TABLE OF CONTENTS

Family, Religion and Moral Education…………..…………………………..

…..………. page 2
Visual and Performing Arts………………………………..…………………..
……………. page 25
Heritage Studies……………………………………………………..
…………………………... page 46
English Language …………………………………………………………………….
…………..page 72
Mathematics…………………………………………………………………………..
………….. page 107
Agriculture……………………………………...
…………………………………………………. page 142

1
 Science and
Technology……………………………………………………………………… page 171
Indigenous Languages……………………………………..……………………….
………… page 198
Information and Communication
Technology………………………………..…….. page 229
Guidance and Councelling……………………………………………………..
…………..…page 235
Physical Education Sport and Mass Displays
…………………………………..…….page 241

2
FAMILY, RELIGION AND MORAL EDUCATION

BROAD AIM

 Promote the spiritual,religious and moral development of the learner

 develop an appreciation of the existence of the supreme being as portrayed by various religions
 Foster an understanding of the importance of belonging to family ,religion and community in shaping acceptable character ,behaviour and attitudes
 promote the spiritual, religious and moral development of the learner
 develop an appreciation of the existence of the Supreme Being as portrayed by various religions
 foster an understanding of the importance of belonging to a family, religion and community in shaping acceptable character, behaviour and attitudes
 develop an appreciation of the value and dignity of hard work
 inculcate and sustain Unhu/Ubuntu/ Vumunhu in learners as they interact with family, community and society at large
 increase an appreciation of Zimbabwe’s religious heritage
 develop and enhance respect of and tolerance for other people’s religions, cultures and ways of life
 develop an appreciation of the impact of technology on religion and moral values discuss the importance of good moral values in different religions
 state various names given to the Supreme Being
 demonstrate ways of showing reverence for the Supreme Being
 examine attributes associated with diverse religions in promoting tolerance
 demonstrate behaviours, attitudes and norms that reflect Unhu/Ubuntu/Vumunhu
 manage conflict amicably from real life situations or given scenarios
 justify the need to uphold good values and practices
 apply technology to advance moral and religious knowledge and values
 research on religious phenomena and family relationships
 relate gender, health and the environment to religion

SYLLABUS TOPICS

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 3

 Religion
 Concept of Religion
 Indigenous Religion
 Christianity
 Judaism
 Islam

Morals and Values

 The concept of morals and values
 Rights and Responsibilitieslearning

BOOKS

1. Primary School FRME Syllabus Gr 3

2. Vent FRME Learners book 3

Wee Topic/Content Objectives Competence/ Reference/ Methodology/Assumed knowledge Evaluation

k Skills S.O.M Media Activities

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 4

13/09/24 LESSON1 By the end of critical Family,Religion and Moral *Cultural transmission
RELIGION the lesson thinking Education grade 3) Syllabus *Discovery
KEY CONCEPT learners conflict page 14-23 *Demonstrations
Religion in the should be *Group work
management Ventures F.R.ME Learners
family able to *Question and Answer
problem Book Grade 3 page 37-70 Assumed knowledge Learners know where their
SUB CONCEPT -identify
solving families come from
Concept of Religion religions in
decision -ICT tools Introduction -Teacher asks learners about their families
-Religions: different
making -symbols and where they belongs to.
families.
*Indigenous communicatio
-musical instruments Step 2 -learners practise
Religion -braille books Step 3 Learners read a passage on “I belong” on page
-describe n
*Christianity -real objects 14.
origins of social -real regalia
*Islam Step 4 -In groups learners take turn to list their family
different confidence -resource person
*Judaism members
religions leadership Step 5-Groups feed back
Conclusion -oral discussions
LESSON 2 - describe origins critical Family,Religion and Moral *Cultural transmission
RELIGION of Indigenous thinking Education grade 3) Syllabus *Discovery
KEY CONCEPT religion page 14-23 *Discussions
Origins conflict
*Group work
SUB CONCEPT management Ventures F.R.ME Learners
Indigenous Religion
*Question and Answer
problem Book Grade 3 page 37-70 Assumed knowledge Learners know churches
-Origins of Indigenous
Religion
solving Introduction -Teacher asks learners about their church
decision -ICT tools denominations.
making -symbols Step 2 -learners discuss the beginning of indigenous
-musical instruments religion
communicatio
-braille books Step 3 Learners practice ways of praying in indigenous
n -real objects religion
social -real regalia Step 4 -In groups learners role play the ways of praying
confidence -resource person in indigenous religion
leadership Step 5-Groups feed back the best group to present
infront.
Conclusion -oral discussions tr gives homework to find
names of supreme being

LESSON 3 -state names critical Family,Religion and Moral *Cultural transmission

RELIGION of supreme thinking Education grade 3) Syllabus *Discovery
KEY CONCEPT page 14-23 *Demonstrations
Names of supreme being conflict

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 SUB CONCEPT being . management Ventures F.R.ME Learners *Question and Answer
Indigenous Religion - problem Book Grade 3 page 37-70 Assumed knowledge Learners are aware of vadzimu
Names of supreme being - find Introduction -Teacher asks learners whether the know
-Meanings of names solving
meanings of -ICT tools musikavanhu or nyadenga
decision
the names -symbols Step 2 -learners list names of the supreme being
making -musical instruments Step 3 Learners explain the meanings of diff names of
communicatio -braille books supreme being with the help of the Tr.
n -real objects Step 4 -In pairs learners discuss names of supreme
social -real regalia beings
confidence -resource person Step 5-learners write individual work
leadership Conclusion -oral discussions

LESSON 4 -identify and critical Family,Religion and Moral *Cultural transmission

RELIGION compare thinking Education grade 3) Syllabus *Discovery
KEY CONCEPT sacred places page 14-23 *Educational tours
Sacred places conflict
in Indigenous *Group work
SUB CONCEPT management Ventures F.R.ME Learners
Indigenous Religion Religion *Question and Answer
problem Book Grade 3 page 37-70 Assumed knowledge Learners are aware of muhacha
-Sacred places
such as:home -name sacred solving tree
altar/chikuwa/emsamo trees in decision -ICT tools Introduction -Teacher asks learners about sacred places
-Sacred trees Indigenous making -symbols they know.
Religion
-musical instruments Step 2 -learners name sacred places in Indidenous
communicatio
-braille books religion
n -real objects Step 3 Class engaged in a field trip and visited sacred
social -real regalia places in their community
confidence -resource person Step 4 -In groups learners identify similarities among
leadership sacred places
Step 5-Groups feed back
Step 6-learners answer questions individually
Conclusion -oral discussions

Wee Topic/Content Objectives Competence/ Reference/ Methodology/Assumed knowledge Evaluation

k Skills S.O.M Media Activities
20/09/24 LESSON 1 By the end of critical Family,Religion and Moral *Cultural transmission
RELIGION the lesson thinking Education grade 3) Syllabus *Discovery
KEY CONCEPT learners page 14-23 *Demonstrations
Songs and Dances conflict
should be Ventures F.R.ME Learners *Group work
SUB CONCEPT management

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Indigenous Religion able to problem Book Grade 3 page 37-70 *Question and Answer
-Songs and Dances to -identify and sing solving Assumed knowledge Learners can sing Introduction -
ceremonies and festivals songs related to -ICT tools Teacher sing a song mhondoro dzinonwa together with
decision
ceremonies and -symbols the learners
festivals making
-musical instruments Step 2 -learners practise dancing to the song
-practice dances communicatio -braille books Step 3 Learners name and list down sond sung at
and songs of n
Indigenous -real objects ceremonies and festival.
Religion social -real regalia Step 4 -In groups learners sing and dance to their
confidence -resource person favourite ceremony songs
leadership Step 5-Groups feed back and best group perform in
front
Conclusion -oral discussions
LESSON 2 -name and critical Family,Religion and Moral *Cultural transmission
RELIGION describe thinking Education grade 3) Syllabus *Discovery
KEY CONCEPT religious page 14-23 *Demonstrations
Religious artefacts and conflict
artfacts they Ventures F.R.ME Learners *Group work
attire management
SUB CONCEPT know Book Grade 3 page 37-70 *Question and Answer
problem Assumed knowledge Learners know attires worn with
Indigenous Religion -identify attire
-Artifacts such in Indigenous
solving -ICT tools pupils from indigenous religion
as:tsvimbo/intonga/nhekw Religion decision -symbols Introduction -Teacher shows learners tsvimbo,nhekwe
e/imfuko making -musical instruments and mukombe
-Attire such as communicatio -braille books Step 2 -learners identify the artifacts and attire from the
chuma/amangonqo/machi -real objects pictures
ra emudzimu/izembatho n
-real regalia Step 3 Learners name the attires
social
-resource person Step 4 -In groups learners discuss the attire and artfacts
confidence of indigenous religion
leadership Step 5-Groups feed back
step6-learners draw and write work
Conclusion -oral discussions
LESSON 3 -name the critical Family,Religion and Moral *Cultural transmission
RELIGION symbols used thinking Education grade 3) Syllabus *Discovery
KEY CONCEPT in Indigenous page 14-23 *Demonstrations
Symbols and sacred conflict
Religion and Ventures F.R.ME Learners *Group work
days management
SUB CONCEPT show their Book Grade 3 page 37-70 *Question and Answer
problem Assumed knowledge Learners know chisi/izilo
Indigenous Religion significance
-Symbols -state sacred
solving -ICT tools Introduction -Teacher asks learners about the symbols
-Sacred days ,chisi/izilo days in decision -symbols used in indigenous religion
Indigenous making -musical instruments Step 2 -learners identify symbols from the pictures

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 Religion communicatio -braille books Step 3 Facilitator explains the significance of the
n -real objects symbol and sacred days
social -real regalia Step 4 -In groups learners name the sacred days in
-resource person indigenous religion and explain it siginificance
confidence
Step 5-Groups feed back and learners answer question
leadership individually
Conclusion -oral discussions
LESSON 4 -state sacred critical Family,Religion and Moral *Problem solving
RELIGION days in thinking Education grade 3) Syllabus *Critical thinking
KEY CONCEPT Indigenous page 14-23 *Question and Answer
Revision exercise conflict Ventures F.R.ME Learners
Religion Step 1Recap of the covered concepts
SUB CONCEPT management Book Grade 3 page 37-70
Indigenous Religion -name the Step 2.Learners pose questions on challenging topics
problem Step3.Individually learners write revision exercise
-Sacred places symbols used
solving -ICT tools Step 4.Collecting answer sheet from learners
-origins in Indigenous
decision -symbols Step 5.Revising the test
-symbols and attire Religion and -musical instruments Conclusion
-sacred days and sacred show their making
places -braille books Facilitator ask challenging questions and solve it as a
significance communicatio -real objects
- class
n -real regalia
social -resource person
confidence
leadership
Wee Topic/Content Objectives Competence/ Reference/ Methodology/Assumed knowledge Evaluation
k Skills S.O.M/ Media Activities
27/09/24 LESSON 1 By the end of critical Family,Religion and Moral *Cultural transmission
RELIGION the lesson thinking Education grade 3) Syllabus *Discovery
KEY CONCEPT learners *Demonstrations
Founder conflict page 14-23
should be *Question and Answer
SUB CONCEPT management Ventures F.R.ME Learners
Christianity Religion able to Assumed knowledge Learners are aware of God
problem Book Grade 3 page 37-70 Introduction -Teacher asks learners whether they
-Founder -name the
solving -bible know musikavanhu Jesus Christ or God
-Names of supreme being founder of
Christianity decision -picturesof Christians Step 2 -learners list names of the supreme being
Religion making -ICT tools Step 3 Learners explain the meanings of diff names of
communicatio -potrait of founder supreme being with the help of the Tr.
-state names n Step 4 -In pairs learners discuss names of supreme
of supreme beings and explain the significance of the titles of
social
being .- find supreme being
confidence Step 5-learners write individual work

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 8

 meanings of leadership Conclusion -oral discussions
the names

LESSON 2 -state sacred critical Family,Religion and Moral *Cultural transmission

RELIGION days in thinking Education grade 3) Syllabus *Discovery
KEY CONCEPT Indigenous *Demonstrations
Sacred days conflict page 14-23
Religion *Group work
SUB CONCEPT management Ventures F.R.ME Learners
Christianity Religion -identify and *Question and Answer
problem Book Grade 3 page 37-70 Assumed knowledge Learners are aware of their church
-Sacred days describe
-Places of worship places of
solving denominations
worship in the decision -bible Introduction-Teacher asks learners about their religions
Christianity making -picturesof Christians Step 2 -learners identify sacred days in christianity
Religion communicatio -ICT tools Step 3 Learners name the places of worship in
n -potrait of founder christianity
Step 4 -In groups learners visit places of worship within
social
in their community
confidence Step 5-Groups feed back and learners write individual
leadership work
Conclusion -oral discussions and learners were given
home work to research about the holy books and attire
of christians
LESSON 3 -name the critical Family,Religion and Moral *Cultural transmission
RELIGION symbols used thinking Education grade 3) Syllabus *Discovery
KEY CONCEPT in Indigenous *Demonstrations
Symbol conflict page 14-23
Religion and *Group work
SUB CONCEPT management Ventures F.R.ME Learners
Christianity Religion show their *Question and Answer
problem Book Grade 3 page 37-70 Assumed knowledge Learners have seen the pastor
-Symbol significance
-Attire -describe and
solving reading the bible
-Holy book(division of identify the decision -bible Introduction -Teacher asks learners about the attire of
holy book) attire worn making -picturesof Christians christianity
-name the holy communicatio -ICT tools Step 2 -learners identify the holy book read by
book used by n -potrait of founder christians
the Christians Step 3 Learners identify and name the symbol that
social
describe the christians
confidence Step 3-learners name and describe the attire worn by
leadership christians
step 4 -In groups learners draw and explain the
significance of the symbol

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 Step 5-Groups feed back and individual written work
Conclusion -oral discussions ns
LESSON 4 critical Family,Religion and Moral *Problem solving
RELIGION thinking Education grade 3) Syllabus *Critical thinking
KEY CONCEPT *Question and Answer
Revision exercise conflict page 14-23
Step 1Recap of the covered concepts
SUB CONCEPT management Ventures F.R.ME Learners
Christianity Religion
Step 2.Learners pose questions on challenging topics
problem Book Grade 3 page 37-70 Step3.Individually learners write revision exercise
*Founder
*Names of supreme being
solving Step 4.Collecting answer sheet from learners
*Symbol and attire decision -bible Step 5.Revising the test
*Holy book and place of making -picturesof Christians Conclusion
worship communicatio -ICT tools Facilitator ask challenging questions and solve it as a
n -potrait of founder class
social
confidence
leadership
Wee Topic/Content Objectives Competence/ Reference/ Methodology/Assumed knowledge Evaluation
k Skills S.O.M/ Media Activities
04/10/24 LESSON1 By the end of critical Family,Religion and Moral *Cultural transmission
RELIGION the lesson thinking Education grade 3) Syllabus *Discovery
KEY CONCEPT learners *Demonstrations
Founder conflict page 14-23
should be *Question and Answer
SUB CONCEPT management Ventures F.R.ME Learners
Judaism Religion able to Assumed knowledge Learners are aware of vadzimu
problem Book Grade 3 page 37-70 Introduction -Teacher asks learners whether they
-Founder -name the
-Names and tittles of founder of
solving heard about Moses
supreme being Judaism decision -ICT tool Step 2 -learners name the founder of judaism
making -potrait of founder Step 3 Learners explain the meanings of tittles of
-state names communicatio -pictures of jews supreme being with the help of the Tr.
of supreme n -newspaper cuttings Step 4 -In pairs learners discuss the significance of the
being . titles
social
Step 5-learners write individual work
- find
confidence Conclusion -oral discussions
meanings of leadership
the names
LESSON 2 -state sacred critical Family,Religion and Moral Cultural transmission
RELIGION days in thinking Education grade 3) Syllabus *Discovery
KEY CONCEPT

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 10

Sacred days Indigenous conflict page 14-23 *Demonstrations
SUB CONCEPT Religion management Ventures F.R.ME Learners *Group work
Judaism Religion -identify and *Question and Answer
-Sacred days problem Book Grade 3 page 37-70
draw places of Assumed knowledge Learners have heard about
-Places of worship solving
worship in judaism
decision -ICT tool Introduction-Teacher asks learners about their church
judaism
making -potrait of founder denominations
religion
communicatio -pictures of jews Step 2 -learners identify sacred days in judaism
n -newspaper cuttings Step 3 Learners name the places of worship in judaism
social Step 4 -In groups learners outline activities done during
confidence scared days
Step 5-Groups feed back and learners write individual
leadership
work
Conclusion -oral discussions and learners were given
home work to research about the holy books and attire
in judaism
LESSON 3 -name the critical Family,Religion and Moral *Cultural transmission
RELIGION symbols used thinking Education grade 3) Syllabus *Discovery
KEY CONCEPT in judaism *Demonstrations
Symbol conflict page 14-23
Religion and *Group work
SUB CONCEPT management Ventures F.R.ME Learners
Judaism Religion show their *Question and Answer
problem Book Grade 3 page 37-70 Assumed knowledge Learners are aware of the holy
-Symbol significance
-Attire -identify and
solving book of Christianity
-Holy book name the decision -ICT tool Introduction -Teacher asks learners about the religious
attire in making -potrait of founder attire of judaism
Judaism communicatio -pictures of jews Step 2 -learners identify the holy book read by the
Religion n -newspaper cuttings judaism
Step 3 Learners identify and name the symbol that
social
describe the judaism
confidence Step 3-learners name and describe the attire worn by
leadership judaism
step 4 -In groups learners draw and explain the
significance of the symbol
Step 5-Groups feed back and individual written work
Conclusion -oral discussions
LESSON 4 -state names critical Family,Religion and Moral
RELIGION of supreme thinking Education grade 3) Syllabus *Question and Answer
KEY CONCEPT Step 1Recap of the covered concepts
Revision exercise conflict page 14-23

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 SUB CONCEPT being . management Ventures F.R.ME Learners Step 2.Learners pose questions on challenging topics
Judaism Religion problem Book Grade 3 page 37-70 Step3.Individually learners write revision exercise
*Founder - find Step 4.Collecting answer sheet from learners
*Names of supreme being solving
meanings of Step 5.Revising the test
*Symbol and attire decision -ICT tool
the names Conclusion
*Holy book and place of making -potrait of founder
worship
Facilitator ask challenging questions and solve it as a
communicatio -pictures of jews class
n -newspaper cuttings
social
confidence
leadership
Wee Topic/Content Objectives Competence/ Reference/ Methodology/Assumed knowledge Evaluation
k Skills S.O.M/ Media Activities
11/10/19 LESSON 1 By the end of critical Family,Religion and Moral *Cultural transmission
RELIGION the lesson thinking Education grade 3) Syllabus *Discovery
KEY CONCEPT learners *Demonstrations
Founder conflict page 14-23
should be *Question and Answer
SUB CONCEPT management Ventures F.R.ME Learners
Islam Religion able to Assumed knowledge Learners have seen moslems
problem Book Grade 3 page 37-70 before
-Founder -state
-Names and tittles of
solving Introduction -Teacher asks learners whether they
names of decision -ICT tool heard about prophet Muhammed
supreme being
supreme making -potrait of founder Step 2 -learners name the founder of Islam religion
being . communicatio -pictures of islams Step 3 Learners explain the meanings of tittles of
n -newspaper cuttings supreme being with the help of the Tr.
- find Step 4 -In pairs learners discuss the significance of the
social
titles
meanings of confidence Step 5-learners write individual work
the names leadership Conclusion -oral discussions
LESSON 2 -state critical Family,Religion and Moral Cultural transmission
RELIGION thinking Education grade 3) Syllabus *Discovery
KEY CONCEPT sacred days
conflict page 14-23 *Demonstrations
Sacred days in *Group work
SUB CONCEPT Indigenous management Ventures F.R.ME Learners
Islam Religion
*Question and Answer
problem Book Grade 3 page 37-70 Assumed knowledge Learners have seen Islamic
-Sacred days Religion
-Places of worship
solving followers
-name and -ICT tool
decision Introduction-Teacher asks learners about the founder
draw place making -potrait of founder of islam

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 12

 of Islamic communicatio -pictures of islams Step 2 -learners identify holy days in islam
religion n -newspaper cuttings Step 3 Learners name the places of worship in islam
social Step 4 -In groups learners visit places of worship within
in their community
confidence
Step 5-Groups feed back and learners write individual
leadership work
Conclusion -oral discussions and learners were given
home work to research about the holy books and attire
islamic
LESSON 3 -name the critical Family,Religion and Moral *Cultural transmission
RELIGION symbols used thinking Education grade 3) Syllabus *Discovery
KEY CONCEPT *Demonstrations
Symbol in Islamic conflict page 14-23
*Group work
SUB CONCEPT Religion and management Ventures F.R.ME Learners
Islam Religion
*Question and Answer
show their problem Book Grade 3 page 37-70 Assumed knowledge Learners are aware of the holy
-Symbol
-Attire
significance solving book of Christianity
-Holy book -identify the decision -ICT tool Introduction -Teacher asks learners about the attire of
symbol for making -potrait of founder christianity
Islam communicatio -pictures of islams Step 2 -learners identify the holy book read by the islam
-identify the n -newspaper cuttings Step 3 Learners identify and name the symbol that
describe the islam.
attire in Islam social
Step 3-learners name and describe the attire worn by
-state the confidence islam
holy book of leadership step 4 -In groups learners draw and explain the
Islam significance of the symbol
Step 5-Groups feed back and individual written work
Conclusion -oral discussions
LESSON 4 -state critical Family,Religion and Moral *Question and Answer
RELIGION thinking Education grade 3) Syllabus Step 1Recap of the covered concepts
KEY CONCEPT names of
conflict page 14-23 Step 2.Learners pose questions on challenging topics
supreme Step3.Individually learners write revision exercise
Revision exercise being . management Ventures F.R.ME Learners
SUB CONCEPT
Step 4.Collecting answer sheet from learners
problem Book Grade 3 page 37-70 Step 5.Revising the test
Islam Religion
*Founder - find solving Conclusion
*Names of supreme being meanings of decision -ICT tool Facilitator ask challenging questions and solve it as a
*Symbol and attire making -potrait of founder class
*Holy book and place of the names
communicatio -pictures of islams
worship
n -newspaper cuttings

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 social
confidence
leadership
Wee Topic/Content Objectives Competence/ Reference/ Methodology/Assumed knowledge Evaluation
k Skills S.O.M/ Media Activities
18/10/24 LESSON 1 By the end of confidence Family,Religion and Moral *Cultural transmission
MORAL AND the lesson leadership Education grade 3) Syllabus *Discovery
VALUES learners *Demonstrations
KEY CONCEPT respectful page 14-23
should be *Group work
Right and Wrong conflict Ventures F.R.ME Learners
SUB CONCEPT able to *Question and Answer
management Book Grade 3 page 81-102 Assumed knowledge Learners know their rights
Concept of moral and -state what
values
problem Introduction -Teacher asks learners about children
is right or solving -ICT tools righr at school and at home
-Morals
-Right and Wrong wrong at decision -zimbabwe constitution Step 2 -learners explain what is right and wrong at
home and at making -pictures home
school leadership -religious books Step 3 Learners explain what is right and wrong at
- school.
communicatio -newspaper cuttings
Step 4 -In groups learners discuss their right at home
n and at school
social Step 5-Groups feed back
confidence Conclusion -oral discussions

LESSON 2 -describe confidence Family,Religion and Moral *Cultural transmission

MORAL AND attributes of leadership Education grade 3) Syllabus *Discovery
VALUES good morals *Role playing
KEY CONCEPT respectful page 14-23
*Group work
Attributes of good conflict Ventures F.R.ME Learners
morals
*Question and Answer
management Book Grade 3 page 81-102 Assumed knowledge Learners know their behaviours
SUB CONCEPT
Concept of moral and
problem Introduction -Teacher asks learners to tell about their
values solving -ICT tools strength and weaknesses
-Attributes decision -zimbabwe constitution Step 2 -learners mention their attributes of good morals
making -pictures Step 3 Learners.
leadership -religious books Step 4 -In groups learners role play stories of good
morals
communicatio -newspaper cuttings
Step 5-Groups feed back and the best group present in
n front
social Conclusion -oral discussions

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 14

 confidence

LESSON 3 -state the confidence Family,Religion and Moral *Cultural transmission

MORAL AND importance of leadership Education grade 3) Syllabus *Role playing
VALUES belonging to a *Demonstrations
KEY CONCEPT respectful page 14-23
religion *Group work
Right to belong to a conflict Ventures F.R.ME Learners
religion - *Question and Answer
management Book Grade 3 page 81-102 Assumed knowledge Learners know
SUB CONCEPT
Concept of moral and
problem Introduction -Teacher asks learners about
values solving -ICT tools Step 2 -learners explain the importance of belonging to
-Religious rights and decision -zimbabwe constitution a religion
responsibilities making -pictures Step 3 Learners.identify the responsibilities associated
leadership -religious books with a particular religion
Step 4 -In groups learners role play responsibilities
communicatio -newspaper cuttings
associated with diffirenr religions
n Step 5-Groups feed back the best group to present in
social front
confidence step 6-individual written work
Conclusion -oral discussions
LESSON 4 -demonstrate confidence Family,Religion and Moral *Cultural transmission
MORAL AND ways of leadership Education grade 3) Syllabus *Role playing
VALUES showing *Demonstrations
KEY CONCEPT respectful page 14-23
respect to *Group work
Respect for other conflict Ventures F.R.ME Learners
human beings afellow human *Question and Answer
management Book Grade 3 page 81-102 Assumed knowledge Learners do respect their elders
SUB CONCEPT beings
Concept of moral and -state benefits
problem Introduction -Teacher asks learners about the benefits
values of showing solving -ICT tools of being respectful
-Respect respect to decision -zimbabwe constitution Step 2 –the facilitator tell learners a story on respect
-Benefits of being making -pictures Step 3 Learners.explain benefits of respecting others
fellow human
respectful Step 4 -In groups role play short stories on benefits of
beings leadership -religious books
respect
communicatio -newspaper cuttings
Step 5-Groups feed back and learners write work
n Conclusion -oral discussions
social
confidence

Wee Topic/Content Objectives Competence/ Reference/ Methodology/Assumed knowledge Evaluation

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 15

k Skills S.O.M/ Media Activities
25/10/24 LESSON 1 By the end of confidence Family,Religion and Moral *Cultural transmission
MORAL AND the lesson leadership Education grade 3) Syllabus *Discovery
VALUES learners *Demonstrations
KEY CONCEPT respectful page 14-23
should be *Group work
Rights and conflict Ventures F.R.ME Learners
responsibilities in able to *Question and Answer
management Book Grade 3 page 81-102 Assumed knowledge Learners know their rights
fairness -state the
problem Introduction -Teacher asks learners about how they
SUB CONCEPT positive ways of
Concept of moral and treating each solving -ICT tools treat each other at home or school
values other fairly decision -zimbabwe constitution Step 2 -learners describe positive ways of treating each
-Positive ways of treating making -pictures other at school
each other Step 3 Learners.state ways of treating others
leadership -religious books
Step 4 -In groups learners role play stories with positive
communicatio -newspaper cuttings
ways of treating each other
n Step 5-Groups feed back and learners write individual
social work
confidence Conclusion -oral discussions

LESSON 2 -explain confidence Family,Religion and Moral *Cultural transmission

MORAL AND benefits leadership Education grade 3) Syllabus *Discovery
VALUES *Demonstrations
KEY CONCEPT attached to respectful page 14-23
*Group work
Rights and good conflict Ventures F.R.ME Learners
responsibilities in
*Question and Answer
behaviour management Book Grade 3 page 81-102 Assumed knowledge Learners have their rights
fairness
SUB CONCEPT
problem Introduction -Teacher asks learners about good
Concept of moral and solving -ICT tools behaviour
values decision -zimbabwe constitution Step 2 -learners discuss about being fairness
-Benefits of good making -pictures Step 3 Learners.state the benefits of good behaviour.
behaviour Step 4 -In groups learners explain the benefits of good
leadership -religious books
behaviour
communicatio -newspaper cuttings
Step 5-Groups feed back and learners write individual
n work
social Conclusion -oral discussions
confidence

LESSON 3 State the confidence Family,Religion and Moral *Cultural transmission 1

MORAL AND rights and leadership Education grade 3) Syllabus *Discovery

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 16

 VALUES responsibilit respectful page 14-23 *Demonstrations
KEY CONCEPT ies of conflict Ventures F.R.ME Learners *Group work
Rights and management Book Grade 3 page 81-102 *Question and Answer
citizens Assumed knowledge Learners know their rights
responsibilities in problem
fairness Introduction -Teacher asks learners their rights
solving -ICT tools Step 2 –learners as a class read the comprehension
SUB CONCEPT decision -zimbabwe constitution passage about Mtizwa
Concept of moral making -pictures Step 3 Learners. draw Mutizwa driving the cattle.
and values Step 4 -In groups learners discuss how their community
leadership -religious books
-Rights and has been responsible
communicatio -newspaper cuttings
responsibilities of Step 5-Groups feed back and learners answer questions
n
families as citizens individually
social
Conclusion -oral discussions
confidence

LESSON 4 Family,Religion and Moral *Question and Answer

MORAL AND Education grade 3) Syllabus Step 1Recap of the covered concepts
VALUES page 14-23 Step 2.Learners pose questions on challenging topics
KEY CONCEPT Step3.Individually learners write revision exercise
Ventures F.R.ME Learners
Revision exercise Step 4.Collecting answer sheet from learners
Book Grade 3 page 81-102 Step 5.Revising the test
SUB CONCEPT
-ICT tools Conclusion
Concept of moral
-zimbabwe constitution Facilitator ask challenging questions and solve it as a
and values
-pictures class
-Revision
-religious books
-newspaper cuttings

Wee Topic/Content Objectives Competence/ Reference/ Methodology/Assumed knowledge Media

k Skills S.O.M Activities Evaluation
01/11/24 LESSON 1 By the end of respectful Family,Religion and *Cultural transmission
MORAL AND the lesson conflict Moral Education grade *Discovery

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 17

VALUES learners management 3) Syllabus page 14-23 *Demonstrations
KEY CONCEPT should be problem Ventures F.R.ME *Group work
Conflict at home able to *Question and Answer
SUB CONCEPT solving Learners Book Grade 3
-identify causes Assumed knowledge Learners have conflicts before
Conflits and Conflict decision page 81-102
management of conflicts at Introduction -Teacher asks learners if they have conflicts
making -pictures at home
-Causes of conflict at home
leadership -ICT tools Step 2 -learners list down conflicts that occurred at home
home(disagrements,disho -
nest,stealing,jealous) confidence -textbooks Step 3 Learners.explain causes of conflicts at home
leadership -magazines Step 4 -In groups learners discuss how you can manage
communicatio -chart with class rules conflicts at home
n Step 5-Groups feed back and individual written work
Conclusion -oral discussions
social
confidence

LESSON 2 -identify respectful Family,Religion and *Cultural transmission

MORAL AND conflict Moral Education grade *Discovery
VALUES causes of
management 3) Syllabus page 14-23 *Demonstrations
KEY CONCEPT conflicts *Group work
Conflict with friends with friends problem Ventures F.R.ME
SUB CONCEPT
*Question and Answer
solving Learners Book Grade 3 Assumed knowledge Learners have friends
Conflits and Conflict
decision page 81-102 Introduction -Teacher asks learners if they have conflicts
management
-Causes of conflict with making -pictures with friends
friends(disagrements,dis leadership -ICT tools Step 2 -learners state causes of conflits with friends
honest,stealing,jealous) confidence -textbooks Step 3 Learners.describe personal qualities that destroy
leadership -magazines relationships
Step 4 -In groups learners discuss how friendship is broken
communicatio -chart with class rules
at school
n Step 5-Groups feed back and individually learners make a
social poem to a friend
confidence Conclusion -oral discussions

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 18

LESSON 3 -suggest and respectful Family,Religion and *Cultural transmission
MORAL AND explain ways conflict Moral Education grade *Discovery
VALUES *Demonstrations
KEY CONCEPT of managing management 3) Syllabus page 14-23
*Group work
Conflict management at conflicts at problem Ventures F.R.ME
home and with friends
*Question and Answer
home solving Learners Book Grade 3 Assumed knowledge Learners have conflicts before
SUB CONCEPT
decision page 81-102 Introduction -Teacher asks learners about how to handle
Conflits and Conflict
management making -pictures conflicts
-Ways of managing leadership -ICT tools Step 2 -learners discuss ways of managing conflicts at
conflicts(communication, confidence -textbooks home or school
trusting,counselling) Step 3 Learners.list down ways of managing conflict
leadership -magazines
Step 4 -In groups learners role play conflict management
communicatio -chart with class rules
Step 5-Groups feed back and the best group to present in
n front
social Conclusion -oral discussions -
confidence

LESSON 4 -answer at respectful Family,Religion and *Question and Answer

MORAL AND least 15 conflict Moral Education grade Step 1Recap of the covered concepts
VALUES Step 2.Learners pose questions on challenging topics
KEY CONCEPT questions management 3) Syllabus page 14-23
Step3.Individually learners write revision exercise
Revision exercise from the problem Ventures F.R.ME
SUB CONCEPT
Step 4.Collecting answer sheet from learners
topics solving Learners Book Grade 3 Step 5.Revising the test
Conflits and Conflict
covered decision page 81-102 Conclusion
management
-Revision making -pictures Facilitator ask challenging questions and solve it as a class
leadership -ICT tools
confidence -textbooks
leadership -magazines
communicatio -chart with class rules
n
social
confidence

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 19

Wee Topic/Content Objectives Competence/ Reference/ Methodology/Assumed knowledge Evaluation
k Skills S.O.M/ Media Activities
08/11/24 LESSON1 By the end of respectful Family,Religion and *Cultural transmission
MORAL AND the lesson communicatio Moral Education grade *Discovery
VALUES learners *Role playing
KEY CONCEPT n 3) Syllabus page 14-23
should be *Group work
Respect tolerance Ventures F.R.ME
SUB CONCEPT able to *Question and Answer
leadership Learners Book Grade 3 Assumed knowledge Learners do respect others
National Value System -explain why page 81-102
*Respect - tolerance
confidence Introduction -Teacher asks learners about the goodness of
it is ICT Tools being showing respect
important to -talking book Step 2 -learners state the importance of respect
respect self -pictures from Step 3 Learners.practice being tolerance to others
and others newspaper cuttings Step 4 -In groups learners role play acts that show respect
Step 5-Groups feed back and
Conclusion -oral discussions
LESSON 2 -Identify drawing Family,Religion and *Cultural transmission
MORAL AND *Discovery
VALUES characteristi respectful Moral Education
communicatio *Role playing
KEY CONCEPT cs grade 3) Syllabus page *Group work
Respect associated n 14-23 *Question and Answer
SUB CONCEPT tolerance
National Value System with respect Ventures F.R.ME Assumed knowledge Learners can respect elders
*Respect - patriotism leadership Learners Book Grade 3 Introduction -Teacher asks learners about being patriotism
confidence page 81-102 Step 2 -learners in pairs role play being patriotism
Step 3 Learners.discuss about being patriotism
ICT Tools
Step 4 -In groups learners discuss other groups that protect
-talking book the country besides solders
-pictures from Step 5-Groups feed back and learners in their books draw a
newspaper cuttings soldier and a policeman in uniform.
Conclusion -oral discussions
LESSON 3 -Identify respectful Family,Religion and *Cultural transmission
MORAL AND characteristi communicatio Moral Education grade *Discovery
VALUES n 3) Syllabus page 14-23 *Demonstrations
cs *Group work
KEY CONCEPT tolerance Ventures F.R.ME
Respect associated *Question and Answer
Learners Book Grade 3

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 20

 SUB CONCEPT with respect leadership page 81-102 Assumed knowledge Learners know their races
National Value confidence -ICT Tools Introduction -Teacher asks learners about which race they
System -talking book belongs
*Respect-empathy/ Step 2 -learners collect pictures of different races
-pictures from
self respect Step 3 learners name their races and discuss what shows
newspaper cuttings that you belong to that race
Step 4 -In groups learners answer questions from the work
cards
Step 5-Groups feed back
Conclusion -oral discussions
LESSON 4 -able to respectful Family,Religion and *Question and Answer
MORAL AND answer at communicatio Moral Education grade Step 1Recap of the covered concepts
VALUES least 20 n 3) Syllabus page 14-23 Step 2.Learners pose questions on challenging topics
KEY CONCEPT Step3.Individually learners write revision exercise
questions tolerance Ventures F.R.ME
Respect Step 4.Collecting answer sheet from learners
from the leadership Learners Book Grade 3 Step 5.Revising the test
SUB CONCEPT
covered confidence page 81-102 Conclusion
National Value
concepts - ICT Tools Facilitator ask challenging questions and solve it as a class
System
*Revision exercise

Wee Topic/Content Objectives Competence/ Reference/ Methodology/Assumed knowledge Evaluation

k Skills S.O.M/ Media Activities

15/11/24 LESSON 1 By the end of displaying Family,Religion and *Cultural transmission

MORAL AND the lesson reading Moral Education grade *Discovery
VALUES learners 3) Syllabus page 14-23 *Demonstrations
should be
confidence *Group work
KEY CONCEPT Ventures F.R.ME
Religious artefacts able to critical *Question and Answer
Learners Book Grade 3 Assumed knowledge Learners have seen artefacts before
SUB CONCEPT -identify thinking
page 81-102 Introduction -Teacher asks learners about their religious
Religion on religious -pictures artefacts they come across
Technology and artefacts in -textbooks Step 2 -learners collect artifacts from the surrounding area
Enterprise -tablets
the Step 3 Learners.identify and describe artefacts in their
*Artefacts -phone religion
community

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 21

(Eg religions -magazines Step 4 -In groups learners display artefacts in their
symbols) -bible classroom
Step 5-Groups feed back
Conclusion -oral discussions
LESSON 2 -draw displaying Family,Religion and *Cultural transmission
MORAL AND religious reading Moral Education grade *Discovery
VALUES 3) Syllabus page 14-23 *Demonstrations
artefacts confidence *Group work
KEY CONCEPT -pictures
Religious artefacts they know critical *Question and Answer
-textbooks
SUB CONCEPT thinking -tablets
Assumed knowledge Learners are aware of the religious
Religion on artefacts
-phone
Introduction -Teacher demonstrate drawing artefacts on
Technology and -magazines
the chalkboard
Enterprise -bible
Step 2 -learners practise drawing religious artefacts on
*Drawing Artefacts papers
(Eg religions Step 3 Learners.discuss about religious artefacts
symbols) Step 4 -In groups learners learners draw artefacts used in
their religion
Step 5-Groups feed back and written work
Conclusion -oral discussions
LESSON 3 -identify the displaying Family,Religion and *Cultural transmission
MORAL AND technology reading Moral Education grade *Discovery
VALUES 3) Syllabus page 14-23 *Demonstrations
used in confidence *Group work
KEY CONCEPT Ventures F.R.ME
Religious religion critical *Question and Answer
Learners Book Grade 3 Assumed knowledge Learners have used a computer
Technology -explain the thinking
page 81-102 before
SUB CONCEPT impact of -pictures Introduction -Teacher asks learners about the use of
Religion on technology -textbooks technology at home and in churches
Technology and on religion -tablets Step 2 -learners practise reading a bible verse from the
Enterprise -phone phone
*Technology in -magazines Step 3 Learners.discuss about how they can use technology
religion -bible in religion
Step 4 -In groups learners explain how technology is used
in religion
Step 5-Groups feed back, learners draw one form of
technology in their books
Conclusion -oral discussions

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 22

 LESSON 4 -answer at displaying Family,Religion and *Critical thinking
MORAL AND least 20 reading Moral Education grade *Question and Answer
VALUES 3) Syllabus page 14-23 Step 1Recap of the covered concepts
questions confidence Step 2.Learners pose questions on challenging topics
KEY CONCEPT Ventures F.R.ME Learners
Revision exercise from the critical Step3.Individually learners write revision exercise
Book Grade 3 page 81-102
SUB CONCEPT covered thinking -pictures
Step 4.Collecting answer sheet from learners
Religion on Step 5.Revising the test
topics -textbooks
Conclusion
Technology and correctly -tablets
Facilitator ask challenging questions and solve it as a class
Enterprise -phone
*Artefacts -magazines
*Religion and -bible
Technology

Wee Topic/Content Objectives Competence/ Reference/ Methodology/Assumed knowledge Evaluation

k Skills Media Activities
S.O.M
22/11/24 LESSON 1 By the end of critical Family,Religion and *Cultural transmission
RELIGION AND the lesson thinking Moral Education grade *Discovery
HEALTH learners confidence 3) Syllabus page 14- *Demonstrations
KEY CONCEPT should be *Group work
decision 23
Religion ,forms of able to *Question and Answer
making Ventures F.R.ME Assumed knowledge Learners have been abused before
sexual abuse and -identify forms of
problem Learners Book Grade Introduction -Teacher tells learners a story of abuse
perpetrators abuse
solving 3 page 108-109 Step 2 -learners list forms of abuse at school and at home
SUB CONCEPT
-talking book Step 3 Learners.discuss how they can be abused at home and
Religion and Abuse school
-text books
* Forms of abuse Step 4 -In groups learners draw pictures of happy and sad
 Emotiona -ICT tools
children
-pictures of children
l Step 5-Groups feed back and write individual work
being abused Conclusion -oral discussions
 Physical
 Sexual

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 23

LESSON 2 -identify critical Family,Religion and *Cultural transmission
RELIGION AND potential thinking Moral Education grade *Discovery
HEALTH confidence 3) Syllabus page 14- *Demonstrations
perpetrators *Group work
KEY CONCEPT decision 23
Religion ,forms of of child *Question and Answer
making Ventures F.R.ME Assumed knowledge Learners have seen pupils being abused
sexual abuse and abuse
problem Learners Book Grade Introduction –Recap of the previous lesson
perpetrators solving 3 page 108-109 Step 2 -learners state pontential perpetrators of child sexual
SUB CONCEPT
-talking book abuse
Religion and Abuse Step 3 Learners.discuss the dangers of being abused
-text books
*Potential Step 4 -In groups learners discuss and identify how children
perpetrators of child -ICT tools
can be abused
abuse -pictures of children
Conclusion -oral discussions
being abused
LESSON 3 -identify critical Family,Religion and *Cultural transmission
RELIGION AND solutions to thinking Moral Education grade *Discovery
HEALTH confidence 3) Syllabus page 14- *Demonstrations
child abuse *Group work
KEY CONCEPT decision 23
Religion ,forms of *Question and Answer
making Ventures F.R.ME Assumed knowledge Learners know some children who are
sexual abuse and problem Learners Book Grade abused
perpetrators solving 3 page 108-109 Introduction -Teacher asks learners about how they avoid
SUB CONCEPT
-talking book abuse
Religion and Abuse Step 2 -learners practise methods of avoiding child abuse
-text books
* Religious solutions Step 3 Learners.list down solutions to child sexual abuse
to child sexual abuse -ICT tools
Step 4 -In groups learners draw pictures and posters of anti-
-pictures of children
abuse
being abused Step5-Learners practice awareness campaign while holding
the anti –abuse campaign posters
Conclusion -oral discussions

LESSON 4 to be able to critical Family,Religion and *Cultural transmission

RELIGION AND answer at thinking Moral Education grade *Discovery
HEALTH confidence 3) Syllabus page 14- *Demonstrations
least 15 *Group work
KEY CONCEPT decision 23
Religion ,forms of questions *Question and Answer
making Ventures F.R.ME Step 1Recap of the covered concepts
sexual abuse and from the
problem Learners Book Grade Step 2.Learners pose questions on challenging topics
perpetrators covered

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 24

 SUB CONCEPT topics solving 3 page 108-109 Step3.Individually learners write revision exercise
Religion and Abuse Step 4.Collecting answer sheet from learners
* Revision exercise Step 5.Revising the test
Conclusion
Facilitator ask challenging questions and solve it as a class

Wee Topic/Content Objectives Competence/ Reference/ Methodology/Assumed knowledge Media

k Skills Media Activities Evaluation
S.O.M
29/11/24 LESSON 1 By the end of critical Family,Religion and *Question and answer
REVISION the lesson thinking Moral Education *Discussions
learners confidence *Problem solving
should be
grade 3) Syllabus Step 1Recap of the covered concepts
decision page 14-23
able to Step 2.Learners pose questions on challenging topics
making Step3.Individually learners write revision exercise
-answer at
problem Step 4.Collecting answer sheet from learners
least 25 solving Step 5.Revising the test
questions Conclusion
from the Facilitator ask challenging questions and solve it as a class
topics
covered
during the
term
LESSON 2 By the end of critical Family,Religion and *Question and answer
REVISION the lesson thinking Moral Education *Discussions
learners confidence *Problem solving
should be
grade 3) Syllabus Step 1Recap of the covered concepts
decision page 14-23
able to Step 2.Learners pose questions on challenging topics
making Step3.Individually learners write revision exercise
-answer at
problem Step 4.Collecting answer sheet from learners
least 25 solving Step 5.Revising the test
questions Conclusion
from the Facilitator ask challenging questions and solve it as a class

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 25

 topics
covered
during the
term
LESSON 3 By the end of critical Family,Religion and *Question and answer
REVISION the lesson thinking Moral Education *Discussions
learners confidence *Problem solving
should be
grade 3) Syllabus Step 1Recap of the covered concepts
decision page 14-23
able to Step 2.Learners pose questions on challenging topics
making Step3.Individually learners write revision exercise
-answer at
problem Step 4.Collecting answer sheet from learners
least 25 solving Step 5.Revising the test
questions Conclusion
from the Facilitator ask challenging questions and solve it as a class
topics
covered
during the
term
LESSON 4 By the end of critical Family,Religion and *Question and answer
REVISION the lesson thinking Moral Education *Discussions
learners confidence *Problem solving
should be
grade 3) Syllabus Step 1Recap of the covered concepts
decision page 14-23
able to Step 2.Learners pose questions on challenging topics
making Step3.Individually learners write revision exercise
-answer at
problem Step 4.Collecting answer sheet from learners
least 25 solving Step 5.Revising the test
questions Conclusion
from the Facilitator ask challenging questions and solve it as a class
topics
covered
during the
term

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 26

Wee Topic/Content Objectives Competence/ Reference/ Methodology/Assumed knowledge Evaluation
k Skills S.O.M Media Activities
06/12/24 END OF TERM By the end of critical Family,Religion and
CLUSTER the lesson thinking Moral Education *Question and answer
EXAMINATIONS learners confidence *Discussions
should be
grade 3) Syllabus *Problem solving
decision page 14-23
able to Step 1-Facilitator distributes question papers and answer
making sheets to learners
By the end of
the lesson
problem Step Individually learners write revision exercise
learners solving Step 4.Collecting answer sheet from learners
should be Step 5.Revising the test
able to
-answer at
least 50
questions
from the
topics
covered
during the
term

VISUAL AND PERFORMANCE ARTS

AIMS

TO ENABLE LEARNERS TO:

 improve enterprise and psycho-motor skills through visual and performing arts

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 27

  demonstrate an understanding of the elements and principles that govern the creation of works of art in music, visual arts theatre and dance.
 take pride in the history and influence of arts throughout history from pre-colonial, colonial, Chimurenga/Umvukela and postcolonial eras across
cultures
 appreciate and apply an understanding of arts philosophies, judgment and analysis to works of art in music, visual arts theatre and dance.
 incorporate the use of information communication technology tools in visual and performing arts
 use visual and performing arts as a vehicle for the enhancement of creativity, selfidentity, and community consciousness use technology and
innovation in music, visual arts theatre and dance.
 display works of dance, music, theatre, and visual art as a reflection of societal values and beliefs Unhu/Ubuntu/Vumunhu in the past and present
 describe significant contributions of individual artists in dance, music, theatre, and visual arts from diverse cultures throughout history
 map historical innovations in music, visual arts theatre and dance that were caused by the creation of new technologies

TOPICS TO BE COVERED
 History and culture
 The creative process and performance
 Aesthetic values and appreciation
 Arts technology
 Enterprise skills

Wee Topic/Content Objectives Competence/ Referen Methodology/Assumed knowledge Media Evaluation

k Skills ce Activities
S.O.M
13/09/24 ARTS By the end singing Visual *Discussion ICT tools
TECHNOLOGY of the drawing and *Problem solving computer
MUSIC lesson playing Performi *Group work cameras
*Question and answer
learners listening ng Arts smartphon
Assumed knowledge Learners are able to
Music Technology should be speaking grade 3 es
sing
able to Syllabus

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 28

 -identify hand and eye page 20- Introduction -Facilittor asks learners about tablets
-Music music manipulative 21 music softwares they know audio
softwares such software used psychomotor Step 2 -learners discuss about music visual
as finale and to compose confidence softwares devices
sibelius music store dancing Step 3 Learners listen toi the facilitator while lights
composed composing his /her own music internet
music safely Step 4 -In groups learners compose music slides
using audio pieces using finale and sibelius
visual Step 5 Groups feedback
devices. Conclusion –best group to present their
music to the class
ARTS - compose singing *Discussion ICT tools
TECHNOLOGY music and drawing Visual *Problem solving computer
MUSIC store playing and *Group work cameras
*Question and answer
Composition of composed listening Performi smartphon
Assumed knowledge Learners have seen
two bar rhythms music safely speaking ng Arts es
composed music rhythms
-storage of using audio hand and eye Gr 3 tablets
Step 2 -learners practise imitating composed
music visual devices manipulative Page 20- audio
music
compositions psychomotor 21 visual
Step 3 Learners store music in the computer
confidence devices
Step 4 -In groups learners store composed
dancing lights
music in flash,CD,and other devices
internet
Step5.Individually learners practice storing
slides
composed music in flash discs
Conclusion -oral discussions
ARTS -discuss singing Visual *Discussion ICTtools
TECHNOLOGY acceptable drawing and *Problem solving computer
MUSIC and playing Performi *Group work cameras
*Question and answer
Ethics ,Music and unacceptable listening ng Arts smartphon
Assumed knowledge Learners have used a
the Internet music from speaking Gr 3 es
computer before
-Ethics and the internet hand and eye Page 20- tablets
Introduction -Facilitator asks learners about
Internet manipulative 21 audio
the uses of internet
psychomotor visual
Step 2 -learners practise searching music
confidence devices

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 29

 dancing from the internet lights
Step 3 Learners link music and the internet internet
Step 4 -In groups learners talk about ethics in slides
music and the internet
Step 5 learners write individual work
Conclusion -oral discussions
ARTS -play a singing Visual *Discussion ICT tools
TECHNOLOGY variety of drawing and *Problem solving computer
MUSIC musical playing Performi *Group work cameras
*Question and answer
Playing instruments listening ng Arts smartphon
Assumed knowledge Learners are aware of
Instruments -draw the speaking Gr 3 es
musical instruments
-Playing musical hand and eye Page 20- tablets
Introduction -Facilitator sing a song and play
hosho,drum,guit instruments manipulative 21 audio
the drum
ar,piano etc psychomotor visual
Step 2 -learners list down musical
confidence devices
instruments they know
dancing lights
Step 3 Learners identify playing instruments
internet
from the chart
slides
Step 4 -In groups learners practice play the
musical instruments
Step 5 Groups feedback and individual
written work
Step 6 learners draw the musical instruments
Conclusion -oral discussions

Wee Topic/Content Objectives Competen Referenc Methodology/Assumed knowledge Media Evaluation

k ce/ e Activities
Skills S.O.M
20/09/24 ARTS By the end manipulati Visual and *Discussion ICT tools
TECHNOLOGY of the on Performing *Problem solving computer
VISUAL ARTS lesson technologi Arts Gr 3 *Group work cameras
*Question and answer
Visual Arts learners cal Page 20- smartpho
Assumed knowledge Learners can operate a
Technology should be concentrat 21 nes
computer
-Design able to ion tablets

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 30

softawares such -identify observatio Introduction -Teacher asks learners about the audio
as Core draw relevant n computer software they know visual
technology to communic Step 2 -learners practise designing artworks devices
design ation using coredraw lights
artworks and creativity Step 3 Learners use technology to store their internet
graphics hand and artworks slides
-use eye Step 4 -In pairs learners design artworks and
technology to coordinati graphics using software
store their on Step 5 feedback and learners write individual
artworks work
Conclusion -oral discussions and learnerswere
given home work on storage devices
ARTS -use manipulati Visual and *Discussion ICT tools
TECHNOLOGY technology to on Performing *Problem solving computer
VISUAL ARTS store their technologi Arts Gr 3 *Group work cameras
*Question and answer
Visual Arts artworks cal Page 20- smartpho
Assumed knowledge Learners have used
Softwares concentrat 21 nes
smartphones and tablets before
-Storage devices ion tablets
Introduction –facilitator shows learners some
such as observatio audio
music stored in the smartphone or computer
computers, n visual
Step 2 -learners search music in phones and the
smartphones,ta communic devices
computer
blets ation lights
Step 3 Learners practice storing music in the
creativity internet
phone or computers
hand and slides
Step 4 -In pairs learners store music in the
eye
computer
coordinati
Step 5 feedback and learnerswrite work
on
Conclusion -oral discussions
ARTS -explain manipulati Visual and *Discussion ICT tools
TECHNOLOGY ethics and the on Performing *Problem solving computer
VISUAL ARTS use of technologi Arts Gr 3 *Group work cameras
*Question and answer
Ethics,Visual arts internet cal Page 20- smartpho
Assumed knowledge Learners have used
and the Internet concentrat 21 nes
internet before
-Ethics and the ion tablets
Introduction –Recap of the previous work

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 31

 Internet observatio Step 2 -learners discuss on ethics ,visual arts audio
n and the internet visual
communic Step 3 Learners practice linking ethics and the devices
ation internet lights
creativity Step 4 -In groups learners discuss ethics in internet
hand and visual arts and the internet slides
eye Step 5 Groups feedback and individual written
coordinati work
on Conclusion -oral discussions and learners were
given home work on video filming
ARTS -apply manipulati Visual and Assumed knowledge Learners have photos at ICT tools
TECHNOLOGY available on Performing home computer
VISUAL ARTS technology to technologi Arts Gr 3 Introduction –facilitator practice taking photos cameras
Photography,Vide learn filming cal Page 20- to learners using his/her smartphone smartpho
o and Filming skills concentrat 21 Step 2 -learners discuss about photoghying and nes
-Filming and ion filming tablets
Photographing observatio Step 3 Learners list down ICT tools used when audio
events or n filming and photographing visual
scenery communic Step 4 -In pairs learners practice devices
ation filming ,photographing skills such ashandling a lights
creativity camera,filming etc internet
hand and Step 5 best group to report back in front slides
eye Conclusion -oral discussions
coordinati
on
Wee Topic/Content Objectives Competen Referenc Methodology/Assumed knowledge Media Evaluation
k ce/ e Activities
Skills S.O.M
27/09/24 ARTS By the end imitating Visual and *Discussion ICTtools
TECHNOLOGY of the performin Performing *Problem solving computer
THEATRE lesson g Arts Gr 3 *Group work cameras
*Question and answer
Theatre Arts learners dancing Page 20- smartpho
Assumed knowledge Learners have seen artist
Production should be designing 21 nes
performing on stage

