AIM: To incalculcate in learners an appreciation of sovereignty governance and moral.

Week Topic Assumed Objectives Methodology and Activities Compet Media S.O.M Individual General
endin and Knowled encies Evaluation Evaluation
g date Content ge
Week National Learners By the end of Discussion Question and Naming One Ministry
1 History, know the lesson answer Group work Songs -Stating picture of of
L1 Sovereig their learners Introduction: Facilitator and - the Primary
13/11/ nty and country should be learners sing a song,” Beautiful Describ Zimbabwe and
20 Governa able to: Zimbabwe” ing -President Secondar
nce 1. name their Lesson Development: - -one map y
My country and Step 1: Facilitator asks learners Identify of Education
country’ states their to state countries they know ing Zimbabwe Family
s president Step 2: Learners name their - -ten and
name*Zi 2. state what country and president of the Tracing templates Heritage
mbabwe they like country. - of Studies
about their Step 3. In groups learners state Drawin Zimbabwe Primary
country what they like about their g map School
3. draw the country as the facilitator moves - -pictures Infant
map of around assisting. Writing showing (ECDA-
Zimbabwe Step 4. Group presentations on recreation Grade 2)
stating what they like about al places Syllabus
their country. in page 29
Step 5. Learners draw their Zimbabwe
country
Conclusion: Facilitator asks
questions on their country.
L2 National Learners By the end of Discussion Questioning and - -a chat Ministry
History, are the lesson answer Group work Songs naming showing of
Sovereig aware of learners and dance - different Primary
nty and their should be Introduction: Facilitator asks describi cultures and
Governa ethnic able to: learners to imitate some ethnic ng -two Secondar
nce groups 1. describe languages. - drums y

50
 -My how ethnics Lesson Development singing -four Education
country group relate Step 1: Learners learn ethnics - shakers Family
and to each other groups in their community dancing -1 pair leg and
different 2. name 3 Step 2:In turns learners state - rattles Heritage
ethnic ethnics their ethnics groups discussi Studies
groups groups in Step 3: Facilitator and learners ng Primary
-Ethnic their discuss how ethnic groups - School
groups community relate to each other imitatin Infant
such as 3. sing and Step 4: In groups leaners sing g (ECDA-
Zezuru, dance in their and dance to their ethnic - Grade 2)
Ndau, ethnics’ groups as the facilitator assists. relating Syllabus
Karanga, groups Step 5: Group presentations on page 29
Ndebele singing and dancing
Conclusion: Facilitator asks
learners questions on ethnic
groups in their community.
Week National Learners By the end of Group work Song and dance - -one Ministry
2 History, can sing the lesson Introduction: Learners listen singing national of
L1 Sovereig the learners to the recorded national anthem -stating flag Primary
20/11/ nty and national should be Lesson Development - -one and
20 Governa anthem able to Step 1: Facilitator and learners explaini picture Secondar
nce 1. sing the attempt singing national ng - y
- national anthem - portraying Education
National anthem Step 2:: In groups learners discussi the correct Family
anthem 2. state where discuss where the national ng posture and
- the national anthem is sung as the when Heritage
Importan anthem is facilitator assists singing Studies
ce of the singing Step 3: Group presentation on the Primary
national 3. explain the when the national anthem is national School
anthem importance of sung anthem. Infant
the national Step 4: Learners explain the I record (ECDA-
anthem importance of the national the music Grade 2)

51
 anthem with the facilitator’ s Syllabus
help page 29
Conclusion: Learners sing the
national anthem with the
facilitator’s help
L2 National Learners By the end of Recitation Discussion Group -recite ICT tool Ministry
History, can the lesson work - One chart of
Sovereig recite the learners Introduction: Facilitator explaini showing Primary
nty and national should be shows learners some pictures ng the and
Governa pledge able to of fallen heroes and heroines - national Secondar
nce 1. Recite the and discuss them observi pledge y
-national national Lesson Development ng 2 pictures Education
school pledge Step 1: Facilitator and learners - showing Family
pledge 2. Explain the discuss words of the national discussi the and
significance pledge ng national Heritage
of the Step 2: In groups learners pledge Studies
national recite the national pledge 2 pictures Primary
school pledge observing the correct postures of fallen School
3. Observe Step 3: Group feedback on the heroes and Infant
the correct national pledge heroines (ECDA-
postures of Step 4: Class discuss the 2 pictures Grade 2)
the national significance of the national showing Syllabus
pledge pledge correct page 29
Conclusion:With facilitators’ postures
help learners recite the national
pledge

