imitsho ebhaliweyo bayiphawule
Bendawonye
Emaqenjini bazaphawula imitsho abayiphiweyo.
Umsebenzi kondaoda zibonele
Bazaphawula imitsho bebhala engwaleni
Isiphetho
Bazakutsho amabizo empawu bybhala emdulini.
Ukhubala Ukusebenzisa ulimi Lesson 5 Ukubala Indigenous I.C.T tools
Umsebenzi oluqondileyo Kwethula kwesifundo Ukulalela Languages Junior Amakhadi
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wolimi Sizafunda ngakwandisa amabala lemitshe. ukubhala Syllabus

Ukwandisa 4.4.24 Ulwazi ablalao Gr 3 – 7
amabala le Bayanelisa ukwandisa izinto .
mitsho Isingeniso
Abafundi bazakutsho ulutho abaye alwandisa.
Abafundi bazabala amabla lemitsho.
Bazandisa imitsho abayiphiweyo.
Emaqenjini bazalandisa amabala lemitsho.
Bazabhala umsebenzi ofanayo engwaleni
Isiphetho
Abafundi bazakwandisa imitsho kambalisi.
11 Ukubhala Abafundi kumele Abafundi bazaxoxa ngezifunfo ezidlulileyo Ukulalela Indigenous I.C.T tool
&12 benelise uku: Bazsbhala imihloso yempinda Ukubala Languages Junior Igwalo
Umsebezi Xoxa ngezifundo Bazaphinda imihloliso lombalisi ishloliwe. Ukukhuluma Syllabus Amakhadi
wempinda ezidlulileyo. ukubhala Gr 3 – 7 Imfanekiso
Bhala umsebenzi
wempinda
13 & Ukubhala Bhala imihloliso Abafundi bazabhala imihloliso yokuqhiba Ukulalela Indigenous
14 Imihloliso baphumelele isigabasesibili somnyaka Ukubala Languages Junior
yokuqhiba I Ukukhuluma Syllabus 3- 7
Term 2
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VISUAL AND PERFORMING ARTS
 THE CREATIVE PROCESSAND PERFORMANCE
 AESTHETIC VALUES AND APPRECIATION
 ARTS AND TECHNOLOGY
AIMS
TO HELP LEARNERS TO:
o Become literate in visual and performing arts

o Improve enterorise and in psychomotor skills through visual and performing arts
o Incoporate the use of nformation communication technology tools in visual and performing arts
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WEE Topic/ Content Objectives Activities Reference Media / Skills

K Resource
The creative By the end of the lesson
process and learners should be able Lesson declaration: We are going to learn about different VPA analysing
performance to: Demonstrate syllabus person creating
feelings as one tells a story applying
Theatre emotional traits of a teller ASSUMED KNOWLEDGE: Learners know non verbal Junior page Body
Story telling through gestures, action, expression of emotional traits 28 expression
movement facial Introduction: The facilitator gives examples of how emotion Facial
expression and body are expressed by non verbal traits expression
language 4.2.31 1 Learners give more ways of showing emotional traits Relevant
2 The facilitator tells a story while learners contribute reference bks
emotional traits variations Resource centre
3 Discussing how emotions can be shown at different understand
story stages as a class ing
4 Learners tell each other stories ensuring portrayal
of emotional traits
5 Individual writing of summary of emotional traits
Conclusion: Summary writing of the lesson emotional traits
By the end of the lesson Resource
The creature learners should be able Lesson Declaration: We are going to learn about how to person and
process and to: Retell stories from narrate stories we have read about VPA centres
performance class literature using a Assumed knowledge: Learners have listened to or read syllabus Memory sticks
Theatre variety of tones 4.2.32 stories Junior pge 28 Various body
Voice variation Introduction: Recap of previous lesson introduction formula expression
and emotions Cross cutting themes Lesson Development : Facilitator tells learners how to select
ENGLISH main story facts and how these should be expressed
Objective 11:listen to Learners tell stories and get emotional expressions from the
news and stories and rest of the class
retelling them Group storytelling and expression of different emotion
stage by stage
Group feedback
Individual simulation of different
emotions Written work individual
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By the end of the lesson Conclusion: Oral summary of outstanding emotions