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 32

Technology able to creativity Introduction –facilitator asks learners about the tablets
-Lighting plans -design psychomot stage layout they have come across audio
design such as lightining or Step 2 -learners discuss on lighting plans design visual
spot plans and confidence of lights devices
light,general effects for Step 3 Learners do scatch design on pieces of lights
lighting their papers internet
performances Step 4 -In groups learners practice designing slides
lighting plans for their performances
Step 5 Groups feedback
Step 6 individual written work
Conclusion -oral discussions
ARTS -use imitating Visual and *Discussion ICT Tools
TECHNOLOGY technology to performin Performing *Problem solving computer
THEATRE design g Arts Gr 3 *Group work cameras
*Question and answer
Sound Effects appropriate dancing Page 20- smartpho
Assumed knowledge Learners can sing louder
--Sound effects sound effects designing 21 nes
Introduction –Recap of theprevious lesson
design such as that creativity tablets
Step 2 -learners take turns to screem louder
natural sounds accompany psychomot audio
after one another
live or visual
Step 3 Learners record sound effects for their
performance confidence devices
voices
lights
Step 4 -In groups learners design sound effects
internet
for their performances
slides
Step 5 Groups feedback learners take turns to
sing their favourite songs on stage
Step 6 Facilitator comments on the sound
effects produced
Conclusion -oral discussions,learners were
given home work on puppetry and shadow
ARTS apply imitating Visual and *Discussion ICT tools
TECHNOLOGY appropriate performin Performing *Problem solving computer
THEATRE technology to g Arts Gr 3 *Group work cameras
*Question and answer
Sound Effects design visual dancing Page 20- smartpho
Assumed knowledge Learners know animal
-Visual effects effects that designing 21 nes
sounds

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 33

 design such as accompany creativity Introduction -Teacher asks learners about tablets
shadow live psychomot Step 2 -learners discuss on visual effects design audio
puppetry,back performance or such as shadow puppetry,back dropslides visual
drop slides confidence Step 3 Learners practice designing shadow devices
puppetry lights
Step 4 -In groups learners design visual effects internet
for their performances slides
Step 5 Groups report back and the facilitator
comments
Conclusion -oral discussions and learners were
given remedial work and extension work
ARTS -explain imitating Visual and *Discussion ICTtools
TECHNOLOGY ethics and the performin Performing *Problem solving computer
THEATRE use of g Arts Gr 3 *Group work cameras
*Question and answer
Ethics in Theatre internet dancing Page 20- smartpho
Assumed knowledge Learners know animal
and Internet designing 21 nes
sounds
-Ethics and the creativity tablets
Introduction -Teacher asks learners about
Internet psychomot audio
Step 2 -learners dicuss the importance of
or visual
internet in theatre
confidence devices
Step 3 Facilitator explain the use of internet in
lights
theatre
internet
Step 4 -In groups learners discuss ethics in
slides
theatre and internet
Step 5 Groups feedback and the facilitator
comments
Conclusion -oral discussions
Wee Topic/Content Objectives Competen Referenc Methodology/Assumed knowledge Media Evaluation
k ce/ e Activities
Skills S.O.M
04/10/24 ARTS By the end dancing Visual and *Discussion ICTtools
TECHNOLOGY of the creativity Performing *Problem solving computer
DANCE lesson psychomot Arts Gr 3 *Group work cameras
*Question and answer
Dance Technology learners or Page 20- smartpho

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 34

-Musical beats should be imitating 21 Assumed knowledge Learners can sing nes
and design such able to left to Introduction -Teacher demonstrate using the tablets
as -use right beats of time signature audio
3 6 9 12 appropriate coordinati Step 2 -learners imitate playing the beats visual
8888 technology to on Step 3 Learners discuss about musical beats and devices
produce cognitive designs lights
rhythmic manipulati Step 4 -In pairs learners practice using different internet
sounds to ve time signatures such as 3 6 9 12 slides
accompany confidence 888 8
dance Step 5 Groups to perform beats of time
movements signature
-usedifferent Step 6 Groups report back
time Conclusion -oral discussions
signatures
such as 3 6 9
12,8 8 8 8.
ARTS -apply dancing Visual and *Discussion ICTtools
TECHNOLOGY appropriate creativity Performing *Problem solving computer
DANCE technology to psychomot Arts Gr 3 *Group work cameras
*Question and answer
Dance Technology design visual or Page 20- smartpho
Assumed knowledge Learners are aware of the
-Visual effects effects that imitating 21 nes
time signature
and Dance accompany left to tablets
Introduction –Recap of the previous lesson
design such as dance right audio
Step 2 -learners discuss dance design such as
shadow coordinati visual
shadow puppetry,back drop and slides
puppetry,back on devices
Step 3 Learners practice shadow puppetry
drop and slides cognitive lights
Step 4 -In groups learners design visual effects
manipulati internet
using shadows and lighting
ve slides
Step 5 Groups report back and the facilitator
confidence
comments
Conclusion -oral discussions
ARTS -identify dancing Visual and *Discussion computer
TECHNOLOGY ethics in creativity Performing *Problem solving cameras
DANCE dance and psychomot Arts Gr 3 *Group work smartpho

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 35

 Ethics in Dance the internet or Page 20- *Question and answer nes
and the Internet imitating 21 Assumed knowledge Learners have used tablets
-Ethics and the left to internet before audio
internet right Introduction –Recap of the previous work visual
coordinati Step 2 -learners identify ICT tools used in dance devices
on Step 3 Facilitator talks about ethics in dance and lights
cognitive internet internet
manipulati Step 4 -In groups learners identify ethics in slides
ve dance and internet
confidence Step 5 Groups report back and the facilitator
comments
Step 6 learners write individual work
Conclusion -oral discussions
ARTS -answer at dancing Visual and *Critical thinking
TECHNOLOGY least 15 creativity Performing *Discussions
DANCE questions on psychomot Arts Gr 3 *Question and answer
the concept or Page 20- *Problem solving
REVISION covered imitating 21 Step 1Recap of the covered concepts
EXERCISE left to Step 2.Learners pose questions on challenging topics
right Step3.Individually learners write revision exercise
Step 4.Collecting answer sheet from learners
coordinati
Step 5.Revising the test
on Conclusion
cognitive Facilitator ask challenging questions and solve it as a class
manipulati
ve
confidence
Wee Topic/Content Objectives Competen Referenc Methodology/Assumed knowledge Media Evaluation
k ce/ e/ Activities
Skills S.O.M
11/10/19 ENTERPRISE By the end constructi Visual and *Discussion ICT tools
SKILLS(ENTREP of the on Performing *Problem solving computer
RENURESHIP) lesson listening Arts Gr 3 *Group work materials
*Question and answer
MUSIC learners creativity Page 22- to make
Assumed knowledge Learners are aware of diff

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 36

Careers in Music should be scientific 23 careers musical
-Careers in able to technologi Introduction -Teacher asks learners about their instrumen
music such as -identify cal future careers ts
musicians,prom different concentrat Step 2 -learners take turns to tell their future internet
oters,managers career paths ion careers resource
and teachers in music aesthetic Step 3 Learners identify and select preferred centre
musical careers
Step 4 -In groups learners write work done by
musicians ,promoters,managers and music
teachers
Step 5 Groups report back and the facilitator
comments
Step 6 Individual written work
Conclusion -oral discussions and learners were
given home work to bring musical instruments
ENTERPRISE -construct constructi Visual and *Discussion ICT tool
SKILLS(ENTREP musical on Performing *Problem solving computer
RENURESHIP` instruments listening Arts Gr 3 *Group work materials
*Question and answer
MUSIC for enterprise creativity Page 22- to make
Assumed knowledge Learners have used
Musical scientific 23 musical
musical instruments before
Instruments technologi instrumen
Introduction –Recap of the previous lesson
-Musical cal ts
Step 2 –Facilitator displays a chart with musical
Instruments concentrat internet
instruments
such as ion resource
Step 3 Learners name the musical instruments
mbira,marimba, aesthetic centre
from the chart
ngoma and
Step 4 -In pairs learners construct musical
guitar
instruments
Step 5 Learners display their instruments in the
music corner
Step 6 learners price their art works
Conclusion -oral discussions and learners were
given homework on musical business
ENTERPRISE -compose nd constructi Visual and *Discussion computer

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 37

 SKILLS(ENTREP performe a on Performing *Miming materials
RENURESHIP musial piece listening Arts Gr 3 *Group work to make
MUSIC for business creativity Page 22- *Question and answer musical
Assumed knowledge Learners know animal
Perfomance for functions scientific 23 instrumen
sounds
paying audience technologi ts
Introduction -Teacher asks learners if they
or commissioned cal internet
have done any work and being payed
work concentrat resource
Step 2 -learners discuss about music as business
-Music as ion centre
Step 3 Learners
business aesthetic
Step 4 -In groups learners practice music
performance for paying audiences
Step 5 Groups report back and the facilitator
comments
Step 6
Conclusion -oral discussions
ENTERPRISE -observe constructi Visual and *Discussion ICT tools
SKILLS(ENTREP business on Performing *Problem solving computer
RENURESHIP ethics and listening Arts Gr 3 *Group work materials
*Question and answer
MUSIC soft creativity Page 22- to make
Assumed knowledge Learners are aware of
Business skills,unhu/ub scientific 23 musical
music bussiness
Ethics,Soft untu/vumunh technologi instrumen
Introduction –Recape of the previous lesson
skills,Unhu/Ubuntu u and cal ts
Step 2 –Class discuss about business ethics,soft
/vumunhu/copyrig copyright concentrat internet
skills,unhu,Ubuntu,vumunhu and copyright
ht protection protection ion resource
protection in music business
-Business Ethics aesthetic centre
Step 3 Learners
and
Step 4 -In groups learners observing business
softskills,unhu/
ethics and soft skills,unhu,Ubuntu,vumunhu and
Ubuntu/vumunh
copyright protection
u and copyright
Step 5 Groups report back and teacher
protection
comments
Step 6 individual written work
Conclusion -oral discussions
Wee Topic/Content Objectives Competen Referenc Methodology/Assumed knowledge Media Evaluation
Activities

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 38

k ce/ e/
Skills S.O.M
18/10/24 ENTERPRISE By the end creativity Visual and **Discussion ICT tools
SKILLS(ENTREP of the scientific Performing *Problem solving art tool kit
RENURESHIP lesson visual Arts Gr 3 *Group work internet
*Question and answer
VISUAL ARTS learners technologi Page 22- material
Assumed knowledge Learners are aware of diff
Carrer in Visual should be cal 23 to
careers
Arts able to confidence construct
Introduction -Facilitator asks learners name
-Careers in -identify manipulati media
careers in visual arts
visual arts such different ve and tools
Step 2 -learners take turns to tell their future
as career paths cognitive eg
careers
Curators,Sculpt in visual arts brushes
Step 3 Learners identify and select preferred
ors,Painters,Illu etc
musical careers
strators and resource
Step 4 -In groups learners write work done by
Teachers centre
curators,sculptors,painters,illustrators and
computer
teachers
Step 5 Groups report back and the facilitator
comments
Step 6 Individual written work
Conclusion -oral discussions and learners were
given home work to bring media and tools in
visual arts business
ENTERPRISE -construct constructi Visual and *Discussion ICT tools
SKILLS(ENTREP various ng Performing *Problem solving art tool kit
RENURESHIP media and creativity Arts Gr 3 *Group work internet
*Question and answer
VISUAL ARTS tools scientific Page 22- material
Assumed knowledge Learners have used
Media and tools visual 23 media and tools in visual arts before to
-Media and tools technologi Introduction –Recap of the previous lesson construct
in visual arts as cal Step 2 –Facilitator displays a chart with visual media
business such confidence and arts tools and tools
as manipulati Step 3 Learners name the visual and arts tools eg
brushes,paints,c ve from the chart brushes
Step 4 -In pairs learners construct visual and
hisels,pencils,pa cognitive etc
arts tools

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 39

stels and Step 5 Learners display their media and tools in resource
soapstones the art corner centre
Step 6 learners price their art works computer
Conclusion -oral discussions and learners were
given homework on exhibitions in visual arts
ENTERPRISE -curate a mini creativity Visual and *Discussion ICT tools
SKILLS(ENTREP exhibition as scientific Performing *Problem solving art tool kit
RENURESHIP business visual Arts Gr 3 *Group work internet
*Question and answer
VISUAL ARTS technologi Page 22- material
Assumed knowledge Learners are aware of the
Exhibitions and cal 23 to
exhibitions parks
Commussioned confidence construct
Introduction -Facilitator asks learners if they
work manipulati media
have visited the Harare Agricultural show
-Exhibitions as ve and tools
Step 2 -learners dicuss about the purpose of
business such cognitive eg
having exhibitions
as school brushes
Step 3 Learners engages to ana educational
exhibitions,agric etc
tours to the community exhibition park,gallery or
ultural resource
agricultural shows
shows,gallery centre
Step 4 -In pairs learners write notes on what
exhibitions computer
they have seen
Step 5 Facilitator pose some questions to the
learners on what they have learnt from the
educational tour
Step 6 Learners write individual work
Conclusion -oral discussions
ENTERPRISE -observe creativity Visual and *Discussion ICT tools
SKILLS(ENTREP demonstratio scientific Performing *Problem solving art tool kit
RENURESHIP n of business visual Arts Gr 3 *Group work internet
*Question and answer
VISUAL ARTS ethics ,soft technologi Page 22- material
Assumed knowledge Learners are aware of
Business Ethics skills,unhu/ub cal 23 to
visual arts business
Soft skills untu/vumunh confidence construct
Introduction –Recape of the previous lesson
unhu/Ubuntu u and manipulati media
Step 2 –Class discuss about business ethics,soft
/vumunhu copyright ve and tools
skills,unhu,Ubuntu,vumunhu and copyright
-Business Ethics protection cognitive eg
protection in visual arts
brushes

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 40

 Step 3 Facilitator and learners discuss about etc
business ethics computer
Step 4 -In groups learners observing business resource
ethics and soft skills,unhu,Ubuntu,vumunhu centre
Step 5 Groups report back and teacher
comments
Step 6 individual written work
Conclusion -oral discussions
Wee Topic/Content Objectives Competen Referenc Methodology/Assumed knowledge Media Evaluation
k ce/ e/ Activities
Skills S.O.M
25/10/24 ENTERPRISE By the end acting Visual and *Discussion ICT tools
SKILLS(ENTREP of the designing Performing *Problem solving computer
RENURESHIP lesson confidence Arts Gr 3 *Group work internet
*Question and answer
THEATRE learners manipulati Page 22- resource
Assumed knowledge Learners are aware of diff
Carrer in Theatre should be ve 23 centre
careers
-Careers in able to technologi materials
Introduction -facilitator asks learners about
theatre arts -identify cal to make
their future careers
such as script different creativity theatre
Step 2 -learners take turns to tell their future
writers,actors,e carees in listening costumes
careers
ditors,directors theatre arts communic art tool kit
Step 3 Learners identify and select preferred
and production ation
careers in theatre arts
team
Step 4 -In groups learners write work done by
script writers,actors,editors,directors and
production team
Step 5 Groups report back and the facilitator
comments
Step 6 Individual written work
Conclusion -oral discussions
ENTERPRISE -make an age acting Visual and **Discussion ICT tools
SKILLS(ENTREP appropriate designing Performing *Problem solving computer
RENURESHIP theatrical confidence Arts Gr 3 *Group work internet
*Question and answer
THEATRE performance manipulati Page 22- resource
Assumed knowledge Learners have seen

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 41

Props and for business ve 23 actorswearing different costumes centre
Costumes technologi Introduction –Recap of the previous lesson materials
-Theatre arts as cal Step 2 –Facilitator role plays a short theatrical to make
production while learners listen
business such creativity theatre
Step 3 Learners discuss on how to make a
as financial listening theatrical production costumes
literacy communic Step 4 -In groups learners role play some short art tool kit
ation theatrical production
Step 5 Groups feedback anf the facilitator
comments
Step 6 learners price their theatrical production
Conclusion -oral discussions and learners were
given homework theatre costumes
ENTERPRISE -design and acting Visual and *Discussion ICT tools
SKILLS(ENTREP make designing Performing *Problem solving computer
RENURESHIP costumes for confidence Arts Gr 3 *Group work internet
*Question and answer
THEATRE business manipulati Page 22- resource
Assumed knowledge Learners are aware
Performance for ve 23 costumes for actors centre
paying audience technologi Introduction –Recap of the previous lesson materials
or commissioned cal Step 2 –Facilitator displays a chart with different to make
work creativity costumes theatre
-Design and listening Step 3 Learners describe the costumes worn by costumes
make costumes communic popular actors in theatre art tool kit
Step 4 -In pairs learners design and make
for business ation
costumes for business
Step 5 Learners display their artworksin the art
corner
Step 6 learners price their art works
Conclusion -oral discussions and learners were
given homework on business ethics
ENTERPRISE observe acting Visual and *Discussion ICT tools
SKILLS(ENTREP business designing Performing *Problem solving computer
RENURESHIP ethics ,soft confidence Arts Gr 3 *Group work internet
*Question and answer
THEATRE skills manipulati Page 22- resource
Assumed knowledge Learners are aware of
Business ethics unhu/Ubuntu/ ve 23 theatre bussiness centre
soft vumunhu and technologi Introduction –Recape of the previous lesson materials

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 42

 skills,unhu/Ubuntu copyright cal Step 2 –Class discuss about business ethics,soft to make
/vumunhu/Copyrig protection creativity skills,unhu,Ubuntu,vumunhu and copyright theatre
ht protection listening protection in theatre business costumes
Step 3 Learners practice role play short stories
-Business Ethics communic art tool kit
for payment
ation Step 4 -In groups learners observing business
ethics and soft skills,unhu,Ubuntu,vumunhu and
copyright protection
Step 5 Groups report back and teacher
comments
Step 6 individual written work
Conclusion -oral discussions
Wee Topic/Content Objectives Competen Referenc Methodology/Assumed knowledge Media Evaluation
k ce/ e/ Activities
Skills S.O.M
01/11/24 ENTERPRISE By the end dancing Visual and *Discussion ICT tools
SKILLS(ENTREP of the creativity Performing *Problem solving resource
RENURESHIP lesson confidence Arts Gr 3 *Group work centre
*Question and answer
DANCE learners cognitive Page 22- art tools
Assumed knowledge Learners are aware of
Careers in Dance should be foot and 23 diffirent careeres computer
-Careers in able to eye Introduction -Facilitators asks learners about internet
dance such as -identify coordinati their future careers materials
dancers,choreog careers in on Step 2 -learners take turns to tell their future to make
raphers, dance tactile careers costumes
managers and psychomot Step 3 Learners identify and select desired
careers in dance
teachers or
Step 4 -In groups learners write work done by
dancers,choreographers,managers and
danceteachers
Step 5 Groups report back and the facilitator
comments
Step 6 Individual written work
Conclusion -oral discussions and learners were
given home work to bring dance instrumentsand
costumes
ENTERPRISE -construct dancing Visual and *Discussion ICT tools
*Problem solving

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 43

SKILLS(ENTREP Zimbabwean creativity Performing *Group work resource
RENURESHIP costumes for confidence Arts Gr 3 *Question and answer centre
DANCE business cognitive Page 22- Assumed knowledge Learners are aware of art tools
dancing costumes
Instruments and foot and 23 computer
Introduction –Recap of the previous lesson
Costumes eye Step 2 –Facilitator displays a chart with dancing l internet
-Zimbabwean coordinati instruments and costumes materials
costumes and on Step 3 Learners identify instruments and to make
instruments tactile dancing costumes from the chart costumes
such as psychomot Step 4 -In pairs learners construct dancing
nhembe/amabhe or instruments and costumes
Step 5 Learners display their instruments and
tshu
dancing costumes in the classroom
Step 6 learners price their art works
Conclusion -oral discussions
ENTERPRISE -create dance dancing Visual and *Discussion ICT tools
SKILLS(ENTREP pieces for creativity Performing *Role play resource
RENURESHIP business confidence Arts Gr 3 *Group work centre
*Question and answer
DANCE cognitive Page 22- art tools
Assumed knowledge Learners can dance
Performances for foot and 23 computer
Introduction –Recap of the previous lesson
paying audience eye internet
Step 2 -learners role play some dances they see
or commissioned coordinati materials
on TV
work on to make
Step 3 Learners discuss on Zimbabwe and
-Zimbabwe and tactile costumes
foreign business dance groups
foreign psychomot
Step 4 -In groups learners practice formulating
business dance or
dance pieces for business
groups
Step 5 Groups feedback and the facilitator
comments
Conclusion -oral discussions
ENTERPRISE -observe dancing Visual and *Discussion ICT tools
SKILLS(ENTREP business creativity Performing *Problem solving resource
RENURESHIP ethics,soft confidence Arts Gr 3 *Group work centre
*Question and answer
DANCE skills,unhu/ub cognitive Page 22- art tools
Assumed knowledge Learners performing
Business ethics untu/vumunh foot and 23 dances for business computer
soft u and eye Introduction –Recape of the previous lesson internet

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 44

 skills,unhu/Ubuntu copyright coordinati Step 2 –Class discuss about business ethics,soft materials
/vumunhu/Copyrig protection on skills,unhu,Ubuntu,vumunhu and copyright to make
ht protection tactile protection in dancing business costumes
Step 3 Learners practice role playing dances for
-Business Ethics psychomot
business
or Step 4 -In groups learners observing business
ethics and soft skills,unhu,Ubuntu,vumunhu and
copyright protection
Step 5 Groups report back and teacher
comments
Step 6 individual written work
Conclusion -oral discussions

`
Week Topic/Content Objectives Competenc Reference Methodology/Assumed knowledge Media Evaluation
e/ S.O.M Activities
Skills
08/11/24 ARTS By the end singing Visual and *Discussion ICT tools
TECHNOLOGY of the drawing Performing *Problem solving computer
MUSIC lesson playing Arts grade *Group work cameras
*Question and answer
learners listening 3 Syllabus smartphon
Assumed knowledge Learners are able to
Music Technology should be speaking page 20-21 es
sing
able to hand and tablets
Introduction -Facilittor asks learners about
-Music -identify eye audio
music softwares they know
softwares such music manipulative visual
Step 2 -learners discuss about music
as finale and software used psychomotor devices
softwares
sibelius to compose confidence lights
Step 3 Learners listen toi the facilitator while
music store dancing internet
composing his /her own music
composed slides
Step 4 -In groups learners compose music
music safely
pieces using finale and sibelius
using audio
Step 5 Groups feedback
visual
Conclusion –best group to present their
devices.
music to the class
ARTS - compose singing *Discussion ICT tools

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 45

 TECHNOLOGY music and drawing Visual and *Problem solving computer
MUSIC store playing Performing *Group work cameras
Composition of composed listening Arts Gr 3 *Question and answer smartphon
two bar rhythms music safely speaking Page 20-21 Assumed knowledge Learners have seen es
-storage of using audio hand and composed music rhythms tablets
music visual devices eye Step 2 -learners practise imitating composed audio
compositions manipulative music visual
psychomotor Step 3 Learners store music in the computer devices
confidence Step 4 -In groups learners store composed lights
dancing music in flash,CD,and other devices internet
Step5.Individually learners practice storing slides
composed music in flash discs
Conclusion -oral discussions
ARTS -discuss singing Visual and *Discussion ICTtools
TECHNOLOGY acceptable drawing Performing *Problem solving computer
MUSIC and playing Arts Gr 3 *Group work cameras
*Question and answer
Ethics ,Music and unacceptable listening Page 20-21 smartphon
Assumed knowledge Learners have used a
the Internet music from speaking es
computer before
-Ethics and the internet hand and tablets
Introduction -Facilitator asks learners about
Internet eye audio
the uses of internet
manipulative visual
Step 2 -learners practise searching music
psychomotor devices
from the internet
confidence lights
Step 3 Learners link music and the internet
dancing internet
Step 4 -In groups learners talk about ethics in
slides
music and the internet
Step 5 learners write individual work
Conclusion -oral discussions
ARTS -play a singing Visual and *Discussion ICT tools
TECHNOLOGY variety of drawing Performing *Problem solving computer
MUSIC musical playing Arts Gr 3 *Group work cameras
*Question and answer
Playing instruments listening Page 20-21 smartphon
Assumed knowledge Learners are aware of
Instruments -draw the speaking es
musical instruments
-Playing musical hand and tablets

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 46

 hosho,drum,guit instruments eye Introduction -Facilitator sing a song and play audio
ar,piano etc manipulative the drum visual
psychomotor Step 2 -learners list down musical devices
confidence instruments they know lights
dancing Step 3 Learners identify playing instruments internet
from the chart slides
Step 4 -In groups learners practice play the
musical instruments
Step 5 Groups feedback and individual
written work
Step 6 learners draw the musical instruments
Conclusion -oral discussions

Wee Topic/Content Objectives Competen Referenc Methodology/Assumed knowledge Media Evaluation

k ce/ e Activities
Skills S.O.M
15/11/24 ARTS By the end manipulati Visual and *Discussion ICT tools
TECHNOLOGY of the on Performing *Problem solving computer
VISUAL ARTS lesson technologi Arts Gr 3 *Group work cameras
*Question and answer
Visual Arts learners cal Page 20- smartpho
Assumed knowledge Learners can operate a
Technology should be concentrat 21 nes
computer
-Design able to ion tablets
Introduction -Teacher asks learners about the
softawares such -identify observatio audio
computer software they know
as Core draw relevant n visual
Step 2 -learners practise designing artworks
technology to communic devices
using coredraw
design ation lights
Step 3 Learners use technology to store their
artworks and creativity internet
artworks
graphics hand and slides
Step 4 -In pairs learners design artworks and
-use eye
graphics using software
technology to coordinati
Step 5 feedback and learners write individual
store their on
work
artworks
Conclusion -oral discussions and learnerswere
given home work on storage devices

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 47

ARTS -use manipulati Visual and *Discussion ICT tools
TECHNOLOGY technology to on Performing *Problem solving computer
VISUAL ARTS store their technologi Arts Gr 3 *Group work cameras
*Question and answer
Visual Arts artworks cal Page 20- smartpho
Assumed knowledge Learners have used
Softwares concentrat 21 nes
smartphones and tablets before
-Storage devices ion tablets
Introduction –facilitator shows learners some
such as observatio audio
music stored in the smartphone or computer
computers, n visual
Step 2 -learners search music in phones and the
smartphones,ta communic devices
computer
blets ation lights
Step 3 Learners practice storing music in the
creativity internet
phone or computers
hand and slides
Step 4 -In pairs learners store music in the
eye
computer
coordinati
Step 5 feedback and learnerswrite work
on
Conclusion -oral discussions
ARTS -explain manipulati Visual and *Discussion ICT tools
TECHNOLOGY ethics and the on Performing *Problem solving computer
VISUAL ARTS use of technologi Arts Gr 3 *Group work cameras
*Question and answer
Ethics,Visual arts internet cal Page 20- smartpho
Assumed knowledge Learners have used
and the Internet concentrat 21 nes
internet before
-Ethics and the ion tablets
Introduction –Recap of the previous work
Internet observatio audio
Step 2 -learners discuss on ethics ,visual arts
n visual
and the internet
communic devices
Step 3 Learners practice linking ethics and the
ation lights
internet
creativity internet
Step 4 -In groups learners discuss ethics in
hand and slides
visual arts and the internet
eye
Step 5 Groups feedback and individual written
coordinati
work
on
Conclusion -oral discussions and learners were
given home work on video filming
ARTS -apply manipulati Visual and Assumed knowledge Learners have photos at ICT tools
TECHNOLOGY available on Performing home computer

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 48

 VISUAL ARTS technology to technologi Arts Gr 3 Introduction –facilitator practice taking photos cameras
Photography,Vide learn filming cal Page 20- to learners using his/her smartphone smartpho
o and Filming skills concentrat 21 Step 2 -learners discuss about photoghying and nes
-Filming and ion filming tablets
Photographing observatio Step 3 Learners list down ICT tools used when audio
events or n filming and photographing visual
scenery communic Step 4 -In pairs learners practice devices
ation filming ,photographing skills such ashandling a lights
creativity camera,filming etc internet
hand and Step 5 best group to report back in front slides
eye Conclusion -oral discussions
coordinati
on
Wee Topic/Content Objectives Competen Referenc Methodology/Assumed knowledge Media Evaluation
k ce/ e Activities
Skills S.O.M
22/11/24 ARTS By the end imitating Visual and *Discussion ICTtools
TECHNOLOGY of the performin Performing *Problem solving computer
THEATRE lesson g Arts Gr 3 *Group work cameras
*Question and answer
Theatre Arts learners dancing Page 20- smartpho
Assumed knowledge Learners have seen artist
Production should be designing 21 nes
performing on stage
Technology able to creativity tablets
Introduction –facilitator asks learners about the
-Lighting plans -design psychomot audio
stage layout they have come across
design such as lightining or visual
Step 2 -learners discuss on lighting plans design
spot plans and confidence devices
of lights
light,general effects for lights
Step 3 Learners do scatch design on pieces of
lighting their internet
papers
performances slides
Step 4 -In groups learners practice designing
lighting plans for their performances
Step 5 Groups feedback
Step 6 individual written work
Conclusion -oral discussions
ARTS -use imitating Visual and *Discussion ICT Tools

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 49

TECHNOLOGY technology to performin Performing *Problem solving computer
THEATRE design g Arts Gr 3 *Group work cameras
Sound Effects appropriate dancing Page 20- *Question and answer smartpho
Assumed knowledge Learners can sing louder
--Sound effects sound effects designing 21 nes
Introduction –Recap of theprevious lesson
design such as that creativity tablets
Step 2 -learners take turns to screem louder
natural sounds accompany psychomot audio
after one another
live or visual
Step 3 Learners record sound effects for their
performance confidence devices
voices
lights
Step 4 -In groups learners design sound effects
internet
for their performances
slides
Step 5 Groups feedback learners take turns to
sing their favourite songs on stage
Step 6 Facilitator comments on the sound
effects produced
Conclusion -oral discussions,learners were
given home work on puppetry and shadow
ARTS apply imitating Visual and *Discussion ICT tools
TECHNOLOGY appropriate performin Performing *Problem solving computer
THEATRE technology to g Arts Gr 3 *Group work cameras
*Question and answer
Sound Effects design visual dancing Page 20- smartpho
Assumed knowledge Learners know animal
-Visual effects effects that designing 21 nes
sounds
design such as accompany creativity tablets
Introduction -Teacher asks learners about
shadow live psychomot audio
Step 2 -learners discuss on visual effects design
puppetry,back performance or visual
such as shadow puppetry,back dropslides
drop slides confidence devices
Step 3 Learners practice designing shadow
lights
puppetry
internet
Step 4 -In groups learners design visual effects
slides
for their performances
Step 5 Groups report back and the facilitator
comments
Conclusion -oral discussions and learners were
given remedial work and extension work

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 ARTS -explain imitating Visual and *Discussion ICTtools
TECHNOLOGY ethics and the performin Performing *Problem solving computer
THEATRE use of g Arts Gr 3 *Group work cameras
*Question and answer
Ethics in Theatre internet dancing Page 20- smartpho
Assumed knowledge Learners know animal
and Internet designing 21 nes
sounds
-Ethics and the creativity tablets
Introduction -Teacher asks learners about
Internet psychomot audio
Step 2 -learners dicuss the importance of
or visual
internet in theatre
confidence devices
Step 3 Facilitator explain the use of internet in
lights
theatre
internet
Step 4 -In groups learners discuss ethics in
slides
theatre and internet
Step 5 Groups feedback and the facilitator
comments
Conclusion -oral discussions

Wee Topic/Content Objectives Competence/ Referen Methodology/Assumed knowledge Media Evaluation

k Skills ce Activities
S.O.M
29/11/24 REVISION OF By the end writing Visual *Critical thinking
END OF TERM of the and *Discussions
TESTS lesson Performi *Question and answer
learners ng Arts *Problem solving
should be Gr 3 Step 1Recap of the covered concepts
able to Page Step 2.Learners pose questions on challenging topics
Step3.Individually learners write revision exercise
Step 4.Collecting answer sheet from learners
Step 5.Revising the test
Conclusion
Facilitator ask challenging questions and solve it as a
class
REVISION OF By the end Visual *Critical thinking

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 51

 END OF TERM of the and *Discussions
TESTS lesson Performi *Question and answer
learners ng Arts *Problem solving
should be Gr 3 Step 1Recap of the covered concepts
able to Page Step 2.Learners pose questions on challenging topics
Step3.Individually learners write revision exercise
Step 4.Collecting answer sheet from learners
Step 5.Revising the test
Conclusion
Facilitator ask challenging questions and solve it as a
class
REVISION OF By the end Visual *Critical thinking
END OF TERM of the and *Discussions
TESTS lesson Performi *Question and answer
learners ng Arts *Problem solving
should be Gr 3 Step 1Recap of the covered concepts
able to Page Step 2.Learners pose questions on challenging topics
Step3.Individually learners write revision exercise
Step 4.Collecting answer sheet from learners
Step 5.Revising the test
Conclusion
Facilitator ask challenging questions and solve it as a
class
REVISION OF By the end Visual *Critical thinking
END OF TERM of the and *Discussions
TESTS lesson Performi *Question and answer
learners ng Arts *Problem solving
should be Gr 3 Step 1Recap of the covered concepts
able to Page Step 2.Learners pose questions on challenging topics
Step3.Individually learners write revision exercise
Step 4.Collecting answer sheet from learners
Step 5.Revising the test
Conclusion
Facilitator ask challenging questions and solve it as a
class
Wee Topic/Content Objectives Competence/ Referen Methodology/Assumed knowledge Media Evaluation
Activities

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 52

k Skills c
S.O.M
06/12/24 END OF TERM By the end Visual
CLUSTER of the and *Problem solving
EXAMINATIOS lesson Performi *Question and answer
learners ng Arts
should be Gr 3
able to Page

HERITAGE STUDIES
AIMS

To enable learners to:

 appreciate and love Zimbabwe and its Chimurenga/Umvukela Liberation war heroes and heroines
 develop an appreciation of national heritage, sovereignty, governance, national symbols and events
 understand and appreciate Zimbabwe’s pre-colonial, colonial and post-colonial history

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 53

  develop an understanding of Zimbabwean cultural institutions and practices such as marriages, inheritance systems, spiritual values and usage of
artefacts
 develop a spirit of national consciousness, identity and patriotism through involvement in national functions
 appreciate and sustain Unhu/Ubuntu/Vumunhu through interaction with family, community and society at large
 appreciate the value and dignity of work, recreation and the need for participation in national development
 appreciate the need for equal opportunities for all and sensitivity to the needs of the disadvantaged and vulnerable groups

TOPICS TO BE COVERED

 Entitlements/Rights and Responsibilities

 Shelter
 Social Services and Volunteerism
 Natural Heritage: Production, Distribution and Consumption of Goods and Services

Wk Topic /Content Objectives Methodology/Assumed knowledge Competence Reference Evaluation

End Activities Skills S.O.M/
Media
Resources
13/09/2 Lesson 1 By the end *Discussions imaginative Heritage-
4 social
of the week *Discovery Social Studies
ENTITLEMENTS/RIGHTS learners *Demonstrations tactile grade 3
technological
AND RESPONSIBILITIES should be *Group work syllabus page
listening
able to: *Question and Answer confidence 14-16
Entitlements /Rights -state Assumed knowledge Learners know emotional Ventures
and Responsibilities children’s their rights observation Heritage-
entitlements Introduction –Facilitator explains key cognitive Social Studies

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 54

*Children Entitlements and rights words communication Learners Bk
and Rights Step 1-Facilitator explains the children’s Gr 3 page
entitlements /rights and responsibilities of
children -ICT tools
Step 2 -learners state their rights at -constitution
school and at home of zimbabwe
Step 3 Learners discuss their rights at
home and school
Step 4 -In groups learners role play their
rights
Step 5-Groups report back
Step 6-Individual written work
Conclusion -oral discussions
Lesson 2 - state *Discussions imaginative Heritage-
children’s *Discovery social Social Studies
ENTITLEMENTS/RIGHTS responsibilitie *Demonstrations tactile grade 3
technological
AND RESPONSIBILITIES s *Group work syllabus page
listening
*Question and Answer confidence 14-16
Entitlements /Rights Assumed knowledge Learners know emotional Ventures
and Responsibilities their responsibilities observation Heritage-
Introduction –Recap of the previous cognitive Social Studies
*Children Responsibilities lesson communication Learners Bk
Step 1-Facilitator explains the children’s Gr 3 page
responsibilities of children
Step 2 -learners state their -ICT tools
responsibilities at school and at home -constitution
Step 3 Learners discuss their of zimbabwe
responsibilities at home and school
Step 4 -In groups learners answer
question on work cards
Step 5-Groups report back
Step 6-Individual written work
Conclusion -oral discussions
Lesson 3 -describe *Discussions imaginative Heritage-
ENTITLEMENTS/RIGHTS gender equity *Discovery social Social Studies
in the *Demonstrations tactile grade 3
AND RESPONSIBILITIES
technological
community *Group work syllabus page
listening
Gender Equity in the *Question and Answer confidence 14-16

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 55

 community Assumed knowledge Learners work emotional Ventures
together as boys and girls observation Heritage-
*Gender equity in the Introduction –Facilitator explains key cognitive Social Studies
communication
community words Learners Bk
Step 1-Facilitator explains the gender Gr 3 page
equity in the community
Step 2 -learners state take turns to state -ICT tools
their sex roles -Resource
Step 3 Learners demonstrate equity in person
treating boys and girls -Pictures of
Step 4 -In groups learners role play boys and girls
equitable duties of girls and boys
Step 5-Groups report back
Step 6-Individual written work
Conclusion -oral discussions
Lesson 4 -to answer at *Problem solving critical thinking Heritage-
ENTITLEMENTS/RIGHTS least 15 *Critical thinking writing Social Studies
AND RESPONSIBILITIES questions *Question and Answer observations grade 3
correctly from Assumed knowledge Learners have confidence syllabus page
REVISION the covered written the revision exercises before. visual 14-16
concepts Introduction. Ventures
- Entitlements /Rights and Heritage-
Teacher explains key words
Responsibilities Social Studies
Step 1The class revises the concepts Learners Bk
learnt on the covered topics Gr 3 page
-Gender equity in the Step 2.Tr read the instructions on the
community chalkboard on how they are going to -ICT tools
write the test -Resource
-Division of Labour at Step 3Tr distributes papers to the pupils person
Home and School Step 4 Pupils write the test individually -Pictures of
Step 5The class revises the written test boys and girls
Conclusion Tr gives extension or
remedial work to those who mastered
Wk Topic /Content Objectives Methodology/Assumed knowledge Competence Reference Evaluation
End Activities Skills S.O.M/
Media
Resources

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 56

20/09/2 Lesson 1 By the end *Discussions imaginative Heritage-
4 social
of the week *Discovery Social Studies
ENTITLEMENTS/RIGHTS learners *Demonstrations tactile grade 3
technological
AND RESPONSIBILITIES should be *Group work syllabus page
listening
able to: *Question and Answer confidence 14-16
Division of Labour at -state the Assumed knowledge Learners work at emotional Ventures
Home and School duties of home and at school observation Heritage-
different Introduction –Facilitator explains key cognitive Social Studies
*Division of labour at people at words communication Learners Bk
home Step 1-Facilitator explains the division of Gr 3 page
home
-explain the labour at home
importance of Step 2 -learners describe division of
division of labour at home -ICT tools
labour Step 3 Learners role play the duties they -Pictures of
perform at home people
Step 4 -In groups learners write the working
advantages and disadvantages of division
of labour at home
Step 5-Groups report back
Step 6-Individual written work
Conclusion -oral discussions
Lesson 2 state the *Discussions imaginative Heritage-
ENTITLEMENTS/RIGHTS duties of *Discovery social Social Studies
different *Demonstrations tactile grade 3
AND RESPONSIBILITIES
technological
people at *Group work syllabus page
listening
Division of Labour at school *Question and Answer confidence 14-16
Home and School -explain the Assumed knowledge Learners work at emotional Ventures
importance of home and at school observation Heritage-
*Division of labour at division of Introduction –Facilitator explains key cognitive Social Studies
labour words communication Learners Bk
School
Step 1-Facilitator explains the division of Gr 3 page
labour at school
Step 2 -learners describe division of
labour at school -ICT tools
Step 3 Learners role play the duties they -Pictures of
perform at school people
Step 4 -In groups learners write the working
advantages and disadvantages of division

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 57

 of labour at school
Step 5-Groups report back
Step 6-Individual written work
Conclusion -oral discussions
Lesson 3 -outline *Discussions imaginative Heritage-
advantages *Discovery social Social Studies
ENTITLEMENTS/RIGHTS and *Demonstrations tactile grade 3
technological
AND RESPONSIBILITIES disadvantage *Group work syllabus page
listening
s of division *Question and Answer confidence 14-16
Division of Labour at of labour Assumed knowledge Learners have emotional Ventures
Home and School seen people at work observation Heritage-
Introduction –Recap of the previous cognitive Social Studies
*Advantages and lesson communication Learners Bk
Step1-Facilitator explains the importance Gr 3 page
Disadvantages of division
of division of labour
of labour Step 2 -learners state what they thing on
division of labour -ICT tools
Step 3 Learners role play the duties they -Pictures of
perform at home people
Step 4 -In groups learners write the working
advantages and disadvantages of division
of labour at home
Step 5-Groups report back
Step 6-Individual written work
Conclusion -oral discussions
Lesson 4 -answer at *Problem solving critical thinking Heritage-
least 15 *Critical thinking writing Social Studies
REVISION questions *Question and Answer observations grade 3
correctly from Assumed knowledge Learners have confidence syllabus page
ENTITLEMENTS/RIGHTS the covered written the revision exercises before. visual 14-16
AND RESPONSIBILITIES concepts Introduction. Ventures
Heritage-
Teacher explains key words
Division of Labour at Social Studies
Step 1The class revises the concepts Learners Bk
Home and School learnt on the covered topics Gr 3 page
Step 2.Tr read the instructions on the
*Division of labour at chalkboard on how they are going to
school write the test

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 58

 *Division of labour at Step 3Tr distributes papers to the pupils
home Step 4 Pupils write the test individually
Step 5The class revises the written test
*Advantages and Conclusion Tr gives extension or
Disadvantages of division remedial work to those who mastered
of labour

Wk Topic /Content Objectives Methodology/Assumed knowledge Competence Reference Evaluation

End Activities Skills S.O.M/
Media
Resources
27/09/2 Lesson 1 By the end *Discussions imaginative Heritage-
4 social
of the week *Discovery Social Studies
ENTITLEMENTS/RIGHTS learners *Demonstrations tactile grade 3
technological
AND RESPONSIBILITIES should be *Group work syllabus page
listening
able to: *Question and Answer confidence 14-16
Indigenous cultural -identify Assumed knowledge Learners are emotional Ventures
beliefs and Taboos cultural aware of their cultural beliefs observation Heritage-
beliefs and Introduction –Facilitator explains key cognitive Social Studies
*Cultural Beliefs and taboos which words communication Learners Bk
uphold and Step 1-Facilitator explains his/her Gr 3 page
Taboos
violates cultural beliefs and taboos
entitlements / Step 2 -learners describe their cultural -ICT tools
rights and beliefs -Pictures
responsibilitie Step 3 Learners talk about their taboos -Resource
s of children Step 4 -In groups learners classify some person
cultural beliefs and taboos
Step 5-Groups report back
Step 6-Individual written work
Conclusion -oral discussions
Lesson 2 -identify *Discussions imaginative Heritage-
various forms *Discovery social Social Studies
ENTITLEMENTS/RIGHTS of abuse *Demonstrations tactile grade 3
technological
AND RESPONSIBILITIES - *Group work syllabus page
listening
*Question and Answer confidence 14-16
Assumed knowledge Learners can emotional Ventures
report to their parents Heritage-

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 59

Reporting Abuse Introduction –Recap of the previous observation Social Studies
work cognitive Learners Bk
*Reporting procedures Step 1-Facilitator explains some communication Gr 3 page
such as childline and reporting procedures at school
child protection commitee Step 2 -learners list down some reporting -ICT tools
procedures followed in their homes -pictures of
Step 3 Learners list down reporting people abused
procedures at school
Step 4 -In groups learners role play a
drama while reporting an accident
Step 5-Groups report back
Step 6-Individual written work
Conclusion -oral discussions
Lesson 3 -describe *Discussions imaginative Heritage-
various ways *Discovery social Social Studies
ENTITLEMENTS/RIGHTS of reporting *Demonstrations tactile grade 3
technological
AND RESPONSIBILITIES abuse *Group work syllabus page
listening
*Question and Answer confidence 14-16
Reporting Abuse Assumed knowledge Learners have emotional Ventures
seen people campaigning observation Heritage-
*Reporting through Introduction –Facilitator explains key cognitive Social Studies
campaigns words communication Learners Bk
Step 1-Facilitator explains the Gr 3 page
importance of campaigns
Step 2 -learners tell the campaigns they
have noticed before -ICT tools
Step 3 Learners role play campaigning -pictures of
for child abuse people abused
Step 5-Groups report back
Step 6-Individual written work
Conclusion -oral discussions
Lesson 4 -answer at *Problem solving critical thinking Heritage-
ENTITLEMENTS/RIGHTS least 20 *Critical thinking writing Social Studies
AND RESPONSIBILITIES questions *Question and Answer observations grade 3
from the Assumed knowledge Learners have confidence syllabus page
REVISION covered written the revision exercises before. visual 14-16
concepts Introduction. Ventures
Heritage-

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 60

 Reporting Abuse Teacher explains key words Social Studies
Step 1The class revises the concepts Learners Bk
*Reporting procedures learnt on the covered topics Gr 3 page
such as childline and Step 2.Tr read the instructions on the
child protection commitee chalkboard on how they are going to
write the test -ICT tools
Step 3Tr distributes papers to the pupils -pictures of
Step 4 Pupils write the test individually people abused
Step 5The class revises the written test
Conclusion Tr gives extension or
remedial work to those who mastered

Wk Topic Objectives Methodology/Assumed Competen Reference Evaluation

End /Content knowledge ce S.O.M/
Activities Skills Media
Resources
04/10/ Lesson 1 By the end of the *Discussions imaginative Heritage-
24 week learners should *Discovery social Social
be able to: *Demonstrations tactile
SHELTER technological Studies grade
-list functions of *Group work 3 syllabus
listening
different buildings and *Question and Answer
Functions of confidence page
other types of shelter Assumed knowledge emotional
Buildings and Learners live in houses 14-16
observation
other types Introduction –Facilitator cognitive Ventures
explains key words communication Heritage-
of Shelter
Step 1-Facilitator explains the Social
*Functions of functions of buildings and other Studies
buildings and
types of shelters Learners Bk
Step 2 -learners describe the Gr 3 page
other types of types of shelter they live in
shelter Step 3 Learners name diff -ICT tools
types of shelter they know -pictures of
Step 4 –Learners draw and shelters
name some different types of -buildings and
shelters other
Step 5-Learners state the structures

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 61

 functions of buildings
Step 6-Individual written work
Conclusion -oral discussions
Lesson 2 -identify heritage *Discussions imaginative Heritage-Social
sites in Zimbabwe *Discovery social Studies grade
SHELTER tactile
-describe heritage *Demonstrations 3 syllabus
technological
Shelter and sites in Zimbabwe *Group work page
listening
*Question and Answer confidence 14-16
Heritage sites Assumed knowledge Ventures
emotional
Learners have heard about observation Heritage-Social
*Shelter and Great Zimbabwe cognitive Studies
Heritage sites Introduction –Facilitator communication Learners Bk Gr
-Great explains key words 3 page
Zimbabwe Step 1-Facilitator explains
about the heritage sites-Great -ICT tools
Zimbabwe -pictures of
Step 2 -learners identifys the shelters
view of Great Zimbabwe from -buildings and
the pictures other
Step 3 Learners name some structures
other heritage sites they know
Step 4 -In groups learners tour
some local heritage sites in
their community
Step 5-Groups report back
Step 6-Individual written work
Conclusion -oral discussions
Lesson 3 -identify Great *Discussions imaginative Heritage-Social
Zimbabwe on *Discovery social Studies grade
SHELTER tactile
pictures *Demonstrations 3 syllabus
technological
Shelter and -describe Great *Group work page
listening
*Question and Answer 14-16
Heritage sites Zimbabwe confidence
Assumed knowledge emotional Ventures
Learners are aware of heritage observation Heritage-Social
*Shelter and sites cognitive Studies
Heritage sites Introduction –Facilitator communication Learners Bk Gr
-Drawing explains key words 3 page
Great Step 1-Facilitator explains

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 62

 Zimbabwe about the building of Great -ICT tools
Zimbabwe -pictures of
Step 2 -learners describe the shelters
features at Great Zuimbabwe -buildings and
Step 3 Learners draw Great other
Zimbabwe structures
Step 4 Learners display their
artworks in art corner
Step 5-Individual written work
Conclusion -oral discussions
Lesson 4 -identify Matopo hills *Discussions imaginative Heritage-Social
from pictures *Discovery social Studies grade
*Demonstrations tactile 3 syllabus
SHELTER -describe Matopo hills technological
that is found in *Group work page
listening
*Question and Answer 14-16
Shelter and Zimbabwe confidence
Assumed knowledge emotional Ventures
Heritage sites Learners are aware of heritage observation Heritage-Social
sites cognitive Studies
*Shelter and Introduction –Recap of the communication Learners Bk Gr
Heritage sites previous lesson 3 page
-Matopo Hills Step 1-Facilitator explains on
the features at Matopo hills -ICT tools
Step 2 -learners describe the -pictures of
features at Matopo hills shelters
Step 3 Learners in groups -buildings and
answer questions from the work other
cards structures
Step 4 Groups report back
Step 5-Individual written work
Conclusion -oral discussions
Wk Topic Objectives Methodology/Assumed Competen Reference Evaluation
End /Content knowledge ce S.O.M/
Activities Skills Media
Resources
11/10/19 Lesson 1 By the end of the week *Discussions imaginative Heritage-
learners should be able *Discovery social Social
SHELTER to: *Demonstrations tactile
-identify heritage sites technological Studies grade
*Group work

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 63

Shelter and in *Question and Answer listening 3 syllabus
Heritage sites Zimbabwe(Gonakudzin Assumed knowledge confidence page
gwa) Learners are aware of heritage emotional
observation 14-16
*Shelter and -describe heritage sites sites
cognitive
Heritage sites in Zimbabwe Introduction –Recap of the communication
- - previous lesson
-ICT tools
Gonakudzingw Step 1-Facilitator explains
-pictures of
a about the Gonakudzingwa
shelters
heritage site
-buildings and
Step 2 -learners describe the
other
features at Gonakudzingwa
structures
Step 3 Learners list down the
importance of heritages sites in
education
Step 4 Learners name the
features found at
Gonakudzingwa
Step 5-Individual written work
Conclusion -oral discussions
Lesson 2 -answer at least 15 *Problem solving critical thinking Heritage-
questions from the *Critical thinking writing Social
REVISION covered concepts *Question and Answer observations Studies grade
Assumed knowledge confidence 3 syllabus
SHELTER Learners have written the visual
page
revision exercises before. 14-16
*Functions of Introduction.
buildings and Teacher explains key words
other types of Step 1The class revises the
building concepts learnt on the covered
topics
*Shelter and Step 2.Tr read the instructions
Heritage sites on the chalkboard on how they
are going to write the test
Step 3Tr distributes papers to
the pupils
Step 4 Pupils write the test
individually

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 64

 Step 5The class revises the
written test
Conclusion Tr gives extension
or remedial work to those who
mastered
Lesson 3 -describe social *Discussions imaginative Heritage-
SOCIAL services provided by *Discovery social Social
*Demonstrations tactile
SERVICES AND the government. Studies grade
technological
VOLUNTEERIS -state the government *Group work 3 syllabus
listening
institutions from which *Question and Answer
M confidence page
social services can be Assumed knowledge emotional
Learners are aware of Govt 14-16
Government as obtained observation
social services cognitive
a social service Introduction –Facilitator communication
provider explains key words -ICT tools
Step 1-Facilitator state the
*Government social services provided by the
social services Government in education
-Education Step 2 Learners name some
government institutions where
social services are obtained
Step 3-learners describe the
importance of education in
zimbabwe
Step 4 Individual written work
Conclusion -oral discussions
Lesson 4 -describe social *Discussions imaginative Heritage-
services provided by *Discovery social Social
SOCIAL the government. *Demonstrations tactile
technological Studies grade
SERVICES AND -state the government *Group work 3 syllabus
listening
VOLUNTEERIS institutions from which *Question and Answer confidence page
social services can be Assumed knowledge emotional
M 14-16
obtained Learners have visited Hospitals observation
before cognitive Ventures
Government as Heritage-
Introduction –Recap of the communication
a social service previous lesson Social
provider Step 1-Facilitator state the Studies
social services provided by the Learners Bk

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 65

 *Government Government in health Gr 3 page
social services Step 2 Learners name some
-Health government institutions where ICT tools
social services are obtained
Step 3-learners describe the
importance of social services
like health in zimbabwe
Step 4 Learners in groups
answer questions from the work
cards
Step 5-Groups feedback
Step 6--Individual written work
Conclusion -oral discussions

Wk Topic /Content Objectives Methodology/Assumed knowledge Competence Reference Evaluation

End Activities Skills S.O.M/ Media
Resources
18/10/2 Lesson 1 By the end of the *Discussions imaginative Heritage-Social
4 social
SOCIAL week learners *Discovery Studies grade 3
should be able to: *Demonstrations tactile syllabus page
SERVICES AND
technological
VOLUNTEERISM --describe social *Group work 14-16
listening
services provided *Question and Answer confidence
Ventures Heritage-
Government as a by the Assumed knowledge Learners emotional Social Studies
government. have botanic gardens before observation Learners Bk Gr 3
social service
-state the Introduction –Recap of the cognitive page
provider government previous lesson communication
institutions from Step 1-Facilitator state the
*Government social which social social services provided by the ICT tools
services services can be Government in recreation
-Recreation obtained Step 2 Learners name some
government institutions where
social services are obtained
Step 3-learners describe the
importance of social services like
recreation in zimbabwe
Step 4 Learners in groups answer
questions from the work cards