AIM: Develop an understanding of Zimbabwean marriage inheritance systems and the law and regulations governing them
Week Entitleme Learners By the end of song and rhymes drama - 4 pictures Ministry
3 nts, belong to the lesson discussion research group work naming showing of
L1 Rights a family learners Introduction: Facilitator and - types of Primary
27/11 and should be learners do a rhyme classify abuse and

52
/20 Responsi able to: ‘panosangana maoko’ ing Secondar
bilities 1. name and Lesson Development - y
-child identify 3 Step 1: Facilitator and learners identify Educatio
protectio forms of observe and discuss given ing n Family
n at abuse pictures - and
home, 2. classify Step 2: Learners name forms of dramati Heritage
communi forms of abuse with the facilitator’s help zing Studies
ty and abuse as Step 3: Facilitator explains on Primary
school sexual, forms of abuse School
-forms of physical and Step 4: Learners classify forms Infant
abuse * psychological of abuse with the facilitator’s (ECDA-
Physical 3. dramatize help Grade 2)
* different Step 5: In groups learners Syllabus
Psycholo types of dramatize different types of page 29
gical abuse abuse
*sexual Step 6: Group presentation on
drama
Conclusion: Class do a rhyme
‘panosangana maoko
L2 Entitleme Learners By the end of discussion Song and rhymes - 2 pictures Ministry
nts, belong to the lesson Group work Question and naming showing of
Rights a family learners answer - different Primary
and should be Introduction: Facilitator and classify forms of and
Responsi able to learners do a rhyme ing abuse Secondar
bilities 1. name and ‘panosangana maoko’ - 1 recorded y
child identify 3 Lesson Development identify MEDIA Educatio
protectio forms of Step 1: Facilitator and learners’ ing on abuse n Family
n at abuse observe and discuss given - and
home, 2. explain pictures explaini Heritage
communi channels of Step 2: With facilitators’ learner ng Studies
ty and reporting state and identify forms of abuse - Primary
school procedures Step 3: Class discuss channels of discussi School

53
 -forms of 3. recite 2 reporting procedures with the ng Infant
abuse poems on facilitator’s help - (ECDA-
* abuse Step 4: In groups learners recite reciting Grade 2)
Physical poems on abuse assisted by the - Syllabus
* facilitator. observi page 29
Psycholo Step 5: Group presentations on ng
gical poems
* sexual Conclusion: Facilitator asks
learners questions on forms of
abuse and channels of reporting
procedures
Week Entitleme Learners By the end of Song and rhyme discussion -listing 4 pictures Ministry
4 nts, belong to the lesson group work - showing of
L1 Rights a family learners Introduction: Facilitator and naming basic Primary
04/12 and should be learners do a rhyme ‘l am - human nee and
/20 Responsi able to special’ identify 6 word Secondar
bilities 1. list 5 basic Lesson Development ing cards y
Basic human needs Step 1: Facilitator explains on - A chart Educatio
human 2. describe basic human needs describi showing n Family
rights the Step 2: In groups learners list ng children’s and
-basic significance basic human needs as the - needs Heritage
needs of 3 basic facilitator assists drawin Studies
such as human needs Step 3: Group feedback on basic g Primary
shelter, 3. draw and human needs - School
food, name 3 basic Step 4: Class discuss the discussi Infant
clothing human needs significance of given basic needs ng (ECDA-
Step 5: Individual written work Grade 2)
under the facilitator’s instruction Syllabus
and supervision page 29
Conclusion: Facilitator and
learners do a rhyme ‘l am special
L2 Entitleme Learners By the end of Song and rhyme Discussion -listing -A chart Ministry

