Week Topic / Objectives Methodology / Activities Competencies References/ Media / Evaluation

Ending Content (Skills, Knowledge Source of Resources

and attitudes)
matter
Aim: To develop four skills: listening, reading, writing and speaking in the English language, while also using visual & manual skills to cater for learners with diverse needs

E.C.D A MATHEMATICS TERM 2 2025

Broad Aims
For learners to:
❖ Develop and show a positive attitude towards Mathematics and Science.
❖ Progress smoothly from Infant to Junior Primary school learning.
❖ Understand, use and communicate mathematical and scientific information to develop critical thinking and problem solving
skills.
❖ Acquire mathematical and scientific concept for use as tools in everyday transaction such as study, work leisure.
❖ Develop an awareness of the importance of culture in the learning of Mathematics and Science.
❖ Develop psycho-social skills such as self-control and free expression of emotions and contribute to holistic development of
the learner.
❖
Topics to be covered
❖ Number
❖ Operations
❖ Measures

TIME ALLOCATION: 2 Hours per week: 6 BY 20 minute periods per week. It should be noted that: There should be one (1) double
lesson per week (syllabus page 9)

1
 Week Topic / Objectives Methodology / Activities Competencies References/ Media / Evaluation
Ending Content (Skills, Knowledge Source of Resources
and attitudes)
matter
Aim: To develop four skills: listening, reading, writing and speaking in the English language, while also using visual & manual skills to cater for learners with diverse needs
Week 1 MEASURES By the end Assumed knowledge -Learners own toys that have -names of Infant -Chart on
of the lesson, different plane shapes. different plane Mathematics shapes.
Plane shapes learners Introduction-Class and the facilitator recite a shapes Syllabus 2024- -different
16 should be rhyme on plane shapes; ‘four shapes that I -identifying 2030 page 16 - shapes
May -Plane shapes able to: know…x2. ’ -naming 18.
2025 (circle and -name the Dvpt:Step 1- Learners are introduced to the two
square) shape of the plane shapes; circle and square using a chart with
objects drawn shapes.
shown Step 2 - Facilitator states the names of the shapes
(square and one by one and the learners repeat after the
circle) facilitator.
lesson 1 -Identify the Step 3-Learners identify and name the square and
circle and the circle from the shapes shown on the facilitator’s
square table.
shapes on Step 4 -Learners pick up a shape and states its
objects. name saying; ‘this is a square/ ‘this is a circle.’
-sort objects Step 5-group work on sorting objects into two
according to categories namely objects square shape and objects
shape. with circle shape.
Conclusion –learners state the names of the two
plane shapes displayed by the facilitator as a class.
MEASURES By the end Assumed knowledge -Learners are able to name or -names of Infant -Chart on
of the lesson, identify the circle and square shapes. different plane Mathematics shapes.
Plane shapes learners Introduction-Class name the two plane shapes shapes Syllabus 2024- -different
should be done in the previous lesson; circle and square. -identifying 2030 page 16 - shapes
-Plane shapes able to: Dvpt:Step 1- Learners are introduced to the two -naming 18.
(triangle and -name the plane shapes; triangle and rectangle using a chart
rectangle) shape of the with drawn shapes.
lesson 2 objects Step 2 -Facilitator states the names of the shapes
shown one by one and the learners repeat after the
(triangle and facilitator.
rectangle) Step 3-Learners identify and name the triangle and
-Identify the the rectangle from the shapes shown on the
triangle and facilitator’s table.
rectangle Step 4 -Learners pick up a shape and states its
shapes on name saying; ‘this is a triangle/ ‘this is a rectangle.’
objects. Step 5-group work on sorting objects into two
-group categories namely objects triangle shape and
objects objects with rectangle shape.

2
 Week Topic / Objectives Methodology / Activities Competencies References/ Media / Evaluation
Ending Content (Skills, Knowledge Source of Resources
and attitudes)
matter
Aim: To develop four skills: listening, reading, writing and speaking in the English language, while also using visual & manual skills to cater for learners with diverse needs
according to Conclusion –learners state the names of the two
given shape. plane shapes displayed by the facilitator as a class.

Week 1 MEASURES By the end Assumed knowledge-Learners know the names of -properties of Infant -Circles
of the lesson, the four common plane shapes and can give their plane shapes Mathematics -Triangles
Plane shapes learners properties. -identifying Syllabus 2024- -Rectangles
16 should be Introduction –Learner revise the rhyme on plane -naming 2030 page 16 - -Squares
May -The four basic able to: shapes; ‘four shapes that I know…x2, circle, -describing 18. -Chart on
2025 plane shapes -name the square, triangle, rectangle!’ -drawing shapes.
(circle, square, four common Dvpt step 1- Learners state the four common -pincer grasp
triangle and plane shapes. shapes shown on the chart or objects on the
rectangle) -identify the facilitator’s table.
four shapes Step 2-Class activity;learners and the facilitator
by discuss on the properties of the four shapes e.g. a
descriptions square has 4 equal sides and 4 edges, a triangle has
given on 3 sides and is similar to the roof of a hut, a circle is
lesson 3 their round.
properties. Step 3-Learners identify the shapes whose
-draw the properties has been mentioned by the facilitator .
four plane Step 4-Learners draw the four shapes in their books
shapes. Conclusion –A volunteer states the properties of
the four shapes.

3
 Week Topic / Objectives Methodology / Activities Competencies References/ Media / Evaluation
Ending Content (Skills, Knowledge Source of Resources
and attitudes)
matter
Aim: To develop four skills: listening, reading, writing and speaking in the English language, while also using visual & manual skills to cater for learners with diverse needs
MEASURES By the end Assumed knowledge-Learners have a single -different times Infant -Pictures of
of the lesson, routine they do in the morning. of the day Mathematics events that
Time learners Introduction –Learners recite the rhyme ‘hande -describing Syllabus 2024- occur in the
should be kuchikoro………’ -sequencing 2030 page 16- morning.
-Morning able to: Dvpt:Step 1- Facilitator helps learners give the events. 18.
events. -give the three main times of the day i.e. morning, afternoon
three main and evening.
lesson 4 times of the Step 2-Learners and the facilitator list things they
day. do in the morning e.g. making up the bed, bathing,
-give at least having breakfast, cleaning the house and going to
3 things they school etc.
do in the Step 3-In groups, learners sequence the morning
morning. events shown on a chart in their correct sequence,
-say out the facilitator moves around assisting learners.
events in Step 4-A group chosen by the facilitator say out the
their correct events in their correct sequence.
sequence. Conclusion – Learners recite rhyme on days of the
week.
Week 2 MEASURES By the end Assumed knowledge-Learners can sequence -sequencing Infant -Pictures of
of the lesson, activities they do in the morning. events according Mathematics events that
Time learners Introduction –Learners list things/ activities they to time Syllabus 2024- occur in the
should be do in the morning e.g. bathing, going to school, -different times 2030 page 16- afternoon
23 -Afternoon and able to: waking up and eating breakfast. of the day. 18. and
May evening events. -give the Dvpt: Step 1- Facilitator helps learners give the -observing evening.
2025 three main three main times of the day i.e. morning, afternoon pictures
times of the and evening.
day. Step 2-Learners and the facilitator list things they
-give at least do in the afternoon: going home, eating lunch, and
3 things they taking of the school uniform and what they do in
lesson 1 do in the the evening e.g. listening to news, eating supper and
afternoon sleeping.
and in the Step 3-In groups, learners sequence the afternoon
evening. and evening events shown on a chart in their correct
-say out the sequence, facilitator moves around assisting
events in learners.
their correct Step 4-A group chosen by the facilitator say out the
sequence. events in their correct sequence.
Conclusion – Learners answer questions orally