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 66

 Step 5-Groups feedback
Step 6--Individual written work
Conclusion -oral discussions
Lesson 2 -describe social *Discussions imaginative Heritage-Social
SOCIAL services provided *Discovery social Studies grade 3
by the *Demonstrations tactile syllabus page
SERVICES AND
technological
VOLUNTEERISM government. *Group work 14-16
listening
-state the *Question and Answer confidence
Ventures Heritage-
Government as a government Assumed knowledge Learners emotional Social Studies
institutions from are aware of forms of transport observation Learners Bk Gr 3
social service
which social Introduction –Recap of the cognitive page
provider services can be previous lesson communication
obtained Step 1-Facilitator state the
*Government social social services provided by the ICT tools
services Government in transport
-Transport
Step 2 Learners name some diff
forms of transport
Step 3-learners describe the
importance of social services like
transport in zimbabwe
Step 4 Learners in groups answer
questions from the work cards
Step 5-Groups feedback
Step 6--Individual written work
Conclusion -oral discussions
Lesson 3 -answer at least 15 *Problem solving imaginative Heritage-Social
REVISION questions correctly *Critical thinking social Studies grade 3
from the covered *Question and Answer tactile
SOCIAL technological syllabus page
topics Assumed knowledge Learners have written the
SERVICES AND listening 14-16
revision exercises before.
VOLUNTEERISM confidence
Introduction. emotional
Teacher explains key words observation
Government as a ICT tools
Step 1The class revises the concepts learnt on cognitive
social service the covered topics communication
Step 2.Tr read the instructions on the
provider chalkboard on how they are going to write the
test
*Government social Step 3Tr distributes papers to the pupils
services Step 4 Pupils write the test individually

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 67

 -EDUCATION Step 5The class revises the written test
-HEALTH Conclusion Tr gives extension or remedial
RECREATION work to those who mastered
TRANSPORT

Wk Topic /Content Objectives Methodology/Assumed knowledge Competence Reference Evaluation

End Activities Skills S.O.M/ Media
Resources
25/10/2 Lesson 1 By the end of the *Discussions imaginative Heritage-Social
4 social
week learners *Discovery Studies grade 3
should be able *Demonstrations tactile
SOCIAL SERVICES AND technological syllabus page
to: *Group work 14-16
VOLUNTEERISM listening
-identify the *Question and Answer confidence
needy in the Assumed knowledge Learners emotional
The needy in the society ICT tools
society are aware of diff orphans observation
and access to information -help the needy in Introduction –Facilitator cognitive
the society explains key words communication
*The needy in the society Step 1-Facilitator discuss the
-Orphans challenges faced by orphans in
the society
Step 2 Learners name some
examples of needy in the society
Step 3-learners classify the
needy in the society
Step 4 Learners in groups
explain how the orphans can
access information to get help
Step 5-Groups feedback
Step 6--Individual written work
Conclusion -oral discussions
Lesson 2 -identify people *Discussions imaginative Heritage-Social
SOCIAL SERVICES AND who are *Discovery social Studies grade 3
economically *Demonstrations tactile syllabus page
VOLUNTEERISM technological
disadvantaged in *Group work 14-16

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The needy in the society the society *Question and Answer listening Ventures Heritage-
-help the Assumed knowledge Learners confidence Social Studies
and access to information emotional
economically have seen the needy before Learners Bk Gr 3
observation
disadvantaged in Introduction –Facilitator page
*The needy in the society cognitive
the society explains key words
-Economically communication
Step 1-Facilitator discuss the
disadvantaged challenges faced by economically
disadvantaged in the society ICT tools
Step 2 Learners name some
examples of needy in the society
Step 3-learners classify the
needy in the society
Step 4 Learners in groups
explain how the economically
disadvantaged can access
information to get help
Step 5-Groups feedback
Step 6--Individual written work
Conclusion -oral discussions
Lesson 3 identify the *Discussions imaginative Heritage-Social
Elderly in the *Discovery social Studies grade 3
society *Demonstrations tactile syllabus page
SOCIAL SERVICES AND technological
*Group work 14-16
VOLUNTEERISM listening
-help the Elderly *Question and Answer confidence
Ventures Heritage-
in the society Assumed knowledge Learners emotional Social Studies
The needy in the society live with elders Learners Bk Gr 3
observation
and access to information Introduction –Recap of the cognitive page
previous lesson communication
*The needy in the society Step 1-Facilitator discuss the
-Elderly challenges faced by elderly in the ICT tools
society
Step 2 Learners explain how
they assist the needy in their
community
Step 3-learners classify the
needy in the society
Step 4 Learners in groups
explain how the elderly can

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 69

 access information to get help
Step 5-Groups feedback
Step 6--Individual written work
Conclusion -oral discussions
Lesson 4 -explain how the *Discussions imaginative Heritage-Social
SOCIAL SERVICES AND needy can *Discovery social Studies grade 3
*Demonstrations tactile
VOLUNTEERISM access technological syllabus page
information to *Group work 14-16
listening
*Question and Answer
Access to information get help confidence
Assumed knowledge Learners emotional
are aware of the needy people observation ICT tools
Introduction –Recap of the cognitive
previous lesson communication
Step 1-Facilitator discuss
information dissemination for the
needy
Step 2 Learners explain how
they intertain the needy at their
homes
Step 3-learners name some ICT
tools that can be used to access
to information
Step 4 Learners in groups
answer questions from work
cards
Step 5-Groups feedback
Step 6--Individual written work
Conclusion -oral discussions
Wk Topic /Content Objectives Methodology/Assumed knowledge Competence Reference Evaluation
End Activities Skills S.O.M/ Media
Resources
01/11/2 Lesson 1 By the end of the *Discussions imaginative Heritage-Social
4 week learners social
NATURAL HERITAGE: *Discovery Studies grade 3
PRODUCTION,DISTRIBUTION should be able to: *Demonstrations tactile syllabus page
-identify the natural technological
AND CONSUMPTION OF *Group work 14-16
resources in listening
GOODS AND SERVICES Zimbabwe
*Question and Answer confidence
-state the benefits Assumed knowledge Learners emotional
of land and soil in are aware diff resources observation -ICT tools

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 70

Natural Resources the locality Introduction –Facilitator cognitive -the local
explains key words communication environment
*Natural Resources Step 1-Facilitator discuss the diff -pictures of land
-Land and Soil natural resources that are found and soil
in Zimbabwe
Step 2 Learners name the
natural resources in zimbabwe
Step 3-learners discuss the
importance of land and soil in the
community
Step 4 Learners in groups
discuss the uses of land and soil
Step 5-Groups feedback
Step 6--Individual written work
Conclusion -oral discussions
Lesson 2 -identify the trees *Discussions imaginative Heritage-Social
and vegetation in *Discovery social Studies grade 3
Zimbabwe *Demonstrations tactile syllabus page
NATURAL HERITAGE:
technological
PRODUCTION,DISTRIBUTION -state the benefits *Group work 14-16
listening
AND CONSUMPTION OF of trees and *Question and Answer confidence
GOODS AND SERVICES vegetation in the Assumed knowledge Learners emotional -ICT tools
local environment are aware of diff trees observation -the local
Natural Resources Introduction –Recap of the cognitive environment
previous lesson communication -pictures of
*Natural Resources Step 1-Facilitator discuss the diff vegetation and
natural resources that are found trees
-Trees and Vegetation
in Zimbabwe
Step 2 Learners name the trees
they know
Step 3-learners discuss the
importance of trees and
vegetation in the community
Step 4-Learners conduct a field
trip in the local environment to
view the types of trees and
vegetation
Step 4 Learners in groups
discuss the uses of trees and

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 71

 vegetation
Step 5-Groups feedback
Step 6--Individual written work
Conclusion -oral discussions
Lesson 3 -identify the *Discussions imaginative Heritage-Social
NATURAL HERITAGE: minerals in *Discovery social Studies grade 3
PRODUCTION,DISTRIBUTION Zimbabwe *Demonstrations tactile syllabus page
technological
AND CONSUMPTION OF -state the benefits *Group work 14-16
listening
GOODS AND SERVICES of minerals in the *Question and Answer confidence
local environment Assumed knowledge Learners emotional -ICT tools
Natural Resources are aware diff minerals observation -the local
Introduction –Recap of the cognitive environment
*Natural Resources previous lesson communication -pictures of
-Minerals Step 1-Facilitator discuss the diff minerals
natural resources that are found
in Zimbabwe
Step 2 Learners name the types
of minerals that are found in
zimbabwe
Step 3-learners discuss the
importance of minerals in the
country
Step 4 Learners in groups
discuss the uses minerals in the
country
Step 5-Groups feedback
Step 6--Individual written work
Conclusion -oral discussions
Lesson 4 -answer at least *Problem solving critical Heritage-Social
REVISION 15 questions *Critical thinking thinking Studies grade 3
correctlf from *Question and Answer writing syllabus page
NATURAL HERITAGE: the covered Assumed knowledge Learners have observations 14-16
PRODUCTION,DISTRIBUTION topics written the revision exercises before. confidence
AND CONSUMPTION OF Introduction. visual
-ICT tools
GOODS AND SERVICES Teacher explains key words -the local
Step 1The class revises the concepts environment
Natural Resources learnt on the covered topics
Step 2.Tr read the instructions on the

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 72

 *Natural Resources chalkboard on how they are going to write
-Land and Soil the test
-Trees and Vegetation Step 3Tr distributes papers to the pupils
-Minerals Step 4 Pupils write the test individually
Step 5The class revises the written test
Conclusion Tr gives extension or
remedial work to those who mastered

Wk Topic /Content Objectives Methodology/Assumed knowledge Competence Reference Evaluation

End Activities Skills S.O.M/ Media
Resources
08/11/2 Lesson 1 By the end of the *Discussions imaginative Heritage-Social
4 social
week learners *Discovery Studies grade 3
should be able *Demonstrations tactile syllabus page
NATURAL HERITAGE: technological
to: *Group work 14-16
PRODUCTION,DISTRIBUTION listening
-identify the *Question and Answer confidence
Ventures
AND CONSUMPTION OF
types of animals Assumed knowledge Learners are aware emotional Heritage-Social
GOODS AND SERVICES
in Zimbabwe diff animals observation Studies Learners
Natural Resources -state the benefits Introduction –Facilitator explain the key cognitive Bk Gr 3 page
of diff animals in words communication
the local Step 1-Facilitator discuss the diff types of -ICT tools
*Natural Resources
environment animals that are found in Zimbabwe -the local
-Animals Step 2 Learners identify diff types of animals environment
from the pictures -pictures of
Step 3-learners discuss the importance of animals
animals in the country
Step 4 Learners in groups discuss the uses
of animals in the community
Step 5-Groups feedback
Step 6--Individual written work
Conclusion -oral discussions
Lesson 2 -identify the *Discussions imaginative Heritage-Social
natural resources *Discovery social Studies grade 3
in Zimbabwe *Demonstrations tactile syllabus page
NATURAL HERITAGE:
technological
PRODUCTION,DISTRIBUTION -state the benefits *Group work 14-16
listening
AND CONSUMPTION OF of water in the *Question and Answer confidence
Ventures
local environment Assumed knowledge Learners uses water Heritage-Social

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 73

GOODS AND SERVICES everyday emotional Studies Learners
Introduction –Recap of the previous lesson observation Bk Gr 3 page
Natural Resources Step 1-Facilitator discuss the diff natural cognitive
communication
resources that are found in Zimbabwe -ICT tools
*Natural Resources Step 2 Learners conduct a field trip to -the local
-Water observe water in dams ,rivers,borehole environment
asnatural resources -pictures of
Step 3-learners discuss the importance of dams,wells ,bore
water in the community holes
Step 4 Learners in groups answer questions
from the work cards
Step 5-Groups feedback
Step 6--Individual written work
Conclusion -oral discussions
Lesson 3 -identify the *Discussions imaginative Heritage-Social
NATURAL HERITAGE: natural resources *Discovery social Studies grade 3
PRODUCTION,DISTRIBUTION in Zimbabwe *Demonstrations tactile syllabus page
technological
AND CONSUMPTION OF -state the benefits *Group work 14-16
listening
GOODS AND SERVICES of air and sunlight *Question and Answer confidence
in the local Assumed knowledge Learners are aware of emotional
Natural Resources environment diff natural resources observation
Introduction –Recap of the previous lesson cognitive
*Natural Resources Step 1-Facilitator discuss the importance of communication
-Air and Sunlight air and sunlight in our lives
Step 2-Learners observe the availability of
air and sunlight outside the classroom
Step 3 Learners in groups discuss the uses
of air and sunlight in our lives
Step 4-Groups feedback
Step 5--Individual written work
Conclusion -oral discussions
Lesson 4 -answer at least *Problem solving critical Heritage-Social
REVISION 15 questions *Critical thinking thinking Studies grade 3
correctlf from *Question and Answer writing syllabus page
NATURAL HERITAGE: the covered Assumed knowledge Learners have written the revision observations 14-16
PRODUCTION,DISTRIBUTION topics exercises before. confidence
AND CONSUMPTION OF Introduction. visual
Teacher explains key words

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 74

 GOODS AND SERVICES Step 1The class revises the concepts learnt on the
covered topics
Natural Resources Step 2.Tr read the instructions on the chalkboard on how
they are going to write the test
*Natural Resources Step 3Tr distributes papers to the pupils
-Animals Step 4 Pupils write the test individually
-Water Step 5The class revises the written test
-Air Conclusion Tr gives extension or remedial work to those
who mastered
-Sunlight

Wk Topic /Content Objectives Methodology/Assumed knowledge Competence Reference Evaluation

End Activities Skills S.O.M/ Media
Resources
15/11/2 Lesson 1 By the end of the *Discussions imaginative Heritage-Social
4 social
week learners *Discovery Studies grade 3
should be able *Demonstrations tactile
NATURAL HERITAGE: syllabus page
technological
PRODUCTION,DISTRIBUTION to: *Group work 14-16
listening
AND CONSUMPTION OF -list food crops *Question and Answer confidence
GOODS AND SERVICES from they know Assumed knowledge Learners are aware emotional -ICT tools
-distinguish diff crops observation -the local
Food and cash crops between food Introduction –Fcilitator explains the key cognitive
environment
crops and cash words communication
-pictures of food
*Food Crops crops Step 1-Facilitator discuss about the food
crops
crops that are found in Zimbabwe
Step 2 Learners name the types of food
crops that are found in zimbabwe
Step 3-learners name cash crops in the
country
Step 4 Learners in groups discuss the
importance of cash crops
Step 5-Groups feedback
Step 6--Individual written work
Conclusion -oral discussions
Lesson 2 -list cash crops *Discussions imaginative Heritage-Social
from they know *Discovery social Studies grade 3
-distinguish *Demonstrations tactile syllabus page
NATURAL HERITAGE:
technological
PRODUCTION,DISTRIBUTION between food *Group work 14-16
listening

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 75

AND CONSUMPTION OF crops and cash *Question and Answer confidence
GOODS AND SERVICES crops Assumed knowledge Learners are aware emotional -ICT tools
diff crops observation -the local
cognitive
Food and cash crops Introduction –Recap of the previous lesson environment
communication
Step 1-Facilitator discuss about the cash -pictures of cash
*Cash Crops crops that are found in Zimbabwe crops
Step 2 Learners name the types of cash
crops that are found in zimbabwe
Step 4 Learners in groups distinguish
between food and cash crops
Step 5-Groups feedback
Step 6--Individual written work
Conclusion -oral discussions
Lesson 3 -identify various *Discussions imaginative Heritage-Social
forms of wealth *Discovery social Studies grade 3
*Demonstrations tactile syllabus page
NATURAL HERITAGE:
technological
PRODUCTION,DISTRIBUTION *Group work 14-16
listening
AND CONSUMPTION OF *Question and Answer confidence
GOODS AND SERVICES Assumed knowledge Learners have emotional
parents who owns land observation -ICT tools
Forms of Wealth Introduction Facilitator explains key words cognitive -the local
Step 2 Facilitator discuss forms of wealth communication environment
*Forms of wealth Step 3 -learners discuss diff forms of wealth -pictures of land
Step 3 Learners list down the importance of
-Land
land in the community
Step 4 -In groups learners answer questions
from the work cards

Step 5-Groups feedback

Conclusion –Singing and dancing songs

Lesson 4 *Problem solving critical Heritage-Social
REVISION *Critical thinking thinking Studies grade 3
*Question and Answer writing syllabus page
NATURAL HERITAGE: Assumed knowledge Learners have written the revision observations 14-16
PRODUCTION,DISTRIBUTION exercises before. confidence
AND CONSUMPTION OF Introduction. visual
Teacher explains key words

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 76

 GOODS AND SERVICES Step 1The class revises the concepts learnt on the
covered topics
-Food and cash crops Step 2.Tr read the instructions on the chalkboard on how
they are going to write the test
-Forms of Wealth Step 3Tr distributes papers to the pupils
Step 4 Pupils write the test individually
Step 5The class revises the written test
Conclusion Tr gives extension or remedial work to those
who mastered
Wk Topic /Content Objectives Methodology/Assumed knowledge Competence Reference Evaluation
End Activities Skills S.O.M/ Media
Resources
22/11/2 Lesson 1 By the end of the *Discussions imaginative Heritage-Social
4 social
NATURAL HERITAGE: week learners *Discovery Studies grade 3
PRODUCTION,DISTRIBUTION should be able *Demonstrations tactile syllabus page
technological
AND CONSUMPTION OF to: *Group work 14-16
listening
GOODS AND SERVICES -identify various *Question and Answer confidence
Ventures
forms of wealth Assumed knowledge Learners are aware of emotional Heritage-Social
Form of Wealth diff minerals observation Studies Learners
Introduction Recap of the previous lesson cognitive Bk Gr 3 page
*Forms of wealth Step 2-Facilitator discuss some forms of communication
-Minerals wealth in the community -ICT tools
Step 3 -learners name some forms of wealth -the local
in the country environment
Step 3 Learners discuss the importance of -pictures of
minerals in the country minerals
Step 4 -In groups learners answer questions
from the work cards

Step 5-Groups feedback

Conclusion –Oral discussions

Lesson 2 identify various *Discussions imaginative Heritage-Social
NATURAL HERITAGE: forms of wealth *Discovery social Studies grade 3
PRODUCTION,DISTRIBUTION *Demonstrations tactile
technological syllabus page
AND CONSUMPTION OF *Group work 14-16
listening
GOODS AND SERVICES *Question and Answer confidence
Assumed knowledge Learners herd cattle emotional

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 77

Form of Wealth at their homes observation -ICT tools
Introduction Recap of the previous lesson cognitive -the local
Step 2-Facilitator discuss the importance of communication environment
*Forms of wealth
-Livestock livestocks in the community -pictures of
Step 3 -learners name some types of livestock
livestock they know
Step 3 Learners discuss the importance of
livestocks in the country
Step 4 -In groups learners answer questions
from the work cards

Step 5-Groups feedback

Conclusion –Oral discussions

Lesson 3 -identify various *Discussions imaginative Heritage-Social

NATURAL HERITAGE: forms of wealth *Discovery social Studies grade 3
PRODUCTION,DISTRIBUTION *Demonstrations tactile syllabus page
technological
AND CONSUMPTION OF *Group work 14-16
listening
GOODS AND SERVICES *Question and Answer confidence
Assumed knowledge Learners have emotional -ICT tools
Form of Wealth parents with properties observation -the local
Introduction Recap of the previous lesson cognitive environment
*Forms of wealth Step 2-Facilitator name some types of communication -pictures of diff
-Property properties he/she owns at home properties
Step 3 -learners name their parents’
properties at home
Step 3 Learners discuss the importance of
properties at home
Step 4 -In groups learners answer questions
from the work cards

Step 5-Groups feedback

Conclusion –Oral discussions

Lesson 4 identify various *Discussions imaginative Heritage-Social
NATURAL HERITAGE: forms of wealth *Discovery social Studies grade 3
PRODUCTION,DISTRIBUTION *Demonstrations tactile syllabus page
AND CONSUMPTION OF *Group work technological 14-16

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 78

 GOODS AND SERVICES *Question and Answer listening Ventures
Assumed knowledge Learners bring money confidence Heritage-Social
Form of Wealth at school emotional Studies Learners
Introduction Recap of the previous lesson observation Bk Gr 3 page
*Forms of wealth Step 2-Facilitator discuss the importance of cognitive
-Money having money in our day lives communication -ICT tools
Step 3 -learners discuss the uses of money -the local
Step 3 Learners discuss the importance of environment
having money in our lives -pictures of coins
Step 4 -In groups learners answer questions and notes
from the work cards

Step 5-Groups feedback

Conclusion –Oral discussions

Wk Topic /Content Objectives Methodology/Assumed knowledge Competenc Reference Evaluation

End Activities e S.O.M/ Media
Skills Resources
22/11/24 REVISION By the end of the *Problem solving critical Heritage-Social
Entitlements /Rights and week learners *Critical thinking thinking Studies grade 3
Responsibilities should be able *Question and Answer writing syllabus page
to: Assumed knowledge Learners have written the revision observations 14-16
-answer at least exercises before. confidence
50 examination Introduction. visual
questions from the
Teacher explains key words
covered topics
Step 1The class revises the concepts learnt on the covered
topics
Step 2.Tr read the instructions on the chalkboard on how
they are going to write the test
Step 3Tr distributes papers to the pupils
Step 4 Pupils write the test individually
Step 5The class revises the written test
Conclusion Oral discussions
REVISION -identify heritage *Problem solving critical Heritage-Social
sites in Zimbabwe *Critical thinking thinking Studies grade 3

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 79

Shelter *Question and Answer writing syllabus page
Assumed knowledge Learners have written the revision observations 14-16
exercises before. confidence
Introduction. visual
Teacher explains key words
Step 1The class revises the concepts learnt on the covered
topics
Step 2.Tr read the instructions on the chalkboard on how
they are going to write the test
Step 3Tr distributes papers to the pupils
Step 4 Pupils write the test individually
Step 5The class revises the written test
Conclusion Oral discussions
REVISION -answer at least *Problem solving critical Heritage-Social
Social services and 50 examination *Critical thinking thinking Studies grade 3
Volunteerism questions from the *Question and Answer writing syllabus page
covered topics Assumed knowledge Learners have written the revision observations 14-16
exercises before. confidence
Introduction. visual
Teacher explains key words
Step 1The class revises the concepts learnt on the covered
topics
Step 2.Tr read the instructions on the chalkboard on how
they are going to write the test
Step 3Tr distributes papers to the pupils
Step 4 Pupils write the test individually
Step 5The class revises the written test
Conclusion Oral discussions
REVISION -answer at least *Problem solving critical Heritage-Social
Natural 50 examination *Critical thinking thinking Studies grade 3
Heritage ,Production ,Dis questions from the *Question and Answer writing syllabus page
tribution and covered topics Assumed knowledge Learners have written the revision observations 14-16
exercises before. confidence
Consumption of goods
Introduction. visual
and services
Teacher explains key words
Step 1The class revises the concepts learnt on the covered
topics

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 80

 Step 2.Tr read the instructions on the chalkboard on how
they are going to write the test
Step 3Tr distributes papers to the pupils
Step 4 Pupils write the test individually
Step 5The class revises the written test
Conclusion Oral discussions

Wk Topic /Content Objectives Methodology/Assumed knowledge Competence Reference Evaluation

End Activities Skills S.O.M/ Media
Resources
29/11/24 END OF TERM By the end of the week *Problem solving critical Heritage-Social
CLUSTER learners should be able to: *Critical thinking thinking Studies grade 3
EXAMINATIONS *Question and Answer writing syllabus page
-answer at least 50 Assumed knowledge Learners have written the observations 14-16
examination questions from revision exercises before. confidence
the covered topics Introduction. visual
Teacher explains key words
Step 1The class revises the concepts learnt on the
covered topics
Step 2.Tr read the instructions on the chalkboard
on how they are going to write the test
Step 3Tr distributes papers to the pupils
Step 4 Pupils write the test individually
Step 5The class revises the written test
Conclusion Oral discussions

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 81

English language
Aims

 develop the four basic skills namely: listening, speaking, reading and writing in the English Language with emphasis on visual, manual and tactile
skills
 express themselves freely in a variety of situations that involve the use of functional English
 cultivate an appreciation of the use of English Language as a tool for cultural, political, religious, social and environmental development
 prepare for present and future studies in the English Language and other learning areas
 develop an appreciation of the English Language as a means of wider communication
 promote a reading and creative writing culture using the English Language
 promote the use of ICTs in the learning of the English Language develop basic skills of analysing literary works
 develop communicative competence in the English Language listen to/observe and understand texts or any form of communication in English
 use writing conventions correctly
 use the English language for communication in different situations
 express themselves in a correct and appropriate manner
 utilise ICTs in aspects of listening, speaking, reading and writing
 use non-verbal cues to express themselves
 write a variety of creative texts
 comment meaningfully on texts read to develop skills such as critical thinking, problem solving, team building and tolerance
 use appropriate language in both written and spoken discourse in line with our cultural values

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 82

Week Topic/Content Objectives Methodology/Assumed Competence SOM/ Media Evaluation
knowledge/Activities Skills
06/12/24 LESSON 1 By the end of the *Discussions Speaking English
LISTENING/ lesson Learners *Demonstrations Listening Language
OBSERVING should be able to; *Group work Describing Syllabus Gr
-recite a poem “The *Question and Answer Sensory 3page
Poem hawk and the rat Assumed knowledge motor
L1 The hawk and -describe the hawk Learners already knows rats observing Ventures
the rat and the rat Intro Primary English
Tr ask pupils to name types of birds Grade 3page
they know 51
Step 1Pupils identify a hawk and a
rat on pictures flash cards
Step 2.class discussion on the poem new words
Step 3Pupils practice recite the
poem the hawk and the rat
Step 4in groups ppls recite the poem
step 5.Groups report back and Tr
comments
step 6.Ppls imitate sounds produced
by rats and hawk
Conclusion
Tr ask any volunteer to recite the
poem

L2 LESSON 2
READING
- read the given
comprehension with
*Discussions
*Demonstrations Reading
Ventures
Primary English
/SIGNING emphasis on *Group work Sensory Grade 3page
understanding and *Question and Answer motor 52
Fluent observing Assumed knowledge identifying
Reading/ punctuation Learners have pets in their homes Grade 3
Proficient Intro Facilitaor displays the key Primary School
signing words Eng syllabus Gr
Step 1.The class read key words on 3 page13
Pet animals are flash cards -Flash cards
our friends Step 2The pupils state the meaning with key words
of words
Step 3The teacher give a model
reading of the comprehension
Step 4Pupils practice reading the
comprehension in pairs following the
model reading
Conclusion Oral discussion on the
comprehension read
L3 LESSON 3and 4 -answer *Discussions Describing Ventures

83
comprehension *Demonstrations Identifying Primary English
Comprehension
MRS N MUSEKIWA 3 TERM SCHEME CUM 2024*Group work
questions
RD in writing Grade 3page
Pet animals area *Question and Answer 51
our friends Assumed knowledge
Learners have pets in their homes Primary School
Wk Topic /Content Objectives Methodology/ Assumed knowledge/ Competence Reference Evaluation
End Activities Skills S.O.M
/Media

22/11/24 REVISION OF END By the end of the *Discusions reading English

OF TERM week learners *Problem solving writing Language
EXAMINATIONS should be able *Question and answer Syllabus Gr
to: Step 1Recap of the covered concepts 3page
Step 2.Learners pose questions on challenging topics Ventures
Step3.Individually learners write revision exercise Primary
Step 4.Collecting answer sheet from learners English Grade
Step 5.Revising the test 3page
Conclusion
Facilitator ask challenging questions and solve it as a class

REVISION OF END By the end of the *Discusions English

OF TERM week learners *Problem solving Language
EXAMINATIONS should be able *Question and answer Syllabus Gr
to: Step 1Recap of the covered concepts 3page
Step 2.Learners pose questions on challenging topics Ventures
Step3.Individually learners write revision exercise Primary
Step 4.Collecting answer sheet from learners English Grade
Step 5.Revising the test 3page
Conclusion
Facilitator ask challenging questions and solve it as a class
REVISION OF END By the end of the *Discusions English
OF TERM week learners *Problem solving Language
EXAMINATIONS should be able *Question and answer Syllabus Gr
to: Step 1Recap of the covered concepts 3page
Step 2.Learners pose questions on challenging topics Ventures
Step3.Individually learners write revision exercise Primary
Step 4.Collecting answer sheet from learners English Grade
Step 5.Revising the test 3page
Conclusion
Facilitator ask challenging questions and solve it as a class

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 84

Wk Topic /Content Objectives Methodology/ Assumed knowledge/ Competence Reference Evaluation
End Activities Skills S.O.M
/Media

29/11/ REVISION OF By the end of the *Discusions English

24 END OF TERM week learners *Problem solving Language
should be able *Question and answer
EXAMINATIONS Step 1Recap of the covered concepts Syllabus Gr
to: 3page
Step 2.Learners pose questions on challenging topics
Step3.Individually learners write revision exercise Ventures
Step 4.Collecting answer sheet from learners Primary
Step 5.Revising the test English Grade
Conclusion 3page
Facilitator ask challenging questions and solve it as a class

06/12/24 END OF TERM By the end of the

CLUSTER week learners
EXAMINATIONS should be able
to:

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 85

MATHEMATICS GRADE 3
aims
 explore mathematical and scientific ideas and come up with innovations and conclusions and
 demonstrate how people are influenced by mathematics.
 develop holistically and show a positive attitude towards Mathematics;
 acquire and apply mathematical concepts and skills and use them as tools in study, work, leisure and everyday transactions through use of technology;
 think and express themselves clearly and logically;
 develop an inquiring mind through child centred approaches;
 prepare for vocation and further studies in Mathematics and other learning areas
 develop an awareness of the importance of
 culture in the learning of Mathematics

TOPICS TO BE COVERED

 OPERATIONS

REFERENCES

 Primary School Mathematics Syllabus Gr 3 (2015-2022)

 Ventures Primary Mathematics Grade 3

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 86

Wk Topic Objectives Methodology/ Assumed knowledge Competen Reference Evaluation
End /Content Activities ce S.O.M / Media
Skills
13/09/2 OPERATION By the end *Demonstration identifyin Primary School
4
S of the week *Discussion g Mathematics
Lesson 1 learners *Individual reading Syllabus Gr
*Group presentation counting
should be 3page 9
*Discovery
Addition able to: adding
Assumed Knowledge -Learners are able to count
-Addition of arranging Ventures
numbers
Whole -read numbers Intro -Learners read the numbers from the number calculatin Primary
numbers from the line g Mathematics
(0 to 1 number line Step 1.Learners listen to the facilitator demonstrating writing Grade 3page 13-
000) arranging numbers on the abacus 17
-arrange Step 2.Demonstration by the facilitator on addition of
numbers whole numbers Abacuses
vertically on Step 3.class discussion on addition of numbers work cards
the abacus Step 4.Two volunteers to practice on the chalkboard number line
Step 5.Learners in groups of four practice adding counters
-add whole numbers phone
Step 6.Groups report back and teacher comments calculators
numbers
Step 7.Learners write individual work
without Conclusion.
carrying Facilitator ask one pupil to add one sum on the
chalkboard
Home work -Tr gives homework to the learners
OPERATIONS *Demonstration identifyin Pry Sch Maths
Lesson 2 *Discussion g Syllabus Gr
-calculate *Individual reading 3page 9
Addition addition of *Group presentation counting
-Addition of *Discovery Ventures
whole adding
two or three Assumed Knowledge-Learners are able to add whole
numbers arranging Primary
whole numbers
numbers Intro –Recap of the previous lesson calculatin Mathematics
without Step 1.Learners listen to the facilitator demonstrating g Grade 3page 13-
carrying addition of two whole numbers

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 87

(0 to 1 000 Step 2.Demonstration by the facilitator on addition of writing 17
two whole numbers
Step 3.class discussion on addition of two whole Abacuses
numbers work cards
Step 4.Two volunteers to practice on the chalkboard number line
Step 5.Learners in groups of four practice adding of counters
two numbers phone
Step 6.Groups report back and teacher comments calculators
Step 7.Learners write individual work
Conclusion.-Oral discussions as a class
Home work -Tr gives homework on addition of three
whole numbers
OPERATIONS *Demonstration identifyin Pry Sch Maths
Lesson 3 *Discussion g Syllabus Gr
*Individual reading 3page 9
Addition *Group presentation counting
-Addition of *Discovery Ventures
adding
two or three Assumed Knowledge -Learners are able to group
arranging Primary
whole numbers on the abacus
numbers with Intro- Recap of the previous lesson calculatin Mathematics
carrying Step 1.Learners listen to the facilitator demonstrating g Grade 3page 13-
on the chalkboard writing 17
(0 to 1 000) Step 2.Demonstration by the facilitator on addition of
three numbers Abacuses
Step 3.class discussion on addition up to 1000 work cards
Step 4.Two volunteers to practice on the chalkboard number line
Step 5.Learners in groups of four answer questions counters
from the work cards phone
Step 6.Groups report back and teacher comments calculators
Step 7.Learners write individual work
Conclusion. -Facilitator ask one pupil to add a sum
with three digits
Home work -Oral discussions of the written work

OPERATION *Demonstration identifyin Pry Sch Maths

S *Discussion g Syllabus Gr
Lesson 4 *Individual reading

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 -calculate *Group presentation counting 3page 9
Addition addition of *Discovery adding
-Addition of Assumed Knowledge- Learners are able to identify arranging Ventures
whole
money the notes and coins calculatin Primary
numbers Intro –Recap of the previous lesson
($0.40 + g Mathematics
Step 1.Learners listen to the facilitator
$9,67) -add the notes writing Grade 3page 13-
demonstrating adding money
Step 2.Demonstration by the facilitator on the 17
chalkboard
Step 3.class discussion on addition of money Abacuses
Step 4.Two volunteers to practice on the chalkboard work cards
Step 5.Learners in groups of four answer questions number line
from the work cards counters
Step 6.Groups report back and teacher comments phone
Step 7.Learners write individual work calculators
Conclusion. –Oral discussions
Home work -Tr gives homework to the learners
20/09/ OPERATION *Demonstration identifyin Pry Sch Maths
24 S *Discussion g Syllabus Gr
Lesson 5 *Individual reading 3page 9
*Group presentation counting
Addition *Discovery adding Ventures
Assumed Knowledge -Learners are able to read the Primary
-Addition of arranging
time
Time calculatin Mathematics
Intro –Recap of the previous lesson
(1hr 20min Step 1.Learners listen to the facilitator g Grade 3page13-
+57mins) demonstrating adding time writing 17
Step 2.Demonstration by the facilitator on addition of
time Abacuses
Step 3.class discussion on addition of time work cards
Step 4.Two volunteers to practice on the chalkboard number line
Step 5.Learners in groups of four answer questions counters
from the work cards phone
Step 6.Groups report back and teacher comments calculators
Step 7.Learners write individual work
Conclusion. -Oral discussions as a class

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 89

 OPERATION give mental Intro identifyin Pry Sch Maths
S answers to Step 1Recap of the covered concepts g Syllabus Gr
Lesson 6 multiplication Step 2.Learners pose questions on challenging topics reading 3page 9
Addition Step3.Individually learners write revision exercise counting
of length
Step 4.Collecting answer sheet from learners Ventures
-Addition adding
Step 5.Revising the test
calculate arranging Primary
Conclusion
REVISION addition of Facilitator ask challenging questions and solve it as a calculatin Mathematics
whole class g Grade 3page 13-
numbers writing 17

Wk Topic Objectives Methodology/ Assumed knowledge Competen Reference Evaluation

End /Content Activities ce S.O.M/ Media
Skills
OPERATION By the end *Demonstration identifyin Pry Sch Maths
S of the week *Discussion g Syllabus Gr
Lesson 1 learners *Individual reading 3page 9
should be *Group presentation counting
Addition *Discovery adding Ventures
able to:
Assumed Knowledge -Learners are able to measure Primary
-Addition of arranging
the mass of ingredients
mass -calculate calculatin Mathematics
Intro-Learners read the ingredients of different
(2kgs addition of products on the shop corner g Grade 3page 13-
+0,600kg) whole Step 1.Learners listen to the facilitator writing 17
numbers demonstrating addition of mass
Step 2.Demonstration by the facilitator on addition Abacuses
of mass in grammes and kilogrammes counters
Step 3.class discussion on addition of mass work cards
Step 4.Two volunteers to practice on the chalkboard flash cards
Step 5.Learners in groups of four answer questions calculators
from work cards computer

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 90

 Step 6.Groups report back and teacher comments phone
Step 7.Learners write individual work
Conclusion.
Facilitator ask one pupil to calculate the mass of two
packects of sugar
Home work
Tr gives homework to the learners on addition of
length

OPERATION *Demonstration identifyin Pry Sch Maths

S *Discussion g Syllabus Gr
Lesson 2 *Individual reading 3page 9
*Group presentation counting
Addition Assumed Knowledge -Learners are able to measure adding Ventures
a given length Primary
-Addition of arranging
Intro -Recap of the previous lesson
length calculatin Mathematics
Step 1.Learners listen to the facilitator
(72mm demonstrating addition of length on the chalkboard g Grade 3page 13-
+0,58m) Step 2.class discussion on addition of length writing 17
Step 4.Two volunteers to practice on the chalkboard
Step 5.Learners in groups of four answer questions Abacuses
from the work cards counters
Step 6.Groups report back and teacher comments work cards
Step 7.Learners write individual work flash cards
Conclusion. calculators
Oral discussions as a class and revision of written computer
work phone
Home work-learners were given home on addition of
volume

OPERATION *Demonstration identifyin Pry Sch Maths

S *Discussion g Syllabus Gr
Lesson 3 *Individual reading 3page 9
*Group presentation counting
Addition Assumed Knowledge -Learners are able to add adding Ventures
numbers Primary
-Addition of arranging
Intro -Learners read the numbers from the number
volume calculatin Mathematics
line

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 91

 (0 to 1 000) Step 1.Learners listen to the facilitator g Grade 3page 13-
demonstrating writing 17
Step 2.Demonstration by the facilitator on
Step 3.class discussion on Abacuses
Step 4.Two volunteers to practice on the chalkboard counters
Step 5.Learners in groups of four practice work cards
Step 6.Groups report back and teacher comments flash cards
Step 7.Learners write individual work calculators
Conclusion. -Facilitator ask one pupil to computer
Home work phone
Tr gives homework to the learners on subtraction of
whole numbers

27/09/ OPERATION *Demonstration identifyin Pry Sch Maths

24 S *Discussion g Syllabus Gr
Lesson 4  calculate *Individual reading 3page 10
subtractio *Group presentation subtractio
Subtraction Assumed Knowledge n Ventures
n of
Learners are able to arrange numbers on an abacus Primary
-Subtraction whole arranging
Intro - Recap of the previous lesson
of whole numbers calculatin Mathematics
Step 1.Learners listen to the facilitator
numbers demonstrating g Grade 3page 18-
(0 to 1 000) Step 2.Demonstration by the facilitator on writing 22
Step 3.class discussion on
Step 4.Two volunteers to practice on the chalkboard Abacuses
Step 5.Learners in groups of four practice counters
Step 6.Groups report back and teacher comments work cards
Step 7.Learners write individual work flash cards
Conclusion. calculators
Facilitator pose a question on subtraction and ask one computer
pupil to solve it phone
Home work -Oral discussions of the written work
OPERATION *Demonstration identifyin Pry Sch Maths
S *Discussion g Syllabus Gr
Lesson 5 *Individual reading 3page 10
*Group presentation subtractio
Subtraction Assumed Knowledge n Ventures
Learners are able to count numbers on the number

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 -Subtraction line arranging Primary
of whole Intr -Recap of the previous lesson calculatin Mathematics
numbers Step 1.Learners listen to the facilitator g Grade 3page 18-
(0 to 1 000) demonstrating writing
Step 2.Demonstration by the facilitator on 22
Step 3.class discussion on
Step 4.Two volunteers to practice on the chalkboard Abacuses
Step 5.Learners in groups of four practice counters
Step 6.Groups report back and teacher comments work cards
Step 7.Learners write individual work flash cards
Conclusion. - Oral discussions calculators
Home work - Tr gives homework to the learners computer
phone

OPERATION -give mental Intro identifyin Pry Sch Maths

S answers to Step 1Recap of the covered concepts g Syllabus Gr
Lesson 6 multiplication Step 2.Learners pose questions on challenging topics reading 3page 10
Step3.Individually learners write revision exercise subtractio
of length
Step 4.Collecting answer sheet from learners Ventures
Subtraction n
Step 5.Revising the test
-Subtraction -calculate arranging Primary
Conclusion
of whole subtraction of Facilitator ask challenging questions and solve it as a calculatin Mathematics
numbers whole class g Grade 3page 18-
(0 to 1 000) numbers writing 22

REVISION

Wk Topic Objectives Methodology/ Assumed knowledge Competenc Reference Evaluation

End /Content Activities e S.O.M/ Media
Skills
04/10/24 OPERATIONS By the end of *Demonstration identifying Pry Sch Maths
Lesson 1 the week *Discussion reading Syllabus Gr
learners *Individual subtraction 3page 10
Subtraction *Group presentation arranging
should be
-Subtraction of Assumed Knowledge calculating Ventures
whole Learners are able to subtract whole numbers

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 93

 numbers with able to: Intro -Learners cn read the numbers going writing Primary
one to two backwards Mathematics
equal -subtract given Step 1.Learners listen to the facilitator Grade 3page 18-
additions numbers with demonstrating
22
(0 to 1 000) one and two Step 2.Demonstration by the facilitator on
Step 3.class discussion on
decomposition Abacuses
Step 4.Two volunteers to practice on the chalkboard
or equal counters
Step 5.Learners in groups of four practice
addition work cards
Step 6.Groups report back and teacher comments
flash cards
Step 7.Learners write individual work
-recall calculators
Conclusion. –Oral discussions as a class
computer
subtraction
phone
facts of
randomly
chosen tasks
mentally

OPERATIONS  subtract *Demonstration identifying Pry Sch Maths

Lesson 2 numbers *Discussion reading Syllabus Gr
with one *Individual subtraction 3page 10
Subtraction *Group presentation arranging
or two
-Subtraction of *Discovery calculating Ventures
Mass digits Assumed Knowledge writing
 subtract Primary
(0 to 1 000) Learners are able to measure the mass of objects
mass Intro Mathematics
 read and Recap of the previous lesson Grade 3page 18-
write Step 1.Learners listen to the facilitator 22
quantities demonstrating on chalkboard
Step 2.Demonstration by the facilitator on Abacuses
of items counters
subtraction of mass
Step 3.class discussion on subtraction of mass work cards
Step 4.Two volunteers to practice on the chalkboard flash cards
Step 5.Learners in groups of four practice calculators
Step 6.Groups report back and teacher comments computer
Step 7.Learners write individual work phone
Conclusion.
Facilitator ask one pupil to subtract a given some
infront

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 94

 Home work - Tr gives homework on subtraction of
length
OPERATIONS *Demonstration identifying Pry Sch Maths
Lesson 3 *Discussion reading Syllabus Gr
 calculate *Individual subtraction 3page 10
Subtraction subtraction *Group presentation arranging
-Subtraction of of whole Assumed Knowledge calculating Ventures
Length Learners are able to measure the length of items writing
numbers in Primary
(0 to 1 000) Intro- Recap of the previous lesson
measures Step 1.Learners listen to the facilitator Mathematics
 read and demonstrating Grade 3page 18-
write length Step 2.Demonstration by the facilitator on 22
of items Step 3.class discussion on
 measure Step 4.Two volunteers to practice on the chalkboard Abacuses
Step 5.Learners in groups of four practice counters
and
Step 6.Groups report back and teacher comments work cards
subtract flash cards
Step 7.Learners write individual work
length of Conclusion. --Oral discussions calculators
objects Home work - learners were given homework on computer
subtraction of time phone

OPERATIONS  calculate *Demonstration identifying Pry Sch Maths

Lesson 4 subtraction *Discussion reading Syllabus Gr
of whole *Individual subtraction 3page
Subtraction *Group presentation arranging
numbers in
-Subtraction of Assumed Knowledge - Learners are able to read calculating Ventures
Time time the time writing
 read and Primary
(0 to 1 000) Intro – Recap of the previous lesson
write the Step 1.Learners listen to the facilitator Mathematics
time demonstrating Grade 3page 18-
 subtract Step 2.Demonstration by the facilitator on 22
time taken subtraction of time
Step 3.class discussion on subtraction of time Abacuses
Step 4.Two volunteers practice on the chalkboard counters
Step 5.Learners in groups of four answer questions work cards
on the work cards calculators
Step 6.Groups report back and teacher comments computer

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 95

 Step 7.Learners write individual work phone
Conclusion. - Oral discussions clock faces
Home work -learners were given work on
subtraction of volume
11/11/ OPERATIONS  calculate *Demonstration identifying Pry Sch Maths
19 Lesson 5 subtraction *Discussion reading Syllabus Gr
Subtraction of whole *Individual subtraction 3page 10
-Subtraction of *Group presentation arranging
numbers in
Volume Assumed Knowledge calculating Ventures
(0 to 1 000) volume Learners are able to measure the volume of water writing
 read and Primary
Intro - Recap of the previous lesson
write the Step 1.Learners listen to the facilitator Mathematics
quantities demonstrating on the chalkboard Grade 3page 18-
of given Step 2.Demonstration by the facilitator on 22
objects subtraction of volume
Step 3.class discussion on subtraction of volume Abacuses
Step 4.Two volunteers to practice on the chalkboard counters
Step 5.Learners in groups of four answer questions work cards
on the work cards flash cards
Step 6.Groups report back and teacher comments calculators
Step 7.Learners write individual work computer
Conclusion. - Oral discussions phone

OPERATIONS -give mental Intro identifying Pry Sch Maths

Lesson6 answers to Step 1Recap of the covered concepts reading Syllabus Gr
Subtraction multiplication Step 2.Learners pose questions on challenging subtraction 3page 10
-Subtraction of length topics arranging
(0 to 1 000) Step3.Individually learners write revision exercise calculating Ventures
REVISION -calculate Step 4.Collecting answer sheet from learners writing
subtraction of Primary
Step 5.Revising the test
whole Conclusion Mathematics
numbers in Facilitator ask challenging questions and solve it as a Grade 3page 18-
measures class 22

Wk Topic Objectives Methodology/ Assumed knowledge Competen Reference Evaluation

End /Content Activities ce S.O.M/ Media
Skills

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 96

 OPERATIONS By the end of *Demonstration identifying Pry Sch Maths
Lesson 1 the week *Discussion reading Syllabus Gr
Addition of learners *Individual adding 3page 10
proper *Group presentation arranging
should be
fraction Assumed Knowledge calculating Ventures
-Parts of a able to: Learners are able to draw parts of a fraction writing
Primary
fraction Intro
-identify parts Facilitator demonstrate cutting an orange into 4 Mathematics
of fractions pieces and explain the addition of fractions Grade 3page
Step 1.Learners listen to the facilitator 171-173
-read and write demonstrating
parts of Step 2.Demonstration by the facilitator on addition fraction strips
fractions of proper fractions work cards
Step 3.class discussion on parts of a fraction counters
-calculate Step 4.Two volunteers to practice adding fractions ICT tools
addition of on the chalkboard fraction chart
proper Step 5.Learners in groups of four answer questions
on the work cards
fractions
Step 6.Groups report back and teacher comments
Step 7.Learners write individual work
Conclusion. - Oral discussions
OPERATIONS -identify *Demonstration identifyin Pry Sch Maths
Lesson 2 denominators *Discussion g Syllabus Gr
and *Individual reading 3page 10
Addition of *Group presentation adding
numerators in
proper Assumed Knowledge Ventures
given fractions arranging
fraction Learners are able to identify denominators and
calculatin Primary
-Identifying numerators
-add proper g Mathematics
denominator Intro -Recap of the previous lesson
fractions with Step 1.Learners listen to the facilitator explaining writing Grade 3page
and
the same the terms denominator and numerator 171-173
numerator
denominators Step 2.Demonstration by the facilitator on adding o
proper fractions with the same denominator fraction strips
Step 3.class discussion on addition of proper work cards
fractions with the same denominator counters
Step 4.Two volunteers to practice on the chalkboard ICT tools
Step 5.Learners in groups of 4 answer questions fraction chart
from work cards

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 97

 Step 6.Groups report back and teacher comments
Step 7.Learners write individual work
Conclusion. - Oral discussions
Home work
Oral discussions of the written work

OPERATIONS  add two *Demonstration identifyin Pry Sch Maths

Lesson 3 fractions *Discussion g Syllabus Gr
with the *Individual reading 3page 10
Addition of *Group presentation adding
same
proper Assumed Knowledge Ventures
denominato arranging
fraction Learners can identify denominators and numerators
rs calculatin Primary
-Addition of Intro - Recap of the previous lesson
fractions with  calculate g Mathematics
Step 1.Learners listen to the facilitator
the same addition of demonstrating o the chalboard writing Grade
denominator proper Step 2.Demonstration by the facilitator on addition 3page171-173
3/5 +1/5 fractions of fractions with the same denominator
Step 3.class discussion on addition of fractions fraction strips
 give mental work cards
Step 4.Two volunteers to practice on the chalkboard
answers to counters
Step 5.Learners in groups of four answer questions
addition of on the work cards ICT tools
fractions Step 6.Groups report back and teacher comments fraction chart
Step 7.Learners write individual work
Conclusion. -Facilitator ask one pupil to add a sum
on the chalkboard
OPERATIONS  identify *Demonstration identifyin Pry Sch Maths
Lesson 4 denominat *Discussion g Syllabus Gr
Addition of ors and *Individual reading 3page 10
proper *Group presentation adding
numerator
fraction Assumed Knowledge - Learners are able to add Ventures
s in arranging
-Addition of numbers
fractions calculatin Primary
fractions with Intro - Recap of the previous lesson
the  add two g Mathematics
Step 1.Learners listen to the facilitator
denominator fractions demonstrating on the chalkboard writing Grade
10 with the Step 2.Demonstration by the facilitator on addition 3page171-173
3/10 +1/10 same of fraction with the denominator 10
Step 3.Two volunteers to practice on the chalkboard fraction strips
denominat
Step 4.Learners in groups of answer questions from work cards

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 98

 ors work cards counters
Step 5.Groups report back and teacher comments ICT tools
Step 6.Learners write individual work fraction chart
Conclusion. - Facilitator ask one pupil to work a
given sum infront
Home work
learners were given homework on missing values on
fractions

18/11/ OPERATION  find *Demonstration identifyin Pry Sch Maths

19 S missing *Discussion g Syllabus Gr 3page
Lesson 5 numbers *Individual reading 10
Addition of in open *Group presentation adding
*Discovery Ventures Primary
proper sentences arranging Mathematics
Assumed Knowledge
fraction  read and calculatin Grade 3page 171-
Learners are able to identify numbers on the number
-Missing write line g 173
values in missing Intro - Recap of the previous lesson writing
fractions fraction in Step 1.Learners listen to the facilitator fraction strips
demonstrating work cards
a sentence
Step 2.Demonstration by the facilitator on missing counters
strip ICT tools
numbers
Step 3.Two volunteers to practice putting missing fraction chart
values in sentences involving addition
Step 4.Learners in groups of four answer questions
from work cards
Step 5.Groups report back and teacher comments
Step 6.Learners write individual work
Conclusion. -Oral discussion
OPERATION  give Intro identifyin Pry Sch Maths
S mental Step 1Recap of the covered concepts g Syllabus Gr 3page
Lesson 6 answers to Step 2.Learners pose questions on challenging reading 10
Addition of topics adding
multiplicati
Step3.Individually learners write revision exercise Ventures Primary
proper on of arranging Mathematics
Step 4.Collecting answer sheet from learners
fraction length Step 5.Revising the test calculatin Grade 3page 171-
-Addition of  calculate Conclusion g 173
fractions addition of

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 99

 REVISION proper Facilitator ask challenging questions and solve it as a writing
fractions class

Wk Topic Objectives Methodology /Assumed knowledge Competen Reference Evaluation

End /Content Activities ce S.O.M/ Media
Skills
Lesson 1 By the end of *Demonstration identifyin Pry Sch Maths
Subtraction the week *Discussion g Syllabus Gr
learners *Individual
of proper should be able reading 3page 10 New
fraction *Group presentation subtractio
to: Vent in Maths Bk
Assumed Knowledge
-Subtraction n 3page
Learners are aware of subtraction facts
of 2 proper  subtract arranging
Intro
fractions proper
Facilitator explans on sizes of fraction sfrom the calculatin Ventures
with the fractions g Primary
fraction chart
denominator with the writing Mathematics
Step 1.Learners listen to the facilitator
2 denominator demonstrating Grade 3page
2 Step 2.Demonstration by the facilitator on 171-173
2/2 -1/2  calculate subtraction of 2 proper fractios with the denominator
subtraction 2 fraction strips
of proper Step 3.class discussion on subtraction of fractions fraction chart
fractions Step 4.Two volunteers to practice on the chalkboard work cards
Step 5.Learners in groups of four answer questions counters
on the work cards ICT tools
Step 6.Groups report back and teacher comments
Step 7.Learners write individual work
Conclusion. - Oral discussions
Home work
learners were given homework on subtraction of 2
proper fractions with denominator 4

Lesson 2  calculate *Demonstration identifyin Pry Sch Maths

Subtraction subtractio *Discussion g Syllabus Gr
of proper n of proper *Individual reading
*Group presentation

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 10

0
 fraction fractions *Discovery subtractio 3page
-Subtraction  subtract Assumed Knowledge n
of 2 proper given Learners are aware of subtraction facts arranging Ventures
fractions Intro calculatin Primary
proper
Facilitator explans on sizes of fraction from the Mathematics
with the fraction g
fraction chart
denominator with the writing Grade
Step 1.Learners listen to the facilitator
4 denominato demonstrating 3page171-173
3/4 -2/4 r4 Step 2.Demonstration by the facilitator on
subtraction of 2 proper fractions with the fraction strips
denominator 4 fraction chart
Step 3.class discussion on subtraction of fractions work cards
Step 4.Two volunteers to practice on the chalkboard counters
Step 5.Learners in groups of four answer questions ICT tools
on the work cards
Step 6.Groups report back and teacher comments
Step 7.Learners write individual work
Conclusion. - Oral discussions
Home work
learners were given homework on subtraction of 2
proper fractions with denominator 5

