CLASS
CLASS TIMETABLE
TIMETABLE
2
2
ENGLISH
ENGLISH LANGUAGE
LANGUAGE
3
3
–
–
23
23
MATHEMATICS
MATHEMATICS AND
AND SCIENCE
SCIENCE
24
24
–
–
40
40
INDEGENOUS
INDEGENOUS LANGUAGE
LANGUAGE
41
41
–
–
73
73
GUIDANCE
GUIDANCE ND
ND COUNSELLING
COUNSELLING (INFANT)
(INFANT)
74
74
–
–
78
78
HERITAGE
HERITAGE
–
–
SOCIAL
SOCIAL STUDIES
STUDIES
79
79
–
–
85
85
MASS
MASS DISPALYS
DISPALYS INFANT
INFANT
86
86
–
–
95
95
VISUAL
VISUAL AND
AND PERFOMING
PERFOMING ARTS
ARTS
96
96
–
–
108
108
PHYSICAL
PHYSICAL EDUCATION
EDUCATION
109
109
–
–
120
120
INFORMATION
CLASS TIMETABLE CLASS TIMETABLE
TIME
TIME MONDAY MONDAY TUESDAY TUESDAY WEDNESDAY WEDNESDAY THURSDAY THURSDAY FRIDAYFRIDAY
B R E A K B R E A K L U N C H L U N C H TIME ANALYSIS TIME ANALYSIS MATHEMATCS
MATHEMATCS AND AND SCIENCE= SCIENCE= 20MINS 20MINS X X 5 English 5 English LANGUAGE LANGUAGE = = 20MINS 20MINS X X 5 5 SHONA SHONA 20MINS 20MINS X X 5 5 P.E= P.E= 20MINS 20MINS X X 55 HERITAGE
CLASS TIMETABLE CLASS TIMETABLE
TIME
TIME MONDAY MONDAY TUESDAY TUESDAY WEDNESDAY WEDNESDAY THURSDAY THURSDAY FRIDAYFRIDAY
B R E A K B R E A K L U N C H L U N C H TIME ANALYSIS TIME ANALYSIS MATHEMATCS
MATHEMATCS AND AND SCIENCE= SCIENCE= 20MINS 20MINS X X 5 English 5 English LANGUAGE LANGUAGE = = 20MINS 20MINS X X 5 5 SHONA SHONA 20MINS 20MINS X X 5 5 P.E= P.E= 20MINS 20MINS X X 55 HERITAGE
ENGLISH
ENGLISH LANGUAGES LANGUAGES INFANTINFANT BROAD AIMS
BROAD AIMS
TO HELP LEARNERS TO: TO HELP LEARNERS TO:
1.listen attentively for communication 1.listen attentively for communication 2 speak fluently for effective communication 2 speak fluently for effective communication 3 read short English texts fo
3 read short English texts fo r fluency and comprehensionr fluency and comprehension 4 write accurately in English
4 write accurately in English
5 listen to and understand short texts or any form of communication in English 5 listen to and understand short texts or any form of communication in English TOPICS
TOPICS a)
a) LISTENING/ OBSERVINGLISTENING/ OBSERVING b)
b) Speaking / SIGNINGSpeaking / SIGNING c)
1 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
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 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
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 SPEAKING/SIGNI NG Greetings Good morning - greet each other in formal / informal situations Problem solving Critical thinking Decision making Leadership Communication Self management English Languages Infant (E.C.D to grade 2) Syllabus page 10 Bullet 1 ICT tools songs
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’. READING/SIGNIN G Orientation - illustrate left to right and top and bottom orientation Problem solving Critical thinking Decision making Leadership Communication English Languages Infant (E.C.D to grade 2) Syllabus page 14 Bullet 1
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.
Self
management
from left to right.
Conclusion -oral discussions
2 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. 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 –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 SPEAKING/SIGNI NG Phonic Sounds - greet each other in formal / informal situations Problem solving Critical thinking Decision making Leadership English Languages Infant (E.C.D to grade 2) Syllabus page 26 Bullet 1
Assumed knowledge Learners know how to greet each other
Introduction –learners greet each other Step 2 -learners discuss how to greet each other
Communication Self
management
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
3 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
management Conclusion -oral discussions and singing a song. 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
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 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 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
4 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 –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.
