ECD A Term 1 2017 Scheme

TABLE OF CONTENT
CLASS TIMETABLE 2
ENGLISH LANGUAGE 3 – 23
MATHEMATICS AND SCIENCE 24 – 40
INDEGENOUS LANGUAGE 41 – 73
GUIDANCE ND COUNSELLING (INFANT) 74 – 78
HERITAGE – SOCIAL STUDIES 79 – 85
MASS DISPALYS INFANT 86 – 95
VISUAL AND PERFOMING ARTS 96 – 108
PHYSICAL EDUCATION 109 – 120
INFORMATION COMMUNICATION AND TECHNOLOGY 121-125

WEEK TOPIC/CONCEPT OBJECTIVES COMPETENCES S.O.M/ REF/ METHODS /ACTIVITIES EVALUATION
MEDIA STRENGTHS /WEAKNESSES
SUGGESTION
CLASS TIMETABLE
TIME MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
B R E A K
L U N C H
TIME ANALYSIS
MATHEMATCS AND SCIENCE= 20MINS X 5 English LANGUAGE = 20MINS X 5 SHONA 20MINS X 5 P.E= 20MINS X 5
HERITAGE AND SOCIAL = 20 min x 2 VISUAL AND PERFORMING ARTS = 20MINS X 4 ICT= 15 min x 2 MASS DISPLAYS P.E= 20MINS X 5
ECD A TERM 1 SCHEME-CUM PLAN 2017 Page 2

SUGGESTION
ENGLISH LANGUAGES INFANT
BROAD AIMS
TO HELP LEARNERS TO:
1.listen attentively for communication
2 speak fluently for effective communication
3 read short English texts for fluency and comprehension
4 write accurately in English
5 listen to and understand short texts or any form of communication in English
TOPICS
a) LISTENING/ OBSERVING
b) Speaking / SIGNING
c) READING / SIGNING

SUGGESTION
1 LISTENING/OBSE -identify Problem English Assumed knowledge Learners know animal

RVING different solving Languages sounds
Animal and Object sounds in Critical thinking Infant (E.C.D Introduction -Teacher asks learners about
sounds immediate Decision to grade 2) animals they know
Sounds of people environment. making Syllabus page Step 2 -learners practise list different
and animals Leadership 24 Bullet 1 animals.
Communication Step 3 Learners listen to sounds of animals.
Self Step 3 -In pairs learners name the sources of
management the sounds.
Conclusion -oral discussions
LISTENING/OBSE -identify Critical thinking English Assumed knowledge Learners know animal
RVING different Decision Languages sounds
Animal and Object sounds in making Infant (E.C.D Introduction –recap of previous lesson
sounds immediate Leadership to grade 2) Step 2 -learners practise list different people.
Sounds of people environment. Communication Syllabus page Step 3 Learners listen to sounds of people
and animals Self 24 Bullet 1 Step 3 -In pairs learners name the sources of
management the sounds.
SPEAKING/SIGNI - greet each Problem English Assumed knowledge Learners know how to
NG other in solving Languages greet each other
Greetings formal / Critical thinking Infant (E.C.D Introduction –teacher explains key words
Good morning informal Decision to grade 2) Step 2 -learners practise exchanging
situations making Syllabus page greetings in pairs
Leadership 10 Bullet 1 Step 3 Learners greet each other.
Communication ICT tools Step 3 -In pairs learners greet each other
Self songs Conclusion -oral discussions saying ‘Good
management morning’.
READING/SIGNIN - illustrate Problem English Assumed knowledge Learners know sides
G left to right solving Languages Introduction –teacher explains key words
Orientation and top and Critical thinking Infant (E.C.D Step 2 -learners illustrate left to write
bottom Decision to grade 2) orientation
orientation making Syllabus page Step 3 Learners arrange objects from left to
Leadership 14 Bullet 1 right.
Communication Step 3 -In pairs learners arrange objects

SUGGESTION
Self from left to right.

management Conclusion -oral discussions
2 LISTENING/OBSE --identify Problem English Assumed knowledge Learners know sounds

RVING different solving Languages of animals
Animal and Object sounds in Critical thinking Infant (E.C.D Introduction –teacher explains key words
sounds immediate Decision to grade 2) Step 2 -learners imitate the sounds
environment. making Syllabus page Step 3 Learners listen to sounds of animals.
Leadership 10 Bullet 1 Step 3 -In pairs learners discriminate two
Communication different sounds of animals produced at the
Self same time..
LISTENING/OBSE --identify Problem English Assumed knowledge Learners know sounds

RVING different solving Languages of animals
Animal and Object sounds in Critical thinking Infant (E.C.D Introduction –recap of previous lesson
sounds immediate Decision to grade 2) Step 2 -learners imitate the sounds
environment. making Syllabus page Step 3 Learners listen to sounds of objects
Leadership 10 Bullet 1 Step 3 -In pairs learners discriminate two
Communication different sounds of objects produced at the
Self same time..
SPEAKING/SIGNI - greet each Problem English Assumed knowledge Learners know how to
NG other in solving Languages greet each other
Phonic Sounds formal / Critical thinking Infant (E.C.D Introduction –learners greet each other
informal Decision to grade 2) Step 2 -learners discuss how to greet each
situations making Syllabus page other
Leadership 26 Bullet 1 Step 3 Learners dramatise greeting each

SUGGESTION
Communication other.
Self Step 3 -In pairs learners greet each other
READING/SIGNIN - illustrate Problem English Assumed knowledge Learners know the

G left to right solving Languages words top and bottom
Orientation and top and Critical thinking Infant (E.C.D Introduction –teacher explains key words
bottom Decision to grade 2) Step 2 -learners illustrate top and bottom
orientation making Syllabus page orientation
Leadership 14 Bullet 1 Step 3 Learners arrange objects from top and
Communication bottom orientation
Self Step 3 -In pairs learners arrange objects
management from top to bottom
3 LISTENING/OBSE -listen to Problem English Assumed knowledge Learners know

RVING different solving Languages different sounds
Sounds and sounds. Critical thinking Infant (E.C.D Introduction –Teacher explains key words.
sources Decision to grade 2) Step 2 -learners imitate the sounds playing
making Syllabus page different objects.
Leadership 10 Bullet 2 Step 3 Learners listen to sounds of objects.
Communication Step 3 -In groups learners link sounds to
Self their sources
management Conclusion -oral discussions and singing a
song.
LISTENING/OBSE -listen to Problem English Assumed knowledge Learners know
RVING different solving Languages different sounds Introduction –learners sing
Sounds and sounds. Critical thinking Infant (E.C.D a song.
Self their sources

SUGGESTION

song.
SPEAKING/SIGNI -say greetings Problem English Assumed knowledge Learners know how to
NG in formal and solving Languages greet elders Introduction –learners greet
Greetings informal Critical thinking Infant (E.C.D each other
situations. Decision to grade 2) Step 2 -learners discuss how accept ways of
making Syllabus page greeting
Leadership 12 Bullet 2 Step 3 Learners dramatise greeting each
Communication other.
Self Step 3 -In pairs learners greet each other and
management accepting greetings
READING/SIGNIN - illustrate Problem English Assumed knowledge Learners know how

G left to right solving Languages left to right orientation Introduction –
Orientation and top and Critical thinking Infant (E.C.D teacher explains key words
bottom Decision to grade 2) Step 2 -learners illustrate top and bottom
orientation making Syllabus page orientation
Leadership 14 Bullet 1 Step 3 Learners demonstrate the top to
Communication bottom orientation
Self Step 3 -In pairs learners move objects from
management top to bottom
Conclusion –Learners sing a song
4 LISTENING/OBSE --listen to Problem English Assumed knowledge Learners know
RVING different solving Languages different sounds Introduction –recap of
Sounds and sounds. Critical thinking Infant (E.C.D previous lesson
Self their sources
song.

SUGGESTION
SPEAKING/SIGNI -say greetings Problem English Assumed knowledge Learners know how to
NG in formal and solving Languages greet each other Introduction –learners
Greetings informal Critical thinking Infant (E.C.D greet each other
situations. Decision to grade12 Step 2 -learners discuss how accept ways of
making Bullet 2 greeting
Leadership Step 3 Learners role playing greeting in
Communication informal situation
Self Step 3 -In groups role play
LISTENING/OBSE --listen to Problem English Assumed knowledge Learners know
Sounds and sounds. Critical thinking Infant (E.C.D previous lesson
Self their sources
song.
READING/SIGNIN -identify own Problem English Assumed knowledge Learners know some
G photographs. solving Languages pictures
Photographs and Critical thinking Infant (E.C.D Introduction –teacher explains key words
name tags Decision to grade 2) Step 2 -learners observe photographs
making Syllabus page Step 3 Learners identify own photographs.
Leadership 14 Bullet 2 Step 3 -In groups learners identify own
Communication photographs.
Self Conclusion –Learners answer oral
management questions.
5 LISTENING/OBSE - match Problem English Assumed knowledge Learners know

RVING different solving Languages different sounds Introduction –teacher
Sounds and sounds with Critical thinking Infant (E.C.D explains key words
sources their sources. Decision to grade 2) Step 2 -learners imitate the sounds playing

SUGGESTION

Communication Musical Step 3 -In groups learners match sounds to
Self instruments their sources
management Pre recorded Step 4 Learners identify from pre recordings
sounds Conclusion -oral discussions and singing a
song.
SPEAKING/SIGNI -say their Problem English Assumed knowledge Learners know their
NG names solving Languages names
Names and Critical thinking Infant (E.C.D Introduction –learners say their names.
contact details Decision to grade 2) Step 2 -learners discuss ask and answer each
making Syllabus page other in pairs.
Leadership 12 Bullet 3 Step 3 Learners call each other names
Communication Step 3 -In groups they say each other names
Self singing Dudu muduri
management Conclusion –Learners sing Dudu muduri
saying each other names.
LISTENING/OBSE - match Problem English Assumed knowledge Learners know

Sounds and sounds with Critical thinking Infant (E.C.D previous lesson
Communication Musical Step 3 -In groups learners match sounds to
Self instruments their sources
management Pre recorded Step 4 Learners identify from pre recordings
sounds Conclusion -oral discussions and singing a
song.
READING/SIGNIN -identify own Problem English Assumed knowledge Learners know
G photographs. solving Languages photographs
Photographs and Critical thinking Infant (E.C.D Introduction –recap of previous lesson.
making Syllabus page Step 3 Learners match photographs and

SUGGESTION
Leadership 14 Bullet 2 name tags

Communication Step 3 -In groups learners identify own
Self photographs.
management Conclusion –Learners answer oral
questions.
6 LISTENING/OBSE - match Problem English Assumed knowledge Learners know
Communication Step 3 -In groups learners match sounds to
Self their sources
management Step 4 Learners identify sounds from pre
recordings
SPEAKING/SIGNI -say their Problem English Assumed knowledge Learners know their
NG names and solving Languages names
Names and contact Critical thinking Infant (E.C.D Introduction –learners say their names.
contact details Decision to grade 2) Step 2 -learners discuss ask and answer each
making Syllabus page other where they live.
Leadership 12 Bullet 3 Step 3 Learners tell each other where they
Communication stay.
Self Step 3 -In groups they provide each other
management parents contacts
Conclusion –teacher tell learners where
he/she stay.
LISTENING/OBSE - match Problem English Assumed knowledge Learners know


SUGGESTION

Communication Step 3 -In groups learners match sounds to
Self their sources
management Step 4 Learners identify sounds from pre
recordings
READING/SIGNIN -identify own Problem English Assumed knowledge Learners know each
G photographs. solving Languages other
Photographs and Critical thinking Infant (E.C.D Introduction –recap of previous lesson.
making Syllabus page Step 3 Learners match photographs and
Communication Step 3 -In groups learners identify own
Self photographs.
questions.

RVING voices of solving Languages different voices Introduction –teacher
Voices of people different Critical thinking Infant (E.C.D explains key words
people Decision to grade 2) Step 2 -learners listen to the different voices.
making Syllabus page Step 3 Learners listen to voices of people.
Leadership 10 Bullet 4 Step 3 -In groups states the owner of the
Communication Recordings voice.
Self Musical Step 4 Learners identify sounds different
management recordings people
SPEAKING/SIGNI -state where Problem English Assumed knowledge Learners know each
NG they solving Languages other
Name and live Critical thinking Infant (E.C.D Introduction –learners say their names.
contact details Decision to grade 2) Step 2 -learners state where they stay in
making Syllabus page turns

SUGGESTION

Communication stay.
Conclusion –oral questions
LISTENING/OBSE -listen to Problem English Assumed knowledge Learners know voices

RVING voices of solving Languages of other learners Introduction –recap of
Voices of people different Critical thinking Infant (E.C.D previous lesson
making Syllabus page Step 3 Learners listen to voices of people.
Communication Recordings voice.
Self Musical Step 4 Learners identify sounds different
management recordings people
READING/SIGNIN -match Problem English Assumed knowledge Learners know each

G photographs solving Languages other
Photographs and and name Critical thinking Infant (E.C.D Introduction –recap of previous lesson.
name tags tags with the Decision to grade 2) Step 2 -learners observe photographs
owner. making Syllabus page Step 3 Learners match photographs and
Communication Step 3 -In groups learners identify and
Self match own photographs.
questions.

RVING voices of solving Languages different voices Introduction –teacher
Voices of people different Critical thinking Infant (E.C.D explains key words
making Syllabus page Step 3 Learners imitate voices of different
Leadership 10 Bullet 4 people.

SUGGESTION
Communication Step 3 -In groups states the owner of the

Self voice.
management Step 4 Learners identify sounds different
people
Conclusion -oral discussions identifying
voices
SPEAKING/SIGNI -give parents Problem English Assumed knowledge Learners know their
NG phone solving Languages parents contacts details Introduction –recap
Name and numbers Critical thinking Infant (E.C.D of previous lesson.
contact details Decision to grade 2) Step 2 -learners state where they stay in
making Syllabus page turns
Communication stay.
Conclusion –oral questions
LISTENING/OBSE -listen to Problem English Assumed knowledge Learners know
RVING voices of solving Languages different voices Introduction recap of
Voices of people different Critical thinking Infant (E.C.D previous lesson
making Syllabus page Step 3 Learners imitate voices of different
Leadership 10 Bullet 4 people.
Communication Step 3 -In groups states the owner of the
Self voice.
management Step 4 Learners identify sounds different
people
voices
READING/SIGNIN -match Problem English Assumed knowledge Learners know each
G photographs solving Languages other
Photographs and and name Critical thinking Infant (E.C.D Introduction –recap of previous lesson.
name tags tags with the Decision to grade 2) Step 2 -learners observe photographs
owner. making Syllabus page Step 3 Learners match photographs and

SUGGESTION
Communication Step 3 -In pairs learners identify and match

Self own photographs.
management Conclusion –Learners sing song
9 LISTENING/OBSE Name the Problem English Assumed knowledge Learners know

RVING owner of the solving Languages different songs and their artists
Voices of people voice Critical thinking Infant (E.C.D Introduction –recap of previous lesson.
Different artists Decision to grade 2) Step 2 -learners name the owner of voices.
making Syllabus page Step 3 Learners listen to artist voices
Communication voice.
Self Step 4 Learners identify sounds different
management artists
voices
SPEAKING/SIGNI -tell news and Problem English Assumed knowledge Learners know how to
NG stories solving Languages tell stories
News and stories Critical thinking Infant (E.C.D Introduction –teacher explains key words
Decision to grade 2) Step 2 -learners share different news
making Syllabus page Step 3 Learners retell different stories.
Leadership 12 Bullet 6 Step 3 -In groups they act different stories
Communication they discussed.
Self Conclusion –oral questions
management
LISTENING/OBSE Name the Problem English Assumed knowledge Learners know

RVING owner of the solving Languages different voices Introduction –recap of
Voices of people voice Critical thinking Infant (E.C.D previous lesson.
Different artists Decision to grade 2) Step 2 -learners name the owner of voices.
making Syllabus page Step 3 Learners listen to artist voices

SUGGESTION
management artists
voices
READING/SIGNIN -play different Problem English Introduction –teacher explains key words
G types of solving Languages Step 2 -learners name different games they
Games reading Critical thinking Infant (E.C.D know.
games Decision to grade 2) Step 3 Learners play different games like
making Syllabus page jigsaw puzzles and pada
Leadership 14 Bullet 4 Step 3 -In groups play games.
Communication Conclusion –Learners name the games they
Self were playing.
management
10 LISTENING/OBSE - Name the Problem English Assumed knowledge Learners know