Lesson 3  subtract *Demonstration identifyin Pry Sch Maths

Subtraction given *Discussion g Syllabus Gr
of proper proper *Individual reading 3page 10
fraction fraction *Group presentation subtractio
-Subtraction Assumed Knowledge n Ventures
with the
Learners are aware of subtraction facts Primary
of 2 proper denominato arranging
Intro Recap of the previous lesson
fractions r5 calculatin Mathematics
Step 1.Learners listen to the facilitator
with the  calculate demonstrating g Grade 3page
denominator given Step 2.Demonstration by the facilitator on writing 171-173
5 fractions subtraction of 2 proper fractios with the denominator
2 fraction strips
 calculate fraction chart
Step 3.class discussion on subtraction of fractions
subtraction work cards
5/5 -2/5 Step 4.Two volunteers to practice on the chalkboard
of proper Step 5.Learners in groups of four answer questions counters
fractions on the work cards

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 10

1
 Step 6.Groups report back and teacher comments ICT tools
Step 7.Learners write individual work
Conclusion. - Oral discussions
Home work
learners were given homework on HCF,LCM

Lesson 4  find the *Demonstration identifyin Pry Sch Maths

lowest *Discussion g Syllabus Gr
Subtraction common *Individual reading 3page 10
of proper *Group presentation subtractio
multiple
fraction Assumed Knowledge - Learners are able to add n Ventures
and sums
-HCF/LCM highest arranging Primary
Intro - Recap of the previous lesson
Highest common calculatin Mathematics
Step 1.Learners listen to the facilitator explaining on
common multiple of HCF and LCM g Grade 3page
factor and numbers Step 2.Demonstration by the facilitator on HCF and writing 171-173
lowest LCM
common Step 3.class discussion on on HCF and LCM fraction strips
multiple Step 4.Two volunteers to practice on the chalkboard fraction chart
Step 5.Learners in groups of four answer questions work cards
on work cards counters
Step 6.Groups report back and teacher comments ICT tools
Step 7.Learners write individual work
Conclusion. - Oral discussions
25/10/ Lesson 5  find *Demonstration identifyin Pry Sch Maths
24 missing *Discussion g Syllabus Gr
Subtraction numbers *Individual reading 3page 11
of proper in open *Group presentation subtractio
fraction Assumed Knowledge n Ventures
sentences
Learners are able to identify numbers on the number Primary
-Missing  read and arranging
line
values in write calculatin Mathematics
Intro - Recap of the previous lesson
fractions missing Step 1.Learners listen to the facilitator g Grade 3page
fraction in demonstrating writing 171-173
a sentence Step 2.Demonstration by the facilitator on missing
values fraction strips
strip fraction chart
Step 3.Two volunteers to practice putting missing
values in sentences involving fractions work cards

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 10

2
 Step 4.Learners in groups of four answer questions counters
from work cards ICT tools
Step 5.Groups report back and teacher comments
Step 6.Learners write individual work
Conclusion. -Oral discussion

Lesson 6 give mental Intro identifyin Pry Sch Maths

Subtraction answers to Step 1Recap of the covered concepts g Syllabus Gr
of proper subtraction of Step 2.Learners pose questions on challenging reading 3page 11
fraction topics subtractio
fractions
Step3.Individually learners write revision exercise Ventures
calculate n
Step 4.Collecting answer sheet from learners
-REVISION arranging Primary
fractions of Step 5.Revising the test
Conclusion calculatin Mathematics
whole numbers
Facilitator ask challenging questions and solve it as a g Grade 3page
class writing 171-173

Wk Topic Objectives Methodology/Assumed knowledge Competen Reference Evaluation

End /Content Activities ce S.O.M/ Media
Skills
Lesson 1 By the end of *Demonstration identifyin Pry Sch Maths
the week *Discussion g Syllabus Gr
Multiplicati learners *Individual reading 3page 11
on should be *Group presentation multiplyin
Assumed Knowledge - Learners are able to add g Ventures
able to:
numbers Primary
-Repeated adding
Intro Mathematics
addition -use arranging
Learners read the numbers from the number line in Grade 3page 31-
multiplication fives from 100 to 500 calculatin
37
sign correctly Step 1.Learners listen to the facilitator g
in repeated demonstrating repeated addition writing number line
addition Step 2.Demonstration by the facilitator on repeated multiplication
addition table

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 10

3
 -arrange Step 3.class discussion on multiplication on work cards
numbers repeated addition flash cards
Step 4.Two volunteers to practice adding on the smart phone
correctly on chalkboard calculators
the abacus Step 5.Learners in groups of four practice on the ICT tools
work cards
-multiply whole Step 6.Groups report back and teacher comments
numbers Step 7.Learners write individual work
without Conclusion.
carrying Facilitator ask one pupil to add numbers using
repeated addition in front
Home work
Tr gives homework on multiplication to the learners
Lesson 2 -multiply any *Demonstration identifyin Pry Sch Maths
given number *Discussion g Syllabus Gr
Multiplicatio by one digit *Individual reading 3page
n multiplier *Group presentation multiplyin
without Assumed Knowledge Ventures
g
-Multiplication carrying Learners are able to multiply two digit numbers
arranging Primary
of whole -read and write Intro - Recap of the previous lesson
numbers by whole numbers calculatin Mathematics
Step 1.Learners listen to the facilitator
one digit correctly demonstrating multiplying numbers without carrying g Grade 3page 31-
multiplier -arrange Step 2.Demonstration by the facilitator on writing 37
without numbers multiplication of numbers by one digit multiplier
carrying correctly on Step 3.class discussion on multiplication without number line
314 the abacus carrying multiplication
x2 Step 4.Two volunteers to practice on the chalkboard table
Step 5.Learners in groups of four practice on the work cards
work cards flash cards
Step 6.Groups report back and teacher comments smart phone
Step 7.Learners write individual work calculators
Conclusion. ICT tools
Facilitator ask one pupil to
Home /extension & remedial work
Tr gives remedial work to the learners
Lesson 3 -multiply any *Demonstration identifyin Pry Sch Maths
given number *Discussion g Syllabus Gr
Multiplicatio by one digit *Individual reading

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4
 n multiplier with *Group presentation multiplyin 3page 11
carrying Assumed Knowledge g
-Multiplication Learners are able to multiply numbers using arranging Ventures
of whole repeated addition calculatin Primary
numbers by Intro Mathematics
g
one digit Recap of the previous lesson
writing Grade 3page 31-
multiplier with Step 1.Learners listen to the facilitator
one carry demonstrating multiplying numbers with carrying 37
328 Step 2.Demonstration by the facilitator on
x2 multiplying one digit multiplier with one carry number line
Step 3.class discussion on multiplication of whole multiplication
numbers with one carry table
Step 4.Two volunteers to practice on the chalkboard work cards
Step 5.Learners in groups of four practice flash cards
Step 6.Groups report back and teacher comments smart phone
Step 7.Learners write individual work calculators
Conclusion. ICT tools
Facilitator ask one pupil to multiply a sum on the
chalkboard
Home work
Tr gives homework to the learners
Lesson 4 -recall *Demonstration identifyin Pry Sch Maths
multiplication *Discussion g Syllabus Gr
Multiplicatio facts mentally *Individual reading 3page 11
n -multiply any *Group presentation multiplyin
given number Ventures
Assumed Knowledge g
-Multiplication by one digit Learners are able to count in twos.three and fives arranging Primary
of whole multiplier with Intro
numbers carrying calculatin Mathematics
Recap of the previous lesson g Grade 3page 31-
recall Step 1.Learners listen to the facilitator
multiplication writing 37
demonstrating multiplication facts
facts Step 2.Demonstration by the facilitator on recalling
number line
multiplication facts
multiplication
Step 3.class discussion on
table
Step 4.Two volunteers to practice on the chalkboard
work cards
Step 5.Learners in groups of four practice
flash cards
Step 6.Groups report back and teacher comments
smart phone
Step 7.Learners write individual work

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5
 Conclusion. calculators
Oral discussions ICT tools

01/11/ Lesson 5 -find prime *Demonstration identifyin Pry Sch Maths

24 factors of *Discussion g Syllabus Gr
Multiplicatio whole numbers *Individual reading 3page 11
n -give mental *Group presentation multiplyin
answers to Assumed Knowledge - Learners are aware of LCM Ventures
g
-Factors of multiplication and LCF
arranging Primary
numbers of basic facts Intro - Recap of the previous lesson
(0-1000) calculatin Mathematics
Step 1.Learners listen to the facilitator
demonstrating g Grade 3page 31-
Step 2.Demonstration by the facilitator on factors of writing 37
numbers
Step 3.class discussion on multiples and factors of number line
numbers multiplication
Step 4.Two volunteers to practice on the chalkboard table
Step 5.Learners in groups of four answer questions work cards
from work cards flash cards
Step 6.Groups report back and teacher comments smart phone
Step 7.Learners write individual work calculators
Conclusion. ICT tools
Oral discussion
Lesson 6 -find missing *Demonstration identifyin Pry Sch Maths
numbers in *Discussion g Syllabus Gr
Multiplicatio open *Individual reading 3page 11
n sentences *Group presentation multiplyin
-read and write Assumed Knowledge Ventures
g
-Missing missing Learners are able to identify numbers on the number
arranging Primary
values in multiplication line
multiplication sentences in a calculatin Mathematics
Intro - Recap of the previous lesson
sentences sentence strip Step 1.Learners listen to the facilitator g Grade 3page 31-
demonstrating writing 37
Step 2.Demonstration by the facilitator on missing
values on multiplication table number line
Step 3.Two volunteers to practice putting missing multiplication
values in sentences involving multiplication table
Step 4.Learners in groups of four answer questions work cards

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6
 from work cards flash cards
Step 5.Groups report back and teacher comments smart phone
Step 6.Learners write individual work calculators
Conclusion. -Oral discussion ICT tools

Wk Topic Objectives Methodology Competen Reference Evaluation

End /Content Activities ce S.O.M/ Media
Skills
Lesson 1 By the end of *Demonstration identifyin Pry Sch Maths
the week *Discussion g Syllabus Gr
Multiplicatio learners *Individual reading 3page 11
n *Group presentation multiplyin
should be
Assumed Knowledge- Learners are able to read g Ventures
-Multiplication able to:
the multiplication table Primary
facts(mentally arranging
Intro -Recap of the previous lesson
) -recall calculatin Mathematics
Step 1.Learners listen to the facilitator
multiplication demonstrating on multiplication facts g Grade 3page 31-
facts mentally Step 2.Demonstration by the facilitator on mental writing 37
multiplication
Step 3.class discussion on multiplication tables number line
Step 4.Two volunteers to practice on the chalkboard multiplication
Step 5.Learners in groups of four practice table
multiplication facts work cards
Step 6.Groups report back and teacher comments flash cards
Step 7.Learners write individual work smart phone
Conclusion. calculators
Oral discussions ICT tools

Lesson 2 -give mental *Demonstration identifyin Pry Sch Maths

answers to *Discussion g Syllabus Gr
Multiplicatio multiplication *Individual reading 3page 11
n of mass *Group presentation multiplyin
-multiply the Assumed Knowledge- Learners are able to weigh Ventures
g

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7
 -Multiplication mass of things arranging Primary
of Mass objects Intro - Recap of the previous lesson calculatin Mathematics
Step 1.Learners listen to the facilitator g Grade 3page 31-
demonstrating writing 37
Step 2.Demonstration by the facilitator on
Step 3.class discussion on
number line
Step 4.Two volunteers to practice on the chalkboard
multiplication
Step 5.Learners in groups of four practice
table
Step 6.Groups report back and teacher comments
work cards
Step 7.Learners write individual work
flash cards
Conclusion.- Oral discussions
smart phone
Home work
calculators
Tr gives homework to the learners on multiplication
ICT tools
of length

Lesson 3 -give mental *Demonstration identifyin Pry Sch Maths

answers to *Discussion g Syllabus Gr
Multiplicatio multiplication *Individual reading 3page 11
n of length *Group presentation multiplyin
-multiply the Assumed Knowledge Ventures
g
-Multiplication length of Learners are able to measure length
arranging Primary
of Length objects Intro - Recap of the previous lesson
calculatin Mathematics
Step 1.Learners listen to the facilitator explaining
about length g Grade 3page 31-
Step 2.Demonstration by the facilitator on writing 37
multiplication of length
Step 3.class discussion on multiplication of length number line
Step 4.Two volunteers to practice on the chalkboard multiplication
Step 5.Learners in groups of four answer questions table
on work cards work cards
Step 6.Groups report back and teacher comments flash cards
Step 7.Learners write individual work smart phone
Conclusion. calculators
oral discussions ICT tools

Lesson 4 -give mental *Demonstration identifyin Pry Sch Maths

answers to *Discussion g Syllabus Gr
Multiplicatio multiplication *Individual

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8
 n of time *Group presentation reading 3page 11
-multiply time Assumed Knowledge multiplyin
-Multiplication taken on a Learners are able to calculate time taken g Ventures
of Time journey Intro arranging Primary
Facilitator shows learners a clock face ans ask what Mathematics
calculatin
time was shown
g Grade 3page 31-
Step 1.Learners listen to the facilitator explaining on
multiplication of time writing 37
Step 2.Demonstration by the facilitator on
multiplication of time number line
Step 3.Two volunteers to practice on the chalkboard multiplication
Step 4.Learners in groups of four answer questions table
from work cards work cards
Step 5.Groups report back and teacher comments flash cards
Step 6.Learners write individual work smart phone
Conclusion. calculators
Oral discussions ICT tools
Home work
Tr gives homework on multiplication of volume
08/11/ Lesson 5 -read and write *Demonstration identifyin Pry Sch Maths
24 volumes of *Discussion g Syllabus Gr
Multiplicatio solid objects *Individual reading 3page 11
n -give mental *Group presentation multiplyin
answers to Assumed Knowledge Ventures
g
-Multiplication multiplication Learners are able to measure volume of items
arranging Primary
of Volume of volume Intro
-multiply given Facilitator ask learners the measurements used calculatin Mathematics
measures whem measuring volume g Grade 3page 31-
Step 1.Learners listen to the facilitator explaining on writing 37
multiplication of volume
Step 2.Demonstration by the facilitator on number line
multiplication of volume multiplication
Step 3.Two volunteers to practice on the chalkboard table
Step 4.Learners in groups of four answer questions work cards
fro work cards flash cards
Step 5.Groups report back and teacher comments smart phone
Step 6.Learners write individual work calculators
Conclusion. - Oral discussions

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 10

9
 ICT tools

Lesson 6 -give mental Intro identifyin Pry Sch Maths

answers to Step 1Recap of the covered concepts g Syllabus Gr
Multiplicatio multiplication Step 2.Learners pose questions on challenging reading 3page 11
n in measures topics multiplyin
-calculate Step3.Individually learners write revision exercise Ventures
g
-Multiplication measures of Step 4.Collecting answer sheet from learners
arranging Primary
in measures items Step 5.Revising the test
Conclusion calculatin Mathematics
REVISION Facilitator ask challenging questions and solve it as a g Grade 3page 31-
class writing 37

Wk Topic Objectives Methodology Competen Reference Evaluation

End /Content Activities ce S.O.M/ Media
Skills
Lesson 1 By the end of *Demonstration identifyin Pry Sch Maths
the week *Discussion g Syllabus Gr
Division of learners *Individual reading 3page 11
whole should be *Group presentation dividing
numbers Assumed Knowledge sharing Ventures
able to:
Learners share food during lunch time Primary
arranging
Intro - Facilitator demonstrate sharing books equally Mathematics
-Sharing -share equally calculatin
to the learners Grade 3page 43-
equally the numbers Step 1.Learners listen to the facilitator reinforcing g
47
basic division facts mentally writing
-divide whole Step 2.Demonstration by the facilitator on sharing sharing number line
numbers by Step 3.Two volunteers to practice on the chalkboard counters
one digit Step 4.Learners in groups of four practice sharing pencils
divisors books equally books
Step 5.Groups report back and teacher comments work cards
Step 6.Learners write individual work calculators
Conclusion. smartphones
Facilitator ask one pupil to share 8 chalks to 4 pupils
equally
Home work
Tr gives homework on division of whole numbers

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0
 Lesson 2 -divide *Demonstration identifyin Pry Sch Maths
numbers *Discussion g Syllabus Gr
Division of equally without *Individual reading 3page 11
whole a remainder *Group presentation dividing
numbers -to use the Assumed Knowledge Ventures
arranging
division sign Learners are able to share resources equally
calculatin Primary
-Dividing correctly Intro - Recap of the previous lesson
equally -answer at g Mathematics
Step 1.Learners listen to the facilitator reinforcing
without a least 10 basic division facts mentally writing Grade 3page 43-
remainder questions Step 2.Demonstration by the facilitator on dividing sharing 47
correctly equally without a remainder
Step 3.Two volunteers to practice on the chalkboard number line
Step 4.Learners in groups of four practice counters
Step 5.Groups report back and teacher comments pencils
Step 6.Learners write individual work books
Conclusion. work cards
Oral discussion on work done calculators
smartphones

Lesson 3 -divide *Demonstration identifyin Pry Sch Maths

numbers *Discussion g Syllabus Gr
Division of equally with a *Individual reading 3page 11
whole remainder *Group presentation dividing
numbers -to use the Assumed Knowledge Ventures
arranging
division sign Learners are able to share resources equally
calculatin Primary
-Dividing correctly Intro - Recap of the previous lesson
equally with a -to arrange the g Mathematics
Step 1.Learners listen to the facilitator reinforcing
remainder numbers and basic division facts mentally writing Grade 3page 43-
13 = 2r1 put the Step 2.Demonstration by the facilitator on dividing 47
6 division sign equally with a remainder
correctly Step 3.Two volunteers to practice on the chalkboard number line
Step 4.Learners in groups of four practice dividing counters
sums with a remainder pencils
Step 5.Groups report back and teacher comments books
Step 6.Learners write individual work work cards
Conclusion. calculators
Oral discussion on written work smartphones

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 11

1
 Lesson 4 -divide whole *Demonstration identifyin Pry Sch Maths
numbers by *Discussion g Syllabus Gr
Division of one digit *Individual reading 3page 11
whole divisors using *Group presentation dividing
numbers repeated Assumed Knowledge Ventures
arranging
subtraction Learners are able to divide numbers with remainders
calculatin Primary
-Dividing by -recall basic Intro - Recap of the previous lesson
one digit division facts g Mathematics
Step 1.Learners listen to the facilitator
divisors using demonstrating on the chalkboard writing Grade 3page 43-
repeated Step 2.Demonstration by the facilitator on dividing 47
subtraction by one digit using repeated subtraction
22 Step 3.Two volunteers to practice on the chalkboard number line
6 Step 4.Learners in groups of four answer question counters
from work cards pencils
Step 5.Groups report back and teacher comments books
Step 6.Learners write individual work work cards
Conclusion. calculators
Facilitator ask one pupil to divide the sum on the smartphones
chalkboard

15/11/ Lesson 5 -use the *Demonstration identifyin Pry Sch Maths

24 division sign *Discussion g Syllabus Gr
Division of correctly *Individual reading 3page 11
whole -carry out *Group presentation dividing
numbers division by one Assumed Knowledge Ventures
arranging
digit number Learners are able to share books in the classroom
calculatin Primary
-Dividing divisors with Intro - Facilitator explain about using the division
numbers carrying sign g Mathematics
using the -divide Step 1.Learners listen to the facilitator reinforcing writing Grade 3page 43-
division sign numbers basic division facts mentally 47
40:5=8 involving Step 2.Demonstration by the facilitator on dividing
measures numbers using the division sign number line
Step 3.Two volunteers to practice on the chalkboard counters
Step 4.Learners in groups of four practice dividing pencils
numbers using the division sign books
Step 5.Groups report back and teacher comments work cards
Step 6.Learners write individual work calculators
Conclusion.

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 11

2
 Oral discussion smartphones

Lesson 6 -give mental Intro identifyin Pry Sch Maths

answers to Step 1Recap of the covered concepts g Syllabus Gr
Division of division of Step 2.Learners pose questions on challenging reading 3page 11
whole numbers topics dividing
Step3.Individually learners write revision exercise Ventures
numbers arranging
Step 4.Collecting answer sheet from learners
calculatin Primary
Step 5.Revising the test
-Dividing Conclusion g Mathematics
numbers Facilitator ask challenging questions and solve it as a writing Grade 3page 43-
REVISION class 47

Wk Topic Objectives Methodology Competen Reference Evaluation

End /Content Activities ce S.O.M Media
Skills
Lesson 1 By the end of *Demonstration identifyin Pry Sch Maths
the week *Discussion g Syllabus Gr
Multiplicatio learners *Individual reading 3page 12
n *Group presentation multiplyin
should be
of whole Assumed Knowledge Ventures
able to: g
numbers by Learners are aware of denominators and numerators Primary
fractions Intro arranging
-multiply calculatin Mathematics
Facilitator displays a fraction chart and explain Grade 3page
-Multiplication proper Step 1.Learners listen to the facilitator g
174-177
of fractions fractions by demonstrating multiplication of fractions with writing
with whole numbers denominator 2 ICTtool
denominator or vice versa Step 2.Demonstration by the facilitator on counters
2 multiplication of fractions with the denominator 2 fraction chart
Step 3.Two volunteers to practice on the calculators
chalkboard smartphones
Step 4.Learners in groups of four practice
answering questions on the work cards

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 11

3
 Step 5.Groups report back and teacher comments
Step 6.Learners write individual work
Conclusion.
Oral discussions
Home work
Tr gives homework on multiplication of fractions with
denominator 2
Lesson 2 *Demonstration identifyin Pry Sch Maths
*Discussion g Syllabus Gr
Multiplicati *Individual reading 3page 12
on *Group presentation multiplyin
of whole Assumed Knowledge g Ventures
Learners are able to multiply numbers Primary
numbers arranging
Intro - Recap of the previous lesson
by calculatin Mathematics
Step 1.Learners listen to the facilitator
fractions demonstrating multiplication of fractions with g Grade 3page
denominator 4 writing 174-177
- Step 2.Demonstration by the facilitator on
Multiplicatio multiplication of fractions with the denominator 4 ICTtool
n of Step 3.Two volunteers to practice on the counters
fractions chalkboard fraction chart
Step 4.Learners in groups of four practice calculators
with
answering questions on the work cards smartphones
denominator
Step 5.Groups report back and teacher comments
4
Step 6.Learners write individual work
Conclusion.
Oral discussions
Home work
Tr gives homework on multiplication of fractions with
denominator 5
Lesson 3 -multiply *Demonstration identifyin Pry Sch Maths
proper *Discussion g Syllabus Gr
Multiplicati fractions by *Individual reading 3page 12
on whole numbers *Group presentation multiplyin
of whole or vice versa Assumed Knowledge g Ventures
Learners are able to add fractions
numbers arranging Primary
Intro - Recap of the previous lesson
by Step 1.Learners listen to the facilitator calculatin Mathematics

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 11

4
 fractions demonstrating multiplication of fractions with g Grade 3page
denominator 5 writing 174-177
- Step 2.Demonstration by the facilitator on
Multiplicatio multiplication of fractions with the denominator 5 ICTtool
Step 3.Two volunteers to practice on the counters
n of
chalkboard fraction chart
fractions Step 4.Learners in groups of four practice calculators
with answering questions on the work cards smartphones
denominator Step 5.Groups report back and teacher comments
5 Step 6.Learners write individual work
Conclusion.
Oral discussions
Home work
Tr gives homework on multiplication of fractions with
denominator 10
Lesson 4 *Demonstration identifyin Pry Sch Maths
*Discussion g Syllabus Gr
Multiplicati *Individual reading 3page 12
on *Group presentation multiplyin
of whole Assumed Knowledge g Ventures
Learners can multiply fractions with denominator 2 Primary
numbers arranging
Intro - Recap of the previous lesson
by calculatin Mathematics
Step 1.Learners listen to the facilitator
fractions demonstrating multiplication of fractions with g Grade 3page
denominator 10 writing 174-177
- Step 2.Demonstration by the facilitator on
Multiplicatio multiplication of fractions with the denominator 10 ICTtool
n of Step 3.Two volunteers to practice on the counters
fractions chalkboard fraction chart
Step 4.Learners in groups of four practice calculators
with
answering questions on the work cards smartphones
denominator
Step 5.Groups report back and teacher comments
10
Step 6.Learners write individual work
Conclusion.
Oral discussions
22/11/2 Lesson 5 -multiply *Demonstration identifyin Pry Sch Maths
4 proper *Discussion g Syllabus Gr
Multiplicatio fractions by *Individual reading

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 11

5
 n whole numbers *Group presentation multiplyin 3page 12
of whole or vice versa Assumed Knowledge g
numbers by Learners are able to count in twos or fives arranging Ventures
fractions Intro calculatin Primary
Recap of the previous lesson Mathematics
g
-Multiplication Step 1.Learners listen to the facilitator
writing Grade 3page
of fractions demonstrating arranging fractions properly
using the Step 2.Demonstration by the facilitator on 174-177
word “of” multiplying fractions using the word of insteady of
1 of 12 using the sign ICTtool
2 Step 3.class discussion on multiplication of fractions counters
Step 4.Two volunteers to practice on the fraction chart
chalkboard calculators
Step 5.Learners in groups of four practice smartphones
Step 6.Groups report back and teacher comments
Step 7.Learners write individual work
Conclusion.
Facilitator ask one pupil to multiply a fraction on the
chalkboard
Home work/extension work
Tr gives homework and extension work to the
learners who have mastered the concept
Lesson 6 -give mental Intro identifyin Pry Sch Maths
answers to Step 1Recap of the covered concepts g Syllabus Gr
Multiplicatio multiplication Step 2.Learners pose questions on challenging reading 3page 12
n of fractions topics multiplyin
of whole Step3.Individually learners write revision exercise Ventures
g
numbers by -multiply Step 4.Collecting answer sheet from learners
arranging Primary
fractions proper Step 5.Revising the test
fractions by Conclusion calculatin Mathematics
-Multiplication whole numbers Facilitator ask challenging questions and solve it as g Grade 3page
of fractions or vice versa a class writing 174-177
REVISION

Wk Topic Objectives Methodology Competen Reference Evaluation

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6
End /Content Activities ce S.O.M Media
Skills
Lesson 1 By the end of Demonstration identifyin Pry Sch Maths
MEASUR the week Discussion g reading Syllabus Gr
ES learners Individual calculatin 3page
Group presentation g
should be
MONEY Assumed Knowledge Ventures
able to: writing
Learners are aware of the Zimbabwe currency Primary
Currency Intro Mathematics
up to $10- -identify Facilitator displays some Zimbabwe notes and coins Grade 3page 38-
00 currency up to Step 1.Learners listen to the facilitator explaining on 42
$10-00 the feature of our local currency
Step 2.Learners take turns to feel the texture and real coins
-describe identify the features real notes
features on Step 3.Learners describe features on coins and notes paper money
coins and Step 4In Groups learners practice work on work shop items
notes cards adverts of prices
Step 5.Learners write individual work in newspapers
Conclusion. calculators
Oral discussions smart phones
Lesson 2 -convert cents *Demonstration identifyin Pry Sch Maths
to dollars *Discussion g Syllabus Gr
MEASUR *Individual convertin 3page
ES *Group presentation g reading
Assumed Knowledge calculatin Ventures
MONEY Learners are aware of Zimbabwe coins and notes
g Primary
Intro Recap of the previous lesson
writing Mathematics
Conversi Step 1.Learners listen to the facilitator demonstrating
converting cents to dollars and dollars to cents Grade 3page38-
ons
Step 2.class discussion on converting money 42
Cents to
Dollars Step 4.Two volunteers to practice on the chalkboard
Step 5.Learners in groups of four answer questions real coins
Dollars real notes
from the work cards
to cents Step 6.Groups report back and teacher comments paper money
Step 7.Learners write individual work shop items
Conclusion. adverts of prices
Oral discussions as a class and revision of written work in newspapers
calculators

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 11

7
 smart phones

Lesson -calculate *Demonstration identifyin Pry Sch Maths

3 composition of *Discussion g reading Syllabus Gr
amounts in *Individual calculatin 3page
MEASUR terms of *Group presentation g
ES Assumed Knowledge writing Ventures
smaller notes
Learners are aware of Zimbabwe coins and notes Primary
and coins Intro Recap of the previous lesson
MONEY Mathematics
Step 1.Learners listen to the facilitator describing the
heritage features on different coins and notes Grade 3page 38-
Money Step 2.class discussion breaking down money 42
denomin denominations
ations Step 3.Learners in groups of four answer questions real coins
from the work cards real notes
Step 4.Groups report back and teacher comments paper money
Step 5.Learners write individual work shop items
Conclusion. adverts of prices
Oral discussions as a class and revision of written work in newspapers
calculators
smart phones

Lesson -calculate *Demonstration identifyin Pry Sch Maths

4 composition of *Discussion g Syllabus Gr
amounts in *Individual selling 3page
MEASUR terms of *Group presentation buying
ES Assumed Knowledge reading Ventures
smaller notes
Learners have been sent to buy goods from shops Primary
and coins calculatin
Intro Recap of the previous lesson
MONEY g Mathematics
Step 1.Learners listen to the facilitator explaining the
-practice words buying and selling writing Grade 3page 38-
Buying buying and Step 2.class discussion on buying and selling 42
and selling on the Step 4.Two volunteers to practice buying and selling
Selling classroom on the shop corner real coins
Step 5.Learners in groups of four answer questions real notes
shop
from the work cards paper money

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 11

8
 Step 6.Groups report back and teacher comments shop items
Step 7.Learners write individual work corner shop
Conclusion. adverts of prices
Oral discussions as a class and revision of written work in newspapers
calculators
smart phones

29/11/2 Lesson -apply the *Demonstration identifyin Pry Sch Maths

4 5 concept of *Discussion g Syllabus Gr
buying and *Individual selling 3page
MEASUR selling *Group presentation buying
ES Assumed Knowledge calculatin Ventures
-calculate Learners are aware of buying and selling Primary
g
Intro Recap of the previous lesson
MONEY composition of writing Mathematics
Step 1.Learners listen to the facilitator demonstrating
amounts in calculating sums from money stories Grade 3page 38-
Money terms of Step 2.class discussion on money stories 42
stories smaller notes Step 4.Two volunteers to practice calculating on the
and coins chalkboard real coins
Step 5.Learners in groups of four answer questions real notes
from the work cards paper money
Step 6.Groups report back and teacher comments shop items
Step 7.Learners write individual work adverts of prices
Conclusion. in newspapers
Oral discussions as a class and revision of written work calculators
smart phones

Lesson -apply the Intro reading Pry Sch Maths

6 concept of Step 1Recap of the covered concepts identifyin Syllabus Gr
buying and Step 2.Learners pose questions on challenging topics g 3page
MEASUR Step3.Individually learners write revision exercise calculatin
selling
Step 4.Collecting answer sheet from learners Ventures
ES g
Step 5.Revising the test
writing Primary
Conclusion
MONEY Facilitator ask challenging questions and solve it as a Mathematics
class Grade 3page 38-
REVISIO 42
N

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9
Wk Topic /Content Objectives Methodology Competence Reference Evaluation
End Activities Skills S.O.M/ Media
Lesson 1 By the end of the *Demonstration reading Pry Sch Maths
week learners *Discussion identifying Syllabus Gr 3page
MEASURES should be able to: *Individual calculating
*Group presentation writing Ventures Primary
TIME -tell time up to half Assumed Knowledge Mathematics Grade
hour Learners have watches in their hands 3page 23-30
Telling time up to Intro Facilitator displays a clock face in front and
half hour ask learners what time is shown clock faces
Step 1.Learners listen to the facilitator explaining on calendars
1 past half past and oclock time scissors
2 Step 2.class discussion on half past and oclock time
manila
Step 4.Two volunteers to practice on the chalkboard
Step 5.Learners in groups of four answer questions
from the work cards
Step 6.Groups report back and teacher comments
Step 7.Learners write individual work
Conclusion.
Oral discussions as a class and revision of written
work
Home work-learners were given home on quarter
past and quarter to
Lesson 2 -tell time up to *Demonstration reading Pry Sch Maths
quarter hour *Discussion identifying Syllabus Gr 3page
MEASURES *Individual calculating
*Group presentation writing Ventures Primary
TIME Assumed Knowledge Mathematics Grade
Learners are able to tell time 3page 23-30
Telling time up to Intro Recap of the previous lesson
quarter hour Step 1.Learners listen to the facilitator telling time clock faces
up to quarter to
calendars
Step 2.class discussion on quarter past and quarter
scissors

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 12

0
 to manila
Step 4.Two volunteers to practice on the chalkboard
Step 5.Learners in groups of four answer questions
from the work cards
Step 6.Groups report back and teacher comments
Step 7.Learners write individual work
Conclusion.
Oral discussions as a class and revision of written
work
Lesson 3 -recognise days of *Demonstration reading Pry Sch Maths Syllabus
the week *Discussion identifying Gr 3page
MEASURES *Individual calculating
*Group presentation Ventures Primary
writing
Assumed Knowledge Mathematics Grade
TIME
Learners are aware of the days of the weeks 3page23-30
Intro Learners sing a song of days of the week
Days of the clock faces
Step 1.Learners name the days of the weeks
week Step 2.class discussion on days of the weeks calendars
Step 3.Learners in groups of four answer questions scissors
from the work cards manila
Step 4.Groups report back and teacher comments
Step 5.Learners write individual work
Conclusion.
Oral discussions as a class and revision of written
work
Home work-learners were given home on
month/season of the year
Lesson 4 -name and *Demonstration reading Pry Sch Maths Syllabus
identify months *Discussion identifying Gr 3page
MEASURES of the year *Individual calculating
*Group presentation Ventures Primary
writing
Assumed Knowledge Mathematics Grade
TIME
Learners are able to measure a given length 3page23-30
Intro Recap of the previous lesson
Months/Season clock faces
Step 1.Learners listen to the facilitator explaining on
of the year months/season of the year calendars
Step 2.class discussion on months and season of scissors
the year in relation to national events such

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 asindependence,heroes andsacreddays manila
Step 3.Learners in groups of four answer questions
from the work cards
Step 4.Groups report back and teacher comments
Step 5.Learners write individual work
Conclusion.
Oral discussions as a class and revision of written
work
06/12/24 Lesson 5 -convert units of *Demonstration reading Pry Sch Maths Syllabus
time eg days to *Discussion weighing Gr 3page
MEASURES weeks *Individual comparing
*Group presentation identifying Ventures Primary
TIME Assumed Knowledge calculating Mathematics Grade
Learners are aware of hours,weeks,months and days writing 3page23-30
Conversions of the weeks
Intro Recap of the previous lesson clock faces
Step 1.Learners listen to the facilitator calendars
hours to days
demonstrating converting hours to days,days to scissors
weeks,weeks to months and months to year manila
days to weeks
Step 2.class discussion conversions
weeks to months Step 4.Two volunteers to practice converting on the
chalkboard
Step 5.Learners in groups of four answer questions
months to years
from the work cards
Step 6.Groups report back and teacher comments
Step 7.Learners write individual work
Conclusion.
Oral discussions as a class and revision of written
work
Lesson 6 answer at least 20 *Question and answer reading Pry Sch Maths
questions correctly *Problem solving identifying Syllabus Gr 3page
MEASURES from the covered *Individual calculating
Step 1Recap of the covered concepts writing Ventures Primary
concepts
TIME Step 2.Learners pose questions on challenging topics Mathematics Grade
Step3.Individually learners write revision exercise 3page 23-30
Step 4.Collecting answer sheet from learners
Step 5.Revising the test clock faces
Conclusion calendars

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 REVISION Facilitator ask challenging questions and solve it as a class scissors
manila

Wk Topic /Content Objectives Methodology Competence Reference Evaluation

End Activities Skills S.O.M/ Media
Lesson 1 By the end of the *Question and answer addition Pry Sch Maths
week learners should *Problem solving reading Syllabus Gr 3page
be able to: *Individual identifying
Step 1Recap of the covered concepts calculating Ventures Primary
REVISION answer at least 20 Step 2.Learners pose questions on challenging topics writing Mathematics Grade
questions correctly Step3.Individually learners write revision exercise 3page 13-17
Addition of from the covered Step 4.Collecting answer sheet from learners
whole numbers Step 5.Revising the test
concepts
Conclusion
Facilitator ask challenging questions and solve it as a class

Lesson 2 answer at least 20 *Question and answer subtraction Pry Sch Maths
questions correctly *Problem solving reading Syllabus Gr 3page
REVISION from the covered *Individual identifying
concepts Step 1Recap of the covered concepts calculating Ventures Primary
Subtraction of Step 2.Learners pose questions on challenging topics writing Mathematics Grade
whole numbers Step3.Individually learners write revision exercise 3page 18-22
Step 4.Collecting answer sheet from learners
Step 5.Revising the test
Conclusion
Facilitator ask challenging questions and solve it as a class
Lesson 3 answer at least 20 *Question and answer addition Pry Sch Maths
questions correctly *Problem solving reading Syllabus Gr 3page
REVISION from the covered *Individual identifying
concepts Step 1Recap of the covered concepts calculating Ventures Primary
Addition of Step 2.Learners pose questions on challenging topics writing Mathematics Grade
proper fractions Step3.Individually learners write revision exercise 3page 171-173
Step 4.Collecting answer sheet from learners
Step 5.Revising the test

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 Conclusion
Facilitator ask challenging questions and solve it as a class
Lesson 4 answer at least 20 *Question and answer subtraction Pry Sch Maths
questions correctly *Problem solving reading Syllabus Gr 3page
REVISION from the covered *Individual identifying
concepts Step 1Recap of the covered concepts calculating Ventures Primary
Subtraction of Step 2.Learners pose questions on challenging topics writing Mathematics Grade
proper fractions Step3.Individually learners write revision exercise 3page 171-173
Step 4.Collecting answer sheet from learners
Step 5.Revising the test
Conclusion
Facilitator ask challenging questions and solve it as a class
13/09/24 Lesson 5 answer at least 20 *Question and answer multiplying Pry Sch Maths
questions correctly *Problem solving reading Syllabus Gr 3page
REVISION from the covered *Individual identifying
concepts Step 1Recap of the covered concepts calculating Ventures Primary
Multiplication Step 2.Learners pose questions on challenging topics writing Mathematics Grade
of whole Step3.Individually learners write revision exercise 3page 31-37
Step 4.Collecting answer sheet from learners
numbers
Step 5.Revising the test
Conclusion
Facilitator ask challenging questions and solve it as a class
Lesson 6 answer at least 20 *Question and answer division Pry Sch Maths
questions correctly *Problem solving reading Syllabus Gr 3page
REVISION from the covered *Individual identifying
concepts Step 1Recap of the covered concepts calculating Ventures Primary
Division of Step 2.Learners pose questions on challenging topics writing Mathematics Grade
whole numbers Step3.Individually learners write revision exercise 3page 43-47
Step 4.Collecting answer sheet from learners
Step 5.Revising the test
Conclusion
Facilitator ask challenging questions and solve it as a class

Wk Topic /Content Objectives Methodology Competence Reference Evaluation

End Activities Skills S.O.M/ Media

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 Lesson 1 By the end of the multiplying Pry Sch Maths
week learners *Question and answer reading Syllabus Gr 3page
REVISION should be able to: *Problem solving identifying
*Individual calculating Ventures Primary
Multiplication of answer at least 20 Intro writing Mathematics Grade
whole numbers by questions correctly Step 1Recap of the covered concepts 3page 174-177
from the covered Step 2.Learners pose questions on challenging topics
fractions
concepts Step3.Individually learners write revision exercise
Step 4.Collecting answer sheet from learners
Step 5.Revising the test
Conclusion
Facilitator ask challenging questions and solve it as a class
Lesson 2 -answer at least 20 reading Pry Sch Maths
questions correctly *Question and answer identifying Syllabus Gr 3page
REVISION from the covered *Problem solving calculating
concepts *Individual writing Ventures Primary
Money Intro Mathematics Grade
-calculate 3page 38-42
Step 1Recap of the covered concepts
composition of
Step 2.Learners pose questions on challenging topics
amounts in terms of
Step3.Individually learners write revision exercise
smaller notes and Step 4.Collecting answer sheet from learners
coins Step 5.Revising the test
Conclusion
Facilitator ask challenging questions and solve it as a class
Lesson 3 -tell time up to *Discussion reading Pry Sch Maths
hour, quarter hour *Individual identifying Syllabus Gr 3page
REVISION Intro calculating
-answer at least 20 Step 1Recap of the covered concepts writing Ventures Primary
Time questions correctly Step 2.Learners pose questions on challenging topics Mathematics Grade
from the covered Step3.Individually learners write revision exercise 3page 23-30
concepts Step 4.Collecting answer sheet from learners
Step 5.Revising the test
Conclusion
Facilitator ask challenging questions and solve it as a class

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 END OF TERM By the end of the *Question and answer reading Pry Sch Maths
week learners *Problem solving identifying Syllabus Gr 3page
CLUSTER should be able to:
EXAMINATIONS *Individual calculating
answer at least 50 Step1.Individually learners write revision exercise writing
questions correctly Step 2.Collecting answer sheet from learners
Step 3.Revising the test
from the covered
concept

20/09/24 REVISION OF By the end of the *Question and answer reading Pry Sch Maths
week learners *Problem solving identifying
END OF TERM should be able to: Syllabus Gr 3page
EXAMINATION *Individual calculating
answer at least 50 Step1.Individually learners write revision exercise writing
questions correctly Step 2.Collecting answer sheet from learners
Step 3.Revising the test
from the covered
concepts

AGRICULTURE
AIMS

To help learners to:

 develop a positive attitude towards Agriculture and its study as a science
 develop environmental awareness and actively participate in conservation projects within the school and in their community

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  acquire and use scientific knowledge in managing agricultural activities sustainably
 develop agricultural business skills in running agriculture as an enterprise
 develop innovativeness in agricultural practices including value addition
 contribute to the improvement of community nutritional needs, food security and socioeconomic development of the country

TOPICS TO BE COVERED
 SOIL
 WATER
 PLANTS
 ANIMALS

Wk Topic /Content Objectives Methodology/Assumed Competence Reference Evaluation

End knowledge Skills S.O.M/Media
Activities
27/09/24 Lesson 1 By the end of *Discussions cognitive Agriculture Jnr
SOIL the week *Problem solving manipulative Gr(3-7) Syllb
learners *Group work psychomotor page 13-16
Soil Types should be tactile
*Question and Answer
able to: coordination Ventures in
Importance of -define soil Assumed knowledge Learners collaborative Agriculture Grade
Soil -state the play with soil everyday observation 3
importance of Introduction Facilitator explains creativity page
soil key words hand and eye
Step 2 -learners name the types of -soil samples
soils they know -ICT tools
-local environment
Step 3 Learners listen to the
-pictures of soil

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 facilitator explaining how soil is
formed
Step 4 -In groups learners discuss
the importance of soil in our lives
Step 5 Groups report back
Step 6 –Individual written work
Conclusion –Oral discussions
Lesson 2&3 - *Discussions cognitive Agriculture Jnr
PRACTICAL *Educational tours manipulative Gr(3-7) Syllb
*Group work psychomotor page 13-16
SOIL tactile
*Discovery
coordination Ventures in
Soil Types Assumed knowledge Learners collaborative Agriculture Grade
play with soil observation 3
Importance of Introduction Recap of the previous creativity page
Soil lesson hand and eye
Step 2 -learners and facilitator -soil samples
conduct a field trip in the local -ICT tools
-local environment
environment to identify and view
-pictures of soil
different types of soils
Step 3 Learners identify local soils
from the local environment
Step 3 Learners pose some
questions on how the soil is formed
and the facilitator answers
Step 4 -In groups learners collect
samples of soil
Step 5 Learners identify soils which
are good for farming and the one
which are not fertile
Conclusion –Oral discussions
Lesson 4 -identify local *Discussions cognitive Agriculture Jnr
SOIL soils from the *Problem solving manipulative Gr(3-7) Syllb
local *Group work psychomotor page 13-16
Soil Types environment tactile
*Question and Answer
coordination Ventures in
Assumed knowledge Learners

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 Local Soils interact with diff types of soils collaborative Agriculture Grade
Introduction Recap of the previous observation 3
lesson creativity page
hand and eye
Step 2 -learners identify local soils
-soil samples
from the local environment -ICT tools
Step 3 Learners listen to the -local environment
facilitator explaining about the local -pictures of soil
soils
Step 4 -In groups learners discuss
the importance of local soil in
farming
Step 5 Groups report back
Step 6 –Individual written work
Conclusion –Oral discussions
04/10/ Lesson 5&6 -identify local *Discussions cognitive Agriculture Jnr
24 SOIL soils *Educational tours manipulative Gr(3-7) Syllb
*Group work psychomotor page 13-16
Soil Types tactile
*Discovery
coordination Ventures in
Local Soils Assumed knowledge Learners collaborative Agriculture Grade
play with soil observation 3
Introduction Recap of the previous creativity page
lesson hand and eye
Step 2 -learners and facilitator -soil samples
conduct a field trip in the local -ICT tools
-local environment
environment to identify and view
-pictures of soil
different types of local soils
Step 3 Learners identify local soils
from the local environment
Step 4 Learners discuss about fertile
soils
Step 5 -In groups learners collect
samples of soil and identify fertile
soils
Step 6 Learners identify soils which
are fertile and the one which are not

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 fertile
Conclusion –Oral discussions
Lesson 7 *Discussions cognitive Agriculture Jnr
SOIL *Problem solving manipulative Gr(3-7) Syllb
*Group work psychomotor page 13-16
Soil Types tactile
*Question and Answer
coordination Ventures in
Local Soils Assumed knowledge Learners collaborative Agriculture Grade
mould with soil observation 3
Introduction Recap of the previous creativity page
lesson hand and eye
Step 1 -learners list down types of -soil samples
soil they know -ICT tools
-local environment
Step 2 learners record soil
-pictures of soil
colour.soil particles in their exercise
books
Step 3 Learners describe the types
of soils that are suitable for farming
activities
Step 4 -In groups learners answer
questions from work cards
Step 5 Groups report back
Conclusion –oral discussions

Lesson 8 -answer at *Discussions critical Agriculture Jnr

REVISION least 20 *Problem solving thinking Gr(3-7) Syllb
questions from *Individual work manipulative page 13-16
soil types the covered *Question and Answer scientific
concept Assumed knowledge Learners visual Ventures in
have written the revision exercises creativity Agriculture Grade
before. 3
page
Introduction.
Teacher explains key words -soil samples
Step 1The class revises the -ICT tools
concepts learnt on the covered -local environment
topics -pictures of soil

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 Step 2.Tr read the instructions on
the chalkboard on how they are
going to write the test
Step 3Tr distributes papers to the
pupils
Step 4 Pupils write the test
individually
Step 5The class revises the written
test
Conclusion Tr gives extension or
remedial work to those who
mastered

Wk Topic /Content Objectives Methodology/Assumed knowledge Competence Reference Evaluation

End Activities Skills S.O.M/Media
11/11/19 Lesson 1 By the end of *Discussions cognitive Agriculture Jnr
SOIL the week *Problem solving manipulative Gr(3-7) Syllb
learners *Group work psychomotor page 13-16
Soil Fertility should be tactile
*Question and Answer
able to: coordination Ventures in
Compost making -identify Assumed knowledge Learners are collaborative Agriculture Grade
materials used aware of a compost observation 3
to make Introduction teacher explains key creativity page 35-37
compost words hand and eye
Step 2 -learners identify materials -protective
used fror making a compost from a clothing
-vegetable and
chart
animal matter
Step 3 Learners name materials -water
suitable for making a compost -soil samples
Step 4 –learners discuss the -ICT tools
importance of having a compost in -local
the school garden environment
Step 5-Learners in groups answer -pictures of soil
questions from the work cards
Step 6-Groups feedback
Conclusion –Oral discussions

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 Lesson 2&3 -identify *Discussions cognitive Agriculture Jnr
SOIL materials used *Educational tours manipulative Gr(3-7) Syllb
to make *Group work psychomotor page 13-16
Soil Fertility compost tactile
*Discovery
-make a coordination Ventures in
Compost making compost heap Assumed knowledge Learners collaborative Agriculture Grade
have seen the compost before observation 3
Introduction Recap of the previous creativity page 35-37
lesson hand and eye
Step 2 -learners and facilitator -protective
conduct a field trip in the local clothing
environment to to collect material for -vegetable and
making a compost animal matter
Step 3 Learners identify materials -water
used to make a compost from the -soil samples
local environment -ICT tools
Step 3 Learners discuss about the -local
advantages of having a compost environment
Step 4 -In groups learners collect -pictures of soil
materials used to make a compost
Step 5 Learners measure the place
and make a compost
Conclusion –Oral discussions
Lesson 4 -define soil *Discussions cognitive Agriculture Jnr
SOIL erosion *Problem solving manipulative Gr(3-7) Syllb
-state the *Group work psychomotor page 13-16
Soil Erosion causes of soil tactile
*Question and Answer
erosion coordination Ventures in
Causes of Soil Assumed knowledge Learners have collaborative Agriculture Grade
erosion seen some rivers flooded with soil observation 3
Introduction Recap of the previous creativity page 35-37
lesson hand and eye
Step 2 –Facilitator explain on the -protective
causes of soil erosion clothing
-vegetable and
Step 3 Learners state the causes of
animal matter
soil erosion in the community -water
Step 4 -In groups learners answer -soil samples
question s from the work cards -ICT tools

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 Step 5-Groups report back -local
Step 6-Individual written work environment
Conclusion –Oral discussions -pictures of soil
18/11/ Lesson 5&6 -identify signs *Discussions cognitive Agriculture Jnr
19 SOIL of soil erosion *Educational tours manipulative Gr(3-7) Syllb
*Group work psychomotor page 13-16
Soil Erosion tactile
*Discovery
coordination Ventures in
Signs of Soil Assumed knowledge Learners collaborative Agriculture Grade
erosion have seen uncovered roots of trees observation 3
Introduction Recap of the previous creativity page 35-37
lesson hand and eye
Step 2 -learners and facilitator -protective
conduct a field trip in the local clothing
-vegetable and
environment to identify the signs of
animal matter
soil erosion -water
Step 3 Learners identify signs of soil -soil samples
erosion from the local environment -ICT tools
Step 3 Learners discuss about the -local
effects of soil erosion on land environment
Step 4 -In groups learners write -pictures of soil
notes about soil erosion
Step 5 Learners identify heaped soils
on the river banks
Conclusion –Oral discussions
Lesson 7 -sing and *Discussions cognitive Agriculture Jnr
Soil Fertility dance the *Problem solving manipulative Gr(3-7) Syllb
song *Group work psychomotor page 13-16
Compost making *Question and Answer tactile
Music and Assumed knowledge Learners can coordination Ventures in
Dance sing and dance collaborative Agriculture Grade
Introduction Facilitator demonstrate observation 3
creativity page 35-37
singing the song of compost making
hand and eye
Step 2 -learners imitate the song -protective
after the teacher clothing
Step 3 learners sin a song with -vegetable and

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 material used to make compost on animal matter
page 37 -water
Step 4-Learners draw the compost -soil samples
-ICT tools
individually
-local
Conclusion –Singing and dancing environment
songs -pictures of soil
Lesson 8 -answer at *Discussions critical Agriculture Jnr
REVISION least 20 *Problem solving thinking Gr(3-7) Syllb
questions from *Individual work manipulative page 13-16
the covered *Question and Answer scientific
concept Assumed knowledge Learners have visual Ventures in
written the revision exercises before. creativity Agriculture Grade
Introduction. 3
page 35-37
Teacher explains key words
Step 1The class revises the concepts -protective
learnt on the covered topics clothing
Step 2.Tr read the instructions on the -vegetable and
chalkboard on how they are going to animal matter
write the test -water
Step 3Tr distributes papers to the -soil samples
pupils -ICT tools
Step 4 Pupils write the test -local
individually environment
Step 5The class revises the written -pictures of soil
test
Conclusion Tr gives extension or
remedial work to those who mastered

Wk Topic /Content Objectives Methodology/Assumed knowledge Competence Reference Evaluation

End Activities Skills S.O.M/ Media
25/10/24 Lesson 1 By the end of *Cultural transmission cognitive Agriculture grade
the week *Discovery manipulative 3-7 syllabus page
WATER learners *Demonstrations psychomotor 13
should be *Group work tactile Ventures Primary

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 Water able to: *Question and Answer coordination Agriculture
Conservation -state the uses Assumed knowledge Learners use collaborative Learners Book
of water in water everyday observation Grade 3 page 50
Uses of Water agriculture Introduction -Teacher asks learners creativity watering cans
-practice using about the uses of water hand and eye safe water
water Step 2 -learners list uses of water in garden tools
agriculture. tins
Step 3 Learners state the importance borehole
of water in agriculture. school garden
Step 4 -In groups learners answer
questions from the work cards.
Step 5 –Groups report back
Conclusion –Learners sing song of
water
Lesson 2&3 -use water the *Discussions cognitive Agriculture grade
beds using *Educational tours manipulative 3-7 syllabus page
WATER water *Group work psychomotor 13
-identify the tactile Ventures Primary
*Discovery
Water use of water in coordination Agriculture
Conservation agriculture Assumed knowledge Learners collaborative Learners Book
watered the garden at home observation Grade 3 page -50
Uses of Water Introduction Recap of the previous creativity watering cans
cleaning tools lesson hand and eye safe water
watering beds Step 2 -learners and facilitator garden tools
conduct an educational tour in the tins
borehole
school garden
school garden
Step 3 Learners name the tools used
for watering the garden
Step 3 Learners demonstrate using
water in agriculture such as
irrigating,cleaning tools
Step 4 - learners state the
importance of watering the beds in
agriculture
Conclusion –Oral discussions
Lesson 4 -identify plants *Discussions coordination Agriculture grade
within the local *Problem solving collaborative 3-7 syllabus page

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 PLANTS environment *Group work observation 14
-draw and *Question and Answer cognitive Ventures Primary
Introduction to label a plant Assumed knowledge Learners are manipulative Agriculture
the study of - aware of different plants psychomotor Learners Book
plants Introduction teacher explains key tactile Grade 3 page 49-
creativity 55
words
Plants within the hand and eye local environment
local Step 2 –learners name the types of ICT tools
environment plants they know
Step 3 Learners identify parts of
plant from the chart
Step 4 –Learners draw a plant and
label
Step 5-Individual written work
Conclusion –Singing and dancing
songs

01/11/ Lesson 5& 6 -identify plants *Discussions coordination Agriculture grade

24 within the local *Educational tours collaborative 3-7 syllabus page
PLANTS environment *Group work observation 14
-collect cognitive Ventures Primary
*Discovery
Introduction to different plants manipulative Agriculture
the study of samples Assumed knowledge Learners psychomotor Learners Book
plants have seen diff types of plants tactile Grade 3 page 55
Introduction Recap of the previous creativity local environment
Plants within the lesson hand and eye ICT tools
local Step 2 -learners and facilitator
environment conduct an educational tour in the
local environment
Step 3 Learners identify diff types of
plants in the local environment
Step 3 Learners collect diff plants
samples
Step 4 - learners plant some fruit
plants
Conclusion –Oral discussions

