TABLE OF CONTENTS GR1

English Language………………………………2
Indigenous Languages………………………….24
Mathematics and Science…………………………50
Family and Heritage Studies……………………….77
Information and Communication Technology………88
Visual and Performing Arts…………………………..………94
Mass Displays………………………………………..…………………114
Physical Education……………………………..………………………138
Guidance and Counselling………………………………………………164

GRADE 1 SECOND TERM UPDATED CURR SCHEME – CUM PLAN 2024 1

 ENGLISH LANGUAGE
AIMS
To enable learners to:-
1. . develop the four basic skills which are listening / observing, speaking / singing, reading / singing and writing / brailing in the English language as well as visual, tactile and
manual skills for some learners with disabilities.
2. express themselves freely in a variety of situation that involve the use of functional English
3. develop the four basic skills which are, listening/ observing, speaking/signing,reading/signing and writing/brailling in the English Language as well as visual,tactile and
manual skills for some learners with disabilities
4. develop a reading and creative writing culture using the English Language
5. use ICTs in the learning of the English Language
6. acquire basic skills of analysing literary works
CROSSCUTTING THEMES
-Gender-Child /Protection
-Learners’ Rights and Responsibilities
-Disaster Risk Management
-Financial Literacy/-Human Right/ Collaboration
- Sexuality, HIV and AIDS Education
- Heritage Studies

SKILLS
 listening
 speaking
 reading
 writing

SOURCES:
English Syllabus Junior Grade Comprssd
Ventures Primary English learners book 1
Step Up English Ppls Bk1
Time allocation – 6x30mins

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WEEKLY AIM -: Develop the four basic skills which are; listening, speaking, reading and writing. To discriminate between sounds.

Week Topic / Content Objectives CompSkills Teaching / Learning / Media / Ref/ Evaluation
Ending & Attitudes Methods / Activities Resources
LISTENING/ By the end ofthe -active listening Assumed knowledge –lnrs have been to -English language
Wk 1 OBSERVING lesson,learnersshoul -recalling shops Comprssd
d be ableto: -imitation Introduction –lnrs recite a poem “..my Syllabus Page 25
10 May Stories -retell the events of money…” Ventures
2024 the story read Step 1-Facilitator reads the story in the Primary English
Listening to the story of -answer at least 2 book as lnrs listen page 45
our shop questions from the Step 2-lnrs retell the story in their own Step Up English
story. words Ppls Bk page 52
(Lesson 1) Step 3-in groups lnrs answer questions Class shop corner,
about the story read real money,
Step 4- lnrs give feedback pictures
Conclusion – lnrs recite a poem “..my
money…”
LISTENING/ -active listening Assumed knowledge –lnrs can follow -English language
OBSEBRVING -to follow at least 4 -following instructions Comprssd
instructions Introduction –lnrs sing the song “follow Syllabus Page 25
Following oral follow follow…..” Ventures
instructions Step 1-fc explains to lnrs how to follow Primary English
instructions Step 2-lnrs listen to page 49
GO to your desk instructions given and follow them Step Step Up English
Point to that 3- in groups lnrs give each other simple Ppls Bk page 49
picture instructions to follow Class shop corner,
(Lesson 2) Step 4-Class discussions on work done real money,
Conclusion – lnrs sing the song “follow pictures
follow follow…..”
SPEAKING& By the end of the -active listening Assumed knowledge –lnrs can produce -English language
READING lesson,learners -reading phonic sounds Comprssd syllb
should be able to: -pronouncing Introduction –lnrs recite the rhyme level 1 p14-18
Phonic sounds / -to read out the “Milly moppy…..” Ventures
Phonic words phonic sound for Step 1-fc read the phonic sound to the lnrs Primary English
mmmm correctly Step 2-lnrs read the phonic sound after the page 49
Mm Mm Mm -to read at least 5 fc. Step Up English
words with phonic Step 3- fc reads the phonic words and in Ppls Bk page 49
Man milk moon sound mmmm group lnr read the words on work cards
(Lesson 3) Step 4-pupils read in front of everyone Class shop corner,
Conclusion – lnrs recite the rhyme “Milly real money,
moppy….. pictures
SPEAKING By the end ofthe -active listening Assumed knowledge –lnrs can produce -English language
lesson,learnersshoul -reading phonic sounds Comprssd syllb
Phonic sounds / d be ableto: -pronouncing Introduction –lnrs discuss what is shown level 1 p14-18

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 Phonic letters -to read out the on the picture Ventures
phonic sound for -ai- Step 1-fc reads the phonic sound to the Primary English
-ai- correctly lnrs page 49
-to read at least 5 Step 2-lnrs read the phonic sound after the Step Up English
Snail rain train words with phonic fc. Ppls Bk page 49
(Lesson 4) sound Step 3- fc reads the phonic words and in
-ai- group lnr read the words on work cards Flash cards, work
Step 4-pupils read in front of everyone cards, pictures
Conclusion – lnrs as a whole class repeat
the sound
READING : -active listening Assumed knowledge –lnrs can read -English language
-pronounce words -reading stories Comprssd syllb
Extensive reading correctly when -pronouncing Introduction –recap on the lesson about level 1 p14-18
reading the story the class shop Step Up English
Reading the story -answer at least 3 Step 1-lnrs read new words on flash cards Ppls Bk page 39
Answering questions from the Step 2-lnrs attempt reading the story as
questions story individuals Step 3- fc reads the story for Flash cards, work
(Lesson 5) lnrs cards, pictures
Step 4-;lnrs answer oral questions from
the story Step 4-;individual written work
Conclusion – lnrs answer further
questions
WRITING : -answering - Assumed knowledge –lnrs know more -English language
-answer at least 2 oral reading about their class shop Comprssd syllb
Creative Writing questions about their -completing Introduction –recap on the lesson about level 1 p14-18
shop the class shop Ventures
Story writing -complete at least 2 Step 1-fc asks oral questions about the Primary English
about a shop sentences about their shop page 48
(Lesson 6) shop Step 2-fc explains how to complete
sentences to make up a story Step 3- lnrs Flash cards, work
complete the sentences in their books cards, pictures
Conclusion – lnrs answer further
questions
Week Topic / Content Objectives CompSkills Teaching / Learning / Media / Ref/ Evaluation
Ending & Attitudes Methods / Activities Resources
WEEKLY AIM -: Develop the four basic skills which are; listening, speaking, reading and writing. To know different occupations

LISTENING/ By the end ofthe -active listening Assumed knowledge –lnrs can listen to a -English language
Wk 2 OBSERVING lesson,learnersshoul - recalling story Comprssd
d be ableto: -imitation Introduction –lnrs discuss on pictures on Syllabus Page 25
17 May Stories -retell the events of page 50 Ventures
2024 the story read Step 1-Facilitator reads the story in the Primary English
Listening to the story of -answer at least 2 book as lnrs listen page 50
Zivai questions from the Step 2-lnrs retell the story in their own

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 story. words
(Lesson 1) Step 3-in groups lnrs answer questions
about the story read
Step 4- lnrs give feedback
Conclusion – lnrs recite a poem “..im
running…”
LISTENING/ Stating Assumed knowledge –lnrs know what -English language
SPEAKING -state their family Specifying their family members do Comprssd syllb
members Introduction –lnrs read jobs shown on level 1 p14-18
Who has a job in the -tell who works in cards Step Up English
family their families Step 1-fc gives explanations on jobs Ppls Bk page 44
-specify the jobs their family members do
My father is family members do Step 2-lnrs in groups discuss on what Pictures of people
teacher their family members do doing various jobs
My mother is clerk Step 3- learners give feedback as others Work cards
(Lesson 2) listen Flash cards
Step 4-individual written work
Conclusion – lnrs read jobs shown on
cards
SPEAKING& By the end ofthe -active listening Assumed knowledge –lnrs can produce -English language
READING lesson,learnersshoul -reading phonic sounds Comprssd syllb
d be ableto: -pronouncing Introduction –lnrs recite the rhyme level 1 p14-18
Phonic sounds / -to read out the “diggy doggy…..” Ventures
Phonic words phonic sound for ddd Step 1-fc read the phonic sound to the lnrs Primary English
correctly Step 2-lnrs read the phonic sound after the page 51
Dddddd -to read at least 5 fc.
words with phonic Step 3- fc reads the phonic words and in Chart with words,
Dig dog lid sound dd group lnr read the words on work cards word cards,
(Lesson 3 ) Step 4-pupils read in front of everyone pictures
Conclusion – lnrs recite the rhyme “Milly
moppy…..”
READING -active listening Assumed knowledge –lnrs can read -English language
-pronounce words -reading stories Comprssd syllb
Extensive reading correctly when -pronouncing Introduction –class discussion about a level 1 p14-18
reading the story sports day Ventures
Reading the story -answer at least 3 Step 1-lnrs read new words on flash cards Primary English
Answering questions from the Step 2-lnrs attempt reading the story as page 52-3
questions story individuals
(Lesson 4) Step 3- fc reads the story for lnrs
Step 4-;lnrs answer oral questions from Flash cards, work
the story cards, pictures
Step 5-;individual written work
Conclusion – lnrs answer further
questions

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 WRITING -constructing Assumed knowledge –lnrs can construct -English language
-pronounce at least 4 -pronouncing oral questions Comprssd syllb
Sentence words correctly Introduction –lnrs read words on the level 1 p14-18
construction -construct at least 3 flash cards Ventures
sentences using given Step 1-fc explains on how to construct Primary English
Using: dog desk words sentences using given words page 51
dance dish Step 2-lnrs in groups construct their own
(Lesson 5) sentences Step 3- lnrs give feedback of Flash cards, work
their discussions Step 4-;lnrs construct cards, pictures
sentences in their books individually
Conclusion – lnrs answer further
questions
READING By the end ofthe -active listening Assumed knowledge –lnrs can read -English language
lesson,learnersshoul -reading stories Comprssd syllb
Extensive reading d be ableto: -pronouncing Introduction –recap on the lesson about level 1 p14-18
-pronounce words the family jobs Step Up English
Reading the story correctly when Step 1-lnrs read new words on flash cards Ppls Bk page 45
Answering reading the story Step 2-lnrs attempt reading the story as
questions -answer at least 3 individuals Flash cards, work
(Lesson 6) questions from the Step 3- fc reads the story for lnrs cards, pictures
story Step 4-;lnrs answer oral questions from
the story Step 4-;individual written work
Conclusion – lnrs answer further
questions
Week Topic / Content Objectives CompSkills Teaching / Learning / Media / Ref/ Evaluation
Ending & Attitudes Methods / Activities Resources
WEEKLY AIM -: Develop the four basic skills which are; listening, speaking, reading and writing. To improve vocabulary.
LISTENING/ By the end of the -active listening Assumed knowledge –lnrs can listen to a -English language
OBSERVING lesson,learners - recalling story comprssd syllb
Wk 3 should be able to: -imitation Introduction –lnrs discuss on pictures on level 1 p14-18
24 May Stories -retell the events of page 55 Ventures Primary
2024 the story read Step 1-Facilitator reads the story in the English page 55
Listening to the story of -answer at least 2 book as lnrs listen
Food questions from the Step 2-lnrs retell the story in their own
story. words
(Lesson 1) Step 3-in groups lnrs answer questions
about the story read Step 4- lnrs give
feedback
Conclusion – lnrs recite a poem “..im
running…”
LISTENING/ Stating Assumed knowledge –lnrs know what -English language
SPEAKING -state at least 2 Specifying their favourite food is Comprssd syllb
things they like to Introduction –lnrs identify the food on level 1 p14-18
What I like to eat… eat pictures Step Up English

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 What I do not like to - state at least 2 Step 1-fc gives explanations on how to Ppls Bk page 44
eat things they do not say what they like and do not like to eat
like to eat Step 2-lnrs in groups discuss on what they Pictures of people
Say: I like to like and do not like to eat doing various jobs
eat…… Step 3- learners give feedback as others Work cards
Say: I do not like listen Flash cards
to eat…… Step 4-individual written work
Conclusion – lnrs identify the food on
(Lesson 2) pictures
SPEAKING& -active listening Assumed knowledge –lnrs can produce -English language
READING -to read out the -reading phonic sounds Comprssd syllb
phonic sound for -pronouncing Introduction –lnrs recite the rhyme level 1 p14-18
Phonic sounds / ggg correctly “grumpy grub…..” Ventures
Phonic words -to read at least 5 Step 1-fc read the phonic sound to the lnrs Primary English
words with phonic Step 2-lnrs read the phonic sound after the page 56
Gg g g sound gg fc.
Step 3- fc reads the phonic words and in Chart with words,
Game girl goat group lnr read the words on work cards word cards,
goal Step 4-pupils read in front of everyone pictures
(Lesson 3 ) Conclusion – lnrs recite the rhyme
“grumpy grub…..”
WRITING -constructing Assumed knowledge –lnrs can construct -English language
-pronounce at least 4 -pronouncing oral questions Comprssd syllb
Sentence words correctly Introduction –lnrs read words on the level 1 p14-18
construction -construct at least 3 flash cards Ventures
sentences using Step 1-fc explains on how to construct Primary English
Using: goat give given words sentences using given words page 59
girl good dig Step 2-lnrs in groups construct their own
(Lesson 4) sentences Step 3- lnrs give feedback of Flash cards, work
their discussions Step 4-;lnrs construct cards, pictures
sentences in their books individually
Conclusion – lnrs answer further
questions
READING -active listening Assumed knowledge –lnrs have gone -English language
-pronounce words -reading shopping Comprssd syllb
Extensive reading correctly when -pronouncing Introduction –class discussion on going level 1 p14-18
reading the story shopping Step Up English
Reading the story -answer at least 3 Step 1-lnrs read new words on flash cards Ppls Bk page 52
Answering questions from the Step 2-lnrs attempt reading the story as
questions story individuals Step 3- fc reads the story for Flash cards, work
(Lesson 5) lnrs cards, pictures
Step 4-;lnrs answer oral questions from
the story Step 4-;individual written work
Conclusion – lnrs answer further

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 questions
WRITING -answering - Assumed knowledge –lnrs know the -English language
-state at least 2 reading food they like to eat Comprssd syllb
Creative Writing things they like to - Introduction –recap on the lesson about level 1 p14-18
eat food they like Ventures
What I like to eat -draw a picture of Step 1-fc asks oral questions about the Primary English
(Lesson 6) their favourite food food they like with reference to pictures page 58
-write a sentence Step 2-lnrs draw pictures of the food they
about the picture like in their books Step 3- lnrs after Flash cards, work
they drew drawing write a sentence about their cards, pictures
pictures
Conclusion – lnrs answer further
questions
Week Topic / Content Objectives CompSkills Teaching / Learning / Media / Ref/ Evaluation
Ending & Attitudes Methods / Activities Resources
WEEKLY AIM -: develop the four basic skills which are; listening, speaking, reading and writing. To develop vocabulary and be familiar with phonic sounds

LISTENING/ By the end of the -active listening - Assumed knowledge –lnrs can listen to a -English language
Wk 4 OBSERVING lesson,learners recalling story Comprssd
31 May should be able to:-imitation Introduction –lnrs discuss on pictures on Syllabus Page 25
2024 Stories -retell the events of page 60 Ventures
the story read Step 1-Facilitator reads the story in the Primary English
Listening to the story of -answer at least 2 book as lnrs listen Step 2-lnrs retell the page 60
Game parks questions from the story in their own words Step 3-in groups pictures
story. lnrs answer questions about the story read downloaded from
(Lesson 1) Step 4- lnrs give feedback Conclusion – internet, chart
lnrs recite a poem “..lion lion…”
SPEAKING & By the end ofthe -active listening Assumed knowledge –lnrs can produce -English language
READING lesson,learnersshou -reading phonic sounds Comprssd syllb
ld be ableto: -pronouncing Introduction –lnrs recite the rhyme “kitty level 1 p14-18
Phonic sounds / -to read out the kitten…..” Ventures
Phonic words phonic sound for Step 1-fc read the phonic sound to the lnrs Primary English
kkk correctly Step 2-lnrs read the phonic sound after the page 61
k- -ck -to read at least 5 fc.
words with phonic Step 3- fc reads the phonic words and in Chart with words,
key kid clock sound ck group lnr read the words on work cards word cards,
sick Step 4-pupils read in front of everyone pictures
(Lesson 2) Conclusion – lnrs recite the rhyme
“grumpy grub…..”
READING By the end ofthe -active listening Assumed knowledge –lnrs know to cook -English language
lesson,learnersshou -reading certain food Comprssd syllb
Extensive reading ld be ableto: -pronouncing Introduction –class discussion on level 1 p14-18
-pronounce words cooking food Ventures
Reading the story correctly when Step 1-lnrs read new words on flash cards Primary English
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 Answering reading the story Step 2-lnrs attempt reading the story as page 57-8
questions -answer at least 3 individuals Step 3- fc reads the story for
(Lesson 3) questions from the lnrs
story Step 4-;lnrs answer oral questions from Flash cards, work
the story Step 5-;individual written work cards, pictures
Conclusion – lnrs answer further
questions
WRITING By the end ofthe -constructing Assumed knowledge –lnrs can construct -English language
lesson,learnersshou oral questions
ld be ableto: -pronouncing Introduction –lnrs read words on the Comprssd syllb
flash cards level 1 p14-18
Sentence -pronounce at least 4
construction Step 1-fc explains on how to construct Ventures
words correctly sentences using given words Primary English
-construct at least 3 Step 2-lnrs in groups construct their own page 59
sentences using sentences Step 3- lnrs give feedback of
Using: goat give their discussionsStep 4-;lnrs construct
girl good dig given words
sentences in their books individually
Conclusion – lnrs answer further Flash cards, work
(Lesson 4) cards, pictures
questions
WRITING -answering - Assumed knowledge –lnrs know many wild -English language
-state at least 2 wild reading animals Comprssd syllb
Creative Writing animals - Introduction –lnrs name the wild animals they level 1 p14-18
-draw a picture of their know Ventures Primary
The wild animal I favourite animals Step 1-fc asks oral questions about wild English page 64
like -write a sentence about animals with reference to pictures Step 2-lnrs
(Lesson 5) the picture they drew draw pictures of the wild animals they like in Flash cards, work
their books Step 3- lnrs after drawing write a cards, pictures
sentence about their pictures
Conclusion – lnrs answer further questions
WRITING -reading Assumed knowledge –lnrs can construct -English language
-construct at least 4 -word building words from given letters comprssd syllb
Word building words from given letters Introduction –lnrs read words on flash cards level 1 p14-18
Step 1-fc demonstrates and explains how to Ventures Primary
Constructing words construct words from given letters English page 65
using given letters Step 2-lnrs get their respective work cards
Step 3-in groups lnrs construct their sentences pictures
-ee- k— Step 4- lnrs give feedback and engage in downloaded from
See key individual written work internet, chart
(Lesson 6) Conclusion – lnrs read words on flash cards
Week Topic / Content Objectives CompSkills Teaching / Learning / Methods / Media / Ref/ Evaluation
Ending & Attitudes Activities Resources
WEEKLY AIM -: develop the four basic skills which are; listening, speaking, reading and writing. To improve vocabulary and be familiar with phonic sounds.

GRADE 1 SECOND TERM UPDATED CURR SCHEME – CUM PLAN 2024 9

Wk 5 LISTENING/ By the end of the -active listening Assumed knowledge –lnrs can listen to a story -English language
07 June OBSERVING lesson,learners should - recalling Introduction –lnrs discuss on pictures on page comprssd syllb
2024 be able to: -imitation 60 level 1 p14-18
Stories -retell the events of the Step 1-Facilitator reads the story in the book as Ventures Primary
story read lnrs listen Step 2-lnrs retell the story in their English page 66
The weather out there -answer at least 2 own words Step 3-in groups lnrs answer
questions from the questions about the story read Step 4- lnrs give pictures
(Lesson 1) story. feedback Conclusion – lnrs recite a poem downloaded from
“..lion lion…” internet, chart

LISTENING/ Stating Assumed knowledge –lnrs can describe the -English language
SPEAKING -describe the weather describing weather Comprssd syllb
out there Introduction –lnrs sing the song “Mvura naya level 1 p14-18
What is the weather naya…..” Ventures Primary
like? Step 1-fc gives explanations on how to say English page 66
what the weather is like
How is the Step 2-lnrs in groups discuss on what the Pictures of people
weather like? weather is like as shown on pictures doing various jobs
Say: It is ____ Step 3- learners give feedback as others listen Work cards
(cold/windy) Step 4-individual written work Flash cards
Conclusion – lnrs sing the song “Mvura naya
(Lesson 2) naya…..”
SPEAKING& -active listening Assumed knowledge –lnrs can produce -English language
READING -to read out the phonic -reading phonic sounds Comprssd syllb
sound for rrr correctly -pronouncing Introduction –lnrs recite the rhyme “rosy level 1 p14-18
Phonic sounds / -to read at least 5 words rabbit…..” Ventures Primary
Phonic words with phonic sound rr Step 1-fc read the phonic sound to the lnrs English page 66-7
Step 2-lnrs read the phonic sound after the fc.
R rrrr Step 3- fc reads the phonic words and in group Chart with words,
lnr read the words on work cards word cards,
Red rat rock Step 4-pupils read in front of everyone pictures
road Conclusion – lnrs recite the rhyme “grumpy
(Lesson 3 ) grub…..”
READING -active listening Assumed knowledge –lnrs have gone -English language
-pronounce words -reading shopping Comprssd syllb
Extensive reading correctly when reading -pronouncing Introduction –class discussion on going level 1 p14-18
the story shopping Ventures Primary
Reading the story -answer at least 3 Step 1-lnrs read new words on flash cards English page 67-8
Answering questions from the story Step 2-lnrs attempt reading the story as
questions individuals Step 3- fc reads the story for lnrs Flash cards, work
(Lesson 4) Step 4-;lnrs answer oral questions from the cards, pictures
story Step 4-;individual written work
Conclusion – lnrs answer further questions

GRADE 1 SECOND TERM UPDATED CURR SCHEME – CUM PLAN 2024 10

 WRITING -answering - Assumed knowledge –lnrs know the food -English language
-state at least 2 things reading they like to eat Comprssd syllb
Creative Writing they like to eat - Introduction –recap on the lesson about food level 1 p14-18
-draw a picture of their they like Ventures Primary
What I like to eat favourite food Step 1-fc asks oral questions about the food English page 58
(Lesson 5) -write a sentence about they like with reference to pictures
the picture they drew Step 2-lnrs draw pictures of the food they like Flash cards, work
in their books Step 3- lnrs after drawing write a cards, pictures
sentence about their pictures
Conclusion – lnrs answer further questions
WRITING -reading Assumed knowledge –lnrs can construct -English language
-word building words from given letters Comprssd syllb
Word building -construct at least 4 Introduction –lnrs read words on flash cards level 1 p14-18
words from given letters Step 1-fc demonstrates and explains how to Ventures Primary
Constructing words construct words from given letters English page 71
using given letters Step 2-lnrs get their respective work cards
Step 3-in groups lnrs construct their sentences Flash cards, work
Adding -er- Step 4- lnrs give feedback and engage in cards, pictures
rid-- broth-- individual written work
fath-- sist-- Conclusion – lnrs read words on flash cards
(Lesson 6)
Week Topic / Content Objectives CompSkills Teaching / Learning / Methods / Media / Ref/ Evaluation
Ending & Attitudes Activities Resources
WEEKLY AIM -: develop the four basic skills which are; listening, speaking, reading and writing. To improve vocabulary and appreciate picture stories.
LISTENING/ By the end of the -active listening Assumed knowledge –lnrs can listen to a story -English language
Wk 6 OBSERVING lesson,learners should - recalling Introduction –lnrs discuss on pictures on page comprssd syllb
be able to: -imitation 72 level 1 p14-18
14 June Stories -retell the events of the Step 1-Facilitator reads the story in the book as Ventures Primary
2024 story read lnrs listen English page 72
At the farm -answer at least 2 Step 2-lnrs retell the story in their own words
questions from the Step 3-in groups lnrs answer questions about pictures
(Lesson 1) story. the story read
Step 4- lnrs give feedback
Conclusion – lnrs recite a poem “..farmer
farmer…”
LISTENING/ Stating Assumed knowledge –lnrs can describe a -English language
SPEAKING -state at least 3 things describing picture Comprssd syllb
they are seeing in the Introduction –class discussion on the activities level 1 p14-18
Picture analyzing picture at a farm Ventures Primary
Step 1-fc gives explanations on how to English page 72
What can you see in describe a picture, telling what they are seeing
the picture? Step 2-lnrs in groups discuss what theyare Pictures of farm
seeing in given pictures Step 3- learners give activities
Say: I can see a feedback as others listen Work cards

GRADE 1 SECOND TERM UPDATED CURR SCHEME – CUM PLAN 2024 11

 ______ Step 4-individual written work Flash cards
(Lesson 2) Conclusion – fc asks further questions
SPEAKING& -active listening Assumed knowledge –lnrs can produce -English language
READING -to read out the phonic -reading phonic sounds Comprssd syllb
sound for hhh correctly -pronouncing Introduction –lnrs recite the rhyme “happy level 1 p14-18
Phonic sounds / -to read at least 5 words hen…..” Ventures Primary
Phonic words with phonic sound hh Step 1-fc read the phonic sound to the lnrs English page 72-3
Step 2-lnrs read the phonic sound after the fc.
hhhhh Step 3- fc reads the phonic words and in group Chart with words,
lnr read the words on work cards word cards,
hat hot head hen Step 4-pupils read in front of everyone pictures
(Lesson 3 ) Conclusion – lnrs recite the rhyme “grumpy
grub…..”
READING -active listening Assumed knowledge –lnrs know animals at -English language
-pronounce words -reading the farm Comprssd syllb
Extensive reading correctly when reading -pronouncing Introduction –class discussion on farm level 1 p14-18
the story animals Ventures Primary
Reading the story -answer at least 3 Step 1-lnrs read new words on flash cards English page 74-6
Answering questions from the story Step 2-lnrs attempt reading the story as
questions individuals Step 3- fc reads the story for lnrs
(Lesson 4) Step 4-;lnrs answer oral questions from the Flash cards, work
story Step 5-;individual written work cards, pictures
Conclusion – lnrs answer further questions
WRITING -reading Assumed knowledge –lnrs can construct -English language
-word building sentences from given words Comprssd syllb
Sentence construction -construct at least 4 Introduction –lnrs read words on flash cards level 1 p14-18
sentences from given Step 1-fc demonstrates and explains how to Ventures Primary
Constructing sentences words construct sentences from given words English page 73
using given words Step 2-lnrs get their respective work cards
Step 3-in groups lnrs construct their sentences Flash cards, work
Head hand house hut Step 4- lnrs give feedback and engage in cards, pictures
high individual written work
(Lesson 5) Conclusion – lnrs read words on flash cards
WRITING -reading Assumed knowledge –lnrs can construct -English language
-word building words from given letters Comprssd syllb
Word building -construct at least 4 Introduction –lnrs read words on flash cards level 1 p14-18
words from given letters Step 1-fc demonstrates and explains how to Ventures Primary
Constructing words construct words from given letters English page 76
using given letters Step 2-lnrs get their respective work cards
Step 3-in groups lnrs construct their sentences Flash cards, work
Adding h Step 4- lnrs give feedback and engage in cards, pictures
-oe -at -ead -house individual written work
-ut Conclusion – lnrs read words on flash cards
(Lesson 6)

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 Week Topic / Content Objectives CompSkills Teaching / Learning / Methods / Media / Ref/ Evaluation
Ending & Attitudes Activities Resources
WEEKLY AIM -: develop the four basic skills which are; listening, speaking, reading and writing. To help learners in sentence construction.
LISTENING/ By the end of the -active listening Assumed knowledge –lnrs can listen to a story -English language
Wk 7 OBSERVING lesson,learners should - recalling Introduction –lnrs discuss on pictures on page comprssd syllb
21 June be able to: -imitation 77 level 1 p14-18
2024 Stories -retell the events of the Step 1-Facilitator reads the story in the book as Ventures Primary
story read lnrs listen English page 77
Farmer Gono’s farm -answer at least 2 Step 2-lnrs retell the story in their own words
questions from the Step 3-in groups lnrs answer questions about pictures
story. the story read Step 4- lnrs give feedback
(Lesson 1) Conclusion – lnrs recite a poem “..farmer
farmer…”
LISTENING/ Stating Assumed knowledge –lnrs can ask questions -English language
SPEAKING -ask at least 3 questions Describing Introduction –class discussion on the activities Comprssd syllb
about farmers Asking at a farm level 1 p14-18
Asking questions -answer at least 3 Step 1-fc gives explanations on how to ask and Ventures Primary
about what farmers questions about farmers answer questions about a farmer English page 77
do Step 2-class discussion on asking questions
about farmers Step 3- learners in groups Pictures of farm
What do farmers answer the questions raised orally Step 4- activities
grow? learners give feedback of their discussions Work cards
Say: I think they Conclusion – fc asks further questions Flash cards
grow crops.
(Lesson 2)
SPEAKING& -active listening Assumed knowledge –lnrs can produce -English language
READING -to read out the phonic -reading phonic sounds Comprssd syllb
sound for bbb correctly -pronouncing Introduction –lnrs recite the rhyme “Bessie level 1 p14-18
Phonic sounds / -to read at least 5 words bee…..” Ventures Primary
Phonic words with phonic sound bb Step 1-fc read the phonic sound to the lnrs English page 78
Step 2-lnrs read the phonic sound after the fc.
bbbbb Step 3- fc reads the phonic words and in group Chart with words,
lnr read the words on work cards word cards,
bag box ball boy Step 4-pupils read in front of everyone pictures
blue Conclusion – lnrs recite the rhyme “grumpy
(Lesson 3 ) grub…..”
READING -active listening Assumed knowledge –lnrs know what goes -English language
-pronounce words -reading on at a farm Comprssd syllb
Extensive reading correctly when reading -pronouncing Introduction –class discussion on farm level 1 p14-18
the story animals Ventures Primary
Reading the story -answer at least 3 Step 1-lnrs read new words on flash cards English page 79-80
Answering questions from the story Step 2-lnrs attempt reading the story as
questions individuals Step 3- fc reads the story for lnrs
(Lesson 4) Step 4-;lnrs answer oral questions from the Flash cards, work
GRADE 1 SECOND TERM UPDATED CURR SCHEME – CUM PLAN 2024 13
 story Step 5-;individual written work cards, pictures
Conclusion – lnrs answer further questions
WRITING -reading Assumed knowledge –lnrs can construct -English language
-word building sentences from given words Comprssd syllb
Sentence -construct at least 4 Introduction –lnrs read words on flash cards level 1 p14-18
construction sentences from given Step 1-fc demonstrates and explains how to Ventures Primary
words construct sentences from given words English page 73
Constructing sentences Step 2-lnrs get their respective work cards
using given words Step 3-in groups lnrs construct their sentences Flash cards, work
Step 4- lnrs give feedback and engage in cards, pictures
bag box ball boy individual written work
blue Conclusion – lnrs read words on flash cards
(Lesson 5)
WRITING -answering - Assumed knowledge –lnrs know what is -English language
-state at least 2 things reading found on the farm Comprssd syllb
Creative Writing they like to eat - Introduction –recap on the lesson about farm level 1 p14-18
-draw a picture of their animals Ventures Primary
On the farm favourite food Step 1-fc asks oral questions about animals English page 80
-write at least 2 found at the farm Step 2-lnrs draw pictures of
Drawing and sentences about the the food they like in their books Step 3- lnrs Flash cards, work
sentence writing picture they drew after drawing write a sentence about their cards, pictures
(Lesson 6) pictures Conclusion – lnrs answer further
questions
Week Topic / Content Objectives CompSkills Teaching / Learning / Methods / Media / Ref/ Evaluation
Ending & Attitudes Activities Resources
WEEKLY AIM -: develop the four basic skills which are; listening, speaking, reading and writing. To know more about word building
Wk 8 LISTENING/ By the end of the -active listening Assumed knowledge –lnrs can listen to a story -English language
OBSERVING lesson,learners should - recalling Introduction –lnrs discuss on pictures on page comprssd syllb
28 June be able to: -imitation 82 level 1 p14-18
2024 Stories -retell the events of the Step 1-Facilitator reads the story in the book as Ventures Primary
story read lnrs listen English page 82
Farmer Gono at the -answer at least 2 Step 2-lnrs retell the story in their own words
market questions from the Step 3-in groups lnrs answer questions about pictures
story. the story read Step 4- lnrs give feedback downloaded from
(Lesson 1) Conclusion – lnrs recite a poem “..farmer internet, chart
farmer…”

GRADE 1 SECOND TERM UPDATED CURR SCHEME – CUM PLAN 2024 14

 LISTENING/ Stating Assumed knowledge –lnrs have been to the -English language
SPEAKING -say at least 3 things saying market Comprssd syllb
they want at the market Asking Introduction –class discussion on the activities level 1 p14-18
Asking questions at the farm Ventures Primary
about what they want Step 1-fc gives explanations on how to ask for English page 82
to buy at the market? something at the market
Step 2-class discussion asking for something at Pictures of farm
Say: May I have a the market Step 3- learners in groups answer activities
pumpkin, please?. the questions raised orally Step 4-learners give Work cards
feedback of their discussions Conclusion – fc Flash cards
(Lesson 2) asks further questions
SPEAKING& -active listening Assumed knowledge –lnrs can produce -English language
READING -to read out the phonic -reading phonic sounds Comprssd syllb
sound for fff correctly -pronouncing Introduction –lnrs recite the rhyme “figgy level 1 p14-18
Phonic sounds / -to read at least 5 words fish…..” Ventures Primary
Phonic words with phonic sound ff Step 1-fc read the phonic sound to the lnrs English page 83
Step 2-lnrs read the phonic sound after the fc.
ffffff Step 3- fc reads the phonic words and in group Chart with words,
lnr read the words on work cards word cards,
fan fly fork five Step 4-pupils read in front of everyone pictures
fun Conclusion – lnrs recite the rhyme “figgy
(Lesson 3 ) fish…..”
READING -active listening Assumed knowledge –lnrs know what goes -English language
-pronounce words -reading on at the farm Comprssd syllb
Extensive reading correctly when reading -pronouncing Introduction –class discussion on markets level 1 p14-18
the story Step 1-lnrs read new words on flash cards Ventures Primary
Reading the story -answer at least 3 Step 2-lnrs attempt reading the story as English page 85-6
Answering questions from the story individuals Step 3- fc reads the story for lnrs
questions Step 4-;lnrs answer oral questions from the
(Lesson 4) story Step 5-;individual written work Flash cards, work
Conclusion – lnrs answer further questions cards, pictures
WRITING -reading Assumed knowledge –lnrs can construct -English language
-word building sentences from given words Comprssd syllb
Sentence -construct at least 4 Introduction –lnrs read words on flash cards level 1 p14-18
construction sentences from given Step 1-fc demonstrates and explains how to Ventures Primary
words construct sentences from given words English page 83
Constructing sentences Step 2-lnrs get their respective work cards
using given words Step 3-in groups lnrs construct their sentences Flash cards, work
Step 4- lnrs give feedback and engage in cards, pictures
Fan fish fork individual written work
food family Conclusion – lnrs read words on flash cards
(Lesson 5)

GRADE 1 SECOND TERM UPDATED CURR SCHEME – CUM PLAN 2024 15

 WRITING -reading Assumed knowledge –lnrs can construct -English language
-word building
words from given letters Comprssd syllb
Word building -construct at least 4 Introduction –lnrs read words on flash cards level 1 p14-18
words from given letters Step 1-fc demonstrates and explains how to Ventures Primary
Constructing words construct words from given letters English page 83
using given letters Step 2-lnrs get their respective work cards
Step 3-in groups lnrs construct their sentences Flash cards, work
Adding f Step 4- lnrs give feedback and engage in cards, pictures
-an -ork -ood -ace individual written work
(Lesson 6) Conclusion – lnrs read words on flash cards
Week Topic / Content Objectives CompSkills Teaching / Learning / Methods / Media / Ref/ Evaluation
Ending & Attitudes Activities Resources
WEEKLY AIM -: develop the four basic skills which are; listening, speaking, reading and writing. To discriminate between sounds.
Wk 9 LISTENING/ By the end of the -active listening Assumed knowledge –lnrs can listen to a story -English language
05 July OBSERVING lesson,learners should - recalling Introduction –lnrs discuss on pictures on page comprssd syllb
2024 be able to: -imitation 88 level 1 p14-18
Stories -retell the events of the Step 1-Facilitator reads the story in the book as Ventures Primary
story read lnrs listen Step 2-lnrs retell the story in their English page 88
Keeping safe -answer at least 2 own words Step 3-in groups lnrs answer
questions from the questions about the story read Step 4- lnrs give pictures, chart
At home and at school story. feedback Conclusion – lnrs recite a poem
(Lesson 1) “..farmer farmer…”
LISTENING/ Stating Assumed knowledge –lnrs know how to keep -English language
SPEAKING -state at least 3 things Describing themselves safe Comprssd syllb
they do to keep Asking Introduction –class discussion on the activities level 1 p14-18
What do you do to themselves safe that keep them safe Ventures Primary
stay safe? Step 1-fc gives explanations on how to keep English page 89
themselves safe at home or school Step 2-class
Say: I do not play discussion on keeping safe Step 3- learners in Pictures of safe
with …… groups answer the questions raised orally Step activities
4-learners give feedback of their discussions Work cards
(Lesson 2) Conclusion – fc asks further questions Flash cardS
SPEAKING& -active listening Assumed knowledge –lnrs can produce -English language
READING -to read out the phonic -reading phonic sounds Comprssd syllb
sound for ll correctly -pronouncing Introduction –lnrs recite the rhyme “lizzy level 1 p14-18
Phonic sounds / -to read at least 5 words lizard…..” Ventures Primary
Phonic words with phonic sound ll Step 1-fc read the phonic sound to the lnrs English page 90
Step 2-lnrs read the phonic sound after the fc.
Lllllll Step 3- fc reads the phonic words and in group Chart with words,
lnr read the words on work cards word cards,
Log leg lamp Step 4-pupils read in front of everyone pictures
ball Conclusion – lnrs recite the rhyme “grumpy
(Lesson 3 ) grub…..”
READING -active listening Assumed knowledge –lnrs know how to keep -English language
GRADE 1 SECOND TERM UPDATED CURR SCHEME – CUM PLAN 2024 16
 -pronounce words -reading safe Comprssd syllb
Extensive reading correctly when reading -pronouncing Introduction –recap of the previous lesson on level 1 p14-18
the story keeping safe Ventures Primary
Reading the story -answer at least 3 Step 1-lnrs read new words on flash cards English page 91-93
Answering questions from the story Step 2-lnrs attempt reading the story as
questions individuals Step 3- fc reads the story for lnrs
(Lesson 4) Step 4-;lnrs answer oral questions from the Flash cards, work
story Step 5-;individual written work cards, pictures
Conclusion – lnrs answer further questions
WRITING -reading Assumed knowledge –lnrs can construct -English language
-word building words from given phonics Comprssd syllb
Sentence -construct at least 4 Introduction –lnrs read words on flash cards level 1 p14-18
construction words from given Step 1-fc demonstrates and explains how to Ventures Primary
phonics construct words from given phonics English page 94
Constructing words Step 2-lnrs get their respective work cards
using given phonics Step 3-in groups lnrs construct their words Flash cards, work
Step 4- lnrs give feedback and engage in cards, pictures
Lllll individual written work
-id -ion hi-- Conclusion – lnrs read words on flash cards
wa-
(Lesson 5)
WRITING -answering - Assumed knowledge –lnrs know what they -English language
-orally state at least 2 reading must do to stay safe Comprssd syllb
Creative Writing things they do to keep - Introduction –recap on the lesson about level 1 p14-18
safe keeping safe Ventures Primary
What should I do -write at least 2 Step 1-fc asks oral questions about keeping English page 80
to stay safe? sentences about what safe
(Lesson 6) they do to stay safe. Step 2-lnrs discuss on what they must do Flash cards, work
Step 3- lnrs write sentnces on what they must cards, pictures
do to keep safe
Conclusion – lnrs answer further questions
Week Topic / Content Objectives CompSkills Teaching / Learning / Methods / Media / Ref/ Evaluation
Ending & Attitudes Activities Resources
WEEKLY AIM -: develop the four basic skills which are; listening, speaking, reading and writing. To discriminate between sounds

LISTENING/ By the end of the -active listening Assumed knowledge –lnrs know and do may -English language
OBSERVING lesson,learners should - recalling things at home
Wk10 be able to: Introduction –lnrs discuss on what they do at Comprssd Syllabus
12 July -state at least 3 things -imitation home Page 25
2024 What we do at home they do at home Step 1-Facilitator explais to lnrs about the Ventures Primary
different ways to help at home English page 95
How do you help at - Step 2-lnrs say out the sentence “I ______ at
home? home” tsing what they do at home
Step 3-in groups lnrs discuss o how they help
I ___________.
GRADE 1 SECOND TERM UPDATED CURR SCHEME – CUM PLAN 2024 17
 (Lesson 1) using the give phrase Step 4- lnrs give Chart with
feedback household
Conclusion – class discussion on house chores chores/Pictures

LISTENING/ Stating Assumed knowledge –lnrs can describe a -English language

SPEAKING -state at least 3 things describing picture Comprssd syllb
they are seeing in the Introduction –recap of previous lesson level 1 p14-18
Picture analyzing picture through pictures Ventures Primary
-describe at least 3 Step 1-fc gives explanations on how to English page 72
What can you see in chores shown by the describe a picture, telling what they are seeing
the picture? pictures Step 2-lnrs in groups discuss what they are Step Up English
seeing in given pictures ad what people are Ppls Bk page 67
What are they doing Step 3- learners give feedback as others
doing? listen Step 4-individual written work Work cards
(Lesson 2) Conclusion – fc asks further questions Flash cards
SPEAKING -active listening Assumed knowledge –lnrs can produce -English language
-to read out the phonic -reading phonic sounds Comprssd syllb
Phonic sounds / sound for -ai- correctly -pronouncing Introduction –lnrs discuss what is shown on level 1 p14-18
Phonic letters -to read at least 5 words the picture Ventures Primary
with phonic sound Step 1-fc reads the phonic sound to the lnrs English page 49
-ar- -ai- Step 2-lnrs read the phonic sound after the fc. Step Up English
Step 3- fc reads the phonic words and in group Ppls Bk page 49
Bar art far barn mark lnr read the words on work cards Step 4-pupils
park part start sharp read in front of everyone Conclusion – lnrs as Flash cards, work
(Lesson 3&4) a whole class repeat the sound cards, pictures
READING -active listening Assumed knowledge –lnrs can read words -English language
-pronounce at least 4 -reading from the passage Comprssd syllb
Extensive reading words correctly from -pronouncing Introduction –recap on the lesson about the level 1 p14-18
the passage ready passage read on page 99 Step Up English
Reading words Step 1-lnrs read new words on flash cards Ppls Bk page 97-98
from the passage Step 2-lnrs read words on card from the
Constructing passage Step 3- class discussion on Flash cards, work
words from the constructing sentences from the words read cards,
passage Step 4-;lnrs give oral sentences with these
(Lesson 5) words Step 4-;individual written work
Conclusion – lnrs read words o flash cards
Wk 11 WRITING -answering - Assumed knowledge –lnrs ca do a number of -English language
19 July -answer at least 2 oral reading chores at home Comprssd syllb
2024 Creative Writing questions about how -completing Introduction –class recap on lesson on level 1 p14-18
they help at home household chores Ventures Primary
At home I -construct at least 2 Step 1-class discussion on household chores English page 48
_________. sentences about how Step 2-fc explains how to construct sentences
(Lesson 6) they help at home showing how they help Flash cards, work
Step 3- lnrs construct the sentences in their cards, pictures with
books Conclusion – lnrs answer further different animals
GRADE 1 SECOND TERM UPDATED CURR SCHEME – CUM PLAN 2024 18
 questions

GRADE 1 SECOND TERM UPDATED CURR SCHEME – CUM PLAN 2024 19

 WRITING By the end ofthe Stating -English language Assumed knowledge –lnrs are able to complete
lesson,learnersshould writing Comprssd syllb sentences with given words
Sentence be ableto: Asking level 1 p14-18 Introduction –Recap of the previous lesson
completion -complete at least 3 Step 1-fc gives an example completing a sentence
sentences using have Step Up English Step 2-class practice
Using- and has Ppls Bk page 87 Step 3- learners in groups answer the questions
have/has Work cards raised orally
(Lesson 2) Flash cardS Step 4-learners give feedback of their discussions
Conclusion – fc asks further questions
SPEAKING& By the end ofthe -active listening -English language Assumed knowledge –lnrs can produce phonic
READING lesson,learnersshould -reading Comprssd syllb sounds
be ableto: -pronouncing level 1 p14-18 Introduction –lnrs recite the rhyme “Charlie is a
Phonic sounds / -to read out the phonic cheeky chimpanzee…..”
Phonic words sound for ll correctly Ventures Primary Step 1-fc read the phonic sound to the lnrs
-to read at least 5 words English page 150 Step 2-lnrs read the phonic sound after the fc.
Ch ch ch with phonic sound ch Step 3- fc reads the phonic words and in group lnr
Chair chart Chart with words, read the words on work cards
child word cards, pictures Step 4-pupils read in front of everyone
(Lesson 3 ) Chart with phonics Conclusion – lnrs recite the rhyme “Charlie is a
letters cheeky chimpanzee
READING By the end ofthe -active listening -English language Assumed knowledge –lnrs know how to cross the
lesson,learnersshould -reading Comprssd syllb roads
Extensive reading be ableto: -pronouncing level 1 p14-18 Introduction –recap of the previous lesson
Reading the -pronounce words Step 1-lnrs read new words on flash cards
story”Using correctly when reading Ventures Primary Step 2-lnrs attempt reading the story as individuals
our roads” the story English page 150 Step 3- fc reads the story for lnrs
-Answering -answer at least 3 Step 4-;lnrs answer oral questions from the story
questions questions from the story Flash cards, work Step 5-;individual written work
(Lesson 4) cards, pictures Conclusion – lnrs answer further questions

WRITING By the end ofthe -reading -English language Assumed knowledge –lnrs can construct words
lesson,learnersshould -word building Comprssd syllb from given phonics
Sentence be ableto: level 1 p14-18 Introduction –lnrs read words on flash cards
construction Step 1-fc demonstrates and explains how to
-construct at least 4 Ventures Primary construct words from given phonics
Constructing words words from given English page 154 Step 2-lnrs get their respective work cards
using given phonics Step 3-in groups lnrs construct their words
phonics Flash cards, work Step 4- lnrs give feedback and engage in
-ur- cards, pictures individual written work
Church burn Chart with phonics Conclusion – lnrs read words on flash cards
nurse surf sounds

GRADE 1 SECOND TERM UPDATED CURR SCHEME – CUM PLAN 2024 20

 (Lesson 5)
WRITING By the end ofthe -reading -English language Assumed knowledge –lnrs can construct sentences
lesson,learnersshould -word building Comprssd syllb from given words
Sentence be ableto: level 1 p14-18 Introduction –lnrs read words on flash cards
construction Step 1-fc demonstrates and explains how to
Word building -construct at least 4 Ventures Primary construct sentences from given words
using phonics sentences from given English page 157 Step 2-lnrs get their respective work cards
th words Step 3-in groups lnrs construct their sentences
thin think Flash cards, work Step 4- lnrs give feedback and engage in
father they cards, pictures individual written work
with teeth Chart with phonics Conclusion – lnrs read words on flash cards
(Lesson 6) sounds

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

LISTENING/ By the end ofthe Stating -English language Assumed knowledge –lnrs have bought presents
Wk 12 SPEAKING lesson,learnersshould describing Comprssd syllb for their mothers
26 July be ableto: level 1 p14-18 Introduction –class discussion on the presents
2024 Dramatizing they received
-role play the savings Step Up English Step 1-fc gives explanations on why mothers are
How John gives done by John inorder to Ppls Bk page 87 important in life
his mother a cup? buy her mother a cup Step 2-lnrs in groups role play how john gives his
-to tell what his mother Pictures of cups mother a cup
(Lesson 2) say in respond Work cards Step 3- learners give feedback as others listen
Flash cards Step 4-learners draw John giving a cup to his
mother and write a statement
Conclusion – fc asks further questions
LISTENING/ By the end ofthe -English language Assumed knowledge –lnrs are aware of a phone
SPEAKING lesson,learnersshould active listening Comprssd syllb Introduction –recap of previous lesson
be ableto: -reading level 1 p14-18 Step 1-fc gives explanations on how to
Communication -communicate with one -pronouncing communicate using a phone
another on the phone Step Up English Step 2-lnrs in groups role play communicating
Speech bubbles Ppls Bk page 88 with a phone
Hello I am Step 3- learners give feedback as others listen
selling…….. Pictures of people Step 4-individual written work
(Lesson 2) communicating Conclusion – fc asks further questions
SPEAKING& By the end ofthe -active listening -English language Assumed knowledge –lnrs can produce phonic
READING lesson,learnersshould -reading Comprssd syllb sounds
Phonic sounds / be ableto: -pronouncing level 1 p14-18 Introduction –Recap of the previous lesson
Phonic words -to read out the phonic Ventures Primary Step 1-fc read the phonic sound to the lnrs
sound for mmmm English page 96-97 Step 2-lnrs read the phonic sound after the fc.

