ECD a Term 1 2017 Scheme (2)

TABLE OF CONTENT 

CLASS TIMETABLE

2

ENGLISH LANGUAGE

3 – 23

MATHEMATICS AND SCIENCE

24 – 40

INDEGENOUS LANGUAGE

41 – 73

GUIDANCE ND COUNSELLING (INFANT)

74 – 78

HERITAGE – SOCIAL STUDIES

79 – 85

MASS DISPALYS INFANT

86 – 95

VISUAL AND PERFOMING ARTS

96 – 108

PHYSICAL EDUCATION

109 – 120

INFORMATION COMMUNICATION AND TECHNOLOGY

121-125

WEEK

TOPIC/CONCEPT

COMPETENCES

OBJECTIVES

S.O.M/ REF/ MEDIA

METHODS /ACTIVITIE S

EVALUATION STRENGTHS / WEAKNESSES SUGGESTION

CLASS TIMETABLE 

TIME

MONDAY

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

B

R

E

A

K

L

U

N

C

H

TIME ANALYSIS

MATHEMATCS AND SCIENCE= 20MINS X 5 English LANGUAGE = 20MINS X 5 HERITAGE AND SOCIAL = 20 min x 2

SHONA 20MINS X 5

VISUAL AND AN D PERFORMING ARTS = 20MINS X 4

ECD A TERM 1 SCHEME-CUM PLAN 2017

ICT= 15 min x 2

P.E= 20MINS X 5 MASS DISPLAYS P.E= 20MINS X 5

Page 2

WEEK

TOPIC/CONCEPT

COMPETENCES

OBJECTIVES

S.O.M/ REF/ MEDIA

METHODS /ACTIVITIE S

EVALUATION STRENGTHS / WEAKNESSES SUGGESTION

CLASS TIMETABLE 

TIME

MONDAY

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

B

R

E

A

K

L

U

N

C

H

TIME ANALYSIS

MATHEMATCS AND SCIENCE= 20MINS X 5 English LANGUAGE = 20MINS X 5 HERITAGE AND SOCIAL = 20 min x 2

SHONA 20MINS X 5

VISUAL AND AN D PERFORMING ARTS = 20MINS X 4

ECD A TERM 1 SCHEME-CUM PLAN 2017

ICT= 15 min x 2

P.E= 20MINS X 5 MASS DISPLAYS P.E= 20MINS X 5

Page 2

WEEK

TOPIC/CONCEPT

OBJECTIVES

COMPETENCES

S.O.M/ REF/ MEDIA

METHODS /ACTIVITIE S

EVALUATION STRENGTHS / WEAKNESSES SUGGESTION

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

ECD A TERM 1 SCHEME-CUM PLAN 2017

Page 3

WEEK

1

TOPIC/CONCEPT

OBJECTIVES

COMPETENCES

S.O.M/ REF/ MEDIA

METHODS /ACTIVITIES

LISTENING/OBSE RVING Animal and Object sounds Sounds of people and animals

-identify different sounds in immediate environment.

Problem solving Critical thinking Decision making Leadership Communication Self management

English Languages Infant (E.C.D to grade 2) Syllabus page 24 Bullet 1

LISTENING/OBSE RVING Animal and Object sounds Sounds of people and animals

-identify different sounds in immediate environment.

Critical thinking Decision making Leadership Communication Self management

English Languages Infant (E.C.D to grade 2) Syllabus page 24 Bullet 1

SPEAKING/SIGNI NG Greetings Good morning

- greet each other in formal / informal situations

English Languages Infant (E.C.D to grade 2) Syllabus page 10 Bullet 1 ICT tools songs

READING/SIGNIN G Orientation

- illustrate left to right and top and bottom orientation

Problem solving Critical thinking Decision making Leadership Communication Self management Problem solving Critical thinking Decision making Leadership Communication

 Assumed knowledge Learners know animal sounds Introduction -Teacher asks learners about animals they know Step 2  -learners practise list different animals. Step 3 Learners listen to sounds of animals. Step 3 -In pairs learners name the sources of the sounds. Conclusion -oral discussions  Assumed knowledge Learners know animal sounds Introduction –recap of previous lesson Step 2 -learners practise list different people. Step 3 Learners listen to sounds of people Step 3 -In pairs learners name the sources of the sounds. Conclusion -oral discussions  Assumed knowledge Learners know how to greet each other Introduction –teacher explains key words Step 2  -learners practise exchanging greetings in pairs Step 3 Learners greet each other. Step 3 -In pairs learners greet each other Conclusion -oral discussions saying ‘Good morning’.  Assumed knowledge Learners know sides Introduction –teacher explains key words Step 2  -learners illustrate left to write orientation Step 3 Learners arrange objects from left to right. Step 3 -In pairs learners arrange objects

ECD A TERM 1 SCHEME-CUM PLAN 2017

English Languages Infant (E.C.D to grade 2) Syllabus page 14 Bullet 1

EVALUATION STRENGTHS / WEAKNESSES SUGGESTION

Page 4

WEEK

TOPIC/CONCEPT

OBJECTIVES

COMPETENCES

S.O.M/ REF/ MEDIA

Self management

2

METHODS /ACTIVITIES

from left to right. Conclusion -oral discussions

LISTENING/OBSE RVING Animal and Object sounds

--identify different sounds in immediate environment.

Problem solving Critical thinking Decision making Leadership Communication Self management

English Languages Infant (E.C.D to grade 2) Syllabus page 10 Bullet 1

 Assumed knowledge Learners know sounds of animals Introduction –teacher explains key words Step 2 -learners imitate the sounds Step 3 Learners listen to sounds of animals. Step 3 -In pairs learners discriminate two different sounds of animals produced at the same time.. Conclusion -oral discussions

LISTENING/OBSE RVING Animal and Object sounds

--identify different sounds in immediate environment.

English Languages Infant (E.C.D to grade 2) Syllabus page 10 Bullet 1

SPEAKING/SIGNI NG Phonic Sounds

- greet each other in formal / informal situations

Problem solving Critical thinking Decision making Leadership Communication Self management Problem solving Critical thinking Decision making Leadership

 Assumed knowledge Learners know sounds of animals Introduction –recap of previous lesson Step 2 -learners imitate the sounds Step 3 Learners listen to sounds of objects Step 3 -In pairs learners discriminate two different sounds of objects produced at the same time.. Conclusion -oral discussions  Assumed knowledge Learners know how to greet each other Introduction –learners greet each other Step 2  -learners discuss how to greet each other Step 3 Learners dramatise greeting each

ECD A TERM 1 SCHEME-CUM PLAN 2017

EVALUATION STRENGTHS / WEAKNESSES SUGGESTION

English Languages Infant (E.C.D to grade 2) Syllabus page 26 Bullet 1

Page 5

WEEK

TOPIC/CONCEPT

OBJECTIVES

COMPETENCES

S.O.M/ REF/ MEDIA

Communication Self management

3

METHODS /ACTIVITIES

other. Step 3 -In pairs learners greet each other Conclusion -oral discussions

READING/SIGNIN G Orientation

- illustrate left to right and top and bottom orientation

Problem solving Critical thinking Decision making Leadership Communication Self management

English Languages Infant (E.C.D to grade 2) Syllabus page 14 Bullet 1

 Assumed knowledge Learners know the words top and bottom Introduction –teacher explains key words Step 2  -learners illustrate top and bottom orientation Step 3 Learners arrange objects from top and bottom orientation Step 3 -In pairs learners arrange objects from top to bottom Conclusion -oral discussions

LISTENING/OBSE RVING Sounds and sources

-listen to different sounds.

Problem solving Critical thinking Decision making Leadership Communication Self management

English Languages Infant (E.C.D to grade 2) Syllabus page 10 Bullet 2

 Assumed knowledge Learners know different sounds Introduction –Teacher explains key words. Step 2  -learners imitate the sounds playing different objects. Step 3 Learners listen to sounds of objects. Step 3 -In groups learners link sounds to their sources Conclusion -oral discussions and singing a song.

LISTENING/OBSE RVING Sounds and sources

-listen to different sounds.

Problem solving Critical thinking Decision making Leadership Communication Self

English Languages Infant (E.C.D to grade 2) Syllabus page 10 Bullet 2

 Assumed knowledge Learners know different sounds Introduction –learners sing a song. Step 2  -learners imitate the sounds playing different objects. Step 3 Learners listen to sounds of objects. Step 3 -In groups learners link sounds to their sources

ECD A TERM 1 SCHEME-CUM PLAN 2017

EVALUATION STRENGTHS / WEAKNESSES SUGGESTION

Page 6

WEEK

TOPIC/CONCEPT

OBJECTIVES

COMPETENCES

S.O.M/ REF/ MEDIA

management

4

SPEAKING/SIGNI NG Greetings

-say greetings in formal and informal situations.

Problem solving Critical thinking Decision making Leadership Communication Self management

English Languages Infant (E.C.D to grade 2) Syllabus page 12 Bullet 2

READING/SIGNIN G Orientation

- illustrate left to right and top and bottom orientation

Problem solving Critical thinking Decision making Leadership Communication Self management

English Languages Infant (E.C.D to grade 2) Syllabus page 14 Bullet 1

LISTENING/OBSE RVING Sounds and sources

--listen to different sounds.

Problem solving Critical thinking Decision making Leadership Communication Self management

English Languages Infant (E.C.D to grade 2) Syllabus page 10 Bullet 2

ECD A TERM 1 SCHEME-CUM PLAN 2017

METHODS /ACTIVITIES

EVALUATION STRENGTHS / WEAKNESSES SUGGESTION

Conclusion -oral discussions and singing a song.  Assumed knowledge Learners know how to greet elders  Introduction –learners greet each other Step 2 -learners discuss how accept ways of greeting Step 3 Learners dramatise greeting each other. Step 3 -In pairs learners greet each other and accepting greetings Conclusion -oral discussions  Assumed knowledge Learners know how left to right orientation  Introduction – teacher explains key words Step 2  -learners illustrate top and bottom orientation Step 3 Learners demonstrate the top to bottom orientation Step 3 -In pairs learners move objects from top to bottom Conclusion –Learners sing a song  Assumed knowledge Learners know different sounds  Introduction –recap of previous lesson Step 2  -learners imitate the sounds playing different objects. Step 3 Learners listen to sounds of objects. Step 3 -In groups learners link sounds to their sources Conclusion -oral discussions and singing a song.

Page 7

WEEK

5

TOPIC/CONCEPT

OBJECTIVES

COMPETENCES

S.O.M/ REF/ MEDIA

METHODS /ACTIVITIES

SPEAKING/SIGNI NG Greetings

-say greetings in formal and informal situations.

English Languages Infant (E.C.D to grade12 Bullet 2

LISTENING/OBSE RVING Sounds and sources

--listen to different sounds.

Problem solving Critical thinking Decision making Leadership Communication Self management Problem solving Critical thinking Decision making Leadership Communication Self management

 Assumed knowledge Learners know how to greet each other  Introduction –learners greet each other Step 2 -learners discuss how accept ways of greeting Step 3 Learners role playing greeting in informal situation Step 3 -In groups role play Conclusion -oral discussions  Assumed knowledge Learners know different sounds  Introduction –recap of previous lesson Step 2  -learners imitate the sounds playing different objects. Step 3 Learners listen to sounds of objects. Step 3 -In groups learners link sounds to their sources Conclusion -oral discussions and singing a song.

READING/SIGNIN G Photographs and name tags

-identify own photographs.

Problem solving Critical thinking Decision making Leadership Communication Self management

English Languages Infant (E.C.D to grade 2) Syllabus page 14 Bullet 2

 Assumed knowledge Learners know some pictures Introduction –teacher explains key words Step 2 -learners observe photographs Step 3 Learners identify own photographs. Step 3 -In groups learners identify own photographs. Conclusion –Learners answer oral questions.

LISTENING/OBSE RVING Sounds and sources

- match different sounds with their sources.

Problem solving Critical thinking Decision

English Languages Infant (E.C.D to grade 2)

 Assumed knowledge Learners know different sounds  Introduction –teacher explains key words Step 2  -learners imitate the sounds playing

ECD A TERM 1 SCHEME-CUM PLAN 2017

English Languages Infant (E.C.D to grade 2) Syllabus page 10 Bullet 2

EVALUATION STRENGTHS / WEAKNESSES SUGGESTION

Page 8

WEEK

TOPIC/CONCEPT

OBJECTIVES

COMPETENCES

S.O.M/ REF/ MEDIA

METHODS /ACTIVITIES

making Leadership Communication Self management

Syllabus page 10 Bullet 3 Musical instruments Pre recorded sounds

different objects. Step 3 Learners listen to sounds of objects. Step 3 -In groups learners match sounds to their sources Step 4 Learners identify from pre recordings Conclusion -oral discussions and singing a song.  Assumed knowledge Learners know their names Introduction –learners say their names. Step 2 -learners discuss ask and answer each other in pairs. Step 3 Learners call each other names Step 3 -In groups they say each other names singing Dudu muduri Conclusion –Learners sing Dudu muduri saying each other names.

SPEAKING/SIGNI NG Names and contact details

-say their names

Problem solving Critical thinking Decision making Leadership Communication Self management

English Languages Infant (E.C.D to grade 2) Syllabus page 12 Bullet 3

LISTENING/OBSE RVING Sounds and sources

- match different sounds with their sources.

Problem solving Critical thinking Decision making Leadership Communication Self management

English Languages Infant (E.C.D to grade 2) Syllabus page 10 Bullet 3 Musical instruments Pre recorded sounds

READING/SIGNIN G Photographs and name tags

-identify own photographs.

Problem solving Critical thinking Decision making

English Languages Infant (E.C.D to grade 2) Syllabus page

ECD A TERM 1 SCHEME-CUM PLAN 2017

EVALUATION STRENGTHS / WEAKNESSES SUGGESTION

 Assumed knowledge Learners know different sounds  Introduction –recap of previous lesson Step 2  -learners imitate the sounds playing different objects. Step 3 Learners listen to sounds of objects. Step 3 -In groups learners match sounds to their sources Step 4 Learners identify from pre recordings Conclusion -oral discussions and singing a song.  Assumed knowledge Learners know photographs Introduction –recap of previous lesson. Step 2 -learners observe photographs Step 3 Learners match photographs and Page 9

WEEK

6

TOPIC/CONCEPT

OBJECTIVES

COMPETENCES

S.O.M/ REF/ MEDIA

METHODS /ACTIVITIES

Leadership Communication Self management

14 Bullet 2

name tags Step 3 -In groups learners identify own photographs. Conclusion –Learners answer oral questions.  Assumed knowledge Learners know different sounds  Introduction –recap of previous lesson Step 2  -learners imitate the sounds playing different objects. Step 3 Learners listen to sounds of objects. Step 3 -In groups learners match sounds to their sources Step 4 Learners identify sounds from pre recordings Conclusion -oral discussions

LISTENING/OBSE RVING Sounds and sources

- match different sounds with their sources.

Problem solving Critical thinking Decision making Leadership Communication Self management

English Languages Infant (E.C.D to grade 2) Syllabus page 10 Bullet 3

SPEAKING/SIGNI NG Names and contact details

-say their names and contact

Problem solving Critical thinking Decision making Leadership Communication Self management

English Languages Infant (E.C.D to grade 2) Syllabus page 12 Bullet 3

 Assumed knowledge Learners know their names Introduction –learners say their names. Step 2 -learners discuss ask and answer each other where they live. Step 3 Learners tell each other where they stay. Step 3 -In groups they provide each other parents contacts Conclusion –teacher tell learners where he/she stay.

LISTENING/OBSE RVING Sounds and sources

- match different sounds with their sources.

Problem solving Critical thinking Decision making

English Languages Infant (E.C.D to grade 2) Syllabus page

 Assumed knowledge Learners know different sounds  Introduction –recap of previous lesson Step 2  -learners imitate the sounds playing different objects.

ECD A TERM 1 SCHEME-CUM PLAN 2017

EVALUATION STRENGTHS / WEAKNESSES SUGGESTION

Page 10

WEEK

7

TOPIC/CONCEPT

OBJECTIVES

COMPETENCES

S.O.M/ REF/ MEDIA

METHODS /ACTIVITIES

Leadership Communication Self management

10 Bullet 3

Step 3 Learners listen to sounds of objects. Step 3 -In groups learners match sounds to their sources Step 4 Learners identify sounds from pre recordings Conclusion -oral discussions

READING/SIGNIN G Photographs and name tags

-identify own photographs.

Problem solving Critical thinking Decision making Leadership Communication Self management

English Languages Infant (E.C.D to grade 2) Syllabus page 14 Bullet 2

 Assumed knowledge Learners know each other Introduction –recap of previous lesson. Step 2 -learners observe photographs Step 3 Learners match photographs and name tags Step 3 -In groups learners identify own photographs. Conclusion –Learners answer oral questions.

LISTENING/OBSE RVING Voices of people

-listen to voices of different people

Problem solving Critical thinking Decision making Leadership Communication Self management

English Languages Infant (E.C.D to grade 2) Syllabus page 10 Bullet 4 Recordings Musical recordings

 Assumed knowledge Learners know different voices  Introduction –teacher explains key words Step 2 -learners listen to the different voices. Step 3 Learners listen to voices of people. Step 3 -In groups states the owner of the voice. Step 4 Learners identify sounds different people Conclusion -oral discussions

SPEAKING/SIGNI NG Name and contact details

-state where they live

Problem solving Critical thinking Decision making

English Languages Infant (E.C.D to grade 2) Syllabus page

 Assumed knowledge Learners know each other Introduction –learners say their names. Step 2  -learners state where they stay in turns

ECD A TERM 1 SCHEME-CUM PLAN 2017

EVALUATION STRENGTHS / WEAKNESSES SUGGESTION

Page 11

WEEK

8

TOPIC/CONCEPT

OBJECTIVES

COMPETENCES

S.O.M/ REF/ MEDIA

METHODS /ACTIVITIES

Leadership Communication Self management

12 Bullet 4

Step 3 Learners tell each other where they stay. Step 3 -In groups they provide each other parents contacts Conclusion –oral questions

LISTENING/OBSE RVING Voices of people

-listen to voices of different people

Problem solving Critical thinking Decision making Leadership Communication Self management

English Languages Infant (E.C.D to grade 2) Syllabus page 10 Bullet 4 Recordings Musical recordings

 Assumed knowledge Learners know voices of other learners  Introduction –recap of previous lesson Step 2 -learners listen to the different voices. Step 3 Learners listen to voices of people. Step 3 -In groups states the owner of the voice. Step 4 Learners identify sounds different people Conclusion -oral discussions

READING/SIGNIN G Photographs and name tags

-match photographs and name tags with the owner.

Problem solving Critical thinking Decision making Leadership Communication Self management

English Languages Infant (E.C.D to grade 2) Syllabus page 14 Bullet 3

 Assumed knowledge Learners know each other Introduction –recap of previous lesson. Step 2 -learners observe photographs Step 3 Learners match photographs and name tags Step 3 -In groups learners identify and match own photographs. Conclusion –Learners answer oral questions.

LISTENING/OBSE RVING Voices of people

-listen to voices of different people

Problem solving Critical thinking Decision making Leadership

English Languages Infant (E.C.D to grade 2) Syllabus page 10 Bullet 4

 Assumed knowledge Learners know different voices  Introduction –teacher explains key words Step 2 -learners listen to the different voices. Step 3 Learners imitate voices of different people.

ECD A TERM 1 SCHEME-CUM PLAN 2017

EVALUATION STRENGTHS / WEAKNESSES SUGGESTION

Page 12

WEEK

TOPIC/CONCEPT

OBJECTIVES

COMPETENCES

S.O.M/ REF/ MEDIA

Communication Self management

SPEAKING/SIGNI NG Name and contact details

-give parents phone numbers

Problem solving Critical thinking Decision making Leadership Communication Self management

English Languages Infant (E.C.D to grade 2) Syllabus page 12 Bullet 5

LISTENING/OBSE RVING Voices of people

-listen to voices of different people

Problem solving Critical thinking Decision making Leadership Communication Self management

English Languages Infant (E.C.D to grade 2) Syllabus page 10 Bullet 4

READING/SIGNIN G Photographs and name tags

-match photographs and name tags with the owner.

