Grade 3 Mixed Works

GRADE 3 TERM 1, 2022
CONTENTS PAGE
Learning area Pages
Mathematics 2 – 19
English language 20 – 42
Science and technology 43 – 54
Indigenous language – Chishona 55 – 79
F.R.M.E 80 – 93
Heritage – Social Studies 94 – 104
I.C.T 105 – 111
V.P.A 112 – 129
Agriculture 130 – 140
P.E.S.M.D 141 – 159
Guidance and counselling 160 – 166
WEEK TOPIC/ COMPETENCIES/
ENDING CONTENT OBJECTIVES SKILLS METHODOLOGIES/ACTIVITIES REF/S.O.M MEDIA EVALUATION
MATHEMATICS,
FIRST TERM 2022
TOPICS TO BE COVERED FOR THE TERM
BROAD TOPIC FOR THE TERM SUB-TOPICS CROSS CUTTING THEMES
- Whole numbers Gender
- Ordinal numbers Children’s Rights and responsibilities
Number Child Protection
- Quantifying numbers
Disaster Risk Management
- Fractions Financial Literacy
Sexuality, HIV and AIDS Education
Heritage Studies
Collaboration
Inclusivity
BROAD AIMS
To enable the learners:
 think and express themselves clearly and logically;
 develop an inquiring mind through child centred approaches;
 prepare for vocation and further studies in Mathematics and other learning areas;
 develop holistically and show a positive attitude towards Mathematics
References:
1. Primary Mathematics National Syllabus grade 3 (2015-2022)
2. School based Syllabus 2020
3. Ventures Primary Mathematics (New curr) learners book Grade 3, College Press by: Dennis Skinners and et al(2016)
Term 1 Objective(s)/week
TotalObjectives Objectives/Term 1 2 3 4 5 6 7 8 9 10
2
67 Term 1=21 Term 2=23 Term 3= 23 2 2 2 2 2 2 3 2 2 2
=21, 23, 23
3
Week
Ending WEEKLY AIM:To enable learners think and express themselves clearly and logically in counting systems within a range of (0-1 000)
1 Assumed knowledge: - Some learners can write numbers
TOPIC/ OBJECTIVES Competencies METHODOLOGIES/ACTIVITIES REF MEDIA EVALUATION
/ /SKILLS
CONTEN
T
NUMBER WEEK OBJECTIVES Methods Grade -w/cards ………………………………………………
Whole numbers By the end of the week learners should -reading - Demonstration 3maths -charts ………………………………………………
(0-1 000) be able to: - Explanation Syllabus
-writing -number ………………………………………………
1.Numbers in numerals - Discussion page 7
 read and write any numberin -counting line
2.Numbers in words Activities ………………………………………………
3.Numbers in numerals and numerals and words in the given -observing -Bullets -
range - Group/pair work ………………………………………………
words -identifying - Reading 1-2 smartpho
4.Counting numbers  identify, read, write and count -School nes ………………………………………………
forward forward and backwards within the - Observing
Based Syll
5. Counting numbers range - Counting pg 4-5
………………………………………………
backwards - Identifying
- Individual written work
Whole LESSON OBJECTIVES Assumed knowledge:Some lrnrs can read numbers ………………………………………………
1 numbers (0-1 By the end of the -Ventures -Number ………………………………………………
000) lesson learners should -reading Intro:Lrnrs read number line while fclttr assist Pry Maths line
………………………………………………
grade 3 -w/cards
Numbers in be able to: -discussion 1.Facilitator explains and demonstrates on reading and writing
-c/board ………………………………………………
-observing numbers in numerals while lrnrs listen attentively. lrnrs (new
numerals
-read and write at least 2.Facilitator -lrnr discussion on reading and writing numbers in curr) bk ………………………………………………
three out of six numerals page 3
………………………………………………
Eg. 1, 11, 3.Group work and feedback on reading and writing numbers in
16………… numbers correctly in ………………………………………………
numerals in the given numerals
range 4.Individual written work while the fclttr measure lrnrs ………………………………………………
performance
Conclsn:Facilitator asks two lrnrs to read numbers in numerals
on c/board
Numbers in Assumed knowledge:Some lrnrs can write numbers ………………………………………………
2 words - read and write at least -Ventures -Number ………………………………………………
Eg. 14= three out of eight Intro:Recap of the previous lesson Pry Maths line
………………………………………………
1.Facilitator explains and demo on reading and writing numbers grade 3 -w/cards
fourteen numbers correctly in -writing
-c/board ………………………………………………
-discussion in words whilst lrnrs observe and listen. lrnrs (new
100=one words in the given
2.Facilitator -lrnr discussion on reading and writing numbers in curr) bk ………………………………………………
hundred range -observing
words page 3,7
………………………………………………
73= 3.Group work and feedback on reading and writing numbers in
seventy three words ………………………………………………
4.Individual work while thefclttr supervises
Conclsn:Facilitator ask two lrnrs to write numbers in words
Assumed knowledge:Some lrnrs can read some numbers in ………………………………………………
Numbers in - read and write at least numerals -Ventures -Number
3
3 numerals and five out of ten numbers Intro:Recap of the previous lesson Pry Maths line ………………………………………………
words correctly in numerals -discussion 1.Facilitator explains and demo on reading and writing numbers grade 3 -w/cards ………………………………………………
Eg .thirty = 30 and words in the given -observing in words and numerals lrnrs (new -c/board
………………………………………………
2.Facilitator -lrnr discussion on reading and writing numbers in curr) bk -number
Fourteen range - words and numerals page 3,7 squares ………………………………………………
= 14 3.Group work and feedback on reading and writing numbers in ………………………………………………
numerals and words
4.Individual work while thefclttr assist ………………………………………………
Conclsn:Question and answer on work done
Number Assumed knowledge:Some lrnrs can count ………………………………………………
4 sequence: - identify, read, write - -Ventures -Number ………………………………………………
Counting and count forward Intro:Lrnrs identify and read number line on the walls with the Pry Maths line
identifying ………………………………………………
help of the fclttr grade 3 -w/cards
numbers within the range -observing
1.Facilitator explains and demo on counting numbers in forward lrnrs (new -c/board ………………………………………………
forward -counting while lrnrs listen and observe curr) bk ………………………………………………
Eg. 0,
2.Group work and feedback on counting numbers in forward page 11
………………………………………………
1,2,3,4…… while fclttr assists
10… 3.Individual work while the fclttr supervises
Conclsn:Revision on work done
Number Assumed knowledge:Some lrnrs can count ………………………………………………
5 sequence: - identify, read, write - -Ventures -Number ………………………………………………
Counting and count backwards Intro:Recap of the previous lesson Pry Maths line
identifying ………………………………………………
1.Facilitator explains and demo on counting numbers in grade 3 -w/cards
numbers within the range -observing
backward while lrnrs listen and observe lrnrs (new -c/board ………………………………………………
backwards -counting 2.Group work and feedback on counting numbers in backward curr) bk ………………………………………………
Eg.20, 19,
while fclttr assists page 11
18,17…10…0 3.Individual work while the fclttr supervises
Week
2 Assumed knowledge: - Some learners are aware of multiples
/ /SKILLS
CONTEN
T
Whole Numbers (0-1 000) By the end of the week -reading - Demonstration 3maths -charts ………………………………………………
1.Number before a specifiednumber learners should be able to: - Explanation Syllabus
-writing -number ………………………………………………
2.Number after a specified number - Discussion page 7
 identify a number before -observing line
3.Multiples of 2, 3 and 4 and after a specified Activities ………………………………………………
-identifying -Bullets -
4.Multiples of 5, 6 and 7 number - Group/pair work ………………………………………………
- Observing 3-4 smartpho
5.Multiples of 8, 9 and 10  identify multiples of 2,
- Identifying -School nes ………………………………………………
6.Revision Exerc 3…,10 Based Syll
- Individual written work pg 4-5
………………………………………………
- Number LESSON OBJECTIVES Assumed knowledge:Some lrnrs can say numbers before and ………………………………………………
1 before a By the end of the after
Grade
-Number ………………………………………………
specified lesson learners should - Intro:Lrnrs read number line while fclttr assist line
3maths ………………………………………………
number be able to: 1.Facilitator ’s explanation and illustration on neighbours of a -w/cards
identifying
4
100, 200, -discussion given number Syllabus -c/board ………………………………………………
300,400….100 -identify at least four 2.Facilitator -lrnr discussion on neighbours of given numbers page 7 ………………………………………………
0 out of eight numbers 3.In groups lrnrs identify neighbours of given numbers
………………………………………………
Eg .Before before a specified 4.Individual written work while the fclttr measure lrnrs
200 is …. number correctly performance ………………………………………………
Before 500 Conclsn:Revision on work done ..
is…..
- Number after Assumed knowledge:Some lrnrs can say numbers before and ………………………………………………
2 a specified - identify at least four after -Number ………………………………………………
number Grade line
out of eight numbers - Intro:Recap of the previous lesson ………………………………………………
3mathsSy -w/cards
100, 200, before a specified identifying 1.Facilitator ’s explanation and illustration on neighbours of a llabus ………………………………………………
300,400….100 given number -c/board
number correctly -discussion page 7
0 2.Facilitator -lrnr discussion on neighbours of given numbers ………………………………………………
Eg. After 800 3.In groups lrnrs identify neighbours of given numbers ………………………………………………
is …. 4.Individual written work while the fclttr measure lrnrs
After 300 performance ………………………………………………
is….. Conclsn:Question and answer on work done
Assumed knowledge:Some lrnrs can say some multiples of 2 ………………………………………………
3 - Multiples of - identify at least five -Number ………………………………………………
2, 3 and 4 - Intro:Lrnrs count numbers from 1-100 line
out of eight multiples ………………………………………………
1.Facilitator explains and demo on counting given multiples of Grade -w/cards
of 2, 3 and 4 correctly identifying
Eg. Multiples 2,3 and 4 while lrnrs listen and observe 3maths -c/board ………………………………………………
-discussion
of 2: 2, 4,6,…. 2.Group work and feedback on counting numbers in given Syllabus -number ………………………………………………
Multiples multiples of two up to four while the fclttr assist page 7 squares
………………………………………………
of 3: 3, 6, 9… 4.Individual work while thefclttr assist
Conclsn:Facilitator ask two lrnrs to identify multiples of 2, 3 and ………………………………………………
4
- Multiples of Assumed knowledge:Some lrnrs can say some multiples of 5 Grade ………………………………………………
4 5, 6 and 7 -identify at least five 3maths -Number ………………………………………………
out of ten multiples of - Intro:Recap of the previous lesson Syllabus line
………………………………………………
Eg. Multiples 1.Facilitator explains and demo on counting given multiples of page 7 -w/cards
5, 6 and 7 correctly identifying
of 5: 5, 10,15, two up to four while lrnrs listen and observe -c/board ………………………………………………
-discussion
…. 2.Group work and feedback on counting numbers in given ………………………………………………
Multiples multiples of 5,6 and 7 while the fclttr assist ………………………………………………
of 6: 6, 12, 4.Individual work while thefclttr assist where necessary
18… Conclsn:Facilitator ask two lrnrs to identify multiples of 5, 6 and ………………………………………………
7
- Multiples of Assumed knowledge:Some lrnrs can say some multiples of 10 Grade ………………………………………………
5 8, 9 and 10 - identify at least five - 3maths -Number ………………………………………………
Eg. Multiples out of eight multiples Intro:Recap of the previous lesson Syllabus line
identifying ………………………………………………
of 8: 8, 16,24, 1.Facilitator explain and demo on counting given multiples of 8, page 7 -w/cards
of 8, 9 and 10 correctly -observing
…. -c/board ………………………………………………
-counting 9 and 10 while lrnrs listen and observe
Multiples ………………………………………………
2.Group work and feedback on counting numbers in given
of 9: 9, 18,
27…. multiples of 8 up to 10 while fclttr assist ………………………………………………
3.Individual work while the fclttr supervises
5
Revision Assumed knowledge: Some learners are aware of some questions Grade 3 -c/board ………………………………………………
6 Exerc 1 -answer at least five out of the revision exercise maths ………………………………………………
of ten questions -writing Intro:Recapping work done during the week syllabus
………………………………………………
Eg. Before correctly 1.Facilitator ’s explanation and demo on work done during the page 7
-discussion
200 is …. week while lrnrs listen -Ventures
………………………………………………
After 500 2.Class discussion on work done during the week Pry Maths ………………………………………………
is….. 3.Question and answer on work done while lrnrs respond grade 3 ………………………………………………
Multiples of 2: 4.Individual work while the fclttr moves around supervising lrnrs (new
2, 4,6,… Conclsn:Question and answer on work done ………………………………………………
curr) bk
page 6,11
Week
3 Assumed knowledge: - Some learners
/ /SKILLS
CONTEN
T
Whole numbers (0-1 000) By the end of the week learners -arranging - Demonstration 3maths -f/card ………………………………………………
1.Sequence 1 should be able to: - Explanation Syllabus
-sequencing -c/board ………………………………………………
2.Sequence 2 - Discussion page 7
 supply missing numbers on a -observing -number
3.Place value of numbers below number line Activities ………………………………………………
100 -writing - Group/pair work -Bullets line
 state the value of digits in a 5-6 -place
………………………………………………
4. Place value of numbers below number within the range - Observing
1000 -School value ………………………………………………
- Arranging
Based Syll -charts
5. Place value of numbers below - sequencing ………………………………………………
pg 4-5
1000 - Individual written work ………………………………………………
6.Revision
LESSON OBJECTIVES - Assumed knowledge:Some lrnrs can say some missing numbers ………………………………………………
1 -Sequences By the end of the sequencing in a sequence
-Ventures
-Number ………………………………………………
lesson learners should -observing Intro:Facilitator shows lrnrs un arranged numbers while lrnrs line
Pry Maths ………………………………………………
Eg. 2 3 4 □ be able to: read them -w/cards
-writing grade 3
6 7 1.Trs explanation & demo on giving missing numbers in a -c/board ………………………………………………
-arranging lrnrs (new
-supply missing sequence while lrnrs observe and listen ………………………………………………
curr) bk
numbers on a number 2.Pair work on supplying numbers in a sequence page 4-5 ………………………………………………
line 3.Feedback and corrections from the fclttr ………………………………………………
4.Individual written work while the fclttr measure lrnrs
performance ………………………………………………
- Assumed knowledge:Some lrnrs can say missing numbers ………………………………………………
2 - Sequence 2 - identify at least four sequencing
-Ventures
-Number ………………………………………………
out of eight numbers -observing Intro:Recap of the previous lesson line
Pry Maths ………………………………………………
Eg.100 □ 90 □ 1.Trs explanation & demo on giving missing numbers in a -w/cards
before a specified -writing grade 3
□ 75 70 sequence while lrnrs observe and listen -c/board ………………………………………………
number correctly -arranging lrnrs (new
2.Pair work on supplying numbers in a sequence while the fclttr ………………………………………………
curr) bk
assist page 4-5 ………………………………………………
3.Individual written work while the fclttr measure lrnrs
6
performance
Assumed knowledge:Some lrnrs are aware of tens and units ………………………………………………
3 Place value of - state the value of
-Ventures
-Number ………………………………………………
numbers digits in a number -stating Intro:Lrnrs count numbers from 1-100 line
Pry Maths ………………………………………………
below 100 1.Facilitator ’s explanation and illustration on finding place value -w/cards
within the range -discussion grade 3
of numbers below 100 while lrnrs listen -c/board ………………………………………………
Eg. 377 = tens lrnrs (new -number
2.Facilitator -lrnr find place values of underlined digits ………………………………………………
curr) bk squares
3.Class discussion on place values of numbers below 100 ………………………………………………
656 = 4.Individual work while thefclttr assist page 9
units Conclsn:Facilitator ask two lrnrs to state the value of digits in a ………………………………………………
number within the range
Place value of Assumed knowledge:Some lrnrs are ware of the values of digits ………………………………………………
4 numbers - state the value of
-Ventures
-Number ………………………………………………
below 1 000 digits in a number -stating Intro:Recap of the previous lesson line
Pry Maths ………………………………………………
1.Facilitator ’s explanation and illustration on finding place value -w/cards
635 = of numbers below 1000 while lrnrs listen -c/board ………………………………………………
hundreds lrnrs (new
1567= curr) bk
thousands 4.Individual work while thefclttr assist page 9
Conclsn:Facilitator ask two lrnrs to state the value of digits in a ………………………………………………
Assumed knowledge:Some lrnrs can say value of digits in a ………………………………………………
5 -Place value of - state the value of number
-Ventures
-Number ………………………………………………
numbers digits in a number -stating Intro:Recap of the previous lesson line
Pry Maths ………………………………………………
below 1000 1.Facilitator ’s explanation and illustration on finding place value -w/cards
of numbers below 1000 while lrnrs listen -c/board ………………………………………………
Eg. 635 = tens lrnrs (new
567= units curr) bk
4.Individual work while thefclttr assist page 9
Conclsn:Facilitator ask two lrnrs to state the value of digits in a
-Revision Assumed knowledge: Some learners are aware of some questions Grade 3 -c/board ………………………………………………
6 Exercise 3 -answer at least four of the revision exercise maths ………………………………………………
Rounding off out of eight questions -writing Intro:Recapping work done during the week syllabus
………………………………………………
to the nearest correctly 1.Facilitator ’s explanation and demo on work done during the page 7
-discussion
1000 week while lrnrs listen -Ventures
………………………………………………
Eg. 2 3 4 □ 2.Class discussion on work done during the week Pry Maths ………………………………………………
6 7 3.Question and answer on work done grade 3 ………………………………………………
Place value of: 4.Individual work while the fclttr moves around supervising lrnrs (new
635 = Conclsn:Question and answer on work done ………………………………………………
curr) bk
hundreds ………………………………………………
page 6,11
1567=
thousands …
Week
Ending WEEKLY AIM:To enable learners think and express themselves clearly and logically in number notation
Assumed knowledge: - Some learners
7
TOPIC/ OBJECTIVES Competencies METHODOLOGIES/ACTIVITIES REF/ MEDIA EVALUATION
4 / /SKILLS S.O.M
CONTEN
T
NUMBER WEEK OBJECTIVES -discussing Methods -c/board- ………………………………………………
Whole numbers (0-1 000) By the end of the week learners should - Demonstration Grade 3 w/cards ………………………………………………
1.Number notation 1 be able to: -writing - Discussion maths -number
2.Number notation 2  expand numbers syllabus ………………………………………………
-rounding off - Approximation
3.Approximation (rounding off) lines
 round of numbers to the nearest 10 -reading - Explanation page 7 ………………………………………………
4.Revision exerc 3 or 100 Activities ………………………………………………
-
Group work -Bullets
7-8 ………………………………………………
-
Rounding off
-
Reading -School ………………………………………………
Based Syll
-
Individual written pg 4-5
work
LESSON OBJECTIVES Assumed knowledge:Some lrnrs are aware of expanded notation ………………………………………………
1 Number By the end of the -observing -c/board- ………………………………………………
-Ventures
notation 1 lesson learners should Intro:Lrnrs read the number line w/cards ………………………………………………
Pry Maths
be able to: -writing 1.Facilitator explains and demo writing numbers in expanded grade 3 ………………………………………………
Eg.723 = 700 - expand numbers in -expanding notation while lrnrs listen and observe attentively. lrnrs (new
expanded notation and ………………………………………………
+ 20 + 3 2.Group work and feedback on writing numbers in expanded curr) bk
vice versa notation page 9 ………………………………………………
3.Individual work while thefclttrsupervises ………………………………………………
Assumed knowledge:Some lrnrs are aware of expanded notation ………………………………………………
2 - Number - expand numbers in -observing
-Ventures
-c/board- ………………………………………………
notation 2 expanded notation and Intro:Recap of the previous lesson w/cards
Pry Maths ………………………………………………
vice versa -writing 1.Facilitator explains and demo writing numbers in expanded
Eg 152= 100+ grade 3 ………………………………………………
-expanding notation lrnrs (new
50+2 or ………………………………………………
200 2.Group work and feedback on writing numbers in expanded curr) bk
+90+7 = 297 notation page 9 ………………………………………………
3.Feedback and corrections on work done ………………………………………………
Conclsn:Facilitator ask two lrnrs to expand numbers
- Assumed knowledge:Some lrnrs can round some given numbers -w/cards ………………………………………………
3 Approximatio - round off at least four
-Ventures
-c/board ………………………………………………
n (rounding out of eight numbers to -discussing Intro:Recap of the previous lesson -number
Pry Maths ………………………………………………
off) the nearest 10 1.Facilitator ’s explanation and demo on rounding off numbers to
-writing grade 3 cards
………………………………………………
-rounding the nearest 10while lrnrs listen lrnrs (new
Rounding off 2.Class discussion on rounding off numbers to the nearest 10 ………………………………………………
to the nearest off curr) bk
3.Pair work on rounding off numbers to the nearest 10while ………………………………………………
10 page 83
thefclttr assist them
………………………………………………
Eg. 24 = 20 4.Individual work while thefclttrsupervises
………………………………………………
445 = 450 Conclsn:Facilitator ask three lrnrs to round off numbers to the
nearest 10
8
Approximatio Assumed knowledge:Some lrnrs can round some given numbers -w/cards ………………………………………………
4 n (rounding - round off at least four
-Ventures
-c/board ………………………………………………
off) out of eight numbers to -discussing Intro:Lrnrs read the number line number
Pry Maths ………………………………………………
the nearest 100 1.Facilitator ’s explanation and demo rounding off numbers to the cards
Rounding off grade 3 ………………………………………………
-writing nearest 100while lrnrs listen lrnrs (new
to the nearest 2.Class discussion on rounding off numbers to the nearest 100 ………………………………………………
100 -rounding curr) bk
3.Pair work on rounding off numbers to the nearest 100 ………………………………………………
off page 84
4.Individual work while thefclttrsupervises
Eg. 98 = 100 -reading ………………………………………………
267 = 300 Conclsn:Facilitator ask three lrnrs to round off numbers to the
nearest 100
- Assumed knowledge:Some lrnrs can round some given numbers -w/cards ………………………………………………
5 Approximatio -Ventures
-c/board ………………………………………………
n (rounding -round off at four -discussing Intro:Lrnrs read the number line number
Pry Maths ………………………………………………
off) 1.Facilitator ’s explanation and demo rounding off numbers to the
numbers in the given grade 3 cards
Rounding off nearest 10 and 100while lrnrs listen
………………………………………………
to the nearest range to the nearest 10 -writing lrnrs (new
2.Class discussion on rounding off numbers to the nearest 10 and ………………………………………………
10 and 100 and 100 within the -rounding curr) bk
100 ………………………………………………
Eg. 49 = 50, given range off page 83-
3.Pair work on rounding off numbers to the nearest 10 and
nearest 10 -reading 84 ………………………………………………
100while thefclttr assist them
222 = 200,
nearest 100 4.Individual work while thefclttrsupervises
Conclsn:Facilitator ask three lrnrs to round off numbers to the
nearest 10 and 100
Revision Exer Assumed knowledge: Some learners are aware of some questions ………………………………………………
6 3 -answer at least four of the revision exercise Grade 3 ………………………………………………
out of eight questions -writing Intro:Recapping work done during the week maths ………………………………………………
Eg. 723 = 700 correctly -discussion 1.Facilitator ’s explanation and demo on work done during the syllabus -c/board
week while lrnrs listen ………………………………………………
+ 20 + 3 page 7
2.Class discussion on work done during the week ………………………………………………
49 = 50, to the
3.Question and answer on work done while lrnrs respond ………………………………………………
nearest 10 4.Individual work on work done
Week
Ending WEEKLY AIM:To enable learners acquire and apply mathematical concepts and skills ie. numeration systems and use them as tools in study, work, leisur
5 everyday transactions
Assumed knowledge: - Some learners can write even numbers
/ /SKILLS S.O.M
CONTEN
T
Whole numbers (0-1 000) By the end of the week learners should - Demonstration Grade 3 w/cards ………………………………………………
1.Even numbers be able to: -writing - Discussion maths -number ………………………………………………
2.Odd numbers  identify, list, read and write even -converting - Explanation syllabus
lines
3.Even and odd numbers and odd numbers in the range -Observing Activities page 7 ………………………………………………
4.Numeration systems(Roman and  convert roman numerals to Arabic - Group work ………………………………………………
Arabic numerals) - Reading -Bullets
numerals and vice versa in the range
5.Numeration systems (Roman 9-10
9
and Arabic numerals) (l –X) -
Converting -School ………………………………………………
6. Revision Ex 4 -
Observing Based Syll
………………………………………………
-
Individual written pg 4-5
………………………………………………
work
LESSON OBJECTIVES Assumed knowledge:Some lrnrs are aware of some even numbers ………………………………………………
-Ventures
1 - Even By the end of the -listing -c/board- ………………………………………………
numbers lesson learners should Pry Maths
Intro:Lrnrs read the number line w/cards ………………………………………………
grade 3
be able to: -writing 1.Facilitator explains and illustrates on reading even numbers
Eg. 2,4, lrnrs (new ………………………………………………
- identify, list, read and -identifying while lrnrs listen attentively
6,8……. curr) bk ………………………………………………
write even numbers in 2.Pair work & feedback on reading even numbers in the given page 9
the range range ………………………………………………
Assumed knowledge:Some lrnrs can say odd numbers ………………………………………………
2 - Odd numbers - identify, list, read and -listing
-Ventures
-c/board- ………………………………………………
write odd numbers in Intro:Recap of the previous lesson w/cards ………………………………………………
Eg.1, 3, 5, Pry Maths
the range -writing 1.Facilitator explains and illustrates on reading odd numbers grade 3
7…… ………………………………………………
-identifying while lrnrs listen attentively lrnrs (new
………
2.Pair work & feedback on reading odd numbers in the given curr) bk
range page 9
Conclsn:Facilitator ask two lrnrs to list odd numbers
Assumed knowledge:Some lrnrs are aware of even numbers -w/cards ………………………………………………
3 - Even and - identify, list, read and -listing
Grade 3
-c/board ………………………………………………
odd numbers write even and odd Intro:Recap of the previous lesson -number
maths ………………………………………………
numbers in the range -writing 1.Facilitator explains and illustrates on reading even and odd syllabus cards
Eg. 28, 23, 30, ………………………………………………
-identifying numbers while lrnrs listen attentively page 7
19 ………………………………………………
2.Pair work & feedback on reading even and odd numbers in the
given range ………………………………………………
Conclsn:Facilitator ask two lrnrs to list even and odd numbers
Assumed knowledge:Some lrnrs are aware of Arabic numerals -w/cards ………………………………………………
4 - Numeration - convert roman
-Ventures
-c/board ………………………………………………
systems numerals to Arabic -writing Intro:Lrnrs observe Arabic numerals number
Pry Maths ………………………………………………
(Roman and 1.Facilitator explanation on Roman and Arabic numerals while
numerals in the range -observing grade 3 cards
Arabic lrnrs listen attentively ………………………………………………
numerals) (l –X) converting lrnrs (new
2.Facilitator demo on reading and writing numbers in Arabic and ………………………………………………
curr) bk
Roman numerals while lrnrs listen ………………………………………………
Eg. 1= i, 3.In pairs lrnrs convert roman numerals to Arabic numerals page 11
2 = ii following fclttr’s instructions ………………………………………………
10 =X 4.Individual work while thefclttrsupervises ………………………………………………
5=V Conclsn:Facilitator ask three lrnrs to convert roman numerals to
Arabic numerals in the range
10
Assumed knowledge:Some lrnrs are aware of Arabic numerals -w/cards ………………………………………………
5 - Numeration - convert roman
-Ventures
-c/board ………………………………………………
systems numerals to Arabic -writing Intro:Recap of the previous lesson number
Pry Maths ………………………………………………
(Roman and 1.Facilitator explanation on Roman and Arabic numerals while
numerals and vice - grade 3 cards
Arabic lrnrs listen attentively ………………………………………………
numerals) versa in the range (l – converting lrnrs (new
2.Facilitator demo on reading and writing numbers in Arabic and ………………………………………………
X) -observing curr) bk
Roman numerals while lrnrs listen ………………………………………………
Eg. ii= 2 3.In pairs lrnrs convert roman numerals to Arabic numerals page 11
vi=6 following fclttr’s instructions ………………………………………………
10=X 4.Individual work while thefclttrsupervises …………………………..…………………
Conclsn:Facilitator ask two lrnrs to convert roman numerals to
Arabic numerals and vice versa
Assumed knowledge: Some learners are aware of some questions ………………………………………………
6 -Revision -answer at least four of the revision exercise Grade 3 ………………………………………………
work 4 out of eight questions -writing Intro:Recapping work done during the week maths ………………………………………………
correctly -discussion 1.Facilitator ’s explanation and demo on work done during the syllabus -c/board
Eg. 2,4, week while lrnrs listen ………………………………………………
page 7
6,8……. 2.Class discussion on work done during the week ………………………………………………
vi=6 3.Question and answer on work done while lrnrs respond
10=X ………………………………………………
4.Individual work on work done
Week
Ending WEEKLY AIM:To help learners think and express themselves clearly and logically in arranging ordinal numbers
6 Assumed knowledge: - Some learners can arrange numbers
/ /SKILLS S.O.M
CONTEN
T
Ordinal numbers By the end of the week learners - Demonstration Grade 3 w/cards ………………………………………………
1.Ordinal numbers to 10th should be able to: -writing - Discussion maths -number ………………………………………………
2.Ordinal numbers to 20th  tell positions of objects in a -converting - Explanation syllabus
lines
3.Ordinal numbers to 30th row; -Observing Activities page 7 ………………………………………………
4.Position of objects  arrange a set of numbers in -
Group work
-Bullets
………………………………………………
5.Arranging in order order -
Converting
11-12 ………………………………………………
6. Revision Ex 5 -
Observing
-
Individual written
work
Ordinal LESSON OBJECTIVES Assumed knowledge:Some lrnrs read number line ………………………………………………
1 numbers from By the end of the -c/board- ………………………………………………
lesson learners should Grade 3
first to 10th -observing Intro: Lrnrs say ordinary numbers from 1-10 w/cards ………………………………………………
maths
be able to: -listening 1. Facilitator ’s explanation and demonstration on telling positions
syllabus ………………………………………………
First, second, - tell who is first, -discussing in sequence using ordinal numbers while lrnrs listen and observe
page 7
second, third in a given 2.Facilitator -lrnr discuss on telling positions in sequence using ………………………………………………
third etc
ordinal numbers ………………………………………………
sequence
3.Feedback and corrections on work done
1 = first, 4= -write at least three out 4.Individual work while thefclttrsupervises ………………………………………………
4th of six numbers in Conclsn:Facilitator learner revise last three questions
11
ordinal numbers
Assumed knowledge:Some lrnrs can count ………………………………………………
2 Ordinal - identify pupils -listing
Grade 3
-c/board- ………………………………………………
numbers from positions up to 20th Intro: Lrnrs say ordinary numbers from 1-20 w/cards ………………………………………………
maths
1st to 20th -writing 1.Facilitator ’s explanation and demonstration on telling positions
syllabus ………………………………………………
-identifying in sequence using ordinal numbers while lrnrs listen and observe
page 7
2.Facilitator -lrnr identify positions up to 20th in sequence using ………………………………………………
Peter is third
ordinal numbers. ………………………………………………
on the race. 3.Individual work while thefclttrsupervises
Ordinal Assumed knowledge:Some lrnrs count numbers -w/cards ………………………………………………
3 numbers from Grade 3
-c/board ………………………………………………
1st to 30th - write ordinal numbers -writing Intro:Recap of the previous lesson -number ………………………………………………
maths
from 1st to 30th from the -discussing 1.Facilitator ’s explanation and demonstration on telling positions cards
syllabus ………………………………………………
Twenty given numbers in sequence using ordinal numbers while lrnrs listen and observe
page 7
2.Facilitator -lrnr discuss on writing positions in sequence using ………………………………………………
second = 22nd
ordinal numbers ………………………………………………
Twenty fourth 3.Feedback and corrections on work done
= 24th 4.Individual work while thefclttrsupervises ………………………………………………
Position of Assumed knowledge:Some lrnrs say positions of objects -w/cards ………………………………………………
4 objects - tell and write
Grade 3
-c/board ………………………………………………
positions of objects in a -writing Intro:Lrnrs name objects shown on the chart while fclttr assists number ………………………………………………
maths
row; -observing 1.Facilitator ’s explanation and demonstration on telling positions cards
syllabus ………………………………………………
-discussing of objects using ordinal numbers while lrnrs listen and observe
page 7
2.Facilitator -lrnr discuss on writing positions of objects in a row ………………………………………………
Triangle is 4th using ordinal numbers ………………………………………………
position. 3.In pairs lrnrs tell and write positions of objects in a row
Assumed knowledge:Some lrnrs can arrange numbers in order -w/cards ………………………………………………
5 Arranging in - arrange in order a set Grade 3 -c/board ………………………………………………
order of given numbers -writing Intro:Recap of the previous lesson maths number ………………………………………………
-observing 1.Facilitator explanation and demo on arranging in order a set of syllabus cards
given numbers in order ………………………………………………
-arranging page 7
2.Facilitator -lrnr practice arranging in order a set of given ………………………………………………
4, 2, 8, 17, 5, numbers ………………………………………………
10 3.In pairs lrnrs arranging in order a set of given numbers
Conclsn: Facilitator learner revise last three questions
Revision work Assumed knowledge: Some learners are aware of some questions ………………………………………………
Eg. Twenty out of eight questions -writing Intro:Recapping work done during the week maths ………………………………………………
second = 22nd correctly -discussion 1.Facilitator ’s explanation and demo on work done during the syllabus -c/board
Twenty fourth page 7
= 24th
3.Question and answer on work done while lrnrs respond
Peter is third
12
on the race. 4.Individual work while the fclttr moves around supervising ………………………………………………
Conclsn:Question and answer on work done ………………………………………………
Week
Ending WEEKLY AIM:To enable learners think and express themselves clearly and logically
7 Assumed knowledge: - Some learnerscan arrange numbers
/ /SKILLS S.O.M
CONTEN
T
NUMBER WEEK OBJECTIVES - Methods Grade 3 -c/board- ………………………………………………
Quantifying numbers By the end of the week learners should be -writing - Discussion maths w/cards ………………………………………………
(cardinal numbers) able to: - - Explanation syllabus -number
 arrange in ascending and descending page 8 ………………………………………………
(0 to 1000) -arranging Activities lines
1.Arranging in order order a set of numbers - - Group work ………………………………………………
2.Comparing tens  compare any two given numbers by identifying - arranging -Bullets ………………………………………………
3.Comparing hundreds inserting the correct sign between them - - comparing 13-15
………………………………………………
4.Estimating  estimate within the reasonable range comparing - identifying -School
Based Syll
5.Revision exerc 6 - Individual written ………………………………………………
pg 4-5
work ………………………………………………
LESSON OBJECTIVES Assumed knowledge:Some lrnrs can arrange numbersers ………………………………………………
1 Arranging in By the end of the -c/board- ………………………………………………
-Ventures
ascending lesson learners should Intro: Lrnrs read number line w/cards ………………………………………………
Pry Maths
order be able to: -arranging 1.Trs explanation on arranging numbers in ascending order while grade 3 ………………………………………………
-arrange in ascending -listening lrnrs listen lrnrs (new
order a set of numbers ………………………………………………
2.Facilitator -lrnr arrange numbers in ascending order curr) bk
6, 12, 17, 26, 3.Group work on arranging numbers in ascending order while the page 10 ………………………………………………
fclttr monitors ………………………………………………
4.Individual work while thefclttrsupervises …………………………………….............
……
Assumed knowledge:Some lrnrs can arrange numbers Ventures ………………………………………………

2 Arranging in -arrange in descending Pry Maths -c/board- ………………………………………………
descending order a set of numbers Intro: Recap of the previous lesson grade 3 w/cards ………………………………………………
1.Trs explanation on arranging numbers in ascending order while lrnrs (new
order -arranging
lrnrs listen curr) bk ………………………………………………
-listening
2.Facilitator -lrnr arrange numbers in ascending order page 10 ………………………………………………
3.Group work on arranging numbers in ascending order while the ………………………………………………
45, 37, 26, 17, fclttr monitors
12 3.Feedback and corrections on work done ………………………………………………
Assumed knowledge:Some lrnrs are aware of comparing signs -w/cards ………………………………………………
Comparing -c/board
13
3 tens -compare the tens using -writing Intro:Lrnrs identify signs -Ventures -number ………………………………………………
Use <, > or = <, > or = -comparing 1.Facilitator ’s explanation and demonstration comparing Pry Maths cards ………………………………………………
-identifying numbers using signs while lrnrs listen and observe grade 3
………………………………………………
2.Facilitator -lrnr compare numbers using signs. lrnrs (new
Eg. 82 [ ] 69
3.Feedback and corrections on work done curr) bk ………………………………………………
4.Individual work while thefclttrsupervises page 5 ………………………………………………
Conclsn:Facilitator asks one learner to compare tens using signs
given ………………………………………………
Assumed knowledge:Some lrnrs are aware of comparing signs -w/cards ………………………………………………

Ventures
4 Comparing -compare hundreds -c/board ………………………………………………
Pry Maths
hundreds using <, > or = -writing Intro:Recap of the previous lesson -charts ………………………………………………
1.Facilitator ’s explanation and demonstration comparing grade 3
-comparing
numbers using signs while lrnrs listen and observe lrnrs (new ………………………………………………
Use <, > or = -identifying
2.Facilitator -lrnr compare numbers using signs. curr) bk ………………………………………………
3.Feedback and corrections on work done page 5
Eg. 263 [ ] 481 ………………………………………………
- estimate and count Assumed knowledge:Some lrnrs can count -w/cards ………………………………………………
5 Estimating number of things in a Grade 3 -c/board ………………………………………………
given set -observing Intro:Recap of the previous lesson maths -charts ………………………………………………
************ -estimating 1.Facilitator explanation on the word estimation while lrnrs syllabus
listen attentively ………………………………………………
***** page 8
2.Facilitator demo on estimating things in a given set while lrnrs ………………………………………………
********
observe ………………………………………………
3.Lrnrs practise estimating things in a given set while the fclttr
assist ………………………………………………
6 Revision -answer at least four of the revision exercise Grad 3 ………………………………………………
exercise 6 out of eight questions -writing Intro:Recapping work done during the week maths ………………………………………………
Eg. 82 [ ] 69 page 8
263 [ ] 481
4.Individual work while the fclttr moves around supervising
Conclsn:Facilitator ask three lrnrs first two qtns of the revision …………………
exercise
Week
Ending WEEKLY AIM:To enable learners think and express themselves clearly and logically
8 Assumed knowledge: - Some learners can write proper fractions
/ /SKILLS S.O.M
CONTEN
T
NUMBER: WEEK OBJECTIVES - Methods -fruits ………………………………………………
Proper fractions By the end of the week - Discussion Grade 3 -c/ board ………………………………………………
(Denominators 2, 4 ,5 and 10) learners should be able - Explanation maths -w/cards
14
1.Proper fractions with denominators 2 and 4 to: -writing Activities syllabus ………………………………………………
2. Proper fractions with denominators 5 and 10  say, read and write - - Group work page 8 ………………………………………………
3.Write proper fractions with denominators 2, 4, 5 and 10 fractions in numerals -naming - shading
-Bullets ………………………………………………
4.Draw shapes and shade to represent fractions  draw shapes and -observing - drawing
5.Revision exer 7 shade to represent -shading - Individual 16-17 ………………………………………………
fractions -drawing written work -School
………………………………………………
Based Syll
pg 4-5 ………………………………………………
LESSON OBJECTIVES Assumed knowledge:Some lrnrs are aware of fractions -fruits ………………………………………………
1 Proper By the end of the -c/ board ………………………………………………
-Ventures
fractions with lesson learners should Intro: Lrnrs read different fractions -w/cards ………………………………………………
Pry Maths
denominators be able to: -reading 1.Facilitator explains on fractions with denominators 2 and 4 grade 3 ………………………………………………
2 and 4 - say, read and write -listening 2.Lrnrs practise work in pairs naming fractions with denominators lrnrs (new
fractions in numerals ………………………………………………
2 and 4 with the help of the fclttr curr) bk
1 3 3.Feedback and corrections on work done page 98- ………………………………………………
, 4.Individual work while thefclttrsupervises 99 ………………………………………………
2 4
Proper Assumed knowledge:Some lrnrs can read given fractions -fruits ………………………………………………
-Ventures
2 fractions with - say, read and write -c/ board ………………………………………………
Pry Maths
denominators fractions in numerals Intro: Lrnrs read different fractions -w/cards ………………………………………………
grade 3
5 and 10 -reading 1.Facilitator explains on fractions with denominators 5 and 10
lrnrs (new ………………………………………………
-listening 2.Lrnrs practise work in pairs naming fractions with denominators curr) bk ………………………………………………
3 8 5 and 10 with the help of the fclttr page 98-
, 3.Feedback and corrections on work done ………………………………………………
5 10 99
Assumed knowledge:Some lrnrs can read given proper fractions -fruits ………………………………………………
3 Write proper -Ventures
-c/ board ………………………………………………
fractions with - write at least five -writing Intro:Recap of the previous lesson -w/cards ………………………………………………
Pry Maths
denominators proper fractions with -naming 1.Facilitator explains on fractions with denominators 2, 4, 5 and grade 3 ………………………………………………
2, 4, 5 and 10 denominators 2, 4, 5 10 lrnrs (new
………………………………………………
and 10 2.Lrnrs practise work in groups naming fractions with curr) bk
13 8 denominators 2, 4, 5 and 10 with the help of the fclttr page 98- ………………………………………………
2 4 10 3.Feedback and corrections on work done 101 ………………………………………………

Assumed knowledge:Some lrnrs can draw -fruits ………………………………………………
4 -draw at least three out -c/ board ………………………………………………
-Ventures
Draw shapes of six shapes correctly -writing Intro:Lrnrs observe different shapes -w/cards ………………………………………………
Pry
and shade to and shade to represent -observing 1.Facilitator explains and demo on drawing and shading shapes Mathsgrad ………………………………………………
represent fractions -shading to represent fraction while lrnrs observe e 3 lrnrs
-drawing ………………………………………………
fractions 2.Facilitator -lrnr practice drawing and shading shapes to (new curr)
represent fractions bk page ………………………………………………
98-101
15
Conclsn:Displaying and comparing
Draw shapes Assumed knowledge:Some lrnrs can draw -fruits ………………………………………………
5 and shade to -draw at least three out
-Ventures
-c/ board ………………………………………………
represent of six shapes correctly -writing Intro:Recap of the previous lesson -w/cards ………………………………………………
Pry Maths
fractions and shade to represent -observing 1.Facilitator explains and demo on drawing and shading shapes grade 3 ………………………………………………
fractions -shading to represent fraction while lrnrs observe lrnrs (new
-drawing ………………………………………………
2.Facilitator -lrnr practice drawing and shading shapes to curr) bk
represent fractions page 98- ………………………………………………
4 3.Feedback and corrections on work done 101 ………………………………………………

9
6 Revision -answer at least four of the revision exercise ………………………………………………
-Ventures
exercise 7 out of eight questions -writing Intro:Recapping work done during the week
Pry Maths ………………………………………………
correctly -discussion 1.Facilitator ’s explanation and demo on work done during the -c/board
grade 3 ………………………………………………
week while lrnrs listen
lrnrs (new
curr) bk
4.Individual work page 103-
104 ………………………………………………
Week
Ending WEEKLY AIM:To help learners prepare for vocation and further studies in Mathematics and other learning areas
9 Assumed knowledge: - Some learnerscan shade fractions
/ /SKILLS S.O.M
CONTEN
T
NUMBER: WEEK OBJECTIVES - Methods -charts ………………………………………………
Proper fractions By the end of the week - Discussion Grade 3 -c/ board ………………………………………………
(Denominators 2, 4 ,5 and 10) learners should be able to: - Explanation maths -w/cards
 name fractions shaded in a syllabus ………………………………………………
1.Shaded fractions -writing Activities
2.Ushaded fractions given diagram - - Group work page 8 ………………………………………………
3.Shaded and unshaded fractions  express fractions in their -naming - shading ………………………………………………
4.Draw shapes and shade to represent given fractions equivalent form -observing - expressing -Bullets
18-19 ………………………………………………
5.Equivalent fractions -shading - drawing
6.Revision exer 8 - - Individual -School ………………………………………………
Based Syll
expressing written pg 4-5 ………………………………………………
-drawing work
………………………………………………
……
LESSON OBJECTIVES Assumed knowledge:Some lrnrs can shade fractions in a diagram -Ventures -charts ………………………………………………
1 By the end of the Pry Maths -c/ board ………………………………………………
Shaded lesson learners should -writing Intro: Lrnrs say out fractions shown by the fclttr on flash cards grade 3 -w/cards ………………………………………………
fractions be able to: 1.Facilitator explanation and demo on saying and reading shaded lrnrs (new
-naming
fractions while lrnrs listen and observe curr) bk ………………………………………………
-name fractions shaded
16
in a given diagram 2.Lrnrs practise naming fractions shaded in given diagrams page 100- ………………………………………………
3.Feedback and corrections on work done 103 ………………………………………………
Assumed knowledge:Some lrnrs can shade fractions in a diagram -charts ………………………………………………
2 Unshaded - name fractions
-Ventures
-c/ board ………………………………………………
fractions unshaded in a given -writing Intro: Lrnrs say out fractions shown by the fclttr on flash cards -w/cards
Pry Maths ………………………………………………
diagram -naming 1.Facilitator explanation and demo on saying and reading
grade 3 ………………………………………………
unshaded fractions while lrnrs listen and observe
lrnrs (new
2.Lrnrs practise naming fractions unshaded in given diagrams ………………………………………………
curr) bk
4.Individual work while thefclttrsupervises page 100-
Conclsn:Revision on work done 103 ………………………………………………
Shaded and Assumed knowledge:Some lrnrs can read given fractions -Ventures -charts ………………………………………………
3 unshaded -identify shaded and Pry Maths -c/ board ………………………………………………
fractions unshaded fractions -writing Intro: Recap of the previous lesson grade 3 -w/cards ………………………………………………
1.Facilitator explanation and demo on saying and reading lrnrs (new
-naming
3 shaded/unshaded fractions curr) bk ………………………………………………
5 2.Lrnrs practise naming fractions shaded/unshaded in given page 100- ………………………………………………
diagrams 103
………………………………………………
4.Individual work while thefclttrsupervises ……
Assumed knowledge:Some lrnrs draw shapes -charts ………………………………………………
4 Drawing -draw at least four
-Ventures
-c/ board ………………………………………………
shapes and shapes and shade to -writing Intro: Recap of the previous lesson -w/cards
Pry Maths ………………………………………………
shade to 1.Facilitator explains and demo on drawing shapes and shading
represent given -observing grade 3
represent fraction while lrnrs observe ………………………………………………
fractions -shading lrnrs (new
given fractions 2.Facilitator -lrnr practice drawing and shading shapes to ………………………………………………
-drawing curr) bk
represent fractions ………………………………………………
3.Feedback and corrections on work done page 98-
4.Individual work while thefclttrsupervises 101
Assumed knowledge:Some lrnrs are aware of some -charts ………………………………………………
5 Equivalent - express at least four
-Ventures
-c/ board ………………………………………………
fractions out of eight fractions -writing Intro:Recap of the previous lesson -w/cards
Pry Maths ………………………………………………
correctly in their - 1.Facilitator explains on equivalent form while lrnrs listen
3 ❑ grade 3 ………………………………………………
equivalent form expressing 2.Lrnrs practise work in groups on expressing fractions in their
= lrnrs (new
5 10 equivalent form with the help of the fclttr
curr) bk
………………………………………………
2.Facilitator -lrnr practice expressing fractions to its equivalent ………………………………………………
form page 98-
3.Feedback and corrections on work done 101 ………………………………………………
Conclsn:Facilitator ask lrnrs fractions in their equivalent form
Revision Assumed knowledge: Some learners are aware of some questions ………………………………………………
exerc 8 -answer at least four of the revision exercise Grade 3
17
6 Equivalent out of eight questions Intro:Recapping work done during the week maths ………………………………………………
fractions correctly -writing 1.Facilitator ’s explanation and demo on work done during the syllabus ………………………………………………
3 ❑ -discussion week while lrnrs listen page 8 -c/board ………………………………………………
Eg. = 2.Class discussion on work done during the week
5 10
3.Question and answer on work done ………………………………………………
4.Individual work while the fclttr moves around supervising ………………………………………………
………………………………………………
Shade
1
=
2
Week
Ending WEEKLY AIM:To help learners develop holistically and show a positive attitude toward mathematics
10 Assumed knowledge: - Some learners are aware of fractions
/ /SKILLS S.O.M
CONTEN
T
NUMBER: WEEK OBJECTIVES Methods -charts ………………………………………………
Proper fractions By the end of the - Discussion Grade 3 -c/ board ………………………………………………
(Denominators 2, 4 ,5 and 10) week learners should - Demonstration maths -w/cards
be able to: syllabus ………………………………………………
1.Comparing fractions -writing - Explanation
2.Arranging and write fractions in ascending  compare fractions Activities page 8 ………………………………………………
-comparing
order  arrange fractions -observing
- Group work ………………………………………………
3.Arranging and write fractions in descending in ascending and - Arranging -Bullets
-arranging 20-21 ………………………………………………
order descending order. - Observing
4.Arranging and writing fractions in - Comparing -School ………………………………………………
Based Syll
descending and ascending order - Individual written work pg 4-5 ………………………………………………
5.Revision exerc 9
LESSON OBJECTIVES Assumed knowledge:Some lrnrs can compare fractions -charts ………………………………………………
1 By the end of the -c/ board ………………………………………………
-Ventures
Compare lesson learners should -writing Intro: Lrnrs say out fractions shown by the fclttr on frash cards -w/cards ………………………………………………
Pry Maths
fractions using be able to: - 1. Facilitator ’s explanation & demonstration on comparing
grade 3 ………………………………………………
<, > and = comparing fractions using <, > and = signs while lrnrs listen and observe
lrnrs (new
- compare at least three 2.Facilitator -lrnr compare fractions using <, > and = signs ………………………………………………
signs -observing curr) bk
out of six fractions 3.Group work & feedback on comparing fractions using <, > and ………………………………………………
½>¼ = signs page 102
Assumed knowledge:Some lrnrs can compare fractions -charts ………………………………………………
2 Comparing - compare at least three
-Ventures
-c/ board ………………………………………………
fractions out of six fractions -writing Intro: Recap of the previous lesson -w/cards ………………………………………………
Pry Maths
- 1. Facilitator ’s explanation & demonstration on comparing
grade 3 ………………………………………………
comparing fractions using <, > and = signs while lrnrs listen and observe
lrnrs (new
2.Facilitator -lrnr compare fractions using <, > and = signs ………………………………………………
6 3 -observing
3.Group work & feedback on comparing fractions using <, > and curr) bk
Eg . = page 102 ………………………………………………
10 5 = signs
18
Arranging and Assumed knowledge:Some lrnrs can arrange fractions -charts
3 write fractions -arrange at least four
Grade 3
-c/ board ………………………………………………
in ascending out of eight fractions -writing Intro: Recap of the previous lesson -w/cards ………………………………………………
maths
order correctly in ascending -arranging 1.Facilitator ’s explanation & demonstration on arranging and
syllabus ………………………………………………
order writing fractions in ascending order while lrnrs listen
page 8
2.Lrnrs in pairs practise arranging fractions in ascending order ………………………………………………
Eg. ¼,½, 3.Feedback and corrections on work done ………………………………………………
¾ 4.Individual work while thefclttrsupervises
Arranging and Assumed knowledge:Some lrnrs can arrange fractions -charts ………………………………………………
Grade 3
-c/ board ………………………………………………
in descending out of eight fractions -writing Intro: Recap of the previous lesson -w/cards ………………………………………………
maths
order correctly in -arranging 1.Facilitator ’s explanation & demonstration on arranging and syllabus ………………………………………………
Eg, ¾,½, descending order writing fractions in descending order while lrnrs listen page 8
………………………………………………
2.Lrnrs in pairs practise arranging fractions in descending order
¼ ………………………………………………
¼,½,¾ Conclsn:Question and answer on work done
Arranging and Assumed knowledge:Some lrnrs can arrange fractions -charts ………………………………………………
Grade 3
-c/ board ………………………………………………
in ascending out of eight fractions -writing Intro: Recap of the previous lesson -w/cards ………………………………………………
maths
and correctly in ascending -arranging 1.Facilitator ’s explanation & demonstration on arranging and syllabus ………………………………………………
descending and descending order writing fractions in descending and ascending order while lrnrs page 8
………………………………………………
order listen
2.Lrnrs in pairs practise arranging fractions in descending and ………………………………………………
Eg. ¾ ,½,
ascending order ………………………………………………
¼
3.Feedback and corrections on work done ………………….…………………………
¼,½,¾ 4.Individual work while thefclttrsupervises
Revision test Assumed knowledge: Some learners are aware of some questions ………………………………………………
Eg. ¾ , ½ , out of eight questions -writing Intro:Recapping work done during the week maths ………………………………………………
¼ week while lrnrs listen ………………………………………………
page 8
¼,½,¾ 2.Class discussion on work done during the week ………………………………………………
6 3 3.Question and answer on work done while lrnrs respond ………………………………………………
= 4.Individual work while the fclttr moves around supervising
10 5 Conclsn:Question and answer on work done ………………………………………………
Week
Ending WEEKLY AIM: To enable learners grasps all the concepts learnt throughout the whole term
11 Assumed knowledge: learners are familiar with revision exercise
/ /SKILLS
CONTEN
T
19
EXAMINATIO LESSON OBJECTIVES Intro: Lrnrs read exam rules on chart while the fclttr assist Grade 3 ………………………………………………
N By the end of the 1.Fclttr explains on how to write the exam while lrnrs are maths -Work ………………………………………………
lesson learners listening syllabus cards ………………………………………………
2.Individual written work while the fclttr moves around page 7-8
should be able to -writing -question
End of term monitoring the progress ………………………………………………
 answer more than -listening 3.Marking and recording of marks papers
exams ………………………………………………
half of the total Conclsn:Fclttr-lrnr revise difficult qtns of the exam -answer
Paper 1 or 2 marks correctly sheets
Week
Ending WEEKLY AIM:To enable learners grasp all the concepts learnt throughout the whole term
12 Assumed knowledge: Some learners performed above average in the exam
CONTEN /SKILLS
T
LESSON OBJECTIVES -writing Intro: Facilitator asks lrnrs difficulties they face when writing the Grade 3 -c/board ………………………………………………
REVISION By the end of the -listening exam maths ………………………………………………
WORK lesson learners should 1.Facilitator explains on how to revise the exam syllabus -answer
………………………………………………
be able to: 2.Facilitator ask lrnrs written questions of the exam page 7-8 sheets
Revision of -revise written 3.Lrnrs write correct answers for each question for the sake of ………………………………………………
end of term questions or exam revision purposes ………………………………………………
examination 4.Marking and recording marks while lrnrs wait for their marked
papers ………………
Conclsn: Facilitator gives lrnrs their papers
20
ENGLISH LISH LANGUAGE,