GRADE 1 SECOND TERM UPDATED CURR SCHEME – CUM PLAN 2024 21

 Sp sl sn correctly Step 3- fc reads the phonic words and in group lnr
-to read at least 5 words Class shop corner, read the words on work cards
Snow sleep with phonic sound real money, Chartr Step 4-pupils read in front of everyone
spot mmmm with phonics sounds Conclusion – Revision of the written exercise
(Lesson 3
SPEAKING By the end ofthe -active listening -English language Assumed knowledge –lnrs can produce phonic
lesson,learnersshould -reading Comprssd syllb sounds
Phonic sounds / be ableto: -pronouncing level 1 p14-18 Introduction –lnrs discuss what is shown on the
Phonic letters -to read out the phonic picture
sound for -ure- correctly Ventures Primary Step 1-fc reads the phonic sound to the lnrs
-ure- -to read at least 5 words English page 159 Step 2-lnrs read the phonic sound after the fc.
Cure pure with phonic sound Step 3- fc reads the phonic words and in group lnr
mixture sure -ai- Flash cards, work read the words on work cards
secure injure cards, pictures Step 4-pupils read in front of everyone
(Lesson 4 Chrt with phonics Conclusion – lnrs as a whole class repeat the
sounds sound
READING By the end ofthe -active listening -English language Assumed knowledge –lnrs can read stories
lesson,learnersshould -reading Comprssd syllb Introduction –recap on the lesson about the
Extensive reading be ableto: -pronouncing level 1 p14-18 dangers of fire
-pronounce words Step 1-lnrs read new words on flash cards
Reading the correctly when reading Ventures Primary Step 2-lnrs attempt reading the story as individuals
story the story English page 157 Step 3- fc reads the story for lnrs
Answering -answer at least 3 Step 4-;lnrs answer oral questions from the story
questions questions from the story Flash cards, work Step 4-;individual written work
(Lesson 5) cards, pictures Conclusion – lnrs answer further questions
WRITING By the end ofthe -active listening -English language Assumed knowledge –lnrs can read words from
lesson,learnersshould -reading Comprssd syllb the passage
Sentence be ableto: -pronouncing level 1 p14-18 Introduction –recap on the lesson about the
construction -pronounce at least 4 writing passage read on page 157
words correctly from Ventures Primary Step 1-lnrs read new words on flash cards
Using the the passage ready English page 159 Step 2-lnrs read words on card from the passage
words -construct meaningful Step 3- class discussion on constructing sentences
Animals/ sentences Flash cards, work from the words read
love/ sad / cards, Step 4-;lnrs give oral sentences with these words
burns Step 4-;individual written work
(Lesson 6) Conclusion – lnrs read words o flash cards
Wk 13
02 Aug
2024

GRADE 1 SECOND TERM UPDATED CURR SCHEME – CUM PLAN 2024 22

Wk 14 END OF TERM During the lesson, Skills & *Question and Answer -English language
EXAMINATIONS learners will : Attitudes Step1.Individually learners write revision Comprssd syllb
08 Aug Phonics/Spellings -answer at least 20 Identifying exercise level 1 p14-18
2024 Sentence completion questions correctly Naming Step 2.Collecting answer sheet from learners Ventures Primary
Animals and young from the covered topics Matching Step 3.Revising the test English page 48
ones Spelling Conclusion Facilitator ask challenging Chalkboard work
Animal shelter drawing questions and solve it as a class
Drawing
END OF TERM During the lesson, Skills & *Question and Answer -English language
EXAMINATIONS learners will : Attitudes Step1.Individually learners write revision Comprssd syllb
Composition -answer at least 20 Identifying exercise level 1 p14-18
Sentence construction questions correctly Step 2.Collecting answer sheet from learners Ventures Primary
Drawing from the covered topics drawing Step 3.Revising the test English page 48
Conclusion Facilitator ask challenging Chalkboard work
questions and solve it as a class

GRADE 1 SECOND TERM UPDATED CURR SCHEME – CUM PLAN 2024 23

 INDIGENOUS LANGUAGE
Zvinangwa
Kubatsira vana kuti
- Vadzidze kuverenga mazwi mavara uye zvirevo zvakanaka uye zvakazara
- Vadzidze kuvaka mazwi anoreva zvinhu
- Vazvive ndudzi dzavanhu nematauriro avo
- Vaomgorore mifananidzo kuti vaone rungano rwurimo
- Vadzidze kunyora zvakanaka
- Vadzidze tsika dzakanaka

MISORO ICHAITWA
- Kuteerera
- Kutaura
- Kuverenga
- Kunyora
Mabhuku
Indigenous languages compressd Syllabus level 1
Ziva Chishona bhuku revana
Ventures Gore rekutanga bhuku revana
Time allocation – 6x30mins

GRADE 1 SECOND TERM UPDATED CURR SCHEME – CUM PLAN 2024 24

Chinangwa chevhiki: Kuvanduza unyanzvi hwevadzidzi mukuteerera, kutaura, kunyora nekuverenga nokubatsira vadzidzi pakuziva nekukoshesa vakavapoteredza.
Vhiki Musoro/ Zvidzidzo Zvinangwa Unyanzvi Zviitwa /Maitiro/ Zvavanoziva Dura/ Zvombo Ongororo

1 KUTEERERA Mukupera kudoma Assumed knowledgevana vanoziva mhuka Indigenous Language comprssd
NEKUTAURA kwechidzidzo vana kutevedzera dzakasiyana siyana syllb level 1 page 26-7
10 vanotarisirwa: - kutsanangur Introduction vana vanodoma mhuka dzakasiyana Ziva Chishona bk remudzidzisi
Chivabvu Zvipfuyo kudoma zvipfuyo a siyana peji 33
2024 zvepamusha zvepamusha Step 1 mudzidzisi anotsanangurira vana nezve Bk revana peji 35
-kutevedzera ruzha zvipfuyo zvemumusha Mifananidzo yezvipfuyo
Ruzha runoitwa runoitwa nezvipfuyo Step 2 vana vanoita hurukuro pamusoro
nezvipfuyo izvi pemupikicha uri mubhuku ravo peji 35
Step 3 vana vanotevedzera ruzha rwezvipfuyo izvi
Conclusion vana vanoimba kambo nyarara kuchema
mwana…..
L2 KUVERENGA Mukupera kuvaka Assumed knowledgevana vanogona kuverenga Indigenous Language comprssd
NEKUNYORA kwechidzidzo vana kuverenga mazwi syllb level 1 page 32
vanotarisirwa: - kuvaka Introduction vana vanoverenga nzvanyira Ziva Chishona bk remudzidzisi
Nzvanyira dzinoti ma Kuverenga nzvanyira dzesvondo Step 1 mudzidzisi batsira vana kuverenga peji 33
be ri vo nu sa go ti hi dzakapiwa pamwe nekuumba mazwi makadhi ebasa
Step 2 vana mumapoka vanoumba mazwi
Kuvaka mazwi -kuvaka mazwi Step 3 vana vanopira zvavaita mumapoka
nenzvanyira Step 4 vana vanonyora basa mumambhuku
dzakapiwa Conclusion vana vanobvunzwa mibvunzo
L3 KUNYORA Mukupera Kunyora Assumed knowledgevana vanoziva mhuka Indigenous Language comprssd
kwechidzidzo vana Kupa zita dzakasiyana siyana syllb level 1 page 32
Zvipfuyo vanotarisirwa: - kutevedzera Introduction vana vanodoma mhuka dzakasiyana Ziva Chishona bk remudzidzisi
zvepamusha – kuita mifananidzo siyana peji 33
mifananidzo yezvipfuyo zvepamba Step 1 mudzidzisi anotsanangurira vana nezve Bk revana peji 35
nekunyora mazita zvipfuyo zvemumusha Step 2 vana vanoita Mifananidzo yezvipfuyo
azvo mifananidzo zvipfuyo dziri pa paeji 35
Step 3 vana vanonyora mazita ezvipfuyo zvavanyora
Conclusion vana vanoimba kambo nyarara kuchema
mwana…..
L4 KUVERENGA Mukupera kudzokorora Assumed knowledgevana vanogona kuverenga Indigenous Language comprssd
kwechidzidzo vana kuverenga mazwi syllb level 1 page 32
Ndima iri mubhuku vanotarisirwa: - kuvaka Introduction vana vanoimba kambo Ventures Gore rekutanga peji
Kuverenga ndima Step 1 mudzidzisi anoratidza maverengero endima 36-8
GRADE 1 SECOND TERM UPDATED CURR SCHEME – CUM PLAN 2024 25
 yakapiwa Step 2 vana vanoverenga ndima munhu ega ega makadhi ebasa
mumapoka Step 3 vana vanopana mukana
wekuverenga vamwe vakateerera
Conclusion vana vanobvunzwa mibvunzo
L5 KUNYORA Mukupera Kunyora Assumed knowledgevana vanogona kuverenga Indigenous Language comprssd
kwechidzidzo vana kuperetera mazwi akasiyana siyana syllb level 1 page 32
Kuzadzisa zvirevo vanotarisirwa: - kuzadzisa Introduction dzokororo yekuita mazwi akasiyana Ventures Gore rekutanga peji
mazwi akapiwa Kuzadzisa zvirevo siyana 42
nemazwi akapiwa Step 1 mudzidzisi anobatsira kuzadzisa zvirevo zvitaitai
Step 2 vana mumapoka vanozadzisa zvirevo
Step 3 vana vanopira basa remumapoka
Step 4 vana vanonyora basa mumabhuku
Conclusion mudzidzisi anobvunza mibvunzo
yepfupiso
L6 KUTAURA Mukupera Kunyora Assumed knowledgevana vanogona kuongorora Indigenous Language comprssd
kwechidzidzo vana kuperetera mifananidzo syllb level 1 page 32
ongororo vanotarisirwa: - kuzadzisa Introduction vana vanoimba kambo Ziva Chishona bk remudzidzisi
yemufananidzo peji Kutsanangura zviri Step 1 mudzidzisi tsanangurira vana kutsanangura peji 34
38 pamufananidzo mufananidzo Step 2 vana vanodoma izvo vari kuona Bk revana peji 37
pamufananidzo Step 3 mumapoka vana Mifananidzo yezvipfuyo
vanotsanangura zviri kuitika pamufananidzo Step 4
vana vanopira zvavakurukura Conclusion mudzidzisi
anobvunza mibvunzo yepfupiso
Vhiki Musoro/ Zvidzidzo Zvinangwa Unyanzvi Zviitwa /Maitiro/ Zvavanoziva Dura/ Zvombo Ongororo
Chinangwa chevhiki: Kuvanduza unyanzvi hwevadzidzi mukuteerera, kutaura, kunyora nekuverenga nokubatsira vadzidzi pakuziva nekukoshesa vakavapoteredza .
Vh 2 KUTEERERA Mukupera kudoma Assumed knowledgevana vanogona kutsvaira Indigenous Language comprssd
NEKUTAURA kwechidzidzo vana kutevedzera chivanze syllb level 1 page 26-7
17 vanotarisirwa: kutsanangur Introductionvana vatsanangura matsvairiro avanoita Ziva Chishona bk remudzidzisi
Chivabvu Kuchenesa -vadoma nzira a kumba pachivanze peji 33
2024 nharaunda yedu dzinodarika nhatu Step 1 vana nemudzidzisi vanokurukura pamusoro Bk revana peji 35
dzekuchenesa pekugara nharaunda yedu yakachena Mifananidzo yezvipfuyo
Mipikicha iri papeji nharaunda yedu Step 2 vana vanoita hurukuro pamusoro pemupikicha
39 -kupa chikonzero uri mubhuku ravo peji 39
chekuchenesa Step 3vana vanodoma zvavaona zvakanaka
nharaunda yedu pamifananidzo yavo
Conclusion vana vanoimba kambo tsvai tsvai…..
L2 KUVERENGA Mukupera kuvaka Assumed knowledgevana vanogona kuverenga Indigenous Language comprssd
NEKUNYORA kwechidzidzo vana kuverenga mazwi syllb level 1 page 32
vanotarisirwa: - kuvaka Introduction vana vanoverenga nzvanyira dzesvondo Ventures gore rekutanga 43
Nzvanyira dzinoti ja Kuverenga nzvanyira Step 1 mudzidzisi batsira vana kuverenga pamwe makadhi ebasa
je ji jo ju dzakapiwa nekuumba mazwi Step 2 vana mumapoka vanoumba chati rine nzvanyira

GRADE 1 SECOND TERM UPDATED CURR SCHEME – CUM PLAN 2024 26

 mazwi Step 3 vana vanopira zvavaita mumapoka Step
Za ze zi zo zu -kuvaka mazwi 4 vana vanonyora basa mumambhuku Conclusion
nenzvanyira vana vanobvunzwa mibvunzo
Kuvaka mazwi dzakapiwa
L3 KUNYORA Mukupera Kunyora Assumed knowledgevana vanokwanisa kuumba Indigenous Language comprssd
kwechidzidzo vana kuperetera mazwi syllb level 1 page 32
Kuumba mazwi vanotarisirwa: - kutevedzera Introductionvana vanoimba kambo kemitinhimira Ventures Gore rekutanga peji
-kuumba mazwi Step 1 vana nemudzidzisi vanoverenga mitinhimira iri 54
anodarika mashanu mubhuku ravoStep 2 vana vana mumapoka Chati ine mitinhimira
Kubva nemitinhimira vanoumba mazwi vachishandisa mitinhimira iyi Step 3
mumitinhimira iri yakapiwa vana vanopira basa remumapoka Step 4 vana
mumuti vanonyora basa mumabhuku Conclusion vana
vanoimba kambokemitinhimira
L4 KUVERENGA Mukupera kudzokorora Assumed knowledgevana vanogona kuverenga Indigenous Language comprssd
kwechidzidzo vana kuverenga mazwi syllb level 1 page 32
Ndima iri mubhuku vanotarisirwa: - kuvaka Introductionhurukuro pamusoro pekuraura hove Ventures Gore rekutanga peji
Kuverenga ndima Step 1 mudzidzisi anoratidza maverengero endima 51-2
yakapiwa Step 2 vana vanoverenga ndima munhu ega ega
mumapoka Step 3 vana vanopana mukana makadhi ebasa
wekuverenga vamwe vakateerera
Conclusion vana vanobvunzwa mibvunzo
L5 KUNYORA Mukupera Kunyora Assumed knowledgevana vanogona kuverenga Indigenous Language comprssd
kwechidzidzo vana kuzadzisa mazwi akasiyana siyana syllb level 1 page 32
Mibvunzo vanotarisirwa: - Introductionvana vanoverenga mazwi matsva
yenzwisiso -kupindura mibvunzo pazvitaitsi Ventures Gore rekutanga peji
inodarika mitatu Step 1 vana vanoverenga ndima sedzokororo 44-553
kubva mundima Step 2 vana mumapoka vanopindura mibvunzo
yaverengwa Step 3 vana vanopira basa remumapoka
Step 4 vana vanonyora basa mumabhuku
Conclusion mudzidzisi anobvunza mibvunzo
yepfupiso
L6 KUTAURA Mukupera Kunyora Assumed knowledgevana vanogona kuongorora Indigenous Language comprssd
kwechidzidzo vana mufananidzo syllb level 1 page 32
vanotarisirwa: - kuperetera Introduction vana vanoimba kambo
Step 1 mudzidzisi tsanangurira vana kutsanangura Ziva Chishona bk remudzidzisi
ongororo Kutsanangura zviri kuzadzisa peji 40
yemufananidzo peji mufananidzo Step 2 vana vanodoma izvo vari kuona
pamufananidzo pamufananidzo
40 Bk revana peji 37
Step 3 mumapoka vana vanotsanangura zviri kuitika
pamufananidzo Step 4 vana vanopira zvavakurukura Mifananidzo yezvipfuyo
Conclusion mudzidzisi anobvunza mibvunzo
yepfupiso

GRADE 1 SECOND TERM UPDATED CURR SCHEME – CUM PLAN 2024 27

Chinangwa chevhiki: Kuvanduza unyanzvi hwevadzidzi mukuteerera, kutaura, kunyora nekuverenga nokubatsira vadzidzi pakukoshesa mamiriro ekunze.
Vhiki Musoro/Zvidzidzo Zvinangwa Unyanzvi Zviitwa /Maitiro/ Zvavanoziva Dura/ Zvombo Ongororo
Vh 3 KUTEERERA Mukupera kudoma Assumed knowledgevana vanoziva mamiriro Indigenous
24 NEKUTAURA kwechidzidzo vana kutevedzera akaita kunze Language comprssd
Chivabvu vanotarisirwa: kutsanangur Introductionvana vanodoma mamiriro akaita syllb level 1 page
2024 Mamiriro ekunze -kutsanangura a kunze zuva ranhasi 26-7
mamiriro akaita Step 1 vana nemudzidzisi vanokurukura pamusoro Ziva Chishona bk
kunge kubva pemamiriro anenge akaita kunze remudzidzisi peji 43
pamifananidzo Step 2 vana vanoita hurukuro pamusoro Bk revana peji 47
L1 pemupikicha uri mubhuku ravo peji 47 Step 3 Mifananidzo
vana vanopana mikana yekupa tsananguro vamwe yemamiriro ekunze
vakateerera Conclusion vana vanoimba kambo
mvura naya naya….
L2 KUNYORA Mukupera Kunyora Assumed knowledgevana vanogona kuverenga Indigenous
kwechidzidzo vana kuperetera mazwi akasiyana siyana Language comprssd
Kuzadzisa zvirevo vanotarisirwa: - kuzadzisa Introductionvana vanoverenga mazwi pazvitai tai syllb level 1 page
nemavara akapiwa Kuzadzisa zvirevo Step 1 mudzidzisi anobatsira kuzadzisa zvirevo 32
nemavara akapiwa Step 2 vana mumapoka vanozadzisa zvirevo
Step 3 vana vanopira basa remumapoka Ventures Gore
Step 4 vana vanonyora basa mumabhuku rekutanga peji
Conclusion mudzidzisi anobvunza mibvunzo 49
yepfupiso zvitaitai
L3 KUNYORA Mukupera Kunyora Assumed knowledgevana vanokwanisa kuumba Indigenous
kwechidzidzo vana kuperetera mazwi Language comprssd
Kuumba mazwi vanotarisirwa: - kutevedzera Introduction vana vanoimba kambo kemitinhimira syllb level 1 page
-kuumba mazwi Step 1 vana nemudzidzisi vanoita ongororo 32
anodarika mashanu yemifananidzo iri mubhuku ravo Step 2 vana vana Ziva ChiShona peji
Kubva pamifananidzo kubva mumapoka vanoumba mazwi vachishandisa 48-9
yakapiwa pamifananidzo mifananidzo iyi Step 3 vana vanopira basa
yakapiwa remumapoka Step 4 vana vanonyora basa Chati ine
mumabhuku Conclusion vana vanoimba kambo mitinhimira
kemitinhimira
L4 KUVERENGA Mukupera kudzokorora Assumed knowledgevana vanogona kuverenga Indigenous
kwechidzidzo vana mazwi Language comprssd
vanotarisirwa: - kuverenga Introduction vana vanoimba kambo syllb level 1 page
Ndima iri mubhuku kuvaka Step 1 mudzidzisi anoratidza maverengero endima 32
Kuverenga ndima Step 2 vana vanoverenga ndima munhu ega ega
yakapiwa mumapoka Step 3 vana vanopana mukana Ventures Gore
wekuverenga vamwe vakateerera rekutanga peji 48-9
Conclusion vana vanobvunzwa mibvunzo makadhi ebasa

GRADE 1 SECOND TERM UPDATED CURR SCHEME – CUM PLAN 2024 28

L5 KUNYORA Mukupera Kunyora Assumed knowledgevana vanogona kuverenga Indigenous
kwechidzidzo vana mazwi akasiyana siyana Language comprssd
vanotarisirwa: - kuzadzisa Introduction vana vanoverenga mazwi matsva syllb level 1 page
Mibvunzo yenzwisiso pazvitaitsi 32
-kupindura Step 1 vana vanoverenga ndima sedzokororo
mibvunzo inodarika Step 2 vana mumapoka vanopindura mibvunzo
mitatu kubva Step 3 vana vanopira basa remumapoka
mundima Ventures Gore
Step 4 vana vanonyora basa mumabhuku rekutanga peji
yaverengwa Conclusion mudzidzisi anobvunza mibvunzo 48-49
zvitaitai
L6 KUNYORA Mukupera Kunyora Assumed knowledgevana vanogona kuumba Indigenous
kwechidzidzo vana mazwi Language comprssd
vanotarisirwa: - kuperetera Introduction vana vanoimba kambo syllb level 1 page
Kuumba mazwi ana: kuzadzisa Step 1 mudzidzisi tsanangurira vana kuumba 32
-Kuumba mazwi mazwi kubva pamavara akapiwa
anodarika mashanu Step 2 mumapoka vana vanoumba mazwi kubva Ventures Gore
ane mavara akapiwa pamavara akapiwa rekutanga peji 49
y w z p j r s d f…. Step 3 vana vanopira zvavakurukura mumapoka Chati rine mavara
Step 4 kunyorwa kwebasa mumabhuku
Conclusion mudzidzisi anobvunza mibvunzo
yepfupiso
Chinangwa chevhiki: Kuvanduza unyanzvi hwevadzidzi mukuteerera, kutaura, kunyora nekuverenga nokubatsira vadzidzi pakubuditsa zvavanoda nezvavasingade
Vhiki Musoro/Zvidzidzo Zvinangwa Unyanzvi Zviitwa /Maitiro/ Zvavanoziva Dura/ Zvombo Ongororo
Vh 4 KUTEERERA Mukupera kwechidzidzo kudoma Assumed knowledgevana vanenzira dzavo Indigenous Language
vana vanotarisirwa: dzavanoda kubatwa nadzo comprssd syllb level 1 page
31 NEKUTAURA kutevedzera Introduction vana vanodoma mabatirwo 26-7
Chivabvu -kudoma kodzero avanotarisira kuitwa navakuru
2024 dzinodarika mbiri kutsanangura Ziva Chishona bk remudzidzisi
Step 1 vana nemudzidzisi vanokurukura
Kodzero dzevana dzevana vadiki pamusoro pekodzero dzevana peji 47

L1 -kudoma mabatirwo Step 2 vana vanoita hurukuro pamusoro Bk revana peji 51

avanofanira kuitwa pemupikicha uri mubhuku ravo peji 51
sevana Step 3 vana vanopana mikana yekupa tsananguro Mifananidzo
vamwe vakateerera
Conclusion vana vanopindura mibvunzo
yenhaurwa
L2 KUVERENGA Mukupera kwechidzidzo kuvaka Assumed knowledgevana vanogona kuverenga Indigenous Language
NEKUNYORA vana vanotarisirwa: - kuverenga mazwi comprssd syllb level 1 page
Kuverenga nzvanyira kuvaka Introduction vana vanoverenga nzvanyira 32
Nzvanyira dzinoti ya dzakapiwa dzesvondo Ziva Chishona
ye yi yo yu Step 1 mudzidzisi batsira vana kuverenga pamwe Bk revana peji 52
-kuvaka mazwi nekuumba mazwi makadhi ebasa

GRADE 1 SECOND TERM UPDATED CURR SCHEME – CUM PLAN 2024 29

 Kuvaka mazwi nenzvanyira dzakapiwa Step 2 vana mumapoka vanoumba mazwi chati rine nzvanyira
Step 3 vana vanopira zvavaita mumapoka
Step 4 vana vanonyora basa mumambhuku
Conclusion vana vanobvunzwa mibvunzo
L3 KUNYORA Mukupera kwechidzidzo Kunyora Assumed knowledgevana vanokwanisa kuumba Indigenous Language
vana vanotarisirwa: - kuumba mazwi comprssd syllb level 1 page
Kuumba mazwi -kuumba mazwi kutevedzera Introduction vana vanoimba kambo 32
anodarika mashanu kemitinhimira Ziva ChiShona peji 48-9
akazara vachibatanidza Step 1 vana nemudzidzisi vanoita ongororo
Kuumba mazwi nemitinhimira mitinhimira iri mubhuku ravo Chati ine mitinhimira
akazara Step 2 vana vana mumapoka vanoumba mazwi
uchibatanidza vachishandisa mifananidzo iyi
nemitinhimira Step 3 vana vanopira basa remumapoka
Step 4 vana vanonyora basa mumabhuku
Conclusion vana vanoimba kambo kemitinhimira
L4 KUVERENGA Mukupera kwechidzidzo kudzokorora Assumed knowledgevana vanogona kuverenga Indigenous Language
vana vanotarisirwa: - kuverenga mazwi comprssd syllb level 1 page
Ndima iri mubhuku Kuverenga ndima kuvaka Introduction vana vanoimba kambo 32
yakapiwa Step 1 mudzidzisi anoratidza maverengero Ventures Gore rekutanga peji
endima Step 2 vana vanoverenga ndima munhu 48-9
ega ega mumapoka Step 3 vana vanopana makadhi ebasa
mukana wekuverenga vamwe vakateerera
Conclusion vana vanobvunzwa mibvunzo
L5 KUNYORA Mukupera kwechidzidzo Kunyora Assumed knowledgevana vanogona kuverenga Indigenous Language
vana vanotarisirwa: - kuzadzisa mazwi akasiyana siyana comprssd syllb level 1 page
Mibvunzo -kupindura mibvunzo Introduction vana vanoverenga mazwi matsva 32
yenzwisiso inodarika mitatu kubva pazvitaitsi
mundima yaverengwa Step 1 vana vanoverenga ndima sedzokororo Ventures Gore rekutanga
Step 2 vana mumapoka vanopindura mibvunzo peji
Step 3 vana vanopira basa remumapoka 48-49
Step 4 vana vanonyora basa mumabhuku zvitaitai
Conclusion mudzidzisi anobvunza mibvunzo
yepfupiso
L6 KUTAURA Mukupera kwechidzidzo Kunyora Assumed knowledgevana vanogona kuongorora Indigenous Language
vana vanotarisirwa: - kuperetera mufananidzo comprssd syllb level 1 page
ongororo Kutsanangura zviri kuongorora Introduction vana vanoimba kambo 32
yemufananidzo pamufananidzo Step 1 mudzidzisi tsanangurira vana Ziva Chishona bk remudzidzisi
nekupa mazita peji -kupa mazita kutsanangura mufananidzo pamwe nekupa peji 47
47 emifananidzo iri mazita Step 2 vana vanodoma izvo vari kuona Bk revana peji 53
mubhuku pamufananidzo nekupa mazita Step 3 mumapoka
vana vanotsanangura zviri pamufananidzo Mifananidzo
nekupa mazita

GRADE 1 SECOND TERM UPDATED CURR SCHEME – CUM PLAN 2024 30

 Step 4 vana vanopira zvavakurukura
Conclusion mudzidzisi anobvunza mibvunzo
yepfupiso
Chinangwa chevhiki: Kuvanduza unyanzvi hwevadzidzi mukuteerera, kutaura, kunyora nekuverenga nokudzidzisa vadzidzi tsika.
Vhiki Musoro/Zvidzidzo Zvinangwa Unyanzvi Zviitwa /Maitiro/ Zvavanoziva Dura/ Zvombo Ongororo
KUTEERERA Mukupera kwechidzidzo kudoma Assumed knowledgevana vanoziva makuriro Indigenous Language
NEKUTAURA vana vanotarisirwa: kutevedzera anoita vana vacheche comprssd syllb level 1 page
Vh 5 -kupa zvinhu zvinodarika kutsanangura Introduction vana vanoimba kambo nyarara 26-7
. Mwana mucheche – zvitatu zvinodiwa nevana kuchema mwana…… Ventures Gore rekutanga peji
09 kukura kwake vacheche Step 1 vana nemudzidzisi vanokurukura 55
Chikumi -kudoma mabatirwo pamusoro pevana vacheche Mifananidzo
2024 anoitwa vana vacheche Step 2 vana vanoita hurukuro pamusoro
pemupikicha uri mubhuku ravo peji 55
Step 3 vana vanopana mikana yekupa tsananguro
vamwe vakateerera
Conclusion vana vanopindura mibvunzo
yenhaurwa
L2 KUVERENGA Mukupera kwechidzidzo kuvaka Assumed knowledgevana vanogona kuverenga Indigenous Language
NEKUNYORA vana vanotarisirwa: - kuverenga mazwi comprssd syllb level 1 page
Kuverenga nzvanyira kuvaka Introduction vana vanoverenga nzvanyira 32
Nzvanyira dzinoti dzakapiwa dzesvondo Ziva Chishona bk remudzidzisi
Step 1 mudzidzisi batsira vana kuverenga pamwe peji 46
za ze zi…. -kuvaka mazwi nekuumba mazwi Step 2 vana mumapoka Bk revana peji 53
Mwa mwe …. nenzvanyira dzakapiwa vanoumba mazwi Step 3 vana vanopira zvavaita makadhi ebasa
Kuvaka mazwi mumapoka chati rine nzvanyira
Step 4 vana vanonyora basa mumambhuku
Conclusion vana vanobvunzwa mibvunzo
L3 KUNYORA Mukupera kwechidzidzo Kunyora Assumed knowledgevana vanogona kuverenga Indigenous Language
vana vanotarisirwa: - kuperetera mazwi akasiyana siyana comprssd syllb level 1 page
Kuzadzisa zvirevo Kuzadzisa zvirevo kuzadzisa Introduction vana vanoverenga mazwi pazvitai 32
nemazwi akapiwa nemazwi akapiwa tai
Step 1 mudzidzisi anobatsira kuzadzisa zvirevo Ventures Gore rekutanga
Step 2 vana mumapoka vanozadzisa zvirevo peji
Step 3 vana vanopira basa remumapoka 57
Step 4 vana vanonyora basa mumabhuku zvitaitai
Conclusion mudzidzisi anobvunza mibvunzo
yepfupiso

GRADE 1 SECOND TERM UPDATED CURR SCHEME – CUM PLAN 2024 31

L4 KUNYORA Mukupera kwechidzidzo Kunyora Assumed knowledgevana vanokwanisa kuumba Indigenous Language
vana vanotarisirwa: - kuumba mazwi comprssd syllb level 1 page
Kuumba mazwi -kuumba mazwi kutevedzera Introduction vana vanoimba kambo 32
anodarika mashanu kemitinhimira Ziva ChiShona peji 48-9
akazara nemitinhimira Step 1 vana nemudzidzisi vanoita ongororo
Kuumba mazwi yakapiwa mitinhimira iri mubhuku ravo Step 2 vana vana Chati ine mitinhimira
nemitinhimira : mumapoka vanoumba mazwi vachishandisa
mifananidzo iyi Step 3 vana vanopira basa
Mwe mwi mwa remumapoka Step 4 vana vanonyora basa
mwu mwo mumabhuku Conclusion vana vanoimba kambo
kemitinhimira
L5 KUTAURA Mukupera kwechidzidzo Kunyora Assumed knowledgevana vanogona kuongorora Indigenous Language
vana vanotarisirwa: - kuperetera mufananidzo comprssd syllb level 1 page
ongororo Kutsanangura zviri kuongorora Introduction vana vanoimba kambo 32
yemufananidzo peji pamufananidzo Step 1 mudzidzisi tsanangurira vana Ziva Chishona bk remudzidzisi
47 kutsanangura mufananidzo Step 2 vana peji 47
vanodoma izvo vari kuona pamufananidzo Step 3 Bk revana peji 53
mumapoka vana vanotsanangura zviri Mifananidzo
pamufananidzo Step 4 vana vanopira
zvavakurukura Conclusion mudzidzisi anobvunza
mibvunzo yepfupiso
L6 KUNYORA Mukupera kwechidzidzo Kunyora Assumed knowledgevana vanogona kuumba Indigenous Language
vana vanotarisirwa: - kuperetera mazwi comprssd syllb level 1 page
Kuumba mazwi ana: -Kuumba mazwi kuzadzisa Introduction vana vanoimba kambo 32
anodarika mashanu ane Step 1 mudzidzisi tsanangurira vana kuumba Ziva Chishona bk remudzidzisi
Nemavara akapiwa mavara akapiwa mazwi kubva pamavara akapiwa peji 47
Step 2 mumapoka vana vanoumba mazwi kubva Bk revana peji 52
pamavara akapiwa Step 3 vana vanopira Chati rine mavara
zvavakurukura mumapoka Step 4 kunyorwa
kwebasa mumabhuku Conclusion mudzidzisi
anobvunza mibvunzo yepfupiso
Chinangwa chevhiki: Kuvanduza unyanzvi hwevadzidzi mukuteerera, kutaura, kunyora nekuverenga.
Vhiki Musoro/Zvidzidzo Zvinangwa Unyanzvi Zviitwa /Maitiro/ Zvavanoziva Dura/ Zvombo Ongororo
Vh 6 KUTEERERA Mukupera kwechidzidzo kudoma Assumed knowledgevana vanoziva mhuka Indigenous Language
NEKUTAURA vana vanotarisirwa: kutsanangura dzepamusha comprssd syllb level 1 page
11 -kupa tsananguro Introductionvana vanodoma mhuka 26-7
Chikumi Kufudza mbudzi yemafudzirwo embudzi dzepamusha Ventures Gore rekutanga peji
2024 -kudoma chikafu Step 1 vana nemudzidzisi vanokurukura 55
chinodyiwa nembudzi pamusoro pekufudza mbudzi Step 2 vana
vanopana mkana wekutsanangura mafudzirwo Mifananidzo
embudzi Step 3 vana vanodoma chikafu

GRADE 1 SECOND TERM UPDATED CURR SCHEME – CUM PLAN 2024 32

 chinodyiwa nembudzi
Conclusionvana vanoimba kambo kekumafuro
L2 KUVERENGA Mukupera kwechidzidzo kuvaka Assumed knowledgevana vanogona kuverenga Indigenous Language
NEKUNYORA vana vanotarisirwa: - kuverenga mazwi comprssd syllb level 1 page
Kuverenga nzvanyira kuvaka Introduction vana vanoverenga nzvanyira 32
Nzvanyira dzinoti dzakapiwa dzesvondo Ventures Gore rekutanga peji
Step 1 mudzidzisi batsira vana kuverenga 60
mba mbe mbi ….. -kuvaka mazwi pamwe nekuumba mazwi Step 2 vana makadhi ebasa
nenzvanyira dzakapiwa mumapoka vanoumba mazwi Step 3 vana chati rine nzvanyira
vanopira zvavaita mumapoka Step 4 vana
Kuvaka mazwi vanonyora basa mumambhuku
Conclusion vana vanobvunzwa mibvunzo
L3 KUNYORA Mukupera kwechidzidzo Kunyora Assumed knowledgevana vanogona kuverenga Indigenous Language
vana vanotarisirwa: - kuperetera mazwi akasiyana siyana comprssd syllb level 1 page
Kuzadzisa zvirevo Kuzadzisa zvirevo kuzadzisa Introduction vana vanoverenga mazwi pazvitai 32
nemazwi akapiwa nemazwi akapiwa tai Ventures Gore rekutanga peji
Step 1 mudzidzisi anobatsira kuzadzisa zvirevo 63
Step 2 vana mumapoka vanozadzisa zvirevo zvitaitai
Step 3 vana vanopira basa remumapoka
Step 4 vana vanonyora basa mumabhuku
Conclusion mudzidzisi anobvunza mibvunzo
yepfupiso
L4 KUVERENGA Mukupera kwechidzidzo kudzokorora Assumed knowledgevana vanogona kuverenga Indigenous Language
vana vanotarisirwa: - kuverenga mazwi comprssd syllb level 1 page
Ndima iri mubhuku Kuverenga ndima kuvaka Introduction vana vanoimba kambo 32
yakapiwa Step 1 mudzidzisi anoratidza maverengero Ventures Gore rekutanga peji
endima Step 2 vana vanoverenga ndima munhu 60-61
ega ega mumapoka Step 3 vana vanopana makadhi ebasa
mukana wekuverenga vamwe vakateerera
Conclusion vana vanobvunzwa mibvunzo
L5 KUNYORA Mukupera kwechidzidzo Kunyora Assumed knowledgevana vanogona kuverenga Indigenous Language
vana vanotarisirwa: - kuzadzisa mazwi akasiyana siyana comprssd syllb level 1 page
Mibvunzo -kupindura mibvunzo Introduction vana vanoverenga mazwi matsva 32
yenzwisiso inodarika mitatu kubva pazvitaitsi Ventures Gore rekutanga peji
mundima yaverengwa Step 1 vana vanoverenga ndima sedzokororo 60-62
Step 2 vana mumapoka vanopindura mibvunzo zvitaitai
Step 3 vana vanopira basa remumapoka
Step 4 vana vanonyora basa mumabhuku
Conclusion mudzidzisi anobvunza mibvunzo
yepfupiso

GRADE 1 SECOND TERM UPDATED CURR SCHEME – CUM PLAN 2024 33

L6 KUVERENGA Mukupera kwechidzidzo kuvaka Assumed knowledgevana vanogona kuverenga Indigenous Language
NEKUNYORA vana vanotarisirwa: - kuverenga mazwi comprssd syllb level 1 page
Kuverenga nzvanyira kuvaka Introduction vana vanoverenga nzvanyira 32
Nzvanyira dzinoti dzakapiwa dzesvondo
Step 1 mudzidzisi batsira vana kuvereng a Ventures Gore rekutanga
dza dze dzi dzo dzu -kuvaka mazwi pamwe nekuumba mazwi Step 2 vana peji 60
nenzvanyira dzakapiwa mumapoka vanoumba mazwi Step 3 vana makadhi ebasa
Kuvaka mazwi vanopira zvavaita mumapoka Step 4 vana chati rine nzvanyira
vanonyora basa mumambhuku
Conclusion vana vanobvunzwa mibvunzo
Chinangwa chevhiki: Kuvanduza unyanzvi hwevadzidzi mukuteerera, kutaura, kunyora nekuverenga.
Vhiki Musoro/Zvidzidzo Zvinangwa Unyanzvi Zviitwa /Maitiro/ Zvavanoziva Dura/ Zvombo Ongororo
Vh 7 KUTEERERA Mukupera kwechidzidzo kudoma Assumed knowledgevana voziva nezvetsamba Indigenous Language
21 NEKUTAURA vana vanotarisirwa: kutevedzera Introductionvana vonodoma nzira dzekutumira comprssd syllb level 1 page
Chikumi -kupa zvakakoshera kutsanangura nadzo mashoko kune vamwe 26-7
2024 Basa retsamba tsamba Step 1 vana nemudzidzisi vanokurukura
-kudoma vanhu pamusoro pekukosha kwetsamba Ventures Gore rekutanga
vavanoda kunyorera Step 2 vana vanoita hurukuro pamusoro peji
L1 tsamba pekunyorwa kwetsamba uye wavanoda 64-65
kunyorera Step 3 vana vanopira hurukuro dzavo
vamwe vakateerera Conclusion vana Mifananidzo
vanopindura mibvunzo yenhaurwa
L2 KUVERENGA Mukupera kwechidzidzo kuvaka Assumed knowledgevana vanogona kuverenga Indigenous Language
NEKUNYORA vana vanotarisirwa: - kuverenga mazwi comprssd syllb level 1 page
Kuverenga nzvanyira kuvaka Introduction vana vanoverenga nzvanyira 32
Nzvanyira dzinoti dzakapiwa dzesvondo Ventures Gore rekutanga
Step 1 mudzidzisi batsira vana kuverenga peji 64-65
Tsa tse tsi tso tsu -kuvaka mazwi pamwe nekuumba mazwi Step 2 vana makadhi ebasa
Kuvaka mazwi nenzvanyira dzakapiwa mumapoka vanoumba mazwi Step 3 vana chati rine nzvanyira
vanopira zvavaita mumapoka Step 4 vana
vanonyora basa mumambhuku
Conclusion vana vanobvunzwa mibvunzo
L3 KUNYORA Mukupera kwechidzidzo Kunyora Assumed knowledgevana vanokwanisa kuumba Indigenous Language
vana vanotarisirwa: - kuumba mazwi comprssd syllb level 1 page
Kuumba mazwi -kuumba mazwi kutevedzera Introduction vana vanoimba kambo 32
anodarika mashanu kemitinhimira Step 1 vana nemudzidzisi vanoita Ventures Gore rekutanga peji
kubva muzvikwata zviviri ongororo yezvikwata zviviri zvine zvidimbu 66
Nemawi ari zvemazwi Step 2 vana mumapoka vanoumba Chati ine mitinhimira
muzvikwata A naB : mazwi vachishandisa vachishandisa zvipoka izvi
Step 3 vana vanopira basa remumapoka
Step 4 vana vanonyora basa mumabhuku

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 Conclusion vana vavopindura imwe mibvunzo
L4 KUVERENGA Mukupera kwechidzidzo kudzokorora Assumed knowledgevana vanogona kuverenga Indigenous Language
vana vanotarisirwa: - kuverenga mazwi comprssd syllb level 1 page
Ndima iri mubhuku Kuverenga ndima kuvaka Introductionvdzokororo yechidzidzo 32
yakapiwa chakapfuura chetsamba iri mibvunzo Ventures Gore rekutanga peji
Step 1 mudzidzisi anoratidza maverengero 65-66
endima Step 2 vana vanoverenga ndima munhu
ega ega mumapoka Step 3 vana vanopana makadhi ebasa
mukana wekuverenga vamwe vakateerera
Conclusion vana vanobvunzwa mibvunzo
L5 KUNYORA Mukupera kwechidzidzo Kunyora Assumed knowledgevana vanogona kuverenga Indigenous Language
vana vanotarisirwa: - kuzadzisa mazwi akasiyana siyana comprssd syllb level 1 page
Mibvunzo -kupindura mibvunzo Introduction vana vanoverenga mazwi matsva 32
yenzwisiso inodarika mitatu kubva pazvitaitsi
mundima yaverengwa Step 1 vana vanoverenga ndima sedzokororo Ventures Gore rekutanga
Step 2 vana mumapoka vanopindura mibvunzo peji
Step 3 vana vanopira basa remumapoka 65-66
Step 4 vana vanonyora basa mumabhuku zvitaitai
Conclusion mudzidzisi anobvunza mibvunzo
yepfupiso
L6 KUTAURA Mukupera kwechidzidzo Kunyora Assumed knowledgevana vanogona kuongorora Indigenous Language
vana vanotarisirwa: - kuperetera mufananidzo comprssd syllb level 1 page
ongororo Kutsanangura zviri kuongorora Introduction vana vanoimba kambo 32
yemufananidzo peji pamufananidzo Step 1 mudzidzisi tsanangurira vana
57 kutsanangura mufananidzo Step 2 vana Ziva Chishona bk remudzidzisi
vanodoma izvo vari kuona pamufananidzo Step 3 peji 50
mumapoka vana vanotsanangura zviri Bk revana peji 57
pamufananidzo Step 4 vana vanopira
zvavakurukura Conclusion mudzidzisi anobvunza Mifananidzo
mibvunzo yepfupiso
Chinangwa chevhiki: Kuvanduza unyanzvi hwevadzidzi mukuteerera, kutaura, kunyora nekuverenga nokubatsira vadzidzi pakukoshesa zvinhu zvakanaka .
Vhiki Musoro/Zvidzidzo Zvinangwa Unyanzvi Zviitwa /Maitiro/ Zvavanoziva Dura/ Zvombo Ongororo
Vh 8 KUTEERERA Mukupera kwechidzidzo kudoma Assumed knowledgevana vanoziva mhando Indigenous Language
28 NEKUTAURA vana vanotarisirwa: kutevedzera dzeshangu dzavanoda comprssd syllb level 1 page
Chikumi -kudoma kutsanangura Introduction vana vanoimba kambo shangu 26-7
2024 Shangu dzangu nekutsananguramhando yangu… Ventures Gore rekutanga
yeshangu dzavanoda Step 1 vana vanodoma mazita eshangu peji
Kudoma shangu kuzotengerwa dzakasiyana siyana Step 2 vana mumapoka 68-9
L1 dzavanoda vanodoma mhando yeshangu dzavanoda Mifananidzo
kuzotengerwa Step 3 vana vanopana mikana yekupa
tsananguro vamwe vakateerera