Problem solving Critical thinking Decision making Leadership

English Languages Infant (E.C.D to grade 2) Syllabus page 14 Bullet 3

ECD A TERM 1 SCHEME-CUM PLAN 2017

METHODS /ACTIVITIES

EVALUATION STRENGTHS / WEAKNESSES SUGGESTION

Step 3 -In groups states the owner of the voice. Step 4 Learners identify sounds different people Conclusion -oral discussions identifying voices  Assumed knowledge Learners know their parents contacts details Introduction –recap of previous lesson. Step 2  -learners state where they stay in turns Step 3 Learners tell each other where they stay. Step 3 -In groups they provide each other parents contacts Conclusion –oral questions  Assumed knowledge Learners know different voices  Introduction recap of previous lesson Step 2 -learners listen to the different voices. Step 3 Learners imitate voices of different people. Step 3 -In groups states the owner of the voice. Step 4 Learners identify sounds different people Conclusion -oral discussions identifying voices  Assumed knowledge Learners know each other Introduction –recap of previous lesson. Step 2 -learners observe photographs Step 3 Learners match photographs and name tags Page 13

WEEK

TOPIC/CONCEPT

OBJECTIVES

COMPETENCES

S.O.M/ REF/ MEDIA

Communication Self management 9

METHODS /ACTIVITIES

Step 3 -In pairs learners identify and match own photographs. Conclusion –Learners sing song

LISTENING/OBSE RVING Voices of people Different artists

Name the owner of the voice

Problem solving Critical thinking Decision making Leadership Communication Self management

English Languages Infant (E.C.D to grade 2) Syllabus page 10 Bullet 5

 Assumed knowledge Learners know different songs and their artists Introduction –recap of previous lesson. Step 2 -learners name the owner of voices. Step 3 Learners listen to artist voices Step 3 -In groups states the owner of the voice. Step 4 Learners identify sounds different artists Conclusion -oral discussions identifying voices

SPEAKING/SIGNI NG News and stories

-tell news and stories

Problem solving Critical thinking Decision making Leadership Communication Self management

English Languages Infant (E.C.D to grade 2) Syllabus page 12 Bullet 6

 Assumed knowledge Learners know how to tell stories Introduction –teacher explains key words Step 2 -learners share different news Step 3 Learners retell different stories. Step 3 -In groups they act different stories they discussed. Conclusion –oral questions

LISTENING/OBSE RVING Voices of people Different artists

Name the owner of the voice

Problem solving Critical thinking Decision making Leadership Communication Self

English Languages Infant (E.C.D to grade 2) Syllabus page 10 Bullet 5

 Assumed knowledge Learners know different voices  Introduction –recap of previous lesson. Step 2 -learners name the owner of voices. Step 3 Learners listen to artist voices Step 3 -In groups states the owner of the voice. Step 4 Learners identify sounds different

ECD A TERM 1 SCHEME-CUM PLAN 2017

EVALUATION STRENGTHS / WEAKNESSES SUGGESTION

Page 14

WEEK

TOPIC/CONCEPT

OBJECTIVES

COMPETENCES

S.O.M/ REF/ MEDIA

management

10

METHODS /ACTIVITIES

artists Conclusion -oral discussions identifying voices

READING/SIGNIN G Games

-play different types of reading games

Problem solving Critical thinking Decision making Leadership Communication Self management

English Languages Infant (E.C.D to grade 2) Syllabus page 14 Bullet 4

Introduction –teacher explains key words Step 2  -learners name different games they know. Step 3 Learners play different games like jigsaw puzzles and pada Step 3 -In groups play games. Conclusion –Learners name the games they were playing.

LISTENING/OBSE RVING Voices of people Zimbabwean artists

- Name the owner of the voice -name at least voices of 2 artists

Problem solving Critical thinking Decision making Leadership Communication Self management

English Languages Infant (E.C.D to grade 2) Syllabus page 10 Bullet 5

SPEAKING/SIGNI NG News and stories

-tell news and stories

Problem solving Critical thinking Decision making Leadership Communication Self

English Languages Infant (E.C.D to grade 2) Syllabus page 12 Bullet 6

 Assumed knowledge Learners know different songs  Introduction –recap of previous lesson. Step 2 -learners imitate the owner of voices. Step 3 Learners listen to artist voices Step 3 -In groups states the owner of the voice. Step 4 Learners identify sounds different artists Conclusion -oral discussions identifying voices  Assumed knowledge Learners know different news  Introduction –teacher explains key words Step 2 -learners share different news Step 3 Learners retell different stories. Step 3 -In pairs answer different questions. Conclusion –oral questions

ECD A TERM 1 SCHEME-CUM PLAN 2017

EVALUATION STRENGTHS / WEAKNESSES SUGGESTION

Page 15

WEEK

TOPIC/CONCEPT

OBJECTIVES

COMPETENCES

S.O.M/ REF/ MEDIA

METHODS /ACTIVITIES

 Assumed knowledge Learners know different singers  Introduction –recap of previous lesson. Step 2 -learners imitate the owner of voices. Step 3 Learners listen to artist voices Step 3 -In groups states the owner of the voice. Step 4 Learners identify sounds different artists Conclusion -oral discussions identifying voices  Assumed knowledge Learners know different games  Introduction –teacher explains key words Step 2  -learners name different games they know. Step 3 Learners play different games like picture dominoes Step 3 -In groups play games. Conclusion –Learners name the games they were playing.

EVALUATION STRENGTHS / WEAKNESSES SUGGESTION

management

11

LISTENING/OBSE RVING Voices of people Zimbabwean artists

- Name the owner of the voice -name at least voices of 2 artists

Problem solving Critical thinking Decision making Leadership Communication Self management

English Languages Infant (E.C.D to grade 2) Syllabus page 10 Bullet 5

READING/SIGNIN G Games Picture dominoes

-play different types of reading games

Problem solving Critical thinking Decision making Leadership Communication Self management

English Languages Infant (E.C.D to grade 2) Syllabus page 14 Bullet 4

Playing games and sing songs

ECD A TERM 1 SCHEME-CUM PLAN 2017

Page 16

WEEK

TOPIC/CONCEPT

OBJECTIVES

COMPETENCES

S.O.M/ REF/ MEDIA

METHODS /ACTIVITIES

EVALUATION STRENGTHS / WEAKNESSES SUGGESTION

HERITAGE –SOCIAL STUDIES BROAD AIMS To help learners to : 1.appreciate and love Zimbabwe and its Chimurenga/Umvukela Liberation war heroes and heroines 2 develop an appreciation of national heritage and identity 3 appreciate the significance of national events, symbols and heritage

4 understand and appreciate Zimbabwe’s pre-colonial, colonial and post-colonial history 5 develop an understanding of Zimbabwean spiritual values and beliefs, cultural practices and usage of artefacts Topics a) IDENTITY: FAMILY HISTORY AND LOCAL HERITAGE b) FAMILY NORMS AND VALUES ECD A TERM 1 SCHEME-CUM PLAN 2017

Page 17

WEEK

TOPIC/CONCEPT

OBJECTIVES

COMPETENCES

S.O.M/ REF/ MEDIA

METHODS /ACTIVITIES

EVALUATION STRENGTHS / WEAKNESSES SUGGESTION

c) CULTURE IN RELATION TO LANGUAGE

1

IDENTITY: FAMILY HISTORY AND LOCAL HERITAGE -Myself and my family - self

-name themselves

Critical thinking Decision making Leadership Communicatio n Self management

Heritage and s/s Infants Syllabus bullet 1 pg 17

 Assumed knowledge Learners know their names Introduction –teacher explains key words Step 2  -learners say their names in turns. Step 3  Learners play games saying their names Step 4  -In groups learners give their names. Conclusion –Learners name themselves.

2

IDENTITY: FAMILY HISTORY AND LOCAL HERITAGE -Myself and my family-

- identify family members

Critical thinking Decision making Leadership Communicatio

Heritage and s/s Infants Syll bullet 2 and 3 pg

 Assumed knowledge Learners know their family names Introduction –teacher explains key words Step 2  -learners say their names in turns.

ECD A TERM 1 SCHEME-CUM PLAN 2017

Page 18

WEEK

TOPIC/CONCEPT

OBJECTIVES

mother , father . siblings and relatives

3

COMPETENCES

-identify neighbours

S.O.M/ REF/ MEDIA

METHODS /ACTIVITIES

n Self management

17

Step 3 Learners name family members. Step 3 -In groups learners give their names. Conclusion –Learners name themselves.

Critical thinking Decision making Leadership Communicatio n Self management

Heritage and s/s Infants Syll bullet 2 and 3 pg 17

 Assumed knowledge Learners know their neighbours Introduction –teacher explains key words Step 2  -learners say their neighbor names Step 3 Learners name their neighbours Step 3 -In groups learners give their neighbour names Conclusion –Learners sing a song.

Heritage and s/s Infants Syll bullet 4 and 5 pg 17

 Assumed knowledge Learners know have friends Introduction recap of previous lesson Step 2 -learners say their friends Step 3 Learners name their friends Step 3 -In groups learners give their friends names Conclusion –Learners sing a song.

IDENTITY: FAMILY HISTORY AND LOCAL HERITAGE MYSELF AND MY FRIENDS

-name their friends

Leadership Communicatio n Self management

IDENTITY: FAMILY HISTORY AND LOCAL HERITAGE MYSELF AND MY FRIENDS Games Hide and seek

-state games they play with their friends

Critical thinking Decision making Leadership Communicatio n Self

ECD A TERM 1 SCHEME-CUM PLAN 2017

EVALUATION STRENGTHS / WEAKNESSES SUGGESTION

 Assumed knowledge Learners know games Introduction recap of previous lesson Step 2  -learners say different games listing them Step 3 Learners discuss how hide and seek game is played. Step 4 -In groups learners give their Page 19

WEEK

TOPIC/CONCEPT

OBJECTIVES

COMPETENCES

S.O.M/ REF/ MEDIA

management

4

5

METHODS /ACTIVITIES

friends names Conclusion –Oral questioning

IDENTITY: FAMILY HISTORY AND LOCAL HERITAGE -Myself and my school

- talk to their friends

Decision making Leadership Communicatio n Self management

Heritage and s/s Infants Syll bullet 6 pg 17

 Assumed knowledge Learners have friends Introduction teacher explains key words Step 2  -learners colour pictures of themselves Step 3 Learners identify their friends. Step 4 -In groups learners give their friends names Conclusion –Oral questioning

-Relationships in the family

- talk to their friends

Leadership Communicatio n Self management

Heritage and s/s Infants Syll bullet 6 pg 17

 Assumed knowledge Learners have know different relationships Introduction teacher explains key words Step 2  -learners colour pictures of themselves Step 3 Learners identify their friends. Step 4 -In groups learners give relationships in families Conclusion –Oral questioning

MYSELF AND MY SCHOOL My school:

-name their teacher and school

Decision making Leadership Communicatio n Self management

Heritage and s/s Infants Syll bullet 7 pg 17

 Assumed knowledge Learners have know different schools Introduction teacher explains key words Step 2  -learners state the names of their school Step 3 Learners identify their school. Step 4 -In groups learners names of schools they know

ECD A TERM 1 SCHEME-CUM PLAN 2017

EVALUATION STRENGTHS / WEAKNESSES SUGGESTION

Page 20

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OBJECTIVES

COMPETENCES

S.O.M/ REF/ MEDIA

METHODS /ACTIVITIES

EVALUATION STRENGTHS / WEAKNESSES SUGGESTION

Conclusion –Oral questioning

6

7

- name of teacher

-

Critical thinking Decision making Leadership Communicatio n Self management

Heritage and s/s Infants Syll bullet 7 pg 17

MYSELF AND MY SCHOOL My school:

- describe their school

Decision making Leadership Communicatio n Self management

Heritage and s/s Infants Syll bullet 8 pg 17

MYSELF AND MY SCHOOL My school:

- name their school

Leadership Communicatio n Self management

FAMILY NORMS  AND VALUES

-state family norms and

Critical thinking

Heritage and s/s Infants Syll bullet 8 pg 17 ICT tools Blocks School buildings Heritage and s/s

ECD A TERM 1 SCHEME-CUM PLAN 2017

 Assumed knowledge Learners have know different teachers Introduction teacher explains key words Step 2  -learners state the names of their teacher Step 3 Learners identify their friends. Step 4 -In groups learners names of schools they know Conclusion –Oral questioning  Assumed knowledge Learners know a school Introduction teacher explains key words Step 2 -learners describe their school. Step 3  Learners and teacher lists things found at the school. Step 4 -In pairs learners describe their school Conclusion –Oral questioning  Assumed knowledge Learners know some schools Introduction teacher explains key words Step 2 -learners name their school. Step 3  Learners and teacher lists things found at the school. Step 4 -In pairs learners construct some model schools Conclusion –they sing a song  Assumed knowledge Learners know some family rules Page 21

WEEK

8

TOPIC/CONCEPT

OBJECTIVES

COMPETENCES

S.O.M/ REF/ MEDIA

METHODS /ACTIVITIES

Family norms and values such as: -common courtesies and etiquette

Values

Decision making Leadership Communicatio n Self management

Infants Syll bullet 9 AND 10 pg 17

Introduction teacher explains key words Step 2 -learners discuss family norms and values Step 3  Learners and teacher lists family norms and values. Step 4 -In pairs learners practice different values and norms Conclusion –Oral discussions

FAMILY NORMS  AND VALUES Family norms and values such as: -common courtesies and etiquette

- identify common courtesies and etiquette

Critical thinking Decision making Leadership Communicatio n Self management

Heritage and s/s Infants Syll bullet 9 AND 10 pg 17

FAMILY NORMS  AND VALUES Family norms and values such respect

- identify common courtesies and etiquette

Critical thinking Decision making Leadership Communicatio n Self management

Heritage and s/s Infants Syll bullet 11 pg 17

 Assumed knowledge Learners know some family norms and values Introduction teacher explains key words Step 2  -learners identify common courtesies and etiquette Step 3  Learners and teacher lists common courtesies and etiquette. Step 4 -In pairs learners demonstrate common courtesies and etiquette Conclusion –Oral discussions  Assumed knowledge Learners know some common courtesies and etiquette Introduction recap of previous lesson Step 2 -learners demonstrate common etiquette Step 3 Learners role playing etiquette of respecting Step 4 -In groups learners demonstrate respecting elders Conclusion –Oral discussions

ECD A TERM 1 SCHEME-CUM PLAN 2017

EVALUATION STRENGTHS / WEAKNESSES SUGGESTION

Page 22

WEEK

TOPIC/CONCEPT

OBJECTIVES

COMPETENCES

as :respect and greetings

9

S.O.M/ REF/ MEDIA

Critical thinking Decision making Leadership Communicatio n Self management

CULTURE IN RELATION TO LANGUAGE Different indigenous languages spoken in the local community

-state different languages in the community speak at least 2 languages in different languages found in their community correctly.

Critical thinking Decision making Leadership Communicatio n Self management

Heritage and s/s Infants Syll bullet 12 pg 18 ICT tools Resource person

CULTURE IN RELATION TO LANGUAGE

-state different languages in

Critical thinking Decision

Heritage and s/s Infants

ECD A TERM 1 SCHEME-CUM PLAN 2017

METHODS /ACTIVITIES

EVALUATION STRENGTHS / WEAKNESSES SUGGESTION

 Assumed knowledge Learners know some common courtesies and etiquette Introduction Teacher explains key words Step 2 -learners demonstrate common etiquette of greetings Step 3  Learners role playing greeting each other Step 4 -In groups learners demonstrate common courtesies and etiquette of greeting Conclusion –Oral discussions  Assumed knowledge Learners know some languages Introduction Teacher explains key words Step 2  -learners state different languages in the community Step 3  Learners speak in different languages found in the community. Step 4 -In groups learners practice to speak in different languages Conclusion –Singing songs

 Assumed knowledge Learners know some languages Introduction recap of previous lesson Page 23

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10

TOPIC/CONCEPT

OBJECTIVES

COMPETENCES

S.O.M/ REF/ MEDIA

METHODS /ACTIVITIES

Different indigenous languages spoken in the local community

the community -sing at least 2 songs in different languages found in their community correctly.

making Leadership Communicatio n Self management

Syll bullet 12 pg 18 ICT tools Resource person

CULTURE IN RELATION TO LANGUAGE Different indigenous languages spoken in the local

- identify the different indigenous languages in the community

Critical thinking Decision making Leadership Communicatio n Self management 

Heritage  Assumed knowledge Learners know and s/s some dances Infants Introduction teacher explains key Syll words bullet 13 Step 2  -learners identify different pg 18 languages ICT Tools Step 3  Learners list different dances videos found in the community and common dances. Step 4 -In groups learners practice to sing and dance Conclusion –Singing and dancing songs

CULTURE IN RELATION TO LANGUAGE Different indigenous languages spoken in the local

- identify the different indigenous languages in the community

Critical thinking Decision making Leadership Communicatio n Self

Heritage  Assumed knowledge Learners know and s/s some languages Infants Introduction teacher explains key Syll words bullet 13 Step 2  -learners identify different pg 18 languages ICT Tools Step 3  Learners list different dances videos and songs watching from a video or

ECD A TERM 1 SCHEME-CUM PLAN 2017

EVALUATION STRENGTHS / WEAKNESSES SUGGESTION

Step 2 -learners list different songs in different languages Step 3 Learners sing songs in different languages found in the community. Step 4 -In groups learners practice to sing in different languages Conclusion –Singing songs

Page 24

WEEK

TOPIC/CONCEPT

OBJECTIVES

COMPETENCES

management 

S.O.M/ REF/ MEDIA

METHODS /ACTIVITIES

EVALUATION STRENGTHS / WEAKNESSES SUGGESTION

laptop Step 4 -In groups learners practice to sing and dance Conclusion –Singing and dancing songs

VISUAL AND PERFORMING ARTS BROD AIMS To help learners to : 1 become literate in visual and performing arts 2 Appreciate Zimbabwean history from pre-colonial, colonial and chimurenga/umvukela eras ECD A TERM 1 SCHEME-CUM PLAN 2017

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TOPIC/CONCEPT

OBJECTIVES

COMPETENCES

S.O.M/ REF/ MEDIA

METHODS /ACTIVITIES

EVALUATION STRENGTHS / WEAKNESSES SUGGESTION

3 value confidence, self-esteem and self-expression and practice skills necessary for creative expression Topics 1. HISTORY OF ARTS AND CULTURE 2. Visual Arts 3. Theatre

1

HISTORY OF  ARTS AND CULTURE -The role of music , musicians and composers , in past and present cultures

-play un – pitched and pitched musical instruments in the classroom

Leadership Communicati on

HISTORY OF  ARTS AND CULTURE -The role of music , musicians and composers , in past and present cultures

-respond to a variety of music from the past and present cultures.

Leadership Communicati on

ECD A TERM 1 SCHEME-CUM PLAN 2017

Visual Performing Arts Infant page 23 Bullet 1-3 Musical instruments Video clips Un-pitched and pitched instruments Visual Performing Arts Infant page 23 Bullet 1-3 Musical instruments Video clips Un-pitched and pitched

 Assumed knowledge Learners know to sing Introduction teacher explains key words Step 2  -learners play un pitched instruments Step 3  Learners play un-pitched instruments Step 4 -In groups learners practice to sing and dance Conclusion –Singing and dancing songs  Assumed Learners know to sing Introduction recap of previous lesson Step 2 –learners list songs and dance from the past and present. Step 3 Learners play pitched instruments Step 4 -In groups learners practice to sing and dance Conclusion –Singing and dancing songs

Page 26

WEEK

TOPIC/CONCEPT

OBJECTIVES

COMPETENCES

S.O.M/ REF/ MEDIA

METHODS /ACTIVITIES

EVALUATION STRENGTHS / WEAKNESSES SUGGESTION

instruments

2

HISTORY OF  ARTS AND CULTURE -The role of music , musicians and composers , in past and present cultures

-name local musicians

Leadership Communicati on

HISTORY OF  ARTS AND CULTURE Music instruments in my environment

-identify local musicians.

Leadership Communicati on

HISTORY OF  ARTS AND CULTURE Music instruments in my environment 

-mimic songs by local musicians.

ECD A TERM 1 SCHEME-CUM PLAN 2017

Visual Performing Arts Infant page 23 Bullet 1-3 Musical instruments Video clips Un-pitched and pitched instruments Visual Performing Arts Infant page 23 Bullet 4-7 Video clips Pre era colonial songs pictures Visual Performing Arts Infant page 23 Bullet 4-7 Video clips Pre era colonial songs pictures

 Assumed Learners know different singers Introduction recap of previous lesson Step 2 -learners name local musicians Step 3 Learners sing different songs Step 4 -In groups learners mime to sing and dance Conclusion –Oral questions

 Assumed Learners know different singers Introduction teacher explains key words Step 2 -learners name different musicians Step 3 Learners sing different songs Step 4 -In groups learners mime to sing and dance Conclusion –Oral questions

 Assumed Learners know different singers Introduction recap of previous lesson Step 2 -learners name different musicians Step 3 Learners sing different songs Step 4 -In groups learners mime to sing and dance Conclusion –Oral questions

Page 27

WEEK

TOPIC/CONCEPT

HISTORY OF  ARTS AND CULTURE Music instruments in my environment Songs and games in my home

3

OBJECTIVES

COMPETENCES

-Play local singing games.

HISTORY OF  ARTS AND CULTURE Music instruments in my environment

-Name cultural artifacts found in the home.

Problem solving Critical thinking Decision making

Visual Arts -Visual arts in my home and my culture

--identify visual artist and their works in the family.

Problem solving Critical thinking Decision making

Visual Arts -The role of visual arts and artists in my family

-classify types of visual arts in the past and present.