learners should be able Props relevant
The creativity to: Improvise stories from Lesson Declaration: We are reference bk understandi
process and classroom prose literature Going to learn about how to create stories from what we Internet Smart ng
performance using a variety of tones have read about VPA phones analysing
Thereafter 4.2.33 Assumed knowledge: Learners have read stories or syllabus applying
Story telling heard stories Junior Pge
Voice variation Lesson Development : 29
and emotions Resource person tells a story s/he once read about and
Joyful enjoyed
Sorrowful Resource person select main points and add created aspects
Frightened to the story
Learners do the same in groups
Selecting variety of tones as a class
By the end of the lesson Conclusion: Learners identify aspects of sorrow ; joy, fright
learners should be able from stories told together creating
to: Relate improvisation
to script writing Audio visual
The creativity Lesson Declaration: Today we are going to learn about how devices
process and Write brief script writing improvisation of stories relates to scripts writing Relevant
performance of their own making reference
Theatre Script from improvisation Assumed knowledge: Learners can do additional creativity to stories
writing a story when they have read Relevant books
Role play the content of Resource
their scripts in short Introduction: Recap in creativity added to read stories person
4.2.34 Facilitator explains how a story is a skeleton to the work of Memory stick
creativity Summary chart
In groups they draft what they can add to a common story
Group feedback
Practise in the writing of scripts
Reading script to the class and editing
By the end of the lesson Role playing script content and re-writing the script
learner s should be able
to : Conclusion: Outstanding work is read in brief at different
Create costumes and stages followed by corrective comments
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props relevant to their

improvised stories Lesson Declaration: Today we are going to make costumes Costumes creating
and props for stories we made up in the previous lessons Props
Describe the main Smart phone
features of costumes as to Assumption: Learners know how to make costumes and Memory stick
relevance as to characters props for plays Relevant
and situation there in VPA reference book
Introduction: Learners say what their improvised stories Syllabus Resource
Recall stories for which were about page 29 person
costumes and props have Learners cite characters in their stories and their Computer
been design attire requirements Internet
4.2.35 With the help of the facilitator and resource person they
design costumes refitting their stories
The learners display their costumes and props per character
Individual drawing of costumes and props for various
characters in their stories
By the end of the lesson
learners should be able to: Conclusion: Oral lesson summary on props and costumes of
Create a set of dance outstanding importance
movement patterns and
sequence from personal
experience
4.2.36 Today we are going to learn about different Resource
movements pattern from our personal experiences person
Memory stick
Assumption: learners know that a dance has a repetition Computer
of patterns Smart phone
Relevant
Introduction: The facilitator show learners dance movement VPA reference book
patterns that are common Syllabus
Learners in turns show off their own dance movement page 29
pattern
In groups they show and practise dance movement
pattern The resource person show how dance movement
By the end of the lesson can be sequenced
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shapes and posture 4.2.37

learners should be able to:
Master the dance
movement and pattern
exploded in the previous
lesson
4.2.38
Group feed back
Conclusion: Outstanding dance movement are shown as described highlights
Lesson Declaration: Today we are going to venture into different shapes and posture for creation of various feeling
Assumption: Learners can bend themselves into different shapes
Introduction: The facilitator demonstrate possible body shapes in dance

In groups of three learners demonstrate own experience /adventure shapes and postures Group feedback to the class
The learners discuss the feeling conveyed by these shapes and postures
Drawing and labelling outstanding shapes and posture
Conclusion: Demonstration of different shapes and posture explored during the lesson
Lesson Declaration: Today we are going to put into thorough practice the dance movement and patterns highlighted in our previous lesson
Assumption: Learners have been exposed to different dance movement and patterns
Introduction: Learners show dance movements and pattern of by gone lesson

