Ecd B Scheme - Cum Term 3 (Chikato) - 1

INFORMATION & COMMUNICATION TECHNOLOGY (ICT)
BROAD AIMS
To enable learners to:-
 appreciate the role of ICTs safety and security as they apply to self work and society.
 develop an understanding of the operating skills required, creative and innovative in solving problems in ICTs.
 acquire enterprise skills in ICT.
TOPICS TO BE COVERED
1. Application software
2. Safety and security
AIM: To create an awareness of the computer basic rules in learners.
WEEK TOPIC/ ASSUMED OBJECTIVES METHODOLOGIES AND ACTIVITIES COMPETENCIES REFERENCES TEACHING EVALUATION
ENDING CONTENT KNOWLEDGE AND
LEARNING
RESOURCES
Learners Learners Methods Eye hand Charts with

2x20minutes already should be Discussion Demonstration coordination Information pictures
1 know able to: Introduction
Teacher and learners sing a song Moto
and showing
...................................
SAFETY
AND
computer
-state mugomo. Step 1
Communication
Technology
computer ...................................
safety rules. Teacher explains on safety rules while safety
07/09/2018
SECURITY two
learners listen.Step 2
Infant
rules. ...................................
computer Finger dexterity Syllabus
safety rules. Teacher demonstrates and name safety
rules while learners listen.
ECD-Gr2 ...................................
(2015-2022)
Basic Step 3 Page 8 ...................................
L1 computer rules Learners identify and name safety rules. Left to right
Step 4 orientation ...................................
Learners talk about computer rules and
. mark four differences between the
Learners
Workbook
...................................
pictures. Visual
Conclusion. discrimination
Page 12 ...................................
Learners recite a rhyme forest is burning
...................................
Learners Learners Methods Eye hand Information
already should be Demonstration Discussion coordination and Pictures
...................................
Introduction
SAFETY
AND
know able to:
Teacher and learners recite a rhyme
Communication
Technology
showing ...................................
L2 SECURITY computer
-identify “Forests are burning”. Infant
computer
security ...................................
safety rules Step 1
at least two Syllabus
physical Teacher explains on physical security of a
Finger dexterity ECD-Gr2 ...................................
security computer while learners listen. (2015-2022)
Basic requirements Step 2 Page 10 Charts and ...................................
computer rules for ICT. In groups learners identify and discuss
physical security requirements with the
pictures
showing
...................................
help of the teacher.Step 3
-colour ICT Individually learners name basic Creativity
ICT Learners
Workbook
computer ...................................
safety rules
computer safety rules on chart.
items.
Step 4
Page 13 ...................................
Learners colour ICT items on page 13 as
teacher monitors.Conclusion.
...................................
Learners recite a rhyme “forests are ...................................
burning”
AIM: To appreciate the role and impact of ICTs safety and security as they apply to self work and society.
LEARNING
RESOURCES

2x20minutes already should be Discussion Demonstration coordination Information pictures
Teacher and learners recite a rhyme My
and showing
...................................
SAFETY
AND
computer
-name and world is funny. Creativity
Communication
Technology
computer ...................................
safety rules. Step 1 safety
14/09/2018
SECURITY identify
Teacher explains on safety rules while
Infant
rules. ...................................
objects that Finger dexterity Syllabus
keep things learners listen.
Step 2
ECD-Gr2 ...................................
safe and (2015-2022)
Basic secure like Teacher explains more on safe and secure Page 8 ...................................
L1 computer rules key locks. keys or locks.. Left to right
Pictures
-draw a big Learners identify and name safe and
key. security rules on charts or pictures.
Teachers
Book page 4
...................................
Step 4 Observing
Learners draw and colour a key as teacher ...................................
monitors. Conclusion.
Learners recite a rhyme My world is
...................................
.
funny. ...................................
Learners Learners
should be
Methods
Demonstration Discussion
Listening Information
and
...................................
L2 SAFETY
already
know able to: Introduction Communication
Pictures
showing ...................................
AND Teacher and learners recite a rhyme “My Technology computer
computer
SECURITY
safety rules -identify little computer”. Finger dexterity Infant security ...................................
at least two Step 1 Syllabus
physical Teacher explains on safety rules and ECD-Gr2 ...................................
Computer security demonstrates colouring. (2015-2022)
safety requirements Step 2 Page 8
Crayons
...................................
In groups learners discuss on safety rules Creativity
Rules for ICT.
and answer questions ...................................
.Step 3 Charts and
Individually learners colour ICT items as Recalling
ICT Learners pictures ...................................
-colour ICT Workbook showing
items. teacher monitors.
Conclusion.
Page 14 computer ...................................
safety rules
Learners recite a rhyme “My little ...................................
computer”
AIM: To enable learners evaluate the effectiveness of computer safety and security.
LEARNING
RESOURCES
Learners Learners Methods Improvisation Charts with

2x20minutes already should be Discussion Groupwork Information pictures
and showing
...................................
SAFETY
AND
computer
-discuss computer family.
Communication
Technology
computer ...................................
safety rules. Problem safety
Step 1
21/09/2018
SECURITY two
solving Infant
rules. ...................................
computer Syllabus
safety. learners listen.Step 2
Learners sate why food is not wanted in
ECD-Gr2
Eg do not
...................................
(2015-2022)
Basic the computer room. Page 8 eat and ...................................
L1 computer rules Step 3 dribk when
-explain why
Learners in groups discuss two computer Observing using ...................................
safety rules. Step 4 computers.
food is not
wanted in the
As a class learners name and identify
Teachers
Book page 4
...................................
computer safety rules.
computer.
Conclusion. ...................................
Learners recite a rhyme My little
computer.
Appreciation ...................................
Learners Learners Methods Listening Information
...................................
Discussion
can state should be Group work
Introduction
and Pictures ...................................
L2 SAFETY
AND
computer able to:
Teacher and learners recite a rhyme “My
Communication
Technology
showing
computer ...................................
SECURITY safety rules.
-explain world is funny”. Step 1 Finger dexterity Infant security
how to Teacher explains on other computer rules Syllabus ...................................
prevent the like the prevention of viruses. ECD-Gr2
Basic virus. Step 2 (2015-2022) Crayons
...................................
computer In groups learners discuss on the Page 8
safety rules. prevention of spread of computer viruses Creativity ...................................
with the help of the teacher.
.Step 3 Charts and ...................................
Teacher’s book pictures
Recalling
Teacher asks learners oral questions as
they answer and providing further
page 5 showing ...................................
computer
explanations where necessary
safety rules ...................................
Conclusion.
Learners sing a song ...................................
“ECD yakanaka”
AIM: To help learners appreciate ICT tools to achieve specific tasks.
LEARNING
RESOURCES
Learners Learners Methods Visual Computers

2x20minutes familiar should be Games Question and Answer discrimination Information
4 with some able to: Introduction
and ...................................
APPLICATION
SOFTWARE
of the
-watch world is funny.
Communication
Technology
Television ...................................
cartoons. Step 1
28/09/2018 cartoons.
Teacher explains on educational cartoons
Infant ...................................
Finger dexterity Syllabus
as learners listen.
Step 2
ECD-Gr2 DVD ...................................
Multimedia (2015-2022)
Educational -draw a
Learners play cartoons and watch under Page 8 ...................................
L1 cartoons cartoon
the supervision of a teacher.
Step 3 Creativity ...................................
Learners answer questions asked by the Disc
teacher . Step 4
Teacher’s
Resource
...................................
Learners draw a cartoon under the
guidance of the teacher.
Book page 9
Flash ...................................
Conclusion.
Teacher and learners sing a song Onai
...................................
zvakaita. ...................................
Learners Learners Methods Gross motor Information
can play should be Rhymes and Songs Demonstration skills and Computers ...................................
L2 APPLICATION music. able to: Introduction Communication
...................................
SOFTWARE Learners sing their favourite songs as Technology
teacher guides them.
-play
recorded Step 1
Infant
Syllabus
Television ...................................
Finger dexterity
Play recorded music. Teacher explains on how music is
recorded and demonstrates playing music
ECD-Gr2 ...................................
music (2015-2022)
-dance to on computers or Television Page 8
DVD
...................................
recorded Step 2
music. In groups learners play recorded music Listening ...................................
on discs while teacher monitors. Teacher’s book
.Step 3 page 9 ...................................
Learners answer oral questions asked and Disc
dance afterwards .Conclusion. ...................................
Learners play and dance music of own
choice. Flash
...................................
AIM: To help learners achieve cultural and scientific information using ICT.
LEARNING
RESOURCES
Learners Learners Methods

already should be Demonstration
2x20minutes Eye hand Information Computers
5 know that able to: Question and Answer.
Introduction
coordination and ...................................
APPLICATION
SOFTWARE
there is an Teacher and learners sing a song ECD
Communication
Technology
...................................
application yakanaka.
05/10/2018 software for -draw
Step 1
Infant Crayons ...................................
different Left to right Syllabus
painting. Teacher explains on drawing using
Drawing patterns
different patterns based on social cultural orientation ECD-Gr2 ...................................
different based on (2015-2022)
socio cultural
context. Step 2 Page 8 ...................................
L1 patterns context.
Learners discuss in groups based on Papers
based on different patterns based social cultural
Teacher’s ...................................
context in groups Finger dexterity
social Resource Book
cultural .
Step 3
page 9
...................................
Learners draw patterns as teacher
context monitors. Creativity ...................................
Conclusion
Learners sing a song , ECD yakanaka. ...................................
Learners Learners Methods Eye hand Information ...................................
should be Demonstration coordination and
already Match
APPLICATION know what able to: Groupwork Communication papers
...................................
L2 SOFTWARE
is recording
Introduction Technology
...................................
Teacher and learners recite a rhyme Infant
-record
“Computer family”.
videos.
Step 1 Left to right Syllabus
Cellphones ...................................
Recording orientation ECD-Gr2
Teacher explains on how to record videos
-answer
and demonstrates recording.
(2015-2022)
Discs
...................................
questions Page 10
about
Step 2
In groups learners practise recording with
...................................
cartoons Crayons
played.
the help of the teacher. Finger dexterity
ICT Learners ...................................
Step 3
Learners colour matching pictures as
Workbook
Page 11
...................................
teacher monitors. Creativity
Conclusion ...................................
Learners recite a rhyme
“Tumaoko,tumaoko”, under the ...................................
AIM: To infuse ICTs in other subjects across the curriculum.
LEARNING
RESOURCES
Learners Learners Methods 10 toy

2x20minutes know about should be Discussion Demonstration Left to right Information laptops
6 different able to: Introduction
Teacher and learners sing
orientation and ...................................
APPLICATION
SOFTWARE
patterns.
-name Tumaoko,tumaoko
Communication
Technology
Real laptops ...................................
12/10/2018
Step 1
different
Teacher explains on different patterns
Infant ...................................
patterns they Finger Syllabus
know. using application software.
Step 2
dexterity ECD-Gr2
30 papers
...................................
Drawing (2015-2022)
L1 -draw Learners name different patterns they Page 9 ...................................
at least three know. Step 3 30 crayons
patterns. Teacher demonstrates drawing different ECD ...................................
patterns. Step 4. Creativity
ICT
. In groups of two learners draw patterns Workbook
...................................
Step 5
Page 8 ...................................
Learners draw patterns individually.
Conclusion
...................................
Learners sing a song tumaoko. ...................................
Learners Learners Methods Creativity Information
L2 already should be Design based learning Demonstration
Introduction
and Toy laptops ...................................
APPLICATION know about able to: Communication
SOFTWARE
different
Teacher and learners sing ECD Observation Technology ...................................
-draw “yakanaka”. Step 1 Infant
shapes.
at least three Teacher explains on drawing different Application Syllabus
Real ...................................
shapes using a computer. ECD-Gr2
computers
shapes.
Drawing Step 2 (2015-2022) ...................................
Teacher demonstrates drawing of shapes
as learners observe Step 3
Page 9
...................................
Learners practise drawing different
shapes using computer with the help of
ECD ...................................
ICT
the teacher. Step 4 Workbook ...................................
Learners draw three shapes individually Page 8
as teacher monitors. Conclusion ...................................
Learners sing “Onai zvakaita”, while
naming different shapes they have drawn. ...................................
LEARNING
RESOURCES
Learners Learners Methods Toy laptops

know about should be Demonstration
2x20minutes Left to right Information
7 different able to: Group discussion
Introduction
orientation and ...................................
APPLICATION
SOFTWARE
patterns.
-trace Teacher and learners sing
Communication
Technology
...................................
Tumaoko,tumaoko Real laptops
19/10/2018 at least four
Step 1
Infant ...................................
patterns. Finger Syllabus
Teacher explains and demonstrates
tracing while learners observe. dexterity ECD-Gr2 ...................................
Tracing . (2015-2022)
Step 2 Page 9 ...................................
L1 In groups learners trace over the patterns
and colour as teacher monitors.
ECD ...................................
Step 3 Creativity
ICT
Learners trace patterns individually as
Workbook
...................................
teacher monitors.
Conclusion
Page 8 ...................................
Learners recite a rhyme , This is my little
computer.. ...................................
Learners Learners
should be
Methods
Group work
Creativity Information
and
...................................
already Demonstration CDs
APPLICATION know able to:
Introduction
Communication ...................................
L2 SOFTWARE
different Teacher and learners recite a rhyme
Finger Technology
Infant ...................................
musical -identify and dexterity Discs
“Computer family”. Syllabus
name
Media files
files.
different
Step 1 ECD-Gr2 ...................................
Teacher explains on different media files (2015-2022)
musical files.
-Odd one out
as learners listen. Page 9 Mouse ...................................
Step 2 Eye hand
Teacher demonstrates crossing out the coordination
ECD
...................................
-cross out the odd one out .
odd one out. Step 3
ICT Flash ...................................
Workbook
Learners do the work assigned by the
teacher with the help of the teacher.
Page 9 ...................................
Conclusion
...................................
naming the odd one out. ...................................
AIM: Acquire enterprise skills using ICTs.
LEARNING
RESOURCES
Learners Learners Methods A computer

already should be Demonstration
2x20minutes Eye hand Information
8 know tools able to: Group work
Introduction
APPLICATION
SOFTWARE
used when
-colour Teacher and learners recite a rhyme
Communication
Technology
...................................
colouring. Colours,colours A tablet.
26/10/2018 the pictures.
Step 1
Finger Infant ...................................
dexterity Syllabus
Learners watch and listen to folk story
-retell the
about king the birds.
ECD-Gr2 ...................................
Colouring story to each. (2015-2022)
Step 2 Page 9 ...................................
L1 .
Teacher demonstrates colouring while Creativity
learners observe. ...................................
Step 3
In groups learners first retell the story to Visual memory Learners
Workbook
...................................
each other and colour the pictures while
teacher supervises.
Page 10 ...................................
Conclusion
Learners sing a song , Tumaoko. ...................................
Learners Learners
should be
Methods
Games
Language Information
and
...................................
have seen Discussions Television
APPLICATION some of the able to:
Introduction
Paying attention Communication ...................................
L2 SOFTWARE
educational Teacher and learners recite a rhyme
to detail Technology
Infant ...................................
cartoons -retell Computers
the folktales.
Retell folktales
before. Step 1 ECD-Gr2 ...................................
Learners watch cartoons they know in (2015-2022) Cellphone
-answer
questions
groups two. Eye hand
coordination Page 9 tablet ...................................
Step 2
about
cartoons
Learners watch one cartoon using ICT
ECD
...................................
tools teacher monitors.
played.
Step 3
ICT ...................................
Workbook
Learners answer questions asked on
cartoons played.
Page 9 ...................................
Conclusion
Learners recite a rhyme “My little
...................................
computer”, under the guidance of the ...................................
teacher.
AIM: Infuse ICT in other subject across the curriculum.
LEARNING
RESOURCES
Learners Learners Methods A cellphone

already should be Problem solving
2x20minutes Recording Information
9 know about able to: Group work
Introduction
and ...................................
APPLICATION
SOFTWARE
playing
-record Teacher and learners recite a rhyme
Communication
Technology
...................................
music This is my little computer.
02/11/2018 recorded. sounds.
Step 1 Drawing Infant ...................................
Syllabus
Learners as a class discuss on other ICT
tools they use to record sound with the
ECD-Gr2 ...................................
Recording -draw and (2015-2022)
colour a disc.
help of the teacher. Page 9 ...................................
L1 Step 2
Learners record sound with the help of ...................................
the teacher.
. Step 3
Learners
Workbook
...................................
Learners draw and colour a disc
Conclusion
Page 10 ...................................
Learners recite a rhyme , Onai zvakaita.
...................................
Learners Learners
should be
Methods
Demonstration
Eye hand
coordination
Information
and
...................................
already Groupwork Match
APPLICATION know what able to:
Introduction
Communication papers ...................................
L2 SOFTWARE
is recording Teacher and learners recite a rhyme
Technology
Infant ...................................
-record
videos. Left to right
Recording Step 1
orientation ECD-Gr2
Cellphones ...................................
Teacher explains on how to record videos (2015-2022)
-answer
questions
and demonstrates recording. Page 10 Discs ...................................
Step 2
about
cartoons
In groups learners practise recording with Crayons ...................................
the help of the teacher. Finger dexterity
played.
Step 3
ICT Learners ...................................
Workbook
Learners colour matching pictures as
teacher monitors. Creativity
Page 11 ...................................
Conclusion
Learners recite a rhyme
...................................
“Tumaoko,tumaoko”, under the ...................................
AIM: To create an awareness of the computer basic rules in learners.
LEARNING
RESOURCES

already should be Discussion Demonstration coordination pictures
REVISION Information
Teacher and learners sing a song Moto
and showing
...................................
2x20minutes computer
-state mugomo.
Communication
Technology
computer ...................................
09/11/2018 SAFETY
two
Infant
rules. ...................................
AND computer Finger dexterity Syllabus
SECURITY safety rules. learners listen.
Step 2
ECD-Gr2 ...................................
(2015-2022)
Teacher demonstrates and name safety Page 8 ...................................
L1 rules while learners listen. Left to right
Basic
Learners identify and name safety rules.
computer rules . Step 4
Learners
Workbook
...................................
Learners talk about computer rules and Visual
mark four differences between the discrimination
Page 12 ...................................
pictures. Conclusion.
Learners recite a rhyme forest is burning
...................................
Learners Learners
Demonstration
Methods
Discussion
Eye hand Information ...................................
already should be coordination and Pictures
SAFETY know able to: Introduction Communication showing ...................................
L2 AND
SECURITY computer
“Forests are burning”. Step 1
Technology computer
...................................
-identify Infant security
safety rules Teacher explains on physical security of a
at least two Syllabus
physical computer while learners listen.
Finger dexterity ECD-Gr2 ...................................
security Step 2 (2015-2022)
Basic requirements In groups learners identify and discuss Page 10 ...................................
Charts and
computer rules physical security requirements with the
for ICT.
help of the teacher. Step 3
pictures ...................................
showing
Individually learners name basic
computer safety rules on chart. Creativity
ICT Learners computer ...................................
-colour ICT Workbook safety rules
items. Step 4 Page 13 ...................................
Learners colour ICT items on page 13 as
teacher monitors. Conclusion. ...................................
Learners recite a rhyme “forests are
burning” ...................................
AIM: To appreciate the role and impact of ICTs safety and security as they apply to self work and society.
LEARNING
RESOURCES

already should be Discussion Demonstration coordination pictures
REVISION Information
and showing
...................................
computer
-name and world is funny. Creativity
Communication
Technology
computer ...................................
16/11/2018 SAFETY identify
Infant
rules. ...................................
AND objects that Finger dexterity Syllabus
SECURITY keep things learners listen.
Step 2
ECD-Gr2 ...................................
safe and (2015-2022)
secure like Teacher explains more on safe and secure Page 8 ...................................
L1 key locks. keys or locks.. Left to right
Pictures
Basic Step 3 orientation ...................................
-draw a big Learners identify and name safe and
computer rules
key. security rules on charts or pictures.
Teachers
Book page 4
...................................
Step 4 Observing
Learners draw and colour a key as teacher ...................................
Learners recite a rhyme My world is
...................................
.
funny. ...................................
Learners Learners
should be
Methods
Listening Information
and
...................................
L2 SAFETY
already
know able to: Introduction Communication
Pictures
showing ...................................
AND Teacher and learners recite a rhyme “My Technology computer
computer
SECURITY
safety rules -identify little computer”. Finger dexterity Infant security ...................................
at least two Step 1 Syllabus
physical Teacher explains on safety rules and ECD-Gr2 ...................................
Computer security demonstrates colouring. (2015-2022)
safety requirements Step 2 Page 8
Crayons
...................................
In groups learners discuss on safety rules Creativity
Rules for ICT.
and answer questions ...................................
.Step 3 Charts and
Individually learners colour ICT items as Recalling
ICT Learners pictures ...................................
-colour ICT Workbook showing
items. teacher monitors.
Conclusion.
Page 14 computer ...................................
safety rules
Learners recite a rhyme “My little ...................................
computer”

LEARNING
RESOURCES
Learners Learners Methods 10 toy

know about should be Discussion Demonstration laptops
REVISION Left to right Information
12 different able to: Introduction
orientation and ...................................
2x20minutes patterns.
-name Tumaoko,tumaoko Step 1
Communication
Technology
Real laptops ...................................
23/11/2018
Teacher explains on different patterns
APPLICATION
different
using application software.
Infant ...................................
SOFTWARE patterns they Finger Syllabus
know. Step 2
Learners name different patterns they
dexterity ECD-Gr2
30 papers
...................................
(2015-2022)
L1 -draw know. Step 3 Page 9 ...................................
at least three Teacher demonstrates drawing different 30 crayons
Drawing
patterns. patterns. Step 4. ECD ...................................
In groups of two learners draw patterns Creativity
ICT
. with the help of the teacher. Workbook
...................................
Step 5
Learners draw patterns individually.
Page 8 ...................................
Conclusion
Learners sing a song tumaoko.
...................................
Learners Learners Methods Creativity Information
...................................
Design based learning Demonstration
L2 already should be
able to: Introduction
and
Communication
Toy laptops ...................................
APPLICATION know about
SOFTWARE
different
Teacher and learners sing ECD
“yakanaka”. Step 1
Observation Technology ...................................
-draw Infant
shapes. Real
at least three Teacher explains on drawing different Application Syllabus
computers
...................................
shapes. shapes using a computer. ECD-Gr2
Drawing Step 2 (2015-2022) ...................................
Teacher demonstrates drawing of shapes Page 9
as learners observe. Step 3 ...................................
Learners practise drawing different
shapes using computer with the help of
ECD
ICT
...................................
the teacher. Step 4
Learners draw three shapes individually
Workbook ...................................
Page 8
as teacher monitors.
Conclusion
...................................
naming different shapes they have drawn.
LEARNING
RESOURCES
Learners Learners Methods Toy laptops

know about should be Demonstration Left to right Information
13 REVISION different able to: Group discussion
Introduction
orientation and ...................................
patterns.
-trace Teacher and learners sing
Communication
Technology
...................................
2x20minutes Tumaoko,tumaoko Real laptops
30/11/2018 at least four
Step 1
Infant ...................................
patterns. Finger Syllabus
APPLICATION
SOFTWARE tracing while learners observe. dexterity ECD-Gr2 ...................................
. (2015-2022)
Step 2 Page 9 ...................................
L1 In groups learners trace over the patterns
and colour as teacher monitors.
ECD ...................................
Tracing Step 3 Creativity
ICT
Learners trace patterns individually as
Workbook
...................................
teacher monitors.
Conclusion
Page 8 ...................................
Learners recite a rhyme , This is my little
computer.. ...................................
Learners Learners
should be
Methods
Group work
Creativity Information
and
...................................
already Demonstration CDs
APPLICATION know able to:
Introduction
Communication ...................................
L2 SOFTWARE
different Teacher and learners recite a rhyme
Finger Technology
Infant ...................................
musical -identify and dexterity Discs
name
Media files
files.
different
Step 1 ECD-Gr2 ...................................
Teacher explains on different media files (2015-2022)
musical files.
-Odd one out
as learners listen. Page 9 Mouse ...................................
Step 2 Eye hand
Teacher demonstrates crossing out the coordination
ECD
...................................
-cross out the odd one out .
odd one out. Step 3
ICT Flash ...................................
Workbook
Learners do the work assigned by the
teacher with the help of the teacher.
Page 9 ...................................
Conclusion
...................................
naming the odd one out. ...................................
AIM: To enable learners acquire enterprise skills using ICTs.
LEARNING
RESOURCES
REVISION Learners Learners Methods A computer

already should be Demonstration Eye hand Information
14 know tools able to: Group work
Introduction
used when
-colour Teacher and learners recite a rhyme
Communication
Technology
...................................
2x20minutes colouring. Colours,colours A tablet.
06/12/2018 the pictures.
Step 1
Finger Infant ...................................
dexterity Syllabus
Learners watch and listen to folk story
APPLICATION
SOFTWARE -retell the
about king the birds.
ECD-Gr2 ...................................
story to each. (2015-2022)
Step 2 Page 9 ...................................
L1 .
Teacher demonstrates colouring while Creativity
learners observe. ...................................
Colouring Step 3
In groups learners first retell the story to Visual memory Learners
Workbook
...................................
each other and colour the pictures while
teacher supervises.
Page 10 ...................................
Conclusion
Learners sing a song , Tumaoko. ...................................
Learners Learners
should be
Methods
Games
Language Information
and
...................................
have seen Discussions Television
APPLICATION some of the able to:
Introduction
Paying attention Communication ...................................
L2 SOFTWARE
educational Teacher and learners recite a rhyme
to detail Technology
Infant ...................................
cartoons -retell Computers
the folktales.
Retell folktales
before. Step 1 ECD-Gr2 ...................................
Learners watch cartoons they know in (2015-2022) Cellphone
-answer
questions
groups two. Eye hand
coordination Page 9 tablet ...................................
Step 2
about
cartoons
Learners watch one cartoon using ICT
ECD
...................................
tools teacher monitors.
played.
Step 3
ICT ...................................
Workbook
Learners answer questions asked on
cartoons played.
Page 9 ...................................
Conclusion
Learners recite a rhyme “My little
...................................
computer”, under the guidance of the ...................................
teacher.
MATHS & SCIENCE

BROAD AIMS
To enable learners to:
 develop and show a positive attitude towards Mathematics and Science.

 acquire Mathematical and Scientific concepts and skills for use as tools in life.
 develop psycho-social skills such as self control and free expression of emotions and contribute to the holistic development of
the learner.
 develop an awareness of the importance of culture in the learning of Mathematics and science.
1.Science,Mathematics and Discovery play.

-Simple machines
-Light
-Fire
-Electricity
2.Measures
-Money
-Time
-Volume
-Mass
3.Manipulative Block play
- Fastening
4.Number Operations
-Subtraction
AIM: To enable learners acquire Mathematical and Scientific concepts and skills for use as tools in life.
WEEK TOPIC/ ASSUMED OBJECTIVES METHODOLOGIES AND ACTIVITIES COMPETENCIES TEACHING REFERENCES EVALUATION
LEARNING
RESOURCES
Group work Demonstration
1 Learners Learners Eye-hand Tinted glasses ...................................
5 Lessons x Mathematics
20mins are familiar should be Introduction coordination and Science
SCIENCE
with able to: Learners sing a song Tumaoko tumaoko
Smoked Infant Early
Childhood
...................................
07/09/2018 different papers
MATHEMATICS
AND DISCOVERY sources of -describe
Step 1
Finger Development ...................................
Teacher explains on light as learners -
PLAY light. the position listen attentively. dexterity Pictures Grade 2 ...................................
of the sun Step 2 Time
L1 Light at different In pairs learners discuss and describe the Glue workbook ...................................
-The sun times of the position of the sun at different times of (2015-2022)
day. the day.Step 3 Creative Papers Page 35 ...................................
appears to be in
Teacher demonstrates paper collages as
different
-do proper learners pay close attention
...................................
positions and
different times
collage. Step 4
Learners do paper collage with the help
...................................
of the day. of the teacher. ...................................
Conclusion.
Teacher and learners sing Onai zvakaita ...................................
zuva
L2 NUMBER Learners can Learners Demonstration Songs & Rhymes Gross motor Ropes ...................................
OPERATIONS
recite should be Introduction ECD B
subtraction able to: Teacher and learners recite a rhyme Five Fine motor
Mathematics ...................................
Subtraction little ducks . and Science
rhymes. Whistle Time ...................................
-Games and -recite two
Step 1
Turn taking Teachers
rhymes. subtraction
Teacher explains on subtraction.
Step 2 Resource
...................................
rhymes and
one
Learners play subtraction game river Book
Page 23
...................................
“river ,bank.”
subtraction Step 3 ...................................
game. Teacher and learners recite two
subtraction rhymes “Five green paw ...................................
-play paws” and “madhadha mashanu”
subtraction Conclusion. ...................................
L3 Learners recite the rhymes with the help
game.
of the teacher.
...................................
...................................
...................................
MEASURES Learners Learners Group work Demonstration -Eye hand Play shop ECD B
can identify should be Introduction coordination. Mathematics ...................................
Teacher and learners sing a song If l had and Science
Money coins able to: a cent what would l buy.
Step 1
Time
Teachers
...................................
1c to 9c -identify -Turn taking
L4 coins 1c up Learners identify coins from 1c to 9c. Resource ...................................
-Buying and to 9c. Step 2. Coins Book
selling. Teacher demonstrates building using soil. Page 48 ...................................
Step 3 . -Gross motor
-buy and Teacher and learners talk about prices of ...................................
sell using skills
different items. Mathematics
1c to 9c. Step 4. and Science ...................................
Learners role play on buying and selling
using the play shop
Infant Early
Childhood
...................................
Conclusion.
Teacher and learners sing a song If l had
Development ...................................
-Grade 2
a cent.
Syllabus ...................................
MEASURES Learners Learners Identifying Crayons (2015-2022)
are able to should be Introduction Page 9 ...................................
Time retell able to: Teacher and learners sing a song Pencils
sequence of
Mangwanani zuva kudai. Finger ...................................
Different times Step 1. dexterity Pictures
of the day
events. -identify Learners identify and name different ...................................
. different times of the day with the help of the
times of the teacher Step 2.
Real sun ...................................
-Morning day. With the help of the teacher ,learners
Ordering
-Afternoon -arrange arrange pictures that show different times
...................................
-Evening pictures so of the day. Step 3 .
Learners draw a sun as the teacher Drawing ...................................
that they
show monitors . ...................................
diffent Conclusion.
times of the Teacher marks learner’s work and the Arranging ...................................
good one is displayed afterwards.
day. .
AIM: To enable learners use and communicate Mathematical and Scientific information to develop critical thinking and problem solving skills.
LEARNING
RESOURCES
Demonstration Group work