4
 Week Topic / Objectives Methodology / Activities Competencies References/ Media / Evaluation
Ending Content (Skills, Knowledge Source of Resources
and attitudes)
matter
Aim: To develop four skills: listening, reading, writing and speaking in the English language, while also using visual & manual skills to cater for learners with diverse needs
NUMBER By the end Assumed knowledge-Learners often count items -counting objects Infant -number
of the when engaged in play. -matching objects Mathematics line without
Counting lesson, Introduction–Learners give the number of pair of to number Syllabus 2024- numerals
learners shoes they have. -auditory 2030 page 14- -Counters
-Oral counting Dvpt: Step 1-Facilitator introduces a rhyme on memory. 15. -Stones
should be
counting: one finger up, one finger down. -observing -Blocks
able to: one finger pointing up and down -mathematical -Seeds
-say numbers Two fingers up, two fingers down. concepts -Bottle tops
Lesson 2 up to 5. two fingers pointing up and down
-recite a Step 2-Learners recite the rhyme together with the
counting facilitator in a reciprocal manner.
rhyme up to Step 3-Learners in pairs do the counting activity up
5. to 5.
-count to 5 Step 4-Learners lift fingers that are equivalent in
-match number to number of objects shown...
number of Conclusion –In groups, learners match number of
objects and objects and counter and sing the counting rhyme.
pictures
Week 2 NUMBER By the end Assumed knowledge-Learners know how to count -counting objects Infant -Counters
of the lesson, up to 5. -set notation Mathematics -Sets with
learners Introduction –Learners count from 1 to 5in the -one to one Syllabus objects
Counting should be correct sequence. correspondence 2024-2030 from one to
23 able to: Dvpt: Step 1-Learners count and match objects -Writing five
page 14-15.
May -Count up to through one-one correspondence. -number
2025 5 Step 2-Learners are shown objects which are line
-give the equivalent to the numbers zero (0) to five (5) and
-How many? number of they count the number of objects with facilitator’s
objects in a help.
set. Step 3-Facilitator introduces the set notation or
-count up to system to learners.
lesson 3 five objects Step 4-Learners give the number of objects in each
found in the set shown by the facilitator.
classroom. Step 5-Individually, learners write work by drawing
sets and place the said quantity in the very set.
Conclusion – Volunteers count objects in some
given sets.

5
 Week Topic / Objectives Methodology / Activities Competencies References/ Media / Evaluation
Ending Content (Skills, Knowledge Source of Resources
and attitudes)
matter
Aim: To develop four skills: listening, reading, writing and speaking in the English language, while also using visual & manual skills to cater for learners with diverse needs
NUMBER By the end Assumed knowledge-Learners can match objects Identifying Infant -blocks
of the according to instruction. Naming Mathematics - shapes
Matching lesson, Introduction–Learners and the facilitator recite a matching Syllabus 2024- -
learners rhyme on colours; “colours, colours, everywhere 2030 page 14. Mathematic
-Primary colour colours…..’ al play area.
should be
block matching Dvpt: Step 1-Learners name the primary colours
able to: randomly.
lesson 4 -name the Step 2-Learners are engaged in an activity of
primary identifying the three colours on provided blocks.
colours. Step 3-Learners view the facilitator demonstrate the
-identify matching of colours
primary Step 4-Learners in pairs to match blocks according
colours to colour while facilitator moves around assisting
-Match those facing difficulties in matching according to
blocks colour.
according to Step 5-Feedback is given from the pairs until
colour. everyone participates.
Conclusion – Volunteers demonstrate matching to
the class.
Week 2 REVISION By the end Assumed Knowledge-Learners have learnt about -answering Infant -writing
of the lesson, the concepts in the revision exercise during the past -revising Mathematics instruments
learners two weeks. -remembering Syllabus 2024- -paper
-Revision on the should be Introduction-Facilitator gives the focus of the (auditory 2030 page 14- -sheets with
23 work done for able to: lesson, i.e. what learners will be doing during the memory 18. revision
May the fortnight. -answer activity. . work
2025 questions Dvpt: Step 1-Learners are given revision questions -
from the from the work covered so far. developmen
revision test Step 2-Learners and the facilitator do a revision tal
by giving using the question and answer method checklists
oral answers, Step 3-Learners read pictures and give comments
experiments, on what they are seeing.
or drawings. Step 4-Individually learners answer the question on
lesson 5 the chalkboard or on the question papers based on
the work covered so far during the term.

6
 Week Topic / Objectives Methodology / Activities Competencies References/ Media / Evaluation
Ending Content (Skills, Knowledge Source of Resources
and attitudes)
matter
Aim: To develop four skills: listening, reading, writing and speaking in the English language, while also using visual & manual skills to cater for learners with diverse needs
Week 3 NUMBER By the end Assumed knowledge-Learners know objects of Identifying Infant -objects of
of the lesson, various shapes and sizes from the environment Naming Mathematics different
Matching learners Introduction –Learners recite the rhyme “Hande Matching Syllabus 2024- sizes.
should be kuchikoro” 2030 page 14.
-Matching able to: Dvpt: Step 1-Class activity on naming of the
30 objects to size. -name given objects shown by the facilitator ensuring maximum
May objects participation from the learners.
2025 -Match Step 2-Learners are given instructions on how they
objects shall do the object matching.
according to Step 3-Learners in groups match provided objects
lesson 1 size. according to size, stating the different sizes of the
-identify a given objects.
shown Step 4-Learners give feedback from the group
object. matching activity.
Conclusion – Learners state different sizes of the
items they used in matching activities.

Week 3 NUMBER By the end Assumed knowledge-Learners know the names of Identifying Infant -pictures of
of the lesson, primary colours. Naming Mathematics various
Matching learners Introduction –Learners recite the rhyme, colours Matching Syllabus 2024- colours.
should be colours. 2030 page 14.
-Matching able to: Dvpt: Step 1-Class activity on naming colours of
30 pictures -name the objects displayed on the facilitator’s table (blue,
May according to colours of red, yellow, green)
2025 colour. objects Step 2-Learners are given instructions on how they
displayed shall do the picture matching, then they engage in
-Match the activity in groups.
pictures Step 3-Learners in groups match pictures provided
according to by the facilitator according to colour.
colour. Step 4-Learners give feedback from the group
matching activity.
Conclusion – Learners state and demonstrate what
Lesson 2 matching means.

7
 Week Topic / Objectives Methodology / Activities Competencies References/ Media / Evaluation
Ending Content (Skills, Knowledge Source of Resources
and attitudes)
matter
Aim: To develop four skills: listening, reading, writing and speaking in the English language, while also using visual & manual skills to cater for learners with diverse needs
NUMBER By the end Assumed knowledge-Learners use pencils and or Identifying Infant -pencils of
of the lesson, crayons to write on a daily basis. Naming Mathematics different
Matching learners Introduction –Learners recite the colour rhyme as Matching Syllabus 2024- colours.
should be a class. 2030 page 14.
-Matching able to: Dvpt: Step 1-Class activity on naming colours of
pencils -name the their pencils according to groups.
lesson 3 according to colours of Step 2-Facilitator demonstrates on how the learners
colour. their pencils shall match their pencils in their small groups.
-Match Step 3-Learners in groups match their pencils
pencils according to colour.
according to Step 4-Learners give feedback from the group
colour. matching activity.
Conclusion – Learners stand up stating the colours
of their pencils until everyone does.

E.C.D A ENGLISH LANGUAGE TERM 2 2025

Broad Aims
For Pupils to:

❖ Listen to instructions.
❖ Tell and retell a story.
❖ Read for enjoyment and comprehension.
❖ Increase their vocabulary.
❖ Practise writing patterns and letters.
❖ Use sentence models given in units.
❖ Continue to key foundation of the child’s spoken English for communication.

8
Week Topic / Objectives Methodology / Activities Competencies References/ Media / Evaluation
Ending Content (Skills, Knowledge Source of Resources
and attitudes)
matter
Aim: To develop four skills: listening, reading, writing and speaking in the English language, while also using visual & manual skills to cater for learners with diverse needs

Topics to be covered
❖ Listening.
❖ Speaking.
❖ Reading.
❖ Writing.

TIME ALLOCATION: 5 BY 20 minute periods per week.

Week 1 LISTENING/ By the end Assumed knowledge –learners have heard different -active listening -English -containers
OBSERVING of the lesson, sounds. -auditory language -rice
16 learners will Introduction –Learners great each other as it is the discrimination syllabus 2024- -stones
May Animal And be able to: first day at school. -comparing and 2030 infant -sticks
2025 Object -name Dvpt: Step 1-Learners name objects displayed on contrasting ECD-Grade 2 -sand
Sounds objects on facilitator’s table. -recalling page 17-19 -beans.
the Step 2-Learners listen to the sounds made from
facilitator’s different containers with stones, sand, beans, maize,
-Sound box. table. sticks etc. so that they know the noise made by each
-identify of the contents.
sounds in Step 3-Facilitator takes the containers with the
box. contents and put them into a box
Lesson 1 -imitate Step 4-Learners identify which container was
sounds made shook in the box.
by different Step 5- Learners imitate sounds they have heard.
objects. Conclusion –class play a game –Follow the leader.