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 grade12 Bullet 2
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 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 –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. 5 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
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. 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
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.
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
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. 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
Assumed knowledge Learners know photographs
Introduction –recap of previous lesson. Step 2 -learners observe photographs
Leadership Communication Self
management
14 Bullet 2 name tags
Step 3 -In groups learners identify own photographs.
Conclusion –Learners answer oral questions. 6 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
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 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.
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. 7 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
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. 8 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.
Communication Self
management
Step 3 -In groups states the owner of the voice.
Step 4 Learners identify sounds different people
Conclusion -oral discussions identifying voices 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
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 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
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 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
Assumed knowledge Learners know each other
Introduction –recap of previous lesson. Step 2 -learners observe photographs
Step 3 Learners match photographs and name tags
Communication Self
management
Step 3 -In pairs learners identify and match own photographs.
Conclusion –Learners sing song
9 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.
management 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. 10 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
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
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 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
management 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
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 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
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.
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
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.
n Self
management
17 Step 3 Learners name family members. Step 3 -In groups learners give their names.
Conclusion –Learners name themselves. mother , father . siblings and relatives -identify neighbours 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.
3 IDENTITY: FAMILY HISTORY AND LOCAL HERITAGE MYSELF AND MY FRIENDS -name their friends Leadership Communicatio n Self management 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 Games
Hide and seek
-state games they play with their friends Critical thinking Decision making Leadership Communicatio n Self
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.
management friends names
Conclusion –Oral questioning
4 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
5 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
Conclusion –Oral questioning - name of teacher - Critical
thinking Decision making Leadership Communicatio n Self management Heritage and s/s Infants Syll bullet 7 pg 17
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
6 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
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 MYSELF AND MY SCHOOL My school: - name their school Leadership Communicatio n Self management Heritage and s/s Infants Syll bullet 8 pg 17 ICT tools Blocks School buildings
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
7 FAMILY NORMS AND VALUES -state family norms and Critical thinking Heritage and s/s
Assumed knowledge Learners know some family rules
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
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
8 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 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
as :respect and greetings Critical thinking Decision making Leadership Communicatio n Self management
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
9 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
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
CULTURE IN RELATION TO LANGUAGE -state different languages in Critical thinking Decision Heritage and s/s Infants
Assumed knowledge Learners know some languages
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
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
10 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 and s/s Infants Syll bullet 13 pg 18 ICT Tools videos
Assumed knowledge Learners know some dances
Introduction teacher explains key words
Step 2 -learners identify different languages
Step 3 Learners list different dances 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 and s/s Infants Syll bullet 13 pg 18 ICT Tools videos
Assumed knowledge Learners know some languages
Introduction teacher explains key words
Step 2 -learners identify different languages
Step 3 Learners list different dances and songs watching from a video or
management laptop
Step 4 -In groups learners practice to sing and dance Conclusion –Singing and dancing songs
VISUAL AND PERFORMING ARTS BROD AIMS
To help learners to :
1 become literate in visual and performing arts
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 Visual Performing Arts Infant page 23 Bullet 1-3 Musical instruments Video clips Un-pitched and pitched instruments
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
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 Visual Performing Arts Infant page 23 Bullet 1-3 Musical instruments Video clips Un-pitched and pitched
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
instruments HISTORY OF
ARTS AND CULTURE