2 Learners Learners Water
Comparing Mathematics
MEASURES already should be Introduction and Science
know some able to: Learners sing a rhyme Tumaoko Infant Early ...................................
Mass tumaoko with the help of the teacher. Childhood
14/09/2018 objects are
Step 1
Gross motor Tins.
Development ...................................
heavy and -identify
-Different some are heay and
Learners pay close attention as teacher
explains on mass.
-
Grade 2
...................................
light. light Turn taking
L1
objects have
objects.
Step 2 Syllabus ...................................
different Learners compare objects according to (2015-2022)
masses mass in groups as teacher monitors.. Page 22 ...................................
-compare Step 3
objects Learners take turns to give feedback of ...................................
according their groupwork
to mass. Step 4 ...................................
Learners colour the pictures while teacher
monitors. Conclusion ...................................
Learners recite a rhyme Tumaoko
tumaoko
...................................
NUMBER Learners can Learners Demonstration Group work Finger Crayons ...................................
L2 &
count should be Introduction dexterity ECD B
SCIENCE
CONCEPTS objects from able to: Teacher and learners sing a song ECD Chart with
Mathematics ...................................
yakanaka.Step 1 and Science
1 up to 5 numbers
Teacher explains on ordinal numbers and Time ...................................
Number -count
demonstrates how to count as learners Teachers
ordinal pay close attention.. Comparing Resource ...................................
Say ordinal numbers Step 2 Book
numbers from In groups learners count ordinal numbers Pictures Page 43 ...................................
1st with the assistance of the teacher. ...................................
Step 3
up
to
Learners give feedback of the groupwork ...................................
with teacher further explaining.
5th Conclusion. ...................................
As a class learners count ordinal numbers
L3 as well as drawing and colouring ...................................
...................................
Songs and Rhymes Group work
Introduction
...................................
MEASURES Learners Learners Comparing Tins ECD B
can use should be Learners sing a song Tumaoko tumaoko Mathematics
VOLUME heavy and able to: with the help of the teacher.
Step 1
and Science
Time
...................................
light. Soil
L4 Capacity of -compare Teacher explains on volume and
demonstrates how to compare the
Weighing Teachers
Resource
...................................
different the
containers capacity of capacity of different containers Book ...................................
Step 2. Water Page 10
containers In groups learners compare the capacity ...................................
of different Finger dexterity
of different containers and give
shapes. feedback Step 3 . Mathematics ...................................
Learners draw and colour heavy and light
containers with the help of the teacher.
and Science
Infant Early
...................................
L5
Conclusion.
Learners sing a song ECD yakanaka
Childhood ...................................
Development
MANIPULATIVE
BLOCK PLAY
Learners Learners Songs and Dance Group work
Introduction
Finger dexterity Shoe polish tins -Grade 2 ...................................
already should be Syllabus
MOVING know able to: Learners sing a song ECD yakanaka (2015-2022) ...................................
with the help of the teacher. Pieces of wire Page 18,23
objects that -identify
OBJECTS
move when motion of
Step 1. Observing ...................................
Teacher explains on different moving
pushed, objects like
wheels or
objects. Step 2.
Tissue roles
...................................
pulled or Learners identify different moving
lifted. rollers.
objects shown on the table prediction Toys on rolls Teacher’s ...................................
-demonstr book page 42
Step 3 .
ates the use
Learners draw a car teacher mark their
...................................
of tools in
moving
work. Conclusion.
Learners sing a song Onai zvakaita mota
...................................
objects.
with the help of the teacher. ...................................
NUMBER & Learners Learners Demonstration Songs and Rhymes Imitating Stones
SCIENCE
CONCEPTS can count should be Introduction ...................................
Learners recite a rhyme one finger up
from able to:
with the help of the teacher. Observing Sticks
...................................
COUNT 1 up to 5
Step 1.
OBJECTS -count Teacher counts objects from 1 to 10 while ...................................
from
FROM
1 up to 10
learners observe. Step 2.
In pairs learners count from 1 to 10.
Counting Bottle tops ...................................
O -10
. Step 3 . ...................................
Individually learners count from 1 to 10
and write the numbers afterwards. Blocks .................................
Conclusion.
Learners count from 1 to 10 as a class
AIM: To enable learners to progress from infant to junior primary school learning.
LEARNING
RESOURCES
Discussion Demonstration
3 Learners Learners Pictures of
5x 20 minutes Mathematics
already should be Introduction different ways and Science
SCIENCE know about able to: Teacher and learners recite a rhyme wash of preventing Infant Early ...................................
MATHEMATICS & hands . Childhood
21/09/2018 DISCOVERY personal
Step 1
for diseases.
Development ...................................
PLAY hygiene -state two Creativity
ways of
Teacher explains on different ways of
preventing the spread of diseases.
-
Grade 2
...................................
HEALTH preventing Jersey
L1 NUTRITION the spread
Step 2
Observing
Syllabus ...................................
AND SAFETY Learners identify and name different (2015-2022)
of diseases. ways of preventing the spread of diseases
Drawing
Jacket Page 27 ...................................
on pictures.
-Diseases can be
-draw a Step 3 Mosquito net ...................................
prevented Learners answer questions asked by the
jacket and
colour it. teacher. Finger dexterity Soap
...................................
Step 4
Individually learners draw a jacket and ...................................
Water
colour it
Conclusion.
...................................
Learners recite a rhyme wash wash with ...................................
L2 the assistance of the teacher. ECD B
SCIENCE Learners Learners Discussion Group work Classifying Pictures of Mathematics ...................................
MATHEMATICS &
already should be Introduction weather and Science
DISCOVERY
PLAY know that able to: Learners recite a rhyme rain ,rain Time ...................................
Step 1 Teachers
weather -describe
Teacher explains on how weather changes
Jacket Resource ...................................
Weather changes how from time to time.
Finger dexterity
Book
from time to weather Step 2 Page 23 ...................................
-Weather time changes Learners identify and name different
influence weather changes on pictures. Prediction Hat Workbook
...................................
changes from
time to time
dressing. Step 3
Learners match the weather and the type
page 12 ...................................
-Matching -match of dressing by drawing a line. Left to right ...................................
Step 4 orientation
weather
L3 and the Teacher mark work written by learners. ...................................
Conclusion.
type of
Teacher and learners recite a rhyme. ...................................
dressing
...................................
NUMBER & Learners Learners Demonstration Songs and Dance Counting Stones ECD B
SCIENCE
CONCEPTS already should be Introduction Mathematics ...................................
Learners sing a rhyme one finger up with and Science
know about able to: the help of the teacher.
Bottle tops Time ...................................
Counting different -count Step 1
L4 objects numbers. objects Teacher list numbers from 1 to 10 and
learners identify objects from 0 to 10.
Logic Teachers
Resource
...................................
-From from
1 to 10 0 to 10. Step 2.
Learners count from 1 to 10 and
Counters Book
Page 30
...................................
-match afterwards they count objects from Finger dexterity ...................................
1 to 1 Step 3 . Small blocks
objects Learners match objects and number while ...................................
with teacher monitors. Mathematics
numbers. Conclusion. and Science
...................................
Learners recite a rhyme one little.
L5 NUMBER Learners Learners Songs and Rhymes Group work Finger dexterity Pictures
Infant Early
Childhood
...................................
OPERATIONS Introduction
have played should be
Teacher and learners sing a rhyme
Development ...................................
addition able to: -Grade 2
ADDITION
games -sing at least
madhadha mashanu .
Step 1.
Syllabus ...................................
before. three Singing Songs and (2015-2022)
-Addition games addition
Teacher explains and list numbers rhyme book Page 23 ...................................
0 to 10. Step 2.
rhymes of
numbers.
Learners count from 0 to 10 and recite
Turn-taking
...................................
different addition rhymes.
Step 3 . ...................................
Learners recite addition rhymes on their
own. Conclusion ...................................
As a class learners count from 0 to 10
reciting a rhyme A big fat hen.
...................................
MANIPULATIVE
BLOCK PLAY
Learners Learners
Introduction
Balancing Real learners ...................................
already should be
BALANCING know able to: Teacher and learners recite a rhyme ...................................
heard and shoulders.
objects that -balance
-Some objects
can balance objects
Step 1. Fine motor Different ...................................
can balance on Teacher explains on balancing objects
body parts.
on top of using the
head.
Step 2. ...................................
each other. Teacher explains on rules of the game
-Bin-bag race and demonstrates how it is played as ...................................
-play bag learners observe. Step 3 . Gross motor
race In pairs learners play the game. ...................................
Conclusion
Learners recite a rhyme bata musoro
AIM: To help learners acquire Mathematical and Science concepts and skills for use as tools in life.
LEARNING
RESOURCES
Songs & Rhyme Group work
4 Learners are Learners Pictures of
familiar should be Introduction food and Science
SCIENCE with able to: Teacher and learners recite a rhyme food Infant Early ...................................
MATHEMATICS & food . Childhood
28/09/2018 DISCOVERY different
Step 1 Development ...................................
PLAY food stuffs. -name and Identifying Real fruits
identify at
Learners identify different types of food
they already know.
-
Grade 2
...................................
Health least two
L1 nutrition and types of
Step 2
Language
Syllabus ...................................
Teacher explains on food that attributes (2015-2022)
safety food. to good health. Chart with Page 19 ...................................
Step 3 information
-Good food -draw their In groups discuss on types of good food about good ...................................
favourite and find their favourite food. Finger dexterity food.
food. Step 4 ...................................
Individually learners draw their favourite
food. Conclusion. ...................................
Learners recite a rhyme food food with
the assistance of the teacher.
...................................
MANIPULATIVE Learners Learners Discussion Group work Balancing ...................................
L2 BLOCK PLAY
already should be Introduction
know that able to: Teacher and learners recite a rhyme ECD Bottle tops ...................................
Balancing yakanaka. ECD B
objects can -balance
balance objects
Step 1 Finger dexterity Teacher’s ...................................
-Some objects Teacher explains on balancing carrying Resource
on top of using body something on the foot.
Sticks
book page ...................................
can balance on each other. parts. Step 2 14
the body. Teacher demonstrates how to balance an ...................................
object in the hand on the book.
Step 3
...................................
Learners practise in pairs as teacher ...................................
monitors.
Step 4 ...................................
Learners balance an object in hand on the
L3 back. Conclusion. ...................................
Teacher and learners sing a song ECD
yakanaka. ...................................
NUMBER Learners Learners Demonstration Group work Eye hand Dolls
...................................
Introduction
OPERATIONS
are already should be
Teacher and learners recite a rhyme One
coordination ...................................
familiar able to: Bottle tops Mathematics
Subtraction
with
little, two little.
and Science ...................................
games and subtraction -sing at Step 1
Teacher explains on subtraction and
Infant Early
Childhood
...................................
L4 rhymes games. least two Language Sticks
subtraction demonstrates subtraction rhymes.
Step 2.
Development
-Grade 2
...................................
rhymes.
As a class learners practise subtraction Syllabus ...................................
rhymes. Step 3 . Finger dexterity (2015-2022)
Individually learners do subtraction Page 21 ...................................
rhymes.
Conclusion. ...................................
Teacher and learners sing a song five
little ducks. ...................................
L5 SCIENCE Learners Learners Songs andDance Question&answer Describing Pictures ...................................
MATHEMATICS Introduction
& DISCOVERY already should be Teacher’s
PLAY know that able to: Teacher and learners sing a rhyme rain
rain . Step 1. Resource ...................................
weather -name Charts with
Weather changes suitable
Learners identify and name different Naming different clothes
Book page ...................................
suitable clothes for different weather for different 41
clothes for
-Weather from time
different
conditions. Step 2. weather ...................................
changes from to time Learners answer questions asked. conditions
time to time
weather
conditions.
Step 3 . Stating ...................................
Learners draw a sunhat as teacher mntrs.
Conclusion ...................................
Teacher and learners recite a rhyme.
NUMBER & Learners Learners Demonstration Group work Counting Blocks
...................................
SCIENCE
CONCEPTS already should be Introduction
Teacher and learners sing a song 1,2,3,4,5
...................................
know able to: Conversion of Dramatic play
numbers.
once l caught a fish alive. numbers area ...................................
Step 1.
-match
Match number
number
Teacher explains and demonstrates on Sticks ...................................
conservation matching number conservation. Logic
conservation
.
Step 2. Bottle tops
...................................
Learners count objects from 0 to 10 in
groups and give feedback. ...................................
Step 3 .
Individually learners match numbers. ...................................
Conclusion
Learners recite a rhyme madhadha
mashanu.
LEARNING
RESOURCES
Discovery Group work
5 Learners Learners Models of
5x 20 minutes Imitating Mathematics
already should be Introduction animals. and Science
SCIENCE know able to: Learners sing a song onai zvakaita while Infant Early ...................................
MATHEMATICS & naming different animals. Childhood
05/10/2018 DISCOVERY animals
PLAY make -imitate Creativity Pictures of
sounds. movement
Teacher explains on different movements
made by animals animals
-
Grade 2
...................................
Animals move of domestic
L1 differently and wild
Step 2
Observing
Syllabus ...................................
Learners identify and name different (2015-2022)
animals animals. Charts with Page 20 ...................................
Step 3 information
-draw a Learners imitate movement of animals about animals ...................................
chameleon with the help of the teacher.
and color. Step 4 Finger dexterity ...................................
Individually learners draw a chameleon
and colour it. ...................................
Conclusion.
Learners sing Mr Noah with the
...................................
assistance of the teacher. ...................................
L2 SCIENCE Learners Learners Songs and Dance Demonstration Communicating Charts with ECD B
MATHEMATICS &
DISCOVERY already should be Introduction pictures about Mathematics ...................................
Learners recite a rhyme Exercise every and Science
PLAY know about able to: personal
personal
day. Left to right hygiene
Time ...................................
Step 1 orientation Teachers
Personal hygiene -identify Teacher explains on common diseases in Resource ...................................
hygiene ways of the environment. Book
caring for Step 2 Page 23 ...................................
the body. Teacher asks questions as learners take
turns giving responses. Real learners Workbook
...................................
-name Step 3
Learners state common diseases in the
page 12 ...................................
common
diseases local environment ...................................
Step 4
L3 -colour Learners colour pictures and teacher ...................................
marks.
Conclusion. ...................................
Learners recite a rhyme wash hands.
...................................
NUMBER &
SCIENCE
Learners Learners
Introduction
Counting Sticks ECD B
Mathematics
...................................
CONCEPTS can count should be
objects up able to:
Learners sing a rhyme one finger up with
the help of the teacher.
and Science ...................................
L4 Objects and to 5 -count Step 1
Teacher demonstrates on counting objects
Bottle tops Time
Teachers
...................................
animals can objects and Logic
be counted animals up and animals.
Step 2.
Resource
Book
...................................
to 10 Animal models
Learners count objects and animals in Page 10 ...................................
groups. Finger dexterity
-draw Step 3 . ...................................
numbers in Learners draw objects and the number. Mathematics
a set. Conclusion. and Science ...................................
Learners recite a rhyme on numbers.
L5 NUMBER AND Learners Learners Songs and Dance Group work Finger dexterity 2 blocks
Infant Early
Childhood
...................................
SCIENCE Introduction
CONCEPTS have played should be
Teacher and learners sing a sing 1,2,3 one
Development ...................................
OBJECTS CAN some able to: -Grade 2
BE COUNTED counting -use a
finger up . Step 1.
Teacher displays balls and dolls
Syllabus ...................................
games counting Singing 5 dolls (2015-2022)
-From before. rhyme.
Step 2. Page 23 ...................................
Learners count number of balls and dolls.
O to 3
-circle the
Step 3 .
Identifying
...................................
Teacher and learners play counting
set with 3 games. Step 4 5 dolls
Teacher’s
...................................
objects. Learners practice counting from zero to
three as individuals. Resource ...................................
Book
Conclusion
Learners circle the set with three objects. page 25 ...................................
MATHEMATICS &
SCIENCE PLAY
Learners Learners
Introduction
Identifying Pictures of
caring for soil
...................................
already should be
SOIL
know able to: Teacher and learners sing a song ndaiva ...................................
ndiri kasvava. Step 1. Real soil
different -name at
types of soil. least two
Teacher explains on ways of caring for Discussion ...................................
-Ways of the soil . Step 2.
caring for the
ways of
caring for
In groups learners discuss ways of ...................................
caring for the soil and give feedback.
soil soil eg
Step 3 .
The ...................................
mulching. Observing environment
Individually learners draw a fruit tree as
teacher marks . Conclusion. ...................................
-draw a fruit Teacher and learners sing a song ndaiva
tree. ndiri kasvava.
LEARNING
RESOURCES
Songs & Rhymes Discussion
6 Learners Learners ECD play
already should be Introduction centre and Science
SCIENCE know about able to: Teacher and learners recite a rhyme Gross motor Infant Early ...................................
MATHEMATICS & about caring for the environment. Childhood
12/10/2018 DISCOVERY different
PLAY safety rules -describe
Health of the ways of
Teacher explains ways of caring for the
play centre. Local
-
Grade 2
...................................
nutrition and environment caring for Fine motor environment
L1 safety . the
Step 2
skills
Syllabus ...................................
Learners identify and name ways of (2015-2022)
environment keeping the play centre safe. Page 29 ...................................
-Safety rules Step 3
should be Learners pick stones and sharp objects in Observing ...................................
observed. the play centre.
-The Step 4 ...................................
Learnrs answer questions on safety orally.
environment
Conclusion. ...................................
needs care. Tr and learners sing a song follow,follow
while going back to the class.
...................................
SCIENCE, Learners Learners Discussion Group work Identifying ...................................
L2 MATHEMATICS &
DISCOVERY PLAY
know that able to: Teacher and learners sing a song mvura Pictures ...................................
weather -describe naya naya. ECD B
Weather
changes how
Step 1 Teacher’s ...................................
Learners identify some different weather Resource
-Weather
from time to weather conditions on pictures.
Finger dexterity Charts
book page ...................................
time. changes Step 2 14
influences influences Teacher explains on matching weather ...................................
dressing dressing. type as well as demonstrates.
Step 3 Crayons ...................................
-match Learners match in groups and give
Eye hand
...................................
weather by feedback.
the type of Step 4 coordination ...................................
dressing by Learners complete individual work.
L3 drawing a Conclusion. ...................................
Teacher and learners sing a song Rain,
line., rain go away. ...................................
...................................
MANIPULATIVE Learners Learners Demonstration Group work Gross motor Pictures
BLOCK PLAY
already should be Introduction ...................................
Balancing
know that able to: yakanaka while going to the playground.
Mathematics ...................................
L4 some -balance Step 1
Learners name balancing games with the
Turn taking and Science
Infant Early
...................................
-Some objects objects can objects Big bags
can balance on balance on using body help of the teacher.
Step 2.
Childhood
Development
...................................
body parts. each other. parts. Language
Teacher explains and demonstrates the -Grade 2 ...................................
rules of the game.Step 3 . Syllabus
-play Learners play in groups of twos playing (2015-2022) ...................................
games of of the game. Conclusion. Page 19,23
balancing Teacher and learners sing a song ...................................
using body follow,follow while going back to the
L5 parts. class. ...................................
Group work Discussion
NUMBER &
SCIENCE
Learners can Learners
Introduction
Finger dexterity Counters ...................................
CONCEPTS say and should be
count able to: Teacher and learners sing a rhyme one
finger up . Step 1. Teacher’s ...................................
objects -say Observing Bottle tops
Ordinal Teacher explains ordinal numbers from 1st Resource
...................................
up to 5 ordinal to 5th Step 2. Book page
numbers
-From 1st to 5th
numbers Learners discuss ordinal numbers from 1st
Turn taking Pictures about
45 ...................................
from to 5th in groups and give feedback.
1st to 5th . Step 3 .
ordinal
numbers.
...................................
Learners state ordinal numbers from 1st
to 5th . Conclusion ...................................
Learners say ordinal numbers from 1st to Dolls
5th with the help of the teacher.
...................................
NUMBER
OPERATIONS
Learners Learners
Introduction
Counting Counters ...................................
can count should be
from 0 to 3 able to: Teacher and learners recite a rhyme one Comparing ...................................
finger up. Step 1. Bottle tops
Body parts on
-count body
Teacher explains on counting human ...................................
human beings body parts in pairs.Step 2.
can be counted
parts in pairs
eg eyes
Learners in groups identify and name
Finger dextrity
...................................
in pairs different body parts and give feedback.
ears. Step 3 . Pictures ...................................
Learners count human body parts and
draw eyes thereafter tr helping. ...................................
Conclusion
Learners recite a rhyme 1,2,3,4,5 once l
caught a fish alive.
AIM: To help learners progress smoothly from infant to junior primary school learning.
LEARNING
RESOURCES
Question&answer Group work
7 Learners Learners Pictures of
know should be different and Science
SCIENCE different able to: Introduction Identifying weather Infant Early ...................................
MATHEMATICS Teacher and learners recite a rhyme Childhood
19/10/2018 & DISCOVERY weather -name
rain,rain.
conditions
Development ...................................
PLAY changes. suitable
clothes for Step 1
Teacher explains on different weather
Naming -
Grade 2
...................................
different Chart
L1 Weather weather conditions. Syllabus ...................................
conditions. Step 2 (2015-2022)
Sorting
Teacher demonstrates on sorting clothes Page 21 ...................................
-Sort clothes for different weather conditions.
suitable for
-sort clothes
suitable for
Step 3 ...................................
different Learners in groups sort clothes with the Grouping
weather
different
help of the teacher. ...................................
weather
Conclusion.
conditions conditions
Teacher and learners recite a rhyme rain ...................................
SCIENCE, Learners Learners
rain.
...................................
MATHEMATICS &
that air is should be ...................................
L2 DISCOVERY PLAY
everywhere able to: Introduction Demonstrating Balloons
Teacher and learners sing a song ECD ...................................
AIR demonstrate
yakanaka. ECD B
the presence
Step 1 Teacher’s ...................................
-Presence of air Teacher explains on the presence of air. Resource
of air using
balloons.
Step 2 Plastic bags
book page ...................................
Teacher asks learners to breathe in and Gross motor 31
out. ...................................
Thread
Step 3
Learners blow air into the plastic
...................................
bags/balloons filling them and releasing Filling ...................................
air. Step 4
Teacher asks learners questions as they ...................................
answer.
L3 Conclusion. ...................................
yakanaka. ...................................
...................................
Demonstration Songs and Dance
SCIENCE
MATHEMATICS &
Learners Learners
Introduction
Reciting Coloured ...................................
are familiar should be blocks.
DISCOVERY PLAY
with some able to:
Teacher and learners recite a rhyme “the
shapes that l know”Step 1
Mathematics ...................................
Construction of of the -recite Matching and Science
L4 objects that can patterns rhymes of
shapes.
Teacher explains on the construction of
blocks to form an object eg a snake .
Infant Early
Childhood
...................................
be joined ,fitted
and bonded Step 2
Teacher demonstrates how to join blocks.
Identifying Development
-Grade 2
...................................
pattern -construct a
snake using Step 3 . Syllabus ...................................
blocks. Learners join blocks/constructing a snake Describing (2015-2022)
while teacher monitors. Page 18 ...................................
Conclusion.
Teacher and learners sing a song onai ...................................
zvakaita.
L5 MANIPULATIVE Learners Learners Group work Demonstration Building 60 stones ...................................
BLOCK PLAY Introduction
aware of should be
...................................
that some able to: Teacher’s
Balancing yakanaka . Step 1. Matching 60 blocks ...................................
objects can -balance Resource
Teacher explains on balancing and
balance on objects
-Building lowers
top of each using body
demonstrates building a tower. Fine motor
Book page ...................................
using blocks Step 2. 41
skills 60 sticks
other. parts. Teacher distributes blocks and learners ...................................
build towers under his/her guidance.
-build a Step 3 . ...................................
tower using Individually learners build a tower
blocks Conclusion ...................................
yakanaka.
...................................
MATHEMATICAL
PLAY
Learners Learners
Introduction
Creativity Pumpkin seeds ...................................
are familiar should be
with some able to: Teacher and learners sing a song ...................................
tumaoko tumaoko. Gross motor Thread
construction -identify at
Construction
materials. least two
Step 1. ...................................
Teacher demonstrates on construction of
-Bangles
materials
used for
bangles. Step 2.
Finger dexterity Beads
...................................
Learners thread hollow materials to
constructing
bangles. Step 3 . ...................................
bangles.
Learners thread their bangles and present
their finished pieces of work. Pictures of ...................................
-sing Conclusion finished beads.
tumaoko. Learners sing a song ,“Tumaoko
tumaoko.”
AIM: To develop psychomotor skills, team working, confidence and self esteem in learners.
LEARNING
RESOURCES
8 Learners Learners Weather
know that should be Introduction charts and Science
SCIENCE weather able to: Teacher and learners recite a rhyme rain Gross motor Infant Early ...................................
MATHEMATICS & rain. Step 1 Childhood
26/10/2018 DISCOVERY changes
Learners identify and name different Development ...................................
PLAY pattern. -name Pictures about
suitable
weather conditions on pictures.
Step 2 weather
-
Grade 2
...................................
clothes for Finger dexterity
L1 different
Teacher explains on different weather
Different
Syllabus ...................................
conditions. (2015-2022)
weather Step 3 clothes Page 21 ...................................
Weather conditions Learners discuss clothes for different
weather conditions. ...................................
Step 4
Learners draw an umbrella ...................................
Conclusion.
Tr and learners sing a song mvura naya ...................................
naya or mvura inonaya.
Songs and Dance Group work Discussing
...................................
MATHEMATICS &
already should be Introduction ...................................
L2 DISCOVERY PLAY
know good able to: Teacher and learners recite a rhyme Pictures of
eating habits -name food,food. different types ...................................
Health, Step 1 Finger of food ECD B
different ...................................
Nutrition food they
Teacher explains on her favourite food dexterity Teacher’s
and food she dislikes. Resource
and Safety like and Step 2 Charts book page ...................................
dislike. Learners in groups of twos discuss food 27,31
-Food they like they like and dislike .Thy give feedback ...................................
-draw their Turn taking
and dislike.
favourite
afterwards.
Step 3
...................................
Crayons
food. Individually learners discuss food they ...................................
like and dislike
Step 4 ...................................
Learners draw their favourite food as
L3 teacher monitors ...................................
Conclusion.
Teacher and learners sing a song ECD ...................................
yakanaka.
...................................
MANIPULATIVE
BLOCK PLAY
Learners Learners
Introduction
Movement Outdoor play ...................................
already should be area
Balancing
know that able to:
Facilitator initiate movement in any
direction on both feet running, walking.
Mathematics ...................................
L4 some -balance on Step 1
Teacher demonstrates movement on one
and Science
Infant Early
...................................
-Common objects can one point Spatial Skittles
weight bearing balance on transferring leg Step 2.
Learners imitate demonstrations by the
awareness Childhood
Development
...................................
each other. and bearing
-One point weight. teacher. -Grade 2 ...................................
Step 3 . Syllabus
balance Teachers chooses best performers . (2015-2022) ...................................
-make Conclusion. Page 19,23
shapes Cool down activities are under the ...................................
while guidance of the teacher.
L5 balancing. ...................................
MATHEMATICS
SCIENCE &
Introduction
Finger dexterity Real learners
...................................
DISCOVERY identify and should be
PLAY name able to: Teacher and learners recite a rhyme this
is the way we brush our teeth. .
Chart with
Teacher’s ...................................
Human body human body -care for Identifying human body
Resource
parts parts. their body
Step 1. parts.
Book page
...................................
Teacher explains on how to care for body
parts. parts. Step 2. 41 ...................................
-Body parts Learners discuss identify and discuss how Dolls
need care to care for body parts. Feedback is given ...................................
-draw eyes. Step 3 .
Learners draw a toothbrush as teacher ...................................
monitors. Conclusion
Teacher and learners recite a rhyme this ...................................
is the way we brush our teeth.
...................................
NUMBER & Learners Learners Counting Sticks
SCIENCE
CONCEPTS can count should be Introduction
Teacher and learners recite a rhyme one
...................................
objects able to:
from 1 to 5
finger up. Step 1. Turn taking Stones ...................................
Teacher count from 1 to 10 and explains
Number -say that numbers can be used to identify ages ...................................
conservation numbers and birth dates. Step 2.
from 1 to 10 Learners tell their ages and dates of birth
Finger dexterity Dolls ...................................
-Identifying with the help of the tr.
their ages and Step 3 . Blocks ...................................
birth dates Learners count ,write numbers 1 to 10
and their ages. Conclusion Bottle tops
Learners take turns to tell their ages.
AIM: To help learners progress smoothly from infant to junior primary school learning.
LEARNING
RESOURCES
9 Learners are Learners Stones
familiar should be and Science
NUMBER with able to: Introduction Counting Infant Early ...................................
OPERATIONS Teacher and learners recite a rhyme Childhood
02/11/2018 addition
ECD yakanaka Development ...................................
games. -play one
addition
Step 1
Teacher explains on the rules of the Bottle tops
-
Grade 2
...................................
game. Finger dexterity
L1 Addition game of nhodo. Syllabus ...................................
games Step 2 (2015-2022)
-write Teacher demonstrates how the game of Page 23 ...................................
numbers. nhodo is played.
-Play nhodo Step 3 ...................................
Learners practise playing the game as
teacher monitors. ...................................
Conclusion.
Teacher and learners recite a rhyme one ...................................
finger up.
Question and answer
...................................
MATHEMATICS &
already should be Demonstration ...................................
L2 DISCOVERY PLAY
know that able to: Introduction Plants
different soil -observe at Teacher and learners sing a song ndaiva ...................................
SOIL karuva. ECD B
has different least two Step 1
Finger
...................................
dexterity Seeds Teacher’s
colours. plants Teacher explains on the importance of Resource
-Soil is the main grown in ...................................
soil and different plants that are grown. book page
medium which the soil. Step 2 Charts with
24
plants grow. Teacher demonstrates drawing of seeds as plants. ...................................
-draw a Observing
seed
learners observe.
Step 3
...................................
Learners name plants grow in soil. ...................................
Step 4
Learners draw a seed as teacher ...................................
monitors.
L3 Conclusion. ...................................
Teacher and learners sing a song about
soil. ...................................
...................................
NUMBER AND Learners Learners Demonstration Group work Counting 60 stones
SCIENCE
CONCEPTS
have an idea should be Introduction
Teacher and learners sing a counting song
...................................
of more or able to: Mathematics
Number
less. -match Step 1
Teacher asks learners to count objects on
Matching 60 blocks and Science ...................................
Infant Early
L4 objects one
on one. a chart. Step 2. Fine motor Childhood ...................................
-Counting Learners count objects on a chart and skills 60 sticks Development
objects from -sing count objects on the tables -Grade 2 ...................................
0 to 10 Step 3 . Syllabus
counting
rhymes Learners match objects according to (2015-2022) ...................................
numbers as teacher monitors. Page 19,23
Conclusion. ...................................
-count
objects.
Learners recite a counting rhyme under
the guidance of the teacher.
...................................
L5 MANIPULATIVE
BLOCK PLAY
Learners Learners Group work Demonstration Building 60 stones ...................................
aware of should be Introduction
that some able to: Teacher and learners sing a song ECD
Teacher’s
...................................
Balancing objects can -balance
yakanaka . Step 1. Matching 60 blocks
balance on objects
Teacher explains on balancing and Resource ...................................
-Building lowers demonstrates building a tower. Book page
using blocks
top of each using body Step 2.
Fine motor
skills 60 sticks
41 ...................................
other. parts. Teacher distributes blocks and learners
build towers under his/her guidance. ...................................
-build a Step 3 .
tower using Individually learners build a tower
...................................
blocks Conclusion
...................................
yakanaka.
...................................
MATHEMATICAL Learners Learners Creativity Pumpkin seeds
PLAY
are familiar should be Introduction ...................................
with some able to: Teacher and learners sing a song
construction -identify at
tumaoko tumaoko. Gross motor Thread ...................................
Construction Step 1.
materials. least two
Teacher demonstrates on construction of ...................................
materials
-Bangles bangles. Step 2.
used for
Learners thread hollow materials to
Finger dexterity Beads ...................................
constructing
bangles.
bangles. Step 3 .
Learners thread their bangles and present
...................................
Pictures of
-sing
their finished pieces of work.
finished beads. ...................................
Conclusion
tumaoko. Learners sing a song ,“Tumaoko
tumaoko.”
AIM: To help learners develop Maths skills through ordering objects and picture according to size.
LEARNING
RESOURCES
Songs and Rhymes
10 Learners can Learners Blocks
order should be Demonstration and Science
SCIENCE objects able to: Introduction Colouring Infant Early ...................................
MATHEMATICS Teacher and learners recite a rhyme Childhood
09/11/2018 & DISCOVERY when -name
about ordering objects and pictures
Bottles
Development ...................................
PLAY playing. suitable
according to size.
clothes for
Step 1
Naming -
Grade 2
...................................
different
L1 Ordering weather
Teacher asks learners to identify and
name objects in a set. Sticks
Syllabus ...................................
conditions. (2015-2022)
Step 2
Observing
Page 18 ...................................
-Ordering Teacher demonstrates ordering objects
objects and
-sort clothes
suitable for
according size. ...................................
pictures Step 3
according to size
different Learners order objects according to ...................................
weather size as teacher monitors.
conditions Conclusion. ...................................
yakanaka.
...................................
SCIENCE, Learners Learners Group work Demonstration ...................................
L2 MATHEMATICS &
DISCOVERY PLAY are familiar should be Songs and Rhymes
with names able to: Introduction Identifying Soap ...................................
Teacher and learners sing a song Head ECD B
of some of
Human
the body -name at
and shoulders. Teacher’s ...................................
body parts eg least body
Step 1 Resource
...................................
Class talk about human body parts book page
eyes ,ears parts. Reciting Towel
functions. 31
-Naming body Step 2 ...................................
parts Teacher asks learners to mime human
-describe at body functions.
...................................
least two Fine motor.
body parts
Step 3
Learners mime human body functions eg Toothbrush
...................................
functions. walk.talk. Step 4 ...................................
Learners draw a soap as teacher assesses
-draw a their progress. ...................................
soap. Conclusion.
Teacher and learners recite a rhyme ...................................
This is the way we brush our teeth
LEARNING
RESOURCES
Songs & Rhyme Group work
11 Learners are Learners Pictures of Mathematics
Introduction and Science
REVISION familiar should be
Teacher and learners recite a rhyme food
food
Infant Early ...................................
with able to:
food . Childhood
16/11/2018 different
SCIENCE food stuffs. -name and Identifying Real fruits
MATHEMATICS & identify at
Learners identify different types of food
they already know.
-
Grade 2
...................................
DISCOVERY
least two
L1
PLAY
types of
Step 2
Language
Syllabus ...................................
Teacher explains on food that attributes (2015-2022)
Health food. to good health. Chart with Page 19 ...................................
nutrition and Step 3 information
safety -draw their In groups discuss on types of good food about good ...................................
favourite and find their favourite food. Finger dexterity food.
food. Step 4 ...................................
-Good food Individually learners draw their favourite
food. Conclusion. ...................................
Learners recite a rhyme food food with
the assistance of the teacher.
...................................
MANIPULATIVE Learners Learners Discussion Group work Balancing ...................................
L2 BLOCK PLAY
know that able to: Teacher and learners recite a rhyme ECD Bottle tops ...................................
Balancing objects can -balance yakanaka. ECD B
balance objects
Step 1 Finger dexterity Teacher’s ...................................
-Some objects Teacher explains on balancing carrying Resource
on top of using body something on the foot.
Sticks
book page ...................................
can balance on each other. parts. Step 2 14
the body. Teacher demonstrates how to balance an ...................................
object in the hand on the book.
Step 3
...................................
Learners practise in pairs as teacher ...................................
monitors.
Step 4 ...................................
Learners balance an object in hand on the
back. Conclusion. ...................................
yakanaka. ...................................
LEARNING
RESOURCES
12 Learners Learners Pictures of Mathematics
already should be Introduction different ways and Science
REVISION Teacher and learners recite a rhyme wash Infant Early ...................................
know about able to: of preventing
hands . Childhood
23/11/2018 SCIENCE personal
Step 1
for diseases.
Development ...................................
MATHEMATICS & hygiene -state two Creativity
DISCOVERY
PLAY ways of
Teacher explains on different ways of
preventing the spread of diseases.
-
Grade 2
...................................
preventing Jersey
L1 the spread
Step 2
Observing
Syllabus ...................................
Health nutrition Learners identify and name different (2015-2022)
and safety of diseases. ways of preventing the spread of diseases
Drawing
Jacket Page 27 ...................................
on pictures.
-Diseases can be -draw a Step 3 Mosquito net ...................................
jacket and Learners answer questions asked by the
prevented
colour it. teacher. Finger dexterity Soap
...................................
Step 4
Individually learners draw a jacket and ...................................
Water
colour it
Conclusion.
...................................
Learners recite a rhyme wash wash with ...................................
L2 the assistance of the teacher. ECD B
SCIENCE Learners Learners Discussion Group work Classifying Pictures of Mathematics ...................................
MATHEMATICS &
already should be Introduction weather and Science
DISCOVERY
PLAY know that able to: Learners recite a rhyme rain ,rain Time ...................................
Step 1 Teachers
weather -describe
Teacher explains on how weather changes
Jacket Resource ...................................
Weather changes how weather
from time to time.
Finger dexterity
Book
from time to changes
Step 2 Page 23 ...................................
time influence
-Weather dressing.
Learners identify and name different
Prediction ...................................
weather changes on pictures. Hat Workbook
changes from
time to time -match
Step 3
Learners match the weather and the type
page 12 ...................................
-Matching weather and
the type of
of dressing by drawing a line. Left to right ...................................
Step 4 orientation
dressing Teacher mark work written by learners. ..................................
Conclusion.
LEARNING
RESOURCES
Songs & Rhymes Discussion

13 REVISION Learners Learners ECD play Mathematics
already should be Introduction centre and Science
SCIENCE know about able to: Teacher and learners recite a rhyme Gross motor Infant Early ...................................
about caring for the environment. Childhood
30/11/2018 MATHEMATICS &
DISCOVERY
different
PLAY safety rules -describe
Health of the ways of
Teacher explains ways of caring for the
play centre. Local
-
Grade 2
...................................
environment caring for Fine motor environment
L1
nutrition and
. the
Step 2
skills
Syllabus ...................................
safety Learners identify and name ways of (2015-2022)
environment keeping the play centre safe. Page 29 ...................................
Step 3
-Safety rules
should be
Learners pick stones and sharp objects in Observing ...................................
the play centre.
observed. Step 4 ...................................
-The Learner answer questions on safety
environment orally. Conclusion. ...................................
needs care. Tr and learners sing a song follow,follow
while going back to the class.
...................................
SCIENCE, Learners Learners Discussion Group work Identifying ...................................
L2 MATHEMATICS &
DISCOVERY PLAY
know that able to: Teacher and learners sing a song mvura Pictures ...................................
weather -describe naya naya. ECD B
Weather
changes how
Step 1 Teacher’s ...................................
Learners identify some different weather Resource
-Weather
from time to weather conditions on pictures.
Finger dexterity Charts
book page ...................................
time. changes Step 2 14
influences influences Teacher explains on matching weather ...................................
dressing dressing. type as well as demonstrates.
Step 3 Crayons ...................................
-match Learners match in groups and give
Eye hand
...................................
weather by feedback.
the type of Step 4 coordination ...................................
dressing by Learners complete individual work.
drawing a Conclusion. ...................................
Teacher and learners sing a song Rain,
line., rain go away. ..................................
AIM: To help learners acquire further understanding on topics covered during the course of the term.
LEARNING
RESOURCES
Songs & Rhymes

14 REVISION Learners are Learners ECD play Mathematics
able to should be Question and answer centre and Science
recall the able to: Gross motor Infant Early ...................................
Discussion Childhood
06/12/2018 concepts Introduction Development ...................................
covered -recall Recalling
Teacher and learners recite different
ALL CONCEPTS during the what they rhymes Local
-
Grade 2
...................................
COVERED course of have Fine motor environment
the term. learned
Step 1
Teacher explains on concepts covered. skills Syllabus ...................................
(2015-2022)
during the Step 2 Dolls Page 29-32 ...................................
course of Teacher assign learners to perform
the term. different tasks. Observing ...................................
Step 3
Learners perform given tasks as teacher Charts with
...................................
monitors. Identifying
-revise
Step 4
information ...................................
work on Learners answer oral questions asked by about concepts ECD B
concepts the teacher in groups and as individuals. covered. Teacher’s ...................................
covered Resource
during the
Conclusion.
Teacher and learners sing different songs book page ...................................
14-20
course of related to concepts covered. ...................................
the term
...................................
...................................
FAMILY & HERITAGE STUDIES

BROAD AIMS
 appreciate the value and love Zimbabwe and its Chimurenga/ Umvukela liberation war heroes and heroines.
 develop an appreciation of national heritage and identity.
 appreciate the significance of national events, symbols and heritage.
 develop an awareness for global issues and how they affect them.
 -be sensitive to the need of the disadvantaged and vulnerable group.
1. Cultural heritage.
2. Entitlements/rights and responsibilities.
3.Work and Leisure
4.Global issues
5.Transport and communication.
6.Production,distribution and consumption of goods and services.
AIM: To help learners appreciate the value and dignity of work, recreation and the need to appreciate in National development.
LEARNING
RESOURCES
Learners
1 Learners Real
2x20 mins Methods
should be Explanation, Discussion, Role play
already Listening learners
WORK AND know some
able to
-list at least
Introduction ......................................
Teacher and learners recite a song this is
07/09/2018 LEISURE types of five different the way. Step 1
Describing ......................................
work done types of work Teacher show learners pictures as they 5 pictures
at school. done at home. observe. Step 2
Miming showing ......................................
Work at home people doing Ministry of
L1 -describe
Learners describe pictures while teacher
supervises. Speaking work Primary and ......................................
how the work Secondary
is done
Step 3
Heritage
......................................
Learners in their groups describe how
work is done. Social
Studies
......................................
-role play Step 4
people doing Learners take turns to rhyme the work ECD - ......................................
work. while teacher monitors. Grade 2
Conclusion. Syllabus ......................................
Class imitate different types of work as (2015-2022)
teacher monitors. Page 24 ......................................
Learners
WORK AND Learners should be
Methods ......................................
L2 LEISURE
already able to
Explanation, Discussion, Role play Listening
know some
Introduction
Teacher and learners sing a song this is
5 pictures ......................................
forms of -list at least showing ECD B
Work at school
work done five different
the way. Step 1
Miming people doing Family and ......................................
Teacher displays some pictures while work Heritage
types of work
at school.
done at
learners observe.
Describing Studies ......................................
Step 2 Teachers
school. Learners describe pictures while teacher guide ......................................
assists. Drawing
page 34
-describe Step 3 ......................................
how the work Learners take turns to mime different Identifying
is done. types of work done at school as teacher ......................................
Colouring
-draw a boy
monitors. Step 4
Learners draw a girl/boy sweeping while
......................................
or a girl
sweeping..
teacher assits Conclusion. ..................................
Teacher and learners sing the rhyme
miming some actions.
To help learners appreciate the value and dignity of work, recreation and the need to appreciate in National development.
LEARNING
RESOURCES
Learners
2 Learners Real
2x20 mins Methods
should be Explanation, Discussion, Demonstration
are familiar Listening learners
WORK AND with some
able to
-list at least
Introduction ......................................
Teacher and learners sing a song
14/09/2018 LEISURE of the three Zigambura dovi.
Eye hand-
coordination
......................................
indigenous indigenous Step 1 5 pictures
games. games. Teacher explains to learners that after indigenous ......................................
Indigenous Identifying games. Ministry of
L1 games -state rules
work body need to relax.
Step 2 Primary and ......................................
for the game. Secondary
-Pada
Learners describe pictures while
Finger Heritage
......................................
teacher supervises.
-Nhodo -play Step 3 dexterity Social
Studies
......................................
-Chitsvambe indigenous Teacher and learners discuss rules of the
games in game. Step 4 Speaking ECD - ......................................
small groups. Teacher and learners go outside to play a Grade 2
game. Conclusion. Syllabus ......................................
One groups showcase talent to fellow (2015-2022)
colleagues as teacher monitors. Page 24 ......................................
Learners Learners Methods ......................................
L2 are used to
should be
able to
Explanation, Discussion, Demonstration Listening
WORK AND playing of
Introduction 5 pictures ......................................
LEISURE Teacher and learners recite a poem My Eye hand- showing ECD B
some -list at least
modern three
world is funny. Step 1 coordination modern Family and ......................................
Teacher explains to learners the games. Heritage
Morden
games. modern
games.
importance of playing games.
Identifying Studies ......................................
Step 2 Teachers
games
Learners describe pictures showing guide ......................................
-state rules people playing modern games. page 34
-Jigsaw puzzles for the game. Step 3 Finger ......................................
-Computer dexterity
games. -play
In groups learners discuss rules of
various modern games.
......................................
-Picture modern
dominoes. games in
Step 4 Speaking
......................................
Learners choose games they would like
small groups. to play. ......................................
Conclusion.
Learners play games as teacher ......................................
supervises.
AIM: To develop an understanding in learners of the transport system.