9
Week Topic / Objectives Methodology / Activities Competencies References/ Media / Evaluation
Ending Content (Skills, Knowledge Source of Resources
and attitudes)
matter
Aim: To develop four skills: listening, reading, writing and speaking in the English language, while also using visual & manual skills to cater for learners with diverse needs

Broad Aims
For learners to:
❖ Develop and show a positive attitude towards Mathematics and Science.
❖ Progress smoothly from Infant to Junior Primary school learning.
❖ Understand, use and communicate mathematical and scientific information to develop critical thinking and problem solving
skills.
❖ Acquire mathematical and scientific concept for use as tools in everyday transaction such as study, work leisure.
❖ Develop an awareness of the importance of culture in the learning of Mathematics and Science.
❖ Develop psycho-social skills such as self-control and free expression of emotions and contribute to holistic development of
the learner.
❖
Topics to be covered
❖ Number
❖ Operations
❖ Measures

TIME ALLOCATION: 2 Hours per week: 6 BY 20 minute periods per week. It should be noted that: There should be one (1) double
lesson per week (syllabus page 9)

10
 Week Topic / Objectives Methodology / Activities Competencies References/ Media / Evaluation
Ending Content (Skills, Knowledge Source of Resources
and attitudes)
matter
Aim: To develop four skills: listening, reading, writing and speaking in the English language, while also using visual & manual skills to cater for learners with diverse needs
Week 1 MEASURES By the end Assumed knowledge -Learners own toys that have -names of Infant -Chart on
of the lesson, different plane shapes. different plane Mathematics shapes.
Plane shapes learners Introduction-Class and the facilitator recite a shapes Syllabus 2024- -different
16 should be rhyme on plane shapes; ‘four shapes that I -identifying 2030 page 16 - shapes
May -Plane shapes able to: know…x2. ’ -naming 18.
2025 (circle and -name the Dvpt:Step 1- Learners are introduced to the two
square) shape of the plane shapes; circle and square using a chart with
objects drawn shapes.
shown Step 2 - Facilitator states the names of the shapes
(square and one by one and the learners repeat after the
circle) facilitator.
lesson 1 -Identify the Step 3-Learners identify and name the square and
circle and the circle from the shapes shown on the facilitator’s
square table.
shapes on Step 4 -Learners pick up a shape and states its
objects. name saying; ‘this is a square/ ‘this is a circle.’
-sort objects Step 5-group work on sorting objects into two
according to categories namely objects square shape and objects
shape. with circle shape.
Conclusion –learners state the names of the two
plane shapes displayed by the facilitator as a class.
MEASURES By the end Assumed knowledge -Learners are able to name or -names of Infant -Chart on
of the lesson, identify the circle and square shapes. different plane Mathematics shapes.
Plane shapes learners Introduction-Class name the two plane shapes shapes Syllabus 2024- -different
should be done in the previous lesson; circle and square. -identifying 2030 page 16 - shapes
-Plane shapes able to: Dvpt:Step 1- Learners are introduced to the two -naming 18.
(triangle and -name the plane shapes; triangle and rectangle using a chart
rectangle) shape of the with drawn shapes.
lesson 2 objects Step 2 -Facilitator states the names of the shapes
shown one by one and the learners repeat after the
(triangle and facilitator.
rectangle) Step 3-Learners identify and name the triangle and
-Identify the the rectangle from the shapes shown on the
triangle and facilitator’s table.
rectangle Step 4 -Learners pick up a shape and states its
shapes on name saying; ‘this is a triangle/ ‘this is a rectangle.’
objects. Step 5-group work on sorting objects into two
-group categories namely objects triangle shape and
objects objects with rectangle shape.

11
 Week Topic / Objectives Methodology / Activities Competencies References/ Media / Evaluation
Ending Content (Skills, Knowledge Source of Resources
and attitudes)
matter
Aim: To develop four skills: listening, reading, writing and speaking in the English language, while also using visual & manual skills to cater for learners with diverse needs
according to Conclusion –learners state the names of the two
given shape. plane shapes displayed by the facilitator as a class.

Week 1 MEASURES By the end Assumed knowledge-Learners know the names of -properties of Infant -Circles
of the lesson, the four common plane shapes and can give their plane shapes Mathematics -Triangles
Plane shapes learners properties. -identifying Syllabus 2024- -Rectangles
16 should be Introduction –Learner revise the rhyme on plane -naming 2030 page 16 - -Squares
May -The four basic able to: shapes; ‘four shapes that I know…x2, circle, -describing 18. -Chart on
2025 plane shapes -name the square, triangle, rectangle!’ -drawing shapes.
(circle, square, four common Dvpt step 1- Learners state the four common -pincer grasp
triangle and plane shapes. shapes shown on the chart or objects on the
rectangle) -identify the facilitator’s table.
four shapes Step 2-Class activity;learners and the facilitator
by discuss on the properties of the four shapes e.g. a
descriptions square has 4 equal sides and 4 edges, a triangle has
given on 3 sides and is similar to the roof of a hut, a circle is
lesson 3 their round.
properties. Step 3-Learners identify the shapes whose
-draw the properties has been mentioned by the facilitator .
four plane Step 4-Learners draw the four shapes in their books
shapes. Conclusion –A volunteer states the properties of
the four shapes.

12
 Week Topic / Objectives Methodology / Activities Competencies References/ Media / Evaluation
Ending Content (Skills, Knowledge Source of Resources
and attitudes)
matter
Aim: To develop four skills: listening, reading, writing and speaking in the English language, while also using visual & manual skills to cater for learners with diverse needs
MEASURES By the end Assumed knowledge-Learners have a single -different times Infant -Pictures of
of the lesson, routine they do in the morning. of the day Mathematics events that
Time learners Introduction –Learners recite the rhyme ‘hande -describing Syllabus 2024- occur in the
should be kuchikoro………’ -sequencing 2030 page 16- morning.
-Morning able to: Dvpt:Step 1- Facilitator helps learners give the events. 18.
events. -give the three main times of the day i.e. morning, afternoon
three main and evening.
lesson 4 times of the Step 2-Learners and the facilitator list things they
day. do in the morning e.g. making up the bed, bathing,
-give at least having breakfast, cleaning the house and going to
3 things they school etc.
do in the Step 3-In groups, learners sequence the morning
morning. events shown on a chart in their correct sequence,
-say out the facilitator moves around assisting learners.
events in Step 4-A group chosen by the facilitator say out the
their correct events in their correct sequence.
sequence. Conclusion – Learners recite rhyme on days of the
week.
Week 2 MEASURES By the end Assumed knowledge-Learners can sequence -sequencing Infant -Pictures of
of the lesson, activities they do in the morning. events according Mathematics events that
Time learners Introduction –Learners list things/ activities they to time Syllabus 2024- occur in the
should be do in the morning e.g. bathing, going to school, -different times 2030 page 16- afternoon
23 -Afternoon and able to: waking up and eating breakfast. of the day. 18. and
May evening events. -give the Dvpt: Step 1- Facilitator helps learners give the -observing evening.
2025 three main three main times of the day i.e. morning, afternoon pictures
times of the and evening.
day. Step 2-Learners and the facilitator list things they
-give at least do in the afternoon: going home, eating lunch, and
3 things they taking of the school uniform and what they do in
lesson 1 do in the the evening e.g. listening to news, eating supper and
afternoon sleeping.
and in the Step 3-In groups, learners sequence the afternoon
evening. and evening events shown on a chart in their correct
-say out the sequence, facilitator moves around assisting
events in learners.
their correct Step 4-A group chosen by the facilitator say out the
sequence. events in their correct sequence.
Conclusion – Learners answer questions orally

