PresEd 19: Chapter 4 (Implementing Early Childhood Programs: Applying to Prac...CarloAlmanzor1
This shows information about the different programs that we can apply in teaching field. This includes the different features of each program: How they alike and differ to one another.
1. BackgroundYou work as the DOS (Dean of Students) at a faith-AbbyWhyte974
1. Background:
You work as the DOS (Dean of Students) at a faith-based, private, medium-sized, liberal arts school in the south. Your student population is 5,000 with 3,0000 undergraduate students. Your undergraduate population is approximately 80% white/Caucasian with the remaining approximately 20% of the undergraduate population made up of minorities: African American (85% of total 20%), Hispanic/Latino Americans (8%), Asian Americans (7%) as well as Native Americans (5%). Currently, within the student affairs model at your institution, there is no established multicultural office and your programming funding has not changed since 2010 (limited resources).
Scenario:
You have been approached by some of your minority student leaders (students involved in CAB, SGA, Orientation) in creating more specific opportunities for engaging new minority students in order to help with retaining more minority students. After meeting with the students several times, a meeting is finally accepted by the President of your institution. He is in favor of moving forward but tells the students that he would like for this endeavor to be organic in its approach and lead by the students in creating these new programs. He doesn't think a top-down approach (creating a Multicultural Affairs office) is the right fit but tasks you with helping this new student initiative.
What approach would you, the DOS, take in helping these students? How much involvement should you, the DOS, have in this creation to keep it truly 'student-driven'?
2. Tinto’s (1993) model of college departure has indicated that the greater a student’s academic and social integration, the more connected the student will be to the institution. Tinto (1993) goes on to indicate that orientation is the groundwork to achieving academic and social integration. Do you think that Tinto's (1993) model is still applicable to Gen Z and is orientation truly the right place to start?
3. Does 'student life programming' strengthen the academic enterprise? If so, then how? If not, why not pour funding back into strengthening academics? Please provide one recent article (2009-Present) that provides evidence for your answer.
Code of Ethical Conduct
and Statement of Commitment
A position statement of the National Association for the Education of Young Children
Preamble
NAEYC recognizes that those who work with young
children face many daily decisions that have moral and
ethical implications. The NAEYC Code of Ethical Conduct
offers guidelines for responsible behavior and sets forth a
common basis for resolving the principal ethical dilemmas
encountered in early childhood care and education. The
Statement of Commitment is not part of the Code but is a
personal acknowledgement of an individual’s willingness to
embrace the distinctive values and moral obligations of the
field of early childhood care and education.
The primary focus of the Code is on daily practice with
children and their ...
1. BackgroundYou work as the DOS (Dean of Students) at a faith-MartineMccracken314
1. Background:
You work as the DOS (Dean of Students) at a faith-based, private, medium-sized, liberal arts school in the south. Your student population is 5,000 with 3,0000 undergraduate students. Your undergraduate population is approximately 80% white/Caucasian with the remaining approximately 20% of the undergraduate population made up of minorities: African American (85% of total 20%), Hispanic/Latino Americans (8%), Asian Americans (7%) as well as Native Americans (5%). Currently, within the student affairs model at your institution, there is no established multicultural office and your programming funding has not changed since 2010 (limited resources).
Scenario:
You have been approached by some of your minority student leaders (students involved in CAB, SGA, Orientation) in creating more specific opportunities for engaging new minority students in order to help with retaining more minority students. After meeting with the students several times, a meeting is finally accepted by the President of your institution. He is in favor of moving forward but tells the students that he would like for this endeavor to be organic in its approach and lead by the students in creating these new programs. He doesn't think a top-down approach (creating a Multicultural Affairs office) is the right fit but tasks you with helping this new student initiative.
What approach would you, the DOS, take in helping these students? How much involvement should you, the DOS, have in this creation to keep it truly 'student-driven'?
2. Tinto’s (1993) model of college departure has indicated that the greater a student’s academic and social integration, the more connected the student will be to the institution. Tinto (1993) goes on to indicate that orientation is the groundwork to achieving academic and social integration. Do you think that Tinto's (1993) model is still applicable to Gen Z and is orientation truly the right place to start?
3. Does 'student life programming' strengthen the academic enterprise? If so, then how? If not, why not pour funding back into strengthening academics? Please provide one recent article (2009-Present) that provides evidence for your answer.
Code of Ethical Conduct
and Statement of Commitment
A position statement of the National Association for the Education of Young Children
Preamble
NAEYC recognizes that those who work with young
children face many daily decisions that have moral and
ethical implications. The NAEYC Code of Ethical Conduct
offers guidelines for responsible behavior and sets forth a
common basis for resolving the principal ethical dilemmas
encountered in early childhood care and education. The
Statement of Commitment is not part of the Code but is a
personal acknowledgement of an individual’s willingness to
embrace the distinctive values and moral obligations of the
field of early childhood care and education.
The primary focus of the Code is on daily practice with
children and their ...
Life Skills introduction.
Skills-based health education including life skills. Making the links. Unicef, New York. Also go to http://www.unicef.org/programme/lifeskills/mainmenu.html ...
File link: http://www.unicef.org/lifeskills/files/lifeskills-intro-slides.ppt
The four key facets of ESD inclusive curriculum by Dr. Geetika SalujaDr. Geetika Saluja
ESD inclusive curriculum is the wisdom to perceive the interconnectedness of all life and living.
The courage not to fear and the compassion for all immediate surrounding with a will to make a difference
PresEd 19: Chapter 4 (Implementing Early Childhood Programs: Applying to Prac...CarloAlmanzor1
This shows information about the different programs that we can apply in teaching field. This includes the different features of each program: How they alike and differ to one another.
1. BackgroundYou work as the DOS (Dean of Students) at a faith-AbbyWhyte974
1. Background:
You work as the DOS (Dean of Students) at a faith-based, private, medium-sized, liberal arts school in the south. Your student population is 5,000 with 3,0000 undergraduate students. Your undergraduate population is approximately 80% white/Caucasian with the remaining approximately 20% of the undergraduate population made up of minorities: African American (85% of total 20%), Hispanic/Latino Americans (8%), Asian Americans (7%) as well as Native Americans (5%). Currently, within the student affairs model at your institution, there is no established multicultural office and your programming funding has not changed since 2010 (limited resources).
Scenario:
You have been approached by some of your minority student leaders (students involved in CAB, SGA, Orientation) in creating more specific opportunities for engaging new minority students in order to help with retaining more minority students. After meeting with the students several times, a meeting is finally accepted by the President of your institution. He is in favor of moving forward but tells the students that he would like for this endeavor to be organic in its approach and lead by the students in creating these new programs. He doesn't think a top-down approach (creating a Multicultural Affairs office) is the right fit but tasks you with helping this new student initiative.
What approach would you, the DOS, take in helping these students? How much involvement should you, the DOS, have in this creation to keep it truly 'student-driven'?
2. Tinto’s (1993) model of college departure has indicated that the greater a student’s academic and social integration, the more connected the student will be to the institution. Tinto (1993) goes on to indicate that orientation is the groundwork to achieving academic and social integration. Do you think that Tinto's (1993) model is still applicable to Gen Z and is orientation truly the right place to start?
3. Does 'student life programming' strengthen the academic enterprise? If so, then how? If not, why not pour funding back into strengthening academics? Please provide one recent article (2009-Present) that provides evidence for your answer.
Code of Ethical Conduct
and Statement of Commitment
A position statement of the National Association for the Education of Young Children
Preamble
NAEYC recognizes that those who work with young
children face many daily decisions that have moral and
ethical implications. The NAEYC Code of Ethical Conduct
offers guidelines for responsible behavior and sets forth a
common basis for resolving the principal ethical dilemmas
encountered in early childhood care and education. The
Statement of Commitment is not part of the Code but is a
personal acknowledgement of an individual’s willingness to
embrace the distinctive values and moral obligations of the
field of early childhood care and education.
The primary focus of the Code is on daily practice with
children and their ...
1. BackgroundYou work as the DOS (Dean of Students) at a faith-MartineMccracken314
1. Background:
You work as the DOS (Dean of Students) at a faith-based, private, medium-sized, liberal arts school in the south. Your student population is 5,000 with 3,0000 undergraduate students. Your undergraduate population is approximately 80% white/Caucasian with the remaining approximately 20% of the undergraduate population made up of minorities: African American (85% of total 20%), Hispanic/Latino Americans (8%), Asian Americans (7%) as well as Native Americans (5%). Currently, within the student affairs model at your institution, there is no established multicultural office and your programming funding has not changed since 2010 (limited resources).
Scenario:
You have been approached by some of your minority student leaders (students involved in CAB, SGA, Orientation) in creating more specific opportunities for engaging new minority students in order to help with retaining more minority students. After meeting with the students several times, a meeting is finally accepted by the President of your institution. He is in favor of moving forward but tells the students that he would like for this endeavor to be organic in its approach and lead by the students in creating these new programs. He doesn't think a top-down approach (creating a Multicultural Affairs office) is the right fit but tasks you with helping this new student initiative.
What approach would you, the DOS, take in helping these students? How much involvement should you, the DOS, have in this creation to keep it truly 'student-driven'?
2. Tinto’s (1993) model of college departure has indicated that the greater a student’s academic and social integration, the more connected the student will be to the institution. Tinto (1993) goes on to indicate that orientation is the groundwork to achieving academic and social integration. Do you think that Tinto's (1993) model is still applicable to Gen Z and is orientation truly the right place to start?
3. Does 'student life programming' strengthen the academic enterprise? If so, then how? If not, why not pour funding back into strengthening academics? Please provide one recent article (2009-Present) that provides evidence for your answer.
Code of Ethical Conduct
and Statement of Commitment
A position statement of the National Association for the Education of Young Children
Preamble
NAEYC recognizes that those who work with young
children face many daily decisions that have moral and
ethical implications. The NAEYC Code of Ethical Conduct
offers guidelines for responsible behavior and sets forth a
common basis for resolving the principal ethical dilemmas
encountered in early childhood care and education. The
Statement of Commitment is not part of the Code but is a
personal acknowledgement of an individual’s willingness to
embrace the distinctive values and moral obligations of the
field of early childhood care and education.
The primary focus of the Code is on daily practice with
children and their ...
Life Skills introduction.