ECD A TERM 1 SCHEME-CUM PLAN 2017

S.O.M/ REF/ MEDIA

Visual Performing Arts Infant page 23 Bullet 4-7 Video clips Pre era colonial songs pictures Visual Performing Arts Infant page 23 Bullet 4-7 Video clips Pre era colonial songs pictures Visual Performing Arts Infant page 23 Bullet 8-11 Clay Artifacts Crayons Paint paper Visual Performing Arts Infant page 23

METHODS /ACTIVITIES

EVALUATION STRENGTHS / WEAKNESSES SUGGESTION

 Assumed Learners know different singers Introduction teacher explains key words Step 2 -learners play singing games Step 3  Learners sing and play different songs Step 4 -In groups learners play games. Conclusion –Oral questions

 Assumed Learners know different artifacts Introduction teacher explains key words Step 2 -learners name cultural artifacts Step 3  Learners describe the uses of the artifacts Step 4 -In groups learners list the artifacts Conclusion –Oral questions

 Assumed Learners know different artifacts Introduction teacher explains key words Step 2  -learners identify visual artist and their works Step 3 Learners describe visual artist and their works Step 4 -In groups learners list visual artists Conclusion –Oral questions  Assumed Learners know different artifacts Introduction teacher explains key words Step 2  -learners classify visual artist and Page 28

WEEK

4

TOPIC/CONCEPT

OBJECTIVES

COMPETENCES

Problem solving Critical thinking Decision making

Theatre The role of theatre film and animation and puppetry in my home and my culture

-use safe visual arts materials

Theatre The role of theatre film and animation and puppetry in my home and my culture

-respond to variety of theatre and animation

Problem solving Critical thinking Decision making

Theatre The role of theatre film and animation and puppetry in my home and my culture

-respond to film from past and present cultures.

Problem solving Critical thinking Decision making

ECD A TERM 1 SCHEME-CUM PLAN 2017

S.O.M/ REF/ MEDIA

METHODS /ACTIVITIES

Bullet 8-11 Clay Artifacts Crayons Paint paper Visual Performing Arts Infant page 23 Bullet 8-11 Clay Artifacts Crayons Paint paper

their works in the past and present Step 3 Learners describe visual artist in the past and present  Step 4 -In groups learners list visual artists Conclusion –Oral questions  Assumed Learners know different artifacts Introduction teacher explains key words Step 2  -learners describe the safe use of visual materials Step 3 Learners describe the uses of materials Step 4 -In pairs learners draw artifacts and artworks Conclusion –Oral questions

Visual Performing Arts Infant page 23 Bullet 8-11 Clay Artifacts Crayons Paint paper Visual Performing Arts Infant page 24 Bullet 12-15 Video clips Dvd players

 Assumed knowledge Learners know different artifacts Introduction recap of previous lesson Step 2  -learners draw artifacts and name them Step 3 Learners describe the artifacts found at home. Step 4 -In pairs learners draw and decorate artifacts and artworks Conclusion –Oral questions  Assumed Learners know different artifacts Introduction teacher explains key words Step 2  -learners watch different theatre performances from laptop, DVD Step 3 Learners watch cartoons Step 4 -In groups learners describe what

EVALUATION STRENGTHS / WEAKNESSES SUGGESTION

Page 29

WEEK

TOPIC/CONCEPT

OBJECTIVES

COMPETENCES

Theatre Different family members and their roles

-name the family members and their roles.

Problem solving Critical thinking Decision making

Theatre Different family members and their roles

-mimic family members depicting their roles.

Problem solving Critical thinking Decision making

Theatre Different family members and their roles

-listen to family’s stories.

Problem solving Critical thinking Decision making

ECD A TERM 1 SCHEME-CUM PLAN 2017

S.O.M/ REF/ MEDIA

METHODS /ACTIVITIES

laptop

they saw Conclusion –Oral questions

Visual Performing Arts Infant page 24 Bullet 12-15 Video clips Dvd players laptop Visual Performing Arts Infant page 24 Bullet 12-15 Video clips Dvd players laptop Visual Performing Arts Infant page 24 Bullet 12-15 Video clips Dvd players laptop

 Assumed Learners know their roles Introduction teacher explains key words Step 2  -learners name family members role Step 3 Learners describe the roles Step 4 -In groups practice family members roles Conclusion –Oral questions  Assumed Learners know their roles Introduction recap of previous lesson Step 2  -learners name family members role Step 3 Learners describe the roles Step 4 -In mime family roles Conclusion –Teacher asks oral question

EVALUATION STRENGTHS / WEAKNESSES SUGGESTION

 Assumed Learners know their roles Introduction teacher explains key words Step 2 -learners listen to different stories Step 3 Learners tell each stories describing their families Step 4 –As a class learners discuss different stories Conclusion –Teacher asks oral question

Page 30

WEEK

TOPIC/CONCEPT

OBJECTIVES

COMPETENCES

5

DANCE -The role of dances and dancers in my home and my culture

-identify the role of local dances and dancers.

Problem solving Critical thinking Decision making

DANCE -The role of dances and dancers in my home and my culture

-name local dances and dancers.

Problem solving Critical thinking Decision making

DANCE -The role of dances and dancers in my home and my culture

-dance to music from the culture

Problem solving Critical thinking Decision making

DANCE -The role of dances and dancers in my home and my culture

-respond to a variety of songs from the past and present cultures.

Problem solving Critical thinking Decision making

DANCE

-sing variety

Problem

6

ECD A TERM 1 SCHEME-CUM PLAN 2017

S.O.M/ REF/ MEDIA

METHODS /ACTIVITIES

Visual Performing Arts Infant page 24 Bullet 16-19 Video clips Drums Rattles Visual Performing Arts Infant page 24 Bullet 16-19 Video clips Drums Rattles Visual Performing Arts Infant page 24 Bullet 16-19 Video clips Drums Rattles Visual Performing Arts Infant page 24 Bullet 16-19 Video clips Drums Rattles

 Assumed Learners know different dances Introduction teacher explains key words Step 2  -learners identify the role of local dances and dancers Step 3 Learners sing song from the past  Step 4 –As a class sing songs Conclusion –Teacher asks oral question

Visual

 Assumed Learners know different dances

EVALUATION STRENGTHS / WEAKNESSES SUGGESTION

 Assumed Learners know different dances Introduction teacher explains key words Step 2 -learners dance to cultural songs Step 3 Learners clap and stamp to cultural songs Step 4 –As a class sing songs Conclusion –Teacher asks oral question  Assumed Learners know different dances Introduction teacher explains key words Step 2  -learners watch different cultural dances from a laptop or DVD Step 3 Learners mime cultural dances Step 4 –As a class sing songs Conclusion –Teacher asks oral question  Assumed Learners know different songs Introduction teacher explains key words Step 2  -learners watch different dance games from a laptop or DVD Step 3 Learners mime cultural dances Step 4 –As a class sing dance games Conclusion –Teacher asks oral question

Page 31

WEEK

TOPIC/CONCEPT

OBJECTIVES

COMPETENCES

Dance games

of songs from the past and present.

solving Critical thinking Decision making

-play dance games

Creative process and performace Pitch identification

-distinguish high and low sounds /pitches

Problem solving Critical thinking Decision making

Creative process and performace Music

-respond to high and low sounds with body movements.

Problem solving Critical thinking Decision making communicatio n

ECD A TERM 1 SCHEME-CUM PLAN 2017

S.O.M/ REF/ MEDIA

Performing Arts Infant page 25 Bullet 2023 Pictures of dance groups Resource person Video clips Visual Performing Arts Infant page 25 Bullet 2023 Pictures of dance groups Resource person Video clips Visual Performing Arts Infant page 25 Bullet 2023 Pictures of dance groups Resource person

METHODS /ACTIVITIES

EVALUATION STRENGTHS / WEAKNESSES SUGGESTION

Introduction teacher explains key words Step 2  -learners watch different dance games from a laptop or DVD Step 3 Learners mime cultural dances Step 4 –As a class play dance games Conclusion –Teacher asks oral question

 Assumed Learners know different unpitched Introduction teacher explains key words Step 2  -learners discriminate pitch levels using different body movements Step 3 Learners imitate various sound levels Step 4 –As a class sing different pitch levels high and low Conclusion –Teacher asks oral question

 Assumed Learners know different dances Introduction teacher explains key words Step 2  -learners discriminate pitch levels using different body movements Step 3 Learners imitate various sound levels Step 4 –As a class sing different pitch levels high and low Conclusion –Teacher asks oral question

Page 32

WEEK

TOPIC/CONCEPT

OBJECTIVES

COMPETENCES

S.O.M/ REF/ MEDIA

METHODS /ACTIVITIES

EVALUATION STRENGTHS / WEAKNESSES SUGGESTION

Video clips

7

Creative process and performace Music Pitch identification

-accompany short motifs/ melodies using body percussion.

Problem solving Critical thinking Decision making communicatio n

Creative process and performace Music Pitch identification

-improvise given melodies. -walk to the crotchet note (taa) quaiver, minim, semibreve, crotchet. -move to the minim note (taa-aa) quaiver, minim , semibreve

Problem solving Critical thinking Decision making communicatio n

-identify the crotchet and minim note with various

Problem solving Critical thinking

Creative process and performace Music Pitch identification

Creative process and performace Music Pitch

Problem solving Critical thinking Decision making communicatio n

ECD A TERM 1 SCHEME-CUM PLAN 2017

Visual Performing Arts Infant page 26 Bullet 24-28 Charts with basic notes Jigsaw puzzles Visual Performing Arts Infant page 26 Bullet 24-28 Charts with basic notes Jigsaw puzzles Visual Performing Arts Infant page 26 Bullet 24-28 Charts with basic notes Jigsaw puzzles Visual Performing Arts Infant page 26

 Assumed Learners know different dances Introduction teacher explains key words Step 2  -learners discriminate pitch levels using different body movements Step 3 Learners imitate various sound levels Step 4 –As a class sing different pitch levels high and low Conclusion –Teacher asks oral question  Assumed Learners know different dances Introduction teacher explains key words Step 2 -learners improvise melodies Step 3 Learners walk to the crotchet note Step 4 –As a class demonstrate crotchet note. Conclusion –Teacher asks oral question

 Assumed Knowledge Learners know different dances Introduction recap of previous lesson Step 2 -learners move to the minim note Step 3 Learners walk to the minim note Step 4 –As a class demonstrate minim note Conclusion –oral question  Assumed Knowledge Learners know minim note and crotchet note. Introduction teacher explains key words. Step 2  -learners identify notes on the Page 33

WEEK

8

TOPIC/CONCEPT

OBJECTIVES

COMPETENCES

identification

types of movements.

Decision making communicatio n

Bullet 24-28 Charts with basic notes Jigsaw puzzles

Visual Arts Modeling and moulding

-identify three dimensional media.

Problem solving Critical thinking Decision making communicatio n

Visual Performing Arts Infant page 26 Bullet 29-32 Sand Charcoal crayons

Visual Arts Sorting and matching colors

-arrange three dimensional objects into patterns.

Problem solving Critical thinking Decision making communicatio n

Visual Performing Arts Infant page 26 Bullet 29-32 Sand Charcoal crayons

Visual Arts Modeling and moulding

-demonstrate appropriate skills in the use of materials to produce works of art.

Problem solving Critical thinking Decision making communicatio

Visual Performing Arts Infant page 26 Bullet 29-32 Sand Charcoal

ECD A TERM 1 SCHEME-CUM PLAN 2017

S.O.M/ REF/ MEDIA

METHODS /ACTIVITIES

EVALUATION STRENGTHS / WEAKNESSES SUGGESTION

chalkboard Step 3 Learners demonstrate note movements. Step 4 –As a class demonstrate minim note Conclusion –oral question  Assumed Knowledge Learners know shapes Introduction teacher explains key words. Step 2  -learners identify 3 dimensional media Step 3 Learners manipulate a 3 dimensional media Step 4 –As a class name 3 dimensional media. Conclusion –oral question  Assumed Knowledge Learners know shapes Introduction teacher explains key words. Step 2  -learners arrange 3 dimensional into patterns Step 3 Learners arrange 3 dimensional media Step 4 –As a class name 3 dimensional media. Conclusion –oral question  Assumed Knowledge Learners know shapes Introduction teacher explains key words. Step 2 -learners demonstrate appropriate skills to produce artifacts into patterns Step 3 Learners use mud to mould Step 4 –As a class name the artifacts they Page 34

WEEK

9

TOPIC/CONCEPT

OBJECTIVES

COMPETENCES

S.O.M/ REF/ MEDIA

n

crayons

Problem solving Critical thinking Decision making communicatio n Problem solving Critical thinking Decision making communicatio n

Visual Performing Arts Infant page 26 Bullet 29-32 Sand Charcoal crayons Visual Performing Arts Infant page 26 Bullet 33-36 ICT Tools Pictures paints

METHODS /ACTIVITIES

produce Conclusion –Naming of artifacts  Assumed Knowledge Learners know shapes Introduction recap of previous lesson Step 2 -learners classify objects according to primary colors. Step 3 Learners use primary colors Step 4 –As a class name colors Conclusion –Naming of artifacts  Assumed Knowledge Learners know games Introduction Teacher explains key words Step 2 -learners identify response games. Step 3 Learners watch game videos from a laptop or DVD Step 4 –As a class name games Conclusion –Teacher asks oral questions

Visual Arts Matching colors

-classify objects according to primary colors

Theatre Call and response games

-state response games.

Theatre Call and response games

-recite response games.

Problem solving Critical thinking Decision making communicatio n

Visual Performing Arts Infant page 26 Bullet 33-36 ICT Tools Pictures paints

 Assumed Knowledge Learners know games Introduction recap of previous lesson Step 2 -learners identify response games. Step 3 Learners play and recite games Step 4 –As a class recite games Conclusion –Teacher asks oral questions

Theatre Call and answer game

-play response games.

Problem solving Critical thinking Decision

Visual Performing Arts Infant page 26 Bullet 33-36

 Assumed Knowledge Learners know games Introduction recap of previous lesson Step 2 -learners identify response games. Step 3 Learners play and recite games

ECD A TERM 1 SCHEME-CUM PLAN 2017

EVALUATION STRENGTHS / WEAKNESSES SUGGESTION

Page 35

WEEK

10

TOPIC/CONCEPT

OBJECTIVES

Theatre family roles and responsibilities

-Imitate family roles and responsibiliti es

Theatre Children’s play Mahumbwe

-use objects as pops.

Theatre Children’s play Mahumbwe

-delegate roles and responsibiliti es

COMPETENCES

S.O.M/ REF/ MEDIA

METHODS /ACTIVITIES

making communicatio n

ICT Tools Pictures paints

Step 4 –As a class recite games Conclusion –Teacher asks oral questions

Problem solving Critical thinking Decision making communicatio n Problem solving Critical thinking Decision making

Visual Performing Arts Infant page 26 Bullet 33-36 ICT Tools Pictures paints Visual Performing Arts Infant page 27 Bullet 37-38 ICT Tools Pictures Visual Performing Arts Infant page 27 Bullet 37-38 ICT Tools Pictures

 Assumed Knowledge Learners know games Introduction Teacher explains key words Step 2 -learners list family roles Step 3 Learners imitate family roles Step 4 –As a class mime family roles Conclusion –Teacher asks oral questions

Problem solving Critical thinking Decision making communicatio n

ECD A TERM 1 SCHEME-CUM PLAN 2017

EVALUATION STRENGTHS / WEAKNESSES SUGGESTION

 Assumed Knowledge Learners know games Introduction recap of previous Step 2 -learners list family roles Step 3 Learners imitate family roles Step 4 –As a class mime family roles Conclusion –Teacher asks oral questions  Assumed Knowledge Learners know games Introduction recap of previous Step 2 -learners role play delegating roles and duties. Step 3 Learners discuss different roles Step 4 –As a class mime family roles Conclusion –Teacher asks oral questions

Page 36

WEEK

TOPIC/CONCEPT

OBJECTIVES

COMPETENCES

S.O.M/ REF/ MEDIA

METHODS /ACTIVITIES

EVALUATION STRENGTHS / WEAKNESSES SUGGESTION

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

ECD A TERM 1 SCHEME-CUM PLAN 2017

Page 37

COMPETENCES

WEEK

TOPIC/CONCEPT

OBJECTIVES

WEEK 1

TOPIC Mathematical Play Comparing objects to colour

OBJECTIVES Compare similar objects to colour

SKILLS Identifyi ng Compari ng

Mathematical Play Pairing objects to colour

pair objects to colour

Matching Critical thinking collabora tion

Match familiar objects to colour

Identifyi ng Matching

Mathematical Play Matching objects o colour



S.O.M/ REF/ MEDIA

METHODS /ACTIVITIES

AIDS Mathem atical play area -blocks coloure d shapes seeds Mathem atical play area blocks coloure d shapes seeds

S.O.M Mathemati cs and Science ECD-Grade 2 Syllabus 2015-2022 Page 11 Bullet 1

METHODS AND ACTIVITIES 1. Group work 2. Poems and rhymes 1.Teacher demonstrates comparing objects to colour 2.Learners take turns to comparing objects to colour 3.In groups learners comparing different objects to colour 4.Learners do individual comparing objects to colour 5.Feedback from group work

Mathemati cs and Science ECD-Grade 2 Syllabus 2015-2022 Page 11 Bullet 1

Mathem atical play area blocks coloure d shapes seeds

Mathemati cs and Science ECD-Grade 2 Syllabus 2015-2022 Page 11 Bullet 2

1.Group work 2.Poems and rhymes 1.Teacher demonstrates pairing of objects to colour 2.Individuals take turns to pair the objects to colour using objects in the environment 3.Pair work pairing objects to colour using objects in the environment 4.Feedback from pair work 5.Group work pairing objects to colour 6.Feedback from group work 1. Group work 2. Poems and rhymes 1.Teacher demonstrates Matching objects to colour 2.Learners take turns to match objects to colour 3.In groups learners match different objects to colour 4.Learners do individual matching objects to colour 5.Feedback from group work

EVALUATION STRENGTHS / WEAKNESSES SUGGESTION

EVALUATION



ECD A TERM 1 SCHEME-CUM PLAN 2017

Page 38

WEEK

TOPIC/CONCEPT

OBJECTIVES

COMPETENCES

S.O.M/ REF/ MEDIA

METHODS /ACTIVITIE S

EVALUATION STRENGTHS / WEAKNESSES SUGGESTION

seeds

WEEK

TOPIC Mathematical Play Matching pictures to colour

2

Mathematical Play Ordering  Arranging objects

OBJECTIVES 



SKILLS

AIDS

S.O.M

METHODS AND ACTIVITIES

match pictures to colour

Matching Collabora tion Critical thinking

Mathemati cs and Science ECD-Grade 2 Syllabus 2015-2022 Page 11 Bullet 2

1.Teacher demonstrates matching of pictures to colour 2.Individuals take turns to match match the pictures to colour using objects in the environment 3.Pair work matching pictures to colour using objects in the environment4.Feedback from pair work 5.Group work matching matching pictures to colour 6.Feedback from group work

identify different objects

Matching Collabora tion Critical thinking

Mathem atical play area Science and Discove ry play area blocks coloure d shapes seeds Leaves, buttons, fabrics, fabrics, bottle tops

Mathemati cs and Science ECD-Grade 2 Syllabus 2015-2022 Page 11 Bullet 3

1. Learners sing the rhyme while naming objects they see 2. Learners observe the teacher demonstrating identifying different objects 3. Learners in groups name various ob jects 4. Feed back from groups 5. Revising the main points of the lesson

ECD A TERM 1 SCHEME-CUM PLAN 2017

EVALUATION

Page 39

WEEK

TOPIC/CONCEPT

Mathematical Play Ordering  Arranging objects

Mathematical Play Objects of different shapes

Mathematical Play  Arranging pictures

Mathematical Play  Arranging pictures









OBJECTIVES

COMPETENCES

Arrange objects according to colour

Recognis e Collabora tion Critical thinking

Leaves, buttons, fabrics, fabrics, bottle tops

Arrange objects according to shapes

Recognis e Collabora tion Critical thinking

Leaves, buttons, fabrics, fabrics, bottle tops

Identify different pictures

Critical thinking

Arrange pictures according to colour

Critical thinking Problem solving

ECD A TERM 1 SCHEME-CUM PLAN 2017





S.O.M/ REF/ MEDIA

Mathemati cs and Science ECD-Grade 2 Syllabus 2015-2022 Page 11 Bullet 3 Mathemati cs and Science ECD-Grade 2 Syllabus 2015-2022 Page 11 Bullet 3

