ECD A Scheme

BROAD AIMS
To develop in learners:
 Fine motor skills, sensory skills and body co-ordination.

 Concepts, generation, logic, language, and thinking skills.
 Speaking, listening, pre-reading and pre-writing skills.
TOPICS TO BE COVERED
IDENTIFICATION OF VOICES
RECOGNITION OF VOICES
PRE-READEING
SEQUENCING
GREETINGS
BODY PARTS
ME,MYSELF AND FRIENDS
DESCRIBE PICTURES
WK WK TOPIC/CONTENT OBJECTIVES METHODOLOGY/ACTIVITIES SKILLS S.O.M MEDIA EVALUATION
endng NO.
1 IDENTIFICATION During the lesson  Singing “Todada naye Jesu…..’’ 1. Listening Indigenous Teacher
OF VOICES children will:  teacher explains and tells them 2. Speaking languages Classmates
Voice of their  identify their a story about a hare and his hoe 3. Identifying Infant ICT tools
teacher voice whilst children are listening Syllabus
 Teacher asks questions page 15
 Learners responds CDU pub
VOICE OF THEIR During the lesson  Singing “Todada naye Jesu…..’’ 1. Listening Teacher
FRIENDS AND OTHERS learners will:  Teacher explains 2. Speaking classmates,
-identify their  teacher asks learners their 3. Thinking toy phones
friend`s voices names and they respond ICT tools
individually
 Learners take turns saying out
their names
 Teacher helps the needy
IDENTIFICATION During the lesson  Singing “Todada naye Jesu…..’’ 1 Listening Indigenous Teacher
OF VOICES learners will: teacher 2 Speaking languages classmates,
 Voice of their  identify voices  teacher explains 3 Identifying Infant toy phones
friends of other  teacher pairs learners with their Syllabus ICT tools
learners friends so that they talk to each page 15
other CDU pub
 tr moves around monitoring
 tr then asks volunteers to
present in front of others
RECOGNITION OF During the lesson  Singing “nzeve dzangu 1. Listening Indigenous Bells
SOUND learners will: dzinonzwa……..” 2. Identifying languages Chart of
 Sound from the  Identify sounds  Teacher and learner have a Infant domestic
immediate of objects in nature walk Syllabus animals
environment their  They observe different sound page 15 Whistles
immediate from the immediate CDU pub
environment environment and identify them
 Teacher asks learners questions
endng NO.
2 RECOGNITION OF During the lesson  Singing “Ndonzwa ngoma 1. Listening Indigenous Papers of
SOUND children will: kurira…..’’ 2. Thinking languages chips,
 Sounds from  identify sounds  Naming and identifying of objects 3. Identifying Infant sweet
various objects made by  teacher explains and Syllabus papers, toy
various objects demonstrate producing sound page 15 phones,
 name at least 2 with the objects CDU pub sticks, clips,
objects  Learners get into groups of 4s whistles,
and are given objects to produce bell
sound with the objects
 Teacher asks questions
 Sound from During the lesson  Singing “Mary ane kamombe…..’’ 1. Listening Chart of
domestic animals learners will:  Teacher shows learners pictures 2. Thinking domestic
 identify sounds of domestic animals and they animals,
made by name them toy
domestic  teacher demonstrate the sound phones,
animals made by one animal and asks toy
 name at least 2 learners to do the rest computers
animals
RECOGNITION OF During the lesson  Singing “Nzeve dzangu 1 Listening Indigenous Chart of
SOUND learners will: dzinonzwa…..’’ 2 Naming languages wild
 Sound from wild  Name at least  teacher shows learners pictures 3 Thinking Infant animals,
animals two wild of animals of wild animals and 4 Identifying Syllabus picture
animals they name them page 15 books, toy
 Identify sound  teacher demonstrate sound CDU pub phones,
they produce made by one animal and learners toy
to do the rest in groups of 5s computers
 group feedbacks
RECOGNITION OF During the end of  Producing sounds using different 1. listening Indigenous Pre
SOUNDS the lesson learners objects 2. identifying languages recorded
Listen to different will be able to :  Linking different sounds to their 3. naming Infant sounds, ICT
sounds  Identify the sources Syllabus tools,
sound and its  Identifying sounds from pre page 10 musical
source from recordings CDU pub instrument
different s
sounds they
have listened
to

endng NO.
RECOGNITION OF During the lesson  Imitating sounds made by 1. listening Indigenous Picture
SOUNDS learners will: domestic animals 2. identifying languages dominoes,
 Imitate sounds  Teacher and learner repeats the 3. naming Infant picture
made by activity Syllabus books,
domestic  Facilitator helps the needy page 13 toys, ICT
animals  Learners imitate in groups CDU pub tools
 Group feedbacks
3 RECOGNITION OF During the lesson  Singing “Mary ane kambudzi..” 1 Listening Indigenous Chart of
SOUNDS learners will:  Teacher produce sound produced 2 Naming languages domestic
 Matching sound  Name at least 3 by domestic and asks learners to 3 Thinking Infant animals
of domestic domestic raise the picture of that animal 4 Identifying Syllabus
animals with the animals  Teacher explains page 15
animals  Match sound  The activity is repeated and even CDU pub
produced with learner produce the sound and
the animal others match it with the animal.
RECOGNITION OF During the lesson  Teacher tells a story by walking in 1. Listening Indigenous Chart of
SOUNDS learners will: the bush 2. Naming languages wild
 Matching sounds  Name at least 3  Teacher shows learners wild 3. Thinking Infant animals
of wild animals wild animals animals Syllabus Pictures of
with the animals  Match sounds  Teacher /learners produce sound page 15 of wild
of wild animals and others match with the animal CDU pub animals
at least 1 with Toy
 NB They can do it as a
the animals computers
competition game
RECOGNITION OF During the lesson  Tr and learners sing”I am a music 1 Listening Indigenous Musical
SOUNDS learners will: man…” 2 Naming languages instruments
 Sounds of musical  Name at least 2  Naming musical instruments 3 Thinking Infant Phone,
instruments musical  Tr orders learners to make sound 4 Identifying Syllabus whistles
instruments with musical instruments in page 15
 Identify sounds groups of 4s CDU pub
from musical
 Group feedbacks
instruments
 One learner can go outside to
produce sound and others guess
the instrument
endng NO.
During the lesson  Teacher and learners sing”I am a 1. Listening Indigenous Musical
learners will: music man……” 2. Naming languages instruments
 Name at least  Naming and identifying musical 3. Thinking Infant Toy
one musical instruments Syllabus computers
instrument  Tr produces sound with all page 13 Phone,
 Produce sound instruments CDU pub whistles
using musical
instrument
the instrument
LISTENING During the lesson  Listen to stories, folktales and 1. listening Story
Stories and learners will: news books.
folktales  Retell stories  Retelling stories, folktales and Resource
and folktales news items. person
 Answer  Role playing ICT tools
questions
4 LISTENING During the lesson  Learners respond to instructions 1. listening Indigenous Objects
REQUESTS AND learners will:  Learners respond to requests 2. thinking languages charts
INSTRUCTIONS  Follow  Learners play a whispering game Infant
instructions Syllabus
page 13
CDU pub
LISTENING During the lesson  Learners recite poems they Listening Indigenous Sing for
RHYMES, JINGLES learners will: know. Thinking languages joy booklet
AND POEMS  Recite poems  Teacher helps learners to recite Infant Rhymes
 Recite rhymes poems from textbooks. Syllabus ICT tools
 Recite jingles  Learners recite jingles and page 13 charts
rhymes in groups of 4s CDU pub
 Group feedback
RHYMES, JINGLES During the lesson  Learners play percussion listening Indigenous Percussion
AND POEMS learners will:  Learners sing songs they know languages Song
 Play percussion  Facilitator introduce a song to Infant booklet
learners Syllabus ICT tools
 Facilitator and learners sing the page 13
sing until all learners master song CDU pub
LISTENING During the lesson  Repeating sentences Thinking Indigenous Picture
learners will:  Responding to questions listening languages books
 Say sentences Infant Picture
 Respond to Syllabus 13 ICT tools
questions asked
endng NO.
REVISION During the lesson  Learners recite poems they Listening Indigenous Sing for
RHYMES, JINGLES learners will: know. Thinking languages joy booklet
AND POEMS  Recite poems  Teacher helps learners to recite Infant Rhymes
 Recite rhymes poems from textbooks. Syllabus ICT tools
 Recite jingles  Learners recite jingles and page 13 charts
rhymes in groups of 4s CDU pub
 Group feedback
5 Stories and During the lesson  Listen to stories, folktales and 1. listening Story
folktales learners will: news books.
 Retell stories  Retelling stories, folktales and Resource
and folktales news items. person
 Answer  Role playing ICT tools
questions
SPEAKING During the lesson  Singing “Do you know my name” 1. Naming Indigenous Learners,
 Myself children will:  Teacher demonstrates and 2. Thinking languages photos,
 Say their explains 3. Speaking Infant mirrors,
names in full  Learners take turns to introduce Syllabus picture
 Talk about themselves page 16 books
themselves  Tr helps the needy CDU pub
SPEAKING During the lesson  Repeating “Five in the family…” 1. Speaking Indigenous Pictures of
 My family learners will:  Tr explains and demonstrates 2. Thinking languages family
 Say their family  Learners talk about their family 3. Naming Infant members,
member`s members in groups of four. Syllabus picture
name  Volunteers come forward and page 16 books,
 Talk about give feedback talking about their CDU pub chart of
their family families family
members  Tr assists the needy members
 Friends During the lesson  Singing “Shamwari dzangu…..’’ 1 speaking Learners,
learners will:  tr tells learners his/her friends` 2 Naming picture
Say their friend`s names and their and learners 3 Thinking books
names take turns to say out their friends
Talk about friends names and their names too
SPEAKING During the lesson Singing “Ticha vedu ×2....” 1 Listening Indigenous Teacher,
 My teacher learners will: Teacher asks learners their teachers 2 Naming languages picture
 Say their name 3 Thinking Infant books,
teacher`s name Learners get into groups of 5s to 4 Identifying Syllabus Toy phones
Talk about their tr discuss about their tr. page 16
 Group feedbacks CDU pub
endng NO.
6 SPEAKING During the lesson  Singing”Zuva kudai ndina Jesu…” 1. Speaking Indigenous Pictures
 Times of the day learners will:  Teacher explains about different 2. Identifying languages showing
 Identify times of the day. 3. Thinking Infant times of
different times  Learners and tr sing”Mangwanani Syllabus the day,
of the day ndinorumbidza Mwari….” page 16 Picture
 Sing the song  Tr asks qsn concerning the topic CDU pub books
about times of
and learners respond
the day
SPEAKING During the lesson  Teacher tells a story of a boy and 1. Listening Indigenous Picture
 Greetings using learners will: her granny….” 2. Naming languages books,dolls
appropriate  Greet using  Tr explains and at the same time 3. Thinking Infant
register appropriate asks questions on how they greet Syllabus
register elders. page 16
 Respond to  Learners greet each other in CDU pub
greetings dialogues pretending to be elders
at different times of the day.
 Tr asks questions
SPEAKING During the lesson  Singing “This is the way we 1 Naming Chart
 What is done learners will: wash….” 2 Thinking showing
during different  State what is  Learners state different times of 3 Identifying different
times of the day done during the day. times of the
different times  Learners discuss what is done day, picture
of the day books
during different times of the day
in groups
 Group feedbacks
READING During the lesson  Singing”Maziso angu anoona…..” 1. Speaking Indigenous Picture
 Descriptions learners will:  Tr shows learners pictures and 2. Naming languages cards,
Name pictures learners observe them. Infant Picture
3. Thinking
 Describe at  Learners describe at least Syllabus books,
least 1 picture pictures as a class with the page 16 Charts of
 Learners teacher. CDU pub pictures
compare 2
pictures
7 SPEAKING During the lesson  Singing”Zuva kudai ndina Jesu…” 4. Speaking Indigenous Pictures
 Parts of the body learners will:  Teacher explains about different 5. Identifying languages showing
Identify different times of the day. 6. Thinking Infant times of
times of the day  Learners and tr sing”Mangwanani Syllabus the day,
Sing the song about ndinorumbidza Mwari….” page 16 Picture
times of the day  Tr asks qsn and learners respond CDU pub books
endng NO.
BODY PARTS During the lesson  Teacher tells a story of a boy and 4. Listening Indigenous Picture
 FUNCTIONS OF learners will: her granny….” 5. Naming languages books,dolls
BODY PARTS  Greet using  Tr explains and at the same time 6. Thinking Infant
appropriate asks questions on how they greet Syllabus
 Tr asks questions
 Functions of the During the lesson  Singing “musoro wangu 1. Speaking Chart and
body learners will: unofunga”. 2. naming pics of
 State functions  Teacher explains 3. thinking body parts,
of at least two  Inners recite rhymes “musoro dolls,
body parts wangu unofunga and Totada puppets
 Recite rhymes naye Jesu….”
on the
 Teacher assists the needy.
functions of the
body parts
PRE-READING During the lesson  Singing”maziso angu anoona” 1. reading Indigenous Cups,
 Left to right learners will:  Tr shows children different items 2. naming languages spoons,
orientation  Demonstrate and they name them 3. Thinking Infant tins,
the left right  Tr asks learners which item Syllabus crayons,
orientation should be read first page 19 chalks, bks,
 Name items  Tr explains what they should do CDU pub pencils
available
READING During the lesson  Singing “Maziso angu anoona” 1. reading Indigenous Picture
 Left to right learners will:  Tr shows he learners pictures 2. naming languages cards, chart
orientation  Demonstrate  Tr explains how to read picture 3. Thinking Infant of pictures,
the left to right which one should start and so on 4. listening Syllabus picture
orientation books
 Learners read pictures from left page 19
 Name pictures to right in group of 4 CDU pub
 Group feedback
8 READING During the lesson  Singing “Maziso angu anoona” 1. reading Indigenous Dominoes,
 Top to bottom learners will:  Tr draw pictures of the c/board 2. Thinking languages picture
orientation  Describe the or show them on the work cards 3. listening Infant cards,
top to bottom  Tr explains how to read that they Syllabus charts of
orientation should read the picture on top of page 19 pictures
Coordinate hand CDU pub Picture
the 1st and them that on the
and eye movement books
bottom
for reading
endng NO.
READING During the lesson  Singing “Maziso angu anoona” 1. reading Dominoes,
 Top to bottom learners will:  Previous lesson recap 2. listening pictures
orientation  Demonstrate  Tr gives learners picture book cards,
the top to and demonstrates charts of
bottom pictures,
 Learners read pics as individuals
orientation picture
but sharing pic books
 Coordinate stories
 Tr assists the needy
hand and eye
movement for
reading
 Describe
pictures
READING During the lesson  Singing”Todada naye Jesu” 1. reading Indigenous Picture
 Left to right learners will:  Tr shows learners pic books 2. Thinking languages cards,
orientation  Demonstrate  Learners read pics in the text 3. naming Infant picture
the left right book one by one Syllabus books,
orientation  Learner read pictures in groups of page 19 chart of
 Name pictures 4 CDU pub pictures
 Group feedback
READING During the lesson  Singing”Todada naye Jesu” 1. reading Indigenous Chart
 Following pic learners will:  Tr shows learners cards and 2. naming languages showing
sequence  Follow picture picture on charts showing picture 3. Thinking Infant pic
sequence sequence Syllabus pic
 Name at least 1  Tr explains and demonstrates page 19 sequence,
pictures pic
 Learners name pics following the CDU pub
sequence,
sequence as a class picture
 Tr helps the needy books
READING During the lesson  Singing”Todada naye Jesu” 1. reading Indigenous Chart
 Following pic learners will:  Previous lesson recap 2. naming languages showing
sequence  Follow picture  Tr explains and demonstrates 3. thinking Infant pic
sequence after learners name pics Syllabus sequence,
 Name at least 2  Learners read the pictures page 19 picture
pictures CDU pub books
following the picture
 Tr helps the needy
9 READING During the lesson  Singing”Todada naye Jesu” 1. reading Story

