1

Infant Indigenous Languages Syllabus MoPSE 2024

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ACKNOWLEDGEMENTS

The Ministry of Primary and Secondary Education wishes to acknowledge the following for their valued contribution in the production of the
syllabus:

• The Infant Syllabus Teachers Panel

• Ministry of Higher and Tertiary Education, Innovation, Science and Technology Development (MoHTEISTD)
• The Zimbabwe School Examinations Council (ZIMSEC) for their contribution on the Scheme of Assessment
• United Nations Children’s Fund (UNICEF)
• United Nations Educational Scientific and Cultural Organisation (UNESCO)

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Table of Contents
ACKNOWLEDGEMENTS................................................................................................................................................................................................................5
1 PREAMBLE....................................................................................................................................................................................................................................6
1.1 Introduction .........................................................................................................................................................................................................................6
1.2 Rationale ..............................................................................................................................................................................................................................6
1.3 Summary of content ............................................................................................................................................................................................................6
1.4 Assumptions.........................................................................................................................................................................................................................6
1.5 Cross-cutting themes ...........................................................................................................................................................................................................7
2 PRESENTATION OF THE SYLLABUS ...............................................................................................................................................................................................7
3 SYLLABUS AIMS ............................................................................................................................................................................................................................7
4 SYLLABUS OBJECTIVES .................................................................................................................................................................................................................7
5 METHODOLOGY AND TIME ALLOCATION ....................................................................................................................................................................................8
5.1 Methodology .......................................................................................................................................................................................................................8
5.2 Time allocation ....................................................................................................................................................................................................................9
6 SYLLABUS TOPICS .........................................................................................................................................................................................................................9
7 SCOPE AND SEQUENCE ................................................................................................................................................................................................................9
7.1 ECD A....................................................................................................................................................................................................................................9
7.2 ECD B ..................................................................................................................................................................................................................................12
7.3 GRADE 1 .............................................................................................................................................................................................................................15
7.4 GRADE 2 .............................................................................................................................................................................................................................18
8 COMPETENCE MATRIX ...............................................................................................................................................................................................................24
8.1 ECD A TOPIC 1: COMPREHENSION .....................................................................................................................................................................................24
8.2 ECD A TOPIC 2: LANGUAGE USAGE....................................................................................................................................................................................26
8.3 ECD A TOPIC 3: LANGUAGE STRUCTURES..........................................................................................................................................................................28
8.4 ECD A TOPIC 4: COMPOSITION ........................................................................................................................................................................................31
8.5 ECD A TOPIC 5: CULTURAL ASPECTS ..................................................................................................................................................................................32

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8.6 ECDB TOPIC 1: COMPREHENSION ......................................................................................................................................................................................34

8.7 ECD B TOPIC 2: LANGUAGE USAGE ....................................................................................................................................................................................36
8.8 ECD B TOPIC 3: LANGUAGE STRUCTURES ..........................................................................................................................................................................38
8.9 ECD B TOPIC 4: COMPOSITION ..........................................................................................................................................................................................40
8.10 ECD B TOPIC 5: CULTURAL ASPECTS ..................................................................................................................................................................................41
8.11 GRADE 1 TOPIC 1: COMPREHENSION ................................................................................................................................................................................44
8.12 GRADE 1TOPIC 2: LANGUAGE USAGE ................................................................................................................................................................................46
8.13 GRADE 1 TOPIC 3: LANGUAGE STRUCTURES .....................................................................................................................................................................50
8.14 GRADE 1 TOPIC 4: COMPOSITION......................................................................................................................................................................................53
8.15 GRADE 1 TOPIC 5: CULTURAL ASPECTS..............................................................................................................................................................................54
8.16 GRADE 2 TOPIC 1: COMPREHENSION ................................................................................................................................................................................56
8.17 GRADE2 TOPIC 2: LANGUAGE USAGE ................................................................................................................................................................................58
8.18 GRADE 2 TOPIC 3: LANGUAGE STRUCTURES .....................................................................................................................................................................62
8.19 GRADE 2 TOPIC 4: COMPOSITION......................................................................................................................................................................................65
8.20 GRADE 2 TOPIC 5: CULTURAL ASPECTS..............................................................................................................................................................................66
9 ASSESSMENT ..............................................................................................................................................................................................................................69
9.1 Assessment Objectives ......................................................................................................................................................................................................69
answer comprehension questions ................................................................................................................................................................................................69
1. retell news, stories and folktales ...............................................................................................................................................................................................69
2. communicate effectively using appropriate register ..........................................................................................................................................................69
3. use grammatical structures appropriately ...........................................................................................................................................................................69
4. write creative work ..................................................................................................................................................................................................................69
5. demonstrate cultural awareness and etiquette...................................................................................................................................................................69
9.2 Assessment Model .............................................................................................................................................................................................................69
9.3 Scheme of Assessment ......................................................................................................................................................................................................70
9.4 ASSESSMENT INSTRUMENTS..............................................................................................................................................................................................72
9.5 INFANT LEVEL ASSESSMENT MATRIX.................................................................................................................................................................................72
9.6 SCHEME OFASSESSMENT ...................................................................................................................................................................................................74
9.7 DOMAINS TO BE ASSESSED ................................................................................................................................................................................................74

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ACKNOWLEDGEMENTS

The Ministry of Primary and Secondary Education wishes to acknowledge the following for their valued contribution in the production of the
syllabus:

• The Infant Syllabus Teachers Panel

• Ministry of Higher and Tertiary Education, Innovation, Science and Technology Development (MoHTEISTD)
• The Zimbabwe School Examinations Council (ZIMSEC) for their contribution on the Scheme of Assessment
• United Nations Children’s Fund (UNICEF)
• United Nations Educational Scientific and Cultural Organisation (UNESCO)

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1 PREAMBLE
1.1 Introduction
The Zimbabwe Indigenous Languages, Early Childhood Development (ECD) A- Grade 2 (Infant level) syllabus is heritage based
and meant to enhance effective, culturally relevant communication. It provides a basic foundation for the development of language
skills for everyday life. The syllabus intends to develop the four main language skills of listening, speaking, reading and writing.
Problem solving, creativity, critical thinking, innovation, digital skills, teamwork, self-control and assertive skills should also be
developed to produce a holistic individual. Visual, manual and tactile skills are emphasised in order to accommodate learners with
special needs. The syllabus is intended for use by both formal and non-formal learners in the development of individuals who are
proud of their cultural heritage and conform to the norms and values of their culture (Ubuntu/Unhu/Vumunhu).

1.2 Rationale
The learning of Indigenous languages at Infant level lays the foundation in the acquisition of communication skills which are
essential in life and necessary for learning across the curriculum. It emphasises on our heritage and cultural practices that promote
indigenous knowledge systems and self-identity in learners.

1.3 Summary of content

The Indigenous languages Infant level syllabus focuses on the development of the language skills which are listening/observing,
speaking/signing, reading and writing. It also promotes the 21st century comprehensive skills like problem solving, creativity, critical
thinking, innovation, digital skills, teamwork, self-control and assertiveness among others through culturally relevant content. The
skills are developed simultaneously complementing each other using the topics. They are not taught separately. The
Communicative Approach in language teaching must be emphasised.

1.4 Assumptions
The syllabus assumes that learners:
➢ are exposed to an indigenous language
➢ are able to listen/observe, speak/sign, read and write in Indigenous language
➢ are motivated to learn the Indigenous Language
➢ have knowledge of ICT

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1.5 Cross-cutting themes

The following contemporary and global issues must be taken into consideration in the teaching and learning of Indigenous
Languages:
1.0.1 Health and wellbeing
1.0.2 Disaster risk management
1.0.3 Climate change
1.0.4 Children’s rights and responsibilities
1.0.5 ICT
1.0.6 Business enterprise skills

2 PRESENTATION OF THE SYLLABUS

The Indigenous languages Infant level syllabus is a document covering ECDA to Grade 2 content. This syllabus is divided into
topics and sub topics, and has a performance matrix.

3 SYLLABUS AIMS

The syllabus aims to enable pupils to:

3.1 acquire skills of listening/ observing, speaking/ signing, reading, writing, visual, tactile and manual for effective communication;
3.2 develop problem solving, creativity, critical thinking, innovation, teamwork, self-control, assertive and digital skills to enhance
national heritage and culture;
3.3 develop positive cultural values and norms (Ubuntu/Unhu/Vumunhu);
3.4 enhance a sense of cultural identity and belonging.
3.5 develop holistically through learner-centred approaches.