The facilitator demonstrate the dance movements and
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patterns can be practice in pairs and groups

Learners explore how dance movement can be practised
By the end of the lesson from simple to complex in response to mastered signals
learners should be able to: Groups and pairs feedback
Create a dance that have a
beginning ;middle and an Conclusion: Groups highlight their most perfected dance
end movement and pattern to the class
4.2.39
evaluating
Lesson declaration : We are going to learn about different analysing
stages experienced mainly by the start, middle and finish applying
Assumption: Learners have been exposed to different stage of

a performance
Introduction: Recap of dance movements from simple

to complex in previous lesson
The facilitator demonstrate dance movements in the
By the end of the lesson three named stages
learners should be able The learners follow suits in groups or pairs
to: Analyse the process of Group feedback and corrective comments creating
creating dance sequence The outstanding group show the start, middle and the end
and pattern s the two phases of dance movements Written summary
individually
Conclusion: The learners repeat highly placed movement

together in the named phases
Lesson Declaration: We are going to find out how dance

pattern and sequence are woven by the pattern maker
Assumption :The learners appreciate that dance pattern and
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sequences have phases from simple to complex understanding

remembering
applying
Introduction: Recap of dance movement phases of previous
lesson
The facilitator will outline the phases of a dance pattern and
By the end of the lesson movement as happen in story telling stages
learners should be able to: The class will discuss the process of dance creation in phases
Demonstrate additional cited by the facilitator in step above
partner group skills in The class will detail what is involved in each phase
making a single united Written summary individually on processes of dance creation
display stage by stage
4.2.40
Conclusion: Oral summary of the lesson
evaluating
Lesson Declaration: We are going to work with partners or

as a group to produce a single distinct outcome for public
display
Assumption: Learners have vivid memory of working in

groups in different subject tasks
By the end of the lesson Introduction: Learners say the work they have done together
learners should be able in groups
to; Perform partner and The facilitator shows learners what they should display
group skills following in groups
instruction stage by stage Groups discuss what they wish to portray and work on
4.2.41 the intended display
Group feedback and corrective comments
Individual drawing of choreographed displays
Conclusion: Reading out what is seen to be choreographed
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Lesson Declaration: We are going to do different partner and analysing

group choreography [pattern ] displays verifying them creating
simple to complex applying
evaluating
Assumption:
Learners are familiar with partner, group /teamwork
pertinent to choreography
By the end of the lesson Introduction:

learners should be able Recap of display they did in previous lesson
to: Identify rhythm and The facilitator shows how they can do detailed display from
pitch as element of the simple to complex through leading and responding to
music Analyse pitch and signals In groups they practice their display Group feedback
rhythm in music notes
4.3.41 Individual written pattern work on what was displayed during
the lesson
understanding
Conclusion : Saying what the displayed pattern show to
the viewers
Lesson Declaration: We are going to learn about basic

elements of music rhythm, pitch to begin with
Assumption: learners are familiar with rhythm as

repeated beat patterns
Introduction:
The facilitator will give examples of rhythm and pitch using a
By the end of the lesson chart
learners should be able
to: Identify melody and Development: The learners will follow the pitch and
stave/staff as element of rhythm cited by the facilitator in stages
music The resource person will go into further detail of the cited
elements practically
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4.3.42 In groups the learners identify and analyse the rhythm

and pitch
Group feedback on pitch and rhythm
Conclusion: Learners interpret rhythm and pitch shown

at selected portions of music elements
Lesson Declaration: We are going to learn about melody and

the stave/staff as element of music like rhyme and pitch Analysing
applying
Assumption: Learners are familiar with pitch and rhythm Creating
as foundation elements of the music
By the end of the lesson Introduction: Recap on pitch and rhythm as elements
learners should be able of music
to: Identify number of
beats in a bar for music Lesson Development :
written in simple time The resource person introduces how to go about analysing
4.3.43 melody and the stave
The resource person as learners follow the melodies and the
stave interpretation and analysis
Learners practice what is displayed on music elements on the
board and charts
Conclusion: learners follow the rhythm and pitch flashed by

the resource person
remembering
Lesson Declaration: We are going to identify the number of