FIRST TERM 2022
SKILLS SUB- TOPICS COMPOSITION TOPICS CROSS CUTTING THEMES
- Long and short vowel sounds 1. My school Gender
Listening - Words with silent consonants and 2. Myself Children’s Rights and responsibilities
vowels 3. My teacher Child Protection
- Parts of speech 4. My favorite pet Disaster Risk Management
Speaking - News and stories 5. A letter to a friend Financial Literacy
- Words with silent consonants and 6. Themba goes to school Sexuality, HIV and AIDS Education
Reading vowels 7. My birthday Heritage Studies
- Comprehension 8. My best friend Collaboration
- Penmanship 9. Our home Environmental Issues
Writing - Hand-eye coordination
BROAD AIMS
To enable learners to:
- express themselves freely in a variety of situations that involve the use of functional English lish
- develop an appreciation of the English lish Language as a means of wider communication
- promote a reading and creative writing culture using the English lish Language
References
- EnglishNational Syllabus grade 3 (2015-2022)
- School Based Syllabus 2020
- Ventures Primary English (New curr) learner’s book Grade 3, College Press by: C.J.K Ngwaru (2016)
Skills TotalObjectives Objectives/Term 1 2 3 4 5 6 7 8 9 10
21
Listening 9 Term 1=3 Term 2=3 Term 3=3 1 1 1
3
=3, 3, 3 - - - - - - -
Speaking 13 Term 1=4 Term 2=5 Term 3=4 1 1 1 1
3
=4, 5, 4 - - - - - -
Reading 6 Term 1=2 Term 2=2 Term 3=2 1 1
3
=2, 2, 2 - - - - - - - -
Writing 17 Term 1=6 Term 2=5 Term 3=6 1 1 1 1 1 1
3
=6, 5, 6 - - - -
Week
Ending WEEKLY AIM:To develop in learners the four language skills
1 Assumed knowledge: - Some learners can read and write properly
/CONTENT /SKILLS
1.Listening/ speaking WEEK OBJECTIVES -expressing Methods English ……………………………………………
- Long and short vowel sounds By the end of the week learners -writing - Demonstration Grade 3 F/cards ……………………………………………
- Words with silent consonant should be able to: -listening - Question and answer NationalS c/board
2.Reading ……………………………………………
 distinguish words with long and short - Explanation yllabus
-reading w/cards
- Words with silent consonant and vowel sounds ie dip/deep, slip/sleep, - Discussion Page ……………………………………………
vowel sound -speaking
pull/pool, full/fool Activities 9,11,13, ……………………………………………
3.Writing  identify words with silent consonants 14
- Comprehension: - Reading ……………………………………………
sounds - Pair/group work -School
- Language structure: punctuation  pronounce words correctly Based Syll ……………………………………………
-Spellings - Penmanship
 write letters with loops - Individual written pg 6-8 ……………………………………………
- Phonics
work
LISTENING LESSON OBJECTIVES Assumed knowledge:Some lrnrs can read given words English c/board ……………………………………………
1 Long and short By the end of the Intro: Facilitator shows lrnrs a chart with long and short vowel Grade 3 w/cards ……………………………………………
vowel sounds lesson learners -listening words while lrnrs try to read the words National -chart ……………………………………………
-observing 1.Facilitator demo reading words with long and short vowel Syllabus with
should be able to: sounds while lrnrs listen attentively ……………………………………………
(long and short -distinguish words with -imitating Page 11 cardina
2.Lrnrs imitate the long and short vowel sounds made by the ……………………………………………
vowel words) long and short vowel fclttr l
Eg.dip/deep, sounds ie. dip/deep, vowels ……………………………………………
3.Facilitator -lrnr distinguish words with long vowel sounds
slip/sleep, slip/sleep, pull/pool, from those with short vowel sounds rhymin ……………………………………………
full/fool 4.Feedback and assistance on the topic learnt g ……………………………………………
Conclsn Question and answer on work done words
SPEAKING Assumed knowledge:Some lrnrs are aware of consonants f/cards ……………………………………………
2 Words with silent -identify words with Intro:Lrnrs read vowels sounds shown on the f/cards English -w/ ……………………………………………
consonant and silent consonant sound 1.Facilitator explains and demo pronouncing words with silent Grade 3 cards ……………………………………………
vowel sounds eg. Calm and often -listening vowel sounds while lrnrs attentively listen National smartp
2.Lrnrs in pairs pronounce words with silent vowel sounds on ……………………………………………
(Words with silent -speaking Syllabus hones
f/cards ……………………………………………
consonant sounds) 3.Feedback and assistance by the fclttr Page 11 -
Eg. knew, Calm diction ……………………………………………
Conclsn:Facilitator asks two lrnrs to pronounce words with
and often silent vowel sounds aries ……………………………………………
22
READING Assumed knowledge:Some lrnrs can read words given ……………………………………………
3 Words with silent - pronounce words
Intro:Facilitator shows lrnrs new words on f/cards while they
Ventures ……………………………………………
consonants and correctly when reading a -Reading Primary
them ie. Laugh, knows ……………………………………………
vowels English
comprehension - 1.Facilitator demo pronouncing new words with silent f/cards
Going to school ……………………………………………
paragraph pronouncin letterswhile lrnrs listen Grade 3 -c/
(Words with silent ……………………………………………
vowel) g 2.Facilitator -lrnr practice reading the passage with words with lrnrs board
(Words with silent silent letters book ……………………………………………
letters) 3.Lrnrs read new words with silent letters Page 2 ……………………………………………
Eg. 4.Feedback and correction from the fclttr
Laugh, knows Conclsn:Facilitator ask two lrnrs to pronounce wordswords
with silent letters
Assumed knowledge:Some lrnrs can read words with silent ……………………………………………
4 Words with silent - pronounce words vowels Ventures ……………………………………………
consonants and correctly when reading a -reading Intro:Recap of the previous lesson Primary -f/cards ……………………………………………
vowels 1.Facilitator demo pronouncing new words with silent English
comprehension - -t/
letterswhile lrnrs listen ……………………………………………
paragraph pronouncin Grade 3 books
(Words with silent 2.Facilitator -lrnr practice reading the passage with words with ……………………………………………
vowel) g silent letters lrnrs
book ……………………………………………
3.Lrnrs read new words with silent letters
Eg. 4.Feedback and correction from the fclttr Page 2 ……………………………………………
Laugh, knows Conclsn:Facilitator ask two lrnrs to pronounce words with
silent letters
WRITING Assumed knowledge:Some lrnrs can read sentences ……………………………………………
5 Comprehension – -read and answer at least -reading Intro:Facilitator shows f/cards with letters with loops Ventures ……………………………………………
Going to school six questions from the -writing 1.Facilitator ’s explanation on how to read and answer questions Primary -f/cards ……………………………………………
comprehension passage - while lrnrs attentively listen. English -t/
Eg.How old is ……………………………………………
2.Lrnrs read the passage while the fclttr monitors Grade 3
Nomsa? and write letters with books
3.Group work and feedback on work done. ……………………………………………
loops 4.Individual work while the fclttr monitors lrnrs
book ……………………………………………
Conclsn:Facilitator asks two lrnrs to answer oral questions
from the passage read Page 2
Language Assumed knowledge:Some lrnrs are aware of punctuation ……………………………………………
6 practice: -join at least three out of marks ……………………………………………
Punctuating five sentences correctly -writing Intro:Recap of the previous lesson Vent Pry
……………………………………………
sentences 1.Facilitator explains and demonstrate completing the sentences English
with capital letters and -
givenusing capital letters and full stops while lrnrs listen and (new- ……………………………………………
full stops sentenc
observe cur) ……………………………………………
2.Lrnrs in groups complete the sentences given using capital grade 3 e strips
……………………………………………
letters and full stops while the fclttr supervises page 6
3.Individual written work while thefclttr supervises ……………………………………………
4.Feedbak and corrections from the fclttr
Spellings Assumed knowledge:Some lrnrs can write some dictacted Vent Pry ……………………………………………
7 words English ……………………………………………
Eg. uniform -spell and write at least -writing Intro:Lrnrs read words on f/cards while thefclttr assist (new- -f/cards ……………………………………………
group, village 1.Facilitator ’s explanation on the meaning of the words while cur)
three out of six dictated -listening -w/
laugh, knows, lrnrs listen grade 3 ……………………………………………
words correctly with page 2 cards
deep, calm, often, 2.Class discussion on new words
23
pool loops 3.Individual written work while thefclttr supervises. ……………………………………………
Conclsn:Two lrnrs read new words on f/cards
Composition: Assumed knowledge:Some lrnrs can write neatly English ……………………………………………
8 -write a composition lish - ……………………………………………
My school Intro:Facilitator introduces the topic to the class picture
their school while -writing Grade 3 ……………………………………………
1.Facilitator explains how to write a composition s
writing letters with loops -discussing 2.Facilitator -lrnr discussion on composition writing National
(Grade 3-7 Nelson -c/ ……………………………………………
script 3.Lrnrs in groups brainstorm points to write a composition Syllabus
board ……………………………………………
contractions) while the fclttr assist where necessary Page
4.Individual written work while the fclttr monitors progress 9,11,13, ……………………………………………
Conclsn:Two lrnrs read their composition 14 ………………
Week
Ending WEEKLY AIM:To develop learners knowledge on reading and writing variety of creative texts
2 Assumed knowledge: - Some learners can read
/CONTENT /SKILLS
1.Listening/ speaking WEEK OBJECTIVES -expressing Methods English ……………………………………………
- Long and short vowel sounds By the end of the week learners -writing - Demonstration Grade 3 F/cards ……………………………………………
- Words with silent consonant should be able to: -listening - Question and answer NationalS c/board
2.Reading ……………………………………………
 distinguish words with long and - Explanation yllabus
-reading w/cards
- Words with silent consonant short vowel sounds ie dip/deep, - Discussion Page ……………………………………………
and vowel sound -speaking
slip/sleep, pull/pool, full/fool Activities 9,11,13, ……………………………………………
3.Writing  identify words with silent 14
- Comprehension: - Reading ……………………………………………
consonants sounds - Pair/group work -School
- Language structure: Using and  pronounce words correctly Based Syll ……………………………………………
-Spellings - Individual written work
 write letters with loops pg 6-8 ……………………………………………
- Phonics
LISTENING LESSON OBJECTIVES Assumed knowledge:Some lrnrs can read given words English w/cards ……………………………………………
1 Long and short By the end of the Intro: Facilitator shows lrnrs a chart with long and short vowel Grade 3 -chart ……………………………………………
vowel sounds lesson learners -listening words while lrnrs try to read the words National with ……………………………………………
-observing 1.Facilitator demo reading words with long and short vowel Syllabus cardina
should be able to: sounds while lrnrs listen attentively ……………………………………………
(long and short -distinguish words with -imitating Page 11 l
vowel words) long and short vowel fclttr vowels
Eg.pull/pool, sounds ie. dip/deep, - ……………………………………………
full/fool slip/sleep, pull/pool, from those with short vowel sounds rhymin ……………………………………………
full/fool 4.Feedback and assistance on the topic learnt g ……………………………………………
Conclsn Question and answer on work done words
SPEAKING Assumed knowledge:Some lrnrs are aware of vowels f/cards ……………………………………………
2 Words with silent -identify at least three Intro:Lrnrs read vowels sounds shown on the f/cards English -w/ ……………………………………………
consonant and out of five words with 1.Facilitator explains and demo pronouncing words with silent Grade 3 cards ……………………………………………
vowel sounds silent consonant sound -listening vowel sounds while lrnrs attentively listen National -
eg. short and knife 2.Lrnrs in pairs pronounce words with silent vowel sounds on ……………………………………………
(Words with silent -speaking Syllabus smartp
f/cards ……………………………………………
consonant sounds) 3.Feedback and assistance by the fclttr Page 11 hones
Eg. short and diction ……………………………………………
knife silent vowel sounds aries
24
READING Assumed knowledge:Some lrnrs can read some words given ……………………………………………
3 Words with silent - pronounce words
Intro:Facilitator shows lrnrs new words on f/cards while they
Ventures ……………………………………………
consonants and correctly when reading a -Reading Primary
them ie. Laugh, knows ……………………………………………
vowels English
comprehension - 1.Facilitator demo pronouncing new words with silent f/cards
(Words with silent ……………………………………………
paragraph pronouncin letterswhile lrnrs listen Grade 3 -c/
vowel) ……………………………………………
Nomsa meets g 2.Facilitator -lrnr practice reading the passage with words with lrnrs board
Pamela silent letters book ……………………………………………
(Words with silent 3.Lrnrs read new words with silent letters Page 5 ……………………………………………
letters) 4.Feedback and correction from the fclttr
……………………………………………
Eg. short and Conclsn:Facilitator ask two lrnrs to pronounce wordswords
rough with silent letters ……………………………………………
Words with silent Assumed knowledge:Some lrnrs can read some words given ……………………………………………
4 consonants and - pronounce words Intro:Recap of the previous lesson Ventures ……………………………………………
vowels correctly when reading a -reading 1.Facilitator demo pronouncing new words with silent Primary -f/cards ……………………………………………
comprehension - letterswhile lrnrs listen English -t/
Nomsa meets 2.Facilitator -lrnr practice reading the passage with words with ……………………………………………
paragraph pronouncin Grade 3 books
Pamela silent letters ……………………………………………
g 3.Lrnrs read new words with silent letters lrnrs
(Words with silent book ……………………………………………
4.Feedback and correction from the fclttr
vowel) Conclsn:Facilitator ask two lrnrs to pronounce wordswords Page 5 ……………………………………………
with silent letters
WRITING Assumed knowledge:Some lrnrs answer asked questions from ……………………………………………
5 Comprehension – -read and answer at least -reading the comprehension ……………………………………………
Nomsa meets six questions from the -writing Intro:Facilitator shows a f/cards with letters with loops Vent Pry -f/cards ……………………………………………
Pamela comprehension passage - 1.Facilitator ’s explanation on how to read and answer questions English -t/
while lrnrs attentively listen. (new- ……………………………………………
and write letters with books
2.Lrnrs read the passage while the fclttr monitors cur) ……………………………………………
Eg.Where does loops 3.Group work and feedback on work done. grade 3
Nomsa live? ……………………………………………
4.Individual work while the fclttr monitors page 5
Conclsn:Facilitator asks two lrnrs to answer oral questions ……………………………………………
from the passage read
Language practice Assumed knowledge:Some lrnrs can join sentences ……………………………………………
6 (and) -join at least three out of Intro:Recap of the previous lesson ……………………………………………
five sentences correctly -writing 1.Facilitator explains and demonstrate completing the sentences Vent Pry
……………………………………………
Joining sentences givenusing and while lrnrs listen and observe English
with capital letters and -joining -
2.Lrnrs in groups complete the sentences given using and while (new- ……………………………………………
full stops sentenc
the fclttr supervises cur) ……………………………………………
3.Individual written work while thefclttr supervises grade 3 e strips
……………………………………………
4.Feedbak and corrections from the fclttr page 4
Conclsn:Question and answer on work done ……………………………………………
Spellings Assumed knowledge:Some lrnrs can spell some dictated words Vent Pry ……………………………………………
7 English ……………………………………………
Eg. Age, began, Intro:Lrnrs read words on f/cards while thefclttr assist (new-
-spell and write at least -writing -f/cards ……………………………………………
short, rough, knife 1.Facilitator ’s explanation on the meaning of the words cur)
three out of six dictated -listening 2.Class discussion on new words -w/
grade 3 ……………………………………………
words correctly with 3.Individual written work while thefclttr supervises. page 5 cards
……………………………………………
loops Conclsn:Two lrnrs read new words on f/cards
25
Phonics- vowel Assumed knowledge:Some lrnrs can read phonics English ……………………………………………
8 Words sound – - make at least three out Intro: Lrnrs read different words on f/cards grade 3 ……………………………………………
oo- of six words using –oo- -reading 1.Facilitator say words with -oo-sound while lrnrs listen Syllabus -f/chart ……………………………………………
sound -listening 2.Facilitator -lrnr list words with -oo-sound Page 9- -phonic
Eg. Fool, moon, ……………………………………………
-writing 3.Lrnrs in groups make words with -oo-sound 14 chart
food, pool ……………………………………………
4.Individual task while the fclttr supervises
Conclsn: Two lrnrs read words with -oo-sound ……………….……………………………
Composition: Assumed knowledge:Some lrnrs can write neatly English ……………………………………………

9 Myself -write a composition Intro:Facilitator introduces the topic to the class lish ……………………………………………
their school while -writing 1.Facilitator explains how to write a composition while lrnrs Grade 3
(Grade 3-7 Nelson ……………………………………………
writing letters with loops listen National
script contractions) 2.Facilitator -lrnr discussion on composition writing - ……………………………………………
Syllabus picture
-What is your 3.Lrnrs in groups brainstorm points to write a composition ……………………………………………
while the fclttr assist where necessary Page s
name ?
9,11,13, -c/ ……………………………………………
-how old are you ? 4.Individual written work while the fclttr monitors progress
-where do you live Conclsn:Two lrnrs read their composition 14 board ……………………………………………
-your sister’s name
Week
Ending WEEKLY AIM:To help learners speak eloquently given oral structures, promote their comprehensive reading strategies and deepen their self-expression i
3 structures
Assumed knowledge: - Some learnerscan pronounce words
/CONTENT /SKILLS
1.Listening/ speaking WEEK OBJECTIVES Methods -School f/cards ……………………………………………
- Long and short vowel sounds By the end of the week - Demonstration Based Syll - ……………………………………………
-Words with silent consonant sounds learners should be able to: - - Explanation pg 6-8 w/cards
2.Reading ……………………………………………
 distinguish words with long - Discussion English
identifying -
- Words with silent letters and short vowel sounds ie Grade 3 ……………………………………………
-writing Activities -
3.Writing dip/deep, slip/sleep, NationalS ……………………………………………
- Comprehension: -listening - Reading phoneti
pull/pool, full/fool yllabus
- Language practice: Joining sentences -reading - Identifying c ……………………………………………
 identify silent consonants and - Pair/group work Page
-Spellings vowels -speaking 9,11,13, alphabe ……………………………………………
- Phonics  pronounce words correctly 14 t ……………………………………………
-Composition:My teacher  write letters with loops
LISTENING LESSON OBJECTIVES Assumed knowledge:Some lrnrs can read given words English w/cards ……………………………………………
1 Long and short By the end of the Intro: Facilitator shows lrnrs a chart with long and short vowel Grade 3 -chart ……………………………………………
vowel sounds lesson learners -listening words while lrnrs try to read the words National with ……………………………………………
should be able to: -observing 1.Facilitator demo reading words with long and short vowel Syllabus cardina
sounds while lrnrs listen attentively ……………………………………………
(long and short -distinguish words with -imitating Page 9 l
vowel words) long and short vowel fclttr vowels
Eg.pull/pool, sounds ie. dip/deep, rhymin ……………………………………………
full/fool slip/sleep, pull/pool, from those with short vowel sounds g ……………………………………………
full/fool 4.Feedback and assistance on the topic learnt words ……………………………………………
Conclsn Question and answer on work done
…………………
26
SPEAKING Assumed knowledge:Some lrnrs are aware of silent consonant ……………………………………………
2 Words with silent -identify at least three sounds English ……………………………………………
consonant and out of six words with Intro:Lrnrs read vowels sounds shown on the f/cards Grade 3 f/cards ……………………………………………
vowel sounds silent consonant sound -listening 1.Facilitator explains and demo pronouncing words with silent National -w/
vowel sounds while lrnrs attentively listen ……………………………………………
-speaking Syllabus cards
(Words with silent f/cards Page 11
consonant sounds) ……………………………………………
silent vowel sounds
READING Assumed knowledge:Some lrnrs can read given words ……………………………………………
3 Words with silent - pronounce words Intro:Facilitator shows lrnrs new words on f/cards while they Ventures ……………………………………………
consonants and correctly when reading a -reading them ie. Laugh, knows Primary ……………………………………………
vowels comprehension - 1.Facilitator demo pronouncing new words with silent English f/cards
Jimmy,the funny letterswhile lrnrs listen ……………………………………………
paragraph pronouncin Grade 3 -c/
man 2.Facilitator -lrnr practice reading the passage with words with ……………………………………………
g silent letters lrnrs board
(Words with silent
vowel) book ……………………………………………
3.Lrnrs read new words with silent letters
Measure, bread, Conclsn:Facilitator ask two lrnrs to pronounce wordswords
cough, meow, grunt, ……………………………………………
with silent letters
buck ……………………………………………
Words with silent Assumed knowledge:Some lrnrs are aware of vowels ……………………………………………
consonants and - pronounce words Intro:Recap of the previous lesson Ventures
4 vowels
……………………………………………
correctly when reading a -reading 1.Facilitator demo pronouncing new words with silent Primary -f/cards
Jimmy,the funny ……………………………………………
comprehension - letterswhile lrnrs listen English -t/
man
2.Facilitator -lrnr practice reading the passage with words with ……………………………………………
(Words with silent paragraph pronouncin Grade 3 books
vowel) silent letters ……………………………………………
g 3.Lrnrs read new words with silent letters lrnrs
Eg.
book ……………………………………………
Measure, bread, 4.Feedback and correction from the fclttr
cough, meow, grunt, Conclsn:Facilitator ask two lrnrs to pronounce wordswords Page 10 ……………………………………………
buck with silent letters
WRITING Assumed knowledge:Some lrnrs can read ……………………………………………
5 Comprehension – -read and answer at least -reading Intro:Lrnrs read new words from the passage ……………………………………………
Jimmy,the funny six questions from the -writing 1.Facilitator ’s explanation on how to read and answer questions Vent Pry -f/cards ……………………………………………
man comprehension passage - while lrnrs attentively listen. English -t/
2.Lrnrs read the passage while the fclttr monitors (new- ……………………………………………
and write letters with books
3.Group work and feedback on work done. cur) ……………………………………………
Eg.Jimmy lives in loops 4.Individual work while the fclttr monitors grade 3
? ……………………………………………
Conclsn:Facilitator asks two lrnrs to answer oral questions page 10
from the passage read ……………………………………………
Assumed knowledge:Some lrnrs can join sentences ……………………………………………

6 Language -join at least three out of Intro:Recap of the previous lesson Vent Pry -w/ ……………………………………………
practice: five sentences correctly -writing 1.Facilitator explains and demonstrate completing the sentences English cards ……………………………………………
Joining sentences givenusinga correct word (new-
using the correct word -
2.Lrnrs in groups complete the sentences given usinga correct cur) ……………………………………………
sentenc
word while the fclttr supervises grade 3 ……………………………………………
3.Individual written work while the fclttr supervises page 11 e strips
……………………………………………
4.Feedbak and corrections from the fclttr
27
Spellings Assumed knowledge:Some lrnrs can spell some dictated words ……………………………………………
7 -spell and write at least Vent Pry ……………………………………………
Eg. Brick, around, Intro:Lrnrs read words on f/cards while thefclttr assist English
three out of six dictated -writing -f/cards ……………………………………………
thief 1.Facilitator ’s explanation on the meaning of the words while (new-
words correctly and write -listening lrnrs listen -c/
cur) ……………………………………………
letters with loops 2.Class discussion on new words board
grade 3 ……………………………………………
3.Individual written work while thefclttr supervises. page 10
8 Words sound – - make at least three out Intro: Lrnrs read different words grade 3 ……………………………………………
-reading 1.Facilitator say words with -au-sound while lrnrs listen Syllabus -f/chart
au- of six words using –au- ……………………………………………
-listening 2.Facilitator -lrnr list words with -au-sound Page 9- -phonic
Eg. Laugh, aunt, sound ……………………………………………
-writing 3.Lrnrs in groups make words with -au-sound 14 chart
naught 4.Individual task while the fclttr supervises ……………………………………………
Conclsn: Two lrnrs read words with -au-sound
Composition: Assumed knowledge:Some lrnrs can write neatly - ……………………………………………
9 My teacher -write a composition Intro:Facilitator introduces the topic to the class English picture ……………………………………………
Main points about themselves while -writing 1.Facilitator explains how to write a composition while lrnrs Grade 3 s
……………………………………………
-his/her name ? listen -c/
writing letters with loops National
-likes/dislikes ? 2.Facilitator -lrnr discussion on composition writing board ……………………………………………
-where do he/she Syllabus
3.Lrnrs in groups brainstorm points to write a composition ……………………………………………
live ? while the fclttr assist where necessary Page
-why you like 9,11,13,1 ……………………………………………
4.Individual written work while the fclttr monitors progress
him/her Conclsn:Two lrnrs read their composition 4 ……………………………………………
Week
Ending WEEKLY AIM:To widen learners experience in spoken utterances with appropriate responses, read with a variety of approaches and expand their abilitie
4 written work.
Assumed knowledge: - Some learners can read and write properly
/CONTENT /SKILLS S.O.M
1.Listening/ speaking WEEK OBJECTIVES Methods -School ……………………………………………
- Words with silent consonants and vowels By the end of the week learners - Demonstrat Based Syll -f/cards ……………………………………………
-Words with silent vowel sounds should be able to: -identifying ion pg 6-8 -
2.Reading ……………………………………………
 identify silent consonants and -writing - Question -w/
- Words with silent consonants and vowels vowels and answer English ……………………………………………
3.Writing -listening cards
 pronounce words with silent - Explanation Grade 3 ……………………………………………
- Comprehension: -reading
vowel sounds - Discussion National
- Language practice: My favourite pet -speaking - ……………………………………………
 pronounce words correctly Activities
-Spellings Syllabus phoneti ……………………………………………
 join looped letters in continuous -
Reading
- Phonics writing Page c
-
Identifying ……………………………………………
-Composition: 9,11,13,1 alphabe
-
Pair/group ……………………………………………
work 4 t
- Individual
written
work
LISTENING LESSON OBJECTIVES Assumed knowledge:Some lrnrs are aware of consonants Ventures w/cards ……………………………………………
28
Words with silent Intro: Facilitator shows lrnrs a chart with different words while Primary
1 consonants and By the end of the lrnrs read them English -f/cards ……………………………………………
vowels -listening 1.Facilitator demo identifying silent consonants while lrnrs Grade 3
lesson learners -
(Silent listen attentively ……………………………………………
-observing lrnrs phoneti
consonants) should be able to: 2.Facilitator -lrnr identify silent consonants ……………………………………………
Eg.Knot, knife, - 3.Lrnrs practice identifying silent consonants book c
-identify at least three
out of six silent identifying 4.Feedback and assistance on the topic learnt Page 13 alphabe ……………………………………………
consonants Conclsn Question and answer on work done t ……………………………………………
SPEAKING Assumed knowledge:Some lrnrs can pronounce words ……………………………………………

2 Words with silent -pronounce at least three Intro:Lrnrs read vowels sounds shown on the f/cards English ……………………………………………
consonants and out of six words with 1.Facilitator explains and demo pronouncing words with silent Grade 3 f/cards ……………………………………………
vowels silent vowel sound eg. vowel sounds while lrnrs attentively listen
-listening Syllabus -w/
(Words with grunt, fruit, buck 2.Lrnrs in pairs pronounce words with silent vowel sounds on ……………………………………………
silent consonant -speaking Page 11 cards
f/cards ……………………………………………
sounds) 3.Feedback and assistance by the fclttr
Eg. Buck, grunt ……………………………………………
silent vowel sounds ……………………………………………
READING Assumed knowledge:Some lrnrs can read ……………………………………………

consonants and correctly when reading a -reading them ie. build, cut, clean bark Primary ……………………………………………
vowels comprehension - 1.Facilitator demo pronouncing new words with silent English f/cards
Jimmy plays a letterswhile lrnrs listen ……………………………………………
paragraph pronouncin Grade 3 -w/
dirty trick 2.Facilitator -lrnr practice reading the passage with words with ……………………………………………
g silent letters lrnrs cards
(Words with silent
book ……………………………………………
vowel) 3.Lrnrs read new words with silent letters
Build, cut, clean Conclsn:Facilitator ask two lrnrs to pronounce words with new ……………………………………………
bark words with silent letters
Words with silent Assumed knowledge:Some lrnrs are aware of vowels ……………………………………………
consonants and - pronounce words Intro:Recap of the previous lesson Ventures
4 vowels
……………………………………………
correctly when reading a -reading 1.Facilitator demo pronouncing new words with silent Primary
Jimmy plays a dirty ……………………………………………
comprehension - letterswhile lrnrs listen English f/cards
trick
(Words with silent paragraph pronouncin Grade 3 -w/
vowel) silent letters ……………………………………………
g 3.Lrnrs read new words with silent letters lrnrs cards
Eg.
book ……………………………………………
Measure, bread, 4.Feedback and correction from the fclttr
cough, meow, grunt, Conclsn:Facilitator ask two lrnrs to pronounce words with new Page 15 ……………………………………………
buck words with silent letters
5 Comprehension – -read and answer at least -reading Intro:Lrnrs read new words from the passage ……………………………………………
Jimmy plays a six questions from the -writing 1.Facilitator ’s explanation on how to read and answer questions Vent Pry -f/cards ……………………………………………
dirty trick comprehension passage - while lrnrs attentively listen. English -t/
Eg. This story and join looped letters books
teaches us………. into continuous writing 4.Individual work while the fclttr monitors grade 3
……………………………………………
29
Language Assumed knowledge:Some lrnrs are aware of some animal ……………………………………………
6 practice: -match at least three out sounds ……………………………………………
of six animals to their -writing Intro:Lrnrs read a f/cards with sounds of different animals Vent Pry
……………………………………………
Matching animals 1.Facilitator explains and demonstrate on different animal English
sounds and join looped -c/
to their sounds sounds while lrnrs listen (new- ……………………………………………
letters into continuous board
2.Facilitator -lrnr discuss on sounds made by different animals cur) ……………………………………………
Example writing 3.Lrnrs in groups practice matching animal sounds while the grade 3 -
sentenc ……………………………………………
Dog - barks fclttr supervises page 12
Pig - grunt 4.Individual written work while thefclttr supervises e strips ……………………………………………
5.Feedbak and corrections from the fclttr ……………………………………………
Spellings Assumed knowledge:Some lrnrs can spell some dictated words Ventures ……………………………………………
7 -spell at least three out of Intro:Lrnrs read words on f/cards while thefclttr assist Primary ……………………………………………
Eg.grunt, fruit, six dictated words -writing 1.Facilitator ’s explanation on the meaning of the words while English -f/cards ……………………………………………
buck measure, lrnrs listen Grade 3
correctly and join looped -listening -c/
bread, cough, 2.Class discussion on new words lrnrs ……………………………………………
letters into continuous book board
meow, grunt, 3.Individual written work while thefclttr supervises. ……………………………………………
buck writing Conclsn:Two lrnrs read new words on f/cards Page 15
Phonics- vowel Assumed knowledge:Some lrnrs can read words English ……………………………………………
8 Words sound – - make at least three out -reading Intro: Lrnrs read different words grade 3 ……………………………………………
-listening 1.Facilitator say words with -ea-sound while lrnrs listen Syllabus -f/chart
ea- of six words using –ea- ……………………………………………
-writing 2.Facilitator -lrnr list words with -ea-sound Page 9- -phonic
Eg. Meaw, bleat, sound ……………………………………………
3.Lrnrs in groups make words with -ea-sound 14 chart
measure, bread, 4.Individual task while the fclttr supervises ……………………………………………
Conclsn: Two lrnrs read words with -ea-sound ……………………………………………
Composition: Assumed knowledge:Some lrnrs can write properly ……………………………………………

9 -write a composition Intro:Facilitator introduces the topic to the class ……………………………………………
My favourite pet about their favourite pet -writing 1.Facilitator explains how to write a composition while lrnrs English -
……………………………………………
listen picture
while joining looped grade 3
2.Facilitator -lrnr discussion on composition writing s ……………………………………………
letters into continuous Syllabus -c/
3.Lrnrs in groups brainstorm points to write a composition ……………………………………………
writing while the fclttr assist where necessary Page 9- board
14 ……………………………………………
Conclsn:Two lrnrs read their composition ……………………………………………
Week
Ending WEEKLY AIM:To help learners acquire the four language skills.
5 Assumed knowledge: - Some learners can read words properly
1.Listening/ speaking WEEK OBJECTIVES Methods English -f/cards ……………………………………………
- Words with silent consonants and vowels By the end of the week learners - Demonstratio Grade 3 -c/ ……………………………………………
-Words with silent vowel sounds should be able to: -identifying n National board
2.Reading ……………………………………………
 identify silent consonants and -writing - Explanation Syllabus -w/
- Words with silent consonants and vowels vowels - Discussion ……………………………………………
3.Writing -listening Page cards
 pronounce words with silent vowel Activities 9,11,13,1
30
- Comprehension: sounds -reading - Reading 4 ……………………………………………
- Language practice: My favourite pet  pronounce words correctly -speaking - Identifying -School - ……………………………………………
-Spellings  join looped letters in continuous - Pair/group Based Syll phoneti ……………………………………………
- Phonics writing work pg 6-8 c
-Composition: A funny person I know - Individual ……………………………………………
written work alphabe
……………………………………………
t
……………………………………………
LISTENING LESSON OBJECTIVES Assumed knowledge:Some lrnrs are aware of consonants English ……………………………………………
1 Words with silent By the end of the Intro: Facilitator shows lrnrs a chart with different words while Grade 3 w/cards ……………………………………………
consonants and lesson learners -listening lrnrs read them Syllabus -f/cards ……………………………………………
vowels 1.Facilitator demo identifying silent consonants while lrnrs
should be able to: -observing Page 9 -
(Silent listen attentively ……………………………………………
consonants) -identify at least three - phoneti
2.Facilitator -lrnr identify silent consonants ……………………………………………
Eg.knocking, out of six silent identifying 3.Lrnrs practice identifying silent consonants c
kneeling, knowing consonants ie. –k- alphabe ……………………………………………
4.Feedback and assistance on the topic learnt
Conclsn Question and answer on work done t ……………………………………………
SPEAKING Assumed knowledge:Some lrnrs can pronounce some vowel ……………………………………………

2 Words with silent -pronounce at least three sounds English ……………………………………………
consonants and out of six words with Intro:Lrnrs read vowels sounds shown on the f/cards Grade 3 f/cards ……………………………………………
vowels silent vowel sound eg. 1.Facilitator explains and demo pronouncing words with silent
-listening Syllabus -w/
(Words with Group, mother, vowel sounds while lrnrs attentively listen ……………………………………………
silent consonant -speaking Page 11 cards
sounds) f/cards
Eg. Group, ……………………………………………
3.Feedback and assistance by the fclttr
mother, Conclsn:Facilitator asks two lrnrs to pronounce words with ……………………………………………
silent vowel sounds
consonants and them ie. build, cut, clean bark Primary
correctly when reading a -reading ……………………………………………
vowels 1.Facilitator demo pronouncing new words with silent
Morning assembly comprehension - English f/cards
letterswhile lrnrs listen ……………………………………………
vowel) g silent letters lrnrs cards
Eg. 3.Lrnrs read new words with silent letters book ……………………………………………
Knee, knot, kneel 4.Feedback and correction from the fclttr Page 20 ……………………………………………
Conclsn:Facilitator ask two lrnrs to pronounce words with new ……………………………………………
words with silent letters
Words with silent Assumed knowledge:Some lrnrs can read ……………………………………………
4 consonants and - pronounce words Intro:Recap of the previous lesson Ventures ……………………………………………
vowels correctly when reading a -reading 1.Facilitator demo pronouncing new words with silent Primary ……………………………………………
Morning assembly letterswhile lrnrs listen English
comprehension - f/cards
silent letters ……………………………………………
vowel) g 3.Lrnrs read new words with silent letters lrnrs cards
Eg. 4.Feedback and correction from the fclttr book ……………………………………………
Knives, wives, Conclsn:Facilitator ask two lrnrs to pronounce words with new Page 20 ……………………………………………
knew words with silent letters
31
5 Comprehension – -read and answer at least -reading Intro:Lrnrs read new words from the passage Vent Pry ……………………………………………
Morning assembly six questions from the -writing 1.Facilitator ’s explanation on how to read and answer questions English -f/cards ……………………………………………
comprehension passage - while lrnrs attentively listen. (new- -t/
and join looped letters books
3.Group work and feedback on work done. grade 3 ……………………………………………
into continuous writing 4.Individual work while the fclttr monitors page 20
……………………………………………
Conclsn:Facilitator asks two lrnrs to answer oral questions
Language Assumed knowledge:Some lrnrs are aware of animal sounds ……………………………………………
6 practice: -match at least three out Intro:Lrnrs read a f/cards with sounds of different animals ……………………………………………
Matching animals of six animals to their -writing 1.Facilitator explains and demonstrate on different animal Vent Pry
……………………………………………
to their sounds sounds while lrnrs listen English
sounds and join looped -c/
2.Facilitator -lrnr discuss on sounds made by different animals lish ……………………………………………
letters into continuous board
3.Lrnrs in groups practice matching animal sounds while the (new- ……………………………………………
writing fclttr supervises cur) -
sentenc ……………………………………………
4.Individual written work while the fclttr supervises grade 3
5.Feedbak and corrections from the fclttr page 12 e strips ……………………………………………
Spellings Assumed knowledge:Some lrnrs can spell some dictated words English ……………………………………………
7 -spell at least three out of Grade 3 ……………………………………………
Eg. Knives, Intro:Lrnrs read words on f/cards while thefclttr assist Syllabus
six dictated words -writing -f/cards ……………………………………………
wives, knew 1.Facilitator ’s explanation on the meaning of the words while Page
correctly and join looped -listening lrnrs listen -c/
9,11,13,14 ……………………………………………
letters into continuous 2.Class discussion on new words board
……………………………………………
writing 3.Individual written work while thefclttr supervises.
Phonics- vowel Assumed knowledge:Some lrnrs are aware of phonics English ……………………………………………
8 Words sound – - make at least three out -reading Intro: Lrnrs read different words grade 3 ……………………………………………
-listening 1.Facilitator say words with -ou-sound while lrnrs listen Syllabus -f/chart
ou- of six words using –ou- ……………………………………………
-writing 2.Facilitator -lrnr list words with -ou-sound Page 9- -phonic
Eg. group, sound ……………………………………………
3.Lrnrs in groups make words with -ou-sound 14 chart
ground, sound, 4.Individual task while the fclttr supervises ……………………………………………
Conclsn: Two lrnrs read words with -ou-sound
Composition: A Assumed knowledge:Some lrnrs can write neatly ……………………………………………
9 funny person I -write a composition Intro:Facilitator introduces the topic to the class ……………………………………………
know about a funny person I -writing 1.Facilitator explains how to write a composition English -
……………………………………………
Main points 2.Facilitator -lrnr discussion on composition writing picture
know while joining grade 3
-his/her name? 3.Lrnrs in groups brainstorm points to write a composition s ……………………………………………
-where he/she looped letters into Syllabus -c/
while the fclttr assist where necessary ……………………………………………
lives ? continuous writing 4.Individual written work while the fclttr monitors progress Page 9- board
-likes 14 ……………………………………………
Conclsn:Two lrnrs read their composition
-other likes
Week
Ending WEEKLY AIM:To further enhance learners ability on speaking, listening, reading and writing.
6 Assumed knowledge: - Some learners can write sentences properly
/CONTENT
32
/SKILLS S.O.M
Listening/speaking WEEK OBJECTIVES Methods English ……………………………………………
- Words with silent consonants and vowels By the end of the week learners - Explanation Grade 3 F/cards ……………………………………………
- Parts of speech should be able to: - - Question and answer National c/board
2.Reading ……………………………………………
 identify silent consonants and - Demonstration
-writing Syllabus w/cards
- Comprehension 3.Writing vowels - Discussion ……………………………………………
- Comprehension:  use appropriate forms of parts -listening Page
- Language structure: Adverbs -reading Activities 9,11,13,1
……………………………………………
of speech in different
-Phonics -speaking - Reading 4 ……………………………………………
contexts
-Spellings - Writing
 read a variety of texts for -School ……………………………………………
Composition: - Pronouncing
understanding Based Syll ……………………………………………
Friendly letter - Group/pair work
 join looped letters into pg 6-8
- Individual written ……………………………………………
continuous writing
work
LISTENING LESSON OBJECTIVES Assumed knowledge:Some lrnrs are aware of consonants English ……………………………………………
consonants and lrnrs read them
lesson learners -listening National -f/cards ……………………………………………
vowels 1.Facilitator demo identifying silent consonants while lrnrs
should be able to: -observing Syllabus -
listen attentively ……………………………………………
(Silent - identify silent - Page 9 phoneti
2.Facilitator -lrnr practicing matching words with silent ……………………………………………
consonants) consonants and vowels identifying consonants c
Eg. knife, knot, -matching alphabe ……………………………………………
3.Lrnrs practice matching words silent consonants
knee 4.Feedback and assistance on the topic learnt t
SPEAKING Assumed knowledge:Some lrnrs can read parts of speech ……………………………………………
2 Parts of speech - use appropriate forms Intro:Facilitator shows lrnrs different verbs on f/cards while Ventures -w/ ……………………………………………
of parts of speech in -listening they observe Primary cards ……………………………………………
(Parts of speech) different contexts - 1.Facilitator explains and demo using appropriate forms of English -f/cards
parts of speech ie verb ……………………………………………
responding Grade 3
2.Facilitator -lrnr discuss the structure of direct and indirect ……………………………………………
Eg. verbs, -discussing practicing using appropriate forms of parts of speech in lrnrs
book ……………………………………………
different contexts
Example 3.Lrnrs in groups practiceusing forms of parts of the speech ie. Page 14 ……………………………………………
Makes, does, verbs (makes, does, cleans) ……………………………………………
cooks 4.Feedback and assistance by the fclttr
……………………………………………
Conclsn:Facilitator asks one lrnr touse appropriate forms of
parts of speech in different contexts ……………………………………………
READING Assumed knowledge:Some lrnrs can read words ……………………………………………

3 Comprehension: - read a variety of texts Intro:Facilitator shows lrnrs new words from the passage on Ventures -w/card ……………………………………………
The Zimbabwe for understanding -reading f/cards while they read them Primary -f/cards
……………………………………………
1.Facilitator demo reading the passage fluently while lrnrs listen English -
national flag
2.Facilitator -lrnr practice reading the passage observing reading ……………………………………………
Grade 3
punctuation marks cards ……………………………………………
(Variety of text) 3.Lrnrs read comprehension passage in pairs for understanding lrnrs
book ……………………………………………
while the fclttr monitors
4.Feddback and correction from the fclttr Page 18 ……………………………………………
Conclsn:Questions and answer on passage read
Reading for Assumed knowledge:Some lrnrs can pronounce words ……………………………………………
33
understanding – Intro:Recap of the previous lesson -w/card
4 Comprehension: -read the passage given 1.Facilitator explanation and demo on how to read fluently Ventures -f/cards
while lrnrs observes and listen. - ……………………………………………
The Zimbabwe for understanding -reading Primary
2.Pair work and feedback on the work done. English reading ……………………………………………
national flag
3.Class discussion on work done cards ……………………………………………
Grade 3
4.Individual reading for understanding while thefclttr supervise
(Variety of text) lrnrs difficulties. lrnrs ……………………………………………
Conclsn:Facilitator ask two lrnrs to demo reading fluently book ……………………………………………
Page 24
………………..…………………………

5 Comprehension - -read and answer at least Intro:Lrnrs read new words from the passage Vent Pry ……………………………………………
The Zimbabwe four out of eight -reading 1.Facilitator ’s explanation on how to read and answer questions English -f/cards ……………………………………………
national flag questions from the -writing while lrnrs attentively listen. lish -t/
comprehension passage - books
Eg. Why do the 3.Group work and feedback on work done. cur) ……………………………………………
correctly using 4.Individual work while the fclttr monitors grade 3
people like their ……………………………………………
buns? from the passage read
Language Assumed knowledge:Some lrnrs can read adverbs ……………………………………………
6 practice: Adverbs - complete at least three Intro:Lrnrs read adverbs on f/cards Vent Pry ……………………………………………
out of five sentences and -writing 1.Facilitator explains and demo complete sentences using English -f/cards ……………………………………………
Last night it was adverbs while lrnrs listen lish
join looped letters into -w/
…….. 2.Facilitator -lrnr practice joining sentences using adverbs (new- ……………………………………………
continuous writing cards
3.Individual written work while thefclttr supervises cur) ……………………………………………
4.Feedbak and corrections from the fclttr grade 3
……………………………………………
Conclsn:Question and answer on work done page 26
7 -spell at least three out of Intro:Lrnrs read words on f/cards while thefclttr assist Grade 3 ……………………………………………
Eg. brightly, six dictated words -writing 1.Facilitator ’s explanation on the meaning of the words while National -f/cards ……………………………………………
happily, quietly, correctly and join looped -listening lrnrs listen Syllabus -c/
2.Class discussion on new words ……………………………………………
peace, majority letters into continuous Page board
3.Individual written work while joining looped letters while ……………………………………………
writing thefclttr supervises. 9,11,13,1
4 ……………………………………………
8 Words sound - make at least three -reading Intro: Lrnrs read different words grade 3 ……………………………………………
–ie- -listening 1.Facilitator say words with -ie-sound Syllabus -f/chart
words using –ie-sound ……………………………………………
-writing 2.Facilitator -lrnr list words with -ie-sound Page 9- -phonic
Eg. thief, chief, 3.Lrnrs in groups make words with -ie-sound ……………………………………………
14 chart
4.Individual task while the fclttr supervises ……………………………………………
Conclsn: Two lrnrs read words with -ie-sound
Composition: Assumed knowledge:Some lrnrs can write neatly ……………………………………………
9 Letter: A letter to - write a letter to your Intro:Lrnrs name names of their friends in another school Vent Pry ……………………………………………
a friend friend at another school Conceptual 1. Facilitator explains how to write a friendly letter English -c/
……………………………………………
Main ideas ising 2.Facilitator -lrnr discussion on letter writing lish board
telling him/her about
-when was it 3.Lrnrs in groups discuss the main points while the fclttr assist (new- ……………………………………………
-what did you what your school head -writing where necessary cur)
34
bake told the learners at 4.Individual written work while the fclttr monitors progress grade 3 ……………………………………………
-who attended morning assembly Conclsn:Two lrnrs read their composition page 28 ……………………………………………
Week
Ending
WEEKLY AIM:To help learners broaden their listening skills with involvement in a variety of spoken utterances & extended speech work and carry out written work
7 language structures
Assumed knowledge: - Some learners read given words
Listening/speaking WEEK OBJECTIVES Methods English ……………………………………………
- Words with silent consonants and By the end of the week learners - Explanation Grade 3 F/cards ……………………………………………
vowels should be able to: - - Question and National c/board
- Parts of speech ……………………………………………
 identify silent consonants and answer
-writing Syllabus w/cards
2.Reading vowels - Demonstration ……………………………………………
- Comprehension  use appropriate forms of parts of -listening Page
- Discussion ……………………………………………
3.Writing speech in different contexts -reading 9,11,13,1
Activities ……………………………………………
- Comprehension:  read a variety of texts for -speaking 4
- Language structure: Joining sentences - - Reading
understanding -School ……………………………………………
Prepositions - Writing
 write legibly using Grade 3-7 Based Syll ……………………………………………
-Phonic - Pronouncing
Nelson script contractions pg 6-8
-Spellings - Group/pair ……………………………………………
Composition: Themba goes to school work
- Individual
written work
LISTENING LESSON OBJECTIVES Assumed knowledge:Some lrnrs are aware of vowels English ……………………………………………
lesson learners -listening National -f/cards ……………………………………………
vowels 1.Facilitator demo identifying silent vowels while lrnrs listen
and observe ……………………………………………
(Silent vowel - identify at least three - Page 9 phoneti
2.Facilitator -lrnr practice grouping words with silent vowels ……………………………………………
sounds) out of six silent vowels identifying 3.Lrnrs practice grouping words with silent vowels c
Eg. laud, load, sounds correctly -matching alphabe ……………………………………………
4.Feedback and assistance on the topic learnt
coat Conclsn Question and answer on work done t ……………………………………………
…………
SPEAKING Assumed knowledge:Some lrnrs are aware of some arts of ……………………………………………
2 Parts of speech - use appropriate forms speech Ventures -w/ ……………………………………………
of parts of speech in -listening Intro:Facilitator shows lrnrs different preposition on f/cards Primary cards ……………………………………………
(Parts of speech) different contexts ie - while they observe English -f/cards
preposition 1.Facilitator explains and demo using appropriate forms of ……………………………………………
responding Grade 3
parts of speech ie preposition ……………………………………………
Eg. prepositions; -discussing 2.Facilitator -lrnr discuss the structure of direct and indirect lrnrs
ie besides, book ……………………………………………
practicing using appropriate forms of parts of speech in
between, by, different contexts Page 31 ……………………………………………
from, between 3.Lrnrs in groups practiceusing forms of parts of the speech ie. ……………………………………………
prepositions(by, from, under)
……………………………………………
parts of speech in different contexts
35
3 Comprehension: - read a variety of texts Intro:Facilitator shows lrnrs new words from the passage on Vent Pry -w/card ……………………………………………
Themba goes to for understanding -reading f/cards while they read them English -f/cards
……………………………………………
1.Facilitator demo reading the passage fluently lish -
school
2.Facilitator -lrnr practice reading the passage observing (new- reading ……………………………………………
punctuation marks cur) cards ……………………………………………
(Variety of text) 3.Lrnrs read comprehension passage in pairs for understanding grade 3
……………………………………………
while the fclttr monitors page 34
4.Feedback and correction from the fclttr ……………………………………………
Reading for Assumed knowledge:Some lrnrs can read ……………………………………………
4 understanding – -read the passage given Intro:Recap of the previous lesson Vent Pry -w/card ……………………………………………
for understanding -reading 1.Facilitator explanation and demo on how to read fluently English -f/cards
……………………………………………
while lrnrs observes and listen. lish -
Comprehension:
2.Pair work and feedback on the work done. (new- reading ……………………………………………
Themba goes to cards
3.Class discussion on work done cur) ……………………………………………
school 4.Individual reading for understanding while thefclttr supervise grade 3
(Variety of text) ……………………………………………
lrnrs difficulties. page 34
Conclsn:Facilitator ask two lrnrs to demo reading fluently ……………………………………………
WRITING Assumed knowledge:Some lrnrs can answer comprehension ……………………………………………

5 Comprehension - -read and answer at least questions Vent Pry ……………………………………………
four out of eight -reading Intro:Lrnrs read new words from the passage English -f/cards ……………………………………………
Themba goes to 1.Facilitator ’s explanation on how to read and answer questions lish
questions from the -writing -t/
school while lrnrs attentively listen. (new- ……………………………………………
comprehension passage - books
Eg.Where does correctly using 3.Group work and feedback on work done. grade 3
Themba hurry to 4.Individual work while the fclttr monitors page 34 ……………………………………………
every morning ? Conclsn:Facilitator asks two lrnrs to answer oral questions ……………………………………………
Language Assumed knowledge:Some lrnrs can join sentences ……………………………………………
6 practice: Joining - complete at least three Intro:Lrnrs read prepositions on f/cards Vent Pry ……………………………………………
sentences out of five sentences and -writing 1.Facilitator explains and demo complete sentences using English -f/cards ……………………………………………
join looped letters into adverbs while lrnrs listen lish -w/
Eg. Who is sitting 2.Facilitator -lrnr practice joining sentences using adverbs (new- ……………………………………………
besides you next continuous writing cards
to you………..? 4.Feedbak and corrections from the fclttr grade 3
……………………………………………
……………………………………………
7 -spell at least three out of Grade 3 ……………………………………………
Eg. besides, coat, Intro:Lrnrs read words on f/cards while thefclttr assist
six dictated words -writing National -f/cards ……………………………………………
1.Facilitator ’s explanation on the meaning of the words while
loud, between , correctly and join looped -listening Syllabus -c/
lrnrs listen ……………………………………………
behind letters into continuous 2.Class discussion on new words Page board
……………………………………………
writing 3.Individual written work while joining looped letters while 9,11,13,1
thefclttr supervises. 4 ……………………………………………
Conclsn:Two lrnrs read new words on f/cards ……..……………………………………
36
Language Assumed knowledge:Some lrnrs can read some prepositions ……………………………………………
8 practice: - complete at least four -reading
Intro:Lrnrs read prepositions on f/cards
Vent Pry ……………………………………………
Prepositions out of eight sentences -listening English -f/chart
1.Facilitator explains and demo completing sentences using ……………………………………………
and write legibly using -writing lish
Eg. Themba goes prepositions while lrnrs listen (new- ……………………………………………
to school……… Grade 3-7 Nelson script 2.Facilitator -lrnr practice joining sentences using prepositions -phonic
cur) ……………………………………………
foot. contractions 3.Individual written work while thefclttr supervises grade 3 chart
4.Feedbak and corrections from the fclttr ……………………………………………
page 36
………
Composition: Assumed knowledge:Some lrnrs can write neatly ……………………………………………

9 Themba goes to - write legibly using Intro:Lrnrs name names of their friends in another school Vent Pry ……………………………………………
school Grade 3-7 Nelson script Conceptual 1. Facilitator explains how to write a friendly letter while lrnrs English
……………………………………………
Main ideas ising listen lish
contractions a
-to 2.Facilitator -lrnr discussion on letter writing (new- - ……………………………………………
-along composition completing -writing sentenc
3.Lrnrs in groups discuss the main points while the fclttr assist cur) ……………………………………………
-between a given paragraph and where necessary grade 3 e strips
-towards join looped letters into ……………………………………………
4.Individual written work while the fclttr monitors progress page 36
continuous writing Conclsn:Two lrnrs read their composition ……………………………………………
……………………………………………
Week
Ending
WEEKLY AIM:To instil learners ability on reading skills and writing abilities through the use of narrative passages and language stru
8 Assumed knowledge: - Some learners can read and write properly
Listening/speaking WEEK OBJECTIVES Methods F/cards ……………………………………………
- Words with silent consonants and By the end of the week learners should - Explanation English c/board ……………………………………………
vowels be able to: - - Question and answer Grade 3 w/cards
- Parts of speech ……………………………………………
 articulate words with silent - Demonstration
-writing National reading
2.Reading consonant and vowels - Discussion ……………………………………………
- Comprehension  use appropriate forms of parts of -listening Syllabus cards
-reading Activities Page
……………………………………………
3.Writing speech in different contexts
- Comprehension: -speaking - Reading 9,11,13,1 - ……………………………………………
 read a variety of texts for
-Language structure: - Writing
understanding -articulating 4 phonic ……………………………………………
Preposition - Pronouncing
 practice hand eye -observing -School chart ……………………………………………
-Phonic - Group/pair work
co-ordination/tactile right to left Based Syll -
-Spellings - Individual written ……………………………………………
Braille script movement pg 6-8
Composition: work sentenc
……………………………………………
My birthday party e strips
……
LISTENING LESSON OBJECTIVES Assumed knowledge:Some lrnrs can read words English ……………………………………………
consonants and lesson learners -listening lrnrs read them National -f/cards ……………………………………………
vowels 1.Facilitator demo articulating words with silent vowels while
lrnrs listen and observe ……………………………………………
(Silent vowel - articulate words with - Page 9 phoneti
2.Facilitator -lrnr practice articulating words with silent vowels ……………………………………………
sounds) silent consonant and articulating 3.Lrnrs practice articulating words with silent vowels c
37
Eg. laud, load, vowels 4.Feedback and assistance on the topic learnt alphabe …………..………
coat Conclsn Question and answer on work done t
SPEAKING Assumed knowledge:Some lrnrs can read some parts of speech ……………………………………………
2 Parts of speech - use appropriate forms Intro:Facilitator shows lrnrs different parts of speech on -w/ ……………………………………………
of parts of speech in -listening f/cards while they observe Vent Pry cards
(Parts of speech) 1.Facilitator explains and demo using appropriate forms of English
……………………………………………
different contexts - -f/cards
parts of speech while lrnrs attentively listen lish ……………………………………………
-Verbs: by adding responding
2.Facilitator -lrnr discuss the structure of direct and indirect (new- ……………………………………………
(ies) to the verb to -discussing practicing using appropriate forms of parts of speech in cur)
……………………………………………
report on what different contexts grade 3
someone does 3.Lrnrs in groups practiceusing forms of parts of the speech ie. page 35 ……………………………………………
verbs ……………………………………………
from time to time
Eg.cry- cries parts of speech in different contexts ……………………………………………

for understanding -reading f/cards while they read them English -f/cards
……………………………………………
1.Facilitator demo reading the passage fluently while lrnrs listen lish -
Poem: A night
thought cards
punctuation marks cur) ……………………………………………
3.Lrnrs read comprehension passage in pairs for understanding grade 3
(Variety of text) ……………………………………………
Reading for Assumed knowledge:Some lrnrs can pronounce some words ……………………………………………
4 understanding – -read the passage given properly Vent Pry -w/card ……………………………………………
for understanding -reading Intro:Recap of the previous lesson English -f/cards
……………………………………………
1.Facilitator explanation and demo on how to read fluently lish -
Poem: A night
while lrnrs observes and listen. (new- reading ……………………………………………
thought cards
2.Pair work and feedback on the work done. cur) ……………………………………………
3.Class discussion on work done grade 3
(Variety of text) ……………………………………………
4.Individual reading for understanding while thefclttr supervise page 36
lrnrs difficulties. ……………………………………………
Conclsn:Facilitator ask two lrnrs to demo reading fluently
WRITING Assumed knowledge:Some lrnrs can read words properly ……………………………………………
5 Comprehension - -read and answer at least Intro:Lrnrs read new words from the passage Vent Pry ……………………………………………
Zimbabwe’s four out of eight -reading 1.Facilitator ’s explanation on how to read and answer questions English -f/cards ……………………………………………
birthday part 1 while lrnrs attentively listen. lish
questions from the -writing -t/
Eg.What is the comprehension passage - books
name of our correctly using 4.Individual work while the fclttr monitors grade 3
country ? Conclsn:Facilitator asks two lrnrs to answer oral questions page 39 ……………………………………………
from the passage read ……………………………………………
Language Assumed knowledge:Some lrnrs can read some prepositions ……………………………………………

6 practice: - complete at least three Intro:Lrnrs read prepositions on f/cards Vent Pry ……………………………………………
Prepositions out of five sentences and -writing 1.Facilitator explains and demo completing sentences using English -f/cards ……………………………………………
write legibly using Grade prepositions while lrnrs listen lish -w/
38
Eg. In class I sit 3-7 Nelson script 2.Facilitator -lrnr practice joining sentences using prepositions (new- cards ……………………………………………
……….Jonas and contractions 3.Individual written work while thefclttr supervises cur) ……………………………………………
Mary 4.Feedbak and corrections from the fclttr grade 3
……………………………………………
7 -spell at least three out of Intro:Lrnrs read words on f/cards while thefclttr assist Grade 3 ……………………………………………
Eg. moon, bright, six dictated words -writing 1.Facilitator ’s explanation on the meaning of the words while National -f/cards ……………………………………………
night, though, correctly and write -listening lrnrs listen Syllabus -c/
2.Class discussion on new words ……………………………………………
neighbour legibly using Grade 3-7 Page board
Nelson script thefclttr supervises. 9,11,13,1
contractions Conclsn:Two lrnrs read new words on f/cards 4
Phonics- vowel Assumed knowledge:Some lrnrs can read some phonics English ……………………………………………
8 Words sound - make at least three -reading Intro: Lrnrs read different words Grade 3 ……………………………………………
–ea- -listening 1.Facilitator say words with -ea-sound while lrnrs listen National -f/chart
words using –ea-sound ……………………………………………
-writing 2.Facilitator -lrnr list words with -ea-sound Syllabus
Eg. peach, meat, 3.Lrnrs in groups make words with -ea-sound ……………………………………………
great, breathy Page -phonic
4.Individual task while the fclttr supervises 9,11,13,1 chart
……………………………………………
Conclsn: Two lrnrs read words with -ea-sound ……………………………………………
4
Hand eye Assumed knowledge:Some lrnrs can write neatly English ……………………………………………
coordination - write accurately by Intro:Lrnrs name their birthdays Grade 3
9 Composition:
……………………………………………
practicing hand eye co- Conceptual 1. Facilitator explains how to write a composition while lrnrs National
(Accuracy in ……………………………………………
ising listen
writing) ordination/tactile right to Syllabus
My birthday 2.Facilitator -lrnr discussion on composition writing - ……………………………………………
left Braille script -writing Page 14 sentenc
Main ideas 3.Lrnrs in groups discuss the main points while the fclttr assist ……………………………………………
movement about your where necessary e strips
-when is it?
birthday ……………………………………………
-what will you be 4.Individual written work while the fclttr monitors progress
doing on that day? Conclsn:Two lrnrs read their composition ……………………………………………
-your likes on that
……………………………………………
day
Week
Ending
WEEKLY AIM:To help learners improve their speaking and listening skills throughpracticing articulating words with silent consonan
9 Assumed knowledge: - Some learnersread and write
Listening/speaking WEEK OBJECTIVES Methods English F/cards ……………………………………………
- Words with silent consonants and vowels By the end of the week - Explanation Grade 3 c/board ……………………………………………
- Parts of speech learners should be able to: - - Question and National w/cards
2.Reading ……………………………………………
 articulate words with silent answer Syllabus
-writing reading
- Comprehension consonant and vowels - Discussion Page ……………………………………………
3.Writing  tell stories in sequence -listening cards
Activities 9,11,13,14 ……………………………………………
- Comprehension:  read a variety of texts for -reading -School phonic
-Language structure:Preposition -speaking - Reading chart ……………………………………………
understanding Based Syll
-Phonics - Writing
 write controlled/guided -articulating pg 6-8 - ……………………………………………
-Spellings - Pronouncing
composition -observing sentenc ……………………………………………
Composition: My best friend - Group/pair
work e strips ……………………………………………
- Individual
39
written work
LISTENING LESSON OBJECTIVES Assumed knowledge:Some lrnrs can read some consonants ……………………………………………
1 Words with silent By the end of the
Intro: Facilitator shows lrnrs a chart with different words while
w/cards ……………………………………………
consonants and
lesson learners -listening
lrnrs read them
English -f/cards ……………………………………………
vowels
should be able to: -observing 1.Facilitator demo articulating words with silent vowels while Grade 3 -
……………………………………………
(Silent vowel - articulate at least three - lrnrs listen and observe National phoneti
……………………………………………
sounds) out of six words with articulating 2.Facilitator -lrnr practice articulating words with silent vowels Syllabus c
silent consonant and 3.Lrnrs practice articulating words with silent vowels Page 9 alphabe ……………………………………………
vowels 4.Feedback and assistance on the topic learnt t ……………………………………………
SPEAKING Assumed knowledge:Some lrnrs can tell short stories ……………………………………………
2 News and stories Intro:Facilitator narrate a long ago short story while lrnrs listen ……………………………………………
- tell stories in sequence -listening 1.Facilitator ask lrnrs to narrate news or stories they have heard English -w/
(Short stories and ……………………………………………
- while lrnrs attentively listen Grade 3 cards
news) 2.Facilitator -lrnr discuss on the narrated stories ……………………………………………
responding National -f/cards
3.Lrnrs in groups compete in narrating stories and news they ……………………………………………
-discussing have heard Syllabus
Page 11 ……………………………………………
Conclsn:Facilitator asks one lrnr retell stories told
READING Assumed knowledge:Some lrnrs can rad given words ……………………………………………
for understanding -reading f/cards while they read them English -f/cards
……………………………………………
1.Facilitator demo reading the passage fluently while lrnrs listen lish -
Zimbabwe’s
birthday part 2 cards
punctuation marks cur) ……………………………………………
3.Lrnrs read comprehension passage in pairs for understanding grade 3
(Variety of text) ……………………………………………
4.Feedback and correction from the fclttr ……………………………………………
Reading for Assumed knowledge:Some lrnrs can read properly ……………………………………………
……………………………………………
Zimbabwe’s
birthday part 2 cards
3.Class discussion on work done cur) ……………………………………………
(Variety of text) 4.Individual reading for understanding while thefclttr supervise grade 3
……………………………………………
WRITING -read and answer at least Assumed knowledge:Some lrnrs can answer some asked ……………………………………………
5 Comprehension - four out of eight questions Vent Pry ……………………………………………
Zimbabwe’s questions from the -reading Intro:Lrnrs read new words from the passage English -f/cards ……………………………………………
birthday part 2 comprehension passage 1.Facilitator ’s explanation on how to read and answer questions lish
-writing -t/
correctly and write while lrnrs attentively listen. (new- ……………………………………………
legibly using Grade 3-7 - books
Nelson script 3.Group work and feedback on work done. grade 3
contractions ……………………………………………
4.Individual work while the fclttr monitors page 44
Conclsn:Facilitator asks two lrnrs to answer oral questions ……………………………………………
40
Language Assumed knowledge:Some lrnrs can read plurals ……………………………………………
6 practice: Plurals - write legibly using Intro:Lrnrs read nouns on f/cards Vent Pry ……………………………………………
Grade 3-7 Nelson script -writing 1.Facilitator explains and demo writing nouns in plurals while English -f/cards ……………………………………………
Nouns lrnrs listen lish
contractions for at least -w/
2.Facilitator -lrnr practice writing nouns in plurals (new- ……………………………………………
Eg. book – books three out of six words in cards
plurals 4.Feedbak and corrections from the fclttr grade 3
……………………………………………
Spellings Assumed knowledge:Some lrnrs can spell some dictated words Vent Pry ……………………………………………
7 -spell at least three out of Intro:Lrnrs read words on f/cards while thefclttr assist English ……………………………………………
Eg. friend, radio, six dictated words -writing 1.Facilitator ’s explanation on the meaning of the words while lish -f/cards ……………………………………………
mountain, chair lrnrs listen (new-
correctly and write -listening -c/
2.Class discussion on new words cur) ……………………………………………
legibly using Grade 3-7 grade 3 board
Nelson script thefclttr supervises. page 41
contractions ……………………………………………
–ou- -listening 1.Facilitator say words with -ou-sound while lrnrs listen National -f/chart
words using –ou-sound ……………………………………………
-writing 2.Facilitator -lrnr list words with -ou-sound Syllabus
Eg. mouth, 3.Lrnrs in groups make words with -ou-sound ……………………………………………
mountain, Page -phonic
……………………………………………
thought, southern
Conclsn: Two lrnrs read words with -ou-sound ……………………………………………
4
Composition: Assumed knowledge:Some lrnrs can write properly English ……………………………………………
9 Scripts on - write controlled/guided Intro:Lrnrs name their best friends Grade 3 ……………………………………………
controlled comp composition about your - 1. Facilitator explains how to write a composition while lrnrs National ……………………………………………
My best friend conceptual listen
best friend Syllabus
Main ideas ising 2.Facilitator -lrnr discussion on composition writing - ……………………………………………
-friend’s name? Page 14 sentenc
3.Lrnrs in groups discuss the main points while the fclttr assist ……………………………………………
-he/she likes -writing where necessary e strips
- what you do ……………………………………………
together? Conclsn:Two lrnrs read their composition ……………………………………………
-why you like
your friend ?
Week
Ending
WEEKLY AIM:To develop in learners the four basic skills which are, listening, speaking, reading and writing in the English lish Lang
10 Assumed knowledge: - Some learnerscan tell stories
Listening/speaking WEEK OBJECTIVES -writing Methods English F/cards ……………………………………………
- Words with By the end of the week -listening - Explanation Grade 3 c/board ……………………………………………
silent consonants learners should be able -reading - Demonstration National w/cards
and vowels ……………………………………………
to: - Discussion
-speaking Syllabus reading
- Parts of speech  articulate words with ……………………………………………
- Activities Page cards
2.Reading silent consonant and ……………………………………………
- Comprehension articulating - Reading 9,11,13,1
vowels
3.Writing -observing - Writing 4 - ……………………………………………
 tell stories in
41
- Comprehension: sequence - Pronouncing phonic ……………………………………………
-Language  read a variety of - Group/pair work chart ……………………………………………
structure:Nouns texts for - Individual written work
-Phonic understanding
-Spellings  identify parts of a
Composition:Our speech
home
LISTENING LESSON OBJECTIVES Assumed knowledge:Some lrnrs can read given words ……………………………………………
1 Words with silent By the end of the Intro: Facilitator shows lrnrs a chart with different words while w/cards ……………………………………………
lesson learners -listening English -f/cards ……………………………………………
vowels 1.Facilitator demo articulating words with silent consonant
should be able to: -observing Grade 3 -
while lrnrs listen and observe ……………………………………………
(Silent consonant - articulate words with - National phoneti
2.Facilitator -lrnr practice articulating words with silent ……………………………………………
sounds) silent consonant and articulating consonant Syllabus c
vowels Page 9 alphabe ……………………………………………
3.Lrnrs practice articulating words with silent vowels
4.Feedback and assistance on the topic learnt t ……………………………………………
Conclsn Question and answer on work done …
SPEAKING Assumed knowledge:Some lrnrs can say short stories ……………………………………………
2 News and stories Intro:Facilitator narrate a long ago short story while lrnrs listen ……………………………………………
- tell stories in sequence -listening 1.Facilitator ask lrnrs to narrate news or stories they have heard English -w/
(Short stories and ……………………………………………
- while lrnrs attentively listen Grade 3 cards
news) 2.Facilitator -lrnr discuss on the narrated stories ……………………………………………
responding National -f/cards
3.Lrnrs in groups compete in narrating stories and news they ……………………………………………
-discussing have heard Syllabus
Page 11 ……………………………………………
Conclsn:Facilitator asks one lrnr retell stories told ……………………………………………
READING Assumed knowledge:Some lrnrs can read sentences given ……………………………………………