LEARNING
RESOURCES
Learners
3 Learners 5 pictures
2x20 mins Methods
already Listening showing
TRANSPORT know of
able to
-name
Introduction
dangerous
......................................
Teacher and learners recite a song
21/09/2018 AND
COMMUNICATION
some different tumaoko .Step 1
Speaking areas at ......................................
moving moving Teacher explains to learners that some home
objects. objects objects while they listen.
Drawing ......................................
Ministry of
L1
Moving objects -read
Step 2
Learners list some moving objects as Colouring Primary and ......................................
pictures Secondary
showing
teacher assists. Step 3
Heritage
......................................
Learners read pictures while teacher The
different
moving
assists Step 4 environment Social
Studies
......................................
Teacher assists learners in discussing how
objects. objects move. Step 5 ECD - ......................................
Learners draw one moving object while Grade 2
-draw one teacher monitors. Syllabus ......................................
moving Conclusion (2015-2022)
object and Learners state various moving objects. Page 23 ......................................
colour it.
......................................
L2 TRANSPORT
AND
Learners Learners
should be
Methods
Explanation, Discussion,
COMMUNICATION have used able to Question and Answer
Listening Toys ......................................
some means Introduction ECD B
of transport -state Teacher and learners sing a song chitima Speaking Family and ......................................
Means of before. different Real Heritage
transport means of
kwee . Step 1
Teacher displays toys as means of Identifying means of Studies ......................................
transport they Teachers
know.
transport. Step 2
Learners state means of transport while Imitating
transport
guide ......................................
page 79
-imitate the
sounds made
teacher supervises. ......................................
Step 3 Drawing
5 pictures
by different Learners go outside and observe the
showing
......................................
means of means of transport available Colouring
transport. . Step 4 means of ......................................
Learners imitate the sounds of means of transport.
-draw transport and draw afterwards as teacher ......................................
means of
transport and
assists. Conclusion.
Learners and teacher sing a song Onai
......................................
colour it zvakaita.
AIM: To develop an understanding in learners of the transport system.
LEARNING
RESOURCES
Learners
4 Learners Chart with
2x20 mins Methods
should be Explanation, Demonstration
are familiar Describing road signs
TRANSPORT with some
able to
-recite road
Question and Answer ......................................
Introduction
28/09/2018 AND
COMMUNICATION
of the road safety rules. Teacher and learners sing a song Mwana Speaking Main road ......................................
safety rules. washe. .Step 1
-list at least Teacher displays chart with road sings as Drawing ......................................
three road learners observe. Ministry of
L1
Road safety safety rules. Step 2 Colouring Primary and ......................................
rules Teacher explains the meaning of each of Secondary
- the picture as learners listen. Heritage
......................................
demonstrate Step 3
Teacher and learners recite a poem on
Social
Studies
......................................
good ways of
crossing the robots. Step 4 ECD - ......................................
road. Teacher demonstrates the proper use of Grade 2
robots as learners as learners imitate. Syllabus ......................................
Conclusion (2015-2022)
Learners and teacher state some road Page 23 ......................................
safety rules.
Learners ......................................
L2 TRANSPORT
AND
Learners should be
Methods
Explanation, Demonstration
COMMUNICATION have seen able to Question and Answer
Listening Models of ......................................
some road Introduction road signs ECD B
signs before. -recite road Teacher and learners recite a poem on Speaking Family and ......................................
Road signs safety poems. robots. Step 1 Heritage
Teacher displays the road signs while Describing 5 pictures Studies ......................................
-identify Teachers
and state
learners observe.
Step 2 Drawing
showing
guide ......................................
road signs
page 79
good ways of
crossing the
Learners describe the road signs while ......................................
teacher assists. Colouring
road. Step 3 ......................................
Learners demonstrates proper crossing of
-draw a the roads while teacher supervises. ......................................
robot and Step 4
colour it. Learners draw a robot and colour it while ......................................
teacher monitors. Conclusion.
Learners and the teacher highlight road
......................................
rules as they sing Expresss
AIM: To help learners develop an understanding of the diverse cultures in Zimbabwe.
LEARNING
RESOURCES
During the
5 Learners Cellphone
2x20 mins Methods
lesson Explanation, Demonstration ,Imitation.
are familiar
CULTURAL with some
learners will
-speak
Introduction Listening audio
......................................
05/10/2018 HERITAGE of the languages Hello,hello. ......................................
languages they have Step 1
spoken in heard in their Teacher explains the people speak Observing ......................................
Different their community. Ministry of
L1 languages in communities. -identify
different languages.
Step 2 Primary and ......................................
my community other Speaking Secondary
languages
Learners state languages spoken in their
Heritage
......................................
communities.
they have not
spoken.
Step 3 Social
Studies
......................................
Teacher plays an audio whilst learners Singing
-imitate listen. Step 4 ECD - ......................................
some Learners tell what they have heard after Grade 2
greetings in an audio has been played. Syllabus ......................................
local Conclusion. (2015-2022)
language. Teacher and learners sing Hello.hello Page 22 ......................................
During the
CULTURAL Learners can lesson
Methods Listening ......................................
L2 HERITAGE
greet in their learners will
Imitation, Demonstration ,Discussion.
language. -make
Introduction
Teacher and learners recite a rhyme Are
Audio tapes ......................................
presentation Observing
Different
on greetings
you happy. ......................................
languages in Step 1
Pictures
my community
in the
different local
Teacher some ways of greeting each
Speaking
......................................
other. Step 2
languages. Learners in pairs make some ......................................
-imitate presentations of greetings in different
some languages. Singing ......................................
greetings in Step 3
their local Learners colour pictures of people ......................................
language.
-colour
greeting each other while teacher
supervises. Step 4
......................................
drawings of
people
Learners show each other their work. ......................................
Conclusion.
greeting each
other using
Teacher and learners sing Hello.hello ......................................
crayons.
AIM: To help learners develop an understanding of the diverse cultures in Zimbabwe.
LEARNING
RESOURCES
Learners
6 Learners Actual
2x20 mins Methods
should be Explanation, Discussion,Qustn & answer
know Listening clothes
CULTURAL different
able to
-identify the
Introduction ......................................
12/10/2018 HERITAGE clothes of attire worn in Zigambura.
Identifying ......................................
different different Step 1 5 pictures
sizes. cultures. Learners describe what they are wearing
Drawing of clothes ......................................
Culture in Ministry of
L1 relation to -draw
as teacher monitors.
Step 2 Speaking Primary and ......................................
dress pictures of Secondary
different
Learners describe attire worn on the
Heritage
......................................
pictures as teacher assists.
sizes. Step 3 Colouring Social
Studies
......................................
Learners draw a simple dress as teacher
-colour monitors Step 4 ECD - ......................................
pictures to Learners tell colour their pictures under Grade 2
make them the supervision of the teacher. Syllabus ......................................
attractive. Conclusion. (2015-2022)
Learners recite a rhyme express Page 11 ......................................
identifying cultural attire.
......................................
L2 CULTURAL Learners Learners
should be
Methods
HERITAGE
already able to
Songs &Dance, Discussion,
Question and Answer ......................................
know Introduction Listening 5 pictures
various -identify Teacher and learners recite a rhyme of foodstuffs ......................................
Culture in Identifying
types of food from Express as they list types of food. ......................................
relation to food different
food Step 1
commonly cultures. Teacher explains the importance of food Drawing Real food
stuffs
......................................
eaten by the to the learners. Step 2
local -draw Learners identify various foodstuffs on Speaking ......................................
pictures of the pictures. Step 3
community. ......................................
different Learners and teacher discuss different
food. eating habits and etiquettes. Colouring
Step 4 ......................................
Learners draw and colour food while
-colour
pictures of teacher assists. Conclusion.
......................................
food Teacher and learners identify various
foodstuffs.
......................................
AIM: To help learners appreciate the need for equal opportunities for all.
LEARNING
RESOURCES
Learners
2x20 mins Methods
should be Explanation,Discussion,Rhymes& poems
are familiar Listening showing
ENTITLEMENTS/ with some
able to
-identify
Introduction
abuse
......................................
Teacher and learners recite a poem don’t
19/10/2018 RIGHTS
AND
of their different touch my body.
Role playing ......................................
RESPONSIBILITIES rights. forms of Step 1
abuse at Teacher explains to learners about various
Reciting ......................................
home. Ministry of
L1 Child
forms of abuse.
Step 2 Speaking Primary and ......................................
-recite a Secondary
protection at
poem on
Learners in groups discuss forms of
Heritage
......................................
home abuse at home as teacher monitors.
abuse. Step 3 Social
Studies
......................................
Learners read pictures on abuse as teacher
-read assists. ECD - ......................................
pictures to Conclusion. Grade 2
abuse being Teacher and learners recite a poem This Syllabus ......................................
reported. is my body. (2015-2022)
Page 12 ......................................
Learners
ENTITLEMENTS/ Learners should be
Methods
......................................
L2 RIGHTS
AND already able to
Role play
Listening
RESPONSIBILITIES know some Introduction 5 pictures ......................................
of their -recite Teacher and learners recite a poem don’t Touching showing
rights and rhyme on touch my body. various ......................................
Child child Identifying forms of
protection in
responsibilities
protection
Step 1
Learners identify their body parts while abuse ......................................
the community teacher assists. Describing ......................................
and school -read Step 2
pictures of Learners and teacher discuss various ......................................
different forms of abuse. Step 3
forms of Learners read pictures on various forms ......................................
abuse. of abuse. Step 4
Learners draw a some body parts while ......................................
-draw teacher monitors.
pictures of Conclusion.
......................................
any body
part.
touch my body.
......................................
LEARNING
RESOURCES
Learners
8 Learners Real
2x20 mins Methods
should be Narrating, Discussion, Role playing
are familiar Listening learners
ENTITLEMENTS/ with some
able to
-identify
Introduction ......................................
Teacher and learners recite a song
26/10/2018 RIGHTS
AND
of their body parts todada naye jesu.
Identifying ......................................
RESPONSIBILITIES rights. should not be Step 1 2 pictures
touched. Teacher explains differentiating abuse
Reciting showing ......................................
people Ministry of
L1 Reporting -narrate
and discipline to help learners recognise
when they are abused. Speaking reporting at Primary and ......................................
situations of police Secondary
procedures
abuse.
Step 2
station Heritage
......................................
Learners and teacher discuss reporting
procedures. Step 3 Social
Studies
......................................
-role playing Learners role play reporting procedures
reporting as teacher mntrs. Step 4 ECD - ......................................
procedures. Teacher and learners sing a rhyme abuse. Grade 2
Conclusion. Syllabus ......................................
Learners state various forms of abuse. (2015-2022)
ENTITLEMENTS/ Learners Learners Methods Page 12 ......................................
RIGHTS should be Explanation, Discussion,
AND have learnt able to Role play
Listening ......................................
L2 RESPONSIBILITIES ways of Introduction 2 pictures
reporting -identify Teacher and learners recite a rhyme this showing ......................................
before. different Speaking people ECD B
is my body. Step 1
Reporting forms of Learners listen as teacher explains what reporting at Family and ......................................
procedures abuse at Identifying police Heritage
home,
abuse is all about.
Step 2 station Studies ......................................
Teachers
community
and school
Learners identify/list various forms of
guide ......................................
abuse while teacher assists.
page 34
Step 3 ......................................
-suggest Teacher and learners discuss how one
ways of can report the case of abuse. ......................................
reporting Step 4
abuses. Learners role play reporting procedures ......................................
-role play
while teacher supervises.
Conclusion.
......................................
reporting
procedures.
Teacher and learners sing a song Noah
built an ark.
......................................
AIM: To familiarise learners with global environment issues that affect livelihoods.
LEARNING
RESOURCES
Learners
2x20 mins Methods
have heard Listening showing
GLOBAL of water
able to
-identify
Introduction
water
......................................
Teacher and learners sing a song Rain
02/11/2018 ISSUES related dangerous go away. Step 1
Speaking related ......................................
disasters water sites Teacher explains to learners about water disasters.
before. that they related disasters as they listen.
Identifying ......................................
Water related should avoid. Ministry of
L1 disasters
Step 2
Learners identify dangerous water sites Stating Primary and ......................................
-read Secondary
pictures of
while teacher assists.
Singing Heritage
......................................
Step 3
dangerous
water sites.
Learners read pictures as teacher
Drawing
Social
Studies
......................................
monitors. Step 4
Learners draw a river and colour it while ECD - ......................................
-draw a teacher assists. Colouring Grade 2
river and Conclusion. Syllabus ......................................
colour it. Learners showcase each other finished (2015-2022)
work Page 24 ......................................
......................................
L2 GLOBAL Learners Learners Methods
ISSUES
have heard
should be
able to
Songs and Dance
Listening 2 pictures ......................................
of fire showing ECD B
related -recite a
Introduction
Teacher and learners sing a song London Speaking fire related
Family and ......................................
Fire related Heritage
disasters
disasters rhyme on
fire.
is burning . Step 1
Identifying
disasters. Studies ......................................
before. Teacher explains disasters that are Teachers
caused by fire. Step 2 guide ......................................
-identify all Learners identify dangers caused by fire Stating
page 79
situations while teacher assists. ......................................
when fire Step 3 Singing
becomes Learners identify all situations that are ......................................
dangerous. Drawing
dangerous while teacher monitors.
Step 4
......................................
-colour
pictures of
In their workbooks learners colour
pictures of dangerous situations.
Colouring ......................................
dangerous Conclusion. ......................................
situations. Learners recite a poem Burn fire Burn
as teacher assists them.
AIM: To familiarise learners with global environment issues that affect livelihoods.
LEARNING
RESOURCES
Learners
2x20 mins Methods
already Listening showing
GLOBAL know some
able to
-identify
Introduction
dangerous
......................................
09/11/2018 ISSUES safety areas that can Mwana washe.Step 1
Speaking areas at ......................................
measures. be dangerous Teacher explains to learners the dangers home
to children. of fire/water as they listen attentively.
Identifying ......................................
Safety at home Ministry of
L1 -state safety
Step 2
Learners state areas that can be Stating Primary and ......................................
procedures at Secondary
home.
dangerous at home while teacher mntrs.
Heritage
......................................
Step 3 The
In small groups learners discuss safety environment Social
Studies
......................................
-sing a song precautions while teacher assists.
london is Step 4 ECD - ......................................
burning. Groups report their findings as teacher Grade 2
explains. Conclusion. Syllabus ......................................
Teacher and learners sing “London is (2015-2022)
burning” Page 24 ......................................
Learners
GLOBAL Learners should be
Methods ......................................
L2 ISSUES
are familiar able to
Songs and Dance
Listening 5 different
with some Introduction areas in the ......................................
of the safety -identify Speaking school ECD B
Teacher and learners sing a song London
Safety at
measures. areas that can is burning . Step 1 premises Family and ......................................
school be dangerous Identifying Heritage
to children.
Teacher explains about dangerous areas
at school to learners.
that are
Studies ......................................
dangerous Teachers
-state safety
Step 2 Stating
guide ......................................
Teacher displays about safety at school
page 79
procedures at charts as learners observe it The ......................................
school. Step 3 environment
Learners identify dangerous areas around ......................................
-circle the school. Step 4
dangerous Learners use pictures in workbooks ......................................
areas stating safety precautions by encircling
illustrated in the pictures. Conclusion.
......................................
their
workbooks.
Learners and teacher sing a song
Kuteerera
......................................
AIM: To help learners have knowledge of the production and marketing of goods and services.
LEARNING
RESOURCES
Learners
2x20 mins Methods
should be Explanation, Discussion
know other Describing showing
PRODUCTION forms of
able to
-identify
Music and Dance
pictures of
......................................
Introduction
16/11/2018 DISTRIBUTION
AND
wealth. forms of Teacher and learners sing McDonald’s Speaking different ......................................
CONSUMPTION wealth in the song. forms of
OF GOODS family. Step 1 Listening wealth. ......................................
AND SERVICES Teacher explains what wealth is as Ministry of
L1 -state uses of learners listen, Step 2 Drawing Primary and ......................................
land. Learners describe wealth while teacher Secondary
Family wealth monitors. Colouring Heritage
......................................
-practise Step 3
In small groups learners state uses of land
Social
Studies
......................................
(Other forms digging and
of wealth) weeding. while teacher supervises. ECD - ......................................
Step 4 Grade 2
Learners go outside to practise weeding Syllabus ......................................
and digging under the supervision of the (2015-2022)
teacher. Conclusion Page 22 ......................................
Teacher and learners sing McDonald’s
......................................
L2 Learners
song.
PRODUCTION
DISTRIBUTION
Learners should be
Methods
Explanation, Discussion ......................................
AND are familiar able to Music and Dance
Identifying Paper
CONSUMPTION with money Introduction money ......................................
OF GOODS that is used -identify Speaking
Teacher and learners sing l have a coin.
AND SERVICES
in our notes and Step 1
......................................
coins in use Describing
country.
in Zimbabwe.
Teacher displays money while learners
observe. Step 2
......................................
Family wealth Real
-sing a
Learners identify coins and notes used in Drawing money ......................................
Zimbabwe. Step 3 (coins and
(Money) rhyme on the Learners and teacher discuss the uses of Colouring
notes) ......................................
uses of money. Step 4
money. Learners do shopping game as teacher
. ......................................
supervises. Step 5.
-rub coins Learners do rubbing while teacher ......................................
using assists. Conclusion
crayons. Learners showcase their finished work as
......................................
they sing onai zvakaita.
AIM: To help learners have knowledge of the production and marketing of goods and services.
LEARNING
RESOURCES
Learners
12 Learners Various
2x20 mins Methods
should be Explanation, Discussion
have an idea Describing types of
PRODUCTION of food
able to
-identify
Music and Dance
real foods
......................................
Introduction
23/11/2018 DISTRIBUTION
AND
eaten at plants and Teacher and learners sing food, food. Speaking ......................................
CONSUMPTION home. animals that Step 1
OF GOODS provide food. Teacher displays food on the table while Drawing 5 pictures ......................................
AND SERVICES learners observe. showing Ministry of
L1 -list food we Step 2 Reading various Primary and ......................................
get from Learners identify food commonly eaten Secondary
Food at home plants and at home as teacher assists.
food types.
Heritage
......................................
animals. Step 3
Learners lists food we get from plants and
Pictures of Social
Studies
......................................
plants and
-draw animals teacher monitors.
animals
ECD - ......................................
pictures of Step 4 Grade 2
food from Learners draw food as individuals while that Syllabus ......................................
plants/ teacher monitors. provide (2015-2022)
animals Conclusion food. Page 22 ......................................
Learners and teacher sing a song about
......................................
L2 Learners
food.
PRODUCTION
DISTRIBUTION
Learners should be
Methods
Explanation, Discussion ......................................
AND are familiar able to Music and Dance
Identifying Various ECD B
CONSUMPTION with some Introduction types of Family and ......................................
OF GOODS grown and -identify Speaking real foods Heritage
Teacher and learners list food eaten at
AND SERVICES
processed food that is home. Step 1 Studies ......................................
processed. Describing Teachers
foods. Teacher explains to learners the types of
food as they listen. guide ......................................
Types of food page 68
(Grown
-read
pictures on
Step 2 Drawing 5 pictures ......................................
Learners in their workbooks read showing
And processed different processed food while teacher Colouring
various ......................................
Processed) foods. assists . Step 3
Learners draw any processed food while
food types. ......................................
-draw and teacher assists. Step 4
colour any Learners colour their pictures while ......................................
processed teacher assists. Conclusion.
food. Learners state some processed food as
......................................
they sing ,Expresss
LEARNING
RESOURCES
Learners
13 REVISION Learners 5 pictures ......................................
Methods
should be Explanation,Discussion,Rhymes& poems
are familiar able to Listening showing
with some -identify
Introduction
abuse Ministry of ......................................
30/11/2018 of their different touch my body.
Role playing Primary and
Secondary
......................................
rights. forms of
ENTITLEMENTS/
RIGHTS abuse at
Step 1
Teacher explains to learners about various
Reciting Heritage ......................................
Social
AND
RESPONSIBILITIES
home. forms of abuse.
Speaking Studies ......................................
Step 2
-recite a Learners in groups discuss forms of
ECD - ......................................
poem on Grade 2
Child abuse.
abuse at home as teacher monitors. Syllabus ......................................
Step 3
protection at Learners read pictures on abuse as teacher
(2015-2022)
Page 12
......................................
home -read
pictures to
assists.
Conclusion.
......................................
abuse being Teacher and learners recite a poem This
reported. is my body.
Learners
14 REVISION Learners ......................................
Methods
should be Explanation, Discussion,
already able to Listening Ministry of
know some
Role play
Introduction 5 pictures Primary and ......................................
Secondary
of their -recite Teacher and learners recite a poem don’t Touching showing
various Heritage ......................................
06/12/2018 ENTITLEMENTS/ rights and rhyme on touch my body.
RIGHTS responsibilities child Step 1 Identifying forms of Social ......................................
AND abuse Studies
RESPONSIBILITIES
protection Learners identify their body parts while
Describing ECD - ......................................
teacher assists.
-read Step 2
Grade 2
Syllabus
......................................
pictures of
Child different
Learners and teacher discuss various
forms of abuse. Step 3
(2015-2022) ......................................
protection in Page 12
the community
forms of Learners read pictures on various forms ......................................
abuse. of abuse.
and school Step 4 ......................................
-draw Learners draw a some body parts while ......................................
pictures of teacher monitors.
any body Conclusion. ......................................
part. Teacher and learners recite a poem don’t
touch my body.
......................................
ENGLISH
BROAD AIMS
 develop the four basic skills which are listening, speaking and writing.
 express themselves freely in a variety of situations that involve the use of functional English.
 develop a reading and creative writing culture using English Language.
1. Listening
2. Speaking
3. Reading
4. Writing
AIM: To help learners express themselves freely in a variety of situations that involve the use of functional English.
LEARNING
RESOURCES
1 Learners are Learners 10 functional
4x 20 minutes Methods English
able to should be Explanation, Demonstration Listening objects in the Infant Early
LISTENING follow able to:
Miming, Describing
classroom Childhood ...................................
Introduction Development
07/09/2018 instructions Teacher and learners recite a rhyme
Speaking
- ...................................
-listen Granny in the.........
carefully to Step 1
Describing 10 pictures
Grade 2
Syllabus
...................................
Following instructions Teacher gives simple instructions to
L1 instructions learners to follow. Drawing (2015-2022) ...................................
Page 11
-respond to
-Stand up given
Step 2
Learners describe given pictures.
...................................
-Run questions
accordingly.
Step 3 ...................................
-Close the In small groups learners follow
door instructions ...................................
-draw a boy Step 4.
kicking a Learners draw a boy and his ball. ...................................
boy. Conclusion
Learners show each other their work. ...................................
SPEAKING Learners Learners Methods 10 functional English ...................................
L2 already should be Question & answer,
Demonstration , Story telling
Listening objects in the Infant Early
News and know some able to: Introduction
stories stories. -tell someone Speaking Development
old stories.
yakanaka.
- ...................................
Grade 2
-The Baboon Step 1 10 pictures Syllabus ...................................
and the Hare. Teacher tells a story while learners listen. Retelling
(2015-2022)
-dramatise Step 2 Page 13 ...................................
the stories. Learners retell the story.
Step 3 ...................................
Learners dramatise the story told as
-answer some teacher assists them. ...................................
L3 oral questions Step 4
...................................
from the Learners answer some oral questions
story. asked by the teacher. ...................................
Conclusion.
Teacher and learners sing ECD ...................................
yakanaka.
...................................
READING Learners Learners Methods Hand eye 10 functional English
know some should be Demonstration Explanation coordination objects in the Infant Early ...................................
Objects Introduction
arrangement
shapes and able to:
-group Teacher and learners sing a rhyme l am a
classroom Childhood
Development
...................................
colours. square. Step 1
objects -
according to
colour shape
Learners identify colours and shapes
displayed Step 2.
Grade 2
Syllabus
...................................
L4 Finger dexterity 10 pictures
and size. Teacher assists learners to arrange objects
according to colour.
(2015-2022)
Page 13
...................................
-match Step 3 . Listening ...................................
objects with In small groups learners arrange objects
corresponding according to colour. ...................................
pictures. Step 4
Learners match using lines while teacher
Speaking ...................................
assists. Conclusion
-draw lines
to match the -Learners recite a rhyme express. ...................................
objects. ...................................
Learners Learners
should be
Methods
Explanation ,Demonstration, Imitating
Listening
4 picture story
English
Infant Early ...................................
WRITING are familiar cards
able to: Introduction Childhood
with some
Patterns patterns. -name Teacher and learners sing a song ECD Speaking Development ...................................
different yakanaka . Step 1. Resource -
patterns they Learners say out patterns they are familiar persons Grade 2 ...................................
-Up down with. Step 2. Syllabus
/\/\/\/\/\/\/\/\/\
have learned
before. Teacher demonstrates how to write Imitating 2 puppets (2015-2022)
...................................
pattern as learners observe.
Step 3 .
Page 13 ...................................
-draw some Writing
patterns from Learners practise drawing patterns on the
chalkboard as teacher assists.
...................................
-Bum bum left to right.
mmmmm
Step 4 ...................................
Learners draw patterns in their exercise
-draw some
patterns from
books as teacher assists. ...................................
Conclusion
top to bottom Learners sing as they write in air. ...................................
their finished pieces of work.
...................................
AIM: To develop an appreciation of the English Language as a means of communication.
LEARNING
RESOURCES
2 Learners are Learners 3 teachers
able to should be Explanation, Demonstration Listening Infant Early
LISTENING recognise able to:
Imitating Childhood ...................................
14/09/2018 voices of -listen to
Teacher and learners recite a rhyme on
Speaking
- ...................................
some people voices of 30 learners
five senses.
in the different
Step 1
Identifying Grade 2
Syllabus
...................................
Voices of immediate people.
Teacher explains the content as learners
L1 people environment listen. Cellphone
(2015-2022) ...................................
-identify the Page 17
owner of the
Step 2
Learners in two groups play a game on
...................................
voice. voices while teacher monitors. ...................................
Step 3
-imitate the Learners imitate the voices of teachers at ...................................
voices of the school.
different Conclusion ...................................
people. Learners sing a rhyme “wind the.......”
...................................
SPEAKING Learners Learners Methods 10 pictures of English ...................................
L2 already have should be Explanation ,Discussion
Demonstration
Listening different items Infant Early
Likes and their likes able to: Introduction
Eg food. Childhood ...................................
dislikes and dislikes. -say what Speaking clothes Development
they like and
Teacher and learners sing a rhyme.
Step 1 animals - ...................................
dislike. Describing Grade 2
Teacher explains to learners as they Syllabus ...................................
listen. (2015-2022)
Step 2 Identifying
Page 19 ...................................
-identify Learners describe displayed pictures as
things they teacher assists. ...................................
like and Step 3
dislikes.. Learners take turns to say out their likes ...................................
-play games
and dislikes. Step 4
Learners play a game on likes and
...................................
L3 on likes and dislikes as teacher supervises. ...................................
dislikes. Conclusion.
Few learners display their group work to ...................................
the class.
Learners ...................................
should be Discussion, Explanation, Demonstration
READING Learners can English
identify able to: Introduction
Describing 4 series of Infant Early ...................................
Picture stories Teacher and learners sing a rhyme ECD
whats on -describe
what’s on
yakanaka. Step 1
pictures Childhood
Development
...................................
pictures Reading
Teacher displays some pictures while -
pictures
-arrange
series of
learners observe. Step 2
Learners describe pictures as teacher
Grade 2
Syllabus
...................................
L4 pictures
sequential.ly
assists. Step 3 .
Learners and teacher arrange objects in
Listening (2015-2022)
Page 21
...................................
to make sequential order. ...................................
stories. Step 4 Speaking
-read the Learners read the story from the pictures. ...................................
pictures to Conclusion
make stories. -Few learners read to the class. ...................................
Learners Learners Explanation ,Demonstration, Imitation Observing 30 workbooks English ...................................
WRITING can handle should be Introduction Infant Early
L5 pencils able to: Teacher and learners sing a song Childhood ...................................
Tracing -use writing tumaoko . Step 1. Development
properly.
instruments Teacher explains about tracing as - ...................................
learners listen Step 2.
to make
images along Teacher demonstrates as learners observe Eye hand 30 pencils
Grade 2
Syllabus
...................................
coordination
designed Step 3 .
Learners practise tracing as teacher
(2015-2022) ...................................
perforations Page 23
-practise eye instructs them Step 4
Left-right
...................................
hand Learners colour the pictures as teacher
coordination monitor Conclusion orientation. ...................................
-colour the Few learners demonstrates tracing on
images. chalkboard. ...................................
Explanation ,Demonstration, Imitation
LISTENING Learners Learners
should be able Introduction
Doing actions 5 pictures of
people doing
English
Infant Early
...................................
can follow
simple to:-listen Teacher and learners sing the rhyme This
is the way. Step 1.
various actions. Childhood ...................................
Following carefully to Development
instructions.
instructions instructions. Teacher explains while learners listen.
Listening - ...................................
-respond to Step 2 Grade 2
given Learners respond to instructions given by Syllabus ...................................
instructions the teacher. Step 3 . (2015-2022)
accordingly. Learners in pairs give each other Speaking
Page 18 ...................................
-give instructions as teacher monitors.
instructions Conclusion ...................................
to classmates. Teacher and learner sing a rhyme “wind
the bobbin”
AIM: To cultivate an appreciation of the use of English language as a tool for cultural, political and social development.
LEARNING
RESOURCES
5x 20 minutes Learners Methods English
have heard should be Explanation, Narrating Listening about Infant Early
LISTENING of some able to: Question and Answer
chimurenga Childhood ...................................
-name Introduction Development
21/09/2018 chimurenga
characters Teacher and learners sing a song Mbuya
Speaking
- ...................................
stories nehanda kufa vachitaura.
before
from the
story. Step 1
Drawing Grade 2
Syllabus
...................................
Story telling Teacher narrates the chimurenga story
L1 -act or mime
while learners listen. Step 2
(2015-2022) ...................................
-Umvukela/ the told story Page 18
Chimurenga about mbuya Learners answer oral questions naming
characters from the story.
...................................
songs nehanda or
sekuru Step 3 ...................................
kaguvi. Learners act or mime the story as
-draw and narrated by the teacher. ...................................
colour Step 4
characters Learners draw and colour mbuya nehanda ...................................
with the assistance of the teacher.
from the
story. Conclusion ...................................
Learners sing the chimurenga song
...................................
L2 vachitepo.....
SPEAKING Learners can Learners Methods
Drama ,Describing
5 pictures English ...................................
demonstrate should be Listening showing Infant Early
Action with some able to:
Music
Introduction
people doing Childhood ...................................
words actions. -state what Speaking some actions. Development
they are
Teacher and learners sing Are you - ...................................
sleeping Step 1 Grade 2
-eg run,jump doing. Teacher performs some actions as
Miming
Syllabus ...................................
learners describe. (2015-2022)
-What are -demonstrate Step 2 Page 20 ...................................
different Learners in pairs perform some actions
you doing? actions. ...................................
as teacher monitors..
Step 3
Learners perform actions in front of the
...................................
L3 -sing songs in class as teacher monitors. ...................................
relation to Conclusion.
actions. Learners sing the rhymes with teacher ...................................
assisting.
...................................
Discussion, Explanation, Demonstration
READING Learners can Learners English
read some should be Introduction
Listening 26 phonic Infant Early ...................................
Phonics Teacher and learners sing a rhyme ECD
able to: alphabet Childhood
ie
pictures.
-name
yakanaka. Step 1 Development
...................................
Teacher demonstrates while learners -
L4 a-apple
b-ball
objects on the
phonic
observes and listen
Step 2
Speaking Grade 2
Syllabus
...................................
c-cat alphabet.
-read
Learners state pictures on the alphabet.
Step 3 .
Reading Concrete (2015-2022)
Page 23
...................................
objects
pictures Learners practise reading the phonic ...................................
emphasising alphabet while teacher assists.
on the phonic Step 4 ...................................
alphabet. Learners draw an apple while teacher
-draw an monitors. Conclusion ...................................
apple. -Learners read the phonic alphabet.
L5 ...................................
Learners Learners should
be able to:
Introduction
Hand eye
coordination
Worksheets English
Infant Early
...................................
WRITING can trace with different
along some -trace Teacher and learners sing a rhyme
tumaoko . Step 1.
pictures Childhood ...................................
Tracing around Development
perforations
objects and Teacher explains the concept of tracing as Drawing - ...................................
pictures. learners listen. Step 2. Grade 2
Teacher demonstrates tracing while Syllabus ...................................
-describe the learners observe. Step 3 . (2015-2022)
pictures Learners practise tracing individually describing
Page 23 ...................................
produced. while teacher monitors.
Step 4 ...................................
Learners colour the pictures while teacher Colouring
-colour the
supervises. Conclusion
...................................
pictures.
Learners recite Onai zvakaita.......
Explanation ,Demonstration,
...................................
SPEAKING Learners Learners Listening 5 pictures English
are able to should be able
to:
Introduction
Teacher and learners sing a rhyme Are
showing people Infant Early ...................................
Actions with perform Imitating doing actions Childhood
words some
-state you sleeping Step 1. Development ...................................
what they are Teacher does some actions as learners Speaking -
-What are you
actions doing. describe. Step 2 Grade 2 ...................................
-demonstrate Teacher gives commands as learners Syllabus
doing?
some actions. perform actions. Step 3 .
Miming
(2015-2022) ...................................
Learners in pairs perform actions while
-sing songs teacher assists. Conclusion.
Page 20
...................................
in relation to Few pairs perform actions while others
actions. sing related songs.
LEARNING
RESOURCES
4 Learners Learners 10 functional
already should be Explanation, Demonstration Listening objects in the Infant Early
LISTENING know some able to:
Imitating
28/09/2018 stories Teacher and learners recite a rhyme
Speaking
- ...................................
-listen Todada naye jesu.
carefully to a Step 1
Singing Grade 2
Syllabus
...................................
Story telling story. Teacher narrates a story a learners listen.
L1 Step 2
(2015-2022) ...................................
Page 18
-Folk stories -retell a story
imitating the
Learners answer some questions asked by
the teacher.
...................................
teacher. Step 3 ...................................
Learners retell stories narrated by the
-dramatise teacher. Step 4. ...................................
the stories. Learners dramatise as teacher assists.
Conclusion ...................................
Learners sing as they wrote in air.
Explanation ,Discussion
already have should be Listening objects in the Infant Early
...................................
L2 Likes and their likes able to:
Demonstration
Introduction
classroom Childhood
dislikes and dislikes. -describe the Teacher and learners sing Ndinofarira.
Speaking Development ...................................
pictures and -
-What do you objects
Step 1
Teacher explains what likes and dislikes
Grade 2 ...................................
displayed. Syllabus
like? are as learners pay close attention.
Identifying
with food (2015-2022) ...................................
Step 2 Page 19
-What do you Learners describe displayed pictures as ...................................
-say what teacher assists.
dislike? they like and Step 3 ...................................
dislike. Learners take turns to state what they
like or dislike. ...................................
Step 4
-draw things Learners dramatise on what they like or
...................................
L3 they like. dislike as teacher monitors. ...................................
Conclusion.
Learners come upfront and describe what ...................................
they like as the teacher assist.
...................................
READING Learners Learners Pasting English
already have should be Introduction 4 pictures Infant Early ...................................
Objects Teacher and learners sing a rhyme ECD
able to: Childhood
arrangement
the skills to
-describe
yakanaka. Step 1
Reading
4 stickers in Development
...................................
arrange Teacher displays objects and pictures
workbooks -
objects. pictures from
left to right.
Step 2
Learners describe the pictures and objects Listening
Grade 2
Syllabus
...................................
L4 Step 3 .
Learners match objects to pictures.
(2015-2022)
Page 21
...................................
-match
objects with Step 4 Speaking ...................................
corresponding Learners match the pictures as they
pictures. remove the stickers and pasting ...................................
Conclusion
-Learners show each other their work as ...................................
they sing onai zva.......
Learners Learners Explanation ,Demonstration, Imitation Listening Chart with English ...................................
Introduction
L5
WRITING are able to should be
able to: Teacher and learners sing a rhyme
patterns Infant Early
Childhood
...................................
draw
Patterns patterns -describe tumaoko . Step 1.
Learners describe the patterns they are
various -
other than Chalkboard
0=0=0=0=0 this. patterns they familiar with. Step 2.
work
Grade 2 ...................................
know. Under the teacher’s assistance learners Syllabus
Finger dexterity
11=11=11= -draw practise drawing of patterns. (2015-2022) ...................................
patterns on Step 3 . Page 23
the Teacher demonstrates the new pattern as ...................................
chalkboard learners observe. Step 4
-draw Learners draw patterns in books ...................................
Conclusion
patterns with
Learners draw patterns on the chalkboard. ...................................
crayons.
WRITING Learners Learners Explanation ,Demonstration, Imitation Observing 10 pictures of a English ...................................
have skill to should be able Introduction cat Infant Early
handle the to:-handle Teacher and learners sing the rhyme ECD Childhood ...................................
Draw a the writing yakanaka. Step 1. Development
cat
writing
instruments Learners describe the displayed pictures.
Listening 5 different - ...................................
instruments correctly. Step 2 Grade 2
correctly. -use Learners practise pen-handling with the
colours of
crayons. Syllabus
...................................
assistance of the teacher. Step 3 .
beginners
pencils or Learners draw the cat and colour it as Finger dexterity
(2015-2022)
Page 23
...................................
crayons to teacher monitors.
Conclusion
...................................
draw a cat.
-colour the Learners show each other their work as
image drawn. they sing ,“Onai zvakaita.”
AIM: To develop in learners four basic skills in English Language as well as visual an tactile and manual skills.
LEARNING
RESOURCES
5 Learners 5 pictures of
already should be Explanation, Imitation Listening animals Infant Early
LISTENING know some able to: Demonstration, Childhood ...................................
-listen to Introduction Development
05/10/2018 sources of
different Teacher and learners sing Old
Speaking
- ...................................
sounds. McDonad’s song....... 4 musical
sounds.
Step 1
Identifying instruments
Grade 2
Syllabus
...................................
Sounds and Learners identify displayed objects.
L1 sources -match
Step 2
(2015-2022) ...................................
sounds with Page 17
Animals/objects their sources. Learners play a mini-game on identifying
sounds while the source is not seen.
...................................
Other objects
-draw any
Step 3 ...................................
Learners match sounds with the objects
source of
sound.
Step 4 ...................................
Learners draw source of sound as teacher
assists.. Conclusion ...................................
Learners imitate different animal sounds
in their groups. ...................................
SPEAKING Learners are Learners Methods 5 pictures of English
...................................
L2 already should be Explanation ,Narration
Question and answer.
Listening religious Infant Early
News and familiar able to: stories Childhood ...................................
stories with -tell some Speaking Development
religious news or
Introduction
Teacher and learners sing Mwari
- ...................................
stories. Drawing Grade 2
stories. makaita . Step 1 Syllabus ...................................
Teacher narrates a religious story as (2015-2022)
-Religious -listen to learners listen Page 19 ...................................
stories religious Step 2
stories. Learners retell the story they have been ...................................
listening to. Step 3
Learners answer questions pertaining the ...................................
-dramatise story told. Step 4
or mime the In small groups learners dramatise the ...................................
L3 story.. story. ...................................
Conclusion.
Teacher and learners sing a song of ...................................
praise.
Imitation, Explanation, Demonstration

...................................
READING Learners are Learners English
Describing 20 blocks Infant Early ...................................
Object Teacher and learners sing a rhyme I am a
able to: Childhood
arrangement
familiar
-group
circle . Step 1
4 plane shapes Development ...................................
with the Learners identify shapes and colours as
objects -
L4 concept of according to
colour, shape
teacher monitors. Step 2
Teacher explains on the concept of
Naming Grade 2
Syllabus
...................................
colour. Various objects
and size.
-match
arranging. Step 3 .
Learners practise arranging the objects as
in the classroom (2015-2022)
Page 22
...................................
Drawing eg balls
objects teacher supervises. ,tins ...................................
according to Step 4 Colouring Books etc
size. Learners match pictures to objects while ...................................
-draw lines teacher assists. Conclusion
to match -Learners draw lines and match as teacher ...................................
pictures in monitors
L5 workbooks. ...................................
be able to: Introduction
Speaking 4 pictures of English
Infant Early
...................................
WRITING can handle people at
drawing -name
different
Teacher and learners sing a rhyme Onai
zvakaita . Step 1.
work. Childhood ...................................
Drawing instruments Naming Development
(Picture objects in the Teacher explains while learners listen. - ...................................
classroom. Step 2 Grade 2
message) -draw Learners describe the pictures while Syllabus ...................................
teacher assists. Step 3 . Describing
pictures of (2015-2022)
their own Learners draw pictures while teacher Page 23 ...................................
choice messages while teacher assists them.
-colour the Step 4 Colouring ...................................
pictures. Learners use crayons in colouring
drawings. Conclusion ...................................
SPEAKING Learners Learners
Learners show other their work.
Explanation ,Demonstration, ,Grp work Listening Pictures English
...................................
already should be able
to:
Introduction
Teacher and learners recite a poem This
showing people Infant Early ...................................
Actions with know Reading doing actions. Childhood
words actions of
-state is the way. . Step 1. Development ...................................
what they are Learners demonstrates various actions as Drawing -
some verbs. doing. teacher observe. Step 2 ...................................
-Verbs Grade 2
(run, -demonstrate Learners imitate various actions and Syllabus
jump, clap) some actions. teacher supervises.Step 3 .
Speaking
(2015-2022) ...................................
-sing songs Learners demonstrate to others as teacher Page 20
in relation to monitors. Conclusion. ...................................
actions Teacher and learner sing songs of actions
This is the way.
AIM: To develop an appreciation of the English Language as a means of global communication.
LEARNING
RESOURCES
6 Learners Learners 6 musical
already should be Explanation, Demonstration Listening instruments Infant Early
Discussing Childhood ...................................
12/10/2018 musical Teacher and learners recite a rhyme
Identifying
- ...................................
instruments -name at least Express.....names of. 6 different
three musical Step 1
Playing musical objects in the
Grade 2
Syllabus
...................................
Musical instruments. instruments. classroom that
Learners identify the instruments
L1 instruments displayed while teacher assists. produce sound
(2015-2022) ...................................
Page 17
-play the
musical
Step 2
Learners with the teacher’s assistance
...................................
instruments. play the instruments. ...................................
Step 3
-identify the Learners play the blindfold game as they ...................................
instruments identify instruments by their sounds.
by their Conclusion ...................................
sound. Learners take turns to play musical
instruments. ...................................
SPEAKING Learners Learners Methods Pictures English ...................................
L2 greet others should be Explanation ,Imitation
Demonstration
Listening showing Infant Early
Greetings in the able to: Introduction
people Childhood ...................................
immediate -greet others Speaking greeting each Development
environment in formal or
Hello,hello. other. - ...................................
informal Singing Grade 2
situation
Step 1 Syllabus ...................................
Teacher explains to learners as they (2015-2022)
listen. Step 2 Dancing
Page 19 ...................................
-role play a Teacher with other learners demonstrates
situation that greeting. ...................................
needs Step 3
greeting. Learners in pairs practise greeting each ...................................
other as teacher monitors.
Step 4
...................................
L3 -sing a rhyme Few learners demonstrate to others how ...................................
hello,hello to greet others as teacher supervises.
Conclusion. ...................................
Teacher and learners sing hello,hello.
...................................
Explanation, Question & answer
READING Learners Learners Reading English
already should be Introduction Birthday chart Infant Early ...................................
Photographs Teacher and learners sing a rhyme Vaera
and name tags
know faces able to:
-identify own
moyo. Step 1
Listening
Portfolio
Childhood
Development
...................................
of their Teacher displays photographs, learners
photographs -
fellow photographs.
-match
observe. Step 2
Learners identify photographs as teacher
Speaking Grade 2
Syllabus
...................................
classmates.
L4 photographs
and name
monitors Step 3 .
Learners answer questions from the
Drawing (2015-2022)
Page 20
...................................
tags with the teacher. Step 4 Colouring ...................................
owner Learners draw their selves while teacher
-draw supervises. Conclusion Matching ...................................
pictures of -Learners and the teacher sing rhyme
their selves. Onai zvakaita....... ...................................
Learners Learners should Explanation ,Demonstration, Imitation Listening Chart with English
...................................
L5
WRITING already
-draw patterns Teacher and learners sing a rhyme ECD
Childhood
...................................
know some
Patterns of the
from left to
right.
yakanaka . Step 1.
Learners identify patterns and draw them
-
patterns
O#0#0#0#0 in air as teacher assists. Step 2. Grade 2 ...................................
-draw patterns Teacher demonstrates as learners observe. Syllabus
/\/\/\/\/\
from top to
bottom.
Step 3 . Writing
(2015-2022) ...................................
Learners practise drawing on the Page 23
chalkboard and later in their books as Eye-hand ...................................
-colour teacher assists. Step 4 coordination
patterns using
Learners colour the patterns as tr mntrs. ...................................
crayons
Conclusion
Learners showcase their work.
...................................
SPEAKING Learners Learners
should be able
Introduction
Listening 30 busy books. English
Infant Early
...................................
are able to
Names and tell their to:-say out Teacher and learners sing a rhyme do you
know my name Step 1.
Speaking Childhood ...................................
contact details their names in Development
names.
full. Learners take turns to say out their names Writing - ...................................
-state where Step 2 Grade 2
they stay. Teacher explains how to state addresses Syllabus ...................................
as learners listen. Step 3 . (2015-2022)
-draw a Learners take turns to give where they Page 19 ...................................
pictures of a stay Step 4
cellphone. Learners draw a cellphone ...................................
Conclusion.
Learners showcase their work to others.
AIM: To enable learners to express themselves freely in a variety of situations that involve functional English.
LEARNING
RESOURCES
5x 20 minutes Learners Learners Methods 5 pictures English
have their should be Explanation, Music Listening Infant Early
7 LISTENING own stories able to: Story telling
Introduction
Childhood
Development
...................................
to tell.
-listen to Teacher and learners sing a song Mwari
Speaking
- ...................................
19/10/2018 makaita. Step 1 Real learners
stories.
Teacher explains to learners the
Grade 2
Syllabus
...................................
Story telling Retelling
importance of stories.
-retell the
Step 2
(2015-2022) ...................................
stories told. Page 18
L1 -Factual stories Learners listen as teacher narrates a ...................................
story to them. Step 3 Singing
-tell their
own stories.
Learners retell the story as teacher ...................................
monitors. Step 4
Learners in groups tell their own stories. ...................................
Conclusion
Learners answer some oral questions ...................................
pertaining the concept of factual stories.
...................................
SPEAKING Learners can Learners
Demonstration
Methods 5 pictures English
Infant Early
...................................
respond should be Listening
Question and Answer.
L2 YES/NO using yes or able to: Introduction
Childhood ...................................
Questions no to certain -answer Speaking 5 objects Development
questions. questions
Teacher and learners recite a poem is this
a........... Step 1
- ...................................
with yes/no Singing Grade 2
Teacher displays some objects and 5 musical Syllabus ...................................
demonstrates the concept of yes/no as instruments. (2015-2022)
-This is a...... -play games learners observe. Page 19 ...................................
with yes/no. Step 2
Learners take turns to answer some ...................................
questions as teacher monitors.
-ask each Step 3 ...................................
other
questions that
In pairs learners take turns asking each
other questions.
...................................
need yes or Conclusion. ...................................
L3 no response. Few learners demonstrates to the class.
...................................
Learners Explanation, Demonstration,imitation ...................................
should be Introduction
READING Learners can
able to: Learners say out they can see. 26 English
English
Infant Early
...................................
identify Listening
Step 1
Phonics pictures on -name
Teacher explains as he/demonstrates
phonic alphabet Childhood ...................................
the phonic objects on the Development
reading while learners listen
L4 alphabet. phonic
alphabet.
Step 2
Learners read as a class while teacher
Speaking -
Grade 2
...................................
-read
pictures
guides everything. Step 3 .
Few learners demonstrate reading while
Reading Syllabus
(2015-2022)
...................................
emphasising teacher assists. Conclusion Page 22 ...................................
on the phonic -Learners and teacher read the alphabet Singing
alphabet. together. ...................................
-draw an
apple. ...................................
Learners Learners should Explanation ,Demonstration, Imitation Observing 50 coloured English
L5 WRITING can draw be able to: Introduction crayons Infant Early ...................................
-use Teacher and learners sing a rhyme ECD
some
beginners yakanaka . Step 1.
Listening Childhood ...................................
Drawing pictures. 5pictures of Development
pencil to
draw images
Teacher displays some pictures as
learners observe. Step 2.
Imitating cars - ...................................
Grade 2
(My car) of a car. Learners describe some pictures and some
Drawing 5 toy cars.
Syllabus ...................................
toys as teacher monitors. (2015-2022)
-colour the Step 3 . Page 23 ...................................
image so that Teacher demonstrates drawing a car as
it can be learners observe. Step 4 Colouring ...................................
easily Learners draw a car under teacher’s
recognised by supervision Conclusion ...................................
Few learners demonstrate drawing the car
others.
on the C/B while teacher monitors. ...................................
Explanation ,Demonstration, imitation
WRITING Learners Learners
Listening A chat with
patterns.
English
Infant Early
...................................
can draw
Patterns some
to:
-draw from
tumaoko Step 1.
Observing Childhood ...................................
patterns. Development
uuuuuuuu left to right. Learners identify patterns they know and Speaking - ...................................
-draw take turns to draw them on chalkboard. Grade 2
patterns from Step 2 Syllabus ...................................
top to bottom. Teacher displays and demonstrates (2015-2022)
-colour the drawing patterns while learners observe. Drawing
Page 23 ...................................
patterns in a Step 3
decorative Learners practise drawing individually as ...................................
ways teacher monitors Conclusion.
Few learners demonstrates on C/B
LEARNING
RESOURCES
already should be Explanation, Demonstration Listening instruments Infant Early
Discussing Childhood ...................................
Identifying
- ...................................
instruments -name at least Express.....names of.
Stating Grade 2
Syllabus
...................................
Musical instruments. Learners identify the instruments
L1 instruments displayed while teacher assists.
(2015-2022) ...................................
Page 17
-play the
musical
Step 2
...................................
instruments. play the instruments. ...................................
Step 3
-identify the Learners play the blindfold game while ...................................
instruments the teacher assists.
sound. Learners link sound to musical
instruments. ...................................
L2 already should be Explanation ,Miming
Demonstration
YES or NO know some able to: Introduction
objects by -describe Speaking Development
-Is this a their names various
Express. Step 1
- ...................................
Identifying Grade 2
book? objects in the Learners identify objects displayed while 10 pictures Syllabus ...................................
classroom. teacher assists. with food (2015-2022)
-Is this a Step 2 Page 19 ...................................
house? Learners listen while the teacher explains.
-answer Step 3 ...................................
questions Learners draw a ball or boy.
-Is this a using yes/no. Step 4 ...................................
cat? Learners in pairs practise a dialogue
answering questions
...................................
L3 -draw a ball Conclusion. ...................................
or boy. Learners show others what they have
drawn ...................................
READING Learners Learners Discussion, Explanation, Demonstration English ...................................
Introduction
Picture stories
have the should be
able to:
Listening 5 pictures Infant Early
Childhood
...................................
ability to Express. Step 1
describe -describe the Teacher explains while learners listen.
Development ...................................
pictures . Speaking -
pictures. Step 2
-arrange the
pictures in
Learners describe the displayed pictures.
Step 3 . Describing
Grade 2
Syllabus
...................................
L4 sequential
manner.
Learners with the help of the teacher
arrange the pictures in a sequential order.
(2015-2022)
Page 21
...................................
Narrating
Step 4 ...................................
-tell the Learners take turns to tell the story.
stories from Conclusion ...................................
the pictures. -Learners and the teacher sing the rhyme
reading,reading....... ...................................
Listening 30 beginners English
Infant Early
...................................
WRITING already pencils
L5 know some -use writing
instruments to
tumaoko . Step 1.
Childhood ...................................
Tracing shapes. Observing Development
make images
along designed
Teacher demonstrates while learners
30 work - ...................................
observe. Step 2. Grade 2
perforations.
-name the
Learners use beginners pencils to trace
Drawing
sheets Syllabus ...................................
while teacher monitors. (2015-2022)
shapes drawn.
chalkboard
Step 3 . Page 23 ...................................
Learners colour the shapes while teacher
-colour the
shapes in assists Step 4 Naming 5 different ...................................
Learners show each others work/teacher
different
colours. Conclusion
coloured ...................................
crayons
WRITING Learners Learners
Reciting a rhyme 1 am a.........
Colouring
Listening Chart with English
...................................
are able to should be able
to:-identify
Introduction
Teacher and learners sing a rhyme the
pattern Infant Early ...................................
Patterns draw Imitating Childhood
patterns various patterns that l know Step 1. Development ...................................
11=11=11= patterns they Learners identify patterns they know. Observing -
other than know. Step 2 ...................................
Grade 2
this. -practise Learners draw patterns in the air as Syllabus
drawing the teacher assists . Step 3 .
Drawing
(2015-2022) ...................................
patterns Learners take turns to practise on the Page 23
chalkboard. Step 4 Colouring ...................................
Learners draw patterns individually while
-use different
colours to teacher assists Conclusion. ...................................
draw patterns Learners recite a rhyme ECD yakanaka
AIM: To help learners develop four basic skills which are listening, speaking, reading and writing.
LEARNING
RESOURCES
5x 20 minutes Learners can Learners Methods 5 pictures English
should be Explanation, Infant Early
9 follow showing
Listening
LISTENING simple able to: Demonstration, Miming
-listen Introduction Development
instructions
carefully to Teacher and learners sing a rhyme of a
Speaking different
- ...................................
02/11/2018
choice Step 1 actions
instructions.
Teacher explains various commands as
Imitating Grade 2
Syllabus
...................................
Following learners listen. Step 2
instructions -respond to
Teacher demonstrates some commands as
(2015-2022) ...................................
given Page 18
L1 Stand up instructions learners observe. Step 3 ...................................
accordingly. Learners practise following some
Go to the door
Close the door
commands as teacher monitors ...................................
Step 4
-give
Open the
instructions
Learners practise as individuals. ...................................
window Conclusion
to classmates.
Few learners demonstrates on chalkboard. ...................................
SPEAKING Learners can Learners Methods 5 pictures of English ...................................
Explanation , Infant Early
Actions with
demonstrate should be
Demonstration, Imitation
Listening people doing
Childhood
...................................
certain able to: Introduction
different
L2 words actions. -state what Teacher and learners sing Baba
Speaking actions. Development
-
...................................
they are
doing.
vanoenda .
Step 1
Drawing Grade 2 ...................................
Syllabus
-demonstrate
Teacher explains various verbs as (2015-2022) ...................................
learners listen. Step 2 Page 20
actions. Teacher gives commands as learners ...................................
follow. Step 3
Learners in pairs give each other ...................................
-sing songs in commands while teacher monitors
relation to them. Step 4 ...................................
actions. Few pairs demonstrates their work to the
class.. ...................................
Conclusion. ...................................
L3 Learners and teacher recite a rhyme”this
is the way” ...................................
...................................
Imitation, Explanation, Demonstration
READING Learners Learners English
Listening Jigsaw puzzles Infant Early ...................................
Games Teacher and learners sing a song
able to: Childhood
know some
-describe the
Tumaoko . Step 1 Development
...................................
reading Learners demonstrates how to play the -
L4 Jigsaw games. end picture of
the jigsaw
jigsaw puzzle as learners observe.
Step 2
Observing Pictures Grade 2
Syllabus
...................................
puzzles
puzzle.
-play the
Learners play their puzzles in their groups
as teacher guides everything.
(2015-2022)
Page 21
...................................
Playing games
jigsaw puzzle Step 3 . ...................................
game. Learners showcase finished articles as
teacher observe. Conclusion Singing ...................................
-draw the -Teacher and learners sing a rhyme onai
picture. zvakaita ...................................
L5 Learners Learners should Explanation ,Demonstration, Imitation Speaking 30 workbooks English
...................................
WRITING have be able to:
-use writing
Introduction
Infant Early ...................................
developed Observing 30 crayons Childhood
Tracing hand eye instruments tumaoko . Step 1. Development ...................................
to make Teacher demonstrates how to trace as Tracing -
coordination images along learners observe. Step 2. ...................................
Grade 2
designed Learners identify different objects 30 pencils Syllabus
perforations. displayed. Step 3 .
Colouring
(2015-2022) ...................................
-practise Learners practice tracing around objects Page 23
hand eye as teacher monitors. Step 4 Singing ...................................
coordination Learnrs colour using crayons individually
-colour the as tr mntrs Conclusion ...................................
pictures. Learners recite Onai zvakaita.......
Demonstration,Role play
...................................
SPEAKING Learners are Learners Identifying 5 pictures of English
familiar should be able Introduction
Teacher and learners sing Baba
different Infant Early ...................................
Occupations to:-name Speaking occupations Childhood
with some
occupations.
people in vanoenda kubasa.Step 1 Development ...................................
People, their Learners list professionals in their local -
animals and immediate community. Step 2
Listening Grade 2 ...................................
objects environment Teacher demonstrates how professional Syllabus
works as learners observe. (2015-2022) ...................................
Step 3
-identify
various Learners in their groups role plays Describing
Page 20
...................................
different professionals while teacher
peoples
...................................
occupations.
Learners sing “Onai zvakaita...as they
point to pictures as teacher monitors..
AIM: To cultivate an appreciation of the use of English language as a tool for cultural, political, religious, social, environmental,technology and economic development
LEARNING
RESOURCES
10 Learners can 5 pictures
follow should be Explanation, Discussion Listening showing Infant Early
LISTENING simple able to: Demonstration,Miming
-listen Introduction Development
09/11/2018 instructions
carefully to Teacher and learners sing a rhyme Peter
Speaking different
- ...................................
says....... Step 1 actions
instructions.
Teacher explains as he/she performs
Imitating Grade 2
Syllabus
...................................
Follow various actions.
L1 instructions -respond to
Step 2
(2015-2022) ...................................
given Page 18
eg-Shut the door instructions Learners perform actions as prescribed by
the teacher.
...................................
accordingly.
-Open the
window
Step 3 ...................................
Learners perform actions in groups as
-play a
game “look l
teacher monitors. ...................................
Conclusion
can.....”
Learners perform the actions to the class. ...................................
SPEAKING Learners are Learners Methods 5 pictures of English ...................................
Explanation ,Discussion Infant Early
familiar should be Listening professionals ...................................
L2 People, with some able to:
Demonstration, Miming Childhood
animals and objects and -identify Introduction
Speaking Development
-
...................................
objects animals. various Teacher and learners sing when l grow
people’s up . Step 1 Drawing Objects in the
Grade 2 ...................................
professionals. Syllabus
Occupations Teacher displays pictures as learners
describes them.
classroom (2015-2022) ...................................
-Teacher Page 20
Nurse
-dramatise
various
Step 2 ...................................
Learners mention professionals they are
Driver occupations familiar with. Step 3 ...................................
Soldier Learners mime people at work as teacher
supervises. Step 4 ...................................
-draw my Learners draw my teacher while the
teacher. teacher monitors. ...................................
L3 Conclusion.
...................................
Learners identify each person on the
pictures. ...................................
...................................
Miming, Explanation, Demonstration
READING Learners can Learners English
identify should be Introduction
Describing 26 phonic Infant Early ...................................
Phonics Teacher and learners sing a rhyme
able to: alphabet Childhood
pictures on
-describe the
Ndogona kuverenga. Step 1 pictures. Development ...................................
the alphabet Learners describe pictures on the alphabet -
L4 pictures on
the alphabet.
with teacher assisting them.
Step 2
Naming Grade 2
Syllabus
...................................
a---- z
Teacher explains the phonic alphabet.
Step 3 .
(2015-2022)
Page 22
...................................
-read the Drawing
phonic Learners read the phonic alphabet while ...................................
alphabet. teacher assists. Step 4 Colouring
Learners draw a boy while teacher ...................................
-draw a boy monitors. Conclusion
for Bbb -Learners rhyme on phonic alphabet ...................................
with teacher assisting.
L5 Explanation ,Demonstration, Imitation
...................................
Learners Learners should Speaking 10 pictures in English
WRITING are able to be able to: Introduction
the classroom Infant Early ...................................
handle -name Childhood
Drawing pencils and different tumaoko . Step 1. Naming Development ...................................
objects in the Teacher demonstrates how to draw as -
(free) move them learners observe. Step 2. Objects in the ...................................
classroom. Grade 2
freely. -draw Learners identify different objects classroom Syllabus
pictures of displayed. Step 3 . Describing
(2015-2022) ...................................
their own Learners practice drawing in the air as
choice teacher monitors. Step 4
Page 23
...................................
Learners draw individually as teacher Colouring
-colour the
pictures. monitors. Conclusion
...................................
Learners recite Onai zvakaita....... ...................................
READING Learners Learners Explanation ,Demonstration, ,Grp work Listening Objects in the English
already should be able Introduction classroom Infant Early
...................................
to:-name Teacher and learners sing a rhyme
Naming know some
objects that colours, colours. Step 1.
Reading Childhood
Development
...................................
objects in
-eg White cup the
surrounds
them.
Learners identify objects displayed while
teacher monitors. Step 2
Drawing 10 pictures - ...................................
-blue dish Grade 2
immediate
-black pot
environment
-describe in Teacher describe objects in terms of
Speaking Syllabus ...................................
-A big red ball terms of size colour and size in groups (2015-2022)
-A small yellow and colour. Step 3 . Page 22 ...................................
box -choose the Few groups present to the class while
odd one out. teacher listens. Conclusion. ...................................
chooses the odd one out.
LEARNING
RESOURCES
11 REVISION Learners Learners 10 functional
Methods English
already should be Explanation, Demonstration Listening objects in the Infant Early
know some able to:
Imitating
16/11/2018 stories Teacher and learners recite a rhyme
Speaking
- ...................................
5x 20 minutes -listen Todada naye jesu.
carefully to a Step 1
Singing Grade 2
Syllabus
...................................
story. Teacher narrates a story a learners listen.
L1
LISTENING
Step 2
(2015-2022) ...................................
Page 18
-retell a story
imitating the
Learners answer some questions asked by
the teacher.
...................................
Story telling teacher. Step 3 ...................................
Learners retell stories narrated by the
-Folk stories
-dramatise teacher. Step 4. ...................................
the stories. Learners dramatise as teacher assists.
Conclusion ...................................
Learners sing as they wrote in air.
Explanation ,Discussion
already have should be Listening objects in the Infant Early
...................................
L2 Likes and their likes able to:
Demonstration
Introduction
classroom Childhood
dislikes and dislikes. -describe the Teacher and learners sing Ndinofarira.
pictures and -
-What do you objects
Step 1
Teacher explains what likes and dislikes
Grade 2 ...................................
displayed. Syllabus
like? are as learners pay close attention.
Identifying
with food (2015-2022) ...................................
Step 2 Page 19
-What do you Learners describe displayed pictures as ...................................
-say what teacher assists.
dislike? they like and Step 3 ...................................
dislike. Learners take turns to state what they
like or dislike. ...................................
Step 4
-draw things Learners dramatise on what they like or
...................................
L3 they like. dislike as teacher monitors. ...................................
Conclusion.
Learners come upfront and describe what ...................................
they like as the teacher assist.
...................................
READING Learners Learners Pasting English
already have should be Introduction 4 pictures Infant Early ...................................
Objects Teacher and learners sing a rhyme ECD
able to: Childhood
L4 arrangement
the skills to
-describe
yakanaka. Step 1
Reading
4 stickers in Development
...................................
arrange Teacher displays objects and pictures
workbooks -
objects. pictures from
left to right.
Step 2
Learners describe the pictures and objects Listening
Grade 2
Syllabus
...................................
Step 3 .
Learners match objects to pictures.
(2015-2022)
Page 21
...................................
-match
objects with Step 4 Speaking ...................................
corresponding Learners match the pictures as they
pictures. remove the stickers and pasting ...................................
Conclusion
L5 -Learners show each other their work as ...................................
they sing onai zva.......
Learners Learners Explanation ,Demonstration, Imitation Listening Chart with English ...................................
Introduction
WRITING are able to should be
able to: Teacher and learners sing a rhyme
Childhood
...................................
draw
Patterns patterns -describe tumaoko . Step 1.
Learners describe the patterns they are
various -
other than Chalkboard
0=0=0=0=0 this. patterns they familiar with. Step 2.
work
Grade 2 ...................................
know. Under the teacher’s assistance learners Syllabus
Finger dexterity
11=11=11= -draw practise drawing of patterns. (2015-2022) ...................................
patterns on Step 3 . Page 23
the Teacher demonstrates the new pattern as ...................................
chalkboard learners observe. Step 4
-draw Learners draw patterns in books ...................................
Conclusion
patterns with
Learners draw patterns on the chalkboard. ...................................
crayons.
WRITING Learners Learners Explanation ,Demonstration, Imitation Observing 10 pictures of a English ...................................
have skill to should be able Introduction cat Infant Early
handle the to:-handle Teacher and learners sing the rhyme ECD Childhood ...................................
Draw a the writing yakanaka. Step 1. Development
cat
writing
instruments Learners describe the displayed pictures.
Listening 5 different - ...................................
instruments correctly. Step 2 Grade 2
correctly. -use Learners practise pen-handling with the
colours of
crayons. Syllabus
...................................
assistance of the teacher. Step 3 .
beginners
pencils or Learners draw the cat and colour it as Finger dexterity
(2015-2022)
Page 23
...................................
crayons to teacher monitors.
Conclusion
...................................
draw a cat.
-colour the Learners show each other their work as
image drawn. they sing ,“Onai zvakaita.”
LEARNING
RESOURCES
Methods English
Explanation, Demonstration Infant Early
REVISION already should be
Discussing
Listening instruments
Childhood ...................................
know some able to: Introduction Development
Identifying
- ...................................
5x 20 minutes instruments -name at least Express.....names of.
Stating Grade 2
Syllabus
...................................
instruments. Learners identify the instruments
L1
LISTENING
displayed while teacher assists.
(2015-2022) ...................................
Page 17
-play the
musical
Step 2
...................................
Musical instruments. play the instruments. ...................................
instruments Step 3
-identify the Learners play the blindfold game while ...................................
instruments the teacher assists.
sound. Learners link sound to musical
instruments. ...................................
L2 already should be Explanation ,Miming
Demonstration
YES or NO know some able to: Introduction
objects by -describe Speaking Development
-Is this a their names various
Express. Step 1
- ...................................
Identifying Grade 2
book? objects in the Learners identify objects displayed while 10 pictures Syllabus ...................................
classroom. teacher assists. Step 2 with food (2015-2022)
-Is this a Learners listen while the teacher explains. Page 19 ...................................
house? Step 3
-answer Learners draw a ball or boy. ...................................
questions Step 4
-Is this a using yes/no. Learners in pairs practise a dialogue ...................................
cat? answering questions
Conclusion.
...................................
-draw a ball Learners show others what they have
or boy. drawn.
AIM:To consolidate in learners what they have learned during the course of the term.
WEEK UNIT TOPIC ASSUMED AIMS AND METHODOLOGIES AND ACTIVTIES COMPETENCIES REFERENCES TEACHING AND EVALUATION
ENDING AND KNOWLEDGE OBJECTIVES LEARNING
DATE CONTENT RESOURCES
Discussion,
REVISION Learners
Explanation, Demonstration
Listening English Assessment
13 are able to OBJECTIVES Language tests on ...................................................................
Introduction
retell past Learners Infant chalkbaord
-Teacher asks learners oral questions ...................................................................
-Use of events. should be able Syllabus
about what has been covered before.
30 Yes/NO to Writing (2015-2022) ...................................................................
Step 1
-recall what page 29
-Teacher puts assessment tests on the ...................................................................
-Phonics they have
chalkboard.
11 learned ...................................................................
Step 2
during the
Occupations -Teacher give some instructions Revising ...................................................................
course of the
concerning the test.
term. ...................................................................
18 Step 3
-Learners write the test as teacher ...................................................................
monitor Conclusion
...................................................................
Teacher revise the test with the
learners. ...................................................................
REVISION Learners are OBJECTIVES Explanation , Reading English Assessment
Imitation ...................................................................
14 able to retell Learners Language tests on
Demonstration ...................................................................
past events. should be able Infant chalkbaord
to Syllabus
Introduction ...................................................................
06 -recall what Writing (2015-2022)
-Patterns -Teacher asks learners oral questions
they have page 29 ...................................................................
about what has been covered during the
learned during
-Tracing course of the term. ...................................................................
12 the course of
Step 1 Revising
the term. ...................................................................
-Drawing -Teacher puts assessment tests on the
chalkboard. ...................................................................
18 Step 2 ...................................................................
-Teacher give some instructions
concerning the test. ...................................................................
Step 3 ...................................................................
-Learners write the test as teacher
monitors ...................................................................
Conclusion ...................................................................
Teacher revise the test with the
learners ..................................................................
VISUAL & PERFOMING ARTS (VPA)