RVING owner of the solving Languages different songs Introduction –recap of
Zimbabwean -name at least Decision to grade 2) Step 2 -learners imitate the owner of voices.
artists voices of 2 making Syllabus page Step 3 Learners listen to artist voices
artists Leadership 10 Bullet 5 Step 3 -In groups states the owner of the
management artists
voices
SPEAKING/SIGNI -tell news and Problem English Assumed knowledge Learners know
NG stories solving Languages different news Introduction –teacher
News and stories Critical thinking Infant (E.C.D explains key words
Decision to grade 2) Step 2 -learners share different news
making Syllabus page Step 3 Learners retell different stories.
Leadership 12 Bullet 6 Step 3 -In pairs answer different questions.
Communication Conclusion –oral questions
Self

SUGGESTION
management
LISTENING/OBSE - Name the Problem English Assumed knowledge Learners know

RVING owner of the solving Languages different singers Introduction –recap of
Zimbabwean -name at least Decision to grade 2) Step 2 -learners imitate the owner of voices.
artists voices of 2 making Syllabus page Step 3 Learners listen to artist voices
artists Leadership 10 Bullet 5 Step 3 -In groups states the owner of the
management artists
voices
READING/SIGNIN -play different Problem English Assumed knowledge Learners know
G types of solving Languages different games Introduction –teacher
Games reading Critical thinking Infant (E.C.D explains key words
Picture dominoes games Decision to grade 2) Step 2 -learners name different games they
making Syllabus page know.
Leadership 14 Bullet 4 Step 3 Learners play different games like
Communication picture dominoes
Self Step 3 -In groups play games.
management Conclusion –Learners name the games they
were playing.
11 Playing games and sing songs

SUGGESTION
HERITAGE –SOCIAL STUDIES
BROAD AIMS
To help learners to :
1.appreciate and love Zimbabwe and its Chimurenga/Umvukela Liberation war heroes and heroines
2 develop an appreciation of national heritage and identity
3 appreciate the significance of national events, symbols and heritage
4 understand and appreciate Zimbabwe’s pre-colonial, colonial and post-colonial history
5 develop an understanding of Zimbabwean spiritual values and beliefs, cultural practices and usage of artefacts
Topics
a) IDENTITY: FAMILY HISTORY AND LOCAL HERITAGE

b) FAMILY NORMS AND VALUES

SUGGESTION
c) CULTURE IN RELATION TO LANGUAGE
1 IDENTITY: FAMILY -name Critical Heritage Assumed knowledge Learners know

HISTORY AND themselves thinking and s/s their names
LOCAL HERITAGE Decision Infants Introduction –teacher explains key
-Myself and my making Syllabus words
family - self Leadership bullet 1 Step 2 -learners say their names in
Communicatio pg 17 turns.
n Step 3 Learners play games saying
Self their names
management Step 4 -In groups learners give their
names.
Conclusion –Learners name
themselves.
2 IDENTITY: FAMILY - identify Critical Heritage Assumed knowledge Learners know

HISTORY AND family thinking and s/s their family names
LOCAL HERITAGE members Decision Infants Introduction –teacher explains key
-Myself and my making Syll words
family- Leadership bullet 2 Step 2 -learners say their names in
Communicatio and 3 pg turns.

SUGGESTION
n 17 Step 3 Learners name family members.

Self Step 3 -In groups learners give their
management names.
Conclusion –Learners name
themselves.
mother , father . Critical Heritage Assumed knowledge Learners know

siblings and -identify thinking and s/s their neighbours
relatives neighbours Decision Infants Introduction –teacher explains key
making Syll words
Leadership bullet 2 Step 2 -learners say their neighbor
Communicatio and 3 pg names
n 17 Step 3 Learners name their neighbours
management neighbour names
Conclusion –Learners sing a song.
3 IDENTITY: FAMILY -name their Leadership Heritage Assumed knowledge Learners know
HISTORY AND friends Communicatio and s/s have friends
LOCAL HERITAGE n Infants Introduction recap of previous lesson
MYSELF AND MY Self Syll Step 2 -learners say their friends
FRIENDS management bullet 4 Step 3 Learners name their friends
and 5 pg Step 3 -In groups learners give their
17 friends names
Conclusion –Learners sing a song.
IDENTITY: FAMILY -state games Critical Assumed knowledge Learners know

HISTORY AND they play thinking games
LOCAL HERITAGE with Decision Introduction recap of previous lesson
MYSELF AND MY their friends making Step 2 -learners say different games
FRIENDS Leadership listing them
Games Communicatio Step 3 Learners discuss how hide and
Hide and seek n seek game is played.

SUGGESTION
management friends names

Conclusion –Oral questioning
4 IDENTITY: FAMILY - talk to Decision Heritage Assumed knowledge Learners have

HISTORY AND their friends making and s/s friends
LOCAL HERITAGE Leadership Infants Introduction teacher explains key
-Myself and my Communicatio Syll words
school n bullet 6 Step 2 -learners colour pictures of
Self pg 17 themselves
management Step 3 Learners identify their friends.
Step 4 -In groups learners give their
friends names
-Relationships in the - talk to Leadership Heritage Assumed knowledge Learners have

family their friends Communicatio and s/s know different relationships
n Infants Introduction teacher explains key
Self Syll words
management bullet 6 Step 2 -learners colour pictures of
pg 17 themselves
Step 3 Learners identify their friends.
Step 4 -In groups learners give
relationships in families
5 MYSELF AND MY -name their Decision Heritage Assumed knowledge Learners have
SCHOOL teacher and making and s/s know different schools
My school: school Leadership Infants Introduction teacher explains key
Communicatio Syll words
n bullet 7 Step 2 -learners state the names of
Self pg 17 their school
management Step 3 Learners identify their school.
Step 4 -In groups learners names of
schools they know

SUGGESTION
- name of teacher - Critical Heritage Assumed knowledge Learners have

thinking and s/s know different teachers
Decision Infants Introduction teacher explains key
making Syll words
Leadership bullet 7 Step 2 -learners state the names of
Communicatio pg 17 their teacher
n Step 3 Learners identify their friends.
Self Step 4 -In groups learners names of
management schools they know
6 MYSELF AND MY - describe Decision Heritage Assumed knowledge Learners know
SCHOOL their school making and s/s a school
My school: Leadership Infants Introduction teacher explains key
Communicatio Syll words
n bullet 8 Step 2 -learners describe their school.
Self pg 17 Step 3 Learners and teacher lists
management things found at the school.
Step 4 -In pairs learners describe their
school
MYSELF AND MY - name their Leadership Heritage Assumed knowledge Learners know
SCHOOL school Communicatio and s/s some schools
My school: n Infants Introduction teacher explains key
Self Syll words
management bullet 8 Step 2 -learners name their school.
pg 17 Step 3 Learners and teacher lists
ICT tools things found at the school.
Blocks Step 4 -In pairs learners construct
School some model schools
buildings Conclusion –they sing a song
7 FAMILY NORMS -state family Critical Heritage Assumed knowledge Learners know
AND VALUES norms and thinking and s/s some family rules

SUGGESTION
Family norms Values Decision Infants Introduction teacher explains key

and values such making Syll words
as: -common Leadership bullet 9 Step 2 -learners discuss family norms
courtesies and Communicatio AND 10 and values
etiquette n pg 17 Step 3 Learners and teacher lists
Self family norms and values.
management Step 4 -In pairs learners practice
different values and norms
Conclusion –Oral discussions
FAMILY NORMS - identify Critical Heritage Assumed knowledge Learners know

AND VALUES common thinking and s/s some family norms and values
Family norms courtesies Decision Infants Introduction teacher explains key
and values such and making Syll words
as: -common etiquette Leadership bullet 9 Step 2 -learners identify common
courtesies and Communicatio AND 10 courtesies and etiquette
etiquette n pg 17 Step 3 Learners and teacher lists
Self common courtesies and etiquette.
management Step 4 -In pairs learners demonstrate
common courtesies and etiquette
8 FAMILY NORMS - identify Critical Heritage Assumed knowledge Learners know
AND VALUES common thinking and s/s some common courtesies and
Family norms courtesies Decision Infants etiquette
and values such and making Syll Introduction recap of previous lesson
respect etiquette Leadership bullet 11 Step 2 -learners demonstrate common
Communicatio pg 17 etiquette
n Step 3 Learners role playing etiquette
Self of respecting
management Step 4 -In groups learners
demonstrate respecting elders

SUGGESTION
as :respect and Critical Assumed knowledge Learners know

greetings thinking some common courtesies and
Decision etiquette
making Introduction Teacher explains key
Leadership words
Communicatio Step 2 -learners demonstrate common
n etiquette of greetings
Self Step 3 Learners role playing greeting
management each other
Step 4 -In groups learners
demonstrate common courtesies and
etiquette of greeting
9 CULTURE IN -state Critical Heritage Assumed knowledge Learners know
RELATION TO different thinking and s/s some languages
LANGUAGE languages in Decision Infants Introduction Teacher explains key
Different the making Syll words
indigenous community Leadership bullet 12 Step 2 -learners state different
languages spoken speak at Communicatio pg 18 languages in the community
in the local least 2 n ICT tools Step 3 Learners speak in different
community languages in Self Resource languages found in the community.
different management person Step 4 -In groups learners practice to
languages speak in different languages
found in Conclusion –Singing songs
their
community
correctly.
CULTURE IN -state Critical Heritage Assumed knowledge Learners know

LANGUAGE languages in Decision Infants Introduction recap of previous lesson

SUGGESTION
Different the making Syll Step 2 -learners list different songs in

indigenous community Leadership bullet 12 different languages
languages spoken -sing at least Communicatio pg 18 Step 3 Learners sing songs in different
in the local 2 songs in n ICT tools languages found in the community.
community different Self Resource Step 4 -In groups learners practice to
languages management person sing in different languages
found in Conclusion –Singing songs
their
community
correctly.
10 CULTURE IN - identify the Critical Heritage Assumed knowledge Learners know

RELATION TO different thinking and s/s some dances
LANGUAGE indigenous Decision Infants Introduction teacher explains key
Different languages in making Syll words
indigenous the Leadership bullet 13 Step 2 -learners identify different
languages spoken community Communicatio pg 18 languages
in the local n ICT Tools Step 3 Learners list different dances
Self videos found in the community and common
management dances.
Step 4 -In groups learners practice to
sing and dance Conclusion –Singing
and dancing songs
CULTURE IN - identify the Critical Heritage Assumed knowledge Learners know

LANGUAGE indigenous Decision Infants Introduction teacher explains key
Different languages in making Syll words
indigenous the Leadership bullet 13 Step 2 -learners identify different
languages spoken community Communicatio pg 18 languages
in the local n ICT Tools Step 3 Learners list different dances
Self videos and songs watching from a video or

SUGGESTION
management laptop
Step 4 -In groups learners practice to
sing and dance Conclusion –Singing
and dancing songs
VISUAL AND PERFORMING ARTS
BROD AIMS
To help learners to :
1 become literate in visual and performing arts
2 Appreciate Zimbabwean history from pre-colonial, colonial and chimurenga/umvukela eras

SUGGESTION
3 value confidence, self-esteem and self-expression and practice skills necessary for creative expression
Topics
1. HISTORY OF ARTS AND CULTURE

2. Visual Arts
3. Theatre
1 HISTORY OF -play un – Leadership Visual Assumed knowledge Learners know to

ARTS AND pitched and Communicati Performing sing
CULTURE pitched on Arts Infant Introduction teacher explains key words
-The role of music musical page 23 Step 2 -learners play un pitched
, musicians and instruments Bullet 1-3 instruments
composers , in in the Musical Step 3 Learners play un-pitched
past and present classroom instruments instruments
cultures Video clips Step 4 -In groups learners practice to sing
Un-pitched and dance Conclusion –Singing and
and pitched dancing songs
instruments
HISTORY OF -respond to a Leadership Visual Assumed Learners know to sing
ARTS AND variety of Communicati Performing Introduction recap of previous lesson
CULTURE music from on Arts Infant Step 2 –learners list songs and dance
-The role of music the past and page 23 from the past and present.
, musicians and present Bullet 1-3 Step 3 Learners play pitched instruments
composers , in cultures. Musical Step 4 -In groups learners practice to sing
past and present instruments and dance
cultures Video clips Conclusion –Singing and dancing songs
Un-pitched
and pitched

SUGGESTION
instruments
HISTORY OF -name local Leadership Visual Assumed Learners know different singers
ARTS AND musicians Communicati Performing Introduction recap of previous lesson
CULTURE on Arts Infant Step 2 -learners name local musicians
-The role of music page 23 Step 3 Learners sing different songs
, musicians and Bullet 1-3 Step 4 -In groups learners mime to sing
composers , in Musical and dance
past and present instruments Conclusion –Oral questions
cultures Video clips
Un-pitched
and pitched
instruments
2 HISTORY OF -identify local Leadership Visual Assumed Learners know different singers
ARTS AND musicians. Communicati Performing Introduction teacher explains key words
CULTURE on Arts Infant Step 2 -learners name different musicians
Music instruments page 23 Step 3 Learners sing different songs
in my Bullet 4-7 Step 4 -In groups learners mime to sing
environment Video clips and dance
Pre era Conclusion –Oral questions
colonial
songs
pictures
HISTORY OF -mimic songs Visual Assumed Learners know different singers
ARTS AND by local Performing Introduction recap of previous lesson
CULTURE musicians. Arts Infant Step 2 -learners name different musicians
Music instruments page 23 Step 3 Learners sing different songs
in my Bullet 4-7 Step 4 -In groups learners mime to sing
environment Video clips and dance
Pre era Conclusion –Oral questions
colonial
songs
pictures

SUGGESTION
HISTORY OF Visual Assumed Learners know different singers

ARTS AND -Play local Performing Introduction teacher explains key words
CULTURE singing Arts Infant Step 2 -learners play singing games
Music instruments games. page 23 Step 3 Learners sing and play different
in my Bullet 4-7 songs
environment Video clips Step 4 -In groups learners play games.
Songs and games Pre era Conclusion –Oral questions
in my home colonial
songs
pictures
HISTORY OF -Name Problem Visual Assumed Learners know different
ARTS AND cultural solving Performing artifacts
CULTURE artifacts Critical Arts Infant Introduction teacher explains key words
Music instruments found in the thinking page 23 Step 2 -learners name cultural artifacts
in my home. Decision Bullet 4-7 Step 3 Learners describe the uses of the
environment making Video clips artifacts
Pre era Step 4 -In groups learners list the artifacts
colonial Conclusion –Oral questions
songs
pictures
3 Visual Arts --identify Problem Visual Assumed Learners know different
-Visual arts in my visual artist solving Performing artifacts
home and my and their Critical Arts Infant Introduction teacher explains key words
culture works in the thinking page 23 Step 2 -learners identify visual artist and
family. Decision Bullet 8-11 their works
making Clay Step 3 Learners describe visual artist and
Artifacts their works
Crayons Step 4 -In groups learners list visual
Paint artists
paper Conclusion –Oral questions
Visual Arts -classify types Visual Assumed Learners know different
-The role of visual of visual arts Performing artifacts
arts and artists in in the past Arts Infant Introduction teacher explains key words
my family and present. page 23 Step 2 -learners classify visual artist and

SUGGESTION
Bullet 8-11 their works in the past and present

Clay Step 3 Learners describe visual artist in
Artifacts the past and present
Crayons Step 4 -In groups learners list visual
Paint artists
Problem Visual Assumed Learners know different
Theatre -use safe solving Performing artifacts
The role of theatre visual arts Critical Arts Infant Introduction teacher explains key words
film and materials thinking page 23 Step 2 -learners describe the safe use of
animation and Decision Bullet 8-11 visual materials
puppetry in my making Clay Step 3 Learners describe the uses of
home and my Artifacts materials
culture Crayons Step 4 -In pairs learners draw artifacts
Paint and artworks
Theatre -respond to Problem Visual Assumed knowledge Learners know

The role of theatre variety of solving Performing different artifacts
film and theatre and Critical Arts Infant Introduction recap of previous lesson
animation and animation thinking page 23 Step 2 -learners draw artifacts and name
puppetry in my Decision Bullet 8-11 them
home and my making Clay Step 3 Learners describe the artifacts
culture Artifacts found at home.
Crayons Step 4 -In pairs learners draw and
Paint decorate artifacts and artworks
4 Theatre -respond to Problem Visual Assumed Learners know different
The role of theatre film from past solving Performing artifacts
film and and present Critical Arts Infant Introduction teacher explains key words
animation and cultures. thinking page 24 Step 2 -learners watch different theatre
puppetry in my Decision Bullet 12-15 performances from laptop, DVD
home and my making Video clips Step 3 Learners watch cartoons
culture Dvd players Step 4 -In groups learners describe what