Colou red pictur es

Mathemati cs and Science ECD-Grade 2 Syllabus 2015-2022 Page 11 Bullet 4

Colou red pictur es

Mathemati cs and Science ECD-Grade 2 Syllabus 2015-2022 Page 11

METHODS /ACTIVITIE S

EVALUATION STRENGTHS / WEAKNESSES SUGGESTION

1.Recapping the previous lesson taught on identifying objects 2. Teacher demonstrates arranging objects according to colour 3. Pair work-arranging objects according to colour 4. Feedback from pair work 5. Class work on matching colour 1. Learners sing the song dudu muduri while naming objects they see 2. Learners observe the teacher demonstrating arranging objects according to shapes 3. In groups learners practice arranging objects according to shapes 4. Report back from groups 5. Learners play a game on arranging shapes according to shapes 1. Learners sing the rhyme while naming pictures they see 2. Learners observe the teacher demonstrating identifying different pictures 3. Learners in groups name various pictures 4. Feed back from groups 5. Revising the main points of the lesson 1.Recapping the previous lesson taught on identifying pictures 2. Teacher demonstrates arranging pictures according to colour 3. Pair work-arranging pictures according to colour 4. Feedback from pair work Page 40

WEEK

3

TOPIC/CONCEPT

Mathematical Play Shapes Plane shapes

Mathematical Play Shapes Plane shapes

Mathematical Play Shapes Solid shapes

OBJECTIVES

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

COMPETENCES

S.O.M/ REF/ MEDIA

Identify plane shapes

Recognis e Collabora tion

Plane shapes on pictures and cuttings

Identify plane shapes from objects in the local environment

Recognis e Collabora tion

Identify solid shapes

Identifyi ng Collabora tion

Plane shapes on pictures and cuttings Shapes in the local environ ment Solid shape s on pictur es Solid shape s on 

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ECD A TERM 1 SCHEME-CUM PLAN 2017

METHODS /ACTIVITIE S

Bullet 4

5. Class work on arranging pictures to colour 6. Revising main points of the lesson

Mathemati cs and Science ECD-Grade 2 Syllabus 2015-2022 Page 11 Bullet 5 Mathemati cs and Science ECD-Grade 2 Syllabus 2015-2022 Page 11 Bullet 5

1. Singing a song on shapes by the learners 2. Learners observe identification of shapes by the teacher 3. Learners identify planes shapes given in pairs 4. Report back from pair work 5. Class work on naming planes shapes 6. Revision work 1. Recapping the previous lesson taught on Plane Shapes 2. Learners learn on different objects in the local environment with plane shapes 3. Group work on identifying plane s hapes from objects they see in the local environment 4. Feedback from groups 5. Revising the main points

Mathemati cs and Science ECD-Grade 2 Syllabus 2015-2022 Page 11 Bullet 5

1. Learners sing a rhyme on shapes 2. Learners identify solid shapes given with the help of the teacher 3. Group work on naming various solid shapes given 4. Feedback from groups 5. Learners name different solid shapes shown to them by the teacher

EVALUATION STRENGTHS / WEAKNESSES SUGGESTION

Page 41

WEEK

TOPIC/CONCEPT

OBJECTIVES

COMPETENCES

S.O.M/ REF/ MEDIA

cuttin gs

WEEK

TOPIC Mathematical Play Solid Shapes

Mathematical Play Naming shapes

OBJECTIVES 



METHODS /ACTIVITIES

6. Revision work

SKILLS

AIDS

S.O.M

METHODS AND ACTIVITIES

Identify solid shapes from objects in the local environment

Identifyi ng Collabora tion Recognis e

Solid shapes on pictures Solid shapes in the local environ ment

Mathemati cs and Science ECD-Grade 2 Syllabus 2015-2022 Page 11 Bullet 5

1. Recapping the previous lesson taught on Solid shapes 2. Learners learn on different objects in the local environment with solid shapes 3. Pair work on identifying objects with solid shapes 4.Report back from group work 5. Revising the main points

Name given shapes correctly

Recognis e Collabora tion Critical thinking

Plane shapes on pictures and cuttings

Mathemati cs and Science ECD-Grade 2 Syllabus 2015-2022 Page 11 Bullet 5

1. Learners identify shapes on pictures shown to them by the teacher 2. In groups they name given shapes both plane and solid shapes 3. Report back from groups 4. Classwork on naming given shapes 5, Revision work

ECD A TERM 1 SCHEME-CUM PLAN 2017

EVALUATION STRENGTHS / WEAKNESSES SUGGESTION

EVALUATION

Page 42

WEEK

TOPIC/CONCEPT

4

Manipulative and Block Play Objects in the environment

Manipulative and Block Play Objects in the environment

Manipulative and Block Play Objects in the environment

Manipulative and Block Play Objects in the environment

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OBJECTIVES

COMPETENCES

Name the objects in a set

Identifyi ng Recognis e Critical thinking

Group objects according to size

Sorting Critical thinking collabofr ation

Group objects according to shape

Sorting Critical thinking collabofr ation

Group objects according to colour

Sorting Critical thinking Collabofr ation Grouping

ECD A TERM 1 SCHEME-CUM PLAN 2017

S.O.M/ REF/ MEDIA

Seeds, bottle tops, empty contain ers

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

Seeds, bottle tops, empty contai ners

Seeds, bottle tops, empty contai ners

Seeds, bottle tops, empty contai ners

Mathemati cs and Science ECD-Grade 2 Syllabus 2015-2022 Page 12 Bullet 6 Mathemati cs and Science ECD-Grade 2 Syllabus 2015-2022 Page 12 Bullet 7 Mathemati cs and Science ECD-Grade 2 Syllabus 2015-2022 Page 12 Bullet 7 Mathemati cs and Science ECD-Grade 2 Syllabus 2015-2022 Page 12 Bullet 7

METHODS /ACTIVITIES

EVALUATION STRENGTHS / WEAKNESSES SUGGESTION

1. Singing a rhyme on sets 2. Learners name the objects in given s ets with the aid of the teacher 3. Learners in groups name various ob jects in given sets 4. Report back from groups 5. Class work on naming objects in given sets 6. Revision work 1.Recapping the previous lesson on naming objects in a set 2. Learners learn to group objects according to size 3. Group work on grouping objects according to size 4. Feedback from groups 5. Revision of covered work 1. Learners answer questions from the teacher on shapes 2. Learners observe as teacher demonstrates grouping objects according to shape 3. Pair work on grouping objects according shape 4. Report back from groups 5. Playing a game on s hapes 1. Answering questions from the teacher on colour 2. Learners with the help of the teacher group given objects according to colour 3. Groupwork on grouping objects according to colour 4. Feed back from groups 5. Revision of covered work Page 43

WEEK

TOPIC/CONCEPT

Manipulative and Block Play Construction

5

Manipulative and Block Play Objects matching

Manipulative and Block Play Objects matching

Manipulative and Block Play Objects matching

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



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OBJECTIVES

COMPETENCES

Construct bundles

Construct  ing Problem soving

Identify correspondin g objects to pictures

Recognis e Critical thinking

Paste correspondin g objects to pictures

Collabora tion Critical thinking

Cut different pieces to form shapes

Identifyi ng Critical thinking

ECD A TERM 1 SCHEME-CUM PLAN 2017









S.O.M/ REF/ MEDIA

Podx, string, meali e cobs, hollo w seeds and nuts Seeds, bottle tops, wood empty contai ners Seeds, bottle tops, wood empty contai ners

Scisso rs , paper s, sticks, string

METHODS /ACTIVITIES

Mathemati cs and Science ECD-Grade 2 Syllabus 2015-2022 Page 12 Bullet 8

1. Learners identify materials to use to construct bundles eg pods,strings etc 2. Learners observe the demonstrations from the teacher 3. Pair practice constructing bundles 4. Individually learners construct bundles

Mathemati cs and Science ECD-Grade 2 Syllabus 2015-2022 Page 12 Bullet 9 Mathemati cs and Science ECD-Grade 2 Syllabus 2015-2022 Page 12 Bullet 9

1. Singing a song to motivate learners 2. Learners identify objects shown to t hem by the teacher 3. Groupwork on identifying objects corresponding to pictures 4. Feedback from groups 5. Learners identify corresponding objects to pictures in class 1. Recapping the previous lesson taught 2. Learners observe pasting corresponding objects to pictures by the teacher 3. Pair work on pasting objects to corresponding objects 4. Feedback from pair work 5. Individual pasting corresponding objects to pictures 6. Revising the main points of the lesson 1. Learners answer questions on shapes 2. Learners observe the teacher as he cut pieces to form desired shapes 3. Group work on cutting pieces to form shapes 4. Feedback from groups 5. Individual cutting of different pieces to

Mathemati cs and Science ECD-Grade 2 Syllabus 2015-2022 Page 12

EVALUATION STRENGTHS / WEAKNESSES SUGGESTION

Page 44

WEEK

TOPIC/CONCEPT

Manipulative and Block Play Objects matching

Manipulative and Block Play Objects matching

6

Manipulative and Block Play Moving objects

OBJECTIVES

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



COMPETENCES

Match pieces to form patterns

Communi cation Critical thinking

Colour patterns

Colourin g Recognis e Critical thing

Identify objects that roll

Recognis e Critical thinking

ECD A TERM 1 SCHEME-CUM PLAN 2017





  

S.O.M/ REF/ MEDIA

METHODS /ACTIVITIES

Bullet 10

form shapes 6. Revision work

Scisso rs , paper s, sticks, string

Mathemati cs and Science ECD-Grade 2 Syllabus 2015-2022 Page 12 Bullet 10

1. Recapping the previous lesson taught 2. Learners observe matching pieces to form patterns 3. Pair work on matching pieces 4. Report back from groups 5. Individual matching pieces of shapes to form pattern 6. Revisiting the main points of the lesson

Scisso rs , paper s, sticks, string

Mathemati cs and Science ECD-Grade 2 Syllabus 2015-2022 Page 12 Bullet 10 Mathemati cs and Science ECD-Grade 2 Syllabus 2015-2022 Page 12 Bullet 11

1. Singing a rhyme on colours 2. Learners observe the teacher demonstrating colouring patterns 3. Learners in groups colour their patterns 4. Groups presentations to the class 5. Classwork on colouring patterns 6. Revising the main points of the lesson

Balls Tyres Tissu e rolls

EVALUATION STRENGTHS / WEAKNESSES SUGGESTION

1. Singing the song dudu m uduri while naming different objects 2. Learners listen to the teacher explaining about objects that roll 3. Learners in groups name objects that roll 4. Feedback from groups 5. Classwork on naming objects that roll

Page 45

WEEK

TOPIC/CONCEPT

Manipulative and Block Play Moving objects



OBJECTIVES

COMPETENCES

Identify objects that do not roll

Collabora tion

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

Manipulative and Block Play Moving objects

Manipulative and Block Play Moving objects

Manipulative and Block Play Moving objects







Roll objects of different weights

Rolling Critical thinking

Push objects of different weight

Pushing Collabora tion

Pull objects of different weight

Pulling Critical thinking

ECD A TERM 1 SCHEME-CUM PLAN 2017

  

S.O.M/ REF/ MEDIA

Bricks Stone s Sticks

Mathemati cs and Science ECD-Grade 2 Syllabus 2015-2022 Page 12 Bullet 11

1. Recapping the previous lesson 2. Learners listen to the teacher explaining about objects that do not roll 3. Learners in groups name objects that do not roll 4. Feedback from groups 5. Classwork on naming objects that do not roll 6.Revision work

Balls Tyres Tissu e rolls

Mathemati cs and Science ECD-Grade 2 Syllabus 2015-2022 Page 12 Bullet 12 Mathemati cs and Science ECD-Grade 2 Syllabus 2015-2022 Page 12 Bullet 12

1. Learners list objects that roll 2. Teacher demonstrates while learners observe rolling objects 3. Group practice rolling different objects on different surfaces 4. Group presentations to the class 5. Revising the main points of the lesson

Mathemati cs and Science ECD-Grade 2 Syllabus 2015-2022 Page 12

2. Teacher demonstrates while learners observe rolling objects 3. Group practice rolling different objects on different surfaces 4. Group presentations to the class 5. Revising the main points of the lesson



Block  s Bricks



Toys



METHODS /ACTIVITIES

EVALUATION STRENGTHS / WEAKNESSES SUGGESTION

1. Recapping the previous lesson taught on rolling objects 2. Teacher demonstrates while learners observe pushing objects 3. Group practice pushing different objects on different surfaces 4. Group presentations to the class 5. Revising the main points of the lesson

Page 46

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TOPIC/CONCEPT

OBJECTIVES

COMPETENCES

S.O.M/ REF/ MEDIA

METHODS /ACTIVITIES

EVALUATION STRENGTHS / WEAKNESSES SUGGESTION

Bullet 12

7

Manipulative and Block Play Moving objects

Manipulative and Block Play Moving objects

Manipulative and Block Play Moving objects







Pull different objects using hands and legs

Pulling Critical thinking collabora tion

Push different objects using hands and legs

Pushing

Lift different objects using hands and legs

Lifting



 



ECD A TERM 1 SCHEME-CUM PLAN 2017

 



Toys

Bricks Block  s Boxes

Bricks Block  s Boxes

Mathemati cs and Science ECD-Grade 2 Syllabus 2015-2022 Page 12 Bullet 13 Mathemati cs and Science ECD-Grade 2 Syllabus 2015-2022 Page 12 Bullet 13 Mathemati cs and Science ECD-Grade 2 Syllabus 2015-2022 Page 12 Bullet 13

1.Learners answer questions from the teacher on pulling objects 2. Teacher demonstrates while learners observe pulling objects with hands and legs 3. Group practice pulling different objects using hands and legs 4. Group presentations to the class 5. Revising the main points of the lesson 1.Learners answer questions from the teacher on pushing objects 2. Teacher demonstrates while learners observe pushing objects with hands and legs 3. Group practice pushing different objects using hands and legs 4. Group presentations to the class 5. Revising the main points of the lesson 1.Recapping the previous lesson 2. Teacher demonstrates while learners observe lifting objects with hands and legs 3. Group practice lifting different objects using hands and legs 4. Group presentations to the class 5. Revising the main points of the lesson

Page 47

WEEK

TOPIC/CONCEPT

Manipulative and Block Play Moving objects

Manipulative and Block Play Balancing





OBJECTIVES

COMPETENCES

Throw different objects using hands and legs

Throwin g

Identify objects that balance on top of each other

Balancin g

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

 

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8

Manipulative and Block Play Fastening



Name different fastenings

Listing





Manipulative and Block Play Fastening



Demonstrate zips fastening

Demonst  rate Collabora tion

ECD A TERM 1 SCHEME-CUM PLAN 2017

 

S.O.M/ REF/ MEDIA

Bricks Block  s Boxes

Mathemati cs and Science ECD-Grade 2 Syllabus 2015-2022 Page 12 Bullet 13

Bricks Block  s Boxes Tins Bottle s Balls Zips, butto ns, hooks , eyes Cloth es and bags Zips Pictur es

Mathemati cs and Science ECD-Grade 2 Syllabus 2015-2022 Page 12 Bullet 14

METHODS /ACTIVITIES

EVALUATION STRENGTHS / WEAKNESSES SUGGESTION

1.Learners answer questions from the teacher on uses of hands and legs 2. Teacher demonstrates while learners observe throwing objects with hands and legs 3. Group practice throwing different objects using hands and legs 4. Group presentations to the class 5. Revising the main points of the lesson 1. Recapping the previous lesson 2. Learners observe demonstrations on objects that balance on each o ther 3. Learners identify objects that balance on each other in groups 4. Group presentations to the whole class 5. Revising the main points of the lesson

Mathemati cs and Science ECD-Grade 2 Syllabus 2015-2022 Page 12 Bullet 15

1. Singing a motivation song to introduce the lesson 2. Learners name different fastening with the help of the teacher 3. Groupwork on identifying different fastenings on pictures 4. Report back from groups 5. Answering questions on work done

Mathemati cs and Science ECD-Grade 2 Syllabus 2015-2022 Page 12 Bullet 16

1. Recapping the previous lesson on fastenings 2. Learners observe demonstrations by the teacher on zip fastening 3. Pair practice zip fastening 4. Feedback from groups 5. Individual zip fastening with the help of the teacher Page 48

WEEK

TOPIC/CONCEPT

Manipulative and Block Play Fastening

Manipulative and Block Play Fastening

Manipulative and Block Play Fastening

9

SCIENCE, MATHEMATICS  AND DISCOVERY PLAY HUMAN BODY

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





OBJECTIVES

COMPETENCES

Demonstrate buttons fastening

Demonst  rate Collabora tion

Demonstrate hooks fastening

Demonst  rate Collabora tion

Demonstrate eyes fastening

Collabora tion demonst  arte

identify body parts

Recognis e Critical thinking

ECD A TERM 1 SCHEME-CUM PLAN 2017





 

 

 



S.O.M/ REF/ MEDIA

Butto ns Pictur es

Hooks Pictur es

Eyes pictut  res

music dance ‘ ECD Play areas

Mathemati cs and Science ECD-Grade 2 Syllabus 2015-2022 Page 12 Bullet 16 Mathemati cs and Science ECD-Grade 2 Syllabus 2015-2022 Page 12 Bullet 16 Mathemati cs and Science ECD-Grade 2 Syllabus 2015-2022 Page 12 Bullet 16 Mathemati cs and Science ECD-Grade 2 Syllabus 2015-2022 Page 13 Bullet 17

METHODS /ACTIVITIES

EVALUATION STRENGTHS / WEAKNESSES SUGGESTION

1. Learners answer questions from the teacher 2. Learners observe demonstrations on button fastenings 3. Group work –practising button fastening 4. Feed back from groups 5. Revision work 1. Recapping the previous lesson taught 2. Learners observe demonstrations by the teacher on hooks fastening 3. Pair practice hooks fastening 4. Feedback from groups 5. Individual hooks fastening with the help of the teacher 1. Learners answer questions from the teacher 2. Learners observe demonstrations on eyes fastenings 3. Group work –practising button fastening 4. Feed back from groups 5. Individual practice on eyes fastening 5. Revision work 1.Singing the song head and shoulders, knees and toes) 2. Learners identify the said body parts 3. Group work on body parts 4. Feedback from groups 5. playing a game on body parts

Page 49

WEEK

TOPIC/CONCEPT

SCIENCE, MATHEMATICS  AND DISCOVERY PLAY HUMAN BODY

SCIENCE, MATHEMATICS  AND DISCOVERY PLAY HUMAN BODY

SCIENCE, MATHEMATICS  AND DISCOVERY PLAY HUMAN BODY







OBJECTIVES

COMPETENCES

Name body parts

Recognis e Critical thinking

Count body parts

Recognis e Critical thinking

Identify boys

Recognis e Critical thinking

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







SCIENCE, MATHEMATICS  AND DISCOVERY PLAY HUMAN BODY



Identify girls

Recognis e Critical thinking

ECD A TERM 1 SCHEME-CUM PLAN 2017



S.O.M/ REF/ MEDIA

Dolls ,cut out pictur es

Pictur es Dolls

Langu age and book play area Pictur es Music and dance

METHODS /ACTIVITIES

Mathemati cs and Science ECD-Grade 2 Syllabus 2015-2022 Page 13 Bullet 17 Mathemati cs and Science ECD-Grade 2 Syllabus 2015-2022 Page 13 Bullet 17 Mathemati cs and Science ECD-Grade 2 Syllabus 2015-2022 Page 13 Bullet 18

1. Recapping the previous lesson 2. Learners name body parts shown 3. Pair work –naming body parts 4. Report back from pair work 5. Playing a game on naming all body parts

Mathemati cs and Science ECD-Grade 2 Syllabus 2015-2022 Page 13 Bullet 18

1. Learners answer questions on girl identification 2. Learners play a game sarura wako kadeya deya while single out girls 3. Learners identify girls on pictures 4. Feedback from groups 5. Learners identify girls in a the class

EVALUATION STRENGTHS / WEAKNESSES SUGGESTION

1. Answering questions on body parts 2. Counting from 1 to 10 3. Learners count body parts in groups 4. Report back from groups 5. Counting body parts as a class 6. Revision work

1. Recapping the previous lesson 2. Learners play a game sarura wako kadeya deya 3. Learners identify boys on pictures 4. Feedback from groups 5. Class activity on identifying boys in the class

Page 50

WEEK

TOPIC/CONCEPT

10

SCIENCE, MATHEMATICS  AND DISCOVERY PLAY HUMAN BODY

SCIENCE, MATHEMATICS  AND DISCOVERY PLAY HUMAN BODY

SCIENCE, MATHEMATICS  AND DISCOVERY PLAY HUMAN BODY

SCIENCE, MATHEMATICS  AND DISCOVERY PLAY HUMAN BODY









OBJECTIVES

COMPETENCES

Identify boys and girls on pictures

Recognis e Critical thinking

Pair of scissors

Sort pictures according to sex

Recognis e Critical thinking

Pictures

Differentiate between male and female

Recognis e Critical thinking

Fit jigsaw puzzles of male and female

Recognis e Critical thinking

ECD A TERM 1 SCHEME-CUM PLAN 2017



S.O.M/ REF/ MEDIA

Rhym es

Music and dance play area

Mathemati cs and Science ECD-Grade 2 Syllabus 2015-2022 Page 13 Bullet 19 Mathemati cs and Science ECD-Grade 2 Syllabus 2015-2022 Page 13 Bullet 19 Mathemati cs and Science ECD-Grade 2 Syllabus 2015-2022 Page 13 Bullet 19 Mathemati cs and Science ECD-Grade 2 Syllabus 2015-2022 Page 13 Bullet 19

METHODS /ACTIVITIES

EVALUATION STRENGTHS / WEAKNESSES SUGGESTION

1. Recapping the previous lesson 2. Learners in pairs identify boys and girls in the class 3. Report back from pair work 4. Answering questions from the teacher on sex identification 5. Revising the main points of the lesson 1. Learners say what they can use to identify sex 2. Learners observe teacher’s demonstrations on sorting pictures according to sex 3. Learners in groups sort pictures 4. Group presentations 5. Revision work 1. Recapping the previous lesson 2. Class work on differentiating male and female 3. Playing a game in groups on differentiating male and female 4. Group presentations to the class 5. Answering questions from the teacher 1. Learners answer questions pertaining the previous lesson taught 2. Learners play jigsaw puzzles of male and female in groups 3. Groups present their work to the class 4. Class play a puzzle of male and female 5. Revising main points of the lesson

Page 51

WEEK

TOPIC/CONCEPT

SCIENCE, MATHEMATICS  AND DISCOVERY PLAY HUMAN BODY



OBJECTIVES

COMPETENCES

Recall all they learnt on science, mathematics and discovery play

Recognis e Critical thinking



S.O.M/ REF/ MEDIA

Pictur es

Mathemati cs and Science ECD-Grade 2 Syllabus 2015-2022 Page 13 Bullet 19

METHODS /ACTIVITIES

EVALUATION STRENGTHS / WEAKNESSES SUGGESTION

1. Learners sing the rhyme while showing their body parts 2. Learners answer questions from the teacher on Human body 3. Group work –body parts 4. Feed back from groups 5. Playing a game as a class

INDIGENOUS LANGUAGES (CHISHONA) ZVINANGWA ZVIKURU 1. 2. 3. 4. 5.