BROAD AIMS
To help learners to:
 become literate in visual and performing arts.

 appreciate Zimbabwean history from pre-colonial, colonial and Chimurenga/ umvukela eras.
 value confidence, self esteem, self expression and practice skills necessary for creative expression.
 incorporate the use of technology in Visual and Performing Arts.
1.The creative process and performance.
2. Aesthetic values and appreciation.
3.History of Arts and culture.
AIM: To develop learners psychomotor skills through visual and performing arts.
LEARNING
RESOURCES
1 Learners 4 drums
4x 20 minutes Learners Methods
already should be Explanation, Listening Ministry
AESTHETIC know some able to: Demonstration Of 4 jingles
...................................
VALUES Music & Dance
07/09/2018 AND church
-name
Introduction Singing Primary
Secondary
...................................
APPRECIATION songs. Teacher and learners sing todada naye
Songs of
jesu. Playing musical Education
4tamborines ...................................
different instruments Visual and
Step 1
L1 MUSIC purposes.
Learners split into their denominations as
Performing ...................................
Arts infant
-sing church
teacher assists.
Step 2
Syllabus 4 shakers ...................................
-Songs of songs. ECD-Gr2
different Learners practise songs of their Naming
(2015-2022) 4 triangles ...................................
denominations as teacher assists.
purposes. -play Step 3
Page 41
...................................
musical Learners take turns to sing songs from
(church instruments. their denominations. ...................................
songs) Conclusion
Teacher and learners sing song of own ...................................
choice
...................................
L2 AESTHETIC
VALUES
Explanation
AND already should be
able to: Demonstration ,
Listening Ministry
Of
Chart with ...................................
APPRECIATION posses the Music & Dance zig zag lines
skill to Introduction Speaking Primary ...................................
move from -draw Secondary
VISUAL left to right. Zig-zag
Teacher and learners sing a rhyme ECD
yakanaka Drawing Education ...................................
curved lines. Visual and
ARTS Step 1
Singing Performing ...................................
Learners draw zig zag line in air as
-identify Arts infant
-Elements of shapes that
teacher supervises.
Syllabus ...................................
Step 2
design can be drawn Learners identify shapes in zigzag lines.
ECD-Gr2
...................................
(Zig-zag and from the (2015-2022)
L3 lines.
Step 3
Page 41 ...................................
curved lines) Learners practise drawing shapes from
left to right. Step 4
-sing Learners display their work ...................................
as they
trace along
Conclusion
Learners sing as they move in a zig-zag
...................................
the lines.
...................................
Methods
AESTHETIC Learners Learners Explanation ,
Role play
Listening Ministry ...................................
VALUES
already have should be Of Pictures
AND
APPRECIATION an idea of able to:
Discussion
Introduction Primary showing ...................................
Teacher and learners sing a well known Speaking Secondary current news
what is - listen
attentively to
song.
Step 1.
Education
Visual and
...................................
L4 THEATRE happening
locally. a story. Teacher explains to learners problems
faced by locals.
Role playing Performing
Arts infant
Newspapers ...................................
-Real story -re-tell the Step 2. Syllabus ...................................
story. Learners and teacher discuss the problem ECD-Gr2
Step 3 . (2015-2022) ...................................
(Current story -role play Learners role play the problem as Page 42
the story teacher assists. ...................................
Step 4.
Learners showcase to the class as they do ...................................
drama.
Conclusion
...................................
Teacher and learners talk about possible ...................................
solutions.
...................................
Learners Learners Methods Listening Cultural
AESTHETIC already should be
Explanation ,
Demonstration
Ministry
Of
costumes ...................................
VALUES able to: Music and Dance Speaking
AND know some
Introduction
Primary ...................................
APPRECIATION traditional Secondary
dances. -name some Teacher and learners mhondoro
dzinomwa muna save.
Education Musical ...................................
cultural Dancing Visual and instruments
DANCE dances they Step 1.
Performing ...................................
know. Learners identify cultural costumes.
Arts infant
Step 2.
Singing Syllabus ...................................
-Types of -practise Teacher demonstrates traditional dances
dances dancing the as learner observe.
ECD-Gr2
(2015-2022)
...................................
traditional Step 3 .
(Traditional dances. In small groups learners practise singing
Page 42 ...................................
mbende as teacher supervises.
dance) Step 4. ...................................
Mbende -sing and
play
Groupwork presentation is done as
teacher assists.
...................................
the musical
Conclusion
instruments
Teacher and learners sing torovera
as they dance,
mudzimu dzoka
AIM: To enable learners value self confidence, self esteem, self expression and practise skills necessary for creative expression
LEARNING
RESOURCES
2 Learners 4 drums
AESTHETIC know some able to: Demonstration Of 4 jingles
...................................
VALUES Music & Dance
14/09/2018 AND sporting
-list
Secondary
...................................
APPRECIATION songs Teacher and learners sing tahwina.
various types
Step 1 Playing musical Education
4tamborines ...................................
of music instruments Visual and
Learners list various sporting games as
L1 MUSIC supervises.
Performing ...................................
-sing Arts infant
sporting
Step 2
Learners and teacher sing various
Syllabus 4 shakers ...................................
-Songs of songs ECD-Gr2
different sporting music. Dancing
(2015-2022) 4 triangles ...................................
Step 3
purposes. -play Learners play musical instruments and
Page 41
...................................
musical dance as teacher monitors.
(Sporting instruments Conclusion ...................................
songs) as they sing Few learners demonstrate dancing and
and dance. singing as teacher monitors. ...................................
AESTHETIC Learners Learners Methods Pictures of
...................................
L2 VALUES
AND have some should be Explanation
Demonstration ,
Listening Ministry various
APPRECIATION designs able to:
Music & Dance
Of
Primary
artficats ...................................
before. Introduction Speaking
-identify
Secondary ...................................
Some Drawing Education
VISUAL
ARTS
designs in the
Mwari makaita.
Step 1
Visual and ...................................
school. Designing Performing
Teacher displays various types of artifacts
Arts infant ...................................
-Meaning of while learners observe.
-describe Syllabus
artworks what the
Step 2 Colouring
ECD-Gr2 ...................................
Learners describe pictures as teacher
designs mean. assists. Step 3
(2015-2022)
Page 41
...................................
L3 -draw
Learners and teacher go out to identify
...................................
artficats and discuss their meaning.
one design Step 4
found in Learners draw a claypot as teacher ...................................
school. assists. Conclusion
Learners sing onai zvakaita showing
...................................
artworks. ...................................
Methods
AESTHETIC
VALUES
Learners Learners Explanation ,
Story telling
already should be Discussion Of Pictures
AND
APPRECIATION know some able to: Introduction Primary showing ...................................
folktales. Teacher and learners say out a rhyme Speaking Secondary series of the
- listen
attentively
paivapo.
Step 1.
Education
Visual and
story.
...................................
L4 THEATRE
folktales Teacher narrates a folktale as learners
listen.
Singing Performing
Arts infant
...................................
-Folk tales -re-tell the Step 2. Dancing Syllabus ...................................
folk tales. Learners answer oral questions ECD-Gr2
pertaining the story told. (2015-2022) ...................................
-tell Step 3 . Page 42
their own Learners take turns to retell the story.
Creating ...................................
Step 4.
folk tales.
Learners tell their own folk tales as ...................................
teacher monitors.
Conclusion
...................................
Teacher and learners sing katsuro ...................................
mugomba.
...................................
Learners Learners Methods Listening Video clips
AESTHETIC are familiar should be
Explanation ,
Demonstration
Ministry
Of
...................................
VALUES able to: Groupwork Speaking
AND with some
-name Introduction
Primary
Pictures
...................................
APPRECIATION dances. Secondary
various
modern
Teacher and learners sing Dance around
Step 1.
Education showing ...................................
Dancing Visual and musicians
DANCE
dances. Teacher explains the importance of
Performing ...................................
dances to the learners.
Arts infant
-practise Step 2.
Singing Syllabus ...................................
-Types of dancing Teacher demonstrates some modern
dances modern dances to the learners.
ECD-Gr2
(2015-2022)
...................................
dances Step 3 .
(Modern In small groups learners practise dancing Playing musical Page 42 ...................................
chibhasikoro as teacher supervises. instruments
dances) -sing and ...................................
Chibhasikoro play
the musical Conclusion
Teacher and learners sing and dance to
...................................
instruments
as they dance, the music.
AIM: To expose and engage learners in a variety of creative processes.
LEARNING
RESOURCES
4x 20 minutes Learners Learners Methods A chart with
know some should be Explanation, Listening Ministry basic note
3 CREATIVE
PROCESS AND
basic note able to: Demonstration
Discussion
Of values.
...................................
PERFORMANCE values.
-identify
Introduction Speaking Primary
Secondary
...................................
21/09/2018 Teacher and learners sing baa baa black
basic note
sheep. Step 1 Dancing Education ...................................
values. Visual and
MUSIC Teacher explain to learners the basic note
values. Drawing Performing ...................................
-draw basic Arts infant
L1 -Oral reading note values.
Step 2
Clapping Syllabus ...................................
Learners identify the symbols of the basic
of basic note ECD-Gr2
values -sing and
note values.
(2015-2022) ...................................
Step 3
Page 38
dance to
note values.
Learners clap to the rhythm of the basic Stamping ...................................
ta note values.
ta-te Teacher and learners sing and dance ...................................
rhythmically.
ta aa Conclusion ...................................
Learners sing baa..... while teacher
monitors. ...................................
L2 CREATIVE
PROCESS AND
Learners Learners
should be
Methods
Explanation ...................................
PERFORMANCE already Listening Ministry Colour
Demonstration ,Rhymes and Poems
know some able to:
Introduction
Of wheel ...................................
colours. -name Speaking Primary
VISUAL
at five Teacher and learners recite a rhyme
Colours,colours
Secondary 33 crayons ...................................
colours. Drawing Education
ARTS Step 1 Visual and ...................................
-list three Learners identify colours in the classroom Performing
-Primary primary Step 2 Colouring
Arts infant ...................................
Teacher explains about three primary
colours colours.
colours. Sense beauty. Syllabus
ECD-Gr2
...................................
Step 3
L3
-draw
Learners observe as teacher demonstrates
(2015-2022) ...................................
a colour Page 39
drawing of a colour wheel.
wheel.
Conclusion
...................................
Learners recite a poem 3 primary
colours.
...................................
...................................
Learners Learners Methods Listening Ministry 5 pots
CREATIVE already should be Role play Of ...................................
PROCESS able to: Explanation Primary
know some 5 plates
AND
PERFORMANCE traditional
Role-play
Speaking Secondary ...................................
Introduction
-list a variety Education 5 spoons
games of theatre
games.
yakanaka. Step 1 Sharing
Visual and
Performing 5 buckets
...................................
L4 Teacher explains to learners how to play
mahumbwe.
Arts infant
Syllabus
...................................
THEATRE -play the 5 cups
mahumbwe. Step 2. Loving ECD-Gr2 ...................................
Learners split into groups and play (2015-2022) 20 dolls
-sing a mahumbwe while teacher supervises. Page 39 ...................................
-Theatre related song Step 3 .
games and dance Groupwork presentation is done while
Creativity 20 other toys ...................................
(Mahumbwe) teacher monitors.
. Conclusion. ...................................
-Teacher and learners sing ECD
yakanaka.
...................................
Methods
...................................
Learners Learners Listening
Ministry
5 shakers
CREATIVE already can should be
Explanation ,
Demonstration, Of
...................................
PROCESS able to: Miming
dance to a 5 jingles
AND
PERFORMANCE variety of -list a variety Introduction Speaking
Primary
Secondary
...................................
of stimuli. Teacher and learners sing dance around
stimuli.
together.. Dancing
Education 5 drums
...................................
Visual and
DANCE -respond Step 1.
Learners identify the musical instruments
Performing ...................................
to recorded Singing Arts infant 5whistles
-Response to
sound while teacher assists.
Syllabus ...................................
(stamping, Step 2.
Clapping ECD-Gr2
variety of tapping) Teacher explains while learners listen
(2015-2022) 5 marimba ...................................
stimuli Step 3 .
-harmonise Learners play different musical
Stamping Page 40
...................................
instruments and respond to the beat.
dance to
different Step 4 Awareness of ...................................
Learners present to others their dancing space
types of
while teacher assists. ...................................
music.
Conclusion.
Teacher and learners sing, “dance
...................................
around together.”
AIM:To enable learners value self confidence, self esteem, self expression and practise skills necessary for creative expression
LEARNING
RESOURCES
4 Learners
AESTHETIC know some able to: Demonstration Of ...................................
VALUES Miming
AND lullabies.
-identify
Secondary
4tamborines ...................................
28/09/2018 APPRECIATION Teacher and learners sing nyarara
different
kuchema. Playing musical Education ...................................
purposes of instruments Visual and
Step 1 4 shakers
MUSIC music
Learners listen as teacher explains
Performing ...................................
Arts infant
L1 -sing
Step 2
Syllabus 10 dolls ...................................
-Songs of Learners mime carrying baby at their
lullabies ECD-Gr2
different backs while teacher supervises. Dancing
(2015-2022) ...................................
Step 3
purposes. -dramatise Learners practise singing lullabies while
Page 41
...................................
or role play teacher monitors.
(Lullabies) the music Conclusion ...................................
Teacher and learner sing ECD yakanaka.
...................................
...................................
AESTHETIC Learners Learners Methods 2 finished
L2 VALUES
AND can write should be Explanation
Demonstration ,
Listening Ministry samples on ...................................
APPRECIATION from left to able to: Of chart.
right.
Introduction
Speaking Primary ...................................
-identify Teacher and learners sing Pattern Secondary
different pattern.
Drawing Education ...................................
VISUAL Step 1 30 crayons
ARTS
patterns they
know. Teacher demonstrates writing patterns as
Visual and
Performing
...................................
learners observe. Eye hand
-Elements of Step 2 coordination Arts infant ...................................
-draw the Syllabus
Learners identify different patterns as
design patterns
teacher monitors. Finger dexterity ECD-Gr2 ...................................
(patterns) (2015-2022)
L3 -decorate
Step 3
Learners draw patterns while teacher
Page 41 ...................................
the patterns
with crayons.
monitors. ...................................
Conclusion
Teacher and learners sing tumaoko. ...................................
AESTHETIC Learners Learners Methods Listening Ministry ...................................

VALUES
should be Explanation , Of 5 brooms
already
AND
APPRECIATION know some able to:
Demonstration
Miming Primary ...................................
of the Introduction Speaking Secondary
THEATRE actions done - describe
activities
Teacher and learners sing Baba
vanoenda kubasa.
Education
Visual and
5 buckets
...................................
-Participatory at different
audience situations. done at home. Step 1.
Learners state various activities done at
Sharing Performing
Arts infant
...................................
5 hoes
L4 -imitate the home as teacher supervises. Singing Syllabus ...................................
(mai vanoenda activities. Step 2. ECD-Gr2 Other tools
kutsime. Teacher demonstrates short drama as Creativity (2015-2022) ...................................
-Sing learners observe. Page 42
(famba accompanyin Step 3 . ...................................
sechidhakwa. Learners mime different activities while
g songs to the
situations. teacher supervises. ...................................
(famba sababa Conclusion
Few learners imitate the actions while
...................................
vanoenda
kubasa. teacher monitors. ...................................
Learners Learners Methods Listening
...................................
Explanation , Ministry
AESTHETIC
VALUES
able to:
Demonstration
Imitation
Of
10 drums ...................................
with some Speaking Primary
AND
APPRECIATION dances. -list different Introduction
Secondary ...................................
types of Teacher and learners sing Torovera 10 jingles
Education
dances mudzimu Step 1. Dancing Visual and
...................................
Teacher explains different types of dances 10 shakers
DANCE
-perform the while learners listen
Performing
Arts infant
...................................
dances Step 2.
-Types of rhythmically. Teacher demonstrates the dancing as
Singing Syllabus 5 clappers ...................................
ECD-Gr2
dances learners observe.
(2015-2022) ...................................
-dance Step 3 .
Playing musical Page 42
whilst Learners sing and dance to the music
while teacher assists. instruments ...................................
Muchongoyo singing an
accompanyin Step 4 ...................................
g song Learners dance in small groups as teacher
supervises them. ...................................
Conclusion
Learners present their dances to the class. ...................................
AIM: To value confidence ,psychomotor skills , self esteem, self expression and practise skills .
LEARNING
RESOURCES
4x 20 minutes Learners Learners Methods A chart with
know some should be Explanation, Listening Ministry basic note
5 CREATIVE
PROCESS AND
basic note able to: Demonstration
Discussion
Of values.
...................................
PERFORMANCE values.
-identify
Introduction Speaking Primary
Secondary
...................................
05/10/2018 Teacher and learners sing baa baa black 10 jingles
basic note
sheep. Step 1 Dancing Education ...................................
values. Visual and
MUSIC Teacher demonstrates reading notes as 10 drums
learners listen. Drawing Performing ...................................
-clap and Arts infant
L1 -Oral reading dance to the
Step 2
Clapping Syllabus 10 shakers ...................................
Learners read notes under the guidance of
of basic note beats of the ECD-Gr2
values notes.
the teacher.
(2015-2022) 5 clappers ...................................
Step 3
Page 38
-sing
Learners play the instruments Reading
5 triangles
...................................
ta rhythmically to the beats of the notes.
ta-te
accompanyin Conclusion ...................................
g song s to Learners sing baa..... while teacher
ta aa the beats. monitors. ...................................
CREATIVE Learners Learners Methods 30 strings
PROCESS AND
have seen should be Explanation Listening Ministry
...................................
PERFORMANCE Demonstration
L2 some able to:
-describe
Painting
Of
Primary
10 tins ...................................
paintings Introduction Speaking
VISUAL before. different uses
Teacher and learners sing Tumaoko.
Secondary Paint ...................................
of paint Eye hand Education
ARTS Step 1
Teacher distributes materials to the coordination Visual and
Water
...................................
-practise Performing
-Painting string pulling
learners.
Finger dexterity Arts infant ...................................
Step 2
type of Syllabus
painting
Teacher demonstrates how string pulling
ECD-Gr2 ...................................
(string is done as learners observe.
pulling) -display
Step 3
(2015-2022)
Page 38
...................................
Learners practise string pulling while
L3
the work as teacher supervises. ...................................
they sing Conclusion
accompanyin Learners display their artworks as they ...................................
g songs. sing Onai zvakaita............
...................................
...................................
Learners Learners Methods Listening Ministry 2 mirrors
CREATIVE already should be Demonstration Of ...................................
PROCESS able to: Explanation Primary
know some t Combs
AND
PERFORMANCE theatre -identify
Music and Dance
Speaking Secondary ...................................
Introduction
various Education 10 dolls
games theatre games
they have
Teacher and learners sing Kana
ndikadai Step 1 Sharing
Visual and
Performing
...................................
L4 heard of. Teacher explains the play while learners
listen. Step 2.
Arts infant
Syllabus
...................................
THEATRE
-Theatre -play am Learners practise the theatre game in Loving ECD-Gr2 ...................................
ai ndakanaka small groups while teacher monitors. (2015-2022)
games game Step 3 . Appreciation Page 39 ...................................
(Amai Learners present their group work
ndakanaka) -sing and activities ...................................
. Conclusion.
dance
appreciating -Teacher and learners sing Kana Creativity ...................................
their ndikadai.
...................................
performance
...................................
Learners Learners Methods Listening 5 shakers
CREATIVE already should be
Explanation ,
Demonstration,
Ministry ...................................
PROCESS Of
able to: Imitation 10 jingles
AND know some
-identify Introduction
Primary ...................................
PERFORMANCE sounds Secondary
found in the various
objects that
Step 1.
Dancing Education 10 drums ...................................
environment Visual and
DANCE
produce Learners identify objects that produce Singing Performing ...................................
sound. sound as teacher monitors. 2 whistles
Arts infant
-dance Step 2.
Syllabus ...................................
-Response to to the sound Teacher demonstrates how to play and
variety of made by the dance as learners observe.
Awareness of
space
ECD-Gr2
(2015-2022)
5
tambourines
...................................
stimuli objects. Step 3 .
Learners play musical instruments as
Page 40 ...................................
others dance ,teacher monitoring them.
-sing and
dance Conclusion. ...................................
playing Few learners present their dances to the
class as teacher supervises them.
...................................
musical
instruments. ...................................
To enable learners value self confidence, self esteem, self expression and practise skills necessary for creative expression
LEARNING
RESOURCES
6 Learners
AESTHETIC know some able to: Demonstration Of ...................................
VALUES -identify Introduction
AND songs of
various Teacher and learners sing a song of own
Speaking Primary
Secondary
Buckets ...................................
12/10/2018 APPRECIATION different choice.
purposes.
musical
instruments. Step 1
Singing Education ...................................
Visual and
Teacher explains the idea of works songs Hoes
MUSIC and their purpose as learners listen. Dancing Performing ...................................
-sing work Arts infant
L1 songs Step 2
Imitating Syllabus Brooms ...................................
-Songs of imitating the Learners list other work songs they know ECD-Gr2
different work. while teacher further explains. (2015-2022) Rugs ...................................
Step 3
purposes. Page 41
...................................
Learners sing work songs under the
-play
(Work songs) the musical
instruments
Conclusion ...................................
Few learners present their work as teacher
while singing
monitors.. ...................................
and dancing.
AESTHETIC
VALUES
Learners Learners Methods 2 finished ...................................
have seen should be Explanation Listening Ministry samples on
L2 AND
APPRECIATION some able to: Demonstration Of chart. ...................................
Imitation
Primary
decorated
-name
Introduction Speaking
Secondary
...................................
objects in Teacher and learners sing Tumaoko
VISUAL the different
patterns they
Step 1 Drawing Education
Visual and
30 crayons ...................................
ARTS environment Teacher explains to the learners the
.
know.
importance of design. Eye hand Performing ...................................
coordination Arts infant
Step 2
-Elements of -draw the Learners draw a clay pot and design it as
Syllabus ...................................
design patterns Decorating ECD-Gr2
teacher monitors.
Step 3
(2015-2022) ...................................
-decorate Page 41
L3
(drawing
the clay pot
Learners display their finished items. Creativity ...................................
objects with Conclusion
designs with
attractive
Teacher and learners Onai zvakaita. ...................................
designs ...................................
...................................
AESTHETIC
VALUES
Explanation ,
already should be Of 10 dolls
AND
APPRECIATION know some able to:
Narrating
Question and Answer. Primary ...................................
of the - narrate Introduction Speaking Secondary
THEATRE current news they
have heard of
Teacher and learners recite a poem My
world is funny.
Education
Visual and
5 drums
...................................
issues.
L4 in their
communities.
Step 1.
Teacher explains to the learners about
Role playing Performing
Arts infant
5shakers ...................................
-Participatory
audience
current affairs as they listen. Syllabus ...................................
-role play Step 2. Singing ECD-Gr2 5 jingles
the news or Learners discuss the current affairs in (2015-2022) ...................................
(Current stories. groups as teacher monitors. Page 42
affairs) Step 3 .
5
tambourines
...................................
Learners role play the story as teacher
-Sing and
dance monitors. ...................................
related songs Conclusion
Learners sing and dance to work related
...................................
to the
perfomance songs. ...................................
...................................
Methods ...................................
Learners Learners
Explanation ,
Listening
Ministry
AESTHETIC
VALUES
already should be Demonstration Of
Video tape ...................................
know some able to: Music and Dance Speaking Primary
AND
APPRECIATION various -name Introduction
Secondary
...................................
musicians Teacher and learners sing ECD Radio
modern
they know. yakanaka Step 1. Dancing
Education ...................................
dances Learners name musicians they know as
Visual and
DANCE
-practise teacher leads the discussion.
Performing ...................................
Arts infant Phone
-Types of
modern
dances they
Step 2.
Learners imitate dances they are familiar
Syllabus ...................................
Awareness of ECD-Gr2
dances know. with. Step 3 .
Teacher demonstrates the dancing while
space (2015-2022) ...................................
Page 42 5 drums
Modern -dance learners observe.
Creativity
...................................
rhythmically Step 4
dances Learners dance in small groups as teacher ...................................
responding to
supervises them. 5 jingles
music.
(Sungura) Conclusion
Learners sing song of own choice as
teacher helps them.
AIM: To enable learners to have confidence, self esteem, self expression and practise skills necessary for creative expressions.
LEARNING
RESOURCES
7 Learners 6 musical
already sing should be Explanation, Listening Ministry instruments
HISTORY and play able to: Demonstration Of ...................................
AND CULTURE Group work
-list
19/10/2018 some of the
songs and Introduction Listing Primary
Secondary
Posters of ...................................
games at Teacher and learners sing a song of own musicians
MUSIC school.
games they
play at choice. Playing Education ...................................
instruments Visual and
Step 1
L1 school.
Learners identify posters of local
Performing ...................................
-Songs and Arts infant
Games in -respond to a
musicians as teacher assists.
Step 2 Identifying Syllabus ...................................
variety of ECD-Gr2
school music.
Learners respond to a variety of music as
(2015-2022) ...................................
teacher supervises.
Page 35
-play singing
Step 3 ...................................
Learners practise singing and playing
games eg
sarura wako.
musical instruments while teacher ...................................
monitors. Conclusion
Learners sing a songs of own choice ...................................
under the guidance of the teacher
...................................
L2 Learners Learners Methods
Explanation
HISTORY
AND
already should be
Listening Ministry
Of
4 objects ...................................
CULTURE know some Imitation
visual -identify
Introduction Speaking Primary ...................................
objects found Secondary
VISUAL materials..
in the school Teacher and learners sing Tumaoko.
Step 1
Education ...................................
ARTS environment. Identifying Visual and
-name the Teacher displays various finished objects
Performing ...................................
harmful and while learners observe.
-Visual arts Step 2 Naming Arts infant
...................................
material in non harmful Syllabus
materials Learners describe the materials used to
local used in visual make the objects as teacher assits.
ECD-Gr2
(2015-2022)
...................................
L3 community. arts. Step 3
Page 36 ...................................
-draw Learners and teacher discuss harmful and Drawing
non harmful materials.
and colour
Conclusion. ...................................
artifacts
found at Learners draw artifacts as teacher
monitors.
...................................
school.
...................................
HISTORY Learners Learners Methods Listening Ministry 4 picture
AND Music ...................................
Explanation
CULTURE can tell should be
able to: Story telling
Of
Primary
stories
...................................
some school
Introduction
THEATRE stories. -name school
Speaking Secondary
Education
...................................
members,
roles and yakanaka . Step 1 Visual and ...................................
L4 -School responsibilities Teacher narrates a short story while
Naming Performing
stories
learners listen. Arts infant ...................................
-listen Step 2. Syllabus
attentively to Learners identify members of staff and ECD-Gr2 ...................................
stories in the their roles as teacher assists. (2015-2022)
school. Step 3 . Page 36 ...................................
In small groups learners take turns to tell Telling story
school stories as teacher supervises. ...................................
-tell stories
. Conclusion.
about the
-Learners take turns to report the group ...................................
school.
work to the class.
Methods
...................................
HISTORY
AND
Demonstration,
Listening
Ministry
6 musical ...................................
are familiar should be Music instruments
CULTURE
with some able to: Introduction
Of
Primary
...................................
-state the Teacher and learners sing Torovera Speaking
folk dances
role of dance mudzimu dzoka .
Secondary ...................................
DANCE Education
in the school. Step 1.
Learners identify various dance costumes
Visual and ...................................
Stating Performing Cultural
-Folk dance such as nhembe and magagada. Arts infant costumes ...................................
and costumes -identify Step 2. Syllabus
school Learners practise the school cultural Identifying ECD-Gr2 ...................................
dances. dances wearing costumes while teacher (2015-2022)
supervises. Page 37 ...................................
-create Step 3 .
simple Learners play musical instruments and
Dancing ...................................
dance while the teacher monitors their
melodies.
progress.
...................................
Conclusion
Learners take turns to showcase their
...................................
talents as teacher guides them.
AIM: To help learners develop psychomotor skills through visual and performing arts.
LEARNING
RESOURCES
already should be Explanation, Listening Ministry instruments
CREATIVE know some able to: Demonstration Of ...................................
PROCESS AND Music and Dance
-create
26/10/2018 PERFORMANCE voice
accompanime Introduction Speaking Primary
Secondary
...................................
accompanim Learners sing a song todada while teacher
ents
nts using
voice and a assists.
Education ...................................
Sinnging Visual and
MUSIC Step 1
L1 variety of
Performing ...................................
instruments. Arts infant
-Voice displayed while teacher supervises.
Step 2
Syllabus ...................................
Accompaniments -add the ECD-Gr2
creative
Learners choose own songs and sing
(2015-2022) ...................................
accompanying with musical instruments.
experience to Page 38
make the
Step 3 ...................................
Learners and teacher create simple
songs more
enjoyable.
melodies. ...................................
Conclusion
-create
Learners sing a song of own choice as ...................................
simple
teacher assists them.
melodies. ...................................
L2 CREATIVE Learners Learners Methods
PROCESS AND
PERFORMANCE already should be Explanation Demonstration , Listening Ministry Finished ...................................
able to: Imitation Of
know some samples of
woven -cut Introduction
Speaking Primary weaving
...................................
out strips of Teacher and learners sing Tumaoko.
VISUAL items.
different Step 1
Secondary
Education
...................................
Weaving
ARTS Teacher explains on the concept weaving
colours
-weave while learners listen.
Visual and ...................................
Cutting Performing
Step 2
-Decorating (plain) using
Learners observe finished weaved items
Arts infant ...................................
and weaving the paper Syllabus
strips. Step 3
Teacher demonstrates the weaving while Decorating
ECD-Gr2 ...................................
L3 learners observe. Step 4
(2015-2022)
...................................
-cut Page 38
out edges to Learners in small groups cut out strips
make wall and weave the articles. ...................................
Conclusion
hangings.
Learners display finished articles. ...................................
...................................
Learners Learners Methods Listening Ministry 4 picture
Music and Dance
CREATIVE
PROCESS
already should be
able to: Explanation
Of
Primary
stories
...................................
AND know some Story telling
PERFORMANCE stories and Introduction Speaking Secondary
Education
...................................
can tell their -listen
Teacher and learners sing Tsuro
friends. attentively to
dambura Step 1
Visual and ...................................
a story Performing
L4 THEATRE
Teacher narrates a short story about a
hare and a baboon as learners listen. Storytelling
Arts infant ...................................
-retell the Syllabus
story.
Step 2. ECD-Gr2 ...................................
Learners retell the story while teacher (2015-2022)
-Story telling -perform the
assists. Step 3 . Page 39 ...................................
In small groups learners perform the story
story. as teacher assists. ...................................
. Conclusion.
-Learners showcase their group work ...................................
...................................
Methods
Explanation ,
...................................
Learners Learners Listening 4 musical
CREATIVE can dance should be
Demonstration,
Imitation
Ministry
Of
instruments ...................................
PROCESS able to:
responding Introduction
AND
PERFORMANCE to stimuli. -respond to Teacher and learners dance to recorded Speaking
Primary ...................................
Secondary
natural sound. music.
Step 1.
Education ...................................
Visual and
DANCE Learners dance to various sounds from Dancing Performing Recorded ...................................
-listen the environment. Arts infant music
-Responding
attentively to Step 2. Syllabus ...................................
different Learners respond to various types of ECD-Gr2
to a variety of types of music and sound while teacher assists. (2015-2022) ...................................
stimuli music rhythm Step 3 .
and dance. Learners and teacher respond to different
Page 40
...................................
musical sounds.
-dance to Conclusion
...................................
different Learners take turns to showcase their
...................................
rhythmic
patterns. ...................................