SUGGESTION
laptop they saw

Conclusion –Oral questions
Theatre -name the Problem Visual Assumed Learners know their roles
Different family family solving Performing Introduction teacher explains key words
members and members and Critical Arts Infant Step 2 -learners name family members
their roles their roles. thinking page 24 role
Decision Bullet 12-15 Step 3 Learners describe the roles
making Video clips Step 4 -In groups practice family members
Dvd players roles
laptop Conclusion –Oral questions
Theatre -mimic family Problem Visual Assumed Learners know their roles
Different family members solving Performing Introduction recap of previous lesson
members and depicting Critical Arts Infant Step 2 -learners name family members
their roles their thinking page 24 role
roles. Decision Bullet 12-15 Step 3 Learners describe the roles
making Video clips Step 4 -In mime family roles
Dvd players Conclusion –Teacher asks oral question
laptop
Theatre Problem Visual Assumed Learners know their roles
Different family -listen to solving Performing Introduction teacher explains key words
members and family’s Critical Arts Infant Step 2 -learners listen to different stories
their roles stories. thinking page 24 Step 3 Learners tell each stories
Decision Bullet 12-15 describing their families
making Video clips Step 4 –As a class learners discuss
Dvd players different stories
laptop Conclusion –Teacher asks oral question

SUGGESTION
5 DANCE -identify the Problem Visual Assumed Learners know different dances
-The role of role of local solving Performing Introduction teacher explains key words
dances and dances and Critical Arts Infant Step 2 -learners identify the role of local
dancers in my dancers. thinking page 24 dances and dancers
home and my Decision Bullet 16-19 Step 3 Learners sing song from the past
culture making Video clips Step 4 –As a class sing songs
Drums Conclusion –Teacher asks oral question
Rattles
DANCE -name local Problem Visual Assumed Learners know different dances
-The role of dances and solving Performing Introduction teacher explains key words
dances and dancers. Critical Arts Infant Step 2 -learners dance to cultural songs
dancers in my thinking page 24 Step 3 Learners clap and stamp to cultural
home and my Decision Bullet 16-19 songs
Rattles
DANCE -dance to Problem Visual Assumed Learners know different dances
-The role of music from solving Performing Introduction teacher explains key words
dances and the culture Critical Arts Infant Step 2 -learners watch different cultural
dancers in my thinking page 24 dances from a laptop or DVD
home and my Decision Bullet 16-19 Step 3 Learners mime cultural dances
Rattles
DANCE -respond to a Problem Visual Assumed Learners know different songs
-The role of variety of solving Performing Introduction teacher explains key words
dances and songs from Critical Arts Infant Step 2 -learners watch different dance
dancers in my the past and thinking page 24 games from a laptop or DVD
home and my present Decision Bullet 16-19 Step 3 Learners mime cultural dances
culture cultures. making Video clips Step 4 –As a class sing dance games
Rattles
6 DANCE -sing variety Problem Visual Assumed Learners know different dances

SUGGESTION
Dance games of songs from solving Performing Introduction teacher explains key words
the past and Critical Arts Infant Step 2 -learners watch different dance
present. thinking page 25 games from a laptop or DVD
Decision Bullet 20- Step 3 Learners mime cultural dances
-play dance making 23 Step 4 –As a class play dance games
games Pictures of Conclusion –Teacher asks oral question
dance
groups
Resource
person
Video clips
Creative process -distinguish Problem Visual Assumed Learners know different un-
and performace high and low solving Performing pitched
Pitch sounds Critical Arts Infant Introduction teacher explains key words
identification /pitches thinking page 25 Step 2 -learners discriminate pitch levels
Decision Bullet 20- using different body movements
making 23 Step 3 Learners imitate various sound
Pictures of levels
dance Step 4 –As a class sing different pitch
groups levels high and low
Resource Conclusion –Teacher asks oral question
person
Video clips
Creative process -respond to Problem Visual Assumed Learners know different dances
and performace high and low solving Performing Introduction teacher explains key words
Music sounds with Critical Arts Infant Step 2 -learners discriminate pitch levels
body thinking page 25 using different body movements
movements. Decision Bullet 20- Step 3 Learners imitate various sound
making 23 levels
communicatio Pictures of Step 4 –As a class sing different pitch
n dance levels high and low
groups Conclusion –Teacher asks oral question
Resource
person

SUGGESTION
Video clips
7 Creative process -accompany Problem Visual Assumed Learners know different dances
and performace short motifs/ solving Performing Introduction teacher explains key words
Music melodies Critical Arts Infant Step 2 -learners discriminate pitch levels
Pitch using body thinking page 26 using different body movements
identification percussion. Decision Bullet 24-28 Step 3 Learners imitate various sound
making Charts with levels
communicatio basic notes Step 4 –As a class sing different pitch
n Jigsaw levels high and low
puzzles Conclusion –Teacher asks oral question
Creative process -improvise Problem Visual Assumed Learners know different dances
and performace given solving Performing Introduction teacher explains key words
Music melodies. Critical Arts Infant Step 2 -learners improvise melodies
Pitch -walk to the thinking page 26 Step 3 Learners walk to the crotchet note
identification crotchet note Decision Bullet 24-28 Step 4 –As a class demonstrate crotchet
(taa) quaiver, making Charts with note.
minim, semi- communicatio basic notes Conclusion –Teacher asks oral question
breve, n Jigsaw
crotchet. puzzles
Creative process -move to the Problem Visual Assumed Knowledge Learners know
and performace minim note solving Performing different dances
Music (taa-aa) Critical Arts Infant Introduction recap of previous lesson
Pitch quaiver, thinking page 26 Step 2 -learners move to the minim note
identification minim , semi- Decision Bullet 24-28 Step 3 Learners walk to the minim note
breve making Charts with Step 4 –As a class demonstrate minim
communicatio basic notes note
n Jigsaw Conclusion –oral question
puzzles
Creative process -identify the Problem Visual Assumed Knowledge Learners know
and performace crotchet and solving Performing minim note and crotchet note.
Music minim note Critical Arts Infant Introduction teacher explains key words.
Pitch with various thinking page 26 Step 2 -learners identify notes on the

SUGGESTION
identification types of Decision Bullet 24-28 chalkboard

movements. making Charts with Step 3 Learners demonstrate note
communicatio basic notes movements.
n Jigsaw Step 4 –As a class demonstrate minim
puzzles note
Conclusion –oral question
8 Visual Arts -identify Problem Visual Assumed Knowledge Learners know
Modeling and three solving Performing shapes
moulding dimensional Critical Arts Infant Introduction teacher explains key words.
media. thinking page 26 Step 2 -learners identify 3 dimensional
Decision Bullet 29-32 media
making Sand Step 3 Learners manipulate a 3
communicatio Charcoal dimensional media
n crayons Step 4 –As a class name 3 dimensional
media.
Visual Arts -arrange Problem Visual Assumed Knowledge Learners know

Sorting and three solving Performing shapes
matching colors dimensional Critical Arts Infant Introduction teacher explains key words.
objects into thinking page 26 Step 2 -learners arrange 3 dimensional
patterns. Decision Bullet 29-32 into patterns
making Sand Step 3 Learners arrange 3 dimensional
communicatio Charcoal media
n crayons Step 4 –As a class name 3 dimensional
media.
Visual Arts -demonstrate Problem Visual Assumed Knowledge Learners know
Modeling and appropriate solving Performing shapes
moulding skills in the Critical Arts Infant Introduction teacher explains key words.
use of thinking page 26 Step 2 -learners demonstrate appropriate
materials to Decision Bullet 29-32 skills to produce artifacts into patterns
produce making Sand Step 3 Learners use mud to mould
works of art. communicatio Charcoal Step 4 –As a class name the artifacts they

SUGGESTION
n crayons produce
Conclusion –Naming of artifacts
Visual Arts -classify Problem Visual Assumed Knowledge Learners know
Matching colors objects solving Performing shapes
according to Critical Arts Infant Introduction recap of previous lesson
primary thinking page 26 Step 2 -learners classify objects according
colors Decision Bullet 29-32 to primary colors.
making Sand Step 3 Learners use primary colors
communicatio Charcoal Step 4 –As a class name colors
n crayons Conclusion –Naming of artifacts
9 Theatre -state Problem Visual Assumed Knowledge Learners know
Call and response response solving Performing games
games games. Critical Arts Infant Introduction Teacher explains key words
thinking page 26 Step 2 -learners identify response games.
Decision Bullet 33-36 Step 3 Learners watch game videos from a
making ICT Tools laptop or DVD
communicatio Pictures Step 4 –As a class name games
n paints Conclusion –Teacher asks oral questions
Theatre -recite Problem Visual Assumed Knowledge Learners know

Call and response response solving Performing games
games games. Critical Arts Infant Introduction recap of previous lesson
Decision Bullet 33-36 Step 3 Learners play and recite games
making ICT Tools Step 4 –As a class recite games
communicatio Pictures Conclusion –Teacher asks oral questions
n paints
Theatre -play Problem Visual Assumed Knowledge Learners know

Call and answer response solving Performing games
game games. Critical Arts Infant Introduction recap of previous lesson
Decision Bullet 33-36 Step 3 Learners play and recite games

SUGGESTION
making ICT Tools Step 4 –As a class recite games

n paints
Theatre -Imitate Problem Visual Assumed Knowledge Learners know

family roles and family roles solving Performing games
responsibilities and Critical Arts Infant Introduction Teacher explains key words
responsibiliti thinking page 26 Step 2 -learners list family roles
es Decision Bullet 33-36 Step 3 Learners imitate family roles
making ICT Tools Step 4 –As a class mime family roles
n paints
10 Theatre -use objects Problem Visual Assumed Knowledge Learners know
Children’s play as pops. solving Performing games
Mahumbwe Critical Arts Infant Introduction recap of previous
thinking page 27 Step 2 -learners list family roles
Decision Bullet 37-38 Step 3 Learners imitate family roles
making ICT Tools Step 4 –As a class mime family roles
Pictures Conclusion –Teacher asks oral questions
Theatre -delegate Problem Visual Assumed Knowledge Learners know
Children’s play roles and solving Performing games
Mahumbwe responsibiliti Critical Arts Infant Introduction recap of previous
es thinking page 27 Step 2 -learners role play delegating roles
Decision Bullet 37-38 and duties.
making ICT Tools Step 3 Learners discuss different roles
communicatio Pictures Step 4 –As a class mime family roles
n Conclusion –Teacher asks oral questions

SUGGESTION
MATHEMATICS AND SCIENCE
BROAD AIMS
1. Develop mathematical skills through ordering in various sizes in ascending and descending order
2. Carry out calculations accurately
3. Demonstrate problem solving abilities in mathematical and scientific concepts
4. Apply scientific and mathematical concepts and skills for environmental sustainability
5. Read and interpret scientific and graphical presentations
Topics to be covered
1. Mathematical Play
2. Manipulative Block Play
3. Science ,Mathematics and Discovery Play

SUGGESTION
WEEK TOPIC OBJECTIVES SKILLS AIDS S.O.M METHODS AND ACTIVITIES EVALUATION
1 Mathematical Compare Identifyi Mathem Mathemati 1. Group work 2. Poems and rhymes
Play similar objects ng atical cs and 1.Teacher demonstrates
Comparing to colour Compari play Science comparing objects to colour
objects to colour ng area ECD-Grade 2.Learners take turns to comparing objects
-blocks 2 Syllabus to colour 3.In groups learners comparing
coloure 2015-2022 different objects to colour 4.Learners do
d Page 11 individual comparing objects to colour
shapes Bullet 1 5.Feedback from group work
seeds
Mathematical pair objects to Matching Mathem Mathemati 1.Group work 2.Poems and rhymes
Play colour Critical atical cs and 1.Teacher demonstrates pairing of objects
Pairing objects to thinking play Science to colour
colour collabora area ECD-Grade 2.Individuals take turns to pair the objects
tion blocks - 2 Syllabus to colour using objects in the environment
coloure 2015-2022 3.Pair work pairing objects to colour using
d Page 11 objects in the environment
shapes Bullet 1 4.Feedback from pair work 5.Group work
seeds pairing objects to colour
6.Feedback from group work
Mathematical  Match Identifyi Mathem Mathemati 1. Group work 2. Poems and rhymes
Play familiar ng atical cs and 1.Teacher demonstrates
Matching objects objects to Matching play Science Matching objects to colour
o colour colour area ECD-Grade 2.Learners take turns to match objects to
blocks - 2 Syllabus colour 3.In groups learners match
coloure 2015-2022 different objects to colour 4.Learners do
d Page 11 individual matching objects to colour
shapes Bullet 2 5.Feedback from group work
 seeds

SUGGESTION
seeds
Mathematical  match Matching Mathem Mathemati 1.Teacher demonstrates matching of
Play pictures to Collabora atical cs and pictures to colour
Matching colour tion play Science 2.Individuals take turns to match the
pictures to Critical area ECD-Grade pictures to colour using objects in the
colour thinking Science 2 Syllabus environment 3.Pair work matching
and 2015-2022 pictures to colour using objects in the
Discove Page 11 environment4.Feedback from pair work
ry play Bullet 2 5.Group work matching pictures to colour
area 6.Feedback from group work
blocks
coloure
d
shapes
seeds
2 Mathematical  identify Matching Leaves, Mathemati 1. Learners sing the rhyme while naming
Play different Collabora buttons, cs and objects they see
Ordering objects tion fabrics, Science 2. Learners observe the teacher
Arranging Critical fabrics, ECD-Grade demonstrating identifying different objects
objects thinking bottle 2 Syllabus 3. Learners in groups name various objects
tops 2015-2022 4. Feed back from groups
Page 11 5. Revising the main points of the lesson
Bullet 3

SUGGESTION
Mathematical  Arrange Recognis Leaves, Mathemati 1.Recapping the previous lesson taught on
Play objects e buttons, cs and identifying objects
Ordering according to Collabora fabrics, Science 2. Teacher demonstrates arranging objects
Arranging colour tion fabrics, ECD-Grade according to colour
objects Critical bottle 2 Syllabus 3. Pair work-arranging objects according to
thinking tops 2015-2022 colour
Page 11 4. Feedback from pair work
Bullet 3 5. Class work on matching colour
Mathematical  Arrange Recognis Leaves, Mathemati 1. Learners sing the song dudu muduri
Play objects e buttons, cs and while naming objects they see
Objects of according to Collabora fabrics, Science 2. Learners observe the teacher
different shapes shapes tion fabrics, ECD-Grade demonstrating arranging objects according
Critical bottle 2 Syllabus to shapes
thinking tops 2015-2022 3. In groups learners practice arranging
Page 11 objects according to shapes
Bullet 3 4. Report back from groups
5. Learners play a game on arranging
shapes according to shapes
Mathematical  Identify Critical  Colou Mathemati 1. Learners sing the rhyme while naming
Play different thinking red cs and pictures they see
Arranging pictures pictur Science 2. Learners observe the teacher
pictures es ECD-Grade demonstrating identifying different
2 Syllabus pictures
2015-2022 3. Learners in groups name various
Page 11 pictures
Bullet 4 4. Feed back from groups
5. Revising the main points of the lesson
Mathematical  Arrange Critical  Colou Mathemati 1.Recapping the previous lesson taught on
Play pictures thinking red cs and identifying pictures
Arranging according to Problem pictur Science 2. Teacher demonstrates arranging
pictures colour solving es ECD-Grade pictures according to colour
2 Syllabus 3. Pair work-arranging pictures according
2015-2022 to colour
Page 11 4. Feedback from pair work