GRADE 1 SECOND TERM UPDATED CURR SCHEME – CUM PLAN 2024 35

 Conclusion vana vanopindura mibvunzo
yenhaurwa
L2 KUVERENGA Mukupera kwechidzidzo kuvaka Assumed knowledgevana vanogona kuverenga Indigenous Language
NEKUNYORA vana vanotarisirwa: - kuverenga mazwi comprssd syllb level 1 page
Kuverenga nzvanyira kuvaka Introduction vana vanoverenga nzvanyira 32
Nzvanyira dzinoti dzakapiwa dzesvondo Ventures Gore rekutanga
Step 1 mudzidzisi batsira vana kuverenga pamwe peji 68
sha she shi sho shu -kuvaka mazwi nekuumba mazwi makadhi ebasa
nenzvanyira dzakapiwa Step 2 vana mumapoka vanoumba mazwi chati rine nzvanyira
Kuvaka mazwi Step 3 vana vanopira zvavaita mumapoka
Step 4 vana vanonyora basa mumambhuku
Conclusion vana vanobvunzwa mibvunzo
L3 KUNYORA Mukupera kwechidzidzo Kunyora Assumed knowledgevana vanogona kuverenga Indigenous Language
vana vanotarisirwa: - kuperetera mazwi akasiyana siyana comprssd syllb level 1 page
Kuzadzisa zvirevo Kuzadzisa zvirevo kuzadzisa Introduction vana vanoverenga mazwi pazvitai 32
nemazwi akapiwa nemazwi akapiwa tai
Step 1 mudzidzisi anobatsira kuzadzisa zvirevo Ventures Gore rekutanga
Step 2 vana mumapoka vanozadzisa zvirevo peji
Step 3 vana vanopira basa remumapoka 57
Step 4 vana vanonyora basa mumabhuku zvitaitai
Conclusion mudzidzisi anobvunza mibvunzo
yepfupiso
L4 KUVERENGA Mukupera kwechidzidzo kudzokorora Assumed knowledgevana vanogona kuverenga Indigenous Language
vana vanotarisirwa: - kuverenga mazwi comprssd syllb level 1 page
Ndima iri mubhuku Kuverenga ndima kuvaka Introduction vana vanoimba kambo 32
yakapiwa Step 1 mudzidzisi anoratidza maverengero Ventures Gore rekutanga
Shangu dzaShinga endima Step 2 vana vanoverenga ndima munhu peji 69-70
ega ega mumapoka Step 3 vana vanopana makadhi ebasa
mukana wekuverenga vamwe vakateerera
Conclusion vana vanobvunzwa mibvunzo
L5 KUNYORA Mukupera kwechidzidzo Kunyora Assumed knowledgevana vanogona kuverenga Indigenous Language
vana vanotarisirwa: - kuzadzisa mazwi akasiyana siyana comprssd syllb level 1 page
Mibvunzo -kupindura mibvunzo Introduction vana vanoverenga mazwi matsva 32
yenzwisiso inodarika mitatu kubva pazvitaitsi Ventures Gore rekutanga
mundima yaverengwa Step 1 vana vanoverenga ndima sedzokororo peji
Step 2 vana mumapoka vanopindura mibvunzo 69-70
Step 3 vana vanopira basa remumapoka zvitaitai
Step 4 vana vanonyora basa mumabhuku
Conclusion mudzidzisi anobvunza mibvunzo
yepfupiso

GRADE 1 SECOND TERM UPDATED CURR SCHEME – CUM PLAN 2024 36

L6 KUTAURA Mukupera kwechidzidzo Kunyora Assumed knowledgevana vanogona kuongorora Indigenous Language
vana vanotarisirwa: - kuperetera mufananidzo comprssd syllb level 1 page
ongororo Kutsanangura zviri kuongorora Introduction vana vanoimba kambo 32
yemufananidzo peji pamufananidzo Step 1 mudzidzisi tsanangurira vana Ziva Chishona bk remudzidzisi
47 kutsanangura mufananidzo Step 2 vana peji 47
vanodoma izvo vari kuona pamufananidzo Step 3 Bk revana peji 53
mumapoka vana vanotsanangura zviri Mifananidzo
pamufananidzo Step 4 vana vanopira
zvavakurukura Conclusion mudzidzisi anobvunza
mibvunzo yepfupiso
Chinangwa chevhiki: Kuvanduza unyanzvi hwevadzidzi mukuteerera, kutaura, kunyora nekuverenga nokubatsira vadzidzi pakuziva vana vemhuka.
Vhiki Musoro/Zvidzidzo Zvinangwa Unyanzvi Zviitwa /Maitiro/ Zvavanoziva Dura/ Zvombo Ongororo
Vh 9 KUTEERERA Mukupera kwechidzidzo kudoma Assumed knowledgevana voziva nezvetsamba Indigenous Language
05 NEKUTAURA vana vanotarisirwa: kutevedzera Introduction vana vonodoma nzira dzekutumira comprssd syllb level 1 page
Chikungur -kudoma zita remombe kutsanangura nadzo mashoko kune vamwe 26-7
u 2024 Mombe yemukaka - inopa mukaka Step 1 vana nemudzidzisi vanokurukura
mhou nemhuru -kudoma kuti mwana pamusoro pekukosha kwetsamba Step 2 vana Ventures Gore rekutanga
L1 yayo wemombe anonzi chii vanoita hurukuro pamusoro pekunyorwa peji
-kutsnangura makamirwo kwetsamba uye wavanoda kunyorera Step 3 vana 64-65
anoitwa mukaka vanopira hurukuro dzavo vamwe vakateerera Mifananidzo
Conclusion vana vanopindura mibvunzo
yenhaurwa
L2 KUVERENGA Mukupera kwechidzidzo kuvaka Assumed knowledgevana vanogona kuverenga Indigenous Language
NEKUNYORA vana vanotarisirwa: - kuverenga mazwi comprssd syllb level 1 page
Kuverenga nzvanyira kuvaka Introduction vana vanoverenga nzvanyira 32
Nzvanyira dzinoti dzakapiwa dzesvondo Ventures Gore rekutanga
Step 1 mudzidzisi batsira vana kuverenga pamwe peji 72
mha mhe mhi mho -kuvaka mazwi nekuumba mazwi Step 2 vana mumapoka makadhi ebasa
mhu nenzvanyira dzakapiwa vanoumba mazwi Step 3 vana vanopira zvavaita chati rine nzvanyira
Kuvaka mazwi mumapoka Step 4 vana vanonyora basa
mumambhuku
Conclusion vana vanobvunzwa mibvunzo
L3 KUNYORA Mukupera kwechidzidzo Kunyora Assumed knowledgevana vanogona kuverenga Indigenous Language
vana vanotarisirwa: - kuperetera mazwi akasiyana siyana comprssd syllb level 1 page
Manyorero akanaka Kunyora mitsara kuzadzisa Introduction vana vanoverenga mazwi pazvitai tai 32
inodarika mina Step 1 mudzidzisi anotsangura kushandiswa
Sekuti vachishandisa vara guru kwevara guru pakutanga mutsara Ventures Gore rekutanga
pekutanga Step 2 mwana ega ega anonyora mavara makuru peji
Ngoni naShinga pamapepa Step 3 vana vanonyora mitsara 70
vasikana vakanaka vachitanga nevara guru Step 4 vana vanonyora
basa mumabhuku Conclusionvana vanodoma zvitaitai

GRADE 1 SECOND TERM UPDATED CURR SCHEME – CUM PLAN 2024 37

 panoshandiswa vara guru
L4 KUNYORA Mukupera kwechidzidzo Kunyora Assumed knowledgevana vanokwanisa kuzadzisa Indigenous Language
vana vanotarisirwa: - kuzadzisa zvirevo nemazwi akapiwa comprssd syllb level 1 page
Kuzadzisa zvirevo -kuverenga mazwi kutevedzera Introduction vana vanoverenga mazwi ari 32
nemazwi akapiwa anodarika mana pazvitaitai Ventures Gore rekutanga
-kuzadzisa zvirevo Step 1 mudzidzisi anotsanangurira vana kuzadzisa peji
zvinodarika zvishanu zvirirevo vachishandisa mazwi akapiwa Step 2 74
Munda mhuru nemazwi akapiwa vana mumapoka vanozadzisa zvirevo zviri Mazwi pazvitaitai
mbudzana mhuri pamakadhi ebasa
mhindo ndira Step 3 vana vanopira basa remumapoka
chiedza ndebvu Step 4 vana vanonyora basa mumabhuku
Conclusion vana vavopindura imwe mibvunzo
L5 KUTAURA Mukupera kwechidzidzo Kunyora Assumed knowledgevana vanogona kuongorora Indigenous Language
vana vanotarisirwa: - kuperetera mufananidzo comprssd syllb level 1 page
-kutsanangura zviri kuongorora Introduction vana vanoimba kambo 32
Kupima huremu pamufananidzo Step 1 mudzidzisi tsanangurira vana
-kuzadzisa zvirevo kutsanangura mufananidzo Step 2 vana Ventures Gore rekutanga
ongororo zveuremu vanodoma izvo vari kuona pamufananidzo peji
yemufananidzo peji Step 3 mumapoka vana vanotsanangura zviri 59
59 pamufananidzo Step 4 vana vanopira
zvavakurukura Conclusion mudzidzisi anobvunza Mifananidzo
mibvunzo yepfupiso
L6 KUNYORA Mukupera kwechidzidzo Kunyora Assumed knowledgevana vanokwanisa kuumba Indigenous Language
vana vanotarisirwa: - kuumba mazwi comprssd syllb level 1 page
Kuumba mazwi -kuumba mazwi kutevedzera Introduction vana vanoimba kambo 32
anodarika mashanu kemitinhimira Ventures Gore rekutanga
akazara nemitinhimira Step 1 vana nemudzidzisi vanoita ongororo peji
Kuumba mazwi yakapiwa mitinhimira iri mubhuku ravo Step 2 vana vana 74
nemitinhimira : mumapoka vanoumba mazwi vachishandisa Chati ine mitinhimira
mitinhimira iyi Step 3 vana vanopira basa
Mh nd sh ng ts bv remumapoka Step 4 vana vanonyora basa
mumabhuku Conclusion vana vanoimba kambo
kemitinhimira
Chinangwa chevhiki: Kuvanduza unyanzvi hwevadzidzi mukuteerera, kutaura, kunyora nekuverenga nokubatsira vadzidzi pakuziva mazuva esvondo .
Vhiki Musoro/Zvidzidzo Zvinangwa Unyanzvi Zviitwa /Maitiro/ Zvavanoziva Dura/ Zvombo Ongororo
Vh 10 KUTEERERA Mukupera kwechidzidzo kudoma Assumed knowledgevana voziva mazuva esvondo Indigenous Lang comprssd
NEKUTAURA vana vanotarisirwa: kutevedzera Introduction vana vanoimba kambo kemazuva syllb level 1 page 26-7
12 -kudoma mazuva kutsanangura epasvondo Ziva ChiShona peji bhuku
Chikunguru Mazuva esvondo esvondo Step 1 vana nemudzidzisi vanokurukura remudzidzisi peji 56
2024 -kutsanangura zvavanoita pamusoro pezvinoitwa zuva rega rega sekuti Bhukurevana 1b peji 1
pazuva roga roga Svondo tinoenda kuchechi Step 2 vana vanoita Mifananidzo

GRADE 1 SECOND TERM UPDATED CURR SCHEME – CUM PLAN 2024 38

L1 Ongororo hurukuro pamusoro peizvo ivo vanoita
yemifananidzo Step 3 vana vanopira hurukuro dzavo vamwe
vakateerera Conclusion vana vanopindura
mibvunzo
L2 KUVERENGA Mukupera kwechidzidzo kuvaka Assumed knowledgevana vanogona kuverenga Indigenous Language
NEKUNYORA vana vanotarisirwa: - kuverenga mazwi comprssd syllb level 1 page
Kuverenga nzvanyira kuvaka Introduction vana vanoverenga nzvanyira 32
Nzvanyira dzinoti dzakapiwa dzesvondo Ziva ChiShona bk remudzidzisi
Step 1 mudzidzisi batsira vana kuverenga pamwe peji 56
Cha che chi cho chu -kuvaka mazwi nekuumba mazwi Bhuku revana 1b peji 2
nenzvanyira dzakapiwa Step 2 vana mumapoka vanoumba mazwi makadhi ebasa
Mba mbe mbi mbo Step 3 vana vanopira zvavaita mumapoka chati rinenzvanyira
mbu Step 4 vana vanonyora basa mumambhuku
Kuvaka mazwi Conclusion vana vanobvunzwa mibvunzo
L3 KUNYORA Mukupera kwechidzidzo Kunyora Assumed knowledgevana Indigenous Language
vana vanotarisirwa: - kuperetera Introductionhurukuro pausoro pepanoshandiswa comprssd syllb level 1 page
Manyorero Kunyora mitsara kuzadzisa mavara makuru pakunyora 32
akanaka: vagara inodarika mina Step 1 mudzidzisi anotsangura kushandiswa Ventures Gore rekutanga
guru pamazita vachishandisa vara guru kwevara guru pamazita avanhu peji
pamazita Step 2 mwana ega ega anonyora mazita 79
Sekuti evshamwari dzake achitanga nevara guru
pamapepa Step 3 vana vanonyora mitsara zvitaitai
Nhasi ndaona Farai vachitanga nevara guru pamazita vanhu Step 4
vana vanonyora basa mumabhuku
Conclusion vana vanodoma panoshandiswa vara
guru
L4 KUVERENGA Mukupera kwechidzidzo kudzokorora Assumed knowledgevana vanogona kuverenga Indigenous Language
vana vanotarisirwa: - kuverenga mazwi comprssd syllb level 1 page
Ndima iri mubhuku Kuverenga ndima kuvaka Introduction dzokororo yechidzidzo chakapfuura 32
yakapiwa chetsamba iri mibvunzo Ventures Gore rekutanga
Step 1 mudzidzisi anoratidza maverengero peji 75-78
endima Step 2 vana vanoverenga ndima munhu makadhi ebasa
ega ega mumapoka Step 3 vana vanopana
mukana wekuverenga vamwe vakateerera
Conclusion vana vanobvunzwa mibvunzo
L5 KUNYORA Mukupera kwechidzidzo Kunyora Assumed knowledgevana vanogona kuverenga Indigenous Language
vana vanotarisirwa: - kuzadzisa mazwi akasiyana siyana comprssd syllb level 1 page
Mibvunzo -kupindura mibvunzo Introduction vana vanoverenga mazwi matsva 32
yenzwisiso inodarika mitatu kubva pazvitaitsi
mundima yaverengwa Step 1 vana vanoverenga ndima sedzokororo Ventures Gore rekutanga
Step 2 vana mumapoka vanopindura mibvunzo peji
Step 3 vana vanopira basa remumapoka 75-78

GRADE 1 SECOND TERM UPDATED CURR SCHEME – CUM PLAN 2024 39

 Step 4 vana vanonyora basa mumabhuku zvitaitai
Conclusion mudzidzisi anobvunza mibvunzo
yepfupiso
L6 KUVERENGA Mukupera kwechidzidzo Kunyora Assumed knowledgevana vanogona kuongorora Indigenous Language
vana vanotarisirwa: - kuperetera mifananidzo comprssd syllb level 1 page
-keverenga mazwi kuongorora Introduction vana vanoimba kambo 32
Mazwi esvondo rino anodarika mashanyu ane Step 1 mudzidzisi tsanangurira vana Ziva ChiShona bhuku
nzvanyira dzakasiyana- kutsanangura mufananidzo Step 2 vana remudzidzisi peji 58
China chuma siyana vanodoma izvo vari kuona pamufananidzo Step 3 Bhuku revana 1b peji 2
chitatu churu mumapoka vana vanotsanangura zviri Mifananidzo
bhururuka bheuka pamufananidzo Step 4 vana vanopira
bhiza zvavakurukura Conclusion mudzidzisi anobvunza
mibvunzo yepfupiso
Wk 11 KUTEERERA Mukupera kwechidzidzo kudoma Assumed knowledgevana vakamboona muvhimi Indigenous Language
19 NEKUTAURA vana vanotarisirwa: kutevedzera pamufananidzo comprssd syllb level 1 page
Chikungur -kutsanangura unyanzvi kutsanangur Introductionvana vanodoma hurudza 26-7
u Hurukuro pamusoro hnoitwa nevanhu a dzavanoziva
2024 pevanhu vanoita vakasiyana siyana Step 1 vana nemudzidzisi vanokurukura Ventures gore rekutanga 111
mabasa akasiyana pamusoro pemabasa anoitwa Ziva Chishona bk remud
siyana nehurudza,muvhimi,mhizha….. zidzisi peji
Hurudza Step 2 vana vanoita hurukuro pamusoro Mifananidzo
Mhizha pemupikicha uri mubhuku ravo peji 111 yehurudza,muvhimi,mhizha…
Muvhimi…… Step 3 vana vanopana mikana yekupa tsananguro .
vamwe vakateerera
Conclusion vana nemudzidzisi vanoita dzokororo
yezvavaita
L2 KUVERENGA Mukupera kwechidzidzo kuvaka Assumed knowledgevana vanogona kuverenga Indigenous Language
NEKUNYORA vana vanotarisirwa: - kuverenga mazwi comprssd syllb level 1 page
Kuverenga nzvanyira kuvaka Introduction vana vanoverenga nzvanyira 32
Nzvanyira dzinoti dzakapiwa dzesvondo Ventures gore rekutanga 116
dha dhe dhi dho -kuvaka mazwi Step 1 mudzidzisi batsira vana kuverenga pamwe makadhi ebasa
dhu nenzvanyira dzakapiwa nekuumba mazwi chati rine nzvanyira
Step 2 vana mumapoka vanoumba mazwi
Nja nje nji njo nju Step 3 vana vanopira zvavaita mumapoka
Step 4 vana vanonyora basa mumambhuku
Kuvaka mazwi Conclusion vana vanobvunzwa mibvunzo

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L3 KUNYORA Mukupera Kunyora Indigenous Language Assumed knowledgevana vanogona kuverenga
kwechidzidzo vana kuperetera comprssd syllb level 1 mutinhimira
Kuumba mazwi ana: vanotarisirwa: - kuzadzisa page 32 Introduction vana vanoverenga mitinhimira
-Kuumba mazwi Ventures Gore kubva pachidziro
Gwa gwe gwi gwo anodarika mashanu rekutanga peji 111 Step 1 mudzidzisi anotsanangurira vana kuumba
gwu ane mavara akapiwa Chati rine mavara mazwi kubva pamavara akapiwa
mutinhimira uri Step 2 mumapoka vana vanoumba mazwi kubva
pachati pamavara akapiwa Step 3 vana vanopira
zvavakurukura mumapoka Step 4 kunyorwa
kwebasa mumabhuku Conclusion mudzidzisi
anobvunza mibvunzo vana mazwi ava vaka
L4 KUVERENGA Mukupera kudzokorora Indigenous Language Assumed knowledgevana vanoziva zvinoreva
kwechidzidzo vana kuverenga comprssd syllb level 1 hurudza
Ndima iri mubhuku vanotarisirwa: - kuvaka page 32 Introduction vana vanoverenga mazwi matsva
Kuverenga ndima ari pazvitaitai
VaChigwende yakapiwa Ventures Gore Step 1 mudzidzisi anoratidza maverengero
ihurudza rekutanga peji 112 endima
makadhi ebasa Step 2 vana vanoverenga ndima munhu ega ega
mumapoka Step 3 vana vanopana mukana
wekuverenga vamwe vakateerera
Conclusion vana vanobvunzwa mibvunzo
L5 KUNYORA Mukupera Kunyora Indigenous Language Assumed knowledgevana vanogona kupindura
kwechidzidzo vana kuzadzisa comprssd syllb level 1 mibvunzo yenzwisiso
Mibvunzo vanotarisirwa: - page 32 Introduction vana vanoverenga mazwi matsva
yenzwisiso -kupindura pazvitaitsi
mibvunzo inodarika Ventures Gore Step 1 vana vanoverenga ndima sedzokororo
VaChigwende mitatu kubva rekutanga peji 113 Step 2 vana mumapoka vanopindura mibvunzo
ihurudza mundima Step 3 vana vanopira basa remumapoka
yaverengwa zvitaitai Step 4 vana vanonyora basa mumabhuku
Conclusion mudzidzisi anobvunza mibvunzo
L6 Dzokororo -kupindura Kunyora Indigenous Assumed knowledgevana vanoziva kupindura
mibvunzo yenzwisiso kudhirowa Language comprssd mibvunzo yedzokororo
Kudhirowa yakazara kuwaka syllb level 1 page Step 1 mudzidzisi batsira vana kuverenga rairo
Zviperengo yekunyora bvunzo
Kuumba mazwi Ventures Gore Step 2 vana vanoverenga nekunyora dzokororo
Kuwaka mitsara rekutanga peji Step 3 vana vanopa mudzidzisi basa ravanyora
Conclusion vana vanoita dzokororo yebasa
ranyorwa

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VAVARIRO: Kubatsira vadzidzi kuti vagone kuteerera,kutaura,kuverenga uye kunyora nomazvo.

Wk 12 KUTEERERA Mukupera kudoma Indigenous Language Assumed knowledgevana vanoziva makuriro anoita
26 NEKUTAURA kwechidzidzo kutevedzera comprssd syllb level vana vacheche
Chikunguru vana kutsanangur 1 page 26-7 Introduction vana vanoimba kambo nyarara
2024 Mwedzi yegore vanotarisirwa: a kuchema mwana……
-kupa zvinhu Ventures Gore Step 1 vana nemudzidzisi vanokurukura pamusoro
zvinodarika rekutanga peji 120 pevana vacheche
zvitatu zvinodiwa Step 2 vana vanoita hurukuro pamusoro
nevana vacheche Mifananidzo pemupikicha uri mubhuku ravo peji 55
-kudoma mwedzi Step 3 vana vanopana mikana yekupa tsananguro
yegore vamwe vakateerera
Conclusion vana vanopindura mibvunzo yenhaurwa

L2 KUVERENGA Mukupera kuvaka Indigenous Language Assumed knowledgevana vanogona kuverenga

NEKUNYORA kwechidzidzo kuverenga comprssd syllb level mazwi
vana kuvaka 1 page 32 Introduction vana vanoverenga nzvanyira
Nzvanyira dzinoti vanotarisirwa: - Ventures Gore dzesvondo
Kuverenga rekutanga peji 119 Step 1 mudzidzisi batsira vana kuverenga pamwe
Mwa mwe mwi nzvanyira makadhi ebasa nekuumba mazwi
mwo mwu…. dzakapiwa chati rine nzvanyira Step 2 vana mumapoka vanoumba mazwi
Step 3 vana vanopira zvavaita mumapoka
Kuvaka mazwi -kuvaka mazwi Step 4 vana vanonyora basa mumambhuku
nenzvanyira Conclusion vana vanobvunzwa mibvunzo
dzakapiwa

L3 KUNYORA Mukupera Kunyora Indigenous Language Assumed knowledgevana vanokwanisa kuumba

kwechidzidzo kuumba comprssd syllb level 1 mazwi
Kuumba mazwi vana kutevedzera page 32 Introduction vana vanoimba kambo kemitinhimira
vanotarisirwa: - Ziva ChiShona peji 48- Step 1 vana nemudzidzisi vanoita ongororo
-kuumba mazwi 9 mitinhimira iri mubhuku ravo
Kuumba mazwi anodarika Step 2 vana vana mumapoka vanoumba mazwi
nemitinhimira : mashanu akazara Chati ine mitinhimira vachishandisa mitinhimira ina mw
nemitinhimira Step 3 vana vanopira basa remumapoka
Mwe , mwi ,mwa yakapiwa Step 4 vana vanonyora basa mumabhuku
mwu ,mwo Conclusion vana vanoimba kambo kemitinhimira
Mwana mwedzi
GRADE 1 SECOND TERM UPDATED CURR SCHEME – CUM PLAN 2024 42
 rimwechete

L4 KUVERENGA Mukupera kudzokoror Indigenous Language Assumed knowledgevana vanogona kuverenga

kwechidzidzo a comprssd syllb level mazwi
Ndima iri mubhuku vana kuverenga 1 page 32 Introduction vana vanoimba kambo
vanotarisirwa: - kuvaka Ventures Gore Step 1 mudzidzisi anoratidza maverengero endima
Rwiyo rwenyika Kuverenga ndima rekutanga peji 122 Step 2 vana vanoverenga ndima munhu ega ega
yakapiwa mumapoka
makadhi ebasa Step 3 vana vanopana mukana wekuverenga vamwe
mazwi matsva vakateerera
pazvitaitai Conclusion vana vanobvunzwa mibvunzo
L5 KUNYORA Mukupera Kunyora Indigenous Language Assumed knowledgevana vanogona kuverenga
kwechidzidzo kuzadzisa comprssd syllb level mazwi akasiyana siyana
Mibvunzo vana 1 page 32 Introduction vana vanoverenga mazwi matsva
yenzwisiso vanotarisirwa: - Ventures Gore pazvitaitsi
-kupindura rekutanga peji 122 Step 1 vana vanoverenga ndima sedzokororo
Rwiyo rwenyika mibvunzo Step 2 vana mumapoka vanopindura mibvunzo Step
inodarika mitatu zvitaitai 3 vana vanopira basa remumapoka Step 4 vana
kubva mundima vanonyora basa mumabhuku Conclusion mudzidzisi
yaverengwa anobvunza mibvunzo

L6 KUTAURA Mukupera Kunyora Indigenous Language Assumed knowledgevana vanogaro ona mwedzi
kwechidzidzo kutsanangur comprssd syllb level yegore pamachati
Mwedzi yose vana a 1 page 32 Introduction vana vanoimba kambo kemwedzi
yegore vanotarisirwa: - kuongorora Ventures Gore yegore
Ndira Kunyora mwedzi rekutanga peji 126 Step 1 mudzidzisi tsanangurira vana nezvemwedzi
Kukadzi Kurume…… yose yegore yegore
yakataurwa Chati rine mwedzi Step 2 vana vanodoma mwedzi yegore yavanoziva
mundima yegore Step 3 mumapoka vana vanonyora mwedzi yegore
yose Step 4 vana vanopira zvavanyora Conclusion
mudzidzisi anobvunza mibvunzo yepfupiso
Wk 13 Dzokororo -kunyora Kutaura indigenous Nhanganyaya – vadzidzi pamwe nemudzidzisi
02 dzokororo Kuteerera Language vanodzokorora basa rese rakaitwa uye
Nyamavh -Rondedzero vachipindura kuedzesera comprssd syllb richabvunzwa.
2024 -Vana wemhuka mibvunzo yose level peji 33 -Vadzidzi vano verenga mazwi mirairo.
GRADE 1 SECOND TERM UPDATED CURR SCHEME – CUM PLAN 2024 43
 -Kudhirowa zvizere Vent Gore -Mudzidzisi anonyora basa kuchidziro.
-Fananidzo ReKutanga Peji -Vadzidzi vano nyora basa ravo sedungamunhu.
Paper 2 Mhedziso – dzokororo yebasa
Dzokororo -kunyora Kutaura indigenous Nhanganyaya – vadzidzi pamwe nemudzidzisi
-Vaka mazwi dzokororo Kuteerera Language vanodzokorora basa rese rakaitwa uye
-Vana wemhuka vachipindura kuedzesera comprssd syllb richabvunzwa.
-Kudhirowa mibvunzo yose level 1 peji 33 -Vadzidzi vano verenga mazwi mirairo.
-nzwisiso zvizere Vent Gore -Mudzidzisi anonyora basa kuchidziro.
Paper 1 ReKutanga Peji -Vadzidzi vano nyora basa ravo sedungamunhu.
Mhedziso – dzokororo yebasa

Dzokororo -kunyora Kutaura indigenous Nhanganyaya – vadzidzi pamwe nemudzidzisi

-Rondedzero dzokororo Kuteerera Language vanodzokorora basa rese rakaitwa uye
-Vana wemhuka vachipindura kuedzesera comprssd syllb richabvunzwa.
-Kudhirowa mibvunzo yose level peji 33 -Vadzidzi vano verenga mazwi mirairo.
-Fananidzo zvizere Vent Gore -Mudzidzisi anonyora basa kuchidziro.
Paper 2 ReKutanga Peji -Vadzidzi vano nyora basa ravo sedungamunhu.
Mhedziso – dzokororo yebasa
Dzokororo -kunyora Kutaura indigenous Nhanganyaya – vadzidzi pamwe nemudzidzisi
-Vaka mazwi dzokororo Kuteerera Language vanodzokorora basa rese rakaitwa uye
-Vana wemhuka vachipindura kuedzesera comprssd syllb richabvunzwa.
-Kudhirowa mibvunzo yose level 1 peji 33 -Vadzidzi vano verenga mazwi mirairo.
-nzwisiso zvizere Vent Gore -Mudzidzisi anonyora basa kuchidziro.
Paper 1 ReKutanga Peji -Vadzidzi vano nyora basa ravo sedungamunhu.
Mhedziso – dzokororo yebasa
Wk 14 Dzokororo -kunyora Kutaura indigenous Nhanganyaya – vadzidzi pamwe nemudzidzisi
08 yekupera kwekoto dzokororo Kuteerera Language vanogadzirira kunyora bvunzo.
Nyamavh yechipiri vachipindura kuedzesera comprssd syllb -Vadzidzi vano verenga mirairo yebvunzo.
2024 -Rondedzero mibvunzo yose level peji 33 -Mudzidzisi anopa vana mapepa ane bvunzo.
-Vana wemhuka zvizere Vent Gore -Vadzidzi vano nyora basa ravo sedungamunhu.
-Kudhirowa ReKutanga Peji Mhedziso – dzokororo yebasa
-Fananidzo
Paper 2
Dzokororo -kunyora Kutaura indigenous Nhanganyaya – vadzidzi pamwe nemudzidzisi
yekupera dzokororo Kuteerera Language vanogadzirira kunyora bvunzo.
GRADE 1 SECOND TERM UPDATED CURR SCHEME – CUM PLAN 2024 44
 kwekotoro yechipiri vachipindura kuedzesera comprssd syllb -Vadzidzi vano verenga mirairo yebvunzo.
-Vaka mazwi mibvunzo yose level peji 33 -Mudzidzisi anopa vana mapepa ane bvunzo.
-Vana wemhuka zvizere Vent Gore -Vadzidzi vano nyora basa ravo sedungamunhu.
-Kudhirowa ReKutanga Peji Mhedziso – dzokororo yebasa
-nzwisiso
Paper 1

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 MATHEMATICS AND SCIENCE
Aims
Learners should be able to:-
1.Use Mathematical and scientific terms
2.Estimate, approximate and measure to an appropriate degree of accuracy.
3.Interpret and analyse tables, charts and graphs and use them in conducting simple investigations.
4.develop and show a positive attitude towards Mathematics and Science;
5.acquire mathematical and scientific concepts and skills for use as tools in life.
6. develop an awareness of the importance of culture in the learning of Mathematics and Science;
7. develop psycho-social skills such as self-control and free expression of emotions and contribute to the holistic development of
the learners
TOPICS TO BE COVERED
TERM ONE TERM TWO
Mathematical play Science, Math and Discovery play
Manipulative and block play Number and Science Concepts
Science, Math and Discovery play Number operations
Number and Science Concepts

CROSS CUTTING THEMES

- Financial literacy/Collaboration
- HIV and AIDS/Heritage studies/ICT
- Children’s Constitutional Rights and Responsibilities
- Gender/Environmental issues
- Disaster Risk management
-
SOURCES:
Maths & Scie comprssd Syllabus level 1
Ventures Primary Mathemetics and Science learners book 1

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 Step up Mathematics and Science Gr 1
Time Allocation – 8x30mins
Week Topic / Content Objectives Comp Skills Teaching / Learning / Methods / Activities/ Media / Resources / EVALUATION
& Attitudes) Assumed knoledge References
WEEKLY AIM -: To develop counting skills and the understanding of the parts of a plant.
WK 1 NUMBER AND During the lesson, Skills & Assumed knowledge Mathematics and
SCIENCE CONCEPTS learners will : Attitudes Learners are able to count numbers science Comprssd
10 May -read the number Identifying Introduction syllabus level 1 p4-6
2024 NUMBER within the range Naming -Learners read the numbersfrom the numberline
counting after the facilitator Step up Mathematics
-Counting from 0 to 10 -count objects fro 0 manipulative Dvpt--Learners read the numbers from the and Science Gr 1 page
to 10 speaking number line 64-65
L1 -write numbers listening -Learners identify numbers from the numberline
within the range arranging -Learners use counters to practice counting -numberline
numbers up to 10 -counters
-Learners individually write figures from 0 to 10
Conclusion – Oral discussions
L2&3 SCIENCE During the lesson, Assumed knowledge - Mathematics and
MATHEMATICS AND learners will : Skills & Learners are aware of differents plants. science Comprssd
DISCOVERY PLAY -name and identify Attitudes Introduction –Leaners identify a drawn plant on syllabus page 27
different kinds of Identifying the chart Step up Mathematics
PLANTS plants Naming Dvpt-facilitator and leaners engages in a field trip and Science Gr 1
KEY CONCEPT -identify real plants drawing in the local environment to identify diff plants page 33-35
Parts of a plant. -draw and name a listening -Learners .identify parts of a plant on a real plant picture of a plant
SUB CONCEPT plant -Learners draw and name parts of a plant local environment
-Plants have leaves, Conclusion – Oral discussions real plants
stem and roots
L4&5 NUMBER AND During the lesson, Skills & Assumed knowledge Mathematics and
SCIENCE CONCEPTS learners will : Attitudes Learners can count from 0 to 10 science Comprssd
-count numbers Identifying Introduction syllabus level 1 p4-6
NUMBER from 0 to 10 Naming Recap of the previous lesson
counting Dvp-Learners count numbers from 0 to 10 Step up Mathematics
-Counting back from -count back manipulative Facilitator demonstrate counting back frm 10 to 0 and Science Gr 1 page
10 to 0 numbers from 10 speaking -Learners imitate counting back after the
to 0 listening Facilitator numberline
arranging -Learners individual count back numbers -counters

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48
 -Individuall written work
Conclusion – best Learners demonstrate
L6 SCIENCE Assumed knowledge - Mathematics and
MATHEMATICS AND During the lesson, Learners are aware of parts of a plants. science Comprssd
DISCOVERY PLAY learners will : Skills & Introduction –Recap of the previous lesson syllabus page 27
-collect different Attitudes Dvpt-facilitator and leaners engages in a field trip
PLANTS flower and fruits Identifying in the local environment to identify flowers and Step up Mathematics
KEY CONCEPT from the Naming fruits of a plant and Science Gr 1
-Flowers and fruits. environment drawing -Learners .identify flowers and fruits of a plant on page 33-35
-draw a plant with listening a real plant picture of a plant
SUB CONCEPT flowers and fruits -Learners draw and name fruits and flowers of a local environment
-Some Plants have plant real plants
flowers and fruits Conclusion –oral discussions -
L7 NUMBER AND During the lesson, Skills & Assumed knowledge Mathematics and
SCIENCE CONCEPTS learners will : Attitudes Learners are able to count numbers up to 10 science Comprssd
-count in ascending Identifying Introduction Recap of the previous lesson syllabus level 1 p4-6
NUMBER and descending Naming Dvpt-
order on the counting -Learners count numbers on the numberline Step up Mathematics
-Which number comes numberline speaking -Learners identify numbers on the numberline and Science Gr 1 page
before or after -arrange numbers listening -Learners arrange numbers in order numberline
3,[ ],5,6,7,[ ],9 in order arranging Learners identify number comes before and after -counters
-write numbers Conclusion Oral discussions
within the range
L8 NUMBER AND During the lesson, Skills & Assumed knowledge - Learners are able to Mathematics and
SCIENCE CONCEPTS learners will : Attitudes identify numbers on the numberline science Comprssd
-identify numbers Identifying Introduction Recap of the previous lesson syllabus level 1 p4-6
NUMBER from the Naming Dvpt--Learners count numbers up to 10 on the
numberline counting numberline Step up Mathematics
-Which number comes -arrange numbers speaking -Learners identify numbers on the numberline and Science Gr 1 page
between in order listening -Learners arrange numbers in order numberline
7[]9 arranging Individually Learners identify which number -counters
comes between
Conclusion Oral discussions
WEEKLY AIM -: To develop counting skills and the understanding of the parts of a plant.
Week Topic / Content Objectives Comp Skills Teaching / Learning / Methods / Activities/ Media / Resources / EVALUATION
& Attitudes) Assumed knoledge References

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WK 2 NUMBER AND During the lesson, Skills & Assumed knowledge -Learners cn identify Mathematics and
SCIENCE CONCEPTS learners will : Attitudes numbers science Comprssd
17 May -identify the Identifying Introduction- Recap of the previous lesson syllabus level 1 p4-6
2024 NUMBER missing numbers Naming Dvpt-
on the number line counting -Learners count numbers on the numberline Step up Mathematics
-Missing numbers -write numbers manipulative -Learners identify numbers on the numberline and Science Gr 1 page
L1 within the range speaking -Learners arrange numbers in order numberline
listening -Learners play a game of missing numbers -counters
arranging Conclusion Oral discussions
L2&3 SCIENCE During the lesson, Skills & Assumed knowledge Mathematics and
MATHEMATICS AND learners will : Attitudes Learners have seen different parts of a plant science Comprssd
DISCOVERY PLAY -identify and collect Identifying Introduction –Recap of the previous lesson syllabus page 27
thorns and prickles Naming Dvpt-facilitator and leaners engages in a field trip
PLANTS of a plant drawing in the local environment to identify thorns and Step up Mathematics
KEY CONCEPT -draw and name listening prickles of a plant and Science Gr 1
-Thorns and prickles prickles and thorns -Learners .identify thorns and prickles of a plant page 33-35
SUB CONCEPT -list the difference on a real plant picture of a plant
-Some Plants have uses of plants -Learners draw and name thorns and prickles of a local environment
thorns and prickles plant Conclusion –oral discussions real plants
L4&5 NUMBER AND During the lesson, Skills & Assumed knowledge Mathematics and
SCIENCE CONCEPTS learners will : Attitudes Learners can identify numbers science Comprssd
-copy and complete speaking Introduction syllabus level 1 p4-6
NUMBER the number chart listening Recap of the previous lesson Step up Mathematics
arranging Dvpt--Learners count numbers from 0 up to 10 and Science Gr 1 page
-Complete the number -Learners identify missing numbers on the chart numberline
chart -Learners arrange numbers in order -counters
Learners complete the number chart
Conclusion Oral discussions
L6 SCIENCE During the lesson, Skills & Assumed knowledge Mathematics and
MATHEMATICS AND learners will : Attitudes Learners have seen different animals science Comprssd
DISCOVERY PLAY -name and identify Identifying Introduction –Facilitator displays a chart of syllabus page 27
domestic animals Naming animals
ANIMALS -identify sounds drawing Dvpt-facilitator and leaners engages in a field trip Step up Mathematics
made by domestic listening in the local environment to identify animals that and Science Gr 1 page
KEY CONCEPT animals are kept at home 36-39
-Domestic animals -draw and name -Learners .identify and name domestic animals local environment

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50
 domestic animals they know pictures of animals
SUB CONCEPT -Learners imitate sounds made by domestic real animals
-Some animals are animals
kept at home -Learners draw and name domestic animals
Conclusion –oral discussions
L7 NUMBER AND During the lesson, Skills & Assumed knowledge Mathematics and
SCIENCE CONCEPTS learners will : Attitudes Learners are able to count numbers science Comprssd
-read the number Identifying Introduction-Learners read the numbersfrom the syllabus level 1 p4-6
NUMBER within the range Naming numberline after the facilitator
counting Dvpt--Learners read the numbers from the Step up Mathematics
-Counting from 0 to 20 -count objects fro 0 speaking number line and Science Gr 1 page
to 20 listening -Learners identify numbers from the numberline 64-65
-write numbers arranging -Learners use counters to practice counting
within the range numbers up to 20 -numberline
-Learners individually write figures from 0 to 20 -counters
Conclusion – Oral discussions
L8 REVISION EXERCISE During the lesson, Skills & *Question and Answer Mathematics and
learners will : Attitudes Step 1Recap of the covered concepts science Comprssd
-Number -answer at least 30 Identifying Step 2.Learners pose questions on challenging syllabus level 1 p4-6
-Plant questions correctly Naming topics Step3.Individually learners write revision
-Domestic animals from the covered counting exercise Step 4.Collecting answer sheet from Step up Maths and
topics listening learnersStep 5.Revising the test Science Gr 1 page
- arranging Conclusion Facilitator ask challenging questions numberline
and solve it as a classnstrate -counters
WEEKLY AIM -: To develop counting skills and the understanding of the different types of animals
Week Topic / Content Objectives CompSkills & Teaching / Learning / Methods / Activities Media / Ref/ Evaluation
Ending Attitudes Resources
WK 3 NUMBER AND During the lesson, Skills & Assumed knowledge Learners are able to count Mathematics and
SCIENCE CONCEPTS learners will : Attitudes numbers science Comprssd
24 May -read the number Identifying Introduction -Learners read the numbersfrom the syllabus level 1 p4-6
2024 NUMBER within the range Naming numberline after the facilitator
counting Dvpt--Learners read the numbers from the Step up Mathematics
-Counting whole -count objects fro 0 manipulative number line and Science Gr 1 page
L1 numbers from 0 to 20 to 20 speaking -Learners identify numbers from the numberline 64-65
-write numbers listening -Learners use counters to practice counting
within the range arranging numbers up to 20 -numberline

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51
 -Learners individually write figures from 0 to 20 -counters
Conclusion – Oral discussions
L2&3 SCIENCE MATHEMATICS During the lesson, Skills & Assumed knowledge Maths and science
AND DISCOVERY PLAY learners will : Attitudes Learners have seen different animals Comprssd syllabus
-name and identify Identifying Introduction –Recap of the previous lesson page 27
ANIMALS wild animals Naming Dvpt-facilitator display a chart of wild animals
KEY CONCEPT -identify sounds drawing -learners identify wild animals from the book Step up Maths and
-Wild animals made by wild listening -Learners . name wild animals they know Science Gr 1 page
SUB CONCEPT animals -Learners draw and name wild animals local environment
-Some animals live in -draw and name Conclusion –oral discussions pictures of animals
the forest wild animals real animals
L4&5 NUMBER AND During the lesson, Skills & Assumed knowledge Learners can count from 0 Mathematics and
SCIENCE CONCEPTS learners will : Attitudes to 20 science Comprssd
-count numbers Identifying Introduction Recap of the previous lesson syllabus level 1 p4-6
NUMBER from 0 to 20 Naming Dvp -Learners count numbers from 0 to 20
counting Facilitator demnstrate counting back from 20 to 0 Step up Mathematics
-Counting back from -count back listening -Learners imitate counting back after the Tr and Science Gr 1 page
20 to 0 numbers from 20 arranging -Learners individual count back numbers numberline
to 0 -Individuall written work -counter
Conclusion – best Learners demonstrate
L6 SCIENCE MATHEMATICS During the lesson, Skills & Assumed knowledge Mathematics and
AND DISCOVERY PLAY learners will : Attitudes Learners have seen animals eating other animals science Comprssd
-name and identify Identifying Introduction –Tr explains what habitats are syllabus page 27
ANIMALS habitats of animals Naming Dvpt-facilitator demonstrate matching an animal Step up Mathematics
KEY CONCEPT drawing and its habitat and Science Gr 1 page
-Habitats -match animals to listening -learners in groups match these animals to their local environment
their habitats habitats pictures of animals
SUB CONCEPT -Groups report back and comments real animals
-Some animals have -Learners individually match
different habitats Conclusion –oral discussions
L7 SCIENCE MATHEMATICS During the lesson, Skills & Assumed knowledge Mathematics and
AND DISCOVERY PLAY learners will : Attitudes Learners have seen animals eating other animals science Comprssd
-Draw wild animals Identifying Introduction –Recap of the previous lesson syllabus page 27
ANIMALS Naming Dvpt -learners name wild animals they knowt Step up Mathematics
KEY CONCEPT -match animals matching -learners individually draw and name wild animals and Science Gr 1 page
-Habitats with its habitats of their choice local environment

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52
 SUB CONCEPT -Learners individually match animals with its pictures of animals
-Matching animals habitats real animals
with its habitats Conclusion –oral discussions
L8 REVISION EXERCISE During the lesson, Skills & *Question and Answer Mathematics and
learners will : Attitudes Step 1Recap of the covered concepts science Comprssd
-Number -answer at least 30 Identifying Step 2.Learners pose questions on challenging syllabus level 1 p4-6
-Animals questions correctly Naming topics Step3.Individually learners write revision Step up Mathematics
from the covered counting exercise Step 4.Collecting answer sheet from and Science Gr 1 page
- topics listening learners Step 5.Revising the test numberline
arranging Conclusion Facilitator ask challenging questions -counters
and solve it as a classnstrate
WEEKLY AIM -: To develop mathematical skills and to appreciate the different animals that live in soil.