3 Comprehension: - read a variety of texts Vent Pry -w/card ……………………………………………
for understanding Intro:Facilitator shows lrnrs new words from the passage on English -f/cards
-reading ……………………………………………
f/cards while they read them lish -
Pen -friends 1.Facilitator demo reading the passage fluently while lrnrs listen (new- reading ……………………………………………
2.Facilitator -lrnr practice reading the passage observing cur) cards ……………………………………………
(Variety of text) punctuation marks grade 3
3.Lrnrs read comprehension passage in pairs for understanding ……………………………………………
page 50
while the fclttr monitors ……………………………………………
Reading for Assumed knowledge:Some lrnrs can read ……………………………………………
……………………………………………
Pen -friends
3.Class discussion on work done cur) cards ……………………………………………
(Variety of text) 4.Individual reading for understanding while thefclttr supervise grade 3
…..………………………………………
………………………
42
WRITING -read and answer at least Assumed knowledge:Some lrnrs answer questions ……………………………………………
5 Comprehension - four out of eight Intro:Lrnrs read new words from the passage Vent Pry ……………………………………………
Pen -friends questions from the -reading 1.Facilitator ’s explanation on how to read and answer questions English -f/cards ……………………………………………
comprehension passage while lrnrs attentively listen. lish
-writing -t/
correctly and practice 2.Lrnrs read the passage while the fclttr monitors (new- ……………………………………………
hand eye coordination - books
while writing 4.Individual work while the fclttr monitors grade 3
……………………………………………
Language Assumed knowledge:Some lrnrs are aware of plurals ……………………………………………
6 practice: Nouns - identify parts of a Intro:Lrnrs read nouns on f/cards Vent Pry ……………………………………………
speech in writing at least -writing 1.Facilitator explains and demo writing nouns in plurals adding English -f/cards ……………………………………………
Plurals: adding while lrnrs listen lish
three out of six nouns in -w/
(es, ies) 2.Facilitator -lrnr practice writing nouns in plurals (new- ……………………………………………
Eg. dress, mango, plurals cards
country, tomato 4.Feedbak and corrections from the fclttr grade 3
potato Conclsn:Question and answer on work done page 45
Spellings Assumed knowledge:Some lrnrs can spell some dictated words ……………………………………………
7 -spell at least three out of Intro:Lrnrs read words on f/cards while thefclttr assist Vent Pry ……………………………………………
Eg. church, six dictated words -writing 1.Facilitator ’s explanation on the meaning of the words while English -f/cards ……………………………………………
dress, mango, correctly and practice -listening lrnrs listen lish -c/
2.Class discussion on new words (new- ……………………………………………
country, tomato hand eye coordination board
3.Individual written work while joining looped letters while cur) ……………………………………………
potato while writing thefclttr supervises. grade 3
……………………………………………
Conclsn:Two lrnrs read new words on f/cards page 45
–ie- -listening 1.Facilitator say words with -ie-sound while lrnrs listen National -f/chart
words using –ie-sound ……………………………………………
-writing 2.Facilitator -lrnr list words with -ie-sound Syllabus
Eg. berries, flies, 3.Lrnrs in groups make words with -ie-sound ……………………………………………
countries Page -phonic
……………………………………………
Conclsn: Two lrnrs read words with -ie-sound ……………………………………………
4
Composition: Assumed knowledge:Some lrnrs can describe their home English ……………………………………………
9 - writing a composition Grade 3 ……………………………………………
Our home - Intro:Recap of the previous lesson
about their home while National ……………………………………………
Main ideas conceptual 1.Facilitator explains how to write a composition while lrnrs
identifying parts of a listen Syllabus
-where it is? ising - ……………………………………………
-its surroundings? speech ie nouns, verbs 2.Facilitator -lrnr discussion on composition writing Page 14 sentenc ……………………………………………
- village/town it is etc -writing 3.Lrnrs in groups discuss the main points e strips
? 4.Individual written work while the fclttr monitors progress ……………………………………………
-its colours ? Conclsn:Two lrnrs read their composition …..………………………………………
Week
Ending WEEKLY AIM: To enable learners grasp all the F.R.M.E. concepts learnt throughout the whole term
/CONTENT /SKILLS
EXAMINATION LESSON OBJECTIVE Intro:Fclttr explains on how to write the exam while lrnrs are English - ……………………………………………
43
By the end of the -writing listening Grade 3 questio ……………………………………………
End of term exam lesson learners -listening 1.Individual written work while thefclttr moves around National n paper ……………………………………………
monitoring the progress Syllabus
should be able to: 2.Collection of exam sheets by the fclttr ……………………………………………
Paper 1 or 2 Page -work
 answer more than 3.Marking and recording marks ……………………………………………
half of the total Conclsn:Question and answer on work done 9,11,13, cards
marks correctly
Week
CONTENT /SKILLS
LESSON OBJECTIVES -writing Intro: Facilitator asks lrnrs difficulties they face when writing -c/ ……………………………………………
REVISION By the end of the lesson -listening the exam English board ……………………………………………
WORK learners should be able 1.Facilitator explains on how to revise the exam Grade 3 ……………………………………………
to: 2.Facilitator ask lrnrs written questions -
Revision of end of National
-revise written questions 3.Lrnrs write correct answers for each question for the sake of answer ……………………………………………
term examination revision purposes Syllabus sheets
or exam ……………………………………………
4.Marking and recording marks while lrnrs wait for their Page
marked papers 9,11,13, ……………………………………………
SCIENCE AND TECHNOLOGY

FIRST TERM, 2022
TO BE COVERED TOPICS
BROAD TOPICS SUB-TOPICS CROSS CUTTING THEMES
- Human body Safety in using scientific equipment and
- Nutrition apparatus as well as the design process
Health and safety Health issues
- Diseases and prevention
44
- Safety Food security
- Characteristics of materials Technology
Environmental issues
Materials and structures - Elements, mixtures and compounds Disaster risk management
tools Enterprise
Sexuality, HIV and AIDS
Heritage
BOARD AIMS
 manipulate materials and equipment to enhance creativity-
 demonstrate innate talent that lead to originality and innovativeness
 select and use a wide range of materials and components in the environment
 develop critical evaluation skills in technical, aesthetic, economic, environmental, social and cultural contexts
References:
1. Science and Technology National Syllabus grade 3-7 (2015-2022)
2. School Based Syllabus 2020
3. Ventures Primary Science and Technology ( New Curr-college press) Grade 3 (2017):By George Mujajati
77 Term 1=25 Term 2= 26 Term 3= 26 2 2 2 3 2 2 2 4 2 2
=25, 26, 26
3
Week
Ending WEEKLY AIM:To boost learners understanding of the functions of teeth, causes and prevention of tooth decay
1 Assumed knowledge: - Some learners
/CONTENT /SKILLS S.0.M
HEALTH AND WEEK OBJECTIVES - Methods Science recommen ……………………………………………………
SAFETY: By the end of the week identifying and ded text
- Demonstration ……………………………………………………
Key concept: -listing Technol bks
learners should be able - Question and answer grade 3 -cleaning ……………………………………………………
Human Body - listening - Explanation
to: Syllabus equipment
1.Personal -observing - Discussion ……………………………………………………
 list body parts page 13 ie. comb,
Hygiene  describe how to take Activities Bullets 1- towel, ……………………………………………………
- Group/pair work 2 toothpaste
care of the body ……………………………………………………
-School -resource
parts - Identifying
Based Syll person ……………………………………………………
- Observing pg 12-13 -cloth
S.C- Personal LESSON OBJECTIVES Assumed knowledge:Some lrnrs can name body parts Vent Pry -chart ……………………………………………………
45
hygiene Intro:Facilitator shows lrnrs a chart with a human body Science
1 -teeth By the end of the lesson - while lrnrs observe closely & -
-hair 1.Facilitator -lrnr identify different human body parts ……………………………………………………
learners should be able identifying Techno smartpho
-hands 2.In groups lrnrs list different human body parts while ……………………………………………………
to : -writing new curr nes
-Ears and fclttr supervises ……………………………………………………
eyes S.O- list at least three -listing 3.Lrnrs list different body parts while fclttr assists where grade 3
-Armpits body parts necessary lrnrs bk ……………………………………………………
and pubic area 4.Individual work while the fclttr monitors around. page 2 ……………………………………………………
Conclsn:Question and answer on work done ……………………………………………………
Assumed knowledge:Some lrnrs can sing songs naming recommen ……………………………………………………

ded text
2 S.C- Personal S.O – describe how to body parts Vent Pry
bks
……………………………………………………
Hygiene take care of the body -observing Intro:Recap of the previous lesson Science
/ -teeth 1.Facilitator explain on caring of body parts while lrnrs
-cleaning ……………………………………………………
parts & equipment
3 -hair listen attentively ……………………………………………………
-describing Techno ie. comb,
-hands 2.Facilitator demonstrate how to take care of body parts towel, ……………………………………………………
ie. brushing of teeth while lrnrs observe new curr
toothpaste
grade 3 ……………………………………………………
3.Lrnrs practice caring of body parts ie. brushing teeth -resource
using available resources while fclttr moves around lrnrs bk person ……………………………………………………
monitoring page 3- -cloth
……………………………………………………
4.Individual task while the fclttr supervises 11
S.C- Personal Assumed knowledge:Some lrnrs can say how they take Vent Pry recommen ……………………………………………………
ded text
4 hygiene S.O – describe how to care of their body Science
bks
……………………………………………………
-mouth take care of the body -observing Intro:Recap of the previous lesson &
/ 1.Facilitator invites the resource person to demonstrate
-cleaning ……………………………………………………
-ears and parts -blowing Techno equipment
5 eyes the proper way of nose blowing while covering the ……………………………………………………
-describing new curr ie. comb,
-noise mouse using a handkerchief towel, ……………………………………………………
2.Facilitator demo nose blowing while covering the grade 3
toothpaste
Armpits and lrnrs bk ……………………………………………………
mouse using a handkerchief -resource
public area 3.Lrnrs practice nose blowing whilst covering their page 3- person ……………...………………………
mouth using a handkerchief 11 -cloth
Week
Ending WEEKLY AIM:To boost learners understanding on the importance of personal hygiene in their daily life
2 Assumed knowledge: - Some learners are aware of toiletries
/CONTENT /SKILLS
HEALTH AND WEEK OBJECTIVES Methods Science recommen ……………………………………………………
SAFETY: By the end of the week -discussing and ded text
- Explanation ……………………………………………………
Key concept: Technol bks
learners should be able -writing - Question and answer grade 3 -cleaning ……………………………………………………
Human Body to: -stating - Discussion Syllabus equipment
1.Personal ……………………………………………………
 state toiletries and -observing Activities page 13 ie. comb,
hygiene: cosmetics used to - Group/pair work Bullets 3- towel, ……………………………………………………
-listing
Toiletries and - discussing 4 toothpaste
take care of the body ……………………………………………………
-School -resource
cosmetics  design cleaning - Observing
Based Syll person ……………………………………………………
equipment - pg 12-13 -cloth
46
LESSON OBJECTIVES Assumed knowledge:Some lrnrs are aware of some -cleaning ……………………………………………………
S.C- Personal By the end of the lesson -discussing cosmetics equipment
1 ie. comb,
……………………………………………………
hygiene: learners should be able -writing Intro: Facilitator shows lrnrs toiletries and cosmetics Vent Pry
/ -toiletries and used to take care of the body while lrnr are observing
towel, ……………………………………………………
to: -stating Science toothpaste
2 cosmetics 1.Facilitator -lrnr discuss on toiletries and cosmetics used ……………………………………………………
-observing & -resource
to take care of the body person ……………………………………………………
S.O:- state toiletries and -listing 2.Lrnrs state different toiletries and cosmetics used to Techno
-cloth
cosmetics used to take take care of the body with the help of the fclttr new curr ……………………………………………………
care of the body 3.Home work on toiletries and cosmetics used to take grade 3 ……………………………………………………
care of the body lrnrs bk ……………………………………………………
4.Individual work while the fclttr monitors around. page 4-9 ……………………………………………………
S.C- Personal Assumed knowledge:Some lrnrs can keep their body Vent Pry -cleaning ……………………………………………………
clean equipment
3 hygiene: S.O:- design cleaning -designing Science
ie. comb,
……………………………………………………
equipment Intro:Lrnrs’ feedback on toiletries and cosmetics used to
/ Cleaning and -writing
take care of the body
& towel, ……………………………………………………
4 equipment -stating
1.Facilitator demonstrate on designing cleaning
Techno toothpaste
……………………………………………………
new curr -resource
equipment while lrnrs reciprocate person ……………………………………………………
2.Lrnrs practice designing cleaning equipment grade 3
-cloth
lrnrs bk ……………………………………………………
3.Lrnrs use designed equipment in cleaning their body
4.Individual work while the fclttr monitors around. page 4-9 ……………………………………………………
Conclsn:Facilitator ask two lrnrs to state toiletries and ……………………………………………………
cosmetics used to take care of the body
Assumed knowledge: Some learners are aware of some Vent Pry ……………………………………………………
5 -writing questions of the revision Science & ……………………………………………………
Intro:Recap of the previous lessons learnt Techno
1.Facilitator explains and demonstrate on how to write
the exercise while lrnrs listen
2.Lrnrs write work individually while the fclttr move
around the class monitoring progress.
3.Revision and discussion on work done
Conclsn:Facilitator ask two lrnrs to revise first two qtns
of the exam
Week
Ending WEEKLY AIM:To enable learners develop critical thinking and problem solving skills through construction of different objects
3 Assumed knowledge: - Some learners can wash their clothes at home
/CONTENT /SKILLS
HEALTH AND WEEK OBJECTIVES Methods Science recommen ……………………………………………………
SAFETY: By the end of the week - and ded text
- Explanation ……………………………………………………
Key concept: learners should be able Technol bks
discussing - Question and answer grade 3 -cleaning ……………………………………………………
Human Body to: - Discussion
-writing Syllabus equipment
1.Personal  make cleaning Activities page 13 ie. comb,
……………………………………………………
equipment -modelling
hygiene - Group/pair work Bullets 5- towel, ……………………………………………………
 manipulate toiletries, -drawing
- Modelling 6 toothpaste
cosmetics and -observing ……………………………………………………
-School -resource
- Observing
equipment that are Based Syll person ……………………………………………………
- Drawing pg 12-13 -cloth
used in personal
47
hygiene ……………………………………………………
S.C- Personal LESSON OBJECTIVES Assumed knowledge:Some lrnrs are aware of some Vent Pry -cleaning ……………………………………………………
By the end of the lesson cleaning equipments equipment
1 hygiene: -observing Science
ie. comb,
……………………………………………………
learners should be able Intro: Facilitator shows lrnrs used containers or pictures
/ Cleaning and -modelling
of cleaning equipment while lrnr observe
& towel, ……………………………………………………
to :
2 equipment 1.Facilitator demo on modelling cleaning equipment
Techno toothpaste
……………………………………………………
S.O:- make cleaning new curr -resource
equipment 2.In pairs lrnrs model cleaning equipment while the fclttr person ……………………………………………………
monitors them grade 3
-cloth
lrnrs bk ……………………………………………………
3.Individual work on making cleaning equipment while
fclttr supervises page 4-9 ……………………………………………………
Conclsn:Displaying and comparing of artefacts
S.C- Personal -displaying Assumed knowledge:Some lrnrs can name some -cleaning ……………………………………………………
cosmetics that are used equipment
3 hygiene: S.O:- manipulate -drawing Vent Pry
ie. comb,
……………………………………………………
toiletries, cosmetics and Intro:Recap of the previous lesson
/ Cleaning and -
1.Facilitator demo manipulatingtoiletries equipment that
Science towel, ……………………………………………………
equipment that are used
4 equipment in personal hygiene
manipulati
are used in personal hygiene
& toothpaste
……………………………………………………
ng Techno -resource
2.Facilitator -lrnr manipulate toiletries equipment that person ……………………………………………………
are used in personal hygiene new curr
-cloth
grade 3 ……………………………………………………
2.Individual drawing of cleaning equipment while the
fclttr assist lrnrs bk ……………………………………………………
Conclsn:Facilitator ask two lrnrs to state toiletries and page 4-9 ……………………………………………………
cosmetics used to take care of the body
Assumed knowledge: Some learners are aware of some ……………………………………………………
5 -writing questions of the revision exercise Science & ……………………………………………………
Revision Exer 2 -answer at least four out -observing Intro:Recap of the previous lessons learnt Techno
……………………………………………………
of eight questions -discussing 1.Facilitator explains and demonstrate on how to write new curr
-c/board
the exercise while lrnrs listen grade 3 ……………………………………………………
correctly
2.Lrnrs write work individually while the fclttr move lrnrs bk ……………………………………………………
around the class monitoring progress. page 10-
……………………………………………………
3.Revision and discussion on work done 11
Week
Ending WEEKLY AIM:To enhance learners knowledge on food nutrition
4 Assumed knowledge: - Some learners can name foods they eat
HEALTH AND WEEK OBJECTIVES -identifying Methods Science - ……………………………………………………
SAFETY: By the end of the week -observing and electroni
- Explanation ……………………………………………………
Key concept: learners should be able -grouping Technol
- Question and answer grade 3
c media, ……………………………………………………
Nutrition to: -matching - Discussion Syllabus -cereals
1.Sources of  name sources of -discussing ……………………………………………………
food
Activities page 14 -meat
food -classifying Bullets 7- ……………………………………………………
-plant - Group/pair work -fruits
 classify food -drawing 9
-animal - Matching -potatoes ……………………………………………………
according to their -School
2. Importance of - Classifying
sources Based Syll ……………………………………………………
food to the body - Observing pg 12-13
 state the importance ……………………………………………………
- Identifying
of food to the body
S.C- Sources of LESSON OBJECTIVES Assumed knowledge:Some lrnrs are aware of some Vent Pry - ……………………………………………………
48
1 food By the end of the lesson -observing sources of food Science electroni ……………………………………………………
-plants learners should be able -drawing Intro: Facilitator shows lrnrs pictures of different types & c media, ……………………………………………………
-animals to: -stating of food while lrnrs observe Techno -cereals ……………………………………………………
1.Facilitator -lrnr discuss on sources of food new curr -meat
……………………………………………………
S.O:- name at least two 2.In pairs lrnrs group food according to their source grade 3 -fruits
sources of food 3.Lrnrs state and draw different sources of food ……………………………………………………
lrnrs bk -potatoes
Conclsn:Displaying and comparing of artefacts page 12
S.C- Sources of Assumed knowledge:Some lrnrs can name different - ……………………………………………………
2 food S.O:- classify food -classifying sources of food electroni ……………………………………………………
-plants according to their -listening Intro:Recap of the previous lesson Vent Pry c media,
/ 1.Facilitator explains on the importance of food to the
……………………………………………………
-animals sources Science -cereals
3 body while lrnrs listen ……………………………………………………
& -meat
2.Facilitator - lrnr classify food according to their ……………………………………………………
sources Techno -fruits
new curr -potatoes ……………………………………………………
3.Group work and feedback on matching of food to their
sources grade 3 ……………………………………………………
4.Feedback and corrections from the fclttr lrnrs bk ……………………………………………………
5.Individual work while the fclttr supervises page 12 ……………………………………………….……
Conclsn:Facilitator ask two lrnrs to classify food to
their sources
S.C- Assumed knowledge:Some lrnrs eat food everyday - ……………………………………………………
4 Importance of S.O:- state at least two -displaying Intro:Recap of the previous lesson Vent Pry electroni ……………………………………………………
food to the body importance of food to the -drawing 1.Facilitator explain to the lrnrs the importance of food Science c media,
/ -Energy giving to the body while they observe
……………………………………………………
body - & -cereals
5 -Body building 2.Facilitator -lrnr discuss on the importance of food to ……………………………………………………
manipulati Techno -meat
-Protective foods the body ie. proteins ……………………………………………………
ng 3.Pair work on stating importance of food to the body new curr -fruits
grade 3 -potatoes ……………………………………………………
4.Individual tasks on stating the importance of food to
the body lrnrs bk ……………………………………………………
Conclsn:Facilitator ask two lrnrs to state the importance page 4-9
of food to the body
Week
Ending WEEKLY AIM:To enable learners demonstrate innate talent that lead to originality and innovativeness in disease identification
5 Assumed knowledge: - Some learners are aware of different organisms
HEALTH AND WEEK OBJECTIVES -identifying Methods Science -f-cards ……………………………………………………
SAFETY: By the end of the week -observing - Explanation and - ……………………………………………………
Key concept: learners should be able -naming - Question and answer Technol recomme ……………………………………………………
Disease and to: -discussing - Discussion grade 3
nded
prevention  identify causes of -listing Activities Syllabus ……………………………………………………
sickness page 14 textbook
1.Disease - Group/pair work ……………………………………………………
 list organisms that - Listing -Naming Bullets
causing causes sickness 10-11 ……………………………………………………
- Observing
organisms - Identifying ……………………………………………………
S.C-Disease LESSON OBJECTIVES Assumed knowledge:Some lrnrs can name some Vent Pry -f-cards ……………………………………………………
diseases
49
1 causing By the end of the lesson -naming Intro: Lrnrs name what causes diseases Science - ……………………………………………………
/ organisms learners should be able - 1. Facilitator explains on causes of sickness while lrnrs & recomme ……………………………………………………
to : identifying listen attentively Techno nded
2 2.Facilitator -lrnr identify causes of sickness ……………………………………………………
S.O:- identify at least new curr textbook
3.Lrnrs in groups discuss germs and how they cause ……………………………………………………
two out of four causes of grade 3
diseases while the fclttr supervises ……………………………………………………
sickness lrnrs bk
4.Lrnrs name different organism that causes sickness
Conclsn:Questions and answer on work done page 20 ……………………………………………………
S.C-Disease Assumed knowledge:Some lrnrs can name some Vent Pry -f-cards ……………………………………………………
3 causing S.O:-list at least two out -listing diseases Science - ……………………………………………………
of four organisms that Intro:Facilitator shows lrnrs different types of germs
/ organisms -discussing
1.Facilitator -lrnr discuss organisms that cause
& recomme ……………………………………………………
causes sickness -observing Techno nded
4 sickness/diseases ……………………………………………………
Eg. Virus, new curr textbook
2.Pair work on listing organisms that causes sickness ……………………………………………………
protozoa, fungi 3.Feedback and corrections from the fclttr grade 3
lrnrs bk ……………………………………………………
Conclsn:Facilitator ask three lrnrs to list organisms that page 22 ……………………………………………………
causes sickness
5 -writing questions of the revision exercise Science ……………………………………………………
Revision Exer 4 -answer at least four out -observing Intro:Recap of the previous lessons learnt & ……………………………………………………
of eight questions -discussing 1.Facilitator explains and demonstrate on how to write Techno -c/board
……………………………………………………
correctly the exercise while lrnrs listen new curr
2.Lrnrs write work individually while the fclttr move ……………………………………………………
grade 3
around the class monitoring progress. lrnrs bk ……………………………………………………
3.Revision and discussion on work done page 27 ……………………………………………………
Week
Ending WEEKLY AIM:To enable learners manipulate materials and equipment to enhance creativity
6 Assumed knowledge: - Some learners can name diseases they know
HEALTH AND WEEK OBJECTIVES -observing Methods Science -f-cards ……………………………………………………
SAFETY: By the end of the week -naming and -
- Explanation ……………………………………………………
Key concept: learners should be able -discussing Technol
- Question and answer grade 3 recomme ……………………………………………………
Disease and to: - Discussion Syllabus nded
……………………………………………………
prevention  discuss diseases Activities page 14 textbook
1.Disease caused by organisms - Group/pair work Bullets ……………………………………………………
-salt
 demonstrate how - Naming 12-13
causing -sugar ……………………………………………………
germs can be -School
organisms - Observing ……………………………………………………
prevented from Based Syll
- Discussing
spreading pg 12-13
S.C-Disease LESSON OBJECTIVES Assumed knowledge:Some lrnrs can say diseases Vent Pry -f-cards ……………………………………………………
1 causing By the end of the lesson -discussing Intro: Lrnrs name what causes diseases Science - ……………………………………………………
learners should be able 1.Facilitator explain on organisms that causes diseases
/ organisms -naming
while lrnrs listen
& recomme ……………………………………………………
50
2 to : 2.Facilitator -lrnr discuss on diseases caused by Techno nded ……………………………………………………
S.O:-discuss diseases organisms new curr textbook ……………………………………………………
caused by organisms 3.In pairs lrnrs identify diseases caused by organisms grade 3 -salt ……………………………………………………
lrnrs bk -sugar
Conclsn:Facilitator ask lrnrs to say diseases caused by ……………………………………………………
organism page 20
S.C-Disease Assumed knowledge:Some lrnrs can say diseases Vent Pry -f-cards ……………………………………………………
3 causing S.O:-demonstrate how -observing Intro:Lrnrs name types of germs they know Science - ……………………………………………………
germs can be prevented 1.Facilitator explain and demo on how to prevent germs
/ organisms -discussing
from spreading while lrnrs observe and listen
& recomme ……………………………………………………
from spreading Techno nded
4 2.Facilitator -lrnr discuss on how germs can be prevented ……………………………………………………
Eg. Virus, new curr textbook
from spreading ……………………………………………………
protozoa, fungi 3.Lrnrs in pairs outline how to prevent germs from grade 3 -salt
lrnrs bk -sugar ……………………………………………………
spreading
4.Individual work while the fclttr supervises page 22- ……………………………………………………
Conclsn:Revision on work done 23
……………………………………………………
grade 3
Conclsn:Facilitator ask three lrnrs three first qtns of the ……………………………………………………
revision exercise
Week
Ending WEEKLY AIM:To enable learners develop the creative, technical and practical expertise to participate in a scientific and technologica
7 environment
Assumed knowledge: - Some learnerscan name different diseases
HEALTH AND WEEK OBJECTIVES -observing Methods Science -f-cards ……………………………………………………
SAFETY: By the end of the week -naming and -
- Explanation ……………………………………………………
- Discussion recomme ……………………………………………………
Disease and to: grade 3
prevention
Activities nded
 discuss the causes of Syllabus ……………………………………………………
1.Diarrhoea - Group/pair work textbook
diarrhea page 14 ……………………………………………………
2.The oral - Naming -salt
 suggest ways of Bullets
dehydration - Observing -sugar ……………………………………………………
preventing diarrhea 14-15
solution (ORS) - Discussing
S.C-Diarrhoea LESSON OBJECTIVES Assumed knowledge:Some lrnrs have had of diarrhoea Vent Pry -f-cards ……………………………………………………
1 By the end of the lesson -discussing Intro: Lrnrs name what causes diseases Science - ……………………………………………………
learners should be able -naming 1.Facilitator explain on organisms that causes diseases & recomme
/ while lrnrs listen
……………………………………………………
to : Techno nded
2 2.Facilitator -lrnr discuss on diseases caused by ……………………………………………………
S.O:-discuss diseases new curr textbook
organisms
51
caused by organisms 3.In pairs lrnrs identify diseases caused by organisms grade 3 -salt ……………………………………………………
4.Individual work while the fclttr supervises lrnrs bk -sugar ……………………………………………………
Conclsn:Questions and answer on work done page 20 ……………………………………………………
S.C-The oral Assumed knowledge:Some lrnrs have had of diarrhoea Vent Pry -f-cards ……………………………………………………
3 dehydration S.O:-demonstrate how -observing Intro:Lrnrs name types of germs they know Science - ……………………………………………………
germs can be prevented 1.Facilitator explain and demo on how to prevent germs
/ solution (ORS) -discussing
from spreading while lrnrs observe and listen
& recomme ……………………………………………………
from spreading Techno nded
4 2.Facilitator -lrnr discuss on how germs can be prevented ……………………………………………………
new curr textbook
from spreading ……………………………………………………
3.Lrnrs in pairs outline how to prevent germs from grade 3 -salt
lrnrs bk -sugar ……………………………………………………
spreading
Conclsn:Revision on work done 23 ……………………………………………………
……………………………………………………
grade 3
Week
Ending WEEKLY AIM:To boost learners awareness of making of mixtures and their separation.
8 Assumed knowledge: - Some learners know accidents
HEALTH AND WEEK OBJECTIVES -observing Methods Science ……………………………………………………
SAFETY: By the end of the week -naming and -f-cards
- Explanation ……………………………………………………
- Question and answer grade 3
- ……………………………………………………
Disease and to: - - Discussion teaspoon
Syllabus
prevention &  describe preparation identifying Activities ……………………………………………………
page 15 -salt
of ORS treatment Bullets ……………………………………………………
Safety  state accidents that - Group/pair work -sugar
- Naming 16-19
1.The oral occur in the -water ……………………………………………………
-School
dehydration laboratory - Identifying -
Based Syll ……………………………………………………
solution (ORS)  identify objects that - Observing pg 12-13 laborator ……………………………………………………
cause accidents in the - Discussing
2.Accidents y
laboratory
3.Safety in the  describe substances
laboratory that causes accidents
in the laboratory
S.C-The oral LESSON OBJECTIVES Assumed knowledge:Some lrnrs have had of cholera Vent Pry ……………………………………………………
1 dehydration By the end of the lesson -describing Intro: Facilitator shows lrnrs a chart with ORS Science -f-cards ……………………………………………………
learners should be able preparation -
/ solution (ORS) -naming
1.Facilitator explains on the oral dehydration solution
& ……………………………………………………
to : -observing Techno teaspoon
52
2 S.O:-describe while lrnrs listen new curr -salt ……………………………………………………
preparation of ORS 2.Facilitator - lrnr describe preparation of ORS treatment grade 3 -sugar ……………………………………………………
treatment 3.Lrnrs in groups prepare the ORS treatment while the lrnrs bk -water ……………………………………………………
fclttr assist page 26
……………………………………………………
Conclsn:Questions and answer on work done ……………………………………………………
S.C-Accidents Assumed knowledge:Some lrnrs are aware of accidents Vent Pry ……………………………………………………
3 S.O:-state accidents that -stating caused by home equipments Science -f-cards ……………………………………………………
Eg.fire burnt, occur in the laboratory -discussing Intro:Facilitator -lrnr educational tour to a laboratory & - ……………………………………………………
breaking of 1.Facilitator -lrnr discuss on accidents that occur in the Techno teaspoon
laboratory ……………………………………………………
bottles new curr -salt
2.Facilitator -lrnr discuss accidents that occur in the ……………………………………………………
containers laboratory while the fclttr assists grade 3 -sugar
lrnrs bk -water ……………………………………………………
3.Lrnrs in pairs state accidents that occurs in the
laboratory page 30 laborator ……………………………………………………
4.Feedback and corrections from the fclttr y ……………………………………………………
S.C-Safety in Assumed knowledge:Some lrnrs are aware of accidents Vent Pry -f-cards ……………………………………………………
4 the laboratory S.O:- identify objects -observing caused by home equipments Science - ……………………………………………………
that cause accidents in -discussing Intro:Facilitator shows lrnrs objects that cause accidents & recomme
/ in the laboratory
……………………………………………………
the laboratory -identifying Techno nded
5 1.Facilitator explain on objects that cause accidents in ……………………………………………………
Eg.chemicals, -naming new curr textbook
the laboratory while lrnrs observe and listen ……………………………………………………
gases 2. Facilitator -lrnr discuss on objects that cause accidents grade 3 -salt
lrnrs bk -sugar ……………………………………………………
in the laboratory
3.Lrnrs in pairs identify objects that cause accidents in page 30 - ……………………………………………………
the laboratory while fclttr assists laborator ……………………………………………………
y
4.Feedback and corrections from the fclttr ……………………………………………………
5.Individual work while the fclttr supervises ……………………………………………………
Conclsn:Facilitator ask lrnrs to name objects that cause
accidents in the laboratory
Week
Ending WEEKLY AIM:To help learners develop the creative, technical and practical expertise to participate in a scientific and technological w
9 Assumed knowledge: - Some learners are aware of different materials
MATERIALS AND STRUCTURE: WEEK OBJECTIVES Methods Science ……………………………………………………
Key concept: By the end of the week learners should - Explanation and -f-cards ……………………………………………………
Characteristics of materials and be able to: -listening Technol
- Discussion -natural ……………………………………………………
Elements, mixtures and  distinguish between natural and - classifying grade 3
compounds1.Natural and man-made Activities materials
man-made materials -distinguishing Syllabus ……………………………………………………
materials - Naming -man
 differentiate pure and impure page 16 ……………………………………………………
2.Pure and impure materials - classifying made
materials Bullets
- Observing materials ……………………………………………………
20-21
- Distinguishin
g
53
S.C-Natural and LESSON OBJECTIVES Assumed knowledge:Some lrnrs can name some natural Vent Pry ……………………………………………………
1 man-made By the end of the lesson -collecting materials Science -f-cards ……………………………………………………
learners should be able Intro: Lrnrs collect different materials from the school
/ materials -
yard
& -natural ……………………………………………………
to :
2 Eg. classifying
1.Facilitator explains and demo natural and man-made
Techno materials
……………………………………………………
Natural:sand, -observing new curr -man
S.O:-classify materials materials while lrnrs listen ……………………………………………………
rock, oil, goid grade 3 made
into natural and man- 2.Facilitator - lrnr discussion on natural and man-made ……………………………………………………
Man lrnrs bk materials
made materials materials
made:paper, page 35 ……………………………………………………
3.Lrnrs in groups classify natural and man-made
plastic, rubber ……………………………………………………
materials while the fclttr assist
Conclsn:Questions and answer on work done ……….…..
S.C-Natural and -describing Assumed knowledge:Some lrnrs can name some man- Vent Pry ……………………………………………………
3 man-made S.O:-describe natural and - made materials Science -f-cards ……………………………………………………
materials man-made materials classifying Intro: Recap of the previous lesson & -natural
/ Eg. 1.Facilitator explains and demo natural and man-made
……………………………………………………
4 Natural:sand, -discussion Techno materials
materials while lrnrs listen ……………………………………………………
rock, oil, goid -observing new curr -man
2.Facilitator - lrnr discussion on natural and man-made grade 3 made
……………………………………………………
Man
made:paper,
materials lrnrs bk materials ……………………………………………………
plastic, rubber 3.Lrnrs in groups describe natural and man-made page 35 ……………………………………………………
materials while the fclttr assist
……………………………………………………
S.C-Pure and Assumed knowledge:Some lrnrs are aware of different Vent Pry -f-cards ……………………………………………………
5 impure materials S.O:-differentiate pure -observing materials Science -water ……………………………………………………
Intro:Lrnrs say what they do to water before they drink
it
1.Facilitator explain on pure and impure materials while
lrnrs listen
2.Facilitator -lrnr discussion on the differences between
pure and impure materials
3.Lrnrs in pairs differentiate pure and impure materials
while the fclttr assists
4.Feedback and corrections from the fclttr
Conclsn:Facilitator ask two lrnrs to differentiate pure
and impure materials
Week
Ending WEEKLY AIM:To enable learnersselect and use a wide range of materials and tools in the environment
10 Assumed knowledge: - Some learnerscan name tools
MATERIALS WEEK OBJECTIVES Methods Science -water ……………………………………………………
AND By the end of the week -Observing and -rubber
- Explanation ……………………………………………………
STRUCTURE: learners should be able Technol tubes
Key concept: -purifying - Question and answer grade 3 container
54
Characteristics to: - - Discussion Syllabus s ……………………………………………………
of materials and  demonstrate how to classifying Activities page 16 -filter ……………………………………………………
Elements, purify water Bullets paper-
-writing - Group/pair work 22-23 ……………………………………………………
mixtures and  classify tools from kitchen
- Purifying -School
compounds home tools ……………………………………………………
- Classifying Based Syll -garden
1.Purifying
- Discussing pg 12-13 tools ……………………………………………………
water
- Observing
2.Classification
of tools
S.C-Purifying LESSON OBJECTIVES Assumed knowledge:Some lrnrs boil water whilst at Vent Pry -f-cards ……………………………………………………
By the end of the lesson home -water
1 water -observing Science ……………………………………………………
learners should be able Intro: Lrnrs say how water can be purified -glass
/ -purifying & ……………………………………………………
1.Facilitator explains on how to purify water while lrnrs tube
to : Techno
2 listen
-rubber ……………………………………………………
S.O:-demonstrate how to new curr tubes
purify water 2.Facilitator -lrnr purify water by filtration and grade 3 container ……………………………………………………
distillation lrnrs bk s ……………………………………………………
3.Individual written work on water purification and -filter
page 38 ……………………………………………………
distillation with the help of the fclttr paper
Conclsn:Questions and answer on work done
S.C- Assumed knowledge:Some lrnrs can name tools used at Vent Pry -f-cards ……………………………………………………
home -kitchen
3 Classification of S.O:-classify at least - Science ……………………………………………………
three tools from home Intro: Facilitator shows lrnrs different tools from home tools
/ tools classifying &
-garden ……………………………………………………
while lrnrs observe Techno
4 tools ……………………………………………………
Eg.kitchen tools -observing 1.Facilitator –lrnr collect and classify tools from home new curr
2.In pairs lrnrs classify tools from home ……………………………………………………
Garden tools grade 3
3.Feedback and corrections from the fclttr lrnrs bk ……………………………………………………
Conclsn:Revision on work done 44
S.C- Assumed knowledge:Some lrnrs can name tools used at Science & -f-cards ……………………………………………………
home Techno -building
5 Classification of S.O:-classify at least - ……………………………………………………
three tools from home Intro: Recap of the previous lesson new curr tools
tools classifying ……………………………………………………
1.Facilitator –lrnr collect and classify tools from home grade 3
lrnrs bk ……………………………………………………
Eg. Building -observing 2.In pairs lrnrs classify tools from home 3.Feedback and
page 41- ……………………………………………………
tools corrections from the fclttr
44
Week
/CONTENT /SKILLS
EXAMINATION LESSON OBJECTIVE Intro:Fclttr explains on how to write the exam while Science -question ……………………………………………………
By the end of the lesson -writing lrnrs are listening and paper ……………………………………………………
End of term learners should be able -listening 1.Individual written work while thefclttr moves around Technol
……………………………………………………
exam to: monitoring the progress grade 3
-work
2.Collection of exam sheets by the fclttr Syllabus ……………………………………………………
 answer more than cards
55
Paper 1 or 2 half of the total 3.Marking and recording marks page ……………………………………………………
marks correctly Conclsn:Question and answer on work done 13-16
Week
CONTENT /SKILLS
LESSON OBJECTIVES -writing Intro: Facilitator asks lrnrs difficulties they face when Science -c/board ……………………………………………………
REVISION By the end of the lesson -listening writing the exam and ……………………………………………………
WORK learners should be able 1.Facilitator explains on how to revise the exam Technol -answer
……………………………………………………
to: 2.Facilitator ask lrnrs written questions of the exam grade 3 sheets
Revision of end -revise written questions 3.Lrnrs write correct answers for each question for the Syllabus ……………………………………………………
of term or exam sake of revision purposes page ……………………………………………………
examination 4.Marking and recording marks while lrnrs wait for their 13-16
marked papers ……………………………………………………
Conclsn: Facilitator gives lrnrs their papers ……………………………………………………
CHISHONA, KOTORO YEKUTANGA 2022
56
UNYANZVI MISORO MISORO YERONDEDZERO

Kuteerera - Kucherechedza ruzha 1. Ini pachangu
- Ruzha rwemitinhimira 2. Shamwari yangu
- Nyaya, ngano ne nhau 3. Mudzidzisis vangu
Kutaura - Zvaunofarira nezvausingafarire 4. Mhuri yedu
- Mabasa avanoita kana nevanhu vemumhuri 5. Rwendo rwevakambofamba
- Zviitwa nezvirongwa zvemunharaunda
-Kuverenga nhamba
6. Musha wedu
Kuverenga - Ruzha rwemitinhimira 7. Mhuri yandinofarira
- Kuverengaa zvakatsetseka 8. Zvakamboitika kwandiri
- Mitsara nemirairo 9. Kuchengetedza hutano
Kunyora - Kunyora vachishandisa runyoro rwe Nelson’s script 10.Zvinovanzoitikamumigwagwa
- Nzwisiso
- Kunyora rondedzero nepfungwa dzavo
VAVARIRO
-Kuvandudza umhizha hwemutauro hwevadzidzi mukuteerera, kutaura, kuverenga nekunyora
-Vadzidzi vataurirane nemazvo munhaurirano dzakasiyana-siyana
-Kuti vadzidzi vagone kutaura chishona chedu zvakanaka muzviitiko zvakasiyana-siyana
Dura:
- Bumbiro Idzva reChishona reZimbabwe Gwaro rechina (2015-2022)
- Ziva Chishona Gwaro rechitatu (New Curr-college press) By: Nyakurerwa L and et al (2015)
- Ventures Gore Re Chitatu Chishona (New Curr-college press) By: C.J.K Ngwaru (2016)
Unyanzvi TotalObjectives Objectives/Term 1 2 3 4 5 6 7 8 9 10
Kuteerera 15 Term 1=5 Term 2=5 Term 3=5 1 1 1 1 1
3
=5, 5, 5 - - - - -
Kutaura 31 Term 1=10 Term 2=10 Term 3=11 1 1 1 1 1 1 1 1 1 1
=10, 10, 11
3
Kuverenga 18 Term 1=6 Term 2=6 Term 3=6 1 1 1 1 1 1
3
=6, 6, 6 - - - -
Kunyora 13 Term 1=4 Term 2=5 Term 3=4 1 1 1 1
3
=4, 5, 4 - - - - - -
Vhiki VAVARIRO: Kuti vadzidzi vagonekukurukura nokutaura, kuverenga zvinyorwa nokunyora vachishandisa runyoro rwe Nelson script
1 Zvinozivikanwa nevadzidzi: Vamwe vadzidzi vanogona kunyora nekuverenga
57
MUSORO ZVINANGWA UNYANZVI ZVICHAITWA JERERO ZVOMBO ONGORORO
/Hwerengedo
1.KUTAURA /KUTEERERA Chinangwa chepasvondo -kuteerera Mutowo Indig -chidziro …………………………………………………
-Kucherechedza ruzha Panopera vhiki vadzidzi -kunyora - Tsanangudzo language - …………………………………………………
- Zvavanofarira nezvavasingafarire vanotarisirwa kunge vogona: -kutaura - Ratidziro gwaro Mufanan …………………………………………………
2.KUVERENGA  kuziva ruzha nekwarunobva reChitatu
- kuverenga - Kuverenga idzo
-Zvavanofarira nezvavasingafarire  kutaura zvavanofarira Bumbiro …………………………………………………
3.KUNYORA Batapata -
nezvavasingafarire shizha …………………………………………………
-Nzwisiso: Dadirai naRuvimbo - Hurukuro 10,12,15, 17 bhambiri
 kuziva ruzha rwemitinhimira …………………………………………………
-Madimikira - Kuteerera -School -zvitaitai
 kunyora vachishandisa runyoro
-Zviperengo rwe Nelson script - Kutaura Based Syll …………………………………………………
-Rondedzero: - Basa mumapoko pg 9-11 …………………………………………………
Ini pachangu - Kunyora umwe …………………………………………………
umwe
KUTEERERA Zvinangwa Zvinozivikanwa navadzidzi:Vamwe vadzidzi vanoziva Indig …………………………………………………
ruzha rwemhuka language
1 zvechidzidzo …………………………………………………
Kucherechedza Nhanganyaya:Mudzidzisi anoridzira vadzidzi ruzha gwaro -zvitai-
Panopera chidzidzo …………………………………………………
ruzha -kuteerera rwunoitwa nemhuka dzakasiyana-siyana kubva reChitatu
vadzidzi vanotarisirwa tai
-kutaura pazvombo zve ICT vadzidzi vakanyatsoteerera Bumbiro …………………………………………………
kunge vogona: -
1.Vadzidzi vanopatsanura ruzha rwemhuka imwe shizha 10 …………………………………………………
(Ruzha rwunoitwa - kuziva ruzha mifanani
neimwe …………………………………………………
nemhuka) nekwarunobva dzo
2.Muzvikwata vadzidzi vanopatsanura ruzha
rwemhuka imwe neimwe - …………………………………………………
3.Mibvunzo nekupindura mudzidzisi achizopa nharemb …………………………………………………
gadziriso ozha …………………………………………………
Mhedziso:Mudzidzi anodeedzera ruzha vadzidzi
vachiteerera …………
-Zvavanoda Zvinozivikanwa navadzidzi:Vamwe vadzidzi vanoziva …………………………………………………

zvavanofarira
2 nezvavasingadi - kutaura zvavanofarira Indig …………………………………………………
nezvavasingafarire Nhanganyaya: Mudzidzisi anotaura zvaanofarira language
…………………………………………………
( Zvavanofarira nezvaasingafarire vadzidzi vakateerera gwaro
-kutaura -chidziro
nezvavasingfarire) 1.Vadzidzi vanotaurirana neshamwari dzavo reChitatu …………………………………………………
-hurukuro -
pamusoro pezvavanofarira nezvavasingafarire Bumbiro …………………………………………………
SK: Zvokudya, shizha 12 mifanani
vachipa zvikonzero zvacho mudzidzisi akateerera …………………………………………………
mabasa, mitambo, achibatsira dzo
zvedzidzo 2.Hurukuro pamusoro pezvavanofarira - …………………………………………………
nezvavasingafarire bhambiri …………………………………………………
3.Mibvunzo kuvadzidzi
Mhedziso:Dzokororo yebasa raitwa
KUVERENGA Zvinozivikanwa navadzidzi:Vamwe vadzidzi vanogona …………………………………………………
kuverenga mitinhimira pamwe
3 Ruzha - kuverenga ndima - -Ziva - …………………………………………………
rwemitinhimira nekuziva ruzha kuverenga Nhanganyaya:Vadzidzi vanoverenga mitinhimira iri Chishona bhambiri …………………………………………………
rwemitinhimira -kuteerera pazvitai-tai gw-, rw-, ty-,bh- Gwaro
Ini pachangu 1.Mudzidzi anopa ratidziro pakuverenga ndima …………………………………………………
rechitatu
zvakatsetseka vadzidzivachiteerera (new curi) …………………………………………………
Sk: 2.Hurukuro yendima yaverengwa
gw-ara shizha 2 …………………………………………………
3.Vadzidzi vanoverenga vari mumapoka nekuziva
58
rw-endo ruzha rwemitinhimira …………………………………………………
ty-mutyairi 4.Kuverenga kirasi yose mudzidzisi achibatsira vane …………………………………………………
bh-asikoro dambudziko
…………………………………………………
Mhedziso:Mudzidzi mumwe anovererenga vamwe
vakateerera
KUNYORA Zvinozivikanwa navadzidzi:Vamwe vadzidzi vanogona …………………………………………………
kunyora
4 Nzwisiso: - kunyora mhinduro …………………………………………………
Ziva dzakaumbwa zvakanaka - Nhanganyaya: Kuverenga mazwi matsva pazvitai-tai Vent Gore
…………………………………………………
kwawakabva: kana pachidziro:gugwa, nyanza Re Chitatu
vachipindura mibvunzo kuverenga -
Dadirai 1.Tsananguro neratidziro pakuverenga mudzidzisi Chishona …………………………………………………
naRuvimbo mitanhatu yenzwisiso -kunyora Makadhi
achivabatsira (New Cur) …………………………………………………
shizha 6-7 ebasa
2.Vadzidzi vanoverenga mudzidzisi achivabatsira …………………………………………………
3.Vadzidzi vanoverenga vaviri vaviri mumapoka
vachibatsirwa nemudzidzisi …………………………………………………
4.Kunyora mumabhuku avo mudzidzisi achivapa …………………………………………………
gadziriso …………………………………………………
Mhedziso:Mudzidzisi anobvunza vadzidzi vaviri
mibvunzo ivo vachipindura …
Zvirungamutauro: Zvinozivikanwa navadzidzi:Vamwe vadzidzi vanoziva …………………………………………………
mamwe madimikira
5 Madimikira - kupa dudziro …………………………………………………
yemadimikira matanhatu -kunyora Nhanganyaya:Vadzidzi nomudzidzisi vanotaura Vent Gore
…………………………………………………
Sk: madimikira avanoziva Re Chitatu
akapihwa -Chidziro
1.Basa mumapoka pakuzadzisa madimikira Chishona …………………………………………………
Ane mwoyo -zvitai-
mudzidzisi achivapa gadziriso (New Cur) …………………………………………………
murefu............. tai
2.Vadzidzi vanoratidzira basa ravaita kumudzidzisi shizha 5
Ane ruoko....... …………………………………………………
3.Kunyora mumabhuku avo mudzidzisi achikwenya
basa …………………………………………………
Mhedziso:Mudzidzisi anobvunza vadzidzi vaviri …………………………………………………
madimikira ivo vachizadzisa
Zviperengo Zvinozivikanwa navadzidzi:Vamwe vadzidzi vanogona …………………………………………………
- kunyora zviperengo kunyora zviperengo kubva kudaidziro
6 …………………………………………………
Sk:- gotwe, zvishanu kubva munyaya -kuteerera Nhanganyaya: Vadzidzi vanovererenga mazwi matsva Vent Gore
…………………………………………………
dangwe, mapatya, ari pazvitai-tai Re Chitatu
nemazvo -kunyora -zvitai-
1.Tsanangudzo yomudzidzisi pakunyora zviperengo Chishona …………………………………………………
tete tai
2.Mudzidzisi nevadzidzivanokurukura (New Cur) …………………………………………………
3.Vadzidzi mumapoka vanokurukura nekunyora shizha 6-7
…………………………………………………
zviperengo
4.Kunyora mumabhuku avo mudzidzisi achiongorora …………………………………………………
Mhedziso:Mudzidzi mumwe anotsanangura zvinoreva …………………………………………………
mazwi avanyora
Zvinozivikanwa navadzidzi:Vamwe vadzidzi vanogona …………………………………………………
kunyora zvinoverengeka -Ziva
7 Rondedzero: - kunyora rondedzero …………………………………………………
Ini pachangu pamusoro pezvavanofarira -kunyora Nhanganyaya: Ratidziro yemanyorerwo e-rondedzero Chishona -chidziro …………………………………………………
nezvavasingafarire -hurukuro 1.Hurukuro pamanyorerwo ebasa vadzidzi Gwaro -
Ini vachiteerera …………………………………………………
vachishandisa runyoro rwe rechitatu bhambiri
ndinonzi….ndinof 2.Ratidziro pamanyorerwo anotarisirwa prondedzero (new curi) …………………………………………………
arira kudya Nelson script re Nelson
vadzidzi vachiteerera shizha5 …………………………………………………
nekunwa……. script
59
3.Basa mumapoka kupana pfungwa dzavo …………………………………………………
4.Kunyora mumabhuku vachishandisa runyoro rwe …………………………………………………
Nelson script mudzidzisi achikwenenzvera
…………………………………………………
Mhedziso:Vadzidzi vaviri vanoverenga rondedzero
dzavo
Vhiki VAVARIRO:Kuti vadzidzi vagone kutaura, kuverenga nokunyora pamusoro peshamwari dzavo nerunyoro rwakanaka
2 Zvinozivikanwa nevadzidzi: Vamwe vadzidzi vanoziva zvirungamutauro
/Hwerengedo
1.KUTAURA /KUTEERERA Chinangwa chepasvondo - Mutowo Indig -chidziro …………………………………………………
-Kucherechedza ruzha Panopera vhiki vadzidzi kuteerera - Tsanangudzo language - …………………………………………………
- Zvavanofarira nezvavasingafarire vanotarisirwa kunge vogona: -kunyora - Ratidziro gwaro Mufanan …………………………………………………
2.KUVERENGA  kuziva ruzha nekwarunobva reChitatu
-kutaura - Kuverenga idzo
- Mabasa ese anokosha  kutaurirana zvavanofarira Bumbiro …………………………………………………
3.KUNYORA - Batapata -
nezvavasingafarire shizha …………………………………………………
-Nzwisiso: Mabasa ese anokosha kuvereng - Hurukuro 10,12,15, 17 bhambiri
 kuverenga ruzha …………………………………………………
-Tsumo a - Kuteerera -School -zvitaitai
rwemitinhimira
-Zviperengo  kunyora vachishandisa - Kutaura Based Syll …………………………………………………
-Mutauro runyoro rwe Nelson script - Basa mumapoko pg 9-11 …………………………………………………
-Rondedzero: Shamari yangu - Kunyora umwe umwe …………………………………………………

ruzha rwezvinhu language
1 zvechidzidzo …………………………………………………
Kucherechedza Nhanganyaya:Mudzidzisi anoridzira vadzidzi ruzha gwaro -zvitai-
ruzha -kuteerera rwunoitwa nezvinhu zvakasiyana-siyana kubva reChitatu
-kutaura pazvombo zve ICT vadzidzi vakanyatsoteerera Bumbiro …………………………………………………
kunge vogona: -
1.Vadzidzi vanopatsanura ruzha rwezvinhu imwe shizha 10 …………………………………………………
(Ruzha rwunoitwa - kuziva ruzha mifanani
neimwe …………………………………………………
nezvinhu) nekwarunobva dzo
2.Muzvikwata vadzidzi vanopatsanura ruzha
rwezvinhu - …………………………………………………
3.Mibvunzo nekupindura mudzidzisi achizopa nharemb …………………………………………………
gadziriso ozha …………………………………………………
Mhedziso:Mudzidzi anodeedzera ruzha vadzidzi
vachiteerera …………
-Zvavanoda Zvinozivikanwa navadzidzi:Vamwe vadzidzi vanogona …………………………………………………