4 SYLLABUS OBJECTIVES
Pupils should be able to:
4.1 develop listening/observing, speaking/signing, reading and writing skills;
4.2 demonstrate pre-reading and pre-writing skills;
4.3 write with grammatical accuracy, correct spelling and appropriate punctuation;
4.4 show problem solving, creativity, critical thinking, innovation, teamwork, self-control, assertive and digital skills;
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4.5 communicate in a correct and appropriate register;

4.6 appreciate their tangible and non- tangible heritage and that of others;
4.7 display self-pride, sense of belonging and cultural understanding;
4.8 showcase in cultural activities and events;
4.9 demonstrate physical, intellectual, emotional and social skills;

5 METHODOLOGY AND TIME ALLOCATION

5.1 Methodology
In the teaching and learning of Indigenous Languages at infant level, the Communicative Approach is recommended. All content and
methods should be pupil centred, play based and develop the pupil holistically. Teaching and learning should be hands on and there is
need for repetition. The teacher’s role is to facilitate, direct and organise the learning environment.
Pupils should be exposed to more than one method in a lesson. The following methods are suggested but not exhaustive:
➢ Story telling
➢ Role play
➢ Play way
➢ Games
➢ Poetry
➢ Discovery
➢ Dramatization
➢ Dancing
➢ Puzzles
➢ Quizzes
➢ Songs and rhymes
➢ Educational tours
➢ Resource persons
➢ Puppetry
➢ Models
➢ Individualised Learning Programme
➢ Drawing
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➢ Question and answer

➢ Classroom based action research
➢ Subject integration

5.2 Time allocation

For the successful implementation of this syllabus, ECD A and ECD B time allocation is 5 periods of 20 minutes per week.
The time allocation for grade 1 and 2 is 9 periods per week of 30 minutes each. The teacher has the freedom to do block teaching,
integrate topics or learning areas.

6 SYLLABUS TOPICS
• Comprehension and summary
• Language usage
• Language structures
• Composition
• Cultural aspects

7 SCOPE AND SEQUENCE

7.1 ECD A
TOPIC LISTENING/OBSERVING SPEAKING/SIGNING READING WRITING
Comprehension • News, stories and • News, stories, • Book handling • Penmanship
folktales folktales, skills • Left to right
• Question and answer • Requests and • Left to right orientation
• Auditory/tactile instructions orientation • Top to bottom
discrimination • Dialogue • Top to bottom orientation
• Auditory/tactile orientation • Finger dexterity

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memory • Visual/tactile • Pre-writing

• Requests and discrimination
instructions • Visual/tactile
memory
Language usage • Registers • Registers • Book handling • Penmanship
• Concordial • Concordial skills • Left to right
agreement agreement • Left to right orientation
• Conjunctives • Conjunctives orientation • Top to bottom
• Numbers up to 5 • Numbers up to 5 • Top to bottom orientation
orientation • Finger dexterity
• Visual/ tactile • Hand-eye
memory coordination
• Visual/ tactile • Pre-writing
discrimination
Language • Names • Names • Book handling • Penmanship
structures • Action words • Action words skills • Left to right
• Describing words • Describing words • Left to right orientation
• Position • Position orientation • Top to bottom
• Top to bottom orientation
orientation • Finger dexterity
• Visual/ tactile • Pre-writing
memory
• Visual/ tactile
discrimination
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Composition • News, stories and • News, stories and • Book handling • Penmanship
folktales folktales skills • Left to right
• Auditory/tactile • Auditory/tactile • Left to right orientation
discrimination discrimination orientation • Top to bottom
• Auditory/tactile • Auditory/tactile • Top to bottom orientation
memory memory orientation • Finger dexterity
• Question and answer • Question and • Visual/tactile • Pre-writing
answer discrimination
• Dialogue • Visual/tactile
memory
Cultural aspects • Heritage • Heritage • Book handling • Penmanship
- songs - songs skills • Left to right
- riddles - riddles • Left to right orientation
- folktales - folktales orientation • Top to bottom
- stories - stories • Top to bottom orientation
- events - events orientation • Finger dexterity
- registers - registers • Visual/tactile • Pre-writing
• Relationships • Relationships discrimination
• Visual/tactile
memory

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7.2 ECD B
TOPIC LISTENING/OBSERVING SPEAKING/SIGNING READING WRITING/BRAILING
Comprehens • Rhymes, jingles and • News, stories, • Book handling • Penmanship
ion songs folktales, skills • Drawing
• News, stories and • Songs, rhymes • Left to right • Scribbling
folktales and jingles orientation • Colouring
• Auditory • Requests and • Top to bottom • painting
discrimination instructions orientation • Left to right
• Auditory memory • dialogue • Picture reading orientation
• Requests and • Matching • Top to bottom
instructions • Visual/ tactile orientation
• Dialogue memory • Hand-eye
• Visual/ tactile coordination
discrimination • Finger dexterity
• Sequencing
• Hand-eye
coordination
Language usage • Songs, rhymes, • Songs, rhymes, • Book handling • Penmanship
riddles and jingles riddles and jingles skills • Drawing
• News, stories and • News, stories and • Left to right • Scribbling
folktales folktales orientation • Colouring
• Auditory • Greetings and • Top to bottom • painting
discrimination times of the day orientation • Left to right
• Auditory memory • Appropriate • Picture reading orientation
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• Greetings and times registers • Matching • Top to bottom

of the day • Requests and • Visual/ tactile orientation
• Appropriate registers instructions memory • Hand-eye
• Requests and • Dialogue • Visual/ tactile coordination
instructions discrimination • Finger dexterity
• Dialogue • Ordering
• Hand-eye
coordination
Language • Names • Names • Book handling • Penmanship
structures • Positions • Positions skills • Drawing
• Describing words • Describing words • Left to right • Scribbling
• Action words • Action words orientation • Colouring
• Top to bottom • Painting
orientation • Left to right
• Picture reading orientation
• Matching • Top to bottom
• Visual/ tactile orientation
memory • Hand-eye
• Visual/ tactile coordination
discrimination • Finger dexterity
• Ordering
• Hand-eye
coordination

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Composition • News, stories, • News, stories, • Book handling • Penmanship

folktales, folktales, skills • Drawing
• Dialogue • Dialogue • Left to right • Scribbling
• Words and sentences • Words and orientation • Left to right
• Question and answer sentences • Top to bottom orientation
• Heritage • Question and orientation • Top to bottom
• Auditory answer • Picture reading orientation
discrimination • Heritage • Visual/ tactile • Hand-eye
• Auditory memory • Events memory coordination
• Events • Visual/ tactile • Pre-writing
discrimination
• Hand-eye
coordination
• Matching
• Sequencing
Cultural aspects • Rhymes, jingles, • Rhymes, jingles, • Book handling • Penmanship
songs and riddles songs, and skills • Drawing
• News, folktales, riddles • Left to right • Scribbling
stories • News, folktales, orientation • Painting
• Registers stories • Top to bottom • Colouring
• Events • Registers orientation • Left to right
• Heritage • Events • Picture reading orientation
• Heritage • Visual/ tactile • Top to bottom

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memory orientation
• Visual/ tactile • Hand-eye
discrimination coordination
• Hand-eye • Pre-writing
coordination
• Matching
• Sequencing

7.3 GRADE 1
TOPIC LISTENING/OBSERVING SPEAKING/SIGNING READING WRITING/BRAILING
Comprehen • Vowels, syllables, • News, stories, • Phonics • Penmanship
sion words and sentences folktales, • Vowels, • Letter shaping
• News, stories and • Requests and syllables, words (Nelson script)
folktales instructions and sentences • Finger dexterity
• Dialogue • Dialogue • Fluency • Spelling and
• Question and answer • Vowels, syllables, • Word attack dictation
words and • Word meanings • Vowels, syllables,
sentences words and