SUGGESTION
Bullet 4 5. Class work on arranging pictures to

colour
6. Revising main points of the lesson
3 Mathematical  Identify Recognis Plane Mathemati 1. Singing a song on shapes by the learners
Play plane shapes e shapes cs and 2. Learners observe identification of shapes
Shapes Collabora on Science by the teacher
Plane shapes tion pictures ECD-Grade 3. Learners identify planes shapes given in
and 2 Syllabus pairs
cuttings 2015-2022 4. Report back from pair work
Page 11 5. Class work on naming planes shapes
Bullet 5 6. Revision work
Mathematical  Identify Recognis Plane Mathemati 1. Recapping the previous lesson taught on
Play plane shapes e shapes cs and Plane Shapes
Shapes from objects Collabora on Science 2. Learners learn on different objects in the
Plane shapes in the local tion pictures ECD-Grade local environment with plane shapes
environment and 2 Syllabus 3. Group work on identifying plane shapes
cuttings 2015-2022 from objects they see in the local
Shapes Page 11 environment
in the Bullet 5 4. Feedback from groups
local 5. Revising the main points
environ
ment
Mathematical  Identify solid Identifyi  Solid Mathemati 1. Learners sing a rhyme on shapes
Play shapes ng shape cs and 2. Learners identify solid shapes given with
Shapes Collabora s on Science the help of the teacher
Solid shapes tion pictur ECD-Grade 3. Group work on naming various solid
es 2 Syllabus shapes given
 Solid 2015-2022 4. Feedback from groups
shape Page 11 5. Learners name different solid shapes
s on Bullet 5 shown to them by the teacher

SUGGESTION
cuttin 6. Revision work

gs
Mathematical  Identify solid Identifyi Solid Mathemati 1. Recapping the previous lesson taught on
Play shapes from ng shapes cs and Solid shapes
Solid Shapes objects in the Collabora on Science 2. Learners learn on different objects in the
local tion pictures ECD-Grade local environment with solid shapes
environment Recognis Solid 2 Syllabus 3. Pair work on identifying objects with
e shapes 2015-2022 solid shapes
in the Page 11 4.Report back from group work
local Bullet 5 5. Revising the main points
environ
ment
Mathematical  Name given Recognis Plane Mathemati 1. Learners identify shapes on pictures
Play shapes e shapes cs and shown to them by the teacher
Naming shapes correctly Collabora on Science 2. In groups they name given shapes both
tion pictures ECD-Grade plane and solid shapes
Critical and 2 Syllabus 3. Report back from groups
thinking cuttings 2015-2022 4. Classwork on naming given shapes
Page 11 5, Revision work
Bullet 5

SUGGESTION
4 Manipulative  Name the Identifyi Seeds, Mathemati 1. Singing a rhyme on sets

and Block Play objects in a ng bottle cs and 2. Learners name the objects in given sets
Objects in the set Recognis tops, Science with the aid of the teacher
environment e empty ECD-Grade 3. Learners in groups name various objects
Critical contain 2 Syllabus in given sets
thinking ers 2015-2022 4. Report back from groups
Page 12 5. Class work on naming objects in given
Bullet 6 sets
6. Revision work
Manipulative  Group Sorting  Seeds, Mathemati 1.Recapping the previous lesson on naming
and Block Play objects Critical bottle cs and objects in a set
Objects in the according to thinking tops, Science 2. Learners learn to group objects
environment size collabofr empty ECD-Grade according to size
ation contai 2 Syllabus 3. Group work on grouping objects
ners 2015-2022 according to size
Page 12 4. Feedback from groups
Bullet 7 5. Revision of covered work
Manipulative  Group Sorting  Seeds, Mathemati 1. Learners answer questions from the
and Block Play objects Critical bottle cs and teacher on shapes
Objects in the according to thinking tops, Science 2. Learners observe as teacher
environment shape collabofr empty ECD-Grade demonstrates grouping objects according
ation contai 2 Syllabus to shape
ners 2015-2022 3. Pair work on grouping objects according
Page 12 shape
Bullet 7 4. Report back from groups
5. Playing a game on shapes
Manipulative  Group Sorting  Seeds, Mathemati 1. Answering questions from the teacher on
and Block Play objects Critical bottle cs and colour
Objects in the according to thinking tops, Science 2. Learners with the help of the teacher
environment colour Collabofr empty ECD-Grade group given objects according to colour
ation contai 2 Syllabus 3. Groupwork on grouping objects
Grouping ners 2015-2022 according to colour
Page 12 4. Feed back from groups
Bullet 7 5. Revision of covered work

SUGGESTION
Manipulative  Construct Construct  Podx, Mathemati 1. Learners identify materials to use to

and Block Play bundles ing string, cs and construct bundles eg pods,strings etc
Construction Problem meali Science 2. Learners observe the demonstrations
soving e ECD-Grade from the teacher
cobs, 2 Syllabus 3. Pair practice constructing bundles
hollo 2015-2022 4. Individually learners construct bundles
w Page 12
seeds Bullet 8
and
nuts
5 Manipulative  Identify Recognis  Seeds, Mathemati 1. Singing a song to motivate learners
and Block Play correspondin e bottle cs and 2. Learners identify objects shown to them
Objects g objects to Critical tops, Science by the teacher
matching pictures thinking wood ECD-Grade 3. Groupwork on identifying objects
empty 2 Syllabus corresponding to pictures
contai 2015-2022 4. Feedback from groups
ners Page 12 5. Learners identify corresponding objects
Bullet 9 to pictures in class
Manipulative  Paste Collabora  Seeds, Mathemati 1. Recapping the previous lesson taught
and Block Play correspondin tion bottle cs and 2. Learners observe pasting corresponding
Objects g objects to Critical tops, Science objects to pictures by the teacher
matching pictures thinking wood ECD-Grade 3. Pair work on pasting objects to
empty 2 Syllabus corresponding objects
contai 2015-2022 4. Feedback from pair work
ners Page 12 5. Individual pasting corresponding objects
Bullet 9 to pictures
Manipulative  Cut different Identifyi  Scisso Mathemati 1. Learners answer questions on shapes
and Block Play pieces to ng rs , cs and 2. Learners observe the teacher as he cut
Objects form shapes Critical paper Science pieces to form desired shapes
matching thinking s, ECD-Grade 3. Group work on cutting pieces to form
sticks, 2 Syllabus shapes
string 2015-2022 4. Feedback from groups
Page 12 5. Individual cutting of different pieces to

SUGGESTION
Bullet 10 form shapes

6. Revision work
Manipulative  Match pieces Communi  Scisso Mathemati 1. Recapping the previous lesson taught
and Block Play to form cation rs , cs and 2. Learners observe matching pieces to
Objects patterns Critical paper Science form patterns
matching thinking s, ECD-Grade 3. Pair work on matching pieces
sticks, 2 Syllabus 4. Report back from groups
string 2015-2022 5. Individual matching pieces of shapes to
Page 12 form pattern
Bullet 10 6. Revisiting the main points of the lesson
Manipulative  Colour Colourin  Scisso Mathemati 1. Singing a rhyme on colours

and Block Play patterns g rs , cs and 2. Learners observe the teacher
Objects Recognis paper Science demonstrating colouring patterns
matching e s, ECD-Grade 3. Learners in groups colour their patterns
Critical sticks, 2 Syllabus 4. Groups presentations to the class
thing string 2015-2022 5. Classwork on colouring patterns
Bullet 10
6 Manipulative  Identify Recognis  Balls Mathemati 1. Singing the song dudu muduri while
and Block Play objects that e  Tyres cs and naming different objects
Moving objects roll Critical  Tissu Science 2. Learners listen to the teacher explaining
thinking e rolls ECD-Grade about objects that roll
2 Syllabus 3. Learners in groups name objects that roll
2015-2022 4. Feedback from groups
Page 12 5. Classwork on naming objects that roll
Bullet 11

SUGGESTION
Manipulative  Identify Collabora  Bricks Mathemati 1. Recapping the previous lesson

and Block Play objects that tion  Stone cs and 2. Learners listen to the teacher explaining
Moving objects do not roll s Science about objects that do not roll
 Sticks ECD-Grade 3. Learners in groups name objects that do
2 Syllabus not roll
Page 12 5. Classwork on naming objects that do not
Bullet 11 roll
6.Revision work
Manipulative  Roll objects Rolling  Balls Mathemati 1. Learners list objects that roll
and Block Play of different Critical  Tyres cs and 2. Teacher demonstrates while learners
Moving objects weights thinking  Tissu Science observe rolling objects
e rolls ECD-Grade 3. Group practice rolling different objects
2 Syllabus on different surfaces
2015-2022 4. Group presentations to the class
Bullet 12
Manipulative  Push objects Pushing  Block Mathemati 1. Recapping the previous lesson taught on
and Block Play of different Collabora s cs and rolling objects
Moving objects weight tion  Bricks Science 2. Teacher demonstrates while learners
ECD-Grade observe pushing objects
2 Syllabus 3. Group practice pushing different objects
2015-2022 on different surfaces
Page 12 4. Group presentations to the class
Bullet 12 5. Revising the main points of the lesson
Manipulative  Pull objects Pulling  Toys Mathemati 2. Teacher demonstrates while learners
and Block Play of different Critical cs and observe rolling objects
Moving objects weight thinking Science 3. Group practice rolling different objects
ECD-Grade on different surfaces
2 Syllabus 4. Group presentations to the class
2015-2022 5. Revising the main points of the lesson
Page 12

SUGGESTION
Bullet 12
7 Manipulative  Pull different Pulling  Toys Mathemati 1.Learners answer questions from the
and Block Play objects using Critical cs and teacher on pulling objects
Moving objects hands and thinking Science 2. Teacher demonstrates while learners
legs collabora ECD-Grade observe pulling objects with hands and legs
tion 2 Syllabus 3. Group practice pulling different objects
2015-2022 using hands and legs
Page 12 4. Group presentations to the class
Bullet 13 5. Revising the main points of the lesson
Manipulative  Push Pushing  Bricks Mathemati 1.Learners answer questions from the
and Block Play different  Block cs and teacher on pushing objects
Moving objects objects using s Science 2. Teacher demonstrates while learners
hands and  Boxes ECD-Grade observe pushing objects with hands and
legs 2 Syllabus legs
2015-2022 3. Group practice pushing different objects
Page 12 using hands and legs
Bullet 13 4. Group presentations to the class
Manipulative  Lift different Lifting  Bricks Mathemati 1.Recapping the previous lesson
and Block Play objects using  Block cs and 2. Teacher demonstrates while learners
Moving objects hands and s Science observe lifting objects with hands and legs
legs  Boxes ECD-Grade 3. Group practice lifting different objects
2 Syllabus using hands and legs
2015-2022 4. Group presentations to the class
Bullet 13

SUGGESTION
Manipulative  Throw Throwin  Bricks Mathemati 1.Learners answer questions from the
and Block Play different g  Block cs and teacher on uses of hands and legs
Moving objects objects using s Science 2. Teacher demonstrates while learners
hands and  Boxes ECD-Grade observe throwing objects with hands and
legs 2 Syllabus legs
2015-2022 3. Group practice throwing different
Page 12 objects using hands and legs
Bullet 13 4. Group presentations to the class
Manipulative  Identify Balancin  Bricks Mathemati 1. Recapping the previous lesson
and Block Play objects that g  Block cs and 2. Learners observe demonstrations on
Balancing balance on s Science objects that balance on each other
top of each  Boxes ECD-Grade 3. Learners identify objects that balance on
other  Tins 2 Syllabus each other in groups
 Bottle 2015-2022 4. Group presentations to the whole class
s Page 12 5. Revising the main points of the lesson
 Balls Bullet 14
8 Manipulative  Name Listing  Zips, Mathemati 1. Singing a motivation song to introduce
and Block Play different butto cs and the lesson
Fastening fastenings ns, Science 2. Learners name different fastening with
hooks ECD-Grade the help of the teacher
, eyes 2 Syllabus 3. Groupwork on identifying different
 Cloth 2015-2022 fastenings on pictures
es Page 12 4. Report back from groups
and Bullet 15 5. Answering questions on work done
bags
Manipulative  Demonstrate Demonst  Zips Mathemati 1. Recapping the previous lesson on
and Block Play zips rate  Pictur cs and fastenings
Fastening fastening Collabora es Science 2. Learners observe demonstrations by the
tion ECD-Grade teacher on zip fastening
2 Syllabus 3. Pair practice zip fastening
Page 12 5. Individual zip fastening with the help of
Bullet 16 the teacher

SUGGESTION
Manipulative  Demonstrate Demonst  Butto Mathemati 1. Learners answer questions from the
and Block Play buttons rate ns cs and teacher
Fastening fastening Collabora  Pictur Science 2. Learners observe demonstrations on
tion es ECD-Grade button fastenings
2 Syllabus 3. Group work –practising button fastening
2015-2022 4. Feed back from groups
Page 12 5. Revision work
Bullet 16
Manipulative  Demonstrate Demonst  Hooks Mathemati 1. Recapping the previous lesson taught
and Block Play hooks rate  Pictur cs and 2. Learners observe demonstrations by the
Fastening fastening Collabora es Science teacher on hooks fastening
tion ECD-Grade 3. Pair practice hooks fastening
2 Syllabus 4. Feedback from groups
2015-2022 5. Individual hooks fastening with the help
Page 12 of the teacher
Bullet 16
Manipulative  Demonstrate Collabora  Eyes Mathemati 1. Learners answer questions from the
and Block Play eyes tion  pictut cs and teacher
Fastening fastening demonst res Science 2. Learners observe demonstrations on
arte ECD-Grade eyes fastenings
2 Syllabus 3. Group work –practising button fastening
2015-2022 4. Feed back from groups
Page 12 5. Individual practice on eyes fastening
9 SCIENCE,  identify body Recognis  music Mathemati 1.Singing the song head and shoulders,
MATHEMATICS parts e  dance cs and knees and toes)
AND Critical ‘ Science 2. Learners identify the said body parts
DISCOVERY thinking  ECD ECD-Grade 3. Group work on body parts
PLAY Play 2 Syllabus 4. Feedback from groups
HUMAN BODY areas 2015-2022 5. playing a game on body parts
Page 13
Bullet 17

SUGGESTION
SCIENCE,  Name body Recognis  Dolls Mathemati 1. Recapping the previous lesson
MATHEMATICS parts e ,cut cs and 2. Learners name body parts shown
AND Critical out Science 3. Pair work –naming body parts
DISCOVERY thinking pictur ECD-Grade 4. Report back from pair work
PLAY es 2 Syllabus 5. Playing a game on naming all body parts
HUMAN BODY 2015-2022
Page 13
Bullet 17
SCIENCE,  Count body Recognis  Pictur Mathemati 1. Answering questions on body parts
MATHEMATICS parts e es cs and 2. Counting from 1 to 10
AND Critical  Dolls Science 3. Learners count body parts in groups
DISCOVERY thinking ECD-Grade 4. Report back from groups
PLAY 2 Syllabus 5. Counting body parts as a class
HUMAN BODY 2015-2022 6. Revision work
Page 13
Bullet 17
SCIENCE,  Identify boys Recognis  Langu Mathemati 1. Recapping the previous lesson
MATHEMATICS e age cs and 2. Learners play a game sarura wako
AND Critical and Science kadeya deya
DISCOVERY thinking book ECD-Grade 3. Learners identify boys on pictures
PLAY play 2 Syllabus 4. Feedback from groups
HUMAN BODY area 2015-2022 5. Class activity on identifying boys in the
 Pictur Page 13 class
es Bullet 18
SCIENCE,  Identify girls Recognis  Music Mathemati 1. Learners answer questions on girl
MATHEMATICS e and cs and identification
AND Critical dance Science 2. Learners play a game sarura wako
DISCOVERY thinking ECD-Grade kadeya deya while single out girls
PLAY 2 Syllabus 3. Learners identify girls on pictures
HUMAN BODY 2015-2022 4. Feedback from groups
Page 13 5. Learners identify girls in a the class
Bullet 18

SUGGESTION
10 SCIENCE,  Identify boys Recognis Pair of Mathemati 1. Recapping the previous lesson
MATHEMATICS and girls on e scissors cs and 2. Learners in pairs identify boys and girls
AND pictures Critical Science in the class
DISCOVERY thinking ECD-Grade 3. Report back from pair work
PLAY 2 Syllabus 4. Answering questions from the teacher on
HUMAN BODY 2015-2022 sex identification
Bullet 19
SCIENCE,  Sort pictures Recognis Pictures Mathemati 1. Learners say what they can use to
MATHEMATICS according to e cs and identify sex
AND sex Critical Science 2. Learners observe teacher’s
DISCOVERY thinking ECD-Grade demonstrations on sorting pictures
PLAY 2 Syllabus according to sex
HUMAN BODY 2015-2022 3. Learners in groups sort pictures
Page 13 4. Group presentations
SCIENCE,  Differentiate Recognis  Rhym Mathemati 1. Recapping the previous lesson
MATHEMATICS between e es cs and 2. Class work on differentiating male and
AND male and Critical Science female
DISCOVERY female thinking ECD-Grade 3. Playing a game in groups on
PLAY 2 Syllabus differentiating male and female
HUMAN BODY 2015-2022 4. Group presentations to the class
Page 13 5. Answering questions from the teacher
Bullet 19
SCIENCE,  Fit jigsaw Recognis Music Mathemati 1. Learners answer questions pertaining
MATHEMATICS puzzles of e and cs and the previous lesson taught
AND male and Critical dance Science 2. Learners play jigsaw puzzles of male and
DISCOVERY female thinking play ECD-Grade female in groups
PLAY area 2 Syllabus 3. Groups present their work to the class
HUMAN BODY 2015-2022 4. Class play a puzzle of male and female
Page 13 5. Revising main points of the lesson
Bullet 19