kudoma zvavanofarira
2 nezvavasingadi - kutauriranaa Indig …………………………………………………
zvavanofarira Nhanganyaya: Mudzidzisi anotaura zvaanofarira language
…………………………………………………
(Zvavanoda nezvavasingafarire nezvaasingafarire vadzidzi vakateerera gwaro
-kutaura -chidziro
nezvavasingadi) 1.Vadzidzi vanotaurirana neshamwari dzavo reChitatu …………………………………………………
-hurukuro -
pamusoro pezvavanofarira nezvavasingafarire Bumbiro …………………………………………………
SK: Zvokudya, shizha 12 mifanani
vachipa zvikonzero zvacho mudzidzisi akateerera …………………………………………………
mabasa, mitambo, achibatsira dzo
zvedzidzo 2.Hurukuro pamusoro pezvavanofarira - …………………………………………………
nezvavasingafarire bhambiri …………………………………………………
3.Muzvikwata vadzidzi vanoita mitambo yekudoma …………………………………………………
zvavanofarira nezvavasingafarire
3.Mibvunzo kuvadzidzi
60
kuverenga mitinhimira
3 Ruzha - kuverenga ndima ne - - …………………………………………………
rwemitinhimira ruzha rwemitinhimira kuverenga Nhanganyaya:Vadzidzi vanoverEnglish a mazwi ari Vent Gore bhambiri …………………………………………………
yakapihwa pazvitai-tai Sk:hadyana, pfuko Re Chitatu
-kuteerera
Mabasa ese 1.Mudzidzi anopa ratidziro pakuverEnglish a ndima Chishona …………………………………………………
anokosha zvakatsetseka vadzidzivachiteerera (New Cur) …………………………………………………
(Verengai 2) 2.Hurukuro yendima yaverengwa shizha 11-
…………………………………………………
3.Vadzidzi vanoverenga vari mumapoka nekuziva 12
ruzha rwemitinhimira …………………………………………………
4.Kuverenga kirasi yose mudzidzisi achibatsira vane …………………………………………………
dambudziko …………………………………………………
Mhedziso:Mudzidzi mumwe anoverenga vamwe
vakateerera
KUNYORA - kunyora mhinduro Zvinozivikanwa navadzidzi:Vamwe vadzidzi vanogona …………………………………………………
dzakaumbwa zvakanaka kupindura mibvunzo
4 …………………………………………………
Nzwisiso: vachipindura mibvunzo - Nhanganyaya: Dzokororo yebasa rakaitwa Vent Gore
…………………………………………………
Mabasa ese 1.Tsananguro neratidziro pakuverenga mudzidzisi Re Chitatu
mitanhatu yenzwisiso kuverenga -
anokosha achivabatsira Chishona …………………………………………………
-kunyora Makadhi
(Verengai 2) 2.Vadzidzi vanoverenga mudzidzisi achivabatsira (New Cur) …………………………………………………
shizha 11- ebasa
3.Vadzidzi vanoverenga vaviri vaviri mumapoka …………………………………………………
vachibatsirwa nemudzidzisi 12
gadziriso …………………………………………………
…………………………………………………
mibvunzo ivo vachipindura
………
tsumo
5 Tsumo - kupa dudziro yetsumo -Ziva …………………………………………………
nanhatu dzakapihwa -kunyora Nhanganyaya:Vadzidzi nomudzidzisi vanotaura Chishona …………………………………………………
Sk: tsumo dzavanoziva Gwaro -Chidziro
1.Basa mumapoka pakuzadzisa tsumo mudzidzisi …………………………………………………
Sango rechitatu -zvitai-
rinopa............. achivapa gadziriso (new curi) …………………………………………………
tai
2.Vadzidzi vanoratidzira basa ravaita kumudzidzisi shizha 5 …………………………………………………
Rugare tange.......
basa …………………………………………………
tsumo ivo vachizadzisa
6 …………………………………………………
Sk:- gate, zvina kubva munyaya -kuteerera Nhanganyaya: Vadzidzi vanoverenga mazwi matsva Vent Gore
…………………………………………………
tsambakodzi,hady ari pazvitai-tai Re Chitatu
ana tai
3.Vadzidzi mumapoka vanokurukura nekunyora shizha 11-
…………………………………………………
zviperengo 12
61
mazwi avanyora
Mutauro:Kuzadzi Zvinozivikanwa navadzidzi:Vamwe vadzidzi vanoziva hari …………………………………………………
7 sa pakashama - kuzadzisa uchishandisa …………………………………………………
mazita endudzi dzehari -kuteerera Nhanganyaya: Vadzidzi vanoverenga mazwi matsva Vent Gore
…………………………………………………
ari pazvitai-tai sk: gate, tsambakodzi Re Chitatu
-kunyora -zvitai-
1.Tsanangudzo yomudzidzisi pamazadzisirwo Chishona …………………………………………………
tai
emitsara yakapihwa (New Cur) …………………………………………………
2.Mudzidzisi nevadzidzivanokurukura shizha 11-
…………………………………………………
3.Vadzidzi mumapoka vanokurukura mazadzisirwo 12
emitsara …………………………………………………
4.Kunyora mumabhuku avo mudzidzisi achiongorora
kunyora zvinoverengeka
pamusoro peshamwari -kunyora Nhanganyaya: Ratidziro yemanyorerwo e-rondedzero Vent Gore -chidziro …………………………………………………
Shamwari yangu 1.Hurukuro pamanyorerwo ebasa vadzidzi Re Chitatu
yavo vachishandisa -hurukuro -
vachiteerera Chishona …………………………………………………
runyoro rwe Nelson script bhambiri
2.Ratidziro pamanyorerwo anotarisirwa prondedzero (New Cur) …………………………………………………
shizha 8 re Nelson
vadzidzi vachiteerera …………………………………………………
3.Basa mumapoka kupana pfungwa dzavo script
Nelson script mudzidzisi achikwenenzvera …………………………………………………
…………………………………………………
dzavo
Vhiki VAVARIRO:Kuvandudza ruzivo rwevadzidzipakutaura, kuverenga nokunyora pamusoro pemudzidzisi vawo
/Hwerengedo
-Kucherechedza ruzha Panopera vhiki vadzidzi vanotarisirwa -kunyora - Tsanangudzo language - …………………………………………………
-Kuziva vanhu vemumhuri kunge vogona: -kutaura - Mibvunzo gwaro Mufanan …………………………………………………
nemabasa avo  kuziva ruzha rwemavara reChitatu
- nemhinduro idzo
2.KUVERENGA Bumbiro …………………………………………………
nemazwi kuverenga - Ratidziro -
- Ruzha rwemitinhimira shizha …………………………………………………
 kutaura mabasa anoitwa kumba - Kuverenga bhambiri
3.KUNYORA 10,12,15, 17
nekuchikoro Batapata -zvitaitai …………………………………………………
-Nzwisiso:Amai Tembo, nyanzvi -School
 kuverenga ruzha rwemitinhimira
yekurapa - Hurukuro Based Syll …………………………………………………
 kunyora vachishandisa runyoro rwe
-Madimikira - Kuteerera pg 9-11 …………………………………………………
Nelson script
-Zviperengo - Kutaura
-Mutauro …………………………………………………
- Basa mumapoko
-Rondedzero: Mudzidzisi wangu …………………………………………………
- Kunyora umwe
umwe
Kucherechedza ruzha rwemavara language -zvitai-
62
1 ruzha zvechidzidzo Nhanganyaya:Mudzidzisi anoita ratidziro yeruzha gwaro tai …………………………………………………
Panopera chidzidzo -kuteerera rwemavara reChitatu - …………………………………………………
(Ruzha vadzidzi vanotarisirwa -kutaura 1.Vadzidzi vanopatsanura ruzha rwemavara Bumbiro mifanani …………………………………………………
rwemavara 2.Muzvikwata vadzidzi vanopatsanura ruzha shizha 10
kunge vogona: dzo
akasiyana-siyana) rwemavara nemazwi …………………………………………………
-kuziva ruzha rwemavara 3.Mibvunzo nekupindura mudzidzisi achizopa -
…………………………………………………
nemazwi gadziriso nharemb
Mhedziso:Mudzidzi anodeedzera ruzha vadzidzi ozha …………………………………………………
vachiteerera …………………………………………………
-Kuziva vanhu Zvinozivikanwa navadzidzi:Vamwe vadzidzi vanoziva …………………………………………………

mabasa ekumba Indig
2 vemumhuri - kutaura mabasa anoitwa …………………………………………………
nemabasa avo kumba nekuchikoro Nhanganyaya:Vadzidzi vanotaura mabasa avanoita language
…………………………………………………
akasiyana-siyana gwaro
-kutaura -chidziro
1.Vadzidzi vanotaurirana mabasa anoitwa kumba reChitatu …………………………………………………
(Mabasa anoitwa -hurukuro -
nekuchikoro vari mumapoka avo Bumbiro …………………………………………………
nevanhu shizha 12 mifanani
2.Hurukuro nemudzidzisi pamabasa anoitwa kumba …………………………………………………
mumhuri) nekuchikoro dzo
3.Muzvikwata vadzidzi vanoita mitambo yemabasa - …………………………………………………
anoitwa kumba nekuchikoro bhambiri …………………………………………………
4.Mibvunzo kuvadzidzi vachipindura
KUVERENGAR Zvinozivikanwa navadzidzi:Vamwe vadzidzi vanogona …………………………………………………
3 uzha - kuverenga ndima ne - - …………………………………………………
rwemitinhimira ruzha rwemitinhimira kuverenga Nhanganyaya:Vadzidzi vanoverenga mazwi ari Vent Gore bhambiri …………………………………………………
yakapihwa pazvitai-tai Sk:hadyana, pfuko Re Chitatu
-kuteerera
Kuita basa 1.Mudzidzi anopa ratidziro pakuverenga ndima Chishona …………………………………………………
sebasa ndizvo: zvakatsetseka vadzidzivachiteerera (New Cur) …………………………………………………
Amai Tembo, 2.Hurukuro yendima yaverengwa shizha 14-
nyanzvi …………………………………………………
3.Vadzidzi vanoverenga vari mumapoka nekuziva 16
yekurapa ruzha rwemitinhimira …………………………………………………
dambudziko …………………………………………………
vakateerera
KUNYORA - kunyora mhinduro Zvinozivikanwa navadzidzi:Vamwe vadzidzi vanogona …………………………………………………
dzakaumbwa zvakanaka kupindura mibvunzo
4 …………………………………………………
Nzwisiso: vachipindura mibvunzo - Nhanganyaya: Dzokororo yebasa rakaitwa Vent Gore
…………………………………………………
Kuita basa 1.Tsananguro neratidziro pakuverenga mudzidzisi Re Chitatu
mitanhatu yenzwisiso kuverenga -
sebasa ndizvo: achivabatsira Chishona …………………………………………………
-kunyora Makadhi
Amai Tembo, 2.Vadzidzi vanoverenga mudzidzisi achivabatsira (New Cur) …………………………………………………
shizha 14- ebasa
nyanzvi 3.Vadzidzi vanoverenga vaviri vaviri mumapoka …………………………………………………
yekurapa …………………………………………………
4.Kunyora mumabhuku avo mudzidzisi achivapa
gadziriso ………………..
…………………………………………………
63
- kupa dudziro madimikira
5 …………………………………………………
Madimikira yemadimikira matatu -kunyora Nhanganyaya:Vadzidzi nomudzidzisi vanotaura Vent Gore
…………………………………………………
madimikira avanoziva Re Chitatu
akapihwa -Chidziro
Sk: -zvitai-
Munh unonzi ane tai
2.Vadzidzi vanoratidzira basa ravaita kumudzidzisi shizha 16-
mwoyo …………………………………………………
3.Kunyora mumabhuku avo mudzidzisi achikwenya 17
murefu........ basa …………………………………………………
- kunyora zviperengo kunyora zvipero kubva kudaidziro
6 …………………………………………………
Sk:-nyanzvi, zvina kubva munyaya -kuteerera Nhanganyaya: Vadzidzi vanoverenga mitinhimira iri Vent Gore
…………………………………………………
ysvaira, mupfupi pazvitai-tai Re Chitatu
tai
3.Vadzidzi mumapoka vanokurukura nekunyora shizha 14-
…………………………………………………
zviperengo 17
mazwi avanyora
Mutauro:Kuzadzi Zvinozivikanwa navadzidzi:Vamwe vadzidzi vanogona …………………………………………………
kuzadzisa mitsara
7 sa pakashama - kuzadzisa mitsara -Ziva …………………………………………………
uchishandisa mazwi -kuteerera Nhanganyaya: Vadzidzi vanoverenga mazwi matsva Chishona …………………………………………………
akapihwa -kunyora ari pazvitai-tai sk:nhabvu, mutyairi Gwaro -zvitai-
1.Tsanangudzo yomudzidzisi pamazadzisirwo …………………………………………………
rechitatu tai
emitsara yakapihwa (new curi) …………………………………………………
2.Mudzidzisi nevadzidzivanokurukura shizha6 …………………………………………………
3.Vadzidzi mumapoka vanokurukura mazadzisirwo
emitsara …………………………………………………
4.Kunyora mumabhuku avo mudzidzisi achiongorora ……………..……………………………………
pamusoro pemudzidzisi -kunyora Nhanganyaya: Ratidziro yemanyorerwo e-rondedzero Vent Gore -chidziro …………………………………………………
Mudzidzisi wangu 1.Hurukuro pamanyorerwo ebasa vadzidzi Re Chitatu
wavo vachitaura -hurukuro -
zvaanofarira bhambiri
nezvaasingafarire shizha 1 re Nelson
vachishandisa runyoro rwe 3.Basa mumapoka kupana pfungwa dzavo script
Nelson script 4.Kunyora mumabhuku vachishandisa runyoro rwe …………………………………………………
…………………………………………………
dzavo
Vhiki VAVARIRO: Kuti vadzidzi vagonekutaura, kuverenga vachicherechedza zvimiso nekunyora rondedzero pamusoro pemhuri yavo
4 Zvinozivikanwa nevadzidzi: Vamwe vadzidzi vanogona kuverenga
64
/Hwerengedo
-Kucherechedza ruzha Panopera vhiki vadzidzi -kunyora - Tsanangudzo language - …………………………………………………
-Kuziva vanhu vemumhuri nemabasa avo vanotarisirwa kunge vogona: -kutaura - Ratidziro gwaro Mufanan
2.KUVERENGA …………………………………………………
 kupatsanura ruzha rwemavara reChitatu
- kuverenga Batapata idzo
- Nzwisiso: Mhuri yavagoredema nemazwi Bumbiro …………………………………………………
3.KUNYORA - Hurukuro -
 kutsanangura zviitiko shizha …………………………………………………
-Nzwisiso: Mhuri yavagoredema - Kuteerera 10,12,15, 17 bhambiri
 kuverenga mazwi, mitsara …………………………………………………
-Madimikira - Kutaura -School -zvitaitai
nendima vachicherechedza
-Zviperengo zvimiso - Kuverenga Based Syll …………………………………………………
-Mutauro  kupindura mibvunzo - Basa mumapoko pg 9-11 …………………………………………………
-Rondedzero: Mhuri yedu - Kunyora umwe …………………………………………………
umwe
KUTEERERA Zvinangwa Zvinozivikanwa navadzidzi:Vamwe vadzidzi vanogona Indig …………………………………………………
kuverEnglish a mavara akapihwa
1 Kucherechedza zvechidzidzo language …………………………………………………
ruzha Nhanganyaya:Mudzidzisi anoita ratidziro yeruzha gwaro -zvitai-
-kuteerera rwemavara nemazwi reChitatu
-kutaura 1.Vadzidzi vanopatsanura ruzha rwemavara nemazwi Bumbiro …………………………………………………
(Ruzha kunge vogona: -
akapihwa pachidziro shizha 10 …………………………………………………
rwemavara mifanani
2.Muzvikwata vadzidzi vanopatsanura ruzha …………………………………………………
akasiyana-siyana) -kupatsanura ruzha dzo
rwemavara nemazwi akapihwa pachidziro
rwemavara nemazwi 3.Mibvunzo nekupindura mudzidzisi achizopa - …………………………………………………
gadziriso nharemb …………………………………………………
Mhedziso:Mudzidzi anodeedzera ruzha vadzidzi ozha ……
vachiteerera
-Kuziva vanhu Zvinozivikanwa navadzidzi:Vamwe vadzidzi vanogona …………………………………………………
kudoma zviitiko Indig
2 vemumhuri - kutsanangura zviitiko …………………………………………………
nemabasa avo Nhanganyaya:Vadzidzi vanotaura zviitiko language
…………………………………………………
zvakamboitika kumisha kwavo gwaro
-kutaura -chidziro
reChitatu …………………………………………………
(Mabasa anoitwa -hurukuro 1.Mudzidzi anopa ratidziro netsananguro yezviitiko -
Bumbiro …………………………………………………
nevanhu zvakamboitika shizha 12 mifanani
mumhuri) 2.Hurukuro nemudzidzisi pamusoro pezviitiko dzo …………………………………………………
zvakamboitika - …………………………………………………
3.Muzvikwata vadzidzi vanotsanangura zviitiko bhambiri …………………………………………………
zvakamboitika munharaunda mavo
…………………………………………………
4.Zvabuda muzvikwata negadziriso
Mhedziso: Mibvunzo kuvadzidzi vachipindura
KUVERENGA Zvinozivikanwa navadzidzi:Vamwe vadzidzi vanoziva …………………………………………………
zvimiso
3 Ruzha - kuverenga mazwi, - -Ziva …………………………………………………
rwemitinhimira mitsara nendima kuverenga Nhanganyaya:Vadzidzi vanoverenga mitinhimira iri Chishona - …………………………………………………
zvakatsetseka -kuteerera pazvitai-tai Sk:hw, nzv, mw, Gwaro bhambiri
Mhuri 1.Mudzidzi anopa ratidziro pakuverenga ndima …………………………………………………
vachicherechedza rechitatu -zvitai-
yavagoredema zvakatsetseka vadzidzivachiteerera …………………………………………………
zvimiso . (new curi) tai
2.Hurukuro yendima yaverengwa shizha 7-8 …………………………………………………
3.Vadzidzi vanoverenga vari mumapoka nekuziva
…………………………………………………
65
ruzha rwemitinhimira …………………………………………………
dambudziko
vakateerera
- kupindura mibvunzo kupindura mibvunzo yenzwisiso -Ziva
4 …………………………………………………
Nzwisiso: yenzwisiso yaverengwa - Nhanganyaya: Dzokororo yebasa rakaitwa Chishona …………………………………………………
Mhuri kuverenga 1.Tsananguro neratidziro pakuverenga mudzidzisi Gwaro -
yavaGoredema achivabatsira …………………………………………………
-kunyora rechitatu Makadhi
2.Vadzidzi vanovererenga mudzidzisi achivabatsira (new curi) …………………………………………………
ebasa
3.Vadzidzi vanoverenga vaviri vaviri mumapoka shizha 7-8 …………………………………………………
vachibatsirwa nemudzidzisi
gadziriso …………………………………………………
…………………………………………………
Zvirungamutauro: Zvinozivikanwa navadzidzi:Vamwe vadzidzi vnoziva …………………………………………………
madimikira
5 Madimikira -Ziva …………………………………………………
- kupa dudziro -kunyora Nhanganyaya:Vadzidzi nomudzidzisi vanotaura Chishona …………………………………………………
Sk: yemadimikira matatu madimikira avanoziva Gwaro -Chidziro
1.Basa mumapoka pakuzadzisa madimikira …………………………………………………
Kuva netsiye akapihwa rechitatu -zvitai-
nyoro ....... mudzidzisi achivapa gadziriso (new curi) …………………………………………………
tai
2.Vadzidzi vanoratidzira basa ravaita kumudzidzisi shizha12 …………………………………………………
basa …………………………………………………
- kunyora zviperengo kunyora zviperengo kubva kudaidziro -Ziva
6 …………………………………………………
Sk: utsanana, zvina kubva munyaya -kuteerera Nhanganyaya: Vadzidzi vanovera mitinhimira iri Chishona …………………………………………………
nhanga, mbuva pazvitai-tai Gwaro
1.Tsanangudzo yomudzidzisi pakunyora zviperengo …………………………………………………
rechitatu tai
2.Mudzidzisi nevadzidzivanokurukura (new curi) …………………………………………………
3.Vadzidzi mumapoka vanokurukura nekunyora shizha 11- …………………………………………………
zviperengo
14 …………………………………………………
mazwi avanyora
Mutauro: Zvinozivikanwa navadzidzi:Vamwe vadzidzi vanogona …………………………………………………
- kuzadzisa mitsara kuzadzisa mitsara -Ziva
7 …………………………………………………
Kuzadzisa vachishandisa mazwi -kuteerera Nhanganyaya: Vadzidzi vanoverenga mazwi matsva Chishona …………………………………………………
pakashama ari pazvitai-tai sk:madora, nhabvu Gwaro
akapihwa -kunyora -zvitai-
rechitatu tai
Sk: Munhu ane emitsara yakapihwa …………………………………………………
(new curi)
nungo 2.Mudzidzisi nevadzidzivanokurukura shizha6 …………………………………………………
anonzi……. 3.Vadzidzi mumapoka vanokurukura mazadzisirwo
emitsara …………………………………………………
66
kunyora zvinover eka -Ziva
pamusoro pemhuri -kunyora Nhanganyaya: Ratidziro yemanyorerwo e-rondedzero Chishona -chidziro …………………………………………………
Mhuri yedu vachipindura mibvunzo -hurukuro 1.Hurukuro pamanyorerwo ebasa vadzidzi Gwaro -
vachiteerera …………………………………………………
rechitatu bhambiri
Sk: Unobva 2.Ratidziro pamanyorerwo anotarisirwa prondedzero (new curi) …………………………………………………
kumhuri yekwa…. re Nelson
vadzidzi vachiteerera shizha11 …………………………………………………
? 3.Basa mumapoka kupana pfungwa dzavo script
Unogara na….? 4.Kunyora mumabhuku vachishandisa runyoro rwe …………………………………………………
…………………………………………………
dzavo
Vhiki VAVARIRO: Kuti vadzidzi vagone kutsanangura rwendo rwavasingakanganwi vachishandisa chishona chakanaka
5 Zvinozivikanwa nevadzidzi: Vamwe vadzidzi vanogona kuverenga
/Hwerengedo
1.KUTAURA /KUTEERERA Chinangwa chepasvondo - Mutowo Indig -chidziro …………………………………………………
- Ruzha rwemitinhimira Panopera vhiki vadzidzi vanotarisirwa kuteerera - Tsanangudzo language - …………………………………………………
-Kuziva vanhu vemumhuri kunge vogona: -kunyora - Ratidziro gwaro Mufanan …………………………………………………
nemabasa avo  kuziva ruzha rwemavara nenyaudzira reChitatu
-kutaura Batapata idzo
2.KUVERENGA  kutaurirana mabasa evanhu Bumbiro …………………………………………………
-Kuverenga zvakatsetseka - - Hurukuro -
vemumhuri page …………………………………………………
3.KUNYORA kuvereng - Kuteerera 10,12,15, 17 bhambiri
 kuverenga mazwi, mitsara nendima …………………………………………………
-Nzwisiso:Chitsva a - Kutaura -School -zvitaitai
vachicherechedza zvimiso
chirimurutsoka  kupindura mibvunzo - Kuverenga Based Syll …………………………………………………
-Nyaudzosingwi - Basa mumapoko pg 9-11 …………………………………………………
-Zviperengo - Kunyora umwe
-Mutauro …………………………………………………
umwe
-Rondedzero: …………………………………………………

ruzha rwemavara nenhaudzira
1 Ruzha zvechidzidzo language -zvitai- …………………………………………………
rwemitinhimira Nhanganyaya:Mudzidzisi anoverenga mitinhimira gwaro tai
-kuteerera yakasiyana-siyana reChitatu
vadzidzi vanotarisirwa -
-kutaura 1.Vadzidzi vanopatsanura ruzha rwemavara Bumbiro …………………………………………………
(Ruzha kunge vogona: mifanani
nenyaudzira shizha 10 …………………………………………………
rwemavara, -kuziva ruzha rwemavara dzo
nyaudzira nenyaudzira rwemavara nenyaudzira
nemzawi) 3.Mibvunzo nekupindura mudzidzisi achizopa …………………………………………………
gadziriso …………………………………………………
Mhedziso:Mudzidzi anodeedzera ruzha rwemavara
……
nenyaudzira vadzidzi vachiteerera
-Kuziva vanhu Zvinozivikanwa navadzidzi:Vamwe vadzidzi vanogona …………………………………………………
vemumhuri -kutaurirana mabasa kudoma mabasa anoitwa kudzimba Indig
67
2 nemabasa avo evanhu vemumhuri Nhanganyaya:Vadzidzi vanotaura vanhu vemumhuri language …………………………………………………
(Mabasa anoitwa -kutaura mavo nemabasa gwaro -chidziro …………………………………………………
nevanhu -hurukuro 1.Vadzidzi vanotaurirana vanhu vemumhuri mavo reChitatu - …………………………………………………
Bumbiro
mumhuri) nemabasa vari mumapoka avo mifanani
shizha 12 …………………………………………………
2.Hurukuro nemudzidzisi pamusoro pevanhu dzo
…………………………………………………
SK: kurima, vemumhuri mavo nemabasa -
kusakura, kuvaka, 3.Muzvikwata vadzidzi vanotaurirana vanhu bhambiri …………………………………………………
vemumhuri mavo …………………………………………………
4.Mibvunzo kuvadzidzi vachipindura …………..………………………………….…
KUVERENGA - kuverenga mazwi, Zvinozivikanwa navadzidzi:Vamwe vadzidzi vanogona …………………………………………………
kuverenga zvakanaka
3 Kuverenga mitsara nendima - …………………………………………………
zvakatsetseka zvakatsetseka kuverenga Nhanganyaya:Vadzidzi vanoverenga mitinhimira iri Vent Gore - …………………………………………………
pazvitai-tai Sk:musuwo,mauro Re Chitatu
vachicherechedza zvimiso -kuteerera bhambiri
Chitsva 1.Mudzidzi anopa ratidziro pakuverenga ndima Chishona …………………………………………………
chirimurutsoka -zvitai-
zvakatsetseka vadzidzivachiteerera (New Cur) …………………………………………………
shizha 21 tai
2.Hurukuro yendima yaverengwa …………………………………………………
3.Vadzidzi vanoverengwa vari mumapoka nekuziva
ruzha rwemitinhimira ……………………………………………..
4.Kuverengwa kirasi yose mudzidzisi achibatsira …………………………………………………
vane dambudziko …………………………………………………
vakateerera ……………………………
KUNYORA - kupindura mibvunzo Zvinozivikanwa navadzidzi:Vamwe vadzidzi vanogona …………………………………………………

yenzwisiso yaverengwa kupindura mibvunzo
4 …………………………………………………
Nzwisiso: vachipa - Nhanganyaya: Dzokororo yebasa rakaitwa Vent Gore
…………………………………………………
Chitsva 1.Tsananguro neratidziro pakuverenga mudzidzisi Re Chitatu
kuverenga -
chirimurutsoka: achivabatsira Chishona …………………………………………………
-kunyora Makadhi
Mavambo 2.Vadzidzi vanoverenga mudzidzisi achivabatsira (New Cur) …………………………………………………
shizha 21 ebasa
gadziriso …………………………………………………
Mhedziso:Mibvunzo nekupindura
madimikira -Ziva
5 …………………………………………………
Nyaudzosingwi - kupa dudziro -kunyora Nhanganyaya:Vadzidzi nomudzidzisi vanotaura Chishona …………………………………………………
yemadimikira matatu avanoziva Gwaro -Chidziro
1.Basa mumapoka pakuzadzisa nyaudzosingwi …………………………………………………
Sk: akapihwa rechitatu -zvitai-
Kuva netsiye mudzidzisi achivapa gadziriso (new curi) …………………………………………………
tai
2.Vadzidzi vanoratidzira basa ravaita kumudzidzisi shizha12 …………………………………………………
nyoro .......
basa …………………………………………………
nyaudzosingwi ivo vachizadzisa
Sk: mabvazuva, - kunyora zviperengo kunyora zviperengo kubva kudaidziro
68
6 dhorobha, zvina kubva munyaya Nhanganyaya: Vadzidzi vanoverenga mitinhimira iri Vent Gore …………………………………………………
mavirira nemazvo -kuteerera pazvitai-tai Re Chitatu …………………………………………………
-kunyora 1.Tsanangudzo yomudzidzisi pakunyora zviperengo Chishona -zvitai- …………………………………………………
2.Mudzidzisi nevadzidzivanokurukura (New Cur)
tai
3.Vadzidzi mumapoka vanokurukura nekunyora shizha 21 …………………………………………………
zviperengo …………………………………………………
mazwi avanyora …………………………………………………

kuverengeka mazwi
7 Mazwi anoreva - kupa mazwi anoreva -Ziva …………………………………………………
zvakafanana zvakafanana neakapihwa -kuteerera Nhanganyaya: Vadzidzi vanoverenga mazwi matsva Chishona …………………………………………………
-kunyora ari pazvitai-tai sk:dhorobha,mavirira Gwaro -zvitai-
rechitatu tai
emazwi anoreva zvakafanana neakapihwa (new curi) …………………………………………………
2.Mudzidzisi nevadzidzivanokurukura shizha 6 …………………………………………………
3.Vadzidzi mumapoka vanokurukura mazadzisirwo
emazwi anoreva zvakafanana …………………………………………………
pamusoro perwendo -kunyora Nhanganyaya: Ratidziro yemanyorerwo e-rondedzero Vent Gore -chidziro …………………………………………………
Rwendo 1.Hurukuro pamanyorerwo ebasa vadzidzi Re Chitatu
rwavakambofamba -hurukuro -
rwavakambofamba vachiteerera Chishona …………………………………………………
vachishandisa runyoro rwe bhambiri
Nelson script shizha 23 re Nelson
Mhedziso:Vadzidzi vaviri vanoverengeka rondedzero
…………………………………………………
dzavo
Vhiki VAVARIRO: Kuti vadzidzi vagonekuzadzisa pakashama vachishandisa chishona chakakodzera
/Hwerengedo
- Ruzha rwemitinhimira Panopera vhiki vadzidzi -kunyora - Tsanangudzo language - …………………………………………………
-Zviitiko nemaitikiro nemabasa avo vanotarisirwa kunge vogona: -kutaura - Ratidziro gwaro Mufanan …………………………………………………
2.KUVERENGA  kuziva ruzha rwemavara reChitatu
-Mitsara nemirairo nenyaudzira Bumbiro …………………………………………………
- Hurukuro -
3.KUNYORA  kuziva maitikiro shizha …………………………………………………
-Nzwisiso:Chitsva chirimurutsoka
- Kuteerera 10,12,15, 17 bhambiri
 kuverenga mitsara …………………………………………………
-Madimikira - Kutaura -School -zvitaitai
nemirairo
-Zviperengo  kupindura mibvunzo - Kuverenga Based Syll …………………………………………………
-Mutauro - Basa pg 9-11 …………………………………………………
-Rondedzero:
69
mumapoko
- Kunyora umwe
umwe
nyaudzira
-kuteerera yakasiyana-siyana reChitatu
(Ruzha kunge vogona: mifanani
rwemavara, -kuziva ruzha rwemavara dzo
nenyaudzira nenyaudzira -
rwemavara nenyaudzira
nemzawi) 3.Mibvunzo nekupindura mudzidzisi achizopa nharembi …………………………………………………
gadziriso zha …………………………………………………
…….……………
-Zviitiko Zvinozivikanwa navadzidzi:Vamwe vadzidzi vanoziva …………………………………………………
maitikiro Indig
2 nemaitikiro -kuziva maitikiro …………………………………………………
Nhanganyaya: Vadzidzi vanotaura zviitiko language
…………………………………………………
nemaitikiro azvo gwaro
-kutaura -chidziro
reChitatu …………………………………………………
(Maitikiro) -hurukuro 1.Vadzidzi vanotaurirana zviitiko nemaitikiro -
Bumbiro …………………………………………………
2.Hurukuro nemudzidzisi pamusoro pezviitiko shizha 12 mifanani
nemaitikiro dzo …………………………………………………
3.Muzvikwata vadzidzi vanodoma zviitiko - …………………………………………………

4.Mibvunzo kuvadzidzi vachipindura bhambiri .………
KUVERENGA - kuverenga mitsara Zvinozivikanwa navadzidzi:Vamwe vadzidzi vanogona …………………………………………………
3 Kuverenga nendima pamwe nemirairo - …………………………………………………
zvakatsetseka zvakatsetseka kuverenga Nhanganyaya:Vadzidzi vanoverenga mitinhimira iri - …………………………………………………
pazvitai-tai dh-,bv-,gw-,dzw- Vent Gore
Chitsva 1.Mudzidzi anopa ratidziro pakuverenga mitsara Re Chitatu …………………………………………………
chirimurutsoka: -zvitai-
pamwe nemirairo zvakatsetseka vadzidzivachiteerera Chishona …………………………………………………
Mhedziso (New Cur tai
3.Vadzidzi vanoverenga mitsara pamwe nemirairo shizha 25
vari mumapoka nekuziva ruzha rwemitinhimira …………………………………………………
dambudziko …………………………………………………
vakateerera
yenzwisiso yaverengwa kuverenga ndima
4 …………………………………………………
Nzwisiso: vachipa pfupikiso - Nhanganyaya: Dzokororo yebasa rakaitwa Vent Gore
…………………………………………………
Chitsva 1.Tsananguro neratidziro pakuverenga mudzidzisi Re Chitatu
yenyaya kuverenga -
chirimurutsoka: achivabatsira Chishona …………………………………………………
-kunyora Makadhi
Mhedziso 2.Vadzidzi vanoverenga mudzidzisi achivabatsira (New Cur) …………………………………………………
shizha 25 ebasa
70
gadziriso …………………………………………………
madimikira
5 Madimikira …………………………………………………
- kupa dudziro -kunyora Nhanganyaya:Vadzidzi nomudzidzisi vanotaura Vent Gore
…………………………………………………
yemadimikira matanhatu -Chidziro
Kubata jongwe akapihwa -zvitai-
muromo ....... tai
…………………………………………………
basa …………………………………………………
kunyora zviperengo kubva kudaidziro
6 Sk: masvusvu, - kunyora zviperEnglish o …………………………………………………
tsvana, gwa zvina kubva munyaya -kuteerera Nhanganyaya: Vadzidzi vanoverenga mitinhimira iri Vent Gore
…………………………………………………
pazvitai-tai Re Chitatu
tai
3.Vadzidzi mumapoka vanokurukura nekunyora shizha 24
…………………………………………………
zviperengo
Mhedziso:Mudzidzi mumwe anotsanangura zvinoreva
mazwi avanyora
kunyora mitsara
7 Mitemo - kunyora mitsara uchiisa …………………………………………………
yekunyora nyora hombe uye -kunyora Nhanganyaya:Dzokororo yebasa raitwa Vent Gore
…………………………………………………
1.Mudzidzisi anopa ratidziro netsananguro Re Chitatu
chindaguma pose -Chidziro
yemashandisiro enyora hombe nechindaguma Chishona …………………………………………………
panokodzera -zvitai-
2.Vadzidzi mumapoka vanoverenga mienzaniso (New Cur) …………………………………………………
shizha 24- tai
yemitsara yakaiswa nyora hombe nezvindaguma …………………………………………………
3.Kunyora mumabhuku avo mudzidzisi achikwenya 25
basa …………………………………………………
Mhedziso:Vadzidzi vanoverenga mitsara yavanyora …………………………………………………
vachicherechedza zvimiso
pamusoro perwendo -kunyora Nhanganyaya: Ratidziro yemanyorerwo e-rondedzero Vent Gore -chidziro …………………………………………………
Musha wedu 1.Hurukuro pamanyorerwo ebasa vadzidzi Re Chitatu
rwavakambofamba -hurukuro -
…………………………………………………
dzavo
71
Vhiki VAVARIRO: Kuti vadzidzi vagonekutaura, kuverenga nekunyora mitinhimira yemazwi kana mavara
7 Zvinozivikanwa nevadzidzi: Vamwe vadzidzivanogona kupindura mibvunzo
/Hwerengedo
- Ruzha rwemitinhimira Panopera vhiki vadzidzi -kunyora - Tsanangudzo language - …………………………………………………
-Zviitiko nemaitikiro nemabasa avo vanotarisirwa kunge vogona: -kutaura - Ratidziro gwaro Mufanan …………………………………………………
2.KUVERENGA  kupatsanura ruzha rwemavara reChitatu
- Mitsara nemirairo nenyaudzira Bumbiro …………………………………………………
3.KUNYORA - Hurukuro -
 kuziva maitikiro shizha …………………………………………………
-Nzwisiso:Gore renzara huru - Kuteerera 10,12,15, 17 bhambiri
 kuverenga mitsara nemirairo …………………………………………………
-Tsumo - Kutaura -School -zvitaitai
 kupindura mibvunzo
-Zviperengo - Kuverenga Based Syll …………………………………………………
-Vana vemhuka - Kunyora umwe pg 9-11 …………………………………………………
-Rondedzero: umwe
ruzha rwemavara
(Ruzha -kuteerera yakasiyana-siyana reChitatu
rwemavara, kunge vogona: mifanani
nyaudzira dzo
nemzawi) -kupatsanura ruzha rwemavara nenyaudzira
rwemavara nenyaudzira 3.Mibvunzo nekupindura mudzidzisi achizopa …………………………………………………
gadziriso …………………………………………………
……………………
-Zviitiko Zvinozivikanwa navadzidzi:Vamwe vadzidzi vanoziva -chidziro …………………………………………………
maitikiro ezvinhu Indig
2 nemaitikiro -kuziva maitikiro
language
- …………………………………………………
Nhanganyaya: Vadzidzi vanotaura zviitiko mifanani
nemaitikiro azvo
1.Vadzidzi vanotaurirana zviitiko nemaitikiro
2.Hurukuro nemudzidzisi pamusoro pezviitiko
nemaitikiro
3.Muzvikwata vadzidzi vanodoma zviitiko
KUVERENGA - kuverenga mitsara Zvinozivikanwa navadzidzi:Vamwe vadzidzi vanogona …………………………………………………
nendima pamwe nemirairo - kuverenga mitsara
3 …………………………………………………
zvakatsetseka kuverenga Nhanganyaya:Vadzidzi vanoverenga mitinhimira iri Vent Gore - …………………………………………………
Gore renzara huru pazvitai-tai dh-,bv-,gw-,dzw- Re Chitatu
1.Mudzidzi anopa ratidziro pakuverenga mitsara Chishona …………………………………………………
-zvitai-
pamwe nemirairo zvakatsetseka vadzidzivachiteerera (New Cur) …………………………………………………
shizha 32 tai
3.Vadzidzi vanoverenga mitsara pamwe nemirairo
72
dambudziko …………………………………………………
vakateerera
kuverenga nzwisiso
4 Nzwisiso: yenzwisiso yaverengwa …………………………………………………
Gore renzara huru -kuverenga Nhanganyaya: Dzokororo yebasa rakaitwa Vent Gore
…………………………………………………
1.Tsananguro neratidziro pakuverenga mudzidzisi Re Chitatu
-kunyora -
achivabatsira Chishona …………………………………………………
Makadhi
2.Vadzidzi vanoverenga mudzidzisi achivabatsira (New Cur) …………………………………………………
shizha 32 ebasa
gadziriso …………………………………………………
dzimwe tsumo
5 Indig
…………………………………………………
Tsumo - kuzadzisa tsumo -kunyora Nhanganyaya:Vadzidzi nomudzidzisi vanotaura language …………………………………………………
inadzakapihwa tsumo dzavanoziva gwaro -Chidziro
1.Basa mumapoka pakuzadzisa tsumo mudzidzisi …………………………………………………
reChitatu -zvitai-
achivapa gadziriso Bumbiro …………………………………………………
tai
…………………………………………………
basa …………………………………………………
6 …………………………………………………
Sk: hwanda, zvina kubva munyaya -kuteerera Nhanganyaya: Vadzidzi vanoverenga mitinhimira iri Vent Gore
…………………………………………………
gwesha, huro, pazvitai-tai Re Chitatu
bundo 1.Tsanangudzo yomudzidzisi pakunyora zviperengo Chishona …………………………………………………
tai
3.Vadzidzi mumapoka vanokurukura nekunyora shizha 32
…………………………………………………
zviperengo
mazwi avanyora
Mutauro: Zvinozivikanwa navadzidzi:Vamwe vadzidzi vanoziva vana …………………………………………………
vemhuka
7 Mazita evana - kunyora zvirevo …………………………………………………
vemhuka zvakazara pamusoro -kunyora Nhanganyaya:Vadzidzi vanotaura pamusoro pemhuka Vent Gore
…………………………………………………
dzavanoziva Re Chitatu
pevana vemhuka -Chidziro
1.Mudzidzisi anopa ratidziro yevana vemhuka Chishona …………………………………………………
-zvitai-
dzakapihwa (New Cur) …………………………………………………
shizha 31 tai
2.Vadzidzi mumapoka vanopa vana vemhuka …………………………………………………
basa …………………………………………………
73
kunyora zvinoverngeka
pamusoro mhuka -kunyora Nhanganyaya: Ratidziro yemanyorerwo e-rondedzero Vent Gore -chidziro …………………………………………………
Mhuka 1.Hurukuro pamanyorerwo ebasa vadzidzi Re Chitatu
yavanonofarira -hurukuro -
yandinofarira vachiteerera Chishona …………………………………………………
…………………………………………………
dzavo
Vhiki VAVARIRO: Kuti vadzidzi vagonekushandisa zvirungamutauro mukutaura kana mukunyora chishona chakanaka
8 Zvinozivikanwa nevadzidzi: Vamwe vadzidzi vanogona kupfukisa nyaya
/Hwerengedo
1.KUTAURA Chinangwa chepasvondo -kuteerera Mutowo Indig -chidziro …………………………………………………
/KUTEERERA Panopera vhiki vadzidzi -kunyora - Tsanangudzo language - …………………………………………………
- Ruzha gwaro
rwemitinhimira
vanotarisirwa kunge -kutaura - Ratidziro Mufanan …………………………………………………
vogona: reChitatu
-Zviitiko - Batapata idzo
Bumbiro …………………………………………………
nemaitikiro  kupatsanura ruzha kuverenga - Hurukuro -
nemabasa avo shizha …………………………………………………
rwemavara - Kuteerera bhambiri
2.KUVERENGA nenyaudzira 10,12,15, 17
- Kutaura -zvitaitai …………………………………………………
- Mitsara nemirairo  kuratidzira maitikiro
3.KUNYORA - Kuverenga …………………………………………………
ezvinhu
-Nzwisiso: Rungano - Basa mumapoko …………………………………………………
twekamba neshiri  kuverenga mitsara
-Tsumo nekupa mirairo
-Vana vemhuka  kupfupikisa nyaya
-Machemero
emhuka
-Rondedzero:
ruzha rwemitinhimira
(Ruzha -kuteerera yakasiyana-siyana reChitatu
rwemavara, kunge vogona: mifanani
nyaudzira dzo
nemzawi) -kupatsanura ruzha rwemavara nenyaudzira
rwemavara nenyaudzira 3.Mibvunzo nekupindura mudzidzisi achizopa …………………………………………………
gadziriso …………………………………………………
……………………………
-Zviitiko Zvinozivikanwa navadzidzi:Vamwe vadzidzi vanoziva -chidziro …………………………………………………
maitikiro ezvinhu Indig
2 nemaitikiro -kuratidzira maitikiro - …………………………………………………
ezvinhu Nhanganyaya: Vadzidzi vanotaura zviitiko language mifanani …………………………………………………
nemaitikiro azvo gwaro
-kutaura dzo
74
(Maitikiro) -hurukuro 1.Mudzidzisi nevadzidzi vanoratidzirana maitikiro reChitatu - …………………………………………………
ezvinhu Bumbiro bhambiri …………………………………………………
2.Vadzidzi vanotaurirana zviitiko nemaitikiro shizha 12
…………………………………………………
3.Vadzidzi muzvikwata vanoita mitambo pamusoro
pemaitikiro ezvinhu …………………………………………………
4.Mibvunzo kuvadzidzi vachipindura …………………………………………………
kuverenga mitsara
3 Mirairo - kuverenga mitsara - …………………………………………………
nendima pamwe nekupa kuverenga Nhanganyaya:Vadzidzi vanotaura mazita erungano Vent Gore - …………………………………………………
Rungano rwavanoziva Re Chitatu
nemirairo -kuteerera bhambiri
twekamba 1.Mudzidzisi anopa ratidziro pakuverenga ndima Chishona …………………………………………………
neshiri -zvitai-
zvakatsetseka pamwe nekupa mirairo (New Cur) …………………………………………………
shizha 32 tai
vadzidzivachiteerera …………………………………………………
2.Hurukuro yendima yaverengwa
3.Vadzidzi vanoverenga mitsara pamwe nemirairo …………………………………………………
dambudziko
Mhedziso:Mudzidzi mumwe anoverenga vamwe …………………………………………………
vakateerera
kupindura mibvunzo
4 Nzwisiso: - kupindura mibvunzo …………………………………………………
Rungano yenzwisiso yaverengwa - Nhanganyaya: Dzokororo yebasa rakaitwa Vent Gore
…………………………………………………
twekamba 1.Tsananguro neratidziro pakuverenga mudzidzisi Re Chitatu
vachipa pfupikiso kuverenga -
neshiri achivabatsira Chishona …………………………………………………
yenyaya -kunyora Makadhi
shizha 32 ebasa
gadziriso ……..
Mhedziso:Vadzidzi vaviri anopa pfupikiso yenyaya
…………………………………………………
yavaverenga
…………………………………………………
tsumo
5 Tsumo …………………………………………………
-kuzadzisa tsumo -kunyora Nhanganyaya:Vadzidzi nomudzidzisi vanotaura Vent Gore
…………………………………………………
Sk: tsumo dzavanoziva Re Chitatu
pakashama tanhatu -Chidziro
1.Basa mumapoka pakuzadzisa tsumo mudzidzisi Chishona …………………………………………………
......huru dzakapihwa -zvitai-
achivapa gadziriso (New Cur) …………………………………………………
haizvirume tai
…………………………………………………
basa …………………………………………………
Mazita evana Zvinozivikanwa navadzidzi:Vamwe vadzidzi vanogona …………………………………………………
vemhuka - kuzadzisa mitsara kudoma vana vemhuka
75
6 Sk: inotevera nemazita evana -kuteerera Nhanganyaya: Vadzidzi vanoverenga mazita emhuka Vent Gore …………………………………………………
shiri…..nyana vemhuka -kunyora pazvitai-tai Re Chitatu -zvitai- …………………………………………………
1.Tsanangudzo yomudzidzisi pamazita evana Chishona tai …………………………………………………
vemhuka (New Cur)
2.Mudzidzisi nevadzidzivanokurukura shizha 36- …………………………………………………
3.Vadzidzi mumapoka vanokurukura vana vemhuka 37 …………………………………………………
dzakapihwa
Mhedziso:Mudzidzi mumweanopa vana vemhuka …………………………………………………
dzakapihwa …………………………………………………
Mutauro: Zvinozivikanwa navadzidzi:Vamwe vadzidzi vanoziva …………………………………………………

machemero emhuka
7 Machemero anoita - kubatanidza zita remhuka …………………………………………………
mhuka nemachemero emhuka -kunyora Nhanganyaya:Vadzidzi vanotaura pamusoro pemhuka Vent Gore
…………………………………………………
dzavanoziva Re Chitatu
-Chidziro
1.Mudzidzisi anopa ratidziro yemachemero emhuka Chishona …………………………………………………
-zvitai-
dzakapihwa (New Cur) …………………………………………………
shizha 36 tai
2.Vadzidzi mumapoka vanopa machemero emhuka …………………………………………………
basa …………………………………………………
vachiita zvekuzadzisa -kunyora Nhanganyaya: Ratidziro yemanyorerwo e-rondedzero Vent Gore -chidziro …………………………………………………
Zvakamboitika 1.Hurukuro pamanyorerwo ebasa vadzidzi Re Chitatu
pamusoro -hurukuro -
kwandiri vachiteerera Chishona …………………………………………………
pezvakamboitika kwavari bhambiri
vachishandisa runyoro rwe shizha 37 re Nelson
Nelson script 3.Basa mumapoka kupana pfungwa dzavo script
…………………………………………………
dzavo
Vhiki VAVARIRO:Kuvandudza huunyanzvi hwekutaura, kuverenga nhau, nyaya nengano uye kuziva zvingaitwa pakuchengeta hutano
9 Zvinozivikanwa nevadzidzi: Vamwe vadzidzi vanoziva ngano
/Hwerengedo
-Nhau, nyaya ne vanotarisirwa kunge -kutaura - Mibvunzo nemhinduro gwaro Mufanan …………………………………………………
ngano vogona: reChitatu
- - Ratidziro idzo
-KuverEnglish a Bumbiro …………………………………………………
 kuteerera kunhau, kuverenga Batapata -
2.KUVERENGA shizha …………………………………………………
nyaya ne ngano - Hurukuro bhambiri
-Mitsara nemirairo 10,12,15, 17
 kushandisa nhamba - Kuverenga -zvitaitai …………………………………………………
3.KUNYORA -School
mumitsara
-Nzwisiso:Chirwere - Basa mumapoko Based Syll …………………………………………………
chemanyoka  kupa mirairo
 kupa pfupiso yendima - Kunyora umwe umwe pg 9-11 …………………………………………………
-Madimikira
76
-Mutauro
-Ziva mutauro
-Rondedzero
KUTEERERA Zvinangwa Zvinozivikanwa navadzidzi:Vamwe vadzidzi vanoziva nhau Indig - …………………………………………………
nenyaya
1 -Nhau, nyaya ne zvechidzidzo language nharemb …………………………………………………
ngano Nhanganyaya:Mudzidzisi anotaura ngano gwaro ozha
(Nhau, nyaya ne
-kuteerera 1.Mudzidzisi naVadzidzi vanotaura ngano nenyaya reChitatu
ngano dzakavanda- vadzidzi vanotarisirwa -zvitaitai
-kutaura dzepasichigare Bumbiro …………………………………………………
vanda dzinobva kunge vogona: -bhuku
2.Muzvikwata vadzidzivanokurukura ngano, nyaya shizha 10 …………………………………………………
pazvombo rine
zvakasiyana-siyana) nenhau dzavanzwa …………………………………………………
-kuteerera kunhau, nyaya 3.Vadzidzi vanoita makwikwi pakudzokorora nyaya
Zvombo sk.
nengano zvavanzwa munhau, nyaya kana ngano - …………………………………………………
mabhuku enyaya,
mapepanhau, (ICT Mhedziso:Mibvunzo nekupindura mudzidzisi mapepan ……………
tools) achizopa gadziriso hau
KUTAURA Zvinozivikanwa navadzidzi:Vamwe vadzidzi vanogona …………………………………………………

kuverenga nhamba
2 KuverEnglish a - kushandisa nhamba …………………………………………………
mumitsara Nhanganyaya:Vadzidzi vanoverenga nhamba kusvika Vent Gore
…………………………………………………
makumi mashanu kubva pamutsetse wenhamba Re Chitatu
- (kuverEnglish a -kutaura -chidziro
Chishona …………………………………………………
kusvika -hurukuro 1.Mudzidzisi anoratidzira vadzidzi maverengero -
(New Cur) …………………………………………………
kumakumi enhamba shizha 98- mifanani
mashanu) 2.Hurukuro nemudzidzisi pamusoro pekuverenga dzo …………………………………………………
100
nhamba kusvika makumi mashanu kubva pamutsetse - …………………………………………………
wenhamb bhambiri …………………………………………………
3.Makwikwi pakuverenga nhamba …………………………………………………
kuverenga mitsara
3 Mirairo - kuverenga mitsara - …………………………………………………
nendima zvakatsetseka kuverenga Nhanganyaya:Vadzidzi vanoverenga mazwi matsva …………………………………………………
Chirwere pazvitai-tai
nekupa mirairo -kuteerera
chemanyoka 1.Mudzidzi anopa ratidziro pakuverenga mitsara …………………………………………………
zvakatsetseka nemirairo vadzidzivachiteerera …………………………………………………
3.Vadzidzi vanoverenga mitsara nemirairo vari
mumapoka ……………..……………………………………
dambudziko
vakateerera
kupindura mibvunzo
4 Nzwisiso: yenzwisiso nekupfupisa …………………………………………………
Chirwere ndima yaverengwa - Nhanganyaya: Dzokororo yebasa rakaitwa Vent Gore
…………………………………………………
chemanyoka 1.Tsananguro neratidziro pakuverenga mudzidzisi Re Chitatu
kuverenga -
-kunyora Makadhi
(New Cur
77
2.Vadzidzi vanoverenga mudzidzisi achivabatsira shizha 42- ebasa …………………………………………………
3.Vadzidzi vanoverenga vaviri vaviri mumapoka 43 …………………………………………………
…………………………………………………
4.Kunyora mumabhuku avo mudzidzisi achivapa
gadziriso …………………………………………………
madimikira
5 Madimikira …………………………………………………
- kupa dudziro -kunyora Nhanganyaya:Vadzidzi nomudzidzisi vanotaura Vent Gore
…………………………………………………
yemadimikira matanhatu -Chidziro
Ane akapihwa -zvitai-
mudzidzisi achivapa gadziriso (New Cur …………………………………………………
pamuviri ....... tai
…………………………………………………
basa …………………………………………………
- kuzadzisa pakashama kuzadzisa mitsara
6 …………………………………………………
Sk: mapatya, vachishandisa mazwi -kuteerera Nhanganyaya: Vadzidzi vanoverenga mazwi ari Vent Gore
…………………………………………………
nherera, pazvitai-tai Re Chitatu
anopihwa vanhu -kunyora -zvitai-
tsvimborume 1.Tsanangudzo neratidziro yomudzidzisi Chishona …………………………………………………
tai
pamazadzisiro emitsara (New Cur) …………………………………………………
2.Mudzidzisi nevadzidzivanokurukura shizha 41
…………………………………………………
3.Vadzidzi mumapoka vanokurukura nekunyoraizwi
rakakodzera pakashama …………………………………………………
Mhedziso:Mudzidzi mumwe anotsanangura zvinoreva
mazwi avanyora
Zvinozivikanwa navadzidzi:Vamwe vadzidzi vanoziva …………………………………………………
nhengo dzomuviri
7 Ziva mutauro - kupa mazita anopihwa …………………………………………………
vanhu vane dambudziko -kunyora Nhanganyaya:Vadzidzi vanotaura pamusoro Vent Gore
…………………………………………………
(Dambudziko penhengo dzomuviri Re Chitatu
renhengo dzomiviri -Chidziro
renhengo 1.Mudzidzisi anopa ratidziro yemazita anopihwa Chishona …………………………………………………
dzemuviri) -zvitai-
vanhu vane dambudziko (New Cur) …………………………………………………
shizha 41 tai
2.Vadzidzi mumapoka vanopa mazita anopihwa …………………………………………………
vanhu vane matambudziko pamusoro penhengo
dzomuviri …………………………………………………
3.Kunyora mumabhuku avo mudzidzisi achikwenya …………………………………………………
pamusoro -kunyora Nhanganyaya: Ratidziro yemanyorerwo e-rondedzero Vent Gore -chidziro …………………………………………………
Kuchengetedza 1.Hurukuro pamanyorerwo ebasa vadzidzi Re Chitatu
pekuchengetedza hutano -hurukuro -
hutano vachiteerera Chishona …………………………………………………
vachipindura mibvunzo bhambiri
yakapihwa pa peji 40 shizha 40 re Nelson
3.Kunyora mumabhuku vachishandisa runyoro rwe script
78
Week
Ending VAVARIRO:Kuvandudza ruzivo rwevadzidzi pakunyora rondedzero vachishandisa mifananidzo yakapihwa
10 Zvinozivikanwa nevadzidzi: Vamwe vadzidzi vanoziva ngano
/Hwerengedo
-Nhau, nyaya vanotarisirwa kunge -kutaura - Ratidziro gwaro Mufanan …………………………………………………
nengano vogona: reChitatu
- Batapata idzo
-KuverEnglish a Bumbiro …………………………………………………
2.KUVERENGA
 kuteerera kunhau, kuverenga - Hurukuro -
shizha …………………………………………………
- Mitsara nemirairo nyaya nengano - Kuteerera 10,12,15, 17 bhambiri
3.KUNYORA  kushandisa nhamba - Kutaura -zvitaitai …………………………………………………
-Nzwisiso:Chirwere mumitsara - Kuverenga …………………………………………………
chemarariya  kutevedzera mirairo
- Basa mumapoko …………………………………………………
-Tsumo  kuumba nyaya kubva
-Madimikira kumufananidzo
-Ziva mutauro
-Rondedzero:
KUTEERERA Zvinangwa Zvinozivikanwa navadzidzi:Vamwe vadzidzi vanogona Indig nharemb …………………………………………………
kutaura nhau
1 -Nhau, nyaya zvechidzidzo language ozha …………………………………………………
nengano Nhanganyaya:Mudzidzisi anotaura ngano gwaro -zvitaitai
(Nhau, nyaya ne
-kuteerera 1.Mudzidzisi navaVadzidzi vanotaura ngano nenyaya reChitatu
ngano dzakavanda- vadzidzi vanotarisirwa -bhuku
-kutaura dzepasichigare Bumbiro …………………………………………………
vanda dzinobva kunge vogona: rine
2.Muzvikwata vadzidzivanokurukura ngano, nyaya shizha 10 …………………………………………………
pazvombo -kuteerera kunhau, nyaya nyaya
zvakasiyana-siyana) nenhau dzavanzwa …………………………………………………
nEnglish ano 3.Vadzidzi vanoita makwikwi pakudzokorora -
Zvombo sk.
zvavanzwa munhau, nyaya kana ngano mapepan …………………………………………………
mabhuku enyaya,
mapepanhau, (ICT Mhedziso:Mibvunzo nekupindura mudzidzisi hau …………………………………………………
tools) achizopa gadziriso …………
KUTAURA Zvinozivikanwa navadzidzi:Vamwe vadzidzi vanogona …………………………………………………

kuverenga nhamba
2 Kuverenga - kushandisa nhamba …………………………………………………
- (kuverenga mumitsara Nhanganyaya:Vadzidzi vanoverenga nhamba kusvika Vent Gore
…………………………………………………
makumi mashanu kubva pamutsetse wenhamba Re Chitatu
kusvika -kutaura -chidziro
1.Mudzidzisi anoratidzira vadzidzi maverengero Chishona …………………………………………………
kumakumi -hurukuro -
enhamba (New Cur) …………………………………………………
mashanu) shizha 98- mifanani
2.Hurukuro nemudzidzisi pamusoro pekuverenga …………………………………………………
nhamba kusvika makumi mashanu kubva pamutsetse 100 dzo
wenhamba - …………………………………………………
3.Makwikwi pakuverenga nhamba bhambiri …………………………………………………
4.Mibvunzo kuvadzidzi vachipindura …………………………………………………
KUVERENGAN - kuverenga mitsara Zvinozivikanwa navadzidzi:Vamwe vadzidzi vanogona …………………………………………………
zwisiso nendima zvakatsetseka - kuverEnglish a mitsara
79
3 vachitevedzera mirairo kuverenga Nhanganyaya:Vadzidzi vanoverenga mazwi matsva Vent Gore - …………………………………………………
Chirwere -kuteerera pazvitai-tai Re Chitatu bhambiri …………………………………………………
chemarariya 1.Mudzidzi anopa ratidziro pakuverenga mitsara Chishona -zvitai- …………………………………………………
zvakatsetseka vadzidzivachiteerera (New Cur)
tai
2.Hurukuro yendima yaverengwa shizha 45- …………………………………………………
3.Vadzidzi vanoverenga mitsara vari mumapoka 46 …………………………………………………
vachitevedzera mirairo
4.Kuverenga kirasi yose mudzidzisi achibatsira vane ……………..……………………………………
dambudziko …………………………………………………
Mhedziso:Mudzidzi mumwe anoverenga …………………………………………………
achitevedzewra mirairo vamwe vakateerera
kupindura mibvunzo
4 Nzwisiso: yenzwisiso yaverengwa …………………………………………………
Chirwere - Nhanganyaya: Dzokororo yebasa rakaitwa Vent Gore
…………………………………………………
chemarariya 1.Tsananguro neratidziro pakuverenga mudzidzisi Re Chitatu
kuverenga -
-kunyora Makadhi
shizha 45- ebasa
gadziriso …………………………………………………
Zvirungamutauro: Zvinozivikanwa navadzidzi:Vamwe vadzidzi vakambonzwa …………………………………………………
tsumo
5 Tsumo …………………………………………………
- kupa dudziro yetsumo -kunyora Nhanganyaya:Vadzidzi nomudzidzisi vanotaura Vent Gore
…………………………………………………
Sk: tsumo avanoziva Re Chitatu
tanhatu dzakapihwa -Chidziro
1.Basa mumapoka pakuzadzisa tsumo mudzidzisi Chishona …………………………………………………
Hama ....... -zvitai-
achivapa gadziriso (New Cur) …………………………………………………
shizha 47 tai
2.Vadzidzi vanoratidzira basa ravaita kumudzidzisi …………………………………………………
6 Zvinozivikanwa navadzidzi:Vamwe vadzidzi vanogona - …………………………………………………
Zviperengo -kunyora zviperengo kunyora zviperengo kubva kudaidziro …………………………………………………
zvashevedzerwa -kunyora Nhanganyaya: Vadzidzi vanoverenga mazwi matsva Vent Gore mabhuku
…………………………………………………
-kuperetera ari pazvitai-tai Re Chitatu enyaya
1.Tsanangudzo yomudzidzisi pakunyora zviperengo Chishona - …………………………………………………
zvakanaka (New Cur) bhambiri …………………………………………………
2.Mudzidzisi nevadzidzi vanokurukura manyorero shizha 45- -zvitaitai
…………………………………………………
akanaka ezviperengo 46
Mhedziso:Mudzidzi mumwe anoverenga mazwi