Skills-based health education including life skills. Making the links. Unicef, New York. Also go to http://www.unicef.org/programme/lifeskills/mainmenu.html ...
File link: http://www.unicef.org/lifeskills/files/lifeskills-intro-slides.ppt
The four key facets of ESD inclusive curriculum by Dr. Geetika SalujaDr. Geetika Saluja
ESD inclusive curriculum is the wisdom to perceive the interconnectedness of all life and living.
The courage not to fear and the compassion for all immediate surrounding with a will to make a difference
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The Impact of Artificial Intelligence on Modern Society.pdfssuser3e63fc
Just a game Assignment 3
1. What has made Louis Vuitton's business model successful in the Japanese luxury market?
2. What are the opportunities and challenges for Louis Vuitton in Japan?
3. What are the specifics of the Japanese fashion luxury market?
4. How did Louis Vuitton enter into the Japanese market originally? What were the other entry strategies it adopted later to strengthen its presence?
5. Will Louis Vuitton have any new challenges arise due to the global financial crisis? How does it overcome the new challenges?Assignment 3
1. What has made Louis Vuitton's business model successful in the Japanese luxury market?
2. What are the opportunities and challenges for Louis Vuitton in Japan?
3. What are the specifics of the Japanese fashion luxury market?
4. How did Louis Vuitton enter into the Japanese market originally? What were the other entry strategies it adopted later to strengthen its presence?
5. Will Louis Vuitton have any new challenges arise due to the global financial crisis? How does it overcome the new challenges?Assignment 3
1. What has made Louis Vuitton's business model successful in the Japanese luxury market?
2. What are the opportunities and challenges for Louis Vuitton in Japan?
3. What are the specifics of the Japanese fashion luxury market?
4. How did Louis Vuitton enter into the Japanese market originally? What were the other entry strategies it adopted later to strengthen its presence?
5. Will Louis Vuitton have any new challenges arise due to the global financial crisis? How does it overcome the new challenges?
2. ACKNOWLEDGEMENTS
The Ministry of Primary and Secondary Education wishes to acknowledge the following for their valued contribution in the production of this
syllabus:
- Guidance and Counselling and Life Skills Education Syllabus panels
- Ministry of Public Service, Labour and Social Welfare (MoPSLSW)
- Ministry of Health and Child Care (MoHCC)
- Ministry of Women Affairs, Gender and Community Development (MoWAGCD)
- Ministry of Higher and Tertiary Education, Science and Technology Development (MoHTESTD)
- Zimbabwe Parks and Wildlife Management Authority (ZPWLMA)
- Zimbabwe Republic Police (ZRP)
- National AIDS Council (NAC)
- Young People’s Network on Sexual and Reproductive Health, HIV and AIDS (YPNSRHHA)
- Zimbabwe Teachers’ Association (ZIMTA)
- Scripture Union Zimbabwe (SU)
- Zimbabwe Schools Examination Council (ZIMSEC)
- United Nations Population Fund (UNFPA)
- United Nations Educational, Scientific and Cultural Organisations (UNESCO)
- United Nations International Children’s Fund (UNICEF)
- Zimbabwe Youth Council (ZYC)
- Laying Solid Foundations (LASOF)
- Family Health International (FHI360)
3. 2
Table of Contents
PAGE
ACKNOWLEDGEMENTS ………………………………………………………………………………………………………………………………..
1.0 PREAMBLE………………………………………………………………………………………………………………………………………
2.0 PRESENTATION OF THE SYLLABUS………………………………………………………………………………………………………
3.0 AIMS……………………………………………………………………………………………………………………. ………………………
4.0 SYLLABUS OBJECTIVES……………………………………………………………………………………………………………………..
5.0 METHODOLOGY AND TIME ALLOCATION……………………………………………………………………………………………….
6.0 TOPICS ………………………………………………………………………………………………………………………………………..
7.0 SCOPE AND SEQUENCE CHART…………………………………………………………………………………………………………
8.0 COMPETENCY MATRIX………………………………………………………………………………………………………...................
ECD A ………………………………………………………………………………………………………………………………………..
ECD B ……………………………………………………………………………………………………………………………………….
GRADE 1 ……………………………………………………………………………………………………………………..…………….
GRADE 2 ……………………………………………………………………………………………………………………………………
9.0 ASSESSMENT……………………………………………………………………………………………………….
4. 3
1.0 PREAMBLE
1.1 Introduction
This Guidance and Counselling and Life Skills Education Syllabus covers ECD A to Grade 2 (Infant level). Guidance and Counselling and Life Skills
Education is a learning area that seeks to empower learners with essential life skills covering activities that enhance the learner to become a patriotic
and responsible citizen. It nurtures important values like punctuality, honesty, empathy, resilience and perseverance. Guidance and Counselling and
Life Skills Education seeks to bridge the gap between classroom knowledge and practical life through outward bound activities such as guided tours,
field work and schools on the shop floor. Guidance and Counselling and Life Skills Education as a learning area promotes the development of
Unhu/Ubuntu/Vumunhu through nurturing of important virtues of life such as respect, tolerance, sharing, love, communication and team work.
1.2 Rationale
Guidance and Counselling and Life Skills Education is a learning area that develops essential life skills, knowledge and etiquette in learners to enable
them to adjust and suit well in the changing social and physical environments such as home, school and community. The learning area creates
synergies between schools, communities and enterprise (industry). Learners are given opportunities to relate theory, to practice and practice to
theory thus bridging the gap between classroom knowledge and practical life. The learning area is very significant in inculcating
Unhu/Ubuntu/Vumunhu attributes, patriotism and volunteerism. It gives a sense of positive self-image and cherishes diversity among learners.
The Guidance and Counselling and Life Skills Education syllabus enables learners to develop basic skills and knowledge in:
Assertiveness
Problem solving
Decision making
Critical thinking
5. 4
Leadership
Communication
Self-management
Managing diversity
Learning and Innovation
Capability to access and analyse information
Conflict resolution
Agility and adaptability
Collaboration
Enterprise
Technology
1.3 Summary of Content
This syllabus covers the following essential topics:
Myself, Family and Community
Understanding Child Rights and Responsibilities
Managing and Coping with Changes
Social Etiquette
Health Education
Financial and Career Guidance
Management of Resources
Safety and Protection
6. 5
The thrust of this syllabus is to produce competent, innovative, versatile and empowered learners who are able to manage dynamic life trends.
1.4 Assumptions
It is assumed that the learners:
belong to a family
are aware of some cultural values and cultural diversity
have an identity
have an understanding of child rights and responsibilities
can cope with different situations and changes
have basic communication skills
are conscious of personal hygiene and diseases
face and manage different risks and challenges
have different interests
are creative and innovative
experience peer influence
have daily living skills
can make a simple budget
aware of roles of family members at home
1.5 Cross cutting themes
Gender
7. 6
Disability
Child rights and responsibilities
Conflict management
Financial Literacy
Sexuality, HIV and AIDS
Child Protection
Human Rights
Collaboration
Information Communication Technology
2.0 PRESENTATION OF THE SYLLABUS
The Guidance and Counselling and Life Skills Education Syllabus is presented as a single document which covers ECD A – Grade 2. All grades
have the same topics with content, which is developmental and spiral in nature.
3.0 AIMS
The syllabus aims to enable learners to:
8. 7
3.1 develop and apply the concept of Unhu/Ubuntu/Vumunhu in different social settings
3.2 cherish diversity
3.3 develop into individuals who are aware of their rights and responsibilities
3.4 develop life skills and knowledge in changing social and physical environments such as home,
school and community
3.5 cultivate talents, abilities and interests
3.6 understand concepts of disease prevention and healthy living
3.7 develop a spirit of national consciousness, identity and patriotism
3.8 guide learners to make informed decisions
3.9 develop first aid life- saving skills
3.10 develop skills in safe traffic and road usage
4.0 SYLLABUS OBJECTIVES
By the end of Infant level, learners should be able to:
4.1 demonstrate an understanding of the concept Unhu/Ubuntu/Vumunhu and relate appropriately with family, peers and community
through respect, tolerance, sharing, love, teamwork and confidence
4.2 demonstrate appreciation of diversity
4.3 show an awareness of child rights and responsibilities
4.4 apply, positive behaviour, etiquette and knowledge in changing
environments
4.5 demonstrate their talents, abilities and interests through various educational activities
4.6 identify communicable and non-communicable diseases
4.7 practise good personal and environmental hygiene
9. 8
4.8 experience the world of work through work related learning
4.9 demonstrate teamwork and volunteerism
4.10 show responsible behaviour and positive attitudes towards personal belongings, school and community property
4.11 exhibit the ability to make informed decisions
4.12 respond appropriately to abuse
4.13 demonstrate life-saving skills in first aid
4.14 apply safe traffic and road usage skills
5.0 METHODOLOGY AND TIME ALLOCATION
This syllabus methodology is learner-centred, hands on, multi-cultural and interactive. A spiral approach should be adopted, beginning with the
learner’s immediate environment, broadening to an exploration of his/her wider community.
5.1 METHODOLOGY
Discussion
Question and answer
Group work
Story telling
Drawing
Song and dance
Play
Modelling
Use of Information Communication Technology
Games
10. 9
Quiz
Imitation or Simulation
Educational tours
Drama and role play
Poetry and rhymes
Discovery
Research
Puppetry
School on the shop floor
Volunteerism
The above methods are not exhaustive and the teacher is expected to be innovative.
5.2 TIME ALLOCATION
For adequate coverage of the syllabus, the following allocation is advised.
ECD: 2 periods of 15 minutes per week.