Kugona kutaura vakasunguka vachideedzera nezwi repamusoro zvinonzwika nemunhu wese Kushandisa mativi ekeuverenga sezvinotarusirwa kubva kuruboshwe kuenda kurudyi Kubata chinyoreso nemazvo pakutevedzera minanaidzo Kugona kushandisa ruvara rwakasiyana kushongedza zvavapiwa Kuziva michina inoshandiswa mazuva ano pakutsvga ruzivo

MISORO ICHAITWA 1. Kuteerera ECD A TERM 1 SCHEME-CUM PLAN 2017

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TOPIC/CONCEPT

OBJECTIVES

COMPETENCES

S.O.M/ REF/ MEDIA

METHODS /ACTIVITIES

EVALUATION STRENGTHS / WEAKNESSES SUGGESTION

2. Kutaura 3. Kuverenga 4. Kunyora

1

Kuteerera /Kuona Kuziva mazwi

-kuziva izwi remudzidzisi vawo

Izwi remudzdzisi

Kutaura Ini , Mhuri yangu nevamwe

-kutaura mazita avo zvakazara

Ivo Shamwari

Kuverenga Mifananidzo yekuverenga

kuteedzeraku verenga kubva kuruboshwe kuenda kurudyi

Left to right

ECD A TERM 1 SCHEME-CUM PLAN 2017

Indigenous languages Infants Syll page 13 bara1 Vamwe vadzidzisi Indigenous languages Infants Syll page 14 bara1 Indigenous languages Infants Syll page 17 bara1

Intro:Mudzidzisi anotsanangura chidzidzo chekubata mazwi 2.Vana vanosungwa mazita achitaura kuti ndiani avanzwa 3.vamwe vadzidzisi vanouya votaura nevana vakasungwa kumeso Intro:Vana vanodoma zita remudzidzisi 2.Vana vanoita madzoro ekutaura mazita avo 3.vana vanodoma mazita eshamwari dzavo Intro:vana vanodoma kurudyi vodoma kuruboshwe 2.Kuratidza zvinhu zviri mativi akasiyana 3.kufambisa maziso kubva kuruboshwe kuenda kurudyi

Page 53

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2

TOPIC/CONCEPT

OBJECTIVES

COMPETENCES

Kunyora Ugono pakubata chinyoreso

-kubata chinyoreso nemazvo

Tracing colouring

Kutaura Ini , Mhuri yangu nevamwe

-kutaura mazita avo zvakazara

mifananidzo

Kuteerera /Kuona Kuziva mazwi

-kuziva izwi remudzidzisi vawo

Izwi remudzidzis i

Indigenous languages Infants Syll page 13 bara1

Kutaura Ini , Mhuri yangu nevamwe

-kutaura mazita emudzidzisi vawo -kutaura mazita eshamwari dzawo -kuteedzera kuverenga kubva kuruboshwe kurudyi

Mazita

Indigenous languages Infants Syll page 14 bara2 ne3

Intro:Vana vanodoma mazita avo 2.vana vanotaura mazita eshamwari dzavo 3.vana vanotura mazita evadzidzisi vavanoziva 4.kudzokorora kutaura mazita eshamwari dzavo

Left to right and top to bottom

Indigenous languages Infants Syll page 17 bara1 mifananidzo

-kubata chinyoreso nemazvo

Chinyoreso

Indigenous languages Infants Syll

Intro:kudoma mazita emarutivi akasiyana siyana 2.kufambisa ruoko ruchienderana kurudyi kubva kuruboshwe 3.kuteedzera mifananidzo kubva kuruboshwe kuenda kurudyi Intro:mudzidzisi anotsanngurira vana mabatirwo anoitwa chinyoreso 2. Vana vanobata ‘macaryons

Kuverenga Mifananidzo yekuverenga

Kunyora Ugono pakubata chinyoreso

ECD A TERM 1 SCHEME-CUM PLAN 2017

S.O.M/ REF/ MEDIA

Indigenous languages Infants Syll page 18 bara1 Indigenous languages Infants Syll page 14 bara1

METHODS /ACTIVITIES

EVALUATION STRENGTHS / WEAKNESSES SUGGESTION

Intro:vana vanodoma zvinyoreso zvavaona 2.Mudzidzisi anoedzesera mabatirwo echinyoreso 3.vana vanodzokorora zvakaitwa papaper. Intro:Vana vanodoma zita remudzidzisi 2.Vana vanoita madzoro ekutaura mazita avo 3.vana vanodoma mazita eshamwari dzavo Intro:Mudzidzisi anotsanangura chidzidzo chekubata mazwi 2.Vana vanosungwa mazita achitaura kuti ndiani avanzwa 3.vamwe vadzidzisi vanouya votaura nevana vakasungwa kumeso

Page 54

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TOPIC/CONCEPT

Kutaura Ini , Mhuri yangu nevamwe

3

OBJECTIVES

COMPETENCES

S.O.M/ REF/ MEDIA

METHODS /ACTIVITIES

page 18 bara1 Crayons Indigenous languages Infants Syll page 14 bara2 ne3

vachipenda mifananidzo 3.Kuteedzera mifananidzo papepa Intro:Vana vanodoma mazita avo 2.vana vanotaura mazita eshamwari dzavo 3.vana vanotura mazita evadzidzisi vavanoziva 4.kudzokorora kutaura mazita eshamwari dzavo

-kutaura mazita emudzidzisi vawo -kutaura mazita eshamwari dzawo -kuziva izwi reshamwari yake

Izwi remudzidzis i

Izwi reshamwari

Indigenous languages Infants Syll page 13 bara2

Intro:Vana vanodoma mazita eshamwari dzavo 2. Vana vanobuda panze vamwe votaura 3.vana vanoita mazdoro ekutaura kuti ndiani abudisa izwi 4.kudoma mazita eshamwari dzavo

Kutaura Ini , Mhuri yangu nevamwe

-kutaura mazita emhuri dzavo

family

Indigenous languages Infants Syll page 14 bara4

Kuverenga Mifananidzo yekuverenga

kuteedzeraku verenga kubva kuruboshwe kuenda kurudyi -kubata chinyoreso nemazvo

Kubva kuruboshwe kuenda kurudyi

Indigenous languages Infants Syll page 17 bara1

Intro:Vna vanotaura mazita emhuri dzavo 2.Vana vanodoma hama dzavanogara nadzo kumba 3.vanopa ukama huri pakati pevanhu vavanogara navo Intro:kudoma mazita emarutivi akasiyana siyana 2.kufambisa ruoko ruchienderana kurudyi kubva kuruboshwe 3.kuteedzera mifananidzo kubva kuruboshwe kuenda kurudyi

Kubata chinyoreso

Indigenous languages Infants Syll page 18 bara1

Kuteerera /Kuona Kuziva mazwi

Kunyora Ugono pakubata chinyoreso

ECD A TERM 1 SCHEME-CUM PLAN 2017

EVALUATION STRENGTHS / WEAKNESSES SUGGESTION

Intro:mudzidzisi anotsanngurira vana mabatirwo anoitwa chinyoreso 2. Vana vanobata ‘macaryons vachipenda mifananidzo 3.Kuteedzera mifananidzo papepa Page 55

WEEK

4

5

COMPETENCES

TOPIC/CONCEPT

OBJECTIVES

S.O.M/ REF/ MEDIA

Kutaura Ini , Mhuri yangu nevamwe

-kutaura mazita emhuri dzavo

Kuteerera /Kuona Kuziva mazwi

-kuziva izwi reshamwari yake

Kuziva manzwi

Indigenous languages Infants Syll page 13 bara2

Kutaura Ini , Mhuri yangu nevamwe

-kutaura pamusoro pawo

Kutaura

Indigenous languages Infants Syll page 14 bara5

Kuverenga Mifananidzo yekuverenga

-kuteedzera kuverenga kumusoro kuzasi

Top to bottom

Indigenous languages Infants Syll page 17 bara1

Kunyora Ugono pakubata chinyoreso

-kubata chinyoreso nemazvo

Crayons pencils

Indigenous languages Infants Syll page 18 bara1

Kuverenga Mifananidzo yekuverenga

-kuteedzera kuverenga kumusoro kuzasi

Top to bottom

Indigenous languages Infants Syll page 17 bara1

Kuteerera /Kuona Kuziva mazwi

-kuziva mazwi

Kuziva manzwi

Indigenous languages

Indigenous languages Infants Syll page 14 bara4

ECD A TERM 1 SCHEME-CUM PLAN 2017

METHODS /ACTIVITIES

EVALUATION STRENGTHS / WEAKNESSES SUGGESTION

Intro:Vna vanotaura mazita emhuri dzavo 2.Vana vanodoma hama dzavanogara nadzo kumba 3.vanopa ukama huri pakati pevanhu vavanogara navo Intro:vana vanodoma mazita eshamwari dzavo 2.shamwari dzasurdzwa dzinobuda panze 3.Vana vanotaura vacideedzera vari panze 4. Pakudzoka vana vanotaura Intro:vana vanotsvaga mifananidzo yavo pane yaka piwa 2.Vanotaura zvakawanda pamusoro pavo 3.Kutaura zvakazara pamusoro pemhuri dzavo 4.Kupindura mibvunzo orally Intro:vana vanobata kumusoro kwe pepa nekuzasi 2.kunyora mapattern kubvira kumusoro kuenda kuzasi 3.Kutara mutaro mumhepo kubvira kumisoro Intro:mudzidzisi anotsanngurira vana mabatirwo anoitwa chinyoreso 2. Vana vanobata ‘macaryons vachipenda mifananidzo 3.Kuteedzera mifananidzo papepa Intro:vana vanobata kumusoro kwe pepa nekuzasi 2.kunyora mapattern kubvira kumusoro kuenda kuzasi 3.Kutara mutaro mumhepo kubvira kumisoro Intro:vana vanodoma mazita eshamwari dzavo 2.shamwari Page 56

WEEK

TOPIC/CONCEPT

Kutaura Ini , Mhuri yangu nevamwe

6

OBJECTIVES

evamwe vavanodzidza nawo. -kutaura pamusoro pemhuri dzavo

COMPETENCES

S.O.M/ REF/ MEDIA

Infants Syll page 13 bara3 mhuri

Indigenous languages Infants Syll page 14 bara6 Mifananidzo

METHODS /ACTIVITIES

dzasurdzwa dzinobuda panze 3.Vana vanotaura vacideedzera vari panze 4. Pakudzoka vana vanotaura Intro:kudoma vanhu vavanogara navo 2.kudoma hama dzepedyo dzavanozivaq 3.kutaura mazita eshamwari dzavo 4.vana vanodoma hama dzavano gara nadzo kumba kwavo Intro:vana vanobata kumusoro kwe pepa nekuzasi 2.kunyora mapattern kubvira kumusoro kuenda kuzasi 3.Kutara mutaro mumhepo kubvira kumisoro

Kuverenga Mifananidzo yekuverenga

-kuteedzera kuverenga kubva kumusoro kuenda kuzasi

Kubva kumusoro kudzika pasi

Indigenous languages Infants Syll page 17 bara2 mifananidzo

Kunyora Ugono pakubata chinyoreso

-kubata chinyoreso nemazvo

Kudata chinyoreso

Indigenous languages Infants Syll page 18 bara1

Intro:mudzidzisi anotsanngurira vana mabatirwo anoitwa chinyoreso 2. Vana vanobata ‘macaryons vachipenda mifananidzo 3.Kuteedzera mifananidzo papepa

Kuteerera /Kuona Kuziva mazwi

-kuziva mazwi evamwe vavanodzidza nawo.

Kuziva manzwi

Indigenous languages Infants Syll page 13 bara3

Intro:vana vanodoma mazita eshamwari dzavo 2.shamwari dzasurdzwa dzinobuda panze 3.Vana vanotaura vacideedzera vari panze 4. Pakudzoka vana vanotaura

Kuteerera /Kuona

-kuziva

Kuziva

Indigenous

Intro:Vana vanochinjana

ECD A TERM 1 SCHEME-CUM PLAN 2017

EVALUATION STRENGTHS / WEAKNESSES SUGGESTION

Page 57

WEEK

7

TOPIC/CONCEPT

OBJECTIVES

COMPETENCES

Kuziva mazwi

mazwi evamwe vavanodzidza nawo.

shamwari

languages Infants Syll page 13 bara3

Kutaura Ini , Mhuri yangu nevamwe

-kutaura pamusoro peshamwari dzavo

Kuziva shamwari

Indigenous languages Infants Syll page 14 bara7

Kuverenga Mifananidzo yekuverenga

-kuteera nhevedzo yemufananidz o

kutevedza

Indigenous languages Infants Syll page 17 bara3

Kunyora Ugono pakubata chinyoreso

-kuburitsa pfungwa dzavo

Kubudisa pfungwa

Indigenous languages Infants Syll page 18 bara2

Kutaura Ini , Mhuri yangu nevamwe

-kutaura pamusoro peshamwari dzavo

Kuziva shamwari

Indigenous languages Infants Syll page 14 bara7

Kuteerera /Kuona Kuziva ruzha

-kuziva ruzha rezvinhu zvinowanikw a munharaunda -kutaura pamusoro

Kuziva ruzha

Indigenous languages Infants Syll page 13 bara4

mifananidzo yavo 2.Mwana anotura zita riri pamufananidzo waapiwa 3.Vanochinjana zvakare vachiita madzoro ekutaura mazita evamwe vavo 4. Vanochinjana kechitatu voita zvimwezvo. Intro:vana vanodoma shamwari dzavo 2. Vanotura zvnoonekwa pachimiro cheshamwari dzavo 3.vana vanoita madzoro ekutaura zvimiro zveshamwari Intro:vana vanotaura zvavari kuona pamifananidzo 2.Kutevedza nzira dzemifananidzo 3.kutaura panoperera nhevedzo yega yega 4.kutevedza nevedzo kubva kuruboshwe kuenda kurudyi Intro:Vana vanodoma mabasa avanoziva 2.vanotaura madzoro ekuburitsa pfungwa dzavo 3. vanotaura zvikonzero vachida mabasa vareva Intro:vana vanodoma shamwari dzavo 2. Vanotura zvnoonekwa pachimiro cheshamwari dzavo 3.vana vanoita madzoro ekutaura zvimiro zveshamwari Intro:mudzidzisi anorovera chinhu pamadziro vana vaotaura basa racho 2.vana vanoita madzoro ekurovera pasi midziyo vamwe vachitaura.

zvinoonekw a

Indigenous languages

Intro:vana vanodoma zita remudzidzisi 2.Vana vanodoma

Kutaura Ini , Mhuri yangu

ECD A TERM 1 SCHEME-CUM PLAN 2017

S.O.M/ REF/ MEDIA

METHODS /ACTIVITIES

EVALUATION STRENGTHS / WEAKNESSES SUGGESTION

Page 58

WEEK

8

COMPETENCES

TOPIC/CONCEPT

OBJECTIVES

S.O.M/ REF/ MEDIA

nevamwe

pemudzidzisi vawo

Kuverenga Mifananidzo yekuverenga

-kuteera nhevedzo yemufananidz o

Kutevedza mifananiso

Indigenous languages Infants Syll page 17 bara3 mifananidzo

Kunyora Ugono pakubata chinyoreso

-kuburitsa pfungwa dzavo

Pfungwa dzevana

Indigenous languages Infants Syll page 18 bara2

Kuteerera /Kuona Kuziva ruzha

-kuziva ruzha rezvinhu zvinowanikw a munharaunda

Kuziva ruzha

Indigenous languages Infants Syll page 13 bara4 Midziyo yakasiyana siyana

Kuteerera /Kuona Kuziva ruzha

-kuziva ruzha rwunoitwa nemhuka dzepamusha

Kuziva ruzha

Indigenous languages Infants Syll page 13 bara5

Kutaura Kukwazisa nenguva dzezuva

kucherechedz a nguva

Kuziva mhuka

Indigenous languages Infants Syll

Infants Syll page 14 bara8

ECD A TERM 1 SCHEME-CUM PLAN 2017

METHODS /ACTIVITIES

EVALUATION STRENGTHS / WEAKNESSES SUGGESTION

ruvara rwehembe dzaakapfeka 3.Kutaura chimiro chemudzidzisi 4.vana vanotevedzera mudzidzisi Intro:vana vanotaura zvavari kuona pamifananidzo 2.Kutevedza nzira dzemifananidzo 3.kutaura panoperera nhevedzo yega yega 4.kutevedza nevedzo kubva kuruboshwe kuenda kurudyi Intro:Vana vanodoma mabasa avanoziva 2.vanotaura madzoro ekuburitsa pfungwa dzavo 3. vanotaura zvikonzero vachida mabasa vareva Intro:mudzidzisi anorovera chinhu pamadziro vana vaotaura basa racho 2.vana vanoita madzoro ekurovera pasi midziyo vamwe vachitaura. 3.vamwe vana vanodoma zita remudziyo 4.kupamazita emidziyo yemunharaunda Intro:Vana vanodoma mhuka dzinochengetwa pamba 2.vana vanosarudza mhuka kubva pamifananidzo 3.vana vanoedzesera machemero anoita mhuka 4. Kuimba kambo kanoratidza kukosha kwemhuka

Intro:vana vanodoma zvakasikwa zvinoshandiswa panguva 2.vana vano taura nguva Page 59

WEEK

TOPIC/CONCEPT

OBJECTIVES

COMPETENCES

dzakasiyana dzezuva

9

S.O.M/ REF/ MEDIA

page 14 bara9 Mifananidzo yemhuka Indigenous languages Infants Syll page 17 bara3

Kuverenga Mifananidzo yekuverenga

-kuteera nhevedzo yemufananidz o

Kutevedza mifananidzo

Kunyora Ugono pakubata chinyoreso

-kuburitsa pfungwa dzavo

Pfungwa dzevana

Indigenous languages Infants Syll page 18 bara2

Kutaura Kukwazisa nenguva dzezuva

kucherechedz a nguva dzakasiyana dzezuva

Kuchereche dza nguva

Indigenous languages Infants Syll page 14 bara9

Kuteerera /Kuona Kuziva ruzha

-kuteedzera ruzha rwunoitwa nemhuka dzepamusha

Kuziva ruzha

Indigenous languages Infants Syll page 13 bara6

Kutaura Kukwazisa nenguva dzezuva

-kukwazisa vachishandisa makwazisiro akanaka

kukwazisa

Indigenous languages Infants Syll page 14 bara10

ECD A TERM 1 SCHEME-CUM PLAN 2017

METHODS /ACTIVITIES

EVALUATION STRENGTHS / WEAKNESSES SUGGESTION

dzakaratidzwa pamifananidzo 3.mangwanani , masikati neusiku 4. vana vanodhirowa nguva dzacho Intro:vana vanotaura zvavari kuona pamifananidzo 2.Kutevedza nzira dzemifananidzo 3.kutaura panoperera nhevedzo yega yega 4.kutevedza nevedzo kubva kuruboshwe kuenda kurudyi Intro:Vana vanodoma mabasa avanoziva 2.vanotaura madzoro ekuburitsa pfungwa dzavo 3. vanotaura zvikonzero vachida mabasa vareva Intro:Mudzidzisi anotsanangurira vana zvatinoshandisa kutarisa nguva 2. Vana vanotsanangura nguva dzavaanoziva 3.Mudzidzisi anotanangura nguva dzinokukuridza huku 4. Vana vanotaura nguva dziri pamufananidzo Intro:Vana vanodoma mhuka dzinochengetwa pamba 2.vana vanosarudza mhuka kubva pamifananidzo 3.vana vanoedzesera machemero anoita mhuka 4. Kuimba kambo kanoratidza kukosha kwemhuka Intro:Vana vanoona mumwe mwana achikwazisa mudzidzisi 2.Vana vanotaura akwazisiro avaona 3.Mudzidzisi anotsanangurirar vana zvikonzero 4.Vana vanokwazisana mumapoka avo Page 60