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• Question and sentences

answer • Punctuation
Language usage • News, stories and • News, stories and • News, stories • Penmanship
folktales folktales and folktales • Finger dexterity
• Auditory • Auditory • Auditory • Punctuation
discrimination discrimination discrimination • News, stories and
• Greetings • Greetings • Greetings folktales
• Time • Time • Time • Greetings
• Appropriate registers • Appropriate • Appropriate • Time
• Requests and registers registers • Appropriate
instructions • Requests and • Requests and registers
• Dialogue instructions instructions • Concordial
• Concordial • Dialogue • Dialogue agreement
agreement • Concordial • Concordial • Conjunctives
• Conjunctives agreement agreement • Homographs
• Homographs • Conjunctives • Conjunctives
Homographs • Homographs
Language • Names • Names • Names • Penmanship
structures • Positions • Positions • Positions • Finger dexterity
• Describing words • Describing words • Describing words • Names
• Action words • Action words • Action words • Positions
• Letter sounds • Letter sounds • Letter sounds • Describing words
• Syllables, words, • Syllables, words, • Syllables, words, • Action words

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phrases and phrases and phrases and • Letter sounds

sentences sentences sentences • Syllables, words,
• Punctuation • Punctuation phrases and
• Punctuation sentences
Visual/ tactile • Punctuation
discrimination •
• Hand-eye
coordination
• Punctuation
Composition • News, stories, • News, stories, • News, stories, • Penmanship
folktales, folktales, folktales, • Heritage
• Dialogue • Dialogue • Dialogue • Finger dexterity
• Syllables, words, • Syllables, words, • Syllables, words, • News, stories,
phrases and phrases and phrases and folktales,
sentences sentences sentences • Dialogue
• Question and answer • Question and • Question and • Syllables, words,
• Heritage answer answer phrases and
• Heritage • Heritage sentences
• punctuation • punctuation • Question and
answer
• Heritage
• punctuation
Cultural aspects • Songs • Syllables, words, • Syllables, words, • Penmanship

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• News, folktales and phrases and phrases and • Punctuation

stories sentences sentences • Finger dexterity
• Registers • Songs • News, folktales • Syllables, words,
• Heritage • News, folktales and stories phrases and
• Relationships and stories • Poems sentences
• Events • Registers • Registers • News, folktales and
• Heritage • Heritage stories
• Relationships • Relationships • Poems
• Events • Events • Registers
• Heritage
• Relationships
• Events

7.4 GRADE 2
TOPIC LISTENING/OBSERVING SPEAKING/SIGNING READING WRITING/BRAILING
Comprehen • Vowels, syllables, • News, stories, • Phonics • Penmanship
sion words and sentences folktales, • Vowels, • Letter shaping
• News, stories and • Requests and syllables, words (Nelson script)
folktales instructions and sentences • Finger dexterity
• Dialogue • Dialogue • Fluency • Spelling and
• Question and answer • Vowels, syllables, • Word attack dictation
words and • Word meanings • Vowels, syllables,

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sentences words and

• Question and sentences
answer • Punctuation
Language usage • News, stories and • News, stories and • News, stories • Penmanship
folktales folktales and folktales • Finger dexterity
• Auditory • Auditory • Auditory • Punctuation
discrimination discrimination discrimination • News, stories and
• Greetings • Greetings • Greetings folktales
• Time • Time • Time • Greetings
• Appropriate registers • Appropriate • Appropriate • Time
• Requests and registers registers • Appropriate
instructions • Requests and • Requests and registers
• Dialogue instructions instructions • Concordial
• Concordial • Dialogue • Dialogue agreement
agreement • Concordial • Concordial • Conjunctives
• Conjunctives agreement agreement • Homographs
• Homographs • Conjunctives • Conjunctives
Homographs • Homographs
Language • Names • Names • Names • Penmanship
structures • Positions • Positions • Positions • Finger dexterity
• Describing words • Describing words • Describing words • Names
• Action words • Action words • Action words • Positions
• Letter sounds • Letter sounds • Letter sounds • Describing words

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• Syllables, words, • Syllables, words, • Syllables, words, • Action words

phrases and phrases and phrases and • Letter sounds
sentences sentences sentences • Syllables, words,
• Punctuation • Punctuation phrases and
• Punctuation sentences
Visual/ tactile • Punctuation
discrimination •
• Hand-eye
coordination
• Punctuation
Composition • News, stories, • News, stories, • News, stories, • Penmanship
folktales, folktales, folktales, • Heritage
• Dialogue • Dialogue • Dialogue • Finger dexterity
• Syllables, words, • Syllables, words, • Syllables, words, • News, stories,
phrases and phrases and phrases and folktales,
sentences sentences sentences • Dialogue
• Question and answer • Question and • Question and • Syllables, words,
• Heritage answer answer phrases and
• Heritage • Heritage sentences
• punctuation • punctuation • Question and
answer
• Heritage
• punctuation

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Cultural aspects • Songs • Syllables, words, • Syllables, words, • Penmanship

• News, folktales and phrases and phrases and • Punctuation
stories sentences sentences • Finger dexterity
• Registers • Songs • News, folktales • Syllables, words,
• Heritage • News, folktales and stories phrases and
• Relationships and stories • Poems sentences
• Events • Registers • Registers • News, folktales and
• Heritage • Heritage stories
• Relationships • Relationships • Poems
• Events • Events • Registers
• Heritage
• Relationships
• Events

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TOPIC LISTENING/OBSERVING SPEAKING/SIGNING READING WRITING/BRAILING

Comprehen • Question and answer • Requests and • Phonics • Penmanship
sion • News, stories and instructions • Fluency (Nelson script)
folktales • News, stories, • Picture reading • Spelling and
• Dialogue folktales, • Word attack dictation
• Requests and • Songs, rhymes • Word meaning • Punctuation
instructions and jingles • Vocabulary • Syllables, words
• Word recognition • Question and • Syllables, words and sentences
• Rhymes, jingles, answer and sentences • Question and
poems and songs • Word recognition answer
• Vocabulary • Dialogue
• Syllables, words and • Vocabulary
sentences • Fluency
• Punctuation
Language usage • News, stories and • News, stories and • Picture reading • Penmanship
folktales folktales • Word attack (Nelson script)
• Vocabulary • Vocabulary • News, stories • Syllables, words
• Appropriate registers • Appropriate and folktales and sentences
• Requests and registers • Vocabulary • Vocabulary
instructions • Requests and • Requests and • Punctuation
• Dialogue instructions instructions

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• Rhymes, riddles, • Dialogue • Proficiency

jingles, songs and • Rhymes, riddles, • Punctuation
poems jingles, songs and • Syllables, words
poems and sentences
• Proficiency
• Punctuation
Language ▪ Nouns ▪ Nouns ▪ Picture reading ▪ Penmanship
structures ▪ Prepositions ▪ Prepositions ▪ Punctuation (Nelson script)
▪ Verbs ▪ Verbs ▪ Nouns ▪ Punctuation
▪ Adjectives ▪ Adjectives ▪ Prepositions ▪ Nouns
▪ Phonics ▪ Phonics ▪ Verbs ▪ Prepositions
▪ Syllables words and ▪ Syllables words ▪ Adjectives ▪ Verbs
sentences and sentences ▪ Phonics ▪ Adjectives
▪ Syllables words ▪ Phonics
and sentences ▪ Syllables words
and sentences
Composition ▪ News, stories, ▪ News, stories, ▪ News, stories, ▪ Penmanship
folktales, folktales, folktales, (Nelson script)
▪ Dialogue ▪ Dialogue ▪ Picture reading ▪ Punctuation
▪ Syllables, words and ▪ Syllables, words ▪ Syllables, words ▪ Heritage
sentences and sentences and sentences ▪ Spelling and
▪ Question and answer ▪ Question and ▪ Heritage dictation
▪ Heritage answer ▪ Punctuation ▪ Syllables, words
▪ Heritage ▪ Extensive and sentences

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reading ▪ Creative writing

Cultural aspects • News, folktales and • News, folktales, • • Penmanship

stories stories, poems • Picture reading (Nelson script)
• Registers and riddles • News, folktales • Vocabulary
• Vocabulary • Registers and stories • Punctuation
• Heritage • Vocabulary • Registers • Syllables, words
• Rhymes, jingles, • Heritage • Vocabulary and sentences
songs, poems and • Relationships • Heritage • Relationships
riddles • relationships
• Relationships