SUGGESTION
SCIENCE,  Recall all Recognis  Pictur Mathemati 1. Learners sing the rhyme while showing
MATHEMATICS they learnt e es cs and their body parts
AND on science, Critical Science 2. Learners answer questions from the
DISCOVERY mathematics thinking ECD-Grade teacher on Human body
PLAY and 2 Syllabus 3. Group work –body parts
HUMAN BODY discovery 2015-2022 4. Feed back from groups
play Page 13 5. Playing a game as a class
Bullet 19
INDIGENOUS LANGUAGES (CHISHONA)
ZVINANGWA ZVIKURU
1. Kugona kutaura vakasunguka vachideedzera nezwi repamusoro zvinonzwika nemunhu wese

2. Kushandisa mativi ekeuverenga sezvinotarusirwa kubva kuruboshwe kuenda kurudyi
3. Kubata chinyoreso nemazvo pakutevedzera minanaidzo
4. Kugona kushandisa ruvara rwakasiyana kushongedza zvavapiwa
5. Kuziva michina inoshandiswa mazuva ano pakutsvga ruzivo
MISORO ICHAITWA
1. Kuteerera

SUGGESTION
2. Kutaura
3. Kuverenga
4. Kunyora
1 Kuteerera /Kuona -kuziva izwi Izwi Indigenous Intro:Mudzidzisi anotsanangura

Kuziva mazwi remudzidzisi remudzdzisi languages chidzidzo chekubata mazwi
vawo Infants Syll 2.Vana vanosungwa mazita
page 13 bara1 achitaura kuti ndiani avanzwa
Vamwe 3.vamwe vadzidzisi vanouya votaura
vadzidzisi nevana vakasungwa kumeso
Kutaura -kutaura Ivo Indigenous Intro:Vana vanodoma zita
Ini , Mhuri yangu mazita avo Shamwari languages remudzidzisi 2.Vana vanoita
nevamwe zvakazara Infants Syll madzoro ekutaura mazita avo
page 14 bara1 3.vana vanodoma mazita eshamwari
dzavo
Kuverenga kuteedzeraku Left to right Indigenous Intro:vana vanodoma kurudyi
Mifananidzo verenga languages vodoma kuruboshwe 2.Kuratidza
yekuverenga kubva Infants Syll zvinhu zviri mativi akasiyana
kuruboshwe page 17 bara1 3.kufambisa maziso kubva
kuenda kuruboshwe kuenda kurudyi
kurudyi

SUGGESTION
Kunyora -kubata Tracing Indigenous Intro:vana vanodoma zvinyoreso

Ugono pakubata chinyoreso colouring languages zvavaona 2.Mudzidzisi anoedzesera
chinyoreso nemazvo Infants Syll mabatirwo echinyoreso 3.vana
page 18 bara1 vanodzokorora zvakaitwa papaper.
Kutaura -kutaura mifananidzo Indigenous Intro:Vana vanodoma zita
Ini , Mhuri yangu mazita avo languages remudzidzisi 2.Vana vanoita
nevamwe zvakazara Infants Syll madzoro ekutaura mazita avo
page 14 bara1 3.vana vanodoma mazita eshamwari
dzavo
2 Kuteerera /Kuona -kuziva izwi Izwi Indigenous Intro:Mudzidzisi anotsanangura
Kuziva mazwi remudzidzisi remudzidzis languages chidzidzo chekubata mazwi
vawo i Infants Syll 2.Vana vanosungwa mazita
page 13 bara1 achitaura kuti ndiani avanzwa
3.vamwe vadzidzisi vanouya votaura
nevana vakasungwa kumeso
Kutaura -kutaura Mazita Indigenous Intro:Vana vanodoma mazita avo

Ini , Mhuri yangu mazita languages 2.vana vanotaura mazita eshamwari
nevamwe emudzidzisi Infants Syll dzavo
vawo page 14 bara2 3.vana vanotura mazita evadzidzisi
-kutaura ne3 vavanoziva
mazita 4.kudzokorora kutaura mazita
eshamwari eshamwari dzavo
dzawo
Kuverenga -kuteedzera Left to right Indigenous Intro:kudoma mazita emarutivi
Mifananidzo kuverenga and top to languages akasiyana siyana
yekuverenga kubva bottom Infants Syll 2.kufambisa ruoko ruchienderana
kuruboshwe page 17 bara1 kurudyi kubva kuruboshwe
kurudyi mifananidzo 3.kuteedzera mifananidzo kubva
kuruboshwe kuenda kurudyi
Kunyora -kubata Chinyoreso Indigenous Intro:mudzidzisi anotsanngurira
Ugono pakubata chinyoreso languages vana mabatirwo anoitwa chinyoreso
chinyoreso nemazvo Infants Syll 2. Vana vanobata ‘macaryons

SUGGESTION
page 18 bara1 vachipenda mifananidzo

Crayons 3.Kuteedzera mifananidzo papepa
Kutaura -kutaura Izwi Indigenous Intro:Vana vanodoma mazita avo
Ini , Mhuri yangu mazita remudzidzis languages 2.vana vanotaura mazita eshamwari
nevamwe emudzidzisi i Infants Syll dzavo
vawo page 14 bara2 3.vana vanotura mazita evadzidzisi
-kutaura ne3 vavanoziva
mazita 4.kudzokorora kutaura mazita
eshamwari eshamwari dzavo
dzawo
3 Kuteerera /Kuona -kuziva izwi Izwi Indigenous Intro:Vana vanodoma mazita
Kuziva mazwi reshamwari reshamwari languages eshamwari dzavo 2. Vana vanobuda
yake Infants Syll panze vamwe votaura
page 13 bara2 3.vana vanoita mazdoro ekutaura
kuti ndiani abudisa izwi
4.kudoma mazita eshamwari dzavo
Kutaura -kutaura family Indigenous Intro:Vna vanotaura mazita emhuri

Ini , Mhuri yangu mazita languages dzavo 2.Vana vanodoma hama
nevamwe emhuri dzavo Infants Syll dzavanogara nadzo kumba
page 14 bara4 3.vanopa ukama huri pakati
pevanhu vavanogara navo
Kuverenga - Kubva Indigenous Intro:kudoma mazita emarutivi
Mifananidzo kuteedzeraku kuruboshwe languages akasiyana siyana
yekuverenga verenga kuenda Infants Syll 2.kufambisa ruoko ruchienderana
kubva kurudyi page 17 bara1 kurudyi kubva kuruboshwe
kuruboshwe 3.kuteedzera mifananidzo kubva
kuenda kuruboshwe kuenda kurudyi
kurudyi
Kunyora -kubata Kubata Indigenous Intro:mudzidzisi anotsanngurira
Ugono pakubata chinyoreso chinyoreso languages vana mabatirwo anoitwa chinyoreso
3.Kuteedzera mifananidzo papepa

SUGGESTION
Kutaura -kutaura Indigenous Intro:Vna vanotaura mazita emhuri

Ini , Mhuri yangu mazita languages dzavo 2.Vana vanodoma hama
nevamwe emhuri dzavo Infants Syll dzavanogara nadzo kumba
page 14 bara4 3.vanopa ukama huri pakati
pevanhu vavanogara navo
4 Kuteerera /Kuona -kuziva izwi Kuziva Indigenous Intro:vana vanodoma mazita
Kuziva mazwi reshamwari manzwi languages eshamwari dzavo 2.shamwari
yake Infants Syll dzasurdzwa dzinobuda panze
page 13 bara2 3.Vana vanotaura vacideedzera vari
panze 4. Pakudzoka vana vanotaura
Kutaura -kutaura Kutaura Indigenous Intro:vana vanotsvaga mifananidzo
Ini , Mhuri yangu pamusoro languages yavo pane yaka piwa 2.Vanotaura
nevamwe pawo Infants Syll zvakawanda pamusoro pavo
page 14 bara5 3.Kutaura zvakazara pamusoro
pemhuri dzavo 4.Kupindura
mibvunzo orally
Kuverenga -kuteedzera Top to Indigenous Intro:vana vanobata kumusoro kwe

Mifananidzo kuverenga bottom languages pepa nekuzasi 2.kunyora mapattern
yekuverenga kumusoro Infants Syll kubvira kumusoro kuenda kuzasi
kuzasi page 17 bara1 3.Kutara mutaro mumhepo kubvira
kumisoro
Kunyora -kubata Crayons Indigenous Intro:mudzidzisi anotsanngurira
Ugono pakubata chinyoreso pencils languages vana mabatirwo anoitwa chinyoreso
Kuverenga -kuteedzera Top to Indigenous Intro:vana vanobata kumusoro kwe
Mifananidzo kuverenga bottom languages pepa nekuzasi 2.kunyora mapattern
yekuverenga kumusoro Infants Syll kubvira kumusoro kuenda kuzasi
kuzasi page 17 bara1 3.Kutara mutaro mumhepo kubvira
kumisoro
5 Kuteerera /Kuona -kuziva Kuziva Indigenous Intro:vana vanodoma mazita
Kuziva mazwi mazwi manzwi languages eshamwari dzavo 2.shamwari

SUGGESTION
evamwe Infants Syll dzasurdzwa dzinobuda panze

vavanodzidza page 13 bara3 3.Vana vanotaura vacideedzera vari
nawo. panze 4. Pakudzoka vana vanotaura
Kutaura -kutaura mhuri Indigenous Intro:kudoma vanhu vavanogara
Ini , Mhuri yangu pamusoro languages navo 2.kudoma hama dzepedyo
nevamwe pemhuri Infants Syll dzavanozivaq 3.kutaura mazita
dzavo page 14 bara6 eshamwari dzavo 4.vana vanodoma
Mifananidzo hama dzavano gara nadzo kumba
kwavo
Kuverenga -kuteedzera Kubva Indigenous Intro:vana vanobata kumusoro kwe
Mifananidzo kuverenga kumusoro languages pepa nekuzasi 2.kunyora mapattern
yekuverenga kubva kudzika pasi Infants Syll kubvira kumusoro kuenda kuzasi
kumusoro page 17 bara2 3.Kutara mutaro mumhepo kubvira
kuenda mifananidzo kumisoro
kuzasi
Kunyora -kubata Kudata Indigenous Intro:mudzidzisi anotsanngurira

Ugono pakubata chinyoreso chinyoreso languages vana mabatirwo anoitwa chinyoreso
Kuteerera /Kuona -kuziva Kuziva Indigenous Intro:vana vanodoma mazita

Kuziva mazwi mazwi manzwi languages eshamwari dzavo 2.shamwari
evamwe Infants Syll dzasurdzwa dzinobuda panze
vavanodzidza page 13 bara3 3.Vana vanotaura vacideedzera vari
nawo. panze 4. Pakudzoka vana vanotaura
6 Kuteerera /Kuona -kuziva Kuziva Indigenous Intro:Vana vanochinjana

SUGGESTION
Kuziva mazwi mazwi shamwari languages mifananidzo yavo 2.Mwana anotura

evamwe Infants Syll zita riri pamufananidzo waapiwa
vavanodzidza page 13 bara3 3.Vanochinjana zvakare vachiita
nawo. madzoro ekutaura mazita evamwe
vavo 4. Vanochinjana kechitatu voita
zvimwezvo.
Kutaura -kutaura Kuziva Indigenous Intro:vana vanodoma shamwari
Ini , Mhuri yangu pamusoro shamwari languages dzavo 2. Vanotura zvnoonekwa
nevamwe peshamwari Infants Syll pachimiro cheshamwari dzavo
dzavo page 14 bara7 3.vana vanoita madzoro ekutaura
zvimiro zveshamwari
Kuverenga -kuteera kutevedza Indigenous Intro:vana vanotaura zvavari kuona
Mifananidzo nhevedzo languages pamifananidzo 2.Kutevedza nzira
yekuverenga yemufananidz Infants Syll dzemifananidzo 3.kutaura
o page 17 bara3 panoperera nhevedzo yega yega
4.kutevedza nevedzo kubva
Kunyora -kuburitsa Kubudisa Indigenous Intro:Vana vanodoma mabasa
Ugono pakubata pfungwa pfungwa languages avanoziva 2.vanotaura madzoro
chinyoreso dzavo Infants Syll ekuburitsa pfungwa dzavo
page 18 bara2 3. vanotaura zvikonzero vachida
mabasa vareva
Kutaura -kutaura Kuziva Indigenous Intro:vana vanodoma shamwari
Ini , Mhuri yangu pamusoro shamwari languages dzavo 2. Vanotura zvnoonekwa
nevamwe peshamwari Infants Syll pachimiro cheshamwari dzavo
dzavo page 14 bara7 3.vana vanoita madzoro ekutaura
zvimiro zveshamwari
7 Kuteerera /Kuona -kuziva ruzha Kuziva Indigenous Intro:mudzidzisi anorovera chinhu
Kuziva ruzha rezvinhu ruzha languages pamadziro vana vaotaura basa racho
zvinowanikw Infants Syll 2.vana vanoita madzoro ekurovera
a page 13 bara4 pasi midziyo vamwe vachitaura.
munharaunda
Kutaura -kutaura zvinoonekw Indigenous Intro:vana vanodoma zita
Ini , Mhuri yangu pamusoro a languages remudzidzisi 2.Vana vanodoma

SUGGESTION
nevamwe pemudzidzisi Infants Syll ruvara rwehembe dzaakapfeka

vawo page 14 bara8 3.Kutaura chimiro chemudzidzisi
4.vana vanotevedzera mudzidzisi
Kuverenga -kuteera Kutevedza Indigenous Intro:vana vanotaura zvavari kuona
Mifananidzo nhevedzo mifananiso languages pamifananidzo 2.Kutevedza nzira
mifananidzo 4.kutevedza nevedzo kubva
Kunyora -kuburitsa Pfungwa Indigenous Intro:Vana vanodoma mabasa
Ugono pakubata pfungwa dzevana languages avanoziva 2.vanotaura madzoro
mabasa vareva
Kuteerera /Kuona -kuziva ruzha Kuziva Indigenous Intro:mudzidzisi anorovera chinhu
munharaunda Midziyo 3.vamwe vana vanodoma zita
yakasiyana remudziyo
siyana 4.kupamazita emidziyo
yemunharaunda
8 Kuteerera /Kuona -kuziva ruzha Kuziva Indigenous Intro:Vana vanodoma mhuka
Kuziva ruzha rwunoitwa ruzha languages dzinochengetwa pamba
nemhuka Infants Syll 2.vana vanosarudza mhuka kubva
dzepamusha page 13 bara5 pamifananidzo 3.vana vanoedzesera
machemero anoita mhuka 4.
Kuimba kambo kanoratidza kukosha
kwemhuka
Kutaura - Kuziva Indigenous Intro:vana vanodoma zvakasikwa

Kukwazisa kucherechedz mhuka languages zvinoshandiswa panguva
nenguva dzezuva a nguva Infants Syll 2.vana vano taura nguva

SUGGESTION
dzakasiyana page 14 bara9 dzakaratidzwa pamifananidzo

dzezuva Mifananidzo 3.mangwanani , masikati neusiku
yemhuka 4. vana vanodhirowa nguva dzacho
Mifananidzo nhevedzo mifananidzo languages pamifananidzo 2.Kutevedza nzira
4.kutevedza nevedzo kubva
mabasa vareva
Kutaura - Kuchereche Indigenous Intro:Mudzidzisi anotsanangurira
Kukwazisa kucherechedz dza nguva languages vana zvatinoshandisa kutarisa nguva
nenguva dzezuva a nguva Infants Syll 2. Vana vanotsanangura nguva
dzakasiyana page 14 bara9 dzavaanoziva 3.Mudzidzisi
dzezuva anotanangura nguva dzinokukuridza
huku 4. Vana vanotaura nguva dziri
pamufananidzo
9 Kuteerera /Kuona -kuteedzera Kuziva Indigenous Intro:Vana vanodoma mhuka
Kuziva ruzha ruzha ruzha languages dzinochengetwa pamba
rwunoitwa Infants Syll 2.vana vanosarudza mhuka kubva
nemhuka page 13 bara6 pamifananidzo 3.vana vanoedzesera
dzepamusha machemero anoita mhuka 4.
kwemhuka
Kutaura -kukwazisa kukwazisa Indigenous Intro:Vana vanoona mumwe mwana
Kukwazisa vachishandisa languages achikwazisa mudzidzisi 2.Vana
nenguva dzezuva makwazisiro Infants Syll vanotaura akwazisiro avaona
akanaka page 14 bara10 3.Mudzidzisi anotsanangurirar vana
zvikonzero 4.Vana vanokwazisana
mumapoka avo