WEEK

10

TOPIC/CONCEPT

OBJECTIVES

COMPETENCES

Kuverenga Kuronga

-kuteera nhevedzo yemufananidz o

Tevedza

Indigenous languages Infants Syll page 17 bara3

Kunyora Ugono pakubata chinyoreso

-kuburitsa pfungwa dzavo

Kutaura zvavanofung a

Indigenous languages Infants Syll page 18 bara2

Kutaura Kukwazisa nenguva dzezuva

-kukwazisa vachishandisa makwazisiro akanaka

Kukwazisa

Indigenous languages Infants Syll page 14 bara10

Kuteerera /Kuona Kuziva ruzha

-kuteedzera ruzha rwunoitwa nemhuka dzepamusha

Kuziva ruzha

Indigenous languages Infants Syll page 13 bara6

Kutaura Kukwazisa nenguva dzezuva

-kudaira kukwaziso

Kuverenga Syllables ,vowels nemazwi

-Kuumba mitsara

S.O.M/ REF/ MEDIA

Indigenous languages Infants Syll page 14 bara11

Kuumba mitsara

ECD A TERM 1 SCHEME-CUM PLAN 2017

Indigenous languages Infants Syll

METHODS /ACTIVITIES

EVALUATION STRENGTHS / WEAKNESSES SUGGESTION

Intro:vana vanotaura zviripamifananidzo 2. Vana vanotedzera nevedzo dzemifananidzo 3. Mudzidzisi anosarudza vana vatevera zvakanaka Intro:vana vanodoma zvavanofarira kuchikoro 2. Vana mumapoka vanotaura zviri pachikoropavo 3. Vana vanoburitsa fungwa dzavo 4 . Kuafamba vachishanyira nzvimbo dzakasiyana siyana Intro:Vana vanotaura makwazisiro avanoziva 2.vana vanoedzesera kukwazisa 3.Mudzidzisi anotsanangurira vana munhu anotarisirwa kumhoresa vakuru 4. Vana vanokwazisana Intro:Vana vanodoma mhuka dzinochengetwa pamba 2.vana vanosarudza mhuka kubva pamifananidzo 3.vana vanoedzesera machemero anoita mhuka 4. Kuimba kambo kanoratidza kukosha kwemhuka Intro:vana vanodoma zvakasikwa zvinoshandiswa pakukwazisa 2.vana vano taura makwazisiro akaratidzwa pamifananidzo 3.mangwanani , masikati neusiku 4. vana vanokwazisana Intro:Mudzidzisi anotsanangurira vana maumbiro emitsara 2.Vana vaumba mitsara vachikwazisana Page 61

WEEK

TOPIC/CONCEPT

OBJECTIVES

COMPETENCES

S.O.M/ REF/ MEDIA

page 31 bara7

1Intro :

Kunyora Ugono pakubata chinyoreso

-kuburitsa pfungwa dzavo

Kuburitsa pfungwa

Indigenous languages Infants Syll page 18 bara2

Kutaura Kukwazisa nenguva dzezuva

-kudaira kukwaziso

Kuteerera /Kuona Kuziva mazwi

-kuziva izwi reshamwari yake

Kuziva manzwi

Indigenous languages Infants Syll page 13 bara2

Kutaura Ini , Mhuri yangu nevamwe

-kutaura pamusoro pawo

Kutaura

Indigenous languages Infants Syll page 14 bara5

Kuverenga Mifananidzo yekuverenga

-kuteera nhevedzo yemufananidz o

Kutevedza mifananiso

Indigenous languages Infants Syll page 17 bara3 mifananidzo

Indigenous languages Infants Syll page 14 bara11

ECD A TERM 1 SCHEME-CUM PLAN 2017

METHODS /ACTIVITIES

EVALUATION STRENGTHS / WEAKNESSES SUGGESTION

3.Kutaura pamusoro pechikoro chavo 4.Vana vanopindura mibvunzo pakuumba mitsara Intro:Vana vanodoma mabasa avanoziva 2.vanotaura madzoro ekuburitsa pfungwa dzavo 3. vanotaura zvikonzero vachida mabasa vareva Intro:Vana vanoona mumwe mwana achikwazisa mudzidzisi 2.Vana vanotaura akwazisiro avaona 3.Mudzidzisi anotsanangurirar vana zvikonzero 4.Vana vanokwazisana mumapoka avo Intro:vana vanodoma mazita eshamwari dzavo 2.shamwari dzasurdzwa dzinobuda panze 3.Vana vanotaura vacideedzera vari panze 4. Pakudzoka vana vanotaura Intro:vana vanotsvaga mifananidzo yavo pane yaka piwa 2.Vanotaura zvakawanda pamusoro pavo 3.Kutaura zvakazara pamusoro pemhuri dzavo 4.Kupindura mibvunzo orally

Intro:vana vanotaura zvavari kuona pamifananidzo 2.Kutevedza nzira dzemifananidzo 3.kutaura panoperera nhevedzo yega yega 4.kutevedza nevedzo kubva Page 62

WEEK

12.

TOPIC/CONCEPT

OBJECTIVES

COMPETENCES

Kunyora Ugono pakubata chinyoreso

-kuburitsa pfungwa dzavo

Pfungwa dzevana

Indigenous languages Infants Syll page 18 bara2

Kuteerera /Kuona Kuziva ruzha

-kuziva ruzha rezvinhu zvinowanikw a munharaunda

Kuziva ruzha

Indigenous languages Infants Syll page 13 bara4 Midziyo yakasiyana siyana

Kuteerera /Kuona Kuziva ruzha

-kuziva ruzha rezvinhu zvinowanikw a munharaunda -kutaura pamusoro pemudzidzisi vawo

Kuziva ruzha

Indigenous languages Infants Syll page 13 bara4

zvinoonekw a

Indigenous languages Infants Syll page 14 bara8

Kuverenga Mifananidzo yekuverenga

-kuteera nhevedzo yemufananidz o

Kutevedza mifananiso

Indigenous languages Infants Syll page 17 bara3 mifananidzo

Kunyora Ugono pakubata chinyoreso

-kuburitsa pfungwa dzavo

Pfungwa dzevana

Indigenous languages Infants Syll page 18 bara2

Kutaura Ini , Mhuri yangu nevamwe

ECD A TERM 1 SCHEME-CUM PLAN 2017

S.O.M/ REF/ MEDIA

METHODS /ACTIVITIES

EVALUATION STRENGTHS / WEAKNESSES SUGGESTION

kuruboshwe kuenda kurudyi Intro:Vana vanodoma mabasa avanoziva 2.vanotaura madzoro ekuburitsa pfungwa dzavo 3. vanotaura zvikonzero vachida mabasa vareva Intro:mudzidzisi anorovera chinhu pamadziro vana vaotaura basa racho 2.vana vanoita madzoro ekurovera pasi midziyo vamwe vachitaura. 3.vamwe vana vanodoma zita remudziyo 4.kupamazita emidziyo yemunharaunda Intro:mudzidzisi anorovera chinhu pamadziro vana vaotaura basa racho 2.vana vanoita madzoro ekurovera pasi midziyo vamwe vachitaura. Intro:vana vanodoma zita remudzidzisi 2.Vana vanodoma ruvara rwehembe dzaakapfeka 3.Kutaura chimiro chemudzidzisi 4.vana vanotevedzera mudzidzisi Intro:vana vanotaura zvavari kuona pamifananidzo 2.Kutevedza nzira dzemifananidzo 3.kutaura panoperera nhevedzo yega yega 4.kutevedza nevedzo kubva kuruboshwe kuenda kurudyi Intro:Vana vanodoma mabasa avanoziva 2.vanotaura madzoro ekuburitsa pfungwa dzavo 3. vanotaura zvikonzero vachida Page 63

WEEK

TOPIC/CONCEPT

OBJECTIVES

COMPETENCES

Kuteerera /Kuona Kuziva ruzha

-kuziva ruzha rezvinhu zvinowanikw a munharaunda

Kuziva ruzha

S.O.M/ REF/ MEDIA

Indigenous languages Infants Syll page 13 bara4 Midziyo yakasiyana siyana

METHODS /ACTIVITIES

EVALUATION STRENGTHS / WEAKNESSES SUGGESTION

mabasa vareva Intro:mudzidzisi anorovera chinhu pamadziro vana vaotaura basa racho 2.vana vanoita madzoro ekurovera pasi midziyo vamwe vachitaura. 3.vamwe vana vanodoma zita remudziyo 4.kupamazita emidziyo yemunharaunda

PHYSICAL EDUCATION BROAD AIMS 1. 2. 3. 4. 5.

Identify the different parts of the body Develop physically strong bodies through vigorous exercises of their correct ages Develop good team spirit in relation to any team player brought in Sustain their weight in relation to their bodies Balance their bodies and formulate different body formations and shapes

TOPICS TO BE COVERED 1. Human body 2. Safety and Health ECD A TERM 1 SCHEME-CUM PLAN 2017

Page 64

WEEK

TOPIC/CONCEPT

OBJECTIVES

COMPETENCES

S.O.M/ REF/ MEDIA

METHODS /ACTIVITIES

EVALUATION STRENGTHS / WEAKNESSES SUGGESTION

3. Balances 4. Locomotion

Week 1.

TOPIC/CONTENT HUMAN BODY My Body Different parts of the body

OBJECTIVES -Naming the facial body parts of human beings

SKILLS Different Parts of the human body

HUMAN BODY My Body Different parts of the body

-Identify and name the middle part of the human body human body

Different Parts of the human body

ECD A TERM 1 SCHEME-CUM PLAN 2017

S.O.M/MEDIA Physical Education Infant Syllabus page 8 bullet 1 Real body parts pictures of the body Physical Education Infant Syllabus page 8 bullet 1 Pictures of

METHODS/ACTIVITIES Intro: Learners will identify the different body parts 2. Learners take turns to identify the parts on the picture 3. Learners sing the rhyme head and shoulders , knees and toes 4. Identify the body parts on themselves

EVALUATION

Intro:Recap of the previous lesson 2.Learners identify the body parts 3.In groups learners will list the functions of the human body parts 4. Singing the rhyme Head and shoulders , knees and toes Page 65

WEEK

TOPIC/CONCEPT

HUMAN BODY My Body Different parts of the body

HUMAN BODY My Body Different parts of the body

HUMAN BODY My Body Different parts of the body

2.

HUMAN BODY My body Different parts of the human body

OBJECTIVES

-hands, fingers, nails ,back ,stomach - Identify and name the lower part of the human body human body -waist , buttocks , thighs ,feet -Naming the internal body parts of human beings in the facial area -brain , skull , cilliary hair , - Naming the internal body parts of human beings in the middle area -intestines , backbone , heart , lungs - Identify the external human body parts

COMPETENCES

S.O.M/ REF/ MEDIA

METHODS /ACTIVITIES

EVALUATION STRENGTHS / WEAKNESSES SUGGESTION

body parts

Different Parts of the human body

Physical Education Infant Syllabus page 8 bullet 1 Real body parts

Intro:Recap on identifying the different body parts 2.Class discussion tr and pupils on caring for the body parts 3.Learners will mime taking care of the body parts

Different Parts of the human body

Physical Education Infant Syllabus page 8 bullet 1 Real body parts

Intro:Singing the rhyme head and shoulders knees and toes 2.Learners will name the external body parts 3.Naming the internal body parts 4.Identifying the body parts on the pictures

Different Parts of the human body

Physical Education Infant Syllabus page 8 bullet 1 Real body parts

Intro:Recap on the human body parts singing the rhyme 2.Tr and pupils discuss the caring of the different body parts on the picture 3.learners mime the caring of the body 4.Singing the rhyme Head and shoulders knees and toes

Identify

Physical Education Infant Syllabus page

1.Sing the rhyme head and shoulders knees and toes 2.Learners name the body parts on the picture

ECD A TERM 1 SCHEME-CUM PLAN 2017

Page 66

WEEK

TOPIC/CONCEPT

OBJECTIVES

COMPETENCES

S.O.M/ REF/ MEDIA

11 bullet 2

3.

HUMAN BODY My body Different parts of the human body

-Classifying the dressing for males and females

Classifying Naming

Physical Education Infant Syllabus page 11 bullet 2

HUMAN BODY My body Different parts of the human body

-modelling the male and female jigsaw puzzle

Identify of human body

Physical Education Infant Syllabus page 11 bullet 2

HUMAN BODY My body Different parts of the human body

-modelling the male and female bodies

Naming

HUMAN BODY My body Different parts of the human body

-identifying the sexes on pictures using the pictures

Naming Identifying

Physical Education Infant Syllabus page 11 bullet 2 Physical Education Infant Syllabus page 11 bullet 2

SAFETY AND HEALTH Safety Safety rules in and around the playing area

-naming the objects at the play centre

Naming Indentifying

ECD A TERM 1 SCHEME-CUM PLAN 2017

Physical Education Infant Syllabus page 12 bullet 3

METHODS /ACTIVITIES

EVALUATION STRENGTHS / WEAKNESSES SUGGESTION

3.Learners identify the real body parts bon their real body 4.Sing the rhyme Head and shoulders knees and toes 1.recap of the previous lesson 2.Learners name the types of dressing for females 3.Learners name the dressing for males 4. In groups learners classify the pictures 1.Identifying the male and females on pictures 2. Tr explains the cut out pictures 3.In pairs learners will model the – jigsaw puzzles 4. Answering questions orally about the human features 1.Recap of the previous lesson 2.Singing the rhyme Head and shoulders 3.Learnesr will model the bodies with the help of the tr 4.Making and displaying 1.sing the song head and shoulders 2.learners identify the different body parts on pictures 3. Tr will explain how to classify the pictures 4. In groups learners identify the sexes 5. Answering questions orally about sexes 1.Naming the class objects by the learners 2. Learners move outside to observe 3.Learners identify the materials on the play centre 4. Grouping the equipment according to the materials

Page 67

WEEK

4

TOPIC/CONCEPT

OBJECTIVES

COMPETENCES

S.O.M/ REF/ MEDIA

METHODS /ACTIVITIES

SAFETY AND HEALTH Safety Safety rules in and around the playing area SAFETY AND HEALTH Safety Safety rules in and around the playing area SAFETY AND HEALTH Safety Safety rules in and around the playing area

-naming the safe objects at the play centre

Naming Classifying

Physical Education Infant Syllabus page 12 bullet 3

1.Recap of the previous lesson 2.Class discussion on the safe objects at the play centre 3.Visiting the placentren4.Learners will move around touching the different equipment

-naming the hazardous objects at the play centre

Naming Classifying

Physical Education Infant Syllabus page 12 bullet 3

1.Singng a rhyme that relates to play 2.Tr will explain to learners equipment to look for 3.Onthe play centre learners will move around identifying the different equipment that are hazardous.

-listing the safety rules around the play area

Listing Classifying

Physical Education Infant Syllabus page 12 bullet 3

SAFETY AND HEALTH Safety Safety rules in and around the playing area SAFETY AND HEALTH Safety Safety rules in and around the playing area SAFETY AND HEALTH Safety

-collecting litter around the play area

Identifying cleaning

Physical Education Infant Syllabus page 12 bullet 3

-Identify and list general rules in the classroom

Identifying listing

Physical Education Infant Syllabus page 8 bullet 4

-Identify and list the safety rules to

Identifying listing

Physical Education Infant

1.recapnof the previous lesson 2.Tr explain to pupils what are rules 3.Learners say out the different rules to be observed 4.Class discussion on what will happen to learners who don’t want to follow rules 1.Lesson recap on hazardous equipment and other items 2. Learners will go out side to pick up the papers around the play area 3.Class discussion on the importance of clean areas 4.Learners sing a rhyme and into their class 1.Singing a rhyme that introduce to play, All work and no play makes John Dull boy 2.Tr will explain what are rules 3.Class discussion and listing the class general rules 4.Learners suggest ways to punish the wrong doers 1.recap of the previous lesson 2.Class discussion on don’t s when playing with others , pushing , throwing stones etc

ECD A TERM 1 SCHEME-CUM PLAN 2017

EVALUATION STRENGTHS / WEAKNESSES SUGGESTION

Page 68

WEEK

5.

TOPIC/CONCEPT

OBJECTIVES

Safety rules in and around the playing area SAFETY AND HEALTH Safety Safety rules in and around the playing area SAFETY AND HEALTH Safety Safety rules in and around the playing area

observe with other learners

SAFETY AND HEALTH Safety Safety rules in and around the playing area Health - Play and exercise to keep healthy and fit -Eat healthy food Health - Play and exercise to keep healthy and fit -Eat healthy food

COMPETENCES

S.O.M/ REF/ MEDIA

Syllabus page 8 bullet 4

-Identify and list the safety rules to observe with other learners

Identifying listing

Physical Education Infant Syllabus page 8 bullet 4

-listing the safety rules around the play area

Identifying listing

Physical Education Infant Syllabus page 8 bullet 4

-list the reasons why we need rules

Identifying listing

Physical Education Infant Syllabus page 8 bullet 4

-listing the exercise that are suitable to learners Walk , jump , run -Demonstrate the activities as learners in groups Leaping , hopping and

Listing Exercising

Physical Education Infant Syllabus page 12 bullet 5

Listing Exercising

Physical Education Infant Syllabus page 12 bullet 5

ECD A TERM 1 SCHEME-CUM PLAN 2017

METHODS /ACTIVITIES

EVALUATION STRENGTHS / WEAKNESSES SUGGESTION

3.Class discussion on the dangers of some of the don’ts 4.Free play time while tr observe the movements 1.recap on the previous lesson 2.Learner list the safety precautions to be observed 3.Learners play while the teacher monitors 4.Round up with listing of the don’ts 1.Learners identify the dangerous play on pictures 2.Tr explain to pupils what are rules 3.Learners say out the different rules to be observed 4.Class discussion on what will happen to learners who don’t want to follow rules 1.recap of the previous lesson 2.Listing the class rules to be observed 3.Learners are given free time to explore the play centres 4.Recap of the rules to be observed in the classroom 1.Learners identify the different activities on pictures 2. Learners list the activities that makes them fit 3.Class visit the play area to exercise 4.Learners will exercise while tr monitors 1.Recap of the previous lesson 2.Class discussion on the activities 3.In groups learners will leap, hop and skip 4. Recap on the importance of these activities to learners

Page 69

WEEK

TOPIC/CONCEPT

Health - Play and exercise to keep healthy and fit -Eat healthy food

6

OBJECTIVES

skipping -Demonstrate axial movements such as bending and stretching

COMPETENCES

S.O.M/ REF/ MEDIA

METHODS /ACTIVITIES

Listing Exercising

Physical Education Infant Syllabus page 12 bullet 5

1.Learners will list the activities that are important 2.Class discussion on the rules to be observed while playing with others 3.Class will go out to stretch 4.Learners will exercise while tr observes safety to learners .