54
 nts, belong to the lesson Group work - showing of
Rights a family learners Introduction: Facilitator and describi children’s Primary
and should be learners do a rhyme ‘l am ng basic and
Responsi able to special’ - needs Secondar
bilities 1. list 3 Lesson Development reciting -4 word y
Basic children’s Step 1: With facilitators help - cards Educatio
human basic needs learners state 3 children’s basic discussi -5 pictures n Family
rights 2. describe needs ng of and
Children’ dangers of Step 2: Learners describe children’s Heritage
s basic not getting 3 dangers of not getting the basic needs Studies
needs of the basic needs Primary
needs Step 3: In groups learners recite School
3. recite rhymes and poems on children’s Infant
rhymes, basic needs (ECDA-
poems on Step 4: Group presentations on Grade 2)
children’s poems and rhymes Syllabus
basic needs Conclusion: Facilitator and page 29
learners recite a rhyme
‘ndirimwana anokosha’
Week Entitleme Learners By the end of Song and rhyme Discussion - 2 pictures Ministry
5 nts, belong to the lesson Group work naming showing of
L1 Rights family learners Introduction: Facilitator and - parents’ Primary
11/12 and should be learners sing ‘kana ukaona identify responsibil and
/20 Responsi able to zvinoita amai’ miming mother’s ing ities Secondar
bilities 1. name and responsibilities - 3 sentence y
Responsi identify 3 Lesson Development describi strips Educatio
bilities of responsibiliti Step 1: With facilitators’ ng 2 pictures n Family
parents es of parents learners name and identify -role showing and
and 2. describe parents’ responsibilities playing parents’ Heritage
children responsibiliti Step 2: In groups learners - responsibil Studies
- es of parents describe parents’ responsibilities discussi ities Primary
responsib on given in given pictures ng 3 sentence School

55
 ilities of pictures Step3: Group report back on - strips Infant
parents 3. role play 3 parents’ responsibilities miming (ECDA-
such as responsibiliti Step 4: Learners role play - Grade 2)
provision es of parents responsibilities of parents while singing Syllabus
of basic others describe them page 29
needs Conclusion: Facilitator and
learners sing a song ‘ukaona
zvinoita amai
L2 Entitleme Learners By the end of Song and rhyme Discussion - -2 pictures Ministry
nts, belong to the lesson group work naming of children of
Rights family learners Introduction: Facilitator and - helping Primary
and should be learners sing a song “This is the identify Local and
Responsi able to way” miming different chores ing environme Secondar
bilities 1. name and Lesson Development - nt y
Responsi identify 3 Step 1: Learners state children’s describi -4word Educatio
bilities of responsibiliti responsibilities with the ng cards n Family
parents es of children facilitator’s help using pictures -role -4sentence and
and such as Step 2:: In groups learners playing strips Heritage
children helping with demonstrate children’s - -4brooms Studies
- house hold responsibilities discussi Primary
responsib chores Step 3: Group presentations on ng School
ilities of 2. children’s responsibilities - Infant
children demonstrate Step 4: Individual written work miming (ECDA-
such as 3 under the facilitator’s - Grade 2)
helping responsibiliti supervision singing Syllabus
with es of children Conclusion: Facilitator asks -writing page 29
househol e.g. sweeping learners questions on children’s
d chores the yard, responsibilities
cleaning the
classroom
3. complete 3
sentences on

56
 children’s
responsibiliti
es

AIM: Appreciate the need for equal opportunities for all and sensitivity to the needs of the disadvantaged and vulnerable groups

Week Shelter Learners By the end of Song and rhyme discussion -naming 2 models Ministry
6 -different belong to the lesson Group work - of human of Primary
L1 types of family learners Introduction: Facilitator identifyi shelter and
21/12 human should be and learners sing a song ng A chart Secondary
/20 shelter able to ‘mvura inonaya’ - showing Education
(ancient 1. name and Lesson Development classifyi different Family
and identify 3 Step 1: With facilitators’ ng types of and
modern) types of help learners name and -drawing shelter Heritage
human identify given types of - 6 word Studies
shelter human shelter labelling cards on Primary
2. classify Step 2: Learners list other - shelter School
given types types of shelter they know discussin names Infant
of shelter as with the facilitator’s help g (ECDA-
ancient and Step 3: In groups learners Grade 2)
modern classify given shelters as Syllabus
shelter ancient/modern page 31
3. draw and Step 4: Group presentations
label the on classifying shelter
different Step 5: Individual drawing
types of and labels of given types of
shelter shelter as the facilitator
assists
Conclusion: Facilitator asks