Week Topic / Content Objectives CompSkills Teaching / Learning / Methods / Activities Media / Ref/ Resources Evaluation
Ending & Attitudes
WK 4 NUMBER AND SCIENCE During the lesson, Skills & Assumed knowledge Learners are able to count Mathematics and
31 May CONCEPTS learners will : Attitudes numbers up to 20 science Comprssd
2024 -count in ascending Identifying Introduction Recap of the previous lesson syllabus level 1 p4-6
NUMBER and descending Naming Dvpt-
L1 order on the counting -Learners count numbers on the numberline Step up Mathematics
-Which number comes numberline speaking -Learners identify numbers on the numberline and Science Gr 1 page
before or after -arrange numbers in listening -Learners arrange numbers in order
13,[ ],15,16 order arranging Learners identify number comes before and after numberline
-write numbers Conclusion Oral discussions -counters
within the range
SCIENCE During the lesson, Skills & Assumed knowledge Mathematics and
MATHEMATICS AND learners will : Attitudes Learners interact with diff soils science Comprssd
DISCOVERY PLAY -identify animals matching Introduction syllabus level 1 p4-6
L2&3 that live in the soil Identifying Facilitator explain more about soil animal
SOIL Naming Dvpt -facilitator and learners engages in a fieldtrip Step up Mathematics
-draw and name drawing in the local environment to dig some soil and find and Science Gr 1 page
KEY CONCEPT animal that live in listening animal that live in 40-42
-Soil animal the soil colouring -Learnersidentify animals that live in water pictures of animal soil
SUB CONCEPT manipulati -learners name animals that live in soil hoe
-Some animals live in ve -learners name and draw animals that live in the glass for mulching
the soil soil
Conclusion – oral discussions
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 L4&5 NUMBER AND SCIENCE During the lesson, Skills & Assumed knowledge Mathematics and
CONCEPTS learners will : Attitudes Learners are able to identify numbers on the science Comprssd
-identify numbers Identifying numberline syllabus level 1 p4-6
NUMBER from the Naming Introduction Recap of the previous lesson
numberline counting Dvpt--Learners count numbers up to 20 on the Step up Mathematics
-Which number comes -arrange numbers in manipulati numberline and Science Gr 1 page
between order ve -Learners identify numbers on the numberline
17 [ ] 19 speaking -Learners arrange numbers in order numberline
listening Individually Learners identify which number comes -counters
arranging between Conclusion Oral discussions
L6 SCIENCE MATHEMATICS During the lesson, Skills & Assumed knowledge Mathematics and
AND DISCOVERY PLAY learners will : Attitudes Learners areaware of different animal soils science Comprssd
-be able to recite a matching Introduction Recap of the previous lesson syllabus level 1 p4-6
SOIL poem which animal Identifying Dvpt-facilitator demonstrate ways of caring for
am i Naming the soil such as mulching and growing plants Step up Mathematics
KEY CONCEPT -demonstrate drawing -learners recite the poem which soil animal am I and Science Gr 1
-Soil animal mulching listening on page 41 page40-42
colouring -learners demonstrate mulching on the flower pictures of animal soil
SUB CONCEPT manipulati beds hoe
-Which soil animal am i ve -individual written work glass for mulching
Conclusion – oral discussions
L7 NUMBER AND SCIENCE During the lesson, Skills & Assumed knowledge Mathematics and
CONCEPTS learners will : Attitudes Learners can identify numbers science Comprssd
-copy and complete Identifying Introduction Recap of the previous lesson syllabus level 1 p4-6
NUMBER the number chart Naming Dvpt--Learners count numbers from 0 up to 20
counting -Learners identify missing numbers on the chart Step up Mathematics
-Complete the number speaking -Learners arrange numbers in order and Science Gr 1 page
chart listening Learners complete the number chart numberline
arranging Conclusion Oral discussions -counters
L8 During the lesson, Skills & *Question and Answer Mathematics and
REVISION EXERCICE learners will : Attitudes Step 1Recap of the covered concepts science Comprssd
-answer at least 30 matching Step 2.Learners pose questions on challenging syllabus level 1 p4-6
-Number questions correctly Identifying topics
-Soil from the covered Naming Step3.Individually learners write revision exercise Step up Mathematics
topics Step 4.Collecting answer sheet from learners and Science Gr 1
All concepts taught on Step 5.Revising the test page40-42

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 the above topics Conclusion Facilitator ask challenging questions pictures of animal
and solve it as a class soil/hoe
glass for mulching
WEEKLY AIM -: To develop understanding of the missing numbers and the importance of soil.
Week Topic / Content Objectives CompSkills Teaching / Learning / Methods / Activities Media / Ref/ Resources Evaluation
Ending & Attitudes
WK 5 NUMBER AND SCIENCE During the lesson, Skills & Assumed knowledge Learners cn identify Mathematics and
07 June CONCEPTS learners will : Attitudes numbers science Comprssd
2024 -identify the missing Identifying Introduction Recap of the previous lesson syllabus level 1 p4-6
NUMBER numbers on the Naming Dvpt-
number line counting -Learners count numbers on the numberline Step up Mathematics
-Missing numbers -write numbers speaking -Learners identify numbers on the numberline and Science Gr 1 page
within the range listening -Learners arrange numbers in order
arranging -Learners play a game of missing numbers numberline
Conclusion Oral discussions -counters
L2&3 SCIENCE During the lesson, Skills & Assumed knowledge Mathematics and
MATHEMATICS AND learners will : Attitudes Learners can mold using soil science Comprssd
DISCOVERY PLAY -name methods of matching Introduction Recap of the previous lesson syllabus level 1 p4-6
caring for the soil Identifying Dvpt- Step up Mathematics
SOIL -state the listening -Learners state the uses of soil and Science Gr 1
KEY CONCEPT importance of colouring -learners say why soil is important in life page40-42
-Importance of soil having soil manipulati -Learners plant flowers in the flower beds pictures of animal soil
SUB CONCEPT ve -Individual written work hoe
-Why Soil is important Conclusion – best Learners demonstrate glass for mulching
NUMBER AND SCIENCE During the lesson, Skills & Assumed knowledge Mathematics and
CONCEPTS learners will : Attitudes Learners are able arrange numbers in order science Comprssd
-say ordinal Identifying Introduction Facilitator explain the key words syllabus level 1 p4-6
L4&5 NUMBER numbers in the Naming Dvpt- -Learners count numbers from o to 10
range matching learners count number from 1st to 10th Step up Mathematics
-Number positions -learners arrange and tell positions of objects and Science Gr 1 page
-arrange ordinal according to some given order
ordinal numbers 1st to numbers in order -In groups learnerspractice -counters
10th -Groups report back -numberline
-Individual written work -mathematical play area
Conclusion Oral discussions
L6 SCIENCE MATHEMATICS During the lesson, Skills & Assumed knowledge Mathematics and
AND DISCOVERY PLAY
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 learners will : Attitudes Learners are aware of different types of soils science Comprssd
SOIL -name methods of matching Introduction Recap of the previous lesson syllabus level 1 p4-6
caring for the soil Identifying
Dvpt
KEY CONCEPT Naming -facilitator demonstrate ways of caring for the soil Step up Mathematics
- Soil needs to be cared -practice mulching drawing such as mulching and growing plants and Science Gr 1
for in the school garden listening -learners practice mulching on the garden beds page40-42
SUB CONCEPT colouring -learners discuss soil preservation methods pictures of animal soil
-Mulching protect soil -individual written work hoe
Conclusion – oral discussions glass for mulching
L7 NUMBER AND SCIENCE During the lesson, Skills & Assumed knowledge Learners are able to arrange Mathematics and
CONCEPTS learners will : Attitudes numbers according to size science Comprssd
-read ordinal Identifying Introduction Recap of the previous lesson syllabus level 1 p4-6
NUMBER numbers Naming Dvpt -facilitator arrange pupils and tell which
-arrange numbers in matching pupil comes after or before Step up Mathematics
-Number positions order -learners practice identifying position of numbers and Science Gr 1 page
-In groups learners answer questions from work
ordinal numbers cards
Which position comes -Groups report back -counters
after/before -Individual written work -numberline
Conclusion – oral discussions -mathematical play area
L8 During the lesson, Skills & *Question and Answer Mathematics and
REVISION EXERCICE learners will : Attitudes Step 1Recap of the covered concepts science Comprssd
-answer at least 30 matching Step 2.Learners pose questions on challenging syllabus level 1 p4-6
-Number questions correctly Identifying topics Step up Mathematics
-Soil from the covered Naming Step3.Individually learners write revision exercise and Science Gr 1
topics Step 4.Collecting answer sheet from learners Step page
All concepts taught on 5.Revising the test pictures of animal
the above topics Conclusion Facilitator ask challenging questions soil/hoe
and solve it as a class glass for mulching
WEEKLY AIM -: To develop an understanding of comparing numbers and the knowledge of personal hygienesing.

Week Topic / Content Objectives CompSkills Teaching / Learning / Methods / Activities Media / Ref/ Resources Evaluation
Ending & Attitudes
WK 6 NUMBER AND SCIENCE During the lesson, Skills & Assumed knowledge Learners are able to Mathematics and
14 June CONCEPTS learners will : Attitudes identify positions of pupils in a a race science Comprssd
2024 -identify animals Identifying Introduction Facilitator arrange learners and put syllabus level 1 p4-6
NUMBER which comes after Naming them in a race to identify who comes after of
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 or before matching before someone Step up Mathematics
-Number positions -conduct a running Dvpt-f Learners identify pictures of animals on a and Science Gr 1 page
ordinal numbers race race in the text book
-Learners identify which animal comes after the counters
Which animals comes other -numberline
after/before -Learners individually answer questions -mathematical play area
Colour positions Conclusion – oral discussion
L2&3 SCIENCE MATHEMATICS During the lesson, Skills & Assumed knowledge Mathematics and
AND DISCOVERY PLAY learners will : Attitudes Learners wash their bodies everyday science Comprssd
-state ways of caring Identifying Introduction Facilitator explain on personal syllabus level 1 p4-6
HEALTH NUTRITION AND for the body Naming hygiene
SAFETY
cleaning Dvpt- Step up Mathematics
-practice proper manipulativ -Learners list down how they maintain good and Science Gr 1
KEY CONCEPT washing of hands e personal hygiene page43-46
- Personal Hygiene cleaning -Learners in groups act out good personal pictures of food
SUB CONCEPT drawing hygiene soap and water
-Good hygiene -Learners practice proper washing of hands with toothbrush
promotes good health running water tooth paste
Conclusion – oral discussions fruits
L4&5 NUMBER AND SCIENCE During the lesson, Skills & Assumed knowledge Mathematics and
CONCEPTS learners will : Attitudes Learners are aware of sizes science Comprssd
-compare numbers Identifying Introduction syllabus level 1 p4-6
NUMBER using greater Naming Facilitator explain the key words
than,less than and matching Dvpt- Step up Mathematics
-Ordering and equal to -Learners identify numbers from the numberline and Science Gr 1 page
Comparing numbers -Learners practice comparing numbers using the
terms greater than or less than
Less than ,greater than -In groups learners answer questions from work -blocks containers
and equal to cards - shapes
(<,>&=) -Groups report back-individual written work -mathematical play area
Conclusion – oral discussions

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L6 SCIENCE MATHEMATICS During the lesson, Skills & Assumed knowledge Mathematics and
AND DISCOVERY PLAY learners will : Attitudes Learners are aware of good personal hygiene science Comprssd
-name and identify Identifying Introduction syllabus level 1 p4-6
HEALTH NUTRITION AND healthy and Naming Recap of the previous lesson
SAFETY
unhealthy foods cleaning Dvpt Step up Mathematics
manipulativ Learners tell what they have eaten this morning and Science Gr 1
KEY CONCEPT -dramatise good and e -Learners name ways of caring for the body page43-46
- Healthy and bad healthy habits cleaning learners identify pictures of food pictures of food
unhealthy foods drawing -learners group food which are healthy and soap and water
SUB CONCEPT unhealthy toothbrush
-Which food is healthy -Learners dramatise consequences of good and tooth paste
and unhealthy bad health habits fruits
Conclusion – best Learners demonstrate
L7 NUMBER AND SCIENCE During the lesson, Skills & Assumed knowledge Learners are aware of sizes Mathematics and
CONCEPTS learners will : Attitudes Introduction Facilitator explain the key words science Comprssd
-compare numbers Identifying Dvpt- -Learners identify numbers from the syllabus level 1 p4-6
NUMBER using greater Naming numberline
than,less than and matching -Learners practice comparing numbers using the Step up Mathematics
-Comparing numbers equal to terms greater than or less than and Science Gr 1 page
-In groups learners answer questions from work
Less than ,greater than cards -blocks containers
and equal to -Groups report back-individual written work - shapes
(<,>&=) Conclusion – oral discussions -mathematical play area
L8 During the lesson, Skills & *Question and Answer Mathematics and
REVISION EXERCICE learners will : Attitudes Step 1Recap of the covered concepts science Comprssd
-answer at least 30 matching Step 2.Learners pose questions on challenging syllabus level 1 p4-6
-Number questions correctly Identifying topics
- Health Nutrition and from the covered Naming Step3.Individually learners write revision exercise Step up Mathematics
Safety topics Step 4.Collecting answer sheet from learners and Science Gr 1
Step 5.Revising the test page
All concepts taught on Conclusion Facilitator ask challenging questions pictures of animal
the above topics and solve it as a class soil/hoe
glass for mulching
WEEKLY AIM -: To develop an understanding of ordering ,comparing numbers and the knowledge of a balanced diet.

Week Topic / Content Objectives CompSkills & Teaching / Learning / Methods / Activities Media / Ref/ Evaluation
Ending Attitudes Resources
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WK 7 21 NUMBER AND SCIENCE During the Skills & Assumed knowledge Mathematics and
June CONCEPTS lesson, learners Attitudes Learners have used used smallest and biggest before science Comprssd
2024 will : Identifying Introduction syllabus level 1 p4-6
NUMBER -arrange Naming Facilitator asked learners to stand in a queue and the
numbers from matching class identify positions Step up Mathematics
-Ordering and Comparing the smallest to Dvpt- and Science Gr 1 page
numbers the biggest and -Learners arrange numbers from smallest to biggest
vice versa and vice versa -blocks containers
Order numbers -Learners practice comparing numbers using the terms - shapes
(from smallest to biggest) biggest or smallest -mathematical play
(from biggest to -In groups learners answer questions from work cards area
smallest) -Groups report back-individual written work Conclusion
– oral discussions
SCIENCE MATHEMATICS During the Skills & Assumed knowledge Mathematics and
AND DISCOVERY PLAY lesson, learners Attitudes Learners are aware of healthy food science Comprssd
will : Identifying Introduction syllabus level 1 p4-6
HEALTH NUTRITION AND -describe a Naming Recap of the previous lesson Step up Mathematics
L2&3 SAFETY balanced diet cleaning Dvpt and Science Gr 1
manipulati -Learners tell what they eat in the morning page43-46
KEY CONCEPT -draw different ve -learners discuss about a good balanced diet pictures of food
- A balanced diet food stuffs cleaning -Learners name and draw different food stuffs soap and water
SUB CONCEPT drawing -Individual written work toothbrush
-A balanced diet Conclusion – Oral discussions tooth paste
maintains good healthy fruits
L4&5 NUMBER AND SCIENCE During the Skills & Assumed knowledge Mathematics and
CONCEPTS lesson, learners Attitudes Learners are able to compare things science Comprssd
will : Identifying Introduction syllabus level 1 p4-6
NUMBER -be able to use Naming Facilitator explain the key words
-Ordering and Comparing true or false matching Dvpt-
numbers -Learners identify numbers from the numberline -blocks containers
Choosing the correct -Learners practice listing numbers in correct order - shapes
number -In groups learners answer questions from work cards -mathematical play
-Filling the number to -Groups report back-individual written work Conclusion area
make it true – oral discussions
L6 SCIENCE MATHEMATICS During the Skills & Assumed knowledge Mathematics and
AND DISCOVERY PLAY lesson, learners Attitudes Learners are aware of good hygiene science Comprssd

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 will : IdentifyingIntroduction-Learners sing a song called musarasa syllabus level 1 p4-6
HEALTH NUTRITION AND -describe how Naming marara pese pese
SAFETY objects can cleaning Dvpt Step up Mathematics
cause accidents manipulati -learners name dangerous objects that can harm pupils and Science Gr 1
KEY CONCEPT ve in the environment page43-46
- Our environment -discuss how to cleaning -Learners discuss about objects that can cause pictures of food
SUB CONCEPT prevent the drawing accidents soap and water
-Objects cause accidents accidents -Learners name and draw objects that can harm human toothbrush
beings in the community tooth paste
-Learners discuss how to prevent the accidents fruits
Conclusion – Oral discussions
L7 SCIENCE MATHEMATICS During the Skills & Assumed knowledge Mathematics and
AND DISCOVERY PLAY lesson, learners Attitudes Learners are aware of good hygiene science Comprssd
will : Identifying Introduction syllabus level 1 p4-6
HEALTH NUTRITION AND -describe ways Naming -Recap of the previous lesson
SAFETY of caring for the cleaning Dvpt Step up Mathematics
environment manipulati learners and learners conducted a fieldtrip in the local and Science Gr 1 page
KEY CONCEPT ve environment to collect rubbish in the area and put it in 43-46
- Our environment -practice cleaning cleaning a bin pictures of food
SUB CONCEPT the environment drawing -Learners clean and burn rubbish in the bin soap and water
-Care for the -learners spot the difference from the pictures on the toothbrush
environment text book tooth paste
Conclusion – best Learners demonstrate fruits
L8 During the Skills & *Question and Answer Mathematics and
REVISION EXERCICE lesson, learners Attitudes Step 1Recap of the covered concepts science Comprssd
will : matching Step 2.Learners pose questions on challenging topics syllabus level 1 p4-6
-Number -answer at least Identifying Step3.Individually learners write revision exercise
- Health Nutrition and 30 questions Naming Step 4.Collecting answer sheet from learners pictures of animal
Safety correctly from Step 5.Revising the test soil/hoe
All concepts taught on the covered Conclusion Facilitator ask challenging questions and glass for mulching
the above topics topics solve it as a class
WEEKLY AIM -: To develop an appreciation of estimating numbers and understand weather concepts.
Week Topic / Content Objectives CompSkills & Teaching / Learning / Methods / Activities Media / Ref/ Evaluation
Ending Attitudes Resources
Wk 8 NUMBER AND SCIENCE During the Skills & Assumed knowledge Learners area able to identify Mathematics and
28 June CONCEPTS lesson, learners Attitudes objects which are closer science Comprssd

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2024 will : Identifying Introduction Facilitator explain key words syllabus level 1
NUMBER -estimate Naming Dvpt- p4-6
L1 numbers which matching -Learners identify numbers on the numberline
-Estimating are closer -Facilitator demonstrate identifying which number is Step up
closer Mathematics and
Which number is closer -In groups learners practice identifying Science Gr 1 page
-Groups report back
-Individual written work
Conclusion – best Learner demonstrate which number
is closer
L2&3 SCIENCE MATHEMATICS During the Skills & Assumed knowledge Maths and scie
AND DISCOVERY PLAY lesson, learners Attitudes Learners can identify the weather Comprssd syllab
will : Identifying Introduction level 1 p4-6
WEATHER -be able to recite Naming Facilitator explains to learners that weather changes Step up
KEY CONCEPT weather rhymes cleaning from time to time Mathematics and
- Weather Rhymes manipulati Dvpt Science Gr 1 page
SUB CONCEPT -sing songs of ve in groups learners practice recite poems on page 47 47-49
-Rained out, weather cleaning -Groups report back picture of a rain
Blow n,wind,blowt drawing -Learners sing songs of weather gauge/ local
-facilitator comments environment
Conclusion – oral discussions weather chart
L4&5 NUMBER AND SCIENCE During the Skills & Assumed knowledge Learners are aware of set Mathematics and
CONCEPTS lesson, learners Attitudes Introduction Recap of the previous lesson science Comprssd
will : Identifying Dvpt- syllabus level 1
NUMBER -count the Naming -facilitator demonstrate identifying number of objects p4-6
number of matching in a set
-Estimating objects in a set -Two volunteers practice identifying number of items Step up
in a set Mathematics and
How many in a set -In groups learners answer question from work cards Science Gr 1 page
-Groups report back
-Individual written work
Conclusion – best Learners demonstrate how many in a
set
L6 SCIENCE MATHEMATICS During the Skills & Assumed knowledge Maths and scie
AND DISCOVERY PLAY lesson, learners Attitudes -learnersare aware of diff weathers Comprssd syllab
will : Identifying Introduction level 1 p4-6
WEATHER
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 KEY CONCEPT -describe how Naming -Recap of the previous lesson Step up
- Hot,Cold and Rain changes in cleaning Dvpt Mathematics and
SUB CONCEPT weather manipulati -Learners discuss changes in weather conditions Science Gr 1 page
-Weather influence influence human ve -Learners match pictures of weather and words on 47-49
human activities activities cleaning page 48 picture of a rain
-match pictures drawing -Learners role play diff weathers gauge/ local
of weather and Conclusion – oral discussions environment
somewords weather chart
L7 SCIENCE MATHEMATICS During the Skills & Assumed knowledge Maths and scie
AND DISCOVERY PLAY lesson, learners Attitudes -learners are aware of cold weather Comprssd syllab
will : Identifying Introduction -Recap of the previous lesson level 1 p4-6
WEATHER -measure Naming Dvpt Step up
elements of cleaning -Learners discuss changes in weather conditions Mathematics and
KEY CONCEPT weather using a manipulati -Learners state types of clothing they wore on diff Science Gr 1
- Elements of Weather non-standard ve weather page-47-49
SUB CONCEPT units cleaning -Learners discuss changes in weather conditions picture of a rain
-Weather can be drawing -learners practice measuring diff weathers gauge/ local
measured -identify weather -leaners practice making a rain gauge environment
changes Conclusion – oral discussions weather chart
L8 REVISION EXERCICE During the Skills & *Question and Answer Maths and scie
lesson, learners Attitudes Step 1Recap of the covered concepts Comprssd syllab
-Number will : Identifying Step 2.Learners pose questions on challenging topics level 1 p4-6
- Weather -answer at least Naming Step3.Individually learners write revision exercise Step up
30 questions cleaning Step 4.Collecting answer sheet from learners Mathematics and
All concepts taught on correctly from manipulati Step 5.Revising the test Science Gr 1
the above topics the covered ve Conclusion page47-49
topics cleaning Facilitator ask challenging questions and solve it as a picture of a rain
drawing class gauge
weather chart
WEEKLY AIM -: To develop an understanding of addition concepts and the knowledge of air

Week Topic / Content Objectives CompSkills & Teaching / Learning / Methods / Activities Media / Ref/ Resources Evaluation
Ending Attitudes
WK 9 NUMBER OPERATIONS During the lesson, Skills & Assumed knowledge Mathematics and science
05 July learners will : Attitudes Learners are able to count numbers up to 10 Comprssd syllabus level 1
2024 ADDITION -add whole numbers Identifying Introduction p4-6
-use counters to add adding Facilitator explains the term altogether
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 -Addition to 10 sums arranging Dvpt- Step up Mathematics
counting Learners count numbers from 0 to 10 and Science Gr 1 page
How many altogether speaking -Learners practice adding objects using altogether 76-83
Naming -In groups learners practiceadding -numberline
matching -Groups report back -counters
-Individual written work -smartphones
Conclusion – best Learners demonstrate adding in -mathematical play area
front
SCIENCE MATHEMATICS During the lesson, Skills & Assumed knowledge Mathematics and science
AND DISCOVERY PLAY learners will : Attitudes Learners breathe air Comprssd syllabus level 1
-demonstrate that manipulativ Dvpt- p4-6
L2&3 AIR air cannot be seen e -Leaners recite poems about air
KEY CONCEPT Identifying -learners went outside the building and Step up Mathematics
- Air all around -recite poems about Naming feel ,see,breathe and move in the air and Science Gr 1 page
SUB CONCEPT air listening individual written work 50-51
-Air cannot be seen feeling Conclusion – Oral discussion

L4&5 NUMBER OPERATIONS During the lesson, Skills & Assumed knowledge Mathematics and science
learners will : Attitudes Learners are able to use altogether on adding Comprssd syllabus level 1
ADDITION -count numbers up Identifying Introduction-Recap of the previous lesson p4-6
to 10 adding Dvpt- Facilitator demonstrate adding numbers using
-Addition to 10 arranging the numberline Step up Mathematics
-use a numberline to counting -One volunteer practiceadding in front and Science Gr 1 page
Add using the add sums speaking -In groups learners practice adding numbers using 76-83
numberline Naming the numberline -culculators
matching -Groups report back -ICTtools
-Individual written work -numberline/-counters
Conclusion – best Learners demonstrate adding -smartphones
numbers using the numberline -mathematical play area

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L6 SCIENCE MATHEMATICS During the lesson, Skills & Assumed knowledge Mathematics and science
AND DISCOVERY PLAY learners will : Attitudes Learners have fly a kite before Comprssd syllabus level 1
-demonstrate that manipulativIntroduction-Facilitator explain about air p4-6
AIR air takes up space e Dvpt-
IdentifyingLearners state how they use air for\ Step up Mathematics
KEY CONCEPT Naming -Learners practice flying light object like and Science Gr 1 page
- Air all around drawing papers,leaves etc 50-51
matching -Learners and facilitator explain on the importance -blocks containers
SUB CONCEPT listening of air - shapes
-Air takes up space feeling -individual written work -mathematical play area
Conclusion Oral discussions
L7 NUMBER OPERATIONS During the lesson, Skills & Assumed knowledge Mathematics and science
learners will : Attitudes Learners are able to add numbers using counters Comprssd syllabus level 1
ADDITION -able to count how Identifying Introduction Recap of the previous lesson p4-6
many more to make adding Dvpt- Facilitator demonstrate adding numbers to Step up Mathematics
-Addition to 10 10 arranging make 10 and Science Gr 1 p 7
counting -One volunteer practiceadding up to 10 -numberline
How many more to speaking -In groups learners practice adding numbers up to -counters
make 10 Naming 10 -smartphones
matching -Groups report back -mathematical play area
-Individual written work
Conclusion – oral discussions
L8 REVISION EXERCICE During the lesson, Skills & *Question and Answer Mathematics and science
learners will : Attitudes Step 1Recap of the covered concepts Comprssd syllabus level 1
-Addition -answer at least 30 Identifying Step 2.Learners pose questions on challenging p4-6
-Air questions correctly Naming topics Step up Mathematics
from the covered cleaning Step3.Individually learners write revision exercise and Science Gr 1 page
All concepts taught on topics manipulativ Step 4.Collecting answer sheet from learners Step 47-49
the above topics e 5.Revising the test picture of a rain gauge
cleaning Conclusion Facilitator ask challenging questions and local environment
drawing solve it as a class weather chart
WEEKLY AIM -: To develop an understanding of addition concepts and the knowledge of simple machines

Week Topic / Content Objectives CompSkills & Teaching / Learning / Methods / Activities Media / Ref/ Resources Evaluation
Ending Attitudes
WK 10 NUMBER OPERATIONS During the lesson, Skills & Assumed knowledge Mathematics and science

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12 July learners will : Attitudes Learners are able to add sums up to 10 Comprssd syllabus level 1
2024 ADDITION -count numbers up Identifying Introduction -Recap of the previous lesson p4-6
to 10 adding Dvpt-
-Addition to 10 arranging Facilitator demonstrate filling up numbers to make Step up Mathematics
-add counters to fill counting 10 and Science Gr 1 page
Fill up to make 10 up to make 10 speaking -One volunteer practice filling up to make 10 76-83
Naming -In groups learners practice -numberline
matching -Groups report back -counters/smartphones
-Individual written work -mathematical play area
Conclusion – Oral discussion
L2&3 SCIENCE MATHEMATICS During the lesson, Skills & Assumed knowledge Mathematics and science
AND DISCOVERY PLAY learners will : Attitudes Learners are aware of their parents jobs Comprssd syllabus level 1
-demonstrate how manipulativ Introduction -Facilitator explains the key words p4-6
SIMPLE MACHINES machines make e Dvpt-
work easier Identifying Learners identify simple tools used for Step up Mathematics
KEY CONCEPT -draw and name Naming digging,cutting and weeding and Science Gr 1 page
- Whose job is easier people at work drawing -learners state which job is easier fro the pictures 52-54
SUB CONCEPT matching -learners draw and name pupils at work -
-Machine makes work listening Conclusion – oral discussions
easier feeling
L4&5 NUMBER OPERATIONS During the lesson, Skills & Assumed knowledge Mathematics and science
learners will : Attitudes Learners can count up to 20 Comprssd syllabus level 1
ADDITION -count numbers up Identifying Introduction -Facilitator demonstrate addition using p4-6
to 20 adding bundles of 10
-Addition to 20 -add whole numbers arranging Dvpt -Two volunteers practice addition using Step up Mathematics
up to 20 counting bundles of 10 and Science Gr 1 page
Bundles of 10 speaking -Class discussion on addition using bundles of 10 76-83
Naming -In groups learners practice -numberline
matching -Groups report back -counters
-Individual work -smartphones
Conclusion – best Learners demonstrate -mathematical play area
L6 SCIENCE MATHEMATICS During the lesson, Skills & Assumed knowledge Mathematics and science
AND DISCOVERY PLAY learners will : Attitudes Learners use machines to do jobs Comprssd syllabus level 1
-demonstrate how manipulativ Introduction -Recap of the previous lesson p4-6
SIMPLE MACHINES machines make work e Dvpt- -Learners name some simple machines used
KEY CONCEPT easier Identifying at home Step up Mathematics

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 - Machine fixing -practice pushing Naming -learners explain how they can repair broken and Science Gr 1 page
SUB CONCEPT toys and wheel drawing machines 52-54
-Machine can be barrows matching -learners push toys and wheel barrows
repaired listening -learners draw and name machine used to do jobs
feeling at home
Conclusion – oral discussions
L7 NUMBER OPERATIONS During the lesson, Skills & Assumed knowledge Mathematics and science
learners will : Attitudes Learners are able to add numbers using bundles Comprssd syllabus level 1
ADDITION -be able to use a Identifying Introduction Recap of the previous lesson p4-6
numberline to add adding Dvpt-
-Addition to 20 sums arranging -Learners count numbers up to 20 Step up Mathematics
counting -Learners use numberline to add up to 20 and Science Gr 1 page
Use numberline to add speaking -In groups Learners fill up 10s 76-83
up to 20 Naming -groups report back -numberline
Fill up 10s matching -Individual written work -mathematical play area
Conclusion – Oral discussions
L8 REVISION EXERCICE During the lesson, Skills & *Question and Answer Mathematics and science
learners will : Attitudes Step 1Recap of the covered concepts Comprssd syllabus level 1
-Addition -answer at least 30 Naming Step 2.Learners pose questions on challenging p4-6
-Simple machines questions correctly drawing topics Step3.Individually learners write revision
from the covered matching exercise Step 4.Collecting answer sheet from Step up Mathematics
All concepts taught on topics listening learners Step 5.Revising the test and Science Gr 1 page
the above topics feeling ConclusionFacilitator ask challenging questions and 52-54
solve it as a class
Wk 11 MEASURES By the end of the Skills & Assumed knowledge Learners have seen groceries Mathematics and science
lesson, learners will Attitudes in shops before Comprssd syllabus level 1
19 July MONEY be able to: Calculating Introduction –Facilitator explain the concept of the p4-6
2024 -collect shop items manipulativ topic Step up Mathematics
-Collecting shop items and display them in e Step 2 -learners.name items they have seen in and Science Gr 1 page
the class shop Identifying shops 220
comparing Step 3 Learners identify pictures of shop items Ventures Mathematics
L1 Step 4 -In groups learners answer questions from and Science Gr 1 p212
work cards --real Zimbabwean coins
Step 5 Groups report back and facilitator comments -class shop
Step 6 Individual written work -A chart with coins-
Conclusion -oral discussions and learners were numberline

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 given home -paper coins
SCIENCE MATHEMATICS During the lesson, Skills & Assumed knowledge Mathematics and
AND DISCOVERY PLAY learners will : Attitudes Learners can science Comprssd
-be able to recite Identifying Introduction syllabus level 1 p4-6\
WEATHER weather rhymes Naming Facilitator explains to learners that weather changes Step up Mathematics and
cleaning from time to time Science Gr 1 page
KEY CONCEPT -sing songs of manipulativ Dvpt 47-49
-Weather Rhymes weather e in groups learners practice recite poems on page 47 Ventures Mathematics
cleaning -Groups report back and Science Gr 1 p112
SUB CONCEPT drawing -Learners sing songs of weather picture of a rain gauge
-Rained out, -facilitator comments local environment
Blow n,wind,blowt Conclusion – oral weather chart
MEASURES During the lesson, Skills & Assumed knowledge Learners bring coins to school Mathematics and
learners will : Attitudes Introduction –Recape of the previous lesson science Comprssd
MONEY -identify the coins in Calculating Step 2 -learners. Display coins they have syllabus level 1 p4-6
use manipulativ Step 3 Learners identify features on different Ventures Mathematics
-Recognition of coins up e Zimbabwe coins Step 4 -In groups learners answer and Science Gr 1 p
to 50c Identifying questions from work cards Step 5 Groups report
comparing back and facilitator comments Step 6Learners draw
and label coins
Conclusion -oral discussionsMathematics and
science Comprssd syllabus level 1 p4-6
SCIENCE MATHEMATICS During the lesson, Skills & Assumed knowledge Mathematics and science
AND DISCOVERY PLAY learners will : Attitudes -learnersare aware of diff weathers Comprssd syllabus level 1
-describe how Identifying Introduction -Recap of the previous lesson p4-6
WEATHER changes in weather Naming Dvpt Step up Mathematics
KEY CONCEPT influence human cleaning -Learners discuss changes in weather conditions and Science Gr 1 page
- Hot,Cold and Rain activities manipulativ -Learners match pictures of weather and words on 47-49
SUB CONCEPT e page 48 Ventures Mathematics
-Weather influence -match pictures of cleaning -Learners role play diff weathers and Science Gr 1 p121
human activities weather and drawing Conclusion – oral discussions picture of a rain gauge
somewords local environment
weather chart

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 MEASURES During the lesson, Skills & Assumed knowledge Learners are aware of Step up Mathematics and
learners will : Attitudes Zimbabwe coins Science Gr 1 page 220
MONEY -give a Calculating Introduction –Demonstration by the facilitator Ventures Mathematics
compositionof coins manipulativ Step 2 -learners. Practice on the chalk board and Science Gr 1 page 92
-How many coins -identify how many e Step 3 Learners calculate the coins on the chart -real Zimbabwean coins
coins are there Identifying Step 4 -In groups learners answer questions from -class shop
comparing work cards Step 5 Groups report back and facilitator -A chart with coins-
comments Step 6 Learners draw and label coins numberline
Conclusion -oral discussions and learners who -ICTtools/-paper coins
mastered were given extension workMathematics
and science Comprssd syllabus level 1 p4-6

SCIENCE MATHEMATICS During the lesson, Skills & Assumed knowledge Learners can predict weather Mathematics and
AND DISCOVERY PLAY learners will : Attitudes Introduction science Comprssd
-be able to recite Identifying Facilitator explains to learners that weather changes syllabus level 1 p4-6
WEATHER weather rhymes Naming from time to time
cleaning Dvpt Step up Mathematics
KEY CONCEPT -sing songs of manipulativ in groups learners practice recite poems on p 47 and Science Gr 1 page
-Weather Rhymes weather e -Groups report back 47-49
cleaning -Learners sing songs of weather Ventures Mathematics
SUB CONCEPT drawing -facilitator comments and Science Gr 1 p112
-Rained out, Conclusion – oral discussions
Blow n,wind,blowt weather chart picture of a rain gauge
local environment
WEEKLY AIM -: To develop an understanding of addition concepts and the importance of light

Week Topic / Content Objectives Comp Skills Teaching / Learning / Methods / Activities Media / Evaluation
Ending & Attitudes) Resources /
References

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 Wk 12 REVISION OF END OF During the lesson, Skills & *Question and Answer Mathematics and
26 July TERM EXAMINATIONS learners will : Attitudes Step 1Recap of the covered concepts science Comprssd
2024 Subtraction -answer at least 30 Identifying Step 2.Learners pose questions on syllabus level 1
Addition questions correctly Naming challenging topics p4-6
Animals from the covered matching Step3.Individually learners write revision Vent Maths and
Air topics exercise Step 4.Collecting answer sheet from Science Gr 1 page
Electricity learners Step 5.Revising the test -Revisions
Simple machine Conclusion Facilitator ask challenging questions
questions and solve it as a class Chalkboard work
REVISION OF END OF During the lesson, Skills & *Question and Answer Mathematics and
TERM EXAMINATIONS learners will : Attitudes Step 1Recap of the covered concepts science Comprssd
Subtraction -answer at least 50 Identifying Step 2.Learners pose questions on syllabus level 1
Addition questions correctly Naming challenging topics p4-6
Animals from the covered matching Step3.Individually learners write revision Vent Maths and
Air topics exercise Step 4.Collecting answer sheet from Science Gr 1 page
Electricity learners Step 5.Revising the test -Revisions
Simple machine Conclusion Facilitator ask challenging questions
questions and solve it as a class Chalkboard work
REVISION OF END OF During the lesson, Skills & *Question and Answer Mathematics and
TERM EXAMINATIONS learners will : Attitudes Step 1Recap of the covered concepts science Comprssd
Subtraction -answer at least 30 Identifying Step 2.Learners pose questions on syllabus level 1
Addition questions correctly Naming challenging topics p4-6
Animals from the covered matching Step3.Individually learners write revision Vent Maths and
Air topics exercise Step 4.Collecting answer sheet from Science Gr 1 page
Electricity learners Step 5.Revising the test -Revisions
Simple machine Conclusion Facilitator ask challenging questions
questions and solve it as a class Chalkboard work
Wk 13 REVISION OF END OF During the lesson, Skills & *Question and Answer Mathematics and
03 Aug TERM EXAMINATIONS learners will : Attitudes Step 1Recap of the covered concepts science Comprssd
2024 Subtraction -answer at least 50 Identifying Step 2.Learners pose questions on syllabus level 1
Addition questions correctly Naming challenging topics p4-6
Animals from the covered matching Step3.Individually learners write revision Vent Maths and
Air topics exercise Step 4.Collecting answer sheet from Science Gr 1 page
Electricity learners Step 5.Revising the test -Revisions
Simple machine Conclusion Facilitator ask challenging questions
questions and solve it as a class Chalkboard work

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 REVISION OF END OF During the lesson, Skills & *Question and Answer Mathematics and
TERM EXAMINATIONS learners will : Attitudes Step 1Recap of the covered concepts science Comprssd
Subtraction -answer at least 30 Identifying Step 2.Learners pose questions on syllabus level 1
Addition questions correctly Naming challenging topics p4-6
Animals from the covered matching Step3.Individually learners write revision Vent Maths and
Air topics exercise Step 4.Collecting answer sheet from Science Gr 1 page
Electricity learners Step 5.Revising the test -Revisions
Simple machine Conclusion Facilitator ask challenging questions
questions and solve it as a class Chalkboard work
Wk 14 END OF TERM During the lesson, Skills & *Question and Answer Maths and
08 Aug EXAMINATIONS learners will : Attitudes Step3.Individually learners write revision science Comprssd
2024 Subtraction -answer at least 50 Identifying exercise syllab level 1 p4-6
Addition questions correctly Naming Step 4.Collecting answer sheet from learners Vent Maths and
Animals from the covered matching Step 5.Revising the test Science Gr 1 page
Air topics Conclusion Facilitator ask challenging Revisions
Electricity questions and solve it as a class questions
Simple machine Chalkboard work
Paper 2
END OF TERM During the lesson, Skills & *Question and Answer Maths and
EXAMINATIONS learners will : Attitudes Step3.Individually learners write revision science Comprssd
Subtraction -answer at least 50 Identifying exercise syllab level 1 p4-6
Addition questions correctly Naming Step 4.Collecting answer sheet from learners Vent Maths and
Animals from the covered matching Step 5.Revising the test Science Gr 1 page
Air topics Conclusion Facilitator ask challenging Revisions
Electricity questions and solve it as a class questions
Simple machine Chalkboard work
Paper 1

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 HERITAGE AND SOCIAL STUDIES
Aims
To enable the learners to:-
1. Appreciate and love Zimbabwe and its Chimurenga Liberation war heroes and heroines,
2. Develop an appreciation of national heritage and identity.
3. Appreciate the significance of national events, symbols and heritage.
TOPICS TO BE COVERED
TERM ONE TERM TWO
 Identity: family history and local heritage  Entitlement/Rights and Responsibilities
 Cultural heritage  Shelter
 National history, sovereignty and  Social Services
governance  Production ,Distribution and Consumption of Goods and
Services
 Entitlements/Rights and
responsibilities

CROSS CUTTING THEMES

 Gender equality/Family unity
 Child Protection/Heritage Studies/Environmental Issues
 Financial literacy/Disaster Risk Management
Children’s Rights and Responsibilities
RESOUCES
Family and Heritage Studies comprssd Syllabus level 1
Ventures family and heritage studies learner’s book. Grade 1
Time allocation – 3x30mins

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WEEK TOPIC/CONTENT OBJECTIVES COMP/ SKILLS ASSUMED KNOWLEDGE/TEACHING/LEARNING MEDIA/ EVALUATION
ENDING & ATTITUDES METHODS/ACTIVITIES RESOURCES

WEEKLY AIM -: To develop an understanding of children’s rights and awareness of abuse

Wk 1 ENTITLEMENTS/ During the Critical Assumed knowledge Learners have heard about Heritage and s/s
RIGHTS AND lesson, learners thinking child abuse Infants Syll page
RESPONSIBILITIES will : Decision Introduction Facilitator explains key words 28-32
10 May Child Protection at making Step 2 -learners explains what they know about
Home, Community and -explain different Speaking child abuse Step 3 Learners discuss diff types of Vent Heritage-
2024 types of abuse Social Studies Gr1
School Self abuse Step 4 -In groups learners talk about physical
-dramatize managem abuse Step 5 Groups report back page 39-45
*Form of abuse physical abuse ent Step 6 Individual written work pictures of children
-Physical Abuse Conclusion –Singing and dancing songs being abused
ENTITLEMENTS/ RIGHTS During the Critical Assumed knowledge Learners have seen people Heritage and s/s
AND RESPONSIBILITIES lesson, learners thinking being abused Infants Syll page
will : Decision Introduction Recap of the previous lesson 28-32
Child Protection at making Step 2 -learners explains what they know about
Home, Community and -explain different Speaking child abuse Vent Heritage-
School types of abuse Listening Step 3 Learners give examples of psychological Social Studies Gr1
-dramatize abuse Step 4 -In groups learners talk about page 39-45
*Form of abuse psychological psychological abuse Step 5 Groups report back pictures of children
-Psychological Abuse abuse Step 6 Individual written work being abused
Conclusion –Singing and dancing songs
WEEKLY AIM -: To develop an understanding of children’s rights and awareness of abuse

Week Topic / Content Objectives CompSkills & Teaching / Learning / Methods / Activities Media / Ref/ Evaluation
Ending Attitudes Resources
Wk 2 ENTITLEMENTS/ RIGHTS During the Critical Assumed knowledge Learners have heard about Heritage and s/s
AND RESPONSIBILITIES lesson, thinking sexual abuse Infants Syll page 28-
17 May learners will : Decision Introduction Recap of the previous lesson 32
2024 Child Protection at making Step 2 -learners explains what they know about
Home, Community and -explain Speaking sexual abuse Step 3 Learners list down 5 don’t Vent Heritage-Social
School different types touch areas they know Step 4 -In groups learners Studies Gr1 page 39-
of abuse talk about sexual abuse Step 5 Groups report back 45
*Form of abuse -list down the ICT Tools
Step 6 Individual written work

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 -Sexual Abuse don’t touch Conclusion –Singing the song don’t touch pictures of children
human body being abused
parts
BASIC HUMAN NEEDS During the Critical Assumed knowledge Learners live in houses Heritage and s/s
lesson, thinking Introduction Facilitator explains key words Infants Syll page 28-
Basic Needs such as: learners will : Speaking Step 2 -learners identify models of human shelters 32
*Shelter Manipulative Step 3 Learners list different types of human
-list basic Listening shelters Step 4 -In groups learners construct a Vent Heritage-Social
human needs Creativity house Step 5-Groups report back Studies Gr1 page 43
-sing songs of Step 5 Individual written work
human basic culture centrechart
Conclusion –Singing and dancing song with different shelter
needs
WEEKLY AIM - appreciate the value and dignity of work, recreation and the need to participate in national development
Wk 3 BASIC HUMAN NEEDS During the Speaking Assumed knowledge Learners eat everyday Heritage and s/s
24 May lesson, learners Manipulative Introduction Recap of the previous lesson Infants Syll page 28-
2024 Basic Needs such as: will : Listening Step 2 -learners identify pictures of diff stuffs 32
*Food Creativity from the charts
-list down basic Cognitive Step 3 Learners name the types of food they eat Vent Heritage-Social
human needs Leadership in everyday life Step 4 -In groups learners Studies Gr1 page 43

-recite poems on Communicatio learners recite rhymes/poems on food Step 5- culture centre
food n Groups report back Step 5 Individual written pictures of food
work Conclusion –Singing and dancing song
BASIC HUMAN NEEDS During the Critical Assumed knowledge Learners wore clothes Heritage and s/s
lesson, learners thinking Introduction Recap of the previous lesson Infants Syll page 28-
Basic Needs such as: will : Decision Step 2 -learners identify pictures of diff clothing 32
*Clothing making from the charts
-list down basic Speaking Step 3 Learners name the types of clothes they Vent Heritage-Social
human needs Manipulative wore in everyday life Studies Gr1 page 43

-sing songs of Step 4 -In groups learners discuss on diff types ICT Tools
clothing of clothing Step 5-Groups report back Step 5
Individual written work pictures of clothes
Conclusion –Singing and dancing song

Week Topic / Content Objectives CompSkills & Teaching / Learning / Methods / Activities Media / Ref/ Evaluation
Ending Attitudes Resources
WEEKLY AIM - inculcate and sustain Unhu/Ubuntu/Vumunhu in learners as they interact with family, community and society at large

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Wk 4 RESPONSIBILITIES OF During the Assumed Learners fetch water at home Heritage and s/s
31 May PARENTS AND CHILDREN lesson, learners Listening Introduction recap of previous lesson Infants Syll page 28-
2024 will : Creativity Step 2 -learners name their family members 31
Responsibilities of Self Step 3 Learners sing five in a family
children such as helping -state children’s management Step 4 -In groups learners role playing different Vent Heritage-Social
with household chore responsibilities responsibilities task(mahumbwe) Studies Gr1 page 44-
Step 5-Individual written work 45ICT Tools
Conclusion –Oral questions culture centre
RESPONSIBILITIES OF During the Critical Assumed knowledge Learners have parents Heritage and s/s
PARENTS AND CHILDREN lesson, learners thinking Introduction Facilitator explains key words Infants Syll page 28-
will : Decision step 1 learners identify duties performed by 31
Responsibilities of making parents on pictures
parents such as provision -explain parents’ Speaking Step 2 -learners identify duties conducted by Vent Heritage-Social
of basic needs responsibilities parents at home Step 3 Learners talk about Studies Gr1 page 44-
duties of parents Step 4 -In groups role playing 45
different chores done by parents at home ICT Tools
Conclusion –Singing and dancing songs culture centre
WEEKLY AIM -: To develop an appreciation and awareness of different shelter

Week Topic / Content Objectives CompSkills & Teaching / Learning / Methods / Activities Media / Ref/ Evaluation
Ending Attitudes Resources
Wk 5 SHELTER -identify Assumed knowledge Learners know some Heritage and s/s
different types different shelters Infants Syll page 28-
07 June Different types of of human shelter Critical Introduction Facilitator explains key words 31
2024 shelter thinking step 1 learners collect pictures of human Vent Heritage-Social
-list functions of Decision shelter Studies Gr1 page 46-
*Human Shelter different making Step 2 -learners identify models of human 54
buildings and Speaking shelters Step 3 Learners talk about why they local environment
other types of Manipulative need shelter Step 4 -In groups dramatise models of shelter
shelter Listening situations when shelter is needed pictures of shelter
Creativity Conclusion –oral discussions culture centre

SHELTER During the Assumed knowledge Learners have seen a fowl Heritage and s/s
lesson, learners Leadership run Infants Syll page 28-
Different types of will : Communicatio Introduction Facilitator explains key words 32
shelter n Step 2 -learners identify models of animal Vent Heritage-Social
-identify Self shelters Studies Gr1 page 46-
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 *Animal Shelter different types management Step 3 Learners list different types of animal 54
of animal shelter local environment
shelters Step 4 -In groups learners practice to construct models of shelter
-model animal a kraal pictures of shelter
shelters Conclusion –Oral questions culture centre

Week Topic / Content Objectives CompSkills & Teaching / Learning / Methods / Activities Media / Ref/ Evaluation
Ending Attitudes Resources
WEEKLY AIM -: To develop an awareness on the need of human and animal shelter.