LEARNING
RESOURCES
know some should be Explanation, Listening Ministry instruments
CREATIVE basic note able to: Demonstration Of ...................................
PROCESS AND Imitation
-read
02/11/2018 PERFORMANCE values.
basic note Introduction Speaking Primary
Secondary
...................................
Learners sing short melodies while
values.
teacher assists.
Education ...................................
Singing Visual and
MUSIC Step 1
L1 -clap the
Teacher reads the basic note values while
Performing ...................................
rhythm of Arts infant
-Oral reading basic note
learners listen.
Step 2
Syllabus ...................................
of basic note values. ECD-Gr2
values
Learners say out the basic note values
(2015-2022) ...................................
-create Page 38
accompanime
Step 3 ...................................
Learners play the instruments
nt using voice
and a variety
rhythmically while teacher supervises. ...................................
Conclusion
of Learners take turns to dance to the ...................................
instruments. rhythms.
...................................
L2 CREATIVE
PROCESS AND
Learners can Learners Methods
Explanation
PERFORMANCE cut out should be
Listening Ministry
Of
10 scissors ...................................
pictures. Groupwork
-cut
Introduction Speaking Primary 10 pictures ...................................
out pictures. Secondary
VISUAL Teacher and learners sing a rhyme
Education ...................................
Tumaoko Step 1 Weaving
ARTS -produce Visual and
artworks
Teacher explains the concepts collaging
Cutting Performing
Glue ...................................
while learners listen.
-Collaging using pictures
Step 2
Arts infant
...................................
pictures and glue. Syllabus
Teacher demonstrates cutting and pasting Hardboard
-decorate
pictures while learners observe. Decorating
ECD-Gr2
(2015-2022)
...................................
L3 the artwork
Step 3
Page 38 ...................................
Learners in small groups practise cutting
with crayons. and pasting. Step 4
Learners display their work ...................................
Conclusion
Learners and teacher sing onai zvakaita
...................................
...................................
Learners Learners Methods Listening Ministry 4 pictures of
CREATIVE are able to should be Discussion Of people ...................................
Explanation
PROCESS
AND
draw. able to:
Demonstration Speaking
Primary
Secondary
...................................
PERFORMANCE Introduction
-create still
Teacher and learners sing Twinkle,
Education
Visual and
...................................
pictures to
tell a story. Twinkle. Step 1
Colouring Performing ...................................
L4 Teacher explains to learners the content Arts infant
THEATRE -colour the
of the lesson as learners listen. Syllabus ...................................
Step 2. ECD-Gr2
still drawing.
Learners observe as teacher demonstrates Drawing
(2015-2022) ...................................
-Still pictures how to draw. Page 39
-tell a story
from a still
Step 3 . ...................................
Individually learners practise drawing Storytelling
“My friend” picture..
. Conclusion. ...................................
-Learners display their work
...................................
Methods
...................................
Learners Learners Listening
Ministry
4 musical
CREATIVE are able to should be
Explanation ,
Demonstration, Of
instruments ...................................
PROCESS able to: Miming
do
AND
PERFORMANCE movement -express a Introduction Speaking
Primary
Secondary
...................................
variety of Teacher and learners sing Tauya
patterns.
emotions kuzoona Mary. Miming
Education ...................................
Visual and
DANCE
such as
happiness
Step 1.
Teacher explains to learners that emotions
Performing ...................................
Arts infant
-Movement
through can be expressed.
Dancing Syllabus ...................................
movement. Step 2.
ECD-Gr2
patterns Learners describe various situations and
(2015-2022) ...................................
-dance their emotions.
Page 40
movements Step 3 . ...................................
that range Learners sing and dance to various music
from slow to rhythmically ...................................
Conclusion
fast.
Learners take turns to showcase their ...................................
-sing and talents as teacher monitors.
...................................
dance
rythmically.
AIM: To help learners appreciate the Zimbabwean history from pre-colonial, colonial and Chimurenga/ umvukela eras.
LEARNING
RESOURCES
10 Learners can 6 musical

perform should be Explanation, Listening Ministry instruments
HISTORY some able to: Demonstration Of ...................................
AND Miming,
-identify
09/11/2018 CULTURE movements
different Introduction Singing Primary
Secondary
...................................
in response Teacher and learners sing ECD.........
to music.
types of
music Step 1 Playing Education ...................................
MUSIC Teacher demonstrates movements as
L1 through video
learners observe.
Performing ...................................
clips. Arts infant
-Movement in -move to Step 2
Learners identify musical instruments. Identifying Syllabus ...................................
response to rhythms ECD-Gr2
various played on Step 3
(2015-2022) ...................................
different Learners play different musical
Page 35
musical types of instruments. ...................................
instruments of music. Step 4.
different -play Learners and teacher move rhythmically. ...................................
Conclusion
genres and percussion
instruments. Learners sing a song of own choice under ...................................
periods. the guidance of the teacher.
...................................
Explanation
HISTORY
AND
have seen should be
Listening Ministry
Of
6 objects ...................................
CULTURE some visual Imitation
arts in the Introduction Speaking Primary ...................................
community. -identify Secondary
VISUAL artifacts in
Education ...................................
ARTS Step 1
the school Identifying Visual and
environment.
Teacher displays various objects while
Performing ...................................
learners observe.
-Diversity in Step 2
Arts infant
...................................
visual arts -categorise Syllabus
Learners in groups categorize the objects Categorising
and artists artists
according to
while the teacher supervises.
ECD-Gr2
(2015-2022)
...................................
L3 their fields.
Step 3
Page 36 ...................................
Learners decorates the artfacts while
teacher supervises.
-decorates Conclusion.
Decorating ...................................
some
artifacts.
Teacher and learners sing Onai
zvakaita.....
...................................
Methods
...................................
Learners Learners Listening Ministry Picture story
Demonstration
HISTORY
AND
know some should be
Explanation
Of ...................................
roles of able to: Primary
Miming
CULTURE
different -name school Introduction Speaking Secondary ...................................
members, Education
THEATRE school Teacher and learners sing a song ...................................
roles and Visual and
members. responsibilities
wembudzi
Performing
Step 1 Naming
Arts infant ...................................
Characterisation: Learners and teacher discuss characters in
Syllabus
-Different
-trace the
history of the
the drama.
ECD-Gr2
...................................
Step 2. Tracing
school performance Teacher explains to learners the history of
(2015-2022)
Page 36
...................................
members and at school. school theatre as they listen.
their roles Step 3 . ...................................
-tell stories In small groups learners retell while the
about the teacher monitors.
Telling story ...................................
school. Step 4
Learners mime short stories.
...................................
Conclusion. ...................................
-Teacher and learners sing ECD
yakanaka. ...................................
...................................
...................................
...................................
...................................
AIM: To help learners develop psychomotor skills through visual and performing arts.
LEARNING
RESOURCES
Learners Methods
already should be Explanation, instruments
REVISION able to: Demonstration
Listening Ministry
...................................
know some Of
Music and Dance
-create
4x 20 minutes voice
accompanime Introduction Speaking Primary
Secondary
...................................
16/11/2018 accompanim Learners sing a song todada while teacher
CREATIVE ents
nts using
voice and a assists.
Education ...................................
PROCESS AND Singing Visual and
Step 1
L1 PERFORMANCE variety of
Performing ...................................
instruments. Arts infant
displayed while teacher supervises.
Step 2
Syllabus ...................................
MUSIC -add the ECD-Gr2
creative
Learners choose own songs and sing
(2015-2022) ...................................
accompanying with musical instruments.
experience to Page 38
-Voice make the
Step 3 ...................................
Accompaniments Learners and teacher create simple
songs more
enjoyable.
melodies. ...................................
Conclusion
-create
Learners sing a song of own choice as ...................................
simple
teacher assists them.
melodies. ...................................
L2 CREATIVE Learners Learners Methods
PROCESS AND
PERFORMANCE already should be Explanation Demonstration , Listening Ministry Finished ...................................
know some able to: Imitation Of samples of
woven -cut Introduction Speaking Primary weaving
...................................
out strips of Teacher and learners sing Tumaoko.
VISUAL items.
different Step 1
Secondary
Education
...................................
Weaving
ARTS colours Teacher explains on the concept weaving Visual and ...................................
-weave while learners listen. Performing
Cutting
-Decorating (plain) using Step 2
Learners observe finished weaved items
Arts infant ...................................
and weaving the paper Syllabus
strips. Step 3
Decorating
ECD-Gr2 ...................................
L3 Teacher demonstrates the weaving while
learners observe.
(2015-2022)
...................................
-cut Page 38
out edges to Step 4
make wall Learners in small groups cut out strips ...................................
and weave the articles.
hangings.
Conclusion ...................................
Learners display finished articles.
...................................
Learners Learners Methods Listening Ministry 4 picture
Music and Dance
CREATIVE
PROCESS
already should be
able to: Explanation
Of
Primary
stories
...................................
AND know some Story telling
PERFORMANCE stories and Introduction Speaking Secondary
Education
...................................
can tell their -listen
Teacher and learners sing Tsuro
attentively to Visual and ...................................
L4 friends.
a story
dambura Step 1 Performing
THEATRE
Teacher narrates a short story about a
hare and a baboon as learners listen. Storytelling
Arts infant ...................................
-retell the Syllabus
story.
Step 2. ECD-Gr2 ...................................
Learners retell the story while teacher (2015-2022)
-Story telling -perform the
assists. Step 3 . Page 39 ...................................
In small groups learners perform the story
story. as teacher assists. ...................................
. Conclusion.
-Learners showcase their group work ...................................
...................................
Methods
Explanation ,
...................................
Learners Learners Listening 4 musical
CREATIVE can dance should be
Demonstration,
Imitation
Ministry
Of
instruments ...................................
PROCESS able to:
responding Introduction
AND
PERFORMANCE to stimuli. -respond to Teacher and learners dance to recorded Speaking
Primary ...................................
Secondary
natural sound. music.
Step 1.
Education ...................................
Visual and
DANCE Learners dance to various sounds from Dancing Performing Recorded ...................................
-listen the environment. Arts infant music
-Responding
attentively to Step 2. Syllabus ...................................
different Learners respond to various types of ECD-Gr2
to a variety of types of music and sound while teacher assists. (2015-2022) ...................................
stimuli music rhythm Step 3 .
and dance. Learners and teacher respond to different
Page 40
...................................
musical sounds.
-dance to Conclusion
...................................
different Learners take turns to showcase their
...................................
rhythmic
patterns. ...................................
AIM: To help learners have confidence, self esteem, self expression and practise skills necessary for creative expressions.
LEARNING
RESOURCES
Learners Methods
already sing should be Explanation, instruments
REVISION able to: Demonstration
Listening Ministry
...................................
and play Of
Group work
-list
23/11/2018 4x 20 minutes some of the
songs and Introduction Listing Primary
Secondary
Posters of ...................................
games at Teacher and learners sing a song of own musicians
HISTORY school.
games they
play at choice. Playing Education ...................................
AND CULTURE instruments Visual and
Step 1
L1 school.
Learners identify posters of local
Performing ...................................
Arts infant
MUSIC -respond to a
musicians as teacher assists.
Step 2 Identifying Syllabus ...................................
variety of ECD-Gr2
music.
Learners respond to a variety of music as
(2015-2022) ...................................
-Songs and teacher supervises.
Page 35
games in -play singing
Step 3 ...................................
Learners practise singing and playing
school games eg musical instruments while teacher ...................................
sarura wako. monitors.Conclusion
Learners sing a songs of own choice ...................................
under the guidance of the teacher
...................................
Explanation
HISTORY
AND
already should be
able to: Demonstration ,Imitation
Listening Ministry
Of
4 objects ...................................
CULTURE know some Introduction
visual -identify
Speaking Primary ...................................
objects found Secondary
VISUAL materials..
in the school Step 1
Teacher displays various finished objects
Education ...................................
ARTS environment. Identifying Visual and
-name the while learners observe. Performing ...................................
harmful and Step 2
-Visual arts Learners describe the materials used to Naming Arts infant
...................................
material in non harmful Syllabus
materials make the objects as teacher assits.
local used in visual Step 3
ECD-Gr2
(2015-2022)
...................................
L3 community. arts. Learners and teacher discuss harmful and Page 36 ...................................
-draw non harmful materials. Drawing
Conclusion.
and colour
Learners draw artifacts as teacher
...................................
artifacts
found at monitors. ...................................
school.
...................................
HISTORY Learners Learners Methods Listening Ministry 4 picture
AND Music ...................................
Explanation
CULTURE can tell should be
able to: Story telling
Of
Primary
stories
...................................
some school
Introduction
THEATRE stories. -name school
Speaking Secondary
Education
...................................
members,
roles and yakanaka . Step 1 Visual and ...................................
L4 -School responsibilities Teacher narrates a short story while
Naming Performing
stories
learners listen. Arts infant ...................................
-listen Step 2. Syllabus
attentively to Learners identify members of staff and ECD-Gr2 ...................................
stories in the their roles as teacher assists. (2015-2022)
school. Step 3 . Page 36 ...................................
In small groups learners take turns to tell Telling story
school stories as teacher supervises. ...................................
-tell stories
. Conclusion.
about the
-Learners take turns to report the group ...................................
school.
work to the class.
Methods
...................................
HISTORY
AND
Demonstration,
Listening
Ministry
6 musical ...................................
are familiar should be Music instruments
CULTURE
with some able to: Introduction
Of
Primary
...................................
-state the Teacher and learners sing Torovera Speaking
folk dances
role of dance mudzimu dzoka .
Secondary ...................................
DANCE Education
in the school. Step 1.
Learners identify various dance costumes
Visual and ...................................
Stating Performing Cultural
-Folk dance such as nhembe and magagada. Arts infant costumes ...................................
and costumes -identify Step 2. Syllabus
school Learners practise the school cultural Identifying ECD-Gr2 ...................................
dances. dances wearing costumes while teacher (2015-2022)
supervises. Page 37 ...................................
-create Step 3 .
simple Learners play musical instruments and
Dancing ...................................
dance while the teacher monitors their
melodies.
progress.
...................................
Conclusion
Learners take turns to showcase their
...................................

LEARNING
RESOURCES
13 REVISION Learners 6 musical

Learners Methods
know some should be Explanation, Listening Ministry instruments
basic note able to: Demonstration Of ...................................
Imitation
-read
CREATIVE
PROCESS AND
values.
basic note Introduction Speaking Primary
Secondary
...................................
Learners sing short melodies while
PERFORMANCE values.
teacher assists.
Education ...................................
30/11/2018 Singing Visual and
Step 1
-clap the
Teacher reads the basic note values while
Performing ...................................
MUSIC rhythm of Arts infant
basic note
learners listen.
Step 2
Syllabus ...................................
-Oral reading values. ECD-Gr2
L1 Learners say out the basic note values
(2015-2022) ...................................
of basic note -create
Page 38
values accompanime
Step 3 ...................................
Learners play the instruments
nt using voice
and a variety
rhythmically while teacher supervises. ...................................
Conclusion
of Learners take turns to dance to the ...................................
instruments. rhythms.
CREATIVE Learners can Learners Methods ...................................
PROCESS AND Explanation
PERFORMANCE cut out should be
Listening Ministry
Of
10 scissors ...................................
pictures. Groupwork
L2 -cut
Introduction Speaking Primary 10 pictures ...................................
out pictures. Secondary
VISUAL Teacher and learners sing a rhyme
Education ...................................
Tumaoko Step 1 Weaving
ARTS -produce Visual and
artworks
Teacher explains the concepts collaging
Cutting Performing
Glue ...................................
while learners listen.
-Collaging using pictures
Step 2
Arts infant
...................................
pictures and glue. Syllabus
Teacher demonstrates cutting and pasting Hardboard
-decorate
pictures while learners observe. Decorating
ECD-Gr2
(2015-2022)
...................................
Step 3
the artwork Learners in small groups practise cutting
Page 38 ...................................
with crayons. and pasting. Step 4
Learners display their work ..................................
Conclusion
Learners and teacher sing onai zvakaita.
AIM: To help learners appreciate the Zimbabwean history from pre-colonial, colonial and Chimurenga/ umvukela eras.
LEARNING
RESOURCES
14 REVISION Learners can 6 musical

Learners Methods
perform should be Explanation, Listening Ministry instruments
HISTORY some able to: Demonstration Of ...................................
Miming,
-identify
06/12/2018 AND
CULTURE
movements
different Introduction Singing Primary
Secondary
...................................
in response Teacher and learners sing ECD.........
to music.
types of
music Step 1 Playing Education ...................................
Teacher demonstrates movements as
L1 MUSIC through video
learners observe.
Performing ...................................
clips. Arts infant
-Movement in -move to Step 2
Learners identify musical instruments. Identifying Syllabus ...................................
rhythms ECD-Gr2
response to played on Step 3
(2015-2022) ...................................
various different Learners play different musical
Page 35
musical types of instruments. ...................................
music. Step 4.
instruments of Learners and teacher move rhythmically. ...................................
different -play
Conclusion
genres and
percussion
instruments. Learners sing a song of own choice under ...................................
periods. the guidance of the teacher.
...................................
HISTORY
AND
have seen should be Explanation
Demonstration ,
Listening Ministry 6 objects ...................................
some visual able to: Of
CULTURE
arts in the
Imitation
Introduction Speaking Primary ...................................
-identify Secondary
VISUAL community.
artifacts in
Education ...................................
ARTS Step 1
the school Visual and
environment.
Teacher displays various objects while Identifying
Performing ...................................
learners observe.
-Diversity in
-categorise
Step 2
Arts infant
Syllabus
...................................
visual arts Learners in groups categorize the objects Categorising
and artists artists while the teacher supervises.
ECD-Gr2 ...................................
according to (2015-2022)
Step 3
their fields. Learners decorates the artfacts while
Page 36 ...................................
-decorates
teacher supervises.
Conclusion.
Decorating ..................................
some Teacher and learners sing Onai
artifacts. zvakaita.....
PHYSICAL EDUCATION (PE)

BROAD AIMS
 develop basic physical education skills.

 acquire team building skills, confidence and self-esteem.
 make informed decisions about health safety and well being
 acquire sense of fun, enjoyment and entertainment.
1.Play and Game skills
2.Coordination
3.Aquatic skills
4. Kids Athletics
5. Balances
AIM: To help learners develop psychomotor skills, team building confidence and self esteem.
LEARNING
RESOURCES
Learners Learners Methods Pushing Blocks Physical

Discussion Education
1 are familiar
with some
should be
able to:
Demonstration
Introduction
Infant
ECD
...................................
BALANCES of the Teacher and learners sing a song Tsuro to ...................................
balances. -state how the darika mutanda... Body parts
game is done. Step 1 Observing Grade 2
Syllabus
...................................
07/09/2018 Bear and
Teacher demonstrates pushing hollow
transfer weight
blocks..
(2015-2022) ...................................
Page 13
-sing a song Singing
Step 2 ...................................
L1 tsuro darika Few learners demonstrates while teacher ECD play area
mutanda. assists. ...................................
Step 3 Fine motor
-push the In pairs learners push blocks from one skills ...................................
blocks. point to another as teacher monitors.
Conclusion ...................................
Best performers practise to the class.
...................................
LOCOMOTION/ Learners Learners Methods Fine motor 3 drums ...................................
L2 MOVEMENT
are aware of should be Demonstration
Group Discussion
skills Physical
the sounds. able to: Introduction
Education ...................................
20 balls Infant
Instructed free
-sing wind
Teacher and learners recite a rhyme ECD-Gr 2 ...................................
movement “Wind the bobbin up” Syllabus
10 cans
the bobbin. Step 1 (2015-2022) ...................................
Teacher and learners are involved in Singing Page 13
warm activities. 3 Balls ...................................
-pick various Step 2
objects from Teacher demonstrates picking objects. ...................................
north to south Step 3
within space. Learners pick objects in groups from ...................................
North to South while teacher observes.
Conclusion.
...................................
“Wind the bobbin up”
AIM: To develop psychomotor skills, team building, confidence and self esteem.
LEARNING
RESOURCES
Learners Learners Methods Gross motor Pictures Physical

Groupwork Demonstration Education
2 5 lessons
have able
bodies that
should be
Teacher and learners recite a
Infant
ECD
...................................
x 20 minutes can perform
rhyme ,”Que,Que”
Balancing
to ...................................
movement. -move from
Step 1
BALANCES one point to
Teacher explains on moving from point
Grade 2
Syllabus
...................................
12/10/2018 another using Weight bearing Sticks
one leg.
A to B using one leg.
Step 2
(2015-2022) ...................................
Common weight Page 9
Bearing Teacher demonstrates balancing and ...................................
L1 -balance one learners imitate in groups. Flexibility
-One point
point. Step 3 ...................................
Learners balance on one leg and move
balance -transfer and from point A to B. ...................................
bear weight . Conclusion
Learners bear weight on one point ...................................
balance.
...................................
BALANCES Learners Learners Methods Eye-hand Skittles
have able should be Demonstration Songs & Rhymes coordination Physical ...................................
L2 bodies that able to: Introduction Education
Basic common perform
Teacher and learners sing “Follow,follow Infant ...................................
balances while going to the playground ECD-Gr 2
balances -balance on
other parts of
Step 1 Flexibility
Syllabus ...................................
Learners observe the teacher
the body
demonstrates basic balances. Safe equipment (2015-2022)
Page 9
...................................
other than
Step 2
legs.
Teacher monitors the learners as they
...................................
-make two
balance on two legs and hands.
Step 3
Gross motor
Whistle
...................................
pin point
skills
L3 balance.
Learners balances using apparatus as ...................................
teacher monitors.
Conclusion. ...................................
Cool down activities ,collection of
materials and dismissal is done as teacher ...................................
monitors.
...................................
...................................
BALANCES Learners Learners Poems &Rhymes Demonstration Gross motor Physical ...................................
L4 Weight bearing
can balance. should be
able to:
Introduction
Teacher and learners sing a song PE
skills
Whistle
Education
Infant
...................................
-balance yakanaka while going to the ground.
Step 1
ECD-Gr2
Syllabus
...................................
-A game different Turn taking Learners
(wheel barrow points. Teacher explains on wheel barrow (2015-2022) ...................................
pushing. Step 2 Page 20
pushing)
-play the Teacher demonstrates the game as ...................................
wheel barrow learners observe Step 3 . Teachers
game. Learners play in pairs pushing each
Fine motor
skills Resource ...................................
other like a wheelbarrow. book
Conclusion page 7
...................................
L5 -Teacher and learners sing and jog while
...................................
dismissing.
BALANCES Learners Learners Demonstration Songs and Rhymes
Introduction
Imitating ECD Physical ...................................
have no should be equipment in Education
Common physical able to: Teacher and learners sing
the play area. Infant ...................................
weight bearing - balance “Follow,follow” while going to the ECD-Gr 2
challenges. Gross motor
different playground. Step 1.
skills Syllabus ...................................
tasks at Teacher assign learners to balance on one (2015-2022)
varied speeds. point. Step 2. Page 20 ...................................
Teacher demonstrates how to make
-transfer and shapes using their bodies. Teacher’s
...................................
Step 3 .
bear weight.
In groups learners imitate the
resource book
page 6
...................................
demonstrations by the teacher.
Conclusion
...................................
Cool down activities.
Explanation ,Demonstration, Grp work
...................................
BALANCES Learners Learners Balancing Whistle Physical
can balance should be able Introduction Education ...................................
Walking on to: Teacher and learners sing a song follow, Infant
using other
toes parts of the
-transfer follow while going to the ground ECD-Gr2 ...................................
and bear Step 1 Syllabus
body. weight. Teacher explains on walking on toes.
Gross motor
skills (2015-2022) ...................................
Step 2 Page 20
-balance Teacher demonstrates walking on toes. Play ground ...................................
while Step 3
walking on Learners imitate the demonstrations in .................................
Teachers
their toes. groups Conclusion Resource
Teacher and learners sing a song PE book
yakanaka as the dismissal is taking page 7
place.
AIM: To provide learners with a sense of fun, enjoyment and entertainment.
LEARNING
RESOURCES
Learners Learners Methods Finger Tins Physical

Group work Demonstration dexterity Education
3 5 lessons
can balance
in pairs
should be
Teacher and learners move fast to the
Infant
ECD
...................................
x 20 minutes individually.
play ground. Step 1 to ...................................
-transfer and
Teacher explains on travelling with
BALANCES bear weight.
apparatus/carrying different objects.eg
Visual Sand
Grade 2
Syllabus
...................................
21/09/2018 discrimination
tins filled with sand.
Step 2
(2015-2022) ...................................
Travelling with Page 9
--travel with
apparatus Teacher demonstrates the game. ...................................
L1 apparatus. Step 3 whistle
Learners do the race game carrying tins Creativity ...................................
filled with sand as teacher monitors.
-cross the odd . Step 4 ...................................
one out. Learners cross the odd one out.
Conclusion ...................................
Teacher and learners sing “PE yakanaka.
...................................
BALANCES Learners Learners Methods Balancing
already should be Demonstration Songs & Rhymes Physical ...................................
L2 know how able to: Introduction Education
Outdoor to balance
Teacher and learners sing “Follow,follow Outdoor play Infant ...................................
equipment while going to the playground centre ECD-Gr 2
-balance on
different
Step 1 Syllabus ...................................
Teacher explains on swings as learners Gross motor
(2015-2022)
-Play on swings
points.
listen. Page 9
...................................
Step 2
-use swings Learners play on swings taking turns as ...................................
for balancing. teacher monitors.
Step 3
Turn taking ...................................
L3 Learners balance on swings while the
Teacher ...................................
facilitator monitors.
Conclusion. Resource
page 7
...................................
Cool down activities ,as learners balance
on leg singing.. ...................................
...................................
...................................
Learners
SAFETY Learners should - Discussion Demonstration Gross motor Physical ...................................
L4 and
HEALTH
aware of discuss
proper ways
Introduction
Teacher recaps the previously taught
skills Out play centre Education
Infant
...................................
that some
objects in of playing
with one
lesson. Step 1
Facilitator and learners go to the outdoor
ECD-Gr2
Syllabus
...................................
the Naming
Safe rules with
environment another play area. Step 2 (2015-2022) ...................................
self and others. without Facilitator and learners discuss safety Page 10
are hurting rules when playing together. ...................................
dangerous. Listing
oneself. Step 3 .
-list safety Learners play with each other observing ...................................
rules the safety rules that have been discussed.
pertaining Conclusion ...................................
L5 physical -Teacher and learners clean the
...................................
education environment cleaning litter.
SAFETY
and
Learners Learners Demonstration Discussion
Introduction
Imitating Pictures of Physical ...................................
have no should be four legged Education
HEALTH
physical able to: Teacher and learners do warm up
animals. Infant ...................................
- exercise to activities jogging. Step 1. ECD-Gr 2
challenges.
Physical
exercise makes a enhance in Teacher and learners discuss animals
Language Syllabus ...................................
muscular that have four legs. (2015-2022)
child fit and
development Step 2. Page 10 ...................................
healthy. Teacher asks volunteers to imitate how The play
strength and
body an animal of four legs walk. Gross motor ground area. ...................................
(Walk on four Step 3 . skills
legs like an
development.
All learners in a class are involved in ...................................
animal) -walk like a walking like a four legged animal.
Conclusion
...................................
four legged
animal. Teacher and learners sing ECD yakanaka, ...................................
SAFETY Learners Learners Explanation ,Demonstration, Discussion Turn taking Whistle Physical
and
have no should be able Introduction Education ...................................
HEALTH to: Teacher and learners sing jog as part of Infant
physical
-compete in warm up activities. ECD-Gr2
...................................
Physical challenges running race. Step 1
exercise makes a Facilitator and learners discuss on Gross motor Syllabus
(2015-2022)
...................................
child fit and skills Tyres
healthy.
-perform running games. Step 2
Teacher assists learners as they are in a
Page 20 ...................................
tyre race.
relay race. Step 3 ...................................
(Tyre race) Learners play the tyre race while teacher
monitors. Conclusion Relay sticks ..................................
Teacher and learners sing a song PE
yakanaka under dismissal.
AIM: To help learners make informed decisions about health and safety.
LEARNING
RESOURCES
Learners Learners Methods Balancing Whistle Physical

Discussion Education
4 4 lessons
can balance
in
should be
able to:
Demonstration
Introduction
Infant
ECD
...................................
x 20 minutes pairs ,indivi Teacher and learners sing a song PE to ...................................
28/09/2018 duals and -balance on yakanaka .
BALANCES
groups. different Step 1 Playground
Grade 2
Syllabus
...................................
points Teacher explains on balancing and
L1 learners imitate. Gross motor
(2015-2022) ...................................
Make Page 13
formations --make
Step 2
Teacher demonstrates balancing and
...................................
different
formations.
making formations. ...................................
Step 3
Learners make different formations with ...................................
the help of the facilitator.
Conclusion ...................................
Teacher and learners sing “PE yakanaka.
L2 ...................................
BALANCES Learners Learners Methods
Demonstration
Balancing ...................................
can balance should be Whistle Physical
Discussion
in able to: Introduction
Education ...................................
Balance on pairs ,indivi Infant
beams
duals and -balance on
Teacher and learners sing “Follow,follow ECD-Gr 2 ...................................
while going to the playground Syllabus
groups. different
points.
Step 1 Weight Beams
(2015-2022) ...................................
Teacher explains on how to balance on bearing Page 9
beams. ...................................
-balance on Step 2
L3 beams.. Teacher demonstrates on balancing. Playground ...................................
Step 3
Learners balance on beams taking turns. ...................................
Teacher
Conclusion.
Learners sing a song “PE yakanaka” Resource ...................................
page 7
...................................
...................................
...................................
Discussion
BALANCES Learners Learners Demonstration
Gross motor Physical ...................................
Songs and Dance
are aware should be
skills Whistle Education
Infant
...................................
of sounds.
Teacher and learners recite a rhyme PE
L4 Basic common -sing the
yakanaka.
ECD-Gr2
Syllabus
...................................
balances and rhymes.
weight . Step 1
Facilitator demonstrates how common
(2015-2022) ...................................
-move freely Weight bearing Page 13
bearing. balances are done. ...................................
from different
points. Step 2
Learners do the activity as demonstrated ...................................
by the facilitator.
Step 3 . ...................................
-walk on Group presentation, walking as a class.
four different Conclusion ...................................
points. -Teacher and learners are involved in
cool down activities
...................................
Demonstration
...................................
LOCOMOTION Learners Learners Cooperation 10 mats Physical
are aware of should be
Song and Dance
Education ...................................
sounds. able to: Infant
Movement in - recite a
Introduction
Teacher and learners dance as a class
ECD-Gr 2 ...................................
response to rhyme vana Syllabus
stimuli. ngatitambe.
while singing vana vana.
(2015-2022) ...................................
Step 1.
Page 14
Demonstrates how to move in response Gross motor ...................................
stimuli. skills
Step 2. ...................................
-roll in Learners roll in different ways as directed
different by the teacher. ...................................
ways in Step 3 .
response to Group presentation is done as teacher 4 drums ...................................
stimuli. monitors.
Conclusion
...................................
Learners perform individually following a ...................................
given line.
AIM: To help learners acquire team building skills, confidence and self esteem.
LEARNING
RESOURCES
Learners can Learners Methods Gross motor 2 Whistles Physical

Group work , Demonstration skills Education
5 5 lessons
move freely
with
should be
Teacher and learners sing follow,follow
Infant
ECD
...................................
x 20 minutes apparatus.
while going out to the playground.
Pictures
to ...................................
-move from
Step 1
LOCOMOTION point A to B
Warm up activities free running teacher
Fine motor Grade 2
Syllabus
...................................
05/10/2018 under given skills Chart with
instruction
and learners. Step 2
Teacher demonstrates free movement free
(2015-2022) ...................................
Page 21
Elementary
from point A to B.
Turn taking
movement ...................................
movement
Step 3 concept.
L1 Learners run in small groups from point Teacher’s ...................................
A to B as teacher monitors. resource book
Step 4. Page 9
...................................
-Free Group competition under the guidance of
movement the teacher is done. ...................................
Conclusion
Learners sing Que,que as they will be
...................................
under dismissal. ...................................
L2 LOCOMOTION/ Learners can Learners Methods Finger Papers
MOVEMENT
move freely. should be Demonstration Group work dexterity Physical ...................................
able to: Introduction Education
-match
Teacher and learners sing Bata Infant ...................................
musoro,while naming different body ECD
Weight
pictures by
drawing zig
parts. Step 1
Crayons to ...................................
Learners identify and name formations. Creativity
bearing zag lines Grade 2
...................................
Step 2 Syllabus
Teacher demonstrates matching pictures
by drawing lines. Eye hand
(2015-2022)
Page 21
...................................
-Matching
L3 Step 3
Learners match pictures by drawing lines
coordination ...................................
Learner’s
as teacher assess their progress. Work book ...................................
Step 4 Visual page 12
Good work is displayed by the teacher.
discrimination ...................................
Conclusion.
Teacher and learners sing ECD ...................................
yakanaka.
...................................
Group work Demonstration 10 Ropes
LOCOMOTION/
MOVEMENT
Learners are Learners
Introduction
Gross motor Physical
...................................
L4 Elementary
able to skip should be
able to:
while going to the ground.
skills Education
Infant
...................................
movement -skip from Step 1
Teacher explains on skipping and rules of
ECD
to
...................................
point A to B Eye hand Whistle
-Skipping using a rope. the game. Step 2 coordination Grade 2 ...................................
Teacher demonstrates on how to skip as Syllabus
game learners observe Step 3 . (2015-2022) ...................................
In pairs learners skip as teacher monitors. Page 21
Step 4
Fine motor Pictures of kids ...................................
L5 Individually learners skip and later in
skills skipping
Teachers
competitions. Conclusion book page 9
...................................
-Teacher and learners sing skip skip
Demonstration Groupwork
...................................
LOCOMOTION/ Learners Learners Balancing Bin bags Physical
MOVEMENT
already should be Introduction Education ...................................
able to: Teacher and learners sing follow,follow Infant
know
Elementary
different -move from while going to the ground. ECD ...................................
movement point A to B . Step 1. to
games.
with Teacher and learners do warm up
Gross motor
skills Grade 2 ...................................
-Bin bag activities jogging ,stretching Whistle. Syllabus
race.
apparatus.
Step 2. (2015-2022)
...................................
Teacher explains on the rules of bin bag
and later demonstrates.
Page 21 ...................................
-play the
game
Step 3 .
In groups of twos learners play game
...................................
taking turns as teacher monitors. ...................................
Step 4
Learners are engaged in a competition. ...................................
Conclusion
Dismissal is done as teacher guides. ...................................
LOCOMOTION/ Learners Learners Explanation ,Demonstration, Imitation Gross motor Outdoor play Physical
MOVEMENT
already should be able Introduction skills centre Education ...................................
to: Teacher and learners go to the play centre Infant
Elementary know
-move from marching Step 1. Fine motor ECD-Gr2
...................................
movement different point A to B Learners identify and name different
-Outdoor outdoor in a given equipments. Step 2
skills Syllabus
(2015-2022)
...................................
activities.
activities direction. Teacher demonstrates climbing up and
down Step 3 .
Observing Page 21 ...................................
(Climbing, -climb Learners play the game as teacher monitrs
climbers up Conclusion
Climbers) Naming
and down. Learners jog freely as teacher leads them.
AIM: To help learners develop physical education related skills.
LEARNING
RESOURCES
Learners can Learners Methods Gross motor Whistle Physical

6 5 lessons
move freely
with
should be
Teacher and learners march to the
Infant
ECD
...................................
playground. to ...................................
-move from
Step 1
LOCOMOTION/
MOVEMENT
point A to B
Fine motor Hoola hops
Grade 2
Syllabus
...................................
12/10/2018 with skills
apparatus
and learners.
Step 2
(2015-2022) ...................................
freely. Page 21
Teacher explains and demonstrates free
Observing
Play ground ...................................
Elementary movement from point A to B with hoola
L1 movement hopes while learners observe. Teacher’s ...................................
Step 3 resource book
Learners move from point A to B with Page 9
...................................
hoola hoops on their waist while teacher
-Free monitors. Step 4. ...................................
movement with Learners are engaged in group
apparatus competition. Conclusion
...................................
(hula hoops) Tyding up and dismissal is done. ...................................
LOCOMOTION/ Learners Learners Methods Finger Papers
MOVEMENT
have should be Demonstration Songs & Rhymes dexterity Physical ...................................
coloured able to: Introduction Education
L2 some -move from
Teacher and learners recite a rhyme Infant ...................................
Elementary Colours,colours. ECD
movement pictures point to A to
B in response
Step 1
Crayons to ...................................
before. Learners identify and name different Gross motor
Grade 2
-One time
to stimuli.
locomotion or movement. skills Syllabus
...................................
Step 2
locomotion
Teacher demonstrates colouring as
(2015-2022)
Page 21
...................................
(Colouring) -colour
learners observe.
Step 3
...................................
Identifying Learner’s
pictures on
locomotion or
Learners colour pictures on locomotion Work book ...................................
or movement while teacher observes. page 13
L3 movement. Conclusion. ...................................
Teacher and learners sing PE yakanaka
inosimbisa mabhonzo. ...................................
Physical ...................................
LOCOMOTION/
MOVEMENT
Introduction
Gross motor Playground Education
...................................
move from should be
able to:
Teacher and learners do warm up
activities jogging. Step 1
skills Infant
ECD
...................................
Elementary point A to B
movement under given -run from Teacher explains and demonstrates flat
race . Step 2
to
Grade 2
...................................
point A to B Eye hand
L4 -Flat race
instruction
under given As a class learners run from point A to B coordination
Whistle
Syllabus ...................................
instruction. as teacher monitors. (2015-2022)
Step 3 . Page 21 ...................................
In groups of fives learners as teacher
monitors. Step 4
Fine motor
skills Teachers ...................................
Group completion is done as teacher Resource
monitors.. Conclusion book
...................................
L5
-Dismissal is done as learner jump and
sing.
page 9 ...................................
LOCOMOTION/ Learners Learners Demonstration Group work Coordination Whistle Physical ...................................
MOVEMENT
can run should be Introduction Education
freely. able to: Teacher and learners run from point A to Infant ...................................
Elementary -move from B. Step 1. ECD
movement point A to B Teacher explains on moving/travelling to ...................................
from point A to B Step 2. Playground
Grade 2
-Moving on
in response to
stimuli Learners practise moving on hands with Turn-taking Syllabus
...................................
teachers assistance.
hands.
Step 3 .
(2015-2022)
Page 21
...................................
(wheelbarrow
game) Learners play the wheelbarrow game in
groups of twos. Conclusion
...................................
Teacher and learners sing follow,follow.
...................................
LOCOMOTION/ Learners Learners Gross motor Drums Physical
MOVEMENT
can move should be able Introduction skills Education ...................................
to: Teacher and learners recite a rhyme. Infant
from point
Elementary
A to B
-move from Step 1 Turn taking Jingles ECD-Gr2 ...................................
movement point A to B Teacher explains on continuous motion Syllabus
-Continuous in response for rhythm . Step 2 Observing Clappers (2015-2022) ...................................
motion for to stimuli. Teacher demonstrates moving from Page 21
rhythm point A to B in response to stimuli . ...................................
Step 3 Sticks
Learners dance from point A to B in Listening ...................................
response to stimuli.
Conclusion
...................................
Learners dance continuously ..................................
rhythmically.
LEARNING
RESOURCES
Learners can Learners Methods Visual Papers Physical

Group work , Demonstration discrimination Education
7 5 lessons
coordinate
in walking
should be
Infant
ECD
...................................
x 20 minutes and catching
rhyme ,”Dance around together.”
Crayons
to ...................................
-execute
Step 1
COORDINATION movements in
Learners observe and identify different Balls
Grade 2
Syllabus
...................................
19/10/2018 sequence Left to right
with ease.
coordination skills on pictures.
Step 2
orientation (2015-2022) ...................................
Page 22
Teacher explains on coordination skills Ropes ...................................
L1 Elementary
skills of
and demonstrates colouring.
coordination
Step 3 Learners ...................................
-colour the Learners colour the pictures as teacher Hula hoops work book
pictures. asses their progress. Finger dexterity page 16
...................................
. Conclusion
Learners recite a rhyme “head and ...................................
shoulders.
...................................
COORDINATION Learners Learners Methods Eye-hand Stones ...................................
L2 are familiar should be Demonstration Songs & Rhymes coordination Physical
with some able to: Introduction Education ...................................
Coordination Teacher and learners sing “Follow,follow Infant
of the
skills
coordination -execute
while going to the playground ECD-Gr 2 ...................................
Step 1 Syllabus
-Games skills such movements in
sequence
Learners name different games they Finger
(2015-2022) ...................................
as walking know. dexterity Mats
and with ease.
Step 2
Page 22
...................................
(pada)
catching. Teacher explains the rules of the pada
game and later demonstrates how it is Weight
...................................
L3 -play the
played
Step 3
transfer. Teacher’s ...................................
Resource
pada game. Learners practise playing the game as
Book ...................................
teacher monitors.
Conclusion.
Page 11
...................................
“Dance around together”. ...................................
...................................
Imitation Demonstration ...................................
L4 COORDINATION Learners are Learners
should be
Introduction
Teacher and learners practise flicking
Hand
movement
Age
appropriate and
Physical
Education
...................................
familiar
Coordination of
hand eye
with able to: their fingers. Step 1
Teacher initiate a rhyme “my hand can
safe equipment Infant
ECD-Gr2
...................................
different
coordination -execute move.” Step 2 Syllabus ...................................
-Showing basic movement Learners imitate the action rhyme as Scribbling (2015-2022)
skills. ...................................
concepts of such as they take pencil for a walk. Crayons Page 22
coordination scribbling. Step 3 .
Learners colour inside objects as teacher Teachers ...................................
L5 monitors Resource
Conclusion book
...................................
-colour Pictures
inside objects
-Revision and discussion on pencil
handling is done as teacher monitors.
page 11 ...................................
COORDINATION Learners Learners Demonstration Songs and Rhymes Coordination Percussion Physical
...................................
Introduction
Coordination of
know should be
able to: Teacher and learners sing a song “Bata
of limbs instruments Education
Infant
...................................
different
limbs.
coordination -execute musoro.
Step 1.
ECD-Gr 2 ...................................
rhythmical Syllabus
movements Teacher discuss with learners previous
Limb
(2015-2022) ...................................
like clapping lesson. Step 2. Page 22
-make Teacher demonstrates clapping of hands movement Drums Teachers ...................................
rhythmical as learners imitate. Step 3 . Resource
moving using Learners make rhythmical patterns as book ...................................
they clap to stimuli.
hands drum
beat. Conclusion
page 11
...................................
Teacher and learners sing Bata musoro..
LOCOMOTION Learners Learners Explanation ,Demonstration, Imitation Movement Musical drums Physical
...................................
Introduction
Free movement
can move should be able
to: Teacher and learners play game step my
Education
Infant
...................................
from point
A to B
-move from
one point to
shadow. Step 1
Learners discuss with the teacher
ECD-Gr2 ...................................
-Movement for Space Syllabus
space and another in a movements shown on the projector.
awareness Projector (2015-2022) ...................................
straight line. Step 2 Page 21
speed
Teacher demonstrates moving in a ...................................
-move from straight line from point A to B.
one point to Step 3 ...................................
another point Learners play a river bank game using a Gross motor
overcoming stimuli. Conclusion skills Equipment ..................................
obstacles. Teacher leads the learners in cool down within the ECD
activities like reducing intensity and some play centre
static stretches.
LEARNING
RESOURCES
Learners Learners Methods Gross motor Pictures Physical

Imitation Demonstration Education
8 5 lessons
have bodies
that can
should be
Teacher and learners sing a
Infant
ECD
...................................
x 20 minutes perform
song ,”Jump.jump.” to ...................................
movement. -move from
Step 1
GYMNASTICS one point to
Turn taking Grade 2
Syllabus
...................................
26/10/2018 another to a Stones
stimuli.
travelling on one leg.
Step 2
(2015-2022) ...................................
Page 21
Learners imitate the demonstrations by ...................................
L1 Instructed free
movement for
the teacher as individuals.
direction
-move from
point to
Step 3 Finger dexterity ...................................
Learners in groups play the game as
another using teacher monitors. ...................................
one leg. . Conclusion
Learners sing a song “Bata musoro. ...................................
...................................
COORDINATION Learners Learners Methods Eye-hand Pictures
have no should be Demonstration Songs & Rhymes coordination Physical ...................................
L2 physical able to: Introduction Education
Coordination of
challenges.
hand -eye while going to the playground ECD-Gr 2
-move from
one point to
Step 1
Movement Balls Syllabus ...................................
Learners observe the teacher as he (2015-2022)
another.
demonstrates throwing and catching of Page 21 ...................................
the ball.
-throw and Step 2 ...................................
catch the ball. Teacher monitors the learners as they
are involved in throwing and catching of Gross motor
...................................
-play
L3 throwing
the ball in pairs.
Step 3
skills Ground ...................................
games. Learners play netball as teacher monitors ...................................
them.
Conclusion. ...................................
Teacher and learners sing a song “Bata
musoro”. ...................................
Introduction Skipping ropes
...................................
COORDINATION Learners are Learners Gross motor Physical
Coordination
familiar should be
while going to the ground.
skills Education ...................................
able to: Infant
L4 skills
with
different -execute
Step 1 Whistle ECD-Gr2 ...................................
Teacher explains on jumping in and out Syllabus
coordination different Turn taking
-Jumping in
skills. tasks at
and demonstrates as well. (2015-2022) ...................................
and out of the Step 2 Page 22
varied speeds
drawn circles. Learners in groups practise jumping in Hula hoops ...................................
and out. Step 3 .
-coordinate Learners are involved in group
Teachers
Resource
...................................
body competition of boys versus girls while Coordination
L5 movements teacher monitors Conclusion Skittles
book ...................................
through page 11
-Teacher and learners sing and jog while
jumping. dismissing.
...................................
COORDINATION Learners Learners Demonstration Group work Coordination Whistles Physical ...................................
Introduction
Coordination
know should be
able to: Teacher and learners sing a song “PE
Education
Infant
...................................
different
yakanaka insosimbisa mabhonzo”.
skills
coordination - perform
Step 1. Turn taking ECD-Gr 2 ...................................
different Syllabus
Sacks
-Games tasks at Teacher explains on the rules of the sack
race game. Step 2.
(2015-2022) ...................................
(sack race). varied speeds. Page 22
Teacher demonstrates and learners Gross motor ...................................
-play a sack imitate afterwards Step 3 . skills
race game Individually learners play the sack race ...................................
game while teacher monitors,
correctly.
Conclusion ...................................
Teacher and learners jog around.
LOCOMOTION Learners Learners Explanation ,Demonstration, Grp work Eye hand Whistle Physical ...................................
Coordination
can play
to: Teacher and learners sing follow,follow
coordination Education
Infant
...................................
netball and
-perform while going to the ground
skills
football different . Step 1
Balls ECD-Gr2 ...................................
Syllabus
-Ball games tasks at
varied speeds.
Teacher explains on the game of netball
or football . Step 2
Turn taking (2015-2022) ...................................
(netball ,footba Play ground Page 21
ll) Girls play netball while boys play ...................................
football as teacher monitors.
Step 3 Teachers ...................................
Learners play the game in groups and Gross motor Out door centre
compete. Conclusion skills Resource
book
...................................
Teacher and learners jog around the
ground singing singing.
page 11 ..................................
AIM: To help learners develop psychomotor skills, team building confidence and self esteem.
LEARNING
RESOURCES
Learners Learners Methods Fine motor Local Physical