Grade 1 and 2: 2 periods of 30 minutes per week
6.0 TOPICS
Myself, family and community
Understanding Child Rights and Responsibilities
Managing and coping with changes
11. 10
Social etiquette
Health education
Financial and career guidance
Management of resources and Assets
Safety and Protection
12. 11
7.0 SCOPE AND SEQUENCE
TOPIC 1: MYSELF, FAMILY AND COMMUNITY
ECD A ECD B GRADE 1 GRADE 2
Self- awareness Self-awareness
Me and my family
Self-management
Me and my family
Me, my community and
voluntary participation
Self-management
Me, my community and
voluntary participation
13. 12
TOPIC 2: UNDERSTANDING CHILD RIGHTS AND RESPONSIBILITIES
ECD A ECD B GRADE 1 GRADE 2
Child rights and responsibilities
Coping with violation of child rights
Teamwork and voluntary participation
at home
Child rights and responsibilities
Coping with violation of child
rights
Teamwork and voluntary
participation at home
Child rights and responsibilities
Coping with violation of child
rights
Teamwork and voluntary
participation at home and school
Child rights and responsibilities
Coping with violation of child
rights
Teamwork and voluntary
participation at home, school and
community
TOPIC 3: MANAGING AND COPING WITH CHANGES
ECD A ECD B GRADE 1 GRADE 2
Changes from home to school Coping with changes in the family Managing and coping with
changes from ECD to Grade 1
Coping with changes in the family
Managing and coping with
changes in the family
Managing conflict at school
TOPIC 4: SOCIAL ETIQUETTE
14. 13
ECD A ECD B GRADE 1 GRADE 2
Good behaviour Good behaviour Respect and tolerance Communication ,respect and
tolerance
TOPIC 5: HEALTH EDUCATION
ECD A ECD B GRADE 1 GRADE 2
Personal hygiene and cleanliness
Healthy lifestyles
Common diseases
Environmental health
Personal hygiene and
cleanliness
Healthy lifestyles
Common diseases
Environmental health
Sexuality and reproductive
health education
Healthy life styles
Common diseases
Environmental health
Sexuality and reproductive
health education
Healthy life styles
Common diseases
Environmental health
TOPIC 6: FINANCIAL AND CAREER GUIDANCE
15. 14
TOPIC 7: MANAGEMENT OF RESOURCES AND ASSETS
ECD A ECD B GRADE 1 GRADE 2
Maintenance of personal belongings Maintenance of personal
belongings and school property
Maintenance of personal
belongings
Maintenance of school property
Maintenance of personal
belongings, school and
community property.
TOPIC 8: SAFETY AND PROTECTION
ECD A ECD B GRADE 1 GRADE 2
ECD A ECD B GRADE 1 GRADE 2
Career guidance
Financial literacy
Career ambitions
Financial literacy
Career ambitions
Financial literacy
Career ambitions
Financial literacy
16. 15
Pedestrian safety
Crossing the road
Passenger safety
Road signs, signals and
markings
First Aid
Pedestrian safety
Crossing the road
Passenger safety
Road signs, signals and
markings
First Aid
Pedestrian safety
Crossing the road
Passenger safety
Road signs, signals and
markings
Emergency response
Pedestrian safety
Crossing the road
Passenger safety
Road signs, signals and markings
Emergency response
17. 16
8.0 COMPETENCY MATRIX
ECD A
TOPIC 1: MYSELF, FAMILY AND COMMUNITY
KEY CONCEPT OBJECTIVES:
Learners should be able to:
UNIT CONTENT SUGGESTED LEARNING
ACTIVITIES
LEARNING RESOURCES
Self-awareness state own names
name external body parts
state the uses of body parts
state own sex
state own totems
identify own photo from
others
develop a sense of self-
worthiness
Names
External body parts
Uses of body parts
Sex
Totems
Photos
Self -esteem
Saying own names
Singing naming songs
Selecting own photograph
Colouring pictures
Naming external body parts
Singing rhymes on body
parts
Identifying differences
between boys and girls
Reciting totems
Pictures
Crayons
Photographs
ICT tools
Rhymes
Magazine cuttings
Colouring books
Puppets
Sign language materials
Braille materials
18. 17
TOPIC 2: UNDERSTANDING CHILD RIGHTS AND RESPONSIBILITIES
KEY CONCEPT OBJECTIVES:
Learners should be able to:
UNIT CONTENT SUGGESTED LEARNING
ACTIVITIES
LEARNING RESOURCES
Child rights and
responsibilities
state child responsibilities at
home and school
say child rights
explain importance of child rights
and responsibilities
Responsibilities at home
and school
- obedience
- honesty
- hard work
- chores
Child rights:
- Food
- education
- clothing
- shelter
- love
- protection
Listing child rights and
responsibilities at home and
school
Naming work done at home
Role playing different types of
work
Reciting poems on rights
Demonstrating responsibilities
Singing songs on rights and
responsibilities
ICT tools
Pictures
Posters
Charts
Puzzles
Colouring books
Crayons
Sign language
materials
Braille materials
Coping with
violation of child
rights
identify forms of child abuse
describe types of child abuse
report abuse
name people that protect
children from abuse
Forms of child abuse
Types of child abuse
Reporting abuse
People who protect
children from abuse
School support systems
Story telling on different
abuses
Discussing child abuse
Reciting poems on effects of
abuse
Pictures
Resource person(s)
Charts
Posters
Anatomically correct
dolls
19. 18
KEY CONCEPT OBJECTIVES:
Learners should be able to:
UNIT CONTENT SUGGESTED LEARNING
ACTIVITIES
LEARNING RESOURCES
state the school support
structures
demonstrate assertiveness on
issues pertaining to abuse
- Police Victim Friendly
Unit
- School Guidance and
Counselling Committee
- One Stop Centre
Assertiveness on issues
pertaining to abuse
Singing songs on reporting
abuse
Role playing and miming on
prevention of abuse
Dramatising the reporting
system
Singing and dancing on child
protection songs
Questioning and answering
Practicing reporting incidents
ICT tools
Sign language
materials
Braille materials
Team work and
voluntary
participation at
home
identify team work tasks
state benefits of team work
discuss roles of team leaders
and team members
list the acts of volunteerism at
home and in the classroom
demonstrate the acts of
volunteerism at home and in
the classroom
participate in team building and
voluntary activities
Team work tasks
Benefits of team work
Roles of team leader and
team members
Volunteerism at home and
in the classroom
Team building and
voluntary activities
Listing team work tasks
Playing roles of team leaders
and team members
Singing songs on team work
Playing games on team work
Describing acts of
volunteerism at home and
school
Performing voluntary work at
home and in the classroom
Pictures
Posters
Charts
Concrete objects
ICT tools
Sign language
materials
Braille materials
20. 19
TOPIC 3: MANAGEMENT AND COPING WITH CHANGES
KEY CONCEPT OBJECTIVES
Learners should be able to:
UNIT CONTENT SUGGESTED LEARNING
ACTIVITIES
LEARNING
RESOURCES
Changes from home
to school
list enjoyable activities at home
and school
discuss management of
changes experienced from
home to school
manage transitional changes
from home to school
Activities at home and
school
Management of transitional
changes
Transitional changes
Describing home and school
activities
Questioning and answering on
changes experienced from
home to school
Playing games and activities
of own choice
Visiting places of interest
ICT tools
Pictures
Indoor and outdoor
learning materials
Charts
Sign language
materials
Braille materials
21. 20
TOPIC 4: SOCIAL ETIQUETTE
KEY CONCEPT OBJECTIVES:
Learners should be able
to:
UNIT CONTENT SUGGESTED LEARNING
ACTIVITIES
LEARNING
RESOURCES
Good behaviour identify good behaviour
initiate proper greetings
interact positively with other
learners
use appropriate language
when making requests
Good behaviour
Proper greetings
Positive interaction with
others
Appropriate language
when making requests
Questioning and answering on
good behaviour
Demonstrating good behaviour
Folk telling on good behaviour
Practicing use of polite language
ICT tools
Crayons
Pictures books
Charts
Sign language
materials
Braille materials
22. 21
TOPIC 5: HEALTH EDUCATION
KEY CONCEPT OBJECTIVES
Learners should be able to:
UNIT CONTENT SUGGESTED LEARNING
ACTIVITIES
LEARNING
RESOURCES
Personal
hygiene and
cleanliness
name body parts
state good habits of personal hygiene
demonstrate ways of maintaining good
personal hygiene and cleanliness
promote personal hygiene and
cleanliness
Body parts
Good habits of personal
hygiene
Ways of maintaining good
personal hygiene and
cleanliness
Reciting rhymes on body parts
Discussing good habits of
personal hygiene
Demonstrating the habits
through song, rhymes and role
play
Drawing of toiletries
Guiding on habits of personal
hygiene
Toothpaste
Toothbrushes
ICT tools
Soap
Combs
Sign language
materials
Braille materials
Healthy Life
Styles
list good food
identify good food
demonstrate good eating habits
promote healthy life styles
Good food
Good eating habits
Healthy life styles
Collecting and sorting pictures
of different types of food
Cutting and pasting food
pictures
Differentiating good food from
junk food
Discussing good eating habits
Questioning and answering on
healthy life styles
Samples of food
Pictures of food
Posters
Charts
ICT tools
Crayons
Stencil pictures
Sign language
materials
23. 22
KEY CONCEPT OBJECTIVES
Learners should be able to:
UNIT CONTENT SUGGESTED LEARNING
ACTIVITIES
LEARNING
RESOURCES
Playing games that promote
physical and mental health
Braille materials
Common
Diseases
list common diseases
name causes of common diseases
identify simple signs and symptoms of
common diseases
promote good health habits
Common diseases
(communicable diseases
such as; malaria, bilharzia,
influenza, mumps, typhoid,
cholera, diarrhoea and non
–communicable diseases
such as; cancer, epilepsy,
diabetes )
Causes of common
diseases
Signs and symptoms of
common diseases
Good health habits