By the end of the lesson beats in a given bar of music
learners should be able to
name the five lines and Assumption: Learners are familiar with beats of musical
the four spaces in the notes
treble/G cliff using the
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music alphabet Introduction: applying

Learners identify musical notes on a chart or board Analysing
4.3.44 understanding
Lesson Development:
The facilitator shows learners beats in a bar
Together they clap say the beats per bar
Group work on beat per bar
Conclusion: Learners identify number of beats per bar on

charts and clap the beats
Lesson Declaration: We are going to learn about five lines analysing

in the treble/ G using the music alphabet
Assumption: Learners can identify pitch, melody, rhythm and

the stave/staff
Introduction:
The learners identify beats per bar and simple time
signatures on charts
Lesson Development:
By the end of the lesson The resource person shows the learners the five lines and the
learners should be able four spaces recalling in treble /G cliff
to: Create melodic lines Learners identify what has been shown to them in turns
using the first three notes pairs and group
of the scale Group name the line and space following their leader as per
the required response
4.3.45 The facilitator shows the learners the music alphabet and
respond to the prescribed identify the line after the facilitator
Individually the learner s draw and label lines and spaces
together with the music alphabet
Conclusion : Learners chart the patterns pointed to by the
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resource person and finally the music alphabet
Lesson Declaration: Today we are going to learn about how

to create melody lines using the first three notes of the music analysing
scale
Assumption: Learners are familiar with the music alphabet
By the end of the lesson Introduction: Learners say the music scale/ alphabet guided
learners should be able by the facilitator
to: Interpret musical
pieces given to them in Lesson Development:
simple time signatures The learners say first 3 notes of the music scale
from various sources The facilitator demonstrate how melodic lines are
4.3.46 created using the first 3 notes of the music scale
In groups learners do the shown pattern and many
more variation of the three notes of the scale Group
feedback
Individually copying of the patterns
Conclusion: Learners chant their designed patterns in

turns leaning on corrective comments
Lesson Declaration: We are going to learn how to interpret

By the end of the lesson musical pieces played before us or just sung repeated to us
learners should be able to:
Analyse musical works of Assumption: Learners know lessons or messages from
national, international different songs
acclamation Introduction: Learners name songs they know ,say
4.3.47 briefly what the song cite to the public
Lesson Development:
The learners say more songs for analysis
a
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In groups they sing the song briefly and come out with the
basic implications of their contents Group feedback
Written exercise on common songs massages
Conclusion: Learners cites main contents of the song they all

and they know
Lesson Declaration: We are going to discus about contents of

songs familiar and new in Zimbabwe and world all over
By the end of the lesson Assumption: Learners know how to interpret local and
should be able to: familiar songs
Describe aesthetic quality
of different art objects Introduction: Recap of songs massage of previous lesson.
4.3.48
Lesson Development:
The resource person explains the aesthetic aspect to be
described on art objects
In turns learners discuss the aesthetic qualities using clues
from the facilitator
Group work in describing aesthetic qualities on art so far
identified
Group feedback
Conclusion: Oral description of different art object identified

in the lesson
Lesson Declaration: We are going to identify more

By the end of the lesson aesthetic qualities of different art objects and describe them
learners should be able fully Assumption: Learners are familiar with art object we
to: Describe aesthetic o f know Introduction:
different art objects Learners name the art object lifted by the facilitator in turns
4.3.48
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Lesson Development:
The resource person explains aesthetic aspects to be
described on art objects
In turns learners discuss the aesthetic using clues from
facilitator
Group work in describing aesthetic qualities on art objects so
far identified
Group feedback
Conclusion: Oral description of different art object identified