SUGGESTION
Kuverenga -kuteera Tevedza Indigenous Intro:vana vanotaura

Kuronga nhevedzo languages zviripamifananidzo 2. Vana
yemufananidz Infants Syll vanotedzera nevedzo
o page 17 bara3 dzemifananidzo 3. Mudzidzisi
anosarudza vana vatevera
zvakanaka
Kunyora -kuburitsa Kutaura Indigenous Intro:vana vanodoma zvavanofarira
Ugono pakubata pfungwa zvavanofung languages kuchikoro 2. Vana mumapoka
chinyoreso dzavo a Infants Syll vanotaura zviri pachikoropavo 3.
page 18 bara2 Vana vanoburitsa fungwa dzavo 4 .
Kuafamba vachishanyira nzvimbo
dzakasiyana siyana
Kutaura -kukwazisa Kukwazisa Indigenous Intro:Vana vanotaura makwazisiro
Kukwazisa vachishandisa languages avanoziva 2.vana vanoedzesera
nenguva dzezuva makwazisiro Infants Syll kukwazisa 3.Mudzidzisi
akanaka page 14 bara10 anotsanangurira vana munhu
anotarisirwa kumhoresa vakuru 4.
Vana vanokwazisana
10 Kuteerera /Kuona -kuteedzera Kuziva Indigenous Intro:Vana vanodoma mhuka
Kuziva ruzha ruzha ruzha languages dzinochengetwa pamba
rwunoitwa Infants Syll 2.vana vanosarudza mhuka kubva
nemhuka page 13 bara6 pamifananidzo 3.vana vanoedzesera
dzepamusha machemero anoita mhuka 4.
kwemhuka
Kutaura -kudaira Indigenous Intro:vana vanodoma zvakasikwa
Kukwazisa kukwaziso languages zvinoshandiswa pakukwazisa
nenguva dzezuva Infants Syll 2.vana vano taura makwazisiro
page 14 bara11 akaratidzwa pamifananidzo
3.mangwanani , masikati neusiku
4. vana vanokwazisana
Kuverenga -Kuumba Kuumba Indigenous Intro:Mudzidzisi anotsanangurira
Syllables ,vowels mitsara mitsara languages vana maumbiro emitsara 2.Vana
nemazwi Infants Syll vaumba mitsara vachikwazisana

SUGGESTION
page 31 bara7 3.Kutaura pamusoro pechikoro

chavo 4.Vana vanopindura
mibvunzo pakuumba mitsara
Kunyora -kuburitsa Kuburitsa Indigenous Intro:Vana vanodoma mabasa
Ugono pakubata pfungwa pfungwa languages avanoziva 2.vanotaura madzoro
mabasa vareva
Kutaura -kudaira Indigenous Intro:Vana vanoona mumwe mwana
Kukwazisa kukwaziso languages achikwazisa mudzidzisi 2.Vana
nenguva dzezuva Infants Syll vanotaura akwazisiro avaona
page 14 bara11 3.Mudzidzisi anotsanangurirar vana
zvikonzero 4.Vana vanokwazisana
mumapoka avo
1Intro Kuteerera /Kuona -kuziva izwi Kuziva Indigenous Intro:vana vanodoma mazita
: Kuziva mazwi reshamwari manzwi languages eshamwari dzavo 2.shamwari
yake Infants Syll dzasurdzwa dzinobuda panze
page 13 bara2 3.Vana vanotaura vacideedzera vari
panze 4. Pakudzoka vana vanotaura
Kutaura -kutaura Kutaura Indigenous Intro:vana vanotsvaga mifananidzo
Ini , Mhuri yangu pamusoro languages yavo pane yaka piwa 2.Vanotaura
nevamwe pawo Infants Syll zvakawanda pamusoro pavo
page 14 bara5 3.Kutaura zvakazara pamusoro
pemhuri dzavo 4.Kupindura
mibvunzo orally


SUGGESTION

mabasa vareva
yemunharaunda
12. Kuteerera /Kuona -kuziva ruzha Kuziva Indigenous Intro:mudzidzisi anorovera chinhu
munharaunda
Kutaura -kutaura zvinoonekw Indigenous Intro:vana vanodoma zita
Ini , Mhuri yangu pamusoro a languages remudzidzisi 2.Vana vanodoma
nevamwe pemudzidzisi Infants Syll ruvara rwehembe dzaakapfeka
vawo page 14 bara8 3.Kutaura chimiro chemudzidzisi
4.vana vanotevedzera mudzidzisi

SUGGESTION
mabasa vareva
yemunharaunda
PHYSICAL EDUCATION
BROAD AIMS
1. Identify the different parts of the body

2. Develop physically strong bodies through vigorous exercises of their correct ages
3. Develop good team spirit in relation to any team player brought in
4. Sustain their weight in relation to their bodies
5. Balance their bodies and formulate different body formations and shapes
TOPICS TO BE COVERED
1. Human body
2. Safety and Health

SUGGESTION
3. Balances
4. Locomotion
Week TOPIC/CONTENT OBJECTIVES SKILLS S.O.M/MEDIA METHODS/ACTIVITIES EVALUATION

1. HUMAN BODY -Naming the Different Physical Intro: Learners will identify the
My Body facial body Parts of the Education different body parts 2. Learners take
Different parts of parts of human body Infant turns to identify the parts on the picture
the body human beings Syllabus page 3. Learners sing the rhyme head and
8 bullet 1 shoulders , knees and toes 4. Identify
Real body the body parts on themselves
parts
pictures of
the body
HUMAN BODY -Identify and Different Physical Intro:Recap of the previous lesson
My Body name the Parts of the Education 2.Learners identify the body parts 3.In
Different parts of middle part of human body Infant groups learners will list the functions of
the body the human Syllabus page the human body parts 4. Singing the
body human 8 bullet 1 rhyme Head and shoulders , knees and
body Pictures of toes

SUGGESTION
-hands, body parts

fingers, nails
,back
,stomach
HUMAN BODY - Identify and Different Physical Intro:Recap on identifying the different
My Body name the Parts of the Education body parts 2.Class discussion tr and
Different parts of lower part of human body Infant pupils on caring for the body parts
the body the human Syllabus page 3.Learners will mime taking care of the
body human 8 bullet 1 body parts
body Real body
-waist , parts
buttocks ,
thighs ,feet
HUMAN BODY -Naming the Different Physical Intro:Singing the rhyme head and
My Body internal body Parts of the Education shoulders knees and toes 2.Learners
Different parts of parts of human body Infant will name the external body parts
the body human beings Syllabus page 3.Naming the internal body parts
in the facial 8 bullet 1 4.Identifying the body parts on the
area Real body pictures
-brain , skull , parts
cilliary hair ,
HUMAN BODY - Naming the Different Physical Intro:Recap on the human body parts
My Body internal body Parts of the Education singing the rhyme
Different parts of parts of human body Infant 2.Tr and pupils discuss the caring of the
the body human beings Syllabus page different body parts on the picture
in the middle 8 bullet 1 3.learners mime the caring of the body
area Real body 4.Singing the rhyme Head and shoulders
-intestines , parts knees and toes
backbone ,
heart , lungs
2. HUMAN BODY - Identify the Identify Physical 1.Sing the rhyme head and shoulders
My body external Education knees and toes
Different parts of human body Infant 2.Learners name the body parts on the
the human body parts Syllabus page picture

SUGGESTION
11 bullet 2 3.Learners identify the real body parts

bon their real body 4.Sing the rhyme
Head and shoulders knees and toes
HUMAN BODY -Classifying Classifying Physical 1.recap of the previous lesson
My body the dressing Naming Education 2.Learners name the types of dressing
Different parts of for males and Infant for females
the human body females Syllabus page 3.Learners name the dressing for males
11 bullet 2 4. In groups learners classify the
pictures
HUMAN BODY -modelling Identify of Physical 1.Identifying the male and females on
My body the male and human body Education pictures 2. Tr explains the cut out
Different parts of female jigsaw Infant pictures
the human body puzzle Syllabus page 3.In pairs learners will model the –
11 bullet 2 jigsaw puzzles
4. Answering questions orally about the
human features
HUMAN BODY -modelling Naming Physical 1.Recap of the previous lesson 2.Singing
My body the male and Education the rhyme Head and shoulders
Different parts of female bodies Infant 3.Learnesr will model the bodies with
the human body Syllabus page the help of the tr
11 bullet 2 4.Making and displaying
HUMAN BODY -identifying Naming Physical 1.sing the song head and shoulders
My body the sexes on Identifying Education 2.learners identify the different body
Different parts of pictures using Infant parts on pictures 3. Tr will explain how
the human body the pictures Syllabus page to classify the pictures 4. In groups
11 bullet 2 learners identify the sexes 5. Answering
questions orally about sexes
3. SAFETY AND -naming the Naming Physical 1.Naming the class objects by the
HEALTH objects at the Indentifying Education learners 2. Learners move outside to
Safety play centre Infant observe 3.Learners identify the
Safety rules in and Syllabus page materials on the play centre 4.
around the playing 12 bullet 3 Grouping the equipment according to
area the materials

SUGGESTION
SAFETY AND -naming the Naming Physical 1.Recap of the previous lesson 2.Class
HEALTH safe objects at Classifying Education discussion on the safe objects at the play
Safety the play Infant centre 3.Visiting the
Safety rules in and centre Syllabus page placentren4.Learners will move around
around the playing 12 bullet 3 touching the different equipment
area
SAFETY AND -naming the Naming Physical 1.Singng a rhyme that relates to play
HEALTH hazardous Classifying Education 2.Tr will explain to learners equipment
Safety objects at the Infant to look for 3.Onthe play centre learners
Safety rules in and play centre Syllabus page will move around identifying the
around the playing 12 bullet 3 different equipment that are hazardous.
area
SAFETY AND -listing the Listing Physical 1.recapnof the previous lesson 2.Tr
HEALTH safety rules Classifying Education explain to pupils what are rules
Safety around the Infant 3.Learners say out the different rules to
Safety rules in and play area Syllabus page be observed
around the playing 12 bullet 3 4.Class discussion on what will happen
area to learners who don’t want to follow
rules
SAFETY AND -collecting Identifying Physical 1.Lesson recap on hazardous equipment
HEALTH litter around cleaning Education and other items 2. Learners will go out
Safety the play area Infant side to pick up the papers around the
Safety rules in and Syllabus page play area 3.Class discussion on the
around the playing 12 bullet 3 importance of clean areas 4.Learners
area sing a rhyme and into their class
4 SAFETY AND -Identify and Identifying Physical 1.Singing a rhyme that introduce to play,
HEALTH list general listing Education All work and no play makes John Dull
Safety rules in the Infant boy 2.Tr will explain what are rules
Safety rules in and classroom Syllabus page 3.Class discussion and listing the class
around the playing 8 bullet 4 general rules 4.Learners suggest ways
area to punish the wrong doers
SAFETY AND -Identify and Identifying Physical 1.recap of the previous lesson 2.Class
HEALTH list the safety listing Education discussion on don’t s when playing with
Safety rules to Infant others , pushing , throwing stones etc

SUGGESTION
Safety rules in and observe with Syllabus page 3.Class discussion on the dangers of
around the playing other learners 8 bullet 4 some of the don’ts 4.Free play time
area while tr observe the movements
SAFETY AND -Identify and Identifying Physical 1.recap on the previous lesson
HEALTH list the safety listing Education 2.Learner list the safety precautions to
Safety rules to Infant be observed 3.Learners play while the
Safety rules in and observe with Syllabus page teacher monitors
around the playing other learners 8 bullet 4 4.Round up with listing of the don’ts
area
SAFETY AND -listing the Identifying Physical 1.Learners identify the dangerous play
HEALTH safety rules listing Education on pictures 2.Tr explain to pupils what
Safety around the Infant are rules 3.Learners say out the
Safety rules in and play area Syllabus page different rules to be observed
rules
SAFETY AND -list the Identifying Physical 1.recap of the previous lesson 2.Listing
HEALTH reasons why listing Education the class rules to be observed
Safety we need rules Infant 3.Learners are given free time to
Safety rules in and Syllabus page explore the play centres 4.Recap of the
around the playing 8 bullet 4 rules to be observed in the classroom
area
5. Health -listing the Listing Physical 1.Learners identify the different
- Play and exercise exercise that Exercising Education activities on pictures 2. Learners list the
to keep healthy are suitable to Infant activities that makes them fit 3.Class
and fit learners Syllabus page visit the play area to exercise
-Eat healthy food Walk , jump , 12 bullet 5 4.Learners will exercise while tr
run monitors
Health -Demonstrate Listing Physical 1.Recap of the previous lesson 2.Class
- Play and exercise the activities Exercising Education discussion on the activities 3.In groups
to keep healthy as learners in Infant learners will leap, hop and skip 4. Recap
and fit groups Syllabus page on the importance of these activities to
-Eat healthy food Leaping , 12 bullet 5 learners
hopping and

SUGGESTION
skipping
Health -Demonstrate Listing Physical 1.Learners will list the activities that are
- Play and exercise axial Exercising Education important
to keep healthy movements Infant 2.Class discussion on the rules to be
and fit such as Syllabus page observed while playing with others
-Eat healthy food bending and 12 bullet 5 3.Class will go out to stretch 4.Learners
stretching will exercise while tr observes safety to
learners .
Health -Demonstrate Listing Physical 1.Recap of the previous lesson

- Play and exercise axial Exercising Education 2.Learners will identify some of the
to keep healthy movements Infant activities 3.In groups learners do the
and fit such as lifting Syllabus page different activities 4.Identifying the
-Eat healthy food and twisting 12 bullet 5 safety procedures on the pictures
Health -Demonstrate Listing Physical 1.Class discussion on the safety rules to
- Play and exercise safe sliding Exercising Education observe while playing 2.Class discussion
to keep healthy and swinging Infant on the activities to be done 3. Learners
and fit Syllabus page will do the activities while learners
-Eat healthy food 12 bullet 5 observe
4.Recap on safety procedures
6 Health -Identifying Identifying Physical 1.Class discussion on what are exercises
- Personal and the Exercise Education 2.Recap of the safety procedures to be
environmental advantages of Infant observed 3. Learners will do varying
hygiene regular Syllabus page exercises with the help of the tr
- Eating habits exercise 12 bullet 6 4.Learners will answer questions orally
.
Health -Listing other Listing Physical 1.Class discussion on other contributing
- Personal and areas that identifying Education factors to learners health 2.Learners
environmental contribute to Infant will list the food that is good for their
hygiene good health Syllabus page health 3. Learners will identify the food
- Eating habits 12 bullet 6 stuffs on the pictures 4.Asnswering
questions orally.
Health -List the good Listing Physical 1.Recap of the previous lesson 2.Class

SUGGESTION
- Personal and eating habits Observing Education discussion on the good food for learners
environmental that Infant 3.Observing the best food being shown
hygiene contribute to Syllabus page on the laptop 4.Class identify their
- Eating habits good health 12 bullet 6 favourite foods
Health -Listing Listing Physical 1.Class will see a video on activities that
- Personal and activities that Demonstrati Education are important 2.Learners practice the
environmental enhance ng Infant activities observed on the video 3.
hygiene muscular Syllabus page Learners will skip and chase the ball
- Eating habits development 12 bullet 6 outside the class 4.Recap on the major
and practice areas of the lesson
them such as
skipping with
ropes, chasing
the ball
Health -listing Listing Physical 1.Learners will list the activities that are
- Personal and activities that Demonstrati Education important
environmental enhance ng Infant 2.Class discussion on the rules to be
hygiene strength and Syllabus page observed while playing with others
- Eating habits body 12 bullet 6 3.Class will go out to stretch 4.Learners
coordination will exercise while tr observes safety to
Eg fish fish learners .
while singing ,
stretching
with
movements
7. BALANCES -Balance the Balances Physical 1.Recap on the importance of exercises
Weight body on one Observing Education 2.Class will observe a demonstration by
Bearing/Balances point Demonstrati Infant the tr 3.Learners practice as individuals
-Solo balances ng Syllabus page 4. Best learners are selected ad while
-moderate motor 12 bullet 7 display the skill 5.Recap on safety
skills precautions
BALANCES -Two point Balances Physical 1.Recap of the previous lesson
Weight balances Observing Education 2.Demonstration by the tr on different