Naming common diseases
Discussing causes of common
diseases
Stating simple signs and
symptoms of common
diseases
Health Resource
person/s
Posters
Charts
Drawings
Pictures
ICT tools
Sign language
materials
Braille materials
Environmental
Health
identify ways of disposing litter in the
home and in the classroom
demonstrate the three R’s (reduce litter,
reuse litter and recycle litter)
practise proper toilet use
Ways of disposing litter
Reduce, reuse and recycle
litter
Proper toilet use
Maintaining clean
environment
Discussing ways of disposing
litter
Demonstrating best
environmental practices: tiding
up the classroom, picking up
papers
Litter bins
Environment
ICT tools
Toilets
Toiletries
24. 23
KEY CONCEPT OBJECTIVES
Learners should be able to:
UNIT CONTENT SUGGESTED LEARNING
ACTIVITIES
LEARNING
RESOURCES
maintain and keep the environment
clean
Assisting on and practising
proper toilet use
Collecting items or objects
from the environment for 3R’s
Touring dumping sites at
school
Visiting recycling sites or plant
Discussing healthy ways of
dumping waste
Sign language
materials
Braille materials
TOPIC 6: FINANCIAL AND CAREER GUIDANCE
KEY CONCEPT OBJECTIVES
Learners should be able to:
UNIT CONTENT SUGGESTED LEARNING
ACTIVITIES
LEARNING
RESOURCES
Career guidance promote career aspirations Career aspirations Exhibiting Careers
Discussing career aspirations
Role playing career
aspirations
Pictures
Resource persons
ICT Tools
Charts
25. 24
Posters
Puppetry
Sign language
materials
Braille materials
Financial Literacy discuss the value of money
list items for the shop area
identify items for sale at the shop
area
develop enterprise skills
Value of money
Items for the shop area
Enterprise skills
Budget
Role playing buying and
selling
Collecting items for the shop
area
Evaluating the value of items
in the shop area
Budgeting
Charts of people at
work
Shop area
Money
Sign language
materials
Braille materials
TOPIC 7: MANAGEMENT OF RESOURCES AND ASSETS
KEY CONCEPT OBJECTIVES
Learners should be able to:
UNIT CONTENT
(knowledge, skills &
attitudes)
SUGGESTED LEARNING
ACTIVITIES
LEARNING RESOURCES
Maintenance of
personal belongings
demonstrate care for personal
belongings
Care for personal
belongings
Discussing care for personal
belongings
ICT tools
Charts
26. 25
practise proper book handling skills
manage resources and assets
Book handling skills
Managing resources and
assets
Dramatising on care for
personal belongings
Demonstrating proper book
handling skills
Books
Personal belongings
Sign language
materials
Braille materials
TOPIC 8: LEARNER SAFETY AND PROTECTION
KEY CONCEPT OBJECTIVES
Learners should be able to:
UNIT CONTENT SUGGESTED LEARNING
ACTIVITIES
LEARNING RESOURCES
Pedestrian safety identify left and right
hand
demonstrate walking on
the right side of the road
Left and right –hand
orientation
Walking on the road
Accompaniment
Playing left and right
orientation games
Role playing walking on
the right side of the road
Pictures
Charts
ICT tools
Road
Audio-visual materials
Sign language materials
Braille materials
Crossing the road identify safe places
when crossing the road
state safe places to play
demonstrate correct
ways of crossing the
road
Safe places to cross the
road
Safe places to play
Correct ways of crossing
the road
Accompaniment
Practising crossing the
road
Dramatizing the stop,
look and listen drill
Playing games on
crossing the road
Resource persons
Charts
Pictures
ICT tools
Road
Audio-visual materials
27. 26
KEY CONCEPT OBJECTIVES
Learners should be able to:
UNIT CONTENT SUGGESTED LEARNING
ACTIVITIES
LEARNING RESOURCES
Singing songs on
crossing the road
Reciting rhymes on
crossing the road
Sign language materials
Braille materials
Passenger safety demonstrate passenger
safety when using
various modes of
transport
Passenger safety when
using – bicycles, cars,
buses and animal drawn
carts
Dramatizing passenger
safety when using
various modes of
transport
Singing songs on
passenger safety
Role playing passenger
safety
Reciting rhymes on
passenger safety
Resource persons
Pictures
ICT tools
Charts
Road
Audio-visual materials
Sign language materials
Braille materials
Road signs, signals and
markings
identify road signs,
signals and markings
Road signs, signals and
markings
Visiting the road to
observe road signs and
signals
Listing road signs
Colouring road signs and
markings
Model traffic signs
Pictures
ICT tools
Charts
Road
Audio-visual materials
Sign language materials
28. 27
KEY CONCEPT OBJECTIVES
Learners should be able to:
UNIT CONTENT SUGGESTED LEARNING
ACTIVITIES
LEARNING RESOURCES
Singing songs on road
signs
Modelling road signs and
signals
Braille materials
First Aid state situations where
First Aid can be applied
identify where to get first
help in case of
emergency.
discuss ways of
responding in case of
emergency
appreciate the
importance of getting
first help in case of
emergency
Situations where First Aid
can be applied
First help in case of
emergency
Ways of responding in
case of emergency
The importance of getting
first help in case of
emergency
Listing situations where
First Aid can be applied
Simulating situations
requiring First Aid
Demonstrating ways of
responding in case of
emergency
First Aid kit
ICT tools
Disaster alarms
Equipment for disaster
preparedness drills
Posters
Charts
Sign language materials
Braille materials
29. 28
ECD B
TOPIC 1: FAMILY, WORK AND COMMUNITY
KEY CONCEPT OBJECTIVES:
Learners should be able to:
UNIT CONTENT SUGGESTED LEARNING
ACTIVITIES
LEARNING RESOURCES
Self-awareness state own names
identify external body parts
describe oneself
discuss functions of body
parts
demonstrate confidence in
oneself
appreciate individual
differences
Identification of self
- Names
- Family name
- Totem
- sex
Functions of body parts
Confidence in oneself
Individual differences
Selecting own photograph
Singing songs on name
identification
Saying own names and sex
Reciting totems
Reciting action rhymes on
body parts
Naming external body parts
Colouring picture of self
Pictures
Crayons
Photographs
ICT tools
Rhymes
Magazine cuttings
Colouring books
Puppets
Sign language materials
Braille materials
Me and my family name members of family
list roles of family members
differentiate between
paternal and maternal
relationships
Family members
Roles of self and family
members
Paternal and maternal
relationships
Saying family name
Identifying family members
Reciting rhymes on family
members
Stating roles of family
members
Pictures
Crayons
ICT tools
Rhymes
Magazine cuttings
Colouring books
30. 29
KEY CONCEPT OBJECTIVES:
Learners should be able to:
UNIT CONTENT SUGGESTED LEARNING
ACTIVITIES
LEARNING RESOURCES
appreciate own role and
roles of other family
members
Discussing paternal and
maternal relationships
Colouring pictures of family
members
Puppets
Sign language materials
Braille materials
31. 30
TOPIC 2: UNDERSTANDING CHILD RIGHTS AND RESPONSIBILITIES
KEY CONCEPT OBJECTIVES:
Learners should be able to
UNIT CONTENT SUGGESTED LEARNING
ACTIVITIES
LEARNING RESOURCES
Child rights and
responsibilities
state children’s responsibilities at
home and school
list child rights
Children’s responsibilities
at home and school
Child rights:
- Education
- Food
- Clothing
- Shelter
- Love
- Protection
Discussing children’s
responsibilities at home and
school
Participating in different
chores
Naming child rights
Reciting rhymes on children’s
rights and responsibilities
ICT tools
Pictures
Posters
Charts
Sign language
materials
Braille materials
Coping with
violation of child
rights
identify types of child abuse
describe signs and symptoms
of child abuse
discuss ways of reporting
abuse
list people that protect
children at home and school
Types of abuse such as
bullying, cyber bullying
Signs and symptoms of
child abuse
Ways of reporting abuse
School support and referral
system
Listing types of abuse
Reading pictures on child
abuse
Dramatising signs of child
abuse
Demonstrating how to report
child abuse
Pictures
Resource person(s)
Charts
Anatomically correct
dolls
ICT tools
Sign language
materials
32. 31
KEY CONCEPT OBJECTIVES:
Learners should be able to
UNIT CONTENT SUGGESTED LEARNING
ACTIVITIES
LEARNING RESOURCES
state the school support
structures
be assertive and pro-active on
issues pertaining violation of
child rights
People that protect children
at home and school
School support structures
Being assertive and pro
active on issues pertaining
violation of child rights
Questioning and answering on
child abuse
Reciting poems on child abuse
Naming people who protect
children at home and at school
Discussing school support
structures
Picture reading on child
protection
Visiting the support structures
within the school
Braille materials
Team work and
voluntary
participation
show the importance of team
work at school
identify roles of team leaders
and team members
demonstrate the benefits of
team work at school
describe ways of resolving
conflicts
list the acts of volunteerism at
home and school
The importance of team
work at school
Roles and responsibilities
of team leaders and team
members
The importance of leaders
in the class and school
Benefits of team work at
school
Ways of resolving conflicts
Explaining the importance of
team work in the class and
school
Demonstrating good team
work qualities
Discussing ways of resolving
conflicts
Involving children in team
building activities
Pictures
Charts
Posters
ICT tools
Sign language
materials
Braille materials
33. 32
KEY CONCEPT OBJECTIVES:
Learners should be able to
UNIT CONTENT SUGGESTED LEARNING
ACTIVITIES
LEARNING RESOURCES
demonstrate the act of
volunteerism at home and
school
state duties and
responsibilities of learners who