13
 Week Topic / Objectives Methodology / Activities Competencies References/ Media / Evaluation
Ending Content (Skills, Knowledge Source of Resources
and attitudes)
matter
Aim: To develop four skills: listening, reading, writing and speaking in the English language, while also using visual & manual skills to cater for learners with diverse needs
NUMBER By the end Assumed knowledge-Learners often count items -counting objects Infant -number
of the when engaged in play. -matching objects Mathematics line without
Counting lesson, Introduction–Learners give the number of pair of to number Syllabus 2024- numerals
learners shoes they have. -auditory 2030 page 14- -Counters
-Oral counting Dvpt: Step 1-Facilitator introduces a rhyme on memory. 15. -Stones
should be
counting: one finger up, one finger down. -observing -Blocks
able to: one finger pointing up and down -mathematical -Seeds
-say numbers Two fingers up, two fingers down. concepts -Bottle tops
Lesson 2 up to 5. two fingers pointing up and down
-recite a Step 2-Learners recite the rhyme together with the
counting facilitator in a reciprocal manner.
rhyme up to Step 3-Learners in pairs do the counting activity up
5. to 5.
-count to 5 Step 4-Learners lift fingers that are equivalent in
-match number to number of objects shown...
number of Conclusion –In groups, learners match number of
objects and objects and counter and sing the counting rhyme.
pictures

Enhance your lesson planning with our comprehensive

schemes of work. Aligned with Heritage Based
Curriculum HBC standards CALL/WHATSAPP 0774
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E.C.D A CHISHONA KOTORO YECHIPIRI 2025
Broad Aims
For learners to:

14
Week Topic / Objectives Methodology / Activities Competencies References/ Media / Evaluation
Ending Content (Skills, Knowledge Source of Resources
and attitudes)
matter
Aim: To develop four skills: listening, reading, writing and speaking in the English language, while also using visual & manual skills to cater for learners with diverse needs
❖ Acquire skills of Listening, Speaking, Reading and Writing as well as Visual, Tactile and
Manual skills for different purpose the indigenous Languages.
❖ Communicate effectively in different situations.
❖ Develop a life-long reading culture in the indigenous Languages for personal, cultural and
national identity.
❖ Acquire skills of critical thinking on prevailing and cross-cutting issues.
❖ Develop aspects of orature to enhance national heritage and culture.
❖ Use ICT in learning Indigenous Language.

Topics to be covered
❖ Comprehension and summary
❖ Language usage
❖ Language structures
❖ Composition
❖ Cultural aspects

TIME ALLOCATION: 5 BY 20 minute periods per week.

Chinangwa chevhiki: Kuvanduza unyanzvi hwevadzidzi mukuteerera, kutaura, kunyora nekuverenga.

15
Week Topic / Objectives Methodology / Activities Competencies References/ Media / Evaluation
Ending Content (Skills, Knowledge Source of Resources
and attitudes)
matter
Aim: To develop four skills: listening, reading, writing and speaking in the English language, while also using visual & manual skills to cater for learners with diverse needs
MUTAURO Vadzidzi Zvinofungidzirwa: Vadzidzi vanogona -Indigenous -nharaunda
vanotarisirwa kuteerera. Language yechikoro
KUTEERERA kugona: Nhanganyaya: Vadzidzi vanoimba rwiyo Syllabus 2024- -mifananidzo
-kudoma kwabva “Chii chati gwendere…”. 2030 infant yezviri
ruzha munharaunda. Danho 1: -Vadzidzi vanorairwa kuti syllabus ECD- munharaunda
Kuziva ruzha -kuteedzera ruzha vanyarare vateerere ruzha kubva Grade 2 page 29
rwemunharaunda munharaunda yavari.
Ruzha Danho 2: -Mudzidzi umwe noumwe
rwemunharaunda anodura zvaanzwa pavanga vakanyarara.
Danho 3: Vadzidzi vanoeedzesera ruzha
rwavanzwa.
Danho 4: Vadzidzi vanotamba mutambo
wekuita ruzha vamwe vachidoma chnoiya
ruzha rwakadaro
Mhedziso- Vadzidzi vanoimba kambo
kokuti “ticha simbi yarira…..”.
NZWISISO Vadzidzi Zvinofungidzirwa: Vadzidzi vanoziva --Indigenous -mabhuku
vanotarisirwa ruoko rwerudyi nerweruboshwe. Language
KUVERENGA kugona: Nhanganyaya: Vadzidzi vanosimudziswa Syllabus 2024-
-kuratidzira mawoko avo okuruboshwe kotevera orudyi. 2030 infant
Kuverenga mavhurirwo Danho 1: Mudzidzisi anoburitsa bhuku syllabus ECD-
mifananidzo. anoitwa mabhuku. obvunza vadzidzi mativi ebhuku anoti rudyi Grade 2 page 26
-kuverenga zviri kana ruboshwe.
Mavhuriwo mumabhuku Danho 2: Vadzidzi muzvikwata
anoitwa bhuku. vanotaurirana maererano nemavhurirwo
anoitwa bhuku.
Danho 3:Mudzidzi umwe noumwe
anoverenga zviri mubhuku.
Danho 4: Vadzidzi vanovhurira vamwe
mabhuku
Mhedziso- Mudzidzi anoda anotsanangura
mavhuriwro ebhuku

16
Week Topic / Objectives Methodology / Activities Competencies References/ Media / Evaluation
Ending Content (Skills, Knowledge Source of Resources
and attitudes)
matter
Aim: To develop four skills: listening, reading, writing and speaking in the English language, while also using visual & manual skills to cater for learners with diverse needs
NZWISISO Vadzidzi Zvinofungidzirwa –Vadzidzi vanoziva --Indigenous -mapenzura
vanotarisirwa zvinyoreso zvinoshandiswa. Language -mapepa
KUNYORA kugona: Nhanganyaya- Vadzidzi vanodoma zvombo Syllabus 2024- -mabhuku
-kubata zvakanaka zvekunyoresa 2030 infant
Kudzidzira chombo Danho 1-Mudzidzisi anoratidza mabatirwo syllabus ECD-
kunyora chekunyoresa. anoitwa penzura. Grade 2 page 26
-kunyora zvakanaka Danho 2-Muzvikwata vadzidzi vanobata
Mabatirwo chinyoreso zvakanaka vachibatsirana.
anoitwa penzura. Danho 3-Vadzidzi vanoratidzana mabatirwo
echinyoreso sekirasi.
Danho 4-Mudzidzi umwe neumwe
anozvinyorera pabepa rake.
Mhedziso- Vadzidzi vanonyora mumhepo
ne mapenzura.
UKAMA Vadzidzi Nhanganyaya: Vadzidzi vanoimba rwiyo --Indigenous -mifananidzo
vanotarisirwa “Mhoro shamwari” vachikwazisana. Language yeshamwari
kugona: Danho 1: Vadzidzi vanodoma huwandu Syllabus 2024- dziri kutamba
KUTAURA -kudoma mazita hweshamwari dzavo. 2030 infant
eshamwari dzavo Danho 2: Vadzidzi vanodoma mazita syllabus ECD-
Ini nemhuri zvizere. eshamwari dzavo zvizere.g. Shamwari Grade 2 page 32
yangu nevamwe. -kutamba yangu ndiLazarus Kanokara.
neshamwari dzavo Danho 3: Vadzidzi vanotsanangura kukosha
Shamwari yangu kwehushamwari uye kuti vanoitei kana vane
shamwari dzavo vari mumapoka.
Danho 4-Vadzidzi vanopakurira vamwe
zvavataura mumapoka.
Mhedziso: Vadzidzi vanotamba
neshamwari dzavo vachitaurirana nyaya
dzazvakaitika pazororo zvakavafadza.

Chinangwa chevhiki: Kuvanduza unyanzvi hwevadzidzi mukuteerera, kutaura, kunyora nekuverenga.