SUGGESTION
Bearing/Balances Demonstrati Infant balances 3.Observing a video on

-Solo balances ng Syllabus page balances 4.Learners balance on two
-moderate motor 12 bullet 7 points
skills
BALANCES -Three point Balances Physical 1.Recap on the previous lesson
Weight balances Observing Education 2.Watching some pictures and diagrams
Bearing/Balances Demonstrati Infant on three point balances 3.Learners will
-Solo balances ng Syllabus page practice in groups the balances
-moderate motor 12 bullet 7 4.Answering questions orally
skills
BALANCES Four points Balances Physical 1.Class discussion on the safety
Weight balances Observing Education procedures 2.Watching a video from the
Bearing/Balances Demonstrati Infant laptop 3.Tr will demonstrate the
-Solo balances ng Syllabus page balances 4. Learners practice the
-moderate motor 12 bullet 7 balances 5.Best learners will display the
skills balances
BALANCES -Balances in Balances Physical 1.Class discussion on the safety
Weight pairs on two Observing Education procedures and precautions 2.
Bearing/Balances or four points Demonstrati Infant Demonstration by the tr on some areas
-Solo balances ng Syllabus page 3.Learners observe some diagrams on
-moderate motor 12 bullet 7 balances 4.Class practice balancing on
skills the points 5.Best groups demonstrate
the balances
8 BALANCES -Solo weight Weight Physical 1.Tr will explain to learners weight
Weight bearing and bearing Education bearing 2.Learners will observe some
Bearing/Balances transferring Infant demonstrations 3.Class observe the
-Basic general Syllabus page diagrams on different balances
balances 12 bullet 8 4.Learners will practice solo balancing
- in pairs , -in 5.Best performers display
groups
-Balancing and
creating shapes and
formations
BALANCES -Balancing in Balancing Physical 1.Class discussion on lances 2. Watching

SUGGESTION
Weight pairs Education video on balances 3.Recap of the safety

Bearing/Balances Infant procedures
-Basic general Syllabus page 4.Learners practice the balances
balances 12 bullet 8 5.Best group stage a demonstration
- in pairs , -in
groups
-Balancing and
creating shapes and
formations
BALANCES -Balancing in Balancing Physical 1.Observing and discussing on balances
Weight groups Education 2.Class discussion on the balances on
Bearing/Balances Infant diagrams 3.Watching a video on
-Basic general Syllabus page balances
balances 12 bullet 8 4.Safety procedures to learners
- in pairs , -in 5.Learners balance in groups
groups
-Balancing and
creating shapes and
formations
BALANCES -Balancing in Balancing Physical 1.recap of the previous lesson
Weight pairs Education 2.Safety procedures to learners 3.
Bearing/Balances Infant Demonstration by the tr and a learner
-Basic general Syllabus page 4.Learners will balance in pairs
balances 12 bullet 8 5.Best pair displays
- in pairs , -in
groups
-Balancing and
creating shapes and
formations
BALANCES -Balancing in Balancing Physical 1.Observing and discussing on balances

Weight groups Self esteem Education 2.Class discussion on the balances on

SUGGESTION
Bearing/Balances cordination Infant diagrams 3.Watching a video on

-Basic general Communicat Syllabus page balances
balances ion 12 bullet 8 4.Safety procedures to learners
- in pairs , -in 5.Learners balance in groups
groups
-Balancing and
creating shapes and
formations
9 LOCOMOTION/MO -Move from Problem Physical 1.Observing and discussing on
VEMENT point A to solving Education movements 2.Class discussion on the
Elementary point B with Critical Infant free movement with apparatus
movement legs apart and thinking Syllabus page 3.Watching a video on movements with
-Free movement arms Self esteem 8 bullet 9 arms stretched
-Free movement stretched coordinatio 4.Safety procedures to learners
with apparatus n 5.Learners do free movement
Communicat
ion
ICT
LOCOMOTION/MO -Move from Problem Physical 1 Observing and discussing on

Elementary point B with Critical Infant free movement with apparatus
movement one leg and thinking Syllabus page 3.Watching a video on free movements
-Free movement arms Self esteem 8 bullet 9 with one leg
-Free movement stretched coordinatio 4.Safety procedures to learners
with apparatus n 5.Learners do free movement
Communicat
ion
ICT
LOCOMOTION/MO -hopping Problem Physical 1.recap of 2.Class discussion on the free
VEMENT from point A solving Education movement with apparatus 3.Watching a
Elementary to B legs Critical Infant video on free movements with one leg
movement together thinking Syllabus page 4.Safety procedures to learners
-Free movement holding your Self esteem 8 bullet 9 5.Learners do free movement

SUGGESTION
-Free movement waist coordinatio

with apparatus n
Communicat
ion
ICT
LOCOMOTION/MO -running from Problem Physical 1 Observing and discussing on
Elementary point B with Critical Infant free movement legs tied together
movement legs tied to thinking Syllabus page 3.Watching a video on free movements
-Free movement together to a Self esteem 8 bullet 9 with one leg
-Free movement friend coordinatio 4.Demonstration of movement whilst
with apparatus n legs tied by a friend
Communicat 5.Learners do free movement
ion
ICT
LOCOMOTION/MO -walking from Problem Physical 1 recap of previous lesson 2.Class
VEMENT point A to solving Education discussion on moving with arms
Elementary point B with Critical Infant stretched out clapping when the whistle
movement arms thinking Syllabus page blows 3.Watching a video on free
-Free movement stretched out Self esteem 8 bullet 9 movements with one leg
-Free movement clapping coordinatio 5Demonstration moving with arms
with apparatus when the n stretched out clapping when the whistle
whistle blows Communicat blows
ion 6Safety procedures to learners
ICT 5.Learners do free movement
10 LOCOMOTION/MO -move from Movement Physical Introduction: Teacher explains what is
VEMENT point A to Education going to happen
Elementary point B in Infant Step 1 Learners respond their
movement sacks Syllabus page movements to a clap .stepping of a foot
-On time motion 14 bullet 10 Step 2 In groups learners repeat
-Continuous motion responding to a clap
Step 3 Feedback from group work
Step 4 Learners increase speed
according to the clap

SUGGESTION
Conclusion : Learners change direction

as they are instructed
LOCOMOTION/MO - Execute Movement Physical Introduction: Teacher demonstrates
VEMENT movements in Balance Education throwing and catching as well as aiming
Elementary a sequence Infant Step 1 In pairs learners practice
movement with ease Syllabus page throwing and catching as well as aiming
-On time motion 14 bullet 10 Step 2 Learners throw catch and aim to
-Continuous motion score
Step 3 Pair feedback
Step 4 Group play netball throwing
,catching and aiming
Conclusion :Class choose the best
group which has played well
LOCOMOTION/MO -Move from Movement Physical Introduction: Teacher explains what is
VEMENT point A to Balance Education going to happen
Elementary point B on Infant Step 1 Learners respond their
movement tins Syllabus page movements to a clap .
-Continuous motion responding to a whistle
Step 3 Best learners display
according to the whistle
LOCOMOTION/MO -jumping Movement Physical Introduction: Recap of the previous
VEMENT from one tyre Balance Education lesson
Elementary to another Infant Step 1 Tr will explain and demonstrate
movement Syllabus page jumping.
-On time motion 14 bullet 10 Step 2 Learners will practice in pairs
-Continuous motion Step 3Best learners will display while
others observe
Concl: Learners will sing a rhyme
LOCOMOTION/MO -running from Movement Physical Intro: Recap of the previous lesson

SUGGESTION
VEMENT one wood Balance Education Step 1 Tr explain the movement on

Elementary block to Infant blocks
movement another Syllabus page Step 2 Class discussion on movement on
-On time motion 14 bullet 10 blocks
-Continuous motion Step 3 Learners will practice movement
on wood blocks
Concl: Learners who are good will
display for others .
11. SAFETY AND -Identify and Identifying Physical 1.Singing a rhyme that introduce to play,
HEALTH list general listing Education All work and no play makes John Dull
Safety rules in the Infant boy 2.Tr will explain what are rules
Safety rules in and classroom Syllabus page 3.Class discussion and listing the class
around the playing 8 bullet 4 general rules 4.Learners suggest ways
area to punish the wrong doers
SAFETY AND -Identify and Identifying Physical 1.recap of the previous lesson 2.Class
HEALTH list the safety listing Education discussion on don’t s when playing with
Safety rules to Infant others , pushing , throwing stones etc
Safety rules in and observe with Syllabus page 3.Class discussion on the dangers of
around the playing other learners 8 bullet 4 some of the don’ts 4.Free play time
area while tr observe the movements
SAFETY AND -Identify and Identifying Physical 1.recap on the previous lesson
HEALTH list the safety listing Education 2.Learner list the safety precautions to
Safety rules to Infant be observed 3.Learners play while the
Safety rules in and observe with Syllabus page teacher monitors
around the playing other learners 8 bullet 4 4.Round up with listing of the don’ts
area
SAFETY AND -listing the Identifying Physical 1.Learners identify the dangerous play
HEALTH safety rules listing Education on pictures 2.Tr explain to pupils what
Safety around the Infant are rules 3.Learners say out the
Safety rules in and play area Syllabus page different rules to be observed
rules
SAFETY AND -list the Identifying Physical 1.recap of the previous lesson 2.Listing

SUGGESTION
HEALTH reasons why listing Education the class rules to be observed

Safety we need rules Infant 3.Learners are given free time to
Safety rules in and Syllabus page explore the play centres 4.Recap of the
around the playing 8 bullet 4 rules to be observed in the classroom
area
12 Health -Identifying Identifying Physical 1.Class discussion on what are exercises
- Personal and the Exercise Education 2.Recap of the safety procedures to be
environmental advantages of Infant observed 3. Learners will do varying
hygiene regular Syllabus page exercises with the help of the tr
- Eating habits exercise 12 bullet 6 4.Learners will answer questions orally
.
10
LOCOMOTION/MO -move from Movement Physical Introduction: Teacher explains what is
VEMENT point A to Education going to happen
Elementary point B in Infant Step 1 Learners respond their
movement sacks Syllabus page movements to a clap .stepping of a foot
-Continuous motion responding to a clap
Step 3 Feedback from group work
according to the clap
LOCOMOTION/MO - Execute Movement Physical Introduction: Teacher demonstrates
VEMENT movements in Balance Education throwing and catching as well as aiming
Elementary a sequence Infant Step 1 In pairs learners practice
movement with ease Syllabus page throwing and catching as well as aiming
-On time motion 14 bullet 10 Step 2 Learners throw catch and aim to
-Continuous motion score
Step 3 Pair feedback
Step 4 Group play netball throwing
,catching and aiming
Conclusion :Class choose the best
group which has played well
LOCOMOTION/MO -Move from Movement Physical Introduction: Teacher explains what is

SUGGESTION
VEMENT point A to Balance Education going to happen

Elementary point B on Infant Step 1 Learners respond their
movement tins Syllabus page movements to a clap .
-Continuous motion responding to a whistle
Step 3 Best learners display
according to the whistle
INFORMATION COMMUNICATION TECHNOLOGY
Broad Aims

SUGGESTION
1. Naming and identifying the ICT tools they have once seen
2. Manipulate and use the different ICT toys they know
3. Use the different ICT tools they on a given programme like paint
4. Identify different colours and use them on the computer
1. ICT TOOLS
2. CREATING AND PUBLISHING
3. APPLICATION SOFTWARE
Week TOPIC/CONTENT OBJECTIVES SKILLS S.O.M/MEDIA METHODS/ACTIVITIES EVALUATION

end
1. ICT Tools -play with Feeling I.C.T Infant Assumed Knowledge : Learners
ICT toys available ICT Touching Syllabus pg have seen a phone or computer
ICT Models toys seeing 6bullet 1 Intro: Learners name the ICT tools
Laptops on the chart Step 1 Learners go

SUGGESTION
Smart phones and identify the ICT tools Step 2

Remote Learners play and operate the ICT
controls tools
cameras Step 3 Naming the ICT tools
Concl : Learners play the real tools
2 ICT Tools -play with Feeling I.C.T Infant Assumed Knowledge: Learners
ICT Models toys seeing 6bullet 1 Intro: Recap of the previous lesson
Laptops Step 1 Naming the ICT tools
Smart phones Step 2 Playing with the tools to
Remote produce sound Step 3 Touching
controls and feeling the other real gadgets
cameras Conl: Identifying the tools on
pictures
3 ICT Tools -making Feeling I.C.T Infant Assumed Knowledge: Learners
ICT toys some models Touching Syllabus pg have seen a phone or computer
ICT Models using the seeing 6bullet 1 Intro: Recap of the previous lesson
locally Laptops Step 1 Naming the different
available Smart phones materials available Step 2 Tr
resources Remote explains and makes a simple
controls model Step 3 Learners make
cameras different models Concl: Selection
of best models for display
4 Creating and -scribble Holding I.C.T Infant Assumed Knowledge: Learners
publishing using the Fine motor Syllabus pg 6 have seen a computer
Scribble mouse or skills bullet 2 Intro: Learners name the items
Drawing touch screen ICT tools shown on the picture Step 1 Tr
Charts of explains the use of the mouse and
scribbled the touch screen
work Step 2 Learners scribble using the
mouse Step 3 Recap of the main
parts they were using Concl :
Selecting and praising the best
work.

SUGGESTION

publishing using the Fine motor Syllabus pg 6 know the parts of a computer
Scribble mouse or skills bullet 2 Intro: Recap of the previous lesson
Drawing touch screen ICT tools Step 1 Learners scribble in groups
Charts of Step 2 Learners name the items
scribbled they have produced Step 3
work Naming the parts of a computer
Concl: Learners sing the rhyme
Computers
work.
7 Creating and -select colors Holding I.C.T Infant Assumed Knowledge: Learners
Publishing Fine motor Syllabus pg 6 know different colours
Scribble skills bullet 3 Intro: Recap of the previous lesson
Drawing ICT tools Step 1 Naming the computer
Charts of programme to use Step 2 Tr
scribbled demonstrates selecting colours
work from the programme paint Step 3
Learners colour different shapes
Concl: Printing and displaying of
the best work.
8 Creating and -select colors Holding I.C.T Infant Assumed Knowledge: Learners
Publishing Fine motor Syllabus pg 6 know different colours
Scribble skills bullet 3 Intro: Recap of the previous lesson

SUGGESTION
Drawing ICT tools Step 1 Naming the computer

Charts of programme to use Step 2 Tr
scribbled demonstrates selecting colours
work from the programme paint Step 3
Learners colour different shapes
Concl: Printing and displaying of
the best work.
9 Application -select and Holding I.C.T Infant Assumed Knowledge: Learners
software use different Fine motor Syllabus pg 9 know different colours
Painting painting tools skills bullet 4 Intro: Recap of the previous
ICT tools lesson on colouring Step 1 Tr
Charts of exaplain and demonstrate how to
scribbled chose painting tools Step 2
work Learners will chose the tools they
are going to use Step 3 Learners
paint using the selected items
Concl: Naming the colouring tools
10 Application -select and Holding I.C.T Infant Assumed Knowledge: Learners
software use different Fine motor Syllabus pg 9 know different colours
Painting painting tools skills bullet 4 Intro: Recap of the previous
ICT tools lesson on colouring Step 1 Tr
Paint exaplain and demonstrate how to
programme chose painting tools Step 2
Learners will chose the tools they
are going to use Step 3 Learners
paint using the selected items
Concl: Naming the colouring tools
11 ICT Tools -play with Feeling I.C.T Infant Assumed Knowledge: Learners
ICT Models toys seeing 6bullet 1 Intro: Recap of the previous lesson
Laptops Step 1 Naming the ICT tools
Smart phones Step 2 Playing with the tools to
Remote produce sound Step 3 Touching

SUGGESTION
controls and feeling the other real gadgets

cameras Conl: Identifying the tools on
pictures
work.