Discussion skills Education
9 know how
to balance.
should be
able to:
Demonstration
Introduction
environment.
Infant
ECD
...................................
BALANCES
Teacher and learners sing a song to ...................................
-recite a Chamukamhina gumbo rakatsva..
rhyme Step 1
Grade 2
Syllabus
...................................
02/11/2018 Play the game chamukamhina
ECD play area
Teacher demonstrates as learners observe.
(Mukuru
Step 2
(2015-2022) ...................................
ndiani) Page 13
Gross motor
Learners work in pairs balancing on one ...................................
L1 -balance very
well.
leg whilst playing the game. skills
Step 3 ...................................
Learners give feedback as teacher assists
-play a game where necessary. ...................................
mukuru Conclusion
ndiani. Teacher and learners sing a song “PE ...................................
yakanaka.
...................................
BALANCES Learners Learners Methods Gross motor ECD play area ...................................
L2 can should be Demonstration
Group Discussion
skills Physical
balance . able to: Introduction
Education ...................................
Bear and Infant
transfer weight -jump
Teacher and learners sing ECD-Gr 2 ...................................
“Chamukamhina gumbo rakatsva. Syllabus
randomly. Step 1 Balls
(2015-2022) ...................................
Teacher demonstrates throwing and Cooperation Page 13
catching as learners observe. ...................................
-throw and Step 2
catch the Few learners demonstrates as teacher ...................................
balls. monitors.
Step 3 ...................................
Group activity is done while teacher
...................................
Teacher and learners sing a song
“Chamukamhina” and dismiss.
AIM: To help learners develop physical education related skills.
LEARNING
RESOURCES
REVISION Learners can Learners Methods Gross motor Whistle Physical

10 5 lessons
move freely
with
should be
Teacher and learners march to the
Infant
ECD
...................................
playground. to ...................................
-move from
Step 1
LOCOMOTION/
MOVEMENT
point A to B
Fine motor Hoola hops
Grade 2
Syllabus
...................................
09/11/2018 with skills
apparatus
and learners.
Step 2
(2015-2022) ...................................
freely. Page 21
Elementary Teacher explains and demonstrates free
Observing
Play ground ...................................
movement movement from point A to B with hoola
L1 hopes while learners observe. Teacher’s ...................................
Step 3 resource book
Learners move from point A to B with Page 9
...................................
-Free hoola hoops on their waist while teacher
movement with monitors. Step 4. ...................................
apparatus Learners are engaged in group
(hula hoops) competition. Conclusion
...................................
Tyding up and dismissal is done. ...................................
LOCOMOTION/ Learners Learners Methods Finger Papers
MOVEMENT
have should be Demonstration Songs & Rhymes dexterity Physical ...................................
coloured able to: Introduction Education
L2 some -move from
Teacher and learners recite a rhyme Infant ...................................
Elementary Colours,colours. ECD
movement pictures point to A to
B in response
Step 1
Crayons to ...................................
before. Learners identify and name different Gross motor
Grade 2
-One time
to stimuli.
locomotion or movement. skills Syllabus
...................................
Step 2
locomotion
Teacher demonstrates colouring as
(2015-2022)
Page 21
...................................
(Colouring) -colour
learners observe.
Step 3
...................................
Identifying Learner’s
pictures on
locomotion or
Learners colour pictures on locomotion Work book ...................................
or movement while teacher observes. page 13
L3 movement. Conclusion. ...................................
Teacher and learners sing PE yakanaka
inosimbisa mabhonzo ...................................
Introduction Playground
...................................
LOCOMOTION/ Learners can Learners Gross motor Physical
Teacher and learners do warm up
MOVEMENT
move from should be
activities jogging.
skills Education ...................................
point A to B able to: Infant
Elementary
movement under given -run from
Step 1
Teacher explains and demonstrates flat
ECD ...................................
point A to B Eye hand Whistle to
instruction race . Step 2 ...................................
under given coordination Grade 2
L4 -Flat race instruction.
As a class learners run from point A to B Syllabus
as teacher monitors. (2015-2022) ...................................
Step 3 . Page 21
In groups of fives learners as teacher Fine motor ...................................
monitors. Step 4 skills
Group completion is done as teacher
Teachers ...................................
Resource
monitors.. Conclusion
-Dismissal is done as learner jump and
book ...................................
page 9
L5 sing.
...................................
LOCOMOTION/ Learners Learners Coordination Whistle Physical
MOVEMENT
can run should be Introduction
Teacher and learners run from point A to
Education ...................................
freely. able to: Infant
Elementary -move from B. Step 1. ECD ...................................
movement point A to B Teacher explains on moving/travelling to
in response to from point A to B Step 2. Playground
Grade 2 ...................................
-Moving on Learners practise moving on hands with Turn-taking Syllabus
stimuli
hands. teachers assistance. (2015-2022) ...................................
Step 3 .
(wheelbarrow
Learners play the wheelbarrow game in
Page 21
...................................
game)
groups of twos. Conclusion
Teacher and learners sing follow,follow.
...................................
LOCOMOTION/
MOVEMENT
Learners Learners
should be able
Introduction
Gross motor Drums Physical ...................................
can move skills Education
Elementary from point
to:
-move from
Step 1
Infant ...................................
A to B Turn taking Jingles ECD-Gr2
movement point A to B Teacher explains on continuous motion Syllabus ...................................
-Continuous in response for rhythm . Step 2 Observing Clappers (2015-2022)
motion for to stimuli. Teacher demonstrates moving from Page 21 ...................................
rhythm point A to B in response to stimuli .
Step 3 Sticks ...................................
Learners dance from point A to B in Listening
response to stimuli. ...................................
Conclusion
Learners dance continuously
..................................
rhythmically.
LEARNING
RESOURCES
REVISION Learners Learners Methods Gross motor Pictures Physical

Imitation Demonstration Education
11 have bodies
that can
should be
Infant
ECD
...................................
5 lessons perform
song ,”Jump.jump.” to ...................................
x 20 minutes movement. -move from
Step 1
one point to
Turn taking Grade 2
Syllabus
...................................
16/11/2018 GYMNASTICS another to a Stones
stimuli.
travelling on one leg.
Step 2
(2015-2022) ...................................
Page 21
Learners imitate the demonstrations by ...................................
L1 the teacher as individuals.
Instructed free
movement for
-move from
point to
Step 3 Finger dexterity ...................................
Learners in groups play the game as
direction another using teacher monitors. ...................................
one leg. . Conclusion
Learners sing a song “Bata musoro. ...................................
...................................
COORDINATION Learners Learners Methods Eye-hand Pictures
have no should be Demonstration Songs & Rhymes coordination Physical ...................................
L2 physical able to: Introduction Education
Coordination of
challenges.
hand -eye while going to the playground ECD-Gr 2
-move from
one point to
Step 1
Movement Balls Syllabus ...................................
Learners observe the teacher as he (2015-2022)
another.
demonstrates throwing and catching of Page 21 ...................................
the ball.
-throw and Step 2 ...................................
catch the ball. Teacher monitors the learners as they
are involved in throwing and catching of Gross motor
...................................
-play
throwing
the ball in pairs.
Step 3
skills Ground ...................................
games. Learners play netball as teacher monitors ...................................
them. Conclusion.
Teacher and learners sing a song “Bata
musoro”.

LEARNING
RESOURCES
Learners can Learners Methods Visual Papers Physical

Group work , Demonstration discrimination Education
12 REVISION coordinate
in walking
should be
Infant
ECD
...................................
5 lessons and catching
rhyme ,”Dance around together.”
Crayons
to ...................................
x 20 minutes -execute
Step 1
movements in
Learners observe and identify different Balls
Grade 2
Syllabus
...................................
23/11/2018 COORDINATION sequence Left to right
with ease.
coordination skills on pictures.
Step 2
orientation (2015-2022) ...................................
Page 22
Teacher explains on coordination skills Ropes ...................................
L1 and demonstrates colouring.
Elementary
skills of
Step 3 Learners ...................................
-colour the Learners colour the pictures as teacher Hula hoops work book
coordination pictures. asses their progress. Finger dexterity page 16
...................................
. Conclusion
Learners recite a rhyme “head and ...................................
shoulders.
...................................
COORDINATION Learners Learners Methods Eye-hand Stones ...................................
L2 are familiar should be Demonstration Songs & Rhymes coordination Physical
with some able to: Introduction Education ...................................
Coordination Teacher and learners sing “Follow,follow Infant
of the
skills
coordination -execute
while going to the playground ECD-Gr 2 ...................................
Step 1 Syllabus
-Games skills such movements in
sequence
Learners name different games they Finger
(2015-2022) ...................................
as walking know. dexterity Mats
and with ease.
Step 2
Page 22
...................................
(pada)
catching. Teacher explains the rules of the pada
game and later demonstrates how it is Weight
...................................
-play the
played
Step 3
transfer. Teacher’s ...................................
Resource
pada game. Learners practise playing the game as
Book ...................................
teacher monitors.
Conclusion.
Page 11
..................................
“Dance around together”.
LEARNING
RESOURCES
REVISION Learners Learners Methods Gross motor Pictures Physical

Groupwork Demonstration Education
13 have able
bodies that
should be
Infant
ECD
...................................
can perform
rhyme ,”Que,Que”
Balancing
to ...................................
BALANCES movement. -move from
Step 1
30/11/2018 one point to
Teacher explains on moving from point
Grade 2
Syllabus
...................................
another using Weight bearing Sticks
Common weight one leg.
A to B using one leg.
Step 2
(2015-2022) ...................................
Bearing Page 9
-balance one
Teacher demonstrates balancing and
Flexibility
...................................
learners imitate in groups.
-One point
balance
point. Step 3 ...................................
Learners balance on one leg and move
-transfer and from point A to B. ...................................
bear weight . Conclusion
Learners bear weight on one point ...................................
balance.
...................................
Learners Learners Methods Eye-hand Skittles
Demonstration Songs & Rhymes ...................................
14 have able should be coordination
BALANCES Physical
bodies that able to: Introduction Education
perform
Basic common while going to the playground ECD-Gr 2
balances
balances -balance on
other parts of
Step 1 Flexibility
Syllabus ...................................
Learners observe the teacher
06/11/2018 the body
demonstrates basic balances. Safe equipment (2015-2022)
Page 9
...................................
other than
Step 2
legs.
Teacher monitors the learners as they
...................................
-make two
balance on two legs and hands.
Step 3
Gross motor
Whistle
...................................
pin point
skills
balance.
Learners balances using apparatus as ...................................
teacher monitors.
Conclusion. ...................................
Cool down activities ,collection of
materials and dismissal is done as teacher ...................................
monitors.
MASS DISPLAYS
BROAD AIMS
 acquire psychomotor skills, team building, confidence and self esteem.

 develop a collective spirit, based on norms and values as well as an appreciation of the diverse cultures of Zimbabwean society.
 promote good health and safety, appreciate senses of beauty and achievement as to provide entertainment at
ceremonies.
GYMNASTICS
1.Coordinations
2. Formations
ARENA CHOREOGRAPHY
3.Movement and Rhythm
4. Choreography.
MUSIC
5.Background and performing music
ART
6.Patterns
7.Shapes
8.Colours
LEARNING
RESOURCES
Learners Learners Methods Finger 50 crayons Mass

Songs and Dance Demonstration dexterity. Displays
1 5 lessons
already
know some
should be
Infant
Syllabus
...................................
x 20 minutes of the
song ,”Tumaoko,tumaoko” .
singing
ECD- Grde 2 ...................................
07/09/2018 patterns. -hold writing 35 pencils
Step 1
ART instruments
Learners identify and name writing tools
Left to right (2015-2022)
Page 19
...................................
correctly. orientation
L1
Step 2
...................................
Patterns
-balance on
Teacher and learners demonstrate writing 30 books ECD B ...................................
patterns in air. PE and
hands with
legs stretched
Step 3 Eye hand
coordination Mass ...................................
Learners write individually whilst Displays
-Free drawing in air. teacher monitors. Time
...................................
Conclusion
Learners and teacher sing
Teacher’s
Resource
...................................
tumaoko.tumaoko.
L2 Book page 22 ...................................
Learners Learners Methods 55 crayons Mass
ART already should be Demonstration Explanation Left to right Displays ...................................
know some able to: Introduction orientation Infant
patterns
Teacher and learners sing “ECD
35 pencils Syllabus ...................................
Patterns yakanaka ”. ECD- Grde 2
-name writing
Step 1 (2015-2022) ...................................
instruments.
Teacher explains about patterns as
learners listen.
Eye hand Page 19
...................................
-Guided drawing -draw coordination 30 books
patterns.
Step 2
Learners name patterns with the
ECD B ...................................
PE and
assistance of the teacher. Mass ...................................
Step 3 Displays
Learners draw in air as teacher assists. Finger Time ...................................
Step 4 dexterity. Teacher’s
Learners draw in their books individually Resource ...................................
as teacher monitors. singing
L3 Conclusion.
Book page 22
...................................
yakanaka ”. ...................................
Explanation Demonstration
Mass
Displays
...................................
ART Learners are Learners Left to right
Introduction
familiar should be
orientation 55 crayons Infant
Syllabus
...................................
with some able to:
Patterns patterns.
song ,”Tumaoko tumaoko.”
Step 1
ECD- Grde 2 ...................................
-draw (2015-2022)
35 pencils
patterns
Learners and learners discuss on the
Eye hand Page 19 ...................................
L4 patterns.. Step 2
-Creative
individually. Teacher and learners draw patterns in coordination ...................................
air..
drawing
Step 3 30 books ...................................
Learners patterns in air as teacher
monitors. Finger ECD B ...................................
dexterity. PE and
Step 4
Learners give feedback and write Mass ...................................
Displays
individual work as teacher monitors.
Conclusion
singing
Time ...................................
Teacher’s
Teacher dismisses the learners as they
Resource ...................................
will be singing Tumaoko tumaoko
Songs and Dance
Book page 19 ...................................
ART Learners Learners
Explanation
Balancing 5 pairs of Mass
already should be Demonstration scissors Displays ...................................
different able to: Introduction Infant
Patterns patterns Teacher and learners sing “ECD Agility/ Syllabus ...................................
- cut different yakanaka”. Step 1. Flexibility ECD- Grde 2
patterns. Learners identify given patterns.
30 newsprints
(2015-2022) ...................................
Page 19
-Cutting and -paste
Step 2.
Learners name and write patterns in air Weight transfer
...................................
cuttings
pasting different with the assistance of the teacher. ...................................
patterns with Step 3 . Body
glue. Learners name objects on the table coordination ECD B ...................................
. Step 4 PE and
Teacher demonstrates cutting and Mass ...................................
pasting while learners observe. Displays
Step 5 Time ...................................
Learners cut and paste given patterns Teacher’s
whilst teacher monitors. Resource ...................................
Conclusion
Teacher and learners sing tumaoko
Book page 19 ...................................
AIM: To help learners develop psychomotor skills,team building,confidence and self esteem.
LEARNING
RESOURCES
5 lessons Learners are Learners Methods Naming Paints Mass

x 20 minutes Songs and Dance Demonstration Displays
2 familiar
with some
should be
Teacher and learners sing ,”ECD
Infant
Syllabus
...................................
ART
colours. -identify
yakanaka.” Step 1
Sorting 100 coloured
ECD- Grde 2 ...................................
14/09/2018 primary blocks
Learners and teacher sing
Colours
colours
colours,colours
(2015-2022)
Page 16
...................................
(red, Matching
L1 blue and Step 2
Learners identify objects on the table with
...................................
-Primary colours. white.)
the assistance of the teacher. 30 learners ECD B ...................................
Step 3 PE and
-name
primary
Learners identify colours after naming Speed creativity
Mass ...................................
them as teacher monitors. Displays
colours.
Step 4 Time
...................................
Learners match colours in the classroom
-sort objects with those at the table.
Teacher’s
Resource
...................................
according to Step 5
L2 colour. Learners sort objects according to colour
Book page 22 ...................................
. Learners Learners Methods Painting Paints Mass ...................................
Demonstration Groupwork
ART are familiar should be
Introduction
Displays
Infant
...................................
with some able to: 35 brushes
colours
yakanaka.......”.
Syllabus ...................................
Colours -paint using Creativity ECD- Grde 2
primary
Step 1 (2015-2022) ...................................
-Primary colours. Learners name and identify primary Page 19
colours.
colours in the environment with the 35 newsprints ...................................
Painting assistance of the teacher. ECD B
Step 2 water PE and ...................................
Teacher demonstrates painting is done Mass
as learners observe. Displays
...................................
Step 3
Learners paint in groups with teacher
Time
Teacher’s
...................................
L3 monitoring them Resource ...................................
Conclusion. Book page 22
Best items are chosen and put on display. ...................................
...................................
Paints Mass
ART Learners Learners Introduction
Painting Displays ...................................
already should be 35 brushes Infant
know able to: yakanaka. Step 1 Syllabus ...................................
Colours -identify Learners identify objects on the table and ECD- Grde 2
L4 different
secondary name colours with the teachers assistance.
Creativity (2015-2022) ...................................
colours. Step 2 Page 19
-Secondary
colours.
colours.
Teacher demonstrates mixing of paints as 35 newsprints ...................................
learners obeserve Step 3
-mix primary
Learners pick primary colours with the water
ECD B
PE and
...................................
Mixing colours to Identifying
come with
help of the teacher
. Step 4
Mass Displays
Time ...................................
secondary
colours.
Learners mix paints in groups with the Teacher’s
...................................
L5 assistance of the teacher. Resource Book
page 23
Conclusion ...................................
Teacher dismisses the learners as they
will be singing “Colours,colours”. ...................................
ART Learners Learners Demonstration Group work Creativity Paints Mass Displays
already should be Explanation Introduction Infant ...................................
-Colours able to: Teacher and learners sing “Tumaoko Syllabus
Making colour
know
- identify tumaoko”. Step 1. Naming
35 brushes ECD- Grde 2 ...................................
colours. Learners identify and name colours with (2015-2022)
wheel different
colours. the help of the teacher. Step 2. Page 19 ...................................
Learners listerns and observe as teacher
demonstrates how to make a colour wheel 35 newsprints ...................................
-name the Identifying
colours. Step 3 . ...................................
Learners practise in groups making of water
-make a 6
colour wheels and the finished articles are ...................................
displayed Conclusion
part colour
wheel
Teacher and learners sing about colours. ...................................
ART Learners Learners
should be able
Discussion,Demonstration,Songs&Dance
Introduction
Identifying Zimbabwean Mass Displays
Infant
...................................
already flag
know
to: Teacher and learners sing ECD Syllabus ...................................
-Colours -identify and yakanaka Step 1 ECD- Grde 2
different
colours.
secondary Learners identify colours in the
Paints
(2015-2022)
Page 17
...................................
-Zimbabwean colours. environment . Step 2
national colours Teacher explains to learners about explaining ...................................
-identify colours. Step 3 100 coloured
Zimbabwean Learners name colours on the flag and blocks ..................................
national relate to them as teacher helps.
colours and Conclusion
relate to them Teacher and learners sing. “dance
around together”...........
AIM: To help learners lay foundations for creativity in learners through talent and skill transfer.
LEARNING
RESOURCES
5 lessons Learners Learners Methods Matching Balls Mass

x 20 minutes Explanation,Discussion, Displays
3 already
know
should be
able to:
Group work , Demonstration
Introduction
Infant
Syllabus
...................................
ART
shapes. Teacher and learners sing ,The shapes
Identifying
ECD- Grde 2 ...................................
21/09/2018 -identify Books
that l know.” Step 1
shapes by Learners identify shapes on given objects
(2015-2022)
Page 17
...................................
Shapes colour. and name them.
L1 Step 2
...................................
-Matching -match
shapes by colour. shapes by
matching by colours whilst learners
ECD B ...................................
PE and
colour. observe. Step 3
Mass ...................................
Learners match shapes by colour in
Displays
groups whilst teacher monitors and
Time
...................................
learners give feedback afterwards.
Conclusion
Teacher’s
Resource
...................................
Teacher and learners
L2 sing ,”Colours,colours”
Book page 23 ...................................
ART Learners Learners Methods
Demonstration,Group work
Listening Books Mass
Displays
...................................
already should be
Explanation
know shapes able to: Introduction
Infant ...................................
Shapes Identifying Syllabus
--identify
Teacher and learners sing “I am a
rectangle”. Step 1 Balls ECD- Grde 2 ...................................
-Matching (2015-2022)
shapes by size
shapes. Learners identify objects in the Page 17 ...................................
environment.
-match Step 2 ECD B ...................................
shapes Learners name shapes and match Matching
PE and
according to according to size with the teacher’s Mass
...................................
size. assistance. Step 3
Learners match in groups and give a
BondPapers Displays
Time
...................................
report back as teacher monitors.
Conclusion. Speed creativity
Teacher’s ...................................
Resource
L3 Teacher and learners sing “I am a Book page 24 ...................................
triangle.......”.
...................................
Demonstration Songs & Listening Small stones Mass ...................................
Learners Learners Rhymes Introduction Displays
already should be Teacher and learners sing Pebbles Infant ...................................
“Follow,follow ... while going to the Space Syllabus
Games know some able to:
playground Step 1 awareness ECD- Grde 2 ...................................
of the Learners name different games they are
30 learners.
(2015-2022)
L4 -Pada. games. -execute familiar with. Step 2 Page 17 ...................................
Nhodo movement in Body sound
Teacher explains the rules of the pada
Tsoro sequence at games and demonstrates how it is played
coordination
whistle ECD B
...................................
ease. as learners observe.
Step 3
PE and
Mass Displays
...................................
-play the pada Singing
game
Learners practise playing the game as Time
Teacher’s
...................................
teacher monitors.
Conclusion. Resource Book
page 23
...................................
L5 Teacher and learners sing “Dance around Speed creativity
...................................
together......”.
ART Learners Learners Discussion,Demonstration,Songs&Dance Creativity Paper glue Mass Displays
are familiar should be Introduction Infant ...................................
Shapes Teacher and learners sing Syllabus
with able to:
-identify tumaoko,tumaoko.
Scissors ECD- Grde 2 ...................................
different Step 1 (2015-2022)
-Cutting and shapes. shapes.
Teacher demonstrates cutting of shapes as Page 17 ...................................
pasting Identifying Books
-cut and paste
learners observe. Step 2
Learners cut and paste shapes while the ECD B ...................................
shapes. PE and
teacher assists. Step 3 Pictures of Mass Displays ...................................
Learners name the shapes they have shapes Time
come up with. Teacher’s ...................................
Conclusion Resource Book
Teacher and learners sing. “dance page 24 ...................................
around together”...........
ART Learners Learners Introduction Listening Books Mass Displays ...................................
should be able Infant
Shapes
already
to:
“Follow ,follow”. Step 1 Agility/ Syllabus ...................................
know some -name shapes. ECD- Grde 2
of the Teacher and learners sing and jog around Flexibility Wooden (2015-2022) ...................................
-Circular the ground. Step 2
shapes. blocks Page 17
formation -form circular
shapes
Teacher explains and demonstrates ...................................
circular formation. Space
Step 3 awareness
ECD B
PE and ...................................
Learners form circular formations as Mass Displays
teacher assists Step 4 Body Time ...................................
Learners play zai rakaora game as teacher sound Teacher’s
monitors. coordination Resource Book
page 24
AIM: To help learners develop a collective spirit, based on our norms and values as well as a appreciation of diverse cultures of Zimbabwean society.
LEARNING
RESOURCES
5 lessons Learners Learners Methods Finger dexterity 5 drums Mass

4 know
choreography
should be
Teacher and learners sing ,PE
5 clappers Infant
Syllabus
...................................
ARENA
CHOREOGRAPHY yakanaka.”
Creativity
ECD- Grde 2 ...................................
28/09/2018 -perform
Step 1 Radio
choreography
Teacher and learners sing and discuss on
Page 17
...................................
for Mass 10 tins
L1
Choreography
Displays
formations.
Step 2
Space ...................................
functions or awareness
-Routines for
exhibitions.
Learners practise in groups dancing Whistle ECD B ...................................
Mass Displays according to notation PE and
Step 3
Sound
White wash Mass ...................................
Learners perform choreography for Mass Displays
Displays at functions and exhibitions. coordination
Time
...................................
Conclusion
Teacher’s
Resource
...................................
yakanaka.”
L2 Book page 24 ...................................
MUSIC Learners Learners Methods Singing 5 drums Mass
already should be Demonstration Songs & Dance Displays ...................................
know folk able to: Introduction 5 rattles Infant
Background and
songs
Teacher and learners sing “Express”. Creativity Syllabus ...................................
performing music. naming musical instruments. ECD- Grde 2
--sing folk Step 1 Eye hand
5 clappers
(2015-2022) ...................................
-Folk songs songs. Teacher and learners discuss on musical
instruments. Step 2
coordination Page 17
...................................
-identify Whistle
-Identifying
musical musical
Learners identify musical instruments and
name them with the help of the teacher.
ECD B ...................................
Finger dexterity PE and
instruments.
instruments Step 3 Marimba Mass ...................................
Learners play musical instruments in Displays
groups and sing their own songs. Time ...................................
Conclusion. Teacher’s
Teacher and learners sing a popular song Resource ...................................
L3 Book page 24
...................................
...................................
. ...................................
Demonstration Songs & Dance drums Mass
MUSIC Learners are Learners Introduction Singing Displays ...................................
already should be Teacher and learners sing “ECD 5 rattles Infant
familiar able to:
yakanaka ... Syllabus ...................................
Step 1 ECD- Grde 2
L4
Background and
performing music.
with folk Teacher and discuss on folk stories.
Creativity 5 clappers
(2015-2022) ...................................
songs. -relate folk Step 2
-Folk songs
songs. Teacher retell folk stories as learners
Eye hand Page 17 ...................................
coordination Whistle
-sing folk
listen. Step 3
Learners answer questions on folk
ECD B
PE and
...................................
songs stories.
Finger dexterity
Marimba Mass Displays
Time
...................................
Conclusion.
Teacher and learners sing “ECD Teacher’s
Resource Book
...................................
L5 yakanaka ...
page 24 ...................................
ARENA Learners Learners Songs and Dance Demonstration Creativity 10 cones Mass Displays
CHOREOGRAPHY
are familiar should be Introduction 5 clappers Infant
Syllabus
...................................
with some able to: Teacher and learners Body sound
Choreography musical - perform sing ,Follow,follow.” Step 1 coordination 5 drums
ECD- Grde 2
(2015-2022)
...................................
dances Teacher explains to learners about
instruments.
according to percussion instruments forming shapes. Speed
Page 17
...................................
-Combine beat Step 2 white wash
beat notation
notation with to form Teacher demonstrates how to dance. Listening
ECD B
PE and
...................................
percussion according to the beat notation. 10 tins
instruments to
choreography
. Step 3
Mass Displays
Time
...................................
form Finger dexterity
choreography.
Learners dance according to beat notation
as teacher assists. Conclusion
whistle Teacher’s
Resource Book
...................................
Teacher and learners sing ,”If you are page 24 ...................................
happy and know.”
ARENA
CHOREOGRAPHY
Learners Learners Introduction Listening 10 cones Mass Displays ...................................
already should be Teacher and learners sing “PE Infant
know able to: yakanaka”. Step 1 Agility/ 5 clappers
Syllabus ...................................
ECD- Grde 2
Teacher explains and demonstrates Flexibility
Movement and different
forming patterns whilst learners listen.
(2015-2022) ...................................
Rhythm movements -make 5 drums Page 17
Step 2
patterns and
Learners respond to musical instrument,
...................................
-Routines for movements Space white wash ECD B
Mass Displays obtained from run, jump and skip and freeze when
moving around space with the teacher’s
awareness PE and ...................................
gymnastics. Mass Displays
assistance. Step 3 Body
10 tins Time ..................................
Learners practise in groups , while Teacher’s
teacher monitors Conclusion. sound Resource Book
Teacher and learners move rhythmically coordination whistle page 24
according to beat.
AIM: To help learners lay foundations for creativity through talent and skill transfer.
LEARNING
RESOURCES
5 lessons Learners Learners Methods Singing 5 drums Mass

x 20 minutes Explanation Demonstration Displays
5 already
know some
should be
Teacher and learners sing ,ECD
5 clappers Infant
Syllabus
...................................
MUSIC
contemporary
yakanaka.”
Creativity
ECD- Grde 2 ...................................
05/10/2018 songs -sing Radio
Step 1
Background
contemporary
Teacher explains to learners about the
Eye hand (2015-2022)
Page 17
...................................
songs coordination 10 tins
L1
and Performing
music
concept.
Step 2
...................................
-name at least
3 musicians.
Learners name musicians they know
Finger dexterity
Whistle ECD B ...................................
-Contemporary while singing express. PE and
songs Step 3 White wash Mass ...................................
Learners in groups sing song of own Displays
choice as teacher monitors and give Time
...................................
feedback
Conclusion
Teacher’s
Resource
...................................
Teacher and learners move rhythmically
L2 according to the beat.
Book page 26 ...................................
MUSIC Learners Learners Methods
Demonstration Songs & Dance
Singing 5 drums Mass
Displays
...................................
already should be
know able to: Introduction 5 rattles Infant ...................................
Background and Teacher and learners sing “ECD Creativity Syllabus
music
performing music.
--sing loud
yakanaka”..
5 clappers ECD- Grde 2 ...................................
Step 1 Eye hand (2015-2022)
-Loud and soft and soft
music using
Teacher play a radio or phone as learners coordination Page 18 ...................................
music identify soft and loud music by altering
drum or volume. Step 2 Whistle ECD B
...................................
marimba. Learners in groups practise playing drums
and marimba whilst teacher assists. Finger dexterity
Marimba
PE and
Mass
...................................
Step 3
Learners identify soft and loud music.
Displays ...................................
Time
Conclusion. Teacher’s ...................................
Teacher and learners sing “ECD Resource
L3 yakanaka. Book page 26 ...................................
...................................
...................................
Demonstration Songs & Dance drums Mass
MUSIC Learners Learners Introduction Singing Displays ...................................
Teacher and learners sing “Express”. Infant
naming musical instruments.
5 rattles
Syllabus ...................................
with some able to:
Step 1
L4
Background and
performing music.
musical Teacher and learners discuss on musical
Creativity 5 clappers ECD- Grde 2
(2015-2022)
...................................
instruments -identify
musical
instruments. Step 2
Learners identify musical instruments and
Eye hand Page 18 ...................................
instruments coordination
-Identifying name them with the help of the teacher. Whistle ECD B ...................................
musical Step 3 PE and
instruments Learners recite folk songs and play
Finger dexterity
10 cones Mass Displays ...................................
musical instruments in groups whilst Time
teacher supervises. Teacher’s ...................................
L5 Conclusion. Resource Book
page 26 ...................................
Teacher and learners sing a popular song
MUSIC Learners Learners Songs and Dance Demonstration Creativity Mass Displays
already should be Introduction 5 clappers Infant ...................................
Teacher and learners sing ,Todada naye Syllabus
Background
know some able to:
- name Jesu.” Step 1
Body sound
ECD- Grde 2 ...................................
contemporary coordination 5 drums (2015-2022)
and Performing
music songs contemporary Teacher explains to learners about the
concept. Step 2
Page 18 ...................................
musicians. Singing
5 shakers
Learners name musicians on pictures
ECD B ...................................
-Contemporary they know. Step 3 Listening PE and
songs -sing Learners in groups sing songs of Whistle Mass Displays ...................................
contemporary musicians on pictures whilst teacher Time
songs assists. Conclusion
Finger dexterity
30 learners Teacher’s ...................................
Teacher and learners sing one Resource Book
contemporary song. page 26 ...................................
MUSIC Learners .Learners Songs and Dance Demonstration
Introduction
Listening Radio Mass Displays
Infant
...................................
already should be
know able to: Teacher and learners sing “ECD Agility/ Syllabus
ECD- Grde 2
...................................
Background and yakanaka”.. Step 1 Flexibility
music
performing music.
--sing loud
Teacher play a radio or phone as learners
5 drums
(2015-2022)
Page 18
...................................
identify soft and loud music by altering
-Loud and soft and soft volume. Step 2 Space
...................................
music using ECD B
music Learners in groups practise playing drums
drum or and marimba whilst teacher assists.
awareness PE and
Mass Displays
...................................
marimba Marimba
Step 3
Learners identify soft and loud music.
Hand eye Time
Teacher’s
..................................
coordination
Teacher and learners sing “ECD page 26
yakanaka
LEARNING
RESOURCES

x 20 minutes Story telling Songs and Dance Displays
6 already
know folk
should be
Teacher and learners sing ,Todada naye
5 Shakers Infant
Syllabus
...................................
MUSIC
songs
Jesu.”
Creativity
ECD- Grde 2 ...................................
12/10/2018 -retell a folk
Step 1 Whistle
Background
story.
Teacher explains on unhu
Eye hand (2015-2022)
Page 17
...................................
coordination
L1
and Performing
music -sing folk
Step 2
Learners listen to the teacher as a story Marimba
...................................
songs about unhu is being told.
Finger dexterity ECD B ...................................
-Folk music that Step 3 5 clappers PE and
add an Learners tell stories in groups whilst the Mass ...................................
appreciation to teacher supervises. Displays
unhu/ubuntu/ Conclusion Time
...................................
vumunhu Teacher and learners sing ,Todada naye
Jesu.”
Teacher’s
Resource
...................................
L2 Book page 26 ...................................
MUSIC Learners Learners Methods Singing 5 drums Mass ...................................
are familiar should be Demonstration Songs & Dance Displays
with some able to: Introduction 5 rattles Infant ...................................
Background and Teacher and learners sing “ECD Speed Syllabus
performing music.
of the war
yakanaka”.. ECD- Grde 2 ...................................
songs. --name Step 1 5 clappers
(2015-2022)
-Zimbabwean liberation war Teacher and learners discuss war songs
Creativity
Page 18
...................................
songs.
liberation songs naming them.
Step 2
Hand –eye
Whistle ...................................
coordination ECD B
-sing
Zimbabwean
Learners teacher sing a war song whilst PE and ...................................
learners are listening. 30 learners Mass
liberation war
songs.
Step 3
Finger dexterity Displays ...................................
Learners sing war songs in groups whilst Time
teacher supervises. Teacher’s ...................................
Conclusion.
L3 Teacher and learners sing a war song.
Resource
Book page 26 ...................................
...................................
...................................
Mass
ARENA Learners Learners Discussion Songs & Dance Singing 5drums Displays ...................................
CHOREOGRAPHY Introduction Infant
already should be
Teacher and learners sing “If you are Space 30 learners Syllabus ...................................
know about able to:
happy”. Step 1
L4 Movement and rhythm Teacher explains to learners about rhythm
awareness ECD- Grde 2
(2015-2022)
...................................
Rhythm patterns -play music 5 clappers
for arena
. Step 2
Teacher demonstrates marching
Flexibility/ Page 18 ...................................
choreography Agility
-Marching
according to the beat of the drum and
Whistle
ECD B ...................................
form pattern. Step 3 PE and
Eye hand
-march
according to
Learners form patterns and march
coordination
Mass Displays ...................................
according to the beat as teacher monitors. Time
the beat. Conclusion.
Listening
Teacher’s ...................................
L5 Teacher form linear formation. Resource Book
page 26 ...................................
MUSIC Learners Learners Story telling Songs and Dance Mass Displays
already should be Introduction 5 clappers Infant ...................................
Teacher and learners sing ,ECD Syllabus
know folk able to: Body sound ECD- Grde 2 ...................................
Background yakanaka.” Step 1 coordination
songs Pictures (2015-2022)
and Performing Teacher and learners discuss on unhu.
music -retell a folk
Step 2 Singing
Page 18 ...................................
story. Whistle
-Folk music that
Learners listen to the teacher as a story
about unhu is being told.
ECD B ...................................
-sing folk Listening PE and
add an Step 3 30 learners Mass Displays ...................................
appreciation to songs Learners tell stories in groups whilst the
Finger dexterity Time
unhu/ubuntu/ teacher supervises. Teacher’s ...................................
vumunhu Conclusion Resource Book
Teacher and learners sing ,ECD page 26 ...................................
yakanaka.”
MUSIC Learners . Learners Demonstration Songs & Dance Listening 5 clappers Mass Displays ...................................
Introduction Infant
Teacher and learners sing “Are you Agility/ Syllabus ...................................
with some able to: 5 shakers ECD- Grde 2
Background and
performing music.
of the war
happy”..
Step 1
Flexibility (2015-2022) ...................................
songs. --name 5 drums Page 18
liberation war
Teacher and learners discuss war songs ...................................
-Zimbabwean naming them. Step 2 Speaking
songs. ECD B
liberation songs Learners teacher sing a war song whilst PE and ...................................
learners are listening. Whistle. Mass Displays
-sing Hand eye
Step 3 Time
Zimbabwean coordination
liberation war Learners sing war songs in groups whilst Teacher’s
songs. teacher supervises and report back. Resource Book
Conclusion. page 26
Teacher and learners sing a war song.
AIM: To enable learners develop psychomotor skills, team building. confidence and self esteem.
LEARNING
RESOURCES
5 lessons Learners Learners Methods Whitewash Mass

x 20 minutes Demonstration Songs and Dance Displays
7 aware of the should be Balancing
sounds. able to: Introduction 15 cones Infant ...................................
Teacher and learners Syllabus
GYMNASTICS
sing ,Follow,follow.”
Flexibility/
Agility ECD- Grde 2 ...................................
19/10/2018 -move from 15 tins
Step 1
point A
Teacher and learners discuss on the
(2015-2022)
Page 17
...................................
Locomotion to point B at Body 2 balls
L1 given speed.
concept. Step 2
Teacher demonstrates whilst learners are
coordination ...................................
-Free movement
for space, speed listening.
Space
Whistle. ECD B ...................................
and direction Step 3 PE and
awareness
with apparatus. Learners play a game whilst teacher Mass ...................................
supervises. Displays
Conclusion Time
...................................
yakanaka.”
Teacher’s
Resource
...................................
L2 Book page 26 ...................................
GYMNASTICS Learners Learners Methods Throwing and Whitewash Mass
are familiar should be Demonstration Songs & Dance Catching Displays ...................................
with some able to: Introduction 15 cones Infant
Coordination
of the
Teacher and learners sing “If you are Syllabus ...................................
happy”.. ECD- Grde 2
-Hand and eye
games --play the Step 1
Hand –eye
coordination
15 tins
(2015-2022) ...................................
game Teacher and learners discuss on how to
coordination.
throwing and catch and throw the ball. 2 balls
Page 18
...................................
catching the
-Throwing and ball.
Step 2
Teacher demonstrates how to throw and
Finger dexterity
Whistle.
ECD B ...................................
catching PE and
catch the ball. Mass ...................................
Step 3 Displays
Learners play in groups as teacher Time ...................................
monitors. Teacher’s
Conclusion. Resource ...................................
Learners catch and throw the ball at Book page 26
L3 random under the supervision of the
teacher.
...................................
...................................
Mass ...................................
GYMNASTICS Learners Learners Discussion Demonstration Balancing Displays
know some should be Introduction Whitewash Infant ...................................
Teacher and learners sing “Are you are Syllabus
Coordination
of the games able to:
happy.....”. Step 1
Flexibility/
Agility ECD- Grde 2 ...................................
15 cones
Teacher and learners run and jog.
L4 Hand and eye
coordination.
-list the rules Step 2
(2015-2022)
Page 18
...................................
of the game. Eye hand 15 tins
Teacher demonstrates how to play pada
as learners observe.
coordination ...................................
-Pada ECD B
-play
the game
. Step 3
Listening
PE and ...................................
Learners play pada in groups whilst Whistle. Mass Displays
aiming. teacher assists. Time ...................................
Conclusion. Teacher’s
Best performers play as other observe. Resource Book ...................................
L5 page 26
GYMNASTICS
Learners Learners Story telling Songs and Dance 5 skipping Mass Displays ...................................
know some should be Introduction Listening ropes Infant
of the games able to: Teacher and learners sing Syllabus
ECD- Grde 2
...................................
,Follow,follow.” Agility/
Coordination
-listen to the
Step 1 Flexibility 30 learners
(2015-2022)
Page 16
...................................
In relation to Learners run and jog.
balance and rules of the
Step 2 Weight transfer
...................................
weight transfer. game. ECD B
Teacher discuss with learners about the
game and later demonstrates how it is Whistle. PE and ...................................
-play the Body Mass Displays
-Tsuro mudarika
mutanda game.
played. Step 3
Learners play the game as teacher
coordination Time
Teacher’s
...................................
monitors. Conclusion Resource Book
page 19
...................................
Teacher and learners sing ,Todada
naye Jesu” ...................................
GYMNASTICS Learners . Learners Demonstration Songs & Dance Listening Whitewash Mass Displays
are know should be Introduction Infant ...................................
Teacher and learners sing “PE Syllabus
Coordination
different able to:
yakanaka”.. Step 1
Agility/
Flexibility
10 cones ECD- Grde 2 ...................................
body parts. (2015-2022)
Teacher and learners sing head and
--name body shoulders. Step 2 10 tins Page 16 ...................................
parts. Weight transfer
-Balancing on Teacher discuss with learners and later
demonstrates how to balance on one leg.
ECD B ...................................
one leg. Hand eye PE and
-balance
on one leg.
Step 3 coordination
Whistle. Mass Displays ...................................
Learners practise balancing on one leg Time
whilst teacher monitors. Teacher’s
Teacher and learners balance on one leg. page 19
LEARNING
RESOURCES
5 lessons Learners Learners Methods Mass