17
Week Topic / Objectives Methodology / Activities Competencies References/ Media / Evaluation
Ending Content (Skills, Knowledge Source of Resources
and attitudes)
matter
Aim: To develop four skills: listening, reading, writing and speaking in the English language, while also using visual & manual skills to cater for learners with diverse needs
MUTAURO Vadzidzi Zvinofungidzirwa: Vadzidzi vanoziva --Indigenous -nharembozha
vanotarisirwa mazita emhuka. Language -wairesi
kugona: Nhanganyaya: Vadzidzi vanotamba Syllabus 2024- -kombiyuta
KUTEERERA -kudoma mutambo “Dudu muduri…” vachidoma 2030 infant
mhukadzepamusha mazita emhuka syllabus ECD-
dzinodarika mbiri. Danho 1: Vadzidzi vanodoma mazita Grade 2 page 30
Kuziva ruzha -kuteedzera ruzha emhuka dzepamba vachibatsirwa
rwemhuka nebhambiri remudzidzisi.
Ruzha runoitwa dzinodarika mbiri Danho 2:Mudzidzi anochemedza mhuka
nemhuka dzepamba achishandisa foni.
dzinochengetwa Danho 3: Vari muzvikwata vadzidzi
pamusha. vanoteedzera ruzha rwemhuka.
Danho 4: Vadzidzi vanoita ruzha rwemhuka
pamberi pevamwe.
Mhedziso: Vadzidzi vanodoma mhuka
inoita ruzha runenge rwaitwa nemumwe.
UKAMA Vadzidzi Zvinofungidzirwa: Vadzidzi vanoziva -Indigenous -Indigenous
vanotarisirwa mazita avo. Language Language
kugona: Nhanganyaya: Vadzidzi vanoimba karwiyo Syllabus 2024- Syllabus peji
KUTAURA -kutaura mazita avo “Zita rako ndiani”. 2030 infant 14.
zvizere nemakore Danho 1: Vadzidzi vanopanana mukana syllabus ECD-
Ini nemhuri avo wokutaura mazita avo vachitungamirirwa Grade 2 page 32 -vadzidzi
yangu nevamwe. -kudoma nomudzidzisi.
vavanogara navo Danho 2: Vadzidzi vanoudzana zvimwe
Ini (zita, makore pamusoro pavosekuti Zita rangu ndinonzi
mangani uye Tinotenda Makotindine makore mashanu
mazita ndinogara nasekuru namukoma.
evaanogara navo) Danho 3: Vadzidzi vanotamba mutambo
vevanhu vasangana kekutanga
vachibvunzana mazita vamwe vachipindura
zvizere.
Mhedziso: Vadzidzi vanotaura
chakakoshera kuziva zita rako zvizere.

18
Week Topic / Objectives Methodology / Activities Competencies References/ Media / Evaluation
Ending Content (Skills, Knowledge Source of Resources
and attitudes)
matter
Aim: To develop four skills: listening, reading, writing and speaking in the English language, while also using visual & manual skills to cater for learners with diverse needs
MUTAURO Vadzidzi Zvinofungidzirwa: Vadzidzi vanoziva --Indigenous -nharembozha
vanotarisirwa mazita emhuka. Language -mifananidzo
kugona: Nhanganyaya: Vadzidzi vanoimba Syllabus 2024- yemhuka
KUTEERERA -kuedzesera ruzha detembo“Murimi Maruta ane mombe hiya 2030 infant
rwemhuka hiya yoo…” . syllabus ECD-
dzinopfuiwa pamba. Danho 1: Vadzidzi vanodoma mazita Grade 2 page 28
Kuziva ruzha -kufananidza emhuka dzepamusha
mifananidzo Danho 2:Vadzidzi vanochema sezvinoita
Kufananidza yemhuka mhuka dzepamusha.
mifananidzo dzinochengetwa Danho 3: Vari muzvikwata vadzidzi
yemhuka pamusha neruzha vanofananidza mufananidzo zvichienderana
dzinochengetwa rwadzinoita neruzha rwavanzwa rwunoitwa nemhuka
pamusha neruzha dzinodarika mbiri. iyoyo.
rwadzinoita. Danho 4: Vadzidzi vanopakurira vamwe.
Mhedziso- Vadzidzi vanosimudza
mufananidzo wemhuka voita ruzha
rwainoita.
NZWISISO Vadzidzi Zvinofungidzirwa: Vadzidzi vanogona --Indigenous -mabhuku
vanotarisirwa kuverenga vachibva kuruboshwe vachienda Language -makadhi ane
kugona: kurudyi. Syllabus 2024- mifananidzo
KUVERENGA -kuratidza Nhanganyaya: Vadzidzi vanoverenga 2030 infant
kumusoro nekuzasi. mifananidzo iri pabhambiri. syllabus ECD-
-kuverenga Danho 1: Vadzidzi vanoratidza kumusoro Grade 2 page 27
Kuverenga mifananidzo nekuzasi vachibatsirwa nomudzidzisi.
mifananidzo. vachibva kumusoro Danho 2: Vadzidzi vanoverenga
vachienda kuzasi. mifananidzo sezvaratidzwa nomudzidzisi.
Kuverenga Danho 3: Vadzidzi vanoverenga
mifananidzo mifananidzo kubva kumusoro vachienda
kubvakumusoro kuzasi vari muzvikwata.
vachienda kuzasi. Danho 4: Vadzidzi vanoverengera vamwe
sezvavanga vachiita muzvikwata.
Mhedziso: Vadzidzi vanoverenga
mifananidzo iri kumadziro.

RONDEDZERO Vadzidzi Zvinofungidzirwa: Vadzidzi vanogona --Indigenous -mifananidzo

vanotarisirwa kubata chinyoreso. Language yemunhu
KUNYORA kugona: Nhanganyaya: Vadzidzi vanobata Syllabus 2024- -mabhuku
-kudoma mitezo iri chinyoreso zvakanaka voedzesera kunyora 2030 infant -mapepa

19
Week Topic / Objectives Methodology / Activities Competencies References/ Media / Evaluation
Ending Content (Skills, Knowledge Source of Resources
and attitudes)
matter
Aim: To develop four skills: listening, reading, writing and speaking in the English language, while also using visual & manual skills to cater for learners with diverse needs
pamunhu inodarika mumhepo. syllabus ECD- -mapenzura
Zvidobi miviri. Danho 1: Vadzidzi vanodoma mitezo iri Grade 2 page 26
zvekunyora -kudhirowa munhu pamunhu vachibatsirwa nomudzidzisi.
zvakanaka. Danho 2:Vadzidzi vanoedzesera kudhirowa
Kudhirowa munhu pasi.
munhu ne Danho 3: Umwe neumwe mudzidzi
penzura. anodhirowa munhu mumabhuku avo.
Danho 4: Vadzidzi vanoratidzana vanhu
vavadhirowa vachidoma mitezo iripo.
Mhedziso: Vadzidzi vanoimba nhetembo
“Musoro, mapendekete…”.

E.C.D A PHYSICAL EDUCATION AND ARTS TERM 2

2025
BROAD AIMS
To help Pupils to:-
-make informed decisions about safety, health and well-being.

-develop Physical education and Arts literacy.

-develop team building skills, psycho-motor skills, confidence, self esteem, sense of

fun and enjoyment for edutainment.

-appreciate aesthetics in artistic expression, heritage and diverse cultural values.

-foster collective spirit based on Zimbabwean norms and values

(Ubuntu/Unhu/Vumunhu)

-create and express feelings through Physical Education and Arts.

20
 Week Topic / Objectives Methodology / Activities Competencies References/ Media / Evaluation
Ending Content (Skills, Knowledge Source of Resources
and attitudes)
matter
Aim: To develop four skills: listening, reading, writing and speaking in the English language, while also using visual & manual skills to cater for learners with diverse needs
-use technology in Physical Education and Arts innovations and enterprise skills.

TOPICS TO BE COVERED-Gymnastics

-Play and Game skills.