Wk 6 SHELTER During the Critical Assumed knowledge Learners have seen a Heritage and s/s
14 June Basic Reasons for lesson, learners thinking church Infants Syll page 28-
2024 Shelter will : Decision Introduction Recap of the previous lesson 32
*Human Shelter -give reasons making Step 2 -learners identify models of human Vent Heritage-Social
why people need Speaking shelter Studies Gr1 p46-54
shelter Manipulative Step 3 Learners construct models of human local environment
Listening shelter Step 4 –Displaying of the models in the models of shelter
Creativity art corner pictures of shelter
Conclusion –oral discussions culture centre

SHELTER During the Assumed knowledge Learners have seen a Heritage and s/s
Basic Reasons for lesson, learners Listening kraal Infants Syll page 28-
Shelter will : Creativity Introduction Recap of the previous lesson 32
*Animal Shelter -give reasons Cognitive Step 2 -learners identify models of animal Vent Heritage-Social
why animals Leadership shelter Studies Gr1 page 46-
need shelter Communicatio Step 3 Learners construct models of animal 54
n shelter local environment
Self Step 4 –Displaying of the models in the art models of shelter
management corner pictures of animal
Conclusion –Singing and dancing songs shelter
culture centre
Week Topic / Content Objectives CompSkills & Teaching / Learning / Methods / Activities Media / Ref/ Evaluation
Ending Attitudes Resources
WEEKLY AIM -: To develop an appreciation of the roles of different family members in helping the vulnerable

Wk 7 SOCIAL SERVICES AND During the Assumed knowledge Learners have seen Heritage and s/s
21 June VOLUNTEERISM lesson, learners Speaking elderly people before Infants Syll page 28-

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2024 The Role of Family in will : Listening Introduction Facilitator explains key words 32
helping the vulnerable Creativity Step 2 -learners identify orphans,sick and
-identify the Cognitive elderly people from the pictures Vent Heritage-Social
*Vulnerable family orphans ,elderly Step 3 Learners name the orphans,sick and Studies Gr1 page 55-
members such as: and the sick in elderly people in the community 59
-orphans the community Step 4 - learners describe how they help the
-elderly -help the ICT Tools
orphans,sick and elderly people at home pictures of people
-sick orphans ,elderly Step 5-Individual written work
and the sick in with disabilities,
the community Conclusion –oral discussions elderly and orphans

SOCIAL SERVICES AND -identify those Critical Assumed knowledge Learners have seen Heritage and s/s
VOLUNTEERISM living with thinking people with disabilities Infants Syll page 28-
disabilities and Decision Introduction Recap of the previous lesson 32
The Role of Family in those financially making Step 2 -learners identify people with disabilities
helping the vulnerable deprived in the Speaking and those financially deprived Vent Heritage-Social
community Manipulative Step 3 Learners name people with disabilities Studies Gr1 page 55-
*Vulnerable family 59
members such as: -help those living Listening and those financially deprived in the community
with disabilities Step 4 - learners describe how they help the ICT Tools
-those living with and those people with disabilities and those financially pictures of people
disabilities and those financially deprived at home with
financially deprived deprived in the Step 5-Individual written work disabilities,elderly
community Conclusion –oral discussions and orphans
Week Topic / Content Objectives CompSkills & Teaching / Learning / Methods / Activities Media / Ref/ Evaluation
Ending Attitudes Resources
WEEKLY AIM -: To develop an awareness of proper food for consumption.

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Wk 8 PRODUCTION/ ,DISTRIBU During the Critical Assumed knowledge Learners eat fruits Heritage and s/s
28 June TION AND lesson, learners thinking Introduction Facilitator explains key words Infants Syll page 28-
2024 CONSUMPTION OF will : Decision Step 2 -learners identify crops they grow at 32
GOODS AND SERVICES making home from pictures
-name crops that Speaking Step 3 Learners sampling food from plants Vent Heritage-Social
Sources of food at home are grown at Step 4 -In groups learners discuss and name Studies Gr1 page 60-
home food they get from plants 70
*Food from plants food samples
-identify plant Step 5-Individual written work
Step 6-Learners draw pictures showing food chart with food from
sources of food plants
at home from plants
Conclusion –Singing and dancing songs local environment
PRODUCTION/ ,DISTRIBU During the Manipulative Assumed knowledge Learners drink milk Heritage and s/s
TION AND lesson, learners Listening Introduction Recap of the previous lesson Infants Syll page 28-
CONSUMPTION OF will : Creativity Step 2 -learners identify animals that gives food 32
GOODS AND SERVICES Cognitive from pictures Step 3 Learners sampling food Vent Heritage-Social
-name food that from animals Step 4 -In groups learners discuss Studies Gr1 page 60-
Sources of food at home we get from and name food they get from animals Step 5- 70
animals Individual written work Step 6-Learners draw food samples
*Food from animals -identify animal pictures showing food from animals chart with food from
sources of food Conclusion –Oral discussions animals
at home local environment
Week Topic / Content Objectives CompSkills & Teaching / Learning / Methods / Activities Media / Ref/ Evaluation
Ending Attitudes Resources
WEEKLY AIM -: To develop an awareness of proper food for consumption.

Wk 9 PRODUCTION/ ,DISTRIBU During the Critical Assumed knowledge Learners have seen Heritage and s/s
05 July TION AND lesson, learners thinking people working in the land Infants Syll page 28-
2024 CONSUMPTION OF will : Creativity Introduction Facilitator explains key words 32
GOODS AND SERVICES Cognitive Step 2 -learners discuss the importance of land
-explain the Self in the community Vent Heritage-Social
Production of food at importance of management Step 3 Learners sing work songs Studies Gr1 page 60-
home and in the land and labour Step 4 -In groups learners discuss the 70
community in the importance of land and labour in the production
production of ICT Tools
*Land and Labour as a of food Step 5 Groups report back
food Step 6 –Individual written work local environment
factor of food production
Conclusion –Singing and dancing songs
PRODUCTION/ ,DISTRIBU During the Critical Assumed knowledge Learners carry money to Heritage and s/s
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 TION AND lesson, learners thinking school Infants Syll page 28-
CONSUMPTION OF will : Decision Introduction Recap of the previous lesson 32
GOODS AND SERVICES -list forms of making Step 2 -learners discuss diff forms of wealth Vent Heritage-Social
Forms of Family wealth family wealth Speaking Step 3 Learners identify diff forms of family Studies Gr1 page 60-
*Forms of wealth such as -describe how Manipulative wealth Step 4 -In groups learners discuss how 70
Land, Cattle and Money family wealth is Listening family generates wealth Step 5-Groups local environment
generated Creativity feedback pictures of cattle and
Conclusion –Singing and dancing songs money
Week Topic / Content Objectives CompSkills & Teaching / Learning / Methods / Activities Media / Ref/ Evaluation
Ending Attitudes Resources
WEEKLY AIM - develop an understanding of Zimbabwean marriage, inheritance systems and the laws and regulations governing them
Wk 10 PRODUCTION/ ,DISTRIBU During the Manipulative Assumed knowledge Learners carry money to Heritage and s/s
12 July TION AND lesson, learners Listening school Infants Syll page 28-
2024 CONSUMPTION OF will : Creativity Introduction Recap of the previous lesson 32
GOODS AND SERVICES -identify various Cognitive Step 2 -learners discuss diff sources of wealth Vent Heritage-Social
Forms of Family wealth forms of wealth Step 3 Learners identify diff sources of family Studies Gr1 page 60-
*Sources of Wealth wealth and name them 70
Step 4 -In groups learners discuss how family
generates wealth Step 5-Groups feedback ICT Tools
Conclusion –Oral discussions money notes
PRODUCTION/ ,DISTRIBU During the Critical Assumed knowledge Learners have coins and Heritage and s/s
TION AND lesson, learners thinking notes in their pockets Infants Syll page 28-
CONSUMPTION OF will : Decision Introduction Recap of the previous lesson 32
GOODS AND SERVICES -state the uses of making Step 2 -learners list down uses of money Vent Heritage-Social
Using and Saving Money money Speaking Step 3 Learners discuss wise use of money Studies Gr1 page 60-
*Uses of money -practice buying Manipulative Step 4 -In groups learners practice buying and 70
and selling in the Listening selling on the corner shop
class shop Step 5 –Individual written work ICT Tools
Conclusion –Singing and dancing songs notes and coins

Aims : To understand and instill the spirit of conservation so as to maintain a danger free environment
WK 11 GLOBAL ISSUES During the lesson, Heritage and s/s Assumed knowledge Learners are aware of
19 July learners will : Listening Infants Syll page lightining
2024 Water Related Disasters -explain water Creativity 35 Introduction Recap of the previous lesson
related disasters Cognitive Vent Heritage – Step 2 -learners identify pictures from the
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 *Lightining -list down the Leadership S/Studies text bookStep 3 Learners list water related
causes of Communication Learner’s Book Gr disasters Step 4 –Learners describe the
Lightining Self 1 page98 Pictures danders of playing with rain water
‘ management of veld fire Step 5-Learners identify potential
Drill equipment lightining places Step 6 Individual written
Swimming pools work Conclusion –Oral discussions
GLOBAL ISSUES During the lesson, Heritage and s/s Assumed knowledge Learners are aware of
learners will : Identifying Infants Syll page floods
Water Related Disasters -explain water writing 35 Introduction Recap of the previous lesson
related disasters Vent Heritage - Step 2 -learners identify pictures from the
*Floods -list down the Social Studies text book
causes of floods Learner’s Bk Gr 1 Step 3 Learners list water related disasters
‘ page98 Step 4 –Learners describe the danders of
Pictures of veld flooded rivers Step 5-Learners identify
fire places that can be affected by floods
Drill equipment Step 6 Individual written work
Swimming pools Conclusion –Oral discussions
GLOBAL ISSUES During the lesson, Speaking Heritage and s/s Assumed knowledge Learners are aware of
learners will : Listening Infants Syll p 35 water related disasters
Water Related Disasters -identify safety Creativity Ventures Heritage Introduction Recap of the previous lesson
precautions Cognitive - Social Studies Step 2 -learners explaination on how do
L2 *Safety Precautions against lighting Learner’s Book Gr they prevent water related disastersStep 3
and drowning 1 page96-98 Learners suggest safety precations against
-practice safety Pictures of veld lightining and drowningStep 5 Individual
precautions fire written work
against drowning Drill equipment Conclusion –Oral discussions and revision
and lighting Swimming pools of work done
WK 12 GLOBAL ISSUES During the lesson, Skills & Heritage and s/s *Assumed knowledge Learners have
26 July learners will : Attitudes Infants Syll page written the revision exercises before.
2024 *Veld Fires -answer at least Critical thinking 34 Introduction.
10 questions Writing Ventures Heritage Facilitator explains key words
*Water Related correctly from the Calculating - Social Studies Step 1Learners revises the concepts learnt
Disasters covered topics Identifying Learner’s Book Gr on the covered topics
listening 1 page98 Step 2. Facilitator read the instructions on
REVISION EXERCISE describing the chalkboard Step 3 Facilitator
ICT Tools distributes papers to the pupilsStep
Pictures of veld 4Learners write the test individually
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 fire Step 5Learners revises the written test
Drill equipment ConclusionFacilitatorr gives extension or
Swimming pools remedial work to those who mastered
REVISION EXERCISE During the lesson, Skills & Heritage and s/s Assumed knowledge Learners have written
learners will : Attitudes Infants Syll page the revision exercises before.
*Types of Transport -identify different Critical thinking 33 Introduction.
*Road safety rules types of transport Writing Ventures Heritage Facilitator explains key words
L2 *Ways of -describe different Calculating - Social Studies Step 1Learners revises the concepts learnt
communication ways of Identifying Learner’s Book Gr on the covered topics
communication listening 1 page Step 2. Facilitator read the instructions on
describing the chalkboard on how they are going to
ICT Tools write the test Step 3Facilitator distributes
papers to the pupils Step 4Learners write
the test individually Step 5Learners revises
the written test ConclusionFacilitator gives
extension or remedial work to those who
mastered
WK 13 REVISION OF END OF During the lesson Writing Heritage and s/s Assumed knowledge Learners have written
03 Aug TERM EXAMINATIONS learners will be Critical thinking Infants Syll page the revision exercises before.
-Transport able to 35 Introduction.
2024 -Grobal issues Facilitator explains key words
-Responsibilities -answer at least Ventures Heritage Step 1Learners revises the concepts learnt
-Social services 25 questions from - Social Studies on the covered topicsStep 2. Facilitator
-Shelter all the concepts Learner’s Book Gr read the instructions on the chalkboard on
-Volunterism covered 1 page how they are going to write the testStep
-Basic human needs 3Facilitator distributes papers to the
ICT Tools pupilsStep 4Learners write the test
individuallyStep 5 Learners revises the
written test
END OF TERM During the lesson Writing Heritage and s/s Assumed knowledge Learners have written
EXAMINATIONS learners will be Critical thinking Infants Syll page the revision exercises before.
-Transport able to 35 Introduction.
-Grobal issues Facilitator explains key words
-Responsibilities -answer at least Ventures Heritage Step 1Learners revises the concepts learnt
-Social services 25 questions from - Social Studies on the covered topics Step 2.
-Shelter all the concepts Learner’s Book Gr Facilitatorread the instructions on the
-Volunterism covered 1 page chalkboard on how they are going to write
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 -Basic human needs the test Step 3Facilitator distributes papers
ICT Tools to the pupils Step 4Learners write the test
individually
Step 5 Learners revises the written test
WK 14 END OF TERM During the exam Writing Heritage and s/s Assumed knowledge Learners have written
08 Aug EXAMINATIONS learners will be Critical thinking Infants Syll page the revision exercises before.
able to 35 Introduction.
2024 -All the concepts Facilitator explains exam rules
covered -answer at least Ventures Heritage Step 1. Facilitator read the instructions on
25 questions from - Social Studies the chalkboard on how they are going to
PAPER 2 all the concepts Learner’s Book Gr write the exam Step 3Facilitator distributes
covered 1 page papers to the pupilsStep 4Learners write
the exam individuallyStep 5 Learners
Question papers returns the written papers
Chalkboard work Conclusion Learners revise the written
exam
END OF TERM During the exam Writing Heritage and s/s Assumed knowledge Learners have written
EXAMINATIONS learners will be Critical thinking Infants Syll page the revision exercises before.
able to 35 Introduction.
-All the concepts Facilitator explains exam rules
covered -answer at least Ventures Heritage Step 1. Facilitator read the instructions on
25 questions from - Social Studies the chalkboard on how they are going to
PAPER 2 all the concepts Learner’s Book Gr write the exam Step 3Facilitator distributes
covered 1 page papers to the pupilsStep 4Learners write
the exam individuallyStep 5 Learners
Question papers returns the written papers
Chalkboard work Conclusion Learners revise the written
exam

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INFORMATION-COMMUNICATION
TECHNOLOGY
Aims
1. Appreciate the role and impact of I.C.T, safety security as t hey apply to self, work and society.
2. Acquire enterprise skills using I.C.Ts
3. Infuse IC.T.s in in other subject across the curriculum.
4. Develop an understanding of the operating skills required, be creative and innovative in solving problems
TOPICS TO BE COVERED
TERM ONE TERM TWO
-ICT Tools - Application software.
-Application software - Safety and security.
-Programming

CROSSCUTING THEMES
Collaboration/HIV and AIDS
Heritage Studies/ Human Rights
Child Protection/Gender/Environmental Issues
Disaster Risk Management.
SOURCE
1. I.C.T compressd Syllabus – level 1
2. Best Approach to ICT Grade 1 Learners book
Time Allocation – 2x30mins

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 Week Topic / Content Objectives CompSkills & Teaching / Learning / Methods / Activities Media / Ref/ Evaluation
Ending Attitudes Resources
WEEKLY AIM -: To develop an understanding of operating ICT tools to achieve specific tasks.
Wk 1 Assumed knowledge
APPLICATION During the lesson, Skills & -learners have seen a computer. I.C.T Comprssd
SOFTWARE learners will : Attitudes Introduction-Learners identify the presented the Syllabus page
10 May -Name and identify -naming Parts of the computer, Facilitator helps if they 6
2024 KEY CONCEPT the layout of a key -playing fail. Best Approach
-Text input board. -operating Dvpt-Facilitator introduces the CPU and the to I.C.T p27-29
SUB CONCEPT -use basic keyboard monitor. Technology
-Computer programs keys - Facilitator explains the functions of the CPU and play centre
Monitor. -Monitor
-Class connect the monitor to the CPU. -CPU
-Learners watch computer programs on the
monitor.
Conclusion –Class recite the ICT rhyme: I am a
computer computerx3 I have a cpux3, I have a
monitor x3……….”
Assumed knowledge
Wk 2 APPLICATION During the lesson, Skills & -learners have seen a computer. ICT compressd
SOFTWARE learners will : Attitudes Introduction-Learners identify the CPU and the Syllabus level
-Name and identify -modelling Monitor. p36
17 May KEY CONCEPT the buttons on the -naming Dvpt-Facilitator introduces the mouse and the Best Approach
2024 -Word Processing key board. -constructing keyboard. to I.C.T p27-29
-use keyboard keys - Facilitator explains the functions of the mouse
SUB CONCEPT correctly and the keyboard. -CPU
-Functions of keys -Class connect the keyboard and the mouse to the -Monitor
CPU. -Mouse
-Learners make commands to the CPU e.g. -Keyboard
clicking, typing. -Technology
Conclusion –Class recite the ICT rhyme: I am a play centre
computer computerx3 I have a cpux3, I have a
monitor x3……….”
Week Topic / Content Objectives CompSkills & Teaching / Learning / Methods / Activities Media / Ref/ Evaluation
Ending Attitudes Resources

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 Wk 3 APPLICATION During the lesson, .Skills & Introduction-Learners identify ICT compressd
24 May SOFTWARE learners will : Attitudes Dvpt-Facilitator introduces Syllabus level
2024 -use keyboard keys -modelling -identifying numeric keys on the keyboard p36
KEY CONCEPT correctly -naming -identifying letters on the key board Best Approach
-Word Processing -type text and constructing Conclusion to I.C.T p27-29
numbers –-Oral discussions on word processing -Monitor
SUB CONCEPT -Mouse
-Identifying -Keyboard
letters(ABCDEFG…. -Technology
play centre
Wk 4 APPLICATION During the lesson, Introduction-Learners identify ICT compressd
31 May SOFTWARE learners will : Skills & Dvpt-Facilitator introduces Syllabus level
2024 -use basic keyboard Attitudes -demonstrating the use of basic keyboard keys, p36Best
KEY CONCEPT keys correctly -modelling delete, caps locks, space-bar, enter and back Approach to
-Word Processing -type text and -naming space I.C.T p27-29
numbers -constructing -typing letters and numbers and words -CPU
SUB CONCEPT Conclusion -Monitor
-Typing using keys –Class recite the ICT rhyme: I am a computer -Mouse
computerx3 I have a cpux3, I have a monitor -Keyboard
x3……….” ICT tools
WEEKLY AIM -: To develop knowledge on operating the computer.
Wk 5 APPLICATION During the lesson, Assumed knowledge ICT compressd
07 June SOFTWARE learners will : Skills & -learners have seen a computer. Syllabus level
2024 -use keyboard keys Attitudes Introduction-Learners identify the numbers on p36Best
KEY CONCEPT correctly -modelling the keyboard Approach to
-Word Processing -type numbers -naming Dvpt-Facilitator introduces the lesson I.C.T p27-29
constructing -identifying numeric keys on the keyboard -Monitor
SUB CONCEPT -identifying numbers from 0 to 9 on the key -Mouse
-Identifying board -Keyboard
numbers(123456….) Conclusion -Technology
–-Oral discussions on word processing play centre
Wk 6 APPLICATION During the lesson, Introduction-Learners identify ICT compressd
14 June SOFTWARE learners will : Skills & Dvpt-Facilitator introduces the use of multi media Syllabus level
2024 -be able to take a Attitudes technology p36.
KEY CONCEPT photo -modelling -photographing using ICT tools Best Approach
-Multi media -naming -recording audio music to I.C.T p27-29

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 constructing -learners watch educational cartoons using ICT -Monitor
SUB CONCEPT tools -Mouse
-photographing Conclusion -oral discussions of the concept -Keyboard
ICT tools
Week Topic / Content Objectives CompSkills & Teaching / Learning / Methods / Activities Media / Ref/ Evaluation
Ending Attitudes Resources
WEEKLY AIM -: To appreciate the different uses of ICT tools.
Wk 7 APPLICATION During the lesson, Introduction-Learners identify ICT compressd
21 June SOFTWARE learners will : Dvpt-Facilitator introduces Syllabus level
2024 -be able to play Skills & -Navigating music buttons on a media player such p36Best
KEY CONCEPT recorded music Attitudes as pause ,play and next Approach to
-Multi media -modelling -controlling volume settings on a media player I.C.T p27-29
-naming -learners practice recording sounds and videos -Monitor
SUB CONCEPT -constructing Conclusion -Mouse
-Recorded music -Oral discussions on recorded music -Keyboard
Media player
Week Topic / Content Objectives CompSkills & Teaching / Learning / Methods / Activities Media / Ref/ Evaluation
Ending Attitudes Resources
Wk 8 APPLICATION During the lesson, Introduction-Learners identify ICT compressd
28 June SOFTWARE learners will : Skills & Dvpt-Facilitator introduces Syllabus level
2024 Be able to play Attitudes -recording video during class related activities p36Best
KEY CONCEPT recorded videos -modelling using ICT tools Approach to
-Multi media -naming -Navigating buttons on a media player such as I.C.T p27-29
-constructing pause ,play and next -CPU
SUB CONCEPT -controlling volume settings on a video player -Monitor
-Recorded videos Conclusion –Class recite the ICT rhyme: I am a -Mouse
computer computerx3 I have a cpux3, I have a -Keyboard
monitor x3……….” -Technology
play centre
Wk 9 SAFETY AND SECURITY During the lesson, .Skills & Introduction-Learners identify ICT compressd
05 July learners will : Attitudes Dvpt-Facilitator introduces formulation of rules Syllabus level
2024 KEY CONCEPT -state the computer -modelling -Facilitator and learners discuss computer safety p36Best
-Formulation of rules safety precautions -naming rules Approach to
SUB CONCEPT -describe the -constructing -stating computer rules I.C.T p37-54
*Computer safety consequences of -learners discuss physical security requirements -CPU
precautions breaking computer for ICT tools -Monitor

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 safety rules Conclusion -Mouse
-Oral discussions on safety rules -Keyboard
Wk 10 SAFETY AND SECURITY During the lesson, Introduction –Learners state the safety rules to be ICT compressd
12 July learners will : Skills & observed they know. Syllabus level
2024 KEY CONCEPT -describe physical Attitudes Dvpt-Facilitator tells a short story of how a little p36Best
-Basic Computer Safety security -modelling girl became paralysed by sitting improperly whilst Approach to
Rules requirements for -naming working on a computer. I.C.T p37-54
ICT tools -constructing -stating computer safety precautions -CPU
SUB CONCEPT -Discussing physical security requirements for ICT -Monitor
.-Computer security tools -Mouse
-Question and answer session is held on what the -Keyboard
learners understood. -Technology
-Facilitator tells the learners on correct sitting playcentre
postures and the dangers of improper sitting. Pictures OF
Conclusion –Learners answer questions on safety computer
rules security
Wk 11 SAFETY AND SECURITY During the lesson, Introduction –Learners state the safety rules to be ICT compressd
19 July learners will : Skills & observed they know. Syllabus level
2024 KEY CONCEPT -describe physical Attitudes Dvpt-Facilitator tells a short story of how a little p36Best
-Basic Computer Safety security -modelling girl became paralysed by sitting improperly whilst Approach to
Rules requirements for -naming working on a computer. I.C.T p37-54
ICT tools -constructing -stating computer safety precautions -CPU
SUB CONCEPT -Discussing physical security requirements for ICT -Monitor
.-Computer security tools -Mouse
-Question and answer session is held on what the -Keyboard
learners understood. -Technology
-Facilitator tells the learners on correct sitting playcentre
postures and the dangers of improper sitting. Pictures on
Conclusion –Learners answer questions on safety computer
rules security
Wk 12 APPLICATION During the lesson, Introduction-Learners identify ICT compressd
26 July SOFTWARE learners will : Skills & Dvpt-Facilitator introduces Syllabus level
2024 -use basic keyboard Attitudes -demonstrating the use of basic keyboard keys, p36Best
KEY CONCEPT keys correctly -modelling delete, caps locks, space-bar, enter and back Approach to
-Word Processing -type text and -naming space I.C.T p27-29
numbers -constructing -typing letters and numbers and words -CPU
SUB CONCEPT Conclusion -Monitor
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 -Typing using keys –Class recite the ICT rhyme: I am a computer -Mouse
computerx3 I have a cpux3, I have a monitor -Keyboard
x3……….” ICT tools
WEEKLY AIM -: To develop knowledge on operating the computer.
Wk 13 REVISION OF END OF During the lesson, Dvpt-Facilitator distribute papers to the learners ICT compressd
02 Aug TERM EXAMINATIONS learners will : Skills & -learners write the test individually Syllabus level
2024 Answer at least 10 Attitudes -Revision of the written examination p36-CPU
questions from -modelling Conclusion -Monitor/-
topics taught -naming -oral discussion Mouse
-constructing -Keyboard
-Technology
play centre
Wk 14 END OF TERM During the lesson, Dvpt-Facilitator distribute papers to the learners ICT compressd
08 Aug EXAMINATIONS learners will : Skills & -learners write the test individually Syllabus level
2024 Answer at least 10 Attitudes -Revision of the written examination p36-CPU
PAPER 2 questions from -modelling Conclusion -Monitor/-
topics taught -naming -oral discussion Mouse
-constructing -Keyboard
-Technology
play centre

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VISUAL AND PERFORMING ARTS
Aims
To help learners to:-
1. . Become literate in visual and performing arts.
2. Incorporate the use of technology in visual and performing arts. become literate in visual and performing arts
3. Appreciate Zimbabwean history from pre-colonial, colonial and chimurenga/umvukela eras
4. value confidence, self-esteem and self-expression and practice skills necessary for creative expression
5. incorporate the use of technology in visual and performing arts
6. develop psycho-motor skills through visual and performing arts
7. value copyright in Visual and Arts performing Arts
TOPICS TO BE COVERED
TERM ONE TERM TWO
 History and Culture 1. Art technology
 The creative processes and 2. Enterprise skills-(Enterprenuership
performance
 Aesthetic values and
appreciation

CROSS CUTTING THEMES

Financial literacy/Collaboration
HIV and AIDS/Heritage studies
Children’s Constitutional Rights and Responsibilities
Gender/ICT/Environmental issues
Disaster Risk management

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 SOURCES:
Visual and Performing Arts compressd Syllabus level 1
Best Approach to V.P.A Grade 1
Time Allocation – 5x30mins

WEEK TOPIC/CONTENT OBJECTIVES COMP SKILLS & METHODS/ACTIVITIES MEDIA/ EVALUATION

ENDING ATTITUDES SOM

WEEKLY AIM -: To enable learners to value confidence, self-esteem and self-expression and practice necessary skills for creative expression.

WEEK 1 ART TECHNOLOGY During the lesson Singing Assumed Learners are aware of recorded music Visual &
Music learners will Recording Introduction Facilitator demonstrate recording Performing Arts
10 May Creativity her/his own music Comprssd page 56
2024 -Music Recording -record their own Critical Step 1 -learners practice recording their music Best Approach to
music using V.P.A p149
* Music recording thinking from CDs Step 2 Learners listen to their recorded
technological tools -music area
Decision songs Step 3 -In groups learners sing songs and
-tape recorders
-listen to their music making record them with instruments Step 4 Groups
-radio
feedback and facilitator comments Conclusion –
symbols/-videos
Oral questions
-laptops
L2 ART TECHNOLOGY -listen to audio music Singing Assumed Learners are aware of their favourite Visual &
Music Recording songs Performing Arts
Creativity Introduction Recap of the previous lesson Comprssd page
-Audio and visual music Manipulati Step 1 -learners name their favourite songs Step 56
* Audio music ve 2 Learners play audio music from the phone Best Approach to
Problem Step 3 -In groups learners open music folders V.P.A p149
solving and play Step 4 Facilitaor comments -charts showing
Conclusion –Oral questions musical/icons/
Symbols/-videos/-
laptops/-tablets
L3 ART TECHNOLOGY -identify psychomot Assumed Learners are aware of a computer Visual &
Visual Arts technological visual or Introduction Facilitator displays a chart with Performing Arts
arts tools visual technological tools Comprssd page
-Visual arts cognitive Step 1 -learners identify tools from the pictures 56
technological tools in -describe creativity Step 2 Learners write down the uses of Best Approach to
my community technological visual social technological tools in visual arts Step 3 -In V.P.A p155

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 * Technological tools in arts tools soft groups learners list down technological tools -artifacts
visual arts tactile used in visual arts Step 4 Groups feed back Step -magazines
animation 5 individual written work -smartphones
Conclusion –Oral questions -computer
-software
camera/paint
L4 ART TECHNOLOGY -outline business Problem Assumed knowledge Learners can dance Visual &
Visual Arts ethics related to solving Introduction –Recap of the previous lesson Step Performing Arts
theatre and the Critical 2 –Class discuss about ethics,visual arts and the Comprssd page
-Ethics, Visual arts and internet thinking internet Step 3 Facilitator talks about 59
the internet creativity ethics,visual arts and the internet Step 4 -In Best Approach to
-use visual interface social groups learners discuss ethics and the use of V.P.A p149
* Ethics in visual arts tool soft internet Step 5 Groups report back and -computer
tactile Facilitator comments Step 6 Individual written -software
animation work Conclusion –Oral discussion camera/paint
-bond paper
-crayons
L5 ENTERPRISE SKILLS- -identify business Assumed knowledge Learners performing dances Visual &
(ENTERPRENUERSHIP) ethics, soft skill visual for business Performing Arts
Visual arts unhu/Ubuntu/vumun cognitive Introduction –Recape of the previous lesson Comprssd page
hu creativity Step2–Class discuss about business ethics,soft 58
- Business ethics
social skills,unhu,Ubuntu,vumunhu in visual arts Step 3 Best Approach to
-outline business soft Learners practice role playing dances for V.P.A p197
*soft skills
ethics related to tactile business Step 4 -In groups learners discuss soft -smartphones
*Unhu/Ubuntu/
visual art animation skills ,unhu,Ubuntu,vumunhu and copyright -computer
Vumunhu
protection Step 5 Groups report back and -software
Facilitator comments camera/paint
Step 6 individual written work -bond paper
Conclusion -oral discussions -crayons
Week Topic / Content Objectives CompSkills Teaching / Learning / Methods / Activities Media / Ref/ Evaluation
Ending Attitudes Resources
WEEKLY AIM -: To enable learners to develop psychomotor skills through theatre.
WK 2 ART TECHNOLOGY During the lesson hand and eye Assumed Learners have watched a video Visual &
17 May Theatre learners will coordination before Performing Arts
2024 drawing acting Introduction Recap of the previous lesson Comprssd page
constructing Step 1 -learners identify lights,torches and 57
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 -Lighting and mood -demonstrate the use singing sunlight Step 2 Facilitator explain the use of Best Approach to
of lighting in creating dancing lighting and mood in theatreStep 3 –learners V.P.A p167
* lighting mood mood in a theatre psychomotor watch a video as a class from the computer -internet
performance aesthetic Step 4 learners predict what they see from -theatre area
confidence the video Step 5-learners experiment with -torches
light Conclusion –Oral questions -smartphones
-computer
candles/lights
L2 ART TECHNOLOGY -identify sources of hand and eye Assumed knowledge Learners can sing louder Visual &
Theatre sound effect coordination Introduction –Recap of the previous lesson Performing Arts
drawing acting Step 2 -learners take turns to screem louder Comprssd page
-Sound effects -apply sound effects constructing after one another and listen to sound effects 57
responding with to movement in singing Step 3 Learners identify sources of sound Best Approach to
movement theatre dancing effect Step 4 -In groups learners design sound V.P.A p149
miming effects for their performances -theatre area
* sound effects and
creativity Step 5 Groups feedback learners take turns to -torches
movement
visual sing their favourite songs on stage Step 6 -smartphones
Facilitator comments on the sound effects - -sunlight
produced Conclusion -oral discussions, candles/lights
learners were given home work on lighting -picture books
and mood
L3 ART TECHNOLOGY -demonstrate the use creativity Assumed Learners have watched a dance Visual &
of lighting in creating cognitive video before Performing Arts
Dance mood in a dance oral skills Introduction Recap of the previous lesson Comprssd page
performance foot & eye Step 1 -learners identify lights,torches and 56
- lighting and mood coordination sunlight Step 2 Facilitator explain the use of Best Approach to
listening lighting in creating mood in dance V.P.A p173-
*Lightning mood
communicatio performance Step 3 –learners watch a video internet
n as a class from the computer Step 4 learners -dance area
social predict what they see from the videoStep 5- -smartphones
learners experiment with light in dance -lights/torches
Conclusion –Oral questions -print media
-dance groups
L4 ART TECHNOLOGY -identify sources of hand and eye Assumed knowledge Learners can sing and Visual &
sound effect coordination dance Performing Arts
Theatre drawing acting Introduction –Recap of the previous lesson Comprssd p 57
-apply sound effects constructing Step 2 -learners take turns to screem louder Best Approach to

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 - Sound effects to movement in singing after one another and listen to sound effects V.P.A p167
responding with theatre dancing Step 3 Learners identify sources of sound -theatre area
movement confidence effect Step 4 -In groups learners listen to -torches
listening sound effects in responding to movement -smartphones
*Sound effects and editing Step 5 Groups feedback learners take turns to -print media
movement miming sing their favourite songs on stage Step 6 -sunlight
Facilitator comments on the sound effects candles/lights
produced Conclusion -oral discussions, -picture books
learners were given home work on musical
icons and symbols
ART TECHNOLOGY During the lesson Singing Assumed Learners are aware of recorded Visual &
learners will Recording music Performing Arts
Creativity Introduction Facilitator demonstrate Comprssd page
MUSIC -record their own Critical recording her/his own music 56
music using thinking Step 1 -learners practice recording their Best Approach to
-Music Recording technological tools Decision music from CDs Step 2 Learners listen to V.P.A p149
*Music recording making their recorded songs Step 3 -In groups -internet
learners sing songs and record them with -smartphones
instruments Step 4 Groups feedback and -computer
facilitator comments -tape recorder
Conclusion –Oral questions -radio/videos
musical symbols
Week Topic / Content Objectives CompSkills & Teaching / Learning / Methods / Activities Media / Ref/ Evaluation
Ending Attitudes Resources
WEEKLY AIM -: To enable learners to value confidence, self-esteem and self-expression and practice necessary skills for art technology .

WEEK 3 ART TECHNOLOGY During the lesson Singing Assumed knowledge Learners can sing Visual &
Music learners will Recording Introduction –Recap of the previous lesson Performing Arts
24 May Creativity Step 2 -learners identify musical icons and Comprssd page
2024 -Musical icons and -identify musical Manipulative symbols from the chart 23 Bullet 8-11
symbols icons such as Problem Step 3 Learners name musical icon with the Best Approach to
L1 crotchet and minim solving help of the facilitator Step 4 -In groups V.P.A p149
*musical icons such as
crotchet and minim -describe musical learners draw and name a crotchet and a
symbols minim Step 5 Groups report back and the
facilitator comments Step 6 Individual written
work Conclusion -oral discussions ,learner
were given home work on quaver and semi

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 quaver
L2 ART TECHNOLOGY -identify musical Singing Assumed knowledge Learners have Visual &
Music icons such as quaver Recording composed music before Performing Arts
and semi quaver Creativity Introduction –Recap of the previous lesson Comprssd page
- Musical icons and Critical Step 2 -learners identify musical icons and 56
symbols -describe musical thinking symbols from the chart Step 3 Learners name Best Approach to
symbols Decision musical icon with the help of the facilitator V.P.A p149
*musical icons such as
making Step 4 -In groups learners draw and name a -music area
quaver and semi
quaver and a semi quaver Step 5 Groups -radio
quaver
report back and the facilitator comments -charts showing
Step 6 Individual written work musical
Conclusion -oral discussions icons/symbols
-videos
L3 ART TECHNOLOGY -practice taking Problem Assumed knowledge Learners have photos at Visual &
Visual Arts photographs solving home Performing Arts
Critical Introduction –facilitator practice taking Comprssd page
-Photography thinking photos to learners using his/her smartphone 56
* Photography cognitive Step 2 -learners tell where,when they were Best Approach to
creativity taken photographs Step 3 Learners list down V.P.A p149
ICT tools used when photographing Step 4 -In -internet
pairs learners practice taking photographs -magazines
Step 5 best group to report back in front -computer
Conclusion -oral discussions camera/paint
-bond paper
L5 ENTERPRISE SKILLS- During the lesson hand and eye Assumed knowledge Learners have seen Visual &
(ENTERPRENUERSHIP) learners will coordination people performing dramas Performing Arts
Theatre drawing acting Introduction –Recape of the previous lesson Comprssd page
-observe business constructing Step2–Class discuss about,soft skills,and 59
- Soft skills ethics, soft skills singing copyright protection in visual arts Step 3 Best Approach to
unhu/Ubuntu and dancing Learners discuss the importance of copyright V.P.A p206
*copyright protection
copyright protection psychomotor protection Step 4 -In groups learners discuss -internet
soft skills , and copyright protection in theatre -theatre area
-observe copyright
Step 5 Groups report back and Facilitator -smartphones
protection
comments Step 6 individual written work -computer
Conclusion -oral discussions -relevant texts
-tool kit
Week Topic / Content Objectives CompSkills & Teaching / Learning / Methods / Activities Media / Ref/ Evaluation

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 Ending Attitudes Resources
WEEKLY AIM -: To enable learners to value confidence and practice skills necessary for self-expression .

WK 4 ART TECHNOLOGY During the lesson hand and eye Assumed Learners have read picture stories Visual &
31 May Theatre learners will coordination before Performing Arts
2024 drawing Introduction Facilitator explains key words Comprssd page
-Slides -watch a slide show acting Step 1 Facilitator show learners a slide show of 57
* Picture story -narrate a picture psychomotor picture story Step 2 -learners identify slide - Best Approach to
story from a slide aesthetic picture story from the computer Step 3 -In V.P.A p167
confidence groups learners identify characters and -computer
listening objects in the slide Step 4 Groups report back -theatre books
and the facilitator comments Conclusion –Oral -sunlight
questions candles/lights
L2 ART TECHNOLOGY -watch a slide show hand and eye Assumed Learners know are aware of slides Visual &
Theatre confidence Introduction Facilitator explains key words Performing Arts
-identify visual tools listening Step 1 -learners identify slides from the Comprssd p57
-Slides used editing computer Step 2 Learners discuss about Best Approach to
miming character and objects on slides Step 3 -In V.P.A p167
* Character and
creativity groups learners arrange a storyboard Step 4 -internet
objects
visual Groups feedback and the facilitator comments -theatre area
Conclusion –Oral questions -smartphones
picture books
L3 ART TECHNOLOGY -watch a slide show hand and eye Assumed Learners have seen dancers Visual &
listening performing on stage Performing Arts
Theatre -identify visual tools editing Introduction Facilitator explains key words Comprssd p57
used miming Step 1 Facilitator show learners a slide show of Best Approach to
- Slides creativity dancers from the computer V.P.A p167
visual Step 2 -learners identify slide dancers and -internet
*Slides dancers and
objects from the computer -theatre area
objects
Step 3 -In groups learners identify characters -torches
and objects in the slide -smartphones
Step 4 Groups report back and the facilitator -sunlight
comments Conclusion –Oral questions candles/lights
L4 ART TECHNOLOGY -outline business hand and eye Assumed knowledge Learners have seen pple Visual &
ethics related to coordination acting Performing Arts
Theatre theatre and the drawing Warm up –Learners jog around to heat the Comprssd page
acting body temperature 23 Bullet 8-11

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 - Ethics, dance and internet constructing Step 2 –Class discuss about ethics,dance and Best Approach to
internet singing the internet Step 3 Learners practice role V.P.A p167
-use visual interface dancing playing dances they watch from the internet
*Ethics and the tool Step 4 -In groups learners arrange a dance
internet storyboard Step 5 Groups report back and
Facilitator comments
Step 6 Best group to perform infront
Week Topic / Content Objectives CompSkills & Teaching / Learning / Methods / Activities Media / Ref/ Evaluation
Ending Attitudes Resources
WEEKLY AIM -: To enable learners to become literate in visual and performing arts.
WK 5 ART TECHNOLOGY During the lesson Singing Assumed knowledge Learners have Visual &
07 June Music learners will Recording composed music before Performing Arts
2024 Creativity Introduction –Recap of the previous lesson Comprssd page
- Musical icons and -identify musical Confidence Step 2 -learners identify musical icons and 56
L1 symbols icons Concentration symbols from the chartStep 3 Learners Best Approach to
name musical icon with the help of the V.P.A p149
*musical symbols -use icons to play
facilitator Step 4 -In groups learners sing -charts showing
music
short melodies pp, p ff Step 5 Groups report musical
-describe musical back and the facilitator comments Step 6 icons/symbols
symbols Individual written work -videos/laptops
Conclusion -oral discussions -tablets
L2 ART TECHNOLOGY -outline business Singing Assumed knowledge Learners can sing Visual &
Music ethics related to Creativity Introduction –Recape of the previous lesson Performing Arts
music and the Scientific skills Step 2 –Class discuss about ethics,music and Comprssd p 56
-Ethics, music and the internet Confidence the internet Step 3 Facilitator talks about Best Approach to
internet Concentration ethics,music and the internet Step 4 -In V.P.A p149
-use visual interface Leadership groups learners list ethical issues in music -music area
*Ethical issues in using tool Visual skills when using internet -charts showing
the internet
psychomotor Step 5 Groups report back and Facilitator musical
comments Step 6 Individual written work icons/symbols
Conclusion –Oral discussion -videos
-laptops-tablets
L3 ART TECHNOLOGY -use visual art Problem solving Assumed knowledge Learners can operate a Visual &
Visual Arts software Critical thinking computer Performing Arts
Decision Introduction -Facilitator asks learners about Comprssd p 56
-Visual arts software making the computer software they know Best Approach to

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 * Visual arts software Step 2 -learners practise designing artworks V.P.A p155
using visual arts software Step 3 Learners -internet
use technology to store their artworks Step -smartphones
4 -In pairs learners use relevant software to -bond paper
produce artworks and graphics Step 5 -camera/paint
feedback and learners write individual work -crayons
Conclusion -oral discussions
L4 Revision exercise able to answer at Problem solving Step 1Recap of the covered concepts Visual &
least 15 questions Step 2.Learners pose questions on Performing Arts
ART TECHNOLOGY from the covered Critical thinking challenging topics Comprssd page
topic Decision Step3.Individually learners write revision 56
making exercise Step 4.Collecting answer sheet from -internet
Visual Arts learnersStep 5.Revising the test camera/paint
Conclusion Facilitator ask challenging -bond paper
questions and solve it as a class -crayons
L5 ENTERPRISE SKILLS- During the lesson Singing Assumed knowledge Learners are able to Visual &
(ENTERPRENUERSHIP) learners will Critical thinking sing Performing Arts
Music Decision Introduction –Recape of the previous lesson Comprssd p58
-identify business making Step2–Class discuss about business Best Approach to
- Business ethics ethics, soft skill V.P.A p179
Social skills ethics,soft skills,unhu,Ubuntu,vumunhu in
unhu/Ubuntu/vumu music Step 3 Learners practice imitating -computer
*soft skills
nhu dances for businessStep 4 -In groups -CD/DVD
*unhu/Ubuntu/ learners discuss soft -artifacts for sale
-outline business
Vumunhu skills ,unhu,Ubuntu,vumunhu and business -musical
ethics related to
ethics Step 5 Groups report back and instruments
music
Facilitator comments Step 6 individual -charts with music
written work careers
Conclusion -oral discussions
Week Topic / Content Objectives CompSkills & Teaching / Learning / Methods / Activities
Media / Ref/ Evaluation
Ending Attitudes Resources
WEEKLY AIM -: To enable learners to value confidence, self-esteem and self-expression and practice necessary skills for enterprise skills .