8 already should be Balancing
know some able to: Introduction Whitewash Infant ...................................
Teacher and learners sing ,Wind the Syllabus
GYMNASTICS
of the
bobbin.”
Flexibility/
Agility ECD- Grde 2 ...................................
26/10/2018 formations -form linear 15 cones
Step 1
and triangular
Teacher and learners sing follow
(2015-2022)
Page 16
...................................
shape. Body 10 tins
L1 Coordination follow... forming a linear formation.
Step 2
coordination ...................................
Coordination
in relation to Teacher draws a triangle on the ground
Space ECD B ...................................
formations and and learners form a triangular formation.
awareness
Whistle. PE and
stimuli Step 3 Mass ...................................
Learners stretch their hands with the Displays
-Triangular assistance of the teacher. Time
...................................
Conclusion
Teacher’s
Resource
...................................
yakanaka.”
L2 Book page 19 ...................................
GYMNASTICS Learners Learners Methods Whitewash Mass
already should be Demonstration Songs & Dance Balancing Displays ...................................
know some able to: Introduction 15 cones Infant
Coordination
of the
Teacher and learners sing Syllabus ...................................
Coordination “Follow,follow”.. ECD- Grde 2
in relation to formations --form Step 1
Listening 10 tins
(2015-2022) ...................................
formations square Teacher and learners run and jog.
formations Step 2 Whistle.
Page 16
...................................
with the Flexibility/
-Square apparatus.
Learners make a straight a straight line
holding apparatus. Agility ECD B ...................................
PE and
Step 3 Mass ...................................
Teacher demonstrates putting apparatus Displays
forming a square. Finger dexterity Time ...................................
Step 4 Teacher’s
Learners form square formations with the Resource ...................................
help of the teacher. Book page 19
L3 Conclusion
Learners and teacher sing PE yakanaka
...................................
...................................
.
Discussion,Demonstration,Songs&Dance Mass ...................................
ARENA Learners Learners Introduction Balancing Displays
CHOREOGRAPHY
have should be
Teacher and learners sing ECD Whitewash Infant ...................................
yakanaka Step 1 Syllabus
Movement and performed able to: Learners walk forming circular formation
Flexibility/
Agility ECD- Grde 2 ...................................
rhythm rhythmic tapping their feet. Step 2 5 drums
(2015-2022)
L4 movements -form Teacher demonstrates clapping whilst Page 18
...................................
-Combining at before circular Eye hand 5 clappers
learners clap according to the beat.
least two learnt formations. Step 3
coordination
ECD B
...................................
activities to form
choreography. -clap and tap
Learners clap according to the beat
whilst teacher’s supervises. Space
Whistle.
PE and
Mass Displays
...................................
awareness
according to
the beat.
Conclusion Time
Teacher’s
...................................
Teacher and learners sing. “dance
around together”........... Resource Book ...................................
L5 page 26
ARENA
CHOREOGRAPHY
Learners Learners Songs and Dance Discussion
Introduction
Whistle Mass Displays
Infant
...................................
have should be Listening
performed able to: Teacher and learners sing ,”Are are you 10 cones
Syllabus
ECD- Grde 2
...................................
happy.” Step 1 Agility/
rhythmic -dance to
Movement and
movements different Learners and learners run at a given Flexibility 10 tins
(2015-2022)
Page 16
...................................
Rhythm space. Step 2
before forms of
creative Learners move covering space responding Weight transfer ECD B
...................................
-Movement to to the rhythm whilst the teacher instructs.
cover space
dances using
Step 3 30 learners PE and
Mass Displays
...................................
various body Body
rhythm and Learners stamp feet and clap hands
direction
parts.
according to the speed of the drum beat
coordination Time
Teacher’s
...................................
-dance
moving to different directions as teacher
monitors. Conclusion Space
Resource Book
page 23
...................................
according to awareness
the rhythm
Teacher and learners sing, PE yakanaka.” ...................................
ARENA
CHOREOGRAPHY
Learners Learners Songs and Dance Demonstration
Introduction
Listening Whistle Mass Displays
Infant
...................................
already should be
some able to: Teacher and learners Agility/ 5 drums
Syllabus
ECD- Grde 2
...................................
- perform sing ,Follow,follow.” Step 1 Flexibility
musical
Choreography
instruments dances Teacher explains to learners about
5 clappers
(2015-2022)
Page 16
...................................
according to percussion instruments forming shapes. Weight transfer
-Combine beat beat notation Step 2
ECD B
...................................
notation with to form Teacher demonstrates how to dance. 10 tins
percussion choreography according to the beat notation.
Body sound
coordination
PE and
Mass Displays
...................................
instruments to . Step 3 Time
form Learners dance according to beat notation Space Teacher’s
choreography. as teacher assists. Conclusion awareness Resource Book
page 23
Teacher and learners sing ,”If you are
happy .....”
LEARNING
RESOURCES

x 20 minutes Explanation Demonstration Displays
9 already
know some
should be
Radio Infant
Syllabus
...................................
MUSIC
contemporary
yakanaka.”
Creativity
ECD- Grde 2 ...................................
02/11/2018 songs -sing Marimba
Step 1
Background
contemporary
Eye hand (2015-2022)
Page 18
...................................
songs coordination
L1
and Performing
music
concept.
Step 2 30 learners
...................................
-name at least
3 musicians.
Learners name musicians they know
Finger dexterity ECD B ...................................
-Contemporary while singing express. PE and
songs Step 3 Mass ...................................
Learners in groups sing song of own Displays
choice as teacher monitors and give Time
...................................
feedback
Conclusion
Teacher’s
Resource
...................................
Teacher and learners move rhythmically
L2 according to the beat.
Book page 26 ...................................
MUSIC Learners Learners Methods
Singing Radio Mass
Displays
...................................
already should be
know able to: Introduction 30 learners Infant ...................................
Background and Teacher and learners sing “Are you Creativity Syllabus
music
performing music.
--sing loud
happy”..
5 drums ECD- Grde 2 ...................................
Step 1 Eye hand (2015-2022)
-Loud and soft and soft
music using
Teacher explains about loud and soft coordination Page 18 ...................................
music music. Step 2
drum or Teacher play a radio or phone as learners Marimba ECD B
...................................
marimba. identify soft and loud music by altering
volume. Finger dexterity PE and
Mass
...................................
Step 3
Learners practise in groups playing drums
Displays ...................................
Time
and marimba whilst teacher assists. Teacher’s ...................................
L3 Conclusion.
Resource
Book page 26
...................................
yakanaka. ...................................
...................................
5 drums Mass
MUSIC Learners Learners Demonstration Songs & Dance Singing Displays ...................................
Introduction Infant
already should be
5 rattles
Syllabus ...................................
know folk able to:
yakanaka ...
L4 Background and
performing music.
stories. Step 1
Creativity 5 clappers ECD- Grde 2
(2015-2022)
...................................
-relate folk
stories
Teacher and discuss on folk stories.
Step 2
Eye hand Page 18 ...................................
coordination
-Folk songs
-sing folk
Teacher retell folk stories as learners Whistle ECD B ...................................
listen. Step 3 PE and
songs. Learners answer questions on folk Speaking Mass Displays ...................................
stories. Time
Conclusion. Teacher’s ...................................
L5 Teacher and learners sing “ECD Listening Resource Book
yakanaka ...
page 26 ...................................
GYMNASTICS Learners Learners Groupwork Demonstration Body Mass Displays
...................................
have played should be
able to:
Introduction
coordination Long ropes Infant
Syllabus ...................................
some of the
Coordination
games
sing ,Follow,follow.” Agility /
ECD- Grde 2
(2015-2022) ...................................
- play Step 1 flexibility
before. Whistle Page 18
-River-bank the game river Teacher explains and demonstrates the ...................................
game bank game. Step 2 Speed
Learners play the game in groups 30 learners ECD B
PE and
...................................
Step 3
Best players play the game as teacher
Space
awareness
Mass Displays
Time
...................................
monitors Conclusion White wash
Teacher’s
Resource Book ...................................
yakanaka page 26
...................................
Learners .Learners Demonstration Songs & Dance Listening 2 balls Mass Displays
GYMNASTICS already should be Introduction Infant ...................................
Teacher and learners sing “If you are Agility/ Syllabus
know able to:
games.
happy”.. Step 1 Flexibility Whistle
ECD- Grde 2 ...................................
Teacher and learners discuss on how to (2015-2022)
Coordination
--throw and catch and throw the ball. Throwing and
Page 16 ...................................
catch the Step 2
ball. Teacher demonstrates how to throw and
catching
Playground ECD B ...................................
-Throwing and PE and
catching catch the ball. Step 3
Learners play in groups as teacher
Hand eye
coordination
Mass Displays
Time ..................................
monitors. Conclusion. Teacher’s
Resource Book
Teacher and learners sing ,
page 26
PE yakanaka.
LEARNING
RESOURCES
5 lessons Learners Learners Methods Mass

10 already should be Balancing
know some able to: Introduction Whitewash Infant ...................................
Teacher and learners sing ,Wind the Syllabus
GYMNASTICS
of the
bobbin.”
Flexibility/
Agility ECD- Grde 2 ...................................
09/11/2018 formations -form linear 10 cones
Step 1
and triangular
Teacher and learners sing follow
(2015-2022)
Page 16
...................................
shape. Body 10 tins
L1 Formations follow... forming a linear formation.
Step 2
coordination ...................................
Basic
Teacher draws a triangle on the ground
Space ECD B ...................................
formations
and learners form a triangular formation.
awareness
Whistle. PE and
Step 3 Mass ...................................
Learners stretch their hands with the Displays
assistance of the teacher. Time
...................................
-Triangular
Conclusion
Teacher’s
Resource
...................................
yakanaka.”
L2 Book page 19 ...................................
Learners Learners Methods Space Whitewash Mass
GYMNASTICS already should be Demonstration Songs & Dance awareness Displays ...................................
know some able to: Introduction 15 cones Infant
of the
Teacher and learners sing Speed Syllabus ...................................
Formations “Follow,follow”.. ECD- Grde 2
formations --form Step 1 10 tins
(2015-2022) ...................................
circular Teacher and learners run and jog.
Basic formations Step 2
Flexibility/ Whistle.
Page 16
...................................
formations using the Agility
apparatus.
Learners make a straight a straight line
holding apparatus. 10 containers
ECD B ...................................
PE and
-Circular with
Step 3
Finger dexterity Mass ...................................
Teacher demonstrates putting apparatus Displays
apparatus
forming a circle..
Step 4
Time
Teacher’s
...................................
Learners form circle formations with the
help of the teacher.
Resource
Book page 19
...................................
L3 Conclusion ...................................
Learners and teacher sing PE yakanaka.
...................................
Mass ...................................
. GYMNASTICS Learners Learners Discussion,Demonstration,Songs&Dance
Introduction
Balancing Displays
Infant
...................................
already should be Whitewash
know able to: Teacher and learners sing PE Flexibility/ Syllabus ...................................
Formations yakanaka Step 1 Agility 10 cones ECD- Grde 2
L4 formations
-form square
Teacher and learners jog around (2015-2022) ...................................
. Step 2 Eye hand Page 16
Basic
formations
formations.
with
Learners make a straight line holding coordination
10 tins ...................................
apparatus and teacher demonstrates ECD B
apparatus
putting apparatus forming a square.
Space
PE and ...................................
-Square Whistle. Mass Displays
Step 3
Learners form a square formation with
awareness Time ...................................
Teacher’s
L5
the teacher’s help.
Conclusion
Resource Book ...................................
page 19
Teacher and learners sing. “PE ...................................
yakanaka”...........
ARENA
CHOREOGRAPHY
Learners Learners Demonstration Songs & Dance 5 drums Mass Displays ...................................
can perform should be Introduction Infant
rhythmic able to: Teacher and learners sing “If you are Agility/ 5 clappers
Syllabus ...................................
happy .......”. Step 1 ECD- Grde 2
Flexibility
Movement and patterns -respond to
the rhythm by Learners walk according to the speed of (2015-2022) ...................................
Rhythm the drum beat. Step 2 5 shakers Page 16
nodding head
Teacher demonstrates nodding head and ...................................
and clapping Body Whistle ECD B
-Moving and clicking fingers. Step 3
stopping using
hands.
Learners respond to the rhythm by
coordination PE and ...................................
Mass Displays
body parts. nodding head and clicking fingers
according to the beat of the drum. Space
10 cones Time ...................................
Teacher’s
awareness
Conclusion. Resource Book ...................................
Teacher and learners sing “If you are page 23
happy and know .......”. ...................................
ARENA
CHOREOGRAPHY
Learners Learners
should be Introduction
Listening Whistle Mass Displays
Infant ...................................
have danced
Movement and according to able to: Teacher and learners sing ,Wind the
bobbin.” Step 1
Agility/ 5 drums
Syllabus
ECD- Grde 2 ...................................
- respond to Flexibility
Rhythm the rhythm the given
instructions
Teacher and learners walk according to
the beat. Step 2
(2015-2022)
Page 17 ...................................
before Weight transfer 5 clappers
-Dancing by the
teacher.
Teacher demonstrates clapping according
to the beat. Step 3 ECD B
...................................
following given Body sound 10 tins
In groups learners clap and tap according PE and
instructions. coordination Mass Displays
-clap and tap to the beat of the drum and play as class.
Conclusion
10 cones Time
to the music Space Teacher’s
played. Teacher and learners sing ,”If you are awareness Resource Book
happy .....” page 24
LEARNING
RESOURCES
5 lessons Learners Learners Methods Listening 5 drums Mass

11 have
performed
should be
Infant
Syllabus
...................................
REVISION rhythmic
yakanaka.”
Space
awareness ECD- Grde 2 ...................................
16/11/2018 movements -dance to Whistle
Step 1
ARENA
CHOREOGRAPHY
different
Learners and learners run at a given
(2015-2022)
Page 16
...................................
forms of
L1 creative
space. Step 2
Learners move covering space responding
...................................
Movement and dances using Speed creativity
Rhythm various body
to the rhythm whilst the teacher instructs. 30 learners ECD B ...................................
Step 3 PE and
parts.
-Movement to Learners stamp feet and clap hands Mass ...................................
cover space according to the speed of the drum beat Displays
rhythm and moving to different directions as teacher Time
...................................
-dance monitors.
direction
according to Conclusion
Teacher’s
Resource
...................................
the rhythm. Teacher and learners sing ,”ECD
L2 yakanaka.”
Book page 23 ...................................
ARENA
CHOREOGRAPHY
Listening 5 drums Mass ...................................
already should be Displays
know how able to: Introduction White wash Infant ...................................
Teacher and learners sing “If you are Space Syllabus
to perform
Movement and
rhythmic -respond to
happy and know.......”. awareness Whistle ECD- Grde 2 ...................................
Rhythm Step 1 (2015-2022)
movements. the rhythm
by nodding
Learners walk according to the speed of Body sound Page 17 ...................................
-Moving and the drum beat. Step 2 20 cones
stopping leading head and
Teacher demonstrates nodding head and
coordination
ECD B
...................................
clicking
the movement clicking fingers. Step 3 20 tins PE and
fingers.
with different
parts of the body
Learners respond to the rhythm by
nodding head and clickling fingers Finger dexterity
Mass
Displays
...................................
showing
different
according to the beat of the drum.
Conclusion.
Time
Teacher’s
...................................
gestures. Teacher and learners sing “If you are Speed creativity Resource ...................................
L3 happy and know.......”. Book page 23
...................................
...................................
Songs and Dance
Introduction
Demonstration 5 drums Mass
Displays
...................................
ARENA Learners are Learners
CHOREOGRAPHY
able to should be Teacher and learners sing ,”Wind the Finger dexterity Infant ...................................
able to: bobbin. Step 1 Syllabus
dance 10 cones
-respond to Learners and learners walk according to ECD- Grde 2 ...................................
L4 Movement and according to
given the rhythm. Step 2 (2015-2022)
Rhythm the rhythm.
instructions Teacher demonstrates clapping according
Agility/
Flexibility Page 17 ...................................
-Dancing to the beat. Step 3 white wash
following given
by the
teacher. Learners clap and tap according to the ECD B ...................................
instructions. drum as teacher monitors. Speed
. Step 4 whistle
PE and
Mass Displays ...................................
-clap and tap Body Time
to the music
Learners play as a class.
Conclusion coordination Teacher’s ...................................
played.
L5 Teacher dismisses the learners as they Resource Book
page 23 ...................................
will be singing “Wind the bobbin”.
ARENA Learners Learners Songs and Dance Explanation Creativity 15 cones Mass Displays ...................................
CHOREOGRAPHY
already should be Introduction Infant
know able to: Teacher and learners sing Agility/ 5 drums
Syllabus ...................................
“Follow,follow”. Step 1. ECD- Grde 2
- make Flexibility
Movement and formations
patterns and Teacher explains and demonstrates what (2015-2022) ...................................
Rhythm they want to do. Step 2. white wash Page 17
-Routines for
movements
obtained Learners respond to musical instrument. ...................................
Mass Displays Space 20 tins ECD B
running ,jumping and skipping as well
from dance
freezing while moving around in space
awareness PE and ...................................
gymnastics Mass Displays
with the teacher’s assistance.
Step 3 . Body Time ...................................
coordination
whistle Teacher’s
Learners practise in groups. Resource Book ...................................
Conclusion page 24
Teacher and learners move rhythmically. ...................................
ARENA Learners Learners Discussion,Demonstration,Songs&Dance Creativity 10 cones Mass Displays
CHOREOGRAPHY
have should be able Introduction Infant ...................................
to: Teacher and learners sing ECD Listening Syllabus
Movement and performed 5 clappers ...................................
-form yakanaka Step 1 ECD- Grde 2
Rhythm rhythmic (2015-2022)
-Combining at
least 3 learnt
movements circular
formations.
Learners walk forming circular formation
tapping their feet. Step 2
Agility/
Flexibility
5 drums Page 17
...................................
before.
activities
selected from
Teacher demonstrates clapping whilst
learners clap according to the beat.
white wash ECD B
PE and
...................................
dance and -clap and tap Step 3 Space 10 tins
Mass Displays
Time
...................................
rhythm to form according to Learners clap according to the beat awareness
choreography. the beat whilst teacher’s supervises.
Teacher’s
Resource Book
..................................
Conclusion Body page 24
Teacher and learners sing. “dance whistle
sound
around together”........... coordination
LEARNING
RESOURCES
5 Learners Learners Methods Finger dexterity 5 drums Mass

Songs and Dance Demonstration Displays
12 REVISION
already
some
should be
5 clappers Infant
Syllabus
...................................
dances.
sing ,Follow,follow.”
Creativity
ECD- Grde 2 ...................................
23/11/2018 -perform Radio
Step 1
ARENA
CHOREOGRAPHY
dances
Page 17
...................................
according to 10 tins
L1 beat notation
concept of forming shapes.
Step 2
Space ...................................
Choreography
to form awareness
choreography
Teacher demonstrates beat according to Whistle ECD B ...................................
-Combine beat the beat notation. PE and
.
notation with Step 3
Sound Mass ...................................
percussion Learners dance according to beat notation Displays
instruments to as teacher assists. coordination
30 learners Time
...................................
form Conclusion
choreography. Teacher and learners sing ,”If you are
Teacher’s
Resource
...................................
happy and know.”
L2 Book page 23 ...................................
ARENA Learners Learners Methods Listening 5 drums Mass
CHOREOGRAPHY
Introduction
know able to:
Teacher and learners sing “PE
Whistle Infant
Syllabus
...................................
Choreography different Space
patterns. --form
yakanaka”.
Step 1
awareness 10 cones ECD- Grde 2
(2015-2022)
...................................
patterns and
-Movement
patterns and movements
Teacher and learners discuss on patterns. Body sound 20 tins
Page 17 ...................................
Step 2 coordination
obtained from
verbal cues from
dance to form
Learners recite as song making patterns ECD B ...................................
dance choreography
.
showing the body and clapping hands
after the teacher’s demonstrations.
PE and
Mass
...................................
Finger dexterity 5 clappers
Step 3
Learners make patterns to form
Displays
Time
...................................
choreography. Speed creativity Teacher’s ...................................
Conclusion. Resource
Teacher and learners sing “If you are Book page 24
happy and know.......”.
LEARNING
RESOURCES
Learners Learners Methods Finger dexterity 5 drums Mass

Songs and Dance Demonstration Displays
13 REVISION
know
choreography
should be
5 clappers Infant
Syllabus
...................................
yakanaka.”
Creativity
ECD- Grde 2 ...................................
30/11/2018 ARENA -perform
Step 1 Radio
CHOREOGRAPHY
choreography
Teacher and learners sing and discuss on
Page 17
...................................
for Mass 10 tins
Displays
formations.
Step 2
Space ...................................
Choreography functions or awareness
exhibitions.
Learners practise in groups dancing Whistle ECD B ...................................
-Routines for according to notation PE and
Mass Displays Step 3
Sound
White wash Mass ...................................
Learners perform choreography for Mass Displays
Displays at functions and exhibitions. coordination
Time
...................................
Conclusion
Teacher’s
Resource
...................................
yakanaka.” Book page 24 ...................................
14 Learners Learners 5 drums
MUSIC Methods Singing Mass
know folk able to: Introduction 5 rattles Infant
Background and
songs
Teacher and learners sing “Express”. Creativity Syllabus ...................................
performing music. naming musical instruments. ECD- Grde 2
06/12/2018 --sing folk Step 1 Eye hand
5 clappers
(2015-2022) ...................................
songs. Teacher and learners discuss on musical
-Folk songs instruments. Step 2
coordination Page 17
...................................
-identify Whistle
Learners identify musical instruments and ECD B ...................................
musical
instruments.
name them with the help of the teacher.
Step 3
Finger dexterity PE and
Mass
...................................
Marimba
Learners play musical instruments in
groups and sing their own songs.
Displays
Time
...................................
Conclusion. Teacher’s ..................................
Teacher and learners sing a popular song. Resource
Book page 24
INDIGENOUS LANGUAGE
VAVARIRO
 Kuti vadzidzi vave neunyanzvi hwekuataura,kuteerera,kuverenga nekunyora.

 Kubatsira vadzidzi kuti vagone kutaura zvemhando yepamusoro.
 Kubatsira vana kuti vagone kufunga zvine udzamu.
 Kuti vadzidzi vakwanise kushandisa unyanzvi hwavawana kurarama muupenyu.
MISORO ICHABATWA
1.Kutaura
2. Kuteerera
3. Kuverenga
4. Kunyora
VAVARIRO: Kubatsira vadzidzi kuti vagone kutaura kana kunzwisisa zvinenge zvataurwa.
VHIKI MUSORO ne ZVINOZVIKAMWA ZVINANANGWA MAITIRO NEZVIITWA PAKUDZIDZISA UNYANZVI ZVOMBO DURA ONGORORO
ZVIRIMUKATI ZVOKUDZISA
NOKUDZIDZA
5 lessons Vadzidzi Vadzidzi Mhando dzokudzidzisa nadzo Kudoma Mifananidzo Indigenous

x 20 minutes vanokwanisa vanotarisirwa Nziyo,Mibvunzo nemhinduro ,Mapoka Language
1 kuteerera. Nhanganyaya
Vadzidzi nemurairidzi vanoimba kambo
yavana
Infant
Syllabus
....................................
KUTEERERA -kuteerera
zvavaudzwa Ambuya varimukicheni.
Kutaura
ECD-Grde 2 ....................................
07/09/2018
Danho 1
nomazvo.
Mudzidzisi anoudza vadzidzi zvokuita. Vana chaivo
(2015-2022)
Page 19
....................................
Kuteedzera Kuimba
L1 zvavaudzwa Danho 2
Vadzidzi vanotaura zvavanoona
....................................
-kutevedzera
(Mhanya) zvavaudzwa
pamifananidzo. Danho 3
Kuteerera
....................................
Vadzidzi vanoudzana zvokuita mumapoka.
nomazvo.
Danho 4 ....................................
(Vhara Vadzidzi vanodudza zvavaita vari
musiwo) mumapoka. ....................................
Mhedziso
Mudzidzisi navadzidzi vanoimba kambo ....................................
zvatadzidza pano.
L2 Nziyo, Tsanangudzo , Mapoka
....................................
KUTAURA Vana vanoziva Vadzidzi Kuimba Vadzidzi Indigenous
mabasa anoitwa vanotarisirwa Nhanganyaya
Language ....................................
pamusha. Infant
-kutaura Amai vanoenda kutsime.
Chati rine Syllabus ....................................
mabasa ose Danho 1 ECD-Grde 2
Kutaura
Nhaurirano anoitwa Mudzidzisi anotsanangura nezvemabasa mifananidzo
(2015-2022) ....................................
mudzidzisi achitaura. yevanhu Page 21
pamusha.
(Zvavanofari Danho 2 vanoita ....................................
ra kuita vari Vadzidzi vanoedzesera kuteedzera kuita mabasa
kumba mabasa epamusha varimumapoka apo Kudoma akasiyana ....................................
-kutaura
zvavanoona
mudzidzisi achiongorora.
Danho 3
siyana. ....................................
pamufananidz
o.
Vadzidzi vanodudza zvavawana
mumapoka.
....................................
Mhedziso ....................................
Mudzidzisi navadzidzi vanoimba kambo
L3 Baba vanoenda kubasa.. ....................................
....................................
....................................
Vadzidzi Nziyo,Mibvunzo nemhinduro,Taridziro
Nhanganyaya
....................................
KUVERENGA Vana vanoziva vanotarisirwa Kuverenga Mifananidzo Language
vanoziva kuti
Vadzidzi nemurairidzi vanoimba kambo mukomana Arts ....................................
-kutsanangura Paiva nevasikana vaiva gumi nemusikana Workbook
vamwe vavo ....................................
L4 vasikana uye musiyano . Danho 1
Kuimba ECD B
uripo pakati Mudzidzisi anosimudza mukomana Vana chaivo (2015-2022)
Ongororo vamwe
pomukomana nemusikana obvunza mibvunzo Peji 23
....................................
musikana ne vakomana. . Danho 2
mukomana nomusikana.
. Vadzidzi vanotaurirana mumapoka ....................................
musiyano pakati pomusikana nomukomana Kubata
Danho 3 mifananidzo ....................................
Vadzidzi vanoduza zvavawana mumapoka
mudzidzisi achibatsiridza.
....................................
Mhedziso ....................................
....................................
Nziyo, Kutaridzira ,
Vadzidzi Vadzidzi Kuteerera Vadzidzi Language
KUNYORA vanogona vanotarisirwa Nhanganyaya Arts ....................................
Vadzidzi nemurairidzi vanoimba kambo Workbook
kuverenga
-kutsanangura Tumaoko,tumaoko.
Kuimba
ECD B
....................................
nokunyora. Danho 1
zvavanoona
Vadzidzi vanotaura mabasa epamusha.
Kutaura (2015-2022)
Peji 26
....................................
Mifananidzo pamifananidzo Mabhuku
Danho 2
Vadzidzi vanotsangura zvavanoona Kunyora avadzidzi ....................................
makumi
-kugona
pamufananidzo.
Danho 3 matatu
....................................
kunamanura
mufananidzo
Vadzidzi vanonamanura mufananidzo Kunamanura ....................................
wakafanana newakapiwa.
wakafanana
vachinamira.
Mhedziso ....................................
. Tumaoko tumaoko.. ....................................
....................................
....................................
VAVARIRO: Kubatsira vadzidzi kuti vagone kuteerera,kutaura,kuverenga uye kunyora nomazvo.

NOKUDZIDZA
5 lessons Vadzidzi Vadzidzi Mhando dzokudzidzisa nadzo Kudoma Wairesi Indigenous

x 20 minutes vanogona kuimba. vanotarisirwa Nziyo,Mibvunzo nemhinduro ,Mapoka Language
2 Nhanganyaya
Infant
Syllabus
....................................
nziyo ECD yakanaka.
Kutaura Mifananidzo
ECD-Grde 2 ....................................
14/09/2018
Danho 1 yevanhu
dzinoimbwa
Mudzidzisi anotsanangura nezvechidzidzo vanotamba
(2015-2022)
Page 19
....................................
Kuimba nedzimudzang Kuimba wairesi
L1 nziyo pfupi ara chokuimba apo vadzidzi vakateerera.
Danho 2
....................................
Vadzidzi vanoteerera wairesi apo
Kuteerera
....................................
inoridzwa nomudzidzisi.
-kugona
kuimba nziyo
Danho 3 ....................................
Mudzidzisi navadzidzi vanoimba
nepapfupi.
zvavanzwa pawairesi. ....................................
Danho 4
Vadzidzi vanoimba vari mumapoka ....................................
nepapfupi. Mhedziso
L2 Mudzidzisi navadzidzi vanoimba kambo ....................................
KUTAURA Vana vanoziva Vadzidzi
Todada naye Jesu.
Kuimba Vadzidzi Indigenous
....................................
mabasa vanotarisirwa Nziyo, Tsanangudzo,Mapoka
Nhanganyaya
Language ....................................
akasiyana siyana Kubata Infant
Nhaurirano anoitwa. -kutaura Vadzidzi nemurairidzi vanoimba kambo
Chati Syllabus ....................................
mabasa Tumaoko. Kutaura ECD-Grde 2
Danho 1 rinotaridza ....................................
Zvavanofarir anoitwa (2015-2022)
Vadzidzi vanoteresesa apo mudzidzisi nhengo Page 21
pachikoro.
a kuita kana anotsanangura nezvechidzidzo.
Kuteerera dzomuviri. ....................................
vari Danho 2
pachikoro
-kutaura
Vadzidzi vanotaura mabasa anoitwa
pachikoro vachibatsirwa nomudzidzisi.
Kudoma
....................................
zvavanoona Danho 3
Vadzidzi vanoita majana kududza
....................................
pamifananidzo
. zvavawana mumapoka. ....................................
Mhedziso
L3 Vadzidzi nomudzidzi vanoimba kambo ....................................
ECD yakanaka.
....................................
Nziyo,Mibvunzo nemhinduro,Taridziro ....................................
Nhanganyaya
KUVERENGA Vadzidzi Vadzidzi
Kuverenga Vana chaivo Indigenous ....................................
vanogona vanotarisirwa Language
kuteerera
Zambiringa munyemba
. Danho 1
Infant ....................................
nokutaura -kusarudza Kutaura Chati rine Syllabus
L4 chisingafaniri Vadzidzi vanotaura nhengo dzomuviri. mufananidzo ECD-Grde 2 ....................................
kuvapo . Danho 2 wemunhu. (2015-2022)
Zambiringa
munyemba panhengo Vadzidzi vanoverenga zviri mumabhuku Page 24 ....................................
avo vachibatsirwa nomudzidzisi.
dzemuviri
dzakapiwa. Danho 3 Kuteerera ....................................
Vadzidzi mumapoka vanoita zambiringa
.
munyemba vozodudza zvavanege vawana. ....................................
Mhedziso Kubata
....................................
L5 Mudzidzisi navadzidzi vanoimba kambo
Onai zvakaita. ....................................
Kuimba
Vadzidzi Vadzidzi Nziyo, Kutaridzira ,Tsanangudzo Kuteerera Zvinyoreso Indigenous ....................................
KUNYORA
vanoziva vanotarisirwa Nhanganyaya makumi mana Language
mifananidzo
Vadzidzi nemurairidzi vanoimba kambo Kuimba Infant ....................................
-kudoma Zambiringa,munyemba Mabhuku Syllabus
yemukomana
nhengo Danho 1 Kutaura okunyorera ECD-Grde 2 ....................................
nemusikana Vadzidzi vanodoma nhengo dzomuviri
Zambiringa
dzomuviri
Danho 2
makumi
matatu
(2015-2022)
Page 24
....................................
Kunyora
Vadzidzi vanoverenga nhengo dzomuviri.
munyemba -kunyora
Danho 3
....................................
chisingafaniri Mifananidzo
kuvapo Vadzidzi vanonyora zambiringa
munyemba mumabhuku avo Kubata ....................................
chinyoreso
Mhedziso ....................................
Vadzidzi nemurairidzi
vanoimba,Zambiringa munyemba ....................................
Vadzidzi .Vadzidzi Nziyo, Kuratidzira,Basa muumwe Kuteerera Miti Indigenous
KUNYORA vanogona vanotarisirwa Nhanganyaya yemunharaund Language ....................................
Vadzidzi nemurairidzi vanoimba
kubata -kutsanangura
muti
Tumaoko, Danho 1
Vadzidzi vanotaura miti yavanoona
Kuimba a Infant
Syllabus
....................................
chinyoreso
Kudhirowa muhombe. munharaunda mipfupi nemirefu
vachibatsirwa nomudzidzisi
Kutaura Zvinyoreso ECD-Grde 2
(2015-2022)
....................................
miti makumi mana
-kudhirowa Danho 2 Kunyora Page 25 ....................................
miti. Mudzidzisi anodhirowa muti murefu Mabhuku
nemupfupi pachidziro. Danho 3 okunyorera
Vadzidzi vanodhirowa mumabhuku avo. Kubata makumi
Mhedziso chinyoreso matatu
Tumaoko,tumaoko.
VAVARIRO: Kubatsira vadzidzi kuti vagone kuteerera,kutaura,kuverenga uye kunyora Chishona chakanaka.
NOKUDZIDZA
5 lessons Vadzidzi Vadzidzi Mhando dzokudzidzisa nadzo Kudoma Chati rine Indigenous
x 20 minutes vanogona kuita vanotarisirwa Nziyo,Mibvunzo nemhinduro ,Mapoka Language
3 nhetembo Nhanganyaya
nhetembo.
Infant
Syllabus
....................................
nhetembo todada naye Jesu .
Kutaura
ECD-Grde 2 ....................................
21/09/2018
Danho 1
Nhetembo
inoitwa
Muraidzi anotsanangura nezvenhetembo
(2015-2022)
Page 19
....................................
nomudzidzisi Kuimba
L1 nepapfupi apo mudzidzisi akateerera.
Danho 2
....................................
-kutaura
Vadzidzi vamoteerera mudzidzisi achiita
Kuteerera
....................................
nhetembo. Danho 3
zvavanzwa
panhetembo.
Vana vanoita nhetembo mumapoka ....................................
mumapoka vachibatsirwa nomudzidzisi
uye vozodudza zvavanenge vawana. ....................................
. Mhedziso
ECD yakanaka.
L2 KUTAURA Vadzidzi Vadzidzi Nziyo, Tsanangudzo,Mapoka Kuimba Chati rine Indigenous ....................................
Nhanganyaya
vanongona vanotarisirwa
manhamba Language
Infant
....................................
kuverenga Kubata
-kuverenga Motsiro,dhendere.
Danho 1
Syllabus ....................................
Kuverenga kubva pana Kutaura ECD-Grde 2
kusvika motsi kusvika Mudzidzisi anoti vana vadome zvinhu zviri (2015-2022) ....................................
panashanu. patafura. Page 19
pachishanu Kuteerera
Danho 2 ....................................
Vadzidzi vanoverenga mushure
memudzidzisi . Kudoma
Danho 3
Mumapoka vaddzidzi vanoverenga
....................................
vachibatsirwa nomudzidzisi.
Danho 4
....................................
Vadzidzi vanodudza zvavawana ....................................
mumapoka
Mhedziso ....................................
L3 Vadzidzi nomudzidzi vanoimba kambo
Motsiro,dhendere................... ....................................
....................................
Nziyo,Tsanangudzo ,Mapoka ,Taridziro
Nhanganyaya
....................................
KUVERENGA Vadzidzi Vadzidzi Kuverenga Midziyo Indigenous
vanogona vanotarisirwa Vadzidzi nemurairidzi vanoimba kambo yakasiyana Language ....................................
tumaoko. Danho 1 siyana Infant
kuverenga
zvavapiwa. -kudoma Vadzidzi vanodoma zvinhu zviri patafura
Kushandidz patafura. Syllabus ....................................
L4 zvhinhu zviri zvaraidzwa. Danho 2
ana kweziso ECD-Grde 2
....................................
patafura. Vadzidzi vanoronga zvavapiwa mumapoka (2015-2022)
Kuverenga apo mudzidzisi achivatsanangurira.
neruoko.
zvinhu Danho 3
Page 24 ....................................
zvavapiwa -kuronga Kuimba
Vadzidzi vanoduza zvavawana mumapoka
patafura zvinhu
mudzidzisi achibatsiridza. ....................................
vachitanga Kuteerera
nechihombe.
Mhedziso
....................................
.
Tumaoko,tumaoko
Nziyo, Kutaridzira ,Tsanangudzo
....................................
Vadzidzi Vadzidzi Zvinyoreso Indigenous
KUNYORA
vanogona vanotarisirwa Nhanganyaya makumi Language ....................................
Vadzidzi nemurairidzi vanoimba kambo Infant
kudhirowa Kubata matatu
muvhu -kudoma Tumaoko,tumaoko chinyoreso Syllabus ....................................
zvavanoshandi Danho 1 ECD-Grde 2
sa Vadzidzi vanotaura mavara avanoziva.
Kuverenga (2015-2022) ....................................
Danho 2 Zvigubhu
Kudhirowa pakudhirowa zvishanu
Page 21
....................................
chigubhu Vadzidzi vanoteedzera mudzidzisi
mushure mukunge atanga kudhirowa. Kuteerera.
Danho 3 ....................................
-kudhirowa
chigubhu
Vadzidzi vanosarudza zvinenge
zvadhirowiwa zvakanaka.
....................................
nekupenda.
Mhedziso ....................................
Vadzidzi nemurairidzi vanoimbaTumaoko
Nziyo, Kuratidza mutambo. ....................................
L5 Vadzidzi .Vadzidzi
vanotarisirwa Nhanganyaya
Kutaura
zvakanaka
Zvinhu Indigenous
Language
KUTAURA vanoziva
-kugona Vadzidzi nemurairidzi vanoimba
zvemunharau
Infant
....................................
mavara nda
kudoma
mavara.
Dudumuduri. vachidoma mavara.
Danho 1
Kuronga
zvakanaka
zvakasiyana Syllabus
ECD-Grde 2
....................................
Zvinhu siyana.
zvemunhara Vadzidzi vanotaura mavara ezvinhu zviri
patafura. Danho 2
(2015-2022)
Page 21
....................................
unda -kuronga
zvinhu Vadzidzi vanoronga zvinhu zvichienderana Kushandidz ....................................
nomazvo nemavara. Danho 3 ana kweziso
Mavara
Vadzidzi vanoronga umwe neumwe zvake neruoko ....................................
ruvara rwaanoda. Mhedziso
Mudzidzisi navadzidzi vanoimba kambo ...................................
Tumaoko,tumaoko.
VAVARIRO: Kubatsira vadzidzi kuti vagone kushandisa unyanzvi hwavawana kurarama muupenyu.
NOKUDZIDZA
5 lessons Vadzidzi Vadzidzi Mhando dzokudzidzisa nadzo Kudoma Vana chaivo Indigenous
x 20 minutes vanogona kutaura vanotarisirwa Nziyo,Mibvunzo nemhinduro ,Mapoka Language
4 nomazvo. Nhanganyaya
Infant
Syllabus
....................................
mibvunzo ECD yakanaka .
Kutaura
ECD-Grde 2 ....................................
28/09/2018 Mipikicha
Danho 1
Mibvunzo
nomazvo.
Vadzidzi vanotarisa zvinhu zviri patafura
(2015-2022)
Page 19
....................................
Kuimba
L1 nekupindura -kupindura votaura mazita azvo.
Danho 2
....................................
mibvunzo
nomazvo. Vadzidzi vanoteeresesa apo mudzidzisi
Kuteerera
....................................
achitsanangura nezvakanangana
nechidzidzo. ....................................
Danho 3
Vadzidzi mumapoka vanobvunzana ....................................
nekupindura mibvunzo vodudza
zvavanenge vawana mumapoka. ....................................
Mhedziso
KUTAURA Vadzidzi Vadzidzi
ECD yakanaka.
Nziyo, Kuratidzira,Mibvunzo nemhindur Kushandidz Zvinhu zviri Indigenous
....................................
vanogona vanotarisirwa Nhanganyaya
ana kweziso munharaunda Language ....................................
kuverenga neruoko zvine mavara Infant
-kuverenga ECD yakanaka. Syllabus ....................................
apo Danho 1 ECD-Grde 2
-Kutamba vachitamba Vadzidzi vanotsanangurirwa nomudzidzi Kuimba (2015-2022) ....................................
nhodo. mhodo. nezvechidzidzo.
Danho 2 Kuteerera
Page 21
....................................
Vadzidzi vanotamba nhodo mumapoka
vachiverenga.
....................................
Kutsanangura Danho 3 ....................................
matambirwo Vadzidzi vanoverenga kubva pana motsi
enhodo kusvika pana shanu. ....................................
uchiverenga. Mhedziso
L3 Vadzidzi vanoimba kambo ....................................
Motsiro,dendere vachidoma mavara.
....................................
....................................
Nziyo,Tsanangudzo ,Mapoka ,Taridziro ....................................
KUVERENGA Vadzidzi Vadzidzi Nhanganyaya Kuverenga Mablocks zana Indigenous
vanogona vanotarisirwa Vadzidzi nemurairidzi vanoimba kambo Language ....................................
tumaoko. Danho 1 Infant
L4
kuimba
-kuumba Vadzidzi vanotaridzwa zvokugadzira
Kushandidz Syllabus ....................................
namabloks. Danho 2
zvavanoda
otaura zita Mudzidzisi anoongorora vadzidzi apo
ana kweziso ECD-Grde 2
(2015-2022)
....................................
Kuverenga umwe neumwe anogadzira zvake.
neruoko.
namablocks richinhu
Danho 3
Page 24 ....................................
chaanenge
aumba. Mudzidzi umwe neumwe anodudza
zvaagadzira. Mhedziso Kuteerera ....................................
.
Mudzidzisi navadzidzi vanoimba ....................................
Tumaoko,tumaoko
L5 Vadzidzi Vadzidzi Nziyo, Kutaridzira , Kushandidz Chati rine Indigenous ....................................
KUNYORA
vanogona vanotarisirwa Nhanganyaya ana kweziso peteni. Language
kunyora muvhu
Vadzidzi nemurairidzi vanoimba kambo neruoko Infant ....................................
-kunyora Kurudyi,kuruboshwe Syllabus
vachibva Danho 1 Kubata ECD-Grde 2 ....................................
Mudzidzisi anotaridza mabatirwo (2015-2022)
Kugona
kuruboshwe
vachienda echinyoreso vadzidzi vachiteedzera.
chinyoreso
Page 21
....................................
Danho 2
kunyora kurudyi.
Vadzidzi vanoteedzera mudzidzisi
Kuverenga ....................................
zvakanaka
-kubata mushure mukunge ataridza manyorerwe
epeteni mumhepo
Kutaura ....................................
(peteni) chinyoreso
zvakanaka. Danho 3 ....................................
Mudzidzi umwe neumwe anotaura
zvaagadzira. Mhedziso ....................................
Vadzidzi .Vadzidzi Nziyo, Kuratidza mutambo. Kuteerera Chivhitivhiti Indigenous ....................................
KUTAURA Nhanganyaya
vanoziva vanotarisirwa
-kuongorora
Vadzidzi nemurairidzi vanoimba ECD
yakanaka.
Language
Infant
....................................
chipatara Kuimba
Pachipatara mifananidzo
yezviri kuitika
Danho 1
Vadzidzi vanoona mifananidzo yevanhu
Syllabus
ECD-Grde 2
....................................
Kutaura Mifananidzo
muchipatara varikurapiwa muchipatara pachivhiti vhiti. (2015-2022) ....................................
muchivhiti Danho 2 Kuona. Page 21
vhiti. Vadzidzi vanokurukura zvavaona. ....................................
Danho 3
-kukurukura Vadzidzi vanotaura kukosha kwezvipatara.
zvavaona Mhedziso
pachivhiti Mudzidzisi navadzidzi vanoimba kambo
vhiti. ECD yakanaka.
VAVARIRO: Kubatsira vadzidzi kuti vagone kutaura,kuverenga nokunyora chishona chakanaka.