 Arranging story learners will:  Naming pictures 2. thinking pictures,
pics in sequence  Name at least 2  Tr explains and demonstrates 3. listening picture
pictures  Learners arrange story pictures in books
Arrange story pics the correct sequence in groups
in sequence
 Group feedback
endng NO.
READING During the lesson  Singing”Todada naye Jesu” 1. fine motor Indigenous Blocks
 Building blocks in learners will:  Tr explains and demonstrates 2. reading languages
sequence Build blocks in  Learners build blocks in the Infant
the correct correct sequence to form Syllabus
sequence to boosters, bridges etc page 19
form boosters CDU pub
WRITING During the lesson  Singing”Maoko angu anonyora” 1. handling Indigenous Crayons,
ORIENTATION learners will:  Tr explain and demonstrates 2. writing languages pencils,
 Handling writing  Handle writing  Learners handle writing tools Infant newsprints,
tools tools correctly Syllabus charcoal,
correctly
 Name the page 20 chalks
 Teacher monitors them
writing tools CDU pub
WRITING During the lesson  Singing”Maoko angu anonyora” 1. handling Indigenous Crayons,
ORIENTATION learners will:  Tr demonstrates tool handling 2. writing languages pencils,
 Scribbling  Handle the and scribbling Infant newsprints,
writing tools Syllabus charcoal,
 Learners scribble from left to chalks
correctly page 20
 Scribble from right
CDU pub
left to right  Tr helps the needy
WRITING During the lesson  Singing”Todada naye Jesu” 1. handling Indigenous Crayons,
ORIENTATION learners will:  Tr demonstrates tool handling 2. writing languages pencils,
 Scribbling  Handle the and scribbling Infant newsprints,
writing tools  Learners scribble from left to Syllabus charcoal,
correctly right in their workbooks page 20 chalks
 Scribble from  Tr helps the needy CDU pub
left to right
10 WRITING During the lesson  Singing”Maoko angu annyora..” 1. handling Indigenous Crayons,
ORIENTATION learners will:  Teacher and learner do previous 2. writing languages pencils,
 Scribbling  Handle the lesson recapping Infant newsprints,
writing tools  Teacher demonstrates learners Syllabus charcoal,
correctly scribble from left to right on page 20 chalks
 Scribble from newsprints CDU pub
left to right  Teacher displays learners` work
endng NO.
WRITITNG During the lesson  Singing ”Todada naye Jesu” 1. writing Indigenous Crayons,
SKILLS learners will:  Tr explains and demonstrates 2. Thinking languages pencils,
 Drawing  Practice hand  Learners draw objects, pictures 3. finger Infant newsprints,
eye of their own choice on dexterity Syllabus charcoal,
co-ordination newsprints 4. drawing page 19 chalks
 Draw pictures  Teacher assists the needy CDU pub
of own choice
WRITING SKILLS During the lesson  Singing”Todada naye Jesu” 1. writing Indigenous Crayons,
 Tracing learners will:  Tr explains and demonstrates 2. Thinking languages different
 Practice hand  Learners trace around shoe and 3. finger Infant templates,
eye tree templates dexterity Syllabus pencils,
co-ordination  Teacher helps them 4. drawing page 19 newsprints
 Draw pictures CDU pub
of own choice
WRITITNG During the lesson  Singing”Ini ndogona kudrawer” 1. writing Indigenous Crayons,
SKILLS learners will:  Tr explains and demonstrates the 2. Thinking languages patterns,
 Drawing  Practice hand pattern on the chalkboard 3. finger Infant pencils,
eye  Write the pattern correctly from dexterity Syllabus charcoal
co-ordination left to write 4. drawing page 19
 Trace around  Tr assists the needy CDU pub
objects
 Draw pattern
11 WRITITNG During the lesson  Singing”Ini ndogona kucolour” 1. writing Indigenous Crayons,
SKILLS learners will:  Tr explains and demonstrates 2. Thinking languages pencils,
 Coluring  Practice hand  Learners colour drawn objects in 3. finger Infant picture
eye their work books dexterity Syllabus books
co-ordination  Learners identify and name 4. drawing page 19
 Colour drawn drawn objects CDU pub
objects  Tr helps the needy
SPEAKING During the lesson  Singing “This is the way we 4 Naming Chart
of the day books
in groups
 Group feedbacks
endng NO.
READING During the lesson  Singing”Maziso angu anoona…..” 4. Speaking Indigenous Picture
 Descriptions learners will:  Tr shows learners pictures and 5. Naming languages cards,
Name pictures learners observe them. Infant Picture
6. Thinking
-Describe at least 1  Learners describe at least Syllabus books,
picture pictures as a class with the page 16 Charts of
-Learners compare CDU pub pictures
teacher.
2 pictures
READING During the lesson  Singing”Todada naye Jesu” 1. fine motor Indigenous Blocks
 Building blocks in learners will:  Tr explains and demonstrates 2. reading languages
sequence -Build blocks in the  Learners build blocks in the Infant
correct sequence to correct sequence to form Syllabus
form boosters boosters, bridges etc page 19
12 WRITING During the lesson  Singing”Maoko angu anonyora” 1. handling Indigenous Crayons,
ORIENTATION learners will:  Tr explain and demonstrates 2. writing languages pencils,
&  Handling writing  Handle writing  Learners handle writing tools Infant newsprints,
13 tools tools correctly Syllabus charcoal,
correctly
 Name the page 20 chalks
 Teacher monitors them
writing tools CDU pub
LISTENING During the lesson  Listen to stories, folktales and 1. listening Story
Stories and learners will: news books.
folktales -Retell stories and  Retelling stories, folktales and Resource
folktales news items. person
-Answer questions  Role playing ICT tools
LISTENING During the lesson  Learners respond to instructions 1. listening Indigenous Objects
INSTRUCTIONS -Follow  Learners play a whispering game Infant Sylla
instructions page 13
CDU pub
LISTENING During the lesson -Learners recite poems they know. Listening Indigenous Sing for
RHYMES, JINGLES learners will: -Teacher helps learners to recite Thinking languages joy booklet
AND POEMS  Recite poems poems from textbooks. Infant Rhymes
 Recite rhymes Learners recite jingles and rhymes in Syllabus ICT tools
 Recite jingles groups of 4s page 13 charts
-Group feedback CDU pub
Teacher helps the needy
AIMS
Develop the four basic skills namely: listening, speaking, reading and writing in the English Language with emphasis on visual,
manual and tactile skills.
Express themselves freely in a variety of situations that involve the use of functional English.
Develop basic skills of analysing literally works.
Promote the use of ICTs in the learning of the English Language
TOPICS
LISTENING/OBSERVING
SPEAKING/SIGNING
WRITING/ BRAILING
READING/SIGNING
endng NO.
1 LISTENING During the lesson  Singing “Todada naye Jesu…..’’ 4. Listening Indigenous Teacher
PEOPLE, children will:  Facilitator explains and tells 5. Speaking languages Classmates
ANIMALS,OBJECTS  identify their them a story about a hare and 6. Identifying Infant ICT tools
voice his hoe whilst children are Syllabus
listening page 15
 Facilitator asks questions CDU pub
 Learners responds
VOICE OF THEIR During the lesson  Singing “Todada naye Jesu…..’’ 4. Listening Teacher
FRIENDS AND OTHERS learners will:  Teacher explains 5. Speaking classmates,
-identify their  teacher asks learners their 6. Thinking toy phones
friend`s voices names and they respond ICT tools
individually
 Learners take turns saying out
their names
2 LISTENING During the lesson -Singing “Todada naye Jesus.. 4 Listening Indigenous Teacher
 Voice of their learners will: -teacher explains 5 Speaking languages classmates,
friends  identify voices -teacher pairs learners with their 6 Identifying Infant toy phones
of other friends so that they talk to each Syllabus ICT tools
learners other page 15
-tr then asks volunteers to present CDU pub
in front of others
LISTENING During the end of -Producing sounds using different 1. listening Indigenous Pre
Listen to different the lesson objects 2. identifying languages recorded
sounds learners will be -Linking different sounds to their 3. naming Infant sounds, ICT
able to : sources Syllabus tools,
Identify sound and Identifying sounds from pre page 10 musical
its source from recordings CDU pub instruments
different sounds
they have listened
to
3 LISTENING During the lesson -Singing “nzeve dzangu 3. Listening Indigenous Bells
 Sound from the learners will: dzinonzwa……..” 4. Identifying languages Chart of
immediate Identify sounds of -Teacher and learner have a nature Infant domestic
environment objects in their walk Syllabus animals
immediate -They observe different sound from page 15 Whistles
environment the immediate environment and CDU pub
identify them
endng NO.
READING During the lesson  Singing”Todada naye Jesu” 1. reading Indigenous Picture
 Left to right learners will:  Tr shows learners pic books 2. Thinking languages cards,
orientation  Demonstrate  Learners read pics in the text 3. naming Infant picture
the left right book one by one Syllabus books,
orientation  Learner read pictures in groups page 19 chart of
 Name pictures of 4 CDU pub pictures
 Group feedback
4 SEQUENCING During the lesson  Singing”Todada naye Jesu” 1. reading Indigenous Chart
 Following pic learners will:  Tr shows learners cards and 2. naming languages showing
sequence  Follow picture picture on charts showing picture 3. Thinking Infant pic
sequence sequence Syllabus pic
 Name at least 1  Tr explains and demonstrates page 19 sequence,
pictures pic
 Learners name pics following the CDU pub
sequence,
sequence as a class picture
 Tr helps the needy books
WRITING During the lesson  Singing”Todada naye Jesu” 1. writing Indigenous Crayons,
 Tracing learners will:  Tr explains and demonstrates 2. Thinking languages different
 Practice hand  Learners trace around shoe and 3. finger Infant templates,
eye tree templates dexterity Syllabus pencils,
co-ordination  Teacher helps them 4. drawing page 19 newsprints
 Draw pictures CDU pub
of own choice
5 WRITITNG During the lesson  Singing”Ini ndogona kudrawer” 1. writing Indigenous Crayons,
 Drawing learners will:  Tr explains and demonstrates the 2. Thinking languages patterns,
Practice hand eye pattern on the chalkboard 3. finger Infant pencils,
co-ordination  Write the pattern correctly from dexterity Syllabus charcoal
Trace around left to write 4. drawing page 19
objects  Tr assists the needy CDU pub
Draw pattern
LISTENING During the lesson  Singing “Mary ane kambudzi..” 1 Listening Indigenous Chart of
 Matching sound learners will:  Teacher produce sound produced 2 Naming languages domestic
of domestic  Name at least 3 by domestic and asks learners to 3 Thinking Infant animals
animals with the domestic raise the picture of that animal 4 Identifying Syllabus
animals animals  Teacher explains page 11
 Match sound  The activity is repeated and even CDU pub
produced with learner produce the sound and
the animal others match it with the animal.
endng NO.
6 SPEAKING During the lesson  Learners share news and stories 1. Speaking English Story
Folk stories learners will: they already know 2. Listening languages books.
 Tell or sign  Learners get into groups of 5s 3. Thinking Infant Resource
news and and share stories Syllabus person
stories  Facilitator monitor the activity page 12 ICT tools
 Retell stories  Group feedback CDU pub
FOLK STORIES During the lesson  Learners share news and 1 Listening English Children’s
AND learners will: religious stories from the Bible 2 Speaking languages Bible
RELIGIOUS  Dramatise  Learners act the story with the 3 Thinking Infant Picture
STORIES stories help of the facilitator Syllabus books
 Answer  Facilitator asks learners questions page 12 Story
questions CDU pub books
and learners respond
 Learners stage the act on their
own without the help of the
facilitator
7 LISTENING During the lesson  Listen to stories, folktales and 1. listening Indigenous Story
Stories and learners will: news languages books.
folktales  Retell stories  Retelling stories, folktales and Infant Resource
and folktales news items. Syllabus person
 Answer  Role playing page 13 ICT tools
questions CDU pub
LISTENING During the lesson  Learners respond to instructions 1. listening Indigenous Objects
INSTRUCTIONS  Follow  Learners play a whispering game Infant
instructions Syllabus
page 13
CDU pub
8 LISTENING During the lesson  Learners respond to instructions 1. listening Objects
REQUESTS AND learners will:  Learners respond to requests 2. thinking Charts
INSTRUCTIONS Follow instructions  Learners play a whispering game
 Facilitator monitors the game
and asks learners questions
SPEAKING During the lesson  Teacher tells a story of a boy and 1. Listening English Picture
 Greetings using learners will: her granny….” 2. Naming languages books,dolls
appropriate  Greet using  Tr explains and at the same time 3. Thinking Infant
register appropriate asks questions on how they greet Syllabus
endng NO.
10 SPEAKING During the lesson  Singing “This is the way we 1 Naming Chart
of the day books
in groups
 Group feedbacks
 Facilitator asks qsns and learners
respond.
SPEAKING During the lesson  Learners will write their names 1. Listening English Songs
Names and content learners will: down 2. Thinking languages about
details  Say or sign  Ask and answering each other’s 3. Naming Infant names
their names name Syllabus Games
4. Speaking Name cards
 Group work page 12
 Group feedback CDU pub
11 SPEAKING During the lesson  Learners will tell each other 1 Naming English Models,
 location and learners will: where they stay 2 Listening languages pictures
content details  state where  Learners will provide each other 3 Speaking Infant cellphones
they stay with their parents` contact Syllabus
 give parents details and phone numbers page 12
phone numbers CDU pub
REVISION: During the lesson  Teacher tells a story by walking in 4. Listening Indigenous Chart of
LISTENING learners will: the bush 5. Naming languages wild
 Matching sounds  Name at least 3  Teacher shows learners wild 6. Thinking Infant animals
of wild animals wild animals animals Syllabus Pictures of
with the animals  Match sounds  Teacher /learners produce sound page 15 of wild
of wild animals and others match with the CDU pub animals
at least 1 with animal:NB They can do it as a Toy
the animals computers
competition game
12 REVISION: During the lesson  Tr and learners sing”I am a music 4 Listening Indigenous Musical
LISTENING learners will: man…” 5 Naming languages instruments
&  Sounds of musical  Name at least 2  Naming musical instruments 6 Thinking Infant Phone,
musical  whistles
13 instruments
instruments
Tr orders learners to make sound 7 Identifying Syllabus
with musical instruments in page 15
 Identify sounds groups of 4s CDU pub
from musical
 Group feedbacks
instruments
the instrument
endng NO.
REVISION: During the lesson  Learners will write their names 5. Listening English Songs
SPEAKING learners will: down 6. Thinking languages about
Names and content  Say or sign  Ask and answering each other’s 7. Naming Infant names
details their names name Syllabus Games
8. Speaking Name
 Group work page 12
cards
 Group feedback CDU pub
BROAD AIMS
To develop in learners;
Concept, generalisation, application, logic, problem solving skills and thinking skills.
Good health, nutrition and safety practises.
Match, construct and identify moving and non moving objects.
MATCHING
ORDERING
SHAPES
OBJECTS IN THE ENVIRONMENT
CONSTRUCTION
endng NO.
1 OBJECTS IN THE During the lesson  TR & learners sing ‘’Dede 7. Naming Maths & Scie Seed,
ENVIROMENT children will: fembera ichi chiito” 8. Identifying Infant Syllabus bottle,
Objects nature walk  Name at least  teacher tells learners to go 9. communica pg 12, CDU tops, tins,
2 objects from outside tion publisher empty
the  Children discuss different containers,
environment objects they see & name them. stick,
 Identify at  Teachers & children go inside straws,
least 2 objects  Teachers asks question matching
from the concerning cards,
environment  Learners respond to question stones,
the walk
OBJECTS IN THE During the lesson  Doing “Jongwe mukuru ndiani 7. Naming Maths & Scie Empty
ENVIROMENT learners will:  teachers demonstrates 8. Fine motor Infant Syllabus container,
Grouping objects acc  name grouping objects acc to size 9. Grass pg 12, CDU tins, sticks,
to size objects after naming motor publisher straw,
he/she  Learners group objects in stones,
groups groups of four blocks
 group  Groups feedback
objects acc
to size of 4
OBJECTS IN THE During the lesson  Teacher & learners “the shapes 7 naming Maths & Scie Tins, straw,
ENVIRONMENT learners will: I know 8 fine motor Infant Syllabus tissue rolls,
 Grouping objects  Name at least  Teacher demonstrate grouping pg 12, CDU match
acc to colour 1 shape objects acc in pairs publisher blocks,
 Group objects  feedbacks Shape
acc to shape templates
OBJECTS IN THE During the lesson  Singing ‘colours, colours, by 5. Naming maths& Empty tins,
ENVIRONMENT learners will: teachers & learners 6. Fine motor science infant blocks,
 Grouping objects  Name at least  Learners name, identify colours finger syllabus pg 16 shape,
acc to colour. one colour  Teachers demonstrate grouping dexterity publisher templates
 Group objects objects acc to colour in groups with
acc to colour  Group feedbacks colours
 Volunteers to group objects
endng NO.
2 CONSTRUCTION During the lesson  Singing ‘shiri yakanaka’ by 1. Finger Maths & Scie Pods,
 Bundles are children will: teachers and learners dexterity Infant Syllabus strings,
threading  Construct  Learners name objects 2. thinking pg 12, CDU hallows
bundles  Teacher demonstrate threading publisher seeds, &
 Thread at least  Learners thread using objects nuts,
one tem individually hallow
 Volunteers to thread in front of blocks,
others mealie
cobs
CONSTRUCTION During the lesson  singing ‘shamwari dzangu huyai 1. thinking Maths & Scie Interlockin
 fitting toys learners will: titambe’ 2. finger Infant Syllabus g blocks,
together  arrange  teachers explains the activity dexterity pg 12, CDU blocks, pic
different objects to  learners fit toys together publisher bks
form pillars  groups of four
interlock toys one  teachers helps the needy
objects  group feedbacks
CONSTRUCTION During the lesson  Singing ‘shamwari dzangu huyai 1. naming Maths & Scie Tins, straw,
learners will: tivake’ 2. thinking Infant Syllabus tissue rolls,
 Constructing  Construct at  Teachers explains activity 3. finger pg 12, CDU match
different objects least one item  Learners construct different dexterity publisher blocks,
together using different items using different objects Shape
objects pairs templates
 Name at least  Feedbacks
two objects
CONSTRUCTION During the lesson  Singing ‘shamwari dzangu huyai 1. Naming maths& Empty tins,
 securing objects learners will: titambe’ 2. Fine motor science infant blocks,
 Name at least  Teachers explains the activity finger syllabus pg 16 shape,
two objects and demonstrates dexterity publisher templates
 Thread follow  Children thread hollow objects 3. thinking with
objects to to make bangles, belts, etc colours,
come up with individually coloured
at least one  Teachers displays learners & cards
item praises them
endng NO.
3 MATCHING During the lesson  singing ‘Maziso angu anoona’ -matching Maths & Scie Containers
 comparing/ children will:  teacher explains & demonstrate -naming Infant Syllabus with
matching  name at least  learners match familiar objects Identifying pg 12, CDU different
familiar objects two objects acc to colour -thinking publisher colours,
to colour  identify at  teachers helps the needy Blocks of
least 2 objects  Group feedbacks different
 match familiar  Teachers ask oral question & colours,
objects to learners Lunch
colour boxes
chart of
colours
During the lesson  Singing ‘Banga ramagwigwai’ 1 matching Maths & Scie Coloured
 Paring objects to learners will:  Naming of objects by learners 2 naming Infant Syllabus blocks,
colour -Name at least 1  Teachers explains & 3 identifying pg 12, CDU Coloured
object demonstrates 4 thinking publisher blocks,
-Pair objects to  Learners pair objects to colour coloured
colour in pairs containers,
-Identify at least  Feedbacks cups, lunch
two objects boxes,
seeds
MATCHING During the lesson  Singing ‘Jongwe mukuru ndiani’ 1 matching Maths & Scie Containers
learners will:  Naming of objects by learners 2 naming Infant Syllabus of different
 matching objects  make at least  Teachers explains & 3 thinking pg 12, CDU sizes,
according to size two objects demonstrate publisher blocks of
 match objects  Learners match objects to size different
acc 2 size in groups of 4 sizes
 Group feedbacks
 making pictures During the lesson  Singing Maziso angu anoona’ 1 matching Maths & Scie Coloured
to colour learners will:  Naming &identifying by 2 naming Infant Syllabus pictures,
 name / identify learners 3 thinking pg 12, CDU pictures
pictures at  Teachers explains & publisher bks chart
least 2 demonstrate of colours
 match pictures  Learners match colour
to colour individually to turns
endng NO.
4 MATCHING During the lesson  Repeating ‘Shapes, shapes -matching Maths & Scie Different
 Matching objects children will:  Naming of objects by learners -problem Infant Syllabus shapes,
according to  name at least  Teachers explains solving pg 12, CDU containers,
shape two objects &demonstrates -logical publisher blocks
 match objects  Learners match objects sequencing
according to according to shapes in groups
shapes of 5
 identify shapes  Group feedback
During the lesson  Singing ‘Maziso angu anoona’ 1 problem Pic bks,
 Add one out learners will:  Naming of objects by learners solving different
-Name at least 3  Teachers explains & 2naming containers
objects demonstrate 3 identify cups,
-identify the odd  Learners identify the one out in plates,
one out groups of 4 rulers,
 Volunteers to presents for pencils
others in front of the classroom
ORDERING During the lesson  Repeating ‘Colours, colours’ 1 problem Maths & Scie Blocks,
learners will:  Naming objects solving Infant Syllabus chart of
 Sorting similar  make at least  Teachers explains & 2 logical pg 12, CDU colours
objects according two objects demonstrates sequencing publisher
to colour  arrange similar  Learners arrange similar
objects objects according to colour,
according to  Group feedback
colour
 Arranging During the lesson  Repeating, ‘colours colours’ 1 logical Pic bks,
pictures learners will:  Teachers sequencing charts text
according to  Name at least  Teachers explains & 2problem bks
colour 1 object demonstrate solving
 Identify  Learners arrange pics according
colours to colour
 Arrange pic  Descending pics as a class
according to
colour
WK W TOPIC/CONTENT OBJECTIVES METHODOLOGY/ACTIVITIE SKILLS S.O.M MEDIA EVALUATION
endn K S
g NO.
5 ODERING During the lesson  singing ‘shamwari dzangu -problem Maths&Scie Sticks of
 Comparing children will: huyai titambe solving Infant different
long vs shorter  name at least  naming objects -ordering Syllabus pg sizes,
two objects  teacher explains & identify Fine motor 15, CDU rulers,
 compare long  learners compare long & publisher pencial,
vs short short objects in pairs blocks
objects  teachers assists the needy
 volunteers to presents in class
During the lesson  Teacher tells a story of a 1 logical Clay,
 Modelling balls learners will: ‘mhizha’ sequencing water, tins
of different sizes -model balls of  Teachers explains 2problem
& arrange different sizes &demonstrate solving
-arrange balls  Learners model balls of 3fine motor
according to size different sizes individually
 Teachers and learners
explains & demonstrate
 Learners do as the teacher say
ORDERING During the lesson  singing ‘small, smaller, 1 problem Maths& Different
learners will: smallest’ solving science infant size of
 comparing small  name identify  naming of objects by learners 2fine motor syllabus pg 15 containers
& big objects objects  teachers explain & CDU publisher tins,
available demonstrate blocks
 compare  learners compare small & big
small & big objects in groups of 4
objects  group feedbacks
 Singing ‘big, bigger, biggest
 Comparing tall & During the lesson  Singing ‘short, shorter, 1logical Learners
shorts objects learners will: shortest’ sequencing charts, pic
 Name/identif  Naming & identifying 2problem bks
y at least two  Comparing tall solving
objects & short objects by learners in 3.fine motor
 Compare tall groups of 4
& short  Group feedbacks
objects
endng NO.
6 SHAPES During the lesson  Singing ‘The shapes I know’ -identifying Maths&Scie Chart of
 IDENTIFYING children will:  Identify different & solid -naming Infant Syllabus shapes,
SHAPES  Identify at least shapes from environment -thinking pg 15, CDU containers
1 different  Naming shapes publisher of different
plane & solid shapes,
shapes rulers,
blocks
During the lesson  Repeating ‘shapes shapes’ 1 fine motor Newsprints
 TRACING SHAPES learners will:  Identifying shapes 2problem crayons,
 -identify at  Teacher explains & solving work bks
least 1 demonstrate 3identifying chart of
shape  Leaner trace around shape shapes
 Trace templates in their bks
around  Teachers
shapes
SHAPES During the lesson  repeating ‘shapes, shapes ‘ 1 problem Maths& Chart of
learners will:  naming & identifying shapes solving science infant shapes
 classifying objects of  name at least  learners classify objects of 2identifying syllabus pg 15
different shapes two objects different shapes according to CDU publisher
 identify shapes shape as the teacher
 classify objects demonstrated to them
of different  teacher helps the needy
shapes
 Colouring shapes During the lesson  Repeating ‘triangle triangle, 1fine motor Crayons
learners will: where are you, here I am’ 2 identifying work books
 Identify at  Identifying & naming shapes chart of
least two  Teachers explains & shapes,
shapes demonstrates card of
 Colour shapes  Learners colour shapes in their shapes
work books crayons
 Teachers assists the needy
endng NO.
7 HUMAN BODY During the lesson  Singing ‘Dedera Zengera uyu 1. finger Maths&Scie Picture
 Sorting pictures learners will: ndiani…” dexterity Infant Syllabus books,
according to sex  Identify boys  Identifying boys and girls in the 2. logical pg 13 pictures of
and girls classroom by the class reasoning CDU boys and
 Sort pictures  Sorting pictures according to publishers girls
according to sex by learners
sex
During the lesson  Repeating ‘Musoro mafudzi….” 1. finger Picture
 Drawing the human learners will:  Teacher explains and dexterity books,
body  Name at least 3 demonstrate 2. logical pictures of
body parts  Leaner draw human body on reasoning human
newsprints or in their books body
HUMAN BODY During the lesson  Fitting jigsaw puzzles of male Identifying Maths&Scie Picture
Human Beings are of learners will: and female Logical thinking Infant Syllabus books
different sexes  Differentiate  Sorting pictures according to pg 13 Pictures of
between male sex CDU male and
and female publishers female
WATER During the lesson  Singing ‘Sources of water.. ‘ 1. finger Pictures of