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 Lesson 7 -state local *Discussions coordination Agriculture grade
organic *Problem solving collaborative 3-7 syllabus page
PLANTS sources of *Group work observation 14
plant nutrients *Question and Answer cognitive Ventures Primary
Plant nutrition Assumed knowledge Learners are manipulative Agriculture
aware of manure psychomotor Learners Book
Local organic Introduction teacher explains key tactile Grade 3 page 59
sources of plant creativity compost
words
nutrients hand and eye animal manure
Step 2 –Facilitator explains the local decayed plant
organic sources of plant nutrients matter
Step 3 Learners state the locally ICT tools
available organic sources
Step 4 -In groups learners answer
questions from the work cards
Step 5-Groups report back
Conclusion –oral discusions on
organic sources of plant nutrients

Lesson 8 -answer at *Discussions coordination Agriculture grade

least 20 *Problem solving collaborative 3-7 syllabus page
WATER AND questions from *Individual work observation 14
PLANTS the covered *Question and Answer critical Ventures Primary
concept Assumed knowledge Learners have thinking Agriculture
REVISION written the revision exercises before. manipulative Learners Book
Introduction. scientific Grade 3 page 49-
visual 50
Teacher explains key words
creativity
Step 1The class revises the concepts
learnt on the covered topics
Step 2.Tr read the instructions on the
chalkboard on how they are going to
write the test
Step 3Tr distributes papers to the
pupils
Step 4 Pupils write the test
individually
Step 5The class revises the written

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 test
Conclusion Tr gives extension or
remedial work to those who mastered

Wk Topic /Content Objectives Methodology/Assumed knowledge Competence Reference Evaluation

End Activities Skills S.O.M/ Media

08/11/24 Lesson 1 By the end of *Discussions coordination Agriculture grade

the week *Problem solving collaborative 3-7 syllabus page
PLANTS learners *Group work observation 14
should be *Question and Answer cognitive Ventures Primary
Vegetable able to: Assumed knowledge Learners grow manipulative Agriculture
crops -identify local vegetable at home psychomotor Learners Book
vegetables Introduction teacher explains key tactile Grade 3 page 63
Indigenous -classify local creativity
words
Vegetables vegetables as hand and eye
indigenous or Step 2 –Learners identify diff types of
exotic indigenous vegetables from the chart
-Step 3-learners name any local
vegetable the know
Step 4 Learners draw and name
indigenous vegetables
Step 5 –Individual written work
Step 6-Learners classify local
vegetables as indigenous
Conclusion –Oral discussions

Lesson 2&3 -identify plants *Discussions coordination Agriculture grade

PLANTS within the local *Educational tours collaborative 3-7 syllabus page
environment *Group work observation 13
Vegetable cognitive Ventures Primary
*Discovery
crops manipulative Agriculture
Assumed knowledge Learners psychomotor Learners Book
Indigenous grow vegetables at home tactile Grade 3 page 50
Vegetables Introduction Recap of the previous creativity
lesson hand and eye
Step 2 -learners and facilitator

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 conduct an educational tour in the
school garden
Step 3 Learners identify indigenous
and exotic vegetables in the school
garden
Step 4 Learners classify and
distinguish the difference between
exotic and indigenous vegetables
Conclusion –Oral discussions
Lesson 4 -identify exotic *Discussions coordination Agriculture grade
PLANTS vegetables *Problem solving collaborative 3-7 syllabus page
*Group work observation 13
Vegetable *Question and Answer cognitive Ventures Primary
crops Assumed knowledge Learners grow manipulative Agriculture
vegetable at home psychomotor Learners Book
Exotic Introduction Recap of the previous tactile Grade 3 page 50
Vegetables creativity
lesson
hand and eye
Step 2 –Learners identify diff types of
exotic vegetables from the chart
-Step 3-learners name any exotic
vegetable they know
Step 4 Learners draw and name
exotic vegetables
Step 5 –Individual written work
Step 6-Learners classify local
vegetables as indigenous and exotic
Conclusion –Oral discussions

15/11/ Lesson 5&6 -classify local *Discussions coordination Agriculture grade

24 PLANTS vegetables as *Educational tours collaborative 3-7 syllabus page
exotic *Group work observation 13
Vegetable cognitive Ventures Primary
*Discovery
crops manipulative Agriculture
Assumed knowledge Learners psychomotor Learners Book
Exotic grow vegetables at home tactile Grade 3 page 50
Introduction Recap of the previous

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 Vegetables lesson creativity
Step 2 -learners and facilitator hand and eye
conduct an educational tour in the
school garden
Step 3 Learners identify indigenous
and exotic vegetables in the school
garden
Step 3 Learners classify and
distinguish the difference between
exotic and indigenous vegetables
Step 4-Learners grow exotic
vegetables in the school garden
Conclusion –Oral discussion
Lesson 7 -collect local *Discussions coordination Agriculture grade
Research small branch *Educational tours collaborative 3-7 syllabus page
PLANTS of a plant *Group work observation 13
cognitive Ventures Primary
*Discovery
Vegetable manipulative Agriculture
crops Assumed knowledge Learners psychomotor Learners Book
haveseen diff vegetables tactile Grade 3 page 50
Introduction Recap of the previous creativity
lesson hand and eye
Step 2 -learners and facilitator
conduct an educational tour in the
local environment
Step 3 Learners identify vegetable
crops from the local environment
Step 4 Go around the school and
take a small branch from any plant
and say the name of the plant
Conclusion –Oral discussions

Lesson 8 -answer at *Discussions critical Agriculture grade

REVISION least 20 *Problem solving thinking 3-7 syllabus page
questions from *Individual work manipulative 13

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0
 PLANTS the covered *Question and Answer scientific Ventures Primary
concept Assumed knowledge Learners have visual Agriculture
Vegetable written the revision exercises before. creativity Learners Book
crops Introduction. Grade 3 page 50
Teacher explains key words
Indigenous and
Exotic Step 1The class revises the concepts
Vegetables learnt on the covered topics
Step 2.Tr read the instructions on the
chalkboard on how they are going to
write the test
Step 3Tr distributes papers to the
pupils
Step 4 Pupils write the test
individually
Step 5The class revises the written
test
Conclusion Tr gives extension or
remedial work to those who mastered

Wk Topic /Content Objectives Methodology/Assumed knowledge Competence Reference Evaluation

End Activities Skills S.O.M/ Media

22/11/24 Lesson 1 By the end of *Discussions coordination Agriculture grade

PLANTS the week *Problem solving collaborative 3-7 syllabus page
learners *Group work observation 13
Field crops should be *Question and Answer cognitive Ventures Primary
able to: Assumed knowledge Learners know manipulative Agriculture
Local field crops -identify local work in the fields psychomotor Learners Book
field crops Introduction teacher explains key tactile Grade 3 page 50
creativity
words
hand and eye -local field crops
Step 2 -learners list down local field -ICT tools
crops
Step 3 Learners identify local field
crops
Step 4 -In groups learners draw and
name local field crops

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 Step 5 Individual written work
Conclusion –Oral discussion

Lesson 2&3 -collect local *Discussions coordination Agriculture grade

PLANTS field crops *Educational tours collaborative 3-7 syllabus page
*Group work observation 13
Field crops cognitive Ventures Primary
*Discovery
manipulative Agriculture
Local field crops Assumed knowledge Learners are psychomotor Learners Book
able to work in the fields tactile Grade 3 page 50
Introduction Recap of the previous creativity
lesson hand and eye -local field crops
Step 2 -learners and facilitator -ICT tools
conduct an educational tour to the
school garden
Step 3 Learners identify field crops
from the garden
Step 4 Learners name the local field
crops
Step 5.Learners draw and name the
local field crops.
Conclusion –singing and dancing to
the song pakurima musana
unorwadza

Lesson 4 -identify local *Discussions coordination Agriculture grade

PLANTS fruit trees *Problem solving collaborative 3-7 syllabus page
*Group work observation 13
Orchard/Fruit *Question and Answer cognitive Ventures Primary
trees Assumed knowledge Learners eat manipulative Agriculture
fruits psychomotor Learners Book
Local fruit trees Introduction teacher explains key tactile Grade 3 page 50
creativity
words
hand and eye
Step 2 -learners identify local fruits
trees from pictures
Step 3 Learners name the local fruit

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 14

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 trees
Step 4 –individually learners draw
and name fruit trees
Step 5 Individual written work
Conclusion –oral discussions

29/11/ Lesson 5&6 -collect local *Discussions coordination Agriculture grade

24 PLANTS fruits in the *Educational tours collaborative 3-7 syllabus page
environment *Group work observation 13
Orchard/Fruit cognitive Ventures Primary
*Discovery
trees manipulative Agriculture
Assumed knowledge Learners psychomotor Learners Book
Local fruit trees have seen people planting trees tactile Grade 3 page 50
Introduction Recap of the previous creativity
lesson hand and eye
Step 2 -learners and facilitator
conduct an educational tour to the
school garden
Step 3 Learners dig holes for planting
trees
Step 3 Learners plant fruits trees in
the school garden
Step 4.Learners water the plant using
the garden tools
Conclusion –singing and dancing to
the song pakurima musana
unorwadza
Lesson 7 -answer at Step 1Recap of the covered concepts critical Agriculture grade
REVISION least 20 Step 2.Learners pose questions on thinking 3-7 syllabus page
PLANTS questions from challenging topics manipulative 13
the covered Step3.Individually learners write scientific Ventures Primary
Orchard/Fruit concept revision exercise visual Agriculture
trees Step 4.Collecting answer sheet from creativity Learners Book
- Local fruit trees learners Grade 3 page 50
- Local field Step 5.Revising the test
crops Conclusion
Facilitator ask challenging questions

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 14

3
 and solve it as a class
Lesson 8 -define *Discussions coordination Agriculture grade
PLANTS ornamental *Problem solving collaborative 3-7 syllabus page
horticulture *Group work observation 13
Ornamental *Question and Answer cognitive Ventures Primary
Horticulture Assumed knowledge Learners can manipulative Agriculture
plant trees psychomotor Learners Book
Onarmental Introduction teacher explains key tactile Grade 3 page 50
Horticulture creativity
words
hand and eye -local fruit trees
Step 2 Facilitator describe the -ICTtools
onarmental horticulture -watering can
Step 3 Learners list down onarmental -onarmental
horticulture plants
Step 4 –Learners identifying
ornamental horticulture from pictures
Step5 In groups learners answer
questions from the work cards
Conclusion –Oral discussions

Wk Topic /Content Objectives Methodology/Assumed knowledge Competence Reference Evaluation

End Activities Skills S.O.M/ Media

06/12/24 Lesson 1 By the end of *Discussions coordination Agriculture grade

PLANTS the week *Problem solving collaborative 3-7 syllabus page
learners *Group work observation 13
Ornamental should be *Question and Answer cognitive Ventures Primary
Horticulture able to: Assumed knowledge Learners are manipulative Agriculture
-identify aware of horticulture psychomotor Learners Book
ornamental Introduction teacher explains key tactile Grade 3 page 50
-Onarmental plants creativity
words
Plants hand and eye -local fruit trees
Step 1 Facilitator explain on -ICTtools
ornamental horticulture -watering can
Step 2 -learners describe -onarmental
ornamental horticulture plants

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4
 Step 3 Learners identify ornamental
plants
Step 4 Learners in groups list down
ornamental plants
Step 5 Groups report back
Step 6 Individual written work
Conclusion –Singing and dancing
songs

Lesson 2&3 -identify and *Discussions coordination Agriculture grade

PLANTS collect *Collection collaborative 3-7 syllabus page
ornamental *Group work observation 13
Ornamental plants *Question and Answer cognitive Ventures Primary
Horticulture Assumed knowledge Learners are manipulative Agriculture
aware of onarmental plants psychomotor Learners Book
--Onarmental Introduction Recap of the previous tactile Grade 3 page 50
Horticulture creativity -ICT tool
lesson
-Onarmental hand and eye -onamental plants
Plants Step 1 Facilitator explain on -watering cans
ornamental plants
Step 2 -learners describe
ornamental plants
Step 3 Learners and facilitator went
to a field trip in the school garden to
identify and plant ornamental plants
Step 4 Learners in groups watered
the onarmental plants
Step 5 Facilitator comments
Conclusion –Oral discussion on
onarmental plants

Lesson 4 -define *Discussions coordination Agriculture grade

PLANTS forestry *Problem solving collaborative 3-7 syllabus page
-state uses of *Group work observation 13
Forestry trees *Question and Answer cognitive Ventures Primary
Assumed knowledge Learners are manipulative Agriculture
-Uses of trees aware of different types of trees psychomotor Learners Book

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 14

5
 Introduction teacher explains key tactile Grade 3 page 50
words creativity -ICTtolls
Step 1 Facilitator define the word hand and eye -pictures of trees
wood
forestry
poles
Step 2 -learners list down names of furniture
treesthey know
Step 3 Learners describe forestry on
their own words
Step 4 -In groups learners list down
uses of trees at home and at school
Step 5 Groups report back and
lfacilitator comments
Step 6 Individual written work
Conclusion –Singing and dancing
songs

13/09/ Lesson5& 6 -collect parts *Discussions coordination Agriculture grade

24 PLANTS of a tree from *Educational tours collaborative 3-7 syllabus page
Forestry the forest and *Group work observation 13
use them *Question and Answer cognitive Ventures Primary
-Uses of trees Assumed knowledge Learners uses manipulative Agriculture
dry trees for firewood psychomotor Learners Book
Introduction Recap of the previous tactile Grade 3 page 50
creativity
lesson
hand and eye ICT Tools
Step 1 Facilitator and learners went pictures of trees
to a field trip in the local environment pictures of
to collect some furniture
branches ,roots,leaves,bark and poles firewood
of trees leaves for
Step 2 -learners list down the uses of mulching
roots for medicine
trees
poles
Step 3 Learners identify and describe
the uses of trees at home and school
Step 4 Learners in groups draw the
products we get from trees

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6
 Step 5 Groups report back
Step 6 Individual written work
Conclusion –oral discussions on the
uses of trees

Lesson 7 -able to play *Discussions coordination Agriculture grade

PLANTS games *Problem solving collaborative 3-7 syllabus page
Forestry *Group work observation 13
*Question and Answer cognitive Ventures Primary
-Game Assumed knowledge Learners manipulative Agriculture
have played the games before psychomotor Learners Book
Introduction Facilitator demonstrate tactile Grade 3 page 50
creativity
playing the game
hand and eye -local forestry
Step 2 -learners imitate the game products
after the teacher -ICT tools
Step 3 Learners make a list of all the -
plants they know ,.share the list with
friends and see if they have listed
plants you have not listed
Step 4 –Groups report back and the
facilitator comments
Conclusion –Singing and dancing
songs

Lesson 8 -answer at *Discussions critical Agriculture grade

REVISION least 20 *Problem solving thinking 3-7 syllabus page
Forestry questions from *Individual work manipulative 13
the covered *Question and Answer scientific Ventures Primary
-Uses of trees concept Assumed knowledge Learners have visual Agriculture
written the revision exercises before. creativity Learners Book
Introduction. Grade 3 page 50
Teacher explains key words
Step 1The class revises the concepts
learnt on the covered topics
Step 2.Tr read the instructions on the
chalkboard on how they are going to

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 14

7
 write the test
Step 3Tr distributes papers to the
pupils
Step 4 Pupils write the test
individually
Step 5The class revises the written
test
Conclusion Tr gives extension or
remedial work to those who mastered

Wk Topic /Content Objectives Methodology/Assumed Competence Reference Evaluation

End knowledge Skills S.O.M/ Media
Activities
20/09/24 Lesson 1 By the end of *Discussions manipulative Agriculture grade
ANIMALS the week *Problem solving psychomotor 3-7 syllabus page
learners *Group work tactile 13
Introduction to should be *Question and Answer creativity Ventures Primary
animal study able to: Assumed knowledge Learners hand and eye Agriculture
-list uses of keep domestic animals at home coordination Learners Book
--Uses of domestic Introduction Facilitator explain collaborative Grade 3 page 50
domestic animals observation
about domestic animals
animals -draw cognitive ICT tools
domestic Step 1 Learners identify pictures of Local environment
animals domestic animals from the chart pictures of
Step 2 -learners name domestic goat/sheep
animals they keep at home cow
Step 3 Learners discuss the uses of oxen
domestic animals dog
donkey
Step 4 - learners name and draw
milk
domestic animals
wool
Step 5 Individual written work
Conclusion –Singing and dancing
songs

Lesson 2&3 -name and *Discussions manipulative Agriculture grade

ANIMALS identify *Educational tours psychomotor 3-7 syllabus page
domestic *Group work tactile 13

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8
 Introduction to animals in the *Question and Answer creativity Ventures Primary
animal study community Assumed knowledge Learners hand and eye Agriculture
-list uses of have seen people milking cows coordination Learners Book
--Uses of domestic Introduction Recap of the previous collaborative Grade 3 page 50
domestic animals observation ICT tools
lesson
animals cognitive Local environment
Step 1 Facilitator and learners went pictures of
to a field trip in the local goat/sheep
environment to identify the uses cow
domestic animals oxen
Step 2 -learners state the uses of dog
domestic animals donkey
milk
Step 3 Learners observe and role
wool
play situations where domestic
animals are used
Step 4 Learners model their
favourite domestic animal
Conclusion –Singing and dancing
songs

Lesson 4 -name and *Discussions manipulative Agriculture grade

ANIMALS identify types *Problem solving psychomotor 3-7 syllabus page
of animals *Group work tactile 13
Animal feeds *Question and Answer creativity Ventures Primary
Nutrition Assumed knowledge Learners feed hand and eye Agriculture
animals at home coordination Learners Book
-Animal feeds Introduction Facilitator explains key collaborative Grade 3 page 50
observation
words
cognitive ICT tool
Step 1 learners identify types of -samples of feeds
animal feeds from pictures -local environment
Step 2 -learners list down animals -domestic animals
feeds they use
Step 3 Learners discuss how they
feed the animals at home
Step 4 -In groups learners answer
questions from work cards

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 14

9
 Step 5 Groups report back and the
facilitator comments
Conclusion –Singing and dancing
songs

27/09/ Lesson 5&6 -collect *Discussions manipulative Agriculture grade

24 ANIMALS samples of *Educational tour psychomotor 3-7 syllabus page
animal feeds *Group work tactile 13
Animal -feed animals *Question and Answer creativity Ventures Primary
Nutrition that are kept Assumed knowledge Learners feed hand and eye Agriculture
at school animals at home coordination Learners Book
-Animal feeds Introduction Recap of the previous collaborative Grade 3 page 50
observation ICT tool
lesson
cognitive -samples of feeds
Step 1 learners and facilitator went -local environment
to the school fowl run -domestic animals
Step 2 -learners list down animals
feeds they use
Step 3 Learners discuss how they
feed the animals at school
Step 4 -In groups learners collect
samples of feeds and feed animals
kept in the school
Step 5 Groups report back and the
facilitator comments
Conclusion –Oral discussions on
animals feeds

Lesson 7 -classify *Discussions manipulative Agriculture grade

ANIMALS animal feeds *Problem solving psychomotor 3-7 syllabus page
as natural and *Group work tactile 13
Animal commercial *Question and Answer creativity Ventures Primary
Nutrition Assumed knowledge Learners are hand and eye Agriculture
aware of animal feeds coordination Learners Book
- animal Introduction Recap of the previous collaborative Grade 3 page 50
feeds(Natural observation
lesson
and Commercial) cognitive -ICT tool
Step 1 Learners explain about -samples of feeds

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 15

0
 natural and commercial feeds -local environment
Step 2 -learners identify natural and -domestic animals
commercial feeds
Step 3 Learners group natural and
commercial feeds
Step 4 –individual written work
Conclusion –Oral discussions on
commercial and natural feeds

Lesson 8 -answer at *Discussions critical Agriculture grade

REVISION least 20 *Problem solving thinking 3-7 syllabus page
questions from *Individual work manipulative 13
ANIMALS the covered *Question and Answer scientific Ventures Primary
concept Assumed knowledge Learners visual Agriculture
Animal have written the revision exercises creativity Learners Book
Nutrition before. Grade 3 page 50
Introduction.
ICT tool
Teacher explains key words -samples of feeds
Step 1The class revises the -local environment
concepts learnt on the covered -domestic animals
topics
Step 2.Tr read the instructions on
the chalkboard on how they are
going to write the test
Step 3Tr distributes papers to the
pupils
Step 4 Pupils write the test
individually
Step 5The class revises the written
test
Conclusion Tr gives extension or
remedial work to those who
mastered

Wk Topic /Content Objectives Methodology/Assumed Competence Reference Evaluation

End knowledge Skills S.O.M/ Media

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 15

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 Activities
04/10/24 Lesson 1 By the end of *Discussions manipulative Agriculture grade
ANIMALS the week *Problem solving psychomotor 3-7 syllabus page
learners *Group work tactile 13
Small livestock should be *Question and Answer creativity Ventures Primary
production able to: Assumed knowledge Learners hand and eye Agriculture
-name types of have poultry at home coordination Learners Book
-Poultry livestock Introduction Facilitator explains key collaborative Grade 3 page 50
-draw a observation ict tools
words
chicken cognitive pictures of poultry
Step1 Learners identify types of local environment
poultry from the pictures
Step 2 -learners list examples of
poultry
Step 3 Learners name the types of
feeds they eat
Step 4 -In groups learners draw and
name the types of poultry
Step 5 Groups report back and
facilitator comments
Conclusion –Singing and dancing
songs

Lesson 2&3 -identify types *Discussions manipulative Agriculture grade

ANIMALS of poultry in *Educational tour psychomotor 3-7 syllabus page
the *Group work tactile 13
Small livestock environment *Question and Answer creativity Ventures Primary
production -feed livestock Assumed knowledge Learners are hand and eye Agriculture
that are are aware of different poultry coordination Learners Book
-Poultry kept at school Introduction Recap of the previous collaborative Grade 3 page 50
-model a hen observation
lesson
cognitive ict tools
Step 1 learners and facilitator went pictures of poultry
to the school fowl run local environment
Step 2 -learners observed different
types of poultry
Step 3 Learners name and identify

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 different types of poultry
Step 4 –Learners model any type of
poultry of their choice
Step 5 Facilitator comments
Conclusion –Oral discussions on
different types of poultry

Lesson 4 -identify a *Discussions manipulative Agriculture grade

ANIMALS rabbit *Problem solving psychomotor 3-7 syllabus page
-draw a rabbit *Group work tactile 13
Small livestock *Question and Answer creativity Ventures Primary
production Assumed knowledge Learners hand and eye Agriculture
have rabbits at home coordination Learners Book
-Rabbits Introduction Facilitator explains key collaborative Grade 3 page 50
observation ict tools
words
cognitive pictures of rabit
Step1 Learners identify types of local environment
rabbits from the pictures
Step 2 -learners list down types of
rabbits
Step 3 Learners name the types of
feeds they eat
Step 4 -In groups learners draw and
name the types of rabbits
Step 5 Groups report back and
facilitator comments
Conclusion –Oral discussions on
rabbits

11/10/ Lesson 5&6 -identify types *Discussions manipulative Agriculture grade

19 ANIMALS of rabbits in *Educational tour psychomotor 3-7 syllabus page
the *Group work tactile 13
Small livestock environment *Question and Answer creativity Ventures Primary
production -feed rabbits Assumed knowledge Learners are hand and eye Agriculture
that are are aware of different rabbits coordination Learners Book
-Rabbits kept at school Introduction Recap of the previous collaborative Grade 3 page 50
-model a observation
lesson

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 rabbit Step 1 learners and facilitator went cognitive ict tools
to the school fowl run pictures of rabbit
Step 2 -learners observed different local environment
types of rabbits
Step 3 Learners name and identify
different types of rabbits
Step 4 –Learners model any type of
rabbit of their choice
Step 5 Facilitator comments
Conclusion –Oral discussions on
different types of rabbits

Lesson 8 -answer at *Discussions critical Agriculture grade

REVISION least 20 *Problem solving thinking 3-7 syllabus page
questions from *Individual work manipulative 13
ANIMALS the covered *Question and Answer scientific Ventures Primary
concept Assumed knowledge Learners visual Agriculture
Small livestock have written the revision exercises creativity Learners Book
production before. Grade 3 page 50
Introduction.
-Rabbits and
Poultry Teacher explains key words
Step 1The class revises the
concepts learnt on the covered
topics
Step 2.Tr read the instructions on
the chalkboard on how they are
going to write the test
Step 3Tr distributes papers to the
pupils
Step 4 Pupils write the test
individually
Step 5The class revises the written
test
Conclusion Tr gives extension or
remedial work to those who
mastered

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 15

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Wk Topic /Content Objectives Methodology/Assumed Competence Reference Evaluation
End knowledge Skills S.O.M/ Media
Activities
18/10/24 Lesson 1 By the end of *Discussions manipulative Agriculture grade
ANIMALS the week *Problem solving psychomotor 3-7 syllabus page
learners *Group work tactile 13
Apiculture should be *Question and Answer creativity Ventures Primary
able to: Assumed knowledge Learners hand and eye Agriculture
-Characteristics -define have seen bees before coordination Learners Book
of bees apiculture Introduction Facilitator explains key collaborative Grade 3 page 50
observation
words
cognitive
Step 1 Facilitator describe the
differences between beesand other
insects
Step 2 Learners identify pictures of
bees from the textbook
Step 3 -learners write down the
characteristics of bees
Step 4 Learners discuss on food we
get from bees
Step 5 –individual written work
Conclusion –oral discussions on the
work done

Lesson 2&3 -distinguish *Discussions manipulative Agriculture grade

ANIMALS bees from *Educational tour psychomotor 3-7 syllabus page
other insects *Group work tactile 13
Apiculture *Question and Answer creativity Ventures Primary
Assumed knowledge Learners hand and eye Agriculture
-Characteristics have seen bees before coordination Learners Book
of bees Introduction Recap of the previous collaborative Grade 3 page 50
observation
lesson
cognitive
Step 1 learners and facilitator
conduct an eduicational tour to the

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 15

5
 local environment
Step 2 -learners observed different
types of insects
Step 3 Learners distinguish bees
from other insects
Step 4 –Learners in groups write
down the benefits of bees to human
beings
Step 5 groups report back
Conclusion –Oral discussions
Lesson 4 -draw the bees *Discussions manipulative Agriculture grade
ANIMALS *Educational tour psychomotor 3-7 syllabus page
*Group work tactile 13
Apiculture *Question and Answer creativity Ventures Primary
Assumed knowledge Learners eat hand and eye Agriculture
-Benefits of honey coordination Learners Book
bees Introduction Recap of the previous collaborative Grade 3 page 50
observation
lesson
cognitive
Step 1 learners and facilitator
conduct an eduicational tour to the
local environment
Step 2 -learners observed how bees
make honey
Step 3 Learners distinguish bees
from other insects
Step 4 –Learners in groups draw
bees and anwer questions
Step 5 groups report back
Conclusion –oral discussions

25/10/ Lesson 5&6 -list down food *Discussions manipulative Agriculture grade
24 ANIMALS we get from *Problem solving psychomotor 3-7 syllabus page
bees *Group work tactile 13
Apiculture *Question and Answer creativity Ventures Primary
Assumed knowledge Learners hand and eye Agriculture
-Benefits of coordination Learners Book

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 15

6
 bees have seen bees before collaborative Grade 3 page 50
Introduction Facilitator explains key observation
words cognitive
Step 1 Facilitator describe the
differences between beesand other
insects
Step 2 Learners identify pictures of
bees from the textbook
Step 3 -learners write down the
characteristics of bees
Step 4 Learners discuss on food we
get from bees
Step 5 –individual written work
Conclusion –oral discussions on the
work done

Lesson 8 *Discussions critical Agriculture grade

REVISION -answer at *Problem solving thinking 3-7 syllabus page
ANIMALS least 20 *Individual work manipulative 13
questions from *Question and Answer scientific Ventures Primary
Apiculture the covered Assumed knowledge Learners visual Agriculture
concept have written the revision exercises creativity Learners Book
-Benefits of before. Grade 3 page 50
bees
Introduction.
- Characteristics
of bees Teacher explains key words
Step 1The class revises the
concepts learnt on the covered
topics
Step 2.Tr read the instructions on
the chalkboard on how they are
going to write the test
Step 3Tr distributes papers to the
pupils
Step 4 Pupils write the test
individually
Step 5The class revises the written

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 15

7
 test
Conclusion Tr gives extension or
remedial work to those who
mastered

Wk Topic /Content Objectives Methodology/Assumed Competence Reference Evaluation

End knowledge Skills S.O.M/ Media
Activities
01/11/24 REVISION OF By the end of Step 1Recap of the covered critical Agriculture grade
END OF TERM the week concepts thinking 3-7 syllabus page
TESTS learners Step 2.Learners pose questions on manipulative 13
should be challenging topics scientific Ventures Primary
able to: Step3.Individually learners write visual Agriculture
revision exercise creativity Learners Book
-answer at Step 4.Collecting answer sheet from Grade 3 page 50
least 30 learners
questions from Step 5.Revising the test
the covered Conclusion
topics Facilitator ask challenging questions
and solve it as a class
08/11/ REVISION OF -answer at Step 1Recap of the covered critical Agriculture grade
24 END OF TERM least 30 concepts thinking 3-7 syllabus page
TESTS questions from Step 2.Learners pose questions on manipulative 13
the covered challenging topics scientific Ventures Primary
topics Step3.Individually learners write visual Agriculture
revision exercise creativity Learners Book
Step 4.Collecting answer sheet from Grade 3 page 50
learners
Step 5.Revising the test
Conclusion
Facilitator ask challenging questions
and solve it as a class
15/11/ REVISION OF -answer at Step 1Recap of the covered critical Agriculture grade
24 END OF TERM least 30 concepts thinking 3-7 syllabus page
TESTS questions from Step 2.Learners pose questions on manipulative 13

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 15

8
 the covered challenging topics scientific Ventures Primary
topics Step3.Individually learners write visual Agriculture
revision exercise creativity Learners Book
Step 4.Collecting answer sheet from Grade 3 page 50
learners
Step 5.Revising the test
Conclusion
Facilitator ask challenging questions
and solve it as a class
22/11/ REVISION OF -answer at Step 1Recap of the covered critical Agriculture grade
24 END OF TERM least 30 concepts thinking 3-7 syllabus page
TESTS questions from Step 2.Learners pose questions on manipulative 13
the covered challenging topics scientific Ventures Primary
topics Step3.Individually learners write visual Agriculture
revision exercise creativity Learners Book
Step 4.Collecting answer sheet from Grade 3 page 50
learners
Step 5.Revising the test
Conclusion
Facilitator ask challenging questions
and solve it as a class
29/11/ REVISION OF -answer at Step 1Recap of the covered critical Agriculture grade
24 END OF TERM least 30 concepts thinking 3-7 syllabus page
TESTS questions from Step 2.Learners pose questions on manipulative 13
the covered challenging topics scientific Ventures Primary
topics Step3.Individually learners write visual Agriculture
revision exercise creativity Learners Book
Step 4.Collecting answer sheet from Grade 3 page 50
learners
Step 5.Revising the test
Conclusion
Facilitator ask challenging questions
and solve it as a class

Wk Topic /Content Objectives Methodology/Assumed Competenc Reference Evaluation

End knowledge e S.O.M/ Media
Activities Skills

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 15

9
06/12/2 END OF TERM By the end of Step1.Individually learners write critical
4
CLUSTER the week revision exercise thinking
EXAMINATIONS learners Step 2.Collecting answer sheet manipulativ
should be from learners e
able to: Step 3.Revising the test scientific
-answer at visual
least 50 creativity
questions from
the covered
topics

SCIENCE AND TECHNOLOGY

AIMS
The syllabus aims to help learners to:

 select and use a wide range of materials and components in the environment
 develop the creative, technical and practical expertise to participate in a scientific and technological world
 demonstrate innate talent that lead to originality and innovativeness
 enhance scientific and technological designs, through the use of Information and Communication Technology
 manipulate materials and equipment to enhance creativity
 develop critical evaluation skills in technical, aesthetic, economic, environmental, social and cultural contexts

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0
  explore opportunities that promote a sense of self-reliance, enterprising and community explore scientific and technological ideas to develop
innovations through ICT
 apply indigenous knowledge systems and understand Scientific and Technological concepts.
 debate consequences of the outcomes of scientific and technological processes
 collect and record relevant data and information through scientific research
 demonstrate enterprise skills that are relevant to the market, recognizing constraints of time, cost and accessibility of resources
 demonstrate an appreciation of the role of designers, craftsmen, scientists and technologists in industry and society

TOPICS TO BE COVERED
 Sustainable Resource Management
 Health and Safety
 Materials and Structures
 Energy and Fuels

Wk Topic /Content Objectives Methodology/Assumed knowledge Competence Reference Evaluation

End Activities Skills S.O.M/ Media
13/09/2 Lesson 1 By the end of the *Demonstration manipulative Science and Technology
4 SUSTAINABLE week learners *Discussions hand and eye Syllabus Gr3
RESOURCE should be able to: *Group work coordination page 12
MANAGEMENT -name different *Question and answer communication Ventures Primary Science and
resources in the Assumed knowledge Learners are aware of creativity Technology Learners Book
Sustainable Resource environment different resources observation Grade 3 page 145-155
Management Introduction –Facilitator explain the concept of the cognitive
topic problem solving -local environment
Naming Resources Step 2 -learners.name resources foung in the local scientific -pictures of dams
environment confidence -roads,rubber
Step 3 Learners identify pictures of resources from ,plastic
the text book
Step 4 -In groups learners answer questions from
work cards
Step 5 Groups report back and facilitator comments

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 Step 6 Individual written work
Conclusion -oral discussions

Lesson 2 -identify resources *Demonstration manipulative Science and Technology

SUSTAINABLE in the local *Discussions hand and eye Syllabus Gr3
RESOURCE environment *Collection coordination page 12
MANAGEMENT *Educational tours communication Ventures Primary Science and
*Group work creativity Technology Learners Book
Sustainable Resource *Question and answer observation Grade 3 page 145-155
Management Assumed knowledge Learners are aware of cognitive
different resources problem solving -local environment
Identifying local Introduction –Recap of the previous lesson scientific -pictures of dams
resources Step 2 -learners.and facilitator conducted an confidence -roads,rubber
educational tour in the local environment to collect ,plastic
locally available resources
Step 3 Learners identify locally available resources
Step 4 -In groups learners name and draw local
resources
Step 5 Groups report back and facilitator comments
Step 6 Individual written work
Conclusion -oral discussions

Lesson 3 -classify man made *Demonstration manipulative Science and Technology

SUSTAINABLE resources *Discussions hand and eye Syllabus Gr3
RESOURCE *Collection coordination page 12
MANAGEMENT *Experimentation communication Ventures Primary Science and
*Group work creativity Technology Learners Book
Sustainable Resource *Question and answer observation Grade 3 page 145-155
Management Assumed knowledge Learners are aware of locally cognitive
available resources problem solving -local environment
Man made Resources Introduction –Recap of the previous lesson scientific -pictures of dams
Step 2 -learners.name resources found in the local confidence -roads,rubber
environment ,plastic
Step 3 Facilitator describe the man-made resources
Step 4 -In groups learners identify and name man-
made resources
Step 5 Groups report back and facilitator comments
Step 6 Individual written work
Conclusion -oral discussionsLearners name

Lesson 4 -identify and name *Demonstration manipulative Science and Technology

SUSTAINABLE natural resources *Discussions hand and eye Syllabus Gr3
RESOURCE *Collection coordination page 12

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 MANAGEMENT *Group work communication Ventures Primary Science and
*Question and answer creativity Technology Learners Book
Sustainable Resource Assumed knowledge Learners are aware of locally observation Grade 3 page 145-155
Management available resources cognitive
Introduction –Recap of the previous lesson problem solving -local environment
Natural Resources Step 2 -learners.name resources found in the local scientific -pictures of dams
environment confidence -roads,rubber
Step 3 Facilitator describe the natural resources ,plastic
Step 4 -In groups learners identify and name natural
resources
Step 5 Groups report back and facilitator comments
Step 6 Individual written work
Conclusion -oral discussions

20/09/9 Lesson 5 -list down the *Demonstration manipulative Science and Technology
SUSTAINABLE sources of waste *Discussions hand and eye Syllabus Gr3
RESOURCE *Collection coordination page 12
MANAGEMENT *Experimentation communication Ventures Primary Science and
*Group work creativity Technology Learners Book
Sustainable Resource *Question and answer observation Grade 3 page 145-155
Management Assumed knowledge Learners have seen trucks cognitive
collecting waste problem solving -local environment
Sources of waste Introduction –Facilitator discuss about sources of scientific -pictures of dams
waste confidence -roads,rubber
Step 2 -learners.discuss about how they keep waste ,plastic
at home
Step 3 Learners list down sources of waste they
know
Step 4 - learners identify examples of waste from
the text book
Step 5 in groups learners answer questions from
work cards
Step 6Groups report back and facilitator comments
Step 7 Individual written work
Conclusion -oral discussions

Wk Topic /Content Objectives Methodology/Assumed knowledge Competence Reference Evaluation

End Activities Skills S.O.M/ Media
Lesson 1 By the end of the *Demonstration manipulative Science and Technology
HEALTH AND week learners *Discussions hand and eye Syllabus Gr3
SAFETY should be able to: *Collection coordination page 13
-List down human *Experimentation communication Ventures Primary Science and

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Human body body parts *Group work creativity Technology Learners Book
Personal Hygiene -Describe how to *Question and answer observation Grade 3 page 1-29
take care of the Assumed knowledge Learners brush teeth everyday cognitive
Care for teeth teeth Introduction –Facilitator bring teeth brush,teeth problem solving -chart with body parts
paste and water and ask learners the use of it scientific cloth
Step 2 –learners name the body parts they know confidence cleaning equipment such as
Step 3 Learners identify materials used to clean soap, comb, towel
teeth water
Step 4 –Facilitator demonstrate how to take care teeth brush
for the teeth toothpaste
Step 5 two volunteers practise brushing teeth in
front and the facilitator comments
Step 6 Individual written work
Conclusion –Learners sing the sond chidokohori
mushonga wemawende

Lesson 2 -Describe how to *Demonstration manipulative Science and Technology

HEALTH AND take care of the *Discussions hand and eye Syllabus Gr3
SAFETY hair *Collection coordination page 13
-Be able to comb *Experimentation communication Ventures Primary Science and
Human body their hair *Group work creativity Technology Learners Book
Personal Hygiene *Question and answer observation Grade 3 page 1-29
Assumed knowledge Learners use a comb to brush cognitive
Care for hair the hair problem solving -chart with body parts
Introduction –Recap of the previous lesson scientific cloth
Step 2 –Facilitator explain the topic confidence cleaning equipment such as
Step 3 Learners identify materials used to care for soap, comb, towel
hair water
Step 4 –Facilitator demonstrate how to take care shapoo
for hair hair food
Step 5 two volunteers practise brushing hair in
front and the facilitator comments
Step 6-learners discuss the dangers of not comb the
hair
Step 7 Individual written work
Conclusion –Learners sing the song hande
kuchikorokana warambidzwa unofa wakadaro usina
kumbodzidza.Mavhudzi sengundu…….
Lesson 3 -practice washing *Demonstration manipulative Science and Technology
HEALTH AND their hands *Discussions hand and eye Syllabus Gr3
SAFETY - Describe how to *Collection coordination page 13
take care of the *Experimentation communication Ventures Primary Science and
Human body hands *Group work creativity Technology Learners Book

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Personal Hygiene *Question and answer observation Grade 3 page 1-29
Assumed knowledge Learners wash hands before cognitive
Care for hands having a meal problem solving -chart with body parts
Introduction –Recap of the previous lesson scientific cloth
Step 2 –Facilitator ask learners what they do before confidence cleaning equipment such as
having a meal soap, comb, towel
Step 3 Learners identify materials used to care for water
hands
Step 4 –Facilitator demonstrate how to wash hands
using running water
Step 5 two volunteers practise washing hands in
front and the facilitator comments
Step 6-learners discuss the dangers of not washing
hands aftervisiting the toilet
Step 7 Individual written work
Conclusion –oral discussions on the importance of
washig hands everytime

Lesson 4 -be able to clean *Demonstration manipulative Science and Technology

HEALTH AND their eyes and ears *Discussions hand and eye Syllabus Gr3
SAFETY -Describe how to *Collection coordination page 13
take care of the ears *Experimentation communication Ventures Primary Science and
Human body and eyes *Group work creativity Technology Learners Book
Personal Hygiene *Question and answer observation Grade 3 page 1-29
Assumed knowledge Learners wash their body cognitive
Care for Ears and everyday problem solving -chart with body parts
eyes,nose Introduction –Recap of the previous lesson scientific cloth
Step 2 –Facilitator ask learners why they wash their confidence cleaning equipment such as
bodies soap, comb, towel
Step 3 Learners identify materials used to care for water
ears,nose and eyes handkerchief
Step 4 –Facilitator demonstrate how to clean the earbuds
ears and nose carrots
Step 5 two volunteers practise cleaning ears ,eyes
and nose in front and the facilitator comments mucus(madzihwa)
Step 6-learners discuss the dangers of not cleaning mufunzu
ears ,nose and eyes mabori
Step 7 Individual written work
Conclusion –oral discussions on the importance of
cleaning eyes,ears and nose everytime

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27/09/24 Lesson 5 -Describe how to *Problem solving Science and Technology
HEALTH AND take care of the body *Critical thinking Syllabus Gr3
SAFETY parts *Question and answer page 13
INTRO Ventures Primary Science and
Human body Step 1Recap of the covered concepts Technology Learners Book
Personal Hygiene Step 2.Learners pose questions on challenging Grade 3 page 1-29
topics
REVISION Step3.Individually learners write revision exercise -chart with body parts
EXERCISE Step 4.Collecting answer sheet from learners cloth
Step 5.Revising the test cleaning equipment such as
Conclusion soap, comb, towel
Recap by the teacher on covered work during the water
whole week

Wk Topic /Content Objectives Methodology/Assumed knowledge Competence Reference Evaluation

End Activities Skills S.O.M/ Media
Lesson 1 By the end of the *Demonstration manipulative Science and Technology
HEALTH AND week learners *Discussions hand and eye Syllabus Gr3
SAFETY should be able to: *Collection coordination page 13
-Describe how to *Experimentation communication Ventures Primary Science and
Human body take care of the *Group work creativity Technology Learners Book
armpits and public *Question and answer observation Grade 3 page 1-29
Personal Hygiene areas Assumed knowledge Learners wash their body cognitive
everyday problem solving -chart with body parts
Care for armpits and Introduction –Recap of the previous lesson scientific cloth
public area Step 2 –Facilitator discuss the dangers of not confidence cleaning equipment such as
cleaning armpits and public area soap, comb, towel
Step 3 Learners discuss how they clean the armpits water
and public area
Step 4 Learners name the materials used to care for having machine
armpits and public area razor
Step 5 –Learners discuss about the importance of hair cleaner
washing and changing their pants everyday protex soap
Step 6-learners explain how the care for their
armpits and public area
Step 7 Individual written work
Conclusion –oral discussions on care for armpits
and public area

Lesson 2 -list down toiletries *Demonstration manipulative Science and Technology

HEALTH AND and cosmetics used *Discussions hand and eye Syllabus Gr3

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SAFETY to take care of the *Collection coordination page 13
body *Experimentation communication Ventures Primary Science and
Human body -identify pictures of *Group work creativity Technology Learners Book
toiletries and *Question and answer observation Grade 3 page 1-29
Personal Hygiene cosmetics Assumed knowledge Learners have seen their cognitive
parents cleaning the sink or the toilet problem solving -chart with body parts
Toiletries and Introduction –Facilitator explain the key words scientific cloth
cosmetics Step 2 –learners identify toiletries and cosmetics confidence cleaning equipment such as
used to take care of the body from the book soap, comb, towel
Step 3 Learners list down toiletries and cosmetics water
Step 3 Learners collect pictures and empty bottles of jik
toiletries and cosmetics that are locally available and handandy
display them domestos
Step 4 -In groups learners draw and name toiletries protex soap
and cosmetics harpik
Step 5 Groups report back and facilitator comments surf
Step 6 Individual written work
Conclusion –Discussion on toiletries and cosmetics

Lesson 3&4 -name and draw *Demonstration manipulative Science and Technology
HEALTH AND cleaning equipment *Discussions hand and eye Syllabus Gr3
SAFETY *Collection coordination page 13
*Experimentation communication Ventures Primary Science and
Human body *Group work creativity Technology Learners Book
*Question and answer observation Grade 3 page 1-29
Personal Hygiene *Song and dance cognitive
Assumed knowledge Learners have used different problem solving -chart with body parts
Cleaning equipment cleaning equipment before scientific cloth
Introduction –Facilitator bring some confidence cleaning equipment such as
brooms,harpic,jik,mop,domestos,mutton cloth and soap, comb, towel
brushes in the class and ask learners what they are water
used for jik
Step 2 –learners identify cleaning equipment from handandy
the chart domestos
Step 4 –leaners name the cleaning equipment protex soap
Step 5 In groups learners practice cleaning the harpik
floors,windows,tables and walls using the cleaning surf
equipments mop
Step 5 Learners draw and name the cleaning brushes
equipments broom
Step 6 Individual written work
Conclusion –Learners recite poems of personal
hygiene

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04/10/24 Lesson 5 *Problem solving writing Science and Technology
HEALTH AND *Critical thinking oral Syllabus Gr3
SAFETY *Question and answer hand and eye page 13
INTRO coordination Ventures Primary Science and
Human body Step 1Recap of the covered concepts scientific Technology Learners Book
Step 2.Learners pose questions on challenging concentration Grade 3 page 1-29
Personal Hygiene topics problem solving
Step3.Individually learners write revision exercise -chart with body parts
Revision Exercise Step 4.Collecting answer sheet from learners cloth
Step 5.Revising the test cleaning equipment such as
Conclusion soap, comb, towel
Recap by the teacher on covered work during the water
whole week

Wk Topic /Content Objectives Methodology/Assumed knowledge Competence Reference Evaluation

End Activities Skills S.O.M/ Media
Lesson 1 By the end of the *Demonstration manipulative Science and Technology
HEALTH AND week learners *Discussions hand and eye Syllabus Gr3
SAFETY should be able to: *Collection coordination page 14-15
-name sources of *Experimentation communication Ventures Primary Science and
Nutrition food *Group work creativity Technology Learners Book
-classify food *Question and answer drawing Grade 3 page 1-29
Sources of food according to their Assumed knowledge Learners eat food from plants observation
 Plants sources Introduction –Facilitator discuss about food from cognitive chart with pictures of food
plants problem solving cereals
Step 1 Learners state the two sources of food scientific fruits
Step 2 –learners name food they get from plants confidence mealie meal
Step 3 Learners identify food we get from plants vegetables
shown on the chart pumkins
Step 4 -In groups learners answer question from yoghurt
work cards potatoes
Step 5 Learner draw and name food from plants
Step 5 Groups report back and facilitator comments
Step 6 Individual written work
Conclusion -oral discussions on food from plants

Lesson 2 -draw animals of *Demonstration manipulative Science and Technology

HEALTH AND their choice *Discussions hand and eye Syllabus Gr3
SAFETY -group food *Collection coordination page 14-15
according to their *Experimentation communication Ventures Primary Science and
Nutrition sources *Group work creativity Technology Learners Book

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 *Question and answer observation Grade 3 page 1-29
Sources of food Assumed knowledge Learners eat food from cognitive
 Animals animals problem solving chart with pictures of food
Introduction –Recap of the previous lesson scientific milk
Step 1 Learners state the two sources of food confidence chicken
Step 2 –learners name food they get from animals fish
Step 3 Learners identify food we get from animals eggs
shown on the chart cheese
Step 4 -In groups learners answer question from yorghurt
work cards meat
Step 5 Learner draw and name food from plants potatoes
Step 5 Groups report back and facilitator comments
Step 6 Individual written work
Conclusion -oral discussions on food from plants

Lesson 3&4 -match food *Games manipulative Science and Technology

HEALTH AND according to their Assumed knowledge Learners play games at home hand and eye Syllabus Gr3
SAFETY sources Introduction –Recap of the previous lesson coordination page 14-15
-practice playing the Step 1 Learners diff games they play at home communication Ventures Primary Science and
Nutrition puzzle game Step 2 –Facilitator explain the playing of the games creativity Technology Learners Book
Sources of food Step 3 Learners practice playing the puzzle game observation Grade 3 page 1-29
Step 4 –Learners match food to their sources matching
Puzzle Game Step 5 Individual written work problem solving chart with a puzzle game
-Matching food to their Conclusion -oral discussions on puzzle games scientific
sources confidence

11/10/19 Lesson 5 *Problem solving writing Science and Technology

HEALTH AND *Critical thinking oral Syllabus Gr3
SAFETY *Question and answer hand and eye page 14-15
INTRO coordination Ventures Primary Science and
Nutrition Step 1Recap of the covered concepts scientific Technology Learners Book
Sources of food Step 2.Learners pose questions on challenging concentration Grade 3 page 1-29
topics problem solving
REVISION Step3.Individually learners write revision exercise
EXERCISE Step 4.Collecting answer sheet from learners
Step 5.Revising the test
Conclusion
Recap by the teacher on covered work during the
whole week

Wk Topic /Content Objectives Methodology/Assumed knowledge Competence Reference Evaluation

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End Activities Skills S.O.M/ Media

Lesson 1 By the end of the *Demonstration manipulative Science and Technology

HEALTH AND week learners *Discussions hand and eye Syllabus Gr3
SAFETY should be able to: *Collection identifying page 14-15
-state the importance *Group work observing Ventures Primary Science and
Nutrition of food to the body *Question and answer coordination Technology Learners Book
Importance of food to -list down at least Assumed knowledge Learners eat food everyday communication Grade 3 page 1-29
the body five examples of Introduction –Facilitator displays pictures of creativity
 Energy giving energy giving food energy -giving foodsand ask learners which group observation chart with pictures of food
foods of food do they belongs cognitive sadza
Step 1 Learners collect pictures of energy- giving problem solving bread
food scientific mealies
Step 2 -learners.identify energy giving food from confidence potatoes
pictures
Step 3 Learners discuss the importance of having
energy -giving food in our bodies
Step 4 -In groups learners draw and name energy-
giving foods
Step 5 Groups report back and facilitator comments
Step 6 Individual written work
Conclusion -oral discussions and learners were
given home work to bring pictures of body- building
food
Lesson 2 -name examples of *Demonstration Science and Technology
body building food *Discussions Syllabus Gr3
HEALTH AND -draw pictures of *Collection page 14-15
SAFETY body building food *Experimentation Ventures Primary Science and
*Group work Technology Learners Book
Nutrition *Question and answer Grade 3 page 1-29
Importance of food to Assumed knowledge Learners are aware of energy-
the body giving foods chart with pictures of food
 Body building Introduction –Facilitator displays pictures of body chicken
foods -building foodsand ask learners which group of food meat
do they belongs fish
Step 1 Learners collect pictures of body building nuts
foods groundnuts
Step 2 -learners.identify body building food from eggs
pictures
Step 3 Learners discuss the importance of having
body building food in our bodies
Step 4 -In groups learners draw and name energy-

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 giving foods
Step 5 Groups report back and facilitator comments
Step 6 Individual written work
Conclusion -oral discussions and learners were
given home work to bring pictures of protective
foods

Lesson 3&4 -name and identify *Demonstration Science and Technology

HEALTH AND types of protective *Discussions Syllabus Gr3
SAFETY foods *Collection page 14-15
-draw pictures of *Experimentation Ventures Primary Science and
Nutrition protective foods *Group work Technology Learners Book
Importance of food to *Question and answer Grade 3 page 1-29
the body Assumed knowledge Learners are aware of body
 Protective foods building foods chart with pictures of food
Introduction –Facilitator displays pictures of carrots
protective foods spinash
Step 1 Learners collect pictures of protective foods onion
Step 2 -learners.identify protective foods from bananas
pictures oranges
Step 3 Learners discuss the importance of having apples
protective food in our bodies cabbage
Step 4 -In groups learners draw and name protective
foods
Step 5 Groups report back and facilitator comments
Step 6 Individual written work
Conclusion -oral discussions
18/10/24 Lesson 5 -state the *Problem solving writing Science and Technology
HEALTH AND importance of food *Critical thinking oral Syllabus Gr3
SAFETY to the body *Question and answer hand and eye page 14-15
-answer at least 15 INTRO coordination Ventures Primary Science and
Nutrition questions correctly Step 1Recap of the covered concepts scientific Technology Learners Book
Importance of food to Step 2.Learners pose questions on challenging concentration Grade 3 page 1-29
the body topics problem solving
Step3.Individually learners write revision exercise
REVISION Step 4.Collecting answer sheet from learners
EXERCISE Step 5.Revising the test
Conclusion
Recap by the teacher on covered work during the
whole week

Wk Topic /Content Objectives Methodology/Assumed knowledge Competence Reference Evaluation

End Activities Skills S.O.M/ Media

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Lesson 1 By the end of the *Demonstration manipulative Science and Technology
HEALTH AND week learners *Discussions hand and eye Syllabus Gr3
SAFETY should be able to: *Collection coordination page 14-15
-identify causes of *Experimentation communication Ventures Primary Science and
Diseases and sickness *Group work creativity Technology Learners Book
prevention -describe germs *Question and answer identifying Grade 3 page 1-29
Assumed knowledge Learners have heard of germs observation
Disease causing Introduction –Facilitator explains and describe a drawing chart with pictures of germs
organisms germ while learners listen cognitive
 Germs Step 1 Learners describe germs on their own words problem solving
Step 2-learners.discuss on disease causing scientific
organisms confidence
Step 3 Learners anwer questions from work cards
Step 4 –Facilitator comments
Step 5 learnersdraw and name a germs
Step 6 Learners discuss how germs spread
Conclusion -oral discussions

Lesson 2 -list organisms that *Demonstration coordination Science and Technology

HEALTH AND cause sickness *Discussions communication Syllabus Gr3
SAFETY *Collection creativity page 14-15
*Experimentation identifying Ventures Primary Science and
Diseases and *Group work observation Technology Learners Book
prevention *Question and answer drawing Grade 3 page 1-29
Disease causing Assumed knowledge Learners are aware of germs cognitive
organisms Introduction –Recap of the previous lesson problem solving chart with pictures of
Step 2 -learners.describe germs scientific germs,virus
 Types of Germs Step 3 Learners explain how germs causes diseases confidence
(virus, bacteria, Step 4 Learners discuss different types of germs
protozoa and fungi) Step 4 -In groups learners identify and draw
diseases caused by organisms
Step 5 Groups report back and facilitator comments
Step 6 Individual written work
Conclusion -oral discussions and learners were
given home work to go and find the symptoms of
diarrhoea