are leaders in the school
promote the spirit of
togetherness and voluntary
participation
Acts of volunteerism Playing games that promote
team building and
volunteerism
Questioning and answering on
roles and responsibilities of
team leaders and members
Stating acts of volunteerism at
home and school
Performing voluntary work at
home and school
TOPIC 3: MANAGING AND COPING WITH CHANGES
KEY CONCEPT OBJECTIVES:
Learners should be able
to
UNIT CONTENT
(knowledge skills and
attitudes)
SUGGESTED LEARNING
ACTIVITIES
LEARNING
RESOURCES
Coping with
changes in the
family
state changes that can take
place in a family
identify effects of family
changes
Changes that can take
place in the family:
- Arrival of a new baby
- Death in the family
- Relocation
Listing changes that takes
place in a family
Discussing effects of family
changes
ICT tools
Pictures
Charts
Posters
34. 33
KEY CONCEPT OBJECTIVES:
Learners should be able
to
UNIT CONTENT
(knowledge skills and
attitudes)
SUGGESTED LEARNING
ACTIVITIES
LEARNING
RESOURCES
discuss ways of coping with
changes in the family
promote coping mechanisms
on family changes
- Job loss
- Promotion
- Transfer
- Chronic illness in the
family
- Separation of parents
Effects of family changes
Ways of coping with family
changes
Role playing on coping with
family changes
Story-telling to promote coping
mechanisms
Questioning and answering
on family changes
Sign language
materials
Braille materials
35. 34
TOPIC 4: SOCIAL ETIQUETTE
KEY CONCEPT OBJECTIVES:
Learners should be able to
UNIT CONTENT SUGGESTED LEARNING
ACTIVITIES
LEARNING
RESOURCES
Good behaviour identify good behaviour
discuss scenarios that
promote good behaviour
interact positively with other
learners
use appropriate language
when communicating
Good behaviour
Positive interaction with
other learners
Use of appropriate
language when
communicating
Story telling on scenarios that
promote good behaviour
Dramatising good behaviour
Playing games that promote
positive interaction
Questioning and answering on use
of appropriate language
Reciting rhymes and poems that
promote good behaviour
ICT tools
Crayons
Pictures books
Charts
Folktales
Sign language
materials
Braille materials
36. 35
TOPIC 5: HEALTH EDUCATION
KEY CONCEPT OBJECTIVES
Learners should be able to:
UNIT CONTENT SUGGESTED LEARNING
ACTIVITIES
LEARNING RESOURCES
Personal
Hygiene and
cleanliness
identify materials that we use for
personal hygiene
describe good habits of personal
hygiene
state ways of maintaining good
personal hygiene and cleanliness
practise personal hygiene and
cleanliness
Materials for personal
hygiene
Good habits of personal
hygiene
Ways of maintaining good
personal hygiene and
cleanliness
Listing materials used for
personal hygiene
Discussing good habits for
personal hygiene
Singing songs and reciting
rhymes to promote personal
hygiene and cleanliness
Demonstrating ways of keeping
one- self clean
Toiletries
Pictures
Charts
Posters
ICT Tools
Sign language materials
Braille materials
Healthy Life
Styles
identify good and junk food
state good eating habits
discuss benefits of exercises
promote healthy life styles
Good and junk food
Eating habits
Benefits of exercising
Healthy life styles
Naming good food
Differentiating good food from
junk food
Collecting and sorting pictures
of different types of food
Cutting and pasting food
pictures
Discussing good eating habits
Samples of food
Pictures of food
ICT tools
Charts
Posters
Material for playing games
Sign language materials
Braille materials
37. 36
KEY CONCEPT OBJECTIVES
Learners should be able to:
UNIT CONTENT SUGGESTED LEARNING
ACTIVITIES
LEARNING RESOURCES
Practising good eating habits
during feeding time
Questioning and answering on
healthy life styles
Playing games on physical and
mental exercises
Common
Diseases
list common diseases
state preventive measures on
identified common diseases
identify signs of common diseases
state preventive strategies on
common diseases
Common diseases
Preventive measures on
identified common
diseases
Signs of common
diseases
Prevention strategies on
common diseases
Discussing common diseases
Stating signs of common
diseases
Singing songs on prevention
strategies
Dramatising prevention
strategies
Charts
Posters
Pictures
ICT tools
Sign language materials
Braille materials
Environmental
Health
state forms of litter found in the
home and school environment
identify ways of disposing litter in
the home, classroom and school
apply the three R’s (reduce litter,
reuse litter and recycle litter)
Forms of litter in the
home and school
environment
Ways of disposing litter
Management of litter-
List different forms of litter
found in the home and school
environment
Discussing ways of disposing
litter
Picking up litter
Maintaining clean environment
Litter bins
Charts
Posters
Environment
ICT tools
Sign language materials
Braille materials
38. 37
KEY CONCEPT OBJECTIVES
Learners should be able to:
UNIT CONTENT SUGGESTED LEARNING
ACTIVITIES
LEARNING RESOURCES
promote management of litter by
children
demonstrate proper use of the toilet
Reduce, re-use and
recycle at home and at
school
Maintaining clean
environment
Proper toilet use
Tiding up the classroom,
picking up papers
Assisting on and practising
proper toilet use
Collecting items or object from
environment for re-use
Touring school dumping sites
Visiting recycling sites or plant
Identifying healthy and
unhealthy ways of dumping
waste
TOPIC 6: FINANCIAL AND CAREER GUIDANCE
39. 38
KEY CONCEPT OBJECTIVES
Learners should be able to:
UNIT CONTENT SUGGESTED LEARNING
ACTIVITIES
LEARNING
RESOURCES
Career ambitions state different occupations
discuss ambitions
name career aspirations
Different occupations
Ambitions
Career aspirations
Naming different occupations
Describing ambitions
Playing roles and skills of
different occupations
Questioning and answering
activities on roles and skills
Participating in career
sessions
Charts
Pictures
ICT tools
Resource persons
Posters
Sign language
materials
Braille materials
Financial literacy identify local currency
discuss honest ways of making
money
identify items for the shop area
name income generating projects in
the community
Local currency
Ways of making money
Value of money
Items for the shop area
Income generating
projects
Coin rubbing
Buying and selling games
Questioning and answering
on ways of making money
Collecting items for the shop
area
Crafting items for the shop
area
Identifying income generating
projects
ICT tools
Resource persons
Charts of people at
work
Shop area
Money
Work songs
Sign language
materials
Braille materials
TOPIC 7: MANAGEMENT OF RESOURCES AND ASSETS
40. 39
KEY CONCEPT OBJECTIVES
Learners should be able to:
UNIT CONTENT SUGGESTED LEARNING
ACTIVITIES
LEARNING
RESOURCES
Maintenance of
personal belongings
and school property
list personal belongings and school
property that need care
discuss care for personal belongings
and school property
promote responsible behaviour over
personal belongings and school
property
Personal and school
property that need care
Responsible behaviour
over personal belongings
and school property
Discussing ways of caring
for personal belongings and
school property
Demonstrating proper sitting
posture
Practising care on personal
belongings and school
property
ICT Tools
Charts
Pictures
Toys
Books
Sign language
materials
Braille materials
TOPIC 8: SAFETY AND PROTECTION
41. 40
KEY CONCEPT OBJECTIVES
Learners should be able
to:
UNIT CONTENT SUGGESTED LEARNING
ACTIVITIES
LEARNING RESOURCES
Pedestrian safety Identify their left and right
hand
demonstrate walking on
the right side of the road
Left and right –hand
orientation
Walking on the right side
of the road
Accompaniment
Playing left and right
orientation games
Practising walking on the
right side of the road
Pictures
ICT tools
Charts
Road
Audio-visual materials
Toy cars
Sign language materials
Braille materials
Crossing the road identify safe places when
crossing the road
demonstrate correct ways
of crossing the road
state safe places to play
Safe places to cross the
road
Correct ways of crossing
the road
Safe places to play
Accompaniment
Practising crossing the
road
Dramatizing the stop, look
and listen drill
Playing games on
crossing the road
Singing songs on
crossing the road
Reciting rhymes on
crossing the road
Resource persons
Charts
Pictures
Road
Audio-visual materials
Sign language materials
Braille materials
42. 41
KEY CONCEPT OBJECTIVES
Learners should be able
to:
UNIT CONTENT SUGGESTED LEARNING
ACTIVITIES
LEARNING RESOURCES
Discussing dangers
associated with playing
near or along the road
Passenger safety demonstrate passenger
safety when using various
modes of transport
Passenger safety when
using – bicycles, cars,
buses and animal drawn
carts
Dramatizing passenger
safety when using various
modes of transport
Singing songs on
passenger safety
Role playing passenger
safety
Reciting rhymes on
passenger safety
Resource persons
Pictures
ICT
Charts
Road
Audio-visual materials
Sign language materials
Braille materials
Road signs, signals and
markings
identify road signs,
signals and markings
name road signs, signals
and markings
Road signs, signals and
markings
Visiting the road to
observe road signs and
signals
Singing songs on road
signs
Listing road signs
Colouring road signs and
markings
Resource person
Highway code and charts
Model traffic signs
ICT tools
Pictures
Charts
Road
Audio-visual materials
43. 42
KEY CONCEPT OBJECTIVES
Learners should be able
to:
UNIT CONTENT SUGGESTED LEARNING
ACTIVITIES
LEARNING RESOURCES
Sign language materials
Braille materials
First Aid list situations that need
emergency attention
identify where to get first
help in case of
emergency.