 Sources of water learners will:  Teacher explains and give dexterity water
 Identify at examples sources
least tone  Name sources of water and
source of their main source they use at
water home
 teacher asks the questions and
learners respond
 dangers associated During the lesson  Singing “Water water..” 1. finger Water
with sources of water learners will:  Teachers explains. dexterity source
 Identify at  Discussing pictures about the 2. logical pictures,
least 2 sources dangers of water in groups reasoning
of water.  Group feedbacks
 Identify
dangers
associated with
sources of
water
endng NO.
8 WATER During the lesson  Previous lesson recap 1. finger Maths&Scie Picture
 Water makes things children will:  Teacher explains and dexterity Infant Syllabus books,
wet  Name and demonstrate 2. logical pg 13 pictures of
state the  Learners get into groups of 4 to reasoning CDU boys and
properties of demonstrate that water makes publishers girls
water things wet
 Group feedbacks
 Demonstrate
the different
properties of
water
During the lesson  Singing”Water, water, water 1. finger Picture
 Water sinks learners will: sinks” dexterity books,
 Name and  Previous lesson recap 2. logical pictures of
state the  Learners get into groups of 5 to reasoning human
properties of demonstrate water sinking body
water
 Group feedbacks
 Demonstrate
the different
properties of
water
WATER During the lesson  Si Singing”Water, water, water 1. finger Maths&Scie Pictures of
 Uses of water at home learners will: washing” dexterity Infant Syllabus water
 state at least 2  Tr asks qsns and learners pg 13 sources
different uses CDU
respond
of water at publishers
school  Learners get into groups of and
state different sources of water
 Group feedbacks
 uses of water at During the lesson  Singing “Water 1. finger Maths&Scie Water
school learners will: water.scrubbing.” dexterity Infant Syllabus source
 state at least 2  Tr asks qsns and learners 2. logical pg 13 pictures,
different uses respond reasoning CDU
 Learners get into groups of and
school
 Group feedbacks
endng NO.
9 PLANTS During the lesson  Teacher and learners take a 1. thinking Maths&Scie Picture
 Good plants children will: nature walk. 2. logical Infant Syllabus books,
 Name good  Observing plants and reasoning pg 13 pictures
plants identifying good plants CDU good
 Identify good  Naming at least 2 good plants publishers plants
plants  Teacher asks questions and
learners respond
During the lesson  Previous lesson recap 1. logical Picture
 Dangerous plants learners will:  Teacher explains reasoning books,
 Name and  Learners discuss and observe pictures
identify at least the poisonous plants in the dangerous
2 dangerous textbook and where they are plants
plants poisonous in groups of 4s
 Group feedbcaks
 Teacher asks questions and
learners respond.
PLANTS During the lesson  Relating “Dai ndiri karuva 1. thinking Maths&Scie Pictures of
 Uses of plants learners will: kadiki…” Infant Syllabus plant uses
 List at least 2  Teacher explains the uses of pg 13
different uses plants and how they should CDU
of plants maintain plants publishers
 Name and  Teacher asks questions and
identify plants learners respond
 planting plants During the lesson  Relating “Dai ndiri karuva 1. finger Maths&Scie Plants,
learners will: kadiki…” dexterity Infant Syllabus hoes,
 name and  Previous lesson recap 2. logical pg 13 flowers
identify two reasoning CDU
 Teacher explains and
different plants 3. thinking publishers
 plant plants demonstrates
 Learners plant plants in the
flower beds individually
 Teacher asks questions and oral
questions concerning the topic
and learners respond.
endng NO.
10 ANIMALS During the lesson  Identifying animals 1. finger Maths&Scie Picture