Lesson 3 -discuss diseases *Demonstration coordination Science and Technology

HEALTH AND caused by organisms *Discussions communication Syllabus Gr3
SAFETY -demonstrate how *Collection creativity page 14-15
germs can be *Experimentation identifying Ventures Primary Science and
Diseases and prevented from *Group work observation Technology Learners Book
prevention spreading *Question and answer drawing Grade 3 page 1-29

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 Assumed knowledge Learners have suffered from cognitive
 Diarrhoea diarrhoea before problem solving chart with pictures of
Introduction –Facilitator define diarrhoea scientific germs,virus
Step 2 -learners.name diseases they know confidence sugar
Step 3 Learners list down symptoms of diarrhoea salt
Step 4 –Learners state the causes of diarrhoea
Step 5 In Groups leaners discuss ways of preventing
diarrhoea
Step 5 individual written work
Step 6 Individual written work
Conclusion -oral discussions

Lesson 4 -identify diseases *Demonstration coordination Science and Technology

HEALTH AND caused by organisms *Discussions communication Syllabus Gr3
SAFETY -describe *Experimentation creativity page 14-15
preparation of ORS *Group work identifying Ventures Primary Science and
Diseases and treatment *Question and answer observation Technology Learners Book
prevention Assumed knowledge Learners are aware of drawing Grade 3 page 1-29
diarrhoea cognitive
 The Oral Introduction –Recap of the previous lesson problem solving sugar
Rehydration Step 2 -learners.describe how to prevent diarrhoea scientific salt
Solution (ORS) Step 3 Facilitator demonstrate technique of washing confidence
hands with running water
Step 4 –Learners discuss how to treat diarrhoea
Step 5 Learners prepare the ORS solution
Step 6 Individual written work
Conclusion -oral discussions

25/10/24 Lesson 5 -list organisms that *Problem solving writing Science and Technology
HEALTH AND cause sickness *Critical thinking oral Syllabus Gr3
SAFETY -answer at least 20 *Question and answer hand and eye page 14-15
questions from the INTRO coordination Ventures Primary Science and
Diseases and covered concepts Step 1Recap of the covered concepts scientific Technology Learners Book
prevention Step 2.Learners pose questions on challenging concentration Grade 3 page 1-29
topics problem solving
Disease causing Step3.Individually learners write revision exercise
organisms Step 4.Collecting answer sheet from learners
Step 5.Revising the test
REVISION Conclusion
EXERCISE Recap by the teacher on covered work during the
whole week

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Wk Topic /Content Objectives Methodology/Assumed knowledge Competence Reference Evaluation
End Activities Skills S.O.M/ Media
Lesson 1 By the end of the *Demonstration manipulative Science and Technology
HEALTH AND week learners *Discussions hand and eye Syllabus Gr3
SAFETY should be able to: *Collection coordination page 14-15
-state accidents that *Experimentation communication Ventures Primary Science and
Safety occur in the *Group work creativity Technology Learners Book
Laboratory accidents laboratory *Question and answer observation Grade 3 page 1-29
-practice safety Assumed knowledge Learners are aware of a cognitive
precautions in the laboratory problem solving chart with safety rules
laboratory Introduction –Facilitator explain the key words scientific pictures of fire extinguishers
Step 1 Facilitator define a laboratory confidence a bucket of sand
Step 2 –learners name tools and machines that are wet cloth
found in a laboratory
Step 3 Learners describe some accidents thay may
occur in the laboratory
Step 4 -In groups learners write down their own
laboratory rules
Step 5 Groups report back and facilitator comments
Step 6 Individual written work
Conclusion -oral discussions

Lesson 2 -list down laboratory *Demonstration Science and Technology

safety rules *Discussions Syllabus Gr3
HEALTH AND -identify objects that *Collection page 14-15
SAFETY cause accidents in *Group work Ventures Primary Science and
the laboratory *Question and answer Technology Learners Book
Safety Assumed knowledge Learners have seen an Grade 3 page 1-29
accident
Laboratory accidents Introduction –Recap of the previous lesson chart with safety rules
Step 2 -learners.name some substance and objects pictures of fire extinguishers
that are found in the lab a bucket of sand
Step 3 Learners discuss how accidents may occur in wet cloth
the lab
Step 4 –Learners in groups explain the safety
precausions that should be taken when one
swallowed toxic,is burnt, breathe dangerous gas
Step 5 Groups report back and facilitator comments
Step 6 Individual written work
Conclusion -oral discussions

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 Lesson 4 -describe substances *Demonstration Science and Technology
that cause accidents *Discussions Syllabus Gr3
HEALTH AND in the laboratory *Experimentation page 14-15
SAFETY -view videos on *Group work Ventures Primary Science and
preventing *Question and answer Technology Learners Book
Safety in the laboratory accidents Assumed knowledge Learners are aware of Grade 3 page 1-29
Laboratory laboratory safety rules
Introduction –Recap of the previous lesson chart with safety rules
Step 2 -learners.describe some laboratory accidents pictures of fire extinguishers
they have noticed a bucket of sand
Step 3 Learners view videos on preventing wet cloth
laboratory accidents from the computer -ICT tools
Step 4 -In groups learners suggest ways of -Computers
preventing accidents in the laboratory
Step 5 Groups report back and facilitator comments
Step 6 Individual written work
Conclusion -oral discussions

01/11/24 Lesson 5 *Problem solving writing Science and Technology

HEALTH AND *Critical thinking oral Syllabus Gr3
SAFETY *Question and answer hand and eye page 14-15
INTRO coordination Ventures Primary Science and
Safety in the Step 1Recap of the covered concepts scientific Technology Learners Book
Laboratory Step 2.Learners pose questions on challenging concentration Grade 3 page 1-29
topics problem solving
REVISION Step3.Individually learners write revision exercise
EXERCISE Step 4.Collecting answer sheet from learners
Step 5.Revising the test
Conclusion
Recap by the teacher on covered work during the
whole week

Wk Topic /Content Objectives Methodology/Assumed knowledge Competence Reference Evaluation

End Activities Skills S.O.M
Lesson 1 By the end of the *Demonstration manipulative Science and Technology
MATERIALS AND week learners *Discussions hand and eye Syllabus Gr3
STRUCTURES should be able to: *Collection coordination page 16
-list down examples *Educational tours communication Ventures Primary Science and
Characteristics of of natural materials *Group work creativity Technology Learners Book
materials *Question and answer observation Grade 3 page 34-47

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 Assumed knowledge Learners can identify cognitive
 Natural materials materials problem solving wood
Introduction –Facilitator explain about natural scientific stones
materials confidence grass
Step 1 Facilitator describe the natural materials
Step 2 -learners.state the characteristics of natural
materials
Step 3 Learners and facilitator conduct a fild trip
outside the local environment and collect the natural
materials
Step 4 –learners display natural materials in the
science corner
Step 5 In Groups learnersanswer questions from
work cards
Step 6 Individual written work
Conclusion -oral discussions

Lesson 2 -describe natural *Demonstration manipulative Science and Technology

materials *Discussions hand and eye Syllabus Gr3
MATERIALS AND *Collection coordination page 16
STRUCTURES *Experimentation communication Ventures Primary Science and
*Group work creativity Technology Learners Book
Characteristics of *Question and answer observation Grade 3 page 34-47
materials Assumed knowledge Learners are aware of natural cognitive
materials problem solving wood
 Natural materials Introduction –Recap of the previous lesson scientific stones
Step 1 Facilitator describe the natural materials confidence grass
Step 2 -learners.identify natural materials from the
chart
Step 3 Learners group objects made of natural
materials
Step 4 –learners name and draw natural materials
Step 5 In Groups learners answer questions from
work cards
Step 6 Individual written work
Conclusion -oral discussions

Lesson 3 -list down examples *Demonstration manipulative Science and Technology

MATERIALS AND of man –made *Discussions hand and eye Syllabus Gr3
STRUCTURES materials *Collection coordination page 16
-distinguish between *Experimentation communication Ventures Primary Science and
Characteristics of natural and man- *Group work creativity Technology Learners Book
materials made materials *Question and answer observation Grade 3 page 34-47

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6
 Assumed knowledge Learners can identify cognitive
 Man -made materials problem solving plastic
materials Introduction –Facilitator explain about man-made scientific bottle
Step 1 Facilitator describe the natural materials confidence bricks
Step 2 -learners.state the characteristics of man- metal
made materials
Step 3 Learners and facilitator conduct a fild trip
outside the local environment and collect the man-
made materials
Step 4 –learners display man-made materials in the
science corner
Step 5 In Groups learnersanswer questions from
work cards
Step 6 Individual written work
Conclusion -oral discussions

08/11/24 Lesson 4 -list down *Demonstration manipulative Science and Technology

MATERIALS AND examples of man – *Discussions hand and eye Syllabus Gr3
STRUCTURES made materials *Collection coordination page 16
-distinguish *Experimentation communication Ventures Primary Science and
Characteristics of between natural *Group work creativity Technology Learners Book
materials and man-made *Question and answer observation Grade 3 page 34-47
materials Assumed knowledge Learners are aware of natural cognitive
 Man-made materials problem solving plastic
materials Introduction –Recap of the previous lesson scientific bottle
Step 1 Facilitator describe the man made materials confidence bricks
Step 2 -learners.identify man made materials from metal
the chart cup
Step 3 Learners group objects made of man-made furniture
materials
Step 4 –learners name and draw man-made
materials
Step 5 In Groups learnersanswer questions from
work cards
Step 6 Individual written work
Conclusion -oral discussions

Lesson 5 -complete the table *Problem solving writing Science and Technology
MATERIALS AND of natural and man- *Critical thinking oral Syllabus Gr3
STRUCTURES made materials *Question and answer hand and eye page 16
INTRO coordination Ventures Primary Science and
Natural materials and Step 1Recap of the covered concepts scientific Technology Learners Book
man-made materials Step 2.Learners pose questions on challenging concentration Grade 3 page 34-47

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 topics problem solving
REVISION Step3.Individually learners write revision exercise
EXERCISE Step 4.Collecting answer sheet from learners
Step 5.Revising the test
Conclusion
Recap by the teacher on covered work during the
whole week

Wk Topic /Content Objectives Methodology/Assumed knowledge Competence Reference Evaluation

End Activities Skills S.O.M/ Media
Lesson 1 By the end of the *Demonstration identifying Science and Technology
MATERIALS AND week learners *Discussions comparing Syllabus Gr3
STRUCTURES should be able to: *Collection manipulative page 16
-list down and *Experimentation hand and eye Ventures Primary Science and
Elements, Mixtures describe pure *Group work coordination Technology Learners Book
and Compounds materials *Question and answer communication Grade 3 page 34-47
Assumed knowledge Learners have seen different creativity
 Pure materials types of materials observation water
Introduction –Facilitator brought water in the cognitive glass tube
classroom and describe how pure it is problem solving rubber tubing
Step 2 –learners identify pure materials from scientific solvents
pictures. confidence
Step 3 Learners name pure materials
Step 4 -In groups learners answer questions and
draw pure materials
Step 5 Groups report back and facilitator comments
Step 6 Individual written work
Conclusion -oral discussions
Lesson 2 -identify impure *Demonstration manipulative Science and Technology
MATERIALS AND materials *Discussions hand and eye Syllabus Gr3
STRUCTURES -differentiate pure *Collection coordination page 16
and impure materials *Experimentation communication Ventures Primary Science and
Elements, Mixtures *Group work creativity Technology Learners Book
and Compounds *Question and answer observation Grade 3 page 34-47
Assumed knowledge Learners play with impure cognitive
 Impure materials materials at home problem solving water
Introduction –Recap of the previous lesson scientific glass tube
Step 1-Facilitator display glass tube,rubber tube in confidence rubber tubing
front of the class and explain why it is called impure identifying solvents
materials observing
Step 2 –learners identify impure materials comparing

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 Step 3 Learners collect impure materials that are
locally available
Step 4 -In groups learners differentiate pure and
impure materials
Step 5 Groups report back and facilitator comments
Step 6 Individual written work and drawing
Conclusion -oral discussions
Lesson 3 -demonstrate how to *Demonstration constructing Science and Technology
MATERIALS AND purify water *Discussions cutting Syllabus Gr3
STRUCTURES - making a filter *Collection identify page 16
paper *Experimentation observing Ventures Primary Science and
Elements, Mixtures -demonstrate how to *Group work manipulative Technology Learners Book
and Compounds purify water *Question and answer hand and eye Grade 3 page 34-47
Assumed knowledge Learners have seen dirty coordination
 Purifying water water communication containers
Introduction –Recap of the previous lesson creativity heat source
Step 1-Facilitator demonstrate cutting a piece of observation filter paper
paper and make a filter cognitive sample of pure material
Step 2 –learners identify a filter paper problem solving
Step 3 Learners cut papers of their own sizes scientific
Step 4 –Learners practice making a filter confidence
Step 5 Learners purify water by filtration
Step 6 Learners observe and explain how they
purify the water
Conclusion –Learners now compare the pureness of
water

Lesson 4 -draw and label the *Demonstration manipurative Science and Technology
MATERIALS AND water filter diagram *Discussions drawing Syllabus Gr3
STRUCTURES *Collection identifying page 16
*Experimentation manipulative Ventures Primary Science and
Elements, Mixtures *Question and answer hand and eye Technology Learners Book
and Compounds Assumed knowledge Learners are aware of a water coordination Grade 3 page 34-47
filter communication
 Purifying water Introduction –Recap of the previous lesson creativity containers
Step 2 -learners.name the materials used to make a observation heat source
water filter cognitive filter paper
Step 3 Learners explain the method used to purify problem solving sample of pure material
water scientific
Step 4 –Learners draw and label water filter confidence
diagram
Step 5 Individual written work
Conclusion -oral discussions and revision of work

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 done

15/11/24 Lesson 5 *Problem solving writing Science and Technology

MATERIALS AND *Critical thinking oral Syllabus Gr3
STRUCTURES *Question and answer hand and eye page 16
INTRO coordination Ventures Primary Science and
Elements, Mixtures Step 1Recap of the covered concepts scientific Technology Learners Book
and Compounds Step 2.Learners pose questions on challenging concentration Grade 3 page 34-47
topics problem solving
REVISION Step3.Individually learners write revision exercise
EXERCISE Step 4.Collecting answer sheet from learners
Step 5.Revising the test
Conclusion
Recap by the teacher on covered work during the
whole week

Wk Topic /Content Objectives Methodology/Assumed knowledge Competence Reference Evaluation

End Activities Skills S.O.M/ Media
Lesson 1 By the end of the *Demonstration manipulative Science and Technology
MATERIALS AND week learners should *Discussions hand and eye Syllabus Gr3
STRUCTURES be able to: *Collection identifying page 16
-classify tools from *Experimentation drawing Ventures Primary Science and
TOOLS home *Group work coordination Technology Learners Book
*Question and answer communication Grade 3 page 34-47
Classification of tools Assumed knowledge Learners have used different creativity
tools before observation garden tools
Introduction –Facilitator bring some cognitive kitchen tools
garden ,kitchen and building tools in the class problem solving building tools
Step 2 –learners identify real tools scientific
Step 3 Learners name the tools confidence
Step 4 -In groups learners draw and group tools
according to their use
Step 5 Groups report back and facilitator comments
Step 6 Individual written work
Conclusion –Learners explain the criteria they used

Lesson 2 -collect different *Demonstration collecting Science and Technology

MATERIALS AND tools in the *Discussions identifying Syllabus Gr3
STRUCTURES environment *Collection observing page 16
*Educational tour Ventures Primary Science and
TOOLS *Group work Technology Learners Book
*Question and answer Grade 3 page 34-47

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Classification of tools Assumed knowledge Learners use kitchen ,garden
tools at home garden tools
Introduction –Recap of the previous lesson kitchen tools
Step 1-Facilitator and learners went to a field trip to building tools
collect different tools in the environment
Step 2 –learners identify and name the tools they
have collected
Step 3 Learners in their groups classify the tools
Step 4 - groups report back and thefacilitator
comments
Step 5 Individual written work
Conclusion -oral discussions

Lesson 3 -design tools of own *Demonstration moulding Science and Technology

MATERIALS AND choice *Discussions identifying Syllabus Gr3
STRUCTURES *Collection observing page 16
-group tools *Experimentation Ventures Primary Science and
TOOLS according to their *Group work Technology Learners Book
design *Question and answer Grade 3 page 34-47
Tool design and models Assumed knowledge Learners are aware of
different tools pictures of garden tools
Introduction –Recap of the previous lesson kitchen tools
Step 1-Facilitator demonstrate modelling his/her building tools
own tool bond paper
Step 2 –learners name the tools of their choice pencils
Step 3 Learners sketching the tools of their choice rubber
Step 4 - learners select suitable materials to make a rulers
tool
Step 5 learners model their favourite tool
Step 6 Learners display the artefact on the art corner
Conclusion –singing and dancing

Lesson 4 -identify structures *Demonstration identifying Science and Technology

at home *Discussions drawing Syllabus Gr3
MATERIALS AND *Collection observing page 16
STRUCTURES *Experimentation Ventures Primary Science and
*Group work Technology Learners Book
STRUCTURES *Question and answer Grade 3 page 34-47
Assumed knowledge Learners live in homes
Structures at home Introduction –Facilitator brings a model of a house pictures of structures
in class buildings
Step 1-Facilitator explain about different structures
in the community

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 Step 2 –learners identifyand name different
structures from the book
Step 3 Learners view different structures locally
Step 4 -In groups learners answer questions from
work cards
Step 5 Groups report back and facilitator comments
Step 6 Individual written work and drawing of diff
structures
Conclusion -oral discussions
22/11/24 Lesson 5 *Problem solving writing Science and Technology
MATERIALS AND *Critical thinking oral Syllabus Gr3
STRUCTURES *Question and answer hand and eye page 16
INTRO coordination Ventures Primary Science and
TOOLS Step 1Recap of the covered concepts scientific Technology Learners Book
Step 2.Learners pose questions on challenging concentration Grade 3 page 34-47
REVISION topics problem solving
EXERCISE Step3.Individually learners write revision exercise
Step 4.Collecting answer sheet from learners
Step 5.Revising the test
Conclusion
Recap by the teacher on covered work during the
whole week

Wk Topic /Content Objectives Methodology/Assumed knowledge Competence Reference Evaluation

End Activities Skills S.O.M/ Media
Lesson 1 By the end of the *Demonstration Lighting, Science and Technology
ENERGY AND week learners should *Discussions Observing, Syllabus Gr3
FUELS be able to: *Collection Explaining, page 17
-explain the meaning *Experimentation Describing Ventures Primary Science and
FUEL of energy *Group work manipulative Technology Learners Book
-identify uses of *Question and answer hand and eye Grade 3 page 52-61
Energy and Energy use energy Assumed knowledge Learners use energy coordination
Introduction –Facilitator explain the key words creativity pictures of petrol
Step 2 –Facilitator ask learners toexplain the term cognitive coal
energy . problem solving oil
Step 3 Learners discuss the meaning of energy scientific paraffin
Step 4 –Learners explain the uses of energy confidence diesel
Step 5-In groups learners explain the importance
of energy in our community

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 Step 5- Groups report back and facilitator
comments
Step 6- Individual written work
Conclusion -oral discussions

Lesson 2 -identify forms of fuel *Demonstration Lighting, Science and Technology

ENERGY AND -demonstrate *Discussions Observing, Syllabus Gr3
FUELS characteristics of fuels *Educational tours Explaining, page 17
*Experimentation Describing Ventures Primary Science and
FUEL *Group work manipulative Technology Learners Book
*Question and answer hand and eye Grade 3 page 51-61
Forms of fuel Assumed knowledge Learners use fuel at home identifying pictures of petrol
 Solid Introduction – Teacher introduces common fuel coordination coal
 Liquid at home in rural areas creativity oil
 gas Step 2 –learners name the forms of energy cognitive paraffin
Step 3 Learners identify forms of energy from the problem solving diesel
book scientific firewood
Step 4 -In groups learners answer questions from confidence
the work cards
Step 5 Learners Experiment with teacher objects
which can catch fire.
Step 6 Learners illustrate than fuel can be
solid,liquid or gas
Step 7 –Individuall written work
Conclusion -oral discussions

Lesson 3 -classify fuels as *Demonstration Lighting, Science and Technology

ENERGY AND renewable and no- *Discussions Observing, Syllabus Gr3
FUELS renewable *Collection identifying page 17
-identify renewable *Experimentation Explaining, Ventures Primary Science and
FUEL fuels from pictures *Group work Describing Technology Learners Book
*Question and answer manipulative Grade 3 page 51-61
Renewable fuels Assumed knowledge Learners use fuels at home hand and eye
Introduction –Recap of the previous lesson coordination pictures of
Step 1-Facilitator explain how fuel can be creativity coal
renewable cognitive firewood
Step 2 –learners identify renewable fuels from the problem solving -chart with renewable fuels
chart scientific
Step 3 Learners collect renewable fuels that are confidence
locally available
Step 4 -In groups learners answer questions from
work cards

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 Step 5 Groups report back and facilitator
comments
Step 6 Individual written work and drawing
Conclusion -oral discussions

Lesson 4 -demonstrate that fuel *Demonstration Lighting, Science and Technology

burn *Discussions Observing, Syllabus Gr3
ENERGY AND -identify no-renewable *Collection Explaining, page 17
FUELS fuels from the pictures *Experimentation Describing Ventures Primary Science and
*Group work identifying Technology Learners Book
FUEL *Question and answer collecting Grade 3 page 51-61
Assumed knowledge Learners burn fuels at home manipulative
Non-Renewable fuels Introduction –Recap of the previous lesson hand and eye pictures of
Step 1-Facilitator and learners discuss on non- coordination petrol
renewable fuels creativity oil
Step 2 –learners identify renewable fuels from the cognitive paraffin
chart problem solving diesel
Step 3 Learners collect and name renewable fuels scientific
that are locally available confidence
Step 4 -In groups learners answer questions from
work cards
Step 5 Groups report back and facilitator
comments
Step 6 Individual written work and drawing
Conclusion -oral discussions

29/11/24 Lesson 5 -group fuels according *Demonstration Lighting, Science and Technology
ENERGY AND to their similarities *Discussions Observing, Syllabus Gr3
FUELS -draw and label *Collection Explaining, page 17
different types of fuels *Experimentation Describing Ventures Primary Science and
FUEL *Group work manipulative Technology Learners Book
*Question and answer hand and eye Grade 3 page 51-61
Renewable fuels Assumed knowledge Learners burn fuels at home coordination
Introduction –Recap of the previous lesson creativity pictures of
Step 1-learners name renewable and non- cognitive coal
renewable fuels problem solving firewood
Step 2 –learners group fuels according to their scientific
similarities confidence
Step 3 Learners categorize fuels as renewable and
non-renewable
Step 4 –Learners draw and comple the table of
fuels
Step 5 Individual written work and drawing

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 18

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 Conclusion -oral discussions

Wk Topic /Content Objectives Methodology/Assumed knowledge Competence Reference Evaluation

End Activities Skills S.O.M/ Media
Lesson 1 By the end of the *Problem solving writing Science and Technology
week learners *Critical thinking oral Syllabus Gr3
REVISION should be able to: *Question and answer hand and eye page 13-17
-answer at least 20 INTRO coordination Ventures Primary Science and
SUSTAINABLE questions from the Step 1Recap of the covered concepts scientific Technology Learners Book
RESOURCE covered concepts Step 2.Learners pose questions on challenging topics concentration Grade 3 page
MANAGEMENT Step3.Individually learners write revision exercise problem solving
Step 4.Collecting answer sheet from learners
Step 5.Revising the test
Conclusion
Facilitator ask challenging questions and solve it as a
class
Lesson 2 -answer at least 20 *Problem solving writing Science and Technology
questions from the *Critical thinking oral Syllabus Gr3
REVISION covered concepts *Question and answer hand and eye Ventures Primary Science and
INTRO coordination Technology Learners Book
HEALTHY AND Step 1Recap of the covered concepts scientific Grade 3 page
SAFETY Step 2.Learners pose questions on challenging topics concentration
Step3.Individually learners write revision exercise problem solving
Step 4.Collecting answer sheet from learners
Step 5.Revising the test
Conclusion
Facilitator ask challenging questions and solve it as a
class
Lesson 3 *Problem solving writing Science and Technology
-answer at least 20 *Critical thinking oral Syllabus Gr3
REVISION questions from the *Question and answer hand and eye page 13-17
covered concepts INTRO coordination
MATERIALS AND Step 1Recap of the covered concepts scientific Ventures Primary Science and
STRUCTURES Step 2.Learners pose questions on challenging topics concentration Technology Learners Book
Step3.Individually learners write revision exercise problem solving Grade 3 page
Step 4.Collecting answer sheet from learners
Step 5.Revising the test
Conclusion
Facilitator ask challenging questions and solve it as a
class

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 Lesson 4 -answer at least 20 *Problem solving writing Science and Technology
REVISION questions from the *Critical thinking oral Syllabus Gr3
covered concepts *Question and answer hand and eye page 13-17
ENERGY AND FUELS INTRO coordination Ventures Primary Science and
Step 1Recap of the covered concepts scientific Technology Learners Book
Step 2.Learners pose questions on challenging topics concentration Grade 3 page
Step3.Individually learners write revision exercise problem solving
Step 4.Collecting answer sheet from learners
Step 5.Revising the test
Conclusion
Facilitator ask challenging questions and solve it as a
class

Wk Topic /Content Objectives Methodology/Assumed knowledge Competence Reference Evaluation

End Activities Skills S.O.M/ Media
06/12/2 By the end of the INTRO writing Science and Technology
4 END OF TERM week learners Step 1Recap of the covered concepts oral Syllabus Gr3
CLUSTER should be able to: Step 2.Learners pose questions on challenging hand and eye page 13-17
EXAMINATION -answer at least 50 topics coordination
questions from the Step3.Individually learners write revision exercise scientific
covered concepts Step 4.Collecting answer sheet from learners concentration
Step 5.Revising the test problem solving

REVISION OF END -answer at least 50 Science and Technology

OF TERM questions from the Syllabus Gr3
EXAMINATION covered concepts page 13-17

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INDEGINOUS LANGUAGE

VAVARIRO

 Kuti vana vakure mumutauro kupfurikidza nemabasa ekunyora nekuverenga

 Kuti vana vayemure mutauro wechishona nekugona kuushandisa nemazvo
 Kuti vana vashandise mutauro wakadzama nekushandisa zvirungamutauro

MABHUKU

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*Bumbiro Rechishona Repuraimari Gr 3
*Ventures Gore Rechitatu Chishona 3
ZVIITWA
 Kuteerera/Signing
 Speaking/Signing
 Reading/Brailling
 Writing/Brailling

VHIKI MUSORO ZVINANGWA MAITIRO/ZVIITWA ZVIITWA DURA ZVOMBO ONGORORO

13/09/24 Chidzidzo 1 Panopera ZVINOZIVIKANWA- Vana vaneshamwari kuteerera Bumbiro mifananid

KUTEERERA chidzidzo vana kuchikoro kuchema idzwa zo
SIGNING NHANGANYAYA kunyora Rechishona yemhuka
vanotarisirwa
L1 kunge -vokwanisa Mudzidzisi anoedzesera kutaura Repuraimari
Ruzivo pamusoro nezveshamwari yake Giredhi 3 peji
peshamwari kudoma shamwari
Step 1.Vana vanodoma shamwari dzavo
dzavo
Step 2.Vana vanotsanangura Ventures
Kuvaka usahwira -vokwanisa
zvavanoitiran aneshamwari dzavo Gore
kutsanangura zvizere
Step 3.Mudzidzisi nevana vanoita rechitatu
pamusoro peshamwari
hurukuro pamusoro pekuvaka usahwira
dzavo Chishona 3
Step Vana vari mumapoka vanoedzesra
peji 58
kamutambo kekuvaka usahwira
Step 5 mapoka anopakura zvavaita
vana vanonyora basa mumabhuku avo

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 MHEDZISO mudzidzisi anodana mwna
mumwe kut aedzesere kuchema
sezvinoita shumba
L2 Chidzidzo 2 Panopera chidzidzo ZVINOZIVIKANWA
Vana vane hama dzinogara kure
Kutaura Bumbiro Imwe
KUTAURA/ vana vanotarisirwa kuvereng idzwa mitupo
NHANGANYAYA
SIGNING kunge vokwanisa Mudzidzisi anotsanangurira vana a Rechishona pazvitai
kudoma hama yavo nezvehama yake inogara kure kure kuteerera Repuraimari tai
Hurukuro inogara kure Step 1.Vana vanodoma mazita ehama kunyora Giredhi 3 peji
Ruzivo pamusoro dzavo dzinogara kure
peimwe hama Step 2.Vana vari vaviri vavairi Ventures
inogara kunzvimbo vanotauriirana nezvehama yavo inogara Gore
iri kure kure kuti vanoonana sei rechitatu
Step 3.Mudzidzisi nevana vanoita Chishona 3
hurukuro pamusoro pehama dzinenge peji 58
dzachona

L3 Chidzidzo 3 Panopera chidzidzo ZVINOZIVIKANWA

NHANGANYAYA
Kutaura Bumbiro Mazwi
KUVERENGA/ vana vanotarisirwa kuvereng idzwa matsva
BRAILLING
Step 1.Mudzidzisi anotaridza vana mazwi
kunge vokwanisa a Rechishona pazvitai-
matsva pazvitai –tai
kuverenga ndima kuteerera Repuraimari tai
Nyaya yaSarudzai Step 2.Vana vanoverenga mazwi matsva
zvakanaka kunyora Giredhi 3 peji
Step 3.Mudzidzisi anopa vana
vachisheedza
muenzaniso wekuverenga ndima
mitinhimira zvakanaka Ventures
zvakanaka
Step 4.Vana vanoverenga ndima vari Gore
vaviri vaviri rechitatu
Step 5.Vamwe vana vanoverenga ndima Chishona 3
mudzidzisi nevamwe vana vachigadzirisa peji 59
pakanganiswa
MHEDZISO - Dzokororo yebasa ranyora
nevana
L4 Chidzidzo 4 Panopera chidzidzo ZVINOZIVIKANWA
NHANGANYAYA
Kutaura Bumbiro Mazwi
KUTEERERA/ vana vanotarisirwa kuvereng idzwa matsva
SIGNING Step 1.Vana nemudzidzisi vanoverenga
kunge vokwanisa a Rechishona pazvitai-
Nzwisiso mazwi matsva
kuverenga ndima kuteerera Repuraimari tai
Nyaya yaSarudzai Step 2.Vana vanoverenga ndima yapiwa
yapiwa zvakadzama kunyora Giredhi 3 peji
zvakadzama
vachipindura

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 mibvunzo yenzwisiso Step 3.Vana nemudzidzisi vanoverenga Ventures
mibvunzo yenzwisiso Gore
Step 4.Mudzidzisi anotsanangurira vana rechitatu
mapindurirwo emibvunzo yenzwisiso
Chishona 3
Step 5.Vana vanonyora basa mumabhuku
peji 61
avo
MHEDZISO - Dzokororo yebasa ranyora
nevana
VHIKI MUSORO ZVINANGWA MAITIRO/ZVIITWA ZVIITWA DURA ZVOMBO ONGORORO
20/09/2 Chidzidzo 5 Panopera ZVINOZIVIKANWA Kutaura Bumbiro Mazwi
NHANGANYAYA
4 Mutauro chidzidzo vana kuvereng idzwa matsva
Step 1.Mudzidzisi anotaridza vana
Mazwi anoreva a Rechishona pazvitai-
L5 zvakafanana
vanotarisirwa mufananidzo wegudo
kuteerera Repuraimari tai
kunge vokwanisa Step 2.Mudzidzisi anotsanangurira vana
kunyora Giredhi 3 peji
kudoma mazwi kuti gudo rine mazita akawanda
anoreva zvakafanana Step 3.Vana mumapoka vanodoma
neakapiwa Ventures
mazwi anoreva zvakafanana neakapiwa
Step 4.Vana vari mumapoka avo Gore
vanonyora basa rechitatu
Step 5.Mapoka anopakurira vamwe Chishona 3
zvavawana peji 59
Step 5. Vana vanonyora basa
MHEDZISO - Dzokororo yebasa ranyora
nevana
L6 Chidzidzo 6 ne7 Panopera chidzidzo ZVINOZIVIKANWA
Vana vakambonyora tambira tsamaba
Kutaura Bumbiro Mazwi
KUNYORA vana vanotarisirwa kuvereng idzwa matsva
BRAILLING kunge vokwanisa kubva kushamwari dzavao a Rechishona pazvitai-
NHANGANYAYA
kunyora tsamba kuteerera Repuraimari tai
Step 1.Vana vadoma shamwari dzavo
Tsamba kushamwari dzavo kunyora Giredhi 3 peji
Step 2.Mudzidzisi anotsangurira vana
Kunyora tsamba dzinogara mumaruva
manyorerwo erondedzero
kushamwari kana mumaguta Ventures
Step 3.Mudzidzisi nevana vanoita
inogara mumaruwa Gore
hurukuro vachiona pfungwa
kana muguta rechitatu
dzingashandiswa kunyora rondedzero
Step 4.Vana vanonyora rondedzero Chishona 3
mumabhuku peji
MHEDZISO - Dzokororo yebasa ranyora

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 nevana
L8 Chidzidzo 8 Panopera chidzidzo ZVINOZIVIKANWA vana vanogaro Kutaura Bumbiro Mazwi
KUNYORA vana vanotarisirwa shandisa izwi rekuti nokuti mazuva kuvereng idzwa matsva
BRAILLING kunge vokwanisa ose a Rechishona pazvitai-
kuvaka zvirewo NHANGANYAYA kuteerera Repuraimari tai
Mutauro vachishandisa inzwi Mudzidzisi anopa mienzaniso achishandisa kunyora Giredhi 3 peji
Kushandisa inzwi rekuti nokuti izwi rekuti nokuti
rekuti ’nokuti’ Step 1.Vana vanoedzesera kushandisa Ventures
izwi pakuvaka zvirevo Gore
Step 2.Mudzidzisi anotaridza vana rechitatu
muenzaniso yekuwaka zvirevoi Chishona 3
Step 3Vana vanoumba mazwi mumapoka
peji 62
avo
Step 4.Vana vanopakurira vamwe
Step 5 Vana vanonyora basa mumabhuku
avo
MHEDZISO - Dzokororo yebasa ranyora
nevana
VHIKI MUSORO ZVINANGWA MAITIRO/ZVIITWA ZVIITWA DURA ZVOMBO ONGORORO

L9 Chidzidzo 9 Panopera
ZVINOZIVIKANWA
Kutaura Bumbiro Mazwi
KUNYORA/ chidzidzo vana kuvereng idzwa matsva
Vana vanowanzoshandisa izwi rekuti kana
BRAILLING vanotarisirwa a Rechishona pazvitai-
mazuva ose
kuteerera Repuraimari tai
kunge vokwanisa NHANGANYAYA
Mutauro Step 1.Mudzidzisi anopa vana kunyora Giredhi 3 peji
kupedzisa zvirevo
Kupedzisa zvirevo muenzaniso wekupedzisa zvirevo
zvakapiwa
vachishandisa izwi Step 2.Vana vanoumba zvirevo vari Ventures
vachishandisa izwi
rekuti kana mumapoka avo Gore
rekuti kana
Step 3.Vana vanotura zvabva mumapoka rechitatu
avo Chishona 3
Step 4.Vana vanonyora basa mumabhuku peji 62
avo
MHEDZISO - Dzokororo yebasa ranyora
nevana

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 19

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27/09/24 Chidzidzo 1 Panopera chidzidzo ZVINOZIVIKANWA Kutaura Bumbiro Mazwi
KUTAURA/ vana vanotarisirwa Vana vonoziva kunyora manzwi ane kuvereng idzwa matsva
L1 SIGNING kunge vokwanisa mavara mahombe
NHANGANYAYA
a Rechishona pazvitai-
kunyora mazita kuteerera Repuraimari tai
vana vanoimba rwiyo rwemazuv evhiki
Zviumbamutauro anoshandiswa kunyora Giredhi 3 peji
Step 1.Mudzidzisi nevana vanoita
Manyorero akanaka nevanhu,mazita
hurukuro pamusoro pekushandisa vara
mazita nezvisazita enzvimbo nemazita Ventures
guru
emazuva evhiki Gore
Step 2.Vana vanodoma panoiswa vara
guru rechitatu
Step 3.Vana vari mumapoka vanonyora Chishona 3
basa peji
Step 4 Mapoka anopakura zvavaita
Step 5 Vana vanonyora basa mumabhuku
avo
MHEDZISO - Dzokororo yebasa ranyora
nevana
L2 Chidzidzo 2 Panopera chidzidzo ZVINOZIVIKANWA
Vana vanonyora mwedzi yegore mazuva
Kutaura Bumbiro Mazwi
KUTEERERA/ vana vanotarisirwa kuvereng idzwa matsva
SIGNING kunge vokwanisa ose mumabhuku avo a Rechishona pazvitai-
NHANGANYAYA
kuverenga mwedzi kuteerera Repuraimari tai
Ruzivo pamusoro Step 1.Mudzidzisi anotaridza vana mazwi
nemwaka yegore kunyora Giredhi 3 peji
peMwedzi matsva pazvitai –tai
zvakanaka
nemwaka yegore Step 2 Vana vanoverenga mwedzi yegore
Ventures
pamadziro
Step 3 Mudzidzisi nevana vanokurukura Gore
Mwedzi yegore
pamusoro pemwedzi nemwaka yegore rechitatu
Step 4.Vana varimumapoka vanonyora Chishona 3
basa peji 67
Step 5 .Mapoka anopakurira vamwe
tsvakurudzo
Step 6.Vana vanonyora basa mumabhuku
avo
MHEDZISO - Dzokororo yebasa
ranyorwa nevana
VHIKI MUSORO ZVINANGWA MAITIRO/ZVIITWA ZVIITWA DURA ZVOMBO ONGORORO
Chidzidzo 3 ne4 Panopera Kutaura Bumbiro Mazwi
ZVINOZIVIKANWA

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 19

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 KUVERENGA/ chidzidzo vana vana vanoziva kupindura mibvunzo kuvereng idzwa matsva
BRAILLING
L3 vanotarisirwa NHANGANYAYA
Vana nemudzidzisi vanoverenga mazwi
a Rechishona pazvitai-
kunge vokwanisa kuteerera Repuraimari tai
Nzwisiso matsva kunyora Giredhi 3 peji
kuverenga ndima
Mwedzi yegore Step 1.Mwana mumwe chete
yapiwa vachipindura
anoverengera vamwe vakateerera Ventures
mibvunzo yenzwisiso
Step 2.Vana vanoverenga ndima yapiwa Gore
zvakadzama
rechitatu
Step 3.Vana nemudzidzisi vanoverenga
Chishona 3
mibvunzo yenzwisiso
Step 4.Mudzidzisi anotsanangurira vana peji 67
mapindurirwo emibvunzo yenzwisiso
Step 5.Vana vanonyora basa mumabhuku
avo
MHEDZISO - Dzokororo yebasa ranyora
nevana
04/10/2 Chidzidzo 5 Panopera chidzidzo Kutaura Bumbiro Mazwi
ZVINOZIVIKANWA
4 KUTAURA/ vana vanotarisirwa kuvereng idzwa matsva
vana vakamboona chifemo,chindaguma
SIGNING kunge vokwanisa a Rechishona pazvitai-
L5 kushandisa
ne chibvunzo
kuteerera Repuraimari tai
NHANGANYAYA
Zviumbamutauro chifemo,chindaguma kunyora Giredhi 3 peji
Mudzidzisi anotsanangurira vana
Manyorero akanaka kana chibvunzo
panokodzera kushandiswa
uchishandisa pakunyora zvirevo Ventures
chifemo,chindaguma kana chibvunzo
chifemo, zvakanaka Gore
Step 1 Vana vaviri vanoedzesera
chindaguma kana rechitatu
kushandisa chifemo ,chindagumo ne
chibvunzo
chibvunzo muzvirevo Chishona 3
Step 2.Vana mumapoka vanoedzesera peji 63
kushandisa zvifemo mumitsara
Step 3 .Mapoka anopakurwa tsvakurudzo
Step 4.Vana vanonyora basa mumabhuku
avo
MHEDZISO - Dzokororo yebasa ranyora
nevana
L5 Chidzidzo 1 Panopera chidzidzo ZVINOZIVIKANWA
Vana vanogona kunyora chishona
Kutaura Bumbiro Mazwi
KUNYORA vana vanotarisirwa kuvereng idzwa matsva
kunge vokwanisa chakanaka a Rechishona pazvitai-

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 MUTAURO kunyora mitsara NHANGANYAYA Mudzidzisi anoedzesera kuteerera Repuraimari tai
yakanaka ine mazwi kunyora mutsara achishandisa inzwi rekut kunyora Giredhi 3 peji
Matauriro akapiwa ichi
akanaka - Step 1.Mwana mumwe chete Ventures
anoedzesera kuwaka mutsara Gore
Kuzadzisa mitsara Step 2.Vana varimumapoka vanonyora rechitatu
ne uhwu, ichi, iyi, basa
Chishona 3
iri ne aka Step 3.Mapoka anopakura zvavawana
peji 64
mutsvakiridzo
Step 4 Vana vanonyora basa mumabhuku
avo
MHEDZISO mudzidzisi anodana mwana
mumwe kuti azadzise edzesere kuchema
sezvinoita shumba
MHEDZISO - Dzokororo yebasa ranyora
nevana
L6 Chidzidzo 6 ne7 Panopera chidzidzo ZVINOZIVIKANWA
vana vnoziva kunyora chishona
Kutaura Bumbiro Mazwi
KUNYORA/ vana vanotarisirwa kuvereng idzwa matsva
BRAILLING kunge vokwanisa chakanaka a Rechishona pazvitai-
kunyora rondedzero NHANGANYAYA kuteerera Repuraimari tai
Rondedzero vachitsanangura Mudzidzisi anotsanangurira vana kunyora Giredhi 3 peji
Tsaona yandakaona zvakaitika patsaona nezvetsaona yaakaona
yavakaona Step 1.Vana vanotaura tsaona dzinoitika Ventures
mumigwagwa Gore
Step 2.Vana vanopa tsanangudzo rechitatu
pamusoro petsaona dzavakaona
Chishona 3
Step 3.Mudzidzisi anotsangurira vana
peji 65
manyorerwo erondedzero
Step 4.Mudzidzisi nevana vanoita
rondedzero
Step 5.Vana vanonyora rondedzero
mumabhuku
MHEDZISO - Dzokororo yebasa ranyora
nevana
VHIKI MUSORO ZVINANGWA MAITIRO/ZVIITWA DURA ZVOMBO ONGORORO
Chidzidzo 8 Panopera ZVINOZIVIKANWA Kutaura Bumbiro Mazwi
KUTAURA/ Vana vanogaro nyora mwedzi yegore kuvereng idzwa matsva

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L8 SIGNING chidzidzo vana mumabhuku avo a Rechishona pazvitai-
vanotarisirwa NHANGANYAYA kuteerera Repuraimari tai
Mutauro Vana vanoverenga mwedzi yegore kubva kunyora Giredhi 3 peji
kunge vokwanisa pachati
Mazita emwedzi kudoma mwedzi Step 1.Mudzudzisi anotsanangurira vana
yegore yegore yose Ventures
nezvemwedzi yegore
Ndira, Kukadzi, -kunyora Step 2Mudzidzisi anopa vana muenzaniso Gore
Kurume…….. vachitsanangura wekutsanangura zvinoitwa pamwedzi rechitatu
mwedzi yegore yegore woga woga
Chishona 3
Step 3.Vana vanoita mutambo
wachitsanangura zvinoitwa pamwedzi peji
woga woga
Step 4.Vana vanonyora basa mumabhuku
avo
Step 5.Mudzidzisi nevana vanodzokorora
basa ranyorwa
MHEDZISO - Dzokororo yebasa ranyora
nevana
L9 Chidzidzo 9 Panopera chidzidzo ZVINOZIVIKANWA
Vana vanoenda kuzororo remagamba
Kutaura Bumbiro Mazwi
KUVERENGA vana vanotarisirwa kuvereng idzwa matsva
Mutauro kunge vokwanisa NHANGANYAYA a Rechishona pazvitai-
Mudzidzidzi anobvunza vana
Mamwe mazuva kuverenga vachidoma kuteerera Repuraimari tai
nezvemazuva anoremekedzwa avanoziva
anoremekedzwa mamwe mazuva Step 1.Vana vanotsanangura kunyora Giredhi 3 peji
munyika yedu anoremekedzwa nezvemazuva anoremekedzwa avanoziva
yeZimbabwe munyika Step 2.Vana mumapoka avo vanonyora Ventures
mazuva anoremekedzwa munyika yedu Gore
Step 3 Mapoka anopakura zvavanyora
Step 4.Vana vanonyora basa mumabhuku rechitatu
avo Chishona 3
MHEDZISO - Dzokororo yebasa ranyora peji 68
nevana
11/10/19 Chidzidzo 1 Panopera chidzidzo ZVINOZIVIKANWA Kutaura Bumbiro Mazwi
KUTAURA/ vana vanotarisirwa Vana vanoziva mwedzi yavakabarwa kuvereng idzwa matsva
L1 SIGNING kunge vokwanisa NHANGANYAYA a Rechishona pazvitai-
Step 1.Mudzidzisi anotaridza vana
kuverenga girafu kuteerera Repuraimari tai
mifananidzo wegirafu oedzesera
Girafu vachipinduraq kuverenga kunyora Giredhi 3 peji
Girafu rinoratidza mibvunzo Step 2.Vana vanodoma mwedzi
mwedzi yavakazvarwa Ventures
yakazvarwa vana Step 3.Vana mumapoka avo Gore
vakasiyana-siyana vanotsanangura mashandisirwo egirafu

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 19

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 Step 4.Vana vanopindura mibvunzo iri rechitatu
papeji 69 Chishona 3
MHEDZISO - Dzokororo yebasa ranyora
peji
nevana
68-69
VHIKI MUSORO ZVINANGWA MAITIRO/ZVIITWA DURA ZVOMBO ONGORORO
Chidzidzo 2 Panopera ZVINOZIVIKANWA Kutaura Bumbiro Mazwi
L2 KUVERENGA/ chidzidzo vana Vana vanogona kudoma mwedzi yegore kuvereng idzwa matsva
KUTEERERA yose a Rechishona pazvitai-
vanotarisirwa NHANGANYAYA
kuteerera Repuraimari tai
Mwedzi yegore kunge vokwanisa Step 1.Mudzidzisi anotaridza vana
mwedzi yegore pazvitai –tai kunyora Giredhi 3 peji
Chati rine mwedzi kuverenga mwedzi
yegore yose Step 2.Vana vanoverenga mwedzi yegore
yegore Step 3.Mudzidzisi anopa vana Ventures
vachitsanangura
muenzaniso wemamiriro ekunze emwedzi Gore
mamiriro ekunze
ne mwaka yegore
emwedzi woga woga Step 4.Vana varimumapoka vanotaura
rechitatu
mamiriro ekunze emwaka yasara Chishona 3
Step 5.Vana vanonyora basa mumabhuku peji 69
avo
MHEDZISO - Dzokororo yebasa ranyora
nevana
L3 Chidzidzo 3 ne4 Panopera chidzidzo ZVINOZIVIKANWA
Vana vanogarotamba tsoro mudzimba
Kutaura Bumbiro Mazwi
vana vanotarisirwa idzwa matsva
KUNYORA/ kunge vokwanisa dzavo kuvereng Rechishona pazvitai-
BRAILLING NHANGANYAYA a
kuzazisa tsoro Repuraimari tai
Mudzidzisi anotsanangurira vana
pakashama ne mwedzi matambirwo etsoro achishandisa mazuva Giredhi 3 peji
Mitambo yegore kuteerera
evhiki
Tsoro yemazita
Step 1.Vana nemudzidzisi vanoverenga
kunyora
Ventures
mwedzi yegore Gore
emwedzi yegore Step 2.Vana vanoedzesera kutamba tsoro
vari mumapoka avo
rechitatu
Step 3.Mapoka anopakura zvaanyora Chishona 3
Step 4.Mudzidzisi anotsanangurira vana peji
mapindurirwo emibvunzo yenzwisiso 70-71
Step 5.Vana vanonyora basa
MHEDZISO
Vano nemudzidzisi vanoita dzokororo pane
basa ranyorwa
18/10/2 Chidzidzo 5 Panopera chidzidzo ZVINOZIVIKANWA Kutaura Bumbiro Mazwi
vana vanotarisirwa Vana vanowanzo shandisa izwi ro kuti idzwa matsva
4

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L5 KUNYORA/ kunge vokwanisa kana mazuva ose kuvereng Rechishona pazvitai-
BRAILLING kushandisa izwi rokuti NHANGANYAYA a Repuraimari tai
kana kuumba zvirevo Mudzidzisi anopa muenzaniso wekuumba Giredhi 3 peji
Mutauro chirevo achishandisa kana kuteerera
Step 1.Mudzidzisi nevana vanoverenga
mitsara inoda kuzadziswa neizwi rokuti Ventures
Kushandisa izwi kunyora
kana Gore
rokuti kana Step 2.Vana vari mumapoka vanoumba rechitatu
mitsara yavo
Step 3.Mumapoka anopakurirana Chishona 3
zvavanyora peji
Step 4.Vana vanonyora basa 72
MHEDZISO - Dzokororo yebasa ranyora
nevana
VHIKI MUSORO ZVINANGWA MAITIRO/ZVIITWA DURA ZVOMBO ONGORORO

Chidzidzo 6 ne7 Panopera ZVINOZIVIKANWA Kutaura Bumbiro Mazwi

L6 chidzidzo vana Vana vanoziva mwedzi yegore
NHANGANYAYA
idzwa matsva
KUNYORA/ kuvereng Rechishona pazvitai-
vanotarisirwa Vana nemudzidzisisi vanoimba karwiyo
BRAILLING a Repuraimari tai
kunge vokwanisa kemwedzi yegore
Step 1.Vana vanodoma mwedzi yegore Giredhi 3 peji
Rondedzero kunyora rondzedzero kuteerera
vachizadzisa Step 2.Mudzidzisi anotsangurira vana
manyorerwo erondedzero Ventures
Mwedzi yegore pakashama nemwedzi kunyora
Step 3.Mudzidzisi nevana vanoita
uchizadzisa yegore Gore
hurukuro vachiona pfungwa
pakashama dzingashandiswa kunyora rondedzero rechitatu
Step 4.Vana vanonyora rondedzero Chishona 3
mumabhuku MHEDZISO - Dzokororo peji73
yebasa ranyora nevana
L8 Chidzidzo 8 Panopera chidzidzo ZVINOZIVIKANWA
Vana vanoziva kuverenga mitinhimira
Kutaura Gore rechitatu Chati
vana vanotarisirwa bhuku revana remitinhi
KUTAURA/ kunge vokwanisa NHANGANYAYA kuvereng peji.18 mira
kuumba mazwi Mudzidzisi anopa edzesero yekuumba izwi a
SIGNING nemitinhimira mw- rine mutinhimira mv-
mv- ng- Step 1.Mudzidzisi anotaridza vana chati kuteerera
Mutauro remitinhimira
Step 2.Vana vanoumba mazwi kunyora
Kuumba mazwi nemitinhimira iri pachati mumapoka avo
Step 3 Mapoka anopakura zvavanyora
Step 4.Vana vanonyora basa mumabhuku
avo

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 mw- mv- ng- Step 5.Mudzidzisi nevana vanodzokorora
basa ranyorwa
MHEDZISO - Dzokororo yebasa ranyora
nevana
Chidzidzo 9 Panopera chidzidzo Kutaura Bumbiro Mazwi
L9 ZVINOZIVIKANWA
Vana vakamboshandisa izwi iri
vana vanotarisirwa idzwa matsva
KUNYORA/ kunge vokwanisa mumitsara kuvereng Rechishona pazvitai-
BRAILLING kunyora zvirevo NHANGANYAYA a Repuraimari tai
zvishanu zvinoratidza Mudzidzisi anoedzesera kushandisa izwi Giredhi 3 peji
Mutauro kurambisisa rokuti kana achiumba chirevo kuteerera
uchishandisa izwi achirambisisa Ventures
Kunyora izwi rokuti Step 1.Vana vaviri vanoumba zvirevo kunyora
rokuti kana Gore
kana zvavo
semuenzaniso Step 2.Vana vari mumapoka avo rechitatu
wekuramba zvine vanokurukura nezvekushandisa izwi rekuti Chishona 3
simba kana vachirambisisa peji 73
Step 3.Vana vanonyora basa mumabhuku
avo
Step 4.Mudzidzisi nevana vanodzokorora
basa ranyorwa
MHEDZISO - Dzokororo yebasa ranyora
nevana
VHIKI MUSORO ZVINANGWA MAITIRO/ZVIITWA DURA ZVOMBO ONGORORO

25/10/2 Chidzidzo 1 Panopera chidzidzo ZVINOZIVIKANWA Kutaura Bumbiro Mazwi

vana vanotarisirwa Vana vanemazita emadunhurirwa idzwa matsva
4
KUTAURA/ kunge vokwanisa avanosheedzana nawo kuvereng Rechishona pazvitai-
NHANGANYAYA a
kudoma mazita Repuraimari tai
L1 SIGNING emadunhurirwa kana
Mudzidzisi anotsanangurira vana
Giredhi 3 peji
nezvemazita emadunhurirwa uye kuteerera
ehukama avanoziva
Hurukuro ehukama
kunyora
Ventures
Step 1.Vana vanotaura mazita
Mazita ehukama emadunhurwirwa evanhu vavanoziva Gore
neemadunhurirwa Step 2.Vana mumapoka avo rechitatu
vanobvunzana kuti ndiani wako waunoti Chishona 3
……………..
Step 3.Vana vanopakurirana zvavavana
peji
Step 4. Vana vanonyora basa 74
MHEDZISO - Dzokororo yebasa ranyora
nevana