-The role of music , musicians and composers , in past and present cultures -name local musicians Leadership Communicati on Visual Performing Arts Infant page 23 Bullet 1-3 Musical instruments Video clips Un-pitched and pitched instruments
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
2 HISTORY OF ARTS AND CULTURE Music instruments in my environment -identify local musicians. Leadership Communicati on Visual Performing Arts Infant page 23 Bullet 4-7 Video clips Pre era colonial songs pictures
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
HISTORY OF ARTS AND CULTURE Music instruments in my environment -mimic songs by local musicians. 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 different musicians Step 3 Learners sing different songs Step 4 -In groups learners mime to sing and dance
HISTORY OF ARTS AND CULTURE Music instruments in my environment Songs and games in my home -Play local singing games. Visual Performing Arts Infant page 23 Bullet 4-7 Video clips Pre era colonial songs pictures
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
HISTORY OF ARTS AND CULTURE Music instruments in my environment -Name cultural artifacts found in the home. Problem solving Critical thinking Decision making Visual Performing Arts Infant page 23 Bullet 4-7 Video clips Pre era colonial songs pictures
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
3 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 Performing Arts Infant page 23 Bullet 8-11 Clay Artifacts Crayons Paint paper
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 Visual Arts
-The role of visual arts and artists in my family -classify types of visual arts in the past and present. Visual Performing Arts Infant page 23
Assumed Learners know different artifacts
Introduction teacher explains key words Step 2 -learners classify visual artist and
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 Theatre
The role of theatre film and animation and puppetry in my home and my culture -use safe visual arts materials Problem solving Critical thinking Decision making Visual Performing Arts Infant page 23 Bullet 8-11 Clay Artifacts Crayons Paint paper
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 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 Visual Performing Arts Infant page 23 Bullet 8-11 Clay Artifacts Crayons Paint paper
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
4 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 Visual Performing Arts Infant page 24 Bullet 12-15 Video clips Dvd players
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
laptop they saw
Conclusion –Oral questions
Theatre Different family members and their roles -name the family members and their roles. Problem solving Critical thinking Decision making 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 Theatre Different family members and their roles -mimic family members depicting their roles. Problem solving Critical thinking Decision making Visual Performing Arts Infant page 24 Bullet 12-15 Video clips Dvd players laptop
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 Theatre Different family members and their roles -listen to family’s stories. Problem solving Critical thinking Decision making 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 listen to different stories Step 3 Learners tell each stories
describing their families
Step 4–As a class learners discuss different stories
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 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 DANCE -The role of dances and dancers in my home and my culture -name local dances and dancers. Problem solving Critical thinking Decision making 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 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 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 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 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 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 Visual Performing Arts Infant page 24 Bullet 16-19 Video clips Drums Rattles
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
Dance games of songs from the past and present. -play dance games solving Critical thinking Decision making Performing Arts Infant page 25 Bullet 20-23 Pictures of dance groups Resource person Video clips
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
Creative process and performace Pitch
identification
-distinguish high and low sounds /pitches Problem solving Critical thinking Decision making Visual Performing Arts Infant page 25 Bullet 20-23 Pictures of dance groups Resource person Video clips
Assumed Learners know different un-pitched
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
Creative process and performace Music
-respond to high and low sounds with body movements. Problem solving Critical thinking Decision making communicatio n Visual Performing Arts Infant page 25 Bullet 20-23 Pictures of dance groups Resource person
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
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 Visual Performing Arts Infant page 26 Bullet 24-28 Charts with basic notes Jigsaw puzzles
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 Creative process and performace Music Pitch identification -improvise given melodies. -walk to the crotchet note (taa) quaiver, minim, semi-breve, crotchet. Problem solving Critical thinking Decision making communicatio n Visual Performing Arts Infant page 26 Bullet 24-28 Charts with basic notes Jigsaw puzzles
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
Creative process and performace Music Pitch identification -move to the minim note (taa-aa) quaiver, minim , semi-breve Problem solving Critical thinking Decision making communicatio n Visual Performing Arts Infant page 26 Bullet 24-28 Charts with basic notes Jigsaw puzzles
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 Creative process and performace Music Pitch -identify the crotchet and minim note with various Problem solving Critical thinking Visual Performing Arts Infant page 26
Assumed Knowledge Learners know minim note and crotchet note.
Introduction teacher explains key words. Step 2 -learners identify notes on the
identification types of movements. Decision making communicatio n Bullet 24-28 Charts with basic notes Jigsaw puzzles chalkboard
Step 3 Learners demonstrate note movements.