Physical Education Infant Syllabus page 12 bullet 5 Physical Education Infant Syllabus page 12 bullet 5

1.Recap of the previous lesson 2.Learners will identify some of the activities 3.In groups learners do the different activities 4.Identifying the safety procedures on the pictures 1.Class discussion on the safety rules to observe while playing 2.Class discussion on the activities to be done 3. Learners will do the activities while learners observe 4.Recap on safety procedures 1.Class discussion on what are exercises 2.Recap of the safety procedures to be observed 3. Learners will do varying exercises with the help of the tr 4.Learners will answer questions orally . 1.Class discussion on other contributing factors to learners health 2.Learners will list the food that is good for their health 3. Learners will identify the food stuffs on the pictures 4.Asnswering questions orally. 1.Recap of the previous lesson 2.Class

Health - Play and exercise to keep healthy and fit -Eat healthy food Health - Play and exercise to keep healthy and fit -Eat healthy food

-Demonstrate axial movements such as lifting and twisting -Demonstrate safe sliding and swinging

Listing Exercising

Health - Personal and environmental hygiene - Eating habits

-Identifying the advantages of regular exercise

Identifying Exercise

Physical Education Infant Syllabus page 12 bullet 6

Health - Personal and environmental hygiene - Eating habits

-Listing other areas that contribute to good health

Listing identifying

Physical Education Infant Syllabus page 12 bullet 6

Health

-List the good

Listing

Physical

Listing Exercising

ECD A TERM 1 SCHEME-CUM PLAN 2017

EVALUATION STRENGTHS / WEAKNESSES SUGGESTION

Page 70

WEEK

TOPIC/CONCEPT

COMPETENCES

S.O.M/ REF/ MEDIA

METHODS /ACTIVITIES

- Personal and environmental hygiene - Eating habits

eating habits that contribute to good health

Observing

Education Infant Syllabus page 12 bullet 6

discussion on the good food for learners 3.Observing the best food being shown on the laptop 4.Class identify their favourite foods

Health - Personal and environmental hygiene - Eating habits

-Listing activities that enhance muscular development and practice them such as skipping with ropes, chasing the ball -listing activities that enhance strength and body coordination Eg fish fish while singing , stretching with movements -Balance the body on one point

Listing Demonstrati ng

Physical Education Infant Syllabus page 12 bullet 6

1.Class will see a video on activities that are important 2.Learners practice the activities observed on the video 3. Learners will skip and chase the ball outside the class 4.Recap on the major areas of the lesson

Listing Demonstrati ng

Physical Education Infant Syllabus page 12 bullet 6

1.Learners will list the activities that are important 2.Class discussion on the rules to be observed while playing with others 3.Class will go out to stretch 4.Learners will exercise while tr observes safety to learners .

Balances Observing Demonstrati ng

Physical Education Infant Syllabus page 12 bullet 7

-Two point balances

Balances Observing

Physical Education

1.Recap on the importance of exercises 2.Class will observe a demonstration by the tr 3.Learners practice as individuals 4. Best learners are selected ad while display the skill 5.Recap on safety precautions 1.Recap of the previous lesson 2.Demonstration by the tr on different

Health - Personal and environmental hygiene - Eating habits

7.

OBJECTIVES

BALANCES Weight Bearing/Balances -Solo balances -moderate motor skills BALANCES Weight

ECD A TERM 1 SCHEME-CUM PLAN 2017

EVALUATION STRENGTHS / WEAKNESSES SUGGESTION

Page 71

WEEK

TOPIC/CONCEPT

Bearing/Balances -Solo balances -moderate motor skills BALANCES Weight Bearing/Balances -Solo balances -moderate motor skills BALANCES Weight Bearing/Balances -Solo balances -moderate motor skills BALANCES Weight Bearing/Balances -Solo balances -moderate motor skills 8

BALANCES Weight Bearing/Balances -Basic general balances - in pairs , -in groups -Balancing and creating shapes and formations BALANCES

OBJECTIVES

COMPETENCES

S.O.M/ REF/ MEDIA

METHODS /ACTIVITIES

Demonstrati ng

Infant Syllabus page 12 bullet 7

balances 3.Observing a video on balances 4.Learners balance on two points

-Three point balances

Balances Observing Demonstrati ng

Physical Education Infant Syllabus page 12 bullet 7

1.Recap on the previous lesson 2.Watching some pictures and diagrams on three point balances 3.Learners will practice in groups the balances 4.Answering questions orally

Four points balances

Balances Observing Demonstrati ng

Physical Education Infant Syllabus page 12 bullet 7

-Balances in pairs on two or four points

Balances Observing Demonstrati ng

Physical Education Infant Syllabus page 12 bullet 7

-Solo weight bearing and transferring

Weight bearing

Physical Education Infant Syllabus page 12 bullet 8

1.Class discussion on the safety procedures 2.Watching a video from the laptop 3.Tr will demonstrate the balances 4. Learners practice the balances 5.Best learners will display the balances 1.Class discussion on the safety procedures and precautions 2. Demonstration by the tr on some areas 3.Learners observe some diagrams on balances 4.Class practice balancing on the points 5.Best groups demonstrate the balances 1.Tr will explain to learners weight bearing 2.Learners will observe some demonstrations 3.Class observe the diagrams on different balances 4.Learners will practice solo balancing 5.Best performers display

-Balancing in

Balancing

Physical

ECD A TERM 1 SCHEME-CUM PLAN 2017

EVALUATION STRENGTHS / WEAKNESSES SUGGESTION

1.Class discussion on lances 2. Watching Page 72

WEEK

TOPIC/CONCEPT

OBJECTIVES

Weight Bearing/Balances -Basic general balances - in pairs , -in groups -Balancing and creating shapes and formations BALANCES Weight Bearing/Balances -Basic general balances - in pairs , -in groups -Balancing and creating shapes and formations BALANCES Weight Bearing/Balances -Basic general balances - in pairs , -in groups -Balancing and creating shapes and formations

pairs

BALANCES Weight

COMPETENCES

S.O.M/ REF/ MEDIA

METHODS /ACTIVITIES

Education Infant Syllabus page 12 bullet 8

video on balances 3.Recap of the safety procedures 4.Learners practice the balances 5.Best group stage a demonstration

-Balancing in groups

Balancing

Physical Education Infant Syllabus page 12 bullet 8

1.Observing and discussing on balances 2.Class discussion on the balances on diagrams 3.Watching a video on balances 4.Safety procedures to learners 5.Learners balance in groups

-Balancing in pairs

Balancing

Physical Education Infant Syllabus page 12 bullet 8

1.recap of the previous lesson 2.Safety procedures to learners 3. Demonstration by the tr and a learner 4.Learners will balance in pairs 5.Best pair displays

-Balancing in groups

Balancing Self esteem

Physical Education

1.Observing and discussing on balances 2.Class discussion on the balances on

ECD A TERM 1 SCHEME-CUM PLAN 2017

EVALUATION STRENGTHS / WEAKNESSES SUGGESTION

Page 73

WEEK

9

TOPIC/CONCEPT

Bearing/Balances -Basic general balances - in pairs , -in groups -Balancing and creating shapes and formations LOCOMOTION/MO VEMENT Elementary movement -Free movement -Free movement with apparatus

OBJECTIVES

COMPETENCES

S.O.M/ REF/ MEDIA

METHODS /ACTIVITIES

cordination Infant Communicat  Syllabus page ion 12 bullet 8

diagrams 3.Watching a video on balances 4.Safety procedures to learners 5.Learners balance in groups

-Move from point A to point B with legs apart and arms stretched

Problem solving Critical thinking Self esteem coordinatio n Communicat  ion ICT

Physical Education Infant Syllabus page 8 bullet 9

1.Observing and discussing on movements 2.Class discussion on the free movement with apparatus 3.Watching a video on movements with arms stretched 4.Safety procedures to learners 5.Learners do free movement

LOCOMOTION/MO VEMENT Elementary movement -Free movement -Free movement with apparatus

-Move from point A to point B with one leg and arms stretched

Physical Education Infant Syllabus page 8 bullet 9

1 Observing and discussing on movements 2.Class discussion on the free movement with apparatus 3.Watching a video on free movements with one leg 4.Safety procedures to learners 5.Learners do free movement

LOCOMOTION/MO VEMENT Elementary movement -Free movement

-hopping from point A to B legs together holding your

Problem solving Critical thinking Self esteem coordinatio n Communicat  ion ICT Problem solving Critical thinking Self esteem

Physical Education Infant Syllabus page 8 bullet 9

1.recap of 2.Class discussion on the free movement with apparatus 3.Watching a video on free movements with one leg 4.Safety procedures to learners 5.Learners do free movement

ECD A TERM 1 SCHEME-CUM PLAN 2017

EVALUATION STRENGTHS / WEAKNESSES SUGGESTION

Page 74

WEEK

10

TOPIC/CONCEPT

OBJECTIVES

-Free movement with apparatus

waist

LOCOMOTION/MO VEMENT Elementary movement -Free movement -Free movement with apparatus

-running from point A to point B with legs tied to together to a friend

LOCOMOTION/MO VEMENT Elementary movement -Free movement -Free movement with apparatus

-walking from point A to point B with arms stretched out clapping when the whistle blows

LOCOMOTION/MO VEMENT Elementary movement -On time motion -Continuous motion

-move from point A to point B in sacks

COMPETENCES

coordinatio n Communicat  ion ICT Problem solving Critical thinking Self esteem coordinatio n Communicat  ion ICT Problem solving Critical thinking Self esteem coordinatio n Communicat  ion ICT Movement

ECD A TERM 1 SCHEME-CUM PLAN 2017

S.O.M/ REF/ MEDIA

METHODS /ACTIVITIES

Physical Education Infant Syllabus page 8 bullet 9

1 Observing and discussing on movements 2.Class discussion on the free movement legs tied together 3.Watching a video on free movements with one leg 4.Demonstration of movement whilst legs tied by a friend 5.Learners do free movement

Physical Education Infant Syllabus page 8 bullet 9

1 recap of previous lesson 2.Class discussion on moving with arms stretched out clapping when the whistle blows 3.Watching a video on free movements with one leg 5Demonstration moving with arms stretched out clapping when the whistle blows 6Safety procedures to learners 5.Learners do free movement Introduction: Teacher explains what is going to happen Step 1 Learners respond their movements to a clap .stepping of a foot Step 2 In groups learners repeat responding to a clap Step 3 Feedback from group work Step 4 Learners increase speed according to the clap

Physical Education Infant Syllabus page 14 bullet 10

EVALUATION STRENGTHS / WEAKNESSES SUGGESTION

Page 75

WEEK

TOPIC/CONCEPT

OBJECTIVES

COMPETENCES

S.O.M/ REF/ MEDIA

LOCOMOTION/MO VEMENT Elementary movement -On time motion -Continuous motion

- Execute movements in a sequence with ease

Movement Balance

Physical Education Infant Syllabus page 14 bullet 10

LOCOMOTION/MO VEMENT Elementary movement -On time motion -Continuous motion

-Move from point A to point B on tins

Movement Balance

Physical Education Infant Syllabus page 14 bullet 10

LOCOMOTION/MO VEMENT Elementary movement -On time motion -Continuous motion

-jumping from one tyre to another

Movement Balance

Physical Education Infant Syllabus page 14 bullet 10

LOCOMOTION/MO

-running from

Movement

Physical

ECD A TERM 1 SCHEME-CUM PLAN 2017

METHODS /ACTIVITIES

EVALUATION STRENGTHS / WEAKNESSES SUGGESTION

Conclusion : Learners change direction as they are instructed Introduction: Teacher demonstrates throwing and catching as well as aiming Step 1 In pairs learners practice throwing and catching as well as aiming Step 2 Learners throw catch and aim to score Step 3 Pair feedback Step 4 Group play netball throwing ,catching and aiming Conclusion :Class choose the best group which has played well Introduction: Teacher explains what is going to happen Step 1 Learners respond their movements to a clap . Step 2 In groups learners repeat responding to a whistle Step 3 Best learners display Step 4 Learners increase speed according to the whistle Conclusion : Learners change direction as they are instructed Introduction: Recap of the previous lesson Step 1 Tr will explain and demonstrate jumping. Step 2 Learners will practice in pairs Step 3Best learners will display while others observe Concl: Learners will sing a rhyme Intro: Recap of the previous lesson Page 76

WEEK

11.

TOPIC/CONCEPT

OBJECTIVES

COMPETENCES

S.O.M/ REF/ MEDIA

VEMENT Elementary movement -On time motion -Continuous motion

one wood block to another

Balance

Education Infant Syllabus page 14 bullet 10

SAFETY AND HEALTH Safety Safety rules in and around the playing area SAFETY AND HEALTH Safety Safety rules in and around the playing area SAFETY AND HEALTH Safety Safety rules in and around the playing area SAFETY AND HEALTH Safety Safety rules in and around the playing area

-Identify and list general rules in the classroom

Identifying listing

Physical Education Infant Syllabus page 8 bullet 4

-Identify and list the safety rules to observe with other learners

Identifying listing

Physical Education Infant Syllabus page 8 bullet 4

-Identify and list the safety rules to observe with other learners

Identifying listing

Physical Education Infant Syllabus page 8 bullet 4

-listing the safety rules around the play area

Identifying listing

Physical Education Infant Syllabus page 8 bullet 4

SAFETY AND

-list the

Identifying

Physical

ECD A TERM 1 SCHEME-CUM PLAN 2017

METHODS /ACTIVITIES

EVALUATION STRENGTHS / WEAKNESSES SUGGESTION

Step 1 Tr explain the movement on blocks Step 2 Class discussion on movement on blocks Step 3 Learners will practice movement on wood blocks Concl: Learners who are good will display for others . 1.Singing a rhyme that introduce to play, All work and no play makes John Dull boy 2.Tr will explain what are rules 3.Class discussion and listing the class general rules 4.Learners suggest ways to punish the wrong doers 1.recap of the previous lesson 2.Class discussion on don’t s when playing with others , pushing , throwing stones etc 3.Class discussion on the dangers of some of the don’ts 4.Free play time while tr observe the movements 1.recap on the previous lesson 2.Learner list the safety precautions to be observed 3.Learners play while the teacher monitors 4.Round up with listing of the don’ts 1.Learners identify the dangerous play on pictures 2.Tr explain to pupils what are rules 3.Learners say out the different rules to be observed 4.Class discussion on what will happen to learners who don’t want to follow rules 1.recap of the previous lesson 2.Listing Page 77

WEEK

12

TOPIC/CONCEPT

OBJECTIVES

COMPETENCES

S.O.M/ REF/ MEDIA

METHODS /ACTIVITIES

HEALTH Safety Safety rules in and around the playing area Health - Personal and environmental hygiene - Eating habits

reasons why we need rules

listing

Education Infant Syllabus page 8 bullet 4

the class rules to be observed 3.Learners are given free time to explore the play centres 4.Recap of the rules to be observed in the classroom

-Identifying the advantages of regular exercise

Identifying Exercise

Physical Education Infant Syllabus page 12 bullet 6

LOCOMOTION/MO VEMENT Elementary movement -On time motion -Continuous motion

-move from point A to point B in sacks

Movement

Physical Education Infant Syllabus page 14 bullet 10

LOCOMOTION/MO VEMENT Elementary movement -On time motion -Continuous motion

- Execute movements in a sequence with ease

Movement Balance

Physical Education Infant Syllabus page 14 bullet 10

LOCOMOTION/MO

-Move from

Movement

Physical

1.Class discussion on what are exercises 2.Recap of the safety procedures to be observed 3. Learners will do varying exercises with the help of the tr 4.Learners will answer questions orally . Introduction: Teacher explains what is going to happen Step 1 Learners respond their movements to a clap .stepping of a foot Step 2 In groups learners repeat responding to a clap Step 3 Feedback from group work Step 4 Learners increase speed according to the clap Conclusion : Learners change direction as they are instructed Introduction: Teacher demonstrates throwing and catching as well as aiming Step 1 In pairs learners practice throwing and catching as well as aiming Step 2 Learners throw catch and aim to score Step 3 Pair feedback Step 4 Group play netball throwing ,catching and aiming Conclusion :Class choose the best group which has played well Introduction: Teacher explains what is

ECD A TERM 1 SCHEME-CUM PLAN 2017

EVALUATION STRENGTHS / WEAKNESSES SUGGESTION

Page 78

WEEK

TOPIC/CONCEPT

VEMENT Elementary movement -On time motion -Continuous motion

OBJECTIVES

point A to point B on tins

COMPETENCES

Balance

S.O.M/ REF/ MEDIA

Education Infant Syllabus page 14 bullet 10

METHODS /ACTIVITIES

EVALUATION STRENGTHS / WEAKNESSES SUGGESTION

going to happen Step 1 Learners respond their movements to a clap . Step 2 In groups learners repeat responding to a whistle Step 3 Best learners display Step 4 Learners increase speed according to the whistle Conclusion : Learners change direction as they are instructed

INFORMATION COMMUNICATION TECHNOLOGY Broad Aims ECD A TERM 1 SCHEME-CUM PLAN 2017

Page 79

WEEK

TOPIC/CONCEPT

1. 2. 3. 4.

OBJECTIVES

COMPETENCES

S.O.M/ REF/ MEDIA

METHODS /ACTIVITIES

EVALUATION STRENGTHS / WEAKNESSES SUGGESTION

Naming and identifying the ICT tools they have once seen Manipulate and use the different ICT to ys they know Use the different ICT tools they on a given programme like paint Identify different colours and use them on the computer

TOPICS TO BE COVERED 1. ICT TOOLS 2. CREATING AND PUBLISHING 3. APPLICATION SOFTWARE

Week end 1.

TOPIC/CONTENT

OBJECTIVES

SKILLS

S.O.M/MEDIA

METHODS/ACTIVITIES

ICT Tools ICT toys ICT Models

-play with available ICT toys

Feeling Touching seeing

I.C.T Infant Syllabus pg 6bullet 1 Laptops

Assumed Knowledge : Learners have seen a phone or computer Intro: Learners name the ICT tools on the chart Step 1 Learners go

ECD A TERM 1 SCHEME-CUM PLAN 2017

EVALUATION

Page 80

WEEK

TOPIC/CONCEPT

OBJECTIVES

COMPETENCES

S.O.M/ REF/ MEDIA

Smart phones Remote controls cameras 2

ICT Tools ICT toys ICT Models

-play with available ICT toys

Feeling Touching seeing

I.C.T Infant Syllabus pg 6bullet 1 Laptops Smart phones Remote controls cameras

3

ICT Tools ICT toys ICT Models

-making some models using the locally available resources

Feeling Touching seeing

I.C.T Infant Syllabus pg 6bullet 1 Laptops Smart phones Remote controls cameras

4

Creating and publishing Scribble Drawing

-scribble using the mouse or touch screen

Holding Fine motor skills ICT tools Charts of scribbled work

I.C.T Infant Syllabus pg 6 bullet 2

ECD A TERM 1 SCHEME-CUM PLAN 2017

METHODS /ACTIVITIES

EVALUATION STRENGTHS / WEAKNESSES SUGGESTION

and identify the ICT tools Step 2 Learners play and operate the ICT tools Step 3 Naming the ICT tools Concl : Learners play the real tools Assumed Knowledge: Learners have seen a phone or computer Intro: Recap of the previous lesson Step 1 Naming the ICT tools Step 2 Playing with the tools to produce sound Step 3 Touching and feeling the other real gadgets Conl: Identifying the tools on pictures Assumed Knowledge: Learners have seen a phone or computer Intro: Recap of the previous lesson Step 1 Naming the different materials available Step 2 Tr explains and makes a simple model Step 3 Learners make different models C oncl: Selection of best models for display Assumed Knowledge: Learners have seen a computer Intro: Learners name the items shown on the picture Step 1 Tr explains the use of the mouse and the touch screen Step 2 Learners scribble using the mouse Step 3 Recap of the main parts they were using Concl : Selecting and praising the best work. Page 81

WEEK

TOPIC/CONCEPT

OBJECTIVES

COMPETENCES

5

Creating and publishing Scribble Drawing

-scribble using the mouse or touch screen

Holding Fine motor skills ICT tools Charts of scribbled work

I.C.T Infant Syllabus pg 6 bullet 2

6

Creating and publishing Scribble Drawing

-scribble using the mouse or touch screen

Holding Fine motor skills ICT tools Charts of scribbled work

I.C.T Infant Syllabus pg 6 bullet 2

7

Creating and Publishing Scribble Drawing

-select colors

Holding Fine motor skills ICT tools Charts of scribbled work

I.C.T Infant Syllabus pg 6 bullet 3

8

Creating and Publishing Scribble

-select colors

Holding Fine motor skills

I.C.T Infant Syllabus pg 6 bullet 3

ECD A TERM 1 SCHEME-CUM PLAN 2017

S.O.M/ REF/ MEDIA

METHODS /ACTIVITIES

EVALUATION STRENGTHS / WEAKNESSES SUGGESTION

Assumed Knowledge: Learners know the parts of a computer Intro: Recap of the previous lesson Step 1 Learners scribble in groups Step 2 Learners name the items they have produced Step 3 Naming the parts of a computer Concl: Learners sing the rhyme Computers Assumed Knowledge: Learners have seen a computer Intro: Learners name the items shown on the picture Step 1 Tr explains the use of the mouse and the touch screen Step 2 Learners scribble using the mouse Step 3 Recap of the main parts they were using Concl : Selecting and praising the best work. Assumed Knowledge: Learners know different colours Intro: Recap of the previous lesson Step 1 Naming the computer programme to use Step 2 Tr demonstrates selecting colours from the programme paint Step 3 Learners colour different shapes Concl: Printing and displaying of the best work. Assumed Knowledge: Learners know different colours Intro: Recap of the previous lesson Page 82

WEEK

TOPIC/CONCEPT

OBJECTIVES

Drawing

COMPETENCES

S.O.M/ REF/ MEDIA

ICT tools Charts of scribbled work

9

Application software Painting

-select and use different painting tools

Holding Fine motor skills ICT tools Charts of scribbled work

I.C.T Infant Syllabus pg 9 bullet 4

10

Application software Painting

-select and use different painting tools

Holding Fine motor skills ICT tools Paint programme

I.C.T Infant Syllabus pg 9 bullet 4

11

ICT Tools ICT toys ICT Models

-play with available ICT toys

Feeling Touching seeing

I.C.T Infant Syllabus pg 6bullet 1 Laptops Smart phones Remote

ECD A TERM 1 SCHEME-CUM PLAN 2017

METHODS /ACTIVITIES

EVALUATION STRENGTHS / WEAKNESSES SUGGESTION

Step 1 Naming the computer programme to use Step 2 Tr demonstrates selecting colours from the programme paint Step 3 Learners colour different shapes Concl: Printing and displaying of the best work. Assumed Knowledge: Learners know different colours Intro: Recap of the previous lesson on colouring Step 1 Tr exaplain and demonstrate how to chose painting tools Step 2 Learners will chose the tools they are going to use Step 3 Learners paint using the selected items Concl: Naming the colouring tools Assumed Knowledge: Learners know different colours Intro: Recap of the previous lesson on colouring Step 1 Tr exaplain and demonstrate how to chose painting tools Step 2 Learners will chose the tools they are going to use Step 3 Learners paint using the selected items Concl: Naming the colouring tools Assumed Knowledge: Learners have seen a phone or computer Intro: Recap of the previous lesson Step 1 Naming the ICT tools Step 2 Playing with the tools to produce sound Step 3 Touching Page 83

WEEK

TOPIC/CONCEPT

OBJECTIVES

COMPETENCES

S.O.M/ REF/ MEDIA

controls cameras 12

Creating and publishing Scribble Drawing

-scribble using the mouse or touch screen

Holding Fine motor skills ICT tools Charts of scribbled work

ECD A TERM 1 SCHEME-CUM PLAN 2017

I.C.T Infant Syllabus pg 6 bullet 2

METHODS /ACTIVITIES

EVALUATION STRENGTHS / WEAKNESSES SUGGESTION

and feeling the other real gadgets Conl: Identifying the tools on pictures Assumed Knowledge: Learners have seen a computer Intro: Learners name the items shown on the picture Step 1 Tr explains the use of the mouse and the touch screen Step 2 Learners scribble using the mouse Step 3 Recap of the main parts they were using Concl : Selecting and praising the best work.