8 COMPETENCE MATRIX

8.1 ECD A TOPIC 1: COMPREHENSION

SUB TOPIC OBJECTIVES CONTENT SUGGESTED SUGGESTED
Pupils should be able (knowledge, skills and positive LEARNING RESOURCES
to: attitudes) ACTIVITIES AND
NOTES
Comprehension • display proper Knowledge • Demonstrating • Pictures
book handling • Book handling skills proper book • ICT tools

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skills • Left to right orientation handling skills • Charts

• demonstrate left • Top to bottom orientation • Displaying left to • Resource
to right and top to • Question and answer right and top to persons
bottom orientation • Dialogues bottom orientation • Cartoons
• respond to • News, stories and folktales • Listening to news, • Picture books
questions from • Heritage stories and • Braille books
news. stories and Skills folktales • Realia
folktales • Listening-auditory/tactile • Responding to
• describe pictures discrimination questions,
and objects -auditory/tactile memory requests and
• handle writing • Speaking instructions
tools • Reading • Retelling news,

-sequencing stories and

-visual discrimination folktales

-ordering • Describing
-hand-eye coordination pictures and
Writing objects
-finger dexterity • Handling and
-penmanship using writing tools
• Problem solving • Drawing
• Critical thinking • Scribbling
Positive attitudes • Colouring
• Teamwork • Playing reading
• Confidence games
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• Empathy • Discussing
• Tolerance crosscutting
• Cultural appreciation themes and
emerging issues
• Role playing
• Reciting rhymes
and jingles

8.2 ECD A TOPIC 2: LANGUAGE USAGE

SUB TOPIC OBJECTIVES CONTENT SUGGESTED SUGGESTED
Pupils should be able to: (Skills, positive, attitudes, LEARNING ACTIVITIES RESOURCES
knowledge) AND NOTES
Registers • greet according to Knowledge • Naming different • Reference
times of the day. • Times of the day times of the day books
• respond to • Greetings • Greeting • Pictures
greetings • Registers according to times • Picture books
• use appropriate Skills of the day. • ICT tools
register • Auditory memory • Responding to • Resource
• Speaking- articulation greetings persons
• Sequencing • Using appropriate • Specialized
• Matching register materials

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• Left to right orientation • Role playing

• Top to bottom orientation • Reciting rhymes
• Hand eye co-ordination and jingles
• Penmanship • Singing
Positive attitudes
• Confidence
• Empathy
• Team work
• Tolerance
• Cultural appreciation
• Ubuntu/Unhu/Vumunu
Subject-verb • use correct Knowledge • Using correct • Pictures
agreement subject-verb • Subject-verb agreement subject-verb • Picture books
agreement in Skills agreement in • Charts
sentences • Listening/observing sentences • ICT tools
• Speaking/signing • Role playing • Resource
-Articulation • Dialogue person
• Reciting rhymes • Specialized
and jingles materials
• Singing
Conjunctives • Use conjunctives Knowledge • Using • Reference
in sentences • Joining words conjunctives in books
sentences • Pictures

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Skills • Reciting rhymes • Picture books

• Listening and jingles • Word cards
• Speaking • Matching games • Work cards
• Articulation • Storytelling • Charts
Reading • Singing • ICT tools
• Resource
person
• Realia
Numbers in • count up to 5 Knowledge • Reciting number • Real objects
Indigenous Language • use numbers in • Numbers up to 5 rhymes • Picture books
up to 5 sentences • Counting • Counting up to 5 • ICT tools
Skills • Using numbers in • Learning centers
Auditory memory sentences
Proficiency • Playing number
games

8.3 ECD A TOPIC 3: LANGUAGE STRUCTURES

SUB TOPIC OBJECTIVES CONTENT SUGGESTED SUGGESTED
Pupils should be able to: (knowledge, skills, LEARNING ACTIVITIES RESOURCES
positive attitudes) AND NOTES

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Names • state names of objects Knowledge • Stating names of • Resource

in the home and • Names of; objects in the persons
classroom - people home and • ICT tools
• identify domestic -domestic classroom • Reference books
animals animals • Naming domestic • Puzzles
• use names in sentences - objects animals • Realia
Skills • Using names in
• Listening sentences
• Speaking • Picture reading
-articulation • Reciting rhymes,
• Reading jingles and poems
• Singing
• Drawing,
colouring and
painting
Action words • Demonstrate different Knowledge • Responding to • ICT tools
actions Action words instructions • Pictures
Skills • Demonstrating • Picture books
Listening different actions • Braille books
Speaking • Playing action • Realia
articulation games
Reading • Role playing
• Reciting rhymes
and jingles
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• Singing
Describing words • identify different objects Knowledge • Identifying • ICT tools
• use describing words • Describing words different objects • Pictures
Skills • Using describing • Picture books
• Critical thinking words Braille books
• Reading • Comparing • Realia
• Speaking - • Matching objects
articulation • Ordering
• Playing games
• Drawing
• Colouring
Position • identify position Knowledge • Identifying • ICT tools
of objects • Position position of objects • Pictures
• show position of Skills • Placing objects • Picture books
objects • listening on different • Braille books
• speaking position • Realia
• reading • Reciting position
• writing rhymes and
• Critical thinking jingles
• Identifying • Singing position
songs
• Using position
words in

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sentences

8.4 ECD A TOPIC 4: COMPOSITION

SUB TOPIC OBJECTIVES CONTENT SUGGESTED SUGGESTED
Pupils should be able to: (knowledge, skills, LEARNING ACTIVITIES RESOURCES
positive attitudes,) AND NOTES
Composition Knowledge • Listening to • Story books
• retell stories and • Words stories and • Pictures
folktales • Sentences folktales Picture books
• narrate stories • Dialogue • Retelling stories • Magazines
and folktales • Stories and folktales • ICT tools
• respond to • Folktales • Narrating stories • Braille books
questions • Heritage and folktales • Realia
Skills • Responding to
• Listening questions
-auditory/tactile • Role playing
memory • Reciting rhymes
• Speaking and jingles
-narrating • Singing
-describing
• Critical thinking

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• Creativity
Positive attitudes
• Confidence
• Empathy
• Team work
• Tolerance
• Cultural
appreciation

8.5 ECD A TOPIC 5: CULTURAL ASPECTS

SUB TOPIC OBJECTIVES CONTENT SUGGESTED SUGGESTED
Pupils should be able to: (Skills, positive attitudes, LEARNING RESOURCES
knowledge) ACTIVITIES AND
NOTES
Heritage • identify indigenous Knowledge • Identifying • ICT tools
food and fruits • indigenous foods and indigenous food • Pictures
• name indigenous fruits and fruits • Picture books
food and fruits Skills • naming • Realia
• Listening/Observing indigenous food
• Speaking/Signing and fruits
• Reading • collecting
• Writing indigenous food
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• Critical thinking and fruits

• Teamwork • visiting heritage
• Research sites
Positive attitudes • researching on
• Tolerance indigenous food
• Appreciation and fruits
• Sense of belonging • Storytelling
• Cultural sensitivity • Singing
• Reciting rhymes
and jingles
• Playing games
• Collecting
indigenous food
and fruits
• Visiting heritage
sites
Relationships • Name family Knowledge • Naming family • ICT tools
members • Relationships members • Pictures
• Say the number of Skills • Saying the • Charts
family members • Listening number of family • Library books
-Auditory/tactile memory members • Picture books
• Speaking • Drawing family • Realia
• Reading members • Resource
• Role play
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• Writing • Pasting pictures person

Positive attitudes of family • magazines
• Teamwork members
• Confidence • Reciting rhymes
• Tolerance and jingles
• Singing

8.6 ECD B TOPIC 1: COMPREHENSION

SUB TOPIC OBJECTIVES CONTENT SUGGESTED SUGGESTED
Pupils should be able (Skills, positive attitudes, LEARNING RESOURCES
to: knowledge) ACTIVITIES AND
NOTES
Comprehension • display proper Knowledge • Demonstrating • Pictures
book handling • Book handling skills proper book • ICT tools
skills • Left to right orientation handling skills • Charts
• demonstrate left • Top to bottom orientation • Displaying left to • Resource
to right • Question and answer right orientation, persons
orientation, and • Dialogues and top to bottom • Cartoons
top to bottom • News, stories and folktales orientation • Picture books
orientation • Heritage • Listening to news, • Braille books