Step 4 –As a class demonstrate minim note
Conclusion–oral question 8 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
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 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
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 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
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
n crayons produce
Conclusion –Naming of artifacts Visual Arts Matching colors -classify objects according to primary colors Problem solving Critical thinking Decision making communicatio n Visual Performing Arts Infant page 26 Bullet 29-32 Sand Charcoal crayons
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
9 Theatre
Call and response games -state 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 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
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
making communicatio n ICT Tools Pictures paints
Step 4 –As a class recite games
Conclusion –Teacher asks oral questions
Theatre family roles and responsibilities -Imitate family roles and responsibiliti es 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 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
10 Theatre Children’s play Mahumbwe -use objects as pops. Problem solving Critical thinking Decision making Visual Performing Arts Infant page 27 Bullet 37-38 ICT Tools Pictures
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 Theatre Children’s play Mahumbwe -delegate roles and responsibiliti es Problem solving Critical thinking Decision making communicatio n Visual Performing Arts Infant page 27 Bullet 37-38 ICT Tools Pictures
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
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
WEEK TOPIC OBJECTIVES SKILLS AIDS S.O.M METHODS AND ACTIVITIES EVALUATION 1 Mathematical Play Comparing objects to colour Compare similar objects to colour Identifyi ng Compari ng Mathem atical play area -blocks coloure d shapes seeds Mathemati cs and Science ECD-Grade 2 Syllabus 2015-2022 Page 11 Bullet 1
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
Mathematical Play Pairing objects to colour pair objects to colour Matching Critical thinking collabora tion Mathem atical play area blocks -coloure d shapes seeds Mathemati cs and Science ECD-Grade 2 Syllabus 2015-2022 Page 11 Bullet 1
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 Mathematical Play Matching objects o colour Match familiar objects to colour Identifyi ng Matching 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
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
seeds seeds
WEEK
WEEK TOPIC TOPIC OBJECTIVES OBJECTIVES SKILLS SKILLS AIDS AIDS S.O.M S.O.M METHODS METHODS AND AND ACTIVITIES ACTIVITIES EVALUATIONEVALUATION Mathematical Mathematical Play Play Matching Matching pictures to pictures to colour colour matchmatch pictures to pictures to colour colour Matching Matching Collabora Collabora tion tion Critical Critical thinking thinking Mathem Mathem atical atical play play area area Science Science and and Discove Discove ry play ry play area area blocks blocks coloure coloure d d shapes shapes seeds seeds Mathemati Mathemati cs and cs and Science Science ECD-Grade ECD-Grade 2 Syllabus 2 Syllabus 2015-2022 2015-2022 Page 11 Page 11 Bullet 2 Bullet 2
1.Teacher demonstrates matching of 1.Teacher demonstrates matching of pictures to colour
pictures to colour 2.Individuals
2.Individuals take turns to mattake turns to match thech the pictures to colour using objects in the pictures to colour using objects in the environment
environment 3.Pair work 3.Pair work matchingmatching pictures to colour
pictures to colour using objects in using objects in thethe environment4.Feedback from pair work environment4.Feedback from pair work 5.Group work match
5.Group work matching pictures ing pictures to colourto colour 6.Feedback from group work
6.Feedback from group work
2 2 MathematicalMathematical Play Play Ordering Ordering Arranging Arranging objects objects identifyidentify different different objects objects Matching Matching Collabora Collabora tion tion Critical Critical thinking thinking Leaves, Leaves, buttons, buttons, fabrics, fabrics, fabrics, fabrics, bottle bottle tops tops Mathemati Mathemati cs and cs and Science Science ECD-Grade ECD-Grade 2 Syllabus 2 Syllabus 2015-2022 2015-2022 Page 11 Page 11 Bullet 3 Bullet 3
1. Learners sing the rhyme while naming 1. Learners sing the rhyme while naming objects they see
objects they see
2. Learners observe the teacher 2. Learners observe the teacher