Page 84

WEEK

TOPIC/CONCEPT

OBJECTIVES

COMPETENCES

S.O.M/ REF/ MEDIA

METHODS /ACTIVITIES

EVALUATION STRENGTHS / WEAKNESSES SUGGESTION

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

WEEK

TOPIC

GYMNASTICS

OBJECTIVES

COMPETENCES/SKILL S

ECD A TERM 1 SCHEME-CUM PLAN 2017

S.O.M

AIDS

METHODS AND ACTIVITIES

EVALUATION

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WEEK

1

2

TOPIC/CONCEPT

OBJECTIVES

COMPETENCES

S.O.M/ REF/ MEDIA

METHODS /ACTIVITIES

EVALUATION STRENGTHS / WEAKNESSES SUGGESTION

GYMNASTICS Locomotion

-move from point A to B under given instructions

Coordination Speed direction

Mass Displays Infants Syllabus  page 9  bullet 1

Skipping ropes Hula hoops

1. Warm up activities-jogging 2.Learners observe the skill demonstrations from the teacher 3. Learners practice the skill in groups 4.Group presentations to the class 5. Cool down activities-Stretches

GYNASTICS Locomotion

-move from point A to B under instructions

Coordination

Mass Displays Infants Syllabus  page 9  bullet 1

Tyres Musical drums

GYMNASTICS Locomotion

-move in any direction with contrasting qualities

Speed

Mass Displays Infants Syllabus  page 9  bullet 1

Equipment within the ECD play cenre

GYMNASTICS Locomotion

-walk and run without apparatus

direction

ECD play area

GYMNASTICS Locomotion

-jump and roll without apparatus

Coordination

Mass Displays Infants Syllabus  page 9  bullet 2 Mass Displays Infants Syllabus  page 9

1. Warm up activities  – stretching 2. Learners use Tyres to move from one  point to another 3. Teacher demonstrates the technique on movement for space 4. Pair practice movement 5. Cool down activities-jogging 1. Recapping the previous lesson taught 2. Learners observe demonstrations on moving in an direction with contrasting qualities 3. Learners practice the skill in groups of fives 4. Groups present their work to the whole class 5. Cool down activities-Jogging on one spot 1. Warm up activities-Running freely 2. Learners observe demonstrations on walking and running without apparatus 3. Group work practices 4. Group presentations 5. Cool down activities-stretching 1. Recapping the previous lesson 2. Demonstrations by the teacher on  jumping and rolling without apparatus as learners observe 3. Group work on jumping and rolling

ECD A TERM 1 SCHEME-CUM PLAN 2017

ECD play area

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WEEK

TOPIC/CONCEPT

OBJECTIVES

COMPETENCES

S.O.M/ REF/ MEDIA

METHODS /ACTIVITIES

 bullet 2

3

4

GYMNASTICS Locomotion

-skip with and without apparatus

Speed

Mass Displays Infants Syllabus  page 9  bullet 2

ECD play area

GYMNASTICS Locomotion

-move with apparatus from  point A to point B

direction

Mass Displays Infants Syllabus  page 9  bullet 2

Equipment within the ECD play centre

GYMNASTICS Locomotion

-travel on hands and on feet

Coordination

Mass Displays Infants Syllabus  page 9  bullet 2

Equipment within the ECD play centre

GYMNASTICS Locomotion

-practice locomotion activities on videos

Speed

Mass Displays Infants Syllabus  page 9  bullet 2

Equipment within the ECD play centre

GYMNASTICS Balances

-balance on one  point without apparatus

Balancing

Mass Displays Infants

ECD play area

ECD A TERM 1 SCHEME-CUM PLAN 2017

EVALUATION STRENGTHS / WEAKNESSES SUGGESTION

without apparatus 4. Groups presentation to the class 5. Cool down activities  –   jogging 1. Warm up activities  –  Jogging 2. Skill demonstrations by the teacher as learners observe 3. Pair practice 4. Pair presentations to the class 5. Individual skipping using apparatus 6. Cool down activities 1. Recapping the previous lesson taught on skipping 2. Learners observe demonstrations from the teacher 3. Group practice on moving with apparatus from point A to point B 4. Group presentations to the class 5. Cool down activities-jogging 1. Warm up activities-Running freely 2. Learners observe teacher’s

demonstrations on travel on hands and feet 3. Pair practice the technique 4. Pair presentations to the class 5. Cool down activities-stretching 1. Warm up –  Jogging on one spot 2. Learners observe locomotion activities on videos 3. Practicing the technique in groups 4.Group presentations to the class 5. Individual practices 6. Cool down – stretching 1. Warm up activities-jogging 2.. Skill demonstrations with aid of a diagram on chart as learners observe Page 87

WEEK

TOPIC/CONCEPT

OBJECTIVES

COMPETENCES

S.O.M/ REF/ MEDIA

METHODS /ACTIVITIES

Syllabus  page 9  bullet 3

5

GYMNASTICS Balances

-balance on two  points without apparatus

Balancing

Mass Displays Infants Syllabus  page 9  bullet 3

ECD play area

GYMNASTICS Balances

-balance on three  points without apparatus

Balancing

Mass Displays Infants Syllabus  page 9  bullet 3

ECD play area

GYMNASTICS Balances

-balance on four  points without apparatus

Balancing

Mass Displays Infants Syllabus  page 9  bullet 4

ECD play area

GYMNASTICS Balances

-balance on five  points without apparatus

Balancing

Mass Displays Infants Syllabus  page 9  bullet 4

ECD play area

ECD A TERM 1 SCHEME-CUM PLAN 2017

EVALUATION STRENGTHS / WEAKNESSES SUGGESTION

3. Practicing the skill in groups 4. Presentations to the whole class 5. Individual practices 6. Cool down activities-stretching 1. Warm up activities-jogging 2.. Skill demonstrations with aid of a diagram on chart as learners observe 3. Practicing the skill in groups 4. Presentations to the whole class 5. Individual practices 6. Cool down activities-stretching 1. Warm up activities-jogging 2.. Skill demonstrations with aid of a diagram on chart as learners observe 3. Practicing the skill in groups 4. Presentations to the whole class 5. Individual practices 6. Cool down activities-stretching

1. Warm up activities-jogging 2.. Skill demonstrations with aid of a diagram on chart as learners observe 3. Practicing the skill in groups 4. Presentations to the whole class 5. Individual practices 6. Cool down activities-stretching 1. Warm up activities-jogging 2.. Skill demonstrations with aid of a diagram on chart as learners observe 3. Practicing the skill in groups 4. Presentations to the whole class 5. Individual practices 6. Cool down activities-stretching

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WEEK

TOPIC/CONCEPT

OBJECTIVES

COMPETENCES

S.O.M/ REF/ MEDIA

METHODS /ACTIVITIES

EVALUATION STRENGTHS / WEAKNESSES SUGGESTION

GYMNASTICS Balances

-balance on six  points without apparatus

Balancing

Mass Displays Infants Syllabus  page 9  bullet 4

ECD play area

6

GYMNASTICS Balances

-balance on one  point with apparatus

Balancing

Mass Displays Infants Syllabus  page 9  bullet 4

Equipment within the ECD play centre

WEEK

TOPIC

OBJECTIVES

SKILLS

S.O.M

AIDS

METHODS AND ACTIVITIES

GYMNASTICS Balances

-balance on two  points with apparatus

Balancing

Mass Displays Infants Syllabus  page 9  bullet 4

Equipment within the ECD play centre

GYMNASTICS Balances

-balance on three  points with apparatus

Balancing

Mass Displays Infants Syllabus  page 9  bullet 4

Equipment within the ECD play centre

GYMNASTICS Balances

-balance on four  points with apparatus

Balancing

Mass Displays Infants

Equipment within the ECD play

1. Warm up activities-jogging 2.. Skill demonstrations with aid of a diagram on chart as learners observe 3. Practicing the skill in groups 4. Presentations to the whole class 5. Individual practices 6. Cool down activities-stretching 1. Warm up activities-jogging 2.. Skill demonstrations with aid of a diagram on chart as learners observe 3. Practicing the skill in groups 4. Presentations to the whole class 5. Individual practices 6. Cool down activities-stretching 1. Warm up activities-jogging 2.. Skill demonstrations with aid of a diagram on chart as learners observe

7

ECD A TERM 1 SCHEME-CUM PLAN 2017

1. Warm up activities-jogging 2.. Skill demonstrations with aid of a diagram on chart as learners observe 3. Practicing the skill in groups 4. Presentations to the whole class 5. Individual practices 6. Cool down activities-stretching 1. Warm up activities-jogging 2.. Skill demonstrations with aid of a diagram on chart as learners observe 3. Practicing the skill in groups 4. Presentations to the whole class 5. Individual practices 6. Cool down activities-stretching

EVALUATION

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WEEK

WEEK

8

TOPIC/CONCEPT

OBJECTIVES

COMPETENCES

S.O.M/ REF/ MEDIA

METHODS /ACTIVITIES

Syllabus  page 9  bullet 4

centre

EVALUATION STRENGTHS / WEAKNESSES SUGGESTION

3. Practicing the skill in groups 4. Presentations to the whole class 5. Individual practices 6. Cool down activities-stretching 1. Warm up activities-jogging 2.. Skill demonstrations with aid of a diagram on chart as learners observe 3. Practicing the skill in groups 4. Presentations to the whole class 5. Individual practices 6. Cool down activities-stretching

GYMNASTICS Balances

-balance on five  points with apparatus

Balancing

Mass Displays Infants Syllabus  page 9  bullet 4

Equipment within the ECD play centre

TOPIC

OBJECTIVES

SKILLS

S.O.M

AIDS

METHODS AND ACTIVITIES

GYMNASTICS Balances

-balance on six  points with apparatus

Balancing

Mass Displays Infants Syllabus  page 9  bullet 4

Equipment within the ECD play centre

GYMNASTICS Coordination

-throw, aim and receive using various equipment and apparatus

Coordination

Mass Displays Infants Syllabus  page 9  bullet 5

Equipment within the ECD play centre

GYMNASTICS Coordination

-execute easy movements in sequence

Coordination

Mass Displays Infants Syllabus  page 9  bullet 5

Equipment within the ECD play centre

1. Warm up activities-jogging 2.. Skill demonstrations with aid of a diagram on chart as learners observe 3. Practicing the skill in groups 4. Presentations to the whole class 5. Individual practices 6. Cool down activities-stretching 1. Learners run freely as they warm up their bodies 2. Teacher demonstrates the skill to the learners as they observe 3. Learners practice throwing, aiming and receiving using various equipment 4. Best performers present to the class 5. Cool down activities-jogging 1. Recapping the previous lesson taught on coordination 2. Learners observe easy execution movement in sequence 3. Learners practice in pairs 4. Pair presentations to the class

ECD A TERM 1 SCHEME-CUM PLAN 2017

EVALUATION

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WEEK

9

10

TOPIC/CONCEPT

OBJECTIVES

COMPETENCES

S.O.M/ REF/ MEDIA

METHODS /ACTIVITIES

GYMNASTICS Coordination

-do body bouncing in sequence

Coordination

Mass Displays Infants Syllabus  page 9  bullet 5

Equipment within the ECD play centre

GYMNASTICS Coordination

-perform rhythmic movements

Coordination

Mass Displays Infants Syllabus  page 9  bullet 6

Balls , ropes, sticks

GYMNASTICS Coordination

-perform cross crawls

Coordination

Mass Displays Infants Syllabus  page 9  bullet 6

Balls , ropes, sticks

GYMNASTICS Coordination

-do jumping activities

Coordination

Mass Displays Infants Syllabus  page 9  bullet 6

Balls , ropes, sticks

GYMNASTICS Coordination

-change over from one balance to the other

Coordination

Mass Displays Infants Syllabus  page 9

Balls , ropes, sticks

ECD A TERM 1 SCHEME-CUM PLAN 2017

EVALUATION STRENGTHS / WEAKNESSES SUGGESTION

5. Individual practices 6. Cool down activities-jogging 1. Warm up – Running freely 2. Learners observe the demonstrations of  body bouncing 3. Learners practice in pairs 4. Pairs do presentations to the class 5. Individual practices 6. Cool down activities-jogging 1. Warm up activities-jogging 2.. Skill demonstrations with aid of a diagram on chart as learners observe 3. Practicing the skill in groups 4. Presentations to the whole class 5. Individual practices 6. Cool down activities-stretching 1. Warm up – Running freely 2. Learners observe the demonstrations of cross crawls 3. Learners practice in pairs 4. Pairs do presentations to the class 5. Individual practices 6. Cool down activities-jogging 1. Learners run freely as they warm up their bodies 2. Teacher demonstrates the skill to the learners as they observe 3. Learners practice jumping activities 4. Best performers present to the class 5. Cool down activities-jogging 1. Warm up activities-jogging 2.. Skill demonstrations with aid of a diagram on chart as learners observe 3. Practicing the skill in groups 4. Presentations to the whole class Page 91

WEEK

TOPIC/CONCEPT

OBJECTIVES

COMPETENCES

S.O.M/ REF/ MEDIA

METHODS /ACTIVITIES

 bullet 7

WEEK

EVALUATION STRENGTHS / WEAKNESSES SUGGESTION

5. Individual practices 6. Cool down activities-stretching

TOPIC

OBJECTIVES

SKILLS

S.O.M

AIDS

METHODS AND ACTIVITIES

GYMNASTICS Coordination

-perform tasks at varied speeds

Coordination speeds

Mass Displays Infants Syllabus  page 9  bullet 7

Balls , ropes, sticks

GYMNASTICS Coordination

-practice coordination drills

Coordination

Mass Displays Infants Syllabus  page 9  bullet 7

Balls , ropes, sticks

1. Warm up – Running freely 2. Learners observe the demonstrations of skipping using ropes and balls at varied speeds 3. Learners practice in pairs 4. Pairs do presentations to the class 5. Individual practices 6. Cool down activities-jogging 1. Learners run freely as they warm up their bodies 2. Teacher demonstrates the skill to the learners as they observe 3. Learners practice jumping activities 4. Best performers present to the class 5. Cool down activities-jogging

ECD A TERM 1 SCHEME-CUM PLAN 2017

EVALUATION

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WEEK

TOPIC/CONCEPT

OBJECTIVES

COMPETENCES

S.O.M/ REF/ MEDIA

METHODS /ACTIVITIES

EVALUATION STRENGTHS / WEAKNESSES SUGGESTION

GUIDANCE AND COUNSELLING BROAD AIMS 1. 2. 3. 4.

Identify and realize who they are in relation to families and communities Understand the importance of family hood and its implication in their future lives Visualize and understand the roles and responsibilities of citizen from a learner perspective Understand the origins of Ubuntu /UNHU form the good behaviours they can be portraying

TOPICS TO BE COVERED 1. IDENTITY 2. RIGHTS AND RESPONSIBILITIES 3. UNHU/UBUNTU/VALUES

WEEK

TOPIC/CONCEPT

OBJECTIVES

COMPETEN CE

ECD A TERM 1 SCHEME-CUM PLAN 2017

 ACTIVITIES

S.O.M

EVALUATION

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WEEK

1

2

3

WEEK

TOPIC/CONCEPT

IDENTITY Individual information

OBJECTIVES

COMPETENCES

S.O.M/ REF/ MEDIA

-Say their names, sex, and age -identify their body parts

METHODS /ACTIVITIE S

EVALUATION STRENGTHS / WEAKNESSES SUGGESTION

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

Guidance and counselling Infant Teacher’s manual page 2 bullet 1

TOPIC/CONCEPT TOPIC/CONCEPT

S.O.M

OBJECTIVES

COMPETEN CE

ECD A TERM 1 SCHEME-CUM PLAN 2017

 ACTIVITIES

Guidance and counselling Infant Teacher’s manual page 2 bullet 1

Guidance and counselling Infant Teacher’s manual page 3 bullet 2

EVALUATION

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WEEK

TOPIC/CONCEPT

OBJECTIVES

COMPETENCES

S.O.M/ REF/ MEDIA

4

RIGHTS AND RESPONSIBILITIES Shared confidentiality

-say the names of people to share their confidential information with

Communic ation Confidence Collaborati on

5

RIGHTS AND -identify RESPONSIBILITIES different types Child Abuse of abuse

Communic ation Recognise

6

RIGHTS AND -describe ways RESPONSIBILITIES of reporting Child Protection child abuse

Communic ation Confidence Collaborati on

WEEK

TOPIC/CONCEPT TOPIC/CONCEPT

COMPETEN CE

OBJECTIVES

ECD A TERM 1 SCHEME-CUM PLAN 2017

METHODS /ACTIVITIE S

EVALUATION STRENGTHS / WEAKNESSES SUGGESTION

1. Recapping the previous lesson taught on rights 2. Learners say forms of confidential information 3. Learners in groups list names of people to share confidential information 4. Reportback from groups 5. Revision work 1. Learners do rhymes on child abuse 2. Learners say out various forms of child abuse 3. Group work on what victims of child abuse should do when abused 4. Feedback from groups 5. Playing a game on abuse 1. Recapping the previous lesson 2. Learners listen to the steps to be taken when reporting child abuse 3. Groupwork-child abuse 4. Report back from groups 5. Answering questions from the teacher

Guidance and counselling Infant Teacher’s manual page 3 bullet 2

 ACTIVITIES

S.O.M

Guidance and counselling Infant Teacher’s manual page 3 bullet 3

Guidance and counselling Infant Teacher’s manual page 3 bullet 4

EVALUATION

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WEEK

TOPIC/CONCEPT

OBJECTIVES

COMPETENCES

S.O.M/ REF/ MEDIA

7

HUNHU/UBUNHU/ -state forms of VALUES good behavior Respect and at home tolerance at home

Respect Confidence Collaborati on

8

HUNHU/UBUNHU/ VALUES Respect and tolerance at school and in the community

-state forms of good behavior at school and in the community

Respect Tolerance Collaborati on

9

HUNHU/UBUNHU/ VALUES Vulnerable members of society

-identify vulnerable members of society

Recognise Tolerance

ECD A TERM 1 SCHEME-CUM PLAN 2017

METHODS /ACTIVITIE S

1. Singing the song Kuteerera in class 2. Learners say out forms of behavior at home 3. Groupwork on how the forms of good behavior is atticulated 4. Report back from groups 5. Revising the main points 1. Recapping the previous lesson on Respect 2. Learners list forms of good behavior at school 3. Learners list forms of good behavior in the community in groups 4. Feedback from groups 5. Revision work 1. Learners say they want from elders and parents 2. Learners identify vulnerable members 3.Identifying challenges met by vulnerable members in groups 4. Report back from groups 5. Revising the main points of the lesson.

EVALUATION STRENGTHS / WEAKNESSES SUGGESTION

Guidance and counselling Infant Teacher’s manual page 3 bullet 5

Guidance and counselling Infant Teacher’s manual page 3 bullet 5

Guidance and counselling Infant Teacher’s manual page 3 bullet 6

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