Ziva mutauro - kuzadzisa pakashama kudoma nhengo dzemuviri
80
7 uchishandisa mazita -kunyora Nhanganyaya:Vadzidzi vanotaura pamusoro Vent Gore …………………………………………………
(Mazita enhengo enhengo dzomiviri penhengo dzomuviri Re Chitatu -Chidziro …………………………………………………
dzemuviri) 1.Mudzidzisi anopa ratidziro yekuzadzisa mitsara Chishona -zvitai- …………………………………………………
achishandisa nhengo dzomuviri (New Cur)
tai
2.Vadzidzi mumapoka vanozadzisa mitsara shizha 47 …………………………………………………
vachishandisa nhengo dzomuviri …………………………………………………
3.Kunyora basa mumabhuku avo
Mhedziso:Mibvunzo nekupindura ……………………………………………….…

kunyora zvinoverengoeka
kubva pamifananidzo -kunyora Nhanganyaya: Ratidziro yemanyorerwo e-rondedzero Vent Gore
…………………………………………………
Zvinowanzoitika 1.Hurukuro pamanyorerwo ebasa vadzidzi Re Chitatu
pamusoro -hurukuro -chidziro
mumigwagwa vachiteerera Chishona …………………………………………………
pezvinowanzoitika
2.Ratidziro pamanyorerwo anotarisirwa prondedzero (New Cur …………………………………………………
mumigwagwa shizha 76
4.Kunyora mumabhuku vachishandisa runyoro rwe
Mhedziso:Vadzidzi vaviri vanoverenga rondedzero …………………………………………………
dzavo
Vhiki
VAVARIRO:Kunyora bvunzo dzekupera kwekotoro
11 Zvinozivikanwa nevadzidzi: Vadzidzi vakambonyora basa redzokororo
Zvinangwa zvechidzidzo Nhanganyaya:Mudzidzi anopa vadzidzi mitemo Indigenous …………………………………………………

BVUNZO Panopera chidzidzo nemirairo yebvunzo language-
…………………………………………………
DZEKUPERA vadzidzi vanotarisirwa -kunyora 1.Mudzidzisi anotsanangurira vadzidzi manyorerwo Chishona -mapepa
Bumbiro …………………………………………………
KWEKOTORO kunge vogona: -kuverenga anotarisirwa kuitwa bvunzo ekunyore
gwaro
-kupindura mibvunzo 2.Vadzidzi vanopihwa mapepa okunyorera bvunzo reChina
ra …………………………………………………
PEPA 1 ne 2 nemazvo inodarika pakati nomudzidzisi peji 19,21, -zvitatitai …………………………………………………
pemibvunzo yose 3.Vadzidzi vanonyora bvunzo mudzidzisi achifamba 24,26 -makadhi
mukirasi achiongorora basa ririkunyorwa nevadzidzi ebas …………………………………………………
yakapihwa
Mhedziso:Mudzidzisi nevadzidzi vanopindura …………………………………………………
mibvunzo mitatu yanyorwa
Vhiki
VAVARIRO:Kuti vadzidzi vavandudze ruzivo rwavo pabvunzo dzavakaita
12 Zvinozivikanwa nevadzidzi: Vadzidzi vakambonyora basa redzokororo
/Hwerengedo
DZOKORORO Zvinangwa zvechidzidzo Nhanganyaya:Mudzidzisi anobvunza vadzidzi Indig …………………………………………………
YEBVUNZO Muchidzidzo vadzidzi mibvunzo yakavaomera pakunyora language …………………………………………………
DZEKUPERA vanotarisirwa kugona: -kunyora 1.Tsanangudzo neratidziro yomudzidzisi gwaro -mapepa …………………………………………………
KWEKOTORO pamanyorerwo ebasa reChitatu
-kupindura mibvunzo -kuverenga ekunyore
2.Hurukuro yemibvunzo yakaomera vadzidzi Bumbiro
81
Dzokororo nemazvo inodarika pakati 3.Basa mumapoka mudzidzisi achibatsira shizha ra …………………………………………………
yenzwisiso, pemibvunzo yose 4.Kunyora mumabhuku avo 10,12,15, 17 -chidziro …………………………………………………
mutauro yakapihwa Mhedziso:Vadzidzi vatatu vanopindura mibvunzo
…………………………………………………
nerondedzero mitatu yavakanyora
FAMILY, RELIGION AND MORAL EDUCATION

FIRST TERM 2022
Topics to be covered
BROAD TOPICS SUB TOPICS CROSS CUTTING THEMES
- Concept of Family Gender roles and equality in religion
82
Family - Family and religion Children’s Rights and responsibilities
- Family and community Child Protection
Disaster Risk Management
- Social and emotional learning
Constitution of Zimbabwe
Religion - Concept of Religion
Guidance and counselling
- Indigenous religion Sexuality, HIV and AIDS Education
Heritage Studies
Collaboration
Environmental Issues
Broad Aims:
To help the learners
inculcate and sustain Unhu/Ubuntu/ Vumunhu in learners as they interact withfamily, community and society at large
develop an appreciation of the existence of the Supreme Being as portrayed by various religions
develop and enhance respect of and tolerance for other people’s religions, cultures and ways of life
 foster an understanding of the importance of belonging to a family, religion and community in shaping acceptable character,
behaviour and attitudes
References
1. Family,Religion and Moral Education (Grade 3) National Syllabus 2015-2022
3. Ventures Primafacilitatoraditionsry Family,Religion and Moral Education grade 3 learner’s book:By N. Ndoda and P.Maruba (2017)
4. Step Up Family,Religion and Moral Education grade 3 learner’s book:By R. Hitchcock (2017)
81 Term 1=30 Term 2=26 Term 3=25 2 3 2 3 3 3 3 2 3 3
=27, 27, 27
3
Week
Ending WEEKLY AIM:To boost learners understanding of the roles of family members and types of families found in their locality
1 Assumed knowledge: - Some learnerscan name their family members
FAMILY: WEEK OBJECTIVES Methods F.R.M.E -pictures …………………………………………………………
Concept of the By the end of the -discussing - Explanation Syllabus -f/cards …………………………………………………………
Family -describing - Question and answer grade 3 -
week learners should …………………………………………………………
Key concept: -writing - Discussion page 12 smartpho
be able to: …………………………………………………………
1.Structure of Activities -School nes
 describe the structure
the family - Group/pair work Based Syll -resource
83
of families. -naming - Role playing pg 14-15 person …………………………………………………………
 compare and contrast - Naming …………………………………………………………
the structure of
families.
Structure of LESSON OBJECTIVES Assumed knowledge:Some lrnrs are aware of their Ventures -pictures …………………………………………………………
1 family:- By the end of the -discussing family members Primary -f/cards …………………………………………………………
-nuclear lesson learners -describing Intro:Lrnrs name their family members F.R.M.E -
…………………………………………………………
- monogamous -writing 1.Facilitator invite a resource person to talk about lrnrs book smartpho
should be able to: structure of a family …………………………………………………………
grade 3 nes
- describe the structure of 2.Facilitator explain on the structure of families
page 2 -resource …………………………………………………………
families. -naming 3.Class discuss the structure of families person …………………………………………………………
4.Individual work while the fclttrsupervises
Conclsn:Question and answer on work done …………………………………………………..………
Assumed knowledge:Some lrnrs are aware of their VenturesP -pictures …………………………………………………………

2 Structure of - describe the structure of -discussing family members rimary -f/cards …………………………………………………………
family: families. -describing Intro:Recap f the previous lesson F.R.M.E -
…………………………………………………………
- polygamous -writing 1.Facilitator invite a resource person to talk about lrnrs book smartpho
structure of a family grade 3 nes …………………………………………………………
- child headed
2.Facilitator explain on the structure of families page 2 -resource …………………………………………………………
- one parent -naming while lrnrs listen -Step Up person …………………………………………………………
3.Class discuss the structure of families F.R.M.E
4.Individual work while the fclttrsupervises lrnrs book …………………………………………………………
Conclsn:Facilitator ask two lrnrs to describe the grade 3 …………………………………………………………
structure of their family page 2
Assumed knowledge:Some lrnrs can say who they Ventures -pictures …………………………………………………………
3 Family types - compare and contrast stay with at home Primary -f/cards …………………………………………………………
Eg. the structure of families. -discussing Intro:Lrnrs name the heads of their family F.R.M.E -
…………………………………………………………
-Nuclear -naming 1.Facilitator plays a video clip on ICT tool lrnrs book Smartpho
- monogamous showing different structure of families nes …………………………………………………………
- grade 3
-polygamous 2.Facilitator -lrnr discuss the similarities and …………………………………………………………
comparing differences of family structure page 3-7
-child headed
…………………………………………………………
-one parent 3.In groups lrnrs compare and contrast the structure
of families while fclttr assist …………………………………………………………
4.Individual task while the fclttr supervises …………………………………………………………
Family types Assumed knowledge:Some lrnrs can say family
4 Eg. -role play various family members
-Nuclear set ups Intro:Recap of the previous lesson Ventures -pictures …………………………………………………………
- monogamous 1.Facilitator explain on various family set ups Primary -f/cards …………………………………………………………
-discussing
-polygamous while lrnrs observe and listen F.R.M.E -
-child headed -naming …………………………………………………………
2.Lrnrs discus family setups lrnrs book Smartpho
-one parent 3.Lrnrs in groups role play various family set ups nes …………………………………………………………
grade 3
following fclttr’s instructions …………………………………………………………
4.Individual task while the fclttr supervises page 3-7
Conclsn:Mini competition on role playing family …………………………………………………………
set up in groups
Week
Ending WEEKLY AIM:To develop learners understanding of family names and totems
84
2 Assumed knowledge: - Some learners are aware their totems

/CONTENT /SKILLS
Concept of the By the end of the -discussing - Explanation Syllabus -f/cards …………………………………………………………
Family -stating - Question and answer grade 3 -
1.Family names,
be able to: …………………………………………………………
- Activities -School nes
totems and  identify names and -family …………………………………………………………
identifying - Group/pair work Based Syll
family resources. family members. chart
-naming - Identifying pg 14-15 …………………………………………………………
- Family  state family totems. - Naming
 identify family …………………………………………………………
identification - Individual work
possessions.
LESSON OBJECTIVES Assumed knowledge:Some lrnrs can saytheirfamily Ventures -pictures …………………………………………………………
1 Family By the end of the -discussing mebers Primary -f/cards …………………………………………………………
identification: lesson learners -stating Intro:Lrnrs name family member’s names F.R.M.E -
…………………………………………………………
-Names -writing 1.Facilitator asks lrnrs their family members’ lrnrs book Smartpho
should be able to: names while they respond nes …………………………………………………………
- state at least two family grade 3
2.Facilitator -lrnr discuss about names and family …………………………………………………………
names members page 8
-Step Up …………………………………………………………
3.Group work on identifying names while the fclttr
supervises F.R.M.E …………………………………………………………
4.Feedback and correction from the fclttr lrnrs book
…………………………………………………………
5.Individual work while the fclttrsupervises grade 3
page 5 ………………………………..
…………………………………………………………
………………………………
Assumed knowledge:Some lrnrs are aware of their Ventures -pictures …………………………………………………………

2 Family - identify names and -discussing family members Primary -f/cards …………………………………………………………
identification: family members. -stating Intro:Recap of the previous lesson F.R.M.E -
…………………………………………………………
-names -writing 1.Facilitator ’s demonstration of family member’s lrnrs book Smartpho
nameswhile lrnrs listen nes …………………………………………………………
- grade 3
2.Class discussion on family member’s names …………………………………………………………
identifying 3.Pair work on stating family member’s names page 8
-naming …………………………………………………………
Conclsn:Two lrnrs say their family members
Family Assumed knowledge:Some lrnrs can say their Ventures -pictures …………………………………………………………
3 identification: - state family totems. totems Primary -f/cards …………………………………………………………
-Totems -discussing Intro:Lrnrs name their totems F.R.M.E -
…………………………………………………………
Eg. -naming 1.Facilitator ’s explanation onhis/her totem while lrnrs book smartpho
-Shumba, lrnrs listen nes …………………………………………………………
-stating grade 3
-humba 2.Class discussion on family totems -family …………………………………………………………
3.Individual task on stating family totems while the page 8
chart …………………………………………………………
fclttr supervises
Conclsn:Facilitator ask lrnrs to state their totems
Assumed knowledge:Some lrnrs can say what their Ventures -pictures …………………………………………………………
parents posses -f/cards
85
4 Family - identify family Intro:Recap of the previous lesson Primary - …………………………………………………………
possessions: possessions. -discussing 1.Facilitator explain the term possessions while F.R.M.E smartpho …………………………………………………………
- cattle -naming lrnrs listen attentively lrnrs book nes …………………………………………………………
2.Facilitator -lrnr identify family possessions grade 3 -family
- house -
3.Group work and feedback on naming family chart …………………………………………………………
- land identifying page 9-
possessions …………………………………………………………
4.Individual written work while the fclttr assist 10
Conclsn:Question and answer on work done …………………………………………………………
Week
Ending WEEKLY AIM:To develop learners appreciation of family and religion
3 Assumed knowledge: - Some learners are aware of different religions
/CONTENT /SKILLS

Family and By the end of the -discussing - Explanation Syllabus -f/cards …………………………………………………………
religion -stating - Question and answer grade 3 -
be able to: …………………………………………………………
1.Family unity - Activities -School nes
2.Family life in  describe family -family …………………………………………………………
unity chart
religion - Identifying pg 14-15 …………………………………………………………
 explain family
- Naming
practices in relation -naming …………………………………………………………
to religion - Individual work
LESSON OBJECTIVES Assumed knowledge:Some lrnrs can say family VenturesP -pictures …………………………………………………………
1 Family unity By the end of the -discussing members rimary -f/cards …………………………………………………………
lesson learners - Intro:Lrnrs name their family members while the F.R.M.E -
…………………………………………………………
identifying fclttr supervises lrnrs book smartpho
should be able to: 1.Facilitator explains on family unity while lrnrs grade 3 …………………………………………………………
-writing nes
- describe family unity listen page 13 -textbooks …………………………………………………………
-describing 2.Class discussion on activities that unite families -Step Up
…………………………………………………………
3.Pair work on stating religious activities that bring F.R.M.E
-naming families together lrnrs book …………………………………………………………
4.Individual work while the fclttrsupervises grade 3 …………………………………………………………
Conclsn:Facilitator ask lrnrs to identify and name page 10
……………………
religious activities that unite families
Assumed knowledge:Some lrnrs are aware of their Ventures -pictures …………………………………………………………
2 Family unity - describe family unity -discussing family members Primary -f/cards …………………………………………………………
- Intro:Recap of the previous lesson F.R.M.E -
…………………………………………………………
identifying 1.Facilitator explains on family unity lrnrs book smartpho
discussion on activities that unite families nes …………………………………………………………
-writing grade 3
3.Pair work on stating religious activities that bring -textbooks …………………………………………………………
-describing families together page 13
-naming …………………………………………………………
Assumed knowledge:Some lrnrs can say what they Ventures - …………………………………………………………
3 Family life in -explain family practices do at home Primary magazines …………………………………………………………
religion in relation to religion -discussing Intro:Lrnrs name churches they go F.R.M.E -f/cards
…………………………………………………………
1.Facilitator explains on family practises in relation -
86
-stating to religion while lrnrs listen lrnrs book smartpho …………………………………………………………
-naming 2.Lrnrs identify different family practices in groups grade 3 nes …………………………………………………………
while fclttr assist page 15 - …………………………………………………………
3.Pair work, on stating family practices in relation magazines
to religion …………………………………………………………
4.Individual task on stating family religions while …………………………………………………………
the fclttr supervises
Conclsn:Revision on work done ………………………………

4 Family life in -explain family practices do at home Primary magazines …………………………………………………………
religion in relation to religion -discussing Intro:Recap of the previous lesson F.R.M.E -f/cards
…………………………………………………………
-stating 1.Facilitator explains on family practises in relation lrnrs book -
to religion while lrnrs listen smartpho …………………………………………………………
-naming grade 3
2.Lrnrs identify different family practices in groups nes …………………………………………………………
while fclttr assist page 15
- …………………………………………………………
3.Pair work, on stating family practices in relation magazines
to religion …………………………………………………………
4.Individual task on stating family religions while …………………………………………………………
…………………………………………………………
Week
Ending WEEKLY AIM:To boost learners understanding of family community roles and religious ways of life in a family
4 Assumed knowledge: - Some learners can say what they do at home
community -stating - Question and answer grade 3 -
be able to: …………………………………………………………
1.Family roles - Activities -School nes
in the  identify the family -family …………………………………………………………
chores chart
community - Identifying pg 14-15 …………………………………………………………
 explain the need to
- observing
share tasks -naming …………………………………………………………
- Individual work
 list family roles in
the community
LESSON OBJECTIVES Assumed knowledge:Some lrnr can say duties they Ventures -pictures …………………………………………………………
1 Family By the end of the -writing do at home Primary -f/cards …………………………………………………………
community roles lesson learners -listing Intro:Facilitator shows lrnrs pictures with different F.R.M.E -
…………………………………………………………
family chores while lrnrs observe lrnrs book smartpho
should be able to: -observing
1.Facilitator -lrnr discuss family roles in the …………………………………………………………
grade 3 nes
- identify the family - community
page 19 -sacred …………………………………………………………
chores identifying 2.Lrnrs identify the family chores in groups while books …………………………………………………………
fclttr assist where necessary
Assumed knowledge:Some lrnrs can share what Ventures -pictures …………………………………………………………
they have -f/cards
87
2 Family - explain the need to -discussing Intro:Recap of the previous lesson Primary - …………………………………………………………
community roles share tasks -writing 1. Facilitator explains the need to share tasks while F.R.M.E smartpho …………………………………………………………
lrnrs listen lrnrs book nes …………………………………………………………
2.Facilitator –lrnr discuss the importance of grade 3 -sacred
sharing task books …………………………………………………………
page 19
3.Individual work while the fclttrsupervises …………………………………………………………
Assumed knowledge:Some lrnrs say what they do VenturesP - …………………………………………………………
3 Family -list at least three family at home rimary magazines …………………………………………………………
community roles roles in the community -discussing Intro:Lrnrs name different family roles F.R.M.E -f/cards
…………………………………………………………
-naming 1.Facilitator ’s explanation onfamily roles in the lrnrs book -
family while lrnrs listen grade 3 smartpho …………………………………………………………
-listing
2.Class discussion on family roles in the family page 21 nes …………………………………………………………
3.Pair work, on listing family roles in the family -Step Up - …………………………………………………………
4.Individual task on stating family roles in the F.R.M.E magazines
family while the fclttr supervises lrnrs book …………………………………………………………
Conclsn:Facilitator ask lrnrs to listing family roles grade 3 …………………………………………………………
in the family page 14
4 Family -list at least three family do at home Primary magazines …………………………………………………………
community roles roles in the community -discussing Intro:Recap of the previous lesson F.R.M.E -f/cards
…………………………………………………………
-naming 1.Facilitator ’s explanation onfamily roles in the lrnrs book -
family while lrnrs listen smartpho …………………………………………………………
-listing grade 3
2.Class discussion on family roles in the family nes …………………………………………………………
3.Pair work, on listing family roles in the family page 21
- …………………………………………………………
4.Individual task on stating family roles in the magazines
family while the fclttr supervises …………………………………………………………
Week
Ending
WEEKLY AIM:To enable learners foster an understanding of the importance of belonging to a family, religion and community in shaping acceptable cha
5 attitudes
Assumed knowledge: - Some learners can say what they do at home
community -writing - Question and answer grade 3 -
Key concept: - Discussion page 13 smartpho
be able to: …………………………………………………………
1.Caring for the - Activities -School nes
 identify the needy in …………………………………………………………
needy identifying - Group/pair work Based Syll
the community
-naming - Naming pg 14-15 …………………………………………………………
 state how - Individual work
communities help …………………..………………………………………
- Identifying
the needy
 state how religions
help the needy
Needy people LESSON OBJECTIVES Assumed knowledge:Some lrnrs can say the needy Ventures -pictures …………………………………………………………
88
1 such as: By the end of the -discussing people Primary -f/cards …………………………………………………………
- Orphans and lesson learners -writing Intro:Lrnrs name the needy people in their F.R.M.E - …………………………………………………………
Vulnerable community lrnrs book smartpho
should be able to: 1.Facilitator ’s explanation of the needy people
…………………………………………………………
Children (OVC) - grade 3 nes
- identify the needy in 2.Class discussion of the needy in the community …………………………………………………………
- the aged identifying page 22
the community while the fclttr assist …………………………………………………………
- the -naming -Step Up
3.Group work on identifying the needy in the
handicapped F.R.M.E …………………………………………………………
community
lrnrs book
grade 3
Conclsn:Facilitator ask two lrrnrs to identify the …………………………………………………………
needy people in the community page 17
…………………………
Needy people Assumed knowledge:Some lrnrs are aware of the Ventures -pictures …………………………………………………………
2 such as: - state how communities -discussing needy Primary -f/cards …………………………………………………………
- Orphans and help the needy -writing Intro:Recap of the previous lesson F.R.M.E -
…………………………………………………………
Vulnerable 1.Facilitator shows a video clip of community lrnrs book smartpho
Children (OVC) people helping the needy while lrnrs observe nes …………………………………………………………
-observing grade 3
- the aged 2.Class discussion on how the needy are helped in …………………………………………………………
- the -stating the community page 22-
handicapped 24 …………………………………………………………
3.Lrnrs state how communities helped the needy
while fclttr assist …………………………………………………………
Caring for the Assumed knowledge:Some lrnrs have helped the Ventures - …………………………………………………………
3 needy - state how religions help needy Primary magazines …………………………………………………………
Eg. the needy -discussing Intro:Lrnrs name the needy they know F.R.M.E -f/cards
…………………………………………………………
-Orphans and 1.Facilitator ’s explanation oncaring for the needy lrnrs book -
-stating
Vulnerable while lrnrs listen smartpho …………………………………………………………
-naming grade 3
children 2.Class discussion on different ways of helping the nes …………………………………………………………
-the aged needy page 25
- …………………………………………………………
-the 3.Pair work, on listing different ways of helping the magazines
handicapped needy …………………………………………………………
Conclsn:Facilitator ask lrnrs to state different ways
…………………………………………………………
of helping the needy
….………………….
Assumed knowledge:Some lrnrs have helped the Ventures - …………………………………………………………

4 Caring for the - state how religions help needy Primary magazines …………………………………………………………
needy the needy -discussing Intro: Educational touring to visit the needy people F.R.M.E -f/cards
…………………………………………………………
Eg. -stating in the community lrnrs book -
-Orphans and 1.Facilitator ’s explanation oncaring for the needy smartpho …………………………………………………………
-naming grade 3
Vulnerable while lrnrs listen nes …………………………………………………………
2.Class discussion on different ways of helping the page 25
children - …………………………………………………………
-the aged needy magazines
-the 3.Group work, on stating ways in which religions …………………………………………………………
handicapped cares for the needy …………………………………………………………
………………………………………………..
Conclsn:Facilitator ask lrnrs to state different ways
of helping the needy …………………………………………………………
89
……………………………..
Week
Ending WEEKLY AIM:To enable learners develop an awareness of differentways of helping the needy
6 Assumed knowledge: - Some learners they show their emotions
Social and By the end of the -discussing - Explanation Syllabus -f/cards …………………………………………………………
emotional -writing - Question and answer grade 3 -
learning - Discussion smartpho
be able to: page 14
Key concept: nes …………………………………………………………
-naming Activities -School
1.Self-  explain self-
- Group/pair work Based Syll -talking …………………………………………………………
awareness and self- -
awareness and esteem - Naming pg 14-15 books …………………………………………………………
self-esteem and  identify the impact of - Discussion …………………………………………………………
behaviour one’s actions on - Individual work
others …………………………………………………………
Management
 explain the influence …………….
of one’s actions in
other people life
LESSON OBJECTIVES Assumed knowledge:lrnrs have their social group Ventures -pictures …………………………………………………………
Primary -f/cards
1 Self-awareness: By the end of the -discussing Intro:Lrnrs name family roles in the community …………………………………………………………
F.R.M.E -
- physical lesson learners -writing 1.Explanation by the teacher on self-awareness and
lrnrs book …………………………………………………………
body [human self- esteem while the lrnrs listen smartpho
should be able to: 2.Facilitator lrnr discuss on self-awareness and self
grade 3
…………………………………………………………
anatomy] -naming page 28 nes -
- explain self-awareness esteem -Step Up talking …………………………………………………………
- emotion and self- esteem - 3.Group work and feedback on work done F.R.M.E books
- intellect …………………………………………………………
4.Individual work while the fclttrsupervises lrnrs book
- self- esteem Conclsn:Question and answer on work done grade 3 ……………………………………………………….…
page 21
Assumed knowledge:lrnrs have their social group Ventures -pictures …………………………………………………………

2 Effects of one’s - identify at least two -discussing Intro:Recap of the previous lesson Primary -f/cards …………………………………………………………
actions impact of one’s actions on -writing 1.Facilitator plays an ICT tool showing one’s F.R.M.E -
…………………………………………………………
others action on others lrnrs book smartpho
2.Facilitator -lrnr discussion of the effects of one’s nes …………………………………………………………
-naming grade 3
action on others -textbooks …………………………………………………………
-identifying page 28-
3.Group task and report back on identifying the
30 …………………………………………………………
impact of one’s actions on others
Assumed knowledge:lrnrs have their social group Ventures -pictures …………………………………………………………
3 Effects of one’s - identify at least two -discussing Intro:Recap of the previous lesson Primary -f/cards …………………………………………………………
actions impact of one’s actions on -writing 1.Facilitator plays an ICT tool showing one’s F.R.M.E -
…………………………………………………………
others action on others lrnrs book smartpho
2.Facilitator -lrnr discussion of the effects of one’s nes …………………………………………………………
-naming grade 3
action on others -textbooks …………………………………………………………
-identifying page 28-
3.Group task and report back on identifying the
90
impact of one’s actions on others 30 …………………………………………………………
Assumed knowledge:Some lrnrs can say actions of Ventures -pictures …………………………………………………………
4 Effects of one’s - explain the influence of other peers Primary -f/cards …………………………………………………………
actions one’s actions in other -discussing Intro:Facilitator shows lrnrs a video clip showing F.R.M.E -
…………………………………………………………
people life -stating influence of one’s action to other people lrnrs book smartpho
1.Facilitator invite a resource person to explain the nes …………………………………………………………
-observing grade 3
influence of one’s actions in other people’s lives -textbooks …………………………………………………………
2.Class discussion on explaining the influence of page 28-
30 …………………………………………………………
one’s actions in other people’s lives
3.Group work, on stating influence of one’s actions …………………………………………………………
in other people life …………………………………………………………
Conclsn:Question and answer on work done ………………………
Week
Ending WEEKLY AIM:To help learners develop an appreciation of the existence of the Supreme Being as portrayed by various religions
7 Assumed knowledge: - Some learners can say their religions
RELIGION: WEEK OBJECTIVES Methods F.R.M.E -pictures …………………………………………………………
Concept of -f/cards
By the end of the -discussing - Explanation Syllabus …………………………………………………………
religion and -
indigenous week learners should -writing - Question and answer grade 3 …………………………………………………………
religion - Discussion page 15 smartpho
be able to: …………………………………………………………
Key concept: -naming Activities -School nes
 identify religions in
1.Religion in the - Group/pair work Based Syll …………………………………………………………
different families.
family, origins - Naming pg 14-15 …………………………………………………………
 describe the origins
and names of - Identifying
of Indigenous …………………………………………………………
the - Individual work
Supreme Being Religion. …………………………………………………………
 state the names of the
Supreme Being
LESSON OBJECTIVES Assumed knowledge:Some lrnrs are aware of their VenturesP -pictures …………………………………………………………
1 Religions: By the end of the -discussing denominations rimary -f/cards …………………………………………………………
-Indigenous - lesson learners -writing Intro:Facilitator asks lrnrs their religion while they F.R.M.E -
…………………………………………………………
Religion - respond lrnrs book smartpho
should be able to: 1.Class discuss on different religion in families grade 3 …………………………………………………………
-Christianity identifying nes
- identify religions in 2.Pair work do identifying religions in different page 36 …………………………………………………………
-Islam different families. families -Step Up
-Judaism …………………………………………………………
3.Group work and feedback on listing different F.R.M.E
religion and families lrnrs book …………………………………………………………
4.Individual work while the fclttrsupervises grade 3 …………………………………………………………
-discussing Assumed knowledge:Some lrnrs are aware of their Ventures -pictures …………………………………………………………
2 Origins of - describe the origins of -writing denominations Primary -f/cards …………………………………………………………
Indigenous Indigenous Religion. -observing Intro:Recap of the previous lesson F.R.M.E -
…………………………………………………………
Religion -naming 1.Facilitator plays a video clip showing indigenous lrnrs book smartpho
religion and Christianity nes …………………………………………………………
grade 3
91
- where - 2.Class discussion onthe beginning of indigenous page 37 …………………………………………………………
- when describing ways of prayer …………………………………………………………
3.In pairs lrnrs describe the origins of Indigenous
…………………………………………………………
Religion while the fclttr supervises
Conclsn:Facilitator ask two lrnrs to state the
origins of Indigenous Religion
Assumed knowledge:Some lrnrs are aware of other Ventures - …………………………………………………………
3 Names of the - state the names of the names for Mwari Primary magazines …………………………………………………………
Supreme Supreme Being -discussing Intro: Lrnrs say names of the Supreme Being they F.R.M.E -f/cards
…………………………………………………………
Being -stating know lrnrs book -
1.Facilitator explain about Supreme Being while smartpho …………………………………………………………
-naming grade 3
lrnrs listen attentively nes …………………………………………………………
2.Class discuss on the names of the Supreme Being page 38-
- …………………………………………………………
3.In pairs lrnrs name the names of the Supreme 39
Being eg. Yahweh, (Musikavanhu) …………………………………………………………
4.Presentation to the class …………………………………………………………
…………………………………………………………
Assumed knowledge:Some lrnrs are aware of their Ventures - …………………………………………………………
4 Names of the - state the names of the denominations Primary magazines …………………………………………………………
Supreme Supreme Being -discussing Intro: Recap of the previous lesson F.R.M.E -f/cards
…………………………………………………………
Being -stating 1.Facilitator explain about Supreme Being while lrnrs book -
lrnrs listen attentively smartpho …………………………………………………………
-naming grade 3
2.Class discuss on the names of the Supreme Being nes …………………………………………………………
3.In pairs lrnrs name the names of the Supreme page 38-
- …………………………………………………………
Being eg. Yahweh, (Musikavanhu) 39
4.Presentation to the class …………………………………………………………
Conclsn:Facilitator ask two lrnrs to state the names
…………………………………………………………
of Supreme Being
…………………………
Week
Ending WEEKLY AIM:To help learners develop an appreciation of the existence of the Supreme Being as portrayed by various religions
8 Assumed knowledge: - Some learners are aware of different religions
The concept of By the end of the -discussing Syllabus -f/cards
- Explanation …………………………………………………………
religion & -
indigenous
week learners should -writing - Question and answer grade 3 …………………………………………………………
religion be able to: - - Discussion page 15 smartpho
nes …………………………………………………………
Key concept:  find the meanings of identifying Activities -School
1.Meanings of names of the - Group/pair work Based Syll …………………………………………………………
-naming
names Supreme Being - Naming pg 14-15 …………………………………………………………
2.Scared places  identify sacred - Identifying
places in Indigenous …………………………………………………………
- Individual work
Religion.
LESSON OBJECTIVES Assumed knowledge:Some lrnrs can say other VenturesPri -pictures …………………………………………………………
92
1 Meanings of By the end of the -discussing nmes for Supreme Being mary -f/cards
Intro:Lrnrs name other names for the Supreme F.R.M.E -
names lesson learners -writing
Being lrnrs book …………………………………………………………
-naming smartpho
should be able to: 1.Facilitator explain the meanings of different
grade 3
…………………………………………………………
page 38-39 nes
- find the meanings of names of Supreme Being while lrnrs listen -Step Up …………………………………………………………
names of the Supreme 2.Facilitator -lrnr find the meanings of Supreme F.R.M.E
Being Being …………………………………………………………
lrnrs book
3.Class discussion on the meanings of names of grade 3 …………………………………………………………
Supreme Being page 29
Assumed knowledge:Some lrnrs can say other Ventures -pictures …………………………………………………………
2 Meanings of - find the meanings of -discussing nmes for Supreme Being Primary -f/cards …………………………………………………………
names; names of the Supreme -writing Intro:Recap of the previous lesson F.R.M.E -
…………………………………………………………
Eg. Being -naming 1.Facilitator explain the meanings of different lrnrs book smartpho
names of Supreme Being while lrnrs listen nes …………………………………………………………
Musikavanhu, grade 3
2.Facilitator -lrnr find the meanings of Supreme …………………………………………………………
Nyatene Being page 38-
39 …………………………………………………………
3.Class discussion on the meanings of names of
Supreme Being …………………………………………………………
Assumed knowledge:Some lrnrs can say sacred Ventures -pictures …………………………………………………………
3 - identify at least two places Primary -f/cards …………………………………………………………
Scared places sacred sacred places in -discussing Intro:Facilitator -lrnr visit scared places in the F.R.M.E -
…………………………………………………………
ie. Indigenous Religion. - locality lrnrs book smartpho
- Home altar 1.Lrnrs identify scared places in the indigenous nes …………………………………………………………
identifying grade 3
Chikuva/ region …………………………………………………………
2.Class discussion on scared places page 40
Emsamo …………………………………………………………
3.Pair work, on identifying sacred places in
- Sacred trees Indigenous Religion while the fclttr supervises …………………………………………………………
Conclsn:Facilitator ask two lrnrs to identify sacred
places in Indigenous Religion
4 Scared places - identify at least two nmes for Supreme Being Primary -f/cards …………………………………………………………
ie. sacred places in -discussing Intro:Recap of the previous lesson F.R.M.E -
…………………………………………………………
- Home altar Indigenous Religion. - 1.Lrnrs identify scared places in the indigenous lrnrs book smartpho
region nes …………………………………………………………
Chikuva/ identifying grade 3
2.Class discussion on scared places …………………………………………………………
Emsamo page 40
3.Pair work, on identifying sacred places in
- Sacred trees …………………………………………………………
Indigenous Religion while the fclttr supervises
Week
Ending WEEKLY AIM:To develop learners awareness and understanding of religious artefacts and attire
9 Assumed knowledge: - Some learners can sing and dance
93
Indigenous By the end of the -discussing - Explanation Syllabus -f/cards …………………………………………………………
religion week learners should -writing - Question and answer grade 3 -
…………………………………………………………
Key concept: be able to: - - Discussion page 15 smartpho
1.Songs and nes …………………………………………………………
 identify songs related identifying Activities -School
dances and to ceremonies and - Group/pair work Based Syll -talking …………………………………………………………
festivals. -naming
religious - Naming pg 14-15 book …………………………………………………………
 sing songs and
artefacts - listing
perform dances …………………………………………………………
and attire - Individual work
related to ceremonies
andfestivals in
IndigenousReligion
 name and describe
religious artefacts in
Indigenous Religion
LESSON OBJECTIVES Assumed knowledge:Some lrnrs can sing Ventures -pictures …………………………………………………………
1 By the end of the -discussing ceremonial songs Primary -f/cards …………………………………………………………
Songs and lesson learners -writing Intro: Facilitator -lrnr sing a introduction song F.R.M.E -
…………………………………………………………
dances related 1.Facilitator explains on ceremonies and festivals lrnrs book smartpho
should be able to: 2.Class discussion on songs related to ceremonies …………………………………………………………
to ceremonies - grade 3 nes
- identify songs related to and festivals
and festivals page 41 …………………………………………………………
ceremonies and festivals. identifying 4.Group work and feedback on identifying
…………………………………………………………
ceremonial and festival songs
Conclsn:Facilitator ask lrnrs to identify songs ……………………………………………….…………
related to ceremonies and festivals
Assumed knowledge:Some lrnrs can sing songs Ventures -pictures …………………………………………………………
2 - sing songs and perform -singing Intro:Recap of the previous lesson Primary -f/cards …………………………………………………………
Songs and dances related to -writing 1.Facilitator explain about artefacts in indigenous F.R.M.E -
…………………………………………………………
dances related ceremonies and festivals religion lrnrs book smartpho
to ceremonies in IndigenousReligion 2.Class discussion on artefacts in indigenous nes …………………………………………………………
-observing grade 3
and festivals religion …………………………………………………………
page 41
3.Lrnrs name religious artefacts with the help of the
…………………………………………………………
fclttr
Assumed knowledge:Some lrnrs are aware of some Ventures -pictures …………………………………………………………
3 - name and describe at -discussing religious artefacts Primary -f/cards …………………………………………………………
Artefacts such as: least two religious Intro:Facilitator shows lrnrs different religious -
-writing F.R.M.E …………………………………………………………
- artefacts in Indigenous artefacts while they observe lrnrs book smartpho
-describing
Tsvimbo/Intonga Religion 1. Facilitator explain about artefacts in indigenous nes …………………………………………………………
-naming grade 3
- Nhekwe/imfuko religion …………………………………………………………
2.Class discussion on artefacts in indigenous page 42
…………………………………………………………
religion
3.Lrnrs name religious artefacts with the help of the …………………………………………………………
fclttr …………………………………………………………
……………
94
4 - name and describe at -discussing nmes for Supreme Being Primary -f/cards …………………………………………………………
Artefacts such as: least two religious Intro:Recap of the previous lesson -
-writing F.R.M.E …………………………………………………………
- artefacts in Indigenous 1. Facilitator explain about artefacts in indigenous lrnrs book smartpho
-describing
Tsvimbo/Intonga Religion religion nes …………………………………………………………
-naming grade 3
- Nhekwe/imfuko 2.Class discussion on artefacts in indigenous …………………………………………………………
religion page 42
…………………………………………………………
3.Lrnrs name religious artifacts with the help of the
fclttr …………………………………………………………
Conclsn:Facilitator ask two lrnrs to name and
describe religious artefacts in Indigenous Religion
Week
Ending WEEKLY AIM:To further develop learners awareness of spiritual songs and understanding of dances performed at spiritual functions
10 Assumed knowledge: - Some learners are aware of different artefacts
Indigenous By the end of the -discussing - Explanation Syllabus -f/cards …………………………………………………………
religion week learners should -writing - Question and answer grade 3 -
…………………………………………………………
Key concept: be able to: -observing - Discussion page 15- smartpho
1.Religious nes …………………………………………………………
 name and describe Activities 16
artefacts and religious attire in - Group/pair work -School -acting …………………………………………………………
-naming
attire Indigenous Religion. - Naming Based Syll instrument …………………………………………………………
 name the symbols - observing pg 14-15 s
used in Indigenous …………………………………………………………
- Individual work
Religion …………………………………………………………
 show the
significance of the
symbols
 state sacred days in
indigenous religion
LESSON OBJECTIVES Assumed knowledge:Some lrnrs are aware os some VenturesPri …………………………………………………………
religious attire mary
1 By the end of the -discussing …………………………………………………………
Attire such as: F.R.M.E
lesson learners -writing Intro:Facilitator shows lrnrs different religious
lrnrs book …………………………………………………………
- Chuma/ -observing attire -pictures
should be able to: 1.Facilitator explain about attire in indigenous
grade 3
-f/cards …………………………………………………………
amanqonqo page 42-43
- name and describe at religion -
- Machira -Step Up …………………………………………………………
least two religious attire -naming 2.Class discussion on attire in indigenous religion
emudzimu/ F.R.M.E smartpho
in Indigenous Religion …………………………………………………………
3.Group work on naming and describing religious lrnrs book nes
izembatho
attire in indigenous religion grade 3 …………………………………………………………
4.Individual workwhile the fclttrsupervises page 36
Conclsn:Question and answers on work done
Assumed knowledge:Some lrnrs can say other Ventures …………………………………………………………
2 - name and describe at -discussing names for Supreme Being Primary …………………………………………………………
Attire such as: least two religious attire -writing Intro:Recap of the previous lesson F.R.M.E …………………………………………………………
- Chuma/ in Indigenous Religion -observing 1.Facilitator explain about attire in indigenous lrnrs book -pictures
amanqonqo religion -f/cards …………………………………………………………
grade 3
95
- Machira -naming 2.Class discussion on attire in indigenous religion page 42- - …………………………………………………………
emudzimu/ 3.Group work on naming and describing religious 43 smartpho …………………………………………………………
izembatho attire in indigenous religion nes …………
4.Individual workwhile the fclttrsupervises
Conclsn:Facilitator ask two lrnrs to name religious
attire
Assumed knowledge:Some lrnrs are aware of some F.R.M.E …………………………………………………………
3 - name at least three -discussing religious symbols Syllabus …………………………………………………………
Symbols symbols used in -writing Intro:Facilitator shows lrnrs different pictures of grade 3 …………………………………………………………
Indigenous Religion -observing symbols used in indigenous religion page 16 -pictures
1.Facilitator explain on symbols used in indigenous -f/cards …………………………………………………………
-
- show the significance religion and their importance while lrnrs listen - …………………………………………………………
of the symbols 2.Class discussion on importance of symbols used smartpho
-naming …………………………………………………………
in indigenous religion nes
3.Group work onnaming symbols used in …………………………………………………………
Indigenous Religion …………………………………………………………
…………………………………………………………
Conclsn:Facilitator ask one lrnr to name symbols
used in Indigenous Religion …………………………………………………………
……………………..……
Assumed knowledge:Some lrnrs can say sacred Ventures …………………………………………………………

4 - state sacred days in days Primary …………………………………………………………
Sacred days indigenous religion -discussing Intro:Recap of the previous lesson F.R.M.E -pictures
…………………………………………………………
-stating 1.Facilitator state and explain sacred days in lrnrs book -f/cards
Eg. Chisi indigenous religion while lrnrs listen - …………………………………………………………
grade 3
2.Facilitator -lrnr state sacred days in indigenous smartpho …………………………………………………………
religion page 43
nes …………………………………………………………
2.Lrnrs in pairs state sacred days in indigenous
religion …………………………………………………………
3.Individual task while the fclttr supervises ………………………………………………………..…
Week
/CONTENT /SKILLS
EXAMINATION LESSON OBJECTIVE Intro:Fclttr explains on how to write the exam …………………………………………………………
By the end of the -writing while lrnrs are listening F.R.M.E -question …………………………………………………………
End of term lesson learners -listening 1.Individual written work while thefclttr moves Syll paper …………………………………………………………
exam around monitoring the progress grade 3
should be able to: 2.Collection of exam sheets by the fclttr …………………………………………………………
page 12- -work
Paper 1 or 2  answer more than 3.Marking and recording marks …………………………………………………………
half of the total 16 cards
marks correctly
Week
CONTENT /SKILLS
96
LESSON OBJECTIVES -writing Intro: Facilitator asks lrnrs difficulties they face -c/board …………………………………………………………
REVISION By the end of the lesson -listening when writing the exam F.R.M.E …………………………………………………………
WORK learners should be able 1.Facilitator explains on how to revise the exam Syll -answer
…………………………………………………………
to: 2.Facilitator ask lrnrs written questions of the exam grade 3 sheets
Revision of end -revise written questions 3.Lrnrs write correct answers for each question for …………………………………………………………
of term page 12-
or exam the sake of revision purposes …………………………………………………………
examination 16
4.Marking and recording marks while lrnrs wait for
their marked papers
HERITAGE - SOCIAL STUDIES,

FIRST TERM 2020
BROAD TOPICS SUB TOPICS CROSS CUTTING THEMES Topic
- Family genealogies Gender equity
s to -Family names and totems
- Purpose of the totem system
Family unity
Child Protection from abuse and diseases
be
-Identity: Family history and local heritage - Local heroes and heroines such as AIDS
-Indigenous hunting tools Heritage Studies
-Indigenous religious practices Environmental Issues
- Friendship Financial literacy
-Cultural heritage - Family relations Disaster Risk Management
- Family ceremonies and rituals Children’s Rights and Responsibilities
covered
Broad Aims:
To help the learners to
-appreciate and sustain Unhu/Ubuntu/Vumunhuthrough interaction with family, community and society at large
- develop an appreciation of national heritage, sovereignty, governance, national symbols and events
- appreciate the need for equal opportunities for all and sensitivity to the needs of the disadvantaged and vulnerable groups
- understand and appreciate Zimbabwe’s pre-colonial, colonial and post-colonial history
References
97
1. Heritage-Social Studies (Grade 3)National Syllabus 2015-2022
3. Ventures Primary Heritage-Social Studies grade 3 learner’s book:By E. Chishakwe and etal (2017)
54 Term 1=20 Term 2=19 Term 3=19 2 2 2 2 1 2 2 2 2 3
=18, 18, 18
3
Week
Ending WEEKLY AIM:To enable learners have a deeper appreciation of the importance of family origin and genealogical structure
1 Assumed knowledge: - Some learnerscan name their family members
IDENTITY: WEEK OBJECTIVES Methods Heritage- -pictures ……………………………………………………
FAMILY By the end of the -discussing - Explanation Social -f/cards ……………………………………………………
HISTORY AND - -
week learners should -writing Question and answer Studies ……………………………………………………
LOCAL Smartph
be able to: -observing - Discussion syll
HERITAGE ……………………………………………………
 trace the origins of Activities grade 3
ones
Key concept:
the family - Group/pair work ……………………………………………………
1.Family -naming page 10
 explain the - Discussing ……………………………………………………
genealogies -School
importance of - Drawing
Based Syll ……………………………………………………
family genealogies - Individual work
pg 14-15
structure
LESSON OBJECTIVES Assumed knowledge:Some lrnrs say they grandfather and Ventures -pictures ……………………………………………………
1 Family tree By the end of the -discussing mother Primary -f/cards ……………………………………………………
lesson learners -writing Intro: Lrnrs name their family members Heritage- -
……………………………………………………
1.Facilitator explains about his/her origins of the family Social Smartph
should be able to: while lrnrs listen ones ……………………………………………………
-trace the origins of the -naming Studies
2.Class discussion on origins of their families - ……………………………………………………
family lrnrs book
3.Group work ontracing the origins of the family illustrati
grade 3 ……………………………………………………
4.Individual work while the fclttrsupervises ons of
Conclsn:Facilitator ask two lrnrs to trace the origins of page 2 family ……………………………………………………
the family trees
Assumed knowledge:Some lrnrs can say other names for Ventures -pictures ……………………………………………………
2 Genealogies -explain the importance Supreme Being Primary -f/cards ……………………………………………………
and of family genealogies -discussing Intro: Facilitator invite resource person to explain about Heritage- Smartph
……………………………………………………
Descendants -writing his/her origin and genealogies while lrnrs listen Social ones
1.Lrnr discuss their family genealogies with the help of the - ……………………………………………………
Studies
- Father’s fclttr referring to the home work given illustrati ……………………………………………………
lrnrs book
ancestors 2.Facilitator explains the importance of genealogies while ons of
grade 3 ……………………………………………………
- Mother’s lrnrs listen family
ancestors 3.Individual work while the fclttrsupervises page 2 trees ……………………………………………………
Assumed knowledge:Some lrnrs can draw Ventures ……………………………………………………
98
Intro:Lrnrs name their family members while fclttr Primary ……………………………………………………
3 Draw a family - draw a family tree up to -writing monitoring Heritage- -Charts ……………………………………………………
tree their great grand fathers -drawing 1.Facilitator explains and demo on drawing a family tree Social -c/ ……………………………………………………
up to their great grandfathers while lrnrs listen and observe
-observing Studies board
2.Lrnr draw a family tree while fclttr moves around ……………………………………………………
lrnrs book
monitoring the progress ……………………………………………………
Conclsn: Displaying and comparing grade 3
page 2 ……………………………………………………
Week
Ending WEEKLY AIM:To develop learners understanding of Zimbabwean cultural norms and values such as totems
2 Assumed knowledge: - Some learners are aware of their totems
/CONTENT /SKILLS
IDENTITY: WEEK OBJECTIVES Methods Heritage- -pictures ……………………………………………………
FAMILY - Explanation -f/cards
By the end of the -discussing Social ……………………………………………………
HISTORY AND - Question and answer -
LOCAL week learners should -writing Studies ……………………………………………………
- Discussion Smartph
HERITAGE be able to: -observing syll
Activities ones ……………………………………………………
Key concept:  identify family grade 3
- Group/pair work ……………………………………………………
1.Family names names and totems -naming page 10
- Discussing ……………………………………………………
andTotems  state common - Individual work
totems in their
Communities
LESSON OBJECTIVES Assumed knowledge:Some lrnrs are aware of their totems Ventures ……………………………………………………
1 Family names By the end of the -discussing Intro:Facilitator shows lrnrs a video clip from Primary ……………………………………………………
and lesson learners -writing Smartphoneswith different family members while they Heritage- -related
……………………………………………………
totems -observing observe Social literatur
should be able to: 1.Facilitator -lrnr discuss family members from a video e ……………………………………………………
-identify family names Studies
clip shown -f/cards ……………………………………………………
and totems -identifying lrnrs book
2.Pair work on identifying family names and totems while -
grade 3 ……………………………………………………
the fclttr assist Smartph
3.Feedback and report back from the fclttr page 3 ones ……………………………………………………
4.Individual work while the fclttrsupervises ……………………………………………………
Conclsn:Facilitator ask two lrnrs tosay their totems
Assumed knowledge:Some lrnrs are aware of their totems Ventures ……………………………………………………
2 Family names -state common totems in Intro: Lrnrs say their totems while the fclttr listen Primary -related ……………………………………………………
and their communities -discussing 1.Facilitator explains about the common totems in their Heritage- literatur
……………………………………………………
totems -writing communities while the lrnrs listen attentively Social e
2.Lrnrs state common totems in their communities with the Studies -f/cards ……………………………………………………
help of the fclttr lrnrs book - ……………………………………………………
3.Individual work while the fclttrsupervises grade 3 Smartph
……………………………………………………
Conclsn:Question and answer on work done page 5 ones
Assumed knowledge:Some lrnrs can say their totems Ventures -related ……………………………………………………
3 Family names - group members of the -writing Intro:Facilitator -lrnr sing a song naming their totem. Primary literatur ……………………………………………………
and class according to their -grouping 1.Facilitator explains on different classes of people Heritage- e
……………………………………………………
totems totems -singing according to totem while lrmrs listen Social -f/cards
2.Lrnrs group themselves based to totem classes with the - ……………………………………………………
Studies
help of the fclttr Smartph ……………………………………………………
lrnrs book
99
3.Feedback and corrections from the fclttr grade 3 ones ……………………………………………………
Conclsn:Facilitator ask three lrnrs to say their totems page 5
Week
Ending WEEKLY AIM:To develop learners understanding of Zimbabwean cultural norms and values such as totems
3 Assumed knowledge: - Some learners can name their totems
/CONTENT /SKILLS
IDENTITY: WEEK OBJECTIVES -discussing Methods Heritage- -pictures ……………………………………………………
FAMILY By the end of the -f/cards
-writing - Explanation Social ……………………………………………………
HISTORY AND
LOCAL week learners should - - Question and answer Studies -
……………………………………………………
HERITAGE be able to: - Discussion Smartph
dramatising syll
Key concept:  recite, praise poems Activities ones ……………………………………………………
-naming grade 3
1.Family names of their totems - Group/pair work ……………………………………………………
andTotems -reciting page 10
 explain the - Discussing ……………………………………………………
2.Purpose of the importance of the - Reciting
totem system totem system ……………………………………………………
LESSON OBJECTIVES Assumed knowledge:Some lrnrs can recite their totems Ventures ……………………………………………………
1 Family names By the end of the Intro:Facilitator invite a resource person to recite a poem Primary ……………………………………………………
and lesson learners -writing about his/her totem while lrnrs listen Heritage- -related
……………………………………………………
totems - 1.Class discussion about poems of their totem Social literatur
should be able to: 2.Lrnrs dramatise praise poem of their totem with the help e ……………………………………………………
- recite, praise poems of dramatising Studies
of the fclttr -f/cards ……………………………………………………
their totems lrnrs book
3.Mini-competition of reciting poems of their totems -
-reciting grade 3 ……………………………………………………
4.Feedback and report back from the fclttr Smartph
Conclsn:Facilitator ask two lrnrs torecite their totems page 5 ones ……………………………………………………
Assumed knowledge:Some lrnrs can say their totems Ventures ……………………………………………………

2 The importance -explain the importance Intro: Recap of the previous lesson Primary ……………………………………………………
of totems of the totem system -discussing 1.Facilitator explains the importance of the totem system Heritage- -related
……………………………………………………
-identity while lrnrs listen attentively literatur
-writing Social
-marriage e ……………………………………………………
-stating 2.Facilitator -lrnr discuss the importance of the totem Studies
-f/cards ……………………………………………………
system in relation to identity, marriage lrnrs book
-
3.Individually lrnrs say the importance of totems in grade 3 ……………………………………………………
Smartph
relation to identity, marriage page 4-5 ones ……………………………………………………
3 The importance -explain the importance -writing Intro:Facilitator -lrnr sing a song naming their totem. Primary ……………………………………………………
of totems of the totem system -grouping 1.Facilitator explain the importance of the totem system Heritage- -related
……………………………………………………
-preservation of while lrnrs listen attentively literatur
-singing Social
natural 2.Facilitator -lrnr discuss the importance of the totem e ……………………………………………………
resources Studies
system in relation to social interaction and preservation of -f/cards ……………………………………………………
-social lrnrs book
natural resources -
interaction grade 3 ……………………………………………………
3.Individually lrnrs say the importance of totems in Smartph
relation to social interaction and preservation of natural page 4-5 ones ……………………………………………………
resources ……………………………………………………
……………………………………………………
Conclsn:Facilitator ask three lrnrs to say their totems
100
Week
Ending WEEKLY AIM:To enable learners appreciate and love Zimbabwe and its Chimurenga/Umvukela Liberation war heroes and heroines
4 Assumed knowledge: - Some learners can name heroes/heroine
IDENTITY: WEEK OBJECTIVES -outlining Methods Heritage- ……………………………………………………
FAMILY By the end of the Social -f/cards
-discussing - Explanation ……………………………………………………
HISTORY AND
LOCAL week learners should -writing - Question and answer Studies -pictures
……………………………………………………
HERITAGE be able to: - Discussion syll grade -
-identifying
Key concept:  outline what makes Activities 3 page 10 Smartph ……………………………………………………
-observing
1.Local heroes a hero/heroine - Group/pair work -School ones ……………………………………………………
and heroines -naming Based Syll
 identify local - Discussing ……………………………………………………
2.Purpose of the heroes/heroines - Identifying pg 14-15
totem system - Individual work
LESSON OBJECTIVES Assumed knowledge:Some lrnrs can say heroes and Ventures ……………………………………………………
1 Attributes of a By the end of the heroines Primary -related ……………………………………………………
hero/heroine lesson learners -writing Intro:Lrnrs sing an introduction song Heritage- literatur
……………………………………………………
-outlining 1.Facilitator explains the terms hero/heroine while lrnrs Social e
should be able to: listen -f/cards ……………………………………………………
- outline what makes a Studies
2.Class discussion on what makes a hero/heroine -pictures ……………………………………………………
hero/heroine -discussing lrnrs book
3.Lrnrs outline attributes of a hero/heroine while fclttr -
grade 3 ……………………………………………………
assist Smartph
2 Family and -identify at least three Intro: Lrnrs name National war heroes they know Primary ……………………………………………………
community local heroines -discussing 1.Facilitator plays a video clip showing family/community Heritage- -related
……………………………………………………
heroes and heroes literatur
-writing Social
heroines 2.Facilitator -lrnr identify family/community heroes shown e ……………………………………………………
-identifying Studies
on the video -f/cards ……………………………………………………
-observing lrnrs book
3.Lrnrs in pairs name family/community heroes shown on -
-naming grade 3 ……………………………………………………
the video while fclttr assist Smartph
Conclsn:Facilitator ask two lrnrs to name local heroines page 6 ones ……………………………………………………
Assumed knowledge:Some lrnrs are aware of some Ventures ……………………………………………………