demonstrating identifying different objects demonstrating identifying different objects 3. Learners in groups name various ob 3. Learners in groups name various ob jectsjects 4. Feed back from groups
4. Feed back from groups
5. Revising the main points of the lesson 5. Revising the main points of the lesson
Mathematical Mathematical Play Play Ordering Ordering Arranging Arranging objects objects ArrangeArrange objects objects according to according to colour colour Recognis Recognis e e Collabora Collabora tion tion Critical Critical thinking thinking Leaves, Leaves, buttons, buttons, fabrics, fabrics, fabrics, fabrics, bottle bottle tops tops Mathemati Mathemati cs and cs and Science Science ECD-Grade ECD-Grade 2 Syllabus 2 Syllabus 2015-2022 2015-2022 Page 11 Page 11 Bullet 3 Bullet 3
1.Recapping the previous lesson taught on 1.Recapping the previous lesson taught on identifying objects
identifying objects
2. Teacher demonstrates arranging objects 2. Teacher demonstrates arranging objects according to colour
according to colour
3. Pair work-arranging objects according to 3. Pair work-arranging objects according to colour
colour
4. Feedback from pair work 4. Feedback from pair work 5. Class work on matching colour 5. Class work on matching colour Mathematical Mathematical Play Play Objects of Objects of different shapes different shapes ArrangeArrange objects objects according to according to shapes shapes Recognis Recognis e e Collabora Collabora tion tion Critical Critical thinking thinking Leaves, Leaves, buttons, buttons, fabrics, fabrics, fabrics, fabrics, bottle bottle tops tops Mathemati Mathemati cs and cs and Science Science ECD-Grade ECD-Grade 2 Syllabus 2 Syllabus 2015-2022 2015-2022 Page 11 Page 11 Bullet 3 Bullet 3
1. Learners sing the song dudu muduri 1. Learners sing the song dudu muduri while naming objects they see
while naming objects they see 2. Learners observe the teacher 2. Learners observe the teacher
demonstrating arranging objects according demonstrating arranging objects according to shapes
to shapes
3. In groups learners practice arranging 3. In groups learners practice arranging objects according to shapes
objects according to shapes 4. Report back from groups 4. Report back from groups 5. Learners play a game on
5. Learners play a game on arrangingarranging shapes according to shapes
shapes according to shapes Mathematical Mathematical Play Play Arranging Arranging pictures pictures IdentifyIdentify different different pictures pictures Critical Critical thinking thinking ColouColou red red pictur pictur es es Mathemati Mathemati cs and cs and Science Science ECD-Grade ECD-Grade 2 Syllabus 2 Syllabus 2015-2022 2015-2022 Page 11 Page 11 Bullet 4 Bullet 4
1. Learners sing the rhyme while naming 1. Learners sing the rhyme while naming pictures they see
pictures they see
2. Learners observe the teacher 2. Learners observe the teacher demonstrating identifying different demonstrating identifying different pictures
pictures
3. Learners in groups name various 3. Learners in groups name various pictures
pictures
4. Feed back from groups 4. Feed back from groups
5. Revising the main points of the lesson 5. Revising the main points of the lesson Mathematical Mathematical Play Play Arranging Arranging pictures pictures ArrangeArrange pictures pictures according to according to colour colour Critical Critical thinking thinking Problem Problem solving solving ColouColou red red pictur pictur es es Mathemati Mathemati cs and cs and Science Science ECD-Grade ECD-Grade 2 Syllabus 2 Syllabus 2015-2022 2015-2022 Page 11 Page 11
1.Recapping the previous lesson taught on 1.Recapping the previous lesson taught on identifying pictures
identifying pictures
2. Teacher demonstrates arranging 2. Teacher demonstrates arranging pictures according to colour pictures according to colour 3. Pair work-arranging pictures
3. Pair work-arranging pictures accordingaccording to colour
to colour
4. Feedback from pair work 4. Feedback from pair work
Bullet
Bullet 4 4 5. 5. Class Class work work on on arranging arranging pictures pictures toto colour
colour
6. Revising main points of the lesson 6. Revising main points of the lesson
3 3 MathematicalMathematical Play Play Shapes Shapes Plane shapes Plane shapes IdentifyIdentify plane shapes plane shapes Recognis Recognis e e Collabora Collabora tion tion Plane Plane shapes shapes on on pictures pictures and and cuttings cuttings Mathemati Mathemati cs and cs and Science Science ECD-Grade ECD-Grade 2 Syllabus 2 Syllabus 2015-2022 2015-2022 Page 11 Page 11 Bullet 5 Bullet 5
1. Singing a song on shapes by the learners 1. Singing a song on shapes by the learners 2. Learners observe identification of shapes 2. Learners observe identification of shapes by the teacher