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• respond to Skills stories and • Objects

questions from • Listening-auditory/tactile folktales
news. stories and discrimination • Responding to
folktales -auditory/tactile memory questions,
• identify pictures • Speaking requests and
• describe pictures • Reading -sequencing instructions
and objects -visual discrimination • Retelling news,
• handle writing -ordering stories and
tools -hand-eye folktales
coordination • Naming pictures
Writing -finger dexterity • Describing
-penmanship pictures and
• Problem solving objects
• Critical thinking • Handling and
Positive attitudes using writing tools
• Teamwork • Drawing
• Confidence • Scribbling
• Empathy • Colouring
• Tolerance • Playing reading
• Cultural appreciation games
• Discussing
crosscutting
themes and
emerging issues
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• Role playing
• Reciting rhymes
and jingles

8.7 ECD B TOPIC 2: LANGUAGE USAGE

SUB TOPIC OBJECTIVES CONTENT SUGGESTED SUGGESTED
Pupils should be able to: (Skills, positive attitudes, LEARNING ACTIVITIES RESOURCES
knowledge) AND NOTES
Registers • greet according Knowledge • Naming different • Reference
to times of the • Times of the day times of the day books
day. • Greetings • Greeting • Pictures
• respond to • Registers according to • Picture books
greetings • Polite requests and times of the day. • ICT tools
• use appropriate expressions • Responding to • Resource
register Skills greetings persons
• make polite • Auditory memory • Using appropriate
requests and • Speaking- articulation register
expressions • Sequencing • making polite
• Matching requests and
• Left to right orientation expressions

• Top to bottom orientation • Role playing

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• Hand eye co-ordination • Reciting rhymes

• Penmanship and jingles
• Confidence • Singing
Positive attitudes • Colouring
• Confidence
• Empathy
• Team work
• Tolerance
• Cultural appreciation
• Ubuntu/Unhu/Vumunhu
Subject and verb • use correct Knowledge • Using correct • Pictures
agreement subject-verb • Subject-verb agreement subject-verb • Picture books
agreement in Skills agreement in • Charts
sentences • Listening/observing sentences • ICT tools
• • Speaking/signing • Role playing • Resource
-Articulation • Dialogue person
• Reciting rhymes
and jingles
• Singing
Conjunctives • Use conjunctives Knowledge • Using • Reference
in sentences • Joining words conjunctives in a books
sentence • Pictures
Skills • Reciting rhymes • Picture books

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• Listening and jingles • Word cards

• Speaking • Matching games • Work cards
• Articulation • storytelling • Charts
Reading • Singing • ICT tools
• Resource
person
• Realia
Numbers in • count up to 5 Knowledge • Reciting number • Real objects
Indigenous Language • use numbers in • Numbers up to 5 rhymes • Picture books
sentences • Counting • Counting up to 5 • ICT tools
Skills • Using numbers in • Learning
Auditory memory sentences centers
Proficiency • Playing number
games

8.8 ECD B TOPIC 3: LANGUAGE STRUCTURES

SUB TOPIC OBJECTIVES CONTENT SUGGESTED LEARNING SUGGESTED
Pupils should be able to: (Skills, positive attitudes, ACTIVITIES AND NOTES RESOURCES
knowledge)

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Names • state names of Knowledge • Stating names of objects in • Resource

objects in the • Names of; the home and classroom persons
home and - people • Using names in sentences • ICT tools
classroom - objects • Picture reading • Reference
• identify domestic -domestic animals • Reciting rhymes, jingles books
and wild animals -wild animals and poems • Puzzles
• use names in Skills • Singing
sentences Listening • Drawing, colouring and
Speaking painting
articulation
• Reading

Action words • demonstrate Knowledge • Responding to instructions • ICT tools

different actions Action words • Demonstrating different • Pictures
Skills actions • Picture books
Listening • Playing action games • Braille books
Speaking • Role playing
articulation • Reciting rhymes and jingles
Reading • Singing
Describing words • identify different Knowledge • Identifying different objects • ICT tools
objects -Describing words • Using describing words • Pictures
• use describing Skills • Comparing • Picture books
words • Critical thinking • Matching objects Braille books
• Reading • Ordering • Realia

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• Speaking - • Playing games

articulation • Drawing
• Reading • Colouring

Position • identify position Knowledge • Identifying position • ICT tools

of objects - position of objects • Pictures
• show position of Skills • Placing objects on • Picture books
objects • listening different position • Braille books
• speaking • Reciting position • Realia
• reading rhymes and jingles
• writing • Singing position
• Critical thinking songs
• Identifying • Using position words
in sentences

8.9 ECD B TOPIC 4: COMPOSITION

SUB TOPIC OBJECTIVES CONTENT SUGGESTED SUGGESTED
Pupils should be able to: (Skills, positive attitudes, LEARNING ACTIVITIES RESOURCES
knowledge) AND NOTES
Composition Knowledge • Listening to • Story books
• retell stories and • Words stories and • Pictures
folktales • Sentences folktales Picture books
• narrate stories • Dialogue • Retelling stories • Magazines
and folktales and folktales
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• respond to • Stories • Narrating stories • ICT tools

questions • folktales and folk tales • Braille books
• Heritage • Responding to • Realia
Skills questions
• Listening • Role playing
-auditory/tactile • Reciting rhymes
memory and jingles
• Speaking • Singing
-narrating
-describing
• Critical thinking
• Creativity
Positive attitudes
• Confidence
• Empathy
• Team work
• Tolerance
• Cultural
appreciation

8.10 ECD B TOPIC 5: CULTURAL ASPECTS

SUB TOPIC OBJECTIVES CONTENT SUGGESTED SUGGESTED

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Pupils should be able to: (Skills, positive attitudes, LEARNING RESOURCES

knowledge) ACTIVITIES AND
NOTES
Heritage • identify indigenous Knowledge • Identifying • ICT tools
food and fruits • indigenous food and indigenous food • Pictures
• name indigenous fruits and fruits • Picture books
food and fruits • indigenous musical • naming • Realia
• identify indigenous instruments indigenous food
musical instruments Skills and fruits
• Listening/Observing • collecting
• Speaking/Signing indigenous food
• Reading and fruits
• Writing/Brailling • visiting heritage
• Critical thinking sites
• Teamwork • researching on
• Research indigenous food
Positive attitudes and fruits

• Tolerance • identifying

• Appreciation indigenous

• Sense of belonging musical

• Cultural sensitivity instruments

• Storytelling
• Singing
• Reciting rhymes
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and jingles
• Playing
indigenous
musical
instruments
• Collecting
indigenous foods
and fruits
• Visiting heritage
sites
Relationships • Name family Knowledge • Naming family • ICT tools
members • Relationships members • Pictures
• Say the number of • Saying the • Chart
family members Skills number of family • Library books
• Listening members • Picture books
-Auditory/tactile memory • Drawing family • Realia
• Speaking members • Resource
• Reading • Role play person
• Writing • Pasting pictures • magazines
Positive attitudes of family •
• Teamwork members
• Confidence • Reciting rhymes
• Tolerance and jingles
• Singing
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8.11 GRADE 1 TOPIC 1: COMPREHENSION

SUB TOPIC OBJECTIVES CONTENT SUGGESTED SUGGESTED
Pupils should be able to: (Skills, positive attitudes, LEARNING ACTIVITIES RESOURCES
knowledge) AND NOTES
Comprehension • display proper book Knowledge • Demonstrating • Pictures
handling skills • Book handling skills proper book • ICT tools
• demonstrate left to right • Left to right orientation handling skills • Charts
orientation, and top to • Top to bottom • Displaying left to • Resource persons
bottom orientation orientation right orientation, and • Cartoons
• respond to questions • Question and answer top to bottom • Picture books
from news. stories and • Dialogues orientation • Braille books
folktales • News, stories and • Listening to news, • Objects
• identify pictures folktales stories and folktales
• describe pictures and • Vowels, syllables, words • Responding to
objects and sentences questions, requests
• read vowels, syllables, • Heritage and instructions
words and sentences Skills • Retelling news,
• handle writing tools • Listening-auditory/tactile stories and folktales
properly discrimination • Naming pictures
-auditory/tactile memory • Describing pictures
• Speaking and objects

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• Reading -sequencing • Reading vowels,