state ways of responding
in case of emergency
Situations that need
emergency attention
First help in case of
emergency
Ways of responding in
case of emergency
Support structures and
services
Stating emergency
situations
Simulating emergency
situations
Story telling on
emergency cases
Discussing support
structures in the school
and at home
Charts
Posters
ICT tools
Material for raising alarm
Videos
Sign language materials
Braille materials
44. 43
GRADE 1
TOPIC 1: FAMILY, WORK AND COMMUNITY
KEY CONCEPT OBJECTIVES:
Learners should be able
to:
UNIT CONTENT SUGGESTED LEARNING
ACTIVITIES
LEARNING RESOURCES
Self-management distinguish self from
others
appreciate one’s identity
self- identity
self esteem
appreciation of self
Stating likes and dislikes
Describing self among
others
Discussing ways of
valuing one self
Dramatizing respectful
behaviour
Celebrating diversity
through activities such as
games, poems and
drama
Researching praise
totems
Reciting praise poetry on
totems
ICT tools
Rhymes
Magazine cuttings
Puppets
Sign language materials
Braille materials
45. 44
KEY CONCEPT OBJECTIVES:
Learners should be able
to:
UNIT CONTENT SUGGESTED LEARNING
ACTIVITIES
LEARNING RESOURCES
Me and my family name members of the
wider family
identify self in relation to
grandparents
adjust to changes that
take place in the family
recognise paternal and
maternal relationships
appreciate roles and
importance of family
members
Members of the wider
family
Self in relation to
grandparents
Changes that take place
in the family such as
death or birth of a new
baby, relocation, illness
Paternal and maternal
relationships
Family tree
Roles of family members
Importance of family
members
Identifying family
members
Stating maternal and
paternal parents
Discussing changes that
take place in the family
Dramatising roles of the
family members
Drawing family members
ICT tools
Rhymes
Magazine cuttings
Photographs
Charts with family
members
Sign language materials
Braille materials
Me, my community and
Voluntary participation
identify self in relation to
other members of the
community
relate to the community
of origin
Self in relation to other
members of the
community
Community of origin
Community activities
Singing praise songs
about their community
Discussing the needs of
the community
Picking litter in the
community
ICT tools
Rhymes
Posters
Magazine cuttings
Photographs
Sign language materials
46. 45
KEY CONCEPT OBJECTIVES:
Learners should be able
to:
UNIT CONTENT SUGGESTED LEARNING
ACTIVITIES
LEARNING RESOURCES
participate in community
activities
appreciate diversity in the
community
Diversity in the
community
Celebrating diversity in
the community
simulating/ dramatising
community activities or
programs
Braille materials
TOPIC 2: UNDERSTANDING CHILDS RIGHTS AND RESPONSIBILITIES
KEY CONCEPT OBJECTIVES:
Learners should be able
to:
UNIT CONTENT SUGGESTED LEARNING
ACTIVITIES
LEARNING RESOURCES
Child rights and
responsibilities
state children’s
responsibilities at home,
school and community
list child rights
develop an attitude of being
responsible
fulfil responsibilities to
safeguard rights
Children’s responsibilities
Child rights
Discussing ways child
rights and responsibilities
that are shared and
enjoyed in the home,
school and community
Reciting rhymes and
poems on child rights
and responsibilities
ICT tools
Pictures
Charts
Puzzles
Colouring books
Crayons
Constitution
Sign language materials
Braille materials
47. 46
KEY CONCEPT OBJECTIVES:
Learners should be able
to:
UNIT CONTENT SUGGESTED LEARNING
ACTIVITIES
LEARNING RESOURCES
Practising children’s roles
and responsibilities
Singing songs on
children’s rights and
responsibilities
Coping with violation of
child rights
identify child abuse
describe child abuse
discuss effects of child
abuse
state the school support
structures
identify people that
protect children at home,
school and community
state ways of coping with
abuse
Child abuse
Types of child abuse
Effects of child abuse
School support structures
People that protect
learners from abuse such
as; bullying, cyber
bullying
Ways to cope with abuse
Discussing abuse
Dramatising effects of
child abuse
Story telling on child
abuse
Watching videos on child
abuse
Drawing representational
pictures on abuse
Reciting rhymes and
poems on abuse
Singing songs on abuse
Naming people who
protect children at home,
school and community
Pictures
Resource person(s)
Charts
Posters
Anatomically correct
dolls
ICT tools
Sign language materials
Braille materials
48. 47
KEY CONCEPT OBJECTIVES:
Learners should be able
to:
UNIT CONTENT SUGGESTED LEARNING
ACTIVITIES
LEARNING RESOURCES
Questioning and
answering on coping with
abuse and protection
TOPIC 3: MANAGING AND COPING WITH CHANGES
KEY CONCEPT OBJECTIVES
Learners should be able to:
UNIT CONTENT SUGGESTED LEARNING
ACTIVITIES
LEARNING RESOURCES
Managing and
coping with
changes from ECD
to Grade 1
state transitional changes from
ECD to Grade 1
adjust to the transitional
changes from ECD to Grade
one (1)
manage transitional changes
from ECD to Grade 1
Transitional changes in the
school
- Level/grade
- Classroom
- Teacher
- Routine/programme
Managing transitional
changes in the school
Discussing changes from ECD
to grade one
Naming the changes that
occur due to transition
Discussing on making polite
requests
Role playing making polite
requests
Formulating class rules
Pictures
Charts
ICT Tools
Sign language materials
Braille materials
Coping with
changes in the
family
list changes that affect children
in the family
Changes that affect children
in the family
Discussing changes in the
family that affect children
Pictures
Charts
ICT tools
49. 48
KEY CONCEPT OBJECTIVES
Learners should be able to:
UNIT CONTENT SUGGESTED LEARNING
ACTIVITIES
LEARNING RESOURCES
state coping strategies on
changes in the family
cope with changes in the family
Coping strategies on family
changes
Naming changes that occur in
the family
Drawing siblings
Singing songs on coping
strategies
Questioning and answering on
coping strategies
Simulating situations on
changes in the family that
affect learners
Toys
Sign language materials
Braille materials
Dilemma stories
TOPIC 4: SOCIAL ETIQUETTE
KEY CONCEPT OBJECTIVES:
Learners should be able to
UNIT CONTENT SUGGESTED LEARNING
ACTIVITIES
LEARNING
RESOURCES
Respect and tolerance list good behaviour
show respect for others
interact positively using
appropriate language
registers
Good behaviour
Respecting others
Appropriate language
registers
Discussing and demonstrating
good behaviour
Watching and listening to audio
visual material on self- respect
Story telling on respect
Pictures
Charts
Videos
ICT tools
50. 49
promote co -existence in
different social settings
Values such as; honest,
obedience, trustworthiness
Practising positive interaction such
as turn taking, sharing, greetings
and using polite language
Role modelling
Sign language
materials
Braille materials
TOPIC 5: HEALTH EDUCATION
KEY CONCEPT OBJECTIVES
Learners should be able to:
UNIT CONTENT SUGGESTED LEARNING
ACTIVITIES
LEARNING RESOURCES
Sexuality and
reproductive
health
education
demonstrate ways of maintaining good
personal hygiene of reproductive
organs
identify roles of children at home and
school
appreciate best hygienic practices
promote gender equity in performing
chores
Ways of maintaining good
personal hygiene
Roles of children at home
and school
Gender equity in
performing chores
Discussing good personal
hygiene
Singing songs and rhymes on
personal hygiene
Practising children’s roles at
home and school
Demonstrating habits on
personal hygiene
Personal hygiene
materials
Posters
ICT tools
Charts
Resource persons
Sign language materials
Braille materials
Healthy Life
Styles
identify good food
state ways of keeping healthy
practise healthy habits
appreciate the benefits of exercise
Good food
Ways of keeping oneself
health
-exercising
-healthy habits
Benefits of exercising
Discussing healthy food and
junk food
Sorting pictures of different
types of food
Practising physical body
exercises
Samples of food
Pictures of food
ICT tools
Charts
Posters
Sign language materials
51. 50
KEY CONCEPT OBJECTIVES
Learners should be able to:
UNIT CONTENT SUGGESTED LEARNING
ACTIVITIES
LEARNING RESOURCES
Dramatising healthy habits Braille materials
Common
Diseases
name common diseases
identify signs and symptoms of
common diseases
discuss treatment, care and support
state instances of stigma and
discrimination
coping with challenges associated with
stigmatisation
promote good healthy habits
Common diseases
Signs and symptoms of
common diseases
Treatment care and
support
Challenges associated with
stigma and discrimination
Healthy habits
Stating common diseases
Listing signs and symptoms of
common diseases.
Discussing prevention, care,
treatment and support
Demonstrating the acts of
stigma and discrimination
Role playing stigma and
discrimination
Dramatising modes of
transmission of common
diseases
Pictures
Posters
Charts
ICT tools
Sign language materials
Braille materials
Environmental
Health
identify ways of disposing litter in the
home and school
state types of litter that can be recycled
or re used
practise proper toilet use
Ways of disposing litter in
the home and school
Types of litter that can be
recycled or reused
Proper toilet use
Maintaining a clean
environment
Discussing ways of disposing
litter
Touring dumping sites at
school
Identifying ways of disposing
litter
Describing proper toilet use
Litter bins
Toilets
Charts
Posters
Brailed material
Sign language materials
Braille materials
52. 51
KEY CONCEPT OBJECTIVES
Learners should be able to:
UNIT CONTENT SUGGESTED LEARNING
ACTIVITIES
LEARNING RESOURCES
apply the three R’s (reduce litter, reuse
litter and recycle litter) to keep the
environment clean
maintain a clean environment
Collecting items or objects
from environment for re-use
Visiting recycling sites or plant
Identifying proper and
improper ways of disposing
waste
Cleaning up the environment
ICT tools
TOPIC 6: FINANCIAL AND CAREER GUIDANCE
KEY CONCEPT OBJECTIVES
Learners should be able to:
UNIT CONTENT SUGGESTED LEARNING
ACTIVITIES
LEARNING RESOURCES
Career ambitions list different occupations
state job ambitions
associate ambitions with the world of
work
Different occupations
Job ambitions
Discussing different
occupations
Drawing and pasting pictures
Role playing job ambitions
Exhibiting different careers
Charts
Resource persons
Posters
Pictures
ICT tools
Pencils
53. 52
KEY CONCEPT OBJECTIVES
Learners should be able to:
UNIT CONTENT SUGGESTED LEARNING
ACTIVITIES
LEARNING RESOURCES
Sign language materials
Braille materials
Financial Literacy list income generating projects in the
community
identify honest ways of making
money
craft items for sale at the shop area
practise buying and selling at the
shop area
appreciate the value of money
promote self- reliance
Income generating
projects
Honest ways of making
money
Items for sale
Buying and selling
The value of money
Self-reliance
Budgeting
Discussing income
generating projects in the
community
Role playing honest ways of
making money
Dramatising buying and
selling
Designing and making items
for sale using locally available
resources
ICT Tools
Locally available materials
Shop items
Money
Resource persons
Sign language materials
Braille materials
Sign language materials
Braille materials
TOPIC 7: MANAGEMENT OF RESOURCES AND ASSETS
54. 53
KEY CONCEPT OBJECTIVES
Learners should be able to
UNIT CONTENT SUGGESTED LEARNING
ACTIVITIES
LEARNING RESOURCES
Maintenance of
personal belongings
describe ways of caring for
personal belongings
practise book skills
promote responsible behaviour over
personal belongings
Personal belongings
Book maintenance skills
Responsible behaviour
over personal belongings
Discussing caring of personal
belongings
Demonstrate proper book
handling skills
Reciting rhymes on personal
belongings
Dramatising responsible
behaviour
ICT tools
Braille material
Charts
Toys
Books
Personal belongings
Sign language
materials
Braille materials
Maintenance of
school property
identify ways of caring for school
property
demonstrate necessary
maintenance skills
maintain the school property
Ways of caring for school
property
Maintenance skills
Discussing ways of caring
for school property
Cleaning of school property
Stating ways of maintaining
school property
Demonstrating proper sitting
posture
Practising caring for books,
toys
Practising proper use of
toilets and water taps
ICT tools
Braille material
Chairs
Books
Pictures
Cleaning equipment
Sign language
materials
Braille materials
55. 54
KEY CONCEPT OBJECTIVES
Learners should be able to
UNIT CONTENT SUGGESTED LEARNING
ACTIVITIES
LEARNING RESOURCES
Cleaning the school
environment
TOPIC 8: SAFETY AND PROTECTION
KEY CONCEPT OBJECTIVES
Learners should be able
to:
UNIT CONTENT SUGGESTED LEARNING
ACTIVITIES
LEARNING
RESOURCES
Pedestrian safety demonstrate correct ways
of walking along the road
Verge/pavement/ off the
road walking
Single file
Accompaniment
Refuse, Run away, Report
(RRR) principle
Practising correct ways of walking
along the road
Singing songs on pedestrian safety
Drawing pictures of pedestrian
safety
Playing games on accompaniment
Resource persons
Pictures
Charts
ICT tools
Audio-Visual media
Road
Pamphlets
Sign language materials
Braille materials
Crossing the road illustrate safe road-
crossing
Road crossing
Safe places to cross
Visiting the road
Observing correct ways of crossing
the road
Resource persons
Pictures
Charts
56. 55
KEY CONCEPT OBJECTIVES
Learners should be able
to:
UNIT CONTENT SUGGESTED LEARNING
ACTIVITIES
LEARNING
RESOURCES
Practising correct ways of crossing
the road (road drills)
Reciting poems on crossing the
road
Audio-Visual media
Road
Pamphlets
Sign language materials
Braille materials
Passenger safety demonstrate passenger
safety when using
various modes of
transport
Passenger safety when
using – bicycles, cars,
buses, lorries and animal-
drawn carts
Illustrating passenger safety when
using various modes of transport
Watching videos on passenger
safety
Singing songs on passenger
safety
Resource persons
Pictures
Charts
Audio-Visual media
Road
Pamphlets
Sign language materials
Braille materials
Road signs, signals and
markings
identify road signs,
signals and markings
draw road signs, signals
and markings
Road signs, signals and
markings
Observing road signs, signals and
markings
Drawing road signs and markings
Colouring road signs and
markings
Model of road signs and
markings
ICT tools
Resource persons
Road
Audio-Visual media
57. 56
KEY CONCEPT OBJECTIVES
Learners should be able
to:
UNIT CONTENT SUGGESTED LEARNING
ACTIVITIES
LEARNING
RESOURCES
Pictures
Charts
Sign language materials
Braille materials
Emergency response identify where to get first
help in case of
emergency.