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WK 6 ENTERPRISE SKILLS- During the lesson Singing Assumed knowledge Learners are aware of Visual &
14 June (ENTERPRENUERSHIP) learners will Recording diff careers Performing Arts
2024 Music Creativity Introduction –Faccilitator asks learners about Comprssd p 58
-identify different Confidence their future careers Best Approach to
- Careers in music music careers from Concentratio Step 2 -learners take turns to tell their future V.P.A p179
the pictures n careersStep 3 Learners list down musicians -smartphones
*music careers such as
Leadership they knowStep 4 -In groups learners imitate -CD/DVD
musician -role play music
L1 Visual skills music from their favourite artist -musical
careers
psychomotor Step 5 Groups report back and the facilitator instruments
comments Step 6 Individual written work -charts with music
Conclusion -oral discussions careers
ENTERPRISE SKILLS- -name careers in Singing Assumed knowledge Learners have seen Visual &
L2 (ENTERPRENUERSHIP) music Recording musicians performing on stage Performing Arts
Music Creativity Introduction –Facilitator asks learners about Comprssd p58
-identify music Manipulative their future careersStep 2 -learners take turns Best Approach to
- Careers in music careers on pictures Problem to tell their future careersStep 3 Learners list V.P.A p179-
solving down work done by sound engineers Step 4 -In internet/TV
*music careers such as
groups learners role play work done by sound -smartphones
sound engineer
engineers Step 5 Groups report back and the -musical
facilitator comments Step 6 Individual written instruments
work Conclusion -oral discussions -charts with music
careers
ENTERPRISE SKILLS- -identify careers in psychomotor Assumed knowledge Learners are aware of Visual &
L3 (ENTERPRENUERSHIP) visual arts visual diff careers Performing Arts
Visual Arts cognitive Introduction –Facilitator asks learners about Comprssd p 58
-name some careers creativity their future careers Best Approach to
- Careers in visual arts in the visual arts social Step 2 -learners role play work done by V.P.A p197
soft actors,photographers and video editors -smartphones
*careers in visual arts
tactile Step 3 Learners name and list down careers in -computer
animation visual arts Step 4 -In groups learners classify -software
careers in visual arts Step 5 Groups report camera/paint
back and the facilitator comments Step 6 -bond paper
Individual written work Conclusion -oral -crayons
discussions
L4 ENTERPRISE SKILLS- -use media tools in Decision Assumed Learners have used media and tools Visual &
ENTERPRENUERSHIP the community making in visual arts Performing Arts
Visual Arts manipulative Introduction Facilitator displays a chart with Comprssd p58
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 - Media and tools in the technological media and tools Best Approach to
community psychomotor Step 1 -learners identify media and tools from V.P.A p197
visual the pictures Step 2 Learners write down the -magazines
*Media and tools cognitive importance of media and tools in visual -smartphones
creativity artsStep 3 -In groups learners use media and -computer
tools that are found in the community to -software
construct artworksStep 4 Groups feed back camera/paint
Step 5 learners display their artwork in the -bond paper
classroomConclusion –Oral questions -crayons
ART TECHNOLOGY -watch a slide show creativity Assumed Learners have seen dancers on tv Visual &
L5 cognitive Introduction Facilitator explains key words Performing Arts
Dance -identify visual tools oral skills Step 1 -learners identify dancers and objects Comprssd page
used foot & eye from the computerStep 2 Facilitator show 23 Bullet 8-11
- Slides coordination learners a slide dancers and objects from the Best Approach to
listening computer Step 3 -In groups learners identify V.P.A p173
*Slides dancers and
objects communicati dancers and objects in the slide Step 4 learners
on arrange a dance story board
social Conclusion –Oral questions
Week Topic / Content Objectives CompSkills & Teaching / Learning / Methods / Activities Media / Ref/ Evaluation
Ending Attitudes Resources
WEEKLY AIM -: To enable learners to become literate in visual and performing arts.
WK 7 ENTERPRISE SKILLS- During the lesson hand and eye Assumed knowledge Learners are aware of Visual &
21 June (ENTERPRENUERSHIP) learners will coordination diff careers Performing Arts
2024 Theatre drawing Introduction –Facilitator asks learners about Comprssd p59
-identify different acting work done by script writers Best Approach to
- Career in theatre careers in theatre constructing Step 2 -learners take turns to tell their future V.P.A p206
arts singing careers Step 3 Learners name and list down -internet
*Career in theatre such as
dancing careers in theatre Step 4 -In groups learners -theatre area
script writer -practice script
identify and select preferred careers in theatre - -smartphones
writing
arts Step 5 Groups report back and the -computer
facilitator comments Step 6 Individual written -relevant texts
work Conclusion -oral discussions -tool kit
L2 ENTERPRISE SKILLS- -identify different dancing Assumed knowledge Learners have seen short Visual &
(ENTERPRENUERSHIP) careers in theatre psychomotor films before Performing Arts
Theatre arts aesthetic Introduction -Facilitator asks learners about Comprssd p 59
confidence their favourite actors Best Approach to
V.P.A p206
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 - Career in theatre -practice acting listening Step 2 -learners identify and select preferred -internet
dramas editing careers in theatre arts Step 3 Facilitator -theatre area
*Career in theatre such as miming demonstrates work done by actors Step 4 -In costumes and
Actors creativity groups learners write work done by actors props
visual Step 5 Groups report back and the facilitator -smartphones
comments Step 6 Individual written work
Conclusion -oral discussions
ENTERPRISE SKILLS- -identify different creativity Assumed knowledge Learners have seen Visual &
L3 (ENTERPRENUERSHIP) careers in dance cognitive managers before Performing Arts
Dance oral skills Introduction -Facilitator asks learners about Comprssd p 59
-practice to be a foot & eye parents careers Best Approach to
- Careers in Dance manager coordination Step 2 -learners write down work done by V.P.A p214
listening managers Step 3 Learners name and list down -dance area
*Careers in dance such as
communicati careers in dance Step 4 -In groups learners role -magazines
Managers
on play work done by music manager Step 5 -smartphones
Groups report back and the facilitator -computer
comments Step 6 Individual written work -materials to
Conclusion -oral discussions make costumes
-tool kit
L4 ENTERPRISE SKILLS- -identify different social Assumed knowledge Learners are aware of a Visual &
(ENTERPRENUERSHIP) careers in dance psychomotor Facilitator Performing Arts
Dance visual Introduction -Facilitator asks learners about Comprssd page
-practice role confidence their future careers 59
- Careers in Dance playing as teachers leadership Step 2 -learners take turns to tell their future Best Approach to
of dance dancing careers Step 3 Learners name and list down V.P.A p214
*Careers in dance such as
careers in dance Step 4 -In groups learners -internet
Facilitator s
identify careers in dance and select preferred -dance area
careers Step 5 Groups report back and the -materials to
facilitator comments Step 6 Individual written make costumes
work Conclusion -oral discussions -tool kit
L5 ART TECHNOLOGY -use technological Assumed Learners know Visual &
visual tools visual Introduction Facilitator explains key words Performing Arts
Visual Arts cognitive Step 1 -learners identify videos from the Comprssd page
creativity phone 56
- Video and filming social Step 2 Learners name technological video Best Approach to
soft tools they know V.P.A p155
*video and filming
tactile Step 3 -In groups learners draw vedio -internet

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 animation technological tools -artifacts
Step 4 learnerscwrite work -magazines
Conclusion –Oral questions -smartphones
-computer
Week Topic / Content Objectives CompSkills & Teaching / Learning / Methods / Activities Media / Ref/ Evaluation
Ending Attitudes Resources
WEEKLY AIM -: To enable learners to incorporate the use of technology in visual and performing arts.

WK 8 ENTERPRISE SKILLS- During the lesson Singing Assumed knowledge Learners are aware of Visual &
28 June (ENTERPRENUERSHIP) learners will Recording Facilitator s Performing Arts
2024 Music Creativity Introduction -Facilitator asks learners about Comprssd page 58
-identify different Concentratio their future careers Best Approach to
- Careers in music careers in music V.P.A p179
n Step 2 -learners take turns to tell their future
*music careers such as Leadership careers Step 3 Learners write down work -smartphones
-practice imitating as
music teacher Visual skills done by music Facilitator s Step 4 -In groups -CD/DVD
music teacher
L1 psychomotor learners role play work done by music -musical
Facilitator s Step 5 Groups report back and instruments
the facilitator comments Step 6 Individual -charts with music
written work Conclusion -oral discussions careers
ENTERPRISE SKILLS- -identify different Decision Assumed knowledge Learners have Visual &
L2 (ENTERPRENUERSHIP) careers in music making participated in percussion band Performing Arts
Music Social skills Introduction -Facilitator asks learners about Comprssd page 58
-practice imitating as Scientific the name given to the pupils awarding marks Best Approach to
- Careers in music adjudicator V.P.A p179
skills to percussion band Step 2 -learners take
*music careers such as Confidence turns to tell their future careers Step 3 -smartphones
adjudicator Visual skills Learners list down work done by adjudicators -computer
psychomotor Step 4 -In groups learners role play work -artifacts for sale
done by the music conductor Step 5 Groups -musical
report back and the facilitator comments instruments
Step 6 Individual written work Conclusion - -charts with music
oral discussions careers
ENTERPRISE SKILLS- -mount exhibitions Problem Assumed Learners have visited the Harare Visual &
L3 (ENTERPRENUERSHIP) solving agricultural show before Performing Arts
Visual Arts Critical Introduction Recap of the previous lesson Comprssd page 58
thinking Step 1 -learners construct their artworks for Best Approach to
- Exhibitions and V.P.A p197
Decision sale Step 2 Learners showcase their artworks
commissioned work -magazines
making in groups Step 3 -In groups learners organise
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 *Exhibitions visual exhibitions visual arts festivals Step 4 Groups -smartphones
cognitive present in front of the class Step 5 the -computer
creativity facilitator comments Conclusion –Oral -software
questions camera/paint
ENTERPRISE SKILLS- -observe business manipulative Assumed knowledge Learners performing Visual &
L4 (ENTERPRENUERSHIP) ethics, soft skills technological dances for business Performing Arts
Visual Arts unhu/Ubuntu and psychomotor Introduction –Recape of the previous lesson Comprssd page 58
copyright protection visual Step2–Class discuss about business Best Approach to
- Business ethics V.P.A p197
cognitive ethics,softskills,unhu,Ubuntu,vumunhu in
creativity visual arts Step 3 Learners practice role -artifacts
*soft skills
playing dances for business Step 4 -In groups -magazines
*Unhu/Ubuntu/
learners discuss soft -smartphones
Vumunhu
skills ,unhu,Ubuntu,vumunhu Step 5 Groups -computer
report back and Facilitator comments Step 6 camera/paint
individual written workConclusion -oral -bond paper
discussions -crayons
ART TECHNOLOGY -practice taking cognitive Assumed knowledge Learners have photos at Visual &
L5 photographs using creativity home Performing Arts
Visual Arts the visual tools social Introduction –facilitator practice taking Comprssd page 58
soft photos to learners using his/her smartphone Best Approach to
- Photography tactile Step 2 -learners tell where,when they were V.P.A p155
animation taken photographs Step 3 Learners list down -smartphones
*Photography
ICT tools used when photographing Step 4 -In -software
pairs learners practice taking photographs camera/paint
Step 5 best group to report back in front -bond paper
Conclusion -oral discussions -crayons
Week Topic / Content Objectives CompSkills & Teaching / Learning / Methods / Activities Media / Ref/ Evaluation
Ending Attitudes Resources
WEEKLY AIM -: To enable learners to value confidence and practice skills necessary for self-expression .

WK 9 ENTERPRISE SKILLS- During the lesson hand and Assumed knowledge Learners have read an Visual &
05 July (ENTERPRENUERSHIP) learners will eye article on newspapers Performing
2024 Theatre coordination Introduction –Facilitator asks learners about Arts Comprssd
-identify different drawing the name given to people who publish or edit page 59
- Career in theatre careers in theatre acting dramas or short stories Step 2 -learners write Best Approach to
arts constructing down work done by editors Step 3 Learners V.P.A p206
*Career in theatre such

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 as Editors -role play as editors singing name and list down careers in theatre artsStep -internet
dancing 4 -In groups learners identify and select -theatre area
confidence preferred careers in theatre art Step 5 Groups -smartphones
listening report back and the facilitator comments Step -computer
6 Individual written work Conclusion -oral -relevant texts
discussions -tool kit
ENTERPRISE SKILLS- -identify different aesthetic Assumed knowledge Learners are aware of Visual &
L2 (ENTERPRENUERSHIP) careers in theatre confidence diff careers Performing
Theatre arts listening Introduction –Recap of the previous lesson Arts Comprssd
editing Step 2 -learners identify and name careers on page 59
- Career in theatre -role play as theatre miming the chart Step 3 Learners write down work Best Approach to
directors creativity done by directors in theatre artsStep 4 -In V.P.A p206
*Career in theatre such
as Directors visual groups learners role play work done by -internet
directors in theatre artsStep 5 Groups report -theatre area
back and the facilitator commentsStep 6 -tool kit
Individual written work
Conclusion -oral discussions
ENTERPRISE SKILLS- -create dance pieces creativity Assumed Learners have seen a nhembe before Visual &
L3 (ENTERPRENUERSHIP) for business cognitive Introduction Facilitator demonstrate Performing
Dance oral skills constructing nhembe while learners are Arts Comprssd
-construct foot & eye watching page 59
- Fundraising Zimbabwean coordination Step 1 -learners identify dancing costumes Best Approach to
performances costumes for V.P.A p214
listening from the pictures Step 2 Learners practice
business communica constructing nhembe individually Step 3 -In -magazines
*Constructing
Zimbabwean costumes tion groups learners construct dance costumes for -smartphones
and instruments such as fundrasingStep 4 Groups feed back Step 5 -computer
nhembe, amabhetshu learners display their artwork in the classroom -materials to
Conclusion –Oral questions make costumes
-tool kit
ENTERPRISE SKILLS- -identify business creativity Assumed knowledge Learners are able to Visual &
L4 (ENTERPRENUERSHIP) ethics, soft skill cognitive dance Performing
Dance unhu/Ubuntu/vumun oral skills Introduction –Recape of the previous lesson Arts Comprssd
hu foot & eye Step2–Class discuss about business ethics,soft page 59
- Business ethics
coordination skills,unhu,Ubuntu,vumunhu in dance Step 3 -internet
-outline business listening Learners practice role playing dances for -dance area
*Soft skills
ethics related to communica business Step 4 -In groups learners observe -magazines
*Unhu/Ubuntu
tion business ethics soft -smartphones
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 dance skills ,unhu,Ubuntu,vumunhu Step 5 Groups -computer
report back and Facilitator comments Step 6 -tool kit
individual written workConclusion -oral
discussions
Week Topic / Content Objectives CompSkills & Teaching / Learning / Methods / Activities Media / Ref/ Evaluation
Ending Attitudes Resources
WEEKLY AIM -: To enable learners to become literate in visual and performing arts.
WK 10 ART TECHNOLOGY During the lesson Singing Assumed knowledge Learners have Visual &
12 July Music learners will Recording composed music before Performing Arts
2024 Creativity Introduction –Recap of the previous lesson Comprssd page
- Musical icons and -identify musical Confidence Step 2 -learners identify musical icons and 56
L1 symbols icons Concentration symbols from the chartStep 3 Learners Best Approach to
name musical icon with the help of the V.P.A p149
*musical symbols -use icons to play
facilitator Step 4 -In groups learners sing -charts showing
music
short melodies pp, p ff Step 5 Groups report musical
-describe musical back and the facilitator comments Step 6 icons/symbols
symbols Individual written work -videos/laptops
Conclusion -oral discussions -tablets
L2 ART TECHNOLOGY -outline business Singing Assumed knowledge Learners can sing Visual &
Music ethics related to Creativity Introduction –Recape of the previous lesson Performing Arts
music and the Scientific skills Step 2 –Class discuss about ethics,music and Comprssd p 56
-Ethics, music and the internet Confidence the internet Step 3 Facilitator talks about Best Approach to
internet Concentration ethics,music and the internet Step 4 -In V.P.A p149
-use visual interface Leadership groups learners list ethical issues in music -music area
*Ethical issues in using tool Visual skills when using internet -charts showing
the internet
psychomotor Step 5 Groups report back and Facilitator musical
comments Step 6 Individual written work icons/symbols
Conclusion –Oral discussion -videos
-laptops-tablets
L3 ART TECHNOLOGY -use visual art Problem solving Assumed knowledge Learners can operate a Visual &
Visual Arts software Critical thinking computer Performing Arts
Decision Introduction -Facilitator asks learners about Comprssd p 56
-Visual arts software making the computer software they know Best Approach to
Step 2 -learners practise designing artworks V.P.A p155
* Visual arts software
using visual arts software Step 3 Learners -internet
use technology to store their artworks Step -smartphones

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 4 -In pairs learners use relevant software to -bond paper
produce artworks and graphics Step 5 -camera/paint
feedback and learners write individual work -crayons
Conclusion -oral discussions
L4 Revision exercise able to answer at Problem solving Step 1Recap of the covered concepts Visual &
least 15 questions Step 2.Learners pose questions on Performing Arts
ART TECHNOLOGY from the covered Critical thinking challenging topics Comprssd page
topic Decision Step3.Individually learners write revision 56
making exercise Step 4.Collecting answer sheet from -internet
Visual Arts learnersStep 5.Revising the test camera/paint
Conclusion Facilitator ask challenging -bond paper
questions and solve it as a class -crayons
L5 ENTERPRISE SKILLS- During the lesson Singing Assumed knowledge Learners are able to Visual &
(ENTERPRENUERSHIP) learners will Critical thinking sing Performing Arts
Music Decision Introduction –Recape of the previous lesson Comprssd p58
-identify business making Step2–Class discuss about business Best Approach to
- Business ethics ethics, soft skill V.P.A p179
Social skills ethics,soft skills,unhu,Ubuntu,vumunhu in
unhu/Ubuntu/vumu music Step 3 Learners practice imitating -computer
*soft skills
nhu dances for businessStep 4 -In groups -CD/DVD
*unhu/Ubuntu/ learners discuss soft -artifacts for sale
-outline business
Vumunhu skills ,unhu,Ubuntu,vumunhu and business -musical
ethics related to
ethics Step 5 Groups report back and instruments
music
Facilitator comments Step 6 individual -charts with music
written work careers
Conclusion -oral discussions
Week Topic / Content Objectives CompSkills & Teaching / Learning / Methods / Activities
Media / Ref/ Evaluation
Ending Attitudes Resources
WEEKLY AIM -: To enable learners to value confidence, self-esteem and self-expression and practice necessary skills for enterprise skills .

WK 11 ENTERPRISE SKILLS- During the lesson Singing Assumed knowledge Learners are aware of Visual &
19 July (ENTERPRENUERSHIP) learners will Recording diff careers Performing Arts
2024 Music Creativity Introduction –Faccilitator asks learners about Comprssd p 58
-identify different Confidence their future careers Best Approach to
- Careers in music music careers from Concentratio Step 2 -learners take turns to tell their future V.P.A p179
the pictures n careersStep 3 Learners list down musicians -smartphones
*music careers such as
Leadership they knowStep 4 -In groups learners imitate -CD/DVD
musician -role play music
Visual skills music from their favourite artist -musical

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 L1 careers psychomotor Step 5 Groups report back and the facilitator instruments
comments Step 6 Individual written work -charts with music
Conclusion -oral discussions careers
ENTERPRISE SKILLS- -name careers in Singing Assumed knowledge Learners have seen Visual &
L2 (ENTERPRENUERSHIP) music Recording musicians performing on stage Performing Arts
Music Creativity Introduction –Facilitator asks learners about Comprssd p58
-identify music Manipulative their future careersStep 2 -learners take turns Best Approach to
- Careers in music careers on pictures Problem to tell their future careersStep 3 Learners list V.P.A p179-
solving down work done by sound engineers Step 4 -In -smartphones
*music careers such as
groups learners role play work done by sound -musical
sound engineer
engineers Step 5 Groups report back and the instruments
facilitator comments Step 6 Individual written -charts with music
work Conclusion -oral discussions careers
ENTERPRISE SKILLS- -identify careers in psychomotor Assumed knowledge Learners are aware of Visual &
L3 (ENTERPRENUERSHIP) visual arts visual diff careers Performing Arts
Visual Arts cognitive Introduction –Facilitator asks learners about Comprssd p 58
-name some careers creativity their future careers Best Approach to
- Careers in visual arts in the visual arts social Step 2 -learners role play work done by V.P.A p197
soft actors,photographers and video editors -smartphones
*careers in visual arts
tactile Step 3 Learners name and list down careers in -computer
animation visual arts Step 4 -In groups learners classify -software
careers in visual arts Step 5 Groups report camera/paint
back and the facilitator comments Step 6 -bond paper
Individual written work Conclusion -oral -crayons
discussions
L4 ENTERPRISE SKILLS- -use media tools in Decision Assumed Learners have used media and tools Visual &
ENTERPRENUERSHIP the community making in visual arts Performing Arts
Visual Arts manipulative Introduction Facilitator displays a chart with Comprssd p58
technological media and tools Best Approach to
- Media and tools in the psychomotor Step 1 -learners identify media and tools from V.P.A p197
community visual the pictures Step 2 Learners write down the -magazines
cognitive importance of media and tools in visual -smartphones
*Media and tools
creativity artsStep 3 -In groups learners use media and -computer
tools that are found in the community to -software
construct artworksStep 4 Groups feed back camera/paint
Step 5 learners display their artwork in the -bond paper
classroomConclusion –Oral questions -crayons
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 ART TECHNOLOGY -watch a slide show creativity Assumed Learners have seen dancers on tv Visual &
L5 cognitive Introduction Facilitator explains key words Performing Arts
Dance -identify visual tools oral skills Step 1 -learners identify dancers and objects Comprssd page
used foot & eye from the computerStep 2 Facilitator show 23 Bullet 8-11
- Slides coordination learners a slide dancers and objects from the Best Approach to
listening computer Step 3 -In groups learners identify V.P.A p173
*Slides dancers and
objects communicati dancers and objects in the slide Step 4 learners
on arrange a dance story board
social Conclusion –Oral questions
Week Topic / Content Objectives CompSkills & Teaching / Learning / Methods / Activities Media / Ref/ Evaluation
Ending Attitudes Resources

WEEKLY AIM -: To enable learners to incorporate the use of technology in visual and performing arts.

WK 12 REVISION OF END During the lesson Problem Step 1Recap of the covered concepts Visual &
26 July OF TERM learners will solving Step 2.Learners pose questions on challenging Performing Arts
2024 EXAMINATIONS topics Comprssd page
-answer at least 20 Critical Step3.Individually learners write revision exercise 23 Bullet 8-11
-Art Technology questions from the thinking Step 4.Collecting answer sheet from learners Best Approach to
-Enterprise skills covered concepts Step 5.Revising the test V.P.A p
correctly Decision
Careers in music Conclusion Facilitator ask challenging questions
making
and solve it as a class
L2 REVISION OF END -answer at least 20 Problem Step 1Recap of the covered concepts Visual &
OF TERM questions from the solving Step 2.Learners pose questions on challenging Performing Arts
EXAMINATIONS covered concepts topicsStep3.Individually learners write revision Comprssd page
-Art Technology correctly Critical exerciseStep 4.Collecting answer sheet from 23 Bullet 8-11
-Enterprise skills thinking learnersStep 5.Revising the test
Careers in music Conclusion Facilitator ask challenging questions
Decision
making and solve it as a class

L3 REVISION OF END -answer at least 20 Problem Step 1Recap of the covered concepts Visual &
OF TERM questions from the solving Step 2.Learners pose questions on challenging Performing Arts
EXAMINATIONS covered concepts Critical topicsStep3.Individually learners write revision Comprssd page
-Art Technology correctly thinking exerciseStep 4.Collecting answer sheet from 23 Bullet 8-11
-Enterprise skills
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 Careers in music Decision learnersStep 5.Revising the test Best Approach to
making Conclusion Facilitator ask challenging questions V.P.A p
and solve it as a class
L4 REVISION OF END -answer at least 50 Problem Visual &
OF TERM questions from the solving Step 1Recap of the covered concepts Performing Arts
EXAMINATIONS covered concepts Critical Step 2.Learners pose questions on challenging Comprssd page
-Art Technology correctly thinking topicsStep3.Individually learners write revision 23 Bullet 8-11
-Enterprise skills Decision exerciseStep 4.Collecting answer sheet from Best Approach to
Careers in music making learnersStep 5.Revising the test V.P.A p
Conclusion Facilitator ask challenging questions
and solve it as a class
WK 13 REVISION OF END During the lesson Problem Step 1Recap of the covered concepts Visual &
02 Aug OF TERM learners will solving Step 2.Learners pose questions on challenging Performing Arts
2024 EXAMINATIONS -answer at least 20 Critical topics Comprssd page
-Art Technology questions from the thinking Step3.Individually learners write revision exercise 23 Bullet 8-11
-Enterprise skills covered concepts Decision Step 4.Collecting answer sheet from learners Best Approach to
Careers in music correctly making Step 5.Revising the test V.P.A p
Conclusion Facilitator ask challenging questions
and solve it as a class
REVISION OF END -answer at least 20 Problem Step 1Recap of the covered concepts Visual &
OF TERM questions from the solving Step 2.Learners pose questions on challenging Performing Arts
EXAMINATIONS covered concepts topicsStep3.Individually learners write revision Comprssd page
-Art Technology correctly Critical exerciseStep 4.Collecting answer sheet from 23 Bullet 8-11
-Enterprise skills thinking learnersStep 5.Revising the test
Careers in music Conclusion Facilitator ask challenging questions
Decision
making and solve it as a class

REVISION OF END During the lesson Problem Step 1Recap of the covered concepts Visual &
OF TERM learners will solving Step 2.Learners pose questions on challenging Performing Arts
EXAMINATIONS -answer at least 20 Critical topics Comprssd page
-Art Technology questions from the thinking Step3.Individually learners write revision exercise 23 Bullet 8-11
-Enterprise skills covered concepts Decision Step 4.Collecting answer sheet from learners Best Approach to
Careers in music correctly making Step 5.Revising the test V.P.A p
Conclusion Facilitator ask challenging questions
and solve it as a class
REVISION OF END -answer at least 20 Problem Step 1Recap of the covered concepts Visual &
OF TERM questions from the solving Step 2.Learners pose questions on challenging Performing Arts
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 EXAMINATIONS covered concepts Critical topicsStep3.Individually learners write revision Comprssd page
-Art Technology correctly thinking exerciseStep 4.Collecting answer sheet from 23 Bullet 8-11
-Enterprise skills Decision learnersStep 5.Revising the test
Careers in music making Conclusion Facilitator ask challenging questions
and solve it as a class
WK 14 END OF TERM During the lesson Problem concepts Visual &
08 Aug EXAMINATIONS learners will solving Step 2.Learners pose questions on challenging Performing Arts
2024 -answer at least 50 Critical topicsStep3.Individually learners write revision Comprssd page
All the covered questions from the thinking exerciseStep 4.Collecting answer sheet from 23 Bullet 8-11
concepts covered concepts Decision learnersStep 5.Revising the test Best Approach to
PAPER 2 correctly making Conclusion Facilitator ask challenging questions V.P.A p
and solve it as a class
Week Topic / Content Objectives CompSkills Teaching / Learning / Methods / Activities Media / Ref/ Evaluation
Ending & Attitudes Resources
END OF TERM During the lesson Problem Step 1Recap of the covered concepts Visual &
EXAMINATIONS learners will solving Step 2.Learners pose questions on challenging Performing Arts
topics Comprssd page
-answer at least 50 Critical Step3.Individually learners write revision exercise 23 Bullet 8-11
questions from the thinking Step 4.Collecting answer sheet from learners Best Approach to
All the covered covered concepts V.P.A p
Decision Step 5.Revising the test
concepts correctly
making Conclusion Facilitator ask challenging questions
PAPER 1
and solve it as a class

MASS DISPLAYS
Aims
To enable learners to:-
1. develop psychomotor skills, team building, confidence and self esteem
2. develop psychomotor skills, team building, confidence and self esteem
3. develop a collective spirit, based on our norms and values as well as an appreciation of the diverse cultures of the Zimbabwean society
4. promote good health and safety, appreciate senses of beauty and achievement as provide entertainment at ceremonies.
5. lay foundations for creativity in learners through talent and skill transfer
6. communicate information, knowledge and national ideals through the displays

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 TOPICS TO BE COVERED
TERM ONE TERM TWO
 Gymnastics Gymnastics
-Balances  Balances
-Coordination  Coordination
 Arena Choreography  Formations
-Movement and Rhythm Arena Choreography
 Music  Movement and Rhythm
-Background and Performing Music  Choreography
 Art Music
-Patterns  Background and Performing Music
Art
 Patterns
 Colours
 Shapes

CROSS CUTTING THEMES

Gender/Children’s Rights
Disaster risk management
Information Communication Technology (ICT)
Child Protection/Heritage/Collaboration
Environmental Issues

SOURCE
Mass Displays Infants Syllabus Grade 1
Time Allocation – 5x30mins

Week Topic / Content Objectives Comp Skills & Teaching / Learning / Methods / Activities Media / EVALUATION
Ending Attitudes) Resources /
References
Aim: To develop an understanding of the implications and benefits of participation in physical activities and practice through theory and practice.
Assumed knowledge -learners can move from -Mass Displays
Week 1 GYMNASTICS During the lesson, Skills & one place to the other. Syllabus Comprssd

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10 May learners will : Attitudes Introduction –Class engage in warm up page 9
2024 Balances -balancing and -balancing activities of jogging (develop the jog into a run),
creating pre- -jumping running and muscles stretching. -Outdoor play area
scribed shapes -leg-eye Dvpt-Facilitator gives learners the focus of the -whistle
L1 Balancing and -balance on pre- coordination lesson. -play centre
creating prescribed scribed apparatus. -hand and -Skill development-demonstration. -Outdoor play area
shapes eye -Learners stand in linear formation and practise -whistle
coordination moving on one leg. ICT tolls
-left to right -Mini competition of moving on one leg to Tyres/Tins
orientation reach the set target. One who reaches the Sticks
-listening target first is the winner Conclusion –cool
down activities of the marked area, jogging and
stretching
Assumed knowledge -learners can move freely. -Mass Displays
ARENA During the lesson, Skills & Warm up –Learners listen to the drum beat and Syllabus Comprssd
CHOREOGRAPHY. learners will : Attitudes dance to the drum beat. page
-demonstrate listening Dvpt--Learners start with what they do every 22-27
L2 Movement and different forms of creativity day e.g. walking, clapping -Outdoor play area
Rhythm creative dances collaborative -Facilitator makes a demonstration by -ICT tools
using various body manipulative. responding to the drum beat differently. key boards
parts. -Learners and the facilitator walk according to -percussion
-Movement to the drum beat. instruments
cover space, -Learners move according to the speed of the -marimba
rhythm and drum beat. -mbira/-drums
direction. Cool down –Learners respond to rhythm by -ICT tools
nodding head, clicking fingers, shaking the body
and clapping hands
MUSIC During the lesson, Skills & Assumed knowledge -learners have heard Mass Displays
learners will : Attitudes about chimurenga war Syllabus Comprssd
L3 Background and -enjoy themselves singing Introduction –Learners sing chimurenga war page 20
Performing Music by showing confidence song -Outdoor play area
elements of listening Dvpt -percussion
-War Songs virtuosity dancing -Facilitator gives a back ground on liberation instruments
speaking war songs and why they are sang -props such as
(chaminuka social -Learners sing the song as a class wooden spears
ndimambo) e -Learners incorporate the song with a dance -drums-hoes
Conclusion –Learners
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 ART During lesson, Skills & Assumed knowledge -learners are able to draw Mass Displays
learners will : Attitudes Introduction –Facilitator demonstrate drawing Syllabus Comprssd
L4 Patterns -design and display drawing his/her self page 19
different shapes painting Dvlpt -pencils
*Guided drawing - creativity -Learners describe themselves -crayon
manipulative Learners draw themselves -paper glue
confidence -Facilitator mark the art pieces and comments -ICT tools
myself displaying -Learners display their art pieces in the art -paint
corner -brushes
- Conclusion –Learners sing and dance to the
songs
ART During the lesson, Skills & Assumed knowledge -learners are able to draw Mass Displays
learners will : Attitudes Introduction –Facilitator demonstrate drawing Syllabus Comprssd
L5 Patterns -draw their drawing his/her own house page 19
favourite houses painting Dvlpt -Outdoor play area
*Creative drawing creativity -Learners draw their favourite houses -pencils/crayon
-a house manipulative -Learners paint their favourite houses using the -paper glue
confidence primary colours -ICT tools
displaying -Facilitator mark the art pieces and comments -paint-brushes
-Learners display their art pieces in the art -local environment
corner
- Conclusion –Learners sing and dance to the
songs
Week Topic / Content Objectives CompSkills & Teaching / Learning / Methods / Activities Media / Ref/ Evaluation
Ending Attitudes Resources
Weekly Aim- To develop psychomotor skills, team building, confidence and self esteem
Week 2 GYMNASTICS. During the lesson, Skills & Assumed knowledge -learners are able to display -Mass Displays
17 May learners will : Attitudes balances Syllabus
2024 Balances balancing and --balancing Warm up –jogging and running around the play Comprssd page
creating prescribed -jumping area to heat the body temperature 9
formations -leg-eye Dvpt-Facilitator demonstrate balancing and
L1 Balancing and -balance on pre- orientation creating prescribed formations -Outdoor play
creating prescribed scribed apparatus - -listening -Two learners practice balancing on two body parts area
formations -kinesthetic -Learners individually practice balancing and -whistle
-manipulative creating formations -whistle
-vsual -in groups of four learners balance on pre-scribed ICT tolls

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 -confidence apparatus Tyres
e. Cool down –Learners stretch their hands, body Tins
and muscles Sticks
GYMNASTICS During the lesson, Skills & Assumed knowledge -learners can balance on two Mass Displays
L2 learners will : Attitudes body parts Syllabus
Balances -balancing Warm up –jogging and running around the play Comprssd
-jumping area to heat the body temperature page19
Balancing on -leg-eye Dvpt-Facilitator demonstrate balancing on
prescribed coordination prescribed apparatus
apparatus – -hand and -Two volunteers practice balancing moderate
moderate motor eye motor skills
skills coordination -Learners individually practice the moderate skills
-left to right -in groups of four learners balance on prescribed
orientation apparatus
-listening -Groups performance Cool down –Learners stretch
- their hands,body and muscles
L3 ARENA During the lesson, Skills & Assumed knowledge -learners are able to move -Mass Displays
CHOREOGRAPHY. learners will : Attitudes and stop Syllabus
-execute aesthetic Warm up –jogging and running around the play Comprssd page
Movement and rhythmical kinetic area to heat the body temperature 22-25
Rhythm movements that tactile Dvpt-Facilitator demonstrate moving and stopping -Outdoor play
showing body technological leading the movement with diff parts of the body area
-Moving and awareness In listening chasing different gestures -percussion
stopping leading relation to -Two volunteers practice moving and stopping instruments
the movement direction and leading the movement -drums
with different parts shape -Learners individually practice moving and stopping -ICT tools
of the body -in groups of four learners practice moving and -percussion
chasing different stopping leading the movement with different instruments
gestures. parts of the body chasing diff gestures
-Groups performance Cool down –Learners stretch
their hands,body and muscles
L4 MUSIC During the lesson, Skills & Assumed knowledge -learners always listen to Mass Displays
learners will : Attitudes songs at home Syllabus
Background and -perform theme singing Introduction –Facilitator imitate his/her favourite Comprssd page
Performing Music related confidence song from Oliver Mtukudzi 20
background music listening Dvpt-Learners tell their favourite songs -Outdoor play
-Contemporary dancing -Learners identify pictures of Leonard Zhakata from area
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 Songs speaking the picture -percussion
(Leonard Zhakata) -Class discussion on the musical instruments used instruments
by Leonard Zhakata -props such as
-Learners listen to songs of leonard Zhakata and wooden spears
imitate the music -drums
Conclusion –Learners dance to the sounds of -hoes
Leonard Zhakata
L5 ART During the lesson, Skills & Assumed knowledge -learners are able to paste Mass Displays
Patterns learners will : Attitudes Introduction –Learners and the facilitator collect Syllabus
-collect locally drawing locally available monumental design historical Comprssd page
*Cutting and available painting drawings from newspapers 19
Pasting monumental creativity -Facilitator demonstrate cutting and pasting -Outdoor play
designs,historical manipulative artifacts area
drawings,patterns confidence Learners cut and paste their cuttings -pencils/-crayon
and artifacts displaying -Facilitator mark the art pieces and comments -paper glue
-Learners display their art pieces in the art corner -paint/brushes
- Conclusion –oral discussions -
Week Topic / Content Objectives CompSkills & Teaching / Learning / Methods / Activities Media / Ref/ Evaluation
Ending Attitudes Resources
Weekly Aim: To develop an understanding of the implications and benefits of participation in physical activities and practice through theory and practice.
Week 3 GYMNASTICS During the lesson, Skills & Assumed knowledge -learners are able to balance -Mass Displays
24 May learners will : Attitudes on two body parts Syllabus
2024 Balances -balancing and -balancing Warm up –jogging and running around the play Comprssd p9
creating shapes -jumping area to heat the body temperature
L1 and formations -leg-eye Dvpt-Facilitator demonstrate balancing and --Outdoor play
Balancing and -individual -listening for creating shapes area
creating shapes balances sound. Tw volunteers practice matching balances in front -whistle
and formations -body-sound -Learners practice balancing on two points ICT tolls
coordination. -linked balances in pairs or groups Tyres
-Groups performance Cool down –Learners stretch Tins
their hands,body and muscles Stick
L2 ARENA During the lesson, aesthetic Assumed knowledge -learners can dance -Mass Displays
CHOREOGRAPHY. learners will : kinetic Warm up –jogging and running around the play Syllabus
-create tactile area to heat the body temperature Comprssd page
Movement and movements that technological Dvpt-Facilitator demonstrate dancing following 22-25
Rhythm lead to exploration listening prescribed instruction individually -Outdoor play

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 and discovery creativity -Two volunteers practice dancing following area
-Dancing following instructions in pairs -percussion
prescribed -Learners individually practice dancing following instruments
instruction or instruction -drums
command -in groups of four learners dance following the -ICT tools
individually, in command -percussion
pairs and in -Groups performance instruments
groups. Cool down –Learners stretch their hands,body and
muscles
L3 ARENA During the lesson, Skills & Assumed knowledge -learners can move in any -Mass Displays
CHOREOGRAPHY. learners will : Attitudes direction Syllabus
-perform routines aesthetic Warm up –jogging and running around the play Comprssd page
Movement and for mass display at kinetic area to heat the body temperature 22-27
Rhythm functions and tactile Dvpt-Facilitator demonstrate routines for mass -Outdoor play
exhibitions technological display area
listening -Two volunteers practice dancing imitating the -ICT tools
-Routines for Mass creativity drum majority key boards
Display. -Learners individually practice dancing like drum -percussion
majorites instruments
-in groups of four learners dance following the -drums
command performing routines for mass displays -percussion
-Groups performance instruments
Cool down –Learners stretch their hands,body and
muscles
L4 MUSIC During the lesson, Skills & Assumed knowledge -learners can sing Mass Displays
learners will : Attitudes Introduction –facilitator gives the focus of the Syllabus
Background and -respond to various singing lesson Comprssd page
Performing Music musical genres confidence Dvpt 20
related to listening -learners sing the chorus of the song kachembere -Outdoor play
-Folk Songs that performed dances dancing kegudo area
add an and movements creativity -Facilitator narrate the story from the song that -percussion
appreciation to cognitive add unhu or ubuntu instruments
unhu/Ubuntu/Vum -Class discussion on the moral depicted from the -keyboards
unhu story -props such as
-learners discuss on unhu/Ubuntu /vumunhu in wooden spears
-Kachembere appreciation of the song -drums
kegudo Conclusion –Learners sing the chorus of the song -hoes
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L5 ART During the lesson, Skills & Assumed knowledge -learners are able to draw Mass Displays
Patterns learners will : Attitudes Introduction –Facilitator explain the key words Syllabus
-design and display drawing Dvlpt-Facilitator explain on designs and drawings Comprssd p 19
*Designs and different charts painting for background art -Outdoor play
Drawings for and book pages creativity -Learners conduct an educational tour to view the area
background art manipulative habitats of our forefathers and monuments in the -pencils
confidence local environment -crayon
displaying -Learners design and draw background art -paper glue
-Facilitator mark the art pieces and comments -paint/-brushes
-Learners display their art pieces in the art corner -local
- Conclusion –oral discussions environment

Week Ending Topic / Content Objectives Comp Skills & Teaching / Learning / Methods / Activities Media / EVALUATION
Attitudes) Resources /
References
Weekly Aim- To develop psychomotor skills, team building, confidence and self esteem
Week 4 GYMNASTICS During the lesson, Skills & Assumed knowledge -learners are able to -Mass Displays
31 May learners will : Attitudes balance on two body parts Syllabus Comprssd
2024 Balances -balance -balancing Warm up –jogging and running around the play page 9
individually -jumping area to heat the body temperature
L1 -leg-eye Dvpt-Facilitator demonstrate individual balances -Outdoor play area
Individual balances coordination - -Tw volunteers practice individual balances in -whistle
space front ICT tolls
awareness -Learners practice balancing on each other Tyres
-listening for -In groups learners balance Tins
sound. -Groups perform in front and tr comments Sticks
-body-sound Cool down –Learners stretch their hands,body
coordination. and muscles-
L2 ARENA During the lesson, aesthetic Assumed knowledge -learners are able to dance -Mass Displays
CHOREOGRAPHY. learners will : kinetic and balance at the same time Syllabus Comprssd
-perform selected tactile Warm up –Running and jogging around he play page
Choreography linked patterns and technological area 22-25
movements listening Dvpt- Facilitator gives focus of the lesson -Outdoor play area
obtained from creativity --Learners listen to the drum beat and practice -percussion
-Combine at least 3 dance and collaborative dancing, balancing and playing to form instruments

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 activities selected gymnastics manipulative choreography -
from dance and play -Learners start with what they do every day e.g. -drums
to form dancing, balancing and singing -ICT tools
choreography. -In groups of four leaners dance ,balance and -percussion
play to form choreography instruments
-Groups report back and the facilitator
comments.
Cool down –Learners respond to rhythm by
nodding head, shaking the body and clapping
hands.
L3 MUSIC During the lesson, Skills & Assumed knowledge -learners can hear sounds Mass Displays
learners will : Attitudes Introduction –facilitator gives the focus of the Syllabus Comprssd
Background and -perform genres singing lesson page 20
Performing Music synchronised with confidence Dvpt -Facilitator demonstrate playing music for -Outdoor play area
audience response listening arena choregraphy -percussion
-Rhythms matching dancing -Learners discuss on rhythms matching arena instruments
arena choreography speaking choreography
-learners practice playing music for arena -props such as
choregraphy wooden spears
-Learners dance to the rhythms and match -drums
arena choregraphy -ICT tools
Conclusion –Learners sing and dance to the song -hoes
L4 MUSIC During the lesson, Skills & Assumed knowledge -learners can sing in church Mass Displays
learners will : Attitudes Introduction –facilitator gives the focus of the Syllabus Comprssd
Background and -Enjoy themselves singing lesson page 20
Performing Music by showing confidence Dvpt -Facilitator ask learners to sing any gospel -Outdoor play area
elements of listening song of their choice -percussion
-Gospel Songs virtuosity dancing learners sing the chorus of the song munesimba instruments
speaking muropa rajesu -props such as
(Mune simba -Facilitator narrate the story from the song wooden spears
muropa rajesu) -Class discussion on the moral depicted from the -drums
song -ICT tools
-learners sing and dance to the song -hoes
Conclusion –oral discussions
L5 ART During the lesson, Skills & Assumed knowledge -learners are aware of Mass Displays
Colours learners will : Attitudes primary colours Syllabus Comprssd
-mix various drawing Introduction –Facilitator ask learners to name page 19
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 *Secondary Colours colours for painting painting any primary colours they know -Outdoor play area
creativity Dvlpt -pencils
-painting a chair manipulative -Learners name any primary colours they know -crayon
confidence -Learners paint a chair using the secondary -paper glue
displaying colours -paint
-Facilitator mark the art pieces and comments -brushes
-Learners display their art pieces in the art corner -local environment
- Conclusion –Learners name the colours they
have used
Week Ending Topic / Content Objectives CompSkills & Teaching / Learning / Methods / Activities Media / Ref/ Evaluation
Attitudes Resources
Weekly Aim: To Develop a firm for future studies in Physical education,Sports and Mass display
Wk 5 GYMNASTICS. During the lesson, Skills & Assumed knowledge -learners are able to -Mass Displays
07 June learners will : Attitudes balance on two body parts Syllabus Comprssd
2024 coordination -execute easy -hand and eye Warm up –jogging and running around the play page 9
movements in a coordination area to heat the body temperature
L1 sequence -left to right Dvpt -Facilitator demonstrate cross crawls -Outdoor play area
-Display skills of -perform task at orientation -Tw volunteers practice cross crawls while -whistle
coordination with varied speeds -listening others watch -balls
equipment or - -Learners practice cross crawls and jumping -ropes
apparatus activities -sticks
-In groups learners perform the jumping -ICT tools
activities and cross craws with apparatus groups -cones
-Groups report back
Cool down –Learners stretch their hands,body
and muscles
L2 ARENA During the lesson, aesthetic Assumed knowledge -learners are able to dance -Mass Displays
CHOREOGRAPHY. learners will : kinetic and balance at the same time Syllabus Comprssd
-depict the tactile Warm up –Running and jogging around he play page
Choreography aesthetic nature of technological area 22-25
the Zimbabwean listening Dvpt -- Facilitator gives focus of the lesson -Outdoor play area
culture and values creativity --Learners listen to the drum beat and practice -percussion
-Combine at least 4 collaborative dancing, balancing and playing to form instruments
activities selected manipulative choreography -drums
from dance , play -Learners start with what they do every day e.g. -ICT tools
and gymnastics to dancing, balancing and singing -percussion