-visual syllables, words and
discrimination sentences
-ordering • Handling and using
-hand-eye writing tools
coordination • Drawing
Writing -finger dexterity • Scribbling
-penmanship • Colouring
• Problem solving • Playing reading
• Critical thinking games
Positive attitudes • Discussing
• Teamwork crosscutting themes
• Confidence and emerging issues
• Empathy • Role playing
• Tolerance • Reciting rhymes and
• Cultural appreciation jingles
Spelling dictation • read vowels, Knowledge • Reading vowels, • Pictures
syllables, words and • Vowels syllables, words • ICT tools
sentences • Syllables and sentences • Charts
• spell words • Words • Spelling words • Picture books
• construct sentences • Sentences • Construct • Braille books
• write dictated sentences • Flash cards
sentences Skills • Writing dictated

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• Auditory/ tactile sentences

memory • Reciting spelling
• Speaking/Signing rhymes
• Articulation • Singing
• Word attack • Spelling games
• Penmanship
Positive attitudes
• Confidence
• Team work

8.12 GRADE 1TOPIC 2: LANGUAGE USAGE

SUB TOPIC OBJECTIVES CONTENT SUGGESTED SUGGESTED
Pupils should be able to: (Skills, positive attitudes, LEARNING ACTIVITIES RESOURCES
knowledge) AND NOTES
Registers • greet according to Knowledge • Naming different • Reference
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times of the day. • Times of the day times of the day books
• respond to • Greetings • Greeting • Pictures
greetings • Registers according to • Picture books
• use appropriate • Polite requests and times of the day. • ICT tools
register expressions • Responding to • Resource
• make polite Skills greetings persons
requests and • Auditory memory • Using appropriate
expressions • Speaking- articulation register
• Sequencing • making polite
• Matching requests and

• Left to right orientation expressions

• Top to bottom orientation • Role playing

• Hand eye co-ordination • Reciting rhymes

• Penmanship and jingles

• Confidence • Singing

Positive attitudes • Colouring

• Confidence
• Empathy
• Team work
• Tolerance
• Cultural appreciation
• Ubuntu/Unhu/Vumunhu
Subject and verb • Identify the Knowledge • Identifying the • Reference

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agreement subject and verb • Subject-verb agreement subject and verb books
in a sentence Skills in a sentence • Pictures
• Construct simple • Listening • Constructing • Picture books
sentences with • Speaking simple sentences • Word cards
correct subject • Articulation with correct • Work cards
word agreement • Reading subject-verb • Charts
agreement • ICT tools
• Correcting errors • Resource
in subject-verb person
agreement in
given sentences
• Reciting rhymes
and jingles
• Singing
Joining words • Identify joining Knowledge • Identifying joining • Reference
words in a • Joining words words in a books
sentence sentence • Pictures
• Use joining words Skills • Using joining • Picture books
to make phrases • Listening words to make • Word cards
• Speaking phrases • Work cards
• Articulation • Reciting rhymes • Charts
• Reading and jingles • ICT tools
• Matching games • Resource
• storytelling person
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• Singing • Realia

Homographs (words • Identify examples Knowledge • Identifying words • Reference

with same spelling of homographs • Homographs with the same books
but different • Construct spelling but • Pictures
meanings) sentences using Skills different • Picture books
homographs in • Listening meanings • Word cards
their correct • Speaking • Grouping words • Work cards
contexts • Articulation with the same • Charts
Reading spelling but • ICT tools
different spelling • Resource
• Constructing person
• sentences using • Realia
homographs in
their correct
contexts
Numbers in • count in Knowledge • Reciting number • Realia
Indigenous Language indigenous • Numbers up to 10 rhymes • Picture books
language up to 10 • Counting • Counting in • ICT tools
• use numbers in Skills indigenous • Learning
sentences Auditory memory language up to 10 centers
Proficiency • Using numbers in • Resource

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sentences person
• Saying numbers
in indigenous
language
• Playing number
games

8.13 GRADE 1 TOPIC 3: LANGUAGE STRUCTURES

SUB TOPIC OBJECTIVES CONTENT SUGGESTED SUGGESTED
Pupils should be able to: (Skills, positive attitudes, LEARNING ACTIVITIES RESOURCES
knowledge) AND NOTES
Names • state names of Knowledge • Stating names of • ICT tools
objects, people • Names of; objects, people • Reference books
and places in - objects and places in • Resource person
singular and - people singular and • Pictures
plural form - places plural form • Charts
• use singular and -domestic and • using singular • Braille books
plural names of wild animals and plural names • Realia
objects, people • Singular and of objects, people • Magazines
and places in plural and places in
sentences Skills sentences

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Listening identifying
Speaking domestic and wild
Articulation animals
• Reading • Picture reading
• Reciting rhymes,
jingles and poems
• Singing
Action words • demonstrate Knowledge • Demonstrating • ICT tools
different actions Action words different actions • Pictures
• use action words Present tense • Using action • Word cards
in a sentence Past tense words in various • Library books
Future tense tenses • Charts
Skills • Playing action • Resource person
Listening games • Braille books
Speaking • Role playing
articulation • Reciting rhymes
Reading and jingles
Critical thinking • Singing
Analysis • Reading words
Team work and sentences
Describing words • use colour, size Knowledge • Identifying • ICT tools
and shape to • Describing words different objects • Pictures
describe objects -colour • Using colour, size • Picture books
• give opposites of -size and shape to
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describing words -shape describe objects Braille books

• Opposites • Giving opposites • Realia
Skills of describing
• Listening words
• Speaking • Comparing
articulation • Matching objects
• Reading • Ordering
• Critical thinking • Playing games
• Problem solving • Drawing
• Colouring
Position • identify position of Knowledge • Identifying • ICT tools
objects - position position of objects • Pictures
• show position of Skills • Placing objects • Picture books
objects • listening on different • Library books
• speaking position • Braille books
• reading • Reciting position • Realia
• writing rhymes and
• Critical thinking jingles
• Identifying • Singing position
songs
• Using position
words in
sentences

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8.14 GRADE 1 TOPIC 4: COMPOSITION

SUB TOPIC OBJECTIVES CONTENT SUGGESTED SUGGESTED
Pupils should be able to: (Skills, positive attitudes, LEARNING ACTIVITIES RESOURCES
knowledge) AND NOTES
Composition Knowledge • Listening to • Story books
• retell stories and • Words stories and • Pictures
folktales • Sentences folktales Picture books
• narrate stories • Dialogue • Retelling stories • Magazines
and folktales • Stories and folktales • ICT tools
• respond to • Folktales • Narrating stories • Braille books
questions • Heritage and folktales • Realia
• write words and Skills • Responding to
simple sentences • Listening questions
-auditory/tactile • Writing words and
memory simple sentences
• Speaking • Role playing
-narrating • Reciting rhymes
-describing and jingles
• Critical thinking • Singing
• Creativity
Positive attitudes
• Confidence
• Empathy
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• Team work
• Tolerance
• Cultural
appreciation

8.15 GRADE 1 TOPIC 5: CULTURAL ASPECTS

SUB TOPIC OBJECTIVES CONTENT SUGGESTED SUGGESTED
Pupils should be able to: (Skills, positive attitudes, LEARNING RESOURCES
knowledge) ACTIVITIES AND
NOTES
Heritage • name indigenous Knowledge • Identifying • ICT tools
food and fruits • indigenous food and indigenous food • Pictures
• identify indigenous fruits and fruits • Chart
musical instruments • indigenous musical • Naming • Library books
• list indigenous instruments indigenous food • Picture books
utensils • indigenous utensils and fruits • Realia
Skills • collecting • Resource person
• Listening/Observing indigenous food • Culture centre
• Speaking/Signing and fruits
• Reading • visiting heritage
• Writing/Brailling sites
• Critical thinking • researching on
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• Teamwork indigenous food

• Research and fruits
Positive attitudes • Identifying
• Tolerance indigenous
• Appreciation musical
• Sense of belonging instruments

• Cultural sensitivity • listing indigenous

utensils
• Storytelling
• Singing
• Reciting rhymes
and jingles
• Playing
indigenous
musical
instruments
• Collecting
indigenous foods
and fruits
• Visiting heritage
sites
Relationships • Name family Knowledge • Naming family • ICT tools
members • Relationships members • Pictures
• State roles of family • Stating roles of • Chart
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members Skills family members • Library books