3 Family and -identify at least three heroines Primary ……………………………………………………
community local heroines -discussing Intro: Recap of the previous lesson Heritage- -related
……………………………………………………
heroes and 1.Facilitator plays a video clip showing family/community literatur
-writing Social
heroines heroes e ……………………………………………………
-identifying Studies
2.Facilitator -lrnr identify family/community heroes shown -f/cards ……………………………………………………
-observing lrnrs book
on the video -
-naming grade 3 ……………………………………………………
3.Lrnrs in pairs name family/community heroes shown on Smartph
the video while fclttr assist page 6 ones ……………………………………………………
Conclsn:Facilitator ask two lrnrs to name local heroines
Week
Ending WEEKLY AIM:To allow learners develop knowledge on uses of the indigenous hunting tools
5 Assumed knowledge: - Some learners can name indigenous tools
101
IDENTITY: WEEK OBJECTIVES Methods Heritage- -f/cards ……………………………………………………
FAMILY By the end of the -
-outlining - Explanation Social ……………………………………………………
HISTORY AND indigeno
LOCAL week learners should -discussing - Question and answer Studies us ……………………………………………………
HERITAGE be able to: -writing - Discussion syll hunting
Key concept: Activities ……………………………………………………
1.Indigenous
 identify indigenous -identifying
- Group/pair work
grade 3 tools
- ……………………………………………………
hunting tools hunting tools -observing page 10
- Discussing Smartph
……………………………………………………
- Identifying ones
LESSON OBJECTIVES Assumed knowledge:Some lrnrs are aware of some Ventures ……………………………………………………
1 Indigenous By the end of the hunting tools Primary ……………………………………………………
Intro: Facilitator shows a video clip showing indigenous -f/cards
hunting tools lesson learners -writing Heritage- - ……………………………………………………
-identifying hunting tools while lrnrs listen Social
should be able to: 1.Facilitator –lrnr identify indigenous hunting tools
indigeno
……………………………………………………
Eg. bows, Studies us
- identify at least three 2.In groups lrnrs discuss on indigenous hunting tools while
lrnrs book hunting ……………………………………………………
arrows, indigenous hunting tools -drawing fclttr assist tools
knobkerrie grade 3 ……………………………………………………
3.Individual drawing of their indigenous hunting tools -
while the fclttr supervises page 10 Smartph ……………………………………………………
4.Feedback and report back from the fclttr ones
……………………………………………………
Conclsn:Facilitator ask two lrnrs to name indigenous
hunting tools
Intro: Recap of the previous lesson -f/cards
2 Indigenous -identify at least three Primary
-
……………………………………………………
hunting tools indigenous hunting tools -writing 1.Facilitator –lrnr identify indigenous hunting tools Heritage- indigeno ……………………………………………………
-identifying 2.In groups lrnrs discuss on indigenous hunting tools while Social us
……………………………………………………
Eg. bows, fclttr assist Studies hunting
3.Individual drawing of their indigenous hunting tools lrnrs book tools ……………………………………………………
arrows, -drawing
while the fclttr supervises -
Smartph
Assumed knowledge:Some lrnrs are aware of their totems Ventures -f/cards ……………………………………………………
Intro: Recap of the previous lesson -
3 Indigenous -identify at least three Primary
indigeno
……………………………………………………
hunting tools indigenous hunting tools -writing 1.Facilitator –lrnr identify indigenous hunting tools Heritage- us ……………………………………………………
-identifying 2.In groups lrnrs discuss on indigenous hunting tools while Social hunting
……………………………………………………
Eg. bows, fclttr assist Studies tools
3.Individual drawing of their indigenous hunting tools lrnrs book - ……………………………………………………
arrows, -drawing
while the fclttr supervises Smartph
ones
4.Feedback and report back from the fclttr page 10 ……………………………………………………
Week
Ending WEEKLY AIM:To allow learners develop knowledge on uses and storage of the indigenous hunting tools
6 Assumed knowledge: - Some learners can name tools
IDENTITY: WEEK OBJECTIVES Methods Heritage- -f/cards ……………………………………………………
FAMILY By the end of the -
-outlining - Explanation Social ……………………………………………………
HISTORY AND indigeno
LOCAL week learners should -discussing - Question and answer Studies us ……………………………………………………
HERITAGE be able to: -writing - Discussion syll hunting
102
Key concept:  describe how the -identifying Activities grade 3 tools ……………………………………………………
1.Indigenous indigenous hunting -observing - Group/pair work page 10 -
……………………………………………………
hunting tools tools are made Smartph
- Discussing
ones ……………………………………………………
 explain the use of - Identifying
indigenous hunting - Observing ……………………………………………………
tools
LESSON OBJECTIVES Assumed knowledge:Some lrnrs can name some hunting Ventures ……………………………………………………
1 Indigenous By the end of the tools Primary ……………………………………………………
Intro:Facilitator shows pictures/plays a video clip -f/cards
hunting tools lesson learners -writing Heritage- - ……………………………………………………
-identifying showing different indigenous hunting tools while lrnrs Social
should be able to: observe
indigeno
……………………………………………………
Eg. bows, Studies us
- describe how the 1.Facilitator explains on how the indigenous hunting tools
lrnrs book hunting ……………………………………………………
arrows, indigenous hunting tools -drawing are made tools
knobkerrie are made grade 3 ……………………………………………………
2.Facilitator -lrnr discuss on how the indigenous hunting -
tools are made page 10- Smartph ……………………………………………………
3.Lrnrs individually describe how the indigenous hunting 14 ones
……………………………………………………
tools are made
……………………………………………………
4.Feedback and report back from the fclttr
2 Indigenous -explain the use of Primary
-
……………………………………………………
hunting tools indigenous hunting tools -writing 1.Facilitator explains on the use of indigenous hunting Heritage- indigeno ……………………………………………………
-identifying tools Social us
2.Facilitator -lrnr discuss the uses and storage of the ……………………………………………………
Eg. bows, Studies hunting
indigenous hunting tools tools ……………………………………………………
arrows, -drawing lrnrs book
3.Lrnrs identify the uses and storage of indigenous hunting -
tools while the fclttr assist Smartph
4.Feedback and report back from the fclttr page 10- ones ……………………………………………………
Conclsn:Facilitator ask two lrnrs to state the uses of 14 ……………………………………………………
indigenous hunting tools
Assumed knowledge:Some lrnrs can name hunting tools Ventures ……………………………………………………
3 Indigenous -miming using Primary
-
……………………………………………………
hunting tools indigenous hunting tools -writing 1.Facilitator invite a resource person to demo using Heritage- indigeno ……………………………………………………
-discussing indigenous hunting tools while the lrnrs observe Social us
2.Facilitator -lrnr discuss on the uses of the indigenous ……………………………………………………
Eg. bows, -observing Studies hunting
hunting tools tools ……………………………………………………
arrows, lrnrs book
3.Lrnrs identify the uses of the indigenous hunting tools -
knobkerrie -miming grade 3 ……………………………………………………
while fclttr assist Smartph
4.Feedback and report back from the fclttr page 10- ones ……………………………………………………
Conclsn:Question and answer on work done 14
Week
Ending WEEKLY AIM:To boost learners awareness of indigenous religious practices
7 Assumed knowledge: - Some learners are aware of different tools
IDENTITY: WEEK OBJECTIVES -discussing Methods Heritage- - ……………………………………………………
FAMILY By the end of the -writing - Explanation Social pictures ……………………………………………………
HISTORY AND
LOCAL week learners should -describing - Question and answer Studies -f/cards
103
HERITAGE be able to: - - Discussion syll - ……………………………………………………
.Key concept:  identify the various - Activities grade 3 Smartp ……………………………………………………
1.Indigenous indigenous religious identifying - Group/pair work page 11 hones ……………………………………………………
religious practices - stating -School
practices  describe the - Identifying ……………………………………………………
Based Syll
common indigenous - Individual work pg 14-15 ……………………………………………………
religious practices in
their communities
LESSON OBJECTIVES Assumed knowledge:Some lrnrs are aware of some Ventures - ……………………………………………………
1 Religious By the end of the -discussing religious practices Primary pictures ……………………………………………………
practices and lesson learners -writing Intro:Lrnrs sing religious songs Heritage- -f/cards ……………………………………………………
processes: -identifying 1.Facilitator explains on various indigenous religious Social -
should be able to: ……………………………………………………
- at funerals - practices while lrnrs listen
- identify the various Studies Smartp
- after funerals 2.Facilitator -lrnr discuss on various indigenous religious ……………………………………………………
indigenous religious -naming lrnrs book hones
- during practices while the fclttr assists
practices grade 3 ……………………………………………………
marriages 3.In groups lrnrs identify various indigenous religious
practices while the fclttr assist page 15 ……………………………………………………
Assumed knowledge:Some lrnrs are aware of their totems Ventures - ……………………………………………………
2 Religious -describe the common Intro:Recap of the previous lesson Primary pictures ……………………………………………………
practices and indigenous religious 1.Facilitator invite a resource person to explain and Heritage- -f/cards ……………………………………………………
processes: practices in their -stating describe the common indigenous religious practices in Social -
- at funerals their communities while lrnrs listen ……………………………………………………
communities Studies Smartp
- after funerals 2.In groups lrnrs state common ……………………………………………………
-describing lrnrs book hones
- during indigenous religious practices in their communities with
grade 3 ……………………………………………………
marriages the help of the fclttr
3.Feedback and corrections from the fclttr page 15 ……………………………………………………
4.Individual work on while the fclttrsupervises ……………………………………………………
Assumed knowledge:Some lrnrs are aware of some Ventures - ……………………………………………………
3 Religious - tell story on various -writing indigenous practices Primary pictures ……………………………………………………
practices and indigenous religious -discussing Intro:Recap of the previous lesson Heritage- -f/cards ……………………………………………………
processes: practices -identifying 1.Facilitator -tells the story on various indigenous religious Social -
- at funerals practices ……………………………………………………
Studies Smartp
- after funerals 2.Facilitator -lrnr discuss on various indigenous religious ……………………………………………………
lrnrs book hones
- during practices
grade 3 ……………………………………………………
marriages 3.Lrnrs dramatise various indigenous
religious processes with the help of the fclttr page 15 ……………………………………………………
4.Individual work on while the fclttrsupervises …
Week
Ending WEEKLY AIM:To inculcate and sustain Unhu/Ubuntu/Vumunhu in learners as they interact with friends, family,community and socie
8 Assumed knowledge: - Some learners can name their friends
CULTURAL WEEK OBJECTIVES Methods Heritage- - ……………………………………………………
HERITAGE
104
Key concept: By the end of the -discussing - Explanation Social pictures ……………………………………………………
1.Friendship week learners should -writing - Question and answer Studies -f/cards ……………………………………………………
-listing - Discussion syll -
be able to: ……………………………………………………
Activities grade 3 Smartp
 justify the need for ……………………………………………………
-naming - Group/pair work page 12 hones
friends
- Naming ……………………………………………………
 state examples of
- Individual work
peer friendship
Need for friends LESSON OBJECTIVES Assumed knowledge:Some lrnrs can say their friends Ventures - ……………………………………………………
1 By the end of the -discussing Intro: Lrnrs name their friends while fclttr monitors Primary pictures ……………………………………………………
lesson learners -writing progress Heritage- -f/cards ……………………………………………………
-listing 1.Facilitator explain the need for friends while lrnrs listen Social -
should be able to: 2.Group work on suggesting ways of making friends while ……………………………………………………
- justify the need for Studies Smartp
fclttr supervises ……………………………………………………
friends -naming lrnrs book hones
3.Individually, lrnrs justify the need for friends
grade 3 ……………………………………………………
Conclsn:Facilitator ask two lrnrs to name their friends
page 23
Friends for Assumed knowledge:Some lrnrs are aware of their totems Ventures - ……………………………………………………
2 different - state examples of peer -discussing Intro:Recap of the previous lesson Primary pictures ……………………………………………………
occasion/ friendship -writing 1.Facilitator explains on peer friendship while lrnrs listen Heritage- -f/cards ……………………………………………………
situations/ -stating 2.Facilitator -lrnr discuss on friends for different occasion/ Social -
situations/ purposes ……………………………………………………
purposes Studies Smartp
3.Pair work on stating examples of peer friendship while ……………………………………………………
lrnrs book hones
grade 3 ……………………………………………………
4.Individual work on while the fclttrsupervises
Conclsn:Question and answer on work done page 23 ……………………………………………………
Qualities of a Assumed knowledge:Some lrnrs can say their friends Ventures - ……………………………………………………
3 good friend -list qualities of a good -writing Intro:Lrnrs sing songs they sing with friends Primary pictures ……………………………………………………
friends 1.Facilitator explains on qualities of a good friends while Heritage- -f/cards ……………………………………………………
-listing lrnrs listen Social -
2.In groups lrnrs list qualities of a good friends with the ……………………………………………………
Studies Smartp
help of the fclttr ……………………………………………………
lrnrs book hones
3.Feedback and corrections from work done
grade 3 ……………………………………………………
Conclsn:Facilitator ask two lrnrs to list qualities of good page 26 ……………………………………………………
friends
Week
Ending WEEKLY AIM:To further develop learners knowledge on family relationship
9 Assumed knowledge: - Some learners can say their family
HERITAGE By the end of the week - - Explanation Social pictures ……………………………………………………
Key concept: learners should be able to: discussing - Discussion Studies -f/cards ……………………………………………………
1.Family -writing - Dramatization syll -
 name different members of ……………………………………………………
relations the family -listing Activities grade 3 Smartp
- Group/pair work ……………………………………………………
 explain how members of the page 12 hones
105
family relate to each other -naming - Naming -School ……………………………………………………
 draw family trees of - Role playing Based Syll ……………………………………………………
familymembers - Individual work pg 14-15
LESSON OBJECTIVES Assumed knowledge:Some lrnrs can say their family Ventures - ……………………………………………………
1 Relationship By the end of the -discussing members Primary pictures ……………………………………………………
with the family lesson learners -writing Intro:Lrnrs say their family members Heritage- -f/cards ……………………………………………………
1.Facilitator demo telling his/her family members while Social
-
should be able to: lrnrs listen Studies ……………………………………………………
- name different -naming Smartp
2.In pairs lrnrs name different members of the family lrnrs book ……………………………………………………
members of the family while fclttr assist where necessary grade 3 hones
……………………………………………………
3.Feedback and corrections from the fclttr page 27
Conclsn:Facilitator ask two lrnrs to name their friends
2 Relationship - explain how members -discussing Intro:Recap of the previous lesson Primary pictures ……………………………………………………
with the family of the family relate to -writing 1.Facilitator explains how members of the family relate to Heritage- -f/cards ……………………………………………………
each other -stating each other while lrnrs listen Social -
……………………………………………………
2.Lrnrs role play family relationships Studies Smartp
3.Feedback and corrections from the fclttr lrnrs book ……………………………………………………
hones
4.Individual work on while the fclttrsupervises grade 3 ……………………………………………………
3 Drawing family -draw family trees of -writing Intro:Facilitator shows lrnrs a pictures with different Primary pictures ……………………………………………………
trees familymembers -drawing family trees of family members while lrnrs observe Heritage- -f/cards ……………………………………………………
-observing 1.Class discussion on family trees of family members Social -
2.Lrnrs draw family trees of family ……………………………………………………
-listing Studies Smartp
members ……………………………………………………
lrnrs book hones
3.Feedback and corrections from work done
grade 3 ……………………………………………………
Conclsn:Displaying and comparing page 27 ……………………………………………………
Week
Ending WEEKLY AIM:To enable learners appreciate and sustain Unhu/Ubuntu/Vumunhu through interaction with family, community and so
10 Assumed knowledge: - Some learnerscan sing and dance
HERITAGE By the end of the -discussing - Explanation Social pictures ……………………………………………………
Key concept: week learners should -writing - Discussion Studies -f/cards ……………………………………………………
1.Family be able to: -listing - Dramatization syll -
 identify family Activities ……………………………………………………
relations grade 3 Smartp
ceremonies - Group/pair work ……………………………………………………
-naming page 12 hones
 rituals describe - Naming ……………………………………………………
processes of some - Individual work
 family rituals
LESSON OBJECTIVES Assumed knowledge:Some lrnrs have attended some Ventures - ……………………………………………………
1 Family By the end of the -discussing ceremonies Primary pictures ……………………………………………………
ceremonies and lesson learners -writing Intro:Lrnrs say their family members Heritage- -f/cards ……………………………………………………
rituals: 1.Facilitator explains on family ceremonies and rituals
106
- birth should be able to: -identifying 2.Class discussion on family ceremonies and rituals Social - ……………………………………………………
- funerals - identify family -naming 3.Lrnrs identify family ceremonies and rituals while Studies Smartp ……………………………………………………
- marriages ceremonies and rituals thefclttr assist lrnrs book hones ……………………………………………………
4.Feedback and corrections from the fclttr grade 3
5.Individual work while the fclttr assist ……………………………………………………
page 28
Conclsn:Facilitator ask two lrnrs to name family ……………………………………………………
ceremonies and rituals
Assumed knowledge:Some lrnrs are aware of some family Ventures - ……………………………………………………
2 Family -describe processes of -discussing rituals Primary pictures ……………………………………………………
ceremonies and some family rituals -writing Intro:Lrnrs sing ceremonial songs Heritage- -f/cards ……………………………………………………
rituals: -describing 1.Facilitator explains on the processes of some family Social -
- birth rituals while lrnrs listen ……………………………………………………
Studies Smartp
- funerals 2.Facilitator -lrnr discuss the processes of some family ……………………………………………………
lrnrs book hones
- marriages rituals
grade 3 ……………………………………………………
3.Group work and feedback on processes of some family
rituals page 28- ……………………………………………………
4.Feedback and corrections from the fclttr 29 ……………………………………………………
3 Family -performing some family -writing Intro:Lrnrs name family rituals they know Primary pictures ……………………………………………………
ceremonies and rituals - 1.Facilitator explains and demo some family rituals while Heritage- -f/cards ……………………………………………………
rituals: lrnrs observe and listen Social
performing -
- birth Studies ……………………………………………………
-observing 2.In groups lrnrs practice some family ritual performance Smartp
- funerals 3.Group competition on family ritual performance lrnrs book ……………………………………………………
- marriages -listing grade 3 hones
4.Feedback and corrections from work done ……………………………………………………
5.Individual work on while the fclttrsupervises page 28-
29 ……………………………………………………
Week
/CONTENT /SKILLS
EXAMINATION LESSON OBJECTIVE Intro:Fclttr explains on how to write the exam while lrnrs Heritage- - ……………………………………………………
By the end of the -writing are listening Social questio ……………………………………………………
End of term lesson learners -listening 1.Individual written work while thefclttr moves around Studies n paper ……………………………………………………
exam monitoring the progress
should be able to: syll
2.Collection of exam sheets by the fclttr ……………………………………………………
 answer more than 3.Marking and recording marks grade 3 -work
Paper 1 or 2 ……………………………………………………
half of the total Conclsn:Question and answer on work done page 10- cards
marks correctly 12
Week
Ending WEEKLY AIM:To enable learners revise and conceptualise all H.S.S exam questions for the term
12 Assumed knowledge: learners are familiar with writing exams
CONTENT /SKILLS
LESSON OBJECTIVES -writing Intro: Facilitator asks lrnrs difficulties they face when Heritage- -c/ ……………………………………………………
REVISION By the end of the lesson -listening writing the exam Social board ……………………………………………………
WORK
107
learners should be able 1.Facilitator explains on how to revise the exam Studies ……………………………………………………
Revision of end to: 2.Facilitator ask lrnrs written questions of the exam syll -answer ……………………………………………………
of term -revise written questions 3.Lrnrs write correct answers for each question for the grade 3 sheets
……………………………………………………
examination or exam sake of revision purposes
page 10-
4.Marking and recording marks while lrnrs wait for their ……………………………………………………
marked papers 12
……………………………………………………
INFORMATION AND COMMUNICATION TECHNOLOGY(I.C.T)

FIRST TERM 2022
TOPICS FOR THE TERM CROSS CUTTING THEMES

 ICT tools Gender
HIV and AIDS
 Creating and publishing Environmental issues
 Computer software Disaster risk management
Financial literacy
Heritage
BROAD AIMS
To enable learners:
 develop an understanding of the operating skills required in a variety of technologies and acquire enterprise skills using
ICTs
 appreciate the role and impact of ICTs as they apply to self, work and society
108
 be creative and innovative in solving problems
References:
ICT Junior(Grade 3)National Syllabus 2015-2022
School Based Syllabus 2020
41 Term 1=12 Term 2=15 Term 3=14 1 2 1 1 2 1 1 1 1 1
=13, 14, 14
3
Week
Ending WEEKLY AIM:To enable learners acquire enterprise skills using ICTs
1 Assumed knowledge: - Some learners are aware of computers
ICT TOOLS: WEEK OBJECTIVES Methods I.C.T -Palmtop ……………………………………………………
1.Types of By the end of the week -discussing - Explanation Syllabus ie.smart ……………………………………………………
Computers learners should be -writing - Demonstration grade 3 phones,
……………………………………………………
able to: - Discussion tablets
-observing page 5
Activities -desktop ……………………………………………………
 identify different - -Bullet 1 -laptop ……………………………………………………
types of personal identifying - Group/pair work -School -picture
computers - Identifying Based Syll ……………………………………………………
clip of
- Naming pg 18-19 computers ……………………………………………………
- observing
-naming - Individual work
Desktop LESSON OBJECTIVES Assumed knowledge:Some lrnrs are aware of computers I.C.T -Palmtop ……………………………………………………
1 -Laptop By the end of the -discussing Intro:Facilitator shows lrnrs different types of Syllabus ie.smart ……………………………………………………
-Palmtop such lesson learners -writing computers ie. laptops, palmtops, PC grade 3 phones,
/ as Smart 1. Facilitator shows and explain different picture clips of
……………………………………………………
2 phone, Tablet should be able to: -observing page 5 tablets
computers to lrnrs ……………………………………………………
- identify different - -desktop
2.Facilitator -lrnr name different types of personal ……………………………………………………
types of personal identifying computers -laptop
-picture ……………………………………………………
computers 3.In groups lrnrs match computer pictures with their
names while fclttr supervises closely clip of ……………………………………………………
-naming 4.Individual work on identifying different types of computers ……………………………………………………
personal computers
……………………………………………………
Conclsn:Facilitator ask three lrnrs to name different
types of personal computers
109
Week
Ending WEEKLY AIM:To enable learners infuse ICTs in other learning areas across the curriculum
2 Assumed knowledge: - Some learners can type
/CONTENT /SKILLS
ICT TOOLS: WEEK OBJECTIVES Methods I.C.T -Palmtop ……………………………………………………
1.Types of By the end of the week -discussing - Explanation Syllabus ie.smart ……………………………………………………
Computers learners should be -writing - Discussion grade 3 phones,
……………………………………………………
Activities tablets
able to: -observing page 5
-desktop ……………………………………………………
 distinguish - - Group/pair work -Bullet 2- -laptop ……………………………………………………
different types of distinguish - Distinguishing 3 -picture
computers ing - Discussing -School ……………………………………………………
clip of
 use any type of - observing Based Syll
-naming computers ……………………………………………………
computer - Individual work pg 18-19
Desktop LESSON OBJECTIVES Assumed knowledge:Some lrnrs know computers I.C.T -Palmtop ……………………………………………………
1 -Laptop By the end of the -discussing Intro:Facilitator shows lrnrs different types of Syllabus ie.smart ……………………………………………………
-Palmtop such lesson learners -writing computers ie. laptops, palmtops, PC grade 3 phones,
/ as Smart 1.Facilitator describe different types of computers to tablets ……………………………………………………
2 phone, Tablet should be able to: -observing page 5
lrnrs while they listen -desktop ……………………………………………………
- distinguish different - -laptop
2.Facilitator -lrnr practice operating any type of ……………………………………………………
types of computers distinguish computers eg. laptop -picture
ing clip of ……………………………………………………
3.Individual practice on operating a computer while fclttr
- use any type of moves around monitoring the progress. computers ……………………………………………………
computer -naming Conclsn:Facilitator ask three lrnrs to name different ……………………………………………………
types of computers
………
Week
Ending WEEKLY AIM:To develop learners creativity and innovativeness in solving ICT problems through the use of charts and graphs
/CONTENT /SKILLS
CREATING WEEK OBJECTIVES Methods I.C.T -Ms Excel ……………………………………………………
AND By the end of the week -discussing - Explanation Syllabus -computers ……………………………………………………
PUBLISHIN: learners should be -writing - Discussion grade 3 -printed
……………………………………………………
Activities graphs
1.Charts able to: -observing page 5
……………………………………………………
 create graphs - Group/pair work -Bullet 4
- Discussing ……………………………………………………
-naming
- observing ……………………………………………………
- Individual work
Charts LESSON OBJECTIVES Assumed knowledge:Some lrnrs know graphs I.C.T -Ms Excel ……………………………………………………
1 -Bar Graphs By the end of the Intro:Facilitator shows lrnrs pictures of printed graphs Syllabus -computers ……………………………………………………
-Pictograms lesson learners should while lrnrs observe grade 3 -printed
/ 1.Facilitator explains and demonstrates on creating graphs ……………………………………………………
be able to: -discussing page 5
2 graphs using Ms Excel software in a computer while ……………………………………………………
- create graphs -writing
lrnrs observe and listen attentively ……………………………………………………
-observing 2.Facilitator -lrnr use a graphs package to create a graphs
- ……………………………………………………
from a computer
110
3.Individual practice on using Ms Excel software to ……………………………………………………
create graphs while fclttr assist ……………………………………………………
Conclsn:Mini-competition on using Ms Excel software
……………………………………………………
to create graphs
Week
4 Assumed knowledge: - Some learnersare aware of charts
CREATING WEEK OBJECTIVES Methods I.C.T -Ms Excel ……………………………………………………
Syllabus -computers
AND By the end of the week -discussing - Explanation ……………………………………………………
grade 3 -printed
PUBLISHIN: learners should be -writing - Discussion
page 5 ……………………………………………………
Activities graphs
1.Charts able to: -observing -Bullet 4
- Group/pair work ……………………………………………………
 amend created -amending -School
graphs - Discussing Based Syll ……………………………………………………
- observing pg 18-19
……………………………………………………
- Individual work
Charts LESSON OBJECTIVES Assumed knowledge:Some lrnrs know graphs I.C.T -Ms Excel ……………………………………………………
1 -Bar Graphs By the end of the -discussing Intro:Facilitator shows lrnrs different graphs Syllabus -computers ……………………………………………………
-Pictograms lesson learners should -writing 1.Teacher explains and demonstrates on adding labels grade 3 -printed
/ and amending the charts while lrnrs listen and observe graphs ……………………………………………………
be able to: -observing page 5
2 2.Class discussion on adding labels and amending charts ……………………………………………………
- amend created graphs -amending
3.Individual practice on adding labels and amending the ……………………………………………………
charts while fclttr supervises closely
Conclsn:Displaying and comparing graphs
Week
Ending WEEKLY AIM:To further develop in learners an interest in computers and enjoyment of their many uses
5 Assumed knowledge: - Some learners can interpret diagrams
CREATING WEEK OBJECTIVES -discussing Methods I.C.T -drawing ……………………………………………………
AND By the end of the week - Explanation Syllabus -computers ……………………………………………………
PUBLISHING learners should be -writing - grade 3 ……………………………………………………
1.Presentations able to: - - Discussion page 5
Activities ……………………………………………………
 interpret any given interpretin
- Group/pair work
-School
……………………………………………………
g Based Syll
graph - Interpreting
-observing pg 18-19 ……………………………………………………
 present information - Discussing
in different forms -presenting - observing ……………………………………………………
- Individual work
Presentations: LESSON OBJECTIVES Assumed knowledge:Some lrnrs can interpret graphs I.C.T -drawing ……………………………………………………
1 By the end of the -discussing Intro:Recap of the previous lesson Syllabus -computers ……………………………………………………
lesson learners should 1.Facilitator asks lrnrs to name types of charts learnt in grade 3
/ the previous lesson while they respond while they
……………………………………………………
be able to: -writing page 5
2 respond ……………………………………………………
- interpret any given -
2.Facilitator explain and demo on deducing information ……………………………………………………
graph interpretin from graphs and show the same information from
g ……………………………………………………
different graphs
111
- present information in -observing 3.Facilitator -lrnr deduce and show the same information ……………………………………………………
different forms -presenting on different graphs using a computer ……………………………………………………
4.Lrnrs deduce and show the same information on
……………………………………………………
different graphs using a computer with the help of the
fclttr ……..
Conclsn:Facilitator ask two lrnrs to import images from ……………………………………………………
presentation
……………………………………………………
…………………
Week
Ending WEEKLY AIM:To enable learners develop an understanding of the operating skills required in a variety of technologies and acquire e
6 using ICTs
Assumed knowledge: - Some learners can take photos using a smartphone
CREATING WEEK OBJECTIVES Methods I.C.T -Digital ……………………………………………………
AND By the end of the week - - Explanation Syllabus cameras
……………………………………………………
-micro
PUBLISHING learners should be - Demonstration grade 3 phones ……………………………………………………
1.Images able to: -writing - Discussion page 5 point power
Activities ……………………………………………………
 take photographs -School -open
for a range of - Group/pair work Based Syll source ……………………………………………………
-observing
different purposes - Interpreting pg 18-19 presentation
……………………………………………………
-capturing - Discussing software
- observing ……………………………………………………
- Individual work
Images LESSON OBJECTIVES Assumed knowledge:Some lrnrs can take photographs I.C.T -Digital ……………………………………………………
By the end of the - Intro: Facilitator -lrnr tour a resort area within the Syllabus cameras
1 -micro
……………………………………………………
lesson learners should school or nearby place grade 3
/ 1.Facilitator demonstrates on capturing images for a
phones ……………………………………………………
be able to: -writing page 5 point power
2 range of different purposes using a camera while lrnrs ……………………………………………………
- take photographs for a -open
observe source ……………………………………………………
range of different -observing 2.Lrnrs capture images using a camera or headsets with presentation
purposes -capturing ……………………………………………………
micro phones while the fclttr assist software
Conclsn:Displaying and comparing of photos captured
Week
Ending WEEKLY AIM:To enable learners appreciate the role and impact of ICTs as they apply to self, work and society
CREATING WEEK OBJECTIVES Methods I.C.T text ease ……………………………………………………
AND By the end of the week -discussing - Explanation Syllabus -Microsoft ……………………………………………………
PUBLISHING learners should be -listening - Discussion grade 3 word
……………………………………………………
Activities -
1.Database able to: -writing page 5
presentation ……………………………………………………
principles  create branching -observing - Group/pair work -School
databases - listening Based Syll ……………………………………………………
- observing pg 18-19 ……………………………………………………
- Individual work
112
…
Database LESSON OBJECTIVES Assumed knowledge:Some lrnrs are aware of some uses I.C.T text ease ……………………………………………………
1 principles By the end of the -discussing of computers Syllabus -Microsoft ……………………………………………………
lesson learners should -listening Intro:Recap of the previous lesson grade 3 word
/ 1.Facilitator demo on create branching databases while -
……………………………………………………
2 lrnrs observe presentation ……………………………………………………
- create branching -observing
2.Class discussion on creating branching databases ……………………………………………………
databases
3.Facilitator -lrnr create branching databases
……………………………………………………
Week
Ending WEEKLY AIM:To enable learners appreciate the role and impact of ICTs as they apply to self, work and society
CREATING WEEK OBJECTIVES Methods I.C.T -text ease ……………………………………………………
AND By the end of the week - - Explanation Grade 3 -Microsoft ……………………………………………………
PUBLISHING learners should be identifying - Demonstration syllabus word
……………………………………………………
able to: - Discussion -
1. Database - page 5
presentation ……………………………………………………
principles  identify objects and classifying Activities -School
questions to - Group/pair work Based Syll ……………………………………………………
-observing
classify data - Identifying pg 18-19 ……………………………………………………
- observing ……………………………………………………
- Individual work
Database LESSON OBJECTIVES Assumed knowledge:Some lrnrs can answer asked I.C.T -text ease ……………………………………………………
1 principles By the end of the - questions Grade 3 -Microsoft ……………………………………………………
lesson learners should identifying Intro:Facilitator shows lrnrs a keyboard and mouse syllabus word
/ 1.Facilitator ’s explanation and demo on objects and -
……………………………………………………
be able to: - page 5
2 questions that classify data while lrnrs listen presentation ……………………………………………………
- identify objects and classifying
2.Facilitator –lrnr identify objects and questions using ……………………………………………………
questions to classify -observing Yes/No to classify data
data 3.Pair work on identifying objects and questions using ……………………………………………………
Yes/No to classify data while the fclttr assist ……………………………………………………
Conclsn:Facilitator ask two lrnrs to identify objects and
……………………………………………………
questions using Yes/No to classify data
Week
Ending WEEKLY AIM:To further develop in learners an appreciation of the use of computers in solving a wide variety of problems in information and
9 technology
Assumed knowledge: - Some learners can use ICT tools
CUMPUTER WEEK OBJECTIVES Methods I.C.T Intercom, ……………………………………………………
SOFTWARE By the end of the week -discussing - Explanation Grade 3 computers, ……………………………………………………
learners should be -listening - Demonstration syllabus e-learning
……………………………………………………
able to: Activities software,
1.Uses of -observing page 5
……………………………………………………
software  identify the ICT -writing - Group/pair work -School
113
appliances that use - listening Based Syll ……………………………………………………
software at home, - discussing pg 18-19 ……………………………………………………
school and - observing
……………………………………………………
workplace - Individual work
Uses of software: LESSON OBJECTIVES Assumed knowledge:Some lrnrs are aware of I.C.T Intercom, ……………………………………………………
1 -Home By the end of the -discussing Smartphones Grade 3 computers, ……………………………………………………
lesson learners should Intro:Facilitator shows lrnrs different tables and graphs e-learning
/ -School -listening
1.Facilitator explains on ICT appliances that use
syllabus
software, ……………………………………………………
-Work place be able to: -observing page 5
2 software while lrnrs listen DSTV, ……………………………………………………
- identify the ICT -writing
2.Facilitator shows pictures of ICT appliances that use remotes, ……………………………………………………
appliances that use
software at home, school and workplace life support
software at home, 3.In groups lrnrs identify ICT appliances that use ……………………………………………………
school and workplace software at home, school and workplace ……………………………………………………
Conclsn:Question and answer on work done …………………………………
Week
Ending WEEKLY AIM:To enhance learners creativity and innovativeness in solving problems through ICTs using computer softwares
CUMPUTER WEEK OBJECTIVES Methods I.C.T Intercom, ……………………………………………………
SOFTWARE By the end of the week -observing Grade 3 computers,
- Explanation ……………………………………………………
e-learning
learners should be -naming - Discussion syllabus software, ……………………………………………………
1.Uses of able to: -discussing Activities page 6 DSTV,
……………………………………………………
software  describe the -describing - Group/pair work -School remotes,
functions of - discussing Based Syll life support ……………………………………………………
computer software - observing pg 18-19 ……………………………………………………
at home, school - naming
and workplace
Uses of software: LESSON OBJECTIVES Assumed knowledge:Some lrnrs are aware of their I.C.T Intercom, ……………………………………………………
By the end of the totems computers,
1 -Home -observing Grade 3
e-learning
……………………………………………………
lesson learners should Intro:Lrnrs name computer software they know
/ -School -naming
1.Facilitator explains on functions of computer
syllabus software, ……………………………………………………
-Work place be able to: -discussing page 6 DSTV,
2 softwares while lrnrs listen ……………………………………………………
- describe the functions -describing remotes,
of computer software at 2.Facilitator -lrnr discuss the functions of computer life support ……………………………………………………
home, school and software at home, school and workplace
……………………………………………………
workplace 3.Lrnrs describe the functions of computer software at
home, school and workplace ……………………………………………………
4.Pair work on describe the functions of computer ……………………………………………………
software at home, school and workplace
………………
Week
11 Assumed knowledge: - Some learners draw charts
REVISION LESSON OBJECTIVES Intro:Facilitator shows lrnrs different graphs I.C.T -Ms Excel ……………………………………………………
By the end of the 1.Teacher explains and demonstrates on adding labels Syllabus -computers
114
Charts lesson learners should -discussing and amending the charts grade 3 -printed ……………………………………………………
-Bar Graphs be able to: -writing 2.Class discussion on adding labels and amending charts page 5 graphs ……………………………………………………
-Pictograms - amend created graphs -observing 3.Individual practice on adding labels and amending the -School ……………………………………………………
charts while fclttr supervises closely Based Syll
-amending
Conclsn:Displaying and comparing graphs pg 18-19 ……………………………………………………
Week
Ending WEEKLY AIM:To enable learners infuse ICTs in other learning areas across the curriculum
12 Assumed knowledge: -Some learners have an appreciation of ICT tools.
/CONTENT /SKILLS
REVISION LESSON OBJECTIVES -discussing Intro:Facilitator shows lrnrs different types of I.C.T -Palmtop ……………………………………………………
By the end of the -writing computers ie. laptops, palmtops, PC Syllabus ie.smart ……………………………………………………
Desktop lesson learners -observing 1.Facilitator describe different types of computers to grade 3 phones,
……………………………………………………
-Laptop lrnrs while they listen tablets
should be able to: - page 5
-Palmtop such 2.Facilitator -lrnr practice operating any type of -desktop ……………………………………………………
- distinguish different distinguish -School
as Smart computers eg. laptop -laptop ……………………………………………………
types of computers ing Based Syll
phone, Tablet 3.Individual practice on operating a computer
-naming pg 18-19 ……………………………………………………
- use any type of Conclsn:Facilitator ask three lrnrs to name different ……………………………………
computer types of computers
VISUAL AND PERFORMING ARTS (V.P.A)

History of Arts and Culture - Music Gender
Sexuality, HIV and AIDS education
The creative process and performance - Visual arts Environmental issues
- Theatre Disaster risk management
Financial literacy
- Dance Collaboration
BROAD AIMS
115
-appreciate and apply an understanding of arts philosophies, judgment and analysis to works of art in theatre.
-demonstrate an understanding of the elements and principles that govern the creation of works of art in music, visual arts theatre and dance.
-use visual and performing arts as a vehicle for the enhancement of creativity, self-identity, and community consciousness
-take pride in the history and influence of arts throughout history from pre-colonial, colonial, Chimurenga a/Umvukela and postcolonial eras across
cultures
References:
Visual and Performing Arts (Grade 3)National Syllabus 2015-2022
School Based Syllabus 2020
63 Term 1=21 Term 2=21 Term 3=21 4 1 3 - 4 4 2 3 - -
=21
3
Week
Ending WEEKLY AIM:To enable learners take pride in the history and influence of arts, music, dance and theatre throughout history from pre-colonial, colonial,Chimurenga
1 across cultures
Assumed knowledge: - Some learners sing and dance
/CONTENT /SKILLS
HISTORY OF WEEK OBJECTIVES Methods V.P.A -camera ……………………………………………………
ARTS AND By the end of the week - Explanation Grade 3 -internet ……………………………………………………
CULTURE: Syllabus -
Music: learners should be able to: - Discussion ……………………………………………………
 identify the pre-colonial, page Costum
-Pre-colonial -discussion Activities
colonial, Chimurenga and post 14-15 es and ……………………………………………………
era songs -listening - Group/pair work
colonial songs -School props ……………………………………………………
Visual Arts: - - Observing Based -Video
 identify the role of visual arts
-Artifacts identifying - Identifying ……………………………………………………
in pre-colonial, colonial, Syll pg clips-
Theatre: Chimurenga and post colonial -observing - Individual written work ……………………………………………………
20-22 smartph
-Themes in Zimbabwe ones ……………………………………………………
stories and  state the role and -
plays from the development of theatre in ……………………………………………………
recorded
pre-colonial pre-colonial, colonial, …………
music
Dance: Chimurenga/Umvukela and
-Zimbabwean ……………………………………………………
post-colonial Zimbabwe
dances  list dances, songs and artifacts …………………………………………..…………
in pre-colonial, colonial,
116
Chimurenga/ Umvukela and
post colonial Zimbabwe
Music LESSON OBJECTIVES Assumed knowledge:Some lrnrs can sing V.P.A ……………………………………………………
1 Pre-colonial By the end of the lesson chimurenga songs Grade 3 ……………………………………………………
era songs learners should be able to: -discussion Intro: Facilitator plays an ICT tool with recorded Syllabus -
……………………………………………………
-The role of -listening music of pre-colonial songs while lrnrs listen page 14 recorded
- identify the pre-colonial, ……………………………………………………
1.Lrnrs identify pre-colonial songs with the help of music
music in the colonial, Chimurenga and post- -
the fclttr - ……………………………………………………
pre-colonial colonial songs identifying 2.Facilitator lrnr sing and dance to pre-colonial Smartph
-observing ……………………………………………………
songs ones
3.Pair work on identify the pre-colonial and colonial ……………………………………………………
while the fclttr supervises ……………………………………………………
Visual Arts Assumed knowledge:Some lrnrs are aware of their V.P.A magazin ……………………………………………………
es-
2 Artifacts - identify the role of visual arts in totems Grade 3
compute
……………………………………………………
- The role and pre-colonial, colonial, Intro:Facilitator shows lrnrs pictures of visual arts in Syllabus
-writing the colonial era page 14
rs ……………………………………………………
development Chimurenga and post-colonial -
-discussion 1.Facilitator ’s explanation on the role of visual arts ……………………………………………………
of Visual arts Zimbabwe Smartph
- in pre-colonial and colonial Zimbabwe while lrnrs ones ……………………………………………………
in pre-colonial
identifying listen -camera
Zimbabwe ……………………………………………………
-observing 2.Class discussion on the role of visual arts in pre- -internet
colonial and colonial Zimbabwe - ……………………………………………………
3.Facilitator -lrnr identify the role of visual arts in artifacts
……………………………………………………
pre-colonial and colonial Zimbabwe -photo
graphs …………………………………………………...
Conclsn:Facilitator ask two lrnrs to identify the role ……………………………………………………
of visual arts in pre-colonial Zimbabwe …………………………
Assumed knowledge:Some lrnrs are aware of their V.P.A -camera ……………………………………………………

3 Theatre: totems Grade 3 -internet ……………………………………………………
Functions of -state the role and development of Intro:Facilitator shows lrnr a video clip showing Syllabus Costum
-discussion ……………………………………………………
theatre: theatre in pre-colonial, colonial, plays/stories from pre-colonial to colonial era page 15 es and
-observing 1.Facilitator explains the role and development of props ……………………………………………………
-The role and Chimurenga/Umvukela and post-
development colonial Zimbabwe -stating theatre in pre-colonial and colonialZimbabwe while -Video ……………………………………………………
of Visual arts lrnrs listen clips
……………………………………………………
2.Facilitator - lrnr discuss the role and development -
in pre-colonial
of theatre in pre-colonial and colonialZimbabwe Smartph ……………………………………………………
Zimbabwe
3.In groups lrnrs state the role and development of ones ……………………………………………………
theatre in pre-colonial and colonialZimbabwe
……..
Conclsn:Revision and work done
Dance Assumed knowledge:Some lrnrs can dance V.P.A -internet ……………………………………………………
-Zimbabwean - list dances, songs and artifacts in Intro:Facilitator plays an Smartphoneswith video of Grade 3 Costum
……………………………………………………
dances, songs and artifacts in pre-colonial and colonial Syllabus es and
dances pre-colonial, colonial, Chimurenga/ -observing props ……………………………………………………
Umvukela and post colonial -listing Zimbabwe while lrnrs observe page 15
-
1.Facilitator -lrnr discussion on dances, songs and ……………………………………………………
Zimbabwe -listening Smartph
artifacts in pre-colonial and colonial Zimbabwe ones ……………………………………………………
-discussing 2.In groups lrnrs list dances, songs and artifacts in -musical
……………………………………………………
pre-colonial and colonial Zimbabwe instrume
117
3.Feedback and corrections from the fclttr nts ……………………………………………………
Conclsn:Question and answer on work done -camera
………..
Week
Ending WEEKLY AIM:To enable learners take pride in the history and influence of arts, music and theatre throughout history from pre-colonial, colonial, Chimurenga and p
2 cultures
Assumed knowledge: - Some learnerscan design
HISTORY OF WEEK OBJECTIVES Methods V.P.A -camera ……………………………………………………
ARTS AND By the end of the week - Explanation Grade 3 -internet ……………………………………………………
CULTURE: Syllabus -
 sing pre-colonial, colonial, page Costum
14-15 es and ……………………………………………………
era songs Chimurenga/Umvukela and -listening - Group/pair work
post-colonial songs -School props ……………………………………………………
Visual Arts: - - Observing Based -Video
-Artifacts  identify the role of visual arts ……………………………………………………
identifying - Identifying Syll pg clips
Theatre: -observing - Individual written work ……………………………………………………
Chimurenga and post colonial 20-22 -
-Themes in
Zimbabwe smartp ……………………………………………………
stories and
 state the role and hones -
plays from the ……………………………………………………
development of theatre in recorded
pre-colonial …………
pre-colonial, colonial, music
Dance:
Chimurenga/Umvukela and ……………………………………………………
-Zimbabwean
post-colonial Zimbabwe
dances
 list dances, songs and artifacts
Chimurenga/ Umvukela and
post colonial Zimbabwe
Music LESSON OBJECTIVES Assumed knowledge:Some lrnrs can some sing V.P.A ……………………………………………………
1 Pre-colonial By the end of the lesson chimurenga songs Infant ……………………………………………………
era songs learners should be able to: Intro: Facilitator plays an Smartphones with Grade 3 -
……………………………………………………
-The role of recorded music of chimurenga and post-colonial Syllabus recorded
- sing pre-colonial, colonial, ……………………………………………………
while lrnrs listen page 14 music
music in the Chimurenga/Umvukela and post- -listening
1.Lrnrs identify chimurenga and post-colonial with - ……………………………………………………
pre-colonial colonial songs -dancing the help of the fclttr Smartph
-singing ……………………………………………………
2.Facilitator lrnr sing and dance to pre-colonial ones
songs ……………………………………………………
3.Pair work on identifying the chimurenga and post- ……………………………………………………
colonial while the fclttr supervises
……………………………………………………
Visual Arts Assumed knowledge:Some lrnrs are aware of visual V.P.A magazin ……………………………………………………
es-
2 Artifacts - identify the role of visual arts in arts in chimurenga Grade 3
compute
……………………………………………………
- The role and pre-colonial, colonial, Intro:Facilitator shows lrnrs pictures of visual arts in Syllabus
-writing the colonial era page 14
rs ……………………………………………………
development Chimurenga and post-colonial -
-discussion 1.Facilitator ’s explanation on the role of visual arts ……………………………………………………
of Visual arts Zimbabwe Smartph
- in chimurenga and post-colonial Zimbabwe while ones ……………………………………………………
in pre-colonial
identifying lrnrs listen -camera
Zimbabwe ……………………………………………………
-observing 2.Class discussion on the role of visual arts in -internet
118
chimurenga and post-colonial Zimbabwe - ……………………………………………………
3.Facilitator -lrnr identify the role of visual arts in artifacts
……………………………………………………
chimurenga and post-colonial Zimbabwe -photo
graphs …………………………………………………...
Conclsn:Facilitator ask two lrnrs to identify the role ……………………………………………………
of visual arts in chimurenga Zimbabwe ………………………
Assumed knowledge:Some lrnrs can sing V.P.A -camera ……………………………………………………

chimurenga songs Grade 3 -internet
3 Theatre: -
……………………………………………………
Functions of - state the role and development Intro:Facilitator shows lrnr a video clip showing Syllabus
-discussion Costum ……………………………………………………
theatre: of theatre in pre-colonial, plays/stories from pre-colonial to colonial era page 15
-observing es and
-The role and colonial, Chimurenga/Umvukela 1.Facilitator explains the role and development of ……………………………………………………
props
development and post-colonial Zimbabwe -stating theatre in chimurenga and post-colonial Zimbabwe -Video ……………………………………………………
of Visual arts while lrnrs listen clips
……………………………………………………
2.Facilitator - lrnr discuss the role and development -
in pre-colonial
of theatre in chimurenga and post-colonial Zimbabwe Smartph ……………………………………………………
Zimbabwe ones
3.In groups lrnrs state the role and development of ……………………………………………………
theatre in chimurenga and post-colonial Zimbabwe
……………………………………………………
Dance Assumed knowledge:Some lrnrs can dance to V.P.A ……………………………………………………
4 -Zimbabwean - list dances, songs and artifacts in -observing chimurenga songs Grade 3 ……………………………………………………
dances pre-colonial, colonial, Chimurenga/ -listing Intro:Facilitator plays an Smartphones with video of Syllabus -
……………………………………………………
Umvukela and post colonial -listening dances, songs and artifacts in pre-colonial Zimbabwe page 15 Smartph
while lrnrs observe ones ……………………………………………………
Zimbabwe -discussing
1.Facilitator -lrnr discussion on dances, songs and -theatre ……………………………………………………
artifacts in chimurenga and post-colonial Zimbabwe books
……………………………………………………
2.In groups lrnrs list dances, songs and artifacts in -
chimurenga and post-colonial Zimbabwe resource ……………………………………………………
Conclsn:lrnrs sing and dance to chimurenga songs person
Week
3 cultures
HISTORY OF WEEK OBJECTIVES Methods V.P.A ……………………………………………………
ARTS AND By the end of the week - Explanation Grade 3 - ……………………………………………………
CULTURE: Syllabus smartp
 sing pre-colonial, colonial, page hones -
14-15 recorded ……………………………………………………
era songs Chimurenga/Umvukela and -listening - Group/pair work
post-colonial songs -School music ……………………………………………………
Visual Arts: - - Observing Based
-Diversity in  identify indigenous tools and ……………………………………………………
identifying - Identifying Syll pg
Zimbabwean media
 retell Zimbabwe indigenous -observing - Individual written work 20-22 ……………………………………………………
tools and media
Theatre: stories ……………………………………………………
-Indigenous  identify dances, songs and ……………………………………………………
stories artifacts of other cultures
………
Dance:
119
-Culture
diversity in
dance
Music LESSON OBJECTIVES Assumed knowledge:Some lrnrs can sing V.P.A - ……………………………………………………
1 Pre-colonial By the end of the lesson chimurenga songs Grade 3 recorded ……………………………………………………
era songs learners should be able to: -singing Intro: Facilitator plays Smartphones with recorded Syllabus music
……………………………………………………
-The role of -listening music of pre-colonial songs while lrnrs listen page 14 -
1.Lrnrs identify pre-colonial songs with the help of smartp
music in the Chimurenga/Umvukela and post- -
the fclttr hones ……………………………………………………
pre-colonial colonial songs identifying 2.Facilitator lrnr sing and dance to pre-colonial
-observing ……………………………………………………
songs
3.Group work on singing the pre-colonial and ……………………………………………………
colonial songs while the fclttr supervises ……………………………………………………
Visual Arts Assumed knowledge:Some lrnrs are aware of V.P.A magazin ……………………………………………………
es-
2 Artifacts - identify indigenous tools and indigenous tools Grade 3 ……………………………………………………
- Diversity in media Intro:Facilitator shows lrnrs pictures of indigenous Syllabus
-writing tools page 14
……………………………………………………
Zimbabwean -
-discussion 1.Facilitator explains on indigenous tools while lrnrs ……………………………………………………
tools and Smartph
- observe ones ……………………………………………………
media
identifying 2.Class discussion on indigenous tools and media ie.
……………………………………………………
-observing Mbezo, charcoal, soap stones artifacts
3.In groups, lrnrs identify indigenous tools and media ……………………………………………………
4.Feedback on work done in pairs ……………………………………………………
…………………………………………………...
Conclsn:Facilitator ask two lrnrs to identify
indigenous tools and media
Assumed knowledge:Some lrnrs have had some V.P.A ……………………………………………………
3 Theatre: stories Grade 3 ……………………………………………………
Indigenous - retell Zimbabwean indigenous Intro:Facilitator -lrnr tells folktales Syllabus
-discussion - ……………………………………………………
stories stories 1.Facilitator demo saying folktales of tsuro na gudo page 15
-observing smartp ……………………………………………………
-Zimbabwean while lrnrs listen
-stating hones
story telling 2.Facilitator - lrnr discuss on Zimbabwean ……………………………………………………
-charts
indigenous stories ie tsuro nagudo -f/car ……………………………………………………
3.In groups lrnrs re-tell Zimbabwean indigenous
stories ……………………………………………………
Intro:Facilitator plays an Smartphones with video of Grade 3 Costum
4 -Culture - identify dances, songs and
es and
……………………………………………………
diversity in artifacts of other cultures -observing dances, songs and artifacts in pre-colonial Zimbabwe Syllabus
props ……………………………………………………
dance -listening while lrnrs observe page 15
-
1.Facilitator explain on different cultures in ……………………………………………………
Eg. - Smartph
Zimbabwe while lrnrs listen ones ……………………………………………………
Chewa, identifying
2.Class discuss on dances, songs and artifacts of -musical
tswana, zulu ……………………………………………………
other cultures instrume
nts ……………………………………………………
3.Facilitator -lrnr identify different dances, songs and
-camera
120
artifacts of other cultures ……………………………………………………
Conclsn:Question and answer on work done ……..
Week
4 cultures
HISTORY OF ARTS AND WEEK OBJECTIVES Methods V.P.A ……………………………………………………
CULTURE: By the end of the week - Explanation Grade 3 - ……………………………………………………
Music: Syllabus smartp
-Pre-colonial era songs
learners should be able to: - Discussion ……………………………………………………
Visual Arts: -discussion Activities
14-15 recorded ……………………………………………………
-Diversity in Zimbabwean tools and Chimurenga/Umvukela and post- -listening - - Group/pair work
colonial songs -School music ……………………………………………………
media identifying - Observing Based
Theatre:  identify indigenous tools and ……………………………………………………
-observing - Identifying Syll pg
-Indigenous stories media
 retell Zimbabwe indigenous - Individual written 20-22 ……………………………………………………
Dance:
stories work ……………………………………………………
-Culture diversity in dance
 identify dances, songs and
artifacts of other cultures
Music LESSON OBJECTIVES Assumed knowledge:Some lrnrs can sing songs V.P.A - ……………………………………………………
1 Pre-colonial By the end of the lesson Intro: Facilitator plays an ICT tool with recorded Grade 3 recorded ……………………………………………………
era songs learners should be able to: -singing music of pre-colonial songs while lrnrs listen Syllabus music
……………………………………………………
-The role of -listening 1.Lrnrs identify pre-colonial songs with the help of page 14 -
the fclttr smartp
2.Facilitator lrnr sing and dance to pre-colonial hones ……………………………………………………
pre-colonial colonial songs identifying songs
-observing 3.Group work on singing the pre-colonial and ……………………………………………………
4.Individual work while thefclttr supervises ……………………………………………………
Visual Arts Assumed knowledge:Some lrnrs are aware of some V.P.A magazin ……………………………………………………
es-
……………………………………………………
Zimbabwean -
tools and Smartph
- observe ones ……………………………………………………
media
……………………………………………………
……………………………………………………
Assumed knowledge:Some lrnrs can retell stories V.P.A ……………………………………………………
3 Theatre: they heard Grade 3 ……………………………………………………
-discussion - ……………………………………………………
-observing smartp
121
-Zimbabwean -stating while lrnrs listen hones ……………………………………………………
story telling 2.Facilitator - lrnr discuss on Zimbabwean -charts ……………………………………………………
indigenous stories ie tsuro nagudo -f/car
……………………………………………………
stories ……………………………………………………
Dance Assumed knowledge:Some lrnrs can dance to V.P.A -internet ……………………………………………………
cultural songs Grade 3 Costum
es and
……………………………………………………
diversity in artifacts of other cultures -observing Intro:Facilitator plays an ICT tool of dances, songs Syllabus
props ……………………………………………………
dance -listening and artifacts in pre-colonial Zimbabwe while lrnrs page 15
-
observe ……………………………………………………
Eg. - Smartph
1.Facilitator explain on different cultures in ones ……………………………………………………
Chewa, identifying
Zimbabwe while lrnrs listen -musical
tswana, zulu ……………………………………………………
2.Class discuss on dances, songs and artifacts of instrume
other cultures nts ……………………………………………………
-camera
3.Facilitator -lrnr identify different dances, songs and ……………………………………………………
……
Week
Ending
WEEKLY AIM:To enable learners take pride in the history and influence of arts, music and theatre throughout history from pre-colonial, colonial, Chimurenga and p
cultures
5
Assumed knowledge: - Some learners are aware of indigenous language
HISTORY OF WEEK OBJECTIVES -painting Methods V.P.A ……………………………………………………
ARTS AND By the end of the week -drawing - Explanation Grade 3 - ……………………………………………………
CULTURE: Syllabus smartp
Music: learners should be able to: -discussion - Discussion ……………………………………………………
-Pre-colonial -listening Activities
14-15 recorded ……………………………………………………
era songs Chimurenga/Umvukela and identifying - Group/pair work
Visual Arts: -observing - Observing Based
- Artifacts  draw and paint artifacts ……………………………………………………
- Identifying Syll pg
Theatre:  use indigenous tools and
media to create artifacts - Individual written work 20-22 ……………………………………………………
-Indigenous
stories  retell Zimbabwe indigenous ……………………………………………………
Dance: stories
-Culture  identify dances, songs and
diversity in artifacts of other cultures
dance
Music LESSON OBJECTIVES Assumed knowledge:Some lrnrs can sing songs V.P.A - ……………………………………………………
1 Pre-colonial By the end of the lesson Intro: Facilitator plays an ICT tool with recorded Grade 3 recorded ……………………………………………………
era songs learners should be able to: -singing music of pre-colonial songs while lrnrs listen Syllabus music
……………………………………………………
-The role of -listening 1.Lrnrs identify pre-colonial songs with the help of page 14 -
the fclttr smartp
2.Facilitator lrnr sing and dance to pre-colonial hones ……………………………………………………
pre-colonial colonial songs identifying songs
-observing ……………………………………………………
3.Group work on singing the pre-colonial and
122
Visual Arts Assumed knowledge:Some lrnrs can draw some V.P.A magazin ……………………………………………………
es-
2 Artifacts -draw and paint artifacts artefacts Grade 3 ……………………………………………………
- Artifacts Intro:Facilitator shows lrnrs pictures of different Syllabus
-writing artifacts that is found in Zimbabwe page 14
……………………………………………………
Eg. -
-painting 1.Facilitator explains on artifacts found in Zimbabwe ……………………………………………………
Zim -use indigenous tools and media Smartph
to create artifacts ie. marasha, -drawing ie. Hungwe, basketry ones ……………………………………………………
bird/Hungwe,
sticks, mbezo -observing 2.Facilitator lrnr use indigenous tools and media to
stone ……………………………………………………
create artifacts ie. Marasha, sticks, mbezo artifacts
sculptures, 3.Lrnrs draw and paint artifacts following fclttr’s ……………………………………………………
rock paintings instructions ……………………………………………………
……………………………………………………
Conclsn:Drawing and comparing of artifacts
Assumed knowledge:Some lrnrs can say stories V.P.A ……………………………………………………
3 Theatre: Intro:Facilitator -lrnr tells folktales Grade 3 ……………………………………………………
Indigenous - retell Zimbabwean indigenous 1.Facilitator demo saying folktales of tsuro na gudo Syllabus
-discussion - ……………………………………………………
stories stories while lrnrs listen page 15
-Zimbabwean 2.Facilitator - lrnr discuss on Zimbabwean
-stating hones
story telling indigenous stories ie tsuro nagudo -charts ……………………………………………………
3.In groups lrnrs re-tell Zimbabwean indigenous -f/car ……………………………………………………
stories
Dance Assumed knowledge:Some lrnrs can dance to played V.P.A -internet ……………………………………………………
songs Grade 3 Costum
es and
……………………………………………………
diversity in artifacts of other cultures -observing Intro:Facilitator plays an ICT tool withdances, Syllabus
props ……………………………………………………
dance -listening songs and artifacts in pre-colonial Zimbabwe while page 15
-
lrnrs observe ……………………………………………………
Eg. - Smartph
1.Facilitator explain on different cultures in ones ……………………………………………………
Chewa, identifying
Zimbabwe while lrnrs listen -musical
tswana, zulu ……………………………………………………
2.Class discuss on dances, songs and artifacts of instrume
other cultures nts ……………………………………………………
-camera
3.Facilitator -lrnr identify different dances, songs and ……………………………………………………
…..
Week
Ending WEEKLY AIM:To enable learners demonstrate an understanding of the elements and principles that govern the creation of works of art in music, visual a
6 dance.
Assumed knowledge: - Some learners can pay using musical instruments
THE CREATIVE PROCESS AND WEEK OBJECTIVES Methods V.P.A smartp ……………………………………………………
PERFORMANCE: Grade 3
Music: By the end of the week learners - Explanation hones ……………………………………………………
-discussion - Demonstration Syllabus -musical
- Playing instruments should be able to: ……………………………………………………
page instrume
123
Visual Arts  play musical instruments -dancing - Discussion 15-17 nts ……………………………………………………
-Elements and principles of design  apply the elements and principles -listening Activities -School -charts ……………………………………………………
Theatre: of design -singing - Group/pair work Based with
……………………………………………………
- Poems  create poetic works linked to Syll pg songs
- Observing
Dance: different occasions 20-22 -audio ……………………………………………………
-Value of music and dance in  describe the value of music and -observing - dancing
visual ……………………………………………………
Zimbabwean culture dance in Zimbabwean culture - Singing devices
- Individual written ……………………………………………………
work
Music LESSON OBJECTIVES Assumed knowledge:Some lrnrs are aware of some V.P.A - ……………………………………………………
1 Plying By the end of the lesson musical instruments Grade 3 smartp ……………………………………………………
instruments learners should be able to: -discussion Intro:Lrnrs sing and play musical instruments Syllabus hones ……………………………………………………
-listening 1.Facilitator demo playing musical instruments page 15 -musical
- play musical instruments ……………………………………………………
2.Lrnrs in groups play musical instruments while the instrume
fclttr monitors progress nts ……………………………………………………
-playing 3.Mini competition on playing musical instruments - ……………………………………………………
Conclsn:Facilitator ask one group to play musical ……………………………………………………
instruments
Visual Arts Assumed knowledge:Some lrnrs can design V.P.A artifact ……………………………………………………
2 Elements and - apply the elements and Intro:Facilitator shows lrnrs different colours Grade 3 s ……………………………………………………
principles of principles of design 1.Facilitator ’s explanation on elements and Syllabus -
-writing ……………………………………………………
design principles of design while lrnrs listen page 16 brashes
-discussion 2.Facilitator - lrnr discuss the elements and principles -pencils ……………………………………………………
Eg. Colour, -observing of design -rulers ……………………………………………………
shape, line, -applying 3.In groups lrnrs produce paints applying elements -
form internet ……………………………………………………
and principles of design that is colour,shape, balance,
line, form -sketch ……………………………………………………
5.Individual work while thefclttr supervises books …..............…………………………………………
Conclsn:Displaying and comparing of designs
Theatre: Assumed knowledge:Some lrnrs are aware of poems V.P. - ……………………………………………………
smartp
3 Poems -create poetic works linked to
Intro: Facilitator read a poem while lrnrs listen
Grade 3 ……………………………………………………
different occasions Syllabus hones
-writing 1.Facilitator plays an audio visual devise player of -w/cards ……………………………………………………
page 17
-creating poems for different occasion while lrnrs listen -audio ……………………………………………………
-discussing 2.Facilitator - lrnr discussion on creating poetic visual
devices ……………………………………………………
-observing works linked to different occasions
- ……………………………………………………
3.In pairs lrnrs create poetic works linked to different
relevant
occasion ie. praise poetry referenc ……………………………………………………
4.Feedback on work done in pairs e books …………………………………………………..…
Assumed knowledge:Some lrnrs can dance to music V.P.A - ……………………………………………………
Grade 3 smartp
4 Dance: -describing Intro:Lrnrs sing and dance to a gospel song
……………………………………………………
Value of - describe the value of music and Syllabus hones
-observing 1.Facilitator explanation on values of music and -w/cards ……………………………………………………
music and dance in Zimbabwean culture page 17
-listening dance in Zimbabwean culture while lrnrs listen -Audio ……………………………………………………
dance in 2.Facilitator - lrnr discuss on the values of music and visual
-singing ……………………………………………………
Zimbabwean dance in Zimbabwean culture devices
124
culture -discussing 3.Lrnrs describe the values of music and dance in ……………………………………………………
-dancing Zimbabwean culture while fclttr assist ……………………………………………………
……………………………………………………
…………..……...
Week
Ending WEEKLY AIM:To further develop learners become literate in visual and performing art
7 Assumed knowledge: - Some learners can design
THE CREATIVE PROCESS AND WEEK OBJECTIVES Methods V.P.A smartp ……………………………………………………
PERFORMANCE: Grade 3
Music: By the end of the week learners - Explanation hones ……………………………………………………
-discussion - Demonstration Syllabus -musical
-Songs of different occasion should be able to: ……………………………………………………
page instrume
Visual Arts  compose songs or pieces for -dancing - Discussion
15-17 nts ……………………………………………………
-Elements and principles of different occasions -listening - Activities
-School -charts ……………………………………………………
design  apply the elements and principles of -singing - Group/pair work Based with
Theatre: design - Observing ……………………………………………………
Syll pg songs
- Poems  create poetic works linked to -observing - dancing 20-22 -audio
……………………………………………………
Dance: different occasions
-Choreography - Singing visual ……………………………………………………
 design dance sequences/
choreography from songs taught in - devices
class
Music LESSON OBJECTIVES Assumed knowledge:Some lrnrs can sing songs V.P.A ……………………………………………………
1 Plying By the end of the lesson Intro:Lrnrs sing an introduction song Grade 3 ……………………………………………………
instruments learners should be able to: -discussion 1.Facilitator explains and demo on composing songs Syllabus -
……………………………………………………
or pieces for different occasions while lrnrs observe page 15 smartp
- compose songs or pieces for -listening
hones ……………………………………………………
different occasions and listen
2.Facilitator -lrnr practice composing songs or pieces -musical ……………………………………………………
-singing
for different occasions ie. weddings and celebrations instrume ……………………………………………………
-
nts
composing 3.In groups, lrnrs compose songs or piece of different -
……………………………………………………
occasions with the help of the fclttr ……………………………………………………
Conclsn:Facilitator ask one group to sing one piece
-writing ……………………………………………………
design principles of design while lrnrs listen page 16 brushes
form internet ……………………………………………………
line, form -sketch ...................
4.Feedback on work done in pairs books
Theatre: Assumed knowledge:Some lrnrs can recite short V.P.A - ……………………………………………………
Poems poems Grade 3 smartp
125
3 -create poetic works linked to Intro: Facilitator read a poem while lrnrs listen Syllabus hones ……………………………………………………
different occasions -writing 1.Facilitator plays an audio visual devise player of page 17 -w/cards ……………………………………………………
poems for different occasion while lrnrs listen -audio
-creating visual ……………………………………………………
2.Facilitator - lrnr discussion on creating poetic
-discussing devices
works linked to different occasions ……………………………………………………
-observing -
3.In pairs lrnrs create poetic works linked to different relevant ……………………………………………………
occasion ie. praise poetry referenc
4.Individual work while thefclttr supervises …………………………………….
e books
…………………………………..…
Assumed knowledge:Some lrnrs can dance to songs V.P.A - ……………………………………………………