57
 learners questions on given
types of shelter
L2 Shelter Learners By the end of Discussion group work -naming -2 Ministry
Basic belong to the lesson Introduction: Facilitator - models of Primary
reasons for family learners and learners sing a song identifyi of human and
shelter should be ‘mvura inonaya’ ng shelter Secondary
Reasons able to Lesson Development - -A chart Education
for human 1. name and Step 1: With facilitator describin showing Family
shelter identify 5 assisting learners name and g different and
types of identify different types of - types of Heritage
human human shelter completi shelter Studies
shelter Step 2:In groups learners ng -6 word Primary
2. describe discuss uses of given types -writing cards on School
uses of 3 of shelter - shelter Infant
types of Step 3: Group presentations discussin names (ECDA-
human on uses of different types of g -4 Grade 2)
shelter shelter pictures Syllabus
3. complete 3 Step 4: Learners complete showing page 31
sentences on given sentences under the different
uses of types facilitator’s instruction and types of
of shelter supervision shelter
Conclusion: Facilitator asks
learners questions on types
of shelter and their uses
Week Shelter By the end of Discussion Group work -naming A nest Ministry
7 -different the lesson Introduction: Facilitator - Local of Primary
L1 types of learners and learners sing a song identifyi environ and
shelter should be ‘katsuro mumwena’ ng ment Secondary
-animal able to Lesson Development - 4 Education
shelter 1. name and Step 1: Learners name and classifyi pictures Family
identify 3 identify given types of ng of animal and
types of animal shelter -drawing shelter Heritage

58
 animal Step 2: Learners read names - 6 word Studies
shelter of types of shelter with the labelling cards Primary
2. read names facilitator’s help - 2 models School
of 3 types of Step 3: In groups learners discussin of animal Infant
animal match models/pictures of g shelter (ECDA-
shelter and animal shelter with their - Grade 2)
match them names as facilitator moves labelling Syllabus
with around assisting - page 31
pictures/mod Step 4: Group presentations matching
els on models/pictures with its
3. draw and name
label 3 types Step 5: Learners draw and
of animal label 3 types of shelter
shelter individually
Conclusion: Facilitator asks
learners questions on animal
shelter
L2 Shelter Learners By the end of Song and dance Discussion -naming picture Ministry
Basic understand the lesson Gallery walk Group work - of animal of Primary
reasons for their learners Question and answer identifyi shelter and
shelter environme should be Introduction: Facilitator ng 6 word Secondary
Reasons nt able to and learners sing a song - cards Education
for animal 1. name and ‘katsuro mumwena’ classifyi 10 task Family
shelter identify 3 Lesson Development ng cards and
types of Step 1: Learners name and -drawing Local Heritage
animal identify types of animal - environ Studies
shelter shelter in the local labelling ment Primary
2. match 3 environment with the - 3 models School
animals to facilitator’s help discussin of animal Infant
their shelter Step 2:: In groups learners g shelter (ECDA-
3. complete 3 match animals and their - Grade 2)
sentences on shelter labelling Syllabus

59
 animals and Step 3: Group feedback on - page 31
their shelter animals and their shelter matching
Step 4: Individually learners
complete given sentences
under the facilitator’s
instruction and supervision
Conclusion: Facilitator asks
learners questions on animal
shelter

AIM: Inculcate and sustain Unhu/Ubuntu/Vumunhu in learners in learners as they interact with family, community and society at
Week Social Learner By the end of Role play Discussion Group -listing -4 Ministry
8 Services s the lesson work Question and answer - pictures of
L1 and belong learners Introduction: Role play by identifyi of the Primary
Volunteeri to should be able chosen learners ng vulnerabl and
sm family to Lesson Development -miming e Seconda
Vulnerabl 1. list 3 Step 1: With facilitators’ help - -7 word ry
e family vulnerable learners list vulnerable among describin cards Educati
members among relatives and the family g -A chart on
relatives and Step 2: Learners identify the - showing Family
the family vulnerable with the teacher’s discussin the and
2. identify 3 help and pictures g vulnerabl Heritage
vulnerable in Step 3: In groups learners - e Studies
the family and mime the vulnerable of their answerin Primary
relatives choice g School
3. mime Step 4: Group presentations on Infant
imitating the miming while the class name (ECDA-
vulnerable of the vulnerable involved Grade 2)
their choice Conclusion: Facilitator asks Syllabus
learners questions on the page 31
vulnerable