by the teacher
3. Learners identify planes shapes given in 3. Learners identify planes shapes given in pairs
pairs
4. Report back from pair work 4. Report back from pair work
5. Class work on naming planes shapes 5. Class work on naming planes shapes 6. Revision work 6. Revision work Mathematical Mathematical Play Play Shapes Shapes Plane shapes Plane shapes IdentifyIdentify plane shapes plane shapes from objects from objects in the local in the local environment environment Recognis Recognis e e Collabora Collabora tion tion Plane Plane shapes shapes on on pictures pictures and and cuttings cuttings Shapes Shapes in the in the local local environ environ ment ment Mathemati Mathemati cs and cs and Science Science ECD-Grade ECD-Grade 2 Syllabus 2 Syllabus 2015-2022 2015-2022 Page 11 Page 11 Bullet 5 Bullet 5
1. Recapping the previous lesson taught on 1. Recapping the previous lesson taught on Plane Shapes
Plane Shapes
2. Learners learn on different objects 2. Learners learn on different objects in thein the local environment with plane shapes local environment with plane shapes 3. Group work on identifying plane s 3. Group work on identifying plane s hapeshapes from objects they see in the local
from objects they see in the local environment
environment
4. Feedback from groups 4. Feedback from groups 5. Revising the main points 5. Revising the main points
Mathematical Mathematical Play Play Shapes Shapes Solid shapes Solid shapes
Identify solidIdentify solid shapes shapes Identifyi Identifyi ng ng Collabora Collabora tion tion SolidSolid shape shape s on s on pictur pictur es es SolidSolid shape shape s on s on Mathemati Mathemati cs and cs and Science Science ECD-Grade ECD-Grade 2 Syllabus 2 Syllabus 2015-2022 2015-2022 Page 11 Page 11 Bullet 5 Bullet 5
1. Learners sing a rhyme on 1. Learners sing a rhyme on shapesshapes
2. Learners identify solid shapes given with 2. Learners identify solid shapes given with the help of the teacher
the help of the teacher 3. Group work on
3. Group work on naming various solidnaming various solid shapes given
shapes given
4. Feedback from groups 4. Feedback from groups
5. Learners name different solid shapes 5. Learners name different solid shapes shown to them by the teacher
cuttin gs
6. Revision work
WEEK TOPIC OBJECTIVES SKILLS AIDS S.O.M METHODS AND ACTIVITIES EVALUATION
Mathematical Play Solid Shapes 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
Mathematical Play Naming shapes 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
4 Manipulative and Block Play Objects in the environment Name the objects in a set Identifyi ng Recognis e Critical thinking Seeds, bottle tops, empty contain ers Mathemati cs and Science ECD-Grade 2 Syllabus 2015-2022 Page 12 Bullet 6
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 Manipulative
and Block Play Objects in the environment Group objects according to size Sorting Critical thinking collabofr ation Seeds, bottle tops, empty contai ners Mathemati cs and Science ECD-Grade 2 Syllabus 2015-2022 Page 12 Bullet 7
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 Manipulative
and Block Play Objects in the environment Group objects according to shape Sorting Critical thinking collabofr ation Seeds, bottle tops, empty contai ners Mathemati cs and Science ECD-Grade 2 Syllabus 2015-2022 Page 12 Bullet 7
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 Manipulative
and Block Play Objects in the environment Group objects according to colour Sorting Critical thinking Collabofr ation Grouping Seeds, bottle tops, empty contai ners Mathemati cs and Science ECD-Grade 2 Syllabus 2015-2022 Page 12 Bullet 7
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
Manipulative and Block Play Construction Construct bundles Construct ing Problem soving Podx, string, meali e cobs, hollo w seeds and nuts 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
5 Manipulative
and Block Play Objects matching Identify correspondin g objects to pictures Recognis e Critical thinking Seeds, bottle tops, wood empty contai ners 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
Manipulative and Block Play Objects matching Paste correspondin g objects to pictures Collabora tion Critical thinking Seeds, bottle tops, wood empty contai ners Mathemati cs and Science ECD-Grade 2 Syllabus 2015-2022 Page 12 Bullet 9
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 Manipulative
and Block Play Objects matching Cut different pieces to form shapes Identifyi ng Critical thinking Scisso rs , paper s, sticks, string Mathemati cs and Science ECD-Grade 2 Syllabus 2015-2022 Page 12
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