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L2 Chidzidzo 2 Panopera ZVINOZIVIKANWA
Vana vanoziva kuverenga mitinhimira
Kutaura Bumbiro Mazwi
chidzidzo vana idzwa matsva
KUVERENGA/ NHANGANYAYA kuvereng Rechishona pazvitai-
vanotarisirwa Step 1.Mudzidzisi anotaridza vana mazwi
BRAILLING a Repuraimari tai
kunge vokwanisa matsva pazvitai –tai
Giredhi 3 peji
kuverenga ndima Step 2.Vana vanoverenga mazwi matsva kuteerera
zvakanaka Step 3.Mudzidzisi anopa vana
Tsamba yasekuru vachisheedza muenzaniso wekuverenga ndima kunyora
Ventures
zvakanaka Gore
VaPfumojena mitinhimira zvakanaka
Step 4.Vana vanoverenga ndima vari
rechitatu
vaviri vaviri
Step 5.Vamwe vana vanoverenga vamwe Chishona 3
vana vachigadzirisa peji
MHEDZISO - Dzokororo yebasa ranyora 77
nevana
Bumbiro Mazwi
L3 Chidzidzo 3 ne4 Panopera chidzidzo ZVINOZIVIKANWA
Vana vanoziva kupindura mibvunzo ina
Kutaura
vana vanotarisirwa idzwa matsva
KUVERENGA/ ndiani ,sei, kuvereng Rechishona pazvitai-
kunge vokwanisa NHANGANYAYA
BRAILLING a Repuraimari tai
kuverenga ndima Step 1.Vana nemudzidzisi Giredhi 3 peji
yapiwa zvakadzama vanoverenga mazwi matsva
Nzwisiso kuteerer
vachipindura Step 2.Vana vanoverenga ndima
a Ventures
Tsamba yasekuru mibvunzo yapiwa zvakadzama
Step 3.Vana nemudzidzisi Gore
VaPfumojena yenzwisiso kunyora
vanoverenga mibvunzo yenzwisiso rechitatu
Step 4.Mudzidzisi anotsanangurira Chishona 3
vana mapindurirwo emibvunzo peji
yenzwisiso
Step 5.Vana vanonyora basa
MHEDZISO - Dzokororo yebasa ranyora
nevana
VHIKI MUSORO ZVINANGWA MAITIRO/ZVIITWA DURA ZVOMBO ONGORORO

01/11/2 Chidzidzo 5 Panopera ZVINOZIVIKANWA Kutaura Bumbiro Mazwi

4 chidzidzo vana Vana vanoziva mazita emadunhurirwa idzwa matsva
KUTAURA/ NHANGANYAYA kuvereng Rechishona pazvitai-
vanotarisirwa Mudzidzisi anopamuenzaniso wadunhu Repuraimari tai
L5 SIGNING
kunge vokwanisa wemunzvimbo iyoyo kuti akapiwa zita
a
Giredhi 3 peji
kudoma mazita mushure mekunge ari sabhuku
kuteerer
anopiwa vanhu Step 1.Vana vanotaura mazita

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 19

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 Mutauro zvichibva avanoziva akabva mumabasa a Ventures
muchimiro,mabasa Step 2.Vana vari mumapoka avo Gore
Mazita anobva uye nezvinzvimbo vanokurukura nezve mazita anobva kunyora rechitatu
muchimiro,mabas muchimiro
zvavari Chishona 3
a nezvinzvimbo Step 3.Vana vanonyora basa
mumabhuku avo peji 75
zvevanhu
Step 4.Mudzidzisi nevana
vanodzokorora basa ranyorwa
MHEDZISO - Dzokororo yebasa ranyora
nevana
L6 Chidzidzo 6 ne7 Panopera chidzidzo ZVINOZIVIKANWA
Vana vanoziva zvakaita chikoro chavo
Kutaura Bumbiro Mazwi
vana vanotarisirwa idzwa matsva
NHANGANYAYA
KUNYORA/ kunge vokwanisa Step 1.Vana vanotsanangura kuvereng Rechishona pazvitai-
BRAILLING a Repuraimari tai
kunyora zvakaita chilkoro chavo
Step 2.Mudzidzisi anotsangurira vana Giredhi 3 peji
rondzedzero
Rondedzero manyorerwo erondedzero kuteerer
vachitsanangura
Step 3.Mudzidzisi nevana vanoita a Ventures
Chikoro chedu mamiriro akaita
hurukuro vachiona pfungwa Gore
chikoro chavo dzingashandiswa kunyora rondedzero kunyora rechitatu
Step 4.Vana vanonyora rondedzero Chishona 3
mumabhuku peji
MHEDZISO - Dzokororo yebasa ranyora
nevana
L8 Chidzidzo 8 Panopera chidzidzo ZVINOZIVIKANWA
Vana vanogarotaura mazwi anoreva
Kutaura Bumbiro Mazwi
vana vanotarisirwa idzwa matsva
Mutauro kunge vokwanisa zvakafanana kuvereng Rechishona pazvitai-
NHANGANYAYA a Repuraimari tai
kunyora mazwi Mudzidzisi anopamuenzaniso weizwi rekuti
Manzwi anoreva Giredhi 3 peji
anoreva guta rinoreva zvakafanana nerekuti
zvakafanana kuteerer
zvakafanana dhorobha
a Ventures
Step 1.Vana vanodoma mazwi Gore
anoreva zvakafanana avanoziva kunyora rechitatu
Step 2.Vana vanoverenga mazwi
kubva pachidziro Chishona 3
Step 3.Vana vanonyora basa peji 76
mumabhuku avo
Step 4.Mudzidzisi nevana
vanodzokorora basa ranyorwa

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 20

0
 MHEDZISO - Dzokororo yebasa ranyora
nevana
VHIKI MUSORO ZVINANGWA MAITIRO/ZVIITWA DURA ZVOMBO ONGORORO

L9 Chidzidzo 9 Panopera ZVINOZIVIKANWA

Vana vakambofamba rwendo nebhazi
Kutaura Bumbiro Mazwi
chidzidzo vana idzwa matsva
NHANGANYAYA
KUTAURA vanotarisirwa kuvereng Rechishona pazvitai-
Mudzidzisi anotsanangurira vana
a Repuraimari tai
kunge vokwanisa nezverwendo rwaakafanmba nebhazi
Hurukuro Giredhi 3 peji
kutaura rwendo Step 1.Vana vanoverenga mitsara
kuteerer
Rwendo nebhazi rwavakafamba yakapiwa mubhuku
a Ventures
nebhazi Step 2.Vana mumapoka avo
vanopedzisa mitsara vachishandisa Gore
rwendo rwavakafamba nebhazi kunyora rechitatu
Step 3.Vana vanonyora basa Chishona 3
mumabhuku avo peji
Step 4.Mudzidzisi nevana 76
vanodzokorora basa ranyorwa
MHEDZISO - Dzokororo yebasa ranyora
nevana
08/11/24 Chidzidzo 1 Panopera chidzidzo ZVINOZIVIKANWA Kutaura Bumbiro tsoro
vana vanotarisirwa Vana vakambotamba tsoro idzwa
L1 KUNYORA kunge vokwanisa
NHANGANYAYA kuvereng Rechishona
Mudzidzisi anotaridza vana mattambirwo Repuraimari
kunyora mazita ari a
Mitambo etsoro Giredhi 3 peji
mutsoro i Step 1.Vana vanoedzesera kutamba kuteerer
Tsoro yemazita tsoro Ventures
a
anopiwa vanhu Step 2.Vana vanoverenga mibvunzo
Gore
yetsoro
kunyora rechitatu
Step 3.Vana varimumapoka avo
vanopindura mibvunzo vachizadzisa Chishona 3
pakashama peji
Step 4Mudzidzisi nevana vanoita 79
hurukuro pamusoro pematambirwo
etsoro
MHEDZISO - Dzokororo yebasa ranyora
nevana
L2 Chidzidzo 2 Panopera chidzidzo ZVINOZIVIKANWA
Vana vanogona kuverenga
Kutaura Bumbiro Mazwi
idzwa matsva

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 20

1
 KUVERENGA/ vana vanotarisirwa mitinhimira kuvereng Rechishona pazvitai-
BRAILLING kunge vokwanisa NHANGANYAYA a Repuraimari tai
kuverenga ndima Step 1.Mudzidzisi anotaridza vana Giredhi 3 peji
Uchitsetsenura mazwi matsva pazvitai –tai kuteerer
zvakanaka
Step 2.Vana vanoverenga mazwi a Ventures
vachisheedza matsva
Tsamba yasekuru Gore
mitinhimira Step 3.Mudzidzisi anopa vana
VaPfumojena kunyora rechitatu
zvakanaka muenzaniso wekuverenga ndima
zvakanaka Chishona 3
Step 4.Vana vanoverenga ndima vari peji
vaviri vaviri 77
Step 5.Vamwe vana vanoverenga
ndima mudzidzisi nevamwe vana
vachigadzirisa
MHEDZISO - Dzokororo yebasa ranyora
nevana
VHIKI MUSORO ZVINANGWA MAITIRO/ZVIITWA DURA ZVOMBO ONGORORO

L3 Chidzidzo 3 ne4 Panopera chidzidzo ZVINOZIVIKANWA

Vana vanoziva zvaishandiswa kare
Kutaura Bumbiro Mazwi
vana vanotarisirwa idzwa matsva
KUVERENGA/ NHANGANYAYA kuvereng Rechishona pazvitai-
kunge vokwanisa
BRAILLING Step 1.Vana vanotaura mitambo a Repuraimari tai
kuverenga ndima yaitambwa kare Giredhi 3 peji
yapiwa zvakadzama Step 2.Vana nemudzidzisi kuteerer
vachipindura vanoverenga mazwi matsva
a Ventures
Nzwisiso mibvunzo Step 3.Vana vanoverenga ndima
yapiwa zvakadzama Gore
yenzwisiso kunyora
Step 4.Vana nemudzidzisi rechitatu
Zvekare
vanoverenga mibvunzo yenzwisiso Chishona 3
nezvanhasi
Step 5.Mudzidzisi anotsanangurira peji 85
vana mapindurirwo emibvunzo
yenzwisiso
Step 6.Vana vanonyora basa
mumabhuku avo
MHEDZISO - Dzokororo yebasa ranyora
nevana
15/11/2 Chidzidzo 5 Panopera chidzidzo ZVINOZIVIKANWA Kutaura Bumbiro nyaudzosi
Vana vanoshandisa nyaudzosingwi idzwa ngwi
vana vanotarisirwa
KUNYORA/ mazuva ose kuvereng Rechishona pazvitai-

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 20

2
4 BRAILLING kunge vokwanisa NHANGANYAYA a Repuraimari tai
Mudzidzisi anobvunza vana nyaudzosingwi Giredhi 3 peji
kuzadzisa zvirevo
dzavanoziva
L5 Mutauro zvakapiwa
Step 1.Mudzidzisi anopa vana
kuteerer
nenyaudzosingwi a Ventures
Nyaudzosingwi muenzaniso wekupedzisa Gore
nyaudzosingwi kunyora rechitatu
Step 2.Vana mumapoka avopa
tsanangudzo dzenyaudzosingwi Chishona 3
Step 3.Vana vanonyora basa peji
mumabhuku avo 80
MHEDZISO - Dzokororo yebasa ranyora
nevana
Bumbiro Mazwi
L6 Chidzidzo 6 ne7 Panopera chidzidzo ZVINOZIVIKANWA
Vana vakambofamba rwendo nebhazi
Kutaura
vana vanotarisirwa idzwa matsva
KUNYORA/ NHANGANYAYA kuvereng Rechishona pazvitai-
kunge vokwanisa Mudzidzisi anotsanangurira vana rwendo
BRAILLING a Repuraimari tai
kutsanangura rwaakafamba nebhazi Giredhi 3 peji
zvakaitika parwendo Step 1.Vana vanotsanangura kuteerer
rwavakafamba zvakaitika murwendo rwavo nebhazi
a Ventures
Rondedzero nebhazi Step 2.Mudzidzisi anotsangurira vana
Gore
manyorerwo erondedzero
kunyora rechitatu
Rwendo rwangu Step 3.Mudzidzisi nevana vanoita
hurukuro vachiona pfungwa Chishona 3
nebhazi
dzingashandiswa kunyora rondedzero peji
Step 4.Vana vanonyora rondedzero 81
mumabhuku
MHEDZISO - Dzokororo yebasa ranyora
nevana
VHIKI MUSORO ZVINANGWA MAITIRO/ZVIITWA DURA ZVOMBO

L8 Chidzidzo 8 Panopera chidzidzo ZVINOZIVIKANWA

vana vakambonzwa tsumo
Kutaura Bumbiro chati rine
vana vanotarisirwa idzwa tsumo
KUNYORA/ kunge vokwanisa dzichitaurwa kuvereng Rechishona
BRAILLING NHANGANYAYA a Repuraimari
kududzira tsumo Mudzidzisi anotsanangurira vana Giredhi 3 peji
uchitarisa padudziro nezvetsumo
Mutauro kuteerer
dzakapiwa Step 1.Vana vanodoma tsumo a Ventures
dzavanoziva Gore

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 20

3
 Kududzira tsumo Step 2.Vana mumapoka avo vanopa kunyora rechitatu
dudziro dzetsumo Chishona 3
Step 3 Mapoka anopakurirana peji
zvavanyora
80
Step 4.Vana vanonyora basa
mumabhuku avo
Step 5.Mudzidzisi nevana
vanodzokorora basa ranyorwa
MHEDZISO - Dzokororo yebasa ranyora
nevana
L9 Chidzidzo 9 Panopera chidzidzo ZVINOZIVIKANWA
Vana vanoziva mazwi anoreva
Kutaura Bumbiro Mazwi
vana vanotarisirwa idzwa anopikisa
KUTEERERA/ kunge vokwanisa zvakafanana kuvereng Rechishona ari
SIGNING NHANGANYAYA a Repuraimari pazvitai-
kutsanangura mazwi
Step 1.Mudzidzisi anotsanangurira Giredhi 3 peji tai
anopikisa vana mazwi anopikisa sekuti murume- kuteerer
mukadzi a Ventures
Mazwi anopikisa Step 2 Vana vanopa mienzaniso
Gore
yemazwi anopikisana kunyora
Step 3.Vana mumapoka avo rechitatu
vanotsanangura zvinoreva mazwi Chishona 3
anopikisana peji 81
Step 5.Vana vanonyora basa
mumabhuku avo
Step 6.Mudzidzisi nevana
vanodzokorora basa ranyorwa
MHEDZISO - Dzokororo yebasa ranyora
nevana
22/11/24 Chidzidzo 1 Panopera chidzidzo ZVINOZIVIKANWA Kutaura Bumbiro Mazwi
vana vanotarisirwa Vana vanoziva kuverenga nechirungu idzwa matsva
L1 KUVERENGA kunge vokwanisa
NHANGANYAYA kuvereng Rechishona pazvitai-
Mudzidzisi anopa vana muenzaniso a Repuraimari tai
kuverenga huwandu wekuverenga nerurimi rwaamai
Hurukuro Giredhi 3 peji
vachishandisa Step 1 Vana vanoverenga mazwi kuteerer
Kuverenga chishanu chakanaka matsva
a Ventures
huwandu Step 2 Vana vanoedzesera
kuverenga nerurimi rwaamai Gore
kunyora rechitatu
Step 2.Vana vanoverenga vari
Chishona 3

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 20

4
 motsi,piri,tatu mumapoka avo peji
……. Step 3 Mapoka anopakurirana
Step 4.Vana vagona vanoverengera
vamwe
MHEDZISO - Dzokororo yebasa ranyora
nevana
VHIKI MUSORO ZVINANGWA MAITIRO/ZVIITWA DURA ZVOMBO ONGORORO

L2 Chidzidzo 2 Panopera chidzidzo ZVINOZIVIKANWA

NHANGANYAYA
Kutaura Bumbiro Mazwi
vana vanotarisirwa idzwa matsva
KUVERENGA/ Step 1.Vana vanoita mutambo kuvereng Rechishona pazvitai-
kunge vokwanisa wekutonga mhosva
BRAILLING a Repuraimari tai
kuverenga ndima Step 2.Mudzidzisi anotaridza vana
Giredhi 3 peji
zvakanaka mazwi matsva pazvitai –tai
kuteerer
vachisheedza Step 3.Vana vanoverenga mazwi
matsva a Ventures
Kududumisa mitinhimira
Step 4.Mudzidzisi anopa vana Gore
zvakanaka kunyora
muenzaniso wekuverenga ndima rechitatu
Zvekare nekutarisa zvimiso
zvakanaka Chishona 3
nezvanhasi Step 5.Vana vanoverenga ndima vari peji
vaviri vaviri
Step 6.Vamwe vana vanoverenga
ndima mudzidzisi nevamwe vana
vachigadzirisa pakanganiswa
MHEDZISO - Dzokororo yebasa ranyora
nevana
L3 Chidzidzo 3 ne4 Panopera chidzidzo ZVINOZIVIKANWA
Vana vanogon akupindura mibvunzo
Kutaura Bumbiro Mazwi
vana vanotarisirwa idzwa matsva
KUVERENGA/ kunge vokwanisa yenzwisiso kuvereng Rechishona pazvitai-
BRAILLING NHANGANYAYA a Repuraimari tai
kuverenga ndima
Step 1.Vana vanoita kurukura Giredhi 3 peji
yapiwa zvakadzama nezvemitambo yekare neyanhasi kuteerer
vachipindura Step 2.Vana nemudzidzisi a Ventures
Nzwisiso mibvunzo vanoverenga mazwi matsva
Gore
yenzwisiso Step 3.Vana vanoverenga ndima kunyora
yapiwa zvakadzama rechitatu
Zvekare
Step 4.Vana nemudzidzisi Chishona 3
nezvanhasi
vanoverenga mibvunzo yenzwisiso peji
Step 5.Mudzidzisi anotsanangurira 87

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 20

5
 vana mapindurirwo emibvunzo
yenzwisiso
Step 6.Vana vanonyora basa
mumabhuku avo
MHEDZISO - Dzokororo yebasa ranyora
nevana
VHIKI MUSORO ZVINANGWA MAITIRO/ZVIITWA DURA ZVOMBO ONGORORO

29/11/2 Chidzidzo 5 Panopera ZVINOZIVIKANWA Kutaura Bumbiro Mazwi

4 chidzidzo vana Van a vakambonzwa zvirahwe idzwa matsva
KUTAURA/ vanotarisirwa zvichitaurwa kuvereng Rechishona pazvitai-
NHANGANYAYA Repuraimari tai
L5 SIGNING
kunge vokwanisa Mudzidzisi anotsanangurira vana
a
Giredhi 3 peji
kutaura nekududzira nezvezvirahwe kuteerer
Mutauro zvirahwe Step 1.Mudzidzisi anopa vana a Ventures
muenzaniso wechirahwe Gore
Zvirahwe/Zvirapi Step 2.Vana varimumapoka kunyora rechitatu
vanotaura zvirahwe rimwe boka
richidudzira Chishona 3
Step 3.Vana vanotura zvabva peji
numapoka avo vamwe vakaterera 87
Step 4.Vana vanonyora basa
Step 5.Mudzidzisi nevana
vanodzokorora basa ranyorwa

L6 Chidzidzo 6 ne7 Panopera chidzidzo ZVINOZIVIKANWA

Vana vanoziva vanhu vanemukurumbira
Kutaura Bumbiro Mazwi
vana vanotarisirwa idzwa matsva
KUNYORA/ wakawanda kuvereng Rechishona pazvitai-
kunge vokwanisa NHANGANYAYA
BRAILLING a Repuraimari tai
kunyora rondedzero Step 1.Vana vanoita mitambo Giredhi 3 peji
vachitsanangura yevavhimi,mizha kana godobori
kuteerer
munhu wavanoziva Step 2 Vana vanotsanangura vanhu
a Ventures
anemukurumbira vanemikurumbira wavanoziva
Rondedzero Gore
Step 3.Mudzidzisi anotsangurira vana
manyorerwo erondedzero kunyora rechitatu
Munhu
Step 4.Mudzidzisi nevana vanoita Chishona 3
wandinoziva hurukuro vachiona pfungwa peji
anemukurumbira dzingashandiswa kunyora rondedzero
Step 4.Vana vanonyora rondedzero

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 20

6
 mumabhuku
MHEDZISO - Dzokororo yebasa ranyora
nevana
L8 Chidzidzo 8 Panopera chidzidzo ZVINOZIVIKANWA
NHANGANYAYA
Kutaura Bumbiro Mazwi
vana vanotarisirwa idzwa matsva
KUTEERERA/ Step 1.Mudzidzisi anotaurira vana kuvereng Rechishona pazvitai-
kunge vokwanisa nyaya dzinotsanangura zvinoreva
a Repuraimari tai
SIGNING kupedzisa tsumo tsumo
Giredhi 3 peji
dzakapiwa Step 2.Vana mumapoka vanosarudza
kuteerer
Kupedzedzisa mazwi anokodzera kuzadzisa tsumo
Step 3.Vana vanonyora basa a Ventures
tsumo Gore
mumabhuku avo
MHEDZISO - Dzokororo yebasa ranyora kunyora rechitatu
nevana Chishona 3
peji
VHIKI MUSORO ZVINANGWA MAITIRO/ZVIITWA DURA ZVOMBO ONGORORO

L9 Chidzidzo 9 Panopera ZVINOZIVIKANWA

Vana vanoziva kuverenga mitinhimira
Kutaura Bumbiro Mazwi
chidzidzo vana idzwa matsva
Mutauro NHANGANYAYA kuvereng Rechishona pazvitai-
vanotarisirwa
Mudzidzisi anopa vana muenzaniso a Repuraimari tai
kunge vokwanisa wekuwaka izwi achishandisa
Kuumba mazwi Giredhi 3 peji
kuumba mazwi mutinhimira
kubva kuteerer
kubva pamitinhimira Step 1 Vana vanoverenga
pamitinhimira a Ventures
inoti mitinhimira kubva pazvitaitai Gore
sw-, rw-, nj-,zh- Step 2.Vana vaviri vanovaka mazwi kunyora
sw-, rw-, nj-,zh- rechitatu
Step 3.Vana varimumapoka
vanowaka mazwi vachishandisa Chishona 3
mitinhimira peji
Step 3 Mapoka anopakurirana 88
zvavavana
Step 4.Vana vanonyora basa
mumabhuku avo
MHEDZISO - Dzokororo yebasa ranyora
nevana
06/12/24 Chidzidzo 1 Panopera chidzidzo ZVINOZIVIKANWA Kutaura Bumbiro Mazwi
L1 vana vanotarisirwa Vana vanoshandisa zvirungamutauro idzwa matsva
KUNYORA mukunyora kwavo chishona chakanaka kuvereng Rechishona pazvitai-
kunge vokwanisa NHANGANYAYA

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 20

7
 Zviumbamutaur kushandisa Mudzidzisi anobvunza vana a Repuraimari tai
o chindaguma,chibvu zviumbamutauro zvavanoziva Giredhi 3 peji
nzo uye nyora Step 1.Vana vanodoma zviumba kuteerer
Kushandisa hombe mumitsara mutauro zvavanoziva a Ventures
chibvunzo , Step 2.Vana nemudzidzisi vanoita Gore
chindaguma uye hurukuro pamusoro pemashandisirwo kunyora rechitatu
echibvunzo,chindaguma uye nyora
nyora hombe Chishona 3
hombe
Step 3.Vana vanonyora basa peji
mumabhuku avo 88
MHEDZISO - Dzokororo yebasa ranyora
nevana
Bumbiro Mazwi
L2 Chidzidzo 2 Panopera chidzidzo ZVINOZIVIKANWA
Vana vanoziva magariro anoitwa mupenyu
Kutaura
vana vanotarisirwa idzwa matsva
KUVERENGA/ hwekumaruwa kuvereng Rechishona pazvitai-
kunge vokwanisa NHANGANYAYA
BRAILLING a Repuraimari tai
kuverenga ndima Mudzidzisi anobvunza vana magariro
Giredhi 3 peji
zvakanaka ekumaruwa
Kuverenga kuteerer
vachisheedza Step 1.Mudzidzisi anotaridza vana
a Ventures
Kududumisa mitinhimira mazwi matsva pazvitai –tai
Step 2.Mudzidzisi anopa vana Gore
zvakanaka kunyora
muenzaniso wekuverenga ndima rechitatu
Zvekumaruwa nekutarisa zvimiso
zvakanaka Chishona 3
Step 3.Vana vanoverenga ndima vari peji
vaviri vaviri 95
Step 4.Vamwe vana vanoverenga
vamwe chigadzirisa
MHEDZISO - Dzokororo yebasa ranyora
nevana
VHIKI MUSORO ZVINANGWA MAITIRO/ZVIITWA DURA ZVOMBO ONGORORO

L3 Chidzidzo 3 ne4 Panopera ZVINOZIVIKANWA

Vana vanogara kumaruwa
Kutaura Bumbiro Mazwi
chidzidzo vana idzwa matsva
KUVERENGA/ NHANGANYAYA kuvereng Rechishona pazvitai-
vanotarisirwa Mudzidzisi anotsanangurira vana magariro
BRAILLING a Repuraimari tai
kunge vokwanisa anoitwa kumaruwa Giredhi 3 peji
kuverenga ndima Step 1.Vana nemudzidzisi kuteerer
yapiwa zvakadzama vanoverenga mazwi matsva Ventures
vachipindura Step 2.Vana vanoverenga ndima

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 20

8
 Nzwisiso mibvunzo yapiwa zvakadzama a Gore
yenzwisiso Step 3.Vana nemudzidzisi rechitatu
Zvekumaruwa vanoverenga mibvunzo yenzwisiso kunyora Chishona 3
Step 4.Mudzidzisi anotsanangurira
peji 95
vana mapindurirwo emibvunzo
yenzwisiso
Step 5.Vana vanonyora basa
mumabhuku avo
Step 6.Mudzidzisi nevana
vanodzokorora nzwisiso kuti vana
vatadza vaite gadziro
MHEDZISO - Dzokororo yebasa ranyora
nevana
13/09/2 Chidzidzo 5 Panopera chidzidzo ZVINOZIVIKANWA Kutaura Bumbiro chati rine tsumo
4 vana vanotarisirwa Vana vakambodzidza nezvetsumo idzwa
KUNYORA NHANGANYAYA kuvereng Rechishona
kunge vokwanisa
Mudzidzisi anopa vana muenzaniso Repuraimari
L5 /BRAILING
kunyora tsumo wetsumo dzinoreva zvakafanana
a
Giredhi 3 peji
dzinoreva Step 1 Vana vaviri vanodoma tsumo kuteerer
zvakafanana dzavanoziva
a Ventures
Step 2.Vana mumapoka avo vanyora
tsumo dzinoreva zvakafanana Gore
Mutauro kunyora
Step 3 Mapoka vanopakuriran rechitatu
Tsumo dzinoreva zvavavana mutsvakiridzo Chishona 3
zvakafanana Step 4.Vana vanonyora basa peji 89
mumabhuku avo
MHEDZISO - Dzokororo yebasa ranyora
nevana
L6 Chidzidzo 6 ne7 Panopera chidzidzo ZVINOZIVIKANWA
Vana vanoziva zvakaita chikoro chavo
Kutaura Bumbiro Mazwi matsva
vana vanotarisirwa idzwa pazvitai-tai
KUNYORA NHANGANYAYA kuvereng Rechishona
kunge vokwanisa Mudzidzisi nevana vanofamba
a Repuraimari
kunyora rondedzero vachiongorora mamiriro akaita chikoro
/BRAILLING Giredhi 3 peji
vachitsanangura chavo
kuteerer
nezvecchikoro Step 1.Vana vanopindura mibvunzo
a Ventures
chavo kubva kumurairidzi inobvunza
Gore
Rondedzero nezvechikoro chavo
kunyora rechitatu
Step 2.Mudzidzisi anotsangurira vana
Chishona 3

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 20

9
 Chikoro ched manyorerwo etsamba peji
Step 3.Hurukuro yemanyorero 91
Step 4.Vana vanonyora tsamba
mumabhuku avo
MHEDZISO - Dzokororo yebasa ranyora
nevana
VHIKI MUSORO ZVINANGWA MAITIRO/ZVIITWA DURA ZVOMBO ONGORORO

L8 Chidzidzo 8 Panopera chidzidzo ZVINOZIVIKANWA

vana vanoziva nyanzwi dzinoita
Kutaura Bumbiro Mazwi matsva
vana vanotarisirwa idzwa pazvitai-tai
KUTAURA/ kunge vokwanisa mabasa akasiyana siyana kuvereng Rechishona
NHANGANYAYA a Repuraimari
kudoma mazita
SIGNING Mudzidzisi anotsanangurira vana Giredhi 3 peji
anopiwa nyanzvi nezvemazita eunyanzvi hwemabasa kuteerer
dzemabasa Step 1 Vana vanodoma mazita a Ventures
enyanzvi dzemabasa
Gore
Mutauro Step 2.Vana vanoita mitambo kunyora
inotaridza mabasa akasinayana rechitatu
Mazita anopiwa siyana mumapoka avo Chishona 3
nyanzvi Step 3.Vana vanotura zvabva peji
dzemabasa mumapoka vamwe vakaterera
Step 4.Vana vanonyora basa
mumabhuku avo
Step 5.Mudzidzisi nevana
vanodzokorora basa ranyorwa
MHEDZISO - Dzokororo yebasa ranyora
nevana
L9 Chidzidzo 9 Panopera chidzidzo ZVINOZIVIKANWA
Vana vakamboverenga girafu
Kutaura Bumbiro Mazwi matsva
vana vanotarisirwa idzwa pazvitai-tai
KUNYORA/ kunge vokwanisa wachipindura mibvunzo kuvereng Rechishona
NHANGANYAYA a Repuraimari
kuverenga girafu
BRAILLING .Mudzidzisi anotaridza vana Giredhi 3 peji
rinoratidza uwandu maverengerwo egirafu kuteerer
Mitambo hwevanhu wanogara Step 2.Mudzidzisi anotsanangurira a Ventures
mumisha vana nezve chati rinotaridza huwandu
Gore
Girafu rinoratidza hwemakiromita ari pakati pemamwe kunyora
maguta rechitatu
uwandu
Step 3.Vana vanopindura mibvunzo Chishona 3
peji 90

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 21

0
 hwevanhu kubva pa chati nepagirafu
Step 4.Mudzidzisi nevana
vanodzokorora basa ranyorwa
MHEDZISO - Dzokororo yebasa ranyora
nevana
20/09/24 Chidzidzo 1 Panopera chidzidzo ZVINOZIVIKANWA Kutaura Bumbiro
L1 vana vanotarisirwa Vana vakamboshanya kumaruwa idzwa
KUTAURA/ NHANGANYAYA kuvereng
kunge vokwanisa Rechishona Midziyo
Step 1.Mudzidzisi anotaurira vana a
kutsanangura nezvekubatana kunoita vanhu Repuraimari
SIGNING
magarirwo anouitwa vekumaruwa kuburikidza ne hoka Giredhi 3
kuteerer
Hurukuro kumaruwa Step 2.Vana vanotsanangura mamwe peji9
a
mabasa anoitwa nevanhu
Magariro wekumaruwa wakabatana Ventures
kunyora
ekumaruwa Step 3.Vana vanodoma mabasa Gore
anoitwa nevanhu vekumaruwa vari rechitatu
pamwe chete Chishona 3
Step 4.Vana vanonyora basa
peji 92
MHEDZISO - Dzokororo yebasa ranyora
nevana
VHIKI MUSORO ZVINANGWA MAITIRO/ZVIITWA DURA ZVOMBO ONGORORO

L2 Chidzidzo 2 Panopera ZVINOZIVIKANWA

Vana vanoziwa dara nebakwa
Kutaura Bumbiro Mazwi matsva
chidzidzo vana idzwa pazvitai-tai
KUVERENGA/ NHANGANYAYA kuvereng
vanotarisirwa Mudzidzisi anobvunza vana nezvemazita Rechishona
BRAILLING a
kunge vokwanisa enzvimbo dzinowanikwa kumaruwa Repuraimari
kuverenga Step 1.Mudzidzisi anotaridza vana Giredhi 3
kuteerer
vachizoyeuka mazwi matsva pazvitai –tai peji9
a
Mazita enzvimbo mazita benzvimbo Step 2.Vana vanoverenga mazwi
dzakasiyanan siyana matsva Ventures
kunyora
Bb Cc Dd Ff dzinowanikwa Step 3.Mudzidzisi anopa vana Gore
Gg muenzaniso wekutsanangura rechitatu
kumaruwa
nezvegota Chishona 3
Step 4.Vana vanopindura mibvunzo
peji 92
kubva mubhuku
MHEDZISO - Dzokororo yebasa ranyora
nevana

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 21

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L3 Chidzidzo 3 ne4 Panopera chidzidzo ZVINOZIVIKANWA
Vana vanoziva mapindurirwo
Kutaura Bumbiro mazwi
vana vanotarisirwa idzwa matsva
KUVERENGA/ kunge vokwanisa emibvunzo yenzwisiso kuvereng Rechishona kubva
BRAILLING NHANGANYAYA a
kuverenga ndima Repuraimari pazvitaitai
Vana nemudzidzisi vanoverenga
yapiwa zvakadzama mazwi matsva Giredhi 3
Nzwisiso kuteerer
vachipindura Step 1 Vana vanoverenga mazwi peji
a
Zvekumaruwa mibvunzo matsva kubva pazvitaiatai
yenzwisiso Step 2.Vana vanoverenga ndima Ventures
kunyora
yapiwa zvakadzama Gore
Step 3.Vana nemudzidzisi rechitatu
vanoverenga mibvunzo yenzwisiso Chishona 3
Step 4.Mudzidzisi anotsanangurira peji 95
vana mapindurirwo emibvunzo
yenzwisiso
Step 5.Vana vanonyora basa
mumabhuku avo
Step 6.Mudzidzisi nevana
vanodzokorora nzwisiso kuti vana
vatadza vaite gadziro

VHIKI MUSORO ZVINANGWA MAITIRO/ZVIITWA DURA ZVOMBO ONGORORO

L4 Chidzidzo 5 Panopera ZVINOZIVIKANWA

Vana vanoziva mazwi anoreva
Kutaura Bumbiro Mazwi ari pazvitai-
chidzidzo vana idzwa tai
KUTAURA zvakafanana kuvereng
vanotarisirwa NHANGANYAYA
Rechishona
SIGNING kunge vokwanisa a Repuraimari
Mudzidzisi anopa muenzaniso weizwi
kunyora mazwi rinoreva zvakafanana nerekuti nhimbe Giredhi 3
Mutauro kuteerer
anoreva Step 1.Vana vanoverenga mazita peji9
a
Mazwi anoreva zvakafanana akanyorwa pazvitai tai
Step 2.Vana vaviri vanopa Ventures
zvakafanana kunyora
muenzaniso wemazwi anoreva Gore
zvakafanana rechitatu
Step 3.Vana vanodzidzira kunyora Chishona 3
mazwi anoreva zvakafanana
mumapoka avo peji 95
Step Mapoka anopakurirana
zvavanyora

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 21

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 Step 4.Vana vanonyora basa
mumabhuku avo
MHEDZISO - Dzokororo yebasa ranyora
nevana
27/09/2 Chidzidzo 6 ne7 Panopera chidzidzo ZVINOZIVIKANWA Kutaura Bumbiro Vana
4 vana vanotarisirwa Vana vakambogara kumaruwa idzwa vachitsanangura
KUNYORA NHANGANYAYA kuvereng
kunge vokwanisa Rechishona nzendo
Step 1.Vana vanotsanangura mabasa
L5 BRAILLING
kunyora rondedzero avanoyemura anoitwa kumaruwa
a Repuraimari dzavachaita
vachitsanangura Step 2.Mudzidzisi anotsangurira vana Giredhi 3
kuteerer
uye kurumbidza manyorerwo erondedzero peji9
a
zviri kuitwa nevanhu Step 3.Mudzidzisi nevana vanoita
Rondedzero vekumaruwa hurukuro vachiona pfungwa Ventures
kunyora
dzingashandiswa kunyora rondedzero Gore
Zvekumaruwa Step 4.Vana vanonyora rondedzero rechitatu
mumabhuku Chishona 3
MHEDZISO - Dzokororo yebasa ranyora
peji 98
nevana

L8 Chidzidzo 8 Panopera ZVINOZIVIKANWA

vana vanogaro shandisa hongu kana
Kutaura Bumbiro mazwi ari
chidzidzo vana idzwa pazvitaitai
KUTAURA/ vanotarisirwa kwete mukutaura kwavo kuvereng Rechishona
NHANGANYAYA a
kunge vokwanisa Mudzidzisi anopamuenzaniso achishandisa Repuraimari
SIGNING
kunyora zvirevo hongu kana kwete Giredhi 3
kuteerer
Mutauro vachishandisa Step 1.Vana vari vaviri vaviri peji9
a
hongu kana kuti vanobvunzana mibvunzo vachishandis
Kunyora zvirewo kwete ahongu kana kwete Ventures
kunyora
Step 2.Vana mumapoka Gore
vanobvunzan mibvunzo kubva mune rechitatu
zvavaverenga vachishandis hongu Chishona 3
kan kuti kwete peji 97
Step 3 Mapoka anopakurirana
Step 4.Vana vanonyora basa
MHEDZISO - Dzokororo yebasa ranyora
nevana
VHIKI MUSORO ZVINANGWA MAITIRO/ZVIITWA DURA ZVOMBO ONGORORO

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 21

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L9 Chidzidzo 9 Panopera ZVINOZIVIKANWA
Vana vanochengeta mhuka
Kutaura Bumbiro Mifananidzo
chidzidzo vana idzwa yemhuka
KUNYORA vanotarisirwa dzakasiyana siyana mumisha yavo kuvereng Rechishona
NHANGANYAYA a
kunge vokwanisa Mudzidzisi anobvunza vana mhuka Repuraimari
Mazita evana
kudoma mazita dzinochengetwa pamusha Giredhi 3
vemhuka kuteerer
nevana vemhuka Step 1.Vana vanodoma mazita peji9
a
dzakasiyana siyana emhuka
Step 2.Vana mumapoka avo Ventures
kunyora
vanonyora mazita evana vemhuka Gore
Step 3.Vana vanonyora basa rechitatu
mumabhuku avo Chishona 3
Step 4.Mudzidzisi nevana peji 97-98
vanodzokorora basa ranyorwa

04/10/24 Chidzidzo 1 Panopera chidzidzo ZVINOZIVIKANWA Kutaura Bumbiro Mazwi ari

vana vanotarisirwa vana vanogaro shandisa idzwa pazvitaitai
Mutauro kunge vokwanisa zvisazitasingwi mukutaura kwavo kuvereng Rechishona
NHANGANYAYA a
L1 Zvisazitasingwi
kuzadzisa
Mudzidzisi anopa muenzaniso
Repuraimari
pakashama wekuwaka chirewo achishandisa Giredhi 3
kuteerer
inini,iwewe,isus nezvisazita singwi zvisazitasingwi peji9
a
u,iyeye Step 2.Vana nemudzidzisi
nemudzidzisi vanoita hurukuro Ventures
kunyora
pamusoro pezvisazitasingwi Gore
Step 3 Vana vaviri vanozazisa rechitatu
pakashama nezvisazita singwi Chishona 3
Step 3.Vana varimumapoka avo peji 98
vanonyora basa repamakadhi
Step 4 Mapoka anopakurirana
zvavanyora
Step 5 Vana vanonyora basa
mumabhuku avo
MHEDZISO - Dzokororo yebasa ranyora
nevana
Chidzidzo 2 Panopera chidzidzo ZVINOZIVIKANWA Kutaura Bumbiro Mazwi matsva
vana vanotarisirwa Vana vakambogara mumaguta idzwa pazvitai-tai
KUVERENGA/ NHANGANYAYA kuvereng
kunge vokwanisa Rechishona

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 21

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 BRAILLING kuverenga ndima Step 1.Mudzidzisi anotaridza vana a Repuraimari
zvakanaka mazwi matsva pazvitai –tai Giredhi 3
Kududumisa vachisheedza Step 1Vana vanoverenga mazwi kuteerer peji9
L1 matsva a
mitinhimira
Vanhu Step 2Mudzidzisi anopa vana Ventures
zvakanaka muenzaniso wekuverenga ndima
vemumaguta kunyora Gore
nekutarisa zvimiso zvakanaka
Step 3Vana vanoverenga ndima vari rechitatu
vaviri vaviri Chishona 3
Step 4Vamwe vana vanoverenga peji 99
ndima mudzidzisi nevamwe vana
vachigadzirisa pakanganiswa
MHEDZISO - Dzokororo yebasa ranyora
nevana
VHIKI MUSORO ZVINANGWA MAITIRO/ZVIITWA DURA ZVOMBO ONGORORO

L3 Chidzidzo 3 ne4 Panopera ZVINOZIVIKANWA

Vana vanoziva magariro evanhu
Kutaura Bumbiro Mazwi matsva
chidzidzo vana idzwa pazvitai-tai
KUVERENGA/ vanotarisirwa vemumaguta kuvereng Rechishona
BRAILLING NHANGANYAYA a
kunge vokwanisa Repuraimari
Step 1Vana nemudzidzisi
kuverenga ndima vanoverenga mazwi matsva Giredhi 3
Nzwisiso kuteerer
yapiwa zvakadzama Step 2Vana vanoverenga ndima peji9
a
Vanhu vachipindura yapiwa zvakadzama
mibvunzo Step 3Vana nemudzidzisi Ventures
vemumaguta kunyora
yenzwisiso vanoverenga mibvunzo yenzwisiso Gore
Step 4Mudzidzisi anotsanangurira rechitatu
vana mapindurirwo emibvunzo Chishona 3
yenzwisiso peji 99
Step 5Vana vanonyora basa
mumabhuku avo
Step 6Mudzidzisi nevana
vanodzokorora nzwisiso
MHEDZISO - Dzokororo yebasa ranyora
nevana
11/10/19 Chidzidzo 5 Panopera chidzidzo ZVINOZIVIKANWA Bumbiro mitsara
vana vanotarisirwa Vana vanoziva tsika dzakanaka idzwa yakanyora
kunge vokwanisa dzinoitwa mumaguta Rechishona

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 21

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L5 KUNYORA/ kutsanangura NHANGANYAYA
Mudzidzisi anotsanangurira vana nezve
Repuraimari pachidziro
nezvimwe Giredhi 3
BRAILLING tsika dzakanaka dzinoitwa nevanhu
zveupenyu peji9
wemumaguta
hwemumaguta
Mutauro Step 1Vana vanotaura vamwe Ventures
hupenyu hwemumaguta
Gore
Zvehupenyu Step 2 Vana vanotaura tsika
dzakanaka dzinoitwa nevanhu rechitatu
hwemumaguta
vanogara mumaguta Chishona 3
Step 3Vana vanonyora basa peji 100
mumabhuku avo
MHEDZISO - Dzokororo yebasa ranyora
nevana
L6 Chidzidzo 6 ne7 Panopera chidzidzo ZVINOZIVIKANWA
Vana vanoziva zvinhu nzvakaitika
Kutaura Bumbiro
vana vanotarisirwa idzwa
Rondedzero kunge vokwanisa zvavasingakanganwi kuvereng Rechishona
NHANGANYAYA a
kutsanangura Mudzidzisi anotsanangurira vana musi Repuraimari
Zuva
manyorerwo waasingakanganwi Giredhi 3
randisingakangan kuteerer
anoitwa rondedzero Step 1Vana vanotaura musi peji9
wi a
wavasingakanganwi
Step 2Mudzidzisi anotsangurira vana Ventures
kunyora
manyorerwo erondedzero Gore
Step 3Mudzidzisi nevana vanoita rechitatu
hurukuro vachiona pfungwa Chishona 3
dzingashandiswa kunyora rondedzero peji 105
Step 4Vana vanonyora rondedzero
mumabhuku
MHEDZISO - Dzokororo yebasa ranyora
nevana
VHIKI MUSORO ZVINANGWA MAITIRO/ZVIITWA DURA ZVOMBO ONGOROR

L8 Chidzidzo 8 Panopera ZVINOZIVIKANWA

Vana vanotaura mazwi anoreva
Kutaura Bumbiro Mazwi ari
chidzidzo vana idzwa pazvitaitai
KUNYORA vanotarisirwa zvakafanana kuvereng Rechishona
NHANGANYAYA a
kunge vokwanisa Repuraimari
Mutauro Step 1Vana nemudzudzisi vanoita
kunyora mazwi hurukuro vachitaura pamusoro Giredhi 3
kuteerer

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 21

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 Mazwi anoreva anoreva pemazwi anoreva zvakafanana a peji9
zvakafanana zvakafanana Step 2Vana varimumapoka
vaononyora mazwi anaoreva kunyora Ventures
zvakafanana pamakadhi Gore
Step 3 Mapoka anopakurirana rechitatu
Step 3Vana vanonyora basa
Chishona 3
mumabhuku avo
Step 4Mudzidzisi nevana peji 101
vanodzokorora basa ranyorwa
MHEDZISO - Dzokororo yebasa ranyora
nevana
L9 Chidzidzo 9 Panopera chidzidzo ZVINOZIVIKANWA
Vana vanogaro verenga itsara ine
Bumbiro Mazwi matsva
vana vanotarisirwa idzwa pazvitai-tai
KUNYORA kunge vokwanisa ziumbamutauro Rechishona
NHANGANYAYA
kutsanangura Mudzidzisi anobvunza vana Repuraimari
Zvirungamutauro
manyorero akanaka zvirungamutauro zvavanoziva Giredhi 3
nyora hombe, vachishandisa Step 1Mudzidzisi anopa vana peji9
chifemo, zviumbamutauro muenzaniso wezviumbamutauro
Step 2Vana mumapoka avo Ventures
nechindaguma
vanonyora zviumbamutauro Gore
Step 3 Vana nemudzidzisi rechitatu
vanotsanangura panoshandiswa nyora Chishona 3
hombe, chifemo, nechindaguma peji 104
Step 3Vana vanonyora basa
mumabhuku avo
Step 4Mudzidzisi nevana
vanodzokorora basa ranyorwa

18/10/24 Chidzidzo 1 Panopera chidzidzo ZVINOZIVIKANWA Kutaura Bumbiro

vana vanotarisirwa vana vanogaroshandisa kwete idzwa
L1 KUNYORA kunge vokwanisa mukutaura kuvereng Rechishona
Mazwi matsva
NHANGANYAYA a Repuraimari
kushandisa kwete pazvitai-tai
Mutauro Mudzidzisi anopa vana edzesero Giredhi 3 peji
pakuramba achishandisa kwete mukuramba kuteerer
Kushandisa Step 2Vana vanoshandisa kwete a Ventures
kwete kana mumitsara vachiratidza kuramba
Gore
tichiramba Step 3Vana varimumapoka
rechitatu

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 21

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 vanopedzisa zvirevo vachishandisa kunyora Chishona 3
kwete pakuramba peji
Step 4Vana vanonyora basa 104
mumabhuku avo

MHEDZISO- Dzokororo yebasa ranyora

nevana
VHIKI MUSORO ZVINANGWA MAITIRO/ZVIITWA DURA ZVOMBO ONGOROR

L2 Chidzidzo 2 Panopera ZVINOZIVIKANWA

Vana vanoziva vatengesi vemumisika
Kutaura Bumbiro Mazwi matsva
chidzidzo vana idzwa pazvitai-tai
KUVERENGA/ NHANGANYAYA kuvereng Rechishona
vanotarisirwa
BRAILLING Step 1Mudzidzisi anotaridza vana a Repuraimari
kunge vokwanisa mazwi matsva pazvitai –tai Giredhi 3 peji
kuverenga ndima Step 2Vana vanoverenga mazwi kuteerer
zvakanaka matsva
a Ventures
Vatengesi vachisheedza Step 3Mudzidzisi anopa vana
muenzaniso wekuverenga ndima Gore
vanonyunyuta mitinhimira kunyora
zvakanaka rechitatu
zvakanaka
Step 4Vana vanoverenga ndima vari Chishona 3
nekutarisa zvimiso
vaviri vaviri peji 102
Step 5Vamwe vana vanoverenga
ndima mudzidzisi nevamwe vana
vachigadzirisa pakanganiswa

L3 Chidzidzo 3 ne4 Panopera chidzidzo ZVINOZIVIKANWA

Vana vakamboona vatengesi
Kutaura Bumbiro Mazwi matsva
vana vanotarisirwa idzwa pazvitai-tai
KUVERENGA/ kunge vokwanisa vachitengesa kuvereng Rechishona
BRAILLING NHANGANYAYA a Repuraimari
kuverenga ndima
Step 1Mudzidzisi nevana vanoita Giredhi 3 peji
yapiwa zvakadzama hurukuro pamusoro pekufamba
Nzwisiso kuteerer
vachipindura zvakanaka a Ventures
Vatengesi mibvunzo Step 2Vana nemudzidzisi
Gore
vanonyunyuta yenzwisiso vanoverenga mazwi matsva kunyora
Step 3Vana vanoverenga ndima rechitatu
yapiwa zvakadzama Chishona 3
Step 4Vana nemudzidzisi peji
vanoverenga mibvunzo yenzwisiso

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 21

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 Step 5Mudzidzisi anotsanangurira
vana mapindurirwo emibvunzo
yenzwisiso
Step 6Vana vanonyora basa
mumabhuku avo
Step 7Mudzidzisi nevana
vanodzokorora nzwisiso kuti vana
vatadza vaite gadziro
MHEDZISO - Dzokororo yebasa ranyora
nevana
VHIKI MUSORO ZVINANGWA MAITIRO/ZVIITWA DURA ZVOMBO ONGOROR

L6 Chidzidzo 6 ne7 Panopera ZVINOZIVIKANWA

Mwana woga woga ane mutambo
Kutaura Bumbiro
chidzidzo vana idzwa
KUNYORA vanotarisirwa waanofarira kuvereng Rechishona
BRAILLING NHANGANYAYA a Repuraimari
kunge vokwanisa
Step 1Vana vanotevedzera Giredhi 3 peji
kunyora rondedzero matambirwo anoitwa mitambo
Rondedzero kuteerer
vachitsanangura Step 2Vana vanodoma a Ventures
Mutambo mitambo nekutsanangura mitambo
Gore
wandinofarira yavanofarira yavanofarira kunyora
Step 3Mudzidzisi anotsangurira vana rechitatu
manyorerwo erondedzero Chishona 3
Step 4Mudzidzisi nevana vanoita peji
hurukuro vachiona pfungwa
dzingashandiswa kunyora rondedzero
Step 5Vana vanonyora rondedzero
mumabhuku
MHEDZISO - Dzokororo yebasa ranyora
nevana
L8 Chidzidzo 8 Panopera chidzidzo ZVINOZIVIKANWA
Vana vanoziva kushandisa madimikira
Kutaura Bumbiro Mazwi matsva
vana vanotarisirwa idzwa pazvitai-tai
KUNYORA NHANGANYAYA kuvereng Rechishona
kunge vokwanisa Mudzidzisi anotsanangurira vana
BRAILLING a Repuraimari
kuzadzisa zvirevo zvinoreva madimikira Giredhi 3 peji
zvakapiwa Step 1Vana nemudzidzisi
Mutauro kuteerer
nefananidzo vanodzokorora basa –madimikira
a Ventures
akaitwa nguva dzadarika
Gore

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 21

9
 Madimikira dzakapiwa Step 2Vana vanoita basa rapiwa kunyora rechitatu
mumapoka Chishona 3
Dzokororo Step 3 Mapoka anopakurirana peji
Step 4Vana vanonyora basa
mumabhuku avo
MHEDZISO - Dzokororo yebasa ranyora
nevana
L9 Chidzidzo 9 Panopera chidzidzo ZVINOZIVIKANWA
Vana vakambotamba zambiringwa
Kutaura Bumbiro Mazwi matsva
vana vanotarisirwa idzwa pazvitai-tai
KUTAURA/ kunge vokwanisa munyemba kuvereng Rechishona
NHANGANYAYA a Repuraimari
kudoma izwi
SIGNING Step 1Mudzidzisi anoshandisa Giredhi 3 peji
risingafaniri kuve midziyo kutaridza zambiringa kuteerer
Mutauro muchikwata munyemba a Ventures
Step 2Vana vanodoma midziyo
Gore
Zambiringa isingafaniri kuve muchikwata kuny
mumapoka avo rechitatu
munyemba ora
Step 3Vana vanonyora basa Chishona 3
Izwi risingafaniri mumabhuku avo peji
MHEDZISO - Dzokororo yebasa ranyora
kuve muchikwata
nevana

VHIKI MUSORO ZVINANGWA MAITIRO/ZVIITWA DURA ZVOMBO ONGOROR

25/10/24 Chidzidzo 1 Panopera ZVINOZIVIKANWA Kutaura Bumbiro Mazwi matsva

chidzidzo vana Vana vanoenda kuchikoro kuti idzwa pazvitai-tai
L1 KUTAURA/ vanotarisirwa vadzidze kuvereng Rechishona
NHANGANYAYA a Repuraimari
kunge vokwanisa
SIGNING Step 1Mudzidzisi nevamwe vana Giredhi 3 peji
kutsanangura vanoita mitambo inotaridza kukosha kuteerer
Hurukuro zvakanakira kwedzidzo a Ventures
kudzidza Step 2Vana vanotaurirana manakiro
Gore
Kudzidza akaita kudzidza kunyora
Step 3Mudzidzisi nevana vanoita rechitatu
kwakanaka
hurukuro pamusoro pekukosha Chishona 3
kwedzidzo peji
MHEDZISO - Dzokororo yebasa ranyora 106

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 22

0
 nevana
L2 Chidzidzo 2 Panopera ZVINOZIVIKANWA
Vana vanoziva kukosha kwedzidzo
Kutaura Bumbiro Mazwi matsva
chidzidzo vana idzwa pazvitai-tai
KUVERENGA/ NHANGANYAYA kuvereng Rechishona
vanotarisirwa
BRAILLING Step 1Mudzidzisi anotaridza vana a Repuraimari
kunge vokwanisa mazwi matsva pazvitai –tai Giredhi 3 peji
kuverenga ndima Step 2Vana vanoverenga mazwi kuteerer
zvakanaka matsva
a Ventures
Kudzidza vachisheedza Step 3Mudzidzisi anopa vana
muenzaniso wekuverenga ndima Gore
kwakanaka mitinhimira kunyora
zvakanaka rechitatu
zvakanaka
Step 4Vana vanoverenga ndima vari Chishona 3
nekutarisa zvimiso
vaviri vaviri peji 106
Step 5Vamwe vana vanoverenga
vamwe vachigadzirisa
MHEDZISO - Dzokororo yebasa ranyora
nevana
L3 Chidzidzo 3 ne4 Panopera ZVINOZIVIKANWA
Vana vanoziva kukosha kwedzidzo
Kutaura Bumbiro Mazwi matsva
chidzidzo vana idzwa pazvitai-tai
KUVERENGA/ NHANGANYAYA kuvereng Rechishona
vanotarisirwa
BRAILLING Step 1Vana nemudzidzisi a Repuraimari
kunge vokwanisa vanoverenga mazwi matsva Giredhi 3 peji
kuverenga ndima Step 2Vana vanoverenga ndima kuteerer
yapiwa zvakadzama yapiwa zvakadzama
a Ventures
Nzwisiso vachipindura Step 3Vana nemudzidzisi
vanoverenga mibvunzo yenzwisiso Gore
mibvunzo kunyora
Step 4Mudzidzisi anotsanangurira rechitatu
Kudzidza yenzwisiso
vana mapindurirwo emibvunzo Chishona 3
kwakanaka
yenzwisiso peji
Step 5Vana vanonyora basa
MHEDZISO - Dzokororo yebasa ranyora
nevana
VHIKI MUSORO ZVINANGWA MAITIRO/ZVIITWA DURA ZVOMBO ONGORORO