60
L2 Social Learner By the end of Role play discussion Group -listing -4 Ministry
Services s the lesson work Question and answer - pictures of
and belong learners should Introduction: Role play by describin of the Primary
Volunteeri to be able to chosen learners g vulnerabl and
sm family 1. list 3 Lesson Development -drawing e Seconda
The role vulnerable Step 1: Learners list vulnerable - -7 word ry
of the among among relatives and the family cards Educati
family in relatives and Step 2:: In groups learners -A chart on
helping the family describe the needs of the showing Family
the 2. describe 3 vulnerable the and
vulnerable needs of the Step 3: Group presentations on vulnerabl Heritage
members vulnerable the needs of the given e Studies
among vulnerable Primary
relatives and Step 4: Individual written work School
family on the vulnerable Infant
3. draw and Conclusion: Facilitator asks (ECDA-
write 2 learners questions on the Grade 2)
sentences vulnerable. Syllabus
about the page 31
vulnerable
among
relatives and
the family

Week Social Learner By the end of Role play Discussion Research -naming -4 Ministry
9 Services s the lesson Group work Question and - pictures of
L1 and belong learners should answer identifyi of the Primary
Volunteeri to be able to Introduction: Role play by ng vulnerabl and
sm family 1. list 3 chosen learners - e Seconda
Vulnerabl vulnerable Lesson Development explainin 6 word ry
e family among Step 1: Learners name and g cards Educati
members relatives and identify 3 vulnerable members - A chart on

61
 The role the family with the aid of pictures completi showing Family
of the 2. explain how Step 2:: In groups learners ng the and
family in the family can explain how family members - vulnerabl Heritage
helping help its can help its vulnerable answerin e Studies
the vulnerable members g members Primary
vulnerable members Step 3: Group feedback on -role School
members 3. complete 3 ways of helping vulnerable playing Infant
sentences family members (ECDA-
about the Step 4: Learners complete Grade 2)
vulnerable given sentences individually Syllabus
members Conclusion: Facilitator asks page 31
learners questions and answer
on helping vulnerable members
L2 Social Learner By the end of Role play Discussion Group -naming 4 Ministry
Services s the lesson work Question and answer - pictures of
and belong learners should Introduction: Role play by identifyi of the Primary
Volunteeri to be able to chosen learners ng vulnerabl and
sm family 1. list 3 Lesson Development - e Seconda
Vulnerabl vulnerable Step 1: Learners name and describin 6 word ry
e family among identify vulnerable members g cards Educati
members relatives and with the aid of the teacher and - A chart on
The role the family pictures dramatizi showing Family
of the 2. describe Step 2:: learners describe what ng the and
family in what 3 of the given vulnerable members - vulnerabl Heritage
helping vulnerable cannot do in their groups answerin e Studies
the members Step 3: Group presentations g members Primary
vulnerable cannot do Step 4: Class dramatize on how -miming School
members 3. dramatize the family can help its -role Infant
on how the vulnerable members playing (ECDA-
family can Conclusion: Facilitator asks Grade 2)
help its learners questions on Syllabus
vulnerable vulnerable members and what page 31

62
 members they

Week Production Learner By the end of Discussion Group work - -real Ministry
10 ,Distributi s the lesson Introduction: Facilitator and drawin food of
on and underst learners should learners sing the rhyme Chikafu, g -one Primary
Consumpti and and be able to:- chikafu…. and read words - chart and
on of accept 1. identify and Lesson development reading showing Secondar
goods and their name 3 plant Step1. Using a chart or real food - plant y
services cultural food. learners identify and name food. identify food Educatio
*sources diversit 2. describe Step2. Facilitator explains food ing n Family
of food y plant food. that comes from plants - and
-Plant 3 draw and Step3. In groups learners list naming Heritage
food label one plant food that comes from plants as Studies
food the facilitator moves around Primary
assisting. School
Step4. Group presentations on Infant
listing plant food (ECDA-
Step5. Individually learners Grade 2)
draw food from plants and write Syllabus
few sentences. page 32
Conclusion: Facilitator and
learners say their favourite plant
food.