 Name animals children will:  Moulding animals dexterity Infant Syllabus books,
 Name animals 2. logical pg 14 Animals
reasoning CDU pictures,
publishers charts and
toys
During the lesson  Recording animal sounds 1. logical Maths&Scie Picture
 Identify sounds madelearners will:  Playing recordings of animal reasoning Infant Syllabus books,
by different animals Identify sounds 2. listening pg 14 pictures of
sounds made CDU human
 Making sounds of animals
by different publishers body
animals
 Imitate sound
made by
animals
WATER During the lesson  Si Singing”Water, water, water 1. finger Pictures of
 Uses of water at home learners will: washing” dexterity water
 state at least 2  Tr asks qsns and learners sources
different uses
respond
of water at
 Group feedbacks
11 During the lesson  Recording animal sounds 1. logical Maths&Scie Picture

 Identify sounds made learners will:  Playing recordings of animal reasoning Infant Syllabus books,
by different animals  Identify sounds 2. listening pg 14 pictures of
sounds made CDU human
 Making sounds of animals
by different publishers body
animals
 Imitate sound
made by
animals
endng NO.
ANIMALS During the lesson  Identifying animals 1. finger Maths&Scie Picture

 Name animals children will:  Moulding animals dexterity Infant Syllabus books,
 Name animals 2. logical pg 14 Animals
reasoning CDU pictures,
publishers charts and
toys
PLANTS During the lesson  Teacher and learners take a 1. thinking Maths&Scie Picture
 Good plants children will: nature walk. 2. logical Infant Syllabus books,
 Name good  Observing plants and reasoning pg 13 pictures
plants identifying good plants CDU good
 Identify good  Naming at least 2 good plants publishers plants
plants  Teacher asks questions and
learners respond
12 REVISION:WATER During the lesson  Si Singing”Water, water, water 1. finger Maths&Scie Pictures of
 Uses of water at home learners will: washing” dexterity Infant Syllabus water
&  state at least 2  Tr asks qsns and learners pg 13 sources
13 different uses
respond
CDU
 Group feedbacks
REVISION: HUMAN During the lesson  Identifying boys and girls in the 1. finger Maths&Scie Picture
BODY learners will: classroom by the class dexterity Infant Syllabus books,
 Sorting pictures  Identify boys  Sorting pictures according to 2. logical pg 13 pictures of
according to sex and girls sex by learners reasoning CDU boys and
 Sort pictures publishers girls
according to
sex
TOPICS
 ICT TOOLS
 CREATING AN DPUBLISHING
 APPLICATION SOFTWARE
BROAD AIM
 To develop in learners basic technological and communication skills.

ending NO.
1 ICT TOOLS During the lesson -Singing ‘Hello good morning...’’ ICT Infant Crayons,
 ICT toys ie toy learners will: -Learners name toys syllabus picture
phones -name at least 2 -Teacher demonstrates to use the toy page 6 CDU books, toy
ICT toys -Learners play with the toy the way pub cars, toy
-play with toy they like phones,
phones -Teacher assists the needy ,news
prints
 ICT toys ie toy During the lesson -Singing ‘’Vana vana....’’
cars learners will: Teacher asks learners to name toys
-name at least 2 they have
ICT toys -Teacher demonstrates operating toy
-play with toy cars car & explain
2 ICT TOOLS During the lesson -Singing ‘’Hello hello good...’’ Crayons,
 ICT toys ie toy learners will: -Learners name toys picture
laptops  identify at least -Teacher demonstrates operating toy books, toy
2 ICT toy laptops in groups cars, toy
laptops -Teacher assists needy phones,
 ICT toys ie During the lesson -Singing’’vana vana....’’
cameras learners will: -identifying ICT
 identify at least -Teacher demonstrate taking teacher
3 ICT toys people using the phone
 take photos -learners take turns capture their
using the friends
camera -Teacher assisting the needy
3 ICT TOOLS During the lesson -Singing ‘’ini ndogona kudrawer’’ 1.naming ICT Infant Crayons,
*ICT models learners will: -Naming ICT toys 2.drawing syllabus picture
-drawing ICT models -name at least 2 -Teacher demonstrates ICT models of 3.thinking page 6 CDU books, toy
ICT models own drawing pub cars, toy
-draw at least 1 ICT -Learners draw one choices model phones,
models -Teacher helps the needy ,news
prints
ICT TOOLS During the lesson -Singing ‘’ini ndinogona kudrawer 1.naming Clay soil,
models learners will: -naming ICT toys 2.modelling water,cont
modelling ICT models -name at least 2 -Teacher demonstrates ICT toys 3.thinking ainer, toy
ICT models/toys -Learners demonstrate ICT toys of phones,
model at least 1 ICT their own choices toy laptops
model  Teacher assists the needy cars
ending NO.
4 ICT TOOLS During the lesson  singing “shamwari dzangu” 1.naming ICT Infant Junk paper,
 ICT models learners will:  identify ICT –toys 2.finger syllabus Match-
 making ICT  identify at  teacher demonstrates making a dexterity page 6 boxes,
models least 2 toys toy phone 3.thinking CDU pub tissue rolls,
 make at least 1  learners make ICT models of their 4.identifying picture
ICT mode using own choices books,
available  teacher assists the needy ICT toys
resources glue
 ICT models During lessons  singing “Ini ndogona kudrawer” 1.identifying Crayons,
 drawing ICT learners will:  identify ICT toys 2.drawing picture
models  identify at least  teacher demonstrates drawing 3.thinking books ,toy
2 ICT toys toy cars cars, toy
 draw at least 2  learners draw ICT models inbooks phones
models  teacher helps the needy
5 CREATING AND During the lesson  Singing ‘’ini ndogona kudrawer” 1.finger ICT Infant Laptop,
PUBLISHING the learners will:  explain and demostrates dexterity syllabus picture
 Scribbling  scribble using ndogona kudrawer ‘’ 2.thinking page 6 books
the mouse or  Teacher and learners draw using 3.naming CDU pub
touch screen the computer in groups of four 4.identifying
 name and  Teacher assists the needy
identify
 laptop/
computer
 select colour
 Scribbling During the lesson  Singing ‘’ini ndogona kunyora’’ 1.naming ICT Infant Laptops,
learners will:  Naming the computer 2.identifying syllabus picture
 name &  Teacher demonstrates 3.finger page 6 books
identify the  Learners scribble using the dexterity CDU pub
computer computer selecting colours in 4.thinking
 scribble using groups of four taking turns
the mouse or  Teacher assists the needy
touch screen
 select colours
CREATING AND During the lesson  Singing ‘’ini ndogona kudrawer’’ 1.naming ICT Infant Laptops,
6 PUBLISHING learners will:  Teacher explains and 2.identifying syllabus picture
 drawing  name and demonstrates 3.thinking page 6 books
identify the  Learners draw using the computer 4.drawing CDU pub
computer in groups of four
 draw using the  Teacher assists the needy-
mouse or both
touch screen
ending NO.
CREATING AND During the lesson  Singing ‘’ini ndogona kudrawer’’ 1.drawing Laptops,
PUBLISHING learners will:  Previous lesson recap 2.identifying picture
 drawing  name and  Learners draw using the comp in 3.naning books
identify the groups of four 4.thinking
computer  Group feedback
 draw using the  Teacher helps the needy
mouse or
touch screen
 select colours
7  Drawing During the lesson  singing “Ini ndinogona kunyora” 1.drawing ICT Infant Laptops,
learners will:-  teacher explains and 2.identifying syllabus picture
scribble using the demonstrates scribbling on the 3.naning page 6 books
mouse or touch computer 4.thinking CDU pub
screen name and
identify the laptop/
computer
 select colours
APPLICATION During the lesson  Singing ‘’ini ndogona kupainter’’ 1.naming ICT Infant Laptops
SOFTWARE learners will:  Teacher explains and 2.identifying syllabus
 Select different demonstrates 3.finger page 6
 Painting painting tools  learners practices selecting dexterity CDU pub
 Use different painting tools in group of 3 and 4.thinking
tools teacher helps
 group feedback
8.  painting During the lesson  Singing ‘’ini ndogona kupainter’’ 1.naming ICT Infant Laptops
learners will:  Previous lesson recap 2.identifying syllabus
 Selecting and  Learners practices selecting 3.finger page 6
using different painting tools dexterity CDU pub
painting tools  Teacher assists them. 4.thinking
 Paint at least
one picture or
shape
APPLICATION During the lesson  singing “Computer inopainter…” 1.naming Laptops
SOFTWARE learners will:  teacher explains and 2.identifying
 Free painting  Selecting and demonstrates 3.finger
using different  learners paint at least 2 pictures in dexterity
painting tools groups and teacher helps tthem. 4.thinking
 Paint 1 shape  Group feedback
ending NO.
9  Free painting During the lesson  singing “Computer inopainter…” 1.naming ICT Infant laptops
learners will:-  previous recap 2.identifying syllabus
 Paint at least  teacher explains and 3.finger page 6
one picture or demonstrates dexterity CDU pub
shape  learners paint at least 2 pictures 4.thinking
 Selecting and  group feedbacks
using different  teacher helps the needy
painting tools
APPLICATION During the lesson  name musical toys 1. identifying ICT Infant Toy phones
SOFTWARE learners will:  play music from toys and 2. naming syllabus Computers
Musical toys  identify computer related toys page 6 pianos
musical toys CDU pub
10 Play musical During the lesson  Facilitator will conduct Listening ICT Infant Music
software learners will: educational tours Naming syllabus software
 Play musical  Visit studios nearby identifying page 6 Toys
software  Play music from toys and CDU pub computers
computer related
 Facilitator helps the needy
ICT TOOLS During the lesson  Singing ‘Hello good morning...’’ ICT Infant Crayons,
 ICT toys ie toy learners will:  Learners name toys syllabus picture
phones  name at least 2  Teacher demonstrates to use the page 6 CDU books, toy
ICT toys toy pub cars, toy
 play with toy  Learners play with the toy the phones,
phones way they like ,news
 Teacher assists the needy prints
11 REVISION: During the lesson  Singing ‘’ini ndogona kudrawer’’ 1.drawing Laptops,
CREATING AND learners will:  Previous lesson recap 2.identifying picture
& PUBLISHING  name and  Learners draw using the comp in 3.naning books
12  drawing identify the groups of four 4.thinking
computer  Group feedback
 draw using the  Facilitator helps the needy
mouse or
touch screen
 select colours
Background and performing music
GENERAL AIMS
To help pupils to:
 Acquire originality and self expression.
 Develop creativity.
 Sing and dance
WK TOPIC/CONTENT OBJECTIVES METHODOLOGY/ACTIVITIES SKILLS S.O.M MEDIA EVALUATION