01/11/24 Chidzidzo 5 Panopera ZVINOZIVIKANWA Kutaura Bumbiro Mazwi matsva

chidzidzo vana vana vanoziva mazwi anoreva idzwa pazvitai-tai
L5 KUNYORA/ vanotarisirwa zvakafanana kuvereng Rechishona
BRAILLING NHANGANYAYA Repuraimari
kunge vokwanisa
Mudzidzisi anopa vana muenzaniso

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 Mutauro kupedzisa zvirevo wemanzwi anoreva zvakapesana a Giredhi 3 peji
vachiisa izwi Step 1 Vana vanotaura mazwi
Mazwi anoreva rinoreva anoreva zvakapesana kuteerer Ventures
zvakapesana Step 2Vana mumapoka avo a Gore
zvakapesana
vanopindura zviri pamakadhi rechitatu
Step 4 Mapoka anopakurirana kunyora Chishona 3
Step 5Vana vanonyora basa
mumabhuku avo peji 104
Step 6Mudzidzisi nevana
vanodzokorora basa ranyorwa
L6 Chidzidzo 6 ne7 Panopera ZVINOZIVIKANWA
Vana vanoziva mabasa avanoda
Kutaura Bumbiro Mazwi matsva
chidzidzo vana idzwa pazvitai-tai
Rondedzero vanotarisirwa kuzoita kana vachinge vakura kuvereng Rechishona
NHANGANYAYA a Repuraimari
kunge vokwanisa
Basa randinoda Step 1Vana vanoita hurukuro Giredhi 3 peji
kunyora rondedzero nemudzidzisi pamusoro pemabasa
kuzoita kana kuteerer
vachitsanangura avanoda kuzoita kana vachinge
ndakura a Ventures
basa ravanoda vakura
Gore
kuzoita kana Step 2Vana vanotsanangura kunyora
zvakaitika pamichato yavakaona rechitatu
vachinge vakura
Step 3Mudzidzisi anotsangurira vana Chishona 3
manyorerwo erondedzero peji
Step 4Mudzidzisi nevana vanoita
hurukuro vachiona pfungwa
dzingashandiswa kunyora rondedzero
Step 5Vana vanonyora rondedzero
mumabhuku
MHEDZISO - Dzokororo yebasa ranyora
nevana
L6 Chidzidzo 8 Panopera ZVINOZIVIKANWA
vana vanogaro shandisa kwete
Kutaura Bumbiro Mazwi matsva
chidzidzo vana idzwa pazvitai-tai
KUNYORA/ vanotarisirwa mukutaura kwavo kuvereng Rechishona
BRAILLING NHANGANYAYA a Repuraimari
kunge vokwanisa Mudzidzisi anopaedzesero achishandisa Giredhi 3 peji
kuvaka mazwi kwete mumitsara
Mutauro kuteerer
vachishandisa kwete Step 1Vana vaviri vanoita edzesero a Ventures
Kushandisa yekuwaka mitsara ina kwete Gore
Step 2Vana mumapoka avo
rechitatu

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 kwete vanoumba mitsara kunyora Chishona 3
Step 3 Mapoka anopakurirana peji 105
MHEDZISO- Dzokororo yebasa ranyora
nevana
VHIKI MUSORO ZVINANGWA MAITIRO/ZVIITWA DURA ZVOMBO ONGORORO

L9 Chidzidzo 9 Panopera Step 1Mudzidzisi anopa vana Kutaura Bumbiro Mazwi matsva
chidzidzo vana muenzaniso wemazwi akafanana idzwa pazvitai-tai
KUTAURA/ Step 2Vana vanoita basa vari kuvereng Rechishona
vanotarisirwa
mumapoka a Repuraimari
kunge vokwanisa
SIGNING Step 3Vana vanotura zvabva Giredhi 3 peji
kunyora mazwi mumapoka kuteerer
Mutauro akafanana Step 4Vana vanonyora basa a
Ventures
mumabhuku avo Gore
Step 5Mudzidzisi nevana kunyora
Mazwi akafanana
rechitatu
vanodzokorora basa ranyorwa
MHEDZISO - Dzokororo yebasa ranyora
Chishona 3
nevana peji 106-111
08/11/24 Chidzidzo 1 Panopera Step 1 Vana vanodzokorora Kutaura Bumbiro
L1 chidzidzo vana zvavakadzidza idzwa
DZOKORORO 1 Step 2 Vana vanopindura mibvunzo kuvereng Rechishona Basa pachidziro
vanotarisirwa
yedzokororo mukutaura nemukunyora a Repuraimari
kunge
Step 3 Vana vanopindura mibvunzo Giredhi 3 peji
yedzokororo inobva kumudzidzisi kuteerer
vokwanisa a
nevamwe vavo Ventures
kupindura Step 4:Vana vanonyora basa pake
kunyora Gore
mibvunzo iri pake
rechitatu
pamusoro Step 5 Dzokororo pane zvanyorwa
Chishona 3
pezvakadzidzwa peji 106-111
kotoro iyoyo

L2 Chidzidzo 2 Panopera Step 1 Vana vanodzokorora Kutaura Bumbiro Basa pachidziro

chidzidzo vana zvavakadzidza idzwa
DZOKORORO 2 Step 2 Vana vanopindura mibvunzo kuvereng Rechishona
vanotarisirwa
yedzokororo mukutaura nemukunyora a Repuraimari
kunge
Step 3 Vana vanopindura mibvunzo Giredhi 3 peji
yedzokororo inobva kumudzidzisi kuteerer

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 vokwanisa nevamwe vavo a Ventures
kupindura Step 4:Vana vanonyora basa pake Gore
pake kunyora
mibvunzo iri rechitatu
Step 5 Dzokororo pane zvanyorwa
pamusoro Chishona 3
peji 106-111
pezvakadzidzwa
kotoro iyoyo

VHIKI MUSORO ZVINANGWA MAITIRO/ZVIITWA DURA ZVOMBO ONGORORO

L3 Chidzidzo 3 Panopera Step 1 Vana vanodzokorora Kutaura Bumbiro Basa pachidziro

chidzidzo vana zvavakadzidza idzwa
DZOKORORO 3 vanotarisirwa kunge Step 2 Vana vanopindura mibvunzo kuvereng Rechishona
yedzokororo mukutaura nemukunyora a Repuraimari
vokwanisa Step 3 Vana vanopindura mibvunzo Giredhi 3 peji
yedzokororo inobva kumudzidzisi kuteerer
kupindura a
nevamwe vavo Ventures
mibvunzo iri Step 4:Vana vanonyora basa pake
kunyora Gore
pamusoro pake
rechitatu
pezvakadzidzwa Step 5 Dzokororo pane zvanyorwa
Chishona 3
kotoro iyoyo peji 106-111

L4 Chidzidzo 4 Panopera Step 1 Vana vanodzokorora Kutaura Bumbiro Basa pachidziro

chidzidzo vana zvavakadzidza idzwa
DZOKORORO 4 Step 2 Vana vanopindura mibvunzo kuvereng Rechishona
vanotarisirwa
yedzokororo mukutaura nemukunyora a Repuraimari
kunge
Step 3 Vana vanopindura mibvunzo Giredhi 3
yedzokororo inobva kumudzidzisi kuteerer peji
vokwanisa a
nevamwe vavo
kupindura Step 4:Vana vanonyora basa pake Ventures
kunyora
mibvunzo iri pake Gore
pamusoro Step 5 Dzokororo pane zvanyorwa
rechitatu
pezvakadzidzwa Chishona 3
kotoro iyoyo peji 106-111

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VHIKI MUSORO ZVINANGWA MAITIRO/ZVIITWA DURA ZVOMBO ONGORORO

15/11/24 Chidzidzo 5 Panopera Step 1 Vana vanodzokorora Kutaura Bumbiro Basa pachidziro
chidzidzo vana zvavakadzidza idzwa
L5 DZOKORORO 5 vanotarisirwa Step 2 Vana vanopindura mibvunzo kuvereng Rechishona
yedzokororo mukutaura nemukunyora a Repuraimari
kunge
Step 3 Vana vanopindura mibvunzo Giredhi 3 peji
-vokwanisa yedzokororo inobva kumudzidzisi kuteerer
kupindura nevamwe vavo a
Ventures
mibvunzo iri Step 4:Vana vanonyora basa pake Gore
pake kunyora
pamusoro rechitatu
Step 5 Dzokororo pane zvanyorwa
pezvakadzidzwa Chishona
kotoro iyoyo peji 106-111

DZOKORORO Panopera Step 1 Mudzidzisi anopa vana Kutaura Bumbiro Basa pachidziro
YEKUPERA chidzidzo vana mapepa ekunyorera idzwa
Step 2 Vana vanoverenga mitemo kuvereng Rechishona
KWEKOTORO vanotarisirwa
yebvunzo a Repuraimari
YEPIRI kunge
Step 3 Vana vanopindura mibvunzo Giredhi 3 peji
vokwanisa yedzokororo kuteerer
kupindura Step 4:Vana vanonyora basa pake a
Ventures
mibvunzo pake Gore
Step 5 Dzokororo pane zvanyorwa kunyora
yedzokororo iri rechitatu
pamusoro Chishona
pezvakadzidzwa peji 106-111
kotoro iyoyo

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INFORMATION COMMUNICATION TECHNOLOGY
AIMS

TO ENABLE LEARNERS TO:

 appreciate the role and impact of ICTs as they apply to self, work and society
 develop an understanding of the operating skills required in a variety of technologies and acquire enterprise skills using ICTs
 be creative and innovative in solving problems through ICTs
 infuse ICTs in other learning areas across the curriculum apply moral and ethical approaches to the use of technology and create cultural heritage
awareness, its preservation and development using ICTs.
 manipulate data using ICTs
 apply the elements and principles of design
 present information in a variety of forms
 archive cultural information using ICTs
 infuse ICT into other learning areas

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  demonstrate the effectiveness of computer use, safety and security.
 demonstrate enterprise skills

TOPICS TO BE COVERED
 Computer Software
 Safety and Security
 The World Wide Web and Online Collaboration

Week Topic/Content Objectives Competence/ Methodology/Assumed knowledge Reference/ Evaluation

Skills Activities S.O.M
/Media
COMPUTER By the end manipulative Assumed knowledge Learners are aware of DSTVs Information
SOFTWARE of the creativity Introduction –Facilitator explain the key words and
lesson hand and eye Step 2 -learners name ICT appliances that use Communicati
on
learners coordination software at home
Uses of Technology
should be technological Step 3-Learners state the uses of intercom,e-learning
software Syllabus Gr 3
able to visual software,remote controls and life support systems at page 6-7
*Software in the -identify the Critical thinking home -I.CT tools
home ICT Communication Step 4 Learners discuss the functions of computer - Intercom,
appliances identifying software at home -computers,
that use elearning
observing Step5-In groups learners practice using intercom,e-
software at software,
home learning software,remote controls and life support -DSTV
-describe the systems
functions of Conclusion -oral discussions on the uses of software
computer at home
software at
home

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 COMPUTER --identify the Critical thinking Assumed knowledge Learners use computer Information
SOFTWARE ICT Decision software at home and
appliances making Introduction –Recap of the previous lesson Communicati
that use on
Leadership Step 2 -learners name ICT appliances that use
Uses of software at Technology
Communication software at school
software school Syllabus Gr 3
Self Step 3-Learners state the uses of intercom,e-learning
-describe the page 6-7
management
*Software in the functions of software,remote controls and life support systems at -I.CT tools
school computer shool - Intercom,
software at Step 4 Learners discuss the functions of computer -computers,
software at school elearning
school software,
Step5-In groups learners practice using intercom,e- -DSTV
learning software,remote controls and life support
systems
Conclusion -oral discussions on the uses of software
at school
22/111/19 COMPUTER -identify the Assumed knowledge Learners are aware computer Information
SOFTWARE ICT softwares and
appliances Introduction –Recap of the previous lesson Communicati
that use on
Step 2 -learners name ICT appliances that use
Uses of software at Technology
workplace software in the work place
software Syllabus Gr 3
-describe the Step 3-Learners state the uses of intercom,e-learning page 6-7
*Software in the functions of software,remote controls and life support systems in -I.CT tools
workplace computer the work place - Intercom,
softwareat Step 4 Learners discuss the functions of computer -computers,
software in the work place elearning
workplace software,
Step5-In groups learners practice using intercom,e- -DSTV
learning software,remote controls and life support
systems
Conclusion -oral discussions on the uses of software in
the work place
Week Topic/Content Objectives Competence/ Methodology/Assumed knowledge Reference/ Evaluation
Skills Activities S.O.M /Media

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29/11/24 COMPUTER By the end of Problem solving Assumed knowledge Learners are able to take photos Information
SOFTWARE the lesson Critical thinking using their smartphones and
learners confidence Introduction –Facilitator explain the key words Communicati
should be manipulative Step 1-Facilitator demonstrate inserting images to create a on
Text input hand and eye
able to printable document Technology
-create a word- coordination Step 2-Learners name the ICT tools used to take images or Syllabus Gr 3
*Adding images Communication
processing photographs page 6-7
document Self management Step 3 -learners practise inserting images with thehelp of the -I.CT tools
-insert word art -computers
facilitator
in a document -typing tutor
-edit document Step 4 Learners individually insert images
-Ms word
using word Conclusion -oral discussions
-Word pad
processing -printers
tools
06/12/24 COMPUTER -design a Critical thinking Assumed knowledge Learners are able to type some words Information
SOFTWARE document with Decision making Introduction –Recap of the previous lesson and
word art Leadership Step 1-Facilitator demonstrate typing a text and insert text Communicati
Communication boxes on
Text input -edit document Self management Step 2-Learners use a mouse and a keyboard to insert text Technology
using word confidence
boxes Syllabus Gr 3
*Text boxes manipulative
processing Step 3 -learners practise designing a document with word art page 6-7
hand and eye
tools Step 4 Learners individually insert text boxes -I.CT tools
coordination
Conclusion -oral discussions on designing text boxes -computers
-typing tutor
-Ms word
-Word pad
-printers
COMPUTER -design a confidence Assumed knowledge Learners have types short sentences Information
SOFTWARE document with manipulative before and
word art hand and eye Introduction –recap of previous lesson Communicati
coordination Step 1 Learners demonstrate designing a document with on
Text input -insert word art Communication word art Technology
in a document Self management
Step 2 Learners name and identify font types they know Syllabus Gr 3
*Word art
Step 3 –learners in pairs practise designing a document with page 6-7
word art -I.CT tools
Step 4 Learners individually practice -computers
Conclusion -oral discussions on designing using the word art -typing tutor
-Ms word
-Word pad

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 -printers

Wee Topic/Content Objectives Competence/ Methodology/Assumed knowledge Reference/ Evaluation

k Skills Activities S.O.M
/Media
13/09/24 COMPUTER By the end of Problem solving Assumed knowledge Learners have saved photos in Information
SOFTWARE the lesson and
Critical thinking their smartphones
learners should Communicati
be able to Decision Introduction –Recap of the previous lesson
on
Text input -edit and save making Step 1 Facilitator demonstrate saving and loading
Technology
documents confidence documents in the computer
manipulative Syllabus Gr 3
*Save and load Step 2 -learners in pairs practise loading and saving page 6-7
hand and eye
their work -load their documents with the help of the facilitator -I.CT tools
coordination
document in Communication Step 3 Learners individually practice loading and -computers
the computer Self management saving documents -typing tutor
-Ms word
Step 4 - learners practice changing text appearance
-Word pad
with the help of the facilitator -printers
Conclusion -oral discussions on saving and loading of
documents
COMPUTER -create a Typing Assumed knowledge Learners can identify key pads Information
SOFTWARE word – manipulation on the keyboard and
processing hand and eye Introduction –recap of previous lesson Communicati
on
Formatting text document coordination Step 1-Learners create a word-processing document
Technology
Critical thinking Step 2 -learners practise typing their names and grade
-edit Syllabus Gr 3
*Font size Decision levels page 6-7
document making Step 3 Facilitator demonstrate tying a short paragraph -I.CT tools
*Font type using word Leadership putting font size,font type and font colour -computers
processing Communication Step 3 -In pairs learners practice typing a short -typing tutor
*Font colour Self -Ms word
paragraph putting font size,font type and font colour
management -Word pad
Step 4 –learners individually apply font type,font size -printers
and font colour on their short paragraph
Conclusion -oral discussions
COMPUTER -identify manipulation Assumed knowledge Learners are aware of a Information
SOFTWARE given storage hand and eye memory card,CD and DVD and

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 devices coordination Introduction –Facilitator shows learners a flash Communicati
Critical thinking disk ,CD and DVD on
File -insert a Decision Step 2 -learners identify and name the ICTtools shown Technology
Management storage Syllabus Gr 3
making on pictures
*Memory cards device page 6-7
Leadership Step 3 Facilitator demonstrate saving documents on
Communication -I.CT tools
the flash disk while learners watch
*CD/DVDs -retrieve -CD/DVDs
Step 3 -In pairs learners practice saving their -flash disk
information
*Flash disk documents of a memory card,CD orDVDs -computers
from storage
Step 4 –learners individually retrieve information
device
from storage devics
Conclusion -oral discussions

Wee Topic/Content Objectives Competence/ Methodology/Assumed knowledge Reference/ Evaluation

k Skills Activities S.O.M
/Media
20/09/24 By the end of Problem solving Assumed knowledge Learners have composed music Information
COMPUTER the lesson and
Critical thinking before
SOFTWARE learners should Communicati
be able to Decision Introduction –Recap of the previous lesson
on
-combine making Step 1-Facilitator demonstrate how to combine
Technology
Multimedia text,images Leadership text ,sound and images to come up with a multimedia
Syllabus Gr 3
and sound Communication file page 6-7
*Text Self Step 2 -learners practise combining text,sound and -I.CT tools
*Images -record and management images to come up with a multimedia file -smart
*Sound store Step 3 Learners record each other singing using a phones
music ,voice range of ICT tools -computers
and video Step 4 -In pairs learners practice composing and
recording basic rhythms -cameras
Conclusion –Learnerssing and dance to the composed
songs

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 SAFETY AND -create Critical thinking Assumed knowledge Learners have unlocked the Information
SECURITY password Decision password from their smartphones and
making Introduction –recap of previous lesson Communicati
-modify a on
Password Leadership Step 1-Facilitator demonstrate creating passwords
password Communication Technology
Step 2 -learners practise creating their own passwords
Self Syllabus Gr 3
*Relevance Step 3 Learners change the existing passwords page 6-7
-delete a management
Step 3 - learners practice removing a password from --I.CT tools
*Creation password confidence
their computers -smart
Step 4 -Individually learners create password and phones
*Removal
remove it in their computers -computers
Conclusion -oral discussions on creating and removing
of password

Wee Topic/Content Objectives Competence/ Methodology/Assumed knowledge Reference/ Evaluation

k Skills Activities S.O.M
/Media
THE WORLD WIDE By the end of Problem solving Assumed knowledge Learners have used the internet Information
WEB AND the lesson and
Critical thinking before
COLLABORATION learners should Communicati
ONLINE be able to Decision Introduction –Facilitator explain the key words
on
-identify the making Step 1-Facilitator demonstrate exploring components
Technology
*Web page components Leadership of a web page stating web addresses ,menu buttons
Syllabus Gr 3
*Search engines of a web page Communication and links page 6-7
*Information Self Step 2 -learners create their own web addresses
Presentation -I.CT tools
-identify management Step 3 Learners recognise search engines -smart
*E messages
search egines Step 4 - learners enter given text into a search phones
engine to find specific given web sites -computers
-use search Step 5 Learners practice senting messages,images -software
tools and and text letters on web such as
search whatsApp,Twi
Step 6 Learners practice transmitting electronic
engines to tter
messages using smart phones
find Conclusion -oral discussions
information

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27/09/24 END OF TERM By the end of Problem solving INTRO Information
the lesson Step 1Recap of the covered concepts and
CLUSTER Critical thinking
learners should Step 2.Learners pose questions on challenging topics Communicati
EXAMINATIONS be able to Decision Step3.Individually learners write revision exercise
on
-answer at making Step 4.Collecting answer sheet from learners
Step 5.Revising the test Technology
least 20 Syllabus Gr 3
questions page 6-7
from all the -I.CT tools
covered
topics

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 Guidance and counselling
aims

WEEK TOPIC AND OBJECTIVES S.O.M MEDIA ACTIVITIES EVALUATIVE COMMENTS

ENDIN CONTENT
G

04/10/24 Topic -identify -Guidance Photos Assumed knowledge Learners area able to
themselves in and describe themselves
-identity terms of self Councellin Chart of Introduction Facilitator describe her/himself to
introduction. g Junior boys and the class
Content girls
syllabus Dvlpt - Facilitator introduces her/his name
-describe page singing the song “do you know my name”
-individual self
themselves in - Learners identify themselves by the song.
terms of sex. Guidance -the game goes until every pupil in the class
Concept
and participation.
-talk about - Facilitator and learners talk about their
A) Myself councellin
themselves in different sex.
B) Sex g manual -Learners stand up infront of others.
front of others. page 11 - Learners describe themselves.
- Learners recite the rhyme “my self”
Conclusion-Oral discussions on the concept
covered
Topic -identify and Guidance Chart with Assumed knowledge Learners belongs to a
-identity name their family and family family
Content members. Councellin members Introduction teacher explains key words
-Family -describe their g Pencils Dvlpt - Facilitator and learners recite the rhyme
Concept families. Junior Colours “five in the family”.
a)A family is made -name and syllabus Crayons -Class discussion on a family .

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 up of different identify roles page - Learners ls identify and name their family
members done by their members.
a)Roles of family family members. Guidance - Facilitator describe her/his family and pupils
members. -draw and colour and describe their families.
their family councellin - Learners do role play on works done by their
members . g manual family members.
-draw and colour page 11 - Learners draw and colour their family
their family members. Conclusion-Singing and dancing to
members. the songs
Topic -identify and Guidance Newprint Assumed knowledge Learners have friends at
-identity name their friends and Pencils school or home
Content at home. Counsellin Crayons Introduction teacher explains key words
-Community and -identify and g Dvlpt - Facilitator and learners discuss on
wider society name their friends Junior people who live around them at home.
Concept at home syllabus - Learners identify their friends at home.
a) Friends at -draw their own page -teacher and people talk about good friends.
home. friends. -talk about friends at school by teacher and
b) Friends at Guidance Learners.
school and - Learners identify and name their friends at
counsellin school.
g manual - Learners identify games they play with their
page 11 friends at school.
Conclusion-Singing and dancing to the songs
Topic -state their rights Guidance Chart with Assumed knowledge Learners are aware of
Rights and and and different children rights
Responsibilities responsibilities. Counsellin activities Introduction teacher explains key words
Content g Dvlpt - Facilitator and learner recite the rhyme
-Children’s rights -recite poems on Junior ‘ini ndiri mwana”
and responsibilities. children’s rights syllabus -class discussion on children’s rights
- Facilitator state their rights responsibilities.
Concept page
- Facilitator and learners discuss on children’s
a)Children’s rights. responsibilities.
b)Children’s Guidance -Class discussion on problem encounted if the
responsibilities and rights are not followed or catered.

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 -poem of children’s counsellin Conclusion-Oral discussions on the concept
rights g manual covered
page 12
11/10/19 Topic -identify types of Guidance Chart with Assumed knowledge Learners have seen
Rights and abuse and different people being abused
Responsibilities Counsellin cases of Introduction teacher explains key words
Content -describe ways of g abuse Dvlpt - Facilitator and learners sing a song
-Child abuse reporting child Junior ‘zvekubatwa-batwa’
Concept abuse syllabus - Facilitator and learners discuss on different
a)Types of abuse page types of abuse .
b)Ways of reporting - Facilitator and Learners reate the rhyme ‘ini
child Abuse. Guidance ndiri mwana………’
and -Class discussion on different types of abuse,.
counsellin - Facilitator demonstrates some of the abuse
g manual case.
page 12 - Facilitator and learners describe ways of
reporting child abuse.
Conclusion-Oral discussions on the concept
covered
Topic -have full shared Guidance Chart with Assumed knowledge Learners know their
Rights and confidentially and different rights
Responsibilities interms of counsellin cases of Introduction teacher explains key words
Content describing abuses g abuse Dvlpt - Facilitator and pupils discuss on ways of
-Share cases or in doing Junior reporting child abuse.
confidentiality different syllabus - Facilitator assure the pupils that it is safe to
Concept activities. page share their confidentiality in terms of describing
a)Who should I talk abuse cases to someone they trust.
to when reporting -acquire Guidance - Learners reate the rhyme ‘ini ndiri mwana’
on abuse. knowledge on and -Class discussion and describing pictures
b)Who can protect puple who can counsellin - Learners tell stories they know
a child at protect them g manual - Facilitator talk about people who are there to
home,school or reporting an page 12 protect pupils at home,school,and the
community abuse case. community.

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 Conclusion-Oral discussions on the concept
covered
Topic -State forms of Guidance Chart with Assumed knowledge Learners behaves well at
Unhu/Ubuntu good behaviour at and different school
Content home school and counsellin people Introduction teacher explains key words
-Respect and in the g Junior Dvlpt -Sing a song ’Mangwanani -mangwanani’
tolerance community. syllabus - Facilitator and pupils discuss forms of good
Concept page behaviours at home ,school and the community
a)Respect for -enable learners at large.
others to exhibit Guidance - Learners state forms of good behaviour.
b)Attitudes towards demonstrate and - Learners dramatize respectful behaviour when
vulnerable actions of counsellin meeting elders.
members of unhu/Ubuntu g manual -Class discussion on vulnerable members of
society. values. page 14 society.
- Learners identify groups of vulnerable
members of the society.
-identify - Facilitator and leaners identify good attitudes
vulnerable towards vulnerable members of society.
members of the Conclusion-Singing and dancing to the songs
society and
creation of
inclusive
approaches.
Topic -identify good Guidance Chart with Assumed knowledge Learners hve got good
Unhu/Ubuntu moral values and different manners
Content which are counsellin people Introduction teacher explains key words
-Social etiquette acceptable in a g Dvlpt - Facilitator and leaners discuss on social
and manners society. Junior etiquette and manners.
Concept syllabus - Learners identify good moral values which are
a)Good manners page acceptable in society.
b)Drama on good - Facilitator tells a story and pupils identity
manners Guidance good moral values in the story.
-dramatise good and - Learners retell the story told by the teacher.

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 23

7
 moral values. counsellin - Facilitator and leaners talk about good moral
g manual values.
page 14 - Facilitator and leaners talk about good moral
values.
- Facilitator demonstrate some of good manners
in a society.
- Learners dramatise.
Conclusion-Oral discussions on the concept
covered
18/10/24 Topic -distinguish Guidance Pictures Assumed knowledge Learners know
Relationships between good and of family Introduction learners have friends at school
Content and bad counsellin Dvlpt - Facilitator and leaners discuss on
Relating to relationships. g families’.
self,family ,friends, Junior - Learners describe their families.
peers and the syllabus -Class discussion on good and bad relationships.
community. page - Learners distinguish between good and bad
Concept -identify good and relationships among family members.
a)Relating to family bad friends. Guidance -Recap of previous lesson .
members. and - Learners identify their best friends.
b)Relating to counsellin - Learners distinguish between good and bad
friends/peers and g manual friends.
community as a page 15 Conclusion-Singing and dancing to the song
whole. paushamwari hwedu

Topic -act out a play on Guidance Chart with Assumed knowledge Learners have friends
Relationships friends agreeing and different Introduction Recap of the previous lesson
Content to something counsellin people Dvlpt -learners sing a song “paushamwari
good. g hwedu tega tega hedu”
Concept Junior - Learners take turns telling their friends.
a) Good friends - act out a play on syllabus - Learners identify good things they do to
b) Bad friends friends agreeing page friends.
to something Guidance - Learners discuss importance of having friends.
good. and -in groups they act a story about agreeing

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 23

8
 counsellin something.
g manual -in groups they act a story about agreeing
page 15 something.
-discuss as a class good behaviour.
-discuss as a class bad behaviour.
Conclusion-Singing and dancing to the song
shamwari neshamwari dzisinganamate…….
Topic -identify different Guidance Assumed knowledge Learners belongs to a
Family life family members and family
education -describe their counsellin Introduction teacher explains key words
Content families g Dvlpt - Facilitator and leaners sing a song ‘five
Family tree Junior in the family’
Concept syllabus - Facilitator describes her family pupils describes
a)A family is made page their family members which make a family.
up of family -match pictures of -drawing their own families
members different families Guidance - Facilitator and learners discuss on members
b)Picture matching and which make a family.
counsellin - Facilitator and leaners talk about pictures on
g manual the book.
page 16 - Learners play a matching game on family
members.
Conclusion-Oral discussions on the concept
covered
Topic -compare Guidance Chart with Assumed knowledge Learners are aware of a
Family life different and a family family tree
Content characters of counsellin tree Introduction Recap of the previous lesson
Family tree family members. g Dvlpt - Learners identify and people they live
Concept -appreciate their Junior with and those they associate with.
a)Parents are very differences syllabus -Class discussion and explanation on why
important page everyone is important
b)everyone is Guidance - Learners describe and identify characters in
important and the class.
counsellin - Learners list down the importance of having

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 23

9
 g manual parents.
page 14 - Learners discuss their importance in the
family.
Conclusion-Oral discussions on the concept
covered
Topic -identify the Guidance Pictures Assumed knowledge Learners wash hands
25/10/24 Health reasons why they and of people before having a meal
Content wash their bodies. counsellin washing Introduction Facilitator explains key words
Washing our bodies -list points on g hands Dvlpt\
Concept good health eg Junior -Class discussion on why having good health.
a)why wash our clean syllabus -Facilitator ask pupils why they wash their
bodies food ,exercises page bodies everyday.
b)why brush our and enough sleep. - Learners and teacher discussed o having good
teeth,wash hands Guidance diet and enough sleep.
etc and - Learners demonstrate brushing teeth ,hair in
counsellin front of the class.
g manual - Learners take a few exercise inorder to
page 14 streathen their bodies.
Conclusion-Singing and dancing to the songs
END OF YEAR EXAMINATION

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 24

0
PHYSCAL EDUCATION Sport & MASS DISPLAY
TOPICS TO BE COVERED

STRIKING GAMES

EDUCATIONAL GYMNASTICS

MASS DISPLAYS

BACKGROUND ART

ADVENTURE GAMES

ARENA ACTS

BROAD AIMS

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 24

1
 1. Develop an understanding of the implications and benefits of participation in physical activities through theory and practice
2. Develop social values, attitudes and skills through participation in Physical Education, Sport and Mass Displays
3. Acquire knowledge to become appreciative and informed participants or spectators in a wide range of physical activities
4. Develop an appreciation of diverse cultural norms and values of Zimbabwean society
5. Provide learners with a sense of fun, enjoyment and entertainment
6. Develop a firm foundation for further studies in Physical Education Sports and Mass Displays

AIM;develop social values, attitudes and skills through participation in Physical Education, Sport and Mass Displays

Wk TOPIC OBJECTIVES METHODS AND ACTIVITIES SKILLS S.O.M. MEDIA EVALUATION

End &CONTEN
T

01/11/24 STRIKING By the end of the -explanation observin PE,S&MD bats

GAMES week chn shld be -identification g syllb whistle
-striking able to; -demonstrations drawing page 16 ground
-hit the ball past the -observation naming [2015- pencils
set target -discussions identifyin 2022] w/cards
-hit the ball off a tee -mini-competition g c/b
[golf] using correct -recapping
hitting form and grip
1&2 By the end of the -warm up activities observin PE,S&MD bats
gripping lesson chn shld be -tr demonstrates and explains to chn g slyb pg whistle
the bat able to; -group practice the gripping of the gripping 16 ground
-properly grip the bat bat [2015-
-cool down activities 2022]
3&4 -hit the ball past a -warm up activities observin PE,S&MD bats
hitting given target -tr demonstrates and explains to chn g slyb pg whistle
past a -group practice hitting past a target hitting 16 ground
target -cool down activities [2015-
2022]
08/11/ 5&6 golf -hit the ball off the tee -warm up activities observin PE,S&MD bats
24 ie hitting -tr demonstrates and explains to chn g slyb pg whistle

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2
 the ball -group practice hitting the ball off hitting 16 ground
the tee [2015- balls
-cool down activities 2022]
7&8 golf -hit the ball off the tee -warm up activities observin PE,S&MD bats
using correct grip and -tr demonstrates and explains to chn g slyb pg whistle
hit -group practice hitting the ball off hitting 16 ground
the tee [2015- balls
-cool down activities 2022]
9 drawing -draw the given -class discussions on golf observin PE,S&MD -ict tools
instruments used in -class watch videos of people g slyb pg pencils
golf playing golf drawing 16 n/prints
-individual drawing while tr assists naming [2015-
oral reviews of the work covered identifyin 2022]
g
15/11/ 10 -answer given qns -recap of the previous lesson observin PE,S&MD w/cards
24 revision from this concept -class discussions on striking games g slyb pg pictures
work -individual writing exercise drawing 16 c/b
-oral reviews of the work naming [2015-
identifyin 2022]
g
AIM;develop social values, attitudes and skills through participation in Physical Education, Sport and Mass Displays

Wk TOPIC OBJECTIVES METHODS AND ACTIVITIES SKILLS S.O.M. MEDIA EVALUATION

End &CONTENT
EDUCATIONAL By the end of the -explanation observin PE,S&MD ICT
GYMNASTICS week chn shld be -demonstrations g syllb tools
-locomotion able to; -observation performi page 17 whistle
space -perform different -discussions ng [2015- ground
awareness movements using -mini-competition naming 2022] pictures
different body parts -recapping identifyin w/cards
-link mvt with control to g c/b
show changes in
direction,level,speed
and tension

1&2 space By the end of the -warm up activities observin PE,S&MD ropes
awareness lesson chn shld be -tr demonstrates and explains g slyb pg whistle
able to; to chn moving 17 ground

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 24

3
 -perform given mvts -group practice on different [2015-
with given body parts mvt with body parts 2022]
-cool down activities
22/11/ 3&4 leap frog -perform mvts in related -warm up activities observin PE,S&MD ropes
24 to speed and tension -tr demonstrates and explains g slyb pg whistle
to chn jumping 17 ground
-group practice on leap frog [2015-
jumping 2022]
-cool down activities
5&6 directed -perform mvts with -warm up activities observin PE,S&MD
mvts control in direction and -tr demonstrates and explains g slyb pg whistle
level of speed to chn running 17 ground
-group practice free running [2015-
and leap jumping 2022]
-cool down activities
7&8 -travel using two given -warm up activities observin PE,S&MD
gymnastics body parts -tr demonstrates and explains g slyb pg whistle
to chn travelling 17 ground
-group practice travelling on [2015- balls
given body parts 2022]
-cool down activities
9 drawing -draw and name -class discussions on golf observin PE,S&MD -ict tools
different body parts -class watch videos of people g slyb pg pencils
on mass displays drawing 17 n/prints
-individual drawing while tr naming [2015-
assists identifyin 2022]
oral reviews of the work g
covered
29/11/ 10 revision -answer given qns from -recap of the previous lesson observin PE,S&MD w/cards
24 work this concept -class discussions on g slyb pg pictures
locomotion and space drawing 17 c/b
awareness naming [2015-
-individual writing exercise identifyin 2022]
-oral reviews of the work g
AIM; acquire knowledge to become appreciative and informed participants or spectators in a wide range of physical activities

Wk TOPIC OBJECTIVES METHODS AND ACTIVITIES SKILLS S.O.M. MEDIA EVALUATION

End &CONTENT

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 24

4
 MASS By the end of the -warm ups observin PE,S&MD ICT
DISPLAYS week chn shld be -demonstrations g syllb tools
[MUSIC] able to; -observation performi page 18 whistle
- -sing common play -discussions ng [2015- ground
background and dance song -cooling down naming 2022] pictures
and -beat rhythmically -recapping identifyin w/cards
performing sounds on drums g c/b
music
1&2 By the end of the -warm up activities observin PE,S&MD songs
common lesson chn shld be -tr demonstrates and explains to chn g slyb pg whistle
song able to; -group practice on singing and dancing 18 ground
-sing and dance to a dancing to a song [2015-
given common song -cool down activities 2022]
3&4 dance -dance a given dance -warm up activities observin PE,S&MD songs
song song -tr demonstrates and explains to chn g slyb pg whistle
-group practice singing and dancing dancing 18 ground
to a song [2015-
-cool down activities 2022]
06/12/ 5&6 rhythm -beat rhythmical -warm up activities observin PE,S&MD drums
24
sound on drums -tr demonstrates and explains to chn g slyb pg whistle
-group practice beating drums beating 18 ground
rhythmically [2015-
-cool down activities 2022]
7&8 mass -dance and -warm up activities observin PE,S&MD drum
display performing uniform -tr demonstrates and explains to chn g slyb pg whistle
dance to a beat of a -group practice dancing to the beat of travelling 18 ground
drum the drum [2015- balls
-cool down activities 2022]
9 video -watch videos people -class discussions on golf observin PE,S&MD -ict tools
watching performing different -class watch videos of people on g slyb pg pencils
activities mass displays naming 18 n/prints
-individual drawing while tr assists identifyin [2015-
oral reviews of the work covered g 2022]
13/09/ 10 revision -answer given qns -recap of the previous lesson observin PE,S&MD w/cards
24
work from this concept -class discussions on mass displays g slyb pg pictures
-individual writing exercise drawing 18 c/b
-oral reviews of the work naming [2015-
identifyin 2022]

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 24

5
 g
AIM; Provide learners with a sense of fun, enjoyment and entertainment
Wk TOPIC OBJECTIVES METHODS AND ACTIVITIES SKILLS S.O.M. MEDIA EVALUATION
End &CONTENT
BACKGROUND By the end of the -warm ups observin PE,S&MD ICT
ART week chn shld be -demonstrations g syllb tools
-patterns and able to; -observation printing page 18 pencils
mounts -print alphabetical -discussions drawing [2015- crayons
letters -cooling down 2022] n/prints
-draw pictures -recapping pictures
related to portrayed w/cards
themes on banners c/b

1&2 By the end of the -warm up activities observin PE,S&MD alphabe

alphabetical lesson chn shld -tr demonstrates and explains to chn g slyb pg t
letters be able to; -group practice on printing printing 18 pencils
-print alphabetical alphabetical letters [2015- crayons
letters -cool down activities 2022] n/prints
magazin
e
3&4 -decorate their -warm up activities observin PE,S&MD alphabe
alphabetical alphabetical letters -tr demonstrates and explains to chn g slyb pg t
letters -group practice on decorating decoratin 18 pencils
printed letters g/ [2015- crayons
-cool down activities designin 2022] n/prints
g magazin
e
20/09/ 5&6 portrays -draw the given -warm up activities observin PE,S&MD alphabe
24
portrayed pictures -tr demonstrates and explains to chn g slyb pg t
-group practice drawing portrayed drawing 18 pencils
pictures [2015- crayons
-cool down activities 2022] n/prints
magazin
e
7&8 banners -make and displays -warm up activities observin PE,S&MD alphabe
pictures related to -tr demonstrates and explains to chn g slyb pg t
given themes -group practice on making pictures designin 18 pencils
related to given themes g [2015- paints

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 24

6
 -cool down activities 2022] canvas
bibs
9 video -watch videos -class discussions on golf observin PE,S&MD alphabe
watching people drawing and -class watch videos of people on g slyb pg t
displaying letters or displaying patterns and mounts naming 18 pencils
pictures related to -individual drawing while tr assists identifyin [2015- crayons
given themes oral reviews of the work covered g 2022] n/prints
ict tools
27/09/ 10 revision -answer given qns -recap of the previous lesson
observin PE,S&MD w/cards
24
work from this concept -class discussions on patterns and
g slyb pg pictures
mounts drawing 18 c/b
-individual writing exercise
naming [2015-
-oral reviews of the work identifyin 2022]
g
AIM; Acquire knowledge to become appreciative and informed participants or spectators in a wide range of physical
activities
Wk TOPIC OBJECTIVES METHODS AND ACTIVITIES SKILLS S.O.M. MEDIA EVALUATION
End &CONTENT
ADVENTURE By the end of the -warm ups observin PE,S&MD maps
GAMES week chn shld be -demonstrations g syllb skittles
-camping able to; -observation printing page 18 markers
-follow a marked -discussions drawing [2015- puzzles
route -cooling down 2022] ladders
-locate points -recapping objects
through map
reading
1&2 hidden By the end of the -class discussions on map reading observin PE,S&MD maps
objects lesson chn shld -tr demonstrates and explains to chn g slyb pg skittles
be able to; -group playing of the hide and seek demonst 16 markers
-find hidden objects game rating [2015- puzzles
in a marked area -oral reviews of covered concepts 2022] ladders
with given objects
instructions
3&4 hidden -locate hidden -warm up activities observin PE,S&MD maps
objects objects within the -tr demonstrates and explains to chn g slyb pg skittles
school -group playing of hide and seek locating 16 markers
games within the school [2015- puzzles
-cool down activities 2022] ladders

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 24

7
 objects
04/10/ 5&6 hidden -locate hidden -warm up activities observin PE,S&MD maps
24
object objects within the -tr demonstrates and explains to chn g slyb pg skittles
classroom -group playing of hide and seek locating 16 markers
games within the classroom [2015- puzzles
-cool down activities 2022] ladders
objects
7&8 puzzle -play puzzle games -warm up activities observin PE,S&MD maps
games eg snake and -tr demonstrates and explains to chn g slyb pg skittles
ladders -group playing of hide and seek locating 16 markers
games with help from the tr [2015- puzzles
-cool down activities 2022] ladders
objects
9 mapping -course mark their -warm up activities observin PE,S&MD maps
route home -tr demonstrates and explains to chn g slyb pg skittles
-group work marking their route from naming 16 markers
home to school identifyin [2015- puzzles
-cool down activities g 2022] ladders
objects
11/10/ 10 revision -answer given qns -recap of the previous lesson observin PE,S&MD w/cards
19
work from this concept -class discussions on adventure g slyb pg pictures
games drawing 16 c/b
-individual writing exercise naming [2015-
-oral reviews of the work identifyin 2022]
g
AIM; Develop social values, attitudes and skills through participation in Physical Education, Sport and Mass Displays
Wk TOPIC OBJECTIVES METHODS AND ACTIVITIES SKILLS S.O.M. MEDIA EVALUATION
End &CONTENT
ARENA By the end of the -warm ups observin PE,S&MD drums
ACTS week chn shld be -demonstrations g syllb bands
- able to; -observation printing page 19 music
movements -move from point A to -discussions drawing [2015- whistle
and rhythm B using background -cooling down 2022] bells
music without -recapping shakers
following tempo
1&2 By the end of the -warm up activities observin PE,S&MD drums
marching lesson chn shld be -tr demonstrates and explains to chn g slyb pg bands
able to; -group practice marching while demonst 19 music

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 24

8
 - march from point A background music is on rating [2015- whistle
to B using -cool down activities marching 2022] bells
background music shakers
without following
tempo
3&4 -hop from point A to -warm up activities observin PE,S&MD drums
hopping B using background -tr demonstrates and explains to chn g slyb pg bands
music without -group practice hopping while hopping 19 music
following tempo background music is on [2015- whistle
-cool down activities 2022] bells
shakers
18/10/ 5&6 -skip from point A to -warm up activities observin PE,S&MD drums
24
skipping B using background -tr demonstrates and explains to chn g slyb pg bands
music without -group practice skipping while skipping 19 music
following tempo background music is on [2015- whistle
-cool down activities 2022] bells
shakers
7&8 rhythm -move with rhythm to -warm up activities observin PE,S&MD drums
mvts cover space and -tr demonstrates and explains to chn g slyb pg bands
direction without -group practice rhythm mvts while locating 19 music
tempo background music is on [2015- whistle
-cool down activities 2022] bells
shakers
9 clapping -clap with rhythm to -warm up activities observin PE,S&MD drums
cover space and -tr demonstrates and explains to chn g slyb pg bands
direction without -group practice rhythm mvts while naming 19 music
tempo background music is on identifyin [2015- whistle
-cool down activities g 2022] bells
shakers
25/10/ 10 revision -answer given qns -recap of the previous lesson observin PE,S&MD w/cards
24
work from this concept -class discussions on movements and
g slyb pg pictures
rhythm with the tr drawing 19 c/b
-individual writing exercise naming [2015-
-oral reviews of the work identifyin 2022]
g
AIM; Develop social values, attitudes and skills through participation in Physical Education, Sport and Mass Displays
Wk TOPIC OBJECTIVES METHODS AND ACTIVITIES SKILLS S.O.M. MEDIA EVALUATION
End &CONTENT

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 24

9
 ARENA By the end of the -warm ups observin PE,S&MD drums
ACTS week chn shld be -demonstrations g syllb bands
- able to; -observation printing page 19 music
movements -move from one -discussions drawing [2015- whistle
and rhythm formation to another -cooling down 2022] bells
with rhythm -recapping shakers
1&2 By the end of the -warm up activities observin PE,S&MD drums
marching lesson chn shld be -tr demonstrates and explains to chn g slyb pg bands
able to; -group practice marching while demonst 19 music
- march from one background music is on rating [2015- whistle
formation to another -cool down activities marching 2022] bells
with rhythm shakers
01/11/ 3&4 - hop from one -warm up activities observin PE,S&MD drums
24
hopping formation to another -tr demonstrates and explains to chn g slyb pg bands
with rhythm -group practice hopping while hopping 19 music
background music is on [2015- whistle
-cool down activities 2022] bells
shakers
5&6 - skip from one -warm up activities observin PE,S&MD drums
skipping formation to another -tr demonstrates and explains to chn g slyb pg bands
with rhythm -group practice skipping while skipping 19 music
background music is on [2015- whistle
-cool down activities 2022] bells
shakers
7&8 rhythm -move with rhythm to -warm up activities observin PE,S&MD drums
mvts cover space and -tr demonstrates and explains to chn g slyb pg bands
direction without -group practice rhythm mvts while locating 19 music
tempo background music is on [2015- whistle
-cool down activities 2022] bells
shakers
9 clapping -clap with rhythm to -warm up activities observin PE,S&MD drums
cover space and -tr demonstrates and explains to chn g slyb pg bands
direction without -group practice rhythm mvts while naming 19 music
tempo background music is on identifyin [2015- whistle
-cool down activities g 2022] bells
shakers
08/11/ 10 revision -answer given qns -recap of the previous lesson observin PE,S&MD w/cards
24
work from this concept -class discussions on movements and g slyb pg pictures

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 25

0
 rhythm with the tr drawing 19 c/b
-individual writing exercise naming [2015-
-oral reviews of the work identifyin 2022]
g

AIM; Develop social values, attitudes and skills through participation in Physical Education, Sport and Mass Displays
Wk TOPIC OBJECTIVES METHODS AND ACTIVITIES SKILLS S.O.M. MEDIA EVALUATION
End &CONTENT
ARENA By the end of the -warm ups observin PE,S&MD drums
ACTS week chn shld be -demonstrations g syllb bands
- able to; -observation printing page 19 music
movements -perform -discussions drawing [2015- whistle
and rhythm choreography -cooling down 2022] bells
according to time -recapping shakers
-perform physical
exercises to rhythm
1&2 By the end of the -warm up activities observin PE,S&MD drums
marching lesson chn shld be -tr demonstrates and explains to chn g slyb pg bands
able to; -group practice marching into arena demonst 19 music
-calculate mvts into according to time rating [2015- whistle
arena -cool down activities marching 2022] bells
shakers
3&4 - hop from one -warm up activities observin PE,S&MD drums
hopping formation to another -tr demonstrates and explains to chn g slyb pg bands
getting into arena -group practice mvts from one arena hopping 19 music
to another [2015- whistle
-cool down activities 2022] bells
shakers
15/11/ 5&6 rhythm play choreographic -warm up activities observin PE,S&MD drums
24
choreograp rhythm according to -tr demonstrates and explains to chn g slyb pg bands
hy theme being -group practice rhythm choreography playing 19 music
displayed to the given theme [2015- whistle
-cool down activities 2022] ropes
shakers
7&8 rhythm -perform exercises to -warm up activities observin PE,S&MD drums
mvts rhythm -tr demonstrates and explains to chn g slyb pg bands
-group practice exercises according exercisin 19 music
to the given rhythm g [2015- whistle

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 25

1
 -cool down activities 2022] bells
shakers
9 -watch videos people -warm up activities observin PE,S&MD drums
choreograp performing different -tr demonstrates and explains to chn g slyb pg bands
hy choreography mvts -chn watch videos to observe people naming 19 music
performing choreography identifyin [2015- whistle
-cool down activities g 2022] bells
ICT
tools
22/11/ 10 revision -answer given qns -recap of the previous lesson
observin PE,S&MD w/cards
24
work from this concept -class discussions on rhythmg slyb pg pictures
choreography drawing 19 c/b
-individual writing exercisenaming [2015-
-oral reviews of the work identifyin 2022]
g
AIM; Acquire knowledge to become appreciative and informed participants or spectators in a wide range of physical
activities
Wk TOPIC OBJECTIVES METHODS AND ACTIVITIES SKILLS S.O.M. MEDIA EVALUATION
End &CONTENT
ARENA By the end of the -warm ups observin PE,S&MD drums
ACTS week chn shld be -demonstrations g syllb bands
- able to; -observation printing page 19 music
Choreograp perform physical -discussions drawing [2015- whistle
hy exercises using -cooling down 2022] sticks
apparatus -recapping mats
1&2 By the end of the -warm up activities observin PE,S&MD drums
marching lesson chn shld be -tr demonstrates and explains to chn g slyb pg bands
able to; -group practice marching using given demonst 19 music
-march into arena apparatus rating [2015- whistle
using pre-scribed -cool down activities marching 2022] bells
apparatus shakers
3&4 -spin into arena using -warm up activities observin PE,S&MD drums
spinning given apparatus -tr demonstrates and explains to chn g slyb pg bands
apparatus -group practice spinning using spinning 19 mats
apparatus given [2015- whistle
-cool down activities 2022] sticks
29/11/ 5&6 rhythm play choreographic -warm up activities observin PE,S&MD drums
24
choreograp rhythm using given -tr demonstrates and explains to chn g slyb pg bands

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 25

2
 hy apparatus -group practice rhythm choreography playing 19 music
with the given apparatus [2015- whistle
-cool down activities 2022] ropes
shakers
7&8 -calculate mvt for exit -warm up activities observin PE,S&MD drums
calisthenics -tr demonstrates and explains to chn g slyb pg bands
-group practice exercises and exit exercisin 19 music
from the arena g [2015- whistle
-cool down activities 2022] bells
shakers
9 -watch videos people -warm up activities observin PE,S&MD drums
choreograp performing different -tr demonstrates and explains to chn g slyb pg bands
hy choreography mvts -chn watch videos to observe people naming 19 music
performing choreography identifyin [2015- whistle
-cool down activities g 2022] bells
ICT
tools
06/12/ 10 revision -answer given qns -recap of the previous lesson
observin PE,S&MD w/cards
24
work from this concept -class discussions on rhythm
g slyb pg pictures
choreography drawing 19 c/b
-individual writing exercise
naming [2015-
-oral reviews of the work identifyin 2022]
g
AIM; Acquire knowledge to become appreciative and informed participants or spectators in a wide range of physical
activities
Wk TOPIC OBJECTIVES METHODS AND ACTIVITIES SKILLS S.O.M. MEDIA EVALUATION
End &CONTENT
ARENA By the end of the -warm ups observin PE,S&MD drums
ACTS week chn shld be -demonstrations g syllb bands
-formations able to; -observation printing page 19 music
-change from one -discussions drawing [2015- whistle
formation to another -cooling down 2022] sticks
-enter into exit -recapping mats
formation
1&2 By the end of the -warm up activities observin PE,S&MD drums
hopping lesson chn shld be -tr demonstrates and explains to chn g slyb pg bands
able to; -group practice moving from one demonst 19 music
-move from one formation to another rating [2015- whistle

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 25

3
 formation to another -cool down activities hopping 2022]
3&4 -enter into exit -warm up activities observin PE,S&MD drums
hopping formation -tr demonstrates and explains to chn g slyb pg bands
-group practice hopping into exit hopping 19 mats
formation [2015- whistle
-cool down activities 2022] sticks
13/09/ 5&6 -march from one -warm up activities observin PE,S&MD drums
24
marching formation to another -tr demonstrates and explains to chn g slyb pg bands
-group practice marching from one marching 19 music
formation to another [2015- whistle
-cool down activities 2022] ropes
shakers
7&8 -enter into exit -warm up activities observin PE,S&MD drums
marching formation -tr demonstrates and explains to chn g slyb pg bands
-group practice marching into exit marching 19 music
formation [2015- whistle
-cool down activities 2022] bells
shakers
9 -watch videos people -warm up activities observin PE,S&MD drums
formations performing different -tr demonstrates and explains to chn g slyb pg bands
exit formations -chn watch videos to observe people watching 19 music
performing exit formations identifyin [2015- whistle
-cool down activities g 2022] bells
ICT
tools
20/09/ 10 revision -answer given qns -recap of the previous lesson observin PE,S&MD w/cards
24
work from this concept -class discussions on exit formations g slyb pg pictures
-individual writing exercise drawing 19 c/b
-oral reviews of the work naming [2015-
identifyin 2022]
g
AIM; to allow chn to write the end of term tests and close their school
END OF By the end of the -tr explains on the instructions of the writing tr’s c/board
TERM week chn shld be examination reading resource answer
EXAMS able to -individual writing of the exam by chn file sheets
-write the end of term -oral revising of the exams pens
examinations rulers
AIM; to allow chn to write the end of term tests and close their school

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 25

4
 END OF By the end of the -tr explains on the instructions of the writing tr’s c/board
TERM week chn shld be examination reading resource answer
EXAMS able to individual writing of the exam by file sheets
-write the end of term chn pens
examinations -tr monitors the chn while writing rulers
oral revising of the exams pencils
AIM; to allow chn to write the end of term tests and close their school
27/09/ END OF By the end of the -tr explains on the instructions of the writing tr’s c/board
24
TERM week chn shld be examination reading resource answer
EXAMS able to -individual writing of the exam by file sheets
-write the end of term chn pens
examinations -oral revising of the exams rulers

MRS N MUSEKIWA 3RD TERM SCHEME CUM 2024 25

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