L2 Production Learner By the end of Discussion Group work - -real Ministry

,Distributi s the lesson Introduction: Facilitator and drawin food of
on and underst learners should learners sing the rhyme Chikafu, g -one Primary
Consumpti and and be able to:- chikafu…. and read words - chart and
on of accept 1. identify and Lesson development reading showing Secondar
goods and their name 3 Step1. Using a chart or real food - plant y

63
services cultural animalfood. learners identify and name plant identify food and Educatio
*sources diversit 2. describe food. ing animal n Family
of food y animal food. Step2. Facilitator explains food - and
-Animal 3 draw and that comes from animal naming Heritage
food label one Step3. In groups learners list Studies
animal food food that comes from animal as Primary
the facilitator moves around School
assisting. Infant
Step4. Group presentations on (ECDA-
listing animal food Grade 2)
Step5. Individually learners Syllabus
draw food from animal and write page 32
few sentences.
Conclusion: Facilitator and
learners say their favourite
animal food.

Revision Learner By the end of Song and dance role playing - A chart Ministry
-identity: s are the lesson Discussion Group work Drama naming showing of
Family aware learners should Question and answer - family Primary
history of the be able to:- 1. Facilitator and learners talk identify members and
and our concept 1. revise and about their families, friends and ing Pictures Secondar
heritage s consolidate school - of y
-myself what they 2. learners name and identify describi friends Educatio
and my learnt about given kitchen utensils with the ng Local n Family
family family, friends, facilitator’s help - environ and
-myself school, kitchen 3. Class discuss common norms discussi ment Heritage
and my utensils, norms and values ng Real Studies
friends and values 4. Dramatizing on norms and - food Primary
-myself 2. complete values answeri Pictures School
and my sentences on 5. Group activities on topics ng of food Infant
school concepts covered. Group feedback -role Chart (ECDA-

64
 -family covered 6. Individual written work playing showing Grade 2)
relationshi question and answer on topics - indigeno Syllabus
ps covered drawin us foods page 31
-family g 1 pot
norms and 1 cup
values 1 plate
- A chart
indigenous showing
food and cooking
kitchen utensils
utensils
Week Revision Learner By the end of 1. Learners state family norms - Pictures Ministry
12 -cultural s are the lesson, with facilitator assisting naming showing of
heritage aware learners should 2. Learners identify indigenous - African Primary
unhu/ of the be able to:- customs and common courtesies identify customs and
Ubuntu/ concept 1. state family at home, community and at ing A chart Secondar
vumunhu s norms and school - showing y
-customs values 3. In groups learners state family discussi modes of Educatio
and 2. identify rules ng socialisat n Family
common indigenous 4. Class discuss how families, - ion and
courtesies customs and communities and school provide answeri A chart Heritage
-family common security ng showing Studies
socialisati courtesies at 5. Learners state indigenous and - family Primary
on home, modern games describi members School
-security community 6. Practical activities on games ng Reading Infant
at home, and at school 7. Individual written work cards (ECDA-
communit 3. state ways in A chart Grade 2)
y and which family, of family Syllabus
school community rules page 27-
-family and school A chart 31
rules showing
- exotic

65
 indigenous games
and Play area
modern 10 word
games cards
End of Learner By the end of Instructions from the invigilator - Charts Ministry
term tests s are the lesson Learners answer given questions naming on topics of
- aware learners should individually -critical covered Primary
answering of the be able to:- Class discuss test items thinkin Work on and
questions concept 1. answer Marking and recording of test g the chalk Secondar
s questions from scores - board y
Areas of topics covered Oral questioning on topic discussi 10 task Educatio
difficulty in terms 1 & covered ng cards n Family
Learners state areas that proved - Charts and
to be difficult in the test answeri on topics Heritage
Group activities on topics/areas ng covered Studies
identified - Local Primary
Group feedback and class identify environ School
discussions ing ment Infant
Individual written work - (ECDA-
reading Grade 2)
Syllabus
page 27-
31
Week CLOSING WEEK
14
10/08
/18

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