NO.
1 CULTURAL During the lesson  Singing “Mbuya vari mukitchen” 1. Singing Heritage ICT tools
HERITAGE learners will:-  Teacher explains 2. thinking Social studies e.g. tone
Key concept -state at least 2  Teacher and learners sing “Carry Syllabus pg fone
Culture in relation languages in the in the kitchen 16 resource
to language community  Those with their songs in other CD TS person
Using in different -sing at least one language teach others publishers
languages song in different
languages
Different During the lesson 
Teacher tells a story about a 1. Naming Resource
indigenous stranger who do not speak Shona
learners will:- 2. thinking person
 Teacher explains
languages spoken in -State at least 2 phone
the community  Learners state different languages
languages in the
community they know with the help of their
teacher
2 MOVEMENT AND During the lesson  singing”Shamwari dzangu…” 1. gross motor Mass displays Drums and
RHYTHM learner will:  teacher demonstrates and 2. thinking Syllabus whistles
 movement in move in different explains 3. listening page 13
different directions  learners complete in moving to CDTS
directions the north and then south in publishers
groups of 10
 group feedbacks
MOVEMENT AND During the lesson Singing “Shamwari dzangu..” 1. gross motor Mass displays Whistle
RHYTHM learners will:-  teacher the activity 2. singing Syllabus
 move to cover  learners do chamudhuze page 13
space mudhuze as a class CDTS
 do  learners do the game in groups of publishers
chamudhuze 10
mudhuzue  Group feedback
3 MOVEMENT AND During the lesson  previous lesson recap 1. gross motor Mass displays Pictures of
RHYTHM learners will:-  teacher demonstrates singing 2. singing Syllabus birds
movement to cover  move to cover “Shiri yakangwara..” page 13
space space  learners sing “Shir yakangwara” CDTS
shir yakanaka  perform shiri until all have mastered it and all publishers
yakanaka the gestures
-they sing it in groups of 4
-group feedback
WK TOPIC/CONTENT OBJECTIVES METHODOLOGY/ACTIVITIES SKILLS S.O.M MEDIA EVALUATION
NO.
4 MOVEMENT AND During the lesson  Singing “Shamwari dzangu…” 1. gross motor Mass displays Drums,
RHYTHM learners will:-  Teacher explains and 2. listening Syllabus tambourine
Movement with  Move with demonstrates 3. singing page 13
rhythm march  Learners sing”:Tiri masoja while CDTS
Tinomacha  March like marching..” publishers
semasoja soilders  Others beat the drums
Different eating During the lesson  reading “Food Food” thinking Heritage Picture
habits and etiquette learners will:-  teacher explains listening Social studies books, food
 show different  learners talk about differentiating Syllabus pg samples
eating habits habits they know in groups of 11
 show different four CD TS
etiquettes  group feedbacks publishers
 teacher assists the needy
 

ending NO.
1 BACKGROUND During the lesson  Singing “Nzeve dzangu 1.singing Mass Musical
AND PERFOMING learners will: dzinonzwa…….” 2. listening displays instruments
MUSIC  Perform  Teacher tells a story about tsuro Syllabus Animal
 Folk songs theme related nagudo page 12 chart
 Tsuro nagudo background  Teacher and learners sing”Perere CDTS pub
music Gumbe…” until
 Sing song in captured/mastered by learners
tsuro nagudo  Learners retell the story ie
folk volunteers
2 BACKGROUND During the lesson  Singing “Mary ane kamombe…” 1.singing Mass Animal
AND PERFOMING learners will:  Teacher explains 2. listening displays chart
MUSIC  Perform  Learners imitate animal sounds in Syllabus Musical
 Folk songs theme related groups of 4 page 15 instruments
background  Group feedbacks CDTS pub
music  Teacher assists the needy
3 Animal sound During the lesson  Singing “Mary ane kamombe…” 1. listening Mass Musical
learners will:  Teacher explains 2. singing displays instruments
 Do animal  Learners imitate animal sounds in Syllabus Pictures of
sound groups of 4 page 12 animals
 Group feedbacks CDTS pub
 Teacher assists the needy
4 BACKGROUND During the lesson  Singing”Nzeve dzangu 1.singing Mass Musical
AND PERFOMING learners will: dzinonzwa…” 2. listening displays instruments
MUSIC  Perform  Teacher tells a story about tsuro Syllabus Animal
 Folk songs theme related nebadza and sing a song in it page 15 chart
 Tsuro nagudo background  Learners sing the song until all CDTS pub
music learners mastered it
 Repeat the  Teacher assists the needy .
song in the
story
5 BACKGROUND During the lesson  Singing”Banga ramagwai gwai 1.singing Mass Animal
AND PERFOMING learners will:- rakarasika pabaiwa mombe..” 2. listening displays chart
MUSIC Perform theme  Teacher tells a story Syllabus Musical
 Folk songs related background  Learners sing a song”Kwaru kwaru page 12 instruments
 All animals music mamvura machena” as a class CDTS pub
digging a well Sing the song in the  Teacher asks questions and
story learners respond
ending NO.
6 BACKGROUND During the lesson  Singing “Isu tinofarirra ayeye 1.singing Mass Musical
AND PERFOMING learners will: kufarira kumba isu farira..” 2.dancing displays instruments
MUSIC  Play drums  Teacher leads learners to sing Syllabus
 Contemporary  Play shaker songs like “Zifunzi yauya…” whilst page 12
songs  Sing songs playing drums and shakers CDTS pub
 Playing drums  Learners repeat the song
and shakers  Teacher helps the needy
7 BACKGROUND During the lesson  Singing”Banga ramagwai gwai 1. singing Mass Pictures of
AND PERFOMING learners will:- rakarasika pabaiwa mombe..” 2. listening displays animals
MUSIC  Perform  Teacher tells a story Syllabus digging a
 All animals theme related  Learners sing a song”Kwaru kwaru page 12 well
digging a well background mamvura machena” as a class CDTS pub Song book
music  Teacher asks questions and Musical
 Sing the song learners respond instruments
in the story
8 BACKGROUND During the lesson  Teacher tells learners about the 1.singing Mass Musical
AND PERFOMING learners will: war of liberation 2. listening displays instruments
MUSIC  Sing war songs  Teacher leads into singing”Mbuya Syllabus
 Folk songs  Perform theme Nehanda..” page 15
 Animal sound related  Learners sing until they mastered CDTS pub
background the song.
music  Teacher assists the needy
9. BACKGROUND During the lesson  Teacher tells learners about the 1.singing Mass Musical
AND PERFOMING learners will: war of liberation 2. listening displays instruments
MUSIC  Perform  Teacher leads into singing”Ivhu iri Syllabus
 Folk songs theme related takaritora nehondo...” with page 15
 Tsuro nagudo background learners CDTS pub
music  They sing the song in groups of 10
 Sing war songs  Teacher helps the needy
10 BACKGROUND During the lesson  Singing”Jesu inumber 1..” 1.singing Mass Musical
AND PERFOMING learners will:-  Teacher explains and displays instruments
MUSIC  Play demonstrates Syllabus
 Folk songs percussion  Learners sing”Africa Africa..”whilst page 15
 All animals instruments playing percussion instrument CDTS pub
digging a well  Perform theme  Teacher helps the needy
related
instruments

ending NO.
11 REVISION: During the lesson  Singing “Isu tinofarirra ayeye 1.singing Mass Musical
BACKGROUND learners will: kufarira kumba isu farira..” 2.dancing displays instruments
& AND PERFOMING  Play drums  Teacher leads learners to sing Syllabus
MUSIC  Play shaker songs like “Zifunzi yauya…” whilst page 12
12  Contemporary  Sing songs playing drums and shakers CDTS pub
songs  Learners repeat the song
 Playing drums  Teacher helps the needy
and shakers
Animal sound During the lesson  Singing “Mary ane kamombe…” 1. listening Mass Musical
learners will:  Teacher explains 2. singing displays instruments
 Do animal  Learners imitate animal sounds in Syllabus Pictures of
sound groups of 4 page 12 animals
 Group feedbacks CDTS pub
 Teacher assists the needy
BROAD AIMS
To develop in learners:
 Positive self identity.