• Listening • Drawing family • Picture books
-Auditory/tactile memory members • Realia
• Speaking • Cutting and • Resource person
• Reading pasting pictures • magazines
• Writing of family
Positive attitudes members
• Teamwork
• Confidence
• Tolerance

8.16 GRADE 2 TOPIC 1: COMPREHENSION

SUB TOPIC OBJECTIVES CONTENT SUGGESTED SUGGESTED
Pupils should be able (Skills, positive attitudes, LEARNING RESOURCES
to: knowledge) ACTIVITIES AND
NOTES
Comprehension • read vowels, Knowledge • Listening to news, • Pictures
syllables, words • Vowels, syllables, words and stories and • ICT tools
and sentences sentences folktales • Charts
• respond to • Question and answer • Reading vowels, • Resource

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questions from • Dialogues syllables, words persons

news. stories • News, stories and folktales and sentences • Cartoons
and folktales • Heritage • Responding to • Picture books
• retell news • WH questions questions, • Library books
stories and Skills requests and • Braille books
folktales • Listening- instructions • Objects
• answer • auditory/tactile discrimination • Retelling news,
comprehension -auditory/tactile memory stories and
questions • Speaking folktales
• read stories in • Reading • read stories in
indigenous • Writing indigenous
language -penmanship language

• Problem solving • Playing reading

• Critical thinking games

Positive attitudes • Discussing

• Teamwork crosscutting
themes and
• Confidence
emerging issues
• Empathy
• Role playing
• Tolerance
• Reciting rhymes
• Cultural appreciation
and jingles
• Singing
Spelling dictation • read vowels, Knowledge • Reading • Pictures
syllables, words • Vowels vowels, • ICT tools
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and sentences • Syllables syllables, words • Charts

• spell words • Words and sentences • Picture books
• construct • Sentences • Spelling words • Braille books
sentences Skills • Construct • Flash cards
• write dictated • Auditory/ tactile memory sentences
sentences • Speaking/Signing • Writing dictated
• Articulation sentences
• Word attack • Reciting
• Penmanship spelling rhymes
Positive attitudes • Singing
• Confidence • Spelling games
• Team work

8.17 GRADE2 TOPIC 2: LANGUAGE USAGE

SUB TOPIC OBJECTIVES CONTENT SUGGESTED SUGGESTED
Pupils should be able to: (Skills, positive attitudes, LEARNING ACTIVITIES RESOURCES
knowledge) AND NOTES
Registers • use appropriate Knowledge • Greeting • Reference
register • Greetings according to books
• make polite • Registers times of the day. • Pictures
requests and • Polite requests and • Responding to • Picture books

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expressions expressions greetings • ICT tools

• demonstrate • Cultural etiquettes • Using appropriate • Resource
cultural etiquettes Skills register persons
• Auditory memory • making polite
• Speaking- articulation requests and
• Reading expressions
• Penmanship • Role playing
• Confidence • Dramatizing
• Critical thinking cultural etiquettes
• Problem solving • Reciting rhymes
Positive attitudes and poems
• Confidence • Singing
• Empathy
• Team work
• Tolerance
• Cultural appreciation
• Ubuntu/Unhu/Vumunhu
Subject and verb • Identify the Knowledge • Identifying the • Reference
agreement subject and verb • Subject-verb agreement subject and verb books
in a sentence Skills in a sentence • Pictures
• Construct simple • Listening • Constructing • Picture books
sentences with • Speaking simple sentences • Word cards
correct subject • Articulation with correct • Work cards

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word agreement • Reading subject-verb • Charts

agreement • ICT tools
• Correcting errors • Resource
in subject-verb person
agreement in
given sentences
• Reciting rhymes
and jingles
• Singing
Conjunctives • Identify joining Knowledge • Identifying joining • Reference
words in a • Conjunctives words in a books
sentence Skills sentence • Pictures
• Use joining words • Listening • Using joining • Picture books
to make phrases • Speaking words to make • Word cards
and sentences • Articulation phrases and • Work cards
• Reading sentences • Charts
• Reciting rhymes • ICT tools
and jingles • Resource
• Matching games person
• storytelling • Realia
• Singing

Homographs (words • Identify examples Knowledge • Identifying words • Reference

with same spelling of homographs • Homographs with the same books
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but different • Construct spelling but • Pictures

meanings) sentences using Skills different • Picture books
homographs in • Listening meanings • Word cards
their correct • Speaking • Grouping words • Work cards
contexts • Articulation with the same • Charts
• Reading spelling but • ICT tools
different spelling • Resource
• Constructing person
• sentences using • Realia
homographs in
their correct
contexts
Numbers in • count numbers in Knowledge • Counting in • Realia
Indigenous Language indigenous • Numbers up to 20 indigenous • Picture books
language up to 20 • Counting language up to 20 • ICT tools
• read numbers in • Reading numbers • Learning
indigenous Skills in indigenous centers
language • Auditory memory language • Word cards
• write numbers in • Proficiency • Writing numbers • Work cards
indigenous • Reading in indigenous • Charts
language • Writing language • Resource
• use numbers in • Critical thinking • Using numbers in person
sentences Positive attitudes sentences
• Cultural appreciation • Playing number
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games

8.18 GRADE 2 TOPIC 3: LANGUAGE STRUCTURES

SUB TOPIC OBJECTIVES CONTENT SUGGESTED SUGGESTED
Pupils should be able to: (Skills, positive attitudes, LEARNING ACTIVITIES RESOURCES
knowledge) AND NOTES
Nouns • Identify proper Knowledge • Identifying proper • ICT tools
and common • Proper nouns and common • Reference books
nouns • Common nouns nouns • Resource person
• use singular and • Singular and • using singular • Pictures
plural forms of plural and plural forms • Word cards
nouns Skills of nouns • Work cards
• Listening • playing naming • Charts
• Speaking games • Braille books
• Articulation • research on • Realia
• Reading proper and • Magazines
• Critical thinking common nouns
• distinguishing
between proper
and common
nouns
• Reciting rhymes,
jingles and poems
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• Singing
Verbs • demonstrate Knowledge • Demonstrating • ICT tools
different actions • Verbs different actions • Pictures
• use verbs in -Present tense • Using verbs in • Word cards
sentences -Past tense sentences • Library books
• use verbs in -Future tense • Using verbs in • Charts
different tenses Skills various tenses • Resource person
• Listening • Playing action • Braille book
• Speaking games • Puzzles
• Articulation • Role playing • Work cards
• Reading • Reciting rhymes, • Flash cards
• Critical thinking poems and jingles • Realia
• Analysis • Singing
• Collaboration • Reading words
• creativity and sentences
• Writing words and
sentences
• Quizzes and
riddles

Adjectives • use adjectives to Knowledge • Identifying • ICT tools

describe objects • Adjectives different objects • Pictures
• give opposites of -colour • Describing • Picture books
-size
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adjectives -shape different objects • Braille books

-texture using adjectives • Library books
• Opposites • Giving opposites • Word cards
Skills adjectives • Work cards
• Listening • Comparing • Realia
• Speaking • Matching objects
articulation • Ordering
• Reading • Playing games
• Critical thinking • Drawing
• Problem solving • Colouring
• Quizzes and
riddles
Prepositions • identify position of Knowledge • Identifying • ICT tools
objects • Prepositions position of objects • Pictures
• show position of • Opposites • Placing objects • Picture books
objects Skills on different • Library books
• use prepositions • listening position • Braille books
in sentences • speaking • Using • Work cards
• give opposites • reading prepositions in • Flash cards
• writing sentences • Realia
• Critical thinking • Giving opposites
• Identifying to prepositions
• Reciting position

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rhymes and
poems
• Singing position
songs
• Using position
words in
sentences
• Quizzes and
riddles

8.19 GRADE 2 TOPIC 4: COMPOSITION

SUB TOPIC OBJECTIVES CONTENT SUGGESTED SUGGESTED
Pupils should be able to: (Skills, positive attitudes, LEARNING ACTIVITIES RESOURCES
knowledge) AND NOTES
Composition Knowledge • Listening to • Story books
• retell news, • Words stories and • Pictures
stories and • Sentences folktales Picture books
folktales • Dialogue • Retelling stories Library books
• narrate news, • Stories and folktales • Magazines
stories and • Folktales • Narrating stories • Charts
folktales • Heritage and folktales • Sentence strips
• respond to Skills • Responding to • ICT tools
questions • Listening questions • Braille books
• write composition -auditory/tactile • Writing guided, fill • Realia
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memory in composition
• Speaking • Role playing
-narrating • Reciting poems
-describing • Singing
• Reading • Drawing and
• Writing colouring
• Critical thinking
• Creativity
Positive attitudes
• Confidence
• Empathy
• Team work
• Tolerance
• Cultural
appreciation