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 form choreography. -In groups of four leaners dance ,balance and instruments
play to form choreography
-Groups report back and the facilitator
comments.
Cool down –Learners respond to rhythm by
nodding head, shaking the body and clapping
hands.
L3 MUSIC During the lesson, Skills & Assumed knowledge -learners are aware of folk Mass Displays
learners will : Attitudes songs Syllabus Comprssd
Background and -perform theme singing Introduction –facilitator and learners engage in a page 20
Performing Music related confidence free dance -Outdoor play area
background music listening Dvpt -Facilitator gives the focus of the lesson -percussion
-Folk Songs dancing -learners identify pictures of a lion from the instruments
speaking pictures -keyboards
(mhondoro creativity -Learners discuss on the name mhondoro -props such as
dzinonwa) cognitive -learners discuss on the morals of the song wooden spears
mhondoro dzinonwa -drums
-Learners sing and dance to the song -ICT tools
-Facilitator comments -hoes
Conclusion –Learners sing and dance to the
songs
L4 ART During the lesson, Skills & Assumed knowledge -learners are able to mix Mass Displays
Colours learners will : Attitudes Introduction –Facilitator ask learners to name Syllabus Comprssd
-mix primary drawing any primary colours they know page 19
*Mixing Colours colours to produce painting Dvlpt
-(red,blue,yellow) secondary colours creativity -Learners name any primary colours they know -Outdoor play area
manipulative -Learners mix primary colours to form secondary -pencils/-crayon
confidence colours -paper glue
displaying -Facilitator explain about the secondary colours -ICT tools
-Learners name the secondary colours they form -paint/-brushes
- Conclusion –Learners recite a poem of colors -local environment
L5 ART During the lesson, Skills & Assumed knowledge -learners have used paint Mass Displays
Colours learners will : Attitudes before Syllabus Comprssd
-identify national drawing Introduction –Facilitator ask learners to name page 19
*Zimbabwean colours and relate painting any primary colours they know -Outdoor play area
National colours in to them creativity Dvlp -Learners name any primary colours they -pencils
painting manipulative know -crayon
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 confidence -Learners paint their favourite houses using the -paper glue
displaying primary colours -ICT tools
-Facilitator mark the art pieces and comments -paint
-Learners display their art pieces in the art corner -brushes
- Conclusion –Learners name the colours they -local environment
have used
Week Ending Topic / Content Objectives CompSkills & Teaching / Learning / Methods / Activities Media / Ref/ Evaluation
Attitudes Resources
Weekly Aim: To develop an understanding of the implications and benefits of participation in physical activities and practice through theory and practice.
Wk 6 GYMNASTICS. During the lesson, Skills & Assumed knowledge -learners are able to move -Mass Displays
learners will : Attitudes from one point to another Syllabus Comprssd
14 June coordination’s -link weight - Warm up –jogging and running around the play page 9
2024 bearing and weight -hand and eye area to heat the body temperature
transfer coordination Dvpt -Facilitator demonstrate coordination in - Outdoor play area
L1 Coordination in -perform task at -left to right relation to formations and stimuli -whistle
relation to varied speeds orientation -Two volunteers practice weight bearing and -balls
formations and -listening weight transfer -ropes
stimuli -kinesthetic -Learners practice changing over from one -sticks
-confidence balance to the other -ICT tools
-collaborative. -In their groups learners practice jumping -cones
activities at varied speeds
-Groups perform and the facilitator comments
Cool down –Learners stretch their hands,body
and muscles
L2 GYMNASTICS During the lesson, - Assumed knowledge -learners are able to move Mass Displays
learners will : -hand and eye from one point to another Syllabus Comprssd
Coordination -practice coordination Warm up –jogging and running around the play page
coordination drills -left to right area to heat the body temperature Outdoor play area
Auditory on video orientation Dvpt -whistle
coordination to -listening -Facilitator demonstrate auditory coordination to -balls
stimuli -kinesthetic stimuli -ropes
-manipulative -Two volunteers practice coordination drills -sticks
-vsual -Learners watch coordination on video and -ICT tools
-confidence imitate it -cones
-collaborative -In their groups learners coordination drills
-Groups perform and the facilitator comments

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 Cool down –Learners stretch their hands,body
and muscles
L3 ARENA During the lesson, Skills & Assumed knowledge -learners can move in any -Mass Displays
CHOREOGRAPHY. learners will : Attitudes direction Syllabus Comprssd
-perform aesthetic Warm up –jogging and running around the play page
Choreography choreography for kinetic area to heat the body temperature 22-27
mass display tactile Dvpt -Facilitator demonstrate routines for mass -Outdoor play area
functions or technological display -ICT tools
-Routines for Mass exhibitions listening -Two volunteers practice dancing imitating the key boards
Display drum majority -percussion
-Learners individually practice dancing like drum instruments
majorites -drums
-in groups of four learners dance following the -ICT tools
command performing routines for mass displays -percussion
-Groups performance instruments
Cool down –Learners stretch their hands, body
and muscles
L4 MUSIC During the lesson, Skills & Assumed knowledge -learners listen to radio at Mass Displays
learners will : Attitudes home Syllabus Comprssd
Background and -enjoy themselves singing Introduction –facilitator and learners engage in a page 20
Performing Music by showing confidence free dance -Outdoor play area
elements of listening Dvpt -Facilitator gives the focus of the lesson -percussion
-Contemporary virtuosity dancing -learners identify pictures of simon Chimbetu instruments
Songs speaking from magazines -props such as
social -Learners disscussion on musical instruments wooden spears
(Simon Chimbetu) concentration used by simon chimbetu -drums
-Learners listen to songs of Simon chimbetu and -ICT tools
imitate the songs -hoes
-Facilitator comments
Conclusion –Learners sing and dance to the
songs
L5 ART During the lesson, Skills & Assumed knowledge -learners have seen people Mass Displays
Colours learners will : Attitudes painting Syllabus Comprssd
-mix various drawing Introduction –Facilitator ask learners to name page 19
*Painting with colours for painting painting any painting tools they know -Outdoor play area
various colourss creativity Dvlpt -Learners identify painting tools from the -pencils
manipulative chart -crayon
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 -a tree confidence -Learners name the primary colours -paper glue
displaying -Facilitator demonstrate painting a tree -ICT tools
-Learners paint their own trees -paint
-learners display their artworks on the art corner -brushes
- Conclusion –Learners name the colours they -local environment
have used
Week Ending Topic / Content Objectives CompSkills & Teaching / Learning / Methods / Activities Media / Ref/ Evaluation
Attitudes Resources
Weekly Aim: To Provide learners with a sense of fun and enjoyment
Week 7 GYMNASTICS During the lesson, Skills & Assumed knowledge -learners can move in a -Mass Displays
21 June learners will : Attitudes single line Syllabus Comprssd
2024 Formations -formulate linear -balancing Warm up –jogging and running around the play page 9
formations using -jumping area to heat the body temperature
L1 Basic formations various body parts -leg-eye Dvpt -Facilitator demonstrate formulate linear -Outdoor play area
and apparatus coordination formations using various body parts -whistle
*Linear formations -hand and eye -Tw volunteers practice forming basic -cones
coordination formations as outlined in content column -ICT tools
-left to right -Learners practice forming linear formations -sticks
orientation -Learners form linear formations in groups of -marked datum
-listening five points
- -Groups perform in front -ropes
. Cool down –Learners stretch their hands,body
L2 ARENA During the lesson, aesthetic Assumed knowledge -learners are able to create -Mass Displays
CHOREOGRAPHY. learners will : kinetic space Syllabus Comprssd
-demonstrate tactile Warm up –Running and jogging around he play page
Movement and different forms of technological area 22-27
Rhythm creative dances listening Dvpt -- Facilitator gives focus of the lesson -Outdoor play area
using various body creativity --Learners listen to the drum beat and move to -ICT tools
parts collaborative cover space and direction key boards
-Movement to cover manipulative -Learners start with what they do every day e.g. -percussion
space, rhythm and dancing,clapping instruments
direction. -In groups of four leaners move to cover -drums
space ,rhythm and direction -ICT tools
-Groups report back and the facilitator -percussion
comments. instruments
Cool down –Learners respond to rhythm by

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 nodding head, shaking the body and clapping
hands.
L3 ARENA During the lesson, Skills & Assumed knowledge -learners can dance to -Mass Displays
CHOREOGRAPHY. learners will : Attitudes music Syllabus Comprssd
-execute aesthetic Warm up –Learners run and jog around the play page
Movement and rhythmical kinetic area to heat the body temperatures 22-27
Rhythm movements that tactile Dvpt--Learners start with what they do every day -Outdoor play area
showing body technological e.g. walking, running -ICT tools
awareness in listening -Facilitator gives focus of the lesson key boards
-Moving and relation to creativity -Learners practice moving and stopping leading -percussion
stopping leading direction and the movement with diff parts of the body instruments
the movement with space chasing diff gestures -drums
different parts of -In groups of four leaners practice moving and -ICT tools
the body chasing stopping in respond to the beat -percussion
different gestures. -Groups report back and the facilitator instruments
comments.
Cool down –Learners stretch their hands and
body muscles hands.
L4 MUSIC During the lesson, Skills & Assumed knowledge -learners can sing Mass Displays
learners will : Attitudes Introduction –facilitator gives the focus of the Syllabus Comprssd
Background and -respond to various singing lesson page 20
Performing Music musical genres confidence Dvpt -learners sing the chorus of the song kuya -Outdoor play area
related to listening mamera -percussion
-Folk Songs that add performed dances dancing -Facilitator narrate the story from the song that instruments
an appreciation to and movements speaking add unhu or ubuntu -keyboards
unhu/Ubuntu/ social -Class discussion on the moral depicted from the -props such as
Vumunhu story wooden spears
-learners discuss on unhu/Ubuntu /vumunhu in -drums
-kuya mamera appreciation of the song -ICT tools
Conclusion –Learners sing the chorus of the song -hoes
L5 ART During the lesson, Skills & Assumed knowledge -learners can name colours Mass Displays
Colours learners will : Attitudes Introduction –Facilitator ask learners to name Syllabus Comprssd
-identify national drawing colours they know page 19
*Performing mass colours and relate painting Dvlpt -Learners identify diff colours from the
Display with to them creativity chart -Outdoor play area
National Colours manipulative -Learners name shapes they know -pencils
confidence -Learners practice performing mass displays -crayon
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 displaying using national colours -paper glue
-Facilitator demonstrate displaying a triangular -ICT tools
formation with pupils putting on the same colour -paint
-Learners practice the activity in groups -brushes
- Conclusion –Learners sing and dance the songs -local environment
Week Ending Topic / Content Objectives CompSkills & Teaching / Learning / Methods / Activities Media / Ref/ Evaluation
Attitudes Resources
Weekly Aim: To Develop a firm for future studies in Physical education,Sports and Mass display
Wk 8 GYMNASTICS. During the lesson, Skills & Assumed knowledge -learners can form circles -Mass Displays
learners will : Attitudes Warm up –jogging and running around the play Syllabus Comprssd
28 June Formations -formulate cicular -balancing area to heat the body temperature page 9
2024 formations using -jumping Dvpt -Facilitator demonstrate formulate circular -Outdoor play area
Basic formations various body parts -leg-eye formations using various body parts -whistle
and apparatus coordination -Two volunteers practice forming basic -ropes
*Circular -hand and eye formations as outlined in content column -ICT TOOLS
L1 formations coordination -Learners practice forming circular formations -Cones
-Learners form circular formations in groups of -marked datum
five points
-Groups perform in front -sticks
Cool down –Learners stretch their hands, body
L2 ARENA During the lesson, aesthetic Assumed knowledge -learners can dance from -Mass Displays
CHOREOGRAPHY. learners will : kinetic instructions Syllabus Comprssd
-execute tactile Warm up –Learners listen to the drum beat and page
Movement and rhythmical technological dance to the drum beat. 22-27
Rhythm movements that listening Dvpt--Learners start with what they do every day -Outdoor play area
-Dancing following showing body creativity e.g. walking, running -ICT tools
prescribed awareness in collaborative -Facilitator gives focus of the lesson key boards
instruction or relation to manipulative -Learners practice dancing following prescribed -percussion
command direction and instruction or command instruments
individually, in pairs space -In groups of four leaners practice dancing and -ICT tools
and in groups. following prescribed instruction or command -percussion
-Groups report back and the facilitator instruments
comments.
Cool down –Learners respond to rhythm by
nodding head, shaking the body and clapping
hands.

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L3 MUSIC During the lesson, Skills & Assumed knowledge -learners can sing Mass Displays
learners will : Attitudes Introduction –facilitator gives the focus of the Syllabus Comprssd
Background and -sing and dance to singing lesson page 20
Performing Music the song in relation confidence Dvpt -learners sing the chorus of the song -Outdoor play area
to movement listening kachembere kegudo -percussion
dancing -Facilitator narrate the story from the song that instruments
speaking add unhu or ubuntu -props such as
Folk tale songs -Class discussion on the moral depicted from the wooden spears
(Gudo guru peta story -drums
muswe) -learners discuss on unhu/Ubuntu /vumunhu in -ICT tools
appreciation of the song -hoes
Conclusion –Learners sing the chorus of the song
L4 MUSIC During the lesson, Skills & Assumed knowledge -learners hear sounds Mass Displays
learners will : Attitudes Introduction –facilitator gives the focus of the Syllabus Comprssd
Background and -provide music for singing lesson page 20
Performing Music mass display at confidence Dvpt -Outdoor play area
functions and listening -learners listen to the rhythm from the drum -percussion
-Rhythms matching exhibitions dancing beat instruments
arena choreography speaking -Facilitator demonstrate singing the songs for -props such as
cultural chores and festivals wooden spears
-Class discussion on happens at festivals -drums/ICT tools
-learners sing songs for festivals -hoes
Conclusion –Oral discussions
L5 ART During the lesson, Skills & Assumed knowledge -learners are aware of the Mass Displays
Colours learners will : Attitudes Zimbabwe flag Syllabus Comprssd
-paint different drawing Introduction –Facilitator ask learners to recite page 19
*Painting designs of the painting the national pleadge
Zimbabwean Flag national flag creativity Dvlpt -Learners went outside to view the -Outdoor play area
manipulative national flag -pencils
confidence -Facilitator ask learners what they see -crayon
displaying --Learners name the features on the national flag -paper glue
-Learners draw and paint the colours of the -ICT tools
national flag -paint
-Learners display their artworks in the art corner -brushes
- Conclusion –Learners sing the national arthem -local environment

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 Weekly Aim: To develop an understanding of the implications and benefits of participation in physical activities and practice through theory and practice.
Week Ending Topic / Content Objectives CompSkills & Teaching / Learning / Methods / Activities Media / Ref/ Evaluation
Attitudes Resources
Week 9 GYMNASTICS. During the lesson, Skills & Assumed knowledge -learners are aware of -Mass Displays
learners will : Attitudes squares Syllabus
Formations -formulate square -balancing Warm up –jogging and running around the Comprssd page
05 July formations using -jumping play area to heat the body temperature 9
2024 Basic formations various body parts -leg-eye Dvpt -Facilitator demonstrate formulate
and apparatus - coordination square formations using various body parts --Outdoor play
L1 *Square formations -hand and -Tw volunteers practice forming basic area
eye formations as outlined in content column -whistle
coordination -Learners practice forming square formations -ropes
-left to right -Learners form square formations in groups -ICT TOOLS
orientation of five -Cones
-listening -Groups perform in front and the facilitator -marked datum
. comments Cool down –Learners stretch points
their hands, body -sticks
L2 ARENA During the lesson, technological Assumed knowledge -learners can dance to -Mass Displays
CHOREOGRAPHY. learners will : listening music Syllabus
-perform selected creativity Warm up –Learners listen to the drum beat Comprssd page
Choreography linked patterns and collaborative and dance to the drum beat. 22-27
movements manipulative Dvpt--Learners start with what they do every -Outdoor play
-combine at least obtained from day e.g. walking, running area
two activities dance and -Facilitator gives focus of the lesson -ICT tools
selected from dance gymnastics -Learners practice dancing in form of -percussion
and play in form of choregraphy instruments
choreography. -In groups of four leaners practice dncing and -drums
playing in form of choreography -ICT tools
-Groups report back and the facilitator -percussion
comments. Cool down –Learners respond to instruments
rhythm by nodding head, shaking the body
and clapping hands.
L3 During the lesson, Skills & Assumed knowledge -learners can sing and Mass Displays
MUSIC learners will : Attitudes dance Syllabus
-enjoy themselves singing Introduction –facilitator gives the focus of the Comprssd page
Background and by showing confidence lesson 20

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 Performing Music elements of listening Dvpt -learners sing the chorus of the song -Outdoor play
virtuosity dancing dzinonwa muna save area
-Folk Songs speaking -Facilitator narrate the story from the song -percussion
that add unhu or ubuntu instruments
Mhondoro dzinonwa -Class discussion on the moral depicted from -props such as
munasawe the story wooden spears
-learners discuss on unhu/Ubuntu /vumunhu -drums
in appreciation of the song -ICT tools
Conclusion –Learners sing the chorus of the -hoes
song
L4 ART During the lesson, Skills & Assumed knowledge -learners are aware of Mass Displays
Shapes learners will : Attitudes diff shapes Syllabus
-identify and match drawing Introduction –Facilitator ask learners to name Comprssd page
*Manipulation of various shapes painting any shapes they know 20
common shapes in creativity Dvlpt -Learners identify sizes of shapes from -Outdoor play
various sizes manipulative the chart area
confidence -Learners name shapes they know -pencils/-crayon
displaying -Learners collect different shapes sizes in the -paper glue
local environment -ICT tools
-Learners compare diff sizes of shapes -water
- Conclusion –Learners sing and dance songs -small stones
of sizes -fruits-brushes
L5 ART During the lesson, Skills & Assumed knowledge -learners can name diff Mass Displays
Shapes learners will : Attitudes colours Syllabus
-identify different drawing Introduction –Facilitator ask learners to name Comprssd page
*Manipulation of shapes in various painting any colours they know 20
common shapes in sizes creativity Dvlpt-Learners identify shapes from the chart -Outdoor play
various colours manipulative -Learners tell the colours of shapes shown area
confidence -Facilitator explain on how to colour to do -pencils
displaying colour matching -crayon
-Learners match the shapes with its colour -paper glue
-Learners draw any shape they know and - -small stones
colour it -fruits/brushes
- Conclusion –Learners sing song of shapes -local
environment
AIM: To help learners lay foundations for creativity in learners through talent and skill transfer.

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WK 10 LESSON 1 -formulate Coordinatio Mass Displays Assumed knowledge -learners are aware of a
14 July GYMNASTICS basic n Jogging Comprssd Syllabus square
Formations Stretching Gr 1 page page 23 Warm up –jogging and running around the play
2024 formations
Basic formations -I.CT tools area to heat the body temperature
using varius Balancing
-square Gross motor cones , ropes, Dvpt-Facilitator demonstrate the skill
body parts
Observing sticks,sand -Four volunteers practice sitting on the floor
and apparatus forming a square
Discussion monts
balancing cones,marked -Learners in groups of eight play a minor game
marked datum of sitting on the ground displaying a square
points, -identifying of winners of the game
-Best group to perform in front
ladder,jumping
-Facilitator comments
jacks,tins Cool down –Learners stretch their body
muscles,hands,and the legs
LESSON 2 -perform dancing Mass Displays Assumed knowledge -learners are aware of
ARENA choreography Jogging Comprssd Syllabus different displays
CHOREOGRAPHY Stretching Gr 1 page25 Warm up –jogging and running around the play
for Mass
Choreography Balancing -I.CT tools area
Display
Routines for Mass Gross motor Wooden Dvpt-. Skill demonstrations with aid of a
functions or
Displays Listening spears,percussio diagram on chart as learners observe
exhibitions
singing n - Learners practice the displays in their
instruments,dru groups following music from marimba
ms, - Groups presentations to the whole class
shakers,flowers, - Individual practices
marimba,mbira -Facilitator comments
Cool down –Learners stretch their body
muscles,hands,and the legs
LESSON 3&4 -responding to singingdanci Mass Displays Assumed knowledge -learners are able to match
MUSIC various ng Comprssd Syllabus things
Background And imitating Gr 1 page 26 Introduction– Facilitator demonstrate dancing
musical
performing music naming -I.CT tools while matching the song with the type of dance
genres related Play area, drums,
-Rhythms matching manipulative Dvpt-. Two volunteers practice dancing
to performed percussion
arena choreography Observing songs while matching with the type of dance
dances and instruments,
Hand and eye - Learners in groups of four
movements coordination marimba, mbira,
-provide music innovative props
practicematching dances with songs
- Groups presentations to the whole class
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 for Mass and the best group to perform in front
Displays at Conclusion–Oral discussions on rhythms
functions and matching arena choreography
exhibitions
LESSON 5 -create Drawing Mass Displays Assumed knowledge -learners are able to draw
ART different cutting Comprssd Syllabus shapes
Shapes Gr 1 page 28 Introduction– Facilitator demonstrate drawing
shapes Constructin
-Shapes showing -I.CT tools cutting and pasting ofshapes
-Cut and paste g Balls,papers,brush
creativity in Dvpt-. Learners collect papers to cut
different Identifying es, crayons,
drawing ,cutting and shapes pasting - Learners show innovation and creativity in
water, seeds,
pasting naming identifying and cutting shapes
pebbles, paint
manipulative - Learners draw shapes and cut different
Observing sizes
Hand and eye -learners paste shapes using glue
coordination Learners compare their artework
-Facilitators comment
Conclusion–Displaying of the artefacts
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
WK 11 LESSON 1 -formulate Coordinatio Mass Displays Assumed knowledge -learners are aware of
19 July GYMNASTICS basic n Jogging Comprssd Syllabus different shapes
2024 Formations formations Stretching Gr 1 page page 23 Warm up –jogging and running around the play
-I.CT tools area to heat the body temperature
Basic formations using varius Balancing
Gross motor cones , ropes, Dvpt-Facilitator demonstrate the skill
-chevron body parts
Observing sticks,sand -Four volunteers practice sitting on the floor
-oblique and apparatus
Discussion monts while forming a chevron
balancing cones,marked -Learners in groups of eight play a minor game
marked datum of sitting on the ground displaying a chevron
points, -identifying of winners of the game
-Best group to perform in front
-Facilitator comments
Cool down –Learners stretch their body
muscles,hands,and the legs
LESSON 2 -perform dancing Mass Displays Assumed knowledge -learners are able to play
ARENA choreography Jogging Comprssd Syllabus marimba
CHOREOGRAPHY Stretching Gr 1 page25 Warm up –jogging and running around the play
for Mass
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Choreography Display Balancing -I.CT tools area
Routines for Mass functions or Gross motor Wooden Dvpt-. Skill demonstrations with aid of a
Displays exhibitions Listening spears,percussio diagram on chart as learners observe
singing n - Learners practice the displays in their
instruments,dru groups following music from marimba
ms, - Groups presentations to the whole class
shakers,flowers, - Individual practices
marimba,mbira -Facilitator comments
Cool down –Learners stretch their body
muscles,hands,and the legs
LESSON 3&4 -responding to singingdanci Mass Displays Assumed knowledge -learners are able to match
MUSIC various ng Comprssd Syllabus things
Background And imitating Gr 1 page 26 Introduction– Facilitator demonstrate dancing
musical
performing music naming -I.CT tools while matching the song with the type of dance
genres related Play area, drums,
-Rhythms matching manipulative Dvpt-. Two volunteers practice dancing
to performed percussion
arena choreography Observing songs while matching with the type of dance
dances and instruments,
Hand and eye - Learners in groups of four
movements coordination marimba, mbira,
-provide music innovative props
practicematching dances with songs
for Mass - Groups presentations to the whole class
Displays at and the best group to perform in front
Conclusion–Oral discussions on rhythms
functions and
matching arena choreography
exhibitions
LESSON 5 -identify and Drawing Mass Displays Assumed knowledge -learners have played
ART match various cutting Comprssd Syllabus nhodo before
Shapes Gr 1 page 28 Introduction– Facilitator demonstrate matching
shapes Constructin
-Manipulation of -I.CT tools size and space of shapes
g Balls,papers,brush
common shapes in Dvpt-. Learners match types of shapes they
Identifying es, crayons,
various sizes and pasting know
water, seeds,
colours naming - Learners practice matching size and space
pebbles, paint
-Triangle manipulative of shapes
-cicle Observing - In groups learners play games showing
-rectangle Hand and eye shapes such as nhodo
coordination Groups presentations to the whole class and
the best group to perform in front

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 Conclusion–Oral discussions

Week Topic / Content Objectives CompSkills & Teaching / Learning / Methods / Activities Media / Ref/ Evaluation
Ending Attitudes Resources
Week REVISION OF END During the lesson, Skills & Step 1Recap of the covered concepts -Mass Displays
12 OF TERM learners will : Attitudes Step 2.Learners pose questions on challenging Syllabus
26 July EXAMINATIONS -answer and critical topics Comprssd page 9
2024 -art display at least all thinking Step3.Individually learners write revision
-music the scientific exercise Step 4.Collecting answer sheet from -Outdoor play
-arena activities/questions problem learners Step 5.Revising the test area
choreography from the solving Conclusion Facilitator ask challenging questions -whistle
-gymnastics facilitators listening and solve it as a class
command
REVISION OF END During the lesson, critical Step 1Recap of the covered concepts Mass Displays
OF TERM learners will : thinking Step 2.Learners pose questions on challenging Syllabus
EXAMINATIONS -answer and scientific topics Step3.Individually learners write revision Comprssd page
-art display at least all problem exercise Step 4.Collecting answer sheet from
-music the solving learnersStep 5.Revising the test
-arena activities/questions listening Conclusion Facilitator ask challenging questions
choreography from the and solve it as a class
-gymnastics facilitators
command
REVISION OF END During the lesson, Skills & Step 1Recap of the covered concepts Mass Displays
OF TERM learners will : Attitudes Step 2.Learners pose questions on challenging Syllabus
EXAMINATIONS -answer and critical topics Step3.Individually learners write revision Comprssd page
-art display at least all thinking exercise Step 4.Collecting answer sheet from
-music the scientific learners Step 5.Revising the test
-arena activities/questions problem Conclusion Facilitator ask challenging questions
choreography from the solving and solve it as a class
-gymnastics facilitators listening
command
REVISION OF END During the lesson, Skills & Step 1Recap of the covered concepts Mass Displays
OF TERM learners will : Attitudes Step 2.Learners pose questions on challenging Syllabus
EXAMINATIONS -answer and critical topics Step3.Individually learners write revision Comprssd page
-art display at least all thinking exercise Step 4.Collecting answer sheet from
-music the scientific learners Step 5.Revising the test

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 -arena activities/questions problem Conclusion Facilitator ask challenging questions
choreography from the solving and solve it as a class
-gymnastics facilitators listening
command
Wk 13 REVISION OF END During the lesson, Skills & Step 1Recap of the covered concepts -Mass Displays
02 Aug OF TERM learners will : Attitudes Step 2.Learners pose questions on challenging Syllabus
2024 EXAMINATIONS -answer and critical topics Comprssd page 9
-art display at least all thinking Step3.Individually learners write revision
-music the scientific exercise Step 4.Collecting answer sheet from -Outdoor play
-arena activities/questions problem learners Step 5.Revising the test area
choreography from the solving Conclusion Facilitator ask challenging questions -whistle
-gymnastics facilitators listening and solve it as a class
command
REVISION OF END During the lesson, critical Step 1Recap of the covered concepts Mass Displays
OF TERM learners will : thinking Step 2.Learners pose questions on challenging Syllabus
EXAMINATIONS -answer and scientific topics Step3.Individually learners write revision Comprssd page
-art display at least all problem exercise Step 4.Collecting answer sheet from
-music the solving learnersStep 5.Revising the test
-arena activities/questions listening Conclusion Facilitator ask challenging questions
choreography from the and solve it as a class
-gymnastics facilitators
command
REVISION OF END During the lesson, Skills & Step 1Recap of the covered concepts Mass Displays
OF TERM learners will : Attitudes Step 2.Learners pose questions on challenging Syllabus
EXAMINATIONS -answer and critical topics Step3.Individually learners write revision Comprssd page
-art display at least all thinking exercise Step 4.Collecting answer sheet from
-music the scientific learners Step 5.Revising the test
-arena activities/questions problem Conclusion Facilitator ask challenging questions
choreography from the solving and solve it as a class
-gymnastics facilitators listening
command
REVISION OF END During the lesson, Skills & Step 1Recap of the covered concepts -Mass Displays
OF TERM learners will : Attitudes Step 2.Learners pose questions on challenging Syllabus
EXAMINATIONS -answer and critical topics Comprssd page 9
-art display at least all thinking Step3.Individually learners write revision
-music the scientific exercise Step 4.Collecting answer sheet from -Outdoor play
-arena activities/questions problem learners Step 5.Revising the test area
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 choreography from the solving Conclusion Facilitator ask challenging questions -whistle
-gymnastics facilitators listening and solve it as a class
command
Week Topic / Content Objectives CompSkills & Teaching / Learning / Methods / Activities Media / Ref/ Evaluation
Ending Attitudes Resources
Wk 14 END OF TERM During the lesson, Skills & Dvpt Mass Displays
08 Aug EXAMINATIONS learners will : Attitudes -Facilitator distributesquestion papersto the Syllabus
2024 -answer and critical learners Comprssd page
All concept during display at least all thinking -learners write examination individually
the term the scientific -collecting of answer sheet from learners
activities/questions problem Conclusion –Learners revise work
PAPER 1 from the solving
facilitators
command
END OF TERM During the lesson, Skills & Dvpt -Mass Displays
EXAMINATIONS learners will : Attitudes -Facilitator distributesquestion papersto the Syllabus
-answer and critical learners Comprssd page 9
All concept during display at least all thinking -learners write examination individually
the term the scientific -collecting of answer sheet from learners -Outdoor play
activities/questions problem Conclusion –Learners revise work area
PAPER 1 from the solving -whistle
facilitators
command

PHYSICAL EDUCATION
AIMS

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 To enable learners to:-
1. provide learners with a sense of fun enjoyment and entertainment.
2. To acquire team building skills, confidence and self esteem,
3. Develop basic Physical Education related skill demonstrate athletic skills of running, jumping and throwing
4. acquire social skills related to the cultural values of a Zimbabwean society
5. exhibit a sense of accomplishment and enjoyment through a variety of activities
6. demonstrate improvement in flexibility, strength and endurance
7. demonstrate team work, sportsmanship, fair play and honesty
CROSS CUTTING THEMES
Gender/Children’s Rights
Disaster risk management
Information Communication Technology (ICT)
Child Protection/Collaboration
Environmental Issues
TOPICS TO BE COVERED
TERM ONE TERM TWO
1. Human body 1. Locomotion/Movement
2. Safety and health 2. Coordination
3. Aquatic skills 3. Play and Game skill
4. Kids athletics

SOURCE
Physical Education comprssd Syllabus level 1
Best Approach to Physical Education Gr1
Time Allocation – 5x30mins

Week Topic / Content Objectives Comp Skills Teaching / Learning / Methods / Activities/Assumed Media / Evaluation
Ending & knowledge Resources /
Attitudes) References
Weekly Aim- To develop psychomotor skills, team building, confidence and self esteem

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 Assumed Knowledge: Learners can walk,run and jog --Physical
Week 1 LOCOMOTION During the Skills And Warm Up: Learners jog around the play area to heat Education
10 May /MOVEMENT lesson learners Attitudes: the body temperature Comprssd
2024 will: -Naming Dvpt: Facilitator demonstrate free movement syllabus page 22
Elementary Movement -name the facial -Facilitator and the learners practice free movement Best Approach to
parts of the -learners individually practice free movement PE Gr1 p47-58
L1 -Free movement body. -learners in groups of four play a game while -outdoor play
performing free movement area
-Groups perform and the facilitator comment -tyres/-drumS
Cool Down: Learners stretch their hands ,legs and -skipping ropes
muscles -whistle /jingles
Assumed Knowledge: Learners are able to move with --Physical
LOCOMOTION During the Skills And apparatus Education
/MOVEMENT lesson learners Attitudes: Warm Up: Learners jog around the play area to heat Comprssd
L2 will: -Naming the body temperature syllabus page 22
Elementary Movement -give the names -jump Dvpt: Facilitator demonstrate free movement with Best Approach to
of parts of the -jog apparatus PE Gr1 p47-58
-Free movement with body shown. -Facilitator and the learners practice free movement -outdoor play
apparatus with apparatus area
-learners individually practice free movement with -tyres/-drums
apparatus -jingles
-learners in groups of four play a game while -skipping ropes
performing free movement with apparatus -whistle
-Groups performance and the facilitator comment -balls/ Sticks
Cool Down: Learners stretch their hands ,legs and
muscles
LOCOMOTION During the Skills And Assumed Knowledge: Learners can walk, run, jump, --Physical
/MOVEMENT lesson learners Attitudes: roll and skip Education
will: -Naming Warm Up: Learners jog around the play area to heat Comprssd
L3 Elementary Movement -move from -jump the body temperature syllabus page 22
point A to point -jog Dvpt: Facilitator demonstrate walking, running, Best Approach to
-One time motion B with and on jumping and rolling PE Gr1 p47-58
apparatus to a -Facilitator and the learners practice walking, running, -outdoor play
given direction jumping and rolling area
-learners individually practice walking, running, -tyres/drums
jumping and rolling -jingles
-learners in groups of four practice walking, running, -skipping ropes
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 jumping and rolling -whistle/-balls
-Groups performance and the facilitator comment Sticks
Cool Down: Learners stretch their hands ,legs and
muscles
LOCOMOTION During the Skills And Assumed Knowledge: Learners can walk, run, jump, --Physical
/MOVEMENT lesson learners Attitudes: roll and skip Education
will: -Naming Warm Up: Learners jog around the play area to heat Comprssd
L4 Elementary Movement -move from -jump the body temperature syllabus page 22
point A to point -jog Dvpt: Facilitator demonstrate walking, running, Best Approach to
-One time motion in B in response to jumping and rolling in response to stimuli PE Gr1 p47-58
response to stimuli stimuli -Facilitator and the learners practice walking, running, -outdoor play
jumping and rolling with apparatus area
-learners individually practice walking, running, -tyres
jumping and rolling with apparatus -drums
-learners in groups of four practice walking, running, -jingles
jumping and rolling with apparatus -skipping ropes
-Groups performance and the facilitator comment -whistle
Cool Down: Learners stretch their hands ,legs and
muscles
LOCOMOTION During the Skills And Assumed Knowledge: Learners can walk, run, for --Physical
/MOVEMENT lesson learners Attitudes: speed ,direction and space Education
will: -Naming Warm Up: Learners jog around the play area to heat Comprssd
Elementary Movement --move from -jump the body temperature syllabus page 22
L5 point A to point -jog Dvpt: Facilitator demonstrate running, for Best Approach to
-Continuous motion B with and on speed ,direction space and rhythm after the beat PE Gr1 p47-58
for speed, direction, apparatus to a -Facilitator and the learners practice running, for -outdoor play
space and rhythm given direction speed ,direction space and rhythm after the beat area
-learners individually practice running, for -tyres
speed ,direction space and rhythm after the beat -drums
-learners in groups of four practice running, for -jingles
speed ,direction space and rhythm after the beat -skipping ropes
-Groups performance and the facilitator comment -whistle
Cool Down: Learners stretch their hands ,legs and -balls
muscles Sticks
Week Topic / Content Objectives CompSkills Teaching / Learning / Methods / Activities Media / Ref/ Evaluation
Ending & Attitudes Resources

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Weekly Aim To acquire knowledge to become appreciation participants in a wide range of physical activities
Assumed Knowledge: Learners are able to run in any --Physical
Week 2 LOCOMOTION During the Skills And direction Education
17 May /MOVEMENT lesson learners Attitudes: Warm Up: Learners run around the play area to heat Comprssd
2024 will: -Naming the body temperature syllabus page 22
Elementary Movement --move from Dvpt: Facilitator demonstrate running in any direction Best Approach to
point A to point for speed PE Gr1 p47-58
-Continuous motion for B in response to -Facilitator and the learners practice running in any -outdoor play
L1 speed and direction speed and direction for speed area
direction -learners individually practice running in any direction -tyres/-drums
for speed -jingles
-learners in groups of four practice running in any -skipping ropes
direction for speed -whistle
-Groups performance and the facilitator comment -balls /Sticks
Cool Down: Learners stretch their ,legs and muscles
Assumed Knowledge: Learners are able respond to the --Physical
LOCOMOTION During the Skills And beat Education
/MOVEMENT lesson learners Attitudes: Warm Up: Learners run around the play area to heat Comprssd
L2 will: -Naming the body temperature syllabus page 22
Elementary Movement ---move from -jump Dvpt: Facilitator demonstrate walking in continuous Best Approach to
point A to point -jog motion for space after the beat PE Gr1 p47-58
-Continuous motion for B in response to -Facilitator and the learners practice walking in -outdoor play
space and rhythm space and continuous motion for space after the beat area
rhythm. -learners individually practice walking in continuous -tyres
motion for space after the beat -drums/-jingles
-learners in groups of four practice walking in -skipping ropes
continuous motion for space after the beat -whistle
-Groups performance and the facilitator comment -balls /Sticks
Cool Down: Learners stretch their ,legs and muscles
COORDINATION During the Skills And Assumed Knowledge: Learners are able to pass objects -Physical
lesson learners Attitudes: Warm Up: Learners run around the play area to heat Education
Coordination skills will: -Naming the body temperature Comprssd
L3 -execute -jump Dvpt: Facilitator demonstrate passing ,gentle tossing syllabus page 22
-Elementary skills of movements in a -jog and objects relaying Best Approach to
coordination sequence with -Facilitator and the learners practice passing ,gentle PE Gr1 p59-68
ease tossing and objects relaying -outdoor play

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 -learners individually practice passing ,gentle tossing area
and objects relaying -cones
-learners in groups of four practice passing ,gentle -whistle
tossing and objects relaying -balls
-Groups performance and the facilitator comment -spoons
Cool Down: Learners stretch theirhands ,legs and -tins
muscles
COORDINATION During the Skills And Assumed Knowledge: Learners are able to walk while -Physical
lesson learners Attitudes: holding objects Education
Coordination skills will: -Naming Warm Up: Learners walk around the play area to heat Comprssd
L4 -link weight -jump the body temperature syllabus page 22
-Basic concepts of bearing with -jog Dvpt: Facilitator demonstrate bouncing the ball while Best Approach to
coordination in walking weight transfer walking towards the partner PE Gr1 p59-68
-Facilitator and the learners practice bouncing the ball -outdoor play
while walking towards the partner area
-learners individually practice bouncing the ball while -cones
walking towards the partner -whistle
-learners in groups of four practice engages in a mini -balls
game walking with the ball -spoons
-Groups performance and the facilitator comment -tins
Cool Down: Learners stretch their hand s ,legs and
muscles.
REVISION During the Skills And Assumed Knowledge: Learners are aware of different -Physical
lesson learners Attitudes: activities Education
coordination will: -Naming Warm Up: Learners jog around the play area Comprssd
-perform at least -jump Dvpt: Facilitator read some instructions to the learners syllabus page 22
L5 3 elementary -jog - learners individually performs some activities after the -outdoor play
skills from the facilitators command area
facilitators -comments from the facilitator- Cool Down: Learners -cones/-whistle
command stretch their hands ,legs and head -balls
Week Topic / Content Objectives CompSkills Teaching / Learning / Methods / Activities Media / Ref/ Evaluation
Ending Attitudes Resources
Weekly Aim To acquire knowledge to become appreciation participants in a wide range of physical activities

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 COORDINATION Assumed Knowledge: Learners are able to throw small -Physical
Week 3 During the Skills And objects Education
24 May Coordination skills lesson learners Attitudes: Warm Up: Learners run around the play area to heat Comprssd
2024 will: -Naming the body temperature syllabus page 22
-Basic concepts of -name the facial Dvpt: Facilitator demonstrate throwing the ball to the Best Approach to
coordination in parts of the partner PE Gr1 p59-68
throwing body. -Facilitator and learners practice throwing the ball to -outdoor play
L1 the partner area
-learners individually practice throwing the ball to the -cones
partner -whistle
-learners in groups of four practice throwing the ball to -balls
the partner -spoons
-Groups performance and the facilitator comment -tins
Cool Down: Learners stretch their hand s , and -ICT tools
muscles.
Assumed Knowledge: Learners are able to catch any --Physical
COORDINATION During the Skills And object Education
lesson learners Attitudes: Warm Up: Learners run and jog around the play area Comprssd
L2 Coordination skills will: -Naming to heat the body temperature syllabus page 22
-perform -jump Dvpt: Facilitator demonstrate catching and/receiving Best Approach to
-Basic concepts of different tasks -jog the ball from the partner PE Gr1 p59-68
coordination in at varied speeds -Facilitator and the learners practice catching -outdoor play
catching and/receiving the ball from the partner area
-learners individually practice catching and/receiving -cones
the ball from the partner -whistle
-learners in groups of four engages in a mini game -balls
catching and/receiving the ball from the partner -spoons
-Groups performance and the facilitator comment -tins
Cool Down: Learners stretch their hand s ,legs and -ICT tools
muscles..
COORDINATION During the Skills And Assumed Knowledge: Learners can balance in two body -Physical
lesson learners Attitudes: parts Education
Coordination skills will: -Naming Warm Up: Learners run and jog around the play area Comprssd
L3 -to balance -jump to heat the body temperature syllabus page 22
-Basic concepts of coordination -jog Dvpt: Facilitator demonstrate balancing /changing over Best Approach to
coordination in relation skills from one balance to another PE Gr1 p59-68
to balance -Facilitator and the learners balances changing over -outdoor play
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 from one balance to another area
-learners individually balance -cones
-in pairs learners balances changing over from one -whistle/-balls
balance to another Cool Down: Learners stretch their -spoons/tins
hands ,legs and head -ICT tools
COORDINATION During the Skills And Assumed Knowledge: Learners are able to jump high -Physical
lesson learners Attitudes: Warm Up: Learners run and jog around the play area Education
Coordination skills will: -Naming to heat the body temperature Comprssd
L4 --perform -jump Dvpt: Facilitator demonstrate jumping using jump jacks syllabus page 22
-Basic concepts of weight transfer -jog -Facilitator and the learners jump using the jump jacks -outdoor play
coordination in relation varied speeds after the music beat area
to weight transfer -learners individually jumps using the jumping jacks -cones /whistle
Cool Down: Learners stretch their hands ,legs and head. --tins /balls
spoons
REVISION EXERCISE During the Skills And Assumed Knowledge: Learners are aware of different Physical
lesson learners Attitudes: activities Education
will: -Naming Warm Up: Learners jog around the play area Comprssd
--perform at -jump Dvpt: Facilitator read some instructions to the learners syllabus page
L5 least 3 -jog - learners individually performs some activities after the
coordination facilitators command
skills from the -comments from the facilitator Cool Down: Learners
facilitators stretch their hands ,legs and head
Week Topic / Content Objectives CompSkills Teaching / Learning / Methods / Activities Media / Ref/ Evaluation
Ending &Attitudes Resources
Weekly Aim Help learners to acquire team work,sportsmanship,fair play honesty
Assumed Knowledge: Learners are able to catch any -Physical
Week 4 PLAY AND GAME During the Skills And throw the ball Education
31 July SKILLS lesson learners Attitudes: Warm Up: Learners run and jog around the play area Comprssd
2024 will: -Naming to heat the body temperature syllabus page 24
Receiving , Sending -demonstrate Dvpt: Facilitator demonstrate throwing and/receiving Best Approach to
and Travelling proper receiving the ball from the wall PE Gr1 p79-89
and sending -Facilitator and the learners practice throwing -outdoor play
L1 techniques. and/receiving the ball from the wall area
-Receiving apparatus -practice -learners individually practice throwing and/receiving -cones
with hands receiving ball the ball from the wall -whistle
with hands -learners in groups of four engages in a mini game -balls

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 throwing and/receiving the ball from partners -bean bags
-Groups performance and the facilitator comment -buckets
Cool Down: Learners stretch their hand s ,legs and -ICT tools
muscles..
Assumed Knowledge: Learners are able receive the ball -Physical
PLAY AND GAME During the Skills And with legs Education
SKILLS lesson learners Attitudes: Warm Up: Learners run and jog around the play area Comprssd
L2 will: -Naming to heat the body temperature syllabus page 24
Receiving , Sending --demonstrate -jump Dvpt: Facilitator demonstrate receiving the ball from Best Approach to
and Travelling proper receiving -jog the partner using feet PE Gr1 p79-89
and sending -Facilitator and the learners practice receiving the ball -outdoor play
techniques. from the partner using feet area
-Receiving apparatus -practice -learners in pairs practice receiving the ball from the -cones
with feet receiving ball partner using feet -whistle
with feet. -learners in groups of four engages in a mini game -balls
receiving the ball from their partners using feet -bean bags
-Groups performance and the facilitator comment -buckets
Cool Down: Learners stretch their hand s ,legs and -ICT tools
muscles..
PLAY AND GAME During the Skills And Assumed Knowledge: Learners are able throw objects -Physical
SKILLS lesson learners Attitudes: high Education
will: -Naming Warm Up: Learners run and jog around the play area Comprssd
L3 Receiving , Sending --demonstrate -jump to heat the body temperature syllabus page 24
and Travelling proper receiving -jog Dvpt: Facilitator demonstrate throwing and catching Best Approach to
and sending the ball from the partner PE Gr1 p79-89
techniques. -Facilitator and the learners practice throwing and -outdoor play
-Throwing -practice catching the ball from their partners area
throwing ball to -learners in pairs practice throwing and catching the -cones
a partner ball from the partner -whistle
-learners in groups of four engages in a mini game -balls
throwing and catching the ball from their partners -bean bags
using hands -buckets
-Groups performance and the facilitator comment -ICT tools
Cool Down: Learners stretch their hand s ,legs and
muscles..
PLAY AND GAME During the Skills And Assumed Knowledge: Learners are able kick the ball -Physical
SKILLS lesson learners Attitudes: using feet Education
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 will: -Naming Warm Up: Learners run and jog around the play area Comprssd
L4 Receiving , Sending -demonstrate -jump to heat the body temperature syllabus page 24
and Travelling proper receiving -jog Dvpt: Facilitator demonstrate kicking and striking the Best Approach to
and sending ball to the partner PE Gr1 p79-89
Soccer techniques. -Facilitator and the learners practice kicking and -outdoor play
-Kicking -practice kicking striking the ball to the partner area
the ball to a -learners in pairs practice kicking and striking the ball -cones
partner to the partner -whistle
-learners in groups of four engages in a mini game -balls
kicking and striking the ball to the partner using their -bean bags
feet -buckets
-Groups performance and the facilitator comment -ICT tools
Cool Down: Learners stretch their hand s ,legs and
muscles...
REVISION EXERCISE During the Skills And Assumed Knowledge: Learners are aware of different Physical
lesson learners Attitudes: activities Education
will: -Naming Warm Up: Learners jog around the play area Comprssd
-perform -jump Dvpt: Facilitator read some instructions to the learners syllabus page
L5 receiving, -jog - learners individually performs some activities after the
sending and facilitators command
travelling skills -comments from the facilitator Cool Down: Learners
after the stretch their hands ,legs and head
facilitators
command
Week Topic / Content Objectives CompSkills Teaching / Learning / Methods / Activities Media / Ref/ Evaluation
Ending Attitudes Resources
Weekly Aim- To develop psychomotor skills, team building, confidence and self esteem to learners
-Physical
Wk 5 PLAY AND GAME During the Skills And Assumed Knowledge: Learners chase each other during Education
07 June SKILLS lesson learners Attitudes: playing Comprssd
2024 will: -Naming Warm Up: Learners run and jog around the play area syllabus page 24
Receiving , Sending -execute correct to heat the body temperature Best Approach to
and Travelling and safe Dvpt: Facilitator demonstrate chasing his/her partner PE Gr1 p79-89
techniques of -Facilitator and the learners practice chasing each -outdoor play
L1 moving with other area
-Chasing apparatus -learners in pairs practice chasing each other -cones

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 -practice chasing -learners in groups of four engages in a mini game -whistle
one another chasing each other playing chisveru -balls
-Groups performance and the facilitator comment -bean bags
Cool Down: Learners stretch their hand s ,legs and -buckets
muscles... -ICT tools
Assumed Knowledge: Learners are able throw and -Physical
PLAY AND GAME During the Skills And receive the ball Education
SKILLS lesson learners Attitudes: Warm Up: Learners run and jog around the play area Comprssd
L2 will: -Naming to heat the body temperature syllabus page 24
Receiving , Sending -give the names -jump Dvpt: Facilitator demonstrate throwing, receiving and Best Approach to
and Travelling of parts of the -jog catching the ball from two dimensions PE Gr1 p79-89
body shown. -Facilitator and the learners practice throwing, -outdoor play
receiving and catching the ball from two dimensions area
-Basic Receiving skills -learners in pairs practice throwing, receiving and -cones
from two dimensions catching the ball from two dimensions -whistle
-learners in groups of four engages in a mini game -balls
throwing, receiving and catching the ball from two -bean bags
dimensions -buckets
-Groups performance and the facilitator comment -ICT tools
Cool Down: Learners stretch their hand s ,legs and
muscles..
PLAY AND GAME During the Skills And Assumed Knowledge: Learners are able throw and -Physical
SKILLS lesson learners Attitudes: receive the ball Education
will: -Naming Warm Up: Learners run and jog around the play area Comprssd
L3 Receiving , Sending -demonstrate -jump to heat the body temperature syllabus page 24
and Travelling receiving ,sendin -jog Dvpt: Facilitator demonstrate throwing, receiving and Best Approach to
g and travelling catching without the ball PE Gr1 p79-89
Basketball without -Facilitator and the learners practice throwing, -outdoor play
-Moving without apparatus receiving and catching without the ball area
apparatus -practice moving -learners in pairs practice throwing, receiving and -cones
without catching without the ball -whistle
apparatus -learners in groups of four engages in a mini game -balls
throwing, receiving and catching without the ball -bean bags
-Groups performance and the facilitator comment -buckets
Cool Down: Learners stretch their hand s ,legs and -ICT tools
muscles..