 Life and livelihood skills for them to fit into society and interact with the environment.
 Psycho-social skills such as self control ,free expression of emotions, gender equity, societal norms and values(unhu/ubuntu.
 IDENTITY
 CULTURAL HERITAGE
 NATIONAL HISTORY, SOVEREIGNITY AND GOVERNANCE
ending NO.
1 IDENTITY: During the lesson  Singing “Dudu muduri…..’’ 1. naming Heritage Crayons pic
Family history and learners will:  teacher demonstrates saying 2. finger dextenty Social books
local heritage  Name her name and describe herself 3. thinking studies dolls
Myself and my themselves  learners tell/say their names Infant Syllabi
family  Draw taking turns page 10
themselves  teacher assists the needy CDTS
 drawing self publishers
-Family members During the lesson  Singing “Vashanu mu 1. naming Heritage Pictures of
learners will: mhuri…..’’ 2. identifying Social family
-name all  Teacher demonstrates name 3. thinking studies members
immediate family her immediate family members Infant Syllabi crayons
members  Learners name family members page 10 dolls phone
-color pictures of individually CDTS
family members  Coloring family members publishers
2 IDENTITY: During the lesson  identifying their neighbors at 1. Identifying Heritage
learners will: home 2. Naming Social
 identify  singing naming songs 3. Logical thinking studies
neighbors  Teacher helps the needy Infant Syllabi
 page 10
CDTS
publishers
IDENTITY: During the lesson  Singing “Shamwari dzangu…..’’ 9 Naming Heritage Pic books
Family history and learners will:  teacher tells children about her 10 Speaking Social balls
local heritage Key  name their friend studies
component friends  learners take turns to tell each Infant Syllabi
concept  talk about other their friends in pairs page 15
Myself and my their friends  teacher talks with her friend CDTS
friends through the phone publishers
-my friends  learners find friends& talk
3 GAMES i.e hide During the lesson  Singing “dance around 7. Naming Picture
and seek learners will: together……..” 8. Thinking books
 “Chamuhwane name their  Teacher explain the game hide 9. Speaking
hwande friends at least and seek 10. running
 Mapere one game they  Children play the game in
play with their groups of five
friends  Teacher assist the needy
endng NO.
4 -my school During the lesson Singing “Zifunzi zifunzi” 1. naming Blocks,
learners will:-  teacher asks learners the name 2. speaking school
 Name their of their school 3. thinking building
school  teacher describes the school phone
 Describe their and asks learners to describe in
school group of four, group feedback
 children construct their school
in blocks
IDENTITY: During the  Teacher tells a story about 1. naming Heritage Chart
Family history and lesson learner family norms and values 2. speaking Social family
local heritage. Key will:  Children take turns to state studies members,
concept  State at least their family norms and values Syllabus pg picture
Family norms and two family  Teacher asks learners was 15 books
values norms and concerning the story CD TS
Myself and my values  Learners respond publishers
School  Identify at
-respect least on
common
courtesies
5 CULTURAL  during the  Singing “Mbuya vari 3. Singing Heritage ICT tools
HERITAGE lesson mukitchen” 4. thinking Social e.g. tone
Key concept learners  Teacher explains studies fone
Culture in relation will:-  Teacher and learners sing Syllabus pg resource
to language  state at least “Carry in the kitchen 16 person
Using in different 2 languages  Those with their songs in other CD TS
languages in the language teach others publishers
community
 sing at least
one song in
different
languages
Different During the  Teacher tells a story about a 3. Naming Resource
indigenous lesson learners stranger who do not speak 4. thinking person
languages spoken will:- Shona phone
in the community  State at least  Teacher explains
2 languages  Learners state different
in the languages they know with the
community help of their teacher
endng NO.
6 CULTURAL During the  previous lesson recap 1. identifying Heritage Pictures
HERITAGE lesson learners  teacher shows learners pictures Social samples of
Key concept will: of people wearing different Studies different
Culture in relation identify the attires Syllabus attires
to dress attire worn in  class discuss and teacher page 1 CDTS crayons
Cultural attire different explains publishers6 paint
cultures  teacher demonstrates
 colouring  learners colour pictures of
pictures of different attires
different
attires
7 Comparing During the  Teachers tells a story about a 1. Identifying Samples
different attires lesson learners girl wearing trousers 2. Comparing different
will:-  Teacher explains 3. thinking attires
 Identify the  Learners compare attire worn picture
attire worn in by different people from books
different different cultures in the picture phone
cultures books in groups
 Compare  Group feedbacks
attire from
different
cultures
8 CULTURAL During the  reading “Food….food” 1. identifying Heritage Picture
HERITAGE lesson learners  naming and identifying food 2. naming Social books
Key concept to will:- identify types studies showing
food food types  teacher explains Syllabus pg different
Food from  identify at -learners identify food from 11 foods, food
different cultures least two food different cultures as a class teacher CD TS samples
types from helps us as a class and teacher publishers
different cultures helps them
Different eating During the  reading “Food Food” thinking Heritage Picture
habits and lesson learners  teacher explains listening Social books, food
etiquette will:-  learners talk about studies samples
-show different differentiating habits they know Syllabus pg
eating habits in groups of four 11
-show different  group feedbacks CD TS
etiquettes  teacher assists the needy publishers
endng NO.
9 NATIONAL During the  singing “Zimbabwe nyika yedu naming Heritage Map of
HISTORY lesson learners yakanaka ine zvose” thinking Social Zimbabwe
SOVEREIGNTY will:-  teacher explains discuss about studies
AND  state the the country in groups of four Syllabus pg
GOVERNANCE name of their  group feedbacks 12
Key concept country  teacher asks questions and CD TS
My Country:  state the learner respond publishers
National Anthem name of their
-my country villages
-The national  during the  teacher explains the singing Heritage The
anthem lesson importance of the national Social national
learners anthem studies flag
will:-  singing the national anthem as Syllabus pg
 sing the a class 12
national  teacher explains the dos and CD TS
anthem don’ts of own singing the publishers
national anthem
10 NATIONAL During the  Observing the hoisting of the Singing Heritage The
FLAG lesson learners national flag Listening Social national
will:  Singing the national anthem studies flag
 Recognise  Demonstrating proper gestures Syllabus pg ICT tools
the National 12
Flag CD TS
publishers
NATIONAL During the  Reciting the national school Singing Heritage ICT tools
SCHOOL lesson learners pledge Demonstrating Social
PLEDGE will:  Demonstrating proper gestures studies
Recite the Syllabus pg
national school 12
pledge CD TS
publishers
11 REVISION:FAMI Singing “Mangwanani 1 thinking Chart
LY NORMS AND ndinorumbidza Mwari” communication showing
VALUES  teacher explains how to greet different
others with respect to time of times of
the day the day
 learners role play do greeting
 teacher assists the needy

endng NO.
12 REVISION: During the  reading “Food….food” 3. identifying Heritage Picture
CULTURAL lesson learners  naming and identifying food 4. naming Social books
& HERITAGE will:- identify types studies showing
13 Key concept to food types  teacher explains Syllabus pg different
food  identify at  learners identify food from 16 foods, food
Food from least two food different cultures as a class CD TS samples
different cultures types from teacher helps us as a class and publishers
different cultures teacher helps them
REVISION: During the  Reciting the national school Singing Heritage ICT tools
NATIONAL lesson learners pledge Demonstrating Social
SCHOOL will:  Demonstrating proper gestures studies
PLEDGE Recite the Syllabus pg
national school 12
pledge CD TS
publishers
LOCOMOTION
MOVEMENT
CHOREOGRAPHY
AIMS
The syllabus helps learners to:
3.1 develop psychomotor skills, team building, confidence and self esteem
3.2 develop a collective spirit, based on our norms and values as well as an
appreciation of the diverse cultures of the Zimbabwean society
3.3 promote good health and safety, appreciate senses of beauty and achievement as
provide entertainment at ceremonies.
3.4 lay foundations for creativity in learners through talent and skill transfer
3.5 communicate information, knowledge and national ideals through the displays
ending NO.
1 LOCOMOTION: During the lesson  Singing “Shamwari dzangu’’ 4. gross motor Mass Ladders,
Free movement ie learners will:  teacher demonstrates and 5. turn taking displays syl Seesaw,
free playing with -Move from point explains 6. speaking 11 CDTS Swings,
outdoor A to point B  learners play with outdoor pub Marry go
equipments -Play with equipment ie seesaw, ladders, round
outdoor merry go and swings
equipment
LOCOMOTION: During the lesson  Doing “Follow follow….’’ 4. Gross Mass Whistles
Instructed free learners will:  Tr explains the game and game motor displays Syl
movement ie -Move from point rules. 5. Turn taking pg 11 CDTS
mapere game A to point B  Learners play mapere game as 6. speaking pub
under given a class
instructions  Teacher helps the needy
-Play mapere
game
2 ENDURENCE : During the lesson  Singing “Shamwari…..’’ 11 Gross Balls
Race learners will:  teacher explains motor
-move from Point  teacher demonstrates 12 Speaking
A to point B  Chn play the game as a class 13 Turn taking
under given being devided into groups
instructions  Tr assists the needy
-Play endurance
game
3 BALANCES: During the lesson  Singing “Shamwari dzangu…..” 11. Gross Mass Ladders,
Supported learners will:  Teacher explains and motor displays Syl Seesaws,
balances ie playing -Balance on demonstrates 12. balancing pg 11 CDTS Swings,
on the ladder different points  Lners play on the ladder taking 13. turn taking pub Merry go
- Play on the turns round,
ladder in the play  Teacher assist the needy tyres
area
-Balancing on two During the lesson Singing “Shamwari dzangu” 1. Gross Mass Tyres
points on tyres learners will:-  teacher explains & motor displays Syl Mats
 Balance on demonstrates 2. speaking pg 12 CDTS
two points  lners take turns to stand on the 3. balancing pub
 Balance on balancing tyres or mats on the
tyres mats balancing beam.
ending NO.
4 COODINATION: During the  Doing “A big big ” 3. throwing Mass Balls beans
-coordination of lesson learners  Tr explains and demonstrates 4. catching displays Syl bags
hand and eye eg will:  Tr take turns to throw & receive 5. gross pg 12 CDTS
throwing and  throw balls balls in a circle motor pub
receiving balls  receive balls  Tr helps the needy
5 COORDINATION During the Singing “Shamwari dzangu huyai 1 Gross Mass Hulla hoops
-Body bouncing lesson learners titambe” motor display Syl
will:  Naming hulla hoops 2 Naming pg 12 CDTS
-name and  Tr demonstrates 3 Identifying pub
identify hulla  Lners shake their bodies 4 speaking
hoops doing/using hulla hoops
-shake their  Tr assists the needy
bodies using
hula hoops
6 Hand & eye During the  Doing “Chamudhangure…..” Throwing Mass Stones,
coordination ie lesson learners  Teacher explains the game & 5. Gross Displays Pictures
pada/nhodo/tsoro will:- mark it for pada motor Infant Syl
 Execute easy  Teacher demonstrates 6. Speaking pg 12 CDTS
movements  Hers play pada of 3 7. Turn taking pub
in a sequence  Tr assists the needy
 Throw & aim
the apparatus
when playing
pada
 Play pada
7 FORMATION: During the  Doing “Jongwe mukuru 5. Gross Mass Ropes

-Basic linear lesson learners ndiyani” motor Displays Line
formations tug of will:-  TR explains & show lners pics of 6. Communica Infant Syl White wash
war  Formulate tug of war tion pg 12 CDTS
basic linear  Learners play tug of war game pub
formulations  Tr assists the needy
 Play tug of
war game
ending NO.
8 FORMATION During the  Singing “shamwari dzangu” 2. Gross Mass Pictures
-Circular lesson learner  Tr explains & sing the song motor Displays Books
formations ie will: doing gestures 3. Communica Infant Syl Shapes
dance around  Formulate  Lners play dance around tion pg 12 CDTS
together basic circular together in circles in groups of pub
formations 6
 Play dance  Grps feedbacks
around
together.
9 TRIANGULAR  During the  Singing “Shamwari dzangu” 4. Gross Shapes

FORMATIONS lesson  Tr explains & sing the song motor Pic bks
learners doing gestures 5. communicat
will:-  Lners play dance around ion
 Formulate together in circles in grps of 6
basic  Grps feedbacks
triangular
formation

ending NO.
1 MOVEMENT During the lesson singing”Shamwari dzangu…” 1. gross motor Mass Drums and
AND RHYTHM learner will: teacher demonstrates and 2. thinking displays whistles
 movement in  move in different explains 3. listening Syllabus
different directions learners complete in moving to page 13
directions the north and then south in CDTS
groups of 10 publishers
 group feedbacks
2 MOVEMENT During the lesson Singing “Shamwari dzangu..” 1. gross motor Mass Whistle
AND RHYTHM learners will:-  teacher the activity 2. singing displays
 move to cover  learners do chamudhuze Syllabus
space mudhuze as a class page 13
 do chamudhuze  learners do the game in groups of CDTS
mudhuzue 10 publishers
 Group feedback
3 MOVEMENT During the lesson  previous lesson recap 1. gross motor Mass Pictures of
AND RHYTHM learners will:-  teacher demonstrates singing 2. singing displays birds
movement to cover  move to cover “Shiri yakangwara..” Syllabus
space space  learners sing “Shir yakangwara” page 13
shir yakanaka  perform shiri until all have mastered it and all CDTS
yakanaka the gestures publishers
 they sing it in groups of 4
 group feedback
4 MOVEMENT During the lesson  Singing “Shamwari dzangu…” 1. gross motor Mass Drums,
AND RHYTHM learners will:-  Teacher explains and 2. listening displays tambourine
Movement with  Move with march demonstrates 3. singing Syllabus
rhythm  March like  Learners sing”:Tiri masoja while page 13
Tinomacha soilders marching..” CDTS
semasoja  Others beat the drums publishers
5 CHEREOGRAPHY During the lesson  Teacher tells a story about bere 1. gross motor Mass Chart of
Movement and learners will:-  Learners idebtify bere on the 2. listening displays animals
direction  Move with chart 3. thinking Syllabus
“Mapere” direction  Teacher gives learners game page 13
 Play the game rules CDTS
mapere  Learners play the game mapere publishers
as a class
 They repeated until all become
mapere
endng NO.
ending NO.
6 CHEREOGRAPHY During the lesson  singing”Ndanzwa ngoma kurira” 1. gross motor Mass Drums and
 Ndanzwa learner will:  teacher give learners media and 2. thinking displays shakes
ngoma kurira sing and dance explain 3. listening Syllabus
“Ndanzwa ngoma  learners sing and dance the song page 13
kurira” “Ndanzwa ngoma kurira in CDTS
-perform selected groups” publishers
linked patterns and  group feedbacks
movements obtained
from dance and
gymnastics
7 CHEREOGRAPHY During the lesson  teacher explains the activity and 1. gross motor Mass Mapedza,
Song “Torima learners will:- demonstrates 2. listening displays mipuro,
torima iwe”  sing and dance  children sing whilst performing 3. thinking Syllabus misero
“Ndanzwa ngoma gesture sin groups of 5 page 13
kurira”  group feedbacks CDTS
 perform selected  teacher asks questions and publishers
linked patterns learners respond
and movements
obtained from
dance and
gymnastics
 sing and “Torima
torima iwe”
8 CHEREOGRAPHY During the lesson  singing “Shamwari dzangu…” 1. gross motor Mass pots
Takaenda learners will:-  teacher explains the song and 2. singing displays
kwanaSusan -perform selected demonstrates Syllabus
linked patterns and  children sing “Takaenda hoye” in page 13
movements obtained groups of 8. CDTS
from dance and  Group feedbacks publishers
gymnastics
-Sing takaenda
kwaSusan