8.20 GRADE 2 TOPIC 5: CULTURAL ASPECTS

SUB TOPIC OBJECTIVES CONTENT SUGGESTED SUGGESTED
Pupils should be able to: (Skills, positive attitudes, LEARNING RESOURCES
knowledge) ACTIVITIES AND
NOTES
Heritage • name indigenous Knowledge • Identifying • ICT tools
food and fruits • indigenous food and indigenous food • Pictures
fruits and fruits
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• identify indigenous • indigenous musical • Naming • Charts

musical instruments instruments indigenous food • Library books
• list indigenous • indigenous utensils and fruits • Picture books
utensils and tools and tools • collecting • Realia
Skills indigenous food • Resource
• Listening/Observing and fruits person
• Speaking/Signing • visiting heritage • Word cards
• Reading sites • Culture centre
• Writing/Brailling • researching on • Learning centre
• Critical thinking indigenous food
• Teamwork and fruits

• Research • Identifying
Positive attitudes indigenous

• Tolerance musical

• Appreciation instruments

• Sense of belonging • listing indigenous

• Cultural sensitivity utensils and tools

• Storytelling
• Singing
• Reciting rhymes
and jingles
• Playing
indigenous
musical
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instruments
• Collecting
indigenous foods
and fruits
• Visiting heritage
sites
Relationships • Name immediate and Knowledge • Naming family • ICT tools
extended family • Relationships members • Pictures
members -immediate family members • Saying the • Chart
• Say the number of -extended family members number of family • Library books
family members members • Picture books
• State roles of family Skills • Stating roles of • Realia
members • Listening family members • Resource
-Auditory/tactile memory • Drawing family person
• Speaking members cutting • magazines
• Reading and pasting •
• Writing pictures of family
Positive attitudes members
• Teamwork • Cutting and
• Confidence pasting pictures
• Tolerance of family
members

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9 ASSESSMENT

Learners shall be assessed at school level through continuous assessment and summative assessment. These
assessments shall be guided by the principles of inclusivity, practicability, authenticity, transparency, flexibility,
validity and reliability. The principles are crucial for creating a supportive and effective learning environment that
fosters growth and development in learners at infant school module. Arrangements, accommodations and
modifications shall be visible to enable learners with special needs to access assessments.

This section covers the assessment objectives, the assessment model, the scheme of assessment and
Assessment Scheme.

9.1 Assessment Objectives

Learners shall be assessed on their ability to:

9.1.1 retell news, stories and folktales

9.1.2 communicate effectively using appropriate register
9.1.3 use grammatical structures appropriately
9.1.4 write creative work
9.1.5 demonstrate cultural awareness and etiquette
9.1.6 answer comprehension questions

9.2 Assessment Model

School Based Continuous Assessment shall be used for learners in ECD A and B. There shall not be any
summative assessment for ECD A and B.

Grade 1 and 2 shall have both Continuous and Summative Assessments as illustrated in Figure 1. Continuous
assessment shall include recorded School Based Continuous Learning and Assessment activities marks. The
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mark shall be included on learners’ end of term and year reports. Summative assessment shall be school tests
which are at the end of the term and year.

Assessment Of Learner
Performance in
Indigenous Languages

School Based Continuous Summative Assessment

Assessment (For Grade 1 and 2)
20% 80%

School
Based (Paper 1)
Project (Paper 2)
Profiling Multiple
20% Choice Structured Paper
Questions

Exit Continuous Assessment Summative

Mark (20%) Assessment Mark
Profile (80%)
Certificate

Final Mark (Continuous +

Summative = 100%)

Fig. 1 Assessment Model

In addition, learners shall be profiled and learner profile records established. Learner profile certificates shall be
issued at the end of Grade 2. The certification is to officially verify and validate that a pupil has acquired
competences at the point of exit.
9.3 Scheme of Assessment

The table below shows the Scheme of Assessment for Grade 1 and 2 where 50% is allocated to Continuous
Assessment and 50% to Summative Assessment.
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FORM OF ASSESSMENT WEIGHTING

Continuous Assessment 50%
Summative Assessment 50%
Total 100%

Of the 50% for continuous assessment, 20% shall be allocated to the School Based Project. The remaining 30%
shall be for other school based continuous learning activities that learners do at school as part of formative
assessment.

Both the continuous and summative assessment marks shall be recorded on the learners’ reports on a termly
basis.

School – Based Project Assessment Scheme

The Table given below shows the Learning and Assessment Scheme for the School Based Project.
Project Project Stage Description Timeline Marks
Execution
Stages
1 Understanding and adoption of what January - April 5
is to be done according to teacher or
learner theme
2 Exploration of the theme as guided by May 10
the teacher
3 Participation in engagement activities June 10
4 Collecting or selecting relevant July 5
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materials to use
5 Creating the project August - September 10
6 Collaboration with others in refining October 5
the project
7 Presentation of the project November - December 5
TOTAL 50

The assessment scheme shows the stages that shall be executed by pupils and the timeline at which each stage
shall be carried out. Possible marks, totalling 50, are highlighted to indicate how much can be allocated.

9.4 ASSESSMENT INSTRUMENTS

The following are suggested assessment tools:

• Checklists
• Rating Scale
• Observation Guide
• Exercises
• Tests
• School based projects

9.5 INFANT LEVEL ASSESSMENT MATRIX

FORM OF ASSESSMENTTASKS NATURE FREQUENCY

LEVEL ASSESSMENT
Assessment tasks ✓ Daily basis
49

Continuous
INFANTS can be School Based ✓ Weekly
Projects or pen and Individual, or ✓ Fortnightly
paper activities based group activities ✓ Monthly
on the following: ✓ Termly
• Singing ✓ Yearly
• Drawing
• Dancing
• Colouring
• Storytelling
• Speaking
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• Listening
• Counting
• Playing children's
games
• Chanting
• Reciting
• Sequencing
• Matching
• Sorting
• Writing
Summative • Classroom ➢ Daily basis
exercises Individual activities ➢ Weekly
➢ Fortnightly
• End of week, ➢ Monthly
month, term and ➢ Termly
year tests ➢ Yearly
• Check point
assessment

LEVEL FORM OF ASSESSMENT ASSESSMENT TASKS NATURE FREQUENCY

Demonstrate understanding of
concepts through:
Grade 1 School based projects -singing • Practical -fortnightly
-drawing • Can be done -once per
-dancing individually in month
-storytelling pairs or -termly
-speaking groups -yearly
-listening •
-counting
-reading
-written exercises
-theory test
Grade 2 School based projects -singing • Practical -fortnightly
-drawing • Can be done -once per
-dancing individually in month

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-storytelling pairs or -termly

-speaking groups -yearly
48 -listening •
-counting
-reading
-written exercises
-theory test

9.6 SCHEME OFASSESSMENT

Learners shall be assessed through Continuous and Summative Assessment as shown by the table below:

Level Form of Weighting

Assessment
ECD Formative / 100%
Continuous
Assessment
Grade 1 and Grade 2 Summative 80%
Continuous 20%
Assessment

9.7 DOMAINS TO BE ASSESSED

The domains to be assessed are as follows

Domain Percentage (%) :

Cognitive 20
Physical 40
Social 20
Emotional 20
Physical domain
9.1.1 demonstrate a mastery of fine motor skills
9.1.2 demonstrate good eye and hand coordination
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9.1.3 identify the left and right side.

9.1.4 demonstrate top to bottom coordination

Cognitive domain
9.1. 5 inquire about events and things in the environment
9.1.6 demonstrate problem solving abilities
9.1.7 make rational choices and decisions

Socio-emotional domain
9.1.8 communicate effectively in Indigenous language
9.1.9 appreciate their tangible and non- tangible heritage and that of others
9.1.10 cooperate with others to achieve a joint outcome
9.1.11 act independently

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Infant Indigenous Languages Syllabus MoPSE 2024