Grade 3 smartp
4 Dance: -designing Intro:Lrnrs sing and dance to a gospel song
……………………………………………………
Choreography - design dance sequences/ Syllabus hones
-observing 1.Facilitator ’s explanation on designing dance -w/cards ……………………………………………………
choreography from songs taught page 17
-listening sequences/ choreography from songs taught in the -Audio ……………………………………………………
in class visual
-singing class
devices ……………………………………………………
-discussing 2.Facilitator - lrnr discuss on dance sequences/
choreography from songs taught in the class ……………………………………………………
-dancing
3.In groups lrnrs dance sequences/ choreography ……………………………………………………
from songs taught in the class
……………………………………………………
Conclsn:One group dance to a song ……………………….………………
Week
Ending WEEKLY AIM:To further develop learners become literate in visual and performing arts
8 Assumed knowledge: - Some learners can dance
THE WEEK OBJECTIVES Methods V.P.A -musical ……………………………………………………
CREATIVE Grade 3 instrume
PROCESS AND By the end of the week -discussion - Explanation ……………………………………………………
PERFORMANC -dancing - Demonstration Syllabus nts
learners should be able to: ……………………………………………………
E: page -charts
 express themselves creatively -listening - Discussion
Music: 15-17 with ……………………………………………………
-Short melodies through signing short -singing Activities
-School songs ……………………………………………………
Visual Arts melodies - Discussion Based -audio
-Artifacts  produce artifacts -observing - Observing ……………………………………………………
Syll pg visual
Theatre:  synthesises skills, media, - dancing ……………………………………………………
20-22 devices
- Development methods and technologies
- Singing ……………………………………………………
of theatre skills that are appropriate to theatre
Dance:  dance, mime and perform a
- Performance variety of traditional and
contemporary music linked to
Zimbabwean culture
1 Short melodies By the end of the lesson -discussion Intro:Lrnrs sing an introduction song Grade 3 ……………………………………………………
learners should be able to: -listening 1.Facilitator explainson composing a short melody Syllabus -
……………………………………………………
through expressing themselves creatively page 15 smartp
- express themselves creatively ……………………………………………………
through signing short melodies -singing 2.Facilitator - lrnr discuss about short melodies hones
3.Lrnrs express themselves creatively through -musical
-
126
expressing singing short melodies instrume ……………………………………………………
4.Feedback and corrections from the fclttr nts ……………………………………………………
……………………………………………………
Visual Arts Assumed knowledge:Some lrnrs are aware of some V.P.A artifact ……………………………………………………
2 Artifacts -produce artifacts artifacts Grade 3 s ……………………………………………………
Intro:Facilitator shows lrnrs different colours Syllabus -
-writing ……………………………………………………
Eg. Stones, 1. Facilitator explain and demo on constructing page 16 brushes
mats, rock -discussion -pencils ……………………………………………………
different artifacts while lrnrs listen and observe
paintings, -observing -rulers
2.In groups lrnrs construct different artifacts using ……………………………………………………
stone sculptor -applying -
available resources ……………………………………………………
internet
3.Irnrs individually practice producing different -sketch ……………………………………………………
artifacts of their choice books ……………………………………………………
4.Feedback on work done in pairs
Conclsn:Displaying and comparing of designs ……………………………………………………
............
Theatre: Assumed knowledge:Some lrnrs have seen films V.P.A - ……………………………………………………

smartp
3 Development -synthesises skills, media, Intro: Recap of the previous lesson Grade 3 ……………………………………………………
of theatre methods and technologies that are 1.Facilitator explains on elements and technology Syllabus hones
-writing -w/cards ……………………………………………………
skills appropriate to theatre appropriate to theatre while lrnrs listen page 17
- 2.Facilitator - lrnr discussion on elements and -audio ……………………………………………………
synthesising visual
technology appropriate to theatre devices ……………………………………………………
-discussing 3.In pairs lrnrs synthesis skills-, media, methods and - ……………………………………………………
-observing technologies that are appropriate to theatre relevant
4.Feedback on work done in pairs referenc …………………………………….
5.Individual work while thefclttr supervises e books ……………………………………………………
Conclsn:Question and answer on work done ………………………………………….………
Assumed knowledge:Some lrnrs can dance V.P.A - ……………………………………………………

Intro:Facilitator plays a contemporary song Grade 3 smartp
4 Dance: -designing ……………………………………………………
Performance - dance, mime and perform a 1.Facilitator ’s explanation on traditional music while Syllabus hones
-observing -w/cards ……………………………………………………
variety of traditional and lrnrs listen Page 17
-listening 2.Facilitator - lrnr discuss on traditional music ie -Audio ……………………………………………………
contemporary music linked to visual
Zimbabwean culture -singing Jerusalem ……………………………………………………
devices
-discussing 3.In groups lrnrs practise to dance, mime and perform
……………………………………………………
-dancing a variety of traditional music linked to Zimbabwean
culture ……………………………………………………
4.Feedback and corrections from the fclttr ……………………………………….
Conclsn:Facilitator ask one group to dance to a
contemporary song ie. Mudhara achauya
Week
Ending WEEKLY AIM:To enable learners use visual and performing arts as a vehicle for the enhancement of creativity, self-identity, and com
9 consciousness
THE WEEK OBJECTIVES Methods V.P.A smartph ……………………………………………………
127
CREATIVE By the end of the week -discussion - Explanation Grade 3 ones ……………………………………………………
PROCESS AND Syllabus -musical
PERFORMANC learners should be able to: -dancing - Demonstration ……………………………………………………
E: -listening - Discussion page instrume
 express themselves creatively ……………………………………………………
Music: 15-17 nts
through signing short - Activities
-Short melodies -School -charts ……………………………………………………
melodies -singing - Group/pair work
Visual Arts Based with ……………………………………………………
 produce artifacts - Discussion
-Artifacts Syll pg songs
 synthesises skills, media, -observing - dancing ……………………………………………………
Theatre: methods and technologies 20-22 -audio
- Development - Singing visual ……………………………………………………
that are appropriate to theatre
of theatre skills devices
 dance, mime and perform a
Dance:
variety of traditional and
- Performance
Zimbabwean culture
Music LESSON OBJECTIVES Assumed knowledge:Some lrnrs can sing short V.P.A ……………………………………………………
1 Short melodies By the end of the lesson -discussion melodies Grade 3 ……………………………………………………
learners should be able to: -listening Intro:Lrnrs sing an introduction song Syllabus -
……………………………………………………
1.Facilitator explainson composing a short melody page 15 smartp
through signing short melodies -singing through expressing themselves creatively hones
- 2.Facilitator - lrnr discuss about short melodies -musical ……………………………………………………
3.Lrnrs express themselves creatively through instrume ……………………………………………………
expressing
singing short melodies nts
Vsual Arts Assumed knowledge:Some lrnrs are aware of some V.P.A artifact ……………………………………………………
2 Artifacts -produce artifacts melodies Grade 3 s ……………………………………………………
-writing ……………………………………………………
different artifacts while lrnrs listen and observe
2.In groups lrnrs construct different artifacts using ……………………………………………………
stone sculptor -applying -
available resources ……………………………………………………
internet
3.Irnrs individually practice producing different -sketch ……………………………………………………
artifacts of their choice books ……………………………………………………
Conclsn:Displaying and comparing of designs ……………………………………………….......
Theatre: Assumed knowledge:Some lrnrs are aware of some V.P.A - ……………………………………………………

smartp
3 Development -synthesises skills, media, local drama Grade 3 ……………………………………………………
of theatre methods and technologies that are Intro: Recap of the previous lesson Syllabus hones
-writing -w/cards ……………………………………………………
skills appropriate to theatre 1.Facilitator explains on elements and technology page 17
- appropriate to theatre while lrnrs listen -audio ……………………………………………………
synthesising visual
2.Facilitator - lrnr discussion on elements and ……………………………………………………
-discussing devices
technology appropriate to theatre -
-observing ……………………………………………………
3.In pairs lrnrs synthesis skills , media, methods and relevant
technologies that are appropriate to theatre referenc …………………………………….
4.Feedback on work done in pairs e books ……………………………………………………
……………………………………………………
……………………………………………………
128
Intro:Facilitator plays a contemporary song Junior smartp
4 Dance: -designing ……………………………………………………
Performance - dance, mime and perform a 1.Facilitator ’s explanation on traditional music while Grade 3 hones/
-observing multime ……………………………………………………
variety of traditional and lrnrs listen Syllabus
-listening 2.Facilitator - lrnr discuss on traditional music ie page 17 dia tools ……………………………………………………
contemporary music linked to -w/cards
Zimbabwean culture -singing Jerusalem ……………………………………………………
-Audio
-discussing 3.In groups lrnrs practise to dance, mime and perform visual ……………………………………………………
-dancing a variety of traditional music linked to Zimbabwean devices
culture ……………………………………………………
4.Feedback and corrections from the fclttr …………………
Week
Ending WEEKLY AIM:To enable learners use visual and performing arts as a vehicle for the enhancement of creativity, self-identity, and com
10 consciousness
Assumed knowledge: - Some learners can dance
THE WEEK OBJECTIVES Methods V.P.A smartph ……………………………………………………
CREATIVE Grade 3 ones
PROCESS AND By the end of the week -discussion - Explanation ……………………………………………………
PERFORMANC -dancing - Demonstration Syllabus -musical
E: page instrume
 express themselves creatively -listening - Discussion
Music: 15-17 nts ……………………………………………………
-Short melodies through singing short - Activities
-School -charts ……………………………………………………
Visual Arts melodies -singing - Group/pair work Based with
-Artifacts  produce artifacts - Observing ……………………………………………………
Syll pg songs
Theatre:  synthesises skills, media, -observing - dancing ……………………………………………………
20-22 -audio
- Development methods and technologies
- Singing visual ……………………………………………………
of theatre skills that are appropriate to theatre
devices
Dance:  dance, mime and perform a
- Performance variety of traditional and
Zimbabwean culture
Music LESSON OBJECTIVES Assumed knowledge:Some lrnrs can sing short V.P.A ……………………………………………………
1 Short melodies By the end of the lesson -discussion melodies Grade 3 ……………………………………………………
learners should be able to: -listening Intro:Lrnrs sing an introduction song Syllabus -
……………………………………………………
1.Facilitator explainson composing a short melody page smartp
through expressing themselves creatively 15 hones
through singing short melodies -singing
- 2.Facilitator - lrnr discuss about short melodies -musical ……………………………………………………
3.Lrnrs express themselves creatively through instrume ……………………………………………………
expressing
singing short melodies nts
……………………………………………………
Visual Arts Assumed knowledge:Some lrnrs are aware of V.P.A artifact ……………………………………………………
2 Artifacts -produce artifacts artifacts Grade 3 s ……………………………………………………
-writing ……………………………………………………
different artifacts while ppls listen and observe
2.In groups lrnrs construct different artifacts using
129
stone sculptor -applying available resources - ……………………………………………………
3.Irnrs individually practice producing different internet ……………………………………………………
artifacts of their choice -sketch
……………………………………………………
books
……………………………………………………
Theatre: Assumed knowledge:Some lrnrs are aware of local V.P.A - ……………………………………………………
smartp
3 Development -synthesises skills, media, theatre groups Junior ……………………………………………………
of theatre methods and technologies that are Intro: Recap of the previous lesson Grade 3 hones
-writing -w/cards ……………………………………………………
skills appropriate to theatre 1.Facilitator explains on elements and technology Syllabus
- appropriate to theatre while lrnrs listen page 17 -audio ……………………………………………………
synthesising visual
2.Facilitator - lrnr discussion on elements and ……………………………………………………
-discussing devices
technology appropriate to theatre -
-observing ……………………………………………………
3.In pairs lrnrs synthesis skills , media, methods and relevant
technologies that are appropriate to theatre referenc …………………………………….………………
4.Feedback on work done in pairs e books
Intro:Facilitator plays a contemporary song Junior smartph
4 Dance: -designing ones
……………………………………………………
Performance - dance, mime and perform a 1.Facilitator ’s explanation on traditional music while Grade 3
-observing -w/cards ……………………………………………………
variety of traditional and lrnrs listen Syllabus
-Audio
-listening 2.Facilitator - lrnr discuss on traditional music ie page 17 ……………………………………………………
contemporary music linked to visual
Zimbabwean culture -singing Jerusalem devices ……………………………………………………
-discussing 3.In groups lrnrs practise to dance, mime and perform
……………………………………………………
-dancing a variety of traditional music linked to Zimbabwean
culture ……………………………………………………
……………………………………………………
……………………………………………………
Week
11 colonialerasacross cultures
Assumed knowledge: - Some learnerscan retell stories
REVISION WEEK OBJECTIVES Methods V.P.A ……………………………………………………
By the end of the week - Explanation Grade 3 - ……………………………………………………
HISTORY OF Syllabus smartp
ARTS AND learners should be able to: - Discussion ……………………………………………………
CULTURE: -discussion Activities
14-15 recorded ……………………………………………………
Music: Chimurenga/Umvukela and -listening - Group/pair work
-Pre-colonial - - Observing
 identify indigenous tools and Based
era songs identifying - Identifying ……………………………………………………
media Syll pg
Visual Arts:
 retell Zimbabwe indigenous -observing - Individual written work 20-22 ……………………………………………………
-Diversity in
Zimbabwean stories ……………………………………………………
tools and media  identify dances, songs and ……………………………………………………
130
Theatre: artifacts of other cultures ……………………………………………………
-Indigenous ………
stories
Dance:
-Culture
diversity in
dance
Music LESSON OBJECTIVES Assumed knowledge:Some lrnrs can sing V.P.A - ……………………………………………………
1 Pre-colonial By the end of the lesson chimurenga songs Grade 3 recorded ……………………………………………………
era songs learners should be able to: -singing Intro: Facilitator plays Smartphones with recorded Syllabus music
……………………………………………………
-The role of -listening music of pre-colonial songs while lrnrs listen page 14 -
1.Lrnrs identify pre-colonial songs with the help of smartp
the fclttr hones ……………………………………………………
pre-colonial colonial songs identifying 2.Facilitator lrnr sing and dance to pre-colonial
-observing ……………………………………………………
songs
3.Group work on singing the pre-colonial and ……………………………………………………
Visual Arts Assumed knowledge:Some lrnrs are aware of V.P.A magazin ……………………………………………………
es-
……………………………………………………
Zimbabwean -
tools and Smartph
- observe ones ……………………………………………………
media
……………………………………………………
4.Feedback on work done in pairs ……………………………………………………
Assumed knowledge:Some lrnrs have had some V.P.A ……………………………………………………
3 Theatre: stories Grade 3 ……………………………………………………
-discussion - ……………………………………………………
-Zimbabwean while lrnrs listen
-stating hones
story telling 2.Facilitator - lrnr discuss on Zimbabwean ……………………………………………………
-charts
indigenous stories ie tsuro nagudo -f/car ……………………………………………………
stories ……………………………………………………
Intro:Facilitator plays an Smartphoneswith video of Grade 3 Costum
es and
……………………………………………………
diversity in artifacts of other cultures -observing dances, songs and artifacts in pre-colonial Zimbabwe Syllabus
props ……………………………………………………
dance -listening while lrnrs observe page 15
-
1.Facilitator explain on different cultures in ……………………………………………………
Eg. - Smartph
Zimbabwe while lrnrs listen ones ……………………………………………………
Chewa, identifying
131
tswana, zulu 2.Class discuss on dances, songs and artifacts of -musical ……………………………………………………
other cultures instrume
……………………………………………………
3.Facilitator -lrnr identify different dances, songs and nts
-camera ……………………………………………………
artifacts of other cultures
Conclsn:Question and answer on work done …….……..
Week
Ending WEEKLY AIM:To further develop learners become literate in visual and performing art
12 Assumed knowledge: - Some learners sing and dance
THE WEEK OBJECTIVES Methods V.P.A smartp ……………………………………………………
CREATIVE Grade 3
PROCESS AND By the end of the week - Explanation hones ……………………………………………………
PERFORMANC -discussion - Demonstration Syllabus -musical
E: page instrume
 compose songs or pieces for -dancing - Discussion
Music: 15-17 nts ……………………………………………………
-Songs of different occasions -listening Activities
-School -charts ……………………………………………………
different  apply the elements and - - Group/pair work Based
principles of design with ……………………………………………………
occasion -singing - Observing Syll pg
 create poetic works linked to songs
Visual Arts - dancing 20-22 ……………………………………………………
-Elements and different occasions -audio
-observing - Singing visual ……………………………………………………
principles of  design dance sequences/
choreography from songs - devices
design
Theatre: taught in class
- Poems
Dance:
-Choreography
1 Plying By the end of the lesson Intro:Lrnrs sing an introduction song Grade 3 ……………………………………………………
instruments learners should be able to: -discussion 1.Facilitator explains and demo on composing songs Syllabus -
……………………………………………………
or pieces for different occasions while lrnrs observe page 15 smartp
- compose songs or pieces for -listening
hones ……………………………………………………
different occasions and listen
2.Facilitator -lrnr practice composing songs or pieces -musical ……………………………………………………
-singing
for different occasions ie. weddings and celebrations instrume ……………………………………………………
-
nts
composing 3.In groups, lrnrs compose songs or piece of different ……………………………………………………
-
occasions with the help of the fclttr ……………………………………………………
………….…………………………………………
-writing ……………………………………………………
design principles of design while lrnrs listen page 16 brushes
form internet ……………………………………………………
line, form -sketch …….....................
132
4.Individual work while thefclttr supervises books ……………………………………………………
Conclsn:Displaying and comparing of designs ………………………………...........................
Theatre: Assumed knowledge:Some lrnrs can recite short V.P.A - ……………………………………………………

smartp
3 Poems -create poetic works linked to poems Grade 3 ……………………………………………………
different occasions Intro: Facilitator read a poem while lrnrs listen Syllabus hones
-writing -w/cards ……………………………………………………
1.Facilitator plays an audio visual devise player of page 17
-creating poems for different occasion while lrnrs listen -audio ……………………………………………………
-discussing visual
2.Facilitator - lrnr discussion on creating poetic ……………………………………………………
devices
-observing works linked to different occasions - ……………………………………………………
3.In pairs lrnrs create poetic works linked to different relevant
occasion ie. praise poetry referenc …………………………………….
4.Feedback on work done in pairs e books ……………………………………………………
……………………………………………………
……………………………………..…
Assumed knowledge:Some lrnrs can dance to songs V.P.A - ……………………………………………………

Grade 3 smartp
4 Dance: -designing Intro:Lrnrs sing and dance to a gospel song
……………………………………………………
Choreography - design dance sequences/ Syllabus hones
-observing 1.Facilitator ’s explanation on designing dance -w/cards ……………………………………………………
choreography from songs taught page 17
-listening sequences/ choreography from songs taught in the -Audio ……………………………………………………
in class visual
-singing class
devices ……………………………………………………
-discussing 2.Facilitator - lrnr discuss on dance sequences/
choreography from songs taught in the class ……………………………………………………
-dancing
3.In groups lrnrs dance sequences/ choreography ……………………………………………………
from songs taught in the class
……………………………………………………
Conclsn:One group dance to a song ………………………...
……………………………………………………
…………
133
AGRICULTURE,
FIRST TERM 2022
TOPICS TO BE COVERED
- Importance of Agriculture Safety
Health issues
Introduction to Agriculture - Farm tools Food security
- Safety in Agriculture Technology
Climate and land use - Climate Environmental issues
Disaster risk management
Soil - Soil types Financial literacy
Heritage
BROAD AIMS
To enables learners:
-Appreciate the importance of agriculture to the individual, family, community and country
-develop a positive attitude towards Agriculture and its study as a science
-Acquire and use scientific knowledge in Managing Agricultural activities sustainably
References:
- Agriculture (Grade 3)National Syllabus 2015-2022
- Ventures Primary Agriculture grade 3 learner’s book:By M. Mandizvidza (2017)
134
34 Term 1=11 Term 2=12 Term 3=11 2 1 1 1 1 1 1 1 1 1
=11, 12, 11
3
Week
Ending WEEKLY AIM:To boost learners understanding of the importance of agriculture at family level
1 Assumed knowledge: - Some learnerscan dig
INTRODUCTION WEEK OBJECTIVES -discussing Methods Agric - ……………………………………………………
TO By the end of the -f/cards
-listing - Explanation Syllabus ……………………………………………………
AGRICULTURE: - -
week learners should -writing Discussion grade 3 ……………………………………………………
Importance of Smartpho
be able to: -identifying Activities page 11
Agriculture - Group/pair work nes ……………………………………………………
 define the term -naming -School
1.Importance of agriculture - Naming ……………………………………………………
Based Syll
Agriculture  state the importance - Educational touring pg 23-24 ……………………………………………………
of Agriculture to - Individual work
themselves
LESSON OBJECTIVES Assumed knowledge:Some lrnrs have gardens at home Ventures - ……………………………………………………
1 Importance of By the end of the -discussing Primary -f/cards ……………………………………………………
Agriculture lesson learners -listing Intro:Lrnrs name agricultural activities they do at home Agric -
……………………………………………………
1.Facilitator defines the term agriculture while the lrnrs lrnrs book Smartpho
should be able to: -writing
listen nes ……………………………………………………
- define the term grade 3
2.Facilitator explains on the history of agriculture page 2-5 ……………………………………………………
agriculture -naming
3.Class discussion on work done ……………………………………………………
Assumed knowledge:Some lrnrs have seen some Ventures - ……………………………………………………
2 Importance of -state the importance of -discussing agricultural lands with crops Primary recommen ……………………………………………………
Agriculture Agriculture to -listing Intro:Lrnrs state what they grow at home Agric ded
……………………………………………………
themselves 1.Facilitator explains the importance of agriculture to lrnrs book textbooks
-writing
themselves while the lrnrs listen -f/cards ……………………………………………………
-identifying grade 3
2.Lrnrs identify the importance of Agriculture to - ……………………………………………………
page 2-5
themselves with the help of the fclttr Smartpho
-stating ……………………………………………………
3.Class discussion on the importance of Agriculture to nes
themselves ……………………………………………………
4.Pair work on stating the importance of agriculture to ……………………………………………………
the family ……………………………………………………
Conclsn:Facilitator ask two lrnrs to state the importance ………………………………………………….…
of Agriculture
Practical lesson Assumed knowledge:Some lrnrs are aware of their Ventures - ……………………………………………………
3 -state the importance of -discussing totems Primary recommen ……………………………………………………
-Touring Agriculture to -listing Intro:Recap of the previous lesson Agric ded
/ textbooks
……………………………………………………
agricultural themselves -writing 1.Facilitator explains the importance of agriculture to lrnrs book
4 themselves while the lrnrs listen -f/cards ……………………………………………………
projects -identifying grade 3
2.Lrnrs identify the importance of Agriculture to - ……………………………………………………
page 2-5
themselves with the help of the fclttr Smartpho
135
-stating 3.Class discussion on the importance of Agriculture to nes ……………………………………………………
themselves ……………………………………………………
4.Group work on touring agricultural projects to see the
……………………………………………………
importance of agriculture to themselves
Conclsn:Facilitator ask two lrnrs to state the importance …….....……………
of Agriculture
Week
Ending WEEKLY AIM:To develop learners awareness of different garden tools used in their locality
2 Assumed knowledge: - Some learnerscan name garden tools
/CONTENT /SKILLS
INTRODUCTION WEEK OBJECTIVES Methods Agric recommen ……………………………………………………
TO ded
By the end of the -discussing - Explanation Syllabus ……………………………………………………
AGRICULTURE: - Demonstration textbooks
week learners should -listing grade 3 ……………………………………………………
Garden tools - Discussion -f/cards
1. Garden tools: Activities - ……………………………………………………
-drawing -School
 identify garden tools - Group/pair work smartpho ……………………………………………………
-labelling Based Syll
- Identifying pg 23-24 nes ……………………………………………………
-identifying - listing -farm
- Individual work ……………………………………………………
tools
LESSON OBJECTIVES Assumed knowledge:Some lrnrs are aware of garden Ventures - ……………………………………………………
1 Garden tools: By the end of the -discussing tools Primary recommen ……………………………………………………
eg hoe, rake, lesson learners -identifying Intro:Lrnrs name farm tools they use at home Agric ded
……………………………………………………
1.Facilitator ’s explanation and demo of garden tools lrnrs book textbooks
machete, pick should be able to: -writing
-f/cards ……………………………………………………
- identify at least three used in their locality while lrnrs listen grade 3
2.Class discussion on garden tools used in their locality - ……………………………………………………
garden tools -listing page 8-9
3.Pair work on listing garden tools smartpho ……………………………………………………
4.Individual work while the fclttrsupervises nes
……………………………………………………
Conclsn:Facilitator ask lrnrs to list garden tools used in -garden
their locality tools
Assumed knowledge:Some lrnrs can name garden tools Ventures - ……………………………………………………
2 Garden tools: - identify at least three -discussing Primary -f/cards ……………………………………………………
eg hoe, rake, garden tools -identifying Intro:Recap of the previous lesson Agric -
……………………………………………………
machete, pick -writing 1.Facilitator ’s explanation and demo of garden tools lrnrs book smartpho
nes ……………………………………………………
used in their locality while lrnrs listen grade 3
2.Class discussion on garden tools used in their locality page 8-9 -garden ……………………………………………………
-listing
3.Pair work on listing garden tools tools ……………………………………………………
Practical: Assumed knowledge:Some lrnrs can use garden tools Ventures - ……………………………………………………
3 Demonstrate -demonstrate the proper Primary -f/cards ……………………………………………………
Intro:Facilitator -lrnr tour to the school garden to -
/ the proper use use of garden tools -observing Agric ……………………………………………………
demonstrate the proper use of garden tools altogether lrnrs book smartpho
4 of garden tools -writing
1.Facilitator explains on the proper use of garden tools nes ……………………………………………………
grade 3
2.Facilitator demonstrates the proper use of garden tools page 9 -garden ……………………………………………………
-listing
while the lrnrs observe
136
3.Pair work on demonstrate the proper use of garden tools ……………………………………………………
tools ……………
Week
Ending WEEKLY AIM:To help learners appreciate the importance of agricultural tools to the individual, family and community at large
3 TOPIC/ OBJECTIVES Competencies METHODOLOGIES/ACTIVITIES REF MEDIA EVALUATION
/CONTENT /SKILLS
INTRODUCTION WEEK OBJECTIVES Methods Agric - ……………………………………………………

TO -f/cards
AGRICULTURE: - Demonstration -
week learners should -writing grade 3 ……………………………………………………
Farm tools - Discussion smartpho
be able to: -naming page 11
1.Uses of Activities nes ……………………………………………………
-watering -School
garden tools  state the uses of - Group/pair work -farm ……………………………………………………
garden tools -designing Based Syll
- Naming pg 23-24 tools ……………………………………………………
- Designing
- Individual work ……………………………………………………
- Digging, watering, weeding
LESSON OBJECTIVES Assumed knowledge:Some lrnrs are aware of garden Ventures - ……………………………………………………
1 Uses of garden By the end of the -discussing tools Primary -f/cards ……………………………………………………
tools lesson learners Intro:Lrnrs name farm tools they use at home Agric -
……………………………………………………
Eg. -writing 1.Facilitator ’s explanation and demo of correct use of lrnrs book smartpho
should be able to: ……………………………………………………
-digging garden tools while lrnrs listen grade 3 nes
- state at least two uses
2.Facilitator -lrnr practice correct use of garden tools page 11- -farm ……………………………………………………
-watering of garden tools -naming
3.Pair work on correct use of garden tools 12 tools ……………………………………………………
-weeding
……………………………………………………
Conclsn:Facilitator ask lrnrs to demo correct use of
garden tools
Assumed knowledge:Some lrnrs know some uses of Ventures - ……………………………………………………
2 Uses of garden - state at least two uses -discussing garden tools Primary -f/cards ……………………………………………………
tools of garden tools -writing Intro:Recap of the previous lesson Agric -
……………………………………………………
Eg. -designing 1.Facilitator ’s explanation and demo on modelling lrnrs book smartpho
nes ……………………………………………………
-digging garden tools while lrnrs listen grade 3
2.Facilitator -lrnr practice modelling garden tools page 11- -farm ……………………………………………………
-watering
3.Pair work on modelling garden tools of their choice 12 tools ……………………………………………………
-weeding
……………………………………………………
Conclsn:Displaying and comparing of models
Practical lesson Assumed knowledge:Some lrnrs uses some garden tools Ventures - ……………………………………………………
3 - demonstrating proper -discussing at home or school Primary -f/cards ……………………………………………………
-Watering using uses of garden tools ie -identifying Intro:Field trip to the school garden Agric -
/ ……………………………………………………
farm tools watering canes -writing 1.Facilitator ’s explanation and demo on correct watering lrnrs book smartpho
4 nes ……………………………………………………
ie. watering using watering cane while lrnrs listen grade 3
canes 2.Facilitator -lrnr practice correct watering of seedlings page 10 -farm ……………………………………………………
-watering
using watering canes tools ……………………………………………………
3.Pair work on correct watering using watering canes
137
Conclsn:Facilitator ask one lrnr to demo correct ……………………………………………………
watering of seedlings using watering canes ………………………………………………
Week
Ending WEEKLY AIM:To boost learners awareness and understanding of hazards related to agricultural activities
4 Assumed knowledge: - Some learners are aware of garden tools
INTRODUCTION WEEK OBJECTIVES Methods Agric -f/cards ……………………………………………………
TO smartpho
AGRICULTURE:
week learners should -writing - Discussion grade 3 nes ……………………………………………………
Safety in
be able to: -observing Activities page 11 protective
Agriculture ……………………………………………………
-identifying - Group/pair work -School clothing
1.Safe use of  state ways of ……………………………………………………
preventing common - Identifying Based Syll
garden tools
hazards when using - Observing pg 23-24 ……………………………………………………
garden tools - Individual work
LESSON OBJECTIVES Assumed knowledge:Some lrnrs have seen elders uses Ventures -f/cards ……………………………………………………
1 Safe use of By the end of the garden tools at home Primary - ……………………………………………………
garden tools lesson learners Intro: Lrnrs identify garden tools while the fclttr assist Agric smartpho
……………………………………………………
should be able to: -writing 1.Facilitator explains on safe use of garden tools while lrnrs book nes
the lrnrs listen - ……………………………………………………
-state ways of preventing -identifying grade 3
2.Group work and feedback on safe use of garden tools page 17- protective ……………………………………………………
common hazards when
3.Individual written work on safe use of garden tools clothing ……………………………………………………
using garden tools 18
while the fclttr monitors lrnrs performance
Assumed knowledge:Some lrnrs have used garden tools Ventures -f/cards ……………………………………………………
2 Safe use of - use garden tools safely Primary smartpho ……………………………………………………
garden tools Intro: Recap of the previous lesson Agric nes ……………………………………………………
-writing 1.Facilitator explains on safe use of garden tools while lrnrs book -
the lrnrs listen protective ……………………………………………………
2.Group work and feedback on safe use of garden tools page 17- clothing ……………………………………………………
18
4.Individual written work on safe use of garden tools
while the fclttr monitors lrnrs performance
Assumed knowledge:Some lrnrs have used garden tools Ventures - ……………………………………………………
3 Safe use of - use garden tools safely Primary -f/cards ……………………………………………………
Intro: Recap of the previous lesson -
/ garden tools Agric ……………………………………………………
-writing 1.Facilitator explains on safe use of garden tools while lrnrs book smartpho
4 the lrnrs listen nes ……………………………………………………
2.Group work and feedback on safe use of garden tools page 17- - ……………………………………………………
3.Feedback and corrections from the fclttr protective ………………………………………………..……
18
4.Individual written work on safe use of garden tools clothing
while the fclttr monitors lrnrs performance ……………………………………………………
138
Week
Ending WEEKLY AIM:To enable learners acquire and use scientific knowledge in safeguarding agricultural tools
5 Assumed knowledge: - Some learners are aware of garden tools
INTRODUCTION WEEK OBJECTIVES Methods Agric -f/cards ……………………………………………………
TO -
AGRICULTURE: smartpho
week learners should -writing - Discussion grade 3 ……………………………………………………
Safety in ne -
be able to: -naming Activities page 11 protective
Agriculture ……………………………………………………
1.Safe use of  state ways of - Group/pair work -School clothing
- Naming Based Syll ……………………………………………………
garden tools preventing common -singing
hazards when using - Individual work pg 23-24
garden tools
Safe use of LESSON OBJECTIVES Assumed knowledge:Some lrnrs have used garden tools Ventures -f/cards ……………………………………………………
By the end of the -
1 garden tools -discussing Primary
smartpho
……………………………………………………
lesson learners Intro:Lrnrs sing an introduction song Agric ……………………………………………………
nes
should be able to: -writing 1.Facilitator explains on ways of preventing common lrnrs book - ……………………………………………………
-listening hazards when using garden tools while lrnrs listen grade 3 protective
- state ways of
2.Facilitator -lrnr discuss on ways of preventing common page 17- clothing ……………………………………………………
preventing common
hazards when using garden tools ……………………………………………………
hazards when using -stating 18
3.Group work and feedback on ways of preventing
garden tools ……………………………………………………
common hazards when using garden tools
Conclsn:Facilitator ask lrnrs to name seasons of ………………………………
Zimbabwe
Safe use of Assumed knowledge:Some lrnrs have used garden tools Ventures recommen ……………………………………………………
ded
2 garden tools - state ways of -discussing Primary
textbooks
……………………………………………………
preventing common Intro:Recap of the previous lesson Agric -f/cards ……………………………………………………
hazards when using -writing 1.Facilitator explains on ways of preventing common lrnrs book -
hazards when using garden tools while lrnrs listen ……………………………………………………
garden tools -listening grade 3 smartpho
2.Facilitator -lrnr discuss on ways of preventing common page 17- nes ……………………………………………………
hazards when using garden tools - ……………………………………………………
-stating 18
3.Group work and feedback on ways of preventing protective
common hazards when using garden tools clothing ……………………………………………………
Assumed knowledge:Some lrnrs have used garden tools Ventures recommen ……………………………………………………
ded
3 Safe use of -state ways of preventing -discussing Primary
textbooks
……………………………………………………
common hazards when Intro:Lrnrs sing an introduction song
/ garden tools Agric -f/cards ……………………………………………………
using garden tools -writing 1.Facilitator explains on ways of preventing lrnrs book -
4 commonhazards when using garden tools while lrnrs ……………………………………………………
-listening grade 3 smartpho
listen page 17- nes ……………………………………………………
2.Facilitator -lrnr discuss on ways of preventing common - ……………………………………………………
-stating 18
hazards when using garden tools protective
3.Group work and feedback on ways of preventing clothing ……………………………………………………
common hazards when using garden tools ……………………………………………………
139
Conclsn:Facilitator ask lrnrs to state ways of
preventing common hazards when using garden tools
Week
Ending WEEKLY AIM:To enable learners develop environmental awareness on climatic seasons in their locality
6 Assumed knowledge: - Some learners can name farming seasons
CLIMATE AND WEEK OBJECTIVES Methods Agric - ……………………………………………………
LAND USE: By the end of the -discussing - Explanation Syllabus recomme ……………………………………………………
Climate week learners should -observing - Discussion grade 3 nded text ……………………………………………………
1.Seasons of -writing Activities page 12 books
be able to: ……………………………………………………
Zimbabwe -listening - Group/pair work -School -c/board
 identify the seasons ……………………………………………………
of Zimbabwe -identifying - observing Based Syll -w/cards
-pruning - identifying pg 23-24 ……………………………………………………
- pruning
- Individual work
LESSON OBJECTIVES Assumed knowledge:Some lrnrs can sing songs naming Ventures - ……………………………………………………
1 Seasons of By the end of the -discussing seasons of Zimbabwe Primary recomme ……………………………………………………
Zimbabwe: lesson learners -observing Intro:Facilitator shows lrnrs a map of Zimbabwe Agric nded text ……………………………………………………
-Rain season should be able to: -writing 1.Facilitator explains about the seasons of Zimbabwe lrnrs book books
……………………………………………………
-Post rain - identify the seasons of -listening while lrnrs listen grade 3 -c/board
page 25 -w/cards ……………………………………………………
season Zimbabwe -identifying 2.Facilitator shows lrnrs a chart with different climatic
seasons while lrnrs identify rain and post rain seasons ……………………………………………………
3.Pair work on identifying the seasons of Zimbabwe ……………………………………………………
Assumed knowledge:Some lrnrs are aware of rain Ventures - ……………………………………………………
2 Seasons of - identify the seasons of -discussing season Primary recomme ……………………………………………………
Zimbabwe: Zimbabwe -observing Intro:Facilitator shows lrnrs a map of Zimbabwe Agric nded text ……………………………………………………
-Rain season -writing 1.Facilitator explains about the seasons of Zimbabwe lrnrs book books
……………………………………………………
-Post rain -listening while lrnrs listen grade 3 -c/board
page 25 -w/cards ……………………………………………………
season -identifying 2.Facilitator shows lrnrs a chart with different climatic
seasons while lrnrs identify rain and post rain seasons ……………………………………………………
3.Pair work on identifying the seasons of Zimbabwe ……………………………………………………
……………………………………………………
Conclsn:Facilitator ask two lrnrs to identify the seasons
of Zimbabwe
Assumed knowledge:Some lrnrs are aware of some fruit Agric - ……………………………………………………
3 Practical lesson -prune fruit crops in the -listening crops Syllabus recomme ……………………………………………………
- Pruning fruit school orchard Intro:Educational tour to the school garden with grade 3 nded text
/ ……………………………………………………
crops -observing seasonal fruits/crops page 12 books
4 1.Facilitator shows lrnrs seasonal fruits/crops related to ……………………………………………………
-Pruning -c/board
that climatic season while lrnrs observe -w/cards ……………………………………………………
140
2.Facilitator lrnr prune fruits in the school orchard ……………………………………………………
3.Lrnrs in groups prune orchard trees while the fclttr ……………………………………………………
supervises
……………………………………………………
4.Individual work on saying their findings from the
experiment done
Week
Ending WEEKLY AIM:To enable learners develop environmental awareness on climatic seasons
7 Assumed knowledge: - Some learners can name farming seasons
LAND USE: By the end of the -discussing - Explanation Syllabus recomme ……………………………………………………
Climate week learners should -observing - Discussion grade 3 nded text ……………………………………………………
1.Seasons of -writing Activities page 12 books
be able to: ……………………………………………………
Zimbabwe -listening - Group/pair work -School -c/board
 state the months that ……………………………………………………
fall under each -identifying - observing Based Syll -w/cards
season -pruning - identifying pg 23-24 ……………………………………………………
- pruning ……………………………………………………
- Individual work
LESSON OBJECTIVES Assumed knowledge:Some lrnrs an sing songs naming Ventures - ……………………………………………………
1 Seasons of By the end of the -discussing months of the year Primary recomme ……………………………………………………
Zimbabwe: lesson learners -observing Intro:Facilitator shows lrnrs a map of Zimbabwe Agric nded text ……………………………………………………
-Rain season should be able to: -writing 1.Facilitator explains on months that fall under each lrnrs book books
season ie. rain season and post rain season while lrnrs ……………………………………………………
-Post rain -state the months that fall -listening grade 3 -c/board
listen page 25 -w/cards ……………………………………………………
season under each season -identifying
2.Class discussion on months that fall under each season ……………………………………………………
ie. rain season and post rain season
3.Individual written work on months that fall under each ……………………………………………………
season ie. rain season and post rain season while fclttr ……………………………………………………
monitors lrnrs performance
Assumed knowledge:Some lrnrs are aware of rain Ventures - ……………………………………………………
2 Seasons of - state the months that -discussing season Primary recomme ……………………………………………………
Zimbabwe: fall under each season -observing Intro:Recap of the previous lesson Agric nded text ……………………………………………………
-Rain season -writing 1.Facilitator explains on months that fall under each lrnrs book books
season ie. rain season and post rain season while lrnrs ……………………………………………………
-Post rain -listening grade 3 -c/board
listen page 25 -w/cards ……………………………………………………
season -identifying
2.Class discussion on months that fall under each season ……………………………………………………
ie. rain season and post rain season
3.Individual written work on months that fall under each ……………………………………………………
season ie. rain season and post rain season while fclttr ……………………………………………………
monitors lrnrs performance ……………………………………………………
Conclsn:Facilitator ask lrnrs to state the months that fall
under each season …………
Assumed knowledge:Some lrnrs are aware of some Agric ……………………………………………………

Practical lesson -prune deciduous fruit -discussing fruits Syllabus -pruning
141
3 - Pruning fruit trees -observing Intro:Lrnrs do a field trip to the school orchard grade 3 equipme ……………………………………………………
/ crops -pruning 1.Facilitator explains on trees that shade their leaves in page 12 nts ……………………………………………………
winter while lrnrs listen
4 2.Facilitator demonstrate pruning fruit trees ……………………………………………………
3.Lrnrs in pairs practice pruning fruit trees ……………………………………………………
Week
Ending WEEKLY AIM:To enable learners develop environmental awareness on climatic seasons
8 Assumed knowledge: - Some learners are aware of rainy season
LAND USE: By the end of the -discussing - Explanation Syllabus -c/board ……………………………………………………
Climate week learners should - Discussion grade 3 -w/cards ……………………………………………………
be able to: -writing Activities page 12
……………………………………………………
 identify signs from -listening - Group/pair work
- Defining ……………………………………………………
their local -defining
environments that - Individual work
indicate seasons
Seasons of LESSON OBJECTIVES Assumed knowledge:Some lrnrs can sing rhymes relatd Ventures - ……………………………………………………
1 Zimbabwe By the end of the -discussing to seasons Primary recomme ……………………………………………………
-Rain season lesson learners Intro: Educational tour to list environmental signs Agric nded text ……………………………………………………
-Post rain should be able to: -writing (including indigenous knowledge) that indicate seasonal lrnrs book books
changes ……………………………………………………
season - identify signs from -listening grade 3 -c/board
1.Facilitator -lrnr practice reciting rhymes related to page 25- -w/cards ……………………………………………………
-Cool dry their local environments -defining
seasons. ……………………………………………………
season that indicate seasons 26
2.Group work on identify signs from their local
-Hot dry season -recite rhymes related to environments that indicate seasons ……………………………………………………
seasons 3.Individual work while the fclttrsupervises ……………………………………………………
Conclsn:Class recite rhymes related to seasons
Seasons of Assumed knowledge:Some lrnrs can sing rhymes relatd Ventures - ……………………………………………………
2 Zimbabwe - identify signs from -discussing to seasons Primary recomme ……………………………………………………
-Rain season their local environments Intro:Recap of the previous lesson Agric nded text ……………………………………………………
-Post rain 1.Facilitator -lrnr practice reciting rhymes related to lrnrs book books
that indicate seasons -writing
season seasons. ……………………………………………………
-recite rhymes related to -listening grade 3 -c/board
-Cool dry 2.Group work on identify signs from their local ……………………………………………………
season seasons -defining page 25- -w/cards
environments that indicate seasons ……………………………………………………
-Hot dry season 26
Conclsn:Revision on work done ……………………………………………………
Seasons of Assumed knowledge:Some lrnrs can sing rhymes relatd Ventures - ……………………………………………………
3 Zimbabwe - identify signs from -discussing to seasons Primary recomme ……………………………………………………
-Rain season their local environments Intro: Educational tour to list environmental signs Agric nded text
/ -Post rain ……………………………………………………
that indicate seasons -writing (including indigenous knowledge) that indicate seasonal lrnrs book books
4 season changes ……………………………………………………
-recite rhymes related to -listening grade 3 -c/board
-Cool dry 1.Facilitator -lrnr practice reciting rhymes related to ……………………………………………………
season seasons -defining page 25- -w/cards
seasons.
26
142
-Hot dry season 2.Group work on identify signs from their local ……………………………………………………
environments that indicate seasons v……………………………………………………
……………………………………………………
…………………
Week
Ending WEEKLY AIM:To enable learners develop awareness of the importance of soil
9 Assumed knowledge: - Some learners are aware of different type of soil
SOIL: WEEK OBJECTIVES Methods Agric - ……………………………………………………
Soil types By the end of the -discussing - Explanation Syllabus recommen ……………………………………………………
Importance of -observing - Discussion grade 3 ded
week learners should ……………………………………………………
Activities textbooks
soil be able to: page 13
-soil ……………………………………………………
 define soil -writing - Group/pair work -School
samples ……………………………………………………
-listening - defining Based Syll
-defining - observing pg 23-24 ……………………………………………………
- Individual work
LESSON OBJECTIVES Assumed knowledge:Some lrnrs know soil Ventures - ……………………………………………………
1 Importance of By the end of the -discussing Primary recommen ……………………………………………………
soil lesson learners -observing Intro: Facilitator plays a video from a smartphone Agric ded
……………………………………………………
showing different soil types with different types of plants lrnrs book textbooks
should be able to: -soil ……………………………………………………
-writing while lrnrs observe grade 3
- define soil samples
1. Facilitator explains to lrnrs what constitutes soil page 31 ……………………………………………………
-listening
2.Facilitator -lrnr discuss the importance of soil ……………………………………………………
-defining 3.Group work and feedback on stating the importance of
soil ……………………………………………………
Assumed knowledge:Some lrnrs know soil Ventures - ……………………………………………………
2 Importance of - define soil -discussing Primary recommen ……………………………………………………
soil Intro: Lrnrs name soil components Agric ded
……………………………………………………
1. Facilitator explains to lrnrs what constitutes soil lrnrs book textbooks
-writing
2.Facilitator -lrnr discuss the importance of soil -soil ……………………………………………………
-listening grade 3
3.Group work and feedback on stating the importance of samples ……………………………………………………
-defining page 31
soil …
Assumed knowledge:Some lrnrs know soil Ventures - ……………………………………………………
3 Importance of - define soil -discussing Primary recommen ……………………………………………………
Intro: Recap of the previous lesson ded
/ soil Agric
textbooks
……………………………………………………
-writing 1. Facilitator explains to lrnrs what constitutes soil lrnrs book
4 2.Facilitator -lrnr discuss the importance of soil -soil ……………………………………………………
-listening grade 3
3.Group work and feedback on stating the importance of samples ……………………………………………………
-defining page 31
soil ……………………………………………………
143
Week
Ending WEEKLY AIM:To enable learners aware of different soil types in their local environment
10 Assumed knowledge: - Some learners cane identify local soils
SOIL: WEEK OBJECTIVES Methods Agric - ……………………………………………………
Soil types By the end of the -discussing - Explanation Syllabus recommen ……………………………………………………
1.Local soils - Discussion grade 3 ded
week learners should ……………………………………………………
- Educational tour textbooks
-soil ……………………………………………………
-listening Activities -School
 identify local soils samples ……………………………………………………
-identifying - Group/pair work Based Syll
- identifying pg 23-24 ……………………………………………………
- Individual work
LESSON OBJECTIVES Assumed knowledge:Some lrnrs are aware of some Ventures - ……………………………………………………
1 Local soils By the end of the -discussing types of soil Primary recommen ……………………………………………………
-Loam lesson learners Intro:Filed trip to collect soil samples Agric ded
……………………………………………………
1.Class discussion on soil samples lrnrs book textbooks
-sand should be able to: -writing
-soil ……………………………………………………
-clay - identify at least two -listening 2.Facilitator -lrnr identify local soils with the help of the grade 3
samples ……………………………………………………
local soils -identifying fclttr page 31
3.Pair work on identifying local soils ……………………………………………………
4.Individual work while the fclttrsupervises ……………………
2 Local soils - identify at least two -discussing types of soil Primary recommen ……………………………………………………
-Loam local soils Intro:Recap of the previous lesson Agric ded
……………………………………………………
1.Class discussion on soil samples lrnrs book textbooks
-sand -writing
2.Facilitator -lrnr identify local soils with the help of the -soil ……………………………………………………
-clay -listening grade 3
fclttr samples ……………………………………………………
-identifying page 31
3.Pair work on identifying local soils while the fclttr ……………………………………………………
supervises
Conclsn:Facilitator ask two learners to name local soils
3 Local soils - identify at least two -discussing types of soil Primary recommen ……………………………………………………
Intro:Lrnrs name soil types they know ded
/ -Loam local soils Agric
textbooks
……………………………………………………
1.Class discussion on soil samples lrnrs book
4 -sand -writing
-soil ……………………………………………………
-clay -listening 2.Facilitator -lrnr identify local soils with the help of the grade 3
samples ……………………………………………………
-identifying fclttr page 31
3.Pair work on identifying local soils while the fclttr ……………………………………………………
supervises ……………………………………………………
……………
Week
Assumed knowledge: learners are familiar with revision exercise
144
11 /CONTENT /SKILLS
EXAMINATION LESSON OBJECTIVE Intro:Fclttr explains on how to write the exam while Agric ……………………………………………………
By the end of the -writing lrnrs are listening Syllabus -question ……………………………………………………
End of term lesson learners -listening 1.Individual written work while thefclttr moves around grade 3 paper ……………………………………………………
exam monitoring the progress
should be able to: page 11
2.Collection of exam sheets by the fclttr ……………………………………………………
 answer more than 3.Marking and recording marks -work
Paper 1 or 2 ……………………………………………………
half of the total Conclsn:Question and answer on work done cards
marks correctly
Week
Ending WEEKLY AIM:To enable learners revise and conceptualise all exam questions for the term
12 Assumed knowledge: learners are familiar with writing exams
/CONTENT /SKILLS
REVISION LESSON OBJECTIVE Intro: Lrnrs say difficulty qtns of the exam Agric ……………………………………………………
WORK OF By the end of the 1.Facilitator explains on how to revise the exam Syllabus -c/board ……………………………………………………
EXAMS lesson learners 2.Facilitator asks lrnrs written questions grade 3 -w/cards ……………………………………………………
Revision of end 3.Lrnrs write correct answers for each question for the
should be able to: -writing page 11
of term sake of revision purposes ……………………………………………………
-listening 4.Marking and recording marks
examination ……………………………………………………
-revise written questions Conclsn: Facilitator gives lrnrs their papers
or exam
PHYSICAL EDUCATION, SPORT AND MASS DISPLAYS

FIRST TERM 2022
BROAD TOPICS FOR THE TERM
MAJOR TOPICS TOPICS CROSS CUTTING THEMES
PHYSICAL EDUCATION - Human body Gender and equality
- Safety and health Gender
Sexuality, HIV and AIDS education
SPORT - Invasion games Life and enterprise skills
- Target and combat games ICT and e-learning tools
MASS DISPLAYS - Music Disaster risk management
- Background art Child protection
Collaboration
145
BROAD AIMS
 provide learners with a sense of fun, enjoyment and entertainment
 develop an understanding of the implications and benefits of participation in physical activities through theory and practice
 develop a firm foundation for further studies in Physical Education, Sport and Mass Displays
References:
-Physical education (Grade 3-7)National Syllabus 2015-2022)
-School Based Syllabus 2020
-Teacher’s resource file
Study Area TotalObjectives Objectives/Term 1 2 3 4 5 6 7 8 9 10
Physical 27 Term 1=9 Term 2=9 Term 3=9 1 1 1 1 1 1 1 1 1
Education 3
=9, 9, 9 -
Sports 19 Term 1=6 Term 2=6 Term 3=7 1 1 1 1 1 1
3
=6, 6, 7 - - - -
Mass 11 Term 1=3 Term 2=4 Term 3=4 1 1 1
Displays 3
=3, 4, 4 - - - - - - -
Week
Ending WEEKLY AIM:To help learners develop social values, attitudes and skills through participation in Physical Education, Sport and Mas
1 Assumed knowledge: - Some learners can name their body parts
/CONTENT /SKILLS
PHYSICAL WEEK OBJECTIVES -discussion Methods PE -songs ………………………………………………………
EDUCATION: By the end of the -observing - Explanation Syllabus and
………………………………………………………
Human body rhymes
week learners should - - Discussion Grade
-charts ………………………………………………………
1.Organs of the be able to: identifying Activities 3page -pictures
body  name external and ………………………………………………………
- Group work 10,14 & Crayons
SPORTS: internal body parts 18 -balls ………………………………………………………
-writing - Identifying
Invasion games  demonstrate -School -chase
………………………………………………………
2.Space awareness movement into space -observing - Observing equipme
Based Syll
MASS DISPLAYS:  sing common play - Jogging/stretching/running nt ………………………………………………………
pg 25-27 -cones
Music and dance songs - Individual written work ………………………………………………………
-whistle
3.Background and
………………………………………………………
performing music
PHYSICAL LESSON OBJECTIVES Assumed knowledge:Some lrnrs can name their body PE -charts ………………………………………………………
EDUCATION: parts
146
1 Human body By the end of the -observing Intro:Facilitator shows lrnrs pictures/chart of human Syllabus - ………………………………………………………
lesson learners -naming body while lrnrs observe Grade 3 picture ………………………………………………………
Organs of the - 1.Facilitator -lrnr identify human body parts from the page 10 s
should be able to: pictures or ICT tools ………………………………………………………
body - name at least three identifying -
2.Lrnrs in pairs, name external and internal body ………………………………………………………
external and internal body parts while the fclttr assist smartp
………………………………………………………
parts 3.Individual work while thefclttr supervises hones
………………………………………………………
Assumed knowledge:Some lrnrs can name their body PE -charts ………………………………………………………
2 Organs of the - name at least three -observing parts Syllabus - ………………………………………………………
external and internal body -naming Intro:Facilitator shows lrnrs pictures/chart of human Grade 3 picture
body body while lrnrs observe
………………………………………………………
parts -identifying page 10 s
1.Facilitator -lrnr identify human body parts from the ………………………………………………………
-drawing -
pictures or ICT tools ………………………………………………………
-labelling 2.Lrnrs in pairs, name external and internal body smartp
hones ………………………………………………………
parts while the fclttr assist
3.Individual work of drawing human body parts ………………………………………………………
while thefclttr supervises ………………………………………………………
SPORTS: Assumed knowledge:Some lrnrs can respond to PE ………………………………………………………
3 Invasion games stimuli Syllabus -balls ………………………………………………………
- demonstrate movement Intro:Warm up activities (jogging) Grade -chase
-stretching ………………………………………………………
Space awareness into space 1.Facilitator -lrnr practice running freely to create 3page 14 equipme
-jogging space without a ball nt ………………………………………………………
-running 2.Lrnrs run in groups freely into space with a ball -cones ………………………………………………………
3.Individual work on making dodging movements -whistle
………………………………………………………
doing zig-zag runs while thefclttr assist where
necessary
Conclsn: Cool down activities (stretches)
Assumed knowledge:Some lrnrs can name their body PE ………………………………………………………
4 Space awareness parts Syllabus -balls ………………………………………………………
- demonstrate movement Intro:Recap of the previous lesson Grade -chase
-stretching ………………………………………………………
into space 1.Facilitator -lrnr practice running freely to create 3page 14 equipme
………………………………………………………
necessary ………………………………………………………
MASS Assumed knowledge:Some lrnrs can sing and dance PE ………………………………………………………
5 DISPLAYS: - sing common play and Intro:Lrnrs sing a song while others respond through Syllabus - ………………………………………………………
Music dance songs -singing movement rhythmically Grade percussi
………………………………………………………
Background and 1.Facilitator ’s explanation and demonstration of 3page 18 on
-playing singing a common song while lrnrs respond and dance instrume ………………………………………………………
performing music
2.Facilitator -lrnr practice singing common play and nts ………………………………………………………
dance songs
………………………………………………………
3.Group work singing common play and dance songs
while the fclttr assist ………………………………………………………
147
4.Individual work while the fclttr supervises ………………………………………………………
Conclsn:Facilitator asks three lrnrs to play ….…….……………
percussion instruments
Week
Ending WEEKLY AIM:Todevelop in learners a firm foundation for further studies in Physical Education, Sport and Mass Displays
/CONTENT /SKILLS
………………………………………………………
Human body rhymes
-charts ………………………………………………………
body  name external and ………………………………………………………
SPORTS: internal body parts 18 -balls ………………………………………………………
Invasion games  demonstrate -School -chase
………………………………………………………
2.Space awareness movement into space -observing - Observing equipme
Based Syll
MASS DISPLAYS:  sing common play - Jogging/stretching/running nt ………………………………………………………
pg 25-27 -cones
Music and dance songs - Individual written work ………………………………………………………
-whistle
3.Background and
………………………………………………………
performing music
PHYSICAL LESSON OBJECTIVES Assumed knowledge:Some lrnrs can recite rhymes PE Charts ………………………………………………………
1 EDUCATION: By the end of the -observing naming their body parts Syllabus picture ………………………………………………………
Human body lesson learners -naming Intro:Facilitator –lrnr play the touch game of own Grade 3 s
………………………………………………………
body page 10 -
should be able to: -
1.Facilitator -lrnr identify human body parts from the smartp ………………………………………………………
Organs of the - name at least three identifying pictures or ICT tools hones ………………………………………………………
body external and internal body 2.Lrnrs in pairs, name external and internal body -dolls
parts -clay ………………………………………………………
3.Individual work of moulding the human body using and ………………………………………………………
clay while thefclttr supervises play
Conclsn:Question and answer on work done dough
Organs of the Assumed knowledge:Some lrnrs can recite rhymes PE -charts ………………………………………………………
2 body - name at least three -observing naming their body parts Syllabus - ………………………………………………………
external and internal body -naming Intro:Facilitator shows lrnrs pictures/chart of human Grade 3 picture ………………………………………………………
parts body while lrnrs observe page 10 s
-identifying ………………………………………………………
1.Facilitator -lrnr identify human body parts from the
-drawing -
pictures or smartphones ………………………………………………………
-labelling 2.Lrnrs in pairs, name external and internal body smartp
hones ………………………………………………………
SPORTS: Assumed knowledge:Some lrnrs can respond to PE ………………………………………………………
3 Invasion games stimule Syllabus -balls ………………………………………………………
- demonstrate movement Intro:Warm up activities (jogging) Grade -chase
-stretching ………………………………………………………
Space awareness into space 1.Facilitator -lrnr practice running freely to create 3page 14 equipme
148
3.Individual work on making dodging movements -whistle ………………………………………………………
doing zig-zag runs while thefclttr assist where ………………………………………………………
necessary
Assumed knowledge:Some lrnrs can respond to PE ………………………………………………………
4 Space awareness stimule Syllabus -balls ………………………………………………………
- demonstrate movement Intro:Recap of the previous lesson Grade -chase
-stretching ………………………………………………………
into space 1.Facilitator -lrnr practice running freely to create 3page 14 equipme
………………………………………………………
necessary ………………………………………………………
5 DISPLAYS: - sing common play and to songs Syllabus - ………………………………………………………
Music dance songs -singing Intro:Lrnrs sing a song while others respond through Grade percussi
………………………………………………………
Background and movement rhythmically 3page 18 on
-playing 1.Facilitator ’s explanation and demonstration of instrume ………………………………………………………
performing music
singing a common song while lrnrs respond and dance nts ………………………………………………………
2.Facilitator -lrnr practice singing common play and
………………………………………………………
dance songs
3.Group work singing common play and dance songs ………………………………………………………
Conclsn:Facilitator asks three lrnrs to play
………………………………………………………
Week
/CONTENT /SKILLS
………………………………………………………
Human body rhymes
-charts ………………………………………………………
body  distinguish external ………………………………………………………
SPORTS: and internal body 18 -balls ………………………………………………………
Invasion games parts -chase
………………………………………………………
2.Space awareness  execute movement -observing - Observing equipme
-School
MASS DISPLAYS: into space - Jogging/stretching/running nt ………………………………………………………
Based Syll -cones
Music  sing common play - Individual written work ………………………………………………………
pg 25-27 -whistle
3.Background and and dance song ………………………………………………………
performing music
PHYSICAL LESSON OBJECTIVES Assumed knowledge:Some lrnrs are aware of their PE -charts ………………………………………………………
1 EDUCATION: By the end of the -observing body parts Syllabus - ………………………………………………………
Human body lesson learners -naming Intro:Facilitator shows lrnrs pictures/chart of human Grade 3 picture
………………………………………………………
body while lrnrs observe page 10 s
1.Facilitator -lrnr identify human body parts from the smartp ………………………………………………………
Organs of the identifying
149
body - distinguish external and pictures or ICT tools hones ………………………………………………………
internal body parts 2.Lrnrs in pairs, distinguish external and internal -dolls ………………………………………………………
body parts while the fclttr assist -clay
………………………………………………………
3.Individual work of moulding the human body using and
clay while thefclttr supervises play ………………………………………………………
Conclsn:Question and answer on work done dough ………………………………………………………
Organs of the Assumed knowledge:Some lrnrs are aware of their PE -charts ………………………………………………………
2 body - distinguish external and -observing body parts Syllabus - ………………………………………………………
internal body parts -naming Intro:Facilitator shows lrnrs pictures/chart of human Grade 3 picture ………………………………………………………
-identifying ………………………………………………………
-drawing -
-labelling 2.Lrnrs in pairs, distinguishing external and internal smartp
hones ………………………………………………………
body parts while the fclttr assist
3.Feedback on work done in pairs ………………………………………………………
while thefclttr supervises
………………………………………………………
SPORTS: Assumed knowledge:Some lrnrs respond PE ………………………………………………………
3 Invasion games rhythmically to stimule Syllabus -balls ………………………………………………………
- execute movement into Intro:Warm up activities (jogging) Grade -chase
-stretching ………………………………………………………
Space awareness space 1.Facilitator -lrnr practice running freely to create 3page 14 equipme
-running 2.Lrnrs run in groups executing movement into space -cones ………………………………………………………
3.Individual work on executing movement into space -whistle
………………………………………………………
while thefclttr assist where necessary
Conclsn: Cool down activities (stretches) ………………………………………………………
Assumed knowledge:Some lrnrs respond PE ………………………………………………………