1 PATTERNS During the  Teacher tells a story about 1. Drawing Mass display Crayons,
Basic patterns lesson children Cobla 2. handling infant syllabus pencils,
will:  Teacher explains and pg 16 CDTS pub newsprints
 Draw basic demonstrates pattern cards
patterns  Learners draw the Up down
using pattern
different  Teacher helps the needy
writing
tools
 Draw the
Up down
pattern
2 -free drawing During the  Singing “Ini ndogona 1. Drawing Mass displays Crayons,
lesson learners kudrawer’’ 2. Naming infant syllabus pencils,
will:  Teacher explains and 3. Identifying page 16 CDTS newsprints,
 draw demonstrates drawing pub pencils
objects of  Learners draw objects of own
their own choices
choices  Naming and identifying writing
 name and tools
identify
different
writing
tools
3 PATTERNS During the  Reciting “Cutting cutting Fine motor Mass displays Glue,
 Cutting and lesson learners cutting” Infant Syllabus scissors,
pasting shapes will:  Teacher explains and page 16 CDU shapes, news
 Cut and demonstrates cutting shapes pub prints
paste  Learners cut and paste shapes
shapes on  Teacher displays children’s
papers work
4 PATTERNS During the  Singing “Shamwari dzangu ” 1. Drawing Mass displays Pencils,
 Free drawing lesson learners  Teacher demo drawing 2. Identifying Infant Syllabus crayons
will: objective of own choices 3. naming page 15 CDU
Draw  Naming and identifying writing pub
objects of their tools in groups of four
own choices  Group feedbacks
Nam,Iidentify
different
writing tools
endng NO.
5 -Basic patterns During the  teacher tells a story about a 1. drawing Mass display Pencils,
lesson learners flying eagle 2. handling Infant Syllabus crayons,
will:-  explanation and demonstration page 16, CDTS newsprints
 draw the by the teacher pub patter cards
basic  learners draw the pattern on and charts
pattern newsprints using crayons
 identify the  teacher assists the needy
pattern on
the charts
6 COLOURS During the  teacher tells learners to look 1. naming Mass display Colour card
-Primary colours lesson learners around in the classroom and 2. thinking Infant Syllabus and charts,
will:-identify t asks what they see 3. listening page 16, CDTS paint
least one  identifying and naming primary pub
primary colour colours
 name and  recite colour rhyme “Colours,
least one colours…”
primary
colour
recite the
colour rhyme
7 COLOURS During the  reciting “Colouring, colours” 1. painting Mass display Paint, paint
-painting different lesson learners  naming and identify colours 2. identifying Infant Syllabus brushes
designs and will:-  learners paint drawn items in 3. thinking page 16, CDTS bond papers,
patterns ie painting  identify at their workbooks to form pub newspapers
shape pattern least one different designs
primary
colour
 paint
different
designs
8 Draw various During the  reciting “ Colour, colours” 1. drawing Mass display Paint pencils,
designs lesson learners  naming and identifying pry 2. identifying Infant Syllabus crayons
will:- colouring 3. thinking page 16, CDTS newsprints/b
identify at least  teacher demonstrates pub ond paper
at least one pry  learners draw various designs
colour in their work books
draw various  teacher assists the needy
designs
endng NO.
9 SHAPES During the  singing “Maziso angu anoona “ 1. matching Mass display Shapes of
-Matching shapes lesson learners  teacher explains and 2. thinking Infant Syllabus different
according to size will:- demonstrates 3. naming page 17 CDTS sizes, shape
 name and  learners match given shapes 4. fine motor pub pattern
identify at according into size in group of cards, shapes
least one four
shape  group feedbacks
 match
shapes
according to
size
10 SHAPES During the  singing ‘Todada naye Jesu…,” 1. fine motor Mass display Shapes of
-Matching shapes lesson learners  naming and identifying shapes 2. identifying Infant Syllabus different
according to will:- and col,ours 3. thinking page 17 CDTS colours,
colour Identify at least  teacher demonstrates and pub colour
one shape explains shapes chart
Match shapes  learners match shapes of colours,
according to according to colour in groups cards of
colour and feedback shapes
Identify at least
one colour
11 Playing pada for it During the  singing “Shamwari dzangu…” 1. identifying Pic of pada,
shows shapes lesson learners  naming and identifying shapes 2. gross motor mibhoga,
will:-  explaining the game pada by 3. thinking sticks
 identify at the teacher and demo
least one  learners play pada in groups of
shape four and one group to play for
 play pada others
12 SHAPES During the  singing “Shapes, shapes” 1. naming Mass display Chart of
- lesson learners  teacher and learners name 2. fine motor Infant Syllabus shapes
- painting/colouring will:- shapes 3. thinking page 17 CDTS paint/
13 drawn shapes  name at  teacher demonstrates pub crayons
least one  learners paint/ colouring newsprints
colour drawn shapes in their
paint/ colour workbooks
drawn shapes  teacher helps the needy
PHYSIAL EDUCATION, SPORTS AND MASS MEDIA
Broad aims
To enable learners to
- make informed decisions about health, safety and well being

- develop basic Physical Education related skills
- acquire team building skills, confidence and self esteem
- inculcate aesthetic awareness of beauty in motion
- develop an appreciation of diverse cultural values of Zimbabwean society
- foster a collective spirit based on Zimbabwean norms and values ( Unhu/
Ubuntu/Vumunhu)
Physical Education
1. Human Body
2. Safety and Health
3. Aquatic skills
4 .Kids Athletics
WE L TOPIC/CONTE OBJECTIVES ASSUMED S.O.M/ LEARNING COMPETENCE METHODS AND ACTIVITIES EVALUATION
EK NT KNOWLEDGE REFERE MEDIA S AND SKILLS
NCES
To help learners to know and use their body
1 1 My Body During the lesson Learners are Physical Manipulative - Discussin Learners play games as they name body
Different learners will:- able use educati and Block play g parts
parts of the -identify inside and their body on area - Naming Teacher assists in naming the body parts
human body outside body parts parts such as syllabus songs and - Singing correctly
External and - name parts of nose and page 27 rhymes Learners draw some body parts like legs
internal parts the body mouth charts with and hands in groups
of the human - use parts of the human body Discussing in pairs
body body in physical Learners play around usng their bodyu
fitness parts somngs like kana ndikadai kana
ndikadai zvashamisa
2 Hands and - Identify the Learners own bodies - Identifyin Learners identify the hands
shoulders hands touch things models g Name the body parts
- Name the body dolls - Stating Learners play using the hand and
parts - Drawing shoulders
- Play using the - Discussin In groups learners drawn and state the
head and g function of hands and shoulders in
shoulders physical acivties like catching ball,
dodging
Discussion
3 Knees and - Identify the Learners walk - Identifyin Learners dentifying the knees and legs .
legs knees and legs and kneel g They give the use the legs and knees in
- Use the legs and - Manipula physical fitness
knees in physical ting The teacher supervises
fitness - Singing Learners manipulate theknes as they bend
- kneel and run at and the legs as they run singing
least 10 m Ndotenda ishe Jesu ,wakandipa musor
wokufunga. Makumbo ekumhanya nawo
eehhe
4 The heart During the lesson Learners - Identifyin Learners identify the heart
learners will:- know about g In groups they draw the heart
-Identify the heart their heart - Drawing Pupil run around and place their put their
- Draw the heat beating - Running hands on heart to feel their heart beat .
- Feel their heart The teacher supervises
beat
5 My lungs - Identify the Learners - Identifyin Identify the lungs
lungs know they g Draw the lkungs
- Draw the lungs breath to - Drawing Breath with their lungs
- Breath with their survive
lungs
WE L TOPIC/ - OBJECTIVES ASSUMED S.O.M/ LEARNING COMPETENCE METHODS AND ACTIVITIES EVALUATION
EK UNITCONTENT KNOWLEDGE REFERE MEDIA S AND SKILLS
NCES
- To help learners to use and exercise their body
2 1 My Body - Give at least four Learners can Physical * Music and - listing Learners give some functions of different
different functions of move around educati dance - Naming parts of the human body. In groups
parts of the different parts of on * Poems learners use at least two parts of their
human body the human body syllabus * dolls bodies in physical fitness .
and their - Use at least two page 27 * Mirrors Learners playa minor game with their
functions parts of their body parts
- different bodies in physical
parts of the fitness
human body, - Play a minor
functions and game with their
care body parts
2 Function of - Describe the Learners van - Describin Describe the function of their legs
legs function of their walk g Use their legs in a minor game
legs Play with their legs
- Use their legs in
a minor game
- Play with their
legs
3 Function of - Describe the Learners can - Describin Describe the function of the hands
the hands function of the touch g Apply their hands in a hand ball game
hands Balance on their hands and any other
- Apply their body part
hands in a hand
ball game
- Balance on their
hands and any
other body part
4 Function of During the lesson Learners - Drawing Draw the heart