state ways of responding
in case of emergency
acquire First Aid skills
appreciate the
importance of getting
first help on time in case
of emergency
First help in case of
emergency
Ways of responding in
case of emergency
First Aid skills
The importance of getting
first help on time in case of
emergency
Stating support structures at
home and school
Demonstrating First Aid
techniques in different situations
Role playing raising alarm
Simulating emergency situations
First Aid kit
Resource persons
Charts
Pictures
ICT tools
Sign language materials
Braille materials
58. 57
GRADE 2
TOPIC 1: MYSELF, FAMILY AND COMMUNITY
KEY CONCEPT OBJECTIVES:
Learners should be able to:
UNIT CONTENT SUGGESTED LEARNING
ACTIVITIES
LEARNING RESOURCES
Self-Management identify individual strengths
distinguish self from others
appreciate self –worthiness
Individual strengths
Self -awareness
Self- management
Self- worthiness
Stating individual strengths
Discussing the importance of
self-management
Discussing ways of valuing
one self
Playing games to promote
self-worthiness
Reciting rhymes
Describing self among others
Celebrating diversity through
games, poems and drama
ICT tools
Rhymes
Magazine cuttings
Puppets
Sign language materials
Braille materials
Me, my community
and voluntary
participation
identify significant figures in
the community
state services provided by
the community
participate in community
activities
Community significant
figures
Community activities
Community relations
Services provided by the
community
Naming significant figures in
the community
Discussing services
provided by the community
Singing praise songs about
the community
ICT tools
Rhymes
Posters and charts
Magazine cuttings
Photographs
59. 58
KEY CONCEPT OBJECTIVES:
Learners should be able to:
UNIT CONTENT SUGGESTED LEARNING
ACTIVITIES
LEARNING RESOURCES
relate to the community
Value support rendered by
the community
Volunteering in community
activities
Reciting poems on
community
Simulating/ dramatising
community activities or
programs
Touring of community
projects
Sign language materials
Braille materials
TOPIC 2: UNDERSTANDING CHILD RIGHTS AND RESPONSIBILITIES
KEY CONCEPT OBJECTIVES:
Learners should be able to:
UNIT CONTENT SUGGESTED LEARNING
ACTIVITIES
LEARNING
RESOURCES
Child rights and
responsibilities
state children’s responsibilities at
home, school and community
list child rights
appreciate responsibilities in the
family and community level
Children’s responsibilities
at home, school and
community.
Child rights and
responsibilities
Listing children’s
responsibilities
Naming child rights
Discussing child rights and
responsibilities in the family
and community
ICT tools
Pictures
Posters
Charts
Sign language materials
Braille materials
60. 59
KEY CONCEPT OBJECTIVES:
Learners should be able to:
UNIT CONTENT SUGGESTED LEARNING
ACTIVITIES
LEARNING
RESOURCES
develop an attitude of being
responsible
fulfil responsibilities to safeguard
rights
Reciting rhymes on child rights
and responsibilities
Practising children’s roles and
activities
Coping with
violation of child
rights
explain child abuse
identify forms of child abuse
list potential abusers
suggest ways to prevent child
abuse
identify people who protect
children at home, school and
community
state the school support
structures and services they
provide
be assertive and proactive on
issues pertaining violation of
child rights
Child abuse
Forms of abuse
Potential abusers
Ways of preventing child
abuse
People who protect
children at home and
school and community
School support structures
and services provided
Reporting mechanisms on
child abuse
Empowering children on
assertiveness
Stating forms of abuse
Discussing forms of abuse
and potential abusers
Role playing ways of child
abuse prevention
Discussing people who protect
children at home, school and
community
Describing school support
structures and services
provided
Dramatising on issues
pertaining to violation of child
rights
Questioning and answering
on child abuse and child
protection
Pictures
Resource person(s)
Charts
Anatomically correct
dolls
ICT tools
Sign language materials
Braille materials
61. 60
KEY CONCEPT OBJECTIVES:
Learners should be able to:
UNIT CONTENT SUGGESTED LEARNING
ACTIVITIES
LEARNING
RESOURCES
Team work at home,
school and
community
identify the importance of team
work
list qualities of a good team
leader
state ways of resolving
conflicts
demonstrate positive attitude
towards team work.
enhance participation in team
building activities
Importance of team work
Qualities of a good team
leader
Leadership qualities
Ways of resolving conflicts
Positive attitudes towards
team work
Team building activities
Discussing the importance of
team work
Listing qualities of a good
leader
Dramatising positive attitude
towards team work
Discussing ways of managing
conflicts
Making team rules in a group
Singing and playing games on
team building
ICT tools
Ropes, balls, toys
Charts
Pictures
Sign language materials
Braille materials
62. 61
TOPIC 3: MANAGEMENT AND COPING WITH CHANGES
KEY CONCEPT OBJECTIVES
Learners should be able to:
UNIT CONTENT SUGGESTED LEARNING
ACTIVITIES
LEARNING
RESOURCES
Managing and
Coping with
changes in the
family
list changes that affect children
in the family
state coping strategies on
changes in the family
cope with changes in the family
Changes that affect children
in the family
Coping strategies on family
changes
Discussing changes in the
family that affect children
Naming changes that occur in
the family
Questioning and answering on
coping strategies
Simulating situations on
changes in the family that
affect learners and related
support
Role playing supporting
affected learners
Formulating class rules
Pictures
Charts
ICT tools
Sign language materials
Braille materials
Managing conflict
at school
state common conflicts around
the school
discuss ways of resolving stated
conflicts
promote conflict management at
school
Conflicts around the school
Ways of resolving conflict
Discussing common conflicts
around the school
Role playing conflict
management
Demonstrating ways of
managing conflicts
Pictures
Charts
Posters
ICT tools
Sign language materials
Braille materials
63. 62
KEY CONCEPT OBJECTIVES
Learners should be able to:
UNIT CONTENT SUGGESTED LEARNING
ACTIVITIES
LEARNING
RESOURCES
Picture reading on different
conflict scenarios
Questioning and answering on
conflict management
TOPIC 4: SOCIAL ETIQUETTE
KEY CONCEPT OBJECTIVES:
Learners should be able
to:
UNIT CONTENT SUGGESTED LEARNING
ACTIVITIES
LEARNING
RESOURCES
Communication,
respect and tolerance
state good behaviour
demonstrate respect for
oneself and others
discuss individual
differences in the class.
interact positively with
others using appropriate
language registers
promote co -existence in
different social settings
Good behaviour
Respect for oneself and
others
Individual differences in
class
Positive interaction with
others appropriate
language registers
Co-existence in different
social settings
Describing good behaviour
Discussing respect for oneself and
others
Role modelling
Role playing etiquette
Story telling on respect
Singing, dancing and playing
games that promote cultural
diversity
Reciting rhymes and poems on
appropriate language register
ICT tools
Folktales
Resource person
Role models
Picture books
Pictures
Charts
Sign language
materials
Braille materials
64. 63
Positive Attitudes towards
vulnerable people
TOPIC 5: HEALTH EDUCATION
KEY CONCEPT OBJECTIVES
Learners should be able to:
UNIT CONTENT SUGGESTED LEARNING
ACTIVITIES
LEARNING RESOURCES
Sexuality and
reproductive
health
Education
discuss keeping under garments clean
demonstrate cleaning oneself
Keeping under garments
clean
Cleaning oneself
Explaining how to keep
undergarments clean
Role playing cleaning a
dummy
Demonstrating healthy habits
through song, rhymes, role
play
Personal hygiene
material
Pictures
Charts
Posters
ICT tools
Sign language materials
Braille materials
Healthy Life
Styles
name different types of food
discuss a balanced diet
identify good eating habits
promote healthy life styles through
exercises
Types of food
Balanced diet
Good eating habits
Healthy life styles
Exercises
Listing different types of food
Sorting pictures of different
types of food
Exhibiting different types of
food
Samples of food
Pictures of food
ICT tools
Posters
Charts
65. 64
KEY CONCEPT OBJECTIVES
Learners should be able to:
UNIT CONTENT SUGGESTED LEARNING
ACTIVITIES
LEARNING RESOURCES
practise healthy habits Describing a balanced diet
meal
Discussing good eating habits
Demonstrating good eating
habits
Playing games that promote
mental and physical health
Making a frieze or /food chart
Sign language materials
Braille materials
Common
Diseases
list communicable and non-
communicable diseases
identify signs and symptoms of
common diseases
suggest support services rendered to
people with different conditions
discuss nutrition in relation to common
diseases
promote management of common
diseases
Communicable diseases
such as typhoid, cholera,
bilharzia, malaria,
influenza, COVID-19
Non-communicable
diseases such as cancer,
diabetes, epilepsy
Support services rendered
to people with different
conditions
Signs and symptoms of
common diseases
Stating communicable and
non- communicable diseases
Describing signs and
symptoms of common
diseases.