SUGGESTION
MASS DISPLAYS
BROAD AIMS
1. Develop psychomotor skills, team building, confidence and self esteem.
2. Develop a collective spirit, based on our norms and values as well as an appreciation of the diverse cultures of the
Zimbabwean society.
3. Promote good health and safety, appreciate senses of beauty and achievement as provide entertainment at ceremonies.
4. Lay foundations for creativity in learners through talent and skill transfer.
5. Communicate information, knowledge and national ideals through the displays.
Topics to be covered
1. GYMNASTICS
WEEK COMPETENCES/SKILL
TOPIC OBJECTIVES S
S.O.M AIDS METHODS AND ACTIVITIES EVALUATION

SUGGESTION
1 GYMNASTICS -move from point Coordination Mass Skipping 1. Warm up activities-jogging

Locomotion A to B under Speed Displays ropes 2.Learners observe the skill
given instructions direction Infants Hula hoops demonstrations from the teacher
Syllabus 3. Learners practice the skill in groups
page 9 4.Group presentations to the class
bullet 1 5. Cool down activities-Stretches
GYNASTICS -move from point Coordination Mass Tyres 1. Warm up activities –stretching
Locomotion A to B under Displays Musical 2. Learners use Tyres to move from one
instructions Infants drums point to another
Syllabus 3. Teacher demonstrates the technique on
page 9 movement for space
bullet 1 4. Pair practice movement
5. Cool down activities-jogging
GYMNASTICS -move in any Speed Mass Equipment 1. Recapping the previous lesson taught
Locomotion direction with Displays within the 2. Learners observe demonstrations on
contrasting Infants ECD play moving in an direction with contrasting
qualities Syllabus cenre qualities
page 9 3. Learners practice the skill in groups of
bullet 1 fives
4. Groups present their work to the whole
class
5. Cool down activities-Jogging on one
spot
2 GYMNASTICS -walk and run direction Mass ECD play 1. Warm up activities-Running freely
Locomotion without apparatus Displays area 2. Learners observe demonstrations on
Infants walking and running without apparatus
Syllabus 3. Group work practices
page 9 4. Group presentations
bullet 2 5. Cool down activities-stretching
GYMNASTICS -jump and roll Coordination Mass ECD play 1. Recapping the previous lesson
Locomotion without apparatus Displays area 2. Demonstrations by the teacher on
Infants jumping and rolling without apparatus as
Syllabus learners observe
page 9 3. Group work on jumping and rolling

SUGGESTION
bullet 2 without apparatus

4. Groups presentation to the class
5. Cool down activities –jogging
GYMNASTICS -skip with and Speed Mass ECD play 1. Warm up activities – Jogging
Locomotion without apparatus Displays area 2. Skill demonstrations by the teacher as
Infants learners observe
Syllabus 3. Pair practice
page 9 4. Pair presentations to the class
bullet 2 5. Individual skipping using apparatus
6. Cool down activities
3 GYMNASTICS -move with direction Mass Equipment 1. Recapping the previous lesson taught
Locomotion apparatus from Displays within the on skipping
point A to point B Infants ECD play 2. Learners observe demonstrations from
Syllabus centre the teacher
page 9 3. Group practice on moving with
bullet 2 apparatus from point A to point B
4. Group presentations to the class
GYMNASTICS -travel on hands Coordination Mass Equipment 1. Warm up activities-Running freely
Locomotion and on feet Displays within the 2. Learners observe teacher’s
Infants ECD play demonstrations on travel on hands and
Syllabus centre feet
page 9 3. Pair practice the technique
bullet 2 4. Pair presentations to the class
5. Cool down activities-stretching
GYMNASTICS -practice Speed Mass Equipment 1. Warm up – Jogging on one spot
Locomotion locomotion Displays within the 2. Learners observe locomotion activities
activities on Infants ECD play on videos
videos Syllabus centre 3. Practicing the technique in groups
page 9 4.Group presentations to the class
bullet 2 5. Individual practices
6. Cool down –stretching
4 GYMNASTICS -balance on one Balancing Mass ECD play 1. Warm up activities-jogging
Balances point without Displays area 2.. Skill demonstrations with aid of a
apparatus Infants diagram on chart as learners observe

SUGGESTION
Syllabus 3. Practicing the skill in groups

page 9 4. Presentations to the whole class
GYMNASTICS -balance on two Balancing Mass ECD play 1. Warm up activities-jogging
Balances points without Displays area 2.. Skill demonstrations with aid of a
GYMNASTICS -balance on three Balancing Mass ECD play 1. Warm up activities-jogging
5 GYMNASTICS -balance on four Balancing Mass ECD play 1. Warm up activities-jogging

GYMNASTICS -balance on five Balancing Mass ECD play 1. Warm up activities-jogging

SUGGESTION
GYMNASTICS -balance on six Balancing Mass ECD play 1. Warm up activities-jogging

6 GYMNASTICS -balance on one Balancing Mass Equipment 1. Warm up activities-jogging
Balances point with Displays within the 2.. Skill demonstrations with aid of a
apparatus Infants ECD play diagram on chart as learners observe
Syllabus centre 3. Practicing the skill in groups
WEEK TOPIC OBJECTIVES SKILLS S.O.M AIDS METHODS AND ACTIVITIES EVALUATION
GYMNASTICS -balance on two Balancing Mass Equipment 1. Warm up activities-jogging

Balances points with Displays within the 2.. Skill demonstrations with aid of a
GYMNASTICS -balance on three Balancing Mass Equipment 1. Warm up activities-jogging
7 GYMNASTICS -balance on four Balancing Mass Equipment 1. Warm up activities-jogging

SUGGESTION

GYMNASTICS -balance on five Balancing Mass Equipment 1. Warm up activities-jogging
GYMNASTICS -balance on six Balancing Mass Equipment 1. Warm up activities-jogging

8 GYMNASTICS -throw, aim and Coordination Mass Equipment 1. Learners run freely as they warm up
Coordination receive using Displays within the their bodies
various equipment Infants ECD play 2. Teacher demonstrates the skill to the
and apparatus Syllabus centre learners as they observe
page 9 3. Learners practice throwing, aiming and
bullet 5 receiving using various equipment
4. Best performers present to the class
GYMNASTICS -execute easy Coordination Mass Equipment 1. Recapping the previous lesson taught
Coordination movements in Displays within the on coordination
sequence Infants ECD play 2. Learners observe easy execution
Syllabus centre movement in sequence
page 9 3. Learners practice in pairs
bullet 5 4. Pair presentations to the class

SUGGESTION
5. Individual practices
GYMNASTICS -do body bouncing Coordination Mass Equipment 1. Warm up –Running freely
Coordination in sequence Displays within the 2. Learners observe the demonstrations of
Infants ECD play body bouncing
Syllabus centre 3. Learners practice in pairs
page 9 4. Pairs do presentations to the class
9 GYMNASTICS -perform rhythmic Coordination Mass Balls , 1. Warm up activities-jogging
Coordination movements Displays ropes, sticks 2.. Skill demonstrations with aid of a
Infants diagram on chart as learners observe
GYMNASTICS -perform cross Coordination Mass Balls , 1. Warm up –Running freely
Coordination crawls Displays ropes, sticks 2. Learners observe the demonstrations of
Infants cross crawls
Syllabus 3. Learners practice in pairs
page 9 4. Pairs do presentations to the class
GYMNASTICS -do jumping Coordination Mass Balls , 1. Learners run freely as they warm up
Coordination activities Displays ropes, sticks their bodies
Infants 2. Teacher demonstrates the skill to the
Syllabus learners as they observe
page 9 3. Learners practice jumping activities
bullet 6 4. Best performers present to the class
10 GYMNASTICS -change over from Coordination Mass Balls , 1. Warm up activities-jogging
Coordination one balance to the Displays ropes, sticks 2.. Skill demonstrations with aid of a
other Infants diagram on chart as learners observe

SUGGESTION

GYMNASTICS -perform tasks at Coordination Mass Balls , 1. Warm up –Running freely

Coordination varied speeds speeds Displays ropes, sticks 2. Learners observe the demonstrations of
Infants skipping using ropes and balls at varied
Syllabus speeds
page 9 3. Learners practice in pairs
bullet 7 4. Pairs do presentations to the class
5. Individual practices
GYMNASTICS -practice Coordination Mass Balls , 1. Learners run freely as they warm up
Coordination coordination drills Displays ropes, sticks their bodies
Infants 2. Teacher demonstrates the skill to the
Syllabus learners as they observe
page 9 3. Learners practice jumping activities
bullet 7 4. Best performers present to the class

SUGGESTION
GUIDANCE AND COUNSELLING

BROAD AIMS
1. Identify and realize who they are in relation to families and communities
2. Understand the importance of family hood and its implication in their future lives
3. Visualize and understand the roles and responsibilities of citizen from a learner perspective
4. Understand the origins of Ubuntu /UNHU form the good behaviours they can be portraying
1. IDENTITY
2. RIGHTS AND RESPONSIBILITIES
3. UNHU/UBUNTU/VALUES
WEEK TOPIC/CONCEPT OBJECTIVES COMPETEN ACTIVITIES S.O.M EVALUATION

CE

SUGGESTION
1 IDENTITY -Say their Confidence 1. Singing the rhyme do you know Guidance and
Individual names, sex, communica my name counselling
information and age tion 2. Learners say their names , sex Infant
-identify their and age Teacher’s
body parts 3. Learners identify their body manual page
parts in pairs 2 bullet 1
4. Report back from pair work
5. Individually learners say their
likes and dislikes
2 IDENTITY -say their Confidence 1. Recapping the previous lesson Guidance and
Family family names, communica taught on self identity counselling
Information compositions tion 2. Learners say out their family, Infant
and other names, composition of their Teacher’s
useful families manual page
information 3. Group work on community and 2 bullet 1
wider society
4. Report back from groups
5. Singing and dancing to songs of
their choices.
3 RIGHTS AND -state their Self esteem 1. Singing the song kutererera Guidance and
RESPONSIBILITIES rights and Communic 2. Learners list what they need counselling
Children’s rights responsibilities ation parents and guardians to do for Infant
and them Teacher’s
responsibilities 3. Learners in groups state their manual page
responsibilities and rights 3 bullet 2
4Report back from groups
5. Revising main points
CE

SUGGESTION
4 RIGHTS AND -say the names Communic 1. Recapping the previous lesson Guidance and
RESPONSIBILITIES of people to ation taught on rights counselling
Shared share their Confidence 2. Learners say forms of Infant
confidentiality confidential Collaborati confidential information Teacher’s
information on 3. Learners in groups list names of manual page
with people to share confidential 3 bullet 2
information
4. Reportback from groups
5. Revision work
5 RIGHTS AND -identify Communic 1. Learners do rhymes on child Guidance and
RESPONSIBILITIES different types ation abuse counselling
Child Abuse of abuse Recognise 2. Learners say out various forms Infant
of child abuse Teacher’s
3. Group work on what victims of manual page
child abuse should do when abused 3 bullet 3
4. Feedback from groups
5. Playing a game on abuse
6 RIGHTS AND -describe ways Communic 1. Recapping the previous lesson Guidance and
RESPONSIBILITIES of reporting ation 2. Learners listen to the steps to be counselling
Child Protection child abuse Confidence taken when reporting child abuse Infant
Collaborati 3. Groupwork-child abuse Teacher’s
on 4. Report back from groups manual page
5. Answering questions from the 3 bullet 4
teacher

CE

SUGGESTION
7 HUNHU/UBUNHU/ -state forms of Respect 1. Singing the song Kuteerera in Guidance and
VALUES good behavior Confidence class counselling
Respect and at home Collaborati 2. Learners say out forms of Infant
tolerance at home on behavior at home Teacher’s
3. Groupwork on how the forms of manual page
good behavior is atticulated 3 bullet 5
5. Revising the main points
8 HUNHU/UBUNHU/ -state forms of Respect 1. Recapping the previous lesson Guidance and
VALUES good behavior Tolerance on Respect counselling
Respect and at school and Collaborati 2. Learners list forms of good Infant
tolerance at in the on behavior at school Teacher’s
school and in the community 3. Learners list forms of good manual page
community behavior in the community in 3 bullet 5
groups
4. Feedback from groups
5. Revision work
9 HUNHU/UBUNHU/ -identify Recognise 1. Learners say they want from Guidance and
VALUES vulnerable Tolerance elders and parents counselling
Vulnerable members of 2. Learners identify vulnerable Infant
members of society members Teacher’s
society 3.Identifying challenges met by manual page
vulnerable members in groups 3 bullet 6
5. Revising the main points of the
lesson.

SUGGESTION
10 HUNHU/UBUNHU/ -state ways of Collaborati 1. Answering questions on Guidance and

VALUES helping on Vulnerable members of society counselling
Vulnerable vulnerable Self esteem taught Infant
members of members of 2. Learners list the challenges met Teacher’s
society society by vulnerable members of society manual page
3. Group work-ways of helping 3 bullet 6
vulnerable members of society
5. Learners play games to end the
lesson

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TABLE OF CONTENT

MATHEMATICS AND SCIENCE 24 – 40

GUIDANCE ND COUNSELLING (INFANT) 74 – 78

HERITAGE – SOCIAL STUDIES 79 – 85

MASS DISPALYS INFANT 86 – 95

VISUAL AND PERFOMING ARTS 96 – 108

PHYSICAL EDUCATION 109 – 120

INFORMATION COMMUNICATION AND TECHNOLOGY 121-125

TIME MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

ECD A TERM 1 SCHEME-CUM PLAN 2017 Page 2

ENGLISH LANGUAGES INFANT

TO HELP LEARNERS TO:

1.listen attentively for communication

2 speak fluently for effective communication

3 read short English texts for fluency and comprehension

4 write accurately in English

5 listen to and understand short texts or any form of communication in English

ECD A TERM 1 SCHEME-CUM PLAN 2017 Page 3

1 LISTENING/OBSE -identify Problem English Assumed knowledge Learners know animal

ECD A TERM 1 SCHEME-CUM PLAN 2017 Page 4

Self from left to right.

2 LISTENING/OBSE --identify Problem English Assumed knowledge Learners know sounds

LISTENING/OBSE --identify Problem English Assumed knowledge Learners know sounds

ECD A TERM 1 SCHEME-CUM PLAN 2017 Page 5

READING/SIGNIN - illustrate Problem English Assumed knowledge Learners know the

3 LISTENING/OBSE -listen to Problem English Assumed knowledge Learners know

ECD A TERM 1 SCHEME-CUM PLAN 2017 Page 6

management Conclusion -oral discussions and singing a

READING/SIGNIN - illustrate Problem English Assumed knowledge Learners know how

ECD A TERM 1 SCHEME-CUM PLAN 2017 Page 7

5 LISTENING/OBSE - match Problem English Assumed knowledge Learners know

ECD A TERM 1 SCHEME-CUM PLAN 2017 Page 8

making Syllabus page different objects.

LISTENING/OBSE - match Problem English Assumed knowledge Learners know

ECD A TERM 1 SCHEME-CUM PLAN 2017 Page 9

Leadership 14 Bullet 2 name tags

LISTENING/OBSE - match Problem English Assumed knowledge Learners know

ECD A TERM 1 SCHEME-CUM PLAN 2017 Page 10

Leadership 10 Bullet 3 Step 3 Learners listen to sounds of objects.

7 LISTENING/OBSE -listen to Problem English Assumed knowledge Learners know

ECD A TERM 1 SCHEME-CUM PLAN 2017 Page 11

Leadership 12 Bullet 4 Step 3 Learners tell each other where they

LISTENING/OBSE -listen to Problem English Assumed knowledge Learners know voices

READING/SIGNIN -match Problem English Assumed knowledge Learners know each

8 LISTENING/OBSE -listen to Problem English Assumed knowledge Learners know

ECD A TERM 1 SCHEME-CUM PLAN 2017 Page 12

Communication Step 3 -In groups states the owner of the

ECD A TERM 1 SCHEME-CUM PLAN 2017 Page 13

Communication Step 3 -In pairs learners identify and match

9 LISTENING/OBSE Name the Problem English Assumed knowledge Learners know

LISTENING/OBSE Name the Problem English Assumed knowledge Learners know

ECD A TERM 1 SCHEME-CUM PLAN 2017 Page 14

10 LISTENING/OBSE - Name the Problem English Assumed knowledge Learners know

ECD A TERM 1 SCHEME-CUM PLAN 2017 Page 15

LISTENING/OBSE - Name the Problem English Assumed knowledge Learners know

11 Playing games and sing songs

ECD A TERM 1 SCHEME-CUM PLAN 2017 Page 16

HERITAGE –SOCIAL STUDIES

2 develop an appreciation of national heritage and identity

3 appreciate the significance of national events, symbols and heritage

4 understand and appreciate Zimbabwe’s pre-colonial, colonial and post-colonial history

a) IDENTITY: FAMILY HISTORY AND LOCAL HERITAGE