the heart learners will:- know they - Describin Describe the function of the heart
-Draw the heart have organs g Jog to increase the heart beat
- Describe the inside like hey
function of the feel their
heart stomach
- Jog to increase
the heart beat
5 Function of - Describe the Learners - Describin Describe the function of the lungs
the lungs function of the know the g Draw the lungs
lungs lungs from - Drawing Feel the lungs breath in and out
- Draw the lungs previous - Identifyin
- Feel the lungs lesson g
breath in and out
EK UNITCONTENT KNOWLEDGE REFERE MEDIA S AND SKILLS
NCES
- To help learners exercise using their body
3 1 My Body - Identify the body Learners Physical * Pictures - Identifying Identify the body parts
Different parts know educati * Puzzles - Drawing Draw the body part of choice
parts of the - Draw the body different body on * clay and play Care for the body parts
human body part of choice part and can syllabus dough
functions and - Care for the name them page 27 * crayons
care body parts *books
*paper glue
2 My legs - Describe how to Learners - Describin Learners describe how to care of their
should be care of their legs know how to g legs
cared for - Draw their legs care their - Drawing In groups pupils draw their legs.
- Care for the legs legs Individually learners mime how to care
for their for their legs
3 I care for - Learners - Describin Learners describe how to care for the
my hands - Describe how to know how to g hands
care for the hands care their - Drawing Learners draw the hands. Individually
- Draw the hands hands - Manipula learners wash their hands for cleanliness.
- Care of their ting Learners use their hands t play games like
hands tennis , net ball , throw heavy items some
distance away
The teacher supervises
4 My heart is During the lesson Learners charts with a - Describin Learners describe the heart
my life learners will:- know that heart g In groups learners draw the heart .
Describe the heart their hearts pictures of - Drawing Learners dramatise the caring of their
- Draw the heart beats hearts - Dramata hearts
- Care for their sing Individual written work
hearts
5 My lungs - State how to Learners charts with - Stating Learners state how to care for the lungs
important care for the lungs know that lungs - Drawing (respiratory musk)
(respiratory musk) they breath pictures with Individually pupils draw the lungs
- Draw the lungs lungs Care for their lungs
- Care for their
lungs
- To help learners to know left and right orientation
4 1 My Body - differentiate Pupil know Physical Clay and play - Pupils * differentiate between male and
Left and right between male and different educati dough differentiatin females
orientation females between on *Crayons g Learners draw male and female
- Draw male and female and syllabus * books - drawing Describe male and female in groups
female male page 27 *paper glue - describing Individual written work
- Describe male * Educational
and female magazines
2 Left - Discuss left Learners Crayons Discussing Learners discuss left orientation in males
orientation orientation in know their * books Learners draw left orientation
males left hand *paper glue In groups learners mime left orientation
- Draw left * Educational
orientation magazines
- Apply left
orientation
3 Left - identify left to Learners Crayons Demonstratin Teacher demonstrate left orientation in
orientation right orientation know their * books g males
- Demonstrate left left hand *paper glue Discussing Learners discuss the left orientation in
orientation in * Educational relation to strength
males magazines
- manipulate
objects left to right
4 Right - Explain rght Learners Crayons Drawing Learners explain right orientation in
orientation orientation in know their books Discussing female in relation to physical strength
women right hand paper glue Learners draw the right orientation
Educational They mine in groups
magazines Discussion and individual
5 Right During the lesson Learners Demonstratin Learners demonstrate right orientation.
orientation learners will:- know their g Teacher assist in explanation
identify left to write right hand Explaining Learners mime the right orientation in
orientation female and explain the right orientation
- Demonstrate
right orientation
- use left to right
orientation
- To help learners to know safety rules around playing area
5 1 Safety - hazardous Learners Physical *maths Describing Learners describe hazardous objects in
Safety rules objects in and know safety educati * Equipment Identifying and a. learners identify hazards materials
around the around the rules around on within the ECD round the environment.
playing area environment. playing area syllabus play centre
- apply safety page 28
rules
- make safety rule
2 Hazardous - state how litter Learners litter Identifying Learners identify they hazards of litter
object is hazardous know where Discussing Pupils pick litter as hazardous objects in
objects in and to place litter and around the environment.
around the Discussion in pairs
environment.
- draw litter
- pick up litter
3 Hazardous - prevent Learners bottles off Describing Learners describe ways of preventing
objects can hazardous objects know ways to medicines Naming hazardous objects in and around the
be in and around the keep the environment. Like tiding up, storing away
prevented environment. environment objects after use and also picking up
- identify clean litter.
hazardous objects Group work
- draw hazardous
objects
EK UNITCONTENT KNOWLE REFERENCES MEDIA S AND SKILLS
DGE
- To help learners to know safety rules around playing area
4 Litter is - State the Learners litter Stating Learners state the hazards of litter
hazardous hazards of litter know bins Discuss In groups learners discuss the hazards
- describe dangerous of rubbish hips Individually learners pick litter and store
hazardous objects litter away apparatus in their safe places
- draw litter
5 Preventing -stating methods of Learners litter, tyres Identifying Learners practice to pick hazardous
hazardous preventing know Naming objects in and around the environment.
objects -relating methods ways to Listing In groups learners pick hazardous objects.
of preventing prevent
hazardous method hazardou
-picking hazardous s
objects in and objects
around the
environment.
6 1 Safety -identify safety Learners Physical *Hula hoops Stating Learners state playing area safety rules .
Safety rules rules for play areas know safety educati *cones In groups learners formulate and practice
in and -State playing area rules around on the safety rules in a play centre
around the safety rules playing area syllabus
playing area -write safety rules page 28
2 Safety rules - identify rule in Learners charts with Discussing Learners practice some rules they give in
in the play the play centres know how to safety rules the play area
area -state rules in the play Learners discuss in groups
play area Individually learners practice the rules
-follow rules in the
3 Safety rules - describe rules in Learners play centre Identifying Learners practice the rules as they pick up
in the play the play area know how objects in the play area
area - Practicing rules play
in the play area
- pass rules in the
play area
4 Safety rules - describe rules Learners manila charts Manipulating Learners create rule to safeguard around
around the around the play know safety work cards Identifying the play area
play area area rules when Learners practice the rules such a picking
- identify rules in they play stones, sharp objects that might cut or
the play area prickle their legs
- make rule in the Learners use mats when playing as a
place centre safety measure to practice their day to
day exercises
WE L TOPIC/ OBJECTIVES ASSUMED S.O.M/ LEARNING COMPETENC METHODS AND ACTIVITIES EVALUATION
EK UNITCONTE KNOWLEDGE REFERE MEDIA ES AND
NT NCES SKILLS
5 Safety rules - state rules Learners manila Identifying Learners practice rules around the play
around the around the play know safety area
play area area rules when Learners practice in groups
- Practicing rules they play Pair work as they pick up sharp objects
around the play and litter around the play centre
area
- make rules
around the play
area
- To help learners to know safety rules with others and dangerous of some apparatus
7 1 Safety identify safety rules Learners Physical Skittles and Dramatizatio Learners formulate safety rules and
* safety rules - Formulate safety know safety educati cones n regulations to be followed with apparatus.
with self and rules and rules for on age Creating Learners practice the rules and regulation
others regulations to be himself and syllabus appropriate as dramatization
followed with others page 28 and safe
apparatus equipment
-observe safety
rules
2 Safety rules - identify the Learners chart with Naming Learners give safety rules with balls .
with others dangers of ball know safety safety rules Discussion Learners practice using balls safely and
games rules for storing ball away.
-Give safety rules others Group discussion
-use ball games Pair work as they play ball and pick up
safely after use.
3 Our safety - identify the Learners manila to make Discussing Learners discuss and apply rules with the
rules contents of the know safety safety rule in first AID kit. Medicines should be stored
first Aid box rules for their groups out of reach of children. He learners give
-apply rules with self reasons why the first aid kit must be
the first AID kit locked always and supervised by the
-observe the teacher
safety rule of he
first aid box
4 Items that -Identify items that Learners bottles of Discussing Learners discuss and identify items that
should be should be stored know things medicines Identifying should be stored away. Learners store
kept out of away that are items away in groups as a safety
reach of -store items that dangerous measure.
learners are a danger away Individual written work on safety
-avoid the measures
dangerous items
5 Some items - identify Learners liter Labeling Learners store away hazardous materials.
are hazardous name things medicines Learners label the containers with
dangerous materials that are dangerous containers. They also label the
- Store away dangerous first Aid kit.
hazardous
materials
WE L TOPIC/ - OBJECTIVES ASSUMED S.O.M/ LEARNING COMPETENC METHODS AND ACTIVITIES EVALUATION
EK UNITCONTE KNOWLEDGE REFERE MEDIA ES AND
NT NCES SKILLS
- To help learners to know safety and dangerous of some apparatus
8 1 Safety During the lesson Learners Physical resource Demonstratin Learners demonstrate various ways of
* safe learners will:- know how to educati persons g caring for the environment. Learners
handling and -Demonstrate handle and on ICT and e- manipulating practice in groups
use of various ways of use apparatus syllabus learning tools Individual written work
apparatus caring for the page 28
environment
- list ways of
caring for the
apparatus
2 Apparatus -State the Learners net balls Discussing Learners practice keeping the apparatus.
are importance of know the Teacher and learners discuss the
important apparatus importance Identifying importance of equipment like nets, balls
ets and -draw apparatus and first aid kit
balls - clean apparatus Individual practice
3 Apparatus - Identify Learners volley balls Discussing Learners care for apparatus as a class .
can be apparatus know also the Identifying Learners practice in groups
dangerous Care for apparatus dangerous
bats, - draw apparatus apparatus
4 Apparatus -Give the apparatus Learners whistles Identifying Learners identify the apparatus that need
need to be that need to be know where cones discussing to be kept away from reach of learners
kept out of kept away from to keep these (First AIDS kit). Learners practice in
each of reach of learners apparatus groups . Individual practice.
learners (First AIDS kit)
First AIDS -obse4rve the rule
kit read the warning of
the medicines
before use
5 Some - Explain the Learners nets - Explainin Learners explain the hazards of some
apparatus hazards of some know the g apparatus.
are apparatus dangerous of - Discussin Learners practice in groups to store away
hazardous - storing some g hazardous equipment
hazardous apparatus
apparatus
TOPIC/ OBJECTIVES ASSUMED S.O.M/ LEARNING COMPETENCE METHODS AND ACTIVITIES EVALUATION
UNITCONTENT KNOWLEDGE REFERENCES MEDIA S AND SKILLS
o help learners to exercise using their body

1 Health During the lesson Learners know Physical whistle Demonstrating Teacher demonstrate some
Play to keep learners will:- what is health education Discussing locomotion activities
healthy and fit identify types of syllabus page Pupil exercise regularly to
play 28 maintain physical fitness
exercise regularly and mental health.
to maintain physical Learners practice in groups
fitness and mental
health
2 walking identify walking whistler Discussing Learners practice walking in

place groups
Walk to keep Pupil walk in groups
healthy Pair work in groups
walk in different
forms
3 Running identify different Learners can whistle Demonstrate Teacher demonstrates and
running speeds run for Explaining explains the importance of
Run to keep exercise their running
physically fit body Pupil run to keep physically
compete in a race fit
Learners compete in races
4 Hoping identify hoping sty Learners can cones Demonstrating Learners hop to keep
Hop to keep hop for Discussing physical fitness
physical fitness exercise Teacher demonstrates
compete in a race Learners practice hopping
in groups
Individual written work
5 Skipping identify the type if Learners can skipping roles Demonstrating Learners skip to maintain
run kip for exercise Explaining physical fitness
Skip to maintain Teacher assists and
physical fitness demonstrates where there
compete in a race is need. Individually
learners skip.
TOPIC/ OBJECTIVES ASSUMED S.O.M/ LEARNING COMPETENCE METHODS AND ACTIVITIES EVALUATION
UNITCONTENT KNOWLEDGE REFERENCES MEDIA S AND SKILLS
o help learners to stretch and exercise using their body

1 Health Exercise regularly Learners Physical Slides Demonstrating Learners exercise regularly
Play and exercise to enhance Know how to education swings to enhance muscular
to keep healthy muscular exercise their syllabus page pictures development strength and
and fitness development body 28 toothpaste body coordination .
strength and body Learners bend on their
coordination body and twist to maintain
identify the type of physical fitness. The
play teacher demonstrates
play in groups
2 axial movements Maintain physical Learners can school play Demonstrating Teacher demonstrates and
activities such as fitness through do different ground Discussing learners practice to
bending, bending on axial exercise maintain physical fitness
bending in through bending on axial .
competitions Learners practice in groups
and in pairs
3 stretching, Maintain physical Learners can cones Discussing Learners practice physical
movement through do different movement through
stretching exercise stretching . Learners
stretching in mini practice in groups and in
game pairs
4 lifting Lift to keep fit Learners can whistles discussing Pupils lift objects to keep
exercising to keep do different fit. Practice in groups. And
fit exercise in pairs
identify lifting Individual practice
techniques
5 twisting Identifying the Learners can Learners use twist to keep
twisting technique do different fit. Learners practice in
Twist to keep fit exercise groups. In pairs learners
compete in mini practice pair work.
games
TOPIC/ OBJECTIVES ASSUMED S.O.M/ LEARNING MEDIA COMPETENCES AND METHODS AND ACTIVITIES EVALUATION
UNITCONTEN KNOWLEDG REFERENC SKILLS
T E ES
earners to know safety rules around playing area
Revision During the lesson Learners Physical *maths Describing Learners describe hazardous
Safety learners will:- know safety education * Equipment Identifying objects in and a. learners
Safety rules hazardous objects rules around syllabus within the ECD identify hazards materials
around the in and around the playing area page 28 play centre round the environment.
playing area environment.
Hazardous litter is hazardous Learners Identifying Learners identify they hazards
object objects in and know where Discussing of litter
around the to place Pupils pick litter as hazardous
environment. litter objects in and around the
environment.
Discussion in pairs
Hazardous prevent hazardous Learners hazardous Describing Learners describe ways of
objects can objects in and know ways materials Naming preventing hazardous objects
be prevented around the to keep the in and around the
environment. environment environment. Like tiding up,
clean storing away objects after use
and also picking up litter.
Group work
Litter is State the hazards Learners Stating Learners state the hazards of
hazardous of litter know Discuss litter
dangerous In groups learners discuss the
of litter hazards
Individually learners pick litter
and store away apparatus in
their safe places
Preventing picking hazardous Learners hazardous Identifying Learners practice to pick
hazardous objects in and know ways materials Naming hazardous objects in and
objects around the to prevent Listing around the environment.
environment. hazardous In groups learners pick
objects hazardous objects.
TOPIC/ OBJECTIVES ASSUMED S.O.M/ LEARNING MEDIA COMPETENCES AND METHODS AND ACTIVITIES EVALUATION
UNITCONTENT KNOWLED REFERENC SKILLS
GE ES
earners to know safety rules around playing area
Revision During the lesson Learners Physical *Tyres Stating Learners state playing area
Safety learners will:- know safety education *Hula hoops safety rules . In groups
Safety rules in State playing area rules around syllabus *cones learners formulate and practice
and around safety rules playing area page 28 the safety rules in a play
the playing centre
area
Safety rules Rules in the play Learners charts Discussing Learners practice some rules
in the play area know how they give in the play area
area to play Learners discuss in groups
Individually learners practice
the rules
Safety rules Practicing rules in Learners tyres Identifying Learners practice the rules as
in the play the play area know how they pick up objects in the play
area play area
Safety rules Rules around the Learners charts Manipulating Learners create rule to
around the play area know safety Identifying safeguard around the play
play area rules when area
they play Learners practice the rules
such a picking stones, sharp
objects that might cut or
prickle their legs
Learners use mats when
playing as a safety measure to
practice their day to day
exercises
Safety rules Practicing rules Learners Identifying Learners practice rules around
around the around the play know safety the play area
play area area rules when Learners practice in groups
they play Pair work as they pick up
sharp objects and litter
around the play centre
Revision

ECD A Scheme

Hochgeladen von

Dokumentinformationen

Originaltitel

Copyright

Verfügbare Formate

Dieses Dokument teilen

Dokument teilen oder einbetten

Freigabeoptionen

Stufen Sie dieses Dokument als nützlich ein?

Sind diese Inhalte unangemessen?

Copyright:

Verfügbare Formate

ECD A Scheme

Hochgeladen von

Copyright:

Verfügbare Formate

BROAD AIMS

 Fine motor skills, sensory skills and body co-ordination.

ME,MYSELF AND FRIENDS

WK WK TOPIC/CONTENT OBJECTIVES METHODOLOGY/ACTIVITIES SKILLS S.O.M MEDIA EVALUATION

9 READING During the lesson  Singing”Todada naye Jesu” 1. reading Story

Develop basic skills of analysing literally works.

Promote the use of ICTs in the learning of the English Language

Good health, nutrition and safety practises.

Match, construct and identify moving and non moving objects.

OBJECTS IN THE ENVIRONMENT

WATER During the lesson  Singing ‘Sources of water.. ‘ 1. finger Pictures of

10 ANIMALS During the lesson  Identifying animals 1. finger Maths&Scie Picture

11 During the lesson  Recording animal sounds 1. logical Maths&Scie Picture

ANIMALS During the lesson  Identifying animals 1. finger Maths&Scie Picture

 To develop in learners basic technological and communication skills.

WK TOPIC/CONTENT OBJECTIVES METHODOLOGY/ACTIVITIES SKILLS S.O.M MEDIA EVALUATION

WK WK TOPIC/CONTENT OBJECTIVES METHODOLOGY/ACTIVITIES SKILLS S.O.M MEDIA EVALUATION

WK WK TOPIC/CONTENT OBJECTIVES METHODOLOGY/ACTIVITIES SKILLS S.O.M MEDIA EVALUATION

 Positive self identity.

WK WK TOPIC/CONTENT OBJECTIVES METHODOLOGY/ACTIVITIES SKILLS S.O.M MEDIA EVALUATION

7 FORMATION: During the  Doing “Jongwe mukuru 5. Gross Mass Ropes

9 TRIANGULAR  During the  Singing “Shamwari dzangu” 4. Gross Shapes

WK WK TOPIC/CONTENT OBJECTIVES METHODOLOGY/ACTIVITIES SKILLS S.O.M MEDIA EVALUATION

- make informed decisions about health, safety and well being

4 Function of During the lesson Learners - Drawing Draw the heart

o help learners to exercise using their body

2 walking identify walking whistler Discussing Learners practice walking in

o help learners to stretch and exercise using their body

Das könnte Ihnen auch gefallen