4 Space awareness rhythmically to stimule Syllabus -balls ………………………………………………………
- execute movement into Intro:Recap of the previous lesson Grade -chase
-stretching ………………………………………………………
space 1.Facilitator -lrnr practice running freely to create 3page 14 equipme
………………………………………………………
Conclsn: Cool down activities (star jumps) ………………………………………………………

………………………………………………………
-playing 1.Facilitator ’s explanation and demonstration of instrume ………………………………………………………
performing music
singing a common song while lrnrs respond and dance nts ………………………………………………………
2.Facilitator -lrnr practice singing common play and
………………………………………………………
dance songs
3.Group work singing common play and dance songs ………………………………………………………
150
Conclsn:Facilitator asks three lrnrs to play ………………………………………………………
percussion instruments …………………………………………….……….
Week
4 Assumed knowledge: - Some learners can sing and dance
………………………………………………………
Human body rhymes
-charts ………………………………………………………
body  discuss ways of ………………………………………………………
SPORTS: caring different body 18 -balls ………………………………………………………
Invasion games parts -School -chase
………………………………………………………
2.Space awareness  execute movement -observing - Observing equipme
Based Syll
MASS DISPLAYS: into space - Jogging/stretching/running nt ………………………………………………………
pg 25-27 -cones
Music  sing common play - Individual written work ………………………………………………………
-whistle
3.Background and and dance song
performing music
PHYSICAL LESSON OBJECTIVES Assumed knowledge:Some lrnrs know how to care PE ………………………………………………………
1 EDUCATION: By the end of the -observing some of their body parts Syllabus -charts ………………………………………………………
Human body lesson learners -naming Intro:Facilitator ask lrnrs what they do to their body Grade 3 - ………………………………………………………
parts before they come to school page 10 picture
should be able to: -discussing
1.Facilitator explains on ways of caring the human ………………………………………………………
Organs of the - discuss ways of caring s
body ………………………………………………………
body different body parts 2.Class discussion on ways of caring the human body -
smartp ………………………………………………………
3.Lrnrs in pairs list ways of caring the human body
4.Individual work while thefclttr supervises hones
Assumed knowledge:Some lrnrs know how to care PE ………………………………………………………
2 Organs of the - discuss ways of caring -observing some of their body parts Syllabus -charts ………………………………………………………
different body parts -naming Intro:Recap of the previous lesson Grade 3 -
body 1.Facilitator explains on ways of caring the human
………………………………………………………
-discussing page 10 picture
body ………………………………………………………
s
2.Class discussion on ways of caring the human body ………………………………………………………
3.Lrnrs in pairs list ways of caring the human body -
smartp ………………………………………………………
5.Individual work while thefclttr supervises hones ………………………………………………………
Conclsn:Facilitator ask two lrnrs to name ways of …………………………………………….…………
caring different body parts
SPORTS: Assumed knowledge:Some lrnrs can respond PE ………………………………………………………
-stretching ………………………………………………………
151
while thefclttr assist where necessary ………………………………………………………
Assumed knowledge:Some lrnrs can respond PE ………………………………………………………

-stretching ………………………………………………………
………………………………………………………
Conclsn: Cool down activities (star jumps)
MASS Assumed knowledge:Some lrnrs can sing PE ………………………………………………………
5 DISPLAYS: - sing common play and Intro:Lrnrs sing a song while others respond through Syllabus - ………………………………………………………
Music dance songs -singing movement rhythmically Grade percussi
………………………………………………………
Background and 1.Facilitator ’s explanation and demonstration of 3page 18 on
-playing singing a common song while lrnrs respond and dance instrume ………………………………………………………
performing music
2.Facilitator -lrnr practice singing common play and nts ………………………………………………………
dance songs
………………………………………………………
………………………………………………………
Week
Ending WEEKLY AIM:To equip learners develop an understanding of the implications and benefits of participation in physical activities thro
5 Assumed knowledge: - Some learnerscan dance
………………………………………………………
Safety and rhymes
week learners should - - demonstration Grade
-charts ………………………………………………………
Health be able to: identifying - Discussion 3page -pictures
1.Healthy living  describe health living ………………………………………………………
Activities 10,14 & Crayons
habits habits at home 18 -balls ………………………………………………………
-writing - Group work
SPORTS:  demonstrate -School -chase
-observing - Identifying ………………………………………………………
Invasion games positioning within equipme
Based Syll
2.Positioning boundaries - Observing nt ………………………………………………………
pg 25-27 -cones
MASS DISPLAYS:  beat rhythmical - Jogging/stretching/running ………………………………………………………
-whistle
Music sounds on drums - Individual written work
3.Background and
performing music
PHYSICAL LESSON OBJECTIVES - Assumed knowledge:Some lrnrs clean their body PE -charts ………………………………………………………
1 EDUCATION: By the end of the identifying Intro:Facilitator ask lrnrs what they do to reduce Syllabus - ………………………………………………………
Safety and lesson learners cholera and other hygienic diseases Grade 3 resistan
………………………………………………………
Health 1.Facilitator explains on the healthy living habits at page 10 ce band
should be able to: -describing
home while lrnrs listen whistle ………………………………………………………
- describe health living 2.Facilitator -lrnr describe healthy living habits at s
Healthy living ………………………………………………………
habits at home
152
habits home picture ………………………………………………………
3.Lrnrs in pairs identify healthy living habits at home s ………………………………………………………
4.Feedback on work done in pairs -
……………………………………………….………
5.Individual work while thefclttr supervises smartp
Conclsn:Question and answer on work done hones
PHYSICAL Assumed knowledge:Some lrnrs clean their body PE -charts ………………………………………………………

2 EDUCATION: - discuss ways of caring - Intro:Recap of the previous lesson Syllabus - ………………………………………………………
Safety and different body parts identifying 1.Facilitator explains on the healthy living habits at Grade 3 resistan
………………………………………………………
Health home while lrnrs listen page 10 ce band
2.Facilitator -lrnr describe healthy living habits at - ………………………………………………………
-describing whistle
Healthy living home ………………………………………………………
s
habits 3.Lrnrs in pairs identify healthy living habits at home picture ………………………………………………………
5.Individual work while thefclttr supervises s ………………………………………………………
Conclsn:Question and answer on work done -
smartp
hones
SPORTS: Assumed knowledge:Some lrnrs can play some PE ………………………………………………………
3 Invasion games games Syllabus -balls ………………………………………………………
- demonstrate positioning Intro:Warm up activities (shadow chasing) Grade -chase
-jogging ………………………………………………………
Positioning within boundaries 1.Facilitator demonstrate executing individual 3page 14 equipme
-observing positioning while lrnrs listen and observe nt ………………………………………………………
-running 2.Facilitator -lrnr practice positioning within -cones ………………………………………………………
- boundaries and team mates -whistle
………………………………………………………
demonstrat 3.Group work on demonstrating proper positioning -bibs
ing within boundaries ………………………………………………………
4.Individual work on while thefclttr assist where ………………………………………………………
necessary
…………………
Assumed knowledge:Some lrnrs can play some PE ………………………………………………………
4 Positioning games Syllabus -balls ………………………………………………………
- demonstrate positioning Intro:Recap of the previous lesson Grade -chase
-jogging ………………………………………………………
within boundaries 1.Facilitator demonstrate executing individual 3page 14 equipme
-observing positioning while lrnrs list en and observe nt ………………………………………………………
-running 2.Facilitator -lrnr practice positioning within -cones ………………………………………………………
- boundaries and team mates -whistle
………………………………………………………
demonstrat 3.Group work on demonstrating proper positioning -bibs
ing within boundaries ………………………………………………………
4.Individual work on while thefclttr assist where ………………………………………………………
necessary
………………………………………………………
Conclsn: Cool down activities (jogging)
MASS Assumed knowledge:Some lrnrs can sing songs PE ………………………………………………………
5 DISPLAYS: - beat rhythmical sounds Intro:Lrnrs sing a song while others respond through Syllabus - ………………………………………………………
Music on drums -singing movement rhythmically Grade percussi
………………………………………………………
Background and 1.Facilitator ’s explanation and demonstration on 3page 18 on
-playing beating rhythmical sounds on drums while lrnrs instrume ………………………………………………………
performing music
-beating respond and dance nts ………………………………………………………
153
2.Facilitator -lrnr practice beat rhythmical sounds on -drums ………………………………………………………
drums - ………………………………………………………
3.Group work beating rhythmical sounds on drums Smartph
………………………………………………………
while the fclttr assist ones
Conclsn:Facilitator asks two groups play and dance
rhythmically to drums beaten
Week
Ending WEEKLY AIM:To further develop learners knowledge and understanding of target and combat games and sport related elements of fi
6 Assumed knowledge: - Some learners can exercise
………………………………………………………
Safety and rhymes
-charts ………………………………………………………
1.Healthy living  state the health- ………………………………………………………
habits related elements of 18 -balls ………………………………………………………
SPORTS: fitness -School -chase
Invasion games  demonstrate equipme
Based Syll
2.Positioning positioning within - Observing nt ………………………………………………………
pg 25-27 -cones
MASS DISPLAYS: boundaries - Jogging/stretching/running ………………………………………………………
-whistle
Music  beat rhythmical - Individual written work
3.Background and sounds on drums
performing music
PHYSICAL LESSON OBJECTIVES Assumed knowledge:Some lrnrs clean their body PE -speedy ………………………………………………………
1 EDUCATION: By the end of the -observing Intro:Warm activities (short run) Syllabus ladders ………………………………………………………
Safety and lesson learners - 1.Facilitator explains and demonstrate on healthy Grade 3 -batons
………………………………………………………
Health related elements of fitness page 10 -hurdles
should be able to: identifying
- ………………………………………………………
- state the health-related -stating 2.Facilitator -lrnr identify and name elements of sport
Healthy living whistles ………………………………………………………
elements of fitness related fitness
habits 3.Lrnrs in groups perform fitness activities eg. ………………………………………………………
running, cycling ………………………………………………………
PHYSICAL Assumed knowledge:Some lrnrs clean their body PE -speedy ………………………………………………………
2 EDUCATION: - state the health-related -observing Intro:Recap of the previous lesson Syllabus ladders ………………………………………………………
Safety and elements of fitness - 1.Facilitator explains and demonstrate on healthy Grade 3 -batons
………………………………………………………
Health related elements to fitness page 10 -hurdles
identifying
- ………………………………………………………
-stating 2.Facilitator -lrnr identify and name elements of sport
related fitness
running, cycling ………………………………………………………
4.Individual work while thefclttr supervises ………………………………………………………
SPORTS: Assumed knowledge:Some lrnrs can play games PE ………………………………………………………
154
Invasion games Intro:Warm up activities (shadow chasing) Syllabus -balls
3 -jogging 1.Facilitator demonstrate executing individual Grade -chase
positioning while lrnrs listen and observe equipme ………………………………………………………
Positioning - demonstrate positioning -observing 3page 14
within boundaries 2.Facilitator -lrnr practice positioning within nt ………………………………………………………
-running boundaries and team mates -cones ………………………………………………………
- 3.Group work on demonstrating proper positioning -whistle
demonstrat within boundaries ………………………………………………………
-bibs
ing 4.Individual work on while thefclttr assist where ………………………………………………………
necessary ………………………………………..……………
………………………………………………………
Assumed knowledge:Some lrnrs can play games PE ………………………………………………………

4 Positioning Intro:Recap of the previous lesson Syllabus -balls ………………………………………………………
- demonstrate positioning 1.Facilitator demonstrate executing individual Grade -chase
-jogging ………………………………………………………
within boundaries positioning while lrnrs list en and observe 3page 14 equipme
-observing 2.Facilitator -lrnr practice positioning within nt ………………………………………………………
………………………………………………………
demonstrat within boundaries -bibs
necessary ………………………………………………………
………………………………………………………
performing music
2.Facilitator -lrnr practice beat rhythmical sounds on -drums
………………………………………………………
drums -
3.Group work beating rhythmical sounds on drums Smartph ………………………………………………………
while the fclttr assist ones ………………………………………………………
………………………………………………………
rhythmically to drums beaten ………………………………………………………
Week
Ending WEEKLY AIM:To equip learners develop an understanding of the implications and benefits of participation in physical activities thro
7 Assumed knowledge: - Some learnerscan dance
PHYSICAL WEEK OBJECTIVES -discussion Methods PE - songs ………………………………………………………
………………………………………………………
Safety and rhythm
-cones ………………………………………………………
Health be able to: identifying - Discussion 3page whistles
1.Healthy living  describe activities ………………………………………………………
Activities 10,14 & -bibs
habits used to develop 18 -balls- ………………………………………………………
SPORTS: health related -School speedy
Invasion games elements of fitness ladders
155
2.Positioning  demonstrate reaction - Observing Based Syll -batons ………………………………………………………
MASS DISPLAYS: into open or occupied - Jogging/stretching/running pg 25-27 -hurdles
………………………………………………………
Music space -
- Individual written work whistles
3.Background and  beat rhythmical
performing music sounds on drums
PHYSICAL LESSON OBJECTIVES Assumed knowledge:Some lrnrs can exercise PE -speedy ………………………………………………………
1 EDUCATION: By the end of the -observing Intro:Warm up activity (dynamic stretches) Syllabus ladders ………………………………………………………
Safety and lesson learners 1.Facilitator explains and demo activities used to Grade 3 -batons
………………………………………………………
Health develop health related elements of fitness page 10 -hurdles
should be able to: -swinging 2.Lrnrs state the healthy related elements to fitness - ………………………………………………………
Healthy living
- describe activities used -stating through swinging on playground equipment whistles
habits ………………………………………………………
to develop health related 3.Lrnrs in groups, perform fitness activities through
Eg. Tag of war, tree elements of fitness ………………………………………………………
swinging on playground equipment
climbing, sit ups,
Conclsn: Cool down (sit ups)
press ups
Assumed knowledge:Some lrnrs can exercise PE -speedy ………………………………………………………

2 Healthy living - describe activities used -observing Intro:Recap of the previous lesson Syllabus ladders ………………………………………………………
to develop health related 1.Facilitator explains and demo activities used to Grade 3 -batons
habits ………………………………………………………
elements of fitness develop health related elements of fitness page 10 -hurdles
Eg. Tag of war, tree -swinging ………………………………………………………
2.Lrnrs state the healthy related elements to fitness -
climbing, sit ups, -stating through swinging on playground equipment whistles ………………………………………………………
press ups 3.Lrnrs in groups, perform fitness activities through
swinging on playground equipment
Conclsn: Cool down (press ups)
SPORTS: Assumed knowledge:Some lrnrs are aware of some PE - songs ………………………………………………………
3 Invasion games games Junior and ………………………………………………………
- demonstrate reaction Intro: Warm up activity (free running) grade 3 rhythm
………………………………………………………
Positioning into open or occupied 1.Facilitator explains and demo how to play tug -cones
-running Syllabus
space games and hwai-hwai while lrnrs observe - ………………………………………………………
-observing page 14 whistle
2.Facilitator -lrnr playing tug games and hwai-hwai ………………………………………………………
-listening s
to occupy space
-bibs ………………………………………………………
3.In groups, lrnrs perform tug games and hwai-hwai
to occupy space while the fclttr supervises -balls
Conclsn: Cool down (light stretches)
Assumed knowledge:Some lrnrs are aware of some PE - songs ………………………………………………………
4 Positioning games Junior and ………………………………………………………
- demonstrate reaction Intro: Warm up activity (star jumps) grade 3 rhythm
………………………………………………………
into open or occupied 1.Facilitator explains and demo how to play tug -cones
-running Syllabus
space games and hwai-hwai while lrnrs observe - ………………………………………………………
-observing page 14 whistle
2.Facilitator -lrnr practice passing the ball to occupy ………………………………………………………
-listening s
space
-bibs ………………………………………………………
3.In groups, lrnrs practice dribbling and passing the
ball to occupy space while the fclttr supervises -balls ………………………………………………………
Conclsn: Cool down (jogging)
MASS Assumed knowledge:Some lrnrs can sing songs PE ………………………………………………………
156
Background and -playing 1.Facilitator ’s explanation and demonstration on 3page 18 on ………………………………………………………
performing music -beating beating rhythmical sounds on drums while lrnrs instrume ………………………………………………………
respond and dance nts
………………………………………………………
drums - ………………………………………………………
while the fclttr assist ones
Conclsn:Facilitator asks two groups play and dance ………………………………………………………
rhythmically to drums beaten ………………………………………………………
Week
Ending WEEKLY AIM:To enable learners develop a firm foundation for further studies in Physical Education, Sport and Mass Displays
8 Assumed knowledge: - Some learners can dance
PHYSICAL WEEK OBJECTIVES -outlining Methods PE -posters ………………………………………………………
EDUCATION: By the end of the -observing - Explanation Syllabus -pictures
………………………………………………………
Safety and -
week learners should -listening - demonstration Grade
mats ………………………………………………………
Health be able to: -discussing - Discussion 3page -gliding
1.Safety  outline safety rules ………………………………………………………
-bouncing Activities 11,15 & objects
SPORTS: in different 18 -buckets ………………………………………………………
Target and combat -aiming - Group work
environments -School -rings
-observing - Outlining ………………………………………………………
games  aim at a stationary Based Syll
-tyres
2.Aiming/targeting target using different -listening - Observing -round ………………………………………………………
pg 25-27 objects
object within 15m - Discussing ………………………………………………………
-balls
MASS DISPLAYS: distances from a
Background art standing position
3.Patterns and  print alphabetical
mounts letters
PHYSICAL LESSON OBJECTIVES Assumed knowledge:Some lrnrs know some school PE -w/cards ………………………………………………………
1 EDUCATION: By the end of the rules Junior -posters ………………………………………………………
Safety and lesson learners -outlining Intro:Facilitator shows lrnrs safety rules on a chart grade 3 -pictures
………………………………………………………
Health -observing 1.Facilitator explains about safety rules in different Syllabus -
should be able to: environments while lrnrs listen whistles ………………………………………………………
- outline safety rules in -listening page 11
Safety 2.Facilitator -lrnr discuss safety rules in different -charts ………………………………………………………
different environments -discussing environments
………………………………………………………
3.In groups lrnrs outline safety rules in different
environments ………………………………………………………
Conclsn: Question and answer on work done
Assumed knowledge:Some lrnrs know some school PE -w/cards ………………………………………………………
2 Safety - outline safety rules in rules Junior -posters ………………………………………………………
different environments -outlining Intro:Recap of the previous lesson grade 3 -pictures
………………………………………………………
-observing 1.Facilitator explains about safety rules in different Syllabus -
environments while lrnrs listen whistles ………………………………………………………
-listening page 11
2.Facilitator -lrnr discuss safety rules in different -charts ………………………………………………………
-discussing environments
………………………………………………………
3.In groups lrnrs outline safety rules in different
environments
157
4.Feedback and correction from the fclttr ………………………………………………………
SPORTS: Assumed knowledge:Some lrnrs can lay with balls PE -mats ………………………………………………………
-gliding
3 Target and combat Intro: Warm up activity (shadow chasing) Junior
objects
………………………………………………………
games - aim at a stationary -bouncing 1.Facilitator explains and demo on bouncing balls to grade 3 -buckets ………………………………………………………
target using different -aiming hit targets on the walls while lrnrs observe Syllabus -rings
object within 15m 2.Facilitator -lrnr on bounce balls to hit targets on the ………………………………………………………
Aiming/target -observing page 15 -tyres
distances from a standing walls -round ………………………………………………………
-Target up to 15m -listening
position 3.In groups, lrnrs on bouncing balls to hit targets on objects
………………………………………………………
the walls while the fclttr supervises -balls
Conclsn: Cool down (star jumps) ………………………………………………..……
Assumed knowledge:Some lrnrs can lay with balls PE -mats ………………………………………………………

Intro: Recap of the previous lesson Junior -gliding
4 Aiming/target objects
………………………………………………………
-Target up to 15m - aim at a stationary -bouncing 1.Facilitator explains and demo on bouncing balls to grade 3 -buckets ………………………………………………………
object within 15m 2.Facilitator -lrnr on bounce balls to hit targets on the ………………………………………………………
-observing page 15 -tyres
distances from a standing walls -round ………………………………………………………
-listening
………………………………………………………
Conclsn: Cool down (star jumps)
MASS Assumed knowledge:Some lrnrs are aware of some ………………………………………………………
5 DISPLAYS: - print alphabetical letters alphabetical letters PE Junior -paint ………………………………………………………
Background art -printing Intro:Lrnrs say the alphabet from A to Z grade 3 -brushes
………………………………………………………
Patterns and mounts -observing 1.Facilitator demo on printing the alphabetical letter Syllabus -canvas
- Letters and while lrnrs observe page 18 -cuts ………………………………………………………
-discussing
pictures related to 2.Facilitator -lrnr discussion on printing the -bibs ………………………………………………………
alphabetical letters
portrayed themes ………………………………………………………
3.Individual lrnrs print the alphabetical letters while
the fclttr supervises ……………………..………
Conclsn:Facilitator asks two lrnrs to print
Week
Ending WEEKLY AIM:To further develop learners understanding of the implications and benefits of participation in physical activities throug
9 Assumed knowledge: - Some learners can print
PHYSICAL WEEK OBJECTIVES -outlining Methods PE -posters ………………………………………………………
EDUCATION: By the end of the -observing - Explanation Syllabus -pictures
………………………………………………………
Safety and Grade 3 -
week learners should -listening - Discussion whistles ………………………………………………………
Health be able to: page
-discussing Activities mats
1.Safety  state the importance 11,15 & ………………………………………………………
-bouncing - Group work -buckets
SPORTS: of warm up and cool 18 -rings ………………………………………………………
Target and combat -aiming - Observing -School
down -tyres
-observing - Discussing ………………………………………………………
games  aim at a stationary Based Syll -round
2.Aiming/targeting target using different -listening - Individual written work pg 25-27 objects ………………………………………………………
MASS DISPLAYS: -balls
object within 15m
Background art distances from a
3.Patterns and standing position
158
mounts  print alphabetical
letters
PHYSICAL LESSON OBJECTIVES Assumed knowledge:Some lrnrs can do warm up PE -w/cards ………………………………………………………
1 EDUCATION: By the end of the Intro: Warm up activity (shadow chasing) Junior -posters ………………………………………………………
Safety and lesson learners -stating 1.Facilitator explains the importance of warm up and grade 3 -pictures
………………………………………………………
Health cool down activities -
should be able to: -observing Syllabus
whistles ………………………………………………………
- state the importance of -listening 2.Facilitator -lrnr discuss the importance of warm up page 11
Safety -charts ………………………………………………………
warm up and cool down - and cool down
discussing 3.In groups lrnrs state the importance of warm up and ………………………………………………………
cool down ………………………………………………………
………………………………………………………
Assumed knowledge:Some lrnrs can do warm up PE -w/cards ………………………………………………………

2 Safety - state the importance of Intro: Recap of the previous lesson Junior -posters ………………………………………………………
warm up and cool down -stating 1.Facilitator explains the importance of warm up and grade 3 -pictures
………………………………………………………
cool down activities -
-observing Syllabus
whistles ………………………………………………………
-listening 2.Facilitator -lrnr discuss the importance of warm up page 11
-charts ………………………………………………………
- and cool down
discussing 3.In groups lrnrs state the importance of warm up and ………………………………………………………
cool down ………………………………………………………
SPORTS: Assumed knowledge:Some lrnrs can through balls PE -mats ………………………………………………………
-gliding
3 Target and combat Intro: Warm up activity (shadow chasing) Junior
objects
………………………………………………………
games - aim at a stationary -bouncing 1.Facilitator explains and demo on bouncing balls to grade 3 -buckets ………………………………………………………
object within 15m 2.Facilitator -lrnr practice bouncing balls to hit ………………………………………………………
Aiming/target -observing page 15 -tyres
distances from a standing targets on the walls -round ………………………………………………………
-Target up to 15m -listening
………………………………………………………
Conclsn: Cool down (star jumps)
Assumed knowledge:Some lrnrs can through balls PE -mats ………………………………………………………
Intro: Recap of the previous lesson Junior -gliding
4 Aiming/target objects
………………………………………………………
-Target up to 15m - aim at a stationary -bouncing 1.Facilitator explains and demo on bouncing balls to grade 3 -buckets ………………………………………………………
object within 15m 2.Facilitator -lrnr practice bouncing balls to hit ………………………………………………………
-observing page 15 -tyres
distances from a standing targets on the walls -round ………………………………………………………
-listening
………………………………………………………
Conclsn: Cool down (star jumps) ………………………………………………………
MASS Assumed knowledge:Some lrnrs are awe of ………………………………………………………

………………………………………………………
- Letters and while lrnrs observe page 18 -cuts
159
pictures related to -discussing 2.Facilitator -lrnr discussion on printing the -bibs ………………………………………………………
portrayed themes alphabetical letters ………………………………………………………
3.Individual lrnrs print the alphabetical letters
………………………………………………………
Conclsn:Facilitator asks two lrnrs to print
alphabetical letters ………………………………………………………
Week
Ending WEEKLY AIM:To enable learnersacquire knowledge to become appreciative and informed participants or spectators in a wide range o
10 Assumed knowledge: - Some learners can runn
PHYSICAL WEEK OBJECTIVES -outlining Methods PE -cones ………………………………………………………
EDUCATION: By the end of the -observing - Explanation Syllabus -relay ………………………………………………………
Kids athletics week learners should -listening - Demonstration Grade batons
………………………………………………………
1.Running be able to: 3page -
-discussing - Discussion
SPORTS:  demonstrate Smartph ………………………………………………………
-bouncing Activities 13,15 &
Target and combat progressive ones ………………………………………………………
-aiming - Group work 18
games endurance level in 5 -school
-observing - Observing -School ………………………………………………………
2.Aiming/targeting minutes playing
Based Syll
 aim at stationary -listening - Discussing grounds ………………………………………………………
pg 25-27
MASS DISPLAYS: targets using - Individual written work
Background art different objects
3.Patterns and within 15m distance
mounts after a short run up
 print alphabetical
letters
PHYSICAL LESSON OBJECTIVES Assumed knowledge:Some lrnrs can run PE junior -cones ………………………………………………………
1 EDUCATION: By the end of the Intro:Warm up activity (sprinting) grade 3 -relay ………………………………………………………
Kids athletics lesson learners - 1.Facilitator demo on progressive endurance levels Syllabus batons
………………………………………………………
in a race -
should be able to: -observing page 13
Smartph ………………………………………………………
Running -listening 2.Lrnrs demo progressive endurance level in a race of
- demonstrate ones
5 minutes ………………………………………………………
progressive endurance -sprinting -school
level in 5 minutes 3.In groups lrnrs demonstrate progressive endurance ………………………………………………………
playing
level in 5 minutes grounds ………………………………………………………
Conclsn: Cool down activity (light stretches)
Assumed knowledge:Some lrnrs can run PE -cones ………………………………………………………

2 Running - demonstrate Intro:Recap of the previous lesson Junior -relay ………………………………………………………
progressive endurance - 1.Facilitator demo on progressive endurance levels grade 3 batons
………………………………………………………
level in 5 minutes in a race -
-observing Syllabus
Smartph ………………………………………………………
-listening 2.Lrnrs demo progressive endurance level in a race of page 13
ones ………………………………………………………
-sprinting 5 minutes
-school
3.In groups lrnrs demonstrate progressive endurance ………………………………………………………
playing
level in 5 minutes grounds ………………………………………………………
Conclsn: Cool down activity (jogging)
SPORTS: Assumed knowledge:Some lrnrs can throw some PE -mats ………………………………………………………
160
3 Target and combat -aiming objects Junior -gliding ………………………………………………………
games - aim at stationary targets -throwing Intro: Warm up activity (jogging) grade 3 objects ………………………………………………………
using different objects -observing 1.Facilitator explains and demo throwing objects of Syllabus -buckets
………………………………………………………
within15m distance after -listening different shapes into open buckets/rings while lrnrs page 15 -rings
Aiming/target observe -tyres ………………………………………………………
a short run up
- Stationery targets 2.Facilitator -lrnr throw objects of different shapes -round ………………………………………………………
into open buckets/rings objects
…………………………………………..
3.In groups, lrnrs throwing objects of different shapes -balls
into open buckets/ rings while the fclttr supervises ………………………………………………………
Conclsn: Cool down (light stretches) ………..……………………………………………
Aiming/target Assumed knowledge:Some lrnrs can throw some PE -mats ………………………………………………………

4 -Stationery targets -aiming objects Junior -gliding ………………………………………………………
- aim at stationary targets -throwing Intro: Recap of the previous lesson grade 3 objects
………………………………………………………
using different objects -observing 1.Facilitator explains and demo throwing objects of Syllabus -buckets
within 15m distance after different shapes into open buckets/rings while lrnrs -rings ………………………………………………………
-listening page 15
a short run up observe -tyres ………………………………………………………
2.Facilitator -lrnr throw objects of different shapes -round
………………………………………………………
into open buckets/rings objects
3.In groups, lrnrs throwing objects of different shapes -balls ………………………………………..
into open buckets/ rings while the fclttr supervises ………………………………………………………
Conclsn: Cool down (light stretches)
………………………………………………………
MASS Assumed knowledge:Some lrnrs can say some ………………………………………………………

………………………………………………………
- Letters and while lrnrs observe page 18 -cuts ………………………………………………………
-discussing
pictures related to 2.Facilitator -lrnr discussion on printing the -bibs ………………………………………………………
portrayed themes ………………………………………………………
3.Individual lrnrs print the alphabetical letters
Conclsn:Facilitator asks two lrnrs to print ………………………………………………………
Week
11 Assumed knowledge: - Some learners can name their body part
2020 /CONTENT /SKILLS
REVISION WEEK OBJECTIVES -discussion Methods PE -songs ………………………………………………………
PHYSICAL By the end of the -observing - Explanation Syllabus and
………………………………………………………
EDUCATION: rhymes
-charts ………………………………………………………
Human body be able to: identifying Activities 3page -pictures
1.Organs of the  distinguish external ………………………………………………………
body and internal body 18 -balls ………………………………………………………
SPORTS: -writing - Identifying
parts -chase
-observing - Observing ………………………………………………………
Invasion games  execute movement -School
equipme
2.Space awareness into space - Jogging/stretching/running nt ………………………………………………………
Based Syll -cones
MASS DISPLAYS:  sing common play - Individual written work ………………………………………………………
pg 25-27 -whistle
Music and dance song
161
3.Background and ………………………………………………………
performing music
PHYSICAL LESSON OBJECTIVES Assumed knowledge:Some lrnrs are aware of their PE -charts ………………………………………………………
1 EDUCATION: By the end of the -observing body parts Syllabus - ………………………………………………………
Human body lesson learners -naming Intro:Facilitator shows lrnrs pictures/chart of human Grade 3 picture
………………………………………………………
1.Facilitator -lrnr identify human body parts from the - ………………………………………………………
Organs of the - distinguish external and identifying pictures or ICT tools smartp ………………………………………………………
body internal body parts 2.Lrnrs in pairs, distinguish external and internal hones
-dolls ………………………………………………………
3.Feedback on work done in pairs -clay ………………………………………………………
4.Individual work of moulding the human body using and ………………………………………………………
clay while thefclttr supervises play
dough ………………………………………………………
Organs of the Assumed knowledge:Some lrnrs are aware of their PE -charts ………………………………………………………
2 body - distinguish external and -observing body parts Syllabus - ………………………………………………………
internal body parts -naming Intro:Facilitator shows lrnrs pictures/chart of human Grade 3 picture ………………………………………………………
-identifying ………………………………………………………
-drawing -
-labelling 2.Lrnrs in pairs, distinguishing external and internal smartp
hones ………………………………………………………
SPORTS: Assumed knowledge:Some lrnrs respond PE ………………………………………………………
-stretching ………………………………………………………
………………………………………………………
Assumed knowledge:Some lrnrs respond PE ………………………………………………………

-stretching ………………………………………………………
………………………………………………………
Conclsn: Cool down activities (star jumps)
………………………………………………………
-playing 1.Facilitator ’s explanation and demonstration of instrume
162
performing music singing a common song while lrnrs respond and dance nts ………………………………………………………
2.Facilitator -lrnr practice singing common play and ………………………………………………………
dance songs
………………………………………………………
percussion instruments ………………………………………………………
Week
Ending WEEKLY AIM:To further develop learners knowledge and understanding of target and combat games and sport related elements of fi
12 Assumed knowledge: - Some learners can sing
………………………………………………………
Safety and rhymes
-charts ………………………………………………………
1.Healthy living  state the health- ………………………………………………………
habits related elements of 18 -balls ………………………………………………………
SPORTS: fitness -School -chase
Invasion games  demonstrate equipme
Based Syll
2.Positioning positioning within - Observing nt ………………………………………………………
pg 25-27 -cones
MASS DISPLAYS: boundaries - Jogging/stretching/running ………………………………………………………
-whistle
Music  beat rhythmical - Individual written work
3.Background and sounds on drums
performing music
PHYSICAL LESSON OBJECTIVES Assumed knowledge:Some lrnrs clean their body PE -speedy ………………………………………………………
1 EDUCATION: By the end of the -observing Intro:Warm activities (short run) Syllabus ladders ………………………………………………………
Safety and lesson learners - 1.Facilitator explains and demonstrate on healthy Grade 3 -batons
………………………………………………………
Health related elements of fitness page 10 -hurdles
should be able to: identifying
- ………………………………………………………
- state the health-related -stating 2.Facilitator -lrnr identify and name elements of sport
elements of fitness related fitness
habits 3.Lrnrs in groups perform fitness activities eg. ……………………………………………………
running, cycling
PHYSICAL Assumed knowledge:Some lrnrs clean their body PE -speedy ………………………………………………………
2 EDUCATION: - state the health-related -observing Intro:Recap of the previous lesson Syllabus ladders ………………………………………………………
Safety and elements of fitness - 1.Facilitator explains and demonstrate on healthy Grade 3 -batons
………………………………………………………
Health related elements to fitness page 10 -hurdles
identifying
- ………………………………………………………
-stating 2.Facilitator -lrnr identify and name elements of sport
related fitness
running, cycling ………………………………………………………
4.Individual work while thefclttr supervises ………………………………………………………
163
SPORTS: Assumed knowledge:Some lrnrs can play games PE ………………………………………………………
3 Invasion games -jogging Intro:Warm up activities (shadow chasing) Syllabus -balls ………………………………………………………
-observing ………………………………………………………
Positioning within boundaries positioning while lrnrs listen and observe 3page 14 equipme
-running 2.Facilitator -lrnr practice positioning within nt ………………………………………………………
- boundaries and team mates -cones ………………………………………………………
demonstrat 3.Group work on demonstrating proper positioning -whistle
………………………………………………………
ing within boundaries -bibs
4.Individual work on while thefclttr assist where ………………………………………..
necessary ………………………………………………………
…..………………………………………
Assumed knowledge:Some lrnrs can play games PE ………………………………………………………

4 Positioning Intro:Recap of the previous lesson Syllabus -balls ………………………………………………………
-jogging ………………………………………………………
within boundaries positioning while lrnrs list en and observe 3page 14 equipme
-observing 2.Facilitator -lrnr practice positioning within nt ………………………………………………………
………………………………………………………
demonstrat within boundaries -bibs
necessary ………………………………………………………
………………………………………………………
performing music
………………………………………………………
drums -
while the fclttr assist ones ………………………………………………………
………………………………………………………
rhythmically to drums beaten …………………………………………………..…
GUIDANCE AND COUNSELLING

FIRST TERM 2022
164
TOPICS TO BE COVERED
 Relationship
 Human growth and development
BROAD AIMS
To enable learners:
 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 skills to help learners to become responsible citizens.
Reference
 National Syllabus Guidance and Counselling Junior Level
Week
Ending
AIM:To assist learners have knowledge on different types of families in their community .
1 Assumed knowledge: -learners can name family members eg. Mother, father, daughter
/CONTENT /SKILLS
RELATIONSH WEEK OBJECTIVES  Explanation Chart …………………………………………………………

IPS By the end of the week -discussing  Naming G&C showing …………………………………………………………
- Different types learners should be able -naming  Discussion Junior family
of families to:  Question and answer …………………………………………………………
165
 show how family level tree …………………………………………………………
members should relate pg 20 pictures
to each other
Different types LESSON OBJECTIVES Intro: Learners name their family members -School Chart …………………………………………………………
By the end of the lesson based
1 of families learners should be able to:
1.Facilitator explains on families while
syllabus
showing …………………………………………………………
 nuclear learners listen attentively family
- show how family pg 29
 extended 2.learners name family members while …………………………………………………………
members should relate to -discussing tree
facilitator assist them
each other -naming …………………………………………………………
3.Facilitator learner discuss relations on
different types of family pictures …………………………………………………………
4.Going over work done as a class.
…………………………………………………………
Conclsn: Question and answer
Week
Ending AIM: To further develop learners knowledge on different types of families in their community.
2 Assumed knowledge: -learners can name family members eg. Mother, father, daughter
/CONTENT /SKILLS
RELATIONSH WEEK OBJECTIVES  Explanation Chart …………………………………………………………
IPS By the end of the week  Discussion G&C showing …………………………………………………………
- Different types learners should be able  Question and answer Junior family
of families to: …………………………………………………………
level tree
 show how family
pg 20 pictures …………………………………………………………
members relate to
each other
LESSON OBJECTIVES Intro: Recap of the previous lesson -School Chart …………………………………………………………
1 Different types learners should be able to:
1.Facilitator explains on child headed and one
syllabus
showing …………………………………………………………
of families parent situation while learners are listening family
-show how family pg 29
 child -Observing
2.learners discuss on relations as a class while
tree
…………………………………………………………
headed members relate to each facilitator assist them
other -writing pictures …………………………………………………………
 one parent 3.Using the chart to talk about relations.
4.Individual written work while the facilitator …………………………………………………………
moves around marking learners work
…………………………………………………………
Week
Ending AIM: To further develop learners knowledge on different types of families in their community and effects of HIV and AIDS in the f
3 Assumed knowledge: - learners know the importance of parental guidance to children
/CONTENT /SKILLS
RELATIONSH WEEK OBJECTIVES  Explanation G&C Chart …………………………………………………………
IPS By the end of the week  Discussion Junior showing …………………………………………………………
- Different types learners should be able -listing  Listing level family
of families to:  Role play …………………………………………………………
pg 20 tree
 show how family  Question and answer
pictures …………………………………………………………
members should relate
to each other. …………………………………………………………
 explain the
…………………………………………………………
importance of the
family in relation to
HIV and AIDS issues.
166
LESSON OBJECTIVES Intro: Revision on relations of people on the -School Chart …………………………………………………………
1 Different types learners should be able to:
chart.
syllabus
showing …………………………………………………………
of families -listing 1.Facilitator explains on mixed families while family
-Show how family pg 29
 Mixed learners listen
tree
…………………………………………………………
members should relate to 2.In-groups learners list effects of HIV and
 Effects of …………………………………………………………
each other. AIDS in the family pictures
HIV and
-Explain the importance of 3.Class discussion on effects of HIV and …………………………………………………………
AIDS in the
the family in relation to AIDS in the family
family …………………………………………………………
HIV and AIDS issues. 4.Going over the work done as a class.
5.Role play on work done …………………………………………………………
Conclsn: Oral questions
Week
Ending AIM: To enable learners have knowledge on modern and traditional marriages.
4 Assumed knowledge: -learners are familiar with traditional marriages
TOPIC OBJECTIVES Competencies METHODOLOGIES/ACTIVITIES REF MEDIA EVALUATION
/CONTENT /SKILLS
IPS By the end of the week  Discussion Junior pictures …………………………………………………………
- Marriage and learners should be able  Question and answer level
parenting to: …………………………………………………………
pg 20
 Identify forms of
…………………………………………………………
abuse in the family
and community. …………………………………………………………
 Identify different
types of relationships
Marriage and LESSON OBJECTIVES Intro: learners talk about people they stay -School Chart …………………………………………………………
1 parenting learners should be able to:
with at home.
syllabus
pictures …………………………………………………………
 Modern -identifying 1.Facilitator explains on modern and
- identify forms of abuse pg 29
marriage traditional marriage while learners listen and …………………………………………………………
in the family and ask questions
 Traditional …………………………………………………………
community. 2.Facilitator learners discuss on forms of
marriage
-identify different types of abuse that can one encountered in modern and …………………………………………………………
relationships traditional marriage.
…………………………………………………………
3. learners identify different types of
relationship …………………………………………………………
Conclsn: Facilitator asks learners to name
forms of abuse
Week
Ending AIM:To develop learners understanding on parental roles and gender based violence
5 Assumed knowledge: learners are familiar with the roles of parents
/CONTENT /SKILLS
IPS By the end of the week -identifying  Discussion Junior pictures …………………………………………………………
- Parenting learners should be able to -naming  Naming level
 Identify forms of  Question and answer …………………………………………………………
pg 20
abuse in the family
…………………………………………………………
and community
 Identify ways in …………………………………………………………
167
which communities …………………………………………………………
deal with sexual abuse
…………………………………………………………
and sexual
relationship
Parenting LESSON OBJECTIVES Intro: learners name forms of abuse in the -School Chart …………………………………………………………
1  Parental learners should be able to:
family and community
syllabus
pictures …………………………………………………………
roles -identifying 1.Facilitator explains on gender based
- Identify forms of abuse pg 29
 Gender violence while learners listen and ask …………………………………………………………
in the family and -naming
based questions.
community -suggesting …………………………………………………………
violence 2.Class discussion on sexual abuse and sexual
-Identify ways in which relationship …………………………………………………………
communities deal with 3.Individual task on work done
sexual abuse and sexual …………………………………………………………
Conclsn: Question and answer session while
relationship. learners respond
Week
Ending AIM: To enhance learners knowledge on conflict management skills and resolution
6 Assumed knowledge:-learners are aware of family violence and abuse
CONTENT /SKILLS
RELATIONSH WEEK OBJECTIVES  Listing c/board …………………………………………………………
IPS By the end of the week  Discussion G&C …………………………………………………………
- Conflict learners should be able -identifying  Group work Junior pictures
management to:  Question and answer …………………………………………………………
-suggesting level
and resolution  Identify causes of
pg 20 …………………………………………………………
conflicts within
family and …………………………………………………………
community, suggest
ways of resolving
them.
Conflict LESSON OBJECTIVES Intro: learners list games they play with their -School c/board …………………………………………………………
management and By the end of the lesson friends that can cause conflicts while based
1 -identifying …………………………………………………………
resolution learners should be able to: syllabus
-suggesting facilitator assist them. pictures
 Causes of -Identify causes of 1.In-groups they list types of conflicts within pg 30 …………………………………………………………
conflict at – conflicts within family and home, school and in the community
home community, suggest ways …………………………………………………………
- school 2.Groups report back.
of resolving them. 3.Facilitator learners suggest ways of …………………………………………………………
- in the
community resolving conflicts
…………………………………………………………
 Resolving 4.Going over work done.
conflicts Conclsn: Question and answer …………………………………………………………
Week
Ending AIM: To widen learners knowledge on stigma and discrimination
7 Assumed knowledge: learners know different discrimination that happen at school
/CONTENT /SKILLS
RELATIONSH WEEK OBJECTIVES -stating  Explanation G&C Chart …………………………………………………………
IPS By the end of the week -writing  Discussion Junior c/board …………………………………………………………
- Stigma and learners should be able -identifying  Identifying level
Discrimination to:  Group work …………………………………………………………
pg 20
168
 State the effects of  Question and answer ………………………………………………………
stigma and
discrimination on
relationships
-defining stigma LESSON OBJECTIVES Intro: Facilitator learner sing an Introductory -School Chart …………………………………………………………
1 and learners should be able to:
song
syllabus
c/board …………………………………………………………
discrimination -stating 1.Facilitator explains on stigma and
-dealing with -State the effects of stigma discrimination while learners listen pg 30 …………………………………………………………
and discrimination on -identifying
stigma and 2.Facilitator learner identify causes of stigma
relationships. …………………………………………………………
discrimination and discrimination
in the home, 3.In-groups learners list ways of dealing with …………………………………………………………
schools and stigma and discrimination while facilitator
…………………………………………………………
community assist them
4.Groups report back. …………………………………………………………
Week
Ending AIM: To develop learners knowledge on male and female reproductive anatomy
8 Assumed knowledge:-learners know the physical changes in adolescents
/CONTENT /SKILLS
HUMAN WEEK OBJECTIVES  Explanation Chart …………………………………………………………
GROWTH & By the end of the week  Discussion G&C pictures …………………………………………………………
DEVELOPME learners should be able -identifying  Group work Junior
NT to:  Individual work …………………………………………………………
-writing level
- Male and  Identify the
pg 21 …………………………………………………………
female emotional, physical
reproductive and psychological …………………………………………………………
anatomy changes in
adolescents.
Male and female LESSON OBJECTIVES Intro: Recap of the previous lesson -School Chart …………………………………………………………
reproductive By the end of the lesson 1.Facilitator explains on reproductive Organs based showing
1 anatomy syllabus …………………………………………………………
learners should be able -identifying using pictures while learners listen and changes
Reproductive to: pg 30
observe …………………………………………………………
Organs (Refer to -writing in
- Identify the emotional, 2.Facilitator learner identify and discuss
Social Studies and adolesce …………………………………………………………
Environmental
physical and psychological emotional, physical and psychological
changes in adolescents. changes in adolescents. nts …………………………………………………………
Science
Syllabuses) 3.Groups report back. pictures
…………………………………………………………
4.Individual written work.
Week
Ending AIM: To further develop learners knowledge on sex and sexuality
9 Assumed knowledge: -learners know how HIV can be spread
/CONTENT /SKILLS
HUMAN WEEK OBJECTIVES  Explanation Cards …………………………………………………………
GROWTH & By the end of the week  Discussion G&C with …………………………………………………………
DEVELOPME learners should be able -discussing  Group work Junior words
NT to:  Individual work …………………………………………………………
-writing level
- Sex and  Show how the change
169
sexuality influences their pg 21 …………………………………………………………
behaviour and their
risk to HIV infection
Sex and LESSON OBJECTIVES Intro: Recap of the previous lesson -School Cards …………………………………………………………
based
1 sexuality By the end of the lesson 1.Facilitator explains on sex and sexuality
syllabus
with …………………………………………………………
 definition learners should be able -discussing while learners are listening words
pg 30
 sex and to: 2.Discussions on sex and gender roles …………………………………………………………
-writing
gender -Show how the change 3.In-groups they write changes that influences
…………………………………………………………
roles influences their behaviour their behaviour and their risk to HIV infection
 sexuality and their risk to HIV 4.Groups report back. …………………………………………………………
education infection 5.Written work as individuals.
…………………………………………………………
Conclsn: Revision on work done
Week
Ending AIM: To let learners have a deeper understanding on puberty stage.
10 Assumed knowledge: - Some learners know the development of girls and boys on puberty stage
/CONTENT /SKILLS
HUMAN WEEK OBJECTIVES  Explanation Cards …………………………………………………………
GROWTH By the end of the week -writing  Discussion G&C with …………………………………………………………
AND learners should be able  Group work Junior words
DEVELOPME to:  Question and answer …………………………………………………………
level Pictures
NT  appreciate differences
pg 22 …………………………………………………………
- Puberty in individual growth
and patterns
Puberty LESSON OBJECTIVES Intro: Recap of the previous lesson -School Cards …………………………………………………………
1  developmen -writing 1.Facilitator explains on the development of
syllabus
with …………………………………………………………
t of girls learners should be able boys and girls while learners listen and ask words
to: pg 30
 developmen questions …………………………………………………………
Pictures
t of boys -Appreciate differences in 2.Facilitator learner discuss on effects of
individual growth and …………………………………………………………
 effects of puberty.
puberty patterns 3.Groups learners write down stages of …………………………………………………………
development using pictures shown
…………………………………………………………
4.Report back as a class.
Week
Ending AIM: To develop learners knowledge on male and female reproductive anatomy
11 Assumed knowledge:-learners know the physical changes in adolescents
/CONTENT /SKILLS
REVISION LESSON OBJECTIVES Intro: Recap of the previous lesson Chart …………………………………………………………
Male and female By the end of the lesson 1.Facilitator explains on reproductive Organs G&C showing
1 reproductive learners should be able to: …………………………………………………………
-identifying using pictures while learners listen and Junior changes
anatomy - Identify the emotional, observe …………………………………………………………
Reproductive physical and psychological -writing level in
Organs (Refer to
2.Facilitator learner identify and discuss
changes in adolescents. pg 21 adolesce …………………………………………………………
Social Studies and emotional, physical and psychological
changes in adolescents. nts …………………………………………………………
Environmental
Science 3.Groups report back. pictures
…………………………………………………………
Syllabuses) 4.Individual written work.
170
Week
Ending AIM: To widen learners knowledge on stigma and discrimination
12 Assumed knowledge: learners know different discrimination that happen at school
/CONTENT /SKILLS
REVISION LESSON OBJECTIVES Intro: Facilitator learner sing an Introductory Chart …………………………………………………………
By the end of the lesson
1 -defining stigma learners should be able to:
song G&C c/board …………………………………………………………
and -stating 1.Facilitator explains on stigma and Junior
discrimination -State the effects of stigma discrimination while learners listen …………………………………………………………
and discrimination on -identifying level
-causes of 2.Facilitator learner identify causes of stigma
relationships. pg 20 …………………………………………………………
stigma and and discrimination
discrimination 3.In-groups learners list ways of dealing with …………………………………………………………
stigma and discrimination while facilitator
…………………………………………………………
assist them
4.Groups report back. …………………………………………………………
171

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GRADE 3 TERM 1, 2022

Assumed knowledge:Some lrnrs can arrange numbers Ventures ………………………………………………

Assumed knowledge:Some lrnrs are aware of comparing signs -w/cards ………………………………………………

2 4 10 3.Feedback and corrections on work done 101 ………………………………………………

4 3.Feedback and corrections on work done 101 ………………………………………………

ENGLISH LISH LANGUAGE,

Composition: Assumed knowledge:Some lrnrs can write neatly English ……………………………………………

Assumed knowledge:Some lrnrs can join sentences ……………………………………………

SPEAKING Assumed knowledge:Some lrnrs can pronounce words ……………………………………………

READING Assumed knowledge:Some lrnrs can read ……………………………………………

Composition: Assumed knowledge:Some lrnrs can write properly ……………………………………………

SPEAKING Assumed knowledge:Some lrnrs can pronounce some vowel ……………………………………………

READING Assumed knowledge:Some lrnrs can read words ……………………………………………

WRITING Assumed knowledge:Some lrnrs can read ……………………………………………

WRITING Assumed knowledge:Some lrnrs can answer comprehension ……………………………………………

Composition: Assumed knowledge:Some lrnrs can write neatly ……………………………………………

READING Assumed knowledge:Some lrnrs can read ……………………………………………

Language Assumed knowledge:Some lrnrs can read some prepositions ……………………………………………

READING Assumed knowledge:Some lrnrs can read sentences given ……………………………………………

SCIENCE AND TECHNOLOGY

Assumed knowledge:Some lrnrs can sing songs naming recommen ……………………………………………………

CHISHONA, KOTORO YEKUTANGA 2022

UNYANZVI MISORO MISORO YERONDEDZERO

-Zvavanoda Zvinozivikanwa navadzidzi:Vamwe vadzidzi vanoziva …………………………………………………

KUTEERERA Zvinangwa Zvinozivikanwa navadzidzi:Vamwe vadzidzi vanoziva Indig …………………………………………………

-Zvavanoda Zvinozivikanwa navadzidzi:Vamwe vadzidzi vanogona …………………………………………………

-Kuziva vanhu Zvinozivikanwa navadzidzi:Vamwe vadzidzi vanoziva …………………………………………………

KUTEERERA Zvinangwa Zvinozivikanwa navadzidzi:Vamwe vadzidzi vanoziva Indig …………………………………………………

KUNYORA - kupindura mibvunzo Zvinozivikanwa navadzidzi:Vamwe vadzidzi vanogona …………………………………………………

Mutauro: Zvinozivikanwa navadzidzi:Vamwe vadzidzi vanogona …………………………………………………

3.Muzvikwata vadzidzi vanodoma zviitiko - …………………………………………………

Mutauro: Zvinozivikanwa navadzidzi:Vamwe vadzidzi vanoziva …………………………………………………

KUTAURA Zvinozivikanwa navadzidzi:Vamwe vadzidzi vanogona …………………………………………………

KUTAURA Zvinozivikanwa navadzidzi:Vamwe vadzidzi vanogona …………………………………………………

Zvinozivikanwa navadzidzi:Vamwe vadzidzi vanogona …………………………………………………

Zvinozivikanwa navadzidzi:Vamwe vadzidzi vanogona …………………………………………………

Zvinangwa zvechidzidzo Nhanganyaya:Mudzidzi anopa vadzidzi mitemo Indigenous …………………………………………………

FAMILY, RELIGION AND MORAL EDUCATION

Assumed knowledge:Some lrnrs are aware of their VenturesP -pictures …………………………………………………………

2 Assumed knowledge: - Some learners are aware their totems

Assumed knowledge:Some lrnrs are aware of their Ventures -pictures …………………………………………………………

FAMILY: WEEK OBJECTIVES Methods F.R.M.E -pictures …………………………………………………………

Assumed knowledge:Some lrnrs can say what they Ventures - …………………………………………………………

Assumed knowledge:Some lrnrs have helped the Ventures - …………………………………………………………

Assumed knowledge:lrnrs have their social group Ventures -pictures …………………………………………………………

Assumed knowledge:Some lrnrs can say sacred Ventures …………………………………………………………

HERITAGE - SOCIAL STUDIES,

Assumed knowledge:Some lrnrs can say their totems Ventures ……………………………………………………

Assumed knowledge:Some lrnrs are aware of some Ventures ……………………………………………………

INFORMATION AND COMMUNICATION TECHNOLOGY(I.C.T)

TOPICS FOR THE TERM CROSS CUTTING THEMES

VISUAL AND PERFORMING ARTS (V.P.A)

Assumed knowledge:Some lrnrs are aware of their V.P.A -camera ……………………………………………………

Assumed knowledge:Some lrnrs can sing V.P.A -camera ……………………………………………………

Assumed knowledge:Some lrnrs can dance to songs V.P.A - ……………………………………………………

Theatre: Assumed knowledge:Some lrnrs have seen films V.P.A - ……………………………………………………

Assumed knowledge:Some lrnrs can dance V.P.A - ……………………………………………………

Theatre: Assumed knowledge:Some lrnrs are aware of some V.P.A - ……………………………………………………

Theatre: Assumed knowledge:Some lrnrs can recite short V.P.A - ……………………………………………………

Assumed knowledge:Some lrnrs can dance to songs V.P.A - ……………………………………………………

INTRODUCTION WEEK OBJECTIVES Methods Agric - ……………………………………………………

Assumed knowledge:Some lrnrs are aware of some Agric ……………………………………………………

PHYSICAL EDUCATION, SPORT AND MASS DISPLAYS