-Creative process and Performance.
TIME ALLOCATION

10 X 20 MINUTES PER WEEK (5 double lessons)

Weekly aims: To enable learners to develop Physical Education and Arts literacy.
GYMNASTICS By the end of Assumed knowledge -learners can move from one -balancing Physical -Outdoor play
the lesson, place to the other. -jumping education and area.
learners should Introduction –learners with the facilitator jog -leg-eye Arts syllabus -drum
Weight bearing/ be able to: around the marked area coordination 2024-2030 ECD-
-whistle
Balances -state body parts Dvpt-Step 1-Facilitator gives the focus of the lesson -spatial awareness Grade 2 page 21
that can be to the learners. -mats
balanced on Step 2-learners name and identify the body parts that
-balance on the can be balanced on with help from the facilitator
Balancing on one selected body Step 3-other learners demonstrate how to balance on
point part the one body part identified
-balance on one Step 4 -balance on one point for at least 15 seconds
point for at least as a mini competition
15 seconds. Conclusion –cool down activities of the marked
area, jogging and stretching

21
 Week Topic / Objectives Methodology / Activities Competencies References/ Media / Evaluation
Ending Content (Skills, Knowledge Source of Resources
and attitudes)
matter
Aim: To develop four skills: listening, reading, writing and speaking in the English language, while also using visual & manual skills to cater for learners with diverse needs
GYMNASTICS By the end of Assumed knowledge -learners can balance on one -balancing - Physical -Outdoor play
the lesson, point -jumping education and area.
learners should Introduction –learners with the facilitator jog -leg-eye Arts syllabus -drum
Weight bearing/ be able to: around the marked area coordination 2024-2030 ECD-
-whistle
Balances -state body parts Dvpt-Step 1-Facilitator gives the focus of the lesson -spatial awareness Grade 2 page 21
that can be to the learners. -mats
balanced on Step 2-learners name and identify the body parts that
Balancing on two -balance on the can be balanced on with help from the facilitator
points selected body Step 3-other learners demonstrate how to balance on
part the two body parts identified
-balance on two Step 4 -balance on two points for at least 20 seconds
points for at least as a mini competition
20 seconds. Conclusion –cool down activities of the marked
area, jogging and stretching

GYMNASTICS By the end of Assumed knowledge -learners can balance on two -balancing - Physical -Outdoor play
the lesson, point -jumping education and area.
Weight bearing/ learners should Introduction –learners with the facilitator jog -leg-eye Arts syllabus -drum
Balances be able to: around the marked area coordination 2024-2030 ECD-
-whistle
-state body parts Dvpt-Step 1-Facilitator gives the focus of the lesson -spatial awareness Grade 2 page 21
that can be to the learners. -mats
balanced on Step 2-learners name and identify the body parts that
Balancing on -balance on the can be balanced on with help from the facilitator
three points selected body Step 3-other learners demonstrate how to balance on
part the three body parts identified
-balance on three Step 4 -balance on three points for at least 20
points for at least seconds as a mini competition
20 seconds. Conclusion –cool down activities of the marked
area, jogging and stretching

22
 Week Topic / Objectives Methodology / Activities Competencies References/ Media / Evaluation
Ending Content (Skills, Knowledge Source of Resources
and attitudes)
matter
Aim: To develop four skills: listening, reading, writing and speaking in the English language, while also using visual & manual skills to cater for learners with diverse needs
GYMNASTICS By the end of Assumed knowledge -learners can balance on two -balancing - Physical -Outdoor play
the lesson, point -jumping education and area.
Weight bearing/ learners should Introduction –learners with the facilitator jog -leg-eye Arts syllabus -drum
Balances be able to: around the marked area coordination 2024-2030 ECD-
-whistle
-state body parts Dvpt-Step 1-Facilitator gives the focus of the lesson -spatial awareness Grade 2 page 21
that can be to the learners. -mats
balanced on Step 2-learners name and identify the body parts that
Balancing on four -balance on the can be balanced on with help from the facilitator
points selected body Step 3-other learners demonstrate how to balance on
part the four body parts identified
-balance on four Step 4 -balance on four points for at least 25 seconds
points for at least as a mini competition
25 seconds. Conclusion –cool down activities of the marked
area, jogging and stretching

GYMNASTICS -suggest at least Assumed knowledge -learners can balance on four -balancing Physical -Outdoor play
three possible points -leg-eye education and area
ways of Introduction –Learner’s jog around the play area coordination Arts syllabus -whistle
Weight bearing/ balancing in once and do muscle stretching. -critical thinking 2024-2030 ECD- -ground
Balances pairs. Dvpt-Step 1 facilitator gives focus of the lesson to Grade 2 page 21 markers or
-practise the learners cones
balancing in Step 2-Discussions on the possible ways of -play centre
Pair balances pairs. balancing in pairs.
-balance in pairs Step 3-Learners demonstration on how to balance in
for the targeted pairs
amount of time Step 4-Learners in pairs make the suggested
balances
Conclusion –Pair works on moving on three body
parts- wheel borrow walking.

23
 Week Topic / Objectives Methodology / Activities Competencies References/ Media / Evaluation
Ending Content (Skills, Knowledge Source of Resources
and attitudes)
matter
Aim: To develop four skills: listening, reading, writing and speaking in the English language, while also using visual & manual skills to cater for learners with diverse needs
GYMNASTICS -suggest at least Assumed knowledge -learners can balance on four -balancing - Physical -Outdoor play
three possible points -leg-eye education and area
Weight bearing/ ways of Introduction –Learner’s jog around the play area coordination Arts syllabus -whistle
Balances balancing in once and do muscle stretching. -critical thinking 2024-2030 ECD- -ground
groups. Dvpt-Step 1 facilitator gives focus of the lesson to Grade 2 page 21 markers or
-practise the learners cones
-Group balances balancing in Step 2-Discussions on the possible ways of -play centre
groups. balancing in groups.
-balance in Step 3-Learners demonstration on how to balance in
groups for the groups
targeted amount Step 4-Learners in groups make the suggested
of time balances
Conclusion –Group works on moving on three body
parts- wheel borrow walking.

Enhance your lesson planning with our comprehensive

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24
Week Topic / Objectives Methodology / Activities Competencies References/ Media / Evaluation
Ending Content (Skills, Knowledge Source of Resources
and attitudes)
matter
Aim: To develop four skills: listening, reading, writing and speaking in the English language, while also using visual & manual skills to cater for learners with diverse needs

E.C.D A SCIENCE AND

TECHNOLOGY TERM 2 2025
BROAD AIMS
To help learners: -
develop an understanding of basic scientific and indigenous knowledge concepts
• instill use of traditional technologies to solve day-to-day problems
• develop problem solving skills through hands-on experiences
• analyze scientific information
• cultivate curiosity and exploration
• appreciate innovative solutions
• develop environmental awareness and protection responsibility

TOPICS TO BE COVERED
-Environmental awareness and conservation.
-Tools equipment and implements.
-Energy and fuels.

Time Allocation:

25
 Week Topic / Objectives Methodology / Activities Competencies References/ Media / Evaluation
Ending Content (Skills, Knowledge Source of Resources
and attitudes)
matter
Aim: To develop four skills: listening, reading, writing and speaking in the English language, while also using visual & manual skills to cater for learners with diverse needs

-3 hours per week. (four (4) double periods of forty (40) minutes each and one (1) 20-minutes period.
(allocated for adequate coverage of concepts) syllabus page 8
Week 1 ENVIRONMENTA By the end Assumed knowledge -Learners know when its hot -names of Science and -Charts
L AWARENESS
AND of the lesson, or cold different weather Technology with
CONSERVATION learners Introduction-Class and the facilitator recite a conditions syllabus 2024- pictures of
16 should be rhyme on weather -identifying 2030 infant different
May CLIMATE able to: Dvpt: Step 1- facilitator gives focus of the lesson to -naming ECD-Grade2 weather
2025 AND -state at least the learners page.23 conditions
WEATHER two different Step 2-Learners name the different weather
weather conditions
conditions Step 3-group work on identifying different weather
-Different condition on the pictures
lesson weather -Identify the Step 4- learners gives their finding to their peers
1/2 conditions characteristic
s of at least Conclusion –learners state the names of the two
two weather plane shapes displayed by the facilitator as a class.
conditions
.