NOKUDZIDZA
5 lessons Vadzidzi Vadzidzi Mhando dzokudzidzisa nadzo Kushandidz Mifananidzo Indigenous

x 20 minutes vakambonzwa vanotarisirwa Nziyo,Mibvunzo nemhinduro ,Rungano ana kweziso Language
5 ngano Nhanganyaya
neruoko
yerungano
Infant
Syllabus
....................................
KUTEERERA -kugona
kutaura yakanaka . Danho 1 ECD-Grde 2 ....................................
05/10/2018
Mudzidzisi anobvunza vana ngano
Ngano
rungano
dzavakambonzwa.
Kutaura (2015-2022)
Page 19
....................................
rwapiwa
L1 nepapfupi. Danho 2
Vadzidzi vanoteerera rungano
....................................
Kuteerera
rwemudzidzisi. Danho 3 ....................................
Vadzidzi vanotaurirana nezvengano iyi
-kutaura
chidzidzo
zvidzidzo mumapoka nepfupi. ....................................
Danho 4
chabuda
mungano.
Vadzidzi vanopindura mibvunzo ....................................
Mhedziso
Vadzidzi nemurairidzi vanoimba kambo ....................................
ECD yakanaka.
L2 5 Vadzidzi Vadzidzi Mhando dzokudzidzisa nadzo Kudoma Chati rine Indigenous ....................................
Nziyo,Mibvunzo nemhinduro ,Mapoka
KUTAURA
vanogona kuita
nhetembo
vanotarisirwa
Nhanganyaya
nhetembo. Language
Infant
....................................
-kuteerera
nhetembo
todada naye Jesu .
Danho 1
Kutaura Syllabus
ECD-Grde 2
....................................
Nhetembo inoitwa
nomudzidzisi
apo mudzidzisi akateerera.
(2015-2022)
Page 21
....................................
nepapfupi Kuimba
Danho 2 ....................................
Vadzidzi vamoteerera mudzidzisi achiita
-kutaura nhetembo. Kuteerera ....................................
zvavanzwa Danho 3
panhetembo. Vana vanoita nhetembo mumapoka ....................................
uye vozodudza zvavanenge vawana. ....................................
. Mhedziso
....................................
L3 ECD yakanaka. ....................................
KUVERENGA Vadzidzi Vadzidzi Nhanganyaya Kuverenga Zvigubhu 9 Indigenous
tumaoko. Danho 1 Infant
kuverenga
-kudoma Vadzidzi vanodoma zvinhu zviri patafura..
Kutaura Mabhora 6 Syllabus
....................................
zvavapiwa Danho 2
zvinhu zviri
Mudzidzisi anotaurira vadzidzi
ECD-Grde 2
(2015-2022)
....................................
L4 Kuronga patafura.
nezvezvinhu zviri patafura vachironga. Page 24 ....................................
zvinhu Danho 3 Magaba 6
zvavapiwa Kuteerera
patafura. -kugona
Vadzidzi vanoronga vachibatsirwa
nomudzidzisi mumapoka. Danho 4
....................................
kuverenga
vachitanga
Boka rimwe nerimwe rinotaridza zvaraita. Mabhokisi 9 ....................................
Mhedziso Kubata
nechidoko
kuenda
Mudzidzisi navadzidzi vanoimba ....................................
Tumaoko,tumaoko
L5 kuchihombe.
Kuimba ....................................
Nziyo, Kutaridzira ,Mapoka
KUNYORA
Vadzidzi Vadzidzi
Kuteerera Zvinyoreso Indigenous
Language
....................................
vanogona makumi
kunyora muvhu
Tumaoko. Danho 1
Kuimba matatu Infant ....................................
-kubata Syllabus
chinyoreso Mudzidzisi anobvunza zvinoshandiswa
pakunyora. Danho 2
Kutaura ECD-Grde 2 ....................................
zvakanaka. (2015-2022)
Kubata Vadzidzi vanotarisisa mudzidzisi apo
Kunyora Mabhuku
Page 25 ....................................
chinyoreso -kutaura anenge achiratidzira mabatirwo akanaka
zvinyoreso echinyoreso Danho 3 avadzidzi ....................................
Vadzidzi vanonyora vachipenda makumi
zvavanoziva.
mifananidzo mumabhuku avo. Kubata matatu ....................................
chinyoreso
-kuimba
kambo
Danho 4
Vadzidzi vanosarudza basa rakanaka,
....................................
kekupenda Mhedziso
....................................
Vadzidzi .Vadzidzi Nziyo, Mubvunzo neMhinduro,Mapoka,
Nhanganyaya
Kuteerera Zvinyoreso Indigenous ....................................
KUNYORA vanoziva vanotarisirwa makumi Language
nhengo -kudoma Vadzidzi nemurairidzi vanoimba Kuimba matatu Infant ....................................
nhengo Zvembudzi Danho 1 Syllabus
Nhengo
dzomuviri
dzomuviri. Vadzidzi vanotaura mabasa enhengo. Kutaura ECD-Grde 2 ....................................
Danho 2 (2015-2022)
dzomuviri
-kudondanisa Mumapoka vadzidzi vanotaura nhengo Mabhuku
Page 21 ....................................
Kudhirowa dzakasikwa dziri mbiri mbiri.
Kunyora avadzidzi
nhengo mbiri
mbir pamunhu Danho 3 makumi ....................................
Vadzidzi vanodhirowa mumabhuku avo. matatu
Mhedziso Kubata
Mudzidzisi navadzidzi vanoimba kambo chinyoreso
bata musoro..
VAVARIRO: Kubatsira vadzidzi kuti vagone kutaura,kuverenga nokunyora zvakanaka.
NOKUDZIDZA
5 lessons Vadzidzi Vadzidzi Mhando dzokudzidzisa nadzo Kuimba Bhaibheri Indigenous

x 20 minutes vakambonzwa vanotarisirwa Nziyo,Tsanangudzo ,Mapoka Language
6 nyaya
dzemubhaibheri
Nhanganyaya
Vadzidzi nemurairidzi vanoimba Adam
Infant
Syllabus
....................................
KUTEERERA -kugona
kutaura naEver vaigarepi.
Kutaura Mufananidzo
ECD-Grde 2 ....................................
12/10/2018
Danho 1 we
Nyaya dze
rungano
Mudzidzisi anobvunza vana mazita mumurume
(2015-2022)
Page 19
....................................
rwapiwa Kuteerera nemukadzi
L1 mubhaibheri nepapfupi. avanzwa mukambo.
Danho 2
....................................
Mudzidzisi anotaurira vadzidzi nyaya ....................................
yaAdam naEva. Danho 3
-kutaura
chidzidzo
Vadzidzi vanotaurirana zvavanzwa vari ....................................
chabuda
mungano.
Danho 4 ....................................
Vadzidzi vanodudza zvataurirana
mumapoka Mhedziso ....................................
L2 Adama naEva. ....................................
KUTAURA
Vadzidzi
vanogona kuimba.
Vadzidzi
vanotarisirwa
Mhando dzokudzidzisa nadzo
Kudoma Wairesi Indigenous
Language
....................................
Nhanganyaya Infant
-kuteerera
nziyo
ECD yakanaka.
Kutaura Mifananidzo Syllabus
ECD-Grde 2
....................................
Kuimba yevanhu
nziyo pfupi dzinoimbwa
nedzimudzang
Danho 1
Mudzidzisi anotsanangura nezvechidzidzo
vanotamba (2015-2022)
Page 24
....................................
Kuimba wairesi
ara chokuimba apo vadzidzi vakateerera. ....................................
Danho 2
Vadzidzi vanoteerera wairesi apo Kuteerera ....................................
-kugona inoridzwa nomudzidzisi.
kuimba nziyo Danho 3 ....................................
nepapfupi.
Danho 4
Vadzidzi vanoimba vari mumapoka
....................................
L3 nepapfupi. Mhedziso ....................................
Todada naye Jesu. ....................................
....................................
Mapok,Mibvunzo nemhinduro,Taridziro Mablocks
KUVERENGA Vadzidzi Vadzidzi Kuteerera Indigenous
vanokwanisa vanotarisirwa Nhanganyaya Language
....................................
kutaura Pane zvakafanana.
Kuverenga Infant
Syllabus
....................................
L4 zvavanoona -kudomanisa
zvavanoona Danho 1
Kutaura Mifananidzo ECD-Grde 2 ....................................
zvakafanana Vadzidzi vanopindurwa zvavanobvunzwa (2015-2022)
Kudomanisa kwakanaka
zvakafanana
nomudzidzisi. Danho 2
Vadzidzi vanoisa zvakafanana pazvo
Page 24 ....................................
Kushandidz
-kudoma
zvoga pazvinhu zviri patafura.
ana kweziso ....................................
Danho 3
zvavanoona
.
Vadzidzi vanoronga zvakafanana pazvo neruoko ....................................
zvoga mumapoka vodudza izvi kukirasi.
L5 Mhedziso ....................................
Pane zvakafanana. ....................................
Nziyo, Kuratidza mutambo.
KUNYORA
Vadzidzi Vadzidzi
Kubata
chinyoreso
Zvinyoreso
makumi mana
Indigenous
Language
....................................
vanogona
Vadzidzi nemurairidzi vanoimba Kurudyi
kubata -kunyora
vachibva kuruboshwe. Danho 1
zvakanaka Infant
Syllabus
....................................
chinyoreso Mabhuku
kuruboshwe Vadzidzi vanodoma zvinyoreso
zvinoshandiswa..
Kushandidz okunyorera ECD-Grde 2 ....................................
vachienda ana kweziso makumi (2015-2022)
Peteni kurudyi. Danho 2 neruoko matatu Page 25 ....................................
Mudzidzisi anonyora mumhepo vadzidzi Chati rine
-kubata bhuku vachiteedzera. Danho 3 Kuimba mapeteni ....................................
Mudzidzisi anonyora pachidziro vadzidzi
zvakanaka. vonyorawo Mhedziso
Mudzidzisi navadzidzi vanoimba kambo Kuteerera
....................................
Kurudyi,kuruboshwe..
Nziyo, Tsanangudzo,Kuedzesera
....................................
Vadzidzi .Vadzidzi Kutaura Mablocks Indigenous
KUNYORA vanogona vanotarisirwa Nhanganyaya
zvakanaka mashanu Language ....................................
kubata -kudoma Infant
chinyoreso uye zvavanoona Pane zvakafanana. Kubata Syllabus ....................................
Kudomanisa mumabhuku. Danho 1 chinyoreso Mifananidzo ECD-Grde 2
zvakafanana
kuverenga Vadzidzi vanopindurwa zvavanobvunzwa zvakanaka mumabhuku (2015-2022) ....................................
-kudomanisa nomudzidzisi. Danho 2 Page 25
zvakafanana. Vadzidzi vanoisa zvakafanana pazvo
vedzidzi ....................................
zvoga pazvinhu zviri patafura.
Danho 3
Kushandidz ....................................
ana kweziso
Vadzidzi vanonyora vachidomanisa zviri
mumabhuku. Mhedziso
neruoko ....................................
Onai zvakaita.
NOKUDZIDZA
5 lessons Vadzidzi Vadzidzi Mhando dzokudzidzisa nadzo Kuimba Mifananidzo Indigenous

x 20 minutes vanogona vanotarisirwa Nziyo,Tsanangudzo ,Mapoka Language
7 kutsanangura
nyaya.
Nhanganyaya
Vadzidzi nemurairidzi vanoimba Happy
Infant
Syllabus
....................................
KUTEERERA -kugona
kutaura birthday. Danho 1
Kutaura Banga
ECD-Grde 2 ....................................
19/10/2018
Vadzidzi vanotaura mwedzi yavakazvarwa
Bhavhadheyi
rungano
Danho 2 Keke
(2015-2022)
Page 19
....................................
rwapiwa Kushandidz
L1 nepapfupi. Vadzidzi vanoenda mumapoka voimba
happy birthday vachiedzesera vanenge ana kweziso Makenduro
....................................
neruoko.
vakazvarwa mwedzi uyoyo. ....................................
Danho 3 Vana chaivo
-kutaura
chidzidzo
Vadzidzi vanoita mutambo
Kutaura
....................................
wokupemberera bhavhadhi revamwe vavo
chabuda
mungano.
Danho 4 zvakanaka ....................................
Vadzidzi vanodudza zvataurirana
mumapoka Mhedziso ....................................
L2 Happy birthday. ....................................
Nziyo, Tsanangudzo.Mapoka
KUTAURA Vadzidzi Vadzidzi
Mifananidzo Indigenous
Language
....................................
vanogona
kutaura mamwe Vadzidzi
mazuva evhiki -kugona
kutaura
Tose tiripo.
Danho 1
Kuimba Syllabus
ECD-Grde 2
....................................
-Mazuva mazuva evhiki. Mudzidzisi anodzidzisa vadzidzi
achivatsanangurira chidzidzo.
Kutaura (2015-2022)
Page 21
....................................
evhiki zvakanaka
Danho 2 ....................................
Vadzidzi vanotaura mazita emudzidzisi
vachibatsirwa nomudzidzisi. Kuteerera ....................................
Danho 3
Vadzidzi vanotaurirana vari mumapoka ....................................
apo mudzidzisi anofamba achiita ongororo.
Danho 4 ....................................
Vadzidzi vanodudza zvavaturirana
mumapoka.
....................................
L3 Mhedziso ....................................
Vadzidzi nomudzidzisi vanoimba kambo
ECD yakanaka. ....................................
Mapok,Mibvunzo nemhinduro,Taridziro ....................................
KUVERENGA Vadzidzi Vadzidzi Nhanganyaya Kuteerera Indigenous
vanokwanisa vanotarisirwa Vadzidzi nmurairidzi vanoimba kambo Language
....................................
Bata musoro Danho 1
kutaura Vadzidzi vanotaura zvavanoona
Kuverenga Infant
Syllabus
....................................
L4 -kudoma zviri
pamufana pamufananidzo vachibatsirana
Kutaura
Mifananidzo
ECD-Grde 2 ....................................
nomudzidzisi. pachati
Zvakasarira nidzo kwakanaka (2015-2022)
pane
Danho 2
Vadzidzi vanotsanangura zvavanoona
Page 24 ....................................
chakadhi Kushandidz
rowewa -kutaura
zvisipo pamufananidzo
ana kweziso ....................................
Danho 3
chakasiirwa
pamufana
Vadzidzi vanotaura zvakashota neruoko ....................................
pamwechete nomudzidzisi.
L5 nidzo Mhedziso ....................................
wakapiwa Mudzidzisi navadzidzi vanoimba kambo
. ECD yakanaka. ....................................
KUNYORA
Vadzidzi Vadzidzi
Kubata
chinyoreso
Zvinyoreso
makumi mana
Indigenous
Language
....................................
vanogona
Vadzidzi nemurairidzi vanoimba Kurudyi
kubata -kunyora
vachibva kuruboshwe. Danho 1
zvakanaka Infant
Syllabus
....................................
chinyoreso Mabhuku
kuruboshwe Vadzidzi vanodoma zvinyoreso
zvinoshandiswa..
Kushandidz okunyorera ECD-Grde 2 ....................................
vachienda ana kweziso makumi (2015-2022)
Peteni kurudyi. Danho 2 neruoko matatu Page 25 ....................................
Mudzidzisi anonyora mumhepo vadzidzi Chati rine
-kubata bhuku vachiteedzera. Danho 3 Kuimba mapeteni ....................................
Mudzidzisi anonyora pachidziro vadzidzi
zvakanaka. vonyorawo Mhedziso
Mudzidzisi navadzidzi vanoimba kambo Kuteerera
....................................
Tumaoko,tumaoko..
Nziyo, Tsanangudzo,Kuteedzera
....................................
Vadzidzi .Vadzidzi Kuteerera Zvinyoreso Indigenous
KUNYORA vanogona vanotarisirwa Nhanganyaya
makumi Language ....................................
kuverenga -kugona Kubata mashanu Infant
kudoma Tumaoko,tumaoko. chinyoreso Syllabus ....................................
Kudhirowa zvakapiwa Danho 1 zvakanaka Mabhuku ECD-Grde 2
pamufananidz Vadzidzi vanodoma zvavanoona evadzidzi (2015-2022) ....................................
o pamufananidzo. Danho 2 makumi Page 25
Vadzidzi vanotaura zvakashota pane
Kushandidz matatu
....................................
mifananidzo yakapiwa.
-kudhirowa
zvakashata Danho 3
ana kweziso ....................................
neruoko
pane Vadzidzi vanodhirowa zvakasiirwa
pamufananidzo. Mhedziso
....................................
chakadhirowe
wa Mudzidzisi navadzidzi vanoimba kambo
Tumaoko,tumaoko.
VAVARIRO: Kubatsira vadzidzi kuti vagone kutaura,kuverenga,nekunyora ChiShona chakanaka.
NOKUDZIDZA
5 lessons Vadzidzi vanoziva Vadzidzi Mhando dzokudzidzisa nadzo Kuimba Nzvimbo Indigenous
x 20 minutes mhuri dzavo vanotarisirwa Nziyo,Mutambo Language
8 Nhanganyaya
Vadzidzi nemurairidzi vanoimba Vanhu
Kuteera
yavadzidzi
yokutambira Infant
Syllabus
....................................
KUTEERERA -kuimba
detembo vashanu Kutaura ECD-Grde 2 ....................................
26/10/2018
. Danho 1
Kunzwa ruzha
pamusoro
Mudzidzisi anosarudza vadzidzi vatatu
kwakanaka (2015-2022)
Page 19
....................................
pemhuri.
L1
vanoimba detembo iri vamwe vakateerera
Danho 2
....................................
Detembo -kukurukura
pamusoro pamusoro Vadzidzi vanoteerera vozoimba ....................................
pemhuri pemhuri varimmuzvikwata mudzidzisi akateerera.
dzavo. Danho 3 ....................................
. Vadzidzi nomudzidzisi vanoimba detembo
pamwechete. ....................................
Mhedziso
vashanu mumhuri
L2 KUTAURA Vadzidzi Vadzidzi Nziyo, Tsanangudzo,Mapoka Mifananidzo Indigenous ....................................
Nhanganyaya
vanoziva imwe vanotarisirwa
Kuteerera yezviitiko Language
Infant
....................................
yemwedzi zvakasiyana
yegore. -kugona ECD yakanaka. Kuimba siyana Syllabus ....................................
Mwedzi kutaura
mwedzi
Danho 1
Vadzidzi vanotsanangurirwa nomudzidzisi
ECD-Grde 2
(2015-2022)
....................................
yegore Kutaura
yegore. zvakanangana nechidzidzo
Danho 2
zvakanaka Vana chaivo Page 21 ....................................
Vadzidzi vanotaura mwedzi yegore ....................................
vachibatsirana nomudzidzisi.
Danho 3 ....................................
Vadzidzi vanotaurirana vozodudza
zvavawana mumapoka ....................................
Mhedziso
Vadzidzi nomudzidzisi vanoimba kambo ....................................
L3 ECD yakanaka
....................................
....................................
....................................
Nhanganyaya
KUVERENGA Vadzidzi Vadzidzi
Kuverenga Zvigubhu 9 Indigenous ....................................
vanogona vanotarisirwa Language
L4 kuverenga
tumaoko. Danho 1
Vadzidzi vanodoma zvinhu zviri patafura..
Infant ....................................
zvavapiwa -kudoma Kutaura Mabhora 6 Syllabus
zvinhu zviri Danho 2 ECD-Grde 2 ....................................
patafura. Mudzidzisi anotaurira vadzidzi (2015-2022)
Kuronga nezvezvinhu zviri patafura vachironga. ....................................
zvinhu Magaba 6 Page 24
Danho 3
zvavapiwa Vadzidzi vanoronga vachibatsirwa Kuteerera ....................................
patafura. -kugona nomudzidzisi mumapoka. Danho 4
kuverenga Boka rimwe nerimwe rinotaridza zvaraita. Mabhokisi 9 ....................................
L5 vachitanga Kubata
nechidoko
Mhedziso
....................................
kuenda
kuchihombe.
Tumaoko,tumaoko ....................................
Kuimba
Vadzidzi Vadzidzi Nziyo, Kutaridzira , Kuteerera Zvinyoreso Indigenous ....................................
KUNYORA
vanogona vanotarisirwa Nhanganyaya makumi Language
kunyora muvhu
Vadzidzi nemurairidzi vanoimba kambo Kuimba matatu Infant ....................................
-kubata Tumaoko. Danho 1 Syllabus
chinyoreso Mudzidzisi anobvunza zvinoshandiswa Kutaura ECD-Grde 2 ....................................
pakunyora. Danho 2
Kubata
zvakanaka.
Vadzidzi vanotarisisa mudzidzisi apo
(2015-2022)
Page 24
....................................
Kunyora Mabhuku
chinyoreso -kutaura anenge achiratidzira mabatirwo akanaka
echinyoreso Danho 3 avadzidzi ....................................
zvinyoreso
zvavanoziva. Vadzidzi vanonyora vachipenda
mifananidzo mumabhuku avo. Kubata
makumi
matatu
....................................
-kuimba Danho 4
Vadzidzi vanosarudza basa rakanaka,
chinyoreso ....................................
kambo
kekupenda Mhedziso ....................................
Vadzidzi .Vadzidzi Nziyo, Mubvunzo neMhinduro,Mapoka, Kuteerera Zvinyoreso Indigenous ....................................
KUNYORA vanoziva vanotarisirwa Nhanganyaya makumi Language
nhengo -kudoma Vadzidzi nemurairidzi vanoimba Kuimba matatu Infant ....................................
nhengo Zvembudzi Danho 1 Syllabus
Nhengo
dzomuviri
dzomuviri. Vadzidzi vanotaura mabasa enhengo. Kutaura ECD-Grde 2 ....................................
Danho 2
dzomuviri
-kudondanisa Mumapoka vadzidzi vanotaura nhengo Mabhuku
(2015-2022)
Page 25
....................................
Kudhirowa dzakasikwa dziri mbiri mbiri.
Kunyora avadzidzi
nhengo mbiri makumi
mbir pamunhu Danho 3
Mhedziso Kubata
bata musoro..
VAVARIRO: Kubatsira vadzidzi kuti vagone kuteerera,kutaura,kuverenga uye kunyora nomazvo.
NOKUDZIDZA
5 lessons Vadzidzi Vadzidzi Mhando dzokudzidzisa nadzo Kudoma Wairesi Indigenous

x 20 minutes vanogona kuimba. vanotarisirwa Nziyo,Mibvunzo nemhinduro ,Mapoka Language
9 Nhanganyaya
Infant
Syllabus
....................................
nziyo ECD yakanaka.
Kutaura Mifananidzo
ECD-Grde 2 ....................................
02/11/2018
Danho 1 yevanhu
dzinoimbwa
Mudzidzisi anotsanangura nezvechidzidzo vanotamba
(2015-2022)
Page 19
....................................
Kuimba nedzimudzang Kuimba wairesi
L1 nziyo pfupi ara chokuimba apo vadzidzi vakateerera.
Danho 2
....................................
Vadzidzi vanoteerera wairesi apo
Kuteerera
....................................
inoridzwa nomudzidzisi.
-kugona
kuimba nziyo
Danho 3 ....................................
nepapfupi.
Danho 4
Vadzidzi vanoimba vari mumapoka ....................................
nepapfupi. Mhedziso
Todada naye Jesu.
KUTAURA Vana vanoziva Vadzidzi
vanotarisirwa Nziyo, Tsanangudzo,Mapoka
Kuimba Vadzidzi Indigenous
Language
....................................
mabasa
Nhanganyaya
Nhaurirano
akasiyana siyana
Kubata Infant
Syllabus
....................................
anoitwa. -kutaura Chati
mabasa Tumaoko.
Danho 1
Kutaura rinotaridza ECD-Grde 2 ....................................
Zvavanofarir anoitwa (2015-2022)
Vadzidzi vanoteresesa apo mudzidzisi nhengo Page 21 ....................................
a kuita kana pachikoro. Kuteerera
anotsanangura nezvechidzidzo. dzomuviri.
vari Danho 2 ....................................
pachikoro Vadzidzi vanotaura mabasa anoitwa Kudoma
-kutaura
zvavanoona
pachikoro vachibatsirwa nomudzidzisi. ....................................
Danho 3
pamifananidzo
Vadzidzi vanoita majana kududza ....................................
.
zvavawana mumapoka.
Mhedziso
....................................
L3 Vadzidzi nomudzidzi vanoimba kambo ....................................
ECD yakanaka.
....................................
Nziyo,Mibvunzo nemhinduro,Taridziro ....................................
KUVERENGA Vadzidzi Vadzidzi Nhanganyaya Kuverenga Vana chaivo Indigenous
Zambiringa munyemba
kuteerera
-kusarudza . Danho 1 Chati rine
Infant
Syllabus
....................................
nokutaura Kutaura
L4 chisingafaniri Vadzidzi vanotaura nhengo dzomuviri. mufananidzo ECD-Grde 2 ....................................
kuvapo . Danho 2 wemunhu. (2015-2022)
Zambiringa
munyemba panhengo Vadzidzi vanoverenga zviri mumabhuku
avo vachibatsirwa nomudzidzisi.
Page 24 ....................................
dzemuviri
dzakapiwa. Danho 3 Kuteerera
....................................
. Vadzidzi mumapoka vanoita zambiringa
munyemba vozodudza zvavanege vawana. ....................................
Mhedziso Kubata
Onai zvakaita.
Kuimba ....................................
Nziyo, Kutaridzira ,Tsanangudzo
KUNYORA
Vadzidzi Vadzidzi
Kuteerera Zvinyoreso
makumi mana
Indigenous
Language
....................................
vanoziva
mifananidzo
Zambiringa,munyemba
Kuimba Infant ....................................
yemukomana -kudoma Mabhuku Syllabus
nemusikana nhengo Danho 1 Kutaura okunyorera ECD-Grde 2 ....................................
dzomuviri Vadzidzi vanodoma nhengo dzomuviri makumi (2015-2022)
Zambiringa Danho 2
Kunyora matatu Page 24 ....................................
Vadzidzi vanoverenga nhengo dzomuviri.
munyemba -kunyora
chisingafaniri
Danho 3
Vadzidzi vanonyora zambiringa Mifananidzo
....................................
kuvapo munyemba mumabhuku avo
Mhedziso
Kubata ....................................
chinyoreso
Vadzidzi nemurairidzi ....................................
vanoimba,Zambiringa munyemba
Vadzidzi .Vadzidzi Nziyo, Kuratidzira,Basa muumwe Kuteerera Miti Indigenous ....................................
KUNYORA vanogona vanotarisirwa Nhanganyaya yemunharaund Language
kubata -kutsanangura Vadzidzi nemurairidzi vanoimba Kuimba a Infant ....................................
muti Tumaoko, Danho 1 Syllabus
Kudhirowa
chinyoreso
muhombe. Vadzidzi vanotaura miti yavanoona Kutaura Zvinyoreso ECD-Grde 2 ....................................
munharaunda mipfupi nemirefu
miti
-kudhirowa vachibatsirwa nomudzidzisi
makumi mana (2015-2022)
Page 25
....................................
Kunyora
miti. Danho 2
Mudzidzisi anodhirowa muti murefu
Mabhuku ....................................
okunyorera
nemupfupi pachidziro. Danho 3 makumi
Vadzidzi vanodhirowa mumabhuku avo. Kubata
chinyoreso matatu
Mhedziso
Tumaoko,tumaoko.
VAVARIRO: Kubatsira vadzidzi kuti vagone kutaura,kuverenga nokunyora chishona chakanaka.
NOKUDZIDZA
5 lessons Vadzidzi Vadzidzi Mhando dzokudzidzisa nadzo Kushandidz Mifananidzo Indigenous

x 20 minutes vakambonzwa vanotarisirwa Nziyo,Mibvunzo nemhinduro ,Rungano ana kweziso Language
10 ngano Nhanganyaya
neruoko
yerungano
Infant
Syllabus
....................................
KUTEERERA -kugona
kutaura yakanaka . Danho 1 ECD-Grde 2 ....................................
09/11/2018
Mudzidzisi anobvunza vana ngano
Ngano
rungano
dzavakambonzwa.
Kutaura (2015-2022)
Page 19
....................................
rwapiwa
L1 nepapfupi. Danho 2
Vadzidzi vanoteerera rungano
....................................
Kuteerera
rwemudzidzisi. Danho 3 ....................................
Vadzidzi vanotaurirana nezvengano iyi
-kutaura
chidzidzo
zvidzidzo mumapoka nepfupi. ....................................
Danho 4
chabuda
mungano.
Vadzidzi vanopindura mibvunzo ....................................
Mhedziso
ECD yakanaka.
L2 5 Vadzidzi Vadzidzi Mhando dzokudzidzisa nadzo Kudoma Chati rine Indigenous
....................................
KUTAURA
vanogona kuita
nhetembo
vanotarisirwa
Nhanganyaya
nhetembo. Language
Infant
....................................
-kuteerera
todada naye Jesu .
Kutaura Syllabus
ECD-Grde 2
....................................
nhetembo
Nhetembo inoitwa Danho 1
(2015-2022) ....................................
nepapfupi nomudzidzisi Kuimba Page 21
apo mudzidzisi akateerera. ....................................
Danho 2
-kutaura
Vadzidzi vamoteerera mudzidzisi achiita ....................................
nhetembo. Kuteerera
zvavanzwa
panhetembo.
Danho 3 ....................................
Vana vanoita nhetembo mumapoka
mumapoka vachibatsirwa nomudzidzisi ....................................
uye vozodudza zvavanenge vawana.
. Mhedziso
....................................
ECD yakanaka.
....................................
....................................
Nziyo,Tsanangudzo ,Mapoka ,Taridziro
KUVERENGA Vadzidzi Vadzidzi Nhanganyaya Kuverenga Zvigubhu 9 Indigenous
....................................
vanogona vanotarisirwa
tumaoko. Danho 1
Language ....................................
kuverenga Infant
L4 zvavapiwa -kudoma Vadzidzi vanodoma zvinhu zviri patafura..
Kutaura Mabhora 6 Syllabus ....................................
zvinhu zviri Danho 2 ECD-Grde 2
Kuronga patafura. Mudzidzisi anotaurira vadzidzi (2015-2022) ....................................
nezvezvinhu zviri patafura vachironga. Page 24
zvinhu Danho 3 Magaba 6
....................................
zvavapiwa Vadzidzi vanoronga vachibatsirwa Kuteerera
patafura. -kugona nomudzidzisi mumapoka. Danho 4 ....................................
kuverenga Boka rimwe nerimwe rinotaridza zvaraita. Mabhokisi 9
L5 vachitanga Mhedziso Kubata ....................................
nechidoko Mudzidzisi navadzidzi vanoimba
kuenda Tumaoko,tumaoko
....................................
kuchihombe.
Nziyo, Kutaridzira ,Mapoka
Kuimba ....................................
Vadzidzi Vadzidzi Kuteerera Zvinyoreso Indigenous
KUNYORA
vanogona vanotarisirwa Nhanganyaya makumi Language ....................................
Vadzidzi nemurairidzi vanoimba kambo Kuimba Infant
kunyora muvhu matatu
-kubata Tumaoko. Danho 1 Syllabus ....................................
chinyoreso Mudzidzisi anobvunza zvinoshandiswa ECD-Grde 2
zvakanaka. pakunyora. Danho 2
Kutaura
(2015-2022) ....................................
Kubata Vadzidzi vanotarisisa mudzidzisi apo
anenge achiratidzira mabatirwo akanaka
Kunyora Mabhuku
avadzidzi
Page 25
....................................
chinyoreso -kutaura
zvinyoreso echinyoreso Danho 3
Vadzidzi vanonyora vachipenda
makumi
matatu
....................................
zvavanoziva. Kubata
mifananidzo mumabhuku avo. chinyoreso ....................................
-kuimba Danho 4
kambo Vadzidzi vanosarudza basa rakanaka, ....................................
kekupenda Mhedziso
Vadzidzi nemurairidzi vanoimbaTumaoko ....................................
Vadzidzi .Vadzidzi Nziyo, Mubvunzo neMhinduro,Mapoka, Kuteerera Zvinyoreso Indigenous
KUNYORA vanoziva vanotarisirwa Nhanganyaya makumi Language ....................................
nhengo -kudoma
nhengo Zvembudzi Danho 1
Kuimba matatu Infant
Syllabus
....................................
dzomuviri
Nhengo dzomuviri. Vadzidzi vanotaura mabasa enhengo.
Danho 2
Kutaura ECD-Grde 2 ....................................
dzomuviri (2015-2022)
Mumapoka vadzidzi vanotaura nhengo Mabhuku
Kudhirowa -kudondanisa Kunyora Page 21
dzakasikwa dziri mbiri mbiri. avadzidzi
nhengo mbiri makumi
mbir pamunhu Danho 3
Mhedziso Kubata
bata musoro..

NOKUDZIDZA
Vadzidzi Vadzidzi Mhando dzokudzidzisa nadzo Kuimba Mifananidzo Indigenous

vanonzwa vanotarisirwa Nziyo,Tsanangudzo ,Mapoka Language
11
DZOKORORO
zvakasiyana Nhanganyaya Kuteera Infant ....................................
siyana. Vadzidzi nemurairidzi vanoimba If you Syllabus
KUTEERERA -kugona
kuteedzera are happy and know Kutaura ECD-Grde 2 ....................................
16/11/2018 Vana chaivo
. Danho 1
Kuteedzera
zvinenge
Mudzidzisi anotsanangurira kuvadzidzi
(2015-2022)
Page 19
....................................
zvataurwa
L1 zvavaudzwa nomudzidzisi achivaudza zvokuita.
Danho 2 Kushandidz ....................................
. ana kweziso
Vadzidzi mumapoka vanoudzana zvokuita
neruoko. ....................................
vachibatsirwa nomudzidzisi.
Danho 3 ....................................
mumapoka. ....................................
Mhedziso
Vadzidzi nemurairidzi vanoimba kambo if
....................................
are happy and know.
Nziyo, Tsanangudzo,Kuratidzira
....................................
L2 KUTAURA Vadzidzi Vadzidzi
Mavara Indigenous
Language ....................................
vanoziva Kuteerera akasiyana
mavara siyana
-kugona Colours,colours. Kuimba Syllabus ....................................
Zvinhu kudoma Danho 1 ECD-Grde 2
zvemunhara mavara Vadzidzi vanotaura zvinhu zviri patafura
Kutaura (2015-2022) ....................................
Danho 2 Page 21
unda Vadzidzi vanoronga zvichienderana
zvakanaka Zvinhu ....................................
namavara vari mumapoka. zvemunharau
Mavara -kuronga
Danho 3 nda ....................................
zvinhu
nemavara azvo
Vadzidzi vanoronga mavara umwe
neumwe vodudza zvavanenge vaita
....................................
kumudzidzisi. ....................................
Mhedziso
Vadzidzi nomudzidzisi vanoimba kambo ....................................
Colours.colours
L3 ....................................
....................................
Nziyo,Kuedzesera,Tsanagudzo
....................................
KUVERENGA Vadzidzi Vadzidzi Kuteerera Indigenous
vanogona vanotarisirwa Nhanganyaya
Language ....................................
kuverenga Kuimba Infant
mifananidzo iri -kufambisa Kumusoro kuzasi. Danho 1
Mifananidzo Syllabus ....................................
maziso Mudzidzisi anoti vadzidzi vadome ECD-Grde 2
Kutaura
pamadziro. mifananidzo kubva kumusoro kuenda pachati ....................................
L4 Mufananidzo vachibva
kuzasi. Danho 2
Page 24
kubva kumusoro
vachidzika Vadzidzi vanodoma mifananidzo kubva ....................................
kumusoro kumusoro vachienda zasi vari mumapoka
kuenda kuzasi
vachiimba kambo. Danho 3 ....................................
kuzasi Mudzidzisi anofamba achiona kuti vana
-kudoma
varikuita nomazvo here.
....................................
mifananidzo
vachibva
Mhedziso
....................................
L5 kumusoro
vachdzika zasi
Kumusoro,kuzasi. ....................................
KUNYORA
Vadzidzi Vadzidzi
Kubata
chinyoreso
Zvinyoreso
makumi mana
Indigenous
Language
....................................
vanogona
kubata -kubata
Tumaoko,Tumaoko
zvakanaka Infant ....................................
chinyoreso Mabhuku Syllabus
chinyoreso
-kunyora
. Danho 1
Mudzidzisi anotsanangura manyorerwe
Kushandidz
ana kweziso
okunyorera
makumi
ECD-Grde 2
(2015-2022)
....................................
Kunyora peteni epeteni achinyora mumhepo vadzidzi
vachinyorawo. Danho 2
neruoko matatu Page 25 ....................................
kwakanaka vachiimba
(Peteni) kwire dzake. Vadzidzi vanonyora mumabhuku avo Kuimba Chati rine ....................................
mudzidzisi achivabatsira. mapeteni
Mhedziso Kuteerera ....................................
Mberi shure ....................................
Vadzidzi .Vadzidzi Nziyo, Kuratidzira Kunyora Mufananidzo Indigenous
KUNYORA vanogona vanotarisirwa Nhanganyaya kwakanaka wemukoti Language ....................................
kubata -kudhirowa
mufananidzo I will be a nurse. Danho 1 Kubata
Infant
Syllabus
....................................
zvinyoreso
Kugona womukoti Vadzidzi vanoona mufananidzo
womunkoti wataridzwa nomudzidzisi
chinyoreso ECD-Grde 2 ....................................
kunyora zvakanaka (2015-2022)
mukoti -kuisa ruvara Danho 2 Page 25 ....................................
pamufananidz Vadzidzi vanotaura nomudzidzisi mabasa
o omukoti. Danho 3
Kushandidz ....................................
Mudzidzisi anodhirowa mukoti pamadziro
ana kweziso
vadzidzi voitawo zvimwechetezvo
neruoko
mumabhuku avo Mhedziso
I wiil be a nurse.

NOKUDZIDZA
DZOKORORO Vadzidzi vanoziva Vadzidzi Mhando dzokudzidzisa nadzo Kuimba Nzvimbo Indigenous
mhuri dzavo vanotarisirwa Nziyo,Mutambo Language
12 KUTEERERA Nhanganyaya
Vadzidzi nemurairidzi vanoimba Vanhu
Kuteera
yavadzidzi
yokutambira Infant
Syllabus
....................................
-kuimba
detembo vashanu Kutaura ECD-Grde 2 ....................................
23/11/2018
. Danho 1
Kunzwa ruzha pamusoro
Mudzidzisi anosarudza vadzidzi vatatu
Page 19
....................................
pemhuri.
L1 Detembo vanoimba detembo iri vamwe vakateerera
Danho 2
....................................
pamusoro -kukurukura
pemhuri pamusoro Vadzidzi vanoteerera vozoimba ....................................
pemhuri varimmuzvikwata mudzidzisi akateerera.
dzavo. Danho 3 ....................................
. Vadzidzi nomudzidzisi vanoimba detembo
pamwechete. ....................................
Mhedziso
vashanu mumhuri
L2 KUTAURA Vadzidzi Vadzidzi Nziyo, Tsanangudzo,Mapoka Vadzidzi Indigenous ....................................
Nhanganyaya
vanokwanisa vanotarisirwa
Kuteerera Language
Infant
....................................
kutaura mazita
avo -kutaura Vashanu munhuri
Danho 1
Kuimba Syllabus ....................................
Kutaura mazita emhuri ECD-Grde 2
Mufananidzi
mhuri yangu yavo. Mudzidzisi anotaura pamusoro pemhuri
Kutaura wemhuri
(2015-2022) ....................................
yake vana vakateerera. Page 21
Danho 2 ....................................
Vadzidzi vanoteedzera mudzidzisi
-kuimba
karwiyo
mumapoka. ....................................
Danho 3
kemhuri.
Vadzidzi vanotaura mhuri dzavo umwe ....................................
neumwe kukirasi
Mhedziso ....................................
Vadzidzi nomudzidzisi vanoimba kambo
Vashanu munhuri.
....................................
L3 ....................................
Indigenous ....................................
Nziyo,Kuraidzira, Mapoka Language
KUVERENGA Vadzidzi Vadzidzi Kuteerera Mifananidzo
Nhanganyaya
wevanasikana Infant ....................................
Vadzidzi nemurairidzi vanoimba detembo Syllabus
kuverenga zviri
-kuverenga
Ini pamwechete nomudzidzisi.
nemukomana
ECD-Grde 2
....................................
pamufananidzo Danho 1 Kupatsanura
mufananidzo
Vadzidzi vanoverenga mifananidzo miviri
(2015-2022)
Page 24
....................................
Mifananidzo wevana
yevana iri mubuku.
-kuratidza
Danho 2
Vadzidzi vanopatsanura mifananidzo
Kukurukura
....................................
L4 musiyano vachibudisa kuti mukomana kana
musikana mumapoka
....................................
pakati Kutaura
pomusikana Danho 3 zvakanaka ....................................
nomukomana. Mudzidzisi anofamba achiona kuti vana
varikuita zvinodiwa here. ....................................
Mhedziso
Mudzidzisi navadzidzi vanoimba detembo ....................................
Ini pamwechete nomudzidzisi.
Vadzidzi Vadzidzi Zvinyoreso Indigenous ....................................
KUNYORA Nziyo, Kuratidza
-kusarudza Nhanganyaya
makumi mana Language
Infant
....................................
kunyora Vadzidzi nemurairidzi vanoimba kambo
Kuimba
zvakanaka mifananidzo
Ukaona mai vachiwacha.
Mabhuku Syllabus ....................................
yavanoda Kuteerera okunyorera ECD-Grde 2
kuzoisa ruvara . Danho 1
Mudzidzisi anoratidza mabatirwo
makumi (2015-2022) ....................................
Kuisa ruvara pamifananidzo Kunyora matatu Page 25
pamufananidz . echinyoreso akafanira kuvadzidzi.
kwakanaka
....................................
o Danho 2
Vadzidzi vanoteedzera zvaratidzwa ....................................
nomudzidzisi uyewo mudzidzisi Kuverenga
achibatsira. ....................................
Danho 3
Mudzidzi aita basa rakanaka anoratidzirwa ....................................
nomudzidzis kukirasi.
Mhedziso
....................................
Ukaona mai vachiwacha
....................................
....................................
NOKUDZIDZA
Vadzidzi Vadzidzi Mhando dzokudzidzisa nadzo Kudoma Dzimudzanga Indigenous
vakamboona nhau vanotarisirwa Nziyo,Mibvunzo nemhinduro ,Mapoka Language
13
DZOKORORO ra
pachivhiti vhiti Nhanganyaya Infant ....................................
Vadzidzi nemurairidzi vanoimba kambo Syllabus
KUTEERERA Kana kunzwa
-
kutsanangurwa nzeve dzangu dzinonzwa .
Kutaura Bepanhau
ECD-Grde 2 ....................................
Danho 1
30/11/2018 padzimu dzangara zvavanenge
Mudzidzisi anotsanangurira vana nhau
(2015-2022)
Page 19
....................................
vanzwa Kuimba
Nhau munhau. achiverenga.
Danho 2
....................................
Vadzidzi mumapoka vanoedzesera
Kuteerera
....................................
kuverenga nhau.
Danho 3 ....................................
Vana vanodudza kune vamwe vavo
zvavawana mumapoka vozopindura ....................................
mibvunzo. Mhedziso
nzeve dzangu dzinonzwa.
Nziyo, Kuratidzira,Mibvunzo nemhindur ....................................
14 Vadzidzi Zvinhu zviri
KUTAURA Vadzidzi Kushandidz Indigenous
Nhanganyaya
vanoziva vanotarisirwa
ana kweziso
neruoko
munharaunda Language
Infant
....................................
zvimwe zvinhu zvine mavara
zviri muchikoro. -kudoma Dudumuduri,vachiimba mavara.
Danho 1
Syllabus ....................................
06/12/2018 zvinhu zviviri ECD-Grde 2
-Zvinhu patafura. Vadzidzi vanodoma zvinhu zviviri Kuimba (2015-2022) ....................................
patafura. Danho 2 Page 21
zvemunhara
unda -kutaura Vadzidzi vanobata chavanoda
Kuteerera ....................................
mavara chinoenderana neruvara rwasimudzwa
-Mavara
avanoziva. nomudzidzisi. ....................................
Danho 3
Vadzidzi vanotaura zvinoreva mavara ....................................
iwawa vachibatsirwa nomudzidzisi.
-kubata zvinhu Danho 4 ....................................
zvine ruvara
rwakadaro
mumapoka Mhedziso
...................................
muchikoro Vadzidzi vanoimba kambo Dudumuduri.
Vachidoma mavara.

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INFORMATION & COMMUNICATION TECHNOLOGY (ICT)

To enable learners to:-

Learners Learners Methods Eye hand Charts with

Learners Learners Methods Eye hand Charts with

Learners Learners Methods Improvisation Charts with

Learners Learners Methods Visual Computers

Learners Learners Methods

Learners Learners Methods 10 toy

Learners Learners Methods Toy laptops

Learners Learners Methods A computer

Learners Learners Methods A cellphone

Learners Learners Methods Eye hand Charts with

Learners Learners Methods Eye hand Charts with

AIM: To infuse ICTs in other subjects across the curriculum.

Learners Learners Methods 10 toy

Learners Learners Methods Toy laptops

REVISION Learners Learners Methods A computer

MATHS & SCIENCE

To enable learners to:

 develop and show a positive attitude towards Mathematics and Science.

1.Science,Mathematics and Discovery play.

Demonstration Group work

Songs & Rhymes Discussion

Songs & Rhymes

FAMILY & HERITAGE STUDIES

AIM: To develop an understanding in learners of the transport system.

To enable learners to:

AIM: To develop an appreciation of the English Language as a means of communication.

Imitation, Explanation, Demonstration

VISUAL & PERFOMING ARTS (VPA)

 become literate in visual and performing arts.

1.The creative process and performance.

2. Aesthetic values and appreciation.

3.History of Arts and culture.

AIM: To expose and engage learners in a variety of creative processes.

AESTHETIC Learners Learners Methods Listening Ministry ...................................

AIM: To expose and engage learners in a variety of creative processes.

10 Learners can 6 musical

AIM: To expose and engage learners in a variety of creative processes.

13 REVISION Learners 6 musical

14 REVISION Learners can 6 musical

PHYSICAL EDUCATION (PE)

To help learners to:

 develop basic physical education skills.

1.Play and Game skills

Learners Learners Methods Pushing Blocks Physical

Learners Learners Methods Gross motor Pictures Physical

Learners Learners Methods Finger Tins Physical

Learners Learners Methods Balancing Whistle Physical

Learners can Learners Methods Gross motor 2 Whistles Physical

Learners can Learners Methods Gross motor Whistle Physical

Learners can Learners Methods Visual Papers Physical

Learners Learners Methods Gross motor Pictures Physical

Learners Learners Methods Fine motor Local Physical

REVISION Learners can Learners Methods Gross motor Whistle Physical

REVISION Learners Learners Methods Gross motor Pictures Physical

AIM: To provide learners with a sense of fun, enjoyment and entertainment.

Learners can Learners Methods Visual Papers Physical