in the lesson
Lesson Declaration: We are going to identify more aesthetic

By the end of the lesson qualities of different art object and describe them fully
learners should be able to
recognise elements and Assumption: Learners are familiar with art objects and
principles of design in art their simple aesthetic qualities
work
4.3.49 Lesson Development:
The resource person asks learners about names of
different art objects
The facilitator demonstrate how to go about in describing
aesthetic in named art object s
In groups they follow the description format just
prescribed Group feed
Individual written work involving group of aesthetic qualities
Conclusion: The aesthetic qualities of art objects are named

following hints
By the end of the lesson Lesson Declaration: We are going to learn about how to go
learners should be able to about identifying elements and principles of design
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the role of artist in

society 4.3.50 Assumption: Learners are familiar with designs in art work
Lesson Development:
The facilitator defines the elements of designs together with
the basic principles of design
The facilitator identifies the elements and principles
followed by learners
In groups the learners identifies the named / shown elements
and principles
Individual work in listing elements and principles of design
Conclusion: Learners name elements and principles of

design on shown art works
Lesson Declaration : We are going to learn about the role

of artist in the society yesterday and today in art
By the end of the lesson Assumption: Learners know about the role of different
learners should be able to: artist in designing and performance of art
Respond to nature with
feelings Introduction: The facilitator explains different cracks
4.3.51 made by the artist concerning work yesterday and today
Lesson Development:
The learners will name types of started and furthered by
artist yesterday to date
Learners identify the forms of art introduced and furthered by
artists to date
The learners view the identified arts by artists for the
foundation of art to date from the art galleries
Learners draw and compare the works of artists ever since to
date in groups
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Conclusion:
The main work of artist will be cited in summary form
Lesson Declaration: We are going to learn about what

By the end of the lesson feelings nature evoke in us differently
learners should be able
to: Choose criteria to Assumption: Learners have come across art products from
critique performance in displays we have
terms of the
characterisation Introduction: The facilitator will cite some forms of nature
diction ;pacing; gesture and artefacts among us today ;its meaning to us viewers
and movement 4.3.52
Lesson Development:
The resource person will help learners observe and
comment on feelings the art we see portrays and evoke
Discussing the meaning of that art to us
Assessing the art in groups and recording our comments
Appreciating the aspects of imagination though the countries
of art today
Drawing and labelling our views of art works
Conclusion: Highlighting summary feelings for display

and furtherance of our own art
By the end of the lesson Lesson Declaration: We are going to further learn how how
learners should be able to describe theatre performance using the right vocabulary
to: Analyse the impact of
TV , radio and theatre Assumption: Learners have seen theatre works , tv, or
take part in presentations
Introduction: The resource person will introduce theatre

vocabulary in each case citing when to use it on discussing
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performances
Lesson Development: Using practical performances the

theatre terms will be explained stage by stage by the
facilitator
In turns learners describe theatre performances using relevant
terms of references
In group turns they will comment on performance using
cited vocabulary
Conclusion: Learners attempt using theatre vocabulary on

down loads stage by stage

learners should be able Lesson Declaration: We are going to identify impact of radio
to: Describe the different tv ;theatre on audience
response from the
audience Assumption: The learners have performed theatrically
seen films ,tv and heard radio programs
Introduction: The learners will say their feelings on theatre

and Tv , radio presentation eg fear, curiosity, worry
anxiety etc
Lesson Development:
The facilitator will assist learners to identify how
different impact are aroused by different presentation
Learners identify how different impact are aroused in theatre
,TV, and radios
In groups learners identify situational impact of
different presentations
Conclusion: Naming different impacts from TV, Radio and

theatre
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Lesson declaration: We are going to identify different

responses by audience to presentation
Assumption : Learners know feelings commonly arouse by

presentation
Introduction:
Recap on impact created by different presentation
Development
The class discusses how these impacts are aroused
In groups they discuss how audience differently respond to
presentation and why
Group feedback
Writing summary responses to written questions individually
Conclusion: Learners oral state different audience feeling