26
 Week Topic / Objectives Methodology / Activities Competencies References/ Media / Evaluation
Ending Content (Skills, Knowledge Source of Resources
and attitudes)
matter
Aim: To develop four skills: listening, reading, writing and speaking in the English language, while also using visual & manual skills to cater for learners with diverse needs
ENVIRONMENTA By the end Assumed knowledge -Learners know when its hot -names of Science and -Charts
L AWARENESS
AND of the lesson, or cold different weather Technology with
CONSERVATION learners Introduction-Class and the facilitator recite a conditions syllabus 2024- pictures of
should be rhyme on weather -identifying 2030 infant different
CLIMATE able to: Dvpt: Step 1- facilitator gives focus of the lesson to -naming ECD-Grade2 weather
Lesson AND -state at least the learners page.23. conditions
3/4 WEATHER two different Step 2-Learners name the different weather -clothes
weather conditions worn on
conditions Step 3-group work on identifying different weather different
-clothes for condition on the pictures weather
different -Identify the Step 4- learners state the clothes that are suitable condition
weather characteristic for different weather conditions
conditions s of at least Step 5 -learners in their books match weather and
two weather the clothes worn on
conditions
-State the Conclusion –learners sing the rhyme on weather.
clothes worn
on different
weather
conditions
ENVIRONMENTA By the end Assumed knowledge -Learners know when its hot -names of Science and -Charts
L AWARENESS
AND of the lesson, or cold different weather Technology with
CONSERVATION learners Introduction- recap of the previous lesson conditions syllabus 2024- pictures of
should be Dvpt: Step 1- learners name the different weather -identifying 2030 infant different
CLIMATE able to: conditions -naming ECD-Grade2 weather
Lesson AND -name and Step 2-Learners identify the different weather page.23. conditions
5/6 WEATHER identify least conditions on the pictures provided . -clothes
two different Step 3-learners in their groups discuss on the worn on
weather effects of different weather conditions with help different
-effects of conditions from the facilitator weather
different Step 4- learners give their group findings to the condition
weather -state at least whole class Pictures
conditions two effects of Step 5 -learners answer oral questions on the showing
different effects of weather from the facilitator effects of
weather Conclusion –learners sing the rhyme on weather. different
conditions weather
Answer one conditions
question on
the effects of

27
 Week Topic / Objectives Methodology / Activities Competencies References/ Media / Evaluation
Ending Content (Skills, Knowledge Source of Resources
and attitudes)
matter
Aim: To develop four skills: listening, reading, writing and speaking in the English language, while also using visual & manual skills to cater for learners with diverse needs
weather

ENVIRONMENTA By the end Assumed knowledge -Learners know when its hot -names of Science and -Charts
L AWARENESS
AND of the lesson, or cold different weather Technology with
CONSERVATION learners Introduction- recap of the previous lesson conditions syllabus 2024- pictures of
should be Dvpt: Step 1- facilitator gives focus of the lesson to -identifying 2030 infant different
CLIMATE able to: the learners -naming ECD-Grade2 weather
Lesson AND -name and Step 2-Learners name and identify different page.23. conditions
7/8 WEATHER identify least weather conditions -clothes
two different Step 3-group work on identifying different weather worn on
weather condition on the pictures different
-rhymes on conditions Step 4- learners in small groups practice rhymes on weather
different different weather conditions condition
weather -Sing rhymes Step 5 -learners as a class recite rhymes on different
conditions on different weather conditions
weather Conclusion –learners sing the rhyme on weather.
conditions

28
 Week Topic / Objectives Methodology / Activities Competencies References/ Media / Evaluation
Ending Content (Skills, Knowledge Source of Resources
and attitudes)
matter
Aim: To develop four skills: listening, reading, writing and speaking in the English language, while also using visual & manual skills to cater for learners with diverse needs
Week 2 ENVIRONMENTA By the end Assumed knowledge -Learners know when its hot -names of Science and -Charts
L AWARENESS
AND of the lesson, or cold different weather Technology with
CONSERVATION learners Introduction- recap of the previous lesson conditions syllabus 2024- pictures of
23 should be Dvpt: Step 1- facilitator gives focus of the lesson to -identifying 2030 infant different
May CLIMATE able to: the learners -naming ECD-Grade2 weather
2025 AND -name and Step 2-Learners name and identify different page.23. conditions
WEATHER identify least weather conditions -weather
two different Step 3-learners spin the weather wheel and name wheel
weather the weather pointed
-spinning the conditions Step 4- learners in small groups practice play the
weather wheel spinning game and name the weather pointed
lesson -spin the Step 5 -learners as a class recite rhymes on different
1/2 weather weather conditions
wheel and Conclusion –learners sing the rhyme on weather.
the weather
pointed

ENVIRONMENTA By the end Assumed knowledge-Learners know soil -names the Science and --soil
L AWARENESS
AND of the lesson, Introduction–learners and the facilitator recite a properties of soils Technology samples on
CONSERVATION learners rhyme on soil -describing syllabus 2024- all types of
should be Dvpt: Step 1-facilitator gives learners the focus of -naming 2030 infant soil
SOIL able to: the lesson -observing ECD-Grade2
-state at least Step 2-Learners state the properties of the soil with -describing page.23.
-Properties of two help from the facilitator
lesson soil properties pf Step 3-Learners learners in groups discuss on the
3/4 soil properties of soil while facilitator moves around to
-identify the assist
properties of Step 4-Learners gives feedback on their group
soil findings
Step 5- learners identify the properties of soil from
the soil provided by the facilitator
Conclusion-learners answer oral questions from the
facilitator

29
 Week Topic / Objectives Methodology / Activities Competencies References/ Media / Evaluation
Ending Content (Skills, Knowledge Source of Resources
and attitudes)
matter
Aim: To develop four skills: listening, reading, writing and speaking in the English language, while also using visual & manual skills to cater for learners with diverse needs
ENVIRONMENTA By the end Assumed knowledge-Learners know soil -names the Science and --soil
L AWARENESS
AND of the lesson, Introduction–learners and the facilitator recite a properties of soils Technology samples on
CONSERVATION learners rhyme on soil -describing syllabus 2024- all types of
should be Dvpt: Step 1-facilitator gives learners the focus of -naming 2030 infant soil
SOIL able to: the lesson -observing ECD-Grade2
-state at least Step 2-Learners state the uses of soil with help -describing page.23.
-uses of soil two uses of from the facilitator .
lesson soil Step 3-Learners learners in groups discuss on the
5/6 -identify the uses of soil while the facilitator moves around to
uses of soil assist
from pictures Step 4-Learners gives feedback on their group
shown findings
Step 5- learners identify the uses of soil from the
pictures provided by the facilitator
Conclusion-learners answer oral questions from the
facilitator

ENVIRONMENTA By the end Assumed knowledge-Learners know soil -names the Science and --soil
L AWARENESS
AND of the lesson, Introduction–learners and the facilitator recite a properties of soils Technology samples on
CONSERVATION learners rhyme on soil -describing syllabus 2024- all types of
should be Dvpt: Step 1-facilitator gives learners the focus of -naming 2030 infant soil
SOIL able to: the lesson -observing ECD-Grade2 Containers
-carry out an Step 2-facilitator demonstrate on hoe to carry out -describing page.23. -water
-experiment on experiment an experiment on water penetration in the soil
lesson the penetration of water Step 3-Learners learners in groups do the
7/8 of water on penetration experiment on water penetration into the soil
different types on different Step 4-Learners do the experiment as a class
of soil types of soil Step 5- learners identify in which container did
water get in faster
-identify on Conclusion-learners answer oral questions from the
which types facilitator
of soil does
water goes in
faster

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Week Topic / Objectives Methodology / Activities Competencies References/ Media / Evaluation
Ending Content (Skills, Knowledge Source of Resources
and attitudes)
matter
Aim: To develop four skills: listening, reading, writing and speaking in the English language, while also using visual & manual skills to cater for learners with diverse needs

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schemes of work. Aligned with Heritage Based
Curriculum HBC standards CALL/WHATSAPP 0774
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E.C.D. A SOCIAL SCIENCES
TERM 2 2025
BROAD AIMS
- have an understanding of their heritage, its importance and preservation
-know different types of shelter and its importance
-develop an awareness of the global challenges and possible ways to address them
- promote an awareness of the need for personal health, well-being, diseases and preventive measures
-understand child rights, responsibilities and the need for child protection
-develop pride in their identity and self-awareness
-Recognize the value and dignity of work, recreation and the need to participate in national development
-Appreciate the need for equal opportunities and sensitivity to the needs of the vulnerable groups
-develop 21st century life-skills
- promote the spiritual, religious and moral development of the learner

TOPICS TO BE COVERED
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 Week Topic / Objectives Methodology / Activities Competencies References/ Media / Evaluation
Ending Content (Skills, Knowledge Source of Resources
and attitudes)
matter
Aim: To develop four skills: listening, reading, writing and speaking in the English language, while also using visual & manual skills to cater for learners with diverse needs
-Transport and Communication.
-Shelter.
-Social Services and volunteerism.
-Global issues.
-Managing and copying with changes.
-Entitlement, rights and responsibilities.