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 PLAY AND GAME During the Skills And Assumed Knowledge: Learners are able roll the ball -Physical
SKILLS lesson learners Attitudes: Warm Up: Learners run and jog around the play area Education
will: -Naming to heat the body temperature Comprssd
L4 Receiving , Sending --demonstrate -jump Dvpt: Facilitator demonstrate dodging the ball syllabus page 24
and Travelling receiving ,sendin -jog -Facilitator and the learners practice dodging the ball Best Approach to
g and travelling -learners in pairs practice dodging the ball PE Gr1 p79-89
without -learners in groups of four engages in a mini game -outdoor play
-Dodging apparatus dodging the ball area
-practice -Groups performance and the facilitator comment -cones /whistle
dodging Cool Down: Learners stretch their hand s ,legs and -balls /buckets
muscles.. -bean bags
PLAY AND GAME During the Skills And Assumed Knowledge: Learners are able receive the ball -Physical
SKILLS lesson learners Attitudes: using hands, legs or chest Education
will: -Naming Warm Up: Learners run and jog around the play area Comprssd
Receiving , Sending -demonstrate -jump to heat the body temperature syllabus page 24
L5 and Travelling receiving ,sendin -jog Dvpt: Facilitator demonstrate receiving the ball with Best Approach to
g and travelling hands, chest and legs from partner PE Gr1 p79-89
using multiple -Facilitator and the learners practice receiving the ball -outdoor play
-Receiving using apparatus with hands, chest and legs area
multiple dimensions -learners in pairs practice receiving the ball with hands, -cones
chest and legs from partner -whistle
-learners in groups of four engages in a mini game -balls
receiving the ball with hands, chest and legs -bean bags
-Groups performance and the facilitator comment -buckets
Cool Down: Learners stretch their hand s ,legs and -ICT tools
muscles..
Week Topic / Content Objectives CompSkills Teaching / Learning / Methods / Activities Media / Ref/ Evaluation
Ending Attitudes Resources
Weekly Aim To acquire knowledge to become appreciation participants in a wide range of physical activities
Assumed Knowledge: Learners are able receive the ball -Physical
Wk 6 PLAY AND GAME During the Skills And using hands Education
14 June SKILLS lesson learners Attitudes: Warm Up: Learners run and jog around the play area Comprssd
2024 will: -Naming to heat the body temperature syllabus page 24
Receiving , Sending --demonstrate Dvpt: Facilitator demonstrate receiving the tennis ball Best Approach to
and Travelling receiving ,sendin using the racket PE Gr1 p79-89
g and travelling -Facilitator and the learners practice receiving the -outdoor play

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 Tennis using equipment tennis ball using the racket area
L1 -Receiving using -learners in pairs practice receiving the tennis ball -cones
equipment -practice using the racket -whistle
receiving using -learners in pairs of four engages in a mini game -tennis balls
equipment receiving and sending the the ball with a racket -tennis racket
-Groups performance and the facilitator comment -bean bags
Cool Down: Learners stretch their hand s ,legs and -buckets
muscles.. -ICT tools
Assumed Knowledge: Learners are able throw, kick and -Physical
PLAY AND GAME During the Skills And strike the ball Education
SKILLS lesson learners Attitudes: Warm Up: Learners run and jog around the play area Comprssd
L2 will: -Naming to heat the body temperature syllabus page 24
Receiving , Sending -demonstrate -jump Dvpt: Facilitator demonstrate throwing ,kicking and Best Approach to
and Travelling throwing, kicking -jog striking the ball PE Gr1 p79-89
and striking with -Facilitator and the learners practice throwing ,kicking -outdoor play
Tennis apparatus using and striking the ball area
-Throwing ,kicking and multiple using the racket -cones
striking with apparatus dimensions -learners in pairs practice throwing ,kicking and striking -whistle
using multiple the ball -balls
dimensions using the racket -tennis balls
-learners in pairs of four engages in a mini game -tennis racket
throwing ,kicking and striking the ball with a racket -bean bags
-Groups performance and the facilitator comment -buckets
Cool Down: Learners stretch their hand s ,legs and -ICT tools
muscles..
PLAY AND GAME During the Skills And Assumed Knowledge: Learners are able throw, kick and -Physical
SKILLS lesson learners Attitudes: strike without apparatus Education
will: -Naming Warm Up: Learners run and jog around the play area Comprssd
L3 Receiving , Sending -demonstrate -jump to heat the body temperature syllabus page 24
and Travelling throwing, kicking -jog Dvpt: Facilitator demonstrate shadow throwing ,kicking Best Approach to
and striking with and striking PE Gr1 p79-89
apparatus using -Facilitator and the learners practice shadow -outdoor play
-Throwing ,kicking and multiple throwing ,kicking and striking – area
striking without dimensions -learners in pairs practice shadow throwing ,kicking -cones
apparatus using -practice and striking – -whistle
multiple dimensions throwing, kicking -learners in pairs of four engages in a mini game -balls
and striking shadow throwing ,kicking and striking - -bean bags
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 without -Groups performance and the facilitator comment -buckets
apparatus Cool Down: Learners stretch their hand s ,legs and -ICT tools
muscles..
PLAY AND GAME During the Skills And Assumed Knowledge: Learners are able catch and -Physical
SKILLS lesson learners Attitudes: throw Education
will: -Naming Warm Up: Learners run and jog around the play area Comprssd
L4 Receiving , Sending -demonstrate -jump to heat the body temperature syllabus page 24
and Travelling Moving with -jog Dvpt: Facilitator demonstrate running with the ball for Best Approach to
apparatus for speed, space ,distance ,height and positioning PE Gr1 p79-89
Tennis speed, -Facilitator and the learners practice running with the -outdoor play
-Moving with space ,distance , ball for speed, space ,distance ,height and positioning area
apparatus for speed, height -learners in pairs practice running with the ball for -cones
space ,distance ,height positioning and speed, space ,distance ,height and positioning -whistle
positioning and direction -learners in pairs of four engages in a mini game -balls
direction -practice Moving shadow running with the ball for speed, space ,distance -tennis balls
with apparatus ,height and positioningCool Down: Learners stretch -tennis racket
for speed, their hand s ,legs and muscles.. -bean bags
space ,distance , -buckets
height -ICT tools
positioning and
direction
PLAY AND GAME During the Skills And Assumed Knowledge: Learners are able run for speed -Physical
SKILLS lesson learners Attitudes: and direction Education
will: -Naming Warm Up: Learners run and jog around the play area Comprssd
Receiving , Sending -demonstrate -jump to heat the body temperature syllabus page 24
L5 and Travelling Moving with -jog Dvpt: Facilitator demonstrate moving without the ball Best Approach to
apparatus for for speed, space ,distance ,height and positioning PE Gr1 p79-89
-Moving without speed, -Facilitator and the learners practice moving without -outdoor play
apparatus for speed, space ,distance , the ball for speed, space ,distance ,height and area
space ,distance ,height height positioning -cones
positioning and positioning and -learners in pairs practice moving without the ball for -whistle
direction direction speed, space ,distance ,height and positioning -learners -balls
-practice Moving in pairs of four engages in a mini game moving without -bean bags
with apparatus the ball for speed, space ,distance ,height and -buckets
for speed, positioning -ICT tools
space ,distance , -Groups performance and the facilitator comment
height Cool Down: Learners stretch their hand s ,legs and
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 positioning and muscles..
direction
Week Topic / Content Objectives CompSkills Teaching / Learning / Methods / Activities Media / Ref/ Evaluation
Ending &Attitudes Resources
Weekly Aim To develop an understanding of the implication of participation in physical activities through theory
Wk 7 During the Skills And Assumed Knowledge: Learners can balance on two -Physical
21 June lesson learners Attitudes: points. Education
2024 BALANCES will: -balance on Comprssd
three body parts -weight Warm up- Learners do axial activities like bending, National syllabus
or points. bearing twisting and lifting. page
Weight Bearing/ Dvpt-Facilitator and learners balance on one point and 30
-balancing then on two points.
Balancing. -outdoor play
-Class find ways on balancing on three points. area
-Learners balance on three points as suggested while
facilitator helps out. -cones
-Balancing on three -Learners explore more possible balancing points.
points. Conclusion –learners do cool down by doing axial -whistle
activities done at the start of the activity.
Assumed Knowledge: Learners can move on two -Physical
LOMOTION/ points. Introduction: Learners move on two points and Education
MOVEMENT During the Skills And stop at facilitator’s signal. Comprssd
lesson learners Attitudes: National syllabus
Elementary will: -move in Dvpt: Facilitator gives the focus of the lesson. page
pairs -weight
Movement transfer -Facilitator shows learners how to travel in pairs - 31
-Moving in pairs. learners demonstrate and practise moving in -outdoor play
(Wheel barrow -sharing pairs. -Learners start with wheel barrow pushing area
pushing and and then pair rolling. -cones
Pair rolling) -team work -whistle
Conclusion: Mini competition on the movement done.

Assumed Knowledge: Leaners can throw and catch a -Physical

ball. Education
COORDINATION During the Skills And Introduction: Learners do warm activities as per Comprssd
lesson learners Attitudes: routine. Dvpt: Facilitator gives a demonstration on the National syllabus
Coordination will: -ball skill activity. page 32
Skills -aiming - -Learners practise aiming at targets set by the -balls
-aim at a target. hand eye facilitator. -outdoor play

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 -Aiming a target. coordina -learners aim ball at a target on the move area
tion -Mini competition -cones
Conclusion: Learners shadow aim without the ball at -whistle
targets of their own choice.
Assumed Knowledge: Learners have done the skills -Physical
during the week Education
SKILLS TEST During the Skills And Introduction: Learners warm up by running and jogging. Comprssd
lesson learners Attitudes: Dvpt: Facilitator explains to learners how the activity National syllabus
will: -practise will unfold. page
the skills set by -Learners perform the skills set by the facilitator. 27-35
the teacher. -Facilitator uses the criteria sheets/ checklists to record -test criteria
the progress of the learners sheets
Skills done during the Conclusion: Learners jog, twist and stretch their -outdoor play
whole week. muscles. area/ -cones
-whistle
Wk 8 During the Skills And Assumed Knowledge: Leaners can throw and catch -Physical
28 June lesson learners balls. Education
2024 will: Attitudes: Introduction: Learners throw stones that they find Comprssd
PLAY AND
-balancing around the play area. National syllabus
GAME SKILLS -throw and catch Dvpt: Facilitator gives a demonstration on the activity. - page
Receiving, sending and balls in pairs. -running Learners shadow throw and catch without the ball, 34
Travelling. static throwing and catching with the ball and then -outdoor play
coordination throwing and catching while moving. area
of muscles - -Practice stage by learners while facilitator helps those -cones
throwing struggling. -whistle
-catching -Mini competition between pairs. -balls
-Throwing and catching
with partner Conclusion: Learners cool down by doing various
stretches.
Assumed Knowledge: Leaners can run freely. -Physical
Education
KIDS During the Skills And Introduction: Leaners and the facilitator do some warm Comprssd
ATHLETICS lesson Attitudes: - up activities of jogging and stretching. syllabus page
learners will: - Eye-leg 17
Running, run within the coordination Dvpt: Facilitator show learners how to run within the
track and give the guidelines in track running. -track field
Throwing And Jumping. track. . -jumping -outdoor play
- -Learners practise track running and adhere to the
guidelines. area
-Controlled running- coordination -cones
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 track of muscles. -Learners compete in track running - 25 metres long -whistle
running Conclusion: Learners cool down by jogging and
stretching.
-Physical
HUMAN During the Skills And Assumed Knowledge: Learners can identify their body Education
BODY lesson learners Attitudes: parts. Comprssd
will: -recite the -Naming Introduction: Learners identify the named body parts. National syllabus
My Body rhyme on body -jump Dvpt: Facilitator introduces the rhyme touching the page
parts. -jog body parts -class practises the rhyme with the 27
facilitator. -mirror
-Rhyme on body parts -learners practise the rhyme on their own. -outdoor play
(Head and shoulders…) -Learners recite the rhyme in motion. area
Conclusion: Learners name the body parts recited in -cones
the rhyme. -whistle
Assumed Knowledge: Leaners can make short passes -Physical
PLAY AND During the Skills And with inside of foot. Education
GAME SKILLS lesson learners Attitudes: - Introduction: Learners demonstrate passing as they Comprssd
will: -make a leg- eye know it. Dvpt: Facilitator gives a demonstration on National syllabus
Receiving, sending and short pass using coordinatio making long passes with inside of foot.. page 34
Travelling. -Kicking- inside of the n -passing/ -shadow passing -balls
push passes.(Long foot. kicking - -static passing with the ball -outdoor play
passes) coordinatio -passing the ball with increased movement area
n of Conclusion: Pair passing in random. -cones
muscles -whistle
Assumed Knowledge: Learners have done the skills -Physical
SKILLS TEST During the Skills And during the week Education
lesson learners Attitudes: Introduction: Learners warm up by running and jogging. Comprssd
will: -practise Dvpt: Facilitator explains to learners how the activity syllabus page 27-
the skills set by will unfold. 35
Skills done during the the teacher. -Learners perform the skills set by the facilitator. -test criteria
whole week. -Facilitator uses the criteria sheets/ checklists to record sheets
the progress of the learners -outdoor play
Conclusion: Learners jog, twist and stretch their area
muscles. -cones /-whistle
Wk 9 -Physical
05 July Education
2024 Skills And Assumed Knowledge: Learners can balance on three

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BALANCES During the Attitudes: points. Warm up- Learners jog, run and twist as warm Comprssd
lesson learners up. Dvpt-Facilitator and learners practice balances National syllabus
will: -balance on -weight done in previous activities. page 30
five body parts bearing -Class discuss on possible ways of balancing on four
Weight -outdoor play
or points. -balancing points. -Facilitator demonstrates to learners on
Bearing/ Balancing. balancing on four points area
-Learners balance on four points as suggested. -cones
-Balancing on four Conclusion –learners try more difficult stance and do a -whistle
points. cool down.
Assumed Knowledge: Learners can balance on three -Physical
points. Warm up- Learners jog, run and twist as warm Education
BALANCES During the Skills And
up. Dvpt-Facilitator and learners practice balances done Comprssd
lesson learners Attitudes:
in previous activities. National syllabus
will: -balance on
-weight -Class discuss on possible ways of balancing on four page
Weight five body parts
bearing points. -Facilitator demonstrates to learners on 30
Bearing/ Balancing. or points.
balancing on four points -outdoor play
-Balancing on four -balancing -Learners balance on four points as suggested. area
points. Conclusion –learners try more difficult stance and do a -cones
cool down. -whistle
Assumed Knowledge: Leaners can throw and catch balls -Physical
PLAY AND During the Skills And with a partner. Education
GAME SKILLS lesson learners Attitudes: - Introduction: Learners throw the balls in pairs. Comprssd
will: -throw the hand- eye Dvpt: Facilitator gives a demonstration on the activity. National syllabus
Receiving, sending and ball in groups. coordination -Learners shadow throw without the ball, static page 34
Travelling. -throwing throwing with the ball and then throwing while moving -outdoor play
-catching - in groups. area
coordination -Practice stage by learners while facilitator helps those -cones
of muscles with problems. -whistle
-Throwing around in
-Mini competition -balls
groups forming various
Conclusion: Learners cool down by jogging in the
shapes.
marked area.
Assumed Knowledge: Leaners can run in a track. -Physical
KIDS During the Skills And Introduction: Leaners and the facilitator do some warm Education
ATHLETICS lesson learners Attitudes: - up activities of jogging and stretching. Comprssd
Running, will: -participate Eye-leg Dvpt: Skill demonstration by the facilitator. National syllabus
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 Throwing And Jumping. in relay running coordination -practise stage with the facilitator. page 35
-Shuttle Relay running for 50 metres. . -jumping -Learners run the shuttle relay while facilitator helps in -field track
for 50 metres. coordination organising. -outdoor play
of muscles. -Mini competition on shuttle relay. area
-relay Conclusion: Learners mime the shuttle relay running. -cones
technique -whistle
PLAY AND During the Skills And Assumed Knowledge: Leaners can kick a ball. -Physical
lesson learners Attitudes: - Education
GAME SKILLS Introduction: Learners demonstrate passing as they
will: -make a leg- eye Comprssd
know it. Dvpt: Facilitator gives a demonstration on the
short pass using coordination National syllabus
activity.
inside of the -passing/ page 34
-shadow passing
Receiving, sending and foot. kicking - -balls
-static passing with the ball -outdoor play
Travelling. -Kicking- coordination
-passing the ball with increased movement area
push passes. (Short of muscles
-Mini competition -cones
passes)
Conclusion: jogging and stretching. -whistle

Wk 10 Physical Assumed knowledge -learners can crawl on the

12 July GYMNASTICS During the Skills & Education ground.
2024 lesson, learners Attitudes Comprssd Introduction –Warm up routine of jogging and
Coordination will: -crawling Syllabus page 21- running.
-make cross -creating 22 Dvpt-Skill demonstration by facilitatorgiving
Coordination in crawls. -hand- leg -ICTtools coaching points.
relation to balance coordination -play ground -Learners make star cross crawls together with the
and weight transfer -balls facilitator in the suggested way.
-whistle -Learners make cross crawls in their own way to
-Cross crawls. -cones promote creativity.
-ropes -Class make crawls at the same time.
Conclusion-Learners follow the signal of the
whistle to make jumps.
L2 Physical Assumed knowledge -learners are able to form a
GYMNASTICS During the .Skills & Education linear formation
lesson, learners Attitudes Comprssd Introduction – Class form a formation they know.
will be: -team work Syllabus page 21- -Dvpt-Facilitator gives the focus of the lesson.
Formations -form a cow horn -quick reacting 22 -class practises forming the linear formation in

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 formation in -ICTtools groups.
Basic Formations. groups. -play ground -Group feedback- every group form the formation
-balls with its leader.
-whistle -Class practice the Cow horn formation setup
-Semi-circle/ Cow -cones disbanding the formation and forming it again in
horn formation. (2) -ropes quick succession.
Conclusion-Learners combine the linear and semi-
circle formation
-Physical Assumed Knowledge: Leaners can throw
PLAY AND During the Skills Education balls.
GAME SKILLS lessonlearners AndAttitudes: Comprssd Introduction: Learners mime throwing the
will:-race -throwing - syllabus page ball.
Receiving, sending while hand eye 34 Dvpt: Facilitator gives a demonstration on the
and Travelling. balancing coordination - activity. -Learners shadow throw to the wall
bean bag on coordination -class room without the ball, static throwing with the ball
the head. of muscles walls and then throwing while moving. -Practice
-outdoor play stage by learners while facilitator helps those
-Throwing against area struggling.
the wall. -cones -Mini competition
-whistle Conclusion: Learners cool down by doing
-balls various stretches.
L4 COORDINATION -be able to catch catching Physical Assumed knowledge- learners are able to catch
Coordination skills the ball throwing Education things
-Basic concepts of jumping Comprssd Warm up: Learners run and jog around the play
coordination in passing Syllabus page 21- ground
Catching bouncing 22 Step 1Teacher demonstrates catching the ball
-ICTtools while it is still in the air Step 1 In pairs learners
-play ground practice catching the ball from partner Step 2 Pair
-balls feedback and the facilitator comments Step 3 In
-whistle groups learners play a mini game practising
-cones/-ropes catching skills Cool down :Stretching of the body
-hula hoops muscles,hand and legs
L5 Assumed knowledge -learners can transfer their
GYMNASTICS. During the Skills & . Physical weight.
lesson, learners Attitudes Education Introduction- Learners walk at different speeds

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 will: -Body Comprssd changing when the whistle is blown.
Balances -balance coordination Syllabus page 21- Dvpt-Class stretches their muscles.
transferring -balancing 22 - Skill demonstration by the facilitator where a
weight to create -weight -ICTtools learner is instructed to show other how shapes
Balancing –creating the shapes “M, transferring -play ground “M, N” is created.
the shapes “M, N” N”. -body shape -balls -Learners create the shapes “M, N” without falling.
-whistle Conclusion –learners play a game on balancing
-cones/-ropes namely “jongwe” and watch a video recording on
their practise
WK11 Physical Assumed Knowledge: Leaners can throw and catch
19 July PLAY AND During the lesson Skills And Education balls with a partner.
2024 GAME SKILLS learners will: - Attitudes: - Comprssd Introduction: Learners throw the balls in pairs.
throw the ball in hand- eye syllabus page Dvpt: Facilitator gives a demonstration on the
Receiving, sending groups. coordination - 34 activity.
and Travelling. throwing -Learners shadow throw without the ball, static
-catching - -outdoor play throwing with the ball and then throwing while
coordination of area moving in groups.
-Throwing around in muscles -cones -Practice stage by learners while facilitator helps
groups forming -whistle those with problems.
various shapes. -balls -Mini competition
Conclusion: Learners cool down by jogging in the
marked area.
Physical Assumed Knowledge: Leaners can run in a track.
KIDS During the lesson Skills And Education Introduction: Leaners and the facilitator do some
ATHLETICS learners will: - Attitudes: -Eye- Comprssd warm up activities of jogging and stretching.
Running, participate in leg syllabus page 35 Dvpt: Skill demonstration by the facilitator.
Throwing And relay running for coordination. - -field track -practise stage with the facilitator.
Jumping. 50 metres. jumping -outdoor play -Learners run the shuttle relay while facilitator helps
-coordination of area in organising.
-Shuttle Relay running muscles. -cones -Mini competition on shuttle relay.
for 50 metres. -relay technique -whistle Conclusion: Learners mime the shuttle relay running
BALANCES Physical Assumed Knowledge: Learners can balance on
During the Skills And Education several points point.
Weight Bearing/ lesson learners Attitudes: Comprssd Introduction- Learners perform a series of balances
Balancing. will: -make -weight bearing syllabus page on various points.
balances in pairs. -weight 30 Dvpt-Facilitator gives the focus of the lesson.
transferring - -Demonstration on pair balancing routines.
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 -Pair balancing. team work -outdoor play -Learners in pairs practice the balances while
area facilitator helps out.
-cones -Mini competition where learners compete to which
-whistle pair does better than others in terms of balancing.
Conclusion –learners cool down by doing some log
rolls
-Physical Assumed Knowledge: Leaners can run freely.
KIDS During the Skills Education Introduction: Leaners and the facilitator do
ATHLETICS lessonlearner AndAttitudes:- Comprssd some warm up activities of jogging and
s will:-run Eye-leg syllabus page stretching.
within the coordination. - 17 Dvpt: Facilitator show learners how to run
Running, track. jumping -track field within the track and give the guidelines in track
Throwing And -coordination -outdoor play running.
Jumping. of muscles. area -Learners practise track running and adhere to
-cones the guidelines.
-Controlled running- -whistle -Learners compete in track running - 25 metres
track long Conclusion: Learners cool down by jogging
running and stretching.
-Physical Assumed Knowledge: Learners have done the skills
SKILLS TEST During the lesson Skills And Education during the week
learners will: - Attitudes: Comprssd Introduction: Learners warm up by running and
practise the skills syllabus p jogging.
set by the 27-35 Dvpt: Facilitator explains to learners how the
Skills done during the teacher. -test criteria activity will unfold.
whole week. sheets -Learners perform the skills set by the facilitator.
-outdoor play -Facilitator uses the criteria sheets/ checklists to
area record the progress of the learners
-cones Conclusion: Learners jog, twist and stretch their
-whistle muscles
Weekly Aim To develop an understanding of the implication of participation in physical activities through theory and practice
Week Topic / Content Objectives CompSkills Teaching / Learning / Methods / Activities Media / Ref/ Evaluation
Ending &Attitudes Resources

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 Assumed Knowledge: Learners are aware of -Physical
Week 12 REVISION ON END During the lesson Skills And different activities Education
OF TERM learners will: Attitudes: Warm Up: Learners jog around the play area Comprssd
26 July EXAMINATIONS -answer at least 10 -Naming Dvpt: Facilitator read some instructions to the syllabus page 11
2024 questions and jumping learners - -Chart with
-locomotion perform activities running - learners individually performs some activities facial parts
-movement after the Facilitator catching after the facilitators command -outdoor play
-coordination s command. striking -comments from the facilitator area
-play & game skills receiving - Cool Down: Learners stretch their hands ,legs -cones
and head -whistle
Assumed Knowledge: Learners are aware of -Physical
REVISION ON END During the lesson Skills And different activities Education
OF TERM learners will: Attitudes: Warm Up: Learners jog around the play area Comprssd
EXAMINATIONS -answer at least 10 -Naming Dvpt: Facilitator read some instructions to the syllabus page 11
questions and jumping learners - -Chart with
-locomotion perform activities running - learners individually performs some activities facial parts
-movement after the Facilitator catching after the facilitators command -outdoor play
-coordination s command. striking -comments from the facilitator area
-play & game skills receiving - Cool Down: Learners stretch their hands ,legs -cones
and head -whistle
Assumed Knowledge: Learners are aware of -Physical
REVISION ON END During the lesson Skills And different activities Education
OF TERM learners will: Attitudes: Warm Up: Learners jog around the play area Comprssd
EXAMINATIONS -answer at least 10 -Naming Dvpt: Facilitator read some instructions to the syllabus page 11
questions and jumping learners - -Chart with
-locomotion perform activities running - learners individually performs some activities facial parts
-movement after the Facilitator catching after the facilitators command -outdoor play
-coordination s command. striking -comments from the facilitator area
-play & game skills receiving - Cool Down: Learners stretch their hands ,legs -cones
and head -whistle
WK 13 Assumed Knowledge: Learners are aware of -Physical
02 Aug REVISION ON END During the lesson Skills And different activities Education
2024 OF TERM learners will: Attitudes: Warm Up: Learners jog around the play area Comprssd
EXAMINATIONS -answer at least 10 -Naming Dvpt: Facilitator read some instructions to the syllabus page 11
questions and jumping learners - -Chart with
-locomotion perform activities running - learners individually performs some activities facial parts
-movement after the Facilitator catching after the facilitators command -outdoor play
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 -coordination s command. striking -comments from the facilitator area
-play & game skills receiving - Cool Down: Learners stretch their hands ,legs -cones
and head -whistle
Assumed Knowledge: Learners are aware of -Physical
REVISION ON END During the lesson Skills And different activities Education
OF TERM learners will: Attitudes: Warm Up: Learners jog around the play area Comprssd
EXAMINATIONS -answer at least 10 -Naming Dvpt: Facilitator read some instructions to the syllabus page 11
questions and jumping learners - -Chart with
-locomotion perform activities running - learners individually performs some activities facial parts
-movement after the Facilitator catching after the facilitators command -outdoor play
-coordination s command. striking -comments from the facilitator area
-play & game skills receiving - Cool Down: Learners stretch their hands ,legs -cones
and head -whistle
Assumed Knowledge: Learners are aware of -Physical
REVISION ON END During the lesson Skills And different activities Education
OF TERM learners will: Attitudes: Warm Up: Learners jog around the play area Comprssd
EXAMINATIONS -answer at least 10 -Naming Dvpt: Facilitator read some instructions to the syllabus page 11
questions and jumping learners - -Chart with
-locomotion perform activities running - learners individually performs some activities facial parts
-movement after the Facilitator catching after the facilitators command -outdoor play
-coordination s command. striking -comments from the facilitator area
-play & game skills receiving - Cool Down: Learners stretch their hands ,legs -cones
and head -whistle
WK 13 Assumed Knowledge: Learners are aware of -Physical
08 Aug END OF TERM During the lesson Skills And different activities Education
2024 EXAMINATIONS learners will: Attitudes: Warm Up: Learners jog around the play area Comprssd
-answer at least 10 -Naming Dvpt: Facilitator read some instructions to the syllabus page 11
All concepts taught questions and jumping learners - -Chart with
during the term perform activities running - learners individually performs some activities facial parts
after the Facilitator catching after the facilitators command -outdoor play
PAPER 1 s command. striking -comments from the facilitator area
receiving - Cool Down: Learners stretch their hands ,legs -cones
and head -whistle
END OF TERM During the lesson Skills And Assumed Knowledge: Learners are aware of Physical
EXAMINATIONS learners will: Attitudes: different activities Education
answer at least 10 Naming Warm Up: Learners jog around the play area Comprssd
All concepts taught questions and jumping Dvpt: Facilitator read some instructions to the syllabus page
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 during the term perform activities running learners
after the Facilitator catching - learners individually performs some activities
PAPER 1 s command. striking after the facilitators command
receiving -comments from the facilitator
- Cool Down: Learners stretch their hands ,legs
and head

GUIDANCE AND COUNSELLING

AIMS
To help pupils to;
a) Be empowered with life-skills that promote positive behaviour change,
 Promote behaviour that prevents and reduces the infection and transmission of HIV amongst pupils. To develop pupils who are independently
minded
 To assist pupils understand social issues
 To widen pupils horizon on social problems and how to solve them
 To develop in pupils the importance of being loyal and committed to the communities.
 To help pupils increase self-assertiveness and self confidence in their relationships with peers and adults.
 To enable pupils to understand and deal with their own health problems, fears and anxieties wherever possible.
 To develop in pupils values and life skills that are conducive to positive healthy life styles.

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 TOPICS TO BE COVERED

TERM ONE TERM TWO

 Family  Identity
 Conflict  Right and Responsibilities
 Friends  UNHU/UBUNTU VALUES
 Leadership

CROSS CUTTING THEMES

 Gender equality/Family unity
 Child Protection/Heritage Studies/Environmental Issues
 Financial literacy/Disaster Risk Management
Children’s Rights and Responsibilities
Reference
Guidance and counseling Tr’s Manual
Time Allocation – 1x30mins

WEEK TOPIC AND CONTENT OBJECTIVES COMP SKILLS METHODS AND ACTIVITIES S.O.M EVALUATIVE COMMENTS
ENDING MEDIA
Weekly Aim - To develop an appreciation of national heritage and identity
Wk 1 Topic -identify themselves in Identifying Assumed knowledge Learners are able to describe Guidance and
terms of self themselves councelling
10 May -identity introduction. Describing Introduction Facilitator explains key words manual page
2024 Dvlpt - Facilitator introduces her/his name singing 11
Content -describe themselves in the song “do you know my name”
-individual self terms of sex. - Learners identify themselves by the song. Photos

-talk about themselves -the game goes until every pupil in the class Chart of boys
Concept participation.
in front of others.

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 A) Myself - Facilitator and learners talk about their different and girls
B) Sex sex.
-Learners stand up infront of others.
- Learners describe themselves.
- Learners recite the rhyme “my self”
Conclusion-Oral discussions
Wk 2 Topic -identify and name Naming Assumed knowledge Learners have families Guidance and
17 May -identity their family members. imitating Introduction Facilitator explains key words councelling
2024 Content -describe their families. Dvlpt - Facilitator and learners recite the rhyme manual page
-Family -name and identify “five in the family”. 11
Concept roles done by their -Class discussion on a family . Chart with
a)A family is made up family members. - Learners ls identify and name their family family
of different members -draw and colour their members. members
a)Roles of family family members - Facilitator describe her/his family and pupils Pencils
members. -draw and colour their describe their families. Colours
family members. - Learners do role play on works done by their Crayons
family members.
- Learners draw and colour their family members.
Conclusion-Oral discussions
Wk 3 Topic -identify and name Identifying Assumed knowledge Learners have friends Guidance and
24 May -identity their friends at home. naming Introduction Facilitator explains key words counselling
2024 Content -identify and name Dvlpt - Facilitator and learners discuss on people manual page
-Community and their friends at home who live around them at home. 11
wider society -draw their own - Learners identify their friends at home. Newprint
Concept friends. -Facilitator and people talk about good friends. Pencils
a) Friends at -talk about friends at school by Facilitator and Crayons
home. Learners.
b) Friends at - Learners identify and name their friends at
school school.
- Learners identify games they play with their
friends at school.
Conclusion-oral discussion on friends
WEEK TOPIC AND CONTENT OBJECTIVES COMP SKILLS METHODS AND ACTIVITIES S.O.M EVALUATIVE COMMENTS
ENDING MEDIA
Weekly Aim - To help learners to be able to state their responsibilities and explain their rights.
Wk 4 Topic -state their rights and Reciting Assumed knowledge Learners are aware of their Guidance and
31 May Rights and responsibilities. imitating rights counselling
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2024 Responsibilities Introduction Recap of the previous lesson manual page
Content -recite poems on Dvlpt - Facilitator and learner recite the rhyme ‘ini 12
-Children’s rights and children’s rights ndiri mwana” Chart with
responsibilities. -class discussion on children’s rights different
Concept - Facilitator state their rights responsibilities. activities
a)Children’s rights. - Facilitator and learners discuss on children’s
b)Children’s responsibilities.
responsibilities -Class discussion on problem encounted if the
-poem of children’s rights are not followed or catered.
rights Conclusion-oral discussions on rights and
responsibilities
Wk 5 Topic -identify types of abuse Identifying Assumed knowledge Learners have seen people Guidance and
07 June Rights and communicati being abused counselling
2024 Responsibilities -describe ways of ng Introduction Recap of the previous lesson manual page
Content reporting child abuse Dvlpt - Facilitator and learners sing a song 12
-Child abuse ‘zvekubatwa-batwa’ Chart with
Concept - Facilitator and learners discuss on different types different
a)Types of abuse of abuse . cases of
b)Ways of reporting - Facilitator and Learners reate the rhyme ‘ini ndiri abuse
child Abuse. mwana………’
-Class discussion on different types of abuse,.
- Facilitator demonstrates some of the abuse case.
- Facilitator and learners describe ways of reporting
child abuse.
Conclusion-Oral discussions
WEEK TOPIC AND CONTENT OBJECTIVES COMP SKILLS METHODS AND ACTIVITIES S.O.M EVALUATIVE COMMENTS
ENDING MEDIA
Wk 6 Topic -have full shared Communicati Assumed knowledge Learners have their rights Guidance and
14 June Rights and confidentially interms on Introduction Facilitator explains key words counselling
2024 Responsibilities of describing abuses confidence Dvlpt - Facilitator and pupils discuss on ways of manual page
Content cases or in doing reporting child abuse. 12
-Share confidentiality different activities. - Facilitator assure the pupils that it is safe to share Chart with
Concept their confidentiality in terms of describing abuse different
a)Who should I talk -acquire knowledge on cases to someone they trust. cases of
to when reporting on puple who can protect - Learners reate the rhyme ‘ini ndiri mwana’ abuse
abuse. them reporting an -Class discussion and describing pictures
b)Who can protect a abuse case. - Learners tell stories they know
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 child at home,school - Facilitator talk about people who are there to
or community protect pupils at home,school,and the community.
Conclusion-Singing and dancing to the songs
Weekly Aim - To inculcate and sustain Unhu/Ubuntu/Vumunhu in learners as they interact with family, community and society at large
Wk 7 Topic -State forms of good Discussing Assumed knowledge Learners have respect Guidance and
21 June Unhu/Ubuntu behaviour at home communicati Introduction Facilitator explains key words counselling
13 Aug Content school and in the ng Dvlpt -Sing a song ’Mangwanani -mangwanani’ manual page
2024 -Respect and community. - Facilitator and pupils discuss forms of good 14
tolerance behaviours at home ,school and the community at Chart with
Concept -enable learners to large. different
a)Respect for others exhibit demonstrate - Learners state forms of good behaviour. people
b)Attitudes towards actions of - Learners dramatize respectful behaviour when
vulnerable members unhu/Ubuntu values. meeting elders.
of society. -Class discussion on vulnerable members of
society.
-identify vulnerable - Learners identify groups of vulnerable members
members of the society of the society.
and creation of - Facilitator and leaners identify good attitudes
inclusive approaches. towards vulnerable members of society.
Conclusion-oral discussions
WEEK TOPIC AND CONTENT OBJECTIVES COMP SKILLS METHODS AND ACTIVITIES S.O.M EVALUATIVE COMMENTS
ENDING MEDIA
Wk 8 Topic -identify good moral Drammatisin Assumed knowledge Learners have good manners Guidance and
28 June Unhu/Ubuntu values which are g Introduction Facilitator explains key words counselling
20 Aug Content acceptable in a society. Imitating Dvlpt - Facilitator and leaners discuss on social manual page
2024 -Social etiquette and listening etiquette and manners. 14
manners - Learners identify good moral values which are Chart with
Concept acceptable in society. different
a)Good manners - Facilitator tells a story and pupils identity good people
b)Drama on good -dramatise good moral moral values in the story.
manners values. - Learners retell the story told by the Facilitator .
- Facilitator and leaners talk about good moral
values.
- Facilitator and leaners talk about good moral
values.
- Facilitator demonstrate some of good manners in
a society.
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 - Learners dramatise.good manners
Conclusion-Singing and dancing to the songs
Weekly Aim - To promote awareness on relationships among family members.
Wk 9 Topic -distinguish between Communicati Assumed knowledge Learners belongs to a family
05 July Relationships good and bad ng Introduction Recap of the previous lesson Guidance and
2024 Content relationships. Identifying Dvlpt - Facilitator and leaners discuss on families’. counselling
Relating to self,family describing - Learners describe their families. manual page
,friends,peers and -Class discussion on good and bad relationships. 15
the community. - Learners distinguish between good and bad Pictures of
Concept -identify good and bad relationships among family members. family
a)Relating to family friends. -Recap of previous lesson .
members. - Learners identify their best friends.
b)Relating to - Learners distinguish between good and bad
friends/peers and friends.
community as a Conclusion-oral discussions
whole.
WEEK TOPIC AND CONTENT OBJECTIVES COMP SKILLS METHODS AND ACTIVITIES S.O.M EVALUATIVE COMMENTS
ENDING MEDIA
Wk 10 Topic -act out a play on Acting Assumed knowledge Learners have friends
12 July Relationships friends agreeing to Imitating Introduction Recap of the previous lesson Guidance and
2024 Content something good. Speaking Dvlpt -learners sing a song “paushamwari hwedu counselling
listening tega tega hedu” manual page
Concept - act out a play on - Learners take turns telling their friends. 15
a) Good friends agreeing to - Learners identify good things they do to friends. Chart with
friends something good. - Learners discuss importance of having friends. different
b) Bad friends -in groups they act a story about agreeing people
something.
-in groups they act a story about agreeing
something.
-discuss as a class good behaviour.
-discuss as a class bad behaviour.
Conclusion-Singing and dancing to the songs
Weekly Aim - To help learners to appreciate the roles of family members.
Wk 11 Topic -identify different Matching Assumed knowledge Learners can match pictures
19 July Family life education family members singing Introduction Facilitator explains key words
2024 Content -describe their families Dvlpt - Facilitator and leaners sing a song ‘five in Guidance and

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 Family tree the family’ counselling
Concept - Facilitator describes her family pupils describes manual page
a)A family is made their family members which make a family. 16
up of family -match pictures of -drawing their own families
members different families - Facilitator and learners discuss on members
b)Picture matching which make a family.
- Facilitator and leaners talk about pictures on the
book.
- Learners play a matching game on family
members.
Conclusion-Oral discussion
WEEK TOPIC AND CONTENT OBJECTIVES COMP SKILLS METHODS AND ACTIVITIES S.O.M EVALUATIVE COMMENTS
ENDING MEDIA
Wk 12 Topic -have full shared Communicati Assumed knowledge Learners have their rights Guidance and
26 July Rights and confidentially interms on Introduction Facilitator explains key words counselling
2024 Responsibilities of describing abuses confidence Dvlpt - Facilitator and pupils discuss on ways of manual page
Content cases or in doing reporting child abuse. 12
-Share confidentiality different activities. - Facilitator assure the pupils that it is safe to share Chart with
Concept their confidentiality in terms of describing abuse different
a)Who should I talk -acquire knowledge on cases to someone they trust. cases of
to when reporting on puple who can protect - Learners reate the rhyme ‘ini ndiri mwana’ abuse
abuse. them reporting an -Class discussion and describing pictures
b)Who can protect a abuse case. - Learners tell stories they know
child at home,school - Facilitator talk about people who are there to
or community protect pupils at home,school,and the community.
Conclusion-Singing and dancing to the songs
Wk 13 Topic -distinguish between Communicati Assumed knowledge Learners belongs to a family
02 Aug Relationships good and bad ng Introduction Recap of the previous lesson Guidance and
2024 Content relationships. Identifying Dvlpt - Facilitator and leaners discuss on families’. counselling
Relating to self,family describing - Learners describe their families. manual page
,friends,peers and -Class discussion on good and bad relationships. 15
the community. - Learners distinguish between good and bad Pictures of
Concept -identify good and bad relationships among family members. family
a)Relating to family friends. -Recap of previous lesson .
members. - Learners identify their best friends.
b)Relating to - Learners distinguish between good and bad
friends/peers and friends.
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 community as a Conclusion-oral discussions
whole.

WEEK TOPIC AND CONTENT OBJECTIVES COMP SKILLS METHODS AND ACTIVITIES S.O.M EVALUATIVE COMMENTS
ENDING MEDIA
Wk 14 Topic -identify good moral Drammatisin Assumed knowledge Learners have good manners Guidance and
08 Aug Unhu/Ubuntu values which are g Introduction Facilitator explains key words counselling
2024 Content acceptable in a society. Imitating Dvlpt - Facilitator and leaners discuss on social manual page
-Social etiquette and listening etiquette and manners. 14
manners - Learners identify good moral values which are Chart with
Concept acceptable in society. different
a)Good manners - Facilitator tells a story and pupils identity good people
b)Drama on good -dramatise good moral moral values in the story.
manners values. - Learners retell the story told by the Facilitator .
- Facilitator and leaners talk about good moral
values.
- Facilitator and leaners talk about good moral
values.
- Facilitator demonstrate some of good manners in
a society.
- Learners dramatise.good manners
Conclusion-Singing and dancing to the songs

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