responses
3
11 REVISION BY THE END OF Learners revise all concepts covered during the -Recalling Min of -Charts
THE LESSON course of the two terms and lower grades for -Revising Pry and -Notebooks
SHOULD BE ABLE and everyday life situations Demonstrating Educ -Past exam
TO: -Responding National papers
Syll
covered during the
course of the two
lower grades
12 EXAMINATIONS BY THE END OF WRITE THE GIVEN MID-YEAR Recalling Min of Min of Pry
THE LESSON EXAMINATIONS -Revising Pry and and Sec
SHOULD BE ABLE Demonstrating Educ National Syll
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208
TO: -Responding National -Exam

13 -respond correctly to Syll papers
given examination -Exam
questions papers
14 REVISION BY THE END OF Revision of the written mid-year examination for Recalling Min of Min of Pry
THE LESSON understanding and use in future -Revising Pry and and Sec
LEARNRES - Sec Educ
SHOULD BE ABLE Demonstrating Educ National Syll
-Responding National -Exam
TO:
Syll papers
-revise the written
-Exam
mid-year examination papers
and all concepts
208
TERM 2 2022

Grade 4 Term 2 Scheme Cum

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1

GUIDANCE AND COUNSELLING 37

SCIENCE AND TECHNOLOGY 87

PHYSICAL EDUCATION 103

VISUAL AND PERFORMING ARTS 210

correctly INDEPENDENT STAGE

Cross cutting themes

-write controlled, Learners can write a simple guided

Cross cutting themes

-Read a variety of Alphabet

READING AND BY THE END OF LESSON 9 -Evaluating Eng lang Gr -Charts

 Group practice writing a formal letter

Cross cutting themes

Speech Learners play a game of names

questions TO: ASSUMED KNOWLEDGE

Obje 77and 8 ukubala

from a dictionary  Group finding the definitions of given

covered so far GUIDED PRACTICE

-read a given text Learners can read and comprehend

Cross cutting themes

Written work on the given topic

Ukubala amabala eviki

-read a suitable text Learners can read a simple text and

READING BY THE END OF LESSON 7 -Evaluating Eng lang Gr -Packets

Narrating by a model learner

4.4.15  Group feed backs

for the appropriate the given words to the required tense

correct/ incorrect, facilitator

TO: Learners have an idea of positions

-use appropriate Learners know informal introductions

Revision of written work

Reading to the facilitator

Written work on dictation

words from a text  Model reading by the facilitator

-observe punctuation INTRODUCTION

Cross cutting themes

-read a given text Facilitator gives learners instructions on work

TO: -Applying National -Exam

GUIDANCE AND COUNSELLING

 Group work on how to appreciate differences in individual

OF THE GIVEN MID-YEAR -Analysing Sec Educ -Exam papers

TO ENABLE LEARNERS TO:

WEEK TOPIC/CONTE OBJECTIVES ACTIVITIES SKILLS SOM MEDIA

-format text on a card Learners know how to manipulate computer

devices by “sending to..” in groups

-rename files files available -Applying

 Group feed backs on discoveries

-create an image to ASSUMED KNOWLEDGE -Applying

Individual work on the learnt concept

 A class discussion on the sung song

TO: Learners know that computers sometimes ing

 A USB is used as a class to transfer data

SHOULD BE ABLE Viruses Understand

Individual task by the facilitator on webpages

covered during the

o Develops holistically and show a positive attitude towards Mathematics

WEEK TOPIC/CONTENT OBJECTIVES ACTIVITIES SOM SKILLS MEDIA

GUIDED PRACTICE STAGE

GUIDED PRACTICE STAGE

GUIDED PRACTICE STAGE

DECIMAL By the end of the LESSON 6 Mathematics -Evaluating -chalkboard

Gr 4 :1: 28 ASSUMED KNOWLEDGE

2 DECIMAL By the end of the LESSON 1 and 2 Mathematics -Evaluating -charts

GUIDED PRACTICE STAGE