TIME ALLOCATION:
4 X 30 MINUTES PER WEEK (syllabus page 12.)
Week 1 TRANSPORT By the end of Assumed knowledge –learners know other Identifying Social
AND the lesson, types of means of transport. means of Science -Chart
COMMUNICA learners will Introduction –Learners sing song on means transport such as Infant with
TION. be able to: of transport. animal drawn Syllabus pictures
16 -say out Dvpt: Step 1 -Facilitator show picture of carts, bicycles (2024-2030) of
May Means of different types means of transport and Page 22. transport
2025 transport meaning of Step 2 -Learners view pictures on the chart cars .
transport while facilitator helps them understand what
-name meaning -answer at least is happening.
of transport two questions Step 3 -Learners say what they have seen on
on transport. a video clip shown
Step 4 -Learners answer questions on means
Lesson 1 of transport
Conclusion –Facilitator and learners sing
songs means of transport.
TRANSPORT -name and Assumed knowledge -learners know what it -Identifying Social -Pictures
AND identify the means of transport Different types Science showing
COMMUNICA means of Introduction-Learners sing songs on means of means of Infant means of
TION. transport of transports transport Syllabus transport
. Dvpt: Step 1 -Facilitator help learners to (2024-2030) -Model of
-sing a song identify difference means of transport Page 22. different
-means of means of Step 2 – Facilitator tells a story about means indigenou

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 Week Topic / Objectives Methodology / Activities Competencies References/ Media / Evaluation
Ending Content (Skills, Knowledge Source of Resources
and attitudes)
matter
Aim: To develop four skills: listening, reading, writing and speaking in the English language, while also using visual & manual skills to cater for learners with diverse needs
Lesson 2 transport transport of transport. s
Step 3 -Learners identify various means of transport
transport.
Sing songs on Step 4 -Facilitator help learners to name
means of different means of transport shown on the
transport pictures.
Step 5-Learners sing a song on means of
transport together with the facilitator.
Conclusion -learners answer questions
orally on the work covered.

Week 1 TRANSPORT By the end of Assumed knowledge- Learners list different - collecting Social Pictures
AND the lesson, types of means of transport -cutting Science showing
COMMUNICA learners will Introduction – Facilitator and learner -Knowing how Infant means of
16 TION be able to: collect pictures of means of transport. to pasting Syllabus transport
May -to list Dvpt: Step 1 -Learners cutting pictures in pictures (2024-2030) Glue,
2025 -means of difference difference sizes with the help of the Page 22.
transport means of facilitator
transport Step 2 -Facilitator gives the focus of the
-cutting and lesson on pasting pictures of means of
pasting pictures transport.
of means of Step 3 –Learners pasting pictures of
transport transport in there excise books..
Step 4 -Learners narrate what they are
Lesson 3 seeing on the pictures.
Conclusion-Class recite a rhyme on means
of transport.

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 Week Topic / Objectives Methodology / Activities Competencies References/ Media / Evaluation
Ending Content (Skills, Knowledge Source of Resources
and attitudes)
matter
Aim: To develop four skills: listening, reading, writing and speaking in the English language, while also using visual & manual skills to cater for learners with diverse needs
TRANSPORT Constructing Assumed knowledge –Learners know how -collecting clay Social -pictures
AND model using to draw picture of transport soil Science with
COMMUNICA clay dough. Introduction – Class recite a rhyme on -Constructing Infant means of
TION Constructing means of transport. models Syllabus transport.
model using Dvpt: Step 1 –Facilitator shows learners -displaying (2024-2030) -Model of
Lesson 4 clay soil Step 2 -Class discussion on how to draw models Page 22. different
Means of Model of modern and indigenous transport indigenou
transport Step 3 -Facilitator demonstrate on how to s
construct model using clay. transport
Constructing Step 4 –Learners construct models of means
models of means of transport with help of the facilitator.
of transport Conclusion- Learners display their models
on display areas.

Week 2 TRANSPORT -identifying Assumed knowledge –Learners know other -collecting Social -pictures
AND road signs, road signs, signal and markings pictures from Science with road
COMMUNICA signals and Introduction – Class recite a rhyme on road newspapers Infant signs,
23 TION markings. signs, signal and markings -Cutting them Syllabus signal and
May Dvpt: Step 1 –facilitator pictures shows into small size (2024-2030) markings
2025 Road safety difference road signs, and markings. - pictures Page 22.
rules Step 2 -Class sing songs on road signs, Colouring -Crayons
Lesson 1 signals and markings drawing Bond
-observing road Step 3 -Facilitator demonstrate on how to paper
signs, signals follow rules on the road.
and markings. Step 4 –Learners drawing pictures of road
signs and markings and Colour them with
crayons.
Conclusion- Learners display their pictures
on walls.

34
 Week Topic / Objectives Methodology / Activities Competencies References/ Media / Evaluation
Ending Content (Skills, Knowledge Source of Resources
and attitudes)
matter
Aim: To develop four skills: listening, reading, writing and speaking in the English language, while also using visual & manual skills to cater for learners with diverse needs
Lesson 2 TRANSPORT By the end of Assumed knowledge –Learners know other -collecting Social pictures
AND the lesson, road signs and markings pictures from Science with road
COMMUNICA learners will Introduction – Class recite a rhyme on road newspapers Infant signs and
TION be able to: signs and markings -Cutting them Syllabus markings
Draw at least 3 Dvpt: Step 1 –facilitator pictures shows into small size (2024-2030)
Road safety examples of difference road signs and markings. - pictures Page 22. -Crayons
rules road signs and Step 2 -Class sing songs on road signs and Colouring Bond
markings markings drawing paper
Colour road -identify road Step 3 -Facilitator demonstrate on how to
signs and signs and follow rules on the road.
markings marking Step 4 –Learners drawing pictures of road
signs and markings and Colour them with
crayons.
Conclusion- Learners display their pictures
on walls.

Lesson 3 TRANSPORT By the end of Assumed knowledge –Learners know other -collecting Social pictures
AND the lesson, road signs and markings pictures from Science with road
COMMUNICA learners will Introduction – Class recite a rhyme on road newspapers Infant signs and
TION be able to: signs and markings -Cutting them Syllabus markings
Draw at least 3 Dvpt: Step 1 –facilitator pictures show into small size (2024-2030)
Road safety examples of difference road signs and markings. - pictures Page 22. -Crayons
rules road signs and Step 2 -Class sing songs on road signs and Colouring Bond
markings markings drawing paper
Singing songs on -identify road Step 3 -Facilitator demonstrate on how to
road signs, signs and follow rules on the road.
Signals and marking Step 4 –Learners drawing pictures of road
markings signs and markings and Colour them with
crayons.
Conclusion- Learners singing songs on road
signs, signals and markings

35
 Week Topic / Objectives Methodology / Activities Competencies References/ Media / Evaluation
Ending Content (Skills, Knowledge Source of Resources
and attitudes)
matter
Aim: To develop four skills: listening, reading, writing and speaking in the English language, while also using visual & manual skills to cater for learners with diverse needs
Lesson 4 TRANSPORT By the end of Assumed knowledge –Learners know other -collecting Social pictures
AND the lesson, road signs and markings pictures from Science with road
COMMUNICA learners will Introduction – Class recite a rhyme on road newspapers Infant signs and
TION be able to: safety taboos -Cutting them Syllabus markings
-Identify road Dvpt: Step 1 –facilitator pictures show into small size (2024-2030)
Road safety safety taboos. difference road signs and markings. - pictures Page 22. -Crayons
rules -sing songs of Step 2 -Class sing songs on road safety Colouring Bond
road safety taboos drawing paper
Discus road taboos Step 3 -Facilitator and learners discuss on
safety taboos road safety taboos.
Step 4 –Learners tracing, drawing pictures
of road signs and markings and Colour them
with crayons.
Conclusion- Learners singing songs on road
signs, signals and markings

Enhance your lesson planning with our comprehensive

schemes of work. Aligned with Heritage Based
Curriculum HBC standards CALL/WHATSAPP 0774
856 157 0r 0783 005 002 ALL GRADES AVAILABLE!!

36