Discussing support services
rendered to people with
different conditions
Question and answering on
nutrition in relation to common
diseases
Quiz sessioning on common
diseases
Posters
Charts
Nutritional and herbal
gardens
Pictures
ICT tools
Sign language materials
Braille materials
66. 65
KEY CONCEPT OBJECTIVES
Learners should be able to:
UNIT CONTENT SUGGESTED LEARNING
ACTIVITIES
LEARNING RESOURCES
Nutrition in relation to
common diseases
Management of common
diseases
Prevention and treatment of
diseases
Making nutritional and herbal
gardens
Environmental
Health
explore dumping sites
list pollutants in the locality
identify materials that can be recycled
and or re-used.
maintain a clean environment
apply the three R’s (reduce litter, reuse
litter and recycle litter)
Dumping sites
Pollutants in the locality
Maintaining clean
environment
Reduce, reuse and recycle
Touring dumping sites at
school
Identifying pollutants on
dumping sites
Discussing on materials that
can be recycled and or re-
used.
Collecting items or objects
from the environment for re-
use
Visiting recycling sites or plant
Identifying proper and
improper ways of dumping
waste
Litter bins
ICT tools
Dumping sites
Pictures
Sign language materials
Braille materials
67. 66
TOPIC 6: FINANCIAL AND CAREER GUIDANCE
KEY CONCEPT OBJECTIVES
Learners should be able to:
UNIT CONTENT SUGGESTED LEARNING
ACTIVITIES
LEARNING RESOURCES
Career ambitions identify different occupations
demonstrate career ambitions
discuss roles and skills required on
different careers
appreciate various careers in today’s
world of work
Different
occupations/careers
Career ambitions
Roles and skills on
different careers
Stating different occupations
Discussing different careers
Exhibiting different careers
Role playing different careers
Conducting in -plant
exposure
Resource persons
institutions, industries
Posters
Charts
ICT tools
Sign language
materials
Braille materials
Financial literacy discuss honest ways of making
money
identify income generating projects
in the community
practise buying and selling items in
the classroom, appreciating the
value of money
Honest ways of making
money
Income generating
projects
Buying and selling items in
the classroom store
Value of money
Naming honest ways of
making money
Discussing income
generating projects in the
community
Role playing buying and
selling
Crafting items using available
resources
ICT tools
Resource persons
Charts of people at
work
Shop area
Money
Sign language
materials
Braille materials
68. 67
TOPIC 7: MANAGEMENT OF RESOURCES AND ASSETS
KEY CONCEPT OBJECTIVES
Learners should be able to:
UNIT CONTENT SUGGESTED LEARNING
ACTIVITIES
LEARNING
RESOURCES
Maintenance of
personal belongings,
school and
community property
list school and community facilities
that needs care
discuss the care of personal
belongings, school and community
property
identify necessary maintenance
skills
promote responsible behaviour in
handling school and community
property
School and community
facilities
Care of personal
belongings, school and
community property
Maintenance skills
Responsible behaviour in
handling school and
community property
Observing school and
community facilities
Naming school and
community amenities that
needs care
Discussing the importance of
maintaining school and
community property
Demonstrating necessary
maintenance skills
ICT tools
Resource persons
Charts
Toys
Books
Maintenance tools
Sign language
materials
Braille materials
69. 68
KEY CONCEPT OBJECTIVES
Learners should be able to:
UNIT CONTENT SUGGESTED LEARNING
ACTIVITIES
LEARNING
RESOURCES
Touring school and
community facilities to identify
where there is need and
intervention
Demonstrating necessary
maintenance skills
TOPIC 8: SAFETY AND PROTECTION
KEY CONCEPT OBJECTIVES
Learners should be able
to:
UNIT CONTENT
(knowledge, skills &
attitudes)
SUGGESTED LEARNING
ACTIVITIES
LEARNING RESOURCES
Pedestrian safety demonstrate correct ways
of walking along the road
apply the RRR principle
Ways of walking along the
road
-Verge/pavement/ off the
road walking
-Single file
-Accompaniment
Dramatising correct ways
of walking along the road
Singing songs on
pedestrian safety
Drawing pictures of
pedestrian safety
Resource persons
Pictures
Charts
Audio-Visual media
Road
Pamphlets
ICT tools
70. 69
KEY CONCEPT OBJECTIVES
Learners should be able
to:
UNIT CONTENT
(knowledge, skills &
attitudes)
SUGGESTED LEARNING
ACTIVITIES
LEARNING RESOURCES
Refuse, Run away,
Report (RRR) principle
Playing games on
accompaniment
Demonstrating the RRR
principle
Sign language materials
Braille materials
Crossing the road observe safe places to
cross the road
Safe places to cross the
road
Demonstrating road
crossing
Practising road crossing
Reciting poems on
crossing the road
Visiting the road to
demonstrate safe
crossing
Resource persons
Pictures
Charts
Audio-Visual media
Road
Pamphlets
ICT tools
Sign language materials
Braille materials
Passenger safety demonstrate passenger
safety when using various
modes of transport
Passenger safety when
using – bicycles, cars,
buses, lorries and animal-
drawn carts
Illustrating passenger
safety when using various
modes of transport
Watching videos on
passenger safety
Singing songs on
passenger safety
Resource persons
Pictures
Charts
Audio-Visual media
Road
Pamphlets
ICT tools
71. 70
KEY CONCEPT OBJECTIVES
Learners should be able
to:
UNIT CONTENT
(knowledge, skills &
attitudes)
SUGGESTED LEARNING
ACTIVITIES
LEARNING RESOURCES
Sign language materials
Braille materials
Road signs, signals and
markings
identify road signs,
signals and markings
draw road signs, signals
and markings
Road signs, signals and
markings
Observing road signs,
signal and markings
Drawing road signs and
markings
Colouring road signs and
markings
Model of road signs and
markings
Resource persons
Road
Audio-Visual media
Pictures
Charts
Highway code charts
Highway code
ICT tools
Sign language materials
Braille equipment
Emergency response list cases that require
immediate help
identify where to get first
help in case of
emergency.
Cases that require
immediate help
First help in case of
emergency
Ways of responding in
case of emergency
Stating cases that require
immediate help
Discussing where to get
help in case of
emergency
Resource persons
Charts
Posters
Pictures
ICT tools
Sign language materials
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KEY CONCEPT OBJECTIVES
Learners should be able
to:
UNIT CONTENT
(knowledge, skills &
attitudes)
SUGGESTED LEARNING
ACTIVITIES
LEARNING RESOURCES
state ways of responding
in case of emergency
promote early reporting
and intervention
Early reporting and
intervention
Demonstrating ways of
responding in case of
emergency
Simulating emergency
situations
Braille materials
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9.0 ASSESSMENT
Guidance and Counselling and Life skills Education at Infant Level shall be assessed through continuous assessment. The syllabus scheme of
assessment is grounded on the principle of inclusivity. Arrangements, accommodations and modifications must be visible to enable candidates with
special needs to access assessments.
9.1 ASSESSMENT OBJECTIVES
By the end of the Guidance and Counselling and Life skills Education Infant Level, learners should be able to:
relate appropriately with family, friends, classmates, wider community and strangers.
explain their roles in the home, school and their community.
demonstrate patriotism, volunteerism and acceptance of human diversity
exhibit knowledge of community structures and support systems.
identify changes that can take place within a family.
demonstrate healthy habits, good care of their belongings and the environment.
describe communicable and non-communicable diseases and ways of prevention
state child rights and responsibilities
list types of child abuse.
discuss norms, values and appropriate behaviour (Unhu/Ubuntu/Vumunhu).
demonstrate safe traffic and road usage skills.
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9.2 SCHEME OF ASSESSMENT
Guidance and Counselling and Life skills Education will be assessed through continuous assessment at infant level (ECD to Grade 2). Continuous
assessment shall involve projects, written tests and exercises, practical tasks and assignments as indicated in the table below:
LEVEL FORMS OF
ASSESSMENT
ASSESSMENT TASK NATURE FREQUENCY
ECD A and B Continuous relate appropriately with
others
proper toilet use
sharing
caring for one’s belongings
helping others
problem solving
decision making
conflict resolution
self confidence
creativity
demonstrating correct road
usage
Practical
Oral
Observation
These can be done
individually or in
groups
Monthly
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LEVEL FORMS OF
ASSESSMENT
ASSESSMENT TASK NATURE FREQUENCY
Grade1 Continuous relate appropriately with
others
volunteering
reciting National pledge
sharing
caring for one’s belongings
maintaining their immediate
environment
greeting elders
helping others
dressing properly
concept of time
concept of right and wrong
(discipline)
using proper language
demonstrating correct road
usage
team work
confidence
Observation
Practical
Oral
Written exercises
Tests
These can be done
individually or in
groups
Monthly
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LEVEL FORMS OF
ASSESSMENT
ASSESSMENT TASK NATURE FREQUENCY
problem solving
decision making
communicating
conflict resolution
creativity
written exercises and tests
practical tasks
assignments
Grade 2 Continuous relate appropriately with
others
adjust to different situations
volunteering
reciting National pledge
sharing
caring for one’s belongings
maintaining the environment
greeting elders
helping others
Observation
Practical
Oral
Written exercises
Tests
These can be
done individually
or in groups
Monthly
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LEVEL FORMS OF
ASSESSMENT
ASSESSMENT TASK NATURE FREQUENCY
dressing properly
demonstrating correct road
usage
concept of time
concept of right and wrong
(discipline)
using proper language
team work
problem solving
decision making
critical thinking
communicating
conflict resolution
confidence
self-management
creativity
written exercises and tests
practical tasks
assignments
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LEVEL FORMS OF
ASSESSMENT
ASSESSMENT TASK NATURE FREQUENCY
projects
ASSESSMENT CRITERIA
Assessment Instruments:
Checklists
Rating Scale
Observation Guide
